Oct 17, 2022 Board Meeting

JESUS CAN HEAR ME.

[00:00:02]

WELCOME TO THE WORKSHOP MEETING FOR THE HAYS CISD BOARD OF TRUSTEES.

[A. CALL TO ORDER: Establish a quorum]

I'M THE BOARD PRESIDENT HERE.

TODAY IS MONDAY, OCTOBER 17TH, AND THE TIME IS 5:33 P.M.

A QUORUM HAS BEEN ESTABLISHED.

ALL MEMBERS OF THE BOARD ARE PRESENT.

AT THIS TIME, THE BOARD WILL ADJOURN TO A CLOSED SESSION IN ACCORDANCE WITH THE TEXAS OPEN MEETINGS ACT, TEXAS GOVERNMENT CODE, SECTION 551, SUBCHAPTER D AND E OR TEXAS

[B. CLOSED SESSION]

THE TIME IS STILL 5:33 P.M.

OKAY. WELCOME BACK.

WE ARE BACK IN OPEN SESSION.

[C. RECONVENE IN OPEN SESSION - immediately following Closed Session]

A QUORUM HAS ALREADY BEEN ESTABLISHED.

I WANT TO THANK EVERYONE FOR BEING HERE TONIGHT AND THOSE LISTENING ONLINE.

WE'RE GOING TO GET STARTED NOW WITH OUR PLEDGE OF ALLEGIANCE AS LED BY OUR BOARD SECRETARY, ESPERANZA OROSCO.

[D. PLEDGE OF ALLEGIANCE TO UNITED STATES AND TEXAS FLAGS]

HONOR THE TEXAS FLAG.

I PLEDGE ALLEGIANCE TO THE TEXAS ONE STATE UNDER GOD, ONE AND INDIVISIBLE.

THANK YOU SO MUCH.

NEXT UP, WE HAVE OUR MISSION STATEMENT, WHICH WILL BE READ BY OUR BOARD, VICE PRESIDENT RAUL VELA.

[E. MISSION STATEMENT]

THANK YOU SO MUCH.

OUR SOCIAL CONTRACT TONIGHT WILL BE READ BY BOARD SECRETARY ESPERANZA OROSCO.

[F. SOCIAL CONTRACT]

THANK YOU SO MUCH. APPRECIATE THAT.

NEXT UP, ITEM G IS OUR SUPERINTENDENT'S REPORT.

[G. SUPERINTENDENT REPORT]

ALL RIGHT. GOOD EVENING, EVERYONE.

AND THE FIRST ITEM I WANT TO SPEAK TO YOU ABOUT BOARD.

YOU HAVE A COPY OF SOME DATES FOR CALENDAR OF EVENTS, FOR IMPORTANT STAAR DATES.

AND LAST WEEK I TALKED TO YOU ABOUT THE CONTINUUM AND HOW THINGS WERE GOING TO BE PUSHED BACK AS FAR AS THE RELEASE OF SCORES.

AND JUST WANTED YOU TO SEE THIS.

MAY 22ND WILL BE THE SPRING STAAR RAW SCORES RELEASE.

ON MAY 31ST, WE'LL HAVE EOC PERFORMANCE RELEASES, AND ON MAY 25TH, THE STAAR RAW SCORES WILL BE OUT JUNE 6TH.

THE EOC PERFORMANCE LEVELS WILL BE AVAILABLE AND THEN THE EOC FOR ACCOUNTABILITY ON JUNE THE 30TH AND AUGUST 11TH, EOC RESULTS FOR ACCOUNTABILITY, THE FULL FINAL SPRING, AND THEN FOR AUGUST 16TH, THREE THROUGH EIGHT RESULTS FOR ACCOUNTABILITY.

SO I WANTED YOU TO BE AWARE OF THIS, AND I WANTED THE PUBLIC TO BE AWARE BECAUSE THIS IS A DELAY, BECAUSE WE'RE GOING TO STAAR 2.0.

AND AND SO EVERYTHING IS GOING TO BE DELAYED SOMEWHAT.

AND SO I WANTED PEOPLE TO BE AWARE OF THAT.

ALSO, I WANTED TO GIVE YOU AN UPDATE ON OUR FIGHTING FENTANYL CAMPAIGN.

I KNOW JERI SCHROCK, WHEN SHE SPEAKS AT THE END IS GOING TO GIVE AN UPDATE ON THE VIDEO SERIES, BUT OUR SUPERINTENDENT AND BOARD STUDENT ADVISORY PANEL HAS DECIDED TO ADOPT THE FIGHTING FENTANYL CAMPAIGN AS ITS PROJECT FOR THE YEAR.

AND THEY'RE GOING TO GO A DIFFERENT ROUTE AND THEY'RE GOING TO CREATE A SOCIAL MEDIA CAMPAIGN.

AND AND SO THAT WAY THEY FEEL LIKE THEY CAN TARGET PEER TO PEER.

AND INSTEAD OF WATCHING A LENGTHY VIDEO, HOPEFULLY SHORT SNIPPETS THAT WILL BE FROM ONE TEENAGER TO THE NEXT AND HOPEFULLY IT'LL BE WELL RECEIVED.

AND THEY STARTED WORKING ON THEIR IDEAS AT OUR LAST MEETING AND THEY CAME UP WITH MANY AND WE'RE TRYING TO COMPILE THOSE INTO INTO UNIFIED THEMES.

AND THEN WE'LL START DOING THE SOCIAL MEDIA BLAST AND PUTTING THAT INFORMATION OUT AS WELL.

AND SO I WANTED YOU TO KNOW WE'RE STILL MOVING FORWARD WITH, WITH THAT.

AND AND LIKE I SAID, JERRY WILL TALK TO YOU ABOUT THE NEXT RELEASE IN OUR VIDEO SERIES FOR OUR COMMUNITY.

AS FAR AS FIGHTING FENTANYL IS CONCERNED, OUR ATTENDANCE FOR THE FIRST, HOW MANY DAYS OF SCHOOL HAVE WE HAD SO FAR? ANYBODY KNOW? YEAH, WHATEVER THAT NUMBER IS, WE'RE AT 93.77% ATTENDANCE.

[00:05:04]

SO ANYWAY, WE TYPICALLY TRACK AROUND 97% FOR THIS TIME PERIOD, PRE-COVID.

AND SO WE'VE TALKED TO THE FOLKS AT THE PRINCIPALS MEETINGS AND OUR INSTRUCTIONAL LEADERSHIP TEAM, AND WE'RE COMING UP WITH SOME INCENTIVE TYPE PROGRAMS TO MAKE SURE THAT KIDS COME TO SCHOOL SO THAT WE CAN CONTINUE TO GET FUNDED.

FOR THOSE OF YOU THAT ARE LISTENING ONLINE OR IN THE AUDIENCE, IN THE STATE OF TEXAS, WE GET FUNDED BASED ON ATTENDANCE.

AND IF KIDS DON'T COME TO SCHOOL, WE DON'T RECEIVE FUNDING.

AND WHEN WE BUDGET, WE HAVE TO FUND ON 100% FOR OUR STAFFING, FOR OUR UTILITIES, FOR ALL THE THINGS.

BUT IF WE DON'T COME TO SCHOOL, THEN OBVIOUSLY WE DON'T GET PAID.

AND THAT PRESENTS A PROBLEM, WHICH MEANS YOU HAVE TO START PRIORITIZING.

AND SO WITH THAT BEING SAID, I WANT YOU TO KNOW THAT LAST YEAR DURING COVID, WE HAD HOLD HARMLESS ATTENDANCE AND WE WERE ABLE TO RECEIVE OUR AVERAGE DAILY ATTENDANCE FOR WHAT WE RECEIVED PRE-COVID.

BUT THE GOVERNOR AND THE COMMISSIONER HAVE MADE THE DECISION THAT THEY WOULD NOT FUND US ON THE FIFTH SIX WEEKS AND THE SIX, SIX WEEKS FROM LAST YEAR.

AND AS YOU KNOW, COVID DIDN'T STOP AT THE END OF THE FOURTH, SIX WEEKS LAST YEAR.

SO THAT MEANS THAT WE WILL LOSE ABOUT $3 MILLION FROM LAST YEAR'S BUDGET.

AND I'M MAKING SURE THAT OUR COMMUNITY IS AWARE OF THIS, BECAUSE I'M SURE YOU'LL SEE A PRESS RELEASE THAT THE GOVERNOR AND THE STATE ARE ABOUT TO GIVE THE SCHOOL DISTRICTS MORE MONEY FOR SAFETY AND SECURITY.

IT'S JUST MY GUESS. BUT I'M THINKING THEY'RE PROBABLY GOING TO TAKE IT FROM THE MONEY THAT THEY WERE GOING TO PAY US AND HOLD HARMLESS.

AND SO IT'S KIND OF A SHELL GAME.

AND SO WHEN YOU SEE THAT, DON'T BE FOOLED.

AND AND SO LATER ON, YOU'LL HEAR ME TALK IN THE LEGISLATIVE PRIORITIES ABOUT ASKING FOR THAT MONEY TO BE REPLACED BECAUSE THE LEGISLATIVE BUDGET BOARD EVERY YEAR TRACKS THE TREND FOR OUR AVERAGE DAILY ATTENDANCE.

AND THEY BUDGET FOR EVERY SCHOOL DISTRICT IN THE STATE.

AND THAT MONEY IS THERE.

PLUS THERE'S A $27 BILLION SURPLUS IN THE STATE OF TEXAS.

AND YET WE'RE GOING TO HAVE THIS SHELL GAME ACTION GOING ON.

SO NOT BEING POLITICAL, JUST GIVING YOU FACTS.

NEXT, I WANT TO GIVE YOU AN UPDATE ON ENROLLMENT.

WE CONTINUE TO GROW TO GROW, SEEMS LIKE EVERY DAY.

WE ARE AT 22,348 STUDENTS.

AND SO TO SHY AWAY FROM 22,350.

SO WE CONTINUE TO GROW AND WANTED TO NEXT GIVE CONGRATULATIONS TO OUR WATER POLO TEAMS, OUR INAUGURAL WATER POLO TEAMS AT ALL THREE OF OUR HIGH SCHOOLS.

THEY WON THE FIRST ROUND OF THE PLAYOFFS, ADVANCED TO THE SECOND.

ALL OF OUR GIRLS DID.

OUR BOYS FROM HAYS WON FIRST ROUND IN ADVANCE.

UNFORTUNATELY, WE GOT WE GOT BEAT OUT IN THE AREA ROUND.

BUT FOR OUR FIRST YEAR PLAYING AGAINST SCHOOLS THAT HAVE HAD WATER POLO AND CLUB FOR YEARS, I THOUGHT WE DID VERY WELL.

SO IT'S A COOL, COOL SPORT.

SO CONGRATULATIONS.

I STILL LAUGH. TIM SAVOY AT OUR LAST TAXPAYER TUESDAY WHEN WE MENTIONED WATER POLO AT HAYS HIGH SCHOOL.

HE SAID THE GREATEST CHALLENGE WAS TRYING TO FIND A WAY TO TRANSPORT THE HORSES AND THEN FIND LIFE SAVING DEVICES FOR THE HORSES.

AND WE HAD A COUPLE OF PEOPLE THAT WERE, YOU KNOW, LOOKING LIKE YOUR DOG DOES WHEN YOU MAKE A FUNNY NOISE AND THEY WERE TURNING THEIR HEAD.

SO WE HAD SOME EXPLAINING TO DO.

WE ALSO WANTED TO COMMEND OUR STUDENTS IN CROSS COUNTRY.

WE HAVE STUDENTS FROM HAYS AND JOHNSON AND BOYS AND GIRLS ADVANCING TO THE REGIONAL CROSS-COUNTRY MEET AND SO EXCITED ABOUT THAT. VOLLEYBALL FROM HAYS AND JOHNSON ARE STILL COMPETING AND I THINK BOTH HAVE A REALLY STRONG CHANCE TO MAKE THE PLAYOFFS.

SO WE'LL SEE HOW THAT GOES.

FOOTBALL LOOKS LIKE LEHMAN AND JOHNSON ARE OUT OF PLAYOFF CONTENTION, BUT HAYS STILL HAS A FIGHTING CHANCE.

THEY HAVE TO WIN ONE OF THEIR LAST THREE IN ORDER TO MAKE THE PLAYOFFS.

SO WE'LL SEE WHAT HAPPENS.

MOVING FORWARD, THEY'VE HAD A COUPLE OF CLOSE LOSSES AND AND SO I THINK THEY HAVE A STRONG CHANCE.

AND THEN BAND HAS BEEN OUTSTANDING FROM ALL THREE HIGH SCHOOLS.

WE HAD OUR REGIONAL REGION 18 MARCHING CONTESTS AT BURGER STADIUM IN AUSTIN LAST TUESDAY AND ALL OF OUR SCHOOLS MADE SWEEPSTAKES DIVISION ONE ACROSS THE BOARD.

SO THEY ALL GET TO ADVANCE TO THE AREA ROUND AND SO EXCITED FOR THEM.

[00:10:02]

THE JOHNSON BAND HAS WON THE MIDLAND BOA, I THINK IT'S CALLED REGIONAL FOR TWO YEARS IN A ROW.

AND SO THEY'RE MOVING FORWARD, PREPARING FOR NATIONALS IN INDIANAPOLIS.

AND THEN I KNOW HAYS' BAND IS WON TWO MARCHING CONTESTS, ONE IN BURNIE AND ONE IN FREDERICKSBURG.

AND AND THEN LEHMAN I KNOW HAS WON BEST IN SHOW FOR PERCUSSION AT ONE OF THEIR MARCHING SHOWS.

SO A LOT TO BE PROUD OF AND FINE ARTS AND ATHLETICS.

AND THEN FINALLY, I WILL CLOSE WITH THIS.

SOME OF YOU KNOW THAT I AM A MEMBER OF THE UIL LEGISLATIVE COUNCIL, AND WE HAD OUR FALL MEETING YESTERDAY AND TODAY.

SO WE'VE GOT A LOT ACCOMPLISHED.

BUT EVERY TIME I GO, IT REMINDS ME OF OUR 100% HAYS LOGO WHERE WE'RE TRYING TO GET EVERY SINGLE KID TO BE INVOLVED IN SOMETHING.

AND ONE OF THE SUPERINTENDENTS TODAY AT THE MEETING SAID IT VERY WELL SUPERINTENDENT FROM IS A GOOD FRIEND OF MINE AND AND HE SAID YOU KNOW EDUCATION IS ONLY HALF ACADEMICS. THE OTHER HALF IS PREPARING OUR STUDENTS FOR LIFE.

AND THERE'S NOTHING BETTER THAN YOU UIL ACADEMICS, YOU UIL MUSIC AND UIL ATHLETICS TO DO THAT.

AND SO WE TALK ABOUT IT A LOT AND WE SPEND A LOT OF TIME WATCHING OUR KIDS PARTICIPATE.

BUT THERE'S NOTHING BETTER THAT PREPARES YOU FOR LIFE, FOR WINNING AND LOSING, FOR THE UPS AND THE DOWNS, FOR FOR BEING RESILIENT AND FOR LEARNING HOW TO GET ALONG WITH OTHER PEOPLE. AND SO I THINK WHEN WHEN KIDS CAN PUT THAT ON THEIR RESUME AND THEY HAVE AN ADULT ADVOCATE AND A GROUP OF PEERS, I THINK THEY'RE ONLY GOING TO DO BETTER AND BETTER.

SO I JUST WANTED TO SHARE THAT FROM OUR MEETING TODAY BECAUSE IT KIND OF HIT HOME AND IT'S A GREAT AFFIRMATION OF WHY WE DO WHAT WE DO.

SO. PRESIDENT PETREA, THAT'S ALL I HAVE.

WELL, THAT WAS A GREAT UPDATE.

THANK YOU SO MUCH.

YES, WE HAVE SO MANY AWESOME PROGRAMS AND ATHLETES AND FINE ARTS IN OUR DISTRICT.

SO THANK YOU FOR HIGHLIGHTING THOSE PROGRAMS. AND SO WE TALKED ABOUT A LOT TO YOU.

WE TALKED ABOUT STAAR DATES, THE FIGHTING FENTANYL CAMPAIGN, ATTENDANCE, ENROLLMENT, ATHLETICS AND FINE ART.

DO WE HAVE ANY QUESTIONS ABOUT ANY OF THE TOPICS THAT DR.

WRIGHT COVERED IN HIS SUPERINTENDENT'S REPORT? MR. VELA? YEAH.

DR. WRIGHT, THANK YOU FOR THAT THOROUGH OVERVIEW AND EXCITED ABOUT ALL THE THINGS THAT ARE GOING WELL WHEN IT COMES TO ATTENDANCE.

AND THANK YOU FOR SHARING AND JUST BEING TRANSPARENT TO US.

SO I KNOW IN OTHER TIMES WE'VE ACTUALLY BEEN VERY PROACTIVE IN REACHING OUT TO STUDENTS THAT WE HAVEN'T EVEN SEEN ON CAMPUS.

MAYBE THEY WERE CLOSE TO GRADUATION.

SO ARE WE TAKING SOME OF THOSE MORE PROACTIVE STEPS HERE WHILE WE'RE EARLY IN THE SCHOOL YEAR? IS WE'RE MAKING A LOT OF PHONE CALLS, A LOT OF HOME VISITS AND AND TRYING TO MAKE SURE WE GET THE CHILDREN BACK ENGAGED IN CLASS.

AND SO I THINK WE'RE GOING TO HAVE TO CONTINUE THAT.

AND OBVIOUSLY, IT MEANS MORE FROM A PERSON THAT THEY KNOW WELL AND THAT THEY RESPECT.

AND SO WE'RE TRYING TO TRY TO, YOU KNOW, MAKE THAT ACROSS THE KIDS SCHEDULE, FIND WHO THEY HAVE THE CLOSEST CONNECTION TO AND ASKING THEM TO REACH OUT BECAUSE IT MAKES A DIFFERENCE AS TO WHO ACTUALLY MAKES THE CONTACT.

ALL RIGHT. GREAT. THANK YOU.

ALL RIGHT. ANY OTHER QUESTIONS? OKAY. I JUST HAVE A COUPLE OF QUESTIONS.

ON THESE DATES WE GOT; ARE THESE WRITTEN IN BLOOD? OR ARE WE GOING TO FOR SURE, SEE THESE DATES ADHERED TO? WE FEEL CONFIDENT ABOUT THESE DATES? SO, KEVIN. NEW TESTING? I THINK THESE ARE PRETTY SOLID; AREN'T THEY? NEW TESTING INSTRUMENT.

WHAT COULD GO WRONG? IS IT ONLINE ONLY? YES, IT'S ONLINE ONLY.

YES, COMPLETELY.

YEAH. KEVIN SAID IF THEY DON'T MEET THOSE DATES, THEN THE TESTING COMPANY WILL BE CHARGED BASICALLY A FINE FOR FOR NOT DELIVERING IT ON TIME.

SO I'LL BET YOU THEY WILL WORK TO GET THOSE TAKEN CARE OF.

OKAY, WELL, WE WILL HOLD THEM TO THESE DATES.

THANK YOU SO MUCH FOR PROVIDING THAT INFORMATION.

ALL RIGHT. AT THIS TIME, THEN WE'LL MOVE ON TO ITEM H.

[H. PUBLIC FORUM]

MR. SAVOY, DO WE HAVE ANY SPEAKERS THIS EVENING? OKAY. WE DON'T HAVE ANY SPEAKERS THIS EVENING.

NEXT UP ON OUR AGENDA THEN IS GOING TO BE CAMPUS RECOGNITION.

[I. CAMPUS RECOGNITION]

AND THEN SO BE EXCITED ABOUT THAT TEAM.

SO THEN WE HAVE ITEM J.

[J. STUDENT ACHIEVEMENT REPORT]

THIS IS YOU HAVE A PRESENTATION IN YOUR FOLDER, SO WE'LL GET THAT READY.

[00:15:01]

I DON'T KNOW IF ANYBODY HAS TESTED IT YET.

HERE WE GO. TESTING.

ALL RIGHT.

SO FIRST OF ALL, GOOD EVENING, MEMBERS OF THE BOARD, BOARD, PRESIDENT PETREA AND DR.

WRIGHT. AND I WOULD LIKE TO JUST TAKE A COUPLE OF MINUTES OR ACTUALLY A COUPLE OF SECONDS TO RECOGNIZE OUR CNI TEAM.

I KNOW THEY DIDN'T WANT ME TO DO THIS, BUT WE HAVE ALL OUR CNI FOLKS HERE AND THEN WE'RE HOPING THAT THEY CAN STAND BEHIND DEREK AS HE'S GOING TO GIVE YOU A BRIEF OVERVIEW.

SO AT THIS TIME, I'D LIKE FOR THEM TO WAVE AND SAY HELLO BECAUSE THEY'RE AMAZING AND I APPRECIATE THEM BEING HERE.

HELLO. THEY DO SO MUCH TO SUPPORT INSTRUCTION AND SO I'M SO I'M SUPER PROUD OF THEM.

AND AT THIS TIME, I'D LIKE TO TURN IT OVER TO DEREK MCDANIEL, WHO'S GOING TO GIVE US A BRIEF OVERVIEW.

THANK YOU, PRESIDENT PETREA, MEMBERS OF THE BOARD, DR.

WRIGHT, FOR THIS OPPORTUNITY TO PRESENT OUR BEGINNING OF YEAR STUDENT ACHIEVEMENT.

CAN YOU HEAR ME? IS THAT A LITTLE BETTER? NO. HELLO? IS THAT BETTER? ALL RIGHT.

WE KNOW OUR STUDENTS AND TEACHERS HAVE FACED ENORMOUS CHALLENGES THE LAST TWO AND A HALF YEARS.

AND RETURNING TO SOME OF OUR MORE TRADITIONAL TIMELINES, ASSESSMENT PRACTICES AND INSTRUCTIONAL ROUTINES HAS TREMENDOUSLY BENEFITED ALL OF OUR STUDENTS AND TEACHERS.

NEXT OR I'M SORRY, BACK ONE.

THERE WE GO. TODAY, WE WILL PRESENT OUR UNIVERSAL SCREENING DATA AND READING IN MATHEMATICS FOR ALL ELEMENTARY AND MIDDLE SCHOOL STUDENTS.

FOR ELEMENTARY READING, WE UTILIZE MCLASS AND DIBELS LECTURA.

LECTURA IS THE NEW SPANISH LANGUAGE ASSESSMENT FROM MCLASS.

FOR MIDDLE SCHOOL READING, WE UTILIZE READING PLUS.

FOR ELEMENTARY AND MIDDLE SCHOOL MATHEMATICS, WE UTILIZE NWEA'S MAP GROWTH SCREENER.

THIS IS THE FIRST YEAR FOR US TO USE THE MAP GROWTH SCREENER.

ALSO, THE DATA BEING PRESENTED TODAY IS AT THE DISTRICT LEVEL.

WE DO HAVE THE CAMPUS LEVEL DATA FOR ALL THE REPORTS AT THE END OF THIS PRESENTATION, AND IT'S ALSO PRINTED OFF FOR YOU IN YOUR FOLDERS NEXT.

WE WILL BEGIN WITH ELEMENTARY READING AND THE PERCENTAGE OF STUDENTS AT OR ABOVE BENCHMARK.

WE HAVE INCLUDED BEGINNING OF YEAR DATA FOR THE PAST THREE YEARS SO THAT YOU MAY FOLLOW A COHORT ACROSS GRADE LEVELS AND COMPARE.

CAN YOU HIT NEXT? YOU CAN SEE THE ARROWS UP THERE.

A REMINDER THAT 2020 BEGINNING OF YEAR ASSESSMENTS WERE ALL ADMINISTERED VIRTUALLY, AND WE'RE HOPING THAT AS WE RETURN TO MORE TRADITIONAL ASSESSMENT ADMINISTRATION PRACTICES, WE WILL ESTABLISH SOME BASELINE DATA AND TRENDS FROM WHICH TO COMPARE INTO THE FUTURE.

LECTURA, THE NEW SPANISH LANGUAGE ASSESSMENT IS INCLUDED ON THE RIGHT SIDE OF THE CHART.

OUR EARLY FEEDBACK ON THE LECTURA'A ASSESSMENT HAS BEEN POSITIVE AND TEACHERS BELIEVE THIS DATA TO BE MORE ACCURATE AND HELPFUL IN SERVING OUR SPANISH SPEAKING STUDENTS.

NEXT. THE NEXT TWO SLIDES SHOW THE SAME READING INFORMATION, BUT ALSO INCLUDE THE PERCENTAGES OF STUDENTS BELOW AND WELL BELOW BENCHMARK.

THIS DATA DOES SHOW A DECREASE IN THE PERCENTAGE OF STUDENTS BELOW BENCHMARK AS STUDENTS PROGRESS THROUGH THE GRADE LEVELS.

ONE INDICATOR THAT OUR FOCUS ON PHONICS AND OPEN CAUGHT PHONICS PROGRAM IS HAVING A POSITIVE EFFECT ON STUDENTS READING ABILITY.

NEXT, FOR THE MCLASS LECTURA DATA, WE DO SHOW AN INCREASE IN THE NUMBER OF STUDENTS BELOW BENCHMARK AT FOURTH AND FIFTH GRADE, BUT PLEASE DO NOTICE THAT THERE ARE LESS STUDENTS BEING ASSESSED IN SPANISH AND MORE STUDENTS BEING ASSESSED IN ENGLISH AT THE FOURTH AND FIFTH GRADE LEVELS.

AGAIN, THIS WAS OUR FIRST YEAR TAKING THE NEW LECTURA ASSESSMENT AND WE WILL CONTINUE TO MONITOR THIS DATA NEXT.

THE NEXT THREE SLIDES SHOW OUR MIDDLE SCHOOL READING DATA FROM READING.

PLUS, WHILE THERE ARE MANY STUDENTS READING ABOVE OR WITHIN ONE GRADE LEVEL OF WHERE THEY SHOULD BE, THERE IS STILL A HIGH PERCENTAGE OF STUDENTS READING BELOW GRADE LEVEL, BELOW GRADE LEVEL, AND STRUGGLING TO MAKE PROGRESS.

OUR CURRENT MIDDLE SCHOOL STUDENTS DID NOT RECEIVE OPEN CORE PHONICS IN THEIR PRIMARY GRADE LEVELS, AND THE PANDEMIC AFFECTED MUCH OF THEIR UPPER ELEMENTARY LEARNING.

WE ARE ACUTELY AWARE OF THE CHALLENGES THESE STUDENTS FACE, AND CAMPUSES ARE WORKING DILIGENTLY TO USE THE BEGINNING OF YEAR DATA TO IDENTIFY AREAS FOR IMPROVEMENT AND PROVIDE INDIVIDUALIZED INSTRUCTION IN BOTH CORE CLASSES AND TIER TWO AND TIER THREE INTERVENTIONS.

ADDRESSING THESE STUDENTS NEED IS A MULTI-PRONGED APPROACH AND IS ONE OF OUR HIGHEST PRIORITIES.

EXPLICIT INSTRUCTION AND SCAFFOLDED LESSONS WHILE ALSO MAINTAINING GRADE LEVEL EXPECTATIONS AND EXPOSURE IS THE REAL CHALLENGE FOR THESE TEACHERS.

THIS HAS BEEN A FOCUS OF OUR PROFESSIONAL DEVELOPMENT THIS YEAR.

SO THE NEXT THREE SLIDES THAT SHOWS GRADE SIX.

GRADE SEVEN.

AND ONE MORE SHOWS GRADE 8.

NEXT. FOR MATHEMATICS.

WE NOW UTILIZE NWEA'S MAP GROWTH SCREENER FOR KINDERGARTEN THROUGH EIGHTH GRADE.

[00:20:04]

AND FROM YEAR TO YEAR, THE MAP GROWTH SCREENER IS ONE OF THE MOST POPULAR AND DATA VALID ASSESSMENTS THERE IS.

IT HAS NORM REFERENCE DATA IN THE MILLIONS.

IT IS IMPORTANT TO NOTE THAT THIS SCREENER WAS NORM REFERENCED WITH DATA PRIOR TO THE PANDEMIC.

IN 2020, NWEA WILL BE NORM REFERENCING DATA IN THE UPCOMING YEARS, WHICH WE ANTICIPATE WILL SHOW A DECREASE IN MATH SCORES NATIONWIDE.

NEXT. AS THE MAP GROWTH SCREENER IS NORM REFERENCED, STUDENTS ARE COMPARED TO OTHER STUDENTS IN THE SAME GRADE LEVEL AND AGE GROUP.

ALONG WITH STUDENT STRENGTHS IN AREAS FOR GROWTH, STUDENTS RECEIVE A PERCENTILE RANKING BASED ON THE FOLLOWING CATEGORIES.

YOU SEE, THEY'RE IN THE 80TH PERCENTILE OR ABOVE IS HIGH.

HIGH AVERAGE IS THE 61ST AND 80TH AND SO ON.

NEXT. THE MAP GROWTH SCREENER REPORTS ALL SCORES ON A RIT SCALE.

THE RIT SCALE IS THEIR INTERNAL MEASURE FOR STUDENT ACHIEVEMENT AND MAKES IT POSSIBLE TO FOLLOW A STUDENT'S GROWTH FROM YEAR TO YEAR.

THE FOLLOWING SLIDES SHOW RIT SCALE INTERVALS AND THE TYPES OF PROBLEMS A STUDENT IN THAT RANGE CAN COMPLETE.

SO I WANTED TO INCLUDE THIS JUST SO THAT YOU GET FAMILIAR WITH THE LANGUAGE OF RIT.

I THINK IT STANDS FOR ROUSH, WHICH IS THE RESEARCHER WHO DEVELOPED THIS.

IT'S JUST THEIR INTERNAL MEASURE.

SO YOU CAN KIND OF SEE A STUDENT WHO SCORES BELOW 161 MAY BE ABLE TO DO SIX PLUS TWO NEXT.

AND SO THIS WAS JUST INCLUDED AS AN FYI IN AN EXAMPLE FOR YOU.

NEXT. WE REPORTED THE MAP BEGINNING OF YEAR DATA AT THE DISTRICT LEVEL FOR THE NUMBER OF STUDENTS ABOVE THE 50TH PERCENTILE FOR KINDERGARTEN.

YOU CAN SEE THAT 63% OF OUR STUDENTS SCORED ABOVE THE 50TH PERCENTILE, WHICH MEANS WE ARE APPROXIMATELY 13% HIGHER THAN THE NATIONAL AVERAGE.

THIS IS WHAT YOU WOULD LIKE TO SEE.

THE REMAINING GRADE LEVELS ARE ALSO SLIGHTLY HIGHER THAN THE 50TH PERCENTILE FOR ELEMENTARY.

NEXT. FOR MIDDLE SCHOOL MATHEMATICS.

YOU CAN SEE OUR PERCENTILES ARE SLIGHTLY LOWER THAN THE 50TH PERCENTILE, MEANING OUR MIDDLE SCHOOL STUDENTS SCORED SLIGHTLY LOWER THAN THE NATIONAL AVERAGE, WHILE OUR MIDDLE SCHOOL SCORES ARE RELATIVELY CLOSE TO THE NATIONAL AVERAGE.

WE KNOW THIS IS AN AREA FOR IMPROVEMENT.

IN ANOTHER AREA WE ARE TARGETING WITH A TIGHT FOCUS.

NEXT, NWEA ALSO PROVIDES A MAP PROJECTED PROFICIENCY ON STAAR THAT CORRELATES HOW A STUDENT SCORES ON THEIR BEGINNING OF YEAR ASSESSMENT TO STAR. NWEA HAS STATED THAT TO OBTAIN THE MEETS STANDARD, WHICH IS WHAT WE WANT, THE MEETS NOT NECESSARILY THE APPROACHES, STUDENTS NEED TO BE AT THE HIGH END OF AVERAGE OR THAT YELLOW CATEGORY TO GET TO THAT MEETS LEVEL.

TRADITIONALLY, WHAT NWEA IS TELLING US IS THAT THE STATE OF TEXAS AND STAAR IS ONE OF THE MORE DIFFICULT STATE ASSESSMENTS, WHICH IS WHY YOU NEED TO BE AT THE HIGHER END OF THE YELLOW TO GET A MEETS PROJECTION.

NEXT. SO THIS IS JUST A LINK TO ALL OF THE CAMPUS LEVEL DATA, SAME EXACT DATA JUST AT THE CAMPUS LEVEL.

THAT'S WHAT SHOULD BE PRINTED OFF FOR YOU IN YOUR FOLDERS AS WELL.

NEXT. AND SO JUST TO KIND OF WRAP IT UP AND PROVIDE A SUMMARY, WE WERE ABLE TO ADMINISTER THE UNIVERSAL SCREENERS EARLY.

I THINK AFTER THE SECOND WEEK, AFTER THE FIRST WEEK OF SCHOOL, WE OPENED THE WINDOWS SO THAT WE COULD ASSESS STUDENTS, GET THAT DATA AND MOVE ON.

THAT'S BEEN A FOCUS OF OURS FOR THE LAST TWO YEARS.

WE ARE SEEING THAT INCREASE IN ELEMENTARY LITERACY FROM BOY, ESPECIALLY AT THOSE PRIMARY LEVELS, WHICH MAKES US FEEL GOOD THAT OUR OPEN CAUGHT PHONICS INITIATIVE IS STARTING TO PAY DIVIDENDS FOR US AS STUDENTS.

PROGRESS. WE'RE VERY EXCITED ABOUT THE SPANISH LECTURA SCREENER THAT IT HAS AN INCREASED ACCURACY AND OUR TEACHERS ARE GETTING GOOD DATA IN NWEA HAVING THE MAP GROWTH SCREENER FOR K TO EIGHT IS HUGE FOR CONSISTENCY AND WE CAN TRACK THAT GROWTH FROM GRADE TO GRADE.

AND BECAUSE WE DID THAT, WE WERE ALSO TO FIND ADDITIONAL ADVANCED MATH STUDENTS.

SO SOME STUDENTS THAT HAD KIND OF FALLEN THROUGH THE CRACKS MAYBE AND WEREN'T IN OUR ADVANCED MATH CLASSES, THEY SCORED REALLY HIGH AND WE SAID, HEY, YOU'RE ON OUR RADAR NOW.

LET'S GET YOU IN THERE. SOME OF THE CHALLENGES.

WE STILL HAVE A SIGNIFICANT NUMBER OF MIDDLE SCHOOL STUDENTS BELOW GRADE LEVEL IN READING, IN MATHEMATICS OR IN BOTH.

THAT IS A HUGE FOCUS FOR US ACROSS THE DISTRICT.

AND JUST THE OVERALL NUMBER OF STUDENTS REQUIRING ADDITIONAL INTERVENTIONS HAS BEEN HIGH SINCE THE PANDEMIC, AND IT REMAINS HIGH AND IS A REAL CHALLENGE FOR US.

OUR PLAN OF ACTION DOES INCLUDE A RENEWED FOCUS ON PROFESSIONAL LEARNING COMMUNITIES AND GIVING COMMON FORMATIVE ASSESSMENTS SO THAT TEACHERS CAN COMPARE THAT DATA AND PROVIDE INDIVIDUALIZED INSTRUCTION FOR THOSE STUDENTS.

TIER TWO AND TIER THREE CONTINUES TO BE A FOCUS FOR US IN PROVIDING RESOURCES AND PROFESSIONAL DEVELOPMENT AND TRAINING FOR OUR TEACHERS.

WE ARE TRYING TO LEVERAGE OUR ADAPTIVE SOFTWARE PROGRAMS. THAT'S WHAT IT MEANS TO GET AN INDIVIDUALIZED INSTRUCTION SO AMPLIFIED DREAMBOX.

[00:25:02]

SO WE CREATED A FLIER THAT WE'RE ASKING ALL OF OUR ELEMENTARY TEACHERS AND MIDDLE SCHOOL TEACHERS, WHEN THEY HAVE PARENT CONFERENCES, GIVE THAT FLIER OUT TO OUR PARENTS SO THAT THEY HAVE LINKS TO RESOURCES THAT THEY CAN HELP OUR STUDENTS.

WE CREATED A FANTASTIC WEBSITE.

FANTASTIC IS THE FACT FLUENCY PROGRAM THAT WE USE IN ELEMENTARY MATH.

WE CREATED A WEBSITE FOR PARENTS WITH RESOURCES, SO WE ARE TRYING TO GET IT OUT AND GET TO THE PARENT LEVEL.

YOU KNOW, I HAVE A GOAL THAT EVERY PARENT IN THIS DISTRICT HAS THE RIGHT TO ASK TWO QUESTIONS HOW DID MY STUDENT ACHIEVE? ARE THEY GROWING? WHY OR WHY NOT? AND SO MY I REALLY WANT TO EMPOWER OUR PARENTS TO ASK THOSE QUESTIONS AND GIVE THEM THAT ACCURATE DATA SO THAT WHEN STUDENTS ARE MAKING GROWTH, THEY CAN SAY, HEY, THIS KID'S HAVING A GREAT YEAR, LET'S CONTINUE THIS ON.

OR IF A STUDENT IS NOT HAVING A GREAT YEAR, WHAT DO WE NEED TO CHANGE TO MEET THEIR NEEDS? SO THANK YOU FOR YOUR TIME AND I'LL TAKE ANY QUESTIONS YOU MAY HAVE AT THIS TIME.

OKAY. THAT WAS AMAZING.

THANK YOU SO MUCH.

I HAVE A REALLY QUICK CLARIFICATION QUESTION BEFORE WE OPEN IT UP TO THE TEAM, JUST TO MAKE SURE I'M READING THIS RIGHT.

SO I THINK IT'S ON SLIDE PAGE, WHICH THEY AREN'T PAGE NUMBERED, BUT TOWARD THE BEGINNING OF THE PRESENTATION WHERE IT TALKS ABOUT GRADE SIX, BEGINNING OF YEAR READING PLUS, AND IT SAYS ABOVE AT GRADE, BELOW ONE.

OK. SO ON THIS CHART WHERE IT'S SIXTH GRADE READING AND MAKE SURE I'M READING THIS RIGHT, 23% ARE ABOVE GRADE LEVEL.

YES, MA'AM. AT 6% ARE AT GRADE LEVEL.

YES. 11% ARE BELOW ONE GRADE.

BELOW ONE, YES.

OKAY. SO YOU HAVE 23% THAT ARE FIVE THAT ARE AT A FIRST GRADE LEVEL.

IS THAT WHAT THIS IS SAYING? ACCORDING TO THIS DATA FROM OUR SCREENERS? THAT IS SOME OF THE. I JUST WANTED TO MAKE SURE I WAS READING THAT RIGHT, BECAUSE THAT SEEMS CRAZY TO ME.

OKAY. ALL RIGHT.

WE'LL OPEN IT UP TO THE TEAM FOR FOUR MORE IN DEPTH.

AND I HAVE OTHER QUESTIONS, BUT I'LL WAIT TILL THE END.

ALL RIGHT. I'LL START OVER HERE ON MY LEFT.

MR. VELA? ALL RIGHT, DEREK, THANK YOU SO MUCH AGAIN FOR A LOT OF INFORMATION, A LOT OF GREAT TRENDS.

AND I'M GLAD TO SEE THAT WE'RE BEING PROACTIVE AND HEARING ABOUT THE LECTURA AS I WAS GOING HERE.

SO I'M EXCITED ABOUT THAT.

I WANT TO GO BACK A COUPLE OF SLIDES FROM THAT ONE.

RIGHT THERE. YEAH.

THERE WE GO. THE GLASS.

THERE WE GO. THAT'S THE SLIDE.

SO I NOTICED THAT.

AND THIS IS GOING TO BE NITPICKY BECAUSE THAT'S WHO I AM.

BUT I NOTICED THAT. SO OUR WELL BELOW BENCHMARK SCORES, I MEAN, THEY TAPERED DOWN AND THAT'S GREAT BECAUSE WE'RE IMPROVING GRADE OVER GRADE, BUT THEN WE KIND OF KIND OF UPTICK BACK UP IN GRADE FIVE.

DO WE HAVE ANY IDEA WHY THAT IS AT THAT PERCENTAGE? NO. WE ARE SEEING THE OVERALL TREND THINKING THAT OUR OPEN CAUGHT PHONICS IS PAYING OFF AS STUDENTS PROGRESS DOWN THROUGH THERE.

AS FAR AS FROM THE FOURTH TO FIFTH GRADE, I'M NOT SURE THAT'S SOMETHING THAT WE'RE STILL MONITORING AND WE'LL TAKE A LOOK AT AND TRY AND GET YOU A LITTLE BIT MORE DETAILED INFORMATION ON WHY THAT MAY BE.

KIND OF KIND OF FLATLINES RIGHT THERE AT FOURTH TO FIFTH.

SURE. WE NOTICED THAT AS WELL.

AND WE'LL CONTINUE TO MONITOR.

I MEAN, OVERALL, IT LOOKS GREAT.

I JUST, LIKE I SAID, I JUST HAPPENED TO NOTICE THAT IT KIND OF JUST TURNS BACK UP A LITTLE BIT.

SO. SURE. AND THEN ON THE NWA MAP, MIDDLE SCHOOL, AND THANK YOU AGAIN FOR JUST GIVING US CLEAR DATA ON THIS.

BUT WHY DO WE HAVE SUCH A DIP AS FAR AS ALL THREE GRADE LEVELS BEING BELOW THAT 50TH PERCENTILE? THAT IS A QUESTION THAT I THINK ABOUT EVERY NIGHT IS WHAT IS GOING ON AT OUR MIDDLE SCHOOL MATH.

WE KNOW THAT THERE ARE WE KNOW MATH TOOK A HIT IN THE PANDEMIC ACROSS THE NATION, BUT WE'RE STILL SEEING OUR STUDENTS DIP A LITTLE BIT MORE.

I WONDER ABOUT OUR INSTRUCTIONAL STRATEGIES AT THREE THROUGH FIVE HAVING A SHELF LIFE AND IF THEY'RE EXPIRING WHENEVER THOSE STUDENTS GET TO MIDDLE SCHOOL.

THAT'S SOMETHING THAT I'M WORKING WITH THE TEAM ON REALLY AT THE FOURTH AND FIFTH GRADE LEVEL.

WHAT CAN WE DO TO SUPPORT HIGHER LEVEL MATHEMATICS IN MIDDLE SCHOOL? SO ONE OF THE THINGS THAT WE DID, BLESS YOU, WE KIND OF SAW THIS COMING LAST SPRING, AND SO WITH THE TEAM, WE CREATED A MATH VERTICAL COMMITTEE THAT WAS REALLY FOCUSED ON FOUR THROUGH TEN, AND WE BROUGHT IN THERE WAS ABOUT 25, 26 TEACHERS, A FEW INSTRUCTIONAL COACHES, AND WE JUST STARTED HAVING DISCUSSIONS AND WE LOOKED AT DATA VERY

[00:30:01]

SO FOR EXAMPLE, IN SIXTH GRADE INTEGERS IS THE BIG NEW TOPIC POSITIVE AND NEGATIVE NUMBERS FIFTH GRADERS.

IT IS NOT IN THEIR CURRICULUM WHATSOEVER.

THERE'S NO MENTION OF NEGATIVE NUMBERS IN FIFTH GRADE AND THEN IN SIXTH GRADE THEY HAVE TO ADD, SUBTRACT, MULTIPLY AND DIVIDE WITH THEM.

SO ONE OF THE THINGS THAT WE THOUGHT ABOUT WAS COULD WE EXPOSE FIFTH GRADE STUDENTS JUST TO A NEGATIVE NUMBER LINE? AND SO THAT'S SOMETHING THAT WE'VE PUT UP IN ALL OF OUR ELEMENTARY FIFTH GRADE CLASSROOMS JUST TO KIND OF PLANT THE SEED THAT NEGATIVE NUMBERS EXIST, RIGHT, SO THAT YOU CAN KIND OF START THINKING ABOUT IT AND IT WON'T BE SO BRAND NEW TO YOU IN SIXTH GRADE.

WE ALSO HAVE ANOTHER SET OF ANCHOR CHARTS CALLED INVISIBLE MATH THAT SHOWS HOW EVERY NUMBER IS MULTIPLIED BY ONE AND SOME DIFFERENT THINGS THAT WE'RE HOPING CONSISTENTLY IF WE HAVE THE SAME ANCHOR CHARTS IN FOURTH GRADE, FIFTH GRADE, SIXTH GRADE, SEVENTH GRADE, THAT IT WILL START TO BUILD UP.

WE STILL DO HAVE THAT MATH COMMITTEE.

WE'VE MET ONE TIME THIS YEAR, AND WE'RE CONTINUING TO TO MEET TO DISCUSS SOME OF THOSE THINGS.

BUT IT'S A REAL CHALLENGE.

IT'S A REAL CHALLENGE AND WE'RE DEDICATED TO FINDING A SOLUTION.

YEAH, THANK YOU. AND, YOU KNOW, AGAIN, I MEAN, I KNOW WE'RE DOING SOME REALLY GREAT THINGS, SO I'M NOT TRYING TO TAKE AWAY FROM ANY OF THAT.

I APPRECIATE YOU TELLING US EVEN JUST THOSE EXAMPLES, BECAUSE, I MEAN, WHEN IT SHOWS IF WE'RE 100% HAYS, I MEAN, IT SHOWS THAT WE ALL CARE AND WE'RE INVESTED IN OUR STUDENTS AND OUR STUDENTS GROWTH AND LEARNING.

SO THANK YOU FOR GIVING US THOSE EXAMPLES.

THE FIFTH TO SIXTH TRANSITION IS TOUGH, SIR.

WE KNOW WE'VE GOT TO IMPROVE THERE.

WE KNOW WE'VE GOT THE RIGHT TEAM IN PLACE, SO WE BELIEVE IN YOU.

ABSOLUTELY. THANK YOU.

THANKS SO MUCH. ANYTHING ELSE? MRS. RUNKLE? THANK YOU, MR. MCDANIEL, I REALLY APPRECIATE THIS.

A COUPLE OF THINGS, AND THANKS, MR. MAYOR, FOR ASKING ABOUT THE SIXTH GRADE, SEVENTH AND EIGHTH GRADE MIDDLE SCHOOL, BECAUSE THAT WAS GOING TO BE MY QUESTION.

I HAVE A SEVENTH GRADER THAT'S REALLY STRUGGLING IN MATH RIGHT NOW, AND I KNOW A LOT ARE.

I JUST WANTED TO SAY THANK YOU FOR ALL OF YOU.

THANK YOU FOR BEING HERE FOR EVERYTHING THAT YOU DO.

WE VERY RARELY GET TO SEE YOUR FACES, BUT WE SEE YOUR NAMES EVERYWHERE.

SO IT'S GREAT TO SEE YOU GUYS.

AND I JUST WANTED TO SAY THAT THIS IS A LOT OF INFORMATION TO DIGEST, SO I'M GOING TO HAVE A LOT OF QUESTIONS BECAUSE WE JUST GOT SOME OF THIS.

SO I WILL SUBMIT THOSE QUESTIONS ONLINE.

BUT ALSO THANK YOU FOR INCLUDING EXAMPLES BECAUSE THIS IS EXTREMELY HELPFUL JUST TO KIND OF SEE WHAT THESE PROGRAMS LOOK LIKE TO OUR STUDENTS.

LET US KNOW QUESTIONS AND WE'LL GET BACK WITH YOU.

I APPRECIATE IT. THANK YOU.

AND THANK YOU FOR ALL OF YOU FOR BEING HERE.

ALL RIGHT. ANYTHING ELSE? MR. MCMANUS? JUST A COUPLE OF...

IT'S STUCK. THERE WE GO.

JUST A COUPLE OF THINGS. ONE IS WHEN I WHEN I LOOK AT THIS, WHAT GRADE WAS THE FIRST COHORT THAT WAS IN OPEN COURT PHONICS? I BELIEVE THERE ARE CURRENT FIFTH GRADERS.

CURRENT FOURTH, OUR CURRENT FOURTH GRADERS GRADERS WOULD HAVE BEEN THE FIRST ONES TO GET OPEN COURT.

WE IMPLEMENTED OPEN COURT, I THINK, IN 18-19, AND THEN THEY GOT HALF A YEAR AND THEN THE PANDEMIC HIT AND THE LAST QUARTER OF THAT SECOND YEAR OF IMPLEMENTATION.

OKAY. THANK YOU FOR THAT.

I'M CURIOUS ABOUT THIS PROJECTED STAAR SHEET.

I KNOW STAAR 2.0 IS COMING OUT.

WAS THERE ANY HOW DOES THIS ALIGN WITH THAT AT ALL? IT DOES NOT HAVE STAAR 2.0.

THIS IS JUST WHAT YOU WOULD CALL A STAAR 1.0, RIGHT? THIS WAS JUST THEIR PROJECTED MEASURE FOR STUDENTS WHO SCORED THIS ON NWEA.

THEY TEND TO SCORE THIS ON STAAR OK.

THAT'S FINE, BUT I THINK I DID MENTION IT.

BUT THEY DID SAY THAT STARS TRADITIONALLY A LITTLE BIT HARDER THAN OTHER STATE ASSESSMENTS.

AND SO THEY SAID JUST BEING AT THAT 50TH PERCENTILE IS NOT GOING TO GET YOU TO MEET.

WE'VE GOT TO GET KIDS TOWARDS THAT YELLOW AND GREEN AREA IS OUR GOAL.

OKAY. LAST THING IS ABOUT THE VERTICAL ALIGNMENT THAT YOU TALK TO, AND I THINK THAT'S GREAT THAT THERE'S SUCH A FOCUS ON THAT.

I'M JUST WONDERING, AS WE THINK ABOUT BUDGETS, EVEN FOR NEXT YEAR AT THIS POINT IN TIME, WHEN WE START TALKING ABOUT THOSE THINGS, IS IT A CURRICULUM THING OR ARE WE JUST OFF BASE? ARE WE PULLING CURRICULUM FROM LOTS OF DIFFERENT PLACES? AND IT'S JUST A MESS.

AND WE NEED A UNIFIED APPROACH, EVEN WITH OUR CURRICULUM, TO ALIGN WITH WHAT YOU'RE TRYING TO DO.

SO THAT'S A REALLY GOOD QUESTION.

MONTE, VAL AND I AND MS. NOBLE ACTUALLY WENT TO A ASCD'S CURRICULUM WORKSHOP IN DALLAS THIS PAST WEEK WITH SOME HIGH PERFORMING DISTRICTS THAT ARE JUST OUR SIZE 25,000 STUDENTS, 50% [INAUDIBLE] VERY COMPARABLE DISTRICTS.

THEY'RE TAKING US THROUGH A SIX SERIES WORKSHOP ON HOW TO DO BASICALLY A CURRICULUM AUDIT FOR YOUR OWN, YOUR OWN DOCUMENTS.

WE GOT VALIDATED IN A LOT OF WAYS THAT WE'VE GOT A LOT OF THE SAME THINGS THAT THESE OTHER DISTRICTS HAVE.

WHAT WE FEEL LIKE IS THAT TEACHER LEVEL INSTRUCTIONAL STRATEGY PIECE IS AN AREA FOR IMPROVEMENT.

WE'VE GOT CURRICULUM DOCUMENTS, WE'VE GOT RESOURCES, WE'VE GOT A LOT OF RESOURCES.

[00:35:04]

BUT WHEN WE GET DOWN TO THAT IN TEACHER LEVEL FOR UNIT THREE, THESE ARE THE THREE STRATEGIES YOU HAVE TO HAVE TO BE SUCCESSFUL.

AND WE HAVE TO GUARANTEE THAT EVERY STUDENT IN THIS DISTRICT WAS EXPOSED TO THAT IN SIXTH GRADE.

UNIT THREE IS REALLY THE NEXT STEP FOR US, AND THAT'S WHAT THESE OTHER HIGH PERFORMING DISTRICTS SHOWED US, THAT THAT'S THE LEVEL OF SPECIFICITY THAT THEY GET TO.

WE HAVE WE HAVE DANCED AROUND THAT PERIPHERALLY, BUT REALLY BEING EXPLICIT ABOUT IT IS WHAT WE'VE IDENTIFIED, AND WE'RE ANXIOUS TO TAKE THAT KNOWLEDGE TO OUR MATH COMMITTEE AND TO BRING THEM SOME EXAMPLES FOR THIS IS HOW DETAILED IT CAN GET FOR HIGH PERFORMING DISTRICTS.

THERE'S STILL A LOT OF AUTONOMY WITHIN DEFINED PARAMETERS.

WE STILL WANT TEACHERS TO MAKE ADJUSTMENTS BASED ON THEIR OWN INDIVIDUAL STUDENT NEEDS, BUT WE DO FEEL LIKE WE'VE GOT TO PROVIDE A LEVEL OF DETAIL THAT HASN'T REALLY BEEN THERE IN THE PAST.

OUR CHALLENGE IS THEN TO DO THAT VERTICALLY BECAUSE FOURTH GRADE HAS TO TALK TO FIFTH GRADE, FIFTH GRADE HAS TO TALK TO SIXTH GRADE, AND THAT TAKES TIME.

THAT TAKES TIME, AND THAT TAKES TEACHERS IN THE SAME ROOM HAVING THOSE CONVERSATIONS.

SO WE'RE TRYING TO THINK OF A BUDGET AND KIND OF HOW WE'RE GOING TO.

GET THERE OVER THE NEXT 2 TO 3 YEARS, WHICH IS OUR GOAL.

THANK YOU. I KNOW YOU WON'T, BUT DON'T.

DON'T HOLD BACK. ASKING FOR FOUR THINGS THAT WILL HELP OUR STUDENTS.

THAT'S WHAT WE'RE HERE FOR. AND WE WANT TO PROVIDE THOSE FOR YOU AS BEST THAT WE CAN POSSIBLY DO.

AND ALSO JUST WANT TO ECHO THE THANK YOU FOR THE ENTIRE TEAM BEING HERE TONIGHT.

THAT'S FANTASTIC, TONY.

OH, I'M SURE. I'M SURE.

NO, NO WORRIES THERE.

BUT THANK YOU.

ALL RIGHT, MS. OROSCO? YOU HAVE A QUESTION? YES, I HAVE A COUPLE OF THEM.

BUT WHAT YOU JUST SAID RIGHT NOW MAKES ME THINK IT MAKES ME A LITTLE NERVOUS, RIGHT WHEN WE START TALKING ABOUT A VERY SCRIPTED OF EVERYBODY HAS TO DO IT THE SAME WAY.

WE'VE GONE THROUGH THAT PROCESS BEFORE WHERE THINGS WERE VERY SCRIPTED AND YOU'RE SAYING THERE WILL BE SOME AUTONOMY.

SO I JUST WANT TO KEEP THAT IN THE FOREFRONT BECAUSE WHILE THERE'S THINGS THAT WE NEED TO TEACH, WHICH ARE OUR STANDARDS, WE NEED TO BE VERY CAREFUL OF GETTING INTO THAT BAD HABIT, IF YOU WILL, LIKE WE ONCE DID, WHEN WE HAD SEE SCOPE AND WAS VERY SCRIPTED AND EVERYBODY HAD TO READ THE SAME SCRIPT AND DO THE SAME THING AND IT DID NOT LEND ITSELF TO DIFFERENTIATE FOR STUDENTS.

SO WE'VE GOT TO BE VERY CAREFUL WHEN WE DO THAT BECAUSE IT MIGHT LOOK GOOD IN THEORY, BUT PRACTICE IS A DIFFERENT THING AND WE HAVE DIFFERENT STUDENTS ACROSS OUR DISTRICT AND WE NEED TO MAKE SURE WE MEET THEM WHERE THEY'RE AT.

SO JUST KEEPING THAT IN MIND AS WE MOVE FORWARD.

THE OTHER QUESTIONS THAT I HAVE IS FOR THE NWA, NWA MAP PROJECTED PROFICIENCY, AND THERE'S NO PAGE NUMBERS, SO.

THIS IS WHAT I'M GOING TO ASK ON.

IF YOU CAN PULL THAT UP.

TWO MORE. THAT ONE? YES, THAT ONE.

SO WHAT KIND OF TIMELINE ARE WE LOOKING AT? IS THIS A BOY/MOY KIND OF SITUATION? AND IN THE YEAR OR WHEN DO YOU TAKE THIS? THIS WAS THEIR BOY PROJECTIONS.

SO AT THE BEGINNING OF THE YEAR FOR STUDENTS IN FIFTH GRADE, THIS IS FOR HOW THEY SCORE PROJECTED ON STAR FOR THAT YEAR.

SO 78% OF OUR STUDENTS WOULD GET APPROACHES, 39% OF OUR STUDENTS WOULD GET MEETS AND 14% OF OUR STUDENTS WOULD GET MASTERS BASED ON HOW THEY DID ON THE BEGINNING OF YEAR ASSESSMENT.

WE'LL GET ANOTHER UPDATED ONE FOR THE MIDDLE OF THE YEAR AND WE'LL GET ANOTHER ONE UPDATED FOR THE END OF THE YEAR.

OKAY. I JUST WANT CORRELATION.

YES. I WANTED TO KNOW HOW MANY TIMES IT WAS ADMINISTERED.

THAT WAS MY QUESTION ABOUT THAT.

THE NEXT QUESTION THAT I HAVE IS ON YOUR MCLASS LECTURA K THROUGH FIVE.

SO THANK YOU FOR HIGHLIGHTING THAT THERE'S MORE KIDS TESTING IN ENGLISH AND THAT'S WHY WE SEE THIS TREND IN FOURTH AND FIFTH GRADE WHEN WE SEE WELL BELOW BENCHMARK, BECAUSE THAT WAS REALLY TERRIFYING WHEN I SAW THAT.

BUT THANK YOU FOR BRINGING TO LIGHT THAT THERE'S MORE AND MORE ENGLISH TESTERS.

THAT'S A GOOD POINT TO MAKE.

BUT TALK TO ME A LITTLE BIT ABOUT WHO IS STRUGGLING THE MOST IN GRADE FOUR AND FIFTH OF THESE STUDENTS, WHO'S STRUGGLING THE MOST AND WHO IS NOT MOVING AND WHY? WELL, THAT'S SOMETHING I CAN GET WITH THE TEAM ON AND REPORT BACK TO YOU ABOUT.

WE CAN LOOK IN DETAIL.

WE KNOW THAT THERE'S LESS STUDENTS, RIGHT.

SO AS THEY GET TO FOURTH AND FIFTH AND THEY SHOW THAT PROFICIENCY, WE'RE PULLING THEM OFF SPANISH AND GETTING THEM ON ENGLISH.

BUT I CAN CERTAINLY GET WITH THE TEAM ON WHAT THEY'RE INTERPRETING WITH THE DATA AND WHY WE SEE IT AT THE LEVELS WE DO FOR FOURTH AND FIFTH GRADE.

SURE. BECAUSE I'M CURIOUS TO KNOW HOW MANY ARE NEWCOMERS, HOW MANY HAVE BEEN IN THE COUNTRY FOR X AMOUNT OF YEARS AND SO ON.

SO I WOULD LIKE TO SEE WHAT THAT CORRELATION IS.

SO IF YOU CAN PROVIDE THAT FOR US, THAT WOULD BE GOOD.

THE NEXT QUESTION THAT I HAVE IS ON NWA MAP ELEMENTARY.

[00:40:04]

YES. SO I AM CURIOUS ALSO TO KNOW ABOUT GRADE K AND HOW MANY OF THOSE STUDENTS ATTENDED PRE-K AND HAYS CISD, BECAUSE WE ARE SEEING GRADE K WITH 63.5%, WHICH IS ABOVE THE 50TH PERCENTILE.

SO THAT'S EXCITING AND REALLY GOOD TO HEAR.

BUT I WOULD LIKE TO SEE THAT CORRELATION AGAIN BETWEEN HOW MANY ATTENDED PRE-K AND HAYS CISD AND HOW WE ARE MAKING THEM KINDER READY, BECAUSE THAT HAS ALWAYS BEEN A CONCERN OF HAYS COUNTY OF OUR STUDENTS NOT BEING KINDER READY.

BUT I MEAN THAT IS PRETTY HUGE FOR GRADE K.

YES, THAT WE WERE EXCITED AND SURPRISED.

YES. OKAY, WONDERFUL.

THANK YOU. THANK YOU.

ALL RIGHT. AND I WILL HAVE SOME MORE QUESTIONS LATER ON.

I WANT TO LOOK AT THE CAMPUS DATA.

I DIDN'T GET A CHANCE TO REALLY GET DIVE INTO THAT.

SO I WILL HAVE MORE QUESTIONS AS WELL.

PERFECT. ANY OTHER QUESTIONS ON THIS ITEM? MR. VELA, YOU HAVE ANOTHER ONE? YEAH, ONE MORE THAT JUST POPPED ON MY HEAD AND IT'S KIND OF A TAGLINE TO WHAT MS. OROSCO SAID. BUT AS WE'RE LOOKING AT SOME OF THESE OTHER DISTRICTS THAT ARE VERY SIMILAR IN SIZE AND JUST MAKE UP OF WHO THEY ARE, HAVE WE LOOKED AT EVEN SOMETHING AS SIMPLE AS LIKE THEIR ATTENDANCE RATE? I KNOW DR. WRIGHT SAID A LITTLE WHILE AGO, LIKE OURS IS KIND OF DIPPING AND, YOU KNOW, AND EVEN IF WE GET, YOU KNOW, SOME CORRELATION THERE, WE CAN PROBABLY DO THE SAME THING WITH OUR CAMPUSES AND THE INDIVIDUAL CAMPUS ATTENDANCE.

I MEAN, HOW HOW MUCH THAT PLAYS INTO IT AS WELL.

WE WILL ASK WE'RE GOING TO SEE THEM AGAIN IN TWO WEEKS.

WE WILL ASK. ALL RIGHT, GREAT.

THANK YOU. YES.

SO MY QUESTION IS, AS WE COMPARE DATA WHERE THE OTHER SCHOOLS ARE HIGH PERFORMING SCHOOLS, I'D LIKE TO KNOW WHAT THEIR ATTENDANCE RATE IS.

KIND OF A COMPARISON. YEAH.

YEAH. THE QUESTION.

ANYTHING ELSE? MR. SEVERANCE? LOOK. THANK YOU VERY MUCH FOR BEING HERE.

AND THANK YOU VERY MUCH FOR BEING HERE, TOO.

BUT I DO HAVE A COUPLE QUESTIONS ABOUT LET'S GO BACK TO ESPERANZA.

WHEN SHE TALKED ABOUT THE MAP, PROJECTED PROFESSIONAL PROFICIENCY.

START THAT ONE.

SO APPROACHES MEETS MASTERS, APPROACHES A HUGE BUCKET OF PERCENTAGE POINTS LIKE THE LOW HANGING FRUIT.

LIKE HOW CLOSE IS THAT? 68% ON GRADE TO FROM GETTING TO THE MEETS? LIKE, HOW CLOSE ARE SOME OF THOSE KIDS IN THAT BUCKET OF 68% TO GET TO THE NEXT LEVEL? IS IT REALLY CLOSE? I MEAN, IS IT? ARE WE ALMOST THERE OR APPROACHES IS THE WIDEST RANGE OF ALL THREE OF THOSE.

I WILL HAVE TO GO BACK AND LOOK AND WE CAN GIVE YOU THAT DATA TO SEE HOW CLOSE SOME OF THEM MAY BE, BECAUSE I FEEL LIKE I MEAN, I KNOW THE NUMBERS DON'T, AREN'T WHERE WE WANT THEM TO BE, BUT WHEN YOU TALKED ABOUT YOUR GOAL OF WANTING PARENTS TO BE MORE INVOLVED IN THIS PROCESS, I THINK THAT'S A HUGE PART OF WHAT THIS IS.

LISTENING TO. YOU GO TO SISTER DISTRICTS THAT SAME SIZE THAT YOU'RE IMPLEMENTING SOME OF THE SAME TOOLS.

I MEAN, I FEEL LIKE THE PARENT INVOLVEMENT SIDE OF THIS IS A HUGE PIECE TO GETTING THESE NUMBERS WHERE WE NEED THEM TO BE.

SO I APPRECIATE THAT YOU HAVE THAT GOAL, AND I'D LIKE TO KNOW MORE ABOUT HOW WE CAN DO AS A DISTRICT TO GET THE PARENTS MORE INVOLVED IN THOSE IN THOSE SITUATIONS, BECAUSE I KNOW THIS TEAM IS DOING A REALLY GOOD JOB.

AND I'M NOT JUST SAYING IT'S, YOU KNOW, THERE'S NOT THINGS THAT WE COULD DO BETTER.

SURE. BUT LIKE THE PARENT INVOLVEMENT SIDE, HOW DO WE REALLY TACKLE THAT AS A DISTRICT? I'M NOT SURE THAT'S A QUESTION FOR YOU, DR.

WRIGHT. I KNOW THE DASHBOARD IS PROBABLY GOING TO HELP WITH SOME OF THAT, BUT I MEAN, THAT TO ME THAT SHOULD BE A HUGE FOCUS OF US GOING FORWARD AND TRY TO KIND OF BRIDGE SOME OF THE GAPS BECAUSE I FEEL LIKE SOME OF THESE NUMBERS ARE REALLY CLOSE AND IT'S NOT GOING TO TAKE A LOT TO GET THEM OVER THE EDGE.

SO THIS EARLY SCREENING THAT WE'RE DOING IS PRETTY IMPORTANT.

SO WE CAN TRY TO IDENTIFY SOME OF THAT.

YOU KNOW, THE THE PANDEMIC MADE IT REALLY TOUGH FOR PARENTS, RIGHT? LIKE HOW MUCH OF THIS IS CONTRIBUTED, OR ATTRIBUTED TO THE PANDEMIC? HOW MUCH OF IT IS ATTRIBUTED TO TEACHING? HOW MUCH OF IT IS ATTRIBUTED TO MY STUDENT OR MY CHILD? WE WANT TO INFORM THEM AND WE WANT TO EMPOWER THEM TO ASK THOSE QUESTIONS BECAUSE DATA HAS BEEN ALL OVER THE PLACE AND YOU HEAR THINGS LIKE, WELL, MATH IS DROPPING ACROSS THE NATION. YES, IT IS.

BUT FOR MY CHILD, I STILL WANT MY CHILD TO SUCCEED.

SO WE DON'T WANT THEM TO JUST SAY, OKAY, WELL, IT'S HAPPENING TO EVERYBODY.

IT'S OKAY. THAT'S NOT THE ATTITUDE WE WANT TO HAVE.

WE WANT TO EMPOWER THEM AND SAY, YES, THESE THINGS HAVE HAPPENED, BUT WE'RE GOING TO GO AFTER THEM AND WE'RE GOING TO TACKLE THESE ISSUES.

AND SO THAT'S KIND OF BEEN OUR MINDSET WITH PARENTS OVER THE LAST YEAR.

AND AND WE REALLY WANT TO CONTINUE TO GROW THAT.

THANK YOU. OKAY.

ANYTHING ELSE? DR.

PÉREZ-GONZÁLEZ? I JUST ONE QUICK THING I'M VERY FAMILIAR WITH NWEA MAP.

AND SO IT'S REALLY GOOD TO SEE THE NUMBERS THAT WE ARE SEEING.

YES, THERE'S ROOM FOR GROWTH.

AND YES, I WAS GOING TO ASK THE SAME QUESTION TRUSTEE VELA ASKED AS FAR AS THE MIDDLE SCHOOLS, BUT AND I KNOW THERE IS ROOM FOR GROWTH, I DO WANT TO SAY THANK YOU TO EVERYBODY BECAUSE I KNOW SOME OF YOU IN THE AUDIENCE AND I APPRECIATE ALL THE WORK THAT YOU ALL ARE DOING FOR OUR TEACHERS AND WITH OUR STUDENTS.

[00:45:08]

I RECALL WHEN I WAS HERE HAVING THOSE CONVERSATIONS AS A FIFTH GRADE TEACHER, GOING TO THE MIDDLE SCHOOL AND HAVING A CONVERSATION WITH THE MIDDLE SCHOOL TEACHERS AND THEY WERE ASKING, WHAT ARE YOU DOING? AND THEY WANTED TO SEE, ARE THOSE CONVERSATIONS GOING TO BE TAKING PLACE WITH OUR TEACHERS? BECAUSE I THINK I HEARD YOU SAY SOMETHING ABOUT WE'RE TRYING TO ESTABLISH THAT THAT'S BEEN REALLY TOUGH IN THE PANDEMIC, RIGHT.

JUST HAVING ANYTHING FACE TO FACE WAS TOUGH.

BUT THAT IS ON OUR RADAR WITH THE VERTICAL MATH COMMITTEE KIND OF LEADING THE WAY AND HAVING THAT GROUP OF TEACHERS GIVE US REAL, REAL FEEDBACK ABOUT HOW WE GET THAT DONE.

BUT YES, AND WE'RE ALREADY MAKING PLANS FOR OUR SUMMER CURRICULUM, WRITING AND GETTING THOSE TEACHERS TOGETHER.

NATALIE AND MIMI DON'T EVEN WANT TO WAIT TILL THE SUMMER.

THEY WANT IT TO TOMORROW, BUT LOGISTICALLY WE'VE GOT TO KIND OF FIGURE OUT HOW TO DO THAT.

BUT YOU'RE RIGHT, THOSE CONVERSATIONS ARE CRUCIAL AND THERE IS MORE THAN ONE WAY TO DO THINGS.

AND WE WANT TO MAKE SURE THAT THAT THAT COLLABORATION IS HAPPENING.

AND I KNOW THAT WERE TRULY MEANINGFUL FOR ME AS A TEACHER AND FOR THAT SIXTH GRADE TEACHER WHEN I WAS TALKING TO THEM.

AND I MEAN, WE JUST WE MADE THE TIME AFTER SCHOOL BECAUSE WE DIDN'T HAVE ALL THESE BB DAYS.

WE'RE ALL LINKS IN THE CHAIN.

AND THAT'S WHAT WE SAY IS WHO DO YOU WANT TO COME TO YOU IN SIXTH GRADE? WHAT KIND OF QUALITIES AND WHAT KIND OF CHARACTERISTICS DO YOU WANT? AND THEN WHO DO YOU HOW DO YOU WANT TO SEND THEM TO THE NEXT GRADE LEVEL AND KIND OF PUSH THEM UP? SO, YES. YEAH.

THANK YOU SO MUCH. THANK YOU. ALL RIGHT.

THANKS SO MUCH. I JUST HAVE A COUPLE OF QUICK QUESTIONS SO WE KNOW THE NEW STAAR IS FOCUSED ON WRITING AND ARE WE DOING ANYTHING TO KIND OF ASSESS THAT SKILL SET? OKAY. SO PREVIOUSLY, YOU KNOW, WRITING WAS IN FOURTH GRADE, WRITING WAS IN SEVENTH GRADE, BUT UNDER STAAR 2.0, EVERYBODY'S A WRITING TEACHER NOW.

THERE HAS BEEN A RENEWED FOCUS WITH GRAMMAR IN OUR CURRICULUM.

ELEMENTARY HAS DONE A FANTASTIC JOB.

OUR MIDDLE SCHOOLS ARE DOING A BETTER JOB OF PROVIDING THAT EXPLICIT GUIDANCE FOR OUR TEACHERS.

IN GRAMMAR, WE'VE GOT A FEW RESOURCES THAT WE'VE BEEN IMPLEMENTING.

THE I CAN TELL YOU ON OCTOBER 7TH FOR THE STAFF DEVELOPMENT DAY, TEA HAS RELEASED THE NEW RUBRICS FOR THE STAAR.

OH, I WENT IN AND SAW, I BELIEVE IT WAS FIFTH GRADE, WAS WORKING WITH OUR COORDINATORS THE ENTIRE CAFETERIA.

THEY HAD PRINTED OUT ALL OF THEIR LOCAL CBA WRITING.

THEY HAD THE RUBRIC AND THE MOST SPECIFIC PART WAS OR THE MOST IMPORTANT PART WAS WHAT FEEDBACK IS THE CHILD GOING TO RECEIVE? YES, WE WANT TO SCORE THEM.

YES, WE WANT A GRADE TO COME OUT OF IT.

BUT WHAT FEEDBACK ARE YOU GIVING STUDENTS TO IMPROVE THEIR WRITING? AND THAT WAS REALLY THE FOCUS WITH THAT TEAM IN FIFTH GRADE.

SO THAT'S JUST A SMALL EXAMPLE.

BUT WE KNOW WRITING IS ABSOLUTELY KEY TO WHAT WE'RE TRYING TO DO WITH OUR STUDENTS.

OKAY. AND UNDER THE PLAN OF ACTION, I HEARD RENEWED FOCUS ON PLCS.

I HOPE THAT. WE'VE CONTINUED TO HAVE A LOT OF FOCUS ON PLCS, BUT I KNOW THE PANDEMIC HAS MADE THINGS A LITTLE BIT HARDER, SO I'M GLAD TO HEAR THAT.

WHAT I DIDN'T SEE ON HERE WAS SORT OF TUTORING PROGRAMS OR OVER AND ABOVE TUTORING PROGRAMS. IS THAT SOMETHING WE'RE THINKING ABOUT OR LOOKING AT? YES. AND THE DAOS HAVE TAKEN THE LEAD WITH THAT WITH CAMPUS PRINCIPALS ON WHAT THEIR SPECIFIC TUTORING PLANS ARE.

IT'S A LITTLE DIFFERENT FROM CAMPUS TO CAMPUS.

BUT YES, I KNOW THEY'VE, WORKING WITH THEIR PRINCIPALS ON ADDITIONAL TIME ON TASK.

I MEAN, THAT'S WE'RE NOT GOING TO GET OUT OF THIS WITH LESS TIME ON TASK.

WE'VE GOT TO BE EFFICIENT.

AND SO I KNOW THAT THEY'VE BEEN TAKING THE LEAD ON THAT.

AND WE CAN GET YOU THAT INFORMATION BECAUSE A LOT OF THESE ARE THINGS WHERE WE HAVE ALREADY BEEN DOING.

SO I WANT TO MAKE SURE WHAT ARE WE DOING OVER AND ABOVE WHAT WE'VE BEEN DOING TO KIND OF HIT SOME OF THESE DEFICIENCIES THAT WE'RE SEEING.

SO THAT'S THAT WOULD BE HELPFUL TO KNOW WHAT KIND OF TUTORING PROGRAMS WE'VE GOT.

AND THEN WHEN YOU WERE TALKING ABOUT THE SPECIFICITY THAT THESE OTHER DISTRICTS ARE LOOKING AT, THE ACCOUNTABILITY PIECE IS IS ALSO SORT OF INTERESTING TO ME.

I KNOW WHEN A COUPLE OF YEARS AGO WE WERE DOING UAS AND WE WERE WEARING PEOPLE OUT.

ON TOP OF CBAS, WE WERE DOING UNIT ASSESSMENTS AND CURRICULUM BASED ASSESSMENTS.

FOR THOSE OF YOU LOOKING AT HOME, KEEPING UP WITH THE ACRONYMS. AND SO THAT THAT UAP, I COULD SEE IN THEORY AND ON PAPER IT SOUNDED AMAZING.

OH, THIS IS HOW WE'RE GOING TO SEE AND HOLD FOLKS ACCOUNTABLE FOR LIKE, DID YOU GET THROUGH THE SEQUENCE OF CONTENT? BUT IN PRACTICE, WE WERE JUST WEARING PEOPLE OUT.

SO I'M HOPING THAT THERE'S AN INNOVATIVE AND CREATIVE WAY TO FIGURE OUT IF THIS IS HAPPENING WITH ALL OF OUR TECHNOLOGY TOOLS.

AND I CAN GIVE YOU AN EXAMPLE.

SO ONE OF THE DISTRICTS THAT WE WORKED WITH HAD WHAT THEY CALLED REQUIRED, RECOMMENDED AND SUGGESTED WIRED WAS WE'RE GUARANTEEING EVERY STUDENT DID THIS ACTIVITY OR THIS STRATEGY RECOMMENDED WAS YOU DON'T HAVE TO DO IT, BUT IT IS RECOMMENDED.

[00:50:01]

WE HAD TALKED ABOUT LIKE A ONE THIRD, ONE THIRD, ONE THIRD, RIGHT.

SO ON THE READINESS STANDARDS THAT ARE THE MOST IMPORTANT, RIGHT, WE FOCUS AND WE SAY THESE ARE REQUIRED, THE NEXT ONE THIRD BEING RECOMMENDED, BUT YOU HAVE FLEXIBILITY AND YOU HAVE THAT AUTONOMY WITHIN DEFINED PARAMETERS.

AND SO WE'RE KIND OF JUST BOUNCING SOME OF THOSE IDEAS AROUND.

BUT WE DID LIKE THE IDEA OF REQUIRED, RECOMMENDED AND SUGGESTED.

WE ABSOLUTELY KNOW THAT TEACHERS HAVE TO MAKE ADJUSTMENTS FOR THEIR STUDENTS, BUT THERE ARE SOME THINGS THEY ALL FEED INTO A HIGH SCHOOL, ALL THE FEEDER PATTERNS COME IN THERE. SO THERE HAS TO BE SOME LEVEL OF CONSISTENCY.

BUT WE DO HAVE TO ALLOW ROOM FOR AUTONOMY AND TO MAKE ADJUSTMENTS FOR FOR YOUR STUDENTS.

AND WHEN YOU LOOK AT THAT CAMPUS LEVEL DATA, YOU'RE GOING TO SEE RIGHT THERE ARE CAMPUSES THAT ARE DIFFERENT AND WE HAVE TO ALLOW FOR THAT.

SO WHERE DO WE DRAW THAT LINE IS WHAT WE SPENT 3 HOURS TALKING ABOUT ON THE WAY BACK FROM DALLAS WAS HOW DO WE DO THAT AND HOW DO WE IMPLEMENT IT AND HOW DO WE COMMUNICATE IT? AND SO, YEAH, THAT'S AWESOME.

AND I LOVE, LOVE, LOVE.

THE IDEA OF VERTICAL ALIGNMENT, PD, BECAUSE I'VE HEARD TEACHERS BACK IN THE DAY WHEN WE USED TO DO THAT, LOVED IT.

AND SO THAT'S FANTASTIC AND I FEEL LIKE WE SHOULD DO THAT EVERY SUMMER AT GREATER THAN EVER WITH MATHEMATICS, BECAUSE YOU'RE NOT JUST A GREAT MATH TEACHER ANYMORE.

YOU'VE GOT THIRD GRADE LEVEL, YOU'VE GOT FOURTH GRADE LEVEL, YOU'VE GOT.

WELL, IN READING, TOO, WE'VE GOT KIDS AT ALL DIFFERENT READING LEVELS.

AND THAT PHONICS PIECE IS HUGE.

YOU CAN SEE THE DROP OFF AT FIFTH GRADE, WHICH IS I MEAN, I CAN ALMOST LOOK AT THE DATA AND KNOW THAT OUR CURRENT FOURTH GRADERS WERE THE FIRST COHORT TO GET OPEN COURT.

AND YOU CAN I MEAN, THE DATA IS IS GREAT.

SO I JUST WANT TO GIVE DR.

WRIGHT A SHOUT OUT AGAIN FOR FOR REALLY BEING A BIG PROPONENT OF OF HAVING A PHONICS PROGRAM IN OUR DISTRICT.

AND THANK YOU ALL FOR BEING HERE TONIGHT.

IT'S SO GREAT TO SEE YOU GUYS.

THIS IS A LOT OF WORK.

I KNOW YOU'RE GOING TO CONTINUE TO DO SOME WORK AND I LOVE THAT YOU'RE FOCUSED ON IT EARLY AND OFTEN, IT SOUNDS LIKE SO.

AND GREAT JOB BRINGING BACK BEST PRACTICES FROM SISTER DISTRICTS.

MRS. OROSCO? THANK YOU, MR. PETREA. THERE WAS A REQUEST FOR WHAT KIND OF TUTORING PROGRAMS WE HAVE, AND I KNOW THAT HAS BEEN AN ISSUE IN THE PAST WHERE WE HAVEN'T REALLY BEEN CONSISTENT IN OFFERING TUTORING.

SOME PEOPLE START AS EARLY AS OCTOBER, SOME DIDN'T EVEN START UNTIL FEBRUARY OR MARCH.

SO HAVING AN ACTUAL PLAN AND BEING CONSISTENT WITH THE TUTORING THAT WE DO OFFER FOR STUDENTS IN OUR DIFFERENT CAMPUSES.

SO WHEN YOU PROVIDE THIS INFORMATION, KEEP KEEPING THAT IN MIND AS WELL.

THANK YOU. ALL RIGHT, MR. RUNKLE. THANK YOU FOR ASKING FOR THAT.

THAT'S ACTUALLY IT WAS IN MY QUESTIONS EARLIER TODAY THAT I SUBMITTED.

ALSO, MRS. OROSCO ASKING FOR A TUTORING SCHEDULE FOR CAMPUSES AS WELL.

BUT YOU BROUGHT UP WRITING AND I HAVE TO SAY THIS BECAUSE WE'VE TALKED A LOT ABOUT WRITING AND WE'VE TALKED ABOUT HOW LIKE THERE'S JUST THERE HASN'T BEEN A LOT OF IT IN THE PAST, AND I'M SEEING SO MUCH OF IT RIGHT NOW IN SEVENTH GRADE.

AND I'VE HEARD ABOUT IT FROM PARENTS IN THE HIGH SCHOOL.

WE'RE WRITING ESSAYS, LOTS OF ESSAYS.

MY SEVENTH GRADER IS HATING IT, BUT I AM LOVING EVERY MINUTE OF IT.

SO THANK YOU, GUYS.

THEY'RE LEARNING, HE'S LEARNING, I KNOW THEY'RE LEARNING.

BUT I WANTED TO MAKE SURE THAT I SAID THAT BECAUSE I KNOW THE WRITING HAS BEEN A HUGE TOPIC OVER TIME AND AND I SEE IT IN THE CLASSROOMS. I'M WITNESSING IT.

SO THANK YOU GUYS SO VERY MUCH.

SO THAT IS KRISTEN.

AND THEN WE ALSO WERE ABLE TO ADD LAURA O'DEA AS OUR INTERVENTION AS AND SO THAT HAS HELPED WITH THE ADDITIONAL POSITION.

WE'VE DONE TWO ESSAYS.

I LOVE IT. YES, CURSIVE IS BACK, WRITING IS BACK.

FOCUS ON GRAMMAR.

THAT MAKES MY HEART VERY HAPPY.

IF YOU KNOW ME, YOU KNOW THAT ABOUT ME.

ALL RIGHT.

ANYTHING ELSE ON THIS ONE? THANK YOU SO MUCH, DEREK MCDANIEL THANK YOU, MARIVEL SEDILLO THANK YOU, CNI TEAM.

ALL RIGHT, MOVING ON, TEAM, WE HAVE OUR CONSENT AGENDA.

[K. CONSENT AGENDA]

YOU TELL ME IF YOU WOULD LIKE TO PULL IT.

ITEM K-1, K-2, K-3A, K-3B, K-3C. ALL RIGHT.

NO QUESTIONS ON OUR CONSENT AGENDA ITEMS.

[L.5. Consideration and possible adoption of minor changes to the School Attendance Zones]

WE'RE GOING TO MOVE THINGS AROUND A LITTLE BIT.

AND UP FIRST IS GOING TO BE L-5.

THIS IS ON PAGE 90 OF YOUR BOARD PACKET.

THIS IS CONSIDERATION AND POSSIBLE ADOPTION OF MINOR CHANGES TO THE SCHOOL ATTENDANCE ZONES.

TIM SAVOY AND MAX CLEAVER HAVE A PRESENTATION FOR US.

TIM, YOU ARE AVAILABLE FOR QUESTIONS.

[00:55:01]

WE DON'T, YOU DON'T HAVE A PRESENTATION, JUST QUESTIONS.

SO, TEAM, YOU'VE SEEN THE MAPS, YOU'VE HAD A CHANCE TO LOOK AT THIS.

DO WE HAVE ANY QUESTIONS ABOUT THE MINOR ADJUSTMENTS? AND THEY ARE VERY, VERY MINOR AS I CAN LOOK AT THEM AND SEE.

MRS. RUNKLE HAS A QUESTION.

MR. SAVOY IS COMING TO THE PODIUM.

YES. SO IT'S MY UNDERSTANDING THAT THERE ARE NO STUDENTS CURRENTLY IN WHAT WE ARE CHANGING.

CORRECT. I BELIEVE THAT IS YOUR UNDERSTANDING, BUT IT IS NOT CORRECT.

OKAY. WE THOUGHT THERE'S ONE.

WE HAVE GONE THROUGH THIS WITH A FINE TOOTH COMB.

THIS WE KIND OF HAVE A MULTI-PHASE ADJUSTMENT WITH THE DEMOGRAPHER ON WHAT WE'RE DOING WITH MAPS.

THIS IS SORT OF PHASE ONE OF THREE.

WE'RE GOING TO BRING YOU ANOTHER ONE THAT'S A LITTLE MORE COMPLICATED IN NOVEMBER, PROBABLY OR DECEMBER, BUT NOT URGENT.

AND THEN WE'RE GOING TO DO THE BIG PROBABLY COMMITTEE RECOMMENDATION NEXT FALL FOR THE NEXT ELEMENTARY SCHOOL THAT WAS APPROVED.

THIS ONE IS DESIGNED TO BE THE ONE WITH NO STUDENTS.

WE DID ACTUALLY FIND IN ONE AREA WHERE WE WANT TO SWITCH FOR THE DEVELOPER FROM, I BELIEVE, HEMPHILL TO UHLAND.

THERE IS A FAMILY LIVING THERE AND THEY HAVE A FIRST GRADER AND A FOURTH GRADER THAT GOES TO HEMPHILL AND WE DECIDED THAT WE WOULD JUST LET THEM PICK.

DO YOU WANT TO STAY AT HEMPHILL OR GO TO UHLAND? AND IT'S RIGHT ALONG THE LITTLE EDGE THERE ANYWAY, WHERE BOTH OF THE BUSSES WOULD PROBABLY GO AND SO IT WOULDN'T BE A BIG DEAL.

AND THEN BOTH OF THOSE SCHOOLS WOULD FEED IN THAT PARTICULAR AREA GOES TO SIMON AND THEN TO LEHMAN.

SO THE ONLY IT WOULD JUST BE THOSE TWO.

SO I HAVE TO THANK YOU SO FOR BECAUSE, YOU KNOW, IN THE POLICY YOU USED TO HAVE TO ALWAYS DO A COMMITTEE FOR AN ATTENDANCE ZONE CHANGE THAT WAS AMENDED SEVERAL YEARS BACK.

WE'RE NOT RECOMMENDING A COMMITTEE UNLESS YOU CHOOSE TO DO ONE.

BUT WE THINK SINCE NO ONE'S HERE, THAT WE WOULDN'T REALLY HAVE ANYBODY SHOW UP TO TALK ABOUT IT TOO MUCH.

BUT AND WE WON'T BE FOR NEXT MONTH, PART OF THE TEN ZONE.

BUT WE WOULD BE RECOMMENDING A COMMITTEE NEXT FALL.

ALL RIGHT, MR. SEVERANCE, YOU HAVE A QUESTION.

AND SO THIS IS LIKE YOUR SECOND PHASE OF YOUR MAPPING PROJECT.

SO DOES THIS HAVE TO DID YOU MAKE ADJUSTMENTS ON THIS BASED ON WHERE WE KNOW, BASED ON DEMOGRAPHERS INFORMATION, WHERE DEVELOPMENTS ARE GOING TO BE AND THEN WE'RE GOING AHEAD AND JUST PUT THOSE DEVELOPMENTS INTO THE ZONE NOW THAT WE BELIEVE.

SO MAX HAS WORKED WITH THE NEW DEMOGRAPHERS, AND I THINK THIS IS THEIR PACKAGE OF RECOMMENDATIONS BASED ON THEM GOING IN AND DOING THAT IN-DEPTH ANALYSIS OF WHERE, YOU KNOW, THE OWNERS OF THE PROPERTY LIKE LIKE THEIR DEVELOPERS THAT OWN THE WHOLE.

BLOCK RIGHT. AND RIGHT NOW, OUR EXISTING LINE MIGHT GO STRAIGHT DOWN THE MIDDLE OF IT.

SO WE KNOW IF AN A DEVELOPMENT MATERIALIZES IN SOME OF THOSE SECTIONS, WE'RE PROBABLY GOING TO HAVE TO COME IN AND CHANGE OUR MAP TO ACCOMMODATE THE ENTIRE NEIGHBORHOOD GOING IN THERE. SOME OF THEM ARE JUST LINES THAT HAVEN'T BEEN UPDATED SINCE THEY'VE ACTUALLY BUILT ROADS.

NOW THAT MAKE SENSE, LIKE ONE LINE MIGHT FOLLOW A CREEK, BUT NOW THERE'S A ROAD THERE OR SOMETHING.

AND SO IT'S KIND OF A CLEANING OF THE IT'S A CLEANUP OF THE OF THE MAP SHAPE FILES BECAUSE WE'VE SWITCHED DEMOGRAPHERS AND IT'S A FRESH PAIR OF EYES.

THEY'RE TAKING A LOOK AT IT, BUT IT'S JUST GOING TO BE SO THE PEOPLE THAT ARE MOVING INTO DEVELOPMENT DOWN THE ROAD ARE GOING TO KNOW THAT THIS DEVELOPMENT IS ZONED FOR.

OH, YEAH, YEAH. IF YOU ALL VOTE ON THIS PACKAGE, THESE LINES WILL CHANGE RIGHT AWAY.

AND THEN IF THEY EVER BUILD A HOUSE ON A PARTICULAR PIECE OF PROPERTY, IT'LL BE IN WHATEVER ZONE IT IS AT THAT TIME.

OKAY. THANK YOU.

OKAY. ANY OTHER QUESTIONS? SO I HAVE A QUICK QUESTION.

AND I KNOW THAT YOU SAID THAT THERE'S NO STUDENTS KIND OF ZONE, BUT ARE THERE ANY STUDENTS WHERE IT AFFECTS KIND OF THEIR NEXT CAMPUS? YOU FOLLOW ME. SO THEY'RE ZONE FINE FOR HEMPHILL, BUT THEN THEY'RE GOING TO GO TO A DIFFERENT MIDDLE SCHOOL BASED ON THE CHAPA.

SO THE IN THIS FIRST PACKAGE, WHICH IS WHY WE TRIED TO KIND OF PARSE OUT EVERYTHING THAT WAS SUPER EASY.

IT DOESN'T AFFECT ANYBODY, UNFORTUNATELY.

WE DID FIND THE TWO KIDS THERE, WHICH IS A TESTAMENT TO OUR FOLKS THAT TRANSPORTATION THAT DO.

AND AND DANA, LOOKING AT EVERY BIT OF INFORMATION WE HAVE, THERE ARE TWO THEY ARE CURRENTLY AT HEMPHILL.

UNDER THE CHANGE, THEY WOULD BE ZONED FOR UHLAND AND WE WOULD SIMPLY SAY YOUR CHOICE, WHATEVER YOU WANT TO DO.

BECAUSE IT'S JUST TWO KIDS.

AND THEN THEN WHEN NO MATTER WHERE THEY WOULD GO TO ELEMENTARY AND ONE'S A FOURTH GRADER AND ONE'S A FIRST GRADER, NO MATTER WHERE THEY WOULD GO TO ELEMENTARY, THEY'RE ALL GOING TO WIND UP TOGETHER AT SIMON AND THEN ALL WIND UP TOGETHER AT LEHMAN.

[01:00:02]

I DON'T HAVE ANY OTHER QUESTIONS.

OKAY. WE'LL VOTE ON THIS NEXT WEEK.

TEAM, IF YOU HAVE ANY OTHER QUESTIONS, YOU CAN SUBMIT THOSE.

REMEMBER, NEXT ONE? THIS ONE'S THE EASY ROUND.

THE NEXT ONE'S A LITTLE HARDER.

AND THEN NEXT YEAR WE DO THE FULL BLOWN WE'LL REDIRECT ANY PHONE CALLS TO TIM SAVOY.

PERFECT. ALL RIGHT, LET'S MOVE BACK UP, THEN, TO L ONE.

[L.1. Consideration and possible approval of the District Improvement Plan]

THIS IS ON PAGE 31 OF YOUR PACKET.

DR. WRIGHT WANTS TO SAY A FEW WORDS BEFORE WE DIVE INTO THIS ONE.

ABSOLUTELY. THANK YOU.

SO, BOARD, DO YOU REMEMBER WHEN WE APPROVED THE THE BOARD AND SUPERINTENDENT GOALS THIS PAST MONTH THE THAT SET THIS ENTIRE SYSTEM IN MOTION.

AND SO NOW THOSE WENT TO THE THE DISTRICT LEADERSHIP TEAM.

AND OUR FACILITATOR IS STEPHANIE NORRIS.

AND THANK YOU FOR BEING HERE, STEPHANIE.

AND AND SO THE WAY THAT THAT WORKS IS REMEMBER, THE DISCLAIMER IS, IS THIS IS ALWAYS A WORK IN PROGRESS.

AND WE FINE TUNE THIS DOCUMENT AND WE CAN WE CAN AMEND IT AS WE GO.

BUT I JUST WANT YOU TO KNOW THAT ALL OF OUR BOARD AND SUPERINTENDENT GOALS ARE INSIDE OF THIS DOCUMENT.

AND THEN ALSO IN ORDER FOR FEDERAL AND STATE COMPLIANCE, WE ALSO HAVE TO ADD OTHER INDICATORS IN AS WELL.

AND SO IF YOU'RE WONDERING, OKAY, WHY IS THIS DOCUMENT A LOT LONGER THAN THE BOARD AND SUPERINTENDENT GOALS? THAT'S WHY WE HAD TO ADD ALL OF THE THE MANDATES AND THE COMPLIANCE CRITERIA.

AND AND WE'VE DONE THAT.

AND SO WITH THAT BEING SAID, I'M PLEASED WITH THE WORK THAT THE DOT WAS ABLE TO DO.

AND THEY ARE RECOMMENDING THAT YOU APPROVE THIS PLAN.

AND I KNOW STEPHANIE IS HERE TO ANSWER ANY QUESTIONS THAT YOU MAY HAVE.

GREAT. THANKS SO MUCH, DR.

WRIGHT. AND I DID APPRECIATE THAT OUR BOARD GOALS DID SHOW UP ON THE DISTRICT IMPROVEMENT PLAN, WHICH I FEEL IS IS GOOD.

IT IS INTERESTING. WE HAVE CAMPUS IMPROVEMENT PLANS AND DISTRICT IMPROVEMENT PLANS AND BOARD GOALS AND DR.

WRIGHT. I THINK YOU'VE DONE A REALLY GREAT JOB OF HELPING TO CREATE KIND OF A COHESIVE VISION FOR SOME OF THESE GOALS AND FRANKLY REQUIRE DOCUMENTS THAT WE HAVE TO PUT TOGETHER TO BE IN COMPLIANCE.

SO TEAM, I'LL OPEN IT UP FOR QUESTIONS.

MRS. OROSCO? THANK YOU. I HAVE A COUPLE OF QUESTIONS.

SO ON PAGE 37, WHICH IS THEIR PAGE SIX.

I JUST WANTED TO KNOW, IT TALKS ABOUT THE ELIGIBLE FOR FREE MEALS AND IT SAYS WHAT THE COUNT IS.

I WANT TO KNOW HOW MANY ACTUALLY APPLIED BECAUSE THAT NUMBER SEEMS KIND OF LOW, RIGHT? WITH ONLY 39.41% THAT ARE ELIGIBLE FOR FREE MEALS.

SO I WANT TO KNOW HOW MANY ACTUALLY APPLIED FOR OUR FOOD PROGRAM.

WELL, YES, BECAUSE OUR REDUCE IS 700, I'M SORRY, 1642, SO I WILL, I'LL WRITE IT OUT IN MY NOTES, BUT THAT'S DEFINITELY SOME INFORMATION I WOULD LIKE TO KNOW.

TO SEE HOW THOSE PERCENTAGES WORK OUT.

RIGHT. ALSO, I HAD A QUESTION ON PAGE 30, R-36.

IT TALKS ABOUT BILINGUAL TRANSITION, TRANSITIONAL PROGRAM, EARLY EXIT.

NOW, I DON'T KNOW IF THAT'S SUPPOSED TO BE A NEGATIVE TWO AND A NEGATIVE THREE, AND THEN DUAL IMMERSION TWO WAY NEGATIVE FOUR AND THEN BILINGUAL DUAL IMMERSION ONE WAY NEGATIVE FIVE. IS THAT? IS IT NEGATIVE FIVE? OR IS IT LIKE NUMBER FIVE? DASH FIVE OR IS IT NEGATIVE? IT IS OUR PAGE 36.

AT THE BOTTOM.

AND THE TOP OF PAGE 37.

I JUST DIDN'T UNDERSTAND WHAT THAT MEANT.

I CAN DEFINITELY LOOK INTO IT.

I THINK THAT'S IS THAT IN THE COMPREHENSIVE NEEDS ASSESSMENT AND THE FRONT PART OF THAT DOCUMENT? IT IS IN THE FRONT. I CAN GET WITH THE.

OKAY. YEAH. IF YOU'LL INCLUDE THAT QUESTION AS WELL, WE'LL GET A RESPONSE.

OKAY. YES, MA'AM. AND I JUST DIDN'T KNOW WHAT THAT MEANT.

THE NEXT THING I HAD A QUESTION ABOUT WAS ON OUR PAGE 39, WHERE IT IS ADDRESSING GIFTED AND OK.

GOOD EVENING.

IT SOUNDS TO ME THAT THAT IS THE CODING OUR PROGRAM CODING, BECAUSE WHEN YOU STARTED NAMING THE PROGRAMS. SO CAN YOU TELL ME WHAT THAT MEANS? NOT RIGHT NOW, BUT CAN YOU TELL ME WHAT ALL OF IT MEANS? BECAUSE IT HAD LIKE A LOT OF OPTIONS.

SO I JUST WANTED TO KNOW WHAT IT'S.

YEAH. SOUNDS GOOD. PERFECT.

THANK YOU.

AND THEN FOR OUR GIFTED AND TALENTED, I AM GLAD TO SEE THAT YOU ALL ARE COGNIZANT OF THE DISCREPANCY BETWEEN THE UNDERREPRESENTATION IN THE BLACK AND HISPANIC POPULATIONS AND HAVING A PLAN.

[01:05:03]

AN ISSUE FOR A VERY LONG TIME.

RIGHT? THESE NUMBERS HAVE ALWAYS NOT MATCHED UP.

AND JUST SEEING WHAT KIND OF PLAN IS MOVING FORWARD BECAUSE IT TALKS ABOUT HAVING THE SCREENERS AND SO ON.

BUT I KNOW WE'VE BEEN TALKING ABOUT THAT FOR A LONG TIME, ABOUT DOING SOMETHING LIKE THAT.

SO A MORE CONCRETE PLAN THAT CAN BE SHARED WITH US ON THAT, ADDRESSING THE GT.

AND I KNOW THAT WE DID HIRE THOSE TWO ADDITIONAL GT INSTRUCTIONAL COACHES AND THAT IS SOMETHING THAT WE FUNDED.

AND ONE OF THE THINGS THAT WAS SUPPOSED TO COME OUT OF THAT WAS EARLIER GTI TESTING.

AND I KNOW YOU HAD ADDRESSED THIS BEFORE AND MISS NORRIS, YOU MIGHT NOT KNOW THIS PIECE, BUT I KNOW THAT WE HAD SAID WE WERE GOING TO PUT THOSE INSTRUCTIONAL COACHES AND MAKING SURE THAT WE DID GT TESTING EARLY ENOUGH BECAUSE I KNOW FOR KINDER GT TESTING. SO IF YOU TEST IN NOVEMBER KINDER KIDS BY MAY, YOU HAVE TO LIKE START IMPLEMENTING OR BY THE SPRING YOU HAVE TO START IMPLEMENTING GT SERVICES FOR THOSE STUDENTS. BUT WHAT WAS HAPPENING IS FOR EVERYBODY ELSE, YOU WOULD GET TESTED SO LATE AND, AND EVEN IF YOU GOT TESTED EARLY, IT WOULDN'T BE IMPLEMENTED UNTIL THE FOLLOWING YEAR, WHICH IS ESSENTIALLY WASTING A YEAR.

AND I KNOW WE HAVE TALKED SPECIFICALLY ABOUT THAT.

SO I DIDN'T SEE THAT LIKE ADDRESS THERE.

SO THAT MIGHT BE SOMETHING GOOD TO INCLUDE IN THERE, HOW WE HIRE THOSE COACHES SPECIFICALLY TO MAKE SURE THAT WE'RE NOT WASTING TIME ONCE WE TEST AND IDENTIFY THEM, THAT WE START IMPLEMENTING RIGHT AWAY.

YOU'RE ABSOLUTELY RIGHT.

AND I'M SO GLAD YOU BROUGHT THAT UP.

WE ACTUALLY ADJUSTED OUR TIMELINE, SO I'LL BE HAPPY TO SHARE THAT WITH YOU SO THAT YOU CAN SEE THAT WE HAVE ADJUSTED.

HOWEVER, IT'S STILL SUPER DIFFICULT WITH ONLY TWO ADDITIONAL GT COACHES TO DO THAT ON AN ONGOING BASIS BECAUSE I KEEP PUSHING IT AND I KNOW THAT THAT IS SOMETHING THAT I WOULD LOVE TO SEE EVENTUALLY, SO THAT IT'S MUCH MORE FLUID, JUST LIKE WE DO WITH OUR SPECIAL EDUCATION TESTING THAT AS SOON AS THE STUDENT GETS REFERRED THAT WE CAN GO AHEAD AND START THE SERVICES ONCE THEY'RE IDENTIFIED.

AND SO THAT IS SOMETHING THAT WE ARE WORKING THROUGH.

WE KNOW THAT OUR GT COACHES ARE ACTUALLY WORKING ON THAT AND OUR COUNSELORS ARE CONTINUING TO HELP SUPPORT THAT.

WE HAVE ADJUSTED THE TIMELINE.

SO I THINK YOU'LL SEE THAT WE ARE, WE'VE MADE SOME ADJUSTMENTS TO WHAT WE WERE OFFERING AND WE'RE GOING TO CONTINUE TO WORK ON THAT SO THAT WE CAN PROVIDE THAT SUPPORT TO ALL OUR STUDENTS AND START IDENTIFYING MORE STUDENTS MORE REGULARLY AND NOT WAIT.

I WILL DEFINITELY RESERVE MY JUDGMENT UNTIL I SEE THAT TIMELINE.

OKAY. BECAUSE I KNOW THAT'S WHY WE SPECIFICALLY FUNDED THIS AND HAD THAT CONVERSATION TO MAKE SURE THAT WE START THAT TIMELINE EARLIER AND NOT WASTE TIME SERVING OUR STUDENTS.

AND ESPECIALLY WHEN WE ARE TRYING TO TARGET OUR BLACK AND HISPANIC POPULATION SINCE WE ARE VERY UNDERREPRESENTED IN THOSE AREAS.

SO I LOOK FORWARD TO THAT TIMELINE.

AND IF THERE ARE ANY ADJUSTMENTS, I THINK IT SHOULD BE INCLUDED IN THE DIP TO ARTICULATE THAT AS ANOTHER WAY TO BE ASSISTING IN OUR UNDERREPRESENTATION POPULATIONS AS WELL.

THANK YOU. OKAY.

ANY OTHER QUESTIONS? MR. MCMANUS, JUST A QUICK COMMENT.

I MEAN, WE SEE LOTS OF COMMENTS SOMETIMES ON ONLINE FROM PARENTS WONDERING THIS, THAT OR THE OTHER ABOUT OUR DISTRICT.

I WOULD JUST ENCOURAGE ANY PARENTS THAT ARE LISTENING.

IF YOU'RE INTERESTED AT A COMPREHENSIVE OVERVIEW OF OUR DISTRICT, PULL THIS DOCUMENT AND READ IT.

IT'S A DENSE READ, BUT YOU WILL LEARN A TON ABOUT WHAT GOES ON IN THIS DISTRICT AND THE TYPES OF STUDENTS THAT WE HAVE AND HOW WELL THEY'RE PERFORMING AND ALL THE THINGS THAT WE'RE DOING TO HELP YOUR STUDENTS BE SUCCESSFUL.

SO I JUST THINK IT'S A GREAT PLACE TO START TO LEARN ABOUT HAYS CISD GOOD INFORMATION.

THANK YOU. WELL, THAT'S A GOOD POINT.

WHERE IS THIS POSTED FOR PARENTS TO FIND IT ONLINE? THE THE DISTRICT IMPROVEMENT PLAN? IT IS NOT YET.

THIS ONE IS NOT YET POSTED, BUT IT WILL BE POSTED UNDER THE ABOUT US.

AND IT'S RIGHT LIKE ONCE WE APPROVE IT IT WILL YOU CAN FIND IT ON OUR WEBSITE AND THE CAMPUS IMPROVEMENT PLANS AS WELL.

PERFECT. MR. SEVERANCE? YEAH, I KNOW.

WE'RE PROBABLY SORT OF WORKING ON THIS FOR A WHILE, SO I WANT TO MAKE SURE THAT THE PAGE, OUR PAGE 33, YOUR PAGE TWO WITH THE MISSION, VISION, AND CORE BELIEF.

I BELIEVE THAT'S CHANGED SINCE YOU'VE.

THAT WE'VE DONE THIS TO MAKE SURE WE GET THE NEW THE NEW INFORMATION ON THAT PAGE, GET IT UPDATED.

THANK YOU. YES.

THANK YOU. MR. SEVERANCE, WE WORKED REALLY HARD ON UPDATING THOSE, SO HOPEFULLY THOSE WILL BE INCORPORATED INTO OUR SIPS AND DIPS.

ALL RIGHT. ANYTHING ELSE? MR. VELA? DO YOU HAVE SOMETHING? I ALWAYS HAVE QUESTIONS, BUT ANYWAY.

[01:10:04]

I'M ON PAGE 47 OF OUR PACKET.

OR PAGE 16 OR 51 ON THE ON THE PLAN, BUT THE COUNSELING IN STAFF AND PROFESSIONALS, HOW ARE WE DOING JUST WE'RE SAYING WE KNOW THAT THERE'S A STEEP INCLINE IN THE NUMBER OF CONCERNS JUST IN OUR COMMUNITY.

SO HOW ARE WE DOING CASELOAD WISE AND JUST BEING ABLE TO MANAGE THOSE RESOURCES? WELL, I'LL JUST BE FRANK.

I DON'T THINK WE HAVE ENOUGH PERSONNEL, ALTHOUGH WE HAVE HIRED ADDITIONAL ESSER MENTAL HEALTH PROFESSIONALS TO HELP SUPPORT OUR CAMPUSES.

BUT WITH THE NEEDS OF MENTAL HEALTH THAT WE ARE SEEING EVERY DAY, I WOULD SAY TO YOU THAT WE JUST DON'T HAVE ENOUGH PERSONNEL.

AND IT'S REALLY NOT JUST IT'S NOT WE DON'T HAVE ENOUGH PERSONNEL IN THE DISTRICT, BUT ALSO IN OUR COMMUNITY.

WE JUST DON'T HAVE THE SUPPORT THAT WE NEED FOR THE NEEDS THAT OUR PHYSICIANS IN THE LOCAL COMMUNITY ARE SEEING.

AND SO IT'S IF YOU ASK ME PERSONALLY, WE JUST DON'T HAVE ENOUGH.

BUT I ALSO KNOW THAT WE PROBABLY HAVE A SHORTAGE OF PROFESSIONALS THAT CAN PROVIDE THE TYPE OF COUNSELING AND SUPPORT THAT OUR STUDENTS ARE NEEDING RIGHT NOW.

BUT WE'RE GOING TO CONTINUE WORKING TOWARDS MAKING SURE THAT WE CAN CONTINUE TO HELP SUPPORT OUR STUDENTS.

YEAH, YOU'LL FIND THAT THAT'S A COMMON THEME.

JERRY MAY TALK ABOUT IT AS WELL, BUT I KNOW MR. SAVOY MET WITH SENATOR CORNYN.

I MET WITH CONGRESSMAN ROY AND AND WE'VE TALKED TO DIFFERENT PEOPLE IN THE COUNTY.

WE HAVE A SEVERE SHORTAGE OF SUBSTANCE ABUSE COUNSELORS AND MENTAL HEALTH SERVICE PROVIDERS.

AND SO I KNOW AS WE'VE BEEN DEALING WITH THE FIGHTING FENTANYL CAMPAIGN AND WE HAVE THE ANONYMOUS REPORTING FEATURE WHERE WE HAVE PARENTS AND STUDENTS CRYING OUT FOR HELP, WE'VE REFERRED THEM, AND THEN SOMETIMES IT'S A TWO MONTH WAIT BEFORE THEY CAN GET IN TO SEE A SUBSTANCE ABUSE COUNSELOR.

AND YOU'LL SEE THAT ALSO REFLECTED IN OUR LEGISLATIVE PRIORITIES BECAUSE WE'RE ASKING FOR MORE MONEY FROM THE STATE AND FROM THE FEDERAL GOVERNMENT TO HELP US THERE.

BUT THE PROBLEM IS GOING TO BE THE SHORTAGE OF QUALIFIED PERSONNEL.

AND SO WE'RE GOING TO HAVE TO TRAIN PEOPLE UP AND GET THEM IN POSITIONS WHERE THEY'RE ABLE TO HELP OUR OUR STUDENTS.

AND SO RIGHT NOW, THERE'S A GAP IN SERVICES AS FAR AS THAT'S CONCERNED.

OKAY. THANK YOU. OKAY.

ANYTHING ELSE? MRS. RUNKLE. YEAH, THERE'S A LOT OF AND I THINK WE'VE TALKED ABOUT THIS IN THE PAST, THERE'S A LOT OF CONVERSATION REGARDING SEL.

IS IT POSSIBLE TO PUT WHAT OUR SEL PROGRAMS ARE AT THE CAMPUS LEVEL ON OUR WEBSITE SO THAT WHEN OUR PARENTS GO AND THEY'RE LOOKING AT WHAT ALL THAT WE'RE DOING, THEY CAN ALSO SEE WHAT THEIR CAMPUSES ARE DOING AS FAR AS ACL GOES, BECAUSE I DO THINK THAT THERE'S ALSO A MISS.

REPRESENTATION OF WHAT SEL IS IN HAYS CISD AND I THINK IT WOULD BE HELPFUL FOR US TO HIGHLIGHT WHAT WE DO AT OUR CAMPUSES AND WHAT OUR FEEDER CAMPUSES LOOK LIKE AS WELL.

JUST A THOUGHT. GREAT IDEA.

ALL RIGHT. NEXT UP ON OUR AGENDA, L-2.

[L.2. Consideration and possible approval of Outside Counsel for the Hays CISD Board of Trustees]

SO THIS IS TEAM.

THIS IS LEGAL COUNSEL FOR OUR BOARD.

THIS IS DIFFERENT THAN THE DISTRICT WE HAVE.

THOSE RFPS ARE DIGITALLY LINKED ON BOARD BLOG.

I ALSO HAVE SOME HARD COPIES.

IF YOU'RE INTERESTED IN HARD COPIES, LET MS. GLORIA KNOW.

WE HAVE A RUBRIC IN YOUR FOLDER.

AND WHAT I WANT TO SAY IS JUST KIND OF USE THIS AS A GUIDE TO HELP YOU AS YOU'RE GOING THROUGH THESE.

WE'LL TALK MORE ABOUT THIS NEXT WEEK IF YOU HAVE SPECIFIC QUESTIONS ABOUT THIS PROCESS.

YOU CAN OBVIOUSLY EMAIL DR.

WRIGHT. I'M NOT SURE THERE'S A LOT OF QUESTIONS WE WANT TO ASK HERE ON THE DAIS ABOUT THIS ITEM.

BUT I DID WANT TO GIVE YOU SOME BACKGROUND IN TERMS OF HOW YOU MIGHT WANT TO THINK ABOUT SCORING THIS, MRS. OROSCO. I THINK YOU HAD MAYBE SOME WORDS OF ADVICE TO SAY AS WELL.

WELL, JUST WHEN YOU'RE LOOKING AT SCORING IT, IT'S, YOU KNOW, BASED ON OUR NEEDS, RIGHT.

WHAT WE HAVE SAID THAT WE NEEDED, YOU KNOW, WHETHER THAT'S THAT'S EXPERIENCE MAKING SURE THAT THEY ARE SUCCESSFUL AND SO ON.

THOSE ARE THINGS TO DEFINITELY LOOK AT AND DEFINITELY LOOK AT THEIR REPUTATION.

AND AS YOU'RE READING THROUGH THAT INFORMATION, HAVING THOSE THAT STAND OUT COME TO MIND.

[01:15:05]

THANK YOU SO MUCH, MR. OROSCO.

DO WE HAVE ANY QUESTIONS ON THIS ITEM? OKAY, MOVING ON. WE HAVE A SIMILAR ITEM.

[L.3. Consideration and possible approval of Legal Services for Hays CISD]

THIS IS DR.

DR. WRIGHT HAS A FEW WORDS HE WANTS TO SAY ABOUT THIS ITEM.

YES. IN YOUR DAIS FOLDER, YOU'LL SEE THE NUMBER OF FIRMS THAT SUBMITTED QUALIFICATIONS.

I THINK WE RECEIVED A ONE PAGE DOCUMENT.

I THINK WE RECEIVED 11 TOTAL AND OUTSTANDING FIRMS. I WAS VERY PLEASED WITH THE RESPONSE.

AND AND GENERALLY WE HAVE SOME RECOMMENDATIONS FROM OUR CHIEFS FOR SPECIFIC AREAS.

THERE ARE A COUPLE THAT WE ARE STILL VETTING AND WE'RE WAITING FOR CALLBACKS FOR FOR REFERENCES FROM SCHOOL DISTRICTS THAT HAVE USED SAID LAW FIRMS. AND ALSO I'M WAITING TO HEAR BACK WHO THE POINT ATTORNEY WOULD BE IF WE CHOSE TO GO WITH A PARTICULAR LAW FIRM.

SO I HAVE MORE INFORMATION THAT I'LL SHARE WITH YOU LATER THIS WEEK, AND THEN WE'LL HAVE THAT RECOMMENDATION FOR YOU.

ALL RIGHT. FANTASTIC.

ANY QUESTIONS ON THAT ITEM? OKAY. MOVING ON.

THIS IS L-4.

[L.4. Consideration and possible approval of easement for Pedernales Electric Cooperative at Wayside Subdivision]

THIS IS ON PAGE 87 OF YOUR BOARD PACKET.

MR. CLEAVER IS HERE TO ANSWER ANY QUESTIONS.

TEAM DO WE HAVE ANY QUESTIONS ON THIS ITEM? ALL RIGHT MOVING ON WE DID L FIVE.

[L.6. Consideration and possible approval of Guaranteed Maximum Price (GMP) for 2021 Bond Project - Bid Package 10 Live Oak Academy]

THIS IS CONSIDERATION AND POSSIBLE APPROVAL OF THE GMP FOR LIVE OAK ACADEMY TEAM.

YOU'VE GOT A FEW THINGS IN YOUR BOARD PACKET.

YOU'VE GOT ONE THING WITH BARTLETT CORK.

NO, THAT'S THE WRONG ONE.

THIS IS LIVE OAK. SO YOU'VE GOT SOME GIANT PAPERS FOR LIVE OAK.

MR. CLEAVER, IS THERE ANYTHING SPECIFIC YOU WANT TO POINT OUT ABOUT THESE DOCUMENTS? ON FOR LIVE OAK, WHAT THE PACKAGE YOU HAVE IS PROBABLY THE CDS.

WE ARE PLEASED THAT WE DID.

WE'RE WITHIN BUDGET AND ON THIS PARTICULAR PROJECT WE ACTUALLY HAVE A PROJECT CONTINGENCY LEFTOVER OF 153,160 AND A SIMILAR TO THE THE AGENDA ITEM BEFORE WE ARE STILL ACTUALLY VETTING THESE.

AND BETWEEN NOW AND THIS FRIDAY, THIS THIS ITEM IS LIKELY TO CHANGE AND ACTUALLY GET A LITTLE LESS EXPENSIVE.

AND SO WE'RE STILL VETTING THAT.

BUT THE GOOD NEWS IS WE ARE IN BUDGET ON THIS PROJECT AS IT STANDS NOW, AND IT'S PROBABLY GOING TO GET A LITTLE BETTER.

WELL, THAT'S FANTASTIC NEWS.

NOT TO HEAR THAT.

DOES THAT MEAN THINGS ARE ALL BACK TO NORMAL AND EVERYTHING'S GREAT? NO. NO, IT DOES NOT.

I DIDN'T THINK SO. OKAY, WE'LL JUST MANAGE OUR EXPECTATIONS.

BUT IT SOUNDS LIKE WE MIGHT HAVE SOME GOOD NEWS LATER THIS WEEK.

THAT'S GREAT. ANY QUESTIONS ON THIS ITEM? MR. SEVERANCE AND MR. OROSCO. HEY, MAX.

HEY. I'M CURIOUS. THAT'S GREAT.

THAT'S GREAT NEWS ABOUT LIVE OAK.

I WOULD LIKE TO KNOW. I'M CURIOUS TO KNOW, LIKE, FROM THE TIME IN WHICH WE BID THIS PROJECT TO THE ENVIRONMENT THAT WE'RE IN NOW, WHY THIS PROJECT WOULD BE WITHIN BUDGET, WHEREAS SOME OF THE OTHER PROJECTS THAT WE'VE DONE WERE NOT IN BUDGET.

WHAT'S DIFFERENT ABOUT THIS PROJECT THAT WOULD ALLOW IT TO TO STAY THAT WAY? I THINK BASICALLY AS THIS ONE'S A HEAVY RENOVATION, YOU KNOW, IT'S NOT SUBJECT TO A LOT OF THE CONCRETE AND STEEL NUMBERS.

WE ALSO CUT BACK, INSTEAD OF DOING ALL THE AIR CONDITIONING, WE'RE DOING AIR CONDITIONING JUST IN THE AREAS WHERE IMPACTING THAT WE'RE TOUCHING.

AND SO I GUESS BOTH SCOPE AND SCALE, WHAT ALL WE'RE DOING IS HOW WE GOT IN BUDGET.

IT'S GREAT NEWS. I WANT TO HEAR MORE OF THAT STUFF COMING OUT OF OPERATIONS.

SO THAT'S GREAT. THANKS, MAX.

ALL RIGHT, MISS OROZCO? SO, MAX, IT DOESN'T HAVE A PAGE NUMBER, BUT I GUESS IT'S LIKE THREE PAGES IN OR SO.

IT'S CALLED BIOMETRIC VIEW, 1.3.

OKAY. THIS ONE? YES, MA'AM. THERE'S LIKE TINY LITTLE BABY BLACK DOTS.

ARE THERE SUPPOSED TO BE THE OUTLETS? IF I CAN GET A COPY, LET ME LOOK RIGHT QUICK.

OR DO WE HAVE IT UPON THE.

DO YOU MIND IF I? YES. AND THE REASON I BRING THAT UP IS, OF COURSE, I BRING IT UP FOR A REASON.

AFTER LOOKING AT OUR EXPANSIONS AND LOOKING AT OUR RENOVATIONS, THERE HAS BEEN ISSUES WITH OUTLETS AND THAT WAS AN ISSUE EVEN WITH OUR BUILD OF JOHNSON HIGH SCHOOL, BUT ALSO THAT HAS BEEN COMING TO THE FOREFRONT AS WE LOOK AT EXPANSIONS AND RENOVATIONS THAT HAVE COME ABOUT.

SO I WANT TO BE VERY COGNIZANT OF NOT TAKING FOR GRANTED SOMETHING AS SIMPLE AS OUTLETS.

[01:20:01]

OKAY. NOT ONLY OUTLETS, BUT ALSO NOT TAKING IT FOR GRANTED THAT WHEN WE ARE DOING SOME OF THESE HEAVY RENOVATIONS, THAT WE MAKE SURE IF WE ARE RENOVATING A ROOM, THAT WE TOUCH ALL THAT ROOM AND NOT LEAVE A CENTER PIECE NOT DONE.

SO I'M NOT TAKING THAT FOR GRANTED ANYMORE.

YES, MA'AM. YOU CANNOT ASSUME ANYTHING.

SO I TOLD YOU THAT I WAS GOING TO ASK YOU EVERY SINGLE TIME.

YES, MA'AM. RIGHT. ABOUT OUTLETS, ABOUT, YOU KNOW, MAKING SURE THE WHOLE ROOM IS TAKEN CARE OF AND WE DON'T LEAVE PART OF THE ROOM UNDONE.

YOU KNOW, WE JUST CANNOT ASSUME ANYTHING.

SO EVERYTHING IS GETTING DONE? YES, MA'AM. EVERYTHING ON THAT ON THE CONSTRUCTION.

YOU KNOW, IT'S HARD TO TELL.

RIGHT. I MEAN, THESE ARE JUST LITTLE I MEAN, IT'S NOT A THREE DIMENSIONAL I MEAN, IT'S NOT A GREAT DRAWING.

I MEAN, IT'S JUST LIKE. ALL THOSE ON LINE WHERE YOU CAN BLOW IT A BETTER ONE.

WELL, IT'S THE SAME DOCUMENT, BUT IT'S DIGITAL WHERE YOU CAN EXPAND IT.

YEAH. YOU KNOW, I'M A VERY VISUAL PERSON, AND, YOU KNOW, THESE FLAT RENDERINGS DON'T REALLY HELP ME.

I JUST WANT TO MAKE SURE THAT YOU ARE AS WE MOVE FORWARD AND YOUR PROJECT MANAGERS AND SO ON, THAT THAT IS SOMETHING THAT YOU'RE LOOKING AT.

YES. MAKING SURE THAT THOSE THINGS ARE DONE BECAUSE WE'VE HAD THIS CONVERSATION.

SO I KNOW YOU UNDERSTAND WHAT I'M TALKING ABOUT.

YES, MA'AM. THANK YOU, MR. CLEAVER. OKAY.

ANY OTHER QUESTIONS ON THIS ITEM?

[L.7. Consideration and possible approval of the Guaranteed Maximum Price (GMP) for 2022 Bond Project Elementary 16]

LOOKS LIKE JASON FROM HUCKABEE IS HERE TO ANSWER ANY QUESTIONS WE MAY HAVE.

SURE IS. AND THIS.

THIS IS ANOTHER ANOTHER GOOD STORY.

SO I BELIEVE I LIKE GOOD STORIES.

YES, MA'AM. ON PAGE 126, I BELIEVE, OR ABOUT IN YOUR BOOK, IS THE ELEMENTARY SCHOOL 16 GUARANTEED MAXIMUM PRICE? THAT WAS THE ONE WE SUBMITTED AT THE TIME, AT THE TIME THE BOOK WAS DUE.

AND IN THAT WE DID MEET OUR GOAL.

WE'RE WITHIN BUDGET THERE AND THAT IN THE BOARD BOOK, THAT'S THE ONE FOR 41 CLASSROOMS, THAT'S THE BASE BID.

AND THEN THE DOCUMENT THAT YOU HAVE AT YOUR IN YOUR FOLDER, THAT'S IS ALSO A TRANSMITTAL OR A BOARD COVER PAGE.

THAT IS WHAT WAS DEVELOPED DURING DURING BETWEEN FRIDAY AND NOW.

AND SO THAT'S SORT OF THE OTHER END OF THE OF THE BOOKSHELF, IF YOU WILL.

THAT'S FOR ALL 47 CLASSROOMS. AND SO WE BELIEVE WE SO ANOTHER GOOD STORY.

WE ABSOLUTELY HAVE HIT THE HIT THE BASE BID.

WE'RE GOING TO MAKE THE BASE BID.

AND BETWEEN NOW AND FRIDAY, WE'RE GOING TO KEEP NEGOTIATING AND SEE IF WE CAN AT LEAST GET THE TWO.

WE BELIEVE WE CAN GET THE TWO ADDITIONAL CLASSROOMS AND POTENTIALLY MORE.

THERE ARE SOME ADDITIONAL FUNDING SOURCES THAT WE DISCUSSED IN CABINET ON FRIDAY, AND THAT'S WHAT'S SORT OF DRIVING THIS.

AND THOSE ARE THE CHILD NUTRITION FUND.

WE CAN BUY THIS KITCHEN EQUIPMENT OUT OF THE CHILD NUTRITION FUND.

AND RANDY'S SAYING WE'RE IN PRETTY GOOD SHAPE AND THERE'S A RANGE ON WHAT THAT MIGHT LOOK LIKE.

WE'VE PROVIDED WE'RE GOING TO PROVIDE A LIST OF THE KITCHEN EQUIPMENT AND THEN THEY CAN SEE WHICH PIECES THEY'RE ABLE TO PURCHASE.

AND THAT'S A SIX FIGURE NUMBER.

IT'S A BIG NUMBER. AND THEN THE OTHER ONE THAT WE'RE TALKING ABOUT IS THE BOND INTEREST INCOME, SIMILAR TO HOW WE DID IN 2017 WITH TECHNOLOGY. WE WOULD RECOMMEND THAT WE USE SOME BOND INTEREST INCOME GOING FORWARD IF WE NEEDED TO, TO GET THOSE ADDITIONAL CLASSROOMS. SO BETWEEN NOW AND FRIDAY, WE'RE GOING TO KEEP VETTING THAT THAT PARTICULAR GMP AND BRING YOU THE BEST, BEST VALUE WE CAN.

OK QUESTIONS TEAM ON THIS ITEM FOR GOOD NEWS.

MR. SEVERANCE. JUST WANT TO BE CLEAR.

WHEN YOU TALK ABOUT THE TWO CLASSROOMS, YOU'RE TALKING ABOUT FIRST FLOOR OR SECOND FLOOR.

YES. SO THERE'S.

YES, THERE'S THREE BUCKETS OF THAT.

THAT'S RIGHT. EACH ALTERNATE WAS A SET OF TWO CLASSROOMS UPSTAIRS, DOWNSTAIRS.

IF WE WERE ABLE TO DO THE FIRST ALTERNATE, YOU KNOW, THE FIRST SET WOULD BE THE SET OF CLASSROOMS ON THE OFFICE SIDE OF THE BUILDING.

SO IT WOULD BE SORT OF EVEN.

AND THEN THE NEXT ALTERNATES WOULD BE THE ONES ON THE OTHER SIDE OF THE BUILDING.

YES, SIR. OKAY.

THANK YOU. YES, MA'AM.

ALL RIGHT, MR. OROZSCO? SO I BELIEVE THEY WERE SUPPOSED TO HAVE WE WERE SUPPOSED TO RECEIVE FEEDBACK FROM SOME FIELD OR HAS THAT HAPPENED YET OR NOT? WE DID. WE HAD A LESSONS LEARNED AT SUN FIELD, GOSH, ABOUT A MONTH AGO.

AND SO WAS THAT APPLIED TO THIS? YES, MA'AM. YES, MA'AM, IT WAS.

AND WE CAN ACTUALLY GET YOU THE LIST OF THOSE LESSONS LEARNED.

OKAY. WE HAD AN AFTERNOON AND WE HAD AN ICE CREAM SOCIAL OVER THERE.

[01:25:02]

MAX, YOU DIDN'T EVEN INVITE.

I'M. I'M INTERESTED IN SEEING THAT DATA.

YEAH, I DEFINITELY WANT TO SEE THAT.

AND ALSO, IF WE APPLIED ANY OTHER SAFETY MEASURES TO THIS BUILD AS WELL, BASED ON THE CONVERSATIONS WITH MS. GRACI AND HER TEAM.

OKAY. YES, MA'AM.

OKAY. ANY OTHER QUESTIONS, MR. VELA? YEAH, WELL, THAT WOULD.

MISS OROSCO? WOULD THAT BE GOOD INFORMATION OR TO MISS QUESTION? WOULD THAT BE A GOOD INFORMATION TO SHARE WITH OUR BOSS? OH, AS FAR AS THE LESSON LEARNED FIELD AND THE SAFETY MEASURES, ABSOLUTELY.

YEAH, WE CAN. WE CAN ABSOLUTELY PUT THAT OUT THERE.

WE'LL PUT THAT. WE'VE CREATED A NEW SECTION ON THE FBO.

SEE, WE CALL IT THE FOLK VAULT.

AND SO IT'S THINGS THAT ARE KIND OF SAFETY SENSITIVE IN NATURE.

THEY'RE BEHIND A WALL A LITTLE.

SURE. SO THAT THEY'RE NOT JUST OUT.

UNDERSTOOD. OKAY.

AND HOW MANY MORE COUPON CODES DO YOU HAVE TO GET SOME MORE? I'M JUST KIDDING. MR. SEVERANCE, DO YOU HAVE SOMETHING ELSE? SORRY, I FORGOT TO ASK THIS BEFORE, BUT I WAS GOING BACK AND LOOKING AT WHEN WE FIRST DID THE DEED FOR THIS BACK IN JUNE AND THE TRANSMITTAL THAT SAID, YOU KNOW, THERE ARE MULTIPLE WAYS TO BRING PROJECT INTO BUDGET.

AND THEN ON THIS TRANSMITTAL, IT WAS KIND OF SPECIFIC, WHEREAS COULD YOU TELL ME WHAT REDUCED BEHIND WALL CHASES ARE AND THEN THE COLLABORATION SPACES. WHAT IS THAT? YEAH, ABSOLUTELY.

JUST DEFINE WHAT TELL ME WHAT THOSE.

YEAH. WHAT WITH THAT, THAT'S AN EASY ONE.

SO THE BEHIND THE CHASE IS LIKE WHEN WE HAD STEEL FRAMING, THERE'S CROSS BRACING FOR THE BUILDING BECAUSE WE'RE GOING TO THE ICF, THE INTEGRATED CONCRETE FORMS THOSE CHASES WENT AWAY AND IT WAS SIGNIFICANT LIKE CHASE LIKE HUNDREDS OF FEET, MAYBE THOUSANDS OF SQUARE FEET, LIKE 1000 SQUARE FEET.

AND THEN THE OTHER QUESTION WAS THE COLLABORATION SPACE.

OH, YES, SIR. SO IF YOU REMEMBER, SUN FIELD SORT OF HAD AN X APPEARANCE IN THE IN THE SORT OF A WIDENED HALLWAY IN THE IN THE ACADEMIC WING.

THIS IS MORE STRAIGHTENED OUT LIKE AN H.

SO WE'VE TAKEN OUT THE THE WIDENED HALLWAYS RIGHT THERE AT THE INTERSECTIONS.

THANK YOU VERY MUCH.

YEAH, GREAT QUESTIONS.

ALL RIGHT. YEAH, IT'S A LITTLE BIT DIFFERENT DESIGN, BUT STILL THE SAME KIND OF LOOK AND FEEL.

ALL RIGHT. ANY OTHER QUESTIONS ON THIS ITEM? OKAY, WE'LL MOVE ON THEN.

THANK YOU, MR. CLEAVER.

DON'T GO TOO FAR, THOUGH.

NEXT UP, WE HAVE OUR THANK YOU JASON FROM HUCKERBY AS WELL FOR BEING HERE.

AND WE HAVE AN FFA ITEM HERE, CONSIDERATION AND POSSIBLE APPROVAL OF KNEE.

[L.8. Consideration and possible approval of Furniture, Fixtures, and Equipment (FF&E) District wide]

IT IS JUST A LITTLE BIT DIFFERENT IN OUR TIMING.

I THINK WITH SUPPLY CHAIN ISSUES THAT WE ARE DOING THESE THE WAY WE'RE DOING THESE RIGHT.

AND SO YOU'LL SEE FFA IN OUR GMP, BUT YOU'LL ALSO SEE A SEPARATE FFA ITEM.

MR. CLEAVER, DO YOU WANT TO TALK A LITTLE BIT ABOUT WHY WE'RE DOING IT THIS WAY, WHY WE HAVE TO DO IT THIS WAY? YEAH, ABSOLUTELY. PROBABLY TWO MAIN REASONS.

THE FIRST REASON IS THAT THE FIVE YEAR CONTRACT WITH OUR PREVIOUS VENDOR WORTHINGTON THAT THAT CONTRACTS UP.

SO JUST, YOU KNOW, AS FAR AS THE, THE CONTRACTUAL NATURE, IT'S TIME FOR A NEW VENDOR.

AND THEN THE SECOND REASON IS LIKE FOR THE ACADEMIC SUPPORT CENTER FOR ALL OF THEM.

FOR THAT MATTER, IT'S BEST TO HAVE A VENDOR ON STANDBY ALREADY APPROVED TO WORK WITH SO THAT AS YOU'RE GOING THROUGH THOSE PLANS, YOU CAN GO THROUGH INDIVIDUAL ROOMS AND DO THE FURNITURE PLAN AND SYNC EVERYTHING UP TOGETHER.

SO IT ALL ALL WORKS ALL WORKS TOGETHER PROPERLY.

OKAY. DOES ANYONE HAVE QUESTIONS ABOUT THIS ITEM? ALL RIGHT. THANK YOU SO MUCH, MR. CLEAVER. WE WILL VOTE ON THESE ITEMS NEXT WEEK.

THAT CONCLUDES OUR ACTION ITEMS FOR NEXT WEEK.

NEXT UP, WE HAVE OUR INFORMATION ITEMS TEAM.

DO WE NEED TO TAKE A BREAK? ARE WE GOOD TO PRESS ON? OKAY, WELL, LET'S JUST TAKE A QUICK 5 MINUTES.

LET'S. NEXT UP IS OUR LEGISLATIVE PRIORITIES.

[M.1. Discussion and input regarding 2023 Hays CISD Legislative Priorities]

GOOD NIGHT, MR. SAVOY.

GO TAKE CARE OF YOUR PUPPY.

THIS IS OUR LEGISLATIVE PRIORITIES.

TEAM ON PAGE.

115 IS THE LIST OF LEGISLATIVE PRIORITIES HERE.

IT'S A PRETTY LONG LIST WE HAVE HERE.

DR. WRIGHT, DO YOU WANT TO GIVE US AN OVERVIEW OF WHAT WE ARE LOOKING AT HERE? YES, I DO. THIS IS INTENTIONALLY A LONG LIST BECAUSE IT IS A KIND OF A COLLECTED ASSORTMENT FROM TEXAS ASSOCIATION OF SCHOOL BOARDS, TEXAS ASSOCIATION OF SCHOOL ADMINISTRATORS, TEXAS PTA, REGION 13 SUPERINTENDENTS.

AND AND I TOOK A LITTLE BIT OF EVERYTHING AND PUT ON THIS PAGE BECAUSE THIS IS FIRST BLUSH.

AND TONIGHT I WANTED TO GO OVER A FEW OF THESE WITH YOU AND THEN HOPEFULLY BY THE BY THE MIDDLE OF THE WEEK, WE'LL GET OR TOWARD THE END OF THE WEEK,

[01:30:08]

AND SO TYPICALLY, JUST LIKE WE TRY TO DO WITH OUR GOALS, YOU WANT TO PARE THESE BACK TO TO PROBABLY NO MORE THAN, SAY, FIVE, MAYBE SIX TOTAL.

AND I HAVE A LOT ON HERE BECAUSE THERE ARE A LOT OF THINGS THAT NEED TO BE ADDRESSED.

BUT YOU HAVEN'T YOU HAVE A BETTER OPPORTUNITY TO GET A FEW THINGS PASSED THAN EVERYTHING PASSED.

BUT I WANTED TO GO OVER THESE THINGS WITH YOU TONIGHT.

AND I'M GOING TO I'M GOING TO TRY TO BE REALLY BRIEF AND AND THEN YOU GUYS CAN TELL ME WHAT YOU LIKE, WHAT YOU DON'T LIKE.

AND THEN EVEN IF YOU DON'T HAVE A COMMENT TONIGHT, YOU CAN YOU CAN KIND OF JUST REFLECT UPON THESE AND THEN SEND INFORMATION TO BARBARA AND I AND THEN WE'LL WE'LL REVISE, HOPEFULLY TO APPROVE NEXT MONDAY.

AND SO FIRST AND FOREMOST, AND I DO THINK THIS IS OUR TOP PRIORITY BECAUSE OF INFLATION, I THINK WE NEED TO INCREASE THE BASIC ALLOTMENT FROM $6,160 PER STUDENT UP TO 6760.

AND I KIND OF USE THE THE CPI IN ORDER TO TO WORK TOWARD THAT NUMBER.

AND KEEP IN MIND THAT THE LAST TIME THE BASIC ALLOTMENT WAS INCREASED WAS IN 2019.

SO IT'S BEEN FOUR YEARS.

AND AND THEN I WOULD ASK AND EVERY OTHER ASSOCIATION IS ASKING FOR THE SAME THING TO BUILD IN AN AUTOMATIC COST OF INFLATION DRIVER TO BE TIED TO SUNSET SO THAT THEY DON'T COMMIT FUTURE BODY LEGISLATIVE BODIES TO THIS. SO THEY THEY WOULD DO LIKE THEY DO WITH OTHER OTHER LAWS AND PROVISIONS THAT ARE TIED TO SUNSET LEGISLATION.

AND THAT WAY EVERY TWO YEARS THEY CAN REVIEW TO SEE IF THEY'RE STILL ON TARGET.

AND THEN THE NEXT ONE IS TO WE TALKED ABOUT ATTENDANCE EARLIER.

WE'RE ONE OF FOUR STATES IN THE NATION OUT OF 50 THAT THAT FUND BASED ON ATTENDANCE JUST IN EXACTLY THE SAME MANNER THAT WE DO IN TEXAS.

OTHERS HAVE GONE TO IF THEY HAVE ATTENDANCE.

THERE ARE 13 STATES TOTAL THAT FUND ON ATTENDANCE, BUT THEY USE LIKE THREE SNAPSHOT DATES THROUGHOUT THE YEAR.

AND FOUR OF THOSE STATES, THEY THEY KNOW WHEN THOSE DATES ARE GOING TO BE AND THEY TRY TO MAKE SURE THAT THEY HAVE OUTSTANDING ATTENDANCE ON THOSE DAYS.

BUT THE OTHER 37 STATES ARE FUNDED ON ENROLLMENT BECAUSE THE COST WHEN WE STAFF AND WHEN WE HAVE TO CONSIDER ALL THE OPERATIONAL COSTS, WE STAFF AT 100% AND BUT THEN WE ONLY GET PAID ACCORDING TO WHAT OUR ATTENDANCE IS.

SO WE ARE ASKING THAT THEY FUND DISTRICTS BASED UPON ENROLLMENT.

AND SINCE WE'RE FAST GROWTH, WE DON'T WANT JUST ONE SNAPSHOT DATE, WE WANT THREE, WE WANT ONE EARLY IN THE YEAR, ONE IN THE MIDDLE OF THE YEAR, AND ONE AT THE END OF THE YEAR SO THAT WE CAN CAPTURE WHAT OUR GROWTH IS AND BE COMPENSATED APPROPRIATELY FOR THAT.

SO THAT IS THE INVEST IN OUR STUDENTS PIECE.

THE THE NEXT I HAVE A REALLY BIG SECTION ON ATTRACT AND RETAIN PROFESSIONALS OF OF ALL YEARS.

WE PROBABLY FIND OURSELVES WITH THE GREATEST STAFFING SHORTAGE IN ALL CLASSIFICATIONS OF EMPLOYEES IN PUBLIC ED AND SO WE HAVE TO DO SOME THINGS TO ATTRACT PEOPLE INTO, INTO OUR BUSINESS.

AND, AND YOU CAN SEE WHAT WE PUT HERE.

WE, YOU KNOW, THEY KEEP TALKING ABOUT TAKING AWAY TREES AS A DEFINED BENEFIT AND DOING WHAT OTHER PRIVATE COMPANIES DO.

AND I DON'T THINK THAT'S FEASIBLE.

I THINK THEY NEED TO CONTINUE TO KEEP TREES AND TO TO BOLSTER.

AND HAVE COST OF LIVING INCREASES FOR THAT, BUT ALSO FOR THOSE INDIVIDUALS THAT ARE WILLING TO GO INTO THE FIELD OF EDUCATION, HAVE A $5,000 GUARANTEED LOAN FORGIVENESS FOR FIVE YEARS OF SERVICE IN TEXAS PUBLIC SCHOOLS, REGARDLESS IF IT IS A TITLE ONE SCHOOL OR NOT.

AND THEN YOU CAN SEE THE REST REALLY THINK FOR THE RETENTION PIECE TO KEEP PEOPLE IN THE PROFESSION, WE NEED TO HAVE A COST OF LIVING INCREASE FOR TR'S EMPLOYEES.

THEY DID GIVE A 13TH CHECK THE LAST TIME, BUT THAT THAT WASN'T ENOUGH TO KEEP UP WITH WITH INFLATION.

AND AND I'M THINKING SPECIFICALLY, I'LL GIVE YOU THIS AS AN EXAMPLE.

[01:35:04]

SHE PROBABLY RETIRED BECAUSE OF ME, BECAUSE I WAS I WAS A CHALLENGE.

BUT ANYWAY, SHE RETIRED PROBABLY AT AT $30,000 IN THE MID MID EIGHTIES, AND SHE'S HAVING TO LIVE OFF A 70% OF THAT.

AND THERE'S ONLY BEEN ONE COST OF LIVING ADJUSTMENT SINCE THEN.

AND THINK ABOUT HOW HARD THAT WOULD BE.

AND THEY'VE TAKEN AWAY WHERE EVEN IF YOU EARNED ALL YOUR QUARTERS FOR SOCIAL SECURITY, YOU CAN'T GET PAID THAT YOU USED TO COULD TAKE ANOTHER JOB IN ANOTHER PENSION AND THEN BE ABLE TO DOUBLE DIP.

AND YOU WHAT? OH, YEAH.

YOU KNOW, I CAN GET ON A SOAPBOX FOR THOSE OF YOU IN THE AUDIENCE.

I WAS JUST TOLD TO WRAP IT UP, SO THAT'S.

THAT'S. THAT'S WHAT I'M GOING TO DO ANYWAY.

LOTS OF LOTS OF THINGS IN HERE.

SO THE, THE REST OF THEM, YOU CAN SEE WE WANT TO HAVE A SYSTEM OF PUTS AND TAKES FOR LEGISLATIVE MANDATES.

EVERY YEAR WE HAVE LEGISLATORS THAT ARE REALLY THEY HAVE POSITIVE AND NOBLE INTENTIONS, I THINK, BUT THEY DON'T REALIZE WHAT THEIR PREDECESSORS HAVE ALREADY PUT IN PLACE AS FAR AS MANDATES ARE CONCERNED.

AND SO JUST LIKE THE LEGISLATIVE BUDGET BOARD DOES WITH THE BUDGET TO BALANCE, IF YOU'RE GOING TO PUT SOMETHING ON, YOU HAVE TO TAKE SOMETHING OFF.

WE'RE RECOMMENDING THAT IF YOU'RE GOING TO ADD A MANDATE, YOU'VE GOT TO REMOVE A MANDATE.

YOU CAN'T JUST KEEP PILING THEM ON.

AND THEN AT THE BOTTOM, WE HAVE CONVERT CONTRACTUAL DAYS TO MINUTES TO MATCH THE SYSTEM CURRENTLY BEING UTILIZED FOR STUDENT TIME ATTENDANCE, ACCOUNTING.

AND SO WE WANT TO MATCH UP.

SO FOR, FOR INSTANCE, SAY WE WANT TO LOOK AT A FOUR DAY WORKWEEK FOR OUR CALENDAR SO THAT WE CAN RECRUIT AND RETAIN TEACHERS AS WELL, AND THEN HAVE SOME SOME DAYS TO DO PD THROUGHOUT THE YEAR.

WE WANT TO MATCH THOSE DAYS UP SO THAT TEACHERS DON'T LOSE MONEY.

AND THEN IF WE NEED TO EXTEND THE SCHOOL DAYS, THEY WILL MATCH PERFECTLY WITH WHAT OUR STUDENTS ARE LOOKING AT AND THEN LOCAL CONTROL THAT SPEAKS FOR ITSELF AND THEN SUPPORT TEXAS SCHOOL PANDEMIC AND RECOVERY NEEDS.

I THOUGHT THIS WAS IMPORTANT BECAUSE WE STILL HAVE CASES OF COVID AND YET WE WEREN'T HELD HARMLESS FOR THE FIFTH AND SIXTH SIX WEEKS.

AND MY FRIENDS ON THE ASSOCIATION TOLD ME NOT TO PUT THIS ONE DOWN BECAUSE WE'RE NOT GOING TO GET IT.

BUT I STILL WANTED TO EDUCATE THE PUBLIC AND LET PEOPLE KNOW THAT THEY'RE DIVERTING THE FUNDS FROM THIS TO SCHOOL SAFETY WHEN WE SHOULD STILL BE GETTING IT.

SO I STILL WANT IT.

AND THEN FOUR 4545 I THINK WE NEED TO ALLOW FOR LOCAL DISCRETION AND LET US PRESCRIBE THE TIME NEEDED PER STUDENT.

SO IF YOU HAD A KID THAT FELL TO STAR BY ONE POINT, YOU'RE STILL MANDATED TO GIVE A BLANKET NUMBER OF HOURS PER KID AT 30 HOURS WHERE THAT KID MAY JUST NEED THAT ONE SPECIFIC SKILL AND IT MAY ONLY TAKE THEM AN HOUR.

AND SO I THINK WE HAVE TO HAVE A LITTLE COMMON SENSE HERE.

AND THEN BECAUSE WE'RE RECEIVING SO MUCH FEDERAL FUNDING, I DON'T WANT OUR MAINTENANCE OF EFFORT IN SPECIAL EDUCATION TO BE TIED TO THAT SO THAT YOU HAVE TO MAINTAIN THAT THAT THAT LEVEL OF SPENDING, EVEN WHEN THE FEDERAL FUNDS GO AWAY BECAUSE IT WAS IT WAS DESIGNED TO HELP US CLOSE GAPS.

AND THEN ONE RECOMMENDATION THAT CAME FROM OUR TEACHERS AND FROM OTHER ORGANIZATIONS IS TO EXPAND THE TIMELINE FOR READING ACADEMIES TO TWO YEARS TO COMPLETE. AND THEN ON IMPROVEMENT OF CHARTER SCHOOL TRANSPARENCY, LOCAL VOTER OVERSIGHT AND OPPOSITION TO VOUCHERS.

YOU CAN READ THAT.

AND THEN MENTAL HEALTH AND SAFETY.

WE TALKED ABOUT THIS EARLIER, ABOUT NEEDING MORE COUNSELORS AND MORE MONEY FOR FOR MENTAL MENTAL HEALTH, FOR PHYSICAL SECURITY AND CYBER SECURITY.

AND THEN ONE OF THE THINGS THAT THAT JERRY MENTIONED AND THAT OTHER SUPERINTENDENTS HAVE MENTIONED IS WE NEED TO MAKE SURE THAT IN OUR RECORDS EXCHANGE, WHEN WE HAVE NEW ENROLLEES AND TRANSITIONING STUDENTS, THAT WE NOT ONLY RECEIVE ATTENDANCE AND IMMUNIZATION RECORDS AND ALL THOSE TYPES OF THINGS, BUT WE ALSO NEED DISCIPLINARY RECORDS AND BEHAVIORAL THREAT ASSESSMENT RECORDS SO THAT WE'RE NOT RECEIVING SOMEONE THAT NEEDS ADDITIONAL SUPPORT THAT WE WERE UNAWARE OF FOR SAFETY. SO I WENT MUCH FASTER.

PRESIDENT PETRI AWESOME.

THANK YOU SO MUCH. YEAH, THIS IS QUITE A BIT.

SO WHAT'S YOUR RECOMMENDATION FOR WINNOWING THIS DOWN? BECAUSE I HAVE MY THOUGHTS ON HOW I WOULD DO IT, BUT I'M CURIOUS AS TO HOW YOU WOULD LIKE FOR US TO.

YEAH, NO, I WOULD SEEM TO DO THIS.

I WOULD LIKE YOU TO RANK ORDER WHAT YOU THINK IS IMPORTANT, AND AND THEN I WOULD LIKE FOR YOU TO SEND THOSE TO BARBARA, AND THEN WE'LL TAKE THOSE AND WE'LL GROUP THEM.

[01:40:08]

SO LIKE IF WE COULD GET IF WE COULD GET THOSE TO BARBARA BY WEDNESDAY, I KNOW IT'S JUST A COUPLE OF DAYS, BUT IF WE COULD GET THEM BY WEDNESDAY AND THEN IF YOU HAVE ANY SUGGESTED ONES THAT YOU'D LIKE TO ADD, WE'LL WE'LL GIVE YOU THE UPDATED RANK ORDER AND THE ADDITIONS AND THEN YOU CAN RE RANK AND THEN WE'LL TAKE AND WE'LL BRING THAT PARTICULAR LIST TO YOU MONDAY AND THEN WE CAN DECIDE WHAT WE WANT TO RECOMMEND.

OKAY, TEAM, WE'RE GOING TO RANK TOP TEN, SO GET YOUR TOP TEN AND RANK THOSE.

AND SINJAR RANKING, ONE BEING THE MOST IMPORTANT TO YOU, TEN BEING THE LEAST IMPORTANT TO YOU.

WHAT I'D ALSO LIKE, DR.

WRIGHT IS FOR TEST H AND OUR OUR OTHER TEACHER ORGANIZATIONS TO WEIGH IN, ESPECIALLY IN THE ATTRACT AND RETAIN PROFESSIONALS SECTION.

BUT ALSO I MEAN HB 4545 AND READING ACADEMIES WAS TECHNICALLY PRE-COVID, BUT THEN IT'S KILLING US IN OUR RECOVERY.

SO I GET IT WHILE YOU WOULD PUT IT UNDER RECOVERY NEEDS.

BUT JUST TO BE CLEAR, THE LEGISLATURE GAVE US THIS GIFT PRE-COVID, AND THEN IT WAS ACTUALLY INSTITUTED DURING COVID, SO I'M SURE. BUT I WOULD JUST LIKE THEIR MAYBE THEIR TOP TEN.

I MEET WITH THEM ON THURSDAY.

PERFECT. AND SO I'LL GO OVER THE LIST WITH THEM AS WELL.

I WOULD JUST BE INTERESTED IN WHAT THEIR MAYBE TOP FIVE ARE.

I DON'T KNOW IF I NEED THEIR TOP TEN.

FROM FROM FROM THE TEACHER ORGANIZATIONS.

TOP TEN OK GET THEIR TOP TEN.

SORRY ABOUT THAT. I JUST FEEL LIKE THERE'S A LOT THAT ARE.

BUT YES, THEY WILL HAVE OPINIONS ON TOP TEN FOR SURE.

OKAY, THAT'S HELPFUL.

DOES THAT MAKE SENSE? EVERYBODY, EVERYBODY HAVE MIGHT HAVE QUESTIONS.

MR. VELA, TO CLARIFY, WE'RE GOING TO MAKE OUR ONE THROUGH 1010 NOT BEING THE LEAST IMPORTANT, BUT BEING THE 10TH MOST IMPORTANT.

CORRECT. 10TH.

MOST IMPORTANT.

THAT IS CORRECT. SURE.

ALL RIGHT. YOUR 10TH MOST IMPORTANT THING THAT IS YOUR 10TH MOST IMPORTANT THING IS NUMBER TEN.

AND THERE ARE TWO PAGES FRONT AND BACK OF THIS.

YES. AND WHEN WILL THEY ALWAYS BE DUE, DR.

ROY, WHEN DO YOU WANT THOSE TWO? THURSDAY. WEDNESDAY DUE WEDNESDAY TEAM.

GLORIA, CAN YOU EMAIL THE TEAM AND REMIND EVERYBODY TOMORROW TO GET THAT DONE? OKAY. THANK YOU. ALL RIGHT.

MR. MCMANUS, DO YOU HAVE A QUESTION? JUST A QUICK ONE, DR.

WRIGHT HOW MUCH COMMUNICATION HAS THERE BEEN WITH OTHER, YOU KNOW, LIKE DISTRICTS IN OUR REGION? I JUST I FEEL LIKE IF ALL OF US ARE SINGING AT LEAST A SIMILAR SONG, WE MIGHT MAKE A LITTLE BIT OF A DIFFERENCE.

SO THE ONE ON FUNDING IS UNIVERSAL ACROSS THE BOARD, AND I CAN KIND OF TAKE A LOOK AT THOSE.

THE THE FUNDING AND THE MENTAL HEALTH AND THE PHYSICAL AND CYBERSECURITY ARE ALL PRETTY, PRETTY, PRETTY BIG.

ANYTHING ELSE? MR. OROSCO DOCTOR, RIGHT? CAN YOU PROVIDE LIKE WHAT ORGANIZATIONS SAID, THIS IS A PRIORITY FOR US, YOU KNOW, GIVE US A BREAKDOWN.

YOU GAVE US A LONG LIST.

SO I WONDER WHICH ONES ARE, YOU KNOW, YOUR SUPERINTENDENTS ASSOCIATION, WHICH ONE'S YOUR TASK ASSOCIATION, WHICH ONE IS PTA AND SO ON.

SINCE YOU TOOK THEM FROM ALL OF THEM, YOU KNOW, AND SOME MIGHT NOT HAVE THE EXACT WORDING, BUT IT DOES HAVE THE SAME INTENT, RIGHT? BECAUSE I THINK THAT WILL HELP, ESPECIALLY WHEN WE'RE PRIORITIZING TO MAKE SURE WE'RE NOT LIKE A ONE OFF WHERE WE'RE NOT GOING TO GET ANY TRACTION.

SO IF YOU CAN PROVIDE THAT FOR US BEFORE WE DO THE RANK ORDER, THAT WOULD BE THAT'S GOING TO HELP ME RANK.

DID YOU NOT HEAR WHAT I JUST SAID? BECAUSE IT WILL BE VERY DIFFERENT IF ONE IS A ONE OFF AND HAS NO WAY TO HAVE ANY TRACTION.

DR. WRIGHT.

MY GOODNESS.

AND THEN I ALSO HAD ANOTHER QUESTION FOR YOU.

I'M SORRY. I LOST MY PAGE.

PAGE 115.

OKAY. SO I DID HAVE A QUESTION ABOUT SOME OF THESE WRITE.

DID YOU GET THE WORDING EXACT FROM THOSE ORGANIZATIONS OR DID YOU MAKE UP SOME OF THE WORDING? NO, I TOOK JUST KIND OF THE THEMES.

AND THEN AND THEN I PARAPHRASED.

YEAH. OKAY. AND THEN.

SO WE'LL HAVE TIME TO CHANGE SOME OF THESE HEADINGS IF NEED BE AND TO GROUP IT, DEPENDING ON WHAT OUR RANKING COMES OUT TO BE, TO SEE WHAT THE RANKING IS.

BECAUSE I'M LOOKING AT SOME OF THE ADVOCACY AGENDAS ONLINE AND THERE IS A LOT ON STATE ACCOUNTABILITY, OF COURSE, AND SCHOOL

[01:45:07]

RIGHT. AND I JUST WONDER IF IT COULD BE WORDED A LITTLE BIT STRONGER BECAUSE, YOU KNOW, WE ARE ALL ABOUT LOCAL CONTROL AND ESPECIALLY WITH THE RESOLUTIONS THAT WE HAVE PASSED IN THE PAST STATING THAT THAT LOCAL CONTROL IS A NECESSITY BECAUSE WE KNOW OUR COMMUNITY VALUES BETTER THAN ANYBODY ELSE.

RIGHT. THANK YOU.

ANYTHING ELSE ON THAT ITEM?

[M.2. Discussion and input regarding the New Academic Support Center]

I THINK THERE WERE SOME TOURS THAT MAY HAVE HAPPENED.

SO. OR IS THAT GOING TO HAPPEN? AND THIS IS JUST AN OPPORTUNITY FOR US TO PROVIDE ADDITIONAL INPUT.

MR. CLEAVER IS HERE TO ANSWER QUESTIONS.

WE HAVE THIS DOCUMENT AND THEN THERE'S SOME INFORMATION IN YOUR BOARD PACKET.

MR.. OROSCO WELL, I'VE BEEN VERY DISAPPOINTED IN THE RESPONSE FROM OCR.

I KNOW I HAVE BEEN ASKING FOR TOURS FOR THE PAST TWO MONTHS AND THAT HAS NOT OCCURRED.

AND THEN THE FRIDAY ONE WAS ACTUALLY CANCELED.

SO DID NOT.

WAS NOT ABLE TO DO THAT TOUR AS WELL.

SO I HOPE THAT WE CAN ACTUALLY HAVE SOME DATES.

THAT WILL ACTUALLY HAPPEN AND THAT WE CAN MAKE SURE TO CHECK OUR SCHEDULES FOR THE PEOPLE WHO WANT TO ATTEND.

AND I KNOW NOT EVERYONE WANTS TO ATTEND.

MR. CLEAVER I THINK BYRON AND I EXPRESSED INTEREST AND I DON'T KNOW WHO ELSE IS INTERESTED IN ATTENDING, BUT I REALLY HOPE WE CAN NAIL DOWN THOSE DATES AND TIMES WITH THOSE TOURS.

YES, MA'AM. IS THERE A DAY OF THE WEEK? THAT'S BEST. I CAN DEFINITELY EMAIL YOU THAT INFORMATION.

MR. CLEAVER WELL, YOU TURN THAT MIC BACK ON OR TAP ON IT.

OH, IT'S WORKING. IS THERE A DAY OF THE WEEK THAT'S BEST? SO I WILL EMAIL MR. CLEAVER SOME DATES AND TIMES BECAUSE I KNOW WE HAD A LAST MINUTE DATE TIME, SO I CHANGED MY WHOLE WORK SCHEDULE TO BE AVAILABLE AND THEN EVERYTHING WAS CANCELED. AND SO THAT WAS REALLY DISAPPOINTING.

SO HOPEFULLY WE CAN GET THAT DONE QUICKLY BECAUSE TIME IS RUNNING OUT AND OCR IS NOT HERE.

RIGHT? THEY WERE AND THEY THEY'VE LEFT.

I'LL I'LL MAKE SURE THEY GET THE INFORMATION.

YES. HAVE THEM WATCH THE VIDEO, PLEASE.

THANK YOU. OKAY.

ANYTHING ELSE ON THE ACADEMIC SUPPORT CENTER? OKAY, MR. SEVERANCE.

OKAY. I ACTUALLY HAVE.

SORRY. WILL CALL OUT A FEW QUESTIONS ON THE ACADEMIC SUPPORT CENTER.

OK. SO A LOT OF I'M READING THE TRANSMITTAL AND IT SAYS THE R&D DESIGN CENTER GROUP CONTINUED THE DESIGN PROCESS AT THE 2020 DIDN'T PASS DURING THE THAT BOARD IN 2020 AND PRODUCED A REVISED LAYOUT WHICH WAS APPROVED BY THE VOTERS IN MAY OF 22.

SINCE THAT TIME, ANNIE DESIGN GROUP HAS PARTNERED WITH OCR, OCR TO DELIVER THE PROJECT.

WHAT'S NOT IN THERE IS THAT THE DESIGN WHICH WE PUT TOGETHER IN 21 FOR THE VOTERS IS NOTHING COMPARED TO WHAT WE'RE WHERE WE'RE AT TODAY. AND DO YOU KNOW THAT SOME THINGS HAVE CHANGED WITH PRICING AND WE'RE TRYING TO STAY WITH THIS IN FUNDING? SO I HAVE SOME SPECIFIC QUESTIONS RELATED TO THE DESIGN JUST SO I CAN MATCH UP THE SQUARE FOOTAGE AND WHERE IT WENT TO MAKE SURE WE'RE NOT GIVING UP ANYTHING BECAUSE OF SQUARE FOOTAGE REDUCTION VERSUS WHAT WE PLANNED WHEN WE FIRST PUT THIS TOGETHER.

AND IT'S THE ORIGINAL LAYOUT WAS THE ORIGINAL BUILDING WAS 90,000 SQUARE FEET AND THEN THIS PROPOSED BUILDING IS 74,000, I BELIEVE.

SO IT'S ALMOST 20,000 SQUARE FOOT DIFFERENT.

NOW, I DO KNOW THAT WE TOOK OUT THE WAREHOUSES.

WE'RE GOING TO MOVE THOSE OVER.

SO I LIKE TO KNOW THE SQUARE FOOTAGE OF THAT OF THAT MOVE THAT WE MOVED OUT.

I'D LIKE TO CONFIRM AGAIN THAT THE THE AMOUNT OF PEOPLE THAT BECAUSE WE MET I MEAN, I KIND OF TAKE IT A LITTLE PERSONALLY BECAUSE I FEEL LIKE I'M THE.

BOSSIE WE REALLY WE PUT THAT TOGETHER, JESSICA AND I AND THE TEAM PUT THAT TOGETHER AS FAR AS WE MET WITH EVERY.

DEPARTMENT HEAD.

YOU KNOW, WE HAD MEETINGS TO ASK THEM WHAT THEIR ENROLLMENT IS NOW FOR, TO SUPPORT DOWN THE ROAD WHAT OUR FUTURE GROWTH IS GOING TO LOOK LIKE.

SO I JUST WANT TO MAKE SURE THAT THE AMOUNT OF SPACES THAT WE TALKED ABOUT ARE STILL THERE.

THE PEOPLE SPACES ARE GOING TO BE STILL THERE.

AND I'M ALSO GETTING A LOT OF CALLS.

[01:50:01]

BUT THEN ALL OF A SUDDEN, PEOPLE'S WORKSPACES CHANGE FROM OFFICES TO CUBICLES.

I'M NOT SURE WHAT THE WHAT THE WHEN WHEN YOU WENT BACK AND MET WITH THE DIRECTORS, LIKE WHO JUST HOW WAS IT DETERMINATION.

WHO GOT A CUBICLE, WHO GOT AN OFFICE.

I KNOW IT'S MORE FLEXIBLE, SO I THINK IT MAKES SENSE TO DO SOME OF THAT SOMEWHERE.

BUT I'M JUST LETTING YOU KNOW THAT WHAT WE SAID TO THE PUBLIC DURING THE PROCESS IS VERY DIFFERENT THAN WHAT IS BEING PRESENTED NOW.

AND SO I KIND OF JUST WANTED TO MAKE SURE THAT, NUMBER ONE, THAT THE SQUARE FOOTAGE FOR THE PEOPLE TO SUPPORT OUR GROWTH FOR THE NEXT TEN YEARS IS STILL THE SAME.

SO WE HAVEN'T SACRIFICED ON THAT BECAUSE I DON'T WANT TO COME BACK AND THEN HAVE TO EXPAND IT AGAIN BECAUSE WE TOOK SPACE OUT.

I DON'T THINK IT IS, BUT I'D LIKE TO KNOW FOR SURE.

AND THEN WITH THE WAREHOUSES NOW MOVED OUT, THE LAST THE LAST PIECE I HAD WITH THE DRAWINGS WAS THE OUTSIDE STAIRCASES.

ARE THOSE OUTSIDE STAIRCASES, EMERGENCY EXITS ONLY OR THOSE STAIRCASES THAT EMPLOYEES ARE GOING TO USE TO MOVE FROM ONE FLOOR TO THE OTHER? OKAY.

AND MY ONLY QUESTION WITH THAT IS IF THEY EMERGENCY STAIRCASES ONLY, CAN THEY JUST BE OUTSIDE STAIRCASES AND NOT ENCLOSED? OKAY. WE CAN LOOK AT THAT.

I KNOW ON OUR CAMPUSES, WE THE EXTERIOR STAIRCASES ARE SOMEWHAT PROBLEMATIC OR CAN BE, BUT WE CAN CERTAINLY LOOK AT THAT.

YEAH, I'M SURE THERE'S A REASON WHY I ENCLOSE IT.

BUT IF IT'S JUST GOING TO BE FOR AND I'M SURE IF THE KIDS ARE TO ACCESS, THAT MIGHT BE QUICK IN AND OUT.

BUT I'M JUST CURIOUS WHETHER OR NOT THAT'S GOING TO BE OKAY.

AND THEN THE LAST THING IS, I WANT TO GO BACK ON THE SUN FIELD.

WOULD WE LEARN FROM FROM BUILT TO WHAT WE'RE GOING TO DO FOR ELEMENTARY SCHOOL? NUMBER 16, DID THE FOLK HAVE THE OPPORTUNITY TO GO ON THAT VISIT AND WERE THEY A PART OF THAT THAT TEAM THAT WENT AND EVALUATED WHAT LESSONS WE DID WITH THAT WE MIGHT WANT TO CHANGE.

AND IF I CAN'T REMEMBER IF THEY WERE PRESENT OR NOT, I THINK WE MIGHT HAVE INVITED.

SO THIS ITEM IS ONLY ABOUT THE ACADEMIC SUPPORT CENTER.

ARE YOU TALKING ABOUT SON FIELD NOW? I'M JUST TALKING ABOUT WHETHER OR NOT THE.

YEAH, SO WE WE HAVE ANOTHER ITEM ABOUT CONSTRUCTION.

WE CAN ASK THAT QUESTION, THIS DRAW ALL THAT QUESTION FROM THE RECORD AND THEN WE'LL I WILL ASK THAT QUESTION LATER.

BUT I JUST THINK IT'S I JUST WOULD LIKE TO KNOW THOSE TWO THINGS ABOUT TO MAKE SURE THAT THE PURPOSE OF WHICH WE DESIGNED IT AND PRESENTED TO THE TAXPAYERS IS EXACTLY GOING TO FULFILL THAT PURPOSE.

EVEN THE NEW CONFIGURATION, WHICH I THINK IS GREAT, WE JUST MOVED SOME STUFF AROUND.

I JUST WANT TO MAKE SURE IT'S EXACTLY THE SAME FROM A PEOPLE STANDPOINT TO SUPPORT US.

THAT SQUARE FOOTAGE, EXTERIOR STAIRCASES AND A NUMBER OF PEOPLE'S FACES, PLEASE.

THANK YOU. ALL RIGHT.

FANTASTIC. ANY OTHER QUESTIONS ON THE ACADEMIC SUPPORT CENTER? ALL RIGHT, TEAM. I KNOW IT'S GETTING LATE.

MISS CLARK IS HERE TONIGHT.

[M.3. Update on safety and security initiatives district wide]

SHE DOESN'T HAVE ANYTHING SPECIFIC TO UPDATE US ON AT THIS TIME.

IF WE WANT TO WAIT AND GET A BETTER UPDATE FROM HER NEXT WEEK.

IF SHE HAS IF WE HAVE QUESTIONS, YOU WANT TO TALK ABOUT WHERE WE ARE ON FIGHTING FENTANYL ON THE FLIER YOU SHOWED US EARLIER.

YOU WANT TO WAIT ON WAIT ON THAT TILL NEXT? WE CAN DO THAT. YEP.

WE'RE GOING TO GIVE A QUICK UPDATE ON OUR FIGHTING FENTANYL CAMPAIGN.

ASK QUESTIONS ON THAT.

GOOD EVENING. I'LL TRY TO TALK SUPER FAST.

I KNOW EVERYBODY'S TIRED. I JUST WANTED TO MAKE EVERYBODY AWARE.

WE HAVE CONTINUED WITH OUR VIDEO SERIES.

WE'RE WORKING ON TWO ADDITIONAL VIDEOS THAT WILL BE APPROXIMATELY FIVE, 6 MINUTES THAT WE'RE LOOKING AT.

BUT I ALSO WANTED TO LET YOU BE AWARE THAT WE ARE PARTNERING WITH HAYS COUNTY SHERIFF'S OFFICE AND BRINGING A FENTANYL AWARENESS PRESENTATION THAT WE ARE OPENING UP TO THE PUBLIC THAT WILL BE AT OUR PERFORMING ARTS CENTER.

IT'S GOING TO BE MONDAY, NOVEMBER 7TH AT 6 P.M.

THERE IN KYLE OFF CALLERS CROSSING IN.

THAT'LL BE BASICALLY OFFICERS FROM THE HAYS COUNTY SHERIFF'S OFFICE AREA PHYSICIANS WHO ARE ALSO NETWORKING AND COLLABORATING WITH US IN REGARDS TO THIS, AS WELL AS SOME OF OUR LOCAL FAMILIES WHO HAVE BASICALLY LAID THEIR TRAGEDY OUT IN AN EFFORT TO HELP THE COMMUNITY BE EDUCATED ON THIS PARTICULAR EVENT.

AND SO I REALLY WANTED TO PUBLICLY LET EVERYBODY KNOW ABOUT THIS EVENT AND STRONGLY URGE OUR COMMUNITY TO COME AND MAKE IT A FAMILY AFFAIR AND REALLY COME OUT AND SPEND SOME TIME TO GET EDUCATED ON THIS PARTICULAR CRISIS FACING HAYS COUNTY, CITY AND HAYS CISD.

THANK YOU. THANK YOU SO MUCH FOR LETTING US KNOW ABOUT THAT.

NOVEMBER 7TH, 6:00 AT THE PACK.

YES, MA'AM. ALL RIGHT.

WELL, MARK YOUR CALENDARS. ANYBODY HAVE QUESTIONS FOR MISS KROC ON THIS ITEM? OR ANY OTHER SAFETY AND SECURITY RELATED ITEMS THAT ARE PUBLIC FACING.

MR. UNCLE, WHEN IS THAT GETTING COMMUNICATED?

[01:55:04]

WE JUST LOCKED DOWN THE DATE.

SO MISS COATES IS ACTUALLY GOING TO SEND IT OUT VIA OUR DIFFERENT AVENUES IN OUR SOCIAL MEDIA TOMORROW.

WONDERFUL. THANK YOU. OKAY.

ANY OTHER QUESTIONS FOR MS.. CLARK? ALL RIGHT. THANKS SO MUCH, JERRY.

YES, WE'LL HAVE THIS AS A STANDING AGENDA ITEM GOING FORWARD, TEAM.

ALL RIGHT. NEXT UP, WE HAVE OUR UPDATE ON BOND CONSTRUCTION AND RENOVATION PROJECTS.

[M.4. Update on bond, construction, and renovation projects in the district]

WHAT DID WE LEARN? INITIATIVE. ANY OTHER QUESTIONS FOR MR. CLEAVER? MR. SEVERANCE. YOU WANT TO. SO THE QUESTION I DIDN'T ASK FOR, I'M ASKING.

I'M ASKING NOW. AND AS I WAS ASKING, WAS I AS I WAS NOT ASKING THE QUESTION BEFORE I WAS GETTING A HEAD SHAKE FROM MS..

BIDWELL FROM THE AUDIENCE.

AS FAR AS THE FOSSAE BEING BROUGHT INTO THE WHAT DO WE LEARN ABOUT SUN FIELD MOVING ON TO SOIL? SO I'M CURIOUS IF THERE WAY IF THEY COULD GET A RECAP OF THAT OR IF WE'RE GOING TO DO THAT AGAIN FOR THEM OR I DON'T KNOW WHAT EXTENT THAT THAT VISIT WAS, BUT I THINK IT'D BE IMPORTANT THAT THEY SPOKE.

IT WAS A PART OF THE WOULD WE DO MAYBE WRONG AND WHAT WE NEED TO DO FOR THE NEXT.

YES, SIR. WELL WE'LL RUN THAT BY THE FOC ON THE NEXT THE NEXT MEETING.

OKAY. I ACTUALLY PUT IT OUT THERE INTO THE VAULT FIRST SO THEY SEE IT AND GIVE IT TO YOU ALL AS WELL.

IT WASN'T INTENTIONAL. IF THEY DIDN'T COME TO THE MEETING, IT WOULD HAVE BEEN AN OVERSIGHT.

BUT THERE'S NO REASON THEY COULDN'T HAVE COME TO THE MEETING IF THEY WEREN'T IF THEY WEREN'T INVITED.

ALL RIGHT. ANY OTHER QUESTIONS FOR MR. CLEAVER ON CURRENT CONSTRUCTION RENOVATION PROJECTS GOING ON ALL OVER THE DISTRICT? OKAY. WONDERFUL.

THANK YOU, MR. CLEAVER.

[N. REQUESTS FOR INFORMATION FROM THE BOARD OF TRUSTEES]

ANYBODY HAVE ANY REQUESTS? MR. MCMANUS.

THANK YOU. I WOULD LIKE TO KNOW IF THERE IS A LOCATION WHERE THE PUBLIC CAN FIND INFORMATION ON TRACK AVAILABILITY, LIKE BEING ABLE TO WALK A TRACK.

I'VE SEEN, JUST AS THERE'S BEEN SOME SOCIAL MEDIA QUESTIONS OUT THERE ABOUT HOW DO WE KNOW WHEN THE TRACKS ARE OPEN FOR THE PUBLIC TO WALK SO PERFECT? SO ATHLETIC FACILITIES IN GENERAL, MAYBE TENNIS COURTS TRACKS ONE OF THOSE THINGS.

YEAH, I LIKE IT. RATHER THAN PEPPERING THE FRONT OFFICE WITH QUESTIONS EVERY DAY, RIGHT? NO, I THINK THAT'S SMART.

OKAY. AND GUYS, I SKIPPED AN ITEM.

WE'LL GO BACK TO IT. BUT ANY OTHER REQUESTS FOR INFORMATION FROM THE BOARD? ALL RIGHT, MR. VALA, THANKS FOR KEEPING ME IN CHECK.

FINANCIAL STATEMENTS.

RANDY ROE IS HERE FOR ANY QUESTIONS.

THESE ARE ON PAGE 121.

ANYBODY HAVE ANY QUESTIONS ON OUR FINANCIAL STATEMENTS? ALL RIGHT, SEEING NONE.

WE'LL MOVE ON. THAT'S IT FOR TONIGHT.

OUR NEXT RECAP OF QUESTIONS.

[O. RECAP OF QUESTIONS]

IT IS. AND IF I DO NOT PHRASE YOUR QUESTION JUST RIGHT, PLEASE LET ME KNOW.

OK. PLEASE SHARE WHAT PROACTIVE STEPS WE ARE TAKING TO REACH OUT TO STUDENTS THAT ARE NOT ATTENDING SCHOOL.

M CLASS AUDIBLE'S K THROUGH FIVE Y IS FOURTH AND FIFTH GRADE FLATLINING IN THE WELL BELOW.

WHY IS THERE A DIP IN MIDDLE SCHOOL MATH ACCORDING TO NWE MAP? IS IT A CURRICULUM THING? THAT IS A REASON WHY THERE'S A DECLINE IN MATH SCORES AND WHA MAP ELEMENTARY? HOW MANY OF THOSE IN GRADE K THAT ARE SCORING HIGH AVERAGE ATTENDED HAYS CISD PRE K AND CLASS K THROUGH FIVE SPECIFIC TO FOURTH AND FIFTH GRADE.

WHO IS STRUGGLING THE MOST AND WHO IS NOT MOVING AS WE COMPARE DATA TO OTHER SCHOOLS AND WE'D LIKE TO KNOW WHAT THEIR ATTENDANCE IS.

AND THAT WAS IN REGARDS TO DOING THOSE SCHOOL VISITS AND TALKING ABOUT CURRICULUM.

NWA, NWA MAP.

HOW DOES IT HOW CLOSE IS SOME OF THE APPROACHES TO GET TO THE MEETS? HOW DO WE TACKLE INVOLVING THE PARENTS AND HELPING WITH OUR STUDENTS MOVING AND SHOWING GROWTH? HOW ARE WE SPECIFICALLY ASSESSING WRITING? WHAT KIND OF TUTORING PROGRAMS DO WE HAVE IN PLACE AT EACH CAMPUS? WHAT DOES IT MEAN? YOU KNOW, BILINGUAL TRANSITION, EARLY EXIT, NEGATIVE TWO AND ALL OF THAT, ALL THAT CODING.

HOW MANY STUDENTS FILLED OUT CHILD NUTRITION APPLICATIONS? HOW MANY STUDENTS WERE FREE REDUCED BEFORE COVID? IDENTIFY OUTLETS AND MAKE SURE THAT THE ROOM IS BEING RENOVATED.

IF THE ROOM IS BEING RENOVATED, THAT ALL ROOM IS TOUCH AND NOT LEFT UNDONE.

PLEASE PROVIDE LESSONS LEARNED FROM SON FIELD AND WHAT WAS APPLIED TO THIS BUILD.

PLEASE PROVIDE ADDITIONAL SAFETY AND SECURITY MEASURES.

APPLY TO THIS BUILD AND IT SAYS THE AGENDA ITEM.

SO YOU KNOW WHAT I'M REFERRING TO.

PLEASE PROVIDE WHICH ORGANIZATION HAS THE NOTED PRIORITY BEFORE WE HAVE TO PRIORITIZE THE TOP TEN.

[02:00:08]

WHY DID THIS DESIGN CHANGE FROM 90,000 SQUARE FEET TO 70,000 SQUARE FEET? AND HAVE WE SACRIFICE SPACE AND HAVE TO EXPAND LATER? DO EXTERIOR STAIRCASES HAVE TO BE ENCLOSED AT THE AMOUNT OF PEOPLE WE CAN ACCOMMODATE DECREASE? DID FOLK ATTEND THE LESSONS LEARNED FROM OUR SUN FIELD BUILT AND HOW WILL THAT BE COMMUNICATED TO THEM? WOULD LIKE TO KNOW IF THERE'S ONE PLACE YOU CAN GO TO SEE A TRACK, TENNIS COURTS, ETC.

ARE AVAILABLE.

PERFECT. DO WE MISS ANYTHING? TEAM.

ALL RIGHT, MR. OROZCO, THANK YOU SO MUCH FOR CAPTURING ALL THOSE QUESTIONS.

THAT IS A LOT. AND YOUR DILIGENCE IS APPRECIATED AND RECAPPING THEM AS WELL.

OKAY, TEAM, WE HAVE OUR NEXT BOARD MEETING RIGHT HERE, MONDAY, OCTOBER 24TH, IN THE KUNKLE ROOM AT 5:30 P.M.

[Q. UPCOMING BOARD MEETINGS]

THANK YOU SO MUCH, EVERYONE.

* This transcript was compiled from uncorrected Closed Captioning.