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

[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]

UNDER TAXES, OPEN MEETING ACT TAXES. GOVERNMENT CALLED THE CHAPTER 551 UNDER THE FOLLOWING SESSIONS SESSION 5.1071 FOR THE PURPOSE OF A PRIVATE CONSULTATION WITH THE BOARD ATTORNEY ON ANY OR ALL SUBJECTS FOR MATTERS AUTHORIZED BY LAW SECTION 551072 CONSIDER PURCHASE

[01:05:01]

EXCHANGE LEASE OR VALUE OF REAL PROPERTY. SECTION 551074 PERSONNEL MATTERS. SECTION 551076 SECURITY MATTERS SECTION 551082 STUDENT DISCIPLINE MATTERS OR COMPLAIN OR SECTION 55108 TO 1 PERSONALLY PERSONALLY IDENTIFIABLE INFORMATION ABOUT PUBLIC SCHOOL STUDENTS. THE TIME NOW IS 7:07 P.M. AND WE ARE NOW CONVENED IN CLOSED SESSION. THIS PART WILL LAST

[9. Reconvene in Open Session]

THE TIME NOW IS 8:05 P.M. AND WE ARE NOW BECOMING IN OPEN SESSION . DO I HAVE A MOTION FROM CLOSED

[10. Consider Action on Closed Session Items]

SESSION? YES, MADAM PRESIDENT. I MOVED THE BOARD. I MOVED AT THE BOARD OF TRUSTEES, EXCEPT THE HEARING OFFICER'S RECOMMENDATION CONCERNING THE LEVEL THREE F N G GRIEVANCE OF JACINTA GREEN. I SECOND WE HAVE A MOTION BY DR GILLIAM SAID SECOND BY MS HANAN, DO WE HAVE A DISCUSSION? I DON'T SEE ANY DISCUSSION THAT'S VOTE. BLESS YOU. I DON'T HAVE ANYTHING WRONG. HMM. I HAVE NOTHING THEY DON'T HAVE OH, OKAY? SO. YEAH BUT HER SCREEN IS NOT SHOWING THERE IT GOES. THANK YOU. MOTION PASSES 70. DO I HAVE ANOTHER MOTION FROM CLOSE SESSION, PLEASE? YES MADAM PRESIDENT. I MOVED THAT THE BOARD OF TRUSTEES ASSIGNED THE LEVEL THREE EMPLOYEE GRIEVANCE OF RYAN BODNAR TO THE BOARDS DESIGNATED HEARING OFFICER UNDER BOARD POLICY, D G B, A LOCAL MY SECOND WE HAVE A MOTION, BUT DR GILLIAM SECOND BY MS HANAN, DO WE HAVE A DISCUSSION? SAYING NOW LET'S VOTE. MOTION PASSES 70. SO NEXT ITEM IS INFORMATION ITEM, DOCTOR . WAY BACK. I'M GOING TO TURN

[11.A. Start of Year Discipline Presentation]

THIS OVER TO YOU AND YOUR TEAM. THANK YOU. THANK YOU. THIS IS JUST A PART OF MAKING SURE THAT WE ARE SHARING STUDENT DATA AS OFTEN AS WE CAN AT OUR BOARD MEETINGS, AND SO TODAY, IT'S GOING TO BE JUST A LITTLE BIT OF AN UPDATE ON WHERE WE ARE THIS YEAR, AS COMPARED TO WHERE WE WOULD HAVE BEEN THIS TIME LAST YEAR, AND I THINK IT GOES OVER TO DEPUTY SUPERINTENDENT BETH MARTINEZ. THANK YOU. GOOD EVENING. THE SLIDES COME UP TO THE SCREEN, PLEASE. THANK YOU.

ALL RIGHT, WELL, THE PURPOSE OF THIS EVENING'S DATA REVIEW IS TO LOOK AT OUR BEGINNING OF THE YEAR OR START OF THE YEAR DISCIPLINE DATA, AND WE'RE GOING TO DO SOME COMPARING TO LAST YEAR. THIS TIME THIS TIME, YOU KNOW TO THIS TIME THIS YEAR AND THEN TAKE A DEEPER DIVE INTO SOME OF OUR TOP OFFENSES IF YOU WILL IN THE DATA AROUND THAT THIS EVENING, YOU'LL HEAR BRIEFLY FROM ME, AND THEN I'LL BE TURNING IT OVER TO COURTNEY MUC US WHO IS ONE OF OUR PRINCIPLES WHO HAS BEEN IS CURRENTLY A PRINCIPAL AT ELKINS HIGH SCHOOL HAS ALSO BEEN AT FIRST COLONY MIDDLE SCHOOL, AND SHE'S ALSO SERVED AS AN ELEMENTARY THE ADMINISTRATOR AS WELL. SO SHE BRINGS TO YOU SOME EXPERIENCE THAT SHE CAN SPEAK TO, AS SHE GOES THROUGH THAT DATA FOR YOU ALL. SO AS YOU LOOK AT THE VERY FIRST PIECE OF INFORMATION HERE, THIS IS A COMPARISON TABLES SHOWING BEGINNING OF THE YEAR OR START OF THE YEAR DATA FROM THE 2022 SCHOOL YEAR TO THIS YEAR NOW THIS YEAR AND LOOKING AT LAST YEAR, WE WERE 36 DAYS IN. SO THIS IS FROM AUGUST TO THE END OF SEPTEMBER. SO THAT WE COULD PREPARE THIS PRESENTATION FOR YOU AND YOU'LL SEE THE BREAKDOWN AT EACH LEVEL WHAT THIS REPRESENTS THE NUMBER AND PERCENT OF STUDENTS WHO HAVE AT LEAST ONE DISCIPLINE OFFENSE. OKAY SO SOME COULD HAVE HAVE MORE THAN THAT. BUT AT LEAST ONE AND SO AT THE HIGH SCHOOL LEVEL, YOU'LL SEE WE STARTED THE YEAR LAST YEAR WITH 1759 STUDENTS WITH AT LEAST ONE OFFENSE. THE ENROLLMENT THEN WAS 26,338 THE HIGH SCHOOL LEVEL, MAKING IT 7% OF THE BEGINNING OF THE YEAR. DISCIPLINE REFERRALS. LOOKING AT THIS YEAR. WE HAVE 2699. WE'VE GONE UP AT HIGH SCHOOL ENROLLMENT IN HIGH SCHOOL IS 26,571 TOTAL, AND THAT'S 10% SO AT THE HIGH SCHOOL LEVEL, THOSE FIRST OF YOUR OFFENSES HAVE GONE UP ABOUT 3% EXACTLY 3% AND SO YOU CAN SEE THE DATA THERE FOR MIDDLE SCHOOL SHOWING 15 44 AT THE BEGINNING OF LAST YEAR. MEANING 8% WERE RIGHT AT 8% AGAIN THIS YEAR, WITH 15 30 BEING THE NUMBER OF DISCIPLINE OFFENSES. FOR A POPULATION OF 18,519 MIDDLE SCHOOL STUDENTS

[01:10:08]

AND THEN AT ELEMENTARY, OUR LOWEST LAST YEAR, AND THIS YEAR 441 OFFENSES AT THE BEGINNING OF LAST YEAR COMPARED TO 367 THIS YEAR, BOTH AT 1% SO IT JUST GIVES YOU A GLIMPSE OF ALL THE DISCIPLINE, REFERRALS AND OFFENSES THAT WE'VE SEEN FOR THESE 36 DAYS IN COMPARISON TO LAST YEAR. AS WE DIVE A LITTLE BIT MORE DEEPLY, YOU KNOW, WE THINK ABOUT THE BEGINNING OF THE YEAR AND WHAT HAPPENS IN ALL OF OUR LEVELS? IS TEACHERS REALLY WORKING WITH THE STUDENTS TO SET EXPECTATIONS TO PRACTICE ROUTINES, PARTICULARLY AT THE ELEMENTARY LEVEL TO PRACTICE THOSE EXPECTATIONS AND HOLD STUDENTS ACCOUNTABLE? AND THIS IS, AS YOU KNOW, OUR DISCIPLINE AND OUR BEHAVIOR AND STUDENT OWNERSHIP OF BEHAVIOR IS JOINTLY IT'S A COLLABORATION BETWEEN THREE DEPARTMENTS I WAS GOING TO SAY JOINTLY OWNED, BUT IT'S REALLY A COLLABORATION BETWEEN THE DEPARTMENT OF SCHOOL LEADERSHIP WITHIN THAT DEPARTMENT, THE DEPARTMENT OF STUDENT AFFAIRS AND OUR ACADEMIC AFFAIRS TEAM, AND SO WE WILL PROVIDE THE TRAINING AND THE INFORMATION ON INTERVENTIONS AND SUPPORTS FOR STAFF AND DEPARTMENT OF SCHOOL LEADERSHIP AND DEPARTMENT OF STUDENT AFFAIRS. REALLY. PARTNER WITH THE PRINCIPLES AND PROVIDE ASSISTANCE AND COMPLIANCE AND ASSIGNMENT OF DISPENSATIONS FOR THOSE DISCIPLINE, REFERRALS. AND SO WITH THAT, I'D LIKE TO CALL MS MASCIUS OR DR MUSEUMS UP TO THE PODIUM, PLEASE. AND SHE'S GOING TO DO A LITTLE BIT DEEPER DIVE FOR YOU BY LEVEL THOSE HIGH FREQUENCY OFFENSES THAT WE'VE SEEN SO FAR THIS SCHOOL YEAR. THANK YOU, GORDON, TRUSTEES AND DOCTOR FOR ALLOWING ME TO SCALE TONIGHT. OH, CAN YOU HEAR ME? OKAY SO I'M JUST GOING TO KIND OF WALK YOU THROUGH THE DISCIPLINE FOR THE BEGINNING OF THE YEAR FROM THE 2022 23 SCHOOL YEAR AND THEN THE 23 24 SCHOOL YEAR THUS FAR, AND WE'RE GONNA GO BY LEVEL, SO HIGH SCHOOL FIRST, AND YOU CAN SEE ON YOUR SCREEN. UM, WHAT THEY'VE DONE HERE IS THEY'VE GOTTEN THE FIRST OR THE TOP FIVE DISCIPLINE REFERRALS FOR HIGH SCHOOL. AND YOU CAN SEE TARDY AND SKIPPING IS THE LARGEST AMOUNT OF REFERRALS THAT WE'VE HAD. AND IT TELLS YOU AT THE BOTTOM OF THE CHART. HOW MANY STUDENTS EXACTLY THAT THAT IS? SO LAST YEAR AT THIS TIME WE WERE AT ABOUT 882 STUDENTS THAT HAVE HAD REFERRALS FOR TARDIS OR FOR SKIPPING, AND THEN WE'VE GONE UP QUITE A BIT FOR 2 1720. AND SO I JUST KIND OF WANTED TO WALK THROUGH HOW WE ARE ADDRESSING THAT AT ELKINS HIGH SCHOOL, AND I THINK I CAN SPEAK TO MANY OF MY COLLEAGUES AT OTHER HIGH SCHOOLS BECAUSE WE DO COLLABORATE TOGETHER. UM AND SO SOME OF THE REASONS FIRST OF ALL, I THINK THAT MAYBE THAT NUMBER HAS GONE UP QUITE A BIT IS I KNOW MY CAMPUS. AT LEAST WE'RE DOING A MUCH BETTER JOB OF DATA ENTRY. UM, THIS CAMPUS LAST YEAR WHEN I LOOK BACK DIDN'T HAVE AS MANY REFERRALS AND THEY WEREN'T THEY DIDN'T REALLY HAVE A TRUE SYSTEM FOR ADDRESSING SOME OF THESE CONCERNS. AND SO WHAT WE DID AS A TEAM IS AFTER WE ATTENDED OUR STUDENT AFFAIRS BEHAVIOR CONFERENCE IN THE SUMMER AND GOT SOME TRAINING. WE REALLY CALIBRATED AS A TEAM. HOW WE ARE GOING TO ADDRESS CERTAIN OFFENSES ON OUR CAMPUS, AND WE CREATED A DISCIPLINED MATRIX TOGETHER AS AN ADMIN TEAM TO ENSURE CONSISTENCY ACROSS THE BOARD. AND SO I THINK SOME OF THAT HAS REALLY BEEN HELPFUL WITH OUR DOCUMENTATION AND MAKING SURE THAT YOU KNOW IF A STUDENT WITH THE LAST NAME BROWN HAS A SKIPPING OR ATTARDI OFFENSE, AND IT'S BEEN TOUGH, FIVE TIMES, A STUDENT WITH THE LAST NAME OF SMITH HAS THE SAME OFFENSE. THEY'RE GOING TO GET THE SAME CONSEQUENCES BECAUSE WE'RE FOLLOWING. EXCUSE ME ARE DISCIPLINED MATRIX. ANOTHER WAY THAT WE'VE ADDRESSED THAT IS WITH CONSEQUENCES LIKE THAT, LIKE I WAS SAYING ON OUR MATRIX FOR DIFFERENT NUMBERS OF TARDIS OR SKIPPING OFFENSES, THERE'S DIFFERENT CONSEQUENCES, AND THEY PROGRESS FROM LIKE A LUNCH DETENTION TO ALL THE WAY UP TO A SATURDAY DETENTION IF WE KEEP HAVING THIS REPEATED PROBLEM UM, WE'RE REALLY TRYING TO HONE IN ON OUR SKIPPING AT ELKINS, ESPECIALLY DURING THE LUNCH PERIOD IS WHERE WE SEE IT THE MOST, UM THEY'RE VERY SOCIAL, AND THEY WANT TO GO TO A LUNCH, WHICH IS THEIR ASSIGNED MUCH, BUT THEN GO SEE THEIR FRIENDS AND B AND C THAT SOMETIMES SOME POINTS, SO WE'RE TALKING ABOUT THOSE KIDS EVERY WEEK THAT WE ARE SEEING AS REPEAT OFFENDERS. AND WE'RE LOOKING FOR THEM AT LUNCH IS WE'RE ALL ON DUTY AND WE'RE LOOKING FOR THEM, AND WE'RE WALKING THEM BACK TO CLASS. AND SO I THINK WE'VE JUST BECOME REALLY AWARE OF OUR STUDENTS WHO ARE FREQUENTLY HAVING THESE CONCERNS. UM, WE STARTED INVOLVING OUR TRUANCY OFFICERS A LITTLE BIT SOONER THAN WHAT WE'VE BEEN DOING IN THE PAST. AND SO THE DISTRICT HAS SEVERAL TRUANCY, UM, OFFICERS THAT ARE ASSIGNED TO CAMPUSES. AND NOT SO MUCH TO, YOU KNOW, TAKE THEM TO COURT OR

[01:15:04]

SCARE THEM OR ANYTHING, BUT JUST TO HELP US HAVE CONVERSATIONS WITH THEM ABOUT THE IMPORTANCE OF BEING ON TIME TO CLASS AND NOT SKIPPING THEIR CLASSES, AND THEN WE'RE ALSO ARE WE ALSO AT ELKINS ARE GOING TO BE OFFERING SOME INCENTIVES, ESPECIALLY LIKE I SAID, FOR THAT FIFTH PERIOD LUNCHTIME. FOR MAYBE CLASSES THAT HAVEN'T HAD ANY TARDIES OR ANY SKIPPING FOR THE NINE WEEK PERIOD, GIVING THEM LIKE SOMETHING TO WORK FOR SOME KIND OF INCENTIVE ICE CREAM AT LUNCH OR COURTYARD TIME AT LUNCH, SOMETHING LIKE THAT TO HELP KIND OF MOTIVATE PEOPLE TO GET TO CLASS. SO THAT'S THE HIGH SCHOOL. THE NEXT SIDE KIND OF GOES OVER THE MIDDLE SCHOOL. DO I CLICK IT? YEAH. THERE WE GO. AND SO YOU CAN SEE THEIR TOP FIVE OFFENSES SO FAR IN MIDDLE SCHOOL HAVE BEEN FIGHTING AND PHYSICAL CONTACT, DISRUPTIVE BEHAVIOR. TARDIS AND SKIPPING CELL PHONE USE AND IN SUPPORT OF NATION AND SO THE PART THAT I WANTED TO SPEAK ABOUT FROM MY EXPERIENCE. BEING A MIDDLE SCHOOL PRINCIPAL IS THE CELL PHONE USE SO NOT LAST YEAR, BUT THE YEAR BEFORE, AT THE END OF THE YEAR AT FIRST COLONY, WE KIND OF REVIEWED ALL OF OUR DISCIPLINE DATA FOR THE YEAR. AND WE NOTICED THAT OUR CELLPHONE MISUSE WAS VERY, VERY HIGH. AND SO WE KIND OF STARTED HAVING CONVERSATIONS WITH OUR PARENTS WITH OUR STUDENTS WITH OUR STAFF. LIKE WHAT CAN WE DO ABOUT THIS? BECAUSE A LOT OF THE THINGS THAT THEY WERE DOING ON THEIR CELL PHONES LIKE, YOU KNOW , CYBER BULLYING OR THREATENING ONE ANOTHER IT WAS HAPPENING DURING SCHOOL. NOT AFTER SCHOOL, NOT ON THE WEEKENDS, AND WE SPENT A LOT OF OUR TIME AS AN ADMIN TEAM ADDRESSING THOSE CONCERNS, AND SO WE STARTED THINKING ABOUT NOT HAVING THE CELL PHONES AS MUCH OR NOT USING THEM AS MUCH I KNOW PARENTS WANT THEM FOR SAFETY REASONS, AND ALL OF THIS OTHER STUFF THAT WE REALLY WANTED THEM TO JUST BE IN SCHOOL AND FOCUSED ON LEARNING.

AND SO WE, YOU KNOW, DID SOME SURVEYS AND WE, UM, DECIDED THAT STARTING IN THE FOLLOWING SCHOOL YEAR, THE 2022 23 SCHOOL YEAR THEY WOULD KEEP THEIR CELLPHONES IN THEIR LOCKERS, BUT THAT HAD TO COME WITH A LOT OF COMMUNICATION. IT HAD TO COME WITH A LOT OF BUY IN FROM THE COMMUNITY AND FROM THE STAFF, AND EVERYBODY HAD TO STAY KIND OF UNITED IN THAT. UM AND IT REALLY, REALLY HELPED DECREASE OUR NUMBERS. AND SO I THINK THIS DATA IS SHOWING THAT IT'S GONE DOWN EVEN FURTHER SO FAR THIS YEAR, AND I KNOW SEVERAL OTHER MIDDLE SCHOOL CAMPUSES HAVE STARTED INSTITUTING THAT OR SOMETHING SIMILAR WHERE THE CELL PHONES HAVE TO STAY IN THE BACKPACK OR THE CELL PHONES HAVE TO STAY IN THE FRONT WITH THE TEACHER DURING CLASS AND THAT I THINK HAS REALLY HELPED WITH THIS DECREASE. AND THEN THE FOLLOWING SLIDE IS THE ELEMENTARY SCHOOL DATA AND, LIKE MS MARTINEZ SAID, I HAVE HAD EXPERIENCE AS AN ELEMENTARY ASSISTANT PRINCIPAL MANY YEARS AGO, SO I HAVEN'T BEEN THERE RECENTLY, BUT SOME OF THESE SAME THINGS WERE HAPPENING EVEN EIGHT YEARS AGO WHEN I WAS IN ELEMENTARY ASSISTANT PRINCIPAL, AND SO WHAT I NOTICED IN THE ELEMENTARY DATA THE BIGGEST DECREASE WAS DISRUPTIVE BEHAVIOR , AND I THINK THAT HAS PROBABLY COME FROM A LOT OF THE LEARNING THAT WE GET AS ADMINISTRATORS AND OUR SUMMER LEARNING AND OUR FOCUS ON LEARNING ABOUT STUDENTS TAKING OWNERSHIP OF THEIR BEHAVIOR. THE SCL DEPARTMENT HAS DONE A LOT TO GIVE US LIKE WAYS TO EMBED SOCIAL, EMOTIONAL LEARNING INTO OUR EVERYDAY LESSONS. AND I THINK WE SEE THAT A LOT IN ELEMENTARY SCHOOL.

HAVING MORE CONVERSATIONS WITH KIDS STILL GIVING THEM CONSEQUENCES FOR SURE, BUT ALSO TALKING THEM THROUGH WHAT HAPPENED. WHY DID IT HAPPEN? WHAT CAN WE DO TO MAKE SURE IT DOESN'T HAPPEN AGAIN? SO I THINK THAT'S PROBABLY WHY YOU SEE A LITTLE BIT OF A DECREASE THEIR FOR THIS SCHOOL YEAR. THANK YOU. THANK YOU, COURTNEY. DR WESTBROOK IS NEXT. SO SETTING UP SYSTEMS AND STRUCTURES IS A KEY TO MAKING SURE THAT WE CAN COMMUNICATE WHAT WE WANT TO HAVE HAPPEN AND HAVE IT HAPPEN. SO IT'S IMPORTANT TO BE INTENTIONAL. WE SET UP THESE STRUCTURES WHICH YOU'RE SEEING ON THE SLIDES HERE. SO THAT ALL STAFF CAN MODEL THE POSITIVE BEHAVIORS THAT WE WANT TO SEE IN OUR STUDENTS. SO WE SET UP A SCHOOL WIDE EXPECTATIONS. AND THESE ARE THE POSTERS YOU'LL SEE IN THE SCHOOLS LIKE RAISED THE SALES AT ONE OF OUR CAMPUSES. IT LETS STUDENTS KNOW WHAT'S EXPECTED OF THEM. AND ALLOWS THE STUDENT TO BE SUCCESSFUL IN ACTUALLY FULFILLING THOSE EXPECTATIONS. IT ALSO ALLOWS THE STAFF TO ALL KNOW WHAT IS PLANNED. WHAT ARE WE ALL DOING? HOW ARE WE ALL DOING IT? AND THEN EVERYONE WALKING THE SAME PATH, MAKING SURE THEY'RE SAYING THE SAME THING SO THAT STUDENTS CAN BE SUCCESSFUL AND THE RULES

[01:20:05]

ARE DIFFERENT IN ONE CLASSROOM VERSUS ANOTHER. SO THEN THE SCHOOL WIDE EXPECTATIONS TRANSLATE INTO CLASSROOM EXPECTATIONS, AND YOU'LL SEE THAT ON THE SCREEN. TEACHERS MODEL THEIR CLASSROOM EXPECTATIONS AFTER THOSE SCHOOLWIDE EXPECTATIONS, EXPLAINING WHAT THINGS LOOK LIKE AND SOUND LIKE IN THE CLASSROOM. AROUND TRANSITIONS ACTIVITIES, WHATEVER THE CASE MIGHT BE. AS WELL. WE WANT TO MAKE SURE THAT JUST LIKE WITH LEARNING THESE THINGS ARE TAUGHT RECURSIVE LEE SO TEACHING AND REINFORCING THESE EXPECTATIONS AS A KEY. WE NEED TO MAKE SURE THAT STUDENTS UNDERSTAND WHAT'S EXPECTED. WHAT IT LOOKS LIKE WHAT IT SOUNDS LIKE, SO THERE ARE NO TRICKS. AND THEN AS FAR AS HOW WE HANDLE THINGS WHEN IT BECOMES BEHAVIOR ITEM. WE HAVE A BEHAVIOR FLOW CHART FOR THAT, AND MISS MISSY IS BROUGHT UP A MATRIX. SO THERE'S A BEHAVIOR FLOW CHART THAT LETS TEACHERS KNOW WHEN IT'S A TEACHER MANAGED BEHAVIOR.

THIS IS WORKED OUT WITH THE CLASSROOM TEACHERS AND THE ADMINISTRATION TO DETERMINE WHEN SHOULD IT BE TEACHER MANAGED IN THE CLASSROOM, AND WHEN SHOULD IT BE PASSED OVER TO AN ADMINISTRATOR TO HANDLE IT? BLESS YOU. THIS WAY. TEACHERS KNOW WHAT'S EXPECTED. THEY KNOW HOW TO HANDLE SITUATIONS AND THEN COACHING CAN OCCUR. THAT SUPPORT CAN HAPPEN. THEY CAN RECEIVE IDEAS ON HOW TO MANAGE THOSE BEHAVIORS, EITHER FROM A PARTNER TEACHER, A MENTOR TEACHER, A DEPARTMENT CHAIR. OR LEADERSHIP ON THE CAMPUS. IN MOST PROFESSIONS. THIS IS A COMMON PRACTICE BEING ABLE TO HAVE THAT SUPPORT THAT YOU WOULD GET TO DEVELOP IN YOUR OWN CRAFT AND YOUR OWN TRADE, AND THAT'S SOMETHING WE WANT TO MAKE SURE THAT OUR TEACHERS HAVE AS WELL THAT THE ADMINISTRATION AND OTHER TEACHERS CAN WORK TOGETHER TO SUPPORT EACH OTHER. AND HOW DO WE HANDLE SITUATIONS THAT ARE DIFFICULT? ALSO RECURSIVE LEE REVIEWING DISCIPLINE DATA. ISN'T KEY PIECE OF THIS ENTIRE PROCESS , AND THAT'S THAT TEAM DATA MONITORING. WE WANT TO MAKE SURE THAT WE ABSOLUTELY KNOW WHERE WE'RE NOT MEETING THE MARK. AND THEN BE ABLE TO IMPROVE. THIS IS A CONTINUOUS GROWTH MODEL. THIS WILL NEVER BE DONE, JUST LIKE COMMUNICATING WITH A PARTNER, A SPOUSE, A CHILD THAT WILL NEVER END WILL NEVER STOP TEACHING OUR CHILDREN WHAT WE EXPECT AND THEN HELPING THEM ACHIEVE THOSE GOALS. JUST LIKE WE WILL NEVER STOP TRYING TO HELP THEM WITH WRITTEN COMMUNICATION. LEARNING TO WRITE THE RIGHT WAY. LEARNING TO SPEAK IN PUBLIC. WHATEVER THOSE CASES MIGHT BE. THOSE ARE THINGS WE'RE GONNA CONTINUOUSLY DO FOR ALL OF OUR STUDENTS. AND AS BURNETT BROWN SHARES CLEAR AS KIND AND UNCLEAR AS UNKIND. THANK YOU. THANK YOU, DR WESTBROOK. ARE THERE ANY QUESTIONS FROM THE BOARD? THANK YOU FOR THE PRESENTATION, AND I'M GOING TO OPEN THE FLOOR FOR THE BOARD TO ASK QUESTIONS. DO WE HAVE ANY QUESTIONS? OH, MISS JONES. IT'S NOT A QUESTION. I JUST WANT TO THANK THE STUDENT ACHIEVEMENT COMMITTEE, A AND BETH AND KIM FOR PUTTING THIS TOGETHER. WE DID DISCUSS THIS, AND I DID ASK FOR THE TOP FIVE AND I THINK SOME OF THESE ARE PAINS REPORTABLE IN SOME OF THESE ARE NOT TEAMS REPORTABLE, SO I JUST WANTED TO MAKE SURE AND MAKE MAKE THE PUBLIC AWARE THAT SOME OF THESE ARE REPORTABLE AND I GUESS I HAVE A QUESTION FOR CONCERNED ABOUT THE FIGHTING. AND I KNOW THE PUBLIC IS GOING TO ASK THE QUESTION ABOUT THE FIGHTING. THERE'S A HIGH RATE OF FIGHTING IN HIGH SCHOOL AND MIDDLE SCHOOL. WHAT HAS BEEN DONE ABOUT IT? BECAUSE IT SEEMS LIKE IT'S BEEN GLOSSED OVER. SO CAN SOMEBODY ADDRESS THAT BECAUSE IT'S OUT THERE. NOW THAT WE HAVE A MIDDLE SO WE HAVE A PROBLEM IN MIDDLE SCHOOL AND HIGH SCHOOL FOR FIGHTING. GOOD EVENING. ARE YOU PUTTING ME OKAY? THANK YOU FOR THE QUESTION . I THINK THAT WE PUT FORTH EVERY EFFORT TO MAKE SURE THAT THE IMPORTANCE OF NO MANAGING THE BEHAVIOR COMMUNICATED AT ALL LEVELS. UM SOME OF WHAT YOU'RE SEEING IN THE DATA REPRESENTS NOT JUST STUDENTS. BUT INCIDENTS AND SO IT CAN REFLECT IF THERE ARE MULTIPLE. OF COURSE, THERE ARE MULTIPLE STUDENTS INVOLVED IN A FIGHT, FOR EXAMPLE, SO THAT

[01:25:01]

NUMBER REPRESENTS, UM STUDENTS WHO ARE LINKED TOGETHER. IN THAT . JUST THE NUMBER JUST THE STUDENTS NUMBER OF STUDENTS WHO ARE ENGAGED IN THAT BEHAVIOR, BUT THEY CAMPUSES IN THE ADMINISTRATOR'S WORK VERY HARD TO COMMUNICATE TO BUILD. THOSE RELATIONSHIPS HELPS STUDENTS BUILD THEM ONE TO ANOTHER. AND TO PUT FORTH EVERY EFFORT TO EXPLAIN TO THEM THE IMPORTANCE OF MANAGING THEIR BEHAVIORS. PROBLEM SOLVING, LOOKING FOR WAYS TO HAVE ALTERNATIVE. UM, EXPRESSIONS OF THEIR EMOTIONS. AND THAT IS DONE WITH COUNSELORS. THAT IS DONE WITH THEIR TEACHERS, OF COURSE AND WITH PARENTS OR JUST COMMUNICATE COMMUNICATING WITH ALL OF THE STAKEHOLDERS HOW IMPORTANT IT IS FOR THEM. TO FOR YOU KNOW THAT WE DO WANT TO REDUCE THAT. AND THEN WE DO SEE SOME UM, REDUCTIONS IN SOME AREAS, OKAY, BECAUSE WE WANT PARENTS TO FEEL LIKE THEIR CHILD IS SAFE COMING TO SCHOOL AND THAT THERE'S NOT GOING TO BE AN INCIDENTS OF VIOLENCE OR FIGHTING. AS REPORTED HERE, SO THAT'S WHY I'M SAYING WE WANT TO BE ABLE TO REASSURE PARENTS THAT HOPEFULLY BY THE NEXT REPORT THAT THIS NUMBER WILL WILL HAVE GONE DOWN.

AND ALSO THE TARDIS. I HAVE ONE MORE QUESTION ABOUT THE TARDIS. UM. ISN'T AREN'T TARDIS ALSO BECOME IN ATTENDANCE PROBLEM. ARE YOU DOING ANY TARDY SWEEPS? OR HOW ARE YOU PREVENTING THE TARDIS AND THE SKIPPING BECAUSE NOW IT'S FROM THE WEIGHT. IT LOOKS. IT'S IT MAY EVENTUALLY BECOME AN ATTENDANCE PROBLEM. YES YOU'RE ABSOLUTELY RIGHT. IT CAN BECOME AN ATTENDANCE PROBLEM PROBLEMS. SO AT ELKINS, WE HAVE TARDY SWEEPS EVERY PERIOD. SO IF A TEACHER HAS THEIR CONFERENCE PERIOD 3RD 3RD PERIOD AT THE BEGINNING OF THIRD PERIOD, THEY HAVE TO REPORT TO A TARDY STATION, AND THEN THEY'RE CATCHING THOSE KIDS THERE IN THE HALLWAY THAT ARE TARDY, AND THEN WE HAVE ADMINISTRATORS THERE WHO THEN AS SQUIRT THE KIDS TO THE AREA WHERE THEIR CLASSROOM IS BECAUSE WE WANT TO MAKE SURE THAT THEY ACTUALLY MAKE IT THERE. RATHER THAN SKIP THE CLASS. SO THAT'S HOW WE'RE ADDRESSING IT AND THEN WE ALSO HAVE INCENTIVES FOR NOT BEING TARDY TARDIES ARE TIED TO THEY BECOME ABSENCES AND ABSENCES CAN AFFECT YOUR SEMESTER EXAM EXEMPTION RIGHT ELIGIBILITY. SO THOSE ARE SOME THINGS THAT WE'RE DOING TO TRY TO INCENTIVIZE THEM TO GET TO CLASS ON TIME. OKAY AND WHAT ARE WE DOING AS FAR AS CONSEQUENCES FOR THE TARDIS, RIGHT, SO I MENTIONED THE DISCIPLINE MATRIX THAT WE HAVE AT ELKINS. AND SO WE HAVE. IT'S KIND OF WE HAVE TO KIND OF LOOK AT IT AS THE WHOLE DAY. SO BECAUSE IF YOU HAVE A STUDENT WHO'S FREQUENTLY TARDY, THEY'RE NOT JUST HARDY TO ONE PERIOD. THEY'RE TARDY TO SEVERAL SO WE ACCUMULATE THEM, AND WE HAVE A CONSEQUENCE FIRST BETWEEN ONE AND FIVE PARTIES AND THEN A STRONGER CONSEQUENCE. WHEN WE GET FROM 5 TO 10 PARTIES, AND THEN IT KEEPS GETTING STRONGER AS THEY ACCUMULATE MORE, BUT WE'RE ALSO CALLING PARENTS AND WE'RE ENCOURAGING THEM TO GET GET THEIR KIDS HERE BECAUSE SOMETIMES IT'S FIRST PERIOD PERIOD HAVE AN ISSUE 1ST AND 5TH . I WOULD SAY IT WOULD BE OUR BIGGEST PERIODS WHERE THERE WHERE WE STRUGGLE. OKAY? THAT'S ALL. THANK YOU. THANK YOU, MR JONES. SO I WANT TO THANK FOR THE STUDENT ACHIEVEMENT COMMITTEE WORKING TOGETHER. SO NEXT, I WANTED TO HAVE THE CHAIR MS HANAN TO MAKE A COMMENT OR QUESTION. THANK THANK YOU, MR. ACTUALLY WOULD YOU MIND COMING BACK TO ME AFTER THE BOARD MEMBERS WHO ARE NOT ON THE COMMITTEE HAVE THEIR OPPORTUNITY TO ASK QUESTIONS. UM NO, I WOULD LOVE FOR FOLKS THAT WEREN'T ON THE COMMITTEE TO BE ABLE TO ASK THEIR QUESTIONS. I CAN DEFINITELY DO THAT. SO, MR GARCIA THANK YOU, MADAM PRESIDENT. JUST JUST SOME SOME OBSERVATIONS. UM SO LIKE FOR MIDDLE SCHOOL. WHAT I NOTICE IS WHEN YOU DO STUFF ON YOU SAID, I KNOW OF A FEW MIDDLE SCHOOLS THAT HAVE IMPLEMENTED THE NO CELL PHONE. USE POLICY. UM SO WHAT? I WHAT I LOOK AT AND I SEE THAT THE NUMBER OF INCIDENTS FOR CELL PHONE USE HAS GONE DOWN.

OTHER AREAS HAVE GONE UP. AND TO ME THAT THAT THAT SORT OF TELLS ME THAT, UM THAT DISTRACTION.

THAT THE KIDS HAVE, AS HAS GONE TO ANOTHER, FINDING OTHER AVENUES TO MAKE UP FOR THAT. BUT I THINK. THIS IS THE AND I APPRECIATE THAT. WE'RE BRINGING THE TOP OF THE TOP FIVE. AND THIS IS REALLY GOOD. GOOD INFORMATION TO SEE AND SEEING THAT CORRELATION. ALSO BE INTERESTED TO SEE HOW WITH WITH THE CELL PHONE USAGE GOING DOWN. HOW THIS CORRELATES TO THE

[01:30:02]

CAMPUSES THAT ARE DOING THAT WHAT IT LOOKS LIKE IN THE CLASSROOM IN TERMS OF HOW THEY'RE PERFORMING, AND THINGS LIKE THAT SO UM AND SO FOR ME. WHEN WE MAKE A CHANGE LIKE THAT.

SWEEPING CHANGE. I WOULD CONSIDER IT BECAUSE THERE'S SUCH A HUGE DEPENDENCY ON CELL PHONES, UM FROM ELEMENTARY SCHOOL, AND THERE'S NOTHING AND THEN YOU GO INTO MIDDLE SCHOOL AND YOU START JUST HEAR THE PHONE. AND IF WE GRADUALLY INTRODUCING THESE THINGS UM AND THEN ALL OF A SUDDEN, YOU TAKE IT AWAY. I CAN SEE HOW SOME OF THESE INCIDENTS HAVE GONE UP IN MY OPINION. SO AND THIS IS JUST AN OBSERVATION. THERE'S BUT I WOULD LIKE TO ONE. WE CAN GET SOME TIME. MAYBE WE CAN SIT DOWN AND I WOULD LIKE TO DIG IN A LITTLE BIT MORE INTO THE DATA AND JUST SEE HOW HOW JUST A CELL PHONE USE IS I'M JUST KIND OF HONING IN ON HOW THAT AFFECTS HOW THAT'S BEEN AFFECTING OUR ACADEMIC PERFORMANCES IN THE CLASSROOM. I WAS JUST GONNA KINDA CURIOUS ON THAT AND THEN LOOKING AT HIGH SCHOOL, IT IS INTERESTING IN THE HIGH SCHOOL LEVEL ON HIGH SCHOOLS DON'T HAVE OPEN CAMPUS ANYMORE. THAT THE NUMBER OF, UM TARDIS AND SKIPPING HAS GONE WAY UP. UM BUT SEEING THE. VERY LOW NUMBERS FOR YOU KNOW, THE KIDS ARE GETTING OLDER AND MORE MATURE. YOU KNOW, MOST OF THEM KNOW HOW TO HOW TO ACT AND HOW TO BEHAVE. SO I DO APPRECIATE ALL THE WORK THAT YOU PUT INTO THEIR. UM I THINK THIS IS THIS IS THIS IS REALLY GOOD FOR THE COMMUNITY TO SEE. IT'S GOOD FOR US TO SEE IT AND KEEP AN EYE ON INTEREST. TRACK IT AND OBVIOUSLY, ANY DATA THAT WE CAN CAPTURE IN THIS RESPECT AND JUST KNOW WHAT WE'RE LOOKING AT WHERE WE'RE TARGETING. SO I REALLY DO APPRECIATE THE INFORMATION AND THANK YOU ALL FOR PUTTING THIS TOGETHER. SO THANK YOU, MS HANAN AND STUDENT ACHIEVEMENT COMMITTEE. THANK YOU, MR GARCIA.

MR HAMILTON'S YES. THANK YOU, MADAM PRESIDENT. THANK YOU, MRS MASCIUS, MISS LANGSTON, DR WESTBROOK FOR THIS PRESENTATION. SO TWO QUICK COMMENTS. SO ONE HAD A CONVERSATION WITH ONE OF OUR TEACHERS OF THE YEAR LAST YEAR. AND SHE'S AT A CAMPUS WON'T BE TOO DESCRIPTIVE BUT CAMPUS THAT HAS A HIGH DEGREE OF POVERTY AND A HIGH DEGREE OF DISRUPTIVE STUDENTS. AND ONE OF THE THINGS THAT SHE SAID WAS EXTREMELY EFFECTIVE FOR HER LAST YEAR. AND CONTRIBUTED TO HER BEING THE TEACHER OF THE YEAR AT HER CAMPUS WAS THAT SHE CLEARLY COMMUNICATED THE EXPECTATIONS AND DID THAT CONSISTENTLY, AND I THINK THAT'S AH, SO I APPRECIATE THAT THIS WAS DONE IN A COLOR, BLIND MANNER, AND I THINK ONE OF THE KEYS TO HANDLING THESE ISSUES IN A COLOR BLIND MANNER.

IS THAT WE? WE NEED TO ACKNOWLEDGE THAT IT'S UM IT'S NOT. THESE ISSUES ARE NOT RACIAL ISSUES THEIR THEIR POVERTY ISSUES MORE OFTEN THAN NOT, AND HOME HOME ISSUES THAT CARRY OVER ONTO OUR CAMPUSES, AND SO, UM AND SO THE FACT THAT HER CAMPUS THAT THE STUDENTS IN HER CAMPUS NEEDED THAT THE CLEAR EXPECTATIONS AND THE AND TO BE CONSISTENTLY REMINDED OF THOSE EXPECTATIONS. AND THEN A SECOND CONVERSATION WITH ONE OF OUR OUR CAMPUS PRINCIPLES. SO THIS CAMPUS HAD A HIGH NUMBER OF DISCIPLINARY FERRAL. AND THE PRINCIPAL EXPLAINED TO ME THAT A LOT OF THOSE WORK PARTIES IT WAS A HIGH SCHOOL CAMPUS, SO IT ALIGNS WITH THE DATA WE SAW TONIGHT. AND UM AND SO, THE PRINCIPAL EXPLAINED THAT THEY HAD A BIG PROBLEM WITH STUDENTS NOT BEING IN THE CLASSROOM AND OR BEING IN THE CLASSROOM, BUT NOT IN THEIR SEATS WHEN THE BELL RANG, AND SO THEY STARTED HANDING OUT TARDY SLIPS FOR EVERY INCIDENT. AND SO. UM I FEEL LIKE TO BE CONSISTENT. I DON'T BELIEVE THAT DISCIPLINE NUMBERS GOING DOWN NECESSARILY MEANS THAT THAT GOOD THINGS HAPPEN. THERE ARE ARTIFICIAL WAYS TO REDUCE DISCIPLINE NUMBERS. AND THE FLIP SIDE OF THAT COIN IS DISCIPLINE NUMBERS CAN GO UP AND THAT CAN BE A SIGN OF THAT CAN BE A GOOD SIGN. RATHER THAT DOESN'T NECESSARILY MEAN A BAD SIGN. UM AND SO I THINK THE HIGHER DISCIPLINE NUMBERS SO THE PRINCIPAL EXPLAINED THAT THAT IT WAS VERY EFFECTIVE AND SO THEY HAD TO DO IT CONSISTENTLY. THE STUDENTS HAD TO REALIZE THAT THIS WAS NOT A SHORT TIME THING TEMPORARY THING. AND SO OVER THE COURSE OF TIME. UH THE TEACHERS COMMENTED THAT THEIR STUDENTS WERE IN CLASS AND IN THEIR SEATS MUCH MORE OFTEN. AFTER SEVERAL SEVERAL MONTHS OF IMPLEMENTING THIS CONSISTENTLY I THINK THAT'S JUST OUTSIDE. ASSUME SO, CAN YOU KIND OF CONFIRM YOU DON'T HAVE TO GO TO THE MICROPHONE. IF YOU DON'T WANT TO. SO I ASSUME THAT THAT EXPERIENCE AT THAT CAMPUS MAYBE KIND OF DRIVING THE INCREASE IN TARDIS. UM UP TO THIS POINT. SO IF THAT'S THE CASE, THEN I'M DEFINITELY A FAN OF THAT. I THINK I THINK IMPLEMENTING THAT CONSISTENTLY ACROSS THE DISTRICT WOULD BE A GOOD THING, AND IT WOULD IT WOULD HELP THE TEACHERS. TEACHERS WILL FEEL MORE SUPPORTED TO HAVE MORE OF THEIR

[01:35:01]

STUDENTS BOTH IN CLASS AND IN THEIR SEATS WHEN THE BELL RINGS. YEAH. YEAH, THANK YOU. THANK YOU. MR HAMILTON'S MS HANAN. THANK YOU DO WANT TO THANK THE ACHIEVEMENT COMMITTEE AND I WOULD JUST LIKE TO SHARE WITH MY COLLEAGUES ON THE BOARD. UM AGAIN. OUR HOPE IS THAT WE BRING MORE INFORMATION REGARDING STUDENT OUTCOMES, ESPECIALLY THOSE THAT IMPACT STUDENT ACHIEVEMENT. AND UM, I JUST WANT TO. WELL, THE SCREEN IS GONE, BUT, UM, FOR ANYONE WATCHING, I DO THINK IT'S IMPORTANT TO LOOK AT THE HIGH SCHOOL NUMBERS IN THE MIDDLE SCHOOL NUMBERS, AND I DO APPRECIATE MISS JONES RECOMMENDING OR IT MIGHT HAVE BEEN MISSED. LOAN. I CAN'T REMEMBER THAT WE LOOK JUST AT THE TOP FIVE. UM BUT I DO I YOU KNOW, I HEAR MR HAMILTON'S SAYING THE NUMBERS GOING UP DON'T IT'S NOT NECESSARILY A BAD THING. BUT I ALSO DON'T WANT TO, UM, CONFUSED THE COMMUNITY BECAUSE THIS IS A DIFFERENT KIND OF BAR GRAPH, AND THE NUMBERS ARE SO LOW. IT'S NOT LIKE WE'RE LOOKING AT 50 60 70. WE'RE LOOKING AT YEAH, WE'RE LOOKING IN IN MOST INSTANCES OF THESE SITUATIONS BEING LESS THAN ONE HALF OF A PERCENTAGE POINT. AND SO I COMMEND OUR, UM, PRINCIPLES ARE TEACHERS, ACTUALLY OUR STUDENTS FOR? UM YOU KNOW, THEY'RE GOOD WORK AND THINKING ABOUT BEHAVIOR AND MISS MUSEUMS. I KNOW THAT YOUR DAY HAD TO START AT 6 A.M. THIS MORNING OR EARLIER. SO YOU'VE HAD A VERY LONG DAY. BUT I DO APPRECIATE YOU COMING AND PUTTING THAT VERY PERSONAL EXPLANATION ON THESE GRAPHS. THANK YOU VERY MUCH.

THANK YOU, MR HANNAN. DR GILLIAM , AND THANK YOU, MS HANAN FOR THE WAY THAT YOU SHARE THAT, AND I JUST WANNA DITTO THAT THESE NUMBERS ARE NOT BAD, SO THEY'RE NOT BAD TO LOOK AT TARDY AND SKIPPING, SKIPPING FOR HIGH SCHOOL AND WHERE WE ARE. YES, IT WENT UP. I'M SURE THAT THERE'S A REASON FOR IT. I WON'T EVEN GO THERE IN MY IMAGINATION. THESE NUMBERS ARE GOOD. THEY'RE VERY GOOD. SO THANK YOU. THANK YOU FOR YOUR TIME, BUT I JUST WANT TO PUT MY STAMP ON THAT. I'M VERY IMPRESSED. THANK YOU. THANK YOU, DR GILLIAM, SO I DON'T WANT TO REPEAT ANY OF THE COMMENTS. I AGREE. 100% AGREE WITH THEIR COMMENTS AND I JUST WANTED TO SHOW EVERYONE ALL THE PRINCIPAL WHO'S WATCHING THE SPORT SUPPORT YOU LIKE WHAT I SAID EARLIER. WE'RE NOT TRYING TO FIX THE PROBLEM FOR YOU. AND WE ARE HERE TO SUPPORT YOU. SO THANK YOU FOR EVERYTHING YOU DO. AND NEXT,

[12. Consent Agenda]

WE'RE GOING TO MOVE ON TO THE CONSENT AGENDA. CAN I HAVE A MOTION? OH, I'M SORRY. COMING COMING COMING? YES, MADAM PRESIDENT. I MOVED THE BOARD TO. WE ARE LOOKING AT THE CONSENT TO MOVE THE BOARD TO APPROVE THE CASINO AGENDA ITEMS. YEAH, 12, A . LET'S SEE. I'M SORRY. 12 A B C D E. YEP DO WE WANT TO PULL FIRST? YEAH DO I NEED TO ASK FOR ANYONE THAT WOULD LIKE TO PULL THE AGENDA ITEM? BEFORE I APPROVE ANY DISCUSSION CONCERNING AGENDA. MR. DO YOU NEED A SECOND? NO NOT WE'RE ASKING, ASKING IF ANYONE NEEDS TO PULL FROM THE AGENDA ITEM.

FOR SOME DEAL. WHAT THEY SAYING. DID YOU HAVE ANYTHING THAT YOU WANTED TO PULL? I'M JUST WAITING FOR EVERYONE. OKAY SO I'M JUST GONNA PULL 12 E. ONE. CAN I HAVE ? I DON'T SEE ANYBODY ELSE SO CAN CAN I HAVE A MOTION? I MOVE THE BOARD TO APPROVE CONSENT AGENDA ITEM ASCENT. CONSENT AGENDA ITEMS 12 8 ALL EXCEPT FOR THE. ONE AS PRESENTED BY SECOND. WE HAVE A MOTION BY DR GILLIAM SECOND BY MS HANAN, DO WE HAVE A DISCUSSION? WELL, I WILL HAVE A QUESTION. I UNDERSTAND. MM WEIGHT, TERMINATE THE CONTRACT WITH THE SAME ARE FOR BRYER GATE. PRESIDENT DAY? YES SORRY VOTES. I'M SORRY. I I'M I'M SORRY. OKAY SO NOW WE HAVE A MOTION BY DOCTOR GAVE HIM A SECOND BY MR HANNA. UM, LET'S VOTE. MOTION PASSES SEVEN. CAN I HAVE A MOTION FOR AGENDA ITEM?

[12.E.1. Job Order Contracting Services (JOC) for Demolition: Consideration and approval of a construction services agreement with Job Order Contract (JOC) JR Thomas Group for the demolition of the existing Briargate Elementary School (BP001), for a not-to-exceed construction cost of $750,000 and authorization for the Superintendent to negotiate and execute or terminate the contract.]

[01:40:16]

12 E ONE. I MOVED TO APPROVE OR MOVED TO APPROVE ITEM 12 V ONE, AS PRESENTED. SECOND WE HAVE A MOTION BY MISS MULLEN. SECOND BY MR HAMILTON'S DO WE HAVE A DISCUSSION? UM I WILL START SINCE I PUT THIS ITEM. SO. I'M TRYING TO UNDERSTAND BECAUSE I REMEMBER WE TERMINATE THE SAME OUR CONTRACT FOR BRIAR GATES AND , UH, LAST MEETING I HAVE MR ROSETTI HERE. I DID ASK SOME QUESTIONS REGARDING TO THIS BECAUSE MY UNDERSTANDING IS YOU'LL HAVE TWO OPTIONS ONCE YOU TERMINATE SEMI ARE YOU CAN EITHER CONTINUE WITH C M A R, OR YOU CAN CHANGE TO CSP. UM SO MY INITIALLY MY UNDERSTANDING WAS WHEN WE GO TO A JOG FOR DEMOLITION. IT'S BECAUSE WE WANT TO HAVE SOME TIME TO GET READY FOR THE CSP. BUT LAST MEETING IF I REMEMBER CORRECTLY, I WAS TOLD ACTUALLY, WE'RE GOING TO CONTINUE WITH C M A R AND JUST GOING TO THE SECOND ONE ON THE LIST FIRST, I WANTED TO CONFIRM MY UNDERSTANDING IS CORRECT. THAT IS CORRECT. OKAY SO CAN SOMEONE EXPLAIN TO ME? UM WHAT'S THE REASON TO DO? THIS JOGGED SEPARATE FROM, YOU KNOW, SINCE WE'RE GOING TO SEE EM, ER IS A PACKAGE. RIGHT SO WHY DON'T WE JUST INCLUDING THIS DEMOLITION BE PART OF THE SAME ER, PART PACKAGE FOR BRYER GAY SINCE WE ALREADY HAVE. WE DON'T NEED TO DO ANOTHER R F KILL. WE ALREADY HAVE THE CONTRACTOR. I'M JUST TRYING TO UNDERSTAND WHAT'S THE BENEFIT TO DO A SEPARATE JOB? THE BENEFIT IS TO PRESERVE THE TIMELINE. SO WITH HAVING THE JOB, UH PERFORM THE DEMOLITION RIGHT NOW. ONCE WE FINISHED NEGOTIATING THE CMA OUR CONTRACT WE SHOULD BE BACK ON SCHEDULE AS IF THE ORIGINAL CMA ER WAS APPROVED. SO CAN YOU ALSO HELP ME UNDERSTAND IF I UNDERSTAND THAT PART? I MEAN, THANK YOU FOR THAT. UM TO SAVE TIME, BUT WELL, IF WE DO THIS PART AS A SEPARATE THE WAY STILL NEED FOR THE REST OF THE CONSTRUCTION PACKAGE. UM I UNDERSTAND THAT THEY ADD THE SECOND CONTRACTOR ON THE LIST. IS THAT IS THAT THE SAME ONE WITH WERE PLANNING TO USE FOR CLEMENTS. NOT HAVE TO CHECK THAT. SO THE REASON I'M ASKING THAT I'M JUST WONDERING WILL IF WE DECIDE NOT TO INCLUDE THIS DEMOLITION AS PART OF CMR PACKAGE WILL THIS IMPACT NEGOTIATION? BECAUSE WE TERMINATE THE OTHER ONE BECAUSE WE CAN'T REACH AGREEMENT WILL THIS IMPACT THE NEGOTIATION? UM FOR US TO REACH AGREEMENT FOR THE CNR? FOR THIS FOR THIS ONE FOR THE SCHOOL. I DON'T SEE THAT HAPPENING EACH PACKAGE. EACH PROJECT IS NEGOTIATED SEPARATELY , SO I DON'T THINK THAT'S GOING TO INFLUENCE IN THE DECISIONS ON WARNING IN THE OTHER CONTRACTS OR IMPACT SCHEDULES. SO UM, DO WE KNOW IF HOW LONG WILL THIS JOCK WILL SAVE US IF WE PROVE IT TODAY, COMPARED TO WE WAIT TO BE THIS PART OF THE SAME. OUR PACKAGE. MAKE SURE YOU UNDERSTAND YOUR QUESTION. YOU'RE ASKING IF WE DO NOT PROCEED WITH THE DARK FOR THE DEMOLITION. WHAT IS THE IMPACT OF SCHEDULE? YEAH. I'M SORRY. I DON'T HAVE THAT RIGHT NOW. BUT I CAN GET THAT INFORMATION FOR YOU. OKAY? YEAH SO OKAY, SO I'LL ASK, UM, THERE ARE OTHER BOARD MEMBERS HAVE QUESTIONS, MISS GARCIA. THANK YOU, MADAM PRESIDENT. I WAS CURIOUS WHAT THIS DOES TO WHAT IS A MEME FREE? ASKED HIS LAST LAST MEETING, BUT THE IMPACT OF THE BUDGET FOR THIS PARTICULAR PROJECT WE'RE DO. DO YOU KNOW WHERE WE'RE AT WITH THAT IF WE WERE TO STAY WITH CMDR. WHICH WE DID THIS THREE MONTHS AGO. UM. AND THEN WE'RE SWITCHING TO ANOTHER CMR, AND WE'RE NOT SURE, EVEN EVEN THOUGH WE PICK A SECOND ONE ON THE LIST. AND WE'RE GOING THROUGH NEGOTIATIONS WITH THEM. THERE'S NO GUARANTEE THAT THEY WOULD

[01:45:04]

ACCEPT THOSE TERMS, EITHER. WOULD IT BE BETTER FOR US TO JUST PROCEED AS CSP AND SAVE TIME FROM THAT PERSPECTIVE, AND AT THE SAME TIME, THE SPS TYPICALLY MORE COST EFFECTIVE THAN A C M A. R AND THE REASON WHY WE DID THE C M E R C M A. R WAS IN THE INTEREST OF THE TIMELINE. TO GET THESE SCHOOLS BUILT IN A REASONABLE AMOUNT OF TIME. SO MY QUESTION IS. WHAT IS IT? WHAT HAS THIS DONE SO FAR TO THE BUDGET FOR THIS THIS PROJECT AND YOU DON'T KNOW WHAT YOU DON'T KNOW ON THE TIMELINE. YOU DON'T KNOW WHAT HAPPENS IN IMPACTED THE SCHEDULE, SO WE'LL GET THAT LATER. BUT WHAT IS IT FOR? THE BUDGET WAS JUST IMPACTED RIGHT NOW. CURRENTLY WE'RE STILL WITHIN THE PROJECTED BUDGET. BUT IF WE DO AFTER YOU CHANGE, IT WILL SIGNIFICANTLY IMPACT THE TIMELINE. WHEN YOU SAY SIGNIFICANTLY DO YOU KNOW BY HOW MUCH MORE THAN LIKELY WE WOULD, WE WOULD NOT BE ABLE TO OPEN THIS PREDICTED. FOR THE FOLLOWING YEAR. YES, SIR. OKAY? THANK YOU. NO FURTHER QUESTIONS, MR HAMBLETON. THANK YOU, MADAM PRESIDENT, SO IT'S INDEED THE PLAINEST OPEN AND FALL OF 2020 25 CORRECT. THAT IS CORRECT. UM, SO JUST FOR CLARIFICATION. UM SO THE HOW LONG DO YOU EXPECT THE TIMELINE TO NEGOTIATE THE CMA? OUR CONTRACT? WE EXPECT TO BE DON'T SEE M A R CONTRACT WITHIN PROBABLY MY NEXT WEEK NEXT WEEK. OKAY SO MY ASSUMPTION WOULD BE THAT THE REASON TO DO THE JOB NOW WOULD BE THAT I WAS ASSUMING THAT WOULD BE LONGER THAN NEXT WEEK. SO I WAS KIND OF EXPECTING A LONGER ANSWER, BUT I GUESS IS IT IT COULD POTENTIALLY BE LONGER THAN NEXT WEEK TO NEGOTIATE THE CONTRACT. WE'RE CURRENTLY NEGOTIATING, OKAY? OKAY, SO I MEAN, I ASSUME THAT THE REASON FOR THE JOCK WOULD BE TO START IMMEDIATELY AND EVERYTHING MOVING AND NOT HAVE TO WORRY ABOUT WAITING FOR THE CMA. OUR CONTRACT. OKAY. THANK YOU. THANK YOU, MR HAMBLETON, MISS MALONE. YES THANK YOU. PRESIDENT DAY. UM AND ALL GREAT QUESTIONS, AND I'M JUST TRYING TO FOLLOW ALONG HERE. SO FORGIVE ME IF I ASK SOMETHING TWICE. UM.

SO I TO RECALL THAT WE WERE DOING US TO GIVE MY C M A R AND THE EFFORT OF TIMELINESS. AND I RECALL THE PRESSURE TO MAKE THAT DECISION IMMEDIATELY BECAUSE WE WERE LOOKING AT THINGS BY THE WEEKS AND THAT IF WE DIDN'T ACT THAT, UM WE WERE GOING TO MISS THE SCHEDULE AS WELL. SO I'M TRYING TO FOLLOW ALONG. BUT IF WE'RE NEGOTIATING A C M A R RIGHT NOW, THAT MAY HAPPEN NEXT WEEK. IS THAT? DID I UNDER DID I JUST HEAR THAT CORRECTLY OR NO? YES, MA'AM. AND THEN EVEN IF WE WERE TO MOVE FORWARD AND APPROVED THE JOCK TODAY YOU'RE SAYING THAT THEY WOULD START WHEN. DEMOLITION COULD COULD START AS SOON AS THE CONTRACT IS SIGNED. OKAY, BUT REALISTICALLY HOW QUICK HOW QUICK HOW MUCH LEAD TIME DOES A VENDOR NEIN ONCE THEY GET A CONTRACT IN ORDER TO MOVE FORWARD, GET EQUIPMENT? MAKE SURE THEY'RE PULLING PERMITS, ETCETERA. THEY CAN'T JUST TURN AROUND AND HAVE THEY ALREADY PULLED PERMITS WITHOUT HAVING A CONTRACT. NO THAT THAT WORKED WITH START. THAT'S THE WORK THAT WAS STARTED IMMEDIATELY AFTER CONTRACT. THE SCIENCE WE DON'T EXPECT TO SEE UM, HEAVY EQUIPMENT ON SITE THE DAY AFTER A CONTRACT DESIGN, BUT ALL OF THAT THAT LEAD TIME. LEAVE WORK WILL BEGIN. SO I WAS JUST TALKING TO SOME CITY OFFICIALS LAST WEEK ABOUT PERMITS AND PULLING PERMITS FOR SOMETHING ELSE. AND ALSO HEARING OTHER PEOPLE'S, UM, CHALLENGES WITHIN OUR COUNTY. HOW LONG AND I DON'T KNOW WHAT THE SCHOOL DISTRICT PERMIT PROCESSES. SO I'M TALKING MORE SO FOR BUSINESSES AND IN CONSTRUCTION AND, UM AND IN COMPANIES GETTING OPERATING PERMITS OR SAME THING, DEMOLITION RENOVATION RENOVATION, ETCETERA. CAN YOU TELL ME BASED ON YOUR EXPERIENCE ? HOW LONG DOES IT TAKE FOR THIS IS GOING TO BE IN SUGAR LAND, RIGHT? MISSOURI OR NO. THIS ONE'S IN MISSOURI. THIS IS WHERE I FORGET. OKAY, SO THIS ONE. HOW LONG DID I THOUGHT PERMITS TAKE AWHILE IN MISSOURI CITY. THIS IS HOUSTON. YEAH, BUT IT'S IN ITS INCLUSIVE. I THINK IT'S A MISSOURI CITIES. THIS IS HOUSTON ADDRESS. THIS IS HOUSTON. SO SAME THING THERE IN BACKLOG IN PERMITS AS WELL. RIGHT NOW ALL THREE. IT'S A CHALLENGE. SO BASED ON YOUR EXPERIENCE, HOW LONG DOES IT TAKE TO GET A PERMIT SO THAT YOU CAN DO THE DAMAGE DEMOLITION? OF PERMITS FOR DEMOLITION MOVE FASTER THAN SOME OF THE OTHER PERMITS. WE'VE HAD CHALLENGES WITH PERMITS FOR UM, TEMPORARY BUILDINGS AND STUFF LIKE THAT, UM, PERMITS FOR DEMOLITION CAN CAN EASILY BE THREE WEEKS WE HAVE STARTED

[01:50:01]

HAVING. MORE OPEN MEETINGS BETWEEN MY OFFICE AND CITY MANAGERS TO EASE THAT THAT, UM THE PROCESS. WE HAVE MEETINGS SCHEDULED THIS WEEK WITH SOME CITY MANAGERS HAVE SPECIFICALLY FOR THAT. UM SO WE'RE OPTIMISTIC THAT IT WILL NOT TAKE MORE THAN THREE WEEKS. OKAY AND ARE WE PULLING THE PERMIT? ER IS THE JOCK THE DOG AND I GUESS WHAT I'M ASKING TO THEIR POINT ON THIS IS ARE WE REALLY GOING TO BE SAVING TIME BY HIRING A JOCK? IF NEXT WEEK WE'RE GOING TO HAVE A C M C M A R. AND WOULD IT BE BETTER JUST TO HAVE ONE COMPANY TO DEAL WITH THROUGH THROUGHOUT THE ENTIRETY OF THE WHOLE PROJECT, AND THE REASON I SAY THAT IS BECAUSE THAT WAS THE SALES PITCH THAT WAS PRESENTED TO ME INITIALLY. WITH VOTING FOR THE C M A. R IS THAT THERE WAS A EFFICIENCY IT WAS DEALING WITH ONE VENDOR. THERE WAS ALL OF THESE COMPONENTS THAT MADE IT, UM MARKETABLE IF YOU WILL. AND EASY TO GET BEHIND AND TO SUPPORT, SO I THINK THIS CHANGE THIS CHANGES HAS CAUGHT SOME OF US OFF GUARD. AND I'M JUST TRYING TO UNDERSTAND THE REALIZATION OF LIKE THE DIFFERENCE IF IT WERE A C M A R VERSUS A JOCK IN EFFECTIVELY WHAT IT REALLY DOES TO THE TIMELINE BECAUSE IF A C M A R WERE HIRED NEXT WEEK, COULDN'T THEY EFFECTIVELY GO AFTER AND WORK ON PULLING PERMITS IMMEDIATELY AS WELL? THANK YOU.

SO YOU ARE CORRECT THAT C M A R DOES PROTECT THE TIMELINE AND ASSUMING THAT WE WOULD HAVE BEEN SUCCESSFUL IN OUR NEGOTIATIONS WITH THE HIGHEST RANK FARM, WE WOULD BE MOVING WITH THIS PROJECT BY NOW. THE FACT THAT WE WERE UNSUCCESSFUL IN NEGOTIATING TERMS WITH THEM BY PULLING HAVING A JOB COME IN TO DO THE DEMOLITION. IT ALSO RELIEVES US FROM HAVING TO NEGOTIATE THAT PORTION OF THE C M A. R. WHICH ALSO PROTECTS THE TIMELINE. WE FEEL THAT IS THE BEST COURSE OF ACTION TO PROTECT TO PROTECT THE BUDGET AND THE PROJECTED OPENING DATE. ALL RIGHT. LAST QUESTION ON THAT THEN. SO IN YOUR PROFESSIONAL EXPERTISE THIS BUYS YOU TIME. CORRECT. TO HAVE THE JOCK DO THE DEMOLITION. AND IT ALLOWS YOU THE TIME TO THE NEGOTIATING WHETHER THE CMA OUR WORKS NEXT WEEK OR NOT. YOU STILL HAVE SOME ROOM IN THE MEANTIME, TO CONTINUE NEGOTIATIONS TO PROTECT TIMELINE AND THE LONG TERM THAT IS CORRECT CAN APPRECIATE THAT.

THANK YOU. THANK YOU, MR MALONE. SO I WILL ASK A FOLLOW UP QUESTION. UH UM. SO FOR THE FOR IF YOU HIRE A JOG, DOING THE DEMOLITION ISN'T THAT ALSO BECOME A CONDITION FOR THE SAME A ARE FOR THEIR CONTRACT IF WE GO WITH THE SAME IR ONCE YOU FINISH THE DEMOLITION BECAUSE THEY DIDN'T DO THIS. IT'S NOT PART OF THEIR PACKAGE THAN THEIR BECOME A CONDITIONAL LIKE FOR THEM TO SATISFY THE CONDITION. THEIR JOB WAS DONE BY THE JOG IS THAT IS THAT CORRECT? RIGHT? THERE IS A KIND OF THAT. I'M NOT SAYING THAT WILL HAPPEN, BUT THERE IS A RISK FOR THEM TO ACCEPT THE CONDITION AFTER THE DEMOLITION. YES, THEY UNDERSTAND . UNDERSTAND CLEARLY WITH WHAT THEY'RE GETTING INTO. THIS IS JUST WENT PHASE OF THE CONSTRUCTION PROJECT. SO THE CONDITIONS OR THE EXPECTATIONS OF THIS PHASE OF THE PROJECT IS THE SAME. REGARDLESS OF WHO DOES THE WORK WITH THE C M A. R. THEY WILL BE COMING IN AT THE CONCLUSION OF THE DEMOLITION.

THAT'S NOTE TO CONTINUE WITH THE CONSTRUCTION PROJECT. THANK YOU, BUT I THOUGHT WHEN THE REASON I THINK I'M WITH MISS MALONE, BUT IN APRIL, THE BORDER WAS TOLD THE BENEFIT TO GO WITH THE SAME ER BECAUSE WE'RE NOT TAKING ANY RISK. THE RISK IS NOT ON THE INDIVIDUAL CONTRACT ON EACH INDIVIDUAL PROJECT. IT'S AS A PACKAGE. SO NOW, BASICALLY, WE'RE SEPARATING THIS DEMOLITION FROM THE PACKAGE AND THEN THIS RISK IS ON US BECAUSE THAT'S THAT'S WHAT WE WERE TOLD BACK IN APRIL, AND ALSO ANOTHER THE BENEFIT TO DO THE SAME ER HE'S BECAUSE FOR THE LONG LEAD ITEMS, WE CAN ORDER THEM AHEAD OF THE TIME AND THAT'S ALL SAVE MONEY. UM SO. I AM HAVING A HARD TIME TO APPROVE A JOG. WAYS. WE KNOW NEXT WEEK WHETHER OR NOT HAVE SEMI ARE SO ANOTHER THING. THE REASON I BRING UP THE CMR I REMEMBER LAST WEEK LAST MEETING, MISS FOUR DAYS, UM CAROLINA WHEN SHE SAID THE I ASKED HER IF WE'RE GOING AUTOMATIC TO THE SECOND ONE, OR WE NEED TO SEND

[01:55:05]

OUT OUR FQ FOR ANOTHER CONTRACTOR. I WAS TOLD HE'S GOING TO GO TO THE SECOND ONE, WHICH IS THE SAME. COMPANY THAT WE'RE GOING TO USE FOR COMMENTS SO IN THAT WAY, I REALLY FEEL IF WE ARE USING THEM FOOTBALL'S BIG PROJECT THERE. THEY BOTH ARE VERY BIG PROJECT. YOU ALMOST FEEL IT'S BETTER JUST TO USE THEM FOR BOTH. IF IT'S THE DIFFERENCE IS ONLY ONE WEEK.

THAT'S THAT'S JUST MY COMMENTS. SO I SAW MISS MALONE HAS MORE QUESTIONS. BECAUSE I NEED CLARITY BASED ON WHAT YOU JUST MENTIONED IS THEIR RISK EXPOSURE. FROM HAVING THEM DEMOLITION, LIKE DO THE DEMO WORK AND PREPARE PREPARE FOR THE SITE. ARE THEY DOING? THE PREPARATION? WHAT I'M ASKING IS WHEN SHE MENTIONED THE RISK, AND YOU KNOW IF THEY DO THE ONE FACE, SO THE WAY I'M LOOKING AT THIS IS TO COMPLETE LAYMAN. YOU GO AND YOU DEMO THE BUILDING AND GET RID OF IT AND CLEAR THE SITE. SO THERE YOU CAN PREPARE AND DO THE DIRTY WORK, ETCETERA TO HAVE THE PROPER FOUNDATION AND BUILD UPON THAT. BUT ISN'T WOULDN'T THE FOUNDATION BE SEPARATE FROM THE DEMOLITION? IN THE DIRT WORK AND ALL OF THAT. WHAT I'M ASKING IS WHAT IS THE RISK? SO SHE MENTIONED THE RISK OF HAVING THE PHASE ONE. IS THERE ANY RISK THAT FORT BEND IS THERE ANY EXPOSURE TO RISK FOR US BY HAVING ANOTHER ENTITY DO THE DEMOLITION WORK VERSUS BUILDING OF THE SITE? I'M THINKING LONG TERM AND PREPARATION FOR THE ACTUAL BUILDING IN SIGHT. NOT FOR A DEMOLITION PROJECT. THE DEMOLITION IS TRULY ABATING. THE BUILDING, CLEARING THE BUILDING, REMOVING ALL OF THE DEBRIS FROM THE SITE SO THAT IT'S READY FOR CONSTRUCTION. SO IT'S NOT LIKE IT'S WE'RE HIRING ONE COMPANY TO START CONSTRUCTION AND ANOTHER COMPANY TO FINISH IT. THIS IS AN OVERALL CONSTRUCTION PROJECT, BUT THE DEMOLITION WILL BE HANDLED SOLELY BY THE JOB, RIGHT. BUT SHE MENTIONED AND WITHIN THE C M A R THAT THERE WOULD BE SOME RISK ASSOCIATED THAT THE CMR WOULDN'T COVER BECAUSE OF THE DEMO BEING DONE BY THE JOCK. I JUST ASKING IS THERE IS THAT ACCURATE OR IS THAT NO, IT'S NOT ADDITIONAL RISK INCLUDED IN THE C M A. R BECAUSE THEY STILL HAVE THE INSURANCE COVERAGE AND THE LONG OKAY. YES MA'AM. OKAY THANK YOU FOR THAT QUESTION. I OKAY, SO THE REASON I'M ASKING THAT I WAS TOLD BEFORE, IF WE HAVE, WHICH IS ACTUALLY DIFFERENT FROM THE ANSWER YOU JUST GAVE IN. MM HMM.

WHICH AFTER DEMOLITION THEY THE LAND. THESE ARE THE CONSTRUCTION SITE NEEDS TO BE IN CERTAIN CONDITION FOR THE OTHER CONTRACTOR TO CONTINUE THE WORK SO THAT CONDITION NEEDS TO BE ACCEPTABLE TO WHOEVER GOING TO BUILD THE CASE. FOR EXAMPLE, YOU YOU DID THAT DEMOLITION AND ANOTHER COMPANY COMING IN TO DO THE WORK. THEY WILL SAY OKAY, THIS IS ACCEPTABLE CONDITION WILL CONTINUE TO WORK ON IT. OR THERE ARE CERTAIN THINGS THAT THE DEMOLITION COMPANY DIDN'T DIDN'T FINISH THEIR JOB. THAT'S PART OF THE REASON IF YOU'RE USING CMR, WE DON'T NEED TO HAVE THIS KIND OF DISPUTE, SO TO SPEAK, WHOSE RESPONSIBILITY THAT WAS THAT WAS MY UNDERSTANDING.

UM BY OFF THE BENEFIT OF ADVANTAGE USING CMR BECAUSE HE'S ALL DONE BY THEM. UM, SO THAT'S THAT'S REALLY MY UNDERSTANDING BY THAT TIME, SO DO WE HAVE THAT ADVANTAGE BY USING C M A. R SO WE DON'T NEED TO SEPARATE WHICH CONTRACTOR DID WHAT JOB BECAUSE THEY ARE THE ONES WHO OVERSEES EVERYTHING. THERE ARE CLEAR EXPECTATIONS WRITTEN IN BOTH CONTRACTS ON THE EXPECTATION OF WHAT THE CONSTRUCTION SITE WILL LOOK LIKE AT THE END OF CONSTRUCTION. SO THEY WHEN THE SECOND CONTRACTOR AND CMA OR COMES IN, THEY KNOW WHAT THEY IT'S CLEAR WHAT THEY SHOULD OR EXPECTING, AND IT'S CLEAR WHAT, UM, WE EXPECT THE JOB TO DO TO DELIVER AS FAR AS CONSTRUCTION OKAY, SO BUT IF WE USE THE SAME A ARE BECAUSE THEY WILL HANDLE EVERYTHING RIGHT? SO THEY HANDLE EVERYTHING WAS EVER IN THE N A. R C M. A R FROM THE BEGINNING COMPANY RESPONSIBLE FOR THE DEMOLITION AND CONSTRUCTION, DEMOLITION SITE PREP AND CONSTRUCTION REPAIR. OKAY THANK YOU SO MUCH. I DON'T HAVE ANY MORE QUESTIONS. IF I MAY JUST ADD SO JUST AS A REMINDER IN APRIL WHEN WE BROUGHT YOU THE C M A R FOR BOTH PROJECTS THAT WERE, AS WE SAY, COMPLICATED AND YOU ALL HAVE REMEMBERED THAT WELL, AND SO WE BROUGHT THEM. SO THAT WAS ACTUALLY THE IDEAL PLAN , AND THAT'S WHY YOU SEE ITEM E 10 FOR MISSION BEND ELEMENTARY, ALREADY READY TO GO WITH THE

[02:00:07]

GUARANTEED MAXIMUM PRICE AND PHASE ONE BECAUSE THE C M A. R HAS WORKED JUST AS WE INTENDED IT TO. BUT WHAT HAPPENED WITH THIS ONE AS A REMINDER IS THAT IN THAT NEGOTIATION FOR THE CMA ARE THE ORIGINAL COMPANY THAT NEGOTIATION DID NOT BENEFIT FOR BEN DST. AND WE NEEDED TO SEVER THAT. SO NOW WE'RE IN A SITUATION WHERE WHAT'S PLAN B? AND SO PLAN B. OUR RECOMMENDATION IS TO DEMOLISH AND THEN FIND THAT GO TO THE NEXT CMR, AND WE THINK IT'S GOING WELL. WE HOPE IT WILL GO WELL, BUT THERE'S NO ABSOLUTE GUARANTEES. WE DON'T WANT TO HOLD IT UP. AND WE THIS IS A COMPANY THAT IS ON YOUR JR. THOMAS GROUP IS ON YOUR PREFERRED LIST, AND THEY DO A LOT OF WORK FOR OUR DISTRICT AND A LOT OF DIFFERENT PLACES, SO THEY'RE PRETTY REPUTABLE FOR US, AND THEY'VE DONE IT. THEY'VE DONE A GOOD JOB SO THAT WAS KIND OF REALLY, I THINK THE DIFFERENCE AND IDEALLY WE WISH WE WEREN'T EVEN IN THIS SITUATION. WE COULD HAVE JUST KEPT GOING WITH WHERE WE WERE. THANK YOU, DOCTOR, REEBOK, BUT YEAH, SO I THINK THAT'S THE REASON I ASK IF WE'RE USING THE SAME SAMMY OR COMPANY FOR CLAIMANTS, BECAUSE I DO BELIEVE THAT COMPANIES ALSO VERY REPUTABLE. YEAH. SO BUT ANYHOW, UM DO WE HAVE ANY OTHER COMMENTS ? NO. OKAY, THAT'S VOTE. YEAH, WE HAVE A MOTION.

MOTION PASSES 43. NEXT, UM. DR REEBOK. WE HAVE ANOTHER PROCESSION ON THE AGENDA, BUT MY UNDERSTANDING IS WE DON'T HAVE ANY OTHER ITEM. OKAY, SO WE'RE GONNA COME TO THE ACTION ITEM ON

[16.A. Houston-Galveston Area Council: Consideration and approval of a resolution nominating a representative and an alternate to the General Assembly of the Houston- Galveston Area Council for the year 2024.]

THIS 16TH HAVE ACTUALLY MOTION FOR 16. A YES, MADAM PRESIDENT. MOVE THE BOARD APPROVE A RESOLUTION NOMINATING RICK GARCIA AS THE REPRESENTATIVE AND SHIRLEY GILLIAM AS THE ALTERNATE TO THE GENERAL ASSEMBLY OF THE HOUSTON GALVESTON'S AREA COUNCIL FOR THE YEAR. 2024. SECOND. WE HAVE A MOTION BY MR HAMILTON'S AND THE SECOND BY MS HANAN TO HAVE DISCUSSION. SEEING NOW THAT'S A VOTE. MOTION PASSES 70. WE'RE COMING TO ACTION ITEMS. 16 B. CAN I HAVE A MOTION? YES

[16.B. 2023-24 District Improvement Plan: Consideration and approval of the District Improvement Plan (DIP) for 2023-24.]

MADAM PRESIDENT. I MOVE. THE BOARD APPROVED THE DISTRICT IMPROVEMENT PLAN FOR THE 2023 24 SCHOOL YEAR AS PRESENTED SECOND, WE HAVE A MOTION BY DR GILLIAM AND SECOND BY MR HAMMOND, DO WE HAVE A DISCUSSION? HANAN. YES. UM I ACTUALLY WANTED TO THANK THE STAFF. UM FOR THE THURSDAY NIGHT CAMPUS IMPROVEMENT PLAN AND DISTRICT IMPROVEMENT PLAN. UM SPECIAL WORKSHOP FOR THE BOARD. I KNOW EVERYONE WAS UNABLE TO BE THERE, BUT IT IS EVIDENT IN THE UPDATES OF THIS, UM DISTRICT IMPROVEMENT PLAN THAT IS PRESENTED TO ME TONIGHT THAT, UM, THE FEEDBACK FROM THE BOARD WAS TAKEN AND PLACED IN THIS NEW DIP. UM LET ME SEE. OKAY I THINK THAT'S MY ONLY, UM.

ACTUALLY I HAVE I HAVE ONE. I HAVE ONE MORE COMMENT. NO I'LL HOLD THIS COMMENT FOR THE SIP VOTE BECAUSE WE'RE DOING THAT SEPARATELY. CORRECT YES. OKAY. THANK YOU VERY MUCH, OF COURSE NEEDS TO GARCIA. THANK YOU, MADAM PRESIDENT. THANK YOU. STAFF FOR THE WORKSHOP. I DO APPRECIATE I THINK I SAID THIS. UM, DURING THE WORKSHOP, THE FROM FROM SOME FROM THE PERSPECTIVE OF A NON EDUCATOR DOES IT DOES GET HARD TO LOOK AT SOME OF THE NUMBERS AND BUT WHEN WE BREAK IT DOWN, WE SAT AND WE HAD THE DISCUSSION AND WE DIGESTED IT, AND I APPRECIATE SITTING AT THE TABLE WITH RUSTY HANAN AND REALLY DIVING IN ON A LOT OF THESE THINGS THAT IT MADE IT ALL THE MORE CLEAR. UM THE FOLLOWING DAY AHEAD, A PHONE CALL FROM BOARD PRESIDENT AND JUDSON SD, ACTUALLY, UM, COMPLEMENTING OUR BOARD GOALS AND WE SAID, AND WE HAD A LITTLE

[02:05:03]

CONVERSATION. ABOUT SOME OF THE PROCESS. WE WENT THROUGH AND SAID IT'S FUNNY TO CALL BECAUSE LAST NIGHT WE JUST KIND OF WENT THROUGH OUR DISTRICT IMPROVEMENT PLAN, AND I TALKED TO HIM AND SO HE HE WAS. HE WAS VERY COMPLIMENTARY. HE DIDN'T MENTION THAT OUR GOAL IS VERY SIMILAR TO. I THINK IT WAS A COURSE OF CANADA S D, WHICH IS THE BOARD OF THE YEAR. UM, SO YOU KNOW, I THINK EVERYBODY FOR THE HARD WORK AND YOU KNOW, IT'S ALWAYS IT'S ALWAYS A MOVING TARGET. UM AND REALLY COLLABORATING. PARTNERING WITH STAFF ON WHAT WE FEEL WORKS AND WE'VE GOT SOME EDUCATORS ON ON THE ON THE DIETS AND, UM SO THANK YOU VERY MUCH FOR TAKING A LOT OF THAT FEEDBACK AND SOME OF MY FEEDBACK DURING THE WORKSHOP RELATED TO BOARD GOAL NUMBER FIVE WHEN WE'RE TALKING ABOUT FISCAL RESPONSIBILITY. AND I'VE HAD AH FOLKS TELL ME THAT YOU KNOW, WE'VE ASKED FOR MONEY FOR THE LAST THREE ELECTIONS WITH V, A TEARY BOND VEGETARIAN, AND THAT'S TRUE. THAT'S TRUE, SO WE'RE ALWAYS TRYING TO FIND WAYS TO BE MORE COST EFFECTIVE AND YOU'VE DONE A REALLY GOOD JOB WITH FINDING THE MONEY TO GET US OUT OF OUR DEFICIT SITUATION.

AND WHILE WE'RE STILL WE'RE STILL GOING UM YOU KNOW, NEW CHALLENGES COME UP, SO IN INDICATOR 5.5 WHEN WE'RE TALKING ABOUT THE HEALTH INSURANCE AND THE BENEFITS PLAN, I'VE ACTUALLY HEARD A LOT OF FEEDBACK FROM STAFF AND FROM FROM TEACHERS ALIKE. UM AND INSURANCE IN GENERAL IS JUST A UM, IT'S A NEVER ENDING BATTLE, WHETHER IT'S HOMEOWNERS INSURANCE HEALTH INSURANCE. SO ONE OF MY ONE OF MY COMMENTS AND ONE OF MY SUGGESTIONS. CAN WE MOVE THE INDICATOR OF 552 BOARD GOAL NUMBER THREE WHEN IT TALKS ABOUT RECRUITING DEVELOPMENT AND RETAINING HIGH QUALITY TEACHERS AND STAFF. UH HUH. WE STILL LEFT IT AT BOARD GOAL FIVE, BUT THE WAY THAT IT READS, IT READS AND I WANT TO UM SAY THE REVIVED THE 2024 HEALTH BENEFITS TO MEET EMPLOYEE COVERAGE NEEDS WHILE ENSURING DISTRICT AFFORDABILITY. AND AIMING TO ELIMINATE THE PROJECTED $6 MILLION DEFICIT BY DECEMBER. 31ST 2024 SO IT'S LIKE I SAID, IT IS A MOVING TARGET, BUT THE FACT THAT WE FOCUS ON PEOPLE FIRST, I THINK IT'S VERY IMPORTANT. WE'RE FOCUSING ON STAFF. WE'RE FOCUSING ON OUR TEACHERS. AH ANYMORE FOCUSING ON ON STUDENT OUTCOMES. SO THANK YOU FOR THE COMPROMISE ON THAT. I THINK THIS LOOKS REALLY GOOD AND AGAIN. THANK YOU FOR ALL THE INFORMATION THAT THAT Y'ALL GAVE US THROUGH THE WORKSHOP LAST WEEK, SO THANK YOU. NUMBER OF COMMENTS. THANK YOU, MR GARCIA MALONE. YES THANK YOU. UM I'M GONNA BE SHORT AND SWEET ON THIS . I JUST WANT TO SAY THANK YOU FOR LISTENING. I THINK OFTENTIMES WE HEAR FROM FOLKS IN THE COMMUNITY OR TEACHERS OR PRINCIPALS OR WHOEVER IT IS THAT WE'RE HEARING FROM AND WE COME BACK TO YOU GUYS AND GIVE YOU FEEDBACK BASED ON THAT. AND UM, WHEN I LOOK AT THE CHANGES, I KNOW YOU WERE LISTENING AS WELL. SO I WANT TO ECHO THAT. BUT IN ADDITION TO THAT ONE, I WOULD SAY IS THANK YOU FOR THE REACH. BECAUSE THE THING THAT I APPRECIATE MOST WAS JUST LIKE WHEN WE WENT OVER THE TIP WITH WILLOW RIDGE DURING THE MEETING, I WAS IMPRESSED BY DR ROBERTS.

UM AND HER TEAMS REACH WITH PERCENTAGES THAT IT WASN'T JUST A COUPLE, BUT THEY WERE REALLY REACHING TO PUSH THEIR KIDS AND I FEEL LIKE WHEN I LOOK AT THIS, AND I SEE THE CHANGE THAT YOU ALL HAVE MADE THAT YOU HEARD US AND NOT ONLY THAT, I THINK THAT THERE'S MORE OF A REACH, NOT JUST LIKE SOMETHING EASY, BUT IT'S GENUINELY A GOAL, A GOAL THAT'S GOING TO HAVE TO, UM THAT THERE'S GOING TO BE A LOT OF WORK THAT'S PUT INTO FROM DR WHITBECK ALL THE WAY TO ALL OF THE E TEAM, THE STAFF THE CAMPUSES AND EVERYBODY HAS TO WORK AS ONE COG MOVING THE WHEEL TOGETHER IN HARMONY TO MAKE THIS HAPPEN, AND SO HATS OFF AND THANK YOU. THANK YOU MISS ME ALONG. I DON'T SEE ANY OTHER COMMENTS OR QUESTIONS. LET'S VOTE.

MOTION PASSES 61. CAN I HAVE A MOTION FOR 16 C PIECE? YES, I MOVED. THE BOARD APPROVED THE

[16.C. 2023-24 Campus Improvement Plan: Consideration and approval of the Campus Performance Improvement Plan (CIP) for 2023-24.]

CAMPUS IMPROVEMENT PLAN FOR THE 2023 24 SCHOOL YEAR AS PRESENTED SECOND, WE HAVE A MOTION BY DR GILLIAM SECOND BY MS HANAN, DO WE HAVE DISCUSSION? IT'S HANNAH. YES, THANK YOU. MR. SO I HAVE FIRST. I WANT TO. I WANT TO. THANK UM THE CAMPUSES WHO WHO DO THIS EVERY EVERY SINGLE YEAR.

[02:10:03]

AND I KNOW THAT THE CAMPUSES SIT DOWN WITH THEIR CAMPUS PLANNING. UM ADVISORY COUNCIL, WHICH ALSO INCLUDES. PARENTS AND I THINK AT LEAST ONE COMMUNITY MEMBER. AND SO, UM. I KNOW DURING THE SIP AND DIP MEETING ON THURSDAY NIGHT I MADE I MADE I MADE SOME PUBLIC COMMENTS SAYING THAT YOU KNOW THESE ARE POSTED TO PUBLIC FACING WEBSITE AND THIS IS ALSO WHAT WE HAVE TO VOTE ON. AND SO I THINK IT'S IMPORTANT ALSO THAT THE CPAC MEMBERS, I'M SURE THAT THEY'RE GETTING MORE INFORMATION AND NUMBERS AND SO I UNDERSTAND THAT THIS IS A CHALLENGING PROCESS TO CREATE THE CAMPUS IMPROVEMENT PLAN, AND I ALSO UNDERSTAND SOME VERY CHALLENGING PROCESS. TO COLLECT THE DATA AND LOOK AT THE DATA AND ALL THE STEPS IN BETWEEN. AND SO I, I, YOU KNOW, CONFESS THAT I WAS ILL PREPARED, BUT I READ EVERY ONE OF THEM BEFORE I CAME TO THIS MEETING, AND I'M GOING TO SAY THERE ARE SOME AND I SHARED THIS WITH WITH DR WENT BACK. THERE ARE SOME OF THE BEST SIPS IN HERE THIS YEAR THAT I'VE READ. AND I REALLY HOPE THAT THAT DR WHITBECK THAT YOUR YOUR STAFF IS REALLY LOOKING AT THE ONES THAT ARE EXCEPTIONAL THAT THEY'RE CLEARLY UM THEY'RE THEY'RE ABLE TO MONITOR THEM. THEY ARE. THE GOALS ARE VERY CLEAR. THERE'S PERCENTAGES. UM I ACTUALLY I ALSO LOVE THE ONE. I MEAN, DR ROBERTS ALSO TALKED ABOUT IT IN HER TIP, BUT THAT ACTUALLY EXPLICITLY AS PART OF THEIR STRATEGIES, THEIR MEASURING ADULT BEHAVIORS, NOT JUST THE STUDENT BEHAVIORS. UM YOU KNOW THAT. I MEAN, A COUPLE OF CAMPUSES PUT SPECIFIC NUMBERS THAT THEY ARE GOING TO TRY TO DECREASE DECREASE TURNOVER. THEY DIDN'T JUST SAY DECREASE TURNER.

THEY SAID. THE EXACT PERCENTAGE WHERE WE WANT TO MOVE THE NEEDLE FROM HERE TO HERE. AND SO YOU KNOW, I WANT PRINCIPLES TO KNOW THAT EVERYBODY UP HERE ON THE DIOCESE. WE'RE LOOKING AT YOUR PLANS, AND WE WANT TO UNDERSTAND YOUR PLANS. AND I KNOW THAT'S CHALLENGING BECAUSE WE DON'T GET TO SEE IT ALL. UM YOU KNOW? I MEAN, I COULD GO ON. THERE WERE SOME VERY EXCELLENT, UM, NUMBERS IN THERE THAT HAD METRICS ON LOOKING SPECIFICALLY AT SUB POPULATIONS. UM JUST JUST REALLY GOOD THINGS. AND THEN THERE ARE SOME THINGS THAT I'M GOING TO GO OFFLINE AND I'M GOING TO SAY THERE ARE SOME THINGS THAT I REALLY QUESTIONED IF THEY WERE SORT OF WORTHY TO BE IN THERE, SO THE LAST THING THAT I'M GOING TO ACTUALLY ASK I'M GONNA ASK THE POLICY CHAIR NEXT TO ME, THE POLICY COMMITTEE CHAIR, UM AND THE ADMINISTRATION. BECAUSE I KNOW THAT THE COMMUNITY BASED ACCOUNTABILITY SYSTEM. WAS PASSED BY THE PREVIOUS BOARD. I WANT TO SAY AN 18 19, AND I MAY NOT HAVE THE YEAR QUITE RIGHT. BUT THE REASON I KNOW THAT IS BECAUSE I WAS ON THE C B L T ON A MIDDLE SCHOOL CAMPUS WHEN THAT STARTED, AND I HAD SOME CONCERNS WHEN AS A WAS CBL T USED TO BE THE CPAC. I HAD SOME CONCERNS ABOUT THAT AND I STILL HAVE SOME CONCERNS, AND IT COMES FROM B Q.

B LOCAL, MR HAMBLETON, IF YOU WANT TO WRITE THAT DOWN, AND SO I JUST I WOULD REALLY LIKE THE POLICY COMMITTEE TO CONSIDER LOOKING AT THAT. YOU KNOW, THERE ARE THINGS IN THERE LIKE THE HOPES AND DREAMS PROTOCOL CAMPUSES ARE SUPPOSED TO USE. AND I HAVE NO IDEA WHAT THAT IS BECAUSE I SAW NO MENTION AND MAYBE MAYBE I WASN'T READING WITH THE FINE TOOTH COMB THAT I SHOULD HAVE. AND SO I JUST WANT TO MAKE SURE THAT OUR STAFF AND OUR CAMPUSES ACTUALLY HAVE THE BANDWIDTH TO. TO IMPLEMENT WITH FIDELITY, THIS COMMUNITY BASED ACCOUNTABILITY SYSTEM THAT WAS PASSED BY THE PREVIOUS BOARD. I THINK THAT'S REALLY IMPORTANT FOR, UM THIS THIS BOARD AND MAYBE THAT IS ALSO PART OF FUTURE VISION AND PLANNING. BUT I DO THINK THAT THAT'S WORTH US LOOKING AT. THANK YOU. MISS DAY. I'M SORRY. I TOOK SO MUCH TIME ON THAT ITEM. THANK YOU, MR HANNAN. UM BUT I DO BELIEVE YOU'RE ALSO ON POLICY COMMITTEE. SO I'M PRETTY SURE YOU THE POLICY COMMUNITY WILL YEAH OH, WELL. WELL I THINK WE ARE IN GOOD HANDS. UM DR GILLIAM. THANK YOU. AND BASICALLY, I'M TALKING RIGHT NOW, JUST FOR THE RECORD, BECAUSE I DEFINITELY WANT ON THE RECORD, UH, DR J. J. ROBERTS UH AND WE, MISS HANNON SAID THE T I P T I P IS A TARGETED IMPROVEMENT PLAN. I'M SORRY NEXT. YEAH YEAH, I HAVE READING OFF THE 16 SEE? WHAT ARE YOU

[02:15:09]

TALKING ABOUT? THE SEA BASS. THE TPP IS NEXT. OKAY WELL, I'M TALKING ABOUT DR ROBERTS. OKAY SO I'M JUST TALKING ABOUT OKAY, SO SHE FITS ON BOTH. SOMEONE TALKED ABOUT HER ON THE ONE BEFORE, SO I'M TALKING ABOUT HER NOW. OKAY BASICALLY. OKAY. I'M GOING TO TALK ABOUT THE TARGET IMPROVEMENT PLAN. JUST IN THIS IS THE ROAD MAP TO SUCCESS. AND SO THE ONE THING THAT I HEARD ABOUT HEARD FROM DR ROBERTS NUMBER ONE. SHE SHE SPOKE THE WORDS SHE KNEW WHAT SHE WAS TALKING ABOUT. AND SHE KNOWS WHAT TO DO. SHE KNOWS WHAT IS GOING ON IN OUR CAMPUS AND THE ONE THING THAT I TRULY WOULD LOVE TO SEE WITH IN. THERE ARE SO MANY PRINCIPLES DOING THIS, BUT THEN AGAIN WHEN WE START TALKING, I WILL, UH, PIGGY BACK AGAIN ON MS HANAN, WHEN WE'RE LOOKING AT THE SEA BASS. YOU KNOW, WE NEED TO REALLY LOOK TO SEE IF WE COULD JUST HAVE ONE MEASUREMENT, ONE THAT WITH WHEN WE'RE LOOKING AT THE CAMPUS IMPROVEMENT PLAN AND DECIDING DO WE WANT TO DO THIS ONE OR THIS ONE AND HAVING A CHOICE? I WOULD REALLY LIKE TO SEE SOMETHING THAT EVERYONE UNDERSTANDS AND EVERYONE CAN HELP EACH OTHER AND I'M TALKING ABOUT THE PRINCIPLES AS WELL AS THE CAMPUS. BUT I JUST WANTED TO GIVE THAT ATTA BOY TO ADD A GIRL AT A WOMAN AT A PRINCIPAL, UH, TO DR J. J ROBERTS SHE NEEDED DID A FABULOUS JOB. THANK YOU. THANK YOU, DR GILLIAM, MISS JONES, SO I SPENT SOME TIME BEFORE THE DISTRICT BEFORE OUR MEETING LOOKING AT THE CAMPUS IMPROVEMENT PLAN, AND I WAS WILD BY DR ROBERTS. MY ONLY CONCERN.

I WOULD LIKE TO SEE THE SCHOOLS THAT ARE IN THE WILL A RICH FEEDER PATTERN TO COLLABORATE WITH THOSE PRINCIPLES AND GETTING THEIR CRP IS DONE TOGETHER BECAUSE IT IS, ALTHOUGH . DR ROBERTS IS RE MEDIATING SOME THINGS. THE KIDS AFTER WHO ARE COMING IN, SHOULD HAVE ALREADY HAD THOSE SKILLS. SO HER C I P SHOULD LOOK A LITTLE DIFFERENT FOR NEXT YEAR. AND I WOULD LIKE TO SEE THAT THOSE OUTCOMES COMING OUT OF MIDDLE SCHOOL AND ALSO ALSO OUT OF THE ELEMENTARY. I WOULD LIKE TO SEE THOSE PRINCIPLES COLLABORATE AND GETTING THEIR C I P S DONE.

TOGETHER SO THAT SO THAT THEY'RE ALL ON THE SAME PAGE AND WHERE THEY'RE SUPPOSED TO BE IN AND IN OBTAINING THOSE STUDENT OUTCOMES. SO THAT'S THAT'S MY ONLY ASK AND SAYING THOSE PRINCIPLES TO COLLABORATE. THANK YOU, MR JONES. THAT'S THAT'S A GREAT POINT. JONES. WE CAN GIVE SOME INFORMATION ABOUT THAT, BECAUSE CURRENTLY THE PRINCIPLES THAT ARE IN THAT FEAR PATTERN.

THEY DO COLLABORATE AND THEY DO WORK ON THE PLANNING. TOGETHER THEY HAVE SIMILAR PLANS, EVEN THOUGH WILLOW RIDGE HAS TARGETED IMPROVEMENT PLAN THAT WAS REQUIRED. WE HAVE CANVASES WITHIN THE FEEDER PATTERN THAT ALSO HAVE A LOCAL TARGETED IMPROVEMENT PLAN THAT WE'VE DEVELOPED. SO WE WORK WITH THOSE CAMPUSES TO TRY TO HAVE SOME ALIGNMENT BECAUSE WHAT YOU MENTIONED IS VERY IMPORTANT TO HAVE THE ALIGNMENT FROM ELEMENTARY MIDDLE THROUGH HIGH SCHOOL. YES YES, THAT'S VERY IMPORTANT. THANK YOU, DOCTOR. MANSA I DON'T SEE ANY OTHER QUESTIONS. I REALLY WANT TO SUPPORT OTHER COMMENTS FROM THE STATUS AND GREAT JOB. GREAT WORK FOR EVERYONE, AND THAT'S VOTE. MOTION PASSES 70. WHAT A GREAT JOB YOU GUYS HAVE DONE FOR CLP.

THANK YOU, EVERYONE. NEXT WE HAVE I HAVE A MOTION FOR 16 D. I MOVED THE BOARD TO APPROVE THE

[16.D. Targeted Improvement Plan: Consideration and approval of the Targeted Improvement Plan (TIP) required by Texas Education Agency for Willowridge High School.]

TARGETED IMPROVEMENT PLAN FOR THE 2023 24 SCHOOL YEAR AS PRESENTED SECOND, WE HAVE A MOTION BY DR GILLIAM SECOND BY MS MALONE. DO WE HAVE A DISCUSSION? I THINK WE ALL REALLY IMPRESSED BUT DOCTOR JD ROBERTS AND THE TIP. UM MR HAMBLETON. YES SORRY. OKAY UM, I THINK THE WHOLE BOARD WAGES REALLY SUPPORT AND WE GREATLY IMPRESSED. UM. DOCTOR JD ROBERTS. YOU HAVE DONE A GREAT JOB AND WE CAN'T THANK YOU ENOUGH. SO THAT'S A VOTE TO SHOW OUR SUPPORT. MOTION PASSES SEVEN. GREAT JOB. SO NEXT. CAN I HAVE A MOTION FOR ACTION? 16 E.

[16.E. 2023-24 Student Code of Conduct: Consideration and approval of the Student Code of Conduct for the 2023-24 school year.]

[02:20:05]

PLEASE I MOVED THE BOARD APPROVED THE 2023 24 STUDENT CODE OF CONDUCT AS PRESENTED BY DR MENSA. AS OF TODAY, I SECOND WE HAVE A MOTION BY MISS JONES. SECOND BY MR MALONE. DO WE HAVE A DISCUSSION? SO BEFORE WE BEFORE WE START DISCUSSION, I JUST WANT TO MAKE US A BRIEF STATEMENT. I REALLY WANT TO THANK YOU FOR DR WAY BACK AND THE ADMINISTRATION TEAM FOR WORKING WITH THE BOARD. UM, ON THIS DOCUMENT, ACTUALLY, A LOT OF PEOPLE. MAY NOT APPRECIATE THE DETAIL THAT GOES INTO THIS DOCUMENT. THERE'S A DIFFERENT VIOLATIONS, DIFFERENT LEVELS AND ALSO WE HAVE TO CONSIDER THE AGE OF THE STUDENTS. WE HAVE TO GIVE OPTIONS TO THE TEACHERS AT THE SAME TIME, WE DO WANT A CERTAIN DISCIPLINE WITH CONSEQUENCES. SO WE HAVE. WE WANTED TO GIVE A CLEAR INSTRUCTION, BUT ALSO WE WANT TO PROVIDE OPTIONS AND THE TRUST FOR THE TEACHERS AND THE PRINCIPAL DISEASE. VERY WE HAVE TO KEEP EVERYTHING BALANCED. SO IT'S PUTTING IN A LOT OF WORK, AND I WANTED I REALLY WANT TO THANK DR MANSA, DOCTOR WILBANKS AND IS LANGSTON AND ALSO OTHERS ON THE TEAM AND THEN FROM THE BOARD. MISS JONES, MISS MALONE AND MR HAMILTON'S PUT A LOT OF TIME AND HOURS INTO THIS, AND ALSO I WANTED TO MAKE SURE THE COMMUNITY UNDERSTAND THIS IS A COLLABORATION WORK. WE DO SUPPORT EACH OTHER ON THIS, LIKE THE BOARD AND THE ADMINISTRATION TEAM WITH SUPPORT EACH OTHER AND WE HAVE A COMMON GOAL IS TO IMPROVE THE OUTCOME OF THE STUDENTS. SO THAT BEING SAID, AND TO HELP THE TEACHER WITH THE CLASSROOM MANAGEMENT, SO WE DO WORK TOGETHER, AND I JUST WANT TO MAKE SURE THE COMMUNITY AND THE PEOPLE UNDERSTAND THAT SOMETIMES WE DO HAVE A DIFFERENT OPINION. BUT WE DO WORK TOGETHER . AND THEN THAT'S HOW WE CAN COME TOGETHER HAVE A BETTER PLAN FOR OUR STUDENTS. SO THAT MEANS SAID, I'M GONNA OPEN THE FLOOR.

SO MR HAMILTON'S YES. THANK YOU, MADAM PRESIDENT, SO JUST TO KIND OF CARRY ON AND WHAT I SAID EARLIER. SO I THINK SO. TO BE CLEAR. THIS IS NOT ANYTHING WITHIN THE DISTRICT. BUT I THINK SOME OF THE PRESSURE THAT'S SO THAT'S EXTERNAL TO THE DISTRICT. THAT'S THAT'S KIND OF PLACED ON SCHOOL DISTRICTS IN GENERAL. IS THAT THERE'S THE STATED EXPECTATION THAT WE TREAT THINGS IN A COLOR BLIND MANNER. BUT THEN, TO ME, IT'S ONLY LIP SERVICE BECAUSE THEN THERE'S ALSO PRESSURE NOT TO UM, USE ALTERNATIVES TO RACE WHEN WE WHEN WE DEAL WITH ISSUES IN SCHOOL DISTRICTS, AND SO WHAT? WHAT I MEAN SPECIFICALLY IS THAT I THINK THERE'S PRESSURE NOT TO TREAT POVERTY ISSUES AS POVERTY ISSUES BECAUSE SOME PEOPLE MIGHT IDENTIFY THAT AS AS AS INADVERTENTLY BEING BEING RACIALLY DRIVEN AND SO AND SO I THINK IN A LOT OF WAYS, WE, WE FAIL STUDENTS OF ALL RACES BECAUSE WE ASSUME THAT STUDENTS THAT ARE IN CATEGORIES THAT OVERALL HAVE LOWER POVERTY RATES . WE ASSUME THAT THEY DON'T NEED POVERTY SUPPORT WHEN SOMETIMES THEY DO. AND WE ALSO BECAUSE WE BECAUSE WE'RE TRYING TO AVOID CERTAIN NARRATIVES, WE DON'T ADDRESS THE UNDERLYING POVERTY ISSUE. UM AND GROUPS THAT DO HAVE HIGHER POVERTY RATES. AND SO ALL THAT TO SAY, I THINK, UM, I THINK THAT WE SO WE HAVE ALLEGATIONS THAT WE ARE ARE DISCIPLINING DIFFERENTLY BASED ON SKIN COLOR. WE HAVE THOSE THOSE ALLEGATIONS ACCUSATIONS FROM MULTIPLE DIRECTIONS. UM AND SO I THINK THE PATH OUT OF THERE A PATH OUT OF ONE OF THE KEYS TO THE PATH OUT OF THERE IS THAT ESPECIALLY AS I MENTIONED EARLIER, SO THE CAMPUSES WITH HIGHER POVERTY RATES. AH WE NEED TO ADDRESS THE UNDERLYING POVERTY ISSUES. I THINK EVERYBODY AGREES WITH THAT. UM BUT I, BUT I THINK IT'S JUST IT'S WORTH REITERATING THAT. UM AND JUST LIKE I SAID EARLIER, SO I THINK WE CAN AVOID A LOT OF THOSE ISSUES. IF WE IF WE CLEARLY SET THE EXPECTATIONS AND JUST LIKE, PROBABLY ALL OF US WHO ARE PARENTS WE DIDN'T HAVE TO. WE DIDN'T KNOW WE HAVE TO SET EXPECTATIONS ONCE WITH THEIR OWN KIDS, SO YOU EVENTUALLY GET TO THE POINT WHERE YOU DON'T HAVE TO ALWAYS EXPLAIN THE EXPECTATIONS. BUT EARLY ON, YOU HAVE TO CONSISTENTLY SET EXPECTATIONS. I JUST THINK THERE'S A THERE'S A HIGHER NEED FOR THE CLEAR EXPECTATIONS ON THE FRONT END AND THE CONSTANT AND CONSISTENT REPETITION OF THOSE EXPECTATIONS. AND SO I THINK THAT'S AN AREA WHERE WE CAN GROW AS A DISTRICT. UM AND THEN I ALSO THINK SO. WE'VE HAD CONVERSATIONS WITH WITH OTHER TRUSTEES. AND I THINK THE

[02:25:05]

THERE'S BEEN A LITTLE BIT OF A MINDSET THAT I READ LEAST A LITTLE BIT OF A MINDSET THAT WE'RE HELPING STUDENTS BY BEING SOFT ON DISCIPLINE ENFORCEMENT. AND BUT I THINK IN MANY CASES WE UNDER DISCIPLINE THE 1ST 2ND OR THIRD OFFENSE, AND THEN WE WIND UP WITH A KID WHO WHO DOES SOMETHING WHERE THERE'S NO DISCRETION IN THAT KID HAS TO GO TO THE ALTERNATIVE SCHOOL. AND I THINK AT LEAST SOME OF THOSE KIDS IF WE HAD IF WE HAD CLEARLY EXPLAIN THE EXPECTATIONS ON THE FRONT END AND THEN WIN, THOSE EXPECTATIONS WERE VIOLATED. WE CLEARLY INCONSISTENCY, CONSISTENTLY ENFORCED DISCIPLINE. UM THEN I THINK AT LEAST SOME OF THOSE KIDS WOULD NEVER END UP AT THE ALTERNATIVE SCHOOL. UM AND I THINK FROM A GENUINE DESIRE TO HELP THOSE KIDS WHERE WE THINK WHAT'S BEST FOR THE KIDS IS TO IS TO BE SOFTER ON THOSE ON THOSE DISCIPLINE CONSEQUENCES. SO ALL THAT TO SAY IT'S KIND OF WHERE I'VE COME FROM, BUT I JUST WANT TO SAY THANK YOU, DOCTOR, MINISTER. THANK YOU, DOCTOR. WHITBECK FELT LIKE WE'VE GOT TO A POINT. WHERE WHERE WE ARE READY TO MOVE FORWARD WITH THIS. UM AND SO I JUST WANT TO THANK YOU FOR THE TIME AND EFFORT THAT YOU PUT IN IN WORKING TO UNDERSTAND OUR CONCERNS. AND TO CHANGE THE CONCERNS TO REFLECT THE DESIRE OF THE BOARD. AND I HOPE THAT HOPE THE PARENTS AND STUDENTS AND TEACHERS, ESPECIALLY AND ALSO STAFF MEMBERS, WHO ARE CAMPUS ADMINISTRATORS, JUST DISTRICT ADMINISTRATORS WHO ARE INVOLVED IN THE IN THE DISCIPLINE PROCESS. I HOPE THEY UNDERSTAND WHAT WE'RE TRYING TO MAKE IMPROVEMENTS WERE ALL UP HERE WITH GOOD INTENTIONS, AND I HOPE I HOPE EVERYBODY UNDERSTANDS THAT THAT WE'RE STRIVING TO MAKE PROGRESS AS A DISTRICT AND WE'RE TRYING TO MAKE SURE WE HAVE THE RIGHT SOLUTION. TO CORRECT SOME OF THE PERSISTENT PROBLEMS THAT WE HAVE ON OUR CAMPUSES IN OUR DISTRICT. SO THANK YOU. MHM.

THANK YOU. 10 DOCTOR GILLIAM. I DON'T KNOW WHERE TO START. OKAY, HERE'S WHAT I HEARD. THAT WERE UNDER PRESSURE STATED EXPECTATIONS. I DON'T UNDERSTAND WHAT COLOR BLIND MATTERS AND ALTERNATIVE TO RACE. PRESSURE NOT TO TREAT POVERTY ISSUES AS POVERTY ISSUES. POVERTY SUPPORT QUOTATIONS. THAT WE DON'T ADDRESS. POVERTY ISSUES. WE BASE SOMETHING'S ON SKIN COLOR. WE AVOID ISSUES. AND I'M SPEAKING AS WE WERE SAYING THAT THIS IS HAPPENING IN OUR SCHOOLS WITH OUR LEADERS WHO ARE EDUCATED. AND WHO WORK WITH CHILDREN EACH AND EVERY DAY AND HAD A LOT OF THERE ARE MANY OF THEM THAT HAVE A LOT OF EXPERIENCE. THERE ARE QUESTIONS ARE HOW DO YOU SET EXPECTATIONS? I THINK HAVING A CONVERSATION WITH THE GROUP OF PRINCIPLES, THEY'LL TELL YOU HOW THE EXPECTATIONS ARE SET THAT WE HAVE A HIGHER NEED. AREA WHERE WE CAN GROW. I THINK WE CAN GROW EVERYWHERE. I DON'T KNOW WHAT A LITTLE BIT UNDER DISCIPLINE IS. I'M WONDERING WHY WE'RE NOT LOOKING AT DATA TO UNDERSTAND WHERE WE ARE. SO I COME TO THIS AND WITH I DON'T MEAN ANY DISRESPECT, BUT I THINK THIS IS ALL SPECULATION OF HOW WE LOOK AT THINGS AND WE HAVE TO BE VERY CAREFUL. ON THIS BOARD OF TRUSTEES. TO, UM, SPECULATE. THAT'S WHY WE ASKED FOR DATA. SO THAT WE CAN SEE. AND WE CAN UNDERSTAND. I HEARD SOME OF THOSE KIDS. WOULD NOT END UP. IN SOME OF THESE AREAS. SOME IS THAT COULD BE MY KID. SO I'M NOT UNDERSTANDING. I ALSO HEARD THE REFLECT THE DESIRE OF THE BOARD. AND I HOPE WE UNDERSTAND. WELL I DON'T UNDERSTAND. I'LL SAY THAT.

BUT WHERE IT IS, I DO WANT TO QUOTE FOR THE RECORD INHABIT IN THE MINUTES. THAT UM AM I CORRECT? THIS WASN'T A COMMITTEE THIS DAY. OKAY? IT WASN'T A COMMITTEE. BUT IT WAS THE TELL ME. HOW IS THERE A ARE YOU ALL ON? APOLLO? ARE YOU ALL ON A COMMITTEE SOMEWHERE? OKAY, SO HOW DID SO? BECAUSE LAST TIME WE HAD 1/4 REVOLT. AND SO THAT'S WHY WE HAD A DISCUSSION. SO I BECAUSE THE TOMA SO I CANNOT WE HAVE. WE CANNOT HAVE FOUR TRUSTEES. SO WE HAVE THREE. AND UM, THEY BECAUSE I BASICALLY WE WANTED TO WORK IT MORE EFFECTIVELY. SO THE THREE OF

[02:30:06]

THEM HAD A DISCUSSION. THEY SHARE THEIR IDEAS, AND THEN THEY HAVE THEY SHARE THEIR THOUGHTS WITH THE ADMINISTRATION TEAM. THAT'S HOW THREE OF THEM WORKED TOGETHER, AND I WORKED. UM SEPARATE WITH THE ADMINISTRATION TO GIVE MY INPUT. THAT'S THAT'S HOW THE THREE TRUSTEES WORKING ON THIS TOGETHER AND AGAIN. I'M BRINGING THIS. I'M NOT GOING TO, UM, LABOR THIS I PROMISE YOU BUT I DO WANT IT TO BE ON THE RECORD HOW THIS COMMITTEE FORMED. NOT THAT I'M NOT IN SUPPORT OF THE COMMITTEE. BUT I AM CONCERNED BECAUSE IT APPEARS TO ME THAT SOME DECISIONS WERE MADE BY THE COMMITTEE. PLEASE TELL ME IF I'M WRONG. AND UM, ABOUT THE CODE OF CONDUCT AND DISCIPLINE. AND PORTMAN, I S D. AND THERE ARE MANY DIFFERENT SCENARIOS THAT CAN BE PLAYED. COULD BE HAD AND IT CONCERNS ME AS A 34 YEAR. EDUCATOR 25 OF THOSE YEARS RIGHT HERE IN FORTMAN ICE TEA AND IS STILL PRACTICING. AH UH, EDUCATOR IN A NEIGHBORING DISTRICT. SO WHEN I'M READING THE BRIEF THAT WE HAVE, IT HAS CONSIDERATION FOR APPROVAL OF THE 2023 24 STUDENT CODE OF CONDUCT. AND TODAY IS OCTOBER THE 16TH AND I KNOW THAT WE NEED TO GET THIS DONE. ALSO THE DEPARTMENT OF STUDENT AFFAIRS. SO AM I CORRECT IN STATING THAT STUDENT AFFAIRS WOULD BE THE ONE THAT WOULD PROVING OR BRINGING THE CODE OF CONDUCT SEMI CORRECT. OKAY SO, UM, I DO WANT TO KNOW IF I'M INCORRECT BECAUSE I DO WANT THE MINUTES TO REFLECT THIS. SO WHEN I READ THIS, DOCUMENT IT IN A PARAGRAPH IT TELLS US THAT WE THAT THE ADMINISTRATION HELD MULTIPLE FOCUS GROUPS. IS IT ALRIGHT THAT I'VE READ THIS BEFORE I READ IT ON THIS SHEET. SOME OF THE WAYS THAT THIS CAME. IS THAT OKAY? BECAUSE I DON'T WANT TO BE OUT OF OUT OF ORDER SO TO ENSURE FLUID FLUID, FLUTED FLUIDITY THROUGHOUT THE ADMINISTRATION HELD THROUGHOUT THE ADMINISTRATION HELD MULTIPLE FOCUS GROUPS COMPRISED OF STUDENTS, PARENTS, COMMUNITY MEMBERS, PRINCIPALS, ASSISTANT PRINCIPALS. AND CAMPUS BEHAVIOR COORDINATORS. THE FEEDBACK GATHERED FROM THE STAKEHOLDERS WAS INSTRUMENTAL IN REVISING, REORGANIZING AND ADDING MORE CLARITY OF PROCESSES AND BURBAGE TO PROVIDE A MORE COMPREHENSIBLE STUDENT CODE OF CONDUCT. THE ADMINISTRATION HAS ALSO MADE SOME CHANGES BASED ON THE DEFINITIONS ENCODING UPDATES OUTLINED IN THAT TED'S APPENDIX C RELATED TO THE STATE DISCIPLINE DATA REPORTING. SO WHAT HAPPENS WITH THAT? I JUST WANT US TO. I WANT FOR THE FUTURE AS THIS CODE OF CONDUCT IS VOTED ON THIS THIS EVENING IS THAT I THINK IT'S IMPORTANT THAT IT IS ALSO ADDED THAT THERE WERE THREE BOARD MEMBERS ON THE COMMITTEE THAT PROVIDED ADDITIONAL INPUT TO SOME OF THE CONSEQUENCES THAT ARE PROVIDED. AND IF I'M OUT OF ORDER, THEN PLEASE CALL ME OUT OF ORDER. BUT I THINK THAT'S IMPORTANT BECAUSE THERE ARE TIMES THAT I SIT ON THIS BOARD NOW AND THERE WERE THINGS THAT HAPPENED PRIOR TO THE ARRIVAL OF ALL OF US THAT WE HAD TO LOOK UP AND THERE WERE DIFFERENT THINGS THAT WERE, UM MHM DECIDED UPON THAT WEREN'T NECESSARILY UM, ABOARD ACTIVITY.

BUT AGAIN, UM WHERE I AM? BECAUSE I KNOW THAT WE NEED TO MOVE ON. THANK YOU, DR MENSA.

FOR ALL OF YOU ALL THAT YOU'VE DONE, AND YOU HAVE, UH, LISTEN TO THE BOARD MEMBERS. THE TRUSTEES ON WHAT ITEMS NEED TO BE, UM DISCUSSED OR WHAT HAVE YOU? I'M BEING VERY CAREFUL WITH MY WORDS. BUT I VOTE FOR THIS TONIGHT WITH RESERVATION. I JUST WANT THAT TO BE ON THE RECORD.

I'M VERY CONCERNED AS FAR AS. WHEN WE'RE LOOKING AT THE CODE OF CONDUCT AND I'M GONNA STOP EVERYBODY THERE. THANK YOU. THANK YOU, DR GILLIAM. I JUST WANNA TO CLARIFY THERE IS NO COMMITTEE. UM IT REALLY THERE IS NO COMMITTEE. SO UM IT JUST BECAUSE BECAUSE THE MEMBERS BOARD MEMBERS WHO VOTED NO LAST TIME. AND I THINK IT'S IMPORTANT FOR THEM TO SHARE THEIR THOUGHTS , UM, TO RAISE THE ADMINISTRATION, BUT THAT DOESN'T PREVENT ANY OTHER MEMBER TO SHARE THEIR THOUGHTS AS WELL. SO THAT'S THE REASON WE HAVE TOMA BECAUSE TO AVOID THE MAJORITY OF

[02:35:01]

THE BOARD MEMBER HAVE DISCUSSION TO COME UP WITH CONSENSUS. SO TODAY WE STILL DON'T KNOW HOW THE VOTE'S GOING TO BE EVERYBODY'S STILL VOTING BASED ON INDIVIDUAL BASIS. THEY JUST PROVIDED INFORMATION. UM YOU KNOW, COLLAB COLLABORATIVE LEE, SO IT'S REALLY NOT A COMMITTEE.

I JUST WANT TO MAKE SURE WE UNDERSTAND THAT. SO THAT MEANS SAID, WE HAVE HAD SOMETHING TO THAT MADAM PRESIDENT AND THANK YOU FOR THE CORRECTION, SO THE THREE BOARD THE THREE TRUSTEES.

THAT WERE I WOULD HAVE LOVED TO HAVE BEEN PART OF THAT. BUT WE CAN'T DO THAT, BECAUSE THEN IT WOULD BE VIOLATION OF TOMA. SO I HEAR WHAT YOU SAY. AND AS ANYWAY , YOU KNOW, IT'S THESE ARE THE HOW THEY WERE SELECTED TO BE TOGETHER. I KNOW THAT I COULD NOT. IT'S NOT A COMMITTEE, BUT I CAN'T GO AND TALK TO HIM. SO IT IT'S NOT A SELECTED, FOR EXAMPLE , LIKE BECAUSE THEY VOTED WITH FOUR OF US VOTED NO LAST TIME AND THEN THAT'S VERY NATURAL FOR THE ADMINISTRATION WANTS TO UNDERSTAND. WHY WE BOTH DIDN'T KNOW WHAT KIND OF YOU KNOW WHAT CHANGES WE WANTED TO MAKE.

BECAUSE THOMAS SO WE CAN'T DO IT AS A GROUP OF FOUR. THAT'S WHY TO MAKE THINGS MORE EFFECTIVELY.

THAT'S WHY THEY THREE OF THEM HAD A DISCUSSION AND SEE WHERE THEY ARE AT BUT DOESN'T MEAN THAT'S A COMMITTEE. SO I TOTALLY UNDERSTAND THAT SO WE'RE HAVING THE CONVERSATION NOW WHEN YOU'RE TALKING ABOUT THREE BOARD MEMBERS AND YOU'RE TALKING TO ADMINISTRATION THAT'S REALLY HARD AND I'M GONNA I'M JUST GONNA SPEAK FRANKLY, IT'S REALLY HARD FOR THREE BOARD MEMBERS TO MEET WITH ADMINISTRATION. AND WE ARE. CONSISTENTLY REFERRED TO AS THE AS DR, WHICH BACKS BOSSES THAT SHE HAS SEVEN BOSSES, AND SO WHAT? I'M SAYING, IT'S KIND OF HARD TO SAY YOUR OPINION AND NOT NECESSARILY CHANGE SOMETHING IN A DOCUMENT. AND UM, I DON'T KNOW IF THERE'S ANYTHING DIFFERENT THAT WE COULD HAVE DONE. UM. IF WE NEEDED TO LOOK AT SOMETHING. I KNOW THE FIRST I HAD ACTUALLY VOTED AGAINST. AND THE REASON I VOTED AGAINST THE CODE OF CONDUCT THAT TIME WAS BECAUSE I COULD SEE THAT THERE WERE A LOT OF QUESTIONS THAT STILL NEEDED TO BE ANSWERED, HOWEVER, WHEN IT GOT TO THE SECOND TIME, I FELT THAT ALL THE ANSWERS HAD BEEN THAT EVERYTHING THAT WAS THERE. WE HAD ALREADY HAD THAT CONVERSATION, AND THEN WE CAME BACK TO IT. AND THEN ALL OF A SUDDEN, WE, YOU KNOW, THERE'S JUST A GROUP THAT'S SAID NO. AND. THERE ARE CHANGES THAT ARE THERE THAT WE ARE LOOKING AT RIGHT NOW, AND I DO BELIEVE THAT IT WILL PASS. AND I'M GOING TO VOTE FOR IT. AND I'M VOTING WITH RESERVATION. BUT I'M VOTING FOR IT BECAUSE I UNDERSTAND THAT WE DO HAVE A CODE OF CONDUCT THAT WE NEED TO MOVE FORWARD. AND I JUST WANTED AGAIN STATE FOR THE RECORD THAT, UM, THERE IS DEFINITELY WE HAD EXTRA PEOPLE OTHER THAN WHAT IS ON THE SHEET.

WE HAD BOARD MEMBERS TO PROVIDE FEEDBACK. YES WE DID. WE DID. WE DID HAVE A BOARD MEMBER TO PROVIDE STATE AND I'M CONCERNED. AND MR MR HAMEL TONIGHT I AM CONCERNED FROM I PROBABLY WOULDN'T HAVE SAID WHAT I SAID, BUT THERE ARE SOME THINGS THAT YOU SAID THAT I'M CONCERNED ABOUT THAT. THAT'S THAT'S PERFECTLY FINE, DOCTOR. I MEAN, YOU'RE APPRECIATE YOUR TIME.

YEAH NO. PLEASE FORGIVE ME FOR NO, THERE'S NOTHING TO THIS, BUT I THINK IT'S EXCEPTIONALLY IMPORTANT. YES, I AGREE, AND THERE'S NOTHING TO BE FORGIVEN. I THINK EVERYONE IT'S GREAT TO HAVE THIS OPEN DISCUSSION. BECAUSE THIS IS ONLY OPPORTUNITY. WE CAN HAVE THE DISCUSSION LIKE THIS. AND EVERYONE SHOULD HAVE THE OPPORTUNITY TO EXPRESS THEIR CONCERNS. BUT HOPEFULLY MAYBE NEXT YEAR WE SHOULD HAVE PLANNED AHEAD OF TIME. HOPEFULLY WE CAN HAVE A BETTER SOLUTION AND HOW CAN WE REACH AGREEMENT TO? I MEAN, I THINK WE ALL WORKED TOGETHER. UM TO MAKE THAT HAPPEN . SO WE HAVE NEXT. WE HAVE, UH, MISS MALONE. OH, YAY! THE NEXT CARD. ALRIGHT UM SO. HMM A FEW THINGS. ONE I WANT TO ACKNOWLEDGE A FEW THINGS.

SPEAKING OF DATA, SO I WANT TO ACKNOWLEDGE THAT EARLIER THIS EVENING WE VOTED ON THE DISTRICT IMPROVEMENT PLAN AND I INDICATOR 2.6. WE REFERRED TO, UM THAT FBI STEVE WILL DECREASE THE PERCENT OF STUDENTS REPORTED BEING PICKED ON OR BULLIED FROM 45 TO 40% AND I'LL SAY THAT SOME OF

[02:40:04]

THE CHANGES WITHIN THE STUDENT COULD HAVE CONDUCT THAT ARE IN THERE. NOW THERE'S A LITTLE BIT MORE SUBSTANTIAL CONSEQUENCES FOR BULLYING AND, UM, THAT WE REALLY DO WANT TO. SUPPORT THE CAMPUSES. WE WANT TO SUPPORT. UM THE TEACHERS, THE CLASSROOM AND THIS WE WANT TO SUPPORT THE STUDENTS IN A PRODUCTIVE LEARNING ENVIRONMENT. AND SO I HOPE I KNOW THAT WHEN WE READ THOSE STUDENTS SURVEYS THAT WAS SOMETHING THAT FOR ME, I WAS TAKEN ABACK AND I THINK MANY OF US WERE THAT WAS HARD TO DIGEST BECAUSE WE'VE ALL PROBABLY EXPERIENCED BEING BULLIED AT ONE POINT OR ANOTHER IN OUR LIFE, AND IT'S NOT FUN. AND WHEN YOU'RE AN ADOLESCENT OR A CHILD WHO DOESN'T HAVE THAT EXECUTIVE FUNCTIONING AND BEING ABLE TO REMOVE YOURSELF FROM THE SITUATION BECAUSE YOU'RE IN IT ALL THE TIME AND URINE IN CLASS. THAT'S CHALLENGING, SO I APPRECIATE THOSE, UM MHM. THERE IT IS DISCIPLINARY MEASURES THAT ARE BEING TAKEN FOR THAT. I ALSO WANT TO MENTION THAT PRINCIPLE MUSEUMS EARLIER AS WE WERE LOOKING AT THE DISCIPLINE DATA DISTRICT WINE TALKING ABOUT HOW THEY CALIBRATE ON THE CAMPUS, AND THEY HAVE CONSISTENCY.

WHETHER YOU'RE BROWN VERSUS SMITH, ETCETERA. I TREMENDOUSLY APPRECIATED HER GOING TO THAT LEVEL AND SHARING HOW IT'S ACTUALLY IMPLEMENTED ON THE CAMPUS, AND I UNDERSTAND THAT ON HER CAMPUS. IT MIGHT LOOK A LITTLE BIT DIFFERENT THAN ANOTHER CAMPUS, BUT KNOWING THAT STUDENTS ARE TREATED FAIRLY AND ADEQUATELY, THAT IS AN EQUITABLY THAT IS SO INCREDIBLY IMPORTANT TO ME, AND I REALLY APPRECIATED HER GOING INTO THAT DETAIL. AND I SAVED THAT FOR NOW. UM AND SO ULTIMATELY I GUESS WHAT THIS BOILS DOWN TO ME. AS I TRULY BELIEVE THAT HIS STUDENT COULD HAVE CONDUCT HIS RULES OF ENGAGEMENT, AND I MENTIONED THAT SEVERAL MONTHS AGO IN AUGUST ON THIS IS HOW WE'RE GOING TO BEHAVE. THIS IS WHAT WE EXPECT. THIS IS THIS IS THE TERMS AND THE BOUNDARIES. AND I THINK, UM NOW I THINK I KNOW THAT THAT ACCORDING TO FAITH, FREE APPROPRIATE PUBLIC EDUCATION, THAT THIS IS THE LEGAL ENTITLEMENT TO ALL STUDENTS TO HAVE ACCESS TO PUBLIC EDUCATION, AND IT IS IMPERATIVE THAT OUR TEACHERS HAVE THE CLASSROOM MANAGEMENT AND THE SUPPORTS BY OUR ADMINISTRATION TO ENSURE THAT THEY CAN ADEQUATELY PROVIDE HEALTHY ENVIRONMENT FOR OUR STUDENTS TO NOT JUST BE THERE BUT TO PERFORM FOR THEM TO LEARN TO FOR THEM TO GROW THE WHOLE CHILD AND ALSO THAT WE HAVE FOCUSED ON RETAINING OUR TEACHERS AND THAT THEY KNOW THAT THEY'RE SUPPORTED BECAUSE WE KNOW RIGHT NOW THAT THAT'S AN ISSUE NOT JUST IN FORT BEND, NOT JUST IN OUR COUNTY, NOT THE STATE, BUT IT'S A NATIONAL ISSUE , AND I HOPE THAT OUR PARENTS RECEIVED THIS AND THAT THEY SUPPORT US AND THAT WE CAN COLLABORATE TOGETHER ACT AS THAT VILLAGE THAT SUPPORTS THE KIDDOS. UM IN. DO BETTER. THAT'S REALLY WHAT IT BOILS DOWN TO IS JUST DOING BETTER. AND SO I WANT TO. I WANT TO ACKNOWLEDGE DR KWABENA MENSAH AND THANK YOU FOR THE UPDATE THIS AFTERNOON, ALTHOUGH I WAS TAKING A BACK BY IT IMMEDIATELY. I APPRECIATED YOUR EXPLANATION. I APPRECIATE YOU GOING AND SPEAKING OF WORKING AND COLLABORATING WITH STAFF WITH WITH STAFF AND WHOMEVER ELSE, I'M SURE YOU HAD.

UM FOLKS WHO CONTRIBUTED AND WEIGHED IN ON THAT. AND YOU, YOU KNOW YOU WERE THE VOICE BEHIND ALL OF IT, AND WHETHER IT'S YOU OR MR KOBE WILBANKS PARTICIPATION ON THAT OR EVEN THE BOARD'S ATTORNEY FOR THE TRUSTEES WHO ARE INVOLVED AND FOR EVERYONE FROM THE VERY BEGINNING, AS FAR AS WHAT WE WHAT WAS REFERRED TO AND WHAT DR GILLIAM JUST MENTIONED WITH HAVING THE STAKEHOLDERS IN THE PARENTS AND ALL OF THE FEEDBACK. I GENUINELY BELIEVE THAT THIS NOW INCORPORATES ALL OF THAT. IS THIS 100% WHAT I WOULD I WOULD DO? NO BUT IT'S A COLLABORATIVE EFFORT THAT'S TAKEN FROM ALL OF THESE VARIOUS STAKEHOLDERS. WHERE DID IT TAKE US LONGER TO GET FROM POINT A TO POINT B? ABSOLUTELY BUT HOPEFULLY WE'VE HAD MORE VOICES WHO HAVE CONTRIBUTED AND WEIGHED IN AND THAT THIS IS SOMETHING WE CAN MOVE ACROSS THE FINISH LINE AND I GENUINELY HOPE THAT IT SUPPORTS OUR CLASSROOMS IN A POSITIVE WAY, AND I ALSO I DIDN'T MENTION THIS YET. BUT I ALSO WANT TO THANK DR WHITBECK FOR THAT FOR COORDINATING AND, YOU KNOW, HAVING STAFF WORK WITH US, AND ALSO WEIGHING INTO THAT IT'S EVERYONE FROM THE TOP ALL THE WAY. ACROSS THE BOARD, AND I THINK WE'RE JUST TRYING TO DO BETTER, AND I HOPE IT IS BETTER.

AND SO, DR GILLIAM I JUST DIDN'T KNOW I WAS GETTING YOU KNOW, AS PART OF THIS, IT WASN'T TO EXCLUDE YOU OR ANYONE ELSE. THAT IS FOR SURE THAT THIS IS INTENDED BELIEVED TO BE A COOPERATIVE COLLABORATIVE EFFORT TO GET THE BALL ACROSS THE FINISH LINE AND TO SUPPORT ALL

[02:45:01]

STATE QUOTE ALL STAKEHOLDERS IN F B I S D. THANK YOU FOR ALL THAT HAVE PARTICIPATED. THANK YOU, MR MALONE, MISS HANNAH. THANK YOU. UM WELL, I WAS THE ONLY ONE THAT VOTED TO MOVE FORWARD WITH THIS THE FIRST TIME IT WENT AROUND AND THE REASON I WAS AND I EXPRESSED MY, UM, CONCERN ABOUT TRYING TO PRESCRIBE TO OUR PRINCIPLES WHAT THEY SHOULD DO WITH KIDS. AND SO , UM UH, UH, FOR THE RECORD, I WANT TO SAY I. I DO AGREE WITH THE INFORMATION THAT CAME OUT TODAY WHERE THE WORDS MAY BE USED. IN ADDITION TO OTHER ACTIONS NOT ALONE. I SUPPORT THAT LANGUAGE BEING REMOVED. BECAUSE WE WANT WE WANT FOLKS TO TEACH OUR KIDS THE RIGHT THING TO DO NOT JUST DOLE OUT CONSEQUENCES. I HAVE THIS. I STILL HAVE A QUESTION BECAUSE I AM READING. IT SAYS BOLD ACTIONS INDICATE THE RECOMMENDED DISCIPLINARY CONSEQUENCE FOR THE OFFENSE. DOES THE WORD RECOMMENDED MEAN MANDATORY OR REQUIRED? SO IF THERE IS A BOLD BOX, FOR INSTANCE, I'M ON THREE THROUGH FIVE. ANYBODY HAS THEIR BOARD BOOK ONLINE. I'M ON PAGE 2 14. ON THREE THROUGH FIVE LEVEL TO OFFENSE. I JUST WANT TO MAKE SURE I'M UNDERSTANDING. FOR EXAMPLE, BULLYING IS BOLD ID. I AM. ALL ABOUT REDUCING BULLYING. BUT I WANT TO BE CLEAR OR CYBERBULLYING OR DISRUPTIVE BEHAVIOR. THOSE THREE HAPPENED TO BE BOLD ID. THAT IS A RECOMMENDED CONSEQUENCE, AS ARE THE OTHER ONES BECAUSE THEY HAVE CHECKED THEIR WELL. THEIR CHECK MARKS RIGHT THAT YOU COULD DO IT . I WANT TO BE CLEAR THAT THE CHECKMARK THE BOLD ID CHECK MARK. IS A RECOMMENDATION AS A FIRST STEP, NOT A MANDATORY OR REQUIRED FIRST STEP. SO THAT MOLDED STATEMENT. MS HANAN, THE BOLTED BOX INDICATES THAT THAT IS THE STARTING POINT FOR DISCIPLINE. SO THAT IS THE DEFAULT. IF YOU WILL WEAR A PRINCIPLE SHOULD START SO IT IS REQUIRED ABSENT MITIGATING CIRCUMSTANCES. E P. OKAY SO HERE IS THE PROBLEM THAT I HAVE. IT'S NOT RECOMMENDED. IT'S REQUIRED. IT'S MANDATORY. IS THAT WHAT I'M UNDERSTANDING? IF IT IS IN A BOLTED BOX. IT IS THE MANDATORY FIRST CONSEQUENCE THAT HAPPENS. AND THEN YOU CAN USE THE SCHOOL AND THE OTHER ITEMS. IS THAT CORRECT? YOU CAN USE IN A SENSE, YES, YOU CAN USE THAT. IT SHOULD START AT I S S I WANT TO KNOW NOT SHOULD MUST THEY IF ANYBODY IS BULLYING FIRST TIME, REGARDLESS OF THE LEVEL OF BULLYING OR DISRUPTIVE BEHAVIOR. IS IT REQUIRED OR MANDATED THAT THE CHILD MUST GET? I S S IN THE SENSE YOU'RE ASKING IT IS. YOU'RE ASKING A LAWYER, SO I'M GOING TO GIVE YOU THE DID IT. OKAY SO CONFUSED. OKAY SO AS A LAWYER, I'M GOING TO TELL YOU I HAVE A PROBLEM WITH THIS BECAUSE WHEN I READ WHAT THAT IS GOING TO SAY NOW, IT SAYS THE BOLD ACTION INDICATE THE RECOMMENDED DISCIPLINARY CONSEQUENCE FOR THE OFFENSE RECOMMENDED AND I COULD PROBABLY PULL UP. WEBSTER'S DICTIONARY IS A VERY DIFFERENT WORD. THEN REQUIRED OR MANDATED.

AND SO THE REASON THAT I HAVE A PROBLEM WITH THIS IS BECAUSE IF WE WANT TO IMPROVE FIDELITY OF IMPLEMENTATION OF OUR BEHAVIOR PLAN OR OR BEHAVIOR EXPECTATIONS . IT HAS TO BE IN SUCH A WAY THAT IT'S WRITTEN WHERE PEOPLE CAN ACTUALLY IMPLEMENTED WITH FIDELITY. BUT AS A I MEAN, OR IS THIS JUST GOING TO BE A TRAINING PIECE THAT WE'RE GOING TO TELL THEM RECOMMENDED REALLY MEANS REQUIRED A MANDATED BECAUSE AND. THERE. THERE ARE HILLS THAT I WILL DIE ON, AND I HAVE A FEELING IT WILL PASS ANYWAY, BUT I DON'T THINK WE ARE BEING VERY FAIR TO OUR PRINCIPLES AND OUR ASSISTANT PRINCIPALS WHO HAVE TO IMPLEMENT THESE PLANS ON THERE. ON THEIR DISTRICT. AND SHOULD THIS HAVE BEEN APPROVED MONTHS AGO? YES, AND WE WE'VE LEARNED FROM FROM WHERE WE ARE, UM SO.

[02:50:01]

MR WILBANKS. I WANT TO BE SURE I UNDERSTAND. IN THE BOWL DID BOXES THAT IS A MANDATORY REQUIRED FIRST STEP. I LOVE THE WAY YOU SAY THAT A MANDATORY REQUIRED FIRST STEP THERE IS THAT THAT TELLS A PRINCIPLE WHERE TO START AND THEN TO CONSIDER THOSE MITIGATING FACTORS AND THOSE OTHER EXTENUATING CIRCUMSTANCES, THEY COULD EITHER INCREASE THAT OR THEY COULD FALL BACK TO THE SCHOOL BASED TRACKS. I WOULD LIKE OUR PERSON THAT TAKES OUR NOTES TO MAKE SURE THAT THAT IS DOCUMENTED THAT IT EVEN THOUGH WE ARE USING THE WORD RECOMMENDED. FOR THOSE BOLD IN BOXES THAT THE BOLD ID BOX IS A REQUIRED MANDATED ACTION THAT THE PRINCIPLE MUST TAKE. AS THE FIRST STEP, THEN THEY CAN USE THE OTHER STRATEGIES IF THEY LIKE. AND, UM. I HAVE A PROBLEM WITH THAT BECAUSE I ONLY HAVE ONE KID IN MY HOUSE. BUT I TAUGHT LOTS OF THEM. AND I KNOW THAT NOT EVERY KID. YOU KNOW WHAT DO I GET? I S S OH, MY GOSH . I'M SO HAPPY TO BE OUT OF THIS TEACHER'S CLASS. IF THAT DOESN'T WORK FOR EVERY KID, THERE IS SOME OTHER ALTERNATIVE STRATEGY THAT IS GOING TO BE BETTER FOR SOME KIDS THAN I S S. AND IF YOU READ A LITTLE RESEARCH ABOUT I S S AND O S S. THEY'RE NOT MAGNIFICENTLY. UM. BRILLIANT IN IMPROVING BEHAVIOR. THANK YOU, MR. THANK YOU, MR HANNAN. MR GARCIA. THANK YOU, MADAM PRESIDENT. I'LL BE BRIEF. UM SO I DIDN'T WANT TO. WELL DR GILLIAM, WHERE DID SHE GO? I DO WANT TO BRING UP THAT AFTER THE CODE OF CONDUCT DID NOT PASS THE SECOND TIME AROUND. I DID REMEMBER GETTING AN EMAIL FROM DR MENSAH SAYING, HERE'S A HERE'S THE CODE OF CONDUCT. IF YOU HAVE ANY RECOMMENDED CHANGES, PLEASE REPLY. SO THERE WAS AN OPPORTUNITY FOR US, UM, TO WORK WITH ADMINISTRATION OUTSIDE OF THE THREE THAT HAD VOTED AGAINST IT. UM UM, THREE OF THE ONES THAT HAD VOTED AGAINST THE PREVIOUSLY SO UM, I KNOW THAT THIS I THINK I'LL PROBABLY FIGURED OUT THAT, UM, WHERE THIS THIS FOR US? WE'RE NOT A THAT'S THE WAY IT'S ALWAYS BEEN DONE. BOARD FIGURE THAT OUT BY NOW. BUT IT'S BEEN A VERY INTERESTING PROCESS AND HAS BEEN A LEARNING PROCESS AND I FEEL LIKE NOW WE'RE FINALLY AT A PLACE WHERE AND WE'RE IN IT.

IT'S A IT'S AN EVER EVOLVING PROCESS. SO I DO SEE A LOT OF POSITIVITY FROM THE WAY THAT WE'RE WORKING TOGETHER A LOT MORE THAN SEVERAL MONTHS BACK, SEEING HOW THIS DOCUMENT HAS HAS EVOLVED, AND IT'S BEEN ONE THING FOR US WHEN WE STARTED FROM FROM THIS POINT NOW AND I GIVE PRESIDENT DALE OUT OF CREDIT FOR FORGIVING UM. LEEWAY AND FLEXIBILITY AND GETTING EVERYBODY TRYING TO GET EVERYBODY ON THE SAME PAGE AND WORKING TOGETHER BECAUSE I THINK THAT'S REALLY WHAT IT'S ALL ABOUT. SO UH, DR MANSON, THIS HAS BEEN A PROCESS FOR YOU AND YOUR TEAM, AND I WANT TO SAY THANK YOU FOR ALL OF OUR EFFORTS. UM THE CODE OF CONDUCT.

YOU KNOW, IT IS LIKE I SAID, IT'S A IT'S A LIVING BREATHING DOCUMENT. IT WILL CHANGE NEXT YEAR. MY ONLY ASK IS THAT UM AND I KNOW THE REASON WHY WE GOT IT WHEN WE GOT IT WAS BECAUSE OF THE LEGISLATIVE SESSION, AND THERE WAS LAWS THAT ARE SORT OF SORT OF ASSOCIATED TO BUT WE CAN STILL GET IT. THEY'RE IN THE DURING THE SUMMER. AND THEN IF WE NEED TO MAKE CHANGES SO I THINK THAT WHEN WE HAVE BIG ITEMS, YOU KNOW WE'VE BEEN DOING WORKSHOPS AND THINGS LIKE THAT.

THOSE HAVE BEEN VERY HELPFUL FOR US AND WE MEET PROBABLY WHOLE LOT MORE THAN WHAT FOLKS SEE HERE ON THE SCREEN AND WE'RE MEETING AND WE HAVE ONE ON ONES AND WE HAVE WORKSHOPS AND WE MEET PROBABLY MORE THAN MOST SCHOOL DISTRICTS AND IN THE IN THE STATE OF TEXAS, SO A LOT OF FOLKS DON'T KNOW THAT. BUT I'M I'M ALL FOR YOU KNOW, HAVING THESE WORKSHOPS THAT WE'VE HAD LIKE LAST WEEK ON THE ON THE DISTRICT IMPROVEMENT PLAN, CAMPUS IMPROVEMENT PLAN JUST REALLY HELPS GIVE US THE INFORMATION THAT WE NEED TO MAKE THE RIGHT DECISIONS FOR THE COMMUNITY. SO I JUST WANT TO THANK EVERYBODY FOR THEIR EFFORTS AND THANK YOU, PRESIDENT DAY FOR YOUR LEADERSHIP. THANK YOU, MR GARCIA, MISS JONES. THANK YOU, MADAM PRESIDENT. UM.

I'VE HEARD A LOT ON THIS DIETS AND I KNOW MY PARENTS ARE WATCHING. SO I'M GOING TO WATCH WHAT I HAVE TO SAY, BECAUSE MY PHONE IS PROBABLY BLOWING UP OVER HERE. BUT I AM SO GRATEFUL.

TO DR MENSAH AH, TO CHRIS TO QUESTION DAVID, HIS TEAM FOR WORKING WITH US. YOU KNOW, IT WAS A JOURNEY THAT WE ALWAYS DIDN'T AGREE. WE ALWAYS DIDN'T SEE SEE THE SAME THINGS, BUT WE

[02:55:09]

WERE ABLE TO COME TOGETHER EVEN IN OUR LAST MOMENTS OF SAYING, OKAY? THIS IS WHAT WE WANT TO MOVE FORWARD. I LIKE THE WAY THAT TRUST HIM ALONE HAS SAID THAT THIS IS THIS TELLS US HOW WE ENGAGE AND THIS IS THE MOST IMPORTANT ASPECT OF HOW WE ENGAGE OUR STUDENTS. IS IT PERFECT? NO BUT IT IS A WORK IN PROGRESS HAVING A CODE OF CONDUCT. IS AN EXPECTATION FOR ALL STUDENTS, NOT FOR CERTAIN STUDENTS, NOT FOR CERTAIN STUDENTS TO BE EXEMPT, BASED ON DEMOGRAPHY. AND I'LL SAY IT FOR THE RECORD. THERE ARE GROUPS THAT DO NOT WANT CERTAIN GROUPS DISCIPLINING THEIR CHILDREN, AND THAT'S WHAT IT ALL BOILS DOWN TO. BUT THIS CODE OF CONDUCT DOES NOT. FAVOR ONE GROUP OR THE OTHER. IT IS A STANDARD FOR WHICH TEACHERS AND ADMINISTRATORS ARE TO ADHERE TO AND TO GO BY. AS FAR AS UM WHAT WE SHOULD OR SHOULD NOT DO AS IT RELATES TO NOT SO POSITIVE BEHAVIORS BY STUDENTS AND SO. AS I'M SAYING THIS, AND I'M THINKING ABOUT THIS. UH IT'S A WORK IN PROGRESS. YOU KNOW, AS WE MOVE FORWARD, MAYBE WE CAN COME BACK IN THE SPRING AND MAKE A FEW OTHER CHANGES OR SEE WHAT WORKS. WHAT DOESN'T WORK? BUT AT THE END OF THE DAY IT'S ABOUT OUR KIDS, YOU KNOW, PROTECTING OUR KIDS AND ALSO TEACHING THEM THOSE PRO SOCIAL BEHAVIORS SO THAT WHEN THEY DO BECOME ADULTS. IT'S NOT AN ISSUE OF POVERTY IS NOT AN ISSUE OF RACE. IT'S AN ISSUE OF BEHAVIOR AND KNOWING HOW TO ACT AS AN ADULT. SO HAVING THAT SAID, CAN WE PLEASE VOTE? THANK YOU, MR JONES. BUT NOT YET, MISS HELEN. UM I WOULD JUST I APPRECIATE MR GARCIA SORT OF MAKING THE CALL FOR GETTING THIS EARLIER. UM NEXT YEAR, I THINK JUNE WOULD BE GREAT. UM AND AS PART OF THAT REQUEST, I WOULD ACTUALLY LIKE THIS TO BE IN THE MINUTES. IF THERE IS ANY WAY THAT THE BOARD COULD HAVE UM , MAYBE SOME FEEDBACK FROM THE PRINCIPLES. UM I'M GUESSING THIS IS GOING TO PASS THAT I WOULD REALLY LIKE SOME FEEDBACK FROM THE PRINCIPLES. UM JUST ABOUT THE LEVEL OF CLARITY AND DID THIS HELP WITH FIDELITY? UM YOU KNOW, AND DID THEY SUPPORT THE PRESCRIPTIVE NATURE OF UM THE. RECOMMENDED BOLD ID BOXES. THAT WOULD BE VERY HELPFUL. THANK YOU. THANK YOU, MR HANNAN. UM I JUST WANT TO SEE VERY FEW WORDS.

I REALLY WANTED TO AGREE WITH MISS JONES. I MEAN, I READ IT BACK TO BACK. UM IS I 100% AGREE WITH THIS. I CANNOT SAY THAT. I THINK IT'S PROBABLY SAME TO ALL OF US. BUT THIS IS, UH, RADIO COMPROMISE. PANDA EATS COMMON GROUND, AND THEN THIS SEASON LEARNING CURVE FOR THE BOARD AND ALSO FOR THE STAFF OF HOW WE WORK TOGETHER IN THE FUTURE, AND ESPECIALLY NEXT YEAR, SO THAT BEING SAID, I DO APPRECIATE EVERYONE'S WORK, AND I JUST WANT TO MAKE SURE NEXT TIME IF WE HAVE A SIMILAR SITUATION, DR GILLIAM PLEASE REACH OUT TO ME. I'M AFRAID, AGENT. I WAS JUST BY MYSELF. IF YOU COME TO ME, YOU AND I, WE CAN BE A GROUP. SO I JUST DON'T WANT ANYONE SITTING ON THE SKY. IT'S FEEL THERE'S A SMALL GROUP AND YOU'RE YOU'RE NOT PART OF IT. IF THAT'S HAPPENED, LIKE ON ME, SO I APOLOGIZE IF I MAKE ANYONE FEEL LEFT OUT, BUT NEXT TIME, PLEASE FEEL FREE TO CALL ME AND LET ME KNOW. AND WE CAN FIND A SOLUTION FOR THAT. SO MORE IMPORTANTLY, WE NEED TO WORK TOGETHER AND MOVE FORWARD. SO THAT BEING SAID LET'S VOTE.

MOTION PASSES 61. THANK YOU, EVERYONE FOR YOUR WORK AND KIND OF HAVE A MOTION TO ADJOURN.

RETURN WE HAVE A MOTION MADE BY MR JONES AND THIS MEETING IS

* 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.A. Start of Year Discipline Presentation

12. Consent Agenda

16.A. Houston-Galveston Area Council: Consideration and approval of a resolution nominating a representative and an alternate to the General Assembly of the Houston- Galveston Area Council for the year 2024.

16.B. 2023-24 District Improvement Plan: Consideration and approval of the District Improvement Plan (DIP) for 2023-24.

16.C. 2023-24 Campus Improvement Plan: Consideration and approval of the Campus Performance Improvement Plan (CIP) for 2023-24.

16.D. Targeted Improvement Plan: Consideration and approval of the Targeted Improvement Plan (TIP) required by Texas Education Agency for Willowridge High School.

16.E. 2023-24 Student Code of Conduct: Consideration and approval of the Student Code of Conduct for the 2023-24 school year.

Oct 16, 2023 Board Meeting