[00:00:01]
          IS ABLE TO HEAR THE PROCEEDINGS. THANK YOU. THANK YOU, OFFICER WALTON. THE TIME NOW IS 6 P.M. 
          [1. Call to order]
AND THIS MEETING IS HEREBY COURT TO ORDER WE HAVE THE PRESENCE OF A QUORUM ATTENDING IN PERSON NOTICE OF THIS MEETING HAS BEEN POSTED ONLINE AND AT FOUR BS D ADMINISTRATION BUILDING FOR AT LEAST 72 HOURS. SO THE FIRST, UH , ITEM ON THE AGENDA IS FOR COMMITTEE REPORT, SO THE FIRST 
          [2. Board Committee Reports]
ONE IS GOVERNANCE COMMITTEE AND I WILL GIVE A BRIEF UPDATE. SO THE GOVERNMENT'S COMMITTEE IS BASICALLY THE THREE OFFICERS, WHICH IS DR GILLIAM. AND MR HAMILTON AND MYSELF. SO THE OFFICERS HAD A MULTIPLE CONVERSATIONS DURING THE LAST FEW MONTHS DUE TO THE NATURE OF THE CONVERSATION BEING MAINLY PERSONAL RELATED AND ABOUT BOARD MEMBER CONDUCT. SO I AM NOT ABLE TO DISCUSS THE DETAIL OF THE CONVERSATIONS. BUT WE DO HAVE A PLAN. OUR NEXT STEP IS FOR THE OFFICERS TO SCHEDULE A COUPLE OF MEETINGS WITH, UH DOCTOR SMITH AND THEN FOR THE TRANSITION, AND , UH, HOW TO BETTER SUPPORT DOCTOR SMITH. SO THAT'S ALL I HAVE. DO WE HAVE ANY QUESTIONS? SEE ON. UM NEXT WE HAVE. OH, YOU DO, OK? YES MISS HANNAH. THANK YOU, UM, M DAY AND JUST AS A REMINDER, THIS IS OUR OPPORTUNITY TO SPEAK WITH OUR COLLEAGUES. WE CANNOT SPEAK OUTSIDE. UM UH, THIS THIS DIAS OR IT IS A WALKING QUORUM. SO I'M I'M THANK YOU FOR SHARING THAT LITTLE BIT OF INFORMATION. AND I JUST, UM AS THE GOVERNANCE COMMITTEE MEETS, I WOULD JUST LIKE TO GIVE MY OPINION AND AS I'VE BEEN ON THIS BOARD I'VE LEARNED, AND I LEARN EVERY DAY AND SOMETIMES OPINIONS CHANGE. AND WHEN I FIRST GOT ON THIS BOARD, I WANTED MORE INFORMATION IN THE MINUTES. I WANTED MORE INFORMATION ABOUT. WHO SAID WHAT AND WHO DID WHAT AND AS A REFLECTION OF, UM. THE LAST THREE YEARS AND, UM. YOU KNOW, I HAVE. I'VE THOUGHT ABOUT THAT. I BELIEVE THAT IN THIS CASE OF MINUTES. LESS IS MORE I THINK THAT WE ONE NEED TO MAKE IT MUCH MORE EASY FOR CONSTITUENTS TO FIND THE AGENDA AND TO FIND THE RECORDING OF OUR OUR OUR OUR RECORDED MEETINGS. BUT IT IS MY IT IS MY OPINION AND MY DESIRE THAT, UM YOU KNOW ROBERT'S RULES OF ORDERS. WE CAN JUST SAY, YOU KNOW, JUST THE FACTS, MA'AM. AND SO I JUST WANTED TO SHARE THAT OPINION. THANK YOU VERY MUCH. THANK YOU, MISS HANNAN. I MEAN, THIS IS REALLY IMPORTANT FEEDBACK FOR THE OFFICERS, AND I'M SURE FOR OUR NEXT MEETING. WE'LL HAVE A DISCUSSION. THANK YOU, MS HANNAN. THANKS AGAIN. SO NEXT, WE'RE GOING TO HAVE A STUDENT ACHIEVEMENT COMMITTEE REPORT. SO, MS HANNAN, THANK YOU FOR SHARING THE COMMITTEE. THANK YOU FOR WORK. ABSOLUTELY AND I WILL BE VERY BRIEF BECAUSE I KNOW WE HAVE STAFF PRESENTING TONIGHT. UH, WE HAD A MEETING LAST WEEK. AND UM, JUST AS A REMINDER TO THE BOARD THAT THAT THE GOAL OF THIS COMMITTEE IS TO WORK ON A REALLY, UM GREAT DRAFT IN THIS YEAR AND NEXT YEAR WHERE WE CAN FIRM UP WITHIN THREE YEARS, AND IN YEAR THREE. WE HAVE A REALLY SOLID UM UH, STUDENT ACHIEVEMENT STUDENT OUTCOMES CALENDAR WHERE AT THE BEGINNING OF THE YEAR OR IN JUNE , WE CAN LOOK AT THAT CALENDAR AND WE CAN KNOW WHAT TO EXPECT. AND WE KNOW YOU KNOW, WE RESPECT THAT THAT THE STAFF YOU KNOW THAT? WE WE LOOK TO THEM FOR ADVICE, BUT WE ALSO SHARE WHAT WE THINK THE BOARD WANTS TO SEE. 
          SO IT'S A WORK IN PROGRESS. AND I ALWAYS APPRECIATE THE BOARD, UM, REMEMBERING THAT IT'S A WORK IN PROGRESS AND REMEMBERING THAT OUR STUDENT DATA IS TO HELP IMPROVE STUDENT OUTCOMES. UM BECAUSE THAT'S WHY WE'RE HERE TO MOVE THE NEEDLE IN A POSITIVE WAY. THANK YOU VERY MUCH. THANK YOU, MR HANNAN, THE STUDENT ACHIEVEMENT COMMITTEE. IT'S THEIR FIRST YEAR. SO REALLY, I APPRECIATE EVERYONE'S WORK. ESPECIALLY MISS HANNAH. I KNOW YOU PUT A LOT OF WORK AND TIME INTO THIS AND TO LEAD THE COMMITTEE. I APPRECIATE IT. AND JUST JUST TO NOTE THAT MISS MALONE AND, UH MISS JONES ARE ALSO PART OF THAT COMMITTEE AND I THANK THEM FOR THEIR THEIR WORK. THANK YOU. THANK YOU. SO ACTUALLY NEXT IS A PUBLIC COMMENT, AND TODAY WE HAVE ZERO SPEAKERS SO WE DON'T HAVE PUBLIC COMMENT TODAY. UM, SO NEXT, WE HAVE A CLOSED SESSION. SO WE 
          [4. Convene in closed session]
WILL NOW CONVENE IN CLOSED SESSION UNDER TAXES. OPEN MEETING ACT, TEXAS GOVERNMENT CALLED CHAPTER 551. UNDER THE FOLLOWING SECTIONS SECTION 551071. FOR THE PURPOSE OF 
          [00:05:09]
PRIVATE CONSULTATION WITH THE BOARD ATTORNEY ON ANY OR ALL SUBJECTS OR MATTERS AUTHORIZED BY LAW SECTION 551072 CONSIDER PURCHASE EXCHANGE LEASE OR VALUE OF REAL PROPERTY SECTION 551074 PERSONNEL MATTERS SECTION 551076 SECURITY MATTERS. SECTION 551082 STUDENT DISCIPLINE MATTERS OR COMPLAINT OR SECTION 55108 21 PERSONALLY IDENTIFIABLE INFORMATION ABOUT PUBLIC SCHOOL STUDENTS. THE TIME RIGHT NOW IS 6:06 P.M. AND WE ARE NOW CONVENED IN CLOSED SESSION. UH, THE ESTIMATE FOR THE CLOSED SESSION IS ROUGHLY 30 MINUTES. THANK YOU. 
          [5. Reconvene in Open Session]
TIME NOW IS 623. AND WE ARE NOW RECONVENED IN OPEN SESSION, SO NEXT ITEM WE HAVE ON THE AGENDA 
          [6.A. Special Education Update]
IS INFORMATION ITEM, DOCTOR SMITH. I'M GONNA TURN THIS OVER TO YOU. THANK YOU, SIR. YES, MA'AM. THANK YOU, MADAM PRESIDENT AND OTHER BOARD MEMBERS. GOOD EVENING, UH, THE FIRST ITEM THAT WE HAVE ON INFORMATION IS THE STAFF WHO PROVIDE AN UPDATE ON SPECIAL EDUCATION. UH, DOCTOR, KIM LAWSON AND DR DENA HILL WILL, UH , LEAD AND BE ABLE TO SUPPORT THE PRESENTATION. UH, YOU'RE GONNA HEAR INFORMATION RELATED. TO FEEDBACK THAT, UH, DOCTOR HILL RECEIVED FROM, UH, THE COMMITTEE MEMBERS AT THE, UH, MEETING THE OTHER DAY, AND SHE'S GOING TO HIGHLIGHT IN ROLL AND INCREASES. UH, TE, A CORRECTIVE ACTION PLAN INFORMATION, AND, UH , SHE'S ALSO GONNA SPEAK TO THE EARLY INTERVENTION ACADEMY AS WELL AS SOME OTHER KEY DATA POINTS. SO AT THIS TIME, I'LL TURN IT OVER TO DOCTOR HILL. IS THAT BETTER? THERE WE GO. OK, LET'S TRY THIS AGAIN. GOOD EVENING, DOCTOR SMITH, PRESIDENT DAY AND SCHOOL BOARD MEMBERS. 
          UM, I'M GONNA GONNA GIVE A SHORT UPDATE TONIGHT ON SPECIAL EDUCATION AND SO, UM, AS DOCTOR, SMITH SAID, WE'RE GOING TO TALK VERY QUICKLY, JUST ABOUT WHERE WE ARE ON SOME KEY ITEMS RELATED TO ENROLLMENT. UH, EVALUATION RESULTS, DRIVEN ACCOUNTABILITY AND THE EARLY INTERVENTION ACADEMY. SO THIS FIRST SLIDE IS REALLY JUST KIND OF A VISUAL OF OUR SPECIAL ED ENROLLMENT. AND ACTUALLY, MISS HANNON MENTIONED THIS LAST LAST TIME BECAUSE WE SHARED THIS SLIDE AS YOU WERE VISITING UP IN WASHINGTON, BUT THE KEY PIECE HERE IS WE CONTINUE TO, UM, INCREASE THE SPECIAL ED ENROLLMENT. WE WERE OVER 14% JUST SLIGHTLY OVER 14% AT OUR SNAPSHOT DATE AND, UM, THAT WAS ABOUT 11,200. THREE STUDENTS AS YOU CAN SEE OUR CURRENT ENROLLMENT AS OF FEBRUARY, 13TH HAS CLIMBED TO 11,826. SO WE CONTINUE TO EVALUATE AND SERVE MORE STUDENTS IN SPECIAL EDUCATION IN FORT BEND THAN EVER BEFORE. THIS NEXT PIECE IS JUST TO KIND OF GIVE YOU AN UPDATE ABOUT THE COMPLIANCE RELATED TO SPECIAL EDUCATION EVALUATION. UH, EARLIER THIS FALL, WE TALKED ABOUT SOME OF THE TE A CORRECTIVE ACTION PLANS REGARDING EVALUATION AND WE TALKED ABOUT, UM, OVER THE LAST FIVE YEARS WE HAVE BEEN UNDER CORRECTIVE ACTION FOR OUR SPECIAL EDUCATION. ARE UM, EVALUATIONS AND OUR INITIAL TIMELINES AND THE WAY THAT THAT PROCESS WORKS IS EVERY YEAR IN, UM, THE SUMMER WE'RE REQUIRED TO REPORT THE DATA TO TE A AND THEN TE A REVIEWS THAT DATA AND THEY IF WE'RE NOT 100% ON THOSE ITEMS BECAUSE THEY ARE 100% COMPLIANCE ITEMS, THEN WE HAVE TO, DEPENDING ON YOU KNOW WHERE OUR STATUS IS. WE HAVE TO CREATE A CORRECTIVE ACTION PLAN EVERY YEAR OVER THE LAST FIVE YEARS. 
          WE'VE DONE THAT. BEEN UNDER A CORRECTIVE ACTION PLAN. WE HAVE THE WHOLE SCHOOL YEAR TO IMPLEMENT THOSE CORRECTIVE ACTIONS. AND ASSUMING EVERYTHING GOES WELL, THEN WE GET AN UPDATE IN THE SUMMER FROM TE A THAT SAYS, YOU'VE COMPLETED ALL OF YOUR CORRECTIVE ACTIONS AND YOU'RE NO LONGER CONSIDERED AS NON COMPLIANT IN THIS AREA. AND SO THAT'S HAPPENED. WE'VE ALWAYS BEEN CLEARED AT THE END OF THE YEAR. UM AND WE ARE UNDER THAT SAME STATUS RIGHT NOW. SO WE SENT IN OUR CORRECTIVE ACTION PLAN. HAVE MONITORING VISITS WITH TE A AND, UM WE DO ANTICIPATE THAT THE END OF THE SUMMER WILL BE CLEARED FROM NON COMPLIANCE WITH THIS ISSUE. THIS 
          [00:10:05]
ISSUE UM BECAUSE WE'RE CONTINUING TO FOLLOW OUR CORRECTIVE ACTION PLAN AND MEET WITH TE A. AND SO WE HAVE BEEN GIVEN YOU A BOARD MONTHLY UPDATE OF HOW MANY YOU KNOW EVALUATIONS WE HAVE AND KIND OF WHERE WE ARE IN THAT, BUT I WANTED TO POINT THIS OUT JUST TO MAKE SURE THAT EVERYBODY WAS AWARE OF THAT STATUS. SO HERE ARE SOME OF THE NUMBERS AND, UM SOME OF THIS IS IN. THIS IS INCLUDED IN YOUR BOARD UPDATE, BUT WE WANNA JUST PROVIDE THIS JUST FOR THE PUBLIC. SO FAR THIS YEAR WE'VE HAD 868 INITIAL EVALUATIONS COMPLETED AND WHEN I SAY EVALUATIONS, THERE'S ALSO INCLUDE THAT S THAT COME RIGHT AFTER THAT TO CONSIDER WHETHER THE CHILD IS ELIGIBLE, AND WHETHER THEY'RE YOU KNOW, PARENTS WILL GIVE CONSENT FOR SERVICES. WE COMPLETED ALL INITIAL EVALUATIONS FROM LAST YEAR. THERE'S NOTHING PENDING FROM LAST SCHOOL YEAR. UM, WE DO ANTICIPATE ABOUT 500. MORE INITIAL EVALUATIONS WILL BE COMPLETED THIS SCHOOL YEAR AND WE'LL HAVE THOSE S BEFORE THE END OF THE SCHOOL YEAR. AND SO OVERALL, WE ESTIMATE UH, WELL. LAST YEAR WE COMPLETED 2285 THAT WERE REPORTED TO THE STATE THIS YEAR. WE EXPECT TO BE MORE THAN THAT A LITTLE BIT MORE 2300. C EIGHT, AND WE MAY GO HIGHER THAN THAT, DEPENDING ON HOW MANY MORE WE CAN GET DONE. UM BUT THAT'S THOSE ARE THE ONES THAT WE HAVE CONSENT AND WE KNOW THAT WE HAVE TO HAVE THOSE COMPLETED BEFORE THE END OF THE SCHOOL YEAR. SO REEVALUATIONS CONTINUE TO BE A CHALLENGE. UM, WE STARTED THE YEAR WITH 2625. THAT WERE OVERDUE AND WE HAVE CONTINUED TO WORK ON THOSE AND WE'VE COMPLETED 1021 OF THOSE. HOWEVER YOU'RE THE ONE WE STARTED THE YEAR. THOSE WERE OVERDUE FROM LAST YEAR. AND SO AS EVERY DAY GOES BY, THERE CAN BE A NEW EVALUATION. THAT'S DUE AND SO IN ADDITION TO THE R VS THAT HAVE BEEN OVER, YOU KNOW, DUE THIS YEAR, OUR STATUS IS AT 2720 STUDENT. I MEAN 20 REEVALUATIONS OVERDUE. SO FOR EXAMPLE, IT'S SUCH A MOVING TARGET WITH THOSE REEVALUATIONS. I THINK I PROVIDED IN YOUR BOARD UPDATE LAST MONTH IN FEBRUARY, JUST, UM, FROM JUST FROM JANUARY MID MID JANUARY TO MID FEBRUARY, WE HAD 1000 27 STUDENTS TRANSFER IN THAT FOR SPECIAL ED. OK WE ALSO HAD 671 STUDENTS WITHDRAW. SO YOU TAKE THOSE TWO DIFFERENT GROUPS OF STUDENTS AND DEPENDING ON WHERE THOSE EVALUATIONS ARE, WHETHER THEY COME IN WITH A DELAYED EVALUATION, OR THEY LEAVE WITH MAYBE WE HAD THOSE COMPLETE AND THEY LEFT IT JUST EVERY MONTH AND REALLY EVERY DAY . IT'S A MOVING TARGET. UM BUT THAT'S WHERE WE ARE WITH THE INITIAL EVALUATIONS AND THE REEVALUATIONS. ONE OTHER PIECE I WANTED TO SHARE WITH YOU IS THAT I BELIEVE LATER TONIGHT WE WILL BE TALKING ABOUT ADDITIONAL POSITIONS FOR CAMPUSES AND YOU WILL SEE SOME REQUESTS FOR SPECIAL ED TEACHERS, AND THAT'S SUPPORTING THIS GROWTH. UM NOT ONLY THE GROWTH WE'VE MADE THIS YEAR, BUT WHAT WE ANTICIPATE BEFORE THE END OF THE SCHOOL YEAR. AND THEN LATER, PERHAPS IN APRIL, YOU WILL SEE SOME ADDITIONAL POSITIONS BEING REQUESTED FOR EVALUATION EVALUATORS, SPECIFICALLY LS SPS AND SPEECH PATHS AND WE KNOW WE CONTINUE TO HAVE A NEED THERE. 
          SO THERE'S A LOT OF NUMBERS ON THIS SLIDE. BUT THE REASON I WANTED YOU TO SEE THIS IS BECAUSE THIS IS ABOUT RESULTS, DRIVEN ACCOUNTABILITY AND, YOU KNOW, WE TALKED A LITTLE BIT AGO ABOUT COMPLIANCE. THIS IS ABOUT OUTCOMES, AND THIS IS HOW THE STATE HOLDS US ACCOUNTABLE. UM THROUGH RESULTS DRIVEN ACCOUNTABILITY, AND SO THERE'S 18 DIFFERENT INDICATORS THAT, UM , THE STATE HOLD US ACCOUNTED TO ACCOUNTABLE TO AND SPECIAL EDUCATION, AND WITH EACH INDICATOR THERE'S A PERFORMANCE LEVEL OR P. ON THE SLIDE. UM THE PLS RA RANGE FROM 0 TO 4 AND THE ZERO BEING THE BEST GRADE AND THE FOUR BEING THE WORST GRADE. OK SO IF YOU LOOK OVER TIME, THESE ARE SOME EXAMPLES. AND WHAT I'M PROUD OF TONIGHT IS THAT WE HAVE, UH, SINCE I'VE BEEN HERE, WHICH, UH, THIS IS, UH, ALMOST NINE YEARS WE HAVE. WE'RE BETTER THAN WE'VE EVER BEEN ON OUR OUTCOMES WITH RD A. SO I'M JUST GONNA WALK YOU THROUGH THIS FIRST LINE AND THEN, UM, JUST POINT A FEW THINGS, BUT FOR EXAMPLE, WITH SPECIAL ED STAR THREE THROUGH EIGHT AND THESE ARE STUDENTS SERVED WITH SPECIAL ED IN MATH. YOU CAN SEE BACK IN 2019. WE HAD A PEAL OF TWO. OF COURSE 2020 WAS. YOU KNOST THAT YEAR, AND TN SEE WE WENT TO A THREE, WHICH IS THE WRONG DIRECTION, WHICH IS WHY IT'S HIGHLIGHTED IN RED, BUT IN 2022, WE WERE APPEALED TO AND THEN IN 23. WE WERE A PL TWO, BUT YOU CAN SEE HIGH WE HOW MUCH HIGHER WE GOT BETWEEN 22 AND 23, 
          [00:15:08]
INDICATING PROGRESS. SO IN ALL AREAS OF THESE, AND I'M NOT GONNA READ EVERY SINGLE THING TONIGHT, BUT YOU CAN SEE WE'RE MAKING GREAT PROGRESS IN ALL OF OUR OUTCOMES. THE ONLY THREE WE RECEIVED THIS YEAR AT ALL IS IN THE AREA OF SOCIAL STUDIES FOR GRADES THREE THROUGH EIGHT, AND YOU CAN SEE HERE IF WE WERE 8/10 OF A POINT HIGHER. IF WE HAD BEEN A 40, WE WOULD HAVE BEEN A PAL TO SO YOU CAN SEE HOW THE PROGRESS WE'VE MADE OVER THE LAST THREE YEARS, JUST IN THE SOCIAL STUDIES ALONE. SO THESE ARE SOME OF THE INDICATORS, UM, STAR THROUGH, YOU KNOW, THREE THROUGH EIGHT, AND THEN YOU CAN SEE OUR EO CS THERE. THE NEXT SLIDE IS ABOUT THE POST SECONDARY OUTCOMES. AND SO HERE THIS IS ABOUT GRADUATION AND OUR ANNUAL DROPOUT RATE AGAIN. YOU SEE ONE PO ONES AND ZEROS ACROSS THE BOARD, BUT IN BUT BUT MAKING PROGRESS WE HAD A LITTLE DIP THERE WITH GRADUATION, BUT IT'S NOT VERY SIGNIFICANT. UM SO CONTINUING TO SHOW GREAT PROGRESS THERE. THIS NEXT SLIDE IS, UM ADDITIONAL GOOD NEWS. THE DISTRICT WAS NOT DEEMED AS BEING SIGNIFICANT, DISPROPORTIONATE FOR THE 23 RD, A AND SO IF YOU REMEMBER THE RISK RATIO. UM IS ALL IS KIND OF LIKE THE PERFORMANCE LEVEL THAT WE NEED TO BE UNDER EITHER TWO POINT WE NEED TO BE UNDER 2.5. AND SO THE WAY THAT THIS WORKS IF YOU REMEMBER, UM WITHIN THE RESULTS DRIVEN ACCOUNTABILITY IS WE'RE THE SIGNIFICANT DISPROPORTIONALITY IS ABOUT THE SPECIAL ED POPULATION OF STUDENTS. OK SO IT DOESN'T INCLUDE ANY GENERAL EDUCATION STUDENTS WHEN THIS CALCULATION IS OCCURRING, AND THEY'RE LOOKING AT ALL SPECIAL ED STUDENTS, AND THEY'RE LOOKING AT IN THIS PARTICULAR INCIDENT. OS S OR OUT OF SCHOOL SUSPENSION, OK, AND SO WE'RE LOOKING AT? DID WE SUSPEND AFRICAN AMERICAN STUDENTS MORE THAN OTHER RACES? AND SO WE HAVE, UM BEEN ABOVE THE 2.5 RISK RATIO OVER TIME. BUT AS YOU CAN SEE, UM, YOU KNOW, WE MADE PROGRESS. UH, WE MADE PROGRESS ON ON THIS OVER TIME, AND, UH AND ONE OF THE THINGS I NEED TO POINT OUT ABOUT THE SIGNIFICANT DISPROPORTIONATE STATUS IS IF YOU HAVE TO HAVE THREE YEARS OF 2.5, OR WORSE TO BE DEEMED SD OR SIGNIFICANT, DISPROPORTIONATE, SO THE OS S HERE YOU CAN SEE I DIDN'T LIST 2018 AND 19. BUT WE HAD BEEN HIGHER THAN 2.5. SO THERE HAD BEEN A TREND OF BEING, UM, SD AND THEN IN 2022. YOU SEE THIS GREEN, THE 2.3 THAT DROPPED US OFF OF THE LIST. WE DID GO UP THIS YEAR AND WHEN WE RECEIVED THE TW 2023 RD A AT A 3.0, BUT IT'LL TAKE THREE YEARS IN A ROW FOR US TO BE BACK ON THAT LIST AGAIN. SO THIS YEAR WE HAVE THE INFORMATION. WE ALREADY KNOW WHAT NEXT YEAR'S DATE IS GONNA BE BECAUSE REMEMBER, DISCIPLINE AND WE'VE TALKED ABOUT THIS BEFORE IS TWO YEARS BEHIND. IT'S A LOT LIKE GRADUATION RATES AND ALL THE CCMR SO WE ALREADY KNOW WHAT OUR RD A IS GONNA BE FOR THIS NEXT YEAR. WHEN WE GET IT. 
          IT'S A 2.7 BECAUSE WE'VE ALREADY SUBMITTED THAT DATA. SO WHAT'S HAPPENING? THIS SCHOOL YEAR IS WHAT WE WILL GET DURING THE 2025 RD A RESULTS, SO THAT'S WHERE WE ARE WITH THE OUT OF SCHOOL SUSPENSION. AND THEN TOTAL DISCIPLINE IS THE AREA THAT WE MADE PROGRESS WHICH GOT US OFF OF THE SD DESIGNATION, AND THAT'S KIND OF WHERE WE ARE HERE. IF I CAN POINT OUT IN 2022, WE WERE AT 2.7 WE GOT BETTER IN 2023 WITH A 2.6. AND THAT RP DESIGNATION IS REASONABLE PROGRESS, AND WE ALREADY KNOW OUR NEXT YEAR'S DATA IS GONNA BE A 2.3. SO WE ALREADY KNOW WE WON'T BE DEEMED AS SIGNIFICANT DISPROPORTIONATE. NEXT SCHOOL YEAR EITHER WHEN WE GET OUR RD, A I KNOW THAT'S A LOT OF DATA, AND IT'S ALWAYS CONFUSING BEING BEHIND. BUT THIS IS GOOD NEWS, BECAUSE IF YOU REMEMBER WHEN WE'RE DEEMED AS SIGNIFICANT, DISPROPORTIONATE, WE HAVE TO SET ASIDE 15% OF OUR FEDERAL FUNDS TO WORK ON THIS, AND THEN THOSE FUNDS ARE LOCKED IN AND WE CAN'T USE THEM FOR OTHER, YOU KNOW OTHER THINGS. OK SO HERE'S OUR DETERMINATION STATUS. AND SO, UM EACH YEAR WE REPORT THIS DURING THE TAPERED, BUT I JUST WANTED TO POINT THIS OUT. UM SO AGAIN THIS YEAR, WE'RE NEEDS ASSISTANCE. ONE OF THE THINGS THAT I WANTED TO POINT OUT TO YOU TONIGHT AGAIN. GOOD NEWS. IS THAT WE? UM THIS DETERMINATION IS BASED ON THE RD A RESULTS AS WELL AS SOME OTHER KEY INDICATORS, WHICH ARE THESE DOWN HERE AND THE STATE PERFORMANCE PLAN. WE WERE PERFORMANCE LEVEL TWO. THAT'S WHERE THE EVALUATIONS COME IN PLAY ALL OF THE OTHER AREAS. WE WERE AT ZERO AND THE ZEROS ARE GOOD GRADES IN A SENSE, BUT ON 
          [00:20:05]
THE STATE PERFORMANCE PLAN, WE WERE ONLY 1/10 OF A POINT AWAY FROM BEING THIS PERFORMANCE LEVEL BEING A ONE AND IF IT HAD BEEN A ONE WE WOULD NOT BE NEEDS ASSISTANCE. WE WOULD BE MEETS REQUIREMENT, SO THAT'S BETTER THAN WE WERE LAST YEAR. AND SO I KNOW IT FEELS LIKE SOMETIMES YOU DON'T HEAR GOOD THINGS ABOUT SPECIAL ED BECAUSE WE'VE BEEN TALKING ABOUT THESE DELAYED EVALUATIONS AND OTHER CONCERNS. BUT I DO WANT YOU TO KNOW TONIGHT FOR OUTCOMES AND HOW OUR STUDENTS ARE PERFORMING. THIS IS REALLY GOOD NEWS. AND SO I WANTED TO MAKE SURE YOU HAD THAT INFORMATION. AND UM YOU KNOW, WE COULD SHARE THIS. THESE THESE THESE CELEBRATIONS WITH THEIR WITH THEIR CAMPUSES AND WITH OUR OUR PARENTS. AND THEN LASTLY, UM , JUST TO TALK ABOUT THE EARLY INTERVENTION ACADEMY. YOU REMEMBER THAT PART OF THE EFFICIENCY PIECE OF THE OF THE TK? UM PROGRAM EVALUATION WAS TO LOOK AND SEE. ARE THERE EFFICIENCIES OR WAYS THAT WE COULD SAVE MONEY WITHIN THE SPECIAL ED? UM, PROGRAMMING, AND SO THE EI A WAS WAS ABSOLUTELY IDENTIFIED. WE KNOW THAT IT'S AN AMAZING PROGRAM. BUT IT DOES HAVE HIGHER COSTS, AND WE'RE DOING MORE THERE THAN WE ARE REQUIRED. UM, BUT BASED ON SOME OF THE FEEDBACK IN SOME OF THE LOOKING AT THE DATA. WE HAVE DECIDED TO KEEP THAT, UH, PROGRAM GOING FOR THIS NEXT SCHOOL YEAR FOR THE 2425. THE EI A WILL REMAIN OPEN. UM WHAT WE'D LIKE TO DO DURING THE SCHOOL YEAR IS DO A DEEPER DIVE OF SOME OF THE COMPARISON DATA LIKE WE LOOK AT DATA AND WE HAVE GOOD DATA ABOUT THE OUTCOMES FOR OUR STUDENTS SERVE THERE, BUT WE'D REALLY LIKE TO COMPARE THAT IN A DIFFERENT WAY TO OUR STUDENTS IN THE TRADITIONAL EARLY CHILDHOOD PROGRAMS AT CAMPUSES AND REALLY HAVE A BETTER UNDERSTANDING OF WHAT WE'RE GETTING FOR THOSE ADDITIONAL SERVICES THERE. SO I KNOW THAT THAT'LL THAT'S GOOD INFORMATION FOR MANY FAMILIES THAT WERE WERE ASKING ABOUT THAT. AND THAT'S ALL FOR TONIGHT. THANK YOU, DOCTOR HILLS , AND NOW WE ARE OPEN FOR THE BOARD FOR QUESTIONS AND COMMENTS. MR HAMILTON. THANK YOU , MADAM PRESIDENT. THANK YOU, DOCTOR HILL. UM SO. IT IS MY UNDERSTANDING THAT THE BOARD WAS TOLD SOMETIME AROUND AUGUST. THE DUE TO THE SITUATION WITH DELINQUENT EVALUATIONS. UH, PLUS THE SITUATION WITH HOUSTON ISD BEING TAKEN OVER AUSTIN ISD POSSIBLY BEING TAKEN OVER. UM IT'S MY UNDERSTANDING THAT THE BOARD WAS TOLD THAT THERE WERE SOME SERIOUS CONCERNS IN THE ADMINISTRATION ABOUT POSSIBLE TAKEOVER. UM OR AT LEAST A TE A MONITOR OCCURRING AND SO, UH, WHEN THE VA TRE, UM OPTIONS OF THE DIFFERENT, UH, TAX INCREASE LEVELS, THE 23 CENT, FOUR CENT AND FIVE CENT OPTIONS WERE PRESENTED, AND, UH, THE FIVE CENT OPTION. I KNOW THIS WAS ONE OF THE REASONS WHY SEVERAL OF OUR COLLEAGUES HERE, UH, SUPPORTED THE FIVE CENT OPTION WAS BECAUSE THERE WAS $3 MILLION FOR SPECIAL EDUCATION THAT WAS ONLY LISTED IN THAT OPTION. UH, BUT THEN WE ENDED UP PASSING THE 4% OPTION. ADMINISTRATION TOLD US THAT WE WOULD STILL BE ABLE TO SPEND ALL WE WOULD BE ABLE TO MEET ALL OF THE PRIORITIES THAT WERE IN THE FIVE CENT OPTION BY FINDING SOME SOME WAYS TO DO THAT. OTHERWISE UM, SO THE PRESENTATION PRESENTATION IF I'M READING THIS CORRECTLY, UM SO WE WERE IN. WE WERE VERY CONCERNED ABOUT THE SITUATION WITH TE A WITH THE EVALUATIONS DELINQUENT EVALUATIONS IN AUGUST. AND WE WERE WE WERE TOLD THAT YOU NEEDED $3 MILLION TO GET CAUGHT UP. AND SO AND THEN HERE WE ARE IN MARCH, AND WE HAVE MORE DELINQUENT REEVALUATIONS TODAY THAN WE DID IN AUGUST AND SO CAN YOU TELL ME? UH DID DID WE DID WE ALLOCATE THOSE $3 MILLION FOR THE BECAUSE THE MAIN THE MAIN EXPENDITURE THERE WAS THIRD PARTY EVALUATION SUPPORT. UH, WAS THAT. MONEY EXPENDED OR THOSE CONTRACTS IN PLACE OR THOSE HAPPENING. SO YEAH, LET ME JUST BACK UP A SECOND. AND SO, YES, WE DID. BRING FORWARD INFORMATION. UM LATE THIS SUMMER THAT WE'RE VERY CONCERNED ABOUT STATUS OF OUR EVALUATIONS, AND NOT THAT WE WERE GOING TO BE TAKEN OVER ANYTHING IMMEDIATE, BUT THE WAY THESE THINGS HAPPEN, WHICH IN AUSTIN ISD AND IN HOUSTON, ISD. IF YOU DON'T TAKE CARE OF SOME OF THOSE THINGS, UM AND PARTICULARLY, YOU HAVE TO CLEAR THE NON COMPLIANCE WITHIN A YEAR, AND IF YOU DON'T AND IT IT BECOMES US NON COMPLIANT. IT CAN RAMP UP VERY QUICKLY, AND THAT WAS THE CONCERN SEEING THESE TWO DISTRICTS THAT WERE STRUGGLING WITH THINGS JUST LIKE US. AND SO THAT'S WHY WE THOUGHT IT WAS REALLY IMPORTANT THAT THE BOARD THE SUPERINTENDENT, YOU KNOW EVERYONE WAS AWARE OF THIS ISSUE. AND SO, UM, WE ARE STILL VERY CONCERNED. I MEAN, BECAUSE IT'S YOU CAN SEE THE NUMBERS THAT ARE COMING IN AND WE'RE HAVING A HARD TIME KEEPING UP. UM WE DID. WE DID GET THE ADDITIONAL MONIES IN THE FALL, 
          [00:25:04]
AND THERE'S STILL A NEED FOR MORE MONEY. WE'VE BEEN WORKING CLOSELY WITH BUSINESS AND FINANCE TO FIGURE OUT HOW TO GET THAT ADDITIONAL MONEY FOR THIS SCHOOL YEAR AND THEN FOR NEXT SCHOOL YEAR. WE'VE ADDED MULTIPLE, YOU KNOW MANY MORE POSITIONS IN THE BUDGET. SO THAT, UM YOU KNOW WE CAN ADDRESS THIS AND I DON'T YOU KNOW, I DON'T HAVE, UM, I DON'T HAVE ALL THE SPECIFICS, BUT THERE'S NOT ENOUGH MONEY TO GET THROUGH WHAT WE NEED FOR THE YEAR, BUT BUT WE'RE WORKING ON TRYING TO FIGURE OUT HOW TO DO THAT WITH SOME OF THE VACANCIES AND SOME OF THE OTHER OTHER THINGS GOING ON. BUT, YES, IT'S MAINLY CONTRACTED STAFF THAT ARE COMING IN AND HELPING WITH THIS SOME OF THE CHALLENGES THANK YOU. THANK YOU, MR. HAMILTON. MS. JONES. 
          THANK YOU, PRESIDENT DAY. SO AS I WAS LOOKING AT THIS REPORT AND I KNOW THAT THERE HAS BEEN A LOT OF TALK ABOUT THE EARLY INTERVENTION ACADEMY. AND YOU SAID THAT IT'S IT. IT COSTS A LOT TO RUN IT. AND SO LET'S GO BACK TO THE NUMBERS HERE THAT YOU PRESENTED HERE. YOU SAID THAT RIGHT NOW. YOU HAVE ABOUT. YOU HAVE NO PENDING EVALUATIONS FROM THE LAST SCHOOL YEAR FROM THE LAST SCHOOL YEAR, AND HOW MANY DO YOU HAVE OUTSTANDING CURRENTLY? WELL, I WOULD SAY THAT. WHEN WE GET CONSENT FOR EVALUATION. WE HAVE 45 SCHOOL DAYS TO GET THAT EVALUATION, THEN YOU KNOW, EXCLUDING THE STUDENT BEING ABSENT, SO WE'RE HOVERING AROUND 88% ON OUR, UM. 
          YOU KNOW IN OUR COMPLIANCE AROUND THAT, AND SO IT'S HARD TO SAY EXACTLY HOW MANY DO WE HAVE OUTSTANDING BECAUSE WE GET CONSENT AND WE HAVE TO MEET HIM BY THE DEADLINE, BUT I THINK THAT WE'RE YOU KNOW, WE'RE WORKING HARD TO GET THOSE INITIAL CONSENTS AND THOSE INITIAL EVALUATIONS DONE. LIKE I SAID, WE HAVE THE 500 MORE THAT WE'VE ALREADY GOT CONSENT AND THEN WE WILL GET DONE BEFORE THE END OF THE SCHOOL YEAR. OK AND GOING BACK TO EARLY INTERVENTION ACADEMY. HOW MANY ARE OF THOSE EVALUATIONS ARE OR THREE YEAR OLDS. I DON'T HAVE THAT DATA IN FRONT OF ME. UM, BUT ON THE MONTHLY UPDATE THAT I GIVE YOU GUYS I DON'T HAVE THAT IN FRONT OF ME. BUT WE GIVE YOU AN UPDATE ON HOW MANY OF THE INITIALS ARE COMING FROM THE INTAKE WITH WHICH WOULD BE OUR YOUNG CHILDREN THAT ARE THREE YEARS OLD BECAUSE IT. IT JUST DOESN'T ADD UP TO ME WHEN YOU SAY THAT. EARLY INTERVENTION ACADEMY. UH, IS A CHALLENGE FOR FUNDING, HOWEVER. WE DON'T KNOW HOW MANY THREE YEAR OLD EVALUATIONS WE HAVE OUT THERE TO SUSTAIN IT. 
          AND SO MY QUESTION. AND YOU CAN SEND THIS IN THE UPDATE. I WANNA KNOW HOW MANY DISAGGREGATE THE DA THE DATA. I WANNA KNOW HOW MANY THREE YEAR OLD EVALUATIONS ARE OUT THERE PENDING. THAT'S WHAT I WANT TO KNOW. YEAH, THAT'S A THAT'S A. THAT'S EVERY MONTH. I'VE GIVEN THAT TO YOU EVERY MONTH IN THE MONTH, THE EIGHT UPDATE, SO WHEN WE GET BACK FROM SPRING BREAK, WE'LL GIVE YOU THAT ONCE AGAIN WHERE WE ARE WITH THAT RIGHT BECAUSE MY ISSUE AND WE'VE RECEIVED NUMEROUS NUMEROUS EMAILS AND FEEDBACK ABOUT THE EARLY INTERVENTION ACADEMY AND I DON'T SEE IT. I. I DON'T KNOW ABOUT ANYONE ELSE, BUT I DON'T SEE IT ON MY WATCH. CLOSING OR WHAT HAVE YOU? UM ACTUALLY, MY SON BENEFITED FROM THE SPECIAL EDUCATION PROGRAM AT QUELL VALLEY MIDDLE SCHOOL. SO FOR THIS TO FEED INTO THAT, IT IT IT IT IT HAS TO BE PRESSING ISSUE TO CLOSE EARLY INTERVENTION ACADEMY. YEAH YEAH, I THINK THE, UM I'M SORRY, MISS JONES. THE EARLY INTERVENTION ACADEMY, THOUGH, DOESN'T FEED INTO K VALLEY ELEMENTARY. IT'S A VERY SPECIALIZED PROGRAM, AND IT'S A, UM PARENTS CAN APPLY TO GO THERE , SOME SIMILAR TO OUR OTHER ACADEMIES RIGHT? SO FOR THE THREE YEAR OLDS, THERE'S ONLY FOUR CLASSROOMS THERE. AND THERE'S ABOUT 83 YEAR OLD CHILDREN WITH DISABILITIES IN EACH CLASSROOM, SO THERE'S ONLY 32 STUDENTS SERVED THERE, AND IT'S COMPLETELY FULL RIGHT NOW. SO IF A CHILD RIGHT NOW BECOMES ELIGIBLE, WHO'S THREE FOR SPECIAL ED SERVICES? THEY DON'T APPLY TO THE EARLY INTERVENTION ACADEMY DURING THE SCHOOL YEAR, THEY WOULD GO INTO ONE OF OUR TRADITIONAL UM, EARLY CHILDHOOD PROGRAMS, WHICH WE HAVE, YOU KNOW QUITE A FEW OF THOSE MY CONCERN THERE BECAUSE IF IT'S 
          [00:30:01]
FULL THEN THERE SHOULDN'T BE ANY TALK OF CLOSING IT. IT SHOULD BE TALK OF EXPANDING IT RATHER THAN TALK. UH UH, RATHER THAN CLOSING IT SO AT THIS POINT. I WANT TO KNOW HOW MANY THREE YEAR OLDS HAVE THE POTENTIAL OF BENEFITING FROM THE SAME PROGRAM WITHIN THE DISTRICT. THAT'S WHAT I'M ASKING. OK WELL, YEAH, WE'LL I'LL I'LL TRY TO GET YOU SOMETHING OUTSIDE OF THIS MEETING TO ANSWER YOUR QUESTION. THANK YOU. THANK YOU, MISS JONES. THANK YOU, DOCTOR. HILL UM MISS HANNAH. THANK YOU, DOCTOR HILL. UM COULD YOU DO ME A FAVOR? AND COULD YOU PUT UP THE DATA SLIDE THAT HAD ALL OF THE INFORMATION? UH, MAYBE IF I CAN MAKE THIS STOP HM? WELL, THERE YOU GO. ONE MORE. OK, SO MY FIRST QUESTION IS, DOES EACH CAMPUS HAVE ITS INDIVIDUAL RD A REPORT? WELL SO THE STATE DOESN'T DO THAT. BUT WE DO THAT TO BE PROACTIVE. WE HAVE A SPECIAL ED REPORT CARD. I THINK WE'VE WE'VE SHARED THAT, UM OVER THE YEARS AND WE PRODUCE THAT EVERY NINE WEEKS SO THAT EACH CAMPUS CAN SEE WHERE THEY ARE ON THE INDICATORS THAT, UM ARE THAT CONTRIBUTE TO OUR D A OK OK, BECAUSE THAT'S IMPORTANT TO ME BECAUSE WE'RE LOOKING UH, YOU KNOW THIS FROM 30,000 FT, RIGHT AND. SO ANYWAY, THANK YOU. THANK YOU VERY MUCH FOR THE INFORMATION YOU DO. GIVE US IN OUR BOARD UPDATES. IT'S VERY HELPFUL TO ME, BUT I WANTED TO DRAW THIS ONE OUT BECAUSE FOR ONE I WANNA, UH BECAUSE IT'S HARD TO LOOK AT THESE, BUT I WANT MY COLLEAGUES REALLY TO LOOK AT THE GROWTH THAT WE HAVE SEEN IN OUR EOC BIOLOGY. AND THEN I'M GONNA AND ACTUALLY. QUITE A GOOD NUMBER OF OUR YOU KNOW, BIOLOGY 11TH GRADE HISTORY . UM THE GROWTH HAS BEEN A LITTLE SLOWER IN ENGLISH AND ALGEBRA, BUT I WANTED TO KNOW IF YOU COULD ADDRESS BECAUSE IT SEEMS COUNTERINTUITIVE TO ME. SO IN OUR SOCIAL STUDIES WITH OUR EIGHTH GRADERS THAT'S THAT'S SORT OF OUR WEEK LINK RIGHT IN THE THREE THROUGH THROUGH EIGHT SPED STAR, BUT THEN ARE US HISTORY. YES. DOING? REALLY REALLY GREAT. AND SO CAN YOU. 
          CAN YOU SPEAK TO THAT JUST TO HELP ME UNDERSTAND? I KNOW WE'VE GOT DIFFERENT AGES. SO FOR INSTANCE, ARE WE LOOKING AT A COMPLETELY DIFFERENT DATA SET DO DO DIFFERENT NUMBERS OF KIDS, YOU KNOW, ARE THEY ARE THEY ORDERED TO TAKE THIS EIGHTH GRADE SOCIAL STUDIES, BUT NOT THE EOC. I JUST I, I KIND OF WANNA UNDERSTAND THE DIFFERENCE IN WHAT WE'VE GOT GOING THERE. 
          WELL I PROBABLY I'D PROBABLY HAVE TO, YOU KNOW, FOLLOW UP AND GIVE YOU ADDITIONAL INFORMATION. 
          UM IN GENERAL, IT'S UM IT WOULD NOT BE A DIFFERENT DATA SET. TYPICALLY IF A STUDENT WAS TAKING THE SOCIAL STUDIES TEST, UM AND OF COURSE, YOU KNOW, THESE WOULD INCLUDE KIDS THAT WE DON'T ALL WE JUST HAVE THE MAIN STAR WITH ACCOMMODATIONS NOW. AND SO THOSE ARE GONNA BE THE SAME KIDS THAT TAKE IT HERE IN IN US HISTORY, AND THE OTHER THING THAT'S INCLUDED IN THIS IS THE STAR ALT OUTCOMES SO, BUT KIDS, IT SHOULD BE THE SAME DATA SETS, UM, OVER TIME. BUT I MEAN, YEAH, SURE. IF I CAN GET SOME ADDITIONAL INFORMATION FOR YOU, YOU KNOW, I REALLY WANT TO CELEBRATE THE US HISTORY. BUT AT THE SAME TIME, YOU KNOW, I MEAN, THOSE ARE BOTH VERY STAND ALONE. 
          YEAH CURRICULUM AND, UM, ANYWAY, SOME OF THESE NUMBERS ARE REALLY , REALLY TO BE CELEBRATED. AND SO KUDOS TO OUR TEACHERS WHO ARE SUPPORTING THESE KIDS AND HELPING THEM GROW. THANK YOU. 
          THANK YOU. THANK YOU, MISS HANAN. DR GIDEON. YES UH, THANK YOU, MADAM PRESIDENT. I JUST WANT TO GO BACK, UH, VERY QUICKLY AND A QUICK QUESTION WHERE WE ARE WITH, UH, MAKING SURE THAT WE'RE DOING THE EVALUATIONS WITH SPECIAL ED. AND WHAT HAVE YOU AND THEN I, I HEAR CONTRACT VERSUS NOT NECESSARILY VERSUS STAFF. HOW TELL ME I HAVE . AT LEAST I WANNA SAY FOUR PEOPLE THAT HAVE REALLY WANTED TO COME AND HELP AND THEY'RE RETIRED, AND THEY'VE BEEN IN THE DISTRICT AND YOU KNOW, HOW DO I? HOW DO I GET IN AND SO I CAN ASSIST AND HELP WITH ARTS. SO HOW DOES THAT WORK BECAUSE WE, OF COURSE HAVE OUR STAFF AND THESE ARE STILL BIG NUMBERS. AND I UNDERSTAND THE 45 DAYS OF WHAT HAVE YOU SO HOW CAN WE DO WE HAVE THE MONEY FOR CONTRACTED LABOR. WELL UM, THAT'S A THAT'S A, UH THAT'S A DIFFICULT QUESTION. I WOULD SAY THAT WE DON'T HAVE AN AN JUST AN WE DON'T HAVE COMPLETELY UNENDING MONEY. YES WE DO NEED MORE MONEY TO DO THIS, BUT THE CONTRACTED STAFF THAT YOU'RE TALKING ABOUT. IF THEY'RE EVALUATION STAFF, THEY WOULD BE WE WOULD WELCOME THEM TO COME ON. WE HIRE OFTEN TIMES WE HIRE RETIRED DIAGNOSTICIANS AND S SPS TO COME ON BOARD. SO IF YOU HAVE FRIENDS THAT WANNA DO THAT. ASK THEM TO 
          [00:35:03]
CONTACT ME IF IT'S FOR THE MEETINGS, YOU KNOW, RIGHT NOW WE'RE NOT HIRING ADDITIONAL STAFF TO CONDUCT THE ART MEETINGS. IT'S MAINLY FOR THE EVALUATION. OK SO ONE PARTICULAR PERSON THAT I KNOW, UM SHE DID IT BEFORE, AND THAT'S JUST WHAT SHE JUST WANTS TO GO IN AND JUST DO THE AND TO DO WHAT YOU JUST SAID. IT'S NOT ABOUT ARTS. IT'S ABOUT HOW CAN I GO IN AND DO PAPERWORK. SO HOW CAN WE MAKE THAT TO WHERE? AT LEAST IT GOES IN FRONT OF YOU? BECAUSE OF COURSE, WHAT HAPPENS IS YOU GO INTO YOU KNOW THE PORTAL AND YOU , YOU SIGN UP AND YOU KNOW YOU'RE WAITING FOR SOMEONE TO CALL YOU BACK SO AND THAT SOMETIMES DOESN'T HAPPEN. I DON'T KNOW WHAT'S BEEN. YOU KNOW HOW WE'RE LOOKING AT IT IN HR. WHAT HAVE YOU BUT WELL, I WOULD SAY IF I MEAN IF YOU HAVE PEOPLE THAT ARE REACHING OUT TO YOU THAT SAY, HEY, I'M AN EVALUATOR. 
          I WANNA WORK FOR FORT BEND. PLEASE ASK HIM TO JUST, YOU KNOW, CONTACT ME DIRECTLY THROUGH EMAIL BECAUSE WE CHECK OUR YOU KNOW, WE HAVE OPEN POSTINGS FOR S, SPS AND, UM, SPEECH PASS ALL THE TIME. THOSE ARE OUR AREAS OF NEED, UM AND SO PLEASE JUST ASK HIM TO CALL ME AND OR EMAIL ME AND YOU KNOW, ONE OF THE THINGS THAT HAPPENS WITH SPECIAL EDUCATION. WHICH IS YOU REALLY USUALLY GET YOUR STAFF WITHIN THE FIRST. YOU KNOW IF YOU DON'T HAVE THOSE LSSP SPEECH PASS, OR DIAG HIRED BY JULY 1, MAYBE JULY 15TH. IT'S HARD TO FIND BECAUSE THEY GO FOR THE CONTRACTING COMPANIES. AND SO THEN WE HAVE TO TRY, YOU KNOW, MOVE TO CONTRACTORS. SO IF THERE ARE FOLKS THAT WORKED IN THE SCHOOL DISTRICT OR THAT WORKED HERE WE DO HIRE, UH, RETIRED, TEMPORARY HELP. AND SO THAT WOULD BE GREAT FOR ME TO KNOW ABOUT THOSE PEOPLE. OK, THANK YOU. THANK YOU, DOCTOR. GILIAN, MISS MALONE. YES. THANK YOU, UM. I THINK I'M GONNA PIGGYBACK ON WHAT MISS HANNON SAID REGARDING CELEBRATING. UM I RECALL YOU COMING TO US EARLIER IN THE YEAR AS WELL. AND YOU DID SHARE WHAT? WHAT I THINK OUR PERSPECTIVES VARY, BUT WHAT I GATHERED FROM WHEN YOU ORIGINALLY SHARED CONCERNS WITH US, IT WAS MORE CONCERNS ABOUT INITIAL EVALUATIONS AND THE RE EVALUATIONS. I DON'T RECALL EVER HAVING A CONCERN THAT THE DISTRICT GAVE US ABOUT THE TE A. ALTHOUGH I DO REMEMBER HEARING THAT FROM, UM, MY COLLEAGUE. BUT THE CELEBRATION PIECE I THINK IS , DIDN'T WE? WE HAD A DEFICIT IN INITIAL EVALUATIONS AT THE START OF THE YEAR. AND YOU CAME TO US THROUGH THE CONTRACTORS AND SO FORTH. AND THE HARD WORK OF THE SPED DEPARTMENT. UM YOU GUYS HAVE REALLY MOVED THE NEEDLE. AND SO, I. I THINK THAT SHOULD BE CELEBRATED. ALTHOUGH I UNDERSTAND AS FAR AS THE REEVALUATIONS THAT'S NOW A CONCERN. UM BUT THE PROGRESS YOU'VE MADE WITH THE INITIALS. UH UH, THANK YOU. AND THEN REALLY WITH THE SPED PROGRESS. EVEN IN ALGEBRA, MS HANNAN, I THOUGHT THAT WAS THAT THEY ARE MOVING THE NEEDLE. UM AND I WAS IMPRESSED WITH THE POINTS GAINED THERE. IS IT WHERE WE WANNA BE? EXACTLY NO, BUT I LOVE THAT THERE IS FORWARD PROGRESS. AND SAME THING WITH THE ESPECIALLY THE BIGGEST THING TO ME SPEAKING OF MONEY, AND SO HERE'S MY QUESTION, AND I DON'T KNOW IF THIS CAN HAPPEN OR NOT, BUT, UH 15% OF FEDERAL FUNDS ARE GOING TO BECOME AVAILABLE NEXT YEAR. 
          THAT'S WHAT I HEARD. THAT'S HUGE , AND I DON'T KNOW EXACTLY HOW MUCH MONEY THAT IS. AND IF MAYBE , MR GWEN, IF YOU KNOW ROUGHLY, THAT WOULD BE GREAT. IT WAS LIKE A LITTLE OVER 2 MILLION FOR REEVALUATIONS. YEAH I MEAN, SO WE WERE USING THAT MONEY FOR SPECIAL ED STAFF BEFORE AND WHEN WE HAD TO SET IT ASIDE, WE HAD TO REDIRECT THAT AND SO IT'S NOT LIKE THE DISTRICT JUST HAD AN EXTRA 22.1 MILLION TO SAY HERE, TAKE THIS INSTEAD. SO IT WILL HELP A LOT TO, UM NOT ONLY FOR SPECIAL ED EVALUATION STAFF. BUT WE ALSO YOU KNOW, PROVIDE SOME OF THE STAFFING FOR OUR TEACHERS AND OUR PEERS WITH THOSE FEDERAL FUNDS, SO IT WILL HELP OUT A LOT FOR NEXT YEAR FOR US NOT TO HAVE TO SET THAT SET THAT MONEY ASIDE. OK, WELL, I'M I'M SUPER EXCITED ABOUT THAT. AND THEN I THINK, UM, THE OTHER THING AS FAR AS KNOWING BASED ON THE CAMPUSES FOR THE RD, A THAT WOULD BE REALLY HELPFUL. AND IN PARTICULARLY WHEN, UH IEI A IS MENTIONED IN HERE. THAT'S ANOTHER ONE I. I WAS TELLING DOCTOR SMITH EARLIER. I'M LIKE, I DON'T RECALL THE DISTRICT EVER TELLING US THAT EI A WAS CLOSING . I DO RECALL IT BEING IN, UM, THE TEA CASE AS FAR AS ONE OF THE EFFICIENCIES, BUT I DON'T RECALL THE DISTRICT EVER TAKING ACTION. UM, ON THAT. DO YOU RECALL THE DISTRICT TAKING ACTION OR RECOMMENDING US TO DO THAT? WELL NO, WE WHEN WE, UM 
          [00:40:01]
PRESENTED BACK IN, GOSH WAS THAT JANUARY I CAN'T REMEMBER NOW WE TALKED ABOUT THE TKS. UM REPORT AND IT WAS ONE OF THE RECOMMENDATIONS TO CLOSE AND THEN WHAT WE SHARED THE LAST WE SHARED. WE WOULD BE COMING BACK TO YOU IN LATER IN APRIL OR, YOU KNOW, SO TO GIVE YOU AN UPDATE ON WHERE WE ARE WITH THAT? UM BUT WHEN ONE OF THE THINGS WE WERE LOOKING AT, WERE ALL OF THOSE EFFICIENCIES TO SEE YOU KNOW WHERE. WHERE COULD WE SAVE MONEY? BECAUSE IT IS A PROGRAM THAT IS, UM WE'RE PROVIDING A LOT MORE SERVICES THAN ARE REQUIRED BY ARD. AND SO WHEN YOU'RE ST TO MEET THE NEEDS OF YOUR STUDENTS THAT WHERE YOU HAVE TO MEET WHAT'S REQUIRED IN THE ARTS YOU'RE LOOKING AT. ARE THERE AREAS THAT WE'RE DOING ABOVE THAT TO SEE IF THERE'S A WAY TO REDUCE THOSE, AND THAT'S WHAT WE ARE ASKED TO DO. I THINK THAT THAT WHEN WE, UM REVIEW THE BUDGET IN MORE DETAIL, IT WOULD BE REALLY WONDERFUL TO, UM, LOOK AT THE COST OF WHAT THAT COST TO RUN TO SEE, LIKE, MISS JONES SAID. SHOULD WE BE ABLE TO SHOULD WE IMPLEMENT IT OR CONSIDER GROWING THE PROGRAM. WHAT WOULD THE COST OF THAT LOOK LIKE? IF WE WERE TO NOT GROW IT? WHAT WHAT DOES THAT LOOK LIKE? AND THEN ALSO IF WE WERE TO LOOK AT, UM THE DATA BASED ON CAMPUSES, SO AN EI A CAMPUSES CAMPUS VERSUS THE GENERAL PRE K. WHAT DOES IT LOOK LIKE? HOW ARE OUR STUDENTS PERFORMING? AND WHAT ARE WHAT KIND OF VALUE ADD? IS THIS GIVING US BUT I'D I'D APPRECIATE THAT LATER ON. THANK YOU AGAIN FOR ALL OF THE HARD WORK AND FOR MOVING THE NEEDLE. 
          I APPRECIATE IT. AND THANK YOU. THANK YOU. BOARD MEMBERS FOR ALL YOUR SUPPORT. UM AND I KNOW IT'S BEEN A ROUGH YEAR WITH SOME OF THOSE CONVERSATIONS ABOUT THE EVALUATION, SO WE WANNA WE REALLY APPRECIATE IT. MR GARCIA. OH, SORRY. ONE MORE. WE STILL WE STILL HAVE SORRY. SORRY ABOUT THAT. THANK YOU. SO MUCH FOR THE INFORMATION. UM SO WE'VE BEEN NON COMPLIANT FOR 3 3.5 YEARS. 
          UM AND I'M JUST CLARIFYING. SO WE STARTED THE YEAR WITH 2625. AND NOW WE'RE OVERDUE 2720. 
          OBVIOUSLY IT'S VERY DIFFICULT. LIKE YOU SAID TO KEEP UP. SO DOES THIS MEAN BY THE END OF THE YEAR. WE'RE GONNA START THE YEAR OFF WITH 27 2800 EVALUATIONS BEHIND SO THERE WON'T BE NON COMPLIANT AGAIN NEXT YEAR. SO OK , PROBABLY THE ONE THING THAT'S DIFFERENT IS THE STATE DOESN'T REQUIRE US TO REPORT THERE'S NOT AN INDICATOR ON THE RES LIKE THERE ARE ON THE INITIALS, SO IT'S A DIFFERENT KIND OF COMPLIANCE. GOT YOU. AND THEN IF THE TREND CONTINUES THE NEXT YEAR, WE START THE YEAR WITH 27 2800. BUT THEN BY THE END OF THE YEAR, WE'RE GONNA BE PROBABLY CLOSER TO 3000. IF THE TREND CONTINUES, SO, UM, I KNOW Y'ALL ARE WORKING ON A PLAN AND THAT WAS PART OF THE REASON FOR THE T CASE EVALUATION PROGRAM EVALUATION. UH, I WOULD. I WOULD DEFINITELY LIKE TO SEE YOU KNOW THE PLAN MOVING FORWARD TO SHRINK THE NUMBER ON THE RE EVALUATION, SO THAT WE KIND OF BREAK THAT CYCLE A LITTLE BIT, UH, AND GOING BACK TO, UM, SOME OF THE CONVERSATIONS ON THE EARLY INTERVENTION. ACADEMY JUST JUST BRIEFLY. FROM WHAT? I'VE TALKED TO YOU FOR A FEW PARENTS OUT THERE THAT REALLY THEY WERE KIND OF CONCERNED, AND I WAS I WAS GENERALLY, UM, FEELING FOR THEM. THERE WAS A LOT OF REALLY GOOD FEEDBACK ABOUT THE EARLY INTERVENTION ACADEMIES AND, UM, FROM FROM MY TAKE IT IF THERE'S AN OPPORTUNITY WHERE WE CAN FIND THE FUNDS IS THAT WOULD BE A VERY GOOD OPPORTUNITY TO EXPAND THAT PROGRAM. SO UM, JUST JUST SOMETHING FROM FROM MY PERSPECTIVE AND I. I THINK I DON'T HAVE ANY MORE QUESTIONS. 
          BUT I WAS JUST SORT OF CONCERNED ABOUT THE TREND THAT I'M SEEING. I KNOW WE'RE WE'VE CAUGHT UP, BUT THEN WE'RE GONNA WE'RE GONNA PLAY THIS GAME AGAIN NEXT YEAR AND SO REALLY TRYING TO FIGURE OUT WHAT WE CAN DO TO SHRINK THE GAP ON THE TAIL END INSTEAD OF COMING IN BEHIND, ALREADY AS IT IS SO THANK YOU. NO MORE. NO MORE QUESTIONS. THANK YOU, MISS GARCIA. MISS JONES. I HAVE A QUESTION AND I GUESS TO PIGGYBACK OFF OF TRUSTEE UH GARCIA. IF THIS WERE PERFECT SITUATION. WHAT DO YOU NEED TO GET BOTH THE OWS AND EVALS TO AT LEAST ZERO OR AT LEAST HALF BY THE END OF THE SCHOOL YEAR BECAUSE I'M ONE FOR GOAL SETTING. I MEAN, THIS IS ALL NICE, BUT I'M MISSING A SLIDE OF SAYING OK BY THE END OF THE SCHOOL YEAR. THIS IS WHERE WE WANT TO BE. SO WHAT IS IT IN A PERFECT SITUATION DO YOU NEED AND SO WE DID. WE DID THAT WE AND WE PUT, UM SAT DOWN WITH BUSINESS AND FINANCE AND WE GAVE OUR RECOMMENDATIONS FOR ADDITIONAL FTES FOR S SPS AND FOR SPEECH PASS, AND IT'S A VERY HIGH NUMBER. UM IN ADDITION TO SOME CONTRACTED STA CONTRACTED MONEY, YOU KNOW, SET ASIDE IN THE BUDGET, UM BECAUSE, YOU KNOW , YOU NEVER KNOW WHEN YOU HAVE THAT LARGE OF A STAFF. IF YOU HAVE PEOPLE OUT ON FML A AND WE'VE HAD CHALLENGES WITH DIFFERENT THINGS COME UP, AND SO WE DID PUT THAT IN THE BUDGET FOR NEXT YEAR. UM THAT'S WHAT THEY ASKED US TO DO IS TO MAP IT ALL OUT AND PUT EXACTLY WHAT YOU NEED. AND SO WE SAT DOWN, AND SO IF WE CAN GET ALL OF THOSE POSITIONS AND WE CAN GET THEM 
          [00:45:03]
HIRED OR IF WE CAN'T GET THEM HIRED IF WE CAN FLIP THOSE POSITIONS TO CONTRACTED STAFF, THEN AT LEAST IT'S IN THE BUDGET UPFRONT, WHEREAS IN THE PAST. WE'VE KIND OF HAD THIS PHILOSOPHY THAT IF YOU DON'T HAVE FILLED POSITIONS, THEN YOU PROBABLY SHOULDN'T ASK FOR MORE. 
          BUT THEN IT KIND OF CATCHES UP WITH YOU ON THE CONTRACTING SIDE WHEN YOU DO THAT. DOES THAT MAKE SENSE? YEAH, UM, BUT I GUESS LIKE I SAID, I'M LOOKING FOR A NUMBER BY THE END OF THE SCHOOL YEAR BY THE YOUR NEXT PRESENTATION. AT LEAST WE CAN SAY YOU MET YOUR GOAL. YOU DIDN'T MEET YOUR GOAL. SO WHAT I'M SAYING IS, WHAT DO YOU NEED FROM US? I GUESS. BESIDES I HEAR MONEY, I HEAR LSSP. IS THERE ANYTHING ELSE THAT CAN BE DONE TO CUT THESE EVALS DOWN? AND THESE RE, UH, REEVALUATIONS DOWN? BY THE END OF THE SCHOOL YEAR. WELL THAT'S THE THAT WE WON'T BE ABLE TO. WE WILL MEET OUR OUR GOAL RIGHT NOW IS TO MEET THOSE INITIAL TIMELINES AND TO BRING THAT PERCENTAGE UP CLOSER TO 90% WE WON'T PROBABLY BE ABLE TO CATCH UP WITH THE RS ANYMORE BECAUSE OF THE FOCUS RIGHT NOW. AND THE CONTRACTED STAFF WE HAVE, BUT, UH, MISS JONES. WE DO HAVE THOSE PROJECTIONS FOR NEXT YEAR. AND UM, WITH THE EXCEPTION OF SOME OF THE CHALLENGES WE'VE HAD WITH THE FACILITATORS AND CCC ROLES THAT WE'VE TALKED ABOUT, AND THAT WAS ALSO NOTED IN THE TEA CASE. UM PROGRAM EVALUATION THAT THAT POSITION IS REALLY OUTDATED AND NEEDS WORK. WE'RE AND WE'RE WORKING ON THOSE. SO WHEN WE COME BACK TO YOU IN APRIL OR LATE APRIL WITH AN UPDATE, WE'LL BE ABLE TO PROVIDE ADDITIONAL INFORMATION ON THAT FOR YOU. 
          THANK YOU. AND I LOOK FORWARD TO THAT. THANK YOU. THANK YOU, MISS JONES. SO I HAVE A COUPLE OF QUICK QUESTIONS. I MEAN, UM, I THINK MY COLLEAGUES ALREADY ASKED A LOT OF ARE PRETTY TOUGH QUESTIONS AND THANK YOU FOR THE PRESENTATION AND BEING VERY PATIENT WITH US AND I. I WANTED TO, UM, OK, SO MY QUESTION IS MORE GENERAL. SO WHEN YOU ON YOUR FIRST SLIDE YOU MENTIONED YOU KNOW THAT LAST FIVE YEARS SEEMS TO ME WE SOMETIME WE HAVE NON NON-COMPLIANCE. I THINK MAYBE THE SECOND SLIDE. I'M SORRY. UM YEAH, THIS ONE SO AND THEN WE WERE ABLE TO MAKE A COMPLIANT BY THE END OF THE YEAR . SO I I'M JUST CURIOUS. IS THAT A GENERAL PRACTICE LIKE COMPARING TO OTHER DISTRICT? IS THAT A PRETTY COMMON THING LIKE YOU'RE NOT COMPLIANT? AND THEN YOU YOU DO A CORRECTION ACTION PLAN, AND THEN YOU BECOME COMPLIANT THAT A IS THAT A NORMAL PRACTICE? VERY NORMAL. EVERY MANY DISTRICTS DEAL WITH THIS FOR ANY TYPE OF NONCOMPLIANCE'S A SITUATION OR IF IT'S NOT FOLLOWING AN IEP OR SOMETHING LIKE THAT, SO IT'S VERY NORMAL. THAT THE TE A, YOU KNOW, SAYS OK, YOU'RE OUT OF COMPLIANCE, DEVELOP A PLAN WORK ON IT. AND THEN IF WE SEE YOU'VE MADE PROGRESS, AND YOU'VE GOT YOUR THINGS DONE, THEN YOU'RE CLEARED FOR THAT PARTICULAR INCIDENT. THANK YOU FOR THAT. AND MY SECOND QUESTION IS REGARDING TO THE DISPROPORTION, UH, FOR THE DISCIPLINARY RIGHT ON THE SLIDES, I. I DON'T HAVE A SLIDE NUMBER TO THEY SAID THIS ONE THAT YOU'RE TALKING ABOUT? YES THAT'S THE ONE SO THAT 2.3, WHICH WE ARE LIKE THE GREEN NUMBER, WHICH IS THE BIG JOB. SO I, I PROBABLY WE DON'T HAVE THE NUMBER, SO I'M RIGHT NOW. I'M OK WITH THAT. BUT MY QUESTION IS I WANTED TO KNOW. DO WE HAVE THE SAME KIND OF JOB FOR THE GENERAL STUDENT POPULATION FOR THAT YEAR? SO IF THE STAFF LATER ON CAN PROVIDE, UH SO I JUST WANNA KIND OF KNOW IF THAT'S JUST FOR THE SPECIAL EDU EDUCATION STUDENT OR IS IT'S THE SAME SAME TREND FOR THE GENERAL POPULATION ? I HOPE THAT MAKES SENSE. WE HAVE ABSOLUTELY RUN THOSE NUMBERS AND I KNOW WE'VE SHARED THOSE BEFORE WITH THE BOARD, AND SO WE CAN GIVE YOU AN UPDATE ON THAT. BUT IN GENERAL, UM, IT IS ACTUALLY A LITTLE BIT MORE, UH, DISPROPORTIONATE ON THE GENERAL ED SIDE, SO AND I DO WANT TO CLARIFY ONE THING, THE GENERAL ADDS THAT THE GENERAL ED SIDE IS NOT REQUIRED TO USE THIS STANDARD. RIGHT SO THERE'S NO STANDARD THAT'S LOOKING AT THAT FORMULA FOR THE GENERAL SIDE. SO THE GENERAL SAID, IS NOT NONCOM BECAUSE THERE'S NOT A STANDARD FOR THAT. BUT IF YOU WERE TO TAKE THE SPECIAL ED STANDARD THAT WE HAVE TO ABIDE BY FOR THIS, AND YOU APPLY THAT TO THE GENERAL ED STUDENTS, IT IS DISPROPORTIONATE AS WELL. SO THE BASICALLY MY QUESTION FOR THAT NUMBER IS WONDERFUL, RIGHT? WE DROPPED. BUT I WOULD BE JUST HONEST. I JUST WANT TO KNOW IT'S NOT BECAUSE WE ARE UM, WE'RE NOT DOING THE DISCIPLINARY. I MEAN, I JUST I THINK WE ALL HERE ONE OR TO IMPROVE THE STUDENT 
          [00:50:01]
PERFORMANCE, SO THE NUMBER IS GREAT. BUT THAT'S THE REASON I'M ASKING THAT QUESTION. IF THAT MAKES SENSE. NO, IT ABSOLUTELY DOES. AND I THINK BACK IN TWO TW 2022 THAT RD A IS BASED ON THE TWO YEARS BEFORE. SO WHAT WAS HAPPENING TWO YEARS BEFORE IN 2020. THAT WAS A LOT OF COVID. 
          AND THERE WASN'T A LOT OF KIDS. THAT'S WHY WE WENT DOWN THAT YEAR. BUT IF YOU LOOK AT, UM KIND OF THE PROJECTIONS FOR, UM YOU KNOW THE LAST TWO YEARS. I THINK THERE'S BEEN AN AWARENESS ABOUT THIS, BUT AND WE'VE BEEN DOING A LOT MORE THINGS WITHIN THE SPECIAL ED DEPARTMENT TO TALK ABOUT PROGRAMMING. CAN WE ARE WE PROGRAMMING KIDS APPROPRIATELY, DO WE NEED TO DO DIFFERENT CON SPECIAL ED PROGRAMS, BUT, UM, THIS DAY? I DO WANNA, YOU KNOW, JUST REITERATE THAT WHEN WE TALK ABOUT SIGNIFICANT DISPROPORTION THEY WOULD SPECIAL ED. WE DO NOT TELL PRINCIPAL THAT THEY CAN'T SUSPEND STUDENTS. WE FOLLOW THE CODE OF CONDUCT. WHAT WE DO SAY IS WHEN THEY GET BACK FROM THEIR SUSPENSION, OR THEY GET BACK FROM THE DIS THE DAEP DO WE NEED TO LOOK AT DIFFERENT PROGRAMMING? DO WE NEED TO CHANGE THEIR BEHAVIOR PLAN? DO WE NEED THINGS DIFFERENT? SO IF THEY ARE ABLE TO, UM, HAVE THOSE CONSEQUENCES VIA THE ART PROCESS ? WE DON'T ASK THEM NOT TO DO THEM BECAUSE OF THIS ISSUE. I REALLY APPRECIATE THAT CLARIFICATION. I REALLY DO. THANK YOU. MY LAST. MY LAST QUESTION OR COMMENTS. ACTUALLY I BELIEVE THE REASON I THINK WE ALL RECEIVED SOME EMAILS REGARDING TO THE EI A PROGRAM CLOSING, I THINK REALLY PEOPLE, UH, MAYBE CONFUSED WHEN THEY ARE WHEN WE APPROVED THE AUDIT REPORT WHEN YOU PRESENTED THAT TO THE BOARD, AND THAT IS DIFFERENT, LIKE WHEN WE PROVE THAT IT DOESN'T MEAN WE PROVE EVERY SINGLE RECOMMENDATION IN THAT REPORT. I THINK THAT'S WHERE PROBABLY SOME OF THE FUSION COME FROM AND ALSO BUT ALSO, I WANTED TO REMIND OUR COLLEAGUES UM THAT'S JUST MY OPINION. WHERE WHERE ARE THE BOARD MEMBERS? AND I DO APPRECIATE YOU PUT IT RIGHT HERE SEE, TO COMPARE THE DATA BETWEEN THE EI, A AND THE TRADITIONAL EARLY CHILD SPECIAL EDUCATION PROGRAM. UH I DO BELIEVE OUR JOB IS TO LET YOU TO DO YOUR JOB AND THEN MAKE THE RECOMMENDATION WHICH YOU'LL BELIEVE IS THE BEST FOR THE KIDS. I JUST WANT TO SAY I'M I WANTED TO. I WANT EVERYONE TO KNOW. UM I. I SUPPORT THE PROFESSIONAL OPINIONS AND PROVIDE THE BEST RECOMMENDATION TO THE BOARD. SO THANK YOU, DR HILL AGAIN. THANK YOU. MHM. SO 
          [6.B. 2024 Targeted Improvement Plan]
DOCTOR SMITH. ARE WE READY FOR THE SECOND ONE? YES, MADAM PRESIDENT. WE ARE INDEED I'M GOING TO ASK DR MENEN, DR. MASON THE HEAD TOWARD THE, UM, PODIUM THERE. UM, WE ARE GONNA BE PROVIDING AN UPDATE ON THE TARGETED IMPROVEMENT PLAN REQUIRED BY THE TEXAS EDUCATION AGENCY FOR WILLOW RIDGE HIGH SCHOOL, MARSHALL HIGH SCHOOL MCCULLOUGH HIGH SCHOOL. UH AND WE ALSO HAVE, UH, THE PRINCIPAL. THE GREAT PRINCIPLES, UH, REPRESENTED THIS EVENING IN THE EVENT. YOU HAVE ANY QUESTIONS? UH, THAT IT WAS BEST SUITED THAT THEY RESPOND AT THIS TIME. I'LL TURN IT OVER TO DR MASON. WELL, GOOD EVENING, AND TONIGHT WE'RE GONNA BE SHARING INFORMATION ABOUT THE CAMPUSES THAT HAVE BEEN IDENTIFIED AS COMPREHENSIVE SUPPORT AND IMPROVEMENT CAMPUSES , AND AS DR SMITH MENTIONED, WE HAVE THREE CAMPUSES WILLOWRIDGE HIGH SCHOOL, WHICH IS IN YEAR TWO ON IN THE FIRST YEAR. WE HAVE WE CALL IT MIDDLE SCHOOL AND MARSHALL HIGH SCHOOL, SO WE'LL ALSO BE SHARING INFORMATION ABOUT THE ELEMENTS OF THEIR TARGETED IMPROVEMENT. 
          PLANS ALSO SHARE INFORMATION ABOUT THE MONITOR. PROCESS AS WELL AS SOME OF THE SUPPORTS THAT ARE BEING PROVIDED TO THE CAMPUSES AND SOME OF THE SUCCESSES SO THERE HAVE BEEN DELAYS FROM TE A DUE TO ONGOING LITIGATION, AND WE HAVE NOT RECEIVED OFFICIAL ACCOUNTABILITY REPORTS. BUT THE INFORMATION THAT WE'RE SHARING TODAY IS BASED OFF OF THE FEDERAL GUIDELINES FOR COMPREHENSIVE AND SUPPORT AND THOSE CAMPUSES ARE DESIGNATED BECAUSE THEY'RE TITLE ONE CAMPUSES THAT RECEIVE FEDERAL FUNDS. SO THIS IS NOT THROUGH. THE OFFICIAL DESIGNATION FROM ACCOUNTABILITY FROM TE, A. SO I'LL TURN OVER TO DOCTOR MASON TO SHARE INFORMATION ABOUT THIS. THE UPDATES. BECAUSE I HAVE TO PUSH IT. GOOD EVENING. GOOD EVENING. 
          UH, DOCTOR SMITH, UH, PRESIDENT DAY AND MEMBERS OF THE BOARD. UM I'M STANDING HERE IN THE ROLE OF DC SI, WHICH IS THE DISTRICT COORDINATOR OF SCHOOL IMPROVEMENT. I EXPLAINED THAT BECAUSE I'M THE ELEMENTARY ASSISTANT SOUP, AND WE'RE TALKING ABOUT SECONDARY CAMPUSES . SO EACH YEAR DISTRICTS, UH, IDENTIFY A DISTRICT COORDINATOR OR SCHOOL IMPROVEMENT. WE REPORT THAT NAME TO THE STATE. I'VE BEEN IN THIS ROLE SINCE JULY OF 2022. THE ROLE OF THE DISTRICT 
          [00:55:05]
COORDINATOR OF SCHOOL IMPROVEMENT IS TO SERVE ON THE CAMPUS IMPROVEMENT TEAM ONCE A DIS CAMPUS IS IDENTIFIED AS AN, UH, COMPREHENSIVE CAMPUS. UH TO COORDINATE SUPPORTS ANY DEADLINES AND COMPLIANCE THINGS THAT WE HAVE TO PUT IN PLACE AND TO ALSO SERVE AS AN ADVOCATE FOR THE CAMPUS, WORKING WITH OTHER DEPARTMENTS TO CREATE A SENSE OF URGENCY AND TO PUT SYSTEMS IN PLACE TO MAINTAIN THE PROGRESS THAT WE SEE IN OUR CAMPUSES. SO WHY? HOW IS THE SCHOOL IDENTIFIED AS COMPREHENSIVE IDENTIFICATION? SO EACH YEAR TE A USES OUR CLOSING THE GAP SCORES TO RANK CAMPUSES BY CAMPUS TYPES OR ELEMENTARY, MIDDLE AND HIGH SCHOOL, AND THEY IDENTIFIED THE BOTTOM 5% IN EACH CAMPUS TYPE. AND SO IF YOU'RE IDENTIFIED IN THAT WITH THAT SCORE, SO, FOR INSTANCE, AT HIGH SCHOOL, THAT SCHOOL WAS A 47, SO IF YOU'RE CLOSING THE GAP SCORE FOR A HIGH SCHOOL WAS BELOW 47 YOU AS COMPREHENSIVE. I SHARE THIS SLIDE BECAUSE LAST YEAR WHEN I CAME BEFORE YOU IN OCTOBER TO PRESENT WILL, UH UH, WILLOW RIDGE WHEN THEY FIRST CAME IN TE A WASN'T INVOLVED AND THERE WERE ALL KIND OF MARKINGS ALL OVER THIS SLIDE WITH THE CHANGES THAT DOCTOR MENSAH EXPRESSED WITH TE A, UH AND WITH THEM NOT HAVING RATINGS AND NOT, UH, HAVING ANY REQUIREMENTS, REALLY? THIS YEAR? UH, I JUST WANTED TO DEMONSTRATE THE DIFFERENCES BUT ALSO SHARE HOW WE'RE BEING VERY PROACTIVE IN THE WAY THAT WE ARE MONITORING. 
          UM SO RIGHT NOW, CURRENTLY TE, A THEY REQUIRE NOTHING UNTIL JUNE, SO 2023 24 PLANS FOR TARGETED IMPROVEMENT. UH, PLANS ARE NOT DUE UNTIL JUNE. 7TH 2024. HOWEVER WE'VE HAD THESE CAMPUSES ON LOCAL TARGETED IMPROVEMENT PLAN SINCE LAST YEAR WHEN WE SAW THAT THEY HAD VULNERABILITIES AND AREAS AND WE KNEW WHAT OUR ACCOUNTABILITY SYSTEM WAS GOING TO BE DOING, AND SO WE STILL HAVE OUR CAMPUS IMPROVEMENT PLANS A. WE EVEN THOUGH THEY WERE NOT REQUIRED, SO IN THE PAST, THEY WERE REQUIRED TO GO. THROUGH AES F DIAGNOSTIC, AND THEY WERE NOT. THIS YEAR WE STILL PROVIDED ESF DIAGNOSTIC PROCESS, WHICH IS THE EFFECT OF SCHOOLS FRAMEWORK DIAGNOSTIC FOR EACH OF THESE CAMPUSES, AND WHAT THAT INVOLVES IS REGION. FOUR THEY COME IN THEY FIRST OF ALL, THEY COLLECT A LOT OF INFORMATION DATA ABOUT THE CAMPUS. THEY THEN REQUEST ASSIGNMENTS THAT WE ARE GRADING AND ASSESSMENTS FROM THE CAMPUS. THEY COME AND VISIT THE CAMPUS. 
          THEY SPEAK TO STUDENTS. THEY SPEAK TO STAFF, UM ALL AROUND PRACTICES IN THE SCHOOL, AND THEN THEY MEET WITH THE CAMPUS AND ALTHOUGH THE CAMPUS HAS DONE SELF ASSESSMENT. THEY ALIGN WHAT THEY'VE SEEN FROM GATHERED FROM THE INFORMATION THAT THEY'VE GATHERED, AND THEN WE DECIDE ON WHAT ARE THE BEST WAYS TO THINGS THAT WE NEED TO FOCUS ON WITH THE CAMPUS. WE ALSO AS YOU CAN SEE WE AS A, UH, CAMPUS IMPROVEMENT DEPARTMENT AND DS L MEET WITH THE CAMPUSES REGULARLY TO MONITOR THEIR TARGET IMPROVEMENT PLANS. THE DIFFERENCE IS THAT YOU SEE WHERE THERE'S A STAR ON THAT LINE AT THE BOTTOM VERSUS WHERE THERE'S NOT A STAR IS THAT IS THE STARS ARE VERY FORMAL PROCESSES. SO WE MIRROR THE PROCESS THAT THE CAMPUS WILL GO THROUGH. IF WE WERE MEETING WITH TE A. WE HAVE A 90 MINUTE MEETING. THERE ARE CERTAIN PEOPLE THAT MUST BE THERE. WE LOOK AT DATA POINTS. WE RATE THEM ON THEIR PROGRESS, AND SO WE ARE MIRRORING IT AS IF WE WERE STILL MEETING WITH TE, A . SO WHY ARE THESE CAMPUSES IDENTIFIED AS COMPREHENSIVE? UH, SUPPORT SO FOR MCCULLOUGH, THEY MISSED TARGETS FOR CONSECUTIVE YEARS IN MULTIPLE STUDENT GROUPS , ACADEMIC ACHIEVEMENT AND READING IN ELA. I HAVE MEETING ABOVE THERE BECAUSE IT'S IMPORTANT TO KNOW THAT BECAUSE THIS IS RELATED TO THE EVERY STUDENT SUCCEEDS ACT, WHICH IS, UH, WHAT DOCTOR MENTIONED MENSAH MENTIONED WHICH IS A FEDERAL PROGRAM. THEY ARE ONLY LOOKING AT MEATS AND MASTERS. AND WHAT THAT MEANS IS WHEN A STUDENT SCORES MEET IS THAT THEY ARE UH, SHOWING SIGNS OF BEING VERY EQUIPPED TO BE SUCCESSFUL IN THE NEXT, UH, GRADE LEVEL WITHOUT A LOT OF INTERVENTION VERSUS APPROACHES WHERE A STUDENT WILL NEED A LOT OF INTERVENTION. ALSO ACADEMIC ACHIEVEMENT IN MATH MEETS AND ABOVE ACADEMIC GROWTH IN MATH AND STUDENT SUCCESS. 
          THAT IS WHERE THEY LOOK AT ALL SUBJECTS APPROACH ALL SUBJECTS AND THEN AT APPROACHES, MEETS AND MASTERS. MISS TARGETS FOR, UH AND FOR, UH, MARSHALL MISS TARGETS FOR CONSECUTIVE YEARS IN MULTIPLE STUDENT GROUPS, ACADEMIC ACHIEVEMENT AND READING AND LANGUAGE ARTS AGAIN, THAT'S MEATS AND ABOVE ABOVE ACADEMIC ACHIEVEMENT IN MATH THAT MEETS AND ABOVE AND THEN SCHOOL QUALITY, WHICH IS CCMR OUR COLLEGE CAREER IN MILITARY READINESS. I SEE A FEW PUZZLED LOOKS. SO I WANNA EXPLAIN WHAT I MEAN BY TARGETS, SO THERE'S A TARGET FOR EACH SUBGROUP. UH, A AFRICAN AMERICAN STUDENTS, HISPANIC STUDENTS. BAD STUDENTS, ECO DIS STUDENTS, SO THERE'S A TARGET SET AND THEN WE HAVE TO MEET THAT. TO BE ABLE TO, UH, NOT BE CAMPING, UH, TO BE SUCCESSFUL. SO WHAT WE'RE WORKING ON FOR MCCULLOUGH, UH, WITH THE EFFECTIVE SCHOOLS 
          [01:00:07]
FRAMEWORK IS LEVER FIVE, WHICH IS BUILD TEACHER CAPACITY THROUGH OBSERVATION AND FEEDBACK BACK CYCLES. THE ANNUAL OUTCOME IS THAT BY MAY, 2024 80% OF TEACHERS WILL INCREASE TEACHER CAPACITY AND A FOCUSED AREA BY EXPERIENCING OBSERVATION AND FEEDBACK EACH SEMESTER. NON EVALUATIVE THAT WORD IS THERE BECAUSE WE USE T TEST FOR OUR EVALUATION SYSTEM. THIS IS JOB EMBEDDED COACHING. LEVER FIVE EFFECTIVE INSTRUCTION DATA DRIVEN INSTRUCTION. THE OUTCOME IS THAT BY MAY, 2024 90% OF TEACHERS WILL USE A CORRECTIVE INSTRUCTIONAL ACTION PLANNING PROCESS. NPL CS TO ANALYZE STUDENT WORK, IDENTIFY NEEDS AND STUDENT MISCONCEPTIONS DETERMINE THE ROOT CAUSE AND CREATE PLANS FOR INSTRUCTIONAL ADJUSTMENTS. CELEBRATIONS OR MCCULLOUGH INCLUDE INCREASE THE PERCENTAGE OF STUDENTS PERFORMING AT THE MEETS LEVEL IN ALL EVALUATED FOCUS GROUPS IN MATH. THEY INCREASE THE PERCENTAGE OF AFRICAN AMERICAN STUDENTS DEMONSTRATING GROWTH IN MATH. THEY REINSTATED STUDENT CLUBS AND ORGANIZATIONS SUCH AS STUDENT COUNCIL HONOR SOCIETY, IMPROVE CAMPUS CULTURE AND CLIMATE, CONSISTENT IMPLEMENTATION OF STRUCTURES AND SYSTEMS AND DECREASE STUDENT DISCIPLINE. REFERRALS FROM FALL 2022 TO FALL 2023 CHALLENGES AND I'M GONNA CALL THIS THE BIG FOUR BECAUSE YOU'LL SEE THROUGHOUT THE PRESENTATION THAT THESE ARE FOR THE CHALLENGES THAT ALL OF THE CAMPUSES FACE LARGE. OF STUDENTS NEEDING INTERVENTION BALANCING STUDENT NEEDS WITH CURRENT STAFFING ALLOCATIONS TEACHER CAPACITY DUE TO LARGE PERCENTAGES OF NOVICE TEACHERS AND BARRIERS RELATED TO PURCHASING NEEDED RESOURCES. FOR MARSHALL MARSHALL IS ALSO WORKING ON, UH, EFFECTIVE INSTRUCTION FOR THEM. THEY FOCUSED ON PROFESSIONAL DEVELOPMENT FOR EFFECTIVE CLASSROOM INSTRUCTION. BY MAY, 1ST 100% OF TEACHERS WILL BE TRAINED IN CONSISTENT IMPLEMENTATION OF THEIR CONTENT USING SPECIFIC BEST PRACTICES FOCUS ON OUR SPECIAL POPULATIONS . THEY'RE ALSO FOCUSING ON DATA DRIVEN INSTRUCTION. BY MAY, 1ST 100 B PERCENT OF TEACHERS WILL BE TRAINED IN CONSISTENT IMPLEMENTATION OF DATA DRIVEN INSTRUCTIONAL. METHODS ILT MEMBERS WILL ACCOMPLISH THIS GOAL BY CONDUCTING ONGOING OBSERVATIONS AND PROVIDING TIMELY FEEDBACK THAT FOCUSES ON THE IMPLEMENTATION OF DATA DRIVEN INSTRUCTIONAL METHODS DURING INSTRUCTION IN PLC. SOME CELEBRATIONS FOR MARSHALL INCLUDE INCREASED ACHIEVEMENT IN APPROACHES AND MEETS FOR ALGEBRA . ONE INCREASED NUMBER OF STUDENTS MEETING CCRCCMR REQUIREMENTS. MET THE GROWTH TARGETS FOR MATH, DEVELOP SYSTEMS AND STRUCTURES TO TRACK CCMR COHORT. PROGRESS 2324 CTE CAMPUS OF THE YEAR. 52 STUDENTS GRADUATED WITH AN ASSOCIATE DEGREE IN 2023 AND 57 STUDENTS ARE ON TRACK TO GRADUATE WITH AN ASSOCIATE'S DEGREE IN 2024 CHALLENGES ARE THE BIG FOUR THAT I SHARE WITH YOU EARLIER. BUT IN ADDITION TO THAT DIFFICULTY MEETING TEAS NEW REQUIREMENT FOR CCMR. AND THEN FOR WILLOW RIDGE. THEIR FOCUSES ARE ON STRONG LEADERSHIP AND PLANNING ESSENTIAL ACTION. 1.2 IS COMPELLING AND ALIGNED VISION MISSION GOALS. VALUES FOCUS ON A SAFE ENVIRONMENT, HIGH EXPECTATIONS AND RIGOROUS INSTRUCTION BY MAY, 2024 100% OF WOOLRIDGE HIGH SCHOOL STAFF DEMONSTRATE EXPECTATIONS FOR STUDENT SUCCESS WITH ENGAGING LESSONS AND CLEAR CLASSROOM ROUTINES AND PROCEDURES, AS EVIDENCED BY CAMPUS BASED WALK THROUGH FORUM. THEY'RE ALSO FOCUSED ON EFFECTIVE INSTRUCTION , PROFESSIONAL DEVELOPMENT FOR EFFECTIVE CLASSROOM INSTRUCTION BY 2024 100% OF WILLOW RIDGE HIGH SCHOOL TEACHERS USE A FRAMEWORK FOR INSTRUCTION THAT CONTAINS HIGH LEVERAGE PRACTICES RELEVANT TO AN E CONTENT, AS EVIDENCED BY THE WILLOWRIDGE HIGH SCHOOL CAMPUS WALKTHROUGH FOR SUPPORTS IN PLACE FOR THE CAMPUSES, UM, SCHOOL IMPROVEMENT TEAM FACILITATES DATA DRIVEN INSTRUCTION, TRAINING AND OBSERVATION IN, UH AND FEEDBACK. PROFESSIONAL DEVELOPMENT, CAMPUS SUPPORT SPECIALISTS, UH, PROVIDE GUIDANCE AND SUPPORT IN DEVELOPING THE TARGET AND IMPROVEMENT PLANS, ASSISTANCE SOUPS, EXECUTIVE DIRECTORS AND CAMPUS SUPPORT SPECIALISTS MONITOR PROGRESS AND IMPLEMENTATION OF THE TARGET IMPROVEMENT GOALS AND ACTION STEPS, TEACHING AND LEARNING, PROVIDES CONTENT PLANNING AND PLC SUPPORT. THERE'S SUPPORT FROM MULTIPLE APARTMENTS WITH ACCESSING THE SEGREGATING DATA TO INFORM DECISION MAKING HUMAN RESOURCES DEPARTMENT ASSISTS WITH STAFFING 20% OF SCHOOL OF THE IMPROVEMENT GRANT FROM WILLOW RIDGE HIGH SCHOOL IS ALLOCATED TO SUPPORT MCCULLOUGH, UH, MIDDLE SCHOOL CCMR CHECK INS AND COACHING FROM OUR CCMR DESIGN TEAM, AND BOTH MARSHALL AND WILLOW RIDGE ACQUIRE SERVICES FROM REGION FOUR TO SUPPORT CONTENT AND TO BUILD INSTRUCTIONAL COACHING CAPACITY. 
          [01:05:05]
SO CELEBRATIONS FOR WILLOW RIDGE HIGH SCHOOL. WE'VE HAD A YEAR OF BEING IN A SCHOOL IMPROVEMENT. 
          UH, COMPREHENSIVE, UH, SUPPORT AND SO I JUST LIKE, UH, TO REALLY APPLAUD DOCTOR ROBERTS, BECAUSE IT'S VERY DIFFICULT, UH, TO BE GOING INTO A CAMPUS FOR YOUR FIRST YEAR AND THEN FIND OUT THAT THE CAMPUS IS IDENTIFIED AS COMPREHENSIVE AND SO THAT'S EXACTLY WHAT SHE DID. 
          AND I'M PLEASED TO ANNOUNCE THAT WILLOW RIDGE HIGH SCHOOL RECEIVED A YEAR ONE COMPREHENSIVE SUPPORT PROGRESS. RATING ON THE 2023 TE A ACCOUNTABILITY AND WHAT THAT MEANS IS ONE MORE YEAR AND WE WILL NO LONGER BE COMPREHENSIVE AND THE WORK IS JUST STAYING OUT OF THAT RANGE AND CONTINUING TO IMPROVE. AND I JUST WANNA SAY THAT NOT ONLY DID THEY I USED TO DO HIGH JUMP, THEY DIDN'T JUST CLEAR THE BAR. THEY REALLY CLEARED THE BAR. AND WHILE THE NUMBER WAS 47, I THINK THEY WERE AT A 67. SO WE'RE ON THE RIGHT TRACK. WE KNOW WE STILL HAVE A LOT OF WORK TO DO. BUT WE'RE SO PROUD OF THE TEAM, UM AND EVERYBODY THAT SUPPORTS WILLOW RIDGE HIGH SCHOOL. ACADEMIC DECATHLON 58 DISTRICT CHAMPS IN 2022, 2023 AND 2324 INCREASED PERFORMANCE IN MEETS MASTERS FOR EL A GROWTH AND MATH SCIENCE FAIR PARTICIPANTS RECEIVE SPECIAL AWARDS 17 STUDENTS EARNED FIRST DIVISION IN CHOIR SOLO AND SEVEN ADVANCED THE STATE GROWTH IN CCMR IMPROVED, UH, DAILY ATTENDANCE RATES. 23 STUDENTS GRADUATED WITH AN ASSOCIATES DEGREE IN 2023 CHALLENGES ARE STILL THE BIG FOUR THAT I SHARE FROM THE CAMPUSES, BUT ALSO DIFFICULTY MEETING TEAS NEW REQUIREMENT FOR CCMR AND STUDENT ATTENDANCE. AND SO WHILE I DID, SAY AN INCREASE IN STUDENT ATTENDANCE, WILLOWRIDGE STILL STRUGGLES TO MEET, UM, THEY'RE RIGHT NOW. GOAL OF 90% IN OUR DISTRICT GOAL OF 95. AND SO RIGHT NOW, I'M GONNA OPEN IT UP FOR QUESTIONS, AND LIKE I SAID, WE DO HAVE THE PRINCIPLES HERE. IF THERE'S SOMETHING VERY CAMPUS SPECIFIC THAT YOU'D LIKE TO KNOW. THANK YOU, MISS MASON. UM DO THEY HAVE QUESTIONS OR COMMENTS? MS HANNAN. YES UM, THANK YOU VERY MUCH. DOCTOR MASON. UM, MY QUESTION, I GUESS. REALLY, UM I MEAN, YOU CAN ANSWER IT, BUT I GUESS IT'S MAYBE ALSO MORE FOR DOCTOR SMITH. WELL, ONE THE FIRST ONE. YOU CAN ANSWER, UM THE LEVER FIVE WITH THE GOALS. 
          UM. I GUESS I GUESS I'M JUST WANTING TO KNOW TWO THINGS AND YOU DON'T HAVE TO ANSWER THEM HERE. BUT I'M JUST CURIOUS OF WHAT THAT OBSERVATION FEEDBACK CYCLE LOOKS LIKE. SO MAYBE YOU GUYS COULD DESCRIBE THAT AND MAYBE IT'S DESCRIBED IN THE TIP FOR WILLOW RIDGE, BUT I DON'T RECALL IT. UM SO THAT'S MY THAT'S MY FIRST QUESTION. AND THEN MY SECOND QUESTION IS WHEN THINKING ABOUT THAT CYCLE AND ABOUT PLCS DO WE? UM DO WE SOLICIT THE OPINIONS OR FEEDBACK FROM THE TEACHERS TO DETERMINE HOW EFFECTIVE THEY FEEL THESE MM. YOU KNOW THESE INTERVENTIONS THAT WE'RE WE'RE WE'RE DOING WITH THEM TO HELP. MOVE OUR STUDENT OUTCOMES UP AND ALONG I. 
          I THINK YOU'RE ASKING ABOUT THE TEACHER EXPERIENCE. UH, THROUGHOUT THIS, UM AND SO WITH OBSERVATION AND FEEDBACK, IT IS VERY MUCH ON FIRST. THE TRAINING IS WITH OUR LEADERS ON HOW TO DO THOSE OBSERVATIONS. WHAT IT MEANS TO GIVE FEEDBACK WHAT IT MEANS TO SHOW THE TEACHER AN EXEMPLAR. SO I'M NOT JUST TELLING YOU SOMETHING TO DO. I'M I'VE IDENTIFIED SOMETHING VERY HIGH LEVERAGE. SO MAYBE SOMETHING WITH CLASSROOM MANAGEMENT AND YOUR TRANSITIONS AND I'M GONNA SHOW YOU EITHER VIDEO OR I'M GONNA MODEL FOR YOU. WHAT THAT MIGHT LOOK LIKE. 
          AND THEN YOU'RE GOING TO, UH, ALSO, UH, SHOW ME BEFORE YOU LEAVE. WE'RE GONNA PRACTICE IT TOGETHER. OUR INSTRUCTIONAL COACHES ARE THESE ARE ADMINISTRATORS. I MEAN, THEY ARE THEY ARE MODELING. YES MA'AM. WHAT HERE'S WHAT'S THE EXPECTATION ARE THE LEARNING WALKS PART OF THIS CYCLE, OR IS THIS IS THIS SEPARATE ARE THE ARE THE EFFECTIVE INSTRUCTION CYCLE, UM, CAPACITY THROUGH OBSERVATION AND FEEDBACK CYCLES THAT ARE SEPARATE FROM THE LEARNING WALKS FROM THE DISTRICT LEARNING WALK. YEAH THEY'RE SEPARATE FROM T TEST. THIS IS NON EVALUATED THAT ALSO ALL OF THESE FOLKS DOING THAT? YES. OK, SO THEY'VE GOT A SO MY UNDERSTANDING. THEY HAVE A HEAVY, UM. SCHEDULE OF OBSERVING AND FEEDBACK BEYOND WHAT. MANY OF OUR STAFF HAVE OUR ADMINISTRATORS. WOULD THAT BE? THERE'S AN EVEN IF A CAMPUS IS NOT, UM COMPREHENSIVE. THERE ARE EXPECTATIONS THAT LEADERS ARE IN CLASSROOM OBSERVING, GIVING TEACHERS FEEDBACK. THAT'S NON EVALUATIVE. UM, HOWEVER, THEIR STRUCTURES HERE THAT I COULD I AGREE THAT COULD MAKE IT MORE BECAUSE ONE AS WE TALKED ABOUT THEY HAVE NOVICE TEACHERS, AND SO, UH AND THEY HAVE COACHES ON THE CAMPUS, BUT IT'S A HEAVY LIFT, SO EVERYONE REALLY HAS TO 
          [01:10:03]
PITCH IN AND MAKE SURE THAT THEY'RE GIVING TEACHERS RIGHT NOW ON TIME. JOB EMBEDDED FEEDBACK AND SUPPORT. OK, THANK YOU AND III I KNOW WE ALL HAVE QUESTIONS. AND SO I DON'T WANT TO. TAKE UP TOO MUCH TIME. I BELIEVE I. I ASK A QUESTION BECAUSE I WAS CONCERNED WITH. 
          WAS THAT IN THIS SECTION, THERE WERE SOME CHALLENGES SOME BARRIERS AND NOT HERE BUT SIMILAR TO SOME OF MY OTHER COLLEAGUES THAT HAD ADDRESSED SOME SPECIFIC CONVERSATIONS DURING OUR BUDGET REVIEW. I WOULD REALLY, REALLY LIKE TO TALK ABOUT THE BARRIERS THAT TWO OF OUR CAMPUSES PUT THAT THEY HAVE ARE STRUGGLING TO PURCHASE NEEDED RESOURCES BECAUSE I KNOW WE DO NOT HAVE UNLIMITED FUNDS, AS YOU KNOW, DOCTOR HILL POINTED OUT, BUT WHEN WE HAVE BUSS WHO ARE MOVING INTO, YOU KNOW CREATING TARGETED IMPROVEMENT PLANS. I THINK THAT BARRIER NEEDS TO BE REMOVED. AND SO MAYBE THAT COULD BE PART OF OUR CONVERSATION. YOU KNOW WHAT? WHAT THE DISTRICT IS GOING TO DO TO HELP THESE CAMPUSES. REMOVE THAT, AND I WOULD LIKE TO PROVIDE A LITTLE BIT OF CLARITY AROUND THAT, BECAUSE, UM, WHILE THERE ARE SOME THINGS THAT WE ASK FOR, LIKE EVERYONE ELSE WAS STAFFING AND THINGS LIKE THAT. THIS IS MORE SPECIFIC TO. UM UH UH, THE, UH, I HAVE THE MONEY SO CAMPUSES THEY ACTUALLY DO HAVE THE MONEY TO PURCHASE UM, A MATERIAL OR A SERVICE, BUT THAT SERVICE IS NOT AN APPROVED VENDOR. CURRENTLY WE DON'T HAVE A FAST TRACK. UH WAY TO DO THAT. SO THEN, UM, WE'VE BEEN WORKING WITH, UH, TEACHING AND LEARNING, AND THEY'VE BEEN VERY ACCOMMODATING, BUT WITHIN THE CONFINES OF OUR PROCESSES TO OPEN A NEW RFP, AND SO WE'VE ALSO ADDED, UH, CAMPUS, UH, MEMBERS MORE MEMBERS OF CAMPUSES DS L TO THAT, UH, SCORING PROCESS SO THEY CAMPUSES CAN HAVE A MORE ROBUST LIST OF APPROVED VENDORS, SO THAT WHEN THEY THEY NEED SOMETHING, UM, THERE ARE PEOPLE THAT CAN PROVIDE THAT SERVICE QUICKLY AND SO UH, THE SUPPORT FOR THAT RIGHT NOW IS WE'RE JUST LOOKING AT ARE DO WE HAVE SOME POLICIES AND PROCESSES IN PLACE THAT ARE MAYBE JUST SELF ID, AND THERE ARE THINGS THAT WE COULD DO TO BE MORE EFFICIENT WHEN IT COMES TO A CAMPUS, IDENTIFY SOMETHING THAT THEY NEED, AND THEN WE CAN QUICKLY, UH, GO THROUGH A PROCESS WITHIN POLICY, UM, TO MAKE SURE THAT THEY ARE ABLE TO USE THAT VENDOR AND I WANNA THANK EVERY ADMINISTRATOR THAT'S HERE TONIGHT BECAUSE I KNOW YOU'RE DOING THE HARD WORK AND YOU KNOW, I'M A LITTLE BIT OF AN A UM, EXTRACURRICULAR NERD, AND I REALLY, REALLY LOVE TO SUPPORT . UH AND THAT'S REALLY RUDE NOT TO CALL THE, UH I'M NOT. I'M CALLING MYSELF A NERD. I'M NOT CALLING ANYBODY ELSE A NERD. UM BUT AT THE REGION, SEVEN ACADEMIC DECATHLON TOURNAMENT, WE HAD SOME AMAZING SUCCESS COMING OUT OF THE TWO HIGH SCHOOLS THAT ARE SITTING HERE AND WE HAD KIDS GETTING LOTS OF METALS. AND SO THOSE COACHES ARE SORT OF YOU KNOW, THEY THEY MIGHT NOT GET THE KUDOS THAT THAT OUR KIDS THAT WIN A LITTLE BIGGER BUT TO ME AND I SAW THE SAME THING LAST YEAR AT BUSH HIGH SCHOOL. SO WE'VE GOT SOME KIDS DOING. YOU KNOW, WE HAVE WONDERFUL ATHLETES, BUT WE ALSO HAVE WONDERFUL KIDS THAT ARE COMPETING ACADEMICALLY IN IN COMPETITION, AND THEY'RE DOING REALLY AMAZING THINGS. SO KUDOS TO THE STUDENTS AND THE STAFF THAT ARE SUPPORTING THEM. THANK YOU, DOCTOR MASON. THANK YOU. THANK YOU, MR HANNAN. DOCTOR GAM. THANK YOU. JUST A FEW THINGS. UH, IN LOOKING AT I HAVE SOME QUESTIONS THAT I'LL I'LL ASK OFFLINE, BUT, UM WHEN WE'RE LOOKING AT THE CHALLENGES, SO AND I UNDERSTAND GETTING ALL OF THIS TOGETHER AND THANK YOU FOR ALL THREE PRINCIPLES THAT ARE HERE, BUT WHEN WE'RE LOOKING AT THE CHALLENGES, I SEE LARGE PERCENTAGE OF STUDENTS NEEDING INTERVENTION. BALANCING STUDENT NEEDS TEACHER CAPACITY DUE TO LARGE PERCENTAGES OF NOVICE TEACHERS. THE BARRIERS THAT WE HAVE. AND THEN I BELIEVE WE HAVE THAT FOR, UH, FOR MARSHALL AS WELL AS FOR MCAULIFFE. AND SO HOW? HOW DOES THAT LOOK? CAN WE POSSIBLY GET NUMBERS THAT WE COULD SEE AND THAT WAY, AND I THINK NUMBERS ARE SO IMPORTANT BECAUSE IT HELPS US TO SEE HOW FAR WE'VE COME. LARGE CAN BE 100 , AND IT COULD BE 50, DEPENDING ON ON WHO'S UH, SHARING AND SO, UM, CAN YOU TALK A LITTLE BIT TO THAT? YES MA'AM. SO WHAT THAT MAY LOOK LIKE, UM, FOR INSTANCE, WHEN WE'RE TALKING ABOUT LARGE PERCENTAGES OF STUDENTS, AND REALLY WE CAN COMBINE THAT, UH, NEEDING INTERVENTION, UM, AND THEN THEY'RE BALANCING THE NEEDS WITH THE CURRENT STAFFING ALLOCATIONS WHEN WE STAFF BASED ON THE NUMBERHE NEED, WE MAY SAY THAT'S A GOOD STAFFING FOR A MIDDLE SCHOOL IS 1 TO 30. HOWEVER IF I'M TALKING ABOUT MCCULLOUGH, WHERE THEY HAVE 32% OF THEIR STUDENTS ARE, UH EBS WHICH IS OUR MERCHANT 
          [01:15:05]
BILINGUAL. AND OVER 20% OF THEIR STUDENTS ARE SPECIAL EDUCATION, AND THEN WE HAVE STUDENTS THAT DON'T HAVE A LABEL. BUT THEY HAVE GAPS JUST BECAUSE WE JUST HAVE KIDS WITH GAPS BECAUSE OF COVID AND ALL KINDS OF REASONS. IF I'M A TEACHER, AND I'M ALREADY A 0 TO 4 YEAR TEACHER WHICH IS STILL A BABY TEACHER. AND I'VE GOT 30. HALF OF MY CLASS HAS REQUIRED ACCOMMODATIONS. UH MODIFICATIONS THAT I MUST DO BECAUSE OF IEPS. AND BECAUSE THEY'RE MERGING BILINGUAL STUDENT AND I HAVE OTHER KIDS WITH GAPS ME HAVING 30 KIDS IN A CLASSROOM LOOKS VERY DIFFERENT THAN A TEACHER WITH 30 KIDS IN A CLASSROOM AND MAYBE ONLY TWO OR THREE OR TWO OR THREE STUDENTS OR SPECIAL ED STUDENTS ARE EB. SO THERE ARE A LOT OF NEEDS, BUT WE'RE STAFFED THE SAME IN AS FAR AS THE RATIO FOR THE AND SO IT CAN BE VERY DIFFICULT ON A NEW TEACHER TO MEET THE NEEDS AND CLOSE THE GAPS FOR STUDENTS. OK SO I'M GONNA POSE DOCTOR SMITH. WE NEED TO HELP. OUR PRINCIPLES. AND I CAN REMEMBER. WALKING INTO A MATH CLASS BACK IN THE DAY AT MCAULIFFE. AND THERE WERE ABOUT 30 KIDS IN THERE. AND. WHEN IT WENT FROM PERIOD ONE TO PERIOD TWO PERIOD THREE. AND BY THE TIME IT GOT TO SEVENTH PERIOD, I'M LIKE, OH, MY GOODNESS, THE TEACHER'S HAIR WAS, UH, IT WAS IT WAS TOUGH. IT'S TOUGH, AND I KNOW THAT AT ONE POINT WE DID. 
          REDUCE THOSE NUMBERS. IT WASN'T 30 IN THE CLASS. IT WAS I WANNA SAY WE'VE MAYBE STAFFED AT 22. 
          UH IN IN OUR SCHOOL, SO I'D LIKE FOR US TO LOOK AT THAT TO SEE HOW WE CAN, ESPECIALLY IN AN ALGEBRA CLASS OR OR ANY OF THOSE CLASSES THAT WE'RE HAVING ISSUES WITH THAT WE CAN LOOK TO SEE HOW WE'RE STAFFED OR HOW MANY STUDENTS WERE ACTUALLY, UH, PLACING IN THOSE CLASSROOMS AND THEN WHEN WE'RE LOOKING AT OUR TEACHERS JUST SOME TYPE AND I. I HAVE ALL KINDS OF DIFFERENT IDEAS, BUT IT THAT'S NOT WHAT I'M HERE FOR. SO I WOULD LIKE THAT. I WOULD LIKE TO MAKE SURE THAT WE ARE LOOKING INTO OTHER WAYS OF HIRING AND MAKING SURE THAT WE'RE ABLE TO GET THE TEACHERS WHO ARE EXPERTS THROUGHOUT THE DISTRICT. EXPERTS AND THAT WE KNOW THAT THEY CAN GET IN THERE AND THAT THEY THEY ENJOY WORKING WITH STUDENTS WHO ARE IN NEED OF EXTRA HELP. AND I'M I'M WATCHING MY I'M I'M SAYING MY WORDS VERY CAREFULLY HERE. UM BUT I'M GONNA GO BACK ALSO TO THE VENDOR. CAN WE PLEASE DO SOMETHING SO THAT THE PRINCIPALS CAN GET WHAT THEY WANT? WHAT THEY NEED FOR. CAN WE GET IT? PLEASE? CAN WE FIGURE IT OUT? AND YOU KNOW, I UNDERSTAND. 
          THEY'RE NOT A VENDOR. HOW CAN WE GET BECAUSE THERE ARE MANY TEACHERS THAT ARE OUT THERE AND WE HAVE HIRED PEOPLE FROM OUTSIDE OF THE DISTRICT WHERE WHEN THEY WERE OVER HERE AT X DISTRICT, THEY CAME AND THEY THIS THIS PARTICULAR PROGRAM WAS ABSOLUTELY WONDERFUL. AND THEN WHEN? WELL, WE ARE YOU KNOW, THEY'RE NOT A VENDOR OF OURS. HOW CAN WE MAKE THAT HAPPEN? BECAUSE WHEN TEACHERS KNOW, UM I'M JUST GONNA SAY IF A TEACHER KNOWS, OK, THIS REALLY WORKS. I KNOW HOW TO DO THIS. IT'S YOU KNOW, IT'S TRIED AND TRUE AND BUT I CAN'T GET THAT I HAVE TO COME OVER HERE AND GET SOMETHING ELSE THAT IS NOT WORKING FOR THE CHILDREN. SO BUT AGAIN, IF YOU'RE ASKING FOR IT, AND I KNOW EACH PRINCIPLE THAT'S UP HERE. WE'RE GONNA HOLD THEM ACCOUNTABLE. YOU SAID THAT YOU COULD DO THIS WITH THIS PARTICULAR PROGRAM. SO LET'S MAKE THAT HAPPEN. SO I WOULD JUST LIKE TO, UM, SAY THAT THE PRINCIPLES PRETTY MUCH HERE HERE . I'M JUST GONNA TALK TO Y'ALL. WHAT IS IT THAT YOU WANT AND THAT YOU NEED FOR YOUR CAMPUSES SO WE CAN MAKE IT BETTER. OK? AND THEN WHAT DO YOUR TEACHERS NEED? ASK THEM. WHAT DO THEY NEED? WHAT? WHAT IS GOING TO ASSIST AND HELP? AND THEN IF YOU NEED SOME MORE TEACHERS, I WANT YOU TO TELL DOCTOR SMITH. WE NEED SOME MORE TEACHERS, OK? OK? THANK YOU. SO, DOCTOR GILLIAM, UM, THAT WE DO HAVE A PROCESS WE'VE PARTNERED WITH, UH, BUSINESS AND FINANCE AND IT'S CALLED LIKE A CAMPUS PRINCIPAL APPEAL PROCESS. SO I'VE GOTTEN MY STAFF STAFFING ALLOCATIONS, BUT WE'RE GONNA BE MEETING WITH THEM TO SAY NOW, BUT THIS IS WHAT I REALLY NEED. UM AND SO WE DO HAVE THAT PROCESS IN PLACE RIGHT NOW. OK THANK YOU. AND I'M GONNA PLAY NICE. NOW I KNOW YOU'RE GOING TO DO IT, RIGHT. THANKS I'M GONNA STOP NOW. THANK YOU. THANK YOU, DOCTOR. GIDEON. 
          UH, DOCTOR SMITH. WOULD YOU LIKE TO COME? I JUST WANTED TO COME IN. THANK YOU FOR THE FEEDBACK. 
          TEAM AND I DEFINITELY RECEIVED THAT FEEDBACK. I WANTED TO REASSURE THE BOARD THAT NUMBER ONE, YOU KNOW, WE WILL PUT A PLAN IN PLACE TO IDENTIFY ANY BARRIERS THAT ARE PREVENTING US FROM, UH, PROVIDING CAMPUSES WITH WITH WHAT THEY NEED. SO I'LL BE WORKING WITH THE TEAM AND WE'LL IDENTIFY WHAT THOSE BARRIERS ARE, AND THEN WE'LL FIGURE OUT A WAY TO CREATE A 
          [01:20:02]
PATH TO GET TO WHERE WE NEED. THE THIRD. THE SECOND THING IS, UM I WANTED TO GIVE YOU SOME INSIGHT ON THE WORK WE'VE BEEN DOING BEHIND THE SCENES WITH THE BUDGET PROCESS. SO I'VE BEEN MEETING WITH MR GWENN. AND THEN THERE IS A MEETING COMING UP. I BELIEVE IT'S NEXT WEEK AND WE ARE COLLECTING INFORMATION FROM ALL THE DIFFERENT DEPARTMENTS IN THAT INFORMATION HAS BEEN PRIORITIZED BASED ON NEEDS, AND SO WE'RE ABLE TO GET BETTER INSIGHT INTO SOME OF THE AREAS THAT WE'RE TALKING ABOUT TONIGHT. AND THEN WE'RE GONNA GO THROUGH A PROCESS WHERE WE SIT DOWN AND START TO PRIORITIZE THOSE NEEDS AND THEN BEGIN AN ALLOCATION PROCESS SO THAT WE CAN, UH, TARGET THE KNEES AND LINE UP. UH, THE ALLOCATION WHERE THE NEEDS EXIST. SO I WANTED TO JUST GIVE YOU SOME INSIGHT. WE'RE WE'RE WORKING ON THAT. AND OF COURSE, WE'LL BE REPORTING THAT BACK OUT TO YOU ALL THAT YOU ALL CAN TRACK ALONG THE WAY WHAT WE'RE DOING. THANK YOU, DOCTOR SMITH. MS JONES. THANK YOU, PRESIDENT DAY AND THANK YOU, MISS MASON FOR YOUR PRESENTATION AND JUST TO PICK YOU UP BACK OFF OF DOCTOR GILLIAM BEFORE I MAKE MY ASK MY QUESTIONS AND COMMENTS, UM. I THINK WHEN WE'RE HIRING INTERVENTIONISTS, THOSE THREE SCHOOLS NEED TO TAKE PRECEDENCE OVER ANY OTHER SCHOOL BECAUSE THEY ARE IN IMPROVEMENT. SO WHEN WE'RE HIRING INTERVENTIONISTS THEY GO TO THOSE THREE SCHOOLS FIRST, I'M ALSO MY ASK IS WHEN THEY NEED RESOURCES. THEY CAN'T GET WHAT THEY NEED THOSE THREE SCHOOLS WE NEED TO HAVE A 24 HOUR TURNAROUND FOR GETTING WHAT THEY NEED. IT SHOULDN'T BE ANY TYPE OF DELAY IN GETTING THOSE RESOURCES AND MY OTHER ASK. FOR THESE CAMPUSES IS PRIORITY TEACHER PLACEMENT WHEN HIRING MEANING THAT AT LEAST THESE THREE SCHOOLS SHOULD NOT HAVE ANY TEACHER VACANCIES WHATSOEVER . SO IF YOU'RE COMING INTO THE DISTRICT, YOU MAY HAVE THE POSSIBILITY OF GOING TO ONE OF THESE THREE SCHOOLS. AND SO I THINK WE NEED TO GIVE MORE PRIORITY TO THESE THREE SCHOOLS IN ANY OTHER SCHOOLS IN THE DISTRICT. IN GETTING THEM TO WHERE THEY NEED TO BE. NOW. ADAM SAID THAT UM. HOW MANY? WHAT PERCENTAGE ARE THERE? 0 TO 4 YEAR, TEACHERS. SO IN THE WILLOW RIDGE FEEDER PATTERN, THE LAST DAY I GOT AND I MAY HAVE TO DEFER TO, UM, HUMAN RESOURCES, BUT IT WAS 68% OK, OK. THAT'S GOOD AND 5 TO 10 YEARS DO YOU KNOW? SORRY I CAN DEFINITELY GET THAT FOR YOU. OK AND I'M LOOKING AT LEVER FIVE EFFECTIVE INSTRUCTION. AND SO THE APPRAISER IN ME HAS SOME QUESTIONS NOW. UM. THAT WOULD BE SPEAKING TO T TEST RIGHT? AS FAR AS FIVE EFFECTIVE INSTRUCTION AND THAT WOULD BE DIMENSION 1.1 CORRECT? NO MA'AM, UM, FOR THE CAMPUSES. IT'S LOOKING AT, LIKE, UM, PROFESSIONAL DEVELOPMENT FOR EFFECTIVE INSTRUCTION. THE INSTRUCTIONAL, UH, MODEL FOR THE CAMPUSES, UH, HIGH LEVERAGE PRACTICES FOR THE CAMPUS, SO IT'S VERY SPECIFIC. WHERE T TEST CAN BE MORE BROAD. UM SO THIS IS LIKE THE CAMPUS IS IDENTIFIED. 
          WE HAVE A LOT OF NEW TEACHERS, AND THEY MAY NOT UNDERSTAND THE MODEL AND LIKE HOW TO FLOW THROUGH THAT MAXIMIZE INSTRUCTIONAL TIME. MAKE SURE THAT THEY ARE CHECKING FOR UNDERSTANDING IN THE RIGHT PLACES. AND SO THIS IS VERY SPECIFIC, UH TO THE CAMPUS VERSUS T TEST, WHICH IS ALL TEACHERS IN THE STATE OF TEXAS. I GET YOU BECAUSE I'M LOOKING AT IN FACT, EFFECTIVE IS ST INSTRUCTION MEANS NEEDS EFFECTIVE LESSON PLANNING, SO THEY'RE GETTING THAT PROFESSIONAL DEVELOPMENT ON THAT END. OK NOW I KNOW. AND YOU YOU GUYS CAN EMAIL IT TO ME BECAUSE I HAVE SOME QUESTIONS HERE. UM. PROJECTING FOR THIS SCHOOL YEAR. 
          WHAT PERCENTAGE OF FACULTY DO YOU THINK WILL BE CONSIDERED AT LEAST PROFICIENT? BECAUSE I'M THINKING THAT FACULTY MEMBERS WHO ARE AT THIS OP THREE CAMPUSES AS FAR AS T TEST ANYTHING THAT'S LESS THAN PROFICIENT. THEY SHOULD NOT BE THERE. AND SO I'M HAVING TO SAY. 
          I WOULD LIKE TO KNOW WHO DO YOU PROJECT? WHAT PERCENTAGE DO YOU THINK ARE ARE YOUR ARE ALL OF YOUR TEACHERS ARE GONNA BE DEVELOPING OR ALL OF THEM ARE GOING TO BE ACCOMPLISHED ARE ALL OF THEM GOING TO BE DISTINGUISHED? SO THOSE ARE THE QUESTIONS I WANNA KNOW, MOVING FORWARD, BECAUSE IF WE HAVE TEACHERS THAT ARE LESS THAN PROFICIENT, AND IF WE HAVE A 
          [01:25:03]
LARGE NUMBER OF TEACHERS WHO ARE LESS THAN PROFICIENT AT THESE THREE SCHOOLS, THEN WE NEED TO LOOK LOOK TO SOMETHING ELSE. AND SO THAT'S MY. YOU CAN JUST EMAIL ME AND SAY, WHAT DO YOU PROJECT YOU KNOW WHAT? WHAT IS MY WHAT? WHAT IS MY TEAM LOOK LIKE MOVING FORWARD FOR NEXT YEAR AS WELL. 
          PROBABLY BE BY CAMPUS. I'M LOOKING AT THEY'VE DONE INITIAL OBSERVATIONS AND, UM PROBABLY MOWS. AND THEY'RE 40 FIVES JUST WHERE THE TEACHERS ARE STANDING NOW, BUT IT WOULD PROBABLY LOOK DIFFERENT FOR EACH CAMPUS. BUT WE CAN WE CAN PUT SOMETHING TOGETHER BECAUSE WE REALLY NEED TO LOOK AT BY NEXT YEAR. WHO'S COMING TO SUPPORT THESE SCHOOLS WHO ARE TEACHING OUR KIDS? AND IF THEY'RE LESS THAN PROFICIENT, WE NEED TO LOOK AT THAT AS WELL. UH MY QUEST. MY LAST QUESTION IS THAT STUDENT ATTENDANCE PARK BECAUSE I'M BIG ON GETTING THE KIDS TO SCHOOL, SO WHAT ARE SOME OF THE CHALLENGES AS FAR AS ATTENDANCE BECAUSE THAT'S CONCERNING, ESPECIALLY IN HIGH SCHOOL. WHAT A RE SOME OF THE CHALLENGES THE PRINCIPLES ARE ENCOUNTERING AS FAR AS STUDENT ATTENDANCE. AJ YOU WANNA. THIS IS HER BABY. I THINK A LOT OF THE THINGS ARE CHANGING SOME CULTURE OF ATTENDANCE IS IMPORTANT FOR STUDENT ACHIEVEMENT. I THINK THAT'S WHERE WE START AT WILLOW RIDGE IS YOU HAVE TO BE HERE AND EDUCATING THE PARENTS THAT YOU HAVE TO HAVE YOUR CHILDREN HERE FOR THEM TO BE SUCCESSFUL AT EACH STEP, AND IT'S BEEN A SLOW SLOWER GO THAN WE WOULD LIKE IT TO BE. WE ALSO USE THE PART THE OTHER PART OF THE TRUANCY PART. 
          WHEN YOUR CHILD IS NOT IN SCHOOL . THERE ARE SOME TRUANCY CONCERNS THAT IT DEVELOPED AND SO WE'RE WORKING ON SOME DIFFERENT INCENTIVES FOR OUR STUDENTS AND PARENTS TO INCREASE OUR ATTENDANCE AND YOU KNOW, OUR OUR CHALLENGE IS NOT HAVING CONSISTENTLY AT 90% SO HOW DO WE REALLY GET THOSE KIDDOS WHO ARE JUST ON THE CUSP OF BEING A HIGH FLYER, SO TO SPEAK AND REALLY PULL THEM BACK IN AND GET THEM ENGAGED IN SOME WAY, THE ATHLETICS ARTS, HOWEVER, ELSE THAT CAN BE ENGAGED. OK AND WHAT CAN WE DO AS A BOARD TO SUPPORT THAT STUDENT ATTENDANCE PART BECAUSE ESPECIALLY IN HIGH SCHOOL AND I'M THINKING ABOUT DROPOUT PREVENTION WHEN ATTENDANCE STARTS TO DWINDLE, THEN THE LIKELIHOOD FOR DROPOUT IS STARTING TO INCREASE. SO WHAT I'M SAYING TO YOU BEFORE WE GET TO THAT POINT, WHAT CAN BE DONE? TO SUPPORT WHEN A DOCTOR SANDERS AND I BOTH WE BOTH HAVE DROPOUT PREVENTION. IS THAT WORK REALLY CLOSELY WITH OUR KIDDOS WHO HAVE HIGH NUMBERS OF ATTENDANCE ISSUES AND TRY TO GET THEM INTO AGAIN RE ENGAGE IN SCHOOL, AND I DON'T KNOW IF DOCTOR SANDERS HAS A DIFFERENT, UM, EXPERIENCE THAN I DO. BUT THAT'S WHAT OUR DROPOUT PREVENTION DOES. WE MEET WEEKLY TO LOOK AT THAT AND LOOK AT STUDENTS OF CONCERN LOOK AT AREAS OF CONCERNS AND PATTERNS AND TRENDS, OK? THANK YOU. AND SO, FROM A STANDPOINT OF VIEW, I DON'T KNOW THAT I HAVE AN ANSWER FOR HOW YOU CAN HELP WITH THAT. BUT IF I HAVE ONE, I'LL GET TO YOU. I'LL COME AND MAKE SOME PHONE CALLS. YOU KNOW, I'LL DO IT. SO THANK YOU, MISS JONES, MISS MALONE. YES. THANK YOU, UM UM, DOCTOR ROBERTS. YOU SAT DOWN , OK, BECAUSE THIS I WANNA FIRST OF ALL THE BOARDS ASKED A LOT OF REALLY, UM GREAT QUESTIONS. SO I'M GONNA GO IN A LITTLE BIT OF A DIFFERENT ANGLE AND ONE GOING FROM I HEARD, UM, YOU MENTIONED 47 TO 67 AT WILLOWRIDGE A 42% GAIN. UH, FROM 47 TO 6747 WAS THE BAR AND THEN THAT WAS WHAT YOU NEEDED TO 47 AND ABOVE TO NOT BE CONSIDERED IN THE BOTTOM 5% AND THEY CLEARED THE BAR BECAUSE THEY SCORED 67 IN CLOSING THE GAPS. OK WELL FOR FINE 42% OVER THE BAR, AND I ALSO WANT TO MENTION WHILE WE KNOW THAT THE STANDARD IS THE STANDARD. WE KNOW THE STANDARD IS THE STANDARD. UM WE, UH MARSHALL MISSED BY 1.1 POINT. IT WAS 47 THERE, 46. AND SO EVEN THOUGH THEY I JUST REALLY WANNA APPLY. I MEAN, THERE'S BEEN A LOT OF WORK AND WE DON'T LIKE FALLING SHORT, BUT WE'RE VERY UH, WITH THE INCREASE IN CCMR, THE CCMR WENT 28% TO 46% IN ONE YEAR FOR THE COHORT, AND SO BUT WE BECAUSE IT'S IN THE REARS, WE'LL SEE IT. WE'LL SEE IT THIS YEAR. WELL MCCULLOUGH, UH TWO. 
          THEY MISSED IT BY TWO POINTS. REPEAT WHAT YOU JUST SAID. MCCULLOUGH MISSED. UH, THE 5% BY TWO POINTS, OK? WELL FIRST OF ALL, DOCTOR BASIN. UM THANK YOU FOR I KNOW YOU MENTIONED THE TE A AND HOW WE DON'T HAVE THE STATUS. SO WHAT? WHAT I APPRECIATE HERE FROM ADMINISTRATION AND FROM YOU, AND ALSO THE PRINCIPLES IS THE PROACTIVENESS THAT WE DON'T NEED 
          [01:30:02]
TE A TO TELL US THAT WE NEED TO DO SOMETHING THAT YOU GUYS ARE ALREADY TAKING ACTION, AND THAT'S KIND OF LIKE WHAT DOCTOR, HILL SAID EARLIER IS SHE DIDN'T WAIT UNTIL THEY TOLD HER SHE SAW THE ISSUE AND TOOK ACTION AND YOU GUYS DID THE SAME THING. AND I CAN'T EVEN TELL YOU HOW MUCH I GENUINELY APPRECIATE THAT AND SO OK, DOCTOR ROBERTS. I REMEMBER YOUR TIP REPORT. AND FRANKLY, AFTER I LEFT THERE, I WAS LIKE, OH, MY I COULD HAVE BEEN A CHEERLEADER. I'M NOT A CHEERLEADER AT ALL. BUT IT COULD HAVE BEEN. I FELT SO INVESTED IN IT AND EXCITED ABOUT THE MOMENTUM AND FORWARD PROGRESS THAT I DID. I DIDN'T KNOW YOU WERE GONNA MAKE IT, BUT I JUST BELIEVED IN IT, AND IT'S CLEAR THAT THAT YOU'VE DONE THAT CAN YOU SHARE WITH US LIKE LESSONS LEARNED OR THE HIGHLIGHTS OF WHAT YOU THINK WAS MOST EFFECTIVE OUT OF THAT REPORT THAT CREATED SUCH SUBSTANTIAL GAINS. I THINK IT IT'S MEASURING WHAT MATTERS, YOU KNOW, INSPECTING WHAT WE EXPECT AND REALLY PUTTING SOME SYSTEMS IN PLACE TO BE DILIGENT WITH THAT PROCESS MONITORING AND I THINK I SAID AT ONE POINT IF I HEAR PROGRESS MONITORING ONE MORE TIME. I'M JUST GONNA, BUT IT'S WHAT WORKS YOU KNOW, BEING IN THE CLASS IS THE OBSERVATION AND FEEDBACK BEING IN THE PL CS AND REALLY HEARING WHAT'S BEING PLANNED. AND WE TOOK OUR OUR STAFF THROUGH A LESSON. YOU KNOW A LESSON. PLANNED DEVELOPMENT, PROFESSIONAL LEARNING, OK? AND NOW ARE WE SEEING THAT ON THE BACK END AND IF WE'RE NOT SEEING ON THE BACK END? WHAT'S THE REASON? BECAUSE SOMETIMES THERE IS A REASON AND THEN WE'VE REALLY SEEN SOME GROWTH EVEN THIS YEAR FROM WHEN WE WERE HERE, I GUESS IN OCTOBER SO NOW WITH THAT SMALL GROUP INSTRUCTION AND THAT ACADEMIC DISCOURSE THAT WE'VE TALKED ABOUT SO MUCH WE CAN SEE THE EVIDENCE AND THE FRUITS OF OUR LABOR WITH THAT, SO I THINK IT REALLY IS. THE LESSONS LEARNED IS REALLY IT. IT'S THE PROGRESS MONITORING AND REALLY HAVING GOOD SYSTEMS IN PLACE TO KNOW WHAT'S GOING ON AND KNOW WHAT'S WORKING AND WHAT IS NOT WORKING AND BEING OK TO DIAL THAT BACK AND GO A DIFFERENT DIRECTION. IF WE NEED TO. OKAY I LOVE THAT THE CH ADAPTABLE UM AND THEN DR MASON MENTIONED THE NOVICE TEACHERS. AND I BELIEVE YOU'VE MENTIONED THAT THAT'S UM, SOMETHING THAT WILLOW RIDGE DEALS WITH. ALSO IS THAT RIGHT? YES I THINK WE ALL UH, DEAL WITH THAT, AND WE HAVE A NUMBER OF NEW TEACHERS THAT ARE ZERO YEAR TEACHERS COMING OUT OF UNIVERSITY PROGRAMS. WE ALSO HAVE THE INSTRUCTIONAL APPRENTICES WHO ARE BEING SUPPORTED BY TEACHING AND LEARNING BY ORGANIZATIONAL DEVELOPMENT AND REALLY MAKING SURE THAT THEY'RE ON TRACK TO FINISH THE REQUIREMENTS THAT THEY NEED TO GET THEIR CERTIFICATIONS BY THE DATE THAT WE'VE GIVEN THEM. AND SO THAT'S BEEN VERY HELPFUL TO THAT SUPPORT WHILE WE KNOW AND WE CHECK IN WITH OUR TEACHERS REGULARLY, BUT ALSO HAVING SOME EXTERNAL, UM, SUPPORT FROM THE DISTRICT, FOLKS TO KIND OF HELP. KEEP THEM ON ON PAR. UM BUT I THINK THAT IS REALLY ONE OF THE THINGS THE TURNOVER THAT WE'VE HAD IN THE PAST, ESPECIALLY AFTER COVID. AND I KNOW IN MY PREVIOUS ROLE WORKING WITH DOCTOR SANDERS AND MR LEMON IN THAT ROLE, KNOWING THAT THEY'VE HAD A LOT OF TURNOVER AND ACTUALLY WITH WILL RIDGE AS WELL , BUT THEN FINDING THE GOOD PEOPLE TO COME IN AND FILL THE GAPS THAT WE HAVE TO HELP MEET THE NEEDS OF STUDENTS. AND DO YOU FEEL LIKE YOU'VE BEEN ABLE TO PUT SUPPORTS IN PLACE TO HELP THOSE NOVICE TEACHERS? BECAUSE I MEAN, I'M JUST SAYING, LOOKING AT WHERE YOU GUYS WERE VERSUS WHERE YOU ARE IS PRETTY ASTOUNDING. SO WHAT DID YOU DO DIFFERENTLY WITH WITH NOVICE TEACHERS TO EMPOWER THEM OR TO EDUCATE THEM TO HELP THE KIDS? I THINK IT'S TWO THINGS. IT'S HAVING THEIR TEAM AROUND THEM. WHETHER IT'S YOU KNOW THEIR THEIR CORE TEAM OF CONTENT AND THEN ALSO HAVING INSTRUCTIONAL COACHES TO WORK WITH THEM HAND IN HAND ON A REGULAR BASIS WHERE THE DISTRICT VOTES COME IN REGULARLY. BUT THE INSTRUCTIONAL COACHES CAN STAY STAND SIDE BY SIDE WITH THEM AND HELP THEM. ALRIGHT OH, CAN WE? CAN WE AND THEN I HAVE ONE MORE. THANK YOU. 
          OH THANK YOU. OK THE LAST THING IS WHAT I RECALL ON. THE TIP WAS ENGAGING. UM AND THIS CAN BE TO DOCTOR BA OR IT DOESN'T MATTER TO ME ON THAT, BUT ENGAGING, UM, THE KIDDOS AND ACTIVITIES AND I REMEMBER LIKE GETTING THEM BACK IN SCHOOL. AND YOU MENTIONED GOING TO THE COMMUNITY, ET CETERA, WHICH I THINK ALL OF Y'ALL ARE DOING. HOW MANY PROGRAMS DID YOU ADD? AND ACCORDING TO GALLUP, YOU, THE KIDS ARE 2.5 TIMES MORE LIKELY TO SUCCEED IF THEY ARE ENGAGED IN PROGRAMS. WHETHER IT'S I SAW, I THINK AT MCCOLL IF Y'ALL ADDED STUDENT COUNCIL, SO WHETHER IT'S STUDENT COUNCIL OR WHATEVER ACTIVITY JUST THAT ENGAGEMENT PIECE. WHAT DID YOU ADD? AND THEN? DO YOU BELIEVE THAT WAS A DIFFERENCE MAKER AND I GUESS WHAT'S GOING ON IN THE OTHER CAMPUSES THAT IS THERE THAT CORRELATION AS WELL. AND THIS AGAIN, YOU YOU CCMR LIKE YOU'RE GAIN. I WANT TO SAY EVERYBODY'S GAIN. UM, SUPPORTING IT. I'M JUST WONDERING ABOUT THAT LINK. 
          SO FOR US. WE DIDN'T ADD PROGRAMS NECESSARILY IN TERMS OF A, YOU KNOW, EXTRACURRICULAR THINGS. IT WAS JUST REENGAGING THE KIDS WITH THE OPPORTUNITIES THAT THEY HAVE. YOU KNOW. HERE 
          [01:35:01]
YOU CAN CELEBRATE. YOU CAN DO THESE THINGS AND ACADEMICS. WE UM, DID ADD A SPEECH AND DEBATE CLASS THIS YEAR, SO OUR KIDS HAVE THAT FOCUS FOR SPEECH AND DEBATE. WE OBVIOUSLY HAVE THE ACADEMIC DECATHLON THAT'S GROWING. UM AND THEN WHAT ATHLETIC OPPORTUNITIES AND WHAT ARTS OPPORTUNITIES WE DID AT ORCHESTRA THIS YEAR. AND, OF COURSE, I MARIACHI PROGRAM IS GROWING THAT WE SHARE WITH, UM MARSHALL. SO UH, IT'S REALLY JUST FINDING THE NICHE FOR THE CHILDREN AND RECRUITING THEM TO THOSE KIND OF THINKING YOU'VE GOT. HEY YOU'VE GOT THIS TALENT OR WHATEVER IT IS AND THIS PASSION FOR WHATEVER IT IS SHARE THAT WITH US IN THIS WAY. OK I APPRECIATE THAT. AND I LOOK FORWARD TO SEEING EVERYTHING IN THE BUDGET WORKSHOP AND HOW WE CAN BETTER SUPPORT YOU ALL AS WELL. THANK YOU. MRS HAMILTON? YES THANK YOU, MADAM PRESIDENT. 
          THANK YOU FOR THAT GREAT PRESENTATION. SO JUST WANNA SHARE ONE ENCOURAGEMENT FOR OUR CAMPUS ADMINISTRATORS SITTING HERE, WANT ENCOURAGEMENT FOR OUR DISTRICT ADMINISTRATION AND THEN ASK A QUESTION. UH, SO FIRST I KNOW WE HAVE INCREDIBLE ADMINISTRATORS SITTING HERE AND, UH, AND MY OPINION, WHICH I THINK IS BACKED UP BY THE DATA AND EXPERIENCE. UH, THE DIFFERENCE BETWEEN WHO IS SITTING HERE AND WHO'S NOT SITTING HERE? THE NUMBER ONE THING I THINK IS WHERE THE WHERE THE STUDENTS ARE ON DAY ONE WHEN THEY SET FOOT ON YOUR CAMPUS. UM AND SO I KNOW THAT IN SOME CLASSROOMS ON SOME CAMPUSES, AND A PLUS OUTCOME LOOKS LIKE HIGH RESULTS ACROSS THE BOARD AND IN SOME CLASSROOMS AND SOME CAMPUSES, AND A PLUS OUTCOME MEANS YOU TAKE STUDENTS WHO ARE WAY BEHIND ON DAY ONE WHEN THEY WHEN THEY SET FOOT ON YOUR CAMPUS AND YOU GET THEM CAUGHT UP AND IT TAKES INCREDIBLE EFFORT TO GET THEM CAUGHT UP. 
          AND SO I JUST WANT TO ENCOURAGE YOU. UH, I THINK WE KNOW THAT NOBODY HERE WANTS YOUR STUDENTS OR YOUR CAMPUS TO SUCCEED MORE THAN YOU DO IN, SO I JUST WANT TO ECHO THE, UH, PLEDGE OF SUPPORT. WE WANT TO SUPPORT YOU. WE WANT TO PROVIDE WHAT YOU NEED. UM AND SO DON'T HESITATE TO ASK. I KNOW THERE'S A PROCESS AS DR MASON SAID, UH, THERE'S A PROCESS IN PLACE. BUT IF YOU IF ANYTHING THAT ANYTHING THAT YOU THINK WE NEED TO BE DOING DIFFERENTLY OR BETTER? FROM THE DISTRICT LEVEL. PLEASE BE QUICK TO ASK, UM AND THEN FOR THE DISTRICT LEVEL. UM KIND OF ECHOING THE SAME POINT. UM, SO A LOT OF THE SITUATIONS AT THESE CAMPUSES HAS TO DO WITH WHERE THOSE STUDENTS ARE ON DAY ONE. AND SO I THINK. STARTS WITH WHAT'S GOING ON IN THE IN THE ELEMENTARY SCHOOLS THAT FEED INTO THOSE CAMPUSES. AND SO, UH, I AM I OF THE OPINION THAT THAT THE BIGGEST WAY WE CAN MOVE THE NEEDLE IS GETTING GREATER PARENT INVOLVEMENT AS EARLY AS POSSIBLE , AND SO I JUST ENCOURAGE THE DISTRICT LEVEL. LET'S LET'S FIND WAYS TO TRY TO GET PARENTS ENGAGED. UM, I JUST HAD A CONVERSATION WITH A PARENT IN THAT PART OF THE DISTRICT, AND SHE'S HAVING AN ISSUE WITH HER. HER KIDS WANTING TO BE ON SCREENS WHEN THEY'RE AT HOME, AND I SHARED SOMETHING. WE HAD THE SAME STRUGGLE AT OUR HOUSE, AND WE OUT SOMETHING THAT WORKED WITH OUR KIDS, WHICH WAS, UH, IF YOU WANT THAT SCREEN TIME YOU GOTTA EARN IT BY DOING READING FIRST AND THAT PARENT. SHE SHE WANTS HER KIDS TO BE DOING BETTER, AND SHE JUST DIDN'T REALLY HAVE. SHE DIDN'T HAVE THE SOLUTIONS THAT SHE NEEDED. AND SHE WAS SO GRATEFUL JUST TO HEAR THAT THAT WE HAD THE SAME STRUGGLE AND JUST TO HEAR SOMETHING THAT WORKED FOR US, AND SO I THINK SOMETHING THAT WE I THINK EVERYBODY HERE KNOWS THE IMPACT THAT PARENTS HAVE WHEN IT COMES TO EDUCATION OUTCOMES. AND SO SINCE WE KNOW THAT, UM I, I THINK THERE'S A LOT MORE THAT WE CAN DO INSTEAD OF JUST USING THAT TO KIND OF EXPLAIN THE SITUATION. WHAT'S WHAT'S MAKE CHANGES AND FIND WAYS TO GET THE SOLUTIONS THAT THOSE PARENTS NEED. AND IN MANY CASES, THEY WANT THOSE SOLUTIONS. THEY'RE WILLING TO MAKE CHANGES. THEY'RE ABLE TO MAKE CHANGES. THEY NEED ENCOURAGEMENT. THEY NEED SOME COACHING. THEY NEED SOME SKILLS AND, UH, I, I THINK THAT'S WHAT THE WAY WE'RE GOING TO MOVE THE NEEDLE THE MOST IN IN THIS PART OF THE DISTRICT. SO THEN THE QUESTION SO THE SOMETHING I'VE HEARD FROM A COUPLE OF TEACHERS IN THESE CAMPUSES HAS TO DO WITH DEVICES. AND SO ONE OF THE TEACHERS AT ONE OF YOUR CAMPUSES I. I ASKED HIM WHAT WHAT WOULD BE THE ONE THING YOU WOULD CHANGE IF YOU HAD A MAGIC WAND AND HE HELD HIS CELL PHONE UP AND SAID THIS RIGHT HERE. AND SO CAN I ASK WHAT WHAT ARE ARE ARE ARE THESE CAMPUSES DEVICE FREE CAMPUSES? THEY'RE NOT, UM SO I. I THINK THAT'S SOMETHING IS THAT SOMETHING THAT WE CAN. SUPPORT THESE CAMPUSES BETTER AND HOW THEY'RE MANAGING THE DEVICE CHALLENGES. DEFINITELY WHEN WE CAN HAVE THOSE DISCUSSIONS TO FIGURE OUT A BALANCE. UM WITH THE DEVICES. I KNOW THAT THERE ARE SOME CAMPUSES THAT ARE PUTTING SOME PARAMETERS IN PLACE AND THEY HAVE SOME PARAMETERS IN 
          [01:40:03]
PLACE. BUT WE DEFINITELY CAN TALK TO SOME OF THE CAMPUSES THAT HAVE DONE THAT FOR THE LAST YEAR AND WHAT WORKS WHAT WAS DIFFICULT AND LEARN FROM THEIR EXPERIENCE. YEAH THANK YOU. 
          THANK YOU. THANK YOU AGAIN FOR ALL YOU'RE DOING FOR OUR STUDENTS OVER THERE. THANK YOU, MISS HAMILTON. THANK YOU, DOCTOR MASON. UM I JUST HAVE A REAL QUICK QUESTION REGARDING TO I I'M JUST GOING TO USE THE MARSHALL HIGH SCHOOL AS AN EXAMPLE. UH, SO ON THE CELEBRATION SIDE. YOU KNOW, WE SAID, WE HAVE INCREASED THE NUMBER OF STUDENT MEETING CCMR REQUIREMENTS AND THEN WE ALSO USE AC T CAMPUS OF THE YEAR FOR 2324, WHICH IS WONDERFUL, BUT THEN ON YOUR CHALLENGE SIDE, YOU SAID A DIFFICULTY MEETING TE A NEW REQUIREMENT FOR CCMR. SO CAN YOU, YOU KNOW DELIVERY ON THAT. YES, MA'AM. THAT'S A GREAT OBSERVATION. SO UM, AS WE SAID MANY TIMES, THE GOALPOSTS MOVED. AND SO WHILE MARSHALL MADE GREAT GAINS, UM, WITH THE PROCESSES AND THE WAY DR SANDERS AND HER TEAM ARE MONITORING IT, PLUS THE WAY THAT THE DISTRICT IS DOING CHECK INS. WE'VE REACHED OUT TO OTHER DISTRICTS. WHERE ARE Y'ALL DOING? AND EVEN HAD FISH BOWLS LIKE CHECK IT. UH, HOW TO CONDUCT A CORRECT CHECK IN LOOKING AT ALL THE DIFFERENT INDICATORS. UM, BUT THAT 46. WHICH WOULD HAVE BEEN MAYBE A CONSIDERED A, UH C. BEFORE THEY CHANGE. IT IS NOW A 60. SO THAT'S WHAT WE MEAN BY, UH THERE'S STILL DIFFICULTY BECAUSE WHILE THAT'S A GREAT GAME, THE GOAL POSTS MOVED TO A 60. SO WE STILL GOT A LOT OF WORK TO DO. 
          OK SO THANK YOU FOR THAT. UM SO MAYBE LATER ON, CAN WE PROVIDE REGULAR LIKE THE CAMPUS? UM SCORE BASED ON 46 TO 60. DO YOU DO WE KNOW IF ANY OTHER CAMPUS FACING THE SIMILAR CHALLENGE BASED ON THE NEW REQUIREMENT? I MEAN, YOU DON'T HAVE TO ANSWER RIGHT NOW. BUT LATER ON, WE PROBABLY THAT THAT WOULD WILL HELP US TO UNDERSTAND TO EVALUATE WHERE WE ARE AMONG ALL THE CAMPS JUST A REMINDER THAT WE'RE IN THE REAR. SO THIS 46 WAS THE CLASS OF 2023. OK, AND SO WE TRACK BY COHORT AT THESE CAMPUSES AND AT THE OTHER CAMPUSES AS WELL. AND SO WE'RE ALREADY TRACKING LIKE AS FAR AS SOPHOMORES. WHAT PERCENTAGE? WE'RE AT JUNIORS. WHAT PERCENTAGE? WE'RE AT THE CLASS OF 2024 AND MAKING SURE WE'RE BEING VERY, UM, INTENTIONAL. UM FOR INSTANCE, AT MARSHALL, ONE OF THE THINGS THAT WE STARTED LAST YEAR WAS ON RAMPS PROGRAM, WHICH WILL INCREASE CCMR AS A PARTNERSHIP BETWEEN, UH, UNIVERSITY OF TEXAS. UM, ALSO TRYING TO WORK WITH, UM MORE KIDS TO INCREASE THE NUMBER OF KIDS PASSING THE TSA I TEST. UH BY DOING MORE BOOT CAMPS. UM BEFORE THEY TAKE THE TEST, SO THEY'VE INCREASED THOSE, UM, AND THEY ARE SEEING AN INCREASE IN THE NUMBER OF KIDS PASSING BECAUSE OF THAT. SO WHAT? WHEN WE TALKED ABOUT A BARRIER AROUND PURCHASING, SHE WAS ALSO SHE HAD THE MONEY AND SHE WAS TRYING TO DO SOME PREP AROUND AC T AND, UM SAT FACE TO FACE, BUT THEY WEREN'T A VENDOR. SO THAT'S WHERE IT KIND OF START. WE START TO STUMBLE A LITTLE BIT SO THANK YOU SO MUCH, AND ALSO I REALLY APPRECIATE YOUR CLARIFICATION FOR THE BARRIERS. SO I'M GOING TO ASK DR SMITH BECAUSE WE ARE SITTING HERE WE DO APPROVE A LOT OF PURCHASING RIGHT? DIFFERENT VENDORS, SO MAYBE WE THERE'S SHOULD BE A CONVERSATION BASED ON THE FEEDBACK FROM THE PRINCIPLES WHAT EXACTLY THEY NEED AND MAYBE WE CAN BRING TO THE BOARD FOR APPROVAL. YEAH. CORRECT RECEIVED AND WE'RE ON IT . THANK YOU SO MUCH. THANK YOU, DOCTOR MASON. THANK YOU. EVERYONE FOR BEING HERE TONIGHT AND THANK YOU. AND OH, I DIDN'T SEE YOUR NAME. SORRY BECAME. YEAH. DOCTOR GIDEON I. I JUST WANT TO THROW OUT. THANK YOU, DOCTOR SANDERS. THANK YOU, MR LEMON. AND THANK YOU, DOCTOR ROBERTS. FOR STAYING. FOR PERSISTING FOR MAKING THINGS HAPPEN. THANK YOU FOR LEADING OUR SCHOOLS. WE TRULY TRULY APPRECIATE IT. I THINK I SPEAK FOR EVERYONE. I'M SORRY, I. I BELIEVE SO. THANK YOU VERY WELL, SAID DR GIDEON. THANK YOU. THANKS AGAIN, EVERYONE. THANK 
          [6.C. Student Achievement MOY 2023 Update]
YOU, DR MASON. SO DOCTOR SMITH, MAYBE WE CAN MOVE ON TO THE TO THE LAST ONE. YES, WE ARE. BUT I LOVE IT HERE. THANK YOU. OK THANK YOU, MADAM PRESIDENT. UM WE HAVE ONE REMAINING INFORMATION ITEM IN DR LAWSON, UH AND HER TEAM IS GONNA LEAD THIS DISCUSSION. AND SO, UH, RECENTLY DR LAWSON, UH, BETH MARTINEZ, UH, REPRESENTED OUR DISTRICT STAFF WITH THE STUDENT ACHIEVEMENT COMMITTEE. AND SO IN THE PRESENTATION TONIGHT, WE CERTAINLY WANTED TO TAKE THE FEEDBACK FROM THAT COMMITTEE MEETING AND MAKE SURE THAT WE INCORPORATED THAT AND WHAT YOU 
          [01:45:04]
HEAR TONIGHT, SO I'M GONNA TURN IT OVER TO THE TEAM AND THEY'RE GONNA BEGIN THEIR PRESENTATION. 
          THANK YOU. THANK YOU. GOOD EVENING. UH MADAM PRESIDENT BOARD OF TRUSTEES. UH, DOCTOR SMITH. GOOD EVENING. UM I'M GONNA PRESENT YOU WITH A QUICK OVERVIEW OF THE, UH, PROGRESS THAT ARE PRE K THREE AND FOUR STUDENTS MADE FROM THE BEGINNING OF THE YEAR TO THE MIDDLE OF THE YEAR. THE FIRST, UH, SLIDE IS SHOWING, UH, THE PROGRESS IN EARLY LITERACY SPECIFICALLY IN THE PHONOLOGICAL AWARENESS COMPOSITE. OUR BABIES CAME AT 64% OR 64. OF THEM CAME ON TRACK . AND THESE, UH, COMPOSITE AND BY THE MIDDLE OF THE YEAR UH 83% ARE ON TRACK. WE'RE VERY CLOSE TO MEETING OUR END OF YEAR GOAL OF 85% AND I WANNA THANK OUR TEACHERS AND ADMINISTRATORS FOR SUPPORTING OUR PROGRAM IN EACH AND ONE OF OUR CAMPUSES NOW, UH, THE NEXT SLIDE SHOWS THE PROGRESS MADE IN MATH AND AGAIN. THIS IS A COMPOSITE THAT SHOWS THE READINESS OF STUDENTS. UH, FOR, UH, KINDERGARTEN READINESS. 84% OF THEM CAME ON TRACK AND NOW WE SURPASSED AT 91% OF THEM BEING READY. UH FOR, UH, MATH IN KINDERGARTEN. AND UM, THIS, UH, THIS IS A AN INCREASE OF, UH, 6% OVER OUR END OF YEAR GOAL. AND THE NEXT SLIDE SHOWS QUICKLY. THE PROGRESS OF OUR PRE K THREE STUDENTS AT THE EDISON LOS, UH, AS WE REPORTED AT THE BEGINNING OF THE YEAR, 80% OF THEM CAME DEVELOPING. BUT NOW LOOK AT THE PROGRESS THEY'VE MADE. WE ONLY HAVE 27% OF THEM IN DEVELOPING IN ABOUT 73% BETWEEN PROGRESSING AND MASTERING. AND THE NEXT SLIDE JUST SHOWS A BREAKDOWN OF THE THREE EXECUTIVE FUNCTIONS, SPECIFICALLY, COGNITIVE FLEXIBILITY, WORKING MEMORY AND THE INHIBITORY CONTROL AND IF YOU COMPARE THE BEGINNING OF THE YEAR VERSUS THE MIDDLE OF THE YEAR, OUR BABIES ARE MAKING GREAT PROGRESS AT THE FUEL BRAINS ACADEMY. THANK YOU. OK, I'M GONNA SPEND SOME TIME DISCUSSING WITH YOU. OUR UM STUDENT ACHIEVEMENT DATA FOR MIDDLE OF THE YEAR FOR K THROUGH SIXTH GRADE STUDENTS. I'M GONNA PRIMARILY FOCUS ON OUR BASS AS Y'ALL ARE READING DATA AS WELL AS OUR TEXT. KIA DATA FOR MAP AND OUR RENAISSANCE 360 DATA FOR OUR SCREENER. SO THIS IS OUR LITERACY DATA RIGHT NOW, UM, MOY FOR KINDERGARTEN IF YOU'LL RECALL KINDERGARTNER STUDENTS DO NOT TAKE BASS AT THE BEGINNING OF THE YEAR. THEY TAKE TEX KIA. 
          SO UM, MIDDLE OF THE YEAR IS THE FIRST TIME THAT THEY KINDERGARTEN STUDENTS TAKE BATHS IN SEL. AND, UM THEN THEY WILL TAKE IT AGAIN AT THE END OF THE YEAR. YOU'LL NOTICE IN OUR DATA. 
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
          UM OUR FIRST GRADE BASS SCL DATA . UM WHAT YOU'LL NOTICE HERE WITH FIRST GRADE IS THAT WE'RE AT 66% WITH OUR MONOLINGUAL STUDENTS HERE AT THE MIDDLE OF THE YEAR. WE WERE AT 63% AT THE END OF LAST YEAR. SO AGAIN, WE'RE SEEING THOSE GAINS EXCITED ABOUT THAT. AND OUR BILINGUAL, UM STUDENTS IN OUR SCL ASSESSMENT. WE'RE AT 45. FOR MIDDLE OF THE YEAR. WE'RE GETTING CLOSER TO REACHING OUR TARGETS. UM FOR BASS. WE'VE ACTUALLY EXCEEDED OUR END OF YEAR TARGET FOR FIRST GRADE AT 65% WERE AT 66% RIGHT NOW AND AT SCL BY THE END OF THE YEAR, WE WANNA BE AT 49. ONE THING TO NOTE, THOUGH THE GOAL POST MOVES ON THIS TEST, TOO, RIGHT? SO EVEN THOUGH WE'RE SITTING AT 66% AT THE MIDDLE OF THE YEAR FOR A FIRST GRADERS, WE STILL WANNA 
          [01:50:01]
MAKE MOMENTUM BECAUSE THE GOAL POSTS MOVES FOR THEM AT THE END OF THIS THIS THE YEAR. FOR SECOND GRADE. BASS WERE AT 68% AT THE MIDDLE OF THE YEAR. WE WERE AT 68% AT THE END OF LAST YEAR, SO WE'RE LIKE WE'RE SEEING THOSE INCREMENTAL GAINS THROUGH THROUGH THESE GRADE LEVELS AND FOR OUR SCL, WHICH IS OUR BILINGUAL SECOND GRADERS WERE AT 55% AT THE MIDDLE OF THE YEAR, WHICH IS A HUGE GAIN FROM WHERE WE WERE AT THE END OF LAST YEAR. UM WE HAVE ALREADY SURPASSED OUR SCL TARGET FOR THE END OF THE YEAR BY PRETTY SIGNIFICANT PERCENTAGE. AND WE ARE VERY CLOSE TO OUR SECOND GRADE BASS END OF YEAR TARGET. FOR RENAISSANCE 360 REMEMBER, THIS IS WE CHANGED OUR IMPLEMENTATION MODEL THIS YEAR WHERE WE'RE TESTING ALL STUDENTS K THROUGH SIXTH GRADE, AND ONLY SEVENTH THROUGH 12TH STUDENTS WHO WERE NOT SUCCESSFUL ON STAR. UM, AND THAT'S WHY YOU DON'T SEE THE SECONDARY DATA IN THIS INFORMATION. HOWEVER AT THE END OF THIS WEEK IN YOUR BOARD UPDATE, YOU WILL GET YOUR D IP QUARTERLY REPORT AND THAT'S THE BIG OLD DATA SHEET THAT SHOWS YOU ALL OF THIS DATA AND HAS CAMPUS BREAKDOWNS, SO I KNOW SOME OF Y'ALL ASKED. WELL, HOW ARE THE CAMPUSES DOING? UM ON FRIDAY, AND YOU'RE BORED. WEEKLY UPDATE. YOU'LL GET ACCESS TO YOUR QUARTERLY REPORTS. BUT THESE ARE OUR RE DATA FOR LITERACY. YOU'LL SEE THAT WE'VE MADE, UM INCREASES AT AT OR ABOVE BENCHMARK IN ALL GRADE LEVELS IS EXCEPT FOR SIXTH GRADE . WE TOOK A LITTLE BIT OF BIT OF A DIP AND THOSE OF YOU THAT HAVE BEEN IN EDUCATION FOR A WHILE. YOU KNOW THAT IN SIXTH GRADE, WE DO SEE A LITTLE BIT OF CHALLENGES WITH MAINTAINING THAT RIGOR CHANGE. UM AND ALSO THE INSTRUCTIONAL MINUTES. CHANGE IN IN ELEMENTARY. THEY'RE GOING FROM ALMOST TWO HOURS OF DAILY, UM, LITERACY INSTRUCTION TO 50 MINUTES IN SIXTH GRADE. SO UM, WE'RE WORKING THROUGH THAT, AND WE'RE ALSO WORKING WITH THE TEACHERS, UM, VERY TARGETED PROFESSIONAL LEARNING FOR SECONDARY EL, A TEACHERS. WE UM HAVE 66% AT MO. I MEETING THE GROWTH TARGET, WHEREAS AT THIS TIME LAST YEAR WE ONLY HAD 62. 
          I'M GONNA TRANSITION INTO MATH. KINDERGARTNERS THEY TAKE TEX KIA THREE TIMES A YEAR. AND YOU'LL NOTICE OUR MOY DATA WERE AT 75% ON TRACK FOR TEX KIA WE WERE AT 75% AT THE END OF YOUR LAST YEAR, SO AGAIN IN THOSE INCREMENTAL GAINS, AND WE'RE HOPING TO BE AT 77% OR HIGHER BY OUR END OF YEAR TARGET. MATH FOR R 360. UM, WE'RE AT 77% AT OR ABOVE BENCHMARK WHEN COMPARED TO THE BEGINNING OF THE YEAR, WHICH WAS 71. WE SAW INCREASES IN EVERY GRADE LEVEL IN TERMS OF AT OR ABOVE, UM, ACCEPT IN SIXTH GRADE WITH A 1% POINT, UM, DIP THERE. WE ARE ALSO SEEING 67% OF OUR STUDENTS AT MOY MAKING THE S GP REQUIREMENT, UM, COMPARED TO 62% AT THIS TIME LAST YEAR, SO WE'RE SEEING IMPROVEMENT IN THAT AREA AS WELL. AND WE'VE GOT OUR TARGETS THERE FOR, UM 3RD, 4TH AND 5TH GRADE FOR OUR D IP GOALS. I WANT TO REINFORCE THAT, UM AS PART OF THIS SYSTEM AND WORKING WITH TEACHERS WE ARE TRACKING AND MONITORING OUR TIER THREE INTERVENTION SYSTEMS. UM IN THIS WEEK'S BOARD UPDATE. YOU WILL ALSO GET SOME DATA RELATED TO THE TIER THREE. TRACKING THE STUDENT GROWTH RELATED TO THAT AS WELL AS ATTENDANCE INFORMATION RELATED TO INTERVENTIONISTS. AS DR MASON HAD MENTIONED EARLIER, UM TEACHING AND LEARNING AND ORGANIZATIONAL DEVELOPMENT. WE HAVE BEEN ON CAMPUSES, PROVIDING PLC SUPPORT PLANNING SUPPORT. UM . SUPPORT WITH DATA ANALYSIS OF ASSESSMENTS, MODELING AND CO TEACHING AND CLASSROOMS. UM WE'VE BEEN OUT IN THE FIELD TO PROVIDE SUPPORT FOR THE CAMPUSES THAT THAT NEED THE ADDITIONAL HELP. WE ALSO ADMINISTERED THE STAR INTERIM ASSESSMENT FOR THE FIRST TIME THIS YEAR REQUIRED FOR ALL STAR TESTED GRADE LEVELS, WHICH GIVES US AN ADDITIONAL DATA POINT. WE ARE IN THE WINDOW RIGHT NOW WHERE, UH, CAMPUSES ARE PROVIDING THAT ASSESSMENT. AND ONCE WE GET THAT INFORMATION, WE'LL PROVIDE IT TO YOU IN A BOARD UPDATE A WRITTEN FORM IN YOUR WEEKLY UPDATE, SO WE'RE LOOKING AT THAT DATA. CURRENTLY IT IS LIVE DATA. WE ARE WORKING WITH PRINCIPALS ON HOW TO ANALYZE THAT AND MAKE VERY TARGETED INSTRUCTIONAL DECISIONS. UM AND WORKING WITH TEACHERS AND PL CS TO ANALYZE THAT DATA AS IT'S COMING IN AND DESIGN THOSE RETEACHING 
          [01:55:04]
OPPORTUNITIES. SMALL GROUP INSTRUCTION LESSONS, UM, AND THEN TARGETED TUT. PLANTS IN ORDER TO SUPPORT THAT. AND WE'RE ALSO DOING PHONICS WALKS WITH PRINCIPLES SO THAT WE KNOW WHAT TO LOOK FOR ALIGNED TO THAT PHONICS CURRICULUM AND, UM IN DIGGING INTO THAT WITH CAMPUS LEADERS. SO UM, THAT IS OUR MIDDLE OF THE YEAR. DATA PRESENTATION, UM, FROM OUR STUDENT ACHIEVEMENT DATA, AND I WILL OPEN IT UP. TWO QUESTIONS. THANK YOU. SO MUCH FOR THE PRESENTATION AND THE, UH BEFORE I OPEN FOR THE DISCUSSION AND THE QUESTIONS I JUST WANT TO, UM, REMIND MY COLLEAGUES ON THE DIET WE STILL HAVE, UM, AGENDA TO GO THROUGH AND I HAVE NO PROBLEM FOR ASKING QUESTIONS, AND WE CAN TELL THE STAFF THEY MADE A BIG EYE FOR IT TO MAKE THE PRESENTATION MORE EFFICIENT, SO WE CAN HELP US TO RUN A MORE EFFICIENT MEETING. UH, SO IF CAN ASK EVERYONE ON THE DIET TO BE, YOU KNOW, HELP, UH, TO RUN THIS MEETING MORE SUFFICIENT AND JUST SHORTEN YOUR COMMENTS, AND THAT'D BE GREAT BECAUSE WE DO HAVE THE BOARD BOOK. WE ALL RECEIVE THE BOARD BOOK, UM, ON FRIDAY AND WE DO HAVE ALL THOSE STATES TO REVEAL THE INFORMATION . SO IF WE CAN JUST, YOU KNOW, TRY TO ASK THE QUESTIONS AND THE LIMIT THE COMMENTS. I WOULD REALLY APPRECIATE IT TO HELP EVERYONE TO HAVE A GOOD MEETING. SO THANK YOU. THAT BEING SAID I'M GONNA, UM, OPEN THE FLOOR FOR QUESTIONS AND COMMENTS. MR HAMILTON. THANK YOU, MADAM PRESIDENT. THANK YOU, MRS HUBBARD. UM SO LOOKING AT THE BOY FOR RENT 360. AND THE MO I FOR MATH AND LITERACY. SO BOY LITERACY WAS A 61% AT OR ABOVE AND MATH WAS AT 71% SO 10% POINTS HIGHER FOR MATH. AND THEN THE MOY IT BUMPED TO 66% FOR LITERACY IN 77% FOR MATH, SO IT SEEMS LIKE OUR LITERACY RATES ARE CONSISTENTLY LAGGING BEHIND OUR MATH RATES. SO DO YOU HAVE ANY THOUGHT ON. WHY DO YOU THINK THAT? MAYBE. WELL, THEY ARE MOVING AT A AT A SLOWER RATE IN TERMS OF GROWTH RIGHT IN TERMS OF THE PERCENT OF STUDENTS THAT ARE MEETING THAT BENCHMARK UM, I WOULD SAY THAT THERE'S PROBABLY A LOT OF DIFFERENT FACTORS. UM WE HAVE BEEN WORKING VERY HEAVILY ON ON THE MAS SIDE AND BUILDING THAT NUMERACY PIECE BUT ALSO THINK THAT AS THE KIDS GET OLDER IN THAT READING AREA, UM THE COMPREHENSION AND THE LEVEL COMPLEXITY LEVEL OF THE TEXT INCREASES. AND IF WE'RE NOT MAINTAINING THAT LEVEL OF ANALYSIS AND THAT THEY'RE NOT GOING TO GROW WITH THE SAME RATE THAN THEY ARE ON THAT MAP END. SO UM, THOSE GAPS IN LITERACY, THEY THEY COMPOUND ON ONE ANOTHER, AND THAT'S WHAT WE'RE WORKING TO FIX WITH OUR, UH, REINFORCEMENT OF THE. IONICS CURRICULUM AND THEN INFUSING THAT READING COMPREHENSION IN THAT SMALL GROUPS SO THAT WE'RE TARGETING THE KIDS WHO NEED THE MOST HELP WITH MORE FREQUENCY IN THE SMALL GROUPS. THANK YOU. THANK YOU, MR HAMILTON. MISS HANNAN. A MISS DAY. I WOULD LIKE ALL THE OTHER COLLEAGUES BECAUSE I'M ON THE COMMITTEE AND I'VE ALREADY HAD AN OPPORTUNITY. SO IF YOU'RE THE ONLY ONE, OK, OK, SO, UM, THANK YOU, MISS HUBBARD AND TO STAFF BECAUSE, I DO APPRECIATE THAT. WE ARE RECEIVING THE DATA IN IN THE SAME FORMAT SO IT YOU KNOW, WE LEARN AND IT'S EASIER TO READ AND EACH TIME YOU GUYS DON'T KNOW THIS, BUT THEY WORK EACH TIME TO MAKE IT MORE AND MORE CLEAR, UM, BECAUSE WE ASK THOSE QUESTIONS, SO I JUST HAVE A COUPLE OF THINGS, YOU KNOW, I APPRECIATE I. I APPRECIATE MISS HUBBARD IN TELLING US SOME THINGS THAT THEY'RE DOING, BUT ONE THING CAN YOU HELP ME RECALL AND I DON'T WANNA MISSPEAK. BUT BUT THE COMMITTEE MEMBERS DID ASK ABOUT DATA ON THE INTERVENTIONS. AND I RECALL THAT PERHAPS THAT WAS GOING TO BE COMING IN A BOARD UPDATE. IS THAT CORRECT? MISS HUBBARD? YES MA'AM. SO UM, Y'ALL HAD SPECIFICALLY ASKED FOR, UM, A LITTLE BIT MORE SPECIFIC DATA ON BY GRADE LEVEL. AND THEN WANTED SOME MENTION OF SOME ATTENDANCE DATA. SO WE HAVE PULLED THAT DATA AND I'M COMPILING IT INTO A MEMO THAT WILL GO IN YOUR WEEKLY UPDATE THIS WEEK. OK OK. AND THEN I HAVE A QUESTION THAT ACTUALLY UNTIL I'M SITTING HERE LOOKING AT IT AGAIN AND YOU ADDRESS THE SIXTH GRADE SHIFTING IT'S A DIFFERENT BALL GAME, RIGHT, TRANSITIONING FROM FIFTH TO SIXTH GRADE, BUT I BELIEVE THAT THE 88TH LEGISLATURE, UH, PUT INTO PLACE. THAT WE ARE SORT 
          [02:00:10]
OF REQUIRED TO PUT OUR FIFTH GRADERS INTO, UM AN A MATH COMING INTO MIDDLE SCHOOL. SO IF YOU COULD CLARIFY THAT FOR ME FIRST, AND THEN I HAVE A FOLLOW UP QUESTION. AND SO THAT SENATE BILL ACTUALLY REQUIRES US TO LOOK AT OUR FIFTH GRADE STAR DATA FOR MATHEMATICS AND THE TOP 40. UM. OF STUDENTS IN THE DISTRICT SHOULD BE AUTOMATICALLY PLACED IN 1/6 GRADE. THEY CALL IT AN ADVANCED MATH COURSE. UM IN OUR DISTRICT. IT'S SIXTH GRADE MATH, A AC. TO PUT THEM ON A TRAJECTORY TO BE AN ALGEBRA ONE AS AN EIGHTH GRADER. AND SO IN ORDER TO GET THEM ON THAT TRACK, THEY ARE PLACED IN SIXTH GRADE MATH A AC SO WE INSTITUTED THAT, UM, AS SOON AS WE GOT THE INFORMATION FROM THE SENATE BILL, AND WE DID THAT THIS YEAR. IT DOES REQUIRE A PARENT TO OPT OUT IF THEY DO NOT WANT THEIR CHILD, SO WE OFFERED AN OPPORTUNITY FOR PARENTS TO OPT OUT IF THEY DID NOT WANT THEIR CHILD IN THAT ADVANCED LEVEL. UM AND WHAT WE'RE DOING RIGHT NOW. 
          THIS YEAR IS LOOKING AT DATA ON THESE KIDS WHO SELECTED THE AC. VERSUS THE ONES THAT WERE PLACED TO SEE IF WE'RE SEEING DISPARITY IN GRADES AND SUCCESS ON THESE TYPES OF ASSESSMENTS. UM AND DETERMINE IF THERE'S ADDITIONAL SUPPORTS THAT MIGHT BE NEEDED FOR THOSE KIDDOS THAT ARE AUTOMATICALLY PLACED OK, BECAUSE I AND I ASKED THAT QUESTION BECAUSE I WANT ALL OF OUR KIDS TO BE SUCCESSFUL, AND I ALSO WANT ALL OF OUR TEACHERS TO BE SUCCESSFUL. AND SO MY FOLLOW UP QUESTION TO THAT IS WHAT DOES THE LOWER END? SCORE THAT IS REQUIRED ON STAR LAST YEAR. 
          WELL, NO IT HAVE BEEN THIS YEAR. WHAT IS THE LOWER END OF THE KIDS WHO MEET THAT 40% REQUIREMENT? HOW MANY QUESTIONS ON ST AND IF YOU DON'T KNOW IT, PLEASE PUT IT. HOW MANY QUESTIONS ARE REQUIRED ON START TO GET X OUT OF X TO BE IN THAT 40 TOP 40% I WOULD HAVE TO GO BACK AND LOOK AT OUR DATA, BUT IT WOULD BE A SCALE SCORE. UM BECAUSE REMEMBER WITH THE NEW STAR TEST NOW IT'S POINTS POINTS , NOT QUESTIONS ANYMORE. SO INTERESTED BECAUSE IF THAT THRESHOLD IS THEY JUST HAVE TO GET HALF OF THEM OR AGAIN. I WANT ALL OF OUR KIDS TO BE SUCCESSFUL. AND, UM. YOU KNOW, I THINK THAT THERE ARE SOME THINGS THAT ARE LEGISLATURE PUTS IN PLACE THAT PERHAPS I DON'T KNOW THAT THEY'RE THEIR RESEARCH. PERHAPS THEY ARE BUT I HAVEN'T READ IT AND I CAN'T FIND IT. SO I REALLY WANNA UNDERSTAND THAT. SO WE ARE ONLY WE DO WE EVER UM HAVE OUR COUNSELORS OR OUR TEACHERS COACH OUR KIDS OR OUR KIDS? PARENTS TO MAYBE MAKE A DIFFERENT DECISION. UH, WELL, THIS IS THE FIRST YEAR THAT WE IMPLEMENTED THIS BILL. SO, UM I KNOW THAT THEY CHECK THEIR GRADE RIGHT, AND IF THEY'RE NOT SUCCESSFUL, AND THEN WE NEED TO LEVEL DOWN LIKE THOSE TYPES OF PIECES, BUT PART OF IT, TOO, IS A MINDSET OF, UM, TIERED INSTRUCTION, EVEN IN AN ADVANCED LEVEL COURSE RIGHT, LIKE NOT ALL KIDS GATHER THE INFORMATION AS QUICKLY AS EVERYBODY ELSE. AND SO JUST BECAUSE THEY DON'T GET IT RIGHT AWAY LIKE EVERYBODY ELSE ELSE IN CLASS DOESN'T MEAN WE SHOULDN'T PROVIDE ACADEMIC SUPPORTS. SO SOME OF IT IS THAT KIND OF, UM, THE RIGOROUS SUPPORT. THAT IS A RIGOROUS PACE . SO ANYWAY, THANK YOU, MISS HUBBARD, FOR HELPING ME, UM, KIND OF UNDERSTAND THAT AND THANKS AGAIN FOR MAKING THIS INFORMATION CLEAR. I REALLY, UH AM REALLY SUPER LOOKING FORWARD TO READING MY GIANT BINDER. 
          SPRING BREAK. THANK YOU. THANK YOU, MS. HANNAN. MS JONES. OK I HAVE A FEW QUESTIONS AND SOME COMMENTS. OK? WELL ALL RIGHT, SO I HAVE A QUESTION. UM WHAT EFFORTS ARE BEING MADE FOR RECRUITMENT OF EXPERIENCE? BILINGUAL TEACHERS. WHAT ARE WE DOING? THANK YOU FOR ASKING THAT QUESTION. WE ARE CURRENTLY WORKING ON SOME RECOMMENDATIONS FOR NEXT SCHOOL YEAR TO INCLUDE LOOKING AT INTERNATIONAL J. ONE VISAS IS ONE OF THE THINGS THAT WE'RE LOOKING AT. ALSO LOOKING AT INCREASING OUR SIGN ON BONUSES AS WELL AND LOOKING FORWARD TO OUR APRIL 6 TALENT SEARCH WHEN WE ARE, UM, MAKING AGGRESSIVE EFFORTS TO RECRUIT EARLY AND TO ALLOW CAMPUSES TO ALLOW E AS WELL, OK, THANK YOU. THANK YOU. UM MY QUESTION FOR MELISSA. MAYBE I WASN'T PAYING 
          [02:05:06]
ATTENTION. OR MAYBE I ANSWERED. YOU ASKED. I ASKED THIS QUESTION IN THE MEETING DIDN'T WRITE THE ANSWER DOWN WHAT GRADE DOES SC STUDENTS TRANSITION. AND THE DUAL LANGUAGE PROGRAM. THAT'S A GOOD QUESTION. YOU'LL REMEMBER. WE'RE PHASING OUT EARLY EXIT. AND IMPLEMENTING UM, ONE WAY, DEL SO THIS YEAR WE HAVE CAN PRE K, KINDER 1ST AND 2ND GRADERS IN THE DUAL LANGUAGE. IN OUR CURRENT 3RD, 4TH AND 5TH OR AN EARLY EXIT, AND WE'RE PHASING THAT OUT BY COHORT. SO NEXT YEAR, WE'LL ADD THIRD GRADE. TO DUEL AND SO FORTH. OK, GOOD. VERY, VERY GOOD, OK? AND SO IF OUR FIFTH GRADERS DO NOT PASS STAR AND THEY BECOME SIXTH GRADERS. ARE THEY PUT IN A REMEDIAL? UH, EL A OR MATH CLASS INSTEAD OF AN ELECTIVE IN SIXTH GRADE. THAT'S A GREAT QUESTION. 
          YES WE DO OFFER, UH, READING WRITING LAB AND A MATH LAB, AND THEY HAVE SPECIALLY DESIGNED CURRICULUM TO REINFORCE THE FOUNDATIONAL SKILLS THAT THEY MIGHT BE LACKING COMING IN. IS IT MANDATORY FOR THEM TO ATTEND OR UM, THAT GOES BACK TO, UH, CAMPUS MASTER SCHEDULE, DESIGN AND STAFFING, AS, UH, DOCTOR MASON HAD TALKED ABOUT EARLIER. UM AND SOME KIDS NEED BOTH ALSO, BUT WE DON'T WANT TO TAKE AWAY AN ELECTIVE THAT THEY MIGHT REALLY, REALLY ENJOY. AND THAT'S WHY THEY COME TO SCHOOL THAT DAY. I GOT YOU SO THEN IT BECOMES LOOKING AT THE STUDENT DATA AND PLACING THEM IN THE RIGHT COURSE SO THAT THEY CAN STILL HAVE AN ELECTIVE THAT THEY CHOSE. GOT YOU GOT YOU OK? SO OUR SIXTH GREAT BABIES. I HAVE QUESTIONS ABOUT OUR SIXTH GRADERS. SO I'M THINKING ABOUT THAT TRANSITION FROM FIFTH GRADE TO SIXTH GRADE. AND IT IS TOUGH BECAUSE HAVING TAUGHT IN MIDDLE SCHOOL AND TO GO THROUGH IT SO I GUESS MY QUESTION IS MOVING FORWARD. MY ASK. IS ACTUALLY HAVING THE EIGHTH GRADERS MENTOR THE SIXTH GRADERS IN THAT TRANSITION. SO THIS YEAR, SEVENTH GRADERS BE PAIRED WITH WITH THIS YEAR'S FIFTH GRADERS AS THEY MAKE THAT TRANSITION AND THAT WOULD HELP THEM THAT WOULD HOPEFULLY HELP THEM MAKE THAT TRANSITION. FROM ELEMENTARY TO MIDDLE SCHOOL. BECAUSE WE AS ADULTS WE CAN DO AS MUCH AS WE CAN. BUT THEY'RE GONNA LISTEN TO THEIR BEERS MORE OR LESS. AND HOW ARE YOU MONITORING THE CURRENT SYSTEMS AND PROCESSES? FOR THE SIXTH GRADE. WE'RE LOOKING AT THE READING DATA, AND WE'RE LOOKING AT THE MATH, UH, DATA, AND MY QUESTION IS WHAT WHAT'S IN PLACE RIGHT NOW TO MONITOR THOSE SYSTEMS AND ARE THERE ANY BREAKDOWNS WITHIN THOSE SYSTEMS THAT'S IMPEDING STUDENT PROGRESS. WELL, ONE OF THE SYSTEMS WE DO USE IS OUR LEARNING WALK SYSTEM AND STRUCTURE BECAUSE IT ALLOWS US CONSISTENT ACCESS INTO THE CLASSROOMS TO SEE IF WE'RE ALIGNED WITH THE RIGOR OF THE TEAKS. THE INSTRUCTIONAL MODEL SCOPE AND SEQUENCE THOSE TYPES OF PIECES BECAUSE WE KNOW THAT IF KIDS DON'T HAVE ACCESS TO THE RIGOR OF THE STANDARD, THAT'S WHERE THOSE GAPS START TO COMPOUND UPON ONE ANOTHER. SO THAT IS ONE SYSTEM. THAT SYSTEM ALSO TRIGGERS CAMPUS SUPPORT. SO IF WE'RE ON A LEARNING WALK, AND WE NOTICE LACK OF ALIGNMENT, UM WITH THE RIGOR OF THE STANDARDS, WE DISCUSS THAT AMONGST A LEARNING WALK TEAM, AND THEN WE PLAN NEXT STEPS AND THAT THOSE NEXT STEPS SOMETIMES INCLUDE US PROVIDING DIRECT SUPPORT TO A PLC. OK, SO THAT'S ONE EXAMPLE OF THE SYSTEMS THAT WE'RE USING TO MONITOR THAT INSTRUCTION AT THE DISTRICT LEVEL. OK, GOOD. THANK YOU. THANK YOU, MELISSA. APPLAUD YOU IN THIS PRESENTATION . IT IS ABSOLUTELY WONDERFUL BECAUSE I KNOW WHEN WE DID THE BOY. I SAID I WASN'T GONNA MAKE ANY COMMENTS UNTIL THE MOY AND SO, UM I'M I'M VERY PLEASED IN THE DIRECTION THAT WE'RE GOING, BUT, YOU KNOW, UM. AND THIS IS NOT JUST DIRECTED AT YOU. THIS IS JUST DIRECTED AT THOSE WHO ARE WATCHING TEACHERS AND THE ADMINISTRATORS AND WHAT MY COMMENTS WE ARE PROGRESSING ACADEMICALLY, BUT WE NEED TO PROGRESS MORE TOWARDS STUDENT MASTERY. RATHER THAN. PROGRESS 
          [02:10:01]
OK, AND I KNOW DOCTOR, UH, SMITH AND I TALKED ABOUT UH, THE POTENTIAL IMPLEMENTATION OF DATA TRACKING MAP TESTING AND NWE A TESTING AND ACTUALLY, FROM THIS CONFERENCE, A LOT OF SCHOOLS, UH, SCHOOL DISTRICTS ARE RAVING ABOUT THAT MAP TESTING AND THEY FOUND INCREASED SUCCESS IN ITS UTILIZATION BECAUSE IT BASICALLY IN ALL OF THEM HAVE SAID THIS. IT BASICALLY UM, TELLS WHAT STUDENTS ARE GONNA DO ON STAR. IT PREDICTS WHAT, EXACTLY WHAT THEY'RE GOING TO DO, HOW THEY'RE GOING TO DO ON STAR AND SO UM I WOULD LIKE TO SEE ALSO IN CLASSROOMS THAT DATA TRACKING, YOU KNOW, AT THE CONFERENCE, EVERYBODY AND I'VE SEEN IT WORKING IN ANOTHER DISTRICT IN CHARTER SCHOOLS THAT DATA TRACKING WORKS NO MATTER WHAT, AND STUDENT LED CONFERENCE INSTEAD OF GOING TO PARENT TEACHER CONFERENCES. WE NEED TO S, UH, TRANSITION INTO STUDENT LED CONFERENCES AND LET THEM MONITOR THEIR PROGRESS AND WHAT THEY'RE TRYING TO ACHIEVE AS WELL AND THAT'S WHERE THAT'S NW, A MAP TESTING COMES IN. STUDENTS ARE ABLE TO SEE THEIR GROWTH THEIR GROWTH OVERALL. AND SO MY ASK. MOVING FORWARD. I REMEMBER I SAID I WAS GONNA WAIT TILL MO I IS THIS IS GREAT. BUT I WOULD LIKE FOR US TO INCREASE THE STANDARDS OF EXPECTATIONS. OK AND AS I USED TO TELL MY KIDS IN MY HOUSEHOLD, WE'RE NOT AC ND HOUSEHOLD. WE'RE AN A AND B HOUSEHOLD. AND SO I'M SAYING THAT TO THE DISTRICT WE ARE NOT. WE ARE NOT AC AND D DISTRICT. WE SHOULD NOT HAVE CND SCHOOLS. WE SHOULD BE AN A AND B DISTRICT AND THAT'S THE STANDARD AND THAT'S THE EXPECTATION AND SO EVERYBODY HAS A GIFT. A TALENT. WE HAVE TALENTED TEACHERS. WE HAVE TALENTED ADMINISTRATORS AND I WOULD LIKE. FOR ALL OF US MOVING FORWARD TO STEP UP, STEP UP AND BRING THEIR A GAME IN TEACHING AND LEARNING, AND THAT'S WHAT I'M ASKING, UM FOR TEACHERS. YOU KNOW WE HAVE SCHOOLS THAT ARE FAILING. AND IT SHOULDN'T BE WELL, THAT SCHOOL IS NOT MY PROBLEM. IT'S ALL OF OUR PROBLEM. IT'S IF ONE SCHOOL IS FAILING. WE'RE ALL FAILING. 
          AND SO WE SHOULD, AS A DISTRICT COME TOGETHER. AND ASSIST EVERY TEACHER EVERY CHILD AND MAKE THEM THE PRIORITY FOR TEACHING AND LEARNING MOVING FORWARD, AND SO. I WANT TO ENCOURAGE EVERYONE THAT WE'RE MOVING FORWARD. AS FAR AS TEACHING AND LEARNING AND WE'RE RAISING OUR STANDARDS. WE ARE AN A AND B DISTRICT. THANK YOU. AND THANK YOU, MELISSA. THANK YOU, MR JONES. UM M. 
          HANNAN TAI. CAN I ASK YOU A QUESTION? SO DID THE STUDENT ACHIEVEMENT COMMITTEE ALREADY SEEN THIS PRESENTATION? UH, YES, WE SAW THIS PRESENTATION. THERE WERE A FEW THINGS TWEAKED. UM AND, UM YES, ALL BOARD MEMBERS, UH, COMMITTEE MEMBERS SAW THIS PRESENTATION PRIOR TO BEING HERE. THANK YOU FOR THAT. SURE. YEAH, THANK YOU, UH, MISS MALONE. UM I HAVE ONE QUESTION AND IT'S REALLY HONESTLY THIS IS JUST ACTUALLY FOR THE BOARD. IT'S NOT EVEN DIRECTED AT YOU. 
          SO FIRST OF ALL, AS FAR AS THE PROGRESS I APPRECIATE THE PROGRESS KEEP ON TRUCKING. THANK YOU. UM AND THIS IS MORE SO FOR THE BOARD AND ACTUALLY FOR DR SMITH. JUST FOR THOSE HARD TO FILL POSITIONS. SO I SIT AND I THINK AND I'M LIKE, WHAT CAN I DO AS A BOARD MEMBER TO HELP SERVE THE DISTRICT AND JUST CREATIVE THOUGHTS AND WHETHER YOU KNOW SOMETIMES IT'S A HIT. 
          SOMETIMES IT'S A ME AND ANYWAY, SO THIS IS JUST A THOUGHT AND SOMETHING FOR US TO CONSIDER. SO THERE ARE THOSE HARD TO FILL POSITIONS LIKE THEY MENTIONED THE CAMPUSES EARLIER THAT WE TALKED ABOUT THAT ARE IN NEEDS IMPROVEMENT OR ESL OR AND THE LIST GOES ON. SO I'M JUST WONDERING IF WE COULD MAYBE CONSIDER LOOKING INTO BUDGETING, POSSIBLY SOME KIND OF RETENTION BONUS. SO IF YOU STAY AT A CAMPUS FOR X AMOUNT OF YEARS AND YOU GUYS WOULD NEED TO, YOU KNOW, LOOK INTO IT AND SEE WHAT'S THE BEST FIT FOR Y'ALL. BUT YOU KNOW, UM, HIRING COSTS MONEY. AND SO IF WE LOOKED AT THE SAVINGS FROM ON BOARDING WOULD THERE BE AND IF WE WERE ABLE TO INCREASE RETENTION AT THESE, SAID CAMPUSES, AND THERE WAS SOME SORT OFINGS FROM THE ON BOARDING OF NEW STAFF. COULD WE THEN? BONUS IF YOU WILL , OR WHATEVER TERM IT MAY NEED 
          [02:15:06]
TO BE IN EDUCATION, BUT FOR TIME , I DON'T WANNA SAY TIME SERVED, BUT FOR HITTING WHATEVER THAT GOAL MARK IS, AND IT'S AGAIN JUST SOMETHING FOR THE BOARD TO CONSIDER SOMETHING FOR, UM, YOU DOCTOR SMITH TO CONSIDER AND STAFF AND THAT'S IT. THANK YOU. THANK YOU, MISS MALONE, AND I DON'T HAVE ANY QUESTIONS. II I REALLY APPRECIATE YOU WORKING WITH THE STUDENT ACHIEVEMENT COMMITTEE TOGETHER. I. I JUST WANT TO, UM, REPEAT THE REASON WE HAVE COMMITTEES. HE'S HOPEFULLY THEY WILL MEET THE STAFF BEFORE THE BOARD MEETING AND THEN TO GET FEEDBACK, PROVIDE FEEDBACK TO THE STAFF. AND THEN THAT WAY WE CAN HAVE ALL THE INFORMATION MORE EFFICIENT PRESENTED TO THIS TO THE BOARD AND HOPEFULLY WE CAN ANSWER. YOU KNOW, UM, YOU GUYS WILL BE ABLE TO ANSWER MORE QUESTIONS BEFOREHAND. SO I FOR THAT I'VE HEARD. I APPRECIATE EVERYONE AND I APPRECIATE THE MISS JONES, MISS MALONE AND, UH, MISS HANNAH SERVING ON STUDENT ACHIEVEMENT COMMITTEE. SO THAT BEING SAID, WE'RE GOING TO MOVE ALONG TO OUR, UH, REVIEW ITEMS. I HAD ONE QUESTION. SORRY I DIDN'T SEE YOU. IT'S OK. DOCTOR GLEAM JUST VERY QUICKLY. UH WE DEFINITELY DID THAT BACK IN THE DAY. FORT BEND, SO I KNOW THAT WE HAVE DATA ON THAT AS FAR AS PAYING A DIFFERENT AMOUNT. A STIPEND. WHAT HAVE YOU SO IF WE COULD LOOK TO SEE BECAUSE AT THE SAME TIME, NOT ONLY HOW DO HOW DO WE PAY? BUT HOW DID WAS THE WORTH. THE AMOUNT OF MONEY THAT WE PUT OUT. I THINK THAT'S THAT'S THE ONE THING THAT I WOULD LIKE TO KNOW. THANK YOU, DOCTOR GILLIAM. UM SO LET'S MOVE ON TO THE REVIEW ITEM. SO WE HAVE BEFORE WE BEGIN THE REVIEW 
          [Additional Item]
ITEM I JUST WANT TO AND THIS IS NOT TO DISRESPECT ANY OF MY COLLEAGUES, BUT IT'S TO KEEP MYSELF IN CHECK. I WOULD LIKE TO MAKE A MOTION THAT WE LIMIT DISCUSSION. FOR EACH BOARD MEMBER TO TWO MINUTES PER REVIEW ITEM. UM AND AGAIN, IT'S TO KEEP MY SELF IN CHECK BECAUSE I REALLY APPRECIATE ALL THE TIME AND THE CONVERSATION HAD ON THIS DIAS ABOUT STUDENT OUTCOMES, WHICH IS WHAT EVERY ONE OF OUR INFORMATION ITEMS WOULD BE SO AGAIN, I WOULD LIKE TO MAKE THE MOTION TO LIMIT CONVERSATION PER EACH REVIEW ITEM TO TWO MINUTES PER BOARD. THANK YOU. THANK YOU. 
          I WILL. WE HAVE A MOTION BY MS HANNAH AND WE HAVE A SECOND DOCTOR GILLIAM. UH, THAT'S VOTE. 
          OKAY? OK? SO MOTION PASSES 61. AND UM, MR HAMILTON AS THE BOARD SECRETARY, YOU NEED TO KEEP TIMER FROM NOW ON WHEN WE START DOING THE REVIEW ITEM. UM SO WE'RE GONNA COME TO THE FIRST 
          [7.A. Fort Bend ISD Board of Trustees Meeting Minutes]
REVIEW ITEM, 78, WHICH IS THE MEETING MINUTES. DO WE HAVE A DISCUSSION? SAYING NO, WE'RE 
          [7.B. Annual Financial Audit Engagement Letter]
GONNA MOVE TO SEVEN B. THE ANNUAL FINANCIAL AUDIT ENGAGEMENT LETTER. UM MR GUAN, CAN YOU CLARIFY THAT'S JUST THE STANDARD AUDIT EFFICIENCY REPORT. YES MA'AM. THIS IS THE ANNUAL FOR THE ANNUAL FINANCIAL AUDIT THAT THE DISTRICT HAS PERFORMED EACH YEAR ON THE PRIOR YEAR. FINANCIALS AND SO THIS SETS THE FRAMEWORK AND SCOPE OF WORK THAT OUR AUDITOR, WHITLEY PENN WILL PERFORM FOR THAT SPECIFIC AUDIT. AND WE DO HAVE A REPRESENTATIVE FROM WHITLEY PENN . HERE THE CD EVENING, MR LUPE GARCIA. IF THERE ARE ANY DEEPER QUESTIONS THAT THE BOARD MAY HAVE, THANK YOU. DO WE HAVE ANY QUESTIONS? STAY ON. THANK YOU FOR BEING HERE AND THANK YOU FOR BEING HERE ANSWERING, UH, READY TO ANSWER OUR QUESTIONS, BUT THANK YOU. AND NEXT ONE. WE HAVE 
          [7.C. Budget Amendment Regarding Use of 2018 Bond Program Contingency Funds]
BUDGET AMENDMENT REGARDING USE OF 2018 BOUND PROGRAM CONTINGENCY FUND. DO WE HAVE ANY QUESTIONS? NO WE'RE GONNA MOVE TO NEXT ONE. THE COMMERCIAL PAPER DEALERS. AND I DON'T SEE 
          [7.D. Commercial Paper Dealer]
          [7.E. Joint Election Agreement and Contract for Election Services]
ANY QUESTIONS. SO WE'RE GONNA MOVE TO E, THE JOINT ELECTION AGREEMENT AND THE CONTRACT FOR ELECTION SERVICES. DO WE HAVE ANY QUESTIONS OR COMMENTS REGARDING TO THIS ITEM? UH, MR GARCIA. THE, UM. ELECTION SITES. IS THIS LIKE THE FINAL OR THERE? IS THERE TYPICALLY ANY LEEWAY AT 
          [02:20:08]
THE END, OR IS THIS WHAT IT IS? I KNOW THIS IS CONSISTENT WITH WHAT WE'VE ALWAYS HAD IN THE PAST. HELLO. THANK YOU, MR GARCIA. THE ELECTION SITES IN THE DRAFT ELECTION AGREEMENT THAT YOU ARE LOOKING AT ARE AS FINAL AS WE CAN GET. WE'RE STILL WAITING ON THE COMMISSIONER'S COURT TO APPROVE THOSE I DID SPEAK WITH THE COUNTY. THERE IS ONE OMISSION CROCKETT MIDDLE SCHOOL, WHICH HAS BEEN A LONG TIME ELECTION DAY, VOTING SIDE WAS INADVERTENTLY OMITTED FROM THE VERSION THAT YOU HAVE. THAT'S THE ONLY CHANGE THAT WE ANTICIPATE FROM THE COUNTY FROM THE COMMISSIONER'S COURT REVIEWS THOSE LATER THIS MONTH. THANK YOU. THANK YOU, MISTER GARCIA, SO I JUST WANT TO CLARIFY SO MAYBE BY THE TIME WE NEED TO VOTE ON THIS, HOPEFULLY DO YOU THINK MAYBE WE HAVE SOME MORE INFORMATION? YES WE ANTICIPATE HAVING FINAL SITES BY THAT TIME. 
          THANK YOU, MS HANNAN. DO WE EVER OR THE EARLY VOTING SITES EVER INCLUDED IN THIS AGREEMENT? I BELIEVE, BECAUSE RIGHT NOW WE ONLY HAVE. WE TYPICALLY INCLUDE THE EARLY VOTING SITES. THEY'RE THEY'RE TYPICALLY FINALIZED AT THE SAME TIME BY THE COUNTY, AND SO WE CAN INCLUDE THOSE AS WELL, IF WE COULD HAVE THAT ALSO, BY THE TIME WE VOTE, THAT WOULD BE VERY HELPFUL. THANK YOU. THANK YOU, MR HAINAN. MR HAMILTON. SO THEY IT'S BEEN A WHILE, BUT THEY CHANGED. 2014 2016 SOMETHING LIKE THAT TO WHERE YOU CAN VOTE COUNTYWIDE. SO THE WE SO THAT MEANS WE HAVE TO HAVE VOTING LOCATIONS OUTSIDE OF THE DISTRICT BECAUSE PEOPLE HAVE BEEN VOTE IN FOR ID. ELECTIONS ANYWHERE IN THE COUNTY. IS THAT CORRECT? IT WORKS OUT THAT WAY YOU END UP NOT PAYING. THERE'S BASICALLY JUST KIND OF PAYING FOR THE ONES IN THE DISTRICT. THAT'S CORRECT. THAT'S WHAT THAT'S KIND OF WHAT I WAS GETTING AT. THANK YOU. MHM. YEAH. THANK YOU, MR HAMILTON. I THINK YOU GOT IT. YEAH I. I WAS JUST MENTIONING TO MY COLLEAGUES AND THE EARLY VOTE. FORGIVE ME, MR WILBANKS. THE EARLY VOTING THEY ARE IN HERE. THANK YOU. THANK YOU, MR HANNAN. AND WE'RE 
          [7.F. New Positions for 2024-25]
MOVING ON TO THE NEXT ONE. AS NEW POSITIONS FOR 2024 2025. DO WE HAVE ANY QUESTIONS OR DISCUSSION? MR GARCIA. THANK YOU, MADAM PRESIDENT. A LOT OF THE FEEDBACK THAT I GOT AFTER WE WENT THROUGH A LOT OF THE, UM, BUDGET REDUCTIONS WAS WHEN WE CUT BACK ON THE NUMBER OF COLLEGE CAREER ADVISORS. I KNOW WE HAD ONE PER HIGH SCHOOL AND WE ELIMINATED IT ELIMINATED IT TO SIX AND I KNOW WE'RE GOING THROUGH LOOKING AT THE POSITIONS WHERE WE HAVE THE MOST NEED, AND SINCE WE'RE IN A SITUATION WHERE THE GOAL POSTS IS BEING MOVED WITH OUR CCMR NUMBERS, UH I WOULD REALLY LOVE TO SEE MORE OF THE THOSE COUNSELORS PUT BROUGHT BACK INTO OUR OUR HIGH SCHOOLS TO HELP OUR STUDENTS. UH, FIGURE OUT THE NEXT STAGES OF THEIR LIFE AND WHAT HAPPENS BEYOND HIGH SCHOOL. SO THOSE ARE SOME OF THE THINGS THAT WHEN I LOOK AT THIS AND I, I DON'T SEE THAT THAT THAT'S WHAT WE'RE LOOKING AT. CURRENTLY UM MAYBE THAT'S SOMETHING THAT WE CAN REALLY, REALLY CONSIDER FOR FUTURE BUDGET, SO I JUST WANTED TO BRING THAT UP. THANK YOU. THANK YOU, MS GARCIA. THANK YOU. UM PRESIDENT I. I CAN'T ADD SPECIFIC TO THIS ITEM. MR GARCIA . YOU ARE CORRECT. YOU WOULD NOT SAY THAT ON HERE. THESE SPECIFIC REQUESTS FOR POSITIONS ARE STAFFING GUIDELINES RELATED AND SO IT'S TAKING OUR EXISTING STAFF STAFFING GUIDELINES APPLYING OUR ENROLLMENT FACTOR FROM THAT WE RECEIVED FROM OUR DEMOGRAPHER AND THEN APPLYING THOSE AS WE GO THROUGH THE BUDGET PROCESSES DR SMITH MENTIONED EARLIER WILL BE BRINGING FORWARD ANY RECOMMENDATIONS. COULD INCLUDE POSITIONS LIKE THAT YOU JUST MENTIONED, BUT THESE ARE SPECIFIC TO STAFFING GUIDELINES AND ENROLLMENT GROWTH ONLY. 
          THANK YOU APPRECIATE IT. THANK YOU, MISTER KWAN FOR THE INFORMATION. THANK YOU, MS GARCIA. MS HANNAN. I WOULD ACTUALLY JUST LIKE TO, UM AGREE WITH MR GARCIA ON THE CCMR, UM, COUNSELOR POSITIONS THAT IF THERE IS ANY WAY TO GET THAT BACK TO A FULL TIME POSITION ON ALL OF OUR CAMPUSES, UM JUST ANECDOTALLY SPEAKING TO STUDENTS AND HAVING ONE MY OWN GOING THROUGH AS A SENIOR, UM, I JUST THINK IT'S REALLY VITAL FOR OUR S. THE SUCCESS OF OUR KIDS, UM, AS THEY'RE MOVING IN, TRANSITIONING OUT OF HIGH SCHOOL , UM MY OTHER QUESTION. PLEASE JUST ANSWER THIS OFFLINE. BUT IF YOU COULD JUST EXPLAIN AND I DO HOPE THAT MY COLLEAGUES SUPPORT THIS MEASURE. I THINK WE'VE GOT SOME FOLKS ON HERE THAT REALLY NEED TO BE THERE. BUT IF YOU 
          [02:25:02]
COULD JUST CLARIFY HOW THE, UH, TEACHER FOR ROTC COAST GUARD IS DIFFERENT OFFLINE BECAUSE THE PAY SCALE IS QUITE, UM, DIFFERENT THAN OUR TYPICAL TEACHERS. ONE THING TO CLARIFY ON THAT, ALTHOUGH WE CAN GET THROUGH THAT SPECIFIC INFORMATION, THE NUMBERS THAT YOU'RE SEEING HERE ARE INCLUSIVE OF BENEFITS, AND SO ALTHOUGH IT LOOKS LIKE IT'S 100 AND $8000, IT IS ACTUALLY INCLUSIVE OF THE BENEFIT FACTOR, WHICH IS ROUGHLY 20% OF THE TOTAL COST. AND SO WE CAN PROVIDE THAT INFORMATION BUT TO MAKE YOU AWARE THAT IS NOT THE STARTING RATE FOR THIS POSITION. OK SO YOU'RE TELLING ME LIKE WHEN I'M LOOKING AT NURSE BED? UM TEACHER, SPECIAL SPECIALIST HARP. THOSE NUMBERS ARE NOT INCLUDING THEIR, UM. HEALTH CARE COSTS AND THE BENEFITS PACKAGES. NO IT IS INCLUSIVE OF THAT. AND SO THE NUMBER THAT YOU'RE SEEING ASSOCIATED WITH COAST GUARD INCLUDES THAT THE NURSE FOR SPED WOULD INCLUDE THAT AS WELL. YES, MA'AM. OK? JUST ANYWAY, THAT WAS CLEAR AS MUD TO ME. SO IF YOU'LL JUST YOU JUST JUST GET WITH ME. 
          I NEED AN EXTRA TUTORIAL. THANK YOU. THANK YOU, MISS HANNAN, MISS JONES AND ASKED MY QUESTION SO PERFECT. SO HEY, I WANNA THANK YOU ALL THREE OF YOU BECAUSE OBVIOUSLY YOU DID YOUR HOMEWORK. YOU READ IT, AND THEN YOU GOT THE DETAILED INFORMATION. THANK YOU. THANK YOU. YOU YOU BE PREPARED BEFORE? COME TO THE BOARD MEETING I. I REALLY APPRECIATE THAT. SO NEXT, WE'RE GONNA GO TO G. WHICH IS REVEALED THE EXPENSES EXCEEDING $50,000. SO WE'RE GONNA GO G, A. 
          [7.G.1. Campus-Wide Projector Removal: Consideration and approval of a construction services agreement with Job Order Contractor (JOC) JR Thomas Group, Inc. for the removal of old classroom projection technology from approximately 4,868 rooms across 75 campuses for a not-to-exceed amount of $2,197,031.68.]
THE CAMPUS WIDE PROJECT REMOVAL. DO WE HAVE ANY MR HAMILTON. YET JUST THROW ON A QUESTION. SO I ASSUMING THAT THIS IS KIND OF MORE EYESORE THAN ANYTHING. BASICALLY WE'RE WE'RE MOVING. 
          WE'VE MOVED TO NEW TECHNOLOGY. SO THESE ARE NOT BEING USED. UM SO JUST IN THE CONTEXT OF THE BOND UH, BUDGET SITUATION THAT WE'RE IN. IN THE GRAND SCHEME OF THINGS. YOU COULD ARGUE THAT $2 MILLION IS RELATIVELY SMALL AMOUNT OF MONEY. BUT $2 MILLION IS STILL $2 MILLION. AND SO IS THIS SOMETHING THAT MAYBE WE COULD EITHER HOLD OFF OR WHAT? WHAT WOULD WHAT WOULD BE THE REASONING WHY WE COULD NOT HOLD OFF AND POSSIBLY USE THESE FUNDS. SURE EVEN, UM, SETTING IN FOR MR PHAN THIS EVENING. UM SO THERE'S NO LONGER AN INSTRUCTIONAL RESOURCE IN THE CLASSROOM. THAT'S NUMBER ONE. YOU'RE RIGHT. I MEAN, IT'S AN EYE SORE. IT DOESN'T. UH, THE PROJECTORS ARE NO LONGER SUPPORTED BY US. I MEAN, IF THE PROJECTOR IF A TEACHER WANTS TO USE IT AND BOB IS OUT. WE'RE NOT GOING TO BE REPLACING, YOU KNOW BULBS, SO IF THAT'S THERE FOR A LONG TIME, THEY BECOMES AN OPERATIONAL ISSUE FOR US TO BE ABLE TO SUPPORT IT. THE BEST THING TO DO IS TO REMOVE IT. THE FUNDING FOR THIS IS COMING FROM THE IT PORTION OF THE BOND IS STILL FROM THE BOND, BUT IT NOT ON THE CONSTRUCTION SIDE. UM BUT BUT, UH YOU KNOW, IT'S UP TO YOU GUYS ON HOW WE SPEND THAT, BUT, UH UH I'LL RECOMMENDATION IS WE GO AHEAD AND REMOVE IT. WHILE WE HAVE THE FUNDS. THERE'S NO GUARANTEE OF FUNDING IN THE FUTURE. RIGHT SO WHILE WE HAVE THE FUND, IT WOULD BE GREAT IF WE CAN JUST GET RID OF THAT FROM EVERY SINGLE CLASSROOM AND WE WERE TALKING ABOUT CLOSE TO 5000 CLASSROOMS HERE. THANK YOU. THANK YOU, MISS. UH, HAMILTON. 
          MR GUS, I DIDN'T START THE TIMER ON MYSELF, GARCIA. SO WHAT IS THE. THE RISK FOR LEAVING THE PROJECTORS IN THE CLASSROOM, OTHER THAN IT BEING AN EYESORE AND OTHER THAN BEING AN OPERATIONAL ISSUE, WHAT CONSTITUTES AN OPERATIONAL ISSUE? UH, WHAT CONSTITUTE AN OPERATIONAL ISSUE IS FOLKS THINKING THEY CAN GO AHEAD AND USE IT BECAUSE IT'S THERE. OR THEY DON'T WANT TO TRANSITION TO THE INTERACTIVE FLAB PANELS BECAUSE WE SPEND A LOT OF MONEY PUTTING YOUR INTERACTIVE FLAT PANELS IN EVERY CLASSROOM. UH, IF THE TEACHER DON'T WANT TO GO AHEAD AND ADOPT THAT, AND THEY'RE JUST RATHER USE THEIR OLD PROJECTOR AND YOU KNOW, THEY PUT IN TICKETS, YOU KNOW, SHOULD WE RESPOND TO THAT? WE DON'T HAVE FUNDING TO BUY BULBS. 
          THAT'S THAT'S ONE ISSUE THAT WE HAVE IN OPERATION SITE. UM SO THOSE ARE THE KIND OF ISSUES THAT WE'RE KIND OF THINKING ABOUT. OK, THANK YOU. THANK YOU, MS GARCIA. SO WE'RE GONNA MOVE 
          [7.G.2. Cellular Services and Equipment: Consideration and approval for the purchase of cellular services and equipment under a cooperative contract with NASPO in an amount not-to-exceed $543,639 and authorization for the Superintendent to negotiate and execute the agreement through March 2029.]
ON TO THE NEXT ONE, WHICH IS G TWO. IT'S THE CELLULAR SURFACES AND EQUIPMENT. DO I HAVE QUESTIONS ON THE ON THIS ITEM? SEE NOW WE'RE GONNA MOVE ON TO THE NEXT ONE, WHICH IS G THREE 
          [7.G.3. Data Center and Network Preventive Maintenance and Support: Consideration and approval for the purchase of data center parts, preventive maintenance, and support from multiple vendors under multiple cooperative contracts in an amount not-to-exceed $1,695,750 and authorization for the Superintendent to negotiate and execute the agreements through April 2029.]
DATA CENTER AND A NETWORK PREVENTIVE MAINTENANCE AND SUPPORT. DO WE HAVE ANY QUESTIONS. ON THIS ONE. NO PERFECT. WE'RE GONNA MOVE ON TO G FOUR. THE FINE ARTS, COLOR 
          [7.G.4. Fine Arts Color Guard Uniforms, Supplies, and Related Items: Consideration and approval for the purchase of Fine Arts Color Guard Uniforms, Supplies, and Related Items from multiple vendors through multiple cooperative contracts in an amount not-to-exceed $375,000 and authorization for the Superintendent to negotiate and execute the agreements through March 2029.]
GUARD, UNIFORM SUPPLIES AND RELATED ITEMS. YOU WILL HAVE QUESTIONS. WE'RE GOING TO MOVE. 
          [7.G.5. Fine Arts Consultants and Clinicians (Supplemental): Consideration and approval for the purchase of Fine Arts consultant and clinicians from multiple vendors and authorization for the Superintendent to negotiate and execute the agreements through January 2028.]
          [02:30:04]
TO THE NEXT ONE. OK? MY SCREEN DOESN'T. WAIT UM, THE NEXT ONE IS FINE ARTS CONSULTANTS AND CLINICIANS IS A SUPPLEMENTAL. DO WE HAVE QUESTIONS? MISS HANNAH. YES AND OK, SO MR DREW IS NOT HERE HERE TONIGHT BECAUSE, I KNOW HE ALWAYS FEELS LIKE I PICK ON HIM. BUT SO WHAT? SO WHAT I'M GONNA SAY ABOUT FINE ARTS. HOW DID YOU TIE ME IS I MEAN, I THINK IT'S AMAZING THAT WE'RE USING C CLINICIANS IN THIS WAY TO REALLY HONE IN ON SPECIFIC HELP THAT OUR STUDENTS NEED TO IMPROVE, RIGHT. I THINK THAT'S AMAZING. I WISH WE ALSO HAD CLINICIANS IN LITERACY AND MATH. 
          UM BUT BUT MY REAL QUESTION, DOCTOR LEMLEY IS THERE'S THERE ARE TWO QUESTIONS, SO I JUST NOTICED THAT YOU KNOW, I DON'T KNOW EVERYBODY ON THE VENDOR LIST, BUT SOME OF THEM ARE NOT IN IN STATE AND DISTRICT. AND UM , I'M ASSUMING THOSE PEOPLE WE EITHER ALSO PAY TO FLY THEM IN FOR CLINICS OR SOMETHING, OR THEY'RE DOING IT VIRTUALLY. UM I ALSO NOTICED THAT EVERY YOU KNOW , UH YOU KNOW, I I'M ASSUMING WE YOU KNOW, WE'VE HAND PICKED THESE VENDORS SO THEY'RE YOU KNOW THEY'RE ALL GOING TO BE SELECTED. AM I UNDER THAT? AM I CORRECT? YES, MA'AM. THAT'S CORRECT. WE UM THIS IS JUST AN EXTENSION OF THAT NEW PROCESS THAT WE THAT WE IMPLEMENTED A FEW. I DON'T KNOW LAST YEAR OR SOMETHING LIKE THAT. AND WE HAVE OVER 277 CAMPUS FINE ARTS PROGRAMS, AND RIGHT NOW THERE'S ONLY 600 VENDORS FOR THAT. AND IF YOU THINK ABOUT EVERY PROGRAM NEEDS, UH, UNACCOMPANIED. EVERY PROGRAM NEEDS A CLINICIAN. EVERY PROGRAM NEEDS JUDGES EVERY INSULT. THAT'S WHAT ALL OF THESE PEOPLE ARE, AND WE'RE JUST TRYING TO REBUILD BACK UP TO THE NUMBER THAT WE HAD BEFORE WE IMPLEMENTED THE NEW PROGRAM THAT THIS IS A RECURRENT AND I JUST CHEERLEAD THAT THAT KIND OF ALL OUR FINE ARTS, INCLUDING, YOU KNOW, VISUAL ARTS ARE GETTING ACCESS TO CLINICIANS. THE OTHER THING THAT I APPRECIATE IN IN THIS IS BECAUSE THE DEPARTMENT KNOWS WHO OUR QUALITY FOLKS THEY'RE GETTING THEM ON THE VENDOR LIST AND THEY'RE BRINGING THEM IN, AND I HOPE WE ARE DOING THAT IN A VERY SIMILAR WAY AND NOT LIMITING, SAY. DR LAWSON IN CURRICULUM FROM YOU KNOW, BEING ABLE TO ADD WONDERFUL PEOPLE WITH EXPERTISE TO A VENDOR LIST. 
          SO THANK YOU. THANK YOU. VERY, THANK YOU, MR LEMLEY. THANK YOU, MR HANNAN. AND WE'RE GONNA GO 
          [7.G.6. Fleet Vehicles, All-Terrain Vehicles (ATV) and Golf Carts (CND Increase): Consideration and approval to increase the existing contract awarded under 22- 021TA Fleet Vehicles, All-Terrain Vehicles (ATV) and Golf Carts by $500,000 for a total notto-exceed amount of $850,000 to purchase fleet vehicles and approval for the Superintendent to execute the agreements through December 2025.]
MOVE FORWARD TO G SIX. IT'S THE FLEET VEHICLES, INCLUDING A TV AND CND INCREASE. DO WE HAVE ANY QUESTIONS ON THIS ONE, MR GARCIA? CAN SOMEBODY WALK ME THROUGH THIS ONE? THE, UH THE BIG WHEN I FIRST READ IT. I THOUGHT IT WAS FOR LIKE THE LANDSCAPE CREW WITH A TV S AND THINGS LIKE THAT. BUT THEN I READ IT FOR CHILD NUTRITION. SOMEBODY GIVE ME A LITTLE BIT MORE DETAIL ABOUT THE VEHICLE'S USAGE. YES SIR. I CAN PROVIDE A LITTLE MORE INSIGHT ON THAT FIRST. I WANT TO APOLOGIZE. THERE WAS SOME BOILERPLATE LANGUAGE USED ON THIS ITEM SPECIFICALLY WHAT WE'RE DOING WITH THIS. THE CHILD NUTRITION DEPARTMENT HAS IDENTIFIED ALL EIGHT OLD UTILITY VANS THAT NEED TO BE REPLACED. WE WERE REPLACING THOSE WITH SIMILAR VANS AS WE MOVE FORWARD, USING PART OF OUR SPIN DOWN PLAN MONEY , THE ORIGINAL ITEM THAT WAS APPROVED FOR VEHICLES INCLUDED A TV S AND THOSE UTILITY VEHICLES. BUT IN THIS CASE WE JUST TOOK THAT LANGUAGE AND CARRIED IT FORWARD. NOT NECESSARILY THINKING THROUGH THAT. IN THIS CASE, WE'RE ASKING FOR VAN SPECIFICALLY, UM, IT WASN'T SPECIFICALLY CLEAR ON THAT. WE DO PLAN TO UPDATE THE ITEM THAT WE HAVE FOR THE 25TH OF MARCH. TO BE MORE CLEAR ABOUT WHAT WE'RE INTENDING TO PURCHASE WITH THOSE FUNDS NOW, I. I APPRECIATE IT, AND I JUST I JUST NOW SEE THAT IT'S IN THE QUESTIONS AND THANK YOU TRUSTY HANNAH FOR ASKING THAT QUESTION THAT I SHOULD HAVE READ BEFORE. SO THANK YOU SO MUCH. THANK YOU, MS GARCIA. AND THANK YOU, MISS GWEN 
          [7.G.7. Industry Certifications and Supporting Practice Materials: Consideration and approval for the purchase of industry certification exams and materials for students in Career and Technology Education (CTE) through multiple vendors from various cooperative contracts for an amount not-to-exceed $1,500,000 and authorization for the Superintendent to negotiate and execute the agreements through March 2029.]
FOR THE FOR THE INFORMATION AND NEXT IS WE HAVE G7. IT'S REGARDING INDUSTRY CERTIFICATIONS AND SUPPORTING PRACTICE MATERIAL. DO WE HAVE QUESTIONS? I DON'T SEE ANY. UH, MS HANNAN. UM. SO DOCTOR SMITH. I KNOW I'VE ASKED SEVERAL QUESTIONS ABOUT SPECIFICALLY ABOUT THE, UM, ELIMINATION OF THE MEDICAL ASSISTANT CERTIFICATION FOR, UH, CURRENT JUNIORS. UH WHO HAD THAT IN THEIR PLAN? IS THERE IS THERE ANY WAY DURING, UM YOU KNOW? I DON'T KNOW IF IT'S A BUDGET CONVERSATION OR AND I'VE. AND I'VE SEEN THE RATIONALE AND THE 
          [02:35:03]
RATIONALE IS JUST KIND OF YOU KNOW, IT'S I STILL CANNOT PROCESS IT. SO I JUST I. I JUST WANNA MAKE SURE WHILE WE'RE ADDING INDUSTRY CERTIFICATIONS AND MATERIALS, BUT WE'RE ALSO MOVING ONE YOU KNOW, I NEVER SAW WELL, YOU KNOW, JUST IT WAS A NUMBERS GAME. IT WAS A YOU KNOW, JUST IF YOU COULD JUST CLARIFY, YOU KNOW THE COST SAVINGS THE STUDENTS WHO WE HAVE MADE THAT, YOU KNOW. ROADBLOCK FOR UM, I. I JUST WANNA UNDERSTAND THAT BECAUSE I WANNA SUPPORT THESE INDUSTRY CERTIFICATIONS, BUT I THINK ONCE WE COMMIT TO IT, A STUDENT HAS CREATED THEIR PATHWAY. IT'S VERY DISAPPOINTING TO ME BECAUSE IT IS IN VIOLATION OF OUR MISSION BECAUSE WE'RE TRYING TO SUPPORT KIDS TO REACH, YOU KNOW. BEYOND WHAT THEY CAN IMAGINE. WELL NO, WE'RE PUTTING THE KIBOSH ON WHAT THEY COULD IMAGINE. AND THIS ONE. REALLY YOU KNOW, SO IN ANY ADDITIONAL CLARITY, I CAN GET 30 SECONDS. I WOULD BE SO HAPPY. THANK YOU, MR HAMILTON. THANK YOU. WE HAVE MISS COSBY HERE. WHO'S THE DIRECTOR OF CTE, AND SHE COULD TALK A LITTLE BIT ABOUT THE FIRST PART OF YOUR QUESTION WITH THE MEDICAL ASSISTANT. BUT IN TERMS OF INCREASING THE OPPORTUNITIES FOR OUR STUDENTS TO TAKE THE ENTRY BASED CERTIFICATIONS THAT'S A PART OF THE PLAN FOR INCREASING OUR CCMR EFFORTS. SO AS WE HAVE MORE STUDENTS THAT PASS THOSE CERTIFICATION EXAMINATIONS. IT HAS A HUGE IMPACT ON THE ACCOUNTABILITY FOR THE DISTRICT, AS WELL AS OPPORTUNITIES FOR STUDENTS POST HIGH SCHOOL, SO WE WANNA HAVE THOSE OPPORTUNITIES FOR THE CERTIFICATIONS AND IS AT NO COST FOR THE STUDENTS, AND THOSE CERTIFICATION EXAMINATIONS CAN RANGE ANYWHERE FROM $20 FOR AN EXAMINATION TO $250 SO AND IT COMES OUT OF THE CTE FUND THAT THAT THAT THEY USE IN THAT SAME FUND TO POUR BACK INTO THE PROGRAM. THANK YOU. SO I'LL ADDRESS YOUR INITIAL QUESTION ON ON THE WHY WE CHANGED THAT CERTIFICATION. SO WE HAVE ROUGHLY AND I'M GONNA USE ROUGH NUMBERS HERE. SO I DON'T HAVE ALL MY NUMBERS IN FRONT OF ME. 
          6000 STUDENTS THAT ENTER OUR HEALTH SCIENCE PATHWAY. WE FUNNELED ROUGHLY 6000 STUDENTS INTO 200 STUDENTS POTENTIALLY BEING ABLE TO OBTAIN A CERTIFICATION. OUR TEAM TOOK A LOOK AT THAT AND SAID THAT'S NOT EQUITABLE FOR THE OTHER STUDENTS THAT ARE IN THE PATHWAY WHO WEREN'T GETTING THAT SAME OPPORTUNITY. SO EVEN THOUGH WE DID REMOVE THAT OPPORTUNITY FOR THE JUNIORS THAT ARE CURRENTLY IN THE PATHWAY. WE OPEN THAT DOOR TO EVERY OTHER STUDENT IN THE PATHWAY TO EARN AN INDUSTRY BASED CERTIFICATION, AND WE FELT LIKE THAT WAS THE BEST THING TO DO AND WE'RE OFFERING WE WILL OFFER A COMPARABLE CERTIFICATION . SO WHILE THIS IS A BLOW, AND WE UNDERSTAND THAT WE HAD STUDENTS WHO WERE COUNTING ON THIS AND WANTED TO DO THIS, WE ALSO FELT LIKE WE HAD TO OPEN THIS DOOR TO OTHER STUDENTS BECAUSE THE PATHWAY IS SO IT'S ONE OF OUR TOP THREE LARGEST PATHWAYS, SO WE NEEDED TO OPEN THE OPPORTUNITY TO OTHER STUDENTS OUTSIDE THE KIDS WHO JUST CAME TO REESE. AND SO THAT WAS THE WHY BEHIND IT. WE WANTED TO OFFER MORE OPPORTUNITIES FOR OUR STUDENTS, AND I KNOW THAT IT FEELS LIKE WE'RE PUTTING UP BARRIERS, BUT WE'RE ACTUALLY OPENING DOORS FOR THE STUDENTS IN OUR DISTRICT. OK AND THANK YOU FOR THAT EXPLANATION BECAUSE I WANT MORE KIDS TO HAVE ACCESS TO THINGS, BUT PART OF GOOD PROGRAM EVALUATION IS SETTING YOURSELF UP FOR SUCCESS WHEN YOU START AND SO WHEN WE START A PROGRAM THAT WE KNOW WE HAD TO HAVE KNOWN THAT WE COULD ONLY THAT IT WAS ONLY VIABLE FOR THIS MANY STUDENTS. I I'M I'M ASSUMING AND I MAY BE ASSUMING INCORRECTLY, BUT THE FACT OF THE MATTER IS WE DID START A PROGRAM PROBABLY KNOWING THIS. MAYBE STAFF CAN CONFIRM UM AND WE'RE ELIMINATING IT. I DON'T I STILL DON'T UNDERSTAND HOW LET LET'S OPEN IT UP. BUT LET'S LET THESE 200 WHO WERE ON THIS PATH. IS IT APPLE'S? ARE THEY GOING TO BE ABLE TO GET A CERTIFICATION BASED ON THE PATHWAY THEY CHOSE THAT IS EQUIVALENT TO THIS OTHER PATHWAY THAT'S OPENED UP THAT IS SOMEHOW DIFFERENT FROM THE MEDICAL ASSISTANT. YES C CERTIFICATION. YES MA'AM. SO THE STARTING SALARY FOR THE CERTIFICATIONS THAT WE'RE LOOKING AT ARE COMPARABLE TO WHAT THE STUDENT WOULD, UH, WOULD OBTAIN IF THEY GOT A CCMA CERTIFICATION. WE'RE ALSO WORKING WITH LOCAL HOSPITAL SYSTEMS TO TALK ABOUT THEIR NEED FOR WHAT CERTIFICATIONS ARE POPULAR WITHIN THEIR SYSTEMS AS ENTRY LEVEL CERTIFICATION, SO WE'RE DOING OUR DUE DILIGENCE TO ENSURE THAT WHATEVER CERTIFICATION WE OFFER NEXT THATS OUR STUDENTS UP FOR SUCCESS. SO WE'RE NOT MAKING THIS DECISION TO ISOLATION. OK SO JUST ONE MORE. I KNOW MY TIME IS ALMOST UP. BUT IF DOCTOR SMITH YOU COULD GET US THE DATA ON, UH, THE COHORT. THAT WAS, UH, BANKING ON THIS. THE 200 OR SO I DON'T KNOW. I DON'T KNOW HOW MANY WERE BANKING ON THIS, 
          [02:40:06]
UH, CERTIFICATION THAT WE'VE THE MEDICAL ASSISTANT CERTIFICATION THAT WE'VE DONE AWAY WITH AND HOW MANY HAVE BEEN ENROLLED FOR NEXT YEAR INTO SOME EQUAL OPPORTUNITY FOR SOME OTHER SIMILAR. MEDICAL CERTIFICATION. THAT WOULD BE HELPFUL FOR ME BECAUSE I WANT TO KNOW HOW MANY KIDS THAT WE CONTINUE TO SUPPORT VERSUS THE ONE WE JUST WE JUST DROPPED. WE JUST DROPPED THE BALL ON HIM. THANK YOU VERY MUCH. THANK YOU, MR HANNAN. UM ACTUALLY, I'M GLAD YOU ASKED THAT QUESTION. YOU YOU EXCEED YOUR TIME, BY THE WAY, BUT IT'S OK. UM THANK YOU, MR HAMILTON. 
          NO NO, REALLY. YOU CALL TIME ON ME? BECAUSE THAT'S FOR ME TOO. SORRY NO, YOU'RE GOOD. SO I JUST WANT TO SAY, UH, I I'M REALLY GLAD THAT YOU ASKED THE QUESTION BECAUSE I DID ASK THE SIMILAR QUESTION DURING OUR AGENDA REVEAL BETWEEN ME AND, UH, DOCTOR SMITH. SO I, I DO BELIEVE MAYBE DOCTOR SMITH IS IN THE FUTURE. UM, MAYBE POSSIBLE TO DO AC T PRESENTATION PROGRAM FOR THE BOARD. SO PROVIDE MORE INFORMATION THAT WAY YES, RECEIVED AND WE'LL BE WORKING ON 
          [7.G.8. Integrated Pest Management Services: Consideration and approval for the purchase of integrated pest management services and related items from multiple vendors for an amount not-to-exceed $2,500,000 and authorization for the Superintendent to negotiate and execute the agreements and through March 2029.]
IT WITH THE DEAL. THANK YOU, DOCTOR SMITH, AND THEN WE'RE GONNA MOVE ON TO THE NEXT ONE, WHICH IS G EIGHT. INTEGRATED PAST PAST MANAGEMENT SERVICES. DO WE HAVE ANY QUESTIONS REGARDING TO THE PAST MANAGEMENT. SO MANY QUESTIONS. UM SEE, NOW WE'RE GONNA MOVE ON 
          [7.G.9. Job Order Contracting (JOC) Services for Flooring Package BP018: Consideration and approval of a construction services agreement with Job Order Contractor (JOC) Jamail & Smith Construction, LP to perform flooring renovations at 11 campuses for a not-to-exceed construction cost of $6,423,395.00 and authorization for the Superintendent to negotiate and execute or terminate the agreement.]
TO G NINE, WHICH IS, UH, JOB JOB ORDER CONTRACTING SERVICES FOR FLOORING PACKAGE PB 018. IS THIS? THIS ONE IS FOR THE 11 CAMPUS. UM. FOR PACKAGE SO IT'S COST $6.4 MILLION. DO WE HAVE ANY QUESTION? MISS MALONE. OK, THIS IS AGAIN. ONE OF THOSE JUST THOUGHTS OUT THERE. AND, UM PARTICULARLY WITH WITH THE BOND. AND THE, UH. CONSIDERATIONS OR CONCERNS WITH COST. HAVE WE CONSIDERED OR AT ALL AND I? I MEAN, I DON'T THINK IT THE ELEMENTARY LEVEL BUT I WAS JUST THINKING, YOU KNOW THE DIFFERENCE BETWEEN LET'S SAY OUR HIGH SCHOOLS AND THE LOCAL COMMUNITY COLLEGES OR THE COLLEGES IN THE FLOORING AND IF WE CONSIDER JUST DOING CONCRETE. 
          BECAUSE POLISHED CONCRETE LOOKS NICE, AND I THINK IT'S SIGNIFICANTLY LESS MONEY. AND I KNOW WE HAVE CONCERNS OVER OUR POTENTIAL COST OVERRUNS. AND SO WHEN I SAW THIS ONE, I'M JUST WONDERING AND THIS IS GONNA GO BACK TO LIKE THE BUS THING LAST TIME WHERE IT WAS LIKE, OK, WELL, IF WE DIDN'T DO HIGH SCHOOL AND MIDDLE SCHOOL, AND WE JUST FOCUSED ON ELEMENTARY COULD THERE BE COST SAVINGS? AND SO AS I'M LOOKING AT THIS ONE, I'M WONDERING, IS THERE A REASON THAT WE DON'T DO THAT AT HIGH SCHOOLS? IS THERE A DANGER OR A CONCERN OR WHAT'S THE RHYME OF REASON? BECAUSE I KNOW IN THE COLLEGES AT THE LOCAL COLLEGES THEY DO POLISH CONCRETE. GOOD AFTERNOON. GOOD EVENING. UH THE POLISHED CONCRETE THAT YOU SEE, UH, LIKE YOU SAY AT THE COLLEGES. UH, SEVERAL, UH, GROCERY STORES USE IT, AND IT IS VERY NICE LOOKING. IT ACTUALLY IS MORE EXPENSIVE THAN THE FLOORING THAT WE TYPICALLY INSTALL IN OUR, UH, CAMPUSES. 
          UH, IT WEARS LIKE, YOU KNOW, BULLETPROOF GLASS, BUT, UH, IT IS VERY EXPENSIVE TO INSTALL SO THAT'S WHY WE ARE LOOKING AT OUR TYPICAL STANDARD FLOORING. OK, SO THE SAVINGS AREN'T THERE? I APPRECIATE IT. NO UNFORTUNATELY, IT'S NOT. THANK YOU. THANK YOU, MR BINKE. THANK YOU, MS MALONE, MISS JONES. I JUST CAN SOMEONE CLARIFY THIS? SO THIS IS COMING OUT OF THE 2018 BOND, CORRECT. 
          AM I CORRECT? NO, MA'AM, THIS IS THE FIRST OF 2023 2023, OK, BECAUSE THIS IS BPO 18. YEAH, OK, BECAUSE I HAD ASKED BEFORE. TO PUT WHERE IT'S COMING FROM, IF IT'S 2023, OR 2020, OK, I GOT YOU. THANK YOU. THANK YOU, MISS JONES. UM. WE'RE GONNA MOVE ON TO THE NEXT ONE, WHICH G 10 OUT 
          [7.G.10. Out of School Time Enrichment and Related Items and Services: Consideration and approval for the use of out of school time enrichment and related items and services from multiple vendors, and authorization for the Superintendent to negotiate and execute the agreements through March 2029.]
OF SCHOOL TIME IN RICHMOND AND RELATED ITEMS AND SERVICES. MS HANNAN. THANK YOU. SO BOARD MEMBERS, I ASK A QUESTION SO I COULD SEE WHICH CAMPUSES WERE USING THE VENDORS FOR THIS 
          [02:45:06]
PROGRAM, AND I UNDERSTAND THAT IT'S PARENT FUNDED. BUT WHEN I LISTEN TO I BELIEVE IT WAS DOCTOR ROBERTS. MAYBE DOCTOR MASON, DISCUSSING HOW THEY'RE ADDING ENRICHMENT OPPORTUNITIES. 
          UM INTO OUR HIGH SCHOOLS THAT ARE IN, YOU KNOW, UM, HAVING TO DO TARGETED INTERVENTION PLANS? UM YOU KNOW, I JUST DRAW YOUR ATTENTION AND THINK ABOUT HOW MANY OF THESE CAMPUSES ARE OUR T CAMPUSES. AND SO I JUST THINK THAT EVEN THOUGH YOU KNOW WHAT ARE THE BARRIERS I'M ASKING DOCTOR SMITH. WHAT ARE THE BARRIERS THAT WE CANNOT PROVIDE? HIGH QUALITY ENRICHMENT OPPORTUNITIES TO OUR TITLE CAMPUSES. AND SO I HEAR. UM FROM HERE, YOU KNOW, WE WANT ACCESS. 
          WE WANT AS MANY KIDS TO HAVE ACCESS TO CERTIFICATIONS. AND SO I WANT AS MANY KIDS TO HAVE ACCESS TO THESE SIMILAR TYPE OF ENRICHMENT OPPORTUNITIES, SO THAT'S NOT REALLY A QUESTION. 
          IT'S KIND OF AN ASK. I WOULD LIKE TO DIVE A LITTLE DEEPER INTO THIS TO SEE HOW WE CAN SUPPORT OUR OTHER ELEMENTARY SCHOOLS IN GETTING SOME OF THESE GREAT OPPORTUNITIES. THANK YOU. 
          THANK YOU, MR HANNAN. AND WE ARE MOVING ON TO OUR LAST ITEM FOR THE REVIEW ITEMS IT'S REGARDING 
          [7.G.11. Portable Classroom Building Relocations, Installation and Repairs for 2024-25 School Year: Consideration and approval to execute a Job Order Contract (JOC) with J.R. Thomas Group, Inc. to perform the necessary relocation, set up repairs for portable classroom buildings needed to support the 2024-25 school year; approval of a Design Services Agreement with MWA Architects; approval of the project budget of $4,542,600; utilization of Bond 2018 Contingency funds; and authorization for the Superintendent to negotiate, execute or terminate the respective contracts.]
TO THE PORTABLE CLASSROOM BUILDINGS, RELOCATION, INSTALLATION AND REPAIRS FOR 2024 2025 SCHOOL YEAR. DO WE HAVE ANY QUESTIONS? SEE ON, UM I. I JUST WANNA MAKE A COMMENT AND ALSO LET MY COLLEAGUES ON THE DIET, YOU KNOW, DURING OUR MY DISCUSSION WITH DOCTOR SMITH REGARDING TO EXPENDITURES, I DID ASK MR DOCTOR SMITH TO HAVE A DISCUSSION WITH THE TEAM MEMBER, ESPECIALLY THE ITEMS THAT RELATED TO THE 2023 BOND. IT'S THAT ALL NECESSARY FOR US TO PROVE THIS MOMENT, SO THAT'S THAT'S REALLY I THINK WE ALREADY HAVE THAT DISCUSSION. DR. SMITH CAN WOULD YOU LIKE TO SAY A FEW WORDS? SO JUST FOR CLARITY CAN CAN YOU? UM I JUST WANNA I. I FEEL LIKE I. I ALREADY RELATE THAT MY CONCERNS REGARDING TO 2023 BOND RIGHT? BECAUSE WHERE WE ARE RIGHT NOW, SO I JUST I'M I'M I WANTED TO THE REST THE WHOLE BOARD TO HEAR, UM BECAUSE MY ANSWER FROM YOU IS YOU ALREADY TALKED TO THE TEAM. AND THEN ALL THESE ITEMS PRESENTED TO THE BOARD. THEY ARE VERY NECESSARY TO MOVE FORWARD. YES THAT IS CORRECT. SO UH OVER THE LAST SEVERAL WEEKS SINCE I HAVE BEEN HERE, I'VE I'VE WORKED WITH THE TEAM, UM, TO REALLY FINE TUNE. UH, SOME OF THE CHALLENGES THAT WE'VE HAD THAT WE'RE EXPERIENCING. AND THEN JUST TO MAKE SURE THAT AS WE MOVE FORWARD, UM THERE IS A COLLECTIVE EFFORT TO ENSURE THAT WHAT WE BRING TO THE BOARD IS INDEED. UH, WHAT WE NEED TO DO IN TERMS OF, UH, SUPPORTING THE BOMB PROGRAM AND THE PACKAGES. AND SO WE'LL CONTINUE TO HAVE THOSE CONVERSATIONS. WE'LL CONTINUE TO VET EACH OF THE ITEMS AND RECOMMENDATIONS THAT WE BRING FORWARD. UH SO THAT WHEN WE PRESENT IT TO THE BOARD, IT'S ALL PACKAGED IN A WAY THAT GIVES YOU THE GOOD FAITH AND CONFIDENCE THAT IT'S READY TO BE APPROVED OR MADE A DECISION UPON. THANK YOU, DOCTOR SMITH. 
          AND CAN I ASK, UM ASKING SOMETHING LIKE BECAUSE BE BETWEEN TODAY AND THEN THE NEXT BOARD MEETING. WE STILL HAVE SOME TIME. I'M JUST ASKING. MAYBE YOU AND THE TEAM CAN REVIEW THE ITEMS THAT RELATED TO THE 2023 BOND AND THEN TO JUST TO CONFIRM THEY ARE REALLY NEEDED FOR THE BOARD TO TAKE ACTION. THIS MOMENT WE DO. THANK YOU. THANK YOU. THAT BEING SAID. 
          NEXT WE HAVE A CLOSED SESSION. DOCTOR SMITH'S DO WE HAVE ANY ITEM FOR THE SECOND PROCESS? WE 
          [10.A. Fort Bend ISD Board of Trustees Meeting Minutes]
DO NOT HAVE ANY CLOSED SESSION ITEMS, OK, SO WE'RE GOING TO JUST KEEP THE CLOSED SESSION AND MOVE TO THE ACTION ITEM. UM SO NOW WE HAVE ACTION ITEM ITEM A UM, DOCTOR IS BASED ON MY UNDERSTANDING. YOU'RE GONNA PULL THIS ITEM. IS THAT CORRECT? YES MA'AM. MADAM PRESIDENT. UH, IT IS MY RECOMMENDATION THAT WE PULL THIS ITEM AND, UH, MY REASONING IS I WANNA MAKE SURE THAT THE ORIGINAL MINUTES AS PRESENTED, UH, AT THE FEBRUARY 5TH AGENDA REVIEW MEETING OR INDEED INCLUDED IN THE BOARD BOOK AND THE TEAM AND I WILL BE, UM, FINE TUNING OUR SYSTEMS TO MAKE SURE THAT THE BOARD BOOK IS PREPARED AS IT SHOULD BE. AND SO, UH, AT THE MARCH 25TH BOARD MEETING, I THINK WILL BE PREPARED TO PROVIDE THAT INFORMATION FOR THE BOARD TO 
          [10.B. Consideration and approval of contract for audit of 2023 bond program.]
          [02:50:04]
MAKE A DECISION. THANK YOU, DOCTOR SMITH. SO THAT BEING SAID WE'RE GONNA MOVE ON TO THE ACTION ITEM. 10 B, WHICH IS CONSIDERATION AND APPROVAL OF CONTRACT FOR AUDIT OF THE 2023 BOND PROGRAM. MR GARCIA, DO WE HAVE A MOTION? MADAM PRESIDENT. I MOVE. THE BOARD APPROVED THE PROPOSED CONTRACT WITH GIBSON CONSULTING. AUDIT OF THE 2023 BOND PROGRAM AND AN AMOUNT NOT TO EXCEED $112,000. I. WE HAVE A MOTION BY MS CASIA SECONDED BY MS HANNAN. DO WE HAVE A DISCUSSION? THIS HIGHLAND. HM YES. UM SO, MISTER GARCIA, I HAVE A DOCUMENT CALLED SCOPE FOR AUDIT OF THE 23 2023 BOND THAT HAS SOME GUIDING AUDIT QUESTIONS . WERE THESE AUDIT QUESTIONS CREATED BY THE COMMITTEE OR WERE THEY CREATED BY GIBSON? SO WHAT THE BOARD HAS I HAD, UM, SENT IT IN AND HAD IT PRINTED OUT AND PLACED ON EVERYBODY'S DESK IS OUR SCOPE FOR THE AUDIT FOR THE 2023 BOND AND THESE ITEMS CAME. A LOT OF THESE ITEMS CAME FROM, UH, A PREVIOUS AUDIT THAT WE DID FROM THE 2014 BOND. AND ALSO FROM SOME ITEMS THAT GIBSON HAD RECOMMENDED THAT THEY DO IN TERMS OF A COMPREHENSIVE AUDIT. WHEN WE WENT THROUGH IT. I WENT THROUGH THIS, UM AND I WENT THROUGH IT WITH WITH SOME OF THE COMMITTEE MEMBERS. BUT THEN I WENT THROUGH A LOT OF THE THINGS THAT WE HAVE BEEN GOING OVER AND WE'VE BEEN TALKING ABOUT AND OVER SOME OF THE OVERSIGHTS THAT WE'VE DISCUSSED AND BASED ON THE PREVIOUS AUDIT THAT WE HAVE DONE AND SOME OF THE PROGRAM EVALUATIONS AND SOME OF THE RECOMMENDATIONS THAT CAME OUT OF IT, I STARTED PEELING BACK A LOT OF THE SCOPE. THE OVERALL COST FOR A COMPREHENSIVE AUDIT WAS A OBVIOUSLY A LITTLE BIT MORE EXPENSIVE. SO IN AN EFFORT TO REDUCE THAT COST AND REALLY FOCUS IN ON THE THINGS IN THE AREAS THAT WE FELT AS THE AUDIT COMMITTEE WE NEEDED TO FOCUS ON THIS IS WHERE WE LANDED. UM AND THAT'S NOT TO SAY NOW. THIS IS, UH NOT TO EXCEED AMOUNT, AND THAT'S NOT TO SAY THAT WE CAN GO IN AND DIG IN A LITTLE BIT DEEPER AND REALLY UNDERSTAND. OK, WE NEED TO PEEL SOME OF THIS BACK. WE NEED TO PEEL SOME OF THIS BACK AND THE AMOUNT COULD ACTUALLY COME DOWN A LITTLE BIT. 
          SO WE'VE HAD THAT DISCUSSION, BUT IN THE INTEREST OF TIME, I KNOW THAT LAST WEEK WE TALKED ABOUT HAVING SOMETHING TO PRESENT IN TERMS OF AN AMOUNT. GIBSON WAS NOT ABLE TO PROVIDE A FULL LIKE HERE'S THE EXACT AMOUNT, BUT THIS IS WHERE WE CAN . IF WE DO ALL OF THESE THINGS WE CAN MAKE SURE TO KEEP IT UNDERNEATH THIS AMOUNT. AND THESE ARE THE ITEMS THAT WE CAME THROUGH AND AFTER DISCUSSIONS WHERE WE LANDED OK, SO THANK YOU FOR THAT ANSWER, MR GARCIA. SO TO BE CLEAR, DID STAFF PROVIDE SOME GUIDANCE, OR DID THEY? THEY GIVE YOU DOCUMENTS TO CREATE THESE QUESTIONS? AND MR GARCIA? THE REASON I'M ASKING ALL DUE RESPECT TO THE AUDIT COMMITTEE, I THINK THAT WHEN WE HIRE AN AUDITOR, PART OF THEIR JOB IS TO OBVIOUSLY THINK ABOUT THE SCOPE THAT OUR OUR BOARD WISHES. BUT I ALSO UH, I YOU KNOW, I'M NOT A I'M NOT AN EXPERT IN THIS, AND I DON'T THINK ANYBODY ON OUR BOARD IS AN EXPERT. SO WHAT I'M VOTING ON RIGHT NOW IS JUST THE NUMBER THAT YOU'VE PRESENTED THE CONSIDERATION OF THE COST AND TO MOVE FORWARD, BUT NOT NECESSARILY NOT NECESSARILY HANDING GIBSON. THE SCOPE THAT WE WOULD RELY ON OUR CONSULTANTS TO HELP US CREATE A SCOPE ONCE THEY'RE ONCE THEY'RE PAID. ONCE THEIR CONTRACTED IS THAT. DO YOU UNDERSTAND MY QUESTION, SO YOUR QUESTION IS, DID STAFF HAVE ANY GUIDANCE IN THESE QUESTIONS? YES, THAT WAS THE THAT WAS THE FIRST QUESTION. THE ANSWER TO THAT QUESTION IS NO NO. OK THEN. 
          MY SECOND QUESTION IS WILL THE AUDIT COMMITTEE BE OPEN TO GIBSON? PROVIDING UM. THE PARAMETERS AFTER THEY SEE WHAT YOUR WISHES ARE IN THE SCOPE BECAUSE IT'S ACTUALLY NOT THE AUDIT COMMITTEE'S WISHES. IT'S THE FULL BOARD'S WISHES. THAT'S WHY WE'RE HERE IS THAT WE ARE GOING TO BE. WE ARE GOING TO RELY ON A COMPANY THAT WE'RE GOING TO PAY UP TO 100. PLUS, UM 1000. TO DO WHAT THEY DO, SO I'M I'M JUST SAYING, HERE'S THE SCOPE. I SEE WHAT YOU'RE WANTING . BUT I'M WANTING AS A BOARD MEMBER TO MAKE SURE THAT WE ARE RELYING ON THE PEOPLE THAT WE ARE CONSULTING CONSULTING. TO BRING LIKE IF YOU GUYS MISSED SOMETHING LIKE OR IF, THEY SAY WHAT IF THEY SAY THEY CAN'T MEET SOME OF THE ITEMS THAT YOU'VE PUT ON YOUR SCOPE PAPER? DO YOU? DO YOU SEE WHAT I'M SAYING? LIKE AT THE BOTTOM LINE IS, YOU KNOW WE'RE WE'RE THIS BOARD IS WILLING TO WORK WITH GIBSON TO RELY ON THEIR EXPERTISE. BASED ON THE SCOPE, BUT WE'RE NOT NECESSARILY MARRIED TO THE SCOPE IF IT'S NOT APPROPRIATE BY THE AUDITOR STANDARDS OF WHAT THEY 
          [02:55:05]
SHOULD LOOK FOR. I UNDERSTAND NO , NO I. I UNDERSTAND AND LIKE I SAID, WE HAD A FULL COMPREHENSIVE AUDIT IN 2014. THIS IS THE SCOPE ALMOST VERBATIM FROM THAT AUDIT, MINUS UM. SEVERAL DIFFERENT ITEMS LIKE YOU KNOW, I CAN PROVIDE THE FULL SCOPE OF THAT AUDIT AND SO GOING BACK, AND WHEN I LOOK AT WHAT WE EXCLUDED SOME OF THE THINGS THAT WE EXCLUDED HAD TO DEAL WITH. 
          YOU KNOW HOW SOME OF THE CONTRACTS WERE WERE DONE. WE KNOW THAT WE KNOW THAT WE HAVE A VERY GOOD PROCESS IN PLACE IN SOME OF THOSE AREAS. UH, THIS PARTICULAR AUDIT. WE'RE FOCUSING IN ON YOUR COST ESTIMATION. YOUR PROGRAM MANAGEMENT AND OVERSIGHT PROJECT CONTROLS. THERE WERE SOME AREAS THAT WE PEELED BACK FROM PROJECT CONTROLS. UH, BUT THEN ON CONTRACT AND THERE WERE SOME THINGS THAT I DID ADD BASED ON SOME SOME, UH RESEARCH AND SOME FEEDBACK THAT I HAVE. I ADDED SOME SOME THINGS IN HERE ABOUT, UH, THE DIFFERENT DELIVERY METHODS BECAUSE I'VE ASKED SEVERAL QUESTIONS ABOUT ARE WE USING THE RIGHT DELIVERY METHOD METHODS FOR THE RIGHT PROJECTS? UM AND I KNOW UH, WE'RE WE'RE VERY BIG IN THE CM ER WE IN THE IN THE IN THE JOCK JOB ORDER CONTRACTING. SO UM, I'VE ALSO ASKED, UM THINGS LIKE IS THERE A MECHANISM IN PLACE FOR CONTRACTORS TO BE ABLE TO ESCALATE AND SUBMIT GRIEVANCES WHEN CERTAIN ISSUES ARISE. THOSE ARE SOME THINGS THAT I DON'T KNOW THAT THAT WE HAVE A PROCESS IN PLACE FOR THAT, OR WE DO SO THAT'S THOSE ARE SOME SOME THINGS THAT I HAVE FROM FEEDBACK AND ALSO IS THERE A COST BENEFIT ANALYSIS CONDUCTED TO IDENTIFY BEST VALUE PROTOTYPE SCHOOLS. SO, WHEREAS WE'RE PICKING. AND THEN AS I MADE THIS COMMENT BEFORE WE'RE BASING OUR NEW SCHOOLS ON SOME OF OUR MORE MORE EXPENSIVE DESIGN SCHOOLS BECAUSE THAT'S WHAT OUR EXPECTS THAT WE PROVED OR DESIGN SPECS ARE APPROVED. SO UH, ARE WE GETTING THE MOST VALUE FOR? YOU KNOW WE HAVE TE A STANDARDS AND WE HAVE OUR STANDARDS SO THAT THAT'S ONE OF THE THINGS THAT I THINK IT IS A HOLISTIC LEVEL. WE WANT TO TAKE A LOOK AT, UM DO WE NEED TO PEEL BACK SOME OF THOSE AREAS AND THEN GOING BACK INTO THE PROGRAM MANAGEMENT AND OVERSIGHT IS KIND OF THE INCEPTION OF WHERE THESE PROJECTS HAPPEN AND WHERE THEY START AND SAY, OK, THIS WAS A THIS WAS A, UM AAA BOTTLENECK. THIS WAS A BOTTLENECK AND SO AS A PROJECT MANAGER, THAT'S KIND OF HOW I LOOK AT THIS FROM A HOLISTIC, UH, TERM AND SAY, OK, THIS IS WHERE WE START AND THIS IS WHERE WE FINISH AND WE GET FROM POINT A TO POINT B BY DOING THESE STEPS AND DO WE DO THESE STEPS CORRECTLY, OK. AND WHAT IS THE 2000? COMPREHENSIVE AUDIT? WAS IT WAS IT A BOND? WAS IT A BOND AUDIT? OR WAS IT A IT WAS A BOND A BOND ON 14. I THINK THEY DID THAT IN 2015. OK BECAUSE AND GIBSON DID THAT ONE, OK? SO I WOULD THINK WE WOULD WANT GIBSON TO LOOP BACK TO SEE IF WE FULFILL THE RECOMMENDATIONS THEY MADE IN THE 2018 BOND. UH AUDIT. AND IF THERE WAS A LOT OF THE RECOMMENDATIONS THAT CORRECT THERE WAS A LOT OF THE RECOMMENDATIONS THAT THEY MADE THAT THE DISTRICT DID FULFILL AT THE TIME. I'M GONNA DO ASK A QUESTION. THANK YOU, MR GARCIA. I APPRECIATE YOU ANSWERING MY QUESTIONS. THANK YOU, MR HANNAN, MISS MALONE. THANK YOU. OK, SO ON HERE BOTH OF THESE ONES HAS CONSIDERATION AND APPROVAL FOR AUDIT OF 2023 BOND PROGRAM. AND THEN THE FOLLOWING ONE STATES CONSIDERATION AND APPROVAL OF INVESTIGATION FOR 2023 BOND, THE ON THE WE ARE ONLY ON THE YOU UNDERSTAND. THE I THINK THEY'RE RELATED THE $112,000 THAT YOU JUST MENTIONED THAT IS FOR THE AUDIT OF THE 2023 BOND PROGRAM. HOWEVER I THINK IT'S RELATIVE INFORMATION AND SINCE NOTHING WAS GIVEN TO US IN ADVANCE, HOW MUCH IS IT FOR THE INVESTIGATION? WE GET TO THAT IN THE NEXT ITEM AS A MOTION FOR IF WE'RE GOING TO BE VOTING ON THE ONE BEFORE THE OTHER. IS IT THE SAME FIRM FOR BOTH? I THINK IT'S APPLICABLE. IT'S NOT THE SAME. SO THE ORIGINAL INTENT WAS TO HAVE GIBSON LOOK AT THE SOME OF THE ALLEGATIONS BETWEEN FORMER EMPLOYEES AND WHAT HE SAID SHE SAID, BUT THAT IS BEYOND THE SCOPE OF WHAT GIBSON WAS ABLE TO DO. SO DURING THE COURSE OF THOSE DISCUSSIONS, THEY RECOMMENDED THAT WE JUST DO THE AUDIT AND THEN YOU FIND OUTSIDE INDEPENDENT FIRM. UH A LAWYER TO DO THAT. SO THAT'S THAT'S BASED ON THE RECOMMENDATIONS THAT WE DECIDED TO DO NOW. THEY SAID THAT SOMETIMES THEY DO AND WE DON'T ANTICIPATE FIND THIS. BUT IS IT SOMETIMES THEY DO FIND SOME FRAUD IN THAT CASE THAT THEY TURN IT OVER? UM BUT THEN WE GET INTO A WHOLE BIG, LONG, DRAWN OUT PROCESS WHERE IT'S GOING TO TAKE THEM APPROXIMATELY 6 TO 8 MONTHS, THEY SAID TO COMPLETE THIS AUDIT. SO WHAT HAPPENS WHEN WE GO 6 TO 8 MONTHS TO DO THE AUDIT, AND THEN THEY FIND EXTRA STUFF THAT WE NEED TO GO AND LOOK AT AND SAY, WELL, WE CAN JUST DO THINGS. AND GET ALL OF OUR QUESTIONS ANSWERS BECAUSE THE COMMUNITY OBVIOUSLY HAS A LOT OF A LOT OF QUESTIONS. SO THAT WAS THE DECISION WE MADE TO DO THIS AND THEN ALSO HAVE INVESTING INVESTIGATION ONGOING AT THE SAME TIME, JUST TO LOOK INTO THE WHOLE, HE SAID. SHE SAID ASPECT OF IT SO OK, BASED ON FEEDBACK FROM THIS BOARD AS WELL. SO 6 TO 8 MONTHS FOR THE 
          [03:00:03]
AUDIT 112 K FOR A SPECIFICALLY AUDIT FOR THE BOND PROGRAM, AND THAT'S WITH GIBSON AS THE PROVIDER SUPPLIER FOR THAT, AND THEN FOR THE INVESTIGATION, DO YOU ALSO HAVE? UM A FIRM IDENTIFIED FOR THAT TONIGHT? YES. THAT GOING TO BE ROGERS, MORRIS AND GROVER AND THAT AMOUNT IS $20,000 AND WE'RE LOOKING AT SEVERAL WEEKS TO A MONTH MONTH AND A HALF TIME FRAME ROUGHLY ON THAT. OK? SO 132 TOTAL ALL IN, UM AND I WILL REMIND THE BOARD THAT OUR BUDGET FOR AUDIT IS $250,000 SO DEFINITELY WELL BELOW THE BUDGET THAT WE HAVE TO SPEND FOR AUDIT PURPOSES. OK AND CAN YOU REMIND US ALSO? TYPICALLY, HOW MUCH DOES ONE AUDIT COST? KIND OF WHAT THE AMOUNT IS YOU HAVE HERE IN FRONT OF YOU. FOR EXAMPLE. 2014 I SEE THIS ONE'S 112. I'M ASKING HISTORICALLY, SIR, I THINK THAT COMPREHENSIVE AUDIT WAS I MEAN, THAT WAS 2014. IT'S PROBABLY IT IS A 200. YEAH, THAT WAS ABOUT A 200,000. SO I HAD ASKED HIM ABOUT A COMPREHENSIVE AUDIT AND THEY SAID IT WAS PROBABLY IN THAT 1 61 70 RANGE, DEPENDING, BUT I THINK THE 2014 SCOPE WAS A LITTLE BIT BIGGER. SO. OK UM AND THEN I SEE THIS SCOPE. DOES THIS SCOPE COVER THE SMART SHEET? SO WHAT I NOTICED WHEN I MET WITH, UM WHEN I MET UM. I I NOTICED THAT WE DIDN'T WE AS FORT BEND ISD. I SAY WE I'M NOT. WE'RE THE TRUSTEES, BUT I NOTICED THAT OUR STAFF HAD NO ACCESS TO THE ACTUAL SMART SHEET. AND I FOUND THAT VERY CRITICAL. BECAUSE THE SMARTS SHEET WAS WHAT WAS PRESENTED TO US IN FEBRUARY PRIOR TO CALLING THE BOND SO I WOULD LIKE TO KNOW , BECAUSE I DON'T SEE ANY MENTION OF THAT IN THE SCOPE OF WORK. AND FROM WHAT I UNDERSTOOD BACK THEN, PRIOR TO CALLING IS THAT THE SMART SHEET HAD ALL OF THE NUMBERS, AND THAT'S WHAT P BK USED IN AN IN CONJUNCTION WITH FORT BEND, ISD TO DETERMINE THE AMOUNTS FOR THE LINE ITEMS WITHIN THE BOND. SO I WOULD HOPE THAT THIS AUDIT AND INVESTIGATION. BOTH COVER THAT SMART SHEET SINCE THAT WAS THE CENTRAL SOURCE FOR THE DATA POINTS. CAN YOU CONFIRM THAT THAT'S INCLUDED WITHIN THE SCOPE OR THE PARAMETERS FOR GIBSON THAT WILL BE INCLUDED IN THE SCOPE ONCE WE GET INTO UM THE DETAILS OF IT. THAT'S DEFINITELY GOING TO BE ONE OF THE THINGS THAT WE'RE GOING TO BE TAKING A LOOK AT. IT'S ALSO PART OF PROJECT CONTROLS. IT'S ALL JUST PART OF THE PROJECT CONTROLS AND WHAT ARE THE CONTROLS IN PLACE, INCLUDING THE SOFTWARE THAT WE'RE USING, INCLUDING THE PROCESS THAT WE'RE IMPLEMENTING AND CARRYING OUT? AND SO, BUT, YES, TO ANSWER YOUR QUESTION? YES OK, AWESOME BECAUSE SMARTSHEET HAS A HOT, HARD AUDIT SYSTEM, SO IT'LL BE GREAT TO SEE THAT DATA IN THE HISTORY ANALYSIS WITHIN IT. UM I THINK THAT'S IT FOR ME ON THAT ONE. THANK YOU. THANK YOU, UH, MR HAMILTON. YES THANK YOU, MADAM PRESIDENT, UM, SO JUST TO STATE FOR THE RECORD, SO I'M I'M GLAD I. I THINK I WANNA THANK THE AUDIT COMMITTEE FOR MOVING FORWARD WITH THIS WORK. UM SO JUST FOR THE RECORD, I FEEL LIKE PERSONALLY, UM, IN ORDER FOR US TO BE TRANSPARENT TO THE COMMUNITY. WE HAVE TO. WE HAVE TO HAVE TRANSPARENCY FROM THE ADMINISTRATION. UM, AND SO I HAVE SOME SERIOUS QUESTIONS ABOUT UH, TRANS, YOU KNOW, RELATED TO TRANSPARENCY WITH THE FORMER ADMINISTRATION, AND SO I THINK, IN ORDER FOR US TO BE ABLE TO STAND BEFORE THE OUR OUR CONSTITUENTS AND GIVE THEM BETTER ANSWERS THAN I CAN TODAY. UM II. I DEFINITELY SUPPORT DOING BOTH THE AUDIT AND THE INVESTIGATION. SO THANK YOU. THANK YOU, MR HAMILTON. MISS HANAN DI. DID YOU HAVE ANOTHER ZOOM? NO, OK. UM SO I WANTED TO THANK MS GARCIA FOR ALL THE WORK . UM HE'S LEADING THIS COMMITTEE AND I JUST WANT TO CLARIFY A COUPLE OF THINGS. I THINK ONE IS , UM SO THIS SCOPE RIGHT HERE. 
          IT'S A DRAFT. SO BASICALLY, THIS IS A LIVING DOCUMENT. SO WHEN THE ARTIST STARTED, THE AUDITOR WILL WORK CLOSELY WITH DOCTOR SMITH AND HIS STAFF. AND THEN BASED ON THE FINDINGS. WE'RE GONNA ADJUST THE SCOPE, SO IT'S NOT JUST ONE TIME THING, AND WE WILL KEEP THE AUDIT COMMITTEE WILL KEEP THE WHOLE WORLD. THE FULL BOARD UPDATED WITH EACH SO CALLED STAGE OF THE AUDITS. 
          THAT'S THE PLAN. YEAH. SO I JUST WANT TO CLARIFY ON THAT. SO THANK YOU SO MUCH FOR EVERYONE AND FOR THE QUESTION COMMENTS AND THAT BEING SAID UH, THAT'S WELL. 
          [03:05:10]
MOTION PASSES 70. SO NEXT WE HAVE ACTION ITEM. 10 C. I HAVE A MOTION. MR GARCIA, MADAM 
          [10.C. Consideration and approval of investigation for 2023 bond.]
PRESIDENT. I MOVE THE BOARD APPROVE THE INVESTIGATION OF THE COST ESTIMATING FOR THE 2023 BOND, TO BE BE PERFORMED BY ROGERS, MORRIS AND GROVER AND THE AMOUNT IN AN AMOUNT NOT TO EXCEED $20,000. SECOND WE HAVE A MOTION BY MS GARCIA. SECOND BY MS HANNAN. DO WE HAVE A DISCUSSION? MISS MALONE. YES, UM . ROGERS MORRISON. GROVER THEY ARE THE BOARD'S ATTORNEY, IS THAT CORRECT? THAT'S CORRECT. SO . I'M THINKING ABOUT ALL OF THIS IN THE INNER MAKINGS, AND THERE'S OF ROGERS, MORRIS AND GROVER AND THEY'RE WORKING RELATIONSHIP IN THEIR IN DEPTH WORKING RELATIONSHIP WITH FORT BEND, ISD. AND I FULLY SUPPORT DOING AN INVESTIGATION, HOWEVER. 
          I HAVE GRAVE CONCERNS OVER. I BELIEVE IN INVESTIGATION SHOULD BE A THIRD PARTY AGENCY THAT IS COMPLETELY OUT. UM OUTSIDE OF FORT BEND, ISD. IN OUR CURRENT INTER MAKINGS AND WORKING RELATIONSHIP THAT THEY HAVE THAT'S UNBIASED. AND THAT AND NOT TO SAY THAT THEY WOULD BE BIASED. BUT HAVING A THIRD PARTY THAT DOES NOT HAVE A WORKING RELATIONSHIP WITH US WOULD ENSURE THAT SOME THAT IT'S AN UNBIASED RELATIONSHIP, AND FRANKLY, I HAVE CONCERNS THAT THERE MAY BE BIAS IN THE INVESTIGATION. AND I WOULD HOPE THERE WOULD NOT BE HOWEVER, THE CONCERN DOES EXIST. WELL, I APPRECIATE YOUR CONCERN. I DON'T AGREE WITH YOU. AND THAT'S IT. 
          THANK YOU, MISS MALONE, MISS JONES. WANT IT. I HAVE QUESTIONS FOR TRUSTY MALONE. WHAT ARE YOUR CONCERNS? WELL MY CONCERNS. I JUST STATED TO HIM THAT I'M CONCERNED THAT ROGERS MORRISON GROVER, THEY WERE INVOLVED IN THE BOND PLANNING. THEY DID OUR BOND WORKSHOPS. AND YES, THEY DID. MICKEY MORRIS PRESENTED FOR US ON BOND PLANNING, SHE PRESENTED AND SHE'S GREAT I. I THINK SHE'S WONDERFUL. BUT THEY WERE. MR MORRIS, UM, WAS INVOLVED IN BOND PLANNING AS WELL WITH DOCTOR WHITBECK AND WITH, UM, PREPARING INFORMATION HE'S WORKED. THEY'VE ALL WORKED WITH WITH OUR STAFF. IF THEY WERE INVOLVED, SHE ASKED ME A QUESTION. I'M JUST TRYING TO FINISH. IF YOU DON'T MIND HAVING A LITTLE PATIENCE, I'D REALLY APPRECIATE IT. UM THEY HAVE. 
          THEY HAVE BEEN COUNSELED TO US ON EVERYTHING. AND SO THEY WERE COUNSEL WITH MOVING FORWARD ON THE BOND PROGRAM. AND SO IT'S NOT AN ATTACK ON THE FIRM AT ALL. I'M TELLING YOU, I HAVE SINCERE CONCERNS, BECAUSE IF WE'RE ACTUALLY DOING AN INVESTIGATION, THEN THAT MEANS THAT IT WOULD BE AN OUTSIDE AGENCY POTENTIALLY INVESTIGATING EVEN EVEN MAYBE WHAT GUIDANCE AND COUNSEL. THEY GAVE THE DISTRICT THAT'S WHY, BECAUSE IF THEY'RE INVOLVED WE WANT AND USUALLY ON AN INVESTIGATION OR AN AUDIT. YOU WANT A THIRD PARTY AGENCY, WHO HAS NO STAKE IN THE GAME. SO ARE YOU SAYING THAT YOU DON'T TRUST THE FIRM BECAUSE THE FIRM REPRESENTS ALL OF US? NO MA'AM. WHAT I'M SAYING IS THAT THEY WERE INVOLVED IN THE PROCESS. AND IF WE WANT A GENUINE INVESTIGATION, YOU DON'T BRING SOMEONE TO DO THE INVESTIGATION WHO WAS ALREADY A SIGNIFICANT PART OF THE PROCESS. YOU FIND A FIRM THAT HAS THE QUALIFICATIONS TO LOOK AT IT FROM THAT VANTAGE POINT, AND I DON'T SEE HOW THERE WOULDN'T BE CONCERN OF LOOKING AT IT FROM THAT VANTAGE POINT WHEN THEY'VE BEEN DEEPLY INVOLVED IN THE BOND PROCESS. OK, SO I HAVE ANOTHER QUESTION FOR YOU. SINCE YOU'RE ALLEGING THAT THEY WERE A PART OF THE BOND PROCESS, ALLEGING, MA'AM, THEY WERE ON RECORD. THEY IS THIS TRUE. YES. IS MICKEY MORRIS. NOT GIVING US UM, ADVICE AND COUNSEL ON SO THEY'VE COME AND DONE PRESENTATIONS IN FRONT ON THE DIFFERENT CONSTRUCTION METHODS, THINGS ON THIS ON THIS STATEMENT OF LIKE ALL ON THE SCOPE OF WORK, THEY'VE GUIDED US AND THEY'VE GIVEN US WHAT I YOU KNOW, BELIEVE I'M IT'S NOT THAT I DON'T TRUST THEM. I'M SAYING IF WE WANT UNBIASED AND UNBIASED INVESTIGATION, THEN YOU USE SOMEBODY WHO HASN'T BEEN 
          [03:10:01]
INVOLVED IN THE PROCESS AT ALL. THAT'S ALL. SO THEY CAME AND THEY GAVE US TRAINING ON THE DIFFERENT CONSTRUCTION DELIVERY METHODS, SO I DON'T KNOW HOW THAT'S I MEAN, THEY'RE TEACHING US THINGS THAT WE DIDN'T KNOW PREVIOUSLY ABOUT HOW CONSTRUCTION METHODS WERE DONE, AND THAT'S WHAT MICKEY MORRIS CAME TO DO NOW, UH, IT IS A LITTLE THAT WERE THAT AND II. I MEAN, I GUESS I CAN UNDERSTAND YOUR CONCERNS, BUT AT THE SAME TIME IT'S THERE ARE BOARD COUNCIL. WE HAVE BEEN USING THE BOARD COUNCIL FOR A REASON. WE YOU KNOW, WE HAVE A LETTER, AN OUTSIDE FIRM. BY THE WAY, THEY'RE NOT EMPLOYED BY THE DISTRICT, SO I'M VERY CONFUSED BY THE BY THE DISTRICT. I THINK, MR GARCIA. WHAT I'M GETTING AT IS, FOR EXAMPLE, HERE'S ONE EXAMPLE. AND SO THIS GUYS, THIS PAPER LITERALLY, SAID CONSTRICTION. CONS CONSIDERATION . I NEED SOME WATER CONSIDERATION AND APPROVAL OF INVESTIGATION FOR 2023 2023 BOND PERIOD. THERE'S NOTHING ELSE ON THIS PAPER. SO YOU JUST SHARED WITH US WHO THE FIRM IS SO I'M PROCESSING THIS ALL RIGHT NOW, AND WE'RE SUPPOSED TO TAKE ACTION RIGHT NOW. SO DEFINITELY DIDN'T HAVE TIME TO PREPARE ON THIS ONE, AND I'M GOING OFF THE FLY IN MY MEMORY. BUT THE SPECIFIC BOND WORKSHOP. I CAN GUARANTEE THAT MR MORRIS AND I TALKED IN DEPTH WITH DR WHITBECK. ABOUT THE BOND WORKSHOP IN PREPARING IT, AND SO HE DEFINITELY GAVE ADVICE. 
          IMMENSE AMOUNTS OF ADVICE AND COUNSEL TO MYSELF, 100 AND 10. ON HOW TO MOVE FORWARD WITH THE BOND. WHETHER IT WAS THE BOND WITH WORKING WITH THE ADMINISTRATION WITH THE BOARD WITH THE CONSTITUENTS, ET CETERA , AND HOW TO PRESENT INFORMATION. WE DISCUSS THINGS AT IN IN LENGTH. AND SO TO SAY THEY WEREN'T A PART OF IT OR TO SAY I'M ALLEGING IT'S NOT ALLEGING THIS IS FACT. AND IN ADDITION TO THAT THEY WERE IN OUR MEETINGS OVER THIS STUFF, SO IT'S AGAIN. THIS IS NOT TO SAY ANYTHING. UM. ABOUT THAT FIRM SPECIFICALLY OTHER THAN THEY HAVE HAD A DEEP INNER WORKING RELATIONSHIP WITH US, WHICH WE HAVE VALUED AS A BOARD. I'M NOT CRITICIZING THE RELATIONSHIP. WHAT I'M SAYING IS IF WE WANT AN INVESTIGATION, THEN AN INVESTIGATION. IN MY VIEW WOULD BE BEST FROM A THIRD PARTY ENTITY WHO HAS ZERO STAKE IN THIS GAME. AND WHO HAS NOT HAD A WORKING RELATIONSHIP WITH US WITH DISTRICT WITH WHOEVER. AND THAT CAN MOST DEFINITELY LOOK FROM THAT VANTAGE POINT. THAT'S WHAT I'M SAYING, SIR. UM M, OK, I DON'T SEE ANY OTHER QUESTIONS. CAN I MAKE SOME COMMENTS? YEAH SO, FIRST OF ALL, I WANTED TO CLARIFY THE ROGERS MORRIS AND THE GROVER. IT IS A THIRD PARTY FIRM. UM THEY DON'T. THEY ARE NOT EMPLOYEES OF THE DISTRICT. AND THEN THE BOARD, ACTUALLY, UH, HAS A CONTRACT WITH THEM AS A BOARD COUNCIL. AND THEY THEY DO PROVIDE A LOT OF LEGAL ADVICE OR SUGGESTIONS ON A LOT OF THINGS. UH, SO MS MALONE WHEN YOU MENTIONED YOU HAVE DEEP DISCUSSION WITH MR IF I HEAR CORRECT IS THAT MR MORRIS AND, UH, DOCTOR, UH, WE BACK YOU HAD ALL THOSE MEETINGS, BUT THAT'S SOMETHING WE ARE NOT AWARE OF, MA'AM. THEY THEY, THEY PROVIDED COUNSEL TO THE ENTIRE BOARD. 
          THEY PROVIDE A ADDITION TO THAT WELL. PRESIDENT DAY. HOW MANY YEARS HAS ROGERS MORRISON GROVER , BE COUNSEL TO FORT BEND? I SDS BOARD OF TRUSTEES THE VERY LONG THIS SURPASS OUR RELATIONSHIP WITH THE BOARD. OK ARE YOU ARE YOU FINISHED YOUR COMMENTS, MISS MALONE? YOU KNOW, MISS DAY OR PRESIDENT DAY? THE THING IS. I DON'T MIND YOU PRESENTING THE INFORMATION BUT SAYING THAT THEY CONTRACTED OR THAT THEY HAVEN'T HAD A RELATIONSHIP. LISTEN IF YOU WOULD MOVE FORWARD WITH IT, MISS DAY I CALL THE QUESTION. I'M FINE. OKAY SO HERE HERE IS THE THING. UM I'M NOT. I HAVEN'T SAID WE DIDN'T HAVE A CONNECTION WITH THEM. SO PLEASE DON'T PUT OUT WORDS IN IN MY IN MY MOUTH IN A WAY, I'M TRYING TO GIVE A LITTLE BIT HISTORY AND BACKGROUND TO THE COMMUNITY. SO THIS FIRM BEEN PROVIDING ALL KINDS OF LEGAL ADVICE. THERE'S NO SECOND MS MALONE. AND SO I DO APPRECIATE THE FORM. WILL GIVE US ALL THE LEGAL THEY DO CROSS E BOARD. BECAUSE THEY'RE OUR BOARD 
          [03:15:06]
COUNCIL AND ALSO, UH M MORRIS MKY MORRIS. IT HAS A GREAT REPUTATION AND SHE HAS VERY HIGH INTEGRITY IN THIS INDUSTRY, AND SHE HAS DONE VERY SIMILAR INVESTIGATION FOR HISD. AND SHE'S VERY QUALIFIED AND VERY WELL RESPECTED PERSON IN THIS FIELD. AND ALSO ON TOP OF THAT, IF YOU PAY ATTENTION TO THIS, UM , DOCUMENT IN FRONT OF YOU, THERE IS A TEXT MESSAGE REGARDING TO A FORMAL, UM, EMPLOYEE BETWEEN THE FORMER EMPLOYEE AND OUR, UH PLUS T. AND PUBLICLY MADE AN ACCUSATION OR A STATEMENT. THAT MEANS LET ME TAKE IT BACK, MADE A STATEMENT. 
          UM THE REASON WHERE WE ARE TODAY , WHICH IS 100 AND $32 MILLION OVER BUDGET IS DUE TO ONE EMPLOYEE WITHHOLDING ALL THE INFORMATION. SO IT IT IS IMPORTANT FOR THIS INVESTIGATION IS TO KNOW HOW AND WHY WE ARE HERE TODAY. SO THERE IS A VERY POSITIVE REASON TO USE SOMEONE. 
          THE DISTRICT THE STAFF, THE BOARD WHO TRUST AND DURING THAT CONVERSATION, BECAUSE DURING THAT INVESTIGATION THEY ARE GOING TO BE, UH, INTERVIEWS. THEY'RE GONNA BE CONVERSATIONS BETWEEN THIS, YOU KNOW, INVESTIGATOR AND THE STAFF BECAUSE SHE'S SHE UNDERSTAND THE DISTRICT, BUT SHE IS NOT A FRANCE WITH THE STAFF. SHE'S ATTORNEY. IN ORDER TO BE ATTORNEY. THEY HAVE TO HOLD THEMSELVES WITH CERTAIN LEVEL OF INTEGRITY. SO I TRULY AND THE THEY BEEN WONDERFUL TO OUR DISTRICT. THEY'VE BEEN WONDERFUL TO THE BOARD AND THE TRUST CANNOT BE EASILY REPLACED BY JUST A RANDOM THIRD PARTY AUDIT. BUT BY I, I SAID, MY REASONS AND I SUPPORT THIS MOTION. AND UM, I SEE. MISS HANNAH HAS ANOTHER COMMENT. THAILAND PLEASE. SO I WANT TO. I WANT TO COMMEND THE AUDIT COMMITTEE FOR BRINGING THIS TO THE BOARD. BUT I WANT TO MAKE SURE THAT WE ALL REMEMBER OUR CODE OF ETHICS AND IT CLEARLY STATES. I WILL SHARE MY VIEWS WHILE WORKING ON CONSENSUS , BECAUSE I DO WANT I DO WANNA ACKNOWLEDGE MISS MALONE PRESENTED A CONCERN THAT SHE HAS AND I'M SURE YOU KNOW WE CAN'T ALWAYS REACH CONSENSUS, BUT WE ALL KNOW THAT ONCE THE VOTE IS MADE VOTE IS MADE, AND I HOPE THAT WE ALL SUPPORT WHATEVER THAT VOTE IS, BUT, UM YOU KNOW, THE OTHER ITEM SAYS I WILL SHARE MY VIEWS WHILE WORKING FOR CONSENSUS. I WILL DO MY BEST TO WEIGH ALL FACTORS AND MAKE INFORMED DECISIONS. AND SO I. I, UM, YOU KNOW, AND I'M NOT UP HERE TRYING TO DEFEND ANYONE. I'M JUST TRYING TO REMIND US FOR OUR PURPOSE AS TO WHY WE'RE HERE , UM, TO SUPPORT IN THE ROLE OF GOVERNANCE, BUILDING TRUST, SETTING A VISION, THOSE KINDS OF THINGS AND I WANT TO MAKE SURE THAT WE'RE ALL RESPECTING. EACH OTHER SHARED OPINIONS AND QUESTIONS. THANK YOU, MS DAY. THANK YOU, MISS HELEN FOR SHARE THAT I ALSO WANTED TO REMIND THE BOARD THE IMPORTANCE OF CONSENSUS. ONCE THE BOARD MAKE A DECISION, I THINK DURING OUR ELECTION OR CAMPAIGN, WE ALL PROBABLY ANSWER THAT QUESTION. 
          WHEN YOU DISAGREE WITH YOUR BOARD MEMBERS OR YOUR COLLEAGUES , BUT ONCE THE CONSENSUS HAS BEEN MADE, ARE YOU WILLING TO SUPPORT THAT CONSENSUS? THAT DECISION BUT I JUST WANNA YES, GREAT POINT. MS HANAN. I APPRECIATE THAT. AND I WILL. SECOND MISS. UH, I WILL. SECOND MISS JONES'S MOTION. THAT'S ON THE FLOOR TO CALL THE QUESTION. THANK YOU. DO I NEED TO VOTE? WE HAVE A MOTION AND A SECOND. WE HAVE A MOTION BY MR JONES AND THE SECOND BY MISS HANNAN. UH, THAT'S A VOTE FOR THE MOTION. YOU VOTE TO CALL THE QUESTION WE ARE VOTING FOR TO CALL QUESTION. 
          MOTION PASSES 70. SO NOW WE'RE GONNA VOTE ON THE ORIGINAL MOTION, WHICH IS PROOF THE INVESTIGATION. 
          OH, I DIDN'T SAY THAT. SORRY. MOTION PASS 61. THANK YOU, EVERYONE FOR THE GREAT WORK 
          [03:20:05]
TONIGHT. CAN I HAVE A MOTION TO ADJOURN THE MOVE TO ADJOURN? THANK YOU, MISS HANAN. AND THE TIME IS 937. THIS MEETING IS ADJOURNED. THANK YOU.
* This transcript was compiled from uncorrected Closed Captioning.