[00:00:02] GOOD EVENING. WELCOME AND THANK YOU FOR JOINING US AT THIS MEETING OF THE DEL VALLE ISD SCHOOL BOARD OF TRUSTEES. [Additional Item ] I'D LIKE TO RECOGNIZE DEL VALLE ISD MASTER TRUSTEE ELVIA GUADIAN, AS THIS MONTH MARKS 11 YEARS THAT SHE'S DEVOTED TO OUR COMMUNITY. THANK YOU FOR YOUR CONTINUED DEDICATION AND SUPPORT OF OUR DISTRICT. ADDITIONALLY, THIS MONTH ALSO MARKS THE FIRST ANNIVERSARY FOR TRUSTEE SAMUEL FRANCO AND TRUSTEE MELINDA CISNEROS. THAT IS A MILESTONE IN ITSELF, SO THANK YOU FOR CONTINUING TO SHOW UP. ADDITIONALLY, I'D LIKE TO RECOGNIZE OUR TWO VETERANS ON THE BOARD, ONE BEING MYSELF AND THEN THE OTHER ONE BEING TRUSTEE FRANCO. SO THANK YOU FOR THAT. [INAUDIBLE]. SO WITH ALL OF THAT, I AM PRESIDENT WEGNER, AND I'D LIKE TO CALL THIS MEETING TO [I. Call to Order] ORDER AT 6:16 P.M. ON OCTOBER THE 4TH, 2025. I'M SORRY. IT'S NOVEMBER. NOVEMBER THE 4TH, 2025. PLEASE LET THE RECORD SHOW THAT A QUORUM IS PRESENT, THAT NOTICE OF THIS MEETING WAS POSTED IN ACCORDANCE WITH THE TEXAS OPEN MEETINGS ACT. [III. Call for Public Hearing] FIRST UP, WE HAVE THE PUBLIC HEARING. SO I WOULD LIKE TO HAVE PUBLIC COMMENT ON THAT. AND I DON'T THINK ANYBODY ACTUALLY SIGNED UP TO SPEAK ON THAT. OKAY. THANK YOU. SO THEN OUR TARGETED IMPROVEMENT PLANS AND OUR TURNAROUND PLANS. SO OUR TIP AND OUR TAPS. AND THAT WOULD BE DOCTOR MARK CANTU AND THEN MISS VERONICA ALARCON. THANK YOU. GOOD EVENING, PRESIDENT WEGNER, DOCTOR GUTIERREZ AND MEMBERS OF THE BOARD AND PUBLIC. THIS EVENING I BRING TO YOU ALL, WITH DOCTOR ALARCON, OUR TARGETED IMPROVEMENT PLANS AND OUR TURNAROUND PLAN. SO I'LL READ FROM THE SLIDE HERE JUST TO SET THE PURPOSE OF THIS. THIS IS REALLY ABOUT WHAT WE'RE DOING TO ENSURE THAT ALL THE CAMPUSES THAT HAVE BEEN IDENTIFIED FOR SCHOOL IMPROVEMENT, AND WE'RE GOING TO GET INTO THE DETAILS OF WHAT THAT MEANS, ACTUALLY HAS A PLAN THAT WE'RE GOING TO SUBMIT TO TEA BY NOVEMBER THE 21ST. SO I WANT TO GIVE AN OVERVIEW TO THE TRUSTEES AND ALSO OUR PUBLIC ON WHAT THIS. SO THERE ARE ACTUALLY TWO SYSTEMS THAT WE FALL ACCOUNTABLE TO. ONE IS THE STATE SYSTEM AND ONE IS THE FEDERAL SYSTEM. AND WHILE IT ALL COMES FROM THE SAME DATA SET, WHICH IS STAR, THEY ARE SLIGHTLY DIFFERENT. AND WHEN WE TALK ABOUT THE PLANS TODAY, THEY ADDRESS BOTH THE STATE AND THE FEDERAL. AND WHEN WE TALK ABOUT EACH CAMPUS, YOU'LL SEE WHICH ONE IS RESPONDING TO WHICH OF THE SYSTEMS. THEY BOTH MEASURE STUDENT ACHIEVEMENT AND PROGRESS. AND OF COURSE, THEY ARE ULTIMATELY ABOUT IMPROVING STUDENT PERFORMANCE, AND IT'S ALSO TIED TO COLLEGE, CAREER AND MILITARY READINESS. SO ON THE STATE ACCOUNTABILITY SIDE, YOU ALL ARE VERY FAMILIAR WITH THIS. THIS IS HOW WE SET GOALS FROM OUR LONE STAR GOVERNANCE PROCESS. THERE ARE THREE BASIC DOMAINS. SO STUDENT ACHIEVEMENT, WHERE WE LOOK AT OVERALL STAR PERFORMANCE, OUR COLLEGE CAREER, MILITARY READINESS THAT IMPACTS OUR HIGH SCHOOL AND OUR DISTRICT, AND GRADUATION RATES THAT IMPACT OUR HIGH SCHOOL AND OUR DISTRICT. AND THEN WE ALSO HAVE SCHOOL PROGRESS, RIGHT? SO IF STUDENTS DON'T NECESSARILY HIT THOSE APPROACHES, MEETS AND MASTERS, THEY CAN SHOW PROGRESS. AND THAT ALSO HAS VALUE IN THE ACCOUNTABILITY SYSTEM. SO WE LOOK AT, DID STUDENTS GROW FROM YEAR TO YEAR? AND DID STUDENTS GROW COMPARED SCHOOL TO SCHOOL? WHEN WE LOOK AT SCHOOLS THAT LOOK SIMILAR TO THE SCHOOLS LIKE OURS. AND THEN FINALLY DOMAIN THREE IS ABOUT CLOSING THE GAP. THIS IS WHERE THE FEDERAL ACCOUNTABILITY SYSTEM COMES IN, ALL UNDER ONE ACCOUNTABILITY SYSTEM. BUT IT'S BROKEN UP TO ENSURE THAT WE HIT THAT FEDERAL ACCOUNTABILITY SYSTEM WITHIN OUR STATE SYSTEM. AND HERE THEY BREAK OUT THE PERFORMANCE BY SUBGROUPS. AND SO THEY'RE LOOKING AT RACE. THEY'RE LOOKING AT ETHNICITY OR ECONOMICALLY DISADVANTAGED STUDENTS, OUR ENGLISH LANGUAGE LEARNERS, AND OF COURSE OUR STUDENTS THAT ARE SERVED BY SPECIAL EDUCATION. ON THE FEDERAL LAND, WE GET THREE LABELS. THE CATEGORIES INCLUDE COMPREHENSIVE SUPPORT AND IMPROVEMENT. SO THAT IS OUR LOWEST PERFORMING CAMPUSES STATEWIDE. SO IF YOU WERE TO RANK ORDER ALL THE CAMPUSES ACROSS THE STATE, THEY TAKE THE LOWEST 5%. AND THAT IS THE CATEGORY THAT IS COMPREHENSIVE SCHOOL SUPPORT AND IMPROVEMENT. TARGETED SUPPORT AND IMPROVEMENT IS WHEN THEY LOOK AT THE INDIVIDUAL SUBGROUPS, RIGHT? WE JUST TALKED ABOUT THOSE SUBGROUPS OR THOSE STUDENT POPULATIONS. [00:05:03] THEY WANT TO KNOW, ARE YOU SERVING THOSE STUDENTS WELL? AND THEN ADDITIONAL TARGETED SUPPORT, THE THIRD LABEL, IS SCHOOLS THAT HAVE CHRONICALLY UNDER-SUPPORTED UNDERPERFORMING SUBGROUPS, AND THAT'S WHY IT'S CALLED CLOSING THE GAP. SO ARE YOU ACTUALLY MOVING THE BAR OR NOT? RIGHT. THAT'S WHAT THEY WANT TO KNOW. AND THEN AS A RESULT, WE HAVE THREE DIFFERENT TYPES OF SCHOOL IMPROVEMENT PLANS. TODAY WE'RE TALKING ABOUT OUR TURNAROUND PLANS, OUR TARGETED IMPROVEMENT PLANS AND THEN OUR LOCAL IMPROVEMENT PLANS. OUR TURNAROUND PLAN IS FOR CAMPUSES THAT FOR THREE YEARS HAVE BEEN IDENTIFIED AS LOW PERFORMING, EITHER TWO D´S OR AN F, OR A COMBINATION OF THAT. OUR TARGETED IMPROVEMENT PLAN IS NOT AS COMPREHENSIVE PLAN, SO IT'S LESS BOLD. WE TOOK IT THE SAME WAY, WE SAID IF WE HAVE TO PUT A PLAN IN PLACE, WE'RE GOING TO PUT A STRONG PLAN IN PLACE. AND THEN OUR LOCAL IMPROVEMENT PLAN IS FOR OUR CAMPUSES THAT DIDN'T HIT THAT ADDITIONAL TARGETED SUPPORT THAT WE CAPTURE IN OUR DIPS AND OUR SIPS, OUR CAMPUS IMPROVEMENT PLAN. IT'S JUST CALLED LOCAL IMPROVEMENT PLAN IN THIS CASE. AND SO I'M GOING TO TURN IT OVER TO DOCTOR ALARCON, WHO'S GOING TO GO A LITTLE BIT FURTHER AND SHOW US HOW OUR CAMPUSES WERE IDENTIFIED. SO GOOD EVENING. SO ONE OF THE THINGS THAT'S IMPORTANT TO UNDERSTAND IS HOW DOES THE STATE ACTUALLY REFER TO OUR D'S AND F'S, AND HOW DO THEY COUNT THEM AND HOW ARE WE HELD ACCOUNTABLE FOR THOSE THINGS. SO ONE OF THE THINGS ON F. F IS ALWAYS UNACCEPTABLE. SO THIS IS A RATING THAT WILL NEVER CHANGE IN TERMS OF BEING ACCEPTABLE. OUR D'S ARE CONSIDERED NEEDS IMPROVEMENT. HOWEVER WE DO HAVE D'S THAT ARE ACCEPTABLE AND UNACCEPTABLE. AN ACCEPTABLE D WOULD BE A D THAT IS AFTER A C OR BETTER IN RATING THIS YEAR. WHEN WE SPEAK ABOUT D'S, WE USUALLY TALK ABOUT THEM IN D COUNTS. SO D1, D2, D3. IF WE HAVE THREE CONSECUTIVE D'S THAT IS AN F, AND THOSE ARE UNACCEPTABLE. SO WHEN WE'RE THINKING ABOUT UNACCEPTABLE D´S, THOSE ARE THREE CONSECUTIVE D'S. PARDON ME. WE CAN ALSO HAVE THEM CONSECUTIVELY. SO WE COULD HAVE TWO D'S, AN F, AND ANOTHER D. AND THOSE THREE D'S, EVEN THOUGH THERE IS AN F BETWEEN THEM. IT WOULD STILL BE CONSIDERED AN F. SO THOSE ARE CONSECUTIVE. WHEN WE'RE THINKING ABOUT THE D'S, ANOTHER THING THAT HAPPENS IS THAT IF YOU HAVE AN F, THAT FOLLOWING D IT'S ONLY GOING TO BE CONSIDERED AN UNACCEPTABLE D. WHEN WE'RE TALKING ABOUT F'S. SO WHAT DOES IT MEAN BY UNACCEPTABLE COUNT? SO WE HAVE ONE. IF YOU HAVE ONE YEAR WITH AN F RATING, THAT IS UNACCEPTABLE COUNT 1. WHEN YOU HAVE A SECOND YEAR, THAT'S YOUR UNACCEPTABLE 2. AND THAT IS WHEN A TARGETED IMPROVEMENT PLAN I'M SORRY. A TURNAROUND IMPROVEMENT PLAN HAS TO BE DEVELOPED. ON YOUR THIRD, THAT'S WHEN IT HAS TO BE IMPLEMENTED. SO YOUR UNACCEPTABLE 3, WHICH IS YOUR THIRD F, THAT WOULD MEAN THAT YOU WOULD HAVE TO HAVE AN IMPLEMENTED TURNAROUND PLAN. WHEN WE LOOK AT DEL VALLE ISD, WE HAVE FIVE IDENTIFIED CAMPUSES. THE FIRST CAMPUS BEING DAILEY. SO DAILEY, IF WE LOOK AT 23, THEY HAVE 23 AND 24. THEY ARE A TARGETED IMPROVEMENT PLAN. WHEN WE'RE LOOKING AT DEL VALLE MIDDLE SCHOOL AND OJEDA, THEY HAVE FOR 23-24, THEY HAVE F RATINGS. SO THEY EACH HAVE 2 UNACCEPTABLE COUNTS. AND THEN IN 25 THAT IS A D. SO WHEN WE'RE LOOKING AT THAT PATTERN, THAT IS YOUR TURNAROUND PLAN. BUT THAT IS A DEVELOPED. OKAY? SO THAT'S THE DEVELOPED TURNAROUND PLAN. WHEN WE LOOK AT CREEDMOOR. SO CREEDMOOR HAD. IN 23 CREEDMOOR AND DEL VALLE ELEMENTARY. FOR 23, THEY HAD A D COUNT 1. FOR 24, THEY HAD AN UNACCEPTABLE, SO FIRST F UNACCEPTABLE 1. BUT IN 25, THEY GOT A C OR BETTER, WHICH MEANS THAT THEY BROKE THE CHAIN, WHICH MEANS THAT THEY JUST STOPPED THAT PATTERN OF UNIMPROVEMENT. YES. AND SO THEY'RE SHOWING PROGRESS. IN ORDER TO EXIT, THAT WOULD BE TWO YEARS OF PROGRESS. SO RIGHT HERE, WE'RE ALREADY SEEING THAT FIRST INITIAL YEAR OF PROGRESS. AND THEREFORE IT RESETS THAT PATTERN AND THAT COUNT OF UNACCEPTABLE. WE PARTNER WITH TWO VERY SPECIFIC AGENCIES. IT IS REGION 13 AND SCHOOL EMPOWERMENT NETWORK. SO WITH BOTH OF THEM TOGETHER, WE DEVELOPED A NEEDS ASSESSMENT. [00:10:02] SO WE CONSIDER ALL OF THE DIFFERENT AREAS. WE LOOK AT OUR DISTRICT AND STATE GOALS AND MAKE SURE THAT WE ARE ALIGNED WITH THOSE. WE IDENTIFY AREAS OF INCONSISTENCIES AND OVERALL TRYING TO MAKE SURE THAT ALL OF OUR IMPROVEMENT PLANS ARE TAILORED TO THE AREAS OF NEED, ESTABLISH STRATEGIC PRIORITIES AND IDENTIFY CRITICAL FOCUS AREAS. AND THEN WE ALWAYS NEED TO MAKE SURE THAT WE'RE PROGRESS MONITORING. THESE TWO PARTNERS PROVIDE COACHING. THEY ALSO PROVIDE WALKTHROUGHS AND REALLY INTENSE DIFFERENT TYPES OF COACHING ACTIVITIES WITH OUR PRINCIPALS AND ADMINISTRATORS. EFFECTIVE SCHOOL FRAMEWORK. SO ALL OF OUR SCHOOLS OF IMPROVEMENT FOLLOW THIS EFFECTIVE SCHOOL FRAMEWORK. THERE'S REALLY FOUR COMPONENTS FOR THIS. WE HAVE HIGHLY QUALIFIED INSTRUCTION MATERIALS AND ASSESSMENT. ALSO POSITIVE SCHOOL CULTURE AND STRATEGIC STAFFING WITH EFFECTIVE INSTRUCTION. ALL OF THESE FOUR THINGS TOGETHER MAKE FOR A STRONG SCHOOL LEADERSHIP AND PLANNING. ALL OF OUR SCHOOLS ARE ON 1.1 DEVELOPING CAMPUS INSTRUCTIONAL LEADERS. AND WHAT WE DO HERE IN THIS CASE IS MAKE SURE WE HAVE CLEAR ROLES AND RESPONSIBILITIES. WE MAKE SURE THAT WE HAVE CLEAR PROCEDURES AND ROUTINES SO THAT WE'RE ABLE TO NAVIGATE OUR SCHOOLS AND REALLY MAKE SURE THAT ALL OF OUR TEACHERS AND STUDENTS ARE GETTING WHAT. SO THAT 1.1 FOCUS AREA, JUST AS WE TRANSITION TO EACH OF THE SCHOOLS, THIS IS FOR. WE'RE DOING THIS ACROSS ALL OUR CAMPUSES. AND AGAIN, WE KNOW THAT IT STARTS WITH SCHOOL LEADERSHIP. AND THAT'S WHY THERE'S A BIG PUSH FOR THIS. SO MOVING TO THE FIRST CAMPUS, WHICH IS CREEDMOOR ELEMENTARY, EVEN THOUGH THEY RECEIVED A C, WE STILL HAVE TO HAVE THAT TARGETED IMPROVEMENT PLAN BECAUSE THEY HAVE TO BE OUT TWO YEARS IN A ROW, RIGHT? C OR BETTER. SO THIS YEAR THE IDEA IS WE ARE EXPECTING A B. IF WE HIT THE C, WE STILL STAY OUT OF IT. BUT IF WE GET ANOTHER D OR F, THEN WE WOULD HAVE TO COME UP WITH A TURNAROUND PLAN INSTEAD OF A TARGETED IMPROVEMENT. SO ON TOP OF 1.1, WE'RE ALSO FOCUSING ON 3.1, WHICH IS THE EXPLICIT SCHOOL WIDE BEHAVIOR EXPECTATIONS AND CULTURE ROUTINES. IN OTHER WORDS, WHEN PEOPLE WALK ONTO THE CAMPUS, WHETHER IT'S A STUDENT, ESPECIALLY STUDENTS, BUT WHETHER IT'S A STUDENT OR AN ADULT, WE HAVE VERY CLEAR ROUTINES FOR OUR CULTURE. AND SO WE'RE TAKING CARE OF OUR STUDENTS, BUT WE'RE ALSO ADDRESSING STAFF. AND OF COURSE, AS PARENTS COME ONTO CAMPUS, WE'RE ALSO ADDRESSING THAT. BECAUSE ULTIMATELY WHAT WE WANT IS A POSITIVE, SUPPORTIVE CULTURE FOR THE ENTIRE CAMPUS. SO THAT'S ONE OF THE FOCUS AREAS. AND THEN THE OTHER FOCUS AREA IS AROUND LEVEL FIVE, THAT EFFECTIVE INSTRUCTION. WE KNOW THAT YOU CAN HAVE A SAFE SCHOOL, A STRONG CULTURE AND A GREAT CLIMATE, BUT IF INSTRUCTION DOESN'T CHANGE, WELL, THEN WE'RE NOT GOING TO MOVE THE NEEDLE. AND THAT CAMPUS WILL NOT BE A C, A B, OR AN A, AND WE KNOW THAT WE EXPECT A B OR BETTER. AND SO ONE OF THE BIGGEST THINGS IS THAT WE HAVE TO ENSURE THAT WE HAVE PROFESSIONAL DEVELOPMENT FOR EFFECTIVE CLASSROOM INSTRUCTION. THE OTHER IS THAT WE BUILT THE TEACHER CAPACITY THROUGH OBSERVATION AND FEEDBACK. SO A LOT OF TIME IN TEACHERS CLASSROOMS OFFERING FEEDBACK, NOT ONLY FROM THE CAMPUS LENS, BUT FROM THE DISTRICT LENS, AND THEN ALSO FROM OUR PARTNER LENS. DAILEY MIDDLE SCHOOL, A TARGETED IMPROVEMENT PLAN. THIS YEAR THEY HAD AN F. THEY ALSO ARE FOCUSING ON A POSITIVE SCHOOL CULTURE, AS I MENTIONED WHAT THAT WAS. AND WHEN YOU WALK ONTO THE CAMPUS, YOU CAN TELL WITH THE NEW SCHOOL LEADERSHIP THAT IT FEELS VERY DIFFERENT. AND YOU'LL HEAR THAT BOTH FROM ADULTS AND FROM STUDENTS, AND THAT'S WHAT WE WANT. AND THEN THE OTHER IS AROUND PROFESSIONAL DEVELOPMENT FOR EFFECTIVE CLASSROOM INSTRUCTION. SO WHAT ARE WE DOING TO PROVIDE THE BEST PD, ESPECIALLY WITH OUR NEW MATH CURRICULUM FOR OUR TEACHERS, BUT DOESN'T JUST STOP AT MATH. IT'S FOR ALL THE SUBJECT AREAS. OJEDA MIDDLE SCHOOL IS A TURNAROUND PLAN BECAUSE THIS IS THEIR THIRD YEAR OF THE TWO D'S, THE F AND THE D COMBINATION. SO EVEN THOUGH THERE WAS A LITTLE BIT OF PROGRESS REALLY, WE NEED TO GET TO THAT C LEVEL. AND SO AGAIN A FOCUS ON THE SCHOOL CULTURE ROUTINES. AGAIN, WHEN WE WALK IN STUDENTS SHOULD FEEL IT, TEACHERS SHOULD FEEL IT. AND WHEN YOU DO WALK THAT CAMPUS YOU HEAR THAT. AND THEN ANOTHER FOCUS AREA, SAME THING AS WE MENTIONED FOR THE OTHER ONES, PROFESSIONAL DEVELOPMENT FOR AN EFFECTIVE CLASSROOM INSTRUCTION. DEL VALLE MIDDLE SCHOOL, THEY ARE FOCUSED ON EFFECTIVE INSTRUCTION AS WELL. SO THE PD THAT WE'RE PROVIDING FOR TEACHERS AND THEN GOING BACK TO THAT CAPACITY OF OBSERVATION AND FEEDBACK, [00:15:05] SO SPENDING A LOT OF TIME IN TEACHER´S CLASSROOMS PROVIDING THAT FEEDBACK. AND THEN OUR LAST ONE, THAT'S A LITTLE DIFFERENT, BECAUSE WE RECEIVED A GRANT TWO YEARS AGO TO REDESIGN THIS CAMPUS. AND BY NEXT YEAR MAKE IT A STEM FOCUSED CAMPUS. THEY STILL HAVE A TARGETED IMPROVEMENT PLAN. THEY STILL MADE GROWTH. BUT WE STILL NEED TO CONTINUE TO IMPLEMENT THIS PLAN. AND THERE'S THIS FOCUS ALL AROUND INSTRUCTION. SO CLASSROOM PD FOR THE CLASSROOM TEACHER, BUILDING THAT CLASSROOM TEACHER CAPACITY BY OBSERVATION AND FEEDBACK CYCLES AND THE DATA DRIVEN INSTRUCTION. IN OTHER WORDS, ARE WE USING DATA TO DRIVE OUR INSTRUCTION? DO WE BRING IT TO PLCS? HOW ARE WE ASKING TEACHERS TO IDENTIFY THE MISCONCEPTIONS, THE WEAKNESSES, AND THEN GO BACK AND TURN THAT AROUND AGAIN. AND SO THESE ARE ALL OUR FIVE PLANS. SO WHAT DOES THIS LOOK LIKE MOVING FORWARD TO THE REST OF THE YEAR? AND I'M GOING TO TURN IT BACK OVER TO DOCTOR ALARCON TO WRAP UP. SO THESE ARE SOME THINGS THAT WE, AS A DISTRICT AND WITH OUR PARTNERS WHAT WE'RE COMMITTED TO. SO WE HAVE FREQUENT AND CONSISTENT DISTRICT CLASSROOM WALKTHROUGHS WITH ACTIONABLE FEEDBACK. WE ALSO LOOK FOR EVIDENCE BASED ARTIFACT COLLECTION, DISTRICT SUPPORT IN FACILITATION OF CONTENT PLANNING AND MEETING. TRACKING STUDENT PERFORMANCE, BOTH FOR BENCHMARKS AND FOR NATIONALLY NORMED TESTING. TARGETED CAMPUS LEADER COACHING SESSIONS. SO THESE ARE BOTH PROVIDED BY DISTRICT OR BY SCHOOL IMPROVEMENT PARTNERS. A CONTINUED PARTNERSHIP WITH OUR PARENTS TO MAKE SURE THAT THEY KNOW THE PROGRESS OF THEIR STUDENTS AND COMMUNITY, PARENTS AND STAKEHOLDER COMMUNICATION THROUGH PUBLIC HEARINGS AND SCHOOL IMPROVEMENT, IDENTIFYING AND IMPROVING IMPLEMENTATION. SO THOSE ARE THE PLANS THAT WE HAVE BEFORE YOU TODAY. WE'RE NOT ASKING FOR ANY ACTION. WE WANTED TO GATHER ANY FEEDBACK. SO WE'LL TAKE ANY QUESTIONS AT THE NEXT MEETING, THOUGH WE DO NEED TO TAKE ACTION SO THAT WE CAN PRESENT THESE TO TEA BY THE 21ST. THANK YOU FOR THAT. BOARD, ARE THERE ANY COMMENTS OR QUESTIONS? TRUSTEE FRANCO? REGARDING TAKING ACTION, WHAT SORT OF ACTION ARE WE REQUIRED TO TAKE? SAY THAT ONE MORE TIME, I'M SORRY? REGARDING TAKING ACTION ON THIS, WHAT SORT OF ACTION ARE WE REQUIRED TO TAKE? VICE PRESIDENT LEDESMA WOODY? OKAY SO THIS IS MAINLY TO OUR COMMUNITY AND OUR STAFF. BASICALLY A COMMENT. I UNDERSTAND THAT CHANGE CAN BE VERY UNCOMFORTABLE, AND THE CHANGES THAT WE'RE MAKING IN OUR DISTRICT ARE TO IMPROVE OUR STUDENT OUTCOMES. AND SO WHILE I REALIZE THAT SOME PEOPLE ARE HAVING DIFFICULTIES WITH THESE CHANGES, IT'S BECAUSE OF THIS DATA RIGHT HERE. WE HAVE TO DO BETTER. OUR KIDS DESERVE BETTER. AND SO PLEASE BEAR WITH US AS WE MAKE THESE CHANGES, BECAUSE AT THE END OF THE DAY, WE'RE HERE FOR OUR STUDENTS AND STUDENT SUCCESS. THANK YOU FOR THAT. COMMENTS OR QUESTIONS? TRUSTEE CISNEROS? GOING BACK TO ACCOUNTABILITY OVERVIEW, YOU MENTIONED THAT THREE CONSECUTIVE D'S AND F'S. WHAT IS THAT? IS THAT THE SAME FOR THE DISTRICT AS A WHOLE? EVEN THOUGH WE DON'T HAVE TO SUBMIT A DISTRICT IMPROVEMENT PLAN. OR EVEN THOUGH WE SUBMITTED THE DISTRICT IMPROVEMENT PLAN, THAT DOESN'T GO TO TEA.+ THE WAY THEY MONITOR THIS IS THROUGH THE CAMPUS LENS. NOW, WHERE IT DOES GET TO THE DISTRICT, AND I'M GLAD THIS CAME UP, IS WE'VE GOT OUR NEIGHBORS WHO HAVE TO CLOSE DOWN CAMPUSES. IF WE GET TO A FIFTH YEAR CAMPUS, A BOARD OF MANAGERS IS ACTUALLY ASSIGNED TO REPLACE THE BOARD OF TRUSTEES. BUT WE DEFINITELY DON'T WANT TO BE THERE. SO TO ANSWER YOUR QUESTION DIRECTLY, WE DON'T HAVE A DISTRICT PLAN THROUGH TEA. IT'S OUR DISTRICT IMPROVEMENT PLAN. THANK YOU. ANYTHING FURTHER, BOARD? ACTUALLY, I HAVE A QUESTION IN REFERENCE TO DAILEY MIDDLE SCHOOL. IT'S GOT. FOR 23, IT WAS A D, 24 IS A D AND THEN 25 IS AN F. SO WHY DOES IT NOT HAVE A PLAN. IS IT BECAUSE IT WAS A D? SO IT STARTED OFF, SO TWO D'S AN F. SO THE TWO D'S ARE STILL ACCEPTABLE. OKAY. SO THAT IT DIDN'T GET TO THAT BASE? OKAY. OKAY. PERFECT. THANK YOU I JUST WANTED CLARIFICATION ON THAT BECAUSE I, WAS LIKE DIDN'T GET BETTER. IT GOT WORSE. OKAY. THANK YOU. ANYTHING FURTHER? HEARING NONE. THANK YOU VERY MUCH. AT THIS TIME, I WOULD LIKE TO CLOSE THE PUBLIC HEARING. [IV. Close Public Hearing] THE TIME IS NOW 6:35. DO I HAVE A MOTION TO ADJOURN THE PUBLIC HEARING? I MOVE THAT WE ADJOURN THE PUBLIC HEARING. SECRETARY GUADIAN MADE THE MOTION TO ADJOURN, SECONDED BY TRUSTEE PANTOJA. [00:20:05] ALL THOSE IN FAVOR, SHOW OF HANDS. MOTION CARRIES 7 TO 0. TIME IS 6:35. * This transcript was compiled from uncorrected Closed Captioning.