Apr 20, 2026 Board Meeting

[00:00:01]

REMAINING QUIET, SO THAT EVERYONE IS ABLE TO HEAR THE PROCEEDINGS. THANK YOU. THANK

[1. Call to order]

JUST AMAZING. IF EVERYONE WILL PLEASE REMAIN STANDING FOR A MOMENT OF SILENCE. YOU MAY BE SEATED. GOOD EVENING, BOARD PRESIDENT, DOCTOR SMITH AND TRUSTEES.

[4. Recognitions]

THAT'S GOOD. THAT WAS JUST GREAT. I'M SORRY.

SURE. THEY'RE IN A WINDOW. RIGHT THERE. ALRIGHTY. FIRST UP TONIGHT WE'RE GOING TO GIVE A HUGE THANK YOU TO THIS EVENING'S NATIONAL ANTHEM. PERFORMERS FROM THE FORT BEND ISD HARP ENSEMBLE, LED BY DIRECTOR MARGARET DAVIS, STEPHANIE GUSTAFSON AND CHEN YU

[00:05:04]

ABSOLUTELY. GREAT JOB, GREAT JOB. VERY GOOD. BEAUTIFUL. THANK YOU SO MUCH.

THANK YOU, THANK YOU. GREAT JOB. THANK. GREAT WORK. NICE. THANK YOU. VERY GOOD. THANK YOU.

THERE YOU FIRST. THANK YOU SO MUCH FOR. THAT. THANK YOU. VERY GOOD WORK. THANK YOU SO MUCH.

ALL RIGHT. IF THE TRUSTEES AND DOCTOR SMITH WILL JOIN ME AT THE FRONT OF THE DAIS FOR THE REST OF THE RECOGNITIONS. OH, TWO MORE HANDS SHAKING. OH, YEAH. OH. THANK YOU SO MUCH.

THANK YOU SO MUCH. THANK YOU. THANK YOU SO MUCH. THANK YOU, THANK YOU, THANK YOU VERY MUCH.

ALRIGHTY. WE'RE GOING TO KICK OFF TONIGHT'S BOARD RECOGNITIONS WITH OUR FIRST RECOGNITION GOING TO THREE FORT BEND ISD STUDENT ATHLETES WHO RECEIVED AWARDS AT THE UIL STATE SWIM MEET. FIRST, WE HAVE DULLES HIGH SCHOOL'S WINNIE LIU RECEIVED. WHEN HE RECEIVED A SILVER MEDAL FOR THE 200 YARD FREESTYLE AND A SILVER MEDAL FOR THE 100 YARD FREESTYLE. AND WHEN HE'S ACCOMPANIED BY COACH JONATHAN HANSEN. NEXT UP, WE HAVE AUSTIN HIGH SCHOOL'S KIM KULO, WHO RECEIVED A SILVER MEDAL FOR THE 50 YARD FREESTYLE AND A SILVER MEDAL FOR THE 100 YARD BUTTERFLY. KIM IS ACCOMPANIED BY COACH AARON NORTH. AND WE HAVE TRAVIS HIGH SCHOOL'S KADE NIELSEN, WHO RECEIVED A GOLD MEDAL FOR THE 50 YARD FREESTYLE. KADE IS ACCOMPANIED BY COACH CHRISTINE MARSH. IF WE CAN HAVE ALL OF OUR SWIMMERS COME TO THE FRONT FOR A PHOTOGRAPH WITH THE BOARD AND THEIR COACHES. HURRY UP. WHAT DO YOU WANT? GOT IT. SORRY.

ALRIGHTY. BIG SMILES. ONE. TWO. THREE. ONE TWO. AND THANK YOU. GOOD JOB. TONIGHT WE ARE PROUD TO RECOGNIZE AUSTIN HIGH SCHOOL NAVY JROTC STUDENT ALYSSA MCKNIGHT. ALYSSA HAS BEEN SELECTED FOR THE 2026 COMMANDER, NAVAL AIR FORCE'S FLIGHT ACADEMY. ALYSSA WAS SELECTED.

AS ONE OF 15 STUDENTS IN THE COUNTRY AND THE ONLY STUDENT FROM THE STATE OF TEXAS. ALYSSA WILL RECEIVE A $27,000 SCHOLARSHIP TO ATTEND THE FLIGHT SCHOOL THIS SUMMER. AND ALYSSA IS THE SIXTH AUSTIN HIGH SCHOOL STUDENT IN FIVE YEARS TO BE SELECTED TO ATTEND THIS

[00:10:05]

TONIGHT, TWO FORT BEND ISD EDUCATORS ARE RECOGNIZED AS THE SUBURBAN HOUSTON ASSOCIATION OF BILINGUAL EDUCATORS 2026 TEACHER OF THE YEAR IN TWO CATEGORIES. HERE WITH US TONIGHT IS MISS MYRA GALEN FROM E.A. JONES ELEMENTARY, WHO RECEIVED THE S H A B E BILINGUAL TEACHER OF THE YEAR. WE ALSO WANT TO RECOGNIZE MISS CATALINA BOLANOS FROM TRAVIS HIGH SCHOOL, WHO WAS RECOGNIZED AS THE L O T E TEACHER OF THE YEAR. UNFORTUNATELY, MISS BOLANOS IS NOT HERE TONIGHT AS SHE WAS DEPLOYED TO SERVE OUR COUNTRY. IF WE CAN, PLEASE GIVE HER A ROUND OF APPLAUSE AS WELL. AND. ONE, TWO. THANK YOU, THANK YOU, THANK YOU. TRUSTEES, TONIGHT WE HAVE A SPECIAL TREAT FOR YOU TONIGHT. SO WE'LL ASK THAT YOU TRANSITION UP ONTO THE DAIS AS WE WELCOME OUR STUDENT VOICES, OUR STUDENT LEADERSHIP 101 AND 102. AND AT THIS TIME I'LL ASK THAT MR. JORDI DANIELS FROM ORGANIZATIONAL DEVELOPMENT DEPARTMENT COME UP TO THE PODIUM TO READ OUR NEXT TWO RECOGNITIONS.

ALRIGHTY. GOOD EVENING, DOCTOR SMITH, PRESIDENT HASSAN AND MEMBERS OF THE BOARD TODAY. WE'RE SO EXCITED. FORT BEND ISD OFFERS THREE DISTRICT WIDE STUDENT LEADERSHIP PROGRAMS THAT COLLABORATE WITH OUR SUPERINTENDENT AND OUR BOARD OF TRUSTEES. WE'D LIKE TO RECOGNIZE OUR GRADUATING STUDENTS FROM THOSE PROGRAMS. WE HAVE OUR STUDENT LEADERSHIP 102 PROGRAM. THIS IS A TWO YEAR PROGRAM THAT SERVES AS A BOARD STUDENT LEADERSHIP GROUP WITH A FOCUS ON LEADERSHIP DEVELOPMENT THROUGH ENGAGEMENT WITH LOCAL COMMUNITY ORGANIZATIONS TO UNDERSTAND ADVOCACY AND ENGAGEMENT AND SERVICE OPPORTUNITIES, STUDENTS ENGAGE WITH BOARD MEMBERS EACH MONTH TO LEARN ABOUT THE ROLE OF THE BOARD OF TRUSTEES, ENGAGE IN DISCUSSIONS AND SHARE STUDENT PERSPECTIVES. THIS YEAR, STUDENTS HAVE WORKED COLLABORATIVELY WITH SEVEN OF OUR COMMUNITY PARTNERS SUCH AS MEMORIAL HERMANN, FORT BEND COUNTY COMMISSIONER'S OFFICE, GIGI'S PLAYHOUSE, SHARED DREAMS, THE LITERACY COUNCIL OF FORT BEND, THE CITY OF SUGAR LAND SENIOR CENTER, AND THE FORT BEND EDUCATION FOUNDATION. WITH THAT, THEY ARE CHARGED TO LEARN ABOUT THEIR ORGANIZATIONS AND ENGAGE IN SERVICE TO SUPPORT THE ORGANIZATION'S PURPOSE. OUR SECOND GROUP THAT'S HERE WITH US TODAY IS OUR STUDENT VOICES ADVISORY NETWORK, ALSO KNOWN AS VOICES. THIS IS OUR SUPERINTENDENT STUDENT ADVISORY GROUP WITH A FOCUS ON LEADERSHIP, DEVELOPMENT, ADVOCACY AND SERVICE AND STAKEHOLDER ENGAGEMENT. STUDENTS ENGAGE WITH THE SUPERINTENDENT THROUGH MONTHLY LEARNING SESSIONS THAT FOCUS ON LEADERSHIP DEVELOPMENT AND OFFERS STUDENTS THE OPPORTUNITY TO SHARE THEIR PERSPECTIVE ON KEY DISTRICT DECISIONS THAT

[00:15:02]

THANK YOU SO MUCH FOR THAT OPPORTUNITY AND WE'RE SO PROUD OF THEIR ACCOMPLISHMENTS. OH, JUST STOP. GO AHEAD. OUR FIRST PHOTOGRAPH TONIGHT IS GOING TO BE OUR LEADERSHIP 102 STUDENTS.

ALL RIGHT MICHAEL, GIVE ME A SECOND YOUNG MAN. THERE WE GO. THERE WE GO. MR. MISTER RANIA, YOU GOT IT. THERE WE GO ON THREE BIG SMILES. JUST. ONE, TWO AND THREE. ONE MORE. ONE, TWO AND THREE. AWESOME. THANK YOU. SO. SKYLAR. SKYLAR. MY APOLOGIES. CAN'T LEAVE WITHOUT TALKING TO US. I WANT YOU TO TALK TO US. THANK YOU. YEAH. THANK YOU, THANK YOU, THANK YOU.

HE'S GOT TO BE ON THE SIDE. NO.

PRESENTED HERE ARE OUR STUDENT VOICES COALITION. THANK YOU. ALL RIGHT, HERE WE GO. ONE, TWO AND THREE. ONE MORE. ONE TWO AND THREE. THANK YOU. ALL RIGHT. CONGRATULATIONS. AGAIN. THANKS.

GOOD SEEING YOU. THANK YOU. THANKS SO. THANKS. THANKS. YOU TOO. CONGRATULATIONS. THANK YOU.

[00:20:30]

THAT'S ME AND DIANA ALVARADO FOR THE SUGAR LAND 95 COMMEMORATIVE EVENTS. DIANA, GO AHEAD AND JUMP IN. AND THEN LASTLY TO THE COMMUNICATIONS TEAM WON BEST OF TEXAS IN THE CATEGORY FOR DIGITAL GUIDES FOR OUR 2025 BACK TO SCHOOL GUIDE, WE RECOGNIZE MARIA PETRA, NATALIE RIVERA, TANYA THOMAS, MICHAEL LAMB, AND LEO GONZALEZ. IF WE CAN HAVE THE TEAM STEP IN FOR OUR PHOTO. LET'S GO. NAMES? QUINN, I SEE YOU UP THERE. I DON'T KNOW. MAYBE CHECK IT FIRST. IT'LL WORK. ALL RIGHT.

THANKS. THANK YOU. GREAT. THANK YOU VERY MUCH. THANK YOU. THANK YOU, THANK YOU, THANK YOU.

CONGRATULATIONS. AWESOME, I APPRECIATE IT. THANKS. THANK YOU. VERY GOOD WORK. THANK. YOU.

THANK YOU, THANK YOU, THANK YOU, THANK YOU. VERY GOOD. OKAY. THANK YOU. AND THAT CONCLUDES

[00:25:12]

IS THE WAY TO START. FOR SURE. THREE MINUTES. ALL RIGHT. WHAT A GREAT START TO OUR MEETING. CONGRATULATIONS AGAIN TO EVERYONE. NEXT UP IS OUR PUBLIC

[5. Public Comment]

DOCTOR GILLIAM WILL KEEP TIME AND WE'LL LET YOU KNOW WHEN YOU HAVE 30S REMAINING. FIRST UP IS PRATEEK. SORRY, I'M SURE I BUTCHERED THAT. GOOD EVENING MEMBERS OF THE BOARD. MY NAME IS PRATEEK MUKKAVILLI AND I'M A JUNIOR AT DULLES HIGH SCHOOL HERE IN FORT BEND ISD. I'VE SPENT MOST OF MY HIGH SCHOOL YEARS INVOLVED IN A LOT OF THINGS CLASSES, CLUBS, LEADERSHIP ROLES, AND SOMEWHERE ALONG THE WAY, I STARTED NOTICING SOMETHING THAT BOTHERED ME. NOT ABOUT THE PROGRAMS THEMSELVES, BUT ABOUT EVERYTHING IT TOOK JUST TO KEEP THEM RUNNING. THE COORDINATION, THE FOLLOW UP, THE LOGISTICS. I KEPT THINKING, WHY IS THIS SO MUCH HARDER THAN IT NEEDS TO BE? THINK ABOUT EVERYTHING THAT HAPPENS BENEATH THE SURFACE OF A FUNCTIONING SCHOOL. TEACHERS COORDINATING WITH STUDENTS ACROSS ANNOUNCEMENTS, SCHEDULES AND ASSIGNMENTS. CLUB LEADERS FOR AFTER SCHOOL CLUBS, TRACKING ATTENDANCE, LOGGING, VOLUNTEER HOURS AND MANAGING RSVP'S, AND STUDENTS TRYING TO STAY ON TOP OF ALL OF IT AT THE SAME TIME. ALL OF THAT COORDINATION IS WHAT HOLDS A SCHOOL TOGETHER, AND RIGHT NOW IT'S BEING DONE THE HARD WAY. NOT BECAUSE PEOPLE AREN'T CAPABLE, BUT BECAUSE THE TOOLS ARE FRAGMENTED. A GOOGLE FORM HERE, A GROUP CHAT THERE, A SEPARATE CALENDAR, A SPREADSHEET FOR TRACKING VOLUNTEER HOURS. EVERY PIECE LIVES IN A DIFFERENT PLACE, AND THE PEOPLE RESPONSIBLE FOR HOLDING IT TOGETHER ARE SPENDING REAL TIME AND ENERGY JUST KEEPING UP WITH LOGISTICS TIME THAT ISN'T GOING INTO TEACHING, LEADING, OR LEARNING.

SO INSTEAD OF JUST NOTICING IT, I DECIDED TO DO SOMETHING ABOUT IT. THAT'S WHY I BUILT AN APP AND WEBSITE CALLED CASPER, A UNIFIED PLATFORM FOR BOTH CLASSROOMS AND STUDENT ORGANIZATIONS. ON THE CLASSROOM SIDE, IT GIVES TEACHERS ONE PLACE TO COMMUNICATE, MANAGE ANNOUNCEMENTS, AND COORDINATE. ON THE STUDENT SIDE, IT GIVES STUDENT LEADERS THE INFRASTRUCTURE TO ACTUALLY RUN THEIR AFTER SCHOOL CLUBS, EVENTS, RSVP CALENDARS, ATTENDANCE, OUR TRACKING, AND FORMS ALL IN ONE SO THAT DOING ONE THING UPDATES EVERYTHING ELSE AUTOMATICALLY. AND THEN THERE'S THE AI LAYER. WHEN A MEMBER MISSES IMPORTANT INFORMATION, THEY DON'T HAVE TO CHASE SOMEONE DOWN. THEY JUST ASK THE CASPER AI ASSISTANT.

WHEN A TEACHER OR LEADER NEEDS TO DRAFT A MESSAGE OR SET UP AN EVENT, ONE MINUTE, THE AI HELPS THEM DO IT IN SECONDS. THE BUSY WORK DOESN'T JUST MOVE, IT DISAPPEARS. THE RESULT? LESS MANUAL WORK, MORE EFFECTIVE COORDINATION, AND STUDENTS WHO ARE MORE CONNECTED TO WHAT'S HAPPENING IN THEIR SCHOOL FORBID ISD ALREADY USES ONE LINK, AND I'D LOVE TO EXPLORE INTEGRATING CASPER DIRECTLY INTO THAT ECOSYSTEM SO STUDENTS AND TEACHERS CAN ACCESS IT ALONGSIDE THE TOOLS THEY ALREADY USE, WITH NO ADDED FRICTION. RIGHT NOW, I'M ASKING FOR A PILOT PROGRAM, A SMALL GROUP OF SCHOOLS, CLASSROOMS, OR ORGANIZATIONS TO TEST REAL USAGE, GATHER FEEDBACK, AND MEASURE IMPACT. I BELIEVE THIS CAN REDUCE WORKLOAD AND INCREASE ENGAGEMENT ACROSS THE DISTRICT, AND I WOULD LOVE THE OPPORTUNITY TO DEMONSTRATE THAT HERE IN FORT BEND ISD. THANK YOU FOR YOUR TIME. THANK YOU. NEXT IS DERRICK DAWSON. THERE.

YES. GOOD EVENING, MR. PRESIDENT OF THE FORT BEING A F T I STAND REPRESENTING REPRESENTING NEARLY 1800 PROFESSIONALS AND PARAPROFESSIONALS IN THIS DISTRICT WHO SHOW UP EVERY DAY COMMITTED TO SERVING STUDENTS IN VARIOUS CAPACITIES. THEY UNDERSTAND THE RESPONSIBILITY AND THEY CARRY IT WITH CONSISTENCY. ALL YEAR, MY MESSAGE HAS BEEN CLEAR FAIRNESS, EQUITY, COLLABORATION AND RESPECT MUST BE CLEARLY DEFINED,

[00:30:02]

THAT DIFFERENCE TOTALS NEARLY $9,500. AS A LEAD COUNSELOR, THE DISCREPANCY IS $11,500, AND LEAD COUNSELORS ONLY RECEIVE A $2,000 SCHOLARSHIP, $2,000 STIPEND, $1,000. THEN TEACHER DEPARTMENT HEADS, WHICH ADDS TO THAT INEQUITY. AND THEY HAVE AN INCREASED RESPONSIBILITY. THE INEQUITIES EXTEND BEYOND PAY. TEACHERS WORK A 187 CONTRACT, A HIGH SCHOOL COUNSELORS 210 AND LEAD COUNSELORS 220. YET WE ALL RECEIVE THE SAME NUMBER OF LEAVE DAYS. THE. THIS DISCREPANCY SENDS A CLEAR MESSAGE THAT COUNSELOR. TIME AND WORKLOAD ARE UNDERVALUED.

HIGH SCHOOL COUNSELORS ARE HELD ACCOUNTABLE FOR ACADEMIC STANDING, GRADUATION READINESS, AND SOCIAL EMOTIONAL WELL-BEING OF EVERY STUDENT ON OUR CAMPUS. WE OVERSEE TRANSCRIPTS, AUDITS, GRADUATION REQUIREMENTS, AND POST-SECONDARY READINESS, ALL WHILE SERVING AS ADVOCATES FOR OUR STUDENTS IN CRISIS. HOWEVER, THE DISTRICT CONTINUES TO ADD RESPONSIBILITIES WITHOUT PROVIDING ADEQUATE TRAINING, REALISTIC TIMELINES, OR A FUNCTIONAL SYSTEM TO SUPPORT THE WORK. THE TRANSITION TO SKYWARD Q IS A CLEAR EXAMPLE. DISTRICT WIDE TRANSCRIPT ERRORS BEYOND THE CONTROL OF COUNSELORS HAVE RESULTED IN CREDITS BEING REMOVED, AND THIS DISC MISCATEGORIZED AS LATE AS THIS MONTH. DESPITE THIS, INDIVIDUAL COUNSELOR COUNSELORS ARE BEING HELD RESPONSIBLE FOR CORRECTING SYSTEM FAILURES. WE HAVE COMPLETED REPEATED AUDITS WITHOUT WITH INACCURATE DATA UNDER UNREALISTIC DEADLINES, OVERLAPPING WITH ALL OF OUR OTHER RESPONSIBILITIES, AND WE ARE BEING HELD ACCOUNTABLE FOR COMPLIANCE AREAS THAT ARE HELD THAT ARE THE RESPONSIBILITY OF OTHER CAMPUS PERSONNEL. COUNSELORS ARE NOW BEING TOLD THAT IF ANY GRADUATION REQUIREMENT IS MISSED, A SENIOR DOES NOT GRADUATE. REASSIGNMENT TO THE CLASSROOM IS A CONSEQUENCE. LET ME BE CLEAR THAT IS NOT ACCEPTABLE. I DID NOT BECOME A SCHOOL COUNSELOR. TO AVOID THE CLASSROOM. I BECAME A COUNSELOR AS MY PROFESSION, AS MY PASSION. I PURSUED THIS ROLE, INTENTIONALLY, COMPLETED TEACHER REQUIREMENTS, AND EARNED A SPECIALIZED MASTER'S DEGREE IN SCHOOL COUNSELING.

THANK YOU. NEXT IS SUMITA GHOSH.

[00:35:06]

BESIDES, I DON'T WANT MY CHILD TO BE A GUINEA PIG FOR SOMETHING THAT WE KNOW HAS ERRORS. OVER 4000 AT LAST COUNT AND A SLANT THAT IS BOTH IRRELEVANT. WE DON'T HAVE A STATE INCOME TAX. THAT'S A QUESTION ON THE ON THE MATH CURRICULUM. AND WE DON'T. AND IT PROMOTES NON-INCLUSIVE HIDDEN AGENDAS THAT TALK ABOUT AVOIDANCE OF TAX BY GETTING MARRIED. AND SO INSTEAD, WE SHOULD ENCOURAGE AND ENGAGE OUR MORE THAN CAPABLE IN-HOUSE SUBJECT MATTER EXPERTS, OUR TEACHERS AND STAFF TO IMPROVE WHAT WE ALREADY HAVE WITHIN OUR EXISTING CURRICULUM. WE ARE A DISTRICT OF INNOVATION, LESS SO THE STATE. HOW THIS CAN BE DONE.

THERE ARE SEVERAL DIFFERENT CATEGORIES. PROFESSIONALS HAVE IDENTIFIED WITH THE BLUEBONNET CURRICULUM, DOCUMENTED FACTUAL AND PUBLISHING ERRORS, MISALIGNMENT WITH STAR TESTING.

BLUEBONNET MATH ASSESSMENTS DON'T MATCH OUR TEST RESULTS. THERE'S NO BUILT LITTLE BUILT IN REPORTING OR DATA SHARING FOR FAMILIES. INCONSISTENT IMPLEMENTATION ACROSS CLASSROOMS. AND BECAUSE THE SYSTEM LACKS STANDARDIZED GRADING ASSESSMENT TOOLS, TEACHERS HAVE TO CREATE THEIR OWN GRADING APPROACHES, AND FEEDBACK VARIES FROM CLASS TO CLASS. THE BOARD OF TRUSTEES ALSO APPEARS TO BE UNDER THE IMPRESSION THAT THE PROPOSED REVISIONS TO C, F AND D H POLICY ARE NECESSARY TO COMPLY WITH SB 12. THEY ARE NOT, AND I QUESTION THE IMPARTIALITY AND COMPETENCE OF CURRENT LEGAL COUNSEL REGARDING THE ADVICE OFFERED. I REALIZE SOME MAY BE WORRIED ABOUT THE STATE ATTEMPTING TO ENFORCE SB 12, BUT WE. BUT THERE ARE DISTRICTS RIGHT AS OF RIGHT NOW THAT HAVE LITIGATED THIS KISD, KATY ISD, FORT BEND, HOUSTON ISD AND. PLANO ISD AND THEY WON. THERE'S AN INJUNCTION IN PLACE TO STOP THE POLICY REVISIONS THAT WE ARE SAYING WE NEED TO HAVE TO COMPLY WITH SB 12. AND JUST TO TELL YOU, IT IS NOT REQUIRED. THERE'S ALSO PROVISIONS THAT ARE COMPLETELY UNNECESSARY WITH.

THANK YOU. NEXT IS TIFFANY PERKINS. GOOD EVENING, MEMBERS OF THE BOARD. MY NAME IS TIFFANY PERKINS. I HAVE A MASTER'S DEGREE IN EDUCATION, 12 YEARS OF EXPERIENCE AS A CLASSROOM TEACHER, AND I'M A CANDIDATE FOR THE STATE BOARD OF EDUCATION HERE IN DISTRICT SEVEN. AS A FORMER CLASSROOM TEACHER, I AM WELL ACQUAINTED WITH THE TREND IN OUR EDUCATION SYSTEM OF SIDELINING OR DISREGARDING ALTOGETHER THE PROFESSIONAL OPINIONS OF THE TEACHERS WHO ARE BOOTS ON THE GROUND IN THE CLASSROOM EVERY DAY, AND IT IS ON THEIR BEHALF THAT I SPEAK TO YOU TODAY, ASKING YOU TO VOTE NO TO THE ADOPTION OF THE BLUEBONNET MATH CURRICULUM FOR GRADES SIX THROUGH EIGHT. I HAVE SPOKEN WITH TEACHERS ACROSS FORT BEND ISD, INCLUDING EDUCATORS WHO PARTICIPATED IN THE MATH TEXTBOOK REVIEW COMMITTEE.

TEACHERS ARE TELLING ME THAT BLUEBONNET MATH WAS NOT THEIR CHOICE. IN FACT, ACROSS MULTIPLE CAMPUSES, FORT BEND ISD MATH TEACHERS REVIEWED THE FINAL OPTIONS AND RANKED OTHER CURRICULA SUCH AS MCGRAW HILL AND ABOVE BLUEBONNET. ADDITIONALLY, TEACHERS ON THE ADOPTION COMMITTEE WERE ASSURED THAT THE DECISION WAS UP TO THEM AND THAT THEY WOULD BE NOTIFIED OF THE FINAL CHOICE BEFORE IT WOULD BE VOTED ON. SEVERAL REPORT THAT THEY ONLY KNEW BLUEBONNET WAS THE FINALIST BECAUSE THEY TOOK IT UPON THEMSELVES TO LOOK AT TONIGHT'S AGENDA. THEY WERE NOT NOTIFIED BY ANYONE FROM CENTRAL OFFICE. THIS IS NOT HOW A DISTRICT THAT WANTS TO RETAIN GOOD TEACHERS SHOULD OPERATE. THESE ARE TEACHERS WHO GAVE THEIR TIME VOLUNTARILY TO THE TEXTBOOK REVIEW COMMITTEE. YET IT APPEARS THE DECISION HAD

[00:40:01]

HOWEVER, AT THE END OF THE DAY, THIS DISTRICT IS HERE TO SERVE THE STUDENTS. AND WHEN THE TEACHERS ARE TELLING YOU THAT THIS PRODUCT WILL NOT MEET THE NEEDS OF YOUR STUDENTS, THEY ARE WHO YOU SHOULD BE LISTENING TO. I ASK YOU TO VOTE NO TO BLUEBONNET MATH. THANK YOU, THANK YOU. NEXT IS JESSE MATTHEW. GOOD EVENING, SCHOOL BOARD MEMBERS AND SUPERINTENDENT SMITH. I'M HERE TODAY TO VOICE MY OPPOSITION TO ANY AND ALL INCORPORATION OF THE BLUEBONNET CURRICULUM INTO FORT BEND ISD. THIS WOULD PRIORITIZE CHRISTIAN CURRICULUM WITHIN PUBLIC SCHOOLS, WHICH IS A DIRECT VIOLATION OF THE ESTABLISHMENT CLAUSE OF THE FIRST AMENDMENT OF THE CONSTITUTION AND THE IMPLIED POWERS OF SEPARATION OF CHURCH AND STATE. IMPLIED POWERS ARE POWERS THAT ARE NOT DIRECTLY STATED IN THE CONSTITUTION, BUT ARE UNDERSTOOD TO EXIST BECAUSE THEY ARE NECESSARY FOR THE GOVERNMENT TO EFFECTIVELY CARRY OUT ITS ENUMERATED POWERS, WHICH ARE THE ONES LISTED IN THE CONSTITUTION. IN ADDITION, THE 14TH AMENDMENT PROHIBITS STATES FROM DENYING EQUAL PROTECTION OF THE LAWS. THIS AMENDMENT EXTENDS ALL THE PROTECTIONS, THE AMENDMENTS TO STATE AND LOCAL GOVERNMENTS. SO BY THE CONSTITUTION, TEXAS AND FORT BEND COUNTY CANNOT ESTABLISH OR ENDORSE ANY ONE RELIGION IN PUBLIC SCHOOLS, WHICH ARE GOVERNMENT INSTITUTIONS. NOW, TO GET AROUND ALL OF THIS, MAGA EXTREMISTS FUNDED BY RIGHT WING PACS, STARTED TAKING CONTROL OF OUR SCHOOL BOARDS AND OTHER POSITIONS OF POWER THROUGHOUT THE STATE. NOW THEY ARE BULLYING EVERYONE TO COMPLY WITH CHRISTIAN NATIONALISM AND EXTREMIST POLICIES WHICH GO AGAINST MINORITY POPULATIONS. I KNOW THAT THE BLUEBONNET MATH CURRICULUM MAY SEEM HARMLESS, BUT IT OPENS THE DOOR TO EXTREMISM. THERE IS A SAYING THAT IF YOU GIVE THEM AN INCH, THEY WILL TAKE IT A MILE. WE ARE ALREADY SEEING THE EFFECTS OF EXTREMISM THROUGHOUT THE COUNTRY. DON'T GIVE THEM THAT INCH. DON'T ROLL OVER TO EXTREMISTS WHO WANT TO BULLY SCHOOL DISTRICTS TO COMPLY. OUR CONSTITUTION IS THE LAW OF THE LAND. I WOULD HOPE THAT OUR SCHOOL BOARD MEMBERS WOULD NOT FOLD UNDER PRESSURE. I UNDERSTAND THAT WHEN YOU ARE ON A BOARD, YOU NEED TO PROTECT THE BOARD. I'M SIMPLY SAYING THAT YOU DON'T NEED TO. WHEN YOU HAVE THE PROTECTION OF THE CONSTITUTION. I ALSO DON'T THINK YOU SHOULD OPEN THE DOOR TO POTENTIAL LAWSUITS IN THE FUTURE FOR VIOLATING THE CONSTITUTION. I ASK THAT NOW YOU ALL TABLE THIS VOTE, OR TAKE A PAUSE TO REALLY THINK ABOUT WHAT DAMAGE COULD BE CAUSED BY PASSING IT. THE NEXT ISSUE I WOULD LIKE TO DISCUSS IS THE LOCAL POLICY. THESE POLICY REVISIONS PROHIBITING DEI AND PERTAINING TO SOCIAL TRANSITIONING ARE DISCRIMINATORY POLICIES THAT VIOLATE A PERSON'S CIVIL RIGHTS. CIVIL RIGHTS PROVIDE INDIVIDUALS EQUAL TREATMENT, PROTECTION AND OPPORTUNITIES, AND PREVENT DISCRIMINATION BASED ON PROTECTED CHARACTERISTICS LIKE RACE, GENDER, RELIGION, OR DISABILITY.

THE CIVIL RIGHTS ACT OF 1964 PROHIBITS DISCRIMINATION IN PUBLIC PLACES, SCHOOLS AND EMPLOYMENT. THE DHS LOCAL POLICY REVISIONS GO AGAINST EMPLOYEES AND STUDENTS WELL-BEING. AS A HEALTHCARE PROFESSIONAL, I AM APPALLED TO DENY SOMEONE RESOURCES THAT WOULD AID THEM TO HAVE A BETTER LIFE IS NOT THE ACTIONS OF A CHRISTIAN. WE ALSO DON'T NEED JUDGMENTAL, EXTREMIST PARENTS TO HAVE THE POWER TO REPORT PEOPLE FOR A VIOLATION OF POLICIES S BOARD. I ASK THAT YOU ALL LOOK AT THE HARMFUL LANGUAGE PRESENT IN THE REVISIONS, AND ADOPT WHAT IS NECESSARY, AND NOT IN VIOLATION OF ANY INDIVIDUAL'S CIVIL RIGHTS. THANK YOU. NEXT IS HAYDEN COHEN. GOOD EVENING. MY NAME IS HAYDEN COHEN. HOWEVER, I'M ACTUALLY READING THE TESTIMONY OF A FORT BEND ISD STUDENT WHO COULDN'T BE HERE THIS EVENING. GOOD EVENING TRUSTEES. MY NAME IS DESTINY AND I'M 12. I'M A 12TH GRADE STUDENT IN THIS DISTRICT, AND I'M HERE TO ASK YOU TO REMOVE THE THIRD PARAGRAPH OF THE SOCIAL TRANSITIONING SECTION OF THE LOCAL. I WANT TO BE CLEAR. I UNDERSTAND THAT SOMETHING IS LIKELY GOING TO BE PASSED. SENATE BILL 12 REQUIRES DISTRICTS TO ADOPT A POLICY, AND I RECOGNIZE THE REALITY. BUT THERE'S A MEANINGFUL DIFFERENCE BETWEEN COMPLYING WITH THE LAW AND OVERREACHING IN A WAY THAT HARMS STUDENTS. RIGHT NOW, I'M HERE TO ADVOCATE THAT THIS POLICY GOES FURTHER THAN IT NEEDS TO. THIS THIRD PARAGRAPH CREATES RULES THAT

[00:45:06]

OTHER DISTRICTS HAVE ADOPTED MUCH SIMPLER LANGUAGE JUST STATING THAT STAFF CANNOT ASSIST IN SOCIAL TRANSITIONING AND LEAVING ROOM FOR EDUCATORS TO USE THEIR BEST JUDGMENT.

THAT FLEXIBILITY MATTERS, AS TEACHERS ARE THE ONES IN THE ROOM ACTUALLY TEACHING AND GETTING TO KNOW THEIR STUDENTS. THEY KNOW HOW TO SUPPORT STUDENTS WHILE STILL FOLLOWING THE LAW. THIS POLICY ALSO CREATES CONFUSION IN REGARDS TO STUDENTS WHO HAVE LEGALLY CHANGED THEIR NAME OR GENDER MARKER FOR THE PURPOSE OF SOCIAL TRANSITIONING. ARE THE TEACHERS EXPECTED TO IGNORE LEGAL DOCUMENTS? AND WHAT HAPPENS WHEN A PARENT EXPLICITLY ASKS A TEACHER TO USE A SPECIFIC NAME OR PRONOUN? THAT CONTRADICTION PUTS BOTH STUDENTS AND STAFF IN A CONFUSING POSITION. IN THE PAST, SITUATIONS LIKE THIS COULD BE HANDLED BY SIMPLY INVOLVING PARENTS AND COMMUNICATING WITH THEM. SO WHY ARE WE MOVING AWAY FROM A SYSTEM THAT ALLOWS FOR COMMUNICATION AND FLEXIBILITY? AND FINALLY, THERE'S NO DEADLINE FORCING YOU TO PASS THIS EXACT LANGUAGE RIGHT NOW, TODAY. THERE'S NO HARM IN TAKING A STEP BACK, REFINING IT, AND ENSURING YOU GET IT RIGHT. REMOVING THE THIRD PARAGRAPH DOES NOT MEAN REJECTING THE LAW, BUT RATHER IMPLEMENTING IT IN THE LEAST HARMFUL WAY, MOST REASONABLE WAY POSSIBLE. ONE MINUTE I'M ASKING YOU TO CHOOSE THAT PATH. THANK YOU. AND PERSONALLY FROM ME, LET ME BE VERY CLEAR, ESPECIALLY FOR THE TRUSTEES WHO ARE EXCITED TO PASS SOMETHING LIKE THIS THIS EVENING. TRANSGENDER STUDENTS HAVE ALWAYS BEEN IN YOUR DISTRICT. THEY WILL ALWAYS BE IN YOUR DISTRICT. AND THIS POLICY, SENATE BILL 12, WHATEVER THE STATE LEGISLATURE DOES, WILL NOT CHANGE THAT FACT. THANK YOU, AND HAVE A GOOD EVENING. THANK YOU. NEXT IS JIMMY LINDMAN.

GOOD EVENING, DOCTOR SMITH, PRESIDENT, BOARD OF TRUSTEES. THE MORE OF THESE MEETINGS I ATTEND, THE MORE IT SEEMS THEY ARE CONDUCTING, CONDUCTED AT A REQUIREMENT AND PROCEDURE. NOT OUT OF DESIRE AND SERVICE. THAT BOTHERS ME. I HAVE REGULARLY ADDRESSED SCHOOL SAFETY AT ELKINS HIGH SCHOOL. LACK OF POLICE PRESENCE OUTSIDE OF THE SCHOOL. AND YET TONIGHT AGAIN, WE HAVE FOUR LAW ENFORCEMENT OFFICERS HERE. PLEASE DON'T SHOW UP AT THE SCHOOL UNTIL WELL AFTER STUDENTS HAVE ARRIVED ON CAMPUS. SO IF THEY'RE THERE FOR PUBLIC SAFETY, STUDENT SAFETY, THAT IS NOT TRUE. IF THEY DON'T ARRIVE UNTIL AFTER SCHOOL HAS ALREADY STARTED. TWO IF THEY'RE NOT OUT AND THE POLICE ARE THE PARKING LOTS AS THEY'RE DRIVING IN ON CELL PHONES. THEY'RE NOT THERE FOR THE SAFETY. JUST RECENTLY WE HAD A ROLLOVER ACCIDENT RIGHT OUTSIDE OF ELKINS. WE HAVE LAW ENFORCEMENT AT THE SCHOOL. RIVERSTONE JUST RELEASED A PUBLIC ANNOUNCEMENT TO ALL OF ITS RESIDENTS TO NOT USE NEIGHBORHOODS NEAR ELKINS BECAUSE OF THE CONGESTION. WE'VE HAD FORT BEND COUNTY SHERIFF GO OUT THERE AND SEE HOW SIGNIFICANT THAT CONGESTION IS AND HOW MANY STUDENTS ARE UNSAFELY WALKING ACROSS THE STREET. AGAIN, FOR LAW ENFORCEMENT OFFICERS HERE TONIGHT, AND I APPRECIATE EVERYTHING THEY DO TO PROTECT US, BUT I NEED THEM TO BE OUT THERE AND VISIBLE TO THE STUDENTS WHEN THE STUDENTS ARE MOST VULNERABLE, AND THAT'S THEM RUSHING TO GET TO CLASS OFF THE STREET IN THE MORNING WHEN THERE'S MULTIPLE STUDENTS WALKING THROUGH THE PARKING LOTS AND ACROSS THE STREET. ADDITIONALLY, MULTIPLE CONTRACTS ARE UP FOR CONSIDERATION TONIGHT. POLICE EQUIPMENT, RADIOS, AND I NOTICED A LOT OF THOSE. THE CONTRACTS GO INTO EFFECT TODAY. I DON'T KNOW WHAT CONTRACTING COMPANY IS OPEN RIGHT NOW TO ACCEPT A CONTRACT STARTING APRIL 20TH. SO AGAIN, ARE YOU DOING THESE MEETINGS OUT OF PROCEDURE? AND YOU'VE ALREADY DETERMINED THAT YOU'RE GOING TO ENTER THOSE CONTRACTS. OR IS THIS OUT OF SERVICE AND YOU'RE ACTUALLY GOING TO DISCUSS THOSE CONTRACTS IN CLOSED SESSION TODAY TO DETERMINE IF YOU'RE GOING TO ENTER A CONTRACT THAT STARTS TODAY. AND AS FOR THE FUTURE MEETINGS, I LOOK FORWARD TO BEING HERE IN JUNE TO HEAR THE PUBLIC HEARING ON BUDGET AND TAX RATE. I DO EMPLOY OR IMPLORE THAT ALL RESIDENTS OF FORT BEND ISD ATTEND THAT PUBLIC HEARING, BECAUSE THIS IS WHERE THEY'RE GOING TO DISCUSS IF OUR TAXES GO UP IN NOVEMBER.

AND I ALSO LOOK FORWARD TO BOARD OF TRUSTEE CANDIDACY FILING PERIOD OPENING UP IN JULY. SO ANYONE THAT IS INTERESTED, YOU CAN SUBMIT IT FOR CANDIDACY AS A BOARD OF TRUSTEE STARTING THIS JULY. FOR THE NOVEMBER ELECTION. THANK YOU VERY MUCH. THANK YOU. NEXT

[00:50:04]

SINCE MY STUDENT FIRST ENROLLED IN FORT BEND ISD IN THE FIRST GRADE, THERE HAVE BEEN ONGOING ISSUES WITH RECORDS ACCURACY, MISSING COMMUNICATIONS, ARBITRARY GRADING, IGNORED FNCS AND APPEALS, ETC. AND NOW LET'S ADD TO THAT DISMAL EMAIL INTEGRITY.

I WANT TO BE CLEAR THAT I AM NOT AN EMPLOYEE OF FORT BEND ISD, NOR HAVE I EVER BEEN EMPLOYED BY FORT BEND ISD, NOR HAVE I EVER BEEN CONTRACTED TO FORT BEND ISD IN ANY WAY. MY SOUL CONNECTION IS AS A CONCERNED PARENT AND COMMUNITY STAKEHOLDER. THIS IS GERMANE BECAUSE BACK EVEN LAST CENTURY, AS MY KIDS LIKE TO TEASE, WHEN I HAD MY FIRST CORPORATE JOB OVER 30 YEARS AGO, WE USED EMAIL TO COMMUNICATE. ANY EMPLOYEE COULD SEND AN EMAIL.

RECALL THE EMAIL IF THE ACTION WAS REQUESTED BEFORE THE EMAIL WAS READ BY ANYONE RECIPIENT, AND EVEN EDIT THE EMAILS AFTER THEY WERE SENT. HOWEVER, EVEN THEN, OUR CORPORATE POLICY. OUR CORPORATE POLICY WAS TO NEVER ALTER THE CONTEXT OR TENOR OF AN EMAIL AFTER IT WAS READ BY ANY ONE. IT WAS. IT WAS CONSIDERED ACCEPTABLE TO FIX MINOR TYPOS, BUT ANYTHING ELSE REQUIRED A FORWARD OR A REPLY TO ALL, INCLUDING SELF. I THINK IT IS NOT ONLY UNPROFESSIONAL, BUT TEETERING ON THE WRONG SIDE OF ESTABLISHED LAWS CONCERNING GOVERNMENT RECORDS TO ALTER EMAILS TO AND FROM FORT BEND ISD.GOV AFTER RECEIVED AND READ. IN MY LAYMAN'S OPINION, EMAIL INTEGRITY IS INTEGRAL TO BUILDING TRUST AND WHEN I REVIEW AN EMAIL, I EXPECT IT TO NOT HAVE CHANGED MYSTERIOUSLY. WHILE WE'RE AT IT, I TRIED EARLY LAST SUMMER AND LAST FALL TO GET ISSUES RESOLVED AT LOWER LEVELS, TO NO AVAIL. EVERYONE IS STILL GETTING BACK TO ME, BUT WHAT IS NOT ACCEPTABLE IS FOR PEOPLE TO TELL ME THAT THEY WILL CALL ON A CERTAIN DATE, BUT THEN DO NOT YET. THE NEXT PERSON I TALKED TO REFERENCES THE PHONE CALL THAT I WASN'T A PARTY TO. SO I WANT TO MAKE IT CLEAR THAT I DO NOT PLAY EMAIL OR AI GAMES. I HAVE PERSONAL EXPERIENCE WITH HOW LOW THIS DISTRICT WILL GO AND I HOPED FOR. I HOPE FOR BETTER WITH REGIME CHANGE. HOWEVER, WE ARE GOING BACKWARDS IN FORT BEND ISD AND NOT FORWARD. I'D ALSO LIKE TO. I KNOW A COUNCILOR FROM MY KID'S SCHOOL SPOKE TONIGHT AND I'D ALSO LIKE TO. I WONDER WHY I CAN'T GET A GPA ON MY KID'S TRANSCRIPT IN THE GPA SECTION. WHILE THE TRANSCRIPT DOESN'T LOOK LIKE WHAT FORT BEND ISD PUT FORWARD AS THE. THE WAY THE TRANSCRIPT SHOULD LOOK LIKE. I'D LIKE TO KNOW MANY THINGS. AND THESE THINGS WERE HAPPENING BEFORE. THANK YOU. THANK YOU. NEXT IS JEFFREY, DRUMMER.

GOOD AFTERNOON EVERYONE. GOOD AFTERNOON, DOCTOR SMITH, BOARD MEMBERS AND EVERYONE PRESENT. MY NAME IS JEFFREY DRUMMER AND THIS IS A BRIEF INTRODUCTION TO MYSELF.

YOU WON'T KNOW ME BECAUSE I DON'T WANT ATTENTION. I DON'T SEEK ATTENTION. BUT I'VE BEEN VERY BUSY SINCE ARRIVING TO HOUSTON. I'M A FLORIDA BOY CHAMPIONSHIP FOOTBALL COACH.

I'M VERY CRITICAL ON EVERYTHING AROUND ME THAT CONCERNS MY COMMUNITY. I NEED ALL KIDS THAT COME ACROSS MY PATH TO BE AT THE TOP OF THE FOOD CHAIN. SO MY HAIR IS ON FIRE. AS I ENGAGE YOUNG PEOPLE. LET ME SEE. I'M AN ADVOCATE FOR OUR KIDS SCHOLARS. I'M AN ADVOCATE FOR TEACHERS AND OUR CAMPUS CULTURE. THROUGHOUT MY 31 YEARS TEACHING CAREER, I'VE BEEN OBSERVED AS AN EXCEPTIONAL TEACHER. I FERVENTLY UTILIZE EVERY FIBER IN ME TO PUSH EVERY SCHOLAR TO THEIR HIGHEST CAPACITY. I'VE. I'M CONSUMED BY FORT BEND ISD'S VISION, THE LEADING OF THE PACK, AND THE INITIATIVE OF WHAT IT MEANS TO BE A FORT BEND GRADUATE. I PUT THE. I START AT THE BEGINNING, I START. I PUT THE END AT THE BEGINNING, AND I TAKE WHAT IT IS THAT I WANT.

AND THOSE THREE INITIATIVES ARE THE THINGS THAT CAUSE ME TO DRIVE, TO DEVELOP MY CLASSROOM IN THAT PARTICULAR WAY. I'M A FORT BEND ISD TEACHER. I HAVE BEEN FOR THREE YEARS. I HAVE A

[00:55:04]

[6. Superintendent Update]

TIME PASSES QUICKLY. SO IT'S JUST BEEN A LITTLE OVER A MONTH AGO THAT THE DECISION WAS MADE TO CLOSE OUR SEVEN SCHOOLS AND THE BOUNDARIES THAT ARE IMPACTED AND ASSOCIATED WITH THOSE CHANGES. AND SO OVER THE PAST SEVERAL WEEKS, WE HAVE BEEN HARD AT WORK MANAGING THE CHANGE PROCESS. AND SO WE'VE BEEN ABLE TO SEND JUST LAST WEEK ALONE, OUR SPECIAL TEAM SENT 5100 LETTERS AND OUR BILINGUAL TEAM SENT 1600 LETTERS, ALL VIA EMAIL TO OUR FAMILIES. AND THE PURPOSE OF THE LETTERS WAS TO NOTIFY THEM OF THEIR STUDENTS PLACEMENT IN SPECIAL PROGRAMS. AS YOU MIGHT IMAGINE, THAT WAS A LARGE EFFORT, BUT OUR TEAM WORKED DILIGENTLY THROUGH THE WEEKEND TO MAKE SURE THAT WE COMMUNICATED WITH PARENTS.

FOLLOW UP COMMUNICATION AND EMAILS IS REALLY A DAILY, ONGOING PROCESS SO THAT WE CAN ENSURE ALL OF OUR, OUR FAMILIES AND OUR PARENTS HAVE THE INFORMATION THAT THEY NEED AS WE END THIS SCHOOL YEAR AND GET READY TO LAUNCH THE 2627 SCHOOL YEAR ON THE ON THE SUPPORT AND CAMPUS ENGAGEMENT SIDE, OF COURSE, SUPPORTING THROUGH THE CHANGE PROCESS, WITH THE SUPPORT OF OUR ADMINISTRATION, OUR CAMPUS LEADERS ARE PLANNING TO ROLL OUT THE RED CARPET FOR OUR STUDENTS THAT ARE TRANSITIONING TO OUR NEW SCHOOLS. I WANT YOU TO KNOW OUR PRINCIPLES ARE AT HEART AT WORK. THEY'RE DOING A LOT OF PLANNING TO SAVE FAREWELL AND COMMEMORATE THE LEGACY OF THEIR CAMPUSES IF THE CAMPUS IS CLOSING, BUT THEN ALSO DEVELOPING EXCITING OPPORTUNITIES FOR FAMILIES SO THAT THEY CAN BE WELCOMED INTO THE NEW SCHOOL COMMUNITY. THESE ACTIVITIES WILL TAKE PLACE ALL THROUGHOUT THE SUMMER AS WE AGAIN TRANSITION TO THE START OF THE SCHOOL YEAR, WE'LL HAVE A SERIES OF OPEN HOUSES AND MULTIPLE EVENTS FOR STUDENTS RECEIVING SPECIAL SERVICES TO HELP THEM GET ACCLIMATED TO THEIR NEW CAMPUS. AND THIS COMING WEEK, I'LL BE SHARING A MASTER SCHEDULE, A MASTER CALENDAR RATHER WITH THE TRUSTEES, AND WE'LL ALSO MAKE THAT CALENDAR AVAILABLE TO OUR COMMUNITY SO THAT WE CAN SUPPORT OUR FAMILIES, SO THAT THEY CAN HAVE DETAILED

[01:00:01]

AS YOU RECALL, AT THE VERY START OF THE PROCESS OF GOING THROUGH THE CLOSURE DECISION, WE COMMITTED THAT WE WOULD NOT HAVE EMPLOYEES LOSE THEIR JOB AS A RESULT OF THE CLOSURES.

AND SO WE ARE STAYING TRUE TO THAT COMMITMENT. THERE WILL BE NO JOB CASUALTIES OR JOB LOSSES AS A RESULT OF THE SCHOOL CLOSURES. AND SO TO DATE, THE MAJORITY OF OUR TEACHERS THAT WERE IMPACTED BY THE CLOSURES, THEY HAVE ALL BEEN PLACED. NOW, I WANT TO MAKE SURE I'M CLEAR NOT 100% OF OUR TEACHERS HAVE BEEN PLACED. WE'RE OBVIOUSLY AT THE END OF APRIL, AND WE HAVE SEVERAL MONTHS TO GO TO ALLOW THE NORMAL ATTRITION PROCESS TO TAKE ITS COURSE. AND SO I'M CONFIDENT THAT WE WILL BE ABLE TO GET OUR STAFF TRANSITION. BUT JUST IN A MATTER OF A FEW WEEKS FROM STARTING THE PROCESS, I WANT YOU TO KNOW WE'RE MAKING GOOD PROGRESS AND WE'RE TRENDING IN A POSITIVE DIRECTION. AND SO WE'VE HAD OVER THE MAJORITY OF THOSE TEACHERS FOR THE CLOSURES THAT HAVE BEEN IMPACTED. AS YOU KNOW, IN ADDITION TO THE TEACHERS, WE HAVE OTHER STAFF, OUR COUNSELORS AND OUR ASSISTANT PRINCIPALS AND NURSES AND OTHER CRITICAL STAFF MEMBERS THAT ARE IMPORTANT TO THE WORK. WE ARE ALSO WORKING TO PLACE THOSE STAFF MEMBERS. OVER HALF OF THOSE STAFF MEMBERS ALSO HAVE BEEN PLACED AT THIS TIME, AND SO OUR HR TEAM WILL CONTINUE TO PROCESS VACANCIES ON A REGULAR BASIS AND TRANSITION STAFF INTO THOSE VACANCIES. AND THEY'RE WORKING VERY CLOSELY WITH OUR PRINCIPALS AND THEIR SUPERVISORS TO PROVIDE TIMELY COMMUNICATION AND TO SUPPORT THE REASSIGNED STAFF. WE DID HAVE A TALENT EVENT A COUPLE OF WEEKENDS AGO WHERE WE HOSTED 1500 CANDIDATES WHO KEEP OUR PIPELINE GENERATED THROUGH THESE EFFORTS, AND WE LOOK FORWARD TO GETTING THOSE INDIVIDUALS TRANSITIONED INTO OUR DISTRICT AS WELL. WE ALSO HAD A LOT OF WORK ON OUR FORT BEND REDESIGN. AS YOU KNOW, THIS SPRING WE LAUNCHED OUR FORT BEND REDESIGN. THAT'S OUR EFFORT TO EXPAND SCHOOL CHOICE, AND THAT IS OUR EFFORT TO EXPAND OUR SPECIALIZATION AND PROGRAM OFFERINGS. AND SO WE HAVE SOME GREAT INFORMATION THAT WE ARE ABLE TO SHARE. ONE, WHEN YOU TAKE A LOOK AT OUR MULTILINGUAL PROGRAMS AND AS WELL AS OUR MIDDLE SCHOOL CHOICE PROGRAMS, WE'RE EXCITED AND JUST A VERY SHORT TIME HIGH, HIGH DEMAND. OUR PARENTS HAVE BEEN NOTIFIED OF THEIR CHILD'S ACCEPTANCE INTO OUR TWO WAY DUAL LANGUAGE PROGRAM AND OUR MANDARIN PROGRAM AT THIS TIME, AND WE'RE WORKING HARD TO GET THOSE PARENTS TRANSITION PREPARED AND READY TO LAUNCH THE SCHOOL YEAR. AS FOR THE MIDDLE SCHOOL CHOICE PROGRAMS, WE'RE STILL ACTIVELY RECEIVING APPLICATIONS. WE HAVE OVER 100 OVER 80 APPLICATIONS AT THIS POINT. AND AGAIN, IT'S JUST BEEN A FEW SHORT WEEKS THAT WE'VE LAUNCHED. SO THOSE ARE REALLY HIGH NUMBERS IN A VERY SHORT PERIOD OF TIME. WE'VE ENGAGED WITH YOU, AS YOU MAY HAVE SEEN IN AN AGGRESSIVE MARKETING CAMPAIGN. WE'VE SUCCESSFULLY ROLLED OUT OUR LANDING PAGE ON OUR WEBSITE. WE'VE LAUNCHED A VIDEO, AND WE ALSO HAVE A SOCIAL MEDIA CAMPAIGN TO ELEVATE OUR PROGRAM ROLLOUT AND TO SUPPORT OUR MIDDLE SCHOOL CHOICE PROGRAMS. WE'VE SECURED SOME EXCELLENT PARTNERS THROUGHOUT THE AREA, LIKE ETHOS GATES, WE'VE SECURED A PARTNERSHIP WITH LOWE'S. WE'VE SECURED A PARTNERSHIP WITH SUGAR LAND REGIONAL AIRPORT, AND WE'VE ALSO SECURED A PARTNERSHIP WITH OUR SUGAR LAND CITY MANAGER'S OFFICE. AND THOSE ARE JUST CRITICAL PARTNERSHIPS. THAT'S GOING TO HELP US REALLY PROVIDE STUDENTS WITH GREAT EXPERIENCES. AND SO WE'RE CONTINUING TO EXPAND OUR OUTREACH TO BRING AWARENESS TO THE UNIQUE PROGRAMS THAT WE OFFER IN OUR DISTRICT, AND MAKING SURE WE COMMUNICATE THAT TO THE LARGER GROUP OF OUR STAKEHOLDERS. THE NEXT ITEM IS AN UPDATE ON OUR LIMITED ENROLLMENT AND OUR EMPLOYEE CHILDCARE. OF COURSE, AS YOU KNOW, WE ARE OFF AND RUNNING WITH OUR LIMITED OPEN ENROLLMENT. IT'S BEEN VERY POPULAR, CLEARLY DEMONSTRATES THAT OUR FAMILIES APPRECIATE HAVING CHOICE. AND IN JUST A FEW WEEKS, WE'VE HAD ALMOST 2000 APPLICATIONS. JUST A COUPLE OF WEEKS. AND ABOUT 10% OF THOSE APPLICATIONS HAVE BEEN FAMILIES THAT ARE NEW TO FORT BEND ISD. SO THAT'S A THAT'S A GOOD REVENUE DRIVER INDICATOR FOR US. AND AGAIN, WE'VE WE'VE NOT REALLY BEEN PUBLISHING THIS INFORMATION VERY LONG. SO I ANTICIPATE WE'RE GOING TO GET MORE INTEREST AS WE MOVE FORWARD. ALSO, AS YOU KNOW, WE'VE LAUNCHED OUR HIGH SCHOOL VIRTUAL LEARNING OFFERING FOR OUR INCOMING NINTH GRADERS. WE

[01:05:02]

THAT WILL BE CHANGE AGENTS. AND SO WE ARE REALLY, REALLY PROUD OF THAT. MADAM PRESIDENT, THAT CONCLUDES THE SUPERINTENDENT'S REPORT TONIGHT, AND I'LL TURN IT BACK OVER TO YOU. THANK YOU,

[7. Board Activity Report]

MEETING. DDACSL102. CAPSTONE PROJECT PRESENTATION. THANK YOU. THANK YOU, DOCTOR GILLIAM. NEXT

[8.A. Intruder Detection Report]

[8.B. Safety and Security Audit]

[01:10:01]

YES AND NO. THEY, THEY DO CHECK TO SEE THAT THAT WE HAVE AN SRO ON CAMPUS AND OR IF WE HAVE, FOR EXAMPLE, OUR ELEMENTARY SCHOOLS, WE HAVE A WAIVER IN PLACE AND WE HAVE A SECURITY GUARD. SO THEY'RE CHECKING FOR THAT. THEY'RE CHECKING TO SEE THAT WE MEET THE REQUIREMENTS OF HOUSE BILL THREE. BUT THAT'S PRETTY MUCH ALL THEY'RE CHECKING ON EACH CAMPUS.

THEY'RE NOT CHECKING WHERE THE OFFICERS ARE LOCATED. THEY'RE CHECKING THAT WE HAVE ONE ON CAMPUS. AND WE PROBABLY CAN GET MORE DETAIL IN CLOSED SESSION. WE CAN POTENTIALLY HAVE CHIEF BACK TO DISCUSS IN CLOSED SESSION. THANK YOU. THANK YOU, MISS HILLIKER. THANK YOU, MR.

[8.C. Leadership Pipeline Update]

THEN WHEN WE MOVE INTO OUR ASCEND COHORT, THEY ALSO HAVE BENCH READY EXPERIENCES, BUT IT LOOKS A LITTLE DIFFERENT. THIS IS FOR OUR ASSISTANT PRINCIPALS AND OUR ASSOCIATES WHO ASPIRE TO BECOME PRINCIPALS. THEY HAVE LEARNING SESSIONS AS WELL, BUT THEY ALSO HAVE A LEARNING EXCHANGE. THIS IS A STRUCTURED, PEER POWERED SUPPORT THAT REALLY HELPS OUR CADRE DEVELOP CRITICAL THINKING SKILLS AND ADDRESS REAL WORLD PROBLEMS. SOMETIMES, AS THE ASSISTANT PRINCIPAL, YOU ARE THE PERSON WHO'S INTERACTING MOST WITH STUDENTS. YOU ARE THE ONES WHO ARE DEALING AND ADDRESSING PARENTS, AND YOU ARE ALSO THE ONES WHO ARE COACHING TEACHERS.

MOVING TO THAT PRINCIPAL LEVEL, YOU MIGHT HAVE A DIFFERENT VIEW, A BALCONY VIEW. AND SO BEING ABLE TO LEARN ABOUT THE ROLE BEFORE YOU ARE IN THE SEAT IS ALWAYS IMPORTANT. FOR THIS YEAR'S ASCEND COHORT, WE HAVE 12 MEMBERS, AND THEN THIS YEAR WE'VE LAUNCHED ACCELERATE.

ACCELERATE IS FOR OUR ASSOCIATE PRINCIPALS WHO ASPIRE TO BECOME PRINCIPALS. THIS BENCH READY EXPERIENCE OFFERS A MUTUAL LEARNING PARTNERSHIP. IT REALLY IS A LEARNING NETWORK FOR OUR ASSOCIATES. THEY HAVE COLLABORATION WITH EACH OTHER SO PEERS IN JOB ALIKE ROLES, BUT THEY ALSO HAVE MUTUAL LEARNING FROM CURRENT PRINCIPALS, WHICH LEADS INTO A

[01:15:03]

AND OUR ACCELERATE CADRE HAS FOUR MEMBERS THIS YEAR. LEADERSHIP MATTERS. AND BECAUSE OF OUR ASPIRE, EXTEND AND OUR ACCELERATE CADRES, THE FUTURE IN FORT BEND ISD IS SO BRIGHT.

SO AT THIS TIME, I'M GOING TO ASK EACH GROUP TO STAND AND BE RECOGNIZED. SO IF YOU ARE A MEMBER OF ASPIRE, PLEASE STAND. THANK YOU. ASPIRE. IF YOU ARE A MEMBER OF ASCEND, PLEASE STAND.

THANK YOU. ASCEND. IF YOU ARE A MEMBER OF ACCELERATE, PLEASE STAND. MADAM PRESIDENT, BOARD OF TRUSTEES. I CANNOT SPEAK TO THE COMMITMENT LEVEL OF THESE INDIVIDUALS. I SEE THEM, THEY ARE SMILING. THEY ARE EXCITED. THEY ARE PARTICIPATING IN MOCK INTERVIEWS. THEY ARE LEARNING AND BEING STRETCHED OUTSIDE OF THEIR ROLE. AND THIS WORK WOULD NOT BE ABLE TO BE POSSIBLE WITHOUT TWO KEY GROUPS. SO LADY AND HORN, PLEASE STAND. LADY AND LEADS ALL THREE PATHWAYS FROM BEGINNING TO END. AND THEN THEIR BUILDING PRINCIPALS HAVE BEEN SO GRACIOUS TO ALLOW US TO POUR INTO THESE INDIVIDUALS. SO IF YOU ARE A BUILDING PRINCIPAL OF ONE OF THE MEMBERS, PLEASE STAND. AND NEXT YEAR WE'RE ADDING ONE MORE PATHWAY. WE'RE ADDING ELEVATE. AND THESE ARE FOR OUR PRINCIPALS. IT WAS A TRICK TO HAVE THEM STAND. OUR PRINCIPALS WHO ASPIRE TO LEAD AT THE CENTRAL OFFICE LEVEL. OUR GOAL IS FOR THERE TO BE A SUCCESSION PLAN FOR EVERY STAFF MEMBER IN FORT BEND ISD. SO WHEREVER YOU DESIRE TO LEAD, WE ARE MAKING SURE THAT WE'RE BUILDING YOUR CAPACITY. SO WE WILL BE LAUNCHING ELEVATE NEXT YEAR. THIS CONCLUDES MY PRESENTATION AT THIS TIME. THANK YOU, DOCTOR JORDAN, FOR SHARING THAT EXCITING NEWS. AND CONGRATULATIONS ON ALL THE AMAZING WORK BY YOU AND YOUR TEAM AND EVERYONE WHO OUT THERE WHO'S PARTICIPATING. DO WE HAVE QUESTIONS OR COMMENTS FROM THE TRUSTEES? DOCTOR GILLIAM I LOVE IT. THAT'S GREAT, I SEE FAMILIAR SMILES AND I'M JUST SO EXCITED TO SEE THIS. THIS IS AWESOME. THANK YOU. THANK YOU DOCTOR GILLIAM. THANK YOU AGAIN DOCTOR JORDAN. ALL RIGHT. NEXT

[9. Consent Agenda]

THANK YOU. OKAY. MAY I HAVE A MOTION? NINE B EXCUSE ME, 09B0. IF YOU USE YOUR THING THEN I CAN. OKAY, SO NINE. B AS IN BOY. YES. AND. L FOUR L4 AND L5 ITEMS. NINE L4 AND 9L5. OKAY.

MAY I HAVE A MOTION FOR THE CONSENT AGENDA EXCLUDING ITEMS 9B9D9E9F9, H9L49. L FIVE AND 9L8. GOT IT. YES. I'M SORRY, MISS HASSAN, JUST. I KNOW YOU JUST SAID THAT, BUT I'M MAKING SURE THAT I HAVE ALL OF THEM WRITTEN NINE. I DIDN'T QUITE HAVE THEM WRITTEN THE B AS IN BOY 9D9, E NINE, F NINE, H NINE. L49. L FIVE AND 9L8. OKAY, THANK YOU. I MOVE THE BOARD

[01:20:12]

[9.B. Budget Amendment Regarding Use of 2023 Bond Program Contingency Funds: Consideration and approval for the use of the 2023 Bond Program Contingency as proposed by the Administration.]

I HAVE A MOTION BY MISS HANNAN AND A SECOND BY MISS HELLINGER. DO WE HAVE DISCUSSION? HEARING NONE, PLEASE VOTE. MOTION PASSES SIX ONE BEFORE WE GET A MOTION ON THE POLICIES. I HAVE A STATEMENT TO READ ON BEHALF OF THE BOARD OF TRUSTEES. I HAVE REMOVED POLICIES D, H, F, A, AND CJ FROM THE CONSENT AGENDA. AS I HAVE A FEW REMARKS I WOULD LIKE TO MAKE ON BEHALF OF THE BOARD. EACH OF THESE POLICIES IS BEING REVISED BECAUSE OF THE LEGISLATURE'S PASSAGE OF SB 12. ORDINARILY, SCHOOL BOARDS IN TEXAS HAVE LOCAL CONTROL OVER THE POLICIES THEY SET. SB 12, HOWEVER, OVERRIDES LOCAL CONTROL AND REQUIRES SCHOOL DISTRICTS TO HAVE SPECIFIC POLICIES RELATED TO DIVERSITY, EQUITY AND INCLUSION, AND SOCIAL TRANSITIONING. SB 12 IS THE SUBJECT OF LITIGATION AND THE BOARD'S POLICY COMMITTEE AND THE BOARD RECEIVED LEGAL COUNSEL ON SB 12, THE LITIGATION AND THESE POLICIES TO PROTECT THE CONFIDENTIALITY OF THAT LEGAL ADVICE. THE BOARD IS LIMITED IN WHAT WE ARE ABLE TO DISCUSS IN OPEN SESSION. IF THE BOARD WERE ABLE TO EXERCISE LOCAL CONTROL, THESE POLICIES MIGHT WELL LOOK DIFFERENT. HOWEVER, ON THESE ISSUES, WE DON'T HAVE LOCAL CONTROL, SO THESE POLICIES REFLECT THE BOARD'S EFFORT TO COMPLY WITH ITS LEGAL OBLIGATIONS. MAY I

[9.D. Revision of Policy CJ (Local): Consideration and approval of proposed revision of local policy CJ (Local). ]

[9.E. Revision of Policy DH (Local): Consideration and approval of proposed revision of local policy DH (Local). ]

[9.F. Revision of Policy FA (Local): Consideration and approval of proposed revision of local policy FA (Local). ]

[01:25:01]

[9.H. Instructional Materials for Secondary Mathematics: Consideration and approval to adopt the instructional materials for Secondary Mathematics (Grades 6–12) to support the implementation of the district’s curriculum and ensure alignment with the Texas Essential Knowledge and Skills (TEKS).]

AND GOOD EVENING, BOARD PRESIDENT HASSAN, BOARD MEMBERS AND DOCTOR SMITH. I'M GOING TO SPEND JUST A FEW MINUTES WITH YOU ALL THIS EVENING TALKING TO YOU ABOUT THE PROCESSES FOR THE MATERIALS ADOPTION. I'M GOING TO FOCUS SPECIFICALLY ON THE MATHEMATICS PORTION, WHILE ALSO GIVING YOU AN OVERVIEW OF THE PROCESS IN GENERAL FOR OUR FOCUS AREAS FOR THIS YEAR. SO I WANT TO START JUST BY HIGHLIGHTING THAT AS PART OF HOUSE BILL 1605, WHICH WAS PASSED BY THE 88TH LEGISLATIVE SESSION, THE STATE BOARD OF EDUCATION PUT IN SOME NEW SYSTEMS AND PROCESSES IN ORDER TO DEFINE AND HELP TO SUPPORT THE IDENTIFICATION AND ADOPTION OF INSTRUCTIONAL RESOURCES. AND PART OF THAT PROCESS WAS TO ESTABLISH A HIGH QUALITY REVIEW SYSTEM USING SPECIFIC RUBRICS, PARTNERING WITH DISTRICTS AND TEACHERS ACROSS THE STATE TO REVIEW DIFFERENT TYPES OF TEXTBOOKS AND INSTRUCTIONAL MATERIALS, AND THEN PROVIDING DISTRICTS WITH LISTS OF APPROVED RESOURCES FOR USE IN OUR SCHOOL DISTRICTS. THEY HAVE A TIMELINE THAT THEY HAVE ESTABLISHED ON WHICH COURSES AND CONTENT AREAS THEY REVIEW OVER TIME. OKAY. AND SO PART OF THAT PROCESS IS ALSO US REVIEWING THOSE APPROVAL, THOSE LISTS, WHEN WE ARE ANALYZING WHICH TEXTBOOKS WE ARE GOING TO BRING INTO THE DISTRICT, AND THEN FUNDING ASSOCIATED WITH THE RESOURCES ON THE STATE BOARD OF EDUCATION'S APPROVED LIST. SO WHAT DOES THAT MEAN HERE IN FORT BEND ISD? WELL, ONE OF THE THINGS THAT WE DO IS WE DO ANALYZE AND UTILIZE THAT LIST PROVIDED TO US BY THE STATE BOARD OF EDUCATION AS OUR FOUNDATIONAL STARTING POINT FOR REVIEW. THE OTHER THING THAT WE LOOK AT IS OUR DISTRICT NEEDS AND OUR DATA. AND I WANT TO HIGHLIGHT, SINCE I'M TALKING SPECIFICALLY ABOUT SECONDARY MATHEMATICS FOR THIS AGENDA ITEM, SOME OF THOSE DATA POINTS WE LOOKED AT FOR SECONDARY MATHEMATICS INCLUDED OUR STUDENT OUTCOME DATA. WHAT DOES OUR STUDENT OUTCOME DATA LOOK LIKE IN MIDDLE SCHOOL AND HIGH SCHOOL MATHEMATICS? WE LOOKED AT STAR AND AS YOU'VE SEEN AND WHAT I'VE DONE, MY REPORTS FOR YOU, OUR STAR DATA HAS BEEN STAGNANT OVER THE LAST FEW YEARS, AND SECONDARY MATHEMATICS, ESPECIALLY IN THE MIDDLE SCHOOL, WE LOOKED AT MAP DATA. SO IF YOU THINK ABOUT WHAT I'VE BEEN REPORTING OVER THE MIDDLE OF THE YEAR MATH DATA FOR THE LAST SEVERAL YEARS, WE ARE NOT SEEING THE GROWTH THAT WE WOULD NEED TO SEE INSIDE OF OUR MAP DATA, AS WELL AS OUR STAR DATA YEAR OVER YEAR. ANOTHER PIECE OF DATA THAT WE LOOKED AT IN TERMS OF NEEDS FOR OUR DISTRICT SPECIFICALLY IS TEACHER CERTIFICATION AND MATHEMATICS. AT THIS POINT, WE ARE AT APPROXIMATELY 15% OF OUR MIDDLE SCHOOL MATH TEACHERS THAT ARE NOT SPECIFICALLY MATH CERTIFIED. THEY ARE GENERALIST CERTIFIED. SO THAT'S SOME OF THE DATA THAT WE LOOKED AT. THE OTHER THING THAT WE LOOK AT IN THIS PROCESS IS TEACHER VOICE.

AND WE HAVE TWO DIFFERENT SYSTEMS FOR THAT. WE HAVE A DISTRICT REVIEW TASK FORCE.

YOU'RE ACTUALLY GOING TO HEAR FROM ONE OF OUR TEACHERS THIS EVENING WHO PARTICIPATED AS A DISTRICT REVIEW TASK FORCE MEMBER. AND WE LOOK AT THAT TOWARDS SCORING. AND WHAT IS THE SCORING SAY ABOUT THEIR REVIEW OF THE MATERIALS. AND WE ALSO HAVE CAMPUS FEEDBACK SYSTEMS. SO A SURVEY THAT GOES OUT TO GATHER FEEDBACK ON THE INSTRUCTIONAL RESOURCES THAT WE'RE REVIEWING AND ARE CONSIDERED FOR ADOPTION. WE HAD WITH K THROUGH FIVE LITERACY,

[01:30:06]

WE LOOKED AT ON GRADE LEVEL AND OUR ADVANCED OUR A C COURSES. AS YOU KNOW, IN MIDDLE SCHOOL MATHEMATICS, WE CONDENSE THE TX FOR SIXTH GRADE AND SEVENTH GRADE SO THAT THEY ARE READY FOR EIGHTH GRADE ALGEBRA ONE. OKAY. AND THEN WE REVIEWED ALGEBRA ONE, ALGEBRA TWO, AND GEOMETRY RESOURCES. ALL OF THIS FOR IMPLEMENTATION IN THE FOLLOWING SCHOOL YEAR. NEXT SCHOOL YEAR. SO NOW I'M GOING TO TURN IT OVER TO MISS WASHINGTON. SHE IS ACTUALLY A FOURTH GRADE TEACHER HERE IN FORT BEND ISD AT HERITAGE ROSE ELEMENTARY, AND SHE WAS A MEMBER OF OUR DISTRICT REVIEW TASK FORCE AND PARTICIPATED IN THIS PROCESS. AND I THOUGHT YOU COULD HEAR A LITTLE BIT FROM HER. GRADE. GOOD EVENING. I PARTICIPATED IN THE DISTRICT'S REVIEW TASK FORCE PROCESS AS A CLASSROOM TEACHER. MY GOAL TODAY IS TO SHARE INSIGHT INTO HOW THE PROCESS WORKED AND MY EXPERIENCE WITHIN IT. WE BEGIN WITH PROFESSIONAL LEARNING FOCUSED ON HIGH QUALITY INSTRUCTIONAL MATERIALS AND ARBS WORKSHOP. THIS TRAINING CLARIFIED WHAT RIGOR TRULY LOOKS LIKE IN A CURRICULUM. THE IMPORTANCE OF ALIGNMENT TO STANDARDS, HOW MATERIALS SHOULD SUPPORT ALL LEARNERS. IT HELPED ENSURE THAT ALL TEACHERS ENTERED THE PROCESS WITH THE SHARED UNDERSTANDING AND COMMON EXPECTATIONS. WE MET WITH REPRESENTATIVES FROM THREE DIFFERENT COMPANIES, BLUEBONNET AND SARVIS. EACH COMPANY PRESENTED THEIR INSTRUCTIONAL MATERIALS, EXPLAIN THE STRUCTURE, RESOURCES AND SUPPORTS INCLUDED, AND PATIENTLY ANSWERED ALL OF OUR QUESTIONS. THIS GAVE US A SIDE BY SIDE UNDERSTANDING OF DIFFERENT PROGRAMS AND INSIGHT INTO HOW EACH RESOURCE WOULD FUNCTION IN A CLASSROOM SETTING. ALL MATERIALS WERE IMPROVED, WHICH STREAMLINED THE PROCESS AND ENSURED WE WERE REVIEWING HIGH QUALITY, VETTED OPTIONS FROM THE START. AFTER PRESENTATIONS, TEACHERS ENGAGE IN A DEEP REVIEW OF MATERIALS. WE PROVIDED DETAILED FEEDBACK, NOT SURFACE LEVEL OPINIONS, BUT EVIDENCE BASED TEACHERS VOICE WAS CENTRAL. WE WERE THE ONES ANALYZING HOW THESE MATERIALS WOULD ACTUALLY IMPACT STUDENT WITH IMPACT INSTRUCTION AND STUDENT LEARNING. FEEDBACK WAS GUIDED BY RUBRIC DEVELOPED BY THE TEACHING AND LEARNING DEPARTMENT. THE RUBRIC WAS FOCUSED ON ANALYZING KEY COMPONENTS OF STRONG CURRICULUM, INCLUDING FOUNDATIONAL SKILLS, ACCESS TO COMPLEX AND GRADE LEVEL TEXTS, OPPORTUNITIES FOR CRITICAL THINKING AND RIGOR, ALIGNMENT TO STANDARDS AND STUDENT ENGAGEMENT AND ACCESSIBILITY. THE RUBRIC ALSO PUSHED US TO CONSISTENTLY ASK, WILL WE MEET THE NEEDS OF OUR STUDENTS, AND WILL WE SUPPORT ALL LEARNERS? AND IF ANY BARRIERS WOULD BE FACED BY STUDENTS AND TEACHERS? THERE WERE THREE INTENTIONAL CHECK IN POINTS DURING THE PROCESS.

THESE ALLOWED US TO REFLECT ON OUR PROGRESS, COLLABORATE WITH OTHER EDUCATORS, ASK QUESTIONS, AND CLARIFY EXPECTATIONS. MOST IMPORTANTLY, THEY ENSURED WE HAD ADEQUATE TIME TO DEEPLY ANALYZE MATERIALS, BOTH PRINT AND ONLINE. FEEDBACK REMAINED THOUGHTFUL, DETAILED, AND MEANINGFUL. THE PROCESS WAS STRUCTURED, COLLABORATIVE. IT ALLOWED TEACHERS TO ENGAGE DEEPLY WITH INSTRUCTIONAL MATERIALS, MAKE INFORMED DECISIONS, AND ADVOCATE FOR WHAT IS BEST FOR STUDENTS. I'M GRATEFUL TO HAVE BEEN PART OF A PROCESS THAT VALUES TEACHERS EXPERTISE, THE LEVEL OF THOUGHT AND CARE PUT INTO THIS REVIEW WILL POSITIVELY IMPACT STUDENT

[01:35:03]

AND THAT GOES BACK TO WHAT I WAS TALKING ABOUT EARLIER AROUND SOME OF THOSE DATA POINTS THAT WE WERE LOOKING AT TO MAKE THAT DECISION. SO WE REALLY WANTED TO MAKE SURE THAT THERE WAS A DEPTH OF SUPPORT. THE OTHER THING THAT WE RECOGNIZE THAT BLUEBONNET MATH HAD WAS SOME FEATURES FOR STUDENTS AND TEACHERS AND PARENTS. THERE IS A AI GENERATED COMPONENT WITHIN THE CARNEGIE MATH CURRICULUM CALLED MAFIA. IT'S AN ADAPTIVE PLATFORM THAT'S BUILT INTO THE SYSTEM THAT PROVIDES ONE ON ONE COACHING FOR STUDENTS AS THEY'RE WORKING THROUGH THE ONLINE PLATFORM, AND THEN A COMPONENT CALLED MATH STREAM THAT ALSO HAS VIDEOS FOR STUDENTS AND PARENTS SO THAT THEY CAN ACCESS THE MATERIAL.

ALSO, IN WORKING THROUGH SOME OF THESE UNIQUE DATA SETS FOR MIDDLE SCHOOL MATHEMATICS, THE CARNEGIE LEARNING IS GOING TO BE ABLE TO PROVIDE US WITH JOB EMBEDDED COACHING FOR TEACHERS.

SO WE WILL HAVE ON SITE SUPPORT DURING PROFESSIONAL LEARNING TEAMS. AND WHILE TEACHERS ARE IMPLEMENTING SIDE BY SIDE SUPPORT. AND SO THAT WAS APPEALING WHEN WE WERE LOOKING AT THE NEEDS OF OUR DISTRICT. SO THOSE ARE SOME OF THE THINGS THAT WE LOOKED AT WHEN TRYING TO MAKE SOME DECISIONS RELATED TO THE SECONDARY MATH ADOPTION. SO SOME OF OUR NEXT STEPS IS THIS EVENING, YOU ARE DETERMINING WHETHER OR NOT YOU WILL APPROVE THIS RESOURCE.

THEN WE WILL BEGIN THE PROCESS OF OF PURCHASING THE ITEMS. EVERYTHING THAT YOU ARE LOOKING AT THIS EVENING, INCLUDING THE LITERACY ADOPTION, THEY ARE SBOE APPROVED RESOURCES. WE'RE ABLE TO USE THE 40 EXTRA DOLLARS PER STUDENT ON ALL OF THE RESOURCES THAT WE'VE PRESENTED TO YOU THIS EVENING. THE 20 EXTRA DOLLARS WOULD COME WITH THE CARNEGIE BECAUSE IT IS THE STATE OER THE BLUEBONNET CURRICULUM. WE WILL THEN IMPLEMENT SYSTEMS FOR COLLECTION OF PREVIOUS RESOURCES, AND THEN WE WILL PROVIDE ONGOING PROFESSIONAL LEARNING FOR ADMINISTRATORS AND TEACHERS BEGINNING THIS SUMMER. THIS PROCESS STARTED IN NOVEMBER OF THIS YEAR AND CULMINATED HERE IN MARCH WITH MULTIPLE SESSIONS WITH OUR

[01:40:02]

THANK YOU FOR CLEARING THAT UP, BECAUSE I THAT WAS ONE OF MY QUESTIONS CONCERNING ABOUT THE ERRORS THAT WERE PRESENTED THIS EARLIER IN OUR MEETING. THIS THIS QUESTION THAT I HAVE MIGHT BE TO. MR. GWEN, IS THIS $40 AND 20, 40 AND $20 THAT WE THAT SHE'S SHOWN HERE? IS THAT. HAVE YOU ALREADY CONSIDERED THAT PART OF OUR BUDGET OR PART OF OUR CONTINGENT BUDGET? WHERE ARE YOU LOOKING AT THOSE DOLLARS? SO THE MAJORITY OF OUR CURRICULUM AND INSTRUCTIONAL MATERIALS, SOME OF THAT WILL COME FROM THE INSTRUCTIONAL MATERIALS ALLOTMENT AT THIS TIME, WHAT WE HAVE SHARED WITH THE BOARD IN TERMS OF THAT REIMBURSEMENT, WE HAVE NOT INCLUDED THAT IN ANY OF THE NUMBERS THAT WE HAVE SHARED WITH YOU ALL BECAUSE YOU ALL HAVE NOT ADOPTED THE CURRICULUM, BUT THAT WOULD BE A ADDITIONAL REVENUE SOURCE THAT T E A IS SHOWING SCHOOL LEADERS THAT WOULD BE COMING IN IF THE BOARD WERE TO MOVE FORWARD WITH THIS.

NOW, I DO WANT TO EMPHASIZE THAT THEY BREAK IT DOWN. WE WOULDN'T BE RECEIVING THE FULL ALLOTMENT BECAUSE WE ARE JUST DOING THE MATH PORTION. THERE'S ALSO THE PORTION ASSOCIATED WITH ELA, BUT IN THIS CASE WE WOULD RECEIVE AN ALLOTMENT FOR THE MATH INSTRUCTION. SO THIS NUMBER DOESN'T REFLECT THE THE MATH PORTION. THEN WHAT IS THE MATH PORTION? OKAY, SO I WANT TO CLARIFY THE S B O E APPROVED LIST WHICH HAS THEM H M H THAT Y'ALL JUST APPROVED. AND THE MATH, ALL THREE OF THOSE VENDORS, WE CAN USE THE $40 ALLOTMENT ON THE $20 ENTITLEMENT IS EXTRA, AND WE CAN ONLY USE THAT $20 ON THE BLUEBONNET. OKAY. THANKS FOR THAT CLARITY. THANK YOU. THANK YOU, MISS, MISS VICKY. I JUST WANTED TO I THINK THIS IS REALLY ABOUT STUDENT OUTCOMES. WHAT EVIDENCE SHOWS THESE SPECIFIC RESOURCES WILL IMPROVE STUDENT OUTCOMES COMPARED TO OUR CURRENT RESOURCES? THAT'S A GREAT QUESTION. YES, THAT'S A GREAT QUESTION. CURRENTLY, RIGHT NOW WE DO NOT HAVE A MIDDLE SCHOOL MATH ADOPTED RESOURCE. WE HAVE BEEN USING OUR CURRICULUM AND WE HAVE BEEN USING THAT SINCE THE NEW TEAKS WERE WRITTEN. BUT WE DO NOT HAVE A NEWLY ADOPTED. WE DO NOT HAVE A TEXTBOOK, SO TO SPEAK, FOR SECONDARY MATHEMATICS. SO THIS WOULD BE NEW. NOW, WE DID CHECK IN WITH OTHER DISTRICTS THAT ARE UTILIZING THIS PRODUCT ALREADY. OKAY, SO THERE ARE OTHER DISTRICTS THAT HAVE HAD MARKETED IMPROVEMENT IN THEIR CAMPUSES THAT WERE HAD D AND F RATINGS. THOSE, THOSE, THE NUMBER OF CAMPUSES WITH THOSE LOW RATINGS DECREASING PRETTY DRAMATICALLY. WE ALSO LARGER DISTRICT NOW HAS 70% OF THEIR CAMPUSES EARNING A'S AND B'S IN THEIR ACCOUNTABILITY RATINGS.

SO IT IT IS WORKING. OUR CHARGE IS TO IMPLEMENT IT WELL, AND THAT COMES WITH TRAINING SIDE BY SIDE SUPPORT WITH TEACHERS, WHICH IS WHY ADOPTING THE CARNEGIE WITH THAT LEVEL OF SUPPORT WAS REALLY IMPORTANT FOR US. IF WE DID NOT HAVE THAT STATE DEVELOPED OER ENTITLEMENTU STILL RECOMMEND A BLUEBONNET? YES, MA'AM. OKAY. AND THEN I KNOW THAT WE HAD TEACHERS INVOLVED IN THE DISTRICT TASK FORCE, AND YOU SAID FOR THIS ONE, IT WASN'T AS CLEAR CUT AS THE OTHER ONES. WHAT WAS THEIR TOP CHOICE? SO THEY THEY DIDN'T. WHEN I SAY VARIABLE, WE HAD ONE VENDOR WHERE FOUR OF THEM HAD PICKED IT AS THEIR TOP CHOICE. CARNEGIE. THREE PEOPLE HAD PICKED CARNEGIE AS A TOP CHOICE, AND THEN TWO PEOPLE HAD PICKED ANOTHER VENDOR AS THEIR TOP CHOICE. SO IT WAS IT WAS SPREAD. AND THAT'S WHY WE NEEDED TO GO TO SOME OTHER FACTORS. OKAY.

THANK YOU, THANK YOU, MISS, MISS HANNAN, JUST FOLLOWING UP ON TRUSTEE. WHERE'S VICKY? THAT

[01:45:02]

NOW THERE'S FREE FORM TEXT IN THE BOTTOM RIGHT. AND SO THEY CAN PUT ALL SORTS OF STUFF IN THE FREE FORM TEXT FEEDBACK. AND WE DID HAVE SOME CAMPUS THAT SAID, MY NUMBER ONE IS THIS, BUT THEY'RE NOT VOTING MEMBERS, SO TO SPEAK, OR THEY'RE NOT SCORING THE RESOURCE LIKE THE DISTRICT TASK FORCE IS, THEY'RE GIVING US FEEDBACK ON ALL OF THE RESOURCES. AND THEN WE'RE ABLE TO USE THAT TO SEE WHERE SOME OF THEIR CONCERNS MIGHT LIVE.

BUT THEY DON'T VOTE, OKAY, ON A RESOURCE. SO ARE THERE ARE THERE ONE? IS THERE AT LEAST ONE REPRESENTATIVE FROM EACH MIDDLE SCHOOL? IS THAT HOW THAT WORKS? THAT'S A GREAT QUESTION BECAUSE THERE'S NINE, SEVEN, EIGHT, NINE. THERE ARE WITH THE CAMPUS COMMITTEES, THE CAMPUS FEEDBACK SURVEY, WHAT WE ASK THEM TO DO IS MEET AS A LIKE A DEPARTMENT, AS A TEAM, REVIEW THE RESOURCES TOGETHER AND THEN THEY SUBMIT ONE FOR THE FOR THE GROUP. THEY DON'T SEND IT IN BY INDIVIDUAL TEACHER. NO, I'M ASKING, IS I OFF THE TOP OF MY HEAD? I DON'T KNOW HOW MANY MIDDLE SCHOOLS WE HAVE. WE HAVE 15. OKAY. SO MY, MY QUESTION IS IF THERE ARE NINE VOTING MEMBERS OF THIS TASK FORCE, ARE THEY FROM NINE DIFFERENT MIDDLE SCHOOLS? YEAH. WE DO NOT HAVE MORE THAN ONE REPRESENTATIVE FROM A CAMPUS ON. SO THERE ARE SOME MIDDLE SCHOOLS IN. AND THIS IS, I'M ASSUMING HOW OUR REGULATIONS ARE SET UP. THERE ARE SOME MIDDLE SCHOOLS THAT DON'T GET A VOICE ON THE WHERE THEY. LET ME JUST ASK THAT FIRST. SO NOT EVERY MIDDLE SCHOOL IS REPRESENTATIVE REPRESENTED ON THE DISTRICT TASK. AND THAT'S HOW OUR OPERATING PROCEDURES. YEAH. AND THEN WE HAVE THESE PEOPLE HAVE TO COMMIT TO THE MULTIPLE MEETINGS AFTER SCHOOL. SO, SO THEY, THEY APPLY TO BE PART OF THAT PROCESS. OKAY. AND THEN WHEN WE LOOK AT THOSE APPLICATIONS, WE MAKE SURE THAT THERE'S A REPRESENTATION OF ACROSS THE DISTRICT OF THE DIFFERENT TYPES OF SCHOOLS THAT MIGHT EXIST ACROSS, ACROSS THIS.

OKAY. AND SO I'M GOING TO, I'M GOING TO SUPPORT WHAT THE, THE, THE SUPERINTENDENT IS BRINGING TO ME TONIGHT, BUT I, I DO WANT TO JUST EXPRESS TO, TO, TO DOCTOR SMITH WITH THE SIZE OF, OF OUR DISTRICT AND IF, IF OUR CLASSROOM. I'M NOT SAYING THAT THE CLASSROOM TEACHERS ALL GET A VOTE, BUT I WANT TO MAKE SURE THERE'S REPRESENTATION FROM EVERY ONE OF OUR. I KNOW THAT'S HARDER ON THE ELEMENTARY SCHOOLS BECAUSE WE'RE LARGER. BUT. SO HOW HOW? WHAT I'M CONCERNED IS HOW DID THE TEACHERS WHO WERE ON A CAMPUS WHO DIDN'T HAVE A REPRESENTATIVE. WHAT WAS THEIR VOICE HEARD? AND WOULD THAT HAVE MADE A DIFFERENCE? ARE YOU FOLLOWING ME? I DID HEAR I HEAR WHAT YOU'RE SAYING THERE. EVERY CAMPUS HAS A CAMPUS FEEDBACK SURVEY THAT WE REVIEWED. RIGHT. BUT THEY DON'T THEY'RE NOT COUNTING. THEY WERE NOT ON THE DISTRICT TASK FORCE. RIGHT. WHICH IS WHAT. SO I'M GUESSING WERE THOSE ALSO SCATTERED LIKE THESE RESULTS? WHERE? WHERE, WHERE SORT OF A SMALL MAJORITY WANTED THE SAME ONE AS THIS

[01:50:06]

WE WERE. THE RESULTS OF THOSE WERE. THE RESULTS WERE JUST THE STANDARD RESULTS OF THE FEEDBACK YOU GOT. SIMILAR TO THE FOUR THREE, TWO. I CAN'T I CAN'T TELL YOU THAT BECAUSE THEY DIDN'T SELECT A. THEY DIDN'T SCORE A SPECIFIC VENDOR. THEY GAVE US FEEDBACK ON ALL OF THEM BASED ON THE RUBRIC. AND THEN THERE WERE GENERAL COMMENTS. SO SOME OF THE COMMENTS THEY WOULD HAVE SAID THIS ONE IS MY FAVORITE, BUT THAT WASN'T A CONSISTENT THING THAT WE ASKED THEM IN THAT FEEDBACK. SO I CAN'T COMPARE. YEAH, I GOT IT ON THE CAMPUS SURVEY. OKAY. LIKE WE DID THE TASK FORCE, BUT OKAY. BUT CENTRAL OFFICE USED THEIR FEEDBACK TO DETERMINE THE BLUEBONNET, WHICH YES, WE DID. YES. WE READ THROUGH THEIR FEEDBACK, WE LOOKED AT IT AND IT IS HELPING US DRIVE SOME DECISION MAKING IN TERMS OF HOW DO WE SUPPORT IF WE IMPLEMENT? OKAY, I STILL I THINK MY REQUEST TO DOCTOR SMITH IS IN THE PROCESS OF REVIEWING BOOKS. I WANT TO MAKE SURE THAT WE'RE THAT WE'RE REALLY CLEAR AND STRAIGHT ON ACCEPTING STAKEHOLDER FEEDBACK WHERE IT IS REPRESENTATIVE OF. OF MORE VOICES. THANK YOU, MADAM PRESIDENT. I JUST WANT TO GO AHEAD, DOCTOR SMITH. JUST HIGHLIGHT THAT I HEAR THE FEEDBACK AND I DO UNDERSTAND. AND WE WILL ENSURE THAT WE MAKE SURE ALL VOICES ARE REPRESENTED, I UNDERSTAND. THANK YOU, DOCTOR SMITH. MISS TANIA, I'M GOING TO FOLLOW UP ON WHAT MISS HANNAN JUST SAID. SO THERE'S 15 STORIES THAT CAME BACK FROM EACH OF THE SCHOOLS. YES, 15 CAMPUS SURVEYS THAT CAME BACK ONE CAMPUS. YOU MENTIONED THAT SOME OF THE CAMPUSES ARE IN THE SURVEY DID SAY THIS WAS MY FAVORITE OR THIS WAS MAYBE NOT MY FAVORITE. HOW MANY OF THOSE WOULD YOU KNOW SAID. THIS IS BECAUSE OBVIOUSLY THERE'S 15 ONLY THAT YOU'RE LOOKING AT CONTENT WISE, RIGHT? PLUS THE HIGH SCHOOL ONES AS WELL. YES, MA'AM. WELL, I MEAN, YES, YES, BECAUSE THIS IS SPECIFIC TO MIDDLE SCHOOL. I GUESS I'M ONLY LOOKING AT THE 15 CAMPUS SURVEYS THAT CAME BACK IN THE NOTES SECTION. HOW MANY OF THEM HAD COMMENTS THAT SAID, THIS IS MY FAVORITE. THIS IS MY FAVORITE. THIS IS MY FAVORITE FROM ALL THE OPTIONS PRESENTED. MISS THARANI, I WOULDN'T WANT TO GIVE YOU THE WRONG NUMBER. I WOULD HAVE TO GO BACK AND LOOK AT THAT SPECIFICITY. OKAY. I MEAN, I'M CURIOUS BECAUSE OBVIOUSLY THEY'VE GIVEN SOME NOTES WHICH WOULD REFLECT WHETHER IT'S. AND THEN FROM THE FOUR, THREE, TWO, THE INDIVIDUALS, THE FOUR INDIVIDUALS ON THE COMMITTEE ON THE NINE PEOPLE COMMITTEE, WHICH, WHICH ONE DID THEY PICK? LIKE THE FOUR PICKED? WHICH, WHICH ONE DO WE KNOW? SO THE FOUR WAS SARVIS. OKAY. THE THREE WAS THE THREE WAS BLUEBONNET AND THE TWO WAS MCGRAW-HILL. OKAY. YOU MENTIONED THAT THE 4000 ERRORS REFERENCED IS IS IS MORE IN THE ELA SOCIAL STUDIES PIECE OF IT. ARE THERE NO ERRORS DOCUMENTED ON THE MATH PIECE? NOT THAT IT'S BEEN PUBLICLY REVEALED. OKAY. IS MCGRAW-HILL AND ALSO SBO APPROVED? YES. YES, MA'AM. AND DO THEY NOT GIVE US ANY EXTRA MONEY FROM THE STATE FOR THOSE TWO? WE WOULD GET THE $40 BECAUSE THEY'RE AN SBO APPROVED RESOURCE, NOT THE 20. OKAY. AND I HEARD YOU MENTION THAT THERE'S NO TEXTBOOK CURRENTLY FOR THE SIX THROUGH EIGHT, BUT WE DO HAVE A MATH CURRICULUM. YES. YES, MA'AM. WE DO HAVE A MATH CURRICULUM. OKAY. SO JUST

[01:55:01]

AND THEN OTHER SUPPLEMENTAL RESOURCES LIKE HAND, HAND TO MIND THOSE TYPES OF THINGS THAT WE REFERENCE IN THE CURRICULUM AS SUPPLEMENTAL. OKAY. AND THEN. YOU MENTIONED THE RUBRIC THAT THE TEACHERS WERE GRADING THESE, THESE RESOURCES WAS BASED ON WHAT THE STATE HAD PUT OUT. WHY WOULD WE NOT? I MEAN, IF WE'RE, YOU KNOW, EVERY DISTRICT IS GOING TO BE DIFFERENT, RIGHT? SO WHY WOULD WE NOT HAVE DEVELOPED A RUBRIC THAT KIND OF ADDRESSED THE NEEDS OF OUR STUDENTS, OUR TEACHERS, OUR DISTRICT BASED ON OUR PRIORITIES? OR WE SAY THE STATE'S RUBRIC MATCHED EXACTLY WHAT OUR NEEDS WERE. SO THE RUBRIC THAT WAS PROVIDED FOR THE CAMPUS SURVEY, WE DID LEVERAGE THE RUBRIC FROM THE STATE BECAUSE WE DON'T HAVE ADDITIONAL TOUCH POINTS WITH THOSE TEACHERS TO GIVE THEM A LOT OF CONTEXT TO WHAT THEY'RE EVALUATING. SO WE WANTED TO BE ALIGNED WITH THE WITH THE STATE PROVIDED FOR THE DISTRICT REVIEW TASK FORCE. WE DID GO A LITTLE BIT DEEPER INTO SOME INDICATORS BECAUSE WE HAD MORE TOUCH POINTS WITH THEM TO DO THE ARBY'S TRAINING, AS MISS WASHINGTON HAD TALKED ABOUT.

RIGHT. AND TO DO THOSE ADDITIONAL TOUCH POINTS WITH THEM, WE WENT A LITTLE BIT DEEPER WITH THE DISTRICT TASK FORCE. I DO WISH WE HAD HAD ALSO HAD SOMEONE FROM THE MATH DISTRICT TASK FORCE ALSO SPEAKING. WOULD HAVE BEEN NICE TO HEAR FROM THEM. THE FEATURES THAT YOU MENTIONED THAT BLUEBONNET HAD FOR THE PARENTS AND STUDENTS, THE THE APES, THE MATH STREAM PIECE, JOB EMBEDDED TEACHING FOR TEACHERS DID DID, DID NOT HAVE THAT OR SOME FORM OF IT THAT WOULD HAVE BEEN ADDITIONAL, NOT PART OF THE ADOPTION AND THE DEGREE THAT THAT'S AN ADDITIONAL FEATURE THAT WE WOULD HAVE HAD TO PAY FOR. AND. THE DEPTH OF THAT THAT WE SAW IN THE CARNEGIE WAS DEEPER THAN WHAT WE SAW WITH SABAS. OKAY. OKAY. I THINK AND JUST ONE LAST QUESTION. SO AND I DON'T KNOW WHAT THE EXPECTATIONS WERE SET OUT TO THE CAMPUSES, BUT WAS THERE AN EXPECTATION THAT THEY WOULD BE GIVEN THE TOP OR BE BE NOTIFIED OR COMMUNICATED OF WHAT WE DO NOT NOTIFY FOLKS UNTIL IT'S APPROVED BY THE BOARD OF TRUSTEES. SO THAT'S TYPICALLY WE WAIT FOR THAT PROCESS TO UNFOLD AND THEN WE COMMUNICATE IT AT A LARGER SCALE. OKAY. THANK YOU. THANK YOU FOR ANSWERING MY QUESTIONS. THANK YOU, MR. RANIA. DOCTOR. JILLIAN. THANK YOU. AND I JUST WANT TO JUST GO STRAIGHT TO WHAT CAME TO MY MIND. I'M JUST A LITTLE BIT SKEPTICAL. OKAY, SO THERE IS A TEXTBOOK COMMITTEE AND THEN WE RECEIVED THIS FEEDBACK AND ALL OF A SUDDEN IT'S GREAT. IT'S GOOD. AND WE DIDN'T HEAR ABOUT IT. AND CAN YOU TELL ME HOW WE GOT THERE? I KNOW HOW WE GOT THERE. LET ME PUT IT THIS WAY. IT SEEMED LIKE, WOW, THIS IS NEW. THIS IS THE WAY THAT I RECEIVED IT. LIKE, THIS IS IT.

SO CAN YOU TELL ME A LITTLE BIT ABOUT IS THIS IT? I KNOW THAT WE'VE LOOKED AT OTHER THINGS THAT YOU ALL HAVE LOOKED AT OTHER THINGS. IT JUST IT JUST KIND OF SWEPT ME TO WHERE, WHY DIDN'T WE DO THIS BEFORE THEN? DID I, DID I MAKE SENSE IN TERMS OF JUST NOW ADOPTING LIKE JUST NOW WHEN WE JUST WHEN I JUST HEARD THIS, LET ME TAKE ME. OKAY. I'M HEARING IT. I UNDERSTAND THE OTHER, BUT IT SEEMS LIKE, WOW, THIS IS HUGE AND WE REALLY, REALLY NEED IT.

SO IF YOU GO, I WON'T SLIDE MAKE YOU GO BACK. BUT WHEN THAT HOUSE BILL 1605 WAS PASSED BY THE LEGISLATURE, THEY ESTABLISHED A TIMELINE FOR WHEN THEY'RE GOING TO REVIEW THE RESOURCES FOR US TO BE ABLE TO HAVE A LIST TO TO LOOK AT. SO THIS IS ONLY THE SECOND YEAR THAT WE'VE HAD THAT LIST. SO WE WERE KIND OF WAITING FOR THE STATE TO PROVIDE US WITH THAT SBO LIST OF APPROVED VENDORS SO THAT WE COULD START THIS PROCESS. SO THAT'S WHY WE'VE KIND OF WAITED THIS LONG IN ORDER TO ACTIVATE THIS INSTRUCTIONAL RESOURCE REVIEW.

[02:00:09]

WOW. SO YOU DID FEEL A WOW. WHY NOW? AND WHY THIS RESOURCE? NUMBER ONE, WE KNOW THAT OUR DATA SHOWS THAT OUR LARGEST GAPS AND DEFICITS ARE AT OUR MIDDLE SCHOOL CAMPUSES. AND SO WE HAVE POCKETS CAMPUSES THAT ARE DOING EXCELLENT. AND WE HAVE CAMPUSES THAT WE KNOW AT THE MIDDLE SCHOOL LEVEL ARE ON OUR SCHOOL IMPROVEMENT LIST. THE NEXT THING THAT WE KNOW FOR CERTAIN IS THAT WE DO NOT HAVE A CURRICULUM RESOURCE THAT WE USE ACROSS THE DISTRICT, AND SO IT IS TIME FOR US TO HAVE A HIGH QUALITY INSTRUCTIONAL MATERIAL THAT WE USE AT MIDDLE SCHOOL. NUMBER ONE, ALL THE WAY THROUGH MIDDLE SCHOOL, NUMBER 15. SO OUR STUDENTS HAVE THE OPPORTUNITY TO CLOSE GAPS. AND SO WHEN WE LOOK AT BLUE BONNET LEARNING FOR MATH, SOMETHING THAT MELISSA SAID IS IT HAS SOME RESOURCES AND ADDED COMPONENTS THAT SOLVE THIS DOES NOT HAVE IT HAS THE LESSON PLANNING FOR OUR TEACHERS THAT ONLY EXPLAIN THE WHAT. IT EXPLAINS THE HOW. WHEN YOU THINK ABOUT TEACHERS COMING INTO OUR PROFESSION, NOT ALL OF OUR TEACHERS ARE TRADITIONAL EDUCATION MAJORS ANY LONGER, AND SO IT'S ALLOWING THEM TO HAVE A RESOURCE WHERE THEY CAN STEP IN AND PLUG AND PLAY. AND IF YOU ARE A SEASONED TEACHER AND YOU KNOW HOW TO DIFFERENTIATE AND PIVOT, THIS RESOURCE ALLOWS YOU TO DO THAT AS WELL. AND SO WHEN YOU THINK ABOUT WHY NOW, WHY NOW IS BECAUSE OUR STUDENTS DESERVE ALIGNED CURRICULUM. WHY NOW? BECAUSE WE HAVE A RESOURCE THAT IS TAPPING INTO OUR NEEDS IN FORT BEND. OUR MIDDLE SCHOOL CAMPUSES HAVE OUR LARGE GAPS AND DEFICITS. MISS GALLAGHER, I REMEMBER ONE OF THE BOARD MEETINGS WHERE YOU ASKED, WHAT ARE WE DOING ABOUT EIGHTH GRADE MATH? WHAT HAPPENS WITH THAT NINTH GRADE COHORT? MISS SHARON CHARANIA, YOU ASKED SPECIFICALLY ABOUT WHY ARE WE HAVING THE DROP OFF IN THE SEVENTH AND EIGHTH GRADE? IT'S BECAUSE WE REALLY HAVEN'T HAD A CURRICULUM THAT IS AT THE RIGOR IN WHICH WE NEED IT TO BE, BUT ALSO DIFFERENTIATES FOR ALL OF OUR LEARNERS. AND SO, ALTHOUGH I WISH THE WORD BLUEBONNET WASN'T A PART OF IT, SO THAT WE COULD REALLY FOCUS IN ON WHAT CARNEGIE IS OFFERING OUR STUDENTS AND OUR TEACHERS, AND IT'S LEVELING THE PLAYING FIELD WHILE ALSO PULLING FROM THE TOP AND RAISING UP THE BOTTOM. I'M I RECEIVED THANK YOU. THANK YOU, DOCTOR GILLIAM, MISS HEYLIGER.

SO I APPRECIATE THAT EXPLANATION. AND BECAUSE OUR KIDS DO DESERVE A, A CURRICULUM THAT THEY CAN EXCEL WITH, I DO WANT TO ADDRESS ONE OF THE THINGS THAT I HEARD EARLIER, AND I THINK YOU ALSO SAID, MELISSA, IS THAT THE CONCERNS, THE CONCERNS WITH THIS PARTICULAR SELECTION, WHAT COLLECTIVELY ARE YOU HEARING ARE THE CONCERNS I HEARD I HEARD A FEW ITEMS TODAY. CAN YOU SHARE WITH SOME OF THE. AND HOW ARE WE GOING TO MITIGATE SOME OF THOSE CONCERNS THAT MITIGATE SOME OF THOSE CONCERNS THAT OUR TEACHERS HAVE AND OUR COMMUNITY HAS? ONE OF THE CONCERNS THAT WE HAVE RECEIVED IS THAT THE. IT WILL COME IN DIGITAL AND PRINT FOR TEACHER AND STUDENT AND THE WORKBOOKS, THEY'RE THICK. I MEAN, LIKE THEY'RE THEY ARE BIG WORKBOOKS TO GET THROUGH THE CURRICULUM. THAT IS A TRUTH. SO WHAT WE'RE RECOMMENDING, BECAUSE WE ARE GOING TO PACE THIS OUT SPECIFICALLY THROUGH THE COURSE OF THE YEAR, IS THE KIDS DON'T NECESSARILY NEED THE SECOND WORKBOOK RIGHT NOW, RIGHT? WE CAN STAGE THAT OUT FOR WHEN IT'S NEEDED SO THAT THEY'RE NOT MANAGING, MAINTAINING TWO BIG, THICK STUDENT WORKBOOKS. THAT IS A P A PIECE OF CONCERN THAT'S COME OUT. THE OTHER PIECE OF THAT IS IT IS A TOTAL SHIFT IN OUR PACING FROM WHAT WE'RE USED TO. OUR CURRENT CURRICULUM HAS A DIFFERENT SCOPE AND SEQUENCE OR WHAT I TEACH WHEN I TEACH IT. AND THIS

[02:05:06]

THANK YOU MISS, MISS VICKY. THANK YOU. I JUST HAVE A COUPLE FOLLOW UP QUESTIONS. SO IF WE ARE DOING BLUEBONNET FOR GRADE 6 TO 8, BUT FOR ALGEBRA ONE, TWO AND ONE AND TWO AND GEOMETRY, IS THERE ANY CONCERN ABOUT CHANGING THE THE VENDORS FOR THOSE THE TRANSITIONING FROM 6 TO 8 AND THEN TO ALGEBRA AND GEOMETRY? NO, WE CURRENTLY HAVE SYSTEMS IN THE DISTRICT WHERE WE TRANSITION AT DIFFERENT GRADE LEVELS TO DIFFERENT VENDORS. OKAY. AND THEN I KNOW YOU HAD MENTIONED. WHEN THERE WAS ABOUT THE WITH THE DISTRICT REVIEW TASK FORCE OR YOU THAT YOU ALL HAD SEEN ABOUT THE LESSON PLANNING. THE HELP WITH THAT WAS THE DID THE DISTRICT REVIEW TASK FORCE UNDERSTAND THAT AS WELL? WHEN THEY WERE WHEN THEY WERE CONSIDERING THESE. I BELIEVE THEY DID LOOK AT THE THE DIFFERENT SUPPORTS THAT THE TEACHERS WERE PROVIDED. I WOULD SAY THAT MANY OF OUR DISTRICT TASK FORCE MEMBERS ARE EXPERIENCED TEACHERS. SO THE LENS OF A BRAND NEW TEACHER MIGHT BE SOMETHING THAT, AS MISS HANNON REFERENCED EARLIER, A DIFFERENT VOICE AT THAT AT THE TABLE. WHEN DO WE NEED TO ORDER THESE TO THIS OR DECIDE ON THIS CURRICULUM TO ENSURE IT'S IN PLACE BY NEXT YEAR? SO THE. THE LATER WE PUSH THE DECISION, THE THE LONGER IT WOULD TAKE FOR US TO ORDER THE MATERIALS AND HAVE THEM IN PLACE FOR TEACHER TRAINING. THE SYSTEM FOR ORDERING MATERIALS OPENS IN THE MIDDLE OF MAY, AND WE WANT TO BE READY WITH APPROVED ITEMS TO BE ABLE TO ORDER THE ITEMS AS SOON AS EMMAT OPENS UP. THANK YOU MISS MISS TANIA. SO I AGREE AND CONCUR WITH YOU AND EVERYONE ELSE THAT WE DEFINITELY NEED IT. I MEAN, WE NEED THE TEXTBOOKS AND WE NEED AND I THINK AND WE NEED THE HIGH QUALITY INSTRUCTIONAL MATERIAL. AND I THINK WHICHEVER ONE WE END UP ADOPTING, I THINK THAT PACING WILL BE THERE BECAUSE WE'RE NOT USED TO IT. THE TEACHERS ARE NOT USED TO DOING THAT. SO I THINK THAT'S GOING TO BE THERE REGARDLESS WHETHER IT'S BLUEBONNET OR ANYTHING ELSE. AND THAT SHIFT WILL BE THERE, RIGHT? I KIND OF WORRY A LITTLE BIT THAT WERE ADOPTING, YOU KNOW, THE THE RESOURCE THAT WASN'T THE I DON'T WANT TO OBVIOUSLY THERE WAS NO MAJORITY ON IT, BUT IT WASN'T LIKE THE TOP SORT OF RESOURCE PICKED BY THE TASK FORCE BECAUSE AT THE END OF THE DAY, IT IS GOING TO BE THE TEACHERS WHO HAVE TO. I'M NOT SAYING THEY I MEAN, IT'S THEIR JOB AS WELL, BUT THEY KIND OF HAVE TO BUY IN AND ALSO IMPLEMENT IT, RIGHT? SO WE NEED TO MAKE SURE THAT ONCE WE BOUGHT THIS, THAT IT IS BEING USED AND IMPLEMENTED, RIGHT? YES, MA'AM. LIKE, I WONDER THAT FOR SAVAS, I, IT SOUNDS LIKE THEY HAVE EVERYTHING THAT WE NEED THAT, THAT BLUEBONNET DOES, EXCEPT THOSE THREE PIECES THAT YOU MENTIONED ARE COMING AT AN ADDITIONAL COST. YES. I WOULD ALSO SAY I, I PERSONALLY PULLED THE LESSONS, I PULLED THE LESSONS FROM SAVAS AND I PULLED THE LESSONS FROM CARNEGIE. AND I'M A FORMER MIDDLE SCHOOL MATH TEACHER. I'VE DONE THIS PROCESS BEFORE AND SELECTED RESOURCES. THE. THE LESSON DESCRIPTION AND SUPPORTS ARE NOT THE SAME. OKAY.

AND, AND I, I PULLED THEM OUT OF THE SYSTEM. I FLIPPED THROUGH THE BOOKS MYSELF AND THE, THE DEPTH OF THE LESSONS IN THE TWO RESOURCES ARE NOT COMPARABLE. OKAY. AND YOU'VE DONE THIS FOR ALL OF THE RESOURCES THAT WAS PRESENTED TO THE TASK FORCE. YOU'VE DONE

[02:10:03]

THE CURRICULUM AUDIT HAPPENED. AND I'LL REMIND US THAT THE CURRICULUM AUDIT SAID THAT WE WERE LACKING AND THAT WE WERE USING DISTRICT DEVELOPED CURRICULUM, WHICH WAS NOT IN ALIGNMENT WITH TEAKS AND WAS NOT AND HAD SOME OTHER ISSUES. AND SO THE RECOMMENDATION WAS FOR US TO ADOPT INSTRUCTIONAL MATERIALS AND TO GET OUR CURRICULUM IN ORDER. AND SO WE TOOK ACTION ON THAT, AND WE ADOPTED THAT. AND IN THE COURSE OF WORK NOW, THE ADMINISTRATION IS HERE MAKING A RECOMMENDATION BASED ON ALL OF THAT WORK THAT SOME OF WHICH THE BOARD APPROVED ALL ALONG THE WAY. AND SO I JUST WANT TO REMIND US OF THAT PROCESS, BECAUSE I KNOW SOMETIMES IT FEELS LIKE DISCONNECTED IN A LOT OF WAYS BECAUSE WE'RE HERE AND WE'RE VOTING AND WE DON'T MAYBE PUT THE ENTIRE PROCESS TOGETHER. BUT ONE OF THE REASONS THIS IS ON THE AGENDA, BECAUSE DOCTOR SMITH AND I WORK WORK ON THE AGENDA IS BECAUSE WE KNOW THAT IN MAY YOU HAVE TO ORDER, WHICH IS WHAT HAPPENS EVERY YEAR. AND SO YOU GUYS NEED TO BE PREPARED TO GO OUT AND MAKE THE ORDER AND GET YOUR STAFF TEACHING STAFF TRAINED, AND FOR THEM TO HAVE IT IN HAND AND GET PREPARED FOR THE NEXT SCHOOL YEAR. SO I JUST WANTED TO KIND OF MAKE THOSE STATEMENTS AND REMIND US OF SORT OF THE PROCESS, THE KIND OF ALMOST TWO YEAR LONG PROCESS THAT WE'VE BEEN GOING THROUGH TO, TO GET HERE. I, I, I'M GLAD AND THANK YOU GUYS FOR TAKING THE FEEDBACK, NOT JUST IN QUESTIONS, NOT JUST FROM THE TRUSTEES THAT WE'VE BEEN, YOU KNOW, SOME OF US I KNOW HAVE BEEN SENDING YOU FOR THE PAST WEEK OR SO. BUT THE QUESTIONS TONIGHT, WE ARE HEARING A FEW CONCERNS. AND SO I APPRECIATE YOU ADDRESSING THEM THIS EVENING. FOR ME, I AM SATISFIED. I MEAN, YOU GUYS ARE THE EXPERTS IN IN MY BOOK AND I, I AGREE IN SOME WAYS THAT MAYBE WE NEED TO, TO LOOK AT THE PROCESS JUST TO MAKE SURE THAT WE'RE HEARING ALL THE VOICES, BUT AND TAKING THEM INTO CONSIDERATION AS WE'RE APPROVING THEM. BUT I APPRECIATE THAT YOU GUYS KNOW, DEPTH, YOU KNOW, PACING, YOU KNOW, THINGS THAT ARE NOT MY AREA OF EXPERTISE. AND I APPRECIATE THE AMOUNT OF WORK AND THOUGHT. AND MISS HUBBARD, YOU ACTUALLY PULLING THIS, YOU KNOW, THESE MATERIALS YOURSELF AND THESE LESSONS YOURSELF TO MAKE SURE THAT THEY SATISFY EVEN YOUR STANDARD OF RIGOR AND, AND ALL THE THINGS THAT MATTER TO YOU. AS A FORMER TEACHER. SO BECAUSE OF THAT, AND BECAUSE WE IT IS, I THINK, CRITICALLY IMPORTANT THAT WE GET IN PLACE SOMETHING AT THE MIDDLE SCHOOL LEVEL, ESPECIALLY BECAUSE THIS IS AN AREA THAT WE'VE STRUGGLED FOR THE PAST FEW YEARS. AND I KNOW ALL THE TEACHERS CHANGED. AND THEN WE WERE I MEAN, IT HAPPENED WHEN MY DAUGHTER WAS IN SEVENTH GRADE MATH TOO, AND IT WAS A DISASTER AND A NIGHTMARE. AND SO IT'S REALLY IMPORTANT THAT WE AND IT'S OF SOME URGENCY THAT WE GET THIS OUT THERE FOR THE STUDENTS. SO I DON'T REALLY HAVE ANY QUESTIONS BECAUSE ALL OF MY QUESTIONS, MOST OF THE OTHER TRUSTEES ASKED AND WERE ANSWERED. SO THANK YOU FOR THAT. DOCTOR SMITH. DID YOU HAVE

[02:15:02]

OBVIOUSLY, WE'RE GOING TO TAKE THAT FEEDBACK AND MAKE IT A PRIORITY, AS WE ALWAYS DO MOVING FORWARD. BUT FROM A MANAGEMENT PERSPECTIVE, I DO THINK THIS TAKES US CLOSER TO WHERE WE NEED TO BE IN TERMS OF MEETING THE GOALS THAT YOU ALL HAVE SET. FOR ME FROM A STUDENT ACHIEVEMENT STANDPOINT. THANK YOU. THANK YOU, DOCTOR SMITH. OKAY. PLEASE VOTE. MOTION PASSES. DOCTOR WILLIAM DIDN'T GET TO VOTE. SO CAN WE CAN WE RESET IT? ALRIGHT. PLEASE VOTE.

[9.L.4 Construction Services Agreement for Field House & Athletics Renovations (BP012): Consideration and approval of a Construction Services Agreement with Bass Construction Company, Inc. for Field House & Athletics Renovations (BP012) at multiple campuses, for a not-to-exceed amount of $23,774,000, and authorization for the Superintendent to negotiate and execute or terminate the agreements.]

APPROVE NINE L FOR AS PRESENTED. SECOND, WE HAVE A MOTION BY MISS HANNAN AND A SECOND BY MISS HELLINGER. DO WE HAVE DISCUSSION? HEARING NONE, PLEASE VOTE. MISS TANYA, I JUST WANTED TO SAY. I KNOW WE HAVEN'T COMPLETED THE HOUSE HIGH SCHOOL BOUNDARY PROCESS, SO. AND THESE WERE NOT CRITICAL INFRASTRUCTURE REPAIRS, SO JUST WANTED TO PUT THAT OUT THERE.

THANK YOU. OKAY. THANK YOU. PLEASE VOTE. MOTION PASSES FIVE TWO. MAY I HAVE A MOTION FOR

[9.L.5. Construction Services Agreement for HVAC – MEP West Zone 3 (BP048): Consideration and Approval of a Construction Services Agreement with M Scott Construction, Inc. for HVAC – MEP West Zone 3 (BP048), for a not-to-exceed amount of $7,002,610.00 and authorization for the Superintendent to negotiate and execute or terminate the agreements.]

[9.L.8. Police Computer Aided Dispatch (CAD) and Records Management System (RMS): Consideration and approval for the purchase of Police Report Management System and Dispatch CAD from Versaterm Public Safety US, Inc. dba Integrated Computer Systems under a cooperative contract with Houston Galveston Area Council (HGAC) in an amount not to exceed $815,650 over a five-year period and authorization for the Superintendent to negotiate and execute the agreement through April 2031. ]

PREDETERMINED, YOU KNOW, FROM THE DAY THAT WE VOTE ON THIS, COULD YOU SORT OF COMMENT ON THAT, DOCTOR SMITH? BECAUSE I THINK THERE WAS SOME PERCEPTION ON THE PUBLIC SIDE. THAT WAS MY QUESTION. YEAH. I JUST WANT TO MAKE SURE THAT'S CLEAR. AND WE ARE ALL ON THE SAME PAGE. YEAH,

[02:20:05]

THAT'S RIGHT. AND THAT'S BASICALLY WHAT RICK WAS GOING TO SHARE. THANK YOU RICK. SORRY.

THANK YOU, MR. BUSH. OKAY. THAT IS WHAT I THOUGHT IT WAS. AND I JUST WANTED TO CLARIFY THAT IT'S ONLY IF IT PASSES THE VOTE THAT THAT IS WHEN THE CONTRACT DATE STARTS. IF IT DOESN'T PASS, THEN IT DOESN'T EVEN START. OKAY. THANK YOU FOR THE CLARIFICATION. APPROVAL IS A CONDITION. YEAH. OKAY, MISS. OH. THAT'S IT. I HAVE THE SAME QUESTION. THAT'S FINE. ALL RIGHT. PLEASE VOTE. MOTION PASSES UNANIMOUSLY. WE WILL NOW CONVENE IN CLOSED SESSION UNDER

[10. Convene in closed session under Texas Open Meetings Act, Texas Government Code, Chapter 551 under the following sections: 551.071 - For the purpose of a private consultation with the Board's attorney on any or all subjects or matters authorized by law; Section 551.072 - Consider purchase, exchange, lease, or value of real property, Section 551.074 - Personnel matters, Section 551.076 - Security matters, Section 551.082 - Student discipline matter or complaint, or Section 551.0821 - Personally identifiable information about public school student]