[00:00:01]
MAY I PLEASE HAVE EVERYONE'S ATTENTION BEFORE THE MEETING BEGINS? WE ASK THAT EVERYONE, PLEASE SILENCE YOUR CELL PHONES.
THANK YOU. OH MY GOD. THANK YOU SERGEANT. THE TIME IS 6:01 P.M.
[1. Call to order]
AND THIS MEETING IS HEREBY CALLED TO ORDER. WE HAVE THE PRESENCE OF A QUORUM ATTENDING IN PERSON.WE ARE GOING TO START WITH THE NATIONAL ANTHEM THIS EVENING.
SO IF EVERYONE WILL PLEASE RISE.
OH, SAY, CAN YOU SEE. BY THE DAWN'S EARLY LIGHT.
WHAT SO PROUDLY WE HAILED AT THE TWILIGHT'S LAST GLEAMING? WHOSE BROAD STRIPES AND BRIGHT STARS THROUGH THE PERILOUS FIGHT.
O'ER THE RAMPARTS WE WATCHED. WERE SO GALLANTLY STREAMING.
AND THE ROCKETS RED GLARE, THE BOMBS BURSTING IN GAVE PROOF THROUGH THE NIGHT THAT OUR FLAG WAS STILL THERE. OH, SAY, DOES THAT STAR SPANGLED BANNER. YET WAVE. O'ER THE LAND OF THE FREE AND THE HOME OF THE BRAVE. PLEASE REMAIN STANDING FOR A MOMENT OF SILENCE.
YOU MAY BE SEATED. LET'S HAVE ANOTHER ROUND OF APPLAUSE FOR THE FORT BEND ISD.
IS IT KODALY INSTITUTE CHOIR? AND NOW FOR RECOGNITIONS.
[4. Recognitions]
THANK YOU, MADAM PRESIDENT. WE HAVE QUITE A FEW TO GET TO THIS EVENING.WE'RE GOING TO START WITH OUR INSTRUCTORS, WHO JUST BEAUTIFULLY SANG THE NATIONAL ANTHEM.
ABOUT ONCE A YEAR, WE GET TO HEAR FROM OUR INSTRUCTORS WHO TEACH OUR CHILDREN FINE ARTS.
SO THANK YOU ALL FOR BEING HERE. FIRST, FROM GARCIA MIDDLE SCHOOL CHOIR DIRECTOR KELSEY APPLEBEE.
OH, WE'RE GOING TO ONE BIG GROUP PICTURE. OKAY.
YOU DON'T GET YOUR OWN INDIVIDUAL PICTURE. SORRY ABOUT THAT.
NEXT FROM SARTARTIA MIDDLE SCHOOL, THE CHOIR DIRECTOR, ALLISON GRIDER.
I WILL TAKE A MOMENT SO YOU GET YOUR OWN INDIVIDUAL APPLAUSE, THOUGH.
NEXT, WE HAVE QUAIL VALLEY MIDDLE SCHOOL CHOIR DIRECTOR, LIZETTE MEDINA.
FORT SETTLEMENT MIDDLE SCHOOL ASSISTANT CHOIR DIRECTOR ROHAN SKARIA.
ELKINS HIGH SCHOOL ASSISTANT CHOIR DIRECTOR ZOE SIMONSON.
AND CLEMENTS HIGH SCHOOL ASSISTANT CHOIR DIRECTOR JUSTIN SHEEN.
YES. YES. YES. AND FOR THE AUDIENCE, WHILE THEY'RE GETTING IN THEIR GROUP, I
[00:05:08]
WANT YOU TO KNOW THAT THE NATIONAL ANTHEM PERFORMERS ARE ALL PART OF THE 2024 FORT BEND CODY INSTITUTE.I THINK THAT THIS CAMERA RIGHT HERE. THREE. TWO.
ONE. ONE MORE. THREE. TWO. ONE. OKAY. OKAY.
THANK YOU AGAIN. INSTRUCTORS. ALL RIGHT. NEXT.
BEST OF SHOW AND NATIONAL QUALIFIERS ARE BEST OF SHOW IN AUTOMOTIVE.
CHRISTIAN BAR, ABHAY SAMUEL, CHRISTIAN SUAREZ AND OLIVIA REINA.
ADVISORS ARE JAMES HURTUBISE AND SAMMY URIC.
ACID. THANK YOU, THANK YOU. THANK YOU, THANK YOU, THANK YOU, THANK YOU, THANK YOU, THANK YOU, THANK YOU, THANK YOU, THANK YOU.
THANK YOU. LOOKING AT THE LENS. BIG SMILES. THREE.
TWO. ONE. ONE MORE. THREE. TWO. ONE.
OKAY. OUR NEXT CATEGORY IS AUDIO, VIDEO AND INFORMATIONAL TECHNOLOGY.
THE GOLD WINNER IS FERAS IBRAHIM. MELISSA REYES AND LUCY ESTES.
THE THE GOLD WINNER AND NATIONAL QUALIFIER IS CORMAC SAXON.
THE SILVER WINNER IS RODNEY GLOVER. GAVIN LAWRENCE, HELEN RIPTO, JEREMY PAGAN, VICTOR SANCHEZ, KELLY LEE, IVAN LUNA, EVAN BELTRAN, ONAN. NOBITA B.D.
AND SOPHIA PROCTOR. IT'S OKAY.
THE BRONZE WINNER. THIS IS GOING TO BE ONE GIANT GROUP PICTURE.
THE BRONZE WINNER IS SAHARA TRENT AND OUR TEAM CAPTAIN.
AND BEST OF SHOW IS TYRESE CLARK AND NOAH PASSERO.
THEY ARE ADVISED BY JOEY DREWETT. AND NOW ONE BIG PICTURE.
FIND A WINDOW, PLEASE. ALL RIGHT, EVERYBODY LOOKING AT THE CAMERA.
BIG SMILES. THREE. TWO. ONE. ONE MORE. THREE.
TWO. ONE. CONGRATULATIONS. WAY TO GO, JOEY.
ALL RIGHT. OUR NEXT CATEGORY. THE STUDENTS ARE NOT PRESENT TONIGHT, BUT THEIR ADVISOR IS THE GOLD WINNING AND NATIONAL QUALIFYING STUDENTS ARE ALI AND MOHAMMED AL-SHARAA. THEIR ADVISOR IS STACY MIKESKA.
AGAIN. TO THE LAST TWO. THREE. TWO. ONE. ONE MORE.
THREE. TWO. ONE. IN CULINARY ARTS, THE BRONZE WINNERS ARE SARAH HASSAN, NAOMI OGLE, COLE SPEICHER, ARNAZ IRANI, MAHOGANY BROWN, AND MAYA HOWARD.
THEY ARE ADVISED BY DILLON STONE AND JOY HUNT.
[00:10:01]
THANK YOU. THANK YOU VERY MUCH. THANK YOU.THANK YOU. LOOK AT THE LENS. THREE. TWO. ONE.
ONE MORE. THREE. TWO. ONE. CONGRATULATIONS.
AND THE LAST GROUP FROM REESE. THEY'RE NOT PRESENT, BUT LET'S SAY THEIR NAMES ANYWAY.
THEY MAY BE WATCHING IN THE COSMETOLOGY DEPARTMENT.
BEST OF SHOW. DAISY RUIZ AND JENNIFER ROMERO, ADVISER BRUCE BARNES AND BRIDGETT JACKSON.
AND NOW MOVING ON TO OUR NEXT GROUP. SEVERAL FORT BEND ISD STUDENTS PASSED, PLACED AT THE U.I.L.
SIX A STATE TRACK AND FIELD CHAMPIONSHIP. WE START WITH CADE PHILLIPS, HIGHTOWER HIGH SCHOOL, THIRD PLACE IN THE LONG JUMP. AND HIS COACH IS ANDREW GAMBLE.
CONGRATULATIONS. AND AGAIN THIS IS GOING TO BE ONE BIG PHOTO.
SO SEE THIS SEPARATE. SEPARATELY OR ONE. OH WE'RE GOING TO YOU GET YOUR OWN SEPARATE PHOTOS RIGHT HERE ON THE CAMERA. THREE. TWO ONE. ONE MORE.
SYDNEY FREEMAN FROM ELKINS HIGH SCHOOL GOT THIRD PLACE IN DISCUS.
AND THE COACH IS BEN STEELE AND DWAYNE DEAVER.
GREAT JOB. CONGRATULATIONS. THANK YOU. THANK.
YOU. THANK YOU. THANK. YOU. THANK YOU. THANK YOU.
TOM. THANK YOU. THREE. TWO. ONE. ONE MORE. THREE.
TWO. ONE. SMILE FOR SYDNEY. OKAY. THANK YOU. THANK YOU.
AND THEN NOT PRESENT THIS EVENING. BUT WE WANT TO MENTION THEM ANYWAY.
RIDGE POINT HIGH SCHOOL. FIRST PLACE IN 110 METER HURDLES.
MASON DORSETT, COACHED BY ANTHONY MALBROUGH. OKAY.
STICKING WITH ATHLETICS, MARSHALL HIGH SCHOOL BOYS TRACK TEAM WON THEIR THIRD CONSECUTIVE CLASS FIVE A CHAMPIONSHIP TEAM TITLE AT THE 2024 UIL STATE TRACK AND FIELD MEET. I THINK OVERALL THIS WAS THE SEVENTH CHAMPIONSHIP.
THE TEAM MEMBERS ARE MILES RADCLIFF, DEVIN WILKERSON.
CAMERON WILLIAMS. JORDAN RIGGS. A NOTE ABOUT JORDAN ALSO PLACED THIRD IN THE 400M.
ANNIE OAKLEY. JAYLEN MILLER. AND THE COACHES ARE RODNEY ALEX, ISAIAH SWEENEY, LLOYD BANKS AND NOT PRESENT OUR STUDENTS WILLIAM MITCHELL, WHO PLACED FIRST IN THE 100 METER DASH, AND DARRELL TAYLOR.
ALL RIGHT. THANK YOU. THANK YOU. SO MUCH. GREAT.
FOR THAT. YEAH. THANK YOU. THANK YOU. OKAY. EVERYBODY CAN HAVE THE CAMERA.
THREE. TWO. ONE. ONE MORE. THREE. TWO. ONE. THAT'S A GOOD PICTURE RIGHT THERE.
CONGRATULATIONS ON THE DYNASTY. AND NOW FOR THE LADIES.
MARSHALL HIGH SCHOOL PRINCIPAL. ARE YOU GOING TO GET IN ONE OF THESE PICTURES? MAYBE. OKAY, MAYBE YOU'RE OUTFITTED FOR IT. FOR THE LADIES, THEY WON SECOND PLACE IN THE FOUR BY 200 METER RELAY.
THE TEAM MEMBERS ARE JASMINE HARRIS. JAY CUMMINGS, JAYDEN SMALL,
[00:15:04]
SIERRA DOUGLAS, MORGAN HALL, AND DAMARI HUNTER.THEY ARE COACHED BY TRACY WILSON, BRANDY CROSS AND SHAHIRA TEMÜR.
I KNOW I GOT WHAT? ONE SECOND. OKAY. OKAY.
OKAY. OKAY. OKAY. ALL RIGHT. OKAY. OKAY. BIG CAMERA. BIG SMILES. THREE. TWO. ONE. ONE MORE.
THREE. TWO. ONE. KEEP IT UP, LADIES.
THANK YOU. NO. HE HAS WON EVERY SET DURING POSTSEASON PLAY SINCE HIS FRESHMAN SEASON. EVERY SET. NOT EVERY MATCH. EVERY SET.
HIS COACH IS AN SUTHERD. CONGRATULATIONS.
TO LANCE. ONE MORE TIME. THREE. TWO. ONE.
CONGRATULATIONS. YES. GREAT. THAT CONCLUDES RECOGNITIONS. THANK YOU. APPRECIATE IT.
ALL RIGHT. THANK YOU FOR THOSE RECOGNITIONS. REALLY PROUD OF THOSE STUDENTS.
DO WE HAVE MR. SHOAF ON VIA ZOOM? IS THAT WHAT I SEE? YES. NO WE DON'T. OKAY. I JUST WANT TO MAKE SURE.
[5. Superintendent Update]
OKAY. NEXT UP IS THE SUPERINTENDENTS UPDATE, DOCTOR SMITH.I WANT TO GIVE YOU A HEADS UP SINCE WE DIDN'T HAVE DIDN'T HAVE SUPERINTENDENTS UPDATE LAST MONTH.
WE KIND OF HAVE A LARGE GROUP TODAY, SO JUST BEAR WITH ME.
I JUST WANT TO SAY AGAIN, CONGRATULATIONS TO ALL THE STUDENTS.
SHOUT OUT TO THEIR COACHES FOR THEIR SERVANT LEADERSHIP AND THEIR HARD WORK AND DEDICATION.
YOU KNOW, GETTING A STATE CHAMPIONSHIP ONE TIME IS ONE THING.
GETTING A STATE CHAMPIONSHIP TWO TIMES IS ANOTHER THING. BUT WHEN YOU HAVE THE CONSTANT SUCCESS, YOU KNOW, THAT'S THAT'S MORE THAN A DYNASTY. AND IT SAYS THAT THE CULTURE AND THE ENVIRONMENT IS ONE THAT'S GEARED TOWARD RAISING CHAMPIONS.
AND SO I WANT TO JUST ACKNOWLEDGE THEM AGAIN.
THANK YOU. THE NEXT ITEM IS AN UPDATE ON THE KICKSTART CHAMPIONSHIP.
THE STUDENTS DID AN OUTSTANDING JOB. BROUGHT HOME SEVERAL GRAND CHAMPION AND STATE CHAMPION AWARDS.
STUDENTS WHO COMPETED REPRESENTED ALL 15 OF OUR MIDDLE SCHOOLS, DEMONSTRATED GREAT DISCIPLINE, GREAT RESPECT AND JUST SOMETHING THAT EVERYONE SHOULD BE PROUD OF.
AND I'M ALSO PLEASED TO SAY THAT, YOU KNOW, WE'LL BE ABLE TO CONTINUE THE LONG HISTORY OF PARTNERSHIP THAT THE DISTRICT HAS WITH THE KICK START PROGRAM, AND OUR STUDENTS WILL STILL BE ABLE TO HAVE A PE CREDIT AT OUR MIDDLE SCHOOLS ON NEXT YEAR.
SO WE'RE REALLY PLEASED AT THEIR PERFORMANCE.
AND AND HAPPY TO SAY THAT WE'RE GOING TO CONTINUE THAT PARTNERSHIP.
THE NEXT ITEM IS THE TEXAS COACH OF THE YEAR.
SO TEXAS HIGH SCHOOL COACHES ASSOCIATION, THEY PICK ONLY TWO COACHES EACH YEAR.
[00:20:07]
AND SO THIS YEAR, ONE OF OUR COACHES FROM KEMPNER HIGH SCHOOL WHO HAPPENS TO BE THE SWIM COACH, MR. JEROME MUNIZ, HE IS OVER THE BOYS SWIM PROGRAM.AND WE WERE SO FORTUNATE TO HAVE HIM REPRESENT US AND OUR ATHLETIC PROGRAMS. HE DID A FOX 26 INTERVIEW AND DID AN EXCELLENT JOB REPRESENTING KEMPNER AND ALSO REPRESENTING THE DISTRICT, AND WE JUST WANT TO CONGRATULATE HIM ON HIS HUGE HONOR AND JUST FOR HIS COMMITMENT THAT HE DEMONSTRATES EVERY DAY AS HE WORKS WITH OUR STUDENTS TO MAKE SURE THEY'RE AT THEIR BEST.
ALSO WANT TO SHARE AN INFORMATION ON THE FORT BEND EDUCATION FOUNDATION'S GRANT.
THIS YEAR, THE FORT BEND EDUCATION FOUNDATION AWARDED MORE THAN $771,000 IN GRANTS TO FORT BEND ISD TEACHERS. AND SINCE THE FOUNDATION'S INCEPTION, IT HAS AWARDED MORE THAN $36 MILLION IN GRANTS.
AND SO I WANT TO EXTEND A HUGE THANK YOU TO BRENNA COSBY AND HER SUPPORT TEAM AND ALL THE BOARD MEMBERS ON THE EDUCATION FOUNDATION FOR SUPPORTING TEACHERS AND FOR SUPPORTING FORT BEND ISD.
THE NEXT ITEM WE HAVE IS A YOUNG WRITERS CONTEST.
I WANT TO SHARE THAT WE HAD THREE STUDENTS FROM QUAIL VALLEY MIDDLE SCHOOLS GT ACADEMY.
THEY'VE BEEN NAMED THE 2024 PROMISING YOUNG WRITERS BY THE NATIONAL COUNCIL OF TEACHERS OF ENGLISH.
AND SO CONGRATULATIONS TO THESE YOUNG WRITERS ON THEIR ACHIEVEMENTS.
THE NEXT ITEM IS AUSTIN HIGH SCHOOL STUDENT WHO HAS BEEN ACCEPTED INTO THE FLIGHT ACADEMY.
LOTS OF GREAT THINGS HAPPENING AROUND THE DISTRICT.
AUSTIN HIGH SCHOOL JROTC CADET ANDY CHANG WILL BE ATTENDING THE ELITE NAVAL AIR FORCE FLIGHT ACADEMY AT THE UNIVERSITY OF DELAWARE THIS SUMMER. AFTER AN INTENSE EIGHT WEEKS, HE WILL EARN HIS PRIVATE PILOT'S LICENSE, WHICH MR. SHOAFF WAS HERE TO HEAR. THAT HE MAY BE LISTENING, BUT HE WILL EARN HIS PRIVATE PILOT'S LICENSE PLUS COLLEGE CREDITS.
HE IS ONE OF ONLY 28 STUDENTS TO BE SELECTED OUT OF 400 APPLICANTS NATIONWIDE, AND HE IS THE THIRD FORT BEND ISD STUDENT AND THE SECOND AUSTIN HIGH SCHOOL CADET IN A ROW TO BE INVITED TO THE NATIONAL SUMMER PROGRAM.
SO THAT IS AWESOME. THE NEXT, OF COURSE, IS OUR TENNIS CHAMPION, NOEY DOERR OF KEMPNER.
WE JUST MET NOEY FOR THE THIRD TIME. HE IS THE STATE TENNIS CHAMP AGAIN SHOWING THE CONSISTENCY OF CHAMPIONSHIP ACHIEVING A STATE CHAMPIONSHIP. IT'S A HUGE ACCOMPLISHMENT, AND TO DO SO THREE TIMES, OF COURSE, IS A TESTAMENT TO HIS HARD WORK.
HIS PERSEVERANCE AND HIS TALENT. SO AGAIN, CONGRATULATIONS TO THE CHAMP.
AND THEN FINALLY THE 2024 GRADUATION CEREMONIES.
WE HAD AN OUTSTANDING GRADUATION. REALLY PROUD OF THIS CLASS.
THE CLASS OF 2024. LOTS TO BE PROUD OF. WE JUST HELD 11 GRADUATION CEREMONIES AT THE EPICENTER.
IT WAS OUR FIRST TIME THERE, SO WE LEARNED A LOT AND LOOKING FORWARD TO THAT CONTINUED RELATIONSHIP.
AND SO LIKEWISE TO MR. WILBANKS AND CHIEF RYDER ALSO HAD CHILDREN WALK ACROSS THE STAGE.
SO I GUESS IN THE OVER 6000 PLUS HANDS, I SHOOK THEIR HAND.
YEAH. SO THAT WAS GOOD. SO THE CLASS OF 24, THEY HAD MORE THAN 6300 GRADUATES TO EARN A TOTAL OF $185 MILLION IN SCHOLARSHIP MONEY. ABSOLUTELY AMAZING.
ANOTHER GOOD POINT IS WE HAD OVER 58,000 GUESTS ATTEND THE CEREMONIES AT THE EPICENTER.
SO THAT WAS A LOT OF PEOPLE THAT WE WERE ABLE TO GET IN AND OUT AND WITH MINIMAL CHALLENGES.
[00:25:04]
SO I'D LIKE TO JUST GIVE A HUGE SHOUT OUT TO ALL OF OUR TEAM MEMBERS WHO WORKED DAY AND WORK NIGHT.OUR POLICE DEPARTMENT OUT THERE IN THE HEAT, ALL, ALL DAYS NAVIGATING TRAFFIC AND DOING THE THINGS NECESSARY TO GET, YOU KNOW, OUR FAMILIES IN AND OUT. SO THANK YOU, CHIEF.
AND TO YOUR TEAM. OUR TRANSPORTATION DEPARTMENT, TRANSPORTING MANY STUDENTS AND ALSO EQUIPMENT AND OTHER THINGS JUST SO THAT WE COULD HAVE A GREAT GRADUATION EXPERIENCE. SEVERAL MEMBERS OF THE OPERATIONS AND MAINTENANCE DEPARTMENT.
AND SO ONCE AGAIN, CONGRATULATIONS TO THE CLASS OF 2024.
WE KNOW THAT THEY'RE GOING TO GO AND DO GREAT THINGS AND MAKE US PROUD.
MADAM PRESIDENT, THAT CONCLUDES THE CONCLUDES THE SUPERINTENDENT'S REPORT THIS EVENING. THANK YOU, DOCTOR SMITH. WE APPRECIATE ALL OF THAT. AND THANK YOU FOR YOUR CONGRATULATIONS AGAIN.
OKAY. NEXT UP IS OUR BOARD ACTIVITY REPORT. SECRETARY HAMILTON.
[6. Board Activity Report]
YES. THANK YOU, MADAM PRESIDENT, YOUR FORT BEND ISD SCHOOL BOARD AT WORK.THIS IS THE BOARD MEMBERS. DISTRICT ACTIVITIES REPORT FOR THE JUNE 10TH, 2024 MEETING.
2024 FBISD HIGH SCHOOL GRADUATIONS. 11 OF THEM.
THANK YOU. THANK YOU, MR. HAMILTON. NEXT UP IS PUBLIC COMMENT.
[7. Public Comment]
WE HAVE ONE SPEAKER THIS EVENING. IS ANTHONY ANDREWS HERE? MR. ANDREWS, YOU CAN COME UP TO THE MICROPHONE.YOU'RE GOING TO HAVE THREE MINUTES TO SPEAK. OUR BOARD SECRETARY, DAVID HAMILTON, WILL KEEP TIME FOR YOU AND HE WILL LET YOU KNOW WHEN YOU HAVE 30S REMAINING. YOU MAY BEGIN WHENEVER YOU'RE READY.
THANK YOU FOR YOUR TIME. CAN YOU ALL HEAR ME? YES.
THE NATIVE AMERICAN GUARDIANS ASSOCIATION IS A 500 AND 13C NONPROFIT ADVOCATING FOR THE INCREASED EDUCATION ABOUT NATIVE AMERICANS. AND I THINK ABOUT FORT BEND AND OUR TREMENDOUS GROWTH AND THE TREMENDOUS OPPORTUNITIES WE HAVE IN FORT BEND.
I'M HERE ADVOCATING FOR THE NATIVE AMERICAN GUARDIANS AND OUR NATIVES.
YOU MAY NOTICE MY SHIRT, WHICH IS TEXAS AND THE SYMBOL OF CHIEF.
90% OF NATIVES LOVE OUR NAMES AND IMAGERY, AND THIS HAS BEEN PROVEN OVER AND OVER AGAIN IN POLLING.
THEY LIKE IT IN PUBLIC. IT'S AN HONOR FOR A CENTER OF EXCELLENCE.
EXCUSE ME? A CENTER OF HIGHER LEARNING TO ALIGN WITH NATIVE CULTURE, OUR HISTORY, AND THE ICONIC IMAGERY AND HONOR THAT NATIVES HAVE FOR KEEPING US RELEVANT. IT'S IMPORTANT THEM TO KEEP OUR CULTURE RELEVANT AND REMIND ALL OF THE WARRIOR SPIRIT.
NAGAR PROVIDES NATIVE NAMES AND IMAGERY CERTIFICATION.
AND SO YOU CAN WEIGH THE PROS AND CONS OF HAVING NATIVE IMAGERY AND NATIVE NAMES.
WE CALL IT OUR EDUCATIONAL CENTER OF EXCELLENCE.
AND THE QUESTION IS, WHAT IS THE SCHOOL BOARD DOING AND WHAT ARE THE SCHOOLS DOING TO EDUCATE ON NATIVE AMERICANS? NOT JUST THE HISTORICAL FACTS, BUT THE CONCEPTS, THE CONCEPTS LIKE THE SEVEN GENERATION CONCEPT, WHICH ARE DECISIONS TODAY, CAN AFFECT SEVEN GENERATIONS IN THE FUTURE.
[00:30:06]
AND WE'VE LEFT BEHIND A LETTER FROM OUR PRESIDENT, TONY HENSON, AND SOME LINKS.ONE IS A DIRECT LETTER TO SCHOOL BOARD MEMBERS.
TWO IS OUR PARTNER SCHOOL PROGRAM. AND LASTLY, THE MISCONCEPTION.
SOMETIMES YOU HEAR A LOT OF THINGS. TOM. THANK YOU, SIR, FOR BEING HERE THIS EVENING.
[8. Information]
NEXT UP IS OUR INFORMATION ITEMS. AND WE'RE GOING TO START WITH OUR STUDENT ACHIEVEMENT END OF YEAR REPORT.I'LL TURN IT OVER TO YOU. YES, MA'AM. THANK YOU, MADAM PRESIDENT.
DOCTOR JORDAN AND HER TEAM WILL BEGIN THE PRESENTATION.
THANK YOU. THANK YOU. GOOD EVENING, BOARD OF TRUSTEES.
MADAM PRESIDENT. DOCTOR SMITH. THANK YOU. I'M JOHNNY BLESSINGER, DIRECTOR OF EARLY CHILDHOOD.
THE BEGINNING OF THE YEAR THEY STARTED AT A 64% ON TRACK.
AND WE ENDED AT AN 85%, WHICH MEETS THE GOAL THAT WE SET UP FOR THIS SCHOOL YEAR, BUT ALSO THE FIVE YEAR CYCLE WITH HB THREE. THE NEXT SLIDE SHOWS THE MATH COMPOSITE SCORES, AND OUR STUDENTS CAME AT AN 84% ON TRACK AND FINISHED AT 92%, WHICH MEETS AND EXCEEDS THE GOAL THAT WE SET UP FOR THIS SCHOOL YEAR, AND ALSO THE HB THREE FIVE YEAR CYCLE IN OUR PRE-K THREE PROGRAM, WHICH IS A VERY SMALL PILOT THAT WE CURRENTLY HAVE AT THE EDISON LOFTS.
OUR STUDENTS CAME AT AN 85% DEVELOPING IN THE END OF THE EXECUTIVE FUNCTIONS, BUT AT THE END OF THE SCHOOL YEAR, THEY ATTAIN A TREMENDOUS GROWTH. NOW, 85% OF THEM WERE SHOWING, PROGRESSING OR MASTERING IN ALL OF THE THREE AREAS OF THE EXECUTIVE FUNCTIONS. NOW THE NEXT SLIDE SHOWS THE BREAKDOWN OF THE EXECUTIVE FUNCTION.
SO IN THE FIRST AREA, WHICH IS COGNITIVE FLEXIBILITY, OUR STUDENTS WENT FROM A 23% TO 77% GROWTH.
AND THE LAST AREA OF COGNITIVE GROWTH IS INHIBITORY CONTROL.
OUR STUDENTS CAME AT 34% AND EXITED IN MASTERING AND PROGRESSING AT 76%.
AND NOW MISS MELISSA IS GOING TO PRESENT THIS NEXT SECTION.
THANK YOU. SO I'M GOING TO SPEND A LITTLE BIT OF TIME TALKING ABOUT OUR INTERNAL DATA METRICS.
BEGINNING IN KINDERGARTEN THROUGH SIXTH GRADE.
AND THAT INCLUDES OUR BENCHMARK ASSESSMENT SYSTEM, WHICH IS BASS.
AND I'M GOING TO SAY THIS TO THE BEST OF MY ABILITY, THE SISTEMA DE EVALUACION DE LA TERCERA, WHICH IS SQL. THAT'S HOW WE ABBREVIATE THAT FOR OUR SPANISH VERSION OF OUR READING ASSESSMENT.
SO IN KINDERGARTEN, WHAT YOU WILL NOTICE IS THAT THEY TAKE THE BASS OR SAL TWICE A YEAR AT THE BEGINNING, MIDDLE OF THE YEAR. AND AT THE END OF THE YEAR, OUR END OF YEAR METRICS FOR OUR BASS, WHICH IS OUR MONOLINGUAL, OUR ENGLISH VERSION OF THE ASSESSMENT IS AT 64%.
AND FOR OUR SAL, WE ENDED THE YEAR AT 39%. IF YOU WILL NOTICE, THIS TEST MEASURES FLUENCY, ACCURACY, COMPREHENSION AND THEN CAPTURES THE HIGHEST INSTRUCTIONAL READING LEVEL WITH THIS ASSESSMENT.
AND THIS IS TRUE FOR KINDER FIRST AND SECOND GRADE.
AND THEN AS WE GET TO THE END OF THE YEAR, WE MOVE THE GOALPOST ON THEM.
SO THAT'S WHY YOU'RE SEEING SOME VARIANCES IN THE DATA.
WE DID HAVE A 12% INCREASE IN THE SEL. AND IF YOU REMEMBER, AT THE MIDDLE OF THE YEAR WE HAD TALKED ABOUT THE TURNOVER RATE IN OUR KINDERGARTEN BILINGUAL CLASSROOMS. WE WERE SITTING AT 53% NEW TO TEACHING KINDERGARTEN, BILINGUAL.
THAT'S OUR THAT'S OUR ENGLISH VERSION OF THE ASSESSMENT. AND FOR FIRST GRADE.
SO WE ARE SITTING AT 46% AT THE END OF THE YEAR.
WE DID SEE A SLIGHT DIP BETWEEN MOAI AND EOY WITH OUR FIRST GRADERS BY ABOUT 3%.
[00:35:08]
AND WE SAW A SLIGHT INCREASE WITH OUR FIRST GRADERS.OUR BILINGUAL STUDENTS BETWEEN MOAI AND EOY BY 1%.
AND SECOND GRADE SCL AT 56% AT OR ABOVE. THAT'S A 1% INCREASE ON THE SELL SIDE AS WELL.
AND THEN A SLIGHT DIP IN SECOND GRADE. NOW I WANT TO POINT OUT ON THIS SLIDE.
WHEN WE LOOK AT THIS DATA WE'RE LOOKING AT DIFFERENT COHORTS OF KIDS RIGHT.
WE'RE LOOKING AT ONE GRADE LEVEL OVER TIME. WHEN I LOOK AT THESE SECOND GRADE STUDENTS AND LOOK AT THE COHORT OF STUDENTS LAST YEAR AS FIRST GRADERS, THEY WERE AT 63%. SO AT THE END OF YEAR LAST YEAR, THEY WERE AT 63% AT OR ABOVE.
AND THIS SAME GROUP OF STUDENTS AS SECOND GRADERS IS AT 65%.
SO LOOKING AT DATA IN A COUPLE OF DIFFERENT WAYS, I JUST WANTED TO BE ABLE TO POINT THAT OUT TO YOU FOR OUR STUDENTS, OUR BILINGUAL STUDENTS, LAST YEAR, THIS SAME COHORT OF STUDENTS WAS AT 47% AT OR ABOVE.
WHEN WE LOOK AT RENNES THREE 60, IF YOU WILL RECALL, WE'RE LOOKING AT AT OR ABOVE BENCHMARK.
AND THOSE ARE NORM REFERENCE SET BY THE BY THE PUBLISHER, BY THE END OF THE YEAR.
OVERALL, FOR FIRST THROUGH SIXTH GRADE, WE HAD 64% AT OR ABOVE BENCHMARK AT END OF YEAR.
LAST YEAR AT THIS TIME END OF YEAR, WE WERE AT 63%.
SO JUST A SLIGHT INCREASE FROM LAST YEAR. SAME DATA POINT.
WE WERE OFF BY ABOUT 1% IN THIRD AND FIFTH GRADE.
THAT'S WHAT YOU'RE SEEING THERE. AND THEN WE MET THE MARK IN FOURTH GRADE.
THE OTHER THING I'D LIKE TO DRAW YOUR ATTENTION TO IS OUR STUDENT GROWTH PERCENTILE.
THIS YEAR, WE'RE SITTING AT 64% OF THE STUDENTS WHO MADE THAT YEAR'S WORTH OF GROWTH.
SO WE'RE MAKING PROGRESS ON THAT GROWTH INDICATOR.
I'M GOING TO SHIFT QUICKLY TO MATH. IN MATH, OUR KINDERGARTEN STUDENTS, THEY TAKE TEXT KEY BEGINNING, MIDDLE, AND END OF YEAR. WE ARE ENDING THIS SCHOOL YEAR WITH 74% OF OUR STUDENTS ON TRACK, ACCORDING TO THE END OF THE YEAR STANDARDS. AGAIN, THIS IS ANOTHER TEST THAT CHANGES THE GOALPOSTS AS WE MOVE THROUGHOUT THE SCHOOL YEAR, AND WE'RE RIGHT IN ALIGNMENT WITH WHERE WE HAVE BEEN THE LAST TWO YEARS.
73%, 75%. AND THEN THIS YEAR AT 74%. FOR RENAISSANCE THREE 60 FOR MATH THIS YEAR. END OF YEAR, WE'RE SITTING AS A DISTRICT FOR FIRST THROUGH SIXTH GRADE AT 78% AT OR ABOVE BENCHMARK.
LAST YEAR AT THIS TIME WE WERE AT 76%. SO A 2% INCREASE FROM LAST YEAR AT EOC DATA.
AND THE OTHER THING I WOULD LIKE TO POINT OUT HERE, BACK TO THE STUDENT GROWTH MEASURE, IS THAT LAST YEAR WE ONLY HAD 61% OF OUR STUDENTS MEETING THAT YEAR'S WORTH OF GROWTH. AND AT THE END OF THIS YEAR WE HAVE 66%.
SO WE'RE SEEING THAT THOSE GROWTH MEASURES INCREASE OVER THE COURSE OF THE LAST COUPLE OF YEARS.
WE ARE WORKING IN PARTNERSHIP WITH THE DEPARTMENT OF SCHOOL LEADERSHIP TO PROVIDE SOME DEFINED STRUCTURES FOR THAT DAILY INTERVENTION AND ENRICHMENT TIME THAT'S BUILT INTO THE SCHOOL DAY FOR ELEMENTARY AND RESEARCHING SOME DIFFERENTIATED RESOURCES FOR OUR TITLE ONE SCHOOLS, TO PROVIDE SOME STRUCTURE AND TEACHER SUPPORT DURING THAT TIME.
WE ARE ALSO LOOKING AT DATA TO DETERMINE OUR CAMPUS SUPPORT STRUCTURES FOR NEXT SCHOOL YEAR.
[00:40:04]
NWEA MAP, WHICH WILL COME WITH LOTS OF TRAINING FOR TEACHERS AND ADMINISTRATORS ON THE USE OF THAT DATA FOR DAILY INSTRUCTION.AS A FORMATIVE MEASURE TO SUPPORT INSTRUCTION.
SO THIS IS OUR DATA PRESENTATION FOR THIS EVENING.
IF YOU HAVE ANY QUESTIONS. THANK YOU, MISS HUBBARD.
AND MISS BLESSINGER, WE APPRECIATE THE INFORMATION YOU'VE GIVEN US.
DO WE HAVE MR. HAMILTON? YES. THANK YOU FOR THE PRESENTATIONS.
SO FIRST LOOKING AT THE RING, THREE 60 END OF YEAR LITERACY NUMBERS.
SO THERE WERE THAT CHART WAS A LITTLE SURPRISING.
SO I'M GOING TO START WITH THE GOOD NEWS. THAT'S SURPRISING IN A GREAT WAY.
SO FOURTH GRADE. SO GOING BACK A YEAR AND A HALF AND LOOKING AT THOSE LITERACY RATES BASED ON WHERE WE WERE THEN MY I WENT TO THAT FOURTH, THAT FOURTH GRADE, END OF YEAR BECAUSE OF WHERE THOSE STUDENTS WERE AT TWO YEARS, YEAR AND A HALF AGO. AND SO I THINK EVERYBODY WHO'S PART OF THE GROWTH IN THAT GRADE LEVEL FROM WHERE WE WERE A YEAR AND A HALF AGO TO WHERE WE ARE TODAY, DESERVES PRAISE AND COMMENDATION. SO THE THE FACT THAT ONLY 11% ARE AT URGENT INTERVENTION, I SAY ONLY 11%. THAT'S STILL NOT GOOD FOR GOOD FOR THOSE 11%.
AND IN MY OPINION, JUST LOOKING AT THE COVID IMPACT, THOSE ARE THE STUDENTS WHO HAD KINDERGARTEN AND FIRST GRADE, THE TWO MOST IMPACTED COVID YEARS. AND SO IT KIND OF MADE SENSE THAT THEY WOULD BE SEVERELY IMPACTED AS FAR AS WHERE THEY WERE AT THE END OF SECOND GRADE WHEN IT COMES TO READING. AND SO THE FACT THAT THEY'VE CAUGHT UP, THAT'S GREAT IN MY OPINION.
BUT THEN A COUPLE NOT SO GREAT THINGS. SO IT'S KIND OF STRANGE TO ME THAT THE FIRST GRADE AND THE SIXTH GRADE ARE THE TWO HIGHEST AS FAR AS PERCENT OF URGENT INTERVENTION. ANY THOUGHTS ON WHY THOSE NUMBERS ARE AS HIGH? SO THAT 27% FOR THE FIRST GRADERS IS PRETTY ALARMING.
ANY THOUGHTS ON WHY WE'RE IN THAT SITUATION WITH THE WITH THOSE TWO GRADE LEVELS, WE TYPICALLY SEE A PRETTY DRASTIC DIFFERENCE IN IN SIXTH GRADE, AND WE'VE SEEN THAT AS A PATTERN OVER TIME.
I THINK PART OF THAT IS CONTRIBUTED TO THERE'S LESS INSTRUCTIONAL TIME.
IN SIXTH GRADE, THEY GO FROM 120 MINUTES TO 45 MINUTES OR 50 MINUTES ON A DAILY SCHEDULE.
SO THE STUDENTS WHO NEED MORE SUPPORT AREN'T GETTING AS MUCH TIME AND TARGETED INTERVENTION.
SO THAT THAT'S I THINK THAT PARTLY PLAYS INTO IT.
I THINK ALSO AS THE KIDS GET OLDER, IF THERE'S NOT AN INTERVENTION PROVIDED, THE GAP GETS BIGGER, RIGHT? SO THAT'S DIFFERENT FOR MIDDLE SCHOOL.
FOR FIRST GRADE, THERE'S A PRETTY BIG JUMP WHEN YOU THINK ABOUT THE DEMAND IN FIRST GRADE, IN KINDERGARTEN, IN ORDER TO BE AT OR ABOVE. THERE ARE REALLY ONLY GOING UP ABOUT FOUR READING LEVELS IN FIRST GRADE THEY'RE GOING UP SIX. SO WE DO SEE A BIGGER DEMAND LOAD AND THE AMOUNT THAT WE WANT THE KIDS TO GROW IN FIRST GRADE.
AND SO THAT MIGHT BE CONTRIBUTING TO THE DATA.
BUT I CANNOT SPEAK FOR CERTAINTY WITHOUT DOING FURTHER RESEARCH.
THANK YOU, MR. HAMILTON. DID YOU HAVE SOMETHING? ANYBODY ELSE? I DON'T. MISS JONES, GO AHEAD. OKAY.
THANK YOU VERY MUCH FOR THE PRESENTATION. I AM VERY PLEASED WITH FUELING BRAINS ACADEMY. I ACTUALLY BEEN BRAGGING ABOUT IT TO OTHER PEOPLE ABOUT FUELING BRAINS OF BRINGING PRE-K THREE, BECAUSE THAT'S A CRITICAL YEAR IN CHILD DEVELOPMENT.
SO HATS OFF TO YOU GUYS. YOU CAN SIT DOWN. YOU DON'T HAVE TO.
I HAVE NO QUESTIONS FOR YOU. OKAY. BUT LET'S GO TO PRE-K FOUR.
AND SO. NO, LET'S GO TO KINDER. AND THEN I'LL GO BACK TO PRE-K FOUR. OKAY. SO AT THE END OF THE YEAR, WE'RE THERE.
[00:45:05]
THEY'RE COMING IN AT A 64%. CORRECT. THEY'RE ENDING THE YEAR AT 64%.WE HAVE 64% OF OUR STUDENTS READING AT OR ABOVE GRADE LEVEL FOR KINDERGARTEN.
YES, MA'AM. OKAY. AND SO I GUESS MY BIGGEST CONCERN IS THEY'RE GOING TO BE FIRST GRADERS.
AND SO THIS YEAR'S KINDERGARTNERS ARE GOING TO BE NEXT YEAR'S FIRST GRADERS.
SO HOW WHAT IS YOUR PLAN TO HELP STUDENTS RECOVER FROM LEARNING LOSS OVER THE SUMMER, AS WELL AS REMEDIATING THOSE SKILLS THAT ARE NEEDED TO EXCEL? WHAT YOU SAY SIX LEVELS.
SO PRETTY MUCH WHAT'S THE PLAN TO GET THEM THERE? SO WE ARE GOING TO CONTINUE WITH OUR TARGETED INTERVENTION IN THOSE SMALLER GROUPS.
OKAY. SO THAT THEY CAN PROVIDE SOME MORE TARGETED INTERVENTION TO SOME LARGER GROUPS OF STUDENTS.
SO WHEN A STUDENT GETS PULLED FOR TIER THREE INTERVENTION, THOSE ARE VERY, VERY SMALL GROUPS.
AND SO WE'RE LOOKING AT SOME OTHER RESOURCES AND SUPPORTS FOR TEACHERS THAT THEY CAN USE WITH THE STUDENTS THAT ARE NOT PULLED FOR THAT TIER THREE SUPPORT. YES. DURING THE DAILY INTERVENTION AND ENRICHMENT TIME.
SO THOSE ARE A COUPLE OF THE THINGS WE'RE WORKING BECAUSE I'M THINKING ABOUT WHEN TEACHERS PULL THAT SMALL GROUP, HOW ARE THEY GROUPING. THAT'S THE MOST IMPORTANT PART.
AND WHERE THEY'RE GETTING THE MOST BANG FOR THEIR BUCK IN THAT SMALL GROUP.
AND SO I THINK A PART OF THAT IS PROFESSIONAL DEVELOPMENT, ESPECIALLY WHEN YOU HAVE NEW TEACHERS WHO DO NOT READING, TEACHERS WHO DO NOT KNOW HOW TO CONCEPTUALIZE WHAT GOES ON IN A SMALL GROUP.
SO HAVING SAID THAT, PRE-K FOR NOW. SO I NOTICED AND I NOTICED THIS LAST YEAR THAT PRE-K FOR ALWAYS END AS A GREAT TRACK RECORD OF ENDING WITH HIGH 80% 85%, BUT THEIR BEGINNING OF THE YEAR USUALLY FALLS WITHIN THE 70, THE 60 TO 70% PERCENTILE.
HOW ARE YOU GOING TO ADDRESS THAT? BECAUSE I SEE KINDER AT 80 PRE-K AT 85 STARTING OUT.
BUT THEN AT THE END OF THE YEAR WE'RE AT 64. SO I'M LIKE, HOW DO YOU ADDRESS ALL OF THAT? BECAUSE THEY'RE GOING FROM PRE-K FOUR TO KINDER.
SO CAN YOU EXPLAIN THAT? WELL THEY'RE DIFFERENT.
THEY ARE DIFFERENT ASSESSMENTS AND THEY ARE MEASURING DIFFERENT THINGS.
SO COMPARING THE END OF PRE-K WITH THE CIRCLE ASSESSMENT AND THEN THE TEXT KEY DATA OR THE BASE.
SO THERE ARE TWO DIFFERENT ASSESSMENTS. SO JUST LOOKING AT END OF YEAR ONE AND BEGINNING OF THE YEAR WITH ANOTHER, THERE'S NOT LIKE A DIRECT CORRELATION. SO THEY'RE NOT TAKING THE SAME ASSESSMENT.
NO MA'AM. FROM PRE-K TO FOUR I MEAN TO KENDRA.
SO WE DON'T HAVE UNIVERSAL PRE-K HERE IN TEXAS.
SO ALMOST HALF OF OUR POPULATION DO NOT HAVE THE CHANCE TO COME TO OUR PRE-K CLASSROOMS. AND THAT'S A HUGE GAP. OKAY. AND I THINK HOLD ON, I MARKED IT UP.
WHAT HAPPENED? WELL, PART OF IT WOULD BE THE THE CHANGE IN STANDARD.
RIGHT. SO WE NEEDED TO I THINK IN SECOND GRADE THEY HAD TO GO FROM A A HIGHER LEVEL OF RIGOR RIGHT TO THE END. AND WE DIDN'T SEE AS MUCH GROWTH, SO THEY WERE NOT KEEPING UP.
I CANNOT SPEAK TO SPECIFIC CLASSROOM COMPONENTS THAT MIGHT HAVE BEEN MISSING AT THIS TIME,
[00:50:05]
BUT WE DID. WE DIDN'T SEE THE GROWTH THAT WE WANTED.OKAY. AND HOW HOW ARE YOU PLANNING TO ADDRESS THAT? BECAUSE THAT IS VERY CONCERNING. WE SHOULD BE GOING FROM MO UP AND NOT MO DOWN.
SO THAT'S WHY I'M PLEASED. LOOK AT LOOK INTO WHAT FACTORS CONTRIBUTED TO THAT.
OKAY. NEXT YEAR WILL BE YEAR TWO OF OUR IMPLEMENTATION OF OUR PHONICS CURRICULUM IN K THROUGH TWO.
OKAY. SOUNDS GOOD. THANK YOU. THANK YOU, MISS JONES.
OH, DOCTOR GILLIAM. THANK YOU. JUST A FEW QUESTIONS AND JUST TO. I'M ALWAYS CONCERNED OR THINK ABOUT THE TRANSITIONS FROM ONE SCHOOL TO ANOTHER. SO WHEN WE'RE LOOKING AT AND I JUST HEARD YOUR SHARING ABOUT GOING FROM PRE-K TO ELEMENTARY, BECAUSE WE KNOW THAT'S A BIG THING. IF YOU DON'T GO TO PRE-K, THEN THE ELEMENT, THEN YOU'RE IN KINDERGARTEN. AND THEN WE HAVE STUDENTS THAT ARE IN KINDERGARTEN THAT HAVE NEVER READ, NEVER DID ANYTHING WITH ALPHABETS OR WHAT HAVE YOU.
SO THE TRANSITIONS PRE-K TO ELEMENTARY IS HUGE.
BUT THEN WE HAVE ELEMENTARY GOING FROM THE FIFTH GRADE TO THE SIXTH GRADE MIDDLE SCHOOL.
AND THEN I CAN REMEMBER JUST BEING IN HIGH SCHOOL, THE BIG GAP THAT WE HAD FROM LEAVING, FROM MIDDLE SCHOOL, COMING INTO HIGH SCHOOL. AND WHAT DO WE HAVE PLANS FOR? WHAT WE NEED TO DO WHEN WE HAVE THE STUDENTS THAT ARE BARELY MAKING IT OVER THE HUMP TO TRY TO GET WELL, WHO ARE GETTING INTO SEVENTH GRADE, AND THEN THEY STILL DON'T HAVE SIXTH GRADE DOWN.
DO WE DO ANYTHING AND AND I ANYTHING THAT I'M THINKING ABOUT.
I KNOW WE HAVE HIGH SCHOOL AND WE HAVE SUMMER SCHOOL.
AND WAY BACK I THOUGHT, WHY CAN'T WE DO SOME TYPE OF BRIDGE FROM GOING FROM ELEMENTARY TO MIDDLE SCHOOL, FROM MIDDLE SCHOOL TO HIGH SCHOOL, ESPECIALLY NOW WITH WHAT I CALL IT, THE 18 MONTHS OF SO MANY OF OUR, OUR, OUR STUDENTS HAD THE LOSS OF LEARNING AND JUST BEING BEING ABLE TO GO TO SCHOOL WITHOUT HAVING DIFFERENT ISSUES ON WHATEVER IT MAY BE.
SO CAN YOU TALK A LITTLE BIT ABOUT WHAT WE HAVE? BECAUSE WHAT WE HAVE RIGHT NOW, AND IT'S REALLY NICE HEARING ABOUT DATA AND DIFFERENT THINGS THAT WE'RE DOING.
AND AND THEN I'M GOING TO ADD THIS WHEN I'M LOOKING AT THE EDUCATION FOUNDATION.
SHOUT OUT TO BRENDA COSBY. WOW. $771,448. AND OF COURSE, WHEN TEACHERS WRITE THESE PROPOSALS, YOU KNOW, AND I KNOW THAT THEY'RE THEY'RE DOING IT IN WHAT CAN I DO FOR MY CHILDREN? WHAT CAN I DO FOR MY KIDS THAT ARE IN THE CLASSROOM? BUT THEN HOW CAN WE WE TRULY USE THE FUNDS THAT WE HAVE AND REALLY TRY TO FOCUS ON THESE THINGS THAT WE CONSISTENTLY TALK ABOUT AS A BOARD AND AS, OF COURSE, EXECUTIVE TEAM, AND EXACTLY WHAT ARE WE DOING AND HOW ARE WE? HOW ARE WE MAKING SURE? HOW ARE HOW ARE WE KEEPING UP WITH THE DATA THAT WE KNOW THAT IT'S WORKING? I KIND OF WENT UP AND AROUND, BUT I HOPE THAT IT'S OKAY.
I THINK I GOT A FEW OF THOSE. SO WE DO HAVE OUR TITLE ONE CAMPUSES.
ARE RUNNING SOME SUMMER PROGRAMING. CAMPUS BASED SUMMER PROGRAMING BASED ON THEIR DATA TO SUPPORT SOME ELEMENTARY STUDENTS IN, IN THE SUMMER FOR THOSE GAPS AND TO KEEP THEM LEARNING.
IN THE SECONDARY. WE HAVE TO LOOK STRATEGICALLY AT THEIR MASTER SCHEDULE, RIGHT? SO WE DO HAVE BUILT INTO AN OPTION FOR MASTER SCHEDULING, A LITERACY LAB, WHICH IS AN EXTRA COURSE THAT THEY WOULD TAKE, WHICH SOMETIMES CAN BUMP UP TO THE CORE CONTENT CLASS.
WE ALSO HAVE A MATH LAB SO THAT WE CAN BUILD IT INTO THE SCHOOL DAY AND PROVIDE THE INTERVENTION THAT MIGHT BE NEEDED FOR THE STUDENTS WHO ARE STRUGGLING IN MATH. WE HAVE THOSE OPTIONS IN HIGH SCHOOL AS WELL.
[00:55:02]
BUT AS YOU KNOW, DOCTOR GILLIAM, AS YOU WERE FORMER HIGH SCHOOL PRINCIPAL, WE HAVE TO BE REALLY STRATEGIC BECAUSE THOSE KIDS ARE ALSO EARNING CREDITS.SO YOU DON'T WANT TO BUILD IN A COURSE THAT THEY CAN'T NECESSARILY GET A GRADUATION CREDIT FOR.
AND IT HAS SPECIALIZED CURRICULUM TO FILL IN THE GAPS.
AND THOSE CURRICULUMS ARE DESIGNED SPECIFICALLY TO PROVIDE INTERVENTION AND FILL THE GAPS.
AND THAT'S ONE STRATEGY THAT HELPS US ACCOMPLISH SOME OF THOSE GOALS DURING THE SCHOOL DAY, BECAUSE RELYING UPON STUDENTS TO COME BEFORE AND AFTER SCHOOL, WE DON'T WANT THAT TO BE OUR ONLY MECHANISM FOR FOR INTERVENTION AT THE SECONDARY LEVEL.
OKAY. SO NOW I HAVE A QUESTION. HOW DO WE MEASURE ALL OF THIS? HOW DO WE KNOW IT'S WORKING? WELL, WE'RE COLLECTING THIS LEVEL OF DATA.
WE'RE DOING WALKTHROUGHS ON CAMPUSES TO MEASURE IMPLEMENTATION.
WE'RE WORKING WITH THE COACHES THAT ARE ASSIGNED ON THE TITLE ONE CAMPUSES TO ENSURE THAT THEY UNDERSTAND THE SYSTEMS AND ARE HELPING TEACHERS MODELING WITH THEM. AND I'M EXCITED TO MOVE INTO OUR NEW SCREENER BECAUSE THEY'RE GOING TO BE GIVING US A LITTLE BIT MORE, MORE DATA THAN WE HAVE ACCESS TO AT THIS TIME.
OKAY, SO IN MY BRAIN, I'M THINKING FOR THE TEACHERS THAT ARE ACTUALLY TEACHING THIS AND MOVING STUDENTS, AND I WON'T KEEP GOING WITH IT, BUT THE TEACHERS KNOW WHO KNOWS AND WHO DOESN'T KNOW AND WHAT I'M I'M HEARING, YOU KNOW, AND I DO UNDERSTAND IT. YOU KNOW, THE STUDENTS ARE THERE.
DO THEY DO IT? DO THEY COME TO SCHOOL? DO THEY? BUT WE HAVE TO FIND WE HAVE TO MAKE IT HAPPEN.
AND THEN WHO IS ACTUALLY MONITOR CODE MONITORING COACHES THAT WHEN HERE'S WHAT SHOULD BE HAPPENING AND HERE'S WHO IS HAVING ISSUES WHEN WE'RE LOOKING AT OUR STUDENTS.
AND THEN WHAT DO WE DO WHEN THE STUDENTS ARE HAVING ISSUES IF THEY'RE NOT COMING TO CLASS, IF THEY'RE NOT DOING BECAUSE IT'S IT'S NOT GOING TO WORK.
AND I KNOW THIS IS REALLY, REALLY HARD. I SEE IT ALL THE TIME.
I HEAR IT. BUT WHERE WE ARE NOW, IF WE'RE LOOKING AT LITERACY AND WE WANT TO DO SOMETHING DIFFERENT, THEN WE WANT DIFFERENT RESULTS. WE HAVE TO DO SOMETHING DIFFERENT.
AND, YOU KNOW, WITH ALL DUE RESPECT, YOU KNOW, WE WE WE HAVE A LOT OF GREAT PROGRAMS, BUT CAN WE TWEAK OUR PROGRAMS? CAN WE FIND 1 OR 2 INSTEAD OF 5 OR 6, JUST 1 OR 2 PROGRAMS? WHAT REALLY, TRULY WORKS IN HIGH SCHOOL IS HARD FOR EXACTLY WHAT YOU JUST SAID.
WITH FOLKS YOU KNOW, THE STUDENTS NEED TO GO INTO THIS CLASS.
THEY NEED TO GET THE CREDIT. THEY NEED TO. BUT CAN WE JUST START WITH GOING FROM PRE-K TO KINDERGARTEN? CAN WE START FROM GOING TO FIFTH GRADE TO SIXTH GRADE? CAN WE GET SOME PILOT SCHOOLS TO WHERE WE CAN FIND OUT WHAT REALLY, TRULY WORKS? JUST HYPOTHETICAL, BUT I APPRECIATE THE SCORES.
I APPRECIATE THE INFORMATION. I APPRECIATE THAT, YOU KNOW, WE HAVE MANY, MANY PROGRAMS OUT THERE.
BUT, YOU KNOW, HOW DO WE REALLY GET TO THE NITTY GRITTY OF THE STUDENTS THAT REALLY, TRULY DID NOT RECEIVE? OKAY. THANK YOU. THANK YOU, DOCTOR GILLIAM. SO I'M GOING TO I'M GOING TO SPRINGBOARD OFF OF THAT FOR JUST A MINUTE, AND THEN I'LL AND THEN I'LL TOSS IT TO YOU. SO THOSE WERE, THOSE WERE THE QUESTIONS.
AND, AND I PUT WROTE SEVERAL THINGS DOWN AND I PUT LC NEXT TO IT BECAUSE I WAS THINKING LITERACY COMMITTEE BECAUSE SOME OF THE QUESTIONS I THINK THAT WERE ASKED HERE TONIGHT, IT WOULD BE GOOD FOR SOME OF THAT ADDITIONAL OVERSIGHT IN THE LITERACY COMMITTEE.
AND SO ONE OF THE THINGS WE LOOKED AT TODAY IN OUR SPECIAL ED COMMITTEE MEETING WERE THE NUMBERS, SOME OF THE NUMBERS BY CAMPUS. AND I WAS THINKING THAT WOULD BE REALLY HELPFUL IF WE COULD SEE SOME OF THESE NUMBERS BY CAMPUS FOR THEM TO, TO DIG INTO JUST A LITTLE BIT, BECAUSE I KNOW MR. HAMILTON ASKED A WHY QUESTION AND MISS JONES ASKED A WHY QUESTION WITH RELATION WITH RELATION TO FIRST AND THIRD GRADE.
AND I MADE NOTE OF THOSE. AND I THINK WE NEED TO GET A AN ANSWER TO THE WHY QUESTION.
I THINK WE NEED TO FIGURE THAT OUT. AND WE KNOW WHO KNOWS WHO KNOW.
THE TEACHERS KNOW. AND SO I THINK TO HER POINT, TO DOCTOR GILLIAM'S POINT AND TO MR.
[01:00:01]
HAMILTON'S POINT AND MISS JONES, THAT WE WE NEED TO GET THOSE TEACHERS IN A ROOM AND FIND OUT WHERE THE BREAKDOWN IS, BECAUSE I KNOW A LOT OF TIMES WE KNOW IF YOU'VE EVER HAD KIDS, YOU KNOW, THE FIRST SEMESTER IS BETTER THAN THE SECOND SEMESTER OR THE THIRD NINE WEEKS IS BETTER THAN THE SECOND. NINE WEEKS IS WORSE THAN THE THIRD NINE.YOU KNOW, THERE'S YOU KNOW, THERE'S ALL THESE PATTERNS AND I GET PATTERNS.
BUT WHEN WE GET TO THE END OF THE YEAR LIKE MISS JONES SAID, WE SHOULDN'T BE DROPPING.
AND, YOU KNOW, I HEARD YOU SAY, WELL, RIGOR INCREASED AND ALL THAT, BUT IF WE'RE PROGRESSING THEM AS WE SHOULD BE PROGRESSING THEM, THEN THAT SHOULD BE IRRELEVANT. WE SHOULD HAVE THEM WHERE THEY NEED TO BE.
SO I'M JUST SAYING ALL THIS TO SAY KIND OF AS THE BOARD PRESIDENT, THAT I THINK THIS IS EXACTLY THE PURPOSE OF THE LITERACY COMMITTEE AND THAT OVERSIGHT IS THAT MAYBE WE CAN DIG INTO THE DATA A LITTLE BIT MORE.
LET'S HELP THE TRUSTEES UNDERSTAND. AND THEN MAYBE GOING THROUGH THAT PROCESS, YOU GUYS ARE GOING TO COME OUT COME OUT WITH SOME, YOU KNOW, MAYBE SOME BETTER UNDERSTANDING OR MAYBE SOME OF THE QUESTIONS WE ASK WILL KIND OF GIVE A LITTLE BIT BETTER DIRECTION.
THE LAST THING I WOULD SAY IS, IS THANK YOU FOR PHONICS.
I, YOU KNOW, I THINK THAT'S GREAT THAT WE'VE WE'VE BROUGHT BACK PHONICS.
AND I THINK IT'S CRITICALLY IMPORTANT BUILDING BLOCK IN LEARNING TO READ.
AND THEN I JUST WANTED TO SAY, I WANTED TO POINT OUT AND ANY OF YOU WHO'VE WORKED WITH ME BEFORE KNOW THAT I DO THIS. SO I WANTED TO POINT OUT THE STUDENT GROUPS WHO ARE NOT MEETING THE BENCHMARK, BECAUSE THIS IS ANOTHER AREA WHERE I THINK THE LITERACY COMMITTEE NEEDS TO DIG IN.
SO, OF COURSE, OUR WORST GROUP IS THE SPED GROUP.
AND AS A MOM OF A DAUGHTER WHO RECEIVES SERVICES, I, I GET THAT THEY'RE, YOU KNOW, SHE WOULD TAKE THE N THREE 60 AND SHE WASN'T ALWAYS ACCOMMODATED. LIKE, YOU KNOW, IT DOESN'T PROVIDE FOR ALL OF THOSE.
SO I GET THAT. BUT 32% IS REALLY TOO LOW, PARTICULARLY AT THESE GRADE LEVELS.
SO I THINK WE NEED TO REALLY DIG INTO THAT. WE'VE GOT NEXT UP IS OUR ECONOMICALLY DISADVANTAGED AND OUR AFRICAN-AMERICAN AND OUR HISPANIC GROUPS. AND SO, YOU KNOW, I'VE SERVED ON THE CBLT'S OR WHATEVER THEY'RE CALLING THEM THESE DAYS.
AND, YOU KNOW, I UNDERSTAND THAT WE THAT WE SOME OF THESE GROUPS HAVE HISTORICALLY BEEN LOW.
AND THAT'S REALLY WE NEED TO CHALLENGE OURSELVES TO DO BETTER.
AND WE NEED TO RAISE THE SHIP FOR EVERYONE, BUT WE REALLY NEED TO DIG IN AND FIGURE OUT WHAT'S GOING ON IN SOME OF THESE POPULATIONS AND HOW WE CAN PUT SOME INTERVENTIONS IN PLACE. SAME FOR MATH. AND MATH LOOKS A LOT BETTER, BUT, YOU KNOW, SPED AND ECODISC AND AFRICAN AMERICAN AND HISPANIC.
I MEAN, THOSE ARE CONSISTENTLY OUR FOUR POPULATIONS THAT WE REALLY NEED TO DIG INTO.
SO I'M GOING TO MAKE A REQUEST. I DON'T REALLY HAVE ANY QUESTIONS TONIGHT, BUT I JUST WANTED TO SAY FOR THE LITERACY COMMITTEE ESPECIALLY, I THINK BY CAMPUS, I THINK ANSWERING THESE TRUSTEES QUESTIONS ABOUT WHY WHY ARE WE NOT HITTING THOSE BENCHMARKS? WHY ARE WE NOT HITTING OUR TARGETS? FOURTH GRADE IS GREAT.
BUT, YOU KNOW, WHEN WE'RE MISSING TARGETS SO BADLY ON SOME OF THE OTHERS, AND I SAY SO BADLY BECAUSE EVERY KID MATTERS, RIGHT? EVERY KID THAT CAN'T READ MATTERS TO ALL OF US.
SO SO I JUST WANTED TO SAY THAT. AND NOW I'M GOING TO TOSS IT BACK TO MISS JONES.
THANK YOU, PRESIDENT TYSON. SO HOW MUCH DO WE SPEND ON INTERVENTIONIST? BECAUSE IT JUST DOESN'T SIT WELL WITH ME. AND I'LL TELL YOU WHAT DOESN'T SIT WELL WITH ME, THAT I'M LOOKING AT THESE, THIS DATA, AND I'M LIKE, SOMEBODY'S BABY HAS SAT IN CLASS AND THEY'RE READING BELOW GRADE LEVEL. NOT FOR TWO WEEKS, NOT FOR 30 DAYS, BUT A WHOLE SCHOOL YEAR.
AND I HAVE A PROBLEM WITH THAT. I HAVE A SERIOUS PROBLEM WITH THAT.
AND WE AS A DISTRICT SHOULD HAVE A PROBLEM THAT SOMEBODY'S BABY IS READING BELOW 70%.
OKAY. THAT'S THAT'S. IT JUST DOESN'T SIT WELL WITH ME.
SIXTH GRADE IS HAVING THE TRANSITIONAL DIFFICULTIES.
SO HOW ARE WE USING THOSE INTERVENTIONISTS? SHOULDN'T WE BE PUTTING MORE INTERVENTION ON THOSE GRADE LEVELS RATHER THAN SPREADING THEM OUT OVER THE OTHERS? SHOULDN'T WE FOCUS MORE ON THE INTERVENTION AT FIRST GRADE AND AT SIXTH GRADE.
SO HOW ARE YOU USING YOUR INTERVENTION? INTERVENTIONS.
INTERVENTIONIST. I'M SORRY. IN K THROUGH FIVE.
[01:05:06]
IN THE ELEMENTARY. EVERY CAMPUS HAS AT LEAST ONE FULL TIME INTERVENTIONIST FOR READING.AND THEY SEE EACH GRADE LEVEL. SO THEY'RE PULLING STUDENTS.
AND THEY THEY'LL PULL KINDERGARTEN. THEN THEY MIGHT PULL THIRD GRADE THEN.
RIGHT. SO THEY'RE SEEING ALL GRADE LEVELS THROUGHOUT THE COURSE OF THE DAY.
OKAY. AND THEN THEY ARE SUPPOSED TO SEE THOSE STUDENTS EVERY DAY DAILY AT THE SECONDARY LEVEL.
WE DON'T NECESSARILY HAVE INTERVENTIONISTS BECAUSE THEIR SCHEDULE IS BUILT A LITTLE BIT DIFFERENTLY.
OKAY. AND SO THEN THEY'RE BUILT INTO THE MASTER SCHEDULE, AND THEY SEE A GROUP OF STUDENTS DURING THAT DESIGNATED TIME IN THE MASTER SCHEDULE. OKAY. SO MY OTHER ASK IS MY MY REAL ASK IS I WOULD LIKE TO SEE COMING.
AND WE'LL HAVE THIS CONVERSATION IN STUDENT IN THE STUDENT ACHIEVEMENT MEETING.
I WOULD LIKE TO SEE MORE DATA TRACKING. AND I THINK THAT IT'S MORE IMPACTFUL WHEN CHILDREN SEE SEE THEIR PROGRESS ON A SEMESTER BY SEMESTER BASIS. AND I WOULD LIKE TO SEE THAT DATA IN EVERY CLASSROOM TRACKED, RATHER THAN THEM NOT KNOWING AND NOT KNOWING THEIR OWN PERSONAL PROGRESS. AND SO THAT'S, THAT'S THAT'S MY NUMBER ONE ASK BECAUSE I'M SITTING HERE AND I'M LIKE, SOMEBODY'S BABY WENT OFF TO SUMMER NOT READING ON GRADE LEVEL.
AND THAT BOTHERS ME SIGNIFICANTLY. SO THANK YOU.
AND THAT'S MY ANSWER. THANK YOU, MISS JONES. DOCTOR GILLIAM.
THERE'S THERE IS A PERSON. THERE IS A COACH OUT THERE.
THERE IS A TEACHER OUT THERE THAT'S MAKING IT HAPPEN. CAN WE FIND OUT? AND I THINK I'M I'M KIND OF PIGGYBACKING EXACTLY ON WHAT YOU JUST SAID, MISS TYSON.
LIKE WHAT? WHO IS THAT PERSON? I THINK WE DEFINITELY HAVE.
IT'S OUT THERE, AND WE JUST NEED TO TO TO FIND OUT WHO IS THAT PERSON.
AND WE LEARN FROM THAT PERSON. AND OF COURSE, EACH EACH GROUP IS GOING TO BE DIFFERENT IN WHATEVER WAY AND WHAT AND WHAT I'M SAYING GROUPS I'M TALKING SCHOOLS ARE JUST DIFFERENT AND PEOPLE ARE JUST DIFFERENT.
BUT IF WE CAN FOCUS ON WHO'S MAKING IT HAPPEN, PERIOD, AND THEN WE CAN, THAT WOULD BE I GUESS THAT'S GOING TO COME FROM ANOTHER CONVERSATION THAT WE'LL HAVE LATER. THANK YOU.
THANK YOU, MISS HUBBARD. WE APPRECIATE YOU AND YOUR TEAM.
OH. DID YOU. YOU'RE NOT UP HERE AT ALL. OH. I'M SORRY.
I USED MY LITTLE DUDE. SHE'S THE OLD FASHIONED WAY. OH, SORRY.
I'M LIKE, I DON'T SEE YOU. IT'S OKAY. MISS HANNON, I APOLOGIZE.
SORRY. I WAS USING MY LITTLE OLD SCHOOL PAPER THING.
I WAS SO EXCITED BECAUSE WE HAVE A NEW COLOR, AND I THOUGHT WE MUST BE USING THESE.
OKAY. SO THANK YOU, MISS HUBBARD. AND THANK YOU, MISS BASINGER, FOR THE INFORMATION.
AND SO I, I APPRECIATE THAT. MRS. TYSON BROUGHT UP THE STUDENT GROUPS BECAUSE I KNOW THAT PARENTS WATCH AND AND IT'S SO INTERESTING.
AND SO I JUST SINCE I'M NOT ON THE LITERACY OR THE STUDENT ACHIEVEMENT COMMITTEE, I'M JUST PART OF THIS, I'M GOING TO HAVE SOME QUESTIONS FOR YOU, BUT I WANT TO HAVE A LITTLE BIT OF A CONVERSATION.
AND SO WHEN WE'RE LOOKING FOR INSTANCE AND YOU CAN LOOK ON LITERACY.
BUT WE LIKE FOR INSTANCE, WE SEE THAT OUR EMERGENT BILINGUALS WHO ARE IN ESL, THEY ARE OUTPERFORMING OUR HISPANIC STUDENTS AND OUR BILINGUAL STUDENTS ON THE GRAPH. THEY'RE EVEN OUTPERFORMING THAT GROUP OF STUDENTS.
SO THOSE STUDENTS WHO ARE GETTING SUPPORT IN THEIR NATIVE LANGUAGE ARE REALLY DOING I MEAN, THEY'RE THEY'RE ALMOST TO THAT THAT THE THE LINE THAT GETS THEM TO, TO THE, YOU KNOW, TO THE CEILING WHERE WE WANT THEM TO BE. AND SO I'M GOING TO BE ASKING MY COLLEAGUES WHO ARE WORKING ON LITERACY AND STUDENT ACHIEVEMENT IS THAT IF WE CAN LOOK MAYBE MORE CAREFULLY AT SO, FOR INSTANCE. SO THIS QUESTION IS FOR YOU, MISS HUBBARD.
[01:10:04]
SO IN FIFTH, THIRD, FOURTH AND FIFTH, DO WE HAVE ANY STUDENTS TAKING THE REN IN SPANISH? YES. OKAY. BUT BUT I CAN'T I CAN'T DISCERN THAT HOW THEY ARE DOING HERE BECAUSE THEY'RE ALL PULLED IN TOGETHER.IS THERE A WAY TO. WELL, WE'RE NOT USING THE REN ANYMORE AFTER LAST OR NEXT YEAR, BUT IS THE NEW.
YES, BUT I CAN'T ADDRESS THAT. THAT DIDN'T MAKE SENSE, DID IT? THE. I KNOW WHAT YOU MEAN. OKAY. IN THE 2425 SCHOOL YEAR.
SO AS WE ARE WORKING WITH NWEA MAP. YES, WE WILL HAVE THE ABILITY FOR OUR STUDENTS WHO ARE TAKING THE ASSESSMENT IN ENGLISH AND IN SPANISH TO BE ABLE TO DISAGGREGATE THAT DATA SEPARATELY AND REPORT IT IN THAT MANNER.
SO THAT'S ONE OF THE THINGS THAT WE'RE EXCITED ABOUT AS WE MOVE INTO NEXT SCHOOL YEAR.
OKAY. BECAUSE I LOOK FORWARD TO SEEING THAT AND HOW THEY'RE IMPROVING.
AND WHEN WE LOOK AT THAT DATA, WHILE IT FEELS RATHER DISAPPOINTING IN KINDERGARTEN, I REALLY WANT MY COLLEAGUES TO NOTICE THAT THE SECOND GRADE STUDENTS END OF YEAR, 56% ARE THEY THEY'RE THEY'RE DOING QUITE WELL, BECAUSE IF YOU REMEMBER OUR OUR STUDENT GROUPS HERE UNFORTUNATELY, AND I DON'T THINK I'M SPEAKING INCORRECTLY, THAT WE DO NOT HAVE A LARGE POPULATION OF GT STUDENTS WHO ARE ALSO IDENTIFIED AS BILINGUAL STUDENTS.
SO WE. SO I JUST BRING THIS UP AGAIN AND AGAIN THAT SOME OF OUR POPULATIONS INFLATE OUR RESULTS FOR OUR MONOLINGUAL ENGLISH RESULTS. OUR BILINGUAL STUDENTS AREN'T BENEFITING FROM THOSE VERY HIGH POPULATION GROWTH. SO I'M JUST KIND OF ASKING OUR STUDENT ACHIEVEMENT COMMITTEE AND OUR LITERACY COMMITTEE TO REALLY DIG INTO TO THOSE STUDENT GROUPS, ESPECIALLY INTO BILINGUAL, BECAUSE SOME OF THEIR INSTRUCTION IN THE CURRICULUM OPPORTUNITIES ARE A BIT DIFFERENT FOR THOSE STUDENTS. BUT IF YOU DO FLIP BACK, THIS SECOND GRADE COHORT OF BILINGUAL STUDENTS IS DOING PRETTY WELL. LOOKING BACK AT THEM OVER TIME, THEY HAD A DIP LAST YEAR.
THEY WERE ACTUALLY DOING PERFORMING A LITTLE BETTER AND KINDER THAN HAD A LITTLE DIP.
AND THEN THEY REALLY HAD FAR MORE GROWTH. I'M JUST LOOKING AT OUR SECOND GRADERS FROM BOY TO EOY. THEN OUR MONOLINGUAL ENGLISH SPEAKERS. SO THE GROWTH, THE GROWTH WAS GREATER IF YOU LOOK AT THOSE.
SO ONE OF THE OTHER THINGS I WOULD LIKE IS IF WE COULD LOOK A LITTLE BIT MORE CLOSELY INTO TO, TO OUR TITLE SCHOOLS. I KNOW THAT THERE'S, THAT'S A LITTLE BIT TRICKY TO PULL OUT AND CALL OUT HOW OUR TITLE ONE SCHOOLS ARE DOING, BUT I THINK IT'S IMPORTANT THAT WE LOOK AT THEM BECAUSE THAT THEY BECAUSE THEN WE DON'T WE DON'T SEE SOME OF THE DATA INFLATION THAT, THAT WE SEE OTHERWISE. THE OTHER QUESTION I HAVE.
WHAT WHAT IS THE DATE OF THE BOY? GENERALLY, I MEAN, BALLPARK, FIRST FIVE WEEKS OF SCHOOL.
IT IS. THIS DATA REPRESENTS A FAIRLY LARGE WINDOW OF ABOUT FOUR WEEKS.
AND IT HAPPENS ABOUT MID AUGUST INTO SEPTEMBER.
OKAY. WHEN WE TRANSITION TO THE NEW TOOL, THE WINDOWS WILL BECOME MUCH SHORTER.
OKAY. OKAY. OKAY. AND THEN I KNOW WE'VE HEARD THIS BEFORE, BUT FOR THOSE TWO COMMITTEES WORKING WITH THE STAFF, THAT HELPS. I WOULD REALLY LIKE TO SEE SOME VERY STUDENT SPECIFIC DATA ON INTERVENTION, FIDELITY OF TREATMENT, BECAUSE WHAT WE SAW LAST YEAR WAS WE SAW A REALLY BIG PROBLEM WITH THE FIDELITY OF IMPLEMENTATION OF THE INTERVENTIONIST ON THE CAMPUS.
SO I WOULD ACTUALLY, YOU KNOW, I WOULD LEAVE THAT TO THE THE COMMITTEE CHAIRS.
BUT JUST PERSONALLY, I WOULD LIKE TO SEE THAT AS AN INFORMATION ITEM.
YOU KNOW, MAYBE BY DIFFERENT SCHOOL TYPES, SO TO SPEAK.
SO THANK YOU VERY MUCH FOR THE INFORMATION. THANK YOU VERY MUCH.
AND I WILL USE THE CORRECT BUTTON NEXT TIME. THANK YOU.
THANK YOU, MISS HANNAN. I THINK NOW YOU CAN GO.
[01:15:03]
MISS HUBBARD. THANK YOU SO MUCH. SO YOU GUYS HEARD A LOT OF QUESTIONS THERE.I DON'T RECALL WHO'S IN CHARGE OF THOSE COMMITTEES FROM A STAFF PERSPECTIVE.
BUT I'M SURE DOCTOR JORDAN WAS TAKING NOTES. SHE TAKES REALLY GOOD NOTES.
SO. ALL RIGHT, NEXT UP, INFORMATION IS OUR 20 2425 STUDENT CODE OF CONDUCT.
DOCTOR SMITH. THANK YOU, MADAM PRESIDENT. DOCTOR MENSA AND SUPPORT TEAM WILL MAKE THE PRESENTATION.
AND MISS LISA LANGSTON IS MAKING HER WAY TO THE PODIUM TO TO LEAD THE PRESENTATION.
GOOD EVENING. TONIGHT WE'LL BE SHARING AN UPDATE ON THE 20 2425 PROPOSED STUDENT CODE OF CONDUCT AND THE PROCESS THAT WE TOOK TO RECEIVE FEEDBACK FROM SEVERAL STAKEHOLDERS.
EARLIER, WE BROUGHT IT TO YOU IN APRIL FOR SOME FEEDBACK AND AGAIN IN MAY FOR FEEDBACK.
WE'VE INCORPORATED FEEDBACK FROM BOARD MEMBERS TO ENSURE THAT WHAT WE HAVE INCLUDED IN THE STUDENT CODE OF CONDUCT ALIGNS WITH THE EXPECTATIONS FROM THE BOARD AND FROM STAKEHOLDERS. WE ALSO PROVIDED A CHANGE DOCUMENT.
AND WHAT WE KNOW THAT WHAT'S MOST IMPORTANT FOR US.
ONCE THE CODE OF CONDUCT IS APPROVED, WILL BE ENSURING THE CLARITY OF EXPECTATIONS FOR ALL THOSE INVOLVED, ENSURING THAT THERE IS CONSISTENCY IN OUR IMPLEMENTATION.
BECAUSE WHEN WE HAVE A CODE OF CONDUCT, CODE OF CONDUCT, IF THERE'S ANY DEVIATION IN IMPLEMENTATION, THEN IT CAN CREATE SOME CHALLENGES AND CONFUSION.
AND WE ALSO WANT TO MAKE SURE THAT THERE IS ADEQUATE TRAINING FOR OUR CAMPUSES AS THEY UTILIZE THE STUDENT CODE OF CONDUCT ON A CONSISTENT BASIS. WE KNOW THAT ADMINISTRATORS HAVE DISCRETION IN MANY OF THE INSTANCES.
SO WE WANT TO MAKE SURE THAT WE'RE TRAINING OUR LEADERS TO USE THE RIGHT JUDGMENT AND ALSO SUPPORTING TEACHERS AS THEY MAKE DECISIONS ON STUDENTS AND HOW THEY ARE TO MEET THE EXPECTATIONS FOR BEHAVIOR IN OUR CLASSROOMS. SO NOW OUR EXECUTIVE DIRECTOR OF STUDENT AFFAIRS, MISS LISA LANGSTON, SHE'S GOING TO TALK MORE ABOUT THE PROCESS OF HOW WE RECEIVE FEEDBACK BACK TO PRESENT TO YOU OUR STUDENT CODE OF CONDUCT.
GOOD EVENING, PRESIDENT THOMSON, BOARD OF TRUSTEES AND DOCTOR SMITH.
THE DEPARTMENT OF STUDENT AFFAIRS TAKES A LEADERSHIP ROLE IN ORCHESTRATING THE COLLECTIVE VOICES INTO A RECOMMENDATION OF THE STUDENT CODE OF CONDUCT TO THE BOARD OF TRUSTEES.
OUR DEPARTMENT SERVES AS A LIAISON BETWEEN THE DISTRICT PARENTS AND STUDENTS REGARDING STANDARDS OF CONDUCT, CONSEQUENCES OF MISCONDUCT, AND PROCEDURES FOR ADMINISTERING DISCIPLINE.
THE CONSISTENT IMPLEMENTATION AND ENFORCEMENT OF THE SEC, OR THE STUDENT CODE OF CONDUCT REQUIRES A STRONG AND PRODUCTIVE RELATIONSHIP WITH ALL PARTNERS. ONE OF THE GROUPS THAT I MENTIONED IS OUR DISTRICT DISCIPLINE ADVISORY COMMITTEE, ALSO KNOWN AS DAC.
THIS COMMITTEE WAS ESTABLISHED DURING THE 2018 2019 SCHOOL YEAR TO PROVIDE FEEDBACK ON THE IMPLEMENTATION OF FORT BEND'S DISCIPLINE PRACTICES AND TO GAIN A BROADER PERSPECTIVE FROM ALL STAKEHOLDERS. THE DAC MEETS TO TO DISCUSS DISCIPLINE, BEHAVIOR AND SAFETY ISSUES ON OUR CAMPUSES AND IS COMPRISED OF PARENTS, STUDENTS, ADMINISTRATORS, LAW ENFORCEMENT, AND COMMUNITY MEMBERS.
[01:20:03]
WE SELECTED THESE TOPICS IN IN RESPONSE TO EMERGING PRIORITIES AND A FOCUS ON CONSISTENT IMPLEMENTATION AND ENFORCEMENT OF THE APPROVED CODE OF CONDUCT. THESE PRIORITIES HAVE BEEN IDENTIFIED THROUGH CAREFUL ANALYSIS OF DISCIPLINE TRENDS, STAKEHOLDER FEEDBACK, AND BOARD OF TRUSTEES DISCUSSIONS.ENSURING A ENSURING A COMPREHENSIVE AND WELL-INFORMED APPROACH.
WE'D LIKE TO THANK TRUSTEES JONES, ROSE, GILLIAM, AND HANNON FOR THEIR PARTICIPATION AND CONTRIBUTIONS. ANOTHER GROUP MENTIONED OUR CAMPUS BEHAVIOR COORDINATORS. THE CAMPUS BEHAVIOR COORDINATORS, ALSO KNOWN AS OUR CBCS, OUR ASSOCIATE PRINCIPALS AT THE SECONDARY LEVEL, AND ASSISTANT PRINCIPALS AT THE ELEMENTARY LEVEL.
THEY REPRESENT EVERY CAMPUS ACROSS THE DISTRICT.
CBCS MEET MONTHLY FOR PROTOCOL AND DISCIPLINE UPDATES AND TO EVALUATE PROCESSES AND PROCEDURES.
THE MEETINGS LISTED ON THE SCREEN WERE DEDICATED TO REVIEWING THE CODE OF CONDUCT, AND PROVIDED AN OPPORTUNITY FOR PEER GROUP AND ROUNDTABLE DISCUSSIONS TO ASSIST WITH CALIBRATING STUDENT DISCIPLINE WITHIN AND ACROSS CAMPUSES TO ENSURE THE FOCUS TRANSLATES FROM THE CBC MEETINGS BACK TO THE CAMPUS.
ADMINISTRATORS ARE REQUIRED TO COMPLETE AND SUBMIT ACCOUNTABILITY ATTESTATIONS, WHICH ARE A CRUCIAL PART OF THE PROCESS THEY INCORPORATE, AMONG OTHER THINGS. THE VOICE OF THE TEACHER.
WE HAVE PROVIDED YOU WITH THE RECOMMENDED CHANGES FOR THE 2425 STUDENT CODE OF CONDUCT.
HERE ARE A FEW OF THIS YEAR'S RECOMMENDED CHANGES, WHICH REFLECT COLLECTIVE FEEDBACK ON OFFENSES IMPACTING SAFETY AND MAINTAINING A PRODUCTIVE LEARNING ENVIRONMENT. THE FIRST TWO LISTED ARE RECOMMENDED CHANGES FROM OUR CBC.
THE LEVEL OF OFFENSE HAS BEEN INTERCHANGED OR SWITCHED BASED ON THEIR EXPERIENCES.
THE CBCS MAINTAIN THAT DISRUPTIVE BEHAVIOR IS OFTEN CONTAINED AND ISOLATED, AND SOMETIMES HAS A LOWER LEVEL OF IMPACT ON THE LEARNING ENVIRONMENT. HOWEVER, THE DISRUPTION TO THE EDUCATIONAL ENVIRONMENT, THEY FELT, IS MORE OFTEN A MORE EXTENSIVE, WITH A MORE SIGNIFICANT IMPACT ON THE CAMPUS.
CBCS HAVE RECOMMENDED THE ADDITION OF TWO NEW CODES FOR VIOLATING A STAY AWAY AGREEMENT, AND A VIOLATION OF A STAY AWAY AGREEMENT WITH A PHYSICAL ALTERCATION. THE RECOMMENDATION IS LEVEL TWO FOR STUDENTS K THROUGH 12.
LASTLY, WE HAVE THE BUS MISCONDUCT SERIOUS AS A LEVEL TWO OFFENSE AND THAT IS RECOMMENDED TO COMMUNICATE AGAIN THE SERIOUSNESS OF STUDENT SAFETY AND THE ENFORCEMENT OF SCHOOL BASED SAFETY PLANS AND ALIGN THE ACTIONS WITH TRANSPORTATION EXPECTATIONS. DSA IS DEDICATED TO A MODEL OF CONTINUOUS REVIEW AND EVALUATION FOR THE STUDENT CODE OF CONDUCT.
WITH ME TONIGHT IS DOCTOR NORRIS, OUR ASSISTANT DIRECTOR OF STUDENT AFFAIRS.
INTERFERES AND WE WILL RESPOND TO ANY QUESTIONS YOU MAY HAVE AT THIS TIME.
THANK YOU. THANK YOU, MISS LANGSTON. WE APPRECIATE YOU BEING HERE FOR US THIS EVENING.
WHO HAS QUESTIONS? MR. HAMILTON? ALL RIGHT. I GET TO GO FIRST TWICE.
NO EAGER ON THE TRIGGER. EAGER BEAVER. THANK YOU FOR THAT PRESENTATION.
JUST ONE QUESTION FOR NOW. AND. WELL, FIRST LET ME SAY, I THINK THIS IS GREAT THAT WE'RE DOING THIS EARLIER IN THE YEAR VERSUS WHAT WE ALL EXPERIENCED LAST YEAR. SO THANK YOU FOR THAT.
SO ONE QUESTION. IS THERE A AN OFFENSE LEVEL, IF YOU WILL, THAT RESULTS IN A MANDATORY PARENT NOTIFICATION OR PARENT CONVERSATION? DOES THAT HAPPEN WITH EVERY REPORTABLE INCIDENT, I ASSUME?
[01:25:07]
AND IS THAT CONSISTENT? YES. THANK YOU FOR THE QUESTION.THE EXPECTATION IS THAT THE LINES OF COMMUNICATION ARE ALWAYS OPEN WITH PARENTS.
SO THEY DO MAKE THERE'S A PARENT NOTIFICATION FORM.
THEY HAVE MULTIPLE WAYS TO REACH PARENTS TO LET THEM KNOW.
OKAY. AND AS THE DISTRICT I GUESS MEASURING THAT TO MAKE SURE THAT IT'S HAPPENING CONSISTENTLY IS THAT I ASSUME THAT THAT'S PART OF WHAT WHAT THE DISTRICT STUDENT AFFAIRS DEPARTMENT IS DOING, YOU GUYS ARE INVOLVED WITH WE'RE MONITORING ALONG WITH THE DEPARTMENT OF STUDENT LEADERSHIP.
AND SO WE CAN CERTAINLY LOOK AT THAT CLOSELY TO LOOK TO SEE IF WE HAVE THAT TYPE OF DATA.
SO IT MUST BE SOMETHING THAT THE SCHOOL DID WRONG.
AND I THINK WE CAN SOMETIMES RESPOND TO THAT BY NOT WANTING TO ENGAGE IN THOSE CONVERSATIONS, BECAUSE WE FEEL LIKE PARENTS ARE EITHER GOING TO RESPOND NEGATIVELY OR NOT CHANGE THE WAY THEY SHOULD.
AND THEN WHEN THEY FIND OUT, THEY DO MAKE THE CHANGES AND THEY DO SUPPORT THE CAMPUS. AND SO WE HAVE TO WE HAVE TO KIND OF WADE THROUGH THOSE BAD EXPERIENCES AND THOSE BAD RESPONSES. BECAUSE WHEN, WHEN PARENTS OR GUARDIANS DO RESPOND WELL, WHEN THEY GET THAT PHONE CALL, IT CAN MAKE A BIG, BIG DIFFERENCE. AND I THINK THAT'S ONE OF THE THINGS THAT THAT WILL MOVE THE NEEDLE THE MOST, ESPECIALLY IN THE LOWER PERFORMING CAMPUSES, WHERE WE UNFORTUNATELY HAVE OFTEN WE HAVE MORE DISRUPTIVE CLASSROOM ENVIRONMENTS.
IF WE CAN GET MORE PARENTS AND GUARDIANS INVOLVED AND, AND I THINK THAT'S ONE WAY TO DO THAT, JUST JUST HAVING THAT CONVERSATION WHEN, WHEN KIDS ARE DISRUPTIVE.
I KNOW TRUSTEE JONES HAD SOME EXPERIENCES DOING THAT WITH HER PREVIOUS JOB WITH ANOTHER DISTRICT.
SO. SO THANK YOU. THANK YOU. IT IS OUR GOAL TO WORK CLOSELY WITH OUR PARENTS AND SUPPORT THEM.
CALL THE PARENT. NO MATTER WHAT, CALL THE PARENT.
BECAUSE MOST OF THE TIME. AND I KNOW BEEN MY EXPERIENCE HAS BEEN PARENTS DON'T KNOW BECAUSE THE TEACHER DOESN'T CALL, YOU KNOW. AND SO WE HAVE TO STRESS THAT TO TEACHERS, DON'T BE AFRAID TO CALL THE PARENT.
AND THEY HAVE SUPPORT WITH THE WITH ADMINISTRATION AND COMMUNICATING WITH THEIR PARENT.
AND SO IN LIGHT OF THAT, SO I READ THIS OVER THE WEEKEND, THE STUDENT CODE OF CONDUCT.
AND I WAS SO EXCITED I DIDN'T KNOW WHAT TO DO WITH MYSELF.
I WAS LIKE, WHAT? I WAS LIKE, I AM I AM OVERJOYED AND PLEASED WITH THE WORK WITH DDC, WITH CBC, AND JUST WE'RE GETTING THERE. AND I JUST HAVE TO COMMEND DOCTOR MENSA. MISS LANGSTON, THANK YOU, THANK YOU, THANK YOU FOR THIS.
SO I HAVE SOME ASK IN THIS. SO I THINK I WOULD PREFER TO KEEP CHEATING AT A LEVEL TWO BECAUSE WE HAVE THAT NWA TESTING. AND SO WE DON'T WANT TO SEND THE WRONG MESSAGE AS FAR AS SOME KIDS GET A BREAK FOR CHEATING WHILE OTHERS DO NOT, ESPECIALLY ON THE MAP TESTING.
AND BEFORE, I THINK BEFORE WE PUT SOMETHING IN PLACE, WERE YOU GUYS ABLE TO LOOK AT OTHER SCHOOL DISTRICTS WITH WHO HAVE IMPLEMENTED THE SAME SYSTEM AND HOW THEY GET THEIR STUDENTS TO COMPLY AND WHAT THE CONSEQUENCES ARE? HAVE YOU RESEARCHED AND LOOKED WHAT WORKS FOR OTHER SCHOOL DISTRICTS AND WHAT DOESN'T WORK? AND MAYBE WE CAN MODEL THAT INTEGRATION INTO OUR CODE OF CONDUCT AS FAR AS THE ID, BECAUSE WE WANT TO BE FAIR, WE WANT TO GIVE A GRACE PERIOD. AND, YOU KNOW, WE JUST WANT TO SEE WHAT OTHER SCHOOL DISTRICTS ARE DOING SO THAT WE CAN DO IT BETTER OR
[01:30:04]
MODEL AFTER THEM. NOW. MY THIRD OKAY IS GOING TO MAKE SOME PEOPLE MAD, BUT I'M GOING TO HAVE A POLICY COMMITTEE.I'VE BEEN ASKING FOR THIS, SO I AM LOOKING FOR A CELL PHONE POLICY, AND THE REASON WHY I'M LOOKING FOR THAT IS BECAUSE WE'RE NOW GOING TO 1 TO 1. AND SO IT'S NOT A NECESSITY TO USE YOUR CELL PHONES IN THE CLASSROOMS. AND SO I KNOW THERE WERE SOME CAMPUSES THAT I GUESS THEY, I DON'T WANT TO SAY EXPERIMENTED WITH IT, BUT THEY ACTUALLY HAD NO CELL PHONE POLICY. AND I WOULD LIKE SOME DATA FROM THOSE CAMPUSES REGARDING THEIR DISCIPLINARY HISTORY FROM SCHOOL YEAR 22 AND 23. AND I'LL SEND YOU OUT AN EMAIL.
AND THEIR DISCIPLINE HISTORY IN COMPARISON TO THIS SCHOOL YEAR, 2324.
AND THEN I WANT TO ALSO LOOK AT THE STAR SCORES AT THESE SCHOOLS WITH THE CELL PHONE, WITH THE NO CELL PHONE POLICY FROM SCHOOL YEAR 2223 AND COMPARE IT TO THIS SCHOOL YEAR. AND WE SHOULD.
I THINK THAT WOULD BE HELPFUL AND HOPEFULLY POSSIBLY DEVELOPING A CELL PHONE BAND PLAN.
A CELL PHONE POLICY BAND FOR THE DISTRICT. SO I'M GOING THERE.
SO. THANK YOU AND GREAT JOB. GREAT JOB. THANK YOU.
THANK YOU, MISS JONES. WE APPRECIATE YOUR ACKNOWLEDGMENT AND SUPPORT.
I JUST WANT TO SHARE WITH YOU AT LEVEL TWO, MOVING TO LEVEL TWO, YOU WANTED TO KEEP IT FOR CHEATING.
I JUST WANTED TO SHARE THAT THIS WAS THE CDC RECOMMENDATION TO PROVIDE OPPORTUNITIES FOR CAMPUS ADMINISTRATORS TO UTILIZE WHAT THEY DESCRIBED AS DEVELOPMENTALLY APPROPRIATE ACTIONS FOR THE OFFENSE IN GRADES K THROUGH TWO.
SO THAT WAS THE RATIONALE WHEN IT WAS SUGGESTED TO LEAVE IT FOR GRADES THREE THROUGH 12.
IN REGARDS TO THE STUDENT ID IN LOOKING AT OTHER DISTRICTS, THAT IS DEFINITELY FEEDBACK WE CAN TAKE.
AND I DON'T KNOW, DOCTOR MENSA, DO YOU HAVE ANY ADDITIONAL INFORMATION? YES. SO THERE'S A SEPARATE COMMITTEE THAT'S WORKING ON THE IMPLEMENTATION OF THE PROGRAM FOR ID BADGES, SO WE CAN SHARE THE FEEDBACK WITH THEM AS WELL, BECAUSE THEY PROVIDED RECOMMENDATIONS THAT WE WOULD INCLUDE INTO THE STUDENT CODE OF CONDUCT. BUT I KNOW THAT SOME OF THE REPRESENTATIVES ON THAT TEAM HAVE EXPERIENCE WITH USING THAT PROGRAM IN ANOTHER DISTRICT.
SO WE'LL ASK THE QUESTIONS TO MAKE SURE THAT THEY HAVE BEEN ABLE TO LOOK AT OTHER DISTRICTS AND HOW THEY'VE BEEN ABLE TO IMPLEMENT THAT PROGRAM, BECAUSE WE DO WANT TO MAKE SURE THAT IN A TRANSITION, OUR STUDENTS ARE GOING TO BE LEARNING HOW TO USE ID BADGES ON A CONSISTENT BASIS.
SO WE DON'T WANT IT TO JUST BE A PUNITIVE PROCESS.
BUT WE DO WANT TO HAVE SOME HAVE SOME ACCOUNTABILITY SO THAT STUDENTS KNOW THAT THIS IS SOMETHING THAT'S IMPORTANT FOR THEM, ESPECIALLY AS THEY USE IT ON THE BUS, AND FOR OTHER THINGS THAT ARE REQUIRED FOR THE ID BADGES.
SO EVERYONE, ALL OF OUR STUDENTS ARE GOING TO BE, YOU KNOW, SOME WILL DO IT AND SOME ARE GOING TO RESIST, AND SOME OF THEM ARE JUST NOT GOING TO WANT TO WEAR THE BADGE. SO I JUST WANTED TO SEE SOME WHAT OTHER SCHOOL DISTRICTS AND SOME OF THE CHALLENGES AND HOW THEY OVERCAME AND HOW IT'S WORKING FOR THEM. DEFINITELY. I JUST WANT TO ADD TRUSTEE JONES, I THINK YOU'LL BE GLAD TO KNOW THAT WE ARE INDEED WORKING ON PROVIDING A LOT OF THE INFORMATION THAT YOU JUST SHARED.
I MET WITH THE TEAM ACTUALLY THIS MORNING, AND WE'RE WORKING ON DISAGGREGATING DATA BY CAMPUS AND GRADE LEVEL TO BASICALLY DEFINED FOR THE BOARD WHO HAS A CELL PHONE BAN? OKAY. BUT THEN IN ADDITION TO THAT, WHO IS EXERCISING THE CELL PHONE POLICY WITHIN OUR STUDENT CODE OF CONDUCT? BECAUSE THERE ARE DIFFERENT VARIATIONS WITHIN THAT.
AND SO WE WANT TO DEFINE THOSE TOO. AND WE'LL DEFINITELY BE BRINGING THAT INFORMATION TO THE BOARD.
THE SECOND THING THAT I WOULD ADD IS WE ARE DEFINITELY GOING TO DO OUR DUE DILIGENCE TO RESEARCH BEST PRACTICES OUT THERE AND REALLY LOOK AT THE DATA SO THAT OUR BOARD CAN BE INFORMED AS THEY ARE MAKING DECISIONS TO SEE, YOU KNOW, WHAT DOES THE RESEARCH SAY? DOES THE CELL PHONE BAN INDEED IMPROVE DISCIPLINE? DOES A CELL PHONE BAN OR SOMETHING SIMILAR TO THAT? DOES THAT IMPROVE STUDENT ACADEMIC PERFORMANCE? THE RESEARCH IN MY MIND IS STILL EVOLVING IN THOSE PARTICULAR AREAS.
[01:35:03]
SO I APPRECIATE THAT. THANK YOU. IN ADDITION, AS DOCTOR SMITH MENTIONED IN THE STUDENT CODE OF CONDUCT, THERE ARE SOME RESTRICTIONS FOR CELL PHONE USE THAT'S BASED ON THE DISCRETION OF THE TEACHERS IN TERMS OF INSTRUCTIONAL USE.AND SO SOME OF THE CAMPUSES, WE HAVE TEN OUT OF THE 15 MIDDLE SCHOOL CAMPUSES THAT HAVE APPLIED A MORE RESTRICTIVE VIEW IN TERMS OF THE USE OF CELL PHONES, WHERE THEY WOULD HAVE TO PUT THEM UP ONCE THEY CAME TO THE CAMPUS, AND THEN THEY COULD USE THEM AFTER SCHOOL.
SO WE ARE GATHERING THAT DATA. WE HAVE SOME PRELIMINARY DATA, AND WE WILL SHARE THAT WITH THE BOARD.
SO YOU CAN SEE WHAT THE OFFENSES LOOK LIKE AT THOSE CAMPUSES THAT HAVE APPLIED IT.
BUT SO FAR WE KIND OF SEE SOME MIXED RESULTS.
AND WE NEED TO LEARN MORE ABOUT WHAT WERE THE ROOT CAUSES AND THE CHANGES IN THEIR DATA.
WAS IT BECAUSE OF THE FREQUENCY? WAS IT BECAUSE OF INCREASED IMPLEMENTATION AND EXPECTATIONS? SO WE HAVE TO DO SOME SURVEYING OF THOSE LEADERS TO SEE HOW IT IMPACTED THEIR CAMPUSES AS WELL.
WONDERFUL JOB. THANK YOU. THANK YOU, MISS JONES.
MR. GARCIA. THANK YOU, MADAM PRESIDENT. I ALSO EMAILED DOCTOR SMITH ABOUT DATA IN REGARDS TO CELL PHONE USAGE, HOW IT AFFECTS ACADEMIC PERFORMANCE.
I KNOW THAT THERE'S A COUPLE OF CAMPUSES THIS YEAR IN MIDDLE SCHOOL THAT WENT TO THEIR OWN CELL PHONE BAN, AND THE FEEDBACK THAT I GOT FROM A LOT OF THE TEACHERS, THE PRINCIPAL THAT IT WAS REALLY, REALLY GOOD FOR THE CAMPUS, NOT IN TERMS OF JUST DISCIPLINE, BUT OVERALL ACADEMICALLY.
SO YOU KNOW, OBVIOUSLY WANT TO MAKE A DECISION.
YOU NEED THE DATA. AND SO UNDERSTANDING WHAT WORKS.
AND I ALSO HAVE ASKED ABOUT I KNOW IT'S A HEAVY LIFT TO DO FOR FOR THIS FOR THIS UPCOMING SCHOOL YEAR, BUT ENCOURAGING, YOU KNOW, MORE SCHOOLS TO DO IT.
WHAT WHAT WOULD THEY SCORES? WHAT DO THEY LOOK LIKE LAST YEAR? WHAT WAS THEIR BEHAVIOR LAST YEAR? SO I LOOK FORWARD TO SEEING THAT INFORMATION AND THAT THAT WILL HELP US MAKE A MUCH MORE INFORMED DECISION.
ALTHOUGH I THINK MOST OF US KNOW HOW THAT DATA WILL, WILL TURN OUT.
AND I ALSO AGREE THAT THE THE DIFFERENCE BETWEEN THE CODE OF CONDUCT THIS YEAR AND LAST YEAR IS DEFINITELY, I THINK, THE THINK THE LEVEL OF COMMUNITY ENGAGEMENT. SO I THINK THAT IS WELL RECEIVED.
I WAS NOT ABLE TO ATTEND A COUPLE OF THE MEETINGS.
BUT I DID HEAR VERY GOOD FEEDBACK. I ALSO WOULD SAY THAT WHEN IT COMES TO MAKING THE PHONE CALLS AND WE'RE NOT, YOU KNOW, I'M NOT HERE TO TO TELL TEACHERS WHAT THEY SHOULD OR SHOULDN'T DO.
BUT JUST AS A FORMER TEACHER AND I KNOW THAT ONE THING THAT MY WIFE DOES ACTUALLY VERY WELL IS SHE SHE CALLS SHE EMAILS WHEN STUDENTS DO SOMETHING RIGHT OR DO SOMETHING GOOD, NOT ONLY WHEN THEY DO SOMETHING BAD AND AND LIKE TO TRUSTEE HAMILTON'S POINT AND SOMETIMES KIDS HAVE A BAD DAY, AND IF THEY HAVE TO CALL ON A DAY THAT THEY HAD A BAD DAY, THEN THAT CALL IS PROBABLY MUCH MORE WELL RECEIVED.
SO I THINK THAT WE'RE WE'RE DEFINITELY ON THE RIGHT TRACK.
IT'S ALWAYS A MOVING TARGET. SO I DO APPRECIATE ALL OF THE ALL THE WORK.
AND I THINK THE LAST QUESTION I HAD WAS IN REGARDS TO THE VAPING MANDATORY DAP LAST YEAR WAS ONE OF THE THINGS THAT WE HAD TO IMPLEMENT FOR THE CODE OF CONDUCT. DO WE HAVE ANY? AND I KNOW ONE OF THE CONCERNS WAS THE OVERFLOW OR THE THE NUMBER OF KIDS GOING TO DAP AS A RESULT OF IT VAPING.
IS THAT WHAT WE DID THIS YEAR, OR DID THEY ACTUALLY ALL GO TO DAP? AND IF SO, HOW? HOW DID THAT AFFECT THE OVERALL POPULATION OF OF THAT? WELL, THEY DO NOT GO DIRECTLY TO DAP. THEY DO REMAIN ON CAMPUS AND IN-SCHOOL SUSPENSION IF THEY HAVE A VAPING OFFENSE.
AND THAT IS HOW CAPACITY HAS BEEN ADDRESSED. THAT'S WHAT I THINK.
I JUST WANTED TO CLARIFY THAT. THANK YOU SO YOU SO MUCH. NO FURTHER QUESTIONS. THANK YOU, MR. GARCIA. MISS HANNON. YES. SO I WANT TO THANK STAFF DOCTOR MENSAH AND MISS LANGSTON AND MISS LINARES BECAUSE THIS GETTING THE STUDENT CODE OF CONDUCT IN JUNE, RATHER THAN FEELING LIKE WE WERE SORT OF WORKING WITH OUR HAIR
[01:40:10]
ON FIRE RIGHT BEFORE SCHOOL STARTED LAST YEAR, TO ME, THIS WAS A MUCH SMOOTHER PROCESS.I APPRECIATED THE WINDOW OF TIME YOU GAVE US TO TO SOLICIT FEEDBACK FROM BOARD MEMBERS.
AND I ALSO APPRECIATE YOU LISTENING, YOU KNOW, TO TO THE FEEDBACK.
I KNOW YOU LISTENED TO MY FEEDBACK. I WASN'T QUITE SURE WHAT EVERYBODY ELSE'S WAS, BUT I JUST WANT TO ADDRESS A FEW THINGS, HEARING FROM MY COLLEAGUES. AND, YOU KNOW, I DON'T PROVIDE DIRECTION, BUT I DO KNOW FROM A CHILD, MY CHILD, WHO IS NOT A NOT A CHILD. SHE'S AN ADULT NOW.
THE STRUGGLE WAS REAL WITH THAT ID TAG. IT WAS REAL.
AND SO IF THERE'S ANY WAY THAT WE CAN HELP OUR STUDENTS WITH THE STRATEGY, WHETHER THAT'S, YOU KNOW, I'M SITTING HERE SAYING, BUY SOMETHING, BUY A CARABINER FOR EVERY SINGLE KID TO PUT ON THEIR BACKPACK WHERE IT DOESN'T HAVE TO GO IN THE POCKET BECAUSE WHO KNOWS WHAT POCKET IT WENT IN, BUT JUST SOMETHING WHERE THEY CAN CLIP IT ON THERE AND IT'S EVERYBODY CLIP IT, YOU KNOW, CLIP IT WHEN YOU GET HOME. OR I'M THINKING ABOUT EXTENDED DAY STUDENTS THAT THAT ALSO GO OUT AND PLAY.
AND THEN OH GOODNESS, IT GETS LEFT AT EXTENDED DAY.
OR, YOU KNOW, WE HAVE KIDS WITH ALL KINDS OF SITUATIONS GOING TO DIFFERENT HOMES AFTER SCHOOL.
THEY GO TO GRANDMA'S AFTER SCHOOL, THEN THEY GO HOME AND NOW IT'S ON GRANDMA'S TABLE.
BUT NOW I'M AT HOME AND NOW I'M AT SCHOOL. I JUST THINK THERE ARE A LOT OF FACTORS.
IT SOUNDS SO EASY. JUST WEAR YOUR ID BADGE. BUT IT'S NOT.
IT'S NOT. NOT EVEN FOR OUR 18 YEAR OLDS. IT'S JUST NOT.
THEY GO STRAIGHT TO WORK. THEY LEAVE IT IN THE BREAK ROOM.
THERE'S JUST THERE'S A LOT THERE. AND SO I APPRECIATE THAT.
THE I WANT TO ADDRESS TWO THINGS. BECAUSE I DON'T KNOW WHAT IT WAS LIKE BEING A KID WITH THIS, RIGHT? BECAUSE I DIDN'T HAVE A I HAD A TYPEWRITER IN COLLEGE, PEOPLE.
RIGHT? IT'S LIKE THE TEDDY BEAR, THE SECURITY BLANKET.
AND SO WHILE I, I, I DO THINK WE SHOULD HAVE SOME FIRM RULES THAT ARE IN PLACE AND THEIR USE.
BUT I WOULD ALSO LIKE FOR US TO THINK ABOUT THE SOCIAL EMOTIONAL IMPLICATION OF OF THIS.
SO I APPRECIATE THAT. I HEAR DOCTOR SMITH SAYING THAT WE'RE REALLY GOING TO LOOK INTO IT.
I WOULD APPRECIATE THAT IF WE ALSO ASK TEACHERS, YOU KNOW, SOME OF THE QUESTIONS MIGHT BE, YOU KNOW, WE CAN ALL GUESS HOW IT INTERFERES WITH INSTRUCTION, BUT DOES IT HELP WITH INSTRUCTION? DO YOU KNOW? BECAUSE USING YOUR PHONE, I PICK UP MY PHONE TO DO ALL KINDS OF THINGS THAT I COULD DO ON MY COMPUTER, BUT IT'S FRANKLY, IT'S EASIER TO DO IT HERE. IT'S IT'S EASIER FOR ME TO SEND A PDF THAT I'VE TAKEN A PICTURE OF THROUGH MY PHONE THAN DOING IT AND SITTING DOWN AT MY LAPTOP AND SENDING IT TO MYSELF.
AND IT'S JUST SO THERE THERE ARE SOME ADVANTAGES, I THINK, OF CELL PHONES.
AND THEN WE ALSO NEED TO THINK ABOUT OUR HIGH SCHOOL KIDS.
WE HAVE HIGH SCHOOL STUDENTS THAT ARE THAT ARE CARETAKERS OF THEIR PARENTS AND THEIR FAMILY MEMBERS.
WE HAVE KIDS THAT HAVE THEY TAKE CARE OF THEIR OWN DOCTOR'S APPOINTMENTS.
AND SO THEY, YOU KNOW, THEY KIND OF NEED THOSE NOTIFICATIONS.
SO I WOULDN'T WANT A BAN COMPLETELY ON, ON OUR CELL PHONES.
SO THAT'S JUST MY BIG ASK IS, IS, YOU KNOW, ASKING TEACHERS, HOW ARE THEY HELPFUL? YOU KNOW, ASK ACTUALLY ASK SOME INPUT MAYBE THROUGH THOUGHT EXCHANGE TO PARENTS.
AND MAYBE EVEN TO SOME OF OUR STUDENTS, BECAUSE I THINK SOME OF OUR STUDENTS FIND IT DISTRACTING, TOO, RIGHT? THEY WOULD LOVE SOMEBODY TO SAY, PUT YOUR CELL PHONE IN THE IN THE CELL PHONE POCKET WHEN YOU ENTER MY ROOM.
SO THE LAST THING AND AND I'LL DEFER TO MR. HAMILTON AS OUR POLICY CHAIR, BUT I, I THINK WE GOT AN UPDATE IN OUR BOARD PACKET, OUR BOARD FRIDAY UPDATE AND IT AND IT TALKED ABOUT HOW THE STUDENT CODE OF CONDUCT MIGHT BE THE BETTER PLACE.
AM I READING? AM I REMEMBERING READING THAT RIGHT? IT POINTED TO A POLICY THAT WE ACTUALLY ALREADY HAVE IN PLACE IN THE F SERIES, BUT THAT RATHER THAN WRITING A NEW POLICY THAT THE HOME FOR IT WOULD BE IN THE STUDENT CODE OF CONDUCT. AM I AM I RECALLING THAT CORRECTLY, MR. HAMILTON? OKAY. OKAY. MOSTLY. OKAY. WELL, ANYWAY.
BUT THANKS AGAIN FOR GETTING THIS TO US EARLY.
[01:45:03]
IT WAS MOST APPRECIATED. THANK YOU, MISS HANNON.MR. HAMILTON. YES. THANK YOU. SO. YES. SO I THINK THE THE PRIMARY WAY TO ADDRESS THAT IS THROUGH STUDENT CODE OF CONDUCT BASED ON ADMINISTRATION FEEDBACK. AND THEN THERE'S ALSO THE THE EXISTING POLICY ON CELL PHONE USAGE, WHICH DOES AUTHORIZE TEACHERS TO CONFISCATE.
TEACHERS, ADMINISTRATORS DO HAVE THE AUTHORITY TO CONFISCATE.
BUT ALONG THOSE LINES I WANTED TO SHARE SOME FEEDBACK.
IF YOU GAVE THEM A MAGIC WAND, THAT WOULD THAT'S WHAT THEY WOULD CHANGE IS, IS CELL PHONES.
AND HE SAID TEACHERS ARE NOT GOING TO CONFISCATE.
SO IF ANYTHING HAPPENS TO THE PHONE, THE TEACHERS ARE CONCERNED THAT THE STUDENTS OR OR THEIR PARENTS MAY COMPLAIN OR OTHERWISE BLAME THEM FOR, YOU KNOW, IF THERE'S A CRACKED SCREEN, WHETHER THE SCREEN, WHETHER THE CRACK WAS, WHETHER THE TEACHER CLAIMS THE CRACK WAS ALREADY THERE OR NOT. IT OPENS OPENS UP PROBLEMS FOR THE TEACHERS.
AND I THINK, YES, THERE IS SOME VALUE, BUT MY MY OPINION BASED ON OVERWHELMING FEEDBACK IS THAT THERE ARE A LOT MORE PROBLEMS THAN, THAN BENEFITS WITH THE CELL PHONE USAGE. OKAY.
NOW, YOU KNOW, SLEEPING WAS A WHOLE DIFFERENT BALL GAME FOR HER.
BUT THE PHONE WASN'T. SO I'M SURE SHE'LL REALLY APPRECIATE THAT COMMENT BEING OUT THERE.
BUT WHAT I WOULD ASK IS IF IF TEACHERS ACTUALLY FEEL THEY CAN'T UTILIZE THE POLICY AS IT'S WRITTEN, MAYBE IN OUR NEXT POLICY COMMITTEE MEETING, MAYBE MR. WILBANKS OR SOMEONE COULD UPDATE US ON THAT ISSUE OF TEACHER LIABILITY WITH CELL PHONES BECAUSE THERE'S, YOU KNOW, THAT THAT THAT MAKES THE POLICY A MOOT POINT IF THAT'S TRUE.
YOU KNOW, IF YOU'RE GOING TO LOCK THEM UP IN A BAG. RIGHT.
SO THAT WOULD STILL HAVE TO GO UNDER THAT POLICY.
SO I THINK THAT MAYBE EVEN THOUGH IT DOESN'T LIVE IN POLICY, THAT WE NEED TO AS A POLICY COMMITTEE, UNDERSTAND THEN WHEN THE WHEN THE STUDENT CODE OF CONDUCT COMES BACK AROUND, WE HAVE WE HAVE AN UNDERSTANDING OF HOW THAT POLICY WORKS IN CONJUNCTION WITH THE STUDENT CODE OF CONDUCT.
MAKE SENSE? YES. MAKES SENSE. AND I THINK THERE'S LIKELY SOME ROOM FOR TRAINING AND COACHING ON WHAT LIABILITY PROTECTION THEY MAY OR MAY NOT HAVE, AND ALSO JUST KIND OF GETTING THAT INFORMATION CONSISTENTLY ACROSS 83 CAMPUSES.
SO THAT'S ONE I WANTED TO SHARE THAT COMMENT.
AND THEN I JUST WANTED TO ASK, SO MR. GARCIA MADE A GOOD POINT ABOUT THE VAPING SITUATION.
ANYTHING YOU CAN SHARE. I KNOW THERE WAS FAIRLY SIGNIFICANT CHANGES.
I THINK THERE WERE CHANGES TO THE VAPING REGULATIONS OR LAWS THAT WENT INTO EFFECT THIS YEAR.
SO ANYTHING YOU CAN SHARE ABOUT THAT AS AN OVERALL ISSUE.
I ASSUME THAT THERE'S SOME THAT THAT THAT IS REFLECTED IN THE CHANGES TO STUDENT CODE OF CONDUCT.
BUT IF YOU CAN GIVE US ANY INSIGHT BEHIND THAT, THAT'D BE HELPFUL.
WE ARE STARTING TO COLLECT DATA AND ANALYZE THAT DATA.
BUT WE ARE BEGINNING THAT PROCESS. OKAY. VERY GOOD.
THANK YOU. AND I JUST WANT TO ECHO SO SO AS I SAW THE CHANGE, LIKE TREATING THE ID TAG AS A DISCIPLINE INFRACTION, I KIND OF HAD A SIMILAR THOUGHT. SO I THINK A LOT OF STUDENTS, IT'S A PERFECTLY REASONABLE EXPECTATION TO TO SET THE STANDARD OF MAYBE YOU GET ONE WARNING, BUT YOU'RE EXPECTED TO BRING THE TAG EVERY DAY.
AND I THINK THERE ARE LIKELY OTHER STUDENTS WHO, IF WE DON'T KIND OF FIGHT THAT BATTLE, THEN ALMOST EVERY DAY FOR GETTING THE TAG WOULD BE THE NORM. AND SO THOSE STUDENTS, IT MAY BE GREAT FOR THEM TO ONLY FORGET THE TAG 50 TIMES IN THE SCHOOL YEAR.
[01:50:06]
NECESSARILY, EVEN THOUGH I UNDERSTAND THAT THAT'S ALSO ONE OF THE HELPFUL WAYS OF TRYING TO ENFORCE THAT EXPECTATION.SO THERE'S SOME TENSION BETWEEN THOSE TWO THINGS.
I DON'T KNOW IF THAT MADE SENSE OR WAS HELPFUL, BUT IT DID.
I AGREE WITH WHAT YOU WERE TRYING TO SAY. YEAH. THANK YOU. THANK YOU, MR. HAMILTON. MR. GARCIA. THANK YOU. I'M SORRY. I'LL BE.
I'LL BE BRIEF. I JUST WANTED TO. AND I THOUGHT ABOUT THIS AS I WAS.
EVERYBODY WAS TALKING. ONE THING I WOULD WOULD ASK.
IT'S VERY LARGE, LENGTHY POLICY. BUT ONE THING THAT IF WE HAVE THE BEST POLICY IN THE WORLD, BUT IF IT DOESN'T GET ENFORCED, AND OBVIOUSLY IT'S IT'S JUST NOT WORTH THE PAPER IT'S WRITTEN ON.
SO ONE THING THAT I WOULD THAT I WOULD ASK IS, IS THAT WE HAVE MECHANISMS IN PLACE TO COLLECT THE FEEDBACK NOT ONLY FROM PARENTS, BUT THE PEOPLE ON THE FRONT LINES OF THE TEACHERS.
YOU KNOW, THE ADMINISTRATORS HAVE TO ENFORCE IT.
AND A LOT OF TIMES THERE'S FRUSTRATION, THE COUNTLESS FRUSTRATION THAT I HEAR MOST OFTEN IS IT'S NOT BEING ENFORCED OR IT'S, YOU KNOW, SO I WANT TO SAY SWEPT UNDER THE RUG, BUT IT'S NOT BEING ENFORCED TO THE LEVEL THAT AND I ASKED THIS QUESTION LAST TIME, WHAT HAPPENS IF IT'S A, IF IT'S AN INFRACTION ONCE AND THEN IT GETS DONE AGAIN.
AND THEN IT'S SORT OF A REPEATING OR IT GOES FROM ONE CLASS TO THE NEXT.
DOES IT GET IF IT'S LIKE A LEVEL ONE AND IT'S MORE OF A, YOU KNOW, YOU TALK TO THEM, OBVIOUSLY THAT DOESN'T GET ENTERED SO THAT THE NEXT TEACHER DOESN'T KNOW THAT THEY JUST DID THE SAME THING IN THE CLASS RIGHT BEFORE THEM. SO LIKE I SAID, I UNDERSTAND IT'S A MOVING CHALLENGE, A MOVING TARGET. BUT JUST ONE OF THE THINGS THAT THAT I WOULD ASK IS THAT MAKE SURE THAT WE'RE GETTING FEEDBACK FROM THE TEACHERS ON WHAT THEY THINK WE CAN DO FOR THE NEXT YEAR AND THE NEXT YEAR AS, AS WE'RE REFINING THIS, THIS POLICY IN THE FUTURE.
SO THAT'S ALL. THANK YOU. THANK YOU. THANK YOU, MR. GARCIA. DOCTOR GILLIAM, VERY QUICK. I'VE HEARD A LOT, AND I'VE HAVE BEEN IN A ON A CAMPUS FOR AN ENTIRE YEAR AS AN EMPLOYEE, AND IT AND IT WASN'T FORT BEND. BUT THE ONE THING WE NEED A TASK FORCE AND IT NEEDS TO BE OUT THERE.
BUT EVERYTHING THAT HAS BEEN SAID, IT CAN BE COUNTERACTED THAT FROM THE DAIS.
AND IT'S A MATTER OF WHEN WE'RE LOOKING AT A WHEN WE'RE LOOKING AT THIS AND I PICK IT UP, I'M RESPONSIBLE FOR IT, PERIOD. AND THERE'S SOME OF THOSE PHONES THAT ARE $1,400, $1,500 AND THEY'RE MORE.
SO WE HAVE TO FIND OUT. WE HAVE TO LEAVE IT TO OUR OUR EXECUTIVE LEADERSHIP TEAM.
WE CAN DEFINITELY OF COURSE, WE PUT WE'VE PUT A LOT OF INPUT IN IT TODAY.
VAPING IS NOT GOING AWAY. IT'S NOT GOING TO GO AWAY.
AND I'M NOT TALKING ABOUT HISD. I'M NOT TALKING ABOUT FORT BEND ISD THERE.
THERE ARE DISTRICTS OUT THERE RIGHT NOW THAT THEY THEY HAVE PEOPLE IN THE RESTROOM AT LUNCH SO THAT CHILDREN DON'T GO IN THERE AND VAPE, BECAUSE IF THERE'S NOT AN ADULT IN THERE, THEY'RE GOING TO VAPE.
THEY HAVE IT IN THE POCKETS. THEY HIDE THEM IN EVERY.
AND I'M NOT GOING TO GO ON AND ON ABOUT THAT, BUT I'M JUST SHARING IS IT IS AN EPIDEMIC.
AND SO, MISS LANGSTON, MISS LANGSTON, I WOULD LOVE TO HEAR THAT.
WE HAVE A GROUP THAT IS OUT THERE. WE WE HAVE THOSE PRINCIPLES THAT ARE THE LEADERS IN OUR SCHOOLS, AND WE'RE TALKING ABOUT MIDDLE SCHOOL AND HIGH SCHOOL, AND I'M SURE THAT THIS HAPPENS.
DO WE HAVE A CASE OF THIS HAPPENING IN ELEMENTARY YET? AN ACTUAL VAPE. YES. OKAY. OKAY. SO I WOULD THINK SO, BUT I WANTED TO MAKE SURE.
IT'S ALWAYS BEEN AN ISSUE. SO THOSE ARE THINGS THAT WE CAN TALK FOR ABOUT AN HOUR, ABOUT THINGS THAT WE CAN DO, BUT WE'RE NOT THE ONES THAT ARE HAVING TO MONITOR IT AT THE SCHOOL.
SO I DO BELIEVE THAT WE NEED TO HAND THIS OVER TO OUR EXPERTS.
AND YOU ALL KNOW THE CHILDREN, YOU ALL KNOW THE STUDENTS.
HOW CAN BECAUSE IT WAS MY UNDERSTANDING FROM THE VERY BEGINNING, EVERYBODY WAS GOING TO DIE.
IF IF THAT WAS MY FROM THE VERY NOT HERE IN FORT BEND.
BUT THAT WAS WHAT I THOUGHT FOR SURE THAT THAT WAS OUT THERE WITH THE LAW.
BUT THINGS HAVE CHANGED. SO ANYWAY, THAT I WOULD LIKE FOR US TO REALLY, TRULY THINK ABOUT,
[01:55:02]
YOU KNOW, WHAT, WE CAN DO THIS AND WE CAN DO THIS AND WE CAN GET TEACHERS TO DO THIS AND WE CAN.AND BUT THERE'S ALWAYS GOING TO BE SOMEONE WHO IS NOT ALIGNED WITH THAT PLAN.
THANK YOU VERY MUCH DOCTOR MENSAH FOR YOUR SHARING.
EVEN CALLING PARENTS THAT PARENT WILL TELL YOU SOMETIMES.
YES. AND THEN THEY HAVE NO IDEA THAT THEIR CHILD VAPES EVERY SINGLE DAY IN THE RESTROOM.
OKAY, SO HOPEFULLY I DON'T KNOW ANYBODY LIKE THAT, BY THE WAY.
BUT ANYWAY, THANK YOU. AND THANK YOU, DOCTOR GILLIAM.
AND JUST TO ADDRESS IT FOR CLARITY WITH THE VAPING, IT IS REQUIRED FOR THE DAP, BUT THERE IS A PROVISION THAT BASED OFF OF THE CAPACITY IN YOUR DAP, YOU COULD HAVE SOMETHING ON CAMPUS.
SO WHAT WE HAVE DONE, WE'VE DEVELOPED A FOUR PROGRAM WHICH ALLOWS FOR STUDENTS WHO, ON THEIR FIRST OFFENSE, THEY WOULD HAVE TO GO THROUGH THE PROGRAM ON CAMPUS.
AND THAT'S OUR MECHANISM TO TO MANAGE PLACEMENTS AT DAP, BUT IT IS REQUIRED.
SO IT'S NOT THAT THE DISTRICT HAS DECIDED TO NOT SEND STUDENTS TO DAP FOR VAPING.
WE DO HAVE A PROVISION TO MANAGE THE CAPACITY OF STUDENTS AT THE DAP.
THANK YOU FOR THE CLARIFICATION. THANK YOU. THANK YOU, DOCTOR GILLIAM.
SO I'M GOING TO I'M GOING TO WEIGH IN VERY BRIEFLY, JUST SO THAT ALL YOU HAVE ALL THE TRUSTEES FEEDBACK, BECAUSE I KNOW YOU WANT ALL THE TRUSTEES FEEDBACK.
SO I AGREE, AND I THINK I HEARD ALL THE TRUSTEES SAY THAT WE NEEDED TO GET PARENT FEEDBACK, AND WE NEEDED TO MAYBE THINK OF SOME WAYS BECAUSE WE ARE RESPONSIBLE FOR VOTING FOR THE STUDENT CODE OF CONDUCT.
AND I THINK WE WANT TO BE SURE THAT WE AREN'T REQUIRING SOMETHING OF PRINCIPALS OR TEACHERS.
THAT IS UNREASONABLE. SO SO I WOULD AGREE WITH THAT.
THE ID BADGES. SO I'M GOING TO BRING UP CHIEF.
BECAUSE I WAS THE BOARD PRESIDENT WHEN SANTA FE HAPPENED, AND THE ID BADGES WERE PART OF OUR SAFETY AND SECURITY PLAN JUST TO GIVE EVERYBODY SOME BACKGROUND ON IT. AND IT WAS SUPPOSED TO BE IMPLEMENTED PRIOR TO COVID AND COVID HAPPENED.
AND OF COURSE, EVERYBODY KNOWS NOTHING'S THE SAME SINCE THEN.
SO I 100% AGREE. I HAD THREE KIDS COME THROUGH THIS DISTRICT.
IT'S REALLY HARD FOR THEM TO REMEMBER LOTS OF THINGS.
IF, HEAVEN FORBID, WE EVER HAVE AN ISSUE WHERE POLICE NEEDS TO KNOW WHO'S THERE, WHO'S NOT THERE, WHO, YOU KNOW, I MEAN, WE THEY WERE SUPPOSED TO BE SCANNERS AND THINGS LIKE THAT.
SO LET'S MAKE SURE THAT WE KEEP IN MIND THAT ALL THE SAFETY ASPECTS.
AND WHEN WE ARE GRANTING GRACE AND DOING ALL THE THINGS THAT I THINK WE ALL AGREE WE NEED, THAT WE'RE JUST THINKING THROUGH THAT PROCESS AS WELL. AND GETTING THAT FEEDBACK AS WELL.
AND I WAS ONE OF THE ONES WHO SAID, YOU KNOW, MY KIDS HAD NO SOCIAL MEDIA UNTIL NINTH GRADE.
AND I DO THINK TO A CERTAIN DEGREE, MAYBE WE HAVE SOME RESPONSIBILITY AS A SOCIETY TO MAKE SURE OUR KIDS KIND OF KNOW HOW TO BE SAFE WITH THEIR PHONES. AND AS THEY'RE GROWING UP AND BECOMING ADULTS, I DON'T KNOW, MAYBE THAT'S JUST PIE IN THE SKY OR SOMETHING.
WE HAVE TO BE TEACHING RESPONSIBILITY. I THINK WHAT WE'RE TEACHING OUR HIGH SCHOOLERS IS VERY DIFFERENT THAN, YOU KNOW, THAN OUR OUR MIDDLE SCHOOLERS AND OUR ELEMENTARY SCHOOLERS. BUT MY FOCUS AS A TRUSTEE, IF I WERE TO THINK ABOUT PUTTING THIS IN THE STUDENT CODE OF CODE OF CONDUCT, AND YOU GUYS CAN ASK FOR FEEDBACK ON THIS AS WELL.
IS THE MENTAL HEALTH ASPECT. SO, YOU KNOW, WE HEARD SHAQ SPEAK TO US, BUT I THINK WE ALL KNOW AS PARENTS LIKE MISS HANNAN SAID, I DON'T KNOW WHAT IT'S LIKE GROWING UP WITH THAT IN MY HAND, BUT I THINK WE HAVE SEEN A RISE IN ANXIETY AND SOME MENTAL HEALTH STUFF IN OUR KIDS.
I'D ALSO BE INTERESTED IN HAVING PRINCIPAL AND TEACHER FEEDBACK.
LIKEWISE, MR. HAMILTON, YOU KNOW, MY KIDS HAVE BEEN IN HIGH SCHOOL FOR THE LAST TEN YEARS.
SO THEY DO SAY THAT. BUT, YOU KNOW, I AGREE WITH DOCTOR GILLIAM, AND I AGREE WITH I MEAN,
[02:00:05]
I, YOU KNOW, HAVING THE TEACHERS CONFISCATE THAT.WHAT KIND OF LIABILITY IS THERE? I THINK WE NEED TO LOOK INTO THAT AND MAKE SURE THAT WE'RE NOT GETTING, YOU KNOW, PUTTING OUR TEACHERS IN A REALLY BAD SPOT.
AND OF COURSE, MAKE A RECOMMENDATION AS ALWAYS.
SO THAT'S ALL THAT WAS JUST FEEDBACK AND NOT EVEN A QUESTION.
BUT YOU GUYS REALLY DID AN EXCELLENT JOB BRINGING THIS TO US SOON AND GETTING OUR FEEDBACK.
AND I WANT TO THANK YOU FOR THAT AS WELL. SO THANK YOU.
ALL RIGHT. NEXT UP IS OUR SPECIAL EDUCATION UPDATE.
DOCTOR SMITH. YES. THANK YOU, MADAM PRESIDENT.
THAT IS MISS DOCTOR LAWSON AND DOCTOR HILL WILL LEAD THAT PRESENTATION FOR US.
READY FOR ME TO START? OKAY. WELL. GOOD EVENING.
GOOD EVENING, PRESIDENT SEEING. SCHOOL BOARD MEMBERS AND DOCTOR SMITH.
SO I'M GOING TO TRY TO SPEND AS AS BRIEF AS I CAN TONIGHT.
I KNOW YOU'VE HAD A LOT OF INFORMATION THROWN AT YOU.
WE'VE TALKED A LOT ABOUT OUR PERCENTAGE INCREASE OVER THE YEARS AND WE'VE JUMPED, YOU KNOW, I MEAN, WE WERE AT I THINK IN THE FALL, WE WERE AT 14.1% OF SPECIAL ED.
WE HAD A COUPLE OF YEARS WITH COVID AND YOU SEE THOSE, BUT JUST BETWEEN 2223 OR BETWEEN 21 AND 22 AND 2223, WE WE GAINED ANOTHER 1021 STUDENTS. AND THEN BETWEEN 22, 23 AND 23, 24, 1442, 1442 MORE STUDENTS. AND THEN NEXT YEAR, WE'RE PROJECTED, IF WE STAY ON TRACK, THAT WE THINK WE'LL BE ON FOR OUR SNAPSHOT.
WE'RE LOOKING AT ANOTHER 1421 STUDENTS. SO IF YOU THINK ABOUT STUDENTS SERVE WITH SPECIAL ED SERVICES, THEY'RE ALL DIFFERENT, RIGHT? THEIR NEEDS ARE SO VAST.
AND SO YOU HAVE SOME KIDS WHO NEED A LITTLE SUPPORT AND SOME KIDS WHO NEED A GREAT DEAL OF SUPPORT.
SO WHEN WE LOOK HERE, LET'S START HERE WITH OUR INCREASED REFERRALS.
SO WE KNOW THAT WHEN WE INCREASE ALL OF THESE SPECIAL ED REFERRALS, THE FIRST IMPACT IS ON OUR EVALUATORS AND OUR PSYCHOLOGISTS, SPECIFICALLY OUR PSYCHOLOGISTS AND OUR SPEECH.
AND THEN WHEN WE DO GET CONTRACTED SERVICES, SOME OF THOSE THOSE CONTRACTED SERVICES EVALUATORS ARE FANTASTIC AND SOME DON'T CANNOT KEEP UP WITH THE PACE OF FORT BEND. AND THEY'RE HERE AND THEY'RE OUT. AND THEN OF COURSE, THE INCREASED REFERRALS IMPACT TESTING MATERIALS, BECAUSE THERE'S A LOT OF TESTING MATERIALS THAT THESE EVALUATORS HAVE TO USE WHEN THEY'RE CONDUCTING EVALUATIONS.
SO AFTER WE'VE EVALUATED THEM, THEN WHAT HAPPENS? WE GO THROUGH. AND NOW THEY NEED SERVICES. SO IF YOU LOOK THROUGH THIS SLIDE, YOU SEE WE HAVE INCREASES FOR STUDENTS NEEDING IN CLASS SUPPORT, RESOURCE PROGRAMING WHERE THEY GO AND GET THAT DIRECT INSTRUCTION IN THE SMALL GROUP.
AND THEN SOME OF OUR SPECIALIZED PROGRAMS, THOSE NUMBERS HAVE INCREASED GREATLY.
STUDENTS THAT NEED, YOU KNOW, SERVICES IN ABC PROGRAMS FOR VERY SIGNIFICANT DIRECT INSTRUCTION WITH, YOU KNOW, CHALLENGES LIKE AUTISM AND OTHER BEHAVIORS AND, YOU KNOW, OUR SALES PROGRAMS. AND THEN, OF COURSE, OUR OTHER RELATED SERVICES OCCUPATIONAL THERAPY, PHYSICAL THERAPY, SPEECH, AND THEN TRANSPORTATION, YOU KNOW, WHICH YOU'VE HEARD. THOSE ARE ALL RELATED SERVICES.
AND THEN ALSO THE IMPACT ON THE THE INSTRUCTIONAL RESOURCES.
AND SO AS WE ADD THOSE STUDENTS AND WE GIVE ALL THOSE SERVICES, THEN WE GO OVER TO WE NEED THE PEOPLE, THE HUMAN CAPITAL TO TO MAKE IT WORK. RIGHT. SO THE IMPACT ON SPECIAL ED TEACHERS.
THERE'S ALSO A BIG IMPACT ON GENERAL ED TEACHERS, RIGHT? THEY'RE NOT USED TO HAVING AS MANY STUDENTS WITH DISABILITIES IN THE CLASSROOM AND THE VARIED TYPES OF STUDENTS.
[02:05:06]
THE ART FACILITATOR ROLE, IT'S BEEN A A CONSTANT ROLE THAT WE'VE BEEN CHALLENGED WITH OVER THE YEARS BECAUSE WE'VE NOT CHANGED THE MODEL.AND THIS INCREASE HAS REALLY IMPACTED THEM AS WELL AS THE CHALLENGES FINDING THE RELATED SERVICES STAFF, THE OCCUPATIONAL THERAPIST, THE PHYSICAL THERAPISTS, TRANSPORTATION.
YOU KNOW, YOU'VE HEARD US TALK THROUGHOUT THE YEAR ABOUT THE IMPACT ON THE TRANSPORTATION TEAM, FINDING DRIVERS, ADDITIONAL ROUTES, ADDITIONAL BUSSES, AND THEN ADMINISTRATION, CAMPUS ADMINISTRATION, OUR PRINCIPALS, OUR ADMINISTRATORS SITTING IN ARDS.
AND SO, AGAIN, THE COMPLIANCE WITH THE INITIAL AND REEVALUATIONS THE ARD PROCESS, MAKING SURE IT'S A VALID, APPROPRIATE ART PROCESS IMPLEMENTING THOSE ACCOMMODATIONS AND THOSE RELATED SERVICES.
AND THEN THE STAFF DEVELOPMENT NEEDED TO KEEP UP WITH THE NEW STAFF AND THE THE STAFF THAT LEAVE AND COME BACK SO THAT ALL OF THOSE CHALLENGES ARE, ARE HEIGHTENED WHEN YOU HAVE SUCH AN INCREASE IN STUDENTS YEAR OVER YEAR.
SO HOW DID WE GET HERE? WELL, OUR EVALUATIONS, THE REASON THEY'VE INCREASED IS BECAUSE OF SEVERAL ITEMS. ONE, DYSLEXIA. REMEMBER, IT USED TO BE SERVED.
THAT UNDER SPECIAL ED, NOT UNDER 504 ANY LONGER.
STUDENTS MAY STILL RECEIVE 504, BUT IT WOULD BE JUST ACCOMMODATIONS.
BUT IF YOU NEED DIRECT DYSLEXIA INSTRUCTION, IT HAS TO BE UNDER THE SPECIAL ED UMBRELLA.
SO THAT'S CAUSED QUITE A BIT OF ADDITIONAL EVALUATIONS LEARNING GAPS DUE TO THE TO THE PANDEMIC.
YOU KNOW, WE HAVE AN INCONSISTENT AND A LACK OF A REAL QUALITY PROCESS OF THE MTS, THE RTI, YOU KNOW, NOW WE CALL IT MULTI-TIERED SYSTEMS OF SUPPORTS.
AND THAT IMPACTS A REFERRAL. RIGHT? BECAUSE IF YOU DON'T REALLY KNOW WHAT'S GOING ON FOR A CHILD AND YOU GIVE A REFERRAL TO THE SPECIAL ED DEPARTMENT, WE DON'T KNOW EXACTLY WHERE TO TEST. IF WE DON'T HAVE A REALLY GOOD IDEA OF WHAT WE'RE LOOKING AT.
AND SO WE SEE A LOT MORE KIDS IDENTIFIED WITH AUTISM.
SOMETIMES IT'S DUE BECAUSE THE CASELOADS ARE SO HARD.
SO WE'VE STRUGGLED THERE. WE'VE YOU'VE HEARD ABOUT OUR OUR BUDGET DEFICIT, THE IMPACT, YOU KNOW, THE ART FACILITATOR. AGAIN, THAT'S A POSITION THAT WE JUST HAVEN'T HAD THE MONEY TO REALLY FOCUS ON CHANGES TO THAT POSITION.
WHEN WE DID CUTS FEELS LIKE IT WAS A LONG TIME AGO, BUT I GUESS IT WAS JUST A YEAR AGO, A YEAR AND A HALF AGO, DISTRICT WIDE. THE SPECIAL ED ADMINISTRATION ALSO HAD TO CUT SOME POSITIONS.
AND I THINK YOU REMEMBER THAT. AND THEN LASTLY, WE'VE HAD MAJOR CHALLENGES WITH OUR IEP SYSTEM AND OUR ABILITY TO EFFECTIVELY RUN REPORTS AND MONITOR THAT SYSTEM HAS BEEN A CHALLENGE.
AND I THINK WHAT'S REALLY IMPORTANT HERE ON THIS SLIDE, AND I'M NOT GOING TO GO OVER ALL OF THIS, BUT THERE'S TWO LEVELS THAT WE HAVE TO REPORT TO THE STATE. ONE IS CALLED THE SP 11. AND THOSE ARE ALL OF OUR INITIAL EVALUATIONS FOR KIDS THAT ARE EITHER SERVED AT IN OUR SCHOOLS OR AT HOME WAITING TO GET SERVED OR ARE IN HOME SCHOOLS.
I MEAN, HOMESCHOOL OR PRIVATE SCHOOLS. AND SO WHAT I WANTED TO POINT OUT HERE IS THAT ON THE FIRST LINE WHERE IT SAYS, FOR EXAMPLE, 20 1819, WE HAD 2031 INITIAL REFERRALS UNDER SP 11, AND THEN WE WERE AT 97.98% COMPLIANT. THAT IS 100% INDICATOR. THAT MEANS THE FEDS EXPECT US TO BE 100%.
OKAY. SO BUT IF YOU LOOK ACROSS, I THINK WHAT'S IMPORTANT IS HOW THOSE NUMBERS WE DIP DURING COVID, BUT HOW THOSE NUMBERS HAVE INCREASED, WE HAVE INCREASED OR MAINTAINED RELATIVELY CLOSE TO A 90%.
AND THIS YEAR WE'RE GOING TO HIT AT 90%. SO I FEEL GOOD ABOUT EVEN THOUGH IT'S BEEN A STRUGGLE WITH US INCREASING AT SUCH A GREAT RATE, WE ARE MAINTAINING SOME COMPLIANCE. WE WE HAD THAT REAL CHALLENGE DURING 2021, WHICH IS IN THE MIDDLE OF COVID, BUT SINCE THEN YOU CAN SEE WE'RE PROJECTED THIS YEAR TO HIT 90%.
THE SP 12 ARE OUR ECI. THOSE ARE OUR CHILDREN WHO ARE SERVED UNDER THE UNDER THE EARLY INTERVENTION THROUGH, YOU KNOW, KIDS THAT ARE VERY SEVERE. AND THEY COME TO US THROUGH A REFERRAL FROM THE ECI PROGRAM.
AND AGAIN, THAT'S NOT BEEN AS CHALLENGING. THERE'S NOT AS MANY.
BUT YOU SEE, THIS YEAR WE'RE PROJECTED TO BE 100%.
SO WE HAVEN'T BEEN 100% WITH THAT INDICATOR SINCE 2000 1819.
[02:10:05]
SO I FEEL LIKE THAT'S GOOD PROGRESS. AND I WANT TO CELEBRATE THAT AND CELEBRATE THAT WITH OUR EVALUATORS.THIS INITIAL THIS ADDITIONAL INFORMATION IS ALL OF OUR INITIAL EVALUATIONS.
AND YOU CAN SEE WHAT'S DUE. AND THE GOOD THING I WANT TO POINT OUT HERE IS THAT WE ARE ON TRACK TO COMPLETE ALL OF OUR INITIAL EVALUATIONS THIS YEAR ON TIME AND, AND BY THE END OF THE YEAR. SO WE'VE HAD SOME THAT HAVEN'T MET THEIR TIMELINES, BUT WE'VE GOT THEM ALL DONE.
AND SO THAT'S EXCITING AS WE GO FORWARD WHEN WE TALK ABOUT OUR SPECIAL EDUCATION.
REEVALUATIONS THIS HAS BEEN A CHALLENGE. AND WE YOU SEE HERE, WE DID 1888 DURING THIS YEAR.
SO THAT'S AN AREA THAT WE'RE GOING TO TALK ABOUT. THAT'S AN AREA THAT WE'VE STRUGGLED BECAUSE WE'VE PUT OUR RESOURCES IN THE INITIAL EVALUATIONS, THE SPECIAL EDUCATION STAFFING. YOU CAN SEE THESE POSITIONS HERE.
REMEMBER THE BOARD, YOU'VE APPROVED 25 ADDITIONAL SPECIAL ED TEACHERS, THAT SPECIAL ED NURSE, FIVE ARD FACILITATORS, 13 SPECIAL SPEECH LANGUAGE PATHOLOGISTS, NINE SPEECH ASSISTANTS AND FIVE SCHOOL PSYCHOLOGISTS.
THESE ARE OUR CURRENT VACANCIES AS OF THIS WEEK.
AND WE'RE HOPING THAT WITH THE JOB FAIR WE JUST HAD AND SOME OTHER WORK THAT WE HAVE GOING ON, WE'LL GET SOME OF THESE FILLED ALONG WITH SOME OF THE OTHER THINGS THAT WE'RE DOING WITH HR.
OKAY. AND SO WHAT ARE OUR NEXT STEPS? WELL, WITH EVALUATIONS WE'RE GOING TO CONTINUE TO UTILIZE SUPPLEMENTAL PAY AND CONTRACT TO MEET SOME OF THESE OVERDUE EVALUATIONS. WE'RE GOING TO INCREASE OUR MONITORING.
OF COURSE, THE STAFFING SHORTAGE WILL CONTINUE WITH RECRUITMENT AND RETENTION.
WE HAVE GROW YOUR OWN PROGRAMS FOR INTERNSHIP.
WE HAVE PARENTS GOING TO TEACHERS. AND THEN, YOU KNOW, HOPEFULLY THE CHANGES TO THE C.C.C.
AND OUR FACILITATOR ROLE IN THE FUTURE WILL HAPPEN.
AND THEN WITH COMPLIANCE INCREASING OUR MONITORING.
WE ARE RESTRUCTURING OUR SPECIAL ED DEPARTMENT THIS NEXT YEAR TO GO TO AN ELEMENTARY AND SECONDARY MODEL, TO TRY TO HOPEFULLY BE IN LINE WITH DSL AND PROVIDE MORE SUPPORT TO OUR CAMPUSES.
AND THEN ONGOING PROFESSIONAL DEVELOPMENT AS WELL AS WE'RE ROLLING OUT A BRAND NEW IEP SYSTEM.
SO YOU'LL PROBABLY BE HEARING ABOUT THAT BECAUSE ALL TEACHERS HAVE TO GO TO TRAINING ON THAT.
AND LASTLY, I WANTED TO SHARE WITH YOU OUR EVALUATION GOALS.
OBVIOUSLY IN THE SPECIAL ED DEPARTMENT, WE HAVE A LOT OF DIFFERENT GOALS, BUT THESE ARE REALLY IMPORTANT. I KNOW THE BOARD, SEVERAL BOARD MEMBERS HAVE ASKED FOR THIS. SO WE THESE ARE OUR PROJECTIONS FOR THIS UPCOMING SCHOOL YEAR THAT WE ARE BY THE END OF OF THE SCHOOL YEAR FOR SP 11, OUR GOAL IS TO BE AT 92% OR MORE AND THEN SP 12 TO MAINTAIN A 98%, OR AT LEAST A 98%.
STARTING TO GET THOSE COMPLETE DURING THE SCHOOL YEAR 100%.
AND THEN THE LAST PORTION IS THE REEVALUATIONS THAT ARE DUE DURING THE YEAR.
NEXT YEAR WE'RE NOT ABLE TO ESTABLISH THAT GOAL YET.
WE NEED A LITTLE BIT MORE TIME TO SEE KIND OF AFTER SCHOOL STARTS, WHAT STUDENTS HAVE LEFT THE DISTRICT, WHO'S ENROLLED, AND THEN WHERE ARE WE WITH STAFFING TO REALLY BE ABLE TO SAY, YES, WE CAN GET THESE DONE THIS YEAR OR NO, WE CAN'T WITHOUT ADDITIONAL RESOURCES, BUT WE'RE COMMITTED TO COMING BACK TO YOU WITH THAT GOAL IN IN SEPTEMBER OR OCTOBER.
AND THAT IS A QUICK UPDATE FOR SPECIAL EDUCATION.
THANK YOU, DOCTOR HILL. ARE YOU TRYING NOT TO BE FIRST AGAIN? I'LL JUST CALL. OH, MR. GARCIA. THERE WE GO. I'LL GO FIRST.
THANK YOU SO MUCH FOR THE INFORMATION. GOOD JOB WITH GETTING THE ESP 12 TO 100% COMPLIANCE.
AND ALSO WITH ESP 11. I HAD SOME QUESTIONS REGARDING THE REEVALUATIONS AND THIS KIND OF MY, MY, I THINK MY MY SON WAS INITIALLY EVALUATED IN 2019.
HE WAS DUE TO BE REEVALUATED IN 22 AND HE JUST GOT REEVALUATED THIS YEAR.
SO A LITTLE BIT BEHIND. SO I UNDERSTAND THE THE CHALLENGE AND THE BURDEN THERE.
SO THESE ARE THE REEVALUATIONS FROM LAST YEAR FROM PREVIOUS YEARS.
THEY MAY HAVE BEEN INCLUDING. SO EVERYTHING THAT'S OVERDUE.
AS OF THE FIRST DAY OF SCHOOL, BASICALLY, WE'RE SAYING THOSE ARE THE ONES THAT WE'RE GOING TO GET COMPLETELY CAUGHT UP DURING THE SCHOOL YEAR 100%, AND THEN EVERYTHING FROM THIS YEAR THAT NEEDS TO BE RE REEVALUATED, NOT NECESSARILY FROM THIS YEAR.
[02:15:05]
CORRECT. WELL I MEAN YES WE WILL START IN NONCOMPLIANCE BECAUSE WE'RE GOING TO HAVE TO TAKE THE FULL, FULL 2425 SCHOOL YEAR WITH COMPLETING THE PAST DUE ONES, RIGHT.BUT WE DON'T KNOW THAT WE'LL HAVE ENOUGH RESOURCES TO GET TO THEM.
WE THAT'S WHY WE WANT TO COME BACK WITH YOU SOME WITH SOME MORE INFORMATION TO GIVE YOU A SPECIFIC PERCENTAGE THAT WE CAN COMMIT TO OR TO SAY IF WE GET MORE RESOURCES, WHICH MEANS MORE MONEY THAN WE COULD POSSIBLY MAKE, THAT A HIGHER PERCENTAGE OF COMPLIANCE.
AND OBVIOUSLY IT'S WE'RE STILL IN IN RAMP UP MODE.
SO THOSE NUMBERS ARE GOING TO GO DOWN. BUT IF WE DON'T IF THEY DON'T GO DOWN LIKE WE PROJECT OR IF WE HAVE THIS, WE HAVE ALL THESE ADDITIONAL POSITIONS, BUT WE DON'T GET TO A POINT TO WHERE WE FILL THEM, THEN THAT'S OBVIOUSLY GOING TO BE A PROBLEM. SO AND I HAVE SOME KIND OF SOME ADDITIONAL THOUGHTS AND SOME QUESTIONS.
I PROBABLY BETTER TO JUST EMAIL THEM, BUT IT'S MORE IN REGARDS TO SOME IDEAS AROUND, YOU KNOW, AND WE'VE TALKED ABOUT THIS, YOU KNOW, RECRUITMENT NOT ONLY NOT NECESSARILY RETENTION.
CUTTING. CUTTING. SO THERE'S, YOU KNOW, IT'S NOT ONLY THE RECRUIT ASPECT OF JOB FAIRS ALL DAY LONG, BUT IF WE HAVE REALLY GOOD TEACHERS, THEY KEEP LEAVING OR THEY'RE STRUGGLING AND THEY'RE HAVING CHALLENGES.
YOU KNOW, WE HAVE NEW SYSTEMS, ANYTHING THAT WE CAN DO TO STREAMLINE A LOT OF THE PROCESS. THAT'S THE BIGGEST THING THAT I HEAR IS THE PAPERWORK, THE PAPERWORK, THE PAPERWORK. AND I'M AN I.T. GUY, AND I THINK I CAN THINK OF TO AUTOMATE SOME OF THE THINGS THAT WE'RE DOING THAT WOULD MAKE LIFE EASIER FOR OUR FOR OUR TEACHERS, OUR COORDINATORS. BUT I KNOW Y'ALL ARE Y'ALL ARE LOOKING AT IT.
THERE'S JUST SOME THOUGHTS, SO I APPRECIATE THE TIME. THANK YOU. THANK YOU, MR. GARCIA. MISS HANNON. THANK YOU, DOCTOR HILL. I APPRECIATE THE INFORMATION.
IF YOU COULD ANSWER THE QUESTION OFFLINE OR IF IT'S A FAST ANSWER.
HOW? YOU KNOW, WHEN I WAS IN THE CLASSROOM, WE HAD PHYSICAL PAPER, RIGHT, WITH THE IEP.
SO AS THIS NUMBER INCREASES, DO OUR REGULAR ED TEACHERS HAVE SOME SORT OF SOFTWARE.
HOW DO THEY HOW DO THEY MANAGE THAT IF THEY HAVE HALF OF THEIR CHILDREN IN THEIR CLASS HAVE INDIVIDUAL IEPS? WELL, WE DO HAVE THE IEP SOFTWARE SYSTEM THAT EVERY CAMPUS HAS A LITTLE BIT DIFFERENT TWIST ON HOW THEY GET THE COPY OF THE ART AND THE ACCOMMODATIONS OUT TO THE GENERAL ED TEACHER. RIGHT. BUT THEY USUALLY GIVE IT ELECTRONICALLY.
NOW SOME LIKE TO PRINT IT AND LIKE YOU SAID, THE OLD SCHOOL BINDER AND HAVE ALL OF THEIR ACCOMMODATIONS THERE, BUT A LOT OF IT IS ELECTRONIC. AND SO WE DOCUMENT THE GENERAL ED TEACHER, OR THE SPECIAL ED TEACHER OR PAIR THAT PROVIDES SUPPORT WILL DOCUMENT THE ACCOMMODATIONS MANY AT THE HIGH SCHOOL LEVEL. IT'S ELECTRONIC BECAUSE OF THE SHEER NUMBER.
OKAY, BUT THERE'S NO WAY TO THERE'S NO WAY THAT A TEACHER IS COMPILING.
THESE SIX STUDENTS HAVE THESE SIMILAR. IT'S JUST IN MY MIND THAT IS IT WAS IT WAS A LOT TO JUGGLE JUST HAVING, YOU KNOW, THREE, 4 OR 5. BUT AS THIS INCREASES I AM YOU KNOW, I AM REALLY JUST IN MY BRAIN SAYING HOW DO THEY MANAGE THIS? BECAUSE WE WANT THEM TO MAKE SURE THEY'RE IMPLEMENTING THE IEPS.
BUT CAN THEY SUCCESSFULLY ACTUALLY DO THAT? YEAH.
AND AND I DO WANT TO POINT OUT, MISS HANNAN, THAT TYPICALLY YOU DON'T HAVE HALF OF THE POPULATION AS SPECIAL ED UNLESS YOU HAVE A TEACHER IN THERE, A SPECIAL ED TEACHER IN THE CLASSROOM THE WHOLE TIME.
WITH MORE HAVE SOME TEACHERS THAT HAVE SOME VERY HIGH NUMBERS.
AND SO WHEN THEY SEE THAT THEY SHOULD MOVE AND OPEN UP ANOTHER SECTION.
SO WE WE TRY TO KEEP THAT FROM HAPPENING. BUT IT DOES HAPPEN.
BUT IN GENERAL, THAT WOULD NOT BE THE RECOMMENDATION TO HAVE HALF OF THE CLASS IDENTIFIED AS NEEDING SPECIAL ED SERVICES, AS UNLESS THERE'S A TEACHER IN THERE PROVIDING SERVICES.
[02:20:01]
I DO HOPE THAT WE'RE ABLE TO TO AND I'LL LOOK AT THE SUPERINTENDENT TO MONITOR THAT BECAUSE THAT IS THAT IS JUST THE NATURE OF DIFFERENTIATION IS OVERWHELMING ANYWAY. AND THEN TO ADD THAT LEGAL STANDARD WITH THE IEP AND AGAIN, I'M NOT SAYING THAT WE SHOULD NOT I'M JUST RECOGNIZING THE CHALLENGE THAT OUR TEACHERS FACE. IF YOU WOULDN'T MIND, WOULD YOU GO TO THE SLIDE THAT SAYS EVALUATION GOALS.I WANT I WANT TO MAKE SURE I'M UNDERSTANDING THE OVERDUE, THE OVERDUE.
RIGHT. BECAUSE WE'RE LOOKING THE NUMBERS YOU'RE EXPECTING BY THE END OF NEXT YEAR, THE TOTAL THAT WOULD BE DUE WOULD BE OVER 2800. AND SO ARE YOU. SO ARE YOU SAYING IN THIS GOAL BY BY IN 12 MONTHS FROM NOW, 100% OF THE REEVALUATIONS THAT ARE OVERDUE, NOT IN THAT SCHOOL YEAR, BUT PRIOR TO SO 23, 24. IS THAT WHAT YOU'RE SAYING? YES. SO IF YOU IF YOU SEE THE SLIDE HERE, THE 2320, 23, 45, THOSE ARE THE STUDENTS THAT IF ALL OF THOSE STUDENTS ENROLL BACK AGAIN IN THE FALL, THAT'S HOW MANY STUDENTS THAT WILL HAVE AN OVERDUE REEVALUATION BEFORE SCHOOL STARTED STARTS.
THOSE ARE THE STUDENTS RIGHT THERE IN THE MIDDLE THAT WE'RE COMMITTING TO FINISHING NEXT YEAR.
SO THAT'S THAT'S THE WRITTEN GOAL ON THE ON THAT OTHER PAGE.
OKAY. I WAS JUST TRYING TO WRAP MYSELF AROUND IT.
AND THEN THE FINAL QUESTION I'M GOING TO ASK TO YOU AND DOCTOR SMITH IS BECAUSE I HEARD YOU SAY, YOU KNOW, IF WE HAD MORE MONEY, YOU KNOW, I'M NOT SURE IF YOU COULD EVEN FIND THE STAFF, BUT IS THERE SOMETHING, AS THE 89TH LEGISLATIVE SESSION IS COMING UP? AND, YOU KNOW, CONGRESS IS ALWAYS THERE HANGING OUT, THAT THERE IS SOMETHING SPECIFIC TO THE NATURE OF OF REEVALUATIONS AND INITIAL EVALUATIONS THAT THAT THIS BOARD COULD HELP ADVOCATE TO OUR STATE.
IT'S JUST IT JUST SEEMS LIKE AN IT SEEMS LIKE SUCH A OVERWHELMING.
YOU KNOW, AS THE NUMBERS CONTINUE TO COMPOUND AND GETTING MORE BEHIND.
MIND, I JUST LOGISTICALLY. WE'RE ALWAYS GOING TO BE PLAYING CATCH UP BY THOUSANDS EACH YEAR.
AND WE ARE CLOSE TO BEING ABLE TO, YOU KNOW, PROBABLY LIKE I MENTIONED TO PRESIDENT HASSAN TODAY, IS THAT IF WE GET TO ABOUT SEPTEMBER, WE FEEL LIKE WE CAN REALLY DRILL DOWN ON THE NUMBER HERE.
THAT'S THE PROJECTED BECAUSE AFTER WE SEE WHAT STUDENTS COME BACK, MAYBE WHAT STUDENTS WOULD DRAW AND WE REALLY UNDERSTAND WHAT OUR YEAR LOOKS LIKE, THEN WE'RE GOING TO COME BACK AND SAY, OKAY, WE'RE COMMITTED TO GETTING 50% OF THESE DONE OR 20%, OR WE NEED IF WE COULD GET JUST THIS MUCH MORE MONEY.
WE WANT TO GET THIS CLEARED UP TOO, SO THAT EVERY YEAR WE'RE DEALING WITH JUST THE REEVALUATIONS THAT ARE DUE AND THE INITIALS THAT ARE DUE, AND THAT'S OUR COMMITMENT. WE JUST NEED A LITTLE BIT MORE TIME ANALYZING THIS, ANALYZING OUR MONEY, YOU KNOW, OUR FEDERAL MONIES, OUR LOCAL MONIES, AND SEEING WHERE WE ARE TO BE ABLE TO COME BACK TO YOU ON THAT.
OKAY. THANK YOU, DOCTOR HILL. THANK YOU, MISS HANNON.
MR. HAMILTON. YES, THANK YOU, MADAM PRESIDENT.
THANK YOU, DOCTOR HILL. SO I JUST WANT TO SAY THANK YOU FOR ALL THE HARD WORK IN GETTING CAUGHT UP.
AND SO I WANT TO COMMEND YOU ON AND CELEBRATE WITH YOU GETTING CAUGHT UP ON THE INITIAL EVALUATIONS.
BUT I WANT TO ASK, JUST SO YOU CAN CLARIFY FOR ME THE 28, THE 2819 FOR THE UPCOMING SCHOOL YEAR.
ARE THOSE JUST THE NEW ONES, OR IS THAT KIND OF IS THAT THE COMBINED TOTAL? SO THAT'S THAT'S THE NEW ONE. JUST THE NEW ONE. SO THE SO IF WE WERE TO GET TO 100% BY THE END OF NEXT SCHOOL YEAR, THAT WOULD BE THE 5164 TOTAL. THAT'S WHY WE, WE WE PRETTY MUCH I MEAN, WHEN WE MADE THIS PLAN INITIALLY WE WENT TO BUSINESS AND FINANCE. WE SAID IT WOULD BE A22 YEAR PERIOD BECAUSE WE NEED THIS YEAR WITH THE MONIES THAT WE'VE BEEN GIVEN TO MAKE UP IN THIS MIDDLE AND THEN THE ONES DOING DURING NEXT YEAR, IT MAY TAKE US ANOTHER YEAR UNLESS WE HAVE MORE MONEY, BUT WE MAY BE ABLE TO SEE WHERE, YOU KNOW, THAT'S WHAT WE'RE WORKING ON, LIKE WITH OUR FEDERAL GRANTS, WITH OUR WITH REALLY DRILLING DOWN INTO OUR BUDGET TO SEE EXACTLY WHERE WE ARE.
[02:25:01]
YEAH. OKAY. YEAH. SO JUST I DON'T KNOW WHY I LIKE TO CONFESS THINGS UP HERE, BUT I'M WAY BEHIND ON MY PERSONAL PHYSICAL FITNESS.AND SO I KNOW WE'VE MADE A LOT OF PROGRESS TRYING TO TRYING TO GET CAUGHT UP.
SO KEEP UP THE GREAT WORK AND I LOOK FORWARD TO MAKING CONTINUED PROGRESS.
THANK YOU. THANK YOU. THANK YOU, MR. HAMILTON.
MISS JONES. OKAY, SO BACK IN A BOARD UPDATE. APRIL'S BOARD UPDATE.
BRIAN AGAIN STATED THAT $3.7 MILLION WAS ALLOCATED.
ALLOCATED TO SPEND. RIGHT? AND HE ALSO STATED THAT 1.83 OF THAT 3.7 WAS PROVIDED TO SPEND PRIOR TO THE VADER PASSING. SO I GUESS HOW MUCH DO YOU NEED TO GET THE OVERDUE DONE? THAT'S MY QUESTION. HOW MUCH DO YOU HOW MUCH WOULD YOU SAY IS NEEDED TO GET THOSE DONE TO GET TO MAINTAIN THE ONES DURING THE SCHOOL YEAR? I'M GOING TO NEED A LITTLE BIT MORE TIME TO CONFIRM.
BECAUSE WHEN? BECAUSE INITIALLY WHEN WE MADE THIS PROJECTION, WE THOUGHT WE NEEDED ABOUT $6 MILLION.
OKAY. TO TO TO GET CAUGHT UP. AND THAT WAS A YEAR AGO.
BUT I THINK IF YOU WOULD ALLOW US TO COME BACK TO YOU IN SEPTEMBER WITH REALLY DRILLING DOWN, BECAUSE I KNOW HOW IMPORTANT IT IS TO HAVE THAT GOAL AND TO EXECUTE ON THAT GOAL.
AND I FEEL LIKE IF WE WOULD COULD HAVE A LITTLE BIT MORE TIME TO REALLY DIG INTO THE 24, 25 SCHOOL YEAR, DIG INTO OUR BUDGET, WE CAN COME BACK TO YOU WITH THAT INFORMATION.
OKAY. SO MY NEXT QUESTION IS, IF WE WERE IN A PERFECT HIRING TEACHER WORLD AND WE HAD ALL OF OUR VACANCIES FILLED. WHAT PERCENTAGE CAN YOU PROJECT FOR COMPLETING THE REEVALUATIONS? BASICALLY, HOW MANY COULD YOU GET IN SIX MONTHS IF YOU HAD EVERYTHING THAT YOU NEED? HOW MUCH? HOW MANY CAN YOU PROJECT THAT YOU COULD GET DONE BEFORE THE END OF THE SCHOOL YEAR? SO WE ARE PROJECTING GOING BACK TO THIS RIGHT HERE, THIS, THIS, THIS OVERDUE AMOUNT, THIS 2345.
WE'RE PROJECTING COMPLETING THAT ALONG AND ALONG WITH ALL OF THE INITIALS NEXT YEAR WITH THE CURRENT STAFF, WE HAVE FTES. AND IF THEY'RE NOT FILLED BY PROBABLY JULY 1ST WE'RE CONVERTING THEM TO CONTRACT STAFF.
SO SO WE'RE PLANNING ON THE FTES THAT HAVE BEEN GIVEN TO US.
THAT'S HOW WE'RE GOING TO GET THERE, TO GET TO THE PROJECTED 2425, THAT ADDITIONAL 2819.
I'M GOING TO NEED A LITTLE BIT MORE TIME AGAIN TO LIKE DRILL DOWN INTO THAT TO SEE.
OKAY. AND SO I'M LOOKING AT WHAT IS THE OVERDUE BY AUGUST 8TH AND THE TOTAL DUE IS 2345. SO LET'S PUT SOME FACES TO THAT NUMBER.
THERE ARE 2345 STUDENTS WHO MAY NEED ADDITIONAL SERVICES.
OR THEY MAY THEY MAY NOT NEED AS MANY SERVICES.
BUT WE DON'T KNOW THAT OKAY. BECAUSE WE HAVEN'T REALLY EVALUATED THEM.
AND SO NOW MY QUESTION IS WHAT IS YOUR PLAN TO ADDRESS THE SPREAD.
BASICALLY CAN YOU COMMIT TO SOMETHING A PERCENTAGE BY AUGUST 8TH.
EVEN EVEN IF IT'S I DON'T KNOW, 10%. COULD YOU DO THAT OVER THE SUMMER? I GUESS I GUESS I DON'T UNDERSTAND. I MEAN, WE ARE COMMITTING TO HAVING 100% OF THESE OVERDUES DONE DURING THE SCHOOL YEAR BY JUNE 30TH.
ON THIS SLIDE. OH, SO YOU'RE SAYING THAT BY AUGUST 8TH THE INITIALS WILL BE DONE.
HOWEVER, THE RE VOWELS YOU'RE NOT GOING TO TOUCH THEM UNTIL THE INITIALS ARE DONE.
WELL NO WE'RE WORKING ON THEM AT THE SAME TIME.
WE'RE WORKING RIGHT THROUGHOUT THE SUMMER WE HAVE CONTRACTED STAFF WORKING.
WE HAVE WE'RE PAYING SUPPLEMENTAL PAY ON THIS SLIDE HERE.
YOU SEE WE STILL HAVE ON INITIALS TO CLEAN TO.
ALL OF THE INITIALS THAT ARE DUE BY THE END OF THE SCHOOL YEAR HAVE BEEN DONE.
BUT WE ALSO HAVE 162 THAT HAVE HAD SIGNED CONSENT THAT ARE DUE BY JUNE 30TH.
[02:30:05]
ARE FOCUSING ON GETTING THESE INITIALS WHERE THEY NEED TO BE BEFORE WE START THE START THE YEAR AND TO STAYING COMPLIANT.WE ALSO HAVE A TEAM WORKING ON REMOVALS. I MEAN, ALMOST EVERY SINGLE PERSON THAT'S IN OUR SPECIAL ED ADMINISTRATIVE DEPARTMENT, THAT'S A DIAG OR AN LSP OR SPEECH THAT WANTS TO WORK OVERTIME OR BEYOND, YOU KNOW, THE REGULAR SCHOOL DAY ARE WORKING ON INITIALS.
SO WE ARE WORKING TO GET THAT NUMBER DOWN. AND I THINK WE'VE MADE A LOT OF PROGRESS ON IT.
OKAY. AND SO ON AN AVERAGE. LET'S JUST GIVE ME A BALLPARK FIGURE HERE.
ON AN AVERAGE, HOW MANY INITIALS CAN A WEEK CAN BE DONE BECAUSE YOU SAID SOMETHING THAT THERE ARE SOME STUDENTS WHO MAY NOT NEED AS AN EXTENSIVE EVALUATION REEVALUATION, WHILST OTHERS ARE NOT.
HAVE YOU IDENTIFIED THOSE STUDENTS AND MAYBE POSSIBLY ADDRESS THOSE FIRST THAT ARE EASIER TO GET THROUGH AND GET THOSE DONE WHILE ADDRESSING THE OTHER EXTENSIVE. THAT'S KIND OF WHAT WE'RE DOING. SO WE LOOK AT SO WHENEVER YOU HAVE A REEVALUATION YOU HAVE TO CONTACT THE PARENT, CONTACT THE SCHOOL STAFF AND DETERMINE WHAT TYPE OF REEVALUATION IS THIS GOING TO BE.
DO WE NEED TO DO ADDITIONAL TESTING OR DO WE JUST NEED TO SUMMARIZE AND UPDATE THIS AND NOT DO ANY ADDITIONAL TESTING? SO WE CALL THAT A READ THAT WHEN WE DON'T DO ANY ADDITIONAL TESTING A READ MIGHT TAKE TWO HOURS.
THAT'S IT. SO WHAT WE'VE DONE IS WE'VE ALL THE PARENTS THAT WE'VE CONTACTED ABOUT REMOVALS AND ALL THE INFORMATION THAT WE HAD, WE'VE SET ASIDE AND SAID, OKAY, THESE GROUPS ARE READS.
WE KNOW THEY'RE EASY, THEY'RE QUICK. LET'S GET A GROUP TO WORK ON THOSE.
THESE WE KNOW ARE GOING TO BE MORE LIKE AN AN INITIAL EVALUATION.
THEY MIGHT TAKE ANYWHERE BETWEEN 30 AND 40 HOURS TO DO.
SO WE HAVE DONE THAT, MISS JONES. AND THAT'S THAT KIND OF TACKLE WHO WE GIVE THE REEVALUATION TO AS FAR AS, YOU KNOW, SUPPLEMENTAL PAY AND OR IS IT A CONTRACT STAFF? IT IS A STAFF MEMBER IN THE DISTRICT AND SO FORTH.
OKAY. SO JUST AN ASK. PUT IT IN THE BOARD UPDATE.
WE GET FOUR. WE HAVE THE RESOURCES. WE CAN KNOCK THEM OUT.
IT CAN BE KNOCKED OUT. SO YEAH, IT'S GOING TO BE HARD TO HAVE THAT INFORMATION LIKE IN A BOARD UPDATE, BECAUSE WE WOULD HAVE TO CONTACT ALL OF THOSE PARENTS.
I JUST NEED A PERCENTAGE. HOW MANY ARE READS? I DON'T NEED TO KNOW WHO THEY ARE, JUST THE PERCENTAGE.
HOW MANY ARE THOSE EASY REEVALUATIONS THAT CAN BE KNOCKED OUT IN TWO HOURS.
I'LL SEE WHAT I CAN FIND WITH THE ONES THAT ARE DUE FOR DURING THE SCHOOL YEAR.
OKAY. WELL, THAT'S ALL MY QUESTIONS. THANK YOU.
THANK YOU, MISS JONES. SO I WANT TO LET THE BOARD KNOW THAT MR. HAMILTON, MISS JONES AND I HAD OUR VERY FIRST SPECIAL COMMITTEE MEETING TODAY.
I WILL BE GIVING AN UPDATE AS THE CHAIR OF THAT COMMITTEE IN THE NEAR FUTURE.
I WANT TO GET ALL MY NOTES TOGETHER AND BE ABLE TO TO GIVE THAT TO TO THE BOARD.
I ALSO WANT TO SAY THAT WE DID TALK TODAY ABOUT GETTING A TCS UPDATE AT OUR NEXT SPECIAL ED INFORMATION ITEM, WHICH I'VE ASKED FOR IN AUGUST. SO WE'LL GET A PROGRAM EVALUATION UPDATE AND YOU GUYS CAN SEE WHAT'S BEEN HAPPENING THERE.
SO I THINK THAT'S ONE OF THE FOCUSES THAT WE NEED TO HAVE.
WHEN WHEN I KNOW THAT WE'RE ROLLING OUT A NEW SOFTWARE OR A NEW PROGRAM, AND TEACHERS HATE THAT, THEY HATE IT. I MEAN, YOU GUYS KNOW IT. SINCE I'VE BEEN IN THE DISTRICT WITH A DAUGHTER WHO WAS RECEIVING SPECIAL ED SERVICES, I THINK THIS MIGHT BE THE FOURTH OR THIRD MAYBE I DON'T REMEMBER.
SO I AM GLAD IF IT'S GOING TO HELP STREAMLINE, AS MISS HANNON WAS TALKING ABOUT.
LET'S TRY TO KEEP SOME CONSISTENCY WITH THAT BECAUSE LIKE YOU SAID, EVERYBODY IS GETTING TRAINED ON IT AND THERE'S GOING TO BE SOME START UP TIME FOR EVERYBODY TO GET USED TO IT AND THAT KIND OF THING.
BUT, YOU KNOW, ON THE FLIP SIDE, I KNOW THAT IT CAN IT CAN PROVIDE A LOT OF HELP AND SUPPORT FOR TEACHERS IN THE CLASSROOM IF, IF THINGS ARE STREAMLINED. SO THAT WOULD JUST BE SOMETHING THAT I WANT US TO THINK ABOUT.
[02:35:01]
WE HAVE A BUDGET WORKSHOP COMING UP. AND SO THIS ASK IS OF MR. GWEN. I KNOW YOU SAID THAT, DOCTOR HILL, THAT YOU'RE NOT GOING TO BE ABLE TO MAYBE GET US A FULL ASK UNTIL SEPTEMBER, BUT I DO THINK IT'S SOMETHING THAT WE SHOULD TALK ABOUT IN OUR BUDGET WORKSHOP.I THINK WE NEED TO TALK ABOUT, YOU KNOW, WHAT? WHAT DO WE NEED IN TOTAL? AND OF COURSE, AT THE END OF THE DAY, THE BOARD'S GOT TO MAKE THOSE THOSE DECISIONS.
BUT I THINK WE NEED TO HEAR IT IN TOTAL. AND, YOU KNOW, MISS HANNON, WHEN YOU ASKED ABOUT WHAT CAN WE ADVOCATE FOR AT THE LEGISLATIVE LEVEL, THE PROBLEM IS, IS THAT A LOT OF THIS IS FEDERAL.
FEDERAL FEDERALLY MANDATED. THE TIMELINES ARE THERE.
SO AND THAT'S AT THE STATE AND FEDERAL LEVEL.
BUT I DO THINK THAT BECAUSE IT'S A STATEWIDE CRISIS THAT IT'S CERTAINLY SOMETHING THAT CAN GO ON OUR LEGISLATIVE PRIORITIES BECAUSE OBVIOUSLY WE'RE NOT THE ONLY DISTRICT HAVING THIS PROBLEM.
THERE ARE THE SHORTAGES THAT WE'RE DEALING WITH.
BUT WE CAN EVEN GIVE INCENTIVES OR STIPENDS OR THAT KIND OF THING, BECAUSE, YOU KNOW, THAT WAS ON MY LIST OF THINGS TODAY, AND I DIDN'T EVEN BRING IT UP BECAUSE I'D LOVE TO GIVE THE STIPENDS.
YOU KNOW, TO INCENTIVIZE PEOPLE TO COME TO OUR DISTRICT.
WHICH JUST LEAVES ANOTHER DISTRICT SHORT. SO.
BUT. YEAH, BUT, I MEAN, IF WE COULD, IF WE COULD FIND SOME WAYS TO DO THAT ON A STATEWIDE BASIS, THEN IT MAYBE CLEARS UP SOME OF THOSE SHORTAGES.
AND WE HAVE PEOPLE WANTING TO COME BACK INTO THE INTO THE PROFESSION, WHETHER IT'S THE DIAGNOSTICIANS OR THE PSYCHOLOGISTS OR THE SPEECH THERAPISTS OR THE SPECIAL EDUCATION TEACHERS, WHO, AS WE SAID, ARE LEAVING IN DROVES.
SO I'D LIKE TO TALK ABOUT THAT IN OUR BUDGET WORKSHOP.
AND TO THE EXTENT, YOU KNOW, YOU CAN GET US AN ASK AS FULL AS AS POSSIBLE.
I KNOW THAT'S COMING UP NEXT MONTH, BUT YOU KNOW, I THINK WE SHOULD LOOK AT IT.
YOU DON'T HAVE TO ANSWER THIS NOW, BUT I'D LIKE TO KNOW HOW WE THINK THAT SHOULD BE DONE.
IF WE'RE NOT, IF WE'RE NOT DOING IT IN A WAY THAT SUPPORTS CAMPUS STAFF.
THEN WE NEED TO THINK ABOUT HOW TO DO THAT DIFFERENTLY AND DO IT IN A WAY THAT'S ACTUALLY EFFECTIVE, BECAUSE WE'RE WE'RE PAYING FOR THIS. AND IT IS A GREAT YOU KNOW, IT WAS IT WAS ONE OF THE THINGS THAT STARTED WHEN I WAS ON THE BOARD PREVIOUSLY.
IT'S A GREAT CONCEPT, BUT IF IT'S NOT, YOU KNOW, HAPPENING IN AN EFFECTIVE WAY, THEN I THINK WE NEED TO THINK ABOUT HOW TO DO THAT DIFFERENTLY. SO I'D BE INTERESTED IN HEARING YOUR THOUGHTS ON THAT.
AND HOW TO TACKLE THAT. BUT YOU KNOW, ANYTIME WE DON'T DO THESE REEVALUATIONS TIMELY, WE RUN THE RISK OF NEEDING COMPENSATORY SERVICES. AND, YOU KNOW, WHICH IS ALSO COSTLY.
THAT'S ALSO. SO IT'S IT'S JUST LIKE A IT'S LIKE A CATCH 22.
RIGHT. BECAUSE WE'RE WE'RE BEHIND. WE'RE NOT COMPLIANT.
WHERE ARE WE ON COMPENSATORY? WHAT DOES THAT LOOK LIKE WHEN WE'RE, YOU KNOW, HOW DOES THAT COMPARE TO OR HOW MUCH IS US BEING BEHIND ON OUR VOWELS? IS WEIGHING INTO THAT COMPENSATORY NUMBER.
AND THEN WHAT'S, YOU KNOW, WHAT'S THE WHAT'S THE COST ANALYSIS ON THAT? LIKE, IF WE, IF WE PUT MORE MONEY ON THE FRONT END, I MEAN, WE HAVE TO DO COMPENSATORY SO WE CAN'T NOT DO THAT.
I KNOW THAT'S A DOUBLE NEGATIVE, BUT I MEAN WE HAVE TO DO IT.
SO IF WE ALLOCATE MORE FUNDING ON THE FRONT END TO GET THE EVALUATIONS DONE, THE REEVALUATIONS DONE, THEN ARE WE SAVING MONEY ON THE BACK END WITH COMPENSATORY.
SO THAT'S SOMETHING I'D LIKE TO GET AN ANALYSIS OF, WHETHER IT'S YOU GUYS AND MR. GWYNN MAYBE GETTING TOGETHER TO SEE WHAT THAT LOOKS LIKE.
OKAY, THAT MAKES SENSE. YES, MA'AM. OKAY. AND THEN FINALLY, I WANT TO END ON THE THANK YOU THANK YOU GUYS VERY, VERY MUCH BECAUSE YOU PROVIDED A LOT OF DATA AND DOCUMENTS FOR ON SHORT NOTICE FOR US TODAY FOR OUR COMMITTEE MEETING.
AND AND YOU GUYS WERE VERY RESPONSIVE AND YOU ANSWERED ALL OF OUR QUESTIONS, WHICH, YOU KNOW,
[02:40:07]
ARE NOT ALL EASY QUESTIONS. AND I ESPECIALLY APPRECIATE HOW WILLING THE WHOLE TEAM IS TO COME AND ANSWER QUESTIONS. AND YOU WANT TO BE HELD ACCOUNTABLE BECAUSE YOU WANT TO GET IT DONE TO.AND IT WAS REALLY A TEAM EFFORT. AND SO I JUST WANT TO COMMEND YOU GUYS AND SAY THANK YOU.
THANK YOU. AND I DO I WOULD LIKE TO ACKNOWLEDGE THE SPECIAL ED DIRECTORS THAT ARE HERE TONIGHT, ASHLEY ASHNA AND SHERRY MARSTON. AND SO THEY ARE VERY MUCH PART OF THIS WORK.
AND, AND TRULY OUR EVALUATION STAFF, I MEAN, THEY ARE WORKING HARDER THAN I'VE EVER SEEN THEM WORK.
AND SO IF YOU SEE A SCHOOL PSYCHOLOGIST, A SPEECH PATH OR A DIAGNOSTICIAN.
GIVE THEM A HUG OR HIGH FIVE OR A HIGH FIVE OR SOMETHING BECAUSE THEY'RE WORKING REALLY HARD.
AND WE APPRECIATE YOU. WE APPRECIATE THE THE YOU KNOW, THE CONVERSATION.
SO, DOCTOR GILLIAM, DO YOU HAVE SOMETHING? YEAH, I MISSED IT.
AND IT'S IT'S GOING IN DIRECTLY, AND I ONLY HAVE EIGHT WORDS, BELIEVE IT OR NOT.
I SEE PROGRESS. I THANK YOU. YOU HAVE A HANDLE ON IT, AND I, I DITTO EVERYTHING THAT YOU HAVE SAID.
MADAM PRESIDENT, YOU CAN CALL ME KRISTEN. WELL, I ALWAYS HAVE TO THINK.
NO, MADAM PRESIDENT. NO, REALLY, I HAVE SEEN FROM FROM 2020 TO NOW.
AND I'VE ALWAYS BEEN A LITTLE BIT ON THAT SIDE.
GOOD JOB. THANK YOU. THANK YOU SO MUCH. ALL RIGHT.
GREAT. SO WE ARE GOING TO GET TO OUR CONSENT AGENDA REALLY QUICKLY.
[9. Consent Agenda]
AND BEFORE I ASK FOR A MOTION, IS THERE ANYTHING ANYBODY WANTS TO REMOVE FROM THE CONSENT AGENDA? YES. IF I COULD PULL I TO UT ON RAMPS.ANYTHING ELSE? ANYONE? ALL RIGHT. MAY I HAVE A MOTION, PLEASE, MADAM PRESIDENT? I MOVE THE BOARD, APPROVE CONSENT AGENDA ITEMS NINE A THROUGH H ITEMS I1 I3 THROUGH I-15 AS PRESENTED.
SECOND, WE HAVE A MOTION BY MR. GARCIA AND A SECOND BY MISS HANNON.
DO WE HAVE ANY DISCUSSION? I HATE TO VOTE WITHOUT A TRUSTEE HERE, BUT ALL RIGHT. PLEASE VOTE.
ARE WE. ARE WAITING FOR DOCTOR GILLIAM OR NO, MISS TESSA.
I'M TRYING TO DECIDE. NO, LET'S GO AHEAD. LET'S GO AHEAD.
MOTION PASSES. ALL RIGHT, NOW WE HAVE ITEM
[9.I.2. UT OnRamps Program (COOP): Consideration and approval of UT OnRamps program from the University of Texas at Austin for an amount not-to-exceed $400,000 and authorization for the Superintendent to negotiate and execute the agreement through August 2025.]
NINE, I2. MAY I HAVE A MOTION, MADAM PRESIDENT? I MOVE THE BOARD. APPROVE CONSENT AGENDA ITEM NINE I2 AS PRESENTED.SECOND. WE HAVE A MOTION BY MR. GARCIA AND A SECOND BY MISS HANNON.
WE HAVE DISCUSSION, MISS HANNON. GO AHEAD. YES.
AND SO I HAD DISCUSSION SOME QUESTIONS ON THIS DURING THE AGENDA REVIEW.
BUT I JUST FEEL LIKE MAYBE MYSELF AND MY COLLEAGUES COULD UNDERSTAND THIS BETTER.
AND SO MY QUESTION REALLY BOILS DOWN TO I UNDERSTAND THAT THIS IS SORT OF GIVING A THIRD OPPORTUNITY TO KIDS TO GET COLLEGE CREDIT. RIGHT. AND I APPRECIATE THOSE NUMBERS.
WE SAW THAT 38% ACTUALLY OBTAINED THE COLLEGE CREDIT LAST YEAR.
[02:45:05]
BUT WHAT I REALLY WANT TO BE CLEAR ON BEFORE I VOTE YES FOR THIS ONE IS THE $400,000.DOES THAT INCLUDE THE SECTIONS OF THIS COURSE AS FAR AS SALARY FOR OUR FTES THAT ARE TEACHING THESE SECTIONS? AND IF NOT. KIND OF JUST DESCRIBE WHAT IS IT? IS IT TEXTBOOKS? IS IT THE TRAINING? WHAT IS THE 400,000 PAYING FOR? SURE. SO THE $400,000 PROVIDES THREE THINGS FOR TEACHERS.
IT'S THE PROFESSIONAL DEVELOPMENT OFFERED BY UT.
IT IS ALSO THE $2,500 STIPEND THAT WE OFFER THE TEACHERS, BECAUSE ADDITIONAL WORK OUTSIDE THE CONTRACT DAY EXISTS BECAUSE OF THEM TEACHING THIS COURSE. AND THEN ON TOP OF THAT, ANY STUDENT FEES THAT ARE NOT PAID FOR, WE COVER THOSE FOR THE STUDENTS.
SO THERE IS NO COST TO ANY OF OUR STUDENTS IN FORT BEND ISD TO TAKE A UT ONRAMPS COURSE.
SO THREE THINGS. AND WHAT IS WHAT IS THE STUDENT FEE? A SINGLE STUDENT FEE. I'M NOT SURE THAT I HAVE THAT.
BUT WHAT WHAT I WANT TO REALLY UNDERSTAND IS THE DIFFERENCE IN, FOR INSTANCE, DO OUR AP TEACHERS GET A STIPEND FOR GOING TO TRAINING TO BE AN AP TEACHER? SO THE AMOUNT OF HOURS THAT THIS PROGRAM REQUIRES OF TEACHERS FOR PROFESSIONAL DEVELOPMENT IS OVER. EXTREMELY OVER AN AP TEACHERS COLLEGE BOARD TRAINING THAT THEY RECEIVE.
SO IF YOU'RE A NEW TEACHER, I BELIEVE I THINK I HAVE THE TRAINING RIGHT.
HERE IT IS. LET'S SEE. I WANT TO SAY ALMOST 80 HOURS OF TRAINING IF YOU'RE A RETURNING TEACHER, SIGNIFICANTLY LESS. BUT THERE IS A LOT OF MENTORING, A LOT OF SUPPORT FROM A UT PROFESSOR FOR OUR TEACHERS.
FORT BEND ISD TEACHER OKAY. AND SO WHAT ABOUT OUR TEACHERS TEACHING DUAL CREDIT AGAIN, SAME THING.
THE TIME FRAME FOR OUR HCC TEACHERS IS DOES NOT COME CLOSE TO THIS PROGRAM.
SO THAT'S FANTASTIC FOR TEACHERS, BUT IT DOES EXCEED OUR OTHER TWO PROGRAMS. SO MY EXPECTATION. DOCTOR SMITH IS AT THE END.
SO THIS WILL BE OUR SECOND YEAR OF IMPLEMENTATION GOING FORWARD.
IS I WOULD LIKE TO I MEAN I WOULD LIKE TO SEE STUDENT OUTCOMES.
HOW ARE THE STUDENT OUTCOMES BETWEEN AP, OUR REGULAR DUAL CREDIT AND THIS ON RAMPS COURSE. WHAT IS WHAT IS THE SUCCESS RATE OF THEM OBTAINING THE COLLEGE CREDIT.
BECAUSE OTHERWISE THEY'RE JUST OBTAINING THEIR HIGH SCHOOL CREDIT.
AND IT MAY I MAY GO SO FAR AS TO SAY, WHAT IS THIS? ENGLISH 234. WE OFFER A VARIETY OF COURSES. LET'S SEE.
SOME OF THE COURSES INCLUDE RHETORIC, STATISTICS, U.S.
HISTORY, BIOLOGY. SO THERE'S ACTUALLY A PLETHORA OF COURSES.
THOSE ARE THE COURSES THAT WE'VE OFFERED THIS YEAR AT THE SEVEN CAMPUSES THAT CAMPUSES THAT PARTICIPATED. AND I KNOW THAT BANDWIDTH IS AN ISSUE, RIGHT? BUT IF WE'RE LOOKING AT THESE COURSES AND ANY OF THEM HAVE AN EOC, I WANT TO.
KNOW THE DIFFERENCE BETWEEN DUAL CREDIT AP AND THIS ON RAMPS.
THANK YOU. THANK YOU, MISS HANNON. THANK YOU, DOCTOR LAWSON.
I APPRECIATE YOUR ANSWERS. ALL RIGHT. IF THERE'S NO OTHER DISCUSSION, PLEASE VOTE.
[10. Convene in closed session]
TEXAS GOVERNMENT CODE, CHAPTER 551 UNDER THE SECTIONS LISTED IN THE AGENDA AND FOR THE PURPOSE OF A PRIVATE CONSULTATION WITH THE BOARD'S ATTORNEY ON ANY OR ALL SUBJECTS OR MATTERS AUTHORIZED BY LAW. THE TIME IS 8:51 P.M.AND WE ARE NOW CONVENED IN CLOSED SESSION. THE TIME IS 10:06 P.M.
[02:50:02]
AND WE ARE NOW RECONVENED IN OPEN SESSION. WE WILL NOW CONSIDER ACTION ON CLOSED SESSION ITEMS.[11. Reconvene in Open Session]
[12. Consider Action on Closed Session Items]
MISS HANNON. YES. I MOVE THE BOARD OF TRUSTEES, APPROVE THE SETTLEMENT AGREEMENT BETWEEN FORT BEND ISD AND THE OFFICE OF THE INSPECTOR GENERAL OIG AS PRESENTED. I SECOND. WE HAVE A MOTION BY MISS HANNON AND A SECOND BY DOCTOR GILLIAM.DO WE HAVE DISCUSSION? HEARING NONE. PLEASE VOTE.
MOTION PASSES UNANIMOUSLY. NEXT UP, WE HAVE ACTION ITEMS. FIRST IS OUR DONATIONS. OVER $50,000. MR. HAMILTON.
[13.A. Donation over $50,000: Consideration and approval of cash and non-cash donations.]
I MOVE THE BOARD, APPROVE CASH AND NON-CASH DONATIONS AS PRESENTED.I SECOND. WE HAVE A MOTION BY MR. HAMILTON AND A SECOND BY DOCTOR GILLIAM.
DO WE HAVE DISCUSSION? HERE. MISS JONES? I HIT IT BY ACCIDENT.
OKAY. HEARING NONE. PLEASE VOTE.
MOTION PASSES UNANIMOUSLY. AND THEN LAST UP IS OUR 20 2425 BUDGET.
[13.B. 2024-25 Budget: Consideration and approval of the 2024-25 General Fund (199), Child Nutrition Fund (240), and Debt Service Fund (599) budget as presented in the Fiscal Year 2024-25 budget document.]
MISS JONES HAS THAT ONE. I MOVE THE BOARD APPROVED THE 20 2425 GENERAL FUND, CHILD NUTRITION FUND, AND DEBT SERVICE FUND BUDGET AS PRESENTED IN THE FISCAL YEAR 2025 2520 2425 BUDGET DOCUMENT.I SECOND. WE HAVE A MOTION BY MISS JONES AND A SECOND BY MR. GARCIA. DO WE HAVE DISCUSSION ON THIS ITEM? HEARING NONE.
MOTION PASSES UNANIMOUSLY. WE HAVE A BUDGET, PEOPLE.
ALL RIGHT. CAN I HAVE A MOTION TO ADJOURN? MOTION TO ADJOURN.
WE ARE ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.