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]

CLOSED SESSION UNDER TAXES OPEN MEETING ACT. TAXES. GOVERNMENT CALLED THE TRIBUTARY 551 UNDER THE FOLLOWING SECTION SECTION 551071 FOR THE PURPOSE OF A PRIVATE CONSULTATION WITH THE BOARD ATTORNEY. I MEAN FOR ALL SUBJECTS OF MATTERS AUTHORIZED BY LAW SECTION 55107 TO CONSIDER PURCHASE EXCHANGE LEASE OR VALUE FOR REAL PROPERTY. SECTION 551074 PERSONNEL MATTERS, SECTION 551076 SECURITY MATTERS SECTION 551082 STUDENT DISCIPLINE MATTERS OR COMPLAINTS OR SECTION 55108 21 PERSONALLY IDENTIFIABLE INFORMATION ABOUT PUBLIC SCHOOL STUDENTS. THE TIME NOW IS 634 P.M. AND WE ARE NOW CONVENED IN CLOSED SESSION. UM ROUGHLY, I THINK THIS IS GOING TO TAKE ONE HOUR. THANK YOU. THE TIME IS NOW 729 AND AWARE, NOW CONVENING OPEN SESSION. DO

[9. Reconvene in Open Session]

[10. Consider Action on Closed Session Items]

WE HAVE ANY ACTION ITEM FROM THE CLOSED SESSION? PLEASE? YES MHM. I MOVE THAT THE BOARD OF TRUSTEES EXCEPT THE HEARING OFFICER'S RECOMMENDATION CONCERNING THE LEVEL THREE D G B , A GRIEVANCE OF FRANCIS K. MITCHELL. SECOND. WE HAVE A MOTION BY MS HANAN SECOND BY MR GARCIA. DO WE HAVE A DISCUSSION? SAYING NOW LET'S VOTE.

MOTION PASSES 70 WE HAVE ANOTHER ACTION ITEM. MADAM PRESIDENT, I MOVED THE BOARD OF TRUSTEES EXCEPT THE SUPERINTENDENT'S RECOMMENDATION AND APPOINT LAURIE CERTAIN AS DIRECTOR OF BEHAVIORAL HEALTH AND WELLNESS. SECOND WE HAVE A MOTION BY MS GARCIA. SECOND BY DR GILLIAM. DO WE HAVE A DISCUSSION? SAYING NOW LET'S VOTE. MOTION PASSES. SEVEN ALL CONGRATULATIONS. DO WE HAVE ANOTHER ACTION ITEM? MADAM PRESIDENT, I MOVED THE BOARD OF TRUSTEES PROPOSED TERMINATION OF THE TERM EMPLOYMENT CONTRACT OF JOSEPH POWERS FOR GOOD CAUSE AND AUTHORIZED THE SUPERINTENDENT TO PROVIDE NOTICE OF THE BOARD'S ACTION IN ACCORDANCE WITH LAW. SECOND. WE HAVE A MOTION BY MISS JONES. SECOND BY MR HAMBLETON, DO WE HAVE A DISCUSSION? SEEING NOW. THIS VOTE.

[00:35:10]

HMM. MM HMM. MOTION PASSED SEVEN. DO WE HAVE ANOTHER ACTION ITEM? YES I MOVED. THE BOARD OF TRUSTEES ASSIGNED THE LEVEL THREE F N G PARENT COMPLAINTS OF HOLLY NUKU TO THE BOARDS DESIGNATED HEARING OFFICER UNDER BOARD POLICY. F N. G. LOCAL SECOND. WE HAVE A MOTION THAT DR GILLIAM SECOND BY MS HANAN, DO WE HAVE A DISCUSSION? SEEING NON. LET'S VOTE. MOTION PASSES 70. DO WE HAVE ANOTHER ACTION? I DON'T YES, I MOVED THE BOARD OF TRUSTEES EXCEPT THE SUPERINTENDENT'S RECOMMENDATION AND APPOINT DANIEL BANKHEAD AS EXECUTIVE DIRECTOR OF DESIGN AND CONSTRUCTION. SECOND WE HAVE A MOTION BY MISS MALONE. SECOND BY DR GILLIAM, DO WE HAVE A DISCUSSION? SEE NOW PLEASE VOTE. MOTION PASSES 70. THAT'S CONCLUDE ALL THE ACTION ITEMS

[11.A. 2022-23 PSAT Performance Summary]

FROM CLOTHES SESSION. NOW THE NEXT ITEM IS INFORMATION ITEM. DR WAY BACK. I'M GOING TO TURN THIS OVER TO YOU. THANK YOU. AND TONIGHT AS PART OF THE ACADEMIC FOCUS THEY WERE TRYING TO PRESENT IN EVERY BOARD MEETING. WE HAVE RESULTS OF THE S A T SCORES. AND SO DR LAWSON, WILL YOU PLEASE INTRODUCE THAT? GOOD EVENING, PRESIDENT DAVE BOARD MEMBERS AND SUPERINTENDENT WHICH BACK WE ARE ELATED TO BE HERE TONIGHT AS THE STUDENT ACHIEVEMENT COMMITTEE HAS IDENTIFIED 80 AS ONE OF THE DATA POINTS FOR US TO TALK ABOUT TONIGHT. AND WITH US WE HAVE DR PAGE SHE IS OUR ASSISTANT. DIRECTOR. OF SCHOOL COUNSELING, AND AT THIS TIME I'LL TURN IT OVER TO HER. THANK YOU, DR LAWSON. GOOD EVENING, EVERYONE. SO TONIGHT WE WILL DISCUSS THE PSC TOOK PREPARATION OF PERFORMANCE GROWTH FOR THE COHORTS OF 2024, 2025 AND 2026.

AND SO EACH OCTOBER STUDENTS IN GRADES 8311 PARTICIPATE IN THE CITY DURING THE SCHOOL DAY.

SALES AND FIRST YEAR EMERGING BILINGUAL STUDENTS ARE NOT INITIALLY TESTED. HOWEVER CAMPUSES CAN CHOOSE TO TEST THEM . IF THEY SO BE IT. WE DO NOT, UM, USUALLY TEST THE EMERGING BILINGUAL STUDENTS BECAUSE THE TEST IS ONLY OFFERED IN ENGLISH, AND THEY TYPICALLY SPEAK ANOTHER LANGUAGE, SO IT'S NOT TYPICALLY OFFERED TO THEM. SALES STUDENTS ARE TYPICALLY YOU'RE MORE SEVERE STUDENTS RECEIVING SPECIAL EDUCATION SERVICES AND PARTICIPATE IN THE START OUT, TOO, WHICH IS A STANDARDIZED ITEM BASED ASSESSMENT ADMINISTERED INDIVIDUALLY TO ELIGIBLE STUDENTS WITH MOST SIGNIFICANT COGNITIVE DISABILITIES WHO ARE RECEIVING SPECIAL EDUCATION SERVICES. PARENTS OF ALL OTHER STUDENTS CAN HAVE THEIR STUDENT NOT TAKE THE EXAM. HOWEVER WE DO NOT CURRENTLY HAVE AN OPT OUT PROCEDURE. WE DO NOT FORCE THE STUDENTS TO TEST IF THE PARENTS FEEL THE ASSESSMENT IS NOT BENEFICIAL TO THE STUDENT. IF A STUDENT MISSES A TESTING DAY, THEY WILL HAVE ANOTHER OPPORTUNITY IN THE FOLLOWING OCTOBER OF A TESTING GRADE LEVEL IS WE DO NOT OFFER A MAKEUP DAY. OUTSIDE OF THAT OCTOBER WINDOW.

COLLEGE BOARD CHARGES FOR EACH EXAM, TAKEN THEIR FOURTH IN AN EFFORT TO SAVE MONEY. IT WAS DECIDED THAT FOR THE 2223 SCHOOL YEAR, WE WOULD ONLY TEST EIGHTH GRADE 10TH GRADE AND 11TH GRADE STUDENTS. WE WILL BE ABLE TO REPORT THEIR PERFORMANCE DATA IN JANUARY OF 2024. WHILE WE WILL TALK TONIGHT ABOUT STUDENT PARTICIPATION. IT IS VERY IMPORTANT TO NOTE THAT PARTICIPATION WERE VERY BASED ON THE NUMBER OF STUDENTS ENROLLED IN FOURTH, THEN I SD ON TESTING DAY. AND STUDENTS WHO ARE EXEMPT FROM TESTING DUE TO I P OR LANGUAGE LEVELS. AT THIS TIME, IT IS ALSO NOT POSSIBLE TO GIVE ACCURATE INFORMATION REGARDING DEMOGRAPHIC DEMOGRAPHICS BECAUSE UP INTO THE 2223 SCHOOL YEAR, STUDENTS ENTERED THEIR OWN INFORMATION WITH COLLEGE BOARD, AND THIS MAY DIFFER FROM WHAT IS CURRENTLY AND SCOURED WOOL SKYWARD. HOWEVER STARTING IN THE 2324 SCHOOL YEAR, THE P S A T WENT DIGITAL AND WE WERE ABLE TO UPLOAD ALL STUDENT INFORMATION.

[00:40:02]

SO WHEN WE REPORT IN JANUARY, WE WILL BE ABLE TO GIVE ACCURATE PARTICIPATION AND PERFORMANCE BY DEMOGRAPHICS. AND SO THE FIRST CALL HEART YOU WILL SEE IS 2024. THE DATA ON THE NEXT THREE SLIDES WILL GIVE YOU AN IDEA OF THE STUDENT PERFORMANCE BASED ON THEIR COHORT IN TWO YEAR PERIOD AND THE SLIDING BENCHMARK SCALE THE COLLEGE BOARD HAS SET FOR EACH TEST. SO IF YOU NOTICE THE BENCHMARK TO SHOW THAT A STUDENT WOULD BE CONSIDERED COLLEGE READY JUMPS BY 30 POINTS IN THE E R W SECTION, AND 90 POINTS BETWEEN THE STUDENTS, 10TH AND 11TH GRADE TESTS DUE TO EXPECTED STUDENT ACADEMIC GROWTH BETWEEN GREAT LEVELS TOWARDS THE S A T. YOU CAN ALSO SEE IN THE 2024 COHORT IS CONSISTENTLY ABOVE THE STATE PERCENTAGE IN ALL THREE AREAS AND ABOVE ALL TESTERS, TESTERS OR ANY STUDENT IN THE WORLD THAT TOOK THE P S. A T FOR 10TH GRADE. THEY ALSO MET BOTH BENCHMARKS IN MATH BENCHMARK. THE 11TH GRADE. PSH IS EXTREMELY IMPORTANT TEST AS A QUALIFIED STUDENTS FOR THE NATIONAL MERIT SCHOLARSHIP IN COLLEGE BOARD RECOGNITIONS. AND COULTHARD 2025 . YOU'LL SEE A HARD PERCENTAGE OF MEETING THE BENCHMARKS IN BOTH AREAS ENGLISH AND MATH AND THEN THE STATE PERCENTAGE BY 9% HIGHER IN ALL AREAS OF THE NINTH GRADE ADMINISTRATION AND IN THE 10TH GRADE ASSESSMENT, IT WAS 7% HIGHER THAN THE STATE IN MEETING BOTH BENCHMARKS. 5% HIGHER IN MEETING THE ENGLISH BENCHMARK IN 7% HIGHER IN MEETING THE MATH BENCHMARK. THE SLIDE IN BENCHMARK TO SHOW THAT A STUDENT WOULD BE CONSIDERED COLLEGE READY JUMPS BY 20 POINTS IN THE ENGLISH READING WRITING SECTION IN 30 POINTS BETWEEN THE STUDENTS, 10TH AND 11TH GRADE TESTS DUE TO EXPECTED STUDENT ACADEMIC GROWTH BETWEEN GREAT LEVELS TOWARDS THE S A. T. SO IN COHORT 2026 YOU WILL SEE BETWEEN 8TH AND 9TH GRADE ASSESSMENT THAT THEY ARE CONSISTENTLY ABOVE BOTH THE STATE AND ALL TESTER PERCENTAGES FOR ALL BENCHMARKS AND SHOW GROWTH BETWEEN THE 8TH AND 9TH GRADE YEAR, SO THERE WAS A 3% GROWTH IN MEETING BOTH BENCHMARKS. THERE'S A 2% GROWTH.

AND THE ENGLISH READING WRITING BENCHMARK IN THE 10% GROWTH IN MEETING THE MATH. SO IN THE SLIDE AND BENCHMARK TO SHOW THAT A STUDENT WILL BE CONSIDERED COLLEGE READY. IT JUMPS BY 20 POINTS IN THE ENGLISH READING WRITING SECTION IN 20 POINTS BETWEEN THE STUDENTS, 10TH AND 11TH GRADE TEST DUTY EXPECTED STUDENT ACADEMIC GROWTH BETWEEN GREAT LEVELS TOWARDS THE S 18.

SO EACH JANUARY THE DATA IS REVIEWED SO THAT WE CAN BEST BEGIN TO GOD. OUR STUDENTS. OUR SCHOOL COUNSELORS USED THIS DATA FROM THE SATAY TO UTILIZE AND HELP KIDS WITH THEIR COURSE ELECTION. THERE'S THE AP POTENTIAL REPORT AS WELL WHICH GOD'S APPROPRIATE CONVERSATIONS.

THE AP POTENTIAL REPORT USES THE STUDENT SCORES TO PREDICT WHICH AP COURSES. A STUDENT WILL HAVE SUCCESS ON AND PASSING THE AP EXAM. OUR STUDENTS ARE CONNECTED WITH KHAN ACADEMY WHEN THEY GET THEIR SCORES AND KHAN ACADEMY IS AN INTERVENTION SOFTWARE THAT OFFERS FREE TAILORED LEARNING FROM EACH STUDENT BASED ON THEIR SCORE THEIR STRENGTHS THEIR WEAKNESSES TO HELP SUPPORT STUDENT GROWTH BEFORE THE NEXT OR S A T ADMINISTRATION. KHAN ACADEMY IS THE ONLY COLLEGE BOARD APPROVED INTERVENTION PROGRAM AT THIS TIME. CAMPUS CAN USE THIS DATA TO ALSO REVIEW THE CAMPUS AND STRUCTURAL REPORT TO IDENTIFY SKILLS FOR CONTENT AREA PLANNING PURPOSES THAT CAN REVIEW THE CAMPUS QUESTIONING. ANALYSIS REPORT FROM COLLEGE BOARDS TO IDENTIFY QUESTIONS STUDENTS DID POORLY ON AND USED THEM FOR CONTENT AREA PLANNING PURPOSES. THIS DATA CAN ALSO BE USED TO WORK WITH CONTENT AREA PLC'S TO FOLLOW THE TICKS FOR EACH CONTENT AREA THAT ALIGNS TO SAY, T TEST GRADE LEVEL. AND SO EACH COUNSELOR WITHIN THE SCHOOL AND TEACHERS THEY ARE ENCOURAGING THE STUDENTS TO USE THE KHAN ACADEMY TO SHOW SOME GROWTH. OUR DISTRICT SUPPORTS THE P S, A T THROUGH TEACHING AND LEARNING REVIEWING THE DATA TO ALIGN AREAS OF NEED WITH LOC DATA AND INCLUDED IN CAMPUS DEPARTMENT HEAD MEETINGS PRIOR TO THE TEST DAY, THE DISTRICT SENDS OUT INFORMATION TO ALL STUDENTS AND PARENTS TESTING WITH THE INFORMATION ON WHEN THEY WILL TEST AND GIVE THEM A LINK TO THE KHAN ACADEMY IF THEY WANT TO PREPARE. AND SO WITH THESE SUPPORTS IN PLACE, WE NATURALLY WOULD LIKE TO SEE THE GROWTH OF THE STUDENTS ADVANCING GREAT LEVELS AS THEY LEARN AND MASTER MORE SKILLS. THIS ONE. THANK YOU. DR PAGE FOR THE

[00:45:02]

PRESENTATION. I WANT TO THANK YOU FOR THANKS TO THE STUDENT ACHIEVEMENT COMMITTEE. AND UH, FOR PUTTING THIS ON THE CALENDAR , AND I'M GONNA SEE IF THE BOARD MEMBER HAS ANY QUESTIONS. MISS JONES. I JUST HAVE ONE REQUEST. UM, THANK YOU FOR THE INFORMATION. UM IT'S JUST IN PRIVATE AFTER THIS MEETING. CAN YOU PROVIDE ME WITH THIS DATA BY CAMPUS? I WANT TO SEE THIS BY CAMPUS, WHICH CAMPUSES ARE BETTER OUTPERFORMING. OTHER CAMPUSES. CAN YOU ARE YOU ABLE TO PROVIDE THAT? YES. IN COLLEGE BOARD, OKAY? YES MA'AM, I ASK. OKAY. THANK YOU, MR JONES, MISS HANNAH. YES THANK YOU. DOCTOR PAGE FOR SHARING THIS INFORMATION. UM AND I APPRECIATE YOU SHARING THAT WE CAN LOOK FORWARD TO SEEING THE DEMOGRAPHIC DATA. AH AT THE NEXT TIME WE ARE ABLE TO LOOK AT DATA OR IN THE NEXT I GUESS THE NEXT GROUP BECAUSE YOU'LL BE ABLE TO DO THAT. UM. THE ONE THING THAT I FOR MAYBE PARENTS THAT ARE WATCHING, AND I KNOW THIS IS AN OPTIONAL, UM TEST FOR OUR STUDENTS, BUT THE ONE THING THAT YOU KNOW, WE SAY WE'RE PREPARING OUR STUDENTS FOR FUTURES BEYOND WHAT THEY CAN IMAGINE. AND NOT ALL OF OUR STUDENTS CAN IMAGINE THEMSELVES BEING IN TEXAS, AND THEY'RE GOING TO GO BEYOND AND SO THE REASON THAT I APPRECIATE LOOKING AT THE CITY IT'S ONE OF THE FEW NATIONALLY NORMED WHERE RIGHT HERE WE SEE ALL TESTERS, AND WE'RE DOING QUITE WELL, UM, ACROSS THE BOARD, AND SO, UH, I APPRECIATE THAT. YOU SHARED THAT THAT DATA IN THIS REPORT. THANK YOU. YOU'RE WELCOME. THANK YOU, MR HANNA. UM I DON'T SEE ANY OTHER QUESTIONS. BUT I JUST HAVE FOLLOWED UP WITH MISS JONES. I WOULD ALSO LIKE TO SEE THE BREAKDOWN BY CAMPUS LEVEL AND ALSO I WANT TO KNOW. DO WE KNOW THE ROUGHLY THE PERCENTAGE OF STUDENTS I KNOW IT'S AN OPTIONAL BUT DO WE KNOW LIKE WHAT PERCENTAGE OF STUDENTS WHO ACTUALLY TOOK THE PS 80? IF YOU DON'T HAVE A NUMBER, IT'S OKAY. I DON'T HAVE IT TONIGHT, BUT I CAN TRY TO GET IT FOR YOU WHEN I GET THE DATA. GREAT JOHN'S OKAY. THANK YOU SO MUCH. THANK YOU FOR BEING HERE TONIGHT. THANK YOU. DR. PAGE THANK YOU. DR REEBOK AS DR HILL MAKES HER WAY TO THE

[11.B. Special Education Program Evaluation]

PODIUM, INTRODUCING THIS PORTION , THEY HAVE SPENT A LOT OF TIME WORKING WITH T CASE ON A PROGRAM EVALUATION FOR SPECIAL ADD THAT IS QUITE COMPREHENSIVE. AND SO, DOCTOR, HE'LL BE REVIEWING THAT.

AND THEN, OF COURSE, BE ABLE TO ANSWER QUESTIONS. BUT THIS WAS AS YOU RECALL. A WAY FOR US TO LEARN. ARE WE EFFICIENT? HOW ARE WE? HOW ARE WE BEST SERVING KIDS? AND WHAT SUGGESTIONS MIGHT THEY HAVE FOR IMPROVEMENT? THERE WE GO ABOUT THAT. GOOD EVENING, DR PRESIDENT DAY BOARD OF TRUSTEES AND DOCTOR WENT BACK. UM AS A DOCTOR, WHICH BAG MENTIONED EARLIER. UM T CASE BY DESIGN IS A BOARD APPROVED VENDOR THAT THE SPECIAL ED DEPARTMENT, UH, IN COLLABORATION WITH THE ADMINISTRATION, DETERMINED WE NEEDED A PROGRAM EVALUATION. AND SO TONIGHT, WE'RE GOING TO TALK ABOUT THE RESULTS OF THE PROGRAM. EVALUATION FOR SPECIAL EDUCATION . I BELIEVE YOU ALL RECEIVED A COPY OF THIS REPORT. SO JUST SOME BACKGROUND ON THIS EVALUATION. YOU KNOW, YOU MAY ASK WHY? WHY NOW? UM AND REALLY ONE OF THE THINGS THAT WE'VE HAD SUCH A GROWTH IN THE NUMBER OF STUDENTS SERVED WITH SPECIAL ED. OVER THE LAST FOUR OR FIVE YEARS . WE'VE BEEN TALKING SO MUCH ABOUT IT, SO WE ASKED OURSELVES, UM, WE WANTED A THIRD PARTY VENDOR TO COME IN AND LOOK AT DEFICIENCIES. ARE THERE SOME THINGS THAT WE SHOULD? BE MORE EFFICIENT ON WHEN WE MAKE DECISIONS, BUT WE ALSO WANTED TO INCLUDE THE QUALITY OF SERVICES AS PART OF THAT EVALUATION. AND THEN, OF COURSE, LOOK AT COMPLIANCE AS WELL. AND SO AS YOU CAN SEE UP HERE, THERE WERE SCHOOL VISITS. UM THE DEFENDERS VISITED OVER 30 SCHOOLS OVER THREE DAYS. THERE WERE 35 DIFFERENT FOCUS GROUPS. THERE WERE 52 FACE TO FACE INTERVIEWS. STAFF SURVEY RESPONSES WE HAD OVER 1000 ALMOST 1000 15 OR 1500 , NO 1496 SO CLOSE. UM PARENTS SURVEY RESPONSES WE HAD 1000 81,

[00:50:12]

AND THEN THE VENDORS REVIEWED SPECIAL ED I P FOLDERS. 20 OF THOSE RANDOMLY SELECTED AND THEN THEY LOOKED AT DOCUMENTS FROM THE DISTRICT FROM TA THAT WERE ON PUBLIC WEBSITES AND OTHER INFORMATION THAT THEY WERE ABLE TO GATHER. AND SO ALL OF THAT WAS USED AS THE CORE THE COURSE OF THIS EVALUATION. SO THIS SLIDE TALKS ABOUT THE SPECIAL ED GROWTH IN FORT BEND SINCE 2014 15 SCHOOL YEAR, AND AS YOU CAN SEE, AS OF THE DATE OF THIS REPORT, THE DISTRICT WAS CLOSE TO 14. IDENTIFIED WITH SPECIAL ED, WHICH IS APPROXIMATELY 11,109 STUDENTS, AND ACTUALLY, SINCE THEN WE'VE GONE UP. I THINK IT'S SNAPSHOT. WE WERE AT 11,000. 200 MAYBE 250 THE LAST TIME I LOOKED SO THE GROWTH IN SPECIAL EDUCATION, YOU KNOW, THAT'S ATTRIBUTED OVER THE YEARS. THERE'S BEEN A LOT OF TALK ABOUT THAT. SOME OF THAT IS BECAUSE OF THE REMOVAL OF THE T 8.5% CAP AS YOU REMEMBER THAT HAPPENED BACK IN 2017 ALSO JUST DISTRICT WIDE GROWTH. THERE ARE CHANGES ALSO TO THE WAY THAT TEXAS IDENTIFIED AND SERVES STUDENTS WITH DYSLEXIA, AND WE STARTED DOING THAT APPROACH A COUPLE OF YEARS BACK. AND THEN, OF COURSE, COVID 19 AND THE YOU KNOW, JUST INTERRUPTIONS TO SCHOOL DID CAUSE MORE REFERRALS FOR SPECIAL EDUCATION. SO THIS SLIDE IS ABOUT THE SPECIAL EDUCATION GROWTH AND I THINK, WHAT'S YOU KNOW WHAT'S IMPORTANT TO LOOK AT THIS IS THAT WE'RE LOOKING AT FROM 2015 TO CURRENT. YOU'RE LOOKING AT THE DIFFERENT ELIGIBILITY CATEGORIES, SO UM, THE FIRST ONE IS THE LEARNING DISABILITY CATEGORY AND AS YOU CAN SEE, BACK IN 2015, IF YOU LOOK AT THE TOTAL SPOT POPULATION OF SPECIAL ED STUDENTS, ONLY 18% OF THOSE STUDENTS WERE IDENTIFIED AS LEARNING DISABILITY HAD ABOUT LEARNING DISABILITY. BUT NOW WE'RE AT 32% WHICH IS REALLY MORE IN LINE WITH WHERE MOST DISTRICTS ARE AND WHERE WE SHOULD BE. UM THE AIR IN THE AREA OF AUTISM. WE WERE AT 20% THEN AND NOW WE'RE AT 23. OTHER HEALTH IMPAIR SO ANOTHER HEALTH IMPAIRMENT ARE LIKE KIDS THAT HAVE 80 HD FALLS UNDER THAT, BUT THEN ALSO, OTHER MEDICAL CONCERNS SOMETIMES FALL UNDER THAT WENT FROM 21% TO A DECREASE OF 12% SPEECH IMPAIRED REMAINED PRETTY CONSISTENT AT 13% INTELLECTUALLY DISABLED WENT FROM 15% TO 9. AND EMOTIONALLY DISTURBED, WHICH IS A IT'S A TERM THAT I REALLY DON'T LIKE TO USE. BUT IT IS A FEDERAL TERMS, SO WE HAVE TO USE IT AND WENT FROM 7% 8% SO IT STAYED RELATIVELY SAYS THE SAME. I DO WANT TO POINT OUT IF YOU CATEGORIES AND AS YOU SEE UP ON THE TOP THERE, UM AUTISM. OUR DISTRICT IS THAT 23. AS COMPARED TO 18% IN THE REGION AND 15% IN THE STATE. SO THAT IS AN AREA THAT'S VERY HIGH FOR US IMPORT DYNASTY AND THEN AN AREA THAT'S LOW IS SPEECH IMPAIRED. SO FOR SPEECH IMPAIRED OUR DISTRICT WE WERE AT 13% WHICH IS LOWER THAN THE REGION AT 17. AND THE STATE AT 15% SO JUST THOSE ARE SOME DIFFERENCES THERE. AND THOSE WERE, UM, UM, YOU KNOW, COLLECTED OVER THE YEARS FROM SNAPSHOT. THIS NEXT SLIDE IS MORE ABOUT DISTRICT COMPARISONS. AND THERE WAS A LOT OF INFORMATION, UM, THAT YOU COULD FIND IN THE REPORT, AND HERE ARE SOME AREAS THAT WE'RE GOING TO JUST DISCUSS TONIGHT. ONE THING THAT REALLY EXCITED ABOUT AND WANT TO CONTINUE TO CELEBRATE IS THAT OUR STUDENTS SERVED WITH SPECIAL EDUCATION SERVICES, UM, OUTPERFORM ON THE STAR 2023.

THEY OUTPERFORM STUDENTS IN THE REGION AND THE STATE IN ALL AREAS EXCEPT EIGHTH GRADE MATH AND ALGEBRA ONE. SO WE ARE SO EXCITED WHERE OUR STUDENTS FOR PERFORMING THAT WELL AND OUR TEACHERS AND OUR CAMPUSES FOR SUPPORTING OUR STUDENTS WITH THAT PERFORMANCE. OTHER INFORMATION ON THIS SLIDE. THERE'S A SLIDE INFORMATION THAT GIVES A COMPARISON OF DISTRICTS THAT PERCENTAGE OF SPECIAL EDUCATION TEACHERS BY PROGRAM AND YOU KNOW, THAT'S BASICALLY YOU GAIN FROM INFORMATION THROUGH TAPER. AND THEN YOU CAN ALSO SEE EVALUATION TO STAFF RATIOS IN THIS TABLE HAS A LOT OF INFORMATION ON IT. IT INCLUDES FORT BEND AND BLUE HIGHLIGHT AT THE TOP. BUT IT GIVES THE OTHER DISTRICTS ALONG WITH THE NUMBER OF SPECIAL ED STUDENTS, AND THEN THE STAFF RATIO. FOR EXAMPLE, THE COLUMN DIAGNOSTICIANS THE RATIO FROM DIAGNOSTICIANS TO STUDENTS IN FORT BEEN IS 1 TO 149 STUDENTS, AND THEN YOU CAN SEE HOW THAT IS

[00:55:01]

ORGANIZED THROUGHOUT SOME DISTRICTS OBVIOUSLY UTILIZED DIAGNOSED DIAGNOSTICIANS.

PROBABLY MORE OR LESS THAN SPS. BUT YOU CAN SEE HOW THAT PLAYS OUT. AND THEN YOU CAN SEE THE ELLIS SPS TO STUDENTS AS WELL AS THE DIAG ANALYSIS. PS TO STUDENT RATIO TOGETHER AND THEN SPEECH LANGUAGE PATHOLOGIST IS IN THE LAST COLUMN. ONE OF THE THINGS THAT I WANTED TO NOTE HERE IS THAT ALTHOUGH THESE AVERAGE CASELOADS FOR S LPS AND ELLIS SPS THEY DO EXCEED BEST PRACTICE. IT IS VERY IT'S NOT A TYPICAL AND EDUCATION SETTINGS NATIONWIDE FOR THESE TO BE THE TYPICAL RATIOS DUE TO JUST THE SHORTAGES ACROSS THE COUNTRY. OKAY THE WAY THIS REPORT WAS THE NEXT PIECES, THERE'S FINDINGS THAT WILL GO THROUGH. AND THEN THERE ARE EFFICIENCY, SUGGESTIONS AND RECOMMENDATIONS, SO THE FINDINGS ARE CATEGORIZED IN THE FOLLOWING AREAS AND I ADDED A COUPLE OF THEM. THERE'S MORE IN THE REPORT, BUT SOME OF THE ONES OR A COUPLE OF STRENGTH AND POSSIBLE AREAS FOR IMPROVEMENT. IN EACH SECTION AND THEN LATER IN THE PRESENTATION.

UM WE CAN TALK THROUGH THE RECOMMENDATIONS. THE EVALUATION THE EVALUATION MADE AS WELL AS SOME OF THE OTHER THINGS WITHIN THE EFFICIENCIES. SO UNDER LEADERSHIP, COLLABORATION AND COMMUNICATION, WHICH IS AN AREA SOME OF THE FINDINGS HIGHLIGHTED ARE THE SPECIAL REPORT CARD IS AN EXCELLENT MEANS OF SHARING CAMPUS PROGRESS. THE SPECIAL ED DEPARTMENT IS HIGHLY RESPONSIVE AND SUPPORTIVE TO CAMPUS AND STRONG SYSTEMS ARE IN PLACE. THAT THERE IS A COMPREHENSIVE AND COORDINATED CONTINUUM OF SPECIAL ED SERVICES. BUT THERE IS A NEED TO ADDRESS THE FIDELITY OF THE PROGRAMMING. AND THEN SPECIAL ED LEADERSHIP. JOB DESCRIPTIONS ARE CLEARLY WRITTEN , BUT THE IMPLEMENTATION OF ROLES AND RESPONSIBILITIES ARE IMPACTED. WHEN STAFFER CALLED TO COVER CLASSES AND RESPOND TO CRISIS. AND SO SOME OF THOSE ARE SOME OF THE THINGS THAT WERE NOTED UNDER THE LEADERSHIP, COLLABORATION AND COMMUNICATION UNDER EQUITABLE RESOURCE ALLOCATIONS, DETAILED BUDGETS, EXPENDITURE REPORTS AND FINANCIAL INFORMATION IS TRANSPARENT AND ACCOUNTED FOR APPROPRIATELY. ALTHOUGH THERE WERE WONDERING ABOUT WHETHER THE DISTRICT IS PROVIDING A CADILLAC VERSION OF SPECIAL PROGRAMMING. THE FINDINGS DID NOT SUPPORT THIS CONCERN. ONE EXAMPLE IS SPECIAL AT TRANSPORTATION. 15% OF STUDENTS ELIGIBLE FOR SPECIAL ED. UTILIZE SPECIAL TRANSPORTATION AND THIS WAS LOWER THAN OTHER DISTRICTS IDENTIFIED IN THE REPORT. I WILL SAY THERE WERE ONLY TWO OTHER DISTRICTS. THEY COMPARED THAT TO AT THE TIME BECAUSE THAT THAT WAS THE INFORMATION THEY HAD AVAILABLE. THE DISTRICT IS ALSO IDENTIFIED AS SIGNIFICANT, DISPROPORTIONATE DUE TO DISCIPLINE FOR AFRICAN AMERICAN STUDENTS SERVED WITH SPECIAL EDUCATION AND THIS REQUIRES THE DISTRICT TO RESERVE 15% OF SPECIAL FEDERAL FUNDING TO ADDRESS THE ISSUES, WHICH DOES PUT A FURTHER STRAIN ON BUDGETS.

AND THEN THE FUNDING FOR CSC, WHICH IS THE EARLY SPECIAL SPECIAL EDUCATION CHILDHOOD EDUCATION PROGRAM IS BASED ON THE NUMBER OF OUR STUDENTS ARE ON CAMPUS CSC THREE YEAR OLDS ARE TYPICALLY ON CAMPUS 3.5 HOURS, WHICH DOES NOT ALLOW FOR FULL FUNDING. THE LAST ONE ON THIS LOT IS EFFECTIVE STAFFING PRACTICES. SPECIAL EDUCATION STAFFING MODEL IS BASED ON BEST PRACTICE BEST PRACTICES. IT'S A STRENGTH, BUT THE MODEL IS A POINT OF CONFUSION FOR THE BUSINESS AND FINANCE DEPARTMENT. AND SO WE CAN TALK ABOUT THAT LATER. IF YOU HAVE QUESTIONS ABOUT THAT THE L S SP INTERNSHIP PROGRAM HELPS WITH THE LS SPS VACANCIES. AND SO THAT'S A PLUS.

UM THERE'S THERE CONTINUES TO BE STRUGGLES TO FILL SPECIAL EDUCATION TEACHER PEREZ S. L. P.

S. L S S P S. THE CAMPUS COMPLIANCE COORDINATOR, WHICH IS THE C C C POSITION AND ART FACILITATOR POSITIONS. AND THEN LAST, THE APPRENTICE AND ASSOCIATE SPECIAL ED TEACHER POSITIONS ARE INNOVATIVE AND PROVIDE RELIEF FOR VACANCIES BUT IDEA THE FEDERAL SPECIAL LAW DOES REQUIRE CERTIFIED TEACHERS. TO BE IN A TEACHER OF RECORD POSITION. OKAY OTHER FINDINGS THE INCLUSIVE SYSTEMS AND STRUCTURES, DYSLEXIA SERVICES ARE PROVIDED ACROSS ALL CAMPUSES , AND THE DISTRICT IS IN A GOOD POSITION TO ADAPT TO THE NEW DYSLEXIA LAW. THE DISTRICT OFFERS A FULL CONTINUUM OF SPECIAL EDUCATION SERVICES, WHICH IS THE STRENGTH BUT NOTED, OFTEN IS SEEN AS WE UTILIZE A PROGRAM VERSUS SERVICES APPROACH TO PROVIDE SERVICES. AND ALTHOUGH MANY ITEMS IN THE FOLDER REVIEW WERE COMPLIANT, THREE YEAR REEVALUATION DELAYS GOALS GOALS IN PLASTIC ARTS NOT BEING CONSTANT CONSTITUTE APPROPRIATELY ARE AREAS OF

[01:00:04]

IMPROVEMENT. THE EVALUATIONS ARE QUALITY IN A LINE WITH BEST PRACTICES, SO THAT'S A THAT'S A POSITIVE THE INCREASED NUMBER OF SPECIAL EDUCATION EVALUATIONS IS IMPACTING ALL AREAS TESTING RESOURCES IN SPACE ON TO TEST STUDENTS ON CAMPUSES AS WELL AS THE BACK. THE BACKLOG ARE BEING ADDRESSED, BUT OUR STRESS ON ALL AND AT THE END OF THE PRESENTATION ALSO PROVIDE SOME ADDITIONAL INFORMATION ABOUT THIS PIECE ABOUT THE EVALUATIONS. OKAY, DID I YEAH, HERE I AM. OKAY. QUALITY INSTRUCTION. TEACHERS TAILOR INSTRUCTION TO ACCOMMODATE VARIED STUDENT NEEDS AND DIFFERENTIATION IS NOTED. TEACHERS HAVE ACCESS TO HIGH QUALITY CURRICULUM AND SCAFFOLDING REPORTS. SPECIALLY DESIGNED STRUCK, SHIN WAS NOT FREQUENTLY OBSERVED DURING THE CLASSROOM. OBSERVATIONS AND THERE DOES NOT APPEAR TO BE A CONSISTENT MODEL OF MULTI TIERED SYSTEMS OF SUPPORT. OR MTS S FOR ACADEMICS AND BEHAVIORS ACROSS THE DISTRICT. AND UNDER FAMILY AND COMMUNITY ENGAGEMENT. THERE'S A HIGHLY FUNCTIONING CPAC, WHICH IS THE SPECIAL EDUCATION PARENT ADVISORY COMMITTEE. IT WAS IDENTIFIED THAT THERE WAS REGULAR TWO WAY COMMUNICATION BETWEEN FAMILIES, EDUCATORS AND SERVICE PROVIDERS AND SOME OF THE NOTED PARENT CONCERNS WAS AGAIN THE LENGTH OF TIME FOR INITIAL EVALUATION IN DELAYS IN THE RE EVALUATIONS, AND THEN PARENTS EXPRESSED CONCERN WITH THE SPECIAL EDUCATION STAFFING SHORTAGES, ESPECIALLY IN THE AREA OF SPEECH THERAPIST. HMM OKAY, SO EFFICIENCIES. SO ONE OF THE PURPOSES OF THE SPECIAL EDUCATION EVALUATION WAS TO IDENTIFY ANY EFFICIENCIES THE DISTRICT COULD CONSIDER WHILE AT THE SAME TIME CONTINUING TO BROUGHT TO PROVIDE HIGH QUALITY INSTRUCTION AND SERVICES TO STUDENTS WITH DISABILITIES. SO THE EARLY INTERVENTION ACADEMY THERE WAS A RECOMMENDATION TO CLOSE THE PROGRAM UNDER UNDER THE EFFICIENCIES, YOU KNOW, WE'VE WE'VE TALKED ABOUT THIS BEFORE. UM THEY RECOMMENDED THAT THE STUDENTS COULD BE SERVED BACK IN THEIR HOME EC SC PROGRAMS. THERE WAS ALSO A SUGGESTION TO CONSIDER CENTRALIZING THE ADULT TRANSITION SERVICES PROGRAM.

THESE ARE OUR STUDENTS WHO ARE 18 TO 21 YEARS OLD, WHO HAVE ALREADY MASTERED THEIR HIGH SCHOOL GRADUATION REQUIREMENTS. AND SO THERE WAS RECOMMENDATIONS PROVIDE THOSE SERVICES AND A CENTRAL LOCATION GEARED TOWARDS MORE ADULTHOOD, AND THEY WOULD AND TAKE THEM OFF OF THEIR HOME CAMPUSES. UM ANOTHER EFFICIENCY WAS TO CONSIDER PRIORITIZING THE STUDENTS THAT ARE SERVED IN AT A DISTRICT PLACEMENTS AND THOSE KIND OF NONPUBLIC DAY SCHOOLS THAT WE TALKED ABOUT AND HAVING THEM RETURN TO BE SERVED AT THE STEP PROGRAM, WHICH IS OUR SPECIAL ED CENTRALIZED PROGRAM, AND THERE WAS A SUGGESTION TO EXPAND THAT PROGRAM AND BRING MORE STUDENTS BACK AS AN EFFICIENCY. THERE WAS ANOTHER SUGGESTION TO CENTRALIZE THE FLASH PROGRAM, WHICH IS THE PROGRAM FOR STUDENTS WITH SIGNIFICANT MEDICAL NEEDS. MOST OF THE STUDENTS ARE ALL OF THE STUDENTS IN THOSE PROGRAMS REQUIRE NURSING SERVICES. SO THERE'S A ARE IN AND EACH OF THOSE CLASSROOMS AND SO THERE WAS A SUGGESTION TO COLLAPSE THOSE PROGRAMS INTO A CENTRAL PROGRAM AND YOU COULD THE STAFF COULD, YOU KNOW, WORK TOGETHER AS WELL AS THE NURSING SERVICES AND OTHER RELATED SERVICES COULD BE TOGETHER. YEAH. AND THEN THE LAST, UM, EFFICIENCY SUGGESTION WAS TO REDUCE THE NUMBER OF SPECIALIZED PROGRAMS TO SERVE MORE STUDENTS ON THEIR HOME CAMPUSES. TO SHIFT FROM A PROGRAM TO A SERVICE MENTALITY AND THEN CLARIFY THE PURPOSE OF SPECIALIZED PROGRAMS. DIFFERENT ONES. AND ALTHOUGH THESE SUGGESTIONS MAY ASSIST IN MANAGING RESOURCES MORE EFFICIENTLY, THE IMPACT ON SPECIAL ED TRANSPORTATION AND FACILITY SPACE WOULD ALSO NEED TO BE CONSIDERED. SO THERE'S A LOT TO THINK ABOUT FOR ALL OF THESE PIECES. IF YOU CENTRALIZE THE PROGRAM, WRITES A SPECIAL TRANSPORTATION WOULD HAVE TO GO FURTHER THAN IF THEY WERE IN A LOCAL AREA. OKAY SO HERE ARE THE RECOMMENDATIONS SO UNDER THE LEADERSHIP AND COMMUNICATION AND COLLABORATION AREA THERE WAS A RECOMMENDATION TO PROVIDE ADDITIONAL PROFESSIONAL LEARNING FOR CAMPUS ADMINISTRATORS TO BUILD CAPACITY. TO CLARIFY THE ROLES AND RESPONSIBILITY OF CAMPUS AND DISTRICT LEADERSHIP POSITIONS TO FOSTER A CULTURE OF SHARED RESPONSIBILITY TO ENSURE PROACTIVE SYSTEMS RATHER THAN REACTIVE SYSTEMS. TO CONSIDER ALTERNATIVES TO PULLING SPECIAL AT CENTRAL OFFICE STAFF OUR COVERAGE OF VACANT POSITIONS TO

[01:05:01]

LIMIT THE DISRUPTION OF SUPPORT FOR TEACHERS AND STUDENTS. ENSURING A COMPREHENSIVE COMMUNICATION PLAN FOR REGARDING PER REGARDING PURPOSE OF THE SPECIALIZED PROGRAMS, LOCATION CHANGES RESOURCES, ETCETERA, MAINTAIN AND ENHANCE EFFECTIVE COMMUNICATION THROUGH OPENNESS AND TRANSPARENCY AND ENSURE INFORMATION FLOWS FREELY AMONG STAFF IN DISTRICT BETWEEN THE DISTRICT IN FAMILIES. AND THESE RECOMMENDATIONS ARE NOT IN ANY ORDER. I HIGHLIGHTED SOME FROM THE PROGRAM EVALUATION. THERE ARE ADDITIONAL ONES THAT YOU CAN SEE IN THE REPORT. SO UNDER EQUITABLE RESOURCE ALLOCATION WORK CLOSELY WITH THE BUSINESS AND FINANCE DEPARTMENT TO CLARIFY THE UNDERSTANDING OF THE SPECIALIZED STAFFING PROCESS. TO UTILIZE A DUALLY CERTIFIED PRE K SPECIAL ED TEACHER ROLE AND INCREASE THE INSTRUCTIONAL DAY FOR EC STUDENTS BY 30 MINUTES TO GENERATE FULL DAY FUNDING. PRIORITIZE FUNDS TO ADDRESS INITIAL EVALUATIONS AND RE EVALUATIONS. TO ASSIST WITH THE BACKLOG AND SERVICES THAT ARE NOT BEING PROVIDED, SUCH AS SPEECH THERAPY AND TO MAXIMIZE SHOWERS. REVENUES BY REVISING SALARIES BEING PAID WITH I D A B GRANT FUNDS. AND LAST TO CREATE A FLEXIBLE PROCESS FOR REALLOCATING FUNDS FROM SALARIES TO CONTRACT SERVICES, AND VICE VERSA, AS THE NEEDS AND AVAILABILITY OF STAFF OCCUR. MM HMM. THE RECOMMENDATIONS FOR EFFECTIVE STAFFING PRACTICES TO ADDRESS THE JOB DUTIES AND PAY DISPARITIES OF THE C. C C, WHICH IS THE CAMPUS COMPLIANCE COORDINATOR POSITION AT THE ELEMENTARY AND THE ART FACILITATOR POSITIONS AT THE SECONDARY AND IMPLEMENT A STAFFING MODEL. SIMILAR TO OTHER POSITIONS OR SUPPORT ROLES. TO CLARIFY THE SPECIAL ED DEPARTMENT HEAD POSITION AT THE MIDDLE SCHOOL AND HIGH SCHOOL AND THE ROLE OF SCHOOL COUNSELORS IN SERVING IN SUPPORTING STUDENTS SERVED WITH SPECIAL ED SERVICES. CONSIDER ALTERNATIVES. WE TALKED ABOUT THIS BEFORE TO PULLING SPECIAL ED CENTRAL OFFICE STAFF OUR COVERAGE OF VACANT POSITIONS. PRIORITIZING RECRUITMENT AND RETENTION ACTIVITIES FOR ADDRESSING EVALUATION, STAFFING SHORTAGES AND REVIEW STRUCTURE AND ORGANIZATION OF THE SPECIAL DEPARTMENT TO INCREASE COLLABORATION AMONG TEAMS AND REDUCE THE NUMBER OF LEADERS COMMUNICATING WITH PRINCIPLES. SO THE RECOMMENDATIONS FOR INCLUSIVE SYSTEMS AND STRUCTURES INCLUDE REITERATE THE CHANGE OF PLACEMENT PROCESS AND ITS PURPOSE TO SUPPORT CAMPUS TEAMS. TO REDESIGN THE MDR, WHICH IS THE MANIFESTATION DETERMINATION REVIEW D A E P PLACEMENT REVIEW PROCESS. TO CLARIFY THE PURPOSE OF EACH SPECIAL AND SETTING AND IDENTIFY THE PROFILE OF A STUDENT WHO WOULD BE APPROPRIATELY SERVICE WITHIN EACH SETTING. INCREASE THE UNDERSTANDING OF THE ROLE OF THE NEWLY CREATED BEHAVIOR RESPONSE TEAM AND CREATE A SYSTEM WIDE PROCESS FOR ASSISTING TEAMS WITH BEHAVIOR OR NEEDS WITH CLEAR DIRECTION FOR ACCESSING SUPPORT AT EACH LEVEL. AND REDESIGN THE CURRENT SPECIAL ED AUDIT SYSTEM TO INCLUDE CAMPUS STAFF AND ADMINISTRATORS TO CREATE SHARED OWNERSHIP OF THE PROCESS. UNDER QUALITY INSTRUCTION.

RECOMMENDATIONS INCLUDED ESTABLISHED, COMMUNICATE AND SUPPORT AND MONITOR A CLEAR, MULTI TIERED SYSTEMS OF SUPPORT. TSS HEADLINES FOR ACADEMICS AND BEHAVIOR. TO FOCUS ON THE DELIVERY OF SPECIALLY DESIGNED INSTRUCTION IN THE GENERAL ED CLASSROOM RATHER THAN THE SPECIAL ED PERE AND TEACHER PRESENCE. CONSIDER OFTEN SO WE ALREADY TALKED ABOUT THAT WANTS TO CLARIFY AND STREAMLINE THE PROCESS OF ACCESSING STUDENTS IPS IN THE WAY GENERAL ED TEACHERS ARE PROVIDED INSTRUCTIONAL ACCOMMODATIONS. AND DEVELOP AND COMMUNICATE. THE TRANSITION PLAN FOR SERVING STUDENTS IS STUDENTS WITH DYSLEXIA UNDER THE SPECIAL AT IN BARILLA, SO THIS WOULD BE THE IMPLEMENTATION OF THE NEW DYSLEXIA LAW. AND THEN THE LAST RECOMMENDATION IS UNDER FAMILY ENGAGEMENT, REDUCE THE RELIANCE ON VIRTUAL ARD MEETINGS. THESE TYPES OF MEETINGS SHOULD ONLY OCCUR WHEN THE PARENT MIGHT NOT OTHERWISE BE ABLE TO PARTICIPATE. TO ESTABLISH A SYSTEM FOR PARENTS TO PROVIDE FEEDBACK ON THE SPECIAL EDUCATION PROGRAM AND USE THE FEEDBACK FOR CONTINUOUS IMPROVEMENT AND ADDRESSING CONCERNS AND HIGHLIGHTING SUCCESSES. TO CONTINUE TO OFFER WORK WORKSHOPS, WEBINARS OR WRITTEN MATERIALS TO HELP BETTER HELP PARENTS BETTER UNDERSTAND THE SYSTEM AND BE ABLE TO ADVOCATE FOR THEIR CHILDREN EFFECTIVELY. TO UTILIZE CPAC TO INCREASE OUTREACH TO FAMILIES IN REGARD TO UNDERSTANDING THE SPECIAL EDUCATION PROCESS AND TO CONTINUE TO PUBLICLY REPORT AT

[01:10:06]

LEAST TWICE A YEAR ON PROGRESS MADE OR OBSTACLES AND DELAYS. ENCOUNTERED REGARDING IMPROVING EVALUATION TIMELINES AND SPEECH SERVICES. SO THE NEXT STEPS AND QUESTIONS SO, YOU KNOW IT'S GOING TO TAKE US. THIS IS A LOT OF INFORMATION IN HERE, SO IT'S GOING TO TAKE US A WHILE TO UNPACK EVERYTHING, AND TO REALLY UM UNDERSTAND AS A GROUP. ALL OF THE RECOMMENDATIONS AND FINDINGS IN THIS EVALUATION SO STEP ONE WILL BE DOING THAT THROUGH NOVEMBER AND DECEMBER. STEP TWO WILL BE THE DEVELOPMENT OF AN ACTION PLAN, WHICH WILL TAKE FROM JANUARY TO MARCH. UM OF COURSE, INCLUDING STAKEHOLDERS IN THAT PROCESS, AND THEN, UM, ARE PROJECTED IMPLEMENTATION MIGHT START IN APRIL OF 2024. WE DO ANTICIPATE THERE'LL BE SOME PORTIONS OF THE ACTION PLAN THAT WILL BEGIN IN THE SPRING, WITH OTHERS BEING IMPLEMENTED IT LATER ON. AND THEN LASTLY, UM, I WANTED TO TALK ABOUT A COUPLE OF THINGS BEFORE WE FINISH UP TONIGHT, AND ONE WAS THERE WAS SOME QUESTIONS ABOUT THE INITIAL EVALUATION PROCESS. THE DELAYS WITH THOSE INITIAL EVALUATIONS, AND SO I'M HAPPY TO REPORT THAT DUE TO THE ADDITIONAL MONIES THAT THE BOARD APPROVED TO GIVE THE SPECIAL EDUCATION DEPARTMENT WE HAVE MADE GREAT GAINS. UM THOSE INITIAL EVALUATIONS, ESPECIALLY FOR THE STUDENTS THAT INTAKE, REMEMBER HOW WE TALKED ABOUT THOSE THREE YEAR OLD STUDENTS THAT ARE AT THE INTAKE AND THAT YOU KNOW, THERE WAS A BACKLOG FROM LAST YEAR OF THOSE STUDENTS, AND THEY WERE WAITING TO GET TESTED. SO THEY WERE SITTING AT HOME. WE'VE CLEARED OUT ALL OF THOSE STUDENTS FROM LAST YEAR BECAUSE OF THOSE ADDITIONAL RESOURCES THAT WE'RE VERY EXCITED TO ABOUT THAT. AND SO WHAT THAT MEANS IS IF A PARENT COMES IN, AND THEY HAVE A THREE YEAR OLD CHILD, AND THEY WANT TO GET TESTED, WE ANTICIPATE WE WILL HAVE THEM TESTED UNDER THE 45 DAY TIMELINE. SO WE'RE VERY EXCITED ABOUT THE WORK THERE. THE OTHER THING IS THAT EACH YEAR UM IF WE DON'T HIT OUR TARGETED 100% WHICH MEANS THAT YOU CAN'T HAVE ONE EVALUATION DELAYED UNDER THOSE STATE PERFORMANCE PLANS, INDICATOR 11 AND 12, WHICH DEAL WITH INITIAL EVALUATIONS FOR THE STUDENTS IN INTAKE, AS WELL AS THE STUDENTS THAT ARE SERVED ON THE CAMPUSES, IF THERE'S ANY THAT ARE BELOW 100% THEN THE DISTRICT IS NOTIFIED EACH YEAR IN THE FALL, UM OF THE DATA FROM LAST YEAR, AND THEY'RE REQUIRED TO COMPLETE A CORRECTIVE ACTION PLAN. I BELIEVE THERE WAS A QUESTION OVER THE LAST COUPLE OF WEEKS FROM THE BOARD MEMBERS ABOUT HAVE WE RECEIVED OUR LETTER ABOUT THAT? SO WE DID RECEIVE OUR LETTER. AND TA NOTED THAT WE ARE REQUIRED TO COMPLETE A CORRECTIVE ACTION PLAN AND WE HAVE TO SUBMIT THAT IN DECEMBER, WHICH IS THE PLAN THAT TALKS ABOUT HOW YOU KNOW WHAT WE'RE GOING TO DO TO CONTINUE TO ADDRESS THESE DELAYS. WE'VE HAD TO DO THESE THE LAST THREE OR FOUR YEARS, AND EACH YEAR WE SUBMIT THE CORRECTIVE ACTION PLAN. WE IMPLEMENT IT. AND THEN IN MAY AT ONE SCHOOL'S OUT, WE END UP GETTING A LETTER OVER THE SUMMER, USUALLY IN JUNE, SAYING YOU'VE YOU'VE COMPLETED YOUR CORRECTIVE ACTION PLAN AND YOU'RE ALL CLEARED AND YOU DON'T HAVE COMPLETE NONCOMPLIANCE IN THIS AREA ANY LONGER. AND SO THAT'S CONTINUED TO HAPPEN. AND SO WE RECEIVED OUR LETTER THIS WEEK TO DEVELOP THAT CORRECTIVE ACTION PLAN. SPECIFICALLY REACHED OUT TO TA BECAUSE I WANTED TO GET CLARIFICATION AND WRITING. TO VERIFY, YOU KNOW, IS THE DISTRICT UNDER ANY KIND OF UH, CONTINUING NONCOMPLIANCE IN THE AREA OF INITIAL EVALUATIONS, AND THEY SAID, NO, YOU DON'T HAVE ANY PATH. NONCOMPLIANCE YOUR JOB IS TO CREATE YOUR CORRECTIVE ACTION PLAN AND SUBMITTED IN DECEMBER AND IMPLEMENTED THIS YEAR AND CARRY ON LIKE YOU HAVE BEEN DOING SO I KNOW THERE WAS SOME QUESTIONS ABOUT THAT BECAUSE THERE WAS CONCERN BECAUSE OF THE BACKLOG.

AND SO WE I JUST WANT TO THANK YOU BOARD FOR YOUR YOU KNOW, APPROVAL OF THOSE ADDITIONAL FUNDS. OF COURSE. DOCTOR WENT BACK FOR WHEN I WENT TO HER AND ASKED FOR ADDITIONAL SUPPORT IN THIS AREA BECAUSE I WAS AFRAID THAT YOU KNOW I DIDN'T WANT TO GET BEHIND AND GET INTO TROUBLE LIKE SOME DISTRICTS HAVE. WE HAD A QUICK RESPONSE. AND SO I APPRECIATE DR LEADERSHIP IN HELPING US WITH THAT. LASTLY I WOULD LIKE TO ACKNOWLEDGE, UM ARE TWO SPECIAL ED DIRECTORS.

ONE WHO'S HERE TONIGHT, ASHLEY ASH, UM AND SHERRY MASTON. SHE'S NOT ABLE TO BE HERE TONIGHT.

SHE'S WITH A FAMILY MEMBER WHO IS IN THE HOSPITAL, BUT THESE TWO FOLKS AS LONG AS WELL AS OUR OTHER LEADERSHIP, TEAMWORK SO HARD TO SUPPORT SOME OF THE WORK THAT WE DO HERE AND I APPRECIATE THEM, AND I JUST WANT TO APPRECIATE ALL THE OTHER ADMINISTRATION, OUR PARENTS OUR STAFF AT CAMPUSES THAT RESPONDED TO THE SURVEY OR THAT ENGAGED IN THIS PROCESS. WE HAVE A LOT OF WORK TO DO. UM BUT OVERALL, I THINK IT WAS A GOOD PROGRAM EVALUATION. IT GAVE US SOME

[01:15:04]

THINGS TO THINK ABOUT. SO AT THIS TIME, WE'LL TAKE ANY QUESTIONS. THANK YOU, DOCTOR HEAL, AND DO WE HAVE ANY QUESTIONS? DR GILLIAN? YES THANK YOU VERY MUCH FOR THE PRESENTATION. I HAVE A FEW QUESTIONS, STARTING WITH THE FINDINGS. WHERE I DON'T KNOW WHAT PAGE. THIS IS, BUT IT HAS FINDINGS AND IT'S EFFECTIVE STAFFING PRACTICES. YEAH I THINK I KNOW WHAT YOU'RE TALKING ABOUT. SO I'M LOOKING BEHIND YOU RIGHT NOW WHERE YOU HAVE NEXT STEPS AND QUESTIONS AND I SEE WHERE STEP ONE IS REVIEW OF PROGRAM EVALUATION. I'M ASSUMING THAT'S HAPPENING NOW AND THEN STEP TWO FROM JANUARY TO MARCH, AND THEN STEP THREE. SO IT BEGINS IN APRIL. THE PROJECTED IMPLEMENTATION. THERE IS A LOT AND JUST LOOKING AT EFFECTIVE STAFFING PRACTICES ARE YOU SHARED SOMETHING ABOUT SPECIAL ED VACANCIES. ARE WE BETTER OR WHERE ARE WE REALLY ON VACANCIES? WELL I THINK THAT DEPENDS ON WHO YOU ASK. UM I MEAN, ASKING YOU THE CAMPUSES, I THINK ARE FEELING A GREAT DEAL OF RELIEF WITH THIS THESE APPRENTICE POSITIONS. UM THAT WE'VE CREATED THESE INNOVATIVE POSITIONS THAT WE CREATED AND THE ASSOCIATE TEACHER UNDER SPECIAL EDUCATION, SO LAST YEAR, THOSE POSITIONS WOULD HAVE BEEN VACANT, AND THIS YEAR WE MADE A DECISION TO UTILIZE. THOSE TYPES OF POSITIONS, ALTHOUGH THEY'RE NOT CERTIFIED TEACHERS, BUT PRINCIPLES I BELIEVE ARE FEELING BETTER TO HAVE THOSE FOLKS.

THEY'RE CONSISTENT, YOU KNOW, STAFF IN THE CLASSROOM. THEY HAVE DEGREES. AND WE'RE PROVIDING A LOT OF TRAINING AND SUPPORT TO THEM. UM SO THAT'S THE STAFFING VACANCIES FOR TEACHERS FOR SPECIAL AT ARE BETTER BECAUSE OF THAT THOSE POSITIONS NOW YOU KNOW, WE'VE LOST THEM ALONG THE WAY JUST BECAUSE IT'S OVERWHELMING, BUT I THINK IN GENERAL, WE'RE BETTER OFF AT THE, UM DISTRICT LEVEL SPEECH PAST CONTINUES COULD BE A REALLY HARD POSITION TO FILL.

AND WE'RE STRUGGLING AS WELL AS OTHER DISTRICTS TO FIND QUALITY SPEECH LANGUAGE PATHOLOGISTS TO WORK IN THE DISTRICT AND EVEN CONTRACTED SERVICES. OKAY SO, I MEAN, NO DISRESPECT. HOW MANY VACANCIES DO WE HAVE? WHERE? BECAUSE I HEAR A LOT OF WORDS. WHERE ARE WE? WE WOULD HAVE TO GET THAT INFORMATION. I DON'T HAVE THAT OFF THE TOP OF MY HEAD. OKAY SO WE'RE LOOKING AT T A S AND THE FOLKS THAT ARE COMING IN? IS THERE A BALLPARK FIGURE OF HOW MANY WE HAVE? I DON'T HAVE THAT INFORMATION I CAN GET IT CAN I CAN SHARE OR ASK? UH, GLENDA, IF YOU WANT TO, BUT TODAY I KNOW SHE GAVE US A REPORT ON OVERALL VACANCIES, BUT NOT NECESSARILY IN SPED, BUT.

GLENDA, ARE YOU? DO YOU WANT ME TO SHARE THAT? OR DO YOU WANT TO SHARE THAT? YES I WAS PULLING IT UP. THANK YOU CAN MOVE ON WHILE YOU'RE DOING THAT TOTAL, BUT I'LL PULL UP SPENT. OKAY SO MR ASHTON HAS SAID 3333 ON THE PERSONNEL REPORT FROM TODAY. 33 TEACHER VACANCIES, AND THAT INCLUDES INSTRUCTIONAL APPRENTICES. OR ASSOCIATE TEACHER POSITIONS, OKAY? AND JUST DO WE HAVE DO DO WE HAVE A PLAN FOR THAT? IN RECRUITING WELL, I MEAN, WE WORK WITH HR DEPARTMENT, UM AND WHAT CONTINUE TO WORK WITH THEM ON RECRUITING. THERE'S ALL KINDS OF INNOVATIVE THINGS THAT WE'RE DOING. AND I THINK THAT THAT THIS THIS POSITION THAT WE'VE CREATED IS HELPING AND WILL CONTINUE TO DO THAT. IT'S THE SUPPORT THAT I THINK WERE NEEDED AS WELL. AS YOU KNOW, WE HAVE STIPENDS. WE'VE BEEN TALKING THROUGH THE STIPENDS. AND ARE WE IN LINE WITH OTHER DISTRICTS THAT WERE WORKING WITH HR AND THOSE STIPENDS TO SEE WHERE WE FALL OUT? I MEAN, I WAS ON A CALL TODAY WITH H R AND BECAUSE OF THE V A T R E PASSING, THEY FELT LIKE IN CERTAIN POSITIONS. THEY FEEL REALLY GOOD OF WHERE WE ARE . SO I'M HOPING OR WILL. WE WILL BE AS WE GO INTO THE RECRUITING FOR NEXT YEAR AND THANK YOU AND I APPRECIATE THE POSITIVITY AND THE OTHER PART OF THAT IS BECAUSE ALMOST I'M GONNA SAY DAILY. I HAVE FOLKS THAT WONDER.

YOU KNOW, THE AN APPLICATION MAY BE IN AND THAT THAT YOU'VE APPLIED FOR SOMETHING. AND IT MIGHT GO 345 WEEKS AND I HAVEN'T SHARED I HAVEN'T SHARED WITH DR WHITBECK EITHER. I TRY TO STAY AWAY FROM THAT. BUT HOWEVER MANY TIMES THERE ARE PEOPLE IN THE QUEUE THAT I DON'T UNDERSTAND HOW THEY HAVEN'T EVEN RECEIVED. A CALL YET, SO I'M JUST WONDERING THAT IF WE HAVE 30 PLUS 33 VACANCIES DO WE REALLY DO WE HAVE SOMEONE ON SOMEONE WHO IS GOING TO MAKE SURE YOU

[01:20:08]

KNOW WHAT TODAY I'M GONNA CALL FIVE PEOPLE AND BRING THEM IN FOR AN INTERVIEW. I DON'T KNOW.

AND I'M THROWING THAT OUT. I'M NOT NECESSARILY ASKING YOU TO TELL ME EXACTLY WHAT'S GOING ON BECAUSE I DON'T NECESSARILY WANT TO PUT YOU ON THE SPOT BECAUSE I DON'T THINK THAT'S FAIR. BUT IF WE START LOOKING IN WHEN I SEE RIGHT NOW, I'M LOOKING DOWN AT STEP TO DEVELOP AN ACTION PLAN I WOULD LIKE TO SEE IN THE ACTION PLAN. HOW WE MAKE SURE THAT WE GET STAFF BECAUSE THE ONE THING WITH SPECIAL EDUCATION FROM THE TIME EVEN BEFORE I CAME ON THE BOARD, THAT WAS A BIG, HUGE THING, AND IT STILL SEEMS LIKE IT'S A BIG, HUGE THING. 33 TO ME IS A LOT BECAUSE THEN IN MY THINKING IS THAT 15 SCHOOLS. IS THAT 20 SCHOOLS OR IS THAT 30 SCHOOLS THAT NEED SOMEONE. I ALSO KNOW THAT WHEN WE'RE LOOKING AT OUR, UM, OUR FOLKS THAT ARE NOT TEACHERS THAT THERE ESPECIALLY NOT SPECIALISTS. WHAT AM I THINKING? UM PARIS. THANK YOU. SO PARAPROFESSIONALS TO WHERE MANY? BECAUSE OF THE PAY. THEY'RE NOT. YOU KNOW, IT'S TOUGH. LET'S JUST PUT IT THAT WAY. BUT WE HAVE SOME WONDERFUL PEOPLE THAT ARE OUT THERE. SO IN JUST LOOKING AT THAT, UH, ALSO BECAUSE WE HAVE APPRENTICE AND ASSOCIATE SPED TEACHER POSITIONS , YOU KNOW, IT'S LIKE, OKAY, WE'RE DOING THIS. BUT THEN YOU KNOW JUST HOW HOW WELL ARE WE DOING THAT? SO WHEN I SEE IN DEVELOPING AND REVIEWING THE PROGRAM EVALUATION, IT'S REALLY GOING THROUGH AND DISSECTING THAT WE'RE DOING THIS. BUT HOW WELL ARE WE DOING THAT? SO I HEAR A LOT? YES WE'RE DOING WE'RE DOING BUT I I'M NOT SURE OF WHAT I HEAR, YOU KNOW, FROM THE FROM THE JUST FROM PEOPLE. I CAN'T SAY CAMPUSES. A CONVERSATION STARTS AND THEN I JUST WONDER. SO I'M LOOKING AT FINDINGS NOW AND I'M I'M NOT GOING TO TALK SO MUCH AFTER THIS . TEACHERS HAVE ACCESS TO HIGH QUALITY CURRICULUM AND SCAFFOLDING OF REPORTS, ESPECIALLY DESIGNED INSTRUCTION NOT FREQUENTLY OBSERVED, YOU KNOW, IF IT'S NOT FREQUENTLY OBSERVED, THEN WHAT ARE WE DOING WITH THAT? SO AGAIN WHEN I SEE AN ACTION PLAN IN JANUARY THROUGH MARCH, I'M I'M HOPING YOU KNOW, I DON'T LIKE THE WORD BUT I DON'T LIKE TO USE IT HERE THAT WE'RE GOING TO SEE SOME REMEDIES THAT WE'RE FIXING THE PROBLEM NOW BECAUSE WE'VE HAD THE PROBLEM. FOR A WHILE AND WHAT'S THE PLAN? WE IT SEEMS TO ME THAT WHEN WE TALK ABOUT IT, AND EVERYTHING IS HONEST IS RIGHT ON THE TABLE. BUT YOU KNOW SOMETIMES IF YOU HAVE 15 THINGS THAT YOU HAVE TO CORRECT CAN WE FOCUS ON THREE RIGHT NOW? AND MAKE THEM REALLY, REALLY GOOD AND THEN KIND OF, I GUESS, CHOP IT UP TO TRY TO GET BETTER. UM AND I DON'T KNOW HOW THAT LOOKS IN SPECIAL EDUCATION AND ALL OF THE DIFFERENT THINGS THAT ARE FLOATING. ARE THERE THAT ARE GOING AROUND WITH THAT? UM EFFICIENCIES. IT HAS EARLY INTERVENTION ACADEMY. IT SAYS CLOSED PROGRAMS RETURN STUDENTS TO SEE. HOW ARE WE MONITORING THIS THESE ITEMS ALSO SO I'LL JUST STOP THERE AND I'LL LET SOMEONE ELSE TALK. AND THEN I CAN COME BACK WHILE I'VE GOT ONE MORE AFTER THAT, BUT HOW DOES MONITORING LOOK? ARE YOU TALKING ABOUT MONITORING SPECIFICALLY OF THE EI A PROGRAM? YES. WELL, I MEAN, WE WALKED THAT CAMPUS AS WE DO OTHER CAMPUSES. WE LOOK AT DATA WITH THAT WITH THOSE CAMPUSES. I DON'T THINK THAT THE EVALUATORS ARE SAYING ANYTHING IS WRONG WITH EARLY INTERVENTION ACADEMY. IN FACT, THEY SAID, GREAT THINGS. IT'S JUST THE STUDENTS THERE ARE RECEIVING MORE THAN THEIR ARTS REQUIRE. IT'S A MODEL WHERE IT'S AN APPLICATION PROGRAM. AND THEN IF YOU GET ACCEPTED INTO THAT PROGRAM, YOU KNOW YOU GET IF YOU'RE A THREE YEAR OLD OF THE STUDENT IS THREE YEARS OLD. THEY GO TO A FULL DAY, WHEREAS IF THEY WERE BACK AT THEIR HOME CAMPUS, THEY WOULD ONLY BE ON A HALF DAY. STUDENTS THERE HAVE MUSIC THERAPY. MUSIC THERAPY IS ONLY GIVEN FOR STUDENTS PER ART, SO THERE'S JUST A LOT MORE AVAILABLE AND GIVEN AS PART OF THAT PROGRAM. WHICH WHEN WE STARTED THE PROGRAM, IT WAS A MODEL THAT WE THOUGHT WE WOULD BE ABLE TO SUSTAIN WHEN WE HAVE A LITTLE BIT MORE MONEYS. BUT BECAUSE OF THE CHALLENGES WITH BUDGET THAT'S JUST IDENTIFIED AS A PROGRAM THAT WE COULD SAVE MONEY. THERE'S NOT A CONCERN THAT THERE'S NOT THAT THINGS AREN'T GOING WELL THERE. SO BUT OF COURSE, AS FAR AS MONITORING I MEAN, WE MONITOR FROM OUR OFFICE. WE MONITOR A NUMBER OF WAYS. WE DO WALKS ON THURSDAYS WHERE WE'RE GOING TO CAMPUSES AND WE'RE LOOKING AT WHAT'S GOING ON IN CLASSROOMS. WE'RE TALKING TWO PRINCIPLES. UM YOU KNOW, WE'RE COLLABORATING ON THOSE THINGS ARE STAFF ARE CONSTANTLY ADDED CAMPUSES BASED ON REQUEST TO COME OUT AND SUPPORT US. WE LOOK AT THE AUDIT PROCESS THROUGH SPECIAL EDUCATION. YOU KNOW, WE LOOK AT CERTAIN THINGS WITHIN THE

[01:25:02]

FOLDERS, THINGS WE CAN DO ONLINE, SO THERE'S A GREAT NUMBER OF WAYS FROM THE DISTRICT. WE MONITOR BUT THE CAMPUS LEVEL YOU KNOW THE PRINCIPLES. WE HAVE CASE MANAGEMENT. WE HAVE A LOT OF SYSTEMS IN PLACE TO MONITOR AND SO ONE OF THE THINGS IN THE AUDIT WAS IN THE FINDINGS WAS A SUGGESTION TO REVISE THAT AUDIT PROCESS TO INCLUDE MORE AT THE CAMPUS LEVEL SO THAT THERE WOULD BE A COLLABORATION BECAUSE IT'S VERY DIFFICULT FOR US TO DO THAT. WE DON'T HAVE THE CAPACITY TO DO THAT ALONE AT THE DISTRICT LEVEL, SO THOSE ARE JUST SOME OF THE WAYS THAT WE MONITOR. OKAY SO HOW DO WE KNOW THAT? WE'RE HOW DO YOU HOW DO YOU KNOW THAT YOU'RE DOING? GREAT WHAT CAN YOU AND I'M NOT. HOW DO YOU KNOW THAT? OKAY THIS CAMPUSES IS KNOCKING IT OUT. OKAY THAT CAMPUS OVER THERE IS NOT KNOCKING IT OUT. OKAY AND WE GO OVER THERE AND WE VISIT AND WE DO WHEN WE DO. DO WE HAVE A REMEDY TO GO OVER TO THAT CAMPUS AND MAKE IT BETTER? YES OKAY, SO HOW ARE WE DOING THAT NOW? YES SO WHEN WE GO OUT, WE MONITOR WHAT? WHEN I DON'T MEAN TO HOW DO WE MONITOR WHAT WE'RE DOING SO THAT WHEN IT COMES AND SOMEONE SPEAKS TO IT, WE HAVE A PERSON OUT THERE, YOU KNOW, APPARENT OUT THERE, YOU KNOW, THIS IS WHAT'S GOING ON. AND THEN HERE'S THE REMEDY. HOW DO THEY? HOW DO WE KNOW? THAT THAT'S HAPPENING BECAUSE IT'S HARD TO KNOW. YEAH, I MEAN, AND I THINK IT DEPENDS ON THE SITUATION, BUT IN GENERAL WHEN WE GO TO CAMPUS AND DO OUR WALKS , AND WE'RE VISITING EVERY SINGLE CAMPUS IN THE SPRING, AND WE'RE GOING OUT, I MEAN IN THE IN THE FALL. I'M SORRY, AND WE'RE GOING OUT THERE IF WE IDENTIFY A PROGRAM THAT'S STRUGGLING OR A PRINCIPAL CAUSE US AND SAYS I NEED HELP WITH THIS TEACHER. UM OR I HAVE JUST UNCOVERED THAT WE'RE NOT BEING COMPLIANT IN THIS AREA, AND THESE STUDENTS ARE NOT GETTING THEIR SERVICES. THEN WE WORK ON A PLANE WITH THAT PRINCIPLE, AND WE WORK ON A PLAN TO ENSURE WE GO TO ART AND HAVE ADDRESSED THE SERVICES THAT AREN'T BEING PROVIDED. OR WE WORK ON A PLAN TO SUPPORT THE TEACHERS OR WHATEVER THE SITUATION IS. THERE'S SO MANY DIFFERENT, VARIED SITUATIONS. BUT AS FAR AS LIKE, HOW DO WE KNOW IT'S HAPPENING? BECAUSE WE FOLLOW BACK UP WITH THE PRINCIPLES WE GET OTHER FOLKS INVOLVED IF WE NEED TO COLLABORATE WITH THE DEPARTMENT OF SCHOOL LEADERSHIP ON THINGS, AND YOU KNOW, WE WORK INDIVIDUALLY WITH PARENTS WHEN WE IDENTIFY THAT THERE'S A PROBLEM AND WE CONTACT THEM AND YOU KNOW WE'RE TRANSPARENT THAT THERE'S BEEN A PROBLEM THAT WE'VE IDENTIFIED, OKAY AND I'LL GIVE IT UP AFTER THIS. OKAY RECOMMENDATIONS. EFFECTIVE STAFFING PRACTICES. OKAY SO THEIR RECOMMENDATIONS THERE AND AS I GO THROUGH THEM, I WONDER AGAIN. HOW IS THIS BEING MONITORED? BUT MY QUESTIONS HERE WERE WHEN WILL THIS HAPPEN? AND WHAT IS THE TIMELINE? SO IF WE'RE LOOKING AT ADDRESS THE JOB DUTIES AND PAY DISPARITIES, ETCETERA CLAIRE FOR THE ROLE OF THE SPECIAL EDUCATION DEPARTMENT, SO ALL OF THESE THINGS WHEN WOULD YOU SAY THESE RECOMMENDATIONS THAT FOR STAFFING PRACTICES? WHEN WILL THIS ACTUALLY HAPPEN? WELL AS WE STUDY THIS, WE'RE GOING TO HAVE TO IDENTIFY WHAT WHICH ONES ARE PRIORITY. WHICH ONES WE START WITH, BECAUSE WE CAN'T DO ALL OF THESE RECOMMENDATIONS AT ONCE, SO WE'RE GOING TO HAVE TO GO THROUGH ALL OF THESE RECOMMENDATIONS, AND WE'RE GOING TO HAVE TO IDENTIFY WHICH ONES ARE WE GOING TO DO? FIRST WHICH ONES? DO WE HAVE THE FINANCIAL CAPACITY? WHAT DO WE HAVE THE BANDWIDTH IN THE DEPARTMENT OR IN THE DISTRICT TO DO AND WE'RE GOING TO HAVE TO PRIORITIZE THOSE BECAUSE AGAIN THESE RECOMMENDATIONS ARE NOT THERE'S NOT IDENTIFIED NON COMPLIANCE THERE. THE REPORT IS SAYING THESE ARE RECOMMENDATIONS TO CONSIDER, SO WE HAVE TO CONSIDER WHICH ONES ARE HITTING US A LOT HARDER THAN THE OTHERS. SO, FOR EXAMPLE, WE'VE ALREADY STARTED LIKE ON THE ADDRESSING THE JOB DUTIES OF THE DISPARITY OF THE C, C C AND THE ART FACILITY. WE'VE BEEN TALKING ABOUT THAT FOR QUITE SOME TIME. WITH BUSINESS AND FINANCE WITH HR, SO THAT'S NOT GOING TO BE A NEW PROCESS, BUT WE'RE GOING TO HAVE TO GO THROUGH ALL OF THOSE. AND AGAIN, UM, APRIL. I MEAN THAT THAT WE'RE WE ANTICIPATE THIS ACTION PLAN WILL BE CREATED IN MARCH WITH A YOU KNOW A ROADMAP TO WORK ON THIS. OKAY. THANK YOU. THANK YOU, DR GILLIAM. MR HAMILTON'S? YES THANK YOU, MADAM PRESIDENT. THANK YOU, DR HILL FOR THAT PRESENTATION. GREAT JOB WITH THE PROGRESS ON THE DELINQUENT INITIAL EVALUATIONS.

I THINK I MUST HAVE MISSED THE DELINQUENT RE EVALUATIONS. DID YOU GIVE US AN UPDATE ON THOSE NUMBERS OR YEAH, WELL, WE DIDN'T NECESSARILY GET INTO THE NUMBERS IN HERE. BUT IF YOU REMEMBER EVERY MONTH WE'RE PROVIDING THE BOARD OF TRUSTEES AND UPDATE WHERE WE ARE WITH THOSE INITIALS AND RIO VOWS AND WE'VE PROVIDED 1 SEPTEMBER 15TH OCTOBER 15TH AND WE HAVE ONE GOING TO THIS FRIDAY, SO WE'LL CONTINUE TO THAT TO DO THAT THROUGHOUT THE SCHOOL YEAR. OKAY THANK YOU, UM, DID THE LETTER THAT CAME TO THE DIDN'T MENTION SYSTEMIC NONCOMPLIANCE BY CHANCE DID SPECIFICALLY ASKED THEM AND THEY SAID WE ARE NOT. WE DO NOT HAVE SYSTEM. MICK. NONCOMPLIANCE,

[01:30:04]

OKAY? UM AND THEN YOU YOU MENTIONED THAT YOU DID HAVE CORRESPONDENCE REGARDING THE INITIAL RE EVALUATIONS WITH THE WAS THERE. ALSO CORRESPONDENCE WITH TIA REGARDING THE DELINQUENT RE EVALUATIONS? NO WE DON'T MOVE NOT BEEN UNDER CORRECTIVE ACTION PLAN WITH TA FOR THOSE THOSE AREN'T REPORTED TO THE STATE, LIKE THE INITIALS ARE THE FOCUS AT THE STATE LEVEL. THANK YOU. HMM. THANK YOU, MR HAMBLETON, MISS HANNIGAN. THANK YOU, DR HILL FOR THE PRESENTATION AND THANK YOU FOR INCLUDING THAT, UM, PROGRAM EVALUATION IN OUR FRIDAY UPDATE.

UM SO I'M SURE EVERYBODY GOT A CHANCE TO READ IT. BUT THERE ARE SIX FULL PAGES OF RECOMMENDATIONS, AND I UNDERSTAND THAT'S A LOT TO UNPACK. UM SO I WOULD ACTUALLY LIKE IT DOCUMENTED IN THE MINUTES BECAUSE I WOULD LIKE TO ASK ONCE YOU FINALIZE THE ROADMAP FOR THE ACTION PLAN, OR WHATEVER YOU'RE CALLING IT THAT THAT BE SHARED WITH THE BOARD.

UM SO WE CAN SEE WHAT THAT PRIORITY LIST IS SO THAT AS A AS A BOARD WE CAN KNOW AND UNDERSTAND. WHAT YOUR PRIORITIES ARE, UM, YOU KNOW IF YOU YOU MENTIONED LOOKING AT IT BASED ON MULTIPLE FACTORS, RIGHT FUNDING BEING ONE, BUT IT WILL HELP US UNDERSTAND WHEN IT'S TIME TO APPROVE BUDGET. UM, SO IT WOULD BE REALLY GREAT IF WE HAD THIS BY THE TIME WE APPROVED THE BUDGET FOR NEXT YEAR, BUT IF WE COULD PLEASE, UM AT LEAST YOU KNOW NO LATER THAN MAY BE OUR APRIL, UM EITHER ABOARD UPDATE OR THE BOARD MEETING HAVE THAT ROAD MAP. UM SO THAT WE COULD REVIEW THAT I WOULD. I WOULD REALLY APPRECIATE THAT. UM, LET'S SEE. I THINK THAT MAYBE MY OH, MY OTHER QUESTION WAS WHEN WILL THIS PROGRAM EVALUATION BE POSTED TO THE PUBLIC FACING WEBSITE? WELL TONIGHT WE WANTED TO SHARE IT WITH YOU GUYS. WE WANT TO BE ABLE TO DEBRIEF WITH OUR SPECIAL ED TEAM. UM AND THE CPAC WHICH WE HAVE A MEETING. I BELIEVE IN A COUPLE OF WEEKS AND THEN SHARE WITH PRINCIPLES SO I WOULD ANTICIPATE IN THE NEXT COUPLE OF WEEKS WILL PROBABLY BEFORE THE THING THAT CHRISTMAS BREAK, WE WILL. POSTED ON OUR SPECIAL ED WEBSITE SO THAT THE PARENTS CAN VIEW IT SURE WE BECAUSE WE WANT ALL OF OUR SPECIAL ED PARENTS TO BE AFFORDED THE OPPORTUNITY AND OUR STAFF RIGHT TO READ TO READ THE REPORT. THANK YOU VERY MUCH.

THANK YOU, MR HANNAN. MR MALONE. YES THANK YOU. THANK YOU, MISS HELEN. REALLY? OR DR PHIL. I REALLY APPRECIATE, UM, THE PRESENTATION. AND AS YOU KNOW, I'VE BEEN A BIG ADVOCATE. UH FOR SPECIAL EDUCATION AND. ONE THING I'LL SAY OFF THE TOP. YOU MENTIONED CPAC. UM I WANT TO EXPRESS AND SHARE THAT. I KNOW THAT THAT'S GROWN IN MEMBERSHIP, AND I'M HEARING DIRECTLY FROM PARENTS WHO FEEL LIKE THEY'RE BEING HEARD. THEIR VOICES ARE HEARD. AND YOU GUYS ARE MAKING CHANGES IN MAKING A DIFFERENCE IN IMPLEMENTING SOME OF THEIR SUGGESTIONS. SO FOR THAT, I ALSO WANT TO SAY, UM JUST I APPRECIATE IT. IT'S SO IMPORTANT TO LISTEN TO THE COMMUNITY TO THE PRINCIPLES TO THE STAFF, AND WE'RE WORK TOWARDS WHAT'S BEST FOR THE KIDS. SO THANK YOU FOR MAKING IT BETTER. ARE WE WHERE WE WANT TO BE? NO BUT ARE WE EVER LIKE THE CONTINUOUS IMPROVEMENT, I THINK IS WHAT'S IMPORTANT TO FOCUS ON AND WHAT I SEE IN THIS. IS CONTINUOUS IMPROVEMENT. UM I RECALL THE INTAKE WHAT YOU'RE REFERRING TO EARLIER AND I DON'T RECALL EXACTLY HOW MANY STUDENTS WERE ON THAT INTAKE FOR THREE YEAR OLD VALUATIONS. DO YOU GUYS KNOW OFF THE CUFF? APPROXIMATELY I DO HAVE THAT. I BELIEVE SO. WHEN WE GAVE YOU. WE HAD WHEN. WE HAD ABOUT TWO. WE HAD 201. UM THAT WERE DUE. BY AUGUST 4TH. AND THAT'S WHEN. YOU KNOW, THAT'S WE KIND OF STARTED THIS THIS SUMMER, AND WE WERE LIKE, S. O S. YES WE NEED HELP. SO WE HAD 201. AND SO THEN, YOU KNOW, WE KIND OF GAVE YOU AN UPDATE EVERY MONTH AND YOU'LL BE GETTING A, UH, AN UPDATE THIS WEEK, WHICH WILL SHOW THAT THOSE ARE ALL COMPLETED. OKAY. THANK YOU, MA'AM. SO ESSENTIALLY FROM AUGUST 2 TODAY AND IT'S NOVEMBER EARLY NOVEMBER. THREE MONTHS. 90 DAYS YOU WENT FROM 200 ON THE BOOKS TO ZERO. AND THAT'S JUST THE INTAKE, BUT THAT'S BUT THAT'S THE HUGE PIECE THAT WE WERE FOCUSING ON AS WE CONTINUE TO WORK ON THE ONES FROM CAMPUSES AS WELL. AND SO I'M GOING TO ASK JUST A FEW QUESTIONS BECAUSE I THINK IT'S IMPORTANT FOR THE PUBLIC TO KNOW AS WELL. UM SO FIRST OF ALL, I THINK THAT'S AMAZING. AND

[01:35:05]

CONGRATULATIONS TO YOU, MR. AZNAR YOU'RE HERE TODAY. THANK YOU. AND FOR ALL OF YOUR TEAM, UM IT'S GREAT TO KNOW BECAUSE I REMEMBER WHEN WE FIRST WHEN I FIRST CAME IN HERE. THAT WAS ONE OF THE ISSUES IDENTIFICATION, AND IT SOUNDS LIKE IT STILL IS. AND IF YOU LOOK AT THE NUMBERS, IT'S CONTINUOUSLY GROWING, SO IT KIND OF MAKES SENSE, ESPECIALLY WHEN STAFFING SHORTAGES ARE A REAL PROBLEM. SO UH, I KIND OF WANT TO TOOT YOUR HORN 2 DEGREES AS FAR AS EFFORTS. UM I ALSO REMEMBER LAST YEAR THE BOARD. WE DID IT ONE TIME BONUS FOR SAFETY AND PART OF THAT WAS SPECIAL EDUCATION. IF I RECALL PRETTY DARN SURE, YES, YES. DID IT MAKE AN IMPACT? THEY GOT THE STATEMENTS. I DO THINK IT HELPED. OKAY WE APPRECIATE THAT. AND I ALSO JUST WANT TO SAY THANK YOU FOR RECOGNIZING THIS INTAKE WORK. BECAUSE IT HAS BEEN EXTREMELY CHALLENGING FOR OUR VALUATION STAFF. AND THEN NO, THEY APPRECIATE THAT TO KNOW THAT YOU RECOGNIZE THAT THEY'VE BEEN WORKING SO HARD, IN ADDITION TO THE MONEY THAT YOU GAVE US FOR TO HIRE CONTRACT, YOU KNOW, WE'VE ALSO BEEN PAYING PEOPLE SUPPLEMENTAL PAY. I MEAN, WE'VE BEEN DOING ANYTHING AND EVERYTHING TO GET THESE STUDENTS EVALUATED. SO THANK YOU FOR RECOGNIZING THAT YOU BET MY PLEASURE AND THANK YOU GUYS FOR DOING THE WORK, BUT THE ONE TIME BONUS SO Y'ALL DID THAT YOU CHANGED AND YOU ADOPTED AN APPRENTICE PROGRAM. IS IT THE MOST IDEAL SITUATION? NO. BUT IS IT BETTER THAN WE WERE AT? IS IT CONTINUOUS IMPROVEMENT? IS IT HELPING? AND YOU'VE ALREADY CLAIMED? YES SO MY QUESTION ON THE APPRENTICE PROGRAM IS WHEN APPROXIMATELY WILL THIS SLATE OF APPRENTICES BE CERTIFIED. SO I CAN'T REMEMBER THAT FEBRUARY THAT WE SHOULD MARCH MARCH THAT WILL THAT WAS THE DEADLINE FOR THEM TO TAKE THEIR TEST IN THE POSITION, WHEREAS FOR NEXT YEAR WE CAN HIRE THEM AS A CERTIFIED TEACHER, OK, SO ESSENTIALLY AUGUST TO MARCH IS THE TIMETABLE THAT THAT GROUP OF APPRENTICES WILL NOW BECOME CERTIFIED TEACHERS. SO WE JUST INCREASED CAPACITY AND REDUCED VACANCY. YES, YOU'RE GOING TO DO THE SAME THING NEXT YEAR. AND SO BY THEN YOU'RE YOU HAVE NOW A NEW SLATE OF CANDIDATES THAT ARE SUPPORTING THIS SPECIAL EDUCATION. AND THAT'S AGAIN FOR PARENTS. I REALLY HOPE IF YOU'RE LISTENING, UM I TOO HAVE MY KIDS AND SOME APPRENTICES CLASSES, BUT EVERYBODY STARTS SOMEWHERE. AND SO I'M REALLY GRATEFUL FOR THE CREATIVITY WITHIN HR AND YOU GUYS WORKING TOGETHER AND THEN THE V A. T E R E WILL THAT HELP RETAIN TEACHERS AND STAFF? IT'S EXPECTED TO YES, YES, I THINK SO . HOPEFULLY IT WILL HELP OUR RETENTION RATE AND KEEP THEM AS WE BRING IN NEW STAFF. WILL RETAIN THE OLD WHICH SHOULD IMPROVE YOUR NUMBERS OVERALL AS WELL. YES. UM AND THEN YOU MENTIONED ALREADY WHICH THE BOARD RECENTLY DID THIS LESS THAN 60 DAYS AGO. $600,000. I BELIEVE IS WHAT IT APPROXIMATELY IS AND WE OUTSOURCE FOR YOU TO OUTSOURCE FOR IDENTIFICATION. YEAH, AND I THINK ACTUALLY, THAT AMENDMENT WAS 1.4 MILLION THAT YOU GUYS APPROVED IN OCTOBER. UM SO IT WASN'T 600,000. IT WAS 1.4 WHAT WE TALKED ABOUT. CORRECT IT IS 1.4 MILLION. WE HAD A CONVERSATION AND ESSENTIALLY THERE WAS $1.4 MILLION AT THE BORDER APPROPRIATED IN ADDITION TO THAT WE HAD STAFFING VACANCIES THAT WE BELIEVE WE COULD SHIFT INTO. THE ESPECIALLY AND I SAY STAFFING, VACANT STAFFING VACANCIES WITHIN SPECIAL EDUCATION THAT ALLOWS US TO REALLOCATE ABOUT $600,000. IN ADDITION TO THAT, 1.4, SO THERE WAS $2 MILLION OVERALL THAT WAS AVAILABLE, SO THERE'S THE 600 SO $2 MILLION IN OCTOBER ALLOCATED TOWARDS SPECIAL EDUCATION IN MAKING GAINS, AND THAT WAS THE MONEY THAT WE HAD ASKED THAT WE NEEDED TO HELP GET CAUGHT UP ON SOME OF THESE INITIALS THAT WERE BACKLOGGED, OKAY. AND FOR THAT, I WANTED TO SAY THANK YOU TO MY COLLEAGUES HERE. AND THE BOARD THAT I REALLY DO APPRECIATE THAT. WE'VE ALL MADE A CONCERTED EFFORT TO SUPPORT SPECIAL ED AND TO PROVIDE YOU GUYS THE NECESSARY FUNDS AND RESOURCES SO YOU CAN MAKE A DIFFERENCE. SO THANK YOU FOR THAT. OKAY? LAST THING UM, I AGREE WITH MRS HANNON ON IF YOU COULD COME BACK AND SHARE BECAUSE WHEN I SEE ALL OF THE RECOMMENDATIONS, FRANKLY, SOME OF THEM I WONDER HOW IT'S GOING TO HELP WITH RETENTION. FOR EXAMPLE, ONE OF THEM WAS TAKING, UH, TAKING STAFF OFF SALARY AND TURNING THEM INTO CONTRACT EMPLOYEES. AND AS I SIT HERE TODAY, I'M NOT SURE HOW THAT REALLY IMPACTS THEM. FOR EXAMPLE, IF THEY LOSE BENEFITS, BECAUSE ONCE YOU BECOME CONTRACT WHAT THAT MEANS IS I'M SORRY THAT WHAT THAT'S ABOUT IS BEING FLEXIBLE. WITH OUR POSITION. SO, FOR EXAMPLE, IF WE HAVE FIVE VACANCIES. FOR SPEECH PATHOLOGISTS. AND SO IT WOULD BE TAKING THOSE FTE S THAT ARE SET WITH BUDGET FOR THE FTE AND REALLOCATE AND REALLOCATING THEM

[01:40:03]

TO CONTRACT SERVICES. AND SO THAT WAY WE CAN NOT SIT ALL YEAR WITH A VACANT SPEECH PATH BECAUSE WE DON'T HAVE SUBSTITUTES LIKE YOU WOULD FOR A TEACHER. WE CAN REDIRECT THOSE THAT FUNDING OVER TO CONTRACT SERVICES AND THEN WE CAN HIRE THE CONTRACTS OR CONTRACT THAT PEOPLE TO COME IN. AND THEN BEING FLEXIBLE ON THE OTHER SIDE THAT IF WE'VE REDIRECTED THOSE POSITIONS, AND NOW WE HAVE A SPEECH PATH THAT'S HAS APPLIED TO THE DISTRICT. THEN WE WOULD GO BACK AND SAY WE NEED ONE OF THESE TO GO BACK TO BE AN FTE FOR SPEECH. SO IT'S JUST THAT ONGOING FLEXIBILITY BETWEEN CURRENT POSITIONS AND CONTRACT. OKAY THAT SOUNDS REALLY GOOD.

BUT AGAIN ON THE RECOMMENDATIONS IF Y'ALL DON'T MIND COMING BACK WITH T CASE GAVE YOU QUITE QUITE A FEW PAGES. UM YES, ROLLOVER, AND IT SOUNDS LIKE YOU'VE GOT A COUPLE OF MONTHS THAT YOU'RE GOING TO BE DOING THAT. SO I LOOKED FORWARD TO THE NEXT STEPS IN THIS AND I JUST WANT TO AGAIN JUST EXPRESS MY APPRECIATION FOR THE GREAT WORK THAT YOU'VE DONE IN SUCH A SHORT AMOUNT OF TIME AND REALLY FOCUSED, CONCERTED EFFORT THAT I COULD SUPPORT YOU AND WILL CONTINUE TO SUPPORT THESE EFFORTS. THANK YOU. THANK YOU, MR MALONE. MR GARCIA. THANK YOU, MADAM PRESIDENT. I JUST WANT TO SAY THANK YOU FOR ALL THE HARD WORK. UM THANK YOU FOR THE UPDATE MY QUESTIONS, UM, ACTUALLY FOLLOW TRUSTEE HANNON IN REGARDS TO WHAT THE PLAN IS THE IMPLEMENTATION TIMELINE, SO I SEE YOU HAVE IT UP ON THE SCREEN. UM I HAD SOME QUESTIONS SPECIFICALLY ABOUT HOW YOU PRIORITIZE ALL THOSE PAGES WHICH ONES YOU DECIDE TO GO WITH VERSUS, ALTHOUGH I DON'T THINK YOU PROBABLY PROBABLY HIT ALL OF THE RECOMMENDATIONS, BUT IN REGARDS TO EFFICIENCIES, AND WHAT WOULD THE IMPACT TO THE BUDGET BE UNTIL KIND OF GET THAT FIGURED OUT AND THEN? OF ANYTHING THAT, UM WOULD BE A COST SAVING EFFICIENCY WHERE THAT MONEY WOULD GET ALLOCATED BACK INTO THE PROGRAM TO FURTHER HELP YOU OUT. THIS IS SOMETHING THAT I WOULD BE INTERESTED IN.

ONCE YOU GET THAT PART OF THE PLAN, SO THAT'S ALL. THANK YOU. THANK YOU, MR GARCIA. REALLY GOOD POINTS. THANK YOU, MISS JONES. THANK YOU, MADAM PRESIDENT. I JUST HAVE ONE QUICK QUESTION. JUST CLARIFYING QUESTION. YOU INDICATED EARLIER THAT YOU PROVIDED, UH AND UPDATE ON NEW EVALUATIONS AND RE EVALUATIONS CORRECT. SO IN THIS PRESENTATION, I'M ASKING WHY ONLY THE NEW EVALUATIONS. WHY NOT ALSO INFORMATION REGARDING THE STATUS OF THE RE EVALUATIONS AS WELL? IN IN THIS PRESENTATION , IT IS NOTED THAT RE EVALUATIONS ARE DELAYED IN HERE.

OKAY? YEAH, THERE WAS I BELIEVE THAT WAS IT WAS A RECOMMENDATION TO CONTINUE WITH ADDRESSING EVALUATIONS, INITIALS AND ALL THE EVALUATIONS. OKAY AND WHERE ARE WE IN THE IN THE REVALUATION STAGE. I DON'T HAVE THAT NUMBER AT THE TOP OF MY HEAD. BUT I'M FRIDAY, YOU'LL BE GETTING AN UPDATE IN YOUR BOARD UPDATED THAT YOU WILL BE ABLE TO HAVE THE NUMBER OF RE EVALUATIONS THAT WAS COMPLETED SINCE LAST MONTH, AS WELL AS THE NUMBER THAT ARE OVERDUE. DO YOU REMEMBER THE LAST NUMBER OF THE IN THE LAST UPDATE? DO YOU REMEMBER? REMEMBER? AT THE TOP OF MY HEAD. ONE OF THE THINGS THAT I WILL SAY, THOUGH TRUSTEE JONES IS WHAT OUR PLAN IS, NOW THAT WE HAVE THAT INTAKE. CAUGHT UP IS TO REDIRECT THAT GROUP OF STAFF THAT WAS REALLY FOCUSING ON THAT TO SWITCH BACK OVER TO THE RIO VOWS SO WE HAVE MADE GREAT PROGRESS ON THE RE EVALUATIONS, AND I WAS SPEAKING WITH OUR PROGRAM MANAGER FOR EVALUATIONS TODAY. AND SO WHEN YOU GET THAT UPDATE ON FRIDAY, IT WILL HAVE ALL THAT INFORMATION. OKAY, THANK YOU.

MHM. THANK YOU, MR JONES. THANK YOU, DR HILL. UM I JUST HAVE A REAL LIKE, REALLY QUICK QUESTION . I THINK WE ALL EXPRESS OUR CONCERNS AND, UM, DESIRE TO SEE THE PRIORITY LIST AND THE ROADMAP. I THINK THAT'S STILL PRETTY IMPORTANT. I DON'T WANT TO REPEAT EVERYTHING YOU KNOW ALL THE POINTS CAN YOU CLARIFY FOR ME, SO WHEN THERE IS IN COMPLIANCE, RIGHT? SO YOU, YOU PROVIDE ACTION PLAN. TO T A AND SO AFTER YOU PROVIDE THE ACTION PLAN, DO ANYONE MONITOR IF WE ACTUALLY FOLLOW THE ACTION PLAN AND OTHER OUTCOME OUT OF IT, DO IT. DO WE HAVE THAT KIND OF REPORT? WE NEED TO DO THAT, OR EVERY YEAR. WE JUST PROVIDED ACTION PLAN WELL, WHEN WHENEVER WE ARE WHENEVER THE DISTRICT OR ANY DISTRICT HAS TO SUBMIT A CORRECTIVE ACTION PLAN TO EAT A THERE IS FOLLOW UP FROM T E. A SO WE'LL PROBABLY SUBMIT THAT I THINK THAT DEADLINE IS BEFORE WE GO OFF FOR CHRISTMAS BREAK DECEMBER 15TH, AND THEN WE'LL PROBABLY HAVE A MEETING WITH HIM IN JANUARY OR FEBRUARY WITH ARE IDENTIFIED PERSON FROM T A AND THEY'LL MEET WITH US AND THEY'LL

[01:45:02]

TALK THROUGH. HOW ARE YOU DOING THE REVIEW THE CORRECTIVE ACTION PLAYING WITH THIS THEY MAY, UM JUST ASK HOW IT'S GOING. THEY MAY ASK US TO SUBMIT ADDITIONAL DATA AND INFORMATION TO SHOW THAT WE ARE IMPLEMENTING IT, AND THEN THEY MAY COME BACK A COUPLE. IT JUST DEPENDS ON THE MONITOR. AND BUT WE USUALLY MEET AT LEAST TWO OR THREE TIMES DURING THE YEAR WITH OUR MONITOR, AND, UM, THEY ASKED FOR SPECIFIC INFORMATION, AND THEY ASKED FOR UM, YOU KNOW DATA TO SUPPORT THE IMPLEMENTATION OF THE PLAN IF THEY HAVE A CONCERN THAT SOMETHING IS NOT BEING IMPLEMENTED, OR THEY HAVE QUESTIONS. THEY HAVE THE RIGHT TO ASK FOR MORE. THAT'S ALL PART OF THE MONITORING PROCESS FROM T E A. OKAY. THANK YOU FOR THAT. CLARIFICATION UM, THANK YOU AGAIN FOR THE PRESENTATION. I DON'T SEE ANY OTHER QUESTIONS. AND THANK YOU. THANK YOU. SO DR

[11.C. Intruder Detection Audit Report Findings]

WAY BACK, I GUESS WE HAVE ONE MORE. REPORT IT. YES I BELIEVE BART ROSE BEER IS GOING TO GIVE YOU AN UPDATE ON OUR AUDITS. SAFETY ON IT. JOHN. OH, THANK YOU. SO THIS SCHOOL YEAR THE TA HAS STARTED THE INTRUDER DETECTION AUDITS THROUGHOUT THE DISTRICT. AND SO FAR THIS SCHOOL YEAR WE'VE HAD 14 TOTAL INTRUDER DETECTION AUDITS. OF THOSE AUDITS. THERE ARE SEVERAL PHASES OF THE ARTISTS. THE FIRST PHASE INVOLVES WHERE THE AUDITOR ON AN UNANNOUNCED TIME AND DAY ARRIVES ON CAMPUS, AND THEY ATTEMPT TO GAIN ENTRY INTO THE CAMPUS. ALL 14 CAMPUSES PAST THAT PORTION OF THE AUDIT SUCCESSFULLY, SO ALL OF THEM PASSED THAT SUCCESSFULLY . THE NEXT THING THAT THE AUDITOR GOES TO THE MAIN FRONT OFFICE AND CHECKS IN AT THE MAIN FRONT OFFICE AND IN OUR VISITOR MANAGEMENT SYSTEM. ALL OF OUR CAMPUSES PAST THAT PORTION OF THE AUDIT. THE NEXT THING THEY DO IS AN ADMINISTRATOR OR A CAMPUS STAFF MEMBER WILL WALK THE CAMPUS AND CHECK EVERY EXTRA DOOR ON THE CAMPUS AT THE TIME. FOUR OF OUR CAMPUSES HAVE FINDINGS FROM THIS PORTION OF THE AUDIT. OKAY WHAT THIS WOULD BE AS A DOOR WOULD BE CLOSED AND NOT COMPLETELY SECURE. AND SO JUST THAT THE DOOR WAS UNSECURED. THE NEXT PART IS THEY REVIEW ALL THE DOOR DOCUMENTATION THAT THE CAMPUSES ARE DOING ON A WEEKLY BASIS. UH THEY'RE REQUIRED TO CHECK EXTERIOR DOORS AND DOCUMENT THAT THAT PORTION OF THE AUDIT. WE HAD THREE CAMPUSES THAT HAD INCOMPLETE OR NOT THE AMOUNT OF DOCUMENTATION THAT THAT HE WAS REQUESTING SO OF TOTAL OF THE 14 AUDITS. WE'VE HAD SEVEN FINDINGS THROUGHOUT THE DISTRICT THIS YEAR, SO WE ARE CERTAINLY WORKING ON ALL THE CORRECTIVE ACTION PLANS FOR THE T A. WE'VE ALSO AH WORKED WITH OUR SCHOOL SAFETY AND SECURITY COMMITTEE REGARDING THE FINDINGS AND WE WILL BE SUBMITTING OR I WILL BE SUBMITTING THE CORRECTIVE ACTIONS AND DOCUMENTATION TO THE T A. AS SOON AS WE HAVE ALL OF THOSE COMPLETE FOR THE STATE, THAT IS ALL I HAVE FOR OUR UPDATE TODAY, UH, BE GLAD TO TAKE QUESTIONS. BUT IF THERE'S ANYTHING OF DETAIL, WE WOULD NEED TO DO THAT IN CLOSED SESSION. THANK YOU. THANK YOU MISS MY FATHER REPORT. DO WE HAVE ANY QUESTIONS, BUT OKAY,

[12. Review]

THANK YOU. THANK YOU. SO NEXT. WE HAVE, UM REVEAL ITEM, WHICH IS TRANSFER POLICY DISCUSSION.

SO BEFORE I OPENED THIS, I KNOW THIS. THIS IS REQUESTED BY MR MALONE AND THE SECOND BY DR GILLIAM. SO MR MALONE, MAYBE WE CAN START THE DISCUSSION WITH YOU, BUT I DO HAVE A I DON'T HAVE A QUESTION. UM BECAUSE I THINK ROUGHLY A MONTH AGO WE HAD A POLICY UPDATE. AND ALSO WE HAD A VERY SHORT CONVERSATION LIKE THE POLICY COMMITTEE GOING TO LOOK INTO THIS POLICY AND ALSO WHERE WAITING TO GET SOME, UH, COMMUNITY ENGAGEMENT. FEEDBACK REGARDING, YOU KNOW YOU'VE IF THERE'S SOMETHING IT'S IMPORTANT TO THE COMMUNITY, I JUST I JUST WANT TO ASK YOU IF YOU CAN START WITH THE REASON WHY YOU THINK IT'S URGENT TO PUT THIS ON THE ON THE ON THE AGENDA THAT WOULD BE THAT'D BE GREAT. WAIT MISTAKES SO I WILL START WITH, UM, APRIL'S POLICY WORK LIST.

AND WHEN WE RELEASED THE APRIL POLICY WORK LIST, THIS WAS ACTUALLY, UM IT SAID, AND FINAL ADMINISTRATIVE REVIEW AND IT WAS COMING TO THE BOARD IN MAY MAY HAVE 2023 AND NOW IT'S NOVEMBER.

SO LAST TIME WHEN WE DID THE POLICY UPDATE. I WAS JUST SIMPLY ASKING. OKAY, WHAT ABOUT THE UPDATE ON? UM THIS PARTICULAR POLICY. AND BECAUSE WE DIDN'T GET AN UPDATE, AND YOU SAID THAT

[01:50:01]

IT WASN'T ON THE AGENDA. I SIMPLY ASKED FOR THE MEETING BECAUSE ALSO, I HAD BEEN TOLD WE CAN'T SPEAK BECAUSE I KNEW WE COULDN'T SPEAK ON IT DUE TO TELMA. SO THIS ALLOWS US TO HAVE THE CONVERSATION SO WE CAN BE AWARE OF WHAT'S GOING ON WITH THE POLICY. BECAUSE SOMETHING IS OBVIOUSLY TRIPPED IT UP THAT IT DIDN'T COME TO THE BOARD YET. AND I DON'T KNOW WHY. UM REGARDING THE POLICY. YOU KNOW, THE OTHER THING THAT HAPPENED RECENTLY IS SPEAKING OF CHARTER SCHOOLS, WHICH THE GENTLEMAN JUST SPOKE ABOUT ANOTHER CHARTER SCHOOLS POPPING UP. AND SO WELL ORIGINALLY, SO THAT'S WHY THE WHY OF THE URGENCY. IT'S NOT LIKE IT'S AN URGENT RIGHT NOW.

IT WOULD HAVE BEEN URGENT BEFORE. MISSOURI CITY AGREED, UM , TO HAVE THE CHARTER SCHOOL BUT THAT'S NOW HAPPEN. SO NOW I THINK THE CONCERN MAYBE IS JUST, YOU KNOW. WHERE IS THE BOARD? WHERE DOES EVERYONE STAND I'D LIKE TO HEAR, PARTICULARLY FROM THE POLICY COMMITTEE. YOU KNOW WHAT'S GOING ON WITH THE POLICY HAS THERE BEEN DISCUSSIONS PLEASE SHARE WITH US? BECAUSE YOU'RE PRETTY. YOU'RE ABLE TO DO SO IN A PUBLIC MEETING, AND FRANKLY, I'M IN THE DARK. AND SO UNLESS WE BRING IT TO AN AGENDA, WE DON'T WE DON'T KNOW WHAT'S GOING ON. AND I'D LIKE TO KNOW AND I THINK THAT IT'S FAIR TO ASK AND TO KNOW WHAT'S GOING ON. SO THAT'S THAT'S WHY I THINK THAT'S REASONABLE. NO, I NEVER STUDY. IT'S NOT REASONABLE. I JUST WANT TO UNDERSTAND WHAT IN WHAT CONTENT? YOU KNOW, WE THIS DISCUSSION IS TO BE YOU JUST NEED UPDATE FROM THE POLICY COMMITTEE OR YOU WANT TO. WE HAVE INTENSIVE DISCUSSION. UH SO THAT'S WHERE BECAUSE NORMALLY, THE POLICY COMMITTEE WILL HAVE A DISCUSSION AND THEN THEY WILL MAKE A RECOMMENDATION FOR THE BOARD TO HAVE A DISCUSSION. SO THIS TIME, IT'S KIND OF WAY WE DID IT THE DIFFERENT WAY LIKE WE ARE PROPOSING OR WE ARE HAVING A DISCUSSION, SO I JUST KIND OF WANTED TO UNDERSTAND. UM THAT'S SO THE DISCUSSION IS WHAT? WHAT IS EXPECTATION? I THINK I THINK I ANSWERED YOUR QUESTION, RIGHT? I THINK I THINK I ANSWERED, UM, YOU DID, BUT I JUST WANT TO KNOW I DIDN'T. I NEVER SAID IT'S NOT UNREASONABLE. I JUST WANT TO TRY AND I DIDN'T SAY YOU DID. I SAID, I THINK IT'S A REASONABLE REQUEST. I JUST THINK IT'S A REASONABLE REQUEST. JUST TO HEAR WHAT'S GOING ON WITH THE POLICY COMMITTEE, AND I'D LIKE TO HEAR FROM THE POLICY COMMITTEE MEMBERS. WHAT'S GOING ON WITH THIS POLICY, AND IF THEY COULD PLEASE GIVE US AN UPDATE ON IT, KNOWING WHEN I LOOK AT THE WORK LIST FROM LAST YEAR, AND I SEE THAT IT'S SITTING, UM MY FROM WHAT? I UNDERSTAND THERE'S ISSUES ON THIS POLICY WITHIN THE COMMITTEE, AND SO I'D LIKE TO KNOW WHAT'S GOING ON. ARE THERE REALLY ISSUES ARE THEY'RE NOT ISSUES. UM IS THE POLICY READY TO MOVE FORWARD? WHERE IS IT? AND IT SOUNDS LIKE FROM YOU THAT IT NEEDS TO GO TO. YOU KNOW, IT'S GOING THROUGH A DIFFERENT PHASE, SO IT'S SIMPLY DISCUSSION . WE'RE NOT TAKING ACTION OR ANYTHING AND JUST GET AN UPDATE.

SO THAT, UH FOR ME, AT LEAST. AND I THINK, DR GILLIAM, WE'RE NOT IN THE DARK. WE JUST KNOW WHAT'S GOING ON. SO THEY COULD SHARE AND THEN I HAVE YOU KNOW SOME QUESTIONS SURROUNDING IT, BUT I'D LIKE TO FIRST JUST HEAR FROM THE POLICY COMMITTEE. SO THANKS, MISS MALONE, MISS HANNAH. MR HAMBLETON, WOULD YOU LIKE TO SPEAK FIRST? OR IS IT OKAY AS A POLICY COMMITTEE MEMBER? UM SO UM, YOU KNOW, MR HAMBLETON IS NOW THE POLICY COMMITTEE CHAIR. MISS MALONE WAS THE POLICY COMMITTEE CHAIR FOR A YEAR AND I JUST WANT TO REMIND THE BOARD THAN IN APRIL WE HAD ANOTHER DISCUSSION ITEM COME TO THE BOARD AND IT WAS EASY. I SEE LOCAL ANDY. I SEE LOCAL THAT WAS BROUGHT TO THE BOARD, UH IN DISCUSSION GAVE THEM SHOES. MY WORD CORRECTLY. UM. GAVE VERY POINTED DIRECTION TO THE POLICY COMMITTEE INTO THE ADMINISTRATION TO TAKE CARE OF THAT. SO A LOT OF OUR POLICY COMMITTEE TIME AND I THINK MR HAMILTON'S WOULD PROBABLY AGREE THAT WE, YOU KNOW, AND THE BOARD IN GENERAL BECAUSE WE DID A LOT OF WORK IN A SPECIAL SESSION, SO WE WE'VE DONE THAT. AND THEN, IN THE MEANTIME, WE'VE DONE A LOT OF WORK ON OUR SCHOOL BOUNDARIES POLICY. UM BECAUSE AFTER OUR RECENT REZONING, UM YOU KNOW ISSUES. WE HAD A LOOK AT THAT.

AND SO I'M YOU KNOW, I'M JUST SHARING THIS FROM MY PERSPECTIVE TO SAY THAT, YOU KNOW, I KNOW THIS WAS ALSO ON ON OUR AGENDA LIST WHEN MISS MALONE WHEN YOU WERE THE POLICY COMMITTEE CHAIR AND SO MISTAKE, I THINK, SINCE THIS IS NOW ON THE AGENDA I THINK THAT YOU KNOW, WE WE'VE WE'VE PUT IT ON THE AGENDA AND I AM ONE. I DON'T I DON'T KNOW THAT. THAT THIS COMMITTEE HAS HAD ISSUES. UM, ON THE COMMITTEE DISCUSSING THIS POLICY AT ALL. AND SO, UM, I DO SUPPORT US

[01:55:07]

LOOKING AT THIS POLICY BECAUSE WHILE IT MIGHT NOT BE POPULAR WITH EVERYONE, I DO THINK IT'S IMPORTANT AS WE LOSE STUDENTS, TOO. PRIVATE SCHOOLS, CHARTER SCHOOLS, UM OTHER DISTRICTS. I DO THINK IT'S IMPORTANT TO LOOK AT THIS POLICY TO SEE HOW WE CAN SUPPORT AND RETAIN OUR STUDENTS.

SO THERE'S ANYTHING I'VE MISSED MISS JONES OR MR HAMILTON'S. PLEASE SHARE. THANK YOU. THANK YOU, MR HANNAN, MISS JONES. WELL, THE LAST TIME THIS CAME UP . BETH AND KIM PROVIDED AN UPDATE. BASICALLY THAT IT WAS IN THE PHASE AND WE WERE GOING TO SURVEY THE COMMUNITY AND WE WERE JUST WAITING FOR THOSE RESULTS. SO I'M NOT SURE HOW WE EVEN GOT BACK TO THIS DISCUSSION. SO MR HAMILTON'S YOU THANK YOU, MR JONES. I GUESS I THINK MR MALONE EXPLAINED THE REASON HER CONCERNS. SHE BASICALLY WANTS TO HAVE AN UPDATE, AND SHE ALSO WANTED TO KNOW UM, WHERE EACH BOARD MEMBERS STANTON. OKAY ON THIS IS THAT I DIDN'T ASK WHERE YOU STAND ON. AND I JUST WANT TO KNOW WHERE THE COMMITTEE WAS. WHAT WAS THE HOLDUP? SO IF THERE'S NOT, YOU KNOW, SO WE'RE WAITING ON SURVEY RESULTS AS I UNDERSTAND IT, SO I CHOOSE ANY UPDATES ON THE SURVEY RESULTS.

ARE THERE ANY UPDATES ON THE SURVEY? COMMUNITY ENGAGEMENT? I THINK IT'S IN GENERAL THE PLANNING. I THINK THAT'S JUST, YOU KNOW, VISIONING AND VISION AND THE PLANNING, UH, COMMUNITY ENGAGEMENT. I THINK THAT'S WHAT MR IS REFERRING TO CORRECT. WE TALKED ABOUT THE LAST TIME. SO THE FEEDBACK FOR THE COMMUNITY ENGAGEMENT REPORT WE HAVE PROVIDED TO THE VISION. AND PLANNING COMMITTEE FIRST AND THEN TO THE FULL BOARD. AND WE HAVE OUR WORKSHOP AND MAYBE GETTING WORKSHOPS CONFUSED, BUT I BELIEVE IT'S FOR NOVEMBER. THE 30TH MISS WILLIAMS IS THAT CORRECT? NOVEMBER THE 30TH IS A NOVEMBER 30TH IS YOUR TRAINING FOR GT AND CYBER BULLYING CYBER SECURITY? I'M SO SORRY. DECEMBER 7TH IS THE VISION AND PLANNING AND THEN AFTER THAT WILL BE THE BOARD WORKSHOP. OKAY THANK YOU. THANK YOU. THANK YOU. UH UM. MISS HANNAH, DID YOU? PRESS.

YOU'RE GOOD. OKAY? ALRIGHT SO, MR HAMBLETON, I KIND OF WANT TO HEAR WHAT YOU HAVE TO SAY. BUT IF YOU DON'T WANT TO SHARE ITS OKAY. UM IT'S OKAY IF YOU GOT SOMETHING TO SAY, HAVE AT IT.

REQUESTED TO SPEAK. YES MR HANNA . SO WHAT I AM GOING TO SAY IS I'M IN A HUGE FAN. AND THINK IT'S SO IMPORTANT THAT WE GET STAKEHOLDER INPUT. I THINK THAT'S VERY IMPORTANT. UM AND I KNOW THE POLICY COMMITTEE WILL CONSIDER THIS BUT I WILL. I WILL SAY THAT AS THIS UM. ELECTED BODY ON THIS DIOCESE THAT WE ARE HERE TO REPRESENT CONSTITUENTS THAT THAT ONE OF OUR BIGGEST JOBS IS GOVERNANCE. AND I THINK THAT YOU KNOW THAT IF THIS POLICY IS A PRIORITY UM, FOR THE BOARD AND FOR THE COMMITTEE. UM YOU KNOW, MAYBE WE. WE NEED TO SOMEHOW GET THAT RESULTS. THE SURVEY RESULTS, UM TO THE FULL BOARD SO THAT WE'RE NOT HAVING TO GO THROUGH THE POLICY COMMITTEE. OH, THEN IT GETS TO US, AND IT TRICKLES DOWN. AND HERE WE ARE IN APRIL OR, YOU KNOW, MONTHS AWAY, SO I'M JUST UM, I'M NOT FULLY SHARING WHAT'S IN MY BRAIN. BUT I AM REQUESTING THAT WE GET THAT THE POLICY COMMITTEE GET THAT INFORMATION. UM QUICKLY AND MAYBE IT SHOULD JUST COME TO THE FULL BOARD. IN A BOARD UPDATE. I DON'T KNOW IF THAT'S POSSIBLE. SO THEN WE JUST ALL HAVE THE INFORMATION. WITH THE DATA IF THERE WAS EXPLICIT DATA SURVEY, UM ABOUT. UM. THIS PIECE, AND I KNOW AS A PARENT I TOOK I TOOK SCREENSHOTS. EVERY PAGE OF THE SURVEY. THAT WAS GIVEN TO ME AND I'M GOING TO BE FRANK. I DON'T KNOW HOW THAT INPUT DATA. UM. THAT YOU COLLECTED WOULD GUIDE THE POLICY COMMITTEE AND I NEVER, EVER LIKE TO THROW. STAFF UNDER THE BUS,

[02:00:02]

AND THAT'S NOT WHAT I'M MEANING TO DO, BUT I REMEMBER THE SURVEY VIVIDLY BECAUSE I TOOK SCREENSHOTS AND I EVEN SENT IT TO SOMEONE, UM. JUST BECAUSE I WAS VERY CURIOUS ABOUT IT. SO NOW I'VE SAID WHAT I WAS ALRIGHT . I LOVE IT WHEN YOU'RE FRANK. OKAY MR. HAMILTON'S THINK MRS MARTINEZ. DID YOU WANT TO SHARE SOMETHING WAS GOING TO SAY THAT THERE ARE NO SPECIFIC QUESTIONS RELATED TO TRANSFERS. BUT THEY'RE THE GENERAL QUESTIONS THAT YOU ALSO IF YOU PARTICIPATED IN THE SURVEY, UM AT ANY OF THE COMMUNITY EVENTS OR THROUGH FOCUS GROUP OPPORTUNITIES, BUT THERE COULD BE THE OPPORTUNITY FOR PEOPLE TO EXPRESS THE CHOICES AND THROUGH THOSE CONVERSATIONS AND THROUGH THAT DATA TO BRING THAT FORWARD. BUT TO BE CLEAR THIS HANNON IS CORRECT. THERE IS NO SPECIFIC QUESTION RELATED TO DO YOU WISH TO SEE TRANSFERS OR NOT SEE TRANSFERS? UM SO THANK YOU, SO I JUST WANT TO SHARE SO IN THE LAST POLICY COMMITTEE MEETING WE DID HAVE A WITH WE DEVOTED QUITE A BIT OF TIME TO DISCUSSING THE TO TRANSFER POLICIES, THE INTRA DISTRICT AND THE INTER DISTRICT POLICY, MOST OF IT THE INTRA DISTRICT POLICY BECAUSE THAT WAS REQUESTED. UM AND SO ONE THING THAT WAS REALLY HELPFUL FOR ME TO UNDERSTAND FROM THE STAFF. WE A LOT OF THAT TIME WAS DEVOTED TO THE STAFF PROVIDING THEIR PERSPECTIVE ON THESE ISSUES SINCE WE HAD THE TRANSFER POLICY THERE WAS, I GUESS MORE OPEN. AND THEN WE SHIFTED TO A LITTLE BIT MORE OF A CLOSED TRANSFER POLICY SEVERAL YEARS AGO, SO ONE THING THAT WAS REALLY HELPFUL FOR ME TO LEARN WAS THAT WE HAVE THE SPECIAL CIRCUMSTANCES TRANSFER. UM WITHIN THE POLICY, AND IT WAS GOOD TO HEAR THAT THAT THERE ARE QUITE A FEW FAMILIES WHO REQUEST THOSE EACH YEAR AND A GOOD NUMBER OF THOSE REQUESTS ARE, UM ARE GRANTED SO THAT THE STUDENTS ARE GIVEN THE ABILITY TO TRANSFER. SO I THINK I THINK THAT THAT EXISTING SPECIAL CIRCUMSTANCES TRANSFER UM, I THINK WOULD ALLEVIATE SOME OF THE WISHES OF COMMUNITY MEMBERS WHO WOULD LIKE A MORE OPEN TRANSFER POLICY. FOR ME, THAT WAS BASICALLY KIND OF MORE OPEN THAN I REALIZED WE ALREADY HAD. SO I KNEW ABOUT. OBVIOUSLY WE'VE HAD SOME, UH, TRANSFERS DUE TO BULLYING THAT HAVE COME TO THE BOARD SO OBVIOUSLY KNEW ABOUT THAT ONE. BUT THERE'S JUST OTHER OPPORTUNITIES THAT THE PARENTS CAN SUBMIT THAT REQUEST. SO MAYBE ONE AVENUE HERE IS JUST FOR THE ADMINISTRATION TO SOMEHOW MAKE SURE THAT OUR FAMILIES ARE AWARE OF THOSE SPECIAL CIRCUMSTANCE REQUESTS OR SPECIAL CIRCUMSTANCE TRANSFERS. AND THAT PROCESS. BUT THEN WE DEFINITELY WANT TO SEE WHAT THE SURVEY DATA SHOWS. UM AND JUST CONTINUE. AND SO JUST WITH THE WITH THE ORDER OF THE POLICIES, I DON'T THINK ANYBODY REQUESTED MOVING IT DOWN THE PRIORITY LIST MOST OF THE POLICIES THAT WE'VE THAT WE HAVE MADE CHANGES TO HAVE BEEN DRIVEN BY COMPLIANCE AND BRING IN THE POLICIES IN ALIGNMENT WITH WITH STATE LAWS. STATE LAW CHANGES AND MOST RECENTLY, WE DID THE BIG THE BIG TASK BE UPDATES OR THE LEGISLATIVE UPDATES. SO WE WENT THROUGH THAT PROCESS, MR WILBANKS, ANYTHING YOU WANT TO ADD THAT WILL ADD JUST TO GIVE AN UPDATE ON THE I WENT BACK AND LOOKED AT YOUR POLICY COMMITTEES AGENDAS AND SO JUST IN CASE YOU'RE CURIOUS, BUT BACK IN MAY YOU BEGIN TO LOOK AT TRANSFER, BUT YOU ALSO LOOKED AT GRIEVANCE POLICIES AS WELL. JUNE THE PRIMARY POLICIES WERE GIFTED AND TALENTED POLICY AS WELL AS BEGINNING THE FC DISCUSSION, WHICH IS WHICH IS DISCUSSION WHICH IS BOUNDARIES. JULY YOU HAD BOUNDARIES WAS YOUR PRIMARY DISCUSSION AT THAT POLICY COMMITTEE. AUGUST WAS THE I C C I C WAS PORTIONS OF THE PREVIOUS AS WELL, UM THE SEPTEMBER COMMITTEE WAS THE UPDATE 121, WHICH THOSE POLICIES ARE THE ONES THAT ARE ON THE AGENDA TONIGHT. UM AND THEN, AND THE COMMITTEE MEETING JUST RECENTLY FROM OCTOBER WAS TRANSFERS WAS A BIG PART OF THAT. SO THOSE WERE YOUR BIG YOU HAD SOME BIG POLICIES THAT THAT THE COMMITTEE WAS WORKING THROUGH AND DISCUSSING. SINCE ME. YEAH THANK YOU, MR WILBANKS. SO JUST ONE LAST THING, SO I DID. I KNOW. I KNOW WE HAD A CONVERSATION ABOUT THIS, AND I SHOULD HAVE FOLLOWED THROUGH WITH SPECIFIC REQUEST. SO THERE'S BUT THERE'S SOMETHING I CAN DO NOW. SO ONE THING THAT WE DID DO WITHIN THE POLICY COMMITTEE WAS THAT I COMMUNICATED TO THE POLICY COMMITTEE MEMBERS. IF YOU HAVE ANY POLICIES THAT YOU WANT TO MOVE UP, UM UP THE LADDER, SO TO SPEAK. PLEASE LET US KNOW. AND MRS HANDAN TOOK ME UP ON THAT AND GAVE A VERY EXTENSIVE LIST OF POLICIES AND SO WE SO I KIND OF WENT THROUGH HER LIST AND PICKED OUT THE ONES THAT I KIND OF AGREED. LET'S LET'S GO AHEAD AND MOVE THESE FEW UP. AND THEN HOPEFULLY AS WE WORK THROUGH THOSE, AND THEN WE'LL GO BACK TO YOUR LIST AND LOOK AT IT AGAIN.

[02:05:05]

UM AND SO I WHAT? THE THING THAT MR WILBANKS AND I TALKED ABOUT THAT DIDN'T GET SHARED TO THE WHOLE BOARD. I DON'T THINK WAS THAT I ALSO JUST WANTED THAT TO BE OPEN TO THE FULL BOARD. IF ANY TRUSTEES HAVE A POLICY THAT THAT THEY WANT ADDRESS MORE QUICKLY, PLEASE, I THINK YOU WOULD HAVE TO LET MR WILBANKS KNOW THAT PROBABLY WOULD BE THE APPROPRIATE CHANNEL. BUT BUT PLEASE FEEL FREE TO DO THAT. AND SO WE HAVE RESPONDED BY GIVING ON A LARGE SHARE OF THE TIME TO THE LAST COMMITTEE MEETING TO THAT POLICY, SO WE'RE WORKING THROUGH IT. IT WAS A GREAT DISCUSSION WITH ADMINISTRATION FEEDBACK, AND SO HOPEFULLY WE'LL WE'LL GET SOMETHING. IF WE HAVE CHANGES THAT WE THINK NEED TO BE MADE TO IT, WE CAN DO THAT. THANK YOU. THANK YOU, MR DAY.

HAVE MODERN MR MALONE. YES SO THANK YOU FOR THAT. AND I APPRECIATE KNOWING YOU GUYS HAD A IN MAY AND OCTOBER WHERE YOU'RE AT, AND THAT'S FRANKLY IT , UM, NOT KNOWING AND SITTING IN WONDER IS FRUSTRATING, AND SO HAVING MORE CLARITY IS REALLY APPRECIATIVE. AND SO I THANK YOU FOR THAT. I WANT TO POINT OUT JUST A COUPLE OF THINGS. UM ONE. I KNOW SO SPECIAL CIRCUMSTANCE TRANSFER BEFORE WAS TYPICALLY FOR BULLYING. AND THANKS TO DR WHITBECK. SHE UM, HAD SOME OF THAT LANGUAGE CHANGED IN THE LAST YEAR AND A HALF TWO YEARS. BUT THE THING IS IT'S NOT NECESSARILY WIDELY KNOWN, AND SO I'D ASK, AND I THINK SOMEBODY ACTUALLY ASKED THE QUESTION HOW MANY STUDENTS ARE ON A SPECIAL CIRCUMSTANCE TRANSFER AND THE NUMBER WAS 113. IS THAT CORRECT? GOOD EVENING. YES LET ME ADD TO THAT. CURRENTLY 113. 207 ARE YOU ROLL OVER? SO THE TOTAL IS 320.

OKAY, SO 320. ALRIGHT CAN YOU CAN YOU CLARIFY SUCH AS THAT? I THINK I KNOW WHAT THAT MEANS, BUT SO ROLL OVER. IT JUST MEANS THAT THEY REQUESTED A TRANSFER IN THE PREVIOUS SCHOOL YEAR AND THEY JUST ROLL OVER TO THE SCHOOL YEAR AND THEY DON'T HAVE TO DO A NEW TRANSFER. THANK YOU.

SO ONE. I WANT TO SAY, I'VE HEARD OF FOLKS GETTING THOSE TRANSFERS AND I APPRECIATE THAT AND KNOWING, AND THEY'RE FOLKS THAT WOULD HAVE LEFT THE DISTRICT. AND TO WHAT MISS HENAN WAS SAYING EARLIER WHERE WE'RE LOSING STUDENTS, AND SO I APPRECIATE THAT. BUT I ALSO HAVE HEARD OF FOLKS WHERE MAYBE THEY DON'T UNDERSTAND OR KNOW ABOUT THE SCT. AND, UM, I STILL BELIEVE THAT IT'S ONLY FOR LIKE EXTREME BULLYING. AND THAT BECAUSE THAT'S BEFORE WHAT IT WAS, IT'S EITHER YOU WERE A DISTRICT DEPLOY, WHICH HOW MANY DISTRICT EMPLOYEES DO WE HAVE ON A TRANSFER? 1618 SO 1680 DISTRICT EMPLOYEES OKAY? JUST SO TO THE CONVERSATION. I'M SORRY.

THE SPECIAL CIRCUMSTANCES UM IT'S A DOCUMENTED CASE OF BULLYING OR MENTAL PHYSICAL PSYCHOLOGICAL CONDITION THAT CANNOT BE SUPPORTED AT THE CURRENT CAMPUS IN OUR WEBSITE FOR THE TRANSFER POLICY. PROCEDURES IS EXTENSIVE ON OUR WEBSITE. SO YES, MA'AM RESOURCE FOR PARENTS, SO I APPRECIATE THAT. SO I GUESS. AND THEN DO YOU HAVE, WHICH I DON'T EXPECT YOU TO HAVE THIS PRODUCT. I DON'T THINK MR GWYN WILL HAVE THIS. HOW MANY FOLKS DO WE HAVE LEAVING FORT BEND DST AND GOING TO CHARTER SCHOOLS CURRENTLY. THE LAST DATA THAT WE HAVE AVAILABLE WAS FOR THE 2023 SCHOOL YEAR AND WE HAD 5923 STUDENTS. THAT TRANSFERRED OUT OF FORT MANIAS TO A CHARTER SCHOOL 5920. CORRECT OKAY. AND CAN YOU TELL ME AND DOLLARS? WHAT THAT IS? FOR BEN DST. IT'S DIFFICULT TO PUT AN EXACT DOLLAR FIGURE ON THAT BECAUSE THE INDIVIDUAL STUDENTS MAY HAVE DIFFERENT NEEDS AND SO GT, ETCETERA. BUT IF YOU WEREN'T WANTED TO DO A CONSERVATIVE ESTIMATE THAT'S IN THE NEIGHBORHOOD OF 30 TO $35 MILLION. I'M SORRY. CAN YOU REPEAT THAT? IT'S IN THE NEIGHBORHOOD OF 30 TO $35 BILLION IN POTENTIAL LOST REVENUE. DO THOSE STUDENTS HOW MUCH WAS THE V, A TEARY THAT WE JUST PASSED? HOW MUCH REVENUE DID THAT BRING TO FORT BEND? I S D 35 MILLION. THE ONE THING THAT I WOULD SAY THAT WOULD DIFFERENTIATE THIS THAT YOU CAN'T EQUATE IT TO. THAT WOULD BE IF WE HAD THOSE STUDENTS. WE WOULD ALSO BE ADDING IN THE TEACHERS ADMINISTRATORS, ETCETERA, OFFSETTING THAT REVENUE, BUT THE POINT WOULD BE, WE WOULD BE RECEIVING MORE REVENUE AS A DISTRICT IF THOSE STUDENTS WERE INFORMED AMNESTY, OKAY. AND SO NOW, WITH THE NEW CHARTER COMING THE ESTIMATED IN THE GENTLEMAN SPOKE EARLIER TONIGHT, BUT IT'S ESTIMATED. IS IT 12 OR 13 MILLION? IT'S 13 MILLION IS WHAT IS ESTIMATED 13 MILLION AND REMIND ME OF

[02:10:07]

CAPACITY OF THE NEW CHARTER SCHOOL WITH THAT'S GOING TO BE 1414 100 SO WE CAN TAKE 5923.

PLUS APPROXIMATELY 1400. I DON'T KNOW THAT YOU COULD DO IT NECESSARILY THAT WAY. BECAUSE THEY HAVE A PHASE. THEY HAVEN'T WON. YES, THEY HAVE A PHASED APPROACH. THEY DID INDICATE THAT SOME OF THE STUDENTS THAT THEY ARE ANTICIPATING WOULD COME FROM OTHER HARMONY SCHOOLS. BUT WHAT I WOULD SAY IS THAT OF THAT 1400 A LARGE PERCENTAGE WILL COME FROM FORT BENNING, S. C R DEMOGRAPHER HAS ALREADY PROJECTED A DROP. A DROP IN ENROLLMENT ARE DEMOGRAPHER IS PROJECTING LESS ENROLLMENT THAN WHAT THEY DID FROM THREE YEARS AGO. PART OF THAT AS A RESULT OF THIS SCHOOL COMING ONLINE. I DON'T ANTICIPATE IT WOULD BE THE FULL 1400. WE WOULD LOSE, BUT IT WILL BE IN THE RANGE OF 1000 THAT WILL EVENTUALLY LEAVE FOR VENICE SCHOOLS OR MORE. AS A RESULT OF THAT CHARTER OPENING. OKAY. THANK YOU. I APPRECIATE THAT. SO THE REASON THIS WAS IMPORTANT TO ME. UM IS WELL, LET'S GO BACK. CAN YOU TELL ME DATA ON 2013? HOW MANY KIDS WERE TRANSFERRING TO CHARTERS FROM FORT BEND DST SCHOOLS IN 2013? WE HAVE 3120 STUDENTS AND CHARTER SCHOOLS. OKAY? SO IT'S DOUBLED. WE'VE INCREASED BY 2 20 2800 STUDENTS. IT'S ABOUT A 90% INCREASE. 90% INCREASE, OKAY. SO . YOU KNOW, I'M NOT AN EXPERT ON ANY OF THIS, BUT I REMEMBER POSSIBLE UP HERE AND I REMEMBER, UM THEM SHARING THE DATA FROM 2013 TO CURRENT DATA AND WHERE STUDENTS WERE GOING AND I ALSO RECALL THEM REFERRING TO THE TRANSFERS, AND SO WHAT THE OTHER I GUESS THE LAST QUESTION I'D HAVE IS IN 2013. HOW MANY KIDS DID WE HAVE? BECAUSE THE TRANSFER POLICY WAS DIFFERENT AND IN 2013 HOW MANY KIDS DID WE HAVE ON A TRANSFER IN 2013 INTRODUCE DISTRICT WITHIN FORT BEND, DST. WE CAN GET THAT INFORMATION. WE OKAY. SPECIFIC YEAR. ALRIGHT I WOULD APPRECIATE THAT BECAUSE THAT'S WHEN THE POLICY CHANGED BOARD AND WHEN THE POLICY CHANGE, THAT'S WHEN IF YOU LOOK IF YOU ALL RECALL THE GRAPH FROM PASTA, THERE WAS AN INCREASE IN THE AMOUNT OF KIDS WHO LEFT FOR BEN DST AND WENT TO ALTERNATIVE LOCATIONS BECAUSE THEY WERE FORCED TO THEIR ZONE CAMPUS. UM, IT DOESN'T MEAN THAT IT COULD BE SOMEBODY WHO'S AT AN OVERCAPACITY SCHOOL. I KNOW PLENTY OF PEOPLE WHO ARE ZONED TO CAMPUSES THAT ARE, UM BUSTING AT THE SEAMS AND. THEY'VE LEFT BECAUSE THEY ARE UNCOMFORTABLE WITH THE HIGH NUMBERS OR THEIR STUDENTS WOULD DO BETTER AT A SMALLER SCHOOL, AND WE DON'T HAVE THAT ALTERNATIVE CURRENTLY IN PLACE WITH POLICY TO ALLOW THEM TO DRIVE THEIR CHILD TO ANOTHER CAMPUS WITHIN 14 SD THAT DOESN'T HAVE AS HIGH OF ENROLLMENT. IT MAY BE WHATEVER THE REASONS ARE BUT FRANKLY, THE STATE IS REFERRING TO CHOICE TO AND WITH WITH PARENTS AND THEIR SUPPORTING CHARTER SCHOOLS CURRENTLY, AND WE HAVE ANOTHER ONE COMING ONLINE, AND WE LIKELY WILL CONTINUE TO HAVE ADDITIONAL CHARTERS. IF WE DON'T COME UP WITH SOMETHING, DOES IT MEAN WE HAVE TO JUST COMPLETELY GO WILLY NILLY AND OPEN UP THE ENTIRE DISTRICT? I'M NOT SAYING THAT I'M SIMPLY ASKING YOU GUYS TO LOOK AT THE DATA, PLEASE. TO LOOK AT THE NUMBERS FROM BEFORE THE POLICY WAS CHANGED AND SEE WHAT HAPPENED TO CURRENTLY WHAT'S HAPPENED BECAUSE WHEN MR GWEN SHARES THAT IT'S ROUGHLY 30 $35 MILLION OF, UM OF LOST REVENUE, AND THEN WE HAD TO GO TO THE PUBLIC TAXPAYERS FOR AN ADDITIONAL 35 MILLION, AND THEN WE'RE GOING TO LOSE NOW.

POTENTIALLY 12 MILLION IN REVENUE IT'S CONCERNING AND SO AS A TRUSTEE FOR BEN DST, I JUST ASK YOU TO. PLEASE CONSIDER ALL OF THAT INFORMATION. UM I THINK IT'S IMPORTANT. AND I DON'T THINK THE NUMBERS ARE EVEN THAT SUBSTANTIAL IF I RECALL THE NUMBERS FROM 2013 WASN'T EVEN HUGE. IT'S NOT LIKE EVERYBODY WANTS TO TRANSFER, BUT ENOUGH PEOPLE DID WHEN YOU LOOK AT THE 5923 THAT IT DOES IMPACT OUR BUDGET. AND IT MAKES A DIFFERENCE IN THE PROGRAMS AND CHOICES WE CAN PROVIDE. THANK YOU. THANK YOU AND MISTAKE. THANK YOU. I COULD YOU KNOW, I UNDERSTAND THE QUESTION OF WHY IT'S URGENT. IT'S NOT URGENT ANYMORE. IT WAS BEFORE, BUT IT'S

[02:15:01]

NO LONGER URGENT, BUT OKAY. IT'S STILL URGENT, ACCORDING TO LET DR GILLIAM TELL YOU ABOUT THE URGENCY BUT IT FOR ME, IT'S NO LONGER AS AN URGENT AS IT WAS. I JUST THINK IT'S IMPORTANT THAT IT GETS REVIEWED AND THERE'S CONSIDERATION AND SOMETHING THANK YOU, MR MALONE, MISS JONES. OKAY SO WE SAID THAT THERE WAS A SURVEY AND GETTING COMMUNITY ENGAGEMENT SURVEY AND WE'RE WAITING FOR THAT. AND SHE SAYING THAT THERE IS AN URGENT NEED, BUT I GUESS MY QUESTION IS THE NATURE OF THIS DISCUSSION. OF WHITE CAME UP. AND THE REASON WHY I'M SAYING THIS IS BECAUSE A YEAR AGO, MISS MALONE. YOU WERE ON THE POLICY COMMITTEE CORRECT. AND WHY WAS IT NOT A PRIORITY THEN? VERSUS NOW. OKAY IT WAS A PRIORITY, HOWEVER, WITH ADMINISTRATION WHAT WAS THE PRIORITY LAST YEAR WAS, UM THE FINANCIAL REDUCTIONS OF $40 MILLION AND SO I RESPECTED ADMINISTRATION WITH THEM, ASKING TO PUT IT ON A WHOLE BECAUSE WE HAD A FINANCIAL CRISIS WE WERE IN AND SO I UNDERSTOOD THE FINANCIAL CRISIS THAT WE WERE IN AND NEEDED TO SUPPORT OUR ADMINISTRATION THROUGH THAT PROCESS AND RECOGNIZING THAT IT WASN'T AS BIG OF A PRIORITY, HOWEVER, IT WAS DEFINITELY ON THE LIST AT THAT POINT IN TIME AND WAS ON THE LIST AS SOON AS POSSIBLE PRESENTED. AND I SAW THE INFORMATION REGARDING THE AMOUNT OF STUDENTS WHO WERE CONTINUING TO LEAVE AS CHARTERS INCREASED. SO I APPRECIATE WHERE YOU'RE COMING FROM ON THAT, BUT I ALSO I WANT TO MAKE SURE. I ITERATE THE SUPPORT AND ADMINISTRATION AND RECOGNIZING THE FINANCIAL SITUATION. WE WERE UNDERSTAND THE FINANCIAL WAS THE PRIORITY LAST YEAR. I UNDERSTAND THE FINANCIAL IMPACT AND I TOOK AN IN DEPTH. LOOK AT THE PASTOR'S STUDY. I FIND IT KINDA MISLEADING AND SURPRISING DUE TO THE FACT THAT OH, THE CHARTER SCHOOLS ARE COMING. BUT ACCORDING TO THE PASTOR REPORT, THERE ARE FIVE CHARTER SCHOOLS THAT ARE COMING THAT WERE NAMED IN THAT PAST THE REPORT. SO THIS IS LIKE, OH, A SURPRISE YOU'VE BEEN KNOWING THIS SINCE APRIL.

APRIL OF 2023. YES AND THAT'S WHY IT WAS ON THE AGENDA FOR MAY OF 2023 TO COME TO THE BOARD AND IT DIDN'T COME TO THE BOARD. I WAS REMOVED FROM THE POLICY COMMITTEE AND IT DIDN'T COME TO THE BOARD, BUT THE ADMINISTRATION HAD REVIEWED IT BY APRIL OF 2023 AND HAD IT PREPARED FOR THAT'S WHY Y'ALL REVIEWED IT IN MAY. MR WILBANKS SAID THAT. MAY AND OCTOBER. YOU GUYS REVIEWED THE POLICY, SO I'M NOT REALLY SURE WHERE YOU'RE GOING WITH THIS TRUSTY JONES WHERE I'M GOING WITH THIS IS ACCORDING TO YOUR PASS A REPORT THE GROWTH THE STUDENT GROWTH AND FORT BEN I S D IS ONLY WANTED 2% SO MY QUESTION IS, WE'RE TALKING ABOUT LOSING STUDENTS. BUT MY CONCERN IS WE'RE NOT EVEN GETTING STUDENTS AT A RATE OF 1 TO 2% CASE IN POINT. LAST WEEK'S SUPERINTENDENT UPDATE. AH PURSE SKYWARD. WE WERE AT 80,329 STUDENTS. TODAY'S ENROLLMENT VERSUS THIS TIME LAST YEAR ONLY SHOWS AN INCREASE OF 578 STUDENTS. SO MY QUESTION IS. WE'RE SAYING WE'RE LOSING STUDENTS, BUT I'M LOOKING AT IT LIKE WE'RE NOT GETTING ENOUGH STUDENTS AND THAT'S MY OTHER CONCERN. SO BEFORE WE EVEN JUMP INTO A TRANSFER POLICY AND LOOK AT THE FINANCIAL IMPLICATIONS WE NEED TO LOOK AT OKAY ACCORDING TO THIS PASS A REPORT AND IF YOU GO THEIR HISTORICAL TRENDS HAS BEEN FROM 2013. BUT THEN THEY ALL SHOW ALSO SHOW. UH THREE DIFFERENT TYPES OF SCENARIOS BASED ON CHARTER SCHOOLS COMING, AND THAT'S THE LOW GROWTH SCENARIO. THE MODERATE GROWTH SCENARIO AS WELL AS THE HIGH GROWTH SCENARIO, SO BEFORE WE START MOVING KIDS AROUND, WE NEED TO REALLY LOOK AT OKAY. ARE WE GONNA HAVE KIDS IN OUR SCHOOLS? BEFORE JUST THAT ARE ZONED BEFORE WE START MOVING THEM AROUND. THAT'S MY CONCERN. IT'S LIKE ALL THE KIDS ARE LEAVING, BUT WE'RE NOT GETTING THEM. SO I MEAN, WE CAN SIT HERE AND SAY, WELL, THE CHARTER SCHOOLS ARE A PROBLEM. BUT IF YOU LOOK AT THE NUMBERS TRY TO SCHOOLS AND VOUCHERS AND SCHOOL CHOICE THAT THAT'S NOT THE PROBLEM. THE PROBLEM IS, WHY AREN'T WE FOR BEN SD, ATTRACTING PEOPLE TO COME TO THE AREA TO

[02:20:07]

PUT THEIR KIDS IN OUR SCHOOLS? SO TRUSTY JONES? CAN I'M GOING TO REFER TO FINANCE I REMEMBER LAST YEAR WHAT WERE WE DOWN IN ENROLLMENT TO 78 TELL ME WHAT THE LOW OF THE ENROLLMENT WAS SOMEBODY APPROXIMATELY LAST YEAR. BEFORE WE WERE PROJECTED AROUND 78,000 ROUGHLY PROJECTED YOU'RE GOING BACK TO OUR LOST DURING THE PANDEMIC WE HAD GOT DOWN TO ABOUT 75,000 FROM A HIGH OF ABOUT 77. SO WE WENT DOWN BY ABOUT 2500 STUDENTS. YES SIR. SO WE LOST 2500 STUDENTS AND THEN PASTA HAD PROJECTIONS OF 70 78,000. HOWEVER, WHAT DID WE HIT? WE AND THAT THE YEAR AFTER THE PANDEMIC WAS OFFICIALLY OVER, WE HIT THEIR $78,000 OR $78,000 78,000 STUDENT ENROLLMENT AND I BELIEVE THAT 2120 2223 SCHOOL YEAR AND THEN AFTER THAT, WE EXCEEDED THEIR PROJECTIONS AS WELL, CORRECT AND CAME TO 80,000. SO THAT'S NOT WHAT THE POSSIBLE IF YOU GO BACK AND READ IT ON PAGE 131 THROUGH PAGE 134, IF YOU PULL THAT UP IT DOES NOT SHOW THAT, UH WHAT YOU'RE SAYING AND WHAT HE'S SAYING. AND WHAT THEY'RE REPORTING ARE TWO DIFFERENT THINGS. CAN WE BRING THIS OF LAND TO LOOK AT MORE DATA? YES OKAY. THANK YOU CAN DEFINITELY DO THAT. I THINK THE IMPORTANT AT LEAST TO ME. THE IMPORTANT THING TO RECOGNIZE IS 7.4% ARE GOING TO CHARTERS. AND WHEN WE TALK ABOUT THE SCT TRANSFER, IT'S 0.0014. THAT ARE NON EMPLOYEE AND JUST PLEASE CONSIDER IT. YOU KNOW, IF YOU'RE WHAT, MISS MALONE. I THINK I THINK THE POLICY COMMITTEE ALREADY CONFIRMED. THEY ARE LOOKING INTO THE POLICY SELF AND ALSO THIS FRIDAY, THERE'S A BOARD UPDATE. ACTUALLY THE EMPLOYEE PROVIDED A LOT OF INFORMATION REGARDING TO THIS POLICY. I DON'T KNOW IF YOU READ IT. THEY HAVE FIELD PAGES INFORMATION. UM PROS AND COUNTS AND THERE'S VERY IT'S VERY INFORMATIVE INFORMATION, SO I APPRECIATE THAT. BUT THERE'S ONE LAST THING ABOUT THAT UPDATE AND THE CONCERN IN MS HANAN ALREADY IT HIT ON IT WAS THE SURVEY AND THAT WE'RE GOING TO INCORPORATE THIS SURVEY AND PART OF IT. BUT WHEN I DID THIS SURVEY TO I DIDN'T SEE ANY DIRECT QUESTIONS THAT SURROUND AROUND THIS, SO I'M NOT SURE HOW YOU MAKE DECISIONS, AND LASTLY, I WANT TO POINT THIS OUT IF WE'RE REFERRING TO CHARTERS, THE SURVEY WAS TO MAINLY FOR BENDY SD PARTICIPANTS CURRENTLY PROVISIONS AND PLANNING. BUT THOSE AREN'T REALLY OUR TARGET MARKET, THE TARGET MARKET AND THE PEOPLE WE NEED TO BE SURVEYING ARE THOSE WHO HAVE LEFT THE DISTRICT. SO THE ONES WHO'VE ALREADY GONE TO THE CHARTER SCHOOLS NOT NECESSARILY FOLKS THAT WE HAVE CURRENTLY, YES. THANK YOU, MR MALONE. BUT, UM MR HAMILTON. I THINK HE HE HAS A LITTLE FROM THE POLICY COMMUNITY JUST REALLY QUICKLY. SO I ACTUALLY WANTED TO ASK THE SAME THING THAT YOU JUST HIT ON THERE. THERE MRS MALONE. SO FIRST I WANT TO ASK. DR GILLIAM HAS A REALLY GREAT QUESTION THAT SHE LIKES TO ASK DR. GILLIAM CAN I BORROW YOUR QUESTION? THANK YOU. SO WHEN SHE'S TRYING TO QUANTIFY SOMETHING, SO SOMETIMES WE SAY SOME OR A LOT OF WHATEVER SHE HAS A GREAT QUESTION THAT SHE ASKED. YOU KNOW WHAT? WHAT DOES SOME MEAN? DOESN'T MEAN 10 2100. SO I DEFINITELY THINK THAT , UM, THAT THERE ARE SOME FAMILIES WHO, IF WE HAD A MORE OPEN TRANSFER POLICY, THEY MAY BE IN THE DISTRICT INSTEAD OF SOMEWHERE ELSE. BUT HAVE WE HAVE WE AS A DISTRICT DONE? THAT WHAT MRS MALONE JUST MENTIONED HAVE WE SURVEYED THE FAMILIES WITH K THROUGH 12 AGE STUDENTS WHO LIVE IN THE DISTRICT. BUT THEIR KIDS ARE DOING SOMETHING ELSE, NOT JUST CHARTER BUT ALSO PRIVATE OR HOME SCHOOL. TO FIND OUT WHAT THE REASONS ARE AND WHAT CHANGES WE MIGHT MAKE THAT WOULD THAT WOULD CAUSE THEM TO RECONSIDER AND POSSIBLY COME BACK TO THE DISTRICT BECAUSE YOU MENTIONED THE NUMBER IN CHARTER SCHOOLS, BUT IT'S ACTUALLY ABOUT THE SAME NUMBER ARE DOING OTHER ALTERNATIVES. SO WE HAVE AROUND 14 OR 15. I THINK UM OF THIS OF THE K THROUGH 12. AGE STUDENTS WHO LIVE IN THE DISTRICT ARE DOING SOMETHING ELSE. WHETHER IT'S PRIVATE. CHARTER HOME SCHOOL OR ATTENDING PUBLIC SCHOOL IN A DIFFERENT DISTRICT. SO I THINK IT'S DEFINITELY WORTH TRYING TO IDENTIFY THAT. SO LET ME STOP AND LET LET SOMEBODY ANSWER MY QUESTION. HAVE WE HAVE WE DONE THAT TYPE OF AN EFFORT TO TRY TO FIND OUT. UM AND ALSO LIKE, UM MAYBE FAMILIES WHO ARE IN THE DISTRICT BUT ARE CONSIDERING LEAVING. DOES ANYBODY HAVE AN ANSWER THEN? I'M GOING TO POSE IT TO, UM, WHO'S THE LUCKY ONE? BUT DO YOU THINK NOBODY'S NOBODY'S SAYING ANYTHING IF YOU NOTICE IT? MAYBE I'M SAYING THAT I'M REMEMBERING A CONVERSATION WHEN THIS HAS

[02:25:04]

BEEN ASKED BEFORE, AND THAT IT IS VERY HARD TO SURVEY PEOPLE THAT YOU DON'T KNOW WHO THEY ARE OR WHERE THEY ARE. YOU CAN SURVEY THE ONES WE LEFT BECAUSE WE HAVE EXIT DATA ON WHERE THEY WENT, BUT ON THE ONES THAT ARE IN, BUT HOW DO WE KNOW THE ONES THAT ARE OUT THERE THAT I THINK THAT'S THE ISSUE OF TRYING TO FIGURE IT OUT? NOT THAT WE WOULDN'T LOVE IT. I THINK WE WOULD LOVE THAT DATA. YEAH SO MR MR HAMILTON'S FLIES TO ALSO ASK YOU MAYBE GIVE A STAFF SOMETIME TO THINK ITS RULE AND MAYBE HAVE SOME IDEA HOW YOU'VE POSSIBLE WE CAN DO SOMETHING LIKE THAT. IS THAT OKAY WITH YOU? OKAY. THANK YOU. UM MR HANNAN, I HAVE A REQUEST. UM, SINCE THE DATA FROM THE VISION 2030 ISN'T REALLY GOING TO GUIDE THIS POLICY. IS THERE ANY WAY THAT YOU COULD GET DATA TO US ON ANY CAMPUSES? PRIOR TO THE CHANGING OF THE POLICY SUCH AS COLONY BAND, UM, WHEN IT WAS AN OPEN TRANSFER CAMPUS BECAUSE IT HAD LOW NUMBERS, IT WAS IT WAS A LOW UTILIZED SCHOOL. UM, IF WE COULD PERHAPS HAVE THE NUMBERS OF UM, PARENTS. I WAS ONE OF THEM OR STUDENT RATHER UM, HOW MANY STUDENTS ACTUALLY TOOK ADVANTAGE OF THAT, AND IT WASN'T YOU DIDN'T HAVE TO HAVE A SPECIAL CIRCUMSTANCE. AND I THINK THAT IS WHAT MISS MALONE IS GETTING TOO. AND GETTING TO THE POINT. UM BECAUSE THE FACT IS PARENTS AND PARENTS LIKE ME, UM, YOU KNOW, SOMETIMES YOU KNOW YOU'RE AT A LOVELY SCHOOL, BUT THE SCHOOL CAN'T TAKE CARE OF YOUR CHILDS NEEDS AND YOUR OPTIONS ARE IF YOU'VE GOT THE MONEY, YOU GO TO PRIVATE SCHOOLS, AND I DON'T KNOW WHY WE NEVER TALK ABOUT PRIVATE SCHOOLS BECAUSE WE'RE IN ONE OF THE MOST HIGHLY EDUCATED, UM, WEALTHY COUNTIES IN TEXAS. SO WHEN? WHEN I MENTIONED EARLIER YOU KNOW, I DO THINK WE NEED TO LOOK AT THIS POLICY. UM AND TO MISS JONES. POINT IS, YOU KNOW WE ALSO NEED TO ATTRACT STUDENTS, RIGHT? BUT WE NEED TO RETAIN THE STUDENTS WE HAVE. SO I JUST ASKED THAT IF YOU COULD GET THAT INFORMATION TO THE POLICY COMMITTEE ANY OPEN CAMPUS WE'VE HAD IN THE LAST YOU KNOW. 10 OR 15 YEARS AND WHAT THE TURNOUT LOOK LIKE? BECAUSE JUST ANECDOTALLY, YOU KNOW, I DIDN'T DO AN ETHNOGRAPHIC STUDY WHILE I WAS THERE KIND OF WISH I HAD NOW, UM, BUT I KNOW THERE WERE A LOT OF PARENTS WHO BROUGHT THEIR KIDS JUST LIKE I DID EVERY DAY TO COLONY BAND.

BECAUSE WE WERE LOOKING FOR SOMEWHERE. THAT WOULD MEET OUR CHILD'S NEEDS BETTER THAN WHERE WE WERE. UM, SOUND. SO THANK YOU . THANK YOU, MR HANNAN. MISS JONES. OKAY THANK YOU, MISS DAY.

I WOULD IN LIGHT OF WHAT TRUSTEE HANAN AND TRUSTEE HAMILTON'S HAS STATED I WOULD LIKE SOME TYPE OF IMPACT STUDY. AND THERE ISN'T WHY I'M SAYING THAT IS BECAUSE FOR THE PAST TWO WEEKS I'VE BEEN ASKING THE ADMINISTRATION ABOUT ENROLLMENT NUMBERS HAVE BEEN ASKING ABOUT UTILIZATION NUMBERS , AND THIS HAD THOSE NUMBERS HAS A SIGNIFICANT IMPACT ON WHETHER OR NOT WE SHOULD, OR WE SHOULD NOT. MOVE FORWARD WITH THIS POLICY WHEN YOU LOOK AT THE VARIANCES ON THOSE ENROLLMENT PROJECTIONS, ESPECIALLY IN CERTAIN AREAS AND CERTAIN SCHOOLS. IT'S CONCERNING. IT'S VERY CONCERNING BECAUSE, UH, A LOT OF OUR SCHOOLS ARE NOT MEETING THEIR PROJECTED ENROLLMENTS, AND THAT'S CONCERNING. SO BEFORE WE SAY, OH, LET'S JUST DO A POLICY.

LET'S LOOK AT CAN WE DO A POLICY WITHOUT HAVING TO CLOSE CERTAIN SCHOOLS? BECAUSE THEY'RE NOT? THEY'RE UTILIZATION NUMBERS ARE LOW OR THEIR ENROLLMENT NUMBERS ARE LOW, SO I WOULD REQUEST AN IMPACT STUDY BEFORE WE MOVE FORWARD ON ANYTHING RELATING TO A TRANSFER POLICY. THANK YOU, MISS JONES. I JUST I THINK EVERYONE HAS VERY GOOD POINTS BEHIND THE DIETS. I THINK THIS IS OUR FIRST TIME OF DISCUSSION. SO I THINK THIS IS IMPORTANT. UM I KNOW EVERYONE SEEMS LIKE HAVE A VERY DIFFERENT BILL. BUT I DO BELIEVE THIS IS IMPORTANT TO PUT OUT HERE AND THIS IS REALLY THE ONLY OPPORTUNITY WE CAN DISCUSS. THIS IS ON THE DIETS, BUT I JUST I REALLY WANTED TO ALSO MENTIONED FOR YOUR THINGS THIS WEEKEND. I READ THE MEMO. THE STAFF PREPARE AIR FOR THIS TRANSFER POLICY. I DO, SAY BOTH SIDES. I SEE ONE. THE KIDS FROM LOWER PERFORMANCE SCHOOL MAY HAVE OPPORTUNITY TO GO TO A HIGHER PERFORMANCE SCHOOL LIKE MR HANNAN SAID, YOU KNOW, TO PROVIDE THEM THEIR NEEDS. I DO SEE THE BENEFIT OF THAT. AND, UM , BUT I DO HAVE A CONCERN. ALSO

[02:30:01]

THE BECAUSE THE TRANSPORT POLICY WE CANNOT. IT'S IMPOSSIBLE. WE PROVIDE TRANSPORTATION. SO WE CAN ONLY PROVIDE THOSE OPPORTUNITIES TO THE KIDS. THE PARENTS CAN BRING THEM BACK AND FORTH, LIKE MISS HANNAH SAID, DRIVE THEM BACK AND FORTH. I WOULD ALSO LIKE TO SEE THE DATA.

BECAUSE ALSO, I CONSIDER CONSTANT FROM THE OTHER SIDE AS WELL. SO IF WE HAVE A COMPASS WILL LOSE ITS ALREADY LOW PERFORMANCE SCHOOL AND IF THEY ALREADY LOW ENROLLMENT IF WE KEEP LOSING STUDENTS FROM THAT CAMPUS, WHAT IS GOING TO HAPPEN TO THAT CAMPUS? UM I REALLY ALSO HAVE CONCERNS ABOUT THAT. ARE WE? ARE WE GOING TO CLOSE THE COMPASS? ARE WE GOING TO? HA HA! HOW IS THE HOW IS THE NEIGHBORHOOD SCHOOL? HOW'S THAT COMMUNITY GOING TO FEEL ABOUT THAT? AND ALSO I ALSO FOLLOWED UP WITH MISS JONES QUESTION THE ANSWER TO SAY THE UTILIZATION FOR THE CAMPUS. ACTUALLY TO BE HONEST, IF WE PUT A CAP, LET'S SAY 80, OR 85% THAT IS ELIGIBLE FOR TRANSFER MOST OF THE SCHOOLS . THEY ARE ELEMENTARY SCHOOL LEVEL, SO IT'S REALLY WE DON'T HARDLY HAVE ANY. GOOD PERFORMANCE, MIDDLE SCHOOL OR HIGH SCHOOL, UH, AVAILABLE. AND ALSO I ASKED A QUESTION REGARDING TO THE PACK SCHOOL. I THINK IT'S HERE. I ASKED THE PACK SCHOOL BECAUSE FOR PAIGE'S SCHOOL, IT'S YOU CAN TRANSFER WITHOUT THIS TRANSFER POLICY.

BUT IF I REMEMBER CORRECTLY THIS YEAR FROM WILLOWRIDGE WE OPENED THE CRAWFORD, WHICH HE IS A BRAND NEW HIGH SCHOOL. UH UM, I REMEMBER HIS ONLY LIKE FIVE OR SEVEN STUDENTS. WHO IS THAT? IS THAT CORRECT? LIKE VERY SMALL NUMBER OF STUDENTS. REQUEST FOR TRANSFER. HAVE THAT NUMBER. I THINK IT'S LESS THAN 20. BUT YEAH, IT'S DEFINITELY LESS THAN 20. I COULD. I DON'T KNOW IF ANYONE HAS THAT, BUT WE CAN YEAH. NICE SOMETHING SO? YES SO MAYBE MAYBE MISS LANGSTON HAS THAT? NO THERE SHE GOES. THANK YOU. I WISH I DID. I JUST WANTED TO CONFIRM THAT WE CAN PULL THAT. OKAY YES. SO THANK YOU FOR THAT. I JUST REMEMBER IT'S A SMALL IT'S A SMALL NUMBER. YEAH, THE PARK EVEN HAVE THE TRANSPORTATION SO EVEN THAT, SO I JUST FEEL WHEN I TALK. WHEN I LOOK AT IT, I FEEL THE COMMUNITY SCHOOL. SOMETIMES IT'S IMPORTANT TO THE COMMUNITY. SO WE'RE ALL RICH. I'VE BEEN TALKING TO PARENTS INFERTILE RIDGE. THEY DO ? NO ACTUALLY, WE DID A GREAT JOB, ACTUALLY GIVING THEM INFORMATION THAT TELLING THEM THEY ARE ELIGIBLE TO TRANSFER.

BUT THEY DIDN'T TRANSFER BECAUSE THEY LOVE THEIR THEY LOVE THEIR COMMUNITY THAT SO THAT'S WHY I REALLY TALKING ABOUT IMPACT. STUDY. I FEEL LIKE THIS POLICY GOING TO HAVE A THE IMPACT TO THE WHOLE DISTRICT. AND I DO BELIEVE WE NEED SOME DATA. I THINK IT MEANS HIM ALONE AND MISHANDLED. ASKING THE DATA IS SUPER IMPORTANT COMPARED TO THE NUMBER IN BUT BACK IN 2013 COMPARED TO SAY THIS, BUT I DO. I DO WANT TO, UM, TO HAVE THOSE DATA BEFORE. UM WE MOVE FORWARD WITH THIS POLICY ANY IS UP TO THE POLICY COMMITTEE. BUT I THAT'S JUST MY OPINION. UM CAN I PROVIDE AN UPDATE? THE TEAM IS WORKING FEVERISHLY. YES THE NUMBER IS 2525. OKAY SO HOW MANY ACTUALLY MOVED THE INTO CRAWFORD? DO WE KNOW THAT 22. TWO STUDENTS. I WANT TO GIVE THEIR HOLDING. I JUST WANT NOT OKAY. THANK YEAH. THANK THANK YOU SO MUCH. THANK YOU. AND ALSO I ASK YOU SOMETHING, AND YOU DON'T HAVE TO ANSWER ME RIGHT NOW. SO THEY'RE ONE OF THE SPEAKER IS ASKING IF WE HAVE A LAW, UH, ENROLLMENT CAMPUS AT MARSHALL. I THINK SHE MENTIONED SO IF WE HAVE STUDENTS, AND THEY WANTED TO TRANSFER TO MARSHALL RIGHT NOW, UNDER THE SPECIAL CIRCUMSTANCES, LIKE IF THEY ARE STUDENTS FEEL SOCIAL OR EMOTIONAL PRESSURE OR THINK, CAN THEY APPLY TO MARSHALL? OR DO IT IS THAT SOMETHING ELIGIBLE FOR THE MARSHAL IS GONNA SHOW YOU THE OPEN HERE WANTED TO DO THAT THEY WOULD APPLY FOR A SPECIAL CIRCUMSTANCE. TRANSFER UNDER OTHER OKAY. THANK YOU SO MUCH FOR THAT. THANK YOU. IS THAT OKAY WITH MISS JONES STILL HAVE A QUICK I JUST WANNA ENCOURAGE THE BOARD TO REALLY GO BACK INTO THOSE BOARD UPDATES AND LOOK AT THAT WAS STUDENT ENROLLMENT AND THOSE UTILIZATION NUMBERS BECAUSE I TOOK THE TIME OUT AND JUST LOOKING AT THE HIGH SCHOOLS 58% OF OUR HIGH SCHOOLS ARE AT 80% OR ABOVE CAPACITY UTILIZATION, BASICALLY, AND SO IF WE WERE TO HAVE A TRANSFER POLICY NOW THE ONLY TWO SCHOOLS

[02:35:04]

IT WOULD BE MARSHALL AND WILLOWRIDGE. AND MAYBE CRAWFORD, BUT I DIDN'T EVEN COUNT CRAWFORD INTO THAT NUMBER. SO JUST TAKE A LOOK AT THOSE NUMBERS. THOSE ENROLLMENT NUMBERS AS. THIS WHAT? WE REALLY WANT TO DO IT. THANK YOU, MR JONES. MR MALONE. YES I APPRECIATE THAT. I WANT TO MENTION WE OFFER CHOICE IN HIGH SCHOOL. AT A NUMBER OF CAMPUSES, SO EVEN SOME OF THOSE THAT HAVE THE HIGHER UTILIZATION THERE ALREADY CURRENTLY GETTING CHOICES IN HIGH SCHOOL. AND IF YOU NOTICED, TOO, WE ALSO HAVE HIGHER ENROLLMENT AT THE HIGH SCHOOL LEVEL. SO THIS IS MAINLY REFERRING TO LIKE THE ELEMENTARY AGE WHERE THERE'S AREN'T THE CHOICES AND THAT'S WHERE WE'RE SEEING MORE SO THE KIDS LEAVE AND THEY GO TO PRIVATE AND THEY GO TO CHARTER. BUT THEN YES, WE DO WIND UP ACTUALLY GETTING A LOT OF THOSE STUDENTS BACK AS THEY ENTER HIGH SCHOOL BECAUSE WE OFFER SO MANY PROGRAMS AND OPTIONS. SO JUST AS YOU'RE CONSIDERING IT, PLEASE RECALL THAT. YES THANK YOU MISS MALONE FOR THAT, BECAUSE I DO I THINK FOR THAT WAY OF GREAT THAT THIS TRANSFER POLICY PROBABLY MORE FOR THE ELEMENTARY SCHOOL AGED KIDS, SO MAYBE WE CAN. SO NOW WE HAVE SOME. I MEAN, I THINK IT'S GETTING PRODUCTIVE BECAUSE NOW WE WERE KIND OF IN THE NARROW DOWN THE STUDY AND THE IMPACT SO, DOCTOR JADEN I JUST WANT TO PROVIDE SOME HISTORY AND I KNOW THAT MS MARTINEZ CAN DEFINITELY DO A THUMBS UP AND THOSE OF YOU HAVE BEEN HERE FOR A WHILE, UM, THIS HAS BEEN GOING ON. I CAN REMEMBER WHEN WE HAD ANOTHER SUPERINTENDENT THAT CAME IN AND HAD A ACADEMY AT EVERY HIGH SCHOOL. THAT WAS OUR CHOICE THAT THERE WAS IT WAS OUT THERE IN ORDER FOR ANY STUDENT TO GO TO ANY HIGH SCHOOL. SO I WANT TO SAY THAT WAS 2005 WHEN THAT STARTED IN 2005 2006 THE REASON I'M SAYING THAT IT'S JUST HISTORY, SO THIS IS NOT A NEW PROBLEM. SO YOU KNOW, I KIND OF WANT EVERYONE JUST TO AND HE TRIED TO JUST TO KNOW AND HE TRIED TO KEEP THAT. HOW LONG DID THAT GO? DO YOU REMEMBER MISS MARTIN? A GOOD FOUR OR FIVE? I THINK IT JUST STOPPED. RIGHT BEFORE AND DURING, UH, THE LAST SUPERINTENDENTS. TENURE. IF I'M IT'S TRYING TO. I DON'T HAVE TO WORK IN. MAYBE 29 2010. OKAY BUT I HAVE TO GO BACK, NOT RELY ON AND BASICALLY WHAT HAPPENED. THE ACADEMIES WERE IT WAS THE ACADEMIES AND THE ACADEMIES WERE OPEN AND THEY WERE NOT FILLED. AND OF COURSE, WE STILL HAVE JUST WHAT ONE OR TWO STILL OUT THERE. IT STARTED WITH HIGH TOWER WITH THREE. IT WAS IT WAS PHENOMENAL, AND THEN FROM THERE, IT JUST WE TRIED TO GROW IT AND IT JUST DIDN'T GROW. FOLKS WANTED TO BE AT THEIR CAMPUS, SO I JUST WANTED TO THROW THAT OUT. IT'S NOT ANYTHING AND IN CREATING ANY KIND OF ISSUES.

IT'S JUST GIVING SOME HISTORY TO WHAT WE'VE DONE IN FOUR BEN THANK YOU, DR GILLIAM. I DO THINK THE HIGH SCHOOL THE CHOICE PROGRAM IN HIGH SCHOOL. THERE'S A KEY DIFFERENCE LIKE WE DO.

PROVIDE TRANSPORTATION. UM YEAH. YEAH, BECAUSE THE ACADEMY SO OKAY? I MEAN, OKAY WITH EVERYONE , CAN WE JUST MOVE ON TO THE NEXT NEXT AGENDA ITEM, AND I'M PRETTY SURE THIS IS GOING TO COME BACK FOR MORE DISCUSSION. AND BUT I WANTED TO THANK YOU, EVERYONE FOR THIS DISCUSSION. SO

[13. Consent Agenda]

NEXT. OKAY WE HAVE CONSENTED AGENDA BEFORE WE MOVE FORWARD THE WAY DO WE HAVE ANYTHING WE NEED TO PULL FROM THE CONSENT AGENDA. MISS HANNAH? YES CAN WE PLEASE PULL? UM I THINK IT'S A 13. J 13. J J K. I'M GONNA PULL CERTAINTY THE BUDGET AMENDMENT. IS THERE ANY OTHER ITEMS? MISS MALONE? DID YOU SAY B OR D D DAVID D. AND THEN I'D ALSO LIKE E, PLEASE 13 E OKAY. THERE ANYTHING ELSE? OKAY CAN WE HAVE CAN I HAVE A MOTION, PLEASE? YES MADAM PRESIDENT. I MOVE THE BOARD TO APPROVE CONSENT AGENDA ALL ITEMS AS PRESENTED, EXCEPT. FOR 13, D, E AND J. CAN I HAVE A 2ND 2ND? WE HAVE. A MOTION BY DR GILLIAM IS SECOND BY MS HANAN. DO WE HAVE A DISCUSSION? SAYING NOW PLEASE VOTE. HMM. YEAH. MOTION PASSES 70. CAN I HAVE A MOTION FOR 13? D, PLEASE? YES, I

[13.D. Budget Amendment: Consideration and approval of a General Fund, National School Breakfast and Lunch Fund, and Debt Service Fund budget amendment for 2023-24.]

[02:40:03]

MOVED TO APPROVE ITEM 13 D AS PRESENTED. SECOND WE HAVE A MOTION BY MR MALONE. SECOND BY MR HANNAN. UM WE HAVE A DISCUSSION. SO I JUST TO BE THE REASON I PUT THIS BECAUSE I WANT TO, UH, THE ADMINISTRATION, MS KWAN TO PROVIDE SOME MORE INFORMATION REGARDING TO THIS ITEM. MR QUIETS, IT'S ALL YOURS. GOOD EVENING, MADAM PRESIDENT AND MEMBERS OF THE BOARD AND IF WE CAN GET THAT POWER POINT. PUT ON THE SCREEN, PLEASE. SO THE BUDGET AMENDMENT THIS EVENING IS TO IMPLEMENT THE RESULTS OF THE VAT TERRY THAT THE PUBLIC PASSED LAST TUESDAY. THIS WILL ENSURE THAT THE $35 MILLION IS INCORPORATED INTO OUR REVENUES AND ALSO APPROPRIATES THE $35 MILLION TO IMPLEMENT THE RAISES, AS WELL AS THE SAFETY AND SECURITY ITEM. THAT WAS ALSO INCLUDED AS PART OF THAT IT WILL ALLOCATE THE FUNDS BY EACH FUNCTION AS IS REQUIRED BY LAW.

IN ADDITION TO THAT THERE IS ONE ITEM WITHIN THE GENERAL FUND THAT HAS BEEN INCORPORATED IS $25,000. FOR ADDITIONAL EXPENDITURES THAT ARE ANTICIPATED DUE TO HIGHER THAN ANTICIPATED STUDENT DEBT RELATED TO THE CHILD NUTRITION FUNDS, SO THAT'S INCORPORATED AS WELL. AND THE CHILD NUTRITION FUND. THIS FULLY INCORPORATES THE IMPACT OF THE RAISES AND THAT FUND AS WELL . AND THEN FINALLY IN THE DEBT SERVICE FUND PROPOSITION FOR AS PART OF THE STATE SLATE OF ITEMS THAT WERE UP FOR CONSIDERATION. THIS INCLUDES THE INCREASE TO THE HOMESTEAD EXEMPTION FROM TO $100,000. AND SO THERE'S A HOLD HARMLESS PROVISION FOR DISTRICTS THAT HAVE DEBT THAT'S IN PLACE.

AND SO THIS INCREASES STATE REVENUE AND DECREASES LOCAL REVENUE BY THE SAME AMOUNT, SO IT'S A ONE FOR ONE CHANGE OUT AND SO IN SHORT, WHAT THE BUDGET AMENDMENT WILL DO PRIMARILY IS TO ADD IN THE RAISES THAT ARE FOR STAFF THAT WERE INCLUDED AS PART OF THE THAT WAS SUCCESSFULLY PASSED. THANK YOU, MISS GWEN. SO CAN YOU JUST HAVE ONE QUESTION? SO WHAT IF WE APPROVE THIS AMENDMENT? YOU KNOW WHEN THE TEACHERS WILL GET PAID. YES MA'AM. THE EFFECT OF THIS WILL BE AS ON THE DECEMBER 15TH PAYROLL. THE NEW RAISES WILL GO INTO EFFECT, AND SO ALL STAFF WILL BEGIN RECEIVING THE NEW RATES ON DECEMBER 15TH SIMULTANEOUSLY. THEY WILL ALSO RECEIVE AN ADJUSTMENT OR RETRO PAYMENT THAT WILL MAKE THEM WHOLE BACK TO THEIR CONTRACT DATE FOR MOST TEACHERS ARE ON A SEPTEMBER 1ST DATE, SO THAT CATCH UP PAYMENT WOULD BE FROM SEPTEMBER 1ST THROUGH THAT PAYROLL TO CATCH THEM UP. ALL OTHER STAFF THAT WOULD BE BASED ON THEIR CALENDAR. BUT THE LARGEST GROUP WOULD BE TEACHERS AND THAT WOULD BE THE 91 CALENDAR DATE. THANK YOU. SO ALL THAT IS DECEMBER. THE 14TH DECEMBER 15TH DECEMBER 15TH PAYCHECK WELL, MERRY CHRISTMAS TO EVERYONE AND DON'T SHOP TOO MUCH. JUST YOU HAVE NEXT YEAR TO GO ON. UM SO MISS MALONE. YES. THANK YOU, UM. A COUPLE OF THINGS ON THE BUDGET AMENDMENT.

ONE OF THEM IS THE 25 K IN HIGHER THAN EXPECTED LUNCH BALANCES. SO UM ONE QUICK QUESTION ON THAT. AND THE QUESTION IS. ARE WE? ARE WE SENDING OUT LETTERS TO THOSE FOLKS, NOT JUST ABOUT THEIR BALANCE, BUT ALSO OFFERING THEM THE FREE AND REDUCED LUNCH APPLICATIONS, SO IT'S TARGETED DIRECTLY TO THEM. SO TWO PIECES OF INFORMATION RELATED TO THAT ONE IS YOU MAY RECALL DURING THE PANDEMIC. WE HAD THE SUMMER SEAMLESS OPTION THAT ALLOWED ALL STUDENTS TO EAT IT NO COST. THERE'S STILL BEEN AN ADJUSTMENT FACTOR FOR SOME PARENTS, NOT REALIZING THAT THAT HAS BEEN RESCINDED, AND SO TO ANSWER YOUR QUESTION MORE DIRECTLY, SO THAT'S PART OF THE REASON THAT WE'RE SEEING SOMEWHAT HIGHER NUMBERS. BUT YES, WE I CONFIRMED WITH OUR CHILD NUTRITION DEPARTMENT WHEN WE SEND OUT THE NOTICE TO PARENTS THAT THEY HAVE A BALANCE THAT ALSO INCLUDES LANGUAGE THAT THEY CAN APPLY FOR FREE AND REDUCED MEALS AND INCLUDES A LINK TO THE APPLICATION AND THAT SAME COMMUNICATION AND SO ALL PARENTS THAT HAVE A BALANCED RECEIVE. BOTH THE NOTICE THAT THEY HAVE A BALANCE OWED BUT ALSO THAT THE APPLICATION IS AVAILABLE THEM FOR FREE TO THEM FOR FREE AND REDUCED LUNCH. OKAY GREAT. I KNOW THERE'S A LOT OF FAMILIES EXPERIENCING HARDSHIPS, SO I'M GLAD TO HEAR WE'RE OFFERING THAT AS AN AVENUE TO CORRECT THAT. AND THEN, LASTLY, UM, ON THE DEBT SERVICE FUND. SO I LOVE THAT THE STATES HOLDING THIS HARMLESS. HOW LONG DOES THAT LAST? THAT IS FOR ALL DEBT THAT HAS BEEN VOTER AUTHORIZED, AND SO IN THIS PARTICULAR CASE ARE VOTERS AUTHORIZED THE $1.26 BILLION BOND PACKAGE IN MAY. ALL OF THAT WILL BE ELIGIBLE TO BE HELD HARMLESS AS PART OF THIS

[02:45:02]

NEW HOMESTEAD EXEMPTION. SO THE FORECASTING THAT WE DID RELATED TO THAT BOND USING OUR TAX RATE AND ARE ANTICIPATED VALUATION WILL BE BASICALLY HELD HARMLESS AS PART OF THAT ANY FUTURE ELECTIONS WE DO RELATED TO BOND WOULD BE UNDER THE NEW HOMESTEAD EXEMPTION. HOWEVER WE WOULD INCORPORATE THAT INTO ANY FINANCIAL PROJECTIONS THAT WE DO SO AT THIS POINT. WE'RE NOT ANTICIPATING AND NEGATIVE IMPACT TO OUR CURRENT PLANNING. IT WOULD JUST IMPACT OUR FUTURE PLANNING. SO IT SOUNDS LIKE WE GOT OUR BOND IN JUST IN THE NICK OF TIME. WE CAME IN JUST WHEN WE NEEDED TO NOW. THANK YOU STATE FOR HELPING US. I APPRECIATE THAT. AND THEN ALSO JUST TO THE VOTERS THAT I WAS SO I WROTE EXCITED ON THIS TO LOOK AT THIS NUMBER ONE BECAUSE OF THE DEFICIT LAST YEAR AND NOTING THAT WE HAVE A BALANCED BUDGET, BUT NOT ONLY THAT, BUT THE INCORPORATION OF ALL OF THE RAISES FOR STAFF. AND LIKE MISSED A SAID THE MERRY CHRISTMAS. IT'S JUST REALLY EXCITING, AND I'M LOOKING FORWARD TO THAT THEIR THEIR RETENTION ON THAT AND DECEMBER 15TH. I HAVE A FEELING THERE'S GOING TO BE A LOT OF HAPPY HOURS AROUND, FORTMAN I SD OF TEACHERS CELEBRATING, UM, WITH THEIR NEW FINANCIAL INCREASE, SO THANK YOU. THANK YOU, MR MALONE, MISS HANNAH. YES THANK YOU. I WOULD LIKE TO PUBLICLY COMMEND DR WHITBECK AND HER STAFF. ON THE MESSAGING AND THE HARD WORK FOR THE V A. T R E. I KNOW IT'S VERY CONFUSING FOR A LOT OF FOLKS, BUT THE SECOND TIME WAS THE CHARM, AND I DO THINK THE MESSAGING ON THIS WAS MUCH MORE CLEAR THE WAY THE MONEY WAS GOING TO BE SPENT, UM, WAS CLEAR , AND I JUST THINK YOU KNOW, HAVING A AH, VERY LARGE BOND PASS RECORD. UM. I CAN'T EVEN REMEMBER HOW MUCH IT WAS 1.2 BILLION, UM AND THEN HAVING THIS V A T R E PASS. UM, JUST KUDOS.

KUDOS TO YOU AND FOR THE PEOPLE MAY NOT REALIZE THIS BUT IN FORTMAN ICED TEA WE HAVE ABOUT 275,000, NOT THE COUNTY IN FORTMAN HONESTY OF ABOUT 275,000. REGISTERED VOTERS. AND OF THOSE 16% TURNED OUT TO VOTE. AND SO I'M VERY GRATEFUL FOR THOSE 16% BUT I'M HERE. THIS IS MY P S A. PLEASE GET OUT AND VOTE, FOLKS. UH THIS YOU KNOW, THIS COUNTRY NEEDS YOUR VOTES.

AND SO, UM, THANKS TO THOSE AND CONGRATULATIONS TO OUR STAFF. THANK YOU, MR HANLON. WELL SAID, THANK YOU FOR YOUR PUBLIC ANNOUNCEMENT. THANK YOU. YEAH, AND I DON'T SEE ANY OTHER DISCUSSION. DR GILLIAM. SORRY WELL, I DEFINITELY WANT TO PIGGYBACK ON THAT. WHAT MS HANAN SAID, UM WITH AND ESPECIALLY TO OUR ATEEM AND EVERYTHING DR. WHIPPED BACK WITH GOING LOOKING AT THE V A. T E R E AND WHERE WE WERE, AND IT IS JUST I'M ELATED THAT AND I DEFINITELY PIGGYBACK ON YOU TO ALSO AH, UM. I'M FORGETTING YOUR NAME AGAIN, MISS MALONE. THANK YOU SO MUCH. SO FOR SHARING THE THINGS THAT SHE DID, BUT, UM, AGAIN, JUST EVERYONE ON THE BOARD ALSO JUST BEING ABLE TO SUPPORT IT, BUT AT THE SAME TIME JUST COMING TOGETHER AND MAKING THIS HAPPEN.

UH FOR OUR STAFF. THIS IS ABSOLUTELY WONDERFUL. IT JUST IT JUST MAKES ME FEEL ALL WARM AND TENDER INSIDE AND I DON'T NORMALLY FEEL THAT WAY. Y'ALL SO I APPRECIATE. UM I APPRECIATE ALL THE HARD WORK, SO YOU KNOW, GEO D J O B. GOOD JOB. GOOD JOB. THANK YOU. THANK YOU, DR GILLIAM . YES DOCTOR. DOCTOR WAY BACK. UM, I JUST WANTED TO SAY THEY'RE THE EXECUTIVE TEAM WENT ABOVE AND BEYOND IN EVERY WAY. BUT WHEN YOU TALK ABOUT MESSAGING, MISHAN AND I WANT TO PARTICULARLY SHOUTOUT TO COMMUNICATIONS BECAUSE THE GRAPHIC DESIGN THE WAY IN WHICH THE PACKAGING LOOKED ON THE ON THE MAILERS, ALL OF THE THINGS THE COLORS. I MEAN, THOSE ARE THE KINDS OF THINGS THAT I THINK. PEOPLE WE STREAMLINED IT AND THEY USE THEIR THEIR ART ABILITY AND THEIR MARKETING ABILITY TO JUST MAKE IT MAKE SENSE AND, OF COURSE TO ALL OF US BECAUSE WE MADE IT SIMPLE AND IT WASN'T AS COMPLICATED, SO WE HAD SOME LESSONS LEARNED AND HOPEFULLY NO MORE ELECTIONS FOR 14 DYNASTY FOR A WHILE. THANK YOU, DOCTOR. WAY BACK.

CONGRATULATIONS TO EVERYONE AND THE MERRY CHRISTMAS FROM THE BOARD FROM FROM THE BOARD TO EVERYTHING GLE. EMPLOYEE INFORM DYNASTY. THAT BEING SAID THAT'S VOTE. WELL IF WE DON'T VOTE YES,

[02:50:03]

THEY CAN. OKAY OKAY, JUST KIND OF YEAH. YES YES. THANK YOU. PLEASE VOTE. WE NEED. WE NEED THIS SO MOTION PRICES 70. THE TEACHERS WILL BE GET PAID DECEMBER THE 15TH. THANK YOU. SO

[13.E. Resolution Expressing Intent: Consideration and approval of a Resolution Expressing the Intent to Finance Expenditures ("Reimbursement Resolution") to be incurred in conjunction with the 2023, 2018 and 2014 Bond Programs and for costs for the assessment of District facilities and related design, construction, acquisition, and equipment activities identified as part of the District's capital improvement planning.]

CAN I HAVE A MOTIONS FOR ITEM E. REMOVE THE BOARD PROVE ITEM. 13 E AS PRESENTED SECOND, WE HAVE A MOTION BY MR MALONE. SECOND BY MS HANAN, DO WE HAVE A DISCUSSION? MISS MALONE? YES MR GWYN. JUST A COUPLE OF QUESTIONS . UM, CAN YOU PLEASE SHARE WITH US HOW THIS RESOLUTION WILL IMPACT OUR FUND BALANCE? AND WILL WE STILL MAINTAIN OUR POLICY FOR THE 90 DAY FUND BALANCE? YES, WE WILL MAINTAIN OUR 90 DAY OPERATING RESERVE REQUIREMENT. EVEN WITH THIS IN PLACE. THIS COVERS OUR USE OF THE COMMERCIAL PAPER PROGRAM, WHICH IS WE'RE TYPICALLY FLOATING THE GENERAL FUND IS FLOATING THAT LOAN UNTIL WE ARE AHEAD OF $5 MILLION MARKER ON THAT, AND IT'S FOR SHORT TERM. AND SO THE SHORT ANSWER IS IT WILL NOT IMPACT OUR 90 DAY. FUN BALANCED RESERVE REQUIREMENT. OKAY, GREAT. I'D LIKE THAT TOO. PLEASE BE IN THE MINUTES. THANK YOU VERY MUCH. THANK YOU, MISS MALONE. I DON'T SEE ANY OTHER COMMENTS OR QUESTIONS. PLEASE VOTE. HMM. MOTION PASSES 70 MAY I HAVE A MOTION FOR ITEM J. I MOVED TO APPROVE 13 J AS

[13.J. Review of proposed expenses that exceed $50,000: Specifically for: 1. College and Career Planning Platform: Consideration and approval to increase the existing contract awarded under 23-016AB College and Career Planning Platform by $75,000 for a total not-to-exceed amount of $1,200,000 to purchase the College and Career Planning Platform through April 2028.]

PRESENTED CIRCUIT. UM. WE HAVE A MOTION BY MISS HANNAH AND SECOND BY DR GILLIAM, THIS IS, UM ITEM J ONE REGARDING TO COLLEGE AND CAREER PLANNING PLATFORM. DO WE HAVE A DISCUSSION? MS. HANAN? YES, UM I KNOW. SEVERAL MEMBERS WERE NOT HERE DURING THE UM, PREVIOUS MEETING THAT WE HAD, AND I WOULD LIKE TO AMEND SOMETHING. I ASKED REGARDING SCHOOLING. I ASK IF WE COULD.

POLICE SURVEY ARE STUDENTS AT THE END OF THE YEAR, UM, AND OUR STAFF MEMBERS TO SEE IF THERE'S ANY WAY. UM ANYTHING THAT NEEDED TO BE IMPROVED. BUT AS I THOUGHT ABOUT THAT, AND I THOUGHT ABOUT, YOU KNOW, REGULAR DECISION COMING UP IN THE FALL OR COMING UP IN THE SPRING. VERY QUICKLY.

I'M WONDERING IF THERE'S ANY WAY UM, THAT WE COULD. DO A SORT OF MINI SURVEY OF OUR STUDENTS TO MAKE SURE THEY. THAT THE SOFTWARE IS MEETING THEIR NEEDS. BECAUSE I KNOW WE'VE ONLY GOT YOU KNOW MOST CAMPUSES ARE SHARING, UM, COLLEGE AND CAREER COUNSELOR AND I JUST I JUST HOPE NO ONE HAS BEEN LEFT BEHIND. I HOPE EVERYBODY KNOWS HOW TO USE IT. UM SO I KNOW THAT'S NOT REALLY GERMAN, NECESSARILY TO THE TO THE ADDITIONAL COSTS BECAUSE THAT'S UM FOR RANKING.

UM BUT I STILL JUST THINK THIS IS VERY THIS IS VERY DIFFERENT THAN NON BEYONCE AND MOST OF THESE STUDENTS, YOU KNOW THEY STARTED NAVY INSUA'S NG NAVY INS. IN MIDDLE SCHOOL. AND THEN THIS WAS SPRUNG ON THEM THIS YEAR, SO I JUST WANT TO MAKE SURE THAT WE THAT EVERY KID WHO WANTS TO APPLY TO COLLEGE HAS KNOWS WHAT THEY'RE DOING ON SCHOOL LINK. BECAUSE IT IS VERY DIFFERENT. UM AND ADDITIONAL QUESTION JUST MIGHT BE, YOU KNOW. YOU KNOW? HAVE YOU FOUND THE SCHOLARSHIP PIECE? HELPFUL HAVE YOU FOUND THE SEARCH PIECE? HELPFUL, UM, YOU KNOW DID SOMEONE REALLY SHOW YOU HOW TO USE IT? I THINK THOSE WOULD BE SOME IMPORTANT QUESTIONS FOR OUR KIDS. AND OUR STAFF. THANK YOU, HANNAH. WE DO HAVE ACTUALLY, DR WESTBROOK AND HER TEAM ALREADY HAD PLANS IN PLACE TO TOUCH BASED MIDYEAR AND ALSO END OF YEAR. SO WE WILL BE INCLUDING THAT SO THANK YOU. FOR THAT FEEDBACK IS VERY HONEST. THAT'S GOOD NEWS, DR LAWSON. THANK YOU.

THANK YOU, MR HANNAN. I DON'T SEE ANY OTHER QUESTIONS OR COMMENTS. PLEASE VOTE. MOTION PASSES 70. THANK YOU, EVERYONE. I THINK THAT'S CONCLUDE OUR CONSENT AGENDA. AND RIGHT NOW,

[14. 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]

UM, WE WILL NOT COME IN IN CLOSED SESSION UNDER TAXES. OPEN MEETING ACT TAXES, GOVERNMENT CALLED TRIBUTARY 551. UNDER THE FOLLOWING SECTION SECTION 551071 FOR THE PURPOSE OF A PRIVATE

[02:55:04]

CONSULTATION WITH THE BORDER ATTORNEY ON ANY OR ALL SUBJECTS OR MATTERS. AUTHORIZED BY LAW SECTION 55107 TO CONSIDER PURCHASE EXCHANGE LEADS OR VALUE OF REAL PROPERTY SECTION 551074 PERSONNEL MATTERS SECTION 551076 SECURITY MATTERS SECTION 551082 STUDENT DISCIPLINE MATTERS OR COMPLAINT OR SECTION 55108 TO 1. PERSONALITY PERSONALLY IDENTIFIABLE INFORMATION ABOUT PUBLIC SCHOOL STUDENT TIME RIGHT NOW IS 952 PM AND WE ARE NOW COMING IN CLOSED SESSION. DR.

WAY BACK. WE DON'T ANTICIPATE ANY ACTION ITEM AFTER THE CLOSE SESSION, SO PLEASE FEEL FREE TO LET THIS STUFF GO HOME. THANK YOU.

* This transcript was compiled from uncorrected Closed Captioning.

Nov 13, 2023 Board Meeting

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