[00:00:01]
[I. Call to Order]
AND THANK YOU FOR JOINING US TO THIS SPECIAL BOARD MEETING OF THE DEL VALLE ISD BOARD OF TRUSTEES.I CALL THIS MEETING TO ORDER AT 6:18 PM ON JUNE 10TH, 2025.
PLEASE LET THE RECORD SHOW THAT A QUORUM IS PRESENT.
NOTICE OF THIS MEETING HAS BEEN POSTED IN ACCORDANCE WITH THE TEXAS OPEN MEETINGS ACT.
OUR FIRST ITEM IS GOING TO BE PLEDGE OF ALLEGIANCE, IF YOU'LL STAND WITH ME FOR THE PLEDGES.
I WANT TO CONFIRM THERE'S NOT ANY PUBLIC COMMENT AT THIS TIME.
I DON'T HAVE ANY ON MY SCREEN, I JUST WANTED TO DOUBLE-CHECK, SO THANK YOU FOR SETTING THAT UP.
NEXT UP, WE HAVE INFORMATION ITEMS FOR FOOD SERVICE MANAGEMENT COMPANY.
[IV.A. Food Service Management Company]
MS. DINA EDGAR, IF YOU WILL COME UP. THANK YOU, MA'AM.>> GOOD EVENING, PRESIDENT WEGNER, DR. GUTIERREZ, AND MEMBERS OF THE BOARD.
THIS EVENING, I'LL BE PRESENTING RESULTS OF THE REQUESTS FOR PROPOSALS FOR OUR FOOD SERVICE MANAGEMENT COMPANIES.
LAST MONTH, I PRESENTED INFORMATION ON THE RFP TIMELINE AND PROCESS.
WE BEGAN WORKING ON THIS RFP INTERNALLY PRIOR TO CHRISTMAS BREAK.
WE HAVE SUBSEQUENTLY BEEN DELAYED DUE TO THE RIGID PROCESSES WITHIN THE TEXAS DEPARTMENT OF AGRICULTURE.
WE WERE NOT APPROVED TO RELEASE THE RFP UNTIL APRIL 6TH.
TWENTY-TWO FOOD SERVICE MANAGEMENT COMPANIES WERE INCLUDED IN THE RFP, AND WE RECEIVED PROPOSALS UP UNTIL MAY 21ST.
WE HAD SIX VENDOR RESPONSES: SODEXO, SOUTHWEST FOODSERVICE EXCELLENCE, ARAMARK, CHARTWELLS, TAHER, AND WHITSONS.
A DIVERSE EVALUATION COMMITTEE WAS SELECTED TO SCORE THE PROPOSALS ACCORDING TO THE PRESCRIBED TDA SCORING RUBRIC.
AS YOU CAN SEE ON THE SLIDE, THEY ASSIGN THE MOST POINTS TO PRICING.
A COPY OF THE EVALUATIONS HAVE BEEN INCLUDED IN YOUR PACKET THIS EVENING.
WE WILL BRING THE RECOMMENDATION OF SODEXO OPERATIONS FOR APPROVAL AT THE JUNE 17TH BOARD MEETING.
I DO HAVE OUR PROCUREMENT COORDINATOR HERE THIS EVENING TO ANSWER ANY TECHNICAL OR DETAILED QUESTIONS THAT YOU MAY HAVE.
>> PERFECT. THANK YOU FOR THIS INFORMATION.
BOARD, ARE THERE ANY COMMENTS OR QUESTIONS? TRUSTEE CISNEROS?
>> I THINK I MIGHT BE MISSING A PAGE HERE.
COULD WE GO BACK TO ALL THE VENDORS?
>> THE SUMMARY OF THE VENDORS, YES.
[BACKGROUND] I DON'T HAVE A THAT.
>> THAT'S FINE. I HAVE THE INFORMATION.
>> IT'S THE SCORING. THANK YOU.
>> IT IS ON PAGE 11, AND THE FIRST COLUMN IS THE TOTAL POINTS, AND THEN COST AND FORM B ARE THERE AS WELL. IS THAT HELPFUL?
>> WE HAVE ON PAGE 11, THE COLUMN AFTER THE NAME OF THE VENDOR IS THE TOTAL, AND THEN YOU HAVE THAT COST.
WE DON'T HAVE THAT SLIDE WITHIN THE PRESENTATION THAT'S BEEN PROVIDED TO THE BOARD, BUT THOSE SCORES ARE AVAILABLE ON PAGE 11.
>> I DO HAVE A QUESTION. WERE THERE FEEDBACK OR COMMENTS ONTO WHY KEEPING SODEXO OR OTHER.
I'M CURIOUS TO KNOW BECAUSE WE'VE HAD THEM FOREVER, AND I KNOW THAT OUR STUDENTS ARE NOT HAPPY.
>> I DO KNOW THAT THE MOST POINTS GO TO PRICING, AND SODEXO'S PRICING WAS WELL BELOW THE OTHER COMPETITORS.
I DON'T KNOW IF YOU WANTED TO ADD ANYTHING.
>> THAT'S ABOUT IT. IT'S THE PRICING. [OVERLAPPING]
>> WE BASICALLY WENT OFF BY PRICING.
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>> WE DON'T, THAT'S TDA GUIDELINES, UNFORTUNATELY.
>> BUT THE COMMITTEE THAT SCORED, WHERE DO WE GO?
>> WHEN IT COMES TO THE PRICING, THE PRICING IS ACTUALLY A RUBRIC THAT'S GIVEN BY TDA TO PRESENT TO HOW YOU ARE SUPPOSED TO SCORE THAT.
>> BUT I'M ASKING, WERE THERE ANY COMMENTS TO THE OTHER ONES, OTHER THAN SODEXO, FROM THE COMMITTEE?
>> WE CAN GIVE YOU THAT INFORMATION SEPARATELY, BUT I WOULD NOT PRESENT THAT HERE BECAUSE TDA IS STILL REVIEWING THE FINAL INFORMATION, SO I WOULDN'T WANT THAT TO BE.
>> I'M TRYING TO UNDERSTAND WHY WE OVERALL PICKED.
IT LOOKS LIKE THEY GOT 25 OUT OF 25 IN THE COST PERSPECTIVE, BUT EVERYTHING ELSE, THEY WERE THE SAME, OTHER THAN FORM B. I'M JUST TRYING TO UNDERSTAND WHAT STOOD THEM OUT FROM THE COMMITTEE STANDPOINT?
>> THE FIRST THREE ITEMS THAT ARE LISTED WITHIN THE RUBRIC IS WHERE THE MAJORITY OF THE POINTS COME FROM.
THE FIRST 40 POINTS THAT ARE THERE ARE ACTUALLY TDA'S NUMBERS.
THE GUARANTEE AND RFP INCLUDED IN THE PROPOSAL, IF THEY PROVIDED IT, THEY GET FIVE POINTS.
YEARS OF EXPERIENCE: IF THEY HAVE AT LEAST 10 YEARS OF EXPERIENCE OR MORE, THEY GET 10 POINTS REGARDLESS.
THEN COST; WHOEVER PROVIDES THE LOWEST COST GETS THE HIGHEST POINTS.
RIGHT AWAY, YOU'RE STARTING WITH 40 POINTS RIGHT THERE THAT'S GOING TO THE LOWEST VENDOR.
>> I'M JUST TRYING TO UNDERSTAND, FROM THE COMMITTEE THAT WE HAD HERE IN ADMINISTRATION, WHY DID SODEXO STAND OUT OTHER THAN THE 40 POINTS?
I'M JUST READING THE NUMBERS THAT THEY PROVIDE.
I DON'T GUIDE THEM IN ANY WAY TO PROVIDE THE NUMBERS THAT THEY ARE PROVIDING.
THEY'RE THE ONES THAT REVIEWED INDIVIDUALLY.
I WAS THERE WITH ALL THREE OF THEM, BUT THERE WASN'T ANYTHING.
>> THAT STOOD OUT FROM ANY OF THEM?
>> I ACTUALLY HAVE A QUESTION IN REFERENCE TO THE THREE REVIEWERS.
I DON'T WANT TO KNOW THEIR NAMES, BUT THEY ARE INTERNAL EMPLOYEES?
>> YES, THEY HAVE TO BE EMPLOYEES OF THE DISTRICT.
>> ARE THEY FROM ADMINISTRATION OFFICE, OR ARE THEY SPREAD OUT OVER THE DISTRICT?
>> WE HAD TWO ADMINISTRATIVE AND ONE PRINCIPAL.
>> TRUSTEE CISNEROS, YOU HAD A QUESTION?
>> FOR THAT INTERVIEW COMMITTEE, WHAT DID IT CONSIST OF AS FAR AS WERE THERE ANY TASTE-TESTING MENU OPTIONS, OR ARE WE JUST LOOKING AT PRICE HERE? IS THAT IT?
>> CORRECT. YOU'RE LOOKING AT WHAT THEY PROVIDE. [OVERLAPPING]
>> WE'RE JUST SOLELY LOOKING AT PRICE, NOT TASTE, NOT QUALITY, NOT MENU OPTIONS, VARIOUS MENUS, [OVERLAPPING] MAYBE STUDENTS.
>> THE MENU OPTIONS ARE PROVIDED.
THE MENU IS SOMETHING THAT IS REVIEWED BY OUR STAFF, AND SO WE BROUGHT THAT TO THEM NOVEMBER.
WE TALKED ABOUT THE DIFFERENT MENUS THAT WERE GOING TO BE PROVIDED IN THE TDA GUIDELINES OF WHAT IT IS.
THEN WE SUBMIT THAT TO TDA, TDA REVIEWS EVERYTHING THEY AGREE WITH.
>> THESE THREE PEOPLE THAT CONSIST OF THIS COMMITTEE, THEY ARE INTERNAL EMPLOYEES. WERE THERE ANY STUDENTS?
>> NO. YOU MUST BE AN EMPLOYEE OF THE DISTRICT IN ORDER TO BE ON THE COMMITTEE.
>> TRUSTEE PANTOJA, YOU HAVE A QUESTION?
>> A CLARIFICATION. THIS IS JUST INFORMATIONAL, CORRECT? WE'RE NOT TAKING ACTION, IT'S NEXT WEEK? I THINK I WALKED IN ON THAT. CORRECT?
>> THEN THE QUESTION IS TO THE BOARD.
IS THERE ANY WAY TO HAVE FURTHER DISCUSSION ON THIS AND HAVE THE SFE AND SODEXO PRESENT TO THE BOARD? BECAUSE IF WE'RE GOING JUST BASED ON DOLLAR AMOUNT TO TRUSTEE LEDESMA WOODY'S POINT, I'VE HEARD THAT OUR STUDENTS ARE NOT HAPPY WITH THE QUALITY OF THE FOOD RIGHT NOW.
I'M HEARING IT FROM THE STUDENTS, AND YET WE'RE PRETTY MUCH SAYING, WELL, THEY'RE THE CHEAPEST ONE.
THIS IS THE CHEAPEST OPTION THAT WE HAVE TO GO WITH, BUT FROM WHAT I'M UNDERSTANDING, WE GET TO DECIDE AS A BOARD WHO WE PICK.
>> I DO HAVE TO INTERVENE BECAUSE THAT'S NOT A BOARD FUNCTION, TO GO THROUGH THE RFP PROCESS.
THAT IS PRETTY DANGEROUS TERRITORY TO GO INTO, SO I WANT TO NAVIGATE THAT VERY CAREFULLY.
WE HAVE TO PUT TRUST IN THE INDIVIDUALS WHO
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ARE CONDUCTING THE ASSESSMENT AND RATING THE RFQS.THE INDIVIDUALS WHO ARE THERE HAVE NO STAKE IN IT BESIDES LOOKING AT WHAT INFORMATION IS PROVIDED TO THEM.
I, LIKE YOU, HAVE HEARD OF THE COMPLAINTS FROM STUDENTS.
I DON'T WANT TO MINIMIZE THE FEEDBACK FROM STUDENTS BECAUSE IT IS IMPORTANT, AND I'VE HEARD IT IN MY OWN SUPERINTENDENT'S ADVISORY COUNCIL.
BUT I'VE ALSO BEEN IN PLACES WHERE WE'VE DONE IT INTERNALLY OR WORKED WITH OTHER VENDORS, AND WE'VE RECEIVED THE SAME NUMBER OF COMPLAINTS WHEN IT COMES TO THE FOOD BECAUSE IT'S PRETTY MUCH THE NORM.
ARE THERE THINGS THAT WE CAN DO TO MAKE IMPROVEMENTS UPON WHAT IS BEING SERVED, AND GET FEEDBACK, AND MAYBE EMPOWER SOME OF THE STUDENT LEADERSHIP GROUPS TO PARTNER WITH CHILD NUTRITION? ABSOLUTELY. I JUST WANT TO BE CAREFUL THAT WE DON'T GET INTO THE PLACE WHERE THE BOARD IS DOING THE RFPS.
>> I DON'T THINK THAT'S WHAT WE'RE SAYING.
I THINK WHAT WE'RE SAYING IS THAT JUST BECAUSE IT'S CHEAPER DOESN'T MEAN THAT'S WHAT WE SHOULD BE USING.
I'M TRYING TO UNDERSTAND, FROM THE COMMITTEE'S STANDPOINT, WAS THERE SOMETHING ELSE OTHER THAN THIS WAS THE CHEAPEST ONE, SO THIS IS WHAT WE'RE GOING TO GO BY? IF THERE WAS NOT ONLY WERE THEY THE MOST COST REDUCTION, BUT THEY ALSO PROVIDE X, Y, Z, AND THEY'RE DOING WHATEVER.
BUT IF IT'S JUST BECAUSE THEY'RE CHEAPER, TO ME, THAT'S SOMETHING WE DEFINITELY NEED TO HAVE A DISCUSSION ABOUT.
>> THE LAST QUESTION I HAD WAS, HOW LONG HAS SODEXO BEEN WITH THE DISTRICT AGAIN?
WE'VE BEEN WITH THE SAME VENDOR FOR TWO DECADES NOW.
>> IS THAT SOMETHING WE WANT TO CONTINUE? BECAUSE I THOUGHT A COUPLE OF YEARS BACK, BOARD, WE WERE GOING TO SAY EVERY SO OFTEN, WE WANTED TO REFRESH IT AND MAKE SURE THAT THE RIGHT PRODUCT, THE RIGHT PRICE, FOR OUR STUDENTS, BUT WE'VE BEEN WITH SOMEONE NOW FOR OVER TWO DECADES.
>> I HEAR YOU, BUT AT THIS POINT, THAT'S THE PROCESS.
>> WE CAN ALWAYS CHOOSE NOT TO SUPPORT IT, BUT THAT'S SOMETHING THAT WE'LL HAVE TO THINK ABOUT TOO, IF WE DO WHAT IS [INAUDIBLE].
IT'S A DOUBLE-EDGED SWORD, WHICH IS WHY I WAS TRYING TO GET SOME ADDITIONAL INFORMATION.
THAT'S STUFF THAT WE NEED TO KNOW.
IT CAN'T JUST BE BECAUSE IT'S THE CHEAPEST PRODUCT.
>> THIS IS WHY THIS IS A DISCUSSION ITEM.
THIS IS INFORMATION SO THAT WE CAN COME BACK WITH ADDITIONAL INFORMATION.
>> BUT DR. G, YOU JUST SAID THAT WE CAN'T EVEN ASK ABOUT THE PROCESS.
>> NO, I DID NOT SAY THAT, MR. PANTOJA.
I SAID, I WANT TO BE CAREFUL INVITING VENDORS TO PRESENT AT BOARD MEETINGS TO WHERE THE BOARD IS ENGAGING IN THE RFP PROCESS.
THIS IS YOUR OPPORTUNITY AS A BOARD TO ASK QUESTIONS AND SEEK ADDITIONAL INFORMATION, WHETHER IT'S GOING TO COME BY FORM OF THE WEEKLY COMMUNIQUE, WHETHER IT'S GOING TO BE IN A STANDALONE EMAIL OR WHETHER WE'RE GOING TO COME BACK WITH UPDATED INFORMATION ON JUNE 17TH BEFORE THE BOARD IS MAKING A DECISION.
THIS IS THE TIME TO ASK THOSE QUESTIONS AND GET CLARIFICATION.
>> I WILL OFFER THAT I HAVE WORKED IN OTHER DISTRICTS WITH AT LEAST FOUR OF THESE OTHER VENDORS, AND SADLY, STUDENTS GET BORED OF THE FOOD AND THE MENU.
I'VE HEARD COMPLAINTS ON ALL FOUR OF THE VENDORS THAT I'VE WORKED WITH BEFORE.
BUT I THINK IT'S INCUMBENT ON US TO GET CREATIVE AND BE INNOVATIVE WITHIN THE PARAMETERS, OF COURSE, OF THE TDA STRICT MENU, WHICH IS REALLY THE OBSTACLE.
>> WHEN IS IT THAT WE HAVE TO HAVE THIS ADOPTED? BECAUSE I REALIZE THERE'S DEADLINES AS WELL.
WHAT IS THE DEADLINE FOR ADOPTING THIS?
>> OR ELSE WE WILL NOT HAVE A FOOD SERVICE VENDOR FOR JULY 1ST.
>> IT NEEDS TO BE ADOPTED BY JUNE THE 30TH?
>> GOT IT. THANK YOU. [OVERLAPPING]
>> SORRY. CAN YOU EXPLAIN JUST HOW WE ENDED UP IN THIS POSITION BY TIMELINE? THAT WOULD BE HELPFUL.
>> WE HAD A PERFECT STORM THAT HAPPENED THIS YEAR.
THIS IS THE THIRD YEAR THAT I HAVE PROCESSED THIS RFP.
THE PERFECT STORM BEING THAT WE HAD A MASS CHANGE WITHIN THE DISTRICT.
OUR CONTACT POINTS, DINA HAD TO GET ACCESS, DR. GUTIERREZ WAS BRAND NEW.
WE WERE JUST STIRRING AROUND, TRYING TO GET ACCESS WITHIN TDA [INAUDIBLE].
WE FINALLY DID GAIN THAT ACCESS.
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I ATTENDED THEIR MEETING THAT WAS MANDATORY BACK IN OCTOBER, WE REQUESTED ACCESS INTO TDA ON NOVEMBER 20TH, AND THEN I SUBMITTED EVERYTHING BEFORE WE LEFT IN DECEMBER 12TH, WHICH WAS DENIED MULTIPLE TIMES.>> THEN AFTER RELEASING EVERYTHING, WE FINAL WE HAD OUR FINAL APPROVAL TO RELEASE APRIL 6TH.
WE HOSTED THE PRE PROPOSAL APRIL 28TH WITH VENDORS THAT ALL OF OUR VENDORS DID ATTEND.
THEN FROM THERE, THE RP DID OPEN ON THE 21ST.
>> THANK YOU FOR THAT FURTHER INFORMATION. SECRETARY GUARDIAN.
>> ALSO, IF I'M NOT MISTAKEN, THE GOVERNMENT TELLS US WHAT TO PUT IN THE FOOD.
>> THAT'S WHY SOMETIMES IT'S NOT AS GOOD AS WHAT WE COOK AT HOME BECAUSE IT'S GOING TO BE A LOT, LESS SALT, LESS FAT.
>> CORRECT. THE FIRST 21 DAYS, THEY HAVE TO FOLLOW THE MENUS THAT ARE PROVIDED.
TO A STRICT T, THERE'S NO SUBSTITUTIONS.
AFTER WE GET THE PITS PAST THAT POINT, THEN THERE'S A POSSIBILITY THAT THERE COULD BE SOME TASTE TESTING TO HAVE THE STUDENTS TRY DIFFERENT THINGS THAT ARE AVAILABLE, DIFFERENT MENUS THAT ARE AVAILABLE.
THAT IS AN OPTION TO MEET WITH THE VENDOR ON.
>> THANK YOU FOR THAT. ANYTHING FURTHER?
>> YES. I WOULD JUST LIKE TO POINT OUT THAT I'VE BEEN IN FOUR DIFFERENT SCHOOLS IN ALL DIFFERENT SIDES OF THE TOWN OF AUSTIN AND NONE OF THE KIDS HAVE LIKED ANY OF THE FOOD IN ANY OF THE CAFETERIAS.
I THINK IF THERE'S AN OPTION TO VIEW A MENU OR MAKE CHANGES OR SUGGESTIONS AFTER A CERTAIN AMOUNT OF TIME, THAT THAT WOULD BE HELPFUL FOR EVERYBODY.
>> ABSOLUTELY. WHICH SODEXO DID SUBMIT SURVEYS TO THE STUDENTS AND THE PARENTS AS WELL, AND THEY DID GET RESPONSES BACK.
I DON'T KNOW THE NUMBERS OFF THE TOP OF MY HEAD, WHAT THEY RESPONSES ON, BUT THEY DID REQUEST WHAT THEY WERE LOOKING FOR AND THE STUDENTS WERE ASKING FOR HOME COOKED MEALS.
THAT WAS ONE THING THAT STOOD OUT TO ME, AND UNFORTUNATELY, THAT'S NOT SOMETHING THAT GET FROM OUR FOOD SERVICE, UNFORTUNATELY.
>> WELL, THEY CAN GET SOME SCRATCH MADE.
>. YES. THEY CAN GET SCRATCH MADE, YES.
BUT IT'S NOT GOING TO BE OUR LASAGNA, OUR SPAGHETTI, ALL OF THOSE GOOD THINGS.
>> NOT ENOUGH SALT. PERFECT. ANYTHING FURTHER? GOT IT.
>> ONE QUESTION? BECAUSE BOARD MEMBERS MAY BE THINKING THIS WE'VE BEEN WITH THE SAME VENDOR FOR 24 YEARS, SO THERE'S A LOT OF EXPERIENCE IN HISTORY.
I'M GOING INTO MY FIRST FULL YEAR.
AT THE END OF NEXT YEAR, CAN WE GO THROUGH THIS AGAIN? IS THE QUESTION? [LAUGHTER]
>> YES, WE CAN. MY SUGGESTION WOULD BE IF THAT IS SOMETHING THAT YOU WANT TO DO TO START THINKING ABOUT THAT AT THIS POINT AND HAVING ADDITIONAL COMMITTEES, I KNOW YOU DON'T WANT ADDITIONAL COMMITTEES, BUT WITH STUDENTS INVOLVED AND TEACHERS INVOLVED AND PARENTS INVOLVED.
>> I HAVE THE COMMITTEES ALREADY.
I'VE GOT A PARENT ADVISORY COUNCIL.
I'VE GOT A SUPPORT STAFF ADVISORY COUNCIL, STUDENT ADVISORY COUNCIL, AND ADVISORY COUNCIL.
WE'VE GOT THE PEOPLE TO BE ABLE TO ENGAGE IN THAT PROCESS, IF THAT IS THE DIRECTION THAT WE MOVE TOWARDS BECAUSE WE HAD CHALLENGES COMING IN AND THESE COMMITTEES WEREN'T IN PLACE UNTIL MID YEAR.
>> ANYTHING FURTHER? THANK YOU VERY MUCH FOR THE PRESENTATION.
[IV.B. Bulk Unleaded and Diesel Fuel]
WE HAVE BULK UNLEADED AND DIESEL FUEL ALSO BY STENA EDGAR.>> ON MAY 2, THE DISTRICT ISSUED AN RFP FOR BULK UNLEADED AND DIESEL FUEL FOR THE 25-26TH SCHOOL YEAR.
INFORMATION ON THE RFP PROCESS WAS PROVIDED AT THE MAY 13TH BOARD MEETING, BUT OUR PROPOSALS WEREN'T RECEIVED UNTIL MAY 16TH, SO WE DIDN'T REALLY HAVE ANY INFORMATION THAT WAS RELEVANT FOR YOU AT THAT TIME.
WE HAD EIGHT VENDORS RESPONDING WITH PROPOSALS THAT THOSE ARE INCLUDED ON THE SLIDE.
A SCORING COMMITTEE WAS ASSIGNED AND THE SCORING RUBRIC WAS INCLUDED IN YOUR BOARD PACKET THIS EVENING.
WE WILL PRESENT THE RECOMMENDATION OF PETROLEUM TRADERS AT THE JUNE BOARD MEETING FOR APPROVAL, AND THIS IS THE VENDOR THAT WE ARE CURRENTLY DOING BUSINESS WITH. ANY QUESTIONS.
>> HOW LONG HAVE THEY BEEN A VENDOR?
>> THIS IS THEIR SECOND YEAR WITH US.
>> THANK YOU. BOARD ARE THERE ANY COMMENTS OR QUESTIONS IN REFERENCE TO THIS? HEARING NONE. THANK YOU FOR THE PRESENTATION.
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AGAIN, THIS WILL BE ADOPTED AT THE JUNE 17TH WHEN IT'S PRESENTED FOR THE SECOND TIME. THANK YOU.>> ALONG WITH THE BANK DEPOSITORY?
>> YES. BOARD, IF THERE ARE ANY COMMENTS OR QUESTIONS THAT COME UP, PLEASE E MAIL THEM AS QUICKLY AS POSSIBLE SO THAT BECAUSE WE DO HAVE A QUICK TURNAROUND, AND I'M VERY AWARE OF THAT.
NEXT ITEM ON THE AGENDA IS THE OPTIONAL FLEXIBLE SCHOOL DAY PROGRAM APPLICATION,
[IV.C. Optional Flexible School Day Program Application]
THAT IS DOCTOR MARTIN.>> GOOD EVENING, PRESIDENT WEGNER, MEMBERS OF THE BOARD AND DOCTOR GUTAZ.
THIS EVENING, I BRING BEFORE YOU ALL AN OPPORTUNITY FOR OUR STUDENTS.
WE HAVE THE OPPORTUNITY TO APPLY FOR THE OPTIONAL FLEXIBLE SCHOOL DAY.
IT IS A PROGRAM THAT TEA MAKES ALLOWABLE FOR ALL DISTRICTS.
I LOOKED EARLIER TODAY AND THERE'S PROBABLY ABOUT 300 AND DISTRICTS WHO CURRENTLY HAVE AN APPLICATION THAT HAS BEEN APPROVED BY THEM.
THIS IS DESIGNATED FOR STUDENTS IN NINTH THROUGH 12TH GRADE WHO ARE AT RISK OF DROPPING OUT.
IT PROVIDES A FLEXIBLE SCHEDULE FOR THEM, AND WE WANT TO BE ABLE TO PROVIDE AS MANY PATHWAYS AND OPPORTUNITIES FOR OUR STUDENTS THAT'S GOING TO HELP THEM GRADUATE.
THIS IS ABOUT HELPING OUR STUDENTS STAY IN SCHOOL AND RETHINK ABOUT THE STUDENTS WHO HAVE MAYBE JUST DROPPED OUT OR ARE THINKING ABOUT DROPPING OUT, WHO ARE DEFICIENT OR BEHIND ON CREDITS, BECAUSE OF ATTENDANCE, BECAUSE THEY WORK, BECAUSE THEY MAY NOT BE ABLE TO ATTEND SCHOOL ON A REGULARLY BASIS, BECAUSE OF A MEDICAL OR BEHAVIORAL CHALLENGE.
THE OPTIONAL FLEXIBLE SCHOOL DAY ALLOWS US TO WORK WITH THEIR SCHEDULE WHILE STILL BENEFITING US AS A DISTRICT BECAUSE WE GET FULL ADA FOR THEM.
BECAUSE WE GET THE FULL ADA FOR THEM, EVEN THOUGH THEY'RE ON A FLEXIBLE SCHEDULE, IT ALLOWS US TO PROVIDE EVEN STRONGER PROGRAMMING BECAUSE WE'RE GETTING THAT MONEY INTO THE DISTRICT.
THIS IS NOT FOR ALL STUDENTS, AND NOT EVERY SINGLE STUDENT WOULD BE ABLE TO BE PART OF THE OPTIONAL FLEXIBLE SCHOOL DAY.
WE'RE NOT TRYING TO MAKE IT ANY EASIER FOR OUR STUDENTS.
WE'RE NOT TRYING TO CREATE AN OUT.
BUT WHAT WE ARE TRYING TO DO IS REMOVE ANY BARRIERS THAT OUR STUDENTS MAY HAVE.
THAT WE CAN STILL ENSURE THAT THEY'RE GRADUATING, ESPECIALLY IF THEY'RE IF THEY HAVE ANY ECONOMIC HARDSHIP OR ANY HEALTH RELATED BARRIERS.
THIS IS ABOUT INCREASING OUR POST SECONDARY READINESS WHILE ENSURING THAT WE HAVE EQUITY IN THAT FOR ALL OUR STUDENTS.
IF WE APPLY FOR THIS, THE APPLICATION IS DUE BY THE END OF JULY.
WE DON'T WANT TO WAIT UNTIL THE END OF JULY THOUGH, AND SO WE WILL BRING THIS TO YOU NEXT WEEK FOR APPROVAL.
THIS WILL ALLOW OUR STUDENTS THEN TO ENROLL IN THIS FLEXIBLE SCHEDULE, A STUDENT MAY COME.
MAYBE INSTEAD OF A FULL DAY, THEY MAY BE ALLOWED TO BE HERE 4 HOURS.
THIS DOESN'T ALSO MEAN THAT THEY'RE ONLY HERE 4 HOURS A DAY ALL DAY EVERY DAY.
IT JUST ALLOWS FOR THAT FLEXIBILITY, AND IT DOESN'T COUNT AGAINST THE STUDENT AND IT DOESN'T COUNT AGAINST THE.
THIS PROVIDES THAT SECOND CHANCE WHILE STILL BEING IN A TRADITIONAL CAMPUS.
WE COULD ALSO APPLY FOR THIS IN OUR NON TRADITIONAL CAMPUS, FOR OUR OPPORTUNITY CENTER, WHICH DEFINITELY MAKES SENSE.
THEN WE ALSO WANT TO MAKE THIS OPTION AVAILABLE FOR OUR STUDENTS IF THEY'RE ENROLLED IN DAE.
THE APPLICATION, LIKE I SAID, WILL BE FOR DALE VALLEY HIGH SCHOOL, OUR OPPORTUNITY CENTER, AND THEN OUR DISTRICT ALTERNATIVE EDUCATION PROGRAM.
TEA REQUIRES THAT WE HAVE FULL STAFFING, THAT WE HAVE A SCHEDULE, THAT WE HAVE ATTENDANCE TRACKING AS PART OF THE APPLICATION.
THEY ASK FOR THAT EVIDENCE AHEAD OF TIME BEFORE WE SUBMIT IT AND WHEN WE SUBMIT IT.
THEN FOR A STUDENT TO QUALIFY, WE ASK THAT THEY MEET WITH THE SCHOOL COUNSELOR, AND ASSIGNED ADMINISTRATOR.
WE ASKED THAT THEY COMPLETE AN APPLICATION.
THEN WE ASKED THAT THE FAMILY AND THE STUDENTS MEET WITH A COMMITTEE ON THE CAMPUS, WHETHER IT'S THE TRADITIONAL HIGH SCHOOL.
THIS WOULD POTENTIALLY APPLY FOR OUR STUDENTS WHO ARE ALSO IN OUR EARLY COLLEGE HIGH SCHOOL.
THEN WE ASK THAT IF APPROVED, THEY START THE NEXT GRADING PERIOD.
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IDEALLY, WE WANT THIS ADOPTED NEXT WEEK SO THAT WE CAN SUBMIT TO TEA SO THAT WHEN WE START SCHOOL, WE CAN START ON THE FIRST DAY OF SCHOOL.IT'S HAPPENED THAT WE MAY NOT BE ABLE TO START ON THE FIRST DAY OF SCHOOL, BUT THEN WE START THE SECOND GRADING.
WHAT HAS ALSO BEEN SHARED WITH YOU IS A SIDE BY SIDE, JUST TO GIVE YOU AN IDEA OF THE OPPORTUNITIES THAT OUR TRADITIONAL HIGH SCHOOL STUDENTS WOULD HAVE VERSUS THOSE ENROLLED AT THE OPPORTUNITY CENTER VERSUS THOSE AT THE DAP.
IF WE INCLUDE THE OPTIONAL FLEXIBLE SCHOOL DAY PROGRAM.
THEN AFTER THIS, I'M GOING TO PRESENT A NEW OPPORTUNITY FOR DEL VALLEY, WHICH IS THE GRADUATION ALLIANCE, WHICH WE'LL TALK ABOUT IN A FEW MINUTES.
WITH THAT, THIS IS FOR INFORMATION PURPOSES ONLY, I'D BE HAPPY TO FIELD ANY QUESTIONS YOU HAVE.
>> THANK YOU. ON PAGE 40, IT INDICATES THE FAMILY AND THE STUDENT MUST MEET WITH THE REVIEW COMMITTEE.
WHO'S GOING TO MAKE UP THAT COMMITTEE?
>> YES. IT'LL LOOK A LITTLE BIT DIFFERENT DEPENDING IF YOU'RE AT THE HIGH SCHOOL OR THE OPPORTUNITY CENTER.
BUT AT A MINIMUM, WE WILL HAVE A CAMPUS ADMINISTRATOR.
THEN JUST DEPENDING WE COULD HAVE CIS.
WE COULD MAYBE HAVE SOMEBODY FROM A SPECIAL PROGRAM IF THEY'RE INVOLVED IN STUDENT SUPPORT SERVICES WITH SPECIAL EDUCATION.
IT COULD BE SOMEBODY FROM M TEAM.
BUT AT A MINIMUM, IT WOULD BE THE COUNSELOR AND THE ADMINISTRATOR.
>> THANK YOU. BOARD, ARE THERE ANY OTHER COMMENTS OR QUESTIONS? CHANTE WRIGHT HAYWOOD?
>> WITH THIS PROGRAM, IS IT GOING TO BE LIKE TRADITIONAL LIKE IF THEY SO I'M TRYING TO UNDERSTAND.
SO 4 HOURS A DAY IS WOULD BE THEIR REQUIREMENT, CORRECT? THAT WOULD BE LIKE IN THEIR TRADITIONAL CLASS OR IS THIS A SET ASIDE CLASSROOM SPECIFICALLY FOR THE STUDENTS?
AGAIN, THIS IS DEPENDENT ON THE STUDENT NEED.
LET'S SAY WE HAVE A STUDENT WHO IS IN THE 11TH GRADE, AND THEY MAYBE HAVE EIGHT SIX CREDITS.
THEY'RE DEFICIENT ABOUT HALF THE CREDITS.
WHAT WE DON'T WANT TO DO IS CREATE AN OPPORTUNITY WHERE IF WE TELL THE STUDENT, YOU ONLY HAVE TO COME FULL 4 HOURS A DAY, AND WE NOT GIVE THEM THE TIME THAT THEY NEED TO BE IN CLASS TO ACTUALLY EARN THE CREDIT THAT THEY'RE BEHIND IN.
WHAT WE DO WANT TO CREATE THE OPPORTUNITY FOR IS IF FOR WHATEVER REASON, THEY'RE WORKING AND THEY CAN ONLY BE WITH US HALF A DAY, WE WANT TO ENSURE THAT WE GET THE FULL ADA FOR THAT STUDENT AND THEN THAT WE PROVIDE THE SUPPORT.
IF IT CAN BE IN A REGULAR TRADITIONAL CLASSROOM, IT'S POSSIBLE.
THOUGH WE WOULD SAY, LET'S TRY SOME CREDIT RECOVERY.
IF WE CAN'T SERVE THAT STUDENT AT THE TRADITIONAL HIGH SCHOOL, THEN WE SAY THE OPPORTUNITY CENTER IS PROBABLY THE BEST BET FOR YOU.
IF FOR WHATEVER REASON, THEY'RE INVOLVED IN SOME BEHAVIORAL OR DISCIPLINE CONSEQUENCE AND THEY'RE AT THE DAP, WE WANT TO TRY TO ACCELERATE THEM AS MUCH AS POSSIBLE WHILE WE HAVE THEM, AND THIS WILL ALLOW FOR THAT.
THEN AN ALTERNATIVE PATHWAY WILL BE THE GRADUATION ALLIANCE AS I PRESENT LATER TONIGHT.
IN A ROUNDABOUT WAY, IT DEPENDS.
BUT WHAT THIS WILL GRANT US AS A DISTRICT IS THE OPPORTUNITY TO BE AS FLEXIBLE AS POSSIBLE WHILE RECEIVING FULL BENEFIT FOR THAT STUDENT.
>> I'LL SEE THAT LIKE THE REQUIREMENTS, BUT HOW DO WE DEPICT WHAT STUDENTS WHETHER IT'S WORKING, WHETHER THEY HAVE I MEAN, BECAUSE I CAN THINK OFF THE TOP OF MY HEAD, FIVE HIGH SCHOOL STUDENTS THAT THEIR FAMILIES WOULD LOVE THIS.
THEY WILL LOVE THIS. I MEAN, THEY DON'T WANT TO GO TO SCHOOL.
HOW ARE WE GOING TO DEPICT AND THEY ALL FALL IN THESE CATEGORIES? WHAT STUDENTS WOULD BE LIKE, NO, THIS IS NOT FOR YOU OR YOU CANNOT OR.
>> THAT'S GOING TO BE BASED OFF THE COMMITTEE.
WHEN WE HAVE OUR STUDENT SUPPORT TEAM, OUR COUNSELORS, OUR ASSISTANT PRINCIPALS, OUR CIS, FOLKS, WE'RE GOING TO SAY, IF WE PROVIDE THE FLEXIBILITY FOR THE STUDENT, WILL IT ACTUALLY PROVIDE THE FLEXIBILITY THAT THEY NEED TO FINISH AND GRADUATE? WE WANT TO ALWAYS GRADUATE ON TIME.
SOME OF OUR STUDENTS MAY NEED THE FIFTH YEAR.
IT'S GOING TO DEPENDENT ON, CAN WE KEEP THEM IN THEIR COHORT? YES OR NO? IF THEY'RE NOT IN THEIR COHORT, WE WILL BE GRADUATING IN THEIR NEXT YEAR, AND THERE'LL BE SOME STUDENTS WHO UNFORTUNATELY ARE VERY DEFICIENT, AND WE HAVE TO FIND A THIRD PATH.
[00:30:02]
I THINK WHAT IT'S GOING TO DEPEND ON IS THAT INDIVIDUAL APPLICATION SITTING WITH THE STUDENT KNOWING.BECAUSE WHAT WE ALSO DON'T WANT TO DO IS SAY, WE'RE GOING TO MAKE THIS VERY BROAD THAT A STUDENT WILL THEN SAY, WELL, GUESS WHAT? IF MY BEST FRIEND GETS TO DO IT, I'M ALSO GOING TO DO IT.
>> JUST BECAUSE IT BENEFITS YOUR BEST FRIEND, DOESN'T MEAN IT'S GOING TO BENEFIT YOU.
THERE'S GOING TO HAVE TO BE CONVERSATIONS TO SAY THIS ISN'T A FREE FOR ALL.
IT'S FOR A SMALL PERCENTAGE OF OUR STUDENTS THAT WE'RE GOING TO HAVE TO STAFF ON AND MAKE A DECISION ON THE INDIVIDUAL BASIS.
>> OUR STAFFING WOULD CONSIST OF TEACHERS THAT WE ALREADY HAVE ON STAFF.
>> YES, MA'AM. IT'S OUR CURRENT TEACHERS.
WE WOULDN'T HAVE TO ADD ANY ADDITIONAL STAFF.
WE JUST HAVE TO THINK ABOUT, ARE WE PROVIDING A CLASS THROUGH CREDIT RECOVERY OR AT THE OC TO BEST MEET THE STUDENT NEED.
>> THANK YOU FOR THOSE QUESTIONS.
>> I THINK I JUST WANT TO SHARE REAL QUICK.
WE'VE TRIED DIFFERENT INTERVENTIONS TO SET THE STUDENTS UP FOR SUCCESS.
WE'VE LOOKED AT PERHAPS THE OPPORTUNITY CENTER THAT MAY NOT BE A GOOD FIT.
IT'S NOT SOMETHING THAT KIDS CAN JUST OPT INTO.
>> TRUSTEE PANTOJA, YOU HAVE A QUESTION.
>> THANK YOU, [INAUDIBLE] BECAUSE THAT WAS ONE OF THE QUESTIONS I HAD.
THE SECOND ONE IS WHAT I'M UNDERSTANDING, IT COULD BE A SMALL GROUP OF STUDENTS.
IN THEORY, HOW MANY STUDENTS WOULD HAVE THIS BENEFIT AT THIS PAST COHORT, THIS PAST GRADUATING CLASS? I'M THINKING OF NUMBERS BECAUSE THE REASON I ASKED WE GRADUATE WHAT 800 STUDENTS GIVE OR TAKE.
>> CLOSE TO 800 THIS YEAR. YES, SIR.
>> THEN IT'S LIKE ARE WE IMPACTING 75 KIDS OR 10 KIDS?
>> TYPICALLY, I WOULD SAY ABOUT 10% OF OUR STUDENTS THAT REALLY NEED AN ALTERNATIVE, BECAUSE WE HAVE THE OPPORTUNITY CENTER, BUT EVEN IN THE OPPORTUNITY CENTER RIGHT NOW WE DON'T HAVE FLEXIBILITY.
THEY'RE NOT HERE EVERY DAY, OUR ADA SUFFERS AND THEN WE CAN'T PROVIDE THE SUPPORT THAT THEY NEED, A 10% GIVE OR TAKE, I THINK WOULD BE A GOOD NUMBER, AT LEAST TO START WITH.
>> THANK YOU. VICE PRESIDENT LEDESMA WOODY.
>> MY QUESTION AND CONCERN WAS THAT I KNOW YOU SAID WE WERE GOING TO DO EVERYTHING WE CAN POSSIBLY TO AVOID SOME OF THIS, BUT THERE ARE SOME INSTANCES WHERE WE CAN'T.
MY QUESTION IS, I WOULD BE CONCERNED IF WE ADDED THIS AND WE USE IT JUST TO GET THE ADA, BUT WE'RE NOT ACTUALLY HELPING OUR STUDENTS OUT.
WHAT DOES THE OUTCOME LOOK LIKE THAT, HEY, THIS WAS A SUCCESSFUL PROGRAM FOR US?
OUR MEASURE IS ALWAYS WE WANT TO ENSURE THAT THE STUDENT STAYS ON COHORT.
I WILL TELL YOU THAT OUR STUDENTS ARE NOT STAYING ON COHORT.
THEY'RE GRADUATING, BUT THEY'RE PROLY GRADUATING IN FIVE YEARS.
A SUCCESS STORY IS A STUDENT THAT WE CAN INTERVENE AS EARLY AS POSSIBLE.
AFTER ONE OF THE PRACTICES THAT WE NEED TO GET INTO THE HABIT OF IS AT THE END OF EVERY YEAR, WITH THEIR COUNSELOR, CHECKING CREDIT.
ONE OF THE THINGS THAT WE'RE PROPOSING TO CHANGE FOR THE NEW SCHOOL YEAR IS THAT THEY STAY WITH THE SAME COUNSELOR FROM THEIR FRESHMAN YEAR ALL THE WAY TO THEIR SENIOR YEAR.
BECAUSE THAT COUNSELOR IS GOING TO KNOW THAT STUDENT, SO THAT WHEN WE HAVE TO MAKE INDIVIDUAL DETERMINATIONS OF WHAT IS BEST, WHICH PATHWAY IS BEST FOR EACH STUDENT? WE KNOW THAT THERE'S SOMEONE WHO'S BEEN WORKING WITH THE STUDENT AT LEAST FOR TWO YEARS.
I THINK THAT IS ONE OF THE PRACTICES THAT WILL CHANGE THAT WILL HELP LEAD TO SUCCESS WHICH IS ULTIMATELY GRADUATING ON TIME WITH THE COHORT.
>> THANK YOU. ANYTHING FURTHER? TRUSTEE WRIGHT-HAYWOOD. GO AHEAD.
>> FOR ENROLLMENT, IS THIS OPEN ENROLLMENT ON YEAR? IS THIS SOMETHING THAT AT THE TOP OF THE SCHOOL YEAR THAT THE STUDENT HAS TO APPLY?
>> ONCE WE APPLY AS A DISTRICT, WE HAVE THE APPLICATION FOR A FULL YEAR AND EVERY YEAR WE BRING IT BACK TO YOU WITH DATA.
THEN FROM A STUDENT PERSPECTIVE, IF A STUDENT NEEDS TO ENROLL, THEY CAN ENROLL AT ANY TIME, BUT THEY JUST CAN'T START THE PROGRAM UNTIL THE NEXT GRADING PERIOD.
WE COULD BE AT DECEMBER AND WE NOTICE A CHANGE.
WE NOTICE A CHANGE IN DECEMBER AND SAY, WE'VE GOT TO DO SOMETHING DIFFERENT FOR THE STUDENT IF NOT, WE'RE GOING TO LOSE THEM.
HOPEFULLY, WE CAN START QUICKLY ENOUGH.
WE CAN GET THE APPLICATION GOING FOR THE STUDENT START WHEN WE COME BACK FROM,
[00:35:05]
LET'S SAY THE HOLIDAY BREAK.>> THEN IF A SOPHOMORE IS ENROLLED IN THIS PROGRAM, THEIR JUNIOR YEAR, ARE THEY RE APPLYING? IS THIS SOMETHING THAT FOLLOWS THEM UNTIL THEY DO GRADUATE?
>> WE WANT TO BE ABLE TO PROVIDE THE SUPPORT AS LONG AS THEY NEED IT.
NOW, IF FOR WHATEVER REASON, WE SEE STUDENTS, ACTUALLY, WE WERE JUST LOOKING AT A TRANSCRIPT THE OTHER DAY, MISS PITINS AND I, GREAT STRONG STUDENT, LITERALLY AS MASTERING EOC.
THE SECOND SEMESTER OF THEIR SOPHOMORE YEAR, SOMETHING HAPPENED. FAILS EVERYTHING.
JUNIOR YEAR, THEY ENROLL, THEY'RE FAILING EVERYTHING.
WE WOULD LOVE TO SIT WITH THIS PERSON, HAVE THE CONVERSATION.
FLEX IF WE NEED TO FLEX OR PROVIDE THE PATHWAY TO GET THEM BACK ON TRACK, AT THE END OF THE JUNIOR YEAR.
HOPEFULLY, WE GET THEM BACK ON TRACK.
WE CATCH UP, THEY GET THEIR CREDITS THROUGH SUMMER SCHOOL, AND THEN SENIOR YEAR, THEY CAN HAVE A TRADITIONAL YEAR.
THAT'S THE BEST CASE SCENARIO.
I DON'T KNOW IF THAT'S GOING TO HAPPEN EVERY SINGLE YEAR.
>> BUT THAT IS SOMETHING THAT'S GOING TO BE ENCOURAGED IF OUR KIDS ARE GETTING IN THIS PROGRAM AS FRESHMAN AND SOPHOMORE, WE'RE GOING TO ENCOURAGE THEM TO GO BACK TRADITIONAL, IF POSSIBLE.
I STILL WANT TO LEAVE 9-12TH GRADE, BUT WE SHOULD NOT SEE ANY FRESHMEN UNLESS AGAIN, THERE'S A MEDICAL CONCERN THAT WE CAN'T TAKE CARE OF THROUGH HOMEBOUND SERVICES OR SOMETHING LIKE THAT.
THAT'S WHAT WE ENCOURAGE TO LEAVE THE NINTH GRADE.
BUT THIS WILL TYPICALLY SEE MAINLY JUNIORS AND SENIORS.
>> THANK YOU. BOARD, ANYTHING FURTHER? TRUSTEE PANTOJA.
>> WOULD THIS BE AN OPTION? IF A PARENT GETS A PHONE CALL, HEY, LITTLE JOHN LITTLE SUSIE HAS TO GO TO OC BECAUSE THAT'S THE LAST RESORT.
CAN THEY BE OFFERED THIS OPTION IF IT'S VIABLE? I ASK BECAUSE I'VE HEARD OF THAT I'VE SEEN THAT WHERE THE STUDENT AT LAST MINUTE HAS TO GO TO OCT COUNT AND GRADUATE AT OC.
>> YES, SIR. ONE OF THE THINGS THAT WE ALSO SEE, WE ALSO HAD THIS CONVERSATION EARLIER.
SOME OF OUR STUDENTS, THEY DO REALLY WELL IN SOME CTE COURSES.
BUT THEY'RE FAILING EVERYTHING ELSE.
BEFORE WE MOVE THEM TO THE OPPORTUNITY CENTER, WE WANT TO GIVE THEM ONE LAST CHANCE AT THE TRADITIONAL HIGH SCHOOL.
THIS MAY BE A PATHWAY FOR THEM.
THAT THEY STILL GET TO STAY AND THEY STILL GET TO PARTICIPATE IN CTE.
MAYBE THEIR CTE COURSE IS FIRST AND SECOND PERIOD OR SOMETHING LIKE THAT.
WE KNOW FOR SURE, THEY SHOW UP FIRST AND SECOND PERIOD BUT FOR SOME REASON, WE END UP LOSING THEM HALF A DAY.
AGAIN, WE DON'T MAKE EXCUSES, WE DON'T MAKE IT EASIER, BUT SOMETIMES WE DO NEED AN ALTERNATIVE PATHWAY.
BEFORE THEY ARE ENROLLED IN THE OPPORTUNITY CENTER, MAY BE A HALFWAY FOR THEM. IT IS AN OPTION.
>> AS I'M HEARING THIS, I WOULD JUST LIKE TO THANK IMPORTANT TO KEEP THIS OUT OF THE TEACHER'S HANDS.
I GUESS I SHOULD SAY AND THAT AS FAR AS MAKING A DECISION, BUT THEM ADVERTISING IT AS AN OPTION AND STUDENTS PICKING UP ON THAT.
I WOULD ASSUME THAT IF THE TEACHER IS NOTICING SOMETHING GOING ON WITH THE STUDENT CHECKING GRADES, WHATEVER THE CASE IS, THAT THE CONVERSATION SHOULD FUNNEL THROUGH POSSIBLY THE COUNSELOR OR THE AP OR WHATEVER, AND THEN THE AP OR COUNSELOR WILL MAKE A PHONE CALL TO THE PARENT, FIGURE OUT WHAT'S GOING ON.
I JUST THINK IT'S DANGEROUS THAT IF A TEACHER IS UP AND KIDS ARE MISSING OR SOMEBODY'S FEELING, AND THEY SAY, HEY, WELL APPLY FOR THIS PROGRAM, THEN ALL OF A SUDDEN EVERYBODY IS APPLYING FOR IT.
IS THAT SOMETHING TO SAFEGUARD?
THIS IS SOMETHING THAT SHOULD ONLY BE OFFERED AFTER THOSE MEETINGS ARE HAPPENING WITH THE TEAM.
AS DR. GUTIERREZ SAID, WE'VE ALREADY TRIED PHONE CALLS.
WE'VE ALREADY TRIED CONTRACTS.
WE'VE ALREADY EXHAUSTED ALL OUR DIFFERENT OPTIONS.
WE'VE INVOLVED THE DRE TEAM, THE DISTRICT RE-ENROLLMENT TEAM WE CAN SAY, WE'VE TRIED X, Y AND Z, AND TEACHER, THIS IS NOT FOR YOU TO OFFER.
THIS SHOULD BE OFFERED FROM OUR ADMIN STAFF, WHETHER IT'S A COUNSELOR OR THEIR AP.
BECAUSE THE COUNSEL AND THE AP, I'M NOT SAYING THAT TEACHERS DON'T HAVE THE FULL STORY BECAUSE THEY DO.
THEY KNOW THEIR KIDS BUT AS FAR AS BEING A LAST RESORT OPTION, IT NEEDS TO COME FROM ADMIN.
>> WITH THAT, CAN THE TEACHER RECOMMEND TO THE COUNSELOR, HEY, I KNOW THIS CHILD IS GOING THROUGH THIS, THE STUDENTS GOING THROUGH THIS, CAN WE EXPLORE THIS OPTION FOR THIS SEMESTER?
[00:40:02]
>> I THINK THAT IS APPROPRIATE, WE CAN ALWAYS TAKE A RECOMMENDATION.
>> PERFECT. THANK YOU. BOARD, ANYTHING FURTHER? TRUSTEE, WRIGHT-HAYWOOD?
>> WHAT IS THE LIKELIHOOD OF TA APPROVING THIS APPLICATION? WITH THAT APPROVAL OR WHATEVER WHAT ARE THE STEPS THAT WE WOULD HAVE TO DO OUTSIDE OF THAT? I KNOW YOU SAID, WE SENT IN AN APPLICATION.
IS THIS SOMETHING THAT YOU ARE SITTING DOWN WITH ALL OF THE TEACHERS IN MEETING? HOW ARE WE GETTING THIS OUT TO OUR SCHOOLS?
>> THE APPLICATION COMES IN SEVERAL PARTS AND TEA IS FAIRLY PRESCRIPTIVE ON WHAT THEY NEED TO SEE.
IT'S NOT A NEW PROGRAM IT'S BEEN AROUND FOR MANY YEARS.
TEA WON'T APPROVE IT UNTIL YOU HIT ALL THE PIECES.
WHAT TEA ALSO DOES IS THEY PUT OUT THE OTHER APPLICANTS AND THOSE APPLICATIONS ARE OUT SO WE GET TO SEE A LOT OF EXAMPLES AND WE GET TO LEARN FROM OTHER DISTRICTS THAT HAVE DONE THIS WORK.
OUR NEXT STEP AFTER IT'S IT'S APPROVED, WE WOULD WORK WITH THE ADMINISTRATION TEAM AND THE COUNSELING TEAM.
I WOULDN'T NECESSARILY GO TO TEACHERS FIRST.
AGAIN, NOT TO HIDE ANYTHING, BUT THIS IS AN ADMIN DECISION.
AFTER WE'VE EXHAUSTED EVERYTHING SO I'D LIKE TO START WITH THEM FIRST.
>> HAVE YOU SEEN ANY LIKE THIS PROGRAM AT ANY OF OUR SURROUNDING DISTRICTS OR HAVE YOU TALKED TO SOMEONE PERSONALLY IN ANOTHER DISTRICT THAT'S CURRENTLY DOING THIS PROGRAM?
>> WE HAD A VERY SUCCESSFUL PROGRAM WHEN I WAS IN SEGUIN ISD.
WE ALSO HAD A CAMPUS SIMILAR TO OC SO THIS WAS SOMETHING THAT WE WERE ABLE TO UTILIZE TO ENSURE THAT STUDENTS AREN'T FALLING THROUGH THE CRACKS.
IN A CAMPUS OF ABOUT 2,200 KIDS.
WE MAY HAVE SEEN LIKE 70 OR SO GRADUATE SO IT STILL IS RELATIVELY A SMALL NUMBER.
BUT WE HAVE BECAUSE I WORKED WITH DR. CANTU IN SEGUIN, EXTENSIVE EXPERIENCE, SUPPORTING AN OPTIONAL, FLEXIBLE SCHOOL DAY PROGRAM.
>> I CAN GET THE LIST OF OUR SURROUNDING AREAS.
I LOOKED AT IT TODAY, BUT I OFF THE TOP OF MY HEAD, I CAN'T REMEMBER.
I KNOW MINER, FOR SURE DOES OFFER IT BECAUSE I LOOKED AT THAT RIGHT BEFORE YOU CAME BACK.
>> SORRY, YOU MENTIONED SOMETHING ABOUT EARLY COLLEGE HIGH SCHOOL STUDENTS.
CAN YOU EXPLAIN WHY THEY WOULD NEED TO PARTICIPATE IN THIS ONE.
>> TYPICALLY, IT'S MEDICALLY RELATED, OR WE NEED TO THINK ABOUT HOW TO BE THE MOST FLEXIBLE.
THE GREAT PART OF THAT IS A LOT OF THEIR COURSEWORK IS ONLINE.
THEY STILL HAVE FULL ACCESS TO THE CURRICULUM.
BUT YOU'RE TALKING ABOUT MAYBE ONE OR TWO STUDENTS MAX.
WHAT WE'RE TRYING TO DO IS FIND IF THERE IS A BARRIER, COULD WE REMOVE THE BARRIER BEFORE THEY HAVE TO STOP SEEKING THEIR ASSOCIATE DEGREE.
>> BOARD, ANYTHING FURTHER? NOTHING. THANK YOU VERY MUCH FOR THIS PRESENTATION.
YOU'RE ACTUALLY UP ON THE NEXT ONE TOO, DR. CANTU.
WE HAVE ACTION ITEM TO ADOPT THE SUPERINTENDENT EVALUATION INSTRUMENT CONTRACT [OVERLAPPING] LET ME SKIP THAT ONE.
I MARKED IT OFF. THE GRADUATION ALLIANCE DROP OUT RECOVERY PARTNERSHIP
[IV.D. Graduation Alliance Dropout Recovery Partnership]
IS ACTUALLY NEXT FOR THOSE OF YOU FOLLOWING ALONG. THANK YOU.>> ANOTHER PARTNERSHIP THAT WE WOULD LIKE TO INTRODUCE AN OPPORTUNITY FOR AT GRADUATION PARTNERSHIP.
ACTUALLY, I'M GOING TO INVITE DR. GALASSO UP HERE.
I'M GOING TO SHARE A LITTLE BIT ABOUT THE PARTNERSHIP OF WHAT WE ENVISION THIS TO LOOK LIKE, BUT I ALSO WANTED TO INVITE HIM OVER AS THIS IS WHAT HE DOES.
I'LL LET DR. GALASSO INTRODUCE ITSELF AND THEN I'LL TAKE OVER A COUPLE OF SLIDES AND THEN WE'LL GO THERE.
>> DR. CANTU, THANK YOU VERY MUCH.
PRESIDENT WEGNER, FELLOW TRUSTEES, DR. [INAUDIBLE], THANKS FOR GIVING US THE OPPORTUNITY TO COME SPEAK ABOUT GRADUATION LINES TODAY.
WE'RE EXCITED ABOUT THIS POTENTIAL OPPORTUNITY.
WE'VE BEEN AROUND FOR THE LAST 20 YEARS WORKING ACROSS THE COUNTRY TO SERVE STUDENTS WHO LITERALLY HAVE DROPPED OUT OR ARE SO SEVERELY DISENGAGED.
THEY LITERALLY HAVE 1 FOOT OUT THE DOOR.
AS DR. CANTU MENTIONED EARLIER, AND I THINK TRUSTEE BURTON ASKED THE QUESTION IS, THESE STUDENTS, YOU'VE TYPICALLY EXHAUSTED A LOT OF THE PROGRAMS HERE TO TRY TO KEEP THEM COMING TO SCHOOL OR ATTENDING SCHOOL.
WE HAVE BEEN WORKING HERE IN TEXAS FOR THE LAST FIVE YEARS THROUGH THE OPTIONAL FLEXIBLE SCHOOL DAY PROGRAM.
WHAT'S UNIQUE ABOUT OUR PROGRAM IS IT SERVES A PATHWAY THROUGH THE DISTRICT AND YOUR AEA CAMPUS.
WE ARE A PROGRAM WITHIN THE DISTRICT.
[00:45:01]
WE ARE NOT A SCHOOL THAT A STUDENT GETS PICKED UP BY THE VIRTUAL SCHOOL NETWORK OR SOME CHARTER SCHOOL.THESE ARE STUDENTS OF THE DISTRICT AND THEIR SOLE GOAL IS TO GET A DIPLOMA FROM DEL VALLE ISD.
AS DR. CANTU MENTIONED, THESE ARE STUDENTS WHO CAN'T OR WON'T ATTEND THE TRADITIONAL CLASSROOM.
IF THEY CAN OR THEY WILL, THESE ARE NOT THE STUDENTS FOR THIS PROGRAM.
>> THIS IS A VERY NICHE GROUP OF STUDENTS THAT WE WANT TO HAVE THE OPPORTUNITY TO WORK WITH YOU AND YOUR TEAM TO RE ENGAGE THESE STUDENTS WHO HAVE OFFICIALLY DROPPED OUT, AND, OR THESE ARE STUDENTS, AS YOU ALL TALKED ABOUT EARLIER, WHO HAVE REALLY STRUGGLED TO REALLY CATCH ON WITH ANY OF THE ALTERNATIVE PROGRAMS THAT YOU'LL HAVE HERE, AND HAVE ONE FOOT OUT THE DOOR, AND YOU PROBABLY KNOW THE NEXT STEP, IF THEY DON'T GET SOME HELP, WHAT WILL BE FOR THEM TO OFFICIALLY DROP OUT.
WE HAVE THIS PATHWAY THAT ACTUALLY CAME THROUGH A BILL THROUGH A COUPLE OF SESSIONS AGO THAT REALLY GIVES AS A DISTRICT AN OPPORTUNITY TO CREATE THIS PATHWAY FOR THESE STUDENTS TO COMPLETE THEIR COURSE REQUIREMENTS FOR GRADUATION REMOTELY.
THIS ENCOMPASSES A LOT OF HUMAN SUPPORTS, 360 DEGREE OF HUMAN SUPPORTS.
WE KNOW THESE KIDS NEED A LOT OF ATTENTION, THEY NEED A LOT OF FOCUS AND SUPPORT, THIS IS KEY FOR THIS PROGRAM TO BE SUCCESSFUL.
THE PROGRAM OPERATES THROUGH A COURSE COMPLETION MODEL.
THAT'S VERY UNIQUE BECAUSE WHAT THAT MEANS IS IS THAT THESE STUDENTS COMPLETE COURSES, AND THE GOAL HERE IS FOR THEM TO SUCCESSFULLY COMPLETE COURSES, COURSES THAT MEET ALL THE REQUIREMENTS FOR GRADUATION IN AASD AND THE STATE OF TEXAS, WHETHER IT BE THE FOUNDATION PLAN OR THE ENDORSEMENT PLAN, THOUGH MOST OF THESE STUDENTS ARE ON THE FOUNDATION PLAN.
THAT THEY COMPLETE THESE COURSES SUCCESSFULLY, AND THEY'RE FOLLOWING IN A PATHWAY NOT TO JUST GET A DIPLOMA, BUT SOMETIMES TO GO INTO POST SECONDARY EDUCATION, ACQUIRE CCMR. THESE ARE STUDENTS THAT SOMETIMES MAYBE JUST LACK THEY HAVE LIFE BARRIERS, OBVIOUSLY.
SOME OF THESE LIFE BARRIERS ARE VERY HARD FOR THEM, THE PH PREGNANCIES, DISCIPLINE ISSUES, AS YOU ALL KNOW JUST AS WELL AS I DO, ECONOMIC ISSUES.
BUT WHEN THESE KIDS GET A CHANCE TO BUILD CONFIDENCE AND SUCCESS WITH THIS PROGRAM, THEY CAN GO ON TO GRADUATE WITH A COHORT, AS DR. CANTU MENTIONED, OR THEY CAN MEET THIS PROGRAM TEMPORARILY FOR LET'S SAY SEMESTER A YEAR AND THEN TRANSFER BACK INTO THE REGULAR CLASSROOM.
THAT'S REALLY THE ULTIMATE GOAL.
THE ULTIMATE GOAL IS, WE WANT THESE KIDS TO GRADUATE WITHIN COHORT, BE SUCCESSFUL AND HAVE THAT SUCCESSFUL STEP IN LIFE TO MOVE FORWARD TO EITHER POST SECONDARY EDUCATION OR BE WORKFORCE READY IN THEIR COMMUNITY, SO THANK YOU.
>> I'LL SHARE A COUPLE OF MORE TALKING POINTS.
THAT WAS A GREAT SUMMARY OF WHAT THE PROGRAM DOES.
AGAIN, IF THAT WAS ALREADY A LAST PATH, OFSD, THIS IS LIKE THAT LAST APPROACH.
THESE ARE STUDENTS WHO HAVE PROBABLY LEFT.
WE'VE GOT ABOUT 100 FROM OUR HIGH SCHOOL THAT FOR WHATEVER REASON, THEY DO NOT WANT TO RE ENGAGE, AND WE'VE GOT ABOUT 80 FROM THE OC WHO ALSO DON'T WANT TO RE ENGAGE.
THIS IS US COMING TO THEM AND SAYING, WELL YOU TRY THIS VIRTUAL PROGRAM? ALREADY, WHEN WE'RE WORKING WITH OUR DIRECTOR, MS. LEA D LAGS, SHE SAYS, I KNOW, I CAN NAME SOME OF THE STUDENTS, RIGHT AS YOU JUST SHARED.
THIS IS FOR THIS STUDENT, THAT WE'VE GONE, WE'VE KNOCKED ON DOORS.
WE'VE HAD MEETINGS AND THE STUDENT IS SAYING, NO, NO, NO.
IF APPROVED, AGAIN, THIS IS A PATHWAY.
THIS ONE IS UNIQUE BECAUSE WE DON'T HAVE TO PARTNER OR ANOTHER SCHOOL.
WE DON'T HAVE TO SAY, SORRY, DEL VALLE ISD CANNOT SERVE YOU, BUT HERE PARTNER.
AS YOU HEARD, THIS IS A NATIONALLY RECOGNIZED MODEL.
THERE ARE ACADEMIC COACHES AND THERE ARE LOCAL ADVOCATES THAT WHEN WE PARTNER WITH THE GRADUATION ALLIANCE, THEY WILL HIRE SOMEBODY WHO KNOWS OUR STUDENTS AND THEY'RE HELPING IN THE RECRUITMENT EFFORT.
WE KNOW, AS MENTIONED, THIS IS ABOUT STUDENTS WHO HAVE CHRONIC ABSENTEEISM.
THERE MAY BE NOT EVEN ENROLLED WITH US.
IN FACT, WE WOULD PICK UP STUDENTS WHO ARE NO LONGER ENROLLED AND HAVE BEEN ENGAGED WITH US IN A COUPLE OF YEARS.
AS YOU SAW IN THE OPENING SLIDE, IT'S FOR STUDENTS 18-26 YEARS OLD.
WE WANT TO RE ENGAGE THEM IF THEY'RE FACING ANY BARRIERS.
WE WANT TO REMOVE THAT BARRIER AND WE WANT THEM TO GRADUATE.
[00:50:02]
THIS NOT ONLY HELPS US AS A DISTRICT, IT HELPS OUR COMMUNITY BECAUSE WE'RE GOING AFTER THE STUDENTS WHO HAVE ALREADY LEFT US.ONE OF THE THINGS THAT WE KNOW IS THAT SOME OF OUR STUDENTS, FOR EXAMPLE, ARE MCKINNEY VENTO ELIGIBLE STUDENTS WHO ARE POTENTIALLY NOT LIVING AT HOME, THEY'RE LIVING WITH SOMEBODY ELSE.
BECAUSE THIS IS VIRTUAL, WE'RE SAYING, IT DOESN'T MATTER WHERE YOU ARE.
JUST LOG IN, WORK WITH YOUR TEACHER.
THEY DO HAVE ACCESS TO CERTIFIED TEACHERS THROUGH THE ONLINE PROGRAM AND THE ADVOCATE AND A COACH THAT HELPS THEM THROUGH THE PROGRAM.
IT IS SELF PACED AND THEY GET TO RECOVER THE CREDITS THAT THEY'RE MISSING.
AGAIN, WHAT ARE THE BENEFITS? THIS IS A COST EFFECTIVE MODEL BECAUSE IT DOESN'T COST US ANYTHING UP FRONT.
GRADUATION ALLIANCE WORKS TO RE ENROLL THE STUDENTS, GO THROUGH THE ACTUAL COURSE CURRICULUM, AND WHEN THEY COMPLETE THE STUDENT, THEN GRADUATION ALLIANCE GETS THEIR FUNDING.
I'LL TALK ABOUT THAT HERE IN THE NEXT COUPLE OF SLIDES.
BUT WHAT THIS DOES IS IT STRENGTHENS THE GRADUATION RATE.
WE WANT TO GET TO CLOSEST 100% AS POSSIBLE, EVEN IF THEY'RE NO LONGER ON COHORT.
YEAR 5, YEAR 6 BECAUSE THAT STILL HELPS US IN ACCOUNTABILITY, AND THEN BEYOND ACCOUNTABILITY AFTER YEAR 6, WE JUST WANT TO HELP OUR COMMUNITY.
THIS IS WHAT I WAS MENTIONING.
IT'S A PAY FOR PERFORMANCE MODEL AS THERE'S NO UPFRONT COST AND THE DISTRICT ONLY PAYS GRADUATION ALLIANCE AFTER THE STUDENTS COMPLETE.
FOR EVERY HALF A CREDIT THAT A STUDENT COMPLETES, WE EARN ABOUT ONE EIGHTH OF THE BASIC ADA ALLOTMENT, WHICH YOU'RE SAYING, WELL, IT'S PROBABLY IT'S NOTHING, IT REALLY IS, BUT AT THIS POINT, THIS IS ABOUT THE STUDENT.
WE'VE ALREADY EXHAUSTED ALL OUR MEASURE.
WE CAN JUST GET A LITTLE BIT OF ADA TO CONTINUE SOME OF THE PROGRAMMING.
WE'RE GOING TO TAKE IT, BUT THIS IS ABOUT REALLY GETTING STUDENTS ON THE PATH TO GRADUATION.
HERE'S AN EXAMPLE OF THAT COST SHARE STRUCTURE AND RECOVERING THE ADA.
LET'S SAY THAT IN THE FIRST YEAR, WE'RE ABLE TO RE ENROLL 14 STUDENTS.
THE PERCENTAGE OF ADA THAT GRADUATION ALLIANCE GETS IS PERCENT, AND WE WOULD GET ABOUT 8%.
BUT WHAT WE GET IS THE BENEFIT OF OUR STUDENT GRADUATING THAT COUNTS FOR OUR ACCOUNTABILITY SYSTEM.
THEN OF COURSE, THE BENEFIT TO THE COMMUNITY IS EVEN GREATER BECAUSE WE'VE GOT A STUDENT WHO NOW HAS A HIGH SCHOOL DIPLOMA WITH A DEL VALLE ISD DIPLOMA.
THAT'S AN EXAMPLE OF ONE OF HOW WE WOULD GET REIMBURSED AND HOW WE WOULD PAY GRADUATION ALLIANCE.
I INCLUDED THE SAME COMPARISON JUST SO THAT YOU COULD SEE SIDE BY SIDE WHAT THIS LOOKS LIKE.
IN ORDER FOR US TO ENGAGE WITH GRADUATION ALLIANCE, WE HAVE TO BE PART OF THE OPTIONAL FLEXIBLE SCHOOL DAY PROGRAM, WHICH IS WHY WE'RE BRINGING THOSE TOGETHER.
I THINK THAT SUMS UP MOST OF THE ITEMS.
>> THANK YOU FOR THE PRESENTATION. AT THIS POINT.
I HAVE A QUESTION IN REFERENCE TO ARE THESE STUDENTS PROVIDED DAYCARE IF THEY NEEDED THROUGH OUR FACILITIES?
>> GREAT QUESTION. THERE WOULD BE PARENTS AND THEY WOULD BE RE ENGAGING WITH US.
AS LONG AS THEY MEET OUR REQUIREMENTS FOR PARENT EDUCATION, THEY SHOULD QUALIFY FOR DAYCARE.
>> DOUBLE CHECK FOR ME. THANK YOU.
I'M GOING TO OPEN IT UP FOR QUESTIONS, VICE PRESIDENT LEDESMA WOODY.
>> YOU'RE SAYING THAT THEY DO HAVE TO BE IN THE OPTIONAL FLEX SCHOOL DAYS.
POTENTIALLY WE WOULD HAVE A STUDENT THAT'S NOT ON CAMPUS AT ALL BECAUSE THEY'LL BE TAKING ONLINE COURSES INSTEAD OF.
>> FOR STUDENTS WHO ARE PART OF THE GRADUATION ALLIANCE, YES.
AS MOST OF THE STUDENTS WHO WOULD BE PART OF THIS, AGAIN, HAVE ALREADY DISENGAGED, NOT ON OUR CAMPUS ANYWAY, AND SO WE'RE JUST TRYING TO GET THEM ON ONE LAST APPROACH.
>> I THINK THAT MY LAST COMMENT LAST TIME WAS THAT WE'RE GOING TO HAVE TO DO ALL THIS EXTRA STUFF.
I GUESS FROM A DISTRICT STANDPOINT, WHAT ARE WE NOT DOING IN OUR DISTRICT, WHERE WE HAVE TO GO DO ALL THESE OUTSIDE VENDORS TO HELP US GET THERE? IS THAT SOMETHING THAT WE'VE HAD CONVERSATIONS ABOUT?
>> I DON'T THINK IT'S GREAT QUESTION.
I DON'T THINK IT'S WHAT WE'RE NOT DOING.
HERE, IT'S WHAT WE'RE NOT AFFORDING TO OUR KIDS THAT IS AVAILABLE IN OTHER SCHOOL DISTRICTS, ESPECIALLY IN SCHOOL DISTRICTS THAT HAVE HIGH NEEDS POPULATIONS.
IT'S PRETTY COMMON TO SEE OPTIONAL, FLEXIBLE SCHOOL DAY, AND SO SHOULD WE MOVE IN THIS DIRECTION, THAT WOULD BE A HUGE WIN FOR STUDENTS.
THE GRADUATION ALLIANCE, IN ORDER FOR US TO BE ABLE TO HAVE THIS PARTNERSHIP, YOU HAVE TO HAVE THE OFSD IN PLACE.
[00:55:02]
THIS IS NOT REALLY AN AVAILABLE OPTION TO OUR STUDENTS, WHERE YOU CAN THINK, I CAN GO VIRTUAL AND NOT GO TO SCHOOL, NOT EVEN DO OFSD.THIS IS A WAY TO CAPTURE KIDS WHO HAVE DISENGAGED, WHO HAVE LEFT THE SYSTEM. THEY'VE BEEN GONE.
SOME HAVE BEEN GONE FOR ONE, TWO, OR THREE YEARS, AND SO THE AIM IS TO GET THEM A HIGH SCHOOL DIPLOMA, WHICH THEN HELPS OUR COMMUNITY.
IT ALSO HELPS US WITH OUR ACCOUNTABILITY, RATHER THAN THE STUDENTS JUST LEAVING AND NOT GETTING A DIPLOMA, THEY ARE OFFERED THE OPPORTUNITY TO RECEIVE A DIPLOMA THAT WILL COUNT TOWARDS GRADUATION RATES AS WELL.
THIS PROGRAM SPECIFICALLY IS GOING TO REALLY TARGET THOSE STUDENTS WHO HAVE COMPLETELY DISENGAGED, WHETHER IT'S NOW OR HAS BEEN LONG TERM, AND THAT'S SOMETHING THAT WE DON'T HAVE THE ABILITY TO OFFER.
OFTENTIMES, YOU'RE HAVING TO REFER THESE STUDENTS TO CHARTERS, OR VIRTUAL OPTIONS.
THERE ARE OPTIONS THAT PARENTS CAN FIND THAT MEET THIS NEED, BUT THIS ALLOWS US TO MEET THAT NEED HERE WITHIN OUR COMMUNITY.
THEY GET A DVISD DIPLOMA AND IT COUNTS TOWARDS OUR ACCOUNTABILITY.
>> THANK YOU. I'M SORRY. DO YOU HAVE ANYTHING FURTHER?
>> I DID HAVE ANOTHER ONE, BUT GO AHEAD.
MY NEXT QUESTION WAS GOING TO BE IF THEY HAD TO BE PART OF THE FIRST ONE IN ORDER TO BE THIS ONE, BUT THEY'RE NOT EVEN ENROLLED IN OUR SCHOOL DISTRICT.
HOW DOES THAT WORK? IT SAYS YOU HAVE TO BE PART OF THE OPTIONAL FLEXIBLE SCHOOL DAY PROGRAM IN ORDER TO BE PART OF THE DROPOUT ALLIANCE RECOVERY PROGRAM.
>> WE HAVE TO APPLY FOR THE OPTIONAL FLEXIBLE SCHOOL DAY DESIGNATION TO GIVE US THE FLEXIBILITY.
ONCE WE HAVE THE FLEXIBILITY AS A DISTRICT, THEN WE CAN BRING IN A PARTNER.
WE CAN'T BRING IN A PARTNER IF WE DON'T HAVE THE OPTIONAL FLEXIBLE SCHOOL DAY PROGRAM.
>> MAYBE I READ THAT WRONG. I THOUGHT AS A STUDENT HAD TO BE PART OF THE OPTIONAL FLEX SCHOOL DAY PROGRAM IN ORDER TO THEN BE PART OF THIS PROGRAM.
THE DISTRICT AS A WHOLE. [OVERLAPPING]
>> HAVE TO APPROVE THE APPLICATION TO BE SENT TO TEA, TEA HAS TO APPROVE IT.
THEN BECAUSE WE HAVE THAT DESIGNATION, THEN WE CAN BRING IN A PARTNER LIKE DO.
>> WHAT THE STATE IS ASKING IS THAT THE SCHOOL BEFORE YOU BRING IN A PARTNER THAT YOU HAVE THAT OPTION AVAILABLE TO STUDENTS THAT YOU'RE INTERVENING FOR JUST IN TIME, THOSE STUDENTS WHO ARE ON YOUR HIGH SCHOOL CAMPUS.
THAT'S THE FIRST STEP IS OFSD BEFORE YOU CAN DO THE PARTNER.
WE'RE JUST DOING THEM AT THE SAME TIME BECAUSE YOU DON'T HAVE AN OFSD IN PLACE.
I WAS QUITE SURPRISED COMING IN THAT WE DID NOT HAVE THAT OPTION, BUT IT'S EXCITING TO THINK ABOUT THE POSSIBILITY OF HAVING THIS OPTION FOR STUDENTS WHO NEED THIS LEVEL OF SUPPORT.
>> YES. CAN YOU TELL ME WHAT IT LOOKS LIKE FOR THE DISTRICT TO REACH OUT TO A KID, LET'S SAY HE WAS A GRADUATE OF 22, BUT DID NOT GRADUATE? I KNOW THE PROGRAM STATES 2018-26.
WHAT INTERNALLY DOES THAT LOOK LIKE OF REACHING OUT TO COMMUNICATE THAT THIS IS EVEN A BIBLE OPTION?
IT'S OUR RESPONSIBILITY AS A PARTNER TO PROVIDE THE OUTREACH AND RECRUITMENT TO THESE STUDENTS AND FAMILIES AND TO RE ENGAGE WITH THEM.
WE WORK WITH THE DISTRICT TEAM TO MAKE SURE THAT THE COMMUNICATION IS APPROVED AND ADEQUATE FOR DESCRIBING OUR PARTNERSHIP THAT OFFERS ITS OPPORTUNITY FOR THESE STUDENTS, THESE FAMILIES WHO ARE BASICALLY SAYING WE'RE COMING INTO THE FAMILIES.
NO, FIRST, SOMETIMES WE HAVE TO LOCATE THESE KIDS.
SOME OF THESE KIDS HAVE BEEN MISSING, AND SO WE DO A REALLY GOOD JOB AND OUR EXPERTISE IS USING DIFFERENT MODALITIES TO GO LOCATE KIDS AND FAMILIES WHO MAY HAVE DROPPED OUT LIKE DR. CANTU SAID, MIGHT BE A YEAR AGO, TWO YEARS AGO, FOUR YEARS AGO, FIVE YEARS AGO.
THEN WHAT WE DO IS, WE RE ENGAGE WITH THOSE FAMILIES ONCE WE LOCATE THEM AND ONCE WE KNOW WHO THE FAMILY IS, WE HAVE A REALLY GOOD PARENT ADVOCATE, WHO'S ALSO BILINGUAL.
WE REACH OUT TO THESE FAMILIES, WE LET THEM KNOW THE OPPORTUNITY EXIST AND THIS PATHWAY EXIST.
AT DEL VALLE ISD FOR THEM TO COME BACK, RE ENROLL IN THE DISTRICT AND BE OFFERED THE OPPORTUNITY TO COMPLETE THEIR GRADUATION REQUIREMENTS REMOTELY, FOR WHATEVER REASON THAT THEY ARE NOT WILLING TO COME TO SCHOOL.
THIS IS REALLY IMPORTANT. THESE AGAIN ARE STUDENTS, THESE ARE STUDENTS THAT THE DISTRICT PROVIDES A LIST FOR.
WE DON'T GO TO ANY STUDENT THAT'S NOT ON A LIST THAT'S APPROVED BY THE DISTRICT.
[01:00:01]
THE DISTRICT ALWAYS CONTROLS THE LIST.THE DISTRICT CAN ALWAYS TAKE STUDENTS OFF THE LIST AS WELL.
BUT ONCE WE GET THAT LIST, AND ONCE WE GET A FAMILY AND A STUDENT TO AGREE TO RE ENROLL BACK IN THE DISTRICT, WE TAKE THE LIST OF STUDENTS BACK TO LEADERSHIP AND SAY, HERE ARE THE FAMILIES THAT HAVE AGREED TO RE ENROLL THEIR STUDENTS BACK IN THE DISTRICT.
IF THE DISTRICT, IF YOU ALL APPROVE, THEN WE BEGIN THE PROCESS OF ASSIGNING A LOCAL ADVOCATE.
WHO'S LOCAL, WHO'S GOING TO WORK WITH THAT STUDENT. THIS IS A GREAT THING.
IT'S NOT JUST A LOCAL ADVOCATE WHO MEETS WITH THE VIRTUALLY, BUT WE'LL MEET WITH THEM IN PERSON TO BUILD ON BOARDING AND CONFIDENCE.
THIS IS A LOCAL ADVOCATE WHO'S GOT THAT SOCIAL SERVICES BACKGROUND TO HELP THESE STUDENTS.
WE SEND THEM A LAPTOP, WE SEND THEM WIRELESS ACCESS.
WE'RE RESPONSIBLE FOR ALL THOSE LAPTOPS.
IF THEY BREAK OR LOSE THOSE LAPTOPS, IT'S ON US, IT'S NOT ON THE DISTRICT.
>> THEY GET THAT EQUIPMENT, AND THEN WE START TO ASSIGN THEM AN ACADEMIC COACH WHO WILL BUILD A LEARNING PLAN BASED ON WHAT COURSES THEY'VE COMPLETED IN THE CLASSROOM HERE IN DEL VALLE ISD AND START TO BUILD A LEARNING PATHWAY FOR THEM SO THAT THEY CAN GET TO THEIR GRADUATION REQUIREMENTS.
WE PROVIDE VIRTUAL TUTORING TUTORING FOR ALL THESE STUDENTS AS WELL.
CURRENTLY ALL OUR TEXAS-CERTIFIED TEACHERS ARE BILINGUAL CERTIFIED AS WELL, BUT THEY'RE VERY EXPERIENCED TEXAS-CERTIFIED TEACHERS WHO WILL WORK WITH THEM AND ARE AVAILABLE TO THEM ON ASYNCHRONOUS PLATFORM.
THAT MEANS THAT THESE STUDENTS CAN SCHEDULE THE CLASSES THAT ARE AVAILABLE IN THE MORNING, THE AFTERNOON, AND THE EVENINGS TO TAKE TO COMPLETE.
>> I THINK YOU ANSWERED IT, BUT I WOULD LIKE CLARIFICATION BECAUSE YOU SAID IT AFTER YOU SAID THAT YOU HIRE THE TEACHER, BUT YOU PROVIDE THE STUDENT WITH A LAPTOP AND HOTSPOT.
>> THANK YOU. TRUSTEE PANTOJA.
>> DID THE STUDENT WHO WE NOW RE-ENGAGE AND SUCCESSFULLY COMPLETES THIS PROGRAM, OR DO THEY HAVE THE OPTION TO WALK STAGE WITH THAT COHORT?
I'VE GOT JAMIE [INAUDIBLE], OUR TEXAS PROGRAM MANAGER.
SHE GOES OUT, AND SHE'S BEEN TO SOME OF THESE GRADUATIONS, AND SHE WAS JUST AT THE BRAZOSPORT ISD GRADUATION.
HOW MANY STUDENTS DO WE HAVE GRADUATED?
>> WALKED ACROSS THE STAGE IN THEIR ROBE AND EVERYTHING, AND ONE EVEN DID A BACKFLIP.
[LAUGHTER] I DON'T KNOW HOW THEY DID THAT.
BUT YEAH, THAT'S YOUR DECISION.
WE THINK IT'S A GREAT IDEA, BUT IT'S TOTALLY UP TO THE DISTRICT.
THESE ARE STUDENTS OF DEL VALLE ISD.
THEY'RE STUDENTS JUST LIKE YOUR STUDENTS THAT ARE IN THE CLASSROOM, THEY'RE JUST COMPLETING COURSES REMOTELY.
>> THANK YOU FOR SHARING THIS.
I STARTED IN EDUCATION WAY BACK IN 1995, AND EVEN THEN I'VE SEEN CERTAIN MODELS OF WHAT YOU ALL ARE DESCRIBING, OF COURSE, IT WAS BEFORE COMPUTERS.
I HAVE SEEN A LOT OF THIS AS FAR AS CREDIT RECOVERY AND GETTING BACK OUR STUDENTS THAT WE'VE LOST AS FAR AS THEY DROPPED OUT. THANK YOU.
>> FOR HIGHEST COMPLETION TRACK, IS THIS SPECIFIC LIKE ATTENDANCE, LIKE THEY LOG IN AND THEY'RE IN A CLASSROOM-BASED VIRTUAL CLASSROOM AND THEIR ATTENDANCE IS TAKEN? IS THIS SPECIFIC OFF OF COURSEWORK COMPLETED? HOW DOES THAT WORK?
>> GREAT QUESTION. YES, THIS IS BASED ON A COURSE COMPLETION MODEL.
THAT'S WHAT'S UNIQUE ABOUT THIS PROGRAM.
EVERY COURSE IS WORTH A CERTAIN AMOUNT OF MINUTES IN ATTENDANCE.
I THINK IT'S 60 MINUTES PER COURSE OR SOMETHING LIKE THAT.
THE DISTRICT DOESN'T HAVE TO KEEP TRACK OF STUDENTS LOGGING IN, AND DID THEY LOG IN TO DO AN ASSIGNMENT OR A CLASS, AND THINGS LIKE THAT? IT'S STRICTLY BASED ON COURSE COMPLETION.
WHAT WE PROVIDE THE DISTRICT AND THE [INAUDIBLE] COORDINATOR HERE IN THE DISTRICT IS A COURSE COMPLETION REPORT.
THAT GETS SUBMITTED THROUGH TEA, AND THAT'S WHAT TRIGGERS THE ADA FUNDING BACK TO THE DISTRICT.
>> WHEN YOU SAID THAT, I GUESS, THE TEACHERS, THEY LOG IN, SO IT'S NOT THE STUDENTS LOGIN IN LIKE A CLASSROOM SETTING ON A COMPUTER, IT'S SPECIFIC INDIVIDUAL, JUST THE TEACHER?
NOW, IF THEY MISS ALL OPPORTUNITIES TO GO INTO A LIVE INSTRUCTION DURING THE MORNING, AFTERNOON, OR EVENING, THERE ARE SOME RECORDED CLASSROOM OPPORTUNITIES THAT THEY CAN LOG IN AS WELL.
OBVIOUSLY, SOME OF THESE STUDENTS, THEY MAY BE WORKING TO SUPPORT THEM.
THIS COULD BE A TEACHER AND A STUDENT ONE ON ONE,
[01:05:03]
IT COULD BE A TEACHER AND A SMALL GROUP.IT JUST DEPENDS ON I THINK PROBABLY THE COURSE AND WHAT THEY'RE LEARNING AND THINGS LIKE THAT.
>> [INAUDIBLE] SPECIFIC STUDENTS.
I JUST SAW A REPORT THAT THE MAJORITY OF OUR STUDENTS ACTUALLY LOG IN TO DO WORK BETWEEN 10:00-2:00.
WHEN YOU'RE TALKING ABOUT, WHO ARE WE TALKING ABOUT? CAN ANYONE JUMP IN, THINK ABOUT THE PROFILE OF THAT STUDENT.
WE REALLY TRY TO BE AS FLEXIBLE AND SUPPORTIVE AS POSSIBLE TO OUR KIDS.
>> ONE MORE QUESTION. IS THERE A TIME LIMIT FOR THESE STUDENTS? I KNOW ON HERE THERE'S AN AGE LIMIT OF 26.
IF WE HAVE A STUDENT THAT STARTED AT 25 OR JUST TURNED 26 AND THEY'RE NOT YET COMPLETED, HOW DOES THAT WORK? IS THAT JUST SOMETHING LIKE, WE'RE DOWN WITH YOU, YOU'RE 26 OR YOU'RE 27, THAT'S IT?
>> WELL, THE 26 AGE IS RELATED TO THE FUNDING.
WHAT THAT MEANS IS THAT ANY STUDENT OR ADULT IN YOUR COMMUNITY THAT IS NOT 26 BY A CERTAIN DATE, I FORGET WHAT IT IS.
>> IT MATCHES WHATEVER THE STATE [INAUDIBLE].
>> PROBABLY A SNAPSHOT IN OCTOBER, I'M GUESSING IF IT'S TIED TO FUNDING.
>> IF WE'RE ACTIVELY, HAVE THIS INDIVIDUAL ENGAGED AND THEY TURN 27, HOW DOES THAT LOOK? DO WE JUST [OVERLAPPING]?
>> [INAUDIBLE]. WE ACTUALLY DO HAVE [INAUDIBLE], BUT WE ACTUALLY DO HAVE A PROGRAM THAT WE TELL STUDENTS WHO NEED TO APPLY AND ESSENTIALLY GET A SCHOLARSHIP.
WE DO HAVE [INAUDIBLE] THE NAME OF [INAUDIBLE] BUT IT'S THE [OVERLAPPING].
>> GOING INTO THIS YEAR, TEA IS NOW ALLOWING THIS PROGRAM TO GO YEAR-ROUND ON A SEPARATE CALENDAR, WHICH DOESN'T AFFECT YOUR NORMAL INSTRUCTIONAL CALENDAR.
THAT'S BIG BECAUSE BEFORE, THEY WERE ONLY ALLOWING FROM THE FIRST DAY OF SCHOOL TO THE END OF SCHOOL, AND THEY WEREN'T SUPPORTING THE TERMS OF FUNDING THE PROGRAM OVER THE SUMMER.
WE WERE ACTUALLY JUST PUTTING THAT ON OURSELVES BECAUSE WE DIDN'T WANT KIDS TO STOP TAKING COURSES.
WE DO HAVE THE OPPORTUNITY TO SUPPORT THESE KIDS IF THEY AGE OUT AND THEY WERE ALREADY IN THE PROGRAM.
WE NEVER WANT TO LEAVE A KID, HEY, I'M IN THIS PROGRAM, I'M DOING GREAT. I'M EXCITED.
OH, BY THE WAY, YOU'RE NOW TOO OLD OR THE DISTRICT NO LONGER USES, BY THE WAY, IF THE PROGRAM IS EVER TERMINATED BY THE DISTRICT, WE ARE VERY FOCUSED ON MAKING SURE THOSE KIDS AREN'T LEFT WITHOUT AN OPTION.
A LOT OF TIMES WE PICK THESE KIDS UP ON SCHOLARSHIP THROUGH OUR ACE ACADEMY.
WE'D RATHER THAN GRADUATE THROUGH THE DISTRICT AND GET THE DIPLOMA FROM THE DISTRICT.
BUT THESE KIDS ARE DEALING WITH ALL KINDS OF LIFE BARRIERS AND GRADUATION ALLIANCE IS COMMITTED TO NOT LEAVING THESE KIDS BEHIND.
IF IT'S NOT BECAUSE OF A REASON ON THEIR FAULT WHERE THEY'VE JUST DECIDED THEY DON'T WANT TO COMPLETE THE PROGRAM ANYMORE, AND IT'S MORE RELATED TO THE PARTNERSHIP OR WHATEVER, THEN WE'LL FIND A WAY TO MAKE SURE THAT THEY CAN CONTINUE IN THE PROGRAM.
>> SORRY. HI. JUST TO ADD TO THAT, AND RANDY MIGHT SLAP MY HAND LATER, BUT WE KNOW THAT, OF COURSE, YOU WILL NOT GET MORE ADA THAN THOSE EIGHT CREDITS.
IF YOU DO HAVE KIDS THAT ARE ACCELERATING FASTER THAN THAT, WE DO JUST COVER THAT.
WE'RE NOT GOING TO TELL THE STUDENT TO STOP AND WAIT UNTIL THE NEXT YEAR TO KEEP GOING, BUT I DO LIKE TO MENTION THAT.
>> I WON'T SLAP YOUR HAND FOR THAT. WE WANT THESE KIDS.
THESE KIDS ACTUALLY TAKE MORE COURSES.
WITH THIS PROGRAM IN TERMS OF ADA, YOU GET ONE FULL-TIME CREDIT, WHICH IS YOUR TOTAL BASIC ALLOTMENT FOR THESE KIDS.
IF THESE KIDS GO BEYOND EIGHT COURSES, THAT MEANS THEY'RE ACCELERATING BEYOND THE NORMAL SCHOOL YEAR, AND THOSE COURSES OUTSIDE OF THOSE EIGHT COURSES ARE NOT FUNDING-ELIGIBLE FOR THE YEAR, WE'RE NOT GOING TO BILL YOU FOR THOSE COURSES.
>> THANK YOU. BOARD ANYTHING FURTHER? GO AHEAD, TRUSTEE WRIGHT-HAYWOOD.
>> I HAVE A QUESTION. THIS PART IS FOR THE DISTRICT.
WHAT ARE OUR PARAMETERS OF WHAT WE WILL ENABLE THESE KIDS TO TAKE ADVANTAGE OF IN THE DISTRICT? BECAUSE WE'RE BRINGING THEM BACK INTO OUR DISTRICT OR ENCOURAGE THEM TO COME BACK INTO THE DISTRICT UNDER THIS PROGRAM, ARE COUNSELING SERVICES OPEN BACK UP TO THEM? WHAT ABOUT KIDS THAT ARE LIKE, WELL, I WANT TO PLAY ATHLETICS? I WANT TO DO FOOTBALL NOW.
WHAT ARE THE PARAMETERS AND WHERE DO WE SAY,
[01:10:01]
OKAY, YOU CAN DO THIS, BUT YOU CAN'T DO THIS?>> THESE ARE STUDENTS WHO HAVE COMPLETELY DISENGAGED, AND AGAIN, THEY COULD BE 23 YEARS OLD, 24 YEARS OLD.
ALL OF THEIR EDUCATION IS HAPPENING THROUGH THIS PARTNERSHIP, AND SO THEY'RE GETTING ALL OF THE SUPPORT, AN EXTENSIVE AMOUNT OF SUPPORT FROM THE PARTNERSHIP, THROUGH AN ACADEMIC COACH, AN ADVOCATE.
THERE'S NOT A NEED TO BE ON THE CAMPUS, SO THEY'RE NOT GOING TO HAVE ACCESS TO THE RESOURCE SUPPORT THAT THE STUDENTS WHO ARE HERE IN PERSON HAVE BECAUSE OF THEY'RE ALREADY GOING THROUGH EXTENUATING CIRCUMSTANCES AS IT IS.
>> THANK YOU. ANYTHING FURTHER? COMMENTS OR QUESTIONS. GOOD DEAL.
THANK YOU FOR THIS PRESENTATION.
THANKS FOR COMING OUT TONIGHT AND ANSWERING OUR QUESTIONS.
NOW, WE'RE ON TO ITEM NUMBER 5, OUR ACTION ITEMS.
[V.A. Adopt Superintendent Evaluation Instrument/Contract]
DR. CANTU, WHERE ARE YOU GOING?>> ADOPT SUPERINTENDENT EVALUATION INSTRUMENT AND CONTRACT. THAT'S YOU.
>> [OVERLAPPING] SURE. YES, IT IS.
>> DO WE HAVE COPIES OF THE EVALUATION INSTRUMENT?
>> WE'LL MAKE SURE THAT YOU ALL HAD THE COPIES WHEN YOU GO INTO A CLOSED SESSION.
>> THANK YOU. BOARD, HAVE YOU ALL HAD A CHANCE TO REVIEW THEM?
>> DO YOU HAVE A PRESENTATION COMMENT?
>> I'M SORRY. THERE IS NOT A PRESENTATION AS THIS IS A CONFIDENTIAL PROCESS.
THE EVALUATIVE TOOL HAS BEEN SHARED WITH YOU ALL.
WE DO HAVE A HARD COPY FOR YOU AS WELL.
WHEN WE GO INTO EXECUTIVE SESSION, I BELIEVE THAT THEY ARE GOING TO PASS THOSE OUT RIGHT NOW TO YOU.
>> THIS IS NOT SOMETHING YOU TYPICALLY YOU GO THROUGH VERY OFTEN, SO THERE'S A LOT OF UNFAMILIAR TERRITORY HERE.
>> PERFECT. BOARD, ARE THERE ANY COMMENTS OR QUESTIONS ABOUT THE EVALUATION TOOL ITSELF PRIOR TO US ADOPTING IT? IT'S RECOMMENDED BY THE COMMITTEE.
WE MET THREE TIMES AND PRODUCED THIS AND CAME UP WITH BACK AND FORTH, SO IT'S [OVERLAPPING].
>> WE HAVE TO ADOPT THE TOOL BEFORE WE CAN GO IN THERE, RIGHT?
>> CORRECT. IT'S MY SUGGESTION AS A COMMITTEE MEMBER THAT YOU ALL ADOPT AS PRESENTED.
>> CAN YOU TELL US ABOUT THIS TOOL AND HOW YOU ALL CAME UP WITH IT? UNLESS YOU ALL ALREADY DID AND I MISSED IT, AND YOU CAN TALK TO ME OFFLINE.
>> WE CAN. WE MET AND MET WITH STAFF, DR. CANTU AND DR. GUTIERREZ, AND REVIEWED SEVERAL ITEMS AND THEN REALIZED THAT THAT WASN'T GOING TO BE APPLICABLE TO WHERE WE WERE IN THE DISTRICT AT THIS TIME SINCE WE GOT TO HIRE OUR SUPERINTENDENT IN OCTOBER OF 2024, AND SO THAT WE CREATED A NEW DOCUMENT BASED ON THE 100-DAY ENTRY PLAN.
ONE HUNDRED AND TWENTY DAYS IS OUR BOARD TRAINING.
IT WAS CREATED BASED ON THE 100-DAY ENTRY PLAN AND WE WILL EVALUATE WHAT HE SAID HE WAS GOING TO DO IN THE 100 DAYS.
DID HE DO IT? DID HE MET IT? DID HE EXCEED IT AND GO FROM THERE?
>> I'D JUST ADD TO IT WHAT WE WANT TO DO THROUGH THIS PROCESS IS GET THE BOARD FAMILIAR WITH HOW YOU ALL ARE GOING TO EVALUATE ME.
WHAT WE DO IN THE NEXT EVALUATION NEXT YEAR, IT'S GOING TO BE A VERY SIMILAR TOOL, SOMETHING THAT'S EASY TO FOLLOW FOR THE BOARD THAT'S GOING TO CONSIST OF EVIDENCE OF ACTIONS THAT ARE EXPECTED TO ME, WE'RE GOING TO HAVE DATA TO LOOK AT WHEN IT COMES TO BECAUSE I'LL HAVE THE OPPORTUNITY TO GO THROUGH A FULL YEAR.
IT'S GOING TO BE REALLY TIGHTLY TIED TO ACADEMIC DATA AS WELL.
BUT USING THE FORMAT THAT WE ARE USING THIS YEAR, BUT, OF COURSE, THE ADOPTION OF A NEW AND UPDATED TOOL THAT'S TIED TO THE STRATEGIC PLAN FOR NEXT YEAR'S EVALUATION.
>> THEN WITH THAT SAID, WE WILL HAVE A MID-YEAR REVIEW IN JANUARY AFTER WE GET THE BENCHMARKS FOR THE YEAR AND THINGS LIKE THAT, WHICH WE DIDN'T DO.
WE HAD 2, 3 MONTHS AT THAT POINT.
IS THAT HELPFUL? ANYTHING FURTHER?
>> MADAM PRESIDENT, DID YOU DISCLOSE WHO WAS ON THE COMMITTEE WITH YOU?
[01:15:02]
NO, IT WAS MYSELF, TRUSTEE BURTON, AND TRUSTEE FRANCO.
ANYTHING FURTHER? CAN I HAVE A MOTION?
>> I MOVE TO ADOPT THE ANNUAL SUPERINTENDENT EVALUATION AS PRESENTED [OVERLAPPING].
>> THANK YOU. DO I HAVE A SECOND? TRUSTEE BURTON SECONDS.
THE MOTION WAS MADE BY SECRETARY GUARDIAN.
ALL THOSE IN FAVOR BY SHOW OF HANDS? 01, 2, 3, 4, 5, 6, 07, MOTION CARRIES 7-0.
THANK YOU, DR. CANTU. AT THIS TIME, THE BOARD WILL GO INTO CLOSED SESSION UNDER TGC 551.071,
[VI. Closed Session]
CONSULTATION WITH LEGAL COUNSEL, TGC 551.074, DISCUSSION OF PERSONNEL, AND ALSO TO CONDUCT THE ANNUAL SUPERINTENDENT EVALUATION AND CONTRACT.THANK YOU FOR YOUR PATIENCE THIS EVENING.
WE HAD A VERY PRODUCTIVE EXECUTIVE SESSION.
THE BOARD ENDED EXECUTIVE SESSION AT 10:34, IT IS NOW 10:35.
WE WILL NOT BE TAKING ANY ACTION THIS EVENING.
DO I HAVE A MOTION TO ADJOURN?
>> SECONDED BY THE BOARD SECRETARY.
ALL THOSE IN FAVOR, SHOW OF HANDS IS 7-0.
THANK YOU. HAVE A GOOD EVENING.
* This transcript was compiled from uncorrected Closed Captioning.