8. Convene in closed session under Texas Open Meetings Act, Texas Government Code, Chapter 551 under the following sections: 551.071 - For the purpose of a private consultation with the Board's attorney on any or all subjects or matters authorized by law; Section 551.072 - Consider purchase, exchange, lease, or value of real property, Section 551.074 - Personnel matters, Section 551.076 - Security matters, Section 551.082 - Student discipline matter or complaint, or Section 551.0821 - Personally identifiable information about public school student A. Deliberate hearing officer's recommendation regarding a Level Three student grievance appeal of Eva Frazier.

[8. Convene in closed session under Texas Open Meetings Act, Texas Government Code, Chapter 551 under the following sections: 551.071 - For the purpose of a private consultation with the Board's attorney on any or all subjects or matters authorized by law; Section 551.072 - Consider purchase, exchange, lease, or value of real property, Section 551.074 - Personnel matters, Section 551.076 - Security matters, Section 551.082 - Student discipline matter or complaint, or Section 551.0821 - Personally identifiable information about public school student A. Deliberate hearing officer's recommendation regarding a Level Three student grievance appeal of Eva Frazier.]

UNDER TAXES. OPEN MEETING ACT, TEXAS GOVERNMENT CALLED CHAPTER 5.1. UNDER THE FOLLOWING SECTIONS SECTION 551071 FOR THE PURPOSE OF A PRIVATE CONSULTATION WITH THE BOARD ATTORNEY ON ANY FOR ALL SUBJECTS OF MATTERS AUTHORIZED BY LAW. SECTION 55107 TO CONSIDER

[00:35:06]

PURCHASE YOU CAN CHANGE, LEASE OR VALUE OF REAL PROPERTY SECTION 551074 PERSONNEL MATTERS SECTION 551076 SECURITY MEASURES SECTION 551082 STUDENT DISCIPLINE MATTERS OR COMPLAINT.

WAR SECTION 55108 TO 1 PERSONALLY IDENTIFIABLE INFORMATION ABOUT PUBLIC SCHOOL STUDENTS. THE TIME NOW IS 6 36 AND AWARE NOW CONVENED IN CLOSED SESSION. THE THIS PART OF THE

[9. Reconvene in Open Session]

THE TIME NOW IS 7 25 PM AND WE ARE NOW RECONVENED IN OPEN SESSION. DO WE HAVE A MOTION

[10. Consider Action on Closed Session Items]

FROM CLOSED SESSION? YES, MADAM PRESIDENT. I MOVE THAT THE BOARD OF TRUSTEES EXCEPT THE HEARING OFFICER'S RECOMMENDATION CONCERNING THE LEVEL THREE F. N G AGREEMENTS OF EVA FRAZIER.

SECOND. WE HAVE A MOTION BY MR HAMBLETON AND SECOND BY MS HANAN. WE HAVE A DISCUSSION. SEE NOW PLEASE VOTE.

MOTION PASSES 70. NICE. NEXT ON THE AGENDA IS INFORMATION ITEM, DOCTOR WAY BACK. I'M GOING TO TURN THIS OVER TO YOU. THANK YOU. ACTUALLY I'M JUST GONNA TURN IT RIGHT OVER TO DR LAWSON AND THE ACADEMIC TEAM. FANTASTIC. GOOD EVENING, PRESIDENT DAY BOARD MEMBERS SUPERINTENDENT WENT BACK FOR RELATED TO BE HERE TONIGHT. ACADEMIC AFFAIRS IS SHARING A PRESENTATION. IT'S OUR FIRST, UH , PRESENTATION BASED ON THE STUDENT ACHIEVEMENT COMMITTEE.

SO AGAIN, THANKS TO MS HANAN AND THE COMMITTEE FOR BREED FORWARD . AN OPPORTUNITY TO TALK ABOUT STUDENT OUTCOMES ARE FIRST SESSION TONIGHT IS GOING TO LEAD BY MELISSA HUBBARD, OUR EXECUTIVE DIRECTOR FOR TEACHING AND LEARNING. SHE'S WORKED WITH THE TEAM AS WELL AS A COUPLE OF OUR CAMPUSES TO SHARE OUR END OF YOUR DATA FROM THE 2022 2023 SCHOOL YEAR, SO AT THIS TIME, I'LL TURN OVER TO MELISSA ALBERT.

WE HAVE A LITTLE TECHNICAL DELAY HERE. WE'LL GO AHEAD AND GET THAT RECENT OVER TO FOR TECHNOLOGY. I DON'T KNOW IF WE WANT TO PROCEED IN THIS DAY WITH THE SAFETY UPDATE, BUT IT LOOKS

[11.B. Safety Update]

AS IF THE PRESENTATION IS NOT READY TO GO. YES DEFINITELY. WE CAN DO THAT. SO CHIEF WRITER.

WOULD YOU LIKE TO MAKE A SAFETY UPDATE TO THE COMMUNITY AND TO THE BOARD? YES MA'AM. THANK YOU . GOOD EVENING, PRESIDENT DAY BOARD MEMBERS AND DOCTOR WOULD BEC THE MISSION OF THE FOREMAN.

HONESTY. POLICE DEPARTMENT IS TOO, BRO. IT PROVIDE A SAFE ENVIRONMENT IN AND AROUND OUR SCHOOLS AND DISTRICT FACILITIES WHILE SERVING AS EDUCATORS AND BUILDING POSITIVE RELATIONSHIPS WITH OUR STUDENTS, OUR STAFF AND OUR FAMILIES. WE PRACTICE AN EDUCATOR FIRST MENTALITY, WHICH MEANS WE HAVE AN OPPORTUNITY TO EDUCATE STUDENTS EVERY DAY. NOT NECESSARILY IN A CLASSROOM, BUT BY THE WAY WE WALK DOWN THE HALLS, BY THE WAY, WE INTERACT WITH STUDENTS. UM WE DON'T HAVE TO BE IN A CLASSROOM TO BE AN EDUCATOR, SO THIS PRESENTATION IS AN OPPORTUNITY TO EDUCATE PARENTS AND THE COMMUNITY ON WHO WE ARE AND WHAT WE DO. THE FOUR BANANAS POLICE DEPARTMENT. WE HAVE 76 SWORN POLICE OFFICERS TO OUR ASSIGNED TO HIGH SCHOOLS, ONE ASSIGNED TO EACH MIDDLE SCHOOL AND 11 ASSIGNED TO ELEMENTARY SCHOOL PATROL. WE HAVE INVESTIGATORS ASSIGNED TO PERSON AND PROPERTY CRIMES, CHILD ABUSE AND COMPUTER FORENSICS. WE OPERATED DISPATCH CENTER 24 HOURS A DAY, SEVEN DAYS A WEEK WHERE THEY CAN ANSWER CALLS, AS WELL AS MONITOR ALARMS AND SECURITY CAMERAS. AT ANY TIME. WE EMPLOY ROUGHLY 160 CROSSING GUARDS THAT HELP OUR STUDENTS CROSS STREETS SAFELY EVERY DAY. WE HAVE A LIFE SAFETY SYSTEMS DEPARTMENT, WHERE TECHNICIANS OVERSEE, INSTALL AND REPAIR INTRUSION ALARMS AND FIRE ALARM SYSTEMS CARD ACCESS SECURITY CAMERAS AND FIRE EXTINGUISHER SERVICES. WE ALSO HAVE EMERGENCY MANAGEMENT MAY ENSURE COMPLIANCE WITH STATE MANDATES. SAFETY AUDITS, STAFF TRAININGS AND OVERSIGHT OF ALL EMERGENCY DRILLS. FOR BEING NASTY POLICE DEPARTMENT IS AN ACCREDITED AND RECOGNIZED AGENCY THROUGH THE TEXAS POLICE CHIEFS ASSOCIATION BEST PRACTICES RECOGNITION PROGRAM. WE

[00:40:05]

VOLUNTARILY WORK AND COMPLIANCE WITH APPROXIMATELY 180, TEXAS LAW ENFORCEMENT BEST PRACTICES.

THESE BEST PRACTICES WERE DEVELOPED BY TEXAS LAW ENFORCEMENT PROFESSIONALS AGENCT AND EFFECTIVE DELIVERY OF SERVICE. THE REDUCTION OF RISK IN THE PROTECTION OF INDIVIDUALS . RIGHTS WE WERE ORIGINALLY RECOGNIZED IN 2016 AFTER A COMPLETE REVIEW OF OUR GENERAL ORDERS MANUAL, A SITE VISIT FROM ASSESSORS AND INTERVIEWS WITH STAFF. WHILE WE SUBMIT PROOF SUBMISSIONS ON A YEARLY BASIS TO DEMONSTRATE ONGOING COMPLIANCE, COMPLETE SITE VISIT REVIEWS ARE CONDUCTED ON A FOUR YEAR CYCLE, WHICH THEN ESTABLISHES A RE RECOGNIZED MILESTONE. WE WERE REALLY RECOGNIZED IN 2020. WE'RE PREPARING FOR THE SECOND RE RECOGNITION IN 2024. WE COMPILED A SAFETY AND SECURITY MASTER PLAN IN 2014 WITH COMMUNITY INPUT WHERE WE HAD SEVERAL MEETINGS AT SCHOOLS WITH THE COMMUNITY. THIS SAFETY AND SECURITY MASTER PLAN WAS DESIGNED TO BE A ROADMAP FOR FUTURE PLANNING OF THE DISTRICT SAFETY AND SECURITY NEEDS. THE PLAN IS BASED ON FOUR INTER RELATED ELEMENTS WHICH ARE INFRASTRUCTURE CRISIS, COMMUNICATION AND NOTIFICATION, STAFFING AND POLICIES AND PROCEDURES, MANY OF THE SAFETY AND SECURITY MEASURES IN THAT ORIGINAL PLAN IN 2014 WERE FUNDED BY BOND 2014. SUCH AS SECURITY VESTIBULES WINDOW FILM , SECURITY CAMERA UPGRADES AND CARD ACCESS CONTROL TO NAME A FEW. THE SAFETY AND SECURITY MASTER PLAN WAS AGAIN UPDATED AND 2018 AHEAD OF THE BOND WITH THE HELP OF A SAFETY ADVISORY COMMITTEE. THAT SAFETY ADVISORY COMMITTEE WAS MADE UP OF 45 COMMUNITY STAKEHOLDERS, WHICH WAS CO LED BY A FORMER HOUSTON POLICE OFFICER AND RETIRED FOR URBANIZED TEACHER CHARGED, WANTS TO EXPLORE SAFETY SOLUTIONS THAT MAY BE ADDED TO THE SAFETY AND SECURITY MASTER PLAN, THUS ENHANCING THE SECURITY MEASURES ALREADY IN PLACE. THE COMMITTEE EXPLORED 14 POTENTIAL NEW SAFETY STRATEGIES AND REACH CONSENSUS THAT 12 OF THEM SHOULD BE RECOMMENDED TO THE BOARD OF TRUSTEES, WHILE TWO OF THEM SHOULD NOT BE RECOMMENDED. THOSE STRATEGIES INCLUDED AN EMERGENCY OPERATIONS CENTER, WHICH HAS BEEN COMPLETED A THREAT MANAGEMENT PROGRAM, WHICH HAS BEEN COMPLETED INCIDENT REPORTING PLATFORM FOR STUDENTS AND STAFF. COMPLETED DOOR LOCKS COMPLETED. POLICE OFFICERS FOR THREAT ASSESSMENT TEAM COMPLETED POLICE OFFICER TO INVESTIGATE CHILD ABUSE CASES COMPLETED POLICE OFFICERS TO PATROL ELEMENTARY CAMPUSES COMPLETED TRAINING FOR STUDENTS AND STAFF COMPLETED AND CONTINUING METAL DETECTORS WERE DOING A PILOT PROGRAM FOR ATHLETIC VENUES, FENCING AROUND PORTABLE BUILDINGS AND PROGRESS STAFF AND STUDENT ID BADGES IN PROGRESS SCHOOL MARSHAL PROGRAM WAS NOT IMPLEMENTED. ALLOW A PROOF STAFF TO CARRY FIREARMS THAT WAS NOT RECOMMENDED BY THE BY THE COMMITTEE AND FACIAL RECOGNITION SOFTWARE WAS ALSO NOT RECOMMENDED BY THE COMMITTEE TO MOVE FORWARD. THE SAFETY AND SECURITY MASTER PLAN IS POSTED ON THE FOURTH DYNASTY POLICE WEBSITE FOR STAKEHOLDERS TO VIEW AS FAR AS STATE MANDATES GO. NUMEROUS STATE MANDATES ALSO DRIVE ACTIVITY IN OUR POLICE DEPARTMENT. OUR DISTRICT HAS A EMERGENCY OPERATION PLAN THAT'S REVIEWED ANNUALLY AND APPROVED BY THE TEXAS SCHOOL SAFETY CENTER ARE ACTIVE THREAT ANNEX, AN ACTIVE SHOOTER APPENDIX WERE APPROVED BY THE TEXAS SCHOOL SAFETY CENTER LAST SCHOOL YEAR AS WELL. WE CONDUCT LEGISLATIVELY REQUIRED CAMPUS SAFETY AUDITS. WE JUST COMPLETED THE THREE YEAR CYCLE OF AUDITS, WHICH WAS RECENTLY REPORTED TO THE SUPERINTENDENT AND THE BOARD OF TRUSTEES AND THE TEXAS SCHOOL SAFETY CENTER. WE HAVE CONVENED A SCHOOL SAFETY AND SECURITY COMMITTEE THAT'S REQUIRED TO MEET AT LEAST THREE TIMES PER YEAR TO DISCUSS SAFETY RELATED TOPICS FOR THE DISTRICT. THE COMMITTEE IS COMPRISED OF BOARD MEMBERS, THE SUPERINTENDENT, STAFF, PARENTS AND LOCAL FIRST RESPONDERS. STATE MANDATE. INTRUDER DETECTION AUDITS WERE ALSO CONDUCTED. LAST SCHOOL YEAR FOR BEING HONEST, HE HAD 62 UNANNOUNCED CAMPUS AUDITS BY REGION FOR PERSONNEL, WHICH RESULTED IN ONLY FOUR CAMPUSES WITH THE FINDINGS WERE DOORS INTO A SCHOOL WHERE FOUND UNLOCKED. THOSE WERE REPORTED TO THE BOARD AT REGULAR BOARD MEETINGS BY MYSELF AND REPORTED TO THE SCHOOL SAFETY AND SECURITY COMMITTEE HOUSE BILL THREE, IN PART ALSO MANDATES AN ARMED COMMISSION POLICE OFFICER AT EVERY CAMPUS DURING REGULAR SCHOOL HOURS, WHICH THE BOARD WILL ADDRESS LATER THIS THIS EVENING FOR BENIGN C HAS 50 ELEMENTARY SCHOOLS AS FAR AS TRAINING FOR BANANAS. D POLICE IS ACTIVE IN TRAINING STUDENTS, STAFF, OUR COMMUNITY AND OUR OFFICERS. STANDARD RESPONSE PROTOCOL HAS BEEN IN USE FOR APPROXIMATELY 10 YEARS. THIS IS PLAIN LANGUAGE TO DIRECT STUDENTS, STAFF AND VISITORS ON WHAT TO DO IN ANY TYPE OF EMERGENCY ON A CAMPUS. WE ALSO SUBSCRIBE TO THE ALERT TRAINING

[00:45:01]

. THAT'S THE ADVANCED LAW ENFORCEMENT, RAPID RESPONSE TRAINING OR ACTIVE SHOOTER TRAINING. ALL FORTMAN HONEST POLICE OFFICERS COMPLETE THIS TRAINING YEARLY. FOR BEEN HONESTY, ALSO HAS TRAINED ALERT INSTRUCTORS AND WE PARTNER WITH OTHER INSTRUCTORS IN FORT BEND COUNTY TO HOST TRAINING CLASSES . WE HOSTED 16 ALERT TRAINING CLASSES THIS PAST SCHOOL YEAR WITH OVER 350 POLICE OFFICERS FROM ALL OVER THE COUNTRY TAKING OUR TRAINING. OFFICERS ARE REQUIRED TO TAKE MANDATORY SCHOOL BASED LAW ENFORCEMENT TRAINING CLASSES AS WELL. TOPICS INCLUDE WORKING WITH JUVENILES, THE ESCALATION TECHNIQUES, CRISIS, INTERVENTION TECHNIQUES AND UNDERSTANDING THE ADOLESCENT BRAIN. STAKEHOLDER TRAINING IS ALSO IMPORTANT TO US. WE HAVE INSTRUCTORS. FOR THE CRAZE CURRICULUM, WHICH IS THE CIVILIAN RESPONSE TO ACTIVE SHOOTER EVENTS. WE HAVE INSTRUCTORS THAT TEACH THIS CLASS TO STAFF AND COMMUNITY ORGANIZATIONS ALIKE. WE ARE GOVERNED BY POLICIES AND PROCEDURES. OUR POLICE DEPARTMENT IS GOVERNED BY THE POLICE DEPARTMENT'S GENERAL ORDERS MANUAL THAT IS ALSO REVIEWED ANNUALLY AS PART OF OUR RECOGNIZED STATUS THAT I MENTIONED EARLIER WERE ALSO GOVERNED BY DISTRICT POLICY UNDER THE CK SECTION. WE STRIVE TO WORK WITH ALL STAKEHOLDERS COLLABORATIVELY AND BUILD STRONG RELATIONSHIPS. WE WANT OUR STUDENTS, STAFF AND PARENTS TO FEEL SAFE IN OUR SCHOOLS. AND WE PROVIDE THEM WITH DIFFERENT OPTIONS TO REPORT A CRIME OR ANYTHING SUSPICIOUS. THIS SCHOOL YEAR, STUDENTS AND PARENTS ALIKE HAVE DONE A GOOD JOB REPORTING CRIMES OR SUSPICIOUS ACTIVITY DIRECTLY TO THE POLICE DEPARTMENT, AS OPPOSED TO SIMPLY POSTING ON SOCIAL MEDIA. THIS SIGNIFICANTLY SPEEDS UP OUR RESPONSE TIME TO A POTENTIALLY CRITICAL SITUATION. WE'VE DEVELOPED A SEE SOMETHING SHARE SOMETHING UP. IT'S SPECIFICALLY FOR 14 HONESTY, AND IT ALLOWS ANYONE TO REPORT SOMETHING DIRECTLY TO FOUR BANANAS. POLICE ANONYMOUSLY. CRIMESTOPPERS IS ALWAYS ANOTHER GOOD WAY TO REPORT SOMETHING ANONYMOUSLY.

AND OF COURSE, ANYONE CAN REPORT ANYTHING DIRECTLY TO OUR POLICE DEPARTMENT AND OUR OFFICERS BY CALLING FOR HONESTY, POLICE DISPATCH OR WHEN YOU SEE AN OFFICER ON THE CAMPUS. POLICE OFFICERS AND UNIFORMS. MAYBE THE FIRST IMAGE THAT COMES TO MIND WHEN TALKING ABOUT THE FOUR BEEN HONEST POLICE DEPARTMENT. WE SERVE THE DISTRICT AND A VARIETY OF WAYS WITH NUMEROUS EMPLOYEES WHO EMBRACED THE IDEA. IDEA OF BEING EDUCATORS FIRST AND BUILDING POSITIVE RELATIONSHIPS.

THANK YOU FOR YOUR TIME. OKAY THANK YOU, CHIEF WRITER. I'M GOING TO OPEN FOR THE BOARD TO ASK QUESTIONS. DO WE HAVE ANY QUESTIONS? MR HAMILTON'S THANK YOU, MADAM PRESIDENT. THANK YOU, CHIEF WRITER FOR THAT UPDATE, UH SO I THINK IT'S WORTH REITERATING. CAN YOU SAY THAT AGAIN? SO IF A STUDENT OR A PARENT BECOMES AWARE OF SOME KIND OF A THREAT, SHOULD THEY POST FIRST ON SOCIAL MEDIA OR SHOULD THEY REPORT TO YOU? FIRST TO THE YOUR DEPARTMENT? WELL THANK YOU FOR THAT SOFTBALL QUESTION. PLEASE REPORT IT DIRECTLY TO THE POLICE DEPARTMENT AND NOT ON SOCIAL MEDIA ALLOWS US TO RESPOND MUCH QUICKER. YES THANK YOU. THANK YOU WANT TO COME IN THE STUDENTS AND PARENTS WHO DID THAT? SO THAT MADE A BIG DIFFERENCE IN THE INCIDENTS RECENTLY ON THE CAMPUS AND ALSO COME IN CHIEF WRITER AND MR ROSE BURNING IN THE STAFF WHO DID A GREAT JOB RESPONDING QUICKLY AND TAKING THESE THINGS SERIOUSLY, SO THAT WE DIDN'T HAVE A BAD INCIDENT. SO THANK YOU FOR YOUR DILIGENCE AND FOR KEEPING OUR KIDS AND OUR EMPLOYEES SAFE. THANK YOU. THANK YOU, MR HAMBLETON, MR MALONE. THANK YOU, PRESIDENT DAY AND THANK YOU, CHIEF WRITER FOR UM THE UPDATE GREATLY APPRECIATE IT . AND I THINK, UM, MOST NOTABLY FOR ME IS THE SEE SOMETHING SHARE SOMETHING WHICH WE TALKED ABOUT YEARS PASSED AND I RECALL A TEACHER. NOT EVEN LIKE COMING TO US ABOUT A CONCERN AND NOT EVEN BEING AWARE OF THE APP. AND SO IT BRINGS ME GREAT. GREAT JOY AND ALSO COMFORT KNOWING THAT THE WORD IS SPREADING AND THAT NOT ONLY OUR STAFF MORE FAMILIAR, BUT ALSO OUR STUDENTS IN THAT THEY'RE UTILIZING IT.

AND SO I ASK WOULD BE A VIEW AS IF WE COULD POSSIBLY GET SOME DATA ON THAT. TO KNOW HOW MUCH IT'S INCREASED YEAR OVER YEAR. UM I THINK THAT'S REALLY HELPFUL TO KNOW BECAUSE BEING ABLE TO ATTRIBUTE THAT WITH THE MARKETING EFFORTS THAT WERE DONE LAST YEAR, LIKE I RECALL SEEING THE POSTERS UP AT CAMPUSES AND SO FORTH, AND I KNOW THAT IT IN SIMPLE IN ASSEMBLIES THAT PRINCIPLES HAVE REALLY BEEN CONVEYING THAT MESSAGE TO UTILIZE THIS APP. AND SO IF WE'VE SEEN SUCH TREMENDOUS RESULTS IF IT'S YOU KNOW, JUST KNOWING THAT, UM I GUESS THERE'S IF THERE'S ADDITIONAL GAIN THAT WE COULD SEEK AND WHAT WE CAN DO TO SUPPORT THOSE EFFORTS, AND I THANK YOU VERY MUCH FOR, UM FOR YOU SPEARHEADING THAT AND HAVING THAT VISION SOME YEARS AGO AND NOW SEEING IT IN FRUITION AND MAKING A DIFFERENCE. THANK YOU. THANK YOU. THANK YOU, MR MALONE . MISS JONES. THANK YOU, CHIEF RIDER. UM, I'M I ALWAYS FEEL SAFE YOU WHEN I'M HERE. I ALWAYS FEEL SAFE WITH FOR BEN. I SD POLICE AND I JUST COMMEND YOU BECAUSE I KNOW THAT YOU DON'T

[00:50:08]

SEE WE DON'T SEE WHAT YOU SEE EVERY DAY AND SOMETIMES IT'S NOT ALWAYS POSITIVE, BUT I JUST WANTED TO LET YOU KNOW THAT WE DO APPRECIATE YOU AND WE DO SUPPORT YOU AND I JUST HAVE ONE LITTLE QUESTION. WHAT MESSAGE CAN YOU PROVIDE TO PARENTS THAT WOULD REASSURE THEM THAT THEIR CHILD IS SAFE. IN OUR SCHOOLS. WHAT DO YOU WANT PARENTS TO KNOW ? ABSOLUTELY SO, UM, I THINK THAT OUR SCHOOL DISTRICT PUTS MORE UM, INTENTIONAL EFFORT BEHIND MAKING OUR SCHOOLS SAFE.

I WILL SAY THAT SCHOOLS ARE THE SAFEST PLACE TO BE IN OUR COMMUNITY. AND THE REASON I SAY THAT IS WE HAVE A LAYERED APPROACH. WHEN YOU LOOK AT OUR SAFETY AND SECURITY MASTER PLAN, WE HAVE A LAYERED APPROACH TO SECURITY. IT'S NOT JUST THE PHYSICAL PART. THERE'S THERE ARE A WHOLE NUMBER OF SECURITY MEASURES THAT KEEP OUR SCHOOLS SAFE. AND I WOULD CHALLENGE ANYBODY TO LOOK AT. WHERE WHERE KIDS COULD GO IN OUR COMMUNITY THAT DOES NOT HAVE THE THAT WOULD NOT HAVE THE NUMBER OF SAFETY MEASURES THAT WE HAVE IN PLACE. FOR INSTANCE, SECURITY VESTIBULES WINDOW FILM OFFICERS ON SITE DOOR LOCKS, UM, JUST TO NAME A FEW SECURITY CAMERAS.

THERE ARE SOME PLACES THAT WHERE OUR KIDS MIGHT GO TO THE MALL TO THE MOVIE THEATER TO A RESTAURANT WHERE THOSE PLACES MIGHT HAVE ONE OR TWO OF THOSE SECURITY MEASURES, BUT OUR DISTRICT PUTS A LOT OF INTENTIONAL EFFORT INTO MAKING SURE THAT WE DO AS MUCH AS WE CAN TO PROTECT OUR STUDENTS. AND I WOULD SAY THAT OUR SCHOOLS ARE PROBABLY THE SAFEST PLACE FOR OUR KIDS TO BE IN OUR COMMUNITY. THANK YOU, CHIEF WRITER AND PARENTS. YOUR BABIES ARE SAFE.

THANK YOU. THANK YOU, MR JONES. MR GARCIA. THANK YOU, CHIEF. GOOD JOB, AS ALWAYS. YOU KNOW, WE HAVE MANY CONVERSATIONS, AND I STILL UM, GONNA SCHEDULE THAT TOUR TO GO SEE THE POLICE DEPARTMENT. I KNOW MISSED IT LAST YEAR. UM ONE OF THE THINGS THAT I ALWAYS LOOK AT. WHEN I SEE INCIDENTS COME IN, AS I ALWAYS LOOK AT RESPONSE TIME. AND WHEN I SEE. WHEN AN INCIDENT OCCURS. IF IT'S A FIRE DRILL, OR YOU KNOW SOMETHING, AND IT'S NOT ALWAYS IT'S IT TAKES A TEAM EFFORT, SO IT'S NOT JUST YOU KNOW THE POLICE. IT'S ALSO THE CAMPUS AND THE TEACHERS AND THE PRINCIPALS MAKING SURE THAT EVERYBODY'S DOING WHAT THEY NEED TO DO. SO FROM THE TIME OF THE FIRE ALARM GOES OFF, OR THERE'S A MEDICAL HOLD OR SOMETHING LIKE THAT. AND THEN WE HAVE TO CLEAR THE HALLS OR WE HAVE TO GO OUTSIDE. AND HOW LONG DOES IT TAKE FOR US TO DO ALL THESE THINGS AND UM, I JUST WANT TO SAY THANK YOU FOR ALL Y'ALL DO FOR SURE. THANKS TO THE TEACHERS AND THE STAFF FOR ALL THEY DO, I BET UM ONE IN MIDDLE SCHOOL AND HIGH SCHOOL AND I'VE SAID IT BEFORE. I'LL JUST KEEP SAYING IT AGAIN. YOU KNOW, WE'VE HAD, UM, THE THREATS AT THE SCHOOLS, AND WE'VE HAD PARENTS AFRAID TO SEND THEIR KIDS TO SCHOOL THE NEXT DAY, AND I'VE NEVER I'VE NEVER FELT LIKE I NEEDED TO DO THAT. I'VE ALWAYS SAID MY KIDS JUST TOLD THEM TO JUST SEE SOMETHING.

SAY SOMETHING. WE ALWAYS TRY TO PUSH THAT APP AND I THINK, UM, WITH TRUST HIM ALONE, SOME USAGE DATA WOULD BE NICE TO SEE WHAT WE'RE DOING. WHAT'S WORKING SO UM, YEAH. NO THANK YOU VERY MUCH . AND THANKS TO EVERYBODY, THAT'S UH, MAKING THIS A GROUP EFFORT. I APPRECIATE YOU SAYING THAT AND I DO WANT TO REITERATE IT IS A TOTAL TEAM EFFORT. WE COULD NOT HAVE SAFE SCHOOLS WITH JUST A POLICE DEPARTMENT, RIGHT ? I MEAN, IT IS TRULY THE TEACHERS, THE ADMINISTRATORS, THE STUDENTS, THE PARENTS. WE RELY ON EVERYBODY TO KEEP OUR SCHOOL SAYS IT'S A COMMUNITY EFFORT. SO THANK YOU FOR THAT. DR GILLIAM. THANK YOU, AND I'M GOING TO CHOOSE MY WORDS VERY CAREFULLY. UM. AND WHEN WE GO OUT, THANK YOU, CHIEF FOR ALL OF THE INFORMATION THAT YOU'VE GIVEN US. BUT WE'RE SO MUCH BETTER WHEN WE KNOW THINGS THAT ARE OUT IN THE COMMUNITY. SO I REALLY WANT TO THROW THAT OUT. AND IF YOU CAN TALK TO US A LITTLE BIT ABOUT HOW IT HELPS US. WHEN OUR STUDENTS WHEN OUR PARENTS WHEN THERE ARE THINGS THAT ARE OUT THERE THAT ARE GOING ON THAT WE KNOW ABOUT THAT , SO WE CAN DO EXACTLY EVERYTHING THAT THAT HAS BEEN SHARED TODAY, BUT WE REALLY NEED THE COMMUNITY'S HELP. WE REALLY TRULY DO. IT'S NOT JUST US. WE ALL GOT TO WORK TOGETHER. IF YOU COULD TALK A LITTLE BIT ABOUT THAT. YES MA'AM. SO UH, AND THANK YOU FOR THAT. UM IT IS IMPORTANT FOR OUR COMMUNITY REPORT THINGS TO US, EVEN IF THEY DON'T REPORT IT DIRECTLY TO THE FOURTH DYNASTY POLICE DEPARTMENT. IT COULD BE MISSOURI CITY POLICE. IT COULD BE SUGAR LAND POLICE. IT COULD BE THE SHERIFF'S DEPARTMENT WOULD BE THE CONSTABLES. I WILL TELL YOU THAT WE MEET THE HEADS OF EACH OF THOSE DEPARTMENTS AND THEIR COMMAND STAFF. WE MEET ONCE A WEEK AND WE HAVE OPPORTUNITIES TO TALK IN THE DIALOGUE. AND SO

[00:55:06]

WE'RE VERY TIGHT KNIT GROUP. WHAT YOU DON'T FIND IN A LOT OF COMMUNITIES, SO I'M VERY PROUD OF THE FACT THAT WE'RE THAT THAT OUR LAW ENFORCEMENT IS A TIGHT KNIT GROUP HERE. UM AND SO WHEREVER THEY FEEL COMFORTABLE REPEATING REPORTING THINGS THAT THEY HERE IN THE COMMUNITY THAT'S GOING TO BENEFIT ALL OF US FROM A COMMUNITY STANDPOINT. SO I'M GLAD YOU SAID THAT. THANK YOU, DR GILLIAM. UM. CHIEF RED. OKAY ASK A QUESTION. SO UM, I HAVE PEOPLE ASKING YOU MENTIONED THE CAMERA. SO DO WE HAVE CAMERAS BY THE OTHER PARKING LOT WHERE YOU KNOW WHEN PARENTS PICK UP THEIR KIDS AND YOU KNOW, DO WE HAVE THE CAMERAS OVER THERE? WE DO HAVE SOME CAMERAS IN PARKING LOTS. YES AND SO AS PART OF THAT THOSE WERE PUT IN AS PART OF THE 2014 BOND. AS YOU KNOW, WE'VE HAD A NUMBER OF CAMERAS GO OUT BECAUSE WE SKIPPED BOND CYCLE WHERE WE THOUGHT WE WERE GOING TO REPLACE CAMERAS. UM SO AS THE PARKING LOT CAMERAS GO OUT, AND AN INTERIOR CAMERA GOES OUT, WE FEEL LIKE REPLACING THE INTERIOR CAMERAS IS PROBABLY MORE OF A PRIORITY THAN THE PARKING LOT CAMERA. SO THERE'S PROBABLY MORE PARKING LOT CAMERAS THAT ARE OUT THEN WE WOULD LIKE, BUT THAT DOESN'T MEAN THEY'RE ALL OUT. SO JUST REMEMBER, THAT DOESN'T MEAN THEY'RE ALL OUT. WE STILL HAVE SOME PARKING LOT CAMERAS, SO, UM , BUT BUT WITH THE PASSAGE OF THIS PAST BOND, RIGHT WITH THE 23 BOND WE HAVE AN OPPORTUNITY NOW TO GO BACK AND REPLACE AND CATCH BACK UP ON THOSE. SO I GUESS WE PROBABLY HAVE A MONITOR SYSTEM LIKE WHICH ONE IS OUT AND THE SCHEDULE FOR REPLACEMENT. THANK YOU. AND UM, THE LAST THING I WANTED TO ASK YOU, YOU PROVIDE A LOT OF INFORMATION TONIGHT, AND I'M JUST WONDERING , UM, YOU'LL HAVE THIS PRESENTATION DO YOU DO YOU? I THINK IT'S OKAY. MAYBE YOU CAN SHARE THOSE WITH THE COMMUNITY IN A WAY MAYBE WE CAN ATTACH TO THE BOARD MEETING AGENDA ITEM SO THE COMMUNITY MEMBER CAN HAVE AN OPPORTUNITY TO READ. WHAT YOU JUST TOLD EVERYONE. YES, MA'AM. THANK YOU. UM. MISS MALONE? YES ONE MORE QUESTION. REMEMBER EXACTLY WHAT IT'S CALLED. BUT I REMEMBER YOU GUYS STARTED WORKING ON IT SOME MONTHS AGO IN THE TARGET PARKING LOT OF THE POLICE FORCE WAS THERE AND YOU WERE PREPARING GIFTS. FOR THIS COMING CHRISTMAS FOR THE COP CUP . THANK YOU. AND SO SINCE YOU'RE DOING YOUR PRESENTATION, I THINK THIS WOULD BE A GOOD ENDING IS ALL OF THE GOOD THAT YOU GUYS DO NOT ONLY TO KEEP OUR CHILDREN SAFE IN THE COMMUNITY, BUT ALSO TO GIVE THEM GIVES SICK CHRISTMAS AND, UM, JUST PROVIDING THAT FUN AND LOVE. AND CAN YOU SHARE HOW FOLKS CAN SUPPORT THIS EFFORT AS WELL? SO JUST LIKE MISS DAY, WAS MENTIONING THE INFORMATION ON THE PARENTS IN THE STATS FOR THE THINGS YOU'RE DOING IN YOUR DEPARTMENT, BUT ALSO HOW YOU YOU GUYS ARE GOING ABOVE AND BEYOND AND HOW PEOPLE IN OUR COMMUNITY CAN SUPPORT FINANCIALLY. THIS EFFORT. FOR KIDS TO GET TO SHOP WITH A COP. YEAH, THAT'S THAT'S A THAT'S A GOOD ONE. WE ACTUALLY HAVE TO. SO I'M GOING TO PLUG TOO. NOW THAT I HAVE A LITTLE TIME WE HAVE. WE FEED FAMILIES THAT THANKSGIVING AS WELL. WE PARTNER WITH H E B AND A NUMBER OF OUR OFFICERS WILL GO AND STUFF POLICE CARS WITH FULL MEALS FOR THANKSGIVING. UM AND TAKE THOSE TWO FAMILIES THAT THAT CAN USE THOSE. WE'VE DONE THAT FOR MANY YEARS. UM AND THEN SHOP WITH A COP IS THROUGH TARGET AND THE MISSOURI CITY POLICE DEPARTMENT. WE PARTNER WITH THEM, UM AND THOSE, UM, IF ANYBODY WANTS TO GIVE TO THAT THEY CAN CONTACT TARGET IN MISSOURI CITY. UM AND DONATE TO THAT. I BELIEVE THEY'VE GOT A, UM, I BELIEVE THEY'VE GOT SOME SOME AVENUES NOW TO DONATE ONLINE AND MAYBE WE CAN PUT THAT ON OUR WEBSITE OR SOMETHING. UM AS AS WE'RE TALKING ABOUT THAT, AND I'M THINKING IT THROUGH. UM BUT WHAT WE DO WITH SHOP WITH A COP? UM WE HAVE FOUR DYNASTY ELEMENTARY STUDENTS THAT ARE IDENTIFIED THROUGH THEIR SCHOOLS. AND THEY ARE INVITED TO COME TO TARGET. AND THEY'RE EACH GIVEN A GIFT CARD. UM AND POLICE OFFICERS, MISSOURI CITY AND FORT BEND. SD OFFICERS GO THERE ON A SATURDAY MORNING AND WALK WITH THOSE STUDENTS THROUGH THE HOURS AND THEY GET TO SHOP AND USE UP THEIR GIFT CARDS. AND SO THEY GET A LOT OF PRESENCE AND THINGS LIKE THAT AT CHRISTMAS THAT THEY PROBABLY WOULDN'T NORMALLY GET. SO IT'S A IT'S AN AMAZING MORNING. EVERY YEAR. I RECALL FROM SPEAKING WITH THOSE OFFICERS. A LOT OF TIMES THEY EVEN GO OUT OF THEIR LIKE DIG INTO THEIR OWN POCKETS TO HELP THESE KIDS DON'T LEAVE ANY MONEY ON THE GIFT CARDS. WE MAKE SURE THAT THEY SPEND IT ALL. AND THEN SOME, SO WELL, THANK YOU FOR

[01:00:02]

THAT. I JUST THINK IT'S REALLY IMPORTANT THAT THE PUBLIC UNDERSTANDS THAT OUR POLICE OFFICERS HAVE HEARTS OF GOLD. AND THAT IT GOES BEYOND THE DAY TO DAY. UM MONDAY THROUGH FRIDAY CLASS WEEK. SO THANK YOU. AND PLEASE SUPPORT GUYS. PLEASE. PLEASE, PLEASE, LET'S UM DONATE AND MAKE THIS THE BEST YEAR FOR SHOP WITH A COP. THANK YOU, MISS MALONE. THANK YOU, CHIEF WRITER.

[11.A. End of Year Elementary Data Report ]

AND WE'RE GONNA MOVE ON TO THE NEXT INFORMATION ITEM. UM BEFORE WE MOVE ON TO THE NEXT INFORMATION ITEM, MS HANAN WILL MAKE SOME STATEMENT FROM THE STUDENT ACHIEVEMENT COMMITTEE.

THANK YOU. AND UM, MY FELLOW TRUSTEES. IF YOU'LL RECALL AT THE LAST MEETING, WE GAVE YOU A DRAFT. COPY OF THE FBI S D BOARD OF TRUSTEES, COMMITMENT TO STUDENT OUTCOMES, AND IT'S MY UNDERSTANDING THAT MISS JONES, MISS MALONE AND MYSELF. WE DID NOT GET ANY FEEDBACK FROM YOU.

SO WE ARE GOING TO MOVE FORWARD WITH THIS AS OUR OUR COMMITMENT STATEMENT, AND I'M GOING TO READ IT VERY QUICKLY. WE ARE GOING TO READ IT EVERY TIME BUT OUR COMMITTEE DOES WANT OUR PUBLIC TO UNDERSTAND. THAT WE ARE COMMITTED TO LOOKING AT OUR STUDENT DATA, AND WE HAD WE HAD SOME FOLKS COME IN THIS THIS, UM DURING PUBLIC SESSION, ASKING US TO BE LOOKING AT OUR OUR DATA OF OUR STUDENTS, SO I'M GOING TO READ IT ONCE AND YOU GUYS BE PREPARED BECAUSE THERE MAY BE A TIME WHERE I CALL ON SOMEBODY TO READ IT AT ANOTHER MEETING BEFORE WE LOOK AT STUDENT OUTCOMES, SO BE PREPARED. I THINK YOU'RE NEXT. PORTMAN S D BOARD COMMITS TO MONITORING STUDENT DATA REGULARLY DURING PUBLICLY SCHEDULED BOARD MEETINGS WITH A PARTICULAR FOCUS ON UNDERSTANDING THE UNLIKE UNDERLYING FACTORS INFLUENCING STUDENT ACHIEVEMENT WHEN MONITORING STUDENT DATA, THE BOARD COMMITS TO A VISION OF HIGH EXPECTATIONS FOR TEACHING AND LEARNING AND KEEPS THE BEST INTEREST OF ALL STUDENTS AND THE SUCCESS OF THE DISTRICT IN THE FOREFRONT. THE BOARD WILL SUPPORT AND COLLABORATE WITH THE SUPERINTENDENT TO MONITOR STUDENT OUTCOMES AND USE IT TO DRIVE CONTINUOUS IMPROVEMENT. THE TEXAS ASSOCIATION OF SCHOOL BOARD WRITES. IT TAKES A TEAM OF INTENTIONAL TRUSTEES WORKING WITH THE FOCUS SUPERINTENDENT AND EFFECTIVE INSTRUCTIONAL TEAM TO IMPROVE STUDENT LEARNING IN THE DISTRICT. TEACHERS ALONE.

CAN'T DO IT. ADMINISTRATORS CAN'T DO IT ALONE, AND SCHOOL BOARDS CAN'T DO IT ALONE.

EVERYONE FROM THE BOARDROOM TO THE CLASSROOM MUST BE FOCUSED AND INTENTIONAL. WHEN IT COMES TO IMPROVING STUDENT LEARNING BEING FOCUSED MEANS THE BOARD'S EYES AND THOUGHTS ARE ALWAYS ON THE GOLD. THE GOAL ALWAYS CENTERS ON THE STUDENTS. NO MATTER WHAT COMES UP, THE BOARD NEVER LOSES SIGHT OF WHAT IS BEST FOR STUDENTS BEING INTENTIONAL MEANS STRATEGICALLY TAKING STEPS TOWARD THE GOAL, PUSHING FORWARD AT THE RIGHT PACE FOR LONG TERM SUCCESS.

MEASURING THE HEALTH OF THE TEAM AND THE PROGRESS BEING MADE SETTING STUDENT LEARNING AS THE PRIORITY AND THE BOARDS WORK REQUIRES DEVELOPING ABOARD CULTURE AND STRUCTURE THAT SUPPORT AND FOCUS FORTMAN I S D. SCHOOL BOARD MEMBERS COMMIT TO BEING FOCUSED AND INTENTIONAL IN OUR DUTIES TO MONITOR STUDENT DATA. TO ELEVATE OUTCOMES FOR STUDENTS, CAMPUSES AND THE ENTIRE DISTRICT. THANK YOU, MR THANK YOU, MR HANNAN. SO NOW WE WILL BE READY FOR THE INFORMATION ITEM, OKAY? PLEASE MISS HERBERT. THANK YOU, MISS DAY. UM WELL, GOOD EVENING, PRESIDENT DAY, DR WITBANK AND FELLOW BOARD OF TRUSTEE MEMBERS . UM THIS EVENING. I HAVE THE OPPORTUNITY TO SHARE WITH YOU, UM, SOME STUDENT ACHIEVEMENT DATA FROM THE END OF THE YEAR SPRING 2023 FOR ELEMENTARY AND SO THAT'S WHAT WE'RE GOING TO FOCUS OUR TIME ON THIS EVENING.

SO I JUST BRIEFLY WANT TO TAKE A MOMENT TO EXPLAIN JUST SOME ELEMENTS OF A BALANCED ASSESSMENT FRAMEWORK IN GENERAL , THAT OUR DISTRICT UM SUBSCRIBES TO AND THAT WE IMPLEMENT IN OUR CLASSROOMS. AND SO WHAT YOU'LL NOTICE IS THAT WE HAVE VARIOUS TYPES OF ASSESSMENTS THAT WE OFFER IN THE DISTRICT AND THOSE TYPES OF ASSESSMENTS GIVE US DIFFERENT INFORMATION. AND WE USE THOSE ASSESSMENT ITEMS BASED ON THE DATA THAT THEY PROVIDE IT TO US . AND SO ONE OF THOSE COMPONENTS OF THE BALANCED ASSESSMENT FRAMEWORK IS OUR UNIVERSAL SCREENING AND DIAGNOSTIC ASSESSMENTS. SO WHEN WE THINK ABOUT RENAISSANCE 3 60 TEXT, KIA , UM, CIRCLE. THOSE ARE ALL PARTS OF THE DIAGNOSTIC ASSESSMENT SYSTEM, AND THAT GIVES US INFORMATION ABOUT STUDENT LEARNING AND THEIR SKILLS. RELATED TO GRADE LEVEL CONTENT, NOT TX, NECESSARILY, BUT THE SKILLS THAT ARE RELATED TO THIS GRADE LEVEL, UM,

[01:05:01]

OUTCOMES, AND WE UTILIZE THAT DATA THREE TIMES THE YEAR SO WE GET UM BEGINNING OF THE YEAR, MIDDLE OF THE YEAR AND END OF YOUR DATA, AND THAT HELPS US TO PROGRESS, MONITOR STUDENTS AND MEASURE STUDENT GROWTH THROUGHOUT THE YEAR. WE ALSO PROVIDE FORMATIVE ASSESSMENTS, AND THOSE ARE A LOT OF OUR FORMATIVE ASSESSMENTS COME DIRECTLY FROM OUR CLASSROOM TEACHERS. THEY ARE DETERMINED IN PLC S CAMP CAMPUSES ADMINISTER THOSE FORMATIVE ASSESSMENTS, AND THAT'S THE KIND OF THE LINCHPIN OR THE BEST TYPE OF FORMATIVE ASSESSMENT THAT IMPACTS DATA DATE INSTRUCTION BECAUSE WHEN A CAMPUS UM TEACHER ADMINISTERS THAT FORMATIVE ASSESSMENT.

THEY'RE ABLE TO USE THAT INFORMATION AND MAKE AN IMMEDIATE INSTRUCTIONAL DECISION AND DETERMINE WHAT THOSE ADJUSTMENTS TO INSTRUCTION MIGHT NEED TO BE. WE ALSO HAVE DIFFERENT SUMMITED ASSESSMENTS. AND IF YOU THINK ABOUT THAT, IN TERMS OF IT IS A SUMMATION OR CULMINATION OF AN ASSESSMENT AFTER LEARNING HAS OCCURRED, SO JUST HAVING AN UNDERSTANDING OF MASTERY OF THE CONTENT, THAT'S WHAT WE KIND OF THINK ABOUT RELATED TO SUMMIT OF ASSESSMENTS AND SO STAR. STAR DATA IS ONE OF THOSE METRICS UM, AS WELL AS CLASSROOM TESTS TESTS THAT THEY MIGHT GIVE AT THE END OF A UNIT OF INSTRUCTION. WE ALSO THINK ABOUT ADVANCED PLACEMENT TESTS.

AP AS KIND OF THAT SUMMIT OF AT THE END OF THE COURSE. AND THEN ANOTHER PIECE OR COMPONENT IS PROGRAMMATIC ASSESSMENTS. AND THESE ARE ASSESSMENTS THAT WE GIVE STUDENTS TO DETERMINE.

PROGRAMMING NEEDS SO GT UM OR IF THEY MIGHT RECLASSIFY AND NO LONGER NEED? UM YES, L UM, PROGRAMMING. THAT'S ANOTHER TYPE OF ASSESSMENT PROGRAM AND THE REASON I FELT IT WAS IMPORTANT FOR US TO KIND OF GET A PICTURE OF THE DIFFERENT TYPES OF ASSESSMENTS IS BECAUSE ONE DATA POINT DOESN'T TELL A STORY OF A STUDENT WE USE IN THE DISTRICT ALL OF THESE DIFFERENT TYPES OF DATA POINTS TO MAKE INSTRUCTIONAL DECISIONS AND PROGRAMMATIC DECISIONS. TODAY WE'RE GOING TO FOCUS STRICTLY ON THE END OF THE YEAR DATA AS IT RELATES TO THE UNIVERSAL SCREENER AND DIAGNOSTIC ASSESSMENTS, REALLY FOCUSING SPECIFICALLY ON RENT. 3 60. TEXT KIA CIRCLE, BASS AND SCL. THOSE ARE INTERNAL METRICS THAT WE'VE DEFINED IN OUR FRAMEWORK. UM STAR IS NOT GOING TO BE PART OF OUR DISCUSSION THIS EVENING BECAUSE SOME OF THOSE RESULTS ARE STILL PRELIMINARY, AND WE'RE WAITING ON SOME OF THE OFFICIAL INFORMATION FROM THE STATE. WHAT I DO WANT TO MAKE SURE THAT WE'RE AWARE OF IS HOW DO WE USE THIS DATA? SO I SAID, WE GIVE A BUNCH OF DIFFERENT TYPES OF ASSESSMENT AND THOSE GIVE US DIFFERENT TYPES OF INFORMATION, AND WE USE IT HOLISTICALLY AT THE CAMPUS WHEN WE THINK ABOUT THE USE OF END OF YOUR DATA. UM I'M SURE YOU'VE REVIEWED OUR CAMPUS. C I. P S CAMPUS IMPROVEMENT PLANS BEFORE AND YOU PROBABLY NOTICED THAT THEY HAVE SMART GOALS WRITTEN IN THERE THAT ARE SPECIFIC TO THEIR RENAISSANCE 3 60 DATA, OR THEY MAY HAVE DATA IN THEIR RELATED TO THEIR BATHS, SO THEY'RE USING THESE DATA POINTS AS PART OF THEIR CAMPUS IMPROVEMENT PLANNING. AND WE USE THEM AS PART OF OUR DISTRICT IMPROVEMENT PLANNING PROCESS. WHAT WE DO AT THE END OF THE YEARS, WE LOOK AT THESE DATA METRICS AND WE DETERMINE IF WE'VE MET OUR GOALS THAT WE'VE SET RELATED TO THAT THEIR C I P S OR THEY'RE THE DISTRICT IMPROVEMENT PLAN. IF WE'VE MET OUR GOALS AND WE TRY TO, UM, ATTRIBUTE THAT TO SOME OF THE SUCCESSES THAT WE'VE HAD IN THOSE STRATEGIES, AND WHEN WE DON'T MEET OUR GOALS, THEN WE WENT, THEN WE FOCUS IN ON WHAT ACTIONS OR STRATEGIES DO WE NEED TO EMPLOY IN ORDER TO ACHIEVE THOSE GOALS? WE ALSO USE THIS INFORMATION AT THE CAMPUS LEVEL IN ORDER TO MEASURE GROWTH OF OUR STUDENTS THAT ARE IN THOSE TIER THREE INTERVENTIONS SYSTEMS TO SEE IF OUR STUDENTS ARE ACCELERATING GROWTH. AND IT HELPS US TO IDENTIFY THE CAMPUS LEVEL STUDENTS THAT MIGHT NEED IMMEDIATE TIER THREE INTERVENTION. THE MINUTES SCHOOL STARTS THE NEXT YEAR. WE ALSO USE THIS AT THE DISTRICT LEVEL IN ORDER TO DESIGN PROFESSIONAL LEARNING FOR TEACHERS. WHAT IS THE DATA TELLING US OR IF WE NEED TO MAKE ADJUSTMENTS TO OUR CURRICULUM? WE ALSO USE THE DISTRICT DATA IN ORDER TO ALLOCATE ITINERANT STAFF CAMPUSES THAT MIGHT HAVE HIGHER NEEDS. SO LET'S JUMP INTO THE DATA A LITTLE BIT. SO WHAT WE'RE STARTING WITH HERE IS OUR LITERACY DATA BASS SCL. UM THIS TEST IS AN INDIVIDUALLY

[01:10:02]

ADMINISTERED ASSESSMENT. THAT MEANS THE KID NO IS SITTING WITH THEIR TEACHER AND THEY'RE READING TOGETHER AND THE TEACHERS OBSERVING THE READING BEHAVIORS AND THEY HAVE A RUBRIC AND THEY'RE TRYING TO IDENTIFY IN THIS ASSESSMENT, THE INSTRUCTIONAL READING LEVEL AND THE INDEPENDENT READING LEVEL OF EACH STUDENT. AND WHAT THAT DOES IS, IT HELPS THE TEACHER TO IDENTIFY WITH IT. INSTRUCTIONAL READING LEVEL THEY'RE SMALL GROUPS THAT THEY'RE GOING TO BE WORKING WITH, AND DEVELOPING SKILLS AND STRATEGIES FOR READING THEIR INDEPENDENT READING LEVEL KIND OF TELLS THEM . WHAT CAN THEY HANDLE ON THEIR OWN? AND SO WHEN KIDS ARE DOING INDEPENDENT READING WHAT KINDS OF BOOKS SHOULD THEY HAVE AVAILABLE IN THOSE BOOKBAGS? SO THAT THEY CAN READ ON THEIR OWN. SO WHAT YOU'LL NOTICE IN THE DATA SET HERE IS OUR END OF YEAR DATA FROM LAST YEAR COMPARED TO OUR END OF YOUR DATA. UH, WELL, I'M GOING TO SAY SPRING OF 2022 AND SPRING OF 2023. SINCE WE'RE ALREADY IN THE NEXT SCHOOL YEAR THIS SCHOOL YEAR. SO WHAT YOU'LL NOTICE IN THE STATUS SET. IS THAT IN, UM IN OUR KINDER SCL AS WELL AS IN FIRST GRADE, WE MAINTAINED THE PERCENTAGE OF STUDENTS THAT WERE READING ON OR ABOVE GRADE LEVEL. AND THEN WE SAW SOME GAINS AND ARE PRE CASE CIRCLE. AS WELL AS IN SECOND GRADE BASS SCL. JUST TO CLARIFY THE SCL ASSESSMENT IS THE SPANISH ASSESSMENT GIVEN TO OUR BILINGUAL STUDENTS IN THE BASS IS THE ENGLISH ASSESSMENT. THE ONE THING THAT I WANTED TO INDICATE HERE AS WELL AS EVEN THOUGH IN FIRST GRADE AND IN KINDER, WE MAINTAINED THE SAME PERCENTAGE OF, UM STUDENTS WHO ARE HONOR ABOVE. WE MOVED TO THE TARGET BECAUSE IT WAS YEAR TWO OF IMPLEMENTATION OF THIS ASSESSMENT. SO, FOR EXAMPLE, AT THE END OF KINDERGARTEN IN SPRING OF 2022, THE STUDENTS HAD TO BE ON A LEVEL C OR HIGHER IN ORDER TO BE CONSIDERED ON OR ABOVE. IN THE SPRING OF 2023. WE INCREASE THE TARGET TO A D. SO EVEN THOUGH THE NUMBERS REPRESENT THE SAME PERCENTAGE OF STUDENTS PASSING, WE MADE THE TARGET MORE DIFFICULT. FOR THE BASS AND SCL ASSESSMENT, AND WE DID THAT, BECAUSE IT WAS OUR SECOND YEAR OF IMPLEMENTATION. YOUR ONE WE WANTED TO MAKE SURE THAT WE WERE CALIBRATED AND THAT WE HAD, UM EVERYBODY ON THE SAME PAGE AND THAT YOU'RE ONE OF IMPLEMENTATION. AND THEN THIS IS OUR YEAR TO DATA. I'M GOING TO CONTINUE ON WITH OUR LITERACY DATA RENAISSANCE 3 60 E O Y, FOCUSING SPECIFICALLY ON ELEMENTARY. SO WHEN WE LOOK AT THIS INFORMATION BY THE END OF THE YEAR LAST YEAR WE WERE AT 56% AT OR ABOVE BENCHMARK OVERALL AS A DISTRICT AND THEN IN GRADES ONE THROUGH FIVE. YOU'LL NOTICE THAT AT THE END OF THE YEAR WE WERE WELL ABOVE THE DISTRICT AVERAGE AT, UM ARE AT OR ABOVE PERCENTAGES FOR R E O Y RUN 3 60 DATA IN 3 60 IS A NATIONALLY NORMED COMPUTER BASED ADAPTIVE ASSESSMENTS. THAT MEANS AS THE STUDENT IS TAKING THE ASSESSMENT. UM IT THINKS ABOUT HOW MANY QUESTIONS IT'S GETTING RIGHT. HOW MANY QUESTIONS THEY'RE GETTING WRONG AND THE TIME IT'S TAKING FOR THE STUDENT TO ANSWER THE QUESTIONS, AND THEN IT AUTOMATICALLY ADJUSTS. AND THEN IT TAKES THAT ASSESSMENT DATA AND LOOKS AT NATIONALS NOR MING IN ORDER TO DETERMINE THE PERCENTILE. SGP WHICH IS STUDENT GROWTH PERCENTILE THAT MEASURES STUDENT GROWTH, SO WE'RE LOOKING AS TWO DATA POINTS FOR THE SAME STUDENT OVER TIME TO SEE IF THEY'RE MEETING OUR TARGET OF 35 POINTS OR HIGHER. OKAY AND SO THAT'S THE DATA THAT YOU'RE SEEING ON THIS SCREEN. WE ALSO LOOKED AT COMPARISON GROUPS WITH OUR STUDENTS. UM STUDENT GROUPS. BOTH RACE AND ETHNICITY, AS WELL AS SOME OF OUR GROUPS SUCH AS ECONOMICALLY DISADVANTAGED SPECIAL EDUCATION AND ARE EMERGENT BILINGUAL. WHAT YOU'LL NOTICE HERE ON THIS PAGE IS THAT THIS YEAR OR THE SPRING OF 2023 . WE WERE AT 56% AT OR ABOVE. LAST YEAR, WE WERE AT 55 AT THE SAME TIME AT SPRING 2022. UM THE OTHER THING THAT I WANTED TO DRAW YOUR ATTENTION TO IS IN OUR SGP CATEGORY BY THE END OF THE

[01:15:01]

YEAR SPRING 2023. WE WERE AT 59% OF OUR STUDENTS THAT HAD MET THE SGP INDICATORS. LASHED AT SPRING 2022. AT THIS TIME WE HAD 41% SO THAT WAS AN INCREASE OF 18% BETWEEN SPRING OF 2022 AND SPRING OF 2023. SO SOME OF OUR AREAS THAT WE'VE NOTICED IN THE DATA DISTRICT WIDE AH, UM WE? WE DON'T WANT OUR FIRST GRADERS TO STAY CONSISTENT. WE WANT TO SEE INCREASES, RIGHT? WE WANT TO SEE MORE KIDS READING ON OR ABOVE LEVEL. UM IN FIRST GRADE THE RENAISSANCE 3 60 S GDP DATA WAS SHOWING LESS STUDENTS MEETING GROWTH INDICATOR THAN THE DISTRICT AVERAGE. OKAY, SO WE WANT TO MAKE SURE THAT THAT THAT SGP STAYS ABOVE THE DISTRICT AVERAGE AND THOSE LOWER GRADES UM. AND IN LOOKING AT CAMPUS SPACE DATA, WHICH YOU WILL RECEIVE THROUGH YOUR DIP SUMMITED THE DATA CHART THAT HAS ALL OF THE CAMPUSES WITH THIS DATA. UM WE DID NOTICE THAT MOST OF OUR TITLE ONE CAMPUSES WERE BELOW THE DISTRICT AVERAGE AND RENAISSANCE 3 60 AT OR ABOVE BENCHMARK. SOME OF OUR AREAS OF STRENGTH, EVEN THOUGH WE'RE NOT , UM, WHERE WE WANT TO BE WITH SECOND GRADE, WE DID SEE PERCENTAGE INCREASES IN SECOND GRADE. BASSON S E L. WE DID ALSO SEE A TREND IN RENAISSANCE 3 60 AT OR ABOVE. BENCHMARK SINCE B O Y INCREASING SO OVER THE COURSE OF THE YEAR WE HAD MORE STUDENTS THAT WERE AT OR ABOVE BENCHMARK. EACH TIME WE TESTED UM AND THEN IN OUR ANALYSIS OF OUR SUB POPULATION, UM, DATA WE DID SEE THAT ARE AFRICAN AMERICAN AND R E B STUDENT POPULATION WAS ABOVE OUR DISTRICT AVERAGE. AND THAT WAS SOMETHING THAT WE, UM WE THOUGHT WAS BENEFICIAL TO SHARE. SO WHAT ARE OUR NEXT STEPS? WHAT ARE WE DOING BECAUSE OF THE DATA. WELL WE ARE IMPLEMENTING LEVEL LITERACY INTERVENTION FOR OUR TIER THREE SUPPORTS FOR STUDENTS AT ALL OF OUR CAMPUSES. OUR CAMPUSES THAT HAVE A HIGHER NEED. WE HAVE PLACED ITINERANT LITERACY, INTERVENTIONIST TEACHERS THERE AND MANY OF OUR TITLE ONE. CAMPUSES ALSO HAVE MORE THAN ONE LITERACY INTERVENTION. TEACHER UM, ON THE CAMPUS ARE BILINGUAL. CAMPUSES HAVE BOTH A MONOLINGUAL LITERACY INTERVENTION TEACHER AND A BILINGUAL LITERACY INTERVENTION TEACHER. WE ARE ALSO REVAMPING SOME OF OUR LITERACY RESOURCES FOR PARENTS SUPPORT, SO WE ARE IN THE PROCESS RIGHT NOW. OF KIND OF REDESIGNING OUR OUR WEBSITE FOR PARENTS THAT PROVIDES INFORMATION ON WHAT LITERACY INSTRUCTION LOOKS LIKE IMPORT DYNASTY. WE'RE IN THE PROCESS OF ADDING VIDEOS TO THAT SO THAT PARENTS CAN SEE WHAT LITERACY INSTRUCTION SHOULD LOOK LIKE INSIDE OF OUR DISTRICT. WE'RE ALSO GOING TO BE LAUNCHING SOME OTHER PARENTS SUPPORTS RELATED TO THAT SO THAT THEY HAVE AN IDEA OF HOW HOW WE CAN SUPPORT LITERACY AT HOME. IN TERMS OF TEACHERS SUPPORTS WE HAVE DESIGNED A BRAND NEW PHONICS CURRICULUM, WHICH I THINK WE'VE TALKED ABOUT A LITTLE BIT HERE IN THE BOARDROOM. UM BUT IT IS EXPLICIT PHONICS INSTRUCTION WAS SCRIPTED. UM DAILY LESSONS. IT ALIGNS WITH THE SCIENCE OF TEACHING READING. WHICH IS THE REQUIREMENT FROM THE STATE OF TEXAS, AND WE HAVE STARTED DOING SOME WALK THROUGHS ON CAMPUSES IN ORDER TO MONITOR SOME OF THAT AND GIVE FEEDBACK. WE HAVE DEVELOPED A TARGETED PROFESSIONAL LEARNING PLAN WHERE WE HAVE PRIORITIZED THAT ENROLLMENT TO THOSE COURSES TO OUR TITLE. ONE CAMPUSES AND WE ARE WORKING VERY DILIGENTLY WITH HER PRINCIPALS AND TEACHERS TO GET, UM, ATTENDANCE TO THOSE WE'VE ALSO PRIORITIZE CERTAIN CAMPUSES THAT ARE RECEIVING PLC SUPPORT AND WHAT THAT MEANS IS WE HAVE, UM MEMBERS FROM TEACHING AND LEARNING AND ORGANIZATIONAL DEVELOPMENT THAT ARE GOING TO CAMPUSES AND WORKING WITH TEACHERS ON CONTENT, KNOWLEDGE, DEVELOPMENT AND ALSO PLANNING, UM, INSTRUCTION. USING THE CURRICULUM BUT ALSO LOOKING AT DATA RELATED TO THE DATA METRICS. WE JUST TOOK WE JUST TALKED ABOUT WE'RE ALSO WORKING WITH CAMPUS LEADERS TO DEVELOP THEIR KNOWLEDGE ON WHAT LITERACY INSTRUCTION SHOULD LOOK LIKE AND LOOK FOR US IN THE CLASSROOM. UM I BELIEVE IT'S NEXT WEEK. WE HAVE OUR FIRST SESSION WITH ALL A PS AND, UM IN OUR DISTRICT, AND WE'RE WORKING WITH THEM ON THEIR KNOWLEDGE OF INSTRUCTION IN MATH AND LITERACY. AND THEN

[01:20:03]

WE AS I SAID, BEFORE, WE ARE DOING INSTRUCTIONAL WALK THROUGHS. TRANSITION TO MATH.

SO, UM. WHAT YOU'RE SEEING HERE IS THE ASSESSMENTS THAT WE GIVE THREE TIMES A YEAR TO OUR PRE K AND KINDERGARTEN KIDDOS. UM CIRCLE AND TEX KIA. THESE ARE ALSO INDIVIDUALLY ADMINISTERED, BUT THEY ARE ON THE COMPUTER, SO THE KIDS SIT WITH THEIR TEACHER AND THE TEST IS ON THE COMPUTER, BUT THE TEACHERS, WALKING THEM THROUGH THE TESTS AND LISTENING TO THEM TALK AND ANSWER. AND THEN THEY'RE INPUTTING THEIR DATA INTO THE SYSTEM. WHAT YOU'LL NOTICE HERE WITH OUR DATA IS THAT WE DID SEE AN INCREASE IN TEXT. KIA FROM END OF YEAR 2022 TO END OF YOUR 2023 BY 2% POINTS AND THEN OUR PRE K IS DROPPED TO 1% BUT WE'RE STILL IN THE 90 90 PERCENTILE. OUR RENAISSANCE 3 60 DATA FOR MATH. THIS INCLUDES, UM, SAME AS BEFORE OUR ELEMENTARY STUDENTS WITH THE OVERALL DISTRICT AVERAGE, SO OVERALL DISTRICT AVERAGE FOR AT OR ABOVE WAS 72% AT THE END OF THE YEAR. AND YOU'LL NOTICE THAT ALL OF OUR ELEMENTARY GRADE LEVELS, UM, SURPASSED THAT DISTRICT AVERAGE SECOND GRADE WAS THE CLOSEST AT ONLY TWO POINTS ABOVE THAT DISTRICT AVERAGE. WE ALSO CAN SEE HERE THAT WE HAVE AN E O Y SGP OF 64% OF OUR STUDENTS WHO MET THE SGP INDICATOR AT THE END OF THE YEAR IN THE SPRING OF 2023 LAST YEAR, SAME TIME SAME DATA SET WAS 36. SO WE ARE SEEING GAINS IN THE PERCENTAGE OF KIDS WHO ARE GROWING. AND WHEN I SAY GROWING, I'M WE'RE TARGETING A AT LEAST A YEAR'S WORTH OF GROWTH, RIGHT? YOU WANT A KID TO GROW AT LEAST A YEAR. IF THEY'RE ALREADY BEHIND. WE WANT HIM TO GROW MORE THAN THAT, RIGHT? THEY GOTTA CATCH UP. UM BUT THAT'S NOT NICE GAINS IN THE MATH AREA, UM, WITH SGP. AND THEN AGAIN, OUR SUB POPULATION. STUDENT GROUPS RELATED TO THAT DISTRICT AVERAGE OF 72. SO. THE THINGS THAT I WANTED YOU TO KNOW , RELATED TO AREAS OF CURRENT CERN'S OR THINGS THAT WE'RE WATCHING. IS THAT R E O Y? UM MATH DATA WAS 72% IN SPRING OF 2022 AND SPRING OF 2023. SO THE PERCENT AT HER ABOVE HAS MAINTAINED WITHIN THE LAST TWO YEARS, AND WE WANT TO SEE THAT INCREASE. OUR INTERVENTION SYSTEM FOR MATH IN OUR ELEMENTARY IS CALLED NUMBER WORLD'S OKAY. IT IS A PROGRAM THAT WE'VE BEEN USING, BUT WE'RE JUST NOW IN YOUR TWO OF EVERYBODY IMPLEMENTING THE SYSTEM, AND SO WE'RE STILL WORKING ON CONSISTENCY IN THAT IMPLEMENTATION. UM AND THEN THE OTHER THING THAT WE NOTICED HERE IS OVER THE COURSE OF THIS SCHOOL YEAR WE HAD THIS BASICALLY THE SAME NUMBER OF STUDENTS AT OR ABOVE BENCHMARK BETWEEN M A Y AND E O Y SO WE DIDN'T SEE A LOT OF GROWTH BETWEEN THOSE TWO AND WE'RE WORKING ON SOME INFORMATION RELATED TO THE AMOUNT OF TIME BETWEEN THOSE TESTS THAT MIGHT GIVE US A LITTLE BIT MORE ACCURATE INFORMATION. UM IN TERMS OF AREAS OF STRENGTH I JUST MENTIONED THIS THIS YEAR ARE SGP OR SPRING OF 2023 64% COMPARED TO SPRING OF 22, WHICH WAS 36. UM WE DID SEE AN INCREASE IN RENT 3 60, AT OR ABOVE BENCHMARK, SINCE THE B O Y AND EVERY ELEMENTARY GRADE SOME MORE THAN OTHERS, BUT, UM, WE DID SEE AN INCREASE AND THEN ARE HISPANIC AND EBI REN 3 60 AT OR ABOVE BENCHMARK WAS EQUAL TO OR ABOVE THE DISTRICT AVERAGE. SO THOSE TWO AND IF YOU NOTICED WE HAD, UM. THAT INDICATOR FOR THE DISTRICT AVERAGE IN WITH R. E B POPULATION IN BOTH READING AND IN MATH, SO WHAT ARE WE DOING IN MATH? WHAT ARE OUR NEXT STEPS? SOME OF THE STRATEGIES ARE SIMILAR, BUT IT'S MATH INSTEAD OF READING. UM WE HAVE THE NUMBER WORLD'S TIER THREE INTERVENTION SYSTEM. WE HAVE MATH INTERVENTIONISTS ON EACH OF OUR TITLE, ONE CAMPUSES AND MASS SPECIALIST AT OUR NON TITLE CAMPUSES. WE HAVE DEPLOYED ITINERANT STAFF. ALREADY TO OUR CAMPUSES, WHO MAY BE NEEDED SOME ADDITIONAL SUPPORT BASED ON THEIR NUMBERS. UM MATH RESOURCES SOME AT HOME SUPPORTS, UM, SO WE HAVE CREATED THIS YEAR, UM,

[01:25:06]

CONSUMABLE KIND OF SUPPLEMENTAL . UM I DON'T WANT TO CALL IT A PACKET, BUT IT'S A IT'S A FOR EVERY UNIT OF INSTRUCTION IN ELEMENTARY WE HAVE TAKEN EACH CONCEPT IN THE UNIT OF INSTRUCTION. WE HAVE PULLED SOME EUREKA MATH RESOURCES, WHICH INCLUDES THE HOW TO TEACH RIGHT . SO IF I DON'T KNOW HOW TO TEACH THE CONCEPT, DETAILS THAT AS WELL AS SOME PRACTICE PROBLEMS, AND THEN SOME AT HOME LEARNING CONNECTIONS GAMES THAT CAN BE PLAYED AT HOME TO REINFORCE THE MAP. WE HAVE PROVIDED THOSE THEY CAN BE PRINTED OUT. AND WE PROVIDED THOSE TWO TEACHERS, UM, SO THAT THEY CAN BE PUT IN SCHOOL G BUT ALSO PROVIDED THEM IN PDF FORMAT SO THAT CAMPUSES CAN PRINT THEM , UM AS A SUPPLEMENTAL RESOURCE . UM WE ARE ALSO IMPLEMENTING DREAM BOX, WHICH IS AN ADAPTIVE PERSONALIZED UM, MATH SOFTWARE. LAST YEAR. WE HAD IT AT OUR TITLE ONE CAMPUSES FOR THREE THROUGH EIGHT, AND WE'VE BEEN ABLE TO EXTEND THAT TO ALL OF OUR ELEMENTARY CAMPUSES THIS YEAR. UM WE'VE LAUNCHED THAT WITH PRINCIPLES THIS WEEK, AND WE ALREADY HAVE STUDENTS IN THERE WORKING AND WE WILL BE LOOKING AT GROWTH REPORTS FROM THAT BECAUSE IT PROGRESS MONITORS. TEACHER SUPPORTS AGAIN . WE HAVE PROFESSIONAL LEARNING PLAN THAT'S DESIGNATED FOR MATH, CONTENT DEVELOPMENT AND PLC SUPPORTS, UM BY IDENTIFIED CAMPUSES, AND THEN WE'RE WORKING WITH CAMPUS LEADERS IN TERMS OF HOW DO YOU MONITOR INSTRUCTION IN MATH CLASSROOM IN ELEMENTARY AND GIVE FEEDBACK TO TEACHERS? SO WE'RE WORKING THROUGH THAT AND ALSO CONDUCTING SOME INSTRUCTIONAL WALK THROUGHS. SO THAT'S THE BIG DISTRICT POINT OF VIEW. UM AND OUR END OF YOUR DATA, BUT I WANTED YOU TO BE ABLE TO HEAR HOW OUR CAMPUS PRINCIPLES ACTUALLY ARE UTILIZED THAT DATA TO HELP THEM WATCH THE SCHOOL YEAR, SO I'VE ASKED MISS APRIL MARSTERS. SHE IS PRINCIPAL OF DRABEK ELEMENTARY AND DR MARTIN RIVAS. SHE IS THE PRINCIPAL. AT RIDGE GAIN ELEMENTARY TO COME AND KIND OF JUST TALK TO YOU A LITTLE BIT ABOUT HOW THEY USE THE DATA THEIR END OF YEAR DATA. UM AND THEN MR LEWIS HAS ALSO JOINED US FROM RICH GATE. I DON'T THINK HE'S SPEAKING, BUT I DIDN'T WANT TO ACKNOWLEDGE THAT HE IS HERE TO SUPPORT HIS CAMPUS. SO MISS MERCER'S DO YOU WANT TO COME ON UP AND DR RIVAS AND KIND OF SHARE SHARE WITH OUR BOARD HOW Y'ALL HAVE USED YOUR DATA? HI. GOOD EVENING. I'M SURE.

HMM. I DON'T HAVE TO START OVER. DO YOU OKAY IN ORDER TO MAKE SOME DECISIONS ABOUT SUMMER PLANNING FOR STUDENTS ABOUT SUMMER PLANNING FOR TEACHERS IN ORDER, PREPARE FOR THE FOLLOWING YEAR. UM AND THEN ALSO TO BRING OUR COMMUNITY AND OUR TEACHERS INTO THE DISCUSSION ABOUT WHERE WE STARTED WHERE WE ENDED BY THE END OF THE YEAR. AND THEN, UM, TO HAVE SOME DISCUSSIONS ABOUT WHAT OUR PLANS WITH OUR C I P THE FOLLOWING YEAR, AND SO WE BRING ALL OF THOSE PEOPLE INTO THE DISCUSSION LOOKING AT THE DATA POINTS AND, UM, IN ORDER TO PROMOTE STUDENT GROWTH. READINGS OF TRUSTEES AND THE REST OF THE PEOPLE IN THE ROOM. SO AVERAGE GATE ELEMENTARY. UM WE SAY EVERY MORNING THAT WE EXPECT SUCCESS AND NOTHING LESS, AND WE DO THAT THROUGH, UM, TWO ESSENTIAL ELEMENTS. ONE IS, UM QUALITY DATA INSTRUCTION, DESTRUCTION, AND THE OTHER ONE IS ACCURATE USE OF THE DATA. IN ORDER FOR US TO USE THE DATA IN AN ACCURATE WAY. WE WANT TO MAKE SURE THAT WE ARE TRIANGULATING THE DATA, SO WE'RE USING MULTIPLE POINTS OF DATA TO INFORM OUR DECISIONS . WE USE THAT BALANCE ASSESSMENT FRAMEWORK THAT MELISSA WAS TALKING ABOUT TWO TRIANGLE IS THOSE THOSE DECISIONS. WE DO THIS IN TWO DIFFERENT WAYS. AT THE END OF THE YEAR WHEN WE COLLECT THE DATA. WE USE WHOLE GROUP DATA TO INFORM OUR DECISIONS ABOUT TRENDS ABOUT NEEDS FOR PROFESSIONAL DEVELOPMENT OF THE TEACHERS AND TO INFORM OUR PRACTICES. HOW ARE WE DOING? WHAT ARE OUR INSTRUCTIONAL STRENGTHS AND WEAKNESSES AS A CAMPUS AND THEN WE USE INDIVIDUAL STUDENT DATA TO BE SURGICALLY PRECISE WHEN WE PROVIDE TIER TWO AND TIER THREE

[01:30:04]

INSTRUCTION, SO WHOLE GROUP DATA FOR TIER ONE? TRENDS HOW WE DESIGN INSTRUCTION AND INDIVIDUAL SCORES TO DESIGN TIER TWO AND TIER THREE INTERVENTIONS . WE WANT TO MAKE SURE THAT WHEN WE'RE CREATING THOSE SMART GOALS FOR THEIR STUDENTS THERE REALLY ACCURATE AND THEY'RE REALLY PRECISE AND TAILORED TO THE SPECIFIC NEEDS OF EVERY STUDENT, SO WE USE THAT DATA IN THAT REGARDS THE INDIVIDUAL SCORES. THEY ALLOW US TO PINPOINT THE SPECIFIC NEEDS OF INDIVIDUAL STUDENTS. THANK YOU, LADIES. AND SO IF YOU HAVE ANY QUESTIONS, WE'D BE HAPPY TO TAKE THOSE AT THIS POINT. THANK YOU, MR HUBBARD. THANK YOU, MS MASTERS AND DR RIVERS FOR BEING HERE TONIGHT AND SHARE YOUR EXPERIENCE. AND NOW, DR GILLIAM . AND THANK YOU. THANK YOU.

THANK YOU. THANK YOU FOR THE PRESENTATION. I HAVE A FEW QUESTIONS. THANK YOU, MS MASTERS AND DR REVIS FOR COMING UP THAT YOU ANSWERED. MANY OF MY QUESTIONS SO I, I GUESS WHERE I AM. UM AS GOING THROUGH, THEN I KNOW IT'S AN IT'S AN OVERVIEW. AND, UM. WE JUST STARTED IN THE YEAR, SO I'M GOING TO GO ON THE OTHER SIDE OF IT AFTER DR RIVAS AND WHAT YOU JUST SHARED.

BECAUSE I WAS TAKING NOTES. I'M HEARING THE STORY BEING TOLD. SO YOU'RE TELLING THE STORY? I'M HEARING SOMETHING INTENTIONAL. I HEARD SOME ARE PLANNING. AND I WOULD LIKE FOR US WHO IS THE HISTORIAN? WHO IS GOING TO BE THE PERSON THAT IS GOING TO FIND IT TO REALLY DIG DEEP INTO WHERE WE ARE. SO I WAS WAITING FOR. THIS IS WHAT WE'RE GOING TO DO, AND. AND I KNOW THAT IT'S TOUGH RIGHT NOW. IT'S TOUGH, AND WE'RE IT SEEMS LIKE WE'RE TRYING TO FIND WHAT WE'RE GOING TO DO.

WHERE, UM YOU KNOW WHEN WE'RE TALKING ABOUT WHAT? I DON'T BELIEVE WE WERE BACK AT STUDENT DATA LITERACY AREAS OF CONCERN AREAS OF STRENGTH. UH UM, WE DON'T SEE INCREASE. WE SAW SOME INCREASE. IT'S ABOVE BENCHMARK. IT'S BELOW. BUT THERE'S NOT ANY WAY TO MEASURE THAT IF WE'RE NOT THERE LOOKING AT THE DATA, SO WHAT? I'M BUT OF COURSE, AGAIN AT THE END. I'M HEARING THAT WE ARE LOOKING AT THE DATA. SO I THINK, UM JUST BEING MORE INTENTIONAL TO SEE WHERE WE ARE.

IF WE'RE AT 30, WE'RE AT 40. WE'RE 31 YEAR ARE THE FIRST ASSESSMENT AND WE GO TO 40.

WELL, HOW DID WE DO THAT? AND IT'S REALLY DIGGING DEEP AND FINDING OUT WHAT WHAT IS OUR SUCCESSES. SO IN LOOKING AT LITERACY, NEXT STEPS, I'LL JUST GO THERE AND THEN I'M GOING TO HAND IT OVER. WHERE WE HAVE STUDENTS SUPPORTS LEVEL LITERACY INTERVENTION. I DON'T REALLY KNOW EXACTLY HOW THAT LOOKS, AND I THINK THAT IT WOULD HELP TO FIND OUT WELL, HOW DOES THAT LOOK? AND HOW DOES IT HELP AND WHAT PERCENTAGE AGAIN? WILL WHEN WE LOOK AT LEVEL LITERACY INTERVENTION. WHAT DOES THAT REALLY MEAN? HOW MUCH TIME ARE WE SPENDING ON THAT AND REALLY DIGGING DEEP INTO WHAT IS THE PROCESS. TEACHERS SUPPORTS NEW PHONICS CURRICULUM SCRIPTED DAILY LESSONS. OKAY, SO THE LESSONS ARE SCRIPT. I KNOW THAT HELPS TEACHERS. BUT THEN HOW DO WE KNOW THAT THE LESSONS ARE BEING PRODUCTIVE. THEN GOING TO TARGETED PROFESSIONAL LEARNING PLAN. OKAY WE HAVE THAT AND WE HAVE PLC SUPPORTS. OKAY I'VE SAT IN A LOT OF PLC S IN MY LIFETIME AND NOT NECESSARILY EACH PLC. YOU LEAVE WITH SOMETHING. SO HOW ARE WE MAKING THOSE? TO BE SPECIFIC FOR STUDENTS AND WHEN AND FOR TEACHERS. SO WHEN A TEACHER LIZA PLC, HE OR SHE KNOWS EXACTLY WHAT'S GOING TO GO ON. OR WHAT IS EXPECTED OF THEM . LEADER SUPPORTS PROFESSIONAL LEARNING FOR CAMPUS LEADERS WHAT TYPE OF PROFESSION WHAT TYPE OF LEARNING TO OUR CAMPUS LEADERS NEED AND DO WE KNOW THAT HAVE WE ASKED THEM? HAVE WE ASKED THEM WHAT THEY WOULD LIKE TO KNOW THIS IS ALL JUST KIND OF THOSE QUESTIONS AND THAT I'M WONDERING, YOU KNOW, ARE WE BEING INTENTIONAL? RATHER THAN YOU KNOW, I SEE A LOT. IT'S LIKE THERE'S YOU KNOW, THERE'S CANVAS , AND THERE'S JUST A LOT OF ON THE CANVAS RATHER THAN BEING REAL SPECIFIC. AND MAYBE WE ARE AND FORGIVE ME IF I JUST DIDN'T GET THAT. AH PLC SUPPORTS AND THEN YOU KNOW, INSTRUCTIONAL WALK THROUGHS, WHICH ARE VERY, VERY GOOD, BUT WHAT YOU KNOW, WHAT ARE WE GONNA DO WITH THOSE PROFESSIONAL WALK THROUGHS OR THOSE? THOSE INSTRUCTIONAL WALK THROUGHS? UM. AND I HEAR WE STARTED WALK THROUGHS ON CAMPUS . I WOULD LIKE TO HEAR WE STARTED WALK THROUGHS ON CAMPUS

[01:35:04]

ON THIS DATE, WE WERE ABLE TO DO HOW MANY WALK THROUGHS IN THIS PARTICULAR SCHOOL, AND THAT WOULDN'T BE AT THIS LEVEL THAT WOULD BE WORKING WITH OUR INSTRUCTIONAL SPECIALIST. SO THEN I SEE INSTRUCTIONAL SPECIALISTS. HOW ARE WE USING OUR INSTRUCTIONAL SPECIALISTS? HOW ARE WE USING OUR TEACHER LEADERS? WE HAVE MATH SPECIALISTS. HOW DO WE MEASURE WHO IS OUR BEST, SO THERE'S A LOT OF THINGS HERE, BUT THERE'S NO THIS IS JUST AN OVERVIEW AND I DON'T WANT TO. SOUND I'M GLAD THAT WE HAVE IT, BUT I WOULD LIKE FOR THE NEXT TIME THAT WE'RE JUST REALLY INTENTIONAL. WE REALLY UNDERSTAND WHAT IT IS THAT WE'RE DOING SO AGAIN. I'M GOING TO GO BACK TO, UH, DR REVIS AND THIS MASTERS. THANK YOU FOR COMING UP. IT GIVES ME MORE INFORMATION. YOU KNOW, BECAUSE THEN I HEARD, YOU KNOW, DR RIVAS SAID THE QUALITY INSTRUCTION HOME GROUP DATA WHERE IN THE INSTRUCTIONAL NEEDS I HEAR TIER ONE TIER TWO TIER THREE, WHICH I DID OVER ON THE OTHER SIDE ALSO, BUT I ALSO HEARD SMART GOALS. SO WHAT ARE OUR SPECIFIC NEEDS? AND IF WE CAN HONE IN ON THAT WITH OUR PRINCIPLES AND OUR PRINCIPLES HONE IN AND TOTALLY TAKE THE DATA AND OWN THE DATA AND THEN FROM THERE, ACTUALLY SHARING THAT THIS IS WHAT THIS CAMPUS NEEDS. BECAUSE I WOULD I AM USED TO SEEING IS THAT WE HAVE SOME CAMPUS THAT CAMPUSES THAT DO THIS AND THEN THE OTHER CAMPUSES DO THIS. AND THEN THERE'S SOME THAT JUST KIND OF STAY UNDER THE RADAR, SO I'M GOING TO HAND IT OVER. BUT THANK YOU AGAIN BECAUSE IT DOES GIVE US SOME TYPE OF PLAN. I WOULD JUST LIKE A MORE INTO SEE SOMETHING A LITTLE BIT MORE WELL, A LOT MORE INTENTIONAL AND HOW WE KNOW HOW ARE WE GOING TO MEASURE IT BEFORE WE. DR GILLIAM. I KNOW YOU HAD A IT'S SOME DIFFERENT POINTS THERE. I'M NOT GONNA DRESS ALL OF THEM. BUT I DO WANT TO LET YOU KNOW THAT THERE IS THERE IS SPECIFICITY TO EACH OF THOSE COMPONENTS THAT I CAN FOLLOW UP WITH, UM, AND INCLUDE IN IN OUR NEXT STUDENT ACHIEVEMENT DATA PRESENTATION. UM BUT I DIDN'T WANT TO MOVE ON WITHOUT ACKNOWLEDGING THAT, UM, WE DO HAVE VERY SPECIFIC INFORMATION RELATED TO WHAT'S ON THOSE NEXT STEPS. MISS HEBERT.

CAN I ALSO ADD? WE DID ASK OUR LEADERS WHAT THEY NEEDED LAST YEAR AND THAT WAS USED TO REDESIGN THE LEADER LEARNING AND THAT IS, YOU'LL SEE THAT THROUGHOUT THIS YEAR IN OUR FOCUS ON LEARNING WITH OUR LEADERS, SO WE HAD WE DID ASK THEM AND WE'VE BEEN VERY INTENTIONAL AND SPECIFIC ABOUT THE SESSIONS AND THE LEARNING THROUGHOUT THE YEAR AND OUR FOCUS ON LEARNING SESSIONS AND THANK YOU, THAT'S HUGE. THAT'S HUGE. THANK YOU, DR GILLIAM.

MISS JONES. THANK YOU, MADAM PRESIDENT. AND THANK YOU, DR GILLIAM FOR THAT, THAT BECAUSE I HAVE QUESTIONS HAVE LOTS OF QUESTIONS AND. IT ALWAYS WE HAVE THIS E L Y DATA. BUT FIRST IN COMES TO MIND IS OKAY. SO HOW WELL HOW ARE WE GOING TO ATTACK THIS? OKAY? AND SO IT STARTS WITH. HOW ARE THE PEEL? SEE MEETINGS UTILIZE. TO SUPPORT STUDENT LEARNING. THAT IS MY BIGGEST CONCERN HERE. BECAUSE THE REASON WHY I'M SAYING THIS IS BECAUSE. WE HAVE ESPECIALLY THE LITERACY DATA. AND. I GUESS I'M LOOKING AT IT. HOW WE'RE GONNA HOW IS THIS DATA USED, UTILIZE THAT THE CAMPUS LEVEL TO SUPPORT STUDENT LEARNING. OKAY? AND I KNOW WE TALKED ABOUT WALK THROUGHS AND OBSERVATIONS. BUT WHAT IS THE EVIDENCE OF LEARNING THAT YOU'RE LOOKING FOR? YOU KNOW WHAT ARE WHAT ARE YOU REQUIRING THAT? ARE YOU REQUIRING EXTRA TICKETS? ARE YOU REQUIRING? WHAT ARE YOU REQUIRING OF? THE TEACHERS AND I THINK IT NEEDS TO BE UNIVERSAL, AND I THINK WE NEED TO START I GUESS PROFESSIONAL DEVELOPMENT WHERE OUR SCHOOLS THAT ARE SUCCEEDING. CAN ALSO HELP THE TEACHERS IN AREAS THAT ARE THAT NEEDS SOME HELP WITH THAT ARE BEING CHALLENGED. SO I THINK THOSE ARE THOSE ARE MY QUESTIONS. I SEE. THERE'S ONE THING THAT WASN'T MENTIONED. AND I WANT TO TALK ABOUT INSTRUCTIONAL CULTURING. OKAY THAT'S VERY IMPORTANT. AND SO I'M LOOKING AT IT FROM A POINT OF VIEW. WHAT ARE PRINCIPLES

[01:40:05]

DOING? HOW ARE TEACHERS BEING COACHED? BECAUSE WHEN THEY COME INTO THAT PLC MEETING YEAH. I KNOW FROM EXPERIENCE. THERE'S AN EXPECTATION THAT YOU HAVE A DATA PRESENTATION OF YOUR STUDENTS AR THE NEXT ASSESSMENT OF WHAT YOU WHAT YOU'RE GOING TO. HOW ARE YOU GOING TO ATTACK HOW YOU'RE GOING TO GET KIDS FROM MEETS? HOW ARE YOU GOING TO GET KIDS FROM APPROACHES? HOW ARE YOU GOING TO GET KIDS TO MASTERS? AND I THINK THAT INFORMATION IS CRITICAL. FOUR PLC MEETINGS FOR TEACHERS TO TAKE SOME TYPE OF RESPONSIBILITY AND OWNERSHIP OF THEIR DATA AND HAVE A PLAN OF ACTION IN THEIR CLASSROOM. SO WITH THAT SAID UM. I THINK I LOVE THE MATH DATA AND MATH DATA IS GREAT. HOWEVER, I JUST FEEL THAT IN SOME AREAS, AND I'M JUST GOING TO BE BLATANT AND JUST SAY WE NEED TO STEP IT UP. AND SO WE LEAVE REALLY NEED TO STEP IT UP. UM I HAD ONE QUESTION ABOUT ONE OF THE PROGRAMS. UM, LET OH, YEAH, LIKE DR GILLIAM'S SAID THAT LEVEL LITERACY INTERVENTION . WHAT DOES THAT LOOK LIKE? UM. CAN SOMEBODY HELP ME HERE? WHAT DOES IT LOOK LIKE? I MEAN, I CAN ANSWER IT OR YEAH, GO AHEAD. GO AHEAD. SCANNING YEAH, UM SO LEVEL LIVER LITERACY INTERVENTION IS A AND ACCELERATED LITERACY PROGRAM OR YOU PULL SMALL GROUPS. NO MORE THAN FOUR KIDDOS OK WITH A TRAINED CERTIFIED. LITERACY TEACHER. OKAY UM, WE DON'T PULL THEM FROM TIER ONE INSTRUCTION, SO THEY STILL GET THE ALMOST TWO HOURS THAT'S BUILT INTO THE DAY OF THE L A INSTRUCTION. OKAY THEY GET PULLED DURING INTERVENTION TIME, SO THERE'S AN INTERVENTION BLOCK BUILT INTO THE SCHOOL DAY FOR EACH GRADE LEVEL. AND THAT LITERACY INTERVENTION TEACHER WORKS WITH THOSE SMALL GROUP OF KIDS ON VERY SPECIFIC READING STRATEGIES . OKAY BEHAVIORS TO TRY TO ACCELERATE THEM TO GET THEM TO READ FASTER RIGHT MORE THAN A YEAR'S WORTH OF GROWTH. UM AND SO THEY ARE INCREASING THE BOOKS THAT THEY'RE THAT THEY'RE USING THE LEVELS THAT THEY'RE USING, BASED ON HOW THE STUDENTS ARE GROWING. UM THEY DO SOMETHING CALLED A READING RECORD WHERE THEY'RE RUNNING RECORDS. YEAH WHERE THEY ARE TRACKING THE KIDS . AND THEN THEY HAVE TO REPORT THAT TO SPEAK TO DR GILLIAM'S LIKE, WHAT DO YOU WHAT DO YOU COLLECTING? WHAT DO YOU GATHERING, SO THEY SUBMIT THOSE PROGRESS MEASURES. UM EVERY TWO WEEKS THEY ARE REQUIRED TO DO THAT, AND THEY ARE SUPPOSED TO SEE THE KIDS EVERY DAY. OKAY EVERY DAY. UM AND THEN THEY REPORT THEIR PROGRESS EVERY TWO WEEKS. AND THEN WE'RE TRYING TO MAKE SURE THAT THOSE KIDS ARE ACCELERATING THEIR GROWTH. NOW THEY REPORT THAT IN A DISTRICT TOOL THAT WE MONITOR WE LOOK AT IT AND YOU HAD SAID, LIKE WHAT COACHING IS HAPPENING, RIGHT? SO WE LOOK AT THE DATA AND WE MAKE A DETERMINATION ON WHETHER OR NOT UM THE KIDS ARE GROWING AT THE RATE THAT THEY NEED TO BE AT AT THE CAMPUS IS IF WE SEE DATA SEE, THEY'RE NOT TURNED IN BECAUSE THEY'RE NOT KEEPING UP WITH IT OR MAYBE THEY JUST HADN'T GOTTEN IT INTO THE SYSTEM YET, OR WE SEE THAT THERE WERE NOT SEEING THE GROWTH THAT SHOULD BE. THEN WE CONSULT WITH THEM. WE WILL, UM. I HAVE FOLKS IN TEACHING AND LEARNING. WE JUMP ON A JUMP ON THE TEAM'S CALL WITH THEM WILL GO OVER THEIR DATA WITH THEM. WE WILL OBSERVE THEM, UM, DOING AN L L LIKE GROUP AND GIVE THEM FEEDBACK ON THAT. UM AND WHEN WE DO HAVE CONCERNS THAT MAYBE THEY THEY ARE NOT MEETING THOSE MARKS . WE WILL CONSULT WITH THE PRINCIPLES AND SAY, HEY, WHAT'S GOING ON? BUT YOU I MEAN, YOU SAW THE DATA AT SOME CAMPUSES. UM THEY HAVE MORE KIDS THAT NEED THE TIER THREE INTERVENTION THAN PEOPLE, RIGHT? SO IF YOU HAVE. TO UM WE CALL HIM LITS.

EVERYTHING IS AN ACRONYM AND EDUCATION. BUT IF YOU HAVE TWO LITS ON A CAMPUS, AND THEY'RE SEEING FOUR KIDS FOR EACH GRADE LEVEL, BUT YOU HAVE 40% OF FIRST GRADE WHO'S NOT READING ON LEVEL. THAT LIT ISN'T GOING TO BE ABLE TO DO YOU TEAR THREE L L I WITH ALL OF THOSE KIDS. SO THEN WE HAVE TO THINK ABOUT AS MISS REVIS WAS TALKING DOCTOR REVIS WAS TALKING ABOUT WHAT ARE

[01:45:02]

THE TIER TWO SUPPORTS. THEN WE HAVE TO LOOK AT TIER ONE INSTRUCTION AND SAY, HOW OFTEN ARE YOU PULLING SMALL GROUPS? UM AND THEN WE HAVE TO THINK ABOUT THE KIDS WHO ARE IN THAT 45 MINUTES OF INTERVENTION WITH THEIR TEACHER BECAUSE THEY CAN'T BE PULLED. WELL, I THERE'S NOT ROOM FOR THEM. AND SO WE HAVE TO PRIORITIZE WHICH KIDDOS GET INTO THAT ELEMENT. L L E SYSTEM AND IF THEY MAKE THE PROGRESS THAT THEY NEED TO, THEY CAN EXIT OUT OF THAT, AND WE CAN PULL MORE KIDS IN OKAY. AND SO, UM, HOW ARE THE READING INTERVENTION IS HOW ARE THEY BEING USED? FOR THOSE STUDENTS WHO ARE FOR ARE STRUGGLING, BECAUSE IF WE HAVE TEACHER PULLING SMALL GROUP ARE WE HAVING ALSO USING OUR READING INTERVENTIONIST TO DO SOME PULLOUTS AS WELL WITH THOSE KIDS, WHO ARE ALSO STRUGGLING? YES SO OUR OUR LITERACY INTERVENTION TEACHERS, UM THEY ARE PULLING SMALL GROUPS OF STUDENTS ALL DAY LONG, OKAY EVERY GRADE LEVEL. SO IF YOU LOOK AT A MASTER SCHEDULE, KINDERGARTEN, UM THEY MIGHT HAVE THEIR INTERVENTION TIME. FIRST THING IN THE MORNING, AND SO THAT'S WHEN, UM THEY'RE THEY'RE GETTING PULLED FOR EITHER MATH INTERVENTION. OKAY OR LITERACY INTERVENTION. WE ALSO USE THAT TIME TO PROVIDE DYSLEXIA SUPPORTS. AND THINGS OF THAT NATURE. SO UM, THEY ARE PULLING KIDS ALL DAY. THEY GET ONE PLANNING PERIOD LIKE A TEACHER. WOULD THERE ON A TEACHER PAY SCALE? UM SO THAT THEY CAN LOOK AT THEIR DATA AND ANALYZE THEIR STUDENTS? UM AND THEN, IF TIME ALLOWS IN THEIR MASTER SCHEDULES , SOME OF THEIR LITERACY INTERVENTION TEACHERS HAVE THE ABILITY TO SIT IN AND A PLC AH, UM SOME CAMPUSES HAVE INSTRUCTIONAL COACHES, SO THEIR MODEL LOOKS A LITTLE BIT DIFFERENT, BUT, UM IF THEY HAVE THE ABILITY TO PUSH INTO A PLC THAN THEY'RE HELPING BUILD THE CONTENT, KNOWLEDGE AND CAPACITY OF THE TEAMS AND JUST ONE QUICK QUESTION ARE THE PLC'S HAPPENING EVERY WEEK OR ARE THEY HAPPENING? EVERY OTHER WEEK. SO CAMPUSES DESIGNED THEIR PLC SCHEDULES. OKAY BUT THERE ARE SEVERAL ACTIONS THAT SHOULD BE HAPPENING IN APPEAL. SEE, RIGHT, RIGHT BUILDING CLARITY OF MY CONTENT. BUT TAKE SOME ICE WITH THE DEAN. WHAT IS THE RIGOR LEVEL? WHAT ASSESSMENT? AM I GOING TO BE GIVING SO I CAN ALIGN MY INSTRUCTION TO THAT, UM , THAT ASSESSMENT AND THEN THAT DATA ANALYSIS PIECE AND THAT COULD BE ANALYZING STUDENT WORK LIKE YOU HAD MENTIONED. WE'VE ALL AGREED ON A COMMON FORMATIVE ASSESSMENT. WE'RE GOING TO GIVE AND NOW WE'RE GOING TO LOOK AT THAT DATA. UM ALL OF THOSE THINGS SHOULD BE HAPPENING IN THEIR PLC S AND THOSE ARE THOSE EXPECTATIONS THAT WE HAVE DEFINED? UM AND THEN THE CAMPUS LEADERS DEFINE THAT PLC SCHEDULE BASED ON WHAT WORKS BEST FOR THEIR MASTER SCHEDULES. OKAY, WELL, THANK YOU. THANK YOU, MR JONES. BEFORE WE CONTINUE MORE QUESTIONS. I JUST WANT TO REMIND EVERYONE WE DO HAVE A D P C I P WORKSHOP COMING UP, AND I WILL APPRECIATE IT IF YOU CAN KEEP SOME OF THE QUESTIONS OFFLINE OR SEND IN THE QUESTIONS AND THEN SO THEY CAN PREPARE AND ANSWER THAT DURING THE WORKSHOP. I ALSO WANTED TO ACKNOWLEDGE THE BOARD TRUSTEES SERVING ON THE STUDENT ACHIEVEMENT COMMITTEE. I SAY MISS HANNAH IS TAKING NOTES AND MISS MALONE AND THE MISS JONES BECAUSE THAT'S HOW WE MAKE IT EFFECTIVE SO THEY CAN HAVE SMALL MEDIA SMALL GROUP MEETINGS AND TRYING TO GET INFORMATION TO PRESENT TO THE BOARD. SO UM, SO I'M GOING TO ASK THE BOARD IF YOU DO YOU HAVE SOME INFORMATION OR QUESTION YOU WANTED TO AND GET ANSWERED TODAY, PLEASE GO AHEAD AND ASKING OTHERWISE. I ENCOURAGE OTHER 12. TO SEND YOU IN IN THE QUESTIONS FOR, UM FOR THE WORKSHOP, SO THAT BEING SAID MR MALONE YES, THANK YOU. PRESIDENT DAY, FIRST OF ALL, MRS MARTINEZ AND DR LAWSON. THANK YOU FOR MEETING WITH OUR COMMITTEE. I WANT TO TELL YOU THAT I LOVE THE BAR GRAPH ON HERE BECAUSE I THINK IT REALLY DOES SHOW AND TELL THE STORY. IN ADDITION TO THAT SAME THING WITH THE COLUMNS AND I KNOW ROME WASN'T BUILT IN A DAY. AND SO THIS IS, I GUESS WHAT I'M TRYING TO CONVEY TO EVERYONE. UM AND MY POINT OF VIEW, I WANT TO FOCUS ON THE SGP DATA AND WHAT YOU SAID BOTH IN MATHS AND LITERACY, AND THAT THERE WERE GAINS FROM 18% AND LITERACY TO 28% IN MATH . AND SO FOR THAT, FOR ANYONE WHO'S WORKING IN THE DISTRICT AND WITH OUR KIDS AND WANT YOU TO KNOW THAT I GREATLY APPRECIATE YOUR HARD WORK, AND

[01:50:01]

THAT ROME WASN'T BUILT IN A DAY AND WE ARE RECOVERING FROM COVID STILL AND YOU GUYS ARE WORKING YOUR TAILS OFF TO MAKE THINGS HAPPEN, AND I APPRECIATE IT TO MRS MARSTERS AND DR RIVAS. THANK YOU SO MUCH FOR YOUR TIME AND BEING HERE AND CONVEYING HOW YOU GUYS UTILIZE THIS DATA IN ORDER TO MAKE DECISIONS ON YOUR CAMPUSES, AND THAT THERE, IT'S CLEARLY EFFECTIVE IN MAKING SOME PROGRESS IN HEADWAY WHERE WE ARE. ARE WE WHERE WE WANT TO BE NO. BUT ARE WE GOING IN THE RIGHT DIRECTION? IT LOOKS LIKE SO AND FOR THAT I APPRECIATE I APPRECIATE THE TRANSPARENCY AND ACCOUNTABILITY HERE. AND I LOOK FORWARD TO FORWARD PROGRESS. I DO HAVE ONE QUESTION FOR YOU LADIES AND WHOEVER WANTS TO TAKE IT AND THAT QUESTION WOULD BE AS A MAMA WHO HAS AN ELEMENTARY AGED KID AND TONS OF FRIENDS IN THE DISTRICT WITH ELEMENTARY AGE KIDS. YOU KNOW, ONE THING WE STRUGGLE WITH AS PARENTS IS HONESTLY. WORKING IN THIS DIGITAL AGE TECHNOLOGY AND KNOWING WHERE IN THE WORLD WE'RE DOING WHAT WE'RE AT A NEW CAMPUS THIS YEAR, AND THEY DO IT COMPLETELY DIFFERENT THAN WHERE WE WERE AT BEFORE. NOW WITH THAT SAID MY QUESTION TO YOU, UM YOU MENTIONED THE CONSUMABLES, AND I WASN'T AWARE OF THIS. BUT THE EUREKA CONSUMABLES, MATH AND AT HOME LEARNING HOW CAN PARENTS ACCESS THESE CONSUMABLES DISTRICT WIDE? IS NUMBER ONE.

THE SECOND QUESTION. I HAVEN'T BECAUSE WE'RE TRYING TO MOVE THINGS ALONG. I'M GOING TO ASK BOTH THE SECOND QUESTION I HAVE. AND THIS IS FOR YOU TWO LADIES IS WHAT DO YOU WISH PARENTS WOULD KNOW. AND WHAT WOULD YOU LIKE FOR PARENTS? WHAT DO YOU WISH THEY HOW COULD THEY SUPPORT YOU? AND YOUR SCHOOL AND YOUR EFFORTS OF THE TEACHERS IN ORDER TO WORK COLLECTIVELY TOGETHER, WE KNOW. AND AS MS HANAN MENTIONED EARLIER THAT IT'S NOT JUST DISTRICT ADMINISTRATION, IT'S NOT BOARD OF TRUSTEES. IT'S NOT THE PRINCIPLES. IT'S NOT THE TEACHERS. IT'S EVERYONE WORKING TOGETHER. SO WHAT DO YOU WISH THE PARENTS KNEW? AND HOW COULD THEY SUPPORT THIS COLLECTIVE EFFORT? AND THEN I'M DONE. I'LL LET THEM ANSWER YOUR QUESTION FIRST. UM AND THEN I'LL ANSWER THE SO AS FAR AS TECHNOLOGY IS CONCERNED, YOUR STUDENT HAS ACCESS TO CLEVER THROUGH ONE LINK. EVERYTHING THAT YOU NEED IS GOING TO BE IN THERE. SO IF YOU CLICK ON ONE LINK, GO TO THEIR CLEVER APP ALL OF THEIR APPS FOR ANY TYPE OF RE MEDIATION SUPPORT. THEY HAVE BOOKS. THEY HAD ACCESS ONLINE BOOKS TO THE LIBRARY AT HOME. THEY CAN ACCESS THE CONSUMABLES THROUGH THAT RESOURCE. THE DREAM BOX THAT SHE TALKED ABOUT THEY CAN HAVE THE EXTRA PRACTICE AT HOME. EVERYTHING THAT THEY NEED IS A ONE STOP SHOP THE DISTRICT AT A REALLY GOOD JOB OF MAKING IT EASILY ACCESSIBLE. THE KIDS ACCESS CLEVER THROUGH ONE LINK EVERY SINGLE DAY AT SCHOOL. THEY KNOW HOW TO LOG IN. THEY KNOW HOW TO CLICK ON THE BUTTONS AND WHAT THEY WANT TO DO. OR IF THERE'S AN ASSIGNMENT, THEY KNOW HOW TO ACCESS THOSE BECAUSE THE TEACHERS DO A GOOD JOB OF MODELING THAT FOR THEM IN THEIR DAY TO DAY. OKAY AS FAR AS, UM, THE KIND OF THE COLLABORATION PIECE WITH OUR FAMILIES. UM, I THINK IT'S COMMUNICATION THAT'S GOING TO BE THE KEY HERE TALKING TO YOUR TEACHERS HAVING THIS PARENT CONFERENCES COMING TO THE PARENT INFORMATIONAL NIGHTS COMING TO THE SCHOOLS AND BEING A PART OF THE SCHOOL SYSTEM AND BEING PART OF THE FOCUS GROUPS THAT WE HOLD HELP US MAKE THE DECISIONS THAT YOU WANT TO SEE. IMPACT YOUR STUDENTS AND THEIR GROWTH. GIVE US FEEDBACK ON WHAT YOUR NEEDS ARE. WE'RE HERE TO LISTEN. WE HAVE THOSE OPPORTUNITIES, SO WE WOULD REALLY LIKE TO SEE MORE OF OUR FAMILIES ON CAMPUS, TALKING TO US ABOUT THEIR STUDENT NEEDS AND GIVING US FEEDBACK AND BEING PART OF THE AND BEING A PARTICIPANT IN THOSE PLANTS. YES SO I REACHED GATE. UM APRIL WAS SAYING, UM, IF YOU GO SECOND GRADE AND ABOVE. YOU'RE GOING TO SEE THE KIDS WORKING ON CLEVER WORKING ON ONE LINKS. THEY'RE PERFECTLY ABLE TO ACCESS IT BY THEMSELVES SO THEY CAN GO HOME AND DO THE SAME AND KIND OF SHOW TO THEIR PARENTS FOR GREAT SKIN THEM FIRST, OUR PARENT EDUCATOR WITH A TITLE ONE SCHOOL WITH AN ECHO DIS OF OVER RATE OF 98% SO OUR PAIRING EDUCATOR IS ESSENTIAL IN OUR CAMPUS TO HELP THE PARENTS ACCESS IN THOSE THINGS. SHE HELPS. AS SHE HOLDS, UM WORKSHOPS. SHE HAS CLASSES FOR THE PARENTS IN ORDER TO TEACH THEM HOW TO UTILIZE THOSE THOSE DISTRICT TOOLS. WE OFFER COMPUTER CLASSES, BASIC COMPUTER CLASSES, UM, PARENTING CLASSES THAT SUPPORT LEARNING ALSO, YES, L CLASSES FOR OUR PARENTS AS WELL. SO WE ARTICULATED IN A WAY IN WHICH ANY PARENT CAN LEARN HOW TO ACCESS AT LEAST IN ORDER TO MONITOR SO DEPENDING ON UM, THE NEEDS OF THE FAMILY. WE HAVE THE SYSTEMS OF SUPPORT AND IN TERMS OF WHAT I WANT, MY PARENTS WANTS TO KNOW. I WANT THEM TO KNOW THAT WE ARE A TEAM THAT WE ARE ONE THAT WE'RE ON THE SAME SIDE AND THAT WE'RE HERE FOR THE STUDENTS, AND FOR THEM TO REALLY HAVE THAT TRUST. I THINK TRUST IS THE ESSENTIAL CURRENCY THAT

[01:55:01]

HAS I THINK THAT THE LEADER IS THE IS THAT BEHOLDER OF THE TRUST OF THE COMMUNITY, SO I THINK THAT THEY NEED TO LEARN THAT THEY NEED TO KNOW THAT THE WAY THAT WE DO THAT IS ONE MAGIC WORD THAT IS TRANSPARENCY. WHEN YOU'RE TRANSPARENT, THEY TRUST YOU SO THAT TWO WAY. THANK YOU, MR MALONE. AND THANK YOU, UH, MISS MASTERS AND DR RIVERS FOR BEING HERE AND NEXT WEEK. WE HAVE MS HANAN. THANK YOU, MISS DAY. UM THANK YOU, MRS MARSTERS AND DR RIVAS FOR BEING HERE. I KNOW YOU'VE HAD A LONG DAY AND THANK YOU, MISS HUBBARD. SO I APPRECIATE MISS MALONE'S COMMENT ABOUT YOU KNOW, WE DIDN'T BUILD ROME IN A DAY AND THAT THAT REFERS TO OUR STUDENTS, BUT IT ALSO REFERS TO HOW THIS BOARD IS GOING TO START LOOKING AT STUDENT OUTCOMES AND DIGESTING THAT, AND SO I APPRECIATE THE WORK THAT DR LAWSON AND MS MARTINEZ DID WITH OUR GROUP. AND SO WHAT? I I'M GOING TO ASK. I HAVE TAKEN SOME NOTES LISTENING TO WHAT DOCTOR GILLIAM IS MORNING AND MISS JONES. BUT IF THE REST OF THE BOARD COULD, YOU KNOW, RATHER SUCCINCTLY IF YOU HAVE SOME WISHES IN WHAT YOU WANT TO SEE IN THE DATA AS IT AS IT'S PRESENTED, BECAUSE WHAT WE HAVE HAD THE CONVERSATION IS WE WANT IT TO BE DIGESTIBLE IN A WAY WHERE WE'RE LOOKING AT DISTRICT WIDE DATA. AND THEN WHEN WE GO TO LOOK AT OUR FRIDAY UPDATES, AND THERE'S CAMPUS LEVEL DATA IN THERE THAT IT'S GOING TO HELP, THERE'S GOING TO BE THAT CONNECTION, AND YOU CAN BETTER UNDERSTAND THAT SO OUR GOAL WASN'T TO BE LOOKING AT CAMPUS LEVEL DATA BECAUSE WE JUST DON'T WITH. 80,000 STUDENTS. WE DON'T HAVE THAT BANDWIDTH TO DO THAT DURING MEETINGS. UM THE OTHER THING I WOULD WOULD REALLY WANT US TO DO IS BECAUSE WE DON'T WANT TO MAKE THE BOARD MEETINGS LONGER. WE KNOW WE'RE A GIANT DISTRICT. SO WE'VE GOT LOTS OF CONTRACTS.

WE'VE GOT LOTS OF OTHER THINGS THAT THAT SMALLER DISTRICTS DON'T JUST THEY JUST DON'T HAVE . SO YOU KNOW, JUST ASKING, YOU KNOW, COME PREPARED. THINK ABOUT YOUR QUESTIONS MOVE THROUGH. OUR OUR STUDENT OUTCOMES QUESTIONS. IN A WAY THAT THAT WE MOVE FORWARD, BUT I DO I DO WANT TO.

UM I WANT TO THANK MISS DAY FOR TALKING, YOU KNOW, REMINDING EVERYBODY THIS THE CAMPUS IMPROVEMENT PLANNING AND THE DISTRICT IMPROVEMENT. PLANNING IS COMING, SO I ACTUALLY HAVE TWO QUESTIONS. UM ABOUT THE DATA AND, YOU KNOW, SOMETIMES I'M EMBARRASSED TO ASK MY QUESTIONS . BUT YOU KNOW, A MODEL, YOU KNOW? NO NO QUESTIONS. A DUMB QUESTION, ALTHOUGH SOMETIMES MINE ARE UM, SO ON THE LITERACY AND THE MATH DATA WHERE YOU HAVE THE IN THE GREEN, THE AT ABOVE BENCHMARK, AND THE OVERALL IS A 56 FOR LITERACY, AND IT'S UM 70 72 AND I'M JUST KIND OF DOING SOME SIMPLE MATH IN MY HEAD. AND I'M NOT IS THAT INCLUDING SECONDARY WHAT? WHY IS THAT NUMBER NOT WORKING FOR ME DISTRICT OVERALL? YES INCLUDING ALL OF THE STUDENTS WHO TOOK THIS, INCLUDING SIX THROUGH 12. OKAY SO IN MY MIND, THAT'S A LITTLE BIT OF A THAT THAT CONFUSES MY BRAIN. BECAUSE THIS THIS DATA IF WE'RE IF WE'RE KIND OF TRYING TO CHUNK AND CHEW TO MAKE IT MORE DIGESTIBLE, I WANT THE AVERAGE OF THE GROUP I'M LOOKING AT. DOES THAT MAKE SENSE ? AND MAYBE IT DOESN'T MATTER TO THE REST OF THE BOARD. BUT TO ME THAT JUST THAT'S THAT IS DOABLE THAT THAT MAKES ME UNDERSTAND BETTER. WHEN YOU USE THE LINE OF HERE'S THE DISTRICT BENCHMARK, BUT YOU'RE ONLY LOOKING AT A CERTAIN GRADES GRADE SET. OKAY SO THANK YOU FOR CLARIFYING THAT ALSO, THANK YOU FOR CLARIFYING THAT YOU RAISED THE BAR ON THE B A S AND THE SCL BECAUSE THAT HELPS, YOU KNOW, I KNOW IT'S WRITTEN THERE WITH AN ASTERISK, BUT I DIDN'T UNDERSTAND IT. UM SO THANK YOU. THEY ARE NOT ADJUSTING THAT FOR THIS YEAR JUST SO EVERYBODY KNOWS. WE WANTED TO GET TO THE PUBLISHERS RECOMMENDATION. UM, AND THAT'S WHY WE MOVED IT AND THAT'S WHERE WE ARE NOW, AND THAT'S WHERE WE ARE NOW. SO OKAY, THEN THE FINAL THE FINAL QUESTION IS BECAUSE, UM, ALONG THE LINES OF MISS MALONE, I ACTUALLY WANT TO ASK, BECAUSE IF TEACHERS HAVE THE CAPABILITY TO PRINT THE MATH PRACTICE SHEETS AND IT SOUNDS LIKE A PACKET SO YOU CAN CALL IT A PACKET. UM DO. THE CAMPUSES HAVE FUNDING AND DO THEIR COPY MACHINES HAVE THE NUMBER THE CONTRACT NUMBER THERE TO DO SOMETHING LIKE THAT? THAT'S GREAT. LETS ME GO BACK TO MS VILLAINS QUESTIONS SO THEY HAVE , UM ALL TEACHERS HAVE ACCESS TO THEM IN IN THE CURRICULUM IN

[02:00:06]

SCHOOL, AEGEAN THEY CAN. ALL THEY HAVE TO DO IS CLICK THEM. AND SAY, THE LITTLE COG WHEEL THAT THEY HAVE, AND THEY CAN MOVE IT INTO THEIR COURSE SO THAT THE STUDENTS CAN ACCESS IT.

OKAY THEY ALSO HAVE THE ABILITY TO PRINT THEM IF THEY WANTED TO PRINT THEM FOR ALL KIDS OR SELECT GROUP OF KIDS. WE ALSO PROVIDED THESE, UM PACKETS. TO THE PRINT SHOP. UM AND SO WE WERE WORKING WITH THAT GROUP SO THAT INSTEAD OF A COPY MACHINE AT A CAMPUS HAVING TO PRINT THEM , THEY COULD SUBMIT THE THEIR ORDER TO THE PRINT SHOP AND PRINT OFF MATT MORE QUANTITIES OF THEM SO THAT SOMEBODY AT THE CAMPUS WASN'T DOING THAT. SO WE'VE BEEN WORKING WITH THAT.

WE'VE ALSO WORKED WITH BUSINESS AND FINANCE SO THAT WE CAN TRACK HOW MUCH, UM, IS BEING REQUESTED FROM THE CAMPUS IS ON THIS, UM, TO SEE HOW HOW MUCH IS REALLY BEING SPENT. BUT WHEN WE LOOKED AT THIS OPTION, AS OPPOSED TO PURCHASING AN ACTUAL CONSUMABLE , UM WHAT WE WORKED OUT WITH BUSINESS AND FINANCES THAT WE ATTRACT TO SEE HOW MUCH MONEY WAS BEING SPENT AT THE PRINT SHOP WITH THIS NEW OPTION AND THEN MAKE A DETERMINATION. ASIAN ON IF WE NEEDED TO ALLOCATE ANYTHING TO THE CAMPUS IS OKAY, BECAUSE I DO THINK THERE IS A PLACE. FOR PACKETS OR PAPER PENCIL. AND YOU KNOW WHAT? AS A PARENT, I HAVE THREE PRINTERS IN MY HOUSE. I HAVE COMPUTERS IN MY HOUSE. BUT IS IT EASIER FOR ME TO SAY HONEY, BRING ME THAT PAPER AND LET'S SIT DOWN TOGETHER TO FIGURE THIS OUT. IT IS AND SO I JUST DON'T WANT THAT TO BE A BEAR. I DON'T WANT FINANCES TO BE A BARRIER FOR CAMPUSES WHO WANT TO USE THAT AND I'M GLAD TO HEAR THAT THAT RESOURCES IS AVAILABLE AND ALL START BECAUSE I ASK EVERYBODY TO BE SUCCINCT. AND THEN I WASN'T SO THANK YOU. THANK YOU, MR HANNAN. MR HAMBLETON. MRS DAY, MRS HUBBARD. THANK YOU AS ALWAYS . SO IF YOU QUICK QUESTIONS, SO I THOUGHT IT WAS GOING TO ASK MY QUESTION BECAUSE YOU STARTED WITH MY NUMBERS. SO THE 72% IN THE 56% SO CORRECT ME IF I'M WRONG, BUT GOING BACK 2019.

THOSE BOTH WOULD HAVE BEEN CLOSER TO EACH OTHER SO THAT GAP BETWEEN MATH AND READING THE I DON'T WANT TO MISS QUOTE ANY OF THE DATA, BUT YES, WHEN WE WERE CLOSER TO, UM I THINK WE WERE LOW SEVENTIES. YEAH THOSE NUMBERS WERE CLOSER TOGETHER, RIGHT? BUT I WOULD WANT TO LOOK TO MAKE SURE I HAVE THE ACCURATE DATA. I BELIEVE THAT'S THE CASE, SO JUST TYPICALLY. HMM THAT'S NOT THERE'S NOT A GAP BETWEEN OVERALL READING OUTCOMES AND OVERALL MATH OUTCOMES. USUALLY, THE GAPS ARE THE STUDENTS WHO STRUGGLE IN ONE STRUGGLING BOTH IN THE STUDENTS WHO FOR THE MOST PART, THERE ARE OBVIOUSLY EXCEPTIONS, BUT UM SO ANY EXPLANATION ON ON IT, SO JUST IT APPEARS THAT OUR OUR OUTCOMES HAVE RECOVERED TWO. AROUND THE PRE COVID LEVELS IN MATH, BUT NOT READING. SOON. WELL WE ALSO DIDN'T LOOK AT STAR DATA. REMEMBER WE STARTED THE CONVERSATION REALLY PROCESSING THROUGH. NOT ONE DAY TO ONE DATA POINT DOESN'T TELL THE WHOLE STORY. SO WHEN WE DO OUR WORKSHOP WITH DIP, AND WHEN WE GET INTO OUR STAR DATA I'D LIKE FOR US MORAL LOOK AT THAT HOLISTICALLY BECAUSE WHEN YOU START TO ANALYZE THOSE DATA POINTS, THERE ISN'T A GREAT DISCREPANCY. SO, UM. OKAY BUT I WANT TO ALSO GO BACK AND LOOK AT THAT HISTORICAL DATA THAT YOU WERE TALKING ABOUT BEFORE. I'M MAKING ASSUMPTION. COOL. THANK YOU. THAT MR HAMILTON, JUST SO IT'S SAYS THAT LEVELED LITERACY INTERVENTION IS ONE OF THE STUDENTS SUPPORTS. HOW ARE WE EVALUATING THE INTERVENTION? WOULD THAT BE THE INTERVENTION CURRICULUM? IT IS IT IS PROGRAM . UM IT'S VERY UM. SCRIPT IT'S VERY SCRIPTED IN THE SENSE OF YOU DO THIS WITH THIS GROUP? AND IT TELLS YOU TELLS YOU WHAT TO DO. UM WE ARE LOOKING AT A FEW DIFFERENT INDICATORS SO WITH ANY KIND OF INTERVENTION SYSTEM, CONSISTENCY IS KEY, RIGHT? ESPECIALLY FOR KIDS WHO ARE THAT FAR BELOW READING. THEY NEED TO BE READING ALL THE TIME RIGHT EVERY DAY THEY NEED TO HAVE ACCESS. SO WE ARE LOOKING AT ATTENDANCE ARE THE KIDDOS.

SHOWING UP EVERY DAY. BECAUSE IF THEY'RE NOT IT, YOU KNOW YOU YOU MAKE A LITTLE BIT OF PROGRESS, AND THEN THEY'RE NOT THERE AND THEN YOU MIGHT SLIDE BACK A LITTLE BIT. SO WE DO LOOK AT ATTENDANCE. WE ARE MONITORING THE SIZE OF THEIR GROUPS. RIGHT. SO ARE THEY PULLING THE REQUIRED

[02:05:04]

UM AND THEN WE'RE LOOKING AT THE PROGRESS MEASURE, SO WE HAVE SOME MILESTONES RELATED TO AFTER YOU'VE BEEN AN INTERVENTION FOR LET'S SAY SIX WEEKS. HOW FAR SHOULD WE HAVE PROGRESSED AND SO THE, UM LET'S WE MET WITH THEM AND EXPLAINED THE EXPECTATION OF THE THIS TRACKER THAT THEY ARE FILLING OUT AND SO THEY THEY'RE GOING TO DO THERE. MHM READING RECORDS, ACCORDING TO WHAT'S IN THE, UM ELLA LIKE IT. THEN THEY PUT THE DATA INSIDE OF THEIR TRACKER, AND THAT'S WHAT WE'RE LOOKING AT TO SEE IF THEY'RE MAKING THE PROGRESS THAT THEY SHOULD. SO THERE'S THREE DIFFERENT DATA POINTS WE'RE LOOKING AT. THANK YOU. THANK YOU, MR HAMBLETON, MISS JONES.

OKAY SO I ACTUALLY HAD THE HEAD EUREKA MATH TRAINING THIS SUMMER. AND SO, UM, I'M KIND OF CONFUSED. YOU SAID YOU DIDN'T PURCHASE THE CONSUMABLES. SO WE ARE USING WHAT TA HAS RECOMMENDED AS THE FREE RIGHT THE FREE VERSION. THE FREE ACCESS. OKAY ONE OF THE RECOMMENDED RESOURCES FROM T E A . OKAY AND THEN, UM, WE DID NOT . SO THERE'S DIFFERENT TYPES OF CONSUMABLES THAT YOU CAN PURCHASE FROM EUREKA. RIGHT? RIGHT UM, WHAT WE'VE DONE IS TAKEN THE RESOURCES THAT WE HAVE ACCESS TO FROM FROM EUREKA AND WE CREATED KIND OF, UM, CUSTOMIZED UM. PACKET FOR THE UNIT OF INSTRUCTIONS, SO WE LOOKED AT OUR CURRICULUM AND THE CONCEPTS OF THE MODULES INSIDE OF EUREKA PULLED OUT THE RESOURCES THAT WERE RELEVANT TO THAT UNIT OF INSTRUCTION INSTEAD OF PURCHASING THE WHOLE CONSUMABLE BOOK. UM BECAUSE, UM, IN THE PAST, WE HAVE NOT HAD CONCERNS. UH WE'VE HAD A LOT OF WASTE WHEN WE'VE PURCHASED CONSUMABLES. OKAY WITH THEM NOT BEING UTILIZED. UM COMPLETELY. SO IS THERE LIKE A LIMIT BECAUSE I'M. IS EUREKA, OPTIONAL RATHER THAN REQUIRED TO BE UTILIZED FROM THAT? IN OUR DISTRICT OR IN THE STATE DISTRICT IN OUR DISTRICT. EUREKA MATH IS A CONSIDERED ARE SUPPLEMENTAL RESOURCE OR CURRICULUM IS OUR PRIMARY RESOURCE AND THEN WHAT WE'VE DONE IN THE CURRICULUM BECAUSE OUR MODEL OUR CURRICULUM , SCOPE AND SEQUENCE MIGHT NOT FOLLOW. THE MODULES THAT ARE IN EUREKA. SO WHAT WE'VE DONE IS WE'VE SAID OKAY IN EUREKA FOR THIS UNIT OF INSTRUCTION. THESE ARE THE COMPONENTS OF EUREKA THAT ALIGN AND WE'VE GIVEN THAT REFERENCE IN THE CURRICULUM FOR THE TEACHERS TO USE, OR WE'VE LINKED TO SOME OF THE RESOURCES THAT ARE IN EUREKA IF IT PERTAINS TO THAT UNIT OF INSTRUCTION. OKAY BUT BUT EUREKA MATH IS NOT OUR CURRICULUM. IT IS OUR SUPPLEMENTAL RESOURCE, SAYING THAT IS BECAUSE I'M JUST HAVING EXPERIENCE WITH THOSE CONSUMABLES. IT'S LIKE YOU'RE KIND OF MISSING OUT ON THE SEQUENCE OF INSTRUCTION. AND THAT'S WHAT I'M CONCERNED ABOUT BECAUSE IN THE BEGINNING THERE IS LIKE FLUENCY PRACTICE FOR KIDS. AND THEN THERE'S ALSO WHERE THE TEACHING ACTUALLY OCCURS WITH THE CONCEPT DEVELOPMENT, AND THEN THE KIDS ACTUALLY WORK AND APPLIED TO AN APPLICATION PROBLEM. AND THEN EVEN IN THE EUREKA MATH COMES ITS OWN EXIT TICKET. AND SO EVEN WITH THAT, YOU CAN REALLY GET SOME DATA FROM THAT. RATHER THAN JUST KIND OF PICKING AND CHOOSING BECAUSE IT'S KIND OF LIKE THE LEARNING IS SEQUENTIAL . YOU KNOW, IT'S FROM BEGINNING TO END. IN A WAY THAT IT INTRODUCES THE CONCEPT, BUT IT ALSO ASSESSES THE MASTERY OF THEIR CONCEPT AS WELL. TEACHERS HAVE ACCESS TO THE TO THE MATERIALS FOR EUREKA. MATH OKAY , EVERYTHING YOU DESCRIBED. OUR TEACHERS HAVE ACCESS TO THAT IN THE ONLINE ENVIRONMENT, BUT THEN ALSO IN THAT CONSUMABLE PACKET OUTSIDE OF THAT PART OF THAT IS SOMETHING THAT SOME OF THE KIDS TAKE HOME, WHICH IS THAT, LIKE ALL WORKBOOK OR HOMEWORK, IT'S VERY FUN. BUT IT ALSO RE, UH IT GIVES IT HELPS TO TEACH HER OUT WHEN IT COMES TO GIVING HOMEWORK , RIGHT, SO THAT'S WHAT WE THAT'S WHAT WE EMBEDDED INSIDE OF THESE, UM THE AT HOME LEARNING THAT WE HAD CREATED PULLED SOME OF THOSE PRACTICE PROBLEMS THAT YOU'RE REFERRING TO ALSO PULLED. THERE'S LIKE A LITTLE PAGE THAT IT'S LIKE AN AT

[02:10:06]

HOME TEACH RIGHT IT. IT DOESN'T WHAT WE CALL WORKED, EXAMPLE. RIGHT WORKED EXAMPLE. IT HAS THE PRACTICE PROBLEMS RIGHT AND THEN THERE'S ALSO A COMPONENT OF IT. THAT SAYS WHAT YOU CAN DO AT HOME AND THEN IT HAS LIKE SUGGESTIONS, AND SOME OF THEM ARE AS EASY AS GET OUT. A DECK OF CARDS. AND IT'S A REALLY QUICK STRATEGY THAT A PARENT CAN DO JUST TO REINFORCE, UM, NUMBER CENTS AT HOME. THOSE KINDS OF THINGS ARE WHAT WE INCLUDED IN THAT UM, INSTEAD OF PURCHASING A BUNCH OF CONSUMABLES THAT WE ENDED UP RECYCLING AT THE END OF THE YEAR, THE SAME WEREN'T USED.

OKAY. THANK YOU. THANK YOU, MISS JONES. MISS MALONE. WE'RE GOING TO MOVE ON. IS THAT OKAY? JUDY ON THAT CONSUMABLE PACKAGE BECAUSE WE TALKED ABOUT THIS PREVIOUSLY. AND MISS HEBERT. I THOUGHT WE WERE GOING TO MAKE A LINK AVAILABLE FOR PARENTS WHO DID WANT TO PURCHASE IT. AND DID THAT HAPPEN? WE DIDN'T MAKE THESE PUBLIC BECAUSE WE NEEDED TO KEEP THEM IN OUR SCHOOL AJI BECAUSE THAT'S A LOGIN RIGHT? SO FOR COPYRIGHT REASONS, WE HAVE NOT PUT THESE, UM AT HOME RESOURCES ON OUR WEBSITE, BUT I THINK YOU'RE REFERRING TO SPECIFIC PARENTS PURCHASING WELL , WE TALKED ABOUT EUREKA LAST TIME. NOT LAST TIME. LIKE I DON'T KNOW WHAT EXACT DATA TO HAVE TO GO LOOK AT THE BOARD, BUT BUT WE SPOKE ABOUT THIS SPECIFICALLY BEFORE BECAUSE WE TALKED ABOUT LIMITATIONS WITH COPY PAPER, ETCETERA, UM AND WHETHER FOLKS WANTED OR DID NOT WANT, UH, SUPPLEMENTS FOR AT HOME, AND SOME PARENTS DO AND THERE HAVE BEEN FOLKS WHO HAD COMMUNICATED TO US ALL LAST YEAR WITH FRUSTRATIONS OF NOT HAVING ACCESS TO MATERIALS. AND WE PREVIOUSLY MENTIONED THERE WOULD BE A WAY WHERE PARENTS COULD PURCHASE IT, AND WE TALKED ABOUT POSSIBLY A BULK PURCHASE WITH PARENTS WHO WANTED TO VIA THE DISTRICT OR, HOWEVER, SO I'M JUST ASKING WHERE WE LEFT OFF WITH THAT. BECAUSE IT'S SOUNDS LIKE THAT'S NOT AN NOTHING CAME TO FRUITION FOR THAT, AND NOW, IF I'M UNDERSTANDING CORRECTLY, IT'S THAT THE TEACHERS THEN NEED TO EACH AT THEIR OWN DISCRETION . COMMUNICATE TO THE PARENTS, WHATEVER MODULES THEY PULL FOR THEM TO ACCESS OR THAN I HEARD, YOU KNOW, CLEVER THEY CAN GO INTO CLEVER DO THEY HAVE ACCESS TO ALL OF THE RESOURCES IN CLEVER SO WE DID RESEARCH ON THE AMOUNT OF MONEY THAT IT WOULD TAKE IN ORDER IF WE DID PURCHASE FROM THE DISTRICT LEVEL UM THESE CAN THE CONSUMABLES THAT WE WERE JUST TALKING ABOUT. UM. MORE THAN CONSUMABLES FROM EUREKA. UM BASED ON OUR PAST EXPERIENCES WITH THE USE OF THE CONSUMABLES . THAT PURCHASE WAS GOING TO BE A LOT. A LOT OF DISTRICT FUNDS IF WE DID IT HOLISTICALLY. UM IF WE MADE IT AVAILABLE JUST TO CERTAIN PARENTS, PARENTS DO HAVE THE ABILITY TO PURCHASE THESE WORKBOOKS, BUT WE DIDN'T WANT THAT TO BE OUR DISTRICT WIDE SOLUTION. BECAUSE THEN WE WOULD HAVE A SUBSET OF FAMILIES THAT EQUITY WOULDN'T BE ABLE TO ACCESS THEM, SO WE CAME UP WITH AN ALTERNATIVE SOLUTION THAT BOTH GAVE THE TANGIBLE COMPONENTS OF THE WORKBOOK THAT ARE MEANINGFUL FOR TEACHERS AND FAMILIES. UM WITH A, UM MORE FINANCIALLY FRIENDLY OPTION. FOR US TO BE ABLE TO PRINT THEM HERE AND IN IN HOUSE INSTEAD OF PURCHASING THEM THROUGH. UM OKAY , OKAY. COMMENT ON IT. SO WHEN I HIT THAT BAR GRAPH, THE ONLY THING I'M GOING TO MENTION WITH THIS PAPER AND IN THIS GRAPH IS SPED AND ECHOED THIS. THOSE ARE THE TWO MOST CONCERNING GROUPS. AND SPECIFICALLY, YOU KNOW, WE'RE TALKING ABOUT ESSENTIALLY EQUITY WITH THAT WITH ECONOMICALLY DISADVANTAGED KIDS . I HOPE TO GOD WE ARE PROVIDING THOSE TEACHERS ENOUGH RESOURCES FOR PAPER, AND I'M JUST GONNA SAY THIS, UM I'M HEARING FROM TEACHERS THAT THAT MAY NOT BE THE CASE IN SOME CAMPUSES. AND SO THERE MAY BE DIFFERENCES BETWEEN CAMPUS TO CAMPUS BASED ON PRINCIPLES ON THE ALLOCATION OF RESOURCES, WHERE SOME CAMPUSES TEACHERS ARE ONLY GETTING TWO PACKETS OF PAPER A MONTH. RIGHT NOW, AND I JUST HOPE Y'ALL CAN GO FIGURE THAT OUT WITH WITH TEACHERS AND YOUR PRINCIPLES AND ADDRESS THE SITUATION, BUT I JUST WANT TO MAKE SURE OUR CHILDREN PARTICULARLY IN THAT ECONOMICALLY DISADVANTAGED GROUP , HAVE ACCESS TO THE MATERIALS. I THINK WHAT I'M HEARING REALLY FROM YOU, IS WE CAN. CERTAINLY WE WILL CERTAINLY GO BACK AND TALK WITH OUR PRINCIPLES ABOUT

[02:15:01]

AND REINFORCE THIS AS AN OPTION . UM, ALL COLLABORATE WITH WITH DINA AND IN OUR SPECIAL EDUCATION DEPARTMENT TO SEE IF THAT'S AN OPTION. UM FOR CERTAIN GROUPS OF STUDENTS THAT MIGHT NEED, YOU KNOW. THAT IS AN OPTION. UM BUT IT IS A MESSAGE WE CAN REINFORCE WITH OUR BUILDING PRINCIPLES AND, UM AND THE OPTION TO USE THE PRINT SHOP AND THEN THAT WAY. YOU KNOW, THE TEACHERS AREN'T HAVING TO GO TO THE COPY MACHINE AND USE THEIR OWN PAPER THEIR OWN. THEY CALL HIM CLICKS. WRITE YOUR OWN CLICKS AT THE COPY MACHINE. BECAUSE THAT IS AN OPTION AND WE CAN BE MORE PROACTIVE ABOUT COMMUNICATING THAT. THANK YOU, MR MALONE AND THANK YOU, MR JONES AND MR MALONE FOR THOSE QUESTIONS, BUT WE WERE GOING TO MOVE MOVE ONTO THE NEXT AGENDA ITEM AND THANK YOU, MISS HARBOR FOR YOUR PRESENTATION. MHM AND SO NEXT, WE HAVE CONSENT AGENDA.

[12. Consent Agenda]

DO WE HAVE DISCUSSION? YES YES. AND IF YOU'LL I'M ASKING IF ANYONE NEEDS TO PULL ANY ITEM.

YES OKAY. UM MISS JONES. I WOULD LIKE TO PULL ONLY ONE AND THAT WOULD BE CONSENT AGENDA ITEM. MM HMM. 35 TEACHER LABOR, OKAY? UM DILEMMA YOU MAKING NOTES? OKAY IS THERE ANY OTHER ITEMS? YES, MISTAKE. I WOULD LIKE TO POUR CONSENT AGENDA ITEM 12. G. THE HOUSE HOSPITAL. THREE RESOLUTION . THANK YOU. IS THERE ANY OTHER ITEMS? I'M GONNA PULL. THE CONCERN YOUR AGENDA 12 M PEN, LONG RANGE BOUNDARY PLANNING. 10. CAN WE HAVE A MOTION? FOR THE REST OF THE AGENDA CONCERNING AGENDA ITEM. I MOVED THE BOARD TO APPROVE CONSENT AGENDA ITEM. WITH THE EXCEPTION OF 12 E 12 G WELL. MM 10, ALL OTHERS AS PRESENTED SECOND, WE HAVE A MOTION BY DR GILLIAM, SECOND BY MS HANAN. DO WE HAVE DISCUSSION? SEEN NENG. LET'S VOTE.

MOTION PASSES SEVEN ALL. NEXT WE HAVE A CONSENT AGENDA. 12 E CANNOT HAVE A MOTION. HMM YES,

[12.E. Certified Teacher Waivers: Consideration and approval of Texas Education Agency Waivers for non-certified campus-based Instructional Apprentice in teaching positions for the 2023-24 school year.]

MADAM PRESIDENT. I MOVED TO APPROVE CONSENT AGENDA ITEM 12 E AS PRESENTED. SECOND WE HAVE A MOTION BY MR MALONE. SECOND BY MR HANNAN. DO WE HAVE A DISCUSSION? MISS JONES? THERE'S DISCUSSION AND I ASKED SOME QUESTIONS THAT I WANT THE PUBLIC TO KNOW. AND I JUST WANTED TO WHAT THE ADMIN KNOW THAT I'M VOTING FOR IT. SO DON'T WORRY ABOUT THAT PART SO I'M VOTING FOR IT, BUT I WANT THE PUBLIC TO KNOW WHO'S IN THEIR CHILD'S CLASSROOMS. UM AS FAR AS WHO'S TEACHING THEIR CHILD WHO'S IN FRONT OF THEIR WHO'S WHO'S IN FRONT OF THEIR CHILD EVERY DAY, AND SO WE HAVE AN INSTRUCTIONAL APPRENTICE PROGRAM. I THINK MISS JOHNSON IS IT THE FIRST YEAR? IN ITS FIRST YEAR. YES THIS IS THE FIRST YEAR. OKAY SO WHAT DOES THIS IS OUR FIRST YEAR AND SO I'M GONNA GO THROUGH SOME OF THE QUESTIONS. I'M NOT GOING TO GO THROUGH ALL OF THE ANSWERS, BUT JUST KIND OF GET THE GIST OF WHERE WE ARE, AND I HAVE SOME RECOMMENDATIONS SO MOVING FORWARD. UM WE CAN JUST KIND OF LIKE, TIGHTNESS UP A LITTLE BIT. OKAY, UM MY QUESTION WAS. WHAT PERCENTAGE OF THESE INSTRUCTIONAL APPRENTICE APPRENTICES HAVE NOT TAKEN THEIR CONTENT EXAM AND WHAT AREAS OF CONTENT ARE THEY TEACHING WITHOUT THE REQUIRED EXAMS? AND THAT WAS MY QUESTION. THE RESPONSE WAS 100% OF THE INSTRUCTIONAL APPRENTICES HAVE NOT TAKEN OR PASS CERTIFICATION ASSESSMENTS. ONE OF OUR REQUIREMENTS WAS TO BE ACCEPTED

[02:20:05]

[02:25:02]

EXAM BEFORE DECEMBER BECAUSE I'M THINKING ABOUT NOT ONLY IL Y I'M THINKING ABOUT M O Y DATA TO SEE WHERE THOSE INSTRUCTIONAL APPRENTICES ARE AND WHETHER OR NOT DO THEY NEED HELP IN THEIR INSTRUCTIONAL PRACTICE? AND THEN JUST CLOSE MONITORING OF THEIR DATA. AND I DON'T KNOW. MAYBE WE'LL HAVE A DISCUSSION ABOUT THIS, BUT LIMITING THE NUMBER OF INSTRUCTIONAL APPRENTICES THAT ARE IN OUR TITLE ONE SCHOOLS THAT ARE SCHOOLS THAT ARE STRUGGLING. WE SHOULD HAVE A LIMIT ON THOSE ARE APPRENTICES AS WELL. WE REALLY NEED OUR BEST TEACHERS IN THOSE SCHOOLS AS WELL. AND WITH THAT, SAID I THINK MOVING FORWARD AT SOME POINT FOR BEN, I S D SHOULD KEEP THE MONEY IN HOUSE AND HAVE THEIR OWN A CPP PROGRAM, LIKE SOME OF THE OTHER SCHOOL DISTRICTS ARE ALSO MOVING TOWARD IT AS WELL. SO THANK YOU. MR JONES. THANK YOU, MR JONES.

PHONE THE QUESTIONS AND MAKE IT CLEAR TO THE BOARD. THANK YOU AND MISS HANNAH. YES UM, COULD COULD STAFF TELL ME WHAT WHAT IS THE DIFFERENCE BETWEEN A TIER ONE, TIER TWO AND TIER THREE CAMPUS. I'M REFERRING TO THIS MIGHT BE, UM. HR THIS IS I'M ASKING. IT'S IN THE STAFFING STANDARDS GUIDELINE. YES, MA'AM . DR MASON CAN PROVIDE THAT RESPONSE. AND DR LIM LI. TESTING GOOD EVENING. UM WE LOOK AT ECHO DIS MOSTLY, UM, AND WE LOOK AT THE NEEDS OF THE CAMPUS BASED ON OTHER ASSESSMENT DATA. UM DEMOGRAPHICS, THINGS LIKE THAT. BUT IF I COULD SAY CONSISTENTLY, I WOULD SAY IF YOU LINED UP, ECHOED THIS AND WENT UP THE TEARS KIND OF GO FROM THE LOWEST EGO DISC TIER THREE. TIER TWO WOULD BE IN THE MIDDLE AND TIER ONE WOULD BE THE LOWEST E QODS AT THE TOP. AND SO WE'RE STAFFED BASED ON THAT SO IT TO THREE CAMPUS THE RATIO. SO DR MASON, ARE YOU SAYING THAT TIER ONE HAVE THE MOST ECONOMICALLY? JUST NO TEARS? THREE THEY HAVE THE LEAST OKAY. OKAY. THANK YOU. AND SO I ASKED THAT QUESTION BECAUSE HERE IS WHERE I TRY VERY HARD TO ACCEPT THE RECOMMENDATIONS FROM THE ADMINISTRATION. BUT THE KICKER IS THIS WAIVER REQUIRES THE STATE REQUIRES THE BOARD OF TRUSTEES VOTE ON IT SO. THE LEGISLATURE AND THE EDUCATION CODE. WANT US LOOKING AT THIS? AND SO WHEN I HEAR MISS HUBBARD DESCRIBE HOW WE HAVE, UM, IN SUFFICIENT NUMBERS OF INTERVENTIONIST. TO ADDRESS THE NEEDS, UM, THAT OF OUR OUR KIDS THAT ARE HAVING CHALLENGES IN READING AND MATH, AND I HEAR HER SAY, YOU KNOW, WE HAVE TO LOOK AT WHAT WE'RE DOING IN TIER ONE INTERVENTION IN OUR CLASS AND THAT THE TEACHER YOU KNOW, ARE THEY DOING? UM READING GROUPS THAT THAT'S WHAT I HEARD MISS. MISS HUBBARD SAY, AND SO ONE ONLY HAS TO DO THE MATH, UH, THAT, YOU KNOW, MAYBE A SECOND GRADER CAN DO AND KNOWING THAT THE MORE KIDS YOU HAVE, THE HARDER IT IS TO GET ALL THOSE READING GROUPS IN AND SO I'M GETTING TO MY POINT HERE IS I KNOW THAT THERE WEREN'T VERY MANY APPRENTICES. ON THE LIST OF FOLKS WHO WERE ON THIS WAIVER LIST, BUT IT WOULD BE MY REQUEST FOR THE DISTRICT. I KNOW THIS IS OUR FIRST YEAR, BUT IN THE FUTURE, YOU KNOW WHAT IT'S HARD FOR A SEASONED CERTIFIED.

TEACHER EVEN TEACHERS WITH GRADUATE DEGREES. TO GET ALL OF THOSE READING GROUPS IN FOR OUR OUR LITTLE ONES, AND I CAN'T IMAGINE HOW MUCH HARDER THAT IS FOR SOMEONE WHO IS NOT ONLY TEACHING, BUT THEY'RE WORKING ON THEIR A C P. THEY'RE WORKING ON THEIR OWN ALTERNATIVE CERTIFICATION AND THEY'RE THEY'RE THEY'RE LEARNING AS THEY GO. AND SO I WOULD JUST REALLY ASK NEXT YEAR THAT WE HAVE ZERO APPRENTICE TEACHERS ON THE WAIVER LIST AND THAT LOOKING AT THE STAFF THAT THE GUIDELINES BECAUSE TIER THREE CAMPUSES DON'T HAVE MUCH CUSHION THEY ONLY TO ME. THE TIER THREE CAMPUSES ARE ACTUALLY MEETING THE STATE RATIO REQUIRED RATIO OF 22 TO 1. AND THEN WE HAVE OUR OWN STAFFING THAT GOES 23 TO 1 FROM SECOND THROUGH FOURTH. SO ANYWAY, THAT IS MY ASK AS A TRUSTEE WHO HAS TO VOTE ON THIS WAIVER REPORT ANNUALLY IS THAT

[02:30:02]

WE LOOK VERY CAREFULLY AND I WOULD GO SO FAR TO SAY EVEN IF WE COULD CONSIDER HAVING FOLKS THAT HAVE EMERGENCY PERMITS. NOT ON THERE, BUT MORE SO APPRENTICE FOLKS THAT ARE STILL IN THEIR PROGRAMS. AND THERE, I'M ASSUMING THEY ARE GOING TO THOSE COURSES AT NIGHT. IN THE EVENINGS. THAT'S A LOT. THAT'S A LOT ON THAT STAFF MEMBERS PLATE. SO. THAT WAS REALLY MY ONLY QUESTION WAS ABOUT. I DIDN'T UNDERSTAND WHAT THE TIER ONE TIER TWO AND TIER THREE CAMPUSES SO MOSTLY DOCTOR LINLEY, DR MASON. IT'S JUST A IT'S JUST IT'S MORE OF AN ASK FOR US TO CONSIDER THAT NEXT YEAR BEFORE THIS WAIVER COMES TO THE BOARD FOR A VOTE. THANK YOU. THANK YOU, MISS DAY. THANK YOU, MR HANNAN. DR GILLIAM. AND JUST VERY QUICKLY. THANK YOU, MISS JONES FOR THOSE QUESTIONS AND HAVING THOSE ANSWERS AVAILABLE FOR THIS EVENING. UM BUT I'M GONNA GO ON THE OTHER SIDE OF THIS. CAN WE HEAR THE TEACHER SHORTAGES? THE REASON WHY WE'RE DOING THIS AND SEASON CERTIFIED TEACHERS ARE FAR IN BETWEEN. SO . WHERE THE TEACHER APPRENTICES COME AND ALL OF THESE DIFFERENT WE'RE TRYING TO GET PEOPLE IN THE CLASSROOM SO WE CAN AT LEAST KEEP THAT LOW NUMBER SO SOMEBODY NEEDS TO TALK ABOUT IT BECAUSE WE'RE SAYING WHAT WE DON'T WANT , BUT WHAT WE DON'T WANT, THEN WE'RE GOING TO HAVE AN EMPTY CLASS. OR CLASSES THAT ARE OVERCROWDED. SO CAN SOMEONE TALK ABOUT THAT OR I'LL JUST GIVE ONE BASIC STATEMENT OF AMBER CAN COMPLETE IT, BUT YOU'RE CORRECT TWO REASONS FOR INSTRUCTIONAL APPRENTICE THIS YEAR IS ONE FOR TRYING TO BE INNOVATIVE FOR STAFFING. AND THE SECOND IS FOR RECRUITING BECAUSE THERE IS A TEACHER SHORTAGE, AND AMBER HAS BEEN WORKING DILIGENTLY WITH THE TEAM ON THIS, AND SHE CAN PROVIDE ADDITIONAL DETAILS. THANK YOU, DR GILLIAM. YES I MEAN, OUR GOAL ALWAYS WOULD BE TO PUT A FULLY QUALIFIED CERTIFIED TEACHER IN EVERY SINGLE CLASSROOM. THAT'S WHAT EVERYBODY WOULD WANT, BUT THE REALITY OF THE SITUATION AS I SAID LAST YEAR AS THE SAME LAST WEEK IN THE MEETING, THE STATE OF TEXAS LOST 39,000 CERTIFIED TEACHERS LAST YEAR. WE LOST 50,000 AND ONLY CERTIFIED 19, SO 31,000 TEACHERS LEFT THE PROFESSION. THIS IS GOING TO BE AN ONGOING ISSUE FOR THE LONG TERM. WE ARE LOOKING AT THINGS LIKE YOU KNOW HOW TO GROW OUR OWN, HOW TO BUILD OUR OWN PROGRAMS AS FUTURE ALTERNATIVES . UM BUT FOR NOW, THIS WAS THE ONLY WAY TO ENSURE THAT YOU HAD SOMEBODY WHO WAS A DEGREED PROFESSIONAL SEEKING TO BE AN EDUCATOR IN THE CONTENT AREA THAT YOU KNOW THEY'RE TRYING TO BE CERTIFIED FOR AND COMMITTED TO BEING IN A CLASSROOM THE ENTIRE YEAR. THE ALTERNATIVE TO THAT WOULD HAVE BEEN EMPTY CLASSROOMS THAT WERE TRYING TO COVER WITH SUBSTITUTE TEACHERS WHO AREN'T DEGREED PROFESSIONALS IN MANY CASES, OR HAVING ARE ALREADY OVERWORKED EXISTING STAFF COVERING CLASSROOMS DURING THEIR PLANNING PERIODS OR HAVING CERTIFIED ADMINISTRATIVE STAFF STAFF TEACHING KIDS REMOTELY.

THERE WOULD HAVE BEEN INCONSISTENCY THERE WOULD HAVE BEEN UM, CLASSROOMS THAT WERE NOT COVERED. THERE WOULD HAVE BEEN KIDS, ESPECIALLY IN THE HIGH NEEDS AREAS THAT TITLE ONE CAMPUSES AT IN THOSE HIGH KNEES , AREAS FOR SPED AND BILINGUAL THAT DIDN'T HAVE A CONSISTENT, CARING, EDUCATED PROFESSIONAL ADULT IN THEIR CLASSROOM ALL YEAR LONG, AND THAT WAS THE REASON WHY WE WENT THIS DIRECTION. WE DID NOT START HIRING INSTRUCTIONAL APPRENTICES UNTIL LATE JUNE, ONCE THE DATE HAD PASSED FOR PEOPLE THOUGHT, YOU KNOW TEACHERS TO OPT OUT OF THEIR CONTRACTS. THERE WAS NO LONGER AN OPTION TO FILL OUR YOU KNOW OUR RELATED VACANCIES WITH SOMEONE WHO WAS A DEGREED CERTIFIED PROFESSIONAL. SO AT THAT POINT, THIS WAS REALLY OUR BEST OPTION GAVE US THE CHANCE TO PROMOTE AND GROW OUR OWN PEOPLE MORE THAN 50% OF THE PEOPLE WE HAVE IN OUR, UM, INSTRUCTIONAL APPRENTICE PROGRAM. CAME FROM WITHIN FOUR TRENDIEST E. THEY WERE SUBSTITUTES. THEY WERE PARAPROFESSIONALS. WE'RE GROWING THEM INTO BEING TEACHERS AND, YOU KNOW, HOPEFULLY THAT WILL MAKE THEM STAY WITH FORT BEND BIASED BECAUSE WE'RE GROWING THEM RIGHT HERE. SO THIS WAS REALLY AN INNOVATIVE APPROACH.

IT WAS SOMETHING THAT A LOT OF DISTRICTS ARE DOING, BUT FORT BEND, I BELIEVE DID IT BETTER THAN SOME OF THE OTHER DISTRICTS? BECAUSE OF THE APPROACH WE TOOK OUR TEACHERS.

INSTRUCTIONAL APPRENTICES ALREADY HAD TO HAVE THEIR DEGREE . THEY ALREADY HAD TO BE IN AN ACT PROGRAM. THEY HAD TO HAVE NOT EXHAUSTED TOO MANY OF THEIR TEST TESTING. UM OPTIONS AND SO WE WANTED TO PUT THE MOST QUALIFIED PEOPLE IN AND GIVE OUR EXISTING STAFF THE CHANCE TO GROW BY MAKING THEM BENEFITS ELIGIBLE. MOST PARAPROFESSIONALS WEREN'T GOING TO TAKE THAT

[02:35:05]

OPPORTUNITY. IF WE IF WE TOOK BENEFITS AWAY FROM THEM BECAUSE THEY HAVE THOSE BENEFITS AS PARAPROFESSIONALS. SO UM, IT WAS REALLY A WAY TO FILL THOSE VACANCIES AND THIS IS GOING TO BE A CHALLENGE FOR YEARS TO COME BECAUSE MORE PEOPLE ARE LEAVING THE PROFESSION OF EDUCATION.

THEN THEY ARE JOINING IT, SO WE'RE GOING TO HAVE TO BE MORE CREATIVE AND PUT MORE RESOURCES TOWARDS THIS IN THE FUTURE. THANK YOU, DR CHERIAN. THAT WAS A GREAT QUESTION. THANK YOU FOR THE ANSWER AND THE CLARIFICATION . I REMEMBER THERE'S UM THERE'S A STATEMENT IN OUR PACKET SAYING YOU'RE TRYING, YOU KNOW, WE TRIED TO GET A CERTIFIED TEACHER FIRST BEFORE WE COME TO THIS PATH, SO I APPRECIATE YOUR CLARIFY THE EVERYTHING FOR THE COMMUNITY AND FOR THE BOARD, SO MISS MALONE. YES AND I APPRECIATE THAT AS WELL. I DO HAVE ONE QUESTION SO I WAS GRATEFUL TO HEAR OF SOME RETIRED PRINCIPAL RAN INTO JUST THE OTHER WEEK WHO'S ACTUALLY HELPING WITH NEW YOUNGER PRINCIPLES? AND I THINK THAT'S FANTASTIC. AND I'M BUT AWESOME, RIGHT? SO HATS OFF HR. AND WHOEVER IS BEHIND ALL OF THAT, THANK YOU. HERE'S THE QUESTION I HAVE ON THAT TO MS HANAN AND MISS JOHN'S POINT. I CAN UNDERSTAND WHERE THEY'RE COMING FROM, AND THE CONCERNS THAT THEY HAVE. I THINK WE ALL SHARE THE CONCERNS AS WELL. UM BUT ARE WE ENGAGING OUR RETIRED TEACHERS? LIKE WHO HAVE WE'VE? WE'VE REFERRED TO HOW MANY HAVE RETIRED, AND I THINK WE ALL KNOW IF YOU HAVE AT LEAST A COUPLE HANDFULS THAT RETIRED JUST JUST THIS PAST YEAR. BUT ARE WE ENGAGING THEM TO MAYBE COME BACK AND MENTOR. SOME OF THESE YOUNGER TEACHERS. I KNOW WE HAVE THE MENTOR PROGRAM WITHIN THE SCHOOL AND THE FRAMEWORK, BUT I'M ASKING SPECIFICALLY, ARE WE DOING ANYTHING TO BRING THEM BACK TO WHERE THEY CAN BASICALLY MODEL WHAT IT DOES LOOK LIKE TO DO SMALL GROUP INSTRUCTION AND THESE MORE CHALLENGING TASKS WITH DIFFERENTIATING EDUCATION. WE DO BRING RETIREES BACK ON THE CONSULTANT BASIS TO SUPPORT THINGS SPECIFICALLY FOR THE INSTRUCTIONAL PERNIS. I'M NOT AWARE OF THAT. CURRENTLY WE HAVE RETIRED TEACHERS, BUT I MEAN, CERTAINLY THAT'S AN OPTION THAT EXISTS IF SOMEBODY WANTS TO COME BACK AND DO IT, AND WE DO BRING RETIREES AND CONSULTANT ROLES AFTER THEY'VE RETIRED, IF THEY'RE WILLING TO COME BACK AND DO THAT, OBVIOUSLY, YOU HAVE SOME ISSUES THERE WITH TERRORISTS, AND THERE THEY BECOME MUCH MORE EXPENSIVE RESOURCES AT THE POINT WHERE THEY'RE RETIRED. UM, YOU KNOW, AND YOU BRING THEM BACK INTO A TRS ELIGIBLE TYPE OF ROLE, BUT IT'S CERTAINLY SOMETHING THAT'S AN OPTION. IF THEY WANT TO DO IT, OKAY, I THINK WHATEVER WHATEVER YOU GUYS ARE DOING AND I DON'T NEED TO KNOW THE ANSWER RIGHT THIS MOMENT, BUT TO SUPPORT THESE APPRENTICES WHETHER IT'S ON SITE ON CAMPUS VIA AP OR MAYBE AN INSTRUCTION LEADER. WHATEVER IT MIGHT BE, IF YOU COULD SHARE THAT INFORMATION WITH US ON HOW THOSE APPRENTICES SPECIFICALLY ARE BEING SUPPORTED IN THE CLASSROOM. YES ABSOLUTELY . SO THEY ARE BEING SUPPORTED AT THE CAMPUS LEVEL AND THEN DISTRICT WIDE EVERY THURSDAY. THERE ARE REPRESENTATIVES FROM THE ORGANIZATIONAL DEVELOPMENT AND HR TEAMS THAT ARE GOING AND DOING CAMPUS VISITS. THEY'RE DOING OBSERVATIONS. UM ON SITE WITH THEIR TAP MENTORS THAT ARE ON THE CAMPUS TO EVALUATE HOW THEY'RE DOING AND PUT ALL OF THE INSTRUCTIONAL APPRENTICES AND THE ZERO YEAR TEACHERS, THOSE WHO HAVE THE LEAST EXPERIENCE ONTO A HEAT MAP TO MAKE SURE THAT THOSE THAT ARE REALLY NEEDING EXTRA SUPPORT ARE GETTING SUPPORT ABOVE AND BEYOND WHAT THEY'RE GOING TO GET FROM THE CAMPUS LEVEL OR JUST FROM HAVING A TAP MENTOR. UM SO THAT'S THAT'S SOMETHING THAT IS GOING THAT ASSESSMENTS GOING ON THE SCHOOL YEAR JUST STARTED SO WEEKLY. THEY'RE DOING THOSE CAMPUS VISITS AND LOOKING AT SPECIFICALLY THOSE FOLKS AND THEN PULLING IN RESOURCES. WE NEED MORE TAP MENTORS WE NEED YOU KNOW THERE. YOU MEANT YOU MENTIONED EARLIER THAT YOU KNOW WE'RE HAVING SHORTAGES ON TITLE ONE CAMPUSES WITH YOU KNOW THOSE INSTRUCTIONAL SPECIALISTS AND SUPPORTS THOSE TYPES OF RESOURCES OR SHORT EVERYWHERE, RIGHT. SO ANYWHERE WE CAN GET.

ADDITIONAL MENTORING SUPPORT ADDITIONAL SUPPORT FOR AIDS AND OTHER THINGS THAT THE CAMPUSES NEED. UM YOU KNOW, CERTAINLY WE WOULD WANT TO DO THAT, AND WE'RE GOING TO HAVE TO CONTINUE TO PROVIDE THOSE RESOURCES. OKAY? CAN YOU DEFINE THE TAP MENTOR FOR US? I'M GONNA ASK MR HUBBARD TO DEFINE THAT A LITTLE BETTER THAN I COULD. SO A TAP MENTOR IS AN EXPERIENCED TEACHER. THAT KIND OF APPLIES TO BECOME A TEACHER MENTOR. UM AND THEY GO THROUGH A SERIES OF LEARNING TO BECOME A MENTOR. THERE'S ALSO A SCOPE AND SEQUENCE THAT THEY'RE KIND OF GIVEN YOU KNOW WHEN YOU THINK ABOUT A BRAND NEW BABY TEACHER. FIRST THING YOU'RE TRYING TO GET HIM TO DO IS WHAT MANAGED THE CLASSROOM RIGHT ROUTINES PROCEDURES, THOSE THINGS SO THE TAP MENTOR, THEY

[02:40:07]

THAT'S WHAT THEY'RE WORKING ON WITH THEM AT THE VERY BEGINNING, SO KIND OF DETAILS THE MILESTONES THAT THEY'RE GOING TO BE WORKING WITH THEIR MENTOR WITH AND THEY DO RECEIVE A STIPEND FOR BEING ATTACKED. MENTOR OKAY, AND THOSE TAP MENTORS DO THEY ALSO HAVE THEIR OWN CLASSROOMS THAT? THEY ARE TF RECORD NOW TO MISS WILLIAMS POINT, SHE SAID. WE NEED MORE RIGHT. WE NEED MORE. SO, UM UM, MR MARTINEZ? I DON'T KNOW IF YOU WANT TO SPEAK TO THAT, BUT I THINK WE ARE OPENING UP THAT OPPORTUNITY. I HAVE SIGNED UP TO BE A TAP MENTOR, SO IT'S KIND OF AN ALL HANDS ON DECK RIGHT NOW, BUT I THINK MS MARTINEZ CAN SPEAK TO THAT A LITTLE BIT MORE.

YES WE HAVE DECIDED VERY RECENTLY WITH THE KNOWLEDGE THAT WE DON'T HAVE ENOUGH MENTORS OR TAP MENTORS. AVAILABLE SO WE'VE OPENED THAT UP TO CENTRAL OFFICE. THOSE WHO ARE QUALIFIED AND CERTIFIED TO SERVE AS A MENTOR TO TEACHERS AND ARE AVAILABLE, YOU KNOW, UM WE'RE A BIT SHORTER STAFF THAN WE USED TO BE. BUT REACHING OUT TO OUR ALL OF OUR CENTRAL OFFICE, FOLKS AND EVEN SOME, YOU KNOW, TRYING TO RALLY UP THE CAMPUSES AND THE TEACHERS ON CAMPUS TO SERVE IN THAT SUPPORT ROLE SO THAT WE CAN GET SOME STRONG MENTORS FOR OUR INSTRUCTIONAL APPRENTICES. AND THEN, OF COURSE, BEEF UP OUR TAP MENTORSHIP PROGRAM TO AND THE TAP. I DON'T KNOW IF YOU SAID THIS OR NOT, BUT IT STANDS FOR TEACHERS, ADVANCING PROFESSIONAL PRACTICES, AND I DON'T KNOW IF WE SAID THAT OUT LOUD OR NOT. THAT'S WHAT TAP MEANS. JUST SO WE'RE ALWAYS USING OUR ACRONYMS WANTED YOU TO KNOW WHAT THAT MEANS. NOW. THAT'S FANTASTIC. CAN YOU ALSO SHARE WHAT IS THAT STATEMENT? BELIEVE I BELIEVE IT'S $1500. A YEAR WE CAN FOLLOW UP WITH YOU CAN FOLLOW UP TO BE CERTAIN. OKAY SO FOR ANY TEACHERS OUT THERE LISTENING, OR IF YOU KNOW SOMEONE WHO COULD BE A TAP TAP ON THEIR SHOULDER AND LET HIM KNOW IT WOULD BE AN EXTRA $1500. WE'LL COME FOR WILL CONFIRM THAT THEY'RE GOING TO CHECK ON THE MATH. WE WANT TO MAKE SURE WE'RE NOT ADVERTISING THE WRONG STIPEND. YEAH 50. THERE'S SPECIFIC CRITERIA. SO HOW ABOUT THIS? CAN WE CHECK ON THE MATH AND COULD COMMUNICATIONS PLEASE OF RECRUIT THEM? YES PUT OUT A PIECE THAT HAS THE ACCURATE INFORMATION. ABSOLUTELY AWESOME. THANK YOU VERY MUCH $600 FOR THE YEAR. SO SORRY. I'M SORRY. I'M TRYING TO GIVE HIM A RAISE SEA. OKAY AND THEN HOW MANY TIMES SO A HELP? JUST FOR CLARITY SAKE, TOO. SO A TAP MENTOR. COULD BE DOWN THE HALL FROM YOU. RIGHT AND THEY'RE DOING THEIR OWN CLASSROOM. AND THEN WHEN DO THEY GO AND PROVIDE THESE SUPPORTS TO THESE APPRENTICE BABY TEACHERS? SHE'S SHE. SHE'S GOT IT PLAN. UM UM SO A TAP MENTOR. SOMETIMES THEY'RE DOING THIS WORK DURING THEIR THEIR CONFERENCE PERIOD. RIGHT? BECAUSE AS A STIPEND IS, UH DUTIES OUTSIDE OF RIGHT, YOU'RE YOU'RE ASSIGNED ROLE. SOMETIMES IT'S AFTER SCHOOL, CHECKING IN ON THEM. THEY WILL GO IN AND OBSERVE A TEACHER AND GIVE THEM FEEDBACK. SO THAT'S ALL PART OF PART OF THE PROGRAM. BUT UM, ARE TAPPED MENTORS, THEY THEY WILL CARRY A FULL TEACHING LOAD.

ALRIGHT, SO WE APPRECIATE THAT FOR TAT MENTORS, BUT I'D ALSO LIKE IF Y'ALL WOULD PLEASE CONSIDER RETIRED TEACHERS WHO COULD DATE DEDICATE GOING FROM TEACHER TO TEACHER DURING THE CLASS DAY. WHEN I SAY TEACHER TO TEACHER I MEAN THEIR PROTEST TEACHERS THAT WE'RE ALL TALKING ABOUT. ALL RIGHT. THANK YOU. THANK YOU. MR LONG, MISS JONES. YOU HAVE A EXTRA QUESTION. QUICK QUESTION ABOUT THE TAP MENTORS. SO. BEFORE EVERYBODY STARTING TO POOL. ARE THERE ANY REQUIREMENTS? TO BECOME A TAP MENTOR, BECAUSE I KNOW I FOUND I FIND IT MENTORSHIP. ON A CONTENT LEVEL IS EASIER BECAUSE YOU HAVE THE DATA. YOU HAVE THAT EXPERIENCED TEACHER WITH THAT INSTRUCTIONAL APPRENTICE. HOW IS THAT? HOW ARE THEIR PAIRS? HOW ARE THEY NEED TO BE CERTIFIED IN THE SAME CONTENT AREA AND SO I'D LIKE TO BE ABLE TO PROVIDE A THOROUGH FOLLOW UP FOR YOU ALL ON OUR TAP MENTORS AND OTHER MENTORS AND WHERE WE MAY BE SHORT AND WHAT THOSE QUALIFICATIONS AND THE CRITERIA ARE SO THAT YOU ALL WILL BE WELL INFORMED. THANK YOU. THANK YOU, MR JONES. THANK YOU, MS MARTINEZ FOR THAT, SO CAN WE COME BACK TO OUR AGENDA ITEM? LET'S VOTE ON THIS AGENDA ITEM. I MOVED THE BOARD TO APPROVE ALREADY DID. IT'S JUST BEING A WHILE SO WE PROBABLY HAVE PROBABLY FOR YOU TO BE OUR VOTE ON THIS. UM WE ARE VOTING NOW. THANK YOU.

[02:45:13]

MOTION PASSES 70. CAN I HAVE A MOTION FOR AGENDA ITEM? 12 G. I MOVED THE BOARD TO APPROVE

[12.G. House Bill 3 Resolution: Consideration and adoption of a resolution regarding armed security personnel]

CONSENT AGENDA ITEM 12 GS PRESENTED SECOND, WE HAVE A MOTION BY DR GILLIAM'S SECOND BY MR HAMBLETON, DO WE HAVE A DISCUSSION? YES MR A. THANK YOU . I WOULD, UM, MOVE TO AMEND THE MOTION FOR THE HOUSE BILL THREE RESOLUTION BY ADDING THE WORDS AH TO PAGE TWO. NUMBER TWO.

ADDING THE WORDS THE AFOREMENTIONED PROCEEDING THE WORD AVAILABLE. WE HAVE A MOTION . THAT MEANS HANNAH, AND THEN WE HAVE A 2ND 2ND BY DR GILLIAM. DO WE HAVE A DISCUSSION? I THINK I THINK WE'RE JUST CHANGING. I DIDN'T WANT WORD TO CLARIFY. WHAT DOES IT MEAN BY ARMED PERSONNEL? IS THAT CORRECT? THAT'S CORRECT. WE'RE ADDING TWO WORDS OR THE AFOREMENTIONED PROCEEDING, THE WORD AVAILABLE. OKAY? I THINK THIS IS THE DISCUSSION WE ALREADY HAD.

EARLIER UM SAYING NO DISCUSSION. LET'S VOTE. YEAH YEAH. SO THE MOTION PASSES 70. NOW WE NEED TO VOTE ON THE MOTION WITH AMENDMENT. PLEASE VOTE AGAIN ON THE THIS TIME AWARE, VOTING ON THE ORIGINAL MOTION WITH THE AMENDMENT.

MOTION PASSES 70. SO NOW WE'RE MOVING TO THE AGENDA ITEM, 12. MM I MOVED THE BOARD TO APPROVE

[12.M.10. Long-Range Boundary Planning: Consideration and approval for the purchase of Long-Range Planning Services from HPM in an amount not to exceed $809,000 and authorization for the Superintendent to negotiate and execute the agreement through September 2028.]

. SORRY ARE WE READY TO MOVE THE BOARD TO APPROVE CONSENT? AGENDA ITEM 12 M S PRESENTED IT SECOND . I'M SORRY. 12 12 M 10 AS PRESENTED SECOND WE HAVE A MOTION BY DR GILLIAM. SECOND BENNY'S HIGHLAND. DO WE HAVE A DISCUSSION? I WILL START THE DISCUSSION SINCE I DON'T SEE ANY OTHER AH, YOU KNOW, REQUEST SO I WILL START THE DISCUSSION. FIRST I WANTED I WANTED TO UP. THANK YOU, EVERYONE FOR PROVIDING ALL THE INFORMATION AND ESPECIALLY, I REQUESTED FOR THE R F KILL FROM 2013 AND THE 2018. SO I JUST WANNA I JUST WANT TO CLARIFY FOR THE R F Q 2018. WE DID SEND OUR CUBA WHICH FOR THE 2013? WE DIDN'T SEND OUT OUR F KILL, BUT FOR THE 2018 WE DID.

THE CENTER ARE CUBA. WE DIDN'T CONTACT ANY OTHER VENDOR. IS THAT CORRECT? BECAUSE THE LIST FOR THE OTHER BANDER WAS ZERO, HE SAID. NOT AVAILABLE. THANK YOU MISS GAY FOR ANSWER THE QUESTION. SO IN 2013, THE THERE WASN'T AN R F Q SPECIFICALLY FOR LONG RANGE PLANNING, IT WAS FOR A CAPITAL IMPROVEMENT PLAN. THAT INCLUDED HOW WE WERE GOING TO DO BOUNDARY CHANGES AND THINGS LIKE THAT, AND SO AH, THE ORGANIZATION WHICH WAS BEYOND THE ZHANG AND RICHTER. THEY WERE A PARTNER WITH JACOBS ENGINEERING THAT WON THE AWARD. UH FOR THAT CONTRACT. AND IT'S SO THE 2018 DID WE SEND UP BECAUSE I DO SEE THE DOCUMENT YOU SEND IT OVER IS THAT THAT HE LOOKS LIKE R F Q. BUT 2018. WE DID ISSUE AN R F Q SPECIFICALLY FOR THE LARGE, BUT THEN THE QUESTION IS, THERE IS NO OTHER BANDER RESPONDED TO IT. BECAUSE ON THAT COLUMN IS SAID, YOU KNOW

[02:50:03]

, YEAH, HE SAID, CORRECT. YES, MA'AM, SO THIS AREA IS BASICALLY WHAT YOU WOULD CALL A NICHE AREA. IT DOESN'T HAVE A WHOLE LOT OF COMPETITION IN IT. AND WHAT WE'VE NOTICED OVER TIME IS THAT A LOT OF THESE COMPANIES ARE BUYING EACH OTHER OUT TO FORM OTHER COMPANIES. AND SO A LOT OF YOU SEE A LOT OF THE SAME EMPLOYEES UNDER A DIFFERENT COMPANY. IT'S JUST BECAUSE THEY GOT BOUGHT OUT OR THEY MOVED TO THAT COMPANY. UM BECAUSE OF CAPACITY AND ABILITY AND CAPABILITY OF THE COMPANY. AND OF THE LAST LOTS OF THE THINGS I WANTED TO MAKE A COMMENT, BECAUSE I SO THANK YOU FOR SEND OVER THE BIOS FROM THE COMPANY. AND UM SO I I'D REALLY I READ.

EVERY SINGLE BIO LOOKS LIKE THIS FORM THE MAINLY WORK WITH ROUND THE ROCK AUSTIN I SEE. AND BRIAN UH, I SEE, AND THERE'S PROBABLY TOO. I MEAN, THERE'S TWO GENTLEMEN OR THREE PEOPLE WORKED WITH FOUR MEN I SEE IN THE PAST. UM BUT HMM. AND SO THAT'S BUT THEY LOOKS LIKE THEY HAVE NEVER WORKED WITH OTHER SCHOOL DISTRICT AROUND US. SELECTING FOR BRAND LIKE LEMAR, LOCATE ANY KATIE. I DON'T SEE ANY LIKE US PARENTS WITH IS THAT CORRECT? I JUST WANT TO CONFIRM YOU'LL NOTICE THAT ON THEIR BIOS THEY HAVE LIKE AN ASTERIX BY SOME OF THEM, WHICH INDICATES THAT THEY WORKED ON THAT PARTICULAR SCHOOL DISTRICT WITH ANOTHER COMPANY. AND NOT NECESSARILY THE COMPANY THAT THEY'RE WORKING WITH RIGHT NOW. SO THEY ARE. THEY ARE TELLING US WHAT THEIR EXPERIENCES ARE AND EVERYTHING THEY JUST HAVEN'T BEEN IN THE IN THE LOCAL AREA, AND WE DID PROVIDE THE BOARD WITH A MATRIX OF YEAH. WHO OTHER DISTRICTS ARE USING FOR SIMILAR TYPE WORK.

YEAH AND SO YOU KNOW, IT IS WHAT IT IS. OKAY UM, THANK YOU FOR THE ANSWER. MR MALONE. DO YOU HAVE SOME QUESTIONS? YES, I AM. I MEAN, Y'ALL HAVE ALREADY REALLY HEARD WHERE IT WAS THAT BEFORE, BUT I THINK WITH SOME OF THE NEW INFORMATION. ONE OF THE CHALLENGES FOR ME WAS WHICH I DON'T HAVE THIS MATRIX RIGHT HERE. BUT, FOR EXAMPLE, THE POINTS THEY WERE AWARDED FOR WORKING WITH FORTMAN HONESTY IN THE PAST. I DIDN'T REALLY UNDERSTAND NOW GRANTED, I WASN'T SERVING ON THE UM THE COMMITTEE FOR THAT, BUT. I DON'T GET HOW THEY WERE AWARDED THE POINTS FOR WORKING WITH US PREVIOUSLY, WHEN THE FIRM ITSELF HADN'T IT WAS IT JUST BY NATURE OF THE INDIVIDUALS WHO WENT FROM THE COMPANY, THE PROCEEDING, COMPANY AND CONTRACT THAT HAVE NOW MOVED TO THIS, UM, NEW ENTITY? IS THAT HOW THEY WERE AWARDED POINTS BECAUSE TYPICALLY FROM WHAT I UNDERSTOOD WHEN WE DID OUR WORK SHIP WORKSHOP ON THE EVALUATION AND HOW THEY THESE BIDS AND CONTRACTS GO GET THE POINTS BASED ON THEIR REFERENCES. MM SO IF THEY AND THAT'S ONE COLUMN AND THEN THEIR HISTORY AND WORKING WITH FOUR PIN WHAT I NOTICED ON PRIOR BIDS AS MANY ENTITIES, OR, UM, MAYBE DIDN'T GET POINTS BECAUSE THEY HADN'T WORKED WITH US PREVIOUSLY. BUT WHAT? WHAT I FIND INTERESTING IS THAT THIS TIME THIS ENTITY GOT FOUR POINTS FROM WORKING WITH FORD DYNASTY AND HAVING A HISTORY BECAUSE OF THE INDIVIDUALS, WHEREAS IT'S NOT THE SAME THING THAT LET'S SAY SOME CONSTRUCTION COMPANIES WHERE IT MIGHT BE INDIVIDUALS WHO WENT FROM ONE FIRM TO ANOTHER ARCHITECTS, BECAUSE AGAIN, UM THESE POOLS OF TALENT THEY DO OFTEN MOVE AROUND. SO I'M TRYING TO UNDERSTAND THE LOGIC ON THAT ONE. SO WHEN WE'RE LOOKING AT VENDORS PAST RELATIONSHIP WITH THE DISTRICT WE TAKE INTO CONSIDERATION SEVERAL THINGS SO LIKE, FOR EXAMPLE, WE TAKE IN PAST PROJECTS OR CONTRACTS FOR SIMILAR SERVICE VENDOR HAS HAD WITH THE DISTRICT PAST PROJECTS AND CONTRACTS FOR SIMILAR SERVICE. UH SERVICES THE BENDER HAS HAD WITH ANY K 12 DISTRICT. OF SIMILAR SIZE OR LARGER OR PAST PROJECTS OR CONTRACTS FOR SIMILAR SERVICES VENDOR HAS HAD WITH ANY BUSINESS OR UNIVERSITIES THE SIZE OF OUR DISTRICT, SO IT'S NOT JUST NECESSARILY EXPERIENCE WITH FORT BEND ES DE BECAUSE YOU WOULD NEVER HAVE NEW VENDORS THAT WOULD COME INTO THE AREA OR THE MARKET WHO HAD NEVER WORKED WITH FORD BEEN EVER HAVE A CHANCE TO WORK, SO WE TAKE INTO CONSIDERATION. PREVIOUS WORK WITH OTHER SIMILAR SIZED DISTRICTS OR UNIVERSITIES AND BUSINESSES. OKAY SO THAT'S THEN APPLICABLE ON ALL BEDS. OKAY? ALL RIGHT, AND THEN. SO ACTUALLY , THE GENTLEMAN SPOKE ABOUT THAT EARLIER THIS EARLIER AND I FOUND THIS RATHER INTERESTING AS WELL.

[02:55:04]

UM FROM MY OWN LITTLE RESEARCH. DOES THIS ENTITY SPEAKING OF EXPERIENCE WITH LONG RANGE PLANNING? HOW MANY? HOW MUCH EXPERIENCE ASIDE FROM THESE FOLKS? WHO ARE SO HERE, OKAY? SO THESE THESE PEOPLE WHO HAVE NOW MOVED TO THIS COMPANY THEY'VE NOW GOT THIS NEW DEPTH OF KNOWLEDGE, AND THEY'RE CHANGING INTO THIS MARKET OR ADDING THIS VERTICAL MARKET WITHIN THEIR SCOPE OF BUSINESS. WHAT HAPPENS IF THEY LEAVE TOMORROW? SO WHAT I SAW AND THERE WERE THE BIOS AND I DID NOTICE THAT A FEW OF THOSE FOLKS HAD WORKED FOR FIRMS THAT WE WORKED WE'VE WORKED WITH AS A DISTRICT PREVIOUSLY. TYPICALLY, THERE'S ALSO A CONTINGENCY PLAN IN THESE BIDS, AND I DIDN'T I MEAN, GRANTED, I'M NOT. I DIDN'T SEE THE WHOLE BIT ONLY SAW THESE LITTLE, UM, BIO PIECES THAT Y'ALL SENT US. MIKE. I'M JUST GONNA SHARE MY CONCERN. WHEN I SAW THE POINTS ALLOCATED FOR HISTORICAL WORK WITH FORT BEND, OR LET'S SAY OTHER OTHER DISTRICTS. AS A LAYPERSON, GOING ONLINE AND LOOKING JUST LIKE AS A LAY PERSON DID THE OTHER WEEK WHEN I QUICKLY PULLED UP THE BID TO UNDERSTAND THE TIMEFRAME THAT IT TOOK FOR US, UM THE BIGGEST CONCERN I HAVE IS THAT THE ENTITIES ITSELF. IN THAT LINE OF WORK. THAT THEY DO SEEM AS THOUGH THEY'RE IN THE CONSTRUCTION BUSINESS AND NOT NECESSARILY IN THE LONG RANGE.

BOUNDARY PLANNING WHILE I APPRECIATE UM, THEIR MOVEMENTS. INTO THAT. MARKET. I MEAN, I ADMIRED IT. I LOVE THE RISK TAKER AS A BUSINESS PERSON MYSELF. I'M LIKE HATS OFF TO YOU. YOU'RE GOING FORWARD INTO A NEW MARKET AND I GIVE THEM KUDOS. NOW AS AS SOMEBODY WHO REPRESENTS THE DISTRICT AND WHO HAS THIS DUTY. MY QUESTION THAT I HAVE IS THEIR HISTORY WITH DOING THIS LINE OF WORK, AND I WASN'T ABLE TO LOCATE THAT. AND IF THESE INDIVIDUALS LEAVE, WHAT'S THE CONTINGENCY? WE'RE TALKING ABOUT A FIVE YEAR AGREEMENT TO THE TUNE OF $900,000. SO FOR US SO AND WHEN WE'RE UNDER CONTRACT. YOU KNOW, WE'RE ALL IN AND YES, IF THEY BREACH THE CONTRACT, OR LET'S SAY THEY DON'T RENDER SERVICES AND WE'RE NOT HAPPY WE CAN GET OUT. BUT LET ME JUST TELL YOU BACK TO THE WHOLE 2018. I DON'T WANT TO GO THROUGH THAT AGAIN.

THAT WE DON'T WANT TO HAVE TO GO THROUGH THE POINT OF NON PERFORMANCE. AND THEN YES, WE COULD GET OUT. OF THE AGREEMENT WITH NONPERFORMANCE. SURELY, UM . I DON'T KNOW FOR ME BOARD. I GUESS WHAT I'M SAYING IS, I HAVE A LOT OF RED FLAGS. THAT I'M CONCERNED. SO. H P. M IS A IS A SUBSIDIARY OF A HOLDING COMPANY , WHICH IS HORROR CONSTRUCTION. H O A. R. UM THEY'VE BEEN IN THE BUSINESS SINCE 1997. UM THEY HAVE A THEY HAVE A GOOD REPUTATION. THEIR REFERENCES CHECKED OUT WHEN YOU LOOK AT WHAT THEIR ACTUAL PAST EXPERIENCE THE POINTS AWARDED WERE ONLY FIVE POINTS OUT OF 100. AH BUT ALL OF THEIR OTHER REFERENCES CHECKED OUT AND THEIR REPUTATION AND WHAT THEY'VE DONE FOR OTHER SCHOOL DISTRICTS OF SIMILAR SIZE. AH THERE THEY'RE PROPOSAL WAS WAS VERY WELL DONE , AND I WOULD THINK THAT COMPANIES LOSE PEOPLE ALL THE TIME, JUST LIKE SCHOOL DISTRICTS AND OTHER CORPORATIONS AND EVERYTHING PEOPLE MOVE ON. AND SO WE WOULD EXPECT A STAFF MEMBER OF SIMILAR CALIBER OR SIMILAR CAPABILITY WOULD REPLACE THAT PEOPLE. WE HAVE THE SAME ISSUE WHEN WE HIRE ARCHITECTS AND ENGINEERS, UH, YOU KNOW, WHEN WE HIRE OTHER CONSULTANTS FOR PROFESSIONAL DEVELOPMENT OR FOR ANY OTHER THING THAT WE DO, THERE'S THE POSSIBILITY THAT STAFF WILL CHANGE AND THEN WE JUST HAVE TO DEAL WITH THAT CHANGE AS IT OCCURS. OH, MISTAKE . THANK YOU FOR YOUR YOU KNOW OPINION ON THAT AND I GET IT.

THERE'S RISK THAT COMES WITH THE TERRITORY, I GUESS FOR MYSELF. I DON'T I DON'T WANT TO TAKE THE RISK. THANK YOU, MR MALONE. SO I JUST WANNA I JUST WANT TO BRING ATTENTION THAT THIS TO THE TO THE BOARD'S ATTENTION. I JUST SAW THIS ON THE DIET. I REALLY NOTICED A LOT OF SCHOOL DISTRICT . THEY DON'T REALLY HAVE A LONG RANGE PLANNING SERVICES. IS THAT CORRECT? MR GAY? IT'S AS I EXPLAINED EARLIER. A LOT OF TIMES IT'S ROLLED UP INTO WHAT THEY CALL A CAPITAL IMPROVEMENT PLAN OR PROGRAM THAT THEY DO, AND SO A LOT OF TIMES ITS ARCHITECTS AND ENGINEERS THAT DO

[03:00:03]

THAT KIND OF WORK. BUT IN IN THE CASE OF LIKE WITH H P. M WHEN THEY WERE DOING IT EARLIER AS ANOTHER COMPANY. THEY PARTNERED WITH AN ENGINEERING FIRM TO DO THAT CAPITAL IMPROVEMENT PROGRAM BECAUSE THEY BROUGHT TO THE TABLE THOSE BOUNDARY PLANNING SKILLS AND THOSE TYPES OF THINGS THAT AN ENGINEERING COMPANY WOULDN'T NORMALLY HAVE. SO THEY FORM A PARTNERSHIP, A SUBCONTRACTOR RELATIONSHIP IF YOU WILL, AND THEY PUT A PROPOSAL IN TO SAY, THIS IS HOW WE'RE GOING TO HANDLE THAT. AND SO WE HIRED JACOBS ENGINEERING TO DO IT IN 2013. AT THAT TIME, THEY WERE DEJONGH AND RICHTER AND THEN THEY BECAME COOPERATIVE STRATEGIES. AND THEN NOW, A LOT OF THE PEOPLE THAT WERE WITH COOPERATIVE STRATEGIES IN THE 2018 YEAR HAVE LEFT TO GO TO HP . M. SO THAT'S WHY YOU SEE A LOT OF THE SAME PEOPLE EMERGING IN THOSE COMPANIES. THANK YOU FOR THAT, BUT, UM, I JUST OKAY, THAT'S THAT'S CLARIFIES CERTAIN THINGS, BUT ALSO ON THIS PAPER.

I DO SEE A LOT OF DISTRICT THEY WORK DIRECTLY WITH PASA. UM AND THEN, SO THAT'S ALSO LOOKS LIKE IT'S AN OPTION. PASA IS OUR IS THE VENDOR THAT YOU'VE APPROVED THEIR CONTRACT TONIGHT, FOR THEY'RE GOING TO BE DOING DEMOGRAPHIC. WORK FOR US. THEY DID NOT, UH, THEY DID NOT TURN IN A PROPOSAL. I DON'T MEAN FOR THE LONG RANGE PLANNING BECAUSE , FOR EXAMPLE, HERE, KATIE LISTED HERE THEY ARE WORKING WITH THE PASS A BUT I. THERE IS NO SEPARATE, LONG RANGE PLANNING SERVICE WITH ANOTHER COMPANY. I JUST WANT TO SEE THAT'S ALSO APPROACH TO ME. WHEN I LOOK AT THIS LOOKS LIKE THAT ALSO. POSSIBLE SOLUTION WORKING, YOU KNOW, THAT'S WHAT THOSE DISTRICT ARE DOING. LOOKS LIKE, UM SO BASICALLY, I REMEMBER LAST TIME WE WERE WE ASKED. THERE IS NO URGENT OR PRICING, UM, BOUNDARY CHANGES OR BIG CHANGES HAD RIGHT AHEAD OF US. THERE IS MAYBE, UM STUDENTS, YOU KNOW, CAP OVERFLOW. BUT THERE'S I DON'T BELIEVE WE HAVE AT THIS MOMENT.

WE HAVE A BIG PLAN TO DO ANY BOUNDARY CHANGES. UM I'M VERY HESITANT TO PROVE THIS ITEM.

ACTUALLY I CAN'T APPROVE THIS ITEM. I MEAN, VOTE TO SUPPORT THIS. I ALSO WANTED TO CLARIFY.

IT DOESN'T MEAN UM I DON'T SUPPORT OR RESPECT THE STAFF RECOMMENDATION WERE EXPERTISE I DO BUT BUT SOMETIME IT'S JUST SOME SOME THINGS. I JUST HAVE TO VOTE BASED ON MY CONSCIENCE. I THINK THAT'S WHY WE HAVE THE BOARD BECAUSE OTHERWISE IF WAGES VAULT EVERYTHING YOU RECOMMEND THAT WE DON'T REALLY ACTUALLY NEEDED THE BOARD. SO THAT BEING SAID, I WANT TO. THERE IS NO MORE QUESTIONS OR COMMENTS OR ACTUALLY, MISS HIGHLAND JUST POP UP. SO MR HANNAN, I JUST WANTED I WANTED TO ADD THAT THAT ANYTHING DEALING WITH BOUNDARIES IS GOING TO BE VERY MESSY AND GOING TO BE UM. MAYBE. NOT GO AS SMOOTHLY AS WE HOPE. UM AND I DID LOOK AT THE WEBSITE OF THIS PARTICULAR COMPANY, BUT I ALSO LOOKED AT THE WEBSITE OF THE OTHER COMPANY THAT PUT UP FOR BID AND NOTICE THAT THEY THIS IS A NEW NAME BECAUSE THE WEBSITE HAS A COMPLETELY DIFFERENT NAME ALL THROUGH THE TEXT THAT HASN'T BEEN EDITED. RIGHT SO IT I THINK THAT YOUR YOUR COMMENT EARLIER ABOUT. COMPANIES ARE BUYING OTHER COMPANIES OR, YOU KNOW RESTRUCTURING OR WHATEVER IT IS THEY'RE DOING AND IN A, YOU KNOW , NICHE AREA YOU GO WHERE YOU GET THE PAYCHECK, RIGHT? AND SO THIS IS THE THIS THIS IS A CHALLENGING VOTE. UM, BUT I WOULD. OUR STAFF HAS RECOMMENDED THAT THEY BELIEVE THAT THEY NEED SOMEONE TO HELP WITH LONG TERM. PLANNING LONG RANGE PLANNING, IN ADDITION TO WHAT PASTA DOES FOR US AS THE DEMOGRAPHER. AND SO I . I HEAR MISS MALONE AND I HEAR MISS DAY, BUT I WOULD STRESS TO MY TRUSTEES. THAT WE GOT TWO BIDS. PASTA DID NOT WANT TO BID ON THIS PORTION OF WHAT WAS PUT OUT THERE. AND SO MY FEAR IS THAT YOU KNOW IF OUR DISTRICT REALLY WE DON'T HAVE, UM, THE STAFF THAT HAS THE BANDWIDTH TO DO THIS. UM. AND WE DON'T GET A SINGLE BID WHEN IT'S PUT BACK OUT. WHERE ARE WE? AND SO THAT WAS HYPOTHETICAL. YOU DIDN'T

[03:05:08]

HAVE TO ANSWER THAT. UM MR GAY, SO ANYWAY, I WOULD JUST ASK THE BOARD TO CONSIDER THAT, UM PERSPECTIVE. BEFORE WE VOTE. THANK YOU. THANK YOU, MR HANNAN, MISS MALONE. THANK YOU, PRESIDENT DAY. SO A COUPLE OF QUESTIONS. TO END THIS PUPPY. UM ALL RIGHT. SO YOU MENTIONED ALL OF THE CHANGE IN THE TURNOVER. SO WHY FIVE YEARS? IF IT'S SUCH A VOLATILE MARKET. AND THERE'S SO MUCH CHANGE AND INCONSISTENCY. WHY LONG TERM? WHY A LONG TERM AGREEMENT? IF TOMORROW IS NOT GUARANTEED. WHY NOT A TWO YEAR AGREEMENT OR WHY ISN'T IT A TWO YEAR AGREEMENT WITH 31 YEAR RENEWAL'S? WHY IS IT A FIVE YEAR AGREEMENT ON A VOLATILE INDUSTRY? HMM WELL, TOMORROW IS NEVER GUARANTEED. AND WHEN NORMALLY WHAT WE DO IS WE DO DO A TWO YEAR OR THREE YEAR WITH WITHIN ONE YEAR OPTIONS FIGURED IN, SO IT'S NOT, BUT WE NEED THE BOARD TO APPROVE ALL OF THE WHOLE OF THE CONTRACT SO THAT WE CAN NEGOTIATE WITH THE VENDOR, WHATEVER THEY WOULD PREFER TO DO, AND THEN WHEN THE OPTION YEARS DO OCCUR. IT'S JUST AN ADMINISTRATIVE FUNCTION IN THE PURCHASING OFFICE. SO THAT'S WHAT WE CAN DO. LET ME KNOW. I GUESS ON THE RFP. WHAT IS THE AGREEMENT FOR? YEAH. I THOUGHT IT WAS A FIVE YEAR AGREEMENT. IT IS, BUT IT'S A THREE YEAR IT'S A THREE YEAR TERM WITH 21 YEAR OPTIONS, SO THAT MAKES FIVE. OKAY, SO IT'S A THREE YEAR. SO I GUESS THIS IS WHERE I'M AT AS MISS DAY MENTIONED OR PRESIDENT. EXCUSE ME, UM THERE'S NO. SUPER URGENT PRESSING THING. THE LAST BID TOOK ONE MONTH AND FOUR DAYS. TO GET THE BED FROM OPENING TO CLOSING OF THE BID. IF WE DID NEED TO FAST TRACK AND THERE WAS SOMETHING EMERGENT THAT THAT'S ROUGHLY 14 DAYS, A LITTLE BIT MORE, WE'LL SAY. AND I DON'T THINK THIS COMMUNITY WHATEVER HANDLE CHANGING BOUNDARIES IN 30 DAYS. THAT THIS TAKES US A LONG TIME TO DO, UM BOUNDARY PLANNING. SO I DON'T SEE THE URGENCY AS WELL. I'D PREFER SHORTER. I'D PREFER SHORTER, UM, CONTRACT, ESPECIALLY KNOWING THAT YOU'VE SHARED HOW VOLATILE THIS INDUSTRY IS AND HOW MUCH CHANGE IN TURNOVER THERE HAS BEEN AND CONSOLIDATION UM, AND NEW COMPANIES AND RESTRUCTURING RESTRUCTURING, ETCETERA. AND THEN WHAT I WOULD ASK, AND THIS IS THE LAST ASK IS HOW MANY VENDORS SINCE IT'S A SHORT LIST, AND WE KNOW THE SHORT LIST. WAS EVERY COMPANY WHO PROVIDES THESE SERVICES SENT AN INVITATION EMAIL. ASKING THEM TO PARTICIPATE IN THIS BED. IF THEY'RE REGISTERED IN OUR SYSTEM . THEY RECEIVED AN INVITATION AND WE SENT OUT. I THINK OVER OVER 1000 INVITATIONS WENT OUT. 34 COMPANIES PULLED DOWN THE RFP FROM ONLINE. AND THEN WE RECEIVED TWO PROPOSALS. SO YOU SAID HOW MANY? HOW MANY COMPANIES IT WENT OUT TO OVER 1000/1000, BUT THERE AREN'T 1000 LONG RANGE PLANNING COMPANIES TO SEND IT OUT TO ANY VENDOR THAT'S EXPRESSED AN INTEREST IN THAT CATEGORY. RIGHT TRACK EVERYTHING BY COMMODITY CODES. SO DO WE DO DO WE DO IT ONLY BASED ON WHAT'S INVOLVED BONFIRE OR WE DO IT BASED ON WHAT'S IN THE CMB L I'M SORRY. IS IT BASED ONLY IN BONFIRE? THESE VENDORS, OKAY? SO WHAT IF WE EXPANDED? THE POOL TO THE STATEWIDE POOL. THE VENDORS WHO PROVIDE THESE SERVICES. WE DO WE DO WE DO CHECK THIS. WE DO ADVERTISE IN THIS ON THE STATE'S WEBSITE AND ON BONFIRE. WE DON'T ADVERTISE. I MEAN DIRECTLY EMAIL. WELL THAT'S THAT'S REALLY ALL YOU CAN DO ON THE STATE SIDE IS YOU CAN YOU CAN GO IN THERE AND POST YOUR BID, AND THEN AN EMAIL GOES OUT, SAYING THAT THE BID HAS BEEN POSTED TO ANYBODY WHO'S REGISTERED ON THE STATE SIDE. WELL IT'S THIS IS JUST ME . I THINK A COUPLE OF THINGS THE BID WAS DONE IN JULY. JULY IS LIKE THE WORST TIME TO GET BIDS BECAUSE PEOPLE ARE ON VACATIONS. AND WE ALREADY DISCUSSED LAST TIME HOW YOU WENT TO THE CONFERENCE AND HOW ALL OF THESE ENTITIES YOU KNOW, OR DETERMINING WHETHER OR NOT TO BID OR NOT ON PROJECTS BECAUSE OF THE COST TO DO THE BID THE AMOUNT OF TIME IT TAKES ALL OF THAT, RIGHT? UM PLUS DURING THE SUMMER MONTHS, SUMMER MONTHS ARE REALLY DIFFICULT TO GET BIDS BACK BECAUSE FRANKLY, PEOPLE HAVE LIVES JUST LIKE WITH THE DISTRICT. THE DISTRICT SHUTS DOWN FOR A WEEK IN JULY. SO DO OTHER COMPANIES. UM. I'M JUST SAYING TO THE BOARD THAT I HAVE

[03:10:11]

SOME CONCERNS AND SAME THING WITH THE VOTE WITH YOUR CONSCIENCE. THAT'S WHAT I'LL DO AS WELL. THANK YOU. I APPRECIATE IT, AND I REALLY DO APPRECIATE ALL OF Y'ALL'S WORK THROUGH THIS. AND I UNDERSTAND, AND I KNOW YOU WISH YOU COULD JUST GET 100 BIDS BACK AND, YOU KNOW, PULL FROM THERE, BUT IT IS IT IS WHAT IT IS. UNIQUE TIME WE'RE IN. THANK YOU. THANK YOU, MR MALONE. DR. GILLIAM, I'M GONNA TAG ALONG OR PIGGYBACK ON WHAT MS HANAN SAID. AND SHE SAID SHE DIDN'T WANT THAT ANSWER. OKAY SO WHAT HAPPENS IF WE DON'T GET IF WE DO THIS AGAIN, AND WE DON'T GET THE TWO BIDS, THEN WE'D HAVE TO GO BACK OUT AGAIN. YOU'D HAVE TO GO OUT UNTIL YOU HAVE SOME KIND OF BID OR THEN WE COULD LOOK AT OTHER ALTERNATIVES THERE. UH THERE COULD BE AN INNER LOCAL AGREEMENT WITH ANOTHER SCHOOL DISTRICT. SO LIKE, FOR EXAMPLE, WERE MEMBERS OF THE CENTRAL TEXAS PURCHASING ALLIANCE, WHICH HAS 175 SCHOOL DISTRICTS THAT HAVE ALL COME TOGETHER AND SAID WE'LL SHARE CONTRACTS WITH EACH OTHER SO WE COULD LOOK AT SOME OF THE CONTRACTS THAT ARE THAT HAVE BEEN DONE. I KNOW. FOR EXAMPLE, H I S D IS PIGGYBACKING OFF OF SEAFARERS CONTRACT AND USING THEIR VENDOR, WHICH IS PASA SO WE COULD USE OTHER VENDORS THAT HAVE ALREADY BEEN CONTRACTED. BY ANOTHER DISTRICT. WE COULD GO OUT TO A COOPERATIVE SUCH AS THE BIBLE BOARD OR CHOICE PARTNERS OR OMNIA PARTNERS AND SEE WHAT THEY HAVE OUT THERE TO SEE IF THERE'S A VENDOR THAT WE COULD UTILIZE THEIR UH, LIKE I SAID, IF WE GO OUT AGAIN FOR ANOTHER ONE THAT'S JUST GOING TO DELAY THE TIME FRAME THAT WE HAVE TO BRING A VENDOR IN TO WORK WITH PASTA TO DO THE WORK FOR BOUNDARY CHANGES THAT ARE SCHEDULED TO OCCUR IN 2024 AND 2025. UM SO. YEAH BUT WE WOULD WE WOULD MAKE IT HAPPEN. THANK YOU. THANK YOU, DR GILLIAM. I DON'T SEE ANY OTHER QUESTIONS. COMMENTS I JUST WANNA THANK EVERYONE. I THINK EVERYONE HAS THE BEST. THE INTENTION IN ALL THE BOARD MEMBER AND ALSO THE STAFF. AND I JUST THE ONLY THING I WANT TO SAY IS YES, PASTOR. I DO SE PASA. THANK YOU VERY MUCH FOR CLARIFIED THAT SO BASICALLY , PEOPLE CAN YOU CAN TEMPORARY USE THE SERVICES PASA PROVIDED AND ALSO, I JUST FEEL SO THAT THIS SPORT LIKE WE REALLY TRY WE REALLY TRY WHAT WE BELIEVE IT'S THE BEST. SO THAT BEING SAID, LET'S VOTE.

MOTION FIELD 52. THANK YOU, EVERYONE. AND I AGAIN WANT TO THANK YOU STAFF FOR OTHER WORK.

[13. Convene in closed session under Texas Open Meetings Act, Texas Government Code, Chapter 551 under the following sections: 551.071 - For the purpose of a private consultation with the Board's attorney on any or all subjects or matters authorized by law; Section 551.072 - Consider purchase, exchange, lease, or value of real property, Section 551.074 - Personnel matters, Section 551.076 - Security matters, Section 551.082 - Student discipline matter or complaint, or Section 551.0821 - Personally identifiable information about public school student]

AND NOW, UM, WILL NOW CONVENE IN CLOSED SESSION UNDER TEXAS OPEN MEETING ACT, TEXAS GOVERNMENT CALLED CHAPTER 551 UNDER THE FOLLOWING SECTIONS SECTION 551071 FOR THE PURPOSE OF A PRIVATE CONSULTATION WITH THE BOARD ATTORNEY ANY OR ALL SUBJECTS OR MATTERS AUTHORIZED BY LAW SECTION 55107 TO CONSIDER PURCHASING EXCHANGE LEASE OR VALUE OF REAL PROPERTY. SECTION 551074 PERSONNEL MATTERS, SECTION 551076 SECURITY MEASURES SECTION 551082 STUDENT DISCIPLINE MATTER OR COMPLAINT OR SECTION 55108 21 PERSONALLY IDENTIFIABLE INFORMATION ABOUT PUBLIC SCHOOL STUDENTS 10 35 PM. AND WE ARE NOW COMING RECKONING IN OPEN SESSION. WE

[14. Reconvene in Open Session]

DON'T HAVE A WE DON'T HAVE ANY ACTION ITEM FROM CLOSE SESSION, BUT WE WERE GOING TO MOVE ON TO

[16.A. Joint Election Agreement: Consideration and approval of a Joint Election Agreement for Election Services ("Agreement") with Fort Bend County (FBC) to coordinate and administer an election on Tuesday, November 7, 2023]

THE NEXT AGENDA ITEM. NEXT AGENDA ITEM IS 16 ACTION ITEM. CAN I HAVE A MOTION FOR 16, A.

YES MADAM PRESIDENT. I MOVED TO PROVE ITEM 16 A AS PRESENTED SECOND. WE HAVE A MOTION BY MR MALONE, SECOND BY MR HAMILTON'S . DO WE HAVE A DISCUSSION? SEE NOW, WALT.

[03:15:01]

BECAUSE SHE'S NOT HERE. BUT. YEP, HE'S NOT HERE. MOTION PASSES 60. NEXT ITEM. 16 B. YES,

[16.B. Audit Services RFQ Evaluators: Consideration and approval of Audit Services RFQ evaluators]

MADAM PRESIDENT. I MOVED TO APPROVE ITEMS. 16 B AS PRESENTED . UM ACTUALLY, WE HAVE A MOTION LANGUAGE. CAN WE? UM MISS JONES ? I BELIEVE YOU HAVE THE MOTION LANGUAGE. YES CAN YOU PLEASE MAKE A MOTION? I MOVED THE BOARD AUTHORIZED FOR BENIGN SD BOARD OF TRUSTEES TO EVALUATE PROPOSALS FOR THE INTERNAL AUDIT SERVICES ARE F Q. I WANT TO CLARIFY THAT WE NEED A WE NEED A 2ND 2ND. WE HAVE A MOTION BY MISS JONES. WE HAVE SECOND BY DR GILLIAM. DO WE HAVE DISCUSSION DISCUSSION, MISS JONES. I WANT TO CLARIFY THAT THE FULL BOARD WILL BE INVOLVED IN THE PROGRAM . MR GARCIA, DO YOU WANT TO ANSWER THAT QUESTION? THAT IS CORRECT. OKAY IS FOR ALL RIGHT, AND I JUST ALSO WANTED TO CLARIFY THAT THE QUESTIONS THAT WERE ASKED PREVIOUS ITEM ON INSTRUCTIONAL APPRENTICES WILL BE POSTED ON MY FACEBOOK PAGE FOR THE PUBLIC AS WELL. SO LET'S VOTE. THANK YOU, MR JONES. I DON'T SEE ANY OTHER QUESTIONS. LET'S VOTE YES. MOTION PASSES 60. WE HAVE LAST, UM, ACTION ITEMS 16 C, UM I'M GONNA PULL THAT ITEM BECAUSE I BELIEVE THE

[16.C. 2023-24 Student Code of Conduct: Consideration and approval of 2023-24 Student Code of Conduct]

BOARD NEEDS SOME MORE TIME TO GET IT READY TO VOTE. SO CAN I HAVE A MOTION TO ADJOURN THE MEETING? THAT WAS QUICK. SO THE TIME

* This transcript was compiled from uncorrected Closed Captioning.

1. Call to Order

4. Recognitions

5. Superintendent Update

6. Board Activity Report

7. Public Comment

9. Reconvene in Open Session

10. Consider Action on Closed Session Items

11.B. Safety Update

11.A. End of Year Elementary Data Report

12. Consent Agenda

12.E. Certified Teacher Waivers: Consideration and approval of Texas Education Agency Waivers for non-certified campus-based Instructional Apprentice in teaching positions for the 2023-24 school year.

12.G. House Bill 3 Resolution: Consideration and adoption of a resolution regarding armed security personnel

12.M.10. Long-Range Boundary Planning: Consideration and approval for the purchase of Long-Range Planning Services from HPM in an amount not to exceed $809,000 and authorization for the Superintendent to negotiate and execute the agreement through September 2028.

14. Reconvene in Open Session

16.A. Joint Election Agreement: Consideration and approval of a Joint Election Agreement for Election Services ("Agreement") with Fort Bend County (FBC) to coordinate and administer an election on Tuesday, November 7, 2023

16.B. Audit Services RFQ Evaluators: Consideration and approval of Audit Services RFQ evaluators

16.C. 2023-24 Student Code of Conduct: Consideration and approval of 2023-24 Student Code of Conduct

Sep 18, 2023 Board Meeting