Feb 10, 2026 Special Board Meetings

[I. Call to Order]

[00:00:03]

GOOD EVENING. THANK YOU FOR ACCOMPANYING US TONIGHT. I CALL THIS MEETING TO THE SPECIAL MEETING TO ORDER. LET THE RECORD SHOW THAT A QUORUM IS PRESENT AND THAT NOTICE OF THIS HAS BEEN POSTED IN ACCORDANCE WITH THE TEXAS OPEN MEETINGS ACT. WE WILL HAVE THE DEL VALLE HIGH SCHOOL ROTC LEAD US IN THE PLEDGE. I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION, UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL. NOW FOR THE TEXAS FLAG. UNDER THE TEXAS FLAG, I PLEDGE ALLEGIANCE TO THE TEXAS, ONE STATE, UNDER GOD, ONE INDIVISIBLE. NOW MOVE YOUR SILENCE, PLEASE. THANK YOU.

NEXT ON OUR AGENDA IS PUBLIC COMMENT. OH, NO. IT'S RECOGNITION ITEMS. I'M SORRY.

[III.A. Student Outcomes Recognition]

DALES LA BIENVENIDA A LOS PADRES QUE ESTAN AQUI CON SUS ESTUDIANTES, QUE ORGULLO, QUE EXITO PARA SUS ESTUDIANTES.

GOOD EVENING PRESIDENT CUARION, SUPERINTENDENT DR.

MATTHEW GUTIERREZ AND OUR TRUSTEES THAT ARE GATHERED HERE THIS EVENING, FAMILY AND FRIENDS. SO, TONIGHT. AS A PART OF DALE VALLEY ISD'S LONE STAR GOVERNANCE CONTINUOUS IMPROVEMENT PROCESS, THE ADMINISTRATION PROVIDES MONTHLY UPDATES TO THE BOARD ON THE DISTRICT GOALS AND ITS CORRESPONDING GOAL PROGRESS MEASURES. THESE UPDATES ENSURE ALIGNMENT BETWEEN THE BOARD AND ADMINISTRATION AROUND STUDENT OUTCOMES.

THROUGH CONSISTENT, TRANSPARENT, AND DATA-INFORMED MONITORING OF PROGRESS TOWARDS OUR LONG-TERM GOALS.

DURING THIS BOARD MEETING, THE BOARD WILL RECOGNIZE AND CELEBRATE STUDENTS FROM EACH CAMPUS WHO DEMONSTRATED THE HIGHEST MIDDLE-OF-THE-YEAR GROWTH IN BOTH MATH AND READING, ALIGNED TO BOARD GOALS ONE, TWO, AND THREE. THIS RECOGNITION HIGHLIGHTS BOTH STUDENT ACHIEVEMENT AND EFFECTIVE TEACHING PRACTICES THAT DRIVE MEASURABLE IMPROVEMENT. HONORING THESE STUDENTS REINFORCES THE DISTRICT'S COMMITMENT TO CONTINUOUS IMPROVEMENT, ACADEMIC GROWTH, AND SHARED ACCOUNTABILITY. IT ALSO EMPHASIZES THE IMPORTANCE OF MONITORING PROGRESS THROUGH THE YEAR AND CELEBRATING SUCCESS. THAT REFLECTS DEL VALLE ISD'S FOCUS ON HIGH EXPECTATIONS AND IMPROVED OUTCOMES FOR ALL LEARNERS. SO STUDENTS, I AM GOING TO CALL YOUR NAME AND YOU ARE GOING TO COME UP. AND YOU'RE GOING TO SHAKE, DR. GUTIERREZ'S HAND.

HE IS GOING TO GIVE YOU YOUR CERTIFICATE.

AND THEN YOU'RE GOING TO STAND IN THE FRONT. AND THEN AT THE END, WE'RE GOING TO HAVE YOU GO AND SHAKE EACH OF OUR TRUSTEES' HANDS. SO THEY CAN ALSO CELEBRATE AND CONGRATULATE YOU ON RECOGNIZING YOU FOR YOUR GROWTH AND ACHIEVEMENT, BOTH IN MATH AND ALSO FOR THOSE STUDENTS WHO ARE BEING RECOGNIZED IN READING. DOES THAT SOUND GOOD? ALL RIGHTY.

AND PARENTS, YOU CAN TAKE ALL OF THE PICTURES THAT YOU WANT THIS EVENING, BECAUSE THIS IS REALLY... AND HONOR AND ACHIEVEMENT TO BE ABLE TO CELEBRATE OUR STUDENTS AND THEIR GROWTH AND THEIR HARD WORK. SO TO START OFF IN READING, I WANT TO START OFF WITH RECOGNIZING VINCENT ARAGON FROM GILBERT ELEMENTARY. MASON FALDIN, FROM CREEDMOOR ELEMENTARY.

NATHANIEL PALACIOS, FROM SMITH ELEMENTARY. MARIA MENDOZA FROM DALY MIDDLE SCHOOL, ANTONIO LEON FROM DEL VALLE MIDDLE SCHOOL. JULIAN

[00:05:12]

ALYSSA HERNANDEZ, FROM BEATTY ELEMENTARY. CONGRATULATIONS.

ALRIGHTY, THE NEXT GROUP OF CALLERS ARE STUDENTS WHO DEMONSTRATED THE HIGHEST GROWTH IN MATHEMATICS. FIRST UP, JOSHUA FIGUEROA, FROM DEL VALLE ELEMENTARY. OUR FUTURE SUPER, HE'S HERE TO TAKE DR.

GUTIERREZ'S JOB. HE'S DRESSED SO SHARPLY. LUCAS MEREDITH, FROM SMITH ELEMENTARY.

ZACHARY MURRIETA, FROM FREEDMORE ELEMENTARY. ARIANA NEGRETE, FROM BEATTY ELEMENTARY. I MEAN, SCARLET PEPPERING FROM NEWTON COLLINS ELEMENTARY, ALONZO BETHETA FROM OJEDA MIDDLE SCHOOL, AND CHINA SALLS FROM DALEY MIDDLE SCHOOL. ZAHRA KOHASTANI FROM HILLCREST ELEMENTARY. AND WHILE ZARA IS TAKING HER PICTURE, I WANT TO MAKE SURE THAT WE DID NOT MISS ANY STUDENTS THAT DIDN'T GET A CHANCE TO CHECK IN. ALRIGHTY, AWESOME.

LET'S GIVE ALL OF THESE SCHOLARS ANOTHER ROUND OF APPLAUSE. STUDENTS, SO WE'LL SLIDE IN SO WE CAN TAKE A PICTURE.

IF WE CAN GET OUR MIDDLE SCHOOL STUDENTS AND PROBABLY OUR UPPER GRADE ELEMENTARY STUDENTS TO, THERE WE GO. A FEW MORE PICTURES, A FEW MORE PICTURES. ALL

[00:10:09]

[IV. Public Comment]

AS SPECIFIED IN THE BOARD PROCEDURES ON PUBLIC COMMENT AND SHALL INDICATE THE AGENDA ITEM OR TOPIC ON WHICH THEY WISH TO ADDRESS THE BOARD.

ACCEPTANCE PERMITTED BY BOARD POLICY AND THE BOARD'S PROCEDURES ON PUBLIC COMMENT AND INDIVIDUALS' COMMENTS TO THE BOARD SHALL NOT EXCEED THREE MINUTES PER MEETING.

AND VICE PRESIDENT CISNEROS WILL BE KEEPING THE TIME AND WILL... WARNING AT THE ONE MINUTE MARK, WE HAVE ONE PERSON SIGNED UP FOR PUBLIC COMMENT, IT'S BRETT COVINGTON. ON PRAYER IN SCHOOL AND PARENTS, IF YOU WISH TO LEAVE WITH YOUR YOUR STUDENTS, YOU CAN DO SO. NOW. SHE WAS DONE, GET OUT, THERE'S ONE MONTH. THEY QUE SE PUEDEN QUEDAR, PERO SI GUSTAN SALIR, PUEDEN SALIR CON SUS ESTUDIANTES. YOU HAVE THREE MINUTES. GOOD EVENING, MADAM PRESIDENT, DR. GUTIERREZ, MEMBERS OF THE BOARD. I AM BRETT COVINGTON, A HIGH SCHOOL TEACHER, RISING TONIGHT TO SPEAK ON BEHALF OF THE UNION, DVA, REPRESENTING BOTH DVA'S POSITION AND THE TSTA'S POSITION. REGARDING SB11 AND THE POLICY YOU WILL BE CONSIDERING SHORTLY. REGARDING PRAYER IN SCHOOLS. I'M GOING TO DO SOMETHING I DON'T NORMALLY DO. I'M GOING TO READ FOR A MOMENT AND THEN I'LL SPEAK.

STUDENTS ALREADY HAVE THE RIGHT TO PRAY, READ SCRIPTURE, AND FORM RELIGIOUS CLUBS UNDER EXISTING LAW. THIS LAW MASQUERADES AS A SOLUTION IN SEARCH OF A PROBLEM.

RELIGIOUS FREEDOM THRIVES WHEN IT IS VOLUNTARY AND PERSONAL, NOT WHEN IT IS ORGANIZED OR PRESSURED BY THE GOVERNMENT.

BELONGING SHOULDN'T REQUIRE A WAIVER. NO STUDENT SHOULD BE FORCED TO CHOOSE BETWEEN FAITH AND FITTING IN AT SCHOOL, AND SCHOOLS SHOULDN'T BE DIVIDED BY RELIGION. NO STUDENT SHOULD HAVE TO CHOOSE BETWEEN FAITH AND FITTING IN.

THE STATE-ORGANIZED PRAYER IN SCHOOL LAW DIVIDES STUDENTS INTO TWO CLASSES, THOSE WHO PARTICIPATE IN STATE-SANCTIONED PRAYER AND THOSE WHO DON'T. IT ASKS STUDENTS TO SIGN AWAY THEIR RIGHTS OR STAY AWAY. EXCLUDING THEM FROM THEIR PEERS.

BELONGING SHOULDN'T REQUIRE A WAIVER. THIS RESOLUTION CREATES CHAOS IN SCHOOLS ALREADY STRETCHED THIN. IT TAKES TIME AND RESOURCES AWAY FROM TEACHING. TEACHERS AND STAFF ALREADY HAVE TOO MUCH TO DO. THIS WILL REQUIRE A BUREAUCRATIC CIRCUS TO KEEP UP WITH. NOW, SPEAKING FOR MYSELF, I'M GOING TO REVEAL

[00:15:02]

FROM THE TIME I WAS A FRESHMAN IN COLLEGE ON THROUGH YEARS AND YEARS, I WORKED AS A VOLUNTEER, OF COURSE, AS A SUNDAY SCHOOL TEACHER, AS A YOUTH GROUP LEADER. I TAUGHT CONFIRMATION.

I TAKE CHRISTIAN FAITH FORMATION VERY SERIOUSLY, AND I THINK IT'S IMPORTANT FOR THOSE WHO WANT IT, BUT IT DOES NOT BELONG IN SCHOOLS. I THINK THIS IS BLATANT CASE OF CHURCHES.

FINDING THEIR SUNDAY SCHOOLS EMPTY AND SAYING, WHERE ARE THE KIDS? THEY'RE AT THE SCHOOL.

LET'S GO THERE. IF CHURCHES WANT TO BE INVOLVED IN FAITH FORMATION, THEY NEED TO DO THE WORK TO DRAW PEOPLE TO THEIR BUILDINGS AND NOT COME IN PUBLIC BUILDINGS. THANK YOU.

THANK YOU. NEXT ON THE AGENDA IS PRESENTATION ITEMS. AND AT THE RECOMMENDATION OF THE ADMINISTRATION, WE'RE GOING TO GO AHEAD AND PULL ITEM A, THE BUDGET DEVELOPMENT,

[V.B. Monthly Financial Report]

DINA? GOOD EVENING, PRESIDENT GUARION, DR. GUTIERREZ, AND MEMBERS OF THE BOARD. THIS EVENING, I'LL BE HIGHLIGHTING THE MONTHLY FINANCIAL REPORT FOR THE MONTH ENDING DECEMBER 31ST. SO THE REPORTS WE'LL BE DISCUSSING INCLUDE INVESTMENTS, TAX COLLECTIONS, YEAR-TO-DATE BUDGET, BY-FUNCTION, AND FUND BALANCE. SO, STARTING WITH THE INVESTMENT REPORT, THIS SLIDE DOES SPEAK TO OUR PORTFOLIO POSITION WITH A WEIGHTED AVERAGE YIELD.

DIPPING BELOW 4% FOR THE FIRST TIME IN A VERY LONG TIME. THAT HAPPENED IN MID-DECEMBER, SO WE'RE AT 3.96%. THE MAJORITY OF OUR OVERALL DISTRIBUTION DOES STILL RESIDE IN THE 0 TO 1 YEARS TO MATURITY RANGE, WITH ABOUT 2% IN LONGER-TERM INVESTMENT VEHICLES. THIS NEXT SLIDE OUTLINES THE SECURITY DIVERSIFICATION BY VALUE AND PERCENT OF THE PORTFOLIO. ABOUT 77% OF OUR LOCAL RESIDES IN OUR LOCAL GOVERNMENT INVESTMENT POOLS, WHICH VERY LIQUID, WITH A LITTLE OVER 12 PERCENT MONEY MARKET FUNDS AND 11 PERCENT IN U.S TREASURIES AND POLICIES. IN THE MONTH OF DECEMBER, THE DISTRICT EARNED ABOUT 828, 000 IN INTEREST EARNINGS, WITH 5.6 MILLION EARNED FISCAL YEAR TO DATE. THIS NEXT REPORT IS THE TAX COLLECTIONS.

FOR THE MONTH OF DECEMBER. WE COLLECTED A TOTAL OF ALMOST $44 MILLION IN NET COLLECTIONS, WITH THE MAJORITY OF THAT COMING IN ON THE LAST DAY OF DECEMBER.

AS A REMINDER, PROPERTY TAXES WERE DUE JANUARY 31ST, AND ON FEBRUARY 1ST, A 6% PENALTY IS ASSESSED. AND LOOKING AT OUR YEAR-TO-DATE BUDGET BY FUNCTION, WE'VE SPENT ABOUT 50% OF OUR BUDGETED EXPENDITURES AS OF THE END OF DECEMBER. SO WE'RE ON TARGET RIGHT AT THE HALF YEAR, 50%. NOT A LOT OF WIGGLE ROOM, THOUGH.

AND OUR FUND BALANCE CURRENTLY REMAINS UNCHANGED. AND WITH THAT, I AM HAPPY TO ANSWER ANY QUESTIONS.

BOARD, DOES ANYBODY HAVE ANY QUESTIONS? NO? THANK YOU, DINA. THANK YOU. NEXT UP,

[V.C. Teacher Incentive Allotment Update]

GUTIERREZ, AND BOARD OF TRUSTEES. THIS EVENING'S ITEM IS AN UPDATE ON THE DISTRICT'S PROGRESS REGARDING THE TEACHER INCENTIVE ALLOTMENT, OR TIA. SO, THE TEACHER INCENTIVE ALLOTMENT WAS ESTABLISHED BY HOUSE BILL 3 WITH A CLEAR MISSION, WHICH WAS TO PROVIDE A PATHWAY FOR OUR OUTSTANDING TEACHERS TO EARN HIGHER SALARIES WHILE STAYING IN THE CLASSROOM WHERE THEY PROVIDE THE MOST IMPACT.

TO DO THIS, WE ARE CREATING A LOCAL DESIGNATION SYSTEM. TO IDENTIFY TOP-PERFORMING TEACHERS USING TWO MAIN PILLARS, RIGOROUS TEACHER OBSERVATIONS, PRIMARILY THROUGH THE TEXAS TEACHER EVALUATION AND SUPPORT SYSTEM, OTHERWISE KNOWN AS T-TES, AND MEASURABLE STUDENT GROWTH.

[00:20:02]

REGARDLESS OF THE PATH, TEACHERS CAN EARN ONE OF FOUR TEA-RECOGNIZED DESIGNATIONS, ACKNOWLEDGED, RECOGNIZED, EXEMPLARY, AND MASTER, EACH TIED TO DIFFERENT LEVELS OF FUNDING. AS YOU CAN SEE FROM THE REGION 13 MAP, MANY OF OUR NEIGHBORS ARE ALREADY IN VARIOUS STAGES OF IMPLEMENTATION FOR THE TEACHER INCENTIVE ALLOTMENT.

WHEN YOU LOOK AT THIS MAP, YOU AREN'T JUST SEEING A STATE PROGRAM, YOU'RE REALLY LOOKING AT WHAT IS BECOMING A NEW STANDARD FOR TEACHER COMPENSATION.

ESPECIALLY AS MORE AND MORE DISTRICTS AROUND THE STATE CONTINUE TO APPLY AND BECOME APPROVED FOR THE TEACHER INCENTIVE ALLOTMENT.

BY SUBMITTING OUR APPLICATION, WE'RE LETTING OUR STAFF AND POTENTIAL HIRES KNOW THAT THEY DON'T HAVE TO LEAVE DEL VALLE IN ORDER TO REACH THE TOP OF THEIR EARNING POTENTIAL. SO THE WORK OF THE TIA COMMITTEE IS A COLLABORATIVE EFFORT. OUR COMMITTEE INCLUDES A DIVERSE GROUP OF TEACHERS AND PRINCIPALS FROM ACROSS OUR CAMPUSES, ALONG WITH DISTRICT ADMINISTRATORS.

THIS ENSURES THAT THE SYSTEM WE BUILD HAS INPUT FROM THOSE IT IMPACTS THE MOST.

THE COMMITTEE'S GOAL IS TO CREATE A SYSTEM THAT IS FAIR, VALID, AND RELIABLE. THE COMMITTEE HAS DETERMINED THAT THE BEST BALANCE FOR OUR DISTRICT IS TO WEIGH THE TEACHER OBSERVATIONS, BEING THE SUCCESS RUBRIC AT 40% AND STUDENT GROWTH MEASURES AT 60%. THIS PLACES A SIGNIFICANT EMPHASIS ON THE ACTUAL PROGRESS THAT STUDENTS MAKE DURING THE YEAR. THE COMMITTEE HAS ALSO FINALIZED THE ELIGIBLE TEACHING ASSIGNMENTS FOR OUR YEAR ONE APPLICATION. AND YOU CAN SEE THOSE LISTED ON THIS SLIDE. SO THESE ARE THE SPECIFIC TEACHING ASSIGNMENTS THAT THE COMMITTEE HAS IDENTIFIED FOR OUR INAUGURAL YEAR. YOU'LL NOTICE A RANGE THAT SPANS FROM OUR YOUNGEST LEARNERS IN PRE-K TO CORE HIGH SCHOOL SUBJECTS LIKE BIOLOGY AND ALGEBRA. I. I WANT TO HIGHLIGHT A SIGNIFICANT DATA POINT WHEN IT COMES TO THESE TEACHING ASSIGNMENTS, AND THAT'S THE FACT THAT THESE ASSIGNMENTS REPRESENT 48% OF OUR CURRENT TEACHING STAFF.

WE ARE STARTING WITH THIS STRATEGIC GROUP BECAUSE THESE ARE THE ROLES WHERE WE HAVE THE MOST ROBUST DATA AND RELIABLE GROWTH MEASURES ALREADY IN PLACE. BECAUSE TIA REQUIRES HIGH-STAKES VALIDATION FROM THE STATE, WE CHOSE AREAS WHERE OUR CURRENT TESTING TOOLS LIKE MAP, GROWTH, CIRCLE, AND STAR, PROVIDE THE MOST CONSISTENT EVIDENCE OF STUDENT PROGRESS.

BY FOCUSING ON THESE SPECIFIC ASSIGNMENTS FOR THE INITIAL ROLLOUT, WE CAN ENSURE THAT THE SYSTEM IS STABLE AND SUCCESSFUL BEFORE WE LOOK TOWARD EXPANDING TO ADDITIONAL ASSIGNMENTS IN THE FUTURE. A PHASED APPROACH ALLOWS THE DISTRICT TO GET IT RIGHT FOR OUR TEACHERS AND STUDENTS FROM DAY ONE. THIS ISN'T ABOUT EXCLUDING ANYONE. IT'S ABOUT BUILDING A FOUNDATION.

SO THAT WHEN WE DO EXPAND THE PROGRAM PROGRAM AND START TO INCLUDE MORE TEACHERS IN YEAR TWO AND BEYOND, OUR SYSTEM IS ALREADY PROVEN AND TRUSTED. STATE LAW IS VERY SPECIFIC ABOUT HOW THE FUNDS GENERATED BY THE TEACHER INCENTIVE ALLOTMENT ARE USED.

AT LEAST 90% OF THE ALLOTMENT MUST GO DIRECTLY TOWARD TEACHER COMPENSATION.

THE DISTRICT MAY RETAIN UP TO 10% TO SUPPORT THE PROGRAM'S ADMINISTRATIVE COSTS, SUCH AS SYSTEM CALIBRATION, DATA TRACKING, THE TECHNOLOGY TO SUPPORT DATA TRACKING AND PROFESSIONAL DEVELOPMENT.

DESIGNED TO HELP TEACHERS IMPROVE THEIR CRAFT AND REACH A DESIGNATION, THE DISTRICT WILL BRING BACK THE SPECIFIC TIA COMPENSATION PLAN THAT THE COMMITTEE HAS WORKED TOWARDS IDENTIFY AT THE MARCH BOARD MEETING. SO, WHEN YOU LOOK AT OUR CURRENT APPLICATION TIMELINE, WE ARE CURRENTLY FINALIZING THE LOCAL DESIGNATION SYSTEM. WE WILL RETURN TO YOU ON MARCH 3RD WITH THE COMPENSATION PLAN AS AN INFORMATION ITEM. AND THEN MARCH 24TH, WE'LL PRESENT THE COMPENSATION PLAN FOR BOARD ACTION AND APPROVAL.

IF OUR APPLICATION IS ACCEPTED NEXT SCHOOL YEAR, THE 2026-2027 SCHOOL YEAR WILL BE OUR DATA CAPTURE YEAR. AND OUR FIRST FUNDS WILL REACH TEACHERS IN THE SPRING OF 2028. SO, AGAIN, OUR IMMEDIATE NEXT STEPS ARE TO INCLUDE SEEKING YOUR APPROVAL

[00:25:02]

THANK YOU VERY MUCH FOR THAT PRESENTATION. A COUPLE OF QUESTIONS. WITH REGARDS TO THE SPENDING PLAN, IS IT JUST THE 90-10, OR IS IT 90-10? PLUS? THE POSITIONS THAT WE'RE GOING TO BE ALLOTTING, OR WHAT IS IT THAT WE'RE APPROVING, I GUESS, THE FULL PACKAGE? YES, SO YOU'LL BE APPROVING WHAT THE COMMITTEE DECIDES IS THE BEST WAY TO ALLOCATE THE SPENDING PLAN.

THE PROGRAM ITSELF SAYS THAT 90%... MINIMUM NEEDS TO STAY WITH TEACHERS AND 10% MAX CAN STAY WITH THE DISTRICT. AND SO THE WORK OF THE COMMITTEE WAS TO DETERMINE WHETHER THAT'S THE BEST BREAKDOWN OF THE SPENDING PLAN. OR WHETHER THERE NEEDED TO BE ANOTHER WAY TO KIND OF BREAK THAT DOWN.

FOR THE MOST PARTS, DISTRICTS IN THEIR FIRST YEAR GO WITH A 90 10. KNOWING THAT THAT 10% CAN REALLY HELP SUPPORT AND GET THE PROGRAM OFF THE GROUND.

BEFORE WE MAKE ADJUSTMENTS IN.

AND THE 9010, WHICH COULD BE A 95.5 OR SOMETHING ALONG THOSE LINES. BUT 9010 IS THE STANDARD FOR MOST DISTRICTS GOING INTO TIA TO ENSURE THAT THEY HAVE THE PROPER SUPPORTS IN PLACE FOR OUR TEACHERS.

GOTCHA UM, AND THEN IF I? I HAD A CONVERSATION WITH THIS AND THANK YOU VERY MUCH DR.

KANTU, UM, FOR FOR ANSWERING MY QUESTIONS PRIOR. BUT ONE OF THE QUESTIONS THAT I HAD WAS, WHERE DOES THAT 10 GO? WHAT DOES IT, WHAT DOES IT DO? AND JUST FOR THE PUBLIC'S KNOWLEDGE, I THINK IT'S IMPORTANT TO ACKNOWLEDGE THAT THERE'S A LOT OF, THERE'S A LOT OF RESEARCH AND BACKSTORY THAT GOES BEHIND THE REST OF THESE POSITIONS. NOT ALL OF THE POSITIONS ARE, TO MY KNOWLEDGE, AT LEAST THE WAY IT'S EXPLAINED TO ME. AND ALL THESE POSITIONS, POSITIONS HAVE BENCHMARKS FOR HOW WE'RE GOING TO EVALUATE THE TEACHERS. SO HIRING FOLKS AND BRINGING ON FOLKS THAT CAN HELP US MAKE THAT EVALUATION AS FAIR AS POSSIBLE FOR THE REST OF THE TEACHERS AND MAKING SURE THAT OUR PROGRAM IS EQUITABLE FOR THE REST OF OUR STAFF AND TEACHERS, WELL, NOT STAFF, BUT TEACHERS. THAT'S WHERE THAT 10% GOES. AND OF COURSE, THAT'S WHY MY UNDERSTANDING IS, THAT'S WHY WE CAN, WE'LL ADJUST THAT AS WE LEARN AND AS OUR PROGRAM GROWS, AND GIVE MORE AND MORE DOLLARS BACK TO OUR EDUCATORS. ABSOLUTELY.

AND THEN, SO IN MY CONVERSATION WITH DR.

CANTU, I REMEMBER SEEING THREE LEVELS. I DON'T REMEMBER SEEING THE ACKNOWLEDGED, OR AT LEAST DOLLARS THAT WENT TO ACKNOWLEDGED. DOES THE ACKNOWLEDGED LEVEL, DO THEY NOT RECEIVE ANY SORT OF? THEY DO.

ACKNOWLEDGE IS ACTUALLY NEW THIS YEAR. IT WAS NOT PART OF THE TEACHER INCENTIVE ALLOTMENT PROGRAM WHEN IT WAS FIRST ROLLED OUT, BUT THAT'S A NEW DESIGNATION THIS YEAR. AND SO TEACHERS WILL STILL BE ABLE TO GENERATE DOLLARS AND EARN COMPENSATION, EVEN WITH AN ACKNOWLEDGE DESIGNATION. GOT YOU. OKAY. THAT WAS IT. THANK YOU VERY MUCH FOR THAT.

BOARD, ANY OTHER QUESTIONS? THANK YOU. THANK YOU. NEXT ON OUR AGENDA IS GOAL 1,

[V.D. Goal 1: Early Literacy - Goal Progress Measures (GPMs) 1.1-1.3]

GOOD EVENING, PRESIDENT GUADAGNON, SUPERINTENDENT DR.

GUTIERREZ, AND TRUSTEES.

TONIGHT, I AM HERE TO PROVIDE AN UPDATE ON GOAL 01, WHICH IS EARLY LITERACY.

GOAL PROGRESS MEASURES 1.1 TO 1.3. AND AS YOU ALL KNOW, JUST TO KIND OF GROUND OUR WORK, AND ESPECIALLY AS WE START TO TALK ABOUT IMPACT VERSUS OUTCOME, YEAH, TO GROUND OUR WORK.

IN LSG, STUDENT OUTCOMES DON'T CHANGE UNTIL THE ADULT BEHAVIORS CHANGE. AND SO WE'RE GOING TO TALK A LITTLE BIT ABOUT THAT TONIGHT, AS WE BEGIN TO TALK ABOUT SOME OF THE STRATEGIES THAT WE'RE IMPLEMENTING TO IMPROVE OUR STUDENT OUTCOME.

SO, AGAIN, GOAL ONE FOCUSES ON EARLY LITERACY. THE PERCENTAGE OF THIRD GRADE STUDENTS WHO SCORE MEETS GRADE LEVEL OR ABOVE ON STAR READING WAS 32% IN JUNE 2025 TO 60% BY AUGUST 2030. SO I FIRST WANT TO START BY TALKING ABOUT THE INPUT. SO WHAT HAVE WE DONE TO IMPROVE STUDENT OUTCOMES THIS SCHOOL YEAR? SO, IN TERMS OF CURRICULUM AND INSTRUCTION, WE'VE WORKED REALLY HARD TO STRENGTHEN OUR PROFESSIONAL LEARNING COMMUNITY, SO OUR PLCS AT THE CAMPUS LEVEL, WITH THE FOCUS ON TIER 1 INSTRUCTION. DATA-DRIVEN PLANNING, AND IMPLEMENTATION OF INSTRUCTIONAL PRIORITIES.

WE'VE ALSO WORKED WITH OUR CURRICULUM COORDINATORS TO REALIGN THE SCOPE AND SEQUENCE WITH HIGH-QUALITY INSTRUCTIONAL MATERIALS. WE'VE DEVELOPED AN INSTRUCTIONAL GUIDEBOOK FOR OUR CAMPUSES AND TEACHERS.

AND WE'VE ACTUALLY COMPLETED A

[00:30:01]

SO, 1.7 PERCENTAGE POINTS INCREASED. SOME CAMPUSES DEMONSTRATE STRONG GROWTH AND ACCELERATION. SOME OF OUR STUDENT GROUPS ARE EXCEEDING THE ANNUAL TARGET, AND THEN OUR SECOND-GRADE PERFORMANCE IS ON TRACK TO MEET THAT. WE'RE SEEING INCREMENTAL GROWTH ACROSS GRADE LEVELS, WITH A NEED TO ACCELERATE PROGRESS. AND THEN FOR PROFESSIONAL DEVELOPMENT, WE'RE SEEING STRONGER ALIGNMENT OF EARLY LITERACY INSTRUCTION AS WE'RE COMPLETING THOSE CALIBRATED WALKS. WE'RE IMPROVING INSTRUCTIONAL QUALITY IN OUR PRE-K CLASSROOMS. GOT TO SEE LOTS OF REALLY CUTE PRE-K STUDENTS TODAY. AND THEN GREATER CONSISTENCY ACROSS CLASSROOMS AND CAMPUSES, AS YOU ALL HAVE SEEN ON SOME OF YOUR VISITS. YOU'RE SEEING SOME OF THAT CONSISTENCY. AND THEN WE'RE DEVELOPING OUR UNDERSTANDING OF OUR CAMPUS LEADERS TO BE ABLE TO LEAD, PROVIDE FEEDBACK.

TO THE TEACHERS, BUT THEN ALSO MAKE SURE THAT WE HAVE THE APPROPRIATE INTERVENTIONS WHEN STUDENTS ARE NOT LEARNING. SO I WANT TO TALK A LITTLE BIT ABOUT OUR THIRD GRADE DATA. I'M GOING TO LOOK AT MY NOTES BECAUSE I DON'T WANT TO MISS ANYTHING. SO, THIS SLIDE SHOWS OUR MIDDLE OF THE YEAR THIRD GRADE MATH GROWTH PERFORMANCE USING NWA'S RESEARCH-BASED STUDY. SO WE LEVERAGED THIS DATA TO ESTIMATE HOW OUR STUDENTS ARE PERFORMING NOW. AND IT GIVES US A GAUGE OF WHERE THEY MAY PERFORM ON START. IT DOESN'T MEAN THAT THIS IS WHAT IS GOING TO HAPPEN, BUT IT GIVES US A DATA POINT TO CONTINUE TO WORK TOWARDS OUR END-OF-THE-YEAR GOALS. SO THIS ALLOWS US TO IDENTIFY STUDENTS WHO ARE ON TRACK, THOSE WHO STILL NEED TARGETED SUPPORT, AND WHERE WE SHOULD FOCUS OUR INSTRUCTIONAL ADJUSTMENTS. AND SO AS YOU REVIEW THIS DATA, YOU CAN SEE THAT SOME OF OUR STUDENTS' GROUPS ARE FURTHER AWAY FROM THE ANNUAL TARGET.

BUT ONE OF THE THINGS THAT I WANT TO POINT OUT, AND AS WE KIND OF... ORIENT OURSELVES TO THIS PARTICULAR SLIDE. I WANT TO LOOK AT THE INDIVIDUAL STUDENT GROUPS, AND SO WHEN WE SHARED THIS DATA WITH OUR CAMPUS LEADERS. THE THING THAT WE REALLY WANTED TO MAKE SURE THAT WE HIGHLIGHTED FOR THEM, AND THEN I WANT TO MAKE SURE THAT I HIGHLIGHT THIS EVENING IS REALLY. WHEN YOU LOOK AT OUR ALL STUDENT GROUPS, AND THEN WE CAN, OF COURSE, BREAK DOWN INTO THE INDIVIDUAL STUDENT GROUP. SO WHEN WE LOOK AT ALL STUDENTS, YOU CAN SEE THAT WE'RE WITHIN FIVE PERCENTAGE POINTS OF MEETING OUR END OF THE YEAR GOAL, BUT THAT FIVE PERCENTAGE POINTS REPRESENTS ABOUT 37 STUDENTS. IF YOU THINK ABOUT OUR LITTER ARE THE NUMBER OF ELEMENTARY CAMPUSES THAT WE HAVE, SO 37 STUDENTS ACROSS OUR NINE ELEMENTARY CAMPUSES.

BUT EACH ONE OF THOSE 37 STUDENTS HAS A NAME, RIGHT? AND SO THAT'S THE CONVERSATION THAT WE'RE HAVING WITH OUR CAMPUS LEADERS IS, CAN YOU IDENTIFY WHO THOSE 37 STUDENTS ARE ON YOUR CAMPUS? YOU KNOW THEM BY NAME. DO YOU KNOW WHAT TIER ONE INSTRUCTION LOOKS LIKE FOR THOSE STUDENTS, AND HAVE YOU BEGIN TO MAKE THE ADJUSTMENTS FOR THEIR TIER TWO AND? TIER THREE INTERVENTIONS THAT ARE GOING TO CLOSE THE GAP FOR THOSE STUDENTS. SO WHEN WE LOOK AT WHERE WE'RE PERFORMING FROM GAP TO GOAL, AGAIN, WE WANT TO MAKE SURE THAT WE CAN NAME EACH OF THESE INDIVIDUAL STUDENTS THAT ARE GOING TO GET US THERE, RIGHT? AND THEN THERE ARE STUDENTS BEYOND THAT. SO WE'RE JUST TALKING ABOUT GAP TO GOAL, BUT WE KNOW THAT WE HAVE MANY MORE STUDENTS THAT WE NEED TO MAKE SURE THAT WE'RE PROVIDING TARGETED INTERVENTIONS FOR.

THE OTHER THING THAT I WANT TO HIGHLIGHT ON THIS PARTICULAR SLIDE IS WHEN YOU LOOK AT THE PERFORMANCE OF OUR SPECIAL EDUCATION STUDENTS, I KNOW WE'VE TALKED QUITE A BIT ABOUT. YOU SEE THAT WE'RE 36 STUDENTS AWAY FROM THAT GOAL.

AND WHEN YOU THINK ABOUT OUR SPECIAL EDUCATION STUDENTS, REPRESENTING ABOUT 19% OF OUR OVERALL MAKEUP OF THE DISTRICT, THAT'S A SIGNIFICANT NUMBER OF STUDENTS THAT WE NEED TO MAKE SURE THAT WE'RE PROVIDING THE RIGHT SUPPORTS AND INTERVENTIONS FOR. AND SO THAT'S THE WORK THAT WE'RE DOING UNDER THE LEADERSHIP OF NICOLE ROBERTS, OUR EXECUTIVE DIRECTOR OF SPECIAL EDUCATION, AND ENSURING THAT THE SAME WORK THAT'S HAPPENING WITH OUR TEACHERS IN THE CLASSROOM IS ALSO HAPPENING WITH OUR SPECIAL EDUCATORS THAT ARE DOING THAT. EITHER PUSHING INTERVENTION OR ALSO PULL OUT, ALIGN TO STUDENTS' INDIVIDUAL EDUCATION PLANS. SO AS WE BEGIN TO LOOK AT DATA FURTHER, AND I DID SHARE THIS WITH OUR CAMPUS LEADERS, AND I SAID, I WANT YOU TO SEE THE DATA THAT WE'RE GOING TO BE SHARING WITH THE BOARD, BECAUSE IT'S GOING TO CALL OUT OUR SPECIFIC CAMPUSES.

SO, JUST AS WE LOOK AT OUR INDIVIDUAL STUDENT GROUPS, ONE OF THE THINGS THAT WE KNOW AND THAT WE RECOGNIZE IS THAT SYSTEM GROWTH DEPENDS

[00:35:01]

SO THAT'S TARGETED ACTIONS OF OUR CAMPUS LEADERS, BUT THEN ALSO TARGETED ACTIONS OF EACH OF OUR INDIVIDUAL TEACHERS AS WELL, TOO, AS THEY ARE WORKING MORE CLOSELY WITH STUDENTS. AND SO WHEN WE TALK ABOUT, OR GROUNDING OURSELVES IN THE IDEA THAT STUDENT OUTCOMES DON'T CHANGE UNTIL ADULT BEHAVIOR CHANGES, THIS IS WHERE WE START TO GET MORE GRANULAR WITH THAT WORK. SO WE'RE LOOKING AT INDIVIDUAL CAMPUSES. AND AS YOU CAN SEE, WE CAN LEVERAGE SOME OF THE GROWTH THAT WE'RE SEEING AT SOME OF OUR CAMPUSES. SO I DO WANT TO HIGHLIGHT GILBERT, HORNSBY, AND HILLCREST ELEMENTARIES, AS YOU CAN SEE THAT THEY HAVE SURPASSED OUR END-OF-THE-YEAR GOAL FOR THEIR CAMPUSES AT THE MEETS LEVEL. WE STILL HAVE SOME WORK TO DO AT QUITE A FEW OF OUR CAMPUSES, BUT I ALSO WANT TO HIGHLIGHT, IF YOU LOOK AT HILLCREST AND HORNSBY, THAT'S ONE STUDENT AWAY FROM MEETING THE END-OF-THE-YEAR GOAL. SO AGAIN, IT GOES BACK TO, CAN YOU NAME THAT STUDENT? DO YOU KNOW WHO THEY ARE? DO THEY HAVE THE APPROPRIATE INTERVENTIONS IN PLACE? RIGHT? THEN WHEN WE LOOK AT A CAMPUS LIKE BEATTY OR CREEDMOOR, AGAIN, WE KNOW THAT. WHEN WE LOOK AT THAT DATA, IT LOOKS VASTLY DIFFERENT THAN WHAT WE'RE SEEING IN SOME OF OUR OTHER CAMPUSES. WE KNOW THAT WE LIKELY HAVE A TIER 1 ISSUE THERE, RIGHT, BECAUSE IT'S VASTLY DIFFERENT.

THE MAKEUP OF OUR CAMPUSES IS VASTLY DIFFERENT ACROSS THE DISTRICT. MAYBE ONE OR TWO CAMPUSES LOOK A LITTLE DIFFERENT THAN THE OTHER CAMPUSES. BUT FOR THE MOST PART, WE SHOULD SEE ALL OF OUR CAMPUSES TRACKING ALONG.

AND SO WHEN I LOOK AT THESE PARTICULAR CAMPUSES, I KNOW THAT I HAVE A TIER 1 ISSUE THAT I NEED TO PAY CLOSER ATTENTION TO.

AND MAKING SURE THAT WE'RE WORKING WITH OUR CAMPUS LEADERS. AND SO THAT'S THE WORK THAT'S HAPPENING WITH OUR TEACHING AND LEARNING TEAM, OUR DIRECTOR OF LITERACY, OUR EXECUTIVE DIRECTOR OF TEACHING AND LEARNING, ANDREA JARAMILLO, AND THEN EACH OF OUR COORDINATORS. MAKING SURE THAT WE'RE POURING INTO THESE CAMPUSES AND THAT WE CAN IDENTIFY THE PLANS THAT ARE GOING TO BE IN PLACE TO MAKE SURE THAT WE'RE NOT JUST SEEING PROGRESS.

BUT THAT WE'RE ACCELERATING FOR THESE STUDENTS THAT ARE NOT YET SHOWING GROWTH AT THESE. SO SOME AREAS OF OPPORTUNITY.

AGAIN, OUR CAMPUSES SHOW WIDELY VARYING GROWTH PATTERNS.

TARGETED INTERVENTION IS NECESSARY, BUT IT'S MANAGEABLE WHEN YOU REVIEW THE NUMBERS.

WE HAVE TO DEVELOP CONCRETE INTERVENTION PLANS FOR EACH AND EVERY STUDENT.

AGAIN, THOSE NUMBERS, THERE'S A NAME BEHIND EVERY SINGLE ONE OF THOSE NUMBERS. ONGOING PROGRESS MONITORING, EVEN IN CAMPUSES THAT HAVE MET THE ANNUAL TARGET. THAT WE'VE DEVELOPED TARGETED INTERVENTION PLANS FOR STUDENTS BELOW OUR BENCHMARK, HIGH LEVEL OF FOCUS ON INTERVENTION AND PLANNING IMPLEMENTATION. WE HAVE TO HAVE A GREATER FOCUS ON EXPLICIT, SYSTEMATIC INSTRUCTION, IN WHICH YOU'LL SEE WHEN WE BEGIN TO LOOK AT OUR KINDERGARTEN AND FIRST GRADE DATA, AND ALSO OUR SECOND GRADE DATA, OUR THIRD GRADE STUDENTS WERE KINDER AND FIRST GRADE STUDENTS, AND THOSE GAPS DIDN'T START WHEN THE KIDS GOT TO THIRD GRADE. THEY STARTED LONG BEFORE THEN. AND SO WE HAVE TO MAKE SURE THAT, WHICH IS WHY WE'RE MONITORING.

OUR LITERACY DATA AT KINDER AND FIRST GRADE AS WELL, TOO, WHICH I'LL BREAK DOWN HERE IN JUST A SECOND. SO AGAIN, MAKING SURE THAT WE HAVE HIGH QUALITY INSTRUCTION MATERIALS ACROSS ALL TIERS OF INSTRUCTION. SO NOT JUST TIER ONE INSTRUCTION, BUT ALSO MAKING SURE THAT WE HAVE HIGH QUALITY INSTRUCTION MATERIALS AT TIER TWO AND TIER THREE.

AND THEN ALSO ENSURING THAT THERE'S HIGH QUALITY INSTRUCTION HAPPENING IN EVERY CLASSROOM, EVERY SINGLE DAY, FOR EVERY SINGLE CHILD. SO, GOAL PROGRESS MEASURE 1.1 LOOKS AT THE PERCENTAGE OF OUR KINDERGARTEN STUDENTS THAT ARE PERFORMING AT THE MEETS, GRADE LEVEL AND ABOVE, ON MAP FLUENCY. AND SO MAP FLUENCY IS A DIFFERENT ASSESSMENT THAN MAP GROWTH, EVEN THOUGH IT'S IN THE SAME SYSTEM.

BUT REMEMBER WHEN I SPOKE WITH YOU ALL IN THE FALL ABOUT THE LEAD MEASURES THAT WE HAVE TO MAKE SURE THAT WE'RE MEASURING TO ENSURE THAT OUR STUDENTS CAN READ FLUENTLY, THAT'S WHAT MAP GROWTH MEASURES. AND SO WHEN YOU LOOK AT OUR MAP GROWTH DATA, YOU CAN SEE BASICALLY IT'S BROKEN DOWN IN THE SAME WAY. WHEN WE ORIGINALLY LOOKED AT THIS DATA, I WILL TELL YOU, IT GAVE ME PAUSE, BECAUSE WHEN YOU LOOK AT OUR BEGINNING OF THE YEAR SCORE AT 74.1%, AND THEN YOU LOOK AT THE MIDDLE OF THE YEAR, WE WERE AT 64.9%, IT WAS KIND OF LIKE, HMM, SO HOW ARE WE GOING BACKWARDS? SO AGAIN, IT CAUSES ME TO SIT DOWN AND REALLY THINK AND LOOK AT WHAT IS THE DATA TELLING US.

SO ONE OF THE THINGS THAT WE KNOW, AND AGAIN, WE'RE LOOKING AT THE MEETS GRADE LEVEL AND ABOVE, IS THAT OUR KIDS ARE MAKING PROGRESS. BUT A YEAR'S WORTH OF GROWTH FOR SOME OF OUR STUDENTS, ESPECIALLY FOR OUR STUDENTS WHO ARE COMING IN EITHER BELOW GRADE LEVEL OR BEHIND, A YEAR'S WORTH OF PROGRESS IS NOT ENOUGH. SO WE HAVE TO MAKE SURE THAT WE'RE ACCELERATING PROGRESS. SO SOME OF OUR STUDENTS NEED A YEAR AND A HALF WORTH OF GROWTH. SOME OF OUR STUDENTS NEED A YEAR AND TWO MONTHS WORTH OF GROWTH.

BUT A YEAR'S WORTH OF GROWTH FOR OUR STUDENTS, WE KNOW, IS NOT GOING TO BE ENOUGH TO ACCELERATE THEIR PROGRESS TOWARDS GRADE LEVEL EDUCATION.

SOMETHING ELSE THAT HAPPENED WITH OUR DATA, AND I'M GOING TO SHOW YOU IN THIS NEXT SLIDE. SO, AND I'M GOING TO ASK STEVE TO HELP ME HERE IN JUST A SECOND BECAUSE I WANT YOU TO SEE. KIND OF THE TECHNICAL PIECES THAT THE SYSTEM IS LEARNING AS WELL, TOO, AS WE'RE GIVING BRAND NEW ASSESSMENTS.

SO THE THING TO ALSO REMEMBER IS THAT, REMEMBER, MAP FLUENCY AND MAP

[00:40:01]

AT THE BEGINNING OF THE YEAR, YOU WON'T SEE ANY RED IN ENGLISH OR SPANISH. BECAUSE FOR OUR KINDERGARTEN STUDENTS, THEY DON'T HAVE TO HAVE ANY OF THESE SKILLS WHEN THEY COME INTO. KINDERGARTEN SO, SO, AT THE BEGINNING OF THE YEAR, YOU'LL ONLY SEE LEVELS ONE THROUGH FIVE ON THIS PARTICULAR ASSESSMENT.

BUT IN THE MIDDLE OF THE YEAR, STUDENTS ARE NOT PROGRESSING IN THE ZONE OF PROXIMAL DEVELOPMENT. WHICH IS THESE BOXES, ALL OF THE COLORED BOXES THAT THERE? THEN IT'S GOING TO START TO FUNNEL KIDS INTO DIFFERENT CATEGORIES OF WHERE THEIR STRUGGLES ARE.

SO WE SEE THAT IN BOTH ENGLISH AND WE ALSO SEE IT IN SPANISH.

BUT WHEN I SAT WITH THE TEAM, AND IT HONESTLY TOOK, I'M GOING TO CALL MS. JARAMILLO OUT A LITTLE BIT, AND SHE WAS LIKE, I THINK THERE'S SOMETHING WRONG WITH THE ASSESSMENT. AND I WAS LIKE, DO YOU THINK SO? BECAUSE WHEN I LOOK, I CAN WALK IN ANY ONE OF OUR CAMPUSES, IF YOU LOOK AT THE FIRST GRAPH, AND FIND 12 STUDENTS WHO ARE READING. I CAN FIND THAT ON ONE OF OUR CAMPUSES. SO TO LOOK AT OUR DATA AND SEE THAT DISTRICT-WIDE, WE'RE ONLY IDENTIFYING 12 STUDENTS WHO CAN READ IN ENGLISH AT THE MIDDLE OF THE YEAR. AND ONLY THREE IN SPANISH TELLS ME THAT THERE'S SOMETHING WRONG. AND IT TOOK A WHILE FOR THE TEAM TO TRY TO CONVINCE ME THAT IT HAD TO. I KNEW THAT THERE WAS SOMETHING WRONG WITH THE DATA BECAUSE, AGAIN, I CAN WALK IN A CLASSROOM AND FIND THESE KIDS ON ANY CAMPUS. SO WHAT WE DISCOVERED, AND I'M GOING TO HAVE STEVE COME UP AND HELP ME, IS THAT. THE WAY WE WERE ADMINISTERING THE ASSESSMENT WASN'T NECESSARILY WRONG, BUT THERE WAS AN ADDITIONAL PIECE THAT OUR TEACHERS HAD TO GO BACK AND DO. SO THERE ARE A NUMBER OF STUDENTS THAT WE'RE NOT GETTING A SCORE FOR IN THE DATA. BECAUSE OUR TEACHERS NEEDED TO GO BACK INTO THE SYSTEM AND ACTUALLY MANUALLY LISTEN TO OUR STUDENTS READ. AND SO I'M GOING TO PLAY A LITTLE BIT FOR YOU. SO THIS PARTICULAR STUDENT RECEIVED A ZERO SCORE.

SO WE DIDN'T GET POINTS FOR THIS STUDENT IN OUR MIDDLE OF THE YEAR DATA.

BUT I WANT YOU TO LISTEN TO.

THE GOOD THING ABOUT MATH FLUENCY IS THAT IT'S AN AI GRADED ASSESSMENT. SO THE SYSTEM LISTENS TO THE STUDENT, READ IT, AND IT'LL SCORE THE STUDENT BASED ON WHAT THE SYSTEM HEARS. BUT THIS STUDENT RECEIVED A NO SCORE, AND I'LL TELL YOU A LITTLE BIT MORE WHY. SO WHAT YOU'RE GOING TO SEE ON THE SCREEN IS PROBABLY GOING TO BE SMALL FOR YOU. YOU MAY WANT TO LOOK BEHIND YOU IF YOU CAN'T SEE THIS ONE. YOU'LL HEAR OUR STUDENT READING. THE WIND OUT TO PLAY. HE WANTED TO SLIDE DOWN SOME SNOW. HE HOPED TO SWIM IN SOME ICE. BRING, BRING. IT WAS A POLAR BEAR. AND HE LOVED THE COAT. HE WALKED OVER HIS PLAY PARK. I'M NOT GOING TO PLAY THE WHOLE THING, BUT YOU CAN SEE KIND OF WHERE THE SYSTEM IS LEARNING, RIGHT? SO WHAT, THE TEACHERS NEEDED TO ACTUALLY GO BACK, SO YOU SEE THE STUDENT RECEIVED THE NO SCORE. AND I DIDN'T, AGAIN, I DIDN'T WANT TO PULL THE DATA BECAUSE I ALSO WANT YOU TO SEE HOW WE'RE LEARNING THIS.

AND WE'VE SHARED THIS INFORMATION WITH OUR CAMPUS LEADERS. SO THE TEACHERS ACTUALLY NEED TO GO BACK INTO THE SYSTEM, LISTEN TO THE REPORTING, AND ACTUALLY MANUALLY SCORE IT.

AND SO AT THE TIME THAT WE TURNED THIS ASSESSMENT IN, THIS WAS NEW INFORMATION THAT EVEN THE SYSTEM WAS LEARNING, THAT WE NEEDED TO GO BACK AND TRAIN OUR TEACHERS AND ALSO OUR CAMPUS LEADERS DIFFERENTLY TO LOOK AT THE DATA. SIMILAR TO THE WAY WE LOOKED AT IT, LIKE, THIS DATA DOESN'T LOOK RIGHT.

WE ALSO HAVE TO TEACH OUR TEACHERS, BECAUSE I KNOW THAT THE TEACHER LIKELY KNOWS THAT THIS IS WRONG. BUT FOR WHATEVER REASON, THEY DIDN'T CATCH THE NO SCORE IN THE SYSTEM, RIGHT? SO I WANTED TO MAKE SURE, AND WE CAN GO BACK TO THE OTHER SLIDE. I WANTED TO MAKE SURE THAT I SHARED THAT INFORMATION WITH YOU THIS EVENING. BECAUSE WE HAVE ABOUT, JUST ABOUT 300 STUDENTS THAT NEED TO GO BACK AND RECEIVE IT. AND SO I'LL PROVIDE AN UPDATED INFORMATION LIKELY AND PROBABLY TO COMMUNICATE, SO THAT YOU CAN HAVE A MORE ACCURATE PICTURE OF WHERE WE ARE. BUT I...

WOULD BE REMISS IF I DIDN'T ACTUALLY SHOW IT TO YOU, BECAUSE IT'S ENOUGH FOR ME.

IT'S NOT ENOUGH FOR ME TO TELL YOU. WE HAVE TO ACTUALLY SEE IT. SO, AGAIN.

TEACHERS SHOULD KNOW, WE SHOULDN'T JUST RELY ON THE SYSTEM TO GIVE US THE INFORMATION. I KNOW THAT OUR TEACHERS ACTUALLY LISTEN TO OUR KIDS READ EVERY DAY. WE SEE IT WHEN WE GO INTO OUR PRIMARY CLASSROOMS. WE SEE OUR TEACHERS ACTUALLY PULLING STUDENTS, LISTENING TO THEM READ. BUT

[00:45:01]

SO THERE ARE SOME THINGS THAT WE'RE GOING TO DO DIFFERENTLY IN THIS NEXT ADMINISTRATION.

AND THAT OUR CAMPUSES ARE GOING BACK IN AND DOING THE RESCORE FOR THE STUDENTS. SO THAT WE CAN GET ACCURATE. BUT AGAIN, I DIDN'T WANT TO. PULL THIS PRESENTATION, EVEN THOUGH I KNOW THE DATA ISN'T A HUNDRED PERCENT ACCURATE FOR US.

BECAUSE, AGAIN, THIS IS THE SYSTEMS LEVEL WORK THAT WE'RE DOING. AND I WANTED YOU TO HAVE A GREATER PICTURE OF THAT AS WELL. SO, AGAIN, STUDENTS ARE PROGRESSING ALONG THE LITERACY CONTINUUM.

MIDDLE OF THE YEAR MAP FLUENCY IN BOTH ENGLISH AND SPANISH SHOWS THAT STUDENTS ARE MOVING BEYOND INITIAL LEVEL. SOUND GARDEN INTO EARLY DECODING, INDICATING THAT FOUNDATIONAL LITERACY SKILLS ARE PRODUCING GROWTH. BUT AGAIN, I'M GOING TO GO BACK TO. WE NEED TO BE ACCELERATING BECAUSE FOR SOME OF OUR STUDENTS, A YEAR'S WORTH OF GROWTH IS NOT ENOUGH. WE HAD A VERY. WE HAD THE SAME ISSUE HAPPENING WITH OUR FIRST GRADE STUDENTS AS WELL, TOO, WHERE TEACHERS NEEDED TO ACTUALLY GO BACK IN AND DO THE RESCORE? SO THAT'S WHERE YOU SEE THAT REGRESSION IN THE DATA AND NOT TRACKING.

SO WE'LL PROVIDE AN UPDATED PRESENTATION FOR YOU ALL SO THAT YOU CAN GET A MORE ACCURATE PICTURE OF WHERE STUDENTS ARE PERFORMING. AND WHAT I PUT IN HERE IS IT'S THE SAME. IT BREAKS THE DATA DOWN IN THE SAME WAY. SO AT THE BEGINNING OF THE YEAR, IT TELLS US WHERE STUDENTS ARE AND THEN WHERE THEY'RE PROGRESSING IN THE ZONE OF PROXIMAL DEVELOPMENT. THE GOOD THING ABOUT THIS PARTICULAR DATA, AND WHAT'S GOOD FOR THE TEACHER AND FOR THE CAMPUS LEADERS, IS IT TELLS YOU EXACTLY WHERE STUDENTS ARE STRUGGLING AND WHERE YOU NEED TO PROVIDE TARGETED, SYSTEMATIC INSTRUCTION AND INTERVENTIONS FOR KIDS. AND IF WE DON'T TARGET AT THESE PARTICULAR LEVELS, THEN WE'RE NOT GOING TO CLOSE GAPS FOR STUDENTS.

THE OTHER THING THAT'S REALLY IMPORTANT TO NOTE ABOUT THIS ASSESSMENT, AND I DON'T HAVE THE EXAMPLE HERE, BUT I'LL GIVE YOU JUST A REALLY QUICK EXAMPLE OF IT, IS HOW STUDENTS VIEW THE ASSESSMENT. SO FOR SOME OF OUR STUDENTS, WE'LL ALL USE THE KINDERGARTEN ASSESSMENT, IT'LL ASK THE STUDENTS TO READ A SENTENCE, AND THE SENTENCE IS, THE BUG IS ON THE CAP. NO, THE BUG IS ON THE CUP. WELL, IT GIVES THE STUDENTS THREE DIFFERENT PICTURES, AND SO ONE IS A BUG ON A CUP, ONE IS A BUG ON A CAP. AND ONE IS A BUG ON A FENCE. AND SO IF THE STUDENTS READ THE BUG IS ON THE CAP AND THEY MISSED THAT ONE PARTICULAR PHONEME, THAT THE SENTENCE WAS CUP, THEN THEY MAY HAVE CHOSEN THE BUG IS ON THE CAP. AND IT FUNNELED THEM INTO A DIFFERENT LEVEL HERE, WHEN WE KNOW THAT, THEY'RE PROBABLY PROGRESSING.

BUT AGAIN, THIS IS ONE DATA POINT THAT OUR TEACHERS NEED TO USE, GET CURIOUS ABOUT IT, AND MAKE SURE THAT WE'RE TARGETING STUDENTS IN THE RIGHT WAY. BUT AGAIN, IT'S ALSO TEACHING OUR STUDENTS HOW TO TAKE THE ASSESSMENT AND MAKING SURE THAT THEY'RE CHOOSING THE RIGHT ANSWER. SO THAT THE SYSTEM DOESN'T FUNNEL THEM INTO A LEVEL THAT ISN'T REALLY ACCURATE WITH WHERE THEY'RE ACTUALLY PERFORMING.

SO AGAIN, 64% OR ABOVE OF OUR FIRST GRADE STUDENTS ARE APPROACHING GRADE LEVEL, WITH 36% MEETING OR EXCEED THE MIDDLE OF THE YEAR EXPECTATION.

A HIGH PERCENTAGE OF STUDENTS IN SPANISH ARE MEETING LEVELS FOUR AND FIVE, SUGGESTING BILITERACY AND LANGUAGE-ALIGNED INSTRUCTION. PRECISELY IDENTIFY WHERE STUDENTS ARE BELOW GRADE LEVEL. AND AGAIN, IT'S ABLE ENOUGH TO REALLY TARGET AND FOCUS INTERVENTION PLANNING. SO OUR AREAS OF OPPORTUNITY RIGHT NOW? BASED ON THE DATA THAT YOU SEE THAT THERE ARE LESS THAN 50 PERCENT OF OUR STUDENTS MEETING OR EXCEEDING GRADE LEVEL EXPECTATIONS. SO AGAIN, THERE'S AN OPPORTUNITY FOR US AT TIER 1 INSTRUCTION FOR OUR STUDENTS. WHERE WE IDENTIFY STUDENTS REQUIRING SUPPORT THROUGH THE MTSS FRAMEWORK, MULTI-TIER SYSTEMS OF SUPPORT AND PROVIDE TARGETED INTERVENTIONS WITH ONGOING PROGRESS MONITORING. AND AGAIN, I'LL JUST CONTINUE TO HIGHLIGHT, WE HAVE TO MAKE SURE THAT OUR PRINCIPALS ARE ABLE TO LOOK AT DATA IN THIS WAY WITH TEACHERS. AND AGAIN, AND I KEEP SAYING IT TO OUR PRINCIPALS, YOU HAVE TO GET CURIOUS WHEN YOU'RE LOOKING AT YOUR DATA. SO WE CAN'T JUST LOOK AT MASS DATA AND SAY, WELL, 50% OF THE KIDS AREN'T READING AND MAKE DECISIONS BASED ON THAT.

WITHOUT GETTING GRANULAR INTO WHAT ARE THE CAUSAL FACTORS AND THE WHY BEHIND THE DATA THAT WE'RE SEEING. BUT AGAIN, WE'RE ALL LEARNING AND WE'RE GROWING AND WE'RE PROGRESSING TOGETHER.

SO OUR SECOND GRADE DATA SHOWS US THAT WE'RE KIND OF STAGNANT A LITTLE BIT IN OUR SECOND GRADE DATA, BUT WE'RE STILL WITHIN A FEW POINTS OF MEETING THAT END-OF-THE-YEAR GOAL.

AGAIN, WE ARE ABOUT 25 STUDENTS AWAY FROM MEETING OUR ANNUAL GOAL.

AND AGAIN, AS I GO DOWN OUR STUDENT GROUPS, EACH OF THOSE STUDENTS HAS A NAME, AND WE SHOULD BE ABLE TO IDENTIFY WHO THOSE STUDENTS ARE AND PROVIDE TARGETED INTERVENTIONS. THE THING TO REMEMBER ALSO ABOUT OUR SECOND GRADE MAP GROWTH ASSESSMENT, IS THAT THAT'S A DIFFERENT, THIS IS A DIFFERENT ASSESSMENT, ALTHOUGH IN THE SAME SYSTEM THAN MAP FLUENCY.

SO ONE OF THE THINGS THAT OUR CAMPUS LEADERS ALSO HAVE TO MAKE SURE THAT THEY'RE DOING IS THAT. WHEN YOU HAVE A STUDENT NOT MEETING THE GROWTH MEASURE HERE AT MAP GROWTH, IS THEN WE HAVE TO GO BACK AND DO SOME DIAGNOSTIC ASSESSMENTS TO FIGURE OUT WHY, BECAUSE LIKELY SECOND-GRADE STUDENTS WHO ARE NOT MEETING THEIR MAP GROWTH MEASURE LIKELY DOESN'T HAVE THE FOUNDATIONAL SKILLS IN READING THAT WE'RE ALSO ASSESSING IN KINDER AND FIRST.

[00:50:01]

BUT AGAIN, WE HAVE TO USE IT.

SUPPORTING THE STRENGTH OF CAMPUS PLANNING AND INTERNALIZATION OF STRUCTURED LITERACY LESSONS.

AND THEN MAKING SURE THAT WE'RE UTILIZING THE INSTRUCTIONAL LOOK FOR US ON CLASSROOM OBSERVATION TO INFORM, COACHING, FEEDBACK, AND INSTRUCTIONAL SUPPORT.

SIMILAR TO THE WAY WE DID TODAY WHEN WE'RE DOING THE CALIBRATION WALKS ON CAMPUSES TOGETHER WITH OUR CAMPUS LEADERS. AND AGAIN, I ALWAYS SAY, WE WALK UNTIL WE ALL SEE THE SAME THING. SO NOW WHAT? SO WE HAVE TO MONITOR THE FIDELITY OF OUR LANGUAGE ALLOCATION PLAN, BOTH IN ENGLISH AND ALSO IN OUR DUAL LANGUAGE CLASSES.

WE HAVE TO MAKE SURE THAT WE'RE TRAINING OUR PRE-K AND KINDER TEACHERS IN THE USE OF OUR CURRICULUM TO ENSURE SPANISH EARLY LITERACY ALIGNMENT. WE HAVE TO MAKE SURE THAT WE CONTINUE TO STRENGTHEN PLCS TO MAKING SURE THAT THE DATA TARGETS SPECIFIC SKILL GAPS FOR BOTH TIER 2 AND TIER 3 INTERVENTIONS. AND ALL OF THIS IS GOING TO SOUND A LITTLE REPETITIVE, BUT IT'S THE WORK. LEADERSHIP.

SO OUR CAMPUS LEADERS HAVE TO CONTINUE TO PARTICIPATE IN THESE CALIBRATED WALKS. WE HAVE TO CONTINUE TO DO THOSE WALKS WITH OUR LEADERS SO THAT WE CAN CONTINUE TO GROW THEIR CAPACITY. AND NOT JUST AT THEIR CAMPUS, BUT ALSO SEEING OTHER CAMPUSES AS WELL, TOO. AND SO WE'LL CONTINUE THAT PRACTICE. WE'RE GOING TO CONTINUE TO COACH AND MONITOR OUR CAMPUS INTERVENTION PLANS. WE HAVE DATA MEETINGS COMING UP, AND I DON'T KNOW IF THOSE HAVE BEEN SHARED WITH OUR TRUSTEES YET. I THINK THAT THEY WILL BE SHARED FOR YOU TO ACTUALLY COME AND OBSERVE WHAT THOSE DATA MEETINGS LOOK LIKE.

PROCESS WITH OUR ACTUAL PRINCIPLES, DR.

BAILEY I DID WANT TO. I DON'T KNOW IF THAT INFORMATION WENT OUT TO THE TRUSTEES YET REGARDING THE DATA MEETINGS.

OKAY, SO I JUST WANTED TO GIVE A LITTLE BIT OF BACKGROUND. ONE OF THE THINGS WE DO AFTER THE BEGINNING OF THE YEARS, MIDDLE OF THE THING THAT I DID IN A PRIOR DISTRICT AND SOME OF US HAVE DONE IN OTHER DISTRICTS. AS WE HAVE OUR LEADERS AND THEIR INSTRUCTIONAL TEAMS COME AND PRESENT THEIR DATA AND THE PLANS. THE PLAN OF ACTION AND HOW THEY'RE RESPONDING TO IT.

AND WE FIND A LOT OF VALUE IN THAT AND REALLY GETTING A GOOD UNDERSTANDING OF WHAT THE CAMPUS PRACTICES ARE. AND THEN IT ALLOWS US TO BE ABLE TO HONE IN OUR SUPPORT AND IDENTIFY WHAT WE NEED TO DO IN ADDITION TO WHAT WE'RE ALREADY DOING, WHETHER IT'S PROFESSIONAL LEARNING, MAYBE GO AND PROVIDE DIRECT COACHING TO TEACHERS IN THAT PARTICULAR GRADE OR SUBJECT. WELL, WE ARE STARTING THOSE AFTER THE MID-YEAR DATA. AND WHAT I'VE ASKED IS THAT WE INVITE TRUSTEES TO PARTICIPATE IN ONE OF THOSE. YOU'LL BE ABLE TO SIGN UP FOR ONE, PERHAPS THE SCHOOL THAT YOU'RE MOST INTERESTED IN, BECAUSE I THINK IT'S VERY IMPORTANT FOR YOU.

NOT JUST TO HEAR WHAT'S COMING FROM OUR CHIEF OF TEACHING AND LEARNING AND THE FOLKS IN CURRICULUM AND INSTRUCTION, TO ACTUALLY HEAR FROM THE BOOTS ON THE GROUND.

TO UNDERSTAND HOW WE'RE RESPONDING TO THIS DATA AND HOW THAT GUIDES INSTRUCTION MOVING FORWARD. SO THAT YOU HAVE A GOOD SENSE OF WHAT WE'RE DOING THROUGHOUT THE SPRING TO PREPARE FOR THE END-OF-THE-YEAR ASSESSMENTS.

BUT ONE OF THE THINGS I WANT TO SAY IS, IF YOU THINK ABOUT WHERE WE WERE A YEAR AGO COMPARED TO TODAY, WE'VE COME FAR. WHEN IT COMES TO THE TYPES OF ASSESSMENTS WE HAVE, THE USE OF CURRICULUM ACROSS THE BOARD. TODAY, GOING INTO ENGLISH 2 CLASSROOMS AND SEEING ALIGNMENT ACROSS THE BOARD. NOW, I KNOW THAT'S NOT EARLY LITERACY, BUT IT'S THE SAME THING WHEN YOU GO INTO PRE-K CLASSROOMS AT A PARTICULAR SCHOOL, IS YOU SEE THAT ALIGNMENT. YOU SEE THE TEACHERS. REALLY WORKING HARD AND TAKING THE TIME TO UNDERSTAND WHERE THEIR KIDS ARE. AND AS DR. BAILEY SAID, YOU KNOW, EVERY, EVERY, THERE'S A NUMBER AND WE'RE NOT ABOUT NUMBERS. WE'RE ABOUT THOSE 12 KIDS WHO HAVE A NAME. AND SO WHEN YOU THINK ABOUT WHERE WE WERE LAST YEAR, NOT REALLY FOCUSING ON THOSE NUMBERS AND THOSE KIDS. TO HELP GET THE CAMPUS WHERE IT NEEDED TO GO TO A B OR AN A, BUT MOST IMPORTANTLY, TO GET KIDS TO MASTER CONTENT. TODAY, I CAN WALK WITH THE PRINCIPAL AND THEY CAN TELL ME ABOUT EVERY KID IN THE CLASSROOM AND WHERE THEY ARE IN MATH AND READING. AND WHAT INTERVENTIONS THEY'RE PARTICIPATING IN. IT REALLY MAKES ME PROUD OF THE WORK THAT THIS TEAM IS DOING ALONGSIDE OUR TEACHERS AND OUR LEADERS.

BUT I WANTED TO JUST STRESS THE, YOU KNOW, I WANTED TO ENCOURAGE YOU ALL TO TAKE THAT HOUR TO COME AND SIT IN ONE OF THOSE MIDDLE-OF-THE-YEAR MEETINGS.

[00:55:06]

AND SOMETIMES THAT IS EXHAUSTING. I FOUND IT VERY HELPFUL. AND I LOVE WHAT YOU'RE SAYING. RIGHT. EACH ONE OF THESE NUMBERS HAS A NAME.

AND WHEN I GO TO LIKE THE FIRST SLIDE AND I SEE 37 KIDS THROUGHOUT THE ENTIRE DISTRICT, THERE'S NINE ELEMENTARY SCHOOLS, AS ROUGHLY, YOU KNOW, WE'RE SAYING THIRD GRADERS IS ROUGHLY A LITTLE OVER ONE FOR EACH CAMPUS. WHAT WE WOULD TYPICALLY DO IS CALL THE PARENTS TO HAVE SOME TYPE OF DISCUSSION. WHOEVER THOSE FOUR ARE, OR WHETHER THIRD GRADE PICKS EIGHT, AND THEN YOU GOT SOME RANGE TO MISS. I KNOW MS. COVINGTON, WHICH IN ONE OF THE FORUMS WE TALKED ABOUT, THAT SOMETIMES THE PARENTS JUST DON'T HAVE A CLUE, DON'T HAVE AN IDEA. SO IF WE'RE TRYING TO GET AN EXTRA PUSH, SOME EXTRA ASSISTANCE, MAYBE REACHING OUT TO PARENTS AND KIND OF GUIDING THEM, RIGHT? SO, LIKE, WE'RE SENDING JOHNNY HOME WITH A BOOK. WE NEED HIM TO READ PAGES ONE THROUGH SIX, WHATEVER THAT LOOKS LIKE, RIGHT? WHETHER EACH KID HAS THE SAME BOOK, WHETHER IT'S DIFFERENT, WHATEVER THE CASE IS. BUT KIND OF GIVE THEM, I SAY, SOME BUY-IN IN THE TEAMWORK OF WHAT'S TAKING PLACE. AND SO THEY KIND OF UNDERSTAND HOW THEY CAN AFFECT THE STATUS OF A DISTRICT. MAYBE THAT'S TOO MUCH TO GIVE THEM. MAYBE IT'S NOT. I DON'T KNOW. BUT ALSO MAYBE THAT RELATIONSHIP BEING BUILT WITH THE THIRD-GRADE TEACHER, TRANSITIONS TO A FIFTH-GRADE TEACHER, TRANSITIONS TO A SEVENTH-GRADE TEACHER, AND MAYBE THE WAY THEY VIEW EDUCATORS MOVING FORWARD, WHETHER IT'S ASKING FOR ASSISTANCE OR BEING MORE RECEIVING THROUGH THOSE PHONE CALLS AND HELPING OUT AT THE HOUSE. MAYBE THAT'S SOMETHING THAT HELPS US GET OVER THE HUMP AS WELL. SO JUST MY TWO CENTS ON THAT.

ABSOLUTELY. THAT'S REALLY GREAT FEEDBACK, AND THAT'S SOMETHING THAT WE DO CONTINUE TO HEAR AND THAT WE'RE CONTINUING TO CREATE SOLUTIONS FOR. WE CONTINUE TO HEAR FROM PARENTS, AND WE WANT TO EQUIP PARENTS. BECAUSE PARENTS DON'T ALWAYS KNOW AT THE LEVEL THAT OUR EDUCATORS KNOW WHY A STUDENT ISN'T READING AND HOW THEY CAN HELP SUPPORT. SO WE HAVE TO BETTER EQUIP OUR PARENTS WITH, YES, I'M GOING TO BE SENDING A BOOK HOME IN A BOOK BAG, RIGHT? AND I JUST NEED THEM TO READ THIS BOOK OVER THE COURSE OF THIS WEEK, AND THEY'RE GOING TO COME BACK, AND I'M GOING TO LISTEN TO THEM. BUT IT HAS TO BE THIS PARTNERSHIP, AND WE HAVE TO ENSURE THAT OUR PARENTS KNOW AND UNDERSTAND HOW TO HELP, WHETHER IT'S A LIST OF SIGHT, WORDS. I JUST NEED THEM TO READ THESE SIGHT WORDS AND PRACTICE EVERY SINGLE NIGHT. I NEED YOU TO JUST GO OVER LETTERS AND SOUND WITH YOUR PARTICULAR KID. NO MATTER WHERE KIDS ARE IN THEIR ZONE OF PROXIMAL DEVELOPMENT, OUR EDUCATORS HAVE TO BE EQUIPPED TO USE PARENTS AS PARTNERS IN THE WORK. BECAUSE, YOU'RE RIGHT, IT DOESN'T JUST HAPPEN. AND SOMETIMES IT'S ANOTHER TEACHER ON THE CAMPUS, RIGHT? OR DO WE HAVE ANY OTHER QUESTIONS? THE CHAIR RECOGNIZES VICE PRESIDENT SEUSS-NETTLES. HI.

THANK YOU FOR THIS INFORMATION. GOING BACK TO THE NO SCORE ERROR, DO WE KNOW WHAT THE ROOT CAUSE OF THAT WAS? WAS IT JUST LIKE A GLITCH? YES. OR DO WE KNOW IF, LIKE, OTHER SCHOOL DISTRICTS THAT USE THE SAME INSTRUMENT EXPERIENCE THE SAME? YES. SOME OF IT IS, I MEAN, IT'S AI, SO SOME OF IT IS PICKING UP BACKGROUND NOISE, AND THEY CAN'T DISTINGUISH BETWEEN WHAT THE KID IS SAYING AND WHAT. HAPPENING IN BACKGROUND, SO THAT GOES BACK TO HOW WE'RE MINISTERING. THE ASSESSMENT SHOULD WE PULL THE KIDS OUT IN A SMALLER GROUP, SO THERE ISN'T SO MUCH BACKGROUND NOISE IN THE CLASSROOM WHEN THEY'RE GIVING THAT ASSESSMENT? SOME OF IT IS OUR MIC. DO WE HAVE THE BEST MICROPHONES FOR STUDENTS TO BE ABLE TO TAKE THIS ASSESSMENT? IN SOME CASES, TEACHERS GAVE THE ASSESSMENT ON AN IPAD WITHOUT A MICROPHONE. SO HOW IT WAS PICKING UP? SO THERE'S A VARIETY OF DIFFERENT SCENARIOS AS TO WHY THAT HAPPENED. SOME OF IT IS THE KID HAD THE MICROPHONE IN THEIR MOUTH WHILE THEY WERE READING. SO IT JUST DEPENDS ON, THERE'S LOTS OF DIFFERENT SCENARIOS. AND WE'VE KIND OF BEEN COMBING THROUGH THEM AND WORKING WITH OUR CAMPUS LEADERS TO KIND OF UNCOVER SOME OF THIS AS WELL, TOO. BUT THE NO SCORE IS. WHAT WE'RE FINDING MOSTLY WHEN WE'RE LISTENING TO THE RECORDINGS IS THAT IT'S PICKING UP BACKGROUND NOISE.

NOW, SECOND QUESTION, DO YOU FORESEE ANY OTHER ERRORS HAPPENING BECAUSE IT IS AI GENERATED? I MEAN, IF THIS IS HAPPENING WITH THE VOICE, DO YOU FORESEE THIS? IN ANY OTHER AREA? SO, UM, IT COULD POSSIBLY BE HAPPENING WITH OUR SECOND GRADE STUDENTS, BUT MAYBE NOT AS MUCH. WELL, WE'RE ALSO SEEING THAT IF IF THE TEACHER ISN'T PAYING ATTENTION TO KATRINA, KATRINA MAY JUST BE. AND BUT IT TELLS US. BUT AGAIN, IT'S WHERE THE TEACHERS HAVE TO GET CURIOUS, BECAUSE IT'LL TELL YOU THAT KATRINA ANSWERED 75 QUESTIONS.

BUT AGAIN, IT'S THE SYSTEM LEARNING. SO IT'S GOING TO TAKE A LOT OF MONITORING, RIGHT? WELL, AND THAT'S WHERE THE DATA MEETINGS COME IN, AND THAT'S WHERE THE INDIVIDUAL MEETINGS HAPPEN WITH OUR CAMPUS LEADERS, AND IT'S LIKE, HEY, YOU HAVE

[01:00:01]

AND I WILL TELL YOU THAT WHEN WE ACTUALLY WENT THROUGH THIS ACTIVITY WITH OUR CAMPUS PRINCIPALS AND THEY WERE GOING THROUGH AND THEY WERE LIKE, OH, MY GOD. AND SOME OF THEM WANTED TO ACTUALLY DO THE SCORE. AND THEN SOME OF THEM WERE LIKE, OH, NO, I'M NOT. I'M GOING TO CALL MY TEACHERS IN TOMORROW AND WE'RE GOING TO SIT DOWN AND WE'RE GOING TO DO THESE TOGETHER. SO, BUT AGAIN, IT'S, AGAIN, IT'S EVERYBODY IS LEARNING.

EVERYONE IS LEARNING. OKAY.

THANK YOU. ANY OTHER QUESTION, BOARD? THE CHAIR RECOGNIZES TRUSTEE SIERRA. I THINK.

WELL, THANK YOU, FIRST OF ALL, FOR THIS INFORMATION AND FOR, I THINK, ALL THE HARD WORK THAT'S GOING INTO. CLEARLY SURROUNDING TEACHERS WITH SUPPORT. I THINK THE INSTRUCTIONAL WALKS, THE PLCS, THE DATA REVIEW MEETINGS, MY UNDERSTANDING IS THE CURRICULUM HAS CHANGED. LIKE, THE ACTUAL MATERIALS THAT TEACHERS ARE USING HAS CHANGED PRETTY SIGNIFICANTLY. IN MATH. OKAY.

IN MATH. SO WE'VE ALWAYS HAD, HMH, IS OUR ADOPTED CURRICULUM FOR ELEMENTARY. WHAT I CAN SAY IS PRIOR TO THIS YEAR, CAMPUSES WERE KIND OF PICKING AND CHOOSING WHETHER OR NOT THEY WANTED TO USE IT. SO HMH IS OUR HQIM FOR READING.

ADDITIONALLY, IT'S ALIGNED WITH NWEA. IT'S ALIGNED WITH MAP GROWTH. SO RIGHT NOW, WHAT WE'RE DOING HAS A CURRICULUM CHANGE. YES, IT ALSO IS, BUT ONLY IN THE SENSE THAT NOW WE'RE ASKING CAMPUSES TO USE IT. YEAH. OKAY. YEAH, I WAS CURIOUS HOW... WHAT TRENDS YOU'RE SEEING, OR HOW THINGS, I MEAN, YOU MENTIONED TIER ONE INSTRUCTION AND SORT OF THAT UPTAKE? AND WHAT ADDITIONAL SUPPORT YOU'RE THINKING, LIKE, WHAT YOU'VE NOTICED THROUGHOUT THE YEAR ABOUT WHAT SUPPORTS TEACHERS NEED AND WHAT'S WORKING? I THINK, AGAIN, JUST WITH ANY SORT OF CURRICULUM, I THINK IT'S, AM I, THE QUESTIONS THAT I'M GETTING FROM TEACHERS AS I GO INTO CLASSROOMS IS IT'S REGARDING PACING. IT'S REGARDING MAKING SURE THAT THEY'RE CHOOSING THE RIGHT LESSONS AT THE RIGHT TIME. IT'S BECAUSE, ESPECIALLY WITH ANY SORT OF. AND I DON'T WANT TO SAY A TEXTBOOK, BECAUSE IT'S NOT HMH, ISN'T JUST A TEXTBOOK. THE TEACHERS PICK AND CHOOSE FROM.

IT'S AM I ON PAR WITH WHAT I NEED TO BE DOING? OUR TEACHERS? HEGARTY. I WILL TELL YOU, WE HAVE A LOT OF HIGH-QUALITY INSTRUCTIONAL MATERIALS IN THE DISTRICT, BUT THEY'RE NOT ALWAYS ALIGNED.

SO WE HAVE, I'LL GIVE YOU JUST AN EXAMPLE, WE HAVE SOME TEACHERS USE AN HMH BECAUSE THEY LIKE THE STORIES IN HMH.

BUT I'M GOING TO USE HEGARTY FOR PHONEMIC AWARENESS, WHERE THAT ALIGNMENT LANGUAGE DOESN'T ALWAYS ALIGN WITH THE STRUCTURED LITERACY ROUTINES THAT HAPPEN IN HMH. OR I MAY USE, I MAY WANT TO USE FOUNDATIONS FOR WRITING, OR I MAY WANT TO USE FOUNDATIONS FOR MY STRUCTURED LITERACY ROUTINES.

AND THAT'S VERY DIFFERENT THAN THE WAY IT'S USED IN HMH. SO SOMETIMES WHAT WE'RE FINDING IN THE SYSTEM IS THAT IT'S NOT THAT TEACHERS ARE USING THINGS THAT ARE BAD, IT'S JUST THEY'RE USING THINGS THAT ARE NOT ALIGNED WITH ONE. SO IT'S CREATING SOME CONFUSION AT THE TIER ONE LEVEL, WHICH IS AGAIN. WHILE WE'RE SEEING FOR SOME OF OUR CAMPUSES, WE'RE NOT SEEING THE GROWTH THAT WE WANT TO SEE. BECAUSE THERE'S A MISALIGNMENT OF THE RESOURCES THAT THEY'RE USING. AND YOU CAN UTILIZE ANY OF THOSE RESOURCES AT SOME OF THE OTHER TIERS, BUT WE'RE ASKING CAMPUSES TO USE HMH AT THE TIER 1 LEVEL.

AND THERE'S RESISTANCE.

BOARD, ANY OTHER QUESTIONS OR COMMENTS? THE CHAIR RECOGNIZES TRUSTEE FRANCO. THANK YOU, CHAIR. AND THANK YOU VERY MUCH FOR THE PRESENTATION. PRETTY GOOD. FOR THE BENEFIT OF THE PUBLIC AND ME NOT BEING IN EDUCATION AS WELL, I THINK OTHER PEOPLE MIGHT HAVE THESE QUESTIONS, BUT SOME OF THE ACRONYMS ON HERE, COULD YOU EXPLAIN FOR THE PUBLIC WHAT SOME OF THESE ACRONYMS ARE, LIKE ON PDF, PAGE 57, EB SPECIFICALLY, OR SPED? I THINK MIGHT BE A LITTLE BIT. A LITTLE BIT UNDERSTANDABLE, BUT...

ABSOLUTELY. SO I WILL BREAK DOWN. SO THOSE ARE ALL OF OUR STUDENT GROUPS. SO YOU SEE ALL, YOU SEE AFRICAN, AMERICAN, HISPANIC, TOM IS TWO OR MORE RACES. AND THESE ARE ALL OUR FEDERAL IDENTIFICATION CATEGORIES, WHITE, STUDENTS RECEIVING SPECIAL EDUCATION SERVICES, STUDENTS THAT ARE ECONOMICALLY EDUCATION DEPENDENT. I'M GOING TO USE...

BUT IT'S OUR ECONOMICALLY DISADVANTAGED STUDENTS. AND THEN E.B IS EMERGENT BILINGUAL.

GOTCHA. THANK YOU. GOING BACK TO... THE QUESTION OF AI, HAVE YOU NOTICED ANY CORRELATIONS BETWEEN CHILDREN WITH ACCENTS OR HEAVIER ACCENTS AND BEING PROFICIENT AT READING? BUT THE AI SYSTEM NOT PICKING UP EXACTLY WHAT THEY'RE SAYING? HAS THAT BEEN AN ISSUE AT ALL? REMEMBER, BECAUSE WE LISTEN TO BOTH ENGLISH AND SPANISH, BUT I DON'T THINK THAT WE'VE NOTICED A DIFFERENCE.

IT'S PRETTY MUCH, I THINK IT'S THE BACKGROUND NOISE IN THE CLASSROOM. AND ONE OF THE RECORDINGS YOU HEAR AT THE TEACHER, AND NONE OF WHAT THE KIDDO WAS SAYING, IS THE SYSTEM DIDN'T PICK IT.

SO IN SOME OF IT, IT PICKED UP

[01:05:01]

WE'RE REACHING OUT TO PARENTS, LETTING THEM KNOW THAT WE, YOU KNOW, WE'RE SENDING THE BOOK HOME WITH THEM AND WE NEED THEM TO READ THIS IN A WEEK.

BUT DO WE HAVE ANY PROTOCOLS IN PLACE FOR WHEN TEACHERS REALIZE, OR POTENTIALLY REALIZE, YOU KNOW WHAT? THIS PERSON IS NOT SAYING? WHAT DO WE DO IN THAT CASE? RIGHT? WHO? HOW DO WE GET THOSE THOSE STUDENTS EXTRA HELP, HEAR FROM THE SCHOOL WHEN THEY CAN'T GET IT AT HOME, PER SE. ABSOLUTELY.

SO HOPEFULLY THAT'S WHERE WE'RE LEVERAGING ALL OF THE RESOURCES AND WRAPAROUND SERVICES THAT WE HAVE ON THE CAMPUS. SO WE HAVE OUR PARENT COMMUNITY LIAISONS.

WE HAVE COMMUNITIES AND SCHOOLS. WE HAVE THE ACE AFTER SCHOOL PROGRAM WHERE WE HAVE STAFF THAT ARE WORKING.

SO HOPEFULLY WE'RE LEVERAGING NOT JUST THE CLASSROOM TEACHER IN THOSE PARTICULAR INCIDENCES, BUT WHERE WE'RE ALSO LEVERAGING SORT OF THAT SAFE SPACE FOR PARENTS TO BE ABLE TO HAVE SOMEONE ON THE CAMPUS THAT THEY CAN GO TO AND SAY, I'M NOT SURE WHAT THE TEACHER IS TELLING ME, AND I'M NOT SURE HOW TO HELP.

MY PARTICULAR STUDENT, THAT THOSE WRAPAROUND SERVICES CAN HELP SUPPORT AS WELL. SO I CAN'T SAY FOR SURE RIGHT NOW, IN ALL CASES, THAT WHAT TRUSTEE BURTON IS SAYING IS HAPPENING FOR ALL OF OUR KIDS, THAT TEACHERS ARE REACHING OUT TO STUDENTS, THAT THEY'RE REACHING OUT TO PARENTS, THAT THEY'RE LEVERAGING PARENTS AS PARTNERS IN THIS PARTICULAR SITUATION.

SO I KNOW THAT IN SOME CASES, OUR PARENTS FEEL LEFT IN THE DARK AND THAT THEY DON'T KNOW HOW TO HELP THEIR KIDS.

BECAUSE WE'VE HEARD THAT IN THE LISTENING SESSIONS AND WE'VE HEARD THAT IN... DR.

GUTIERREZ'S PRINCIPAL'S COFFEE, SUPERINTENDENT'S COFFEE, EXCUSE ME. WE'VE HEARD THOSE CONVERSATIONS HAPPEN AT THAT TIME. BUT HOPEFULLY WE'RE LEVERAGING ALL OF THE RESOURCES THAT WE HAVE BECAUSE WE HAVE QUITE A BIT. AND WE HAVE TO MAKE SURE THAT IT'S NOT JUST ONE TEACHER TRYING TO FIGURE THAT OUT, BUT THAT THE TEACHER REALIZES THAT.

THERE ARE WRAPAROUND SERVICES, NOT JUST AT THE CAMPUS LEVEL, BUT HERE AT THE DISTRICT LEVEL, THAT CAN HELP SUPPORT OUR PARENTS AS WELL, TOO. SO THAT'S WHERE LITERACY NIGHTS. COME IN TO PLAY. THAT'S WHERE THE CURRICULUM AND THE ACADEMIC NIGHTS, INVITING PARENTS ONTO THE CAMPUS TO HELP SUPPORT STUDENTS AS WELL, TOO. THAT'S WHERE GOING TO THE HOME SOMETIMES IS THE BEST COURSE OF ACTION, BECAUSE WE CAN'T ALWAYS EXPECT PARENTS TO COME TO THE SCHOOL. SO SOMETIMES IT'S GOING INTO THE COMMUNITY TO HAVE THESE PARTICULAR CONVERSATIONS AS WELL, TOO. BUT THOSE ARE THINGS THAT WE'LL CONTINUE TO WORK ON WITH OUR TEACHERS AND ALSO OUR CAMPUS LEADERS. ONE MORE CLARIFYING QUESTION FROM THE DATA. CAN YOU HELP ME UNDERSTAND, AND WHAT? IN THIS CASE, ON THIS SLIDE WHERE IT SAYS ALL, 25, AND THAT'S DISTRICT-WIDE, YET AMONGST OUR HISPANIC STUDENTS, IT SAYS NUMBER OF STUDENTS NEEDED 34. WHY THAT NUMBER IS DIFFERENT? SO WE HAVE A DIFFERENT GOAL. SO, EVEN THOUGH THE GOAL IS 32% OVERALL, SO IT DEPENDS ON WHERE THAT INDIVIDUAL STUDENT GROUP WAS AT THE BEGINNING OF THE YEAR.

SO WHEN YOU LOOK AT OUR HISPANIC STUDENTS, AT THE BEGINNING OF THE YEAR, IT WAS 25.9%. YOU WHEN THE END OF THE YEAR, THE ANNUAL TARGET IS 32. SO THE HOLE FOR THAT PARTICULAR STUDENT GROUP IS A LOT BIGGER TO DIG OUT OF THAN IT MAY BE FOR A STUDENT GROUP WHO WAS A LITTLE CLOSER. SO, FOR INSTANCE, I'LL UTILIZE OUR UM EMERGING BILINGUAL STUDENTS AS ANOTHER EXAMPLE. 21 AT THE BEGINNING OF THE YEAR.

TO GET TO THE 32 PERCENT IS GOING TO REQUIRE MORE STUDENTS TO DIG OUT OF THAT HOLE.

BUT OUR HISPANIC STUDENTS ARE ALSO INCLUDED IN THE ALL STUDENT GROUP AS WELL, TOO.

GOTCHA. THIS IS THAT'S IMPORTANT DISTINCTION, UNDERSTOOD. THANK YOU VERY MUCH FOR THAT CLARIFICATION. YOU'RE WELCOME. THE CHAIR RECOGNIZES TRUSTEE PANTOJA. THANK YOU SO MUCH FOR THIS. CAN YOU GO TO THE NEXT SLIDE, PLEASE? I'M SORRY, THE PREVIOUS ONE.

FOR ME, IT'S NUMBER SIX. WHICH IS THE LEVEL? THE PROGRESSIVE MONITORING FOR THIRD GRADE EARLY LITERACY.

THIS ONE, YES, YES, AND I WANT TO FOCUS ON THAT. FIRST COLUMN OF TOTAL TESTED IS THAT'S ENROLLMENT FOR THE CAMPUS OF THAT GRADE, OF THOSE GRADE LEVELS, CORRECT? OKAY, THAT? WELL, IT MAY NOT BE THE TOTAL ENROLLMENT, IT'S THE NUMBER THAT WE TESTED, THAT'S OKAY. THE ONE SOMEONE COULDN'T BEEN ABSENT, SO FOR COOL. SO WHAT I WOULD STOOD OUT TO ME WAS, AND I'M GOING TO GET TO THE KINDERGARTEN NEXT IN A MINUTE. WHAT'S POPHAM AT 111 AND THEN AT HILLCREST 51? SO COULD THAT BE AN ASSESSMENT WHERE EACH GRADE LEVEL AT

[01:10:01]

THANK YOU. I KNOW WE'VE TALKED ABOUT BASIC CLASSROOM SUPPORT, TEACHER SUPPORT, AND HOW CURRICULUM IS USED FOR ENGLISH, THIS IS LITERACY.

AND THEN YOU MADE A COMMENT EARLIER ABOUT OUR STAFF HAVING TO GO AND, LIKE, RE-LISTEN TO THESE TESTS. HOW DOES THAT WORK WHEN WE HAVE A KINDERGARTEN TEACHER WITH 25 KIDS AND THERE'S 100 KIDS IN THAT COHORT FOR KINDERGARTEN? THAT TAKES TIME. SO HOW DO WE BUILD THAT INTO THE DAY? SO THEY'RE NOT DOING IT AT HOME OR AFTER HOURS? CORRECT. SO FOR EACH INDIVIDUAL, SO SIMILAR TO THE WAY THEY WOULD PROBABLY PULL A STUDENT AND LIST IT IN THE CLASSROOM.

BUT REMEMBER, THIS IS THAT NUMBER THAT WE'RE MISSING IS DISTRICT-WIDE. SO ONE TEACHER MAY HAVE TWO RECORDINGS TO LISTEN TO. THERE COULD BE 12 FOR THE ENTIRE CAMPUS, BUT THAT'S BROKEN DOWN AMONGST ALL OF THE TEACHERS. DOES THAT MAKE SENSE? SO IT'S NOT NECESSARILY ONE TEACHER LISTENING TO 50 RECORDINGS. IT COULD BE ONE TEACHER LISTENING TO ONE RECORDING OF THEIR STUDENT. GOTCHA. SO THIS WOULD BE FOR LIKE, LEVEL ZERO. IT'S 133 FOR THE ENTIRE DISTRICT, BUT IT COULD BE LIKE 10 AT ONE CAMPUS. CORRECT.

GOTCHA. THE CHAIR RECOGNIZES TRUSTEE SIERRA. SORRY, WE WERE TALKING ABOUT THE EMERGENT BILINGUAL AND SORT OF SUPPORT FOR PARENTS. AND ONE OF THE THINGS THAT STRUCK ME IS WHEN WE LOOK AT THE STAR THIRD GRADE, THE EMERGENT BILINGUAL IS TWICE THE ALL NUMBER, ALMOST. LIKE, SOMETHING IS GOING REALLY RIGHT THERE IN TERMS OF THE GROWTH THAT WE'RE SEEING THIS YEAR.

I'M CURIOUS. AND THAT'S A HUGE NUMBER. THAT'S ALMOST 400 OUT OF 750 TOTAL STUDENTS. SO IT'S LIKE HALF OF THE GROUP. AND SO I'M CURIOUS. IS THIS THE SLIDE YOU'RE LOOKING AT? I WANT TO MAKE SURE I'M LOOKING AT THE RIGHT SLIDE WITH YOU.

OKAY. THAT 3.1% VERSUS THE 3.7%. I'M JUST CURIOUS TO GIVE A SENSE OF WHAT'S GOING RIGHT THERE. I THINK DEFINITELY GETTING MORE WELL RIGHT ABOUT THIS. I DON'T KNOW. IT WAS BEFORE THIS ASSESSMENT TIME.

SO I THINK IT'S THE WORK. I THINK IT'S THE PAYING ATTENTION TO WHAT'S HAPPENING IN DUAL LANGUAGE. WE'RE NOT JUST PUTTING STUDENTS IN DUAL LANGUAGE AND JUST EXPECTING GROWTH TO HAPPEN. I THINK IT'S, IT'S AGAIN. I THINK IT'S IT'S THE INPUTS THAT WE HAVE. I THINK IT'S THE WORK THAT'S HAPPENING.

AND IN LEARNING, I THINK IT'S THE PROFESSIONAL LEARNING THAT'S HAPPENING WITH TEACHERS. I WOULD LOVE TO SEE THAT GROWTH HAPPEN, BOTH ON THE ENGLISH SIDE AS WELL, TOO. BUT I REALLY THINK THAT IT'S JUST THE SYSTEM LEARNING, RIGHT, AND I THINK IT'S OUR TEACHERS GETTING BETTER IDENTIFYING STUDENTS.

WE WOULD LIKE TO THINK THAT THAT'S HAPPENING AT BOTH LEVELS AND I'LL CALL MY TEAM UP TO SEE IF THEY HAVE BETTER IDEA AS TO WHY. WE'RE SEEING GREATER GROWTH WITH OUR EMERGING BILINGUAL STUDENTS VERSUS WITH OUR STUDENTS RECEIVING ENGLISH AS WELL. SO IT IS, IT'S THE BETTER OF THE TWO ASSESSMENT, RIGHT? SO OUR EMERGING BILINGUAL STUDENTS TESTED IN BOTH ENGLISH AND ALSO IN SPANISH, AND SO THE ASSESSMENT WE TAKE THE BETTER OF THE TWO. FOR MACRO SO. BUT STILL, IT STILL DOESN'T NECESSARILY ANSWER THE QUESTION QUESTION OF WHY WE'RE SEEING THAT GROWTH. AND SO AGAIN, THAT'S SOMETHING THAT WE NEED TO THINK ABOUT, BECAUSE WE DID ALSO NOTICE THAT PARTICULAR PIECE OF IT. IT'S JUST SOMETHING THAT I THINK THAT WE HAVE TO CONTINUE TO BE CURIOUS ABOUT. ANY MORE QUESTIONS, BOARD? OKAY. THANK YOU. THAT WAS VERY INFORMATIVE.

[VI.A. Policy Update District of Innovation (DOI)]

CANTU. ALL RIGHT, SO GOOD EVENING, PRESIDENT WARDEN.

MEMBERS OF THE BOARD AND DR.

GUTIERREZ, THIS EVENING, WE BRING A POLICY UPDATE TO YOU ALL FOR INFORMATION TODAY. IT'S ALL TIED TO OUR DISTRICT OF INNOVATION PLAN. SO IF YOU REMEMBER A FEW MONTHS AGO, IN NOVEMBER, YOU APPROVED THE DISTRICT OF INNOVATION PLAN.

THEN, IN DECEMBER, TEA SAID, YOU HAVE TO APPLY FOR A WAIVER. WE GOT THE WAIVER APPROVED RIGHT BEFORE WE WENT ON BREAK. AND WHEN WE CAME BACK... THEN WE STARTED WORKING ON THE POLICY TO ALIGN OUR NEW PLAN TO THE ACTUAL POLICY. SO WHAT YOU SEE IN FRONT OF YOU AND THE

[01:15:01]

EB FOR THE SCHOOL YEAR. THAT'S THE START OF THE SCHOOL YEAR.

IN OUR DOI, WE ASK THAT WE START EARLIER THAN THE STATE SAYS IN THE FOURTH MONDAY IN AUGUST. THE INSTRUCTIONAL LIBRARY MATERIALS IS THE ONE THAT SAYS THAT WE NEED TO BRING TO THE BOARD EVERY MONTH THE MATERIAL. WE'RE SAYING WE HAVE AN INTERNAL PROCESS, AND WE'RE USING THAT INTERNAL PROCESS. AND THE OTHERS ARE ALSO GRIEVANCE POLICIES, WHICH WE KEPT OUR CURRENT TIMELINES. SO ALL THAT TO SAY THAT WE'RE BRINGING THESE TO YOU WITH JUST MINOR EDITS. IF YOU LOOK AT YOUR EDITS THAT YOU HAVE IN FRONT OF YOU, YOU'LL NOTICE, FOR EXAMPLE, DBA. IT HAS IN RED, SCRATCHED OUT AT THE TOP, THE LOCAL POLICY HAS BEEN REVISED IN ACCORDANCE WITH THE DISTRICT INNOVATION PLAN. THE REASON IT'S SCRATCHED OFF IN THIS AREA IS BECAUSE IT IS NOW INCLUDED IN TASB'S LEGAL FRAMEWORK. SO WHEN TASB CHANGES THE LEGAL FRAMEWORK, THEY INCLUDE THAT LANGUAGE IN THE LEGAL FRAMEWORK INSTEAD OF INCLUDING IT ON THE LOCAL.

AND IF YOU FLIP THROUGH ALL OF THOSE, YOU'LL NOTICE THAT THEY'RE MINOR, MINOR EDITS BECAUSE WE DIDN'T CHANGE ANYTHING.

HOWEVER, WE DO HAVE TO ADOPT THEM BECAUSE THERE ARE EDITS, AND WE CAN'T JUST SAY, CHASBY, GO AHEAD AND EDIT. SO THIS EVENING, WE BRING THIS TO YOU AGAIN TO NOT TO ADOPT INFORMATION ONLY, BUT AT THE NEXT WEEK'S MEETING, WE DO ASK TO MOVE FORWARD AS RECOMMENDED WITH THESE POLICIES, UNLESS YOU ALL HAVE ANY QUESTIONS.

[VI.B. Prayer Time in School]

AND WE'LL MOVE ON TO PRIOR TIME IN SCHOOL, DR.

CANTU. YES. SO, PRAYER TIME IN SCHOOL IS A RESULT OF SENATE BILL 11. SENATE BILL 11 ADDS A NEW SECTION TO TEXAS EDUCATION CODE. AND IT ASKS THAT EVERY SCHOOL BOARD ACROSS THE STATE OF TEXAS TAKE A RECORDED VOTE ON WHETHER OR NOT, AS A BOARD, YOU WANT TO ALLOW FOR PRAYER TIME DURING SCHOOL. THIS APPLIES BOTH TO STUDENTS AND TO EMPLOYEES. AND IT COULD BE, FOR EXAMPLE, PRAYER AND OR READING OF A RELIGIOUS TEXT. SO THE PARTICIPATION OBVIOUSLY IS VOLUNTARY AND THE DECISION SITS AT EACH LOCAL SCHOOL BOARD LEVEL. SO BECAUSE IT IS A NEW TEXAS EDUCATION CODE, EACH BOARD MUST RECORD, YES, WE WILL ALLOW FOR THIS TIME, OR NO, WE'RE GOING TO KEEP WHAT WE CURRENTLY HAVE.

WE HAVE TO DO THIS BY MARCH THE 1ST. WE BRING IT TO YOU TODAY AS INFORMATION.

WE BRING IT TO YOU NEXT WEEK AS AN ACTION ITEM WHERE THE VOTE WILL BE RECORDED. THE LAST THING THAT I WANT TO ADD TO THIS IS, IF WE CONTINUE WITH THE CURRENT PRACTICE, WE ALLOW FOR ALREADY A MOMENT OF SILENCE. AFTER THE PLEDGES AT EVERY SINGLE CAMPUS. AND THE ADMINISTRATION FROM EVERY SINGLE CAMPUS WORKS WITH EACH INDIVIDUAL STUDENT IF THERE IS A REQUEST FOR PRAYER. AND THAT CURRENTLY HAPPENS. THERE'S PRACTICES AT EACH CAMPUS TO ALLOW FOR THAT. I WANTED TO SHARE THAT INFORMATION. IF YOU WANT SOMETHING DIFFERENT, THEN, OF COURSE YOU WOULD ACT ON IT NEXT MONTH OR NEXT WEEK, I SHOULD SAY. AND SO WITH THAT, I END FOR ANY QUESTIONS. BOARD, ANY QUESTIONS OR COMMENTS? THE CHAIR RECOGNIZES TRUSTEE FRANCO. SO, IF I'M UNDERSTANDING YOU CORRECTLY, THAT LAST COMMENT, WITH WHAT WE ARE CURRENTLY DOING, OUR CURRENT PRACTICE, FALLS IN LINE WITH WHAT THIS IS REQUESTING? THIS IS REQUESTING THAT THE BOARD TAKES A VOTE. EITHER YES, WE ADOPT ADDITIONAL TIME, OR NO, WE DON'T ADOPT ADDITIONAL TIME, AND WE LEAVE THINGS AS IS.

WHICH THEN ALLOWS OUR INDIVIDUAL ADMINISTRATION TO WORK WITH EACH STUDENT AND EACH FAMILY. UNDERSTOOD, BUT I GUESS MY QUESTION, LET ME REPHRASE THE QUESTION.

IF OUR CURRENT POLICY, IF IT STAYS AS IS, I KNOW WE HAVE TO, I UNDERSTAND WE HAVE TO TAKE A RECORD VOTE, BUT OUR CURRENT POLICY, IF IT STAYS AS IS, DOES IT FALL IN LINE WITH WHAT STATE LAW REQUIRES? WHAT WE CURRENTLY DO IS NOT REQUIRED IN LAW, BUT IT IS COMMON PRACTICE.

WHAT THIS IS ASKING THE BOARD TO DO IS TO TAKE A VOTE TO EITHER, YES,

[01:20:01]

WHAT WE CURRENTLY DO IS WE ACCOMMODATE ALL REQUESTS. WE HAVE THE MOMENT OF SILENCE, AND STUDENTS AND STAFF ARE FREE TO USE THAT MINUTE OR SO, 30 SECONDS, TO PARTICIPATE IN PRAYER. WE ALSO HAVE OTHER RELIGIONS BESIDES...

CHRISTIANS WHO REQUEST, DEPENDING ON THE TIME OF YEAR, FOR CERTAIN SPACES TO PRAY. SO WE ACCOMMODATE, AND DEL VALLE'S BEEN DOING IT FOR YEARS. OTHER DISTRICTS HAVE BEEN DOING IT FOR YEARS.

BUT WHAT THIS LAW IS AIMING TO ACHIEVE IS FOR A SCHOOL TO BUILD IN A PRAYER TIME, AN ADDITIONAL TIME. IT COULD BE A PERIOD. IT COULD BE 10 MINUTES. IT COULD BE ATTACHED TO A CONTENT AREA, WHICH THEN, OF COURSE, INTERFERES WITH INSTRUCTIONAL MINUTES BECAUSE IT WOULDN'T COUNT. AND SO THE DIFFERENCE IS WE CAN CONTINUE TO ACCOMMODATE OUR STUDENTS, AS WE'VE BEEN DOING FOR MANY YEARS. WE ALLOW STUDENTS TO PRAY. MANY OF US PRAY DURING THE MOMENT OF SILENCE. OR WE CHANGE OUR SCHEDULES AND BUILD IN PRAYER TIME FOR THE SCHOOL DISTRICT, DISTRICT-WIDE, PRE-K THROUGH 12. SORRY FOR CLARIFICATION. I GUESS THAT'S WHERE I WAS CONFUSED, THAT THE MOMENT OF SILENCE COULD BE INTERPRETED AS PRAYER TIME AS WELL, CORRECT? SO WE ARE GENERALLY COMPLYING WITH WHAT THIS IS REQUESTING, I GUESS, IS MY QUESTION. SO I GUESS IF WE VOTE THAT WE'RE NOT GOING TO DO THE PRAYER, THERE'S NO REPERCUSSIONS BECAUSE WE'RE KEEPING WHAT WE ALREADY HAVE.

THAT IS CORRECT. SO IF YOU VOTE NO, YOU'RE ABLE TO CONTINUE WHAT IS CURRENTLY IN PRACTICE. IT'S FLEXIBILITY, ACCOMMODATIONS VERSUS IMPOSING ON ALL STUDENTS AND STAFF IN THE DISTRICT. YEAH, YEAH.

AND I GUESS MY QUESTION IS, DURING THAT MOMENT OF SILENCE, ANYBODY IS FREE TO PRAY OR GIVE THANKS FOR WHATEVER THEY CHOOSE.

CORRECT. SO IT'S STILL ACCOMMODATING SOME SORT OF WORSHIP, I GUESS, SOME SORT OF. ACKNOWLEDGEMENT OKAY, UNDERSTOOD? THANK YOU BOARD. ANY OTHER QUESTIONS?

[VI.C. School Attendance Areas]

KANTU. AND WE WILL GO ON TO SCHOOL ATTENDANCE AREA THIS EVENING. WE BRING, UH, FORTH TWO POLICIES THAT WE NEED IN ORDER TO MOVE FORWARD AS WE THINK ABOUT SCHOOL ATTENDANCE AREAS OR ZONES. AND SO THE PURPOSE OF TODAY IS, AGAIN, TO START THINKING ABOUT. AS WE'RE OPENING NORTH DALE VALLEY HIGH SCHOOL IN SCHOOL YEAR 2027, WE ARE GOING TO HAVE TO DO SOME REZONING, RIGHT? DEFINITELY FOR THE HIGH SCHOOL. AND WHAT WE WANT TO DO IS, SINCE WE'RE DOING THAT, AND BECAUSE WE KNOW THAT THE DISTRICT IS PREDICTED TO GROW AND CONTINUE TO GROW, WE WANT TO GO AHEAD AND DO THIS ACROSS THE BOARD. SO WHY IS IT OCCURRING? WE NEED TO MAKE SURE THAT WE BALANCE STUDENT ENROLLMENT. TRUSTEE PANTOJA, YOU JUST BROUGHT AN EXAMPLE UP WITH HILLCREST AND POPHAM.

THAT'S ONE EXAMPLE THAT COMES UP TO US AS WELL. WE HAVE TO MAKE SURE THAT WE HAVE EFFICIENT USE OF EDUCATIONAL FACILITIES. AND THEN, OF COURSE, THIS IS ALSO ABOUT STUDENT SAFETY, RIGHT? WE WANT TO MAXIMIZE THE SPACES. WE DON'T WANT ANY OVERCROWDING, BUT WE ALSO DON'T WANT UNDER-ENROLLED CAMPUSES SITTING EMPTY WITH SOME CLASSROOMS. SO THE PURPOSE OF THIS IS SO THAT THE BOARD CAN ADOPT A POLICY THAT IS CENTERED AROUND STUDENT PRINCIPALS.

SO, THE ATTENDANCE AREA PLANNING SCOPE WOULD IMPACT ALL SCHOOLS, ELEMENTARY, MIDDLE, AND HIGH SCHOOL. AND IT IS BASED ON WHAT WE CURRENTLY KNOW, WORKING WITH THE DEMOGRAPHER AND WORKING WITH OUR CURRENT ENROLL. WE ALSO KNOW OUR CURRENT CAPACITIES AND OUR STAFFING.

AND THEN, OF COURSE, WE KNOW OUR FEEDER PATTERNS, RIGHT, AND WHERE STUDENTS LIVE IN PROXIMITY TO THEIR CAMPUS.

AND SO OUR GOAL IN THIS IS THAT AS WE REDISTRICT, OR NOT REDISTRICT, BUT REZONE AND CHANGE THOSE ATTENDANCE AREAS, THAT WE KEEP THEM AS STABLE AS POSSIBLE, BUT WE HAVE TO MAKE ADJUSTMENTS, RIGHT? WE DON'T WANT TO JUST SAY EVERYBODY'S GOING TO MOVE JUST FOR THE SAKE OF EVERYBODY MOVING. IF THERE ARE SOME FAMILIES THAT ARE GOING TO HAVE TO MOVE. WE WANT TO HAVE A POLICY THAT SUPPORTS AND EXPLAINS WHY THE MOVE. SO THE FIRST POLICY THAT I PRESENT TO YOU IS POLICY FC LOCAL. THE DISTRICT CURRENTLY DOES NOT HAVE A POLICY FC LOCAL.

THERE'S ONLY A POLICY F.C.

LEGAL. IT IS NOT MANDATED THAT

[01:25:05]

AND SO, BECAUSE THIS IS THE FIRST TIME THAT WE OPENED UP A NEW HIGH SCHOOL, A SECOND HIGH SCHOOL, THE ADMINISTRATION IS RECOMMENDING THAT WE ADOPT AN F.C. LOCAL POLICY AND THEN A PLAN OF HOW WE'RE GOING TO ACCOMPLISH THAT. AND SO WHAT F.C. LOCAL SAYS IS THAT ATTENDANCE AREAS ARE ESTABLISHED BY THE BOARD OF TRUSTEES. AND THAT THE PURPOSE OF THIS, AGAIN, IS WHAT I TALKED ABOUT EARLIER, IS PREVENTING AND REDUCING OVERCROWDING, ANTICIPATING FUTURE GROWTH, MAXIMIZING OR MINIMIZING, NOT MAXIMIZING, BUT MINIMIZING TRAVEL. WHEN WE TALKED TO PARENTS AT OUR LAST SUPERINTENDENT ADVISORY COMMITTEE WITH OUR PARENTS, THEY TALKED ABOUT THE TRAVEL.

THEY WERE CONCERNED ABOUT TRAVEL. AND SO THAT COMES UP OVER AND OVER. SOME PARENTS PASS A SCHOOL TO TRY TO GET TO ANOTHER SCHOOL, AND SOMETIMES THEY DON'T UNDERSTAND WHY. AND SO THIS WILL CLEARLY DELINEATE THE POLICY, AND THEN WE WILL COME UP WITH A PLAN OF HOW WE'RE GOING TO DO IT. THE ATTENDANCE AREAS, AGAIN, WILL BE ADJUSTED BASED ON BALANCED STUDENT ENROLLMENT AND EFFICIENT USE OF FACILITIES. ONCE WE ESTABLISH THAT AND WE SAY THESE ARE OUR GUIDELINES, THIS IS WHERE WE'RE GOING TO WORK FROM, THIS IS WHAT GROUNDS THE WORK THAT WE'RE GOING TO DO AS A COMMITTEE AND WE'RE GOING TO TAKE TO THE COMMUNITY, THERE IS SOMETHING THAT ALLOWS FOR GRANDFATHERING, AND THAT'S FDB. FDB CURRENTLY DOES EXIST AS A LOCAL POLICY, AND WHAT WE'RE BRINGING TO YOU ARE REVISIONS. SO WITH FDB, WHAT WE SAY IS... IF A STUDENT IS ASSIGNED TO THEIR SCHOOL AREA, WE WILL ALLOW FOR A TRANSFER IF THE FAMILY CHOOSES. BUT, OF COURSE, WE HAVE TO HAVE A POLICY IN PLACE, A PROCEDURE IN PLACE, SO WE WOULD ASK FOR AN APPLICATION TO BE SUBMITTED, AND THEN IT'D BE APPROVED ANNUALLY. BASED ON CAPACITY, BASED ON THE PROGRAMMING THAT WE OFFER, BASED ON ATTENDANCE AND OR DISCIPLINE. SO THIS ALLOWS FOR GRANDFATHERING. SO LET'S SAY, FOR EXAMPLE, AS WE'RE OPENING HIGH SCHOOL NUMBER TWO, THOSE STUDENTS THAT ARE SUPPOSED TO GO TO HIGH SCHOOL NUMBER TWO, THEY HAVE THE OPPORTUNITY TO SAY, I WANT TO BE A GRADUATE OF DEL VALLE HIGH SCHOOL, NOT NORTH DEL VALLE HIGH SCHOOL. AND IF IT'S GOING TO BE THEIR NINTH AND 10TH YEAR, THE 10TH GRADE YEAR, WE HAVE THE OPPORTUNITY TO WORK WITH THAT FAMILY. AND SAY, FOR THIS YEAR, IF THAT IS YOUR CHOICE, THERE WON'T BE. TRANSPORTATION IS WHAT WE ARE PUTTING FORTH.

BUT... THE FAMILY HAS A CHOICE TO TAKE THE CHILD TO THAT CAMPUS, AND WE WILL ACCOMMODATE BASED ON CAPACITY, BASED ON PROGRAMMING, AND WE WILL TRY TO FULFILL THAT. IT IS AN ANNUAL APPLICATION. THE SAME THING WOULD WORK FOR THE ELEMENTARY. LET'S SAY THAT A PARENT HAS HAD A STUDENT AT DVE. THEY'RE IN FOURTH GRADE. THEY'RE ABOUT TO GO TO FIFTH GRADE, AND WE'RE GOING TO REDISTRICT IN THE 27TH SCHOOL YEAR. THAT FAMILY HAS A CHOICE TO SAY, I WOULD LIKE TO STAY AT THIS CAMPUS. IT'S MY LAST YEAR. I'VE BEEN HERE SINCE PRE-K, AND I WANT TO FINISH AT THE ELEMENTARY.

THAT IS ALSO FINE. LET'S SAY THAT THAT FAMILY ALSO HAS YOUNGER CHILDREN IN FIRST AND SECOND GRADE. WE DON'T WANT TO SAY, OKAY, FIRST AND SECOND GRADERS, YOU GO TO POPHAM NOW. THE FIFTH GRADER CAN STAY AT DBE. WE'LL KEEP THE FAMILY UNIT TOGETHER FOR THAT ADDITIONAL YEAR. SO FDB LOCAL, AGAIN, ALLOWS FOR THAT INNER DISTRICT TRANSFER AND THAT GRANDFATHERING. SO, IN SUMMARY, POLICY FC ESTABLISHES THE BOARD AUTHORITY AND THE GUIDING PRINCIPLES, AND THEN POLICY FDB OPERATIONALIZES THAT AND ALLOWS FOR TRANSFERS AND GRANDFATHERING. SO ONCE WE MOVE TO ACTION NEXT WEEK, THERE ARE SOME NEXT STEPS THAT WE NEED TO TAKE. BECAUSE WE WANT TO BE READY FOR THE 27TH SCHOOL YEAR. AND SO IT IS OUR PLAN THAT WE FORM AN ATTENDANCE COMMITTEE, THAT WE CONTINUE WORKING WITH OUR DEMOGRAPHER AND LOOKING AT OUR ENROLLMENT AND PROJECTED GROWTH AT THE DISTRICT. WE WILL CONTINUE TO DEVELOP PROPOSED BOUNDARIES BASED ON THESE GUIDELINES, WORKING WITH OUR DEMOGRAPHER AND WORKING WITH WHAT WE KNOW OUR COMMUNITY IS EXPECTING AND WANTS. AND THEN WE'LL HAVE OPPORTUNITIES AT THE VARIOUS CAMPUSES TO SAY. HERE'S WHAT THE ATTENDANCE COMMITTEE HAS PROPOSED. HERE'S WHAT THE DEMOGRAPHER PROPOSES. WE'LL TWEAK. WE'LL MAKE SOME TWEAKS.

WE'LL SHARE IT OUT. WE'LL HEAR FROM PARENTS. WE'LL COME BACK.

WE'LL TWEAK AGAIN. THE COMMITTEE WILL COME BACK WITH A FINAL RECOMMENDATION.

WE SHARE THAT WITH THE BOARD.

AND BECAUSE IT FALLS IN THE BOARD AUTHORITY, THE BOARD WILL ADOPT THE PLAN OR THE WAY FORWARD. SO WE'LL CONTINUE TO UPDATE YOU THROUGH THE PROCESS. AND SO THE LAST ONE IS JUST A GRAPHIC OF A

[01:30:01]

WE'RE IN THE PLANNING STAGES.

BUT WHAT WE DO WANT IS TO START THE PROCESS AS SOON AS THIS IS ADOPTED. SO AS SOON AS THIS IS ADOPTED, WE WILL COME BACK TO YOU ALL WITH A PLAN. AND THEN WE'LL COME BACK TO THE COMMUNITY AND SHARE WHAT IS THE PLAN MOVING FORWARD.

THROUGH THE END OF MAY, WE PLAN TO HAVE THESE MEETINGS. WE PLAN TO BRING THIS TO YOU SO THAT BY THE END OF THIS SCHOOL YEAR, THE START OF NEXT SCHOOL YEAR, EVEN THOUGH WE'RE NOT REZONING FOR THE 26, 27 SCHOOL YEAR, FAMILIES HAVE A WHOLE YEAR TO KNOW WHAT THE POTENTIAL IMPACT IS FOR THE 27, 28 SCHOOL YEAR.

AND SO WITH THAT, I TURN IT OVER FOR ANY QUESTIONS.

BOARD, DO YOU HAVE ANY QUESTIONS? THE CHAIR RECOGNIZES TRUSTEE PANTOJA. DR. CANTU, THANK YOU SO MUCH FOR THIS. I'M GOING TO GO TO THE LANGUAGE OF, WHERE IS IT, THE MINIMIZING TRAVEL DISTANCE AND TRANSPORTATION NEEDS. I'M GOING TO MAKE A COMMENT AND THEN I'LL ASK MY QUESTION. THE COMMENT I'M GOING TO MAKE FIRST IS THAT THAT IS VERY IMPACTFUL. THAT COMMENT IS VERY IMPORTANT TO OUR...

DISTRICT AS A WHOLE COMMUNITY, BECAUSE WE HAVE STUDENTS FROM RIVERSIDE MEADOWS ON RIVERSIDE DRIVE WHO SIT ON A BUS TO GO TO DALY MIDDLE SCHOOL. THAT IS A 40-MINUTE COMMUTE WITHOUT TRAFFIC. AND WHEN I FIRST LEARNED THAT, I WAS LIKE, WHY? AND THAT WAS JUST THE ZONING THAT WAS DONE A WHILE BACK. MY OWN FAMILY, WHEN THEY BUILT GILBERT FROM MONTALBIS DRIVE, WENT TO GILBERT ELEMENTARY. THAT'S A 45 TO 50 MINUTE COMMUTE ON A BUS. SO MY QUESTION IS, WHEN WE SAY MINIMIZE TRAVEL DISTANCE AND TRANSPORTATION NEEDS, HOW IS THAT MEASURED? SO WE WORK WITH OUR TRANSPORTATION DEPARTMENT AND WE WORK WITH MR. WILLOUGHBY'S TEAM. WE WORK WITH A DEMOGRAPHER TO SAY, WHAT WILL IT LOOK LIKE? AS WE REDRAW BOUNDARIES, WE'VE GOT A SOFTWARE WHERE AS YOU CHANGE THE LINES, WE CAN THEN SHARE THIS WITH THE TRANSPORTATION DEPARTMENT AND SAY. WHAT DOES IT LOOK LIKE, RIGHT? HOW DOES IT IMPACT THE TIME THAT THE STUDENT OR THE FAMILY NEEDS TO LEAVE OR BE AT THE BUS STOP? WHAT I WILL SAY, AND WHAT I DON'T THINK ANY OF US CAN PROMISE, IS THAT IT WILL SOLVE THE ISSUE FOR EVERYONE, RIGHT? AND I THINK WE ALSO HAVE TO BE REALISTIC OF THERE'S GOING TO BE A LITTLE BIT OF GIVE AND TAKE, BUT ONE OF THE GROUNDING PRINCIPLES IS THAT WE KNOW THAT THIS IS AN ISSUE WE WANT TO TRY TO SOLVE. ONE MORE QUESTION, AND I'M JUMPING WAY AHEAD.

RIGHT NOW, WE ONLY HAVE ONE BUS TRANSPORTATION LOCATION, CORRECT? EVERYBODY FUNCTIONS FROM THE SAME ONE, YES, SIR.

DO WE EVER USE ANY OF THE CAMPUSES AS, LIKE, A SATELLITE LOCATION? I DON'T KNOW THAT WE DO. I ONLY ASK BECAUSE IT'S LIKE, SOMETIMES THESE KIDS ARE GETTING UP AT 5 IN THE MORNING AND SITTING OUTSIDE IN THE COLD TO GET THIS BUS. THAT'S THE ONLY REASON WHY I ASK. OKAY, THANKS. THE CHAIR RECOGNIZES TRUSTEE SIERRA. JUST A COUPLE QUESTIONS ABOUT THE FC POLICY. I MEAN, THIS IS ALL NEW LANGUAGE TO US. IS THIS SORT OF STANDARD BOILERPLATE LANGUAGE THAT IS USED BY TASB ACROSS ALL DISTRICTS? GREAT QUESTION. SO WHEN WE REACHED OUT TO OUR TASB CONSULTANT, SHE ASKED, IS THERE A MODEL THAT YOU HAVE ALREADY LOOKED AT? AND WE LOOKED AT SEVERAL.

AND THE LAST ONE THAT WE LOOKED AT, AND THE ONE THAT IS MODELED AFTER, WAS OUR CLOSEST NEIGHBOR, HAYES. HAYES HAS OPENED UP A NEW ELEMENTARY, AT LEAST ONE NEW ELEMENTARY EVERY YEAR FOR AT LEAST THE LAST 10 YEARS. AND THEY CONTINUE TO GROW, AND THEY CONTINUE TO HAVE TO OPEN AND REDRAW THOSE BOUNDARIES. SO WHEN WE LOOKED AT IT, IT MADE SENSE FOR US. AND IF IT'S WORKING FOR THEM AND YOU DON'T HEAR, YOU KNOW, A LOT OF RUMBLINGS.

THEN THEY MUST BE DOING SOMETHING RIGHT. SO WE GROUNDED IN THAT. AND THEN WE TWEAKED FOR, OF COURSE, FOR OUR OWN CONTEXT. DO YOU KNOW WHAT MIGHT BE SOME OF THE BIG DIFFERENCES BETWEEN THIS AND OTHER MODELS, OR ARE THEY ALL? WE ALSO PULLED ONE FROM, FOR EXAMPLE, SAY, COLLEGE STATION, AND THEN WE PULLED ONE FROM OTHER LOCAL AREAS. MOST OF THEM USE THIS LANGUAGE. A COUPLE OTHER MODELS USE DEMOGRAPHIC DATA. WE DECIDED TO STAY AWAY FROM THAT. OTHER MODELS MAYBE DON'T EMPHASIZE EFFICIENCY AS FAR AS TRAVEL.

AND SO THIS IS THE ONE I THINK WORKED FOR US, BASED ON WHAT WE SAW. AND ONE THING I DON'T SEE IN HERE IS ANYTHING ABOUT THIS, THE COMMITTEE ITSELF. CAN YOU

[01:35:02]

IT'LL INCLUDE PARENTS. IT'LL INCLUDE DISTRICT STAFF, CAMPUS AND DISTRICT LEVEL STAFF. WE PLAN TO SEND THIS OUT FOR NOMINATIONS AS SOON AS THIS IS ADOPTED. SO ONCE THE COMMITTEE IS FORMED, AGAIN, I JUST SHARE THIS AS AN EXAMPLE, OVER THREE OR FOUR MEETINGS, GETTING FROM, LET'S JUST UNDERSTAND OUR CURRENT DEMOGRAPHICS, OUR CURRENT STATE. LET'S THINK ABOUT OUR CURRENT BOUNDARIES.

LET'S THINK ABOUT WHERE THE FUTURE GROWTH IS, RIGHT? WHAT IS COMING? WHAT DOES THE DEMOGRAPHER SHOW THAT THERE IS A NEW RESIDENTIAL DEVELOPMENT BEING BUILT? AND THEN THE NEXT MEETING COULD GO INTO, SO WHAT ARE SOME POTENTIAL, RIGHT? OR, BEFORE THAT, LET ME BACK UP. WHAT ARE WE HEARING FROM COMMUNITY THAT'S IMPORTANT? IS IT THE TRAVEL TIME? IS IT OTHER THINGS? AND THEN SHOWING HERE'S OUR REALITY, BASED ON WHAT THE DEMOGRAPHER DOES.

THEY DO THIS PRETTY MUCH EVERY DAY, RIGHT ACROSS THE STATE.

AND SO WE WANT TO LEAN ON AN EXPERT, AND THEN WE WANT TO TIE IT TO LOCAL CONTEXT.

AND SO THAT IS THE WORK OF THE COMMITTEE. TO BE ABLE TO SAY, HERE'S WHAT WE HEAR, HERE'S WHAT WE VALUE, AND THEN HERE'S A WAY FORWARD.

WE GO OUT THERE, WE SHARE THIS WITH THE BROADER COMMUNITY, AND WE COME BACK AND THEN TWEAK AS NEEDED. THE CHAIR RECOGNIZES TRUSTEE FRANKEL. THANK YOU, CHAIR WEILL. THANKS FOR THIS PRESENTATION. SIMILAR TO TRUSTEE PANTOJA'S COMMENTS, MINE'S MORE AROUND OUR SCHOOLS. THIS GOT BROUGHT UP, I KNOW I BROUGHT IT UP WHEN WE WERE DISCUSSING A COUPLE OF WEEKS AGO WHEN YOU GAVE US A PRESENTATION ON THIS. BUT THIS, I BROUGHT THIS UP BACK IN OCTOBER, I WANT TO SAY, OR SEPTEMBER, WHEN WE HAD THE FACILITIES. THANK YOU.

CONVERSATION SPECIAL WORKSHOP.

ONE OF THE THINGS THAT CONCERNS ME IS THAT IS THAT. WE UNDERSTAND THAT THAT FACILITIES WORKSHOP WAS CENTERED AROUND, YOU KNOW, MAINTENANCE AND UPKEEP OF OUR, OF OUR SCHOOLS.

BUT WE HADN'T LOOKED AT ALL AT WHETHER OR NOT THE SCHOOLS THAT WERE BUILT DECADES AGO ARE ARE CURRENTLY SERVING. TWO DECADES IS TWO DECADES, AND THE DECK, IT'S STILL PLURAL, RIGHT? IT'S STILL PLURAL. I MEAN, THINK ABOUT IT TWO YEARS AGO, WE DIDN'T HAVE AI, AND EVERYTHING WAS CHANGED IN TWO YEARS. SO, BUT THAT BEING SAID, WHETHER OR NOT THE SCHOOLS THAT WE CURRENTLY HAVE SERVE OUR STUDENTS AND THEIR EDUCATIONAL NEEDS AS THEY WERE DESIGNED 20 YEARS AGO. AND I THINK IT'S IMPORTANT THAT WE THAT WE LOOK AT THAT AS WE ARE LOOKING AT WHERE WE'RE GOING TO PUT STUDENTS AND WHAT SCHOOLS SERVE THEM BEST. WHAT IF THOSE SCHOOLS ARE MADE AND DESIGNED FOR 2026 TEACHING STYLES? RIGHT, AND I, I BRING UP DALY MIDDLE SCHOOL BECAUSE WE TOURED IT, AND THEY HAD A COUPLE OF AREAS. I CAN'T REMEMBER ONE OF THE WINGS WHERE IT WAS A BUNCH OF STORAGE FACILITY, BUT IT'S BECAUSE BACK IN THE DAY WHEN THAT THING WAS DESIGNED, THE WAY IT WAS EXPLAINED TO ME WAS MORE LIKE GROUP ENVIRONMENT LEARNING AND WHATNOT. WELL, THAT WASN'T SOMETHING THAT WE NEEDED NOWADAYS, SO IT WAS USED FOR STORAGE. THINGS OF THAT NATURE. SO AT WHAT POINT DO WE LOOK AT WHETHER OR NOT OUR FACILITIES ARE GOING TO SERVE OUR STUDENTS, AND WHICH FACILITIES DO WE NEED? UPGRADE AND MODERNIZE TO BE ABLE TO FUNCTIONALLY SERVE OUR STUDENTS IN THE MOST ADEQUATE WAY POSSIBLE. I THINK THAT'S ANOTHER CONVERSATION, RIGHT, THAT HAS TO DO WITH FACILITIES RATHER THAN ON THE REZONING. THAT WAS WHAT MY ANSWER WAS GOING TO BE. SO THIS DOESN'T TAKE AWAY FROM THE FACILITIES PROCESS AND THE FACILITIES COMMITTEE. THAT ALSO NEEDS TO BE DEVELOPED IN RESPONSE TO THAT QUESTION.

BUT WHAT I DO WANT TO SHARE IS THAT WE SHOULDN'T MIX THE TWO.

AND HAVING DONE THIS BEFORE IN SEVERAL DISTRICTS, THAT'S ONE THING I WANT TO STEER CLEAR FROM, MY RECOMMENDATION. WHAT WE DO HAVE IS WE HAVE CAPACITY AT EACH BUILDING, REGARDLESS OF WHEN THE BUILDING WAS BUILT AND WHAT THOSE LEARNING SPACES LOOK LIKE. WE'RE GOING TO LOOK AT CAPACITY, AND THAT'S GOING TO BE THE DRIVER FOR THIS COMMITTEE. LOOKING AT FACILITY CAPACITY, LOOKING AT DEMOGRAPHIC TRENDS WITHIN THOSE COMMUNITIES.

WHILE SIMULTANEOUSLY...

SIMULTANEOUSLY, WE'RE GOING TO BE LOOKING AT A LONG-RANGE FACILITIES PLANNING COMMITTEE THAT'S GOING TO BE LOOKING AT THE DISTRICT NEEDS, BASED ON THE FACILITIES ASSESSMENT, BASED ON DEMOGRAPHICS.

BUT THOSE NEED TO BE AND SHOULD BE TWO SEPARATE TASKS FOR TWO DIFFERENT COMMITTEES.

WHAT I FEAR SEEING IS THAT THERE'S TOO MANY CONVERSATIONS ABOUT THE CONDITIONS OF FACILITIES RELATED TO ATTENDANT ZONES. WHICH IS GOING TO COMPLETELY DISRUPT AND STALL THE PROCESS. SO I WANT TO

[01:40:03]

GUTIERREZ? I AM IN NO WAY SAYING WE SHOULD MIX THE TWO.

I'M SAYING THAT WE NEED TO RECOGNIZE THAT. UM, EQUITY IS SUPER IMPORTANT, AND SOME OF OUR SCHOOLS ARE BUILT IN A MUCH OLDER OR MUCH OLDER THAN OTHERS. AND ASSUMING WE HAVE PARITY OF STUDENTS AND AND PARITY OF OF NUMBERS OF STUDENTS ACROSS THE DISTRICT, THAT'S WHAT WE'RE LOOKING TO DO. IF WE DON'T HAVE EQUITY IN OUR SCHOOLS, IT COULD STILL SERVE A GRAVE INJUSTICE FOR THOSE STUDENTS THAT ARE NOT AT.

THOSE THAT WERE BUILT AT A NEWER TIME. THAT'S MY DISTINCTION. THANK YOU FOR THAT. ANY OTHER QUESTIONS THAT YOU RECOGNIZE AS TRUSTEE SIERRA? JUST REAL QUICK, YOU DID MENTION THAT WE WOULD HEAR SORT OF UPDATES ALONG THE WAY. I MEAN, TO ME, IT'S VERY IMPORTANT THAT THERE'S SO MANY GOOD CONVERSATIONS THAT ARE HERE ABOUT THE DEMOGRAPHICS.

PROGRAMS. AND I JUST THINK IT'S IMPORTANT THAT WE SHARE THAT INFORMATION BOTH WITH THE BOARD BUT ALSO WITH THE COMMUNITY. IN STAGES TO MAKE SURE THAT WE'RE BRINGING EVERYBODY ALONG. I KNOW EMOTIONS CAN RUN REALLY HIGH AROUND THIS TOPIC, AND SO, UH, JUST THE MORE WE HEAR, I FEEL LIKE THE THE BETTER WE'LL BE ABLE TO SUPPORT.

EMOTIONS WILL RUN HIGH.

BECAUSE THIS IS NOT SOMETHING THAT WE DO OFTEN, THIS ISN'T.

WE'RE A GROWING DISTRICT, BUT NOT AS FAST GROWING AS YOUR HAYES ISD, WHERE YOU'RE CONSTANTLY DISRUPTING ATTENDANCE BOUNDARIES. ONE OF THE THINGS THAT WE DO WANT TO LOOK AT ONCE WE EMBARK ON THIS PROCESS IS TO GIVE UPDATES THROUGH BOARD MEETINGS. THE OTHER OPPORTUNITY IS THAT BOARD MEMBERS ARE GOING TO BE ABLE TO ATTEND AS LONG AS WE DON'T HAVE A QUORUM. AND THE OTHER PART OF THE COMMITTEE IS THAT WE WOULD WANT TWO BOARD MEMBERS TO SERVE ON THIS COMMITTEE AS WELL. I THINK IT'S ALSO A GREAT OPPORTUNITY FOR TWO-WAY COMMUNICATION THAT WE HAVE TO DO WITH THE COMMUNITY. SO, ANY OTHER QUESTIONS, COMMENTS? ALL RIGHT. THANK YOU,

[VII.A. Board Committee Updates by Board Trustees]

REMIND ME. GO AHEAD. MY BAD, BUT I DID SEND IT. OKAY, I PROBABLY DIDN'T CATCH IT. DO YOU WANT TO GO AHEAD AND TALK ABOUT IT, OR DO YOU WANT ME TO JUST? JUST SHARE IT WITH THE BOARD. I HAVEN'T READ IT. NO, NO, NO, BUT LIKE LATER. NO, NO, NO, I'M SAYING LIKE LATER.

OKAY, YEAH, SHARE THE. OKAY, I WILL. SHARE THE EMAIL WITH THE BOARD. THANK YOU.

YES. NO, THE CHAIR RECOGNIZES TRUSTEE SIERRA. JUST AN UPDATE ON THE LONE STAR GOVERNANCE COMMITTEE. LAST TIME, THERE WERE SOME QUESTIONS ABOUT SORT OF WHERE THIS WORK IS HEADED. I JUST WANTED TO HIGHLIGHT THAT. WE WILL BE HAVING THAT WORKSHOP IN A COUPLE WEEKS. THAT'S GOING TO FOCUS ON THE MINDSET, WORK, PROGRESS, MONITORING, BOARD AND SUPERINTENDENT EXPECTATIONS.

AND SO, BUT WHAT IT'S NOT GOING TO COVER IS THE TWO-WAY COMMUNICATION, WHICH WE DID THE LISTENING SESSIONS IN THE FALL. AND RIGHT NOW, THE THINKING OF THE COMMITTEE HAS BEEN THAT IT'S REALLY IMPORTANT THAT THIS ROUND OF TWO-WAY COMMUNICATION BE MOSTLY ABOUT LISTENING. PARTICULARLY LISTENING TO THOSE COMMUNITIES AND THOSE PARTS OF OUR COMMUNITY THAT WE DON'T HEAR FROM. SO WE'VE TRIED A LOT OF THINGS, AND THEY'RE NOT ALWAYS GETTING TO CERTAIN POCKETS OF OUR COMMUNITY. WE HAVE DISCUSSED WITHIN THE COMMITTEE JUST WHERE SHOULD WE BE LOOKING, AND I THINK OUR FOCUS HAS BEEN ON EMERGENT BILINGUAL STUDENTS AND THEIR PARENTS, PRIMARILY SPANISH-SPEAKING PARENTS, BUT WANTED TO BRING IT TO THIS GROUP TO SEE. WHAT ARE OTHER COMMUNITIES WE MIGHT BE THINKING ABOUT AS WE START TO GENERATE IDEAS AROUND TWO-WAY COMMUNICATION? WHO SHOULD WE BE LISTENING TO? SO I'D POSE THAT TO THE GROUP. IF THAT'S AND WE DO HAVE A SPREADSHEET, RIGHT, WHERE WE CAN, WE HAVE A LIST OF SPACES. SPACES, MAYBE IDEAS, THINGS LIKE THAT. YEAH, WE'VE

[01:45:01]

ASKING A LITTLE BIT ABOUT WHAT ARE WE HEARING ABOUT STUDENTS' EXPERIENCES WITH MATH AND READING INSTRUCTION? WHAT ARE WE HEARING ABOUT PARENTS' NEEDS REGARDING THAT INSTRUCTION? AND THEN OTHER CONCERNS THAT MIGHT ARISE. SO WE WOULD JUST LIKE TO ENCOURAGE THE BOARD DURING THIS PHASE, WHEN WE DON'T HAVE SORT OF FORMAL TWO-WAY COMMUNICATION.

TO DO THAT LISTENING AND TO BRING THAT BACK AS THEY'RE ABLE. ABSOLUTELY. AND YOU'RE MORE THAN WELCOME TO SEND THEM TO ME. I ALSO SERVE ON THE COMMITTEE. I'LL BRING IT TO THE COMMITTEE FOR THAT.

AND CHAIR RECOGNIZES VICE PRESIDENT CISNEROS. YES, THANK YOU. I HAVE A FEW UPDATES. THE FIRST ONE IS GOING TO BE FOR LONE STAR GOVERNANCE. SO THE GOVERNANCE CORE 2.0 BOOKS HAVE BEEN ORDERED. THOSE WILL BE DISTRIBUTED AT OUR WORKSHOP LATER THIS MONTH, ON THE 24TH. SO WE HAVE NOT RECEIVED A SCHEDULE JUST YET FOR THE BOOK STUDY. I'M STILL WORKING ON THAT WITH TASB. SO AS SOON AS THEY FINALIZE THEIR SCHEDULE WITH CENTRAL TEXAS SCHOOL DISTRICTS, I'LL BE ABLE TO DISTRIBUTE THAT INFORMATION.

THE SECOND UPDATE THAT I HAVE IS I'VE BEEN SELECTED TO SIT ON A COUPLE OF COMMITTEES THIS YEAR. THE FIRST COMMITTEE IN IT JUST FOR ADVISORY, THE FIRST COMMITTEE IS THE SCHOLARSHIP COMMITTEE WITH MOSBA, THE MEXICAN-AMERICAN SCHOOL BOARD OF ASSOCIATION. I WILL BE SITTING ON THAT COMMITTEE THIS YEAR. I DID PROVIDE INFORMATION TO THE HIGH SCHOOL TO DISTRIBUTE TO THOSE SENIORS TO GO AHEAD AND FILL OUT THOSE APPLICATIONS. SO GOOD LUCK TO THOSE SENIORS THAT WILL BE APPLYING. THE DEADLINE FOR THAT WILL END ON FEBRUARY THE 13TH, WHICH IS THIS FRIDAY. YES. DID YOU HAVE A QUESTION? WHO RECEIVED THAT INFORMATION AT THE HIGH SCHOOL? THAT WOULD BE THE PRINCIPAL, MR. DELACRUZ. I'M SORRY? OKAY. SO THEY DO HAVE THE INFORMATION, SO THAT WILL BE DONE. AND GOOD LUCK TO THOSE THAT TAKE ADVANTAGE.

THE SECOND COMMITTEE IS THE AUSTIN 2030 ADVISORY BOARD. I WILL BE SITTING ON THAT THIS YEAR. YEAR AS WELL. SO I WILL START ENGAGING WITH BOTH OF THESE ORGANIZATIONS THIS MONTH THROUGH THE REST OF THE YEAR.

AND I'LL PROVIDE UPDATES AS WE MOVE ALONG.

BUT I'M REALLY EXCITED FOR THE OPPORTUNITIES. I'M REALLY EXCITED TO JUST HAVE DEL VALLE ISD REPRESENTATION AS PART OF THESE BIG ORGANIZATIONS. SO I'M REALLY, REALLY EXCITED.

AND I'M THE PROXY ON THAT ONE, YEAH, SO THAT'S ALL THAT I HAVE, THANK YOU. I JUST WANT TO REMIND THE BOARD THAT WE DO HAVE A WORKSHOP ON THE 24TH AND PLEASE MARK YOUR CALENDAR.

SAVE THE DATE BECAUSE IT WILL COUNT AS OUR TEAM OF 10 TRAINING, THAT THE 24TH, THE WORKSHOP, THAT ONE WILL COUNT AS OUR TEAM OF 10. ALL RIGHT, ANYTHING ELSE? YEAH, QUICK QUESTION REGARDING THE TWO-WAY COMMUNICATION. THE CHAIR RECOGNIZES TRUSTEE FRANCO.

JASON, I KNOW THAT THE INTENT, OR MY UNDERSTANDING IS THAT THE INTENT IS. WE COME UP WITH A PLAN FOR THE REST OF THE YEAR, OR KIND OF A CADENCE OF TWO-WAY COMMUNICATION. SO, WITH THAT BEING SAID, DO YOU HAVE A DEADLINE? DO YOU THINK WE HAVE A DEADLINE, MAYBE FOR FOLKS GIVING THEIR SUGGESTIONS ON OTHER COMMUNITY GROUPS TO REACH OUT TO? SO ON THE...

AT THE MEETING ON THE 24TH,

[01:50:02]

THANKS. YEAH, AND I JUST WANT TO ADD TO THAT. SO WE'RE ASKING FOR FEEDBACK NOW. SO THAT WAY WE CAN TAKE ALL THAT INFORMATION TO THE WORKSHOP.

AND HOPEFULLY GO AHEAD AND MAKE A DECISION ON HOW WE'RE GOING TO MOVE FORWARD WITH THAT PLAN. THANK YOU.

[VIII.A. Discuss, Consider and Act on Selection of Representative Member for Board of Directors of the Travis Central Appraisal District]

TO ACTION ITEMS, WE'VE GOT DISCUSS CONSIDER AN ACT ON SELECTION OF REPRESENTATIVE MEMBER FOR BOARD OF DIRECTORS OF THE TRAVIS CENTRAL APPRAISAL DISTRICT. DR. KANTU, MEMBERS OF THE BOARD, UH, THIS EVENING WE BRING TO YOU, UH, TCAT AGAIN, WE. WE DID THIS IN LATE FALL, WE SIGN, WE SELECTED SOMEBODY AND THEN WE GOT THE LETTER THAT THERE IS ANOTHER OPENING. AND SO WE HAD THE OPPORTUNITY TO NOMINATE AN EXTRA OR ADDITIONAL TWO PEOPLE WHO CAN SERVE ON THE COMMITTEE. THE CANDIDATES WERE AS LISTED.

MR. FRANCO HAS ACTUALLY ASKED THAT WE OR THAT HE WITHDRAW HIS NAME. SO WE HAVE MR. MONJARES AND MS. SERENA RIVERA. SO THE TWO PEOPLE THAT WERE NOMINATED BY THE BOARD. BECAUSE WE ARE IN A TIGHT TIMELINE, THEY HAVE TO TURN THIS AROUND REALLY QUICKLY. WE ASK THAT TONIGHT, YOU DO TAKE A VOTE. THERE ARE 70 TOTAL VOTES TONIGHT, AND THEY CAN ALL GO TO ONE PERSON SO THAT THAT PERSON HAS A BEST CHANCE, OR YOU CAN SPLIT THEM AS YOU SEE FIT. IT IS UP TO THE BOARD ON HOW YOU DECIDE TO VOTE, IF IT'S BOTH OR IT'S ONE PERSON IN ALL 70.

BUT WE DO NEED ACTION TONIGHT.

AND DR. CANTU, CAN YOU EXPLAIN ALSO, SO THESE ARE JUST THE NOMINATIONS, BUT ULTIMATELY, TCAT WILL BE DECIDING WHO TO SEAT, CORRECT? THAT IS CORRECT. THANK YOU. YES, THAT IS CORRECT. I THINK THERE MIGHT BE SOME QUESTION ON HOW THAT WORKS BECAUSE, I MEAN, MY UNDERSTANDING IS WE NOMINATE THEM. THERE'S OTHER DISTRICTS NOMINATING AS WELL.

AND MUCH LIKE WHAT WE DO WHEN WE'RE SEATING A BOARD MEMBER, WHEN IT'S NOT ELECTION TIME, THEY WILL DECIDE FROM THOSE NOMINEES. AM I CORRECT? YES, THAT IS CORRECT.

IT'S ANY TAXING AGENCY WITHIN TRAVIS COUNTY, PRETTY MUCH.

AND THEN THERE'S OTHER SURROUNDING COUNTIES THAT ALSO FALL INTO IT. SO LAST TIME, I BELIEVE, THE BOARD DECIDED TO CHOOSE ONE PERSON, AND ALL 70 VOTES WENT TO THAT ONE PERSON. SO AT THIS POINT, DO WE NEED TO DECIDE FIRST WHETHER WE'RE GONNA DO JUST ONE DESIGNATE ALL THOSE 70 VOTES TO ONE PERSON OR HOW? IT ALL NEEDS TO BE DONE TODAY. SO IF YOU'VE MADE SO, I GUESS AS THE BOARD HAS A DISCUSSION, MAYBE STEP ONE IS DECIDING, DO WE WANT TO CHOOSE BOTH? AND THEN YES OR NO? THEN IF YOU DECIDE TO DO BOTH, THEN HOW YOU SPLIT THE VOTES, THAT COULD BE THE PROCESS FOR TONIGHT. PRESIDENT WADIUN FAHMY. THE CHAIR RECOGNIZES TRUSTEE FRANCO. SO JUST FOR CLARIFICATION, SO IF I REMEMBER CORRECTLY THE LAST TIME, BECAUSE I'M A LITTLE CONFUSED ABOUT WHAT EXACTLY THEY WERE DOING TONIGHT. IF I REMEMBER CORRECTLY, LAST TIME WE HAD, WE DID THIS ALMOST IN TWO SEPARATE MEETINGS, ONE MEETING WAS THREE OR A FEW DIFFERENT MEETINGS. YEAH, I REMEMBER. THE TWO MAJOR COMPONENTS WERE ONE, WE DECIDED WHO, WHAT NAME WE WANTED TO PUT FORWARD TO TCAD. AND THEN THEY COMPILED A LIST OF NAMES AMONGST ALL THE TAXING ENTITIES. THEY GAVE US THAT LIST OF NAMES. AND THEN, AT A SUBSEQUENT MEETING, PHASE TWO WAS WE DISTRIBUTED OUR 70 VOTES AMONGST ONE. OR I CAN'T REMEMBER IF IT WAS TWO AT THAT TIME OR THREE.

BUT I BELIEVE IT WAS JUST ONE.

WE ENDED UP GOING WITH JUST BRUCE ELPHOT, ALL 70 VOTES.

CORRECT. THAT'S RIGHT. SO WHAT IS IT THAT WE'RE DOING TONIGHT? ARE WE JUST GIVING NAMES? AND THEN. WE HAVE TO DO BOTH BECAUSE OF THE TURNAROUND TIME. SO BY FEBRUARY 12TH, IF WE CHOOSE TO SEND NAMES, THEY NEED THE NAMES AND THE VOTES OF HOW WE WOULD VOTE TOWARDS THAT. SO I GUESS MY, JUST FOR CLARITY, IF I REMEMBER CORRECTLY, I DON'T REMEMBER THE EXACT NUMBER OF VOTES, BUT AUSTIN ISD HAD SOMETHING LIKE THREE TIMES THE NUMBER OF VOTES. LET'S JUST PUT IT THAT WAY. THEY HAD LIKE 200 VOTES COMPARED TO R70. SO IT WOULD BE. IMPOSSIBLE, EVEN IF WE PUT ONE PERSON IN, IT WOULD BE IMPOSSIBLE FOR OUR PERSON

[01:55:01]

AND I'M NOT, I'M NOT SINGLING THEM OUT. I'M JUST SAYING. IS THAT THE MECHANISM? THAT? THAT'S THE MECHANISM THAT I'M UNDERSTANDING TONIGHT, THAT THAT'S, THAT'S HOW IT WORKS.

NOW, ANOTHER SCHOOL DISTRICT OR TAX AGENCY COULD GET BEHIND THE PERSON THAT YOU NOMINATE, AND THEN THAT'S HOW THEY COULD.

BUT YES, SO IT'S. WE HAVE A TOTAL OF 70 VOTES. THERE WILL BE A SECOND ROUND OF VOTING, OR OR OR NOT NOT FOR THIS ONE. SO WHO ULTIMATELY HAS A DECISION? IS MY QUESTION, THE TCAT? OKAY. SO IN THIS CASE, SORRY, AND JUST ONE MORE. IT WOULD BEHOOVE US TO POTENTIALLY PUT IN TWO PEOPLE BECAUSE WE HAVE, YOU KNOW, YEAH, WE GET LUCK OF THE DRAW. KIND OF A THING THAT WOULD DIVIDE THE WORLD'S 35 35 RATHER THAN YEAH.

BUT THEY ALL GO TO TCAT AND IT SOUNDS LIKE TCAT ULTIMATELY HAS THE FINAL SAYING, WHO GOES? SO IT DOESN'T REALLY MATTER. SO SEND THEM BOTH, YEAH, AND THEN WE. IF THAT'S THE WAY THE PROCESS IS TONIGHT, SO CAN I MAKE THE MOTION TO SEND BOTH NOMINATIONS AND SPLIT THE VOTE? TRUSTEE PANTOJA MAKES THE MOTION. ANYBODY SECOND THAT? VICE PRESIDENT SATTLES MAKES A SECOND. ALL THOSE IN FAVOR? AYE. THE VOTE IS UNANIMOUS. SO WE WILL PUT FORTH BOTH NOMINEES. AND THEN, JUST TO BE CLEAR, SPLIT THE VOTES.

YEAH, TO DISTRIBUTE 35 35, AND IT'S A MR. MONCADA, WHO'S HERE TONIGHT? AND SERENA RIVERA, SERENA RIVERA, THANK YOU JOHN. HE'S SITTING RIGHT BACK

[VIII.B. Resolution to Accept Grant Funds from the OOG Criminal Justice Division]

BOARD OF TRUSTEES, DR.

GUTIERREZ. DEL VALLE ISD IS APPLYING FOR MULTIPLE SAFETY AND SECURITY GRANTS THROUGH THE OFFICE OF GOVERNOR, CRIMINAL JUSTICE DIVISION, OOG. THE BOARD.

RESOLUTION IS REQUIRED FOR EACH GRANTS WE SUBMIT.

THESE GRANTS ARE OPPORTUNITY TO SUPPORT DISTRICT-WIDE INITIATIVES FOCUSING ON CAMPUS SAFETY, SECURITY ENHANCEMENT, LAW ENFORCEMENT EQUIPMENT AND OPERATIONS, SCHOOL POLICE OFFICER TRAINING, AND CYBERSECURITY PLANNING. WE ARE REQUESTING ACTION BE TAKEN TONIGHT BECAUSE THE GRANT APPLICATIONS ARE DUE NO LATER THAN FEBRUARY 12TH.

ADMINISTRATION RECOMMENDS APPROVAL OF THIS RESOLUTION.

TO ACCEPT GRANT FUNDS, OOC CRIMINAL JUSTICE DIVISION AS PRESENTED. THANK YOU, AND I DO WANT TO JUST SHARE THAT. IN ORDER TO PROCEED FORWARD WITH THESE GRANTS, WE HAVE TO HAVE THIS RESOLUTION ADOPTED.

IT'S NOT SAYING THAT WE HAVE PARTICULARLY OUTLINED EVERY SINGLE COMPONENT OF THIS GRANT. BUT IN ORDER TO APPLY AND SUBMIT, WE HAVE TO HAVE THE BOARD SUPPORT. SO THAT WE CAN ENHANCE OUR SAFETY AND SECURITY MEASURES. BOARD, DO WE HAVE ANY QUESTIONS? THE CHAIR RECOGNIZES TRUSTEE PANTOJA. THANK YOU, CHIEF, FOR THIS. THE ONLY QUESTION I HAVE IS, NEVER MIND. VERY GOOD.

THANK YOU. ANY OTHER QUESTIONS OR COMMENTS? THE CHAIR RECOGNIZES TRUSTEE BURTON. CAN YOU TELL ME WHAT, LIKE, THE JUVENILE JUSTICE AND YOUTH DIVERSION PROGRAM, WHAT DOES THAT LOOK LIKE OR ENTAIL? I HAVE IT RIGHT HERE. SO THAT'S FOR ACTUALLY SUPPORTING. I JUST LOOKED AT THIS AFTERNOON. THAT ACTUALLY SUPPORTS A DISTRICT FOR HOUSING ANY JUVENILE, STUDENTS THAT ARE SENT TO JUVENILE, SUPPORTS THE HOUSING OF JUVENILE INSTEAD OF THE DISTRICT. CHAIR RECOGNIZES TRUSTEE PANTOJA.

COULD WE? I'M JUST I REVIEWED THE RESOLUTIONS. UM, IT SAYS WHAT WE'RE COMMITTING TO DO.

BUT COULD YOU AT SOME POINT SHARE WITH US WHAT EACH PROGRAM IS SET TO DO FOR THE DISTRICT? ABSOLUTELY, UM, BECAUSE I MEAN, THERE'S THREE, SIX, SEVEN, EIGHT, THERE'S EIGHT. I MEAN, THEY LOOK ALL GREAT, BUT IT'S LIKE, WELL, WHAT DOES WHAT DOES ACTIVE ATTACK RESPONSE EQUIPMENT PROGRAM DO?

[02:00:02]

THANK YOU. THE BOARD WILL NOW

[IX. Closed Session]

THE TIME IS 818. COOL. COMING UP. OKAY. BOARD ENDED ITS

[X. Approve Action Items Discussed in Closed Session]

ALL THOSE IN FAVOR? MOTION PASSES, UNANIMOUSLY. DO I HAVE A MOTION TO ACT ON SUPERINTENDENT'S RECOMMENDATION REGARDING POSSIBLE HIRING OF BOARD GOVERNANCE COORDINATOR? I MOVE TO APPROVE THE SUPERINTENDENT'S RECOMMENDATION REGARDING THE HIRING OF THE BOARD GOVERNANCE COORDINATOR, SANDRA RHODES. VICE PRESIDENT CISNEROS MAKES A MOTION. DO I HAVE A SECOND? TRUSTEE SIERRA MAKES A SECOND. ALL THOSE IN FAVOR? MOTION CARRIES UNANIMOUSLY BEFORE WE ADJOURN. I DO WANT TO LET YOU ALL KNOW THAT WE ARE MOVING OUR MARCH 3RD MEETING BOARD MEETING TO MARCH 10TH, WE REALIZED THAT MARCH 3RD IS ELECTION NIGHT, SO WE'RE GOING TO GO AHEAD AND MOVE THAT.

PLUS, REALIZING, RIGHT, THAT WE HAVE THREE BACK-TO-BACK MEETINGS, WELL, TWO MEETINGS IN THE WORKSHOP IN FEBRUARY THAT WILL AT LEAST GIVE US A WEEK REST.

THEN WE'LL GO INTO THE 10TH, OUR FIRST READING, THE SPECIAL BOARD MEETING, WE'LL HAVE SPRING BREAK, AND THEN WE'LL COME BACK TO OUR REGULAR MEETING. DO I HAVE A MOTION TO ADJOURN? TRUSTEE PANTOJA MAKES A MOTION? DO I HAVE A SECOND? TRUSTEE BURTON MAKES A SECOND. ALL THOSE IN FAVOR. MOTION CARRIES UNANIMOUSLY. THE TIME IS 9 46.

* This transcript was compiled from uncorrected Closed Captioning.