[V.B. Goal Progress Monitoring - Goal 2 Early Mathematics (Grades K-2) and Goal 3 Intermediate Mathematics (Grades 4-6) Dr. Katrina Bailey, Chief of Learning and Leadership]

GAL TWO EARLY MATHEMATICS, IT'S K THROUGH 12, AND GAL THREE INTERMEDIATE MATHEMATICS, GRADES 4-6.

>> GOOD EVENING. TODAY, WE BRING ANOTHER GOAL PROGRESS MEASURE UPDATE FOR YOU ALL.

DOCTOR BAILEY IS NOT HERE TODAY.

UNFORTUNATELY, SHE'S SICK, BUT HOPEFULLY SHE'S FEELING BETTER.

BUT I WILL GO AHEAD AND STEP IN.

I DO WANT TO SHARE. WE HAVE OUR EXECUTIVE DIRECTOR OF TEACHING AND LEARNING.

MS. ANDREA AMIO, AND THEN OUR DIRECTOR OF MATHEMATICS WITH US TONIGHT THAT'S GOING TO SHARE A COUPLE OF WORDS WITH US.

I'LL TAKE THE PRESENTATION, BUT THEN I'LL ALLOW JENNIFER AND ANDREA TO STEP IN AS NEEDED.

AS WE START THE CONVERSATION, I JUST WANT TO GROUND US IN WHY EARLY MATHEMATICS.

WE KNOW THAT WE HAVE FOUR BOARD GOALS THAT, AS A BOARD, HAVE ADOPTED UNDER LONE STAR GOVERNANCE, AND EARLY MATHEMATICS IS ONE OF THEM, SO THERE'S TWO PIECES THAT MAKE UP THIS GOAL.

THE FIRST PART IS THAT EARLY NUMERACY PART.

THE IDEA OF PROBLEM-SOLVING, THE REASONING SKILLS THAT WE WANT TO BUILD, REALLY EARLY ON, FROM PRE-K THROUGH THIRD GRADE.

THOSE ARE THE FOUNDATIONAL MATH CONCEPTS THAT WE KNOW THAT OUR STUDENTS NEED TO HAVE SUCH AS COUNTING, PLACE VALUE, KNOWING ADDITION AND SUBTRACTION, AND UNDERSTANDING PATTERNS.

THEN THERE'S THE ACHIEVEMENT PART AS WE GET INTO THE UPPER GRADES AND WE GET INTO THE MIDDLE SCHOOL.

WE TRANSITION FROM THOSE SIMPLE ADDITION SUBTRACTION, MAKING SENSE OF NUMBERS TO THE FRACTIONS, THE PROPORTIONAL REASONING, ESPECIALLY ALGEBRAIC THINKING, BECAUSE THAT'S WHEN WE WANT TO REALLY ADVANCE TO HIGH SCHOOL LEVEL MATH COURSES THAT CHALLENGE THEM, THAT PREPARE THEM FOR THEIR POST-SECONDARY CAREER.

>> ADDING JUST A LITTLE BIT MORE ABOUT WHY WE MEASURE THIS AND WHY THIS IS SO IMPORTANT? REMEMBER THAT WE CHOSE OUR GPMS, NOT AS STAR BECAUSE THAT IS OUR GOAL, BUT OUR LEAD MEASURES OUR MAP GROWTH.

MAP GROWTH, WHAT IT DOES IS IT TESTS THE FIVE STRANDS THAT YOU SEE THERE.

THAT CONCEPTUAL UNDERSTANDING.

DO I UNDERSTAND, AS A STUDENT, THE CONCEPTS THAT ARE BEING PRESENTED TO ME? THE PROCEDURAL FLUENCY, IN OTHER WORDS, CAN I DO MY WROTE MATH WORK? THE STRATEGIC PROBLEM SOLVING.

WHEN I READ SOMETHING, CAN I MAKE SENSE OF IT? CAN I SOLVE THAT PROBLEM? THAT PRODUCTIVE DISPOSITION.

CAN I ENGAGE? WHEN I ENGAGE IN MATH, DO I STAY ENGAGED? CAN I ACCEPT THE CHALLENGE AND OF COURSE, THAT ADAPTIVE REASONING? THAT IS WHAT WE WANT ALL OUR STUDENTS TO WALK AWAY WITH, AND THAT IS WHY WE MEASURE THIS, AND THAT'S WHY I USE MAP GROWTH BECAUSE IT TESTS THIS THROUGHOUT THE YEAR.

REMINDING US ABOUT WHAT WE SET OUR LONE STAR GOVERNANCE EARLY MATHEMATICS GOAL.

WE'RE LOOKING AT GOAL 2, WHICH IS OUR THIRD GRADERS, AND WE WERE LOOKING AT HOW MANY STUDENTS ARE ACTUALLY AT THE MIDS OR ABOVE GRADE LEVEL ON STAR MATH, AND WE WANT THAT TO INCREASE FROM 27%-60% OVER THE NEXT FIVE YEARS.

KNOWING THAT THAT'S OUR GOAL, THEN WE SAID, WE'RE GOING TO USE MAP GROWTH, WHICH I JUST DISCUSSED, AND WE'RE GOING TO START LOOKING AT KINDER.

LET ME ORIENT YOU TO WHAT'S ON THE SLIDE HERE.

WE HAVE OUR GPM, SO OUR GOAL PROGRESS MEASURE 2.1.

THIS IS ABOUT THE PERCENT OF KINDERGARTEN STUDENTS THAT SCORE ON GRADE LEVEL OR ABOVE ON MAP MATH.

WE KNOW THAT WE STARTED AT 23.7 AT THE END OF LAST YEAR, AND WE WANT TO GET TO BY JUNE OF 2028 TO 38.5.

THE REASON THAT THIS DOESN'T GO TO 2030 IS BECAUSE, AS WE'RE INTRODUCING MAP FOR THE FIRST TIME, WE WANT TO GIVE OURSELVES SOME WIGGLE ROOM AFTER A COUPLE OF YEARS TO GO AHEAD AND ADJUST THE METRIC IF NEEDED.

BUT SO FAR, WHEN OUR STUDENTS TESTED AT THE BEGINNING OF THE YEAR, YOU'LL SEE A STAR AND THAT STAR IS WHERE OUR STUDENTS ARE CURRENTLY PERFORMING.

THE OVERALL OUR KINDERGARTEN CLASS ON MAP GROWTH AT THE BEGINNING OF THE YEAR, WHICH HAPPENED IN AROUND SEPTEMBER, THE 23.6 WERE ON GRADE LEVEL.

BY THE END OF '25 '26, WE WANT TO BE AT 28.7.

IF WE'RE ON 28.7, THEN WE THINK WE'RE ON TRACK TO HITTING OUR GOAL OF 38.7.

ON THE SIDE, YOU'LL SEE SOME STUDENT TARGET GROUPS.

[00:20:02]

WE HAVE OUR AFRICAN AMERICAN POPULATION, ASIAN, HISPANIC, TWO OR MORE RACES, WHITE, AND THEN WE LOOK AT ECODIS EMERGING BILINGUAL SPECIAL EDUCATION AND STUDENTS WHO ARE CONTINUALLY ENROLLED.

IN OTHER WORDS, THEY HAVE BEEN WITH US FOR MORE THAN THREE PLUS YEARS.

YOU'LL SEE WHERE THEY'RE CURRENTLY PERFORMING.

I'LL TAKE, FOR EXAMPLE, OUR AFRICAN AMERICAN SCORE IN KINDERGARTEN, AT THE BEGINNING OF THE YEAR, THEY SCORED 29.5% WERE ON GRADE LEVEL.

THEY'RE ALREADY MEETING GRADE LEVEL, 29.5% OF THOSE STUDENTS.

THE REASON THAT YOU SEE GREEN NEXT TO THEM IS THERE ALMOST ONE PERCENTAGE POINT ABOVE THE TARGET.

OUR TARGET IS 28.7, AND ALREADY AT THE BEGINNING OF THE YEAR, THEY WERE ALMOST A FULL POINT ABOVE THE TARGET.

NOT A BIG CELEBRATION, BUT WE AT LEAST KNOW WHERE THEY ARE.

I DO WANT TO POINT TO OUR ATTENTION TO THE BIGGEST GAP, AND IT'S THE GAP THAT UNFORTUNATELY WE WILL SEE THROUGHOUT, AND THAT'S WHY WE NEED TO FOCUS A LOT OF OUR ATTENTION, OUR SPECIAL EDUCATION STUDENTS.

FROM OUR STUDENTS WHO RECEIVE SPECIAL EDUCATION SERVICES, 14.5% WE'RE ON GRADE LEVEL.

YOU'LL SEE THEN THE GAP, WE HAVE A 14-POINT DIFFERENCE TO THE GAP.

WE HAVE MORE WORK TO DO COMPARED TO SOME OF THE OTHER POPULATION.

I TOOK A WHILE ON THIS SLIDE SO THAT WE CAN UNDERSTAND WHAT'S ON THE SLIDE.

I'M GOING TO MOVE A LITTLE FASTER THROUGH THE OTHERS.

NOW WE LOOK AT FIRST GRADE.

THIS IS OUR GOAL, PROGRESS MEASURE 2.1.

WHEN WE TESTED AT THE END OF LAST YEAR, THEY WERE AT 13.2.

WE WANT TO GET TO 28.2.

WE'RE CURRENTLY AT 13.1.

WE'VE GOT WORK TO DO, BUT YOU CAN SEE THERE'S SOME GREEN WHERE SOME SPECIAL POPS ARE ALREADY ABOVE THAT TARGET.

WE WILL CONTINUE TO WORK TO CLOSE THAT GAP TO MEET OUR GOAL OF 18.2 BY THE END OF THIS YEAR.

OVERALL, WE'RE ABOUT FIVE POINTS BEHIND WHERE WE NEED TO BE.

WHEN I USE THE WORD BEHIND, MIDDLE OF THE YEAR TO END OF THE YEAR, SO WE'VE GOT THE REST OF THE SCHOOL YEAR TO CLOSE THE GAP.

YOU'RE PROBABLY THINKING, IT'S ALREADY DECEMBER.

WHEN ARE WE GOING TO GET THOSE MIDDLE OF THE YEAR RESULTS? OUR STUDENTS ARE JUST FINISHED.

WE WILL PROCESS ALL THAT IN JANUARY AND THEN WE COME BACK TO YOU ALL, I BELIEVE IN FEBRUARY TO SHARE THE MIDDLE OF THE YEAR RESULTS.

NOW WE LOOK AT OUR SECOND GRADE STUDENTS.

OUR SECOND GRADE STUDENTS AT THE END OF LAST YEAR WERE AT 7.2% DOWNGRADE LEVEL.

WE WANT TO GET THESE 2.2%.

CURRENTLY, YOU'LL NOTICE THAT IT'S 5.5%.

WHAT'S HAPPENING IN SECOND GRADE? WHY ARE THEY SCORING LOWER THAN THE REST, AND WHY IS IT 5.5% ON GRADE LEVEL? THOSE ARE THE CONVERSATIONS THAT OUR TEACHERS ARE HAVING THAT WE'RE ALREADY HAVING.

THAT'S WHEN I'LL INVITE ANDREA AND JENNIFER TO SHARE ANY THOUGHTS HERE SHORTLY.

THAT WAS THE EARLY YEARS.

WE KNOW THAT THEN THE OTHER GOAL WE SET WAS FOR OUR SEVENTH GRADE, BECAUSE OF THAT PERFORMANCE THAT NONE OF US LIKE TO SEE.

WE KNOW THAT OUR SEVENTH GRADERS WHO ARE ON GRADE LEVEL AT THE MEETS, WE WERE AT 6% IN JUNE OF 2025 THIS PAST SUMMER, WE WANT TO MOVE FROM 6%-40% BY AUGUST 20.

WE LOOK AT THE LOWER GRADES AGAIN.

WHAT'S HAPPENING IN FOURTH GRADE? THEY WERE AT 17.1% ON GRADE LEVEL ON MAP.

WE WANT TO GET TO 32.1.

WE'RE CURRENTLY AT 17.2.

JUST WHERE THEY ENDED LAST YEAR, WE JUST WHERE THEY WERE AT THE BEGINNING.

SOME OF YOU MAY HAVE HEARD OF SOMETHING CALLED SUMMER SLIDE.

IT IS VERY REAL. WHAT THAT MEANS IS WHEN OUR STUDENTS ARE OUT FOR THE SUMMER, UNFORTUNATELY, WE SEE SOME REGRESSION.

YOU CAN SEE THAT SOME OF THESE GRADE LEVELS DO HAVE REGRESSION.

IT'S OUR JOB TO CLOSE THAT GAP AS QUICKLY AS POSSIBLE AND BRING THEM UP TO PER.

IN FIFTH GRADE, NOTICE WHERE THAT STAR IS.

IT'S A LITTLE HIGHER, AND IN FACT, IT'S A LOT HIGHER THAN THE REST.

SOMETHING IS HAPPENING WITH THIS FIFTH GRADE COHORT.

SAME QUESTION THAT WE ASKED FOR A SECOND GRADE.

WHY IS SECOND GRADE SO LOW? WHY IS FIFTH GRADE SO HIGH? YOU'LL NOTICE THAT LAST YEAR, THE FIFTH GRADERS SCORED 25.6%.

THIS YEAR AT THE BEGINNING OF THE YEAR, THIS FIFTH GRADE COHORT IS AT 31%, SO 31% OF OUR STUDENTS ARE ON TRACK.

THEY'RE ALREADY BEATING THE END OF YEAR GOAL FOR '25, '26.

THAT IS WHY WE SAY THAT AT ONE POINT WE WILL COME BACK AND WE WILL ADJUST THAT TARGET DEPENDING ON EACH GRADE LEVEL.

THIS IS ONE, JUST BECAUSE WE MET IT, WE DON'T WANT TO LEAVE IT THERE, WE WANT TO BE ABLE TO PUSH A LITTLE FURTHER.

[00:25:04]

AGAIN, YOU'LL SEE WHERE WE HAVE SOME REALLY BIG GAPS WHERE STUDENTS ARE WAY ABOVE, AND THEN WE'LL HAVE SOME BIG GAPS WHERE STUDENTS ARE BEHIND.

FOR EXAMPLE, OUR SPECIAL EDUCATION SERVICES.

THEN WE LOOK AT SIXTH GRADE.

AS THEY JUMP FROM ELEMENTARY TO MIDDLE SCHOOL, LAST YEAR AT SIXTH GRADE AT THE END OF THE YEAR, STUDENTS SCORED 12.6%, THIS YEAR, WHEN THEY TESTED THEY WERE AT 12.5.

RIGHT WHERE THEY ENDED LAST YEAR, WE WANT TO GET TO 27% BY 2020.

THOSE ARE ALL THE DATA POINTS.

NOW I'M GOING TO INVITE MISS HADAMIO TO SHARE WHAT'S WORKING, WHAT'S NOT.

WHERE DO WE NEED TO PROVIDE MORE ATTENTION?

>> GOOD EVENING. WHAT IS WORKING? RIGHT NOW, WE HAVE DEDICATED DISTRICT PLC FOR OUR KINDER THROUGH ALGEBRA 2 TEACHERS, WHERE THEY COME TO CENTRAL OFFICE.

THEY WORK WITH OUR MATH TEAM AND SOME OTHER REPS FROM CARNEGIE LEARNING TO SUPPORT WITH INTERNALIZATION.

WE ALSO HAVE ONGOING CLASSROOM OBSERVATIONS AND COACHING CYCLES WITH OUR TEACHERS.

AGAIN, THAT SUPPORT IS PROVIDED THROUGH OUR TEACHING AND LEARNING TEAM, ALONG WITH OUR CARNEGIE REPRESENTATIVES.

WE HAVE A DISTRICT COMMITTEE THAT I'M GOING TO SPEAK ABOUT IN THE NEXT SLIDE, BUT THIS MATH DISTRICT COMMITTEE IS COMING TOGETHER TO DEFINE AN INSTRUCTIONAL FRAMEWORK.

WHAT DOES MATH LOOK LIKE, SOUND LIKE, FEEL LIKE HERE IN DEL VALLE ISD? WE ALSO HAVE ESTABLISHED A COMMON LANGUAGE AND ROUTINES THAT WE ARE EXPECTING TO SEE ACROSS ALL CLASSROOMS. WHAT NEEDS MORE ATTENTION? AS YOU KNOW, WE ARE ROLLING OUT A NEW CURRICULUM, BLUEBONNET LEARNING, AND SO ENSURING THAT ALL CLASSROOMS ARE FULLY IMPLEMENTING AND NOT PICKING AND CHOOSING FROM THE CURRICULUM TO DECIDE WHAT THEY'RE GOING TO TEACH, BUT REALLY IMPLEMENTING THE CURRICULUM WITH FIDELITY AND INTEGRITY.

WE KNOW WE NEED TO STRENGTHEN OUR LOWER GRADES, LIKE DOCTOR CANTU WAS SAYING IN PRE-K THROUGH TWO.

THE EARLY NUMBER SENSE INFLUENCY IS REALLY IMPORTANT.

IT SET STUDENTS UP FOR ACADEMIC TESTS MOVING FORWARD.

WHAT DOES THAT LOOK LIKE? WE ARE WORKING WITH OUR PRE-K TWO TEACHERS TO REALLY STRENGTHEN WHAT THAT LOOKS LIKE.

LAST TIME WE SPOKE, WE TALKED ABOUT THE LITERACY PLAYLIST WHERE THE STUDENTS PICK AND CHOOSE WHAT STATION THEY'RE GOING TO BE DOING.

WE HAVE ADOPTED A SIMILAR THING FOR MATH.

THAT WAY, THE CONSISTENCY IS THERE FOR EARLY LEARNERS.

WE NEED TO ALSO PROVIDE MORE OPPORTUNITIES FOR STUDENTS TO HAVE THAT STUDENT DISCOURSE, ENGAGE IN MATH CONVERSATION.

WE ALL KNOW THAT LEARNING MATH FOR SOME IS JUST DIFFICULT, AND WE NEED TO ENGAGE IN CONVERSATIONS AROUND MATH.

THEN ALSO STRENGTHENING COLLABORATION BETWEEN ELEMENTARY AND MIDDLE SCHOOL.

THAT VERTICAL ALIGNMENT IS REALLY SIMILAR TO WHAT WE TALKED ABOUT WITH LITERACY.

WE KNOW THAT MOVING GRADE LEVEL TO GRADE LEVEL, YOUR TEAKS JUMP UP, YOU HAVE DIFFERENT EXPECTATIONS, BUT TEACHERS NEED TO KNOW WHAT THAT THROUGH LINE LOOKS LIKE.

THEN, LIKE I SAID EARLIER, WE HAVE A DISTRICT COMMITTEE THAT IS WORKING ON OUR MATH INSTRUCTIONAL FRAMEWORK.

THIS IS JUST A SAMPLE SLIDE OF IT, BUT IT IS ALSO IN YOUR PACKET, THE FULL FRAMEWORK.

TEA OFFERS GRANTS FOR SCHOOL DISTRICTS.

WE WERE AWARDED A GRANT LASO, WHICH STANDS FOR LEARNING ACCELERATION SUPPORT OPPORTUNITIES.

WITHIN LASO, WE WERE AWARDED THE STRONG FOUNDATIONS PLANNING.

WHAT THAT MEANS IS TEA AND CARNEGIE REPS COME TO DEL VALLE TO WORK WITH OUR TEACHERS TO SUPPORT IN CLASSROOMS, BUT THEN ALSO TO WORK WITH A SPECIAL SET OF TEACHERS WHO ARE WORKING ON THE INSTRUCTIONAL FRAMEWORK.

AGAIN, WHAT DOES MATH LOOK LIKE, SOUND LIKE AND FEEL LIKE HERE? ONE OF THE BELIEFS, I JUST SNIPPED ONE FOR YOU HERE.

ONE OF THEM IS ABOUT DEPTH OF KEY CONCEPTS.

YOU CAN SEE THE TEAM WORKED ON A BELIEF STATEMENT, WHICH IS LISTED THERE.

THEN STUDENT ACTIONS, TEACHER ACTIONS, LEADER ACTIONS, PARENT AND GUARDIAN ACTIONS.

THEY WERE REALLY SPECIFIC AND INTENTIONAL ABOUT EACH OF THE RESEARCH-BASED INSTRUCTIONAL STRATEGIES, THAT'S WHAT RV STANDS FOR.

THEY WERE REALLY SPECIFIC ABOUT WHAT THEY WANTED THAT TO LOOK LIKE SOUND LIKE IN OUR SCHOOL DISTRICT.

YOU CAN SEE A SAMPLE OF THAT HERE.

THEN THIS IS A LIST.

WE WANTED TO GET YOU THE LIST OF WHO IS ON THIS DISTRICT COMMITTEE.

WE HAVE REPRESENTATIONS FROM KINDER ALL THE WAY THROUGH HIGH SCHOOL WHO HAVE MET WITH US REGULARLY TO REALLY DEFINE THIS WORK.

AGAIN, THIS WORK HERE IS ALL TEACHER VOICE.

WE REALLY WANTED THEM TO DEFINE WHAT DID IT LOOK LIKE AND WHAT DO THEY EXPECT FROM THEMSELVES AS A TEACHER, BUT ALSO WHAT DO THEY EXPECT FROM STUDENTS, AND WHAT DO THEY EXPECT FROM US AS LEADERS? EACH OF THE INSTRUCTIONAL STRATEGIES HAS THAT LISTED THERE. ANY QUESTIONS?

>> BOARD MEMBERS, DO WE HAVE ANY QUESTIONS? TRUSTEE SIERRA.

>> I WAS JUST CURIOUS TO HEAR A LITTLE BIT ABOUT SOME OF THE COLLABORATION.

I KNOW, LOOKING FORWARD, YOU'RE THINKING ABOUT THE INNER GRADE LEVELS WORKING TOGETHER, AND THEN JUST ANY THOUGHTS ABOUT HOW SCHOOLS THINK

[00:30:01]

ABOUT EQUITY ACROSS ALL OUR SCHOOLS AND HOW SCHOOLS ARE COLLABORATING.

>> THAT'S A GREAT QUESTION. SOMETHING THAT JUST HAPPENED THIS WEEK OR LAST WEEK.

MAYBE IT WAS LAST WEEK. WE TOOK TEACHERS FROM THE HIGH SCHOOL TO GO AND OBSERVE WHAT WAS HAPPENING AT THE MIDDLE SCHOOL.

MISS MARTINEZ TOOK A GROUP OF TEACHERS, AND THEY WENT TO EACH OF THE THREE MIDDLE SCHOOLS TO OBSERVE TEACHERS IN ACTION.

THEY OBSERVED VARIOUS CLASSROOM TYPES AND REALLY GOT TO SEE THE CURRICULUM IN ACTION, THE ENTIRE CLASS PERIOD.

THEN WHAT COULD THEY DO WITH THAT, AND HOW IS THAT GOING TO TRANSFER OVER TO THE HIGH SCHOOL? THE CONVERSATIONS WHEN THEY CAME BACK AT THEIR PLC WERE AMAZING.

THEY WERE HAVING REAL CONVERSATIONS ABOUT, "HEY, WE SAW THIS AT THIS AT OUR CAMPUS." IT JUST DROVE THE PLC IN A DIFFERENT WAY BECAUSE THEY GOT TO SEE IT IN ACTION.

SO MANY TIMES, TEACHERS ARE IN THEIR CLASSROOM, AND THEY CAN'T SEE BEYOND, AND SO WE'RE TRYING TO CREATE THOSE OPPORTUNITIES TO MOVE AND GET TEACHERS INTO OTHER TEACHERS' CLASSROOMS, NOT JUST AT THEIR CAMPUS, BUT AT ANOTHER CAMPUS THAT'S REALLY HELPING.

I THINK THAT'S GOING TO SPEAK TO THE EQUITY ACROSS THIS.

>> ONE OTHER THING THAT WE DO TO VERTICALLY ALIGN IS DURING THOSE DISTRICT PLCS, OFTENTIMES, THERE ARE MULTIPLE GRADE LEVELS AT THE SAME TIME AT A DISTRICT PLC.

A LOT OF TIMES, IT'S LIKE THIRD AND FOURTH OR SIXTH AND SEVENTH, AND SO THEY DO A LOT OF VERTICAL ALIGNMENT AS THEY PLAN AS WELL.

>> I WANT TO ADJUST THE SECOND PART OF THE QUESTION ABOUT THE EQUITY.

THE WHOLE IDEA BEHIND HAVING AN INSTRUCTIONAL FRAMEWORK IS THAT REGARDLESS OF WHAT DO WE TEACH, WE'VE GOT THE BELIEF OF THIS COMMITTEE TO SAY IN DEL VALLE ISD, THIS IS WHAT MATH MEANS.

WHAT WE WANT TO BE ABLE TO DO OR WHAT WE'VE BEEN ABLE TO DO IS DO THIS WORK.

WE'VE GOT THIS COMMITTEE OF TEACHERS LEADING THE WORK, BUT HOW DOES IT MAKE ITS WAY TO.

THAT'S THE HARD PART, CASCADING ACROSS EVERY CAMPUS.

BUT WE'VE GOT THE LEAD TEACHERS, AND WE'VE GOT THEIR VOICE, AND NOW IT'S LIKE, NOW LET'S PUT IT INTO ACTION.

LET'S MOVE FROM THIS THEORY, THIS REALLY NICE INSTRUCTIONAL FRAMEWORK THAT YOU HAVE.

BUT WHAT DOES IT LOOK LIKE EVERY DAY IN OUR CLASSROOM?

>> BOARD MEMBERS, ANY OTHER QUESTIONS? TRUSTEE FRANCO?

>> NOT SO MUCH A QUESTION, BUT A STATEMENT.

I WANT TO SAY, THANK YOU FOR THE PRESENTATION.

THANKS A LOT TO STAFF.

IT FEELS LIKE JUST A FEW MONTHS AGO WE PASSED THESE GOALS.

I KNOW IT'S BEEN LONGER THAN THAT.

BUT THANK YOU VERY MUCH FOR ALREADY HAVING THE FRAMEWORK FOR OUR GOAL PROGRESS MEASURES.

THANKS FOR IMPLEMENTING THOSE SO QUICKLY.

THANKS TO THE BOARD FOR THE HARD WORK YOU GUYS OBVIOUSLY PUT INTO THIS.

DOING ALL THE LONE STAR GOVERNANCE PROCESS.

THIS IS WHAT IT'S ALL ABOUT.

THANKS TO STAFF WHO'S IMPLEMENTING THIS.

IT WAS BEAUTIFUL TO SEE WHAT'S WORKING AND WHAT'S NOT. THIS IS AMAZING.

THIS IS WHAT THE LONE STAR GOVERNANCE PROCESS IS ALL ABOUT, AND I'M REALLY GLAD TO SEE.

THANK YOU VERY MUCH FOR YOUR HARD WORK.

THANKS TO THE BOARD FOR DOING THE HARD WORK OF LSG.

>> THANK YOU FOR THAT. BOARD MEMBERS, ANY OTHER QUESTIONS OR COMMENTS? TRUSTEE RIGHT HAYWOOD.

>> I ALSO DIDN'T HAVE A QUESTION.

I ALSO WANTED TO JUST SAY THANK YOU ALL FOR YOUR COMMITMENT.

IT LITERALLY SHOWS EVEN WHEN I VISIT DAILY, I CAN SEE DIFFERENT PERSON SEEM ENGAGED.

IT'S WORKING. IT'S DOING GREAT.

PARENTS ARE NOTICING IT, AND I REALLY APPRECIATE YOU DOING AWESOME.

>> I JUST WANT TO SHARE LAST WEEK, AND ONE DAY, LAST WEEK, I VISITED BATTY, HORNSBY, AND PAPA ELEMENTARY, AND I HAD THE OPPORTUNITY TO GO INTO EVERY FOURTH GRADE CLASSROOM, SPECIFICALLY FOCUSING ON MATHEMATICS.

THE FRUITS OF YOUR LABOR AND THAT COMMITTEES LABOR ARE JUST COMING TO LIFE EVERY SINGLE DAY, BEING ABLE TO GO INTO THE CLASSROOM AT THREE DIFFERENT CAMPUSES AND NOT SEE A VARIANT AND ALL STUDENTS HAVING ACCESS TO HIGH QUALITY INSTRUCTIONAL MATERIALS, HAVING ACCESS TO GRADE LEVEL STANDARDS, HAVING THE OPPORTUNITY TO ENGAGE IN MATH DISCOURSE WITH EACH OTHER, IS A NIGHT AND DAY DIFFERENCE FROM A YEAR AGO WHEN SOME CAMPUSES WERE IMPLEMENTING A CURRICULUM, SOME WERE PICKING AND CHOOSING COMPONENTS.

>> WE CAN SAY CONFIDENTLY NOW THAT NO MATTER WHICH SCHOOL YOU GO TO IN DEL VALLE ISD, THAT YOU ARE GOING TO RECEIVE A HIGH QUALITY EDUCATION.

YES, SOME SCHOOLS TOOK A LITTLE LONGER TO COME ALONG, BUT WHEN I WENT TO BATY, I WANT TO COMMEND BATY, BECAUSE IT WAS THE FIRST TIME THAT I SAW CONSISTENTLY THE USE OF OUR CURRICULUM.

IT WAS THE FIRST TIME THAT I SAW ANCHOR CHARTS ACROSS THE SCHOOL AND HIGH LEVELS OF ENGAGEMENT, SO THE WORK THAT YOU ALL ARE DOING IS HAVING A HUGE IMPACT.

[00:35:05]

I'M THANKFUL TO YOU ALL AND I'M THANKFUL TO THE TEACHERS WHO SERVED AND HAVE PROVIDED DIRECTION TO THE DISTRICT.

>> THANK YOU FOR THAT. BOARD MEMBERS.

ANY OTHER QUESTIONS OR COMMENTS? TRUSTEE SIERRA.

>> I NOTICE ON EACH OF THE RESEARCH-BASED INSTRUCTIONAL STRATEGY PAGES, THERE'S A BIT ABOUT PARENT AND GUARDIAN ACTIONS.

I'M JUST CURIOUS IF THIS IS ONE OF OUR PUBLIC FORUMS, BUT ALSO WE REPRESENT IN THE COMMUNITY, OFTEN, WHAT WOULD BE SOME OF THE MESSAGES FOR PARENTS THAT YOU ALL WOULD HAVE AS THEY SUPPORT.

BECAUSE I SEE A LOT ABOUT GROWTH MINDSET, PERSEVERANCE.

I'M JUST CURIOUS IF THERE'S ANY PARTICULAR MESSAGES THAT PARENTS MIGHT NEED TO HEAR.

>> THANK YOU. AT THE DISTRICT LEVEL, SOMETHING THAT WE'RE DOING FOR PARENTS IS WE STARTED VIDEOS, AND I THINK ONE WILL BE COMING THIS WEEK, BUT VIDEOS TO SHOW PARENTS HOW TO GET TO OUR CURRICULUM.

THAT IS STEP 1. UNDERSTANDING WHERE YOUR STUDENT IS EVERY WEEK, WHAT BIG CONCEPTS ARE THEY LEARNING THAT? THERE IS A VIDEO THAT WE ARE PUSHING OUT TO OUR FAMILY SO THAT THEY CAN SEE WHAT THAT LOOKS LIKE.

THEN JUST REALLY TALKING TO YOUR KID ABOUT INSTRUCTION.

WHAT DID YOU DO TODAY IN SCHOOL? WE KNOW THE COMMON RESPONSE.

IT WAS GOOD. WHAT DID YOU LEARN? SHOW ME SOMETHING.

[LAUGHTER] DRAW IT OUT FOR ME.

LET'S TALK THROUGH THE MATH WORK.

TALK THROUGH WHAT YOU READ ABOUT, AND JUST ASKING DEEPER QUESTIONS.

IN OUR CURRICULUM PASTING GUIDES, WE DO HAVE FOR EVERY UNIT.

WE HAVE A PARENTS TO SCHOOL CONNECTION.

IT SPECIFICALLY TALKS ABOUT, ASK YOUR CHILD ABOUT THIS, FOR SCIENCE, FOR MATH, FOR READING, WE HAVE THEM FOR ALL CONSTANT AREA.

THAT WOULD BE STEP 1 IS TO GO IN AND REALLY SEE EXACTLY WHAT IS YOUR [INAUDIBLE].

>> ANYTHING ELSE?

>> I'LL JUST ADD ONE MORE PIECE.

I JUST HAD TO LEAN OVER IT TO JENNIFER AND CLARIFY.

AT THE END, IN BOTH BLUEBONNET MATH FOR ELEMENTARY AND THEN ALSO IN CARNEGIE FOR SECONDARY, THE LESSON IS STRUCTURED IN A DIFFERENT WAY, BUT EVERY LESSON REGARDLESS OF THE DAY HAS A STUDENT DEBATE AT THE END OF THE WHERE THE STUDENT ENGAGES IN CONVERSATION ABOUT WHAT THEY JUST LEARNED.

SOMETIMES I THINK WE RUSH THROUGH THAT WHEN I SAY WE JUST AS A SYSTEM, BECAUSE WE GOT TO PRACTICE MORE ON THERE, SO WE'VE GOT TO CUT SOMETHING HERE OR I'M OUT OF TIME, BUT THAT STUDENT DEBRIEF REALLY NEEDS TO HAPPEN.

IT'S THE REFLECTION, IT'S THE CONVERSATION.

GOING BACK TO YOUR QUESTION, I THINK TAKING THAT AND ASKING THE STUDENTS. THERE'S A STUDENT DEBRIEF.

YOU WERE ENCOURAGED TO SHARE SOMETHING.

THE ONE THING THAT I THINK A CHALLENGE FOR US IS, HOW DO WE GET THOSE STUDENT DEBRIEFS OUT THERE, SO THAT IF IT DOESN'T HAPPEN IN CLASS FOR WHATEVER REASON, PARENTS STILL HAVE ACCESS TO THAT.

THAT'S NOT READY YET, BUT AS I'M TALKING OUT LOUD, THINK ABOUT HOW DO WE PUT THAT OUT THERE.

AT THE END OF DAY, JUST ASK THE STUDENTS.

WHAT DID YOU LEARN TODAY AND HOW DID YOU LEARN IT?

>> THANK YOU FOR THAT. TRUSTEES. ANY OTHER QUESTIONS OR COMMENTS? TRUSTEE PANTOJA?

>> THANK YOU FOR EXPLAINING THE PARENT ENGAGEMENT PIECE BECAUSE WE'VE BEEN HEARING THAT LATELY THAT'S THE ASK AND ALMOST LIKE THE REQUIREMENT NOW FROM THE COMMUNITY? TO QUESTIONS I HAVE IS I APPRECIATE THAT A LOT.

THE TWO QUESTION I HAVE IS, FIRST ONE IS, HOW ARE WE GOING TO COMMUNICATE TO THE PARENTS AND GUARDIANS THAT THESE VIDEOS ARE MADE AVAILABLE TO THEM? LASTLY, THE SECOND ONE IS THE LANGUAGE ACCESS PIECE, BECAUSE WE HAVE AN ARRAY OF LANGUAGES ACROSS THE DISTRICT FROM NORTH TO SOUTHEAST TO WEST.

I KNOW THERE'S A LOT OF FOCUS ON TWO LANGUAGES IN PARTICULAR, BUT ARE WE GOING TO PROVIDE A DIFFERENT AVENUE FOR ALL LANGUAGES, OR IS THERE IS THERE EVEN AN OPTION FOR THAT?

>> SO I'LL SPEAK TO THE VIDEOS.

THE VIDEOS ARE RECORDED IN HOUSE.

THEY ARE IN ENGLISH AND IN SPANISH.

MISS. FLORES, FROM OUR PD DEPARTMENT DID A PHENOMENAL JOB.

IF IT WASN'T ALREADY SHARED IN THE LAST BOARD COMMUNICATE, IT'S IN THIS MONTH.

WHEN YOU SIGN IN TO THE PARENT SECTION, I BELIEVE IT'S GOING THAT'S THE FIRST THING THAT THEY'RE GOING TO SEE.

AS A PARENT, IF YOU NAVIGATE TO THEN, YOU CLICK ON THE PARENT SECTION, IT'S GOING TO POP UP AND THAT'LL BE IT.

RIGHT NOW IT IS ONLY ENGLISH AND SPANISH, BUT I HEAR YOU LOUD AND CLEAR.

WE GOT TO BROUGHT THAT ACCESS.

WE'LL WORK WITH TECHNOLOGY TO SEE WHAT WE CAN DO AND SEE IF WE CAN PUT A TRANSLATION.

>> THANK YOU FOR THAT. TRUSTEES ANY MORE QUESTIONS OR COMMENTS? THANK YOU, DOCTOR. VICE PRESIDENT SUSANNA LEDESMA.

>> I JUST WANT TO MAKE A QUICK COMMENT.

I WANT TO THANK THE STAFF FOR BOARD MEMBERS TO JOIN IN ON THE PLCS THAT I ATTENDED MY FIRST ONE I THINK ABOUT A WEEK AGO, AND IT JUST REALLY OPENED MY EYES TO WHAT OUR TEACHERS DO,

[00:40:05]

ESPECIALLY WITH THE CURRICULUM CHANGE.

NOT ONLY OTHER STUDENTS SEEING THE DIFFERENCE, BUT SO THE TEACHERS, AND I LOVE BEING ABLE TO SIT IN AND AND ENGAGE AND SEE WHAT GOES ON THE DAY-TO-DAY.

THANK YOU FOR ALLOWING US TO BE PART OF THAT. APPRECIATE IT.

>> THANK YOU. ANY MORE QUESTIONS OR COMMENTS? THANK YOU, DOCTOR CANTU.

WE GO ON TO INFORMATION ITEMS AND MISS.

[VI.A. Monthly Financial Reports Dina Edgar, Deputy Superintendent of Administrative Services]

EDGAR IS UP WITH OUR MONTHLY FINANCIAL REPORTS.

>> GOOD EVENING, PRESIDENT GUADIAN.

DOCTOR. GUTIERREZ, AND MEMBERS OF THE BOARD.

THIS EVENING, I'LL BE HIGHLIGHTING THE MONTHLY FINANCIAL REPORT FOR THE MONTH ENDING OCTOBER 31ST.

THE REPORTS WE'LL BE DISCUSSING INCLUDE THE INVESTMENTS, TAX COLLECTIONS, YEAR TO DATE BUDGET BY FUNCTION, AND FUND BALANCE.

STARTING WITH THE INVESTMENT REPORT, THIS SLIDE SPEAKS TO OUR PORTFOLIO POSITION WITH A WEIGHTED AVERAGE YIELD OF 4.2%, WHICH IS CONTINUING TO TICK DOWN SINCE THE TWO FED DECREASES IN SEPTEMBER AND OCTOBER.

WE EXPECT 2025 TO END AT ABOUT 3.6% INTEREST RATE, 98% OF OUR OVERALL DISTRIBUTION STILL DOES REMAIN AT ZERO TO ONE YEARS TO MATURITY WITH ABOUT 2% IN LONGER TERM VEHICLES.

THIS NEXT SLIDE OUTLINES THE SECURITY DIVERSIFICATION BY VALUE AND PERCENT OF PORTFOLIO.

ABOUT 79% RESIDES IN OUR LOCAL GOVERNMENT INVESTMENT POOLS WITH LESS THAN 7% IN MONEY MARKET ACCOUNTS, AND THEN 14% IN US TREASURIES AND AGENCIES.

IN THE MONTH OF OCTOBER, THE DISTRICT EARNED JUST A LITTLE BIT LOWER THAN ONE MILLION IN EARNINGS WITH ALMOST FOUR MILLION IN FISCAL YEAR TO DATE.

THIS NEXT REPORT IS TAX COLLECTIONS FOR THE MONTH OF OCTOBER.

WE COLLECTED A NET TOTAL OF A -$111,000.

THIS IS MAINLY DUE TO A LARGE REFUND THAT WAS ISSUED IN FOR TAX YEAR 2022.

I WILL TELL YOU THAT WE DO EXPECT COLLECTIONS TO START PICKING UP AT THE END OF THIS MONTH.

I WILL ADD THAT WE WERE ON PAYROLL TODAY, CASH FLOW LOOKS GOOD.

WE'RE GOOD THERE. [LAUGHTER] IT'S A DOUBLE PAYROLL, IT'S PAYROLL FOR THE ENTIRE MONTH.

THEN LOOKING AT OUR YEAR TO DATE BUDGET BY FUNCTION, WE SPENT ABOUT 34% OF OUR BUDGETED EXPENDITURES AS OF THE END OF OCTOBER, WHICH IS STILL ON TARGET, BUT NOT A WHOLE LOT OF WIGGLE ROOM, SO WE'RE WATCHING IT PRETTY CLOSELY.

THEN OUR FUND BALANCE POSITION HAS BEEN UPDATED TO REFLECT THE AUDITED NUMBERS AS OF YEAR END, WHICH INCLUDES AN INCREASE OF $1.2 MILLION.

THE AUDIT REPORT WILL BE PRESENTED THIS EVENING TO Y'ALL A LITTLE BIT LATER ON IN THE WITH THAT, I'M HAPPY TO ANSWER ANY QUESTIONS.

>> BOARD MEMBERS, ANY QUESTIONS OR COMMENTS.

THANK YOU. WE'LL GO ON TO OUR BUDGET DEVELOPMENT CALENDAR AND MISS. EDGAR, YOU'RE UP AGAIN.

[VI.B. Budget Development Calendar Dina Edgar, Deputy Superintendent of Administrative Services]

>> AS WE APPROACH THE END OF THE FIRST SEMESTER, WE START THE BUDGET DEVELOPMENT PROCESS WITH FIRST BRINGING A TIMELINE FORWARD THAT OUTLINES ESTIMATED SCHEDULE OF EVENTS LEADING UP TO THE FORMAL ADOPTION OF THE 2026, 2027 BUDGET.

YOU SEE IN DECEMBER, THIS IS WHAT WE'RE DOING THIS EVENING.

COMING OUT OF THE BREAK IN JANUARY, WE'LL RECEIVE THE NEW DEMOGRAPHIC REPORT FROM OUR DEMOGRAPHERS, WHICH WILL INCLUDE ENROLLMENT PROJECTIONS THAT WILL BE USED TO ESTIMATE OUR REVENUES AVAILABLE FOR NEXT YEAR.

AT THIS POINT, WE'RE STILL ESTIMATING PROPERTY VALUES FOR TEXT YEAR 2026, BUT WE DO RECEIVE COMPTROLLER VALUES FOR 2025 AT THE END OF JANUARY, AND THAT WILL HELP WITH THE ESTIMATE FOR THE FOLLOWING YEAR.

ONCE WE HAVE THAT 2025 NUMBER LOCKED IN, WE DO A PERCENTAGE GROWTH OVER THAT, AND WE BASE IT ON HISTORICAL TRENDS.

IN FEBRUARY, WE'LL PREPARE EARLY ESTIMATES OF REVENUE AND EXPENDITURES BASED ON A SET OF ASSUMPTIONS THAT WILL INDICATE OUR FINANCIAL POSITION.

WE'LL LOOK AT STAFFING FOR ENROLLMENT GROWTH AND ALLOCATE BUDGETS FOR CAMPUSES AND DEPARTMENTS.

WE USUALLY DO HOLD A BUDGET WORKSHOP IN FEBRUARY AND THIS COULD BE INCLUDED IN THE FIRST BOARD MEETING IN FEBRUARY OR AS AN INDEPENDENT WORKSHOP.

WE CAN DECIDE WHAT WE WANT TO DO THERE.

MOVING INTO MARCH, WE RECEIVE BUDGETS BACK FROM DEPARTMENTS AND CAMPUSES.

WE FINALIZE STAFFING FOR GROWTH.

WE'LL RUN COMPENSATION SCENARIOS AND PROBABLY HOLD ANOTHER BUDGET WORKSHOP IN MARCH.

THEN WE CONTINUE TO REFINE ASSUMPTIONS THROUGHOUT APRIL.

WE RECEIVE PROPERTY VALUES FROM THE CENTRAL APPRAISAL DISTRICT THAT

[00:45:02]

HELPS WITH OUR TAX RATE ASSUMPTIONS AND OUR COLLECTIONS.

THAT'S A HUGE PIECE OF THE PUZZLE THAT GETS LOCKED IN AT THAT POINT BECAUSE WE'RE ESTIMATING UP UNTIL THAT POINT.

A WORK IN PROGRESS BUDGET PRESENTATION WILL BE DELIVERED AT A REGULAR BOARD IN APRIL.

WE PRESENT THE NEAR FINAL BUDGET TO THE BOARD IN MAY, AND THEN THE BOARD PRESIDENT WILL FORMALLY CALL THE PUBLIC HEARING FOR THE PURPOSE OF DISCUSSING THE 2026, '27 BUDGET AND TAX RATE.

THEN AT THE 1ST JUNE MEETING, WE'LL PRESENT THE FINAL BUDGET TO THE BOARD, THAT WILL BE BROUGHT BACK FOR THE PUBLIC HEARING AND ADOPTION AT THE JUNE 16TH BOARD MEETING.

THEN ON BEFORE JULY 25TH, WE RECEIVE CERTIFIED PROPERTY VALUES FROM THE CENTRAL APPRAISAL DISTRICT, AND THOSE WILL BE USED TO CALCULATE THE TAX RATE AND THE TAX COLLECTION.

IN APRIL, IT'S THE PRELIMINARY VALUES.

THEN IN JULY, WE GET THE CERTIFIED VALUES.

THERE CAN BE A VARIANCE IN THOSE VALUES. NUMBERS CAN CHANGE.

AT THE 1ST SEPTEMBER MEETING, WE'LL PRESENT THE PROPOSED TAX RATE TO THE BOARD, AND THAT WILL BE BROUGHT BACK FOR A PUBLIC HEARING AT THE SECOND BOARD MEETING AND FOR THE ADOPTION.

THEN THIS IS JUST AN OUTLINE AS WE GAIN ADDITIONAL INFORMATION THROUGH THE PROCESS.

THINGS ARE LIKELY TO CHANGE AND WE CAN MAKE MODIFICATIONS AS NEEDED.

I'M HAPPY TO ANSWER ANY QUESTIONS.

>> BOARD MEMBERS, ANY QUESTIONS? TRUSTEE LEDESMA WOODY.

>> THANK YOU FOR THIS, AND I APPRECIATE THIS TIMELINE BECAUSE THIS IS AMAZING.

MY QUESTION IS GOING TO BE REGARDING THE STAFFING FEEDBACK FROM STAFF.

ONE OF THE THINGS THAT I'VE HEARD OVER AND OVER IS THAT BECAUSE WE DID A 10% CUT A COUPLE OF TIMES AGO FROM THE SCHOOL FROM THE SCHOOLS, SOME THINGS WERE CUT LIKE I THINK IT WAS LIKE PIGS FROM THE CTE PROGRAM.

SOME OTHER THINGS THAT WERE CUT THE FINE, THE THEATER ARTS, THEY DON'T HAVE AS GREAT A PROPS AND PRODUCTS AS THE OTHER FINE ARTS PROGRAMS. AT THAT TIME, WILL THEY HAVE THE OPPORTUNITY TO PROVIDE FEEDBACK AS IN THIS IS SOMETHING THAT WE REALLY LIKE TO DO.

IT GOES WITH THIS COURSE OR IT GOES WITH THIS THING.

>> ABSOLUTELY. EXCUSE ME.

WE MEET WITH ALL THE PRINCIPALS.

WE MEET WITH STAFFING AND ON THE BUDGET SIDE WITH ALL THE PRINCIPLES.

WE ALSO BRING THE BUDGET INTO ALL THE ADVISORY TEAM WITH DR. G'S ADVISORY MEETINGS.

WE GET GATHER FEEDBACK THEN AND WE CAN TAKE IT EVEN A LITTLE BIT DEEPER DIVE IF WE.

>> ARE THE TEACHERS PROVIDING FEEDBACKS TO THE PRINCIPALS? IS THAT WHAT.

>> YES. THEY ARE.

>> THEY'LL HAVE THAT OPPORTUNITY.

>> BOARD, ANY MORE QUESTIONS OR COMMENTS? TRUSTEE PANTOJA.

>> I SEE HERE FOR THE IN MARCH, WE'RE DOING A PLACEHOLDER FOR POSSIBLY BUDGET WORKSHOPS.

I SEE THE PLACEMENT FOR POSSIBLE BUDGET WORKSHOPS.

WHAT I DON'T SEE IS, WOULD WE GET THAT INFORMATION PRIOR TO THAT, OR IS THAT AS AN ASSUMPTION MADE?

>> YOU WOULD. [OVERLAPPING] ABSOLUTELY.

AGAIN, WE COULD HOLD IT AT THE FIRST BOARD MEETING OR WE COULD DO A SEPARATE MEETING, HOWEVER YOU WANT TO HANDLE THAT.

>> THANK YOU, BOARD MEMBERS. ANY OTHER QUESTIONS? NO.

>> DO YOU HAVE ADDITIONAL QUESTIONS, BUT NOT PERTAINING TO THE TIMELINE, BUT TO THE BUDGET.

CAN WE JUST DIRECT THEM TO YOU?

>> YES. [OVERLAPPING] PLEASE.

WE'RE GOOD TO GO. NEXT UP ON THE AGENDA IS

[VI.C. Board and Superintendent Guardrails Dr. Mark Cantu, Deputy Superintendent of Governance and Education Services]

BOARDING SUPERINTENDENT GUARDRAILS AND DR. CANTU.

>> THIS EVENING WE BRING TO YOU ALL THE BOARD AND SUPERINTENDENT GUARDRAILS THAT THE COMMITTEE AND THE ENTIRE BOARD HAS BEEN WORKING ON TO FINALIZE AS WE HIT THIS NEXT MILESTONE AND OUR GOVERNANCE TRAINING.

YOU ALL ARE VERY FAMILIAR WITH THIS, BUT I'M GOING TO GO THROUGH IT SO THAT WE ARE ALL ON THE SAME PAGE.

THE PURPOSE OF THIS GOVERNANCE FRAMEWORK, AND OUR DISTRICT'S FOCUS ON IMPROVING STUDENT OUTCOMES.

THEY WERE DEVELOPED COLLABORATIVELY BETWEEN THE AND THE COMMUNITY, WHEN THE COMMUNITY SHARED THEIR VISION AND THEIR VALUES AT THE FEEDBACK SESSIONS AND IN THE SURVEY.

THE GUARDRAILS HELP ESTABLISH A VERY CLEAR EXPECTATION, AND IT SAYS BOUNDARIES FOR BOTH THE BOARD AND THE SUPERINTENDENT, ESPECIALLY AROUND THE DECISION SUPERINTENDENT.

THEY ALSO ENSURE THAT THE DISTRICT ACTIONS REMAIN ALIGNED WITH THE BOARD ADOPTED STUDENT OUTCOME GOALS, THAT WE JUST HAD A PROGRESS MEASURE. REPORT ON.

THEN OF COURSE, THEY SERVE AS THESE NON-NEGOTIABLE COMMITMENTS.

THESE ARE THE COMMITMENTS THAT WE'RE SAYING,

[00:50:02]

WE'RE GOING TO FOLLOW ON BOTH THE BOARD SIDE AND THE SUPERINTENDENT SIDE SO THAT WE'RE ALWAYS GETTING BETTER, BUT WE HAVE A VERY CLEAR VISION OF WHERE WE NEED TO GO TO HIT OUR GOALS.

THEN THE NEXT STEP IS THEY WILL STRATEGICALLY GUIDE ANY OPERATIONAL DECISIONS BY THE SUPERINTENDENT AND THIS GIVES US OUR MARCHING ORDERS TO WHAT OUR STRATEGIC PLAN NOW LOOKS LIKE AS WE MOVE FORWARD TO ACHIEVE OUR GOALS.

TO THE COMMITTEE WHO CREATED THIS. THANK YOU.

I WANTED TO PUT THIS OUT HERE SO THAT WE ALL AGAIN ON THE SAME PAGE WITH COMMUNITY.

WHAT'S BEEN THE PROCESS TO DATE OF HOW WE'VE GOTTEN TO THE PLACE? THIS WORK SPECIFICALLY AROUND THE GUARDRAIL STARTED AT THE JULY BOARD WORKSHOP, WHERE YOU ALL DRAFTED THE DRAFT BOARD GUARDRAILS AND THEN THE DRAFT SUPERINTENDENT GUARDRAILS.

THERE RIGHT AFTER WELL, NOT RIGHT AFTER, BUT OVER THE LAST FEW MONTHS, AT THE LISTENING SESSIONS, YOU HAD THE COMMUNITY INPUT.

YOU ALL WENT THROUGH A PROCESS.

YOU ALL WILL SHARE THAT IN THE DISCUSSION OF WHAT THAT LOOKS LIKE, BUT I KNOW THERE WERE HUNDREDS OF SUBMISSIONS AND YOU ALL LOOKED AT THAT WITH A FINE COMB.

THEN YOU ALSO USED AI TO HELP COMPARE NOTES AND SEE WHAT COMES OUT AND SO FAR, WHAT WE HAVE ARE THE DRAFT SUPERINTENDENT GUARDRAILS AND OF COURSE, THE DRAFT BOARD GUARDRAIL.

>> HERE WE'VE GOT THE FOUR PROPOSED SUPERINTENDENT GUARD RAILS FOR DISCUSSION TODAY AND THEN FOR ACTION AT THE NEXT MEETING.

I WON'T READ THEM LINE BY LINE, BUT I KNOW THAT THE BOARD WANTS TO HAVE DISCUSSION OVER THIS, AND SO I THINK THAT'S AN APPROPRIATE TIME TO DO THAT.

HERE THE SUPERINTENDENT PROPOSED GUARD RAILS.

THE NEXT ONE IS FORBOARD SELF GUARD RAILS.

THEN THE NEXT STEP, AGAIN, JUST WHAT'S THE WHOLE PURPOSE OF THIS? IS THAT IT GIVES US THE OPERATIONAL ACTION OR CLASS OF ACTIONS THAT THE SUPERINTENDENT MAY OR MAY NOT USE.

FOR THE BOARD MEMBERS AND THE SUPERINTENDENT, YOU ALL HAVE AGREED ON THESE CONSTRAINTS OR THESE GUARD RAILS, AND THEY CHALLENGE THE ORGANIZATION TO MOVE FORWARD.

AGAIN, SUPPORTING THE VISION AND ALSO UPHOLDING WHAT THE COMMUNITY VALUES FROM THE FEEDBACK SESSION.

THEN IT GIVES US ALL OWNERSHIP, AND THEN WE KNOW THAT WHAT WE NEED TO DO SO THAT WE CAN GET TO OUR GOALS AND ENSURE THAT WE HAVE THAT ONGOING COMMUNICATION WITH STUDENT STAFF AND COMMUNITY MEMBERS.

I'M GOING TO TURN IT OVER TO BACK TO THE BOARD AND SEE WHAT CONVERSATION YOU ALL WANT TO HAVE AS A BOARD BEFORE WE MOVE FORWARD FOR NEXT STEPS FOR ADOPTION.

>> OKAY. DOES THE COMMITTEE HAVE ANYTHING THEY WANT TO TALK ABOUT? YEAH.

>> I WANTED TO FIRST JUST WALK THROUGH THE SUPERINTENDENT GUARD RAILS SAY WHERE THEY CAME FROM AND THAT WAY WE HAVE IT ALL ON THE TABLE, AND THEN WE CAN TALK ABOUT THEM.

I LIKE TO JUST WALK THROUGH EACH ONE, IF THAT'S RIGHT BY YOU, PRESIDENT ADA.

>> THEN WE CAN GO TO THE QUESTIONS.

>> THE FIRST ONE, WE CALLED IN SHORTHAND, NURTURING THE WHOLE AND A COUPLE OF THE INPUT.

I HAVE HERE SOME OF THE SURVEY INPUT AS WELL AS WHAT WE HEARD AT THE LISTENING SESSIONS.

I'LL READ A COUPLE.

I EXPECT DEL VALLEY ISD STUDENTS TO PROVIDE MORE THAN AN EDUCATION, BUT TO CREATE A SENSE OF BELONGING, PURPOSE, AND HOPE FOR EVERY CHILD AND EVERY FAMILY THEY SERVE, WHERE FAMILIES, EDUCATORS WORK TOGETHER TO SUPPORT OUR KIDS GROWTH AND WELL BEING.

ANOTHER ONE RED, I ENCOURAGE THE BOARD TO ENVISION AN EDUCATION SYSTEM THAT PRIORITIZES WELLNESS AS THE FOUNDATION FOR LEARNING.

WHEN STUDENTS ARE EMOTIONALLY GROUNDED, SOCIALLY CONNECTED, AND SPIRITUALLY ALIGNED, THEY BECOME CONFIDENT, COMPASSIONATE LEADERS.

LET'S CREATE SCHOOLS THAT NURTURE WHOLENESS WHERE STUDENTS LEARN NOT JUST TO SUCCEED, BUT TO LIVE WELL, LEAD WITH HEART, AND CONTRIBUTE TO A HEALTHIER, MORE CARING WORLD.

THIS FIRST ONE READS, THE SUPERINTENDENT SHALL NOT ALLOW SCHOOL CULTURES TO PERSIST, WHICH HOLD LOW EXPECTATIONS FOR ANY STUDENTS IN ACADEMIC ENGAGEMENT OR BEHAVIOR, CAUSING STUDENTS TO FEEL UNSAFE OR UNVALUED, OR FAIL TO PROVIDE FOR THE SOCIAL EMOTIONAL AND MENTAL HEALTH OF THE CHILDREN IN THEIR CARE.

THIS ONE IS REALLY FOCUSED ON LOOKING AT THE WHOLE CHILD, THINKING BEYOND.

THESE GUARD RAILS COME ALONGSIDE OUR ACADEMIC GOALS TO TALK ABOUT WHAT ELSE DO WE CARE ABOUT?

>> THE COMMUNITY SAID LOUD AND CLEAR, WE WANT TO MAKE SURE THAT WE ARE PAYING ATTENTION TO SOCIAL EMOTIONAL LEARNING AND THAT THERE'S ACCESS AND SUPPORT FOR TEACHERS IN PROVIDING THE CARE TO HELP STUDENTS BELONG IN THE SCHOOLS THAT THEY ATTEND.

>> HOW ARE WE DOING THIS AGAIN? I THINK THE LST COMMITTEE WAS JUST GOING TO PRESENT WHAT THEY WERE AT AND THEN COME BACK FOR THE QUESTIONS UNLESS YOU WANT TO GO AND EACH ONE IF YOU HAVE QUESTIONS ON WE COULD DO THE FOUR SUPERINTENDENT, AND THEN WE CAN COME BACK AND ASK QUESTIONS.

WELL, I GOT QUESTIONS ON THE VERY FIRST PAGE, FIRST, BECAUSE THIS IS NEW.

[00:55:01]

WE NEVER ACTUALLY DISCUSSED ANY OF THIS DURING OUR WORKSHOP.

I WANTED TO TALK ABOUT THE SERVES AS A NON NEGOTIABLE COMMITMENT THAT SUPPORTS CONTINUOUS IMPROVEMENT.

MY QUESTION AROUND THIS WAS THAT DURING OUR WORKSHOP, WE HAD TALKED ABOUT, LIKE, HEY, THESE ARE GOALS, BUT WE COULD CHANGE THEM DEPENDING ON, THE LENGTH OF TIME OR WHATNOT.

I WASN'T SURE WHAT THE THOUGHT PROCESS WAS BEHIND THIS BECAUSE WE DID SAY THAT AT SOME POINT WE MAY CHANGE OR UPDATE THESE GUARD RAILS.

CAN I SAY SOMETHING? I THINK WHEN YOU'RE LOOKING AT NON NEGOTIABLES, THE BACKGROUND THAT THE CONTEXT BEHIND THAT IS THAT THESE ARE NON NEGOTIABLES FOR US, NOT THAT THEY CAN'T BE CHANGED.

THIS IS WHAT WE'RE SAYING, THIS IS WHAT WE WANT.

THIS IS NON NEGOTIABLE.

MAYBE WE'RE TAKING THE WORD IN THE WRONG CONTEXT, RIGHT? THIS IS WHAT WE'RE SAYING, THIS IS WE'RE NOT WILLING TO BEND ON, THIS IS WHAT WE WANT, BUT THAT DOESN'T MEAN THAT WE CANNOT CHANGE THEM LATER OR AMEND OR DO SOMETHING ELSE IF SOMETHING ELSE COMES UP WHERE WE FIND THAT IT'S NOT WORKING.

>> IF I MAY ADD, THAT IS LANGUAGE THAT I ADDED TO HELP EXPLAIN IT.

THAT DID NOT COME FROM THE COMMITTEE AND I APOLOGIZE. THERE'S A. NO.

>> IT'S OKAY BECAUSE WHEN WE DO A WORKSHOP, THE EXPECTATION IS WHAT COMES OUT OF THE WORKSHOP IS WHAT WE'RE GOING TO BE GOING OVER, AND THAT'S NOT THE CASE.

THANK YOU FOR CLARIFYING THAT.

SINO DID MENTION NO NEGOTIABLE SPECIFICALLY THAT WORD WHEN WE WERE IN WHEN WE FIRST STARTED TALKING ABOUT GUARD RAILS IN PREVIOUS WORKSHOP.

I IMAGINE THAT'S WHERE IT CAME FROM.

>> THAT'S FINE, I JUST GOING TO GO OVER THIS BECAUSE WE DIDN'T GO OVER IT IN THE WORKSHOP.

THE NEXT ONE IS WE'LL GUIDE STRATEGIC AND OPERATIONAL DECISIONS BY THE SUPERINTENDENT LEADERSHIP TEAM? CAN YOU EXPLAIN WHAT THIS MEANS?

>> NOW THAT WE HAVE OUR GOAL, AND THEN WE HAVE OUR GUARD RAILS.

YOU CAN GO HERE, BUT DON'T CROSS THIS.

IT GIVES US THE NEXT STEPS TO SAY, AS WE CREATE THOSE GPMS, TO ACCOMPLISH THESE GUARD RAILS, WHAT DO WE GOT TO DO TO MAKE IT A REALITY? THAT BECOMES OUR STRATEGIC THINKING, OR STRATEGIC PLANNING, AND THAT BECOMES OUR OPERATIONAL PIECES.

HOW DO WE MAKE IT COME ALIVE?

>> MADAM PRESIDENT, POINT OF ORDER, IF I MAY.

>> YES, SIR.

>> WELL APPRECIATE TRUSTEE WOODY'S COMMENTS.

IT IS MY OPINION, AND I BELIEVE IT'S A TRUE STATEMENT THAT WE HAVE GONE OVER ALL OF THESE CONCEPTS IN LONESTAR GOVERNANCE, ALL OF THE QUESTIONS THAT THE TRUSTEE IS ASKING.

WE'VE GONE OVER ALL OF THESE CONCEPTS IN THE MULTIPLE WORKSHOPS AND MULTIPLE TRAININGS THAT WE'VE DONE IN LONESTAR GOVERNANCE.

THERE'S NO NEED TO REHASH IT IN FRONT OF THE PUBLIC RIGHT NOW.

IF SHE HAS A QUESTION ON THE ACTUAL GUARD RAIL, WHICH IS WHAT WE VOTED ON, AND WE CAN TALK ABOUT THAT.

BUT ASKING FOR BACKGROUND ON SOMETHING WE'VE ALL SPENT COUNTLESS HOURS IN I THINK IS NOT WORTHY OF DISCUSSION.

>> OKAY. WELL, THAT'S YOUR OPINION.

I'M ALLOWED TO ASK QUESTIONS ON THE DIAS UNLESS YOU'RE PREVENTING ME FROM DOING THAT.

>> THIS POINT OF ORDER, AND IT COMES TO THE PRESIDENT.

I DO AGREE WE HAVE DISCUSSED THIS BEFORE.

WE HAVE DONE ALL THIS.

BUT, WE SHOULD BE ABLE TO ANSWER SOME CLARIFYING QUESTIONS IF THAT'S THE CASE.

BECAUSE WE HAVE DISCUSSED THIS IN PREVIOUS WORKSHOPS, MAYBE NOT THIS PAST LAST ONE, BUT THROUGHOUT LSG, WE HAVE.

NOW, DO HAVE QUESTIONS ON THE GUARD RAILS.

LET'S GO OVER THE GUARD RAILS.

>> WE'RE APPROVING THIS ENTIRE THING, RIGHT? YOU I'M NOT ALLOWED TO ASK QUESTIONS ON WHAT WE'RE GOING TO BE APPROVING?

>> WE'RE NOT APPROVING THIS TONIGHT.

BUT WE WILL BE. WE'RE APPROVING THE GUARD RAILS NEXT MONTH.

NOT NECESSARILY THIS. THE GUARD RAILS.

THIS IS JUST FOR EXPLANATION AM I CORRECT? AND CLARIFICATION?

>> YES. WHAT IS IT?

>> WHAT IS GOING OUT TO THE PUBLIC?

>> THE WHOLE PRESENTATION HAS GONE OUT TO THE PUBLIC.

WHAT WILL BE FINAL AND WE WILL PUBLISH AND THAT WILL BE OUR GUIDING GUARD RAILS ARE THE FOUR SUPERINTENDENT GUARD RAILS AND THE FOUR BOARD GUARD RAILS.

THE REST WAS MY EXPLANATION TO HOW WE TELL YOU HOW WE GOT HERE.

>> I JUST WANT TO CLARIFY.

ARE YOU SAYING THAT YOU ARE SAYING YOU'RE RESTRICTING A BOARD MEMBER FROM ASKING CLARIFYING QUESTIONS?

>> NO, MA'AM. WHAT I'M SAYING IS IN OUR BOARD POLICIES.

BOARD MEMBER GOT THE INFORMATION SEVEN DAYS AHEAD OF TIME TO ASK THE QUESTIONS PRIOR TO OUR MEETING, NUMBER ONE.

NUMBER TWO, THE QUESTIONS YOU'RE ASKING, WHAT I'M REMINDING US ALL IS THAT WE HAVE GONE OVER COUNTLESS HOURS IN LONESTAR GOVERNANCE AS FAR AS WHY WE'RE DOING THIS, HOW THEY APPLY, AND WHAT THE INTENTION IS.

IT'S NOW UP TO THE PRESIDENT TO SAY WHETHER OR NOT WE CAN WE'LL CONTINUE DISCUSSING THESE ITEMS.

>> I THINK WE WILL STOP WITH THIS BECAUSE YOU ARE CORRECT.

WE HAVE DONE ALL THIS.

[01:00:01]

THAT'S THE POINT OF ORDER, AND WE WILL GO ON WITH THE GUARD RAILS, AND THEN I KNOW YOU HAVE SOME QUESTIONS ON THOSE.

>> I HAVE QUITE ADDITIONAL QUESTIONS.

>> OKAY. LET'S PROCEED ON TO THE GUARD RAILS.

>> I'M STILL GOING TO ASK QUESTIONS WHETHER OR NOT YOU ANSWER IT.

>> ALL RIGHT. FRANCO, DID YOU WANT TO DO THE SECOND ONE?

>> YES, PLEASE.

>> I HAVE A QUESTION ON THAT FIRST ONE THOUGH.

>> SO DO I

>> THE ONE THAT YOU JUST READ.

>> LET'S DO LET'S READ ALL FOUR, AND THEN WE CAN DISCUSS BECAUSE I THINK THEY ALL WORK TOGETHER, IF THAT'S RIGHT?

>> IT WAS MORE OF THE LANGUAGE.

>> YEAH, SAME.

>> THAT'S FINE, WE CAN GO OVER ALL THE GUARD RAILS AND THEN WE'LL GO BACK TO THE AFTER THEY'RE DONE WITH THE SUPERINTENDENTS AND THEN WE'LL GO ON TO THE BOARD GUARD RAILS.

>> OKAY.

>> THANK YOU. THE SECOND GUARD RAIL IS AROUND EMPOWERING PARENTS AS PARTNERS IN THEIR CHILD'S EDUCATION.

THIS STEMS FROM FEEDBACK THAT WE HEARD FROM THE COMMUNITY WITH REGARDS TO HAVING BETTER TWO WAY COMMUNICATION, NOT JUST COMMUNICATION FROM THE SCHOOL, WHETHER IT BE PARENTS SQUARE OR, AT OUR MEETINGS, BUT GET GATHERING FEEDBACK FROM THE COMMUNITY AND TAKING THAT IN.

SOME OF THE COMMENTS THAT WE HEARD WERE BRING PARENTS ALONG AS PARTNERS, EDUCATE THEM ABOUT THEIR STUDENTS' EDUCATION, MOTIVATE PARENTS TO GET INVOLVED IN THEIR SCHOOLS AND THEIR CHILDREN, AND ALSO SPANISH SPEAKING PARENTS DON'T FEEL INFORMED.

WE FELT IT APPROPRIATE BASED ON ALL THE FEEDBACK TO MAKE THIS A GUARD RAIL FOR THE SUPERINTENDENT, WHICH READS THE SUPERINTENDENT SHALL NOT ALLOW BREAKDOWNS IN COMMUNICATION AND SUPPORT THAT LEAVES FAMILIES INADEQUATELY PREPARED TO ENGAGE IN AND SUPPORT THEIR CHILD'S EDUCATION.

>> [OVERLAPPING] THE ONE IS ABOUT SPECIAL EDUCATION, ENSURING SERVICE QUALITY IN SPECIAL EDUCATION.

A COUPLE OF THINGS WE HEARD FROM THE COMMUNITY ARE TO SET A VISION FOR SPECIAL EDUCATION AND EARLY GRADES THAT ARE INCLUDED IN THE BROADER VISION FOR THE DISTRICT.

THEN TO MAKE SURE THAT TESTING IS HAPPENING ON AN ACCEPTABLE PACE.

THIS ONE SAYS, THE SUPERINTENDENT SHALL NOT ALLOW PRACTICES THAT DELAY EVALUATIONS, DENY SERVICES.

OR PLACE THE DISTRICT AT RISK OF NON COMPLIANCE WITH REGARD TO SPECIAL EDUCATION.

THIS IS REALLY FOCUSED ON THE ACTIVITIES AND THE EXECUTION OF SPECIAL EDUCATION.

WHEREAS YOU SAW WITH THE GOALS, WE'RE STILL MONITORING THEIR ACADEMIC PROGRESS, WE WANT TO MAKE SURE THAT THE SERVICES THAT WE ARE REQUIRED TO PROVIDE ARE BEING PROVIDED.

>> THAT NEXT ONE, THE LAST ONE FOR THE SUPERINTENDENT IS AROUND ENGAGING OUR STAFF AND RETAINING A STRONG DISTRICT WIDE TEAM.

THIS STEMS FROM FEEDBACK THAT WE HEARD AND MIND YOU IS ALL ANONYMOUS, BUT FROM THE COMMUNITY ABOUT MAKING SURE THAT WE RETAIN GOOD TEACHERS AND TREATING OUR TEACHERS PROPERLY.

SOME OF THE FEEDBACK THAT WE GOT, IMPROVING RELATIONSHIP BETWEEN DISTRICT CENTRAL AND CAMPUS STAFF, WAYS TO RETAIN TEACHERS, AND BURNOUT IS MORE PREVALENT THIS YEAR, AND I BELIEVE THAT IT IS WHAT IT IS CONTRIBUTING.

BASICALLY, WE HAD A LOT OF FEEDBACK FROM OUR TEACHERS AROUND HOW WE ENGAGE WITH HOW WE RETAIN THEM.

WE FELT IT BASED ON THE AMOUNT OF COMMUNICATION, WE FELT IT IMPORTANT TO MAKE THIS A GUARD RAIL IN THAT LAST GUARD RAIL STATES.

THE SUPERINTENDENT SHALL NOT ALLOW NEGATIVE DISTRICT AND CAMPUS CULTURES OR POOR DISTRICT CAMPUS RELATIONSHIPS TO IMPACT TEACHER RETENTION AND STAFF MORALE.

>> YEAH.

>> OKAY. NOW FOR QUESTIONS, I DO WANT TO BRING UP THAT ON THIS LAST ONE, I DON'T LIKE THE WORD POOR.

I WANT TO SEE IF WE CAN CHANGE THAT TO MAYBE COUNTERPRODUCTIVE OR SOME OTHER WORD.

>> HAVE ANY OTHER.

>> I'LL SAY THAT I AGREE WITH THAT.

IF YOU'D LIKE TO, I WOULD MOVE TO CHANGE THE WORD POOR, STRIKE THAT WORD AND REPLACE IT WITH COUNTERPRODUCTIVE.

>> OKAY.

>> ARE THERE ANY OTHER ANY OTHER DISCUSSION? WE HAVE A MOTION FOR THAT, BUT I DO WANT TO HEAR IF THERE'S ANYTHING ANYTHING OTHER ON THAT ONE. TRUSTEE LS.

>> YEAH, I HAVE A CONCERN ABOUT THAT THE WORDING HAS COMPLETELY CHANGED FROM WHAT WE TALKED ABOUT AT THE WORKSHOP.

AT THE WORKSHOP, WE DIDN'T SAY WE WERE CHANGING ANYTHING IN THIS PARTICULAR ONE.

I'M TRYING TO UNDERSTAND WHERE THIS NEW LANGUAGE CAME FROM.

>> YES. I CAN SPEAK TO THAT.

BECAUSE I HEARD AND WE DISCUSSED THIS AS A COMMITTEE THAT THERE WAS SOME CONCERNS AROUND THIS LANGUAGE, WHICH COMPLETELY AGREE WITH.

WE WENT BACK AND MADE SURE WE LOOKED AT OUR NOTES. ALL OF US LOOKED AT OUR NOTES.

WE WENT BACK AND ASKED STAFF IF THEY KNEW EXACTLY WHAT DIRECTIVE WAS GIVEN BECAUSE THERE WERE SEVERAL GUARD RAILS WHERE WE EXACTLY DICTATE THE LANGUAGE AS WE WANTED SPOKEN.

[01:05:02]

THEN THERE WERE OTHERS, THE REST, WHERE WE VOTED ON, WHERE THE BOARD ALLOWED US TO ESSENTIALLY COME UP WITH A LANGUAGE AND BRING IT TO THE BOARD AS A WHOLE IN THIS BODY RIGHT NOW, AND THAT WE WOULD VOTE ON IT WHEN APPROPRIATE.

THIS IS ONE OF THOSE THAT WE DID NOT HAVE EXACT WORDING ON.

THIS IS PROPOSED LANGUAGE.

IF YOU'D LIKE TO CHANGE IT, BY ALL MEANS, WE'RE HAPPY TO HEAR SOMETHING DIFFERENT.

BUT YEAH, IT'S IMPORTANT TO KNOW THAT NOT EVERY GUARD RAIL WAS DICTATED, AND SOME OF THESE WE DID HAVE TO COME UP WITH GENERAL LANGUAGE.

[OVERLAPPING] WE WERE DIRECTED TO DO SO AS A BOARD.

>> THE SUPERINTENDENT SHALL NOT ALLOW THE DISTRICT ENVIRONMENT TO CAUSE TEACHING STAFF TO FEEL VALUED, UNSUPPORTED, OR DISRESPECTED AS PROFESSIONALS IN A WAY THAT NEGATIVELY IMPACTS RETALIATION RETENTION OR STAFF MORALE.

I'M JUST WONDERING LIKE WE DIDN'T SAY FROM OUR WORKSHOP, THERE WAS I DON'T I DON'T REMEMBER AS SAYING THAT, OH, THIS WAS GOING TO BE A HUGE CONCERN.

LET'S JUST CHANGE THE WHOLE THING.

I'M TRYING TO UNDERSTAND FROM THE WORKSHOP, WHEN DID ALL OF THIS CHANGE WITH WHAT WAS THE POINT OF THE WORKSHOP IF THAT WAS JUST GOING TO HAPPEN?

>> WELL, THE POINT OF THE WORKSHOP WAS FOR US TO HAVE GENERAL DISCUSSIONS AROUND WHAT THAT LANGUAGE WAS SUPPOSED TO BE IN HOW WE FELT ABOUT IT, BECAUSE THESE ARE DRAFT AT THAT THERE'S STILL OUR DRAFT.

THIS IS THE FIRST TIME AT OUR WORKSHOP THAT WAS FOR THE MOST PART, THE FIRST TIME THE BOAR ALTOGETHER WAS SEEING IT.

GRANTED, WE HAD SENT IT OUT PRIOR TO FOR EVERYBODY'S FEEDBACK, IF IF I REMEMBER CORRECTLY, THE GUARD RAILS, AND THEN THE WORKSHOP WAS FOR ALL OF US TO DISCUSS THEM.

AT THE BOARD AT THE WORKSHOP, IT WAS THE GENERAL CONSENSUS.

UNFORTUNATELY, WE DON'T RECORD OUR WORKSHOPS, AS YOU KNOW, SO WE CAN'T GO BACK TO AN EXACT MOMENT IN TIME.

BUT THE GENERAL CONSENSUS, TRUSTEE WOODY AS YOU REMEMBER, IS THAT OR AT LEAST AS THE WAY I REMEMBER, AND I BELIEVE THE REST OF SOME OF THE OTHER BOARD MEMBERS DID TOO, IS THAT THE LANGUAGE AROUND THIS PARTICULAR ONE, THE LANGUAGE YOU JUST READ WAS DID NOT GIVE WITH HOW WE GENERALLY FELT AND HOW WE THOUGHT THAT STAFF OR LEADERSHIP WANTED TO BE ADDRESSED.

WE NEEDED TO CHANGE THAT. THIS IS THE PRODUCT OF THAT CHANGE.

>> I DO RECALL HAVING THAT CONVERSATION ABOUT THAT ORIGINAL LANGUAGE, AND THERE WERE SEVERAL, I DON'T EXACTLY KNOW WHAT CONSENSUS WE CAME TO, BUT WE DID AGREE.

THE MAJORITY OF US TALKED ABOUT NOT LIKING THAT PARTICULAR LANGUAGE ON THE FIRST ONE.

>> THE LANGUAGE THAT WAS STRUCK.

[OVERLAPPING] THE LANGUAGE THAT WAS STRUCK WAS THE LANGUAGE AROUND HOW TEACHERS FEEL AND NOT AROUND SHORT CHANGING GETTING TO RETENTION AND STAFF MORALE, BUT NOT TALKING ABOUT HOW WE'RE GOING TO MAKE TEACHERS FEEL JUST BECAUSE WE DON'T HAVE CONTROL OVER THAT AND DOCTOR UDUREZ DOESN'T HAVE CONTROL OVER THAT.

WE'RE TRYING TO FIGURE OUT HOW TO MAKE THAT FIRST PART WORK BY BUILDING IT OUT A LITTLE BIT MORE.

IF YOU THINK THE MORE CONSOLIDATED VERSION OF JUST LIKE THE DISTRICT SHALL NOT ALLOW A NEGATIVE DISTRICT, CULTURE TO IMPACT TEACHER.

WE CAN SHORTEN THAT.

WE JUST THOUGHT THAT THERE WAS SOMETHING ABOUT BOTH THE DISTRICT CULTURE AND THEN THE DISTRICT CAMPUS.

I WELCOME ANY CHANGES THERE.

>> OKAY. I JUST WANTED TO GET SOME CLARIFICATION ON THAT ONE. THANK YOU FOR THAT.

>> DO YOU THINK IT'S BETTER SHORTER OR DO YOU LIKE THIS.

>> I THINK THAT IT ENCOMPASSES I DO WELL, IT HAD IT SWITCHED ME UP AT FIRST BECAUSE THE WHOLE EVEN LIKE THE TOPICS WERE CHANGED DRAMATICALLY UNTIL I WAS TRYING TO FIGURE OUT WHICH WAS WHAT, BUT FINALLY ALIGNED EVERYTHING.

IT DID SOUND GOOD, BUT I ALSO DID NOT LIKE THE WORD POOR IN THERE.

>> I DON'T I DON'T KNOW HOW WE MEASURE A NEGATIVE DISTRICT.

I'M TRYING TO GET THAT NOT ALLOW FOR A NEGATIVE DISTRICT.

I DON'T I DON'T KNOW HOW THAT IS MEASURABLE.

>> FOR CLARIFICATION, THAT'S THAT'S NOT FOR US TO MEASURE.

THAT IS FOR DOCTOR GUTS TO IMPLEMENT IN HIS GOAL PROGRESS MEASURES.

WE JUST VOTE ON THE LANGUAGE OF THESE OF THESE GUARD RAILS.

>> THAT'S WHERE I THINK THE TEACHER ATTENTION AND STAFF MORALE BEING THE MEASURES THAT WE WE'RE THINKING ABOUT THIS FROM A CULTURE LENS AS OPPOSED TO ALL THE OTHER THINGS THAT COULD IMPACT LIKE WE'RE NOT ASKING TO LOOK AFTER SOME OF THOSE OTHER FACTORS.

>> THEN SO THEN MY QUESTION WILL GO TO DOCTOR CADET IS, IS THAT SOMETHING BASED OFF THIS LANGUAGE THAT YOU COULD FIGURE OUT A WAY TO MEASURE IT BY TEACHER RETENTION OR WHATNOT SURVEYS.

>> IT'S BLINKING. THERE IT IS.

I THINK WE HAD TALKED ABOUT SOME POSSIBLE MEASUREMENTS AS WE WERE GOING THROUGH THE WORKSHOP AND WAYS THAT THIS GUARD RAIL COULD BE MEASURED.

PEOPLE ARE WONDERING, LIKE, WHY IS THE SUPERINTENDENT NOT SPEAKING ON THIS? THIS IS SOMETHING THAT IS BOARD DRIVEN.

THE BOARD IS ESTABLISHING GUARD RAILS FOR ME, WHICH THEN I, ALONG WITH THE TEAM, CREATE MEASURES FOR EACH ONE TO BE ABLE TO REPORT ON TO THE BOARD.

[01:10:05]

WITH THIS ONE SPECIFICALLY, WHEN YOU LOOK AT CAMPUS OR DISTRICT CULTURE, THERE ARE WAYS THAT THIS COULD BE MEASURED.

ONE, YOU'RE LOOKING AT RETENTION RATES YEAR OVER YEAR.

YOU'RE LOOKING AT ENVIRONMENTAL SURVEYS, OR CAMPUS SURVEYS THAT YOU COULD UTILIZE.

THERE ARE SEVERAL WAYS THAT WE COULD GO ABOUT MEASURING THIS ONE IN PARTICULAR, AND I THINK WHAT WE DECIDED WAS THAT THERE WOULD BE 3-4.

IS THAT 3-4? MEASURE MEASURES FOR EACH ONE.

I THINK THAT WE CAN CERTAINLY ACHIEVE THAT.

ESPECIALLY CONSIDERING THAT WE DID REDUCE ONE GUARD RAIL AND GO 5-4.

>> ARE WE OKAY WITH THIS ONE OR THE OTHER ONE?

>> I WANT TO THANK THE BOARD FOR THE COUNTS AS IT WAS ECHOED, THE COUNTLESS OF HOURS THAT WE'VE PUT INTO GETTING THIS DONE.

IT'S NOT EASY. I KNOW I WAS THERE IN THE ROOM.

THE ONLY CONCERN I HAVE IS SOME OF THE LANGUAGE, WELL, I KNOW IT'S FOR POSITIVE INTENT AND THAT'S SOME TO LEAN INTO, I JUST PUT I GOT OUT FOR TRANSPARENCY.

SOME OF THE LANGUAGE AT A WORKSHOP THAT'S A PUBLIC MEETING THAT WAS COMMUNICATED HAS NOW SHIFTED.

THE EXAMPLE I'M GOING TO GIVE IS, I DON'T RECALL USING THE N THE WHOLE CHILD AS A TOPIC.

I SEE BEHIND WHY WE'RE DOING IT, BUT THAT WAS NOT A TITLE THAT WE SPOKE ABOUT AT THE TIME.

I JUST WANT TO POINT THAT OUT THAT IF WE'RE GOING TO MAKE ADJUSTMENTS, IF WE CAN AT LEAST INFORM THE BOARD, MADE SOME ADJUSTMENTS IS WE PRESENTED, THAT'D BE GREAT BECAUSE WHEN I RECEIVE THIS FOR THE FIRST TIME, I'M LIKE, WAIT, THESE AREN'T THE SAME TITLES THAT WE SPOKE ABOUT, AT THIS WORKSHOP THAT WE DID ALL WERE HERE UNTIL 10:00 AT NIGHT, AND PRIOR TO THAT, SOME OF WAS READING BEFORE THAT AND AFTER WE RECEIVED THE NEW ONE, I WAS DOESN'T MAKE ANY SENSE, BUT I'M LIKE, YOU KNOW WHAT? I AGREE. I'M GOING TO SUPPORT.

LET'S DO THIS.

HOWEVER, GOING BACK TO TRANSPARENCY AND COUNTS OF HOURS, IT WAS NOT THE SAME CONVERSATION WE HAD THEN, BUT IT'S BEING PRESENTED NOW.

>> TRUSTEE FRANCO?

>> I JUST WANT TO REMIND EVERYBODY THAT THE ONLY THING THAT THE BOARD PUT TOGETHER FROM THIS DOCUMENT, IS THE GUARD RAIL ITSELF.

EVERYTHING ELSE WAS NOT CREATED BY THE BOARD.

IT WAS CREATED BY SOMEONE ELSE WHO IS NOT A BOARD MEMBER.

AND SO IF THERE'S SOMETHING THAT IS NOT IDENTICAL TO WHAT YOU SAW IN THE WORKSHOP, I SINCERELY APOLOGIZE FOR ALL OF US NOT VOTING ON WHAT THE EXACT LANGUAGE SHOULD HAVE BEEN FROM A PRESENTATION PERSPECTIVE, BUT I KNOW WE ALL WANTED TO GET OUT OF THERE.

AGAIN, WE DID NOT HAVE ANYTHING TO DO WITH ANY OTHER LANGUAGE EXCEPT FOR WHAT'S WRITTEN IN THE GUARD RAILS.

THAT'S IT. THE BOLDED BLACK TEXT, IT WAS WRITTEN BY THE BOARD.

EVERYTHING ELSE IS NOT OUR DOING.

>> I'M GOING TO SUGGEST WE GO FOR H GUARD RAIL AND YOU SEE WHERE YOU MIGHT WANT TO AMEND THE LANGUAGE.

BUT LET'S GET THROUGH ONE.

WE'LL TAKE THE MOTION, DO A SECOND, AND VOTE ON EACH ONE AND WHAT WE WANT TO MAKE CHANGE.

THIS WAY, WHEN IT'S PRESENTED, THEN WE HAVE THE LANGUAGE THAT WE WANT.

>> HOLD ON CLARIFY. SORRY. CAN WE DO THAT UNDER INFORMATION ITEMS?

>> YES, YOU CAN AS FAR BECAUSE WE'RE ONLY I CHECK, I DID CHECK WITH THAT.

AND THAT'S WHAT I WAS INTENDING TO DO, BUT SINCE WE ALREADY STARTED WITH THIS ONE, LET'S GO AHEAD AND FIX THIS ONE AND THEN WE'LL GO BACK TO THE TOP AND COME DOWN.

WILL THAT WORK FOR EVERYBODY?

>> I DID WANT TO RESPOND ON THE LEFT HAND SIDE INTO WHAT TRUSTEE FRANCO SAID, BECAUSE.

>> DOCTOR.

>> IF YOU'LL ALLOW. I DID DRAFT THE RED SIDE.

WHAT WE WERE TRYING TO DO WAS CAPTURE THE ESSENCE.

IT WAS REALLY SHORTHAND BEFORE, AND WE COMBINED TWO INTO THAT FIRST ONE.

IT WAS BELONGING OR STUDENT BELONGING AND STUDENT FLOURISHING, AND WE TALKED ABOUT COMBINING THOSE.

I THINK IT'S USEFUL TO HAVE SHORTHAND ON THE LEFT HAND SIDE SO THAT PARENTS KNOW HOW TO ACCESS THESE.

BUT I THINK WE CAN SUGGEST BECAUSE IF WE'RE GOING TO USE THAT AS A COMMUNICATIONS DEVICE, WE MAY WANT TO LOOK AT THAT AND IF YOU HAVE SUGGESTIONS, OR IF NOT, WE CAN CUT IT AND JUST LOOK AT THE GUARD RAILS.

BUT THAT IS JUST WE DID MAKE CHANGES TO TRY TO MAKE IT MORE GABLE.

>> ANY OTHER QUESTIONS ON THIS ONE? WHAT ARE WE SUGGESTING TO CHANGE THE WORD POOR TO?

>> I MOVE THAT WE CHANGE THE WORD POOR TO LORD, WHAT I SAY?

>> COUNTERPRODUCTUCTIVE.

>> COUNTERPRODUCTIVE.

>> I HAVE A MOTION TO CHANGE THE WORD POOR TO COUNTERPRODUCTIVE. DO I HAVE A SECOND? TRUSTEE PT SECONDS. ALL THOSE IN FAVOR.

MOTION PASSES NINE TO ZERO.

[01:15:10]

THEN LET'S GO BACK TO THE TOP AND NURTURING THE WHOLE CHILD THE FIRST GUARD RAIL.

ANY COMMENTS? OR SUGGESTIONS ON THAT ONE?

>> WOODY. THANK YOU FOR THAT.

IN MY NOTES, I HAD THE SUPERINTENDENTI THAT ALLOW SCHOOL CULTURE AND CLIMATE TO PERSIST, WHICH HOLDS LOW EXPECTATIONS FOR ANY STUDENT PARENTHESES IN ACADEMICS BEHAVIOR OR SOCIAL SORRY.

OR SOCIAL EMOTIONAL LEARNING OR CAUSE STUDENTS TO FEEL EXCLUDED UNSAFE OR OTHERWISE UNVALUE, HINDERING THE CHILD'S HOLISTIC DEVELOPMENT AND READINESS FOR THE FUTURE.

THEN IT JUST IT SAYS A BUNCH OF OTHER DIFFERENT STUFF HERE I'M ASSUMING YOU GUYS JUST CUT IT SHORTER.

YOU PUT THE SOCIAL EMOTIONAL AND MENTAL, I DON'T KNOW.

IT'S A LOT OF EXTRA WORDS FOR THE SOCIAL EMOTIONAL AND MENTAL HEALTH WHERE I HAD IT JUST AT THE TOP AND I DIDN'T HAVE ENGAGEMENT.

I DON'T KNOW WHERE ENGAGEMENT CAME FROM.

>> RESPOND. [OVERLAPPING].

>> SOMEBODY. THIS WAS ONE WHERE WE COMBINED AND THE SECOND ONE WAS ABOUT STUDENT FLOURISHING, AND WE DIDN'T MANAGE TO COMBINE THEM COMPLETELY DURING THE MEETING.

I'D BE CURIOUS IF YOU HAVE SUGGESTIONS FROM WHAT YOU WERE SUGGESTING BECAUSE WE WERE JUST TRYING TO PUT THEM TOGETHER, WHICH IS WHY ENGAGEMENT CAME FROM FLOURISHING AND ENDED UP IN THAT FIRST ONE.

IF YOU HAVE SUGGESTIONS FOR HOW TO CUT THAT DOWN, I AGREE THAT'S OUR LONGEST ONE AND IT'D BE HELPFUL IF IT WERE MORE STREAMLINED.

>> I DID YOU WANT TO RESPOND TO THAT?

>> YEAH. I THINK THAT FOR ME, WHAT I HAD HERE WAS, I DON'T EVEN KNOW WHERE LOW EXPECTATION CAME FROM.

I JUST HAD THE SUPERINTENDENT SHALL NOT ALLOW STUDENT SCHOOL CULTURE OR CLIMATE TO PERSISTENT, WHICH HOLDS LOW EXPECTATIONS FOR ANY STUDENT IN ACADEMICS, BEHAVIOR AND SOCIAL EMOTIONAL LEARNING.

OR CAUSE STUDENTS TO FEEL EXCLUDED, UNSAFE, OR OTHERWISE UNVALUED.

WHICH HINDERS STUDENTS HOLISTIC DEVELOPMENT AND READINESS FOR THE FUTURE.

I DID HAVE THEM COMBINED IN MY NOTES, AND I THOUGHT THAT'S WHAT WE HAD AGREED TO, BUT BECAUSE I'M NOT SURE WHERE THIS HOS LOW EXPECTATIONS, CAME FROM OR I'M SORRY, IT IS IN THERE.

IT'S JUST BIGGER. I DON'T KNOW. IT'S JUST WEIRD.

I DON'T REALLY KNOW IF IT'S ANY VALUE TO CHANGE IT FROM WHAT YOU HAVE HERE.

I JUST WANTED TO POINT OUT THAT IT'S NOT THE SAME AS WHAT I HAVE IN MY NOTES, AND IT COULD BE THAT Y'ALL JUST WROTE IT DIFFERENTLY OR TRY TO COMBINE?

>> DOES ANYBODY ELSE HAVE A CONCERN WITH THIS ONE?

>> I JUST WANT TO COMMENT ON THAT ONE.

I THINK TRUSTEES MODI, I THINK IT'S THE SAME.

IT'S JUST A CONDENSED VERSION BECAUSE THAT IS LIKE JASON TRUSTEE SIERRA MENTIONED, IT IS OUR LONGEST GUARD RAIL.

IT'S THE SAME, BUT JUST IN A CONDENSED VERSION.

WOULD SOCIAL EMOTIONAL AND MENTAL HEALTH WOULD WE BE ABLE TO COMBINE THAT INTO BEHAVIOR, OR IS THAT SOMETHING YOU KNOW, WHAT I MEAN, LIKE, ENGAGEMENT BEHAVIOR AND ACADEMICS? SORRY. GO AHEAD.

>> I THINK WE'RE TRYING TO HAVE TWO SETS.

THE LOW EXPECTATIONS ARE AROUND ACADEMICS AND BEHAVIOR, AND THE RESPONSE TO THAT IS SOCIAL LEARNING AND SUPPORT.

I THINK THAT'S MEANT TO BE A SPECIFIC RESPONSE WE'RE EXPECTING THE SUPERINTENDENT TO IMPLEMENT, VERSUS THE PROBLEM WE'VE ADDRESSED OR IDENTIFIED IS THAT LOW EXPECTATIONS FOR STUDENTS ACADEMICS OR BEHAVIOR? I THINK THOSE ARE I'M NOT SURE THAT LOW EXPECTATIONS FOR SOCIAL EMOTIONAL, I SEE HOW THE BEHAVIOR, I THINK IT'S THE SOCIAL EMOTIONAL RESPONSE TO BEHAVIOR. THOSE ARE DEFINITELY.

>> I MEAN, IS THAT SOMETHING THAT WE SHOULD BE TELLING THE SUPERINTENDENT TO IN ORDER TO INCREASE ACADEMIC ENGAGEMENT AND BEHAVIOR IS TO PROVIDE THE SOCIAL EMOTIONAL AND MENTAL HEALTH, OR IS THAT SOMETHING THAT HE SHOULD JUST DO? I'M TRYING TO DOES THAT MAKE SENSE? YOU SAID, IT'S A RESPONSE TO THE BEHAVIOR AND TO THE ENGAGEMENT ACADEMIC PART.

[01:20:01]

>> IT IS IT AN ACT LIKE, YOU KNOW WHAT I MEAN? IS IT SOMETHING THAT WE WANT TO FOCUS ON OR SOMETHING THAT HE NEEDS TO DO IN ORDER TO INCREASE THE ACADEMICS ENGAGEMENT AND BEHAVIOR?

>> DOES ANYBODY ELSE HAVE AN ISSUE WITH THIS? I'D LIKE TO HEAR FROM MAYBE CUSTI BURTON, WHO WAS THERE? IS THERE ANYBODY ELSE ON THIS BECAUSE I REALLY I MEAN, I DON'T PERSONALLY HAVE A PROBLEM WITH THAT ONE AS IT IS.

>> I WAS THERE AND I THINK IT'S FINE BECAUSE I KNOW WE DID CONDENSE TWO INTO ONE.

I THINK IF DOCTOR G AND HIS STAFF ARE GOOD WITH THAT, I KNOW THE FEEDBACK WAS.

SOCIAL EMOTIONAL MENTAL HEALTH WAS IMPORTANT, IS INCLUDED IN THERE.

IF WE GET THEY'LL CREATE SOME MEASURABLES TO MEASURABLES TO BE ABLE TO MEASURE IT, AND WE'LL BE GOOD TO GO.

>> DO YOU WANT TO MAKE A MOTION TO AMEND THAT OR ARE YOU OKAY WITH THAT?

>> I MEAN, I'M NOT OKAY WITH IT, BUT IT SEEMS LIKE I'M NOT WEITY, SO WE CAN GO AHEAD AND JUST MOVE ON.

APPARENTLY, DOESN'T MATTER.

>> THE FIRST GUARD WILL IS OKAY.

CAN WE GO ON TO THE SECOND ONE? ITS EMPOWERING PARENTS AS PARTNERS IN THEIR CHILD'S EDUCATION.

THE SUPERINTENDENT SHALL NOT ALLOW BREAKDOWNS EDUCATION AND SUPPORT THAT FAMILIES IN INADEQUATELY PREPARED TO ENGAGE IN AND SUPPORT THEIR CHILD'S EDUCATION.

DOES ANYBODY HAVE ANY QUESTIONS OR COMMENTS ON THAT ONE? THEN I GUESS THAT IS OKAY TO GO.

WE GO ON TO THE THIRD ONE, ENSURING SERVICE QUALITY AND SPECIAL EDUCATION.

THE SUPERINTENDENT SHALL NOT ALLOW PRACTICES THAT EVALUATIONS, DENY SERVICES, PLACE THE DISTRICT AT RISK OF NON COMPLIANCE WITH SPECIAL EDUCATION.

I DO RECALL WE DID WANT TO FOCUS ON THE NONCOMPLIANCE.

DOES ANYBODY ELSE HAVE ANY OTHER INPUT ON THAT?

>> I THOUGHT THAT WE HAD AGREED TO CHANGE IT FROM SPECIAL EDUCATION TO PROGRAM COMPLIANCE.

THEN RIGHT HERE, WE HAVE ENSURING SERVICE QUALITY AND SPECIAL EDUCATION.

I DON'T KNOW WHO PROVIDED THAT, BUT CAN YOU SOMEBODY EXPLAIN WHY THAT WAS CHANGED?

>> I THOUGHT IT WAS DISCUSSED TO BE SPECIAL EDUCATION TO BE COMPLIANT WITH SPECIAL EDUCATION.

WE DEBATED ABOUT ADDING PROGRAMS OR SPECIAL PROGRAMS OR SOMETHING LIKE THAT.

THEN DOCTOR G HAD SPOKE ON THE COMPLIANCE ASPECT OF IT AND THAT BEING MEASURABLE AND THEN SAYING NOT HAVING AN ISSUE WITH EQUITY.

I THOUGHT THIS WAS A STATEMENT THAT CAME OUT OF THAT.

>> THAT'S THE WAY I RECALL IT AS WELL.

>> I HAVE A COMMENT.

>> TRUSTEE MALCOM.

>> I HAVE A QUESTION. I THOUGHT YES, TRUSTEE, I GO IN. I DO REMEMBER THAT.

I BELIEVE THE LANGUAGE IS EXPANDED BECAUSE OF THE ENGLISH LANGUAGE LEARNING ASPECT.

THEY WERE GOING TO HAVE SOME QUALITY CONTROL UNLESS I MAY NOT MAY HAVE HEARD THAT DIFFERENTLY.

>> I THINK THE DISCUSSION WITH THAT WAS WE DISCUSSED THAT THE ENGLISH LANGUAGE LEARNERS, ALL THAT WAS GOING TO BE ADDRESSED IS ALREADY BEING ADDRESSED WITH THE SR AND OUR GOALS FOR THE PROGRESS ON THAT.

I DO RECALL, I THINK WE AGREED TO SPECIAL EDUCATION AS LONG AS IT WAS FOR THE ADDRESSING THE NON COMPLIANCE.

ANY OTHER QUESTIONS AGAIN.

>> YOU GUYS DIDN'T ANSWER MY QUESTION.

THE TOPIC WAS SUPPOSED TO BE PROGRAM COMPLIANCY.

THE WORDING, THE GUARD RAIL IS CORRECT, NON COMPLIANCE WITH REGARDS TO SPECIAL EDUCATION.

I JUST WANT TO UNDERSTAND WHY OR WHO CAME UP WITH THE ENSURING SERVICE QUALITY IN SPECIAL EDUCATION.

BECAUSE MY NOTES SAY PROGRAM COMPLIANCE, AND I THOUGHT THAT'S WHAT WE HAD AGREED ON IN THE MEETING.

>> I'LL GO BACK TO THAT ONE BECAUSE WE WENT BACK AND FORTH AND WE SPENT A LOT OF TIME ON THIS ONE.

>> WHAT I HAD COME BACK AND SUGGESTED WAS THAT THIS PARTICULAR GUARD RAIL FOCUS ON MY RECOMMENDATION WAS THAT WE'D FOCUS ON THE COMPLIANCE COMPONENT OF SPECIAL ED, CONSIDERING THE CHALLENGES THAT WE'VE HAD OVER THE LAST SEVERAL YEARS, WHERE WE COULD FOCUS ON THE STUDENT PERFORMANCE THROUGH THE BOARD GOALS, JUST WHAT DR. CANTU AND THE TEAM PRESENTED.

THE OTHER DISCUSSION WAS THE ENGLISH LANGUAGE LEARNERS OR EMERGENT BILINGUAL STUDENTS, AND POSSIBLY TAKEN AWAY FROM THAT FOCUS AND WHAT I SHARED IN THAT WORKSHOP WAS THAT WE WOULD SPECIFICALLY HIGHLIGHT THAT GROUP'S PERFORMANCE WHEN WE ARE PRESENTING UPDATES ON THOSE BOARD GOALS,

[01:25:05]

WHICH WE DID TODAY.

WE WOULD CONTINUE TO HAVE THAT REGULAR FOCUS ON SPECIAL EDUCATION PERFORMANCE AND EMERGENT BILINGUAL ENGLISH LANGUAGE LEARNER PERFORMANCE ALONG WITH THE OTHER SUBGROUPS.

I FELT LIKE AFTER THAT, THAT THE TEAM HAD AGREED TO FOCUS ON THE COMPLIANCE COMPONENT FOR SPECIAL EDUCATION AS ONE GUARD RAIL.

>> PRESIDENT WHAT IF I MAY?

>> TRUSTEE FRANCO.

>> TO ADD TO THAT, I RECALL THAT AS WELL.

THE OTHER THING THAT WE HAD MENTIONED WAS THAT SINCE THIS ITEM IN PARTICULAR, AROUND SPECIAL EDUCATION AND HOW WE WERE HANDLING IT WAS ONE OF THE, I DON'T WANT TO SAY LOUDEST, BUT IT CAME UP QUITE A BIT IN COMMUNITY SURVEYS AND OUR WORK SESSIONS THAT IF WE JUST STARTED ADDING THINGS BECAUSE WE WANTED TO ADD THEM, WE RISKED THE COMMUNITY FEELING AS THOUGH WE WERE JUST DOING THIS FOR OURSELVES AND NOT BASED ON THEIR INPUT.

>> THANK YOU FOR THAT. ANY OTHER COMMENTS OR QUESTIONS?

>> I DO.

>> TRUSTEE LEDESMA WOODY.

>> I'M FINE WITH THE GUARD RAIL.

BECAUSE WE DID SAY THAT WE COULD CHANGE THE GUARD RAILS ARE INTERCHANGEABLE WITH THE PROGRAM COMPLIANCE BEING THE TOPIC INSTEAD OF SPECIFICALLY CALLING OUT SPECIAL EDUCATION, WE COULD INTERCHANGE THAT GUARD RAIL ONCE WE GET SPECIAL EDUCATION UP TO PAR, IN COMPLIANCE OR WHATNOT.

THAT'S WHERE THAT MINDSET'S COMING FROM.

I WAS JUST TRYING TO UNDERSTAND WHY WE CHANGED THAT WORDING, BUT IT SEEMS THAT IT DOESN'T MATTER.

BUT THAT'S WHERE THAT THOUGHT WAS COMING FROM.

>> DO YOU WANT TO MAKE A MOTION TO CHANGE THAT OR?

>> I'M TRYING TO UNDERSTAND WHERE THE CHANGE OF LANGUAGE CAME FROM.

IF IT'S JUST SOMETHING BECAUSE WE WANT TO SPECIFY FOR THIS AND WE WANT TO KEEP IT ALWAYS ON SPECIAL EDUCATION, IT'S FINE.

WE CAN KEEP IT THERE. BUT IF WE EVER WANT TO CHANGE IT, WE WOULD HAVE TO CHANGE THE TOPIC AS WELL. DOES THAT MAKE SENSE?

>> ABSOLUTELY. YES. I AGREE. WE'RE OKAY WITH THAT FOR NOW?

>> PRESIDENT GUADIAN, IF I MAY MAKE A COMMENT?

>> TRUSTEE FRANCO?

>> I JUST WANT TO REMIND THE BOARD THAT BEFORE WE LEFT OUR WORKSHOP TWO WEEKS AGO WHEN WE WERE DISCUSSING THESE, EVERYONE WAS ASKED TO SUBMIT ALL FEEDBACK TO SINTO, OUR LSG MENTOR, AND A LOT OF THIS FEEDBACK COULD HAVE BEEN GIVEN TWO WEEKS AGO TO OUR LSG MENTOR SO THAT WE COULD HAVE A VERY CONSTRUCTIVE CONVERSATION BASED ON EVERYBODY'S FEEDBACK AS OPPOSED TO FROM THE DIAS RIGHT NOW.

>> YES.

WE DID ASK THAT, BUT EVEN IF THEY HAD SENT THIS TO SCENE THOUGH WE STILL WOULD BE HAVING THIS CONVERSATION.

CAN WE THEN GO ON AND MOVE ON? THE ONLY ONE THAT WILL BE CHANGING, AND WE VOTED ON THAT WAS TO CHANGE THE WORD POOR TO COUNTER PRODUCTIVE.

LET'S GO ON WITH THE PROPOSED SELF GUARD RAILS.

LST COMMITTEE, GOING TO PRESENT THOSE.

WE'RE GOING TO GO ONE BY ONE.

>> I THINK WE CAN READ THEM OUT AND WE CAN TALK ABOUT IF THERE'S QUESTIONS.

THE OTHER ONES ARE WHERE WE'RE HOLDING THE SUPERINTENDENT ACCOUNTABLE, AND SO WE WANTED TO MAKE SURE WE WENT DEEP ON THOSE.

THESE ARE FOR US AND HOW WE WANT TO HOLD EACH OTHER ACCOUNTABLE.

THE FIRST ONE IS REMAINING FOCUSED ON STUDENT OUTCOMES.

THE BOARD SHALL NOT VEER FROM A TARGETED FOCUS ON WHOLE CHILD OUTCOMES THROUGH EQUITABLE SUPPORT FOR ALL STUDENTS, FAMILIES, AND COMMUNITIES.

THE SECOND IS ABOUT ENGAGING THE COMMUNITY.

THE BOARD SHALL NOT ALLOW LAPSES AND TWO WAY COMMUNICATION WITH THE COMMUNITY, OR FAIL TO PLAN FOR HOW INPUT WILL BE COLLECTED AND INTEGRATED REGARDING THE DISTRICT VISION AND VALUES.

THE THIRD IS PREPARING FOR PRODUCTIVE DISCUSSION.

THE BOARD SHALL NOT COME TO MEETINGS UNPREPARED TO ENGAGE IN MEANINGFUL DISCUSSION BY FAILING TO REVIEW ALL AGENDAS AND MATERIALS IN ADVANCE, FORMULATE RELEVANT QUESTIONS AND CONTRIBUTE TO A CLEAR PLAN FOR EFFECTIVE DIALOGUE.

THE FINAL ONE, MAINTAINING A TRAJECTORY OF POSITIVE GROWTH.

THE BOARD SHALL NOT LOSE MOMENTUM TOWARD MORE EFFECTIVE AND HEALTHY BOARD OPERATIONS THROUGH ASSUMPTION OF BEST INTENT, CONTINUOUS IMPROVEMENT, AND ONGOING GROWTH AND DEVELOPMENT.

>> START WITH THE FIRST ONE, DO WE HAVE ANY COMMENTS OR CONCERNS OVER THAT ONE? REMAINING FOCUSED ON STUDENT OUTCOMES. EVERYONE OKAY? WE'LL LEAVE THAT ONE AS THIS.

LET'S CONTINUE ON TO ENGAGING THE COMMUNITY.

ANYBODY HAVE ANY QUESTIONS OR DISCUSSION ON THAT ONE? TRUSTEE FRANCO.

>> YES. JUST ONE QUICK THING.

THE PRESENTATION. THANKS FOR POINTING THAT OUT TRUSTEE BURTON.

THE PRESENTATION SAYS THE BOARD SHALL NOT ALLOW LAPSES IN TWO WAY COMMUNICATION,

[01:30:03]

WHEREAS IN OTHER [OVERLAPPING].

>> [INAUDIBLE].

>> I'M SORRY.

>> IN MIND, THE COPY THAT I HAVE, IT DOES NOT SAY.

>> CORRECT.

>> FOR WHATEVER REASON AND HERS TO, BUT IT IS ON THE COPY HE HAS AND IS UP THERE.

I WAS JUST TRYING TO MAKE SURE WE'RE GOOD.

>> FOR THE RECORD, THE COPY I HAVE IS NOT THE ACTUAL AGENDA.

IT IS WHAT THE LSG COMMITTEE CAME UP WITH AND THE REASON I'M USING IS TO HAVE THE BACKGROUND KNOWLEDGE.

THERE MAY BE A TWEAK IN THAT WORD.

JASON, WHAT WAS THE ORIGINAL INTENT? DO YOU REMEMBER?

>> LAPSES, NO LAPSES. I THINK IT WAS LAPSES.

>> CORRECT.

>> ARE WE OKAY WITH THAT THEN?

>> YES, I BELIEVE SO.

>> LET'S MOVE ON TO THE NEXT ONE, PREPARING FOR PRODUCTIVE DISCUSSION.

DOES ANYBODY HAVE ANY QUESTIONS OR DISCUSSION ON THAT ONE? GOOD AS IS. LET'S MOVE ON TO THE LAST ONE, MAINTAINING A TRAJECTORY OF POSITIVE GROWTH.

ANY DISCUSSION OR CONCERNS ON THAT ONE? TRUSTEE PANTOJA.

>> GOOD QUESTION FOR THE TOPIC TITLE.

DIDN'T IT HAVE DEVELOPMENT BEFORE?

>> IT SAID GROWTH AND DEVELOPMENT.

WHAT'S THE TITLE. I CAN CHANGE IT.

>> I'M JUST CURIOUS. I'LL TALK TO YOU ABOUT IT. I'M FINE.

THE OTHER ONES FROM MY LENS, THEY GO BACK TO, OKAY, THE BOARD WANTS TO ENGAGE THE COMMUNITY, MAKE SURE FOCUSED, BUT THEN THE BOARD TRAJECTORY ON POSITIVE GROWTH.

I GOT STUCK THERE, BUT I COULDN'T TALK TO YOU ABOUT THAT LATER.

>> WELL, DO YOU WANT TO MAKE A SUGGESTION?

>> I DON'T HAVE ONE. [LAUGHTER].

>> TRUSTEE LEDESMA WOODY

>> SORRY. IT'S GOING BACK TO THE ENGAGING THE COMMUNITY ONE.

I DON'T THINK WE TALKED ABOUT TWO WAY COMMUNICATION.

HOW ARE WE GOING TO DO THAT? BECAUSE IN THE ORIGINAL ONE, IT SAID THE BOARD SHALL NOT ALLOW LAPSE INCONSISTENT, INCONSTRUCTED COMMUNICATION AND OPPORTUNITIES AND THEN HERE WE HAVE TWO WAY COMMUNICATIONS.

I'M TRYING TO UNDERSTAND WHAT THAT MEANS FROM A BOARD STANDPOINT.

>> DOES THAT MEAN MAYBE WHEN WE'RE TALKING ABOUT TWO WAY COMMUNICATION IS THE COMMUNITY AND THE BOARD? IS THAT WHAT YOU WERE TRYING TO SAY?

>> I DON'T HAVE THAT ANYWHERE IN MY NOTES.

I UNDERSTAND WHERE THAT CAME FROM.

>> I REMEMBER DISCUSSING THIS ONE, BUT YEAH, THAT'S THE INTENT IS TO MAKE SURE THAT WE ALWAYS HAVE TWO WAY COMMUNICATION.

WE LEARNED A LOT FROM THOSE LISTENING SESSIONS THAT WE HAD WITH THE COMMUNITY, AND WE WANTED TO MAKE SURE THAT WE JUST WE DIDN'T DO IT ONCE A YEAR A THING.

WE WERE OPEN TO FEEDBACK FROM THE COMMUNITY AND AT LEAST THAT WAS THE INTENT, ACTIVELY TRIED TO ENGAGE MORE AND LISTEN MORE.

>> I THINK IT WAS ALSO ENSURING OUR SCHEDULE FOR TOWN HALL MEETINGS AND EVERYTHING AS WELL WAS PART OF THAT ALSO.

>> TRUSTEE PANTOJA.

>> CLARIFYING QUESTION. I REMEMBER THOSE COMMENTS ABOUT THE CONTINUATION.

BUT I THOUGHT THAT'S WHAT WE KEPT CONSISTENT IN THE LANGUAGE.

I KNOW THIS NEW LANGUAGE DOESN'T HAVE CONSISTENT, OR DO I REMEMBER THAT WRONG?

>> I DON'T RECALL. I HAVE NO PROBLEM WITH THE WORD CONSISTENT.

I PROBABLY LAPSES IN CONSISTENT COMMUNICATION. IS THAT WHAT YOU'RE TRYING TO?

>> BECAUSE I REMEMBER THE CONVERSATION GOING ABOUT LIKE THIS WAS A GOOD PRACTICE. WE SHOULD CONTINUE THE PRACTICE.

IT STOPPED JUST FOR AND [INAUDIBLE] LIKE, YEAH, SURE. I AGREE.

BUT THEN NOW THAT TRUSTEE BURTON AND TRUSTEE FRANCO MADE THOSE COMMENTS, I'M LIKE WAIT, I DON'T SEE THAT ON HERE THOUGH.

I UNDERSTAND THE TWO WAY COMMUNICATION, BUT JUST WANTED TO BRING UP THE COMMENT THAT I MAY HAVE REMEMBERED THE WORD CONSISTENT SOMEWHERE FOR THE ENGAGEMENT PIECE.

>> I THINK IT'D BE FANTASTIC IF WE ADDED IN AND THIS IS NOT A MOTION JUST YET, BUT IF WE ADDED IN THE BOARD SHALL NOT ALLOWED LAPS IN CONSISTENT TWO WAY COMMUNICATION, I THINK THAT SOLVES OUR ISSUE, OR IT MAKES EVERYBODY HAPPY, I THINK.

THIS IS NOT A MOTION YET, IS THAT WHAT YOU'RE LEANING TOWARDS? THEN I WOULD MOVE. IS THIS THE APPROPRIATE TIME, PRESIDENT GUADIAN?

>> YES. IF YOU WANT TO MAKE A MOTION.

>> I WOULD MOVE THAT WE ADD THE WORD CONSISTENT IN BETWEEN IN AND TWO WAY.

ABORTION NOT ALLOW LAPSES IN CONSISTENT TWO WAY COMMUNICATION WITH THE COMMUNITY.

>> TRUSTEE FRANCO HAS MADE THE MOTION, DO WE HAVE A SECOND?

>> CAN I ASK A QUESTION? OR NO?

>> YES. TRUSTEE BURTON.

I SORRY I DIDN'T SEE YOU.

>> SORRY. I WANT TO GO BACK TO THE WORD CONSISTENT BECAUSE I ALMOST FEEL LIKE IF WE'RE HAVING TOWN HALLS AND EVERYTHING IS SCHEDULED.

I DON'T KNOW WHAT CONSISTENT GIVES

[01:35:02]

US OR HAS US DO OR WE DON'T UPHOLD TO SOMETHING AS OPPOSED TO SOMETHING ELSE.

I DON'T KNOW WHAT THE WORDS SHOULD OR COULD BE, BUT I JUST WANT TO MAKE SURE CONSISTENT ISN'T GOING TO CATCH US OR WHATEVER THE CASE IS.

>> I HEAR YOU BECAUSE CONSISTENT CAN MEAN ONCE A YEAR, TWICE A YEAR, QUARTERLY, WE'RE NOT IDENTIFYING THAT AND I THINK MAYBE THAT'S WHY THEY WENT WITH TWO WAY COMMUNICATION.

DO WE STILL WANT TO CHANGE IT? IS THERE A MOTION TO CHANGE IT?

>> I'LL RETRACT MY MOTION.

>> THANK YOU. THEN WE WILL CARRY ON WITH THAT. WE WENT BACK TO THAT.

DID WE GO TO THE MAINTAINING A TRAJECTORY OF POSITIVE GROWTH? DID WE DISCUSS THAT ONE? BECAUSE WE WENT BACK.

WE WERE OKAY WITH THAT ONE? I THINK THE COMMITTEE WILL WORK ON FIXING THAT LANGUAGE AND SEND IT OUT AND IT'LL COME TO A VOTE IN JANUARY.

THANK YOU FOR THAT DISCUSSION, EVERYONE.

NEXT UP IS THE 2026/2027 ACADEMIC CALENDAR AND DR [INAUDIBLE] YOU'RE UP.

[VI.D. 2026-2027 Academic Calendar Dr. Mark Cantu, Deputy Superintendent of Governance and Education Services]

>> THIS EVENING WE BRING NEXT YEAR'S ACADEMIC CALENDAR THE 2026/27 ACADEMIC CALENDAR FOR INFORMATION TONIGHT AND THEN FOR ACTION AT THE NEXT MEETING.

I JUST WANT TO SHARE THE PROCESS OF HOW WE CAME TO THIS CALENDAR.

THIS INVOLVES OUR DISTRICT ADVISORY TEAM, WHICH HAS BEEN A RESPONSIBILITY FOR THIS TEAM FOR MANY YEARS.

THE TEAM MET IN OCTOBER TO DISCUSS THE PROS AND CONS OF OUR CURRENT CALENDAR BECAUSE WE WANTED TO START WITH WHAT DO WE LIKE? WHAT DO WE DON'T LIKE? WHAT DO WE WANT TO CONTINUE? WE HAD THAT CONVERSATION.

THE TEAM PROVIDED THAT FEEDBACK, AND THEN THEY WENT BACK AND THEY SHARED THAT FEEDBACK WITH THEIR CAMPUSES.

FROM THAT, THE DISTRICT ADVISORY TEAM AS A WHOLE, DEVELOPED FIVE CALENDARS WITH THE FEEDBACK THAT THEY RECEIVED FROM THEIR CAMPUSES.

AT THE FOLLOWING MEETING, THEN THE TEACHING AND LEARNING OFFICE DEVELOPED THREE CALENDAR OPTIONS FROM THOSE FIVE.

AT THAT SAME MEETING, THE DISTRICT ADVISORY TEAM VOTED ON ALL THREE OPTION WITH THE TOP TWO THAT RECEIVED THE MOST VOTES MOVING FORWARD.

THE TOP TWO ARE THE OPTIONS THAT YOU SEE BEFORE YOU.

THE CALENDAR SHOULD BE IN YOUR PACKET, AND IT SAYS OPTION 1 ON THE TOP RIGHT CORNER, AND THEN OPTION 2.

I'M GOING TO GRAB MY PACKET BECAUSE THE ONE ON HERE.

WHEN WE SUBMITTED THE PRESENTATION, THE CALENDAR VOTING HAD NOT CLOSED, SO I APOLOGIZE FOR THAT.

WITH THAT, WE HAD THE CALENDAR SURVEY.

THE CALENDAR SURVEY OPENED NOVEMBER THE 17TH.

IT CLOSED ON DECEMBER THE 1ST.

IT WAS AVAILABLE TO ALL STAFF, PARENTS, AND COME AND WE HAD A TOTAL OF 893 RESPONSES.

THEN TWO OPTIONS THAT WERE SELECTED FROM THE WERE THE ONES THAT WERE CONSIDERED, WHICH ARE THE ONES YOU HAVE BEFORE YOU? WHEN PARENTS RESPONDED, WE HAD THE MOST PARENTS RESPOND, 55 PERPONDENS WERE PARENT, AND OF COURSE, WHICH MAKES SENSE, THE ONE THAT HAD THE LEAST RESPONSES WERE COMMITTEE MEMBERS, ONES THAT DON'T HAVE CHILDREN IN THE DISTRICT.

WHEN YOU LOOK AT THE OPTIONS BETWEEN THE TWO CALENDARS, YOU CAN SEE THE BIGGEST CHANGE AND ONE OF THE BIGGEST CHANGE IS ON THE FIRST DAY OF SCHOOL.

OPTION 1 HAS THE FIRST DAY OF SCHOOL STARTING AUGUST THE 12TH.

OPTION 2 HAS THE FIRST DAY OF SCHOOL STARTING AUGUST THE 18TH.

THE NEXT BIG CHANGE THAT YOU SEE IS IN OCTOBER, IT'S STAFF DEVELOPMENT DAY.

OCTOBER 2ND IS THE OPTION 1, IT'S FRIDAY, OCTOBER 2ND, WHERE THE OTHER ONE HAS JUST A DIFFERENT FRIDAY, OCTOBER THE 9TH.

ANOTHER BIG CHANGE IS THAT F1 HOLIDAY, BECAUSE WE ARE SO CLOSE TO COTA BECAUSE THEY USE SOME OF OUR PROPERTIES.

OPTION 1 ASKS THAT WE ARE OFF AS THE FULL DISTRICT FRIDAY AND MONDAY, SO THE 23RD AND THE 26TH,

[01:40:01]

OPTION 2 ONLY HAS FRIDAY THE 23RD.

THEN IN FEBRUARY, IT IS EXACTLY THE SAME.

THE ONLY DIFFERENCE IS WE ARE OFF AS A FULL DISTRICT.

THE DISTRICT IS CLOSED, FEBRUARY 12TH, WHERE IN OPTION 2, THE STAFF WOULD HAVE A PD DAY.

THEN IN EASTER, WE WERE ABLE TO MANAGE A HOLIDAY ON FRIDAY AND MONDAY AND OPTION 2 ONLY ON FRIDAY.

THEN THE LAST ONE IS IN OPTION 1, WE'RE ABLE TO OFFER ONE MORE DAY IN MAY 3RD AT THE BEGINNING OF MAY AND OPTION 2 3RD.

WITH THE RESPONSES AND THE FINAL TALLY, 75% OF THE PEOPLE WHO VOTED FROM THE 893 RESPONSES SAID OPTION 1 AND 25% OF THOSE WHO VOTED ON THE SURVEY PREFERRED OPTION 2.

OUR NEXT STEPS IS OUR RECOMMENDATION, WHICH IS OPTION 1, AND OF COURSE, WE'LL BRING THIS CALENDAR BACK TO YOU FOR APPROVAL. ANY QUESTIONS?

>> TRUSTEE PANTOJA.

>> NO. THANK YOU FOR THIS.

I SAW WE HAVE EARLY RELEASE EVERY FRIDAY.

WHAT I'VE HEARD OF FROM SOME OF THE PARENTS ARE THOSE THAT DEPEND ON LEAD.

YOU'RE NOT OFFERING LEAD THOSE DAYS, IS THAT CORRECT? OR WE DO?

>> LEAD ON FRIDAYS, WE DO OFFER IT OR WE DON'T? WE DO, AND WE OFFER TRANSPORTATION AS WELL.

>> IT THEN IS IT JUST A FRIDAYS LIKE WE'RE GOING TO GO INTO BREAK LIKE THIS FRIDAY, WE WOULDN'T. COOL. WE'RE GOOD THEN.

>> TRUSTEE BURTON.

>> I KNOW WE TALKED ABOUT 55% OF WHAT DID THE TEACHERS VOTE FOR?

>> YES, SIR. [OVERLAPPING].

>> IN RESPONSES.

>> WHAT THE TEACHER RESPONSE WAS.

>> THE NUMBER OF TEACHERS, WE HAD 25%.

NOW, WHEN PEOPLE VOTED ON THIS, THEY COULD SELECT MORE THAN ONE, SO THEY COULD HAVE SAID, I'M A PARENT, AND I'M ALSO A TEACHER OR I'M A PARENT AND ALSO A DISTRICT ADMINISTRATOR OR SOMETHING LIKE THAT.

BUT 20-29 OF THE RESPONSES WERE TEACHERS.

>> WHAT WAS THEIR RESPONSE? WHAT OPTION DID THEY? [OVERLAPPING]

>> PREPARE THE CALENDAR FOR TIPS.

>> I DON'T HAVE THE SURVEY DATA BROKEN DOWN THAT WAY, SO I CAN'T GET THAT INFORMATION FOR YOU.

>> PLEASE.

>> THEN, ON THOSE, ALL STAFF DEVELOPMENT DAYS, BLACKOUT DAYS, OR NO IN THE DISTRICT?

>> THE DAY BEFORE, THE FRIDAY BEFORE OR?

>> WELL, NO, BECAUSE WE TALKED ABOUT VERTICAL ALIGNMENT EARLIER, TALKED ABOUT THE PLCS AND THEM BEING ABLE TO GET TOGETHER AND SEE DIFFERENT CAMPUSES.

I'M JUST TRYING TO SEE, FROM MY OWN KNOWLEDGE IS IF THOSE STAFF DEVELOPMENT DAYS ARE BLACKOUT DAYS SO WE CAN ENSURE THAT PEOPLE ARE GETTING INSTRUCTION AND CONTINUING TO GROW AND LEARN.

>> IT'S MY UNDERSTANDING THAT WE DO NOT HAVE ANY BLACKOUT DAYS, WHETHER IT'S A PD DAY OR THE DAY BEFORE.

>> WE DON'T HAVE ANY, AND THAT IS AN ISSUE SPECIFICALLY WITH STAFF DEVELOPMENT DAYS, AND I BELIEVE IN POLICY, WE DON'T HAVE ANYTHING OUTLINED IN POLICY, SO NO, WE DON'T HAVE BLACKOUT DAYS.

>> SORRY, TEACHERS.

>> FOR CLARITY, WHAT'S A BLACKOUT DAY?

>> A BLACKOUT DAY IS DAYS WHERE AS A DISTRICT, THIS IS EXTREMELY IMPORTANT TO US, WE EXPECT 100% ATTENDANCE.

YOU MAY NOT REQUEST TO BE OUT FOR A SICK DAY OR PERSONAL LEAVE.

>> FROM AN EDUCATOR'S PERSPECTIVE, IT'S ALSO WHEN YOU'RE GETTING TO A VACATION, AND YOU'RE TRYING TO GET OFF EARLY ON FRIDAY OR SOMETHING LIKE THAT, AND YOU TAKE THE DAY OFF GOING.

>> THANK YOU. TRUSTEE, BURTON.

TRUSTEE PANTOJA?

>> FOR THE STAFF DEVELOPMENT DAYS, ARE WE OFFERING THE CDC SERVICES FOR THOSE STAFF MEMBERS?

>> ON THE STAFF DEVELOPMENT DAYS, YES.

>> THANK YOU FOR THAT, BOARD. ANY MORE QUESTIONS? TRUSTEE SIERRA?

>> I JUST WANT TO THANK THE STAFF FOR THE WORK TO MAKE SURE WE GOT THE DISTRICT IMATION WAIVER SO THAT WE CAN MAINTAIN THE CALENDAR. THAT.

>> ANY MORE QUESTIONS? TRUSTEE WRIGHT-HAYWOOD?

>> BETWEEN OPTION 1 AND OPTION 2.

BASICALLY, STAFF WOULD GET LESS ACTUAL DAYS OFF.

IS THAT A DIFFERENCE THAT I'M SEEING HERE?

>> THE REASON THAT HAPPENS IS BECAUSE OF THE START OF SCHOOL, AND THEN WHEN TEACHERS COME BACK.

[01:45:02]

ONE OF THE TEACHERS COME BACK A LITTLE EARLIER.

IT GIVES THEM A FEW MORE DAYS OFF DURING THE SCHOOL YEAR.

AND THE OTHER ONE, TEACHERS COME BACK A LITTLE LATER, WHICH THEY DON'T HAVE THE LUXURY THEN TO HAVE THOSE DAYS OFF DURING THE SCHOOL YEAR.

>> GOT YOU. THANKS.

>> THOSE ADDITIONAL DAYS, THERE ARE SOME ADDITIONAL DAYS FOR STUDENTS, BUT THEN THAT AFFORDS THE DISTRICT THE OPPORTUNITY TO PROVIDE PROFESSIONAL DEVELOPMENT THROUGHOUT THE YEAR?

>> THE SAME NUMBER OF TOTAL WORK DAYS, BUT IT'S JUST THEY'RE BROKEN UP A LITTLE BIT DIFFERENTLY.

>> BOARD, ANY MORE QUESTIONS, COMMENTS? THANK YOU, DR. CANTU. TRUSTEE PANTOJA?

>> THIS IS THE FIRST CALENDAR I'VE SEEN THAT DOESN'T HAVE THE GRADUATION DATE.

>> THE GRADUATION DATE IS THE LAST DAY OF SCHOOL THAT THURSDAY.

>> EVERYBODY GOOD? WITH THAT, WE'LL GO ON TO CONTRACTS OVER 50K,

[VI.E. Contracts over 50K - Interim Staffing for Campus and District Administrative Vacancies Dr. Katrina Bailey, Chief of Learning and Leadership]

AND THAT IS DR. CANTU AS WELL.

>> THIS IS FOR INFORMATION ONLY, BUT WE WILL BRING THIS BACK FOR A VOTE.

AS YOU ALL KNOW, WE HAVE HAD SOME ADMINISTRATIVE TRANSITIONS THAT HAVE CREATED SOME IMMEDIATE LEADERSHIP OF VACANCY.

THEY ARE FILLED WITH THE TWO INTERIM PRINCIPALS AND ONE INTERNALLY AT THE CENTRAL OFFICE.

WHAT WE'RE ASKING IS THAT WE KNOW THAT WITH THESE CONTRACTS, THE PAYMENT TO THOSE CONTRACTORS WILL BE OVER 50,000.

IT'S YOUR PERMISSION TO MOVE FORWARD WITH THE SAME PERSON SO THAT WE CAN HAVE CONTINUITY, AND THAT'S GOING TO HELP BRIDGE THAT GAP BETWEEN WHEN WE PERMANENTLY HIRE SOMEONE AND AS THEY STAY ON CONTRACT THROUGH THAT.

THEIR POSITIONS ARE OUR INTERIM PRINCIPAL AT CREEDMOOR, OUR INTERIM PRINCIPAL AT BATY, AND THE INTERIM DIRECTOR OF INTERVENTIONS AT THE DISTRICT LEVEL.

AS FAR AS THE FINANCIAL IMPACT, ALL THESE ARE FUNDED THROUGH EXISTING SALARIES.

WE'RE NOT ADDING ANY NEW SALARIES.

WE'RE USING THE FUNDING GAP THAT WAS THERE.

THIS PERSON IS STEPPING IN.

WE'RE NOT ASKING FOR ADDITIONAL FTES.

WE'RE JUST SAYING FUNDING BEYOND THE 50,000.

THEN, OF COURSE, THIS APPROACH HELPS US ENSURE CONTINUITY OF LEADERSHIP, AND IT DOESN'T INCREASE ANYTHING IN THE DISTRICT BUDGET.

>> FOR CLARIFICATION, THE MONEY'S ALREADY BEEN ALLOCATED AND BUDGETED FOR?

>> CORRECT.

>> IT'S JUST THAT BECAUSE THEIR INTERIM, IT'S GOING TO GO OVER THE 50,000 TO CONTRACT THEM?

>> THAT IS EXACTLY RIGHT. THANK YOU.

>> TRUSTEE PANTOJA?

>> WHEN WE SAY CONTRACT, MY MIND GOES AUTOMATICALLY 1089.

THEY'RE IN THERE FOR THE WHOLE YEAR, BUT BECAUSE THEY'RE ON CONTRACT, EVEN THOUGH WE HAVE X AMOUNT OF DOLLARS FOR THAT POSITION ALREADY ALLOCATED, JUST FOR MY CLARITY, YOU'RE COMING BACK TO US AND LIKE, HEY, AT SOME POINT, WE'RE GOING TO GO OVER THAT THRESH MARK. THAT'S WHY YOU NEED TO.

>> WE ANTICIPATE THAT WITH ALL THREE, WE'LL HIT MORE THAN 50,000.

WE'RE ASKING TO GO BEYOND THAT.

>> I'M LIKE, WE HAVE THE FUNDS.

WHY DON'T WE HAVE TO? BUT OKAY. I GOT IT.

>> BECAUSE THOSE SALARIES ARE ABOVE 50,000, AND SO WE'RE GETTING TOWARDS HITTING THAT THRESHOLD, AS THESE INDIVIDUALS, THEY'RE GOING TO END UP BEING IN THE POSITION FOR THE MAJORITY OF THE SCHOOL YEAR.

I DO WANT TO JUST REMIND THE BOARD OF THE DIRECTOR OF INTERVENTIONS.

THAT IS THE POSITION THAT ASHLEY FREDO HAD.

WE HAVE SOMEONE WHO IS STEPPING INTO THAT ROLE, PROBABLY UNTIL THE END OF THE YEAR, SO THAT WE HAVE THAT CONSISTENCY FOR OUR CAMPUSES.

>> TRUSTEE LEDESMA-WOODY?

>> I DON'T SEE AN ACTUAL COST HERE.

I KNOW THERE'S NO COST TO THE OVERALL BUDGET, BUT THERE IS A COST.

ARE YOU GOING TO PROVIDE US WITH THE ADDITIONAL EXCEEDING 50,000, IS GOING TO BE FOR EACH ONE?

>> WE CAN DO THAT.

>> THANK YOU.

>> I THINK THE OTHER CHALLENGE IS THERE IS AN UNKNOWN.

IF YOU SAY THAT WE'RE GOING TO HAVE THIS COST FOR THIS NUMBER OF DAYS BECAUSE WE ARE GETTING INTO THE SPRING SEMESTER.

WE WILL BEGIN RECRUITING FOR THE PRINCIPALS FOR BATY AND CREEDMOOR HERE IN THE NEXT SEVERAL MONTHS OR SO.

THERE IS A POSSIBILITY THAT THE CAMPUSES COULD HAVE A PRINCIPAL IN PLACE AT SOME POINT IN THE SPRING, WHICH WOULD THEN MEAN THAT THE INTERIM WOULD NO LONGER BE NEEDED.

>> THAT'S FINE. YOU CAN DO NOT TO EXCEED, BLAH, BLAH, BLAH. I'M OKAY WITH THAT.

I JUST WANT TO SEE. I'M NOT TRYING TO GIVE A CONTRACT FOR $200,000 FOR ONE PERSON?

>> THANK YOU FOR THAT, TRUSTEE BURTON?

>> YES, YOU SAID END OF THE YEAR ABOUT THE INTERIM DIRECTOR OF INTERVENTIONS.

[01:50:03]

BUT I'M ASSUMING THAT'S THE END OF THE SCHOOL YEAR.

DR. GEES, WE'RE TALKING ABOUT SPRING OF '26, CORRECT?

>> YES, SIR. THAT IS CORRECT.

>> THEN, BECAUSE I KNOW THIS IS NOT AN IDEAL HIRING TIME FOR PRINCIPALS.

IS IT STILL POSTED, AND WE'RE JUST GOING TO CIPHER THROUGH, OR WE'RE GOING TO WAIT TO POST WHEN IT BECOMES MORE OF A HIRING SEASON FOR TEACHERS AND ADMINISTRATORS?

>> YES, SIR, WE ARE GOING TO WAIT HERE, AND LATER ON IN THE SPRING, IT'LL BE PRIME TIME.

WE BELIEVE THAT RIGHT NOW, POSTING WOULD NOT BE IDEAL AS IT WOULD BE VERY DIFFICULT FOR AN INDIVIDUAL TO GET OUT OF A CONTRACT, ESPECIALLY IF IT IS A LATERAL MOVE, AND WE'RE HOPING TO BE ABLE TO HIRE AN EXPERIENCED PRINCIPAL.

IDEALLY, IT WOULD BE EXTREMELY DIFFICULT TO GET THEM OUT OF A CONTRACT RIGHT NOW.

>> TRUSTEE FRANCO?

>> WHAT I'M HEARING IS THAT AT SOME POINT, OR IF I HEARD CORRECTLY, AT SOME POINT, THERE WILL BE AN OVERLAP BETWEEN THE INTERIM AND WHOEVER WE BRING ON, SHOW THEM THE ROPES, AND SOME OVERLAP PERIOD.

>> IDEALLY, WE WOULD WANT TO DO THAT.

WHERE WE'LL LOOK AT WHEN THAT PERSON IS HIRED AND THE TIME OF THE YEAR IS GOING TO BE IMPORTANT.

BUT WHAT WE DON'T WANT TO DO FOR SURE IS SAY, "HERE'S THE FRIDAY, YOU'RE GONE, HERE'S MONDAY, THE NEXT PERSON".

>> FOR SURE. I'M BRINGING IT UP BECAUSE FROM WHAT I HEARD YOU SAY IS WE'RE USING EXISTING FUNDS FROM THE FTE THAT IS CURRENTLY ALLOTTED FOR THIS POSITION, THERE MAY BE A DAY WHEN WE'RE ASKED TO APPROVE A BUDGET AMENDMENT BECAUSE WE'RE THIS CLOSE TO EXPENDING ALL OF THOSE FUNDS, AND YET THE OVERLAP STILL HAS TO HAPPEN, SO WE MAY HAVE TO HAVE A BUDGET AMENDMENT.

I JUST WANT TO MAKE SURE THAT EVERYBODY UNDERSTANDS THAT.

>> ANY MORE QUESTIONS OR CONCERNS? THANK YOU, DR. CANTU.

WE'LL MOVE ON TO DISCUSSION ITEMS AND ITS COMMITTEE UPDATES BY THE BOARD OF TRUSTEES.

[VII.A. Committee Updates by Board Trustees]

DO WE HAVE UPDATES?

>> THE FOUNDATION MEETS ON FRIDAY.

I HAVE SOMETHING THEN. THE FOUNDATION WILL MEET ON FRIDAY, SO I CAN DEFINITELY FOLLOW UP WITH THE BOARD IN JANUARY.

>> I DO HAVE AN UPDATE ON THE ONE THAT I SERVE ON, WHICH IS THE SCHOOL HEALTH ADVISORY COUNCIL.

THEY ARE LOOKING AT THE PUBERTY MATURATION CURRICULUM, AND THEY ARE LOOKING AT QUAVERREADY SPECIAL TOPICS, THE PUBERTY WORKSHOP.

THERE'S SOME THINGS THEY NEED TO CHECK ON THESE, ALWAYS CHANGING, AND ETR.

ONCE THE COMMITTEE REVIEWS SOME OF THIS AND THEY LOOK AT IT, THEY'LL COME FORWARD WITH A RECOMMENDATION.

>> ANYBODY ELSE?

>> VICE PRESIDENT, WILL YOU BE GIVEN THE LSG UPDATE, OR DO YOU WANT US TO-

>> OKAY. VICE PRESIDENT CISNEROS.

>> YES. THANK YOU FOR THAT.

THE LSG COMMITTEE HAS TWO PROPOSALS TO PROVIDE TO THE BOARD.

THE FIRST ONE BEING A LSG COMMITTEE DESCRIPTION.

SOMETHING THAT OUTLINES THE PURPOSE OF THE COMMITTEE.

IT'S GOING TO COVER FIVE DIFFERENT ASPECTS.

ONE OF THOSE BEING THE CHARGE, THE SCOPE OF THE WORK, THE AUTHORITY, THE OUTCOME, AND THE DURATION OF THE COMMITTEE.

RIGHT NOW, THE LSG COMMITTEE MEETS ON A WEEKLY BASIS.

THAT IS SOMETHING THAT WE ARE IN THE PROCESS OF MATERIALIZING.

WE'LL BRING IT TO THE BOARD FOR REVIEW AND APPROVAL.

>> THANK YOU. ANYBODY ELSE?

>> THERE'S NO QUESTIONS ON THAT. THE FIRST ONE.

THE SECOND PROPOSAL IS THAT THE LSG COMMITTEE WOULD LIKE TO INCORPORATE A BOOK STUDY.

THE BOOK IS THE GOVERNANCE CORE 2.0, SCHOOL SUPERINTENDENT AND SCHOOLS WORKING TOGETHER.

PLEASE KEEP IN MIND THAT THIS IS NOT AN LSG REQUIREMENT.

THIS IS JUST SOMETHING THAT WOULD BE BENEFICIAL FOR THE BOARD TO BUILD OUR RELATIONSHIP AMONGST EACH OTHER WITH THE SUPERINTENDENT AND JUST WITH THE DISTRICT IN GENERAL.

THE PAPERBACK BOOK SELLS FOR $27.05.

IT'S ALSO AVAILABLE BY KINDLE AT $16.50 EACH.

IF ALL BOARD MEMBERS ARE IN AGREEMENT WITH THAT, THE TOTAL OF A PAPERBACK BOOK WOULD BE $243.45.

[01:55:05]

THE COMMITTEE WOULD LIKE TO ASK IF THAT COULD BE PAID OUT OF OUR LSG COMMITTEE BUDGET.

IF THAT IS NOT FEASIBLE, THEN OUT OF OUR BOARD SUPPLY BUDGET WOULD ALSO BE RELEVANT IN THIS ASK.

IF IT IS APPROVED TO BE OUT OF THE BOARD SUPPLY ACCOUNT, THEN WE WOULD DEFINITELY LIKE TO INCLUDE OUR SUPERINTENDENT LEADERSHIP TEAM.

THAT'S A TOTAL OF 10 SLT MEMBERS WITH THE NINE TRUSTEES.

A TOTAL LOOKING AT PAPERBACK WOULD BE $513.95.

THAT WOULD COME OUT OF NOT THE LSG, BUT JUST THE REGULAR BOARD BUDGET.

THIS IS JUST A PROPOSAL AT THIS TIME.

IT FITS SOMETHING THAT THE REST OF THE BOARD WOULD LIKE TO EXPERIENCE AND INVEST THEIR PROFESSIONAL DEVELOPMENT AND GROWTH IN, THEN THAT WOULD BE THE NUMBERS FOR THAT ITEM.

>> JUST A QUESTION, THIS WOULDN'T BE MANDATORY, IS THOSE WHO WANT TO PARTICIPATE? I DO WANT TO SAY THAT WHEN I WENT THROUGH THE LEADERSHIP TABS, WE DID DO CORE GOVERNANCE 1.0.

I HAVE LOOKED AT THE DIFFERENCES, AND 2.0 COVERS MORE POST-PANDEMIC GOVERNANCE STRUCTURES, AND IT DOES ALIGN VERY WELL WITH LSG AND WHAT WE'RE GOING THROUGH.

THAT'S UP TO YOU ALL IF YOU ALL WANT TO PARTICIPATE. TRUSTEE PANTOJA?

>> VICE PRESIDENT CISNEROS. THANK YOU.

THIS IS A GREAT IDEA. I'M ON BOARD. CAN I ASK QUESTIONS ABOUT IT? THE QUESTION I HAVE IS, HOW DO WE DO THIS BOARD BOOK CLUB? IS THIS GOING TO BE SOMETHING THAT WE JUST INCORPORATE IN OUR LSG PIECE, OR IS IT GOING TO BE ANOTHER MEETING WE HAVE TO GET TOGETHER?

>> YES, THANK YOU FOR ASKING THAT QUESTION.

RIGHT NOW, THIS IS JUST A PROPOSAL.

WE HAVE NOT OUTLINED WHAT THAT PROCESS WOULD LOOK LIKE.

WE DEFINITELY WANT TO JUST REITERATE THAT IT IS A BOOK STUDY AND NOT A BOOK CLUB; IT'S NOT FOR ENTERTAINMENT PURPOSES.

THIS IS DEFINITELY STRICTLY FOR PROFESSIONAL DEVELOPMENT AND GROWTH OF THE BOARD.

OF COURSE, WE WANT TO AVOID A QUORUM AS WE GATHER.

THAT IS SOMETHING THAT'S STILL IN THE WORKS.

DEFINITELY, WE HAVE OPTIONS THAT THE COMMITTEE JUST THROWN OUT THERE.

FIRST, IS EVERYBODY ON BOARD? IF SO, THEN WE WILL GO AHEAD AND PROCEED WITH OUTLINING WHAT THAT WILL LOOK LIKE.

>> WE CAN CREATE A TEST FOR IT.

WE CAN HAVE A TEST, AND THEN WE CAN ALSO INCORPORATE PRESENTATIONS AS PART OF A BOARD GOAL.

>> CAN I GET A BEGINNING OF THE BOOK, MIDDLE OF THE BOOK, END OF THE BOOK TEST RUN?

>> BUT I WILL TELL YOU THAT IT WILL NOT REQUIRE ANY WORKSHOPS OR ANY ADDITIONAL MEDIA TIME.

IT'S JUST SOMETHING THAT WE CAN ALL DO ON OUR OWN WITHOUT AVOIDING A QUORUM, AND JUST LEARNING AND GROWING TOGETHER STILL.

>> ACTUALLY, IT DOES COME WITH A WORKBOOK IF YOU WANT IT, BECAUSE MINE CAME WITH A WORKBOOK.

[LAUGHTER]

>> TRUSTEE BURTON?

>> I WAS GOING TO ASK, SORRY, TRUSTEE FRANCO.

THE FOLLOW-UP TO THAT IS.

>> I'M SORRY, WOW, I CAN'T SPEAK.

>> CAN WE USE THIS OPPORTUNITY TO EVEN DO THE TEN ANNUAL TRAINING THAT WE HAVE TO DO?

>> THE TEAM OF TEN ANNUAL TRAINING?

>> THAT'S YES, SORRY.

>> IT HAS TO BE THREE HOURS. WE SPENT THREE HOURS.

[LAUGHTER]

>> I'M JUST GOING TO SAY IT. WE COULD ACTUALLY USE ONE OF OUR LSD WORKSHOPS AS A TEAM OF 10 TRAINEE.

TRUSTEE LYDUS MAWIDI. TRUSTEE FRANCO.

>> I JUST WANT TO SAY I THINK THIS IS A GREAT IDEA.

THANK YOU VERY MUCH, VICE PRESIDENT CES NETTLES.

I THINK BOOK STUDY IS FANTASTIC.

DEPENDING OBVIOUSLY, LIKE YOU SAID, IT'S NOT MANDATORY, DEPENDING ON OBVIOUSLY ON HOW MANY FOLKS WANT TO PARTICIPATE I THINK YOU'D BE VERY, VERY HELPFUL.

I WOULD LOVE TO PARTICIPATE IN A BOOK STUDY WITH OTHER BOARD MEMBERS, TO THE EXTENT THAT WE DON'T CAUSE A QUORUM.

MAYBE WE COULD BREAK UP INTO GROUPS OF THREE OR SOMEONE LIKE THAT.

BUT I THINK IT'S VERY IMPORTANT IT COULD BE A TEAM BUILDING EXERCISE, AND ALSO AGAIN TO KNOW HOW OUR OTHER BOARD MEMBERS SEE GOVERNANCE, AND HOW EACH ONE OF US VIEWS OUR ROLE AND HOW WE LEARN FROM EACH OTHER.

I THINK IT'S A FANTASTIC OPPORTUNITY FOR US NOT ONLY TO LEARN ABOUT GOVERNANCE,

[02:00:01]

BUT ALSO TO LEARN MORE ABOUT EACH OTHER.

>> TRUSTEE. [INAUDIBLE]

>> JUST TO CLARIFY, THIS IS NOT PART OF LONE STAR GOVERNANCE.

THIS IS INDIVIDUAL BOARD MEMBERS WANT TO IMPROVE ON THEIR OWN UNDERSTANDING OF GOVERNANCE AND WOULD LIKE TO BUY THIS BOOK FOR THAT PURPOSE.

>> MY UNDERSTANDING IS NOT PART OF THE LONE STAR GOVERNANCE CURRICULUM, BUT THIS WOULD BE IN ADDITION TO, AND IT'D BE VERY, VERY HELPFUL, AND IT TRACKS VERY WELL WITH LONE STAR GOVERNANCE PRINCIPLES.

>> NO, IT IS NOT MANDATORY.

>> OKAY. THEN MY NEXT QUESTION IS, WE'RE ASKING TO USE LONE STAR GOVERNANCE FUNDING THAT WE PREVIOUSLY APPROVED FOR TOWN HALLS TO BUY THIS BOOK FOR INDIVIDUAL BOARD MEMBERS TOO.

LONE STAR GOVERNANCE IS A GROUP ACTIVITY, AND SO NOW WE'RE SAYING WE'RE GOING TO BUY INDIVIDUAL BOOKS SO WE CAN GO BE BETTER ON OURSELVES BECAUSE WE'RE NOT ADDING IT TO THE ACTUAL LONE STAR GOVERNANCE PORTION.

>> BUT WE ALSO DO PROFESSIONAL DEVELOPMENT FOR OURSELVES THAT WE GO TO.

THIS IS JUST ME MAKING A STATEMENT.

WE DON'T ALL HAVE TO GO TO CONFERENCES, AND NOT EVERYBODY GOES TO EVERY CONFERENCES, BUT WE STILL PAY FOR THAT.

THIS WOULD BE JUST PROFESSIONAL DEVELOPMENT IF YOU WANT IT, AND WE CAN DO IT, AND IT'S FOR OUR GROWTH.

>> I'D LIKE TO ADD TO THAT.

THIS IS SOMETHING, OF COURSE, THAT THE COMMITTEE HAS DECIDED TO DO.

WE WANT TO EXTEND THE SAME RESOURCE TO EVERYONE ON THE BOARD BECAUSE WE ARE A TEAM, AND WE ALL ARE PART OF LSG.

THAT'S WHY WE BROUGHT IT AS A PROPOSAL BECAUSE WE COULD HAVE GONE AND JUST BOUGHT OUR OWN BOOK AND DID THAT, BUT WE WANT TO MAKE SURE THAT EVERYBODY'S IN ALIGNMENT.

EVERYBODY HAS THE SAME RESOURCE, SO THAT WAY, IT NEVER GETS TO A POINT TO WHERE YOU'RE LEARNING MORE OR DIFFERENTLY THAN I AM, JUST BECAUSE YOU'RE NOT PART OF THE COMMITTEE.

>> I THINK THAT'S FINE. I JUST DON'T WANT US TO TIE IT ANYWHERE TO LONE STAR GOVERNANCE BECAUSE THAT IS A GROUP ACTIVITY, AND IF WE'RE NOT GOING TO BE DISCUSSING IT AS A GROUP, IT SHOULD BE A TOTALLY SEPARATE ASK IN OUR BUDGET AND WHAT WE WANT TO DO GOING FORWARD.

>> I THINK THAT'S WHY SHE'S ASKING IF WE CAN'T DO IT OUT OF THE LSG BUDGET, WE CAN DO IT OUT OF OUR BOARD SUPPLY FUND.

>> THAT'S WHY THERE WAS THE TWO OPTIONS BECAUSE WE DEFINITELY WANT TO HAVE THE SAME RESOURCE TO EVERYONE AND WE'RE ALL LEARNING THE MATERIAL, EVEN THOUGH IT'S NOT A REQUIREMENT OF LSG.

IT'S JUST FOR OUR OWN PROFESSIONAL DEVELOPMENT AND GROWTH.

TRUSTEE PANDOHA.

>> SINCE THIS IS UNDER ALL OF THE THRESHOLDS, FOR THOSE THAT ARE INTERESTED, CAN WE JUST EMAIL YOU PRESIDENT WADION AND JUST SAY," HEY, I WANT TO BE PART OF THIS STUDY." THEN WE'LL JUST USE THE DEVELOPMENT FUNDS FOR THOSE THAT ARE INTERESTED.

BECAUSE I DO RECALL THE MONEY FOR LSG PURPOSES, AND THIS YOUTH DEVELOPMENT FUNDS.

>> I THINK THAT WOULD WORK IF YOU ALL WANT TO EMAIL ME AND THEN THE COMMITTEE CAN COME BACK AND SEE HOW MANY, DO WANT TO PARTICIPATE AND WHAT THE COST WILL BE AND WE WOULD LOVE ABSOLUTELY FOR THE LEADERSHIP TEAM TO JOIN US WITH THAT.

>> CAN I MAKE THE MOTION?

>> WE STILL GOT TO GET THAT APPROVED.

>> NO, ABSOLUTELY. THIS IS JUST DISCUSSION, AND WE'LL PUT IT ON.

IF YOU GET BACK TO ME, WE'LL KNOW HOW MANY AND HOW MANY WE NEED, AND THEN WE'LL BRING IT PROBABLY ON THE JANUARY.

>> PRESIDENT WHY THE END?

>> TRUSTEE FRANCO.

>> CAN I MAKE THE MOTION SO WE CAN START BUYING THE BOOK? I MOVE.

>> I THINK WE NEED TO SEE HOW MANY WE NEED FIRST.

>> NO NECESSARILY. I'LL WORD THE MOTION IN A WAY THAT IS APPROPRIATE. HOW DOES THAT SOUND?

>> NO, WE NEED TO SEE HOW MANY WE NEED, AND WE'VE ALREADY TALKED WITH THE DISCUSSION.

I'LL COME BACK FOR APPROVAL IN JANUARY. THANK YOU.

ANYTHING ELSE? WITH THAT, WE'LL MOVE ON TO REVIEW BOARD COMMITTEES.

[VII.B. Review Board Committees]

DID YOU ALL HAVE A CHANCE TO REVIEW THEM? DO YOU WANT TO SWITCH AROUND? DO WE WANT TO HAVE A DISCUSSION WITH THAT? TRUSTEE PANDOHA

>> FOR SOME OF THE COMMITTEES, THERE ARE TERM LIMITS.

I KNOW THERE WAS DISCUSSION ABOUT REVIEWING BOARD COMMITTEES, BECAUSE MAYBE SOMEONE WANTS TO JOIN THE BOARD.

HOW DOES THIS WORK IF YOU'RE IN THE MIDDLE OF THAT TERM FOR THAT COMMITTEE?

>> I THINK YOU SHOULD GO AHEAD AND FINISH THAT TERM.

YOU CAN ALWAYS JOIN ANOTHER COMMITTEE AS WELL.

BUT IF WE START WITH THE EDUCATION FOUNDATION, IT'S TWO YEARS, AND I THINK YOU ALL ARE AWARE WHAT WE'RE ONE.

I THINK THE ONLY THING WOULD BE IF SOMEBODY WANTS TO STEP DOWN AND DOESN'T WANT TO DO IT,

[02:05:06]

THEN YOU WOULD HAVE SOMEBODY ELSE COME IN.

>> ALONG THOSE LINES, MYSELF AND TRUSTEE PANDOHA, GIVEN MY TIME COMMITMENTS TO OTHER THINGS, AND ALSO NOW THAT THE FOUNDATION HAS GENERALLY OPENED UP THEIR BOARD MEETINGS TO ANY BOARD MEMBER WHO WANTS TO COME SO LONG AS IF WE KNOW THERE'S GOING TO BE A QUORUM, THEY POST IT, I AM HAPPY TO STEP DOWN IF SOMEONE ELSE WANTS TO BE ON THE FOUNDATION.

>> YOU CAN SEND ME AN EMAIL IF ANYBODY'S INTERESTED IN SERVING ON THE FOUNDATION AND THEN I'LL GET TOGETHER WITH TRUSTEE FRANCO.

I KNOW THAT I'M ON THE SHACK.

I CAN CONTINUE WITH THAT BECAUSE THAT'S PERFECT.

THEY HAVE THEM DURING LUNCH IN ZOOM.

TRUSTEE WRIGHT HAYWOOD DO YOU STILL WANT TO CONTINUE WITH THAT? ANYBODY ELSE? THE DISTRICT ADVISORY TEAM, WE HAVE SECRETARY WAGNER AND TRUSTEE CHANTE WRIGHT HAYWOOD.

NEWS WAS TENTATIVE ON HERE.

>> CAN I GET A CLARIFICATION OF WHAT WE'RE DOING THEN? IF WE'RE GOING TO SEND YOU EMAILS AS FAR AS WHETHER OR NOT WE WANT TO STAY HONEST OR GET OFF?

>> THAT WHAT YOU ALL WANT TO DO JUST SEND ME AN EMAIL IF YOU WANT TO DO THAT.

I DO WANT TO TALK ABOUT, I THINK THE BOARD OPERATING PROCEDURES BECAUSE IF YOU LOOK OVER HERE, IT SAYS, NEED BOARD MEMBERS TO REVIEW, AND SECRETARY WAGNER WANTED TO JOIN THAT ONE BECAUSE WE DO HAVE AN OPENING TO REVIEW AND PROVIDE CHANGES BY FEBRUARY 21 TO THE COMMITTEE, SEND VIA EMAIL.

I WILL COMPILE THE LIST, SET UP A WORKSHOP FOR THE BOARD TO REVIEW FEEDBACK.

THE THING IS THAT BOARD OPERATING PROCEDURES, I BELIEVE, ARE PART, WE'LL BE HAVING LONE STAR GOVERNANCE, WILL HAVE BOARD OPERATING PROCEDURES WORKSHOP.

I DON'T HAVE THE TIMELINE WITH ME.

>> I CAN ANSWER TO THAT.

FIRST, BECAUSE THE BOARD OPERATING PROCEDURES AND THE SUPERINTENDENT GOALS ARE NOW PART OF THE LSG JOURNEY THAT WE'RE TAKING, IT REALLY DEPENDS ON THE TIMELINE BECAUSE FIRST WE HAVE TO ADOPT THE GUARD RULES.

WE'VE ADOPTED THE GOALS, WE HAVE TO ADOPT THE GUARD RULES, AND THEN WE'LL MOVE INTO THE NEXT PHASE.

THE NEXT PHASE WILL BE THE POLICY DIET.

ONCE WE GET THAT PHASE DONE, THEN WE'LL BE ABLE TO MOVE ON TO BOARD OPERATING PROCEDURES.

WE REALLY DON'T HAVE A DEFINITE TIMELINE.

IT'S JUST HOW FAST WE MOVE OR GETTING THESE GOALS, AND WE'RE GETTING THE GUARD RAILS ADOPTED FIRST, THEN WE CAN MOVE NEXT DATE, AND THEN THAT'LL BE PART OF THIS.

>> TRUSTEE PANDOHA.

>> JUST TO CLARIFY. THE BOARD OPS UPDATE, ESSENTIALLY, HAPPENS AT THE END, AND IT COULD HAPPEN SOMETIME FROM NOW UNTIL NEXT DECEMBER 26. GOT IT.

>> CAN I ASK ANOTHER QUESTION?

>> TRUST FRANCO.

>> AGAIN, FOR CLARIFICATION, TONIGHT, WE'RE NOT DECIDING WHO'S GOING TO BE ON THE BOARD.

WE WILL TAKE IT TO HEART AND DECIDE WHETHER OR NOT WE WANT TO STAY ON A COMMITTEE OR JOIN ANOTHER COMMITTEE AND YOU WANT US TO EMAIL THAT TO YOU.

THAT'S FOR CLARIFICATION PURPOSE.

>> THAT IS CORRECT. THIS IS NOT SOMETHING WE VOTE ON.

JUST SIGN UP TO COMMITTEE.

>> COULD I MAKE A SUGGESTION FOR MAYBE IF WE DO SEE THIS AGAIN? FOR ME, I DON'T UNDERSTAND OR, I DON'T KNOW HOW OFTEN SOME OF THESE COMMITTEES MEET WHAT THEIR CHARGE IS.

BE GREAT TO HAVE JUST A GENERAL DESCRIPTION, WHAT THEY'RE SUPPOSED TO BE DOING, HOW OFTEN THEY'RE MEETING, WHAT THE EXPECTATION IS, BECAUSE I MIGHT BE INTERESTED IN SERVING ON DIFFERENT COMMITTEES. I JUST DON'T KNOW WHAT THEY DO.

>> I DON'T DISAGREE WITH THAT BECAUSE THIS CAME UP WITH THE COMMITTEE AS FAR AS WHEN YOU FIRST STARTED WITH THE LSG, LET'S SEE WHAT THAT ENTAILS, AND IT WOULDN'T BE A BAD IDEA TO HAVE SOME KIND OF GUIDELINES OR DIRECTION ON WHAT A COMMITTEE DOES.

WHAT EACH COMMITTEE IS SUPPOSED TO BE DOING AND HOW OFTEN THEY MEET?

>> I ASKED FOR BOARD OPERATIONS AS PART OF NEWS BUSINESS TO BE ADDED TO OUR UPCOMING AGENDAS, AND THAT'S GOING TO BE PUSHED OUT.

BUT THAT WOULD BE A GREAT PLACE TO PUT THOSE DETAILS INTO THAT ONCE WE EVER GET THERE.

>> THANK YOU FOR THAT FEEDBACK.

I THINK TRUSTEE WRIGHT HAYWOOD HAD A QUESTION.

>> I WANTED TO SEE IF THE BOARD IS IN AGREEMENT, GET ACTUAL INVITES.

IF YOU'RE ON A SPECIFIC COMMITTEE GETTING INVITES WITHIN OUR CALENDAR BECAUSE I

[02:10:06]

GOT SO MUCH GOING ON THAT EVEN JUST ON MY CALENDAR BEING ABLE TO SEE THAT AND KNOW THAT IT'S UPCOMING BECAUSE THERE'S STUFF GOING ON, I DON'T EVEN KNOW WHEN CERTAIN COMMITTEES MEET THAT MY NAME IS ON CURRENTLY.

>> TRUSTEE PANDOHA.

>> QUESTION. THE CAPCOG COMMITTEE THAT'S STILL ACTIVE, I THOUGHT WE WERE OUT OF THAT ONE.

AM I CONFUSING IT WITH ANOTHER ONE?

>> AT WHAT? I'M SORRY?

>> I GOT CLARIFICATION ON THAT ONE.

TURNS OUT, THEY HAVE AN EXECUTIVE COMMITTEE THAT MEETS EVERY OTHER MONTH, AND THEN THEY HAVE A A GENERAL COMMITTEE THAT WE ARE A PART OF.

WE HAVE A MEMBERSHIP ON, AND THEY MEET TWICE A YEAR.

WE WERE ASKED TO APPOINT TWO BOARD MEMBERS TO THIS COMMITTEE.

BUT IN READING THE BYLAWS OF CAPCOG, IT SAYS THAT WE ONLY GET ONE.

BUT THEN THERE'S SOME THRESHOLDS AS FAR AS POPULATION.

I THINK IT'D BE GREAT TO GET SOME CLARIFICATION ON HOW THEY'RE VIEWING US.

I'M ASSUMING IT'S BY POPULATION OR JUST BECAUSE WE'RE A SCHOOL DISTRICT, WE GET ONE, BUT MAYBE THEY'RE VIEWING US AS A WHOLE COMMUNITY, AND THAT'S WHY THEY GAVE US TWO. I DON'T KNOW.

BUT THERE IS SOME NEED FOR CLARIFICATION THERE.

THE OTHER THING IS, IT COULD BE THAT WE MISUNDERSTOOD AND IT'S ONE PERSON WHO'S ASSIGNED TO THAT COMMITEE AND THEN ONE ALTERNATE.

I'M NOT SURE, BUT WE DEFINITELY NEED CLARIFICATION ON WHAT CAPCOG IS, OR RATHER HOW WE ARE SUPPOSED TO BE PARTICIPATING WITH CAPCOG.

>> IS THAT UP TO US OR CAN WE HAVE SOMEBODY GET THAT CLARIFICATION OR THAT INFORMATION?

>> I'M HAPPY TO REACH OUT AND GET THAT CLARIFICATION UNLESS DOCTOR G WANTS TO.

I'M HAPPY TO REACH OUT AND GET MORE CLARIFICATION AND COPY LEADERSHIP ON AN EMAIL.

>> FOR THE CAPCOG.

>> WE'RE GOOD WITH WHATEVER DIRECTION, IF THERE'S A DESIRE FOR US TO DO IT WE CAN.

WE HAVE NO PROBLEM WITH THAT.

>> SINCE TRUSTEE FRANCO AND TRUSTEES CIS NETTLES ARE ON IT, IS IT OKAY FOR YOU ALL TO GET THE CLARIFICATION?

>> YES. WE CAN DO THAT. THANK YOU.

>> I'LL SEND AN EMAIL AND PROVIDE AN UPDATE ON THE NEXT BOARD MEETING.

>> THEN I THINK WE'RE OKAY WITH THIS, AND THEN EVERYBODY WILL SEND ME IF THEY WANT TO SERVE ON ONE END.

I WANT TO LOOK INTO THE ONES THAT HAVE IN DEVELOPMENT AND GET WITH THE LEADERSHIP TEAM TO SEE WHAT IN DEVELOPMENT REALLY MEANS IF WE'RE GOING TO INVITE PEOPLE OR WHEN THEY HAVE MEETINGS.

MY UNDERSTANDING IS THAT I RECALL SAYING WE WERE DOING THESE TO DO LIKE A BOOT CAMP.

I DON'T KNOW IF THAT EVER GOT OFF THE GROUND IF WE WERE INVITED AND NOBODY TOOK YOU UP ON THE INVITE.

CAN YOU CLARIFY ON THAT?

>> WITH THOSE EVOLVED INTO WE WERE BOOT CAMPS.

IN THOSE AREAS WE PUT OUT DATES AND TIMES AND SOME TOOK ADVANTAGE OF IT, NOT VERY MANY BOARD MEMBERS DID.

THOSE ARE NOT EXISTING COMMITTEES BECAUSE WE WENT THROUGH THAT AVENUE, ESPECIALLY WITH SEVERAL NEW BOARD MEMBERS.

BUT KEEP IN MIND IF WE DO ESTABLISH NEW COMMITTEES, THOSE DO HAVE TO GET APPROVED BY THE BOARD.

THEN WE'D HAVE TO BRING THEM IN FOR INFORMATION AND THEN ACTION IF THAT IS THE DESIRE OF THE BOARD TO DEVELOP THOSE COMMITTEES OR WE CAN AS NEEDED WHEN WE NEED TO GIVE IMPORTANT UPDATES.

FOR EXAMPLE, WITH THE BUDGET.

ONE OF THE DISCUSSIONS THAT WE HAVE HAD WITH MISS EDGAR IS INVITING BOARD MEMBERS IN AS WE'RE GOING THROUGH THE BUDGET CYCLE, TO BE ABLE TO ADDRESS SOME OF YOUR QUESTIONS AS WE APPROACH THE SUMMER, SO THERE WILL BE OPPORTUNITIES FOR BOARD MEMBERS TO BE PART OF THAT DISCUSSION AND REALLY HAVE THE NEEDED INFORMATION TO MAKE BUDGET DECISIONS.

IT'S REALLY AT THE DESIRE OF THE BOARD IF WE WANT TO ESTABLISH THOSE COMMITTEE.

>> DO YOU HAVE A QUESTION?

>> VICE PRESIDENT IS NEXT.

>> I'M IN AGREEMENT WITH THE WORKSHOP VERSUS A COMMITTEE JUST BECAUSE THERE ARE TWO DIFFERENT SCOPES.

A WORKSHOP IT'S MORE FLEXIBLE, WHOEVER'S AVAILABLE CAN ATTEND.

ALSO, IS THIS GOING TO BE IN PERSON? CAN BE VIA ZOOM? JUST BECAUSE OF THE FLEXIBILITY.

I GUESS JUST GET SOME CONFIRMATION ON COMMITTEE OR WORKSHOP.

[02:15:07]

WHAT ARE WE WANTING AS A BOARD?

>> I HAVE A COMMENT.

>> TRUSTEE LEDESMA WOODY.

>> I WAS COMPLETELY AGAINST THESE THREE, JUST BECAUSE I WAS AFRAID OF BOARD MEMBERS, ESPECIALLY WHAT WE HAD PREVIOUSLY, DIRECTING STAFF AND WHATNOT.

I'M OKAY WITH JUST REMOVING THOSE AND THEN JUST HAVING WORKSHOPS AS WELL.

>> THE WORKSHOPS BOOT CAMPS, IF SOMEBODY JUST NEEDS MAYBE TO LEARN MORE OF WHAT THE PROCESS IS. I AGREE WITH THAT.

>> JUST FOR CLARIFICATION.

AS WE TALKED ABOUT SPECIFICALLY THE BUDGET, WE WOULD OFFER IN PERSON OUR VIRTUAL OPPORTUNITY TO ENSURE THAT THERE'S FLEXIBILITY FOR BOARD MEMBERS BUSY SCHEDULES.

>> TRUSTEE PANTOJA.

>> THE OTHER COMMENT I WANT TO GIVE ABOUT THESE THREE SPECIFIC THE BUDGET HUMAN RESOURCES AND OPERATIONS IS THAT I KNOW I'VE BEEN GUILTY OF IT.

WHENEVER WE COMMIT TO A COMMITTEE AND THE MEETING, AND THEN WE CAN'T GO BECAUSE I CAN'T GO OR SOME BUS CAN'T GO.

THAT'S ALSO DISTRICT'S TIME AND STAFF'S TIME.

IF WE'RE COMMITTED TO ALL THESE COMMITTEES, THAT MEANS IT'S MORE WORK FOR OUR STAFF, TOO.

>> I AGREE ON THAT.

I'M OKAY WITH KEEPING THEM AS BOOT CAMPS, AND WE'LL GO.

JUST SEND ME YOUR EMAILS AND WHAT YOU WANT TO SERVE, AND WE'LL GO FROM THERE.

WE'RE LOOKING AT, OF COURSE, WITH THE DEL VALLE EDUCATION FOUNDATION.

IT'S TWO YEARS, BUT TRUSTEE FRANCO HAS OFFERED TO STEP DOWN IF SOMEBODY ELSE WANTS TO SERVE.

>> I'D LIKE TO ADD TO THE LSG COMMITTEE, I'M WILLING TO STEP UP.

I WOULD LIKE A TURN AT THAT AS WELL.

>> WELL, I WAS THERE AS DEFAULT.

IF SOMEBODY WOULD LIKE TO STEP INTO THAT, THAT IS FINE.

>> YOU ARE CORRECT. THERE IS A VACANCY, SO WE ARE RECRUITING A NEW COMMITTEE MEMBER.

>> I'M THE PILLOW AS WE SAY. WE'RE OKAY WITH THAT NOW? WITH THIS, LET'S MOVE ON TO CONSENT AGENDA.

[VIII. Consent Agenda]

IS EVERYBODY OKAY WITH THAT? DO YOU DON'T WANT TO REMOVE ANYTHING?

>> I'D LIKE TO MAKE A MOTION TO APPROVE THE CONSENT AGENDA AS PRESENTED.

>> TRUSTEE LEDESMA WOODY MAKES THE MOTION.

TRUSTEE PANTOJA MAKES A SECOND. ALL THOSE IN FAVOR? MOTION PASSES 8-0.

WE'LL MOVE ON TO ACTION ITEMS,

[IX.A. Discuss, Consider and Act on the 2024-2025 Annual Financial Report Dina Edgar, Deputy Superintendent of Administrative Services]

DISCUSS, CONSIDER AND ACT ON 2024-2025 ANNUAL FINANCIAL REPORT. MISS EDGAR.

>> GOOD EVENING AGAIN. THIS EVENING, I'M PLEASED TO HAVE THE DISTRICT'S ANNUAL AUDIT RESULTS PRESENTED TO THE BOARD OF TRUSTEES FOR THE YEAR ENDED JUNE 30TH, 2025.

BEFORE I WELCOME OUR AUDITORS TO THE PODIUM, I WANT TO THANK JENNIFER OCHOA, OUR DIRECTOR OF FINANCE, AND THE ENTIRE BUSINESS SERVICES TEAM FOR THEIR EFFORTS, NOT ONLY WITH GETTING THE AUDIT COMPLETED, BUT WITH THEIR WORK THROUGHOUT THE YEAR, REALLY THAT DRIVES THE OUTCOMES OF THIS REPORT.

I'LL HAND IT OVER TO MISS PAULA LOWE.

SHE IS A PARTNER WITH PATTILLO BROWN & HILL, AND SHE'LL BE PRESENTING THE RESULTS OF OUR ANNUAL FINANCIAL AUDIT REPORT THIS EVENING.

>> THANK YOU SO MUCH. APPRECIATE THAT.

AS MENTIONED, PAULA LOWE WITH PATTILLO BROWN & HILL.

I'M HAPPY TO BE HERE THIS EVENING TO PRESENT TO YOU THE ANNUAL FINANCIAL REPORT. CAN I USE THIS MYSELF? YOU MIGHT NOTICE THAT I'M HERE A LITTLE BIT LATER THAN IN PREVIOUS YEARS.

TYPICALLY, WITH A SCHOOL DISTRICT WITH THE JUNE 30 YEAR END.

THE REPORT IS, TYPICALLY, THE DEADLINE IS BY THE END OF NOVEMBER.

WE HAVE HAD AN UNUSUAL YEAR FOR SCHOOL DISTRICTS ACROSS THE STATE OF TEXAS.

WE HAVE A SITUATION WHERE THIS SCHOOL DISTRICT ALSO NOT ONLY HAS TO HAVE AN AUDIT DONE FOR ITS ANNUAL FINANCIAL STATEMENTS, BUT ALSO TOO BECAUSE IT DOES SPEND A CERTAIN AMOUNT OF FEDERAL AWARDS, A SINGLE AUDIT IS REQUIRED AS WELL.

WITH THAT, THE FEDERAL GOVERNMENT PROVIDES US WITH GUIDANCE ON HOW TO PERFORM THAT SINGLE AUDIT ON CERTAIN FEDERAL AWARDS EACH YEAR, WHERE WELL, THEIR GUIDANCE DID NOT GET APPROVED UNTIL A COUPLE OF WEEKS AGO.

THEY DID PROVIDE US WITH A DRAFT OF THE GUIDANCE BACK IN THE SUMMER.

[02:20:01]

I THINK THAT CAME OUT IN JUNE, BUT WE WERE NOT ALLOWED TO FINALIZE ANY OF OUR REPORTS OR ANY OF OUR SINGLE AUDITS THAT RELATED TO FEDERAL AWARDS UNTIL THAT PARTICULAR DOCUMENT WAS ACTUALLY FINALIZED.

AS EVERYONE KNOWS AS WELL, WE'RE PLAYING OUT WITH THE TIMING.

THE FEDERAL GOVERNMENT DID SHUT DOWN, SO DURING THAT SHUTDOWN PERIOD AS WELL, OBVIOUSLY, DELAYED THE ACTUAL ISSUANCE OF THE COMPLIANCE SUPPLEMENT.

THEN TWO-FOLD HERE, THE TEXAS EDUCATION AGENCY HAS CHANGED ITS PLATFORM FOR SCHOOL DISTRICTS ACROSS THE STATE TO UPLOAD THEIR ANNUAL FINANCIAL REPORT AS WELL.

WITH BOTH OF THOSE THINGS COMING TOGETHER THIS YEAR, THEY HAVE DELAYED FOR ALL SCHOOL DISTRICTS, WHETHER IN AUGUST 31ST OR JUNE 30 YEAR END.

ALL SCHOOL DISTRICTS DO NOT HAVE TO SUBMIT THEIR ANNUAL FINDS REPORT TO TEA UNTIL THE END OF FEBRUARY.

EVEN FOR AUGUST 31ST, USUALLY THEY HAVE TO BE DONE BY THE END OF JANUARY, THEY'RE EVEN GETTING AN EXTRA MONTH AS WELL.

WITH THAT, EVEN THIS PLATFORM THAT THEY HAVE TEA HAS ROLLED OUT IS NOT EVEN AVAILABLE TO EVERYONE YET EITHER.

THEY ARE DOING A TEST RUN ON A FEW SCHOOL DISTRICTS FOR THE MONTH OF DECEMBER, AND THEY ARE SUPPOSED TO ROLL IT OUT TO EVERYONE ELSE IN THE BEGINNING OF JANUARY.

BUT I HAVE NOT HEARD MORE ABOUT THAT RECENTLY, BUT WE'LL BE AROUND IN JANUARY WHEN THEY DO UNVEIL THIS NEW PLATFORM AS WELL.

JUST TO GIVE YOU SOME BACKGROUND OF WHY THINGS WERE DELAYED.

WE DID HAVE EVERYTHING COMPLETED, THINGS OF THAT NATURE.

WE STILL JUST SITTING THERE IN A DRAFT STATE PROBABLY FOR AT LEAST A MONTH NOW OR SO.

I DON'T KNOW THE EXACT TIMING, BUT WE WERE JUST WAITING FOR THAT COMPLIANCE SUPPLEMENT TO FINALIZE AND THEN WHEN THEY ACTUALLY DID FINALIZE IT, COMPARED TO THE DRAFT THAT THEY GAVE US, WE HAD TO COMPARE THAT, MAKE SURE THAT OUR AUDIT PROCEDURES AND EVERYTHING WE DID WERE STILL IN LINE WITH THE FINAL AS WELL.

LUCKILY, NOTHING HAD CHANGED.

WE'RE HERE TODAY TO BE ABLE TO PROVIDE YOU WITH THE FINAL ANNUAL FINANCIAL REPORT FOR THE DISTRICT.

I JUST WANT TO GIVE YOU A BACKGROUND A LITTLE BIT OF WHY THIS IS A LITTLE DELAYED AND NO MANAGEMENT.

IT HAS BEEN COMMUNICATING WITH YOU AND PROVIDING YOU WITH SOME INFORMATION ALONG THAT AS WELL.

I JUST WANT TO GIVE YOU AN OVERVIEW OF THE FINANCIAL REPORT, HOW IT'S LAID OUT.

GIVE YOU THE FINANCIAL HIGHLIGHTS AND TO JUST GIVE YOU THE AUDIT RESULTS AS WELL.

YOU DO HAVE A COPY OF THE ANNUAL FINANCIAL REPORT IN FRONT OF YOU.

IT IS BROKEN OUT INTO DIFFERENT SECTIONS.

ONE BEING THE BASIC FINANCIAL STATEMENTS, REQUIRED SUPPLEMENTARY INFORMATION, SOME OTHER INFORMATION TO HELP SUPPORT AND PROVIDE YOU A LITTLE BIT MORE DETAIL OF THE BASIC FINANCIAL STATEMENTS, AND THE LAST BUT NOT LEAST THE FEDERAL AWARD SECTION AS WELL.

THE BASIC FINANCIAL STATEMENTS, THAT'S WHERE ALL THE NUTS AND BOLTS ARE OF THE NUMBERS, LOOKING AT THE BALANCE SHEET, FINANCIAL POSITION, REVENUES, AND EXPENSES OF THE DISTRICT, AS WELL.

REQUIRED SUPPLEMENTARY INFORMATION.

YOU'LL FIND PENSION OPEB INFORMATION THERE IS ALSO YOUR BUDGET ACTUAL FOR YOUR GENERAL FUND.

OTHER INFORMATION PROVIDES BOARD DETAILED INFORMATION, ESPECIALLY OF YOUR SPECIAL REVENUE FUNDS OR YOUR FEDERAL AND STATE FUNDS AND LOOKING AT HOW THOSE ARE EXPENDED AS WELL.

THE FEDERAL AWARD SECTION, AS I MENTIONED, WE'RE REQUIRED TO DO A SINGLE AUDIT.

WHENEVER AN ENTITY DOES SPEND MORE THAN $750,000 IN FEDERAL AWARDS THAT SECTION THERE WILL PROVIDE YOU A LITTLE BIT MORE INFORMATION IN REGARDS TO OUR AUDIT RESULTS, WHAT WE HAD TO LOOK AT, AND A NICE SUMMARY OF OUR AUDIT THERE AS WELL.

MOVING ON TO GET TO THE EXCITING PART WITH THE AUDIT RESULTS.

THE HARD COPY YOU DO HAVE IN FRONT OF YOU, PAGE 1-3, IS OUR INDEPENDENT AUDIT REPORT.

BASICALLY, WHAT THIS REPORT SAYS IS THAT WE HAVE AUDITED THE ACCOMPANYING FINANCIAL STATEMENTS IN ACCORDANCE WITH GOVERNMENT AUDITING STANDARDS AS WELL AS GENERALLY ACCEPTED AUDITING STANDARDS, AND FOR US TO BE ABLE TO PROVIDE A REASONABLE ASSURANCE THAT THESE FINANCIAL STATEMENTS ARE MATERIALLY CORRECT.

I'M HAPPY TO LET YOU KNOW THAT WE'RE ABLE TO RENDER AN UNMODIFIED OPINION AND AN UNMODIFIED OPINION IS THE HIGHEST OPINION THAT CAN BE RENDERED

[02:25:03]

AND KNOWN AS A CLEAN OPINION AMONG MOST INDIVIDUALS AS WELL.

CONGRATULATIONS ON RECEIVING THOSE HIGH REMARKS, AGAIN, THIS YEAR.

FEDERAL AWARD SECTION, VERY END OF THE REPORT OF THE HARD COPY BOUND, THE LARGER DOCUMENT THAT YOU HAVE ON PAGES 81-91.

YOU'LL FIND TWO REPORTS THERE.

THEN ALSO TO THE SCHEDULE OF EXPENDITURES OR FEDERAL AWARDS PROVIDE YOU A LISTING OF THE DIFFERENT TYPE OF FEDERAL PROGRAM DOLLARS THAT WERE SPENT BY THIS PARTICULAR DISTRICT THIS YEAR, AND IS ABOUT ALMOST $26 MILLION.

AS I MENTIONED, THE FEDERAL GOVERNMENT DOES PROVIDE US WITH SOME GUIDELINES FOR US AND HOW WE'RE LOOKING AT THE PARTICULAR PROGRAMS THAT WE HAD TO SELECT THIS YEAR TO DIVE INTO A LITTLE BIT MORE DETAIL.

I WOULD PERFORM A RISK ASSESSMENT BASED ON THE FEDERAL GOVERNMENT, THEIR DOCUMENT THAT THEY HAVE PROVIDED US.

THE TWO PROGRAMS, THAT WE LOOKED AT THIS YEAR, WAS TITLE I AND IDEA B. I SAY LOOKED AT.

THE FEDERAL GOVERNMENT PROVIDES US CERTAIN CRITERIA THAT THEY WANT US TO DIVE INTO AND LOOK AT A LITTLE BIT MORE DETAIL.

ONE OF THOSE INCLUDING HOW THE MONEY WAS SPENT, AND WAS IT SPENT FOR ITS INTENDED PURPOSE FOR THAT PARTICULAR PROGRAM.

IDEA B MAKING SURE THAT IT WAS SPENT ON SPECIAL EDUCATION KIDS AND THINGS OF THAT NATURE THAT GO TO BENEFIT THEM.

JUST TO GIVE YOU AN EXAMPLE.

FOR THOSE FEDERAL PROGRAMS, WE WERE ABLE TO GIVE AN UNMODIFIED OPINION THERE AS WELL.

A CLEAN OPINION DID NOT FIND ANY TYPE OF MATERIAL NONCOMPLIANCE.

TO BRING TO YOUR ATTENTION NO MATERIAL WEAKNESSES OR CIVIC DEFICIENCIES FOR YOUR FEDERAL PROGRAMS THAT WE LOOKED AT TITLE I AND IDEA B. CONGRATULATIONS THERE AS WELL.

WE'RE MOVING ALONG. WITH THE FINANCIAL HIGHLIGHTS, ON PAGE 17 OF THE GENERAL FUND.

AS YOU CAN SEE HERE, WE HAVE A BAR GRAPH, AND IF IT DOES SHOW YOU FROM 2025, '24, AND 2023.

EACH ONE OF THESE YEARS, REVENUES AND EXPENDITURES OF THE DISTRICT HAVE CONTINUED TO INCREASE.

FOR YOUR GENERAL FUND ALONE, YOUR MAIN OPERATING FUND, AND THIS IS ATTRIBUTING TO ADDITIONAL OPERATIONS WITH THE GROSS OF THE STUDENTS AND SPENDING FUNDS FOR PARTICULAR PROGRAMS FOR THOSE STUDENTS AS WELL.

BUT THE GOOD THING IS EACH ONE OF THOSE YEARS, I THINK THIS HAS BEEN PLANNED BY THE DISTRICT TO MAKE A CONSCIOUS EFFORT TO INCREASE FUND BALANCE TO GET IT UP TO AN APPROPRIATE AMOUNT OVER THOSE YEARS.

WITH THIS PARTICULAR YEAR, FUND BALANCE DID INCREASE BY APPROXIMATELY $1.2 MILLION.

MOVING ALONG, YOU CAN SEE FOR YOUR GOVERNMENTAL FUNDS, PAGE 14 AND 15, THE TOTAL FUND BALANCE OF THE DISTRICT WAS ABOUT $277 MILLION.

A LARGE PORTION OF THAT, YOU CAN SEE IS ABOUT 186 MILLION, WHICH WERE BOND MONEY TO BE SPENT ON DIFFERENT TYPES OF PROJECTS DIRECTED BY THE BOARD AND THE PUBLIC.

AS I MENTIONED, INCREASING FUND BALANCE SUM IN THE PREVIOUS YEARS AND THEN ALSO TOO, EVEN IN THE YEAR THAT WE'RE LOOKING AT HERE, FUND BALANCE WAS INCREASED BY $1.2 MILLION.

IT WAS TO MAKE SURE THAT THE DISTRICT DOES HAVE AN APPROPRIATE AMOUNT OF FUND BALANCE TO BE ABLE TO CASH FLOW, DIFFERENT TYPES OF ACTIVITIES FOR THE DISTRICT, ESPECIALLY IN TIMES WHERE THE DISTRICT ISN'T GETTING VERY MUCH REVENUE OR RESOURCES TO BE ABLE TO SPEND.

AS YOU CAN SEE THERE, FUND BALANCE FOR THE DISTRICT IS ABOUT 39% OF YOUR TOTAL EXPENDITURE FOR THE FUND BALANCE, WHICH IT DID DECREASE, AS YOU CAN SEE, BUT EVEN THOUGH YOUR FUND BALANCE DID INCREASE A LITTLE BIT, IT'S PRIMARILY SOME OF THOSE THINGS THAT WE TALKED ABOUT WITH THE INCREASE IN EXPENDITURES ON THINGS ALONG THOSE LINES.

BUT THE FINANCIAL POSITION THAT YOU HAVE CURRENTLY, IT DOES LOOK TO BE IN A GOOD POSITION AS WELL.

BUT THAT'S A BRIEF SUMMARY.

AGAIN, THANK YOU SO MUCH FOR GIVING OUR FIRM AN OPPORTUNITY TO WORK WITH THE DISTRICT.

EVERYONE AT THE DISTRICT REALLY HELPED OUT VERY MUCH WITH ANSWERING OUR QUESTIONS, POINTING US IN THE RIGHT DIRECTION, MAYBE IF THEY DIDN'T KNOW THE ANSWER AS WELL AND DID A VERY THOROUGH JOB THERE AS WELL.

LIKE WHAT WAS MENTIONED BEFORE IN THE INTRODUCTION,

[02:30:03]

IT'S NOT JUST WHAT WE'RE ASKING ABOUT AT THAT MOMENT IN TIME, IT'S WHAT THESE INDIVIDUALS ARE DOING THROUGHOUT THE YEAR THAT MAKE THIS REALLY POSSIBLE AND TO BE ABLE FOR US TO GIVE A CLEAR OPINION THIS YEAR AS WELL.

DO YOU HAVE QUESTIONS? I'M MORE THAN HAPPY TO ANSWER THIS.

>> BOARD. ANYBODY HAVE ANY QUESTIONS OR COMMENTS? TRUSTEE LEDESMA WOODY.

>> I JUST WANT TO THANK STAFF FOR HELPING ME WITH THOSE QUESTIONS THAT I HAD.

I APPRECIATE Y'ALL FOR PROVIDING THE ANSWER. THANK YOU.

>> THANK YOU.

>> ANY MORE QUESTIONS?

>> I JUST HAVE A COMMENT. I JUST WANT TO COMMEND THE BUSINESS OFFICE TEAM FOR ALL OF THEIR EFFORTS ON THIS AUDIT, BUT FOR ALSO JUST THE WORK THAT THEY DO DAY IN AND DAY OUT TO TAKE CARE OF OUR FINANCES.

THANK YOU, MISS EDGAR, AND TO YOUR TEAM.

>> ABSOLUTELY. DO YOU HAVE A MOTION?

>> I'D LIKE TO MAKE A MOTION TO APPROVE THE ANNUAL FINANCIAL REPORT AS PRESENTED.

>> TRUSTEE LEDESMA WOODY MAKES THE MOTION.

TRUSTEE PANTOJA SECONDS IT.

ALL THOSE IN FAVOR? MOTION PASSES 8-0.

>> NEXT S ON OUR AGENDA IS THE DISTRICT OF INNOVATION WAIVER AND DOCTOR [INAUDIBLE]

[IX.B. District of Innovation Waiver Dr. Mark Cantu, Deputy Superintendent of Governance and Education Services C. Board Self Evaluation Dr. Mark Cantú, Deputy Supt. of Governance and Education Services]

>> I BRING THIS WITH YOU TONIGHT TO SHARE THAT WHEN WE HEARD OF THIS, WE WERE IN A BIT OF A PAN JUST BECAUSE THE DISTRICT OF INNOVATION PLAN IS REALLY IMPORTANT.

ONE, I WANT TO THANK YOU FOR APPROVING THAT EARLIER THIS MONTH OR EARLIER IN NOVEMBER, BUT WHEN WE SUBMITTED, TEA SAID, "THANKS FOR SUBMITTING, BUT YOU DO NOT GET THE WAIVER OR YOU DID NOT GET THE INNOVATED THROUGH BECAUSE DISTRICT." WE WERE AWARE THAT YOU COULDN'T BE A FAILING DISTRICT, BUT THE D AND TEAS IS FAILING.

WHAT THEY VERY CLEARLY SAY NOW IN THIS RESPONSE IS, IT REQUIRES AN A, B OR C RATING IN ORDER FOR THEM TO GIVE US FLEXIBILITY, WHICH MAKES SENSE.

THEY DON'T WANT A DISTRICT THAT IS IN BAD STANDING TO THEN APPLY FOR ADDITIONAL FLEXIBILITIES.

WE CAME TOGETHER AS A TEAM.

I JUMPED ON PHONE CALLS.

DR. GUTERES SPOKE WITH THE COMMISSIONER AND THE COMMISSIONER SAID, "YOU ALL HAVE MADE PROGRESS.

THIS IS THE FIRST YEAR AND THREE YEARS THAT YOU'VE MOVED 66-68, SO WE WANT TO CONTINUE TO GRANT YOU FLEXIBILITY, AND THE ONLY WAY WE CAN DO THAT IS THROUGH THIS WAIVER." IT HAS TO BE APPROVED BY OUR DAT.

WE MET WITH THEM YESTERDAY, 100% AGREED, YES, LET'S MOVE FORWARD.

NOW WE'RE BRINGING THIS TO YOU TODAY.

OF COURSE, THIS IS CONTINGENT IN THAT AS A DISTRICT, WE INCREASE OUR OVERALL ACCOUNTABILITY SCORE IN 2026, WHICH WE WILL GET IN AUGUST TO AT LEAST 70, TO GIVE US THAT C. WE FEEL VERY CONFIDENT THE WORK THAT THE BOARD IS DOING, THE WORK THAT EACH CAMPUS IS DOING, EACH TEACHER IS DOING THAT WE CAN GET TO THE 70.

BUT IT'S GOING TO TAKE A LOT OF WORK.