Apr 07, 2026 Special Board Meetings

[00:00:03]

I CALL THIS MEETING TO ORDER.

LET THE RECORD SHOW THAT A QUORUM IS PRESENT AND THAT NOTICE OF THIS MEETING HAS BEEN POSTED IN ACCORDANCE WITH THE TEXAS OPEN MEETINGS ACT. THE TIME IS 6-16. AND NOW WE'LL HAVE OUR PLEDGE OF ALLEGIANCE AND DEL VALLE HIGH SCHOOL'S J.R.O.T.

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.

HONOR THE TEXAS FLAG; I PLEDGE ALLEGIANCE TO THEE, TEXAS, ONE STATE UNDER GOD, ONE AND INDIVISIBLE.

[III. Public Comment]

INDIVIDUALS WHO WISH TO PARTICIPATE DURING THE PUBLIC COMMENT SHALL SIGN UP BEFORE THE MEETING BEGINS. AS SPECIFIED IN THE BOARD'S PROCEDURES ON PUBLIC COMMENT AND SHALL INDICATE THE AGENDA ITEM OR TOPIC THEY WISH TO ADDRESS THE BOARD.

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

AND VICE PRESIDENT CISNEROS WILL GIVE EACH SPEAKER A ONE-MINUTE WARNING. FIRST UP IS MARY VASSIL, AND SPEAKING ON GOAL PROGRESS MEASURES.

HELLO? OKAY. MY NAME IS MARY VASSELL, AND I TEACH KINDERGARTEN AT HORNSBY DUNLOP ELEMENTARY. I AM SPEAKING ABOUT THE GOAL PROGRESS MEASURE ITEM. I AM AGAINST DBISD'S PLAN FOR THE TEACHER INCENTIVE ALLOTMENT TO BE DETERMINED THROUGH THE USE OF MAP DATA FOR KINDERGARTEN STUDENTS.

WITH MAP, TEACHERS TEST STUDENTS IN SMALL GROUPS, WHICH IS FASTER THAN ONE ON ONE TESTING.

HOWEVER, VALID DATA OBTAINED FROM ONE ON ONE TESTING IS WORTH MORE THAN TIME GAINED WITH MAP. REGARDLESS OF ACADEMIC ABILITY LEVEL, KINDERGARTEN STUDENTS GUESS WHEN TESTING WITH MAP, MAKING MAP DATA INACCURATE.

INACCURATE DATA DOES NOT INFORM INSTRUCTION AND DOES NOT ALLOW TARGETED TEACHER SUPPORT. THIS YEAR, I HAVE WATCHED STUDENTS READING WORDS SCORE LOWER ON MAP THAN STUDENTS STRUGGLING WITH THE ALPHABET. STUDENT WENT FROM THE 48TH PERCENTILE TO THE 69TH PERCENTILE, TO THE 25TH, TO THE 93RD, AND SO ON. OVER 90% OF MY STUDENTS ARE PRESENTING MAP DATA WITH THESE YO-YO-LIKE SWINGS.

HERE ARE SOME SPECIFIC EXAMPLES FROM MY CLASSROOM IN THE PACKET THAT I PROVIDED. I ALSO EMAILED IT OUT EARLIER TODAY. STUDENT A IS A HIGH-LEVEL READER, SOMEONE WHO IS CONSIDERED ABOVE GRADE LEVEL BASED ON HIS CLASS SCORES. IN EARLY JANUARY, HE WAS READING 13 SIGHT WORDS IN ONE MINUTE.

WHICH IS ALREADY ABOVE THE END OF THE YEAR GOAL OF 10.

HOWEVER, HE IS LOWER IN HIS PHONEMIC SEGMENTATION SCORE, WHICH GAVE HIM AN AREA TO IMPROVE IN, AS YOU CAN SEE IN HIS PSF GRAPH BELOW. HE IS NOW ON TRACK TO BE ABOVE GRADE LEVEL IN ALL M CLASS TESTS COME MAY. NEVERTHELESS, HIS MAP DATA SHOWS HIM DROPPING FROM THE 93RD PERCENTILE TO THE 44TH IN JANUARY, AND HIS MARCH MAP SCORES SHOW A SIMILAR DROP. FROM THE 55TH PERCENTILE TO THE 34TH. I'M SORRY, FROM THE 85TH PERCENTILE TO THE 34TH. STUDENT B IS A STUDENT ENROLLED IN DECEMBER AND IS LAGGING WELL BEHIND HIS PEERS. WHEN HIS MIDDLE OF THE YEAR, WHICH IS MIDDLE OF THE YEAR M CLASS SCORES REFLECT, IN EARLY JANUARY, HE WAS ONLY ABLE TO CORRECTLY NAME SEVEN LETTERS IN ONE MINUTE, MOSTLY LETTERS IN HIS OWN NAME. HE WAS ABLE TO CORRECTLY IDENTIFY JUST TWO SOUNDS WHEN TESTED IN PHONEME SEGMENTATION FLUENCY. WHILE HE HAS IMPROVED IN OTHER WAYS, HIS PSF GRAPH SHOWS AN AREA WHERE HE CONTINUES TO STRUGGLE. HIS STRUGGLE IS NOT REFLECTED IN HIS MAP DATA. ACCORDING TO MAP IN JANUARY, HE SIGNIFICANTLY IMPROVED, GOING FROM THE 29TH PERCENTILE

[00:05:02]

THANK YOU FOR THAT. NEXT UP, WE HAVE NINA REYES SPEAKING ON GOAL PROGRESS. HELLO EVERYONE, MY NAME IS NINA REYES AND I'M THE ENRICHMENT PROGRAM SPECIALIST AT HORN SPEED DUNLAP ELEMENTARY. I AM SPEAKING ON THE GOLD PROGRESS MEASURE ITEM AND I AM AGAINST.

DBISD'S PLAN TO USE FOR THE TEACHER INCENTIVE ALLOTMENT TO BE DETERMINED BY THE USE OF MAP DATA FOR KINDERGARTEN STUDENTS. DBISD KINDERGARTEN TEACHERS AGREE THAT MAP DATA IS NOT RELIABLE OR VALID FOR THEIR YOUNG LEARNERS.

KINDERGARTEN STUDENTS HAVE AN AVERAGE ATTENTION SPAN OF 10 TO 15 MINUTES, WHICH MOST OF Y'ALL KNOW. MAP TESTING TAKES OVER 30 MINUTES, AND THIS MEANS EVERY KINDERGARTNER WILL BE DISTRACTED AT LEAST ONCE, IF NOT SEVERAL TIMES DURING MAP TESTING.

KINDERGARTEN STUDENTS ALSO STRUGGLE WITH IMPULSE CONTROL.

KINDERGARTEN TEACHERS ARE CONSTANTLY REDIRECTING THEIR STUDENTS' REACTIVE BEHAVIOR.

THE VALID, RELIABLE ASSESSMENT FOR THEIR YOUNG STUDENTS ARE THE TESTS THAT MINIMIZE THE OPPORTUNITY FOR IMPULSIVENESS.

DURING MAP TESTING, STUDENTS TEST INDEPENDENTLY ON AN IPAD. A DEVICE THAT ALREADY PROMOTES RAPID, CARELESS RESPONSES. COMBINING LENGTHY MAP TESTS ON AN IPAD WITH TYPICAL KINDERGARTEN IMPULSIVITY AND SHORT ATTENTION SPAN IS A RECIPE FOR INACCURATE RESULTS, AS MS. VASSIL JUST TOLD YOU. IN HORNSBY KINDERGARTEN CLASSROOMS AND IN KINDERGARTEN CLASSROOMS ACROSS THE DISTRICT, STUDENTS ARE GUESSING WHICH TESTS WHEN TESTED WITH MAP. THIS PROBLEM CANNOT BE SOLVED WITH MORE TRAINING OR ADJUSTED IMPLEMENTATION. THIS PROBLEM IS THE DESIGN OF THE MAP TEST ITSELF BECAUSE IT IS TOO LONG AND CONDUCTED INDEPENDENTLY THROUGH AN IPAD. MAP PROCEDURES, MAP PRODUCES INVALID AND UNRELIABLE DATA FOR KINDERGARTEN. TIA REQUIRES ACCURATE DATA BECAUSE THIS INCENTIVE IS TO RECOGNIZE AND SUPPORT THE HARD WORK NECESSARY TO PROMOTE STUDENT ACHIEVEMENT.

MAP DOES NOT CORRECTLY MEASURE A KINDERGARTEN STUDENT'S ACHIEVEMENT, THEREFORE IT DOES NOT REFLECT THE HARD WORK OF THE KINDERGARTEN TEACHER.

THIS IS WHY WE URGE THE BOARD TO RECONSIDER THIS PLAN AND USE A VALID AND RELIABLE TEST, LIKE IN CLASS IN THE DBISD TIA. ONE MINUTE.

THANK YOU FOR YOUR TIME. THANK YOU. NEXT UP, WE HAVE BIANCA BEDGOOD, SPEAKING ON GOAL PROGRESS MEASURES.

HELLO, GOOD EVENING MADAM PRESIDENT, DR. GUTIERREZ AND BOARD MEMBERS. MY NAME IS BIANCA BEDGOOD, KINDERGARTEN TEACHER AT BEATTY, AND I'M HERE DISCUSSING ACTION ITEM SIX, GOAL PROGRESS MEASURES.

SPECIFICALLY, I'M SPEAKING AGAINST DVISD'S PLAN FOR THE TEACHER INCENTIVE ALLOTMENT TO BE DETERMINED BY THE USE OF MAP DATA FOR KINDERGARTEN STUDENTS.

KINDERGARTEN STUDENTS IF WE WERE TO USE THE MAP TEST. THEY TAKE THEIR TEST INDEPENDENTLY.

THEY LISTEN TO QUESTIONS, SELECT THEIR ANSWERS. AND WHILE WE'RE TESTING WITH MAP READING, KINDERGARTEN STUDENTS ARE ON THEIR IPAD FOR 30 MINUTES.

THEY CAN EASILY GET DISTRACTED, AS WE ARE SEEING IN THEIR SCORES AND THEIR DATA.

AND WE FEEL, AS KINDERGARTEN TEACHERS, IT'S EXTREMELY INVALID AND INACCURATE DATA.

ON THE CONTRARY, USING MCLASS, STUDENTS ARE TESTED INDIVIDUALLY ON FOUR DIFFERENT ITEMS, INCLUDING NONSENSE, WORD FLUENCY, PHONEME SEGMENTATION, LETTER NAME FLUENCY. WHICH GIVES US A REALLY ACCURATE IDEA OF WHERE THE KIDDOS STAND. AND WE JUST FEEL LIKE THIS DATA WOULD BE WAY MORE BENEFICIAL AND USEFUL TO USE FOR A COMMUNITY. AND SO, YES, WE WANT TO MAKE SURE THAT WE ARE GIVING STUDENTS, YOU KNOW, THE OPPORTUNITY TO SHOW WHAT THEY REALLY KNOW INSTEAD OF JUST GUESSING ON AN IPAD.

ALL OF THIS IS WHY IN CLASS RESULTS ARE INVALID,

[00:10:01]

I ALSO WANTED TO TOUCH BASE ON ANOTHER CONCERN REGARDING GOAL PROGRESS MEASURES, SPECIFICALLY AT OUR SCHOOL. AND SO. I'M JUST REALLY CONCERNED ABOUT THE CURRENT PRACTICES OF REALLOCATING K-2 TEACHERS RIGHT NOW TO SUPPORT UPPER GRADES AND TESTING. I THINK WE CAN ALL AGREE THAT OUR PRIMARY GRADES ARE THE FOUNDATIONAL SKILLS AND GRADES. ONE MINUTE. AND I JUST, AT OUR CAMPUS, OUR K-2 TEACHERS ARE BEING PULLED FOR OVER FIVE WEEKS TO PROVIDE SMALL GROUP INTERVENTIONS FOR UPPER GRADES AND PREPARATION FOR STAR.

DURING THIS TIME, OUR YOUNGER STUDENTS ARE MISSING INSTRUCTIONAL TIME. AND THEY'RE MISSING THAT CONSISTENT, HIGH QUALITY INSTRUCTION, TIER ONE INSTRUCTION, WHILE UNDERSTAND AND RESPECT THE GOAL OF IMPROVING TEST PERFORMANCE.

THIS APPROACH IS COUNTERPRODUCTIVE. REA SO, WHEN RESOURCES SUCH AS RTI WERE PULLED FROM OUR CAMPUS, DISTRICT TOLD US TO FOCUS ON TIER ONE INSTRUCTION.

THAT'S WHAT WE SHOULD BE FOCUSING ON. WELL, NOW, A THIRD OF OUR KINDERGARTEN GRADE LEVEL IS NOT RECEIVING TIER ONE INSTRUCTION FOR GOING ON FIVE WEEKS. NOW, THEY ARE NOT RECEIVING VERY IMPORTANT MODULES. FOR EXAMPLE, IN MATH, MODULE 5, INTRODUCING NUMBERS 11 THROUGH 20, THEY ARE NOT LEARNING IT, COUNTING TO 100. SO OUR ADMINISTRATORS ARE PULLING K-2 TEACHERS TO SUPPORT SMALL GROUP INSTRUCTION IN UPPER GRADE LEVELS. AND OUR KIDDOS ARE NOT GETTING TIER 1 INSTRUCTION. THANK YOU. THANK YOU FOR SHARING YOUR THOUGHTS THIS EVENING. NEXT, WE'LL GO

[IV. A. Social Media Litigation]

DR. GUNTHER. ALL RIGHT, GOOD EVENING, PRESIDENT GUADIAN, MEMBERS OF THE BOARD, AND SUPERINTENDENT GUTIERREZ. THIS EVENING, WE BRING TO YOU A CONSIDERATION FOR A LEGAL SERVICES AGREEMENT.

THIS IS INVOLVING NATIONAL SOCIAL MEDIA LITIGATION THAT HAS BEEN ONGOING FOR THE PAST FEW YEARS. WE HAD AN ATTORNEY REACH OUT TO NOT ONLY US, BUT MANY OF THE DISTRICTS ACROSS THE STATE OF TEXAS. AND THEY SAID, THERE'S OPPORTUNITY TO JUMP ON THIS, AND I'LL SHARE THE REASONS WHY WE WANT TO MOVE FORWARD WITH THIS. AND IT IS UP FOR DISCUSSION THIS EVENING. THE FOCUS IS TO RECOVER DAMAGES AND LOSSES.

THAT WE KNOW HAVE BEEN PROVEN THROUGH OTHER LEGISLATION IS HARMFUL FOR OUR YOUTH AND THE IMPACT THAT SOCIAL MEDIA HAS ON OUR YOUTH. AND THEN THE ACTION ULTIMATELY INCLUDES ENTERING INTO A FEE AGREEMENT.

WITH THE ATTORNEYS. SO JUST TO GIVE A LITTLE BIT MORE BACKGROUND ABOUT THIS, WE KNOW THAT WHAT? THE CLAIM IS THAT IT IMPACTS STUDENT MENTAL HEALTH AND THAT WE THROUGH.

ESPECIALLY METTA, WHICH OWNS MULTIPLE SOCIAL MEDIA PLATFORMS, THEY'RE ABLE TO CREATE ALGORITHMS THAT TRULY ALTER HOW OUR STUDENTS FEEL.

FEEL BASED ON THE VIDEOS OR THE SOCIAL MEDIA THAT THEY ARE CONSUMING. SO WITH THAT, WE ALSO KNOW THAT WE'VE SEEN INCREASED COUNSELING AND STAFFING NEEDS THAT WE CAN TIE TO THIS. AND IT ALSO IMPACTS DISCIPLINE AND INSTRUCTIONAL TIME. SO WITH THAT, WE HAVE THESE TWO ATTORNEYS WHO, OR THESE TWO FIRMS WHO HAVE COME TO US AND TO OTHER SCHOOL DISTRICTS.

THAT HAVE SAID WE ARE PROPOSING, AS A LAW FIRM, TO ENTER THIS NATIONAL CLAIM TO REPRESENT THE TEXAS SCHOOLS.

AND SO THESE ARE LONGSTANDING COUNCILS THAT HAVE SUPPORTED DISTRICTS IN MANY OTHER AREAS, AND THEY WOULD LIKE TO PURSUE THIS IN THIS AREA.

AND SO THE REASON THAT THESE TWO FIRMS ARE ASKING DISTRICTS TO JOIN THE LAWSUIT IS BECAUSE THEY HAVE SPECIALIZED EXPERTISE. THAT'S THE SECOND ONE, ELAND AND BONIN. AND THEN THEY ALSO HAVE A PROVEN TRACK RECORD IN THESE LARGE SCALE CASES. SO WITH THAT, THERE IS A CONTINGENCY FEE BASIS. THERE IS NO UPFRONT COST TO THE DISTRICT, AND THERE WOULD BE NO PAYMENT THAT WOULD BE DUE TO THEM. UNLESS THERE IS SOMETHING RECOVERED IN THE LAWSUIT PROCESS. SO THE FIRMS ARE ASSUMING THE LITIGATION RISKS AND COSTS, AND THEY'RE ASSUMING THE FINANCIAL RISKS. AND SO WHAT THIS DOES IS

[00:15:01]

HOWEVER, THEY ARE VERY CLEAR THAT IT COULD BE AS LOW AS $30 PER STUDENT. AND THAT'S WHERE WHEN YOU DO THE MATH, IT'S ABOUT $350,000. THEY ALSO QUOTE UP TO $100,000, RIGHT? SO THERE'S A BIG RANGE. AND THEY HAVE BEEN VERY FORTHCOMING AND SAY, HERE'S WHAT WE BELIEVE, BUT IT'S ULTIMATELY UP TO WHATEVER THE LAWSUIT OR THE LITIGATION ENDS UP IN. SO WHAT THEY'RE TRYING TO DO IS RECOVER PAST AND FUTURE COSTS THAT IS RELATED TO THE IMPACT ON STUDENTS. AND THE NEXT STEP IS THAT IN CLOSED SESSION, THERE ARE ADDITIONAL DOCUMENTS THAT YOU CAN REVIEW. AND THERE IS ALSO A VIDEO THAT HAS BEEN SHARED WITH US THAT WE WILL DISCUSS IN CLOSED SESSION.

AND THEN, OF COURSE, THE BOARD MAY TAKE ACTION AT THE NEXT BOARD MEETING OR AFTER CLOSED SESSION. SO WITH THAT. I AM NOT GOING TO OPEN IT UP FOR QUESTIONS BECAUSE THE REST WOULD BE ANSWERED IN CLOSED SESSION, BUT WE WANTED TO PRESENT IT TO YOU TONIGHT. THANK YOU, DR. CANTU. AND WITH THAT, WE'LL GO ON TO THE ADVANCEMENT

[IV. B. Advancement Via Individual Determination (AVID)]

THIS AGENDA ITEM IS SPECIFICALLY TIED TO BOARD GOALS THREE AND FOUR, OUR CCMR READINESS, AND THEN ALSO, OF COURSE, SEVENTH GRADE MATH. SO WHAT IS AVID? SO AVID'S MISSION IS TO ADVANCE OR CLOSE THE OPPORTUNITY GAP FOR OUR STUDENTS WHO ARE PREPARED TO GO TO COLLEGE. SO WHAT ABBOTT DOES IS IT'S A COLLEGE READINESS PROGRAM THAT'S DESIGNED FOR STUDENTS WHO, WHAT THEY CONSIDER PERFORMING IN THE ACADEMIC MIDDLE. THOSE OF OUR STUDENTS WHO HAVE THE POTENTIAL, WHICH WE KNOW THAT ALL OF OUR STUDENTS DO HAVE THE POTENTIAL TO GO TO COLLEGE, BUT NEED REALLY GREAT SYSTEMS AND SUPPORT TO BE ABLE TO GET THERE. THEY ALSO NEED WHAT ABBOTT CALLS, AND I'LL SPEAK A LITTLE BIT MORE ABOUT THIS LATER, OPPORTUNITY, KNOWLEDGE. SO DO OUR STUDENTS KNOW ABOUT ALL OF THE OPPORTUNITIES THAT EXIST FOR THEM, WHETHER IT BE SCHOLARSHIPS OR FINANCIAL AID, OR JUST. EVEN RESOURCES THAT ARE HERE AND AVAILABLE WITHIN THEIR BACKYARD TO BE ABLE TO SUPPORT THEM IN GOING TO COLLEGE. IT ALSO SETS UP A FRAMEWORK FOR OUR STUDENTS AT THE SCHOOL LEVEL, WHETHER IT BE THROUGH THE AVID ELECTIVE OR THROUGH A SCHOOL WIDE APPROACH, TO BE ABLE TO PREPARE OUR STUDENTS WITH STUDY SKILLS, ORGANIZATIONAL SKILLS, TO BE ABLE TO ACCESS THE SKILLS THAT THEY NEED TO PREPARE THEM FOR COLLEGE AND CAREER READINESS. SO THIS IS A QUOTE DIRECTLY FROM AVID'S FOUNDER.

MARY KATHERINE SWANSON, WHO SAYS THAT RIGOR WITHOUT SUPPORT IS A PRESCRIPTION FOR FAILURE, AND SUPPORT WITHOUT RIGOR IS A TRAFFIC WAGE. OF A TRAGIC, EXCUSE ME, WASTE OF POTENTIAL. AND SO WHAT WE KNOW IS THAT WE CAN PROVIDE THE ACADEMIC RIGOR, BUT IF WE DON'T PROVIDE THE SUPPORT FOR OUR STUDENTS TO BE ABLE TO GET THERE, THEN WE'RE SETTING THEM UP FOR FAILURE ALONG THE WAY. SO WHEN WE LOOK AT THE AVID FRAMEWORK, WE REALLY LOOK AT IT IN A COUPLE OF DIFFERENT COMPONENTS. SO, IN PARTICULAR, THE AVID ELECTIVE AT THE SECONDARY LEVEL TARGETS STUDENTS, AS I'VE ALREADY SAID, IN THE ACADEMIC MIDDLE. SO THOSE ARE THE KIDS WHO HAVE POTENTIAL BUT HAVEN'T BEEN TAPPED IN LIVING UP TO THEIR FULL POTENTIAL BECAUSE WE DON'T HAVE THE SUPPORT THEM. SO IF WE LOOK AT THE AVID FRAMEWORK, WE LOOK AT IT AT THREE DIFFERENT COMPONENTS.

AND SO I'LL TALK ABOUT THE OUTER FRAMEWORK FIRST. SO WE LOOK AT INSTRUCTION.

OBVIOUSLY, WE'RE GOING TO CONTINUE TO TALK ABOUT TIER 1 INSTRUCTION BEING. WHERE WE HAVE TO MAKE SURE THAT WE'RE PROVIDING THAT FOR OUR STUDENTS. THEN WE MOVE OVER TO THE SYSTEMS. DO WE HAVE THE SYSTEMS DESIGNED TO SUPPORT THE STUDENTS ALONG THE WAY? DO WE HAVE THE CAPACITY BUILT IN OUR LEADERS TO BE ABLE TO HAVE THE SYSTEMS AND MAKE SURE THAT TIER 1 INSTRUCTION IS HAPPENING? AND THEN DO WE HAVE THE CULTURE, THE COLLEGE READINESS CULTURE, THE ACADEMIC CULTURE, THE SCHOLARSHIP CULTURE THAT OUR STUDENTS NEED TO SEE AND HEAR AND BELIEVE, THE COLLECTIVE EFFICACY,

[00:20:01]

THOSE RELATIONSHIPS THAT PROVIDE THOSE OPPORTUNITIES FOR THEM, PERSISTENCE THROUGH PERSISTENT THROUGH OBSTACLES. WE KNOW THAT SOMETIMES KIDS GET TO BARRIERS AND THEY GIVE UP, AND SO WHAT ABBOTT DOES IS IT HELPS OUR STUDENTS? DEVELOP THE SKILLS THAT ARE NECESSARY TO OVERCOME THOSE BARRIERS. IT ALSO HELPS THEM ACTIVATE THEIR KNOWLEDGE AND SKILLS. AND SO WHEN WE MOVE DOWN TO THE RIGOR FRAMEWORK OF ABBOTT AND WHAT WE CALL WEAKER STRATEGIES, AND YOU'LL HEAR US TALK A LOT ABOUT THIS. ALONG THE WAY, YOU CAN SEE THAT RIGOR ALIGNS PERFECTLY WITH WHAT WE ALREADY HAVE IN OUR INSTRUCTIONAL PRIORITIES.

SO WE LOOK AT WRITING, WE LOOK AT BUILDING, WE LOOK AT BUILDING COLLABORATION. WE WANT OUR STUDENTS TO BE ABLE TO COLLABORATE WITH THEIR PEERS IN PRODUCTIVE WAYS. WE WANT TO BUILD ORGANIZATIONAL STRATEGIES THAT WE KNOW ARE IMPORTANT FOR THEM TO BE COLLEGE STUDENTS. AND THEN OBVIOUSLY WE'LL CONTINUE TALKING ABOUT READING AND LITERACY BEING THE FOUNDATION.

AND THEN OPPORTUNITY KNOWLEDGE IS WHAT I WAS SHARING BEFORE.

DO OUR STUDENTS KNOW ABOUT ALL OF THE OPPORTUNITIES THAT ARE AVAILABLE OUT THERE? DO THEY UNDERSTAND ABOUT LOCAL COMMUNITY COLLEGE? DO THEY UNDERSTAND ABOUT ASSOCIATE'S DEGREES, FOUR-YEAR DEGREES? DO THEY UNDERSTAND ABOUT HISPANIC-SERVING INSTITUTIONS, OR HBCUS? SO THERE'S LOTS OF INFORMATION OUT THERE THAT OUR STUDENTS DON'T HAVE ACCESS TO, THAT AVID STANDS TO BUILD THAT FOUNDATIONAL KNOWLEDGE FOR OUR KIDS. SO, ADVANCING COLLEGE AND CAREER READINESS, BUILDING FOR CAREER PREPAREDNESS, DEVELOPING FUTURE READINESS.

AVID TUTORIALS IS A HUGE PART OF THIS. ONE OF THE THINGS THAT WE GOT TO SEE WHEN WE WENT TO LOOK AT AVID IS THE PEER TUTORING PIECE IS SO POWERFUL, RIGHT? AND I'LL KIND OF DESCRIBE IT FOR YOU, JUST BRIEFLY.

ESSENTIALLY, WE GO INTO A CLASSROOM. WE WENT INTO MULTIPLE CLASSROOMS. AND YOU SEE THE STUDENTS WITH THEIR, WHAT THEY CALL, THEIR NOTES OR THEIR HOMEWORK.

AND THEY'RE SAYING, YOU KNOW, I REALLY STRUGGLED ON QUESTION FOUR. IS THERE ANYBODY IN THE GROUP WHO GOT QUESTION FOUR? AND SO THEN THERE'S A STUDENT WHO GETS UP AND ACTUALLY TUTORS THAT GROUP.

OKAY, I UNDERSTOOD. QUESTION FOUR, OR WHAT DID YOU FIND HARD ABOUT IT? SO IT'S TAKEN ALSO THAT OWNERSHIP ON THE STUDENTS THROUGH PEER SUPPORT, AND NOT JUST NECESSARILY THE TEACHER.

SO IT'S HELPING THEM DEVELOP THOSE SKILLS THAT THEY NEED IN COLLEGE, RIGHT, BECAUSE WE KNOW THAT. STUDENTS WILL RELY ON THEIR PEERS IN COLLEGE AND ALSO THROUGHOUT HIGH SCHOOL TO DEVELOP SOME OF THESE GOOD STUDY HABITS AND SKILLS AS WELL, TOO. SO WHAT AVID DOES IS IT TEACHES THEM.

IN A VERY STRUCTURED WAY, HOW TO DO THAT IN A VERY SAFE SPACE, HOW TO DEVELOP THOSE SKILLS.

SO WHEN THEY DO GO INTO HIGH SCHOOL AND THEY DO GO INTO COLLEGE, THOSE SKILLS AND THOSE HABITS ARE ALREADY DEVELOPED FOR THEM. THAT THEY CAN RELY ON THEIR PEERS TO HELP THEM ALONG THE WAY.

AND THEN, OF COURSE, A MAJOR COMPONENT OF AVID IS THAT WE'RE ALSO PUSHING OUR KIDS INTO MORE ADVANCED HONORS, AP DUAL CREDIT, AND AVID IS REALLY DESIGNED TO SET KIDS UP FOR THAT. BUT ALSO IT'S A REQUIREMENT THAT THEY ALSO, IF THEY'RE TAKING THE AVID COURSE, THAT THEY'RE ALSO TAKING THOSE ADVANCED COURSES.

AND AVID HELPS THEM DEVELOP THE STUDY SKILLS TO BE SUCCESSFUL IN SOME OF THOSE RIGOROUS COURSES. SO OUR AVID IMPLEMENTATION PLAN, SO NOT JUST THE AVID ELECTIVE, BUT WE'RE ALSO LOOKING AT DEVELOPING A STATEWIDE MODEL.

SO WHAT WE WANT TO DO AS FAR AS IMPLEMENTATION IS MAKE SURE THAT WE'RE GETTING INFORMATION OUT TO OUR PARENTS AND OUR STUDENTS AND OUR TEACHERS ABOUT WHAT AVID IS. WE'VE ALSO WE'VE DONE A LOT OF THIS WORK WITH OUR CAMPUS LEADERS AT THE MIDDLE SCHOOL LEVEL, AT THE HIGH SCHOOL LEVEL, AND ALSO BUILDING THAT KNOWLEDGE FOR OUR ELEMENTARY PRINCIPALS, BECAUSE WE WANT THEM TO BE ABLE TO MAKE THE RECOMMENDATIONS AND GET THIS INFORMATION IN THE HANDS OF OUR FIFTH GRADE PARENTS AS WELL, TOO. AND EVEN AS EARLY AS FOURTH GRADE, AND HOPEFULLY IN THE FUTURE, WE'LL BUILD AN ABBOTT ELEMENTARY PLAN AS WELL, TOO. SO OUR PLAN IS TO ALSO HAVE VIRTUAL PARENT MEETINGS IN APRIL AND ALSO IN MAY. WE ALSO ARE ONBOARDING OUR DISTRICT DIRECTOR OF AVID.

THIS IS NOT A NEW POSITION, BUT IT'S WHAT AVID CALLS IT, THE DIRECTOR OF AVID. AND SO OUR COORDINATOR OF ADVANCED ACADEMICS, DR.

EGGLESTON, IS IN THE AUDIENCE WITH US THIS EVENING. SHE'S DONE A FANTASTIC JOB OF HELPING US GET THIS OFF THE GROUND AND GOING. IT'S GOING TO SERVE AS OUR DISTRICT AVID DIRECTOR. SO I JUST WANT TO MAKE SURE THAT WE UNDERSTAND THAT THIS IS NOT A NEW POSITION TO IMPLEMENT THIS. BUT THEN ALSO WE ALSO HAVE SOME INSTITUTIONAL KNOWLEDGE AND I CAN SHARE MYSELF AND LOTS OF MEMBERS OF OUR TEAM. I KNOW, DR.

CANTU, DR. GUTIERREZ AND THEN MS. JARAMILLO HAS ALSO BEEN A PART OF A SYSTEM THAT HAS DEVELOPED AN AVID PROGRAM.

WE'RE ALSO GOING TO HAVE AVID 101 TRAINING FOR ALL OF OUR TEACHERS STARTING IN MAY, AND THEN WE HAVE THE AVID INSTITUTE FOR THOSE CAMPUS TEAMS TO GO AND LEARN. DEVELOP THEIR

[00:25:01]

SO THERE'S WHAT THEY CALL A DISTRICT LEADERSHIP DAY. SO, TRUSTEES, MEMBERS OF OUR LEADERSHIP TEAM HAVE AN OPPORTUNITY TO GO FREE OF CHARGE TO THE ABBOTT INSTITUTE. EITHER ON JUNE 16TH OR JULY 8TH. IS AN OPPORTUNITY THAT'S AVAILABLE TO YOU ALL? SO THE AVID LAUNCH, OF COURSE, SO WE WANT TO MAKE SURE THAT WE'RE DOING THIS THE RIGHT WAY. SO, STARTING JUST AT THE SIXTH GRADE LEVEL WITH THE AVID ELECTIVE, BUT ALSO DEVELOPING SOME OF THE COMPONENTS THAT WE KNOW NEED TO BE IMPLEMENTED IN ORDER TO HAVE A VERY SUCCESSFUL AVID PROGRAM. SO WE COULD DEVELOP AVID SIXTH THROUGH TWELFTH GRADE RIGHT NOW AND NOT REALLY HAVE A TARGETED FOCUS. SO RIGHT NOW, WHAT WE'RE DOING IS JUST DEVELOPING AT THE SIXTH GRADE LEVEL.

WITH THE POTENTIAL TO MOVE UP TO THE SEVENTH GRADE LEVEL AND THEN THE EIGHTH GRADE LEVEL AND SO ON, AND SO FORTH, AND THEN BUILD DOWN INTO ELEMENTARY. SO WE WANT TO MAKE SURE THAT WE'RE DOING THIS IN THE RIGHT WAY. SO SOME OF OUR KEY ACTION STEPS IS MAKING SURE THAT WE ESTABLISH A CLEAR SELECTION PROCESS ACROSS ALL OF OUR CAMPUSES. SO WE'VE BEEN WORKING WITH OUR MIDDLE SCHOOL PRINCIPALS TO ENSURE THAT WE'RE DEVELOPING THIS PROCESS IN THE RIGHT WAY. ONE, THAT WE'RE BUILDING TEACHER AND STAFF CAPACITY. SO TRAINING IS A MAJOR COMPONENT OF THIS IN ORDER TO BE ABLE TO IMPLEMENT AVID STRATEGIES AND IMPLEMENT THE PROGRAM IN A RIGHT WAY. AND THEN STRONG IMPLEMENTATION REQUIRES CONSISTENT STRUCTURES, PROTECTIVE SCHEDULING, AND THEN PROGRAM. SO THERE WILL ALSO BE RUBRICS AND CHECKS THAT WE'LL BE HAVING ALONG THE WAY IN COORDINATION WITH OUR DISTRICT AVID DIRECTOR. AND THEN, AGAIN, WE'RE GOING TO BE INTEGRATING THESE STRATEGIES, NOT JUST IN THE AVID ELECTIVE, BUT ACROSS ALL OF THE TIER. THOSE WORKER STRATEGIES WILL BE STRATEGIES THAT WE'LL BE IMPLEMENTING ACROSS CLASSROOMS AT THE MIDDLE SCHOOL LEVEL.

AND THEN WE'LL BE, OF COURSE, TRACKING STUDENTS' PROGRESS.

AS A PARENT OF A CHILD WHO'S PARTICIPATED IN. ABBOTT, WHO IS NOW A 10TH GRADER FROM 6TH GRADE TO 10TH GRADE, ONE OF THE THINGS THAT I CAN TELL YOU THAT I VALUE A LOT, AS I'LL CALL IT AS AN AVID PARENT, IS IN 6TH GRADE. IT WAS ALL ABOUT, HEY, HAVE YOU CHECKED YOUR GRADES? THIS IS WHAT YOUR GRADES ARE SAYING RIGHT NOW. HAVE YOU CHECKED YOUR GRADES? DO YOU HAVE A TEST ON TUESDAY? HAVE YOU STUDIED FOR THE TEST? WHAT YOU START TO SEE OVER TIME IS THAT THE STUDENTS START TO, BECAUSE AS A PART OF THE ABBOTT ELECTIVE, THEY CHECK THEIR GRADES EVERY SINGLE WEEK.

THEY GO INTO THE AVID ELECTIVE EVERY SINGLE DAY, AND THEY'RE LOOKING AT THE NOTES THAT THEY TOOK IN THEIR CLASSES, AND THEY'RE MAKING SURE THAT THEY'RE WRITING DOWN WHERE THEY MAY HAVE MISSED SOMETHING. THEY'RE COLLABORATING WITH THEIR PEERS ON PIECES THAT MAY BE MISSING FROM THEIR NOTES. SO WHAT YOU START TO SEE OVER TIME IS THE STUDENTS START TO DEVELOP SOME OF THAT OWNERSHIP. THAT NEEDS TO HAPPEN BECAUSE WE KNOW THAT ONCE THEY LEAVE OUR HOMES IN 12TH GRADE, THAT WE CAN NO LONGER GO WITH THEM. AND MAKING SURE THAT THEY KNOW WHEN THAT TEST IS GOING TO HAPPEN ON TUESDAY AND THAT THEY'RE STUDYING FOR IT AND THAT THEY DEVELOP THE SKILLS. SO WHAT YOU START TO SEE IS STUDENTS START TO DEVELOP SOME OF THAT OWNERSHIP AND CAPACITY TO BE ABLE TO DO SOME OF THESE THINGS OURSELVES.

BECAUSE WE KNOW AT SOME POINT WE'RE GOING TO RELEASE THEM TO THE WORLD AND THEY'RE GOING TO HAVE TO FIGURE IT OUT. SO WHAT AVID DOES IS HELP THEM DEVELOP THOSE SKILLS ALONG THE WAY. AND THEN THE PROGRESS MONITORING, SO TRACKING STUDENTS. SO THAT GOES BACK TO THE GRADES, THE ATTENDANCE, AND THE ENGAGEMENT. SO THAT'S A HUGE PART OF THE AVID ELECTIVE AND HELPING KIDS TO DO THAT.

AND THEN THAT AVID TEACHER IS ALSO MONITORING THEIR GRADES WITH THEM AS WELL, TOO.

CHECKING IN WITH THEM. AND THEN, OF COURSE, THE COLLEGE RED, BUILDING, THAT COLLEGE READINESS CULTURE, SO STUDENT FIELD TRIPS, TAKING THEM ON COLLEGE TRIPS, HELPING THEM UNDERSTAND ABOUT FINANCIAL AID, HELPING THEIR PARENTS UNDERSTAND ABOUT FINANCIAL AID. THAT'S THAT BUILDING THAT OPPORTUNITY KNOWLEDGE IN OUR STUDENTS, UNDERSTANDING ABOUT SCHOLARSHIPS AND WHEN YOU NEED TO APPLY, UNDERSTANDING TIMELINES AND DEADLINES.

SOMETIMES WE HAVE STUDENTS THAT ARE IN THE TOP 10, 15, 25 PERCENT THAT ARE MISSING KEY DEADLINES THAT THEY SHOULDN'T BE MISSING. BECAUSE THAT OPPORTUNITY, KNOWLEDGE JUST DOESN'T EXIST FOR THEM, RIGHT? BECAUSE SOMETIMES THEY'RE THE FIRST IN THEIR STUDENTS TO GO TO COLLEGE. AND WE HAVEN'T BUILT A SYSTEM THAT ALLOWS OUR STUDENTS TO UNDERSTAND AND KNOW THAT.

THERE ARE SOME KEY DEADLINES THAT HAVE A FINANCIAL IMPACT, BUT ALSO HAS AN IMPACT ON THEIR FUTURE OPPORTUNITIES AS WELL, TOO. SO WHAT ABBOTT DOES IS IT HELPS TO FILL IN THAT GAP. AND THEN SUSTAINABILITY AND GROWTH, AS I'VE ALREADY KIND OF SHARED, IS. OUR THREE-YEAR IMPLEMENTATION PLAN IS TO START WITH SIXTH GRADE, BUILD UP TO SEVENTH AND EIGHTH. AND SO RIGHT NOW WE'LL HAVE THE ONE ELECTIVE AT THE SIXTH GRADE, WHICH WE COULD OFFER MULTIPLE SECTIONS AT THE SIXTH GRADE LEVEL, DEPENDING ON THE INTEREST THAT WE HAVE FROM OUR STUDENTS AND PARENTS ABOUT GOING INTO THE AVID ELECTIVE, AND THEN WITH THE POTENTIAL TO BUILD OUT FROM THERE. AND WITH THAT, I WILL TAKE ANY QUESTIONS THAT YOU HAVE. THANK YOU, DR. BAILEY. I DO WANT TO SAY THAT I DID HAVE THE OPPORTUNITY TO SIT IN AND LISTEN TO A PANEL OF MIDDLE SCHOOLERS IN WEST TEXAS TALK ABOUT AVID. AND HOW IT IMPACTED THEM. AND EVEN NOT JUST ACADEMICALLY, BUT HOW IT BROUGHT THEM OUT OF THEIR SHELL, MADE THEM MORE CONFIDENT. SO THANK YOU FOR THAT. TRUSTEE SIERRA. I'M CURIOUS,

[00:30:02]

BY CAMPUS. SO 100 STUDENTS, SO 300 STUDENTS IN AVID ACROSS ALL MEMBERS. TRUSTEES, ANY OTHER QUESTIONS? TRUSTEE SCHMINKEL? THANK YOU. THIS PROGRAM SOUNDS FANTASTIC AND THANKS FOR BRINGING IT TO US.

THE FUNDING AMOUNT SAYS 62,000 THREE CAMPUSES. IS THAT PER CAMPUS OR IS THAT TOTAL FOR ALL THREE CAMPUSES? TOTAL FOR ALL THREE CAMPUSES.

AWESOME. AND THEN, GENERALLY SPEAKING, JUST THAT MONEY GOES TO THE TRAINING FOR OUR TEACHERS AND WHATNOT? IT GOES TO THE TRAINING FOR OUR TEACHERS, OUR DISTRICT AVID DIRECTOR. IT ALSO GIVES US ACCESS TO ALL OF THE CURRICULUM, THE PLATFORM, EVERYTHING. SO NOT JUST THE TRAINING, BUT ALSO ALL OF THE SUPPORT.

SO WE ALSO HAVE TECHNICAL SUPPORT THAT'S ALSO INCLUDED IN THAT FROM ABBOTT THEMSELVES.

FANTASTIC. THANK YOU VERY MUCH FOR THAT. TRUSTEE LEDESMA WOODY. SO I HAVE A COUPLE OF QUESTIONS. SO HOW IS THIS PARTICULAR PROGRAM DIFFERENT THAN THE OTHER PROGRAMS THAT WE HAVE, LIKE BREAKTHROUGH, YOU KNOW, SOME OF THESE OTHER PROGRAMS THAT FOLLOW OUR KIDS ALL THE WAY THROUGH COLLEGE? THAT'S ONE QUESTION. AND THEN THE SECOND QUESTION IS, WHAT EXACTLY ARE WE PAYING FOR IN THIS? BECAUSE I FEEL LIKE OUR STAFF IS STILL GOING TO BE THE ONES DOING ALL OF THE WORK. SO WHAT EXACTLY ARE WE PAYING FOR HERE? ABSOLUTELY. SO WE'RE PAYING FOR THE TRAINING, WE'RE PAYING FOR THE CURRICULUM, AND WE'RE PAYING FOR THE SUPPORT THAT'S GOING TO HELP OUR STAFF ALONG THE WAY. SO NOT JUST THE CLASSROOM TEACHERS, BUT ALSO THE CURRICULUM, THE RESOURCES. SOME OF THE FIELD TRIPS THAT THE STUDENTS WILL GO ON. SO THAT'S WHAT AVID IS DESIGNED TO DO. SO IT'S TO OPEN UP THE OPPORTUNITY FOR OUR STUDENTS. SO TO GO BACK TO THE QUESTION ABOUT HOW DOES THIS DIFFER FROM BREAKTHROUGH, FROM GEAR UP AND ALL OF THOSE, THOSE PARTICULAR, BASICALLY, THEY'LL WORK IN PARALLEL TO THE AVID PROGRAM. SO WE WOULDN'T BE DOING AWAY WITH THOSE PARTICULAR PROGRAMS, BUT THEY ALSO DON'T OFFER THEIR ELECTIVE THROUGH. BREAKTHROUGH THROUGH GEAR UP. AND THEY'RE ALSO HAVE A LIMITED NUMBER OF STUDENTS THAT THEY CAN FOLLOW AND COHORT THROUGHOUT THEIR TIME, FROM SIXTH GRADE THROUGH THEIR GRADUATION YEAR.

AND THEY DO ALSO FOLLOW THE KIDS INTO COLLEGE. BUT IT DOESN'T NECESSARILY OFFER THE STUDY SKILLS THAT THE ELECTIVE DURING THE ACTUAL SCHOOL DAY, WITHOUT PULLING THE KIDS OUT OF THEIR TIER. ONE INSTRUCTION TO BE ABLE TO ACCESS THOSE PARTICULAR. SO WHAT WE SEE A LOT OF THE TIMES IS STUDENTS MAY BE PULLED OUT OF THEIR ACTUAL CORE CLASSES OR OUT OF THEIR ELECTIVE CLASSES.

TO BE ABLE TO PARTICIPATE IN THE GEAR UP OR BREAKTHROUGH PROGRAMS. WHEREAS AVID IS BUILT WITHIN THE SCHOOL DAY, IN ADDITION TO THAT, IT'S A SCHOOLWIDE MODEL. SO IT'S NOT NECESSARILY JUST THIS PARTICULAR ELECTIVE WHERE THE STUDENTS, IT'S EMBEDDED IN THE WAY CAMPUSES WORK. SO THE ORGANIZATIONAL TOOLS ARE CAMPUS WIDE. SO NOT JUST AN AVID ELECTIVE. WE WORK WITH ALL OF THE TEACHERS TO HELP OUR STUDENTS ORGANIZE THEIR BINDERS OR THEIR RESOURCES IN THE SAME WAY. IT ALSO WORKS WITH OUR TEACHERS CAMPUS WIDE ON HOW STUDENTS TAKE NOTES. SO THAT WAY, THERE'S A SYSTEMATIC WAY YOU'RE NOT HEARING ONE THING FROM YOUR READING TEACHER. AND A DIFFERENT WAY TO TAKE NOTES FROM YOUR SCIENCE TEACHER, AND A DIFFERENT WAY TO TAKE NOTES FROM YOUR MATH TEACHER. IT HELPS US KIND OF STANDARDIZE THAT TO BE ABLE TO HELP SUPPORT OUR STUDENTS IN HEARING VERY CONSISTENT MESSAGING AND THE WAY THAT THEY ORGANIZE THEMSELVES. AND ALSO THE WAY THAT THEY STUDY THE MATERIAL THAT'S BEING GIVEN TO THEM, THE CONTENT. BUT IT'S AN ELECTIVE THAT WE PROVIDE AS A DISTRICT. CORRECT. IT'S AN ELECTIVE, BUT IT'S ALSO A SCHOOL WIDE FRAMEWORK AND MODEL. SO IT'S NOT JUST THE TEACHER THAT IS THE COORDINATOR THAT IS ACTUALLY OPTING IN, AND ACTUALLY THE TEACHERS THAT HAVE ACTUALLY RAISED THEIR HANDS AND SAID THAT THEY WANTED TO DO THIS. UNBEKNOWNST TO US ARE ACTUALLY TEACHERS THAT WERE ACTUALLY STUDENTS IN ABBOTT THEMSELVES. AND WHAT THEY SHARE WITH US IS THAT, YOU KNOW, THEY WOULDN'T HAVE MADE IT IN SOME CASES THAT THEY HAVEN'T HAD AT IT. SO IT'S NOT NECESSARILY JUST THE ABBOTT ELECTIVE, IT'S ALSO ALL OF THE TEACHERS ON THE CAMPUS RECEIVING THIS TRAINING, AND THAT'S ALL INCLUDED IN THE COST OF IT. IT ISN'T JUST ON THE ABBOTT ELECTIVE TEACHER, IT'S ALL OF OUR TEACHERS RECEIVING TRAINING.

AND WHAT WE SEE IS THAT OUR STUDENTS ARE STRUGGLING WITH SOME OF THESE EXECUTIVE FUNCTIONING SKILLS AND BEING ABLE TO DEVELOP THE STUDY SKILLS AND THE HABITS.

TO BE ABLE TO HELP THEM ACCESS THE RANGE OF ALL OF THE POSSIBILITIES THAT ARE AVAILABLE TO THEM AT OUR HIGH SCHOOL AND BEYOND.

AND DR. BAILEY, I JUST WANT TO CHIME IN. IT CREATES, IT BECOMES PART OF THE CULTURE AND PUTTING IN PLACE THESE SYSTEMS THAT SUPPORT THE TIER 1 INSTRUCTION.

THAT'S HAPPENING. AND SO THE ENTIRE CAMPUS GETS THE TRAINING WHERE BREAKTHROUGH WORKS

[00:35:01]

TRUSTEES ANY OTHER QUESTIONS? TRUSTEE? UH, RIGHT, HAYWOOD? UM, I HAVE A COUPLE OF QUESTIONS FOR CLARITY, YOU SAID WE'D BE STARTING THIS FROM OUR SIXTH GRADERS. WOULD THIS BE STARTING THE UPCOMING SCHOOL YEAR? IN THE FALL. AND SO, FROM MY UNDERSTANDING, OUR STUDENTS, THEIR CHOICE SHEETS HAVE ALREADY BEEN, LIKE, TURNED IN OR ENCOURAGED TO BE TURNED IN. HOW IS THAT GOING TO LOOK, WITH OUR KIDS ALREADY BEING GUNG HO ABOUT THEY PICK THEATER AND BE ATHLETIC? SO THAT'S WHERE THE INFORMATIONAL MEETINGS ARE GOING TO COME INTO PLAY, AND THE INFORMATIONAL MEETINGS FOR PARENTS, ALSO GOING AND TALKING TO THE STUDENTS ABOUT IF THEY WANT TO MAKE SOME OF THESE CHANGES. IT WAS ALSO ON THE SIXTH GRADE CHOICE SHEET BECAUSE WE HAD ANTICIPATED THAT IF IT WERE APPROVED, IT SHOULD HAVE BEEN FOR YOUR FIFTH GRADE, FOR YOUR FIFTH TO SIXTH GRADE. IT SHOULD HAVE BEEN ON THAT CHOICE SHEET. I DIDN'T SEE THAT. I'M PRETTY SURE IT WAS ON THE CHOICE SHEET. IT SHOULD HAVE BEEN ON THAT CHOICE SHEET FOR STUDENTS. EVEN THOUGH WE DIDN'T HAVE ALL THE INFORMATION OUT, WE DIDN'T WANT STUDENTS TO MISS THAT OPPORTUNITY. BUT THAT'S WHERE THOSE INFORMATIONAL MEETINGS ARE GOING TO COME INTO PLAY. AND ALSO ALL OF OUR MIDDLE SCHOOL PRINCIPALS, ESPECIALLY MR. WONG OVER AT OJEDA, IS GOING TO GO ABOUT GETTING IN THERE AND TALKING TO ALL THE FIFTH GRADERS ABOUT CHOOSING THIS. SO WE'RE EXCITED ABOUT IT. OKAY. AND THEN ALSO WITH THE TEACHERS THAT ARE GOING TO BE, SO WITH THIS BEING AN ELECTIVE, THIS IS A CLASSROOM. EVERYBODY YOU SAID IS TRAINED, ALL TEACHERS WOULD BE TRAINED.

SO THEY'D BE IMPLEMENTING IT IN THEIR DAY TO DAY. CLASSROOM OR THE MATH, ENGLISH, SCIENCE, WHATEVER.

BUT AS A CREDIT COURSE, IT WILL BE A CLASSROOM SETTING FOR A SIXTH GRADER, MAYBE THEIR SECOND PERIOD, RIGHT? THEY WOULD GO TO THIS CLASS. CORRECT. AND THEN HOW DOES THAT DEPICT, LIKE, WHAT TEACHER IS THIS? IS THIS LIKE ONE OF OUR MATH INTERVENTIONISTS, THAT KIND OF TAKE ON THIS ROLE? IS IT LIKE A COACH OR WHO, LIKE, TAKES ON THAT ROLE? IT DEPENDS.

SO AT EVERY CAMPUS, IT COULD BE AN ENGLISH TEACHER THAT WANTS TO DO THIS. IT COULD BE AN INTERVENTION TEACHER.

THAT WANTS TO, IT COULD BE A SPECIAL EDUCATION TEACHER THAT ALSO WANTS TO TAKE THIS ON. SO WHAT THE CAMPUS PRINCIPALS DID IS THEY SHARED THIS INFORMATION WITH THEM, AND THEY SOLICITED FEEDBACK FOR WHO WOULD BE INTERESTED IN TEACHING THIS AS AN ELECTIVE COURSE, ALSO LOOKING AT WHO HAD EXPERIENCE, BECAUSE SOME OF OUR MIDDLE SCHOOL TEACHERS ALSO HAVE EXPERIENCE THAT THEY'VE BEEN IN OTHER PLACES WITH AVID AND AVID STRATEGIES.

SO IT IS A TEACHER. SO IT COULD BE A TEACHER THAT'S TEACHING.

IT COULD BE A COACH THAT'S COACHING? BUT THEY COULD ALSO HAVE ABBOTT AS AN ELECTIVE, TOO, FOR MULTIPLE PERIODS DURING THE DAY AS WELL.

BUT WILL THIS BE LIKE THEIR PRIMARY CLASS? LIKE YOUR ENGLISH TEACHER DOES ENGLISH ALL DAY FOR A SECOND, RIGHT? SO WE'RE NOT PULLING THE CORE TEACHERS OUT TO DO THAT.

SO THIS WOULD BE JUST THIS WILL BE THERE, THIS IS THEIR COURSE, OKAY? AND THEN ALSO,

[00:40:02]

THREE, OKAY. AND SO WHEN WE HAVE KIDS THAT ARE INVOLVED IN BAND AND DANCE AND THEATER, THEY CAN STILL BE INVOLVED IN... THEY COULD STILL BE INVOLVED IN OTHER THINGS, CORRECT. OUTSIDE OF IT BEING A CREDIT COURSE.

SO IF THEY WANTED TO DO SPORTS, THEY COULD STILL DO SPORTS AFTER SCHOOL OR WHATEVER.

OKAY. AND THEY'RE REQUIRED TO HAVE AN ATHLETIC PERIOD OR A PE PERIOD IN MIDDLE SCHOOL, ANYWAY. AND THEY'RE REQUIRED TO HAVE A FINE ARTS IN SOME WAY.

BUT IS THAT LIKE, ONCE THEY GO, I'M SAYING LIKE, ONCE THEY GO INTO, LIKE FOOTBALL, BECAUSE YOU SAID THEY'RE ENCOURAGED TO GO FROM 6TH, 7TH, 8TH.

SOMETHING LIKE, AS THEY GO INTO SEVENTH GRADE AND THEY'RE STILL GONNA DO THERE, ABSOLUTELY YES. SO THEY'RE STILL GONNA HAVE THE OPPORTUNITY TO PARTICIPATE IN SPORTS AND IN FINE ARTS, OKAY? TRUSTEES, ANY OTHER QUESTIONS? VICE PRESIDENT SUSAN METALS, THANK YOU. DR.

BAILEY. I HAVE SEEN THE SUCCESS THAT THIS PROGRAM HAS BROUGHT TO OTHER SCHOOL DISTRICTS AND I'M REALLY EXCITED ABOUT THE OPPORTUNITY. ALI.

AND WITH IT DIRECTLY IMPACTING OUR STUDENT OUTCOME GOALS THREE AND FOUR. THIS TYPE OF PROGRAM IS GOING TO ALLOW US TO REACH THOSE TARGET MEASURES THAT WE SET OUT FOR OURSELVES YEARLY.

TO EVENTUALLY BE SUCCESSFUL IN THAT FIVE-YEAR MARK THAT WE SET OUT. SO THANK YOU FOR BRINGING THIS OPPORTUNITY TO US TONIGHT. YOU'RE WELCOME, TRUSTEES. ANY OTHER QUESTIONS, TRUSTEE SIERRA? I WOULD REITERATE, I MEAN, THIS SEEMS LIKE AN INVESTMENT IN THE CAPACITY OF FOLKS AT ALL LEVELS OF THE DISTRICT, WHICH I THINK IS REALLY EXCITING BECAUSE WE HAVE VERY TALENTED EDUCATORS.

AND I THINK THE MORE WE CAN DO TO INVEST IN THE FOLKS WHO ARE HERE, THE BETTER. I THINK ONE THING I'M THINKING ABOUT IS THE OPPORTUNITY, KNOWLEDGE AND WHAT KIND OF SUPPORT WE'LL GET FROM AVID TO HELP IDENTIFY THE OPPORTUNITY THAT IS PRESENT. I THINK A LOT OF OUR STUDENTS DON'T ACCESS.

THE WEALTH OPPORTUNITIES THAT ARE IN THE AUSTIN AREA AND THE COMPANIES THAT ARE AROUND US. I'M CURIOUS, WHAT DO YOU THINK ARE GOING TO BE THE BIGGEST CHALLENGES IN IMPLEMENTING THIS? OR WHAT HAVE YOU HEARD FROM OTHER DISTRICTS? I THINK IT'S THE TRAINING COMPONENT OF IT, RIGHT? THE TRAINING COMPONENT, THE NEWNESS OF ANYTHING.

YOU'RE ALWAYS GOING TO HAVE A YEAR OF TRYING TO FIGURE IT OUT, RIGHT? AND MAKING SURE THAT EVERYBODY IS IMPLEMENTING IT IN THE SAME WAY. I THINK FIDELITY TO THE MODEL IS REALLY IMPORTANT.

ONE, WHAT I HAVE HEARD FROM OTHER DISTRICTS IS IT'S THAT FIDELITY PIECE, RIGHT? A LOT OF THE TIMES WHEN YOU IMPLEMENT A MODEL LIKE AVID, PEOPLE PICK UP DIFFERENT COMPONENTS.

LIKE PEOPLE WILL SAY, WELL, WE'RE REALLY JUST INTO THE WICR STRATEGY, RIGHT? OR WE REALLY JUST WANT TO OFFER THE ELECTIVE. BUT IN ORDER FOR IT TO TRULY BENEFIT THE WAY IT NEEDS TO, TO REALLY PENETRATE EVERY ASPECT OF THE SYSTEM. IN ORDER TO SEE THE OUTCOMES THAT WE WANT TO SEE WITH IT, WE REALLY NEED TO STICK WITH THE FIDELITY OF THE MODEL. AND THAT DOESN'T MEAN EVERYTHING RIGHT AWAY, BECAUSE WE'RE GOING TO BUILD THAT OVER TIME, BUT WE REALLY DO NEED TO STICK WITH THE FIDELITY OF THE MODEL AND MAKING SURE THAT WE'RE OFFERING THE AVID ELECTIVE, BUT THAT WE'RE ALSO THINKING ABOUT THAT SUPPLY COMPONENT. I DO WANT TO GO BACK TO, BECAUSE I THINK THAT YOU RAISE A REALLY GOOD POINT, AND I THINK THAT ALSO TRUSTEE LEDESMA WOODY RAISES A GOOD POINT, BECAUSE WE DO HAVE A LOT OF RESOURCES THAT ARE AVAILABLE IN THIS AREA. IF WE THINK ABOUT AUSTIN 2030. AND THE WORK THAT WE'RE GOING TO GET TO BE ABLE TO DO WITH THEM. WE THINK ABOUT THE WORK THAT'S HAPPENING WITH GEAR UP AND BREAKTHROUGH. AND WHAT AUSTIN 2030 IS REALLY THINKING ABOUT IS THIS PARTICULAR COMPONENT, THAT WHOLE OPPORTUNITY KNOWLEDGE PIECE. SO NOT JUST PROVIDING STUDENTS WITH THE FINANCIAL RESOURCES FOR THEM TO BE ABLE TO GO TO COLLEGE, BUT IT'S HOW DO WE BRING AND BRIDGE ALL OF THESE DIFFERENT RESOURCES THAT ARE AVAILABLE IN THE AUSTIN AREA UNDER ONE UMBRELLA? SO THAT WE CAN START TO BUILD THAT OPPORTUNITY.

TRUSTEE, LEDESMA WOODY. SO, JUST TO CLARIFY, WE ARE NOT MANDATING THAT OUR STUDENTS TAKE THIS COURSE. THIS IS AN ELECTIVE COURSE THAT THEY CAN.

SO WHAT? PERCENTAGE OF OUR STUDENTS ARE WE EXPECTING TO OR DO? WHAT PERCENTAGE OF OUR STUDENTS ARE WE EXPECTING TO TAKE THIS? AND DO WE HAVE A CERTAIN? POPULATION THAT WE'RE LOOKING TO REALLY PUSH THIS ON. OR THIS IS JUST A AN ELECTIVE, AND IF YOU WANT TO TAKE IT, THIS IS WHAT IT PROVIDES. SO WE WANT IT, SO WE WANT TO DO BOTH. SO AGAIN, ABOUT AT LEAST 100 STUDENTS PER CAMPUS IS WHAT I THINK WOULD BE IDEAL ACROSS THE THREE MIDDLE SCHOOL CAMPUSES TO START OUT WITH. WOULD BE A PRETTY GREAT GOAL, WITH ABOUT BETWEEN 40 AND 100. SO WE AT LEAST WANT TO BE ABLE TO OFFER TWO ELECTIVE COURSES ACROSS ALL OF OUR MIDDLE SCHOOL CAMPUSES.

SO, A MINIMUM OF 40. MAXIMUM

[00:45:01]

BUT THEN ALSO. LIKE I SHARED, YOU KNOW, AS A PARENT OF A STUDENT, FOR PARENTS WHO KNOW THAT THEY'RE, OR TEACHERS THAT KNOW THAT, YOU KNOW, THIS STUDENT IS NOT LIVING UP TO THEIR POTENTIAL. AND I THINK THAT AVID CAN REALLY HELP THEM BUILD THE ORGANIZATION AND THE STUDY SKILLS THAT CAN HELP ACCELERATE THEIR OPPORTUNITIES IN THE FUTURE. SO, REALLY, SO IT'S KIND OF TWOFOLD. SO, YES, FIRST-GENERATION COLLEGE STUDENTS, BUT REALLY, ANY STUDENT IN OUR DISTRICT CAN ACCESS AVID. THANK YOU FOR THAT.

ANY OTHER QUESTIONS? OKAY,

[IV.C. 2026-2027 TEKS Certification]

NEXT ON OUR AGENDA IS THE 2026-2027 TEAC CERTIFICATION AND DR. BAILEY. GETTING MYSELF ORGANIZED HERE. ALL RIGHTY, SO IF YOU ALL CAN REMEMBER, I PRESENTED THIS TO YOU ALL LAST YEAR DURING THIS FALL ANNUAL. WE'RE BRINGING FORTH OUR INSTRUCTIONAL MATERIALS AND TEAC CERTIFICATION FOR BOARD RATIFICATION. THIS IS A STATUTORY REQUIREMENT AND A REFLECTION OF OUR INSTRUCTIONAL PRIORITIES AS A DISTRICT. AND SO, AT ITS CORE, THIS CERTIFICATION ENSURES THAT EVERY STUDENT HAS ACCESS TO MATERIALS THAT ARE 100% ALIGNED TO OUR TEACS, OUR STANDARDS.

SO, MORE IMPORTANTLY, THIS IS ABOUT ENSURING THAT WE HAVE THE RIGHT RESOURCES IN PLACES TO ACCELERATE OUR OUTCOMES.

AND SO, AS YOU CAN SEE, THIS PARTICULAR AGENDA ITEM IS TIED TO ALL OF OUR BOARD GOALS, AND AGAIN, THAT'S NOT SHARED. THIS IS AN ANNUAL REQUIREMENT TO CERTIFY THAT ALL STUDENTS HAVE ACCESS TO A HUNDRED PERCENT OF MATERIALS ALIKE. STANDARD.

AND AS A DISTRICT, WE ARE ENSURING THAT WE HAVE CURRICULUM THAT IS ALIGNED TO THIS ACROSS ALL GRADE LEVELS, IN ALL SUBJECT AREAS. THAT WE HAVE INSTRUCTIONAL MATERIALS, BOTH CORE AND SUPPLEMENTAL MATERIALS THAT ARE AVAILABLE TO ALL OF OUR STUDENTS, AND THAT WE HAVE CONSISTENT ACCESS ACROSS ALL OF OUR CAMPUSES.

AND THAT'S IT. AND SO APPROVAL OF THIS ALLOWS US TO BE ABLE TO UTILIZE THE FUNDS THAT WE RECEIVE FROM THE STATE.

TO BE ABLE TO PURCHASE THE RESOURCES AND MATERIALS TO MAKE SURE THAT ALL OF OUR CAMPUSES HAVE ACCESS.

BOARD MEMBERS, ANY QUESTIONS? TRUSTEE LEDESMA WOODY. SO WE HAVE A BUDGET COMING UP VERY SOON. ARE ALL OF THESE ITEMS GOING TO BE IN OUR BUDGET? AND WE'LL HAVE ANOTHER LIST OF ALL OF THESE PROGRAMS, OVER $50,000 CONTRACTS TYPE OF THINGS? OKAY. THIS IS NOT GENERAL FUNDS. OKAY. OKAY.

THANK YOU. TRUSTEE SIERRA? THIS IS MY FIRST YEAR SEEING IT, SO HOPEFULLY I ONLY HAVE TO ASK. QUESTION ONCE WHAT DOES THE REVIEW LOOK LIKE? LIKE, WHAT DO WE DO IN ORDER TO DO THIS CERTIFICATION AND SORT OF ASSESS ACCESS ACROSS ALL CAMPUS? SO WHEN WE LOOK AT, WE LOOK, OF COURSE, WE LOOK ACROSS OUR COURSE MASTER, SO WE LOOK ACROSS ALL SUBJECTS PRE-K 12, WE LOOK ACROSS ALL OF OUR STANDARDS. WE ALSO LOOK AT WHAT THE STATE HAS PUT OUT AS A RESOURCES THAT HAVE BEEN VETTED ACROSS ALL OF OUR CAMPUSES. WE ALSO BRING IN TEACHERS, WE BRING IN OUR TEACHING AND LEARNING TEAM, WE'RE BRINGING IN CAMPUS LEADERS TO LOOK AT.

HERE'S WHAT THE STANDARDS SAY WE SHOULD BE TEACHING. HERE ARE THE RESOURCES THAT ARE AVAILABLE TO US TO ADOPT.

WHAT'S GOING TO BE THE BEST RESOURCES THAT ARE GOING TO HELP US HIT OUR GOALS? SO IT'S A VARIETY OF PROCESSES.

SO THERE'S AN ENGAGEMENT PROCESS, BUT THEN WE ALSO LOOK AT THE LISTS THAT ALSO HAVE BEEN VETTED ACROSS BY TEA.

TRUSTEE LEDESMA WOODY? OKAY.

[00:50:01]

STRICTLY TPA. PERFECT. THANK YOU FOR THAT CLARIFICATION.

TRUSTEES, ANY OTHER QUESTIONS? OKAY, THANK YOU DR. BAILEY.

OKAY, HOLD ON. IS THERE.

WHAT'S THE ACTUAL COST FOR THIS? BECAUSE THERE'S NO COST, IS THERE A COST? OR WE'RE JUST APPROVING? OKAY, OKAY, YEAH, OKAY. SO I THINK THAT'S WHERE I WAS TRYING TO GET AT, LIKE, WHAT ARE WE? SO THIS IS NOT AN ALL ENCOMPASSED, JUST BECAUSE WE APPROVE THIS, IT DOESN'T MEAN WE APPROVE EVERYTHING. WE STILL HAVE TO COME. OKAY, PERFECT. THANK YOU. THANK YOU

[IV. D. SB 546 Required Reporting on School Bus Seat Belt Costs]

THE BOARD THEN NEEDS TO DETERMINE IF IT'S FINANCIALLY FEASIBLE TO EQUIP OR PURCHASE BUSES WITH THREE-POINT SEATBELTS.

THEN WE ARE TO PROVIDE A COST ESTIMATE TO RETROFIT OR PURCHASE THOSE BUSES. STEP THREE WOULD BE TO PRESENT THE FINDINGS TO THE BOARD IN A PUBLIC MEETING, AND THEN WE WERE REQUIRED TO SUPPORT THE INFORMATION TO TEA. SO, FIRST OF ALL, THE BOARD HAS TO DECIDE WHETHER PURCHASING THESE BUSES IS A FEASIBILITY, AND REPORTING CAN BE COMPLETED OF THIS STEP. WHEN WE GET TO THAT STAGE IN SENTINEL.

SO, FIRST OF ALL, WE'RE JUST GIVING YOU THE INFORMATION, AND THEN WE WOULD MAKE A RECOMMENDATION AT THE END.

TO RETROFIT THE COST ESTIMATE OF DISTRICT OWNED BUSES. WE WOULD NEED AN ITEMIZED ESTIMATE, WHICH HAS BEEN PROVIDED, TO RETROFIT BUSES THAT REQUIRE INSTALLATION OF THREE-POINT SEATBELTS. SO IN DEL VALLE ISD, WE HAVE 24 BUSES THAT ARE EN ROUTE. THAT WOULD NEED TO BE RETROFITTED WITH THREE-POINT SEATBELTS AT THE COST OF $427,797. THE COST TO PURCHASE 24 BUSES WOULD BE $4.12 MILLION. SO, IN A PUBLIC MEETING, WE ARE PRESENTING THAT THE NUMBER OF BUSES OPERATED BY THE DISTRICT THAT ARE NOT EQUIPPED WITH ANY SEATBELTS AT ALL, WE HAVE FOUR. SO WE HAVE FOUR BUSES CURRENTLY ON ROUTES THAT ARE NOT EQUIPPED WITH SEATBELTS. THOSE ARE PRIMARILY SUBSTITUTE BUSES. SO IF ONE BREAKS DOWN, WE PUT ONE OF THOSE FOUR INTO ACTION. SO THOSE ARE NOT USED ON A DAILY BASIS, BUT THEY ARE AVAILABLE IF A BUS BREAKS DOWN.

WE DO HAVE 20 BUSES THAT ARE EQUIPPED WITH TWO-POINT SEATBELTS.

THOSE ARE ON REGULAR ROUTES.

SO WE HAVE 20 BUSES THAT ONLY HAVE THE TWO-POINT SEATBELTS.

AND 64, THE REMAINDER OF OUR BUSES THAT ARE IN SERVICE, ARE EQUIPPED WITH THREE-POINT SEATBELTS.

AND AGAIN, THE ESTIMATE TO RETROFIT 24 BUSES WITH THREE-POINT SEATBELTS IS $427,000, ROUGHLY $428,000.

AND THE COST OF PURCHASE 24 NEW BUSES. WOULD BE $4.12 MILLION.

HERE'S A VISUAL OF WHAT THOSE SEATBELTS ARE LIKE. THE TYPICAL TWO-POINT SEATBELTS GO ACROSS THE LAP, BUCKLE IN THE FRONT. THE THREE-POINT SEATBELT THAT IS NOW MANDATED BY THE STATE INCLUDES THE SHOULDER STRAP. AGAIN, THIS IS AN UNFUNDED MANDATE BY THE STATE. THERE ARE NO PUNITIVE REPERCUSSIONS FOR NOT HAVING THEM. THE PURPOSE OF THIS IS THE TEA WANTS TO GET

[00:55:02]

AT OUR NEXT MEETING, WE WILL MAKE A RECOMMENDATION TO ACKNOWLEDGE THE FEASIBILITY OF WHETHER OR NOT WE CAN RETROFIT OR PURCHASE BUSES AT THIS TIME. ANY QUESTIONS? I DO HAVE A QUESTION. SO, MR. WILLOUGHBY, IT'S AN UNFUNDED MANDATE. BY WHEN, WE STILL, REGARDLESS, WE STILL HAVE TO DO IT, WHETHER WE GET THE GRANT OR NOT, RIGHT? AND BY WHEN IS THE DEADLINE? SO THEY HAVEN'T DESIGNATED CLEARLY. TECHNICALLY, IT'S IN EFFECT FOR THE 27-28 SCHOOL YEAR.

THEY WANT TO GATHER THIS INFORMATION TO MAKE THE GRANT POSSIBLE FOR DISTRICTS TO. TO USE. SO IF WE DON'T HAVE A GRANT, REGARDLESS, WE STILL HAVE TO TO DO THIS. IT HAS BEEN MANDATED. YES, YES, MA'AM ALL RIGHT. THANK YOU.

UH, TRUSTEE LEDESMA WOODY, JUST A COMMENT. SO WE HAD THIS SIMILAR MANDATE BEFORE WHEN THEY TOLD US TO PUT SEATBELTS ON OUR BUSES, AND I THINK WHAT WE DID WAS WE DID IT IN CYCLES. WE DID, LIKE SO MANY BUSES ONE YEAR, AND THEN IT WENT OFF. BECAUSE AGAIN, IT WAS AN UNFUNDED MANDATE, AND THEY DIDN'T GIVE US AN ACTUAL DEADLINE. I KNOW YOU'RE GONNA GIVE US THE FEASIBILITY, SOMETHING NEXT TIME. IS THAT GOING TO BE INCLUDED, OR DO WE JUST IT'S EITHER THIS OR THIS? WELL, THIS PRESENTATION IS JUST SHOWING THE OPTIONS TO RETROFIT, TO BE IN COMPLIANCE, BUT I HAVE NOT CREATED A TIMELINE FOR A PHASED IMPLEMENTATION.

THE REASON BEING IS, I WOULD BE CURIOUS TO SEE WHAT GRANT OPPORTUNITIES WOULD BECOME AVAILABLE BEFORE WE SPEND THOSE MONIES IN ADVANCE, BECAUSE WE MAY NOT BE REIMBURSED. SO IT COULD BE.

WE WAIT FOR THE GRANT, THE GRANT COVERS THE COST, AND THERE'S NO PENALTY TO US AS FAR AS OUR M&O BUDGET IS CONCERNED. OKAY, AND THEN MY NEXT QUESTION IS. I KNOW THAT WE HAD BOND FUNDS FOR NEW BUSES, GET SOME NEW BUSES PREVIOUSLY, ANY NEW BUSES THAT WE GET IN THE FUTURE. WILL THEY BE THREE? OKAY, PERFECT. THANK YOU, TRUSTEES. ANY OTHER QUESTIONS? VICE PRESIDENT'S IS METALS? HOW DOES THIS LOOK FOR OUR AD? A BUSES IT DOES, THEY WOULD BE INCLUDED, ALL IT WOULD BE INCLUDED.

OKAY. THANK YOU TRUSTEE FRANCO. THANK YOU FOR THE INFORMATION. SO CAN YOU CLARIFY A LITTLE BIT? YOU'RE GIVING US THIS FOR INFORMATION PURPOSES ONLY, BUT THERE MIGHT BE A GRANT. SO WHAT IS IT EXACTLY THAT WE HAVE TO DO? ACKNOWLEDGE THE FEASIBILITY OF BEING ABLE TO AFFORD RETROFITTING OR PURCHASING BUSES WITH THREE-POINT SEATBELTS.

THE STATE IS ASKING THAT YOU ACKNOWLEDGE WHETHER WE CAN AFFORD IT OR NOT. WE REPORT THAT TO THE STATE. AND THEN THE STATE WILL DETERMINE OR CREATE A GRANT OPPORTUNITY FOR ELIGIBLE DISTRICTS TO APPLY. SO THE STATE JUST WANTS TO KNOW IF WE CAN AFFORD THIS OR NOT, IF WE HAVE THE MONEY TO PUT IN. THREE-POINT SEATBELT.

CORRECT. THAT'S ALL THEY'RE ASKING. OKAY, FANTASTIC. MY OTHER QUESTION IS, OF THESE 24 BUSES, DO WE KNOW ROUGHLY KIND OF WHERE THEY'RE AT ON THAT AMORTIZATION SCHEDULE? LIKE, IN OTHER WORDS, IS BUS NUMBER 24 A YEAR 2000 BUS? AND WE'RE GOING TO GET RID OF IT ANYWAYS AND HAVE TO BUY A NEW ONE? WHAT DOES THAT LOOK LIKE? THAT'D BE REALLY INTERESTING TO KNOW, TO SEE EXACTLY WHERE WE'RE AT.

FROM A FROM A RECITE. WE REALLY HAVING TO BUY NEW SCHOOL BUSES ANYWAYS. PERSPECTIVE ABSOLUTELY, LIKE IF THAT BUS WERE AT THE END OF LIFE CYCLE.

YEAH, EXACTLY, RETROFIT. LET'S JUST GET THE NEW ONE. THAT'S A GREAT QUESTION. I CAN CERTAINLY GET THAT INFORMATION FOR YOU.

FANTASTIC TRUSTEE, RIGHT? TRUSTEE HAYWOOD. OKAY, SO YOU SAID THIS IS ACKNOWLEDGEMENT THAT WE CAN OR CANNOT AFFORD THIS AS A DISTRICT, CORRECT? SO YOUR RECOMMENDATION IS THAT WE CAN OR CANNOT WHAT IT CAN WE HEAR, KIM? THE RECOMMENDATION? THE RECOMMENDATION WILL BE EXPORT TO ACKNOWLEDGE WHETHER WE CAN OR CANNOT AFFORD. THAT'S ALL THE STATE IS ASKING FOR. THEY JUST WANT TO STAY WITH. WE WILL RECOMMEND THAT WE CANNOT AFFORD TO RETROFIT OR BUSES WITH THE THREE-POINT SEATBELTS DUE TO BUDGET CONSTRAINTS, OBVIOUSLY, AND MANY OF YOU HAVE HEARD OF WHERE WE ARE. SO WE'LL ACKNOWLEDGE THAT AND WE'LL SUBMIT THAT INFORMATION. MANY OTHER DISTRICTS ARE DOING THE SAME THING. THEY'RE ACKNOWLEDGING THAT AT THIS TIME. THEY CANNOT AFFORD TO PUT IN THE 3 POINT SEAT BELTS. AND WE'LL WAIT TO SEE WHAT GRANT IS AVAILABLE THAT HOPEFULLY WE'LL BE ABLE TO GO FOR TO BE BY THAT UPDATE TO OUR BUSES. JUST USE ANY OTHER QUESTIONS. TRUSTEE SIERRA. I MEAN,

[01:00:05]

TO KNOW, LIKE, DO WE NEED ADDITIONAL, LIKE, DO WE HAVE THE NUMBER IN OUR FLEET THAT WE NEED? BECAUSE TO ME, I MEAN, I'M NERVOUS ABOUT HAVING BUSES WITH NO SEATBELTS. JUST FOR THE SAFETY PERSPECTIVE, NOT JUST FOR THE COMPLIANCE.

SURE. SO THINKING ABOUT, DO WE NEED THOSE FOUR BUSES IN THE SHORT TERM. THANK YOU.

ANY OTHER QUESTIONS? TRUSTEE BURTON HAS THE STATE CAME OUT AND TALKED ABOUT. HOW SAFER THE 3 POINT SEATBELT IS RATHER THAN THE 2 POINT? OR IS THIS JUST. A RECOMMENDATION THEY'VE PULLED OUT OF SOMEWHERE. I HAVE NOT SEEN ANY DATA TO SUPPORT THEIR RECOMMENDATION FOR 3 POINT SEATBELTS. UM, I HAVEN'T HEARD OF ANY, SO I DON'T HAVE THAT ANSWER FOR YOU, SIR. I WAS GONNA MAKE ONE LAST COMMENT, BUT I THINK THANK YOU AT OUR NEXT MEETING. I, I CAN VALUE. WHAT WHEN YOU SAY THAT YOU'RE GONNA RECOMMEND, BUT I THINK GIVEN OUR BUDGET SITUATION. I DON'T THINK IT'S A RECOMMENDATION OF ANY MEANS WE JUST CANNOT AFFORD, REGARDLESS, BUT THANK YOU FOR THE INFORMATION, NO MORE QUESTIONS. OKAY, THANK YOU. MR. WILLOUGHBY. THANK YOU.

[IV. E. Consideration of External Audit Services]

EDGAR GOOD EVENING, PRESIDENT GUADIAN, DR. GUTIERREZ, MEMBERS OF THE BOARD. THIS ITEM RELATES TO OUR ANNUAL AUDIT.

THE DISTRICT IS REQUIRED TO HAVE AN INDEPENDENT AUDIT OF ITS RECORDS, ITS FISCAL RECORDS ANNUALLY.

TO COMPLY WITH GENERALLY ACCEPTED ACCOUNTING PRINCIPLES, STATE LAW, AND TO ENSURE COMPLIANCE WITH BOND COVENANTS.

THROUGHOUT THE YEAR, THE DISTRICT DOES ENGAGE THE AUDIT FIRM WITH GENERAL TECHNICAL QUESTIONS IN AN ADVISORY CAPACITY.

WELL, THE BOARD NEEDS TO APPROVE AN ENGAGEMENT LETTER EACH YEAR SO THE AUDIT STAFF CAN BEGIN THEIR PRELIMINARY TESTING. THAT USUALLY HAPPENS BEGINNING IN MAY AND JUNE, THEN SEPTEMBER THROUGH NOVEMBER. WE GET INTO AUDIT SAMPLING AND TESTING, AND THEN THE FORMAL AUDIT RESULTS ARE PRESENTED TO THE BOARD AND DELIVERED IN IN AT A NOVEMBER MEETING. THE ESTIMATED AUDIT FEE THIS YEAR IS FIFTY ONE THOUSAND FIVE HUNDRED, AND IT DOES REPRESENT ABOUT A THOUSAND DOLLARS MORE THAN THE PRIOR YEAR. THE ENGAGEMENT LETTER HAS BEEN INCLUDED IN YOUR PACKET THIS EVENING FOR REVIEW, AND WE'LL BRING THIS BACK FOR APPROVAL AT THE NEXT BOARD MEETING. AND I'M HAPPY TO ANSWER ANY QUESTIONS. BOARD MEMBERS, DO WE HAVE ANY QUESTIONS? TRUSTEE LEDESMA WOODY? DID WE GO OUT FOR AN RFP FOR THIS PARTICULAR? NO, THIS IS THE FOURTH OF FOUR RENEWALS. OKAY, SO THE NEXT ONE, WE WOULD BE GOING

[IV. F. Budget Amendment for General Fund]

THIS ITEM RELATES TO A ROUTINE BUDGET AMENDMENT FOR YOUR APPROVAL. OUR FINANCE TEAM ANALYZES FINANCIALS AT THE CLOSE OF EVERY MONTH TO ENSURE OUR FISCAL PROJECTIONS ARE IN ALIGNMENT WITH THE ACTUALS. THIS PARTICULAR AMENDMENT REFLECTS A POSITIVE SHIFT IN OUR REVENUE. IT'S OFFSET BY A REALIGNMENT OF EXPENDITURES.

TO REFLECT UPDATED ACTIVITY BY FUNCTION TO ENSURE THAT NO FUNCTIONAL AREA GOES OVER BUDGET. AND THESE ARE VERY ROUTINE. WE'LL BRING UP IN A FINAL AMENDMENT. I'M HAPPY TO ANSWER ANY QUESTIONS, ANY QUESTIONS. OKAY, HEARING

[IV.G. Monthly Financial Report]

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

THANK YOU. SO WE WANTED TO BRING BACK SOME RECOMMENDATIONS THAT WE LOOKED AT LAST TIME AROUND TWO-WAY COMMUNICATIONS

[01:05:01]

BUT WE ALSO REALIZE THIS DOESN'T CONSTITUTE A SYSTEM.

AND I THINK, TRUSTEE LEDESMA HAYWOOD, I APOLOGIZE, YOU NAMED LAST TIME, LIKE, WHAT DOES A SYSTEM MEAN? AND I THINK WE HAD SOME CONVERSATION ABOUT THAT AND WANT TO HEAR FROM THE BOARD. WHAT DOES IT LOOK LIKE TO HAVE A SYSTEM FOR TWO-WAY COMMUNICATION. AND SO I WOULD LIKE TO WALK THROUGH THESE SMALL RECOMMENDATIONS FIRST AND THEN HAVE THAT BROADER CONVERSATION. HERE ON THE DAIS. THE RECOMMENDATIONS WE'RE MAKING ARE THREEFOLD. HERE ON THE LEFT, YOU CAN SEE THERE'S ONE THING WE'RE RECOMMENDING FOR LISTENING, AND THAT'S ASKING EVERY BOARD MEMBER TO ATTEND TWO COMMUNITY EVENTS OR SCHOOL EVENTS IN THE NEXT WEEKS BEFORE THE END OF THE SCHOOL YEAR. AND THAT COULD BE SOMETHING YOU'RE ALREADY ATTENDING. AND THE ASK IS THAT YOU JUST ENGAGE PEOPLE WITH INTENTIONAL CONVERSATIONS ABOUT WHAT'S GOING WELL, WHAT COULD BE GOING BETTER, WHAT QUESTIONS DO YOU HAVE.

AND SO THE IDEA HERE IS JUST TO TAKE SMALL STEPS TO START ASKING AND BRINGING SOME OF THAT, WHAT WE'RE HEARING, BACK TO THIS SPACE. AND IF WE START ALL OF US SHOWING UP AT TWO EVENTS, WE'RE ALREADY SHOWING UP AT THOSE EVENTS, BUT MAKING IT A POINT OF DOING INTENTIONAL LISTENING.

AS FAR AS SPEAKING, THE TWO RECOMMENDATIONS WE'RE BRINGING FORWARD ARE, FIRST, JUST TO HAVE SOMETHING TO SUPPORT US IN THOSE CONVERSATIONS, SO TO HAVE A POSTCARD THAT WOULD HAVE THE GUARDRAILS ON ONE SIDE AND THE GOALS ON THE OTHER. AND COULD HAVE A QR CODE FOR A SURVEY IF SOMEBODY HAS FEEDBACK. AND SO WHEN WE'RE TALKING TO PEOPLE, WE COULD SAY THIS IS WHAT WE'RE FOCUSED ON AND JUST HAVE THAT SORT OF WITH US. AND THE SECOND THING WE'RE RECOMMENDING IS WE'RE GETTING THESE GREAT PROGRESS REPORTS HERE ON OUR GOALS, BUT CAN WE DO SOMETHING TO SHARE THOSE IN A MORE CONDENSED VERSION WITH THE COMMUNITY? AND SO WE'RE RECOMMENDING THAT WE RECORD SHORT VIDEO RECAPS AFTER THE MEETINGS, AFTER WE GET THOSE UPDATES.

TO SHARE VIA SOCIAL MEDIA? IF I JUST WANT TO INTERJECT, BECAUSE I HAD A CONVERSATION WITH OUR COMMS TEAM, THAT WOULD BE A HUGE UNDERTAKING, DOING THOSE VIDEOS AFTER EVERY BOARD MEETING, JUST BECAUSE OF THE TIME THAT'S INVOLVED IN RECORDING AND EDITING THE VIDEO. IT WOULD BE A SIGNIFICANT HARDSHIP ON CHRIS AND HIS TEAM, AND RIGHT NOW THEY'RE SHORT, ONE PERSON. I THINK THEY'RE MAYBE OTHER WAYS WE COULD GO ABOUT IT. BUT I DO WANT TO JUST SHARE THAT. IT WOULD BE VERY, VERY DIFFICULT FOR THE TEAM TO TAKE THAT ON TWICE A MONTH. IN ADDITION TO ALL OF THE OTHER VIDEOS THAT THEY ARE PUTTING TOGETHER.

THAT'S FAIR. AND WHEN I DISCUSSED IT WITH THE TEAM, THEY HAD THREE MEMBERS, SO THAT MIGHT BE PART OF IT.

BECAUSE I DID DISCUSS THIS WITH TONY BEFORE SHE TOOK OFF. SO THAT DEFINITELY HAS SHIFTED. SO, PERHAPS FOR NOW, THE TWO RECOMMENDATIONS ARE THE POSTCARD AND GETTING EVERYBODY TO SIGN UP FOR TWO EVENTS TO ATTEND AND HAVE SOME CONVERSATION. ANY QUESTIONS? SO, THE LISTENING PART, AND WE'RE THERE, AND WE HAVE OUR EAR OUT, AND WE'RE TALKING, AND WE'RE ASKING AND GETTING FEEDBACK.

WHEN WE GET THAT FEEDBACK, THEN HOW ARE WE GOING TO SHARE THAT? IS THAT GOING TO BE? THROUGH AN EMAIL? IS IT THROUGH NOTES? IS IT THROUGH WHEN WE HAVE A BOARD MEETING AND SOMEBODY SAYS, DO WE HAVE NOTES? YOU KNOW WHAT I'M SAYING? I HEAR YOU. SO WE CAN MAKE SURE THAT IT'S, SO WE CAN SHARE THE INFORMATION WITH THE FOLKS RELEVANT. YOU KNOW WHAT I'M SAYING? SO WHATEVER THAT LOOKS LIKE. I'M GAME FOR WHATEVER, BUT I JUST. IF Y'ALL ARE GAME FOR IT, WE CAN LOOK AT SOMETHING FOR THAT. WE DIDN'T WANT TO PUT TOO MUCH STRUCTURE AROUND THIS. WE JUST WANT TO START COMMITTING TO HAVING CONVERSATIONS SO THAT WE'RE VISIBLY. DOING THAT, LISTENING, AND THEN ASSUMING WE'RE BRINGING THAT FEEDBACK BACK TO THESE WHATEVER CONVERSATIONS WE'RE HAVING, IF WE WANT A MORE STRUCTURED WAY TO DO THAT. HAPPY TO THINK THROUGH WHAT THAT COULD LOOK LIKE, WHETHER THAT'S A SPREADSHEET OR, UM, WHAT WOULD SORT OF MAINTAIN NOT HAVING ANY SORT OF QUORUM, UH, BUT THAT WE COULD HAVE THAT AVAILABLE, TRUSTEE. SO FOR ME, WHEN I WAS, WHEN I WAS VISUALLY VISUALIZING TWO-WAY COMMUNICATION, I WAS

[01:10:04]

LIKE, WELL, THIS IS WHAT WAS ON THE CARD. AND I'M GONNA ELABORATE A LITTLE BIT MORE AND MAYBE EXAGGERATE THAT. UM, BECAUSE I KIND OF FEEL LIKE SOMETIMES WE DO THAT.

UM, SO THAT'S WHAT I WAS KIND OF REALLY THINKING OF. WHEN WE, WHEN WE TALK ABOUT SYSTEM WAS WE HAVE THIS CONVERSATION, SOMEBODY POSTED SOMETHING AND MAKES A COMMENT ON IT, UM, INSTEAD OF, YOU KNOW, DOING EXTRA STUFF. BECAUSE WHEN WE'RE AT TO ME, LIKE WHEN WE'RE AT THESE EVENTS, I FEEL LIKE WE'RE FOCUSED ON THE EVENT AND NOT THE OTHER STUFF THAT WE'VE BEEN DOING. THAT'S REALLY GREAT. AND DID YOU GET THE THE NOTES ON THAT? BECAUSE THAT WOULD BE THE HOPE. YES, THESE ARE VERY SMALL STEPS THAT WE CAN SORT OF TAKE IN THE IMMEDIATE TERM. WHAT I WAS HOPING IS THAT MOST OF OUR, THAT WE COULD HAVE A QUICK DISCUSSION AND HEAR FROM EVERYBODY WHAT THAT SYSTEM, LIKE. WHEN THEY HEAR THAT, WHAT DOES THAT LOOK LIKE? SO WE TRIED, IN THE FALL, WE DID LISTENING SESSIONS AND A WEBINAR AND A SURVEY. THAT COULD BE ONE SYSTEM, WE DO THAT ONCE, TWICE A YEAR.

BUT THERE'S OTHER OPTIONS, AND I THINK THIS OPTION OF HAVING JUST A MECHANISM FOR FOLKS TO GIVE THAT FEEDBACK SEEMS GREAT. I WOULD LOVE TO START AT THE OTHER END, MAYBE JUST GO ONE BY ONE AND HEAR WHAT? WHEN YOU HEAR THIS WORD SYSTEM, WHAT DO YOU THINK? I'M JUST REAL QUICKLY. I'M THANK YOU FOR THAT INFORMATION AT THE LEDESMA MOODY. I'M JUST A QUICK QUESTION AT YOU STATED AT TO CREATE LIKE A FORM WHERE PEOPLE GOING IN WITH YOUR QUESTION. CAN YOU ELABORATE A LITTLE BIT MORE? LIKE, I JUST WANT TO GET SOME DETAIL? LIKE THE CITY COUNCIL, CITY COUNCIL ACTUALLY HAS A WAY WHERE THEY'LL POST LIKE THINGS LIKE THEY WANT TO TALK ABOUT AT THE AGENDA. AND YOU KNOW, THAT'S HOW THEY GET AWAY FROM, YOU KNOW, THE WALKING QUORUM PART, AND THEN FOLKS CAN POST COMMENTS ON THERE. I HAVEN'T SEEN IT IN A WHILE, SO I DON'T KNOW WHAT IT LOOKS LIKE NOW. BUT IN THE PAST, THAT WAS KIND OF SOMETHING THAT THEY DID, SO IT'D BE SOMETHING SIMILAR TO TO THAT. IT'D BE LIKE, HEY, GOAL ONE WAS TALKED ABOUT. AND, YOU KNOW, BOARD MEMBERS WILL COMMENT ON, LIKE, YES, I THINK THIS IS WE'RE DOING A GREAT. OR, YOU KNOW, I REALLY WISH WE WOULD FOCUS MORE ON THAT. AND THEN THE COMMUNITY WOULD BE ABLE TO HAVE INPUTS. THERE WOULD BE LIKE A SECTION FOR COMMUNITY COMMENTS, AND YOU KNOW, WE COULD READ THOSE AS THOSE COME IN AS WELL. YEAH, I LIKE THAT IDEA, WHO WOULD, WHO WOULD BE THE OWNER OF THAT? WOULD IT BE ALL OF US, WOULD WE ALL BE GOING LIKE, WHAT IS YOUR VISION ON? IT WOULD HAVE TO BE A FRAMEWORK WEBSITE WHERE WE COULD PROVIDE INPUT. SO, YEAH, IT WOULD BE LIKE A PAGE WITHIN OUR WEBSITE THAT WE WOULD BE ABLE TO DO.

BUT, I MEAN, IT WOULDN'T BE SOMETHING THAT WE WOULD BE ABLE TO CREATE BECAUSE I DON'T HAVE THAT EXPERTISE. BUT IT WAS A LONG TERM SUGGESTION. AND I THINK THAT AUBREY HAD SOMETHING SIMILAR THAT WE. THINK WE WERE TALKING AT ONE POINT WITH AUBREY WHERE THEY WOULD PROVIDE ALL THIS DATA POINTS AND THEN PEOPLE COULD GO COMMENT ON WHAT OUR DISTRICT LOOKS LIKE. BUT I DON'T REMEMBER WE GOT THAT FAR WITH THEM. SO WE ALREADY HAVE AN LSG WEB BOARD WEB PAGE, AND IS THIS SOMETHING WE COULD TIE IN WITH THAT QR CODE FOR THE FORMS? WE CAN LOOK AT THAT, SO LET'S GET SOME FEEDBACK FROM EVERYBODY. MAYBE, YEAH, YEAH, I THINK IF WE COULD.

WE'LL START OVER HERE AND LET TRUSTEE PANTOJA GET CAUGHT UP, AND WE'LL START WITH TRUSTEE FRANCO. WELL, WHAT I WAS GOING TO SAY IS, I THINK THIS IS A GOOD CHANCE FOR US TO PRACTICE SOME BRAINSTORMING, WHERE WE JUST SORT OF THROW THINGS OUT THERE AND TRY NOT TO HASH OUT THE DETAILS ON THE SPACE, BUT JUST LET PEOPLE, LET'S GET EVERYBODY'S IDEAS OUT THERE AND WRITE THEM DOWN, AND THEN WE CAN WORK THROUGH THOSE AS A COMMITTEE AND FOLLOW UP. SO THE QUESTION WOULD BE, WHAT DOES TWO-WAY COMMUNICATION LOOK LIKE TO YOU? WHAT WOULD IT LOOK LIKE? TO HAVE A SYSTEM FOR TWO-WAY COMMUNICATION, WHAT WOULD IT BE IMPORTANT THAT THAT ACHIEVES? SO DO YOU WANT TO TALK ABOUT WHAT IT LOOKS LIKE, OR DO YOU WANT TO TALK ABOUT WHAT YOU WANT, WHAT THE RESULT IS? I'M HAPPY TO START. I GOT A BUNCH OF NOTES, AS CHARLES CAN SEE. I WAS THINKING ABOUT THIS FOR A BIT, AND FOR ME, I THINK I WANT TO START WITH THE END GOAL IN MIND. AS WE'VE BEEN GOING, TALKING ABOUT THIS IN THE LSG COMMITTEE, I'VE BEEN TRYING TO WRAP MY HEAD AROUND, A, THE PROCESS OF WHAT THAT WOULD LOOK LIKE, BUT MORE IMPORTANTLY, WHAT, WHAT, ULTIMATELY WHAT WE'RE TRYING TO ACHIEVE. AND I THINK, FOR ME, UM, THROUGHOUT ALL OF THIS, I THINK WE NEED TO.

WE NEED TO MAKE SURE THAT THE COMMUNITY FEELS HEARD AND

[01:15:01]

IT'S IT'S SOMETHING THAT IS AVAILABLE TO ALL, SO WHETHER IT'S ONLY IT'S, IT'S NOT, IT LIVES ON A WEB PAGE SOMEWHERE. IT'S NOT JUST WITHIN OUR SCHOOLS, BUT IT'S FOR EVERYBODY IN THE COMMUNITY. I THINK THAT ULTIMATELY WHAT ONE OF THE THINGS WE'RE TRYING TO ACHIEVE HERE IS IS TRUST IN THE BOARD. THAT, UM, THAT WE'RE LISTENING TO THE COMMUNITY, JUST LIKE WE DID WHEN WE HAD THE LISTENING SESSIONS AND THOSE ULTIMATELY INFORMED, UM, OUR GUARD RAILS.

I THINK CONTINUING TO TO BUILD THAT TRUST IN THE WITH THE COMMUNITY THAT THEY FEEL HEARD. SO, AS YOU MENTIONED, JASON OR TRUSTEE, I FORGOT YOUR LAST NAME. I APOLOGIZE.

JASON, I'M DRAWING A BLANK HERE. SIERRA, YES. AS YOU MENTIONED, TRUSTEE SIERRA IS CHECKING IN, RIGHT? HOW DO WE ACKNOWLEDGE THE FACT OF WHAT PEOPLE HAVE SAID? AND ALSO JUST TO KIND OF, THERE'S A LOT OF TIMES THERE'S RUMORS AND MISINFORMATION THAT GOES AROUND THAT, YOU KNOW, PEOPLE, IT'S A WAY FOR US TO HEAR, TO GIVE FEEDBACK DIRECTLY TO THE COMMUNITY AS FAR AS WHAT IS ACTUALLY GOING ON IN OUR SCHOOLS. FOR THEM TO HEAR STRAIGHT FROM THE HORSE'S MOUTH, I GUESS, IS A GOOD WAY TO PUT IT. SO IT'S IMPORTANT TO BE IN FRONT OF THEM. I DO LIKE THE IDEA OF HAVING A COMMENT FORM IN SOME WAY, SHAPE, OR FORM.

BUT I THINK THERE'S ALSO A LOT OF VALUE IN THE FACT OF US BEING OUT THERE IN THE COMMUNITY. AND TALKING TO OUR CONSTITUENTS, TALKING TO OUR PARENTS, TO OUR STUDENTS, AND HEARING FROM THEM DIRECTLY, AND THEM HEARING DIRECTLY FROM US AS A WAY TO BUILD TRUST AGAIN. AND THEN JUST CREATING ACCOUNTABILITY.

ULTIMATELY, IT'S ACCOUNTABILITY FOR THE BOARD, MAKING SURE THAT WE THAT THE COMMUNITY FEELS HEARD AND THAT WE ARE ALWAYS PUTTING STUDENT OUTCOMES FIRST.

AND THAT EVERYTHING WE ARE DOING AND WE'RE SAYING THE COMMUNITY AND THAT WE'RE HEARING FROM THEM. WE'RE REVIEWING THAT FROM A LENS OF STUDENT OUTCOMES AND HOW AND HOW BETTER TO SCHOOLS AND THE OUTCOMES FOR OUR STUDENTS. SO THAT, FOR ME, IS THAT THAT'S WHAT I WANT ULTIMATELY, FROM TWO WAY COMMUNICATION.

THANK YOU FOR THAT. TRUSTEE BURTON. NOBODY COULD HEAR THAT MIKE WASN'T ON. UM, SO SO, YEAH. SO I KIND OF AGREE WITH, UH, TRUST IN THE DECIMAL WOODY ON PART OF IT. ESPECIALLY IF WE'RE GOING TO A FUNCTION AND AND KIND OF JUST BEING THERE TO, I SAY, OBSERVE, AND NOT NECESSARILY MINGLE.

BUT I, I DO LIKE THE ABILITY TO SAY, HELLO, SOMEBODY GET A QUESTION FROM ASK, YOU KNOW? ESPECIALLY? IT WAS LIKE, HEY, HOW DO YOU THINK THINGS ARE GOING? WHAT COULD BE A LITTLE BIT BETTER? WHATEVER CASE IS, ANY IDEAS, RIGHT? BECAUSE I'VE NEVER PROFESSIONALLY BEEN THE SMARTEST ONE IN THE ROOM, SO I LIKE TO TAKE EVERYTHING IN.

THEN I WOULD LOVE A WAY TO JUST SHARE THAT SO EVERYBODY CAN SEE IT, RIGHT? SO I DON'T KNOW IF THAT'S SOMETHING, YOU KNOW, MS. ROSE HAS A SPREADSHEET AND WE CAN JUST PLUG SOMETHING IN.

IF THAT HELPS US AVOID A WALKING QUORUM, MAYBE IT GETS SENT OUT IN A FRIDAY COMMUNIQUE, WHATEVER THE CASE IS.

BUT SOMETHING TO SHARE BECAUSE IT MAY BE SOMETHING ON MY SIDE OF TOWN.

THAT IS ACTUALLY GOING ON ON THE RIGHT SIDE OF TOWN ALSO. IT'S KIND OF THE SAME THING, AND WE'RE HEARING THE SAME THING. SO MAYBE IT'S SOMETHING THAT DOES NEED TO BE ADDRESSED OR GIVEN SOME ATTENTION TO THE MATTER.

SO THAT'S WHAT I LIKE. SO MY WHOLE THING IS, I LOVE THE POINT OF BEING OUT THERE. I LOVE THE POINT OF MINGLING AND ASKING QUESTIONS.

I JUST WANT TO BE ABLE TO SHARE WHATEVER FEEDBACK WITH SOMETHING THAT AVOIDS THE WALKING QUORUM. EVERYBODY CAN KIND OF SEE IT. AND GET TO IT WHEN THEY NEED TO, RIGHT? GO IN THERE, GET A CHECK ON IT, SEE WHAT'S GOING ON, AND THEN WE KIND OF DECIDE WHOEVER'S DOING THE AGENDA, WHAT NEEDS TO BE PUT ON THE AGENDA TO DISCUSS.

THANK YOU, TRUSTEE BURTON.

TRUSTEE REDWOOD? I GUESS FOR ME, I WOULD LIKE MORE CLARITY ON EXACTLY WHAT Y'ALL HAVE IN MIND AS GOING TO THE PTA MEETING AND SPEAK.

IS THIS LIKE PTA MEETING HAS CONCLUDED. AND I'M JUST KIND OF TALKING TO PARENTS AS THEY LEAVE. IS THIS LIKE A PLATFORM IN WHICH I WOULD GET WITH THE PTA PRESIDENT TO BE LIKE, CAN I GET FIVE MINUTES TO KIND OF JUST SPEAK TO EVERYONE? LIKE, WHAT DOES THAT LOOK LIKE? IS THAT ME BY MYSELF? IS THAT ME AND ANOTHER BOARD MEMBER? ALSO, I MEAN, I'M ALL FOR THE COMMUNICATION AND TRANSPARENCY AND EQUITY AND ALL THE THINGS THAT I THINK OUR COMMUNITY IS REALLY. INTO THAT RIGHT NOW.

BUT THEN AGAIN, I FEEL LIKE, I DON'T KNOW, HOW ARE WE ADDRESSING THESE THINGS? ARE WE JUST LIKE, OH, WHAT'S GOING ON? HOW DO YOU FEEL? AND THEN JUST LEAVING IT THERE BECAUSE THAT CAUSES A LOT OF FRUSTRATION. IT CAUSES MORE FRUSTRATION AT THE END OF THE DAY VERSUS US NOT EVEN GOING OUT, REACHING OUT,

[01:20:02]

AND THEN WHAT DO WE DEPICT, THE BOARD ADDRESSING VERSUS OUR STAFF ADDRESSING? AND HOW DOES THAT LOOK? BECAUSE WE'RE SAYING THIS, AND THEN OUR COMMUNITY MEMBERS ARE HANGING ON THE WORDS THAT WE'RE SAYING ON THIS DAIS, AND THEY'RE LISTENING TO THESE THINGS, AND THEY WANT TO SEE THEM COME TO PASS. SO IF WE'RE SAYING THIS, IT NEEDS TO BE ADDRESSED, NOT JUST A COMMUNITY MEMBER.

COME TO ME, EXPRESS A CONCERN. AND NOTHING HAPPENS. LIKE, ARE WE ADDRESSING THIS COMMUNITY MEMBER? ARE WE ADDRESSING THE COMMUNITY AS A WHOLE? IS THAT UP TO OUR STAFF? IS THAT UP TO THE BOARD? ARE WE DOING THIS ON THE DAIS? IS THIS IN WRITING? LIKE, THERE'S A LOT OF THINGS THAT I FEEL WE NEED CLARITY ON BEFORE I GO OUT AND START ASKING QUESTIONS.

HOLD ON A SECOND. TRUSTEE LIZ, MY BUDDY HAD A CLARIFICATION. YEAH, I THINK WE NEED TO CLARIFY. THIS IS NOT A GRIEVANCE PROCESS. THIS IS TO FOCUS ON OUR GOALS AND WHAT THE BOARD IS DOING. SO IT'S NOT A CATCH-ALL FOR EVERYTHING.

THIS IS TWO-WAY COMMUNICATION ON FROM WHAT LSG IS THE GUARDRAILS AND WHATNOT. IT'S NOT SO AND SO LITTLE. JOHNNY GOT HURT AND THE PRINCIPAL DIDN'T DO ANYTHING ABOUT IT.

AND THEY WANT TO WRITE TO US, RIGHT, FOR SURE. OKAY, BUT NO, NO, I'M SPECIFICALLY SPEAKING WHAT WE HAVE, OUR GOALS. OKAY, PERFECT.

OKAY, WHAT THIS IS ABOUT? BUT WE HAVE COMMUNITY MEMBERS THAT ARE SPEAKING ON A CERTAIN SCHOOL AND THEIR SCORES, AND THIS SCHOOL. WHY IS THIS SCHOOL, THIS SCORE? AND WHAT ARE Y'ALL DOING IN THERE? I SEE A DIFFERENCE OVER HERE, THIS MIDDLE SCHOOL IN THE DISTRICT, VERSUS WHAT I SEE. THOSE ARE ALIGNED WITH OUR GOALS. SO, THOUGH THAT'S WHAT I'M SPEAKING ON, I'M NOT SPEAKING ON THE LITTLE THINGS BECAUSE THAT'S, I MEAN, THAT'S BEYOND ME AND I'M JUST OKAY, GO TALK TO SOMEBODY ELSE.

BUT AS THE BOARD, IF WE'RE TAKING OWNERSHIP OF OUR GOALS AND THOSE ARE LITERAL CONCERNS OF COMMUNITY MEMBERS, HOW ARE WE ADDRESSING THAT? ESPECIALLY IF WE'RE ASKING THEM OR GIVEN? WE'RE OPENING A DOOR FOR FLOOD OF THINGS AND THEN WE CAN'T JUST LEAVE IT THERE BECAUSE THAT CAUSES EVEN MORE FRUSTRATION. I THINK THAT'S WHY WE NEED TO BE VERY MUCH AWARE AND INFORMED, ESPECIALLY ON THE INFORMATION THAT DR.

BAILEY GIVES US RIGHT ON WHERE WE ARE WITH EACH CAMPUS. SO WE NEED TO BECOME VERY FAMILIAR WITH THAT. SO WE ARE ABLE TO ANSWER THOSE QUESTIONS AND KNOW THAT WE ARE. SOME CAMPUSES ARE STRUGGLING. AND AND THEN ALSO BE ABLE TO KNOW WHEN SHE PUTS UP THERE WHAT'S WORKING, WHAT'S NOT RIGHT, AND WHAT ARE WE GOING TO DO NEXT? THAT'S WHERE WE NEED TO BECOME INFORMED AS BOARD MEMBERS, SO WE ARE ABLE TO COMMUNICATE THAT TO TO OUR COMMUNITY, COMMUNITY, BUT CAN I SHARE MY NOTES THAT I HAVE SO FAR? LET ME LET'S LET'S GO AHEAD AND FINISH WITH EVERYBODY SPEAKING, AND THEN WE'LL COME BACK AROUND VICE PRESIDENT. SO FOR ME, A COMMUNICATION SYSTEM WOULD BE ONE TO CREATE A CALENDAR OF WHAT THE SYSTEM IS GOING TO LOOK LIKE THROUGHOUT THE SCHOOL YEAR. SO THE COMMUNITY CAN EXPECT AND PLAN FOR THAT, AND SO CAN WE. AND WE'LL ALSO NEED TO MAKE, BASED ON WHAT IS HAPPENING THROUGHOUT THE YEAR, LIKE MIDDLE OF THE YEAR INFORMATION, HAVING STAR TESTING INFORMATION, OR WHATEVER THAT LOOKS LIKE, BUT BASE THE EVENTS ON A CALENDAR. AND THE TOWN HALLS HAVE BEEN SUCCESSFUL, CONTINUE TO DO THAT. TACKLING THESE PTA MEETINGS, PERSONALLY, FOR ME, I WOULDN'T WANT TO INTERRUPT A PTA MEETING. I WOULD DEFINITELY HAVE TO SPEAK TO COMMUNITY BEFORE AND AFTER.

BUT THAT'S A DECISION THAT WE CAN ALL MAKE ON HOW WE WANT TO DO THAT.

BUT THE THE DISTRICT EVENTS, I WOULD, I WOULD PREFER TO DO EITHER BEFORE, AFTER THESE EVENTS. AND THEN ALSO JUST ENSURING THAT WE ARE TAKING THAT FEEDBACK IN AND ENSURING IF WE NEED TO MAKE ANY ADJUSTMENTS TO OUR CURRENT GUARD RAILS.

BECAUSE OF WHAT, THE NEW INFORMATION THAT WE'RE GETTING, WHAT'S WORKING, WHAT'S NOT, AND TARGETING WHAT THOSE ROOT CAUSE, WHAT THE ROOT CAUSE WOULD BE.

IS IT A CURRICULUM ISSUE? IS IT? YOU KNOW, JUST WHATEVER IS BEING EXPRESSED. SO THAT WAY, WE CAN WORK WITH THE ADMIN STAFF ON THOSE IN RECTIFYING THAT INFORMATION.

AND THEN BEING ABLE TO PROVIDE THAT FEEDBACK BACK OUT TO THE COMMUNITY IN THOSE TOWN HALLS. I LIKE THE IDEA OF THE FORUM AS WELL. THAT IS A GREAT IDEA. AND JUST STAYING ACTIVE WITH THE EVENTS, I THINK IT'S REALLY IMPORTANT.

AND THEN ALSO, I WOULD ALSO RECOMMEND JUST OUT-OF-DISTRICT EVENTS AS WELL THAT WE HAVE

[01:25:03]

IT'S TWO-WAY COMMUNICATION, RIGHT? WE SHOWED UP AT THE SPECIAL EDUCATION COMMITTEE MEETING. WE SPOKE TO THEM ABOUT OUR GUARDRAILS, WHAT WE'RE DOING, WHERE THEY COULD GO TO OUR WEBSITE AND LOOK AT SOME VIDEOS, LOOK AT SOME INFORMATION. I'VE ALSO, I MEAN, I WENT TO THE FINE ARTS FESTIVAL AND JUST I MET, I WAS INTRODUCED TO THE PRESIDENT OF THE COLLINS PTA. AND IT'S A GREAT CONVERSATION WITH HER, RIGHT? AND SHE SAYS, YOU'RE MORE THAN WELCOME TO COME, SPEAK TO THE PTA, THINGS LIKE THAT, WHICH KIND OF JUST STARTED ME TO THINKING THAT I CAN REACH OUT TO GILBERT. OR IN SPEED LIMIT, AND BECAUSE THEY'RE IN MY AREA AND THEY'RE CLOSE AND IN THEY. IF THEY HOLD PK MEETINGS IN THE EVENINGS OR EVER, IT'S EASIER FOR ME TO ATTEND. I ALSO SAT DOWN. I WENT OUT TO GO GET A TACO, THAT'S A TACO PLACE, WHICH WAS GREAT, AND SAT DOWN WITH A FAMILY THERE. AND WAS ABLE TO SPEAK TO A SENIOR WHO'S IN EARLY COLLEGE AND TALKED TO HER ABOUT, LOOK, YOU KNOW, CONSIDERING WHAT UNIVERSITY YOU'RE GOING TO, LOOK AT THEIR TRANSFER, THE CLASSES THAT WILL TRANSFER.

THAT WAS VERY IMPORTANT. WE JUST HAD A CONVERSATION WITH THE MOM AND EVERYTHING.

THAT, TO ME, WAS THE WAY COMMUNICATION, RIGHT? I LOVE THE IDEA OF HAVING THAT FORUM, AND IF WE COULD FIND A WAY TO MAKE IT EASIER, WHERE WE CAN HAND OUT, LIKE, THAT QR CODE, WHERE THE PARENTS AND COMMUNITY CAN JUST GO AHEAD AND TAKE A PICTURE AND GO IN THERE AND ANSWER THOSE SURVEY QUESTIONS THAT THAT'S A GREAT IDEA TO ME. THEY'RE ALL, THEY'RE ALL GREAT. DID YOU HAVE ANYTHING ELSE? SO THE ONLINE UM SYSTEM WAS MORE OF THE LONG TERM SOLUTION FOR THIS, IN MY PERSONAL PREFERENCE.

BUT ALSO I FEEL LIKE, IF WE, IF WE TALK ABOUT SYSTEMS. AND WE'VE ALREADY MENTIONED WE'VE HAD A COUPLE OF TOWN HALLS AND THE SYSTEM CAN BE, WE HAVE THREE TOWN HALLS A YEAR WITH COMMUNITY FEEDBACK. THAT COULD ALSO BE A SYSTEM, WHICH WE WOULD HAVE ALREADY COVERED, THAT PART OF IT. SO THAT'S SOMETHING THAT WE CAN, FOR A SHORT TERM, IN ORDER TO MEET OUR GOAL, WE CAN SAY WE'VE DONE THAT, WE'VE HIT THIS, THIS IS THE SYSTEM THAT WE DID FOR THIS YEAR. AND THEN NEXT YEAR, YOU KNOW, UNTIL WE GET THAT NEW, EMBEDDED, MORE LONG-TERM FORM GOING, WE CAN KEEP GOING.

YEAH, SO THAT WOULD BE MY RECOMMENDATION. ALL RIGHT, TRUSTEE PANTOJA, SO THE QUESTION, TRUSTEE'S HERE WAS, WHAT DOES THE COMMUNICATION OR SYSTEM LOOK LIKE, CORRECT? YEAH, AND JUST A BULLET POINT FORM FOR ME. WHAT IT IS BUILDS TRUST. IT PROVIDES LANGUAGE ACCESS, BUT NOT JUST LANGUAGE, BUT ALSO FOR THOSE INDIVIDUALS HEARING IMPAIRED, IT ALSO DEMONSTRATES TANGIBLE IMPACTS.

IT TELLS A STORY. THERE'S A PATHWAY TO OUTCOMES. I THINK THERE WAS A MENTION EARLIER BY ONE OF THE TRUSTEES ABOUT SHOWCASING OUR STUDENT OUTCOMES. AND THEN, I BELIEVE ONE OF THE TRUSTEES ALSO TALKED ABOUT BEING MORE SOLUTION-ORIENTED AS WE ARE ENGAGING, NOT JUST LISTENING, BUT HOW ARE WE ALSO NOT RESOLVING, AND I WON'T SAY JUST RESOLVING, BUT HOW ARE WE GOING TO REACH THAT GOAL? THROUGH THE EXPERIENCE AND THROUGH THAT JOURNEY AS WE NAVIGATE ALL OF THIS. WHAT'S THAT? RECOMMENDATION. I'M SORRY? SO WHAT DO YOU MEAN? OH, RECOMMENDATION? EVERYONE SAID SOME GREAT THINGS ALREADY.

THAT'S A GREAT STARTING POINT, RIGHT? YEAH. IT'S A GOOD CONVERSATION. WE ALREADY SAID GREAT THINGS. ADD THOSE DETAILS. DO YOU HAVE ANYTHING ELSE, TRUSTEE SIERRA? IF NOT, WE'LL NEED TO, I THINK, TRUSTEE FRANKEL HAD A COMMENT.

I JUST WANT TO REITERATE, I AGREE, THAT THE MORE OBJECTIVE WE CAN MAKE IT, AND THE MORE COMPREHENSIVE TO WHERE WE HAVE THE ACTUAL LANGUAGE. WE'RE HEARING FROM, FOLKS, WE'RE ALSO THINKING ABOUT WHICH ARE THE COMMUNITIES THAT WE'RE NOT REACHING.

BECAUSE I DON'T THINK THAT IF WE DO THIS, LIKE, I THINK THE SYSTEM SHOULD EVOLVE RESPONSIBLY TO WHO WE'RE NOT HEARING FROM AND WHO WE NEED TO HEAR FROM. SO THAT IF WE'RE ONLY GETTING A CERTAIN DEMOGRAPHIC, THAT'S NOT THE SYSTEM THAT WE NEED LONG TERM.

WE PROBABLY NEED SOMETHING BROADER. AND SO JUST TO MAKE SURE WE'RE SORT OF ANCHORING IN IN THAT DATA OF WHO'S SPEAKING AND WHO'S TRUSTEE. FRANCO, DID YOU HAVE SOMETHING ELSE? YEAH, AND I JUST KIND OF WANTED TO RECAP,

[01:30:01]

HOW DOES THE COMMUNITY SHARE THEIR FEEDBACK WITH US? THE OTHER THING THAT COMES INTO MIND IS HOW DO WE COLLECT THAT INFORMATION, AND HOW DO WE MAKE SURE THAT WHETHER IT'S ELECTRONIC OR WHEN? OR WHILE WE'RE PRESENT AT THE EVENTS, HOW DO WE MAKE SURE THAT WE'RE COLLECTING THAT INFORMATION? IN A WAY THAT'S NOT VERY INTRUSIVE TO THE BOARD MEMBER AS THEY'RE AT THE EVENT, RIGHT, THAT THEY CAN GET THE MOST OUT OF THAT EVENT AS WELL? FROM TRUSTEE WRIGHT-HAYWOOD, HOW DO WE ENSURE OUR COMMUNITY FEELS HEARD AND WE HAVE RESPONDED TO THEIR THOUGHTS? THAT WAS A THEME THAT KIND OF RESOUNDED THROUGHOUT THIS ENTIRE BOARD. I THINK EVERYBODY WANTS TO MAKE SURE THAT WE ENSURE OUR COMMUNITY IS FEELING HEARD. UM, TO THAT POINT, TRUSTEE PANTOJA, YOU MENTIONED SOLUTIONS-ORIENTED, AND HOW DO WE ACCOMPLISH THIS? THAT'S SOMETHING WE'VE GOT TO TAKE AWAY AS WELL AND THINK ABOUT IS HOW DO WE ENSURE THAT THE COMMUNITY FEELS THAT WE ARE ACTUALLY PROVIDING SOLUTIONS BASED ON THEIR FEEDBACK. AND THEN ANOTHER RECOMMENDATION OR THOUGHT PROCESS FROM OUR VICE PRESIDENT WAS TO CREATE A CALENDAR FOR COMMUNICATION THAT OUR COMMUNITY CAN RELY ON, SO THEY KNOW THAT EVERY MEETING RIGHT BEFORE THANKSGIVING, THEY'RE GOING TO HAVE A TOWN HALL OR SOMETHING. EVERY THIRD TUESDAY OF THE MONTH, THERE WILL BE A BOARD MEMBER PRESENT TO DO X, Y, AND Z, BUT SOMETHING THAT'S CONSISTENT, THAT THEY CAN RELY ON, AND THEY KNOW THAT WE'LL BE THERE. I THINK THAT IS PRETTY MUCH ALL THAT WE HAVE. IF I'M MISSING ANY THOUGHTS, PLEASE LET ME KNOW. BECAUSE I THINK THIS IS GOING TO FORM THE BASIS OF OUR RECOMMENDATIONS GOING FORWARD.

ANYTHING ELSE THAT I MIGHT HAVE MISSED? I BELIEVE TRUSTEE LEDESMA WILL HAVE A COMMENT. I JUST WANT TO CLARIFY, WE'RE NOT DOING ALL OF THEM.

WE'RE DOING ONE OR THE OTHER, RIGHT? OR ARE WE SAYING THIS IS A LONG TERM PLAN, WE'RE GOING TO START HERE AND THEN END UP HERE? I JUST DON'T WANT US TO DO THIS AND DO THIS, AND THEN WE'RE NEVER GOING TO BE DONE WITH THAT GOAL. SO I THINK THE TWO THINGS I WOULD SAY IS, ONE, I WOULD LOVE TO SEE IF WE CAN AGREE TO JUST DO THE POSTCARDS AND HAVE FOLKS SIGN UP FOR TWO EVENTS. IF WE CAN ALL AGREE TO THAT. THAT'S LIKE A SOLUTION FOR THE NEXT COUPLE OF MONTHS. THAT WILL GIVE US TIME TO COME BACK WITH A SYSTEM THAT'S A SINGLE SYSTEM THAT WILL BE IMPLEMENTED IN THE LONG TERM. BECAUSE I DON'T THINK WE'RE NOT GOING TO DO EVERY IDEA, BUT WE ALSO, I DON'T KNOW IF WE NEED TO COME BACK WITH THAT RECOMMENDATION FOR CONSOLIDATION. YEAH, THIS IS, I THINK, SORRY TO INTERJECT, BUT TO ADD TO TRUSTEE SIERRA'S POINT, THIS DOCUMENT IS A LIVING DOCUMENT.

I THINK ALL OF THE PLANS THAT WE'RE MAKING ARE LIVING. I DO AGREE WITH YOU, TRUSTEE ESMA WOODY, THAT THERE'S GOT TO BE SOME SORT OF STANDARD THAT WE CAN SAY.

WE HAVE MET THIS SO WE CAN MOVE ON FROM OUR BOARD SELF-EVALUATION DOCUMENT, FOR SURE. AND I THINK THAT'S THE GOAL THAT WE WANT TO GET TO.

BY THE NEXT MEETING, IF I'M MISSPEAKING, TRUSTEE SIERRA OR ANYBODY ELSE ON THE LSG COMMITTEE, PLEASE LET ME KNOW. BUT I THINK THAT'S WHAT THIS MEETING WAS INTENDED FOR, WAS TO GET THIS FEEDBACK AND THEN COME BACK TO YOU ALL WITH A RECOMMENDATION. AND ONE THING I DID WANT TO SAY, JUST TO COMPLIMENT, OR RATHER TO ADD TO WHAT DR. GUTIERREZ MENTIONED, YOU KNOW, LSG IS MEANT FOR US TO BE, IT'S MEANT FOR US TO DO THE BRUNT OF THE WORK, THE BOARD TO DO THE LION'S SHARE OF THE WORK. AND WE'RE VERY, VERY THANKFUL TO STAFF FOR SUPPORTING THE WORK THAT WE'VE DONE SO FAR. WE COULDN'T DO IT WITHOUT YOU ALL, ESPECIALLY WHEN IT COMES TO DATA ANALYSIS OR COMMUNICATIONS. I DO LIKE THE IDEA OF THE SHORT FORM VIDEO RECAP, AND I KNOW I DON'T WANT TO ADD MORE WORK TO OUR STAFF, BUT I THINK IT FALLS UPON US, MAYBE, TO LOOK AT SOME OTHER SOLUTIONS. I KNOW AI CAN DO A LOT OF STUFF NOWADAYS. FIGURE OUT HOW WE GET THOSE VIDEO RECAPS. THAT DOESN'T ADD MORE WORK TO OUR STAFF. BUT I THINK IT'S A WAY THAT WE CAN COMMUNICATE WHAT WE NEED TO COMMUNICATE IN MULTIPLE LANGUAGES.

FOR FOLKS THAT MAY NOT NECESSARILY HAVE ACCESS TO THE WRITTEN FORM OF COMMUNICATION. FOR ME, I THINK WE START OFF WITH WHAT WE HAVE, YOU KNOW, SMALL STEPS. WE DO PLAN ON DOING A LONG-TERM PLAN, RIGHT? AND I LOVE THAT IDEA, TRUSTEE LESMA WOODY, WITH THE FORUM, BUT ALSO HAVING THOSE TOWN HALLS OR LISTENING SESSIONS, BECAUSE THIS SHOULDN'T BE LIKE, WE'RE GOING TO BE DONE WITH THIS IN A YEAR OR TWO.

IT'S SOMETHING THAT WE WANT TO LEAVE IN PLACE, THAT IT CONTINUES EVEN AFTER SOME OF US ARE GONE, RIGHT? WE WANT TO LEAVE A FOUNDATION THAT THE TEAM CONTINUES WITH THAT TWO-WAY COMMUNICATION, THE EFFECTIVE GOVERNANCE.

GOING FORWARD. SO YEAH, STARTING WITH THIS, BUT THEN ALSO HAVING THAT PLAN, RIGHT, TO GO ON COMING BACK WITH WHAT'S AFTER THIS, JUST

[01:35:01]

YES, MA'AM. SO IN THAT CASE, FOR ME, I FEEL LIKE WE MET THAT. THEN WITH OUR TWO-WAY COMMUNICATION PREVIOUS TOWN, AND THEN GOING FORWARD, WE'RE EXPANDING OUR TWO-WAY COMMUNICATION INTO THESE MORE IN-DEPTH SESSIONS. SO WOULD IT BE SAFE TO SAY THAT WE HAVE THREE TOWN HALLS, A SCHOOL YEAR, WHICH WE'VE MET, AND THEN GOING FORWARD, WE WANT TO EXPAND THAT, TO HAVE A MORE BROADER COMMUNICATION WITH MORE COMMUNITY MEMBERS IN THE FUTURE. WITH XYZ? IS THAT SOMETHING THAT WE CAN SAY? PRESIDENT, PRESIDENT WADI, AND I THINK BOTH MYSELF AND THE VICE PRESIDENT HAVE A COMMENT ON THAT. WOULD YOU LIKE TO GO FIRST? OH, I APOLOGIZE, I DO HAVE A COMMENT ON THAT.

I FEEL STRONGLY THAT WE SHOULDN'T MAKE ANY SORT OF CONCLUSIONS TONIGHT ABOUT WHAT TWO-WAY COMMUNICATION LOOKS LIKE. AGAIN, THIS IS AN EVOLVING PLAN. WE'RE HERE COLLECTING INFORMATION FROM ALL NINE OF OUR BOARD MEMBERS AND NOT JUST ANY SINGLE ONE. AND I THINK IT'D BE IMPORTANT FOR US TO TAKE THAT INFORMATION BACK AND IN TWO WEEKS DIGEST THAT INFORMATION.

TWO WEEKS COME BACK WITH WHAT WE'VE HEARD, THAT'S FINE. VICE PRESIDENT SEES MIDDLE. YES, UM, SO AS I THINK ABOUT A SYSTEM. I WOULD ALSO LIKE TO SEE MORE ENGAGEMENT WITH OUR STUDENTS, NOT JUST COMMUNITY, BUT, YOU KNOW, STUDENTS, STUDENTS BE PART OF THAT. I KNOW AT ONE POINT, TRUSTEE FRANCO HAD BROUGHT UP POSSIBLY PODCAST, A TRUSTEE PODCAST WITH STUDENTS. YOU KNOW, KIND OF THINK ABOUT, HOW DO WE? REACH OUR STUDENTS AND GETTING THEIR FEEDBACK IS ALSO IMPORTANT, JUST AS MUCH AS THE THE FAMILY, BUT MAYBE JUST SOME OTHER WAYS OF REACHING OUR STUDENTS, BUT THAT THAT'S ONE IDEA, ABSOLUTELY, AND WE DON'T REALLY HAVE TO REINVENT THE WHEEL BECAUSE DR. G MEETS I GUESS, WHAT DO YOU DO YOUR? DISTRIBUTE. I WANT TO CALL MY STUDENT ADVISORY TEAM THAT I CAN ALWAYS UTILIZE.

THOSE ARE ONGOING MEETINGS.THROUGHOUT THE YEAR.

AND THERE'S ALSO COFFEE CHATS AND THINGS LIKE THAT, BUT MAYBE WE CAN ATTEND AND SPEAK TO PARENTS AFTERWARDS. THERE THERE'S A MULTITUDE OF THINGS THAT WE CAN DO. BUT LIKE WE SAID, WE'RE HERE TO COLLECT, UM, INFORMATION AND IDEAS. AND THEN I GUESS THE LSD COMMITTEE HAS SOME WORK TO DO, RIGHT? WE'RE ALL GOOD WITH THAT. ALL RIGHT.

[VI. A. Learning Acceleration Support Opportunities, LASO 4 Dr. Katrina Bailey, Chief of Learning and Leadership]

BAILEY, YOU'RE UP WITH THE LASSO. ALL RIGHTY. SO GOOD EVENING AGAIN. WE ARE BRINGING FORWARD THE LASSO IV GRANT OPPORTUNITY TO SUPPORT IMPLEMENTATION OF LEADERSHIP AND INSTRUCTIONAL FOUNDATIONS. SO THIS WAS A COMPETITIVE GRANT THAT WE APPLIED FOR THAT NOT ALL DISTRICTS IN TEXAS RECEIVED, AND WE WERE ONE OF MANY WHO ACTUALLY RECEIVED THIS OPPORTUNITY, SO WE'RE EXCITED TO BE ABLE TO BRING THIS TO DEL VALLE ISD. AS YOU CAN SEE, THIS PARTICULAR GRANT OPPORTUNITY SUPPORTS, REALLY, WE'RE SEEING GOAL ONE, TWO, AND THREE, BUT REALLY, IT SUPPORTS ALL OF OUR GOALS.

BECAUSE IF WE HAVE STRONGER OUTCOMES WITH GOAL ONE AND TWO, THEN IT SHOULD OBVIOUSLY IMPACT ALSO GOAL FOUR. SO WHAT WE'VE BEEN AWARDED IS FOR ALL OF OUR 14 COMPREHENSIVE CAMPUSES IS $984,000 TO SUPPORT THIS WORK, WHICH I'LL GO INTO A LITTLE BIT MORE DETAIL IN A MINUTE. AND THEN FOR VERY SPECIFIC SCHOOL IMPROVEMENT CAMPUSES THAT HAVE BEEN IDENTIFIED BY THE STATE OF TEXAS AS SCHOOL IMPROVEMENT CAMPUSES, DEL VALLE, CREEDMOOR, DALY, AND ALSO DEL VALLE MIDDLE SCHOOL, WE'VE RECEIVED ABOUT HALF OF THAT AMOUNT TO BE ABLE TO CONTINUE TO SUPPORT PLC FACILITATION.

STRONG FOUNDATIONS, IMPLEMENTATION, OBSERVATION AND FEEDBACK PLANNING AT THOSE PARTICULAR CAMPUSES, SO THAT'S IN ADDITION TO, SO THOSE FOUR CAMPUSES AT THE BOTTOM ALSO RECEIVE THE SUPPORT THAT'S BEING OFFERED IN THE GRANT AT THE TOP. SO WE ALSO THIS IS A CYCLE FOR OF THIS PARTICULAR GRANT. SO THIS PAST SCHOOL YEAR WE STARTED IMPLEMENTING LASSO 3, SO IT SUPPORTED STRATEGIC PLANNING. HAPPENED. IT HELPED US TO BUILD OUR MATHEMATICS FRAMEWORK. IT HELPED US WITH THE IMPLEMENTATION OF OUR NEW MATHEMATICS CURRICULUM.

AND SO THE WORK IN LASSO 4

[01:40:01]

SO IT'S A MULTI YEAR GRANT THAT IS FOCUSED ON, AGAIN, CONTINUING OUR HQIM IMPLEMENTATION. LEADERSHIP DEVELOPMENT IS A HUGE PART OF THIS. AND SO A LOT OF WHAT WE'VE BEEN SHARING WITH YOU ALL AS WE'VE COME TO GIVE UPDATES ON OUR BOARD.

GOALS AND OUR GOAL PROGRESS MEASURES IS. WE KNOW THAT HIGH-QUALITY INSTRUCTIONAL MATERIALS ARE BEING IMPLEMENTED ACROSS OUR CAMPUSES, WHERE WE KNOW WE NEED TO ACCELERATE OUTCOMES IN THE STUDENT EXPERIENCE IN THE CLASSROOM, SO AT THE INSTRUCTIONAL LEVEL AND THEN ALSO AT THE LEADERSHIP LEVEL.

AND A HUGE PART OF THIS GRANT IS REALLY FOCUSED ON OUR CAMPUS LEADERS BEING ABLE TO SUPPORT TEACHERS ON THE CAMPUS. SO WHAT IS THE LIFT ADD-ON? SO FOR THOSE FOUR SPECIFIC CAMPUSES THAT I TALKED ABOUT, IT'S A ONE-YEAR GRANT.

THE FIRST PART OF THE GRANT IS A THREE-YEAR GRANT, AND WE'LL GET THAT AWARD EVERY SINGLE YEAR. THIS IS THE $480,000.

IT'S JUST THIS ONE-YEAR PART OF THE GRANT THAT'S PROVIDING TARGETED SUPPORT FOR A SMALL, SELECT GROUP OF CAMPUSES THAT HAVE BEEN IDENTIFIED BY TEA AS QUALIFYING FOR THIS PARTICULAR GRANT. SO IT FOCUSES PLC FACILITATION, OBSERVATION AND FEEDBACK, AND THEN ALSO COACHING. NOT JUST FOR OUR CAMPUS LEADERS, BUT ALSO, AND I'LL JUST NAME MYSELF FOR MYSELF AS A DISTRICT LEADER, WHO ALSO SUPPORTS OUR CAMPUS PRINCIPALS AS WELL TOO. SO I'LL RECEIVE COACHING AND EXECUTIVE SUPPORT. OUR CAMPUS LEADERS WILL RECEIVE THAT SUPPORT, AND THEN WE'LL ALSO RECEIVE PLC SUPPORT AT THE CAMPUS LEVEL.

SO IF YOU THINK ABOUT LIKE THAT CASCADING LEVEL OF SUPPORT, IT'S SUPPORTING ALL OF US AT MULTIPLE LEVELS. BECAUSE ONE OF THE THINGS THAT WE KNOW IS THAT IF WE WANT INSTRUCTION TO HAPPEN AND TO GET BETTER FOR OUR STUDENTS IN THE CLASSROOM, LEADERS AT ALL LEVELS OF THE. I HAVE TO GET THERE AT DOING SO. I PUT MYSELF IN THAT BECAUSE THAT'S A HUGE PART OF THIS WORK AS WELL, TOO, AND THE GRANT SUPPORTS THAT WORK, SO WHAT ARE THE REQUIREMENTS FOR US WITH THIS PARTICULAR GRANT? SO, WE MUST UTILIZE BLUE BONNET, MATH OR READING CURRICULUM. WE ONLY UTILIZE BLUE BONNET MATH.

AND WE HAVE TO DECIDE ON AN AUTHORIZED PROVIDER THAT TEA PROVIDES US A LIST, AND WE HAVE TO SELECT FROM THAT LIST OF PROVIDERS.

SO WHAT WE DID IS AFTER WE RECEIVED NOTICE OF THE GRANT AWARD, WE INTERVIEWED MULTIPLE PROVIDERS.

SO I THINK WE DID ABOUT SEVEN INTERVIEWS. WE LOOKED AT ALL OF THE INFORMATION THAT THEY WERE PROVIDING TO US. THEY CAME, THEY DID PRESENTATIONS, AND SO WE DECIDED ON BIC ROCK. BECAUSE WE FELT LIKE, WHAT THEY HAD SHARED WITH US IN THEIR INTERVIEWS AND IN THEIR PLANNING AND PRESENTATION REALLY ALIGNED WITH THE WORK THAT WE'VE BEEN DOING HERE IN DEL VALLE. IT ALIGNED WITH WHERE WE FELT LIKE WE WERE SEEING GAPS IN OUR PARTICULAR DATA, WHERE WE FELT LIKE WE WERE SEEING GAPS IN OUR STUDENT OUTCOMES. WE KNOW WHERE WE NEEDED TO KIND OF HIT. SO IT'S KIND OF LIKE, CAME IN RIGHT AT THE RIGHT TIME AS WE'VE BEEN GOING THROUGH PROVIDING THESE. BOARD GOAL, BOARD UPDATE, GPM UPDATES. AND WHAT WE WERE SEEING AS FAR AS GOING BACK TO THE WHAT'S WORKING, WHAT'S NOT? WHAT REALLY BIG ROCK IS GOING TO HELP US DO WITH FOCUS ON THE WHAT'S NOT CURRENTLY WORKING AND WHAT WE NEED TO CONTINUE TO REFINE.

AND SO I KNOW THAT THEY HAVE JOINED US ONLINE AND THEY'LL BE ABLE TO ANSWER MORE QUESTIONS IF YOU HAVE SOME MORE STRATEGIC QUESTIONS THAT YOU WANT TO ASK THEM DIRECTLY. SO THEY HAVE JOINED US ONLINE TO BE ABLE TO ANSWER SOME OF OF THOSE QUESTIONS.

BUT AGAIN, WE HAVE TO FOCUS ON THE HQ IM PART OF THIS GRANT, AND WE HAVE TO SELECT THE TEA REQUIRED PROVIDER IN ORDER TO RECEIVE IT. SO, IMPACT AND PERFORMANCE, AND I'LL SHARE A LITTLE BIT OF A VIDEO. SO JUST GOING A LITTLE BIT FURTHER INTO WHY WE CHOSE BICROC, CURRENTLY, THEY'RE WORKING WITH ABOUT 28 DISTRICTS ACROSS, 26 DISTRICTS ACROSS THE STATE OF TEXAS. ONE OF THE QUESTIONS THAT WE HAD WAS ALSO ABOUT CAPACITY WITH ANY LEADER THAT WE WERE GOING TO BRING.

ON BOARD TO WORK ALONGSIDE US. WHAT WE WERE ALSO SEEING IN THE DATA THAT THEY WERE SHARING WITH US IS THAT OVER 80 PERCENT OF THE CAMPUSES THAT THEY'RE WORKING WITH ARE IMPROVING THEIR ACADEMIC PERFORMANCE.

AND SO NOT JUST YOU TELLING US, BUT ALSO SHOWING US IN THE DATA. AND THEN ALSO YOU HAVE THE REFERENCES TO BE ABLE TO SUPPORT THE WORK THAT YOU'RE DOING IN THE DISTRICT. SO MAKING SURE THAT WE CAN REACH OUT TO CENTRAL, DISTRICT LEVEL LEADERS, SUPERINTENDENTS THAT HAVE ACTUALLY DONE WORK WITH.

SPECIFIC PROVIDERS. AND THAT THEY'RE SEEING THE OUTCOMES AND THAT PEOPLE THAT ARE BRINGING US INFORMATION AND SAYING THAT THESE ARE THE THINGS THAT WE DO. THESE ARE THE OUTCOMES.

THAT IT TRULY IS HAS BEEN VETTED. AND SO I'LL SHARE WITH YOU A VIDEO FROM ONE OF THE DISTRICTS THAT THEY ARE ALSO WORKING WITH PARENTS. WE HAD A COUPLE OF SCHOOLS WITH A HISTORY OF LOW PERFORMANCE, SO WE ASKED OURSELVES. WHAT CAN WE DO TO INCREASE STUDENT OUTCOMES? WE CHOSE BIG ROCK EDUCATIONAL SERVICES. THEY CAME IN AND IT WASN'T ABOUT MAKING QUICK CHANGES. IT WAS REALLY, TRULY ABOUT HOW DO YOU IDENTIFY THE STRATEGIC AREAS THAT NEED TO BE FOCUSED ON. THEY ARE TRULY YOUR PARTNER AND THAT IS EVERYTHING. ONE OF OUR ROLES IS BEING ABLE TO

[01:45:01]

YOU KNOW, WHAT ARE THE TEACHER MOVES I CAN MAKE THAT CAN BUILD TRUST WITH MY STUDENTS? WE HAD 46 FAILING SCHOOLS. WE HAD TO COME UP WITH MULTIPLE STRATEGIES.

TO DEAL WITH THAT ISSUE. AS A CAMPUS, WE WERE KIND OF RECOVERING FROM HAVING BEEN DESTROYED BY A TORNADO, AND THEN THE PANDEMIC HAPPENED.

AND SO THERE WAS JUST A LACK OF CULTURE AND CONNECTION ON THE CAMPUS. I PROBABLY WASN'T THE PERSON THAT WAS GONNA DELIVER THE SOLUTION ON MY OWN. RES, PUSH MY FEET.

IN TERMS OF WHAT I THOUGHT I KNEW. YOU LEARN THEORY, YOU LEARN RESEARCH, AND YOU GO TO PROFESSIONAL LEARNING, BUT NO ONE TEACHES YOU HOW TO OPERATIONALIZE THAT. SO WE LEARNED EARLY ON THAT THERE'S AN IMPLEMENTATION GAP BETWEEN GOOD DATA AND WHAT A SUCCESSFUL IMPLEMENTATION LOOKS LIKE. WE DECIDED TO STEP INTO THAT GAP. BRSS, THEY WORK DIRECTLY WITH OUR SCHOOL LEADERSHIP TEAMS TO COLLABORATE AND DETERMINE SYSTEMS TO IMPLEMENT THAT WILL LEAD TO INCREASED STUDENT ACHIEVEMENT.

YOU TAKE PEOPLE GIVE THEM SOME SKILLS, HAVE THEM GO WORK ON IT, AND YOU'RE AT ELBOW WITH THE TEACHER. IT'S BUILDING TRUE INSTRUCTIONAL LEADERSHIP FROM THE CLASSROOM ALL THE WAY UP TO THE SUPERINTENDENT.

EVERYONE DESERVES A COACH.

TEACHERS DESERVE A COACH, ASSISTANT PRINCIPALS DESERVE A COACH, AND THE PRINCIPAL DESERVES A COACH. AS A PRINCIPAL, HAVING A COACH, IT ALLOWED ME TO BE VULNERABLE WITH MY STAFF AND TO LET THEM KNOW I'M ALSO RECEIVING A COACHING EXPERIENCE. THE FEEDBACK AND OBSERVATIONS, THEY HELPED US BUILD CAPACITY IN OUR LEADERSHIP AND OUR CAMPUS STAFF. I'M SO HUMBLED AND EXCITED TO BE ABLE TO WORK WITH SUCH GREAT DISTRICTS THAT BELIEVE THAT. IT'S IMPORTANT TO FORM RELATIONSHIPS, IT'S IMPORTANT TO BUILD SYSTEMS, AND IT'S IMPORTANT TO GIVE TEACHERS AND STAFF AND STUDENTS THE GIFT OF LEARNING. SCHOOL IS A LEARNING INSTITUTE, SO LEARNING SHOULD HAPPEN FROM THE CLASSROOM TO THE TEACHERS TO YOUR ADMIN TEAM. EVERYONE SHOULD BE LEARNING AND GROWING.

THERE'S A GAP BETWEEN WHAT STATE FUNDING PROVIDES TO PUBLIC SCHOOLS AND WHAT OUR STUDENTS AND TEACHERS NEED.

AND SO THE JOB OF OUR FOUNDATION IS TO FILL THOSE GAPS. SO WHEN WE LOOK TO FUND, WE LOOK FOR REALLY THREE MAJOR CRITERIA.

WHAT IS THE IMPACT OF OUR FUNDING? WHAT IS THE SCALABILITY? AND WHAT IS THE SUSTAINABILITY? AND WHEN WE PARTNERED WITH BIG ROCK EDUCATIONAL SERVICES, THAT'S EXACTLY WHAT WE FOUND. AND WHAT A TURNAROUND.

WITHIN TWO YEARS, OUR ONCE LOW-PERFORMING CAMPUSES ARE NOW B-RATED CAMPUSES. AND IT WAS NOTHING SHORT OF PHENOMENAL.

ALMOST IMMEDIATELY, WE CHANGED. CHANGE THE NARRATIVE AT THOSE SCHOOLS.

EVERYONE SAYS, LIKE THE CAMPUS, THE CULTURE HERE JUST FEELS DIFFERENT THIS YEAR. EVERYONE IS MORE POSITIVE. EVERYTHING IS WAY MORE CONSISTENT. WHAT I OFTEN TELL FUNDERS IS THAT WHEN YOU FUND A ONE-YEAR PROGRAM, THE IMPACT YOU'LL SEE PERHAPS NOT IN YEAR ONE, MAYBE IN YEAR TWO, YEAR THREE. AND ONGOING. AND I HAVE TO SAY ONE OF THE ANOMALIES HERE IS THAT WE'VE SEEN REALLY, HONESTLY, IMMEDIATE IMPACT. EVERY BIT OF IMPACT THAT WE'VE HAD BELONGS TO THE TEACHERS AND LEADERS THAT EXECUTE ON THIS.

WORK EVERY DAY.

WITHOUT A DOUBT, BRAZ WAS AN ESSENTIAL PART OF TURNING OUR CAMPUSES AROUND.

ONE OF MY FAVORITE SAYINGS IS THAT PEOPLE WHO SAY THINGS CAN'T GET DONE GET INTERRUPTED BY PEOPLE WHO ARE DOING THEM.

AND I'D PUT BIG ROCK IN THAT CATEGORY. SO ONE OF THE THINGS THAT ALSO WE WERE LOOKING AT WITH BIG ROCK IS.

WHEN WE WERE LOOKING AT ALL OF THE SERVICE PROVIDERS, WHAT WE WERE SEEING IS THAT SOME OF OUR SERVICE PROVIDERS WERE ONLY SHOWING GROWTH WITH ABOUT 55, ONLY 54% OF THE CAMPUSES. SAY WHY WE'RE IMPROVING THEIR ACTUAL ACADEMIC PERFORMANCE, BUT THE WORK THAT WAS HAPPENING WITH FRIZZ OR BIG ROCK EDUCATIONAL SERVICES. WAS TO THE TUNE OF ABOUT 81%. SO AGAIN, NOT JUST CHOOSING A PROVIDER WHO IS, I'M SAYING THAT THEY CAN DO SOMETHING, BUT ONE WHO IS GOING TO COME AND WORK ALONGSIDE US AND ACTUALLY DO THE WORK, BUT ALSO HAS A PROVEN HISTORY OF HISTORICAL PERFORMANCE, OF IMPROVING PERFORMANCE ACROSS CAMPUS. WE HAD A COUPLE OF SCHOOLS. AND SO THEN, LASTLY, THIS IS THE BUDGET.

AND ALL OF THIS COMES OUT OF THE LAST 04 GRANT. WE CAN'T UTILIZE THIS FUNDING FOR ANYTHING OTHER THAN WHAT TEA SAYS THAT WE CAN USE IT FOR.

AND SO THIS IS THE BUDGET THAT HAS BEEN PUT TOGETHER AND PROPOSED TO US IN PARTNERSHIP WITH BIG ROCK. AND SO IF YOU HAVE ANY QUESTIONS, WE WILL TAKE THEM AT THIS TIME. TRUSTEES, ANY QUESTIONS? TRUSTEE FINANCO? THANK YOU VERY MUCH FOR THIS PRESENTATION. I DO HAVE A COUPLE OF QUESTIONS, JUST CLARIFYING. THE $1,196,400, THAT'S JUST OUR GRANT DOLLARS. CORRECT? OR IS THAT INCLUDED? CAN YOU BREAK THAT DOWN A LITTLE BIT? THAT'S THE GRAND DOLLAR. SO THAT COMES OUT OF THE $984,000, AND THAT'S

[01:50:01]

MAYBE I MISSED WHERE THE OTHER DELTA IS. IT DOESN'T ADD UP TO THE TOTAL, AND I'M GLAD THAT YOU ASKED THAT QUESTION. SO THERE ARE OTHER WAYS IN WHICH WE CAN UTILIZE THIS SORT OF SET ASIDE THAT WE PUT BACK FORWARD.

SO WE CAN PROVIDE. ONE OF THE THINGS THAT WE'VE CLEARLY HEARD FROM TEACHERS IS, MORE TRAINING ON THE MATH CURRICULUM. WHAT WE'VE ALSO HEARD IS MORE PLC TIME SUPPORT FOR TEACHERS, SO MORE RELEASE TIME TO BE ABLE TO WORK IN PLC, SO THE GRANT CAN HELP PAY FOR THAT. IT CAN ALSO HELP WITH US BEING ABLE TO DO CALIBRATION VISITS ACROSS CAMPUSES. IT CAN HELP US PROVIDE SUBS FOR TEACHERS TO BE ABLE TO COME HERE.

BUT EVERYTHING THAT WE DO HAS TO BE TIED INTO THE GRANT, AND IT HAS TO BE TIED INTO, ONE, OUR GOALS IN IMPROVING STUDENT OUTCOMES.

SO THERE ARE SOME VERY SPECIFIC PARAMETERS IN WHICH WE CAN UTILIZE THE GRANT. SO YOU TOUCHED ON ONE OF THE THINGS THAT I WAS GOING TO ASK. REGARDLESS, AND JUST TO CLARIFY, IF YOU GO INTO THE 14 PROGRAMS, 462 COACHING SESSIONS, THOSE TWO EXECUTIVE COACHING PRINCIPAL MANAGERS, AND THEN THE 12 CAMPUS-BASED 33 SESSION PROGRAMS, OR THOSE COACHING SESSIONS, ARE THESE GRANT DOLLARS INCLUSIVE OF THE DOLLARS WE ARE PAYING TO HAVE OUR TEACHERS AT THOSE LEARNING SESSIONS? IS THAT WHERE THAT DELTA IS? SO THAT'S A PART. THAT'S AN ADDITION TO IT. SO WHAT YOU SEE HERE, THIS IS COVERED UNDER THE 1.1. SO THE SET-ASIDE WOULD BE IN ADDITION TO THESE PARTICULAR SESSIONS. I'M NOT UNDERSTANDING THAT. WHEN YOU SAY THE SET ASIDE, WHAT DOES THAT MEAN? MY MAIN QUESTION IS, LET'S JUST TAKE THE TWO.

EXECUTIVE COACHING, PRINCIPAL MANAGER, 66 COACHING SESSIONS.

WHATEVER TIME IT TAKES FOR THEM TO SIT THROUGH THOSE 66 COACHING SESSIONS, THAT'S TIME THAT THEY'RE NOT DOING WHATEVER THEIR REGULAR JOB IS, CORRECT? CORRECT. SO, YES, THAT'S A REALLY GREAT POINT.

I'M GLAD THAT YOU ASKED THAT QUESTION. SO THIS IS ON THE CAMPUS WITH THEM. SO THIS ISN'T PULLING THEM TO CENTRAL OFFICE. SO THAT COACH ACTUALLY WILL GO TO THE CAMPUS AND WALK ALONGSIDE THE PRINCIPAL, DOING OBSERVATION AND FEEDBACK, SITTING WITH THE PRINCIPAL IN. PLCS AND IN COACHING SESSIONS WITH TEACHERS. SO THIS ISN'T PULLING OUR PRINCIPALS OFF CAMPUS, THIS ISN'T PULLING THE TEACHERS, THIS ISN'T WHAT YOU SEE HERE, ISN'T PULLING THEM AWAY FROM THE WORK, IT'S ACTUALLY IN THE WORK WITH THEM.

GOTCHA, FANTASTIC. THE THINGS THAT WE'VE ALSO HEARD VERY CLEARLY FROM TEACHERS, ESPECIALLY IN TERMS OF IMPLEMENTING THE NEW CURRICULUM, IS JUST THE AMOUNT OF TIME, LIKE THE PACING, THE AMOUNT OF TIME IT TAKES IN THE PLC TO BE ABLE TO UNPACK THE STANDARDS, TO BE ABLE TO UNPACK THE ACTUAL LESSONS IN THE CURRICULUM. SO WHAT BIG ROCK HAS DONE, BECAUSE THEY'RE VERY FAMILIAR WITH THE BLUE BONNET CURRICULUM, WHAT THEY'VE DONE IS THEY'VE ALREADY DONE THAT PRE-WORK FOR THE TEACHERS. SO NOW IT'S REALLY ON THE INTERNALIZATION SIDE.

SO THEY'RE GOING TO BE WORKING IN THE PLC ALONGSIDE PRINCIPALS AND TEACHERS. SO THIS ISN'T AN ADDITIONAL MEETING FOR THEM.

THIS IS HOW DO WE GET BETTER AT DOING THE WORK WITH THE TIME THAT WE HAVE.

FANTASTIC. THIS IS, IN THE MOMENT, A JOB EMBEDDED COACHING. SO I HAVE ONE COMMENT ON THAT AND THEN A QUESTION.

AS FAR AS THE COMMENT, THAT'S FANTASTIC. IT SOUNDS LIKE THEY'RE NOT ONLY GETTING ADDITIONAL TRAINING, BUT I'M ASSUMING THERE'S WAYS THAT THEY CAN DISSEMINATE THIS TRAINING TO THEIR PEERS, RIGHT? THEIR PRINCIPALS AT OTHER SCHOOLS AND WHATNOT, LEADERSHIP AMONGST OTHER SCHOOLS. AND THEN, ALONG THOSE LINES, WHAT DOES THIS LOOK LIKE? SO IT'S NOT AT EVERY SCHOOL, BUT WHAT DOES THAT LOOK LIKE TO DISSEMINATE THAT INFORMATION TO THE REST OF OUR TEACHERS AND TO THE REST OF OUR STAFF? IS THERE A PLAN FOR THAT? I'D LIKE TO CHIME IN, DR. BAILEY, BECAUSE THE PURPOSE OF THIS IS PRIMARILY TO PROVIDE THAT EXECUTIVE COACHING TO PRINCIPALS TO BUILD THEIR CAPACITY WHILE ON THE JOB.

ON THE JOB TRAINING, EXECUTIVE COACHING, THAT IS SOMETHING THAT DISTRICTS ABSOLUTELY CANNOT AFFORD TO DO. IT IS LUXURY THAT WE HAVE BEEN AFFORDED THIS OPPORTUNITY TO PROVIDE THAT COACHING TO OUR PRINCIPALS. IN TURN, WE'RE BUILDING OUR PRINCIPALS CAPACITY, SPECIFICALLY INSTRUCTIONALLY.

THEY WILL THEN BUILD TEACHER CAPACITY AS THEY GO INTO CLASSROOMS. AND CLOSE THAT LOOP OF FEEDBACK AS THEY ARE IN PLC'S, AS THEY ARE PROVIDING FEEDBACK WITH AN EVALUATION. THIS IS GOING TO HAVE A A TRIPLE DOWN EFFECT, DOWN TO IMPACTING STUDENTS. AND THAT'S WHERE THIS SPECIFIC COMPANY HAS SEEN HUGE IMPACT.

81% OF THEIR CAMPUSES THAT THEY'VE SUPPORTED SHOWING GROWTH. SO THIS IS REALLY SPECIFIC TO PRINCIPAL COACHING AND PRINCIPAL SUPERVISOR COACHING, BUT THE IMPACT IT'S GOING TO HAVE ON BUILDING TEACHER CAPACITY IS GOING TO BE HUGE.

THIS IS SOMETHING THAT PRINCIPALS DREAM OF HAVING, AND OUR PRINCIPALS WILL HAVE THAT OPPORTUNITY TO HAVE THIS COACHING WITH THIS LEVEL OF FREQUENCY. I CAN'T EVEN IMAGINE. FOR THOSE OF US WHO HAVE BEEN PRINCIPALS, THE IMPACT THIS WOULD HAVE HAD ON US IN BUILDING OUR CAPACITY, WHICH WOULD HAVE MADE US EVEN

[01:55:01]

THANKS, DR. AGUTIERREZ. THANKS FOR REITERATING WHAT, DR.

BAILEY HAD POINTED OUT. THANK YOU VERY MUCH, DR. BAILEY, FOR THAT. IT SOUNDS LIKE YOU ANSWERED THE QUESTION THAT I WAS ASKING FOR, DR. BAILEY. IF THAT INFORMATION WAS GOING TO GET DISSEMINATED DOWN, IT SOUNDS LIKE IT IS. SO THANK YOU FOR CLARIFYING BOTH OF Y'ALL. APPRECIATE THAT.

THANK YOU, DR. BAILEY. I WAS JUST ADDING TO WHAT YOU SAID BECAUSE OF THE VALUE THAT I HAD IN AN EXECUTIVE COACH WHEN I PARTNERED WITH HOLDSWORTH. AND OUR PRINCIPALS ARE SO FORTUNATE, ESPECIALLY BRAND NEW PRINCIPALS. WE HAVE TWO BRAND NEW ONES BEING APPOINTED TONIGHT, BEING RECOMMENDED.

THIS IS GOING TO BUILD THEIR CAPACITY IN A FAST WAY. BRAND NEW PRINCIPALS WILL LEAVE THEIR FIRST YEAR WITH THREE YEARS OF EXPERIENCE HAVING AN EXECUTIVE COACH. ABSOLUTELY. THANK YOU FOR THAT. ANY OTHER QUESTIONS? TRUSTEE SIERRA? I'M ALSO REALLY EXCITED TO SEE THIS. I MEAN, I'VE SEEN THE IMPACT OF EXECUTIVE COACHING IN A LOT OF PLACES, AND IT'S EXCITING TO SEE THIS COMING. I THINK MY ANTENNA WENT UP WHEN I SAW THAT. DALY AND DEL VALLE MIDDLE SCHOOL ARE ENGAGING IN THIS AND IN AVID, AND JUST THE AMOUNT OF I KNOW THAT THEY'RE DIFFERENT. BUT I THINK AS A BOARD MEMBER AND POTENTIALLY FOLKS ON THE CAMPUS, LIKE THESE MULTIPLE GRANTS AND INITIATIVES, IT CAN FEEL LIKE A LOT. AND SO JUST THINKING ABOUT, ARE THERE WAYS THAT YOU AND THE TEAM CAN THINK ABOUT? LIKE, HOW CAN WE, WHAT MENTAL FRAMEWORKS CAN WE HAVE TO SORT OF PUT THESE THINGS IN CONVERSATION WITH EACH OTHER? BECAUSE I THINK THE EXECUTIVE, LIKE NAMING IT AS THIS, IS THE EXECUTIVE COACH, BUT IT WOULD BE HELPFUL TO SORT OF SEE. HOW THESE THINGS FIT TOGETHER, WE SEE THAT THEY ALL CONTRIBUTE TO THE GOALS. I THINK THAT'S MY OWN THING. NO, NO, THAT'S A. I THINK THAT THAT'S A REALLY GREAT POINT. UM, BECAUSE IT CAN FEEL LIKE A LOT, OKAY, WE GOT A GRANT FOR THIS AND WE'RE DOING THIS AND THEN WE'RE BRINGING IN THAT. AND IT'S BECAUSE THERE IS A LOT OF WORK TO DO, LIKE IF YOU'RE BEING REALISTIC, LIKE THERE IS A THERE IS A LOT OF WORK TO DO.

BUT I THINK IT'S ALSO THINKING ABOUT THAT CAPACITY PIECE, RIGHT? UM, ONE OF THE THINGS THAT WE KNEW IS THAT WE. WE DO KNOW THAT WE HAVE TO HAVE A A STRONGER IMPACT AT OUR CAMPUS LEADERSHIP LEVEL.

JUST WHY THIS GRANT WAS REALLY IMPORTANT FOR US TO GO OUT FOR. BECAUSE I KNOW THAT I CAN'T BE ON A CAMPUS EVERY SINGLE DAY, AND I DO WANT TO POINT OUT MEMBERS OF MY TEAM HERE IN JUST A MOMENT THAT ARE ON CAMPUSES, BUT THEY CAN'T BE IN EVERY CLASSROOM EVERY SINGLE DAY. AND SO THAT INSTRUCTIONAL LEADER ON THE CAMPUS IS REALLY IMPORTANT, SO THAT EXECUTIVE COACHING AT THAT LEVEL IS IMPORTANT.

BUT THIS WILL COME INTO THAT CONVERSATION AS WELL, TOO. BECAUSE ONE OF THE THINGS THAT WE KNOW IS THAT I KNOW WHEN I SHOW UP ON THE CAMPUS OR IF DR.

GUTIERREZ SHOWS UP ON THE CAMPUS. OR IF DR. CANTU SHOWS UP ON THE CAMPUS, WE WORK ALONGSIDE OUR PRINCIPALS AND WE WORK TO COACH OUR PRINCIPALS, BUT THEY'RE NEVER GOING TO SEPARATE THAT FROM IT. WE KNOW THAT. AND SO WE KNOW THAT THAT EXECUTIVE COACH COMES IN AND THERE'S A MOMENT OF VULNERABILITY THAT HAPPENS, THAT DOESN'T ALWAYS HAPPEN WITH US. WITH HELPING THEM TRY TO FIGURE OUT, OKAY, HOW DO I IMPLEMENT AVID AND HOW DO I CONTINUE TO, BECAUSE WE'RE JUST TALKING ABOUT MATH.

BUT THERE'S ALSO SCIENCE, AND THERE'S READING, AND THERE'S ALL OF THESE OTHER PIECES. AND THERE'S THE PARENT PHONE CALLS THAT ALSO COME INTO THESE CONVERSATIONS. SO THAT EXECUTIVE COACH HELPS TO BREAK DOWN THOSE WALLS OF VULNERABILITY. WHILE ALSO RECOGNIZING THAT THERE'S ALSO ALL OF THESE OTHER PIECES THAT ARE AT PLAY THERE. SO THIS EXECUTIVE COACHING PIECE REALLY BECOMES. IMPORTANT TO THAT WORK AS WELL, BUT TO THE POINT OF THESE MULTIPLE GRANT INITIATIVES. THAT'S PART OF THE REASON WHY WE'RE STARTING AT IT ON SUCH A SMALLER SCALE.

BECAUSE WE RECOGNIZE THAT A FULL SCALE SIX THROUGH EIGHT WOULD PROBABLY BE A LITTLE BIT MORE CHALLENGING. I MEAN, IT'S NOT IMPLEMENTING EVERYTHING THAT. THAT'S WHY I SAID THE FIDELITY TO THE MODEL IS REALLY IMPORTANT, BUT ALSO IT'S BECAUSE WE HAVE TO GET THERE WITH FULL FIDELITY OF IMPLEMENTATION.

BUT WE ALSO NEED TO BE STRATEGIC WITH THE PIECES THAT WE PULL IN THE LOW HANGING FRUIT YEAR ONE.

I BELIEVE, TRUSTEE LEDESMA WOODY, YEAH. SO FIDELITY IS LIKE A TRIGGER WORD FOR ME RIGHT NOW.

AT THIS POINT FROM PREVIOUS ADMINISTRATION, MY COMMENT IS GOING TO BE MORE TO THE BOARD IN THAT. I THINK THIS BRINGS UP A REALLY GOOD OPPORTUNITY FOR US TO AT SOME POINT HAVE A CONVERSATION ABOUT GRANTS THAT WE HAVE OUT THERE. AND THE OUTCOME THAT IS ACTUALLY PROVIDING TO OUR DISTRICT. AND AND IF IT'S NOT A POSITIVE OUTCOME, IF IT'S NOT PROVIDING ANY POSITIVE OUTCOME TO OUR STUDENTS, IS THIS SOMETHING WE NEED TO CONTINUE TO GO FORWARD IN THE FUTURE? WHEN I SAW THE PRICE TAG, I WAS LIKE, WOW, THAT'S A LOT OF MONEY.

LUCKILY, IT'S NOT COMING FROM OUR BUDGET BECAUSE I KIND OF FREAKED OUT A LITTLE BIT ABOUT THAT. AND THEN I SAW THE FUNDING SOURCE. BUT I THINK THIS IS A GREAT SEGUE AT SOME POINT FOR US TO TALK ABOUT THAT. THANK YOU. THANK YOU FOR THAT FEEDBACK, TRUSTEE LEDESMA WOODY. ANY OTHER QUESTIONS? TRUSTEE SHANTE? OH, SHANTE. HAYWOOD. I HAD A QUESTION. SO THE EXECUTIVE COACHES, IS IT LIKE

[02:00:01]

SO, EVERY PRINCIPAL WILL BE IN THEIR OWN COACHING SESSION WITH A COACH ON A WEEKLY BASIS. SO A HALF DAY OR A FULL DAY, A FULL DAY. BI WEEKLY OR HALF DAY WEEKLY? TRUSTEE BURTON THAT WAS ONE OF MY QUESTIONS. SO WHAT, THE EXECUTIVE COACH? WHEN THE EXECUTIVE COACH HAS FEEDBACK, WHO IS THAT FEEDBACK GOING TO? IT'S GONNA GO TO ME AND IT'S ALSO GOING TO GO TO THE CAMPUS FRONT FOR THE FOR THE PRINCIPAL. SO THEY'RE GONNA GET THAT IN THE MOMENT COACHING, SO THEY'RE GONNA GET THAT FEEDBACK DIRECTLY, BUT IT'S ALSO GOING TO COME TO ME. DR. GUTIERREZ WILL GET THAT FEEDBACK. SO WE'RE ALSO, AND I'LL LET BRAD KIND OF TALK THROUGH PROBABLY SOME OF THAT, TOO, BECAUSE I KNOW THAT THEY'RE ONLINE AND THEY CAN ANSWER SOME QUESTIONS IN MORE GRANULAR DETAIL. AND ALSO DR. CANTU. SO WE'RE ALSO BUILDING WHAT'S CALLED LIKE A LEAD MEASURES DASHBOARD AS WELL, TOO, SO THAT WE CAN SEE WHERE CAMPUSES ARE PERFORMING KIND OF IN REAL TIME. SO, TO TRUSTEE LEDESMA, WOODY'S POINT IS, ARE WE GETTING THE OUTCOMES THAT WE WANT TO GET, OR ARE WE JUST SPINNING OUR WHEELS? BECAUSE WE ALSO DON'T WANT TO SPIN OUR WHEELS ON THINGS THAT ARE NOT GOING TO GET. THE OUTCOMES THAT WE ALL KNOW, THAT WE WANT FOR OUR STUDENTS AND FOR OUR CAMPUSES.

BUT WE'RE ALL GOING TO BE GETTING THIS FEEDBACK IN SORT OF REAL TIME. SO THERE WILL BE OPPORTUNITIES ALSO FOR THE COACH TO WATCH ME COACHING A PRINCIPAL ON A CAMPUS AND MY COACHING PRINCIPALS IN THE RIGHT WAY TO GET THE OUTCOMES THAT I NEED FROM CAMPUS PRINCIPALS. SO THERE'S THIS FEEDBACK THAT'S FEEDING THE ENTIRE SYSTEM. SO IT'S NOT JUST FEEDBACK FOR THE SAKE OF GIVING FEEDBACK TO PRINCIPALS, BUT IT'S ALSO ARE WE COACHING PRINCIPALS IN THE RIGHT WAY AS WELL.

AWESOME. THANK YOU. TRUSTEE SIERRA? JUST A QUICK CLARIFICATION. ONLY THE FOUR PRINCIPALS ARE GETTING COACHING, OR EVERY PRINCIPAL? ALL 14 CAMPUSES. THERE'S MORE SUPPORT REALLY AT THE PLC LEVEL FOR THOSE FOUR CAMPUSES. SO I DO WANT TO CLARIFY FOR THEM BECAUSE I'M GLAD YOU ASKED THAT QUESTION. SO WHETHER IT'S BECAUSE OF THE PERFORMANCE OF SOME OF OUR CAMPUSES AND WE'VE TALKED ABOUT THE SCHOOL IMPROVEMENT, THAT HAPPENS. SO WHETHER IT'S THIS PARTICULAR EFFORT OR IT'S A DIFFERENT EFFORT, THAT TEA COMES IN AND SAYS THAT WE HAVE TO DO. WE'RE STILL GOING TO HAVE TO DO SOMETHING BECAUSE OF WHERE WE ARE ACADEMICALLY.

AND WE KNOW THAT THOSE OUTCOMES ARE IMPROVING INCREMENTALLY.

BUT WHETHER IT'S THIS OR IT'S SOMETHING THAT'S UNFUNDED, WE KNOW THAT THERE ARE GOING TO BE MANDATES THAT WE HAVE TO IMPLEMENT. THANK YOU. I HAVE A MOTION FROM TRUSTEE LOURDES MAWOODI. DO I HAVE A SECOND? VICE PRESIDENT CISNEROS SECONDS. ALL THOSE IN FAVOR? MOTION PASSES, UNANIMOUSLY.

THANK YOU. AND WE'LL GO ON TO

[VI. B. Goal 1: Early Literacy - Goal Progress Measures 1.1-1.3 Dr. Katrina Bailey, Chief of Learning and Leadership]

BAILEY, YOU'RE UP AGAIN. ALL RIGHTY. SO YOU MAY HAVE REMEMBERED THIS PRESENTATION. I DID PRESENT THIS PRESENTATION EITHER BACK AT THE END OF JANUARY OR BEGINNING OF FEBRUARY, ONE OF THOSE TWO.

BUT THIS IS A REVISED UPDATE ON OUR MIDDLE OF THE YEAR DATA, AS YOU CAN REMEMBER AT THAT TIME. WE HAD TALKED ABOUT SOME OF THE THE SYSTEM LEARNING, SOME OF THESE NEW ASSESSMENTS THAT WERE GIVEN. SO, THE REVISION THAT I'M GOING TO PRESENT TONIGHT REFLECTS ADJUSTMENTS MADE TO OUR MIDDLE-OF-THE-YEAR MAP GROWTH DATA AFTER IDENTIFYING FACTORS DURING THAT PARTICULAR ADMINISTRATION WINDOW. AND BEFORE I GET INTO THE PRESENTATION, I DO WANT TO ACKNOWLEDGE MEMBERS OF MY TEAM WHO ARE HERE THIS EVENING.

BECAUSE THEY'RE PRETTY PHENOMENAL AND WE DON'T ALWAYS GIVE THEM THE CREDIT THAT I THINK THAT THEY ALWAYS DESERVE, BUT THEY'RE BEEN ON CAMPUSES, WORKING ALONGSIDE TEACHERS, AND SOME OF THEM ACTUALLY TEACHING ACTUAL FULL CLASSES, NOT JUST PULLING SMALL GROUPS.

I WANT TO POINT OUT OUR DIRECTOR OF LITERACY, MONICA FRANCO. I WANT TO POINT OUT ONE OF OUR LITERACY COORDINATORS, YAIRA PERKINS. WE CALL HER PERKINS. Y'ALL KNOW ANDREA JARAMILLO, WHO IS OUR EXECUTIVE DIRECTOR OF TEACHING AND LEARNING.

ASHLEY BENAVIDEZ IS ONE OF OUR MATH COORDINATORS, OUR ELEMENTARY MATH COORDINATOR. ALSO, JUAN MATA IS ONE OF OUR MATH COORDINATORS.

THEY'RE PHENOMENAL. WHEN YOU ASK THEM TO SHOW UP, THEY DO, WHETHER IT'S IN CLASSROOMS OR BOARD MEETINGS, THEY'RE ALWAYS HERE. SO WE THANK YOU ALL FOR THE WORK THAT YOU DO. SO, AGAIN, GROUNDING OUR WORK IN STUDENT OUTCOMES DON'T CHANGE UNTIL ADULT BEHAVIORS CHANGE.

THAT'S FOR ALL OF US. AGAIN, THIS PARTICULAR PRESENTATION WAS FOCUSED ON EARLY LITERACY. GOAL 1, GPMS 1.1 TO 1.3. AT THIS TIME, SO IT WAS FEBRUARY.

AT THIS TIME IN FEBRUARY, WE LOOKED AT WHAT WERE THE PROCESSES, THE THINGS THAT WE'VE DONE, WHAT ARE THE OUTPUTS? AND REMEMBER, GOAL ONE IS REALLY FOCUSED SPECIFICALLY ON THIRD GRADE STAR PERFORMANCE. THE GPMS MEASURE PERFORMANCE

[02:05:01]

AT THIS TIME IN FEBRUARY, WE SAW ABOUT A 1.7 GROWTH FROM BEGINNING OF THE YEAR, MAP GROWTH IN THE MIDDLE OF THE YEAR, MAP GROWTH FOR OUR THIRD GRADE STUDENTS.

SO THIS IS JUST KIND OF REACCLIMATING US AS I MOVE FURTHER INTO THE PRESENTATION.

SO WHAT WE DID AFTER WE RECOGNIZED THAT THERE WAS SOME DATA VALIDATION THAT REALLY NEEDED TO HAPPEN IS WE CAME UP WITH, WE MET AS A TEAM, WE CAME UP WITH A PLAN OF ACTION, WE MET WITH OUR CAMPUS PRINCIPALS, WHO THEN TURNED THIS INFORMATION AROUND AND CAME UP WITH PLANS FOR THE INDIVIDUAL CAMPUSES TO HELP US WITH VALIDATING THE DATA THAT WE WERE GETTING BACK.

SO WE ALSO MET WITH MDWEA, MAP GROWTH, AND THEN SHARED SOME OF WHAT WE WERE SEEING.

TO GET SOME RECOMMENDATIONS ON HOW WE CAN BETTER ADMINISTER THESE ASSESSMENTS SO THAT WE CAN GET RELIABLE AND VALID DATA. AND AGAIN, I SAID, WE MET WITH THE CAMPUSES AND THEN WE SET A DEADLINE FOR THEM TO GO BACK AND KIND OF RESCORE SO THAT WE CAN GET MORE VALID AND RELIABLE DATA.

AT THIS TIME, THIS IS WHERE OUR THIRD GRADERS WERE PERFORMING AGAIN. WE'RE ABOUT FOUR, ABOUT FIVE PERCENT FROM OUR END OF THE YEAR GOAL. THIS IS WHERE EACH OF THE CAMPUSES WERE PERFORMING. AND THEN WE TALKED ABOUT THE STRENGTHS THAT WE SAW IN THE DATA AT THAT TIME. AND THEN WE GOT INTO OUR KINDERGARTEN AND FIRST GRADE DATA. SO AT THIS TIME IN MAP GROWTH, OUR FIRST GRADERS, THE ORIGINAL DATA THAT WE RECEIVED IN KINDERGARTEN, EXCUSE ME, WE HAD ABOUT 72 STUDENTS WHO WERE AWAY FROM MEETING THAT GOAL.

SO, IN THE MIDDLE OF THE YEAR, WE WERE ABOUT 64.9% OF OUR STUDENTS MEETING THEIR END-OF-THE-YEAR MAP GROWTH. TOWARDS THAT ANNUAL TARGET. WHEN WE WENT BACK AND DID THE RE-SCORE AND WORKING WITH OUR CAMPUS PRINCIPALS AND ALSO WITH THE TEACHERS, THE CHANGE IN THE DATA, AS YOU CAN SEE HERE, SO, AFTER COMPLETING THE RE-SCORE, KINDERGARTEN PERFORMANCE INCREASED FROM 64.9% TO 66.5%, A 1.6 PERCENTAGE POINT IMPROVEMENT. THE ADJUSTMENT REDUCED THE NUMBER OF STUDENTS NEEDED TO MEET THE ANNUAL TARGET FROM 72 TO 60. MAKING THE GAP A LITTLE BIT MORE ACTIONABLE FOR US. AND AGAIN, AS I STATED AT THAT TIME, WE'RE TALKING ABOUT 60 STUDENTS, AND I'LL JUST CONTINUE TO REITERATE THAT EACH OF THOSE STUDENTS HAS A NAME.

AND SO, WHILE THIS REFLECTS MORE ACCURATE KINDERGARTEN PERFORMANCE, IT REMAINS 7.1% BELOW OUR ANNUAL TARGET. AND AS YOU CAN SEE, EVEN WHEN YOU GO BACK TO, BECAUSE I WANT TO ACKNOWLEDGE SOME OF WHAT WE ALSO HEARD THIS EVENING, AND WE CAN TALK MORE ABOUT THAT AT A LATER TIME, YOU SEE, OUR STUDENTS ARE STILL MOVING IN THE SAME WAY. SO EVEN THOUGH, YOU KNOW, WHAT I'M HEARING IS THAT THERE'S FLUCTUATIONS IN THE DATA, BUT EVEN WHEN WE GO BACK AND REASSESS, WE STILL SEE ALL OF THE NUMBERS AND THE PATTERNS AND MOVING IN THE SAME WAY. SO WE DID SEE A PERFORMANCE IN THE RESCORE FOR OUR KINDERGARTEN STUDENTS, SO ABOUT A 1.6% DIFFERENCE.

AT THIS TIME IN FEBRUARY, OUR FIRST-GRADE STUDENTS WERE AT ABOUT 49.8%. 102 STUDENTS AWAY FROM MEETING OUR ANNUAL GOAL, AND AT THAT TIME WE SHARED THAT AGAIN, ABOUT 50% OF OUR STUDENTS AWAY FROM THAT TARGET. WHEN WE WENT BACK AND DID THE RESCORE AND WORKING WITH OUR CAMPUSES, THAT INFORMATION SIGNIFICANTLY IMPROVED FOR OUR FIRST GRADE STUDENTS.

SO WE WENT FROM 49% TO 59% OF OUR STUDENTS. SO, FROM 102 STUDENTS NEEDING TO MEET THE ANNUAL TARGET DOWN TO 19 STUDENTS NEEDING TO HIT THAT ANNUAL TARGET. SO YOU CAN SEE, WE'RE IN REACH OF OUR END OF THE YEAR GOAL FOR FIRST GRADE. AND AGAIN, NOTHING CHANGED ABOUT THE SECOND GRADE DATA.

SO THIS IS THE DATA THAT WE HAD IN FEBRUARY. OUR SECOND GRADE STUDENTS WERE LESS THAN 5% AWAY FROM HITTING THE ANNUAL TARGET.

SO I WANTED TO MAKE SURE THAT WE CAME BACK, BECAUSE AT THE TIME I PROMISED THAT WE WOULD COME BACK AFTER WE DID THE RESCORE. AND GIVE YOU UPDATED INFORMATION ON WHERE OUR CAMPUSES ARE. AND SO NOT CAMPUSES, BUT WHERE OUR STUDENTS ARE PERFORMING IN RELATION TO OUR ANNUAL GOAL. SO WE SAW INCREASES IN KINDERGARTEN, BUT WE SAW SIGNIFICANT INCREASES AT THE FIRST GRADE.

AND I WILL TAKE ANY QUESTIONS THAT YOU HAVE AT THIS POINT.

THANK YOU FOR THAT. DR.

BAILEY, DO WE HAVE ANY QUESTIONS? VICE PRESIDENT CISNEROS. THANK YOU, DR.

BAILEY. SINCE WE'VE IDENTIFIED WHAT THE CHALLENGE WAS AND DID THE RETESTING, DO YOU ANTICIPATE THIS HAPPENING AGAIN? I HOPE NOT, BECAUSE WE'RE PUTTING STRONG, SPECIFIC PLANS IN PLACE. WE'LL JUST KEEP CHECKING THAT, RIGHT? ABSOLUTELY. OKAY. SO WHAT WE ARE ASKING EVERY SINGLE CAMPUS TO DO IS TO TURN IN WHAT? ONE OF THE THINGS THAT WE'VE HEARD TONIGHT AND THAT WE CONTINUE TO HEAR,

[02:10:01]

M-CLASS IS MORE OF A DIAGNOSTIC ASSESSMENT. SO THEY MEASURE ALL THE, SOME OF THE SAME SKILLS, THE WAY THE MEASUREMENTS, THE WAY WE RECEIVE THE DATA IS, IT'S GOING TO LOOK DIFFERENT BECAUSE THEY MEASURE VERY DIFFERENT. THEY'RE, THEY'RE DESIGNED TO MEASURE DIFFERENT.

SO A M-CLASS ASSESSMENT IS DESIGNED TO GIVE YOU A DIAGNOSIS. IT IS DESIGNED TO TELL YOU WHETHER OR NOT YOUR STUDENTS HAVE LETTER SOUND AWARENESS. IT'S DESIGNED TO TELL YOU WHETHER THEY HAVE PHONEMIC AWARENESS. THAT'S WHAT IT'S DESIGNED TO DO. MAP GROWTH IS STRICTLY DESIGNED TO, AND THE REASON WHY IT'S ALIGNED WITH TIA IS BECAUSE IT IS DESIGNED TO TELL US WHETHER OR NOT STUDENTS ARE GROWING OR NOT GROWING. THAT'S WHAT IT'S DESIGNED TO DO. AND WHEN IT TELLS US WHETHER STUDENTS ARE GROWING OR NOT GROWING, THEN WE COME BACK IN WITH AN ASSESSMENT LIKE MCLASS OR A DIFFERENT ASSESSMENT.

TO GET MORE TARGETED DATA FOR STUDENTS WHO ARE NOT MEETING THAT MAP GROWTH MEASURE.

MEETING THEIR MAP GROWTH MEASURE IS TELLING US WHAT SPECIFICALLY THEY'RE STRUGGLING WITH. SO THE TEACHERS ARE ABSOLUTELY CORRECT. YOU ARE GOING TO SEE FLUCTUATIONS FROM ONE ASSESSMENT TO THE NEXT. I DO ALSO WANT TO ACKNOWLEDGE THAT WE RECOGNIZE SOME OF THE CHALLENGES WITH GIVING THE ASSESSMENT ON THE IPAD. THAT'S ONE OF THE THINGS THAT WE RECOGNIZE AS ONE OF THE CHALLENGES. I RECOGNIZE THAT SITTING KIDS DOWN FOR 30 MINUTES IS PROBABLY NOT THE BEST WAY TO ADMINISTER THAT ASSESSMENT.

SO WE PROBABLY DO NEED TO BREAK THAT UP INTO SMALLER. SO THAT'S THE GUIDANCE THAT WE'RE PROVIDING TO OUR CAMPUSES ON HOW THE TEST IS ACTUALLY ADMINISTERED.

BUT AGAIN, THIS IS OUR FIRST YEAR. AND WE'RE LEARNING AND WE'RE GOING THROUGH, LEARNING SOME OF THOSE PARTICULAR THINGS.

YEAH, AND THAT'S WHY I ASKED, BECAUSE I THINK IT'S IMPORTANT TO IDENTIFY THOSE CHALLENGES.

SO THAT WAY WE CAN ENSURE THAT WE'RE TURNING IT AROUND AND PROVIDING THAT POSITIVE IMPACT AS WE CONTINUE. SO IT CAN START DWINDLING DOWN. WELL, NOT DWINDLING DOWN, BUT WE'LL SEE THE IMPACT THAT IT HAS AS NUMBERS RISE TO MEET ON TRACK. THANK YOU. TRUSTEE FRANCO. THANK YOU VERY MUCH FOR THE PRESENTATION. THIS IS ALWAYS REALLY, REALLY GREAT DATA. SUCH A GOOD JOB YOU'RE DOING. YOU TOUCHED ON A FEW THINGS, YOU KNOW, THE IPAD AND CHANGES THAT YOU ALL ARE IMPLEMENTING. MIKE, HOW ARE WE OPERATIONALIZING THOSE? OR, I GUESS, HOW ARE WE, LIKE, MEMORIALIZING THEM? OR ARE WE MEMORIALIZING THEM SOMEWHERE AND THEN OPERATIONALIZING THEM? WE STANDARDIZE THEM ACROSS CAMPUSES. WHAT DOES THAT LOOK LIKE? IS THERE, LIKE, A NO, JUST GENERALLY SPEAKING, SOME OF THE THINGS THAT WE'RE LEARNING AS WE GO THROUGH THESE PRESENTATIONS, EVERY MEETING, YOU GIVE US SOME REALLY GOOD INSIGHT AS FAR AS THINGS THAT YOU'VE LEARNED. IS THERE A CENTRAL REPOSITORY OR WHAT ARE WE DOING WITH THAT INFORMATION TO MAKE SURE THAT OUR TEACHERS ARE? IT'S GETTING TO ALL OF OUR TEACHERS. WE'RE STANDARDIZING THIS STUFF, WHAT WE'VE LEARNED. WHAT DOES THAT LOOK LIKE? WHAT'S THE PROCESS FOR MAKING SURE THAT WE ARE IMPLEMENTING ALL THE BEST THINGS THAT WE'RE YOUR WORK? IT'S A REALLY GREAT QUESTION.

WE'RE GOING TO START WORKING WITH BRIS, FOR ONE, SO WE CAN MAKE SURE THAT ALL OF OUR PRINCIPALS ARE COACHING IN THE SAME WAY. BUT TO THIS PARTICULAR POINT, IT REALLY GOES BACK TO ENSURING THAT WE'RE, BECAUSE I ALSO SHARE THIS INFORMATION WITH PRINCIPALS. BECAUSE WHAT I SHARE WITH THEM IS, HEY, I'M GOING TO BE SHARING THIS INFORMATION WITH THE BOARD. WANT SOMETHING TO GO OUT PUBLICLY THAT YOU HAVEN'T ALSO SEEN, AND ALSO GETTING THEIR FEEDBACK ON WHAT ARE THE INPUTS AND THE OUTPUTS THAT WE'RE RECEIVING.

SO WE DO ALSO GET FEEDBACK FROM OUR PRINCIPALS TO ENSURE THAT WHAT WE'RE SEEING IS ALSO IN ALIGNMENT WITH WHAT THEY'RE SEEING. SO PART OF ALSO HOW WE MEMORIALIZE THIS IS ENSURING THAT OUR PRINCIPALS HAVE VERY CLEAR PLANS. SO IF WE KNOW THAT YOUR DATA WAS WAY OFF FROM WHAT IT SHOULD HAVE BEEN, THEN I NEED TO MAKE SURE THAT YOU HAVE REALLY TIGHT SYSTEMS AND PLANS AND THAT YOU SHARE WITH US WHEN. AND HOW YOU'RE GOING TO BE TRAINING YOUR TEACHERS, AND ALSO HOW YOU'RE GOING TO MONITOR THE ADMINISTRATION OF THAT AS WELL, TOO.

BUT I WILL TELL YOU THAT FOR A LOT OF OUR PRINCIPALS, AND IT'S A SHOCK FOR SOME OF US, TOO, WHICH IS WHY WE REALLY DO APPRECIATE BEING ABLE TO HEAR SOME OF THE RECORDINGS OF OUR STUDENTS READING, IS, THEY JUST WEREN'T AWARE, RIGHT? THEY WEREN'T AWARE THAT THEY COULD GO BACK IN AND ACTUALLY HEAR THE KIDS READING, THAT THEY COULD GO BACK IN.

BECAUSE WE ALSO HAD TO, WHEN WE SAW THAT SIGNIFICANT CHANGE IN THE DATA, OUR TEAM ACTUALLY DID GO IN.

AND ACTUALLY DO SOME SPOT CHECKING TO MAKE SURE THAT THEY WERE ALSO REACHED FOR THE RIGHT WAY AS WELL, TOO. BECAUSE THERE WAS A SIGNIFICANT CHANGE IN IT. SO OUR TEAM, OUR TEAM ALSO GOES BACK IN AND VALIDATES. ONE OF THE OTHER THING THAT WE'RE WORKING WITH COMMUNICATIONS ON, AND THIS IS ANOTHER. JUST ANOTHER PIECE OF THAT THAT'S KIND OF PARALLEL TO THIS IS THAT WE'VE HEARD ALSO FROM PARENTS IS WANTING TO UNDERSTAND THIS PARTICULAR PIECE OF IT, TOO. SO I THINK THAT ALSO AS PARENTS START TO ASK MORE QUESTIONS ABOUT THIS. THEY'RE GOING TO BE, WE'RE GOING TO BE ABLE TO POINT THEM TO FORWARD FACING RESOURCES FOR THEM. SO WE'RE WORKING WITH CHRIS AND THE COMMUNICATIONS TEAM ON GETTING INFORMATION OUT ABOUT MAP GROWTH AND WHAT PARENTS CAN EXPECT ABOUT THAT, TOO. SO THAT WAY, PARENTS CAN ASK THEIR KIDS

[02:15:01]

SO WE WANT TO MAKE SURE THAT WE'RE IN ALIGNMENT. OR THAT PARENTS CAN ASK THEIR TEACHERS, TOO, QUESTIONS ABOUT IT, LIKE, HOW DID MY CHILD DO? AND THEN HOW CAN I SUPPORT THEM AT HOME? SO THAT'S WHERE WE START TO MEMORIALIZE SOME OF, NOT JUST THESE. THIS ASSESSMENT THAT WE'RE JUST GIVING, BECAUSE RIGHT NOW WE'RE JUST, I DON'T WANT TO SAY RIGHT NOW. WE DON'T WANT TO GIVE ASSESSMENTS JUST FOR THE SAKE OF GIVING. AND WE REALLY WANT THEM TO TRULY IMPACT OUR OUTCOMES, ACTUALLY GIVE US THE FEEDBACK.

AND THEN FANTASTIC, WELL AGAIN, THANK YOU VERY MUCH FOR THE INFORMATION. THANKS, GREAT JOB DR. BIG. YOU'RE WELCOME. BOARD MEMBERS. ANY OTHER QUESTIONS, TRUSTEE? LEDESMA WOODY SO HOW LONG DO WE HAVE A PROGRAM BEFORE WE REVIEW IT AND IDENTIFY THAT IT'S NOT ACTUALLY WORKING. I KNOW THAT MAP IS NEW TO US, MAYBE ABOUT, WHAT, A YEAR, TWO YEARS, RIGHT BEFORE DR. GOT ON THE BOARD. YEAH, BUT I WOULD SAY THIS IS YEAR ONE BECAUSE IT WAS NOT IMPLEMENTED. IT WASN'T LAUNCHED THE RIGHT WAY LAST YEAR. YEAH, WE HAD VERY FEW.

AND I'M SAYING THIS BECAUSE I KNOW THAT WE HAD SOME CONCERNS WITH THIS PARTICULAR PROGRAM AND HOW IT WAS PRESENTED TO US. WAY BACK WHEN, BEFORE ALL OF THE NEW BOARD MEMBERS ARRIVED. SO I WAS JUST WONDERING, AT WHAT POINT WILL WE LOOK AT THIS AND IDENTIFY, IS THIS REALLY WORKING FOR OUR COMMUNITY? AND IF IT'S TIED TO THE TEACHER ALLOTMENT, HOW DOES THAT IMPACT US? ARE WE ABLE TO CHANGE THAT THROUGHOUT THE YEARS IF WE DECIDE TO CHANGE OUR MECHANISM OF OUR TEACHERS? SO WE'RE LOOKING AT DATA ALL THE TIME.

SO TO THAT QUESTION, WE'RE LOOKING AT DATA ALL THE TIME AND IF WE'RE GETTING THE INFORMATION THAT WE NEED TO RECEIVE FROM IT. I KNOW ONE OF THE THINGS THAT WE TALKED ABOUT IN OUR SUMMER WORKSHOP, I KNOW WE TALKED ABOUT HAVING, AND I'M LOOKING AT DR. KENT, TOO, I KNOW WE TALKED ABOUT GOING BACK AND REVISITING BECAUSE WE'RE GOING TO HAVE END OF THE YEAR DATA. I KNOW WE TALKED ABOUT IN JULY, WHEN WE GET TO HAVE A WORKSHOP, GOING BACK AND REVISITING, ARE THESE GOALS THE RIGHT GOALS? ARE WE GETTING THE DATA THAT WE NEED TO ACHIEVE AND DEFINITELY NEED? SO WE'VE HAD THIS CONVERSATION, I THINK, A COUPLE OF TIMES ABOUT. WHAT DOES THIS LOOK LIKE AFTER WE'VE BEEN THROUGH A YEAR OF THIS, AND HOW DO WE GO BACK AND HAVE THIS CONVERSATION IN A BOARD WORKSHOP? AS TO ARE THESE THE RIGHT GOALS? YOU KNOW, ONE OF THE THINGS THAT I PUT IN THE COMMUNIQUE, I THINK IT WAS THIS PAST WEEK, MAYBE THE WEEK BEFORE, IS. I REALLY THINK THAT WE NEED TO HAVE A TIGHTER GOAL. BASED ON SOME INFORMATION THAT OUR TEAM AND RESEARCH THAT WE'VE RECEIVED AS A PART OF OUR TRAINING, TIED SPECIFICALLY TO FIRST GRADE OUTCOMES.

TYPICALLY, WE LOOK AT THIRD AND FOURTH, BUT EVEN BASED ON OUR NEW LEARNING, WHAT WE KNOW THAT WE NEED TO IMPACT. OUR PRIMARY GRADES, BUT DO WE REALLY NEED TO HAVE A GOAL BEFORE THIRD GRADE? SO THOSE ARE THINGS THAT I WOULD LIKE TO, WHEN WE GET TO HAVE ANOTHER WORKSHOP AND WE TALK ABOUT AND WE REVIEW THESE GOALS AND WE LOOK AT PROGRESS.

AFTER A YEAR'S WORTH OF DATA AND WE ACTUALLY GET OUR STAR DATA IN, ARE WE MEASURING THE RIGHT THING IN THE RIGHT WAY, WITH THE RIGHT TOOLS? AND IF NOT, DO WE NEED TO CHANGE? SO THERE'S OPPORTUNITIES FOR THE BOARD TO BE ABLE TO DO THAT. AND WE'RE ABLE TO CHANGE OUR TECHNIQUES AND OUR ALLOTMENT AND ALL OF THAT INFORMATION. IF WE NO LONGER USE THIS PROGRAM LATER ON. OR IS THAT WE HAVE TO KEEP THIS AND MAKE IT WORK FOR THE MAPS FOR TIA. YES, BUT THE GOOD THING ABOUT TIA? AND WHY YOU DON'T WANT TO CHANGE? ASSESSMENTS KIND OF LIKE MAYBE THIS ASSESSMENT FOR THIRD THROUGH FIFTH AND THIS ASSESSMENT THROUGH ONE. IS WHAT WE WALK AWAY WITH AND WHAT PARENTS GET, AND WHAT KID AND KIDS GET IS HISTORICAL DATA. IF WE ARE CHANGING THE TOOL AND THE RESOURCE EVERY SINGLE YEAR, THEN WE WE DON'T HAVE HISTORICAL DATA, RIGHT? SO WHAT MAP GROWTH DOES IS BECAUSE WE CAN MEASURE IT K THROUGH, REALLY THROUGH 12TH GRADE, IS IT GIVES US HISTORICAL DATA PERFORMANCE IF WE UTILIZE THE SAME ASSESSMENT. YEAH, I WOULD THINK WE WOULD PROBABLY NEED TO GIVE IT A MINIMUM OF THREE YEARS, IF NOT FIVE YEARS, TO REALLY FIND OUT. IF IT'S GIVING YOU THE DAY-TO-DAY TRUSTEES ANY OTHER QUESTIONS, TRUSTEE RIGHT HERE WITH I JUST NEED HAD A CLARIFYING QUESTION WHAT DO YOU MEAN BY, LIKE, RESCORING? IS THAT JUST THEY TOOK THE TEST OVER AGAIN? SO, AND I CAN'T REMEMBER IF YOU, SO BACK IN FEBRUARY, ONE OF THE THINGS THAT WE REALIZED IS THAT WE GOT A LOT OF NO SCORES. SO WHEN WE GOT THE DATA BACK, WE WERE LIKE, OKAY, WHY DO WE HAVE A LOT OF NO SCORES? SO THROUGH OUR RESEARCH AND WORKING WITH MAP, WHAT WE REALIZED IS THAT TEACHERS HAD TO ACTUALLY GO IN AND VALIDATE THE DATA. SO THEY COULD GO IN AND ACTUALLY LISTEN TO THE STUDENT'S RECORDING TO SEE, AND I THINK I PLAYED ONE OF THE VIDEOS AT THAT TIME.

OKAY, THIS KID HAS A NO SCORE, WHICH MEANS THAT THEY WEREN'T SHOWING UP IN THE DATA.

THAT FORTY NINE POINT SOMETHING PERCENT OF DATA BECAUSE TEACHERS HAVE TO ACTUALLY GO IN AND LISTEN TO, OKAY, IS THIS ACCURATE? IS THE KID ACTUALLY

[02:20:01]

FOR SOME CAMPUSES, IT WAS 14.

FOR SOME CAMPUSES, IT COULD HAVE BEEN, YOU KNOW, 50. BUT DISTRICT WIDE, THEY WERE ABOUT 300 OR SOMETHING. SO IS THAT, LIKE, A SYSTEM ISSUE? LIKE, THE SYSTEM DOESN'T PICK UP ON THEM VERBALIZING? YES. SO SOME OF IT WAS THE WAY THE TEST WAS BEING ADMINISTERED IN THE CLASSROOM. SO FOR SOME OF THE MICROPHONES, IT WAS PICKING UP. IF THERE WERE THINGS HAPPENING IN THE CLASSROOM, THE MICROPHONES ACTUALLY PICK UP.

THE BACKGROUND INFORMATION. SO THE SYSTEM IS LIKE, YOU KNOW, I'M NOT REALLY SURE IF THIS KID IS READING OR NOT. THE TEACHER NEEDS TO ACTUALLY GO IN AND VALIDATE IT BECAUSE IT COULD BE PICKING UP THE TEACHER TEACHING, OR THE TEACHER GIVING DIRECTIONS OR SOMETHING ELSE.

WHILE SOME OF THE KIDS ARE ACTUALLY TAKING THE ASSESSMENT.

IT COULD BE THAT THE KID HAS A MICROPHONE IN THEIR MOUTH BECAUSE WE'RE TALKING ABOUT KINDERGARTEN AND FIRST GRADERS.

IT COULD BE THAT WE DIDN'T HAVE THE BEST MICROPHONE. SO WE'VE ALSO HAD THAT CONVERSATION AROUND, DO WE HAVE THE RIGHT MICROPHONES TO BE ABLE TO ADMINISTER THIS ASSESSMENT.

AND SO WE'VE ALSO LOOKED AT THAT AS WELL. SO IT'S NOT THEM RETAKING THAT EXAM? NO, THE KIDS DIDN'T HAVE TO RETAKE IT. IT WAS THE TEACHERS ACTUALLY GOING IN.

BUT FOR ONE TEACHER, SOME TEACHERS, IT COULD HAVE BEEN ONE STUDENT THAT THEY NEEDED TO GO IN AND RESCORE. AND FOR OTHER TEACHERS, IT COULD HAVE BEEN THEIR ENTIRE CLASS.

IT JUST DEPENDS. IT DEPENDED ON THE CLASS AND THE TEACHER.

ANY OTHER QUESTIONS? OKAY. DO I HAVE A MOTION TO APPROVE THE INFORMATION AS PRESENTED? VICE PRESIDENT CISNEROS MAKES A MOTION. DO I HAVE A SECOND? TRUSTEE FRANCO MAKES A SECOND.

ALL THOSE IN FAVOR? MOTION PASSES, UNANIMOUSLY. AND I THINK, BOARD, CONGRATULATIONS. WE'VE MOVED UP A NOTCH ON OUR EVALUATION. ALL RIGHT. WITH THAT,

[VII. Closed Session]

[VIII. Approve Action Items Discussed in Closed Session]

TRUSTEE FRANCO MAKES A SECOND.

ALL THOSE IN FAVOR? MOTION PASSES, UNANIMOUSLY. DO I HAVE A MOTION FOR THE SUPERINTENDENT'S RECOMMENDATION FOR CREEDMOOR ELEMENTARY PRINCIPAL? I MOVE TO APPROVE THE SUPERINTENDENT'S RECOMMENDATION, RAYADOS VALDEZ AT CREIGHTONER ELEMENTARY.

VICE PRESIDENT CISNEROS MAKES A MOTION. DO I HAVE A SECOND? TRUSTEE PANTOJA MAKES A SECOND.

ALL THOSE IN FAVOR? MOTION PASSES, UNANIMOUSLY. DO I HAVE A MOTION FOR THE RESOLUTION APPROVING CONTINGENT FEE LEGAL SERVICES CONTRACT, INCLUDING FINDINGS OF CONTINGENT FEE LEGAL SERVICES AGREEMENT, FOR EXPEDITED REVIEW BY TEXAS ATTORNEY GENERAL. DO I HAVE A MOTION? I'LL MAKE THE MOTION AS PRESENTED. OKAY, TRUSTEES.

UH, VICE PRESIDENT CISNEROS MAKES A MOTION. DO I HAVE A SECOND? TRUSTEE? BURTON MAKES A SECOND. ALL THOSE IN FAVOR, THAT'S SIX, YEAH, FOUR, ALL THOSE AGAINST, ONE AGAINST. ALL THOSE ABSTAINING. ONE ABSTAINING. SO IT'S 6-1-1. AND I THINK THERE'S ANOTHER ONE. DO I HAVE A MOTION FOR THE ADOPTION OF CONTINGENT FREE LEGAL SERVICE AGREEMENTS WITH ELANDON, BONIN, PCN, O'HANLON, DEMARETH, AND CASTILLO? THERE'S TWO DIFFERENT MOTIONS I MOVE TO

[02:25:01]

THE TIME IS 924.

* This transcript was compiled from uncorrected Closed Captioning.