Aug 15, 2023 Board Meetings

>> IT'S ALWAYS NICE WHEN WE COME BACK FROM SUMMER AND WE HAVE THE KIDS AND IT REMINDS US THERE IS BEAUTY IN THE WORLD.

IT TAKES A KID TO REMIND YOU ITS BEAUTY IN THE WORLD.

THANK YOU, CHILDREN.

NEXT UP, WE HAVE PUBLIC COMMENT.

[III. Public Comment]

IT LOOKS LIKE WE HAVE A FEW NEW PEOPLE TO OUR PUBLIC COMMENT SESSION, SO I'LL SHARE WITH YOU THAT.

LV WILL BE YOUR TIMEKEEPER, SHE'LL LET YOU KNOW WHEN YOU HAVE ONE MINUTE LEFT.

NO NEED TO STOP TALKING.

SHE'S JUST LETTING YOU KNOW SO YOU CAN PACE YOURSELF.

MR. VAN DER ROHE, WHICH MIKE IS IT? EITHER ONE.

BOTH MIKES ARE SAID TO BE WORKING, SO WE'LL TEST IT OUT AND SEE.

FIRST STEP WE HAVE LEE RASPBERRY.

LEE SPEAKING ON SUPPORT FOR THE LEADERSHIP. [NOISE].

>> GOOD EVENING. MADAM PRESIDENT, MEMBERS OF THE BOARD, DR. TIELLE, I'M HERE THIS EVENING TO SPEAK ON BEHALF OF DR. TIELLE HER LEADERSHIP IN THE DISTRICT.

MY NAME IS LEE RASPBERRY.

I'M THE DIRECTOR OF MAINTENANCE AND FACILITIES.

FOR THE LAST 16 MONTHS, I'VE BEEN PROUD TO WORK WITH A UNIQUELY QUALIFIED TEAM OF MAINTENANCE AND ADMINISTRATIVE PROFESSIONALS, OPERATIONAL STAFF, TRADE PROFESSIONALS, AND OUTSTANDING CUSTODIAL STAFF.

IT'S EXACTLY BECAUSE THE DR. TIELLE'S SUPPORT AND LEADERSHIP THAT WE ARE SUCCESSFUL AS WE ARE.

WE ARE PROPERLY STAFFED, WE ARE EXPERTLY EQUIPPED, AND WE'RE SUPPORTED IN OUR ROLES.

I'VE HAD THE BENEFIT OF WORKING IN A FEW SCHOOL DISTRICTS IN THE LAST 10-PLUS YEARS, BUT NEVER, IN MY OPINION, A FORCE TRANSFORMATIONAL LEADER IS DR. TIELLE.

THE PURPOSE WITH WHICH STUDENTS AND STAFF HAD BEEN SUPPORTED, IN MY OPINION, IS NO COINCIDENCE.

I'VE PERSONALLY SEEN DR. TIELLE INTERACT WITH MAINTENANCE AND OPERATIONS STAFF, AND SHE GENUINELY CARES ABOUT THE JOB THEY DO AND THE SUPPORT THEY PROVIDE TO STUDENTS IN THIS DISTRICT.

I'VE NEVER WORKED IN A DISTRICT WHERE AS MANY OPERATIONS AND SUPPORT EMPLOYEES WERE PROMOTED FROM WITHIN AND ENCOURAGED TO GROW AND BECOME BETTER LEADERS.

THIS IS THE FIRST DISTRICT THAT I'VE WORKED IN WHERE, BY MY ESTIMATION, IN MY DEPARTMENT, 40 PERCENT OF OUR NEW FTES ARE CREATED AND FILLED BY INTERNAL STAFF, AND THAT'S A GOOD THING.

DR. TIELLE EMPOWERS HER STAFF AND IT SHOWS BECAUSE AS WITH ALL GOOD LEADERS, SHE HAS BUILT AN OUTSTANDING CULTURE OF SUPPORT, RESPECT, AND EMPATHY IN DVISD, AND I KNOW THAT I'M NOT ALONE WHEN I SAY THAT I'M PROUD THAT WE ARE DIFFERENT BY DESIGN.

THANK YOU FOR YOUR TIME. [APPLAUSE]

>> THANK YOU [APPLAUSE] NEXT UP WE HAVE ROBIN MCCARTHY SPEAKING ON TEA LITIGATION.

IF I MISPRONOUNCED THAT, PLEASE CORRECT ME IF THE MIC.

>> GOOD EVENING DVISD SCHOOL BOARD.

FIRST AND FOREMOST, THANK YOU FOR ALLOWING ME TO SPEAK TONIGHT.

NOT ONLY AM I SPEAKING AS A DVISD EDUCATOR, BUT MOST IMPORTANTLY, AS AN ADVOCATE FOR OUR CHILDREN.

I HOPE THAT YOU ALL WERE ABLE TO READ AN ARTICLE IN THE AUSTIN CHRONICLE TITLED, THE STATE WANTS TO GIVE A MORE SCHOOLS F RATINGS TO WHAT END.

THOSE OF US WHO TEACH CHILDREN EVERY SINGLE DAY AGREE WITH MUCH IN THIS ARTICLE.

THIS IS A HUGE MOVE TO MANUFACTURE EVIDENCE TO HELP GAIN SUPPORT FOR SCHOOL VOUCHERS.

WE, AS EDUCATORS SEE THIS AS BREAKING DOWN PUBLIC SCHOOLS AND EDUCATION FOR ALL.

TEA HAS BEEN SIGNALING THAT RATINGS WERE DROPPED FOR ALL CAMPUSES.

IN FACT, AUSTIN ISD, DEL VALLE ISD, AND FLUKER VALLE ISD.

THREE B RATED DISTRICTS WERE ESPECIALLY MENTIONED IN THIS ARTICLE AS DISTRICTS THAT COULD DROP TO A D OR AN F BASED ON CHANGES BEING MADE.

IN MARCH WHEN MIKE MORRIS ANNOUNCED HIS INTENTION TO INCREASE CCMR 28 PERCENTAGE POINTS, IT RESULTED IN A RESPONSE OF 200 SCHOOL DISTRICTS WRITING TO THE GOVERNOR AND TEA MIKE MORRIS TO NOT IMPLEMENT THIS PLAN.

WHEN THE CHANGE TO CCMR WAS ANNOUNCED, THEY DID NOT MAKE IT CLEAR AT THAT TIME OF THE ANNOUNCEMENT,

[00:10:01]

THE DISTRICT COULD DO NOTHING TO IMPACT THE NEW STANDARDS.

WHY? BECAUSE THE CCMR CHANGE IS RETROACTIVE TO STUDENTS WHO GRADUATED OVER A YEAR AGO AND NOT OUR CURRENT 2023 SENIORS.

OVER 200 DISTRICTS HAVE RESPONDED ASKING TEA MORE F TO POSTPONE THAT PLAN.

OUR VERY OWN SUPERINTENDENT, DR.

TALLY, HAS GONE TO THE CAPITOL MANY TIMES THIS YEAR TESTIFYING ON HOW THIS CHANGING SYSTEM PAIRED WITH A FULL MOVE TO ONLINE TESTING WOULD NOT BE A TRUE REFLECTION OF THE WORK WE DO AS TEACHERS AND BY NO MEANS A REFLECTION OF WHAT OUR STUDENTS HAVE LEARNED.

I SEE TONIGHT THAT YOU HAVE A CONSIDERATION TO JOIN OTHER DISTRICTS ACROSS TEXAS TO OPPOSE THIS RIGGED ACCOUNTABILITY SYSTEM.

I URGE YOU TO NOT PLAY POLITICAL FOOTBALL WITH A CONSIDERATION AND THIS VOTE.

WE, AS TEACHERS HAVE NOTICED THAT ON SEVERAL OCCASIONS THE VOTE ON CERTAIN ITEMS HAS APPEARED SLANTED MORE TOWARD MAKING A POLITICAL STATEMENT RATHER THAN VOTING FOR WHAT IS THE BEST FOR THE CHILDREN AND EDUCATORS AND OUR DISTRICT.

I AGREE WITH THE FOLLOWING QUOTE FROM STATE REPRESENTATIVE GINA HINOJOSA OF AUSTIN, TEXAS.

SO MANY SCHOOLS THAT PUT IN THE HARD WORK POST-PANDEMIC TO IMPROVE ACHIEVEMENT WILL ACTUALLY BE LABELED WITH A LOWER GRADE THAN LAST YEAR.

IT'S A SLAP IN THE FACE TO SCHOOL COMMUNITIES.

THIS IS A STATEWIDE CONCERN AS NOTED IN OTHER ARTICLES BY THE SAN ANTONIO REPORT, THE DALLAS MORNING NEWS, AND COMMUNITY IMPACT.

TONIGHT, I ASK, I URGE YOU TO SEE THE FACTS AND THE GOALS OF THOSE WHO ARE NOT FOCUSED ON WHAT IS BEST FOR DEL VALLE ISD CHILDREN.

THOSE WHO HAVE GONE AS FAR AS TO MANUFACTURER OR LOWER RATINGS, PLEASE CAREFULLY CONSIDER WHAT IS BEST FOR OUR STUDENTS OF DEL VALLE ISD.

THANK YOU [APPLAUSE]

>> THANK YOU. THAT CONCLUDES OUR PUBLIC COMMENTS THIS EVENING.

THANK YOU TO OUR SPEAKERS FOR COMING AND SHARING THEIR THOUGHTS AND THEIR CONCERNS WITH US.

NEXT UP ON THE AGENDA,

[IV.A. 2023-2024 Student Code of Conduct]

WE HAVE OUR INFORMATION ITEMS. IN FIRST STEP, WE HAVE OUR 2023, 2024 STUDENT CODE OF CONDUCT, AND I'LL TURN IT OVER TO DR. LOTA GONZALEZ FOR THAT.

I'M SORRY, CARLENE GONZALEZ.

TOTALLY MISSED OUT YOUR NAME.

>> GOOD EVENING, MADAM PRESIDENT AND BOARD OF TRUSTEES, I'M DR.

TALLY, TONIGHT, I'M GOING TO TURN THE PRESENTATION OF THE UPDATED STUDENT CODE OF CONDUCT FOR YOUR CONSIDERATION LATER IN THE ACTION ITEMS OVER TO MR. DEMARCUS TATE.

>> GOOD EVENING, MADAM PRESIDENT, BOARD MEMBERS, DR.

TALLY. IT'S THAT TIME AGAIN, STUDENT CODE OF CONDUCT.

THIS EVENING, I WANT TO GO OVER THE REVISIONS, BOTH FROM THE LEGISLATOR AND ALSO THE DISTRICT.

YOU GUYS GOT THIS IN YOUR BOARD BRIEFS, I'M GOING TO HIGHLIGHT, SOME OF THESE THINGS.

ON A HOUSE BILL, ONE-FOURTH, IT DEMANDS CHAPTER 13.

BASICALLY, IF YOU LOOK AT THE CONFERENCES, THE HEARINGS, ANY PROVISIONS, REVIEW PROVISIONS, IT APPLIES TO ALSO THE DAP AND THE MANDATORY EXPULSION.

THERE WAS LANGUAGE IN THE STUDENT CODE OF CONDUCT LAST YEAR THAT HAD DIFFERENT LANGUAGE, SO THEY JUST REVISE IT TO MAKE IT THE SAME LANGUAGE FOR DAP AND MANDATORY EXPULSION.

ALSO REQUIRES A STUDENT TO BE PLACED AT DAP IF THEY POSSESS USE OR UNDER THE INFLUENCE OF MARIJUANA OR THC, OR EVEN AN E-CIGARETTE, 300 FEET SCHOOL PROPERTY OR ANY SCHOOL REGULATED EVENT THAT IS A MANDATORY REPLACEMENT.

ALSO, THE REQUIREMENT FOR THE MANDATORY EXPULSION FOR ANY FOLLOWING MARIJUANA THAT HAS BEEN REMOVED, EVEN THOUGH IT'S A PLACEMENT, THE ACTUAL MANDATORY EXPULSION PIECE OF IT HAS BEEN REMOVED.

ALSO, THE DAP BEING AT CAPACITY.

BASICALLY WHAT IS SAYING THAT WE NOW CAN PLACE STUDENTS IN OUR IN-SCHOOL SUSPENSION IF DAP IS AT CAPACITY.

I'LL NOTE LATER THAT WE DO HAVE STUDENTS THAT UTILIZE ON CAEP AND ALL OF OUR SECONDARY CAMPUSES.

I'LL TALK MORE ABOUT THAT IN JUST A SECOND.

ALSO, WE HAVE AN OPTION IF THE STUDENT IS ENGAGED IN ANY VIOLENT CONDUCT THAT'S SITTING IN OUR ISS OR WE CAN ACTUALLY REPLACE THEM FROM THE DAP SLOT AND PUT THAT INDIVIDUALIST NONVIOLENT INTO OUR ISS.

ALSO, REMOVE A STUDENT FROM DAP TO ISS.

THE STUDENT MUST RETURN TO DAP IF PLACEMENT BECOMES AVAILABLE.

HOUSE BILL 39, 28 AMENDS CHAPTER 37 BASICALLY SAYS, WE SHOULD NOTIFY THE PARENT OR THE PARENT GUARDIAN THAT THEY COULD REQUEST A FULL INDIVIDUAL OR INITIAL EVALUATION WHEN IT COMES TO STAY AND SERVICES.

IF THE STUDENT IS PLACED AT A DAP OR WHEN THEY TRANSITION FROM A DAP.

[00:15:01]

ALSO SENATE BILL 37 AMENDS CHAPTER 30, 37, BASICALLY REMOVING THE REQUIREMENT FOR REPORTING, HAZING AND BULLYING OR ANYTHING LIKE THAT TO BE SUBMITTED IN WRITING.

ALSO, WE CAN NOW REPORT TO A PEACE OFFICER OR A LAW ENFORCEMENT AGENCY.

THEN ALSO IT GIVES YOU AN OPPORTUNITY TO PROVIDE IMMUNITY FROM LIABILITY FOR ANY PERSON THAT IS ACTUALLY REPORTING.

HOUSE BILL 1427 EXPANDS THE OFFENSE OR HARASSMENT.

BASICALLY, WHAT THIS MEANS IS ENTER THE INTERNET APPLICATIONS THAT STUDENTS ARE NOW USING SOCIAL MEDIA, THINGS OF THAT NATURE.

IT EXPANDS TO THAT AS WELL.

ALSO, WITH HOUSE BILL 14,AS I SPOKE EARLIER, ALL OF THESE INITIATIVES THAT HAVE BEEN REVISED FROM A DISTRICT STANDPOINT, THEY'RE EITHER ALREADY UPDATED IN THE NEW STUDENT CODE OF CONDUCT AND ALL OUR CURRENT POLICIES AND PROTOCOLS ARE CONSISTENT WITH THE LEGISLATIVE UPDATE.

WHEN I TALKED EARLIER ABOUT THE DAP CAPACITY AS YOU GUYS REQUESTED AND NOW WE HAVE OUR CAEP, WHICH IS OUR CAMPUS ALTERNATIVE EDUCATION PROGRAM.

IT'S AN ALL OUR SECONDARY CAMPUSES NOW.

WE CAN UTILIZE THAT AS FAR AS FOR OUR FIRST OFFENDERS BEFORE THEY GO TO DAP.

ANY QUESTIONS? YES, MA'AM.

>> THANK YOU. SO CAN YOU GO BACK TO ONE SIDE? YOU WERE SAYING HOUSE BILL 14, BUT THAT'S LISTED AS HOUSE BILL 114, JUST FOR CLARIFICATION. WHICH ONE IS IT?

>> IS HOSPITAL 114

>> NO WORRIES. I JUST WANT TO BE CLEAR THAT WE'RE ALL TALKING THE SAME THING. THANK YOU.

>> I'M SORRY.

>> I NOTICED WHEN I WAS READING THIS, THE E-CIGARETTE IS A REALLY TOUGH ONE AND I KNOW WE'RE PROBABLY GET TO PUT THE INFORMATION OUT MULTIPLE TIMES BOTH TO PARENTS AND TO STUDENTS, SO I'M ASSUMING YOU'VE ALREADY STARTED DOING THAT, BUT HOW ARE YOUR PLAN AND WHAT'S YOUR PLAN TO KEEP PRESENT? I KNOW IT'S GOING TO HAVE TO BE PRESENTED OFTEN.

>> YES MA'AM. IN DETAILS WE GOING TO HAVE TO PUSH IT OUT THROUGH PARENTS WHERE ON MULTIPLE OCCASIONS TO MAKE SURE THAT THEY UNDERSTAND.

AND THE BIGGEST REASON WHY THIS IS NOW IN THE STUDENT CODE OF CONDUCT BECAUSE WHEN WE HAD THE E-CIGARETTES OR VAPES, WE COULDN'T TELL WHETHER IT WAS THC OR TOBACCO, SO LET US TRY TO JUST BASICALLY SAY ANY OF IT.

SO BASICALLY WE USE PASSWORD FOR THE INFORMATION ON.

>> YEAH. JUST BASED OF THAT NEW REQUIREMENT, LOOKING AT WHAT HAPPENED LAST YEAR WITH VAPE PENS, WHAT IS THE POSSIBLE EXPECTATION IN TERMS OF AND THEN FLEX OF STUDENTS INTO DAP.

>> SO THAT'S ONE OF THE MAIN REASONS WHY WE BUILT OUR K-PROGRAMS, SO WE CAN UTILIZE THOSE FOR THE FIRST OFFENSE, THINGS LIKE E-CIGARETTES AND VAPING AND WHATNOT.

WE CAN USE THOSE CAMPUS PROGRAMS BEFORE THEY GO TO THE DAP.

SO DAP WILL BE FOR OUR REPEAT OFFENDERS AND THEN ALSO VIOLENT OFFENSES.

>> WE ALSO HAVE VAPE DETECTORS ON EVERY CAMPUS SO HOPEFULLY THAT IS GOING TO BE A DETERRENT BECAUSE STUDENTS WILL KNOW THAT THEY ARE ON ALL CAMPUSES.

>> YEAH, AND JUST THE FOLLOW-UP TO THAT IS IN ADDITION TO PARENTS SQUARE, ARE THERE SESSIONS THAT WE'RE DOING TO BROADCAST THIS WIDELY FOR STUDENTS LIKE LISTEN.

[LAUGHTER] IF YOU GET CAUGHT WITH A VAPE PEN, WE HAVE VAPE DETECTORS IN THE BUILDING NOW, YOU GET COW OR THE VAPE PEN, YOU'RE GOING TO DAP, IS THAT ON A POSTER EVERYWHERE? LET PEOPLE KNOW.

>> SO USUALLY WHAT WE'RE GOING DO WHEN WE HAVE INFORMATION LIKE THIS TO COME OUT, WILL DO STUDENT ASSEMBLIES TO GET THIS INFORMATION OUT TO THE STUDENT IN CONJUNCTION WITH THE PARENTS SQUARE PIECE.

SO THAT'S WHERE WE'LL CHEER LEAD ALL OF THESE THINGS ARE IN THE BUILDING AND HERE'S THE NEW REQUIREMENT.

>> LIKE IT'S ANY PART OF THE PEN? IS THAT MY UNDERSTANDING FROM THE PEOPLE THAT WE'RE WRITING SOME OF THE POLICY SAID ANY PART OF THE PEN, SO A LOT OF TIMES THEY WOULD FLUSH WHICH IS WHY WE HAVE PROBLEMS WITH THE SEPTIC SYSTEM BUT THEY WOULD FLUSH THE CARTRIDGE THINKING THEY WERE OKAY BUT EVEN THE PIECE THAT, I DON'T KNOW THE RULES BUT WHATEVER THE CARTRIDGE FITS IN.

>> YES MA'AM. EVEN THE CARTRIDGE ITSELF.

>> YEAH, I'M THINKING MORNING ANNOUNCEMENTS.

[LAUGHTER] IT'S EASY TO FORGET THINGS WHEN YOU GOT A LOT GOING ON AND WE CAN USE THE CAPE BECAUSE I WAS ALSO WORRIED ABOUT CAPACITY.

>> AT FULL CAPACITY CONSTANTLY, AT LEAST UNTIL THEY REALIZED THAT IT'S NOT A JOKE.

>> AND SO WHEN WE LOOK AT THIS BY ALLOWING US TO USE ISS WHEN WE GET TO CAPACITY, I THINK THEY THOUGHT ABOUT THAT AS WELL.

>> YEAH.

>> WHEN UTILIZE DAP IN THAT FASHION.

>> AND SOMETHING THAT MR. TIELLE WORKED ON WITH

[00:20:02]

THE SECONDARY PRINCIPLES LAST YEAR WAS BUILDING THE CAMPUS ALTERNATIVE PLACEMENT SO THAT OUR STUDENTS WHO WERE FIRST-TIME OFFENDERS WEREN'T HAVING TO GO TO DAP IN THESE CASES, ESPECIALLY YOUNG MIDDLE-SCHOOL STUDENTS HAVING TO BE WITH OLDER HIGH-SCHOOL STUDENTS, SO THAT HAS BEEN A SUCCESSFUL ROLLOUT AND THEN OBVIOUSLY WANTING THAT TO BE STRONGER THIS YEAR.

>> I'M JUST NERVOUS ABOUT THIS.

>> GO AHEAD.

>> SO MUCH.

>> YEAH, I'M SO NERVOUS ABOUT THIS RULE BECAUSE YOU GOT THOUSANDS OF KIDS AT THE HIGH SCHOOL AND ADDITIONAL STUDENTS AT THE MIDDLE SCHOOL AND IT'S JUST TRYING TO COMMUNICATE TO ALL OF THEM AND HELP THEM INTERNALIZE.

EVEN IF YOUR FRIEND SAYS, HEY, CAN YOU HOLD THIS FOR ME FOR A LITTLE BIT THAT'S GOING TO GET YOU INTO DAP.

>> YES, WELL. AND I THINK THE OTHER QUESTION THAT I HAVE IS, WHAT IS THE DURATION OF TIME THAT A STUDENT MUST SPEND?

>> I DIDN'T SEE THAT.

>> YEAH, THAT WASN'T SPECIFIED.

>> AND USUALLY THAT IS ADMINISTRATOR CAMPUS RULE.

TYPICALLY, WE DO ABOUT 15 DAYS IN THE CAPE AND THEN OUR DAP PLACEMENT IS A 45 DAY PLACEMENT WITH BASICALLY KID DOING 30 DAYS WITH EARLY OUT, LONG AS YOU DO WHAT YOU NEED TO DO, YOU GET OUT AT 30, SO WE USUALLY GO IN INCREMENTS OF 15.

>> IS THAT GOING TO BE CONSIDERED GIVEN THAT A VAPE PENS IS THE SAME IF IT'S NOT THE THC CARTRIDGES, IS THE SAME AS A CIGARETTE.

>> YES, MA'AM.

>> IS THERE A CONSIDERATION FOR THE FACT THAT THIS LAW IS OVERLY RESTRICTIVE TO REDUCING IT BEYOND 15 OR LOWER THAN 15 DAYS.

>> MORE THAN 15.

>> I DON'T WANT TO INCENTIVIZE ANYONE, BUT I GET WITH THE LEGISLATURE WAS TRYING TO DO, BUT I THINK IT'S OVERLY PUNITIVE TO STUDENTS WHO THEIR KIDS.

>> MR. TIELLE ISN'T MANDATORY PLACEMENT.

THAT IS THE MANDATORY PLACEMENT.

AM I CORRECT THE 45 DAYS?

>> THAT'S THE MANDATORY PLACES.

>> OH, WAIT MANDATORY PLACEMENT IS NOT FOR THIS? I DIDN'T SEE ANYTHING.

>> NOT FOR THIS. I'M SORRY, I THOUGHT YOU'RE ASKING FOR DAP IS THAT THEY ARE MANDATORY.

>> YES, FOR MANDATORY.

>> FOR DAP, THE MANDATORY PLACEMENT IS 45 DAYS.

WHEN YOU OWN THE CAPE PROGRAM, LIKE I SAID, USUALLY USE INCREMENTS OF 15.

THEY GIVE THE STUDENT AN OPPORTUNITY TO GET OUT OF 10, SO DUE TWO WEEKS.

>> SO I'M A STUDENT, I GET CAUGHT WITH A VAPE PEN.

I GO TO CAPE FOR 15 DAYS, 15 SCHOOL DAYS, THREE WEEKS.

I COME BACK, I GET CAUGHT WITH A VAPE PEN AGAIN. WHAT HAPPENS?

>> SO UTILIZING CAPE A SECOND TIME WOULD PROBABLY NOT BE THE ROUTE TO GO.

WE HAVE LCDS ON CAMPUS.

YOU CAN UTILIZE THEM AS WELL FOR SOME TYPE OF INTERVENTION.

AGAIN, IT'S AT THE ADMINISTRATIVE DISCRETION DEPENDING ON THE CIRCUMSTANCE WHETHER OR NOT THEY WANT TO SEND A STUDENT TO DAP.

BUT THERE ARE OTHER AVENUES.

THERE'S A DRUG COUNSELING THAT THEY CAN GIVE AS WELL BUT IT'S GOING TO DEPEND ON THE CIRCUMSTANCE.

>> HB 114 ALLOWS A SECOND OFFENSE.

IT'S UP TO ADMINISTRATIVE DISCRETION.

>> YES, WHETHER OR NOT THEY WANT TO UTILIZE CAPE AGAIN OR THEY WANT TO SEND THE STUDENT TO DAP.

>> AND THE LANGUAGE OF HB 114, I SAW IT SAID DAP.

IF THE LEGISLATURE LOOKS AT WHAT WE'RE DOING WITH CAPE, ARE THEY GOING TO SAY, WE ARE NOT IN COMPLIANCE WITH HB 114.

>> IF YOU LOOK AT THE VERBIAGE ON WHAT CAPE IS, IT BASICALLY SAYS, IT TAKES A STUDENT OUT OF THE MAIN CAMPUS.

AND AS LONG AS WE'RE DOING ALL OF THE ENROLLMENT FORMS AND THAT MY STAFF ARE CHECKING THEIR ENROLLMENT FOR THE SECONDARY CAMPUSES, WERE GOOD.

AS LONG AS WE'RE DOING THE ENROLLMENT PIECE OF IT.

>> IT ACTUALLY ALLOWS FOR A PROGRAM IN EDUCATIONAL SUPPORT SERVICES FOR OFFENSES.

SO THANK YOU FOR IMPLEMENTING THIS ABOUT A YEAR AGO BECAUSE WE KNOW THAT WE HAD SOME CONCERNS ABOUT THIS ISSUE AND NOW IT'S BASICALLY A BILL NOW.

BUT I WANT TO THANK YOU GUYS FOR IMPLEMENTING THIS A WHILE BACK, AND NOW IT'S SOMETHING THAT WE HAVE TO USE UNFORTUNATELY.

MY QUESTION IS VEHICLES, SO WHAT IF IT'S IN SOMEBODY'S VEHICLE BUT IT'S NOT A STUDENT, IT'S A TEACHER OR A VISITOR.

>> I WOULD THINK THERE'LL BE A LAW ENFORCEMENT ISSUE AT THAT POINT IF IT'S IN SOMEBODY'S VEHICLE, A TEACHER OR SOMETHING LIKE THAT.

BUT AGAIN, IT DEPENDS ON WHAT THE PROBLEM WILL CAUSE IS.

IF IT'S A STUDENT AND IT'S IN THEIR VEHICLE, IT'S UP TO 300 FEET, SO IF IT'S IN THE PARKING LOT AND WE HAVE PROBLEM CAUSE TO SEARCH THE VEHICLE, YOU STILL GET TREATED.

>> THAT WAS GOING TO BE MY CONCERN BECAUSE I KNOW THAT EVERY ONE IN A WHILE WE'LL DO RANDOM SEARCHES AND WHATNOTS.

BUT I WANTED TO MAKE SURE THAT HOW THAT SEARCH IS DONE,

[00:25:05]

HOW THAT'S GOING TO IMPACT AND ARE WE LETTING OUR TEACHERS AND STAFF AND VISITORS KNOW ALSO LIKE, DON'T READ THIS STUFF BECAUSE YOU COULD GET SOMEBODY IN TROUBLE OR SOMETHING HAD HAPPENED OR WHATEVER, BECAUSE IT'S NOT ALWAYS JUST STUDENTS.

>> ANY OTHER QUESTIONS? ANY OTHER QUESTIONS ON THE REST OF THE STUDENT CODE OF CONDUCT BOOK? NO, OKAY. THANK YOU.

>> THANKS.

>> IS THAT GOOD REALLY QUICK.

>> YEAH.

>> YOU SAID THAT WE STARTED THE CAPE PROGRAMS LAST YEAR.

WE WANT TO REALLY THANK YOU GUYS FOR THE SUPPORT ON THAT AND PUSHING THAT FORWARD AND THEN SUPPORTING US THROUGH IT AND I THINK IT'S GOING REALLY WELL, SO I APPRECIATE YOU GUYS AND THANK YOU FOR YOUR TIME TONIGHT.

>> NEXT UP IS OUR INFORMATION ITEM ON ACCOUNTABILITY,

[IV.B. Accountability]

AND I WILL TURN IT OVER TO DR. ANA RUSH FOR THAT ONE.

WHAT DID I DO? I DID SOMETHING.

REALLY? I THINK HE DID HE TURN IT OFF. IS IT WORKING? SEE.

>> MADAM PRESIDENT, DR. TIELLE, BOARD MEMBERS, TONIGHT, WE'RE GOING TO BE PRESENTING ACCOUNTABILITY.

WE HAVE A SPECIAL GUEST, D. CARNEY.

[LAUGHTER]

>> WELL, GOOD EVENING, PRESIDENT BIRCH, MEMBERS, DR. TIELLE.

THANK YOU FOR THE OPPORTUNITY TO CORE-PRESENT WITH YOUR ACCOUNTABILITY EXPERT, DR. ANA RUSH.

NOW, I KNOW YOU'VE HAD OUR PRESENTATIONS SINCE FRIDAY AND YOU'VE LOOKED THROUGH IT.

WHAT WE'D LIKE TO DO IS TO MAKE SURE WE SPEND OUR TIME FOCUSING ON YOUR QUESTIONS.

SO PRESIDENT BIRCH, IF WE COULD MAYBE GO DOWN THE LINE AND ASK PEOPLE WHAT ARE THEIR BURNING QUESTIONS AND THEN ANA AND I CAN DIVE IN A LITTLE BIT MORE DEEPER AROUND THOSE PARTICULAR QUESTIONS.

>> I DON'T THINK WE HAVE TO GO DOWN THE LINE.

WE CAN JUST SEE IF THERE'S ANY BURNING QUESTIONS OR IF YOU GUYS WANT THEM TO DO A QUICK OVERVIEW.

[BACKGROUND] I DON'T THINK I HAVE A COPY OF IT HERE WITH ME.

I KNOW I SAW IT, BUT IT'S BEEN A COUPLE OF DAYS AND I DON'T THINK I HAVE A COPY. DO I MISS IT?

>> THANK YOU FOR YOUR QUICK REVIEW.

>> MAYBE WE CAN JUST [LAUGHTER] BREEZE THROUGH IT AND THEN WE'LL ASK YOU OUR BURNING QUESTIONS.

>> WELL, I WILL STOP ALONG THE WAY IN CASE YOU HAVE SOME MORE QUESTIONS.

THIS IS WHAT WE KNOW NOW, AND AS WE TALK ABOUT WITH SUPERINTENDENTS AND PRINCIPALS AND BOARD MEMBERS, IT'S IN PENCIL.

WHATEVER NOTES YOU'RE TAKING TONIGHT ARE STILL IN PENCIL.

IT'S NOT IN CONCRETE YET BUT IT'S SLOW-DRYING CONCRETE.

THAT'S WHERE WE ARE WITH THESE RULES AND WHERE WE ARE NOW.

IF YOU HAVEN'T HAD AN OPPORTUNITY TO SEE COMMISSIONER MORATH ON MAY 31ST, PUT OUT THIS PARTICULAR VIDEO MESSAGE.

IT'S ABOUT A FIVE-MINUTE VIDEO MESSAGE TO THE BOARD.

THE PIECE THAT'S IMPORTANT HERE IS THE PIECE WHERE HE SAYS THE RATINGS THAT YOU RECEIVED THIS YEAR CANNOT BE COMPARED WITH LAST YEAR'S WRITINGS.

HIS MESSAGE WAS SHARE THE IDEA THAT IT'S NO LONGER AN APPLES-TO-APPLES COMPARISON.

IF YOU HAD AN OPPORTUNITY TO SEE THE HOUSE PUBLIC EDUCATION COMMITTEE MEETING IN MARCH, REPRESENTATIVE GINA HINOJOSA ASKED THE COMMISSIONER SPECIFICALLY ABOUT CHANGING THE RULES.

WHAT'S HAPPENING WITH THE CUT SCORES, WHAT'S HAPPENING, AND THAT IS WHERE THE COMMISSIONER TOLD THE COMMITTEE THAT YES, PERFORMANCE WILL GO UP, RATINGS MAY GO DOWN, WHICH SEEMS A LITTLE COUNTER-INTUITIVE.

HOW CAN THAT BE? WE ALSO KNOW ON MAY 31ST, THE COMMISSIONER RELEASED THIS PARTICULAR SLIDE THAT SHOWED THE IMPACT OF THE WHAT-IF RATINGS.

NOW THE WHAT-IF RATINGS TOOK THE NEW PROPOSED RULES AND APPLIED THEM TO ALL DISTRICTS' DATA FOR 2022.

NOW, HE ONLY RELEASED THIS SLIDE FOR CAMPUSES, SO WE DON'T KNOW HOW DISTRICTS WILL BE IMPACTED USING THE WHAT-IF RATINGS.

BUT LOOKING AT THE CAMPUS RATINGS, YOU CAN SEE THERE'S APPROXIMATELY 8,000 CAMPUSES, AND IN THE MIDDLE COLUMN, IT SHOWS APPROXIMATELY 2,400 CAMPUSES WILL

[00:30:02]

HAVE A DECREASE IN THEIR RATINGS OF 1-2 LETTER GRADES.

ABOUT 500 CAMPUSES WILL HAVE AN INCREASE IN THEIR LETTER GRADE, AND ABOUT 5,900 CAMPUSES WILL STAY THE SAME.

THAT'S ALL WE KNOW.

WE DON'T KNOW THE DISAGGREGATION BETWEEN HIGH SCHOOLS, MIDDLE SCHOOLS, AND ELEMENTARY.

THAT WE CAN'T SEE BECAUSE THE AGENCY DIDN'T RELEASE THAT AT THIS TIME.

JUST A QUICK OVERVIEW OF HOW RATINGS ARE CALCULATED.

A QUICK REFRESHER.

I PROMISE WE WILL NOT MAKE YOU AN ACCOUNTABILITY EXPERT OVER THE 200-PAGE MANUAL.

BUT JUST AS A REMINDER, THERE'S THREE DOMAINS.

THE STUDENT ACHIEVEMENT DOMAIN, AND YOU CAN SEE HERE FOR THAT ONE DOMAIN, FOR ELEMENTARY AND MIDDLE SCHOOLS, 100% OF THEIR RATING IN THE STUDENT ACHIEVEMENT DOMAIN IS ON STAAR.

FOR YOUR HIGH SCHOOLS, IT STAARS 40%, CCMR IS 40%, AND YOUR GRADUATION RATE IS 20%.

THOSE ARE THE METRICS TO CALCULATE DOMAIN 1.

NOW, DOMAIN 2 IS ALL ABOUT GROWTH AND STUDENT PROGRESS, AND YOU HAVE TWO COMPONENTS; EITHER ACADEMIC GROWTH PART A, OR RELATIVE PERFORMANCE PART B, WHICH IS WHERE THAT CAMPUS IS COMPARED TO SIMILAR PEER CAMPUSES BASED ON THE PERCENTAGE OF ECONOMICALLY DISADVANTAGED STUDENTS.

BUT YOU GET THE BETTER OF A OR B.

THEN DOMAIN 3, THIS IS WHERE TEXAS ALIGNS WITH THE REQUIREMENTS FOR FEDERAL ACCOUNTABILITY; THE EVERY STUDENT SUCCEEDS ACT, AND THAT'S THROUGH THE CLOSING THE GAP'S DOMAIN.

AGAIN, YOU'LL SEE DIFFERENT INDICATORS FOR ELEMENTARY AND MIDDLE SCHOOL THAN YOU DO FOR HIGH SCHOOLS.

YOU STILL SEE FOR ELEMENTARY AND MIDDLE SCHOOLS, 90% IS BASED ON STAAR, 10% IS BASED ON YOUR TAIL PAST TEST.

FOR HIGH SCHOOLS IN DOMAIN 3, 50% STAAR, 30% COLLEGE CAREER MILITARY READINESS, 10% LPS, 10% GRADUATION RATE.

ALL OF THOSE COMBINED, YOU LOOK IN THAT TOP CORNER OVER HERE, 70% OF THE SCHOOL'S RATINGS COMES FROM THE BETTER OF DOMAIN 1 OR DOMAIN 2.

THIRTY PERCENT OF THAT SCORE COMES FROM DOMAIN 3.

SO WHAT CHANGED? IN THE TIMELINE, WHERE ARE WE NOW? WELL, TOMORROW, TEA WILL PUBLICLY RELEASE WHAT WE CALL STAAR 2.0, STAAR RESULTS FOR THE STATEWIDE.

EARLY SEPTEMBER, THEY WILL FINALIZE THE RULES AND THE ACCOUNTABILITY MANUAL.

THAT'S WHY I SAID THIS IS STILL IN PENCIL.

AT THE END OF SEPTEMBER, SEPTEMBER 28TH, THE RATINGS WILL BE MADE PUBLIC.

THAT'S WHERE WE ARE RIGHT NOW.

WE KNOW THERE'S TWO COMPONENTS THAT ARE CHANGING THIS YEAR THAT LEAD TO COMMISSIONER MORATH'S STATEMENT OF YOU CAN'T COMPARE APPLES TO APPLES.

ONE IS THE STAAR REDESIGN OR STAAR 2.0.

A LOT OF CHANGES HERE IN STAAR, ITEM TYPES, OPEN-ENDED RESPONSES, 100% ONLINE, ON I HAD A GREAT QUOTE.

THE SO DID REPRESENTATIVE WILL METCALF DURING THIS SESSION, HE RIGHTFULLY POINTED OUT THAT MOVING TO 100% ONLINE STAAR, OUR PARENTS DO NOT HAVE AN OPTION OF PAPER TESTS, AND WE DO KNOW SOME CHILDREN TEST BETTER ON PAPER AS ANA POINTED OUT.

THE SECOND COMPONENT THAT'S CHANGING FOR ACCOUNTABILITY ARE THE ACTUAL RULES, CHANGING CUT POINTS AND TARGETS, UPDATING SEAT COLLEGE, CAREER, MILITARY READINESS INDICATORS, IMPROVING THE ABILITY TO RECOGNIZE GROWTH, AND MAKING QUITE A FEW CHANGES TO THAT DOMAIN 3, CLOSING THE GAPS.

THE BIG ONE, THE BIG CHANGE IS AROUND COLLEGE CAREER MILITARY READINESS.

IN OCTOBER OF 2022,

[00:35:04]

THE AGENCY PRESENTED THIS PARTICULAR SLIDE TO THE ACCOUNTABILITY ADVISORY GROUP, AND THE COMMISSIONER DOES HAVE AN ACCOUNTABILITY ADVISORY GROUP FULL OF ACCOUNTABILITY EXPERTS, PRINCIPALS, SUPERINTENDENTS, BUSINESS REPRESENTATIVES.

THERE'S A LOT HERE ON THE SLIDE.

BUT THE IDEA HERE IS FOR CCMR WOULD CHANGE TO LOOK AT COLLEGE READINESS, COLLEGE ENROLLMENT, AND COLLEGE PERSISTENCE, WHICH WAS NEW.

THEY HAD THE DATA TO SUPPORT THAT CHANGE FROM THE AGENCY'S PERSPECTIVE, AND SO THIS IS WHERE YOU'VE HEARD THAT THE AGENCY IS CHANGING THE CUT SCORE FROM 60 TO 88 FOR CCMR. THIS IS HOW THEY DERIVE THAT 88 LOOKING AT COLLEGE READINESS, COLLEGE ENROLLMENT, COLLEGE PERSISTENCE.

[OVERLAPPING]

>> I'M SORRY.

>> GO AHEAD.

>> COLLEGE PERSISTENCE IS THEY'VE ENROLLED IN FOR ONE YEAR? IS THAT WHAT I'M UNDERSTANDING THAT THEY PERSIST IN COLLEGE FOR ONE ENTIRE YEAR?

>> CORRECT. [OVERLAPPING]

>> HOW DOES THAT HAVE ANYTHING TO DO WITH OTHERS?

>> THIS IS THE LAST ONE HERE.

>> GREAT QUESTION.

>> WHAT IF THE COLLEGE IS TERRIBLE?

>> OR IF THEY DON'T HAVE MONEY?

>> SORRY. I JUST WANT TO MAKE SURE I UNDERSTOOD THAT.

>> YOU GOT IT, RIGHT. HIGHER ED PERSIST AFTER ONE YEAR.

I THINK YOUR REACTION IS VERY SIMILAR TO THOSE OF US WORKING IN DISTRICTS AND IN THE FIELD. YES, MA'AM.

>> DID THE COMMISSIONER SAY HOW WE WERE SUPPOSED TO TRACK OUR COLLEGE KIDS AND SEE IF THEY PERSISTED?

>> WELL, THE TEXAS HIGHER EDUCATION COORDINATING BOARD DOES HAVE TRACKING DATA.

>> BUT IT DOESN'T DO OUT-OF-STATE. DOES IT?

>> CORRECT. UNLESS THEY SUBSCRIBE TO THE NATIONAL STUDENT CLEARINGHOUSE.

IF THEY SUBSCRIBE TO THE NATIONAL STUDENT CLEARINGHOUSE, AND THEN THEY WILL BE ABLE TO TRACK THEM IF THOSE OUT-OF-STATE UNIVERSITY SEND THEIR DATA TO THE NATIONAL STUDENT CLEARINGHOUSE. GREAT POINT.

>> AFTER A YEAR, SO THIS WILL BE A YEAR OR TWO BEHIND THE PERSISTENCE PIECE.

>> YES, MA'AM. THAT'S WHY YOU CAN SEE ON THIS FAR SIDE OF THE SLIDE, THE AGENCY, YOU LOOKED BACK AT 2018 COLLEGE READY GRADS, 2019.

THEY WERE ENROLLED IN HIGHER ED.

THEN HOW MANY WERE PERSISTING FOR THAT ONE YEAR? YES, MA'AM. IT DOES LAG. YES SIR.

>> IS IT ONLY COLLEGE OR IS IT MILITARY PERSISTENCE OR CAREER PERSISTENCE?

>> THAT'S A GREAT QUESTION.

NO, SIR, IT IS NOT.

IT IS BASED HERE ON READINESS, ENROLLMENT AND PERSISTENCE.

PLEASE NOTE, THESE ARE TEA SLIDES, THEY'RE NOT MINE.

>> ALSO NOTE THAT IN 2020 WE HAD COVID, SO A LOT OF THE STUDENTS DID NOT ATTEND.

>> THE AGENCY DID RUN A MODEL AGAIN, OCTOBER 2022.

THEY DID PROVIDE THIS MODEL AND SHOWED THAT IF WE, THE AGENCY SET 88 FOR AN A, THEN USING THE 2021 RESULTS, ABOUT 20% OF CAMPUSES WOULD RECEIVE AN A FOR CCMR. BUT WHAT'S MISSING FROM THIS SLIDE IS HOW MANY CURRENTLY RECEIVED AN A.

AND SO THAT'S WHERE WE STEPPED IN AND WE DID A LITTLE MODELING TO HELP PEOPLE SEE THE IMPACT OF CHANGING YOUR CUT SCORES BY 28% POINTS TO A CLASS THAT IS ALREADY WALKED ACROSS THE STAGE AND APPLYING IT RETROACTIVELY.

THAT WAS OUR FIRST RESEARCH QUESTION.

WHY THAT MATTERS JUST AS A REMINDER, BECAUSE CCMR'S MAKE UP 40% OF DOMAIN ONE.

YEAH, A LOT OF DOTS.

ACTUALLY 1,600 DOTS, THEY REPRESENT CAMPUSES, HIGH SCHOOL CAMPUSES THAT RECEIVED A DOMAIN ONE SCORE.

YOU CAN SEE THE ENROLLMENT ACROSS THE BOTTOM.

AND YOU CAN SEE THAT SCORE ALONG THE SIDE.

APPROXIMATELY 1,100 CAMPUSES RECEIVED AN A AND CCMR IS WHEN THE CUT SCORE IS AT A 60.

WHEN 60 EQUALS AN A ABOUT 1,100 CAMPUSES ARE 70% OF CAMPUSES RECEIVED AN A FOR CCMRS. WHEN YOU CUT IT AT AN 88, YOU HAVE ABOUT 380 CAMPUSES THAT RECEIVE AN A.

[00:40:01]

THAT'S A SIGNIFICANT CHANGE TO A CLASS THAT HAS ALREADY GONE ACROSS THE STAGE.

BUT WE ALSO KNEW AT THAT TIME, THAT NOT ONLY WAS THE CCMR CUT SCORE CHANGING, THE GRADUATION RATE CUT SCORES WERE CHANGING AS WELL.

NOT AS MUCH, BUT THEY WERE CHANGING.

WE WANTED TO SEE HOW DID THESE TWO CHANGES IMPACT.

HERE'S JUST ONE SAMPLE REAL CAMPUS.

HERE'S WHAT HAPPENS WHEN YOU CHANGE THAT CCMR CUT SCORE FROM A 62 AND 88.

HERE'S WHAT HAPPENS WHEN YOU INCREASE THAT GRADUATION RATE CUT POINT FROM A 96 TO A 98.

ON YOUR LEFT SIDE THERE, THIS PARTICULAR CAMPUS, YOU CAN SEE WHAT THE RAW SCORE FOR THAT CAMPUS IS AND WHAT IT'S SCALED TO.

ALL OF THESE ARE LIKE GRADED ON A CURVE.

ALL OF THE METRICS ARE GRADED ON A CURVE.

CCMR HERE, THE RAW SCORE FOR THIS REAL HIGH SCHOOL CAMPUS, IT WAS A 73 IN THAT SCALE TO A 93.

NOW COME OVER HERE TO THE RIGHT SIDE.

WHEN THE AGENCY CHANGES THAT CUT SCORE TO AN 88, THAT SAME RAW SCORE NOW SCALES TO A 76.

LOOK AT THE GRADUATION RATES.

RAW SCORE, GREAT GRADUATION RATE, 98.7, BUT SCALES TO A 95.

THAT GRADUATION RAW SCORE NOW SCALES TO A 90.

CAMPUS IS STILL DOING GREAT THINGS FOR KIDS.

THE TECHNICAL ADJUSTMENT WILL MAKE IT APPEAR AS IF THEY'RE NOT.

BECAUSE ALL THINGS CONSIDERED ON THAT SLIDE, NOTHING CHANGED BUT THE WAY THAT THEY DO THE MATH? YES, MA'AM. THE CUT SCORES CHANGED.

THIS YEAR SCORE WOULD BE BASED ON THE GRADUATES OF 2022? YES, MA'AM.

WHICH IS A HUGE THING OUR COMMUNITY NEEDS TO UNDERSTAND.

YES, MA'AM.

THEY WOULD HAVE ALREADY HAD FOR US TO GET THE YEAR PERSISTENCE, WOULD THEY NOT HAVE ALREADY HAD TO HAVE ENROLLED A B IN COLLEGE RIGHT NOW? NOW WE ARE GOING TO COLLEGE.

YES, MA'AM. BUT I WANT TO SHOW UP IN THE AGENCY'S DATA YET TO CALCULATE.

THEY HAD TO GO BACK TO 2018 AND 19 TO CALCULATE THAT.

THAT'S ONE REASON WHY THE COMMISSIONER PUT THAT VIDEO OUT.

HE WANTS TO HELP BOARD MEMBERS AND COMMUNITY MEMBERS UNDERSTAND CHANGES ARE COMING AND DON'T TRY TO COMPARE 2022-2023.

IT'S INTERESTING THAT WHEN I WENT TO SUMMER LEADERSHIP AND ALL THE SESSIONS LED BY SUPERINTENDENTS THEY'RE NOT LOOKING AT IT.

THEY'RE SAYING OUR COMMUNITY IS GOING TO COMPARE APPLES TO APPLES.

HOW DO WE EXPLAIN TO OUR COMMUNITY THAT WE'VE BEEN IN A DISTRICT FOR SINCE THE RATINGS STARTED AND NOW WE'RE NO LONGER IN A DISTRICT.

I KNOW THAT'S A CONCERN.

YOU'VE HEARD IT ACROSS THE STATE.

YES, MA'AM. NOT DEFENDING THE AGENCY AT ALL, BUT LETTING YOU KNOW THEY DO HAVE A MEDIA PRESS KIT OUT ON THE WEBSITE.

[LAUGHTER] THAT MIGHT BE HELPFUL.

THEN THEORETICALLY, THIS WON'T IMPACT SCHOOLS WITH THE HAVE LOWER NUMBER OF ECO DIS STUDENTS AS MUCH AS IT WILL IMPACT.

SCHOOLS THAT HAVE HIGHER ECO DIS, POPULATION? THAT IS CERTAINLY ONE RESEARCH QUESTION THAT ACCOUNTABILITY EXPERTS WANT TO LOOK AT.

THE MINUTE TEA PUBLICLY RELEASES THE DATA ON SEPTEMBER 28TH, WILL BE ABLE TO ANSWER THAT QUESTION.

RIGHT NOW WE CAN'T ANSWER THAT QUESTION.

ALL WE CAN TELL YOU IS THAT ABOUT 2,400 CAMPUSES ARE GOING TO DROP ONE OR TWO LETTER GRADES.

WE KNOW HIGH-SCHOOLS HAVE BEEN IMPACTED BY THE CHANGE IN THE CCMRS. HOW WOULD THAT IMPACT DOMAIN 3, IF YOU'RE A CAMPUS THAT DOESN'T HAVE AS MANY ECONOMICALLY DISADVANTAGED STUDENTS AS CAMPUSES WHO HAVE MORE ECONOMICALLY DISADVANTAGED STUDENTS? WE'LL SHOW YOU THAT IN JUST A SECOND.

DR. TIELLE, RIGHT HERE.

I WANTED TO BRING YOU BACK TO THE CALCULATIONS AN HONOR.

THEN YOU CAN SEE WE LOOKED AT HOW THOSE WORK ACROSS EACH OF THE DOMAINS.

IN DOMAIN 1, THOSE CUT SCORE CHANGES TO CCMR IS IN GRADUATION RATES ARE THERE, THEY'RE ALSO USE THE CCMR IS USED IN DOMAIN 2B.

IT WILL IMPACT YOUR DOMAIN 2B.

THEN COMING OVER HERE TO CLOSING THE GAPS.

ONCE AGAIN, YOU SEE CCMR AND GRADUATION RATES.

THEY WILL IMPACT BUT HOW MUCH AND WHICH CAMPUSES AND WHAT TYPE.

WE DON'T KNOW IF THEY'RE SMALL ENROLLMENT, LARGE ENROLLMENT, LOW ECONOMICALLY DISADVANTAGED, HIGH ECONOMIC.

WE JUST CAN'T ANSWER THAT YET, BUT WE WILL ONCE WE SLICE AND DICE THE DATA ON THE 20TH.

YES, IF I CAN ADD SOMETHING.

FOR DOMAIN 3, THE CATEGORIES HAVE BEEN COMPRESSED.

[00:45:01]

NOW IN THE NEW ECONOMY SYSTEM, THERE'S ABOUT FIVE AREAS BEFORE WE HAD ABOUT 20.

WHEN YOU LOOK, FOR EXAMPLE, NOT ONLY GIVE THE EXAMPLE OF INN'S.

WHEN YOU LOOK AT THE AREAS, LET'S SAY THAT THEY HAVE DIFFERENT THINGS.

THEY ONLY HAVE TO FOCUS ON THOSE TWO LOWEST ONES.

I DON'T WANT TO SAY THAT THAT'S WHAT THEY'RE SAYING, BUT THEY CANNOT FOCUS ON ONE BECAUSE THAT CATEGORY NO LONGER HAS THAT MUCH WEIGHT.

I THINK THAT'S WHERE YOU CAN SEE THE DIFFERENCE OF SOME OF THOSE DISTRICTS THAT NOW THEY'RE ONLY HAVE THE FIVE AREAS TO FOCUS ON WHEN BEFORE WE FOCUSED ON EVERYTHING AND WE LOOK AT OUR POPULATION.

WELL, JUST AS WE ARE AS A DISTRICT, WE FOCUS ON EVERY SINGLE POPULATION.

BUT JUST FOR DEMOGRAPHIC BE REALLY HAVE TO FOCUS ON EVERY, ON EVERY POPULATION WHETHER WHEN THIS NEW ECONOMY SYSTEM, SOME OTHER DISTRICTS MIGHT MY LEAVE.

I'M NOT SAYING THAT INN'S IS, BUT SOME OTHER DISTRICTS MAY LEAVE SOME OF THE STUDENTS BEHIND BECAUSE THEY'RE NOT THE FOCUS.

I'M GOING TO STOP JUST FOR A SECOND HERE TO SEE IF YOU HAVE SOME PARTICULAR QUESTIONS.

BECAUSE THIS IS, AGAIN, THE BIG CHANGE HERE, IS CHANGING CUT SCORES AND TARGETS FOR HIGH-SCHOOLS AND CCMR AND UPDATING SOME CCMR INDICATORS.

THEN WE'LL TALK ABOUT SOME OTHER CHANGES AS WELL.

BUT WANT TO SEE IF YOU HAVE QUESTIONS NOW.

>> A SECOND CHANGE IS THAT THE AGENCY HAS CHANGED THE WAY THEY WILL BE CALCULATING GROWTH.

THEY'VE MOVED TO WHAT'S CALLED THE TRANSITION TABLE.

JUST GET A LITTLE BIT TECHNICAL HERE.

IN THE PAST, THE AGENCIES CALCULATED THE DIFFERENCE BETWEEN A STUDENT'S VERTICAL SCALE SCORE.

IT WAS A MATHEMATICAL FORMULA, VERTICAL SCALE SCORE.

STUDENT HAD THIS IN THE CURRENT YEAR, THIS IN THE PRIOR YEAR, DID THE SUBTRACTION, BOOM.

I'M JUST MAKING UP A NUMBER HERE.

IF A STUDENT GAINED 12 VERTICAL SCALE SCORE POINTS, THAT WAS A GROWTH POINT FOR THE CAMPUS.

THEY'VE CHANGED THAT NOW AND NOW THEY'RE GOING TO PROFICIENCY LEVELS.

MEANING IF A STUDENT WAS AT APPROACHES LAST YEAR, TO RECEIVE ONE POINT, THEY NEED TO MOVE A PROFICIENCY LEVEL TO MEET GRADE LEVEL THIS YEAR.

THAT'S WHAT ALL THESE DIFFERENT BOXES ARE FOR.

STUDENTS ARE MOVING PROFICIENCY LEVELS, NOT JUST VERTICAL SCALE SCORE POINTS.

ADDITIONALLY, THEY'RE CAPTURING YOUR HOUSE BILL 45, 45 ACCELERATED LEARNING STUDENTS IN A SEPARATE CATEGORY CALLED BONUS POINTS OVER HERE.

FOR THOSE STUDENTS, SPECIFICALLY FOR YOUR STUDENTS THAT MIGHT HAVE FAILED STAR LAST YEAR, MOVING THEM TO APPROACHES OR MEETS OR MASTERS RECEIVES AN ADDITIONAL POINT IN GROWTH.

THIS IS A SECOND NEW CALCULATION ALONG WITH A NEW TEST VERSION ONLINE STAR 2.0.

THEN WHAT HANNAH WAS TALKING ABOUT HERE, THE CLOSING THE GAPS DOMAIN, QUITE A FEW CHANGES.

IN FACT, THE AGENCY SUBMITTED A WAIVER TO USDE TO GET THESE APPROVED AND THEY SUBMITTED THAT WAIVER BACK IN MARCH.

SIGNIFICANT CHANGES ARE AND I THINK PERSONALLY, GOOD CHANGE INSTEAD OF GOING TO A YES OR A NO, DID THE CAMPUS MEET THE TARGET OR NOT? IT'S NOW ON A 0-4, ARE YOU MAKING PROGRESS TOWARDS THAT TARGET? ARE WE MAKING PROGRESS TOWARDS THE GOAL? IT'S RECOGNIZING PROGRESS.

AS HANNAH MENTIONED, LOOKING AT FOUR SUPER-GROUPS, AND THE SUPER-GROUPS ARE YOUR TWO LOWEST-PERFORMING STUDENT GROUPS FROM THE PRIOR YEAR.

THEN THEY HAVE A NEW GROUP CALLED THE HIGH FOCUS GROUP WHICH COMBINES YOUR ECONOMICALLY DISADVANTAGED, YOUR EMERGENT BILINGUAL, HIGHLY MOBILE, AND CURRENT SPECIAL ED STUDENTS.

>> CAN I TALK A LITTLE ABOUT THIS?

>> ABSOLUTELY, PLEASE.

>> FOR EXAMPLE, ON THE HIGH-FOCUS GROUP, IT HAS ALL THESE GROUPS MIXED IN.

ESPECIALLY IT CAN BE LOW, BUT THE OTHER GROUPS THAT ARE MIXED IN THE FOCUS GROUP COULD PULL THE OTHER STUDENTS.

THAT'S WHAT I'M SAYING THAT THIS COMPRESSES HOW THE DISTRICTS ARE BEING EVALUATED.

THERE'S NOT AS MUCH ACCOUNTABILITY FOR RICH BIG DISTRICTS AS OPPOSED TO WHAT WE FOLLOW AND WHAT WE BELIEVE HERE IN OUR DISTRICT.

>> THIS IS JUST ANOTHER VIEW, AGAIN, THE AGENCY SLIDE HERE SHOWING YOU ANOTHER WAY OF WHAT IT WILL LOOK LIKE WHEN YOU RECEIVE YOUR REPORT.

THIS NEW METHODOLOGY REDUCES THE STUDENT GROUPS,

[00:50:01]

THE TARGETS YOU HAVE TO MEET.

IF YOU'RE A HIGHLY DIVERSIFIED, VERY LARGE CAMPUS, YOU MIGHT HAVE 71 DIFFERENT TARGETS TO MEET.

BUT IT'S COMPRESSING THEM DOWN TO 23 TARGETS TO MEET.

IT'S ALSO CHANGING THE CURRENT STUDENT GROUP SIZE FROM A MINIMUM OF 25 STUDENTS TO 10.

TARGETS WILL BE SET BY SCHOOL TYPE, MEANING HIGH SCHOOLS WILL HAVE A TARGET, MIDDLE SCHOOLS HAVE A TARGET, AND ELEMENTARY SCHOOLS HAVE TARGETS INSTEAD OF EVERYBODY HAVING THE SAME TARGET.

THEN THE 0-4, RATHER THAN A YES/NO.

THE LAST BIG CHANGE, AND AGAIN, THE AGENCY DID NOT INCLUDE THIS IN THEIR MODEL IS HOW WILL THESE CHANGES IMPACT THE DISTRICT.

BECAUSE THE AGENCY IS ALSO PROPOSING A NEW DISTRICT METHODOLOGY AND IS BASED ON WEIGHTED SCORES.

IF YOU'LL NOTICE HERE, CAMPUS 1 HAS AN ENROLLMENT OF 334, A SCORE OF 85.

THAT SCORE IS WEIGHTED 13% OF THE DISTRICT'S OVERALL SCORE.

EACH CAMPUS, BASED ON ENROLLMENT, CONTRIBUTES WEIGHT TO THE DISTRICT SCORE.

THAT'S QUITE A BIT DIFFERENT THAN WHAT WE'VE HAD IN THE PAST.

>> IF I CAN JUST MENTIONED, SO THIS IS 3-12.

SO AS YOU KNOW, OUR BIGGEST CAMPUS IS THE HIGH SCHOOL.

NOW, WITH THE INCREASED CUT SCORE OF CCMR, THAT MEANS THAT THEY ARE ALREADY SETTING THE HIGH SCHOOL FOR FAILURE.

THAT IS GOING TO BE THE BIGGEST WEIGHT ON THE DISTRICT OVERALL NOW THAT THE SYSTEM CHANGES TO WEIGHTED.

IT'S NOT ONLY FOR OUR DISTRICT BUT ACROSS THE STATE, HIGH SCHOOL SAYS THEY HAVE THE MOST STUDENTS WILL HAVE THE MOST WEIGHT.

>> COULD YOU EXPLAIN FOR ME A LITTLE BIT MORE ABOUT THE WEIGHT, HOW IN ELEMENTARY SCHOOL WHERE THE WEIGHT COMES FROM?

>> YES, MA'AM.

>> MAYBE EXPLAIN IT. I DIDN'T GET IT.

>> YES, MA'AM. IT COMES FROM THE ENROLLMENT SIZE.

LOOK HERE WHERE ON THE TEA'S EXAMPLE, CAMPUS 1 HAS 334 STUDENTS, BUT CAMPUS 3 HAS 62 STUDENTS, AND CAMPUS 3 AND TEA'S EXAMPLE, THEIR SCORE OF 77 CONTRIBUTES TO 0.6% OF THE DISTRICT SCORE.

SO IT'S A WEIGHTED CALCULATION BASED ON ENROLLMENT SIZE AND IS ABSOLUTELY CORRECT, IS THAT FOR DISTRICTS WITH HIGH SCHOOLS, MULTIPLE HIGH SCHOOLS, THOSE WITH LARGE ENROLLMENTS, THOSE ARE GOING TO DRIVE YOUR DISTRICT SCORE MORE THAN SMALLER ELEMENTARIES.

WHY ARE THEY DOING THAT? WE USUALLY GET THAT.

WE USUALLY GET THE QUESTION ABOUT WHY CHANGE THE DISTRICT METHODOLOGY.

WELL, THE AGENCY LOOKING AT 2022 RATINGS FOUND A MISMATCH OR A MISALIGNMENT OF ABOUT 40 DISTRICTS.

YES, WE HAVE 1,200 DISTRICTS, BUT ABOUT 40 DISTRICTS, THERE WAS A MISMATCH, MEANING ALL THEIR CAMPUSES WERE RATED A C, OR A B, OR MAYBE EVEN A D, AND THE DISTRICT WRITING WAS NOT MATCHING THESE.

THE DISTRICT MIGHT HAVE EVEN BEEN AN A BUT HAD NO A CAMPUSES.

AGAIN, 40 OUT OF ABOUT 1,200 HAD A MISMATCH.

THEY'RE TRYING TO CORRECT THAT MISMATCH AND ALIGN THE DISTRICTS. BETTER?

>> BUT IF IT'S TAKING THE CAMPUSES, SO IT'LL TAKE ALL OF OUR CAMPUSES AND IT'LL TAKE THE 100%, AND THEN IT'LL START BACKING.

BASICALLY, OUR SCORES FOR OUR DISTRICT ARE GOING TO BE OUR HIGH SCHOOL BECAUSE OUR HIGH SCHOOL HAS THREE TIMES THE AMOUNT.

>> IT'S GOING TO BE ABOUT 50%.

THEY'RE DOING 3-12.

THE ELEMENTARIES, THE ENROLLMENT ONLY COUNTS 3, 4, AND 5TH, SO THE OTHER STUDENTS DON'T COUNT.

THEN THE MIDDLE SCHOOLS AND THEN THE HIGH SCHOOL HAS JUST SO MUCH WEIGHT BECAUSE THEY'RE COUNTING ALL OF THE STUDENTS FROM 9-12, EVEN WE HAVE 11TH GRADERS SO THAT THEY DON'T TEST, BUT THEY'RE COUNTING ON THE ENROLLMENT.

THE WAY THAT IT IS SET UP, THE HIGH SCHOOL WILL HAVE 50%.

>> IT'LL ONLY BE 50% IN THE WEIGHTINGS?

>> YOU WOULD HAVE ABOUT 50% ON THE WEIGHTING FOR THE DISTRICT.

NOW, AS I MENTIONED, THE CUT SCORE FOR THE CCMR WAS INCREASED BY 28%.

THE RATING, AND THIS IS A CROSS THE STATE, THE RATING JUST WITH THE CCMR, ALL HIGH SCHOOLS WILL LIKELY.

>> A LOT OF THEM WILL DROP.

>> WILL DROP.

>> ONE OR TWO LETTERS.

>> THEY WILL HAVE SUCH A BIG WEIGHT ON THE DISTRICT.

[00:55:05]

>> I HAVE ANOTHER CLARIFYING QUESTION.

YOU SAID THE POPULATION IS GOING TO BE BASED ON ONLY THIRD, FOURTH, AND FIFTH AT THE ELEMENTARY 6, 7, 8 AT THE MIDDLE, BUT THEN THE HIGH SCHOOL IS TAKING ENOUGH FOR GRADE LEVELS.

>> THIS IS SOMETHING THAT THE COMMISSIONER HAS SAID THAT IT'S NOT SIMPLE APPLES-TO-APPLES COMPARISON, BUT SOMETHING THAT HE RELEASED AND HE SAID IS THAT IT IS POSSIBLE FOR CAMPUS TO INCREASE IN ACADEMIC ACHIEVEMENT, BUT HAVE THEIR SCORE LOWERED.

>> GOT IT.

THERE'S GOING TO BE MULTIPLE CAMPUSES WITH INCREASE ACADEMIC ACHIEVEMENT, BUT THEIR RATING IS GOING TO BE LOWER, JUST OF HOW IT IS STRUCTURED.

THESE WERE SCORES LAST YEAR.

THIS IS WHAT WE WERE ABLE TO ACHIEVE TOGETHER.

I KNOW THAT EVERYONE JUST PUT SO MUCH EFFORT.

MY COLLEAGUES OVER HERE, TEACHERS, PRINCIPALS, EVERYONE JUST WORK SO HARD FOR THE SCORES.

WITH THE NEW ACCOUNTABILITY SYSTEM, WE COULD SEE ONE TO TWO LETTER GRADES DROPPED.

IF WE ARE VERY OPTIMISTIC, THEY WOULD STAY THE SAME.

BUT WILL MOST LIKELY SEE AT LEAST ONE LETTER GRADE LOWER FOR CAMPUSES.

HERE IS THE TRAJECTORY OF THE DISTRICT THAT WE HAD WITH THE PREVIOUS ACCOUNTING SYSTEM, WITH THE NEW ECONOMY SYSTEM.

JUST BASED ON HOW I MENTIONED THAT THE HIGH SCHOOL WILL HAVE ABOUT 50% OF THE WEIGHT, JUST THE INCREASE OF THE CCMR CUT SCORE.

IT IS MOST LIKELY TO AT LEAST THE DISTRICT TO DECREASE BY ONE LETTER GRADE. THAT'S WHAT WE HAVE.

>> I'M GOING TO STOP THERE BEFORE WE LOOK AT THE RECOMMENDATIONS THAT WERE RELEASED ON FRIDAY FROM THE HOUSE SELECT COMMITTEE REPORT.

I KNOW WE'VE GIVEN YOU A LOT TO THINK ABOUT AND THAT WE DO WANT TO ANSWER YOUR QUESTIONS.

I KNOW YOU HAVE AN IMPORTANT CONVERSATION YOU'RE GETTING READY TO HAVE AFTER THIS.

>> STILL ON, I NOTICED THE LEGISLATORS HAVE NOT VOTED ON THIS, THAT THIS IS TAS RECOMMENDATION; IS THAT CORRECT? BECAUSE I REMEMBER A NUMBER OF YEARS AGO WHEN DISTRICTS LIKE DEL VALLE SCORED HIGHER THAN SOME OF THE HIGH PERFORMING DISTRICTS.

THE LEGISLATORS GOT INVOLVED AND SAID, ESPECIALLY THE SPEAKER OF THE HOUSE AT THAT TIME, BECAUSE SOME OF THE REALLY HIGH, CONSISTENTLY HIGH PERFORMING DISTRICTS HAD DROPPED A BIT.

BECAUSE THEY LOOKED AT THE POPULATION OF THE DISTRICT AS GROWTH, GROWTH, THEY FOCUS MORE ON GROWTH AND JUST OVERALL SCORES.

THAT WAS ABOUT SIX OR EIGHT YEARS AGO WHEN THEY CAME OUT WITH ONE CAN YOU TEST AND THE LEGISLATORS GOT INVOLVED BECAUSE THEIR DISTRICTS HAD DROPPED, AND THEN THEY CHANGE THE RATING AGAIN TO WHERE GROWTH WASN'T AS IMPORTANT AS TEST SCORES.

I DON'T KNOW IF YOU REMEMBER THAT. I JUST WONDER IF WHEN ALL THIS HAS ENDED THE LEGISLATORS SAY, OKAY, NO, THIS IS WRONG BECAUSE I KNOW OUR DISTRICT, OUR SCHOOLS PERFORMED WELL, BUT NOW YOU'RE SAYING THEY'RE NOT PERFORMING WELL.

I'M JUST WONDERING WHAT'S GOING TO HAPPEN WHEN THE IF YOU'VE HEARD ANYTHING ABOUT THAT FROM THE LEGISLATORS CONCERNS ALREADY.

>> YES, MA'AM. IN FACT, YOUR WONDERFUL DR. ANA IS ALWAYS AT THE CAPITOL WHENEVER THERE'S A TOPIC OF ACCOUNTABILITY TO TESTIFY.

THERE WERE MULTIPLE BILLS FILED DURING THE LEGISLATIVE SESSION.

REPRESENTATIVE IN A HOSA, AS YOU SAW IN THAT EXCHANGE WITH THE COMMISSIONER, WAS ABLE TO FAIR IT OUT.

A LOT OF THIS WAS HAPPENING.

THERE WAS A LETTER BY PARTISAN LETTER SIGNED BY 55 HOUSE MEMBERS THAT WAS SENT TO COMMISSIONER MORASS ASKING FOR A HOLD HARMLESS RATINGS FOR THIS YEAR, MEANING TREAT THIS AS A BENCHMARK YEAR.

YOU HAVE TWO MAJOR EVENTS HAPPENING AT THE SAME TIME.

YOU HAVE A BRAND NEW STAR TEST.

EVEN THOUGH WE STILL CALL IT STAR, STAR 2.0 AND YOU HAVE MAJOR CHANGES AND ACCOUNTABILITY HAPPENING AT THE SAME TIME.

TREAT THIS AS A BENCHMARK YEAR.

WE HAD LEGISLATION FILED SPECIFICALLY BY IN-HOUSE BILL 4402 BY REPRESENTATIVE KEITH BELL.

IT PASSED THE HOUSE, BUT WAS NEVER HEARD IN THE SENATE.

SO WE DID HAVE LEGISLATORS WHO RECOGNIZES PROBLEM, WHO WERE LISTENING TO THEIR BOARDS, WHO ARE LISTENING TO THEIR SUPERINTENDENTS, WHO ARE LISTENING TO THEIR EDUCATORS AND TRYING TO STOP WHAT I CALL THE THE D AND F TRAIN FROM COMING.

MULTIPLE CONVERSATIONS SUPERINTENDENTS HAVE HAD WITH COMMISSIONER, MULTIPLE CONVERSATIONS, ACCOUNTABILITY EXPERTS WE HAVE HAD WITH THE STAFF, AND THIS IS WHERE WE ARE AS OF TODAY.

THANK YOU FOR YOUR QUESTION. OTHER QUESTIONS?

[01:00:05]

>> I THINK IT'S LESS ABOUT QUESTIONS FOR YOU AND IT'S MORE ABOUT TALKING TO EVERYBODY SITTING IN THIS ROOM AND EVERYBODY THAT'S WATCHING THIS ON LIVE STREAM.

BECAUSE THIS IS BONKERS.

IT'S ABSOLUTELY INFURIATING. I DON'T KNOW.

I USED TO BE A TEACHER AND I THINK THAT IN MY CLASSROOM, IT WOULD BE MADDENING FOR MY STUDENTS IF IN ONE GRADING PERIOD, I TOLD THEM THAT A PASSING GRADE WITH 70, AND THEN I TOLD THEM NEXT TERM, IT'S GOING TO BE A 90 MINIMUM.

I'M GOING TO DO THE EXACT SAME THINGS.

NOT TO MENTION, I'M GOING TO GIVE YOU NO NEW RESOURCES AND I'M GOING TO EXPECT YOU TO DO A WHOLE LOT BETTER AT A MINIMUM TO PASS.

I KNOW THAT TEA IS DOING ALL THIS WORK TO SAY THIS IS REALLY NUANCED.

BUT AT THE END OF THE DAY, WHAT IS BEING COMMUNICATED TO FAMILIES AND THE COMMUNITIES THAT WE ALL LIVE IN IS THAT THIS DISTRICT, WHICH IF YOU GO LOOK AT OUR DATA OVER THE PAST COUPLE OF YEARS, WE'VE HAD A LOT OF IMPROVEMENTS, WHICH IS NOT TO SAY THAT WE HAVE NOT HAD CHALLENGES, THAT IT PERSISTS IN THIS DISTRICT.

BOTH OF THOSE THINGS CAN BE TRUE THAT YOU'RE DOING BETTER AND YOU'RE MAKING PROGRESS AND THAT YOU STILL HAVE ROOM TO GROW.

WE ARE MAKING PROGRESS IN A LOT OF REALLY, REALLY IMPORTANT AREAS.

AND I KNOW BECAUSE I WENT TO THE LEGISLATURE AND I TESTIFIED IN ANTICIPATION OF QUESTIONS ABOUT OUR DISTRICT'S PERFORMANCE.

I WENT AND I LOOKED IT UP AND I HAD ALL OF IT WITH ME.

I WAS BLOWN AWAY WHEN I REALLY DUG DEEP INTO THE AMOUNT OF PROGRESS THAT HAS BEEN MADE ACADEMICALLY IN THIS DISTRICT.

THAT SAID, THE IDEA THAT OUR SCORES COULD DROP FROM A B TO A D OR AN F. THAT NUANCE THAT THE STATE SAYS IS THERE AND IT'S PRESENT.

WE'VE GOT THIS MEDIA PRESS KIT AND ALL OF THESE THINGS AND THAT'S GOING TO HELP.

IT'S NOT GOING TO HELP.

NOT IN A DISTRICT LIKE THIS.

BECAUSE IN THIS DISTRICT, IF WE WENT TO TASK B LEADERSHIP AND WE TALKED TO A BUNCH OF PEOPLE AND ONE OF THE THINGS THAT WE'RE KNOWN FOR IS THE INVESTMENTS THAT WE MADE IN CTE, WHICH WOULD APPLY TO THINGS LIKE CCMR READINESS.

BY JUST MAKING THAT DRASTIC JUMP IN A CUT SCORE, IT EFFECTIVELY NULLIFIES AND INVALIDATES FROM A PERCEPTION STANDPOINT, WHAT PROGRESS THIS DISTRICT IS MAKING AND MAKES US LOOK ILLEGITIMATE.

IT IS INFURIATING.

NOT TO MENTION THAT THE LEGISLATURE HAS STILL NOT PASSED ANY ADDITIONAL NEW REVENUES FOR OUR SCHOOLS.

NOW THEY DID PASS SOME ADDITIONAL REVENUES FOR HB 3, WHICH THIS DISTRICT SPENT OVER $1 MILLION TO COMPLY WITH, AND WE ONLY GOT $200,000 TO COMPLY WITH IT.

THAT IS EMBARRASSING.

IT'S EVEN MORE EMBARRASSING BECAUSE IF YOU LOOK AT GROWTH TRENDS IN TRAVIS COUNTY, THERE IS A WHOLE LOT OF GROWTH IN OUR COMMUNITY.

BECAUSE OF WHAT TEA HAS DONE, BECAUSE OF WHAT THE STATE LEGISLATURE IS DONE.

THAT ULTIMATELY, PEOPLE ARE GOING TO LOOK AT THIS DISTRICT AND SAY IT'S A FAILURE AND THAT IS ABSOLUTELY NOT TRUE.

I JUST WANT EVERYONE IN OUR COMMUNITY TO BE HYPER AWARE THAT WHAT IS COMING DOWN THE PIPELINE IS A PRODUCT OF EFFORTS TO DELEGITIMIZE PUBLIC SCHOOL DISTRICTS LIKE DEL VALLE ISD, DESPITE THE INCREDIBLE PROGRESS THAT OUR STUDENTS AND OUR TEACHERS AND OUR STAFF ARE MAKING EVERY SINGLE DAY AND EVERY SINGLE MONTH.

I'M JUST SO UPSET WITH EVERYTHING THAT'S HERE AND I WANT OUR COMMUNITY TO KNOW THAT.

I HOPE THAT Y'ALL WILL COME AND TALK TO THE DISTRICT.

I HOPE THAT YOU-ALL WILL COME TALK TO THE LEGISLATURE.

IF YOU NEED HELP WITH THAT.

YOU WANT TO GET IN TOUCH WITH YOUR LEGISLATORS.

LIKE PLEASE REACH OUT BECAUSE THESE PEOPLE NEED TO HEAR FROM YOU, ESPECIALLY AT A TIME WHEN THEY'RE ABOUT TO GO BACK INTO PUBLIC SPECIAL SESSION TO DO SOME MORE WORK THAT LIKELY WILL NOT HELP OUR PUBLIC SCHOOLS.

DO THE MORE THAT THEY'RE ASKING US TO DO WITH THESE KINDS OF INITIATIVES.

THAT'S WHAT I WANTED TO SAY [APPLAUSE]

>> I TOTALLY AGREE. IT'S SO FRUSTRATING SO INFURIATING.

HOW MANY CHARTER SCHOOLS HAVE TO FOLLOW THIS? DO CHARTER SCHOOLS ALL HAVE TO TAKE THE STAR AND CCMR, ETC?

>> PRIVATE SCHOOLS DO NOT, [OVERLAPPING] WHICH WE KNOW THE SPECIAL SESSION IS GOING TO MOST LIKELY FOCUS ON VOUCHERS, WHICH TAKES PUBLIC MONEY'S TO PRIVATE SCHOOLS AND SO I THINK THE COMMUNITY 100% AGREE

PRIVATE SCHOOLS DO NOT.

[01:05:05]

WITH MATT IS THE COMMUNITY NEEDS TO BE TOTALLY AWARE AND TO BE VERY ACTIVE WITH THE LEGISLATORS.

>> I CONCUR WITH BOTH TRUSTEES.

WE AS A BOARD AND AS A DISTRICT HAS ALWAYS FOCUSED ON IMPROVEMENT.

THE GOAL POST HAS ALWAYS MOVED.

ONCE WE HIT IT, IT'S MOVED AND WE HAVE TO KEEP TRYING AND KEEP TRYING.

I THINK IT'S IMPORTANT THAT THAT'S THE MESSAGE THAT WE PRESENT TO OUR COMMUNITY.

THEY MOVED IT AGAIN.

WE'RE GOING TO KEEP GOING TOWARD IT, BUT WE HAVE IMPROVED AND WE'RE GOING TO CONTINUE TO IMPROVE AND THAT'S WHERE OUR FOCUS SHOULD MAINTAIN AND CONTINUE TO BE.

>> I JUST WANT TO JUMP BACK ON WHAT WAS JUST SHARED.

ONE OF THE THINGS THAT DRIVES A LOT OF FAMILIES TO PRIVATE SCHOOLS, WHEN THEY'VE ASKED A LOT OF FAMILIES, IS THESE OUTLANDISH ACCOUNTABILITY SYSTEMS THAT IN MY VIEW, ARE UNREALISTIC.

THEY'RE JUST TRYING TO GET RID OF THAT AND ESCAPE IT BECAUSE IT'S A LOT OF STRESS FOR THEIR KIDS.

EACH YEAR THE LEGISLATURE JUST INCREASES WHAT THEY EXPECT AND THEY DO MORE AND MORE AND IT'S INFURIATING.

IT WOULD BE GREAT IF OUR LEGISLATURES WOULD [LAUGHTER] HELP US OUT A LITTLE BIT AND MAKE THINGS A LITTLE BIT EASIER FOR STUDENTS, AND FAMILIES, AND EVERYBODY THAT WORKS IN THEIR DISTRICTS.

>> FOR DISTRICTS WHO DON'T HAVE A HIGH POPULATION OF ECONOMICALLY DISADVANTAGED STUDENTS, THEY DO NEED TO TAKE HEED AND PAY ATTENTION TO THIS AS WELL.

BECAUSE IF THIS IS AN IMPETUS TO PASS VOUCHERS, IT'S GOING TO FUNNEL MONEY AWAY FROM ALL PUBLIC SCHOOLS SO IT'S NOT JUST AFFECTING DEL VALLE DISTRICTS.

ALL DISTRICTS REALLY NEED TO BE PAYING ATTENTION.

>> IN THE PLANS AND PROPOSALS THAT EXIST FOR THIS UPCOMING SPECIAL SESSION FOR VOUCHERS, THERE HAS BEEN A TON OF DEBATE AROUND WHETHER OR NOT THESE PRIVATE SCHOOLS THAT WOULD RECEIVE PUBLIC TAXPAYER DOLLARS IN LIEU OF THAT MONEY GO INTO THEIR LOCAL PUBLIC SCHOOL DISTRICT.

WHETHER OR NOT THOSE PRIVATE SCHOOL INSTITUTIONS SHOULD COMPLY WITH THE SAME EXPECTATIONS AND THE ANSWER UNEQUIVOCALLY, REPEATEDLY EVERY SINGLE TIME HAS BEEN ABSOLUTELY NO.

WE'RE NOT GOING TO EXPECT THEM AND WHEN YOU ASK THESE LEGISLATORS, THEY SAY THIS IS CRAZY. THIS IS A LOT.

WE WANT TO GIVE THEM THE FREEDOM AND THE SPACE TO DO MORE AND WE DON'T WANT TO TRY AND RECREATE THE SAME PROBLEMS THAT THE LEGISLATURE IS CREATED FOR A LOT OF OUR PUBLIC SCHOOLS.

I'M TALKING PRIMARILY TO COMMUNITY BECAUSE I FEEL A LOT GETS LOST IN TRANSLATION.

I DO DATA FOR A LIVING.

I DO DATA SCIENCE.

THIS IS A LOT OF INFORMATION.

IN AS MUCH AS POSSIBLE, LETTING PEOPLE KNOW THAT THIS IS ABSOLUTELY UNFAIR FOR SO MANY PUBLIC SCHOOLS IN THE STATE OF TEXAS, NOT JUST DEL VALLE.

>> WELL, I THINK IT'S IMPORTANT GETTING BACK TO WHAT WE'RE GOING TO DO HERE IN THE DISTRICT BECAUSE WE CAN COMPLAIN AND TALK ABOUT HOW STUFF SUCKS OUT THERE ALL DAY LONG, BUT WE NEED TO FOCUS ON WHAT WE'RE DOING HERE AS A DISTRICT TO GET THIS INFORMATION OUT TO OUR PARENTS AND HAVE THEM UNDERSTAND HOW THIS IS GOING TO IMPACT THEM AND JUST BECAUSE THAT SCHOOL THAT YOUR CHILD USED TO GO TO WAS AN A, IS NO LONGER AN A THAT DOESN'T MEAN THAT IT'S IMPROVING.

I'D LIKE TO HEAR FROM OUR DISTRICT WHAT WE'RE GOING DO, WHAT'S OUR PLAN, HOW ARE WE GOING TO PRESENT THIS GOING FORWARD?

>> WE SENT A LETTER OUT TODAY TO ALL TEACHERS AND A LETTER OUT TO ALL FAMILIES LETTING THEM KNOW ABOUT WHAT'S HAPPENING WITH THE ACCOUNTABILITY SYSTEM.

WE ARE ALSO TOMORROW GOING TO UPDATE THEM ON WHAT WE DECIDE TONIGHT LATER THIS EVENING TO LET THEM KNOW THE STEPS THAT THE SCHOOL BOARD IS TAKING TO REALLY FIGHT FOR THE NEEDS OF OUR STUDENTS.

IN ADDITION TO THAT, D. CARNEY IS GOING TO BE PRESENTING TO OUR AMBASSADOR COMMUNITY.

WE'RE GOING TO BE POSTING THE VIDEO ON THE WEBSITE SO THAT WE CAN HAVE THIS SENT TO THE COMMUNITY ON OUR FACEBOOK PAGES AND ALSO CONTINUE TO HAVE PARENT MEETINGS.

I HAVE PARENT MEETINGS SETUP AT EVERY CAMPUS SO THAT WE CAN LET THE PARENTS KNOW AS WELL AS MEETINGS WITH ALL OF THE TEACHERS.

WE SENT THE COMMUNICATION DIRECTLY TO DVEA SO REALLY GETTING THE MESSAGE OUT TO PARENTS AND STAFF.

>> IF I CAN COMMENT ONE MORE THING.

THIS PARTICULAR CHANGE IS VERY CONSEQUENTIAL IN THE SENSE THAT IT PUTS MORE DISTRICTS AT RISK FOR A TAKEOVER.

FOR THE DISTRICTS THAT ARE F OR A D IT PUTS THEM AT RISK TO BEING TAKEN OVER BY TA AND APPOINTING THEIR OWN BOARD.

I'M GOING TO SAY THIS IS OUR DISTRICT.

YOU WERE ELECTED TO YOUR SEATS.

LET'S FIGHT AND SAY THIS IS OUR DISTRICTS.

>> I WAS GOING TO ASK IF THERE HAD BEEN A CHANGE

[01:10:03]

IN THAT THRESHOLD BECAUSE I CAN IMAGINE THAT, YES, VOUCHERS IS PART OF IT, BUT IT'S ALSO PART OF WHAT THEY'RE TRYING TO DO IN HOUSTON.

WHAT THEY DID AND SEVERAL OTHER DISTRICTS, WHAT THEY HAD DONE IN EL PASO SEVERAL YEARS AGO.

HAS THAT METRICS MOVE? HAS THAT GOAL-POST MOVED BECAUSE IT USED TO BE SEVERAL YEARS IN A ROW.

YOU HAD TO SHOW THAT THERE WASN'T, BUT HOUSTON ISD WAS IMPROVING.

THAT SCHOOL WAS IMPROVING, AND THEY CAME IN AND REMOVED THE BOARD AND THEY REMOVED THE SUPERINTENDENT, AND THEY'VE CREATED CHAOS AND PUT SOMEBODY IN THAT DIDN'T EVEN HAVE A SUPERINTENDENT CERTIFICATION IN THE POSITION.

IT'S FUNNY WHAT WERE HELD STANDARD TO AND THEY'RE NOT BUT I THINK THAT THAT'S ANOTHER PIECE THAT WE HAVE TO BE CONCERNED ABOUT.

>> THANK YOU FOR MENTIONING THAT BECAUSE I DON'T THINK A LOT OF PEOPLE UNDERSTAND THAT, IF YOU HAVE ONE CAMPUS THAT'S UNDERPERFORMING FOR THREE YEARS, IT USED TO BE FIVE BUT NOW I THINK IT'S THREE.

THE STATE CAN TAKE OVER THE ENTIRE DISTRICT.

>> THEY HAVEN'T RELEASED THE FINAL MANUAL, SO WE DON'T KNOW WHAT IT LOOKS LIKE [OVERLAPPING].

>> BUT THAT IS A HUGE CONCERN.

>> WELL, I WANT TO SAY THANK YOU.

I APPRECIATE IT, I SPENT THREE HOURS AT A TASB CONFERENCE LISTENING, GOING OVER THIS EXACT SAME STUFF, BUT YOU MANAGED TO DO IT IN 30 MINUTES.

[LAUGHTER] THANK YOU.

>> ONE MORE QUESTION. I GUESS, IF THEY'RE STILL TWEAKING THE RULES, SO THEY COULD ACTUALLY COME BACK AND SAY MAYBE ONE YEAR OR TWO YEARS, THEN WE COULD TAKE YOU OVER OR YOU THINK THAT CAN BE TWEAKED? NO.

>> NO, MA'AM. WHAT WE'RE TALKING ABOUT WITH THE ACCOUNTABILITY MANUAL RIDE ARE THE RULES TO ASSIGN A D OR F RATING.

SENATE BILL 1365, WHICH WAS PASSED IN THE 87TH LEGISLATIVE SESSION HAS BEEN CLEAR ABOUT IF YOU HAVE THIS MANY DS, IF YOU HAVE THIS MANY FS, IF YOU WOBBLE BACK AND FORTH FROM A D TO AN F, INCREASING SANCTIONS COME ALONG THE WAY.

I'LL JUST PUT IT LIKE THAT.

IT WOULD TAKE US ANOTHER THREE HOURS, MA'AM, JUST TO EXPLAIN SENATE BILL 1365.

>> BUT THEY THEY DID CHANGE [LAUGHTER] THAT NOW, IF THERE'S A D IN A RATING, THEN IT'S LIKE TARGETED INTERVENTIONS AND THINGS LIKE THAT.

THAT IS SOMETHING THAT WAS NOT IN PLACE BEFORE, BUT NOW THEY ADDED THAT THE D NOT JUST THE F SO THAT'S SOMETHING THAT WAS SUDDEN.

>> I ALSO WANT TO ADD BEFORE WE CLOSE THAT BY CHANGING TO A COMPLETE ONLINE TEST ENVIRONMENT, MANY OF OUR MOST FRAGILE STUDENTS REALLY STRUGGLED WITH THAT ONLINE TESTING AND OUR STUDENTS WENT TO THE CAPITAL AND SHARED THIS WITH LEGISLATORS.

I HAD A THIRD GRADER AND A FIFTH GRADER WHO SHARED HOW THEY STRUGGLED TRYING TO TYPE AN ESSAY, ESPECIALLY A SECOND LANGUAGE LEARNER OR A STUDENT WHO WAS AN EMERGENT BILINGUAL STUDENT.

KNOWING THAT THE KEYS ARE DIFFERENT WHEN YOU HAVE A SPANISH KEYBOARD VERSUS AN ENGLISH KEYBOARD AND TRYING TO FIND THE LETTERS.

A STUDENT WHO WAS A HIGH SCHOOL STUDENT WHO WAS IDENTIFIED AS HAVING DYSLEXIA SAID THAT THE WORDS JUMPED ON THE SCREEN AND IT REALLY MADE HER STRUGGLE.

I THINK THE DEVELOPMENTAL NEEDS OF STUDENTS NEED TO BE TAKEN INTO CONSIDERATION.

WE HAD CHILDREN HERE UNTIL SIX O'CLOCK AT NIGHT STRESSING ABOUT FINISHING AN EXAM ONLINE.

>> I THINK WITH THE LACK OF FLEXIBILITY AROUND THAT, ONE OF THE THINGS THAT I'VE LEARNED FROM TALKING WITH TEACHERS BOTH HERE IN DEL VALLE AND AUSTIN ISD IS THAT THE STATES VENDOR FOR TESTING, WHICH IS CAMBIUM, HAS ACTUALLY REDUCED A LOT OF ACCESSIBILITY FEATURES FOR STUDENTS IN THE ONLINE TEST.

THAT FOR SOME OF THE BILINGUAL TESTS, EVEN SOME OF THE TRANSLATIONS THEMSELVES OF A LANGUAGE IS INCREDIBLY CONFUSING.

IN ONE CASE, THERE WAS A STUDENT THAT WAS TAKING A TEST.

THIS IS ONE OF THE TEACHERS THAT I TALKED WITH THAT THE WORD YEAR IN SPANISH WAS NOT PRESENTED WITH THE RIGHT ACCENT MARK.

AS A CONSEQUENCE, THE STUDENT READ THE WORD BUT HOLD WHEN THEY TOOK THE TEST AND WE'RE INCREDIBLY CONFUSED.

ON A STANDARDIZED TEST THAT THEY'RE HELD ACCOUNTABLE TO, THEY'RE NOT PRESENTED WITH ACCURATE INFORMATION, WHICH IS CONFUSING, BUT ULTIMATELY AT THE END OF THE DAY, THEY'RE STILL HELD ACCOUNTABLE TO WHATEVER SCORE THEY GET.

IT'S INCREDIBLY INFURIATING.

>> ANY OTHER QUESTIONS? WELL, THEN WE'RE GOING TO ADJUST THINGS A LITTLE BIT ON THE AGENDA AND WE'RE GOING TO MOVE AN ITEM THAT'S IN CLOSED SESSION AND GO AHEAD AND GO INTO CLOSED SESSION NOW, UNDER SECTION 551.071, CONSIDER A POTENTIAL LITIGATION REGARDING TEA ACCOUNTABILITY RATING SYSTEM.

THE TIME IS CURRENTLY 07:32 P.M. ARE WE GOOD?

[01:15:03]

THE BOARD ENDED IS CLOSED SESSION AT 08:17 P.M. WE ARE NOW BACK IN OUR REGULAR SESSION.

WE HAVE AN ITEM TO APPROVE TO CONSIDER AN ACT ON POTENTIAL LITIGATION REGARDING TEA ACCOUNTABILITY RATING SYSTEM. DO I HAVE A MOTION?

>> MADAM PRESIDENT, I MOVE TO AUTHORIZE THE DISTRICT TO JOIN THE COALITION OF DISTRICTS THAT ARE CHALLENGING THROUGH LITIGATION, THE NEW TEA APPROVED ACCOUNTABILITY RATING SYSTEM, AS DISCUSSED IN CLOSED SESSION.

>> I SECOND.

>> THERE'S A SECOND ALL THOSE IN FAVOR? YOU GOOD? [APPLAUSE] THAT BRINGS US BACK TO OUR REGULAR AGENDA, WHICH THE NEXT ITEM IS OUR CONSENT AGENDA.

[V. Consent Agenda]

ITEMS IN THE CONSENT AGENDA OR TO BE PASSED IN ONE ENCOMPASSING MOTION UNLESS THERE'S A DESIRE TO HAVE AN ITEM PULLED.

DO YOU HAVE A DESIRE TO HAVE AN ITEM PULLED AT THIS TIME? YOU CAN GIVE ME A LETTER OR A NAME AND I'LL FIND THE LETTER.

>> LETTER A FOR THE MINUTES.

>> I HAVE LETTER J AND LETTER H.

>> LETTER J, AND LETTER H.

>> NO. I'M SORRY G.

>> G. JUST TO DOUBLE-CHECK.

I'VE GOT A, G, AND J.

DO I HAVE A MOTION TO APPROVE ITEMS B THROUGH F AND MAKES A MOTION? DO I HAVE A SECOND? WE'RE JUST DOING B THROUGH F RIGHT NOW.

THE MATT, ALL THOSE IN FAVOR? DO I HAVE A MOTION TO PROVE H, I, AND K THROUGH N? NO, THEY DIDN'T PULL H. H, I,, AND K THROUGH N, DO I HAVE A MOTION TO APPROVE THOSE AS PRESENTED?

>> I'LL MOVE.

>> DO I HAVE A SECOND? THAT'S A SECOND.

ALL THOSE IN FAVOR? GOT IT. GOING BACK, A FOR MINUTES.

>> THE ADJOURN TIME SAYS IT'S 12:59 P.M. AND I JUST LIKE THAT CORRECTED TO 12:59 A.M.

>> PERFECT.

>> DO I HAVE A MOTION TO APPROVE THE MINUTES AS AMENDED TO INCLUDE A.M INSTEAD OF P.M? I HAVE THREE, SO I'LL TAKE DARLA IS THE MOTION AND SUSANNA AS THE SECOND. ALL THOSE IN FAVOR? PERFECT. YOU GOOD, LISA? IF WE'RE MOVING TOO FAST, TELL ME TO SLOW DOWN.

ITEM G, BUDGET AMENDMENT NUMBER 1, GENERAL FUND. QUESTIONS?

[V.G. Budget Amendment #1 - General Fund Ludivina Cansino]

>> YES. LAST MONTH WE APPROVE THE 1.1 MILLION FOR THE NEW TO MEET HB3, THE SECURITY.

THEN THIS ON THE AGENDA, IT'S MOVED TO 1.4.

I NOTICED THAT THERE ARE VEHICLES THAT WERE ADDED TO THAT.

CAN I GET AN IDEA OF WHY THE SIX WHEN WE'RE HIRING NINE AND UNDERSTAND THAT A LITTLE BIT BETTER? WHY WE NEED VEHICLES IF THEY'RE GOING TO BE STATIONED THERE AT THAT PARTICULAR CAMPUS.

WAS TRYING TO UNDERSTAND THAT INCREASE OF THE BUDGET.

>> BUT CURRENTLY WE HAVE SIX VEHICLES, SO WE'RE SHORT.

>> BRING IT CLOSER.

>> CAN YOU HEAR ME.

>> CURRENTLY, WE HAVE SIX VEHICLES.

ONE IS A TRUCK AND WE'RE SHORT, FIVE VEHICLES AS IT IS.

THESE ADDITIONAL VEHICLES WILL HELP WITH THE PATROL VEHICLES AND THE OFFICERS AT THE MIDDLE SCHOOLS.

THERE'S ONE OFFICER WHO DOESN'T HAVE, I DON'T HAVE A VEHICLE, SERGEANT DOESN'T HAVE A VEHICLE, AND OFFICER AT O'HARA DOESN'T HAVE A VEHICLE.

THAT WAS THE REASON FOR THE SIX.

>> WE'RE ALL OKAY WITH THAT? MY CONCERN IS THAT I HAD ASKED LAST MONTH FOR US TO GET AN OVERALL BUDGET OF WHERE WE'RE AT, WHAT WE NEED.

THIS RIGHT HERE PARTICULARLY DOESN'T REALLY, FOR ME, APPLY TO HB3, IT MORE APPLIES TO WHAT THE DISTRICT IS AS A WHOLE AND WE'RE PUTTING IT IN THERE.

I WAS JUST TRYING TO UNDERSTAND WHERE ARE WE AT ABOUT WHEN WE'RE GOING TO GET THAT PLAN ON WHAT WE ACTUALLY NEED FOR THE DISTRICT IN REGARDS TO SECURITY?

>> WE INTERVIEWED 13 APPLICANTS ALREADY.

WE HIRED FOR ALREADY AND WE HAVE FOUR MORE IN THE POOL, SO WE'RE FIXED ON INTERVIEW THOSE THIS WEEK.

>> YOU REMEMBER THAT WE GAVE THEM

[01:20:01]

A REPRIEVE BASED ON TRUSTEE WORTHINGTON STATEMENT THAT WE JUST STARTED SCHOOL.

WE COULDN'T ASK THEM TO COME BACK WITH A PLAN AT THIS POINT IN TIME.

WE GAVE THEM A LITTLE BIT OF A REVIEW.

>> BUT MY CONCERN WAS THAT IT WASN'T JUST HEADCOUNT THAT WE WERE ADDING AND TRAINING, IT WAS ALSO VEHICLES IN THE NEW BUDGET.

I WAS TRYING TO UNDERSTAND IF THAT'S NOT PART OF THE OVERALL, WHY WAS THAT ADDED? HE SAID WHY IT WAS ADDED SO I GOT THAT PART.

>> JUST TO CLARIFY, I WAS JUST GOING TO SAY, ONE OF THE THINGS I HAD CALLED FOR WAS JUST HOLDING OFF ON THE BROADER SCHOOL SAFETY CONVERSATION, WHICH I THINK SOUNDS A LITTLE BIT MORE COMPREHENSIVE AND HOLISTIC THAN WHAT YOU'RE JUST TALKING ABOUT, IS THAT CORRECT?

>> WHEN WE TALK ABOUT BUDGET AND WE TALK ABOUT WHAT WE NEED.

WE'RE TALKING ABOUT HOLISTICALLY AS A DISTRICT, BUT WE'RE ADDING THINGS TO THIS PARTICULAR BUDGET ITEM WHICH I THOUGHT WAS JUST GOING TO BE HEADCOUNT AND TRAINING.

BUT NOW WE HAVE VEHICLES ADDED.

I WANTED TO UNDERSTAND WHAT THAT WAS.

IF IT WASN'T PART OF THE WHOLE HOLISTIC VIEW OF WHAT WE NEED FOR SECURITY AND OUR DISTRICT.

BUT YOU EXPLAINED IT, SO I'M GOOD NOW.

>> QUESTION. IF I RECALL OUR LAST MEETING, WE APPROVED THE HIRING OF THE NINE OFFICERS AND SAID WE WOULD BE DISCUSSING THE TOTAL AMOUNT NEEDED AT OUR BUDGET AMENDMENT AT THIS MEETING.

WE DIDN'T APPROVE THE BUDGET ITEM LAST MONTH, IS THAT CORRECT?

>> THAT'S CORRECT.

>> NO. THE BUDGET AMENDMENT WAS ALWAYS THIS MONTH.

>> THANK YOU. I APPRECIATE THAT. I'M GOOD.

I MAKE A MOTION TO APPROVE AS PRESENTED.

>> DO I HAVE A SECOND, DARLA? ALL THOSE IN FAVOR? YOU GET LISA.

>> THEN LAST ONE IS J, THE TEXAS TEACHER EVALUATION AND SUPPORT SYSTEMS T-TESTS.

>> I APOLOGIZE FOR NOT ASKING THIS PREVIOUSLY, BUT I NOTICED THAT SOME OF THE APPROVED FOLKS ON THERE WEREN'T NECESSARILY THE SUPERVISOR OF THOSE TEACHERS.

HOW OFTEN DOES THAT HAPPEN AND IS IT A BIAS THING OR IS IT STRICTLY POINTS BASED OFF OF WHAT THE TEACHER HAS DONE AND THE OBSERVATION?

>> T-TESTS IS AN EVALUATION USUALLY BY THE SUPERVISOR, SO IT'S THE CAMPUS PRINCIPAL OR ASSISTANT PRINCIPAL.

WHAT THE BOARD POLICY ASKS IS THAT YOU APPROVE SOMEONE OTHER THAN THEIR SUPERVISOR TO BE AN APPRAISER.

>> I SAW THAT. I WAS JUST TRYING TO UNDERSTAND HOW OFTEN DOES THAT HAPPEN?

>> NOT VERY OFTEN.

WHEN I WAS A PRINCIPAL, IT HAPPENED A COUPLE OF TIMES.

ONE OF THE YEARS AT COLLINS WE HAD SOMEONE ASKS FOR A SECOND APPRAISAL AFTER THE ASSISTANT PRINCIPAL EVALUATED.

WHEN I CALLED HR AND SAID THAT THAT PERSON WANTED THAT EVALUATION, WE HAD SOMEONE FROM ANOTHER CAMPUS TO COME DO IT, SO SOMEONE WHO HAD BEEN ON THIS LIST.

>> I DIDN'T SEE THAT PROVISION IN THERE.

BECAUSE I DON'T THINK IT WAS FAIR.

IF FIVE OF THE SIX TEACHERS WERE ALL EVALUATED BY THE PRINCIPAL AND THEN THE PRINCIPAL WAS ENABLED TO MAKE IT TO THE SIXTH ONE AND THEY GOT EVALUATED DIFFERENTLY BY SOMEBODY TOTALLY DIFFERENT, HOW OFTEN DOES THAT HAPPEN? MAYBE THEY GOT A BETTER ONE OR THEY DIDN'T GET IT ONE.

>> CAMPUS IS USUALLY ASSIGNED THAT THE APPRAISER AT THE BEGINNING OF THE YEAR THAT'S YOUR APPRAISER, THEY COME IN AND OBSERVE YOU DO YOUR FORMAL OBSERVATION AND THEN ALSO MEET WITH YOU AT THE END OF THE YEAR FOR YOUR SUMMATIVE.

AT THE BEGINNING THEY DO YOUR SCHOOL SETTING, SO YOU HAVE THAT SAME APPRAISER ALL YEAR, EITHER AT THE END OF THE OBSERVATION OR AT THE END OF THE SUMMATIVE, THEY CAN ASK FOR A SECOND APPRAISER.

THERE ARE GUIDELINES, I THINK THEY HAVE 10 DAYS, I'D HAVE TO REFRESH MY MEMORY ON THAT, BUT THEY HAVE A CERTAIN AMOUNT OF TIME WHERE THEY COULD REQUEST THAT A SECOND APPRAISER.

WE TYPICALLY LIKE IF THEY DO REQUEST THAT, HAVE SOMEONE THAT'S NOT ON THE CAMPUS IN ORDER TO HELP WITH ANY POTENTIAL BIASES.

>> PERFECT. THANK YOU. I DON'T HAVE ANY OTHER QUESTIONS ANYMORE.

>> DO YOU WANT A MOTION?

>> YEAH I MAKE A MOTION TO APPROVE AS PRESENTED. THANK YOU.

>> THANK YOU. DO WE HAVE A SECOND? SECOND, ALL THOSE IN FAVOR? OB WAS THE SECOND.

I THINK THAT CONCLUDES CONSENT AGENDA.

NEXT UP ON OUR ACTION ITEMS.

[VI.A. Consider and Act on the 2023-2024 Student Code of Conduct]

FIRST UP, WE HAVE CONSIDER AN ACT ON THE 2023-2024 STUDENT CODE OF CONDUCT THAT WAS DISCUSSED PREVIOUSLY.

DO I HAVE A MOTION?

>> I HAVE A QUESTION. WHERE DOES THE DRESS CODE COME INTO PLAY WITH THE STUDENT CODE OF CONDUCT? IS NOT IN THE STUDENT HANDBOOK.

>> SORRY. IT'S NOT IN THE STUDENT CODE OF CONDUCT.

THE STUDENT CODE OF CONDUCT IS WHAT THE BOARD IS APPROVING.

STUDENT HANDBOOK IS POSTED ONLINE.

THE REVISIONS THAT WERE IN Q&A HAVE BEEN POSTED ONLINE AND READY TO GO AND THE DRESS CODE IS IN THERE.

>> PERFECT. THANK YOU.

>> THIS HANDBOOK, I DID SAY THAT.

I WANT TO MAKE SURE THAT CODE OF CONDUCT IS WHAT YOU'RE APPROVING TONIGHT, HANDBOOK HAS BEEN POSTED ONLINE WITH UPDATED LEGISLATION.

>> BECAUSE I REMEMBER WE USED TO HAVE IN THE CODE OF CONDUCT

[01:25:02]

A LINK TO THE HANDBOOK FOR EACH CAMPUS AND ALL THAT STUFF, BUT IT WASN'T IN THERE THIS TIME.

I WAS TRYING TO UNDERSTAND A LITTLE BETTER.

>> THIS ONE, UPON APPROVAL WILL BE POSTED UNDER THE STUDENT TAB ON THE WEBSITE.

THE HANDBOOK IS ALREADY THERE ONLINE.

>> PERFECT. THANK YOU. GO AHEAD.

>> I'LL MOVE ADOPTION OF THE STUDENT CODE OF CONDUCT OF 2023-2024 STUDENT CODE OF CONDUCT.

>> I HAVE A MOTION.

>> GOT A SECOND? ALL THOSE IN FAVOR? PERFECT. THE NEXT ITEM IS TO CONSIDER AN ACT ON

[VI.B. Consider and Act on Board Resolution for the Bullet-Resistant Shield Grant Program]

THE BOARD RESOLUTION FOR BULLET RESISTANT SHIELD GRANT PROGRAM. I KNEW I WAS GOING TO MISS IT.

>> MADAM PRESIDENT.

>> I'M SORRY. YOU WERE THERE SO I DIDN'T TAKE IT AWAY, SORRY.

>> MADAM PRESIDENT, BOARD OF TRUSTEES AND DR.

TALLY, TONIGHT WE HAVE BEFORE YOU A RESOLUTION FOR A TEXAS OFFICE OF THE GOVERNOR'S GRANT CYCLE 1 AND 2.

YOU HAVE A RESOLUTION FOR 2022, 2023 AND 2023, 2024 SCHOOL YEARS SINCE IT RUNS OVER TWO BUDGET CYCLES FOR BULLET RESISTANT SHIELD GRANT PROGRAM.

THESE ARE AND I WANT TO MAKE SURE THAT EVERYBODY UNDERSTANDS THESE ARE THE ACTUAL SHIELDS THAT OUR OFFICERS CAN CARRY THAT ARE BULLET RESISTANT AND THIS GRANT IS FOR THAT AND FOR THAT ALONE.

WHEN WE GET OFFICE OF THE GOVERNOR GRANTS, WE'RE ASKED TO DO A RESOLUTION FROM THE BOARD SO THAT WE CAN START TO SPEND DOWN OUR FUNDS ON THAT.

AS YOU CAN SEE THAT WE WERE AWARDED $90,000 FROM THIS GOVERNOR'S GRANT TO PURCHASE UP TO 15 SHIELDS.

>> PERFECT. ANY QUESTIONS?

>> YEAH, I JUST WANT TO BE CLEAR THESE ARE BULLET RESISTANCE SHIELDS.

>> BULLET RESISTANCE. YES.

>> THEY ARE NOT BULLET PROOF.

>> I'M SORRY, I DID NOT SAY PROOF.

I'M SORRY. I APOLOGIZE.

BULLET RESISTANT SHIELDS AND THAT IS THE ACTUAL NAME OF THE GRANT AS WELL.

>> ARE THERE BULLETPROOF SHIELDS?

>> I'M GOING TO DIFFER TO CHIEF ON THAT QUESTION.

CHIEF WORKED VERY CLOSELY WITH OUR TEAM TO WRITE THE GRANT.

>> YES, SIR. THOSE PARTICULAR SHIELDS ARE BULLETPROOF.

THEY'RE BULLETPROOF, YES.

>> THEY JUST HUMOR ME.

WHY WOULD THEY CALL THEM BULLET RESISTANT SHIELDS?

>> THAT'S THE WAY THEY CALL THEM, BUT THESE ARE BULLETPROOF UP TO THE CALIBER OF 223 RIFLE.

>> WHAT CALIBER WOULD PIERCE THESE SHIELDS?

>> I'M SURE HIGHER CALIBER, WE HAVE 30 OUT SIX WEAPON OR SOMETHING LIKE THAT.

BUT UP TO A 223, THEY'RE BULLETPROOF.

>> WOULD AN AR-15 PIERCE THIS SHIELD?

>> THAT SHOT 223. IT WILL NOT PIERCE THE SHIELD[OVERLAPPING]

>> NOT A WEAPONS EXPERT.

[LAUGHTER] IS THERE AN OPPORTUNITY TO PURCHASE SHIELDS THAT WOULD RESIST THAT CALIBER OF WEAPON?

>> THEY WERE PROBABLY BE TOO HEAVY.

WE WOULDN'T BE ABLE TO CARRY THEM.

THESE ARE SHIELDS THAT YOU MAKE ENTRY WITH.

BUT THERE IS SHIELDS LIKE THAT, BUT WE WOULDN'T BE ABLE TO CARRY OURSELVES.

>> WOULD THE GRANT COVER THE PURCHASE OF ALL 15 SHIELDS?

>> WOULD YOU EXPECT TO NEED ANY MORE THAN 15 SHIELDS?

>> NO.

>> MY QUESTION IS WHERE ARE THEY GOING TO BE HOUSED OR YOU'RE GOING TO CARRY THEM ALL THE TIME, HOW'S THIS GOING TO WORK?

>> WE ANTICIPATE THAT THESE SHIELDS BE IN THE PATROL UNITS THAT ARE COVERING OFFICERS AT THE HIGH SCHOOL AND AT THE MIDDLE SCHOOLS.

>> ANY OTHER QUESTIONS?

>> NO.

>> DO I HAVE A MOTION TO APPROVE THE ITEM AS PRESENTED?

>> I MOVE TO APPROVE THE RESOLUTION FOR THE BULLET RESISTANT SHIELD GRANT HAS PRESENTED.

>> WE HAVE A MOTION. DO I HAVE A SECOND?

>> HAVE A SECOND.

>> SECOND. ALL THOSE IN FAVOR? PERFECT. THANK YOU. THANK YOU CHIEF.

NO, THAT'S NOT THE RIGHT ONE. YES, IT IS.

NEXT UP WE HAVE CONSIDER AN ACT ON AUDITS TO INCLUDE BUT NOT LIMITED TO FINANCE, HR,

[VI.C. Consider and Act on Audits to include but not limited to Finance, HR, SPED, technology, discipline and CTE programs]

SPECIAL EDUCATION, TECHNOLOGY, DISCIPLINE, AND CTE PROGRAMS AND I'M GOING TO TURN IT OVER TO WOODY FOR THAT.

>> THANK YOU. IT'S MOSTLY JUST DISCUSSION, WE'RE NOT APPROVING ANYTHING.

BUT WE'VE MENTIONED DOING SEVERAL AUDITS IN SEVERAL DIFFERENT SETTINGS THE LAST COUPLE OF MONTHS, MAYBE SIX MONTHS.

I JUST WANTED TO HAVE A CONVERSATION WITH THE BOARD WHEN WE WANTED TO START LOOKING INTO THAT, WHICH ONE DO WE WANT TO START HAVING? DO WE WANT TO GO INTO A WORKSHOP TO DISCUSS WHERE DO WE START, WHICH PROGRAM WE'RE GOING TO START ESPECIALLY WITH THE CCMR STUFF GOING ON.

DO WE WANT TO FOCUS ON CTE PROGRAMS? BUT JUST GET THAT CONVERSATION GOING IN THIS SETTING SO WE CAN START PLANNING AND GET ALL THAT STARTED.

>> WHEN YOU SAY AUDIT, WHAT ARE YOU MEANING BY AUDIT?

[01:30:02]

>> I'M SAYING FORENSIC AUDIT.

WE'VE TALKED ABOUT FORENSIC AUDITS BEFORE, NOT SO MUCH WITH THE CTE PROGRAM BUT AGAIN, HAVING A WORKSHOP TO DISCUSS WHICH ONES WILL BE DOING FORENSIC AUDITS, WHICH ONE WELL JUST BE DOING REGULAR AUDITS.

BUT AS A BOARD HAVING A DISCUSSION OR A WORKSHOP SO WE CAN GO INTO MORE DETAIL AND ACTUALLY START PLANNING THAT INSTEAD OF JUST TALKING ABOUT IT IN THE DIFFERENT SETTINGS.

>> WOULD IT BE HELPFUL TO KNOW WHAT AUDITS WE CURRENTLY HAVE THAT MIGHT EXIST AND THEN TOOK A START FROM THAT STANDPOINT BEFORE WE GO IN AND SO WE CAN LOOK AT THOSE?

>> WELL, THAT'S WHY I WANT TO HAVE THE WORKSHOP AND HAVE A TALK ABOUT IT IN A DIFFERENT SETTING TO WHERE WE CAN ACTUALLY DEEP DIVE INTO THESE DIFFERENT OPTIONS.

>> WE CAN DEFINITELY SCHEDULE A WORKSHOP FOR IT.

I DON'T THINK THERE'S ANYTHING WRONG WITH THAT BUT THERE ARE AUDITS THAT ARE CURRENTLY EXISTING.

COULD WE GET THOSE BEFORE WE HAVE THE WORKSHOP SO WE CAN LOOK AT THEM

>> PRIOR TO THE WORKSHOP?

>> IT MAKES SENSE.

>> I ACTUALLY HAVE A COPY OF ALL OF THEM SO WHAT WE COULD DO IS EMAIL ALL OF THE AUDITS TO ALL OF THE BOARD AND ALSO HAVE HARD COPIES AVAILABLE.

>> BECAUSE THERE ARE AUDITS THAT EXIST THAT CAN HAPPEN THROUGHOUT LIKE WE HAVE A SPECIAL EDUCATION AUDIT THAT HAPPENS EVERY, I DON'T KNOW HOW OFTEN.

>> YEAH, THOSE [OVERLAPPING] ARE THE ONES THAT WE HAVE TO DO BASED OFF STATE.

I DON'T REMEMBER US DOING IN-DEPTH AUDITS OF OUR PROGRAMS OR SPECIFIC DEPARTMENTS.

>> WE HAVE AN HR AUDIT, WE HAVE A FINANCE AUDIT, A CURRICULUM AUDIT, A SPECIAL EDUCATION AUDIT, A CTE AUDIT, WE HAVE A TECHNOLOGY AUDIT.

WE HAVE TWO TECHNOLOGY AUDITS.

WE DO HAVE THEM SO YOU CAN REVIEW THEM AND SEE WHERE YOU WANT TO GO FROM THERE.

>> BECAUSE I THINK THAT WOULD HELP IDENTIFY WHAT ADDITIONAL QUESTIONS WE MIGHT HAVE, WHAT ELSE WE MIGHT BE LOOKING FOR SO WE CAN GET THOSE SENT OUT, REVIEW THOSE, AND THEN DURING THE WORKSHOP WE CAN HAVE A DETAILED DISCUSSION ABOUT WHAT ELSE WE WOULD LIKE TO SEE. DOES THAT HELP?

>> YEAH, I'M OKAY WITH THAT. AS LONG AS WE START SOME CONVERSATIONS AND GET THIS BALL ROLLING AND UNDERSTAND.

I DIDN'T KNOW WE HAD ALL THOSE ALREADY.

I KNOW WE HAD SOME BASED OFF OF LIKE STATE RECOMMENDATIONS OR REQUIREMENTS BUT I DIDN'T KNOW WE HAD ADDITIONAL ONES.

I'M OKAY WITH THAT. DO YOU WANT TO DO SOME TIMELINES OR?

>> I NEED TO ASK YOU GUYS ABOUT A TIMELINE BASED ON SOMETHING THAT TRUSTEE WORTHINGTON HAS ASKED US FOR.

THAT WILL TAKE PRECEDENT OVER THIS PART BECAUSE WE NEED TO GET THAT PART DONE.

SO ONCE I ASK YOU ABOUT THAT TIMELINE THEN WE CAN DISCUSS FURTHER TIMELINE.

>> OKAY. I'M OKAY WITH THAT.

>> I GUESS TO ME YOUR REQUEST IS ALL OVER SOME DEPARTMENTS AT SOME SUBJECT AREAS.

I DON'T WANT TO SCHEDULE A WORKSHOP UNTIL WE GET THE INFORMATION AND CAN LOOK AT IT BECAUSE WE MAY SEE THERE'S NOT A NEED.

I DON'T UNDERSTAND IF YOU HAVE A LACK OF TRUST IN THE STAFF, DO YOU THINK SOMEHOW WHEN YOU KEEP ASKING FOR ALL THESE AUDITS THAT WE ALREADY RECEIVE WE GET THEM AT PRESENTATIONS AT BOARD MEETINGS.

WE GET THEM IN OUR INFORMATION WE GET EVERY FRIDAY.

I'M AFRAID IT'S PUTTING OUT A PERCEPTION TO THE COMMUNITY THINGS ARE NOT RIGHT.

IT'S TELLING THE STAFF YOU DON'T TRUST THEM.

WE ALREADY HAVE SO MANY AUDITS AND IT SEEMS LIKE THERE'S A LACK OF TRUST IN OUR STAFF FOR DOING THE JOB AND WE'VE TALKED ABOUT THE GREAT PROGRESS WE'VE MADE IN OUR DISTRICT IN SO MANY DIFFERENT AREAS.

WHEN I SAW CTE I THOUGHT WE HAD ONE OF THE BEST CTE PROGRAMS IN THE ENTIRE STATE OF TEXAS, SO I'M NOT SURE WHAT YOU'RE DIGGING FOR.

YOU'RE TRYING TO FIND ISSUES THAT YOU CAN USE OR DO YOU THINK THERE'S MISINFORMATION OR WE'RE NOT RECEIVING THE FACTS OF THE BOARD.

I JUST DON'T WANT TO WASTE A SATURDAY MORNING AT A WORKSHOP TALKING ABOUT SOMETHING THAT WE REALLY DON'T NEED TO DISCUSS.

WE ALREADY HAVE SO MANY AUDITS.

>> FAIR ENOUGH AND THAT'S YOUR OPINION AND I APPRECIATE THAT.

>> [OVERLAPPING] WELL, I'M ASKING YOU CAN YOU TELL ME WHY? [LAUGHTER]

>> THE MAIN REASON IS WE'VE HAD A LOT OF TURNOVER IN OUR ADMINISTRATION.

WE'VE ALSO HAD SOME NEW BOARD MEMBERS THAT COME IN THAT MAY NOT KNOW WHERE WE'RE AT FINANCIALLY OR PROGRAMS AND I THINK THIS WOULD BE A GOOD TIME.

THIS IS RECOMMENDED BY TASB.

WE'RE ALLOWED TO DO THIS.

IT DOESN'T MEAN WE DON'T TRUST EVERYBODY, IT JUST MEANS WE WANT TO MAKE SURE THAT WHEN WE GET NEW STAFF OR WE GET NEW BOARD MEMBERS, THAT THEY HAVE A CLEAR UNDERSTANDING OF WHERE WE STAND AS A DISTRICT IN ALL DEPARTMENTS.

>> I CAN SEE THAT BUT IT'S ALMOST LIKE YOU FORGET, YOU DON'T REALIZE OR I HAVEN'T READ THAT WE DO HAVE ALL THESE AUDITS AND WE'VE GOTTEN THAT INFORMATION.

I WANT THE COMMUNITY TO UNDERSTAND THE DISTRICT IS HIDING NOTHING.

WE ARE DOING AUDITS THAT ARE REQUIRED BY THE STATE EVERY YEAR WE ADOPT THE FINANCIAL AUDIT.

EVERY YEAR WE RECEIVE ALL THE OTHER INFORMATION.

I WANT TO MAKE SURE WE'RE NOT JUST DUPLICATING OR MAKING OUR STAFF DO MORE WORK THAN IS NECESSARY.

I WOULD ALSO ASSUME EVERY AUDIT IS DONE BY A DIFFERENT COMPANY.

I MEAN, WE'RE TALKING ABOUT MULTIPLE COMPANIES HERE SO I JUST WANT US TO THINK ABOUT THAT.

[01:35:04]

I DON'T WANT TO SCHEDULE A WORKSHOP UNTIL WE'VE RECEIVED ALL THIS INFORMATION AND LOOK TO SEE, DO WE REALLY NEED TO DO MORE AUDITS?

>> WELL, I WOULD APPRECIATE IF YOU'D STOP PRESENTING ME AS THE BAD PERSON THAT'S ALWAYS TRYING TO LOOK FOR SOMETHING THAT'S BAD IN THIS DISTRICT.

BUT THAT'S NOT THE POINT. I'M TRYING TO MAKE SURE THAT EVERYONE UNDERSTANDS, INCLUDING US AS BOARD MEMBERS WHO DIDN'T EVEN KNOW WE HAD THESE AUDITS THAT WERE AVAILABLE TO US.

>> THAT'S YOUR FAULT FOR NOT READING INFORMATION SUSAN.

WE RECEIVE THAT INFORMATION, WE GET THOSE REPORTS.

>> I WANT TO MAKE SURE THAT WE'RE ALL OKAY, WE'RE ALL ON THE SAME PAGE.

IT'S NOT NOTHING NEW.

ALL BOARD MEMBERS DO IT.

IF YOU FEEL THAT THAT'S THE PERCEPTION THAT I'M GIVING OFF, THEN THAT'S A YOU PROBLEM, NOT A ME PROBLEM, OKAY?