[IV.D. Teacher Incentive Allotment (TIA) Danica Murillo, Chief Human Resources Officer and John Andrews, Educator Evaluation and Leadership Administrative Specialist, ESC Region 13 ]

MRS. DANICA MURILLO, PLEASE.

>> GOOD EVENING, PRESIDENT WEGNER, DR. GUTIERREZ, AND MEMBERS OF THE BOARD.

THIS EVENING'S ITEM IS INFORMATION ON THE TEACHER INCENTIVE ALLOTMENT, AND I'M GOING TO TURN THIS OVER TO OUR ADVISOR, MR. JOHN ANDREWS AND HIS TEAM FROM THE EDUCATION SERVICE CENTER 13.

>> GOOD EVENING. HOW ARE YOU ALL TODAY? MY NAME IS JOHN ANDREWS.

I'M WITH REGION 13.

WE ARE THE TIA TEAM.

THIS IS AMY CHANDLER AND KAMALA GITTEN.

UNFORTUNATELY, OUR FOURTH TEAM MEMBER WASN'T ABLE TO JOIN US.

IT WAS [INAUDIBLE] ANYWAY, WE JUST WANTED TO GIVE YOU A HIGH LEVEL OVERVIEW OF TIA AND ANSWER ANY QUESTIONS THAT YOU MIGHT HAVE.

I'M GOING TO HAND IT OVER TO KAMALA.

>> THANK YOU. GOOD EVENING.

WE'RE GOING TO GO AHEAD AND GET STARTED.

WE HAVE SOME OBJECTIVES FOR THIS EVENING.

IF I CAN GET SOME VOLUNTEERS FROM THE BOARD, WE'RE GOING TO MAKE THIS ENGAGING.

AND SO IF I CAN GET A VOLUNTEER TO READ OUR FIRST OBJECTIVE.

>> UNDERSTAND THE GOALS AND IMPACT OF TIA.

>> ANOTHER VOLUNTEER.

>> IDENTIFY KEY COMPONENTS OF A LOCAL DESIGNATION.

>> THANK YOU.

>> LEARN BEST PRACTICES FOR SYSTEM DEVELOPMENT.

>> PERFECT. THANK YOU.

AS WE KNOW, SUPPORTING THE TEACHING PROFESSION, WE HAVE SOME CHALLENGES.

I WILL START WITH ONE, HIGH TEACHER TURNOVER.

I'M SURE WITH ADMINISTRATORS, IT'S BEEN A ROUGH LAST FIVE YEARS WITH JUST TRYING TO FIND EFFECTIVE TEACHERS FOR THE CLASSROOM SO THAT OUR STUDENTS ARE SUCCESSFUL.

THAT'S ONE CHALLENGE THAT WE ALL FACE IN DISTRICTS AROUND US, ALSO IN OUR CHARTER SCHOOLS.

WE ALSO KNOW THAT THERE IS A CHALLENGE PLACING TEACHERS IN OUR HIGH NEEDS CAMPUSES.

THIRD, LAST, ONE OF THE CHALLENGES IS JUST THE PERCEPTION OF TEACHING, NOT BEING REWARDING, AS FAR AS SALARY, JUST ONE.

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A LOT OF STUDENTS WHO ARE GRADUATING FROM COLLEGE.

I KNOW THEY WANT TO BE A TEACHER, BUT THEN ONCE THEY GET TO COLLEGE, THEY MAY CHANGE THEIR MIND DUE TO THE SALARY.

SOME OF THE POSITIVE IMPACTS THAT TIA DOES HAVE IS THE RETENTION OF EFFECTIVE TEACHERS.

AGAIN, WE'VE HAD A REALLY HARD TIME WITH JUST RETAINING EFFECTIVE TEACHERS, AND SO THAT'S ONE BENEFIT.

RECRUITMENT, THE RECRUITMENT INTO THE DISTRICT.

THE ABILITY TO REWARD TEACHERS AGAIN AT THOSE HIGH NEEDS SCHOOLS, AND ALSO CONTINUED DEVELOPMENT AND GROWTH WITH OUR TEACHERS.

THEM JUST PERFECTING THEIR CRAFT, BEING ABLE TO COLLABORATE WITH EACH OTHER IN ORDER TO GET BETTER, IN ORDER TO IMPROVE STUDENT SUCCESS, AND ALSO AGAIN, JUST HELPING WITH THEIR OWN PROFESSIONAL GROWTH.

ALSO LAST BUT NOT LEAST, THE RECOGNITION OF OUR TEACHERS EFFECTIVENESS. ALL RIGHT.

THIS IS ANOTHER SLIDE WHERE I'M GOING TO ASK FOR SOME ENGAGEMENT, A VOLUNTEER.

IF I CAN GET ONE VOLUNTEER TO READ ONE OF THE QUOTES FROM THE RETENTION SIDE. THANK YOU.

>> YES. TIA IS ALLOWING ME TO STAY IN THE CLASSROOM LONG ENOUGH TO SEE MY DAUGHTER GROW UP AND ONE DAY SEE HER IN MY CLASSROOM.

TIA HAS MADE TEACHING FINANCIALLY STABLE FOR ME AND MY FAMILY.

>> AWESOME. THESE ARE JUST SOME TESTIMONIALS THAT WE HAVE RECEIVED FROM TEACHERS AGAIN ABOUT THOSE BENEFITS.

AGAIN, IF I CAN GET ONE MORE VOLUNTEER TO READ, ONE QUOTE FROM RECOGNITION AND GROWTH.

>> ONE QUOTE OR THE WHOLE?

>> JUST ONE. JUST CHOOSE ONE.

I USED TO THINK THAT I WAS A ROLE MODEL FOR MY STUDENTS ONLY, BUT WITH TIA, I FEEL LIKE I AM A ROLE MODEL WITH MY TEAM.

>> AGAIN, THOSE ARE ACTUAL QUOTES THAT WE HAVE RECEIVED FROM TEACHERS STATING THE REASON TIA HAS BEEN SO BENEFICIAL FOR THEM AND THEIR FAMILY.

AGAIN, DISTRICTS. SOME OF THE FEEDBACK, SOME OF THE TESTIMONIALS THAT WE HAVE RECEIVED FROM DISTRICTS ARE ALSO FEATURED ON THIS SLIDE.

I AM GOING TO FIRST FOCUS ON THE IMAGE IN THE MIDDLE.

AGAIN, WITH CREATING A LOCAL DESIGNATION SYSTEM, WE KNOW THERE HAVE BEEN MANY BENEFITS.

OF COURSE, COMPENSATION.

I'LL START THERE BECAUSE OUR TEACHERS THEY RECEIVE ADDITIONAL COMPENSATION.

RECRUITMENT. AGAIN, WE WANT TO RECRUIT AND WE WANT TO RETAIN HIGH EFFECTIVE TEACHERS. THE PLACEMENT.

AGAIN, PLACEMENT IN OUR HIGH NEED SCHOOLS, WE'RE ABLE TO AGAIN KEEP RETAINING THE EFFECTIVE TEACHERS.

AGAIN, PROFESSIONAL DEVELOPMENT, THE PROFESSIONAL LEARNING COMMUNITIES HAVE STRENGTHENED BECAUSE OF TIA, TEACHERS AGAIN, ARE PERFECTING THEIR CRAFT, AND THEN THE ADVANCEMENT AS WELL.

LET'S SEE. I'LL READ THE QUOTE OVER ON THE LEFT SIDE.

THE TEACHER INCENTIVE ALLOTMENT HAS CREATED A GREAT DEAL OF CURIOSITY AND INTEREST AMONG OUR TEACHERS.

THEY WANT TO KNOW WHAT THEY CAN DO DIFFERENTLY TO ACHIEVE A DESIGNATION.

TEACHERS ARE ALSO WORKING COLLABORATIVELY TO IMPROVE THEIR PRACTICE, AND WE ALL KNOW THAT THIS IS CRUCIAL TO IMPROVING STUDENT OUTCOMES.

AGAIN, A TESTIMONIAL FROM A DISTRICT.

HOW IS TIA DIFFERENT FROM SOME OF THE PAST INITIATIVE? I'M GOING TO START WITH THE IMAGE IN THE MIDDLE.

THAT'S MY FAVORITE. IT'S AVAILABLE FOR ALL TEACHERS.

WE AREN'T EXCLUDING ANYONE, SO ALL TEACHERS ARE ABLE TO BENEFIT FROM TIA.

I'LL MOVE OVER TO THE RIGHT.

ENCOURAGES PROFESSIONAL COLLABORATION.

AGAIN, STRENGTHENING THOSE PROFESSIONAL LEARNING COMMUNITIES AND STRENGTHENING THE ACADEMIC AND THE INSTRUCTIONAL CULTURE.

ALSO AGAIN, INCREASES RECRUITMENT AND RETENTION RATES.

WE WANT TO RECRUIT, WE WANT TO RETAIN, WE ARE LOOKING FOR OUR HIGH EFFECTIVE TEACHERS TO KEEP COMING BACK.

THEN ALSO, AND WHEN IT INVOLVES OUR EVALUATION SYSTEM, OUR TEACHER EVALUATION SYSTEM, IT MAKES IT FAIR, AND MAKES IT RELIABLE BECAUSE OUR ADMINISTRATORS ARE COMING TOGETHER AND THEY'RE ACTUALLY CALIBRATING ON THOSE EVALUATIONS.

THEN AGAIN, ADEQUATE AND SUSTAINABLE FUNDING.

THE MONEY IS HERE, AND IT'S NOT GOING ANYWHERE.

THE TEACHERS CAN CONTINUE TO RECEIVE.

AGAIN, RECRUIT, RETAIN REWARD.

THOSE ARE THE THREE MAIN GOALS FOR TIA, RECRUIT, RETAIN REWARD.

IF YOU CAN REMEMBER THE THREE RS, YOU'RE ON THE RIGHT TRACK.

WE'RE GOING TO TAKE A LOOK AT OUR REGION 13 DISTRICTS THAT ARE PARTICIPATING IN TIA.

CURRENTLY, AS YOU CAN SEE, OUR FULLY APPROVED DISTRICTS ARE IN GREEN.

IN BLUE, WE HAVE AN APPLICATION THAT HAS BEEN ACCEPTED ALREADY FROM THOSE DISTRICTS.

IN YELLOW, THE APPLICATION HAS BEEN ACCEPTED AND NOW THIS IS THE DATA COLLECTION YEAR.

[00:30:05]

PINK, THAT'S OUR APPLICATION DEVELOPMENT YEAR CURRENTLY.

THEY'RE IN THAT YEAR, SO THEY'RE JUST GETTING STARTED, AND THEN THE GRAYISH IS THE NOT ENGAGED YET.

BUT AS YOU CAN SEE, THAT IS OUR ENGAGEMENT MAP, AND ALSO WE HAVE OUR CHARTERS FEATURED OVER ON YOUR RIGHT HAND SIDE.

I'LL LET YOU TAKE A LOOK AT THAT JUST SO THAT YOU CAN SEE THE LOCAL DISTRICTS AROUND YOU.

ALL RIGHT.

I'M GOING TO NOW PASS IT OVER TO AMY, MY COLLEAGUE TO CONTINUE.

>> HI. THANK YOU. A FORMER DEL VALLE TEACHER, MYSELF, ACTUALLY.

HOW TIA WORKS.

TEACHERS CAN EARN DESIGNATIONS IN TWO DIFFERENT WAYS.

ONE OF THEM IS TO HOLD A NATIONAL CERTIFICATION OR THROUGH A LOCAL DESIGNATION SYSTEM, WHICH IS WHAT WE'RE REALLY TALKING ABOUT HERE.

IF THEY ARE NATIONALLY BOARD CERTIFIED, DISTRICTS COULD HELP TEACHERS GET THAT CERTIFICATION, AND THEY WOULD EARN AN AUTOMATIC DESIGNATION AND CREATE AN ALLOTMENT THROUGH TIA.

BUT MOSTLY WHAT WE'RE GOING TO TALK ABOUT ARE CREATING A LOCAL DESIGNATION SYSTEM.

RIGHT NOW, THERE ARE THREE DIFFERENT DESIGNATIONS.

I KNOW THERE'S FOUR LISTED HERE.

THE ACKNOWLEDGE IS A BRAND NEW ONE.

WE'RE GOING TO SHOW YOU A LITTLE BIT OF INFORMATION FOR ACKNOWLEDGE, BUT WE HAVE LIMITED RIGHT NOW UNTIL THE STATE GIVES US EXACT.

ACKNOWLEDGE, RECOGNIZED EXEMPLARY AND MASTER ARE THE FOUR DIFFERENT DESIGNATIONS THAT A TEACHER COULD EARN.

AGAIN, YES, IF YOU HAVE NATIONAL BOARD CERTIFIED TEACHERS THAT ARE HIRED HERE IN DEL VALLE, THEY CAN AUTOMATICALLY QUALIFY FOR A DESIGNATION AND GENERATE AN ALLOTMENT.

THEY JUST HAVE TO MEET WHATEVER NATIONAL BOARD REQUIREMENTS TO DO THAT.

THE FUNDING LOOKS LIKE THIS.

THIS IS A RANGE AND AGAIN, THE ACKNOWLEDGE IS A LITTLE BIT GRAY BECAUSE WE DON'T HAVE SPECIFIC TEST YET.

BUT THE BASE SALARY RANGE IS 3,000-9,000 FOR RECOGNIZED, IT'S 5,000-15,000 FOR EXEMPLARY 9,000-25,000 FOR MASTER 12,000-36,000.

IT'S A PRETTY BIG RANGE BECAUSE IT REALLY DEPENDS ON THE CAMPUS.

MORE FUNDS ARE GENERATED AT CAMPUSES THAT HAVE HIGH NEEDS AND OR ARE RURAL.

THERE'S AN ALGORITHM THAT THEY USED TO DETERMINE THAT.

FOR DEL VALLE, THIS IS JUST AN AVERAGE OF ALL THE DISTRICTS IN DEL VALLE.

THERE IS A LIVE MAP THAT'S OPEN TO THE PUBLIC WHERE YOU CAN DRILL DOWN FOR SPECIFIC CAMPUSES, BUT THIS IS JUST THE AVERAGE, AND AS YOU CAN SEE, THERE'S NO ACKNOWLEDGE, AS OF YET, THE STATE HASN'T GIVEN THAT TO US THIS YEAR.

BUT FOR RECOGNIZE AS AN AVERAGE FOR ALL THE CAMPUSES, 05,000 AND SOME CHANGE FOR EXEMPLARY 10,072 FOR MASTER 18,787.

IS THAT LINK MAYBE LIVE THERE, I DON'T KNOW IF YOU HAVE ACCESS TO THAT.

IT IS LIVE AS FAR AS PUBLIC KNOWLEDGE OR PUBLIC ACCESS.

JUST A MOMENT FOR. SECTION IS PRETTY SHORT.

BUT FOR THE KEY POINTS, THERE'S 33 DESIGNATION LEVELS, THE FOURTH IS COMING AND ACKNOWLEDGE IS COMING.

YOU'VE GOT RECOGNIZE THEIR EXEMPLARY OR THEIR MASTER.

THE THE ANNUAL RANGE IS 3,000, 36,000, THAT'S ALL OF THE DESIGNATIONS.

GREATER FUNDING IS GENERATED AT HIGHER NEEDS CAMPUSES AND OR RURAL CAMPUSES. THIS IS REALLY IMPORTANT.

90% OF THE FUNDS MUST GO TO TEACHER COMPENSATION THAT STUDENT FACING INSTRUCTIONAL STAFF ON THE TEACHER'S DESIGNATED CAMPUS.

WHEREVER THEY ARE TEACHING FOR THAT YEAR, THAT'S FOR THOSE SPECIFIC [INAUDIBLE] GENERATED.

BUT 90% MUST GO TO TEACHING COMPENSATION.

THERE'S A LOT NUANCES THERE.

THAT'S WHY I TRY TO SAY CORRECTLY.

THE DESIGNATION THAT THEY EARN IS GOOD FOR FIVE YEARS.

THEY COULD EARN A HIGHER DESIGNATION IN THAT FIVE YEARS START OVER, BUT THAT DESIGNATION IS THEIRS FOR FIVE YEARS, AND SO THEY'LL GENERATE AN ALLOTMENT AS LONG AS THEY'RE IN A TEACHING ASSIGNMENT THE NEXT YEAR.

THAT'S MY SESSION.

>> THERE'S TWO STEPS TO THE APPROVAL PROCESS.

VERY FIRST THING THAT YOU HAVE TO DO IS YOU HAVE TO CREATE YOUR SYSTEM.

BASED ON YOUR SYSTEM, YOU DEVELOP AN APPLICATION.

SUBMIT THAT APPLICATION. THIS YEAR, IT'S GOING TO BE ON APRIL 15TH. THAT'S WHEN IT'S DUE.

THEN THE NEXT STEP, THE NEXT PHASE IS TO COLLECT DATA AND SUBMIT THAT DATA ON YOUR STUDENT GROWTH,

[00:35:02]

AND ALSO ON YOUR TEACHER APPRAISALS.

AND THEN TEXAS TECH UNIVERSITY WILL ANALYZE THAT DATA AND SHARE WITH TIA, AND TIA WILL SUBMIT THE FINAL APPROVALS BASED ON THAT DESIGNATE.

IT'S A RATHER LONG LENGTHY PROCESS.

IT TAKES ABOUT THREE YEARS FROM START TO FINISH.

WE'RE STARTING NOW.

YOUR FIRST ALLOTMENTS WON'T BE PAID OUT TO TEACHERS UNTIL AUGUST 31ST AT THE LATEST OF 2028.

IT TAKES A WHILE TO GET FROM POINT A TO POINT B ON THIS.

>> HERE'S THE SCHEDULE OF HOW IT WORKS.

YEAR 1, 2025-2026, WHAT WE'RE GOING TO BE DOING IS DEVELOPING YOUR SYSTEM.

STAKEHOLDER ENGAGEMENT IS HUGE.

THIS IS SUPER IMPORTANT TO HAVE STAKEHOLDER ENGAGEMENT.

THAT'S ONE [INAUDIBLE].

THAT YOU ALL WILL CONTINUE DOING.

THE SYSTEM APPLICATION WILL BE POSTED ON NOVEMBER 1, THEY SAY, [INAUDIBLE] SOMETIMES IT ISN'T, BUT IT'LL BE ABOUT THERE.

OUR OBJECTIVE IS TO MAKE SURE THAT YOU ARE READY, 100% TO COMPLETE THAT APPLICATION ONCE IT'S AVAILABLE.

YOU'LL BE READY TO GO, HOPEFULLY IN NOVEMBER, AND YOU WON'T BE WAITING UNTIL THE LAST SECOND AND STRUGGLING TO GET THINGS IN BECAUSE THAT'S WHEN MISTAKES ARE MADE.

WE WANT TO TRY TO AVOID THAT.

AGAIN, IT'S DUE ON THE 15TH.

AFTER THAT, TIA WILL SEND A BUY-IN SURVEY TO TEACHERS, DON'T WORRY ABOUT THAT. THAT'S COMING UP.

WE'LL MAKE SURE THAT GETS ALL TAKEN CARE OF.

BUT THEY WILL HAVE A SURVEY THAT THEY SEND TO THE TEACHERS, AND ESSENTIALLY, THEY'RE GOING TO ASK THEM QUESTIONS ABOUT HOW THEY WERE INVOLVED.

WERE THEY INVOLVED IN THE PROCESS? DO THEY KNOW WHAT'S HAPPENING? WE WANT TO MAKE SURE THAT WE'RE DOING A REALLY GOOD JOB OF SHARING INFORMATION WITH.

YEAR 2, THAT'S WHENEVER YOU CAPTURE YOUR DATA.

YEAR 1, WE'RE GOING TO GET YOUR APPLICATION ACCEPTED.

THEN AT THAT POINT, WE'LL START THINKING ABOUT WHAT YOU NEED TO DO FOR YOUR DATA CAPTURE AND MAKE SURE THAT YOU'RE IN SHAPE.

THE PERSON THAT'S GOING TO HELP YOU WITH THAT THE MOST IS THE PERSON THAT'S HERE TONIGHT.

JENNIFER IS OUR DATA ANALYST, AND SHE'S REALLY GOOD AT THAT THING.

SHE'LL BE HELPING YOU A LOT WITH THAT.

ALL OF US WILL BE, BUT JENNIFER IS REALLY OUR LEAD PERSON ON THE DATA.

YOU'RE COLLECTING IT IN '26-'27, AND THEN IN '27-'28, THAT'S WHENEVER YOU WILL ACTUALLY SUBMIT IT.

YOU COLLECT IT ALL OF 26-'27, YOU PUT IT IN A SPREADSHEET, GET IT READY.

YOU CAN START SUBMITTING THAT DATA AS EARLY AS AUGUST, AND IT'S GOING TO BE DUE SOMETIME IN OCTOBER IN '27-'28.

YOU'LL GET YOUR DATA SUBMITTED. THEY'LL TAKE A LOOK AT IT.

THAT'S WHEN TEXAS TECH IS GOING TO ANALYZE IT AND SEND THOSE RESULTS TO TEA.

THEN THEY'LL GET BACK TO YOU AND LET YOU KNOW WHETHER OR NOT YOUR [INAUDIBLE] IS APPROVED.

APPLICATION ACCEPTED.

DATA IS WHAT SIGNALS THE APPROVAL PART OF IT.

POST APPROVAL, JUST WHAT HAPPENS THERE DEPENDS ON WHAT YOUR APPLICATION IS.

IF YOU COVER ALL YOUR TEACHERS INITIALLY WITH THIS, WHICH I DON'T WANT TO SAY THAT I'M RECOMMENDING THAT DEFINITELY NOT.

BUT IF YOU DO, THEN YOU DON'T REALLY HAVE A WHOLE LOT AFTER [INAUDIBLE] YOU'LL BE ALL SET UP AND YOU'LL BE ABLE TO ISSUE DESIGNATIONS.

HOWEVER, MOST DISTRICTS, EVEN SMALL ONES, START OFF SMALL.

THE THING ABOUT TIA THAT I TELL EVERYBODY, AND I CAN PROBABLY JUST NOT EVEN TALK ANYMORE, AND AMY AND KAMEL CAN PROBABLY JUST CHIME IN AND STATE WHAT I'M ABOUT TO SAY, IS THAT IT'S NOT HARD, BUT IT'S VERY COMPLICATED.

THE BEST THING FOR MY EXPERIENCE OF DOING THIS FOR THE LAST FIVE YEARS IS TO HAVE DISTRICTS WRAP THEIR BRAINS AROUND, HAVE YOUR TEACHERS, YOUR ADMINISTRATORS, SCHOOL BOARD, EVERYBODY, WRAP THEIR BRAINS AROUND TIA, UNDERSTAND WHAT IT'S ALL ABOUT, HOW IT WORKS, AND THEN START SYSTEM.

THAT'S ONE OF THE THINGS THAT WE WOULD ALSO DO POST TO PROVE.

AGAIN, WHO CAN EARN DESIGNATIONS? ANYBODY IN AN 087 ASSIGNMENT IN DEL VALLE ISD WILL BE ABLE TO EARN A DESIGNATION.

087 IS FOR TEACHERS.

ANYBODY THAT'S A STUDENT-FACING TEACHER CAN EARN A DESIGNATION. HOW DO YOU DO THAT? IT'S BASED ON THEIR OBSERVATION DATA, THEIR APPRAISAL DATA, BUT NOT FOR ALL FOUR DOMAINS AND T-TESSS.

IT'S FOR DOMAINS 2 AND 3 ONLY.

[00:40:01]

BECAUSE THOSE ARE THE ONLY TWO OBSERVABLE DOMAINS AND T-TESS. IT'S BASED ON THAT.

THEN IT'S BASED ON THE STUDENT GROWTH MEASURES.

WE'RE NOT TALKING ABOUT STUDENT ACHIEVEMENT, WE'RE TALKING ABOUT STUDENT GROWTH.

A TEACHER WITH A CLASS OF LOW-PERFORMING KIDS HAS JUST AS MUCH CHANCE TO GET A DESIGNATION AS A TEACHER IN A CLASS OF HIGH-PERFORMING KIDS BECAUSE IT'S NOT BASED ON THEIR ACHIEVEMENT, IT'S BASED ON THEIR GROWTH.

CAN THEY GROW THOSE KIDS, ARE THOSE KIDS LEARNING SOMETHING THAT THEY'RE WITH THE TEACHER, OR THE SEMESTER OR THE QUARTER, HOWEVER THE CLASS HAS HAPPENS TO BE SET UP.

WHEN DO YOU COMPENSATE? WHEN ARE FUNDS DISTRIBUTED? FUNDS ARE DISTRIBUTED PRIOR TO AUGUST 31 OF EVERY YEAR.

THAT DOESN'T MEAN YOU HAVE TO WAIT TILL AUGUST 30 TO DO THAT.

YOU CAN DISTRIBUTE THEM WHENEVER THEY'VE BEEN ACKNOWLEDGED BY THE STATE, AND YOU CAN GO AHEAD AND START HANDING THAT MONEY OUT.

YOUR FINANCE PEOPLE ARE GOING TO UNDERSTAND THIS 100%.

IT'S NOT GOING TO BE A BIG DEAL TO THEM.

BUT THE WAY THAT THIS MONEY COMES IN IS THROUGH THE FSP.

WHAT THEY'RE GOING TO DO IS YOU'RE GOING TO DISTRIBUTE THAT MONEY AUGUST 31, AND THEN WHENEVER YOU GET REIMBURSED THROUGH THE FSP IN SEPTEMBER, THAT'S WHEN YOU'LL GET THE MONEY BACK.

SOUNDS A LITTLE STRANGE, BUT I PROMISE YOU YOUR BUSINESS OFFICE PEOPLE UNDERSTAND THIS PROCESS.

>> I'M SORRY. YOU SAID SSP?

>> FSP. YES, MA'AM.

>> THANK YOU.

>> SEE? SHE'S GOT TO FIGURE IT OUT.

LET'S SEE. WHAT ELSE? WHAT'S AN ELIGIBLE TEACHING ASSIGNMENT? IT'S AN ASSIGNMENT BASED ON CONTENT GRADE LEVEL TAUGHT.

THEY'LL BE PART OF YOUR LOCAL DESIGNATION SYSTEM.

THE CATCH IS, IT HAS TO BE AN 087 RULE.

THAT'S A PEIMS NUMBER.

087. TEACHERS HAVE TO BE IN THE SAME ELIGIBLE TEACHING ASSIGNMENT, USE THE SAME STUDENT GROWTH MEASURE AT THE SAME WEIGHT.

WHAT THAT'S SAYING IS THAT WHAT YOU DO, DO YOU HAVE DIFFERENT CATEGORIES OF TEACHERS, AND YOU MAY HAVE SEVERAL TEACHING ASSIGNMENTS IN ONE CATEGORY.

THEN WHAT YOU DO IS YOU DESCRIBE WHAT PERCENT OF THEIR SCORE IS GOING TO BE DEDICATED TO THEIR APPRAISAL, AND YOU SAY WHAT PERCENT OF THEIR SCORE IS GOING TO BE DEDICATED TO THE ACTUAL STUDENT ASSESSMENTS YOU'RE USING.

THEN THEY'LL TAKE THAT INFORMATION, AND THAT'S ALL ONE CATEGORY.

THEN YOU DON'T CHANGE CATEGORIES UNLESS YOU CHANGE STUDENT GROWTH ASSESSMENTS OR CHANGE SOME OF THOSE PERCENTAGES.

YOU COULD, POSSIBLY.

YOU COULD ACTUALLY PUT EVERYBODY IN THE SAME [INAUDIBLE] TOO.

THAT'S NOT USUALLY FEASIBLE.

WE'RE NOT GOING TO PROBABLY DO THAT, BUT THAT'S THE WAY THAT IT WORKS.

SPECIFIC TEACHING ASSIGNMENTS ARE ELIGIBLE, NOT [INAUDIBLE].

IT'S ABOUT THE POSITION.

IT'S NOT ABOUT THE TEACHER.

THE TEACHER CAN CHANGE POSITIONS, AS LONG AS THAT POSITION IS STILL IN THE DESIGNATED TEACHER CATEGORY, THEY'RE FINE.

THEY'LL BE ABLE TO RECEIVE A DESIGNATION.

THERE'S JUST SOME EXAMPLES OF ELIGIBLE TEACHING ASSIGNMENTS OF THOSE CATEGORIES THAT I WAS TALKING ABOUT.

ALL TEACHERS COULD BE IN IT.

YOU COULD HAVE ALL TEACHERS AND THEIR T-TESS MAY COUNT FOR 50%, AND THEN THEY MAY USE SLOS, THE STUDENT LEARNING OBJECTIVES.

IF YOU'RE NOT FAMILIAR WITH THEM, THEY'RE RUBRIC-BASED LIKE A PORTFOLIO ASSESSMENT, BUT A LITTLE MORE STRUCTURED THAN THAT.

OR YOU MAY DO SOMETHING DIFFERENT, MAYBE YOU'LL HAVE FOR KINDERGARTEN IS THE EXAMPLE.

T-TESS IS WEIGHTED 50%, AND THEN THEIR PRETEST-POST-TEST MIGHT BE MCLASS.

IT COULD BE SOMETHING ELSE, BUT THAT'S JUST AN EXAMPLE.

THERE'S SOME OTHER EXAMPLES OF OTHER ASSESSMENTS THAT YOU MIGHT USE.

WHAT WE GENERALLY DO WHEN WE GET STARTED WITH THIS IS WE HAVE OUR DISTRICTS FOCUS ON WHAT THEY'RE ALREADY DOING.

NOT PRESENT SOMETHING NEW TO TEACHERS THE YEAR THAT THEY'RE COLLECTING THE DATA.

THEY'VE ALREADY HAD SOME EXPERIENCE WITH THE ASSESSMENT.

THEY'RE NOT HAVING TO LEARN IT FROM SCRATCH.

THAT JUST TENDS TO WORK OUT A LOT BETTER FOR IT.

TEACHER RECORD, INTERVENTIONIST, AND INCLUSION TEACHER, RESOURCE TEACHERS, THOSE ARE ALL 087 ROLE TEACHERS.

THEY'RE ALL 087 PEIMS. THOSE ARE THE TEACHING ASSIGNMENTS THAT YOU CAN MAKE ELIGIBLE.

[00:45:04]

THE COMPONENTS OF YOUR SYSTEM, TEACHER OBSERVATION, OBVIOUSLY, STUDENT GROWTH, OBVIOUSLY, BUT WE'LL ALSO BE DEVELOPING OUT OF SPENDING PLAN THAT HAS TO BE SUBMITTED.

THERE ARE SOME STATUTORY REQUIREMENTS IN THE SPENDING PLAN PORTION AND THE TEACHER OBSERVATION PORTION AND THE STUDENT GROWTH PORTION.

THERE'S STATUTORY REQUIREMENTS IN EACH OF THE.

THEN YOU CAN, IF YOU WANT TO, I DON'T ADVISE THIS EITHER, BUT YOU CAN USE AN OPTIONAL COMPONENT.

LET'S SAY 40% WAS BASED ON TEACHER OBSERVATION, 50% WAS BASED ON STUDENT GROWTH, AND THEN 10% COULD BE BASED ON AN OPTIONAL COMPONENTS.

THOSE OPTIONAL COMPONENTS CAN BE ALL SORTS OF THINGS, STUDENT SURVEYS, FAMILY SURVEYS, ATTENDANCE AT PD, JUST COME TO SCHOOL.

BUT WE DON'T RECOMMEND THOSE.

I CERTAINLY DON'T RECOMMEND THOSE UNLESS YOU ALREADY HAVE SOMETHING IN PLACE THAT YOU'RE USING BECAUSE WHAT THEY DO IS THEY MUDDY THE WATER, AND I'VE SEEN THEM BE THE REASON FOR APPLICATIONS BEING REJECTED.

UNLESS YOU ALREADY HAVE SOMETHING THAT YOU USE, AND I WOULDN'T RECOMMEND IT, BUT THERE'S SOMETHING ALREADY IN PLACE THAT [INAUDIBLE] AS PART OF THEIR APPRAISAL, AND THAT'S PERFECTLY FINE TO INCLUDE.

WE'LL TALK ABOUT THAT WITH YOUR COMMITTEE AS WE MOVE ALONG.

THAT'S IT. THAT'S TIA.

HOW EASY THAT IS? IT'S NOT.

>> THANK YOU FOR THE PRESENTATION.

>> YOU'RE VERY WELCOME. IF YOU ALL HAVE ANY QUESTIONS, WE HAVE A FEW MINUTES.

>> THANK YOU. ACTUALLY, I HAVE A QUESTION FOR DANICA BECAUSE IT'S NOT ON THIS SHEET.

IS THERE A FEE FOR THE DISTRICT?

>> THERE IS NOT.

>> THEN WHAT'S THE ASK FROM THE BOARD? IS THIS JUST FOR INFORMATION?

>> THIS IS JUST FOR INFORMATION.

>> PERFECT. THANK YOU. NOW, I'LL OPEN IT UP FOR QUESTIONS.

SECRETARY GUARDIAN.

>> JUST TO CLARIFY. WHEN WE GO BACK TO THE DISTRIBUTION OF FUNDS AND THE FUNDING.

IF A TEACHER LEAVES, FOR WHATEVER REASON IN THE MIDDLE OF THE YEAR, THE MONEY STAYS WITH THE POSITION.

OR IF SHE CHANGES?

>> THERE WAS SOME ELIGIBILITY REQUIREMENTS THAT YOU SAW IN SOME OF YOUR EARLIER SIDE.

THE TEACHER HAS TO BE ON THE CAMPUS IN THE POSITION DURING THE TIME OF THE WINTER CLASS ROSTER.

THAT COMES UP LATER IN THE WINTER, ALMOST SPRING.

THEY HAVE TO BE THERE THEN.

THEY ALSO HAVE TO BE TEACHING IN THE DISTRICT FOR AT LEAST 50% OF THE TIME.

THEY CAN BE 50% ALL YEAR, OR THEY COULD BE 100% HALF THE YEAR.

BUT THEY HAVE TO BE AT LEAST THAT.

THAT'S THE BARE MINIMUM.

THERE ARE SOME ELIGIBLE REQUIREMENTS THAT WAY.

>> THANK YOU. DO YOU HAVE ANYTHING FURTHER? COMMENTS OR QUESTIONS ON THIS SIDE? ON THE LEFT? COMMENTS OR QUESTIONS? PERFECT.

>> NO ONE ELSE HAS QUESTIONS.

>> I KNOW IT TALKS ABOUT COLLABORATION AND HELPING EACH OTHER OUT.

BUT IT SEEMS LIKE THIS IS A VERY COMPETITIVE ENVIRONMENT THAT WE WILL BE CREATING.

WHAT'S GOING TO KEEP IT FROM CREATING SOME HOSTILITY WITHIN OUR [INAUDIBLE]?

>> THERE'S A COUPLE OF WAYS TO APPROACH THAT.

WHEN PEOPLE USUALLY ARE CONCERNED ABOUT THAT IT'S BECAUSE WE'RE STARTING OFF SLOW, AND LIKE OUR K3 TEACHERS ARE ELIGIBLE FOR A DESIGNATION THIS COMING YEAR, BUT ONLY A COUPLE OF OUR HIGH SCHOOL TEACHERS.

THAT'S GENERALLY WHERE THAT COMES INTO PLAY, WHERE YOU'RE HAVING SOME OF THAT DIVISIVENESS OVER THE PROGRAM.

THE WAY TO AVOID THAT IS TO HAVE A PLAN.

YOU JUST HAVE A PLAN.

IT'S LIKE THIS YEAR, WE'RE GOING TO DESIGNATE THESE THIS GROUP OF TEACHERS, THESE POSITIONS.

NEXT YEAR, WE'RE GOING TO GET THESE ON THE SCHEDULE.

NEXT YEAR, WE'LL GET THESE ON THE SCHEDULE.

YOUR TIME IS COMING.

IT JUST MAY NOT BE THIS PARTICULAR YEAR.

AS FAR AS COMPETITIVENESS OR DIVISIVENESS AMONG DESIGNATED TEACHERS. I'VE NEVER SEEN THAT.

THAT'S NEVER BEEN AN ISSUE.

THEY'RE VERY SUPPORTIVE OF ONE ANOTHER.

THEY HELP EACH OTHER.

THEY WORK TOGETHER.

THAT'S TYPICALLY WHAT I SEE HAPPENING.

JUST WANT TO MAKE SURE THAT YOU'RE PREPARED TO ANSWER QUESTIONS FOR THOSE PEOPLE THAT ARE NOT BEING [INAUDIBLE] IMMEDIATELY AND JUST MAKE SURE THAT THEY UNDERSTAND THAT THEIR TIME IS COMING AND WHENEVER YOU DO THAT AND YOU'RE GOOD AT COMMUNICATING THAT,

[00:50:02]

I'VE NOT SEE ANY ISSUES WITH.

>> THANK YOU. ANYTHING FURTHER?

>> MY NEXT QUESTION IS GOING TO GO INTO THE FUNDING ASPECT OF IT.

THAT HOW ARE WE GOING TO SEPARATELY ALLOT THAT FROM OUR NORMAL PROFESSIONAL PAY FUND THAT WE HAVE? IS IT GOING TO BE A SEPARATE ALLOTMENT, OR IS IT GOING TO BE, THIS IS WHAT WE BUDGETED? THIS IS THE SALARY.

THIS IS THE PERCENT INCREASE THAT WE DID.

THEN OVER HERE, AND THIS SEPARATE BUCKET IS GOING TO GO TO OUR TEACHER ALLOTMENT PROGRAM, AND HERE'S ALL THIS MONEY THAT IS IN ADDITION TO WHAT WE GAVE OVER HERE.

>> MOST DISTRICTS PAY IT OUT AS A STIPEND.

>> A STIPEND.

>> BUT IT IS A SEPARATE ALLOTMENT OF MONEY THAT COMES FROM THIS FUND SPECIFICALLY FOR THIS PROGRAM, AND YOU'RE FUNDED BY THE AMOUNT OF MONIES THAT ARE ALLOCATED PER TEACHER PER DESIGNATION.

THE OTHER ASPECT OF IT, AND AS YOU SAW, MOST DISTRICTS ARE MOVING IN THIS DIRECTION AS YOU SAW THAT MAP.

THERE ARE VERY FEW, I THINK I ONLY SAW THREE IN THE REGION THAT HAVE NOT.

I THINK IT'S FOR FEAR BECAUSE I'VE BEEN IN ONE OF THOSE DISTRICTS OF THE COMPETITIVENESS THAT COULD RESULT.

HAVING LAUNCHED THE PROCESS IN A PRIOR DISTRICT, IT WAS ABSOLUTELY ESSENTIAL THAT YOU GOT THE TEACHER FEEDBACK THAT YOU HAVE THAT COMMITTEE, THAT IT'S DESIGNED BY TEACHERS FOR TEACHERS, AND THAT THERE IS A PHASE IN PLAN.

BECAUSE IN YEAR 1, IT'S NOT GOING TO BE FOR ALL BECAUSE THERE IS A LOT THAT YOU HAVE TO WORK THROUGH, BUT WITH THE INTENTION THAT ULTIMATELY, IT WILL BE ACROSS GRADE LEVELS AND CONTENT AREAS, BUT IT'S GOING TO BE ESSENTIAL TO GET THAT FEEDBACK FROM TEACHERS TO DEVELOP THE RUBRIC THAT YOU ARE GOING TO BE USING AND JUST AS INDICATED, REALLY STAYING AWAY FROM SOME OF THOSE GRAY AREAS THAT REALLY DO CAUSE THE COMPETITION, BUT IT'S SOMETHING THAT THE DISTRICT REALLY NEEDS TO CONSIDER AS THE DISTRICTS AROUND US, AND YOU'RE SEEING THE POST, THEY'RE CELEBRATING THOSE DESIGNATIONS AND TEACHERS GETTING HUGE CHECKS.

BUT WE'RE NOT HERE IN DEL VALLE ID WHEN WE HAVE TEACHERS WHO ARE WORKING VERY HARD TO ENSURE THAT THEIR STUDENTS ARE MAKING PROGRESS ON THE MEASUREMENTS THAT WE USE, A UNIVERSAL SCREENER OR THE STAR TEST.

I THINK THAT SOME, AND WE'VE HEARD SOME, HAVE COME TO THAT REALIZATION AND SAID I CAN TAKE MY SKILLS AND MY TALENTS TO AUSTIN, WHERE I WILL FOR SURE, JUST AS I DO HERE IN DEL VALLE, GET RESULTS, AND I CAN GET COMPENSATED FOR IT.

>> THIS IS WHY WE HAVE MADE THE DECISION TO EXPLORE THIS AND PURSUE THE APPLICATION, PRESENT THIS TO THE BOARD OF TRUSTEES, AND AS WE MAKE PROGRESS, CONTINUE TO KEEP THE BOARD APPRAISED BECAUSE THE BOARD DOES HAVE A ROLE IN IT.

THE BOARD DOES APPROVE THE SPENDING PLAN.

IT IS SOMETHING THAT YOU NEED TO BRING TO THE BOARD FOR APPROVAL.

THE BOARD WOULD LOOK AT THAT RUBRIC THAT IS GOING TO BE USED, HOW THOSE DOLLARS ARE GOING TO BE SPENT.

IT'S JUST IMPORTANT THAT EARLY ON IN THE PROCESS THAT WE BEGIN ENGAGING THE BOARD.

>> THANK YOU FOR THAT. VICE PRESIDENT LEDESMA WOODY.

>> THANK YOU. I GUESS MY MAIN CONCERN IS GOING TO BE I THINK THAT ALL OF OUR TEACHERS WORK VERY HARD ALL THE TIME.

MY CONCERN DOES GO BACK TO THAT COMPETITIVENESS.

WELL, IF IT'S NOT MY YEAR, WHY SHOULD I WORK HARD THIS YEAR? OR IF I'M NOT GOING TO EVEN BE SEEN FOR THE NEXT FIVE YEARS, WHAT'S THE INCENTIVE FOR ME TO STAY HERE OTHER THAN WE AS A BOARD AND A DISTRICT DO A VERY GOOD JOB OF TRYING TO INCREASE SALARIES EVERY YEAR.

I GUESS THAT WOULD BE MY CONCERN AND HOW DO WE AVOID THAT IS WHAT I'M GOING TO BE LOOKING AT BECAUSE I DON'T WANT FOLKS TO NOT WORK HARD BECAUSE THEY'RE NOT PART OF THIS PARTICULAR PROGRAM.

>> PART OF THE DESIGNATION PROCESS THAT YOU'LL BE GOING THROUGH THE APPLICATION YEAR, THESE OTHER DISTRICTS HAVE THAT TAKEN CARE OF.

BUT AS FAR AS DATA CAPTURE AND DESIGNATING NEW TEACHERS, THAT TAKES SOME TIME.

THEY CAN'T JUST WALK TO THE NEXT TO AUSTIN AND GET A DESIGNATION THAT YEAR. IT'S NOT GOING TO HAPPEN.

AS FAR AS THE TIME COMMITMENT FOR THEM, IT'S GOING TO BE ABOUT THE SAME.

LEAVING NOW IS NOT GOING TO BE A GOOD IDEA IF THEY WANT TO STAY IN DEL VALLE.

IF THEY DON'T WANT TO STAY IN DEL VALLE, I USED TO WORK IN HANES. I DIDN'T WANT TO STAY THERE.

[00:55:01]

[LAUGHTER] IT DOESN'T REALLY MATTER WHERE YOU ARE. YOU MAY NOT LIKE.

IF THEY DON'T WANT TO STAY, THEY'RE NOT GOING TO STAY.

THERE'S NO KEEPING THEM THAT WAY.

HOWEVER, THERE'S EVIDENCE THAT TIA HAS BEEN COLLECTING OVER THE YEARS SINCE THEY'VE STARTED THIS AND THE EVIDENCE DOES PROVE OUT THE RETENTION AND THE RECRUITMENT MODELS THAT YOU'RE GOING TO SEE INCREASED RECRUITMENT AND YOU'RE GOING TO SEE INCREASED RETENTION BECAUSE YOU HAVE TIA.

>> THANK YOU. I DO HAVE A QUESTION JUST IN GENERAL.

WAS DEL VALLE STARTING THIS PROCESS AT ONE POINT BEFORE? HAD WE EVER DONE THIS?

>> NO BECAUSE I'VE ASKED AND ASKED.

>> THANK YOU. TRUSTEE SIERRA.

>> THIS IS PROBABLY FOR DANICA, BUT RELATED TO THE QUESTION OF HOW DO WE BUILD THE COMMUNITY ENGAGEMENT AND BUY-IN.

HOW IS THAT COMMITTEE STRUCTURED? WHO'S GOING TO BE INVOLVED IN THAT AND WHEN DOES THAT GET ROLLING SO WE KNOW?

>> WE HAVE DEVELOPED THE SURVEY THAT HAS GONE OUT TO TEACHERS ALREADY FOR THEM TO EXPRESS INTEREST IN SERVING ON THE COMMITTEE.

WE'RE REVIEWING THOSE APPLICATIONS AND TEACHERS WILL BE NOTIFIED, I BELIEVE IT'S ABOUT MID MONTH, AND WE'RE HOPING TO KICK OFF THE COMMITTEE THE BEGINNING OF OCTOBER.

REALLY LOOKING AT ENGAGING TEACHERS AT ALL LEVELS.

AGAIN, LOOKING AT WHAT COMPONENTS WE HAVE IN PLACE, THE BIGGEST PART OF TIA THAT I LEARNED FROM ROLLING IT OUT IN A PREVIOUS DISTRICT IS THAT TEACHER BUY-IN AND THAT TEACHER VOICE IS EXTREMELY IMPORTANT.

WE MAY NOT HAVE ALL THE SYSTEMS IN PLACE TO INCLUDE ALL THE TEACHERS, BUT THEIR VOICE WILL BE IMPORTANT IN DEVELOPING THESE SYSTEMS THAT WILL EVENTUALLY BE USED TO ENSURE THAT ALL TEACHERS ARE ABLE TO PARTICIPATE IN TIA.

THAT ENGAGEMENT AND THAT CONSTANT BRINGING THEM TO THE TABLE AND MAKING SURE THAT THEY HAVE A VOICE AND ALLOWING THEM TO PARTICIPATE IN THE PROCESS OF DEVELOPING THESE SYSTEMS, I THINK WILL BE IMPORTANT TO ADDRESSING SOME OF THE CONCERNS THAT VICE PRESIDENT WOODY LEDESMA HAD AROUND, HOW DO WE ENSURE THAT OUR TEACHERS STAY HERE AND WANT TO CONTINUE THE WORK SO THAT WHEN IT'S THEIR TIME, THEY HAVE HAD A VOICE AND A PART IN BUILDING THAT SYSTEM AND THEY'RE INVESTED IN NOW BEING A PART OF THAT SYSTEM.

>> THANK YOU FOR THAT. IS THERE ANY OTHER COMMENTS OR QUESTIONS FROM THE BOARD? TRUSTEE FRANCO.

>> CAN I JUST FOLLOW UP REAL QUICK BEFORE YOU MOVE ON.

I JUST WANT TO LET YOU KNOW THAT WE WORK WITH A LOT OF DISTRICTS AND WE HAVE ALMOST 40 CLIENTS THIS YEAR ALONE.

I'LL TELL YOU RIGHT NOW THAT YOUR ADMINISTRATIVE STAFF THAT I'VE BEEN WORKING WITH SO FAR ARE ON THE BALL AND ON TOP OF THIS, VERY PROFESSIONAL AND DOING A GREAT JOB ALREADY, AND THEY'RE JUST GETTING STARTED.

I FEEL CONFIDENT THAT THERE'S GOING TO BE PLENTY OF GOOD STAKEHOLDER ENGAGEMENT.

>> THANK YOU FOR THAT. AGAIN, TRUSTEE FRANCO.

>> GOING BACK TO MS. MURILLO.

THE COMMITTEE, IS IT MADE UP JUST TEACHERS OR ARE THERE OTHER STAKEHOLDERS INVOLVED OR LEADERS? WHAT'S THE REST THAT MAKE OF THE COMMITTEE?

>> LEADERSHIP WILL HELP TO LEAD THOSE MEETINGS.

WE DO HAVE OUR TIA LEAD IS OUR EXECUTIVE DIRECTOR OF HUMAN RESOURCES, DR. DINORAH BORES.

SHE HAS TAKEN THE LEAD IN A LOT OF THE PREP WORK FOR TIA.

SHE WILL BE THE ONE INVOLVED IN SITTING IN ON THE WEBINARS AND GATHERING THE STRUCTURE OF OUR COMMITTEE MEETINGS AND PUSHING THAT INFORMATION OUT.

BUT WE WILL HAVE INVOLVEMENT FROM OTHER CENTRAL OFFICE ADMINISTRATORS.

WE'LL NEED PARTICIPATION FROM TEACHING AND LEARNING AS WE WORK THROUGH THE CALIBRATION SCHEDULE FOR THE WALK THROUGHS WITH THE PRINCIPALS, AS WE THINK ABOUT WHAT GROWTH MEASURES WE ALREADY HAVE IN PLACE IN THE DISTRICT THAT WILL BE WHERE TEACHING AND LEARNING CAN HELP SUPPORT.

WE'LL NEED SUPPORT FROM THE BUSINESS OFFICE AS WE THINK THROUGH THE SPENDING PLAN AND WHAT MAKES SENSE FOR OUR DISTRICT.

HUMAN RESOURCES AS WE THINK ABOUT CERTIFICATION AND HOW WE ADDRESS SOME OF THOSE ISSUES.

BESIDES THE TEACHER, THERE WILL BE INVOLVEMENT FROM CENTRAL ADMIN TO HELP SUPPORT THOSE PIECES OF THE PROGRAM AND OUR PARTICULAR PLAN AS WE START TO DEVELOP IT.

>> IN ADDITION TO THAT BECAUSE NOT ALL TEACHERS ARE GOING TO BE PART OF THAT COMMITTEE, BUT IN ADDITION TO THAT AS WE MAKE PROGRESS INTO THIS PROCESS, THERE WILL BE INFORMATIONAL SESSIONS THAT WILL BE AVAILABLE FOR TEACHERS TO BE ABLE TO COME AND LEARN MORE AND TO BE ABLE TO ASK QUESTIONS.

>> THANK YOU FOR THAT. TRUSTEE WRIGHT-HAYWOOD.

>> JUST FOR CLARIFICATION, EVEN WITH THE DISTRICT GOING FORWARD WITH THIS PROGRAM, NOT ALL CAMPUSES ARE ELIGIBLE AND IS THAT DEPICTED? REASON WHY I'M ASKING IS ON THE CRITICAL DECISIONS, IT SAYS, WHO CAN EARN AND IT SAYS ELIGIBLE CAMPUSES AND ELIGIBLE TEACHING ASSIGNMENTS.

[01:00:02]

WOULD SOME OF OUR CAMPUSES NOT BE ELIGIBLE FOR THIS PROGRAM AND HOW IS THAT DEPICTED IN YEAR 2 FOR CAPTURE DATA?

>> I'M LIKE ALL OF OUR CAMPUSES ARE ELIGIBLE.

>> ALL CAMPUSES ARE ELIGIBLE.

WHAT YOU'RE BASICALLY READING THERE IS BASED ON WHAT YOU DECIDE TO MAKE ELIGIBLE.

JDAEP CAMPUSES, IS THAT RIGHT? DAEP. THOSE CAMPUSES TYPICALLY DON'T GET DESIGNATED BY DISTRICTS.

THERE'S NO REASON THAT WE COULDN'T.

THEY'RE JUST A LITTLE MORE DIFFICULT TO WORK WITH. BUT THAT'S IT.

OTHER THAN THAT, I HAVEN'T SEEN PEOPLE NOT MAKING THEIR CAMPUSES ELIGIBLE.

UNLESS THEY'RE JUST STARTING OFF SMALL LIKE ROUND ROCK, FOR EXAMPLE, STARTED OFF WITH SOME VERY TARGETED CAMPUSES BASED ON STUDENT NEED.

THAT'S HOW THEY STARTED, BUT THEY'VE EXPANDED TO I THINK ALL THEIR CAMPUSES. THAT'S YOUR CHOICE.

>> THEN I JUST WANTED TO KNOW THAT AS A BOARD CAN WE GET THE INFORMATION ARE WE TARGETING CERTAIN CAMPUSES AND THIS IS GOING TO BE A ROLL OUT FOR ALL OF OUR CAMPUSES AND A TIMELINE.

I KNOW THE FIVE YEARS OR ASPECT OR WHATEVER, BUT OUTSIDE OF THAT, ARE WE HAVING DISTINCT CAMPUSES THAT WE'RE TARGETING INITIALLY AND WE'RE GOING TO GO FORWARD WITH THAT.

>> ABSOLUTELY. AS WE START TO DEVELOP OUR PLAN, WE WILL MAKE SURE THAT WE GIVE UPDATES AND REPORTS TO THE BOARD AS WE GO THROUGH THE PROCESS AND BEFORE OUR APPLICATION IS SUBMITTED.

>> THANK YOU. BOARD, IS THERE ANYTHING FURTHER? ANYTHING ON THIS SIDE? THANK YOU VERY MUCH FOR A INFORMATIVE PRESENTATION. WE APPRECIATE THAT.

>> YOU HAVE A GOOD EVENING.

>> YOU AS WELL. THANK YOU. NEXT UP, WE HAVE THE '25-26 TRAVIS COUNTY 4-H ADJUNCT FACULTY AGREEMENT

[IV.E. 2025-2026 Travis County 4-H Adjunct Faculty Agreement & Extracurricular Resolution Dr. Katrina Bailey, Chief of Learning and Leadership ]

AND EXTRACURRICULAR RESOLUTION.

WE HAVE DR. KATRINA BAILEY, PLEASE.

>> I THINK THIS IS STILL ON. GOOD AFTERNOON.

GOOD EVENING, PRESIDENT WEGNER, TRUSTEES, SUPERINTENDENT DR. GUTIERREZ.

TONIGHT, WHAT I BRING BEFORE YOU FOR INFORMATION ONLY IS A PROPOSED RESOLUTION FOR US TO BE ABLE TO ENTER INTO AN AGREEMENT TO BE ABLE TO BRING 4-H AS AN EXTRACURRICULAR OPPORTUNITY FOR OUR STUDENTS.

TEXAS ADMINISTRATIVE CODE ALLOWS US TO HAVE AGREEMENTS LIKE THIS FOR US TO BRING IN EXTERNAL ORGANIZATIONS TO BE ABLE TO PROVIDE GREATER OPPORTUNITIES FOR OUR STUDENTS.

THE RECOMMENDATION BEFORE YOU IS THAT WE ADOPT A RESOLUTION FOR 4-H TO BE ABLE TO PROVIDE EXTRACURRICULAR OPPORTUNITIES FOR OUR STUDENTS WHO ARE INTERESTED IN THAT PARTICULAR FIELD OF OPPORTUNITIES, STUDY EXTRACURRICULAR ACTIVITIES.

WHAT IT WOULD DO IS ALLOW STUDENTS WHO ARE PARTICIPATING IN THOSE ACTIVITY AS THEY COME UP DURING THE SCHOOL YEAR TO BE ABLE TO RECEIVE EXCUSE ABSENCES SO THAT THEY CAN PARTICIPATE IN THOSE PROGRAMS JUST LIKE OTHER STUDENTS PARTICIPATE IN, WHETHER IT BE BAND OR OTHER UIL EVENTS, IT ALLOWS THE STUDENTS TO BE ABLE TO DO THAT.

>> THANK YOU FOR THAT.

>> I'LL TAKE ANY QUESTIONS.

>> I'M LOOKING FOR THE ACTUAL RESOLUTION BECAUSE IT'S NOT IN MY DOCUMENTS, BUT I'M LOOKING TO SEE IF IT'S ON BOARD BOOK.

>> I DON'T THINK THAT IT'S IN THERE RIGHT NOW, BUT WE WILL GET YOU A COPY OF IT.

>> PERFECT. THANK YOU. BOARD, ARE THERE COMMENTS OR QUESTIONS IN REFERENCE TO THIS 4-H RESOLUTION? THERE ARE NO COMMENTS OR QUESTIONS, BUT IF WE CAN GET THAT BEFORE THE NEXT MEETING WHEN WE'VE ACTUALLY DONE THAT, THAT WOULD BE GREAT. THANK YOU, MA'AM.

>> THANK YOU.

>> THEN YOU'RE UP NEXT FOR THE '24-25 STATE ACCOUNTABILITY RATINGS. THANK YOU MA'AM.

[IV.F. 2024 and 2025 State Accountability Ratings Dr. Katrina Bailey, Chief of Learning and Leadership ]

>> MY FAVORITE SUBJECT TO TALK ABOUT.

STATE ACCOUNTABILITY OR JUST STUDENT PERFORMANCE IN GENERAL.

I THINK YOU'LL PROBABLY KNOW THAT ALREADY. GOOD EVENING.

THIS INFORMATION IS COMING PROBABLY JUST AS A REPEAT FOR MOST OF YOU BECAUSE YOU'VE SEEN OUR ACADEMIC RATINGS FOR 2025, BUT WE ARE REQUIRED TO PRESENT THEM PUBLICLY IN A PUBLIC FORUM.

THAT'S WHAT WE'RE DOING HERE TONIGHT.

MOVING FORWARD, YOU ALL KNOW THAT EVERY YEAR THE TEXAS EDUCATION AGENCY RATES OUR CAMPUSES AND ALSO RATES OUR DISTRICT ON ACADEMIC PERFORMANCE AND STUDENT ACHIEVEMENT, SCHOOL PROGRESS, AND ALSO IN CLOSING THE GAPS.

WE HAVE RECEIVED THAT INFORMATION BACK.

WE HAVE SHARED THAT INFORMATION PUBLICLY.

WE'VE ALSO SHARED THAT INFORMATION WITH YOU ALL.

JUST AS A RECAP, YOU CAN SEE THAT A LOT OF OUR CAMPUSES MADE ACADEMIC GROWTH, WE'RE REALLY PROUD OF THAT.

WE ALSO RECOGNIZE THAT THERE'S STILL A LOT OF WORK FOR US TO DO.

ONE OF THE THINGS THAT WE DO WANT TO HIGHLIGHT AS A DISTRICT, WE SEE OUR DISTRICT TRENDING UP IN THE 2024 SCHOOL YEAR.

AS YOU ALL ARE PROBABLY AWARE, THAT INFORMATION WAS WITHHELD IN LITIGATION FOR THE CAMPUS ACCOUNTABILITY RATINGS UNTIL THE '24 AND '25 SCORES WERE RELEASED TOGETHER.

[01:05:02]

WE DID RECEIVE A D RATING IN THE 2024 SCHOOL YEAR.

WE SAW AN INCREASE OF TWO POINTS IN THE 2025 SCHOOL YEAR AND WE'RE HOPEFUL THAT WE'RE GOING TO CONTINUE TO SEE THAT NUMBER RAISE.

WE'RE HOPING FOR A B OR BETTER.

WE'RE GOING TO CONTINUE TO WORK TOWARDS THAT.

WE SEE DOUBLE DIGIT IMPROVEMENTS OR INCREASES AT SEVERAL OF OUR CAMPUSES, IN PARTICULAR, I WANT TO HIGHLIGHT THE ACADEMIC RATING OF AN A AT HILLCREST ELEMENTARY WITH 23 POINT JUMP.

ALSO AT CREEDMOORE ELEMENTARY, AN 18 POINT JUMP FOR THAT CAMPUS AND ALSO DEL VALLE ELEMENTARY SCHOOL WITH DOUBLE DIGIT GAIN OF 16 POINTS AT THOSE PARTICULAR CAMPUSES.

WHILE WE RECOGNIZE THAT THERE IS MUCH WORK FOR US TO DO, WE ALSO WANT TO CELEBRATE THAT PROGRESS, BUT ALSO RECOGNIZE THAT WE HAVE SOME CAMPUSES THAT DID NOT MEET THE EXPECTED GROWTH FOR US, AND SO WE'RE GOING TO CONTINUE TO WORK WITH THOSE CAMPUSES.

TONIGHT, RATHER THAN FOCUS JUST ON WHAT OUR RATINGS SAY, I ALSO WANT TO PRESENT TO YOU, WHAT ARE WE DOING ABOUT IT? BUT BEFORE I GET THERE, I DO WANT TO RECOGNIZE THESE PARTICULAR CAMPUSES, AND I'M SAD THAT THEY'RE NOT HERE TONIGHT, BUT HOPEFULLY WE'LL BE ABLE TO BRING THEM BACK AT SOME POINT FOR THEM TO BE ABLE TO SEE THE RECOGNITION THAT THEY DESERVE.

AS YOU ALL MAY OR MAY NOT BE AWARE, IN ADDITION TO THE ACCOUNTABILITY RATINGS, CAMPUSES RECEIVED DISTINCTION DESIGNATIONS, AND THAT'S BASED ON THEIR ACADEMIC PERFORMANCE.

WHAT IT DOES IS IT COMPARES EACH OF THESE INDIVIDUAL CAMPUSES ACROSS PERFORMANCE GROUPS.

SMITH ELEMENTARY IS COMPARED TO 40 CAMPUSES THAT THE STATE DECIDES ARE IN THEIR CAMPUS COMPARISON GROUP.

IT LOOKS AT DEMOGRAPHICS, IT LOOKS AT SIZE, IT LOOKS AT SIMILARLY SITUATED CAMPUSES IN ORDER TO OFFER THESE DESIGNATIONS.

THE REASON I WANT TO HIGHLIGHT THESE PARTICULAR CAMPUSES IS BECAUSE IT'S REALLY COMPETITIVE TO BE ABLE TO RECEIVE A DISTINCTION DESIGNATION AND DEFINITELY WANT TO HIGHLIGHT SMITH ELEMENTARY THIS EVENING BECAUSE THEY RECEIVE FIVE OUT OF THE SIX ELIGIBLE DESIGNATIONS.

[APPLAUSE] IN ADDITION, WANT TO DEFINITELY CELEBRATE NEWTON COLLINS, HILLCREST ELEMENTARY, HORNSBY, AND ALSO GILBERT ELEMENTARY FOR THE PROGRESS THAT THEY MADE THIS PAST SCHOOL YEARS.

IN ADDITION TO BEING ABLE TO INCREASE THEIR ACADEMIC RATINGS, THEY ALSO RECEIVED DESIGNATIONS, WHICH IS REALLY IMPRESSIVE BECAUSE AGAIN, IT'S A REALLY COMPETITIVE PROCESS, AND IT'S REALLY HARD TO DO.

DEFINITELY WANT TO CELEBRATE THOSE CAMPUSES IN THEIR ACADEMIC PERFORMANCE, AND WE'LL CONTINUE TO WORK. WHAT NOW WHAT? I OFTEN TELL OUR CAMPUS PRINCIPALS, SO WHAT NOW WHAT? WE KNOW WHAT OUR ACADEMIC DATA SAYS.

WE UTILIZE THAT TO CONTINUE TO PUSH FORWARD.

WHAT I WANTED TO SHARE WITH YOU TONIGHT IS HOW ARE WE CONTINUING TO PUSH FORWARD.

WHEN YOU LOOK AT OUR DATA, WHAT WE KNOW IS THAT WE HAVE A LOT OF WORK TO DO.

WE'VE RESTRUCTURED SUPPORT FROM THE TEACHING AND LEARNING TEAM.

OUR TEAM IS ON CAMPUSES PRETTY MUCH EVERY SINGLE WEEK.

AT LEAST 3-4 DAYS A WEEK, OUR TEAM IS ON CAMPUSES SUPPORTING TEAMS WORKING THROUGH PROFESSIONAL LEARNING COMMUNITY.

THAT'S WHERE OUR TEACHER TEAMS COME TOGETHER TO PLAN INSTRUCTION, TO WORK ON CREATING ASSESSMENTS, LOOKING AT ACADEMIC DATA.

WE ADDED ACADEMIC DEANS TO ALL OF THE MIDDLE SCHOOL CAMPUSES, AS YOU ALL ARE AWARE LOOKING AT OUR DATA [INAUDIBLE] STRUGGLING.

WE HAVE TO PROVIDE TURNAROUND PLANS FOR AT LEAST TWO OF OUR MIDDLE SCHOOLS, SO WE KNOW THAT THAT WAS A GREATER INVESTMENT THAT WE DEFINITELY NEED TO MAKE AT OUR MIDDLE SCHOOL CAMPUSES BECAUSE THEY'RE STRUGGLING AS MOST MIDDLE SCHOOLS ARE STRUGGLING, NOT JUST IN DEL VALLE, BUT ACROSS THE STATE.

WE WANT TO MAKE SURE THAT WE'RE PAYING PARTICULAR ATTENTION TO THOSE CAMPUSES.

ALL OF OUR CAMPUSES ALSO HAVE INSTRUCTIONAL COACHES.

THOSE INDIVIDUALS ARE SUPPORTED AT EVERY CAMPUS, AND THEY'RE ALSO SUPPORTED BY THE TEACHING AND LEARNING TEAM.

WE KNOW THAT STRONG COACHES CAN SUPPORT CAMPUS LEADERSHIP TEAMS AND THEY ALSO CAN SUPPORT TEACHERS AT THE CLASSROOM LEVEL.

OFTENTIMES THAT I TALK ABOUT AND HAVING SPENT TIME AS AN INSTRUCTIONAL COACH AND ALSO AS AN ACADEMIC TEAM, ONE OF THE THINGS THAT I KNOW IS THAT THERE'S A BUFFER BETWEEN THE CLASSROOM AND ALSO CAMPUS LEADERSHIP.

THOSE INDIVIDUALS BECOME WHO CAMPUS TEACHERS GET TO GO TO TO BE ABLE TO HAVE ADDITIONAL LAYER OF SUPPORT BECAUSE THEY'RE ALWAYS GOING TO SEE THEIR CAMPUS LEADERS AS SUPERVISORY.

WE NEED TO MAKE SURE THAT WE HAVE SOMEONE THAT LIAISON, THAT IS BRIDGING THAT GAP.

THAT'S WHY WE HAVE THOSE INVESTMENTS THERE.

ALL OF OUR TEACHERS ARE GETTING WEEKLY COACHING, HOPEFULLY, THAT'S HAPPENING ON A REGULAR BASIS, SO WE'RE STILL INSPECTING WHAT WE EXPECT.

THAT THERE'S ALSO CLASSROOM WALK THROUGHS FOR CONTINUOUS FEEDBACK THAT OUR TEACHERS ARE REGULARLY [INAUDIBLE] AND WE KNOW THAT OUR TEACHERS WANT THAT FEEDBACK AS WELL, TOO, BECAUSE THEY WANT TO KNOW THAT THEY'RE DOING WHAT'S NEEDED AND WHAT'S NECESSARY FOR STUDENTS.

IN ADDITION TO THAT, AS YOU ALL ALSO ARE AWARE, WE BROUGHT IN NEW MATH CURRICULUM THIS YEAR, WE'VE ROLLED THAT OUT.

TEACHERS HAVE RECEIVED PROFESSIONAL DEVELOPMENT AND WE'RE GOING TO CONTINUE TO GROW AND STRENGTHEN CORE INSTRUCTION THROUGH THE IMPLEMENTATION OF HIGH QUALITY INSTRUCTION MATERIALS, NOT JUST IN MATH, BUT ACROSS MOST OF OUR SUBJECT AREAS, WE'VE IMPLEMENTED NEW CURRICULUM, BUT WE HAD A PARTICULAR FOCUS ON MATH BECAUSE OF WHERE OUR SCHOOLS [INAUDIBLE] IN PREVIOUS YEARS.

LEADERSHIP DEVELOPMENT AND COACHING, THERE IS NO STRONG SCHOOL PERFORMANCE WITHOUT A STRONG CAMPUS PRINCIPAL.

[01:10:02]

WE RECOGNIZE THAT NOT JUST THE CAMPUS PRINCIPAL, BUT ALSO OUR ASSISTANT PRINCIPALS HAVE TO BE ABLE TO LEAD THIS WORK ALONGSIDE THE CAMPUS TEAM.

WE'RE DEFINITELY DEDICATED TO THAT LEADERSHIP DEVELOPMENT AND COACHING.

WE'RE ON CAMPUSES AGAIN EVERY SINGLE WEEK, WORKING WITH OUR CAMPUS LEADERS AND MAKING SURE THAT THEY HAVE WHAT THEY NEED TO BE [INAUDIBLE].

DATA-DRIVEN INSTRUCTION AND PROFESSIONAL DEVELOPMENT IN REAL TIME.

WE WANT TO KNOW WHAT DOES OUR DATA SAY AND HOW WE MAKE REAL TIME TO BE ABLE TO SUPPORT CAMPUSES.

THEN AGAIN, WE HAVE CLEAR BOARD GOALS AND AN INTENTIONAL FOCUS ON STUDENT OUTCOMES, WHICH WE'LL BE BRINGING BACK TO YOU AND DISCUSSING THIS PROGRESS OVER THE COURSE OF THE SCHOOL YEAR, AGAIN, IN REAL TIME, AS WE'RE SEEING IT HAPPEN.

NOT WAITING UNTIL NOW TO LET YOU KNOW HOW OUR CAMPUSES ARE DOING AND WHERE PERFORMANCE IS GOING.

>> INSTRUCTIONAL PARTIES.

THESE WERE SHARED WITH OUR TEACHERS DURING PROFESSIONAL DEVELOPMENT OVER THESE WE SHARED WITH OUR CAMPUS LEADERS.

THIS IS WHAT'S DRIVING US THIS SCHOOL YEAR.

WE'RE LOOKING AGAIN AT THE HIGH-QUALITY INSTRUCTIONAL MATERIALS, WE WANT TO MAKE SURE THAT OUR STUDENTS HAVE ACCESS TO ON-GRADE-LEVEL INSTRUCTION, AND THAT STARTS WITH HIGH-QUALITY INSTRUCTIONAL MATERIALS.

WE WANT TO MAKE SURE THAT WE'RE PROMOTING STUDENT DISCOURSE AND SO THAT STUDENTS ARE ENGAGED IN THE LEARNING PROCESS.

THE LAST THING THAT EVEN STUDENTS WANT IS TO BE IN A CLASSROOM AND JUST HEARING A TEACHER TALK.

WE HAVE TO BALANCE THE TEACHER TALK WITH ALSO STUDENT ENGAGEMENT IN THE LEARNING PROCESS AS WELL, BECAUSE WHEN STUDENTS CAN EXPLAIN WHAT IT IS IN THEY'RE LEARNING, THEN WE KNOW THAT WE'RE GOING TO SEE ACADEMIC PERFORMANCE IMPROVED.

WRITING IS THE HIGHEST FORM OF LITERACY.

IF STUDENTS CAN SPEAK ABOUT IT, IF THEY CAN READ ABOUT IT, THEN THEY SHOULD BE ABLE TO WRITE ABOUT IT.

WE WANT TO MAKE SURE THAT WE BRING STUDENTS ALONG THAT.

THAT'S ONE OF THE KEY PIECES TO ALSO NOT THE STATE ACCOUNTABILITY SYSTEM, BUT TO THE STAR ASSESSMENT; HIS WRITING IS A COMPONENT OF THAT.

IF YOU LOOK AT THE CHANGES THAT ARE PROPOSED, WRITING IS COMING BACK ACROSS ALL GRADE LEVELS IN THE NEW SYSTEM IF IT GETS APPROVED.

THEN, IN ADDITION TO THAT, WE WANT TO MAKE SURE THAT WE'RE HAVING ONGOING CHECKS FOR UNDERSTANDING.

AGAIN, NOT JUST WAITING TO THE END OF ASSESSMENT TO FIND OUT THE STUDENTS DIDN'T DO WELL, HOW ARE THE ONGOING CHECKS FOR UNDERSTANDING HAPPENING IN REAL TIME IN THE CLASSROOM THAT TEACHERS ARE HAVING THE MONITORING PIECES IN THE CLASSROOM THAT THEY'RE RECEIVING THEIR REAL TIME FEEDBACK AND NOT HAVING STUDENTS OPT OUT, NOT HAVING STUDENTS NOT RECEIVE FEEDBACK ON HOW THEY ARE PROCESSING OR HOW THEY'RE MASTERING THE CURRICULUM OF THE LEARNING.

THESE ARE THE FOCUSES THAT WE'VE HAD OVER THE COURSE OF THIS SCHOOL YEAR.

IN THE ADDITION, US AS A DISTRICT, OUR PRIORITIES, STRONG LEADERSHIP AND PLANNING.

I'LL GO BACK TO STRONG SCHOOLS, NEED STRONG LEADERS. TIER 1 INSTRUCTIONS.

WE WANT TO MAKE SURE STUDENTS HAVE ACCESS TO GRAND LEVEL DESTRUCTION, MULTI-TIERED SYSTEMS OF SUPPORT THAT WE ARE INTERVENING IN REAL TIME, AND THAT WE'RE GETTING DATA TO SUPPORT HOW WE ARE SUPPORTING OUR STUDENTS.

STUDENTS HAVE TO BE IN SCHOOL IF WE WANT THEM TO LEARN, SO ATTENDANCE IS GOING TO CONTINUE TO BE A PRIORITY.

WE HAVE TO ENGAGE FAMILIES IN THE PROCESS, WHICH IS WHY WE'VE REBRANDED BACK-TO-SCHOOL NIGHT AS PARENT ORIENTATION NIGHT SO THAT THEY ARE PARTNERS IN THE WORK.

IN ADDITION TO THAT, SCHOOL SAFETY IS ALWAYS GOING TO BE AT THE FOREFRONT OF WHAT WE DO.

THEN LASTLY, WE DO THIS SERIES WITH PRINCIPALS WHEN WE BRING THEM IN EVERY SINGLE MONTH, CALL NAME AND CLAIM IT, AND EXPLAIN IT.

WHAT THAT IS IS AS WE SEE BEST PRACTICES HAPPENING ON CAMPUSES, WE DON'T WANT IT TO STAY ON THAT CAMPUS.

WE ARE A DISTRICT PROFESSIONAL LEARNING COMMUNITY.

WHEN WE SEE THINGS, WE WANT TO BE ABLE TO SHARE THEM ACROSS CAMPUSES SO THAT THEY CAN BE REPLICATED.

WE HIGHLIGHTED A FEW CAMPUSES LAST MONTH, HILLCREST ELEMENTARY, FOR THEIR ENVIRONMENTAL EXPECTATIONS.

TEACHERS ARE REALLY CLEAR ON WHAT THE ADMINISTRATORS EXPECT TO SEE WHEN THEY WALK INTO THE CLASSROOMS. WHEN WE GO TO CAMPUS, WE CAN SEE THEIR ENVIRONMENT, A CHECKLIST, AND WHETHER OR NOT WE'RE ACTUALLY SEEING THOSE THINGS THAT THEY'RE SEEING THAT THEY EXPECT TO SEE. DAILY MIDDLE SCHOOL.

THIS IS A LEADERSHIP PLANNING MEETING.

WE GOT SOME FEEDBACK ON SOME THINGS THAT WERE HAPPENING IN PARTICULAR, TO LUNCH.

WE HAD TO REGROUP AS A TEAM.

THE CAMPUS ADMINISTRATIVE TEAM ACCEPTED THE COACHING AND THE FEEDBACK.

THEY REGROUP, SO IT'S NOT US LEADING THE WORK.

OUR CAMPUS LEADERS HAVE TO BE ABLE TO LEAD.

THAT'S THEM REGROUPING AND HUDDLING AS A LEADERSHIP TEAM AND THEN LAYING OUT ADDITIONAL EXPECTATIONS.

AGAIN, CONTINUE TO FINE-TUNE AND ADJUST A DEL VALLE MIDDLE SCHOOL.

YOU CAN SEE THAT'S THEIR CAMPUS ADMINISTRATIVE TEAM.

I HAPPEN TO BE ON THAT PARTICULAR CAMPUS.

SEVERAL OF US HAVE BEEN ON THIS CAMPUS AND SEEN THESE CAMPUS LEADERS CALIBRATING ON WHAT THEY ACTUALLY SAW IN THE CLASSROOM.

IT WASN'T JUST BECAUSE I WAS THERE, THEY WERE ALREADY PLANNING THIS WALK, AND THEY WERE ALREADY PLANNING TO CALIBRATE WITH WHAT THEY WERE SEEING IN THE CLASSROOM, AND THEN ALSO DOING ON-THE-SPOT COACHING.

THIS IS WHAT WE EXPECT TO SEE AND WHEN WE SEE IT.

WE WANT TO MAKE SURE THAT WE HIGHLIGHTED BECAUSE THERE'S SO MUCH TO DO, BUT THEN THERE'S ALSO A LOT FOR US TO CELEBRATE IN THE PROCESSES OF [INAUDIBLE].

THEN AGAIN, JUST MORE HIGHLIGHTS, AGAIN, I TELL THE PRINCIPALS, THE BEST LAID PLANS DON'T MATTER IF YOU DON'T KEEP THEM UP.

WE SEE THE POSTERS ON THE WALL.

BUT IF YOU'RE NOT ACTUALLY LIVING IT IN REAL TIME, IT'S NOT GOING TO MAKE A DIFFERENCE OR A CHANGE.

AGAIN, WE TELL THE PRINCIPALS, YOU HAVE THE SYSTEM, YOU'VE MADE THE POSTER.

NOW, HOW DO YOU CONTINUE THE MOMENTUM? THAT'S WHAT WE'RE HERE TO DO IS TO HOLD THEM ACCOUNTABLE,

[01:15:02]

PUSH THEM ALONG THE WAY, AND CONTINUE THE FOR MOMENTUM THAT WE HAVE.

THAT'S ALL I HAVE FOR YOU ALL THIS EVENING.

THANK YOU, AND I'M OPEN TO ANY QUESTIONS THAT YOU ALL.

>> THANK YOU. I'D LIKE TO MAKE A COMMENT.

DO YOU MIND GOING BACK TO THE GRAPH OF THE GRADES?

>> YES, MA'AM.

>> THANK YOU. THERE IT GOES.

PERFECT. THAT WHAT I LOOKED AT WAS OVERALL, THE ONES THAT WENT UP WENT UP 103 POINTS, THOSE THAT WENT DOWN.

ONLY WENT DOWN 21 POINTS, WHICH IS A LOT, BUT NOT AS MUCH.

WHEN YOU CONSIDER OVERALL, OUR SCORE WENT UP 82 POINTS IN A YEAR WHERE WE DIDN'T HAVE A SUPERINTENDENT IN PLACE AND THINGS WERE CRAZY.

THANK YOU VERY MUCH FOR THE PROGRESS THAT WE WERE ABLE TO MAKE BECAUSE THAT'S A REFLECTION OF ALL, BUT IT'S ALSO A REFLECTION OF OUR TEACHERS AND STAFF WHO WERE DOING THE WORK THAT THEY WERE CONTINUING AND STILL STRIVING TO MOVE FORWARD.

THANK YOU FOR THAT. ARE THERE COMMENTS OR QUESTIONS? VICE PRESIDENT LEDESMA [INAUDIBLE].

>> THANK YOU FOR ALL OF THIS, AND THANK YOU FOR THE STAFF FOR YOUR CONTINUOUS HARD WORK.

CAN WE GET THOSE ADDITIONAL SLIDES THAT ARE NOT IN OUR WORKBOOK, PLEASE?

>> YES, MA'AM.

>> THANK YOU [INAUDIBLE].

>> SECRETARY GUARDIAN.

>> I JUST HAVE A COMMENT, AND IT'S ON THE MATH CURRICULUM.

ONE THING I REALLY APPRECIATE IT THAT MY SECOND GREAT GRANDDAUGHTER CAME HOME WITH ACTUALLY ONE PAGE ON AN EXPLANATION ON HOW TO WORK PROBLEMS BECAUSE OTHERWISE WE NEVER WOULD HAVE FIGURED IT OUT.

>> IT'S HARD. I TELL THE TEAM THIS I USED TO GO A SESSION WITH MATH WITHOUT TAR.

BECAUSE IT'S DIFFERENT THAN THE WAY WE ALL LEARNED IT, AND IT'S IMPORTANT FOR PARENTS TO BE AND SUPPORT THAT.

WE THAT IN THE MIDDLE SCHOOL MEETINGS THAT WE HAD LAST YEAR IS THAT I HAVE NO IDEA WHAT THIS NEW MATH IS THAT ALL ARE DOING, AND I DON'T KNOW HOW TO HELP MY CHILD AT HOME.

IT'S REALLY IMPORTANT THAT WE MAKE SURE THAT WE HAVE THOSE SUPPORTS FOR PARENTS COMING HOME THIS SCHOOL YEAR.

>> I'M GLAD THAT IT'S ACTUALLY MAKING IT HOME BECAUSE THAT'S THE OTHER PIECE.

THAT'S, PLANS DON'T MATTER IF THEY DON'T.

>> THE LITTLE ONES USUALLY DO BRING STUFF HOME, BUT IT WAS INTERESTING [LAUGHTER] TO LOOK AT ALL THAT.

>> TRUSTEE CIA.

>> JUST ANOTHER CELEBRATION.

I THINK THE WAY THAT YOU'RE LOOKING AT SO MANY ASPECTS OF THE CAMPUS EXPERIENCE, I'M JUST WITH LOUD THAT FROM EVERYTHING FROM DISCIPLINE, TO THE MATERIALS, TO THE WALK-THROUGHS, TO THE LEADERSHIP.

THANK YOU FOR KEEPING YOUR EYE ON ALL OF THOSE BALLS.

I KNOW THAT'S HARD, AND IT TAKES EVERYBODY ON THE TEAM TO DO THAT. GRATEFUL FOR YOUR WORK.

>> THANK YOU. YOU'RE WELCOME. YOU HAVE AN AMAZING TEAM.

>> DR. G.

>> I JUST ALSO WANT TO GIVE CREDIT TO OUR BOARD OF TRUSTEES BECAUSE THE BOARD HAS BEEN VERY SUPPORTIVE THROUGHOUT, AND THE BOARD'S WILLINGNESS TO PARTNER WITH LONE STAR GOVERNANCE TO ENSURE THAT WE ARE LASER-FOCUSED ON STUDENT ACHIEVEMENT.

BUT OVER THE PAST YEAR, IT WAS A YEAR AGO THIS MONTH THAT I WAS NAMED SUPERINTENDENT.

THERE HAVE BEEN A LOT OF CHANGES THAT HAVE BEEN MADE, AND SOME BOLD MOVES THAT HAVE HAD TO BE MADE.

IF IT WEREN'T FOR SOME OF THOSE BOLD MOVES, WE HONESTLY WOULDN'T HAVE SEEN SOME OF THESE RESULTS.

I'VE HAD SUPERINTENDENTS REACH OUT AND ASK, "WHAT DID YOU DO? HOW DID YOU DO IT?" BECAUSE THEY DIDN'T SEE THE GAINS THAT WE DID.

I'VE TOLD THE STORY SEVERAL TIMES.

PEOPLE ON MY TEAM HAVE HEARD IT.

I WENT THROUGH A LIST OF THINGS THAT WE DID, BUT I SAID THE MOST IMPORTANT PART OF IT ALL WAS THE BOARD SUPPORT BECAUSE OFTENTIMES, THERE CAN BE MANY OBSTACLES, AND AS I'VE ALSO DESCRIBED, ME COMING TO THE DISTRICT WITH THE NEEDS THAT WE'VE HAD JUST HONESTLY WAS A SHOCK TO THE SYSTEM.

BUT IT WAS A NEEDED SHOCK, WHICH I BELIEVE AFTER SEEING WHAT I SAW IN MANY CLASSROOMS AROUND THE DISTRICT, BUT ONE, IT WAS THE BOARD'S SUPPORT AND WILLINGNESS TO ADOPT THE CHANGES.

BUT THE OTHER WAS THE TEACHERS WHO HAD A REALLY STRONG DESIRE TO LEARN.

THEY'VE BEEN YEARNING FOR SUPPORT IN MULTIPLE AREAS, AND IT SEEMS LIKE ANYTHING THAT WE BRING TO TEACHERS, THEY JUST TAKE IT AND RUN WITH IT.

IT HAS BEEN TRULY REMARKABLE TO SEE WHEN OFTENTIMES YOU MEET A LOT OF RESISTANCE WHEN YOU'RE ADOPTING NEW CURRICULUM, I SAW A LOT OF EXCITEMENT BEFORE THE SCHOOL YEAR STARTED WITH TEACHERS TEARING UP BOXES LIKE IT WAS CHRISTMAS TO GET ACCESS TO THE MATH CURRICULUM.

YOU USUALLY DON'T SEE THAT, BUT I THINK IT REALLY SPOKE VOLUMES TO ME.

I WANT TO THANK THE BOARD AND THANK OUR TEACHERS BECAUSE OUR TEACHERS ARE

[01:20:02]

THE ONES IN THE TRENCHES MAKING IT HAPPEN FOR THE SUPPORT OVER THE PAST YEAR.

WE WILL, A YEAR FROM NOW, BE HAVING MANY CELEBRATIONS BEYOND WHAT WE ARE CELEBRATING RIGHT NOW.

>> THANK YOU. ANYTHING FURTHER, BOARD? TRUSTEE, RIGHT, HEYWOOD?

>> I WOULD JUST LIKE TO PROMOTE JUST THE POSITIVE FEEDBACK INFORMATION FOR OUR STUDENTS TO OUR PARENTS BECAUSE THAT MAKES A BIG DEAL, AND IT SOUNDS LIKE SOMETHING REALLY SMALL, BUT I'VE HEARD A PARENT EVEN IN THIS PAST WEEK STATE, I LITERALLY GOT A CALL FROM MY STUDENT'S TEACHER AND WAS LIKE, IT WAS POSITIVE.

IT WAS NOT A NEGATIVE CALL.

IT WAS SOMETHING THAT HERE STUDENTS DOING GRADE.

WE HAD THIS ASSIGNMENT, AND I WAS SO SURPRISED BY THE JUMP IN WHICH THEY DID VERSUS A PREVIOUS ASSIGNMENT.

I HAD TWO OF MY KIDS' TEACHERS CALL ME LAST WELL, ONE WROTE ME ON PARENTS SQUARE, AND THE OTHER ONE CALLED ME.

THAT STARTS CONVERSATIONS BECAUSE THEN I WAS ABLE TO GO TO MY KIDS WHEN I PICKED THEM UP, I WAS LIKE, "I GOT A CALL FROM YOUR TEACHER." MY DAUGHTER IS LOOKING AT ME LIKE, "OKAY. IT WAS GREAT." THAT STARTED CONVERSATION. WE TOOK THAT HOME, AND THEN THEIR SIBLINGS HEARD, AND NOW THEY'RE ASKING ME, "WELL, DID YOU GET A CALL FROM MY TEACHER TODAY?" "NO, BUT YOU'RE OBVIOUSLY DOING WELL; I DIDN'T GET ANYTHING NEGATIVE." BUT IT'S ALWAYS GOOD TO HEAR THOSE THINGS FOR THE PARENT BECAUSE THEN THE PARENT CAN GET INVOLVED AND THEY FEEL LIKE THEY CAN BETTER SO PROMOTE AND WE CAN ENCOURAGE OUR KIDS ON A DAY TO DAY BASIS BECAUSE WE SEND THEM TO THE TEACHERS NOT REALLY KNOWING FULLY WHAT'S GOING ON IN THE CLASSROOM UNLESS IT'S SOMETHING NEGATIVE OR SOMETHING WE NEED TO CORRECT AT HOME.

I JUST WANT TO SAY THAT THAT WAS AWESOME, AND THE COMMUNITY IS SEEING THAT, AND IT'S A BIG CHANGE FROM LAST SCHOOL YEAR FOR SURE.

>> THAT IS GREAT NEWS. THAT'S REALLY COOL.

THANK YOU FOR SHARING THAT. BOARD, ANY OTHER COMMENTS OR QUESTIONS? HEARING NONE, WE WILL BE MOVING ON TO ITEM G,

[IV.G. Air Filter Replacement Service Agreement Mark Willoughby, Chief Operations Officer ]

THE AIR FILTER REPLACEMENT SERVICE AGREEMENT, MR. MARK WILLOUGHBY.

[OVERLAPPING] I'M GOING TO INTERRUPT ONE SECOND.

WILL YOU TURN THAT MICROPHONE BUTTON ON THE RIGHT? THANK YOU.

>> PRESIDENT WEGNER, LADIES AND GENTLEMEN OF THE BOARD, DR. GUTIEZ, THANK YOU FOR THE OPPORTUNITY.

DEL VALLE ISD ISSUED A REQUEST FOR PROPOSALS FOR DISTRICT HVAC AIR FILTER REPLACEMENT SERVICES.

SERVICES WILL INCLUDE THE PURCHASE, DELIVERY, AND INSTALLATION OF NEW HVAC FILTERS, AND DISPOSAL OF OLD FILTERS RELATED TO ALL HVAC EQUIPMENT PER EACH CAMPUS SITE LISTED.

DEL VALLE ISD IS SEEKING PROPOSALS FROM ESTABLISHED VENDORS THAT ARE COMPETENT, KNOWLEDGEABLE, AND POSSESS AT LEAST FIVE YEARS OF EXPERIENCE IN THE REPLACEMENT OF THE HVAC FILTERS.

THE SELECTED CONTRACTOR WORKING ON BEHALF OF DEL VALLE ISD, OPERATING UNDER A LUMP SUM TOTAL OF THE CONTRACT, IS TO FURNISH ALL SUPERVISION, LABOR, MATERIALS, EQUIPMENT, AND ALL OTHER SERVICES NECESSARY TO PERFORM THE REQUIREMENTS OUTLINED IN THE SCOPE OF WORK.

THE SUBMITTALS WILL BE EVALUATED BASED UPON, BUT NOT LIMITED TO THE FOLLOWING CRITERIA.

QUALIFICATIONS AND EXPERTISE, DESIGN AND MATERIALS, AND COST.

THE RFP OPENED ON AUGUST 8 AND WILL CLOSE ON SEPTEMBER 5, AND THE SELECTED CONTRACTOR WILL BE SELECTED, AND AT THAT TIME, A RECOMMENDATION WILL BE MADE TO THE BOARD OF TRUSTEES FOR APPROVAL.

>> THANK YOU. QUICK QUESTION IS GOING TO BE, IS THIS A REPLACEMENT OF AN EXISTING WE HAVE AN EXISTING PROVIDER?

>> THE EXISTING CONTRACT HAS EXPIRED, AND THAT CONTRACTOR IS AWARE OF THAT, AND WE ARE OUT FOR PROPOSAL FOR THIS.

WE HAVE TIME TO HIRE THE NEW CONTRACTOR BEFORE WE HAVE TO REPLACE THE NEXT CYCLE.

>> THANK YOU FOR THAT. BOARD, ANY COMMENTS OR QUESTIONS? VICE PRESIDENT LADS MALIN.

>> THE BOARD HAD ALREADY APPROVED FUNDING TO GO TO THAT PARTICULAR CONTRACT OR VENDOR OR WHATNOT, DEPENDING ON WHAT OR WHO WE CHOOSE, THAT FUNDING IS ALREADY ALLOCATED, OR IS THIS GOING TO BE AN ADDITIONAL TO WHAT WE'VE ALREADY PREVIOUSLY BUDGETED?

>> NO, MA'AM. WE ANTICIPATE THAT THE NEW AGREEMENT SERVICE WILL BE LESS THAN WHAT WAS PROJECTED FOR THIS COMING SCHOOL.

>> THANK YOU.

>> TRUSTEE BURTON.

>> HOW OFTEN ARE THESE HVAC FILTERS REPLACED? IS IT TWICE A YEAR? IS THIS A CONTRACT JUST FOR ONE SERVICE, OR IS IT FOR MULTIPLE SERVICES WITHIN A YEAR?

>> THANK YOU FOR THAT QUESTION. MUCH LIKE OUR HOMES, OUR AIR FILTER REPLACEMENT CYCLE IS EVERY QUARTER.

FOUR TIMES A YEAR. WE WILL GET A QUARTERLY PRICE FOR THE HVAC FILTERS AS WELL AS A ANNUAL TOTAL.

>> THANK YOU, BOARD. ARE THERE ANY OTHER COMMENTS OR QUESTIONS? HEARING NONE, WE WILL MOVE ON.

>> THANK YOU.

>> THANK YOU FOR THE PRESENTATION.

[01:25:01]

MOVE ON TO H TEACHER DEVICE REFRESH PLAN.

[IV.H. Teacher Device Refresh Plan Steve Gonzalez, Chief Technology Officer ]

MR. STEVE GONZALEZ.

>> GOOD EVENING, PRESIDENT WEGNER, DR. GUTIERREZ, BOARD OF TRUSTEES.

THANK YOU ALL FOR HAVING ME THIS EVENING.

WE'RE HERE TO BRING TO YOU AN INFORMATION ITEM REGARDING A TEACHER DEVICE REFRESH PLAN.

CURRENTLY, JUST WANT TO SHOW YOU THE STATE OF WHERE WE ARE.

CURRENTLY, WHERE WE ARE, WE HAVE SOMETHING THAT LOOKS LIKE THIS, THESE ITEMS HERE, [LAUGHTER], AND THIS.

THOSE ARE ACTUALLY PULLED FROM OUR NEW ASSET SYSTEM.

THESE ARE ALL THE DEVICES THAT ARE IN HANDS RIGHT NOW OF OUR TEACHERS.

WHAT WE FOUND IS THAT IF A DEVICE WAS BROKEN, IT WASN'T REPAIRED; IT WAS JUST REPLACED WITH WHATEVER DEVICE WAS NEXT AVAILABLE.

LOOKING FORWARD AND MOVING FORWARD, WE'RE LOOKING FORWARD TO AND BEING EXCITED TO INTRODUCE THIS AS OUR NEW TEACHER DEVICE.

IT'S ONE DEVICE, ONE PLAN, STANDARDIZING THE CLASSROOM, AND THAT DEVICE IS AN APPLE MACBOOK AIR M4 WITH THREE YEARS OF APPLECARE SUPPORT COMING AT NO COST.

THE BACKGROUND AND PROBLEM STATEMENT HERE, HOW WE GOT HERE.

MANY OF OUR EXISTING DEVICES HAVE REACHED END OF LIFE, AND NOT ONLY THAT, BUT THEY'RE ALSO END OF WARRANTY AS WELL.

ANYTIME WE HAVE TO REPAIR THOSE, THOSE ALL COME AT A COST.

THEY HAVE SIGNIFICANT PERFORMANCE ISSUES, INCREASED MAINTENANCE COSTS, AND SECURITY RISKS, OR SOME OF THE GROWING CONCERNS.

AT THE CURRENT STATE, ALL DEVICES ALSO NEED TO BE UPDATED TO WINDOWS 11 TO MAKE SURE WE'RE UNDER A COMPLIANCE, AND I RAN A REPORT THAT WITHIN THE PAST 60 DAYS, THERE HAVE BEEN 96 IT SUPPORT TICKETS FOR THESE SPECIFIC TEACHER DEVICES.

THAT'S 96 OPPORTUNITIES WHERE STUDENTS AREN'T LEARNING AND TEACHERS AREN'T TEACHING.

WE WANT TO BE ABLE TO BE BETTER AND GIVE THEM A DEVICE THAT'S RELIABLE AND THEY CAN COUNT ON.

OUR TEACHERS NEED RELIABLE TOOLS TO EFFECTIVELY USE DIGITAL CURRICULUM AND INSTRUCTIONAL PLATFORMS. THROUGH THIS PROCESS, WE'VE GAINED TEACHER FEEDBACK BETWEEN MAY, SUMMER SCHOOL, BACK TO SCHOOL, CONSTANTLY CONSISTENTLY HIGHLIGHTING THIS NEED WITH THE PRIORITIES BEING AROUND OPERATING SYSTEM AND BATTERY LIFE.

OF THAT, WE RECEIVED OVER 400 DIFFERENT FEEDBACK FROM OUR TEACHERS DURING THOSE THREE OR FOUR SESSIONS THERE.

WE'RE EXCITED TO BE ABLE TO PROVIDE THE DEVICE THAT OUR TEACHERS HAVE [INAUDIBLE].

WE ALSO COLLABORATED WITH THREE VENDORS AND CONDUCTED DEMONSTRATIONS OF 12 DIFFERENT DEVICES SPANNING BETWEEN DELL WINDOWS DEVICES, LENOVO DEVICES, APPLE DEVICES, AND CHROMEBOOK PLUS DEVICES.

PROPOSED TEACHER DEVICE PLAN. [OVERLAPPING]

>> I'M SORRY. CAN YOU REPEAT WHAT YOU JUST SAID? YOU DID IT REALLY QUICK.

>> SURE.

>> WHICH PAGE ARE WE ON?

>> YES, MA'AM. THE BACKGROUND AND PROBLEM STATEMENT THERE.

WE COLLABORATED WITH THREE VENDORS, AND WE CONDUCTED DEMONSTRATIONS OF 12 DEVICES.

THOSE DEVICES CONSISTED OF WINDOWS DEVICES, MAC DEVICES, AND CHROME DEVICES AS WELL.

>> WHAT THIS LOOKS LIKE, IT LOOKS LIKE THE PURCHASE OF 1,000 APPLE MACBOOK AIR M4S WITH THREE YEARS OF APPLE CARE, AT AGAIN NO COSTS, MEANING THAT IF DEVICE BREAKS THAT WE CAN SEND IT OFF TO APPLE, THEY'LL SEND IT BACK TO US WITH IT BEING REPAIRED.

THE WHY IS TO ENSURE ALL EDUCATORS HAVE ACCESS TO UPDATED TECHNOLOGY.

THEN WHAT'S INCLUDED AS WELL, THROUGHOUT THE TEACHER PROCESS, WE FOUND THAT THERE WAS A NEED TO HAVE AN ADDITIONAL SCREEN AT THE TEACHER DESK, AND SO WE'VE ACTUALLY ADDED IN A TEACHER MONITOR WITH A HUB THAT HAS A USBC PASS THROUGH FOR POWER SO THEY CAN PLUG UP THEIR MACBOOK TO THEIR TEACHER STATION AND THAT WAY THEY HAVE THEIR LAPTOP, AND THEN THEY HAVE AN ADDITIONAL MONITOR AS THEIR SECOND SCREEN.

IF THEY'RE WANTING TO TAKE THEIR LAPTOP TO MEETINGS, PLCS, THINGS OF THAT SORT, THEY CAN UNPLUG AND TAKE IT WITH THEM, OR IF THEY'RE TEACHING IN ANOTHER CLASS THAT DAY, THEY CAN GO TO THE NEXT CLASS, PLUG IN AND IT'S THEIR CLASSROOM AND THEY'RE SET UP ALL OVER.

AGAIN, OUR GOAL WITH THIS IS TO ESTABLISH THE STANDARDIZED CLASSROOM, MEANING THAT THE TEACHERS HAVE THE SIMILAR DEVICE WITH A SECONDARY MONITOR WITH THE INTERACTIVE PANEL, AND THAT IS THE STANDARD DEVICE FOR THAT AREA.

WE WENT DOWN THE LEASING AGREEMENT PATH BECAUSE THIS IS SOMETHING WE NEED TO ADDRESS NOW.

THIS IS AN EXPENSE THAT COMES AT OVER $1 MILLION AND WE WANTED TO BREAK THAT EXPENSE DOWN.

AGAIN, WHAT THAT LOOKS LIKE IS 1,000 TEACHER DEVICES OVER A FOUR-YEAR PROCESS, APPROXIMATELY JUST OVER THAT MILLION DOLLARS THERE.

THE BENEFITS, AGAIN, ARE CREATING THIS PREDICTABLE ANNUAL BUDGET, SO WE KNOW WHAT TO BUDGET FOR EVERY YEAR.

IT AVOIDS A LARGE SCALE ONE-TIME CAPITAL EXPENSE AND IT ALLOWS REGULAR TECHNOLOGY REFRESH EVERY FOUR YEARS, SO WE HAVE A PLAN 4-5 YEARS DOWN THE FUTURE OF WHAT DEVICES ARE COMING BACK.

[01:30:01]

WITH THIS PLAN CURRENTLY WITH THE APPLE FINANCIAL SERVICES, WE HAVE A GUARANTEED BUYBACK OF THE DEVICES AT THE END OF THIS CYCLE FOR $225,000.

WHAT THAT LOOKS LIKE ON THE LEFT HERE, SO THE TOTAL COST FOR THE APPLE DEVICES IS AGAIN, JUST OVER $1 MILLION.

WE CURRENTLY HAVE THE OPPORTUNITY TO SELL BACK SOME OF OUR CURRENT MACBOOKS TO THEM FOR THE AMOUNT OF 125,000.

THEY'RE GOING TO GIVE US A CREDIT TO THAT, MAKING OUR FIRST PAYMENT, WHICH WOULD BE DUE THIS YEAR FOR 125,000 WITH SUBSEQUENT PAYMENTS BEING AT ABOUT THE 250 RANGE.

THAT'S ALL GOING TO BE ALLOCATED FROM THE TECHNOLOGY BUDGET AS WE PRIORITIZE THIS PURCHASE FOR THE TEACHERS.

THE TOTAL COST BREAKDOWN, AGAIN, JUST OVER $1 MILLION MINUS 125,000 THAT WE'RE GOING TO GET BACK FOR THE MACS WE'LL SELL BACK TO THEM WITH A FOUR YEAR BUYBACK GUARANTEE OF 225,000.

AT THE END OF THAT TIME PERIOD THERE, WE'RE LOOKING AT A TOTAL COST OF ABOUT $654,000.

AGAIN, BENEFITS TO OUR DISTRICT, IT ENHANCES INSTRUCTION, ENABLES TEACHERS TO UTILIZE DYNAMIC DIGITAL RULES AND CURRICULUM.

WHAT THAT MEANS IS THAT TEACHERS WILL BE ABLE TO WORK THEIR GRADE BOOK, TAKE GRADES, RUN THE LESSON, HAVE AS MANY TABS OPEN AS THEY NEED TO, TO PERFORM THEIR DUTIES DURING THAT TIME PERIOD SO THAT THAT WAY THEIR DEVICE IS GOING TO RUN EFFICIENTLY SO THEY CAN CONTINUE TO TEACH AND STUDENTS CAN CONTINUE TO LEARN.

AGAIN, THAT'S BOOSTING EFFICIENCY, REDUCING TIME SPENT ON TECHNICAL ISSUES, ALLOWING MORE FOCUS FOR STUDENTS.

WE'VE PARTNERED WITH APPLE AND THEIR PROFESSIONAL DEVELOPMENT TEAM AND HAVE A PLAN TO BE ABLE TO PROVIDE PD TO TEACHERS WHEN THIS POTENTIALLY LANDS IN THEIR HANDS.

AGAIN, IT PROMOTES EQUITY.

IT REALLY CREATES THAT STANDARDIZED CLASSROOM, LIKE I MENTIONED EARLIER.

IT STRENGTHENS SECURITY.

HAVING THOSE NEWER DEVICES, THEY'RE MORE MODERN, MORE SECURE, PROTECTING DISTRICT DATA, AND THEN IMPROVES ASSET MANAGEMENT.

WE INTRODUCED A NEW STAFF DEVICE CHECKOUT FORM IN AN AUTOMATED PROCESS, THAT WAY WE CAN CHECK OUT DEVICES TO ASSET MANAGEMENT SYSTEM AND WE KNOW WHO HAS WHAT DEVICE.

IN ADDITION TO, THEY'LL BE MANAGED USING OUR MOBILE DEVICE MANAGEMENT SYSTEM SO WE CAN ACTUALLY LOCATE WHERE THOSE DEVICES ARE OVER THE LAST LOCATION WHERE THEY ARE TO THAT.

WE'LL BRING FORWARD THE FORMAL ACTION ITEM AT THE SEPTEMBER 16TH MEETING, AND THEN THIS ACTION ITEM FOR APPROVAL WILL BE FOR THE LEASING AGREEMENT FOR APPLE FINANCIAL SERVICES IN ADDITION TO PURCHASING THE DELL MONITORS.

I'D BE HAPPY TO ANSWER ANY QUESTIONS YOU MAY HAVE. THANK YOU.

>> THANK YOU FOR THE PRESENTATION.

BOARD, ANY COMMENTS OR QUESTIONS? VICE PRESIDENT LEDESMA WOODY.

>> MY FIRST QUESTION IS, I'M AN ANDROID USER.

THOSE OF US THAT ARE ANDROID USERS, WILL THERE BE TRAINING BECAUSE THERE IS A LEARNING CURVE TO CHANGING THE DIFFERENT DEVICES? WILL YOU ALL BE DOING THAT?

>> YES, MA'AM. ABSOLUTELY. THAT'S SOMETHING THAT WE WILL PARTNER WITH APPLE.

WE'VE MET WITH THEM A FEW TIMES WITH THE AREA THAT REALLY FOCUSES ON PROFESSIONAL DEVELOPMENT, AND THEY'RE GOING TO BE OFFERING THOSE.

>> PERFECT. THEN MY NEXT QUESTION IS, YOU BROKE DOWN THE PAYMENT PART OF IT, BUT ON HAND, WILL WE GET THOSE THOUSAND ON HAND THE FIRST YEAR OR THOSE BROKEN UP INTO TIME FRAMES AS WELL?

>> YES, MA'AM. WONDERFUL QUESTION. THANK YOU AGAIN.

WE'LL ACTUALLY GET ALL THOUSAND THE FIRST YEAR.

>> PERFECT. THANK YOU.

>> TRUSTEE BURTON.

>> I'M NOT A DINOSAUR, BUT MY DAUGHTER HAD A APPLE MACBOOK FOR COLLEGE, AND WHEN I TOUCHED IT, I DIDN'T KNOW WHAT WAS GOING ON.

I KNOW YOU SAID THERE WILL BE A PD THAT THEY ARE ACTUALLY IN HAND THAT THEY CAN TAKE TO THE PD SO THEY CAN WORK THROUGH IT AS A TRANSITION FROM DELL TO MACBOOKS.

>> YES, SIR. THANK YOU AGAIN FOR THAT FEEDBACK.

WE ABSOLUTELY WILL PRIORITIZE THE UTILIZATION OF IT.

WE DON'T WANT TO MAKE THIS INVESTMENT.

ONE OF THE THINGS THAT I BRING TO THE TEAM IS THAT NO TECH WITHOUT TEACHING OR TECHNOLOGY WITHOUT PD, AND SO WE WANT TO MAKE SURE THAT THEY HAVE THE TOOLS THAT THEY CAN UTILIZE FOR. THANK YOU.

>> THANK YOU. TRUSTEE FRANCO?

>> YOU MAY HAVE MENTIONED THIS, BUT THIS IS FOR INFORMATION, SO WE'LL ON IT AT THE NEXT MEETING.

HOW LONG WILL IT TAKE TO RECEIVE THEM AND GET THEM DISTRIBUTED TO ALL OF OUR TEACHERS?

>> YES, SIR. ABSOLUTELY, GREAT QUESTION.

RIGHT NOW, THEY HAVE REALLY GREAT LEAD TIMES ON THESE DEVICES.

WE'RE IN TOUCH WITH THEM ON THAT.

WE WOULD HOPE WITH YOUR APPROVAL AT THE NEXT BOARD MEETING THAT WE CAN MOVE FORWARD WITH THE PURCHASE BY THE END OF SEPTEMBER, EARLY OCTOBER.

WE CAN ROLL THOSE OUT AT THE END OF OCTOBER.

>> GOOD QUESTION. VICE PRESIDENT LEDESMA WOODY.

>> MY LAST QUESTION IS, WITH ALL THE OTHER NON MACBOOK DEVICES, ARE WE DOING ANY TYPE OF REIMBURSEMENT OR REFURBISH OR GETTING ANY MONEY BACK FOR ANY OF THOSE?

>> YES, MA'AM. AGAIN, THANK YOU FOR THAT QUESTION.

SINCE THEY ARE OVER THE FIVE YEAR MARK AND THEY ARE OUT OF WARRANTY,

[01:35:01]

WE DON'T GET MONEY BACK ON THEM, BUT WE HAVE A PLAN TO BE ABLE TO REPURPOSE THOSE FOR THE DISTRICT.

WHAT WE CAN DO WITH THAT IS THAT WE CAN ACTUALLY REPURPOSE THEM TO PUT THEM IN TESTING CARTS.

WE CAN ADD ADDITIONAL TESTING DEVICES TO CAMPUS.

WE HAVE A WAY THAT WE CAN CHANGE A WINDOWS DEVICE BASICALLY INTO A CHROMEBOOK DEVICE SO STUDENTS CAN GET ON THERE AND DO THEIR TESTING, SO WE CAN FILL MORE CARTS AT THE DIFFERENT CAMPUSES. YES, MA'AM.

>> TRUSTEE, WRIGHT-HAYWOOD.

>> WITHIN THAT THOUSAND DEVICE PURCHASE, IS THERE'S ROOM FOR ALSO REPLACEMENT DEVICES? IF SOMETHING HAPPENS TO A DEVICE AND IT'S OUT FOR APPLECARE OR WHATEVER, IS THERE REPLACEMENT DEVICES WITHIN THAT?

>> YES, MA'AM. AGAIN, THANK YOU FOR THAT QUESTION.

WHAT THAT DOES IS THAT'S GOING TO GIVE US ABOUT A 50 DEVICE BUFFER SO THAT WE CAN ONBOARD NEW STAFF.

IF A NEW STAFF COMES ONBOARD, WE HAVE A DEVICE READY FOR THEM.

IF A STAFF MEMBER HAS A DEVICE THAT IS OUT FOR SERVICE, WE CAN ALSO PROVIDE THAT TO THEM AS WELL. THANK YOU.

>> ARE THESE DEVICES STRICTLY FOR OUR INSTRUCTIONAL TEACHING STAFF ONLY, OR IS THIS ALSO FOR OTHER STAFF?

>> YES, MA'AM. AGAIN, WE WANTED TO PRIORITIZE OUR TEACHERS FIRST.

THAT'S GOING TO CONSIST OF THE STAFF MEMBERS THAT HAVE THE MOST IMPACT IN THE CLASSROOM THAT WE'RE LOOKING AT.

WE'RE LOOKING AT TEACHERS, WE'RE LOOKING AT SPED SUPPORT, WE'RE LOOKING AT INTERVENTIONISTS, WE'RE LOOKING AT THE CDC TEACHERS AS WELL.

OFTENTIMES, THEY AREN'T INCLUDED IN THIS TYPE OF REFRESH.

WE WANTED TO ENSURE THAT THEY WERE INCLUDED AS WELL.

IT'S GOING TO BE THOSE THAT REALLY IMPACT TEACHING THAT WAY.

IN ADDITION TO, IT WOULD BE LIBRARIANS, AND I MENTIONED INSTRUCTIONAL COACHES, YES.

THAT'S WHO WE'RE PRIORITIZING.

>> THEN I HAVE ONE MORE QUESTION.

I HEARD YOU TOWARDS THE END, YOU SAID SOMETHING ABOUT DELL MONITOR, BUT THEN I DIDN'T HEAR WHAT YOU WERE SAYING, SOME OTHER PURCHASE YOU WERE ADDING THERE.

I DIDN'T CATCH THAT.

>> YES, MA'AM. WE WANT TO PACKAGE THIS TOGETHER SO THAT, THAT WAY, A LOT OF THE FEEDBACK THAT WE RECEIVED IS THAT IT'S REALLY IMPORTANT TO HAVE THAT SECOND MONITOR AT A TEACHER STATION.

IT WOULD COME WITH THE APPLE MACBOOK IN ADDITION TO THE DELL MONITOR THAT CAN BE ONE CHORD PLUG IN, AND IT'S GOING TO GIVE YOU THAT DUAL SCREEN SETUP AT ANY TEACHER STATION YOU WALK TO IN ANY OTHER THE CLASSROOMS AROUND THE DISTRICT.

>> IS THAT ALSO 1,000 DEVICE PURCHASE, OR IS THAT JUST SPECIFIC TO A CLASSROOM OR HOW IS THAT?

>> WE'RE GOING TO MATCH THE THOUSAND.

YES, MA'AM. ABSOLUTELY.

>> THANK YOU. TRUSTEE PANTOJA.

>> HOW ARE YOU PREPARING FOR HIGH SCHOOL TOO WITH THE CURRENT THOUSAND?

>> YES, SIR. WITHIN THAT RANGE, IT'S ALSO GOING TO ACCOMPANY THAT AS WELL, AND THAT WE WOULD LOOK TO BE ABLE TO EXPAND THAT TO HIGH SCHOOL TOO DOWN THE ROAD.

>> TRUSTEE SIERRA.

>> WILL WE BE ASKED TO APPROVE THE COST OF THE MONITORS AND HUBS THE NEXT MEETING, OR IS THAT GOING TO BE A SEPARATE ITEM AT SOME POINT?

>> YES, SIR. GREAT QUESTION. THAT'S GOING TO FALL ALL UNDER THIS APPROVAL ITEM HERE, SO WE CAN APPROVE IT ALL AT THE SAME TIME SO WE CAN REACH OUT TO THE PURCHASE AT THE SAME.

>> IS IT A SEPARATE COST THOUGH OR IS IT WITHIN THAT MILLION?

>> SURE THING. IT'S A SEPARATE COST THAT COMES AT ABOUT 200,000 FOR THOSE.

IT'D BE ABOUT 1.2 MILLION TOTAL.

>> THANK YOU.

>> ANYTHING FURTHER, BOARD? HEARING NONE, THANK YOU FOR THE PRESENTATION.

NEXT UP, WE HAVE OUR DISCUSSION ITEMS,

[V.A. Committee Updates by Board Trustees ]

COMMITTEE UPDATES BY BOARD TRUSTEES.

HAVE THERE BEEN ANY COMMITTEE MEETINGS IN AUGUST? THANK YOU. NEXT UP, DISCUSS AND CONSIDER DEL VALLE EDUCATION FOUNDATION MOU.

[V.B. Discuss and Consider Del Valle Education Foundation MOU ]

BOARD, AS WE DISCUSSED THIS IN THE SPRING, WE DON'T ACTUALLY HAVE A SIGNED MOU.

THE IMPLICATION IS IT WAS SIGNED LAST YEAR, BUT IN CHECKING WITH THEIR NEW PRESIDENT, THEY DON'T HAVE A COPY.

CHECKED WITH OUR STAFF.

WE DON'T HAVE A COPY.

CHECKED WITH PREVIOUS TRUSTEES, THEY DON'T HAVE A COPY.

THIS IS JUST A GOOD TIME FOR NEWBORN PRESIDENT, NEW PRESIDENT FOR THE FOUNDATION, AND THEN OUR NEW SUPERINTENDENT TO SIGN IT ONCE IT'S AGREED UPON BY ALL THE PARTIES, BECAUSE AT THIS POINT, NONE OF US WERE IN THE POSITIONS WE'RE IN NOW, A YEAR AGO WHEN THIS WAS SIGNED.

THEY WERE GOING TO COME TONIGHT, BUT THEY HAD A CONFLICT, SO THEY'LL BE AT THE NEXT MEETING.

IT'LL BE OSCAR.

OSCAR GONZALEZ IS THEIR BOARD PRESIDENT, AND THEN JOSH THOMPSON IS THEIR, JOSH THOMAS, NEWLY APPOINTED EXECUTIVE DIRECTOR,

[01:40:02]

AND THEY'LL BE HERE AT THE NEXT MEETING TO DO A PRESENTATION AND JUST INTRODUCTIONS.

FOR THIS, WE HAVE THE EXISTING MOU.

IT'S PART OF OUR PACKET.

I WANT TO BE ABLE TO PROVIDE IT, REVIEW IT, AND IF WE HAVE COMMENTS OR QUESTIONS, WE CAN DISCUSS IT NOW, DISCUSS IT AT THE NEXT MEETING, DISCUSS IT BETWEEN THE TWO, WHATEVER.

BUT I JUST WANTED TO BRING THIS UP BECAUSE IT HAS BEEN CONFIRMED BY BASICALLY ALL PARTIES THAT WE DON'T CURRENTLY HAVE A SIGNED MOU, EVEN THOUGH WE'RE ACTING IN BEST INTEREST BECAUSE IT WAS APPROVED LAST YEAR.

GO AHEAD AND OPEN IT UP FOR COMMENTS OR QUESTIONS.

VICE PRESIDENT LEDESMA WOODY.

>> ONE, HAS THEIR NEW PRESIDENT AND STAFF LOOKED AT IT AND MADE ANY RECOMMENDATIONS TO CHANGE ANY OF IT, OR IS IT JUST WE LIKE WHAT IT IS, KEEP IT AS? HAVE THEY MADE ANY COMMENTS TO THAT?

>> NOT AT THIS TIME. THAT'S WHAT I WANTED TO GET WITH Y'ALL BEFORE I'M LIKE, WE WANT TO CHANGE IT OR GIVE THEM THE OPPORTUNITY TO CHANGE IT.

BUT NO, THAT HASN'T HAPPENED YET.

THEIR NEW EXECUTIVE DIRECTOR IS RELATIVELY NEW AS WELL.

>> I PERSONALLY WOULD LIKE FOR THEM TO REVIEW IT AND SEE IF THERE'S ANYTHING THAT THEY WANT TO ADD OR CHANGE OR REMOVE, OR IT JUST DOESN'T MAKE SENSE ANYMORE, AND THEN US AS WELL ON OUR END.

>> CORRECT. TRUSTEE FRANCO?

>> HAS OUR BOARD ATTORNEY REVIEWED IT?

>> YES. THEY WERE HERE PREVIOUSLY AND REVIEWED IT WITH US.

>> WERE THERE ANY CHANGES MADE BY THE BOARD ATTORNEY OR IT'S THE SAME EXACT ONE AS LAST YEAR?

>> IT'S THE SAME ONE THAT WAS PRESENTED LAST YEAR.

WE HAVEN'T ADOPTED ANY CHANGES AT ALL. NO.

>> GOT YOU.

>> ANY COMMENTS OR QUESTIONS ON THIS SIDE? HEARING NONE, WE WILL MOVE ON TO OUR CONSENT AGENDA.

[VI. Consent Agenda]

FOR THE MEETING MINUTES, WE'VE GOT AUGUST 5TH, AUGUST 14TH, AND AUGUST THE 19TH.

ANY ITEMS NEED TO BE PULLED FROM THE CONSENT AGENDA? DO I HAVE A MOTION? TRUSTEE PANTOJA MAKES THE MOTION AS PRESENTED, SECONDED BY SECRETARY GUARDIAN. ALL OF THOSE IN FAVOR.

MOTION CARRIES 9-0. THEN NEXT UP, WE HAVE CLOSED SESSION.

[VII. Closed Session]

WE WILL BE GOING TO EXECUTIVE SESSION FOR TGC 551.071, CONSULTATION WITH LEGAL COUNSEL, INCLUDING LONE STAR GOVERNANCE PROCESSES, AND UPDATES ON PROPERTY VALUE DISPUTE.

DISCUSSION OF PERSONNELS 551.074, REVIEW AND APPROVE EMPLOYMENT, RESIGNATIONS AND TERMINATIONS OF PROFESSIONAL STAFF.

CONSIDER SUPERINTENDENT'S RECOMMENDATION REGARDING POSSIBLE HIRING OF ECHS ASSOCIATE PRINCIPAL.

CONSIDER SANCTIONS FOR ABANDONMENT OF CONTRACT.

DISCUSSION OF INTRUDER DETECTION AUDIT IS 551.076, AND THE TIME IS NOW 7:59. THANK YOU VERY MUCH.

>> THANK YOU VERY MUCH. THE BOARD ENDED ITS EXECUTIVE SESSION AT 9:13.

THE TIME IS NOW 9:15 TO BE BACK IN OPEN SESSION.

WE DO NOT HAVE ANY ACTION THIS EVENING FOR ITEMS A OR B,

[VIII. Approve Action Items Discussed in Closed Session]

SO MOVING ON TO ITEM C, DISCUSS, CONSIDER AND POSSIBLY ACT ON SUPERINTENDENT RECOMMENDATION REGARDING POSSIBLE HIRING OF ECHS ASSOCIATE PRINCIPAL.

>> [INAUDIBLE].

>> [BACKGROUND] THAT'S A. NO. IT'S D. THANK YOU.

A AND B, WE DO NOT HAVE ANY ACTION.

FOR C, DO I HAVE A MOTION, PLEASE?

>> I MOVE TO APPROVE DR.

TERRENCE EATON AS THE EARLY COLLEGE HIGH SCHOOL ASSOCIATE PRINCIPAL.

>> THANK YOU, SECRETARY GUARDIAN. MOTION IS MADE.

DO I HAVE A SECOND? TRUSTEE CHANTE WRIGHT-HAYWOOD.

ALL THOSE IN FAVOR BY SHOW OF HANDS.

MOTION CARRIES 9-0.

ITEM D, DISCUSS, CONSIDER, AND POSSIBLY ACT ON LONE STAR GOVERNANCE PROCESSES AND UPDATES. DO I HAVE A MOTION?

>> LET ME FIND IT. PRAYING I CAN GET THE WORDING RIGHT.

I MOVE TO APPROVE LONE STAR GOVERNANCE AS DISCUSSED IN CLOSED SESSION? NO. WHAT WAS IT?

>> WE DISCUSSED THE COMMITTEE.

DOES ANYBODY WANT TO MAKE A MOTION FOR THE COMMITTEE? THIS IS THE TIME.

>> THAT WOULD BE ME. SORRY.

>> GO AHEAD.

>> I'M ON THE WRONG PAGE. THANK YOU.

[LAUGHTER] I'D LIKE TO MAKE A MOTION TO CREATE A COMMITTEE FOR THE LONE STAR GOVERNANCE PROCESS, THAT MAY NOT TO EXCEED FOUR MEMBERS AND ANYONE INTERESTED TO SEND THEIR INTEREST TO OUR BOARD PRESIDENT.

[01:45:01]

>> THANK YOU. DO I HAVE A SECOND? TRUSTEE BURTON MAKES A SECOND.

ALL THOSE IN FAVOR BY A SHOW OF HANDS.

I BELIEVE THAT'S EVERYBODY.

GOT IT. MOTION CARRIES 9-0.

>> THANK YOU.

>> FOR NEW BUSINESS, FUTURE BOARD AGENDA ITEMS, IS THERE ANYTHING FROM THE BOARD? HEARING NOTHING FURTHER, I WOULD LIKE TO HAVE A MOTION TO ADJOURN AT 9:17 P:M. [INAUDIBLE] ALWAYS. MOTION MADE.

SECOND. TRUSTEE BURTON.

ALL THOSE IN FAVOR BY SHOW OF HANDS FOR GETTING OUT OF HERE AT 9:17? MOTION CARRIES 9-0.

THANK YOU VERY MUCH. GOODBYE.

* This transcript was compiled from uncorrected Closed Captioning.

V.A. Committee Updates by Board Trustees

V.B. Discuss and Consider Del Valle Education Foundation MOU

Sep 02, 2025 Board Meetings

V.A. Committee Updates by Board Trustees

V.B. Discuss and Consider Del Valle Education Foundation MOU

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