[00:00:02]
>> GOOD EVENING. AS A PRESIDENT OF
[I. CALL TO ORDER AND OPENING STATEMENT]
THE BOARD OF TRUSTEES AND THE WICHITA FALLS INDEPENDENT SCHOOL DISTRICT, I HEREBY CALL TO ORDER THIS MEETING OF THE BOARD OF TRUSTEES.LET THE RECORD REFLECT THAT THE FORUM OF THE BOARD IS PRESENT, THAT THE MEETING HAS BEEN DULY CALLED AND NOTICE OF THE MEETING HAS BEEN POSTED FOR THE TIME AND IN THE MANNER THAT IS REQUIRED BY LAW.
IT IS MY PLEASURE TO WELCOME EACH OF YOU TO THIS MEETING OF THE BOARD OF TRUSTEES.
PLEASE KEEP IN MIND THAT THIS MEETING OF THE BOARD OF TRUSTEES IS BEING HELD IN PUBLIC, BUT IT IS NOT A MEETING OF THE PUBLIC.
ACCORDINGLY, YOU ARE WELCOME TO OBSERVE AND LISTEN TO OUR MEETING, BUT COMMENTS OR QUESTIONS FROM THE AUDIENCE WILL BE CONFINED TO THE PUBLIC FORUM PORTION OF OUR MEETING.
PLEASE BE SURE THAT ALL CELL PHONES ARE TURNED OFF OR TURNED TO SILENT OR VIBRATE MODE.
AS YOU MAY BE AWARE, MOST OF THE ITEMS ON OUR AGENDA HAVE PREVIOUSLY BEEN DISCUSSED BY THE BOARD AT LAST WEEK'S WORK SESSION.
ACCORDINGLY, MANY OF THESE ITEMS MAY BE CONSIDERED AND ACTUALLY VOTED UPON BY THE BOARD WITH LITTLE ADDITIONAL DISCUSSION SINCE MOST OF OUR QUESTIONS HAVE BEEN ANSWERED AT THAT WORK SECTION.
AGAIN, WE WELCOME YOU TO THIS MEETING AND THANK YOU FOR COMING.
I WOULD LIKE TO ASK YOU TO STAND AND JOIN ME FOR THE PRESENTATION OF THE COST. [BACKGROUND]
>> JOIN ME IN THE PLEDGE OF ALLEGIANCE.
>> THIS IS CADET, PRIVATE BROWN, FIRST-YEAR JRTC [INAUDIBLE].
>> CADET SERGEANT OWENS. US COMPANIES.
>> THIS IS CADET MAJOR BAFFET FOUR-THIRD JRTC STATE.
>> CADET CAROL RICHALSON FIRST YEAR [INAUDIBLE] OF JRTC. [BACKGROUND] [APPLAUSE] [BACKGROUND].
>> MRS. BURRITO WILL OFFER YOU PRAYER [NOISE].
>> OUR DEAR HEAVENLY FATHER WE'RE SO GRATEFUL TO BE HERE TONIGHT TO BE ABLE TO SERVE OUR SCHOOL DISTRICT AND COMMUNITY.
WE'RE SO VERY GRATEFUL FOR OUR STUDENTS AND THE HARD WORK THEY'RE PUTTING IN THE SCHOOL YEAR AND THE TEACHERS THE LOVE AND EFFORT AND ENERGY THAT THEY POUR ONTO OUR CHILDREN AND THE PARENTS THAT ARE SUPPORTING THESE AMAZING KIDS.
WE ASKED THEE TO BE WITH US TONIGHT AS WE MAKE DECISIONS THAT THEY WILL BE IN THE BEST INTERESTS OF ALL THE MEMBERS OF OUR DISTRICT AND WE SAY THESE THINGS IN THE NAME OF JESUS CHRIST AMEN [BACKGROUND] [NOISE].
>> NEXT WE ARE THRILLED TO HAVE SOME PRESENTATIONS FOR
[IV. PRESENTATIONS]
SOME ACHIEVING SHOULDER AND I HAD TO HAVE YOU MR. PRIMA.>> AWESOME. THERE'S A LITTLE NOTE UP HERE THAT SAYS DON'T MOVE THE MICROPHONE.
THAT'S NOT GOING TO BE POSSIBLE.
[LAUGHTER] I'M HERE TO RECOGNIZE RIDER HIGH SCHOOL GIRLS SOCCER TEAM LAST YEAR.
SO I'M GOING TO BRING UP COACH CARLISLE WEIRSMO AND SOME OF HIS GIRLS WERE ACTUALLY AWARDING THEM TWO DIFFERENT AWARDS AND THEN TALKING ABOUT SOME INDIVIDUAL SABLE,
[00:05:03]
KEEP THEM UP HERE FOR JUST A LITTLE BIT.YOU RIDER HIGH SCHOOL GIRLS SOCCER TEAM HAS BEEN RECOGNIZED WITH THE UNITED SOCCER COACHES TEAM ACADEMIC AWARD FOR THEIR EXEMPLARY PERFORMANCE IN THE CLASSROOM DURING THE 22, 23 ACADEMIC YEAR.
UNITED SOCCER COACHES ANNUALLY CELEBRATES THE ACADEMIC ACHIEVEMENTS OF HIGH-SCHOOL SOCCER TEAM WHOSE STUDENT ATHLETES COLLECTIVELY DEMONSTRATE A COMMITMENT TO EXCELLENCE IN THEIR STUDIES OVER THE COURSE OF A FULL ACADEMIC YEAR.
TO QUALIFY FOR THIS AWARD THE TEAM MUST HAVE A MINIMUM GRADE POINT AVERAGE OF 3.25 FOR THE ENTIRE ACADEMIC YEAR.
>> WE'RE GOING TO GET A PICTURE.
>> [OVERLAPPING] I'M GOING TO INTRODUCE.
>> YOU LOOK CUTE ALREADY 1,2,3.
>> YOU WANT TO ADD INTRODUCE THEM OR.
>> SURE. WE HAVE ALISON GUTIEREZ, MARIAH THOMPSON, MOLLY JOHNSON, HOLLY VASQUEZ, NELLA PILLOW, AND CAPTAIN CAPTAIN, CAPTAIN, AND CAPTAIN.
WE CALL OUR JR AND THEN AMINA RODRIGUEZ, SAVANNAH SKELETON.
KANELES. YOU WOULDN'T BELIEVE HOW MANY BELLOWS WE HAVE ON THE TEAM, HOW MANY LISAS.
SORRY. MIA GILMORE, MADISON HIGGINS.
WE HAVE ALREADY CALLED THEIR OWN AND MELLOW LOPEZ. [APPLAUSE]
>> YOU GUYS CAN ACTUALLY STAY BECAUSE YOU HAVE EARNED ANOTHER AWARD.
SO RIDER HIGH SCHOOL GIRLS SOCCER TEAM HAS ALSO BEEN THE RECIPIENT OF THE TEAM ETHICS AND SPORTSMANSHIP AWARD FOR HIGH SCHOOL PROGRAMS COMPETING IN THE 2022, '23 WINTER SEASON, ONLY 16 TEAMS ACROSS THE ENTIRE COUNTRY WERE RECOGNIZED FOR EXHIBITING FAIRPLAY, SPORTING BEHAVIOR, AND ADHERENCE TO THE LAWS OF THE GAME.
THE RIDER GIRLS RECEIVED THIS SILVER AWARD.
THIS TEAM ETHICS AND SPORTSMANSHIP AWARD IT IS GIVEN TO UNITED SOCCER COACHES MEMBERS AT FOUR LEVELS, TEAMS HONORED AT THE PLATINUM LEVEL WHEN AN ENTIRE SEASON WITHOUT PLAYER-COACH RECEIVING YELLOW OR RED CARD.
TEAMS HONORED AT THE GOLD, SILVER, AND BRONZE LEVELS ARE BASED ON A PERCENTAGE CALCULATED BY THE TOTAL NUMBER OF CARS RECEIVED BY PLAYERS AND COACHES DIVIDED BY THE TEAM'S TOTAL NUMBER OF GAMES PLAYED.
RIDER GIRLS ARE AT THAT AGAIN. [APPLAUSE].
> ONE LAST INDIVIDUAL AWARDS AND GIRLS, YOU CAN EITHER GO AHEAD AND GET SIT DOWN AND THEN THESE GIRLS CAN STAY.
THE RIDER HIGH SCHOOL GIRLS SOCCER PLAYERS WERE NAMED TO THE TEXAS HIGH SCHOOL COACHES ASSOCIATION, FIVE-EIGHTHS SUPER ELITE TEAM.
THERE WERE 18 PLAYERS OUT OF ALL 58 GIRLS SOCCER TEAMS THAT WERE NAMED TO THE TEXAS HIGH-SCHOOL 5A SUPER ELITE TEAM LAST YEAR WAS THE FIRST YEAR FOR THIS AWARD.
WE HAD THREE RECIPIENTS FROM RIDER HIGH SCHOOL OUT OF THOSE 18 SELECTIONS.
I WILL LET COACH CAROL WILSON TO ACTUALLY INTRODUCE THOSE AND TELL YOU A LITTLE BIT ABOUT.
BELLA WAS RECOGNIZED UNTIL THE TOP 18 PLAYERS AND 5A INCISION TEXAS.
SO AGAIN, THEY DID IT FEEL WHEN SHE PLAYS AS A DEFENDANT.
[APPLAUSE] WE HAVE ALLIE VASQUEZ, AN ALLIE IS NOT ONLY ONE OF THE TOP 18, BUT SHE WAS NOMINATED AS THE BEST GOALKEEPER OF THE YEAR.
[APPLAUSE] THEN WE HAVE MINA RODRIGUEZ AND MINA WAS NAMED AS THE OFFENSIVE PLAYER OF THE YEAR. [APPLAUSE]
[00:10:06]
>> CAN YOU TELL US IF THESE GIRLS ARE SENIORS, JUNIORS?
>> ALL THREE OF THESE ARE SENIORS AND THEY'RE ALL THREE CAPTAINS.
JUST ONE THING BEFORE I LEAVE IS SUPER PREDATORS TEAM.
THEY'VE ACCOMPLISHED EXCELLENCE IN THE CLASSROOM, EXCELLENT ON THE FIELD, AND EXCELLENCE OF CHARACTER. [APPLAUSE] [BACKGROUND]
>> CONGRATULATIONS. [APPLAUSE] MRS. FISHMAN, PUBLIC COMMENTS.
>> NO PUBLIC COMMENTS TONIGHT.
WE WILL MOVE ON TO SUPERINTENDENT DR. LEE.
[VI. SUPERINTENDENT REPORT]
SUPERINTENDENT REPORT.>> I HAD A COUPLE OF THINGS TO GO OVER.
WELL, ALWAYS TALK ABOUT OUR ENROLLMENT FIRST.
THAT'S WHAT WE LAND, 12,008-78 WE STARTED AT ABOUT 12,930-ISH, I THINK THAT'S WHAT WE KEEP THAT DON'T HOLD ME TO THAT TO THE EXACT NUMBER, BUT PRETTY CLOSE.
OUR AVERAGE DAILY ATTENDANCE HAS BEEN SLOWLY CREEPING DOWN 0.0-0.04 EACH WEEK AND OF COURSE, FLU AND ALL THOSE THINGS HAVEN'T REALLY HIT US YET.
I SUSPECT THAT A DIP IN THAT AND OF COURSE, FOR THOSE THAT DON'T KNOW AVERAGE DAILY ATTENDANCE, THAT'S HOW SCHOOLS ARE FUNDED.
WE WANT THAT NUMBER A LITTLE BIT HIGHER THAN THAT.
LIKE A TOP TALKED WITH YOU ABOUT THE LEGISLATIVE SPECIAL SESSION.
NUMBER 4 IS IN FULL SWING NOW AND A LITTLE BIT HAS TAKEN PLACE LAST WEEK.
THE HOUSE SELECT COMMITTEE ON EDUCATIONAL OPPORTUNITY AND ENRICHMENT, THAT'S THE COMMITTEE THAT WAS PUT TOGETHER TO REALLY TALK ABOUT ESAS AND VOUCHERS AND WHATNOT, AND OF COURSE OUR REPRESENTATIVE, JAMES, HE'S ON THAT COMMITTEE.
I HAVE BEEN WATCHING A LITTLE BIT OF THAT AND IF YOU HIT THAT LINK, IT'S A VERY LONG DISCUSSION.
IT WAS OVER 12 HOURS ON THURSDAY OR FRIDAY, A VERY LONG DISCUSSION.
WELL, THEY HAVE APPROVED HOUSE BILL ONE ON FRIDAY AND THEY'RE PUSHING IT FORWARD TO THE CALENDARS COMMITTEE.
THE CALENDARS COMMITTEE OF COURSE IS RESPONSIBLE FOR ROUTING THOSE BILLS TO THE FULL CHAMBER.
IT'S AN ALL-OR-NOTHING PROPOSITION.
IT'S EITHER VOUCHERS PASSES, ESAS PASSES AS PRESENTED, AND THE FUNDING THAT'S TIED TO IT.
TEACHER PAY RAISES A LOT, BUT FUNDING, I THINK THEY PROPOSE 6,800 FROM 6,700.
EITHER IT'S AN ALL-OR-NOTHING.
IT'S NOT VOUCHERS CAN PASS OR NOT PASS IN THIS FUNDING DOES PASS.
IT'S AN AWESOME GAME RIGHT NOW AND THERE'S A LOT OF BACK-AND-FORTH GOING ON.
ABBOTT DID SAY AGAIN TODAY THAT WE'LL CALL A FIFTH SESSION.
MATTER OF FACT, HIS FAMOUS QUOTE WAS, ''DO THEY WANT TO BE HERE IN CHRISTMAS?'' HE'S REALLY AND HE SAID HE'D DO A SIX THOUGH.
I DON'T KNOW WHERE THIS THING HAS LANDED OR WHEN IT'S GOING TO STOP.
BUT HE SAID IT ORIGINALLY WAS WE'LL STOP AT NUMBER 3.
NOW, WE'RE IN NUMBER 4 AND HE'S PROMISED A FIFTH ALREADY.
AT SOME POINT, I DON'T KNOW WHO'S GOING TO BLINK FIRST, BUT SOMEBODY'S GOING TO GIVE AT SOME POINT I HAVEN'T FILLED IN BECAUSE FOUR OF THE REPUBLICANS THAT VOTED NO EARLIER HAVE ALREADY SHIFTED.
I THINK I WROTE DOWN THE VOTE PAST MY TIN 4 AND SO WAS THOSE FOUR.
THAT WAS FOR REPUBLICANS THAT DIDN'T VOTE FOR IT LAST TIME.
THEY INTERVIEWED THOSE FOUR AND I THINK THEY'RE JUST EXHAUSTED ON WITH ALL OF THE BACK-AND-FORTH.
GREAT. KEITH BELAFONTE, QIN KING OF CANADIAN, AND GARY BENDY, IN AUSTIN.
THEY VOTED NO LAST TIME AND NOW THEY CHANGED THEIR VOTE TO YES.
THEY WERE HEADED BACK UP THERE THIS EVENING, SIX O'CLOCK.
[00:15:01]
I'LL KEEP YOU UPDATED AS IT PROGRESSES. LONG WAY TO GO.NO UPDATES. ANYTHING NEW ONE CARBON MIDDLE SCHOOL SINCE WE'VE VISITED LAST TIME BECAUSE OF COURSE, THE ACCOUNTABILITY RATINGS HAVE BEEN PAUSED AND THERE HAS BEEN NOTHING.
THERE HADN'T BEEN A WORD SAID ABOUT THAT AND SO OF COURSE, LIKE I TALKED TO YOU LAST TIME, THE RATES ARE RELEASED NOW, CURVY WOULD BE OUT OF THE FIRST YEAR OF IR COURSE THEY GOT TO BE TWO CONSECUTIVE YEARS, AND THAT WE FAILED TO MENTION THIS, BUT THAT STAFF DESERVES A LOT OF KUDOS, A SOUTHERN HILLS WOULD BE TOO.
I KNOW THAT GETS LOST IN THE SHUFFLE THAT SOUTHERN HILLS IS IN OUR CAMPUS.
BUT IF THE RATINGS ARE RELEASED AS PRESENTED, THEY WOULD NOT BE AN F SCHOOL.
I THINK THERE WOULD BE A B AND SO NOW WHERE WE WANT THEM TO BE, BUT WE WANT TO BE IN A VIAL AND SO IT'S A STEP FORWARD.
BUT IF IT'S PAUSED, OF COURSE, BOTH OF THESE CAMPUSES WOULD BE BROUGHT BACK TO FOUR YEARS.
NO UPDATES TO PRESENT AS OF NOW.
I KNOW YOU ALL HAD A LOT OF QUESTIONS ABOUT THIS.
THE NEXT PHASE OF HIRING WAS FINE ARTS AND A LOT QUESTIONS FROM THE COMMUNITY ON WHO'S GOING WHERE WITH THE BAND DIRECTOR AND CHOIR DIRECTOR SPECIFICALLY.
MICHAEL WALTER IS GOING TO BE THE BAND DIRECTOR AT MEMORIAL AND MELANIE KOONS WILL BE THE CHOIR DIRECTOR.
WE POSTED THIS ON FACEBOOK, GOT IT ALL OUT IN SOCIAL MEDIA, AND ALL THAT TRIED TO GET THE MESSAGE OUT AND OF COURSE, OVER AT LEGACY, LOYD STUDER WILL BE THE BAND AND ORCHESTRA DIRECTOR AND SARAH COOK WILL BE THE CHOIR DIRECTOR.
THAT WHAT'S THE NEXT PHASE AND THEN THE FUN BEGINS WITH COACHING HIRES, THAT RIGHT, COACH FREEMAN AND COACH HAPPILY, THEY GET TO LEAD THAT AND WE'VE GOT A COMMITTEE TOGETHER AND ALL THAT FUN BEGINS TOO SO JUST THE NEXT PHASE BEGINS BUT IT'S ACTUALLY GOING ALL THINGS CONSIDERED FAIRLY WELL, LIKE WE PLANNED IT.
TOUGH DECISIONS ARE CALMING AND A LOT OF DIFFERENT FACTORS TO WEIGH IN AS FAR AS CERTIFICATIONS.
JUST ALL THINGS BEHIND THE SCENES, BUT IT'S COMING ALONG VERY NICELY.
BUT THERE'S I GOT TO GO TO OUR VETERANS DAY PROGRAM. IT WAS VERY NICE.
THE WEATHER WAS ACTUALLY REALLY NOT A LITTLE WINDY OTHER THAN ANATOMY, IT'S BEAUTIFUL OUTSIDE.
>> JUST A LITTLE BIT. [LAUGHTER] OTHER THAN THAT. CAN YOU BELIEVE IT? THERE'S A LOT OF THAT AND THE MICROPHONE IS RE-PROGRAMMED KIDS DID WELL.
THE NEW GENERAL DIETRICH, SHE WAS THERE AND SPOKE AND SELL THEM TO THE SCHOOL PROGRAM TO HONOR OUR BACKWARDS.
THIS DOESN'T CAMPUSES THAT HAVE VISITED SINCE THE LAST BOARD MAINTENANCE, SOME OF YOU HAVE COME ALONG WITH ME, AND APPRECIATE YOU DOING THAT BECAUSE YOU CAN SAY UP HERE AND TALK ABOUT WHAT'S GOING ON IN THE CLASSROOM HAS BEEN UNTIL YOU SEE IT AND GET TO GO IN THERE AND TALK WITH SOME OF THE TEACHERS AND SEE THE INSTRUCTION THAT'S GOING ON IN THE LEARNING THAT'S GOING ON, IT'S REALLY HARD TO QUANTIFY AND QUALIFY.
DID THOSE DOZEN, DO A DOZEN MORE AND SO AGAIN, IF YOU'RE INTERESTED IN AND COME TO CAMPUS WITH ME LET ME KNOW. IT'S A FUN TIME.
IT'S THE BEST DAY OF THE WEEK FOR ME ON FRIDAYS, CLEAR THE CALENDAR, AND GO SEE THREE SCHOOLS EACH FRIDAY VISIT WITH THE PRINCIPAL FOR A LITTLE BIT.
HERE ARE THE NEEDS, THE GLOVES, AND GROCER GOING ON, SEE KIDS AND THAT KEEPS YOU GROUNDED AND UNDERSTAND WHY DO WE DO WHAT WE DO.
IT'S ABOUT THAT LITTLE GIRL RIGHT THERE.
THAT'S WHY WE DO WHAT WE DO AND THAT'S WHY THE TEACHERS TEACH BUT COPES, COACH WHAT COUNTS AS COUNSEL. THAT'S WHY.
>> DID YOU HEAR WHAT MR. HARVEY SAID?
>> YES, SIR. I ENJOY IT. IT'S AWESOME.
THEN IF YOU DIDN'T SEE FACEBOOK JACKSON, NO WORRY.
HE GET THAT KID IS IN THIRD GRADE.
HE WAS AWESOME. IF YOU ALL DIDN'T WATCH IT, HE COULD SPEAK VERY WELL, VERY FLUENTLY.
YOU ALL ASKED ABOUT THE CAPTURING KIDS HEARTS.
YOU CAN TELL HE'S WENT THROUGH IT AND HE DID A FANTASTIC JOB WITH OUR FACEBOOK LIVE, WHICH WENT OVER ALL THE MAJOR TOPICS THAT I'M TALKING TO YOU ABOUT. HE NAILED.
>> WHAT IMPRESSED ME THE MOST WAS THAT HE SAT THERE AND ACTUALLY LOOKED INTERESTED IN WHAT YOU WERE SAYING.
>> IT WAS BORING. [LAUGHTER] YOU COULD TELL HE WAS NERVOUS.
HE HAD HIS HANDS HERE AND THEN AFTER WE WERE DONE, HE LIFT THEM UP AND THEY WERE JUST LIKE PUDDLE RUNNING.
HE DID GREAT. BRAVO. LOTS OF EXCITING THINGS HAPPENED LAST WEEK WITH WEST AWARDS.
THE IDEA OF GRANTS, BUT WE SPENT THE WHOLE DAY, WAS THAT THURSDAY WITH THE WEST, THE ENTIRE DAY.
GO IN AND HANDING OUT WEST AWARDS TO TEACHERS.
OF COURSE, THE WEST FAMILY DID THAT.
[00:20:01]
I WROTE DOWN HOW MUCH THEY DONATED $90,000 OF INDIVIDUAL CHEQUES.THERE WAS $3,000 CHEQUES IN ALL OF THOSE TEACHERS' ENVELOPES AND WHAT A WAY TO CELEBRATE THE GREAT THINGS.
THEN, OF COURSE, THE IDEA OF GRANTS GAVE A BUNCH OF THOSE AWAY AS WELL, AND THANK YOU EACH OF YOU.
THESE ARE THE CAMPUSES THAT HELPED US OUT AND JUST ALL OF THAT.
IT WAS GREAT, GREAT WEEK OF CELEBRATION FOR TEACHERS AND STAFF.
>> WE CAN NEVER THANK THE WEST.
SUPPORTED THAT DEBBIE PASS THE IMAGE, STOP, PAUSE FOR DECADES.
>> THEY CONTINUE EVEN THOUGH GENERATIONS HAVE MOVED AWAY, THEY STILL HAVE A CONNECTION HERE THROUGH THEIR PARENTS AND GRANDMOTHER.
>> I GOT TO PLAY CHAUFFEUR AND AMY AND ALAN AND WE JUST ALL OF HIS ROAD AROUND TOGETHER AND DONATE THOSE, BUT THEY GAVE 90,000 FOR THAT.
OUR TEACHERS SUPPLY REIMBURSEMENT, 4,400.
THE TEACHER SCHOLARSHIP PROGRAM, THEY FULLY FUNDED US FOR ANOTHER 40,000.
THE BUS AND ADMISSION FUND ANOTHER 4,200.
STEAM MACHINE PHASE 2, WHICH THEY GOT TO GO ON STEAM BUS BECAUSE IT HAPPENED TO BE IN MYELOMA WHEN WE WERE GOING BY THERE.
THEY FULLY FUNDED OR TWO THAT FOR ANOTHER 10,000 AND THEN CAFE CAN LET YOUR ROAD TO COLLEGE THAT YOU ALL GOT TO HEAR.
THEY FUNDED THAT FOR THE FIRST TIME, THAT WAS FOR 70,000 OF COURSE.
THANK YOU VERY MUCH TO THE WEST FAMILY THINKS THE IDEA OF GRANT ALL OF THAT. JUST AMAZING.
THEN WHEN LET'S JUST PLAY-OFFS ARE IN FULL SWING.
IF YOU ALL ARE INTERESTED IN GOING TO THE GAMES, HERSHEY PLACED SEMINOLE BOTH GAMES ARE FRIDAY THEY PLAY IN COLORADO CITY, SO IT'S A LITTLE HALL.
THEN A RIDER IS GOING TO PLAY A LITTLE BIT CLOSER AS YOU SEE, THEY'LL TAKE A PLANE AND MINERAL WELLS.
BOTH OF THEM ARE AT SEVEN O'CLOCK AND BOTH OF THEM ARE GOING TO BE THE HANDS FOR BOTH GAMES. WE'RE PROUD.
I'M AREA AROUND BOTH OF THEM ARE DISTRICT CHAMPIONS AND ALL OF THAT.
THERE'S PLAYOFFS. QUESTIONS ON ANY OF THAT.
>> WELL, I WOULD JUST LIKE TO MAKE COMMENTS AND I'M HEARING FROM MULTIPLE PARENTS ABOUT HOW APPRECIATIVE THEY ARE TO SEE YOU ON THEIR PAPERS IS NOT JUST ON FRIDAY, BUT OTHER DAYS OF THE WEEK AND BEING INVOLVED WITH THE KIDS AND THE TEACHER, SO IT'S NOTICED AND APPRECIATED.
>> ANY OTHER COMMENTS ON DR. LEE'S PRESENTATION QUESTIONS?
>> [INAUDIBLE] [OVERLAPPING] [LAUGHTER] IT'S OKAY.
>> OKAY. THAT'S THE WEST NEXT SITE. I GOT THERE.
>> SHOULD PLAYING WITH. WE'LL MOVE ON TO THE CONSENT AGENDA.
[VII. CONSENT AGENDA]
THE LAST IN OUR WORK SESSION, WE PUT THE PURCHASE OF THE CONSTRUCTION AUDITORS SERVICES THAT OUR P FOR PURCHASE OF TWO SCHOOL BUSES, LOCAL RETAIL, AND SCHOOLS CAN USE AS EXCESS.PURCHASE A VARIETY OF ROOT RESPIRATION AND MINUTES FROM OUR PREVIOUS MEETINGS, SO DO WE HAVE A MOTION TO ACCEPT OUR CONSENT AGENDA?
>> I'LL MAKE A MOTION TO ACCEPT THE CONSENT AGENDA.
ANY QUESTIONS OR COMMENTS? ALL THOSE IN FAVOR SAY AYE.
>> THOSE SAYING AYE, ARE 70 ROW.
NOW WE'LL TALK ABOUT, MRS. NASH I'M THRILLED FOR YOU TO BE BACK.
[LAUGHTER] IF YOU HAVE QUESTIONS WE'RE GOING TO TALK ABOUT ARE POINT 3, POINT 4 GOALS,
[VIII. SPECIAL DISCUSSION ITEM]
AND PERFORMANCE OBJECTIVES, AND EVERYBODY HAS THE REPORT OR PRESENTATION ON THERE.>> SINCE WE MET LAST WEEK, I UPDATED THE DATE OF THE BOARD REQUESTED.
THERE WAS A LOT OF BACKGROUND DATA.
ON EACH ONE OF THE PERFORMANCE OBJECTIVES, SO YOU HAVE HISTORICAL DATA.
I CANNOT TAKE CREDIT FOR ALL THAT DR. BREFAST.
I HAD A PRESENTATION THAT HE HAD PREVIOUSLY PROVIDED TO THE BOARD, AND HE WAS SO GENEROUS TO SHARE THAT WITH ME.
IT HAD ALREADY DOING A LOT OF PREVIOUS DATA POINTS IN IT, AND ALL I HAD TO DO WAS ADD TO IT, SO HE WAS VERY GENEROUS TO SHARE THAT WITH ME.
ON THE GOAL 1, PERFORMANCE OBJECTIVE 1, THE DISTRICT WILL INCREASE HEAT RETENTION RATE AT A 5% OR HIGHER COMPARED TO THE PRIOR TWO YEARS, AND YOU CAN SEE THERE'S MULTIPLE YEARS OF PRIOR DATA, THEY'RE LISTED.
THE MOST RECENT FROM THE TYPE OF REPORT WAS 83.7.
I THINK MRS. HARDWAY INDICATED AT OUR LAST MEETING THAT MAYBE IT IS SLIGHTLY OFF FROM THAT.
[00:25:04]
IS THE BOARD COMFORTABLE WITH THAT 85% GOAL?>> HOW MUCH OF AN INCREASE? DOES ANYONE HAVE ANY COMMENT ABOUT THAT?
>> I THINK THAT THIS DAY IN THE WAY THAT THE RETENTION IS ALL OVER THE STATE IN THE NATION, THAT YOUR COMPETENCY IN A TIFFANY INCREASING IN TERMS OF RETENTION WITH TEACHERS OR SCHOOL DISTRICTS INTO THE '60S, AND '70S IS SOMEHOW, I THINK THAT AS IT IS NOW, WITH RETAINING TEACHERS IN FACT IS A GOOD GOAL.
>> I CAN LIVE WITH '85, BUT I THINK IT'S DEFINITELY KNOW I'M TALKING A MINUTE AGO THAT WE PROVIDE OUR TEACHERS WITH BETTER TOOLS, BETTER MORALE, BETTER ACHIEVEMENT, BETTER WORK ENVIRONMENT, AND LEARNING ENVIRONMENT.
THAT RETENTION SHOULD FOLLOW ALL OF THAT.
>> HOPEFULLY THAT MIXTURE WILL BE PASSED BY, AND THEN WE CAN KEEP BUILDING. EVERYBODY GOOD WITH THAT.
>> GOAL 2. THE NEXT SLIDE CONTAINS THE PREVIOUS BOARD GOALS THAT WERE SET LAST YEAR, THAT WERE SET TO GO THROUGH THIS SUGAR.
I JUST ADDED THOSE IN JUST FOR A FRAME OF REFERENCE.
BUT ON THE PERFORMANCE OBJECTIVE 1, THERE WE GO.
THE PERCENTAGE OF PRE-K STUDENTS THAT WILL SCORE ON GRADE LEVEL OR ABOVE IN RAPID LETTER 90 WILL INCREASE ABOUT 35% FROM BEGINNING YEAR TO END OF YEAR.
IN MATH WILL INCREASE BY 5% FROM BEGINNING YEAR TO END OF THE YEAR BY JUNE 2024 BASED ON INTERVIEWERS' CIRCLE.
AGAIN, THERE'S MULTIPLE YEARS OF PREVIOUS DATA, I DID HIGHLIGHT THE CHANGE SCORES SO YOU CAN SEE HOW MUCH IT INCREASED FROM BEGINNING OF YEAR TO END OF THE YEAR, AND WE WEREN'T ABLE TO GET THE BEGINNING OF YOUR PERCENT FROM THIS SCHOOL YEAR.
MS. BURDEN WAS ABLE TO PROVIDE US WITH THAT DATA POINT.
>> RIGHT NOW, 48% OF OUR BEGINNING-OF-YEAR STUDENTS' TEST SHOWS THAT THEY NEED 48%, NO RAPID LETTER NAMING.
>> WE HOPE THAT NUMBER THEN GOES TO 183.
>> YES. ANY COMMENTS ABOUT 83% AT THE END OF THE YEAR FOR RAPID LETTER NAMING?
>> THAT'D BE GROWTH IN THE LAST YEAR, CORRECT, AND THEN IF WE KEEP TRACKING THAT, WE GOT THESE NUMBERS NEXT YEAR THEN WE CAN PUSH IT A LITTLE BIT.
>> IS 83 PERCENT CONSIDERED PRETTY GOOD AT THE END OF THE YEAR, IS ANYBODY OVER THERE HAVE AN OPINION?
>> IS ACTUALLY RECENTLY GONE DOWN IN THE STANDARDS OF LEARNING, WE MAINTAIN DOORS, SO THAT HASN'T NECESSARILY BEEN COMMUNICATED TO THE TEACHERS.
I SAY IT'S OKAY NOW TO DIP LOWER, SO [LAUGHTER] THE STATE HAS LOWERED BARRIERS, WHICH WAS SHOPPING.
>> THEY LOWERED THEIR SHIP TO WHAT?
>> TWENTY, PROBABLY 26 LETTERS BY THE END OF THE YEAR.
>> CORRECT. IT'S GIVING THE KIDS JUST CAPITAL LOWERCASE LETTERS OVER THE COURSE OF A MINUTE.
HOW MANY OF THOSE THEY CAN NAME?
>> UNTIL WE'RE HOPING 83% OF OUR CHILDREN WILL KNOW 26 LETTERS.
>> GET ABOVE THAT MINIMUM THRESHOLD THERE.
ALL GOOD WITH THAT. WE'RE SHOOTING FOR GROWTH, AND THEN NEXT YEAR WE STAY ON TOP OF THIS.
>> ALL I WANT TO SAY WE HAVE 100%.
>> LET'S BE REALISTIC. YOU DON'T HAVE TO THINK OF KINDERGARTEN, BUT YOU'RE THE KINDERGARTEN TEACHER.
AT THE END OF THE YEAR, AND THIS WAS WRITTEN IN GREEK LETTERS.
>> WE ARE ABOUT TO GO OVER THE PLACE.
IN THE SCORE THERE FOR LETTER NAMING WILL INCREASE BY 20% FROM THE BEGINNING OF THE YEAR TO END OF THE YEAR ON TEXT HERE, AND THE MATH WILL INCREASE BY 17 POINTS FROM BEGINNING OF YEAR TO END OF YEAR BASED ON THE MATH ASSESSMENT.
AGAIN, THERE'S DATA POINTS THERE AT THE BEGINNING OF THE YEAR DID INCREASE AGAIN ON LETTER NAMES AT THE KINDERGARTEN LEVEL, BUT COMPARED TO THE BEGINNING OF SCHOOL YEAR LAST YEAR, SO OUR STUDENTS ARE PERFORMING A LITTLE BETTER.
[00:30:04]
>> WE ARE GOOD WITH 20% GROWTH FROM BEGINNING OF YEAR TO END OF YEAR THERE.
>> FOR PERFORMANCE OBJECTIVE SUMMARY, WE HAVE FIRST GRADE STUDENTS, GOAL SET THERE IS 17.5 POINTS FOR READING FROM BEGINNING OF YEAR TO END OF YEAR, AND MATH 16 POINTS FROM BEGINNING OF YEAR TO END OF YEAR, AND THAT IS, AGAIN BASED ON MATH SCORES.
THE MATH SCORES HERE FOR FIRST GRADE REMAINED THE SAME FROM BEGINNING OF YEAR, FROM LAST YEAR TO THIS YEAR ON BOTH MATH AND READING.
>> YEAH, I DON'T REMEMBER WHAT THIS MEANS.
>> MAKE THIS RELATIVE TO ME WHAT.
>> JEFF, CAN YOU HELP ME OUT? [OVERLAPPING]
>> I'M NOT A MATH ASSESSMENT EXPERT.
>> YEAH SO THOSE WERE REALLY THE RISK SCORES OR JUST AN ARBITRARY WAY THAT THEY USED TO JUST DETERMINE WHAT THE NUMBER IS FOR THE KIDS.
THE HIGHEST NUMBER THAT YOU CAN SEE.
IT'S A CONTINUUM, SO IF I GO ALL THE WAY UP, OBVIOUSLY, THE K2S PEAKS OUT AT THE END OF THIRD-GRADE KIDS THAT NEED.
SOME SECOND GRADERS TAKE THE TWO THROUGH FIVE TESTS, THAT TELLS ME THE EIGHTH GRADE, SO EVERY RICH SCORE IS GOING TO BE NORM OUT, SO BETWEEN, AND MIDDLE YEAR, AND IN THE YEAR NATIONAL AVERAGES.
[BACKGROUND] WELL, NOT NECESSARILY.
WHAT YOU DIDN'T SEE THAT AS YOU CAN SEE LIKE KINDERGARTEN GOES FOR A SECOND-GRADE LEVEL, YOU CAN SEE THOSE SECONDARY OR LEVEL, SO YOU'D BE ABLE TO SEE THAT SPECTRAL STORES ALL THE WAY UP TO THE MENTIONED.
>> THIS ONLY INCREASES BY ABOUT 1.5 FROM LAST YEAR TO THIS YEAR.
THEN SEE IF IT GOES TO THE MID-200S,171. SOUNDS PRETTY MEDIOCRE.
[NOISE] CAN ANYBODY ELSE FOLLOW THAT? WHAT DOES 171.5 MEAN?
>> CORRECT. IT'S VERY ARBITRARY IN A SENTENCE.
I BELIEVE PART OF SEEING WHERE THOSE NUMBERS THAT THEY PUT OUT THERE AS FAR AS THE CHANGES FROM THE BEGINNING OF THE YEAR TO THE END OF THE YEAR.
WHAT THEY'VE LOOKED AT, IS THEY'VE LOOKED AT WHAT THE NATIONAL NORM WAS THE BEGINNING OF THE YEAR AND WHAT THE NATIONAL NORM WAS THE END OF THE YEAR.
I BELIEVE ALL OF THOSE GOALS REFLECT A LITTLE BIT MORE ON WHAT THE NATIONAL GROWTH WOULD BE.
IF THE SHOW WERE COMPLETED, OUR SHOES WOULD BE CLOSING GAPS AT A FASTER RATE THAN THE REST OF THE COUNTRY.
BUT YES CORRECT, THERE IS FOR IT IS VERY DIFFICULT BECAUSE THEY ARE VERY SENSITIVE.
>> BUT THE GROWTH MEASURE WOULD INDICATE AT LEAST A YEAR'S WORTH GROWTH.
WE SEE THE GROWTH THAT THE PERCENTAGE OR THE POINTS SUGGESTED WOULD EXCEED A YEAR'S WORTH OF GROWTH.
>> CORRECT. THAT'S WHY I THINK THOSE AVERAGES AND THOSE GOALS LIKELY CAME FROM IS THAT THEY TOOK THE END OF THE YEAR SCORE MINUS THE BEGINNING OF THE YEAR SCORE [INAUDIBLE] FOR THAT PARTICULAR GROUP.
>> HOW MANY FIRST GRADERS WILL BE ABLE TO READ AT GRADE LEVEL AT THE END OF THE YEAR AT 171.5? I KNOW THIS IS PROBABLY NOT AS PRETTY AS REAL THING, BUT I'M REALLY NOT VERY INTERESTED IN NATIONAL NORM.
WE'RE CONSERVATIVE COMMUNITY THAT SHOULD BE ABLE TO EDUCATE OUR CHILDREN WELL.
WE DON'T HAVE A LOT OF SOME OF THE OTHER PROBLEMS. WE HAVE SOME, BUT I WANT US TO BE EXCELLENT, AND SO 171.5 DOES THAT TELLING ME THAT 80 PERCENT, 90 PERCENT, WHO'S READING ON GRADE LEVEL IN FIRST GRADE?
>> YOUR VIZ SKILLS BASED ON WHAT FOUNDATIONAL SKILLS STUDENTS CAN DO AND CANNOT DO VERSUS, PREVIOUSLY WERE BALANCED LITERACY AND THAT GUIDED READING APPROACH WOULD HAVE BEEN ASSOCIATED READING LEVELS WOULD GET.
THOSE HAVE BEEN DEBUNKED WHILE THE RESEARCH AND NOW THEY REALLY WANT THAT CONVERSATION TO GO TOWARDS.
OUR STUDENTS ARE LEARNING TO READ WHAT SKILLS CAN THEY DO VERSUS WHAT SKILLS DO THEY STILL NEED MORE WORK WITH, SO THIS IS DEFINITELY HELPFUL IDENTIFY THOSE SKILLS.
BUT ALSO SHOW WHICH SKILLS STUDENTS CAN DO AND CAN'T DO ON THEIR JOURNEY AND PATHWAY AS FAR AS GRADE LEVEL FLUIDS, THAT'S CONVERSATION THAT WE PILOTED IN OUR DEPARTMENT, IS THAT THE ASSESSMENT THAT ASSESSES GRADE LEVEL FLUENCY IS VERY DEPENDENT UPON THE BODY'S PROGRAMMED YOUR STUDENTS ARE USING.
YOUR GRADE LEVEL, YOUR ABILITY TO READ AT GRADE LEVEL DEPENDING ON THE SKILL THAT I'VE BEEN INTRODUCED TO YOU IN THAT GRADE LEVEL.
THAT EXACTLY CIRCULATION THEN I NEED TO GO TO WORK ON AND PRESENT THOSE BACK.
[00:35:01]
[LAUGHTER]>> I GUESS I'D LIKE TO MAYBE EVERYBODY ELSE'S SATISFIED WITH SOME NEW WHITEBARK, WHICH IS ONLY A POINT AND A HALF HIGHER THAN LAST YEAR.
BUT I'M INTERESTED IN HOW MANY KIDS, AT THE END OF FIRST GRADE CAN READ AT GRADE LEVEL? THAT'S WHAT I WANT TO KNOW.
I KNOW YOU REALLY UNDERSTAND IT WELL, MR. YEAL, AND SO I'M NOT QUESTIONING THAT AT ALL, BUT I DON'T, AND I JUST WANT TO CAN THEY READ.
PERSONALLY, THAT'S WHAT I WANTED TO BE FOCUSED ON, CAN OUR KIDS READ AT GRADE LEVEL BECAUSE IT WAS ANGRY TO GRADE LEVEL AND THEY MIGHT HAVE A CHANCE TO BE ABLE TO BREATHE AT GRADE LEVEL AND SECONDARY.
THEN OTHERWISE, I THINK 1.1 DOESN'T SOUND LIKE ALONG TO ME.
>> YOU WANT TO ADJUST THE GOAL?
>> I DON'T EVEN KNOW WHAT THAT GOAL MEANS. HOW MANY? I KNOW YOU GO PRETTY ELABORATE ANSWER AND MAYBE ALL OF YOU ALL GET IT AND YOU ALL CAN EXPLAIN IT TO ME.
I DON'T GET IT. I DON'T KNOW WHAT YOU'RE TELLING ME THAT GOAL MEANS.
>> IT'S A LOT MORE ABSTRACT THAN WE'VE LOOKED AT YEARS AGO.
IN LINE, JEFF SAID WE USED TO DO IT ON OUR READING LEVELS.
THE CHILD WAS LIKE AN H AT THE END OF FIRST GRADE.
THEN THEY WERE ALL READING LEVEL [NOISE] OR ABOVE.
NAIL, THE RESEARCH POINTS MORE TO THE SKILLS-BASED TO WHERE THAT WE'RE LOOKING AT DECODING PHONOLOGICAL AWARENESS, THINGS LIKE THAT IN ONE AREA.
NOW ON THE OTHER SIDE WE'RE LOOKING AT COMPREHENSION.
THE MAP TEST, IT GOES IN AND ACCESS FOR ALL OF THOSE THINGS THAT DID IT BREAKS IT DOWN TO WHERE THAT YOU'RE NOT GETTING A PICTURE OF THE WHOLE STORY, BUT YOU ARE GETTING A PICTURE OF HOW MUCH THESE KIDS KNOW TO GET OUR SKILLS.
>> BUT THEN AT THE END OF THE YEAR, WE HAVE HALF OUR KIDS ARE NOT AT GRADE LEVEL READING, SO THAT'S PROBLEMATIC TO ME.
TO BREAK IT DOWN, IF WE'RE MISSING SOMETHING IN THE PROCESS, IF THEY'RE NOT READING IT?
>> LET ME ASK THIS QUESTION WITH A WARM PREFER A BOWL THAT WAS SAID THAT EXPRESSED JUST THAT THIS X PERCENT OF STUDENTS WILL BE MEASURED ON GRADE LEVEL, 70 PERCENT OF OUR STUDENTS WILL BE ON GRADE LEVEL, 80 PERCENT OF OUR STUDENTS WILL READ ON GRADE LEVEL [NOISE] VERSUS MAC BRITS FOLDERS.
>> I GUARANTEE YOU THE PUBLIC WOULD UNDERSTAND THAT THE MYTHS, BECAUSE [OVERLAPPING]
>> WE WOULD GET BACK INFORMATION FROM THE SITE THAT FROM THE MAC, CAN YOU? [BACKGROUND].
>> WE CAN LOOK AT OUR STUDENTS REFORM AND THOSE FOUNDATIONAL SKILLS, PRINT AWARENESS, AND LOOK AT OUR ACHIEVEMENT INCREASES IN THOSE CATEGORIES SPECIFICALLY, GIVE YOU A TRUE PICTURE OF THAT TO SIT HERE AND BULLET TEXT AND SAY THAT THIS IS A FIRST GRADE LEVEL TEXTS IS VERY CENTERED UPON THE SKILLS EXHIBITS THAT WE'RE USED TO, SO IT DIDN'T REALLY WORK INTO A LOT OF THE THINGS THAT WE'RE PUSHING OUT OF THAT.
BUT I THINK WE COULD DEFINITELY SOMEBODY.
>> WHAT I'M HEARING IS THAT THE GOAL WE'RE TALKING ABOUT TODAY IS THE GOAL.
YOU GET TO THE GOAL AND HOW YOU DEVELOP AND ISSUES THAT WILL ALLOW YOU TO ACHIEVE [OVERLAPPING].
>> POINT TOTAL SEATING THERE WOULD SHOW AN INCREASE HIS CAMPBELL'S OR PURCHASES.
>> IF WE CAN ASCERTAIN HOW TO BREAK THIS DOWN FURTHER AND ACHIEVE WHATEVER GOAL WE SAID.
NO. I DON'T WANT US TO GO FOR SAYING SORRY.
>> I DON'T THINK IT IS CORRECT AS FAR AS THIS DISCUSSION IS CONCERNED, WE NEED TO CONCENTRATE ON DIFFERENT SEGMENTS OF A GRADIENT.
THAT'S GREAT. BUT I DO THINK IT GOES.
YOU JUST NEED TO GET THAT RIGHT.
>> ABSOLUTELY. I DON'T THINK THAT WHEN WE WERE TALKING ABOUT THE DIFFERENT, THIS MAP TEST IS MORE FOR DIAGNOSTICS THAT THE TEACHERS CAN LOOK AT IT AND GO, OH, THESE KIDS NEED TO BE GROUPED TOGETHER.
I NEED TO WORK WITH THEM ON THIS SCALE.
WHAT WE'RE LOOKING AT AS A CAREER IS, JUST WANTED OUR KIDS STATE? WHERE DO THEY STAND IN AND WHERE DO WE WANT THEM NEXT AT THE END OF YEAR?
>> YES, MICHELLE, I PERSONALLY PREFER AT GRADE LEVEL, PERSONALLY.
WELL, THEY ALL WANT IT TO BE RED OR DO YOU WANT [OVERLAPPING]
>> IT MAY BE NECESSARY TO HAVE A DIFFERENT ASSESSMENT TOOL.
>> THE TEACHERS CAN HAVE THE TWO TAKEAWAYS THAT THEY SHOULD PROCEED.
[00:40:06]
I'M JUST SAYING I DON'T WANT TO KNOW THE 171.5, BUT THAT MEANS I'VE AGREED TO 42 PERCENT OF READING.>> I THINK IT'S IMPORTANT TO NOTE THAT EACH CAMPUS ALSO HAS THEIR OWN PLAN.
AN ELEMENTARY SCHOOL, THIS GOAL MIGHT BE PERFECT FOR THEM TO INTERPRET FOR THEIR STORES, BUT I UNDERSTAND THAT THE DISTRICT LEVEL, THE BOARD POINTING MORE BROAD GOAL, I CAN COMPLETELY UNDERSTAND THAT.
WE CAN GO BACKWARDS A LITTLE BIT ON THESE.
NOW THE FIRST ONE IS PREPAID, IT'S ON THE CIRCLE IS BASED ON PERCENTAGES.
WE'RE GOOD NOW. THEN THE KINDERGARTEN ONE IS AGAIN, WELL, THE LETTER MAYBE IS BASED ON PERCENTAGE, MAC IS BASED ON A RED SCORE.
THAT WE REWORK THAT PART OF THAT WHERE HE WORKED TO BE A PERCENTAGE OF [OVERLAPPING]
>> MAPS IS A TOOL THAT HAS BEEN PROVIDED TO THE CAMPUSES FOR THEM TO KNOW WHERE THEIR CHILDREN ARE, THAT THEY CAN THEN DECIDE HOW THEY TEACH THEM AND PULL THEM OUT.
BUT FROM A WARD GOAL, THAT'S NOT MY BUSINESS.
MY BUSINESS IS I SEE IT AS 100 PERCENT OF OUR KIDS READING AT GRADE BOOKS.
>> THEY WOULD TRANSFER THAT DATA TO PERCENTAGES THAT WE CAN UNDERSTAND.
>> I JUST WANT THE BOARD TO LET ME KNOW TO EXPEDITE YOUR TIME TO WHAT GOALS FOR THINKING LIKE FOR MAC, FOR THE KINDERGARTEN LEVEL AT MAC, WHAT WOULD BE IN YOUR MIND AND ACCEPTABLE GOAL FOR THAT MAC? AT A PERCENTAGE, HOW MANY OF OUR PERCENTAGE WOULD BE LIKE OUR KIDS TO BE ON?
>> WELL, DO YOU WANT TO KNOW WHAT IT IS NOW?
>> I CAN CHECK WELL, I CAN'T SHOW YOU THE CURRENT LEVEL.
>> YOU GUYS ARE PUMPED WITH THE BOARD GOALS? YOU GO BACK TO YOUR BOARD GOALS AND ACTUALLY SAYS THAT YOU WILL INCREASE, KNOW THAT THESE ARE THE COURSE OBJECTIVES WHICH ARE MEASURING WITHIN THE NEXT LAYER INSIDE.
INCREASE 34 PERCENT OF YOUR GRADE LEVEL 3,.
>> TO 70 PERCENT FOR THE THIRD GRADERS.
BUT HERE WE'RE TALKING ABOUT KINDERGARTEN [OVERLAPPING]
>> YOU BUILD YOUR SCAFFOLDING.
MY FIRST GRADERS, WE WANT THAT RISK SCORE TO BE THIS IS ACTUALLY THE AVERAGE RISK SCORE IS 13.
NATIONAL AVERAGE IS 13 POINTS.
WE'RE ACTUALLY GOING HIGHER BECAUSE THE NATIONAL IS 160, OR 154.
>> IS THAT THE NATIONAL AVERAGE?
>> NATIONAL AVERAGE IS LIKE 160. WE'RE JUMPING. THE NATIONAL AVERAGE WAS 13 POINTS.
WELL, DAC IS THAT YOU CATCH UP, SO WHEN YOU DO AT 17.
BUT THAT'S YOUR BOARD GOALS, YOU'RE ACTUALLY WELL ENOUGH.
>> BUT IF WE'RE STARTING AT 154 AND THEY'RE STARTING AT 160 AND WE'RE GETTING TO 171, THEY'RE LIKELY TO BE GETTING TO 175.
>> MS. MCGREGOR, WHY NOT DO THIS? WE'LL DO THIS ANOTHER WAY, ONE MORE TIME.
ON THESE GOALS, THEY ARE WRITTEN WITH A MAX FORCE, THOSE COULD BE REWRITTEN, BASED ON THE LATEST STAR-DATA.
BASED ON WHERE OUR STUDENTS ARE NOW.
YOU COULD BE PROVIDED THAT INFORMATION AS A BOARD, AND THEN YOU COULD MAKE THE DECISION.
WE COULD MAKE A RECOMMENDATION AS TO WHAT MAY BE AN APPROPRIATE THE THOUGHT OF THE DAC, WHAT AN APPROPRIATE GOAL WOULD BE.
PROVIDE THAT TO THE BOARD AND THEN THE BOARD COULD MAKE THE RECOMMENDATION.
IF YOU DO THAT, YOU ALSO MAKE IT RELATIVE TO US BECAUSE I THINK ONLY WAY HERE MRS. MCGREGOR SAY IS, IF WE'RE AT 40 PERCENT AND YOU'RE SAYING, HEY, WE WANT TO GET TO 50 PERCENT.
THAT SOUNDS GOOD. BUT IF THE REST OF THE NATION IS AT 60 PERCENT
>> WHY DON'T I DO THIS? WHENEVER I BRING THAT BACK TO YOU, I CAN ALSO PUT WHAT THE STATE AVERAGE WAS.
WOULD THAT BE SETUP TO HAVE FOR THE BOARD SO YOU DON'T HAVE A MISTAKE PERFORMED? THAT'S AVAILABLE IN THOSE REPORTS.
SO YOU CAN SEE HOW STUDENTS ACROSS THE STATE IN FIRST GRADE SCHOOL WORK OR HOW STUDENTS IN SECOND GRADE ACROSS THE STATE PERFORM?
>> COULD YOU THEN TAKE IT ANOTHER STEP AND PUT MY QUINTILE?
[00:45:06]
THE AVERAGE STUDENT IN THE STATE IS HERE, BUT, THE TOP 20 PERCENT ARE HERE, TOP 40 PERCENT ARE HERE AT THE TOP, IS THAT POSSIBLE?>> I DON'T KNOW THAT THE REPORTS BREAK DOWN LIKE THAT, BUT I CAN DO A LITTLE RESEARCH AND SEE.
I CAN GET WITH THIS COLOR. [OVERLAPPING].
>> THAT'S MAYBE TOO MUCH DETAIL.
>> WELL, I CAN'T TELL YOU YES OR NO.
>> IF THE GOAL IS TO GET TO THERE, WE NEED TO KNOW WHERE THERE IS. I GUESS.
>> IF YOU COULD TELL ME WHAT 183, FOR EXAMPLE, IN SECOND GRADE STUDENTS WILL INCREASE BY 13 PERCENT THEREFORE, WE'D GET 183.
WHAT DOES THAT TRANSLATE TO IN PERCENTAGE OF READERS? GRADE LEVEL READERS, I DON'T THINK THAT THERE'S A CORRELATION BETWEEN 183 [INAUDIBLE].
>> WHAT I THINK I'M HEARING FROM THE BOARD IS YOU WOULD PREFER A PERCENTILE THAT SHOWS WE WOULD PREFER THAT X AMOUNT OF OUR STUDENTS HIT THIS MARK BY THE END OF THE YEAR, AND THIS IS WHERE THEY'RE CURRENTLY AT.
CURRENTLY OUR STUDENTS ARE SITTING AT THIS AMOUNT, AND THIS IS WHERE WE'D WANT OUR STUDENTS TO GO BY THE END OF THE YEAR.
>> WHAT THE STATE AVERAGE IS [OVERLAPPING].
>> WHAT THE STATE AVERAGE IS [NOISE] THE MOST CURRENT INFORMATION WE HAVE?
>> I THINK THAT'LL BE [OVERLAPPING] FOR US.
>> YES. I'LL PAUSE BECAUSE THERE'S NO REALLY A REASON TO GO MUCH FURTHER.
I'LL JUST PAUSE AND GATHER THAT INFORMATION [OVERLAPPING].
>> THANK YOU SO MUCH MS [INAUDIBLE] [LAUGHTER].
>> WANT TO SEE A NATIONAL AVERAGE.
>> NOW, I WILL TELL YOU THE TEA REPORT OR JUST BASED ON THE STATE OF TEXAS BECAUSE IT'S [OVERLAPPING].
THE STORE MANIPHONE RELATES TO THE NEXT LINE.
[OVERLAPPING] WE'RE GOING TO HAVE ACTION NEEDED, BUT WE'RE GOING TO GO LIKE THAT [OVERLAPPING] AND WE'LL WAIT [OVERLAPPING].
ANYTHING ELSE FOR YOUR PRESENTATION?
DO YOU HAVE ANYTHING ELSE [INAUDIBLE].
>> [OVERLAPPING] IF YOU HAVE ANYTHING ELSE FOR ME, I'M HERE FOR YOU.
>> WE'LL SEE YOU AGAIN NEXT MONTH.
>> YES, I DO APPRECIATE YOU VERY, VERY MUCH AND FOR DOING THIS, BUT I KNOW THAT I APPRECIATE THE BOARD FOR THE INTERESTS [OVERLAPPING] BECAUSE WE'VE HAD BOARDS.
>> I'VE DONE THIS IN THE PAST, YEARS AGO, AND NEVER HAD THESE TYPE OF QUESTIONS.
>> SO I THINK IT'S REFRESHING.
HONESTLY, I HAVE NO PROBLEM BRINGING BACK INFORMATION THAT SATISFIES THE BOARD. THAT'S MY JOB.
>> WELL, I APPRECIATE THESE PEOPLE THAT THEY'RE INTERESTED ENOUGH TO ASK THIS QUESTION.
>> THANK YOU. IN EUROPE FOR THE NEXT [OVERLAPPING]
>> WOULD YOU LIKE MR. YEAL TO JOIN YOU.
>> MR. YEAL AND I WERE TOGETHER.
>> FOR SUBMISSION OF THE 2023 LEARNING SUPPORT.
>> YES, [INAUDIBLE] FALLS INDEPENDENT SCHOOL BOARD OF TRUSTEES, WE REQUEST TO APPROVE THE SUBMISSION OF THE 2023 LESS SUB-BRAND HAS SUBMITTED BY PERSONALITY OR FEDERAL PROGRAMS, AND MR. JEFF KEEL, DIRECTOR FILMMAKER, CURRICULUM.
FOR A MINUTE ABOUT DR. DOGGEDLY, SUPERINTENDENT OF SCHOOLS.
YOU WILL START ON CURRICULUM, YOU WANT TO START ON GRANT?
>> YEAH, [INAUDIBLE], GRANDSON. [INAUDIBLE]
>> THE POINT IS THERE'S A CURRICULUM OPPORTUNITY FOR YOUR GRANT TO PROVIDE YOUR RENT A MONTH, FOR THREE OF OUR ELEMENTARY SCHOOL CAMPUSES, AND SO IN COMMUNICATION WITH THE CURRICULUM OFFICE, THEY REQUESTED AT OUR RELIEF REQUEST THAT OUR PLOT FOR THE STRONG FOUNDATIONS IMPLEMENTATION GRANT.
IT IS PART OF THE LAST SUB CONTINUUM GRANT.
IT'S A PRETTY STRAIGHTFORWARD GRANT.
FOR THOSE OF YOU THAT ARE NOT FAMILIAR WITH GRANTS, SOME OF THEM ARE GUARANTEED SPOT WORKING GET IT.
THIS IS NOT, THIS IS A COMPETITIVE GRANT.
TTA GAVE US A LITTLE INFORMATION.
THEY EXPECT 75-150 AWARDS DEPENDING UPON AND THE DISTRICT SIZE.
THE DISTRICT SIZE DETERMINES THE ALLOTMENT AMOUNT.
DEPENDING ON THE ALLOTMENT AMOUNT DEPENDS ON HOW MANY WORDS THEY MAKE.
BASED ON OUR SIDES AS A DISTRICT, OUR ALLOTMENT WOULD BE APPROXIMATELY $160,000 FOR THE GRANT.
ADDITIONALLY, YOU WOULD GET $3,000 PER PARTICIPANT.
PARTICIPANT MEANS EVERY TEACHER, INSTRUCTIONAL COACH, AND SCHOOL LEADER.
[00:50:04]
IF YOU PUT PEN TO PAPER TO THAT FOR EVERY ONE OF THOSE POSITIONS AT THREE SCHOOLS PLUS THE 160,000, IT COMES TO ROUGHLY $300,000.THAT MONEY FOR THOSE INSTRUCTIONAL PIECES WOULD BE FOR PROFESSIONAL LEARNING.
THE $160,000 WOULD BE FOR IMPLEMENTATION, BUT IT REQUIRES YOU TO CONTRACT WITH A PROFESSIONAL SERVICE PROVIDER, WHICH IN OUR CASE WOULD MOST LIKELY BE REACHING THEIR PROVIDERS.
MOST LIKELY WE WOULD CONTRACT WITH REGION ON, AND THEN THERE'S A PIECE SPECIFICATIONS ON THE REMAINDER OF THE MONEY.
A LITTLE BIT COULD BE SPENT FOR SALARY.
A LITTLE BIT OF THE MONEY CAN BE SPENT FOR ADDITIONAL SUPPORTS WITH CURRICULUM.
WITH THE RECOMMEND, I'M SORRY, I NEED BACKUP.
PA PROVIDES THAT MATERIAL BACK IN TIME SUPPORTED BEFOREHAND.
THEY PROVIDE ALL THE INSTRUCTIONAL MATERIALS FOR YOUR WREATH MAP.
THAT DOESN'T COME OUT OF THE GRANT FUND.
BUT OUT OF THE GRANT FUND, YOU COULD ALSO, IF NEED BE USE A LITTLE OF THE GRANT FUNDS FOR LIFE DIGITAL LEARNING SUPPLEMENTS, THOSE KIND OF THINGS FOR YOUR WORKBOOK SUPPLEMENTS, AND YOU CHOSE TO IT THE DISTRICT GRANT MONEY FOR THAT.
THERE'S FUNDS THAT WOULD BE AVAILABLE FOR THAT.
THAT'S A LITTLE BIT ABOUT THE GRANTS TO DO, THE FIRST WEEK IN DECEMBER.
THE NOTIFICATIONS FOR AWARD WILL BE MADE BY FEBRUARY 8TH.
WE SHOULD KNOW WHETHER OR NOT WE RECEIVE THE AWARD BY THEN.
>> GIVING THEM WHAT [INAUDIBLE] [OVERLAPPING].
>> THEY WANT TO HEAR MET LEVEL EITHER GOT FOR LATER.
MRS. NASH, WOULD YOU TELL US ABOUT YOUR ECHO WHATEVER WEEK?
>> THAT HAS GONE. THAT'S WHY MR. HILL WAS UP HERE BECAUSE HE HAS THE CURRICULUM.
>> IN THE GRANT, WOULD THERE BE FUNDS IN THERE THAT COULD BE USED FOR TUTORING FOR STUDENTS [OVERLAPPING].
>> IT DIDN'T SPECIFY TUTORING.
IT SPECIFIED FOR IMPLEMENTATION.
THE NAME OF THE GRANT IS ACTUALLY WRONG FOUNDATIONS IMPLEMENTATION.
IT'S SPECIFICALLY FOR THE PROCESS OF LEARNING HOW TO IMPLEMENT THE EUREKA MATH CURRICULUM.
IT'S TECHNICAL FOR REACHING OUT ALLOWS YOU OR SALARY, PUSH IT AND YOU WANT TO PROVIDE THAT AT THE DISTRICT LEVEL FOR CURRICULUM.
AGAIN, THOUGH, YOU COULD PROVIDE SCAFFOLDS FOR TEACHERS.
[OVERLAPPING] IT'S NOT THAT THE TUTORING IS NOT SPECIFIED [OVERLAPPING].
>> DO WE HAVE TITLE BONDS [OVERLAPPING].
>> WE HAVE PLENTY OF TITLED SEE FUNDS FOR CAMPUSES CAN USE FOR CATERING. YES, MA'AM.
>> I GUESS YOU'RE DONE. [INAUDIBLE] [LAUGHTER]
>> EUREKA MATH IS ESSENTIALLY,
[IX. SCHOOL ADMINISTRATION]
IT IS THE TEA OER MATERIALS, THE OPEN EDUCATION RESOURCE IS THE TK SPONSORED MATH CURRICULUM, VERY SIMILAR TO THE PROCESS THAT WE'RE ROLLING OUT THIS YEAR WITH AMPLIFY, WHICH IS THE TEA SPONSORED READING FOR EACH ONE.YOU'LL SEE THAT THE COMPONENTS OF EUREKA MATH FOLLOW ALONG TO THE SAME, SIMILAR COMPONENTS THAT AMPLIFIES PROVIDING US FOR READING.
THE DAILY LESSON PLANS, OBVIOUSLY THE BIGGEST COMPONENT THERE THAT YOU'LL SEE.
ALSO THE UNIT ASSESSMENTS, MODULE ASSESSMENTS ACTUALLY AS THEY'RE CALLED, ARE OCCURRING HALFWAY THROUGH THE MODULE AND THEN ALWAYS THE EUREKA MODULE AS WELL.
THERE'S ALSO ACCESSIBILITY FOR ALL LEARNERS, MEANING THAT IT COMES IN ENGLISH AND IN SPANISH.
THAT HAS BEEN A BIG GAME-CHANGER, OUR DEPARTMENT HAVE BEEN WORKING WITH OUR BILINGUAL DEPARTMENT TO HAVE A CURRICULUM AT, FOR EXAMPLE, SOUTHERN HILLS THIS YEAR THAT OUR ENGLISH READING STUDENTS AND SPANISH READING STUDENTS ARE DOING THE SAME MATERIALLY, SAY, HAS BEEN A REALLY BIG BENEFIT.
BUT ALSO THIS EUREKA MATH PROGRAM IS GOING TO FOLLOW THE MOST RECENT RESEARCH-BASED INSTRUCTIONAL STRATEGIES ON HOW BEST TO TEACH MATH AND HOW BEST STUDENTS LEARN MATH.
IT'S GOING TO FOLLOW THAT IN A VERY SYSTEMATIC APPROACH, PROVIDING THE DAILY LESSON PLANS FOR TEACHERS.
IT ALSO INTRODUCES THAT VOCABULARY DEVELOPMENT AND CREATES A DEVELOPMENTALLY APPROPRIATE EUREKA ASSESSMENTS THAT REMAIN AND PROVIDED THAT WE WOULD BE ABLE TO TAKE THROUGH THE TOOLBAR SYSTEM, WHICH IS THE SAME ASSESSMENT SYSTEM THAT STAR IS GIVEN THROUGH.
THIS IS AN OVERVIEW OF WHAT YOU MIGHT SEE WHEN YOU OPEN UP ONE OF THE UNITS WITHIN EUREKA MATH, AND SO IT GIVES A GENERAL OUTLINE HERE OVER THE PACING AND DIFFERENT STANDARDS THAT'LL BE TAUGHT WITHIN THAT UNIT.
AS YOU LOOK INTO EACH, THE LESSON ORGANIZATION PIECES,
[00:55:02]
IT'S GOING TO GIVE THE SUGGESTED LESSON STRUCTURE, MEANING THE TIMES DEVOTED TO EACH LESSON.THIS IS SIGNIFICANTLY DIFFERENT FROM WHAT WE'RE FINDING WITH OUR AMPLIFY LESSONS WHICH ARE SIGNIFICANTLY LONGER.
IN K3, THE READING LESSON, WE'LL TAKE TWO HOURS.
THE EUREKA MATH, FIRST GRADE AND FIFTH GRADE HAS A 60-MINUTE LESSON.
KINDERGARTEN HAS A 50-MINUTE LESSON.
NOW WHAT WE'RE BEING TOLD NOW IS THAT IT'S PROVIDING US THOUGH WITH ABOUT 90 MINUTES OF INSTRUCTION THAT TEACHERS PICK, [INAUDIBLE] 60 MINUTES, SO WE'RE ABLE TO DO MORE OF SOME, LESS OF OTHERS.
THE FIRST COMPONENT IS A FLUENCY PRACTICE, WHICH IS KIND OF THAT ACTIVATION PERIOD, THAT WARM-UP ACTIVITY WHERE STUDENTS ARE TIED INTO THAT.
IN FACT, FLUENCY, DIFFERENT TYPES OF NUMBERS AND SKILLS THAT ARE MOST IMPORTANT AS A FOUNDATIONAL SKILLS.
IT ALSO THEN PROVIDES AN APPLICATION PROBLEM FOR STUDENTS WHEN THEY START TO SEE THE BIG TRANSITION OF MATH INSTRUCTION GOING FROM CONCRETE SO IT'S USING MANIPULATIVES, SEEING IT.
THE [INAUDIBLE] REPRESENTATIONAL, WHICH IS WHAT YOU WOULD SEE IT.
THERE WAS ACTUAL PROBLEM WITH LIGHT AND THEN IT FINISHES WITH ABSTRACT, WHICH IS WHERE STAR IS GETTING OUR STUDENTS IN.
IT'S TAKING THEM FROM THAT GRADUAL PROGRESSION AS EACH LESSON FLOWS THROUGH.
THE COMPONENT IS IN THE CONCEPT DEVELOPMENT.
THIS IS THE MEAT OF THE LESSON SO THIS IS REALLY WHEN THE NEW LEARNING IS TAKING PLACE AND THE MOST TEACHER-STUDENT ENGAGEMENT WOULD BE OCCURRING.
THEN IT FINISHES BLOCKER BY DAILY INDIVIDUAL PRACTICE FOR STUDENTS.
THAT ALLOWS FOR THE TEACHER AT THIS TIME TO DIFFERENTIATE WORK WITH DIFFERENT GROUPS ASSIGNED TO YOUR PROBLEM SETS, IT WORKS THROUGH JUST DIFFERENT THINGS VERSUS ARE ABLE TO SIT AND WORK INDEPENDENTLY ON THAT MATERIAL.
THEN IT FINISHES WITH A DAILY EXIT TICKET.
THIS IS THE ASSESSMENT OF THE DAY, TEACHERS WILL BE ABLE TO USE THIS INFORMATION TO EVALUATE THE SUCCESS OF THE LESSON AS THEY GEAR UP FOR THE NEXT DAY.
ALL OF THOSE ASSESSMENTS, WELL, THERE'S DIFFERENT FORMS OF THOSE ASSESSMENTS.
OBVIOUSLY WE SAW FROM THE BEGINNING, BUT THEY'RE AVAILABLE AT [INAUDIBLE] WHICH I THINK IS A HUGE IMPACT BECAUSE IT'S THE SAME SYSTEM THAT STUDENTS TAKE IN STAR.
ALL THE NEW ITEM TYPES WOULD BE PRACTICED AND REHEARSED IN THERE AS WELL.
THAT WOULD BE AVAILABLE FOR OUR STUDENTS IN GRADES 3, 4, AND 5.
THEN THIS SHOWS SOME OF THE DIFFERENT LANGUAGE SUPPORTS THAT WE [INAUDIBLE] WITH THE CRITERIA THAT WE SAW FROM THE BEGINNING WITHIN THE SPANISH SIDE AS WELL.
[OVERLAPPING] WHAT THIS IS, THIS IS A CURRICULUM THAT'S ALIGNED TO THE MOST CURRENT BEST PRACTICES OF HOW BEST TO TEACH MATH AND HOW BEST STUDENTS LEARN MATH.
IF THAT SUITES NEW MATH MAYBE, BUT WE ALSO DO HAVE NEW READING, WHICH IS TIED TO THE BEST WAYS TO TEACH READING.
WHAT THIS WOULD DO IS THIS WILL EQUIP OUR TEACHERS WITH THE RIGHT MATERIAL TO TEACH STUDENTS HAVE THE RIGOR AND THE LEVEL THAT THE STAR IS PROVIDING THEM.
BUT YEAH, WE COULD DO THAT FROM TIME TO TIME, THE NEW METHOD.
>> PERSONALIZATION CAN A TEACHER DO WITH THIS IS THAT PRESCRIPTIVE AND YOU DO [OVERLAPPING]
>> I WOULD THINK THAT WITHIN MATH, YOU'RE GOING TO SEE A LOT MORE PERSONALIZATION IN THE SENSE THAT YOU'RE GOING TO STILL SEE A SKILL [INAUDIBLE] APPROACH.
IT'S ALSO PROVIDING THE TEACHER WITH OPTIONS TO USE WITHIN THEIR LESSON AND SO THEY'RE ABLE TO PICK AND CHOOSE FROM WITHIN THAT.
THAT'S CONVERSATIONS THAT WE HAD TODAY AT BOTH CAMPUSES WHERE I WAS DOING WALKTHROUGHS WAS HOW THE TEACHER PERSONALIZES AND INTERNALIZES THAT LESSON, IT MAKES IT HER OWN, IS WHAT REALLY MAKES IT SUCCESSFUL FOR THE STUDENTS.
WHAT THIS IS NOT, IS THIS NOT A SCRIPT.
THIS IS NOT A READ THIS LINE, READ THIS LINE, READ THIS LINE.
IT DEFINITELY DOES REQUIRE THAT INTERNALIZATION AREN'T QUITE CASES ARE FINDING OUT THAT IT'S MORE WORK TO HAVE LESSON PLANS IN ADVANCE IN TIME.
THAT IS PREPARING LESSON PLAN FROM THE BEGINNING.
SO IT DOES REQUIRE A LOT OF WORK ON THE FRONT END.
BUT I THINK WHAT'S BEEN SO NICE.
WE'VE LOOKED AT ALREADY IMPLEMENTATION, WE'RE NOT HAVING TO QUESTION THE WHAT ANYMORE BECAUSE WE KNOW THE WHAT IS QUALITY.
THAT TAKES OUT A LOT OF THE GUESSWORK.
THAT WAS A BIG ISSUE WHEN YOU'RE GOING INTO, LET SAY PRINCIPAL CALL THIS AS MY TEACHER WILL LET YOU FIND OUT NINE TIMES OUT OF 10 IS WHAT THEY'RE DOING IS LIKELY NOT APPROPRIATE.
NOW THOSE THREE CAMPUSES THAT THAT'S BEEN TAKEN OFF THE TABLE, IT'S DIRECTLY, IT'S A TEACHER OF MEDITATION TEACHER EFFECTIVENESS BECAUSE THE WHAT WE KNOW IS VOID.
>> [OVERLAPPING] I THINK IT WOULD BE TRAINED.
THIS WILL BE TAUGHT THE SAME DAY, SAME WAY IN ALL THREE OF THOSE SCHOOLS.
FOR A HIGHLY MOBILE COMMUNITY, A CHILD MISSED, THERE'LL BE ABLE TO BE AT THE SAME PLACE.
>> THAT'S OUR GOAL TO GET THIS OUT TO ALL OUR ELEMENTARY, FROM THE NORTHSIDE TOWN TO THE SOUTHSIDE TOWN.
>> I ASSUME THAT A LOT AS I'M TRAVELING TO DIFFERENT SCHOOLS, HOW MOBILE OUR STUDENTS ARE AND HOW STUDENTS ATTENDED SCHOOLS LAST YEAR AND IN THIS SCHOOL THIS YEAR.
THE QUALITY, CONSISTENCY WILL BE CREATED ACROSS OUR CAMPUSES WILL
[01:00:01]
GO TO DRAW OUR DISTRICT FORWARD SO MUCH BECAUSE NO LONGER ARE NICE AND SNUG UP THEIR SIXTH GRADE GRADUATION AND FOWLER AND NOT EVEN THE KIDS RAISE THEIR HAND OR THEIR EARS IN KINDERGARTEN. I'M JUST NOT SEEING THAT.>> ARE YOU SATISFIED WITH THIS EUREKA?
>> I DON'T KNOW IF I LIKE IT, I'VE NEVER SEEN IT IN ACTION, BUT I LIKE THE CONCEPTS, LIKE THE IDEAS.
I LIKED THE SCOPE AND SEQUENCE WHERE EVERYBODY CAN BE ON ABOUT THE SAME TIME, ON, ABOUT THE SAME TEAK ON OR ABOUT THE SAME TIME.
THE TEXT HAS AMPLIFIED READING CURRICULUM HAS BEEN GREAT AS WE WALKED INTO CLASSROOMS OVER AND OVER AND OVER AGAIN.
MR. HILL'S EXACTLY RIGHT, THE WHAT'S OFF THE TABLE.
PRIOR TO THAT, WE DIDN'T KNOW WHAT THEY WERE TEACHING BECAUSE THEY WERE SOMETIMES HAVING TOO MANY CHOICES IS A BAD THING.
>> BUT PRIOR SCORES THAT SEPARATE BECAUSE EVERYBODY DOING EVERYBODY WAS PULLING THEIR OWN THINGS.
REALLY TIGHT SIT UP AND TEXAS AMPLIFY.
ENGLISH AND SPANISH HAS BEEN GREAT FOR TEACHERS COULD GO IN AND SAY, HERE'S WHAT I'VE GOT TO TEACH TODAY.
THEN THERE'S A LITTLE FLEXIBILITY IN HOW I TEACH IT.
IT'S TEA BACKED AND I THINK IT'S GOING TO BE ALONG THE SAME LINES, BUT WE WON'T KNOW UNTIL IT'S ACTUALLY IMPLEMENTED AND SEE, DO WE LIKE IT?
>> A LITTLE BIT OF A RABBIT TRAIL.
IS THERE MUCH PUSHBACK FROM THE READING TEACHERS ON EVERYBODY FOLLOWING THAT SAME CURRICULUM?
>> WE FORGOT TO LOG INTO A CLASSROOM AND NOT SEEING THE CURRICULUM BEING FOLLOWED WITH FIDELITY.
IS THERE KICKBACK BECAUSE WE HAVE VETERAN TEACHERS WHO FOR THE FIRST TIME ARE BEING, I MEAN, IT'S LIKE MAKING FIRST-YEAR TEACHER AND THAT [INAUDIBLE] COMMUNICATED SO IT'S AT THE TOP.
THERE HAS BEEN A BIG SWING ESPECIALLY RECENTLY WHERE TEACHERS ARE NOW IN A PLC IS COMMUNICATING THAT THEY ARE SEEING THE TERM SO YOU JUST SAY, BECAUSE IT IS VERY RIGOROUS.
IT IS REQUIRING A LOT OF THE STUDENTS.
I THINK THAT IS SOMETHING WHERE WHEN YOU'RE SELECTING YOUR OWN MATERIAL, [INAUDIBLE] I'M GOING TO DO THIS OR INCIDENT THAT TAKES ONE COMPLETELY WHEN YOU'RE RESEARCHING.
[LAUGHTER] THAT'S WHAT THE RESEARCH IS SHOWING US THAT STUDENTS EXPOSURE TO HIGH LEVEL INSTRUCTION MATERIALS, [INAUDIBLE] MATERIAL IS JUST SOMETHING ESPECIALLY COMING OUT OF COVID WHERE WE JUST ASSUMED OUR KIDS NEEDED TO LOAD.
WE STARTED TO SCAFFOLD THE QUALITY OF THE WORK INSTEAD OF SCAFFOLDING SUPPORT TO GET TO THE QUALITY OF THE WORK AND THAT'S A HUGE MISTAKE.
WE KNOW THAT NOW AND THESE MATERIALS HELP PUT THE RIGHT RESOURCE IN THE HANDS OF OUR TEACHERS TO BE ABLE TO PROVIDE THE HIGHEST LEVEL OF INSTRUCTION THAT TEA PROVIDES.
>> TEA WAS VERY GENEROUS WITH THAT.
ASSUME THAT WE'D BEEN TALKING ABOUT A READING CURRICULUM, SOME OF US, FOR SEVERAL YEARS AND DR. LEE WORKED WITH TEA AND THEY BASICALLY GIFTED US THREE SCHOOLS FOR THE FIRST YEAR TO TRY IT OUT.
THEY HELPED US GET ON THE PATH AND WE'RE CERTAINLY APPRECIATIVE OF THAT. WE'RE READY TO GO.
I HAD FIVE MORE, THEY'LL ADD FIVE MORE AND KEEP EVERYBODY COMING IN [INAUDIBLE] SURELY WE'LL SEE BIG CHANGES.
THIS IS AN ACTION NEEDED IF WE'RE WILLING TO, THIS WOULD BE A GRANT.
IT'D BE ANOTHER WAY FOR US TO STRETCH OUR MONEY A LITTLE HARDER.
I GUESS MAYBE WE SHOULD HAVE HAD A MOTION BEFORE WE ASKED ALL [INAUDIBLE] BORDER DEFICIENCY. DO I HEAR A MOTION?
>> I'LL MAKE A MOTION FOR THE APPROVAL OF SUBMISSION AT THE LEARNING CELEBRATIONS OR SUBGRADIENT.
>> ANY OTHER QUESTIONS AND COMMENTS?
>> I GUESS MY QUESTION WOULD BE IF WE GOT THESE THREE WITH THIS GRANT, WE REALIZE EUREKA IS NOT FOR US.
WE'RE NOT OBLIGATED TO CONTINUE OR ADD FIVE MORE SCHOOLS OR THEN WE CAN TRY ANOTHER PROGRAM.
>> ANY OTHER COMMENTS OR QUESTIONS? ALL THOSE IN FAVOR SAY AYE.
>> ALL THOSE OPPOSED SAY [INAUDIBLE] PASSES UNANIMOUSLY. THANK YOU, MR. [INAUDIBLE]
>> MR. [INAUDIBLE] MR. [INAUDIBLE] AND MRS. [INAUDIBLE] FOR A PRESENTATION ONLY ON OUR STAR ASSESSMENT. YES. WELL, LET ME SKIP RECOMBINATION.
>> IT'S GOING TO START US OFF.
I WOULD LIKE TO PREFACE THIS BY SAYING, THESE ARE AGAIN PRELIMINARY SCORES.
AS YOU KNOW WE DO NOT HAVE RATINGS, BUT WE DID WANT TO GIVE YOU SOME TREND DATA SO THAT YOU CAN SEE PERFORMANCE AS COMPARED FROM PRIOR YEAR TO SPRING OF '23.
I'D LIKE THIS TO BE VERY CONVERSATIONAL, SO PLEASE STOP ME AS WE GO IF YOU HAVE A QUESTION OR A COMMENT.
[01:05:02]
COUPLE OF THINGS TO LOOK AT AS WE GO FORWARD.THESE ARE YOUR SPRING RESULTS, '23, AND WE'RE GOING TO BE LOOKING AT READING, MATH, SCIENCE, SOCIAL STUDIES, AND THEN OUR EOC TESTED COURSES.
OF COURSE, THIS IS YOUR DISTRICT LEVEL DATA.
WE HAVE NOT COMPILED INDIVIDUAL CAMPUS DATA, BUT IF YOU FIND THAT SAMPLE LIKE THAT, WE CAN CERTAINLY PROVIDE THAT TO YOU.
I WILL CREDIT MRS. KOHL, SHE PUT TOGETHER A BEAUTIFUL GRAPHIC HERE.
I WOULD LIKE FOR YOU TO CONSIDER A FEW THINGS AS WE GO THROUGH THIS.
ONE, THESE SPORTS ARE VERY REFLECTIVE OF THE CHANGE IN TESTING THAT WE'VE TALKED ABOUT, THE WAY THE TEST WAS DEVELOPED, THE ASSESSMENT ITSELF, AND ALSO THE WAY IT WAS PROVIDED TO STUDENTS WAS CHANGED OVER THE COURSE OF '22, '23.
ONE OF THE INDICATORS I WOULD LIKE TO LOOK AT WHEN I LOOK AT TREND DATA IS OUR TOP PERFORMING STUDENTS.
YOU WILL SEE THOSE TOP PERFORMERS IN GREEN.
AS YOU LOOK AT OUR DISTRICT CLOUD RESULTS FROM READING, YOU'LL SEE THAT AT THE STATE LEVEL, AT '22, WE HAVE LIKE 25% OF OUR KIDS AT MASTERS, AND THAT FELL TO 20% IN '23.
IF YOU LOOK AT OUR DISTRICT DATA, SAME MASTER STUDENTS WHERE IT'S 17% FELL TO 13%.
TO ME THAT SAYS VOLUMES ABOUT THE TEST.
THAT TALKS A LOT ABOUT THE CHANGE IN THE TEST.
IF YOU LOOK TO OUR MEETS GRADE LEVEL IS IN YELLOW AND THAT'S THE ONE THAT I'M VERY CONCERNED WITH.
WE ALL WANT OUR STUDENTS TO BE AT GRADE LEVEL, ANY STUDENT BELOW GRADE LEVEL UNTIL WE HAVE AREN'T DUTY.
YOU CAN SEE THERE IN OUR READING ASSESSMENT, AND THIS IS THE DISTRICTS ON THIS GOES AWAY FROM ALL THE WAY FROM THIRD GRADE THROUGH HIGH SCHOOL.
MATHEMATICS AGAIN THE DISTRICT AGGREGATE THAT GRAIN OUR TOP PERFORMING STUDENTS AT THE STATE LEVEL IN 2022, OR 20%, THAT FELL SLIGHTLY TO 18%.
YOU'LL NOTICE TOO THAT OUR DISTRICT NUMBER WAS NOT AT THE STATE LEVEL, BUT WE DID NOT FALL AS FAR AS THE STATE LEVEL.
THAT'S A GOOD INDICATOR FOR US, IS THAT OUR CLOSING SOMEWHAT MORE GAPS.
SCIENCE, YOU CAN SEE AGAIN THE DIFFERENCES BETWEEN THE STATE AND THE DISTRICT PERFORMANCE.
AGAIN, YOU CAN SEE SOME CHANGES THERE.
LOOKING AT OUR TOP PERFORMERS.
AGAIN, YOU SEE THAT THAT NUMBER DECLINED.
AGAIN, VERY REFLECTIVE OF THE CHANGE IN THE ASSESSMENT.
>> WILL YOU BE SPECIFIC WHEN YOU SAY IT'S THE TEST'S FAULT?
>> IT'S NOT NECESSARY THE TEST'S FAULT.
I DON'T MEAN TO SAY THAT, BUT THERE WAS A SUBSTANTIAL CHANGE IN THE DESIGN OF THE TEST TIME.
I'VE PREVIOUSLY, STUDENTS BASICALLY DID A STRAIGHT MULTIPLE-CHOICE TEST.
EVERY ASSESSMENT THAT WE GAVE THIS FOR 2023 INCLUDE A WRITTEN COMPONENT.
OUR TEACHERS HAD TO TEACH OUR STUDENTS THE NEW ITEM TYPES IN ORDER FOR THEM TO BE SUCCESSFUL ON THOSE PARTICULAR TYPES.
MANY OF OUR STUDENTS HAD NEVER TESTED ONLINE EVER BEFORE.
THEY TESTED ON PAPER PREVIOUSLY.
YOU'RE TALKING ABOUT THIRD GRADE STUDENTS WHO NOT ONLY HAS TO HAVE THE SKILLS TO DO THE MATH EQUATION, THEY HAVE TO HAVE THE SKILLS TO WORK THROUGH A COMPUTER.
THAT'S GENERALLY WHAT I WANT TO TALK ABOUT WHEN I'M SAYING A CHANGE IN THE ASSESSMENT.
>> IN THE PAST THE STUDENT ISN'T ALWAYS TAKING THE TEST ON PAPER, NOT ON THE COMPUTER.
>> NOT ALWAYS. WE'VE HAD THE OPTION FOR ONLINE FOR SEVERAL YEARS AND SOME OF OUR CAMPUSES OPTED TO DO IT ON PAPER AND SOME OPTED TO DO IT ONLINE.
>> IF THAT'S SOMETHING THAT WE WOULD WANT TO BE CONSISTENT ABOUT IN OUR DISTRICT?
>> THE STATE REQUIRES US TO DO ONLINE WITH A FEW EXEMPTIONS.
>> DOES IT WORRY YOU THAT THE FLOW STATE LEVEL UPON.
>> YES, MA'AM. IT ABSOLUTELY DOES.
IT WORRIES ME THAT WE'RE BELOW THE STATE AVERAGE.
>> EXCEPT WE'RE FAILING AND WE'RE HIGHER?
I WOULD ASK YOU TO REMEMBER THAT STATISTICALLY IT IS JUST THAT IT'S AN AVERAGE.
OUR DISTRICT IS NOT AVERAGE IN THE SENSE OF THE NUMBER OF SOCIAL ECONOMIC STUDENTS WE HAVE.
ONE ON AVERAGE IN THE NUMBER OF SPECIAL EDUCATION STUDENTS WOULD HAVE.
WE'RE ABOVE AVERAGE IN BOTH OF THOSE AREAS.
LOOKING AT STATE AVERAGE AS A COMPOSITE, WEARING THE SAME NUMERICAL AVERAGE IS HOW FAR WERE INSANE NUMERICAL AVERAGES HOLIDAY.
WE ARE BELOW THE STATE AVERAGE AND WE DID NOT WANT TO BE THERE.
BUT ALSO REMEMBER THAT IT IS AN AVERAGE.
>> BUT WE'RE GOING TO CHANGE NOW [LAUGHTER]
[01:10:02]
>> YES, MA'AM. UNTIL EVERY STUDENT IN THIS DISTRICT IS PERFORMING AT OR ABOVE GRADE LEVEL, WE HAVE WORK TO DO. IT'S AS SIMPLE AS THAT.
EVERY ONE OF THESE NUMBERS REPRESENTS A STUDENT.
I NEVER WANT TO KNOW STUDENTS COME FROM HOME WITH PARENTS WHO WANT THE VERY BEST EDUCATION FOR THEIR CHILD.
THAT'S OUR JOB TO DO, AND I THINK WE TAKE THAT VERY SERIOUSLY.
[NOISE] HERE YOU CAN SEE BY COHORT, THIS WILL SHOW YOU THE DIFFERENCES IN HOW KIDS PERFORMED FROM ONE GRADE LEVEL TO THE NEXT.
YOU'VE GOT YOUR FOURTH GRADE COHORT.
IT DEMONSTRATES HERE WHERE STUDENTS WERE IN THIRD GRADE AS OPPOSED TO FOURTH GRADE.
YOU'VE GOT YOUR RATING ON THE LEFT AND NAME ON THE RIGHT.
AGAIN, THAT RED LINE, THAT ALL OF THOSE RED, ONE, THAT'S NOT ACCEPTABLE.
ANY STUDENT THAT'S NOT IN YELLOW OR GREEN, THAT'S UNACCEPTABLE.
WE HAVE TO DO BETTER. YOU CAN SEE IN SOME AREAS LIKE OUR STUDENTS DO PROGRESS FROM ONE GRADE LEVEL TO THE NEXT. IN OTHER AREAS.
>> WHERE ARE WE AT OUR STRONGEST AND WHERE ARE WE AT OUR WEAKEST?
>> WELL, IT'S DIFFERENT FROM GRADE LEVEL TO GRADE LEVEL.
IN SOME AREAS WE DO A LITTLE BIT BETTER ON THE MATH AND WE DOING GREAT, BUT IT'S NOT CONSISTENT ACROSS THE BOARD IN SEMINARIES WERE STRONGLY AGREE AND THEN OTHER GRADE LEVELS.
YOU CAN LOOK HERE AND SEE HERE'S OUR STUDENTS WHO ARE FOR MOVING HIT THAT.
YOU CAN SEE THE DIFFERENCES BETWEEN HOW OUR STUDENTS, AND THE DISTRICT PERFORMED AS OPPOSED TO THE STATE LEVEL.
SIXTH GRADE IS A VERY PIVOTAL YEAR FOR STUDENTS.
OUR CURRICULUM, ESPECIALLY IN MATH, IS A LITTLE MORE CHALLENGING.
THEY LEARN A LOT OF NEW CONCEPTS IN SIXTH GRADE MATH.
IT'S A PIVOTAL YEAR FOR STUDENTS AND IT'S A YEAR THAT WE REALLY HAD TO FOCUS A LOT OF OUR EFFORT ON.
THIS LAYS THE FOUNDATION FOR SUCCESS FOR THE REST OF YOUR SCHOOL TO HIGH SCHOOL.
HERE SO I SAID A PRETTY COHORT.
WE DID CLOSE A LITTLE BIT OF OUR GAP IN READING AND SEVENTH GRADE, THAT 45 IS VERY PROBLEMATIC.
VERY PROBLEMATIC. PROBABLY ONE OF THE LOWEST MEASURES WE'VE HAD, HISTORICALLY.
>> FORTY-TWO IN MATH AND IT'S [INAUDIBLE] DON'T GET WHAT GRADE LEVEL IT WAS.
>> ANYTIME WE HAVE A SIGNIFICANT PORTION OF YOUR STUDENTS ARE NOT MEETING STANDARD, THAT'S A PROBLEMATIC PART.
I CAN TELL YOU THAT GAIN FROM SEVENTH TO EIGHTH GRADE, OUR KIRBY MEMBERS ARE REFLECTED THERE.
THE BIG GAME WE SAW IN KIRBY THAT 35% INCREASE OF THE GRADE MATH IS REFLECTED HERE.
HERE WE HAVE OUR UPGRADE COHORT.
ANOTHER PIVOTAL YEAR FOR STUDENTS LIVING IN THE HIGH SCHOOL.
BRINGING IS A LITTLE BIT DIFFERENT IN THIS PARTICULAR STATISTIC.
STUDENTS IN EIGHTH GRADE IN 2022 DID NOT HAVE A WRITTEN COMPONENT ON THEIR STATISTIC.
WHAT THEY LEARNED IN HIGH SCHOOL WHEN HAVE GREATER, THERE'S A COMPOSITION THAT WAS PART OF THAT MEASURE.
A LOT OF TIMES OUR STUDENTS WHO DID WELL IN EIGHTH GRADE LEVEL WOULD FALL BACK BECAUSE OF THE WRITING COMPONENT THAT WAS ADDITIONAL AMOUNT. [INAUDIBLE]
>> WHAT PEOPLE ARE SO UPSET, WE'RE NOT REALLY COMPARING APPLES TO APPLES ANYMORE. [NOISE]
>> THAT'S TRUE. IT'S VERY DIFFERENT.
YOU CAN SEE ONE LARGE GAIN THERE.
AGAIN, LOOK AT YOUR EIGHTH GRADE IN MATHEMATICS 2022, AND THEN PROGRESSION OF ANTENNA [INAUDIBLE].
THAT'S AN AREA THAT WE SAW SOME THINGS.
THAT IS ALL FOR DATA THAT I HAVE.
WHAT WE CAN'T ANSWER FOR YOU IS THERE ANY QUESTION? I WILL SAY I WISH THIS WERE BETTER.
>> [OVERLAPPING] THAT WE NEED TO BE DOING.
[01:15:02]
I SIT HERE AND I THINK WE EAT SMALLER CLASSES.DO WE NEED DISCIPLINE EVERY LEARNING ENVIRONMENT? THAT DISCIPLINE IS AN ISSUE IN SOME PLACES.
BUT I KNOW, THERE'S NOT A MAGIC BULLET, BUT THERE'S GOT TO BE SOMETHING THAT CAN BE TWEAKED OR WORKED ON.
THAT IS NOT JUST WHAT WE'VE DONE YEAR AFTER YEAR.
WHAT IS THE MET WHAT CAN WE DO THIS DRAMATIC AND DISRUPT OR CHANGE.
>> RESEARCH SHOWS THAT THE MOST SALIENT FACTOR IN CHILD'S SUCCESSES, THE TEACHER IN THE CLASSROOM, AND BEING ABLE TO SUPPORT OUR STUDENTS, PROVIDE THEM WITH THE TRAINING, PROVIDED THEM WITH THE RESOURCES.
>> THAT'S WHAT ITS SAYS TEACHER TRAINING.
>> THE TEACHERS HAVE TO [NOISE] SUPPORT.
THEY NEED TO BE SUCCESSFUL, AND THAT IS MERIT LEVELS OF SUPPORT.
THERE HAS TO BE A LEARNING ENVIRONMENT IS PROTECTED FOR THAT TEACHER.
I REMEMBER MANY YEARS AGO, WE MADE A RULE THAT YOU COULD NOT GET ON THE PA SYSTEM DURING INSTRUCTIONAL TIME BECAUSE IT WAS A DISRUPTOR.
BECAUSE IT WAS DISRUPTED SOMETIME.
THERE ARE SO MANY FACTORS THAT CAN COME INTO IT.
BUT PRIMARILY, IT'S GETTING WHAT THE TEACHERS NEED IN TERMS OF SUPPORT, TRAINING, HAVING THAT LEARNING ENVIRONMENT BEING THE VERY BEST OF CANDY WHEN THEY ARE LIKE CLASSROOM WITH THE STUDENTS.
I CAN'T TELL YOU HOW IMPORTANT FOR US SUPPORT IS, FOR THE CHILD TO GO HOME IN THE EVENING AND READ WITH THE PARENT.
THAT MATTERS. FOR PARENTS TO CHECK HOMEWORK TO ASK STUDENTS, HOW DID YOUR DAY GO? HOW ARE YOU DOING? FOR US TO PROVIDE THE FEEDBACK THAT THEY NEED SO THAT LOWER RATES TWO SONS AND I DIDN'T BELIEVE ARE MOST OF THE TIME, I'M READY TO SAVE IT THAT.
IF I SAID, ARE YOU DOING, THEY SAID FINE, THAT PROBABLY WASN'T GOOD.
FOR PARENTS TO HELP US HOLD KIDS ACCOUNTABLE FOR PARENTS AND LET US KNOW IF THERE'S SOMETHING WE NEED TO BE DOING TO SUPPORT THEIR STUDENTS AND THEIR FAMILIES. WE CAN DO THAT TOO.
>> I'D LIKE TO PUT A PLUG-IN FOR EARLY INTERVENTION PREPARED.
>> YOUNGEST STUDENTS THAT WE HAVE TO, BECAUSE THAT'S WHERE THEY'RE READING BEGINS.
IF THEY'RE READING ON GRADE LEVEL, JUST LIKE YOU SAID, WON'T GO MOVE UP TO THE NEXT GRADE LEVEL.
THEY'RE PROBABLY GOING TO BE MORE ON THE GRADE LEVEL THAT THEY NEED TO BE ON, THAT WE'VE GOT THESE PROGRAMS AND I JUST THINK THAT'S THE KINDERGARTEN, PRE-KINDERGARTEN.
>> IT'S KEY TO ALL OUR LITTLES TO BE PREPARED.
I SPENT MOST OF MY CAREER AT HASKELL LEVEL AND I WANT YOU TO KNOW ALL THOSE PARTICLES EVERY NOW FOR ELEMENTARY, MIDDLE SCHOOL.
[LAUGHTER] BECAUSE IF THEY WEREN'T SUCCESSFUL MY OWN IS SUCCESSFUL [INAUDIBLE].
THAT EARLY INTERVENTION, MAKING SURE THAT OUR KIDS CAN READ RIGHT BECAUSE FRANKLY, YOU CAN'T PASS A MATH TEST IF YOU CAN'T READ IT.
READING IS THE KEY TO ALL OF THIS, MAKING SURE THAT STUDENTS ARE PROVIDED THAT OPPORTUNITY, THAT INNOVATION IS IN PLACE TO HELP STUDENTS WHO MIGHT NOT GET FIRST TIME, MAKE SURE THAT THAT'S THERE FOR THEM.
IT WORKED DIRECTLY TO GET THINGS IN PLACE TO HELP.
>> READING ON GRADE LEVEL BEGINS WHEN THE CHILD WAS TWO YEARS OLD.
>> I HAVE A TWO-YEAR-OLD GRANDCHILD.
GREAT WORK WITH HER ON READING SHE'S TOO.
>> [INAUDIBLE] THESE GOT THE PAPER AND I TOLD HER FAMILY TO FIGHT WITH BIRD ON IT.
SHE SAID PAPS THAT'S A TWO CAN [LAUGHTER] [INAUDIBLE] KNOW THAT'S BECAUSE THE PARENTS ARE WEAK.
>> AT ALL DECISION IT'S NOT A BIG DEAL.
>> WE ALL GET THE FACIAL ON AT THE SAME TIME.
IT IS VERY IMPORTANT WITHOUT THAT TOO.
>> THAT JUST BECAUSE I DON'T HIT IT AT THE MOMENT.
MR. HEARTBEATS, IT DOESN'T MEAN WELL, THEY JUST NEED THAT LITTLE EXTRA PUSH.
>> THAT YOU SAY ABOUT [INAUDIBLE].
>> ONE MORE THING TO REMEMBER.
THE FUTURE THE FIRST THREE MONTHS I THINK THAT'S SO IMPORTANT, BUT IT'S ALSO HAVING A RAT ADMINISTRATOR IN THAT.
IT IS HELPING THOSE PEOPLE ACCOUNTABLE AND BEING THAT YOU'RE THERE.
>> MATCH OUT TO TAKE CARE OF OUR TEACHERS INCLUDE THAT BUILDING IN SUCH A WAY THAT STUDENTS CAN LEARN.
>> RELATIONSHIP BETWEEN STUDENTS AND TEACHERS IS REALLY IMPORTANT.
[INAUDIBLE] NOW, YOU DON'T HAVE A RELATIONSHIP [INAUDIBLE].
>> WITH YOUR LIFE YOU'RE ABSOLUTELY CORRECT.
>> [OVERLAPPING] I FEEL A LITTLE LIKE THE OXYGEN WAS
[01:20:02]
JUST SUCKED OUT OF THIS ROOM. I'M SORRY.>> NO OXYGEN TAKE FIVE MINUTES.
>> I THINK SO. I JUST THINK IT'S IT'S PRETTY SHOCKING.
I GUESS WHAT I WOULD LOVE TO HEAR OR KNOW IS, YOU SAY TEACHER IN THE CLASSROOM BUT THEN I HEAR ALL THE WAY UP TO MANY PROFESSIONAL DEVELOPMENT DAYS.
ALL THIS PUSHING BACK-AND-FORTH.
I DON'T THINK WE HAVE MUCH TIME.
I DON'T THINK WE HAVE TIME FOR WHAT THIS BUILT-IN POINTS HERE AND TWO POINTS THERE.
I THINK WE HAVE TO BREAK THIS CYCLE SOON.
I WOULD LOVE TO KNOW REALLY WHAT WE CAN DO TO IMPACT THIS.
>> WELL, NO, WE'RE DOING SOME THINGS.
THERE'S 41% OF EIGHTH GRADERS HERE.
A THIRD OF THE NINTH GRADERS FAILED MATH.
I JUST WOULD LIKE US TO EVALUATE WHAT MIGHT BE GAME CHANGERS, WHAT MIGHT BE DISRUPTORS, AND WHAT THE BOARD CAN DO.
I'M NOT SUGGESTING WE DO THE JOB, BUT FOR US TO BE GENEROUS AND DECISIVE AND CONVEY BOARD, CONVEY THE SUPPORT MORE THAN IS NEEDED.
THE MUSHROOMS. I THINK ACCOUNTABILITY IS A BIG ISSUE WE'VE HAD IN OUR DISTRICT.
I REALLY HOPE THAT CAMPUSES REMAIN INTO ACCOUNTABILITY.
I THINK ALL OF US HERE TAKE THIS VERY SERIOUSLY, THAT WE WANT OUR KIDS TO BE SUCCESSFUL AND WE KNOW YOU DO TOO.
I KNOW I'M PRETTY [OVERLAPPING]
>> IT'S CONCERTED EFFORT. IT IS NO SILVER BULLET.
NO UTILIZING BULLET IT'S A MULTIPLE ATTACK.
IT TAKES A LOT OF PEOPLE, PARENTS, TEACHERS, ADMINISTRATORS, AND TAKES A WHOLE LOT.
BUT YOU GOT TO REMEMBER, I SUSPECT THAT THESE NUMBERS ARE INDEED CORRECT, EFFECTED AT LEAST A CERTAIN PERCENTAGE BACKUP BIT.
>> THAT [INAUDIBLE] IN THE LIFE TIME IN CLASS YOU'RE IN ALTHOUGH WE WERE THERE.
>> WE WERE KIND OF THERE [OVERLAPPING].
THAT IS WHAT SHE MAKE IT EVEN MORE SUBMARINE IF YOU FACTOR THE COVID IN ON THE STATE RESULTS FOR A LOT OF DISTRICTS THAT WERE NOT THERE.
>> THAT'S CORRECT. I JUST PLEAD FOR URGENCY FOR US TO FIND A WAY, AND I DO THINK OUR CAMPUSES AND OUR TEACHERS AND STAFF DO THE ORDINANCE WORK.
I THINK THAT WORKS DILIGENTLY AND HAVE A LOT OF FIDELITY IN THEIR JOB.
BUT I DON'T WANT ANY KID TO DROP TO THE CORRECT. I KNOW YOU DID.
>> IF WE LOOKED IT BACK FROM A STANDPOINT OF OUR SCHOOL DISTRICT, HERE AT NURSING, TO WHERE THE DEMOCRATS WERE CLOSER THAN THEY WERE SOUND ON THE PERSON THING.
IF WE LOOK AT THOSE DEMOGRAPHICS IN COMPARISON TO THOSE OTHER SCHOOL DISTRICTS, ARE WE EVEN CLOSE THERE? THEN WHEN WE LOOK AT THAT, DO WE LOOK AT WHAT ARE THOSE SCHOOL DISTRICTS HAVING PROBLEMS WITH ARE THEY THE SAME THING THAT WE'RE HAVING PROBLEMS WITH MY DISCIPLINE IN THE CLASSROOM.
ACCOUNTABILITY AS FAR AS TEACHING AND THINGS LIKE THIS.
GETTING QUALITY TEACHERS, OR WHAT IS THE PROBLEM THAT THEY'RE HAVING? IT ISN'T THE SAME THING THAT WE'RE HAPPY.
ARE THOSE SCHOOL DISTRICTS AFFIDAVIT THAT ARE CLOSE TO OUR DEMOGRAPHICS THAT ARE SUCCESSFUL, WHAT ARE THEY DOING TO LOWER THIS? I FELT EVEN RIGHT. I WOULD LIKE TO SEE THAT.
I WOULD LIKE TO KNOW WHAT ARE THE DISTRICTS DOING CROSS THERAPY CONVICTS.
IF THEY'RE MORE SUCCESSFUL THAN US, WHAT ARE THEY DOING, AND WHAT CHANGES CAN WE MAKE TO HELP OUT THE TEACHERS AND SUPPORT THOSE KIDS TO WEAR THAT WE CAN GET AFTER GRADE LEVEL.
>> WHAT THEY ARE DOING THAT WE AREN'T [INAUDIBLE] THAT PROGRAMMING HAS MADE A CHANGE.
[01:25:08]
A LOT OF OUR DISTRICTS THAT ARE SIMILAR TO US IN DEMOGRAPHIC.>> OVER THE YEARS, IT'S GOING TO TAKE.
>> IT WILL TAKE SOME TIME. THAT'S WHY WE ARE SO FRUSTRATED BECAUSE IT PURPOSE OUT WITH FIDELITY TO IMPLEMENT IT WITH FIDELITY TO PROVIDE THE TRAINING AND TO HAVE THE FUNDING TO PUSH THIS OUT IN A DISTRICT THIS LARGE THROUGH NO FAULT OF OUR OWN TASTE.
I WOULD LOVE TO SAY THAT WE COULD START EUREKA MATH DISTRICT [INAUDIBLE] THIS YEAR, BUT THE RESOURCES, IT'S NOT AS MUCH ABOUT THE MONEY AS IT IS ABOUT HAVING PEOPLE IN PLACE TO [INAUDIBLE] THAT IMPLEMENTATION.
AMPLIFIER HAS BEEN A VERY HEAVY LIFT.
IT HAS BEEN TIME-INTENSIVE FOR OUR STAFF AS WELL AS THE REGION ON STAFF.
IT HAS BEEN A WAY WHERE LOVE EVERYONE HAS REALLY DEDICATED TIME AND ATTENTION TO THAT.
BUT WE ALREADY HAVE THE PEOPLE DETECT, IT WILL BE A CHALLENGE FOR US TO HAVE HAVE AMPLIFIED TO FIVE CAMPUSES, AND PROVIDE THE LEVEL OF SUPPORT WE'RE CURRENTLY PROVIDING.
AND IF YOU DON'T SUPPORT IT, YOUR IMPLEMENTATION WILL NOT TO BE WHERE IT NEEDS BE IT.
I GET AND I WOULD LOVE TO SAY THAT WE COULD, I DON'T THINK THE FUN THING IS REALLY AN ISSUE IS HAVING THE RESOURCES, A SUPPORT, WE NEED TO PLACE THAT IN FRONT OF OUR TEACHERS IN A WAY THAT THEY COULD UNDERSTAND IT.
>> I THERE A WAY TO GET THAT SUPPORT?
>> THERE WILL BE, WE CAN CERTAINLY EXPLORE THAT.
WE WOULD BE TALKING ABOUT INCREASING THE NUMBER OF PEOPLE WORKING AT THE DISTRICT LEVEL AND POTENTIALLY, PART OF THAT IS OUT OF OUR HANDS.
REGION 9 PROVIDES A WEALTH OF SUPPORT TO OUR DISTRICT, BUT THEY HAVE LIMITED STAFF AS WELL.
WE CERTAINLY DON'T CONTROL THEIR BUDGET, OR THEIR ABILITY TO BRING PEOPLE ON TO THAT.
I THINK CURVY IS A GREAT EXAMPLE.
>> IF YOU ARE WORKING WITH URGENCY, YOU SOMETIMES CAN ACCOMPLISH BECAUSE YOU HAVE TO.
WE'VE ROCK ALONG WITH CURVY AND IT HADN'T NECESSARILY HAVE AS MUCH ATTENTION MAYBE AS IT SHOULD HAVE HAD, UNTIL THIS YEAR.
THEN WE DID THIS AND THIS AND THIS AND WE CHANGED A LOT OF THINGS THERE.
>> NOT FOR NOTHING WHAT THE PLAN IN TITLE, BUT ALL THE PLAN FOR CURVY, WHERE I SAY IT WAS VERY BOLD.
IT WAS UNCONVENTIONAL, BUT WE SAW GREAT GAINS BASED ON THAT BOAT.
>> MAYBE WE NEED TO LOOK AT A BOLD PLAN ACROSS THE BOARD ON THIS AND SEE WHAT THAT COSTS US.
IF WE DON'T HAVE THE MONEY, HOW WE GET THE MONEY? I REALLY HAVE MY AGE, BUT I HAVE SUCH A SENSE OF URGENCY TO ADDRESS THIS THAT THESE KIDS ARE GROWING UP AND THEY'RE GOING TO BE OUT OF HERE.
>> TO INFLUENCE THAT CHANGE OR HAPPEN TOO CLOSE.
>> ANY OTHER COMMENTS, THOSE ARE GREAT THOUGHTS.
>> IT AIN'T SO MUCH THE MONEY AS IT IS THE PEOPLE WE'VE GOT DISLIKED.
THE LAST SILVER WERE FUNDING SOURCES AND RIOTS AND MONEY AND TEA, BUT I THINK EVEN REACH, AND I SAID, HOLD ON A SECOND.
WE DON'T EVEN THINK WE CAN HANDLE THIS ANYMORE.
SO IF WE DON'T HAVE THE PEOPLE REGION THAT WE GOT THAT, A BOWLING PLAYING AROUND THAT.
WE HAVE TO FIND THE RIGHT PEOPLE.
YES. BECAUSE AS WE'VE DEALT WITH A COUPLE COVER B.
[INAUDIBLE] OUR DISTRICT AND THEN SOME [NOISE] [OVERLAPPING]
>> WAS JUST A PRESENTATION ONLY.
[X. FINANCIAL SERVICES]
I MADE TWO SERVICES.>> SHE'S STRETCHING. [NOISE] [MUSIC]
>> THIS IS FOR ONETIME EMPLOYEE PAINT.
>>THE ADMINISTRATIVE RECOMMENDATION, THAT THE WICHITA FALLS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES APPROVE, A ONETIME PAYMENT TO ALL OTHER [INAUDIBLE] $1,000 WORTH AND CHIEF FINANCIAL OFFICER AND RECOGNIZED [INAUDIBLE] DISTRICT ADMINISTRATION WOULD LIKE TO PROVIDE ALL WFISD EMPLOYEES A ONETIME PAPER, OF $1,000 AS OUR ATTENTION BONUS TO THE ESTIMATE OF 1,630 EMPLOYEES IN THE DISTRICT.
THIS ONETIME PAYMENT AND THE MEDICARE BENEFITS WILL TOTAL THE DISTRICT $1,653,977.
THEY'RE ASKING THAT THESE EXPENDITURES WE MAKE WITH THEM, THE FUND BALANCE AT THE GENERAL FUND.
>> REQUIRE ACTION. DO I HEAR A MOTION?
[01:30:01]
>> I MOVE TO APPROVE THIS ONETIME PAYMENT [INAUDIBLE]
>> [LAUGHTER] WE'VE GOT THE LIST OF THE EMPLOYEES PROVIDED BY HR.
WE HAVE EVERYTHING READY TO COME OUT OF THE GENERAL FUND.
>> ALL EMPLOYEES TOP TO BOTTOM, BOTTOM TO TOP.
>> IS IT REALLY ABOUT LAWS THAT WOULD SHOW UP IN CHECK?
>> EXACTLY A THOUSAND DOCUMENT.
WE CALCULATED 1,014, 71 THAT WOULD BE THE MANDATORY MEDICARE PAYMENTS SO EVERYONE WOULD SEE EXACTLY THOSE.
>> GREAT. WAS THERE FOR ALL STAFF?
THANK YOU, MS. JORDAN. YOU HAVE ANOTHER FOOD SERVICE ACCESS PRIMARY EXPENDITURE PLAN?
>> THIS IMAGE DATA RECOMMENDATION THAT THE WOODSHOP ALL NEW BUSINESS SCHOOL DISTRICT BOARD OF TRUSTEES APPROVE THE TDA OR TEXAS DEPARTMENT OF AGRICULTURE APPROVED DISTRICT PLAN TO EXTEND THE FOOD SERVICE EXCESS FUND BALANCE AS SMOOTH AS ALL THE IMPORTANT CHIEF FINANCIAL OFFICER AND RECOMMENDED BY DR. DANI LEE SUPERINTENDENT SCHOOLS.
A PLAN HAS BEEN FELT THAT WOULD ALLOW THE FOOD SERVICE DEPARTMENT EXCESS FUND BALANCE TO UTILIZE IN THE PURCHASE OF KITCHEN AND THESE SHOW EQUIPMENT, KITCHEN RENOVATIONS, AS WELL AS TECHNOLOGY AND EQUIPMENT UPGRADES.
THE EXCESS FUND BALANCE PLAN HAS BEEN SUBMITTED AND APPROVED BY THE TEXAS DEPARTMENT OF AGRICULTURE.
THE PLAN INCLUDES SERVE HIM ON UPDATES TO URGES.
FAINT AND FELLER ELEMENTARY, BOOKER T. WASHINGTON ELEMENTARY, HERSHEY, AND ROUTER HIGH SCHOOLS WILL RECEIVE CAFETERIA AND KITCHEN UPGRADES.
THE SRO EQUIPMENT FOR LEGACY ON WORD, HOSPITALS WILL BE PURCHASED AS WELL AS A FOOD SERVICE, FREE DELIVERY VANS, DELIVERY BOX TRUCK.
THE PLAN ALSO INCLUDES UPGRADED COMPUTERS AND MARGINS FOR THE DEPARTMENT AND REPLACING THE WAREHOUSE COOLER.
ALL PURCHASES, RENOVATIONS, AND UPGRADES HAVE AN ESTIMATED TIME OF COMPLETION OF JULY 2025, AND THE ESTIMATED COST OF THE EXCESS FUND BALANCE PLAN IS $2,367,979.75.
[NOISE] OUR FOOD SERVICE DEPARTMENT HAS BEEN RUNNING VERY EFFICIENTLY.
WE HAVE BEEN ABLE TO ADD ABOUT $2.5 MILLION EXCESS FUND BALANCE OF THE MANDATORY THREE-MONTH FUND BALANCE THAT WE MUST MAINTAIN.
WE HAVE TO HAVE THIS PLAN IN PLACE, WE SENT IT TO TDA FOR APPROVAL.
THEY APPROVED IT AND SO YOU SEE THE ATTACHMENTS, BUT IT TELLS YOU ROUGHLY HOW MUCH IT'S GOING TO BE SPENT AT EACH KANSAS.
WE HAVE TO HAVE YOUR APPROVAL IN ORDER FOR US TO BE ABLE TO ADJUST OUR BUDGET.
>> WE HAVE PROVED THE SERVICE EXCESS FUND BALANCE.
>> THANK YOU. ANY COMMENTS OR QUESTIONS?
>> THIS PAST SPRING WE HEARD A PRESENTATION FROM SOMEBODY TALKING ABOUT THIS. IS THAT WHAT THIS IS?
YOU WEREN'T ALLOWED TO KEEP A CERTAIN AMOUNT OF FUN MOUNTS ABOVE THAT THREE MONTHS.
>> THIS IS NOT AN IRREGULAR FUN BALANCE.
[OVERLAPPING] THIS IS THE FOOD SERVICE.
THIS IS A SEPARATE SAVINGS ACCOUNT THAT WE MUST SPEND.
>> SOME MAINTENANCE DEPARTMENT DO COMMUNITY THIS OR IS COMPACTED, HAS TO BE CONFLICT.
[OVERLAPPING] [LAUGHTER] I DIDN'T SEE CHRIS HERE.
>. HE SAID IT WAS JULY OF 25 BUT IF YOU'LL NOTICE, LEGACY WILL BE TAKEN CARE OF AUGUST.
>> THEY SHOULD GET HIRE CLAIM BY 2025.
>> WHAT WE'RE DOING IS AFTER LEGACY AND MEMORIAL OPEN.
>> ANY OTHER COMMENTS OR QUESTIONS? ALL THOSE IN FAVOR SAY AYE.
>> ALL THOSE OPPOSED SAME SIGN. SEVEN, ZERO.
>> MS. HODNAR YOU KNOW WHAT? YOU KNOW ABOUT THE STUFF THAT THEY'RE GETTING RID OF THE COLORS AND STUFF AT ONE TIME.
SOME OF THE FOOD PANTRIES, COOLERS, AND STUFF LIKE THAT SO WOULD THAT BE AN AUCTION OR WHAT DID THEY DO WITH THAT STUFF THAT THEY TAKE IT OUT OF THE SCHOOL.
>> YEAH. I DON'T KNOW, DEPENDING ON HOW IT WAS PURCHASED.
PUBLICLY, IT'S THE FIRST ONE WITH THE FOREST SERVICE HE'S ASKING THE ONLY THING I CAN REMEMBER.
>> SOMETIMES WE'LL SURPLUS IT.
COULD LIKE LAMAR, THERE'S A BIT COOLER BUT WE WOULDN'T TAKE A LOOK AT IT.
LIKE THAT'S NOT GOING TO WORK OR POINTED OUT SOME COST MORE THAN BUY A NEW ONE.
[01:35:02]
IF YOU GO TO THE LAMAR YIELD REGARDING WHOLE SENTENCE OUT FROM OTHER CAMPUSES, I JUST SAID SOME OF THE FOOD PANTRIES DID ASK ABOUT THOSE THINGS.>> THE MESH NUMBER GOT TALKED.
THAT'S WHEN SOMEBODY CALLED THEM.
>> THANK YOU. DR. GRIFFINS IS UP TO TALK TO US ABOUT APPAREL SCHOOL.
[XI. DISTRICT PROGRAMS AND OPERATIONS]
>> WE SHOULD ALL HAVE BEEN DISCLOSED FOR TRUSTEES CONSIDER APPROVED THE DEMOLITION OF HARROLD AS SUBMITTED BY DR. GROP.
[NOISE] ASSOCIATE SUPERINTENDENT AS RECOMMENDED BY DR. DANI LEE TO SEE WHAT SCHOOLS.
AS WE STATED EARLIER LAST WEEK, WE WERE ASKED HIM TO THE RECOMMENDATION TO DEMOLISH ENCLOSURE OF HARROLD CAMPUS AND USING THE AAC, THE ACTUAL CASH VALUE OF THAT, AND USE THOSE FUNDS FOR OTHER THINGS.
>> IS THERE A REQUIRE ACTION NEEDED? IS THERE A MOTION?
>> I MAKE A MOTION THAT WE APPROVE THE DEMOLITION IN APPAREL AS SUBMITTED BY DR. MACHENDES AND RECOMMENDED BY DR. LANE.
>> YEAH. [OVERLAPPING] [LAUGHTER]
>> WHO FOR QUESTIONS AND COMMENTS.
[NOISE] I PERSONALLY FEEL THIS IS PUTTING THE CART BEFORE THE HORSE TO HAVE A COMPREHENSIVE PLAN AND THEN WE DO THE COMPREHENSIVE PLAN.
WE GO ON DYING WISH IN A TORN-DOWN ARROW.
I'M ALL FOR GETTING THE INSURANCE MONEY BUT I PERSONALLY WOULD PREFER TO HAVE A DISTRICT PLAN THAT ADDRESSES LAMAR.
SAME HOUSTON. A COUPLE OTHER SCHOOLS THAT MAYBE SHOULD GO BY THE WAYSIDE BEFORE HARROLD.
>> I AGREE WITH THAT, BUT WE NEED A ROOF FOR SPILLOVER WE'RE GOING TO USE.
>> WE NEED A ROOF FOR SPILLOVER WE'RE GOING TO USE.
IT'S NOT BLOWING OFF BUT IT'S PRETTY BAD.
>> DR. HERSHEY HAVE ANY COMMENT OR QUESTION?
>> I DO AGREE WHEN YOU DIDN'T GET A PLAN FOR ALL THE CLOTHING PLACE.
THERE'S SO MANY OTHER BUILDINGS THAT ARE GOING TO COME INTO USE THAT.
POSSIBLY WE COULD USE AND I MAY NOT BE AS PERFECT AS ANOTHER ONE, BUT WE ARE GOING TO HAVE BUILDINGS WITH WHICH WE DO NEED TO COME UP WITH THIS PLAN SOONER THAN LATER.
BUT WHERE WE DO HAVE A NEED FOR THE MONEY FOR THE OTHER BUILDING AND OTHER BUILDINGS WILL BECOMING AS YOU'VE SAID.
>> I WANT TO TOUCH ON A COUPLE OF THINGS TO YOUR POINT.
WE DID HAVE AN INITIAL PLAN FOR LAMAR.
IT WAS THROUGH THE CITY AND THEY ACT LIKE THEY WERE IN LOCK STOCK AND BARREL TO LEASE IT, RHOMBUS.
THEN THEY TOWARD IT AND THEY LIKED IT OR LIKE, OH, WE CAN PUT OUR OFFICES HERE.
WE THOUGHT THAT WAS GOING TO BE A WIN-WIN SITUATION.
THEY REMEMBER THAT WE'RE TRYING TO LEVERAGE THAT, HAVE THEM PAY FOR THE ROAD.
THEN AT THE LAST SECOND THEY GO, OH, NEVER MIND, WE DON'T WANT IT.
THEIR PLAN FOR SAYING HOUSTON IS TO REMOVE ALL OF THAT STUFF THAT'S IN THERE, FLORIDA CEILING.
WE'VE STARTED THAT PLAN WITH THE ROLE OFFS JUST WANT YOU TO TAKE A WHILE BECAUSE IT'S BEEN SHOT FOR.
THEN WE'LL BRING TO THE BOARD A PLAN TO DEMO IT OR SELL IT SO THERE IS A PLAN IN PLACE THERE.
THEN, KIRBY, WE'VE ALREADY HAD SOME PEOPLE TALKING ABOUT THAT AS FAR AS, CAN WE BUY IT.
WHAT DOES THAT LOOK LIKE? TO TURN THAT INTO A CATHOLIC SCHOOL? [OVERLAPPING] WE DO HAVE SOME PLANS IN PLACE THOUGH DOES NOT COMPREHENSIVE ENOUGH TO BRING HIM TO THE BOARD FOR A DISCUSSION, BUT I JUST WANTED TO.
WE ARE TALKING ABOUT THOSE THINGS.
IT'S JUST THAT WITH DENVER, WE HAVE HUGE NEEDS RIGHT NOW THAT WE COULD USE THOSE FUNDING'S SOURCES FOR.
>> ANY OTHER QUESTIONS OR COMMENTS? [NOISE] ALL THOSE IN FAVOR SAY AYE.
>> ALL THOSE OPPOSED SAME SIGN AYE, SO THAT'S SIX ONE.
>> MY PRESENTATION IS SPLIT LOOPS OR A LITTLE BIT, BUT I APPRECIATE IT.
>> WHAT DID YOU TEAR IT DOWN? IT'S GONE.
[XII. HUMAN RESOURCES]
ARE YOU GOING TO STEP IN?>> OR THIS IS HARD ONE? [LAUGHTER].
>> DEFINATELY TO MAKE THIS STUFF UP, WE DO HAVE AN INCENTIVE FIVE EARLY RETIREMENT OR RESIGNATION NOTICE.
IT'S BEEN ADMINISTRATIVE RECOMMENDATION AND THE SHAH FALLS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES APPROVED THE RECOMMENDATION TO ALLOW AN INCENTIVE PAY FOR CAMPUS-LEVEL PROFESSIONAL STAFF THAT ARE ON A TERM OR CONTINUING CONTRACT THAT SUBMITTED EARLY NOTICE THAT RETIREMENT OR RESIGNATION BEGINNING DECEMBER 1ST,
[01:40:03]
2023, AND RECEIVED BY WEDNESDAY, JANUARY 31ST, 2024 FOR THE END OF THE 2023, 2024 CONTRACT YEAR AS SUBMITTED BY THE DENNER HARDWAY, DIRECTOR OF HUMAN RESOURCES AND AS RECOMMENDED BY DR. DANI LEE, SUPERINTENDENT OF SCHOOLS.OFFERING A MONETARY INCENTIVE MOTIVATES EARLY NOTIFICATION BY EMPLOYEES.
I NORMALLY WAIT UNTIL THE END OF THEIR CONTRACT TERM TO INFORM THE DISTRICT OF THEIR INTENT TO RETIRE OR RESIGN.
THIS KNOWLEDGE IS BENEFICIAL AND STAFFING FOR THE UPCOMING ACADEMIC YEAR AND FOR EARLY RETIREMENT OF CAMPUS PROFESSIONAL STAFF.
FISCAL NOTE IS THAT $1,500 INCENTIVE AMOUNT FOR THE RETIREMENT EARLY NOTIFICATION BY CAMPUS-LEVEL OF PROFESSIONAL STAFF IN A $750 INCENTIVE FOR RESIGNATION EARLY NOTIFICATION BY CAMPUS-LEVEL PROFESSIONAL STAFF.
JUST WANT TO KNOW BOTH OF THE INCENTIVE IS ONLY GIVEN TO THOSE STAFF THAT COMPLETE THE SCHOOL YEAR AND WE'RE CUTTING OUT A LITTLE BIT EARLY THIS YEAR WITH THIS TO TRY AND HELP WITH THE STAFFING IN THE TWO HIGH SCHOOLS.
>> THIS REQUIRE ACTION, SO IS THERE A MOTION?
>> I'LL MAKE A MOTION THAT WE APPROVE IT.
>> I GUESS I'LL SECOND. IT SAYS THAT [INAUDIBLE]
>> I THOUGHT [INAUDIBLE] CHAT.
>> ANY OTHER QUESTIONS OR COMMENTS ON THIS? NEW BOARD MEMBERS THAT [INAUDIBLE] WERE HERE BEFORE THAT THIS WAS DONE BECAUSE THERE WAS A TIME WHEN PEOPLE WOULD WAIT TILL THE VERY END AND THEN WE COULDN'T GET A RUNNING START TO HIRE PEOPLE.
BY DOING THE INCENTIVE IF MOTIVATES THEM TO TELL US SO THEN WE CAN START FILLING THAT POSITION RIGHT AWAY.
>> IT IS ALREADY MENTIONED [INAUDIBLE]
>> ANY OTHER QUESTIONS OR COMMENTS? ALL THOSE IN FAVOR SAY HI.
>> ALL THOSE OPPOSED. SAME TIME.
YOU'RE STILL HELD [NOISE] [INAUDIBLE]
>> ADMINISTRATIVE RECOMMENDATION THAT THE WICHITA FALLS INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES APPROVE THE PROPOSED APPLICANT POOL AS SUBMITTED.
BY THE HARD WAY SHE WENT FROM BEING AND RESOURCES AND IS RECOMMENDED BY DR. JOHNNY LEE, SUPERINTENDENT OF SCHOOLS.
>> EXCUSE ME. DO WE HAVE A MOTION TO ACCEPT THE APPLICANT POOL?
>> [INAUDIBLE] THE APPLICANT POOL.
>> ANY QUESTIONS OR COMMENTS? ALL THOSE IN FAVOR SAY HI.
>> NOW WE HAVE MRS. DEBRI, CAN'T YOU GET THIS LUCKY SHOT? [LAUGHTER].
>> WE SHOULDN'T WANT JEANS THOUGH.
>> I DID WANT TO BRING YOU SOME LANGUAGE AND ADJUSTMENT TO REGULATION.
[XIII. BOARD MATTERS]
DO YOU MAY OR YOU NOTICE THAT THERE'S AN ADJUSTMENT IN NUMBER 3.RECOVERY BEEN REPLACED WITH THE LANGUAGE TATTOOS MUST BE APPROPRIATE FOR THE PROFESSIONAL SAME.
THE LANGUAGE IT SAYS GENES MAY ONLY BE WORN ON THE SPHERE DAYS OR OTHER SPECIAL DAYS FOR BY PRINCIPAL, DEPARTMENT DIRECTOR HAS BEEN CHANGED TO REFLECT THE GENES ARE APPROPRIATE AND PROFESSIONAL SETTING.
RATHER, THEY WERE ARMED THERE WAS NO BRAINER, OBVIOUS SIGNS OF WEAR.
JEANS TO REJECT A POLISHED PROFESSIONAL IMAGE.
EMPLOYEES ARE EXPECTED TO PAIR JEAN WAS TAUGHT WELL, SO SOME SHIRTS THAT ESTABLISHED A PROFESSIONAL IMAGE, T-SHIRTS ARE NOT CONSIDERED APPROPRIATE PROFESSIONAL CHARITY PAIR OF JEANS AND SURE ENOUGH, BEFORE OTHER THAN ALL DEDICATED SPIRIT DAYS OR COLLEGE DAYS, AS DETERMINED BY CANNABIS WITH DISTRICT ADMINISTRATION.
>> IT DOES HAVE AN ACTION NEEDED.
WE'RE FIRST GOING TO TALK ABOUT DRESS CODE GENES.
>> I MAKE A MOTION THAT WE APPROVE AN AMENDMENT TO REGULATION DH EMPLOYEE DRESS TO REFLECT WHAT WE JUST READ [LAUGHTER].
>> THE FIRST THING WE NEED TO PASS THE EXAM.
>> NO, WE HAVE TO MAKE A MOTION AND THEN DISCUSS IT.
>> SHE'S SHE'S TALKING ABOUT THE LANGUAGE, THOUGH. THAT'S WHAT SHE SAID.
>> THAT'S GOOD ACTION WOULD BE NEEDED.
BUT WE'RE JUST TALKING ABOUT ARE WE GOING
[01:45:01]
TO WE CAN IMAGINE THE LANGUAGE AND DO WE DECIDE WHERE I'M GOING TO DO? NOW WE'VE HAD A MOTION MADE AND SECONDED.IS THERE ANY COMMENTS OR QUESTIONS?
NO MATTER HOW YOU SAY IT, YOU'RE GOING TO HAVE TO CHANGE IT SIMPLE.
AS LONG AS WE ARE WITH THAT REGARD, I'M FINE WITH IT. THANK YOU.
>> THERE IS A WORD THAT STICKS OUT TO ME AND THAT'S ANYWAY THROUGH EMPLOYEES ARE EXPECTED TO PAIR JEANS WITH TOP SPOUSE'S INSURANCE THROUGH THEIR PROFESSIONAL IMAGE.
LIKE, WHY DID WE CHOOSE EXPECTED INSTEAD OF REQUIRED?
>> NO, I DON'T KNOW. WE CAN SHOW [OVERLAPPING].
>> I TOLD YOU WE GOING TO EXCHANGE IT.
>> I'M TELLING YOU [OVERLAPPING].
>> WELL I HATE TO BE THE CONTRARY AND SURPRISE, BUT I'VE BEEN GETTING A LOT OF RESEARCH ABOUT THIS.
I JUST WANT TO PUT MY POSITION OUT THERE SO THAT OTHERS MIGHT KNOW.
I DON'T I'M NOT, MY POSITION IS NOT BASED ON NOT WANTING TO GIVE TEACHERS WHAT THEY WANT OR TO HELP THEM IN THEIR WORK.
BECAUSE I DO. BUT WHAT I'VE READ IS THAT A LOT OF THIS MOVEMENT HAS COME ABOUT BECAUSE OF THE COVID-19 PANDEMIC AND TEACHERS FOR HOME MIGHT HAVE A NICE TOP ON, BUT THEY WERE IN SHORTS OR JEANS OR PAJAMAS FOR ALL WE KNOW ON THE ZOOM CALL AND THEN WHEN THEY CAME BACK TO CLASS, THEY GO, WELL, WE DON'T WANT TO HAVE TO DRESS UP.
WE LIKED THIS BEING AT HOME PART.
THAT HAS BEEN A REAL DRIVER IN THIS DECISION.
THERE ARE NO OTHER SCHOOL DISTRICTS IN REGION 9 THAT DO ALLOW THIS.
BUT MOST OF THEM DO ALLOW FRIDAY SPIRIT, THEY CHEAT OR SPECIAL JUST LIKE THE RANGER WOULD YOU SAY?
>> BURKE DESK. THEY JUST CHANGED IT THIS YEAR.
>> I KNOW HOLIDAY DOESN'T BARK AND REGION 9, KOBE, THEY DIDN'T KNOW IF ANYBODY IS WHAT WERE MY INFORMATION CAME FROM.
THEN DRESS FOR SUCCESS, WHICH IS.ORG, WHICH IS A NON-PROFIT GROUP THAT HELPS WOMEN WHO NEED HELP TO GET INTO THE MARKETPLACE AND PROFESSIONAL MARKETPLACE.
THEY THINK THAT DRESSING ALLOWS TEACHERS TO GAIN THE RESPECT NEEDED TO SET UP POSITIVE ENVIRONMENT FOR THEIR LEARNING ENVIRONMENT FOR THE STUDENTS AND THEN TO ME, I'M REALLY DISAPPOINTED IN THE ACCOUNTABILITY ON OUR CAMPUSES ENFORCING OUR DRESS CODE.
NOT JUST JEANS, NOT BUT I NEVER ON CAMPUS THAT I'M NOT SHOCKED THAT SOME KIDS WALKING AROUND WEARING WHAT THEY'RE WEARING AND SOMETIMES TEACHERS, BUT THEY'RE NOT CORRECTED.
I DON'T THINK IT'S A PROBLEM YOU'VE CREATED.
I THINK IT'S A PROBLEM WITH OUR DISTRICT.
BUT THERE'S ALSO A WOMAN NAMED TAMMY HALF-FULL BOWER WHOSE WITH MARZANO, DR. HEFNER, WHO WROTE CRAFTING YOUR MESSAGE AND ON PAGE 45, SHE SAID, "WHEN TEACHERS DRESS LESS PROFESSIONALLY, IT TENDS TO CREATE A MORE CASUAL ATMOSPHERE THAT IS CONDUCIVE TO DISCIPLINE ISSUES".
I THINK THE LOOKING UP TO YOUR TEACHER, I DON T THINK TEACHERS HAVE TO BE KIDS PALOUSE.
I THINK THEY NEED TO BE RESPECTED BY TEACHERS.
I THINK DRESSING FOR SUCCESS OR WHATEVER YOU MIGHT CALL IT, IS AN INTEGRAL PART OF THAT.
FOR THOSE REASONS AGAINST THIS CHANGE.
>> ANYBODY ELSE HAVE COMMENTS?
>> THAT IS THE WAY I ALWAYS I SEE SCHOOLS VACILLATE TO BE HONEST.
BECAUSE I'VE BEEN LISTENING TO SUSAN.
I PRAYED ABOUT THIS IF I THOUGHT ABOUT IT IN THE INTERIM BECAUSE WE WANT OUR CHILDREN TO HAVE RESPECT FOR THEIR TEACHERS AND LEARN HOW TO RESPECT THE CARD.
I AM A LITTLE BIT CONCERNED WHEN WE ARE CONCERNED WITH AND STRUGGLING WITH DISCIPLINE AND THEN ON THE OTHER HAND, WE ARE I'M MORE RELAXED.
I HAVE TO ADMIT THAT I'M REALLY HAVING PROBLEMS. ALWAYS HAVE RESPECT FOR MY TEACHERS BECAUSE THEY LOOK LIKE
[01:50:04]
TEACHERS AND I KNOW THINGS HAVE CHANGED, SUSAN, BUT THE STANDARDS HAVEN'T CHANGED.I THINK MAYBE SOME OF THE CHANGES THAT HAVE OCCURRED ARE ACTUALLY HURTING US IN THE DISCIPLINE AREA.
QUITE FRIENDLY. I'M JUST REALLY IF I HAD MY RUGS, WE WOULDN'T DO IT, PERIOD.
>> YOU HAVE YOUR BROTHER. [OVERLAPPING].
>> I WAS WEARING JEANS TODAY, BUT I CAME TO THIS MEETING AND THERE'S A DRESS CODE FOR THIS.
I CHANGED TOO BECAUSE THAT'S WHAT WE'RE INSTRUCTED TO DO.
GOSH, I WISH ALL OUR KIDS WERE IN STANDARD UNSTRETCHED.
>> THERE'S STILL A DRESS CODE FOR THE DRESS CODE [OVERLAPPING].
>> WHEN I SPEAK TO YOU, IF YOU TAKE AWAY MY TIMES ARE CHANGING COMMENTS, THROW THOSE OUT.
BUT A COUPLE OF THINGS I'VE HEARD FROM TEACHERS WERE SO I GET TO COME HERE AND SIT HERE AND BE A PROFESSIONAL SETTING.
ELEMENTARY SCHOOL TEACHERS, THEY GO AND GET BODILY FLUIDS PUT ON THEM AND THEN OUR SPED TEACHERS, WHAT THEY HAVE TO WORK LATE OR HIGH SCHOOL TEACHERS IN JUNIOR HIGH TEACHERS ARE HAVING TO BREAK UP FIGHTS.
THOSE WERE SOME THINGS THAT HAVE BEEN SENT MY WAY JUST TO CONSIDER AND I THOUGHT [OVERLAPPING].
>> I WOULD BE WILLING TO AMEND IT FOR SPED TEACHERS FOR SOME OF THOSE THINGS.
THOSE MORE, MAYBE EVEN EARLY CHILDHOOD WERE THERE ON THE FLOOR ALL DAY.
IT IS, I THINK BUT I THINK JUST TO BLANKET ACROSS AND ONE SUPERINTENDENTS AT RISD IS EVALUATING THIS, BUT WE BELIEVE WE NEED TO GO SLOW BECAUSE WE WON'T BE ABLE TO GO BACK.
>> BUT JUST ONE. ANY OTHER COMMENTS? I APPRECIATE ALL THOSE COMMENTS. THANK YOU.
THANK YOU FOR LISTENING I. I RESPECT YOUR OPINION, SO I APPRECIATE EVERYONE'S OPINIONS HERE.
>> ALL THOSE IN FAVOR SAY AYE..
>> THREE, FOUR IT FAILS. IS THAT CORRECT?
>> NOW THE NEXT ONE IS AGAIN, I'M HOPEFUL.
I THINK ALL OF US WOULD ALL BE HOPEFUL WHEN THEY DO THE TEXAS ASTRO DAY AND THEY GET TO WEAR JEANS,.
>> BUILDING BRANDS. AWESOME. THAT'S RIGHT.
>> WELL, NO, BUT SOMEONE ASKED FOR SURE.
BUT ANYWAY, SO THAT THEY DO SPECIAL THINGS AND THEY SENSE CAMPUS BY CAMPUS AND WE WANT TO ENCOURAGE THAT.
PATRIOTS HAVE FUN [OVERLAPPING]. DO WE WANT TO ASK MRS. DEBRI TO LOOK AT IT FOR SPECIAL GROUPS SUCH AS BASED AND [OVERLAPPING] EARLY.
>> I'M JUST SAY THAT THE PRINCIPLES OF DISCRETION, RATHER SPECIAL DAYS [INAUDIBLE]?
>> NO. I'M TALKING ABOUT IF WE WANTED TO SAY WELL, EARLY EDUCATION, KINDERGARTNERS, TEACHERS OR, I DON'T THINK WE WANT CAMPUS BY CAMPUS PRINCIPAL TO DECIDE.
DOES ANYONE WANT MRS. DEBRI TO EVALUATE WHETHER WE WANT CERTAIN GROUPS WHO MIGHT BE ON THE FLOOR OR WITH A [OVERLAPPING].
>> YEAH, I WOULD NEED TO EVALUATE HOW THAT WOULD EVEN WORK.
HOW DO YOU DECIDE OH, YOU CAN BECAUSE YOU'RE ON THE FLOOR BUT YOU OFFER HERE I MEAN, THAT WOULD BE [OVERLAPPING] I THINK IT'S A REGULATION THAT'S CHANGED WHERE IT'S NOT.
>> OKAY. MRS. DEBRI, YOUR STAFF TATTOO POLICIES.
>> LANGUAGE REGULATION DEBATE, OF CHANGE AT NUMBER THREE, TACTICS WILL BE COVERED.
I DID JUST SAY TACTICS MUST BE APPROPRIATE FOR THE PROFESSIONAL SETTING.
>> I MAKE A MOTION WE APPROVE THE AMENDMENT REGULATIONS FOR ADDRESSED THROUGH THAT CATCHES MUST BE APPROPRIATE FOR THE PROFESSIONALS [INAUDIBLE].
>> THE MOTION HAS BEEN MADE AND SECONDED, TO WHERE YOUR COMMENT OR QUESTION.
>> I HAVE A COMMENT. APPROPRIATE ALWAYS BOTHERS
[01:55:04]
ME BECAUSE WHAT'S APPROPRIATE TO ME MAY NOT BE APPROPRIATE TO SOMEONE ELSE.IS THERE ANOTHER WORD? MR. JOHNSON, YOU'RE GOOD WITH WORDS.
[LAUGHTER] BUT I'M JUST SAYING BECAUSE AGAIN, IT'S VAGUE.
>> I TALKED TO SEVERAL PEOPLE AT READ TONIGHT.
AND THEY DON'T KNOW OF ANOTHER DISTRICT THAT ALLOWS THE TO EVER.
AND I TALKED TO SOME SCHOOL BOARD MEMBERS AND SOME OF OUR SURROUNDING TOWNS, NONE OF THEM ALLOW IT.
>> WELL, MAYBE. OKAY. [NOISE] AND THEN I TALKED TO SOME ATTORNEYS WHO IN THEIR CONCERN WAS N-REGION NINE ECHO.
THIS ALSO WAS THAT IT CREATES A PROBLEM BY CHOOSING APPROPRIATE OR GOOD VERSUS BAD.
THEN YOU OPEN YOURSELF UP TO DISCRIMINATION.
IN SOME CASES THAT PARTICULARLY IF ONE SCHOOL SAYS WELL THAT THAT SKULL AND CROSS BONES IS APPROPRIATE.
BUT OVER THIS GOAL BY SAYING NO, THAT'S GOING ACROSS PROBLEMS IS INAPPROPRIATE.
SO I KNOW IT'S PROBABLY AN ANNOYANCE TO HAVE TO COVER THEM UP, BUT I JUST THINK THAT'S WHAT PROFESSIONALS DO.
I THINK IN MOST SETTINGS, PROFESSIONALS COVER THEIR TENDENCIES.
AND I THINK OUR TEACHERS ARE PROFESSIONALS, THEREFORE ON THOSE COMMENTS, I'M TOO AGAINST THIS.
THOSE ARE MY THOUGHTS. SO OTHER THOUGHTS? PROSE, YOU DON'T WANT TO?
>> I'D LIKE TO DO. I'M WORRIED. [INAUDIBLE]
>> THEY ASKED POTTER STEWART, WHO WAS A SUPREME COURT JUSTICE DEFINES PORNOGRAPHY.
HE JUST SAID, I DON'T WANT TO SEE IT.
>> WE CAN GO BACK AND WORK ON THE POLICY IF IT'S APPROVED OR NOT.
>> WORKING VERY MUCH APPLIES TO THIS SITUATION.
>> SO ANY OTHER COMMENTS OR QUESTIONS?
>> I'LL JUST SAY THIS. I JUST GO REAL STRONGLY ABOUT SUPPORTING THE TEACHERS.
AND WE'VE ALREADY DID AWAY WITH THE GENES.
WE'VE TALKED ABOUT WANTING MORE TEACHERS IN THIS DISTRICT.
WE TALKED ABOUT BEING PROGRESSIVE.
WE'VE TALKED ABOUT TRYING TO THE RETENTION.
AND I THINK EVERY TIME THAT WE JUST SAY NO, WE'RE NOT, NO WE'RE NOT, NO, WE'RE NOT WHEN THEY'RE THE ONES ON THE FIRING LINE AND THEY'RE THE ONES DOING THE WORK.
I JUST THINK THAT WE NEED TO SUPPORT THEM.
>> WELL, AND I THINK THE YEAS IN THE KNEES, BELIEVING, SUPPORTING OUR TEACHERS.
SO [OVERLAPPING] I DON'T THINK THAT'S THE ONLY WAY I REALLY WANT TO SUPPORT THEM.
IN ANOTHER WAY, IT'S PERSONALLY.
MY VOTE IS NOT TO NOT SUPPORT TEACHERS, MY VOTE IS FOR CONSISTENCY FOR ME.
>> I FEEL BAD WHEN WE ASK HIM AS IF IT WERE AN OPTION OF WHAT THEY WANT AND THEN IT'S OVERWHELMING.
HE ASKED AND THEN WE'RE LIKE, WE CAN'T DO THAT.
[OVERLAPPING] IT DOESN'T COST US ANYTHING AND THAT'S OKAY.
I SUPPORT THIS BOARD, WHATEVER WE DECIDE.
LIKE I'M ON THIS TEAM, BUT I JUST KNOW.
[OVERLAPPING] WELL, A COUPLE OF TEACHER SAID, AND I THINK THEY WOULD PREFER THE MONEY AS WELL.
THAT'S IT, MAN, I WOULD FORGO A BONUS, JUST THE BILL THAT WERE GENES.
AND SO I DON'T HAVE TO THINK ABOUT GO INTO THE CITY VIEW FOR A JOB.
>> WELL IN MIND, YOU SAY THAT YOU'RE ASKING THEM IN A HIGH PERCENTAGE, WANTED [INAUDIBLE] AND NOW WE'RE VOTING IT DOWN OR TATTOOS WE ASK.
>> I THINK THEY ASKED. [OVERLAPPING].
AFTER THEY CAME AND PRESENTED IT AT A BOARD MEETING, WE DID NOT INITIATE ORIGINALLY.
>> BUT WE STILL LET THEM DO THAT. THEY GAVE US THE INPUT. [OVERLAPPING]
>> I WISH YOU WANTED TO PUT A SURVEY OUT THERE IF IT WEREN'T A REAL CONSIDERATION WHEN IT WASN'T [INAUDIBLE] AS OPPOSED THEN TO ASK AND SAY WHAT CHAIR.
>> IT SEEMS LIKE WE'RE NOT LISTENING TO THEM.
>> OR MAYBE WE'RE HAVING A VISION BIGGER THAN THE INDIVIDUAL TEACHER WITH A TATTOO.
AND I THINK WILL BE MUCH MORE DESIRABLE TO GET BETTER TOOLS, BETTER ENVIRONMENT, BETTER MORALE, BETTER A LOT OF THINGS THAN
[02:00:02]
WORRYING ABOUT WHETHER THEY CAN WEAR JEANS FIVE DAYS A WEEK VERSUS TWO DAYS A WEEK, PERSONALLY.SO I THINK EVERYBODY KNOWS HOW WE ALL FEEL SO.
ARE YOU ALREADY HELPED THE QUESTION ALL THOSE IN FAVOR OF THE TATTOO POLICY? POSSIBLY WITH DIFFERENT LANGUAGE THAN APPROPRIATE.
>> AND ALL THOSE OPPOSED, SAME SIGN AYE.
[OVERLAPPING] SO YOU TOO ARE AYES?
>> I WAS AN AYE. [OVERLAPPING].
>> OKAY. MR. JOHNSON AND I VOTED AGAINST, SO THAT POLICY DOES PASS BUT WITH THE COMMENT THAT MAYBE APPROPRIATE NEEDS TO BE REVISITED.
>> CHANGE THE WORD TO [OVERLAPPING].
>> MUST BE CONDUCIVE. YOU LIKE THAT WORD, [INAUDIBLE]?
>> LOOK AT HOW CONTROVERSIAL SOME THINGS ARE TODAY THAT WEREN'T YESTERDAY.
YOU GET A TATTOO OF THAT, THINGS CHANGE.
TATTOOS THAT YOU GOT WHEN YOU WERE A KID AND NOW YOUR PROFESSIONAL YOU WOULDN'T BE A PROFESSIONAL AND WANT TO BE TREATED LIKE A PROFESSIONAL, BUT YOU STILL HAVE THAT ON YOUR ARM.
>> BUT YOU CAN STILL COVERED IF YOU WANT TO, IF YOU DON'T LIKE IT.
>> YOU COULD BUT WHY? I JUST GAVE YOU PROPER HOW YOU SHOULD DO IT.
>> THAT IS PASSED. SO THE QUESTION IS, IS CONDUCIVE I'VE GOT ENOUGH APPROPRIATE WORD? [OVERLAPPING]
>> THANK YOU, MA'AM. [LAUGHTER]
[OVERLAPPING] THANK YOU, MRS. JEFFREY.
THE BOARD WILL NOW GO INTO CLOSED SESSION TO [INAUDIBLE].
CLOSED SESSION WILL BE ONE PERSONNEL MATTERS INCLUDING THE APPOINTMENT, EVALUATION, REASSIGNMENT, SOMEONE'S DISMISSAL, AND OR COMPENSATION OF INDIVIDUAL DISTRICT EMPLOYEES PURSUANT TO TEXAS GOVERNMENT CODE 551.074, INTO THE DISCUSSION OF PURCHASE, EXCHANGE, LEASE, OR VALUE OF REAL PROPERTY PURSUANT TO TEXAS GOVERNMENT CODE 551.072 FINAL VOTE.
WE'RE NOW ADJOURN TO CLOSE SESSION.
* This transcript was compiled from uncorrected Closed Captioning.