Dec 04, 2023 Special Called Meeting

[00:00:05]

EVERYONE'S ATTENTION. BEFORE THE MEETING BEGAN. WE ASK THAT EVERYONE PLEASE SILENCE YOUR CELL PHONES. BEFORE BEING I S D BOARD OF TRUSTEE MEETING AS AN OPEN MEETING FOR THE PUBLIC TO OBSERVE THE DISTRICT, THE BOARD CONDUCTING DISTRICT BUSINESS. THEREFORE, PATRIOTS MAY ONLY ADDRESS THE BOARD DURING THE DESIGNATED AUDIENCE ITEMS SECTION ON YOUR AGENDA. IF YOU HAVE PRINTED MATERIALS YOU WANT TO GIVE THE BOARD MEMBERS YOU MUST PROVIDE THEM TO ME OR ANY OFFICER PRESIDENT. WE WILL PROVIDE THEM TO THE BOARD. WE ALSO ASKED THAT MEMBERS OF THE AUDIENCE BE RESPECTFUL OF OTHERS BY REMAINING QUIET SO THAT EVERYONE IS ABLE TO HEAR THE

[1. Call to order]

[2. Public Comment]

THANK YOU. SOON AFTER FRIENDS WAS FORMED IN JUNE OF 2023. A LETTER OF INTRODUCTION WAS SUBMITTED TO SUPERINTENDENT DR CHRISTY WENT BACK THAT WE WERE SEEKING TO ACTIVELY PARTICIPATE IN THE SUGARLAND 95 MEMORIAL PROJECT AS THEIR COMMUNITY ORGANIZATION AND THAT WE WOULD SEEK A NONPROFIT TAX EXEMPT 501 C THREE DESIGNATION. WHICH WE HAVE DONE. DR WHITBECK RESPONDENT THE VERY NEXT MORNING STATING QUOTE. WE ARE EXCITED ABOUT THE OPPORTUNITY THAT THE MEMORIALIZATION PROJECT PROVIDES US AND LOOK FORWARD TO WORKING WITH YOU. CLOSE QUOTE. DOCTOR WENT BACK AND STAFF KIM SMITH AND CHASTITY A LOT OF A LOT E MET WITH THE FRIENDS AND HAVE BEEN VERY SUPPORTIVE AS WE WORK TO PARTNER WITH THE FOUR ON THE FOURTH BEING SCHOOL PROJECT. THE DOCTOR WILL BE WAS INSTRUMENTAL AND MEETING WITH THE COUNTY OFFICIALS AND HAVING A CONVERSATION ABOUT FUNDING FOR THE SUGARLAND 95 MEMORIAL PROJECT. SHE HAS CERTAINLY BEEN A FRIEND OF THE FRIENDS. DURING MY HUSBAND'S TIME IN ATTEMPTING A RELATIONSHIP WITH FORD BEING SCHOOL DISTRICT AND UP TO THIS POINT CHANGE HAS BEEN CONSTANT. WE ARE EXPECTING A SEAMLESS TRANSITION AS WE WORK AS A COMMUNITY ORGANIZATION TO BRING THIS PROJECT TO FRUITION. WE EXPECT TO CONTINUE MOVING FORWARD WITHIN OPHELIA AGREEMENT TO STRATEGIZE AND BEGIN FUNDRAISING RATHER THAN STARTING OVER. AS I HAVE STATED ON PREVIOUS MEETINGS, WE ARE

[00:05:01]

[00:10:02]

I THINK THAT'S THE ABILITY MATTERS. THE OTHER THING THAT I WANT TO TOUCH ON IS UM I PRAY THAT UM. THE SUDDEN RETIREMENT OF DR WHITBECK ISN'T BASED ON A FOUNDATION OF POLITICS. POLITICS DIVIDE US. IT'S BEEN DIVISIVENESS IN THIS COUNTRY. AND IF WE REALLY CONCERNED IF WE'RE REALLY CONCERNED ABOUT THE KIDS. THEN WE WILL LEARN HOW TO SIT DOWN AND COMPROMISE. I HOPE THAT THAT'S NOT THE CASE. I DON'T WANT TO ASSUME THAT THAT'S THE CASE. BUT I PRAYED THAT THAT IS NOT THE FACTS. OUR KIDS ARE OUR FUTURE. EACH ONE OF YOU. I PRAY THAT YOU KNOW WE'RE SITTING UP HERE WE DO THE WORK THAT WE DO. BECAUSE WE LOVE OUR KIDS. AND WE CARE ABOUT THEM 30 SECONDS AND WE MAY NOT ALWAYS AGREE AS I ARTICULATED ABOUT WHAT DIRECTION TO GO IN. BUT WE CAN HAVE ONE VOICE. WE CAN'T HAVE TRUTH AND TRANSPARENCY. AND WE CAN LEARN HOW TO WORK TOGETHER. TO MAKE FORD BEEN I S D, THE BEST DISTRICT IN THE COUNTRY. SO I'M NORMAL. TIME IS UP. YOU SHOULD NEVER GIVE A PREACHER THE MIC. HMM BUT I JUST HOPE THAT WHATEVER COMES OUT OF THIS TIME THAT IT IS FOR THE BEST INTEREST OF OUR KIDS. THANK YOU, MR SINCERE FOR COMING TONIGHT. AND NEXT WE HAVE A DOCTOR LITTLE. THANK YOU FOR BEING HERE TONIGHT. THANK YOU.

YEAH. HI THOSE OF YOU WHO DO NOT KNOW ME. I'M DR LITTLE. I AM A MEMBER OF A CP. I'M A FORMER RETIRED WELL, FORMER EMPLOYEE AFFORD BEING I S D AND I'M A CURRENT PARENT OF AFFORD BEING I S D STUDENT. I WOULD ALSO LIKE TO INTRODUCE THIS IS JUNIOR DEPUTY AND SHE HAS BEEN SWORN IN BY FORD BEING COUNTY CONSTABLE, SO SHE TAKES HER JUNIOR DEPUTY POSITION. SERIOUSLY NOW, TODAY, I STAND HERE AND I WANT TO PERSONALLY THANK DR WHITBECK FOR DOING AN OUTSTANDING JOB. OF SUPPORTING STUDENTS AND TEACHERS IN FORT BENNING S D. YOU'RE TO BE COMMENDED FOR THE WORK THAT YOU'VE DONE. AND I ALSO STAND HERE BECAUSE I'M JUST A LITTLE BIT PUZZLED ON THIS ABRUPT RETIREMENT. SAY THIS PHOTO HERE. THIS DOES NOT LOOK LIKE A RETIREMENT PHOTO. THIS LOOKS LIKE A PERSON WHO WAS ON A MISSION TO TRULY SERVE THE STUDENT SUPPORT BEING I S D NOW TODAY. AS A FORMER EMPLOYEE AS AN ADVOCATE AGAINST BULLYING GUY IS STANDS HERE TO STAND AGAINST BULLYING ALL THE TIME IN THE SCHOOL SETTING AND I STAND BEFORE THE BOARD TO STAND AGAINST WORKPLACE BULLYING, BECAUSE THIS IS WHAT IT LOOKS LIKE FOR BEING WHEN ANYONE IS FORCED INTO RETIREMENT. THAT'S WORKPLACE BULLYING. AND WE AS COMMUNITY MEMBERS AND AS OTHER PEOPLE WHO ARE JUST STANDING IN POLITICAL POINTS. YOU HAVE A RESPONSIBILITY TO STAND UP AGAINST WORKPLACE BULLYING, AND I CHALLENGE EACH BOARD MEMBER. TAKE A LOOK WITHIN YOURSELF. YOU

[00:15:01]

YOU'RE SUPPOSED TO BE SERVING THE KIDS THAT ARE IN OUR DISTRICT, AND THE PRIORITY SHOULD BE THOSE CHILDREN, NOT THE KIDS SITTING IN OTHER SEATS OUTSIDE OF THE DISTRICT, AND I CHALLENGE EACH OF YOU TO STAND AND BE A VOICE TO STAND AGAINST WORKPLACE BULLYING. THANK YOU FOR COMING HERE TONIGHT. THANK YOU. THAT'S CONCLUDE OUR PUBLIC COMMENTS SESSION AND NEXT WE

[3.A. Curriculum Management Plan Update]

BUT THE MAIN THING I WANT YOU TO KNOW ABOUT THAT POLICY IS IT DOES DEFINE THAT OUR CORE BUSINESS IN THIS DISTRICT IS TEACHING AND LEARNING. E A LOCAL IS A POLICY CALLED INSTRUCTIONAL GOALS AND OBJECTIVES IN IN THAT PARTICULAR POLICY. WHAT IT DOES IS, IT REINFORCES THE PROCESSES I JUST SPOKE ABOUT RELATED TO TAKING THOSE DISTRICT AND APPROVED BOARD GOALS. AND TYING IT TO OUR STRATEGIC PLANNING PROCESS. AND ENSURING THAT WE HAVE AN UNBIASED ALIGNED, WRITTEN, TAUGHT TESTED AND RELEVANT CURRICULUM AND THAT WE BELIEVE THAT STRONG LEADERSHIP.

IS FOUNDATIONAL TO IMPLEMENTING THOSE DISTRICT GOALS. THIS POLICY ALSO DEFINES THAT OUR THEORY OF ACTION AS IT RELATES TO CURRICULUM IS A MANAGED CURRICULUM PHILOSOPHY. AND LASTLY POLICY. EHH LOCAL IS ABOUT CURRICULUM DESIGN, AND THIS PARTICULAR POLICY DEFINES THE CURRICULUM FRAMEWORK. IT REFERENCES THE CURRICULUM MANAGEMENT PLAN IN THIS IN THIS POLICY, AND IT DESCRIBES THE EXPECTATIONS FOR WRITTEN, TAUGHT AND ASSESSED CURRICULUM. AND THE ROLES OF VARIOUS STAKEHOLDERS IN THE IMPLEMENTATION OF THAT CURRICULUM. SO LET'S TALK A LITTLE BIT ABOUT THEN WHAT DOES THE CURRICULUM MANAGEMENT PLAN TELL US ABOUT WHAT THE EXPECTATIONS ARE FOR CURRICULUM? SO THE PURPOSE OF THE CURRICULUM MANAGEMENT PLAN IS IT ESTABLISHES A FRAMEWORK THAT OUTLINES GUIDELINES AND PROCEDURES FOR ONGOING AND SYSTEMATIC PROCESSES FOR DEVELOPMENT OF CURRICULUM. ASSESSMENT OF THE IMPLEMENTATION OF THAT CURRICULUM, PROFESSIONAL LEARNING ASSOCIATED WITH THAT AND THEN MONITORING AND EVALUATION OF THAT WRITTEN CURRICULUM. THIS PLAN REALLY IS THE DRIVER FOR THE DEVELOPMENT

[00:20:01]

AND THE DEFINED INSTRUCTIONAL MODELS THAT ARE RESEARCH BASED. AND IT ALSO HOLDS US ACCOUNTABLE TO DEVELOPING A CURRICULUM THAT BUILDS TEACHER CLARITY AND UNDERSTANDING OF WHAT THEY'RE GOING TO TEACH. WHEN THEY'RE GOING TO TEACH AND THOSE BACK BEST PRACTICES FOR HOW TO TEACH THAT CONTENT. IT IS CRITICAL TO DEFINE THESE THINGS SO WE CAN ACHIEVE THE BOARD GOALS THAT WE JUST TALKED ABOUT. SO WHAT IS IN THE PLAN? WELL IF YOU'VE PULLED IT UP, YOU HAD IT IN YOUR BOARD WEEKLY UPDATE ON FRIDAY. THE ACTUAL PLANET IS ALSO POSTED ONLINE. IT IS A VERY COMPREHENSIVE DOCUMENT. BUT WHAT IT DOES IS IT DEFINES THOSE EXPECTATIONS FOR CURRICULUM, INCLUDING 11 CONSISTENT COMPONENTS THAT SHOULD BE IN EVERY CURRICULUM. I'M GOING TO TALK ABOUT THOSE AND JUST A MINUTE MINUTE. IT ALSO HAS THE PROFESSIONAL LEARNING, REFERENCING JOB AND BETTER PROFESSIONAL LEARNING REQUIRED PROFESSIONAL LEARNING FOR TEACHERS AND PLC EXPECTATIONS. IT INCLUDES THE MECHANISMS THAT WE USE FOR MONITORING THE IMPLEMENTATION OF THE CURRICULUM. ONE OF THOSE MONITORING METHODS IS THE DISTRICT LEARNING WALK PROCESS. BECAUSE IT ALLOWS THE DISTRICT AND CAMPUS STAFF TO CALIBRATE.

AND I'M SERVING THOSE INSTRUCTIONAL BEST PRACTICES ALIGNED WITH THE CURRICULUM, AND THEN IT ALLOWS US TO SEE IF INSTRUCTION IS ALIGNED TO THE RIGOR OF THE STANDARDS. ARE WE ALIGNED TO THE INSTRUCTIONAL MODEL? AND THEN ARE WE FOLLOWING THE SCOPE AND SEQUENCE THAT'S DEFINED BY THE DISTRICT. THERE ARE OTHER MECHANISMS USED AT THE CAMPUS LEVEL. UM AND CHEETAHS.

SO WHEN WE TALK ABOUT CURRICULUM EXPECTATIONS, I TALKED A LITTLE BIT ABOUT EA LOCAL, WHICH DEFINES WHAT I MANAGED CURRICULUM REALLY IS, BUT ULTIMATELY IF YOU TAKE IT DOWN TO ITS SIMPLEST FORM WE DO BELIEVE THAT IT IS OUR JOB TO DESIGN AND DELIVER HIGH QUALITY INSTRUCTION THAT IS ALIGNED TO THE TX. AND THAT PROVIDES STUDENTS WITH THE OPPORTUNITY TO OWN THEIR LEARNING. WE BELIEVE THAT TEACHERS SHOULD HAVE CLARITY ON WHAT THEY'RE GOING TO TEACH WITHIN THOSE RESEARCH BASED INSTRUCTIONAL MODELS, AND THAT STUDENTS HAVE CLARITY AND UNDERSTANDING ON WHAT THEY ARE LEARNING WHY THEY ARE LEARNING IT AND IF THEY'RE SUCCESSFUL IN THAT LEARNING. THAT MANAGED CURRICULUM, AND THE POLICY IS WRITTEN TO SUPPORT THE EXPECTATION THAT WHEN ALL SCHOOLS. AND TEACHERS FOLLOW THE WRITTEN CURRICULUM. IT SUPPORTS EQUITABLE LEARNING ENVIRONMENTS ACROSS THE DISTRICT. DOESN'T MATTER WHICH SCHOOL YOU ATTEND.

EVERY KID HAS ACCESS TO HIGH QUALITY INSTRUCTION THAT IS ALIGNED TO THE TX, AND THAT MEETS THE NEEDS OF THOSE STUDENTS THAT ARE SITTING IN THE CLASSROOM. THIS POLICY. UM ALSO REINFORCES THAT THE WRITTEN CURRICULUM DOES NOT DICTATE PEDAGOGY AND THAT THERE'S DISCRETION THERE AND, YOU KNOW, AS YOU WENT THROUGH SCHOOL AND AS I WAS A CLASSROOM TEACHER, WE ALL HAVE OUR OWN UNIQUE PERSONALITIES THAT WE WANT TO BRING BRING TO OUR CLASSROOM.

AND SO THERE'S DISCRETION THERE AND SOME OF THAT PEDAGOGY. I MIGHT USE THE TURN IN TALK, BUT MISS DAY YOU MIGHT WANT TO DO SOCRATIC SEMINAR RIGHT? THOSE STRATEGIES THAT WE USE AREN'T GOVERNED, BUT WE DO GET SUGGESTIONS IN THE IN THE CURRICULUM ON HOW IT LOOKS IN THE CLASSROOM. AND ALL OF THAT IS TO SUPPORT TEACHER CLARITY AND STUDENT CLARITY. THE EXPECTATION IS THAT THE DISTRICT AND CAMPUS LEADERS HELPED TO DEFINE THE USE OF THE CURRICULUM FOR TEACHERS AND SUPPORT THE USE OF THE CURRICULUM THROUGH DEFINED PLC STRUCTURES AT THE CAMPUS LEVEL. AND WE DO PROVIDE PROFESSIONAL LEARNING FOR TEACHERS IN CAMPUS ADMINISTRATORS THAT SUPPORT THAT CONTINUED USE OF THE CURRICULUM. SO WHAT DOES IT LOOK LIKE? I DON'T KNOW HOW MANY OF Y'ALL HAVE BEEN IN SCHOOL? A G, BUT THAT IS WHERE OUR CURRICULUM IS.

HOW'S IT IS HOUSED INSIDE OF SCHOOL. A GENE AND IT IS FOUND IN GROUPS FOR TEACHERS. WHAT YOU'LL NOTICE ON THIS SCREEN IS THAT IT LOOKS A LITTLE BIT DIFFERENT FOR AN ELEMENTARY TEACHER THAN IT DOES FOR A SECONDARY TEACHER. FOR ELEMENTARY TEACHERS. UM OUR CURRICULUM IS FOUND BY GRADE LEVEL BECAUSE WE KNOW THAT WE HAVE ELEMENTARY TEACHERS THAT MIGHT TEACH MATH AND SCIENCE AND SO THEY NEED ACCESS TO BOTH OF THOSE CURRICULUM'S WITHOUT HAVING TO GO THROUGH A BUNCH OF FOLDERS INSIDE OF SCHOOL, AJE. BUT FOR OUR SECONDARY TEACHERS,

[00:25:01]

THESE COMPONENTS ARE DESIGNED TO GIVE TEACHERS CLARITY AND SUPPORT PLANNING OF INSTRUCTION.

YOU CAN SEE JUST BY LOOKING ON THE LEFT HAND SIDE OF THE SCREEN WHEN YOU HAVE ACCESS TO THINGS LIKE UNPACKED TEAK LEARNING PROGRESSIONS, THOSE PROVIDE CLARITY ON WHAT WE'RE TEACHING.

AND THE EXPECTATION AND RIGOR OF THE STANDARD. WE ALSO HAVE A UNIT ASSESSMENT TAB THAT HELPS TEACHERS TO SEE SPECIFIC TASKS THAT ALIGNED TO THE RIGOR OF THE TEAK. SO THAT WHEN YOU'RE BACKWARDS, PLANNING AND THINKING ABOUT THE END IN MIND, YOU KNOW WHAT THAT END SUPPOSED TO LOOK LIKE ALIGNED WITH THE RIGOR. OUR INSTRUCTIONAL DELIVERY TAB PROVIDES GUIDANCE ON HOW TO TEACH THE CONTENT. WITH LEARNING INTENTIONS AND SUCCESS CRITERIA DEFINED AND THEN THIS SECTION SPECIFICALLY PROVIDES SOME SAMPLE LESSONS AND INSTRUCTIONAL CONSIDERATIONS FOR TIER ONE, TIER TWO AND TIER THREE INSTRUCTIONAL SUPPORTS, WHICH IS ALSO OUTLINED IN OUR POLICY THAT WE WOULD PROVIDE THAT TO TEACHERS. WITHIN SCHOOL AJI, WHICH IS THE IMAGE YOU'RE KIND OF SEEING ON THE RIGHT HAND SIDE. YOU'LL SEE THAT THEY HAVE ACCESS TO THE ONE NOTE, WHICH IS THE LINK YOU'RE SEEING. AS WELL AS TEACHER RESOURCES FOLDER. INSTRUCTIONAL RESOURCES. THESE ARE RESOURCES THAT CAN BE PROVIDED DIRECTLY TO STUDENTS. AND THEN ASSESSMENT RESOURCES, UM, PROVIDED TO TEACHERS. IN THIS PARTICULAR UNIT OF INSTRUCTION. YOU CAN ALSO SEE AT THE VERY TOP UNIT THREE FRACTIONS AND FRACTION. OPERATIONS OVERVIEW VIDEO. THIS IS A VIDEO TOOL THAT TEACHERS CAN USE AND A PLC OR INDIVIDUALLY THE TEACHES THEM.

HOW DO I USE THE MANIPULATIVE THAT I SHOULD BE USING? WHEN I'M TEACHING FRACTIONS? BECAUSE I KNOW EVERYBODY IN THIS ROOM LOVES FRACTIONS, RIGHT? YOUR FAVORITE TOPIC IN SCHOOL. SO THIS KIND OF HELPS THE TEACHERS SAY HOW HOW AM I SUPPOSED TO TEACH IT? HOW DO I USE THESE MANIPULATIVE AS PART OF OUR CURRICULUM DESIGN. WE DO SEEK FEEDBACK FROM TEACHERS, UM, AT THE CONCLUSION OF EACH QUARTER TO GIVE US FEEDBACK ON THE CURRICULUM, AND THAT INFLUENCES MINOR REVISIONS TO THE CURRICULUM, AS YOU ALL KNOW. THIS YEAR, WE LAUNCHED A BRAND NEW PHONICS CURRICULUM WHEN IT'S A BRAND NEW CURRICULUM. WE WANT A LITTLE BIT MORE FOCUSED FEEDBACK, SO WE'RE ACTUALLY GOING TO CONDUCT FOCUS GROUPS FOR SOME OF OUR TEACHERS SO WE CAN GET DIRECT FEEDBACK ON THE NEW PHONICS CURRICULUM. NEXT YEAR. YOU ALL KNOW WE HAVE A MAJOR REVISION WITH OUR SCIENCE STANDARDS. AND SO WE'RE REWRITING THOSE CURRICULUM CURRICULUM IN ITS ENTIRETY BASED ON THE NEW STANDARDS AND WILL ENGAGE IN FOCUSED FEEDBACK SESSIONS FOR TEACHERS AS WELL. WELL HAVING A WELL WRITTEN ALIGNED RELEVANT, COHERENT CURRICULUM IS AMAZING, RIGHT? PEOPLE CAN HAVE ACCESS TO IT, BUT WE HAVE TO GET THAT INTO THE CLASSROOM. SO THE WAY THAT HAPPENS IS THROUGH EFFECTIVE PROFESSIONAL LEARNING COMPLETE COMMUNITIES WHERE WE GIVE TEACHERS SPACE AND TIME TO PLAN INSTRUCTION USING THAT CURRICULUM. SO WHAT YOU'RE SEEING HERE IS KIND OF OUR EXPECTATION FOR PLC STRUCTURES.

UM WE EXPECT PROFESSIONAL LEARNING COMMUNITIES TO ENGAGE IN THE WORK OF DESIGNING INSTRUCTION. DESIGNING ASSESSMENTS, AND I SHOWED YOU SOME OF THE TABS THAT WOULD HELP MAKE THAT HAPPEN. UM AS WELL AS REVIEWING STUDENT WORK, ANALYZING STUDENT WORK, LOOKING AT DATA AND DETERMINING HOW DO I MAKE INSTRUCTIONAL ADJUSTMENTS AND THAT'S THE PLC CYCLE. ONE EXAMPLE IS ALSO PROFESSIONAL LEARNING HAPPENING AS A TEAM. THE VIDEO I SHOWED YOU FOR THE FRACTIONS. AND HOW DO I USE A FRACTION BARS TO TEACH THAT THAT COULD BE USED IN A PLC AS A SHARED LEARNING OPPORTUNITY, AND THEN TEACHERS PRACTICING? HOW DO I USE THIS WITH THE PROBLEMS THAT WE'RE GOING TO USE IN CLASS? SO THAT'S HOW OUR PLC S FUNCTION OFF OF THE USE OF THE CURRICULUM. AND YOU'VE SEEN THIS GRAPHIC A COUPLE TIMES ALREADY THIS SCHOOL YEAR. HOW DO WE ASSESS AND MONITOR? SO THIS IS OUR DISTRICT FRAMEWORK FOR DISTRICT LEVEL ASSESSMENTS WE'VE ALREADY BROUGHT TO YOU THIS SCHOOL YEAR. SOME OF OUR B O Y DATA, UM AND

[00:30:04]

WHAT THE DOCUMENT DOES IS IT PROVIDES A BREAKDOWN. OF EACH UNIT OF INSTRUCTION. YOU CAN SEE THE TIMEFRAME THERE. SO THE PARENTS OR GUARDIANS, NO. WE'RE SUPPOSED TO BE LEARNING ABOUT ADDITION AND SUBTRACTION UP UNTIL THE FIRST WEEK OF NOVEMBER. IT ALSO TELLS YOU WHAT TEATS WE'RE COVERING, AND THEN WE PROVIDE SUCCESS CRITERIA SO ESSENTIALLY TAKING THOSE TEATS AND BRINGING IN DOWN INTO MORE COMMON LANGUAGE. SO YOU KNOW WHAT SHOULD BE EXPECTED WITH THE KIDS BRINGING WORK HOME ON WHAT THEY'RE LEARNING ABOUT. YOU'LL ALSO SEE THAT THERE ARE SOME AT HOME LEARNING CONNECTIONS LISTED ON THE ON THE PAGE. WE HAVE ADDITIONAL SUPPORTS RELATED TO AT HOME RESOURCES WE JUST LAUNCHED THIS YEAR, A NEW WEBSITE CALLED FBI SD READS ON THIS WEBSITE. WE HAVE MONTHLY PODCASTS THAT WE STARTED LAST MONTH ON READING STRATEGIES THAT CAN BE USED AT HOME AS WELL AS HOW DO I WORK THROUGH AND RECOGNIZE SOME OF THE READING NEEDS OF MY EARLY READERS. WE ALSO HAVE IDEAS FOR READING AT HOME IN QUESTION STRATEGIES THAT CAN BE USED WITH PARENTS, PARENTS AND CHILD. WE DO STANDARD SPACE SCREENING AND PRE K THROUGH FIRST GRADE ACROSS THE DISTRICT. AND SO WE ALSO HAVE A WEB PAGE THAT IS SPECIFIC WITH PARENT GUIDES AND INTERPRETING THAT STANDARDS BASED SCREENING INFORMATION AND THEN LASTLY AT WE HAVEN'T AT HOME LEARNING WEB PAGE THAT HAS A TON OF FREE RESOURCES WEBSITES AND OTHER MATERIALS. THEY CAN BE USED AT HOME TO REINFORCE SOME OF THOSE ADDITIONAL EXPOSURES TO EDUCATIONAL OPPORTUNITIES. AND SO IN A NUTSHELL, THAT IS OUR CURRICULUM EXPECTATIONS ALIGNED TO THE POLICIES THAT WE HAVE AND THE INFORMATION THAT IS FOUND IN OUR CURRICULUM MANAGEMENT PLAN SO I WILL OPEN THE FLOOR UP TO QUESTIONS IF YOU HAVE ANY THANK YOU, MR HUBBARD AND OPENING FOR QUESTIONS, MS HANAN. THANK YOU VERY MUCH, MISS HUBBARD FOR, UM, GOING OVER THAT WITH US. I ALSO WANTED TO THANK YOU, UM AND MS MARTINEZ AND DR LAWSON FOR PROVIDING THE STUDENT ACHIEVEMENT COMMITTEE. THE FULL TEXT AND I KNOW THAT YOU ALSO SHARED THAT IN A RECENT BOARD UPDATE, AND SO I APPRECIATE THAT. I ONLY HAVE ONE QUESTION AND I APOLOGIZE THAT IT DIDN'T GET TO YOU SOONER. SO UM, IT CAME TO ME AS YOU WERE TALKING, MISS HUBBARD. AND YOU. YOU MENTIONED THAT YOU HAVE WE HAVE, UM SOME ASSESSMENTS THAT ARE DISTRICT CREATED, BUT SOME TEACHERS DEVISE EITHER ON THEIR OWN. OR MAYBE THAT'S SOMETHING THEY DO IN A PLC. SO AS FAR AS, UM, THE PRE ASSESSMENTS FOR OUR STUDENTS, AND I SEE THAT ON PAGE 12. THAT'S PART OF OUR FORMATIVE ASSESSMENT PROCESS ARE THOSE LIKE FOR EACH UNIT ARE THERE ALREADY CREATED PRE ASSESSMENTS FOR TEACHERS, SO THEY KNOW WHERE THEIR KIDS ARE BEFORE THEY START. THAT'S A GREAT QUESTION, SO I'M GOING TO TAKE US BACK TO THIS PAGE. UNDER THE UNIT ASSESSMENT TAB, WE ACTUALLY HAVE UNIT ASSESSMENTS. FOR EACH OF THE CONCEPTS AS WELL. SO IF THERE ARE THREE CONCEPTS WITHIN

[00:35:04]

THAT'S HALFWAY THROUGH THE SCHOOL YEAR WITHOUT YOU, SO I THINK IT'S IMPORTANT FOR US TO LOOK AT THAT. THANK YOU VERY MUCH, MR HUBBARD AND THANK YOU STAFF FOR PUTTING THAT TOGETHER.

THANK YOU, MR HANNAN. WE HAVE MISS JONES. THANK YOU, MISS HOBART. UM GREAT PRESENTATION. I HAVE A COUPLE ASK, AND I HAVE A COUPLE QUESTIONS. UM I WANT TO KNOW SOMETHING. HOW DOES THIS PLAN ALIGN WITH? THE MOST RECENT DISTRICT IMPROVEMENT PLAN. YOU KNOW IT ALIGNS WITH OUR CURRENT PRACTICE. OKAY DISTRICT IMPROVEMENT PLAN, OKAY. AND THEN MY NEXT QUESTION, AND WE'RE GOING TO THE TAUGHT CURRICULUM AND AS WE GET INTO THE LEARNING, AND WE'RE GETTING INTO THE P L.

C S HOW ARE TEACHERS SPIRALING THAT LEARNING AS A MEASURE FOR INTERVENTION AND CLOSING THOSE GAPS? WHAT ARE THEY DOING? AS FAR AS WHAT ARE YOU RECOMMENDING THAT THEY'RE DOING? AS THEY'RE SPIRALING THE LEARNING. OKAY THAT'S A GREAT QUESTION. SO, UM. DO YOU SEE MISS JONES ON THIS TAB? WHERE WE HAVE RE ENGAGEMENT ? YES YES. AND THEN THERE'S ANOTHER TAB THAT SAYS, TEACHING CONSIDERATIONS. OKAY SO THE TEACHING CONSIDERATIONS TAB IS GOING TO GIVE A TEACHER SOME INSIGHT INTO BEFORE I GET INTO THIS UNIT. WHAT MIGHT BE MY TROUBLE SPOTS, RIGHT? RIGHT WHAT MIGHT BE SOME OF THE MISCONCEPTIONS THAT KIDS MIGHT HAVE ONCE I GET IN HERE? OKAY SO THAT'S ONE THING THAT MIGHT AS A AS AN EDUCATOR. I'M THINKING ABOUT WHEN I'M PLANNING THAT INSTRUCTION. THE REENGAGEMENT TAB IS WHAT YOU'RE IS REALLY THAT IF I HAVE TO GO BACK, MHM ENGAGE STUDENTS IN LEARNING AND THIS CONCEPT. THESE ARE SOME LIKE, IF THEN, IF THEY'RE STRUGGLING WITH THIS, THEN I'M GONNA ADDRESS THAT THIS WAY. OKAY IN THE SCOPE AND SEQUENCE, EVERY UNIT OF INSTRUCTION IS BUILT WITH A CERTAIN NUMBER OF DAYS OF RE ENGAGEMENT MIGHT BE DIFFERENT BY CONTINENT AREA AND UNIT BASED ON THE CONTENT. IN THE UNITS, SO WE BUILD IN SOME WIGGLE ROOM ON THE DATES. FOR REENGAGEMENT SPIRALING AND GOING BACK AND ADDRESSING THAT OKAY, SO I HAVE. THREE ASK. OKAY THREE. ASK OUR TEACHERS WORK ENTIRELY HARD EXTREMELY HARD AND

[00:40:11]

JUST EXCUSE ME. THANK YOU, MISS HUBBARD. JUST VERY QUICKLY. FROM WHAT I JUST HEARD, MR JONES SAY, COULD YOU SPEAK TO THAT BECAUSE I KNOW THAT WE DO HAVE THOSE THINGS THAT ARE HAPPENING IN THE CLASSROOM. SO CAN YOU SPEAK TO IT A LITTLE BIT, PLEASE? MHM SURE LOOKS DIFFERENT ON EVERY CAMPUS. SO UM, WE DO HAVE SOME CAMPUSES THAT HAVE LITTLE MINI CHECKPOINTS AND THEY MIGHT USE LIKE A LITTLE DATA TRACKER TO, UM OR KIDS INDICATE THEIR PROGRESS ON THOSE ON THOSE CHECKPOINTS. UM WE ALSO HAVE CAMPUSES. I'VE WALKED BEFORE THAT THE KIDS ARE MEASURING THEIR LEARNING ON A PROGRESSION, SO IT LOOKS A LITTLE DIFFERENT. IT'S NOT A PERCENTAGE SCORE OR SOMETHING LIKE THAT. BUT THEY MIGHT BE TAKING THEIR WRITING AND COMPARING IT TO SOME EXAMPLES ALONG UM ADVANCED, PROFICIENT, PROGRESSING DEVELOPING, AND THEY'RE PUTTING LIKE LITTLE STICKY DOTS WITH THEIR NAMES ON IT THAT TELL BECAUSE THEY'VE LOOKED AT THEIR WORK AND THAT SPEAKS TO THE STUDENT OWNERSHIP PIECE YOU WERE TALKING ABOUT, AND THEY'RE LOOKING AT THEIR WORK AND SAYING, OKAY, I'M PROGRESSING AND THIS IS WHY AND THEN TO GET TO PROFICIENT. I NEED TO ADD TEXT FEATURES OR, UM, SITE MY EVIDENCE, AND SO THEY'RE WORKING ON SOME GOAL SETTING WHERE THEY'RE LIKE, WHAT DO I NEED TO DO DIFFERENTLY TO MAKE MY WORK BETTER, SO THAT DOESN'T NECESSARILY NEED TO BE A PERCENT SCORE. IT COULD BE SOMETHING THAT LOOKS LIKE THAT, AND WE GIVE THE TEACHERS DISCRETION ON HOW THAT LOOKS AND CAMPUS LEADERS ON HOW THAT LOOKS. UM BUT THOSE TOOLS WE HAVE STUDENT CHECKLISTS INSIDE OF THE CURRICULUM WHERE THE KIDS WILL LOOK AT THEIR WORK, ACCORDING TO THAT CHECKLIST AND ANALYZE WHETHER WHICH PIECES OF IT THEY HAVE CORRECT, AND THEY MIGHT GET YOUR FEEDBACK. SO THERE ARE THOSE THINGS HAPPENING, BUT IT'S NOT A ONE SIZE FITS ALL AT ALL OF THE CAMPUSES, AND I HAVE ONE MORE ARE WE BECAUSE I KNOW WE WERE USING JOHN HATTIE INVISIBLE LEARNING WE AND ARE WE STILL DOING THAT? BECAUSE THAT VISIBLE LEARNING IS ALL OF WHAT YES, MA'AM. ABOUT EARLIER. SO WHEN I'M TALKING ABOUT THE TEACHER CLARITY, STUDENT CLARITY, FEEDBACK AND GOAL SETTING LIKE I WAS JUST TALKING ABOUT WITH THE PROGRESSION THAT IS ALL STILL COMPONENTS WRITTEN IN OUR CURRICULUM AS WELL AS IN OUR MANAGEMENT PLAN. THANK YOU. THANK YOU, DR. GILLIAN UM, I DO HAVE TWO QUICK QUESTIONS. SO IF I MEAN TO FOLLOW UP WITH MISS HANNAN'S QUESTION, UM SO THE CURRICULUM SOMETIMES IS WE PURCHASED CERTAIN CURRICULUM AND THEN WE ALSO WE HAVE OUR OWN TEACHER, CREATE SOME CURRICULUM. SO I JUST WANT TO KNOW. SO DO WE HAVE APPROVAL PROCESS AND THEN MAKE IT AVAILABLE TO ALL THE COMPASS, SO THEY ALL HAVE THE SAME ACCESS TO THE SAME CURRICULUM. HOW DOES THAT WORK? SO WHAT? I JUST SHOWED YOU HERE IS OUR WRITTEN CURRICULUM THAT WE HAVE WRITTEN ALONGSIDE WITH TEACHERS. SO WE HAVE TEACHERS WHO COME ON BOARD AND HELP US WRITE THIS CURRICULUM. UM. AND WE PURCHASE SUPPLEMENTAL RESOURCES TO SUPPORT THE IMPLEMENTATION OF THIS CURRICULUM. SO WHEN WE PURCHASE THROUGH THE RFP PROCESS. THERE ARE CERTAIN RESOURCES IN WHICH EVERY CAMPUS HAS ACCESS TO IT. UM WE HAVE SOME REGION FOR RESOURCES THAT ARE LIKE THAT. UM BUT ANY RESOURCE THAT WE REFERENCE IN THIS CURRICULUM THAT I HAVE PULLED UP HERE? EVERY CAMPUS HAS ACCESS TO IT. NOW THERE ARE OTHER APPROVED VENDORS THAT PROVIDE SUPPLEMENTAL MATERIALS THAT GO THROUGH OUR RFP PROCESS, AND

[00:45:05]

IT IS A COLLABORATIVE EFFORT. AND THEN ONCE THAT LIST IS MADE, THE CAMPUS IS MADE BY SUPPLEMENTAL, BUT WE DON'T PUT ANYTHING IN THIS CURRICULUM THAT NOT EVERYBODY HAS ACCESS TO THANK YOU FOR THAT. AND MY NEXT QUESTION IS BLESS YOU, UM IT'S REGARDING TO CLASS LIKE DISCOVERY. OH, I'M NOT. I DON'T OVERSEE THAT COURSE. BUT PLEASE, OKAY, BUT IF YOU CANNOT ANSWER, IT'S OK, JUST I THINK I SEND THIS QUESTIONING OF FEW WEEKS AGO BECAUSE I HEARD WHERE GONNA STOP THE CLASS DISCOVERY WHILE OVER THE REASONS IS BECAUSE WE DON'T HAVE A STANDARD CURRICULUM WE CAN ALL USE ON ALL THE COUNTRIES. SO, UM. I JUST WANT TO CLARIFY THAT IS THE REASON WE ARE GOING TO STOP THE CLASS DISCOVERY. I MEAN, YOU DON'T HAVE TO ANSWER ME IF YOU DON'T HAVE THE ANSWER, AND THE SECOND IS THERE ANY ALTERNATIVE WAY? INSTEAD OF GET RID OF THE CARS? CAN WE DO YOU, UH, CURRICULUM LIKE SO? I MEAN, I'M JUST TRYING TO FIND A SOLUTION BECAUSE I KNOW THAT CAUSE IT'S NOT ON EVERY SINGLE CAMPUS, BUT THE ONES THAT THE CAMPUS HAVE THEM THE STUDENTS AND THE TEACHERS. THEY REALLY LIKE THEM. SO THAT'S WHY I'M JUST ASKING. UM I BELIEVE DOCTOR LINLEY IS GOING TO COME AND ADDRESS THAT. BUT THANK YOU FOR THE QUESTION.

THANK YOU FOR THE QUESTION. WE DID. WE HAVE BEEN WORKING WITH CAMPUSES. THIS HAS BEEN A TWO OR THREE YEAR LONG PROCESS TO TALK THROUGH HOW WE CAN ALIGN DISCOVERY AND IT DIDN'T HAPPEN.

SO WE STARTED TRYING TO ALIGN IT A LITTLE BIT MORE WITH ANNOUNCED SIDE CURRICULUM THAT'S BEEN TESTED, VETTED PROVEN INVALID. AND SO THAT'S WHERE WE'RE GOING WITH IS A NEW NEW SIXTH GRADE ELECTED FOR THAT, WHICH IS BASICALLY RIGHT ALONG THE SAME LINES AS DISCOVERY, EXCEPT FOR NOW, ALL OF OUR DISCOVERY CLASSES WILL BE IN THE SAME CURRICULUM GOING ALONG THE SAME PACE WITH THE SAME OUTCOMES AS OPPOSED TO 15 DIFFERENT DISCOVERY CLASSES LIKE WE'VE HAD IN THE PAST DUE. WE STILL CARRY A DISCOVERY OR WE CALL IT WE CALL IT DIFFERENTLY DIFFERENT CURRICULUM. BUT IN THE NAME OF THE CLASS IS YOU DON'T KNOW? OKAY? CALL IT WHATEVER WE WANT TO KNOW. THE REASON I'M ASKING IS BECAUSE I HEAR WE'RE LOSING THIS CLASS ON MULTIPLE CAMPUS.

THAT'S THE REASON I'M ASKING, IS STILL GOING TO HAVE 1/6 GRADE CLASS IN PLACE THAT IS STILL GOING TO ACHIEVE THE SAME RESULTS. IT'S JUST NOT GOING TO BE DISCOVERY. IT'S NOT GONNA BE 15 DIFFERENT DISCOVERIES. IT'S GOING TO BE ONE CLASS. SO DO YOU KNOW WHEN IT'S NOT GOING TO HAPPEN? OR NEXT YEAR NEXT YEAR SO FAR? 2022 IN PART OF THAT DISCUSSION, OKAY, WE SPENT A LOT OF TIME WITH THEM OVER THE PAST TWO SUMMERS, HELPING THEM, HELPING THEM HELP US GET THE CORRECT CURRICULUM IN PLACE AND THE CORRECT CLASS IN PLACE, OKAY? THANK YOU FOR YOUR ANSWER.

THANK YOU. I APPRECIATE IT. THANK YOU, MR HUBBARD. I THINK THAT'S ALL THE QUESTIONS WE HAVE

[3.B. 1st Quarter Financial Report]

AND AS WE'VE SHARED WITH YOU SINCE THEN, WE'VE ACTUALLY EXCEEDED OUR ENROLLMENT ESTIMATE THAT IS SENT TO THE STATE THROUGH THE PM SNAPSHOT. AND SO WE ARE ABOVE THE 80,256 STUDENTS

[00:50:01]

WHAT I WOULD SAY IS THAT OUR EXPENDITURES ARE TRENDING AS WE EXPECTED, WITH THE EXCEPTION OF INTEREST INCOME, WHICH WILL BE TO OUR BENEFIT, AND THEN OUR EYE TO SUBSCRIPTION SERVICES JUST SLIGHTLY HIGHER THAN WHAT WE'RE EXPECTING, BUT THOSE THE HIGHER INTEREST INCOME MORE LIKELY OFFSET THOSE HIGHER EXPENDITURES. ON THE DEBT SERVICE FUND. THE SERIES 2008 ARE THE SERIES BE RE MARKETING THAT CLOSED IN AUGUST IS NOW REFLECTED. WHAT YOU DON'T SEE REFLECTED IN THERE, THOUGH, IS THE BUDGET AMENDMENT IN NOVEMBER FOR THAT TRANSACTION, AND SO WE'VE HAD THE ACTUAL RE MARKETING THE TRANSACTION. DETAILS WILL COME WITH THE INFORMATION THAT YOU OVERSEE THIS RECEIVING THE SECOND QUARTER FINANCIAL REPORTS. AND THEN FINALLY AGAIN, THE PARAMETER ORDERS THAT WE'VE HAD. THOSE WERE APPROVED IN NOVEMBER FOR CALENDAR YEAR 2024. AND SO YOU'LL BEGIN TO SEE ADDITIONAL ACTIVITY AS WE GO INTO THE NEW CALENDAR YEAR, ALTHOUGH THAT'S WITHIN THIS FISCAL YEAR AND THEN FINALLY, THE LAST ITEM THAT I'LL HIGHLIGHT IS THE HEALTH BENEFITS FUND. AS WE SHARED WITH YOU ALL. PREVIOUSLY WE ARE HAVING DEFICIT EXPENDITURES, AND THOSE ARE ANTICIPATED THROUGH THE END OF THE CALENDAR YEAR. SO DECEMBER 31ST, YOU'LL RECALL THAT OUR BENEFITS PLAN CHANGED DESIGN CHANGES THAT WE DID TAKE EFFECT JANUARY 1ST AND SO SOME OF THOSE CHANGES WILL BEGIN TO LOWER THOSE COSTS, AND WE EXPECT THAT BY THE END OF THE FISCAL YEAR, WE SHOULD BE IN A MUCH BETTER PLACE, AND SO WE'LL CONTINUE TO MONITOR THAT AND REPORT ON THE IMPACT OF THOSE CHANGES AS THE YEAR PROGRESSES. BUT THAT IS, IN A NUTSHELL. THE FINANCIAL REPORT FOR THIS FIRST QUARTER AGAIN, MOST OF THE MAJOR EXPENDITURES WILL BE OCCURRING STARTING IN THE SECOND QUARTER AS WE HAVE THE FULL EFFECT OF SCHOOLS OPERATING AND I'LL BE HAPPY TO ANSWER ANY QUESTIONS YOU MAY HAVE, IF YOU HAVE ANY SPECIFICS ON THE QUARTERLY FINANCIALS. THANK YOU, MR GUAN. UM I'M GOING TO ASK FOR THE BOARD. IF WE HAVE QUESTIONS, MR HANNAN. THANK YOU. AND I'M SORRY, MR GRANT. I DIDN'T HAVE TIME TO GET THIS TO YOU TODAY. UM I HAVE TWO QUESTIONS AND ONE YOU DON'T HAVE TO ANSWER ME TONIGHT. BUT IF YOU COULD FOLLOW UP THERE UNDER THE GENERAL OPERATING FUNDS, THERE'S SOMETHING CALLED OTHER OPERATING EXPENDITURES AND IT'S A PRETTY BIG CHUNK OF MONEY. AND I'M I'M JUST I'M ASKING OUT OF CURIOSITY BECAUSE WE'VE ALREADY EXPENDED 65. OF THAT, UM, BUDGETED ITEM AND LAST YEAR AT THE SAME TIME WE HAD EXPENDED 54% I'M JUST REALLY CURIOUS. LIKE WHAT? YOU CAN. YOU CAN FOLLOW UP. WHAT THAT IS WHAT YOU KNOW, WE'LL PROVIDE THAT INFORMATION BACK TO THE AND THEN THE OTHER QUESTION I HAVE, EVEN THOUGH IT'S A SMALL , YOU KNOW, IT'S A SMALL LITTLE NUGGET IN THIS FULL BUDGET, BUT WAS, UM THE OTHER EXPENDITURES. I THINK IT WAS OUR SPECIAL REVENUES AND IT WAS THE $50,000.

AH UM REGARDING, UM I THINK IT'S UH FOR THE. THE NATIONAL BOARD CERTIFICATION, PEACE AND MAYBE IT'S NOT BUT IT'S. IF SOMEBODY CAN FOLLOW UP WITH THAT IT LOOKED LIKE A SPECIAL GRANT $50,000, AND I JUST WANTED TO CLARIFY. THAT'S WHAT THAT MONEY IS. IT'S FOR GETTING TEACHERS NATIONALLY. CERTIFIED I'M NOT SURE WHAT IT IS. I WAS JUST CURIOUS, OKAY? YES MA'AM. WE'LL GET THAT INFORMATION AND PROVIDE. THANK YOU, MR GWYN. THANK YOU, MS. HANAN MR GARCIA.

THANK YOU. UM I JUST I HAD SOME GENERAL QUESTION ABOUT, UM, WHEN WE'RE TALKING ABOUT THE BOND FUNDS, WE'RE TALKING ABOUT THE CATEGORY UNSPENT FUNDS. AND WHEN WE GET TO THE PART OF THE PROJECT WHEN THESE PROJECTS ARE COMING TO A CLOSE AT WHAT POINT DO THESE FUNDS ROLL OVER INTO CONTINGENCY? SORT OF LIKE, FOR INSTANCE, WHEN WE'RE IN THE CLOSE OUT PHASE OF THE PROJECT, OR UM OBVIOUSLY NOT DURING THE PUNCH OUT PHASE, BUT TYPICALLY WHEN DOES THAT GET DETERMINED? AND HOW? HOW DO WE KEEP IT ROLLING TRACK OF WHAT GOES INTO CONTINGENCY JUST IN GENERAL GENERAL QUESTION. THAT'S A COMBINATION OF PROCESSES WHERE THE DESIGN AND CONSTRUCTION

[00:55:01]

THANK YOU FOR THE INFORMATION. UM. AND I THINK THAT'S CONCLUDE THE BOARD QUESTIONS AND THIS

[3.C. Clements High School Schematic Design ]

I'M SO PROUD OF YOU. GREAT JOB. GOOD EVENING, EVERYONE. UM I'M NOT GOING TO SPEAK MUCH. I JUST WANT TO INTRODUCE OUR TEAM AS UM , DR WAY BACK MENTIONED. WE HAD A THIRD COMMUNITY MEETING WITH THE CLAIMANTS HIGH SCHOOL COMMUNITY. IT WAS HELD ON NOVEMBER 14TH HAPPENED TO BE MY

[01:00:04]

WE DID, UM, SEND OUT A STUDENT FEEDBACK SURVEY FOR ALL CLEMENTS HIGH SCHOOL STUDENTS SO THAT WE CAN GET THE STUDENT PERSPECTIVE ON HOW THE CURRENT BUILDING FUNCTIONS FOR THEM AND WHAT THEY WOULD LIKE TO SEE IN THE NEW BUILDING. WE ALSO SPEND A DAY UM, ON SITE. WITH OUR AT CLEMENTS HIGH SCHOOL DOING SITE OBSERVATIONS TO UNDERSTAND HOW THE CAMPUS CURRENTLY OPERATES AND WHAT UNIQUE WHAT OPPORTUNITIES IN NEW DESIGN HAS TO IMPROVE UPON AND I'LL PAUSE HERE ON THIS SLIDE. AS YOU CAN SEE A FEW OF THE COMMENTS WE'VE GOTTEN BACK FROM THE STUDENT FEEDBACK SURVEY AND WHAT, UM REALLY POSITIVE FEEDBACK. WE'VE GOTTEN HIGHLIGHTING SOME OF THE KEY THINGS THAT THEY FEEL THAT THEY WANT TO SEE CELEBRATED IN THEIR NEW CAMPUS. SO GO AND TOUCHING AGAIN ON THE SITE OBSERVATIONS. WE DID SPEND A DAY OBSERVING THE MORNING ARRIVAL AND AFTERNOON DISMISSAL PROCESS AND UNDERSTANDING SOME OF THE KEY AREAS THAT NEED TO BE ADDRESSED AS THIS CAMPUS TRANSFORMS AND ITS NEXT PHASE. AND WE WILL DURING OUR NEXT DESIGN DEVELOPMENT PHASES. WE'RE GOING TO SPEND A DAY ON CAMPUS INSIDE THE BUILDING. UM DOING SOME STUDENT AND TEACHER OBSERVATIONS IN ORDER TO UNDERSTAND HOW THE STAFF AND THE FACULTY AND THE STUDENTS ARE UTILIZING THE SPACE IS TODAY AND HOW WE CAN IMPROVE UPON THOSE WE'VE ALSO LAUNCHED A CRAWFORD HIGH SCHOOL POST OCCUPANCY EVALUATION, WHICH IS ONGOING, WHICH IS ALLOWING US TO GATHER THOSE IMPORTANT LESSONS LEARNED FROM THE RECENTLY COMPLETED HIGH SCHOOL PROJECT. COMMENTS TO DATE THAT WE'VE RECEIVED ON THAT INCLUDE FEEDBACK ON TRAFFIC FLOW. AND SIGNAGE NEEDS, UM ACCESS AND MAIN ENTRANCES WAY FINDING PROS AND CONS AND THE GENERAL FEELING OF THE LEARNING ENVIRONMENT WITHIN THE LEARNING COMMUNITIES. SO HERE ON THE SLIDE, YOU'LL SEE THE PROPOSED SITE PLAN FOR THE NEW CLEMENTS HIGH SCHOOL. THIS IS UTILIZING AS A SITE FLIP APPROACH, SO THE NEW BUILDING WILL BE CONSTRUCTED ON THE NORTH END OF THE SITE AND THE NEW SPORTS FIELDS ORGANIZED AT THE SOUTH END OF THE SITE WITH THE FOOTBALL PRACTICE

[01:05:02]

WHILE STILL MAINTAINING AGAIN. NO SECURED ACCESS APPROACHES. AND WE WILL CONTINUE TO DEVELOP AND REFINE THIS APPROACH. AS WE CONTINUE MEETING WITH THE SAFETY AND SECURITY TEAM AT THE DISTRICT. THE NEW DESIGN ALSO OFFERS MULTIPLE PATHWAYS OF TRAVEL, WHICH ALLOWS STUDENTS TO BE ABLE TO HAVE BE ABLE TO PROVIDE STUDENTS AND STAFF THE ABILITY TO MOVE EFFICIENTLY ACROSS THE CAMPUS AS THE NEEDS OF THEIR SCHEDULE DICTATE. SO GETTING INTO THE FLOOR PLANS AGAIN. WE SEE GENERAL ORGANIZATION OF THE BUILDING. YOUR MAIN ENTRY IS HERE AT THE IN THE RED AREA WITH YOUR ADMIN. YOU'RE LEARNING COMMUNITIES ARE ALONG THE SOUTH AND THE GREEN HIGHLIGHTED AREAS. YOU'RE FINE. ARTS IS STILL TO THE NORTH EAST OF THE CAMP. IT PROPOSED CAMPUS.

YOUR DINING COMMENTS IS MORE OF THE HEART OF THE OF THE BUILDING HERE AS IT OPENS INTO AGAIN THAT COURTYARD AREA THAT'S GOING TO ALLOW TO HAVE, UM, MULTIPLE FUNCTIONS AS BOTH DOWNING AND OUTDOOR LEARNING ABILITIES CONNECTED TO YOUR BACK OF HEALTH SPACES AND YOUR KITCHEN AREA.

YOU'RE CTE IS TO THE WEST OF THAT SPACE. AND THEN THAT CONNECTS OVER TO YOUR YOUR ATHLETICS AREA TO THE FAR EAST THAT WILL HAVE A CONNECTION TO THE SOUTH GOING TOWARDS THE FIELD HOUSE. AND THEN LEVEL TWO FLOOR PLANS VERY SIMILAR WITH YOUR CONNECTING ELEMENTS BEING YOUR LIBRARY HERE IN THE DARK GREEN AND THEN SECONDARY CROSSING ACCESS POINTS TO THE EAST. AND SO THESE ELEVATION HERE ILLUSTRATES. THE CONCEPT OF THE MAIN ENTRY. THE DESIGN GOES HERE WERE TO MODERNIZE THE CLEMENTS HIGH SCHOOL. AND STILL PAY HOMAGE TO THAT VERY FAMILIAR CIRCULAR ELEMENT AT THE FRONT ENTRY IS THERE NOW. SO THE MAJORITY OF THE BUILDING WILL BE MASONRY METAL PANEL AND GLAZING IS GOING TO BE LIMITED AND UTILIZED AT TO HIGHLIGHT ONLY THE ENTRY POINTS. THESE MATERIALS AND STRATEGY DO ALIGN WITH THE CURRENT HJ REQUIREMENTS AND CITY OF SUGAR LAND AND WERE SCHEDULED OUR MEETINGS WITH THE LOCAL H EIGHT H O A. EXCUSE ME TO GET THEIR FEEDBACK AS WELL. THIS IMAGE ILLUSTRATES ONE OF YOUR SECONDARY ENTRANCE POINTS AT THE ATHLETICS, WHERE AGAIN WE SEE THE MAJORITY OF THE BUILDING AND THAT MASONRY MATERIAL AND YOUR ENTRY BEING THE GLAZING IN THE MIDDLE PANEL. AND YOUR LAST TIME OF YEAR IS A VIEW POTENTIAL VIEW OF ONE OF THE COURTYARD ELEMENTS. SO THIS VIEW HAS TAKEN SO THAT YOUR DINING COMMONS AND OUTDOOR DINING IS LOCATED TO THE LEFT AND YOUR ACADEMIC LEARNING COMMUNITY BUILDING WOULD BE TO THE RIGHT AND THEN STRAIGHT AHEAD OF YOU WOULD BE THE LIBRARY BRIDGING ELEMENT THAT CONNECTING THE TWO SIDES OF THE BUILDING. AND THAT CONCLUDES THE SCHEMATIC DESIGN UPDATE FOR CLEMENTS HIGH SCHOOL. THANK YOU AND. READY FOR ANY QUESTIONS. THANK YOU. SO MUCH FOR THE PRESENTATION AND FOR THE BEAUTIFUL PICTURES AND GOING TO ASK THE BOARD FOR QUESTIONS, HELEN. THANK YOU VERY MUCH, AND I DO WANT TO THANK YOU FOR SCHEDULING THAT THIRD MEETING

[01:10:07]

UM BOTH OF THESE CONNECTIONS HERE, OKAY, THAT IS ALL COVERED. THIS IS COVERED AND ENCLOSED ON LEVEL TWO. AND OKAY, SO THE ONE ON MY LEFT IS THE BRIDGE THE INDOOR BRIDGE BRIDGES IN THE MIDDLE, ACTUALLY, AND THEN ON THE FAR LEFT NEXT TO ATHLETICS, THIS IS A FULLY ENCLOSED CONNECTION ACROSS TO BOTH BUILDINGS, AND THIS IS A FULLY ENCLOSED CONNECTION ACROSS BOTH BUILDINGS. OKAY SO THEY'RE BOTH INTERNAL. OKAY, SO THERE IS NO COVERED PASS. THEY WERE WANTING THEM TO GO THROUGH THE BUILDING, NOT OUTSIDE. WELL, THE COVERED PAST WOULD BE SO ARE BY COVERED PAST YOU'RE TALKING ABOUT EXTENDING WITH THE EXTERNAL LIKE WALKWAY. AWNING WALKWAY. YES, THAT'S BELOW THE LIBRARY HERE IN THE MIDDLE. OKAY SO THERE THERE IS A WAY THEY CAN WALK OUTSIDE TO GET FROM ONE SIDE OF THE BUILDING TO THE OTHER. OKAY BECAUSE I DO KIND OF WORRY ABOUT THE THAT THOSE BRIDGES WITH A FULL CAMPUS. UM OF HOW THAT WILL WILL WORK. UM I THINK THAT IS ALL. THANK YOU VERY MUCH APPRECIATE THE WORK. THANK YOU. AND GIVE ME HER NAME, MISS GARCIA. THANK YOU. AND I ALSO WANT TO THANK YOU FOR HAVING THAT ADDITIONAL MEETING. I KNOW I'D HEARD SOME COMMENTS FROM THE COMMUNITY THAT THEY DIDN'T FEEL LIKE THEY HAD ENOUGH. TIME OR IN ENOUGH FEEDBACK PROVIDED SO THAT WAS DEFINITELY VERY IMPORTANT AND WAS LOOKING AT THE ORIGINAL PLAN PROPOSAL. FOR CLEMENS THAT WAS ON THE WEBSITE, AND THIS IS DEFINITELY A MUCH MORE EFFICIENT USE OF THE SPACE. SO THANK YOU. SO MUCH FOR THE DESIGN UPDATE. I WAS KIND OF CURIOUS ON SO THE OVERALL ORIGINAL PROPOSAL AND THE NEW DESIGN IS COMPLETELY DIFFERENT. THIS IS THE ORIGINAL HAS MORE OF A L SHAPE WRAPPED AROUND THE PARKING LOT. UH UM. SO WITH WITH THE WAY THAT IT'S DESIGNED NOW, HOW WOULD THAT AFFECT TIMELINE AND ARCHITECTURE ? ARCHITECTURE IS ALREADY THERE, BUT IN TERMS OF CONSTRUCTION AND BLUEPRINTS AND ANOTHER PLANNING AND CONSTRUCTION, HOW HOW DOES THAT AFFECT OR DOES IT AFFECT ANY OF THE ANY OF THE CURRENT TIMELINES? YES RIGHT NOW WE'RE STILL ALIGNED WITH OUR ORIGINAL SCHEDULE. I APPRECIATE THAT. UM AND I WAS I WAS CURIOUS. I SEE DOWN HERE AT THE BOTTOM. IT SAYS SIX TENNIS COURTS, BUT THEN I SEE TWO THAT ARE GREAT OUT. DOES THAT MEAN WE'RE ADDING THOSE TWO QUARTS BACK IN OR OR IS IT? THIS IS FUTURE ON THE. YES, IN ALIGNMENT WITH OUR STANDARDS. SIX COURTS WILL BE PROVIDED, BUT WE ARE PROVIDING PROVISIONS FOR

[01:15:01]

I HAVE MORE COMMENTS. SO WHAT? ARE YOU IMPRESSED ME THE MOST WAS WHEN YOU TOLD US. YOU DID THE TRAFFIC STUDY. YOU WENT THERE IN THE MORNING AND ALSO AT THE DISMISSAL AND TRY TO FIGURE OUT FOR THE WORKERS AND THE BIKERS THE PAST WAY THAT WAS VERY SMART WAY TO DIRECT THOSE WALKERS AND BIKERS, RIGHT? AND YOU KNOW, VERY SAFETY PATHS TO GET TO GET ONTO CAMPUS. I WANTED TO KNOW YOU OUGHT TO KNOW HOW MUCH I APPRECIATE THAT. BECAUSE THAT'S REALLY SHORT. HOW MUCH YOU CARE ABOUT THIS PROJECT, RIGHT? SO I WANT TO. I REALLY WANT TO POINT OUT THAT. UM BUT ALSO I HAVE ANOTHER QUESTION, THOUGH, SO I UNDERSTAND YOU'RE WORKING WITH CMR COMING UP WITH WHAT'S THE PLAN FOR THE DURING THE CONSTRUCTION OF MISS HANNA ASK YOU SO I MEAN, I THINK MAYBE THIS IS REALLY MORE FOR THE INTERNAL TEAM. IS THERE ANY PLAN TO REPORT TO THE BOARD ONCE YOU HAVE MORE SAUDI THE PLAN DURING THAT CONSTRUCTION PERIOD? SO WHAT'S THE PLAN FOR THE CHICKS AND HOW FOR THEIR PRACTICE THINGS LIKE THAT. AH IS THERE ANY PLAN? YOU'RE GOING TO COME TO THE BOARD AND MAYBE REPORT THE SOLUTION OF THE SOLUTIONS AND PROGRESS? YES. AS WE DEVELOP THAT FURTHER AND WORK WITH THE CAMPUS AS WELL ON THOSE PLANS, WE CAN COME BACK TO THE BOARD THE BOARD WOULD LIKE AND MAKE A PRESENTATION ABOUT THAT. YES PLEASE. THANK YOU. I WOULD REALLY APPRECIATE THINK THE BOARD WILL ALSO APPRECIATE THAT. THANK YOU. AND THANKS AGAIN FOR YOU HARD WORK. I REALLY, REALLY APPRECIATE IT. THANK YOU. I THINK THAT'S CONCLUDE OTHER QUESTIONS WE HAVE FOR THIS INFORMATION ITEM. SO NEXT. WE HAVE REVEAL ITEMS FOR LIKE, UM,

[4. Review]

WE'LL MOVE FORWARD TO THE NEXT ONE. THE CABINET HIGH SCHOOL CELLULAR TOWER. THESE AGREEMENTS. DO WE HAVE ANY CONCERNS OR QUESTIONS. SAYING NOW MOVING FORWARD. WATER METER EASEMENT WITH CITY OF HOUSTON FOR WILLOWRIDGE HIGH SCHOOL. I DON'T SEE ANY COMMENTS OR

[01:20:01]

[01:25:02]

WHAT IS THERE ANY REASON I'M NOT QUESTIONING WHERE IF WE SHOULD OR NOT? BUT I'M JUST WONDERING, IS THERE ANY REASON WE NEED TO ADD FOUR. IS THAT ADDING NEW FOR NEW VENDORS RIGHT FOR THE FIRST CATEGORY? THAT IS CORRECT. WE ONLY HAVE ONE VENDOR IN THAT CATEGORY RIGHT NOW, AND WE REALLY DO FEEL LIKE FOR THE SIZE PROGRAM. WE NEED THE ADDITIONAL FOUR. OKAY, SO THE REASON WE NEED TO AUDITION FOR WHICH IS FIVE. IS THAT BECAUSE THE SIZE OF THE BOND OR NUMBER OF THE BOND A PROJECT WE NEED TO HANDLE IS THAT THE REASON OR WHAT IS THE REASON WE NEED TO FIVE WONDERS ON THE APPROVED LIST? BECAUSE OF THE ONE? WE HAVE ONLY ONE ON THE ON THE APPROVED LIST IS BEING FOR WHILE RIGHT, JUST ONE JUST MAYBE. YEAH. I BELIEVE I REMEMBER CORRECTLY. THE ONE WAS APPROVED IN SEPTEMBER SEPTEMBER, RIGHT AND SO BETWEEN THE SCHEDULE THAT WE HAVE THE AGGRESSIVE SCHEDULE WE HAVE FOR COMPLETING PROJECTS AS WELL AS SO MANY OTHER SCHOOL DISTRICTS THAT PAST BONDS IN NOVEMBER, AND IN MAY, UM OUR VENDORS ARE QUICKLY OVERLOADED. SO THANK YOU . THANK YOU FOR THAT EXPLANATION , SO I WANTED TO SAY I WILL. I MEAN, I WILL TRUST THE TEAM TO MAKE AT THE JUDGMENT. I JUST WANT TO EXPRESS MY CONCERN, AND I UNDERSTAND THERE'S A BALANCE BETWEEN THE NUMBER OF THE VENDORS AND ALSO THE QUALITY QUALITY OF THE WORK, SO I WOULD JUST TRUST THE TEAM WILL HAVE A GOOD CONTROL AND MONITOR PROCESS TO MAKE SURE NOT ONLY WE HAVE A LOT OF FENDERS ON THE LIST, BUT THEY ALL DO VERY QUALIFIED WORK. BUT I DO TRUST YOU GUYS WILL DO THIS. THANK YOU. THANK YOU. SO NEXT. OH, SORRY, MISS JONES. MR. I'M SORRY. HAVE ONE ASK AND FOR THE VENDOR WITH THE SCORE BELOW 60, CAN YOU PROVIDE TO THE BOARD OFFLINE? THEIR CREDENTIALS ALL OF THAT THEIR REFERRALS TO JUSTIFICATION FOR USING THAT SO THAT WE CAN HAVE SOMETHING DOCUMENTED STATING THAT WE'RE USING. WE KNOW THAT HE'S ON BELOW 60, BUT WE NEED SOMETHING TO JUSTIFY. USING THAT PARTICULAR VENDOR. CAN YOU PROVIDE THAT? YES, MA'AM. I WILL LOOK INTO THAT. THANK YOU. THANK YOU, MISS JONES. AND NEXT WE HAVE THIS TRICK, WIDER SECURITY GUARD SERVICES AND RELATED SERVICES. WE HAVE QUESTIONS OR COMMENTS HENAN. YES THANK YOU.

UM IF I COULD ASK CHIEF WRITER, MAYBE THIS QUESTION OR MAYBE DR WHITBECK COULD ANSWER IT. UM SO THIS IS THE WANT TO MAKE SURE I'M ON THE RIGHT ITEM. IT'S THE UH HUH. PARTNER. UM COOPERATIVE IN THE SECURITY GUARD, OKAY? SO UM, IT IS OUR INTENTION TO HAVE THESE, UM, CONTRACTED SECURITY GUARDS IN PLACE NEXT SEMESTER. YES OKAY. AND SO I WOULD ASK, UM IF. DR OR CHIEF WRITER, OR

[01:30:07]

UM BUT IF WE NEED SOME COMMUNICATION, I THINK YOU HAVE A VERY GOOD VOLUNTEER RIGHT HERE. AND SO THANK YOU. YEAH. AND THAT BEING SAID, WE'RE GOING TO MOVE ON TO NEXT ONE, WHICH IS I SIX INTERCOM FAIR ALARM SYSTEM . PUBLIC ANNOUNCEMENTS. SCIENCE SYSTEM, DIGITAL CLOCK REPAIRS, SPEAKERS AND RELATED SERVICE. DO WE HAVE ANY QUESTIONS OR COMMENTS? I DON'T SEE ANY

[5. 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]

[01:35:02]

[6. Reconvene in Open Session]

[7. Consider Action on Closed Session Items]

THANK YOU, MR HAMBLETON. MISS MALONE. WELL, PRESIDENT TODAY. I WOULD RATHER HEAR WHAT OTHER PEOPLE HAVE TO SAY. ESPECIALLY SINCE I DID NOT PUT THIS ITEM ON THE AGENDA, I PARTICULARLY WOULD IF THERE'S OTHER FOLKS THAT WOULD LIKE TO SHARE A THERE IS NO OTHER PEOPLE WANT ONE ELSE, OKAY? AT THIS MOMENT? YES. OKAY? SO I'M GOING TO START WITH GRATITUDE. BECAUSE I TRY TO DO THAT EVERY MORNING TO GET MYSELF IN THE RIGHT HEADSPACE FOR WHATEVER OBSTACLES COME MY WAY.

AND SO I'M GONNA GIVE YOU GRATITUDE, DOCTOR WHITBECK. FIRST OF ALL COMING INTO QUITE FRANKLY, A MESS. AND WORKING REALLY, REALLY HARD TO LEAD THIS TEAM TO CLEAN IT UP. WE HAD A $47 MILLION DEFICIT. WE HAD THE GREATEST LOSS AND STUDENTS AND OUR HISTORY. AND IN THIS SHORT 2.5 YEARS THAT ONLY FROM YOUR LEADERSHIP AND THE STAFF'S WISE COUNSEL. YOU BROUGHT ENROLLMENT UP TO ALL TIME HIGHS BEYOND 80,000 STUDENTS. AND WE ARE NOW THE BELIEVE SIX LARGEST DISTRICT IN THE STATE OF TEXAS. IN ADDITION TO THAT, YOU BALANCED THE BUDGET. THEN. AND THAT WASN'T EASY. AND I WORKED WITH YOU, QUITE FRANKLY, AND WE HAD SOME OF OUR DIFFERENCES AND IT WASN'T EASY, BUT WE WORKED THROUGH THOSE CHALLENGES. AND WE CAME TOGETHER AND WE MADE PROGRESS. FOR STUDENTS AND FOR PENN DST. AND FOR OUR CHILDREN. THEN AFTER THAT, MAY 2023 NOT LONG AGO, SIX MONTHS. WE PASSED. AT $1.2 BILLION BOND. WITH ABOUT 69% OF THE VOTERS. 69% AND FROM WHAT I'VE READ WHEN YOU GET A BOND APPROVAL THAT IS A SIGNAL FROM THE VOTING PUBLIC THAT THEY BELIEVE AND THEY SUPPORT THE SUPERINTENDENT. SO YOU HAD SUPPORT FROM OUR PUBLIC. AFTER THE BOND IN MAY. JUST FOR A SHORT FEW MONTHS. WE HAD A SUPERINTENDENT EVALUATION FROM THE TRUSTEES THAT SIT ON THIS DAY IS. AND YOU KNOW WHAT WE DID, YOU KNOW, BECAUSE IT'S IN PUBLIC PURVIEW. WE GAVE HER A RAISE A 2% RAISE AND WE EXTENDED HER CONTRACT. WHICH WOULD LEAD

[01:40:02]

I FEEL IT. THERE HAS BEEN A POSITIVE SHIFT BECAUSE OF DOCTOR CHRISTIE WITH BACK WE'RE ON A ROLL. YOU REALIZE THAT WE HAVE ACCOMPLISHED SO MANY GREAT THINGS. THE MOMENTUM IS THERE.

WE ARE SET UP TO MAKE SOME SERIOUS PROGRESS IN ACADEMIC GAINS. SERIOUS. WE ARE SET UP TO BE THE LEADERS. WITH TEACHER PAY. WHY WHY WOULD YOU WANT TO CHANGE NOW? WHY WOULD YOU WANT TO RETIRE? I CAN'T FIGURE IT OUT. IT BOILS DOWN TO ONE THING. AND THIS IS WHERE I COME TO A CROSSROADS AND I STRUGGLE WITH THE ROLE OF TRUSTEE. AND I STRUGGLE WITH THE ROLE OF BEING A GOD FEARING WOMAN. AND KNOWING THAT THE TRUTH MATTERS. AND IT BOILS DOWN TO PERSONALITY CONFLICTS BETWEEN PRESIDENT. OUR SECRETARY. PERHAPS ANOTHER. AND SO. I ASK, WHY WOULD WE SET UP OUR TAXPAYERS TO PAY $491,000 IN SEVERANCE. FOR RETIREMENT. DOES IT ADD UP TO YOU? BECAUSE IT SURE DOESN'T ADD UP TO ME. ELECTION NIGHT. WE WERE CELEBRATING THE ELECTION PASSED.

THE NEXT DAY, I RECEIVED A PHONE CALL. I RECEIVED A PHONE CALL FROM OUR ATTORNEY THAT.

PRESIDENT DAY WANTED US TO MOVE FORWARD WITH HAVING A DISCUSSION ABOUT A SEPARATION AGREEMENT. I WAS SURPRISED. THEN THE FOLLOWING DAY, I HAD A ONE ON ONE. WITH DR WHITBECK. I COULD TELL SHE WAS SHE WAS STRESSED OUT ABOUT IT ALL. AND I LEARNED SHE HAD BEEN GIVEN AN ULTIMATUM.

PRESIDENT DAY. WELL MISS MALONE CALLED THE COVER. SURE YOU WOULD CALL THE QUESTION. WE'RE GOING

[01:45:07]

CAN WE HAVE A SECOND FOR POINT OF SECOND? CAN WE CAN WE HAVE A VOTE THIS ILLEGAL WHAT YOU WANT? IT IS NOT ILLEGAL. EVERYTHING I LEARNED WAS OUTSIDE OF CLOSED SESSION. I'M TALKING ABOUT A LUNCH THE FOLLOWING DAY AND NOT WITH A SINGLE TRUSTEE, AND I CALLED THE ATTORNEY EARLIER TODAY TO VERIFY WHAT I COULD SPEAK ABOUT. WELL SEVEN SECOND, OKAY BOATS ON THE POINT OF THE QUESTION, LET'S GO AHEAD ON A BOAT. VOTING ON CALLING THE QUESTION TO SILENCE ME. THAT IS EXACTLY WHAT IS BEING DONE. INFORMATION MR. MR BRUSH. CAN I ASK A QUESTION? IS IT APPROPRIATE FOR US TO DISCUSS A PERSONNEL MATTER WITHOUT THE APPROVAL OF THE PERSON WHOSE PERSONAL MATTER WE'RE DISCUSSING OPENLY MEETING ACT ALLOWS FOR CLOSED SESSION DELIBERATION.

THANK YOU FOR THE EMPLOYEES BENEFIT. I HAVE A QUESTION. ARE WE VOTING TO ON YOUR MOTION TO CALL THE QUESTION OR WE VOTING ON THE MOTION? WE'RE VOTING QUESTION. COULD WE PLEASE HAVE THE VOTING CLEARED BECAUSE I DON'T THINK THAT EVERYONE ON THE DIETS UNDERSTOOD WHAT THEY WERE VOTING FOR. OKAY. I THINK THE DOCTOR CLEARED NOW I UNDERSTAND. YOU HAVE A QUESTION. MY QUESTION TO MR BRUSH IS, UM, THANK YOU FOR YOUR CLARITY ABOUT PERSONAL MATTERS OR IN CLOSED SESSION, SEEING AS HOW I HAVE NEVER HAD AN OPPORTUNITY TO SPEAK TO THE BOARD AT ALL DURING THIS ENTIRE LAST WHAT MONTH? UM I WONDER WHERE DOES THAT PLACE US IN TERMS OF THE EMPLOYEE BECAUSE USUALLY IT'S SOMEONE ELSE THAT I'M WORKING WITH. NOT MYSELF. SO HOW DOES THAT WORK WHEN THE EMPLOYEE IS THE SUPERINTENDENT AND HAS NOT HAD AN OPPORTUNITY TO ADDRESS THE BOARD OR TO ASK QUESTIONS, THE BOARD CAN DELIBERATE THE MATTER IN CLOSED SESSION AMONGST ITSELF WITHOUT THE EMPLOYEE PRESIDENT. YEP. THANK YOU FOR THAT QUESTION, DOCTOR. WAY BACK. SO UM, MISSED BRUSH. I WANTED TO ASK. IS IT PROPER FOR IF WE HAVE A TRUSTEE MAKE A MOTION TO CALL FOR A QUESTION AT THIS MOMENT. YEAH THE QUESTION HAS BEEN CALLED. AND SO IT'S NOT A DEBATABLE MOTION AND SO SHOULD BE VOTED UPON. OKAY SO LET'S VOTE ON THAT MOTION. TO BE CLEAR FOR EVERYONE ON THE DIET. WE ARE VOTING ON THE MOTION TO CALL THE QUESTION. IS THAT CORRECT? MR BRUSH? THAT'S CORRECT.

MOTION PASSES. 51 WITH ONE ABSTINENT. SO NOW SHE'S WE HAD CALLED THE QUESTION. NOW WE HAVE TO VOTE ON THE MOTION ITSELF. AND LET'S VOTE. THE MOTION IS, UH, THE ORIGINAL MOTION. PLEASE REPEAT THE MOTION. THE MOTION IS MOVED THE BOARD. I'M SORRY I WAS ABOUT TO READ THE WRONG ONE.

MOVE THE BOARD APPROVED THE VOLUNTARY RETIREMENT AGREEMENT AS PRESENTED LET'S VOTE. HMM HMM. HMM. MOTION PASSES 41 WITH TWO ABSTINENCE. ALL RIGHT. AND DO WE HAVE ANOTHER MOTION? MADAM PRESIDENT. I MOVED THE BOARD APPOINT BETH MARTINEZ AS ACTING SUPERINTENDENT AND APPROVE THE STIPEND CONTRACT FOR HER PERFORMANCE OF SUPERINTENDENT DUTIES AS PRESENTED. DO I HAVE A SECOND? WE HAVE A MOTION BY MR HAMILTON'S SECOND BY DR GILLIAM, DO WE HAVE A DISCUSSION? NONE.

[01:50:01]

I THINK YOU'RE WONDERFUL. WHAT THIS IS ABOUT. IT IS CARELESS FISCAL SPENDING. TO OUR THAT OUR TAXPAYERS ARE PAYING FOR. BECAUSE WE'RE UPSET WITH SOMEONE. NO ONE IS. I HAVE TO SAY THIS QUESTION TO PROTECT DOCTOR, WHICH BACKS REPUTATION AND HER INTEGRITY. OH, MAN, YOU JUST LET ME FINISH. LET ME FINISH. TO PROTECT HER TO BE RESPECTFUL TO PROTECT HER INTEGRITY IF WE WENT ONE BY ONE ON WHAT WAS CLOSED, TALKED ABOUT CLOSED SESSION NUMBER ONE, SHE WOULD NEVER BE ABLE TO WORK IN EDUCATION AGAIN, TOO. YES OKAY. SHE HAS CROSSED BY MANY BOUNDARIES. METAL PRESIDENT. I CALL THE QUESTION. OKAY LET'S VOTE. NO WOW. THIS MEETS JONES, SECRETARY. WELL. MISS JONES. UM WE HAVE TO RETURN FROM YES, I UNDERSTAND. I'M TRYING NOT TO GO DOWN THE LIST. BUT I WILL NOT MISS JONES. OKAY COME. CAN SOMEONE TAKE US TO THE VOTERS? PRESIDENT I CALL THE QUESTION QUESTIONS. SO WE HAVE CALLED QUESTION AND WE HAVE A SECOND.

WE NEED TO VOTE ON THIS MOTION FOR CROWD QUESTIONS. HAVEN'T WANTED BUTTON. I SPOKE. WE ARE VOTING ON. THE MOTION CALLS FOR QUESTIONS. MOTION PASSES 51 WITH ONE ABSTINENT. AND NOW MADAM PRESIDENT HAVE A COMMENT. OKAY, SO IT SEEMS LIKE WE LIKE TO PLAY A LOT OF GAMES HERE, AND WE'RE TALKING ABOUT TRANSPARENCY. AND IF WE'RE GOING TO SIT HERE AND GO BACK AND FORTH BECAUSE WE HAVE HAD THIS DISCUSSION FOR FEW WEEKS. MHM. AND IF WE'RE GOING TO COME OUT HERE AND SAY A BUNCH OF THINGS THAT MAKES YOURSELF LOOK GOOD WHEN WE SAY ONE THING. IN PRIVATE AND THEN TURN AROUND AND SAY SOMETHING ELSE IN PUBLIC. I THINK WE SHOULD PROBABLY RELEASE PROBABLY THE TIMELINE OF HOW THIS ALL CAME ABOUT. AND I'LL DEFER TO JONATHAN BRUSH ON EXACTLY HOW THIS ALL CAME ABOUT BECAUSE IT WAS ONE THING, AND THEN IT LED TO SOMETHING ELSE. AND THEN IT ENDED UP. WE'RE TALKING ABOUT PERSONNEL MATTERS IN CLOSED SESSION. SO AND I HAD THIS DISCUSSION WITH YOU ABOUT HOW THIS CAME ABOUT FROM MY PERSPECTIVE, SO I THINK IT'S VERY IMPORTANT FOR THE PUBLIC TO KNOW SINCE WE'RE TALKING ABOUT TRANSPARENCY MIGHT AS WELL GET IT ON THE WEBSITE AND LET'S GO BLIND BY LINE WHO CAME WHO WHO CAME FIRST? WHO CAME SECOND? WHO CAME THIRD, YOU KNOW, JUST JUST DO IT THAT WAY. AND THEN THAT WAY, THE PEOPLE SPEAKING. I MEAN, THAT'S JUST MY THOUGHTS. SO I REFER TO THIS, MR BRUSH. DO YOU THINK IT'S PROPER TO SHARE THE TIMELINE I WOULD RECOMMEND AGAINST FURTHER DISCLOSED DISCUSSIONS, UM, DID NOT HERE

[01:55:03]

MOTION PASSES FIVE VERSUS TWO ABSTINENT. SO DR WAY BACK AND ER STAND YOU HAVE. WOULD YOU LIKE ME TO SEE IF YOU WORK FIRST? SO YOU WOULD YOU LIKE TO MIX SENSE? SO I WANTED TO APOLOGIZE TO THE PUBLIC FOR HOW THIS MEETING TURNED OUT, AND I WANTED TO APOLOGIZE. UM EXCUSE ME PUBLIC.

I REALLY WANTED TO SAY THERE'S A CERTAIN THINGS LIKE MR GARCIA SAID. THERE'S SOME OF US WE WANTED TO FOLLOW THE LEGAL, UM RULES AND WE DO NOT WANT TO DISCLOSE THE LEGAL, UH, DISCUSSION FROM CLOSED SESSION. UM, YOU DON'T HAVE TO. AGREE WITH US. WE MAKE DIFFICULT DECISIONS AND WE COME HERE TO OUR BEST FOR THE KIDS. YOU DON'T HAVE TO AGREE, OR YOU DON'T HAVE TO BELIEVE, BUT I'M ASKING. I'M JUST SAYING THE TRUTH. A LOT OF TIME ON THE SURFACE IS NOT THE SAME AS THE TRUTH. AND SO COMES TO DR WAY BACK. I WANTED TO APOLOGIZE. HOW THIS MEETING TURNED OUT, AND I DO WANT TO THANK YOU FOR YOUR SERVICE TO OUR DISTRICT, WHICH YOU AND I WE HAD JOINTS RE PRICE RELEASE. I THINK THE PUBLIC WILL VERY SOON TO RAID THE JOINT PRESS RELEASE, AND I HOPE WE REALLY HOPE. UM NEXT MEETING, WHICH IS ON THE 11TH. AND I'VE ACTUALLY INVITE PEOPLE TO COME AT. YOU MIGHT NEED TO SOME PEOPLE TODAY. TO COME TO A, YOU KNOW, ACKNOWLEDGE YOU AND THE BORDER WILL RECOGNIZE YOU SERVICE TO THE FOURTH DYNASTY, AND YOU'LL HAD JUST LIKE MANY TRUSTEES SAID, INCLUDES SESSION OR OPEN SESSION . WE RECOGNIZE YOUR ACCOMPLISHMENT, BUT WE WANTED TO RECOGNIZE WE WANTED TO GIVE YOU WE WILL GIVE YOU A PROPER SEND OFF AT THE NEXT REGULAR BOARD MEETING. SO. SO, DR WAY BACK. I'M GONNA TURN THIS TO YOU BEFORE WE ADJOURN THE MEETING MEETING. CAN I ASK ONE QUICK QUESTION. DR WHITBECK. IS THIS SOMETHING THAT THEY HAD TO REVIEW OR APPROVE BEFORE YOU COULD DELIVER IT? ARE YOU TALKING ABOUT? STATEMENT THAT WAS OKAY. IT'S A RHETORICAL QUESTION. IT'S OKAY. UM, I'M NOT. I'M JUST GONNA I'M JUST GONNA SPEAK FROM THE HEART BECAUSE I DIDN'T EXPECT OUR SPEAKERS TONIGHT. I DIDN'T EXPECT WHAT HAS HAPPENED HERE ON THE ON THE DIETS, BUT WHAT I DO WANT TO SAY, AND I WILL CERTAINLY ADDRESS THIS. AND AT A LATER TIME WHEN I HAVE TIME TO REALLY GATHER MY THOUGHTS AND TO REALLY THINK THROUGH, UM WHAT I WOULD WANT TO SHARE WITH THE COMMUNITY. BUT WHAT I CAN SAY IS THAT LAST SUMMER? UM I RECEIVED A GOOD EVALUATION I MY CONTRACT WAS EXTENDED UNTIL DECEMBER OF 2026 AND I RECEIVED A 2% RAISE THAT THE REST OF THE STAFF RECEIVED THE YEAR BEFORE AND SINCE THAT TIME, AS YOU KNOW, WE'VE BEEN REALLY BUSY WITH A TEARY AND OPENING SCHOOL, OPENING THREE NEW SCHOOLS, AND THE LIST GOES ON AND ON, AND SO, UM, WHEN I WAS UH, TALK TO ABOUT THIS. IT WAS 19 HOURS AFTER OUR ELECTION PASSED AND I WAS BLINDSIDED. I WAS COMPLETELY AND TOTALLY BLINDSIDED. AND SO I THINK FOR THIS MOMENT, UM THAT IS THAT IS WHAT I JUST FEEL IS THE HONEST TRUTH. AND YOU KNOW, ONE OF MY LITTLE STUDENTS WHEN I WAS IN ELEMENTARY PRINCIPAL WAS OUR LEAD ARCHITECT TONIGHT, AND MY PATH HAS CROSSED A LOT OF PEOPLE IN 38 YEARS AND I HAVE NEVER DONE ANYTHING. ILLEGAL IMMORAL, IMPROPER EVER AND I NEVER WILL. AND SO INDIAN SIMULATION OF THAT IS B TO ME SOME KIND OF A, UH, SLANDER AND THAT WILL BE A WHOLE NOTHER TOPIC OR DEFAMATION OF CHARACTER. BUT I VERY MUCH I

[02:00:01]