Mar 27, 2023 Board Meeting

[00:00:02]

MS. GLORIA ARE WE READY? EVERYBODY'S GOOD. OKAY.

GOOD EVENING AND WELCOME TO THE HAYS CISD BOARD OF TRUSTEES MEETING.

[A. CALL TO ORDER: Establish a quorum]

TODAY IS MONDAY, MARCH 27TH, AND THE TIME IS 5:31 P.M.

A QUORUM HAS BEEN ESTABLISHED.

ALL OF OUR BOARD MEMBERS ARE PRESENT WITH THE EXCEPTION OF WILL MCMANUS, WHO IS TRAVELING FOR WORK, AND COURTNEY RUNKLE, WHOSE FATHER HAD A STROKE.

AND SHE IS TRAVELING TO HOUSTON VERY UNEXPECTEDLY TODAY FOR HIS PROCEDURE.

SO OUR THOUGHTS AND PRAYERS ARE DEFINITELY WITH THE RUNKLE FAMILY.

[B. CLOSED SESSION]

ALL RIGHT. ALL RIGHT.

GOOD EVENING. WE ARE BACK IN OPEN SESSION.

[C. RECONVENE IN OPEN SESSION]

AND THOSE LISTENING ONLINE, THE TIME IS 6:58 P.M.

A QUORUM HAS ALREADY BEEN ESTABLISHED.

ALL MEMBERS OF THE BOARD ARE PRESENT WITH THE EXCEPTION OF WILL MCMANUS, WHO IS TRAVELING FOR WORK, AND ALSO COURTNEY RUNKLE, WHOSE FATHER HAD A STROKE, AND SHE UNEXPECTEDLY WENT TO HOUSTON TODAY FOR HIS PROCEDURE.

SO OUR THOUGHTS ARE WITH HER AND HER FAMILY.

I ALSO WANT TO BEGIN TONIGHT WITH A MOMENT OF SILENCE JUST TO ACKNOWLEDGE THE HORRIBLE TRAGEDY THAT WE'VE SEEN ON THE NEWS TODAY IN NASHVILLE, ANOTHER SCHOOL SHOOTING, WHICH IS HORRIBLE.

OUR HEARTS ARE HEAVY AND WE WANT TO JUST EXTEND OUR DEEPEST CONDOLENCES FOR THOSE AFFECTED BY THAT TERRIBLE TRAGEDY.

SO IF YOU WOULD, PLEASE JOIN IN A MOMENT OF SILENCE WITH ME.

I WOULD APPRECIATE IT.

THANK YOU VERY MUCH.

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

I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.

HONOR THE TEXAS FLAG.

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

THANK YOU SO MUCH. MRS. OROSCO.

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 MR. VELA.

OUR SOCIAL CONTRACT WILL BE READ BY DR.

[F. SOCIAL CONTRACT]

THE BOARD WILL SERVE AS DISTRICT AMBASSADORS, ASSUME POSITIVE AND NOBLE INTENTIONS, COLLABORATE AS A TEAM AND RESPECT THE BODY CORPORATE, PROMOTE DISCUSSION AND RESPECT EACH OTHER'S PERSPECTIVES AND BE PROFESSIONAL.

THANK YOU SO MUCH, DR.

PÉREZ-GONZÁLEZ. WE HAVE OUR SUPERINTENDENT REPORT NEXT.

[G. SUPERINTENDENT REPORT]

ALL RIGHT. THANK YOU, PRESIDENT PETREA.

GOOD EVENING, EVERYONE. GLAD TO SEE ALL OF YOU HERE AND FOR EVERYONE ONLINE.

I HOPE YOU'RE DOING WELL.

SO TONIGHT, I WANT TO START WITH SOME HIGHLIGHTS.

HAYS CISD HOSTED THE CENTRAL TEXAS BUS ROAD-E-O [INAUDIBLE] WHICH IS A COMPETITION AMONGST ALL THE DRIVERS IN THE CENTRAL TEXAS AREA.

TWO OF OUR DRIVERS, LAURELYN PARKER AND KATHY RYE, QUALIFIED FOR THE STATE LEVEL COMPETITION.

SO CONGRATULATIONS TO THOSE TWO BUS DRIVERS.

[APPLAUSE] AND THEN LAST WEEK, STUDENTS FROM ELM GROVE ELEMENTARY WERE RECOGNIZED AT THE STATE CAPITOL BY SENATOR CAMPBELL, SENATOR ZAFFIRINI AND REPRESENTATIVES ZWIENER, ALONG WITH MAYOR URBANOVSKY.

AND IT WAS BUDA DAY AT THE CAPITOL.

AND SO IT WAS AN AWESOME EXPERIENCE TO BE ABLE TO HAVE THEM TOUR THE CAPITOL AND ALSO GET TO MEET WITH OUR ELECTED OFFICIALS.

SO THAT WAS A GREAT EXPERIENCE FOR ALL.

THEN I WANT TO CONGRATULATE THE JOHNSON HIGH SCHOOL GIRLS SOCCER TEAM MAKING HISTORY.

IT'S THE FIRST TIME THAT WE'VE EVER HAD A TEAM MAKE THE SOCCER PLAYOFFS AT JOHNSON HIGH SCHOOL.

SO CONGRATULATIONS TO THEM.

[APPLAUSE] THEY LOST TO VANDEGRIFT BUT PLAYED A GREAT GAME AND HAD A WONDERFUL SEASON.

SO I'M SURE THAT THEY ARE JUST BUILDING ON A FUTURE TRADITION.

AND THEN NEXT WANTED TO CONGRATULATE THE HAYS LEGACY PLAYERS AT HAYS HIGH SCHOOL AS THEY PUNCHED THEIR TICKET TO THE 6A AREA UIL ROUND FOR

[00:05:03]

CONGRATULATIONS. [APPLAUSE] AND THEN CURRENTLY ALL OF OUR BASEBALL SOFTBALL TEAMS ARE VERY COMPETITIVE.

AND ACCORDING TO COACH MOFFETT, IT LOOKS LIKE WE'LL HAVE SEVERAL TEAMS, BOTH SOFTBALL AND BASEBALL, MAKE THE PLAYOFFS.

AND SO IT'S EXCITING TO SEE ALL OF THEM IN THE MIX AT THIS POINT.

SO CONGRATULATIONS TO THEM AND I'LL GIVE YOU MORE UPDATES AS WE MOVE FORWARD.

AND THEN HAYS MARINE CORPS JROTC AIR RIFLE TEAM QUALIFIED FOR THE 2023 NATIONAL CHAMPIONSHIPS AND WENT AND COMPETED IN OHIO AND FINISHED IN THE TOP 1% IN THE NATION.

SO LET'S GIVE THEM A ROUND OF APPLAUSE.

[APPLAUSE] AND THEN ALL OF OUR COLOR GUARDS COMPETED AT THE TEXAS OR IN THE COMPETITION THAT WILL LEAD TO THE TEXAS COLOR GUARD CIRCUIT STATE COMPETITION.

THE COLOR GUARD SCORED THEIR HIGHEST SCORE IN HISTORY AND THEY PLACED FIRST IN REGIONAL A AND THEN HAYS COLOR GUARD PLACED FOURTH AND JOHNSON'S COLOR GUARD PLACED FIRST.

AND SO I BELIEVE HAYS AND JOHNSON WILL BE ADVANCING TO THE STATE COMPETITION IN AT TEXAS A&M IN COLLEGE STATION.

SO GIVE ALL OF OUR COLOR GUARDS A ROUND OF APPLAUSE.

[APPLAUSE] AND THEN LASTLY, I WOULD LIKE TO GIVE YOU AN UPDATE ON WHAT'S GOING ON AT THE STATE CAPITOL AS FAR AS IT PERTAINS TO PUBLIC EDUCATION.

A COUPLE OF BILLS TO WATCH, OUR TEACHERS IN THE AUDIENCE AND THEY'RE LISTENING ONLINE.

THERE IS A BILL CURRENTLY THAT IS RECEIVING A LOT OF TRACTION THAT WAS AUTHORED BY THE CHAIR OF HOUSE PUBLIC ED AND SENATE PUBLIC ED, AND WHAT IT DOES IS IT'S A CURRICULUM BILL THAT WOULD CREATE LESSON PLANS FOR TEACHERS IN SCRIPT FORM.

I KNOW YOU GUYS REMEMBER THE OLD PROGRAM THAT WE HAD CALLED CSCOPE THAT THE STATE FORCED US TO DO AWAY WITH.

IT APPEARS THAT THEY MAY BE LOOKING AT DOING SOMETHING SIMILAR BECAUSE AS THE GOVERNOR HOSTED THE TEXAS TEACHER VACANCY TASK FORCE MEETINGS, ONE OF THE THINGS THAT TEACHERS MENTIONED WAS THAT THEY JUST DIDN'T HAVE ENOUGH TIME TO PLAN.

AND SO I THINK INSTEAD OF JUST GIVING TEACHERS MORE TIME TO PLAN, THEY'RE TRYING TO COME UP WITH A MAGIC BULLET IN THE FORM OF A NEW CURRICULUM SYSTEM. AND SO IT'S MY UNDERSTANDING THAT IT WOULD BE ADMINISTERED BY A THIRD PARTY ENTITY.

AND AT LEAST CSCOPE WAS CREATED BY TEACHERS FOR TEACHERS.

AND SO I DON'T KNOW WHERE THEY ARE IN THE PROCESS.

I DON'T KNOW ANY INFORMATION.

BUT I CAN TELL YOU THAT IN A DISTRICT SUCH AS OURS WHERE WE HAVE KIDS THAT ARE AT MANY DIFFERENT LEVELS AND TEACHERS SAY, I'LL USE A THIRD GRADE CLASSROOM IF YOU HAVE ALL THE THIRD GRADERS IN THE DISTRICT AND EVERY TEACHER IS GIVEN A LESSON PLAN FOR EVERY SINGLE DAY, YOU'RE GOING TO HAVE SOME KIDS THAT ARE AHEAD, SOME KIDS THAT ARE BEHIND. AND WE CONSTANTLY HAVE TO MONITOR AND ADJUST BASED ON OUR STUDENTS NEEDS.

AND SO I DON'T KNOW HOW FEASIBLE THIS IS GOING TO BE.

SO I'M JUST PUTTING THE WORD OUT THERE SO THAT IF YOU'RE A MEMBER OF AN ASSOCIATION, YOU CAN CONTINUE TO MONITOR THIS BILL AND LET YOUR REPRESENTATIVES AND SENATORS KNOW WHETHER YOU APPROVE OR NOT.

THE NEXT THING DEALING WITH SENATE BILL 8 AND SENATE BILL 9, IT'S THE VOUCHER BILL.

AND I KNOW THAT THE GOVERNOR IS DEEMING IT THE PARENTAL CHOICE BILL.

IT'S REALLY NOT A PARENTAL CHOICE, BILL, BECAUSE THE ONLY PEOPLE THAT ARE GOING TO HAVE A CHOICE IF PEOPLE ARE AWARDED $8,000 IN PUBLIC EDUCATION FUNDS FOR VOUCHERS WILL BE THE PRIVATE SCHOOLS WHO CAN DETERMINE WHETHER OR NOT THEY WANT A SPECIFIC STUDENT TO ENTER INTO THEIR SCHOOL.

AND I CAN TELL YOU, MY BROTHER IS A HEADMASTER AT ONE OF THE PRIVATE SCHOOLS IN THE STATE OF TEXAS.

AND THEY ONLY WANT WHO THEY WANT.

AND SO IF THIS $8,000 IS PASSED, WHAT THEY PLAN ON DOING IS JUST ADDING $8,000 TO THEIR STANDING TUITION AND THEN THEY STILL GET THE SAME PEOPLE AND SO IT'S SOMETHING WORTH WATCHING.

THE STATES THAT HAVE HAD VOUCHER BILLS, 90% OF THE DOLLARS ARE THOSE THAT CLAIM VOUCHERS WERE ALREADY PRIVATE SCHOOL STUDENTS.

AND SO JUST WANTING TO EDUCATE THE PUBLIC ABOUT THAT.

THIS PARTICULAR EDUCATION SAVINGS ACCOUNT BILL, VOUCHER BILL OR WHATEVER YOU WANT TO CALL IT, WOULD COST AN ADDITIONAL $1 BILLION DOLLARS.

AND SO WHAT THE STATE WOULD SAY IS THAT THEY'RE PUTTING MORE MONEY INTO PUBLIC EDUCATION.

[00:10:07]

AND SO WE WERE HOPEFUL THAT WE WOULD HAVE AN INCREASE IN THE BASIC ALLOTMENT.

WE HAVEN'T HAD AN INCREASE BASED ON INFLATION SINCE 2017.

AND TO GET TO WHERE WE SHOULD BE BASED ON INFLATION, IT SHOULD BE $1,000 PER STUDENT.

FOR MORE IN ADDITION TO WHAT WE GET $61.60 PER KID AND OURS IS BASED ON ATTENDANCE.

SO LIKE IF OUR ATTENDANCE CONTINUES THE WAY THAT IT IS, IT'S RIGHT AROUND 93%.

AND SO WHEN YOU LOOK AT MORE MONEY IN EDUCATION, YOU'RE GOING TO GET TO HERE AT THE STATE LEVEL THAT THEY'RE TOUTING THAT THEY'RE GOING TO PUT MORE MONEY INTO PUBLIC EDUCATION.

AND THAT'S TRUE.

BUT WE WON'T SEE A DIME MORE.

SO LET ME TELL YOU HOW THIS WORKS.

SO THE BIGGEST BILL THAT THEY ARE WORKING ON IS A TAX RELIEF BILL.

IT'S ALREADY PASSED OUT OF THE HOUSE AND SENATE COMMITTEE AND IT'S GOT SUPPORT ON EVERY SIDE AND RIGHTFULLY SO.

EVERYBODY PAYS TOO MUCH FOR TAXES AND THEY NEED TO BE BOUGHT DOWN.

AND SO THERE'S LIKE A ALMOST A $16 BILLION TAX RELIEF BILL.

AND WHAT THAT'S GOING TO DO IS PUT 5.38 BILLION DOLLARS MORE INTO PUBLIC EDUCATION.

HOWEVER, ALL IT DOES IS EVENS OUT WHAT WE ALREADY GET.

SO FOR THOSE OF YOU THAT AREN'T FAMILIAR WITH SCHOOL FUNDING, WHEN THE STATE'S PORTION INCREASES, THE LOCAL PORTION DECREASES AND YOU STILL GET THE SAME 61.60 NO MATTER WHAT. AND SO WHAT WILL HAPPEN IS ONCE THEY BUY DOWN ALL OF OUR PROPERTY TAXES, IT WILL INCREASE THE STATE'S CONTRIBUTION BY $5.38 BILLION DOLLARS.

BUT WE'RE STILL GOING TO GET 61.60 PER KID.

SO RIGHTFULLY SO, THEY CAN SAY THAT THEY INCREASED FUNDING IN THE STATE OF TEXAS.

HOWEVER, IT WON'T IMPACT US ONE IOTA AS EDUCATORS AND THE SERVICES THAT WE CAN PROVIDE FOR STUDENTS.

IT DOES HELP US INDIVIDUALLY AND LIKE I SAID, RIGHTFULLY SO, IT'S NECESSARY.

I WISHED INSTEAD OF COMING UP WITH ALL OF THESE SCHEMES THAT THEY WOULD JUST FIX THE PROBLEM AT HAND.

SO PROPERTY TAXES WERE CREATED IN THE 1800S WHEN EVERYBODY HAD FARMLAND AND EVERYBODY HAD CROPS THEY COULD SELL AND CATTLE THAT THEY COULD RAISE AND THEY COULD MAKE MONEY OFF THEIR PROPERTY.

NOW, IN 2023, NONE OF US CAN MAKE MONEY OFF OUR PROPERTY UNLESS WE SELL IT.

AND SO THEY NEED TO FIX HOW THEY FUND PUBLIC SCHOOLS AND COME UP WITH A NEW SYSTEM INSTEAD OF TRYING TO DEMONIZE PUBLIC ED BY SAYING THAT WE'RE INDOCTRINATING PEOPLE AND SAYING THAT ALL OF THESE BAD THINGS ARE HAPPENING BECAUSE I KNOW I'M GOING TO GET SOME AMEN'S IN THE AUDIENCE HERE IN A MINUTE. ALL WE DO IS FOLLOW THE TEXAS ESSENTIAL KNOWLEDGE AND SKILLS PASSED BY THE STATE BOARD OF EDUCATION, AND THEN ALL WE DO IS FOLLOW THE MANDATES THAT THE LEGISLATURE PUTS IN PLACE.

BUT THEN ONCE WE FOLLOW THOSE THINGS, THEY WANT TO MAKE US LOOK LIKE WE'RE DOING A HORRIBLE JOB WHEN IN FACT WE'RE DOING AN AWESOME JOB.

AND THAT'S WHY SO MANY BUSINESSES ARE RELOCATING TO THE STATE OF TEXAS FOR THE TEXAS MIRACLE.

AND SO SOMETIMES IT'S REALLY INTERESTING TO ME TO SEE HOW ALL THESE THINGS WORK.

BUT I'M GIVING YOU THIS BECAUSE IT'S NOT TOO LATE FOR YOU TO CONTACT YOUR YOUR SENATORS AND YOUR REPRESENTATIVES TO LET THEM KNOW THAT WE NEED MORE MONEY FOR THE BASIC ALLOTMENT BECAUSE WE NEED TO KEEP UP WITH THE INFLATION AND WE NEED TO BE ABLE TO PROVIDE SERVICES AND COST OF LIVING ADJUSTMENTS FOR ALL OF OUR EMPLOYEES.

AND SO PLEASE KEEP THAT IN MIND AS WE CONTINUE TO MONITOR THIS SESSION.

THERE ARE A LOT OF OTHER THINGS THAT I COULD GO ON AND ON ABOUT, BUT THAT WAS THE TOP ONE THAT I REALLY WANTED TO SHARE WITH YOU.

AND TIM SAVOY AND I WERE TALKING ABOUT A GREAT ANALOGY FOR VOUCHERS AND THIS IS IT.

SO WE ALL PAY TAXES FOR ROADS, FOR BRIDGES, FOR ALL KINDS OF PUBLIC SERVICES, BUT WE DON'T GET TO DECIDE WHERE THOSE TAXES GO.

AND SO THIS IS LIKE THE FIRST TIME IF YOU REALLY LOOK AT VOUCHERS, THAT SOMEBODY GETS TO SAY, OH, WELL, I DON'T WANT MY KIDS GOING TO SCHOOL WITH THOSE PUBLIC SCHOOL KIDS, I WANT THEM TO GO TO A PRIVATE SCHOOL.

SO GIVE ME THE $8,000 AND I'LL USE THAT HOWEVER I WANT TO USE IT.

WELL, THE BEST ANALOGY I'VE SEEN IS THAT, YOU KNOW WHAT? I DON'T REALLY LIKE OUR CITY PARKS AND SO I DON'T WANT MY KIDS PLAYING AT THE CITY PARKS WITH EVERYONE ELSE.

[00:15:04]

I MEAN, THAT'S THE SAME THING THAT THEY'RE ASKING WITH ALL OF THESE VOUCHERS.

AND SO THAT'S A GREAT ANALOGY THAT I HOPE YOU CAN YOU CAN TAKE AWAY.

AND I'M JUST GLAD YOU'RE HERE, LEE.

I USE YOU AS AN EXAMPLE.

YOU'RE SITTING ON THE FRONT ROW.

BUT THANK YOU FOR GETTING INVOLVED IN THE PROCESS.

AND THE SENATORS AND REPRESENTATIVES WILL LISTEN TO YOU, EMAIL THEM, CALL THEM, TALK TO THEIR STAFFERS AND LET THEM KNOW WHAT YOU'RE THINKING.

AND WITH THAT BEING SAID, THAT'S ALL I'VE GOT.

GREAT. THANKS SO MUCH.

TEAM, DO WE HAVE ANY QUESTIONS FOR DR.

WRIGHT AND ANYTHING COVERED? MS. OROSCO. DR.

WRIGHT, THANK YOU FOR ALL THE TRUTH TELLING.

WE APPRECIATE YOU BEING TRANSPARENT AND HONEST WITH OUR COMMUNITY AND KNOWING THAT OUR COMMUNITY DOES HAVE A VOICE AND OUR COMMUNITY DOES HAVE THE POWER TO MAKE A DIFFERENCE.

WHEN WE WORK TOGETHER AND SEND A CLEAR MESSAGE TO OUR STATE LEGISLATORS AND CHANGE CAN HAPPEN.

SO THANK YOU FOR ADVOCATING FOR THAT AND HOPEFULLY EVERYBODY OUT THERE WILL ALSO DO THE SAME.

THANK YOU. THANK YOU MRS. OROSCO. YES, I AGREE THAT OUR LEGISLATORS ARE VERY RECEPTIVE.

THEY WANT TO HEAR FROM COMMUNITY MEMBERS.

THEY RECOGNIZE THAT THEY'RE SERVING THE PUBLIC, THAT THEY'RE IN THOSE ROLES TO SERVE US.

AND SO DEFINITELY REACH OUT.

I WANTED TO ASK YOU ONE QUICK QUESTION ON THE BILLS.

WERE THERE ANY BILLS GETTING TRACTION THAT WERE FUNDING BASED ON ENROLLMENT SNAPSHOT VERSUS DAILY ATTENDANCE, ADA? THERE WERE SEVERAL BILLS THAT HAVE BEEN FILED, BUT NONE OF THEM HAVE ANY TRACTION.

THEY HAVEN'T BEEN HEARD OR PRESENTED IN COMMITTEE YET.

WELL, THAT IS UNFORTUNATE.

OKAY. ALL RIGHT, TEAM, ANYTHING ELSE? ALL RIGHT. NEXT UP, WE HAVE PUBLIC FORUM.

[H. PUBLIC FORUM]

YOU MIGHT WANT TO PULL THAT MICROPHONE DOWN AND YOU'RE GOING TO NEED TO CLICK IT ON AND TAP ON IT.

MAKE SURE IT'S WORKING.

SO, YEAH.

ALL RIGHT. WHENEVER YOU'RE READY.

GO AHEAD. HI, MY NAME IS REGAN URBANOVSKY.

I AM IN THE DYSLEXIA PROGRAM AT ELM GROVE ELEMENTARY.

I AM TEN YEARS OLD, SOON TO BE 11, AND I AM IN THE FIFTH GRADE.

I AM HERE TO TALK ABOUT THE DYSLEXIA PROGRAM AT DAHLSTROM AT DAHLSTROM MIDDLE SCHOOL.

I THINK IT'S HARD AND STRESSFUL TO HAVE TO CHOOSE BETWEEN EXTRA HELP OR AN ELECTIVE.

IT'S ALSO HARD TO SEE MY FRIENDS TALKING ABOUT THEIR ELECTIVES WHEN I WOULD ONLY HAVE ONE .

ELECTIVES LET ME BE CREATIVE AND GIVE ME BREAKS FROM MY OTHER CLASSES.

THANK YOU. THANK YOU, REAGAN.

APPRECIATE YOU COMING OUT TONIGHT.

PERFECT. YEAH. JUST GO AHEAD AND LEAVE IT THERE.

ALL RIGHT. NEXT UP, WE HAVE OUR CAMPUS RECOGNITION FOR JOHNSON HIGH SCHOOL AND MR.

[I. CAMPUS RECOGNITION - Johnson High School Dr. Michael Watson, Brett Miksch]

WATSON ARE HEADED TO THE PODIUM, I THINK.

WELL, I'LL INTRODUCE MR. MIKSCH. THANK YOU.

PRESIDENT PETREA, BOARD OF TRUSTEES.

[APPLAUSE] DR. WRIGHT, THIS IS THE BEST PART OF MY DAY OR ANY TIME IN PUBLIC EDUCATION IS GET TO RECOGNIZE STUDENTS AND STAFF AND FACULTY AND GIVE YOU GUYS NICE TREATS.

SO I'M GOING TO LET MR. MIKSCH TAKE OVER AND ENJOY YOUR TREATS.

ALL RIGHT. WELL, THANK YOU. APPARENTLY, WHENEVER IT WAS BEING DISCUSSED ABOUT US COMING, THERE WAS A COMMENT ABOUT MAYBE JOHNSON WOULD BRING A BAND OR SOMETHING TO GO GRAND. SO IN REALITY, WE DID PLAN THAT AFTER WE HEARD THAT COMMENT IT WAS GOING TO BE ON MARDI GRAS.

THAT'S WHY YOU HAD THE BEADS COMING AROUND FROM THE CHEERLEADERS.

WE HAD A KING CAKE, YOU KNOW, BECAUSE OUR ACADEMIC DEAN MS. LAZARE IS FROM LOUISIANA.

SO WE HAD IT ALL PLANNED OUT WITH THE BAND COMING IN.

BUT WE'RE HERE TODAY, SO YOU GOT SOME OF THAT.

SO WE APPRECIATE OUR CHEERLEADERS COMING OUT.

OUR CULINARY DEPARTMENT MADE Y'ALL SOME SOME DESSERTS, BUT WE'RE HERE TO TALK ABOUT OUR SHOWCASE.

I COULD BE UP HERE ALL NIGHT TO TELL YOU ABOUT ALL THAT WE'RE PROUD ABOUT AND WHAT WE'RE DOING AT JOHNSON AND WHAT WE'VE CREATED.

BUT I'M GOING TO LET A VIDEO KIND OF GIVE A GLIMPSE AT IT, AND THEN I'LL TALK TO YOU A LITTLE BIT ABOUT WHAT WE'RE TRYING TO BUILD.

AND THEN I HAVE ONE OTHER STUDENT HERE TO TO SPEAK TO YOU ALL BEFORE WE ADJOURN.

SO IF YOU'LL GO AHEAD AND BEGIN THE VIDEO KIND OF IS A SNAPSHOT OF WHAT WE'RE ABOUT.

IF YOU THINK YOU DARE NOT, YOU DON'T.

[00:20:02]

IF YOU THINK YOU'VE LOST, YOU'LL LOSE.

FOR OUT IN THIS WORLD WE FIND SUCCESS BEGINS WITH A PERSON'S WILL.

IT'S ALL IN A STATE OF MIND.

LIFE'S BATTLES MIGHT NOT ALWAYS GO TO THE STRONGER OR FASTER ONE.

BUT SOONER OR LATER, THE ONE WHO WINS IS THE ONE WHO THINKS SHE CAN.

NOW. THE LEADER IF YOU WANT YOUR INDIVIDUALS TO LIVE INTO A CULTURE ONE, YOU NEED TO EMBODY THE VISION, MISSION, CORE VALUES THAT YOU'VE SPOKEN TO THEM, BUT ALSO AS YOU GO THROUGH THE CULTURE BUILDING PROCESS, YOUR PEOPLE ARE LEARNING, OKAY, WELL IN MY SUB UNIT OR SUB TEAM, HOW DO I GO ABOUT DEVELOPING CULTURE AND BEING INTENTIONAL ABOUT THAT? YOU SET THE STANDARD AS THE LEADER AND YOU'RE THE EXAMPLE IN THAT.

YEAH, BUT ALL I DO IS WIN, WIN, WIN.

NO MATTER WHAT GOT MONEY ON MY MIND, I CAN NEVER GET ENOUGH.

AND EVERY TIME I STEP UP IN THE BUILDING, EVERYBODY HANDS GO UP AND THEY STAY THERE.

AND THEY STAY THERE.

AND THEY STAY THERE.

CAUSE ALL I DO IS WIN, WIN, WIN.

KEEP YOUR HANDS UP. GET EM IN THE SKY FOR THE HOMIE THAT THEY MAKE IT IN.

MY FOLKS LOCKED DOWN. I NEVER WENT NOWHERE.

WHAT THEY SAYING LUDA'S BACK.

BLAME IT ON THAT SO I SPIT MY FOOLISH.

WE WIN NO MATTER WHAT.

GOT MONEY ON MY MIND I CAN NEVER GET ENOUGH.

AND EVERY TIME I STEP UP IN THE BUILDING.

SO AT THE END OF THAT IT TALKED ABOUT WINNING MENTALITY.

AND SO THAT'S SOMETHING THAT WE'RE TAKING A LOT OF PRIDE IN DOING.

YOU KNOW, SOMETIMES WHEN YOU TALK AND SOMETIMES PEOPLE ARE SCARED TO TALK ABOUT WINNING BECAUSE IT'S NOT ALWAYS ATTAINABLE EVERY SINGLE TIME.

BUT IF THAT'S NOT WHAT YOU'RE STRIVING FOR, THEN WE DON'T HAVE, WE'RE NOT DEVELOPING THE HIGHEST STANDARDS THAT WE CAN DO.

SO REALLY IN DEVELOPING A CULTURE, IT'S SOMETHING THAT, YOU KNOW, YOU DON'T JUST PUT UP ON A WALL.

IT'S SOMETHING THAT YOU HAVE TO MASSAGE AND WATER EVERY SINGLE DAY.

AND THAT'S WHAT I'M REALLY PROUD OF WHAT WE DO.

WE CAN GET UP HERE AND TALK ABOUT THE ACADEMIC EXCELLENCE.

WE CAN TALK ABOUT OUR FINE ARTS AND ATHLETIC EXCELLENCE, BUT IT REALLY COMES DOWN TO DEVELOPING A CULTURE AND DEVELOPING SCHOOL TO BE THE PLACE TO BE.

AND SO THAT'S WHAT WE'RE REALLY TRYING TO DO.

AND IT STARTS WITH YOUR PERSONNEL.

IT STARTS WITH HIRING REALLY GOOD PEOPLE, WHICH WE'VE DONE AT JOHNSON THAT CREATE THAT WEATHER EACH DAY FOR THOSE KIDS TO COME IN AND FEEL LIKE THEY'RE A PART OF SOMETHING SPECIAL. AND SO THE LADY AT THE BEGINNING OF THE VIDEO IS DR.

AMBER SILKING.

FOR THOSE OF YOU WHO KNOW, WE, THINK THAT WHEN YOU'RE TALKING ABOUT CULTURE, IT'S ABOUT CONSISTENCY OF MESSAGING.

SO THAT STARTS EVEN AT OUR FEEDER PATTERNS.

SO AT THE BEGINNING OF THE YEAR, WE KNEW THAT THIS WAS SOMETHING AS FAR AS WINNING THE MIDDLE GAME WAS GOING TO BE BIG TO US AND WHAT WE WANT COMING UP TO US FROM MCCORMICK AND FROM DAHLSTROM.

AND SO WE INVITED BOTH OF THEIR STAFFS TO COME LISTEN TO DR.

AMBER SILKING, WHO'S A MENTAL PERFORMANCE COACH.

AND WE'VE ALL HEARD A LOT ABOUT MENTAL HEALTH ISSUES, AND IT'S PREVALENT.

AND SO WE WANT TO STAY AHEAD OF THE GAME.

WE KNOW THAT WHEN WE DEVELOP JOHNSON, RESILIENCY WAS WHAT WE WANTED.

THE NUMBER ONE THING, THE NUMBER ONE TRAIT OF OUR KIDS TO HAVE WHEN THEY GRADUATE JOHNSON .

BUT NOT ONLY RESILIENCY, BUT WINNING THAT MENTAL GAME EACH DAY.

AND SO I'M GOING TO HAVE ONE OF OUR STUDENT ADVISORY AT JOHNSON HIGH SCHOOL FOR ME.

WE'VE GOT AN AWESOME SENIOR JOURNEY ALLISON, WHO IS GOING TO COME UP AND JUST KIND OF SHARE HER EXPERIENCES AT JOHNSON AND WHAT IT MEANS TO BE FROM JOHNSON.

[APPLAUSE] LET ME ALSO BEFORE I LET ME ALSO INTRODUCE SOME OF OUR LEADERSHIP TEAM THAT CAME.

WE HAVE OUR ACADEMIC DEAN, MS. JENNIFER LAZARE. WE HAVE MS. KATHY AVILA, AND WE HAVE MR. COREY MEDULLA HERE WITH US.

THEY ARE ROCK STARS AND WE APPRECIATE THEM.

[APPLAUSE] HELLO, EVERYONE. I'M JOURNEY ALLISON.

I'M A SENIOR AT JOHNSON HIGH SCHOOL.

I'M GOING TO TALK ABOUT MY EXPERIENCE THAT I'VE HAD OVER THESE PAST FOUR YEARS.

YOU KNOW, JUST BEING HERE, I'VE NEVER SPOKEN AT A BOARD MEETING.

THIS IS AN EXPERIENCE IN ITSELF.

WE'VE HAD SOME CRAZY THINGS HAPPEN FRESHMAN YEAR.

YOU KNOW, WE HAD A GAS LEAK.

IT WAS CRAZY. IT WAS IT WAS KIND OF AWESOME AS A STUDENT.

[LAUGHTER] BUT I WANT TO TALK ABOUT THE MAIN THING I WANT TO SPEAK ON IS THE STUDENT AND TEACHER BOND THAT WE HAVE AT JOHNSON HIGH SCHOOL.

I THINK IT'S SOMETHING THAT'S VERY IMPORTANT.

IT'S SOMETHING THAT SPEAKS TO ME AS A STUDENT BECAUSE I KNOW WHEN I'M STRUGGLING TO SHOW UP IN THE MORNINGS AND GIVE ALL THAT I HAVE, THE TEACHER'S GIVING ALL THEY HAVE, THAT SPEAKS TO ME AND THAT SPEAKS TO MY HEART.

AND I WANT TO SAY THAT IT AFFECTS THE CULTURE OF JOHNSON AND JUST THE VIBE OVERALL.

IT BRINGS THE MORALE TO LIFE.

AND I KNOW THAT THE ADMIN AT OUR SCHOOL, THEY'RE VERY MUCH PUSHING THAT WINNING MENTAL GAME EVERY MORNING, BRINGING ALL THAT YOU HAVE, EVEN IF IT ONLY IS 50% OF WHAT YOU'VE GOT,

[00:25:08]

I GENUINELY BELIEVE THAT THE STAFF AND THE ADMIN, THEY CARE FOR US AS STUDENTS.

AND I THINK THAT THAT TRANSCENDS INTO THE STUDENTS IN WANTING TO DO THEIR BEST AND WANTING TO SHOW UP EVERY MORNING.

AND EVEN THOUGH THEY NEVER SPECIFICALLY COME TO US EVERY DAY AND SAY, HEY, JOURNEY, I CARE FOR YOU AND I CARE FOR YOUR FUTURE OUTSIDE OF SCHOOL, YOU CAN SEE AND YOU CAN TELL THAT IN THEIR HEARTS.

THANK YOU. [APPLAUSE] ANY QUESTIONS? THAT'S ALL I HAVE FOR YOU.

THANK YOU, MR. MIKSCH. THAT WAS AMAZING.

ALL RIGHT. YEAH. TEAM, DO WE HAVE QUESTIONS OR COMMENTS.

MR. SEVERANCE? JUST A COUPLE OF COMMENTS.

THANKS FOR COMING IN. I DO LOVE THAT SCHOOL.

OF COURSE. I HAVE TWO KIDS.

ONE KID THAT JUST WENT THAT JUST GRADUATED A&M.

I APPRECIATE YOU GRADUATING A BUNCH OF AGGIES.

I KNOW THAT THAT MAKES YOU FEEL GOOD.

[LAUGHTER] SO CONTINUE TO DO THAT.

BUT NO, SERIOUSLY, I MEAN, THE SCHOOL'S NEW.

I MEAN, I REMEMBER I MEAN, JUST BEEN WATCHING THAT THING FROM WHEN THEY STARTED PUSHING DIRT OVER THERE TO WHERE IT IS TODAY.

THE CULTURE THAT YOU'VE SET, THE TONE THAT YOU'VE SET, THE SUCCESS YOU'VE HAD IN ACADEMICS, FINE ARTS, ATHLETICS ACROSS EVERYTHING WITHIN THE SCHOOL, I THINK IS REALLY IMPORTANT. AND SO JUST GOOD JOB AND CAN'T WAIT TO SEE WHAT WE'RE GOING TO DO IN THE NEXT FOUR YEARS.

SO THANK YOU VERY MUCH.

THANK YOU. ALL RIGHT.

ANYONE ELSE? MR. VELA? YEAH.

JUST WANT TO SAY THANK YOU FOR BEING HERE.

IT'S REALLY GREAT TO HEAR FROM STUDENTS.

IT'S GREAT TO HEAR FROM OUR STAFF AND OUR LEADERS AT EACH CAMPUS.

I KNOW THAT ALL THE CAMPUS SHOWCASES I MEAN, I'VE ENJOYED EVERY SINGLE ONE OF THEM AND TODAY IS NO EXCEPTION.

SO THANK YOU FOR FOR HAVING YOUR TEAM HERE AND JUST SHOWING US A LITTLE BIT ABOUT WHO JOHNSON IS, APPRECIATE IT.

THANK YOU. THANK YOU. DR.

PÉREZ-GONZÁLEZ? I JUST WANT TO SAY THANK YOU.

I KNOW THAT WHEN I VISITED JOHNSON LAST YEAR, I ASKED YOU HOW MANY FIRST YEAR TEACHERS YOU HAD ON THE CAMPUS AND HOW YOU WENT ABOUT CHOOSING THEM.

AND YOU SAID YOU HAD PARTICULAR QUESTIONS WITH REGARDS TO CULTURE AND WHAT THEIR EXPECTATIONS WERE FROM STUDENTS.

AND IT'S EVIDENT.

AND RIGHT HERE IT'S EVIDENT ONE MORE TIME.

SO THANK YOU SO MUCH FOR ALL THAT YOU'RE DOING FOR YOUR STAFF.

AND I REALLY DO APPRECIATE YOU COMING BEFORE US.

VERY ARTICULATE AND IT'S JUST GREAT.

I COULD FEEL THE PASSION THAT YOU HAVE FOR YOUR CAMPUS BEING THAT YOU'VE BEEN THERE FOR FOUR YEARS.

THANK YOU SO MUCH FOR SHARING THAT WITH US.

AND THANK YOU, SIR.

THANK YOU. MRS. OROSCO? IT'S ALWAYS GREAT VISITING JOHNSON.

I LOVE THE MINDSET THERE THAT YOU HAVE AND THE CHAMPIONSHIP ATTITUDE, AND THAT'S EVIDENT FROM ALL YOUR SCHOOL CLUBS TO HAVING THE STUDENTS JUST WALKING AND TALKING ABOUT HOW EXCITED THEY ARE.

SO THANK YOU FOR HAVING THAT MINDSET.

THAT'S REALLY IMPORTANT.

THANK YOU. THANK YOU.

THANK YOU SO MUCH.

YES, I WOULD JUST SAY BUILDING CULTURE IS SOMETHING VERY DIFFICULT TO DO.

AND I KNOW WHEN YOU OPEN A NEW SCHOOL, IT'S A CLEAN SLATE.

LIKE YOU HAVE TO COME IN AND BUILD EVERYTHING.

AND THAT TAKES A SPECIAL KIND OF LEADER, A VISIONARY LEADER TO BE ABLE TO DO THAT.

YOU DON'T APOLOGIZE FOR SETTING HIGH EXPECTATIONS, WHICH WE HADN'T REALLY SEEN A LOT OF THAT SORT OF THAT BOLD LIKE WINNING MENTALITY.

AND I'M NOT GOING TO EVEN APOLOGIZE FOR IT.

AND I APPRECIATE IT.

I HAVE A DAUGHTER THERE AS A SOPHOMORE.

I THINK OTHER PRINCIPALS HAVE LEARNED FROM YOU LIKE, NO, YOU CAN JUST YOU'RE GOING TO SET THESE EXPECTATIONS AND CHANGE THE MINDSET.

AND THAT IS SUPER IMPORTANT.

I THINK YOUR RESILIENCY MESSAGE COMING OUT WAS SO TIMELY BECAUSE THEN WE GOT HIT WITH COVID AND YOU'VE HAD SOME CHALLENGES AT THAT CAMPUS.

THERE'S BEEN JUST WACKY, WONKY THINGS.

I WAS AT A FOOTBALL GAME AT THE JV STADIUM AND ALL THE LIGHTS WENT OUT AND INSTEAD OF PANICKING, THE CHEERLEADERS FIGURED IT OUT.

EVERYBODY TURNED THEIR FLASHLIGHTS ON AND WE PLAYED JOURNEY AND WE JUST FIGURED IT OUT.

AND I THINK THE CULTURE YOU'RE SETTING HAS MADE PEOPLE REALIZE, LIKE, I'M NOT GOING TO PANIC.

I'M GOING TO GET THROUGH THIS. I'M GOING TO PERSEVERE.

AND SO I'VE REALLY APPRECIATED SEEING THAT IN ACTION BECAUSE YOU DID A LOT OF WALKING AROUND AND TOURING AND PTA MEETINGS BEFORE YOU OPENED THAT CAMPUS AND THEN TO SEE IT IN ACTION. YOUR VISION HAS BEEN INCREDIBLE.

AND SO I'M REALLY EXCITED TO SEE WHERE YOU'RE GOING TO GO WITH THIS.

AND KIDS ARE EXCITED TO BE THERE ON CAMPUS.

FAMILIES THAT DON'T EVEN HAVE KIDS AT JOHNSON GO TO THE FOOTBALL GAMES.

THAT'S NOT SOMETHING I'VE EXPERIENCED HERE.

HAVING BEEN HERE SINCE 2005 WHEN I WENT TO STEPHENVILLE, TEXAS, IN 2011, IN A 3A HIGH SCHOOL, ONE HIGH SCHOOL TOWN, THAT'S WHAT IT'S LIKE.

THE ENTIRE TOWN COMES TO EVERY SINGLE THING THE YELLOW JACKETS DO, AND EVERY SINGLE CAMPUS HAS THE SAME MASCOT, THE YELLOW JACKET.

IT'S A VERY DIFFERENT ENVIRONMENT.

AND I THINK IT'S BEEN AWESOME TO SEE YOU BUILD SORT OF A SMALL TOWN COMMUNITY BECAUSE THAT'S WHAT PEOPLE IN KIND OF THAT BUDA AREA WANT.

THEY WANT TO FEEL LIKE IT'S A SMALL TOWN.

BUT THE REALITY IS THERE'S GOING TO BE 3000 KIDS GOING TO THAT HIGH SCHOOL IN A HOT MINUTE AND THAT'S HARD.

[00:30:02]

AND I APPRECIATE THE CULTURE THAT YOU'VE BUILT.

MY DAUGHTER IS A SOPHOMORE.

SHE'S IN BAND DEBATE AND POWERLIFTING.

WHICH IS WACKY.

AND I DON'T THINK SHE IF YOU HADN'T SET THE CULTURE AND THE ADMINISTRATORS AREN'T THE WAY THEY ARE AND THE TEACHERS AREN'T SO SUPPORTIVE AND ENCOURAGING THAT SHE WOULD HAVE EVER WALKED INTO A POWER LIFTING PRACTICE.

THIS IS MY DEBATE BAND GIRL.

SO KUDOS TO YOU GUYS FOR SETTING THAT KIND OF ENVIRONMENT WHERE IT'S LIKE, NO, COME OUT TO CROSS COUNTRY.

YOU CAN COME AND DO ALL THE THINGS.

I LOVE IT AND I'M A BIG FAN OF JOURNEY.

SHE KNOWS THAT I'M A BIG FAN, SO I'M GOING TO SEND SOME PICTURES TO YOUR MOMMY LATER.

[LAUGHTER] OKAY.

THAT'S ALL I HAVE.

WAY TO GO. GOOD JOB.

THANK YOU VERY MUCH.

[APPLAUSE] HEY, CAN WE DO A QUICK PICTURE? ARE YOUR CHEERLEADERS STILL HERE? PROBABLY NOT. OH, MAN.

BECAUSE WE WERE ABOUT TO ADJOURN.

DO YOU WANT TO GET A PHOTO? I LIKE IT.

YOU DID A GREAT JOB.

DON'T LET THEM. MICHAEL GET IN HERE.

SOMEONE TALKS IN PUBLIC, BUT YOU DID A GOOD JOB.

OKAY, THAT'S ALWAYS SUPER GREAT.

THANK YOU SO MUCH JOHNSON HIGH SCHOOL.

MOVING ON NOW, WE HAVE A COUPLE OF STUDENT ACHIEVEMENT REPORTS AND TEAM YOU'VE HAD THESE ALREADY IN YOUR MATERIALS ON BOARD BLOG.

[J. STUDENT ACHIEVEMENT REPORT]

AND THEN ALSO WE WILL OBVIOUSLY STOP FOR QUESTIONS.

AND SO MS. SEDILLO ARE YOU GIVING THIS PRESENTATION OR MS. BROWN? I JUST FIRST OF ALL, GOOD EVENING, MEMBERS OF THE BOARD, PRESIDENT PETREA, DR.

WRIGHT. I JUST WOULD LIKE TO INTRODUCE ALL OUR AMAZING DIRECTORS WHO ARE HERE TO PRESENT TO YOU.

PEREFECT. AND SO WE'D LIKE TO GIVE YOU JUST A BRIEF OVERVIEW OF OUR ADVANCED ACADEMICS, ATTENDANCE, DATA DISCIPLINE DATA, AS WELL AS OUR DYSLEXIA PROGRAM.

SO AT THIS TIME, I'M GOING TO GO AHEAD AND TURN IT OVER TO MS. DEBBIE BROWN, WHO IS GOING TO SHARE JUST A QUICK OVERVIEW AND UPDATE OF OUR DYSLEXIA PROGRAM.

SO, MS. BROWN.

THANKS. ALL RIGHT, TEAM.

AND THIS IS ON PAGE 13 OF OUR BOARD PACKET AND IT'LL BE UP ON THE SCREEN FOR US.

CAN YOU HEAR ME? OKAY.

PULL IT CLOSER.

OKAY. GOOD EVENING, PRESIDENT PETREA, BOARD TRUSTEES AND DR.

WRIGHT. I AM DEBBIE BROWN.

I'M THE DIRECTOR OF ACADEMIC SUPPORT, WHICH SUPPORTS DYSLEXIA INTERVENTION SECTION 504 GENERAL EDUCATION, HOMEBOUND AND PRE-K.

IT IS MY PLEASURE TO SHARE WITH YOU AND OUR HAYS CISD COMMUNITY ABOUT OUR DYSLEXIA PROGRAM.

THESE ARE SOME OF THE TALKING POINTS THAT I'M GOING TO ADDRESS THIS EVENING.

SO WHAT IS DYSLEXIA? IT IS A LIFELONG LANGUAGE BASED LEARNING DISABILITY CHARACTERIZED BY POOR FLUENCY, SPELLING AND PROBLEMS WITH DECODING.

[00:35:08]

SOME ADDITIONAL THINGS TO KNOW IS THAT IT IS LIFE LONG.

IT RUNS IN FAMILIES.

RESEARCH HAS BEEN DONE FOR OVER 100 YEARS.

DYSLEXIA IS DIFFERENT FOR EACH PERSON AND IT DEPENDS ON THE SEVERITY OF THE CONDITION.

AND SOME OTHER RELATED LEARNING DISORDERS ARE DYSGRAPHIA, DYSCALCULIA, ADHD, DYSPRAXIA AND EXECUTIVE FUNCTIONING.

STUDENTS WITH DYSLEXIA TYPICALLY HAVE MORE THAN ONE AREA OF NEED OR SUPPORT, SUCH AS SPEECH, PERHAPS SPECIAL EDUCATION, RESOURCE MATH, TIER TWO OR TIER THREE.

THIS IS THE DYSLEXIA HANDBOOK IN THE STATE OF TEXAS.

IT PROVIDES US WITH PROCEDURES IN EARLY IDENTIFICATION OF INSTRUCTION FOR AND ACCOMMODATIONS FOR STUDENTS WITH DYSLEXIA.

THIS HANDBOOK IS AVAILABLE IN BOTH ENGLISH AND SPANISH.

WE HAVE INCLUDED THEM AS AND MANY OTHER RESOURCES FOR THAT MATTER, ON OUR ACADEMIC SUPPORT WEBSITE.

IT IS A RESOURCE FOR THOSE SEEKING GUIDANCE IN SERVING STUDENTS WITH DYSLEXIA.

INCLUDED ON THIS SLIDE ARE LINKS TO OUR ACADEMIC SUPPORT WEBSITE AND THE TEA DYSLEXIA HANDBOOK.

THE TEXAS EDUCATION AGENCY RECOMMENDS SIX COMPONENTS FOR IMPLEMENTING A DYSLEXIA PROGRAM AND HAYS CISD MEETS OR EXCEEDS IN ALL OF THESE COMPONENTS.

FIRST, WE'RE GOING TO TALK ABOUT SCREENERS.

WE HAVE A PROCESS HERE IN HAYS FOR SCREENING OUR STUDENTS.

WE SCREEN ALL OF OUR SEVENTH GRADE STUDENTS AT THE BEGINNING OF THE YEAR USING A SCREENER CALLED MINDPLAY.

ALL OF OUR FIRST AND SECOND GRADERS ARE SCREENED BY JANUARY 31ST USING A SCREENER MCLASS.

AND ALL OF OUR KINDERGARTEN STUDENTS ARE SCREENED AT THE END OF THE YEAR USING MCLASS.

BOTH MCLASS AND MINDPLAY ARE ON THE COMMISSIONER OF EDUCATION'S APPROVED SCREENERS LIST.

FOR EXAMPLE, IF A STUDENT MOVES INTO HAYS CISD AFTER SECOND GRADE, WHEN WE'VE DONE ALL OF THIS SCREENING, NO PROBLEM, WE ARE STILL ABLE TO SCREEN THEM WITH USING OUR MCLASS SCREENER UP THROUGH FIFTH GRADE.

FOLLOWING THE SCREENING INFORMATION, LETTERS ARE SENT HOME TO PARENTS.

MEETINGS TAKE PLACE WITH GRADE LEVEL TEACHERS, INSTRUCTIONAL COACHES, INTERVENTIONISTS AND DYSLEXIA TEACHERS TO ANALYZE THOSE RESULTS AND TO CREATE A PLAN OF ACTION. ALL OF THIS IS RECORDED ON A SPREADSHEET, AND THIS INFORMATION IS REPORTED TO THE STATE ANNUALLY.

THIS IS A FLOW CHART OF OUR DYSLEXIA EVALUATION PROCESS HERE IN HAYS.

IT FOLLOWS THE PROCESS IN THE DYSLEXIA HANDBOOK OF 2021.

ALL EVALUATIONS HAVE CONSISTENT FLOW REGARDLESS OF WHO BRINGS FORTH THE REQUEST.

A MULTI-TIERED SYSTEMS OF SUPPORT OR MTSS MEETING IS HELD TO DISCUSS CONCERNS DATA BOTH QUALITATIVE AND QUANTITATIVE, ATTENDANCE, GRADES, HEALTH, HISTORY, ET CETERA.

IF THE DECISION IS TO PROCEED WITH AN EVALUATION, CONSENT IS OBTAINED AND THE EVALUATION TEAM HAS 45 SCHOOL DAYS TO COMPLETE THE EVALUATION.

WE WORK WITH OUR SPECIAL EDUCATION TEAMMATES ALL THE TIME, AND OUR PARTNERSHIP IS NECESSARY.

ON FEBRUARY 10TH, 2022, THE PROCESS FOR DYSLEXIA EVALUATIONS CHANGED IN THE STATE OF TEXAS, WHICH HAS CREATED SOME SIGNIFICANT CHANGES AND ADJUSTMENTS IN HAYS CISD AS WELL AS ACROSS THE STATE.

WE CREATED A PLAN IN EARLY FALL OF 2021 HERE IN HAYS TO ALIGN WITH THE FORTHCOMING CHANGES.

ALL STUDENTS SUSPECTED OF HAVING DYSLEXIA MUST BE OFFERED A FULL INITIAL AND INDIVIDUAL EVALUATION OR AN FIIE.

WE HAVE A SINGLE PATHWAY.

THIS ALLOWS A MORE THOROUGH EVALUATION TO TAKE PLACE AND STUDENTS ARE EVALUATED FOR DYSLEXIA AS WELL AS FOR 13 OTHER CATEGORIES OF DISABILITY.

IDENTIFICATION UNDER SPECIAL EDUCATION DOES NOT AUTOMATICALLY MEAN SPECIAL EDUCATION SETTINGS.

FOLLOWING THE EVALUATION, WHICH INVOLVES BOTH THE DYSLEXIA TEACHERS AND OUR LSSPS, AN ANALYSIS OF THE DATA IS REVIEWED AND DECISIONS ARE MADE TO DETERMINE WHAT THAT STUDENT NEEDS.

PROGRAM DECISIONS ARE MADE FROM TWO DIFFERENT CHOICES STANDARD PROTOCOL, DYSLEXIA INSTRUCTION OR SPDI OR SPECIALLY DESIGNED INSTRUCTION, SDI.

AS YOU CAN IMAGINE, THIS CHANGE IN THE PROCESS HAS CREATED SOME ADDITIONAL WORK FOR BOTH THE DYSLEXIA TEAM AND OUR EVALUATION TEAM.

THE NUMBER OF EVALUATIONS TO COMPLETE HAS INCREASED SIGNIFICANTLY OVER THE PAST YEAR AND A HALF.

WE CURRENTLY HAVE AROUND 100 STUDENTS IN QUEUE FOR DYSLEXIA EVALUATION.

THESE ARE THE PROGRAMS WE USE IN HAYS CISD.

[00:40:02]

FOR SPECIALLY DESIGNED INSTRUCTION WE HAVE READING BY DESIGN.

IN ELEMENTARY. WE SERVE OUR STUDENTS MONDAY THROUGH THURSDAY FOR A MINIMUM OF 45 MINUTES A DAY.

AND WE PROGRESS MONITOR ON FRIDAY AS WELL AS A SLEW OF OTHER RESPONSIBILITIES.

AS YOU HEARD, WE'RE A PART OF THE DYSLEXIA EVALUATION TEAM.

AT MIDDLE SCHOOL WE SERVE OUR STUDENTS MONDAY THROUGH FRIDAY FOR 50 MINUTES A DAY.

AND AT HIGH SCHOOL WE'RE ON A BLOCK SCHEDULE.

AND SO HOW THAT SCHEDULE FALLS IS WHEN WE SERVE OUR STUDENTS.

IN HAYS CISD, OUR DYSLEXIA PROGRAM USES A STRUCTURED, SEQUENTIAL, EXPLICIT APPROACH TO TEACHING, READING, SPELLING AND WRITING SKILLS AS AN INTERVENTION FOR STUDENTS IDENTIFIED WITH DYSLEXIA.

WE'VE BEEN USING THESE PROGRAMS LISTED UP HERE SINCE BEFORE MY TENURE HERE AS THE DIRECTOR OF ACADEMIC SUPPORT.

AS I PREVIOUSLY MENTIONED THERE ARE TWO TYPES OF PROGRAMING.

A STUDENT IN SPECIAL EDUCATION CAN BE A PART OF SPDI OR SDI, DEPENDING ON THE EVALUATION RESULTS AND THE DECISIONS MADE IN AN ARD MEETING.

THE SPDI IS IN A MAINSTREAM SETTING AND THE SDI IS IN A SPECIAL EDUCATION RESOURCE SETTING.

HAYS CISD IS A PART OF A GRANT TO TRAIN SOME OF OUR SPECIAL EDUCATION TEACHERS IN READING BY DESIGN IN ORDER TO MEET THE NEEDS OF STUDENTS WHOSE SDI IS READING BY DESIGN. SOME THINGS TO CONSIDER FOR PLACEMENT ARE COGNITIVE ABILITIES AND PROCESSING SPEEDS, ALONG WITH ADDITIONAL DATA INCLUDED IN THE EVALUATION.

OUR NUMBERS IN THE DYSLEXIA PROGRAM IN THE LAST YEAR AND A HALF HAVE INCREASED DRAMATICALLY, WHICH HAS BEEN A CHALLENGE TO MEET THE DEMAND AND THE ADDITIONAL PROGRAMING OPTIONS WILL BE HELPFUL IN OUR FUTURE.

PREVIOUSLY, ALL STUDENTS THAT WERE RECEIVING INSTRUCTION FOR DYSLEXIA RECEIVED IT IN BLS, ESPERANZA AND WILSON.

AND NOW WE HAVE ANOTHER OFFERING.

TRAINING OF THE SPECIAL EDUCATION TEACHERS IN READING BY DESIGN TOOK PLACE LAST SUMMER, IN THE MONTH OF DECEMBER AND WILL AGAIN THIS SUMMER.

WITH THIS TEAM RECEIVING THAT TRAINING IN READING BY DESIGN, THAT OPENS ADDITIONAL PROGRAM OPTIONS TO BETTER MEET THE NEEDS OF OUR STUDENTS.

WE HAVE ABOUT 884 STUDENTS IN OUR DYSLEXIA PROGRAM CURRENTLY, AND OF THOSE STUDENTS, ABOUT 432 OF THEM ARE IDENTIFIED WITH STUDENTS WITH SPECIAL EDUCATION. THESE NUMBERS CHANGE WEEKLY, AS YOU CAN IMAGINE.

THIS SLIDE CAPTURES THE NUMBER OF YEARS STUDENTS IN HAYS ARE SERVED IN OUR DYSLEXIA PROGRAM.

I DECIDED TO START TRACKING THIS INFORMATION AT THE BEGINNING OF THIS SCHOOL YEAR OUT OF CONCERN THAT WE MIGHT NEED TO REEVALUATE THE EFFECTIVENESS OF THIS INTERVENTION.

IS THE DYSLEXIA CLASS THE CORRECT PLACEMENT FOR A STUDENT? NOW THAT WE HAVE ADDITIONAL PROGRAMING OPTIONS, WE MAY SEE SOME CHANGES TO OUR PROGRAM NUMBERS.

WE DO HAVE A DOCUMENT THAT WE USE WHEN WE'RE CONSIDERING DISMISSAL FROM THE PROGRAM.

ONE OF THE CRITERIA IS PARENT REQUEST.

AND THEN THERE ARE OTHER CONSIDERATIONS SUCH AS PERFORMANCE ON READING ASSESSMENTS, BOTH LOCAL AND STATE, PROGRESS IN THE DYSLEXIA PROGRAM, AT LEAST TWO YEARS IN THE DYSLEXIA PROGRAM AND PERFORMANCE IN STUDENTS ENGLISH LANGUAGE ARTS READING CLASSES.

THESE ARE SOME OF THE WAYS THAT WE KEEP OUR PARENTS INFORMED.

IN ADDITION, ALL OF OUR DYSLEXIA TEACHERS PROGRESS MONITOR OUR STUDENTS REGULARLY AND KEEP TRACK OF THEIR PROGRESS TO REFERENCE WHEN MAKING DECISIONS ABOUT DISMISSAL.

I WANT TO DRAW YOUR ATTENTION TO A COUPLE OF RESOURCES ON THIS SLIDE.

THE TALKING BOOK PROGRAM BY THE TEXAS STATE LIBRARY AND ARCHIVES COMMISSION AND LEARNING ALLY.

THESE RESOURCES ARE AVAILABLE FOR FREE TO ANY STUDENT WITH LEARNING WITH READING DIFFICULTIES.

OUR STATE ADOPTED TEXTBOOKS ARE AVAILABLE ON LEARNING ALLY.

THE TALKING BOOK PROGRAM HAS OVER 100,000 TITLES AND ALSO HAS TITLES IN DIFFERENT LANGUAGES.

YOU CAN FIND THAT ON THE ACADEMIC SUPPORT SITE BY THE WAY.

THESE ARE DOCUMENTS THAT ARE PART OF OUR EVALUATION PROCESS.

OUR TEACHER TRAINING, WE HAVE ONGOING TRAINING ABOUT DYSLEXIA.

OUR TEACHERS HAVE OPPORTUNITIES TO ATTEND CONFERENCES OR BE A PART OF PD WEBINARS.

WE HAVE IN-HOUSE TRAINING.

WE'VE GOT READING AND PRINT MATERIALS.

WE HAVE TEACHERS THAT ARE PURSUING THEIR CERTIFIED ACADEMIC LANGUAGE PRACTITIONER OR THERAPIST.

WE'VE GOT TEACHERS AT THE ELEMENTARY LEVEL.

ALL OF OUR DYSLEXIA TEACHERS AT THE ELEMENTARY LEVEL COMPLETED THE READING ACADEMIES AND WE MEET ALMOST EVERY SINGLE MONTH.

WE DID NOT IN THE MONTH OF DECEMBER.

I WANTED TO BRING SOME INFORMATION TO YOUR ATTENTION AS WELL, IS THAT WE HAVE RECEIVED FINANCIAL SUPPORT FROM THE SAN MARCUS CIVIC FOUNDATION OVER THE YEARS AND DURING MY TENURE

[00:45:01]

WE HAVE TWO TEACHERS ON OUR STAFF THAT ALREADY HOLD THEIR CERTIFIED ACADEMIC LANGUAGE THERAPIST CERTIFICATIONS, TWO THAT ARE IN PROCESS AND TWO THAT WILL START THIS SUMMER.

WE HOPE TO CONTINUE TO HAVE OUR DYSLEXIA SPECIALISTS REACH THIS LEVEL OF TRAINING AND CERTIFICATION.

PEOPLE CURRENTLY SERVING OUR STUDENTS WITH DYSLEXIA ARE 24 DYSLEXIA TEACHERS.

A RECENT ESSER FUNDED MTSS SPECIALIST TO HELP SUPPORT OUR DYSLEXIA TEAM AND ESSER FUNDED DYSLEXIA TEACHER TO SUPPORT ALL THREE OF OUR HIGH SCHOOL PROGRAMS AND SEVERAL OF OUR SPECIAL EDUCATION TEACHERS.

WE HAVE SEVEN OF OUR DYSLEXIA TEAMMATES THAT TRAVEL THROUGHOUT HAYS CISD TO MEET THE CURRENT DEMANDS AND NEEDS OF OUR STUDENTS WITH DYSLEXIA.

LAST BUT CERTAINLY NOT LEAST, I WANTED TO DRAW ATTENTION TO THIS.

YOU CAN FIND THIS ON OUR ACADEMIC SUPPORT WEBSITE.

THIS WAS A COLLABORATIVE EFFORT BY OUR ENTIRE DYSLEXIA TEAM LAST YEAR.

WE WANTED TO CREATE A RESOURCE OR RATHER A BANK OF RESOURCES TO OUR FAMILIES AND TO OUR COMMUNITY.

AND SINCE WE WEREN'T CONSISTENTLY GATHERING IN LARGE GROUPS, WE CREATED A VIDEO WEBSITE FOR OUR FAMILIES OF STUDENTS WITH DYSLEXIA.

WITHIN THIS WEBSITE, THERE ARE FOLLOWING VIDEO RESOURCES, STUDENT TESTIMONIES, WHAT INSTRUCTION LOOKS LIKE IN A HAYS CISD CLASSROOM, DYSLEXIA CLASSROOM, I SHOULD SAY, TECHNOLOGY RESOURCES AVAILABLE TO STUDENTS.

WAYS THAT YOU CAN HELP YOUR STUDENT.

AND Q&A QUESTIONS AND ANSWERS THAT DYSLEXIA TEACHERS HAVE BEEN FEELING THE LAST YEAR OR SO FROM STUDENTS AND OR FAMILIES.

SO I ENCOURAGE YOU TO CHECK IT OUT.

IT'S ON OUR ACADEMIC SUPPORT SITE.

DO YOU GUYS HAVE ANY QUESTIONS? OKAY, TEAM, WE HAVE QUESTIONS? I SAW MS. OROSCO HAND FIRST, AND THEN I'LL GO TO MR. VELA. THANK YOU, MS. BROWN, I DID HAVE A QUESTION.

YOU KNOW, I'M THINKING ABOUT AND I KNOW WE'VE HAD QUESTIONS ABOUT HOW WE'RE DOING OUR SERVICES FOR DYSLEXIA.

I'M THINKING ABOUT 45, 45.

RIGHT. AND HOW WE MAKE SURE IN ELEMENTARY THAT STUDENTS ARE NOT PULLED FROM RECESS.

THEY ARE NOT PULLED FROM LUNCH, THEY ARE NOT PULLED FROM THESE TIMES BECAUSE IT'S CRITICAL FOR THEM TO HAVE THAT ABILITY TO HAVE THAT FREE TIME AND SO ON.

SO I'M A LITTLE CONCERNED THAT I'M HEARING THAT STUDENTS ARE BEING PULLED FROM ELECTIVES IN THE MIDDLE SCHOOL SETTING.

SO TALK TO ME A LITTLE BIT ABOUT THAT AND HOW WE CAN MAYBE BALANCE THAT APPROACH.

RIGHT? I MEAN, WE ALSO HAVE ADVISORY THAT WE DO HAVE AS WELL IN MIDDLE SCHOOL.

CORRECT? WHERE IT COULD BE ANOTHER OPTION TO PULL STUDENTS FOR THEIR 50 MINUTES OF DYSLEXIA SERVICE.

TALK TO ME ABOUT WHAT THAT'S GOING TO LOOK LIKE NEXT YEAR.

WHAT ARE SOME OPTIONS, ESPECIALLY FOR FAMILIES THAT DO NOT WANT TO LOSE THAT ELECTIVE FOR THEIR STUDENT? TALK TO ME A LITTLE BIT ABOUT THAT.

THANK YOU FOR THE QUESTION.

AND FOLLOWING THE BOARD MEETING A MONTH OR SO BACK WHEN THAT CAME TO THE CONVERSATION, I WAS BRAINSTORMING WITH OTHER FOLKS ABOUT WHAT COULD THAT LOOK LIKE.

AND YES, ADVISORY WAS THE FIRST THING THAT POPPED INTO MY HEAD.

BUT OUR ADVISORY TIME DOESN'T MEET THE MINIMUM REQUIREMENT FOR OUR DYSLEXIA PROGRAM.

AND IN ADDITION TO THAT, IF YOU CONSIDER THAT WE WOULD BE ALLOCATING ADVISORY FOR OUR STUDENTS IN THE DYSLEXIA PROGRAM, THERE ARE TOO MANY STUDENTS AT OUR MIDDLE SCHOOL LEVELS TO HAVE IN ONE CLASS AT A TIME.

AND SO EVEN IF WE DID LIKE A REVOLVING ADVISORY PERIOD, LIKE A SIXTH GRADE ADVISORY PERIOD OR A SEVENTH GRADE, OUR NUMBERS AT THIS POINT, IF YOU ASK ME TODAY, ARE TOO HIGH OR TOO LARGE FOR A TEACHER TO SERVE ALL SIXTH GRADERS AT ONE TIME, ALL SEVENTH GRADERS AT ONE TIME, AND AN EIGHTH GRADE GROUP AT THREE DIFFERENT TIMES DURING THE DAY OR WHATEVER.

BUT IT WOULD STILL CONSTITUTE AS ALMOST LIKE A CLASS.

IT WOULD BECOME LIKE A CLASS PERIOD AT THAT POINT.

BECAUSE YOU'RE SAYING THIS IS THE TIME WHEN WE WOULD BE SERVING OUR STUDENTS WITH DYSLEXIA, WHEREAS THE STUDENTS THAT ARE NOT IN THE DYSLEXIA PROGRAM WOULD HAVE SOMETHING ELSE DURING THAT ADVISORY TIME.

SO IT SERVES AGAIN, IT'S JUST RENAMING OF CLASS PERIOD TO ADVISORY.

AND SO I STARTED THINKING, WELL, WHAT ARE SOME OTHER THINGS THAT WE CAN DO? I'M OPEN TO IDEAS AND CONVERSATION.

I DON'T KNOW HOW TO BEST MEET THESE NEEDS FOR OUR STUDENTS WITHOUT HAVING THEM MISS SOMETHING WITHIN THE STRUCTURE OF THE MIDDLE SCHOOL, SCHOOL DAY.

SURE. AND I KNOW ADVISORY HAS SOME MORE FLEXIBILITY.

RIGHT. AND MAYBE THAT STILL NEEDS TO BE FLESHED OUT.

BUT I KNOW AS I'VE ATTENDED EVERY SHOWCASE THAT WE'VE BEEN HEARING, THAT THE ADVISORY TIME IS, OH, YES, YOU KNOW, THEY MIGHT DO SOME MAKEUP WORK, THEY MIGHT HAVE AN SEL LESSON ONCE A WEEK OR, YOU KNOW, WHATEVER.

SO THERE SEEMS TO BE MORE FLEXIBILITY THERE.

SO MAYBE LOOKING AT THAT, I DON'T KNOW HOW IT'S STRUCTURED OR WHAT KIND OF, YOU KNOW, BLOCK SCHEDULING, YOU KNOW, AND HOW MANY MINUTES AND EVERYTHING.

BUT I THINK WE JUST NEED TO LOOK AT AND BRAINSTORM AS WE BRING MORE PEOPLE TO THE TABLE, IN REGARDS TO THAT, WHAT SUGGESTIONS ARE OUT THERE, BECAUSE I

[00:50:10]

I JUST DON'T KNOW YET OF A BETTER WAY TO MEET THAT NEED THAN TO SAY YOU'VE GOT THIS READING CLASS THAT YOU NEED TO GO TO HELP YOU GET THE SKILLS NECESSARY AND EQUIP YOU TO WHEN YOU'RE IN YOUR OTHER READING CLASS.

THIS IS, YOU KNOW, AND ANY OTHER CLASS FOR THAT MATTER.

IT'S NOT JUST READING. IT'S ALSO IN YOUR SCIENCE CLASS OR SOCIAL STUDIES CLASS.

YOU KNOW, MATH CLASS EVEN REQUIRES A LOT OF READING.

SO WE WANT TO MAKE SURE THAT WE EQUIP THEM.

AND SO I'M OPEN TO HAVING FURTHER CONVERSATION.

AND YOU'RE RIGHT, IT'S NOT JUST A DEBBIE BROWN DECISION.

IT WOULD FOR SURE BE A COLLECTIVE.

SURE. AND HAVING THAT INPUT FROM FAMILIES AND STUDENTS, BECAUSE I DO HEAR FAMILIES SAYING, YOU KNOW WHAT, WE'RE JUST GOING TO QUIT.

WE'RE GOING TO QUIT DYSLEXIC SERVICES, EVEN THOUGH, YOU KNOW, IT MIGHT BE SO HELPFUL AND CRITICAL FOR THEIR CHILD.

THEY HAVE TO BALANCE OUT THE WELL BEING, THE WHOLE CHILD.

RIGHT. AND WE LOOK AT THAT HOLISTIC CHILD.

SO, DR. WRIGHT, CAN YOU TALK A LITTLE BIT ABOUT MAYBE MOVING FORWARD IF WE'RE GOING TO HAVE LIKE AN AD HOC COMMITTEE OR SOMETHING THAT CAN KIND OF DEAL WITH THAT ISSUE OF HOW WE CAN ADDRESS IT? YEAH, ABSOLUTELY. I KNOW DR.

WATSON'S BEEN STUDYING IT AND HAS BEEN WORKING WITH DEBBIE AND WITH MARIVEL, AND.

AND WE'VE BEEN TALKING ABOUT DIFFERENT THINGS.

AND WE EVEN CALLED OTHER MIDDLE SCHOOLS TO SEE WHAT THEY MAY BE DOING.

SO I KNOW IT'S BEEN BEING STUDIED INTERNALLY.

THE ONE ISSUE THAT KEEPS COMING UP IS YOU MENTIONED THE ADVISORY PERIOD.

WELL, WITH HOUSE BILL 4545, IF A STUDENT DOESN'T PASS THE STAAR READING, THEY HAVE TO BE IN INTERVENTION FOR THAT PERIOD OF TIME.

AND SO PRIOR TO HOUSE BILL 4545, A LOT OF THE SCHOOLS SAID THAT THEY WERE INCORPORATING THAT DURING THAT TIME PERIOD.

BUT NOW THAT WE HAVE THAT STATE MANDATE, IT'S TAKEN AWAY A LITTLE BIT OF THE FLEXIBILITY.

AND SO I KNOW THAT WE'RE COMMITTED TO STUDYING AND SEEING WHAT WE CAN DO, BUT THERE'S ONLY SO MUCH TIME IN A DAY.

SO IT YOU KNOW, IT'S GOING TO TAKE SOME CREATIVE MINDS.

AND SO I KNOW WE'RE COMMITTED TO LOOKING AT IT, AND I JUST HAVEN'T SEEN A FINISHED PRODUCT YET.

GREAT. AND I KNOW THAT YOU ALWAYS LIKE TO THINK OUTSIDE THE BOX DR.

WRIGHT. AND YOU ALWAYS COME UP WITH SOME REALLY POSSIBLE OR SOME MAYBE THINGS WE HADN'T THOUGHT ABOUT BEFORE.

I KNOW A LOT OF SCHOOL DISTRICTS ARE ALREADY IMPLEMENTING THEIR 4545 RIGHT AFTER THE STAAR ADMINISTRATION, SO THEY'RE REALLY LIKE FRONT LOADING FOR NEXT YEAR, WHICH, YOU KNOW, A LOT OF DISTRICTS WERE TALKING ABOUT DOING SO THEY CAN MEET ALL THOSE MINUTES AND THEN HIT IT OVER THE SUMMER AND SO ON SO THEY CAN TAKE CARE OF THAT PART.

SO JUST SOME THINGS TO THINK ABOUT MOVING FORWARD.

AND I KNOW YOU AND YOUR TEAM WILL WORK ON IT TO TRY TO GET SOME, YOU KNOW, KIND OF, YOU KNOW, SOME KIND OF SOLUTION.

RIGHT. OR START THINKING ABOUT IT, BECAUSE I KNOW, YOU KNOW, THAT SCHEDULE IS BEING CONFIRMED AND EVERYTHING.

THAT'S REALLY HARD WHEN, YOU KNOW, KIDS ARE SEEING THEIR SCHEDULE FOR NEXT YEAR AND IT'S ALREADY LIKE NO ELECTIVES.

AND THAT'S REALLY CAN BE VERY DISHEARTENING FOR THEM.

AND THEY ARE ALREADY GOING INTO A MIDDLE SCHOOL SETTING, WHICH THEY, YOU KNOW, IT'S A WHOLE NEW WORLD FROM ELEMENTARY.

WE WANT TO MAKE IT A NICE, SMOOTH, EASY TRANSITION WITH SOMETHING FOR THEM TO LOOK FORWARD TO.

SO WHAT KIND OF TIMELINE ARE WE LOOKING AT TO SEE WHEN WE WILL HAVE LIKE A FINAL SAY ON WHAT'S GOING TO HAPPEN? BECAUSE PEOPLE ARE PLANNING AND THINKING OF OPTING OUT AND SO ON.

ABSOLUTELY. I KNOW, I THINK THE PIECE FOR URGENCY WAS BECAUSE OF THE MIDDLE SCHOOL SCHEDULING.

BUT ALSO WE'RE GOING TO NEED TO KNOW HOW THE KIDS ARE GOING TO FARE ON THEIR END OF THE YEAR, LOCAL ASSESSMENTS AND STATE ASSESSMENTS.

SO I WOULD THINK BY THE END OF THIS YEAR, WE'LL HAVE A DECISION MADE AS FAR AS WHAT THAT MAY LOOK LIKE.

BUT WE JUST NEED TO MAKE SURE THAT OUR MIDDLE SCHOOL COUNSELORS UNDERSTAND THAT WE NEED FLEXIBILITY OVER THE SUMMER WITH THE SCHEDULE SO THAT, YOU KNOW, A KID MAY HAVE TO MAKE A DECISION NOW, BUT THAT DOESN'T MEAN IT'S TOTALLY FINAL.

WE NEED TO OFFER SOME FLEXIBILITY SO THAT IF WE ARE ABLE TO CREATE SOMETHING NEW, THEN THEY CAN OBVIOUSLY BUILD A KID INTO THAT NEW SCHEDULE. OKAY, GREAT.

SO THEN SO OUR STUDENTS KNOW THAT THIS IS NOT THE FINAL SCHEDULE END ALL BE ALL IF SOMETHING DOES OCCUR, YOU GET YOUR SCORES BACK, YOU GET ALL THE INFORMATION, WORK WITH OUR COUNSELORS TO MAKE SURE THIS IS ADDRESSED.

AND THERE'S STILL OPPORTUNITY OUT THERE FOR OUR STUDENTS TO TAKE AN ELECTIVE AND NOT JUST BE RIGHT NOW SAYING, OH, WE'RE NOT GOING TO HAVE THAT OPPORTUNITY.

SO THERE'S STILL OPPORTUNITY.

CORRECT. THAT'S WHAT WE'RE STUDYING RIGHT NOW.

YOU KNOW, I'VE DEALT WITH THIS A LONG TIME.

MY BROTHER'S DYSLEXIC.

MY NIECE IS DYSLEXIC, AND THEY BOTH HANDLED IT A LITTLE BIT DIFFERENTLY.

[00:55:03]

MY NIECE WAS A GREAT ATHLETE, AND SO SHE OPTED OUT OF THE DYSLEXIC PROGRAM.

AND THEN THEY PAID FOR TUTORING AND THEY DID IT AFTER SCHOOL.

AND THEN MY BROTHER ACTUALLY WENT THROUGH THE PROGRAM AND GAVE UP AN ELECTIVE.

AND I THINK THAT'S WHY HE CHANGED HIS MIND.

TO YOUR POINT, YOU WANT SOMETHING THAT'S GOING TO DRAW YOU IN SCHOOL.

SO, I MEAN, IT'S JUST CHALLENGING WHEN YOU HAVE HAVE A BELL SCHEDULE THAT'S SET IN STONE AND YOU'RE TALKING ABOUT A CAMPUS OF 950 STUDENTS.

AND THIS ONLY WILL IMPACT PROBABLY 30, 35 KIDS.

AND SO WE JUST NEED TO LOOK AT IT AND BE CREATIVE.

IF I HAD MORE, I'D SHARE IT WITH YOU.

BUT RIGHT NOW WE'RE STILL IN THE CREATIVE PROCESS.

THANK YOU. DR. WRIGHT.

I DO TRUST THAT YOU WILL LOOK INTO IT AND MAKE SURE THAT WE COME UP WITH A GOOD SOLUTION.

RIGHT. OR A SOLUTION THAT IS VIABLE FOR MOST.

THANK YOU. THANK YOU. SOMETHING ELSE I WAS JUST REMINDED OF WAS THAT OUR STUDENTS AT MIDDLE SCHOOL GET THREE ELECTIVES.

AND SO IF THEY HAD DYSLEXIA AS ONE OF THEIR ELECTIVES, THEY WOULD STILL HAVE TWO REMAINING ELECTIVES.

AND YEAH, IN SIXTH GRADE.

SIXTH, SEVENTH AND EIGHTH GRADE.

SO THEY ALL HAVE TWO ELECTIVES AND THEN THEIR DYSLEXIA CLASS WOULD BE THEIR THIRD.

OKAY. BUT I STILL WANT TO MAKE SURE THAT WE STUDY IT.

I MEAN, THAT IS DEFINITELY GOOD TO KNOW, BUT DEFINITELY WANT TO LOOK AT THE WHOLE PICTURE AND WHAT THAT IMPACT WOULD BE ON STUDENTS.

THANK YOU. OF COURSE.

OKAY. THANK YOU SO MUCH.

MR. VELA. MS. BROWN THANK YOU SO MUCH FOR THE INFORMATION.

DYSLEXIA HAS BEEN IN THE VELA HOUSEHOLD FOR A FEW YEARS AS WELL, AND I'M GLAD TO SEE MY SON PROGRESS AND ACTUALLY GRADUATED FROM THE PROGRAM THIS PAST SEMESTER.

SO I KNOW THAT WE'RE DOING SOME THINGS THAT ARE WORKING, SO I APPRECIATE THE TEAM'S EFFORTS.

I DO WANT TO ASK A COUPLE OF QUESTIONS ON THE INSTRUCTION TAB.

WE TALKED ABOUT THE SCHEDULE.

YES. SO THE MONDAY THROUGH THURSDAY, 45 MINUTES FOR ELEMENTARY.

WHY THE INCREASE TO A FIFTH DAY AND 50 MINUTES AGAIN FOR MIDDLE SCHOOL? WHY IS THERE A DIFFERENCE ON THAT? WELL, MY HOPE ACTUALLY IS TO HAVE ALL OF OUR PROGRAMS FIVE DAYS A WEEK.

THAT'S WHAT I'M WORKING TOWARDS.

BUT CURRENTLY OUR ELEMENTARY TEACHERS AND A FEW OF OUR SECONDARY TEACHERS, BUT THE MAJORITY OF OUR EVALUATIONS ARE DONE BY OUR ELEMENTARY DYSLEXIA STAFF. AND SO THEY'RE EVEN TRAVELING TO OUR HIGH SCHOOLS AND TO OUR MIDDLE SCHOOLS AT TIMES TO TAKE CARE OF THE EVALUATION PIECE.

WE NOW SHARE THAT RESPONSIBILITY WITH OUR LSSP TEAM ON THE SPECIAL ED SIDE.

BUT OUR ELEMENTARY TEACHERS, BECAUSE YOU CAN IMAGINE, BECAUSE WE'RE TRYING TO INTERVENE EARLY, RIGHT? WE'RE DOING A LOT OF EVALUATIONS AND THAT'S TAKING PLACE ON FRIDAYS RIGHT NOW.

OKAY. THANK YOU FOR EXPLAINING THAT.

AND THEN ON THE YEARS SERVED IN DYSLEXIA PROGRAM GRAPH.

YES. WHY THE SPIKE ON YEARS SIX AND SEVEN? GREAT QUESTION. SO LAST YEAR I STARTED HAVING THIS CONVERSATION WITH THE TEAM AND I WAS SAYING SOME OF OUR KIDS SEEM TO BE HANGING IN OUR PROGRAM LONGER THAN I WOULD THINK THAT IS REASONABLE. AND SO I GOT SOME FEEDBACK FROM THIS, THE TEAM ABOUT THAT.

SOME OF IT IS THE PANDEMIC PARENTS, EVEN WHEN THE TEACHER SAID THEY'RE EQUIPPED, THEY'RE READY TO MOVE ON, THEY WILL STILL HAVE THEIR 504 SERVICES PLAN OR THEIR IEP ACCOMMODATION PLAN.

THEY WILL STILL HAVE THOSE SUPPORTS IN PLACE.

THEY WERE LIKE, NO, NOT YET.

PLEASE DON'T DISMISS THEM FROM THE PROGRAM YET.

WE'VE HAD THAT. WE ALSO HAVE HAD SOME STUDENTS THAT BECAUSE THEIR ATTENDANCE WAS SPORADIC DURING THAT TIME PERIOD, THEY DIDN'T HAVE THE CONSISTENCY, THAT THEY WEREN'T READY TO BE DISMISSED FROM THE PROGRAM YET.

IN ADDITION TO THAT, I MEAN, THERE'S A SEVERAL DIFFERENT STORIES FOR THE WHY IN THAT WE ALSO ONLY HAD ONE WAY TO SERVE OUR STUDENTS.

AND SO REGARDLESS OF YOUR COGNITIVE ABILITIES AND OR YOUR PROCESSING SPEED, IF YOU WERE A STUDENT AND YOU HAD DYSLEXIA CHARACTERISTICS, THIS WAS THE PROGRAM THAT YOU WENT TO. AND SO NOW THAT THERE ARE GOING TO BE SOME OPTIONS IN OUR DISTRICT, WE MIGHT HAVE A DIFFERENT PROGRAM TO WORK AT A DIFFERENT PACE IF THAT WOULD BE BEST MEET YOUR NEEDS. SO THAT MIGHT HELP IN ADDITION TO THAT.

OKAY. THANK YOU.

AND THEN I TOO DR.

WRIGHT, I MEAN, I WOULD LIKE TO SEE WHAT WE CAN DO WITH ELECTIVES.

I MEAN, YOU KNOW, WE WANT TO MAKE SURE THAT WE'RE JUST BECAUSE SOMEBODY NEEDS, YOU KNOW, HAS ADDITIONAL NEEDS.

WE WANT TO MAKE SURE THAT THEY HAVE, YOU KNOW, THE SAME EQUAL OPPORTUNITIES THAT ALL OF OUR STUDENTS DO.

SO I WOULD LIKE TO SEE THAT COME TO FRUITION AS WELL.

SO THANK YOU. I THINK YOU MR. VELA. MR. SEVERANCE. DO YOU HAVE A QUESTION? YEAH, I'LL PROBABLY HAVE MUCH MORE QUESTIONS, BUT I'LL TAKE THEM OFFLINE.

BUT BECAUSE I'M NEW, I'M STILL LEARNING ABOUT ALL THIS TOO.

SO IT SEEMS LIKE FOR YEARS, ONE AND TWO AND THREE WERE YEARS SERVED.

THAT'S MAINLY ELEMENTARY SCHOOL WHERE THEY'RE NOT ALWAYS. NO, WE HAVE SOME STUDENTS THAT ARE ELEMENTARY AND MIDDLE SCHOOL AND EVEN HIGH SCHOOL STUDENT THAT JUST STARTED THE PROGRAM LAST YEAR.

[01:00:03]

AND THEN AND THEN I SUBMITTED SOME QUESTIONS.

BUT SO THEN THEY KIND OF GRADUATE OUT, SO TO SPEAK, OR HOW DO THEY GET? WE HAVE A CRITERIA. WE HAVE A CRITERIA LIST, AND IT SAYS HOW THEY'RE PERFORMING IN THEIR ELAR ENGLISH LANGUAGE ARTS CLASSES, HOW THEY PERFORMED ON STATE AND LOCAL ASSESSMENTS, HOW THEY'RE DOING IN THE DYSLEXIA PROGRAM AND MAKING PROGRESS THERE.

AND WE DO KEEP PROGRESS MONITORING DATA.

SO ALL OF THOSE ARE PIECES THAT CONTRIBUTE TO WHETHER OR NOT AND HOW FAR THEY'VE GOTTEN IN OUR PROGRAM.

AND SO ALL OF THOSE ARE CONVERSATIONS THAT THE DYSLEXIA TEACHER HAS WITH IT DEPENDS ON THE LEVEL, BUT SOMETIMES WITH THE ENGLISH TEACHER AND THEN THEY HAVE A CONVERSATION, THEY BRING TOGETHER A MEETING AND PARENTS ARE PART OF THAT DECISION TOO.

AND THEN WITH THE PROGRAMS, THE SPDI AND SDI AND ACRONYMS, I MEAN.

RIGHT. THAT'S THIS IS CRAZY. BUT SO WHEN LET'S SAY A TEACHER IS ADMINISTERING THESE PROGRAMS AT WHATEVER LEVEL THEY'RE IN, IS THIS LIKE HALF INSTRUCTIONAL BY THE TEACHER AND THEN HALF LOOKING AT A PROGRAM ON A TABLET, OR IS IT ALL INSTRUCTIONAL? THERE IS A ROUTINE THAT THE TEACHER IS DELIVERING AND THEY WORK AND THERE'S AN EXCHANGE BETWEEN THE TEACHER AND THE STUDENT.

AND SO IT'S WITH THE TEACHER, THE EXPERT IN THE ROOM.

OKAY. AND THEN FOLKS THAT OPT OUT OF THE PROGRAM OR THEY GET OUT WITH THE PARENTAL THE RESOURCES GIVEN TO PARENTS.

IS THAT ARE THOSE RESOURCES SIMILAR TO THE PROGRAMS THAT THEY WERE IN? SO THEY'LL HAVE A SERVICES PLAN THROUGH SECTION 504, WHICH WOULD HELP THEM WITH ACCOMMODATIONS IN THE CLASSROOM AND ON STATE ASSESSMENTS.

IN ADDITION TO THAT, AN IEP, AN INDIVIDUAL EDUCATION PLAN FOR SPECIAL ED STUDENTS WOULD HAVE SIMILAR FOR WAYS IN WHICH THEY WOULD SUPPORT THE STUDENTS.

AND THEN THERE ARE A LOT OF RESOURCES THAT OUR TEACHERS START TO TEACH OUR STUDENTS HOW THEY'RE EQUIPPING OUR STUDENTS FOR.

THERE'S GOOGLE READ AND WRITE, YOU KNOW, AND THEY GIVE THEM SOME SOURCES AND RESOURCES THAT THEY CAN USE.

ALL RIGHT, COOL. ALL RIGHT. GREAT.

THANK YOU VERY MUCH. I'LL HAVE SOME MORE QUESTIONS, BUT I'LL ASK THEM LATER.

THANK YOU. ONE MORE THING, IF YOU DON'T MIND.

WE DO HAVE SOME OF OUR CLASSROOMS THAT HAVE OUR STUDENTS ON LEXIA AS AN ADDITIONAL SUPPLEMENTAL SUPPORT.

AND SO SOME OF OUR STUDENTS DO THAT DURING OTHER TIMES DURING THEIR DAY OR AT HOME.

AND SO NOT ALL OF OUR DYSLEXIA STUDENTS USE LEXIA, BUT THAT IS AN ONLINE PROGRAM THAT IS AVAILABLE.

AND THEN WE DO HAVE OUR STUDENTS LEARNING ALLY IS AN AUDIO BOOK SOLUTION THAT WE HAVE ENCOURAGED OUR STUDENTS WITH DYSLEXIA TO USE BECAUSE ALL OF OUR TEXTBOOKS ARE THERE AS WELL. SO THEY HAVE AN ONLINE AUDIO BOOK RESOURCE.

AND THAT WAS KIND OF WHERE I WAS TRYING TO GET TO.

IS THERE AN OPPORTUNITY WHERE YOU CAN GET SOME OF THIS INSTRUCTION AT HOME? IF YOU WANTED TO GET SOME OF THIS INSTRUCTION AT HOME, THERE WOULD BE ABILITY FOR THEM TO DO THAT AS WELL.

SO THAT'S KIND OF WHERE I WAS KIND OF GOING WITH GLAD WE WERE IN AGREEMENT ON THAT.

ALL RIGHT, MR. SEVERANCE IS THAT IT? OKAY. DR.

PÉREZ-GONZÁLEZ. OKAY.

THANK YOU SO MUCH FOR ALL OF THIS INFORMATION, MS. BROWN. MY PLEASURE. APPRECIATE IT.

AND THANK YOU FOR BEING SO THOROUGH.

I DO HAVE THE CHOICE SHEET, SO I'M JUST WONDERING, BECAUSE I KNOW YOU SAID THERE WERE THREE ELECTIVES.

I KNOW IT SAYS FOUR CORE ONE PE CREDIT AND TWO ELECTIVES.

PE IS ONE OF THOSE THREE? PE IS ONE OF THOSE ELECTIVES, YES.

SO THEN BECAUSE IT COULD BE DANCE.

I THINK IT COULD BE. I'M NOT.

NO, IT'S LISTED ON HERE.

I WAS JUST CURIOUS BECAUSE I KNOW YOU MENTIONED THREE, SO I JUST WANT TO MAKE SURE THAT THAT PE AND THEN TWO OTHERS.

RIGHT. WOULD MAKE THE THREE.

SO I MAKE SURE I WAS UNDERSTANDING.

YOU ARE CORRECT. OKAY.

I ALSO TO LOOK FORWARD TO SEEING WHAT WE COME UP WITH AS FAR AS THE ELECTIVES FOR OUR MIDDLE SCHOOL STUDENTS.

YES, MA'AM. BEING IN THE ELEMENTARY FOR A LOT OF YEARS WHEN I SAW THIS, I WAS LIKE, OH, HOW DOES THIS WORK NOW? YOU KNOW? AND I KNOW I'VE BEEN OUT OF THE CLASSROOM FOR A WHILE, BUT LIKE, I REMEMBER WHEN.

SO I DO APPRECIATE THE FACT THAT YOU'VE SHARED THIS TODAY.

THANK YOU, DR. WATSON, FOR CLARIFYING THE WHOLE THREE ELECTIVES AND LOOK FORWARD TO HEARING TO SEE WHAT WE COME UP WITH.

OKAY. THANK YOU. APPRECIATE IT.

THANK YOU. ANY OTHER QUESTIONS, TEAM? I JUST HAVE A COUPLE.

FIRST. WHO IS YOUR STAFF HERE? CAN THEY STAND UP? WHO'S HERE? WELL, I HAVE MY OFFICIAL TEAMMATES HERE.

MICHELLE OKAY, SO OUR DIRECTORS ARE HERE.

THANK YOU GUYS FOR BEING HERE.

ALL RIGHT. ALSO WANTED TO GIVE COURTNEY RUNKLE A SHOUT OUT.

WE HAD MET WITH DEBBIE BROWN AND MICHELLE AND MARIVEL SEDILLO KIND OF TOO, IN ADVANCE OF THIS PRESENTATION TO ASK A LOT OF QUESTIONS AND HOPEFULLY THIS PRESENTATION WAS HELPFUL TO THE BOARD.

AND SO I'M JUST I'M GRATEFUL FOR COURTNEY'S INVOLVEMENT IN THIS.

SHE ASKED, OBVIOUSLY, A LOT OF QUESTIONS THAT I KNOW THAT WE'RE GETTING ANSWERS TO AND TEAM I'M SURE YOU'VE SEEN THOSE ON IN BOARD BLOG AND THOSE ARE PRINTED OUT ALSO OVER HERE. ON THE MIDDLE SCHOOL ELECTIVES.

[01:05:03]

I WAS GOING TO BRING THAT UP. IT'S A LITTLE DECEIVING BECAUSE WE DO THEY DO HAVE THE PE CREDIT REQUIREMENT.

AND SO, YES, DANCE CAN BE PE, WHICH IS THANK GOD.

I MEAN, ANOTHER OFFERING, RIGHT? MAYBE NOT A WANT TO BE.

NO. SO YOU HAVE PRE ATHLETICS.

THEY HAVE LIKE GENERAL PE AND THEN THEY HAVE LIKE DANCE WHICH A LOT OF FOLKS OPT TO TAKE IF THEY'RE NOT GOING TO GO ON AND DO A LIKE A ATHLETIC SPORTS.

DR. WATSON YOU KEEP GETTING UP THERE.

DO YOU WANT TO SAY SOMETHING? WHAT IS HAPPENING? BECAUSE HE WANTED TO CLARIFY THAT PE IS ONLY GOING TO BE IN THAT SIXTH GRADE.

CORRECT. AND THEN AFTER THAT, AND THEN YOU HAVE THREE ACTS.

SO LIKE IF YOU TOOK DANCE AS A PE, AS IN SIXTH GRADE AND THEN IN SEVENTH GRADE, ONE OF YOUR THREE ELECTIVES IS DANCE AGAIN.

YES. RIGHT.

DOES THAT MAKE? I GOT TO LEAN ON MY EXPERTS.

I AM NOT A COURSE.

I AM ONLY TWO YEARS OUT OF MIDDLE SCHOOL, BUT IT'S BEEN A MINUTE SINCE SIXTH GRADE, RIGHT? PE IS ONE OF THE REQUIRED ELECTIVES IN THE SIXTH GRADE.

AND THEN AFTER THAT IT'S FREE RANGE ON THE ELECTIVES.

MANY STUDENTS GO INTO ATHLETICS, BUT THEY DON'T HAVE TO.

THEY HAVE WHATEVER CHOICE THEY WANT FOR THEIR ELECTIVES.

BUT AS A SIXTH GRADER, PE IS ONE OF THE ELECTIVES.

SO. SO THANK YOU FOR CLARIFYING THAT.

DR. WRIGHT IS THERE ANY FLEXIBILITY OR MAYBE THIS IS A MARIVEL SEDILLO QUESTION IN THE MASTER SCHEDULE FOR MIDDLE SCHOOL? I KNOW AT ONE POINT WE WERE DOING BLOCK SCHEDULING AND THEN MIDDLE SCHOOL IS CURRENTLY NOT DOING BLOCK SCHEDULING.

I DON'T EVEN KNOW IF THAT WOULD SOLVE FOR THIS.

ADVISORY TIME IS A WASTE OF TIME IN MY OPINION.

PERSONALLY. MOSTLY THEY JUST SIT ON THEIR SNAPCHAT AND PLAY AROUND ON THEIR PHONES.

WE DON'T DO A LOT OF HOMEWORK AROUND HERE, WHICH IS GREAT.

I'M NOT ADVOCATING FOR MORE HOMEWORK, BUT ADVISORY TIME ENDS UP BEING THE JACK AROUND TIME.

AND SO IT'S ANNOYING TO ME THAT WE CAN'T FIGURE OUT A WAY FOR ADVISORY TIME TO BE FIVE MINUTES LONGER AND FOR THAT TO BE A RESOURCE.

I GET IT THAT THERE'S NOT A LOT OF KIDS IN DYSLEXIA, BUT THERE MIGHT BE OTHER THINGS.

THERE'S FOCUS, THERE'S GT ENRICHMENT.

THERE'S I'M A BIG FAN OF THAT NOTE TAKING CLASS.

WHAT IS THAT? WHAT IS IT? CORNELL NOTE TAKE LIKE PSAT PREP.

I MEAN, WE COULD COME UP WITH ALL KINDS OF THINGS THAT THAT ADVISORY COULD BE.

I MEAN, I GET IT IF YOU DO HAVE HOMEWORK ON A, YOU KNOW, ODD BALL DAY, THEN GREAT.

IN HIGH SCHOOL, MY DAUGHTER DOESN'T HAVE HOMEWORK, SO SHE HAS A LITTLE BIT OF HOMEWORK BECAUSE SHE'S GOT A BUNCH OF AP CLASSES, BUT NOT MUCH.

AND SHE GETS IT ALL DONE AND SHE NEVER COMES HOME AND SAYS, I HAVE A TON OF HOMEWORK.

SO I DON'T KNOW.

I WOULD JUST RECOMMEND THAT THE FOLKS IN CHARGE OF THESE MASTER SCHEDULES TALK TO THESE PRINCIPALS AT THE MIDDLE SCHOOL LEVEL AND SEE IF THERE IS ANY FLEXIBILITY TO FIGURE OUT HOW WE COULD DO THIS.

AND I AM VERY CURIOUS AS TO WHAT OTHER SCHOOLS ARE DOING.

AND I RECOGNIZE THE HB 4545 THING IS A DEFINITE IMPEDIMENT AND A PAIN IN THE BUTT.

YES, BUT LET'S SAY THAT THEY PASS THEIR STAAR AND WE DON'T FIND THAT OUT UNTIL JUNE.

BUT THEY RIGHT NOW THEY'RE SIGNED UP FOR THE CLASS.

CAN THEY? YOU KNOW THAT COUNSELOR FLEXIBILITY.

WRIGHT, EVERYBODY AT HOME LISTENING.

WE HEARD COUNSELORS ARE GOING TO BE FLEXIBLE.

RIGHT. THAT'S WHAT IS GOING TO BE IMPORTANT BECAUSE, YOU KNOW, IT CAN BE KIND OF A LOGISTICAL NIGHTMARE TO CHANGE ALL THOSE SCHEDULES.

AND I GET THAT. YES.

OKAY. BECAUSE, YES, THE FOCUS I MEAN, IF YOU HAD FOCUS AND DYSLEXIA, YOU HAVE ONE ELECTIVE IN ITS PE, IS THAT CORRECT? AGAIN, I'M NOT GOING TO.

I DON'T KNOW THAT I DON'T KNOW THAT WHOLEHEARTEDLY BECAUSE I DON'T KNOW HOW FOCUS IS DONE AT MIDDLE SCHOOL.

I CAN SPEAK TO THE DR. WATSON IS SAYING NO.

SO TYPICALLY NOT FOCUS IS LIKE A PULL OUT OR A PUSH IN RESOURCE FOR STUDENTS.

IT'S NOT NECESSARILY A CLASS, RIGHT? THEY GET SUPPORT, BUT IT'S NOT A DEDICATED CLASS TYPICALLY, THERE MAY BE SOME OCCASIONS OF THAT.

AND THEN GOING BACK TO SCHEDULING SO ALL THE STUDENTS SELECT THEIR THREE ELECTIVE COURSES THAT THEY WOULD LIKE TO TAKE ON THEIR CHOICE SHEET AND THEN SOME ALTERNATIVES.

AND THEN IT'S AFTER MORE DATA COMES IN THAT IT'S DETERMINED WHETHER THEY'RE GOING TO BE PUT INTO A DYSLEXIA CLASS.

IT'S NOT THE OTHER WAY AROUND.

SO IT IS REAL DOABLE TO MAKE SURE THAT ONCE THINGS COME IN THAT WE CAN CHANGE STUDENTS SCHEDULES BECAUSE IDEALLY WE WANT AS MANY STUDENTS TO EXIT THE DYSLEXIA PROGRAMS AS POSSIBLE BECAUSE THAT'S LETTING US KNOW THAT THEY'RE BEING SUCCESSFUL.

[01:10:03]

OKAY, THAT'S HELPFUL TO KNOW.

I WAS JUST THINKING ABOUT SOMETHING, BUT IT WENT OUT OF MY BRAIN.

HOLD ON. SO DO WE KNOW WHAT OTHER DISTRICTS ARE DOING OTHER THAN WHAT HE SAID ABOUT HAVING FLEXIBILITY PRIOR TO HB 4545? I REACHED OUT TO A COUPLE OF OTHER DISTRICTS THAT SURROUND US, AND SOME OF I TALKED TO TWO AND SOME OF THEM SAY WE DON'T HAVE A PROGRAM AT OUR HIGH SCHOOL.

THEY JUST SAY WE GET THEM IN.

WE SAY, YOU'VE BEEN IN THE PROGRAM THIS MANY YEARS AND YOU'RE GOING TO BE A LIFELONG PERSON WITH DYSLEXIA.

AND SO WE SAY YOU'RE DISMISSED.

I WAS LIKE, WOW, WE HAVEN'T DONE THAT IN HAYS.

SO IT'S AN IDEA.

[LAUGHTER].

BUT FOR ME, I ALSO HAVE TO ASK THE QUESTION ABOUT OUR STUDENTS THAT NEED THAT SPECIALLY DESIGNED INSTRUCTION IN A SPECIAL EDUCATION SETTING DIFFERENT THAN IF YOU ARE PROGRESSING OR PROGRESSING AT A COGNITIVE ABILITY OF OTHER STUDENTS THAT ARE IN A GENERAL EDUCATION SETTING. SO I DON'T KNOW.

THAT'S LIKE I SAID, A COUPLE OF PEOPLE THAT I'VE REACHED OUT TO IN SURROUNDING DISTRICTS, THEY SAID THEY DISMISS AFTER A CERTAIN NUMBER OF YEARS IN THE PROGRAM AND THEY SAY YOU'LL HAVE YOUR ACCOMMODATION PLAN THROUGH SECTION 504 OR SPECIAL EDUCATION.

OKAY. WELL, I APPRECIATE ALL OF THIS DATA YOU'RE DOING.

I KNOW A LOT WITH LITTLE RESOURCES, AND I APPRECIATE ALL THAT THAT YOU'VE EDUCATED US ABOUT TONIGHT.

I WANTED TO ASK ONE MORE QUESTION.

WE GOT AN EMAIL ABOUT MCLASS END OF YEAR ASSESSMENTS BEING DONE DIFFERENTLY.

WE ARE NOT DOING MCLASS ASSESSMENTS DIFFERENTLY.

THAT'S OUR UNIVERSAL SCREENER THAT WE USE FOR KINDERGARTEN THROUGH FIFTH GRADE.

WE DO IT AT THE BEGINNING OF THE YEAR, THE MIDDLE OF THE YEAR AND THE END OF THE YEAR.

AND FOR OUR MIDDLE OF THE YEAR, OUR FIRST AND SECOND GRADE STUDENTS, WE USE THAT WINDOW TO SCREEN FOR DYSLEXIA.

AND AT THE END OF THE YEAR, WE USE THAT WINDOW TO SCREEN FOR OUR KINDERGARTNERS.

WE'RE NOT DOING THE ASSESSMENT DIFFERENT, BUT WE DO HAVE A TEACHER INCENTIVE ALLOTMENT AND THAT'S WHAT THAT'S ABOUT.

AND THERE IS A PROCESS THAT WE HAVE DISCUSSED IN THE DISTRICT FOR HOW THAT'S GOING TO BE ADMINISTERED IN OUR PRIMARY GRADES.

OKAY. ANY OTHER QUESTIONS? MS. OROSCO. SO MAYBE YOU DON'T KNOW OFF THE TOP OF YOUR HEAD, BUT I WOULD LIKE TO KNOW HOW MANY STUDENTS ARE IN SPDI VERSUS SDI, BECAUSE YOU TALKED ABOUT HOW SOME DON'T HAVE THE COGNITIVE ABILITY TO DO IT STAND ALONE KIND OF THING.

SO I WOULD LIKE TO KNOW WHAT THAT LOOKS LIKE IN ELEMENTARY, MIDDLE SCHOOL AND HIGH SCHOOL.

AND THEN, YOU KNOW, I LOVE THAT WE DON'T HAVE THE MINDSET OF WE CAN'T DO IT.

WE WE DON'T KNOW HOW TO DO IT.

IT'S ABOUT WHAT CAN WE DO AND HOW CAN WE MAKE IT WORK.

RIGHT? THAT'S REALLY IMPORTANT, ESPECIALLY WHEN WE'RE GETTING SCORES NOW THEY'RE NOT COMING IN UNTIL SEPTEMBER.

SO THAT IS ANOTHER PIECE OF THIS PUZZLE THAT IS HAPPENING.

SO WE'RE NOT GOING TO HAVE THAT INFORMATION, THAT STUDENT DATA ON THEIR TESTING UNTIL AUGUST, SEPTEMBER.

SO THAT'S NOT GOING TO BE VERY HELPFUL.

SO WE REALLY NEED TO THINK OUTSIDE OF THE BOX.

SO THANK YOU, DR.

WRIGHT AND MS. BROWN FOR LEADING THAT EFFORT, MAKING SURE THAT WE HAVE THAT CAN DO ATTITUDE ABOUT WHAT CAN WE DO TO MAKE THINGS BETTER BECAUSE WE'RE NOT A MEDIOCRE DISTRICT.

RIGHT. AND OTHER DISTRICTS MIGHT NOT BE DOING IT.

IT MIGHT NOT BE DOING BEST PRACTICE.

WE ARE AND WE STRIVE TO BE THE BEST.

AND SO THAT'S WHY THEY CAN LEARN FROM US BECAUSE WE'RE GOING TO FIGURE IT OUT AND THEY CAN LEARN FROM THE BEST.

THANK YOU. THANK YOU.

I REMEMBERED MY OTHER QUESTION.

MS. OROSCO. THANKS FOR REMINDING ME.

OKAY, SO ON THIS BAR GRAPH PAGE, I WANT TO MAKE SURE I'M READING THIS RIGHT.

I'M SORRY FOR NOT SENDING THIS EARLIER BECAUSE I THOUGHT I UNDERSTOOD IT, BUT THEN WHEN YOU TALKED ABOUT IT, THEN I THOUGHT, I DON'T UNDERSTAND IT.

OKAY, SO YOU'VE GOT YEARS.

SO FIRST, SECOND ALL THE WAY TO EIGHTH GRADE OR YEARS IN THE PROGRAM PROGRAM? OKAY. SO NOT GRADES, YEARS IN PROGRAM.

THAT IS NUMBER AND THEN IN THAT NUMBER OF YEARS.

SO 337, THAT'S 337 STUDENTS HAVE BEEN IN IT ONE YEAR.

IS THIS FOR ONE YEAR LIKE THE LAST 12 MONTHS OR ROLLING 12? IS THIS FOR? IF IT STARTED WITHIN THE LAST 12 MONTHS.

SO IF YOU HAVE BEEN IN OUR PROGRAM THIS LAST YEAR AT AROUND THIS TIME OR WHAT HAVE YOU, MOVING FORWARD, WE'RE KEEPING A RUNNING DOCUMENT WITH ALL OF THIS.

SO IF YOU'VE BEEN IN THE PROGRAM ONE YEAR OR YOU JUST STARTED THIS YEAR.

THEN THAT'S ONE YEAR IN THE PROGRAM AND THEN TWO YEARS IN THE PROGRAM WOULD BE TWO SCHOOL YEARS, MEANING THIS WOULD BE YOUR SECOND YEAR IN THE PROGRAM.

MS. GLORIA, WILL YOU PUT THAT GRAPH UP THAT I'M TALKING ABOUT? MS. GLORIA. [LAUGHTER] OKAY, SO I ADDED THESE NUMBERS UP AND IT'S 905.

[01:15:05]

OKAY. SO 905 TOTAL STUDENTS OUT OF 22,000.

YES. ARE IDENTIFIED AS NO, THAT'S NOT TRUE. OKAY.

LET ME CLARIFY THAT FOR YOU. THIS IS WHY I WAS LIKE, I'M SO GLAD YOU'RE ASKING THAT.

SO 905 STUDENTS ARE SERVED IN OUR DYSLEXIA PROGRAM.

WELL, MORE THAN WELL OVER THAT ARE HAVE A CHARACTERISTIC OF DYSLEXIA, AND THEY ARE IDENTIFIED AS A STUDENT WITH DYSLEXIA LIKE IN THE THOUSANDS.

A COUPLE THOUSAND.

RIGHT? WELL, THAT'S WHY I'M SAYING LIKE WHEN YOU SAID IT'S LIKE 4 PERCENT OF STUDENTS, I THINK IT'S A LOT BIGGER THAN THAT.

SO IS THIS IS THE NUMBER OF STUDENTS SERVED IN OUR PROGRAM THE LIKE? WELL FEBRUARY WHEN I STARTED CREATING THIS PRESENTATION.

OKAY. SO HOW MANY IF YOU HAD A GUESS IN OUR DISTRICT? 2200. 2200.

I MIGHT BE OFF. I'M JUST TAKING A GUESS.

OKAY. I WON'T HOLD YOU TO THAT.

THAT'S NOT A PROBLEM.

AND I YOU KNOW, I FAILED TO MENTION EARLIER MY DAUGHTER WAS ONE THAT GOT DIAGNOSED IN FIFTH GRADE, AND SHE WANTED NO PART OF A SIXTH GRADE GIVING UP AN ELECTIVE OR HAVING TO DO THAT.

BUT SHE ALSO HAD FIGURED OUT OTHER COPING THINGS.

AND THE STAAR, YOU KNOW, HER GRADES WEREN'T, YOU KNOW, SUFFERING.

BUT SHE STILL TO THIS DAY STRUGGLES.

SHE HAS ALL THE SIGNS AND SYMPTOMS OF DYSLEXIA WITHOUT ANY OF THE INTERVENTIONS.

SO IT IS WHAT IT IS.

SO HAD SHE HAD AN ADVISORY OR A CLUB SHE COULD HAVE GONE TO THAT WAS SORT OF ON THE DL.

SHE WOULD HAVE PROBABLY DONE THAT.

BUT ANYWAY, SO I LOOK FORWARD TO HEARING WHAT WHAT KINDS OF RECOMMENDATIONS THERE MIGHT BE OR HOW WE CAN CONTINUE TO SERVE OUR MIDDLE SCHOOL STUDENTS.

GREAT. ANYTHING ELSE TEAM? OKAY. THANK YOU.

THANK YOU, MS. BROWN. YOU BET. OKAY, NEXT UP.

DR. DAWSON IS GOING TO GIVE US A VERY HIGH OVERVIEW OF ATTENDANCE AND DISCIPLINE TEAM.

AND YOU'VE HAD THESE SLIDES IN THE DATA AND GRAPHS.

HE'S NOT GOING TO GO THROUGH ALL OF THOSE IN DETAIL, BUT IF YOU HAVE ADDITIONAL QUESTIONS, FEEL FREE TO ASK.

I WAS TELLING MS. SEDILLO I WAS EXCITED ABOUT HAVING 45 MINUTES WITH YOU ALL TONIGHT.

I'M JUST JOKING. FIRST OF ALL, PRESIDENT PETREA, DR.

WRIGHT, BOARD, THANK YOU FOR ALLOWING US TO COME HERE TODAY.

JUST AS SOMEBODY WHO'S NEW TO THE DISTRICT, I WANT TO REITERATE THE REASON WHY WE HAVE SO MANY SUCCESSES WITHIN OUR DISTRICT IS BECAUSE OF THIS TEAM RIGHT HERE.

AND IT MAKES MY JOB SO MUCH EASIER WHEN I HAVE THE SUPPORT THAT YOU ALL CONSISTENTLY GIVE.

SO THANK YOU. THANK YOU.

AND I'M BEING TOLD WE NEED TO HEAR YOU BETTER.

I MEAN, I LOVE PRAISE.

SO BRING THAT MICROPHONE CLOSER.

OH, NO. OKAY. SO I'M USUALLY TOLD I'M LOUD, SO THAT'S WHY I PUSHED IT BACK.

SO FIRST OF ALL, I WANTED TO SAY THAT THE INCREDIBLE WORK THAT WE'RE ABLE TO ACCOMPLISH WOULD NOT BE DONE WITHOUT THIS TEAM HERE.

IT IS NOT ME. IT IS WE.

AND I JUST WANT TO BE ABLE TO MAKE SURE YOU KNOW WHO MY OFFICE TEAM IS, MY ATTENDANCE SPECIALIST, ELIZABETH BRACAMONTES.

ALL OF THESE LADIES DO SO MUCH FOR SO MANY SCHOOLS AND CAMPUSES.

AND I JUST WANTED TO MAKE SURE I TOOK THE TIME TO GIVE THEM THE CREDIT THEY DESERVE.

SO TODAY THE PRESENTATION, AS SHE SAID, WILL BE A BALCONY VIEW REGARDING DISTRICT ATTENDANCE AND DISTRICT DISCIPLINE.

AND MY INTENT IS TO SHARE SUCCESSES AS WELL AS AREAS OF FOCUS FOR EACH ONE OF THOSE.

AS STATED EARLIER, YOU DO HAVE A PLETHORA OF DATA.

THE INTENT WAS TO PROVIDE IT TO YOU.

I WILL NOT INSULT YOU BY TRYING TO DECIPHER IT FOR YOU.

I WANTED TO JUST GIVE YOU SEVERAL RESOURCES.

SO LOOKING AT OUR DISTRICT ATTENDANCE, SOME OF THE SUCCESSES THAT WE'VE HAD THIS YEAR IS ONE OF THE THINGS I REALLY BELIEVE WE'VE DONE A GREAT JOB AS CAMPUS LEADERSHIP TEAM IN COLLABORATION WITH THE REST OF THE DISTRICT, IS FOCUSING ON THE POSITIVE APPROACH TO DISCIPLINE RATHER THAN JUST DOING PUNITIVE MEASURES.

WE'RE WORKING COLLECTIVELY WITH ALL THE CAMPUSES, TRYING TO TIGHTEN THE PROGRAMS AND BUILD COHERENCE ACROSS THERE AS WELL AS WE ARE HAVING CONSISTENT WEEKLY ATTENDANCE STAFFINGS THAT INCLUDE THE CAMPUS ATTENDANCE TEAM AS WELL AS OUR ATTENDANCE INTERVENTION SPECIALISTS.

AND THEY MEET WEEKLY.

THEY LOOK AT STUDENTS WHO ARE TRUANT AS WELL AS STUDENTS WHO ARE COMPULSORY ATTENDANCE.

AND THERE'S A DIFFERENCE BECAUSE STUDENTS WHO ARE TRUANT ARE THEY ARE EXPERIENCING THREE UNEXCUSED WITHIN FOUR DAYS OR, I JUST LOST MY NUMBER TEN, WITHIN A SIX WEEK PERIOD VERSUS OUR COMPULSORY, WHICH REMINDS US THAT WE HAVE TO ADDRESS A STUDENT MUST ATTEND SCHOOL 90% OF THE TIME. AND SOMETIMES THOSE GET CONVOLUTED.

SO I JUST WANTED TO MAKE SURE I REITERATED THE DIFFERENCE.

AND SO AREAS OF FOCUS SPECIFICALLY LOOKING AT FOR ATTENDANCES, ALTHOUGH WE'RE NOT AT 96%, WE'RE STILL WORKING HARD, BUT WE HAVE TO CONTINUE LOOKING AT AND DO NEEDS ASSESSMENTS

[01:20:05]

THOUGH WE HAVE AN UMBRELLA VIEW OF WHERE WE WANT TO GO, EACH CAMPUS IS, I BELIEVE, AT DIFFERENT POINTS.

WE'VE HAD SIGNIFICANT SUCCESSES WITH ALL OF OUR CAMPUSES, BUT WE'RE NOT THERE YET.

AS WELL AS CONTINUING TO WORK ON CAMPUS ATTENDANCE INTERVENTIONS.

ONE OF THE THINGS THAT WHEN I FIRST STARTED WORKING HERE IS WE BEGAN TALKING TO OUR CAMPUSES ABOUT WE HAVE MTSS OR MULTI-TIERED SYSTEMS OF SUPPORT FOR ACADEMICS.

WE HAVE IT FOR BEHAVIOR, BUT WE REALLY WEREN'T LOOKING AT IT FROM THE LENS OF HOW CAN WE SUPPORT OUR STUDENTS FOR ATTENDANCE.

AND SO WE ARE WORKING REALLY HARD TO REALLY UNDERSTAND WHY STUDENTS ARE BEING ABSENT, BECAUSE WE CAN FOCUS ON JUST GIVING A CONSEQUENCE OR LOOKING AT DO WE NEED TO PROVIDE A WRAPAROUND APPROACH.

SO OFTENTIMES, ESPECIALLY IN OUR HIGH SCHOOL ATTENDANCE INTERVENTION MEETINGS, WE'RE BRINGING IN OUR COMMUNITIES AND SCHOOLS REPRESENTATIVE, WE'RE BRINGING IN COUNSELORS, WHOMEVER, BECAUSE IF THERE'S A NEED FOR OUR STUDENTS, WE WANT TO CONNECT EITHER WITHIN THE DISTRICT OR OUTSIDE WITH OUR COMMUNITY ENTITIES TO SUPPORT THAT STUDENT.

AS WELL AS LOOKING AT ON THE LAST ONE IS A LIMITED RESPONSE FROM COURT.

ALL THE WAY BACK IN 2015, THEY CHANGED THE LAW REGARDING ATTENDANCE, SAYING WE DON'T WANT IT TO BE SO PUNITIVE.

HOWEVER, IT'S TAKEN AWAY A LOT OF THE TEETH IN REGARDS TO TRYING TO GET PARENTS TO HOLD THEIR CHILDREN ACCOUNTABLE TO COME TO SCHOOL.

THERE ARE MEASURES WHERE WE CAN TAKE PARENTS TO COURT FOR THINGS OF THAT NATURE, BUT THAT'S NOT NECESSARILY OUR PRACTICE EITHER.

SO LOOKING AT THAT, WHAT I DO WANT TO SHARE WITH YOU IS THIS IS AN EXAMPLE OF WHERE WE'RE TAKING THE MTSS MODEL FOR OUR ATTENDANCE.

ONE OF THE THINGS WE CONSISTENTLY ARE FOCUSING ON ARE LITTLE THINGS MAKE A BIG DIFFERENCE, SPECIFICALLY LOOKING AT THE FACT THAT, ONE, WE'RE EVALUATING IF TEACHERS AREN'T TAKING ATTENDANCE, IT MAKES A BIG IMPACT.

SO WE'RE TRYING TO WORK WITH TEACHERS TO OR WITH SCHOOLS TO ENSURE THEY HAVE SOLID SYSTEMS TO CHECK AND BALANCE OUT THEIR ATTENDANCE BEFORE IT'S TOO LATE.

THE OTHER THING THAT WE'RE WORKING ON CLOSELY IS EVALUATING TRUANCIES.

AND YOU'LL LOOK AT AND SEE SOME HIGHER NUMBERS IN HIGH SCHOOL ON TRUANCY.

THAT'S BECAUSE THEY'RE CATCHING KIDS AND GETTING THEM BACK INTO CLASS.

AND SO THOSE ARE THE CONSEQUENCES.

SO LOOKING AT EVALUATING, IF STUDENTS ARE NOT IN CLASS, THEY'RE NOT PRESENT.

SO IT'S AN ABSENCE. EVEN IF IT'S PARTIAL DAY, IT'S STILL CONSIDERED AN ABSENCE.

SO WE HAVE TO BE REAL CAREFUL, MAKE SURE WE MONITOR THOSE.

AND THEN LOOKING AT YOUR TIER THREE ON THE VERY TOP PART, THAT IS WHERE STUDENT SERVICES BEGAN TO REALLY TAKE CHARGE OF THE PROCESS.

SO TIER 1, 2A, 2B, THOSE ARE WHERE OUR AIS LADIES ARE SUPPORTING THE CAMPUSES, BUT WE'RE REALLY ENCOURAGING THE CAMPUSES TO HAVE OWNERSHIP OF IT.

ARE WE MAKING PHONE CALLS? ARE WE FOLLOWING UP IF THEY'RE OUT, HOLDING TEACHERS ACCOUNTABLE TO DOCUMENT THE PHONE CALLS THAT HAVE BEEN MADE, JUST REALLY LOOKING AT THE DOCUMENTATION PROCESS.

AND THEN THE TIER 3 PART IS WHEN WE BEGAN LOOKING AT, OKAY, WE HAVE TO EVALUATE WHAT KIND OF CONTRACT WE'RE GOING TO PUT A STUDENT ON.

ARE WE GOING TO TAKE THE STUDENT TO COURT? WE MAKE NUMEROUS HOME VISITS TO TRY AND ENCOURAGE PARENTS TO PARTICIPATE IN THEIR CHILD'S ATTENDANCE ACCOUNTABILITY.

SO I SHARED SEVERAL TABLES WITH YOU, BUT I WANTED TO LOOK AT THIS SPECIFICALLY.

SORRY.

LOOKING AT THE DISTRICT ATTENDANCE.

IF YOU LOOK, A LOT OF THE DATA WAS NOT TAKEN BETWEEN THE 2021 SCHOOL YEAR.

SO I HAVE A MISSING PART BECAUSE THEY DID NOT PROVIDE DATA FOR THAT.

BUT I WANTED TO TAKE A NOTE OF WHERE WE WERE.

WE WENT DOWN 5.15% IN OUR ATTENDANCE.

HOWEVER, JUST THIS YEAR WE'RE ALMOST UP 3%.

ARE WE WHERE WE WANT TO BE? NO, BUT I ALSO WANT TO GIVE THE CREDIT TO OUR TEACHERS AND STAFF WHO ARE WORKING HARD TO GET KIDDOS IN.

WE HAVE A LOT OF THINGS THAT WE HAVE TO EVALUATE, CONTINUE OUR NEEDS ASSESSMENT, LOOKING THROUGH A ROOT CAUSE LENS.

BUT OUR TEACHERS, OUR STAFF, THEY'RE OPEN TO THAT.

AND PART OF THAT IS BECAUSE THEY ARE SEEING THE RESULTS FROM THEIR WORK.

SO IF YOU LOOK ON THIS ONE HERE, THIS IS JUST A DATA TREND LINE AND IT'S BY EACH WEEK AND THEN THE COLORS REPRESENT A YEAR.

AND THIS JUST GIVES ANOTHER EXAMPLE OF THE DIFFERENCE BETWEEN 21 AND 22 VERSUS 22, 23.

AND IT'S A SIGNIFICANT INCREASE.

AND I JUST WANT TO MAKE SURE, AS WE ACKNOWLEDGE, THAT WE STILL HAVE AREAS FOR GROWTH, THEY ARE MAKING PROGRESS.

SO WE TALKED ABOUT THE TRUANCY.

AND THEN THE NEXT PART IS THE DISCIPLINE.

OUR DISTRICT DISCIPLINE.

YES, MA'AM. SO WE'LL STOP THERE.

YES, MA'AM ON THE ATTENDANCE.

AM I GOING TOO FAST SORRY? NO, NO, THIS IS GREAT.

WE'VE HAD TIME TO DIGEST THIS AND LOOK AT THIS.

BUT IN TERMS OF QUESTIONS TEAM DO WE HAVE NOT THAT YOU CAN'T ASK AT THE END, BUT ON THE ATTENDANCE PIECE, DO YOU HAVE SOME QUESTIONS? MR. VELA. YEAH.

DR. DAWSON ON SOME OF THE BAR GRAPHS WE HAVE THE GREEN LINE.

I PRESUME THAT THE GREEN LINE IS 96%? RIGHT, THE GREEN LINE IS OUR GOAL AND THE RED LINE IS OUR CURRENT REALITY.

OKAY. OUR CURRENT COLLECTIVE GOAL.

YES. RIGHT. SO IT'S JUST AVERAGING OUT.

THAT'S WHERE THE RED IS, IS AVERAGING OUT WHERE WE FALL.

[01:25:01]

BUT IT IS NOT AT THE 96.

AND I NEVER WANT TO GET IN THE POSITION OF, OH, WE'RE NOT DOING AS BAD AS OUR NEIGHBOR BECAUSE I DON'T THINK THAT'S APPROPRIATE.

HOWEVER, IN TALKING WITH AND CONVERSING WITH NUMEROUS PEOPLE IN MY CURRENT ROLE, OR THE CHANGES IN ATTENDANCE ARE VERY, VERY SIMILAR, JUST OFF OF 1 AND 2%.

HOW HIGH IS THE CORRELATION BETWEEN AVERAGE DAILY ATTENDANCE AND SCORES IN TERMS OF BY CAMPUS OR CAMPUS? I MEAN, THE CAMPUSES HISTORICALLY THAT HAVE HIGHER ATTENDANCE ARE GOING TO BE THE ONES THAT PERFORM BETTER.

WELL, KIDS OBVIOUSLY DO BETTER WHEN THEY'RE IN SCHOOL.

THEY LEARN. OF COURSE. ABSOLUTELY.

ABSOLUTELY. SO I THINK THE BIGGEST THING IS TO ALSO, AGAIN, FOR INSTANCE, IF YOU LOOK AT HEMPHILL ELEMENTARY, THEY HAVE SIGNIFICANTLY LOWER, BUT THEY ALSO HAVE THE VAST MAJORITY OF PRE K STUDENTS. AND WE HAVE A NEED TO REALLY WORK WITH AND COLLABORATE WITH OUR COMMUNITY TO HELP THEM UNDERSTAND THAT IT'S STILL SAFE.

AND IF A KID HAS A SNIFFLY NOSE, THEY DON'T HAVE TO STAY HOME.

AND A LOT OF OUR PRE K STUDENTS WE'RE STILL HAVING A CHALLENGE WITH THAT.

AND OBVIOUSLY, I MEAN, AGAIN, COLLECTIVELY WE'RE FAR BELOW THE GOAL OF WHERE WE WANT TO BE, RIGHT? RIGHT. WE WANT TO BE AT THAT 96%.

SO WHAT IS OUR NEXT REALISTIC GOAL THAT WE'RE AFTER? I MEAN, WE'RE NOT GOING TO GO FROM 94% TO 96 IN A? IF YOU LOOK AT THE EXISTING TREND DATA, WE'VE BEEN JUST SHORT OF 96.

I AM NOT I DON'T THINK IT'S TOO LOFTY TO SAY WE CAN BE COMPARABLE TO WHERE WE WERE OR HIGHER.

I'M NOT GOING TO SETTLE FOR LESS.

WE JUST KEEP PLUGGING ALONG.

AND IF WE DON'T MAKE IT, WE FIGURE OUT WHY.

AND THAT'S PART OF IT IS WE REMOVE EXCUSES AND LOOK AT ACTION PLANS.

AND SO EACH CAMPUS HAS THEIR DIFFERENT NEEDS, EACH CAMPUS HAS THEIR DIFFERENT SUCCESSES.

AND THE BIGGEST THING IS IDENTIFYING WHAT ARE WE DOING TO MOTIVATE STUDENTS TO COME TO SCHOOL OR TO SUPPORT FAMILIES SO THEIR KIDS CAN COME TO SCHOOL VERSUS HOW WE PENALIZE THEM. ALL RIGHT.

THANK YOU, SIR. THANK YOU.

ALL RIGHT. ANY OTHER QUESTIONS ON THE ATTENDANCE PIECE? MR. SEVERANCE. THIS IS FOR DR.

WRIGHT. YOU KNOW, YOU WERE JUST WITH A BUNCH OF YOUR SUPERINTENDENT COLLEAGUES.

WHAT ARE SOME OTHER DISTRICTS? WHAT ARE THEIR ATTENDANCE RATES? ARE THEY ARE WE ALL KIND OF IN THE SAME AREA TRYING TO GET BACK TO WHERE WE WERE OR SOME DOING BETTER THAN OTHERS? WHAT ARE YOU HEARING OUT THERE? THE MAJORITY ARE DOWN 2 TO 3%, SOME EVEN DOWN 4%.

SO THAT'S PRETTY COMMON ACROSS THE STATE.

THERE ARE SOME POCKETS OF EXCELLENCE, BUT THERE AREN'T MANY.

ALL RIGHT. THANK YOU. ALL RIGHT.

ANY OTHER QUESTIONS ON ATTENDANCE? AND IF WE NEED TO GO BACK TO IT, WE CAN.

ABSOLUTELY. I'M GLAD YOU BROUGHT UP THE PRE-K.

I MEAN, WE ARE SO EXCITED TO HAVE PRE-K HERE IN OUR DISTRICT.

AND I KNOW WE ADDED THE TUITION BASED, BUT MAN, THEY ARE KILLING OUR ATTENDANCE NUMBERS.

DO THEY DO THEY HAVE A DIFFERENT REQUIREMENT OR? I INTERJECT YEAH, ON THAT TOO.

WRIGHT AND I'VE EVEN HAD THAT DIALOG, WE'VE PULLED PRE-K ATTENDANCE OUT AND REDID THE AVERAGES AND IT'S STILL PRETTY SIMILAR OKAY. WELL, THAT MAKES ME FEEL BETTER BECAUSE, I MEAN, I'VE TALKED TO SOME ADMINISTRATORS WITH PRE-K AND IT IS VERY, VERY COMMON THAT THOSE PARENTS JUST HAVE NO IDEA THAT THAT'S HOW WE'RE FUNDED. AND SO.

RIGHT. YOU KNOW, THEY I MEAN, THEY'RE JUST IT'S JUST THEY'RE PARLAY INTO PUBLIC ED AND I MEAN, I GET IT.

IT'S LIKE, I WANT TO STAY HOME WITH LITTLE JOHNNY TODAY AND SNUGGLE.

I MEAN YOU KNOW. DR. TRUHILL AND MS. HERRIN AND I HAVE HAD CONVERSATIONS ABOUT HOW WE CAN BRING COMMUNICATION TO OUR FAMILIES TO HELP THEM UNDERSTAND NOT JUST THE FUNDING, BUT THE LACK OF ATTENDANCE IS CREATING A SIGNIFICANT GAP IN THEIR LEARNING.

YES. AND SO WE WANT TO HIT IT FROM THAT ARENA AS WELL, JUST SO WE CAN ADD MULTIPLE AREAS OF VALUE FOR THEIR ATTENDANCE.

OKAY. AWESOME.

ALL RIGHT. YOU WANT TO MOVE ON TO OUR DISCIPLINE PRESENTATION.

ABSOLUTELY. SO WITH DISCIPLINE, FIRST AND FOREMOST, ONE OF THE THINGS I WANTED TO POINT OUT IS I WOULD LIKE TO KNOW MORE ABOUT WHAT OUR DISCIPLINE RATINGS ARE BECAUSE WE TEND TO LUMP THEM ALL UNDER ONE LABEL.

AND SO THAT'S SOMETHING THAT I'M TRYING TO FIGURE OUT WHERE SOME ARE THAT WE NEED TO UNDERSTAND MORE SO WE CAN SUPPORT CAMPUSES BETTER OR MORE EFFICIENTLY.

BUT LOOKING AT THE CAMPUS CULTURE, ONE OF THE THINGS THAT I'VE BEEN MOST IMPRESSED WITH ARE ASSISTANT PRINCIPALS DO A PHENOMENAL JOB OF PICKING UP THE PHONE AND CALLING AND SAYING, HEY, DAWSON, I'M TRYING TO FIGURE THIS OUT.

HEY, THIS IS WHAT'S HAPPENING.

WHERE CAN I GO? CAN YOU HELP ME ON THE LAW PART OF THIS? THEY'VE DONE A PHENOMENAL JOB AS WELL AS THE ASSISTANT PRINCIPALS ARE EXCELLENT RESOURCES FOR EACH OTHER.

THEY'RE CONSTANTLY TELLING ME THEY'RE WORKING AS A GROUP TO BUILD CONSISTENCY ACROSS THEIR CAMPUSES BECAUSE THAT'S SOMETHING WE'VE TALKED ABOUT CONSIDERABLY.

AS WELL AS I BELIEVE THAT OUR ELEMENTARY CAMPUSES ARE DOING A ROCK STAR JOB OF IMPLEMENTING MTSS WITH THEIR BEHAVIOR ON CAMPUSES, ESPECIALLY WITH THE SUPPORT OF EMERGENT TREE.

LOOKING AT THAT, MANY OF OUR REFERRALS ARE DOCUMENTED AND ARE LISTED REFERRALS, BUT THEY'RE CLASSROOM MANAGED.

AND SO THAT'S WHERE SOME OF THE DATA I'M TRYING TO HELP UNDERSTAND BETTER BECAUSE THE WAY WE HAVE OUR CERTAIN SYSTEMS, THINGS THAT WE DO FROM A CLASSROOM PERSPECTIVE

[01:30:10]

SO I'VE GOT TO FIGURE OUT, IS THERE SOMETHING WE CAN DO TO STILL GARNER ALL THAT INFORMATION BUT NOT NECESSARILY INFLUENCE THE TOTAL COUNT WITH OUR DATA.

SO LOOKING AT THAT AS WELL, OUR CAMPUSES ARE THE AMOUNT OF POSITIVE BEHAVIOR REPORTS FOR DISCIPLINE BY TEACHERS IS PHENOMENAL AND IT'S SKYROCKETED SIGNIFICANTLY FROM THIS YEAR COMPARED TO LAST YEAR.

THE OTHER PART, THOUGH, I FOUND OUT WHEN I WAS TALKING WITH OUR LAST AP MEETING, I WAS SHARING SOME OF THIS INFORMATION AND THEY'RE LIKE, WHOA, STOP.

AND I'M LIKE, WHAT? THEY SAID, WE DON'T PUT IT IN A COMPUTER, BUT THIS IS WHAT WE DO.

WE DO THIS AND THIS. AND THEY SHARED ALL THESE DIFFERENT AMAZING THINGS TO REINFORCE AND RECOGNIZE STUDENTS FOR DOING GREAT THINGS.

AND SO I WAS VERY PLEASED TO LET THEM SHOWCASE TO EACH OTHER WHAT THEY WERE DOING ON THEIR OWN CAMPUSES TO HELP MOTIVATE, BUT ALSO ACKNOWLEDGE STUDENTS MAKING THE BEST CHOICES.

SO LOOKING AT THAT, THOUGH, I KNOW YOU'RE NOT SURPRISED, BUT THE E-CIGARETTES WITH THE VAPE ARE KILLING US.

THEY ARE.

LOOKING AT OUR PLACEMENTS FOR DAEP.

CURRENTLY, 62% OF THE PLACEMENTS FOR DAEP THIS YEAR HAVE BEEN RELATED TO THC OR DRUG.

AND WHEN I SAY DRUG, IT'S USUALLY THE MARIJUANA THC.

WE'VE HAD A FEW PERCOSET, BUT THE VAST MAJORITY ARE THC PENS, THE VAPE PENS.

SO THAT'S SOMETHING WE'RE WORKING ON, TRYING TO FIGURE OUT HOW CAN WE IMPLEMENT, ESPECIALLY IN THE HIGH SCHOOL, SOME TYPE OF AN AWARENESS OR SUPPORT PROGRAM.

BUT THAT'S HARD TO DO.

I WANT TO LEARN MORE FROM WHAT OTHER CAMPUSES AND OTHER DISTRICTS ARE DOING AS WELL.

I DON'T HAVE ENOUGH INFORMATION YET, BUT I BELIEVE WE NEED TO DO SOMETHING BETTER THERE.

WE ALSO KNOW THAT AT THE SECONDARY LEVEL, IMPLEMENTING AN MTSS FOR DISCIPLINE IS NOT THE SAME AS ELEMENTARY BECAUSE TEACHERS HAVE THEIR STUDENTS MOST OF THE DAY, WHEREAS STUDENTS IN HIGH SCHOOL AND MIDDLE SCHOOL TRANSITION ACROSS AND SO THEY ARE EAGER TO LEARN.

WE'VE HAD NUMEROUS CONVERSATIONS IN OUR TRAININGS OR IN THE MEETINGS THAT WE HAVE WITH ALL THE ASSISTANT PRINCIPALS TOGETHER.

THEY'RE EAGER TO LEARN, THEY'RE EAGER TO WORK TOGETHER AND FIGURE IT OUT.

BUT IT'S ALSO UNDERSTANDING THAT CHANGE DOESN'T HAPPEN OVERNIGHT, ESPECIALLY WHEN YOU HAVE SYSTEMS AND STRUCTURES THAT HAVE BEEN IN PLACE FOR A WHILE.

IF YOU DIDN'T NOTICE MIDDLE SCHOOL KIDS ARE GOOFY.

I WAS A MIDDLE SCHOOL PRINCIPAL FOR A LONG TIME AND ASSISTANT PRINCIPAL.

THERE'S JUST A LOT OF HORSEPLAY AND SCUFFLING.

IF YOU LOOK AT THE AMOUNT OF DISCIPLINE, REFERRALS AND THE AMOUNT ALIGNED TO HORSEPLAY, HITTING, SCUFFLING, FIGHTING, THE PROMINENT AMOUNT ARE IN YOUR MIDDLE SCHOOL. SO WE JUST GOT TO REMIND OURSELVES, HOW CAN WE SET UP STRUCTURES TO KEEP SOME OF THAT STOPPING OR TO KEEP IT FROM HAPPENING? I MEAN. OUT OF SCHOOL SUSPENSIONS IS ALWAYS AN AREA THAT WE ALWAYS HAVE TO EVALUATE, ESPECIALLY WHEN WE LOOK AT DISPROPORTIONALITY SPECIFICALLY LOOKING AT ARE WE OFFERING EVERY SINGLE STUDENT THE OPPORTUNITIES THAT THEY DESERVE? I DON'T HAVE SPECIFIC NUMBERS YET BROKEN DOWN BY DEMOGRAPHICS, BUT THAT IS SOMETHING I'M WORKING ON BECAUSE I'M TRYING TO FIGURE OUT, DO WE HAVE ANY DISPROPORTIONALITY, WHETHER IT'S BY ETHNIC GROUP OR STUDENT GROUP OR BY SPED OR ANYTHING OF THAT NATURE.

SO THAT'S SOMETHING I'M CURRENTLY WANTING TO FIND OUT MORE INFORMATION ABOUT, JUST TO MAKE SURE THAT IF WE DO HAVE AN IDENTIFIED DISPROPORTIONALITY, THAT WE'RE STAYING ON TOP OF IT INSTEAD OF HAVING TO REACT LATER.

SO LOOKING AT THAT, THE LAST THING THAT I WANTED TO SHARE WAS, WHEN I WORK WITH OUR ASSISTANT PRINCIPALS, I HAVE AN OPPORTUNITY TO MEET WITH THEM ONCE A MONTH AS A WHOLE, AS A GROUP.

WE'RE ASKING A LOT OF OUR ASSISTANT PRINCIPALS AND THEIR DUTIES, AND I'M NOT SAYING THEY CAN'T DO IT.

I'M SAYING. I REALLY FEEL LIKE AS WE'RE CONTINUING TO EVALUATE WHAT'S HAPPENING ON CAMPUS AND IF WE ASK THEM WHAT WE'RE GOING TO ASK THEM TO DO THAT WE MIGHT HAVE TO EVALUATE AND SAY, WE'RE ASKING YOU TO DO THIS AND WE'RE GOING TO, OOPS, EXCUSE ME, AND WE'RE GOING TO TAKE THIS OFF YOUR PLATE AND KIND OF BALANCE SOME OF THAT OUT.

OR IS THIS DUPLICATING THIS AND MAKING SURE THAT WE'RE BEING CONSERVATIVE WITH THEIR TIME AND OUR ASKS OF THEM? SO. I THINK.

OTHER THAN QUESTIONS, I'VE COVERED EVERYTHING.

GREAT. THANK YOU SO MUCH.

THIS WAS VERY INFORMATIVE.

I DID GEEK OUT ON A LOT OF THESE GRAPHS AND CHARTS, SO.

WELL, ME TOO, AND I WAS EXCITED ABOUT SHARING THEM.

I APPRECIATE IT. BUT THEN I REMEMBERED.

OH, WAIT. TEN MINUTES. YES, TEAM, DO WE HAVE ANY QUESTIONS FOR DR.

DAWSON? I HAVE A COUPLE OF QUESTIONS.

I WANT TO GO BACK TO THE ATTENDANCE REAL QUICK.

TRUANCY OFF CAMPUS VERSUS ON CAMPUS.

IS THIS SKIPPING SCHOOL VERSUS I DIDN'T SHOW UP? YES. AND SO TRUANCY OFF CAMPUS IS THEY JUST DIDN'T GET OUT OF BED POTENTIALLY VERSUS ON CAMPUS THEY'RE SKIPPING A PERIOD.

[01:35:01]

AND IF YOU NOTICE ON THE DATA, THERE'S BEEN A SIGNIFICANT INCREASE, ESPECIALLY AT LEHMAN.

AND IT'S. YEAH, OKAY.

IT'S ACTUALLY A GOOD THING BECAUSE THEY ARE HAMMERING DOWN ON KIDS THAT ARE NOT COMING TO SCHOOL AND SO THEY'RE CREATING DIFFERENT SYSTEMS. AND ONE OF THOSE IS REALLY LOOKING AT HOW ARE WE CHECKING THE WHOLE BUILDING, HOW ARE WE SWEEPING? RIGHT. AND USING THE DATA AND SAYING ON THIS PERIOD OR ON THIS CONTENT OR ON THIS DAY, WE NEED TO BE HYPER VIGILANT ABOUT REALLY LOOKING AT AND SEEING WHERE STUDENTS ARE HIDING AND THEN USING THEIR STAFF DIFFERENTLY TO MAKE SURE THAT THEY ARE SWEEPING MORE EFFICIENTLY.

SO THAT'S WHY YOU SEE AN INCREASE AND THANK YOU FOR BRINGING THAT UP.

BUT YEAH, NO, I KNOW WHERE THEY HIDE.

THEY'RE IN THE BAND HALL.

THEY'RE IN THE LOCKER ROOMS. THEY'RE IN THE BATHROOM.

YEAH. BUT YOU HAVE TO BE SUPER DILIGENT AND GO AND SWEEP ALL OF THOSE PLACES.

AND SO I WAS JUST CURIOUS ABOUT LEHMAN JUST BECAUSE, I MEAN, HAYS FEELS LIKE AN EASY PLACE TO SKIP IF I'M JUST BEING BACK IN MY HIGH SCHOOL SELF BECAUSE IT'S ALL THOSE BUILDINGS AND YOU'RE ALWAYS OUTSIDE WALKING AROUND.

RIGHT. AND I THOUGHT, OH, YOU JUST I'M LOOKING AT DAVID PIERCE.

HE PROBABLY KNOWS YOU JUST WALK OFF, RIGHT? BUT LEHMAN, I MEAN, THAT SEEMS HARD.

SO YOU'RE HIDING SOMEWHERE IN THE BUILDING OBVIOUSLY.

THEY ARE AND THAT'S WHY THEY'RE CATCHING MORE, TOO, BECAUSE THEY'RE BEING HYPER FOCUSED ON LOOKING AT THEIR DATA AND EVALUATING WHEN IS IT HAPPENING MOST.

AND THEN THEY'RE REALLY USING THEIR STAFF WELL TO CATCH THEM, BECAUSE I'D MUCH RATHER HAVE A DOCUMENTED, DISCIPLINED TRUANCY AND HAVE THEM PRESENT THAN THEM NOT BE COUNTED AS PRESENT. OKAY. SO THIS.

YEAH, SO THIS IS WE'RE BEING SO DILIGENT THAT WE ARE DOCUMENTING EVERY SINGLE PERSON.

OKAY. GOT IT. SO THANK YOU FOR THAT.

SO YOU BROUGHT UP ON THE DISCIPLINE SIDE HOW MUCH WORK THIS IS ON THE APS.

AND I APPRECIATE YOU BRINGING THAT UP.

AND I THINK WE FEEL THAT ESPECIALLY AT THE ELEMENTARY SCHOOL LEVEL, WE'RE SEEING THINGS PUSH DOWN YOUNGER AND YOUNGER.

WE ADDED APS AT ALL THE MIDDLE SCHOOLS THIS YEAR TO TRY TO HELP WITH SOME OF THE ADDITIONAL DUTIES AND THE KIND OF THE ARD FACILITATOR HAVING AN ADMINISTRATOR THERE.

AND SO, I MEAN, WHAT DO YOU HEAR DR.

DAWSON? IS IT ELEMENTARY SCHOOL THAT FEELS LIKE THEY NEED MORE HELP? IS IT SECONDARY? IT'S. YES.

ALL BUT.

ALL OF THE ABOVE? I THINK THE THING THAT WE REALLY HAVE TO DO, AND THIS IS WHERE I'VE BEEN HAVING SOME PRETTY CRUCIAL CONVERSATIONS WITH OUR ASSISTANT PRINCIPALS.

HOW ARE YOU USING YOUR TIME? BECAUSE BEFORE WE START EVALUATING, WE NEED MORE STAFF OR WE NEED THIS OR WE NEED THAT.

HOW ARE WE DELEGATING? HOW ARE WE BUILDING COHERENCY OR CONSISTENCY ACROSS THE CAMPUS SO WE DON'T HAVE AS MANY CHALLENGES? HOW ARE WE USING THE OTHER RESOURCES AND ADULTS THAT WE HAVE? BECAUSE I KNOW THAT WHEN I WAS A PRINCIPAL AT A MIDDLE SCHOOL, I HAD TWO APS AND TWO COUNSELORS AND I HAD OVER A THOUSAND STUDENTS.

SO I'M NOT SAYING IT'S EASIER.

THAT WAS A WHILE AGO. I DON'T HAVE ANYWHERE NEAR THE REQUIREMENTS THAT WE CURRENTLY HAVE ON OUR PRINCIPALS, AND I'LL NEVER PRETEND TO KNOW WHAT IT'S LIKE CURRENTLY TO BE A PRINCIPAL. BUT I WILL TELL YOU, PART OF THAT IS BEING WILLING TO RELEASE SOME OF IT AND SHARE THE WORK.

AND I THINK THOSE ARE THE CONVERSATIONS THAT WE HAVE TO WEIGH OUT AND SEE ARE WE TRULY USING ALL OUR RESOURCES THE BEST WE CAN VERSUS, OH MY GOSH, WE JUST CAN'T DO IT.

AND AGAIN, I'LL GIVE HUGE ACCOLADES TO OUR ASSISTANT PRINCIPALS BECAUSE THEY'VE BEEN INCREDIBLE IN HAVING OPEN, CANDID, VULNERABLE CONVERSATIONS AND BEING WILLING TO SAY, OH, WELL, MAYBE I NEED TO DO THAT DIFFERENTLY.

SO AGAIN, I'VE NEVER WORKED WITH A GROUP OF ASSISTANT PRINCIPALS THIS EAGER TO LEARN.

IT'S BEEN AMAZING.

WELL, THAT'S GREAT. WELL, WE APPRECIATE THE BACKGROUND THAT YOU HAVE TO HELP TRAIN UP ON SOME OF THE STRATEGIES ON DISCIPLINE AND ATTENDANCE FOR THAT MATTER. YEAH.

BECAUSE I CAN SEE APS GETTING OFF MISSION PRETTY QUICK.

AND BUT IF YOU DON'T HAVE ANYBODY ELSE TO MONITOR THE BATHROOMS OR TO GO SWEEP ALL THE BAND HALLS, WHAT ARE YOU GOING TO DO? YOU ONLY HAVE SO MANY SECURITY MONITORS AND OTHER FOLKS THAT ARE AVAILABLE DURING INSTRUCTION TIME.

SO I MEAN, THAT'S SOMETHING DR.

WRIGHT I DON'T KNOW IF WE CAN LOOK AT DURING BUDGET SEASON IF THAT'S SOMETHING THAT HAS COME TO YOU FROM SOME OF THESE THE CAMPUS SHOWCASES THAT WE JUST CAN'T BE EVERYWHERE.

AND I MEAN IF YOU'RE TRACKING DOWN 500 KIDS AT LEHMAN, THAT'S TIME CONSUMING.

YES. AND THAT'S WHERE LIKE, FOR INSTANCE, THAT WE'VE DISCUSSED, TOO, IS IT'S NOT JUST THE PRINCIPALS WE HAVE HOW MANY TEACHERS DURING THAT TIME IN A CONFERENCE PERIOD, RIGHT? SO BEFORE THEY GO TO CONFERENCE, WE USE THEM TO HELP SWEEP DIFFERENT AREAS.

SO WE'RE CAPITALIZING ON THE ADULT CAPITAL, NOT JUST THE ADMIN CAPITAL.

SO. OKAY.

THANK YOU. ANY OTHER QUESTIONS, TEAM? ALL RIGHT. DO YOU WANT TO TAKE A QUICK BREAK? ALL RIGHT. LET'S TAKE A QUICK BREAK.

FIVE MINUTES. THANK YOU, DR.

DAWSON. THANK YOU VERY MUCH.

[01:40:01]

ALL RIGHT. WE'RE GOING TO MOVE SOME THINGS AROUND, TEAM.

WE'LL START WITH WE'LL GO AHEAD AND START OVER HERE WITH CONSENT.

OH, I'M SORRY. YES, WE HAD ATTENDANCE, DISCIPLINE, AND NOW WE HAVE ADVANCED ACADEMICS.

SO WE HAVE JOY PHILPOTT.

THEY PUT ALL OF THOSE IN ONE AGENDA ITEM.

20 SECONDS. YEAH.

50 WORDS OR LESS. JOY, GO.

WE'RE DOING A GREAT JOB AND OUR NUMBERS HAVE INCREASED TO THANK YOU FOR YOUR SUPPORT.

[APPLAUSE] ALL RIGHT. GOOD EVENING, PRESIDENT PETREA, DR.

WRIGHT, MEMBERS OF THE BOARD OF TRUSTEES.

MY NAME IS JOY PHILPOTT. I SERVE AS THE DIRECTOR OF ADVANCED ACADEMICS FOR HAYS CISD.

I'M GOING TO TRY TO DO THIS IN TEN MINUTES OR FEWER WITHOUT SOUNDING LIKE THE PEANUT SCHOOLTEACHER.

THE DEPARTMENT OF ADVANCED ACADEMICS ENCOMPASSES BOTH ADVANCED ACADEMIC COURSES IN GRADES 6 THROUGH 12 AND GIFTED AND TALENTED SERVICES FOR STUDENTS IDENTIFIED AS GT IN GRADES K THROUGH 12. I'D LIKE TO TAKE A FEW MINUTES OF TIME THIS EVENING TO ACQUAINT YOU WITH WORK IN OUR DEPARTMENT AND WHERE WE HOPE TO GO IN BOTH OF THESE PROGRAMS. I'LL START WITH ADVANCED ACADEMICS.

OOPS. AS I SAID, ADVANCED ACADEMICS ENCOMPASSES CLASSES IN GRADES 6 THROUGH 12.

THIS IS ADVANCED CLASSES, WHICH ARE DESIGNED TO PREPARE STUDENTS FOR COLLEGE ALIGNED COURSEWORK AND COLLEGE ALIGNED COURSEWORK, WHICH CAN CONFER COLLEGE CREDIT.

AND WE HAVE THREE WAYS OF CONFERRING COLLEGE CREDIT IN HAYS CISD DUAL CREDIT WITH ACC DUAL ENROLLMENT THROUGH ON RAMPS AND ADVANCED PLACEMENT COURSES.

FOR AS LONG AS I'VE BEEN IN HAYS AND PRESUMABLY BEFORE HAYS HAS HAD AN OPEN DOOR POLICY FOR ADVANCED COURSES.

ANY STUDENTS WHO WANT TO CHALLENGE THEMSELVES ARE WELCOME REGARDLESS OF PERFORMANCE ON TESTS OR IN OTHER CLASSES.

IT'S ONE OF THE THINGS THAT DREW ME TO THIS DISTRICT.

THAT SAID, WHAT WE REALIZED WHEN WE BEGAN LOOKING AT COURSE, TAKING PATTERNS FOR STUDENTS WHO WERE SCORING HIGH ON ASSESSMENTS WAS THAT NOT ALL OF THEM WERE WALKING THROUGH THAT OPEN DOOR. WE BEGAN LOOKING AT THIS DATA THROUGH A PARTNERSHIP WITH E3 ALLIANCE AROUND ADVANCED MATH AND DATA SHOWED THE SAME THING IS THE SAME TREND IN OTHER SUBJECT AREAS AS WELL. WE SAW STUDENTS WHO HAD PERFORMED WELL ON LOCAL, STATE AND NATIONAL EXAMS IN ON LEVEL CLASSES.

TO YOUR POINT EARLIER ABOUT NOT PUSHING FOR EXCELLENCE, WE HAD STUDENTS WHO WERE NOT BEING CHALLENGED OR NOT CHOOSING TO CHALLENGE THEMSELVES TO THEIR FULL POTENTIAL.

SO THE STORE IS STILL WIDE OPEN.

WE WELCOME ANYONE WHO ANY STUDENTS WHO WANT TO CHALLENGE THEMSELVES, AND WE ARE ACTIVELY WORKING TO INVITE STUDENTS TO WALK THROUGH THAT DOOR.

WE'VE MOVED TO MORE OF AN OPT OUT MODEL FOR ADVANCED CLASSES IN MIDDLE SCHOOL AND EARLY HIGH SCHOOL.

WE USE PSAT AND LOCAL DATA TO IDENTIFY STUDENTS PERFORMING WELL AND PLACE THEM IN ADVANCED CLASSES, WHILE AT THE SAME TIME EMAILING THEIR TEACHERS AND COUNSELORS AND ASKING THAT THEY HAVE CONVERSATIONS WITH THE STUDENTS AND THEIR PARENTS ABOUT HOW WELL THE STUDENTS ARE DOING AND WHY THEY SHOULD PURSUE ADVANCED COURSEWORK.

TEACHERS OF COLLEGE ALIGNED COURSES DELIBERATELY RECRUIT STUDENTS USING LOCAL DATA AND AP POTENTIAL REPORTS DERIVED FROM PSAT.

MOVING TO THIS MODEL, WE SAW A 10% INCREASE IN PARTICIPATION IN ADVANCED COURSEWORK OVER ALL THIS YEAR.

WE HAVE 1087 MORE STUDENTS IN ADVANCED ACADEMICS THIS YEAR THAN LAST.

AND. YES, THANK YOU.

[APPLAUSE] YES.

IN SIXTH GRADE ADVANCED MATH, WE'VE GONE FROM 57% OF THE STUDENTS WHO SCORED AT MEETS OR MASTERS ON FIFTH GRADE STAAR IN AN ADVANCED SIXTH GRADE CLASS TO 76% THIS YEAR.

AND WHILE I CANNOT PROMISE YOU A 10% OR GREATER INCREASE EVERY YEAR, I CAN SAY THAT WE ABSOLUTELY STILL HAVE ROOM TO GROW.

WE STILL HAVE STUDENTS WHO NEED TO BE IN ADVANCED COURSES THAT ARE NOT.

WE'RE WORKING ON THAT RIGHT NOW.

OF OUR GROWTH THIS YEAR, OVER HALF, 667 STUDENTS WAS IN COLLEGE ALIGNED COURSES.

THE BIGGEST JUMP THERE IS IN ON RAMPS, WHICH WENT FROM 16 STUDENTS ENROLLED IN ONE ON RAMPS ENGLISH CLASS LAST YEAR TO OVER 300 STUDENTS ENROLLED IN FIVE DIFFERENT COURSES THIS YEAR ACROSS ALL THREE COMPREHENSIVE HIGH SCHOOL CAMPUSES.

THIS JUMP WAS BROUGHT ABOUT BY SIGNIFICANT RECRUITMENT EFFORTS ON THE PART OF TEACHERS AND OF SUBSIDIZING ON RAMPS COURSEWORK IN A WAY SIMILAR TO WHAT WE DO FOR AP EXAMS. BOARD GOAL ONE CALLS OUT ATTENTION TO INDIVIDUAL STUDENT NEEDS AND COLLEGE READINESS AS PART OF A LARGER GOAL AROUND STUDENT ACHIEVEMENT.

IT'S IMPERATIVE THAT WE PROVIDE STUDENTS OPPORTUNITIES TO ENGAGE IN COURSEWORK COMMENSURATE WITH THEIR ABILITIES.

DOING SO IN MIDDLE SCHOOL AND EARLY HIGH SCHOOL ALLOWS STUDENTS TO ENGAGE IN COLLEGE BEFORE EVER LEAVING HIGH SCHOOL.

WE'RE FORTUNATE TO BE ABLE TO PROVIDE STUDENTS THESE OPPORTUNITIES AT CONSIDERABLE COST SAVINGS TO FAMILIES, AND THIS IS AN IMPORTANT CONSIDERATION.

THE MOST IMPORTANT CONSIDERATION, THOUGH, IS HAVING OUR STUDENTS READY FOR WHATEVER THEY CHOOSE AS THEY GRADUATE FROM HAYS CISD.

[01:45:05]

KNOWING HOW COLLEGE WORKS AND HOW THEY WORK IN COLLEGE.

TO THAT END, THE RESEARCH QUOTED FROM THE UNIVERSITY OF TEXAS UP HERE REMAINS FOREFRONT IN MY MIND.

I'D ALSO LIKE TO TAKE A MOMENT TO CALL OUT AN OPPORTUNITY FOR STUDENTS IN OUR ADVANCED AND AP LANGUAGE CLASSES.

THANKS TO LOTS OF WORK FROM PATRICIA MELGAR, COOK AND LOGAN STROUD.

THE WORLD LANGUAGES DEPARTMENT STARTED A NEW PROGRAM THIS YEAR TO RECOGNIZE STUDENTS, ACADEMIC ACHIEVEMENT AND ADVANCED WORLD LANGUAGES COURSES, INCLUDING SPANISH 4AP, RICH 4AP AND ASL, AMERICAN SIGN LANGUAGE FOR ADVANCED.

IN THIS PROGRAM, STUDENTS WILL RECEIVE THE OPPORTUNITY TO TAKE A NATIONALLY RECOGNIZED PROFICIENCY EXAM, WHICH CAN BE USED ON RESUMES AS WELL AS JOB AND UNIVERSITY APPLICATIONS, AND EARN A GLOBAL SEAL OF BILITERACY, WHICH ENABLES RECIPIENTS TO SHOWCASE THEIR LANGUAGE SKILLS TO ANY SCHOOL OR EMPLOYER ACROSS STATE LINES AND NATIONAL BORDERS WITH A UNIQUE SERIAL NUMBER DOCUMENT.

THEY'LL BE TESTING 190 STUDENTS FOR THIS GLOBAL SEAL OF BILITERACY THIS YEAR.

THANK YOU SO MUCH FOR SUPPORTING US AND THESE OPPORTUNITIES FOR STUDENTS.

BEFORE I GO ON TO GT, WOULD YOU LIKE TO ASK QUESTIONS ABOUT ADVANCED ACADEMICS? FIVE MINUTES AND 27 SECONDS.

OKAY. MS..

OROSCO, YOU HAVE A QUESTION? YES, MS. PHILPOTT, ON PAGE 67, ON THAT TABLE THAT YOU HAVE WITH THE HAYS CISD NUMBERS OF STUDENTS AND COLLEGE CREDITS EARNED, AND YOU HAVE THAT INFORMATION I WOULD LIKE AND YOU DON'T NEED TO GIVE IT TO ME NOW.

I WOULD LIKE THE DATA PER CAMPUS, SO I WANT TO SEE WHAT THAT LOOKS LIKE FOR EACH CAMPUS.

GOT IT. THAT WOULD BE GREAT.

THANK YOU. ANYONE ELSE? MR. VELA. I'M SORRY.

I'LL COME BACK TO YOU, MS. PHILPOTT. SAME PAGE OR SAME GRAPH, BUT THE SECTION UP TO THE RIGHT? YES, SIR. SO, PERCENTAGE OF ALL STUDENTS.

RIGHT. SO FEMALE. FOR EXAMPLE, 49% OF ALL STUDENTS.

DEMOGRAPHICS IS THAT SAYING THAT 54% OF OUR FEMALE STUDENTS ARE IN? 54% OF THE STUDENTS IN ADVANCED ACADEMICS ARE FEMALE? OKAY. SO IN OUR ALL STUDENT POPULATION, 49% ARE FEMALE.

IN OUR ADVANCED ACADEMICS, IN GRADES 6TH THROUGH 12, 54 ARE.

THANK YOU. JUST MAKING SURE. OKAY. THANK YOU VERY MUCH.

I'M GLAD YOU ASKED THAT BECAUSE I WAS ALSO SORT OF TROUBLED BY THE NUMBERS.

OKAY. MR. SEVERANCE. YES.

HI. OKAY. SO ON PAGE 68, I KIND OF WOULD LIKE TO KNOW THE TOTAL AMOUNT THAT OUR STUDENTS SPENT ON THE COURSE, COSTS RELATED COSTS AND THE TOTAL COST FOR EACH OF THOSE THREE.

I'M JUST CURIOUS, HOW MUCH ARE DO WE PAY FOR THAT AS A STUDENT? WE SUBSIDIZE AP AND ON RAMPS.

SO FOR AP, THE EXAM IS $60.

IF THE STUDENTS TAKE THE EXAM, IF STUDENT QUALIFIES FOR FREE AND REDUCED LUNCH, IT'S $15.

WE SUBSIDIZE THAT PRETTY HEAVILY.

IT'S $96 NORMALLY.

OKAY. FOR ON RAMPS, THE COURSE COSTS FROM UT IS $149.

WE SUBSIDIZE IT DOWN TO 124 OR DOWN TO 25 FOR STUDENTS ON FREE AND REDUCED LUNCH.

BUT I CAN GET YOU SOME.

YEAH, I'D JUST LIKE TO KNOW WHAT THAT TOTAL IS THAT STUDENTS ARE COMING OUT OF POCKET ON AND THEN DO WE ALSO PAY FOR THEM TO TAKE THE SAT AS WELL? YES SIR. AND THE PSAT? YES SIR. AND I'D LIKE TO KNOW THE TOTAL AMOUNT THAT WE SPEND ON THOSE TWO AS WELL.

ABSOLUTELY. BECAUSE I'LL BE COMING TO YOU IN APRIL WITH A REQUISITION FOR THOSE.

OKAY, GREAT. THANK YOU.

I KNEW THAT. I KNEW THAT.

I KNEW. [LAUGHTER] THANKS.

THANK YOU FOR SETTING ME UP.

I LIKE HIM. LET'S KEEP HIM.

OKAY. ANY OTHER ANY OTHER QUESTIONS ON SO FAR? I HAVE A COUPLE OF QUESTIONS.

THEY'RE ACTUALLY RELATED TO PSAT AND SAT, SO I READ AN ARTICLE TODAY THAT LSATS WILL NO LONGER BE REQUIRED TO GO TO LAW SCHOOL.

AND I THINK WE ALL KNOW SAT AND ACT MAY BE CLOSE BEHIND FOR COLLEGE ENTRANCE.

SO HAVE YOU BEEN FOLLOWING THAT TREND? WE DO SPEND AN AWFUL LOT OF MONEY ON PSAT AND SAT AND IT IS A FULL DAY OUT OF INSTRUCTION FOR OUR STUDENTS.

SO WHAT IS YOUR PHILOSOPHY FEELING ABOUT CONTINUING TO PAY FOR PSAT AND SAT FOR STUDENTS? I'M LAUGHING BECAUSE ONE OF MY STUDENTS, ONE OF MY OWN PERSONAL CHILDREN, USED HER SCORES TO GET A WHOLE LOT OF SCHOLARSHIP MONEY AND MY OTHER CHILD APPLIED TEST OPTIONAL.

SO I HAVE GOTTEN TO EXPERIENCE BOTH SIDES OF THAT.

THERE ARE RIGHT NOW SAT OR ACT OR TSIA IS STILL PART OF OUR ACCOUNTABILITY SYSTEM AND I DON'T WANT TO GIVE A KIDS A TEST JUST BECAUSE IT'S IN THE ACCOUNTABILITY SYSTEM. AND WE DO THAT WITH STAAR.

[01:50:03]

PSAT IS STILL THE ONLY WAY TO ENTER THE NATIONAL MERIT SCHOLARSHIP QUALIFYING.

SOME DISTRICTS GIVE IT ONLY TO KIDS WHO THEY THINK WILL QUALIFY AS NATIONAL MERIT SCHOLARS.

I THINK THAT'S KIND OF [INAUDIBLE].

SORRY, THAT WAS NOT A VERY PROFESSIONAL OPINION, BUT I'M TORN.

I KNOW THAT THERE ARE STILL ABSOLUTELY THINGS THAT SAY IF YOU'VE GOT THIS SAT AND THIS GPA.

YOU CAN GET THIS MUCH MONEY AT THESE SCHOOLS.

AND SO I WANT OUR KIDS TO HAVE THAT OPPORTUNITY.

AND AT THE SAME TIME, I ALSO KNOW THAT THERE'S A BODY OF RESEARCH THAT SAYS THAT NO MATTER WHAT SCHOOL A KID COMES FROM, A GPA IS A BETTER INDICATOR OF A KID'S SUCCESS BECAUSE EVEN IF YOU GRADUATED FROM A K 12 1A SCHOOL LIKE I DID, WHICH DID NOT HAVE AP COURSES OR ANY OF THESE THINGS, IF YOU PUT IN THE WORK TO HAVE A HIGH GPA, IF YOU'VE GOT THAT KIND OF WORK ETHIC, YOU'RE IT'S GOING TO TRANSLATE.

EVEN IF YOU DIDN'T HAVE ALL OF THE OPPORTUNITIES THAT A KID IN A BIG DISTRICT DID.

I APPRECIATE THAT CANDID.

I MEAN, I'M GOING TO BE COMING TO YOU IN APRIL WITH REQUISITIONS AND AT THE SAME TIME.

I'M NOT READY TO JUST SAY LET IT GO YET BECAUSE I'M AFRAID IF WE DO, THERE ARE KIDS WHO COULD DO WELL WITH TEST SCORES AND GET MONEY FROM THOSE.

IT'S STILL A SCHOLARSHIP MONEY DRIVER.

IT IS. ABSOLUTELY. I HAVEN'T SEEN SCHOLARSHIPS REALLY GO TEST OPTIONAL YET I'VE SEEN NEED BASED GO TEST OPTIONAL BUT I HAVEN'T SEEN MERIT BASED GO TEST OPTIONAL AND I AS A PARENT AM EXTREMELY GRATEFUL FOR THAT MERIT BASED SCHOLARSHIP.

OKAY, WELL, MAYBE IN OUR LIFETIME WE'LL SEE THE DECLINE OF STANDARDIZED TESTS.

I THINK BY THE TIME SOME OF OUR ELEMENTARY STUDENTS ARE IN, THEY'LL BE A MUCH MORE NUANCED.

I HOPE THERE'LL BE A MORE NUANCED APPROACH BECAUSE WELL, I'M NOT A BIG FAN OF THEM MYSELF.

OKAY. MS. OROSCO.

MS. PHILPOTT CLARIFY FOR ME ABOUT YOU SAID WE PAY FOR THE FULL AMOUNT OF THE SAT AND ACT.

WE DON'T PAY FOR AN ACT.

WE DO SAT SCHOOL DAY AND THAT IS MUCH BELATEDLY REFUNDED BY THE STATE.

WE PAY FOR THE PSAT, RIGHT? WHEN DO WE DO THE SAT? SAT WE DID.

WE DO IN THE SPRING.

SO PSAT WE DO IN OCTOBER AND SAT WE DO IN THE SPRING.

THIS YEAR WE ADMINISTER THE FIRST DAY WAS MARCH 1ST.

AND THEN THERE WAS A MAKE UP DAY ON MARCH 22ND.

AND WHAT GRADE DO THEY TAKE? 11TH GRADE. OKAY.

AND SO WHAT'S REALLY INTERESTING AND I THINK DISTRICTS DON'T USE IT ENOUGH, RIGHT? BECAUSE WE KNOW THAT WELL ACT ALWAYS TALKS ABOUT THE CORRELATION BETWEEN, YOU KNOW, THE SCORE AND YOU KNOW WHAT YOUR SAT SCORE IS AS WELL WITH HOW SUCCESSFUL YOU ARE GOING TO BE IN COLLEGE.

RIGHT. IT IS A GREAT INDICATOR.

AND I THINK WHAT WE DON'T DO ENOUGH OF IS LOOK AT THOSE SCORES AND DISSECT IT AND SAY, OKAY, WELL, BASED ON THIS, THE CORRELATION SAYS YOU'RE GOING TO HAVE A D WHEN YOU GO INTO COLLEGE.

I MEAN, THAT'S THE CORRELATION.

AND WHAT CAN WE DO TO FIX THAT? BECAUSE I THINK IT IS OUR RESPONSIBILITY AS A SCHOOL DISTRICT AS BEING IN PUBLIC EDUCATION TO MAKE SURE THAT WE LOOK AT THAT CORRELATION AND THEN PUT SUPPORTS IN PLACE TO MAKE STUDENTS SUCCESSFUL FOR WHEN THEY DO LEAVE US.

BECAUSE ONCE WE GIVE THEM THAT DIPLOMA, IT'S TOO LATE FOR THEM TO COME BACK AND SAY, HEY, YOU KNOW, IT DIDN'T WORK OR I DIDN'T GET EVERYTHING.

AND NOW I'M TAKING PAIN FOR ALL THESE REMEDIAL COURSES WHEN WE CAN OFFER THAT SUPPORT, IF THEY'RE TAKING IT THEIR JUNIOR YEAR, THEN WE CAN REALLY LOOK AT THOSE SCORES. RIGHT. SO WHAT IS BEING DONE WITH THAT? ARE WE DOING ANYTHING WITH THAT? YES. OR MOVING FORWARD? CAN WE HAVE SOMETHING IN PLACE TO OFFER THOSE SUPPORTS? SO I'M TRYING TO THINK.

I'M TRYING TO THINK WHEN YOU MAY HAVE HEARD THIS.

SO I'M NOT JUST COMPLETELY REPEATING MYSELF.

WE OFFERED SAT SCHOOL DAY WELL WE'RE SUPPOSED TO OFFER IT FOR THE FIRST TIME IN 2020, AND THAT DIDN'T HAPPEN.

SO WE OFFERED IT FOR THE FIRST TIME IN 2021, DIDN'T HAVE A GREAT DEAL OF PARTICIPATION.

SO LAST YEAR WAS OUR FIRST LIKE, OKAY, WE'VE GOT MOST OF THE JUNIORS IN HAYS CISD WITH AN SAT SCORE AND THOSE SCORES CAME IN.

OBVIOUSLY HIGH SCHOOLS GOT THEM.

WE SAID, OKAY, THESE ARE THE KIDS WHO HAVE DEMONSTRATED COLLEGE READINESS.

COOL. THESE KIDS HAVE NOT.

WE NEED TO MAKE SURE THAT THEY HAVE TSIA 2 OR WE NEED TO MAKE SURE THAT THEY ARE IN WORKING ON AN IBC.

WHAT WE NEED TO MAKE SURE THAT THEY ARE COLLEGE READY.

AND SO THIS HAS BEEN OUR FIRST REAL YEAR OF PUSH FOR THAT.

WITHIN IN TERMS OF TALKING ABOUT YOU MENTIONED KIND OF SKILLS LIKE THIS SCORE SHOWS THAT YOU DON'T REALLY HAVE THE SKILL.

ABSOLUTELY. WE CAN LOOK AT THAT AND GO, OKAY, HERE, HERE'S THE BREAKDOWN.

HERE'S YOU NEED TO WORK ON THIS PIECE AND WE CAN DO THAT THROUGH EDGENUITY.

WE CAN DO THAT THROUGH KHAN ACADEMY.

WE CAN DO THAT YOU KNOW, WORKING ON TSIA, WE'RE STILL REFINING THAT PROCESS.

THIS IS OUR FIRST REAL GO AT IT.

BUT I FEEL GOOD ABOUT WHAT IS BEING DONE?

[01:55:04]

AND IDEALLY, WE WANT THEM TO HAVE BOTH.

LIKE I REALLY WANT YOU, LIKE YOU TO WALK ACROSS THE STAGE WITH COLLEGE READINESS AND AN IBC IN HAND, BECAUSE THAT WAY YOU'VE GOT CHOICES.

ONE OF MY FRIENDS THAT I LOVE, THAT I TAUGHT WITH USED TO SAY, WELL, HE GRADUATED FROM HIGH SCHOOL AND WENT STRAIGHT INTO THE MILITARY, BUT THEN HE CAME BACK AND WENT TO COLLEGE AND HE SAID, IT IS NOT MY JOB TO TELL YOU WHAT YOU'RE GOING TO DO WHEN YOU GRADUATE FROM HIGH SCHOOL.

IT IS MY JOB TO MAKE SURE THAT YOU HAVE CHOICES WHEN YOU GRADUATE FROM HIGH SCHOOL AND YOU CAN CHANGE YOUR MIND WHEN YOU'RE 25.

DEFINITELY. SO I DEFINITELY WANT TO LOOK AT WHAT OUR PLAN IS MOVING FORWARD.

LIKE, WHAT ARE WE GOING TO DO OTHER THAN PUSHING THEM INTO IBC SIDE, MAKING SURE THAT WE HAVE SOME TUTORIALS SUPPORT TO MAKE SURE THAT THEY ARE READY FOR COLLEGE AND WE DON'T HEAR OUR STUDENTS COMING BACK SAYING, OH, I FLUNKED OUT MY FIRST SEMESTER.

I WASN'T READY, I WASN'T EQUIPPED.

I, YOU KNOW, MY SAT SHOWED THAT OR MY ACT SHOWED THAT CORRELATION.

WE DID NOTHING WITH IT. THAT'S A WASTED OPPORTUNITY.

SO, YEAH, YOU CAN TELL ME WHAT THAT WILL LOOK LIKE.

SURE. OKAY.

ANYTHING ELSE? ALL RIGHT.

ALL RIGHT. SO YOU ASKED EARLIER.

DEBBIE'S TEAM WAS WAIVED TO MY TEAM ONLINE.

THEY'RE WATCHING IN. RIGHT.

SO AS OF LAST FALL, 6% OF STUDENTS IN HAYS CISD WERE IDENTIFIED AS GIFTED AND TALENTED.

THE STATEWIDE AVERAGE IS 8%.

WE KNOW THAT WE ARE UNDER IDENTIFYING AND IN LOOKING AT OUR DEMOGRAPHICS THAT WE CAN SEE THAT WE ARE UNDER IDENTIFIED FOR HISPANIC AND FOR FEMALE STUDENTS.

WE ALSO KNOW THAT WE ARE UNDER IDENTIFYING STUDENTS WHO ARE CLASSIFIED AS ECONOMICALLY DISADVANTAGED.

WE'RE SEEKING TO ADDRESS UNDER IDENTIFICATION BY SHIFTS IN OUR IDENTIFICATION PROCESS, SPECIFICALLY EXPANDING OPPORTUNITIES FOR TESTING, EXPANDING THE TYPES OF ASSESSMENT USED FOR IDENTIFICATION, AND BY PROVIDING TIME AND SUPPORT FOR GT SELECTION COMMITTEES.

IN THE FIRST YEAR OF MODIFICATIONS TO THE PROCESS, WE'VE ALREADY SEEN GROWTH IN NUMBERS.

OUR NUMBER OF STUDENTS REFERRED THIS YEAR HAS INCREASED, AS HAS OUR NUMBER IDENTIFIED.

THE PERCENTAGE OF STUDENTS IDENTIFIED HAS INCREASED FROM 25% IN 2022 TO 37% IN 2023.

AND WE'RE STILL NOT DONE.

WE HAVE A SPRING SUMMER REFERRAL AND TESTING WINDOW THIS YEAR AS WELL.

AS WE WRAP UP TESTING THIS SUMMER, WE'LL ALSO BE LOOKING AT THE IMPACT OF CHANGES TO OUR ASSESSMENT AND IDENTIFICATION PROCESS IN TERMS OF DEMOGRAPHICS OF THOSE NEWLY IDENTIFIED STUDENTS. WE NOT ONLY WANT TO INCREASE THE NUMBER OF STUDENTS IDENTIFIED TO RECEIVE GT SERVICES, WE ALSO WANT TO IMPROVE THE SERVICES THAT STUDENTS RECEIVE. IT DOES US NO GOOD TO GET A BUNCH OF STUDENTS IN AND THEN NOT SERVE THEM.

FOR THE LAST SEVERAL YEARS, BOTH LOGISTICS AND INSTRUCTIONAL SUPPORT HAS FALLEN TO ONE PERSON TISH CAWLEY, OUR COORDINATOR FOR GIFTED AND TALENTED SERVICES.

HER DUTIES ARE OUTLINED ON THIS PAGE AND THANKS TO YOUR SUPPORT, WE ADDED ONE MORE THING TO THAT LIST FOR THIS YEAR.

MS. CAWLEY IS NOW ALSO RESPONSIBLE FOR SUPPORTING TWO GT INSTRUCTIONAL COACHES WHO ARE ABLE TO SUPPORT CAMPUSES AND ADMINISTERING SCREENERS AND IN DIFFERENTIATED INSTRUCTION FOR STUDENTS IDENTIFIED AS GT IN A FAR MORE ROBUST WAY THAN MS. CAWLEY'S JOB ALLOWS.

AND A LIST OF WHAT THEY HAVE BEEN DOING THIS YEAR IS UP THERE.

THESE ARE CASEY [INAUDIBLE] AND VERONICA REYES.

WE'RE SO GRATEFUL FOR THEM.

I'M GRATEFUL FOR THE ADDITIONAL SUPPORT THAT WE'RE ABLE TO PROVIDE FOR TEACHERS.

IT SEEMS THAT TEACHERS ARE AS WELL.

HERE ARE JUST A FEW OF THE EMAILS THAT OUR GT INSTRUCTIONAL COACHES HAVE RECEIVED THIS YEAR.

MY TEAM USES THE CHOICE BOARDS AND I DEFINITELY HAVE USED ALMOST EVERY SINGLE ONE SO FAR.

IT'S A GREAT WAY FOR MY GT AND HIGH STUDENTS TO GET THEIR CREATIVE MINDS WORKING WHEN THEY HAVE MASTERED THE TOPIC WE ARE ON IN CLASS.

I APPRECIATE YOU ALL FOR DOING THIS FOR US.

THESE CHOICE BOARDS ARE GREAT.

THANK YOU. I'M SHARING THEM WITH MY SECOND GRADE TEAMS AS WE HAVE SEVERAL NEW STUDENTS IDENTIFIED.

THANK YOU SO MUCH FOR COMING OUT AND DOING ENRICHMENT PLC PLANNING.

WE'VE BEEN TALKING TO TEAMS ABOUT QUESTIONING AND YOUR SUPPORT TO BACK IT UP AND HELP THEM GET RESOURCES AND START IT ALL IS FANTASTIC.

THANK YOU SO MUCH FOR YOUR HARD WORK TO HELP OUR TEACHERS AND STUDENTS.

SO THANK YOU.

BOARD OF TRUSTEES. THANK YOU, DR.

WRIGHT. THANK YOU, MARIVEL SEDILLO, FOR YOUR SUPPORT FOR PROVIDING THE TWO ADDITIONAL POSITIONS AND FOR YOUR TIME AND ATTENTION THIS EVENING.

I WILL BE HAPPY TO TAKE ANY QUESTIONS ABOUT GT OR ADVANCED ACADEMICS OR, YOU KNOW, THE STATE OF THE SAT AT THIS TIME.

THANK YOU SO MUCH.

[02:00:01]

THANK YOU. OKAY.

SO I'D LOVE TO SEE THAT OUR GROWTH 25 TO 37% FROM LAST YEAR.

THAT'S GREAT. AND WE'RE STILL GOING.

AND WE'RE STILL GOING.

I'M CURIOUS AS TO THE TRAINING FOR TEACHERS.

DO ALL TEACHERS GET GT TRAINING OR CERTAIN TEACHERS ON CAMPUS SAY, I WANT TO BE A PART OF THE GT PROGRAM? OR HOW IS THAT ADMINISTERED? ALL KINDERGARTEN TEACHERS HAVE 30 HOURS OF GT TRAINING AND THEN THE SIX HOUR UPDATE EACH YEAR.

I MEAN, THEY HAVE THE INITIAL 30 HOURS, THEN THEY HAVE SIX HOURS EACH YEAR FOLLOWING THAT, WE DO NOT DO 30 HOURS OF TRAINING EVERY YEAR.

FOR OTHER GRADE LEVELS THERE ARE GT CLUSTER TEACHERS, SO TEACHERS IN EACH GRADE LEVEL OR IN EACH SUBJECT AREA.

WHEN YOU GET TO SECONDARY, HAVE THE 30 HOURS OF TRAINING AND THEN HAVE SIX ADDITIONAL HOURS AS THEY GO FORWARD.

LOVE FOR EVERY SINGLE HUMAN BEING, ADULT TEACHING IN A BUILDING TO HAVE IT.

BUT WE'RE NOT THERE YET.

OKAY, SO IT'S NOT A VOLUNTEER PROGRAM, BUT IT'S KIND OF A VOLUNTEER KIND.

OKAY, I NEED YOU TO HAVE THE GT CLUSTER THIS YEAR.

YOU'VE BEEN REALLY GOOD AT DIFFERENTIATING AND THERE ARE SOME PEOPLE WHO ARE LIKE, YES, GIVE ME THESE KIDS.

AND PEOPLE THINK OF GT AS BEING THESE, YOU KNOW, WELL-BEHAVED LITTLE NERDLINGS NOT NECESSARILY THE CASE.

SOME OF OUR MOST ENTERTAINING STUDENTS ARE.

DO WE OFFER A STIPEND FOR TEACHERS THAT WANT TO BE ALL IN FOR ON GT? NO, SIR. [INAUDIBLE] OKAY.

OKAY. AND MY LAST QUESTION IS, IS DO WE OFFER THE REFERRAL, THE TESTING PROCESS IN MULTIPLE LANGUAGES? SPANISH AND ENGLISH. OKAY.

ALL RIGHT. OKAY, GREAT.

THANK YOU VERY MUCH. THANK YOU.

MS. OROSCO. YOU SAID GT 30 HOURS FOR KINDER.

WE'RE NOT THERE YET FOR THE REST.

WE WERE THERE BEFORE, YOU KNOW.

SO PREVIOUSLY IN OUR DISTRICT, ALL TEACHERS HAD TO BE TRAINED AND HAD TO RECEIVE THEIR 30 HOURS OF GT TRAINING AND THEN DO THE SIX HOUR UPDATES BECAUSE I WAS TRAINED THAT WAY AND WE ALL HAD TO COMPLY.

SO WHEN WE MOVED TO THIS OTHER MODEL WITH THE CLUSTERS, YEAH, IT WASN'T ALWAYS FEASIBLE, RIGHT? BECAUSE OF COURSE THERE'S ALWAYS PROS AND CONS FOR THE CLUSTERS AND OH, THAT TEACHER GETS A GT CLUSTER, SHE HAS A BETTER CHANCE OF HAVING HIGHER SCORES.

AND THEN YOU HAVE THE TIA WITH THE ALLOTMENT AND SO ON.

SO PROS AND CONS TO EVERYTHING.

SO ONE OF THE QUESTIONS THAT I DO WANT TO ASK AND YOU DON'T HAVE TO ANSWER BUT WITH DOWN YES AND I'M WRITING IT DOWN AS WELL.

BUT DR.

WRIGHT MOVING FORWARD, WHAT IS OUR PHILOSOPHY GOING TO BE ON GT? ARE WE GOING TO HAVE THE EXPECTATION THAT ALL OUR TEACHERS, ESPECIALLY WITH ELEMENTARY AT THAT TIME, THAT HAD TO BE TRAINED WITH A 30 HOURS AND DOING THE SIX HOUR UPDATE? WHAT IS THAT GOING TO LOOK LIKE? I'M SURE YOU AND MS. SEDILLO ARE PROBABLY HAVING CONVERSATIONS ABOUT MOVING FORWARD.

SO THAT WILL BE MY QUESTION ON HERE THAT YOU CAN TALK ABOUT.

THE OTHER QUESTION THAT I HAD WAS IN REGARDS TO THE GT REFERRAL AND IDENTIFICATION PROCESS.

SO I KNOW THAT WE WERE OR GT WAS PILOTING SEVERAL PROGRAMS TO GET MORE UNDER IDENTIFIED STUDENTS INTO GT. HOW MANY SCHOOLS WAS THAT? WAS THAT 2 OR 3 SCHOOLS? I KNOW FOR SURE THAT CAMINO WAS WORKING WITH IT LAST YEAR.

LET ME GET AN UPDATE FROM MS. CAWLEY AND GET THAT TO YOU BECAUSE THAT WAS EXCITING STUFF LAST YEAR AND I KNOW THAT THEY HAD RESULTS THAT MADE OTHER CAMPUSES GO, HEY, WHAT DID.

I WANT TO SAY IT WAS 2 OR 3, BUT I CAN'T REMEMBER OFF THE TOP OF MY HEAD.

OKAY, SO THAT'S MY OTHER QUESTION.

THE OTHER QUESTION WAS, AND MS. SEDILLO, YOU'LL LOVE THIS ONE BECAUSE WE TALK ABOUT IT ALL THE TIME.

YOU KNOW, ONE OF THE REASONS THAT WE HIRED ALL THESE OTHER PEOPLE TO HELP SUPPORT IN THE GT PROGRAM WAS NOT ONLY TO GET STUDENTS IDENTIFIED EARLIER, SUCH AS OUR KINDER STUDENTS WHO BY MARCH 1ST WERE BEING IDENTIFIED, BUT ALSO BEING SERVED.

YOU KNOW, I'M GLAD THAT WE ARE NOW IDENTIFYING K3 11 STUDENTS BY MARCH 1ST, BUT THEY'RE NOT BEING SERVED OR THEY ARE BEING SERVED AFTER MARCH 1ST.

THEY ARE THE IN K THROUGH EXCUSE ME, IN K THROUGH FIVE.

THAT'S LOOKING LIKE THE NEWLY IDENTIFIED ARE BEING PULLED OUT AND WILL BE SERVED PULL OUT MARCH THROUGH MAY UNTIL WE MAKE SURE THAT THEY'RE IN CLUSTER TEACHER CLASSES NEXT YEAR WITH THE NEW SCHOOL YEAR.

WHEN WE MOVED UP SERVICE TO START ON MARCH 1ST, WE COULDN'T GUARANTEE THAT EVERY CHILD AT THE ELEMENTARY LEVEL WAS IN A CLUSTER TEACHER'S CLASSROOM AND TELLING A KID OR A PARENT ON MARCH 1ST, HEY, CONGRATULATIONS, YOU'VE BEEN IDENTIFIED AS A GT

[02:05:04]

DIDN'T SEEM LIKE A SMART THING TO DO.

SO THEY'RE PULL OUT.

HOW OFTEN DO THEY GET PULLED OUT? ONCE A WEEK OR ONCE EVERY TWO WEEKS.

LET ME GET AN EXACT FOR YOU ON THAT.

OKAY. YES.

AND THAT'S WHY IT'S A GREAT IDEA TO HAVE ALL YOUR ELEMENTARY TEACHERS GET CERTIFIED SO THEY CAN PROVIDE THAT SERVICE TO ANY STUDENTS WHEN THEY ARE IDENTIFIED.

AND THAT'S WHY WE DID IT.

AND WE WERE AT CADILLAC DISTRICT.

AND I KNOW WE ARE AGAIN, RIGHT, DOCTOR? RIGHT. BEING ABLE TO PROVIDE THAT WOULD BE VERY BENEFICIAL.

IF YOU'RE IDENTIFYING EARLY, YOU GET SERVED EARLY AND YOU GET THE MINUTES THAT YOU SHOULD BE GETTING BECAUSE RIGHT NOW IT'S PULL OUT ONCE A WEEK.

YOU SAID. WELL, LET ME CHECK EITHER ONCE A WEEK OR ONCE EVERY TWO WEEKS.

LET ME DOUBLE CHECK. OKAY.

SO DEFINITELY WANT TO CHECK ON THAT ONE.

BUT GREAT, IF THEY ARE IDENTIFIED MARCH 1ST AND BEING SERVED RIGHT AWAY, THAT WILL BE FANTASTIC.

BUT EVERY TWO WEEKS NOT SO MUCH.

BUT IF THEY'RE BEING SERVED EVERY WEEK, THAT'S DEFINITELY A START.

SO I'LL HAVE THOSE QUESTIONS AS WELL.

THANK YOU. MR. VELA.

MS. PHILPOTT JUST ON THE BREAKDOWN OF THE STUDENTS AND THE DIFFERENT DEMOGRAPHICS.

YES SIR. WHY DO WE NOT INCLUDE ANYBODY WITH LEARNING DISABILITIES THAT ARE IDENTIFIED AS GT? WE SHOULD. I CAN.

THERE ARE MANY STUDENTS SERVED THROUGH SECTION 504 WHO ARE ALSO GIFTED AND TALENTED.

I THINK THAT WOULD BE A GOOD ONE TO THROW IN THERE BECAUSE I KNOW WE HAVE PLENTY OF GIFTED AND TALENTED STUDENTS AND THOSE ARENAS.

YEAH. PERCENTAGES.

YOU KNOW, ALL THAT GOOD STUFF.

THANK YOU. SURE.

OKAY. ANYTHING ELSE ON THIS ITEM? ALL RIGHT. THANKS, MS. PHILPOTT. THANK YOU ALL.

ALL RIGHT, TEAM, WE HAVE A THOUSAND THINGS TO VOTE ON TONIGHT, SO WE'LL MOVE ON TO OUR AGENDA FOR OUR VOTING ITEMS. I DO WANT TO MOVE SOME THINGS AROUND.

WE'VE GOT SOME GUESTS HERE TONIGHT THAT HAVE TO DRIVE HOME.

SO IF YOU'LL BEAR WITH ME, WE ARE GOING TO SKIP TO THE WALLACE BID PACKAGE.

[L.17. Consideration and possible approval of 2021 Bond Bid Package 11 Wallace Middle School Renovations Guaranteed Maximum Price (GMP) 3 Max Cleaver]

SO THIS IS MAX CLEAVER IS HERE.

BUT ALSO WE HAVE SOME FOLKS HERE FROM OUR ARCHITECTS.

SO IF YOU HAVE ANY QUESTIONS.

NOW IS YOUR CHANCE.

AND I KNOW WE HAD SOME QUESTIONS SUBMITTED, AND IF YOU HAVEN'T SEEN THEM, YOU MIGHT CHECK THIS LONG DOCUMENT TO SEE IF THEY'VE BEEN ANSWERED.

TEAM DO WE HAVE ANY QUESTIONS ON BID PACKAGE 11? WALLACE MIDDLE SCHOOL RENOVATIONS, THIS IS A GMP THREE.

OKAY. YES MA'AM. I KNOW WE SUBMITTED SOME QUESTIONS.

JUST WANT TO CONFIRM THAT THAT STAGE WILL BE DONE AT WALLACE MIDDLE SCHOOL, CORRECT? OH, YES, MA'AM. IT'S INCLUDED IN THIS PROJECT RIGHT HERE FOR SURE.

VERY GOOD. FROM THE JUMP STREET.

I JUST WANT TO MAKE SURE.

YES, MA'AM. IT IS YOU.

PERFECT. THE SUGGESTED MOTION IS THAT THE HAYS CISD BOARD OF TRUSTEES APPROVE THE GMP THREE FROM BARTLETT COCKE CONSTRUCTION IN THE AMOUNT OF $12,165,883 FOR THE BALANCE OF THE 2021 BOND IMPROVEMENTS TO WALLACE MIDDLE SCHOOL, AS DESIGNED BY O'CONNELL ROBERTSON ARCHITECTS AS PRESENTED.

SO MOVED. MOVED BY MR. VELA. SECONDED BY MR. SEVERANCE. ANY FURTHER DISCUSSION, TEAM? ALL THOSE IN FAVOR? AYE. ANY OPPOSED? MOTION CARRIES FIVE ZERO.

IT'S ODD NOT HAVING TWO PEOPLE HERE.

OKAY, GREAT.

THEN WE'RE ALSO GOING TO MOVE UP M 3.

[M.3. Discussion regarding 2022 Bond Project - Academic Support Center Furniture, Fixtures & Equipment (FF&E) Max Cleaver]

THIS IS AN INFORMATION ITEM ONLY FF&E FOR THE ADMIN BUILDING.

AGAIN, OUR ARCHITECTS ARE HERE TONIGHT.

IF WE HAVE QUESTIONS, I SUBMITTED SOME QUESTIONS I THINK THEY GOT ANSWERED.

MR. CLEAVER ON.

THERE WAS THIS WEIRD WALL OF LOCKERS IN THE BOARDROOM.

IS THAT NOT GOING TO BE REAL? THOSE ARE ACTUALLY GOING TO BE IN THE BOARD CONFERENCE ROOM.

GOT IT. THAT MAKES MORE SENSE.

WELL, THEY WERE KIND OF ON THE SIDE.

DID Y'ALL SEE THAT ON THE SIDE WALL? IT MIGHT HAVE JUST BEEN A CUT AND PASTE KIND OF ERROR OR SOMETHING.

BUT YEAH, THEY ARE DEFINITELY NOT IN THE BOARDROOM.

NOW AT THE DAIS, YOU WILL HAVE A LITTLE CUBBY ABOUT.

[02:10:04]

ABOUT YAY TALL. IT'S BASICALLY A LITTLE FILE.

WE'RE GOING TO CALL THEM THE OROSCO CUBBIES.

THAT'S WHAT THEY ARE.

YES, SIR. BUT I SAW THOSE.

AND I REALLY THINK LOCKERS ARE A GREAT IDEA, TOO, FOR TRAININGS OR WHATEVER OTHER.

AND SO I JUST WAS CONFUSED WHEN I SAW JUST A WALL OF LOCKERS.

I THOUGHT THAT WAS KIND OF STRANGE.

YEAH. OKAY.

AND THEN IT LOOKS LIKE I COULD SEE KIND OF THE AIR WALLS WHERE YOU COULD ZONE THAT THING, AT THE BOARDROOM ANYWAY, INTO FOUR DIFFERENT SPACES, WHICH IS AWESOME.

OKAY. AND I KNOW THAT WE HAD TALKED ABOUT AV MOBILE CART.

SO IF YOU'RE DOING FOUR THINGS AT ONCE, ARE YOU GETTING FOUR MOBILE CARTS FOR AV? I DON'T KNOW THAT I CAN ANSWER THAT QUESTION.

NATE IS HERE.

AND YOU'RE DOING POWERPOINT AND SOUND.

ARE THEY NOT ZONED FOUR WAYS.

YES, MA'AM. ULTIMATELY, THEY WILL BE THAT ROOM WILL BE ABLE TO FUNCTION AS ONE LARGE UNIT ITSELF AND THEN ONE DIVIDED INTO THE QUADRANTS.

EACH QUADRANT WILL HAVE ITS OWN DEDICATED MONITOR AS WELL AS A AV PLATE TO INPUT LOCAL CONTENT AT THE WALL.

AT THE WALL? YES, SIR.

OKAY. SO YOU WOULDN'T NEED A PLACE FOR SOMEONE TO SIT AND DO POWERPOINT AND MICROPHONES BECAUSE IT'S SMALL.

CORRECT. WE WILL HAVE A SOLUTION FOR THAT SIMILAR TO WHAT'S BACK HERE IN THE BACK WHEN THE CONFIGURATION IS FOR THE ENTIRE BUILDING OR I'M SORRY FOR THE ENTIRE SPACE, BUT ONCE IT'S CUT UP, WE WILL HAVE LOCAL INPUTS IN THE WALL TO INPUT.

YEP. JUST PLUG INTO THE MONITOR THERE.

OKAY. OKAY.

THAT MAKES SENSE. YES, MA'AM.

WELL, SORRY. I JUST JUMPED AHEAD AND ASKED ALL MY QUESTIONS.

DOES ANYBODY ELSE HAVE QUESTIONS ON FF&E? SO.

THIS WAS A LOT. THERE WAS A FURNITURE AND CHAIRS AND THIS IS JUST INFORMATION.

SO AT SOME POINT, THIS WILL COME BACK TO US FOR A VOTE.

WELL, SO THE WAY BACK IN OCTOBER, YOU GAVE US WE HIRED IN OCTOBER, WE PROCURED FURNITURE, FIXTURE EQUIPMENT VENDORS.

YES. AND THEN Y'ALL GAVE US AN AUTHORIZATION FOR A SPENDING LEVEL.

OUR GOAL AT THAT POINT WAS TO BE ABLE TO COME BACK AND DO LIKE THIS AND JUST KEEP YOU INFORMED OF WHAT? WE GOT IT. NOW IT'S COMING BACK TO ME.

OKAY? YEAH.

YOU WANT TO JUST SCROLL FOR US? MS. GLORIA CAN YOU JUST KIND OF SCROLL OR DO YOU HAVE IT? WHO HAS IT? DO I HAVE IT HERE? OH.

FANCY. SO IT'S BASICALLY SO THE ARCHITECT AND THE DESIGN TEAM, YOU KNOW, AS WE WENT THROUGH WITH ALL THE DEPARTMENTS, THE ARCHITECT AND THE DESIGN TEAM, THE DIRECTORS AND EVERYONE SORT OF LANDED ON THE WHAT AND HOW MANY UNITS OF EVERYTHING.

AND NOW THIS SKG COMPANY, THEY'RE MORE OF A CORPORATE INTERIORS COMPANY.

AND SO THEY'RE TRYING TO PUT TOGETHER THE ACTUAL WHAT? THE ACTUAL THE INDIVIDUAL PIECES.

SO, IT'S BASICALLY KIND OF BROKEN DOWN BY BY LEVEL.

SO LIKE YOU START ALL THE WAY FROM THE ITINERANT, YOU KNOW, DOCKING STATION ALL THE WAY UP TO, YOU KNOW, THE SUPERINTENDENTS OFFICE AND EACH GROUP OR GROUPS OF PEOPLE HAS SORT OF A SIMILAR TYPE OF FURNITURE.

OKAY. AND I KNOW IN THE INTEREST OF TIME, THIS IS NOT A VOTING ITEM.

SO IF THERE ARE QUESTIONS THAT YOU CAN HOLD OFF ON, PLEASE DO SO.

MS. OROSCO.

OKAY. THANK YOU.

OKAY, SO YOU WANT ME TO SCROLL THROUGH? SURE. VARIOUS ITEMS IN THE SEATING.

THAT'S THE SECOND OPTION FOR THE TABLES AND CHAIRS, THE STAFF DESKS.

JUST DIFFERENT ITEMS. JUST DIFFERENT TYPES OF. YEAH, IF WE CAN.

THERE'S NOT MANY. WELL, THERE'S 38 PAGES.

ALL RIGHT, SCROLL FASTER MR. CLEAVER. WE'RE GOOD. I CAN DO THAT.

LET'S ROLL. I CAN DO A JOY PHILPOTT.

OKAY, GO BACK UP TO THE BOARD ROOM.

I JUST WANTED TO SHOW PEOPLE WHAT I'M TALKING ABOUT.

SO YOU CAN'T SEE THE AV STATION HERE? YOU CAN'T SEE THE DAIS. KEEP GOING.

UP. UP? NOPE. OTHER WAY. OTHER WAY.

OTHER WAY. OTHER WAY. OTHER WAY.

I'M SORRY. SORRY.

OKAY. RIGHT HERE. SO YOU CAN'T SEE THE DAIS OR THE AV STATION, MOBILE CART, WHATEVER IT IS IN THIS ONE.

WE HAVE ONE THAT YOU CAN SEE.

SO. SO IF SOMEBODY CAN SEND THAT, THAT'D BE GREAT.

AND THOSE THAT LINE OF LOCKERS IS NOT REAL, THAT'S NOT GOING TO BE THERE? THAT'S RIGHT. AND WE DO HAVE A SPENCER FROM OCR SENT THE ACTUAL PICTURE OF THE PLUG IN THE AV STATION.

OKAY, GREAT. GOT THAT. ALL RIGHT, GO AHEAD AND SCROLL.

OKAY. AND THAT'S IT.

ALL RIGHT. IT'S GETTING EXCITING.

IT IS. IT FEELS REAL.

ORDERING FURNITURE.

YEAH, THERE'S JUST A BIG HOLE, DIRT HOLE, NOT MUCH MOVEMENT, BUT YEAH, THERE'S FENCING AND THERE'S DIRT MOVING AROUND, SO.

GOOD. OKAY.

[02:15:01]

THANK YOU, O'CONNELL ROBERTSON, FOR BEING HERE.

ALL RIGHT, LET'S GO BACK TO CONSENT.

[K. CONSENT AGENDA]

SO WE HAVE K1.

K2A.

K2B, K2C, K3A. K4.

NOTHING TO PULL, NO QUESTIONS THERE.

THE SUGGESTED MOTION IS THAT THE HAYS CISD BOARD OF TRUSTEES APPROVE THE CONSENT AGENDA ITEMS AS PRESENTED.

SO MOVED. MOVED BY MR. VELA. SECONDED BY DR.

PÉREZ-GONZÁLEZ. ANY FURTHER QUESTIONS? ALL THOSE IN FAVOR? AYE. ANY OPPOSED MOTION CARRIES? FIVE ZERO. L1.

[L.1. 1. Consideration and possible action, if any, resulting from closed session Marivel Sedillo a. Consideration and possible approval of Employment Contracts for administrators, certified professionals and professionals for the 2023-2024 school year, including high school head football coach/athletic coordinator, high school band director/fine arts coordinator, assistant principal, academic dean, principal, director, executive officer, deputy officer, chief officer, and deputy superintendent. Marivel Sedillo]

HOLD ON JUST A SECOND.

I GOT TO MOVE TO MY PAPERS.

OKAY. THE SUGGESTED MOTION IS THAT THE HAYS CISD BOARD OF TRUSTEES APPROVE THE SUPERINTENDENTS RECOMMENDATIONS FOR EMPLOYMENT CONTRACTS FOR ADMINISTRATORS, CERTIFIED PROFESSIONALS.

AND PROFESSIONALS, INCLUDING EXISTING HIGH SCHOOL HEAD FOOTBALL COACHES, ATHLETIC COORDINATORS, HIGH SCHOOL BAND DIRECTORS AND FINE ARTS COORDINATORS.

ASSISTANT PRINCIPAL.

ACADEMIC DEAN.

PRINCIPAL DIRECTOR.

EXECUTIVE OFFICER.

DEPUTY OFFICER. CHIEF OFFICER AND DEPUTY SUPERINTENDENT FOR THE 2023, 2024 AND THE 2024 2025 SCHOOL YEARS AS PRESENTED.

SO MOVED. AS DISCUSSED.

SO MOVED. AS DISCUSSED.

SO MOVED BY MR. VELA. SECONDED BY MS. OROSCO. ANY FURTHER DISCUSSION? ALL THOSE IN FAVOR? AYE. ANY OPPOSED.

ALL RIGHT. MOTION CARRIES.

FIVE ZERO.

NEXT ON THE AGENDA, L2 IS CONSIDERATION POSSIBLE APPROVAL OF RESCHEDULING OUR APRIL 24TH BOARD MEETING.

[L.2. Consideration and possible approval of the rescheduling of the April 24, 2023 Board Meeting Dr. Eric Wright]

TEAM WE HAVE THE EDUCATION FOUNDATION IS HOSTING ITS ANNUAL GOLF TOURNAMENT ON THAT MONDAY WHEN WE WOULD NORMALLY HAVE OUR MEETING.

I KNOW MANY OF US WOULD LIKE TO ATTEND THAT AND SUPPORT OUR EDUCATION FOUNDATION, SO I'LL OPEN IT UP FOR QUESTIONS.

I WANT TO KNOW WHOSE GREAT IDEA THIS IS TO MOVE IT.

I THINK IT WAS DR. WRIGHT'S GREAT IDEA BECAUSE HE WOULD LIKE TO PARTICIPATE IN SAID GOLF TOURNAMENT.

I LOVE IT.

SUCH A GREAT IDEA.

THANK YOU, DR. WRIGHT. YOU'RE WELCOME.

YOU KNOW, WHEN WE HAVE OUR ANNUAL CALENDARING OF ALL OF OUR BOARD MEETING NIGHTS, I DON'T THINK WE HAD THE DATE OF THE GOLF TOURNAMENT AT THAT PARTICULAR TIME.

AND SO THIS WAS BROUGHT TO OUR ATTENTION.

AND I KNOW THAT YOU GUYS LIKE TO PARTICIPATE IN THAT.

AND SO I JUST WANTED TO GIVE THE OPTION OF MOVING IT TO ANOTHER DATE THAT MIGHT BE SUITABLE.

ALL RIGHT, TEAM. SO THEN THIS WOULD MEAN OUR SCHOOL BOARD MEETING WOULD BE TUESDAY, APRIL 25TH.

MS. OROSCO. SO THE 25TH.

IT'S NOT GOING TO WORK FOR ME.

IS THERE ANY OTHER DATE WE'RE LOOKING AT? LIKE THE 26TH? MR. VELA OKAY.

LET ME ASK MR. VELA.

YEAH, I WILL BE OUT THAT ENTIRE WEEK BECAUSE I'M TRAVELING FOR WORK, SO I'M GOING TO MISS THE MEETING ANYWAYS.

AND UNFORTUNATELY I'LL MISS THE GOLF TOURNAMENT, BUT I WILL BE WITH YOU ALL IN SPIRIT.

OKAY, SO THAT'S TWO PEOPLE THAT WOULD BE OUT.

WE ONLY NEED FOUR.

MR. I'LL BE HERE.

I MEAN, I'M GOOD FOR THE 20.

I MEAN, BUT I CAN.

BUT I THINK I CAN BE FLEXIBLE FOR THE REST OF THE WEEK IF WE NEED TO MOVE IT.

BUT I CAN BE THERE ON TUESDAY.

TO ANSWER YOUR QUESTION. MS. OROSCO I DON'T THINK THERE WERE OTHER DATES FLOATING AROUND, BUT WITHOUT OTHER THE OTHER TWO BOARD MEMBERS HERE, IT MAKES ME NERVOUS.

ALTHOUGH I THINK THEY WOULD HAVE REACHED OUT IF THEY WEREN'T GOING TO BE ABLE TO BE HERE.

SO I THINK WE.

HUH? YEAH.

ALL RIGHT, WELL.

OKAY. WELL, THE SUGGESTED MOTION IS THAT THE HAYS CISD BOARD APPROVE TO RESCHEDULE THE MONDAY, APRIL 24TH, 2023, BOARD MEETING TO TUESDAY, APRIL 25TH, 2023, AS PRESENTED.

[02:20:10]

MOVED BY MR. VELA.

SECONDED BY DR.

PÉREZ-GONZÁLEZ. ALL THOSE IN FAVOR? AYE. ANY OPPOSED.

ALL RIGHT. MOTION CARRIES.

I FEEL RELUCTANTLY.

FIVE ZERO.

SO WE'LL MS. GLORIA. MAKE SURE THAT WE HEAR FROM MS. RUNKLE AND MR. MCMANUS ABOUT THEIR AVAILABILITY.

OKAY. NEXT UP IS OUR CONSIDERATION.

[L.3. Consideration and possible approval of amendments to the 2022-2023 Compensation Plan relating to Hays Education Foundation and Bond Project Manager II positions Marivel Sedillo]

TEAM YOU'LL SEE THERE ARE 3 ADJUSTMENTS TO THE COMPENSATION PLAN.

WE HAVE A RECLASS OF OUR BOND PROJECT MANAGER AND THEN WE HAVE AN ADDED PIECE TO OUR COMP PLAN THAT ADDRESSES POSITIONS FOR THE EDUCATION FOUNDATION. MR. SAVOY IS AT THE PODIUM, I PRESUME TO GIVE AN UPDATE OR TO ANSWER QUESTIONS.

I'M HERE FOR QUESTIONS.

PERFECT. I CAN JUST SAY REAL BRIEFLY THAT WE HAD INTENDED TO ALSO HAVE IN TANDEM WITH THIS ON THE AGENDA TONIGHT A NEW OR AMENDED MOU MEMORANDUM OF UNDERSTANDING BETWEEN THE DISTRICT AND THE FOUNDATION.

BUT WE'VE RUN INTO SOME SITUATIONS, SOME WORDING THAT ATTORNEYS NEED TO ADJUST.

AND SO WE DON'T HAVE THAT FOR YOU.

BUT I JUST WANTED TO SAY THAT IT'S OKAY IF YOU WANT TO CONSIDER ADDING THOSE POSITIONS IN THE COMPENSATION PLAN BECAUSE IT DOESN'T OBLIGATE THE DISTRICT NECESSARILY TO FILL THEM.

IT JUST ALLOWS THE DISTRICT TO POST THEM AND GET THAT PROCESS ROLLING SO THAT BY THE TIME NEXT MONTH YOU HAVE THE MOU, THAT PROCESS CAN BE UNDERWAY.

AND CAN YOU REMIND US WHEN THE PREVIOUS EXECUTIVE DIRECTOR LEFT THE DISTRICT? WHEN? I CAN'T REMEMBER YESTERDAY, ABOUT A YEAR.

I THINK IT WAS ABOUT THIS TIME LAST YEAR.

SO THE FOUNDATION'S BEEN WITHOUT AN EXECUTIVE DIRECTOR FOR A YEAR? YES. THEY'VE HAD CHRISTIE, WHO'S THE SERVING AS THE KIND OF THE COORDINATOR AND KEEPING THAT AFLOAT.

AND WE HAD PAID SUPPLEMENTAL PAY FOR WHAT WAS IN THE BUDGET FOR THE DIRECTOR'S SALARY FOR THE REMAINDER OF THE SCHOOL YEAR TO HELP THROUGH THAT. SO WE'VE BEEN KIND OF KIND OF HANGING ON THERE.

AND WE HAD LOOKED AT HOW DO WE GIVE MORE AUTONOMY TO THE FOUNDATION? AND IT'S BEEN, YOU KNOW, FOR A DECADE AND A HALF IN THE WORKS FOR THE FOUNDATION TO KIND OF EVENTUALLY GET THAT AUTONOMY.

AND WE WORKED UP AN MOU.

BUT THE SHORT ANSWER IS GOING TO BE THAT WE'RE BASICALLY JUST GOING TO HAVE TO KIND OF DO IT THE SAME WAY. WE'RE PROBABLY ACTUALLY GOING TO WIND UP JUST AMENDING THE EXISTING MOU THAT SPECIFICALLY REFERENCES WHEN THE FOUNDATION CAME ABOUT IS HAVING A PART TIME FOUNDATION DIRECTOR WHO WAS ALSO PART TIME DISTRICT EMPLOYEE.

AGAIN, THAT WAS LIKE 15 YEARS AGO.

SO THEY DID VOLUNTEER AS HALF TIME, FOUNDATION HALF TIME.

WELL, WE'VE GROWN TREMENDOUSLY SINCE THEN.

SO WE HAVE A FULL TIME DUTIES FOR OUR VOLUNTEER PERSON.

AND WE DO BELIEVE THAT NOT ONLY DO WE NEED FULL TIME DUTIES FOR THE FOUNDATION EXECUTIVE DIRECTOR, BUT ALSO THEIR ASSISTANT, AND SO THAT THEY WOULD HAVE TO, RATHER THAN REPORT TO THE FOUNDATION BOARD DIRECTLY, WHICH IS WHAT WE WERE KIND OF LOOKING AT TRYING TO DOING TO DO.

THEY WOULD STILL HAVE TO REPORT TO SOMEONE IN THE DISTRICT BECAUSE THEY WOULD HAVE TO BE DISTRICT EMPLOYEES IN ORDER TO GET BENEFITS, WHICH WOULD BE WHAT YOU WOULD NEED TO ATTRACT SOMEBODY TO THE FOUNDATION.

SO WE WOULD BE LOOKING AT PUTTING BOTH THOSE POSITIONS IN THE MOU WITH THE UNDERSTANDING AND CAVEAT STILL IN THAT MOU THAT THE CONTRIBUTION OF THE FOUNDATION BACK TO THE DISTRICT IS GREATER THAN ANY COSTS THAT MAY BE INCURRED BY THE DISTRICT TO HELP SUPPORT THE FOUNDATION.

OKAY, GREAT. THANK YOU FOR THAT CLARITY.

WE'LL LOOK FORWARD TO SEEING THAT MOU.

AND WE RECOGNIZE THAT WE DON'T HAVE TO FILL THESE POSITIONS.

THE COMP PLAN ALLOWS YOU TO POST THEM AND GET.

SO NEXT MONTH, IF THERE'S SOME PROBLEM THAT YOU SEE WITH THE MOU BECAUSE THE MOU IS GOING TO BE BETWEEN YOU AS A SCHOOL BOARD AND THE BOARD OF THE FOUNDATION. AND SO THAT'S JUST KIND OF HOW ALL THINGS WILL OPERATE.

AND THE PLAN IS TO HAVE BOTH THESE POSITIONS INCORPORATED INTO THAT MOU.

AND SO WE'D LIKE TO BE ABLE TO POST THOSE DURING THE BIG HIRING SEASON, IF YOU WILL, FOR SCHOOL DISTRICTS AND GET THOSE AT LEAST APPLICANTS COMING IN.

OKAY, PERFECT. MR. SEVERANCE DID I SEE YOUR HAND UP?

[02:25:01]

SO IS THERE AN OPPORTUNITY THAT WE FILL THESE POSITIONS BEFORE WE DO THE COMP PLAN FOR NEXT YEAR? IF WE CAN.

I THINK SO, YEAH.

IF YOU CAN GET THE PROCESS STARTED, I DON'T THINK WE'D HAVE ANYONE.

I MEAN, ABSOLUTELY I DON'T THINK WE'D FILL THEM BEFORE THE MOU IN APRIL.

BUT IF YOU HAVE SOMEONE WHO COMES ON BOARD AND STARTS TAKING SOME OF THOSE DUTIES IN MAY, THEY WOULD HAVE MAY AND JUNE TO BOTH CLOSE OUT THE YEAR AND DO LIKE, YOU KNOW, [INAUDIBLE] PLANNING AND THE GOLF TOURNAMENT.

WELL, THAT'S GOING TO BE IN LATE MAY ACTUALLY.

SO I DON'T THINK THE BOARD MEETING.

THE NEW COMP PLAN, IF THEY'RE ALREADY HIRED ON THE OLD.

WELL, I THINK I DON'T KNOW EXACTLY HOW THAT WORKS, BUT I THINK IF THEY'RE HIRED, THEY WOULD GET THE SAME.

WELL, YOU KNOW WHAT, THOUGH? THEY WOULD BE THEIR OWN CATEGORY, RIGHT? BUT THEY WOULD STILL, I GUESS, BENEFIT IF THERE WAS A DISTRICT WIDE LIKE RAISE OR.

RIGHT. YEAH. WELL.

THE OLD MOU.

SO WE WERE YEAH, WE'RE STILL WORKING ORIGINALLY AS DISCUSSED.

THEY WOULD BE THEIR OWN CATEGORY AND THE FOUNDATION BOARD WOULD DECIDE ABOUT A COST OF LIVING INCREASE.

BUT NOW WITH THE WRINKLE THAT HAS BEEN ADDED, I'M NOT SURE HOW THAT'S GOING TO TURN UP.

SO IT'S POSSIBLE THAT THEY MAY COME IN AND WORK A COUPLE OF MONTHS AND THEN BE ELIGIBLE FOR A COST OF LIVING INCREASE AT THAT POINT.

BUT WE'LL CROSS THAT BRIDGE AS WE MOVE FORWARD.

IT'D BE, I GUESS, THE SAME AS IF WE FILLED ANY OTHER POSITION.

I MEAN, WE'VE GOT A COUPLE OTHER POSITIONS THAT ARE OPEN.

I JUST. YEAH, NO, THAT'S FINE.

I JUST WANTED TO JUST MAKE SURE I WAS UNDERSTANDING THAT OUT LOUD SO THEY COULD BE HERE A COUPLE OF MONTHS AND THEN GETTING A RAISE ALREADY.

OUR HOPE WAS SO.

OUR HOPE HAD BEEN AND WELL, IT STILL IS IN PRACTICE, WE'VE ALWAYS, YOU KNOW, THE FOUNDATION HAS FUNCTIONED AS ITS OWN NONPROFIT, WHICH IT IS.

THE PROBLEM, THOUGH, IS HAVING THEM.

IT WOULD BE DIFFICULT FOR THEM TO PAY FOR JUST TWO EMPLOYEES AND OFFER ANY KIND OF BENEFIT PACKAGE.

AND SO YOU WANT THE EMPLOYEES ON THE SCHOOL DISTRICT BENEFIT PACKAGE, BUT THEY CAN'T IF THEY'RE ON OUR LIST AS AN EMPLOYEE, THEY CAN'T JUST REPORT TO THE FOUNDATION BOARD AS AN INDEPENDENT ENTITY BECAUSE THEN THAT WOULD BE A GIFT OF PUBLIC FUNDS AS KIND OF THE SHORT ANSWER OF WHAT WE'RE GETTING AT.

SO THEY HAVE TO REPORT TO THE DISTRICT STRUCTURE, BUT WE STILL HAVE SOME THINGS WE'RE IRONING OUT WITH THE ATTORNEYS ON OUR END.

AND THEN THE FOUNDATION BOARD WILL HAVE TO TAKE A LOOK AT THE CHANGES.

AGAIN, THAT'S WHY WE KIND OF PULLED WHAT WE HAD WRITTEN FOR THIS MONTH.

BUT THE NET RESULT IS STILL IN THERE THAT WHATEVER AND THIS IS VERY COMMON FOR DISTRICTS ACROSS THE STATE TO CONTRIBUTE TO HAVE THEIR FOUNDATION FUNCTION BECAUSE THERE IS THAT PROVISION IN THERE THAT AT THE END OF THE YEAR YOU'LL GET A REPORT AND THEIR CONTRIBUTION TO THE DISTRICT MUST ALWAYS EXCEED THE COST OF WHAT THE DISTRICT HAS PUT INTO THE FOUNDATION.

OKAY. ANYTHING ELSE? MS. OROSCO. SO JUST TO CLARIFY, IF THIS IS A DISTRICT EMPLOYEE THAT'S GOING TO BE SUPERVISED BY THE DISTRICT.

YEP. AND THEY ARE IN CHARGE FOR THE BUDGET, FOR EXAMPLE, AND FUNDRAISING, RIGHT? YES. BUT WE WOULDN'T NECESSARILY HAVE MUCH IN A DISTRICT BUDGET FOR THEIR OFFICE FUNCTION TO WORK OTHER THAN THEIR SALARY.

LIKE, YOU KNOW, EACH DEPARTMENT HERE, YOU HAVE A SALARY AND THEN YOU HAVE LIKE AN OPERATING BUDGET FOR SUPPLIES AND ALL THAT KIND OF STUFF.

THOSE TYPES OF THINGS WOULD PROBABLY BE BUDGETED UNDER THE FOUNDATION.

AND THAT MONEY THEN WOULD BE GOVERNED BY THE BOARD OF THE FOUNDATION.

SO THE DISTRICT EMPLOYEE WOULD HAVE TO WORK WITH THE BOARD OF THE FOUNDATION TO GET APPROVAL FOR EXPENDITURES AND FUNDRAISING PROJECTS AND ALL OF THAT.

SO WOULD THEY BE REPORTING TO THE DISTRICT ALL THEIR FUNDRAISING ACTIVITIES AND THE MONEY COMING IN? YEAH, THAT WOULD BE THE SAME AS IT IS NOW IN THE MOU, WHERE THEY WOULD DO AN ANNUAL REPORT.

IT'S AN ANNUAL REPORT TO THE BOARD NOW, BUT YOU COULD AMEND THAT IN THE MOU IF YOU WANTED TO PUT IN TWICE A YEAR OR WHATEVER, HOWEVER YOU WANTED TO DO THAT, WHERE YOU WOULD GET A REPORT ON THEIR ACTIVITIES AS A FOUNDATION TO THE BOARD.

OKAY. AND SO IF WE ADOPT THIS TONIGHT AND THEN THIS MOU FALLS THROUGH, THEN THIS GOES AWAY.

IT'S JUST GOING TO BE THERE AND NOT AND THEN VACANT.

WELL, I DON'T THINK WE CAN PROBABLY FILL THE POSITION.

[02:30:02]

YEAH, WE COULD POST THE POSITION.

IF YOU DID IT TONIGHT, WE COULD POST THE POSITION THIS WEEK.

IT COULD BE OPEN FOR 2 OR 3 WEEKS, WHICH PUTS US ABOUT MID-APRIL, AND THEN WE COULD EVEN START SCREENING APPLICANTS AND CANDIDATES.

SO AND THEN SET UP INTERVIEWS HONESTLY BEFORE.

AND IF YOU APPROVE THE MOU, THEN WE'D BE READY TO RECOMMEND A HIRE.

THEN THE DISTRICT WOULD BE DOING THE INTERVIEWING.

WELL, WE HAVEN'T WORKED OUT THE SPECIFICS ON THAT, BUT I WOULD IMAGINE THAT WE'D HAVE THE FOUNDATION BOARD OR SOME REPRESENTATIVES ON THERE SINCE THEY WOULD BE HAVING TO WORK SO CLOSELY WITH THAT GROUP.

IN COMBINATION WITH THE DISTRICT SINCE THE DISTRICT EMPLOYEES ARE GOING I MEAN, THEY'RE GOING TO BE SUPERVISED BY THE DISTRICT.

YES. OKAY.

A LOT OF THAT STILL TO BE DETERMINED WITH MOU.

AND THEN WE CAN GIVE YOU LOGISTICS, BUT WE JUST WANT TO GET THE BALL ROLLING BECAUSE AS TIM SAID, IT'S BEEN OVER A YEAR SINCE THEY'VE HAD AN EXECUTIVE DIRECTOR.

BUT IF FOR SOME REASON THE BOARD SAID, NO, WE DON'T WANT TO DO THE MOU OR WHATEVER, THERE WOULDN'T BE REALLY ANY.

I MEAN, IT WOULD JUST BE UNFILLED POSITIONS LISTED ON OUR COMP PLAN, IF YOU WILL.

I THINK IF YOU WAIT TO APPROVE THE COMP PLAN IN APRIL, THEN THAT PUTS YOU TO AT LEAST THE END OF MAY BEFORE YOU WOULD FINALIZE SOMETHING WHICH.

BUT IF WE START THE BALL ROLLING AND HIRE SOMEBODY BEFORE WE SIGN THE MOU AND THEN WE DON'T LIKE THE MOU, THEN WE'RE TO HIRE THESE PEOPLE.

NO, WE JUST I THINK DOESN'T THE DIRECTOR HAVE TO COME TO THE BOARD ANYWAY? FOR THE DIRECTOR LIKE YOU HAVE TO APPROVE THE HIRE.

AND SO ALL WE'RE ASKING TONIGHT IS TO ADD THIS TO THE COMP PLAN SO THAT WE CAN POST TO START THE TIMELINE GOING.

AND THEN IN APRIL, THE MOU WILL COME TO YOU GUYS.

AND IF APPROVED, THEN WE CAN START THE HIRING PROCESS.

IF NOT, THEN WE JUST TAKE NO ACTION.

SO YOU CAN START THE HIRING PROCESS IN APRIL? POST THE POSITION.

YOU CAN POST WITHOUT HAVING TO FILL THE POSITION.

SO YOU WOULD HAVE ALREADY STARTED THE HIRING PROCESS AFTER WE TAKE THIS VOTE? NO WE'RE JUST GOING TO POST THE JOB.

WE'RE NOT GOING TO RECOMMEND A HIRE UNTIL AFTER BUT YOU'RE GOING TO START ACCEPTING APPLICATIONS AND VETTING.

SURE YEAH. SO THEN YOU'RE ALREADY STARTING THE HIRING PROCESS RIGHT AFTER THE VOTE.

WE COULD DO THAT, YES.

THIS WEEK. RIGHT.

THE FAST. NOW, HERE'S A FAST, FAST TRACK SCENARIO IS WE COULD BRING, SAY, IN APRIL THE MOU AS AN ITEM, AND THEN THE NEXT ACTION ITEM AFTER THAT IS A HIRE RECOMMENDATION IF WE GET THERE.

SO IT COULD THEORETICALLY HIRE SOMEONE IN APRIL, BUT NOT BEFORE.

DEFINITELY. BUT AGAIN, BUT IT'S DIRECTOR AND THAT HAS TO GO TO THE BOARD FOR HIRE ANYWAY, RIGHT? SO YOU HAVE TO YOU HAVE TO HIRE THIS PERSON.

YES. YES. BUT HE SAID HE WASN'T STARTING IT UNTIL APRIL, SO THAT WAS JUST A LITTLE A LITTLE OFF, BUT I GOT IT NOW.

SO I THINK WE'RE ON THE SAME PAGE, BUT WE'RE JUST SAYING DIFFERENT THINGS.

IF WE KEEP TALKING ABOUT IT APRIL WILL BE HERE IN A BLINK OF AN EYE.

DR. WRIGHT IS NOT SAYING IT RIGHT.

YES. GOOD.

SO WHY ARE WE TAKING A YEAR TO POST THE POSITION? WELL, THERE WAS GOING TO BE A PAUSE ON IT AND THEY WERE GOING TO HAVE A CONSULTANT, WHICH THEY DID, AND WE WERE GOING TO LOOK AT RECOMMENDATIONS.

AND THE PLAN WAS TO KIND OF PAUSE ACTIVITY IN THE FALL AND RESTRUCTURE THE ENTIRE MOU, WHICH WE DID GET TO WITH THE CONSULTANT.

AND WE GOT TO OUR ATTORNEYS AND OUR PLAN AND WHAT WE WANT TO DO WITH IT GOT REJECTED LEGALLY.

SO WE'RE HAVING TO TWEAK.

AND AGAIN, IT'S ALL A MATTER OF IT'S A SEPARATE NONPROFIT ENTITY ON THEIR OWN.

WE'RE A SEPARATE ENTITY.

BUT WHEN YOU HAVE DISTRICT SUPPORT PUTTING IN THERE, THEY BECOME NOT JUST IN TERMS OF THE EMPLOYMENT AND WHO THEY HAVE TO REPORT TO, BUT AS WE JUST RECEIVED A RULING FROM THE ATTORNEY GENERAL'S OFFICE, EVEN LIKE RECORDS AND STUFF, THEN NOW BECOME WHERE THEY MIGHT NOT OTHERWISE BE SUBJECT TO OPEN RECORDS BECAUSE IT'S A SEPARATE NONPROFIT THAT HAS ITS OWN GUIDANCE ON HOW NONPROFITS HAVE TO REPORT RECORDS.

BUT BECAUSE THEY'RE SUPPORTED BY DISTRICT TAX DOLLARS, THEY'RE THEN SUBJECT TO SOME OF THOSE THINGS.

SO THOSE ARE SOME OF THE THINGS THAT WE'RE IRONING OUT.

I THINK THE GIST AT THE END OF ALL OF THIS, THE BIG CHANGE THAT'S GOING TO MAKE THE BIGGEST DIFFERENCE, THAT'LL POSITION THE FOUNDATION TO DO EVEN GREATER THINGS

[02:35:03]

THEY HAVE EXCITING EVENTS.

Y'ALL JUST ALL TALKED ABOUT HOW YOU'RE LOOKING FORWARD TO GOING TO THE GOLF TOURNAMENT.

THAT RAISES MONEY, THAT GOES TO OUR TEACHERS AND DOES GREAT STUFF.

THE BIGGEST CHANGE, THE NET CHANGE I THINK WE'RE GOING TO SEE IS WHERE WE USED TO HAVE ONE PERSON DOING BOTH THE VOLUNTEER SERVICES AND THE DISTRICT LEVEL COMMUNITY RELATIONS.

AND ALSO THE FOUNDATION IS GOING TO CHANGE FROM A 15 YEAR OLD MODEL TO NOW WE HAVE A SEPARATE PERSON WHO'S DOING A GREAT JOB WITH OUR VOLUNTEER AND OUR COMMUNITY RELATIONS AND CHAMBER OF COMMERCE STUFF FOR THE DISTRICT, AND THEN THIS WILL ALLOW US TO HAVE A SEPARATE PERSON MANAGING THE FOUNDATION WITH THE SOLE FOCUS ON MANAGING A FUNDRAISER EVENTS.

LOOKING FOR WAYS TO TAP REVENUE FROM ALL THE NEW BUSINESSES THAT ARE COMING IN AND TO GENERATE MORE FUNDING FOR THE DISTRICT.

SO THIS FREES UP ANY CROSS OBLIGATIONS SO THAT EACH OF THOSE FUNCTIONS CAN CAN REALLY THRIVE.

THAT'S ULTIMATELY WHAT'S GOING TO WIND UP BEING THE NET BIG DIFFERENCE.

THANK YOU. ALL RIGHT.

THE SUGGESTED MOTION IS THAT THE HAYS CISD BOARD OF TRUSTEES ADOPT THE AMENDED 2022 2023 COMPENSATION PLAN AS PRESENTED.

SO MOVED. MOVED BY MR. VELA. SECONDED BY DR.

PÉREZ-GONZÁLEZ. ANY FURTHER DISCUSSION? ALL THOSE IN FAVOR.

AYE. ANY OPPOSED? ALL RIGHT. MOTION CARRIES.

FIVE ZERO.

NEXT UP, WE HAVE THE CONSIDERATION AND POSSIBLE ADOPTION OF THE RESOLUTION REGARDING COMPENSATION OF CUSTODIAL STAFF THAT WERE IMPACTED BY THE INCLEMENT

[L.4. Consideration and possible adoption of a Resolution regarding Compensation of Custodial Staff affected by inclement weather on the evening of March 2, 2023 Marivel Sedillo]

I'M GLAD WE'RE DOING THIS.

REMEMBER, WE HAD THAT BIG ICE STORM AND WE SENT OUR EMPLOYEES HOME EARLY SO THEY COULD GET HOME SAFELY.

ANY QUESTIONS ON THIS TEAM? THE SUGGESTED MOTION IS THAT THE HAYS CISD BOARD OF TRUSTEES ADOPT THE RESOLUTION REGARDING COMPENSATION OF CUSTODIAL STAFF AFFECTED BY INCLEMENT WEATHER ON THE EVENING OF MARCH 2ND, 2023, AS PRESENTED.

SO MOVED. MOVED BY MR. SEVERANCE.

SECOND. SECONDED BY MR. VELA. ANY FURTHER DISCUSSION? I JUST WANT TO SAY I AM CONTINUALLY IMPRESSED WITH OUR HR TEAM AND THE EMPLOYEE FRIENDLY MINDSET AND PROCESSES THAT WE HAVE.

THIS IS A GOOD THING THAT WE DID FOR OUR EMPLOYEES THAT HAVE TO WORK LATE AT OUR CAMPUSES.

SO THANK YOU TO OUR HR DEPARTMENT FOR BRINGING THIS TO US.

WE HAVE A MOTION AND A SECOND.

ANY FURTHER DISCUSSION? ALL THOSE IN FAVOR? AYE. ANY OPPOSED? ALL RIGHT. MOTION CARRIES.

FIVE ZERO.

NEXT, WE HAVE L 5.

[L.5. Consideration and possible approval of the Early Release of New Positions for the 2023-2024 School Year Marivel Sedillo]

THIS IS ON PAGE 138.

MARIVEL SEDILLO IS HERE TO ANSWER QUESTIONS.

WE'VE GOT SOME GENERAL ED TEACHERS AND SOME SPED TEACHERS TO WHAT IS THE WORD I'M LOOKING FOR? GROWTH TO DEAL WITH GROWTH.

PROJECTED GROWTH? YES. QUESTIONS FOR MS. SEDILLO. MS. OROSCO.

DOES THIS INCLUDE BILINGUAL TEACHERS IN YOUR GENERAL ED NUMBER? YES, MA'AM. OKAY, PERFECT.

THANK YOU. OKAY.

ANYTHING ELSE? ALL RIGHT.

THE SUGGESTED MOTION IS THAT THE HAYS CISD BOARD OF TRUSTEES APPROVE THE EARLY RELEASE OF NEW ALLOCATIONS FOR THE 2023 2024 SCHOOL YEAR AS PRESENTED.

SO MOVED. MOVED BY MRS. OROSCO. SECONDED BY MR. SEVERANCE. ANY FURTHER DISCUSSION? ALL THOSE IN FAVOR? OH, YES. MRS. OROSCO JUST REALLY QUICK.

I KNOW WHEN DR.

PÉREZ-GONZÁLEZ AND I ATTENDED THE JOB FAIR THIS SATURDAY, EVERY SINGLE TABLE WAS TELLING US AND MONDAY YOU ALL GET TO VOTE.

AND MONDAY WE'RE GOING TO HAVE THESE POSITIONS.

IF YOU ALL VOTE FOR IT, IF YOU ALL VOTE FOR IT.

SO IT WAS SO GREAT THEY WERE ADVOCATING FOR THESE POSITIONS AND WE'RE TALKING ABOUT HOW IT WOULD BE SUCH A GREAT BENEFIT TO HAVE THIS EARLY RELEASE AND HOW EXCITED THEY WERE.

SO THANK YOU FOR BRINGING THIS FORWARD.

ALL RIGHT, WE HAVE A MOTION AND A SECOND.

ALL THOSE IN FAVOR? AYE. ANY OPPOSED? ALL RIGHT. MOTION CARRIES.

5 0.

[L.6. Consideration and possible adoption of the Hays CISD District of Innovation Amendment: Due Process Marivel Sedillo]

SO WE'VE GOT OUR DOI AMENDMENTS BACK.

A COUPLE OF THE MORE CONTROVERSIAL ONES ARE NOT HERE.

YOU'RE WELCOME.

WE'RE GOING TO TABLE THOSE UNTIL SOME OTHER DAY.

SO ON PAGE 139, WE'RE GOING TO START THESE.

AND THE FIRST ONE IS THE DUE PROCESS DISTRICT OF INNOVATION AMENDMENT.

AND WHAT YOU'LL SEE IS WE'RE GOING TO DO THE DOI AMENDMENT AND THEN THE ASSOCIATED POLICIES RIGHT AFTER.

[02:40:07]

WE'RE GOING TO TALK ABOUT DFAA LOCAL POLICY AND DFBA LOCAL POLICY.

SO WE'LL START ON PAGE 139 WITH OUR DUE PROCESS AMENDMENT.

AND WE'VE TALKED ABOUT THESE A LOT.

HOPEFULLY YOU'VE GOTTEN ALL YOUR QUESTIONS ANSWERED.

AND SO THE SUGGESTED MOTION IS THAT THE HAYS CISD BOARD OF TRUSTEES ADOPT THE PROPOSED AMENDMENT TO THE DISTRICT OF INNOVATION PLAN RELATING TO DUE PROCESS AS PRESENTED.

SO MOVED. MOVED BY MRS. OROSCO SECONDED BY DR.

PÉREZ-GONZÁLEZ. ANY FURTHER DISCUSSION? ALL THOSE IN FAVOR? AYE, AYE. ANY OPPOSED.

ALL RIGHT. MOTION CARRIES.

FIVE ZERO.

NOW PAGE 141.

[L.7. Consideration and possible adoption of proposed revisions to Policy DFAA (LOCAL) Marivel Sedillo]

DFAA YOU CAN SEE THOSE IN BLUE AND RED.

THE SUGGESTED MOTION IS THAT THE HAYS CISD BOARD OF TRUSTEES ADOPT THE PROPOSED REVISIONS TO POLICY DFAA LOCAL AS PRESENTED.

SO MOVED. MOVED BY MRS. OROSCO SECONDED BY DR.

PÉREZ-GONZÁLEZ. ANY FURTHER DISCUSSION? ALL THOSE IN FAVOR? AYE. ANY OPPOSED? MOTION CARRIES. FIVE ZERO.

DFBA.

[L.8. Consideration and possible adoption of proposed revisions to Policy DFBA (LOCAL) Marivel Sedillo]

THE SUGGESTED MOTION IS THAT THE HAYS CISD BOARD OF TRUSTEES ADOPT THE PROPOSED REVISIONS TO POLICY DFBA LOCAL AS PRESENTED.

SO MOVED. MOVED BY MRS. OROSCO SECONDED BY DR.

PÉREZ-GONZÁLEZ. ANY FURTHER DISCUSSION? ALL THOSE IN FAVOR? AYE. ANY OPPOSED? MOTION CARRIES FIVE ZERO.

ALL RIGHT. SO OUR NEXT DOI AMENDMENT IS ON PROBATIONARY CONTRACTS.

[L.9. Consideration and possible adoption of the Hays CISD District of Innovation Amendment: Probationary Contracts Marivel Sedillo]

ANY QUESTIONS ON THIS ONE? THE SUGGESTED MOTION IS THAT THE HAYS CISD BOARD OF TRUSTEES ADOPT THE PROPOSED AMENDMENT TO THE DISTRICT INNOVATION PLAN RELATING TO PROBATIONARY CONTRACTS AS PRESENTED. SO MOVED.

MOVED BY MRS. OROSCO.

SECONDED BY DR.

PÉREZ-GONZÁLEZ. ANY FURTHER DISCUSSION? ALL THOSE IN FAVOR? AYE. ANY OPPOSED? MOTION CARRIES FIVE ZERO.

ALL RIGHT. AS WITH THE LAST ONE, THE ASSOCIATED POLICY IS GOING TO BE DCA LOCAL.

[L.10. Consideration and possible adoption of proposed revisions to Policy DCA (LOCAL) Marivel Sedillo]

THIS IS AN ADDED POLICY.

WE DON'T HAVE THIS.

AS IF WE NEED MORE POLICIES, BUT APPARENTLY WE DO SO.

DCA LOCAL IS MAKING ITS DEBUT IN OUR POLICY ANTHOLOGY ENCYCLOPEDIA, WHATEVER YOU CALL IT.

ALL RIGHT. THE SUGGESTED MOTION IS THAT THE HAYS CISD BOARD OF TRUSTEES ADOPT THE PROPOSED REVISIONS OR ADDED POLICY.

IT SHOULD SAY PROBABLY RIGHT.

LET'S SEE. THE SUGGESTED MOTION IS THAT THE HAYS CISD BOARD ADOPT POLICY DCA LOCAL AS PRESENTED.

SO MOVED. MOVED BY MRS. OROSCO. SECONDED BY MR. VELA. ANY FURTHER DISCUSSION? ALL THOSE IN FAVOR? AYE. ANY OPPOSED MOTION CARRIES FIVE ZERO.

ALL RIGHT. READING ACADEMIES, EVERYONE'S FAVORITE TOPIC DISTRICT OF INNOVATION AMENDMENT PAGE 149.

[L.11. Consideration and possible adoption of the Hays CISD District of Innovation Amendment: Reading Academies Marivel Sedillo]

SUGGESTED MOTION IS THAT THE HAYS CISD BOARD OF TRUSTEES ADOPT THE PROPOSED AMENDMENT TO THE DISTRICT OF INNOVATION PLAN RELATING TO READING ACADEMIES AS PRESENTED.

SO MOVED. MOVED BY MRS. OROSCO SECONDED BY DR.

PÉREZ-GONZÁLEZ. ANY FURTHER DISCUSSION? ALL THOSE IN FAVOR? AYE. ANY OPPOSED? MOTION CARRIES FIVE ZERO.

RELATED POLICY IS GOING TO BE DMA LOCAL AND THIS IS ON PAGE STARTS ON PAGE 151.

[L.12. Consideration and possible adoption of proposed revisions to Policy DMA (LOCAL) Marivel Sedillo]

ALL RIGHT. THE SUGGESTED MOTION FOR THIS IS THAT THE HAYS CISD BOARD OF TRUSTEES ADOPT THE PROPOSED REVISIONS TO POLICY DMA LOCAL AS PRESENTED.

SO MOVED. MOVED BY MRS. OROSCO SECONDED BY DR.

PÉREZ-GONZÁLEZ. ANY FURTHER DISCUSSION? ALL THOSE IN FAVOR? AYE. ANY OPPOSED.

MOTION CARRIES FIVE ZERO.

ALL RIGHT, THEN WE HAVE OUR OUT OF STATE CERTIFICATION EXEMPTIONS AMENDMENT TO THE DOI PLAN ON PAGE 153.

[L.13. Consideration and possible adoption of the Hays CISD District of Innovation Amendment: Out-of-State Certification Exemptions Marivel Sedillo]

[02:45:06]

SO MOVED. MOVED BY MRS. OROSCO. SECONDED BY DR.

PÉREZ-GONZÁLEZ. ANY FURTHER DISCUSSION? ALL THOSE IN FAVOR? AYE. ANY OPPOSED? MOTION CARRIES FIVE ZERO.

ALL RIGHT, TEAM, IN YOUR FOLDER YOU'RE GOING TO SEE THERE'S POLICIES DBA AND DK.

[L.14. Consideration and possible adoption of proposed revisions to Policy DBA (LOCAL) Marivel Sedillo]

AFTER THE BOARD PACKET WAS PUT TOGETHER, WE GOT SOME FEEDBACK THAT WE NEEDED TO MAKE A COUPLE OF LITTLE TWEAKS.

AS YOU MAY RECALL, THERE USED TO BE SOME OTHER LANGUAGE IN HERE ABOUT MATH AND SCIENCE AND LOTE AND WHAT HAVE YOU.

SO THIS IS JUST CLEANED UP A LITTLE BIT.

SO YOU'LL SEE DBA AND DK IN YOUR PACKET.

ALL RIGHT. SO ON PAGE 155 IS WHERE THEY TALK ABOUT DBA.

DOES ANYBODY HAVE ANY QUESTIONS OR NEED A MINUTE TO LOOK OVER THE TWEAKS WE GOT IN OUR FOLDERS? MR. SEVERANCE. JUST A QUESTION LIKE SHOULD THE RED BE STRICKEN THROUGH OR UNDERLINED? WELL, THAT'S A GOOD QUESTION.

I THINK THE.

YEAH. WHY IS IT LIKE THE RED IS USUALLY ADDED? I MEAN, THE RED IS USUALLY STRICKEN AND THE BLUE IS USUALLY NEW.

WHAT DOES IT MEAN WHEN IT'S RED AND IT'S UNDERLINED? BECAUSE WE HAVE A LITTLE BIT OF THAT.

I FEEL LIKE I'VE SEEN THAT BEFORE MR. SEVERANCE AND I'M TRYING TO REMEMBER.

BLESS YOU. BLESS YOU.

I'M WONDERING IF IT'S INDICATING THAT.

I MEAN, TYPICALLY WHEN YOU USE DIFFERENT COLORS, IT'S DIFFERENT PEOPLE INPUTTING THE EDITS.

SO LIKE MY EDITS WOULD BE PURPLE AND YOUR EDITS WILL BE RED AND MS. OROSCO'S WILL BE HOT PINK.

DO YOU SEE WHAT I'M SAYING? AND SO I THINK WHAT COULD BE IS LIKE SOME OF THESE WERE OURS AND SOME OF THESE MAY HAVE BEEN TASB'S OR, YOU KNOW, AND THEY CAME BACK.

WHAT'S IMPORTANT TO KNOW IS THAT THEY DON'T HAVE A LINE THROUGH THEM VERSUS IF IT'S UNDERLINED IN A DIFFERENT COLOR, THEN WE KNOW IT'S ADDITIONAL TEXT. DOES THAT MAKE SENSE? OKAY. ANY QUESTIONS ON THE DBA LANGUAGE? THE SUGGESTED MOTION IS THAT THE HAYS CISD BOARD ADOPT THE PROPOSED REVISIONS TO POLICY DBA LOCAL AS PRESENTED.

SO MOVED. MOVED BY MRS. OROSCO. SECONDED BY DR.

PÉREZ-GONZÁLEZ. ANY FURTHER DISCUSSION ON THIS ITEM? ALL THOSE IN FAVOR? AYE. ANY OPPOSED? ALL RIGHT. MOTION CARRIES.

FIVE ZERO.

THEN WE HAVE POLICY DK LOCAL AND AS I RECALL.

[L.15. Consideration and possible adoption of proposed revisions to Policy DK (LOCAL) Marivel Sedillo]

YES. VERY CLEAN.

LOOKS GOOD. ALL RIGHT.

ANY QUESTIONS ON THIS ONE? THE SUGGESTED MOTION IS THAT THE HAYS CISD BOARD OF TRUSTEES ADOPT THE PROPOSED REVISIONS TO POLICY DK LOCAL AS PRESENTED.

SO MOVED. MOVED BY MRS. OROSCO. SECONDED BY DR.

PÉREZ-GONZÁLEZ. ANY FURTHER DISCUSSION? ALL THOSE IN FAVOR? AYE, AYE. ANY OPPOSED? MOTION CARRIES FIVE ZERO.

TEAM, WE'VE GOTTEN THROUGH ALL OF OUR DOI AMENDMENTS.

YAY! SO GOOD.

YES. DR.

WRIGHT YOU WANT TO SAY ANYTHING ABOUT THAT? I'M JUST JOKING. OKAY. NEXT UP, WE HAVE OUR 2021 BOND PURCHASE OF SCIENCE LAB EQUIPMENT FOR HAYS HIGH SCHOOL SCIENCE LABS.

[L.16. Consideration and possible approval of the 2021 Bond purchase of Science Lab Equipment for Hays High School Science Labs Marivel Sedillo, Max Cleaver]

AND, YOU KNOW, IT'S BEEN A MINUTE SINCE WE'VE HAD SOME NEW SCIENCE LABS AT HAYS HIGH SCHOOL.

I'VE INVITED MR. PIERCE TO COME UP BECAUSE HE WAS PRINCIPAL WHEN THIS ALL CAME UP.

AND I SUSPECT MR. [INAUDIBLE] AND MR. MATTHEWS AND OTHERS HAVE HAD AN OPPORTUNITY TO WEIGH IN.

BUT I'D LOVE TO HEAR, YOU KNOW, HAVE WE TALKED TO PEOPLE AT JOHNSON, HAVE WE TALKED TO TO THE SCIENCE TEAM AT LEHMAN TO SEE LIKE, IS THERE SOMETHING DIFFERENT THAT WE NEED TO BE

[02:50:02]

FIRST OF ALL, I WANT TO SAY THANK YOU FOR THOSE THAT WERE ENGAGED IN THAT PROCESS.

I THINK MS. BEDWELL'S HERE WAS ON THE OK AND MOVING OUT OF THAT OLD SPACE AND INTO THE NEW.

WE'RE REALLY EXCITED ABOUT THAT HAPPENING.

I DO KNOW THAT THE DEPARTMENT IS 14 TEACHERS.

THEY GOT THE INPUT OF SEVEN AND I'M LOOKING AT THE NAMES AND IT'S PRETTY REPRESENTATIVE OF EVERY CONTENT.

SO SOME OF THE TEACHERS TEACH CHEMISTRY AND ENVIRONMENTAL SYSTEMS, SO I THINK THEY GOT ALL THE CONTENTS COVERED.

NOW, AS I WAS TRANSITIONING TO THIS POSITION, I WASN'T AS INVOLVED IN THIS, BUT I HAVE SEEN THE LIST.

IT IS THERE ARE THINGS THAT THEY DO NEED.

KEEP IN MIND ALSO THAT EACH CLASSROOM IN THIS NEW BUILDING, INSTEAD OF TWO CLASSROOMS SHARING A LAB, EACH ROOM NOW HAS ITS OWN LAB, SO THERE'S MORE EQUIPMENT TO BUY. AND SO AGAIN, I JUST EXCITED TO MOVE INTO THAT SPACE.

I WOULD JUST THE MATERIALS THAT NEED TO BE THERE, YOU WOULDN'T BUILD A NICE, BEAUTIFUL HOUSE IN ELLIOTT RANCH AND PARK, A PINTO IN THE GARAGE.

SO THEY NEED THAT EQUIPMENT.

THEY NEED SOMETHING A LITTLE NICER IN THE GARAGE THERE.

SO.

THEY STILL MAKE PINTOS? [LAUGHTER] WELL, YOU GET THE, YOU KNOW, THE EQUIPMENT.

THEY SAVED WHAT THEY COULD.

THERE WAS A LOT OF IN A 30 YEAR OLD BUILDING, YOU KNOW, YOU ACCUMULATE A LOT OF STUFF.

SOMETIMES YOU KEEP STUFF THAT DOESN'T WORK OR IS NOT NO LONGER FUNCTIONAL, AND THAT CERTAINLY HAPPENED.

SO THE NEW MATERIALS ON THE LIST, SCIENCE EQUIPMENT IS EXPENSIVE.

IT HAS GONE UP OVER THE LAST COUPLE OF YEARS.

SO I KNOW THAT FOR SURE THAT THEIR INPUT WAS ON THE SCIENCE TEAMS AT HAYS HIGH SCHOOL.

I DO KNOW THAT THEY REACHED OUT TO JOHNSON AND GOT A LIST BECAUSE OF EVERYTHING THAT STARTED JOHNSON, WHICH IS NOT EVERYTHING THEY NEEDED AT HAYS BECAUSE WE ALREADY HAD SOME OF THAT STUFF. SO I KNOW THAT THERE WAS SOME COLLABORATION THERE.

WELL, I DON'T WANT TO TAKE THE QUESTION OUT OF MR. SEVERANCE'S MOUTH, BUT IS THAT HELPFUL OR DID YOU HAVE ANOTHER FOLLOW ON? NO, I JUST FIGURED JOHNSON WAS THE NEWEST AND THE DAHLSTROM INNOVATION TOO WAS THE NEWEST SCIENCE LAB THAT WE DID AS A DISTRICT.

AND I KNOW HAYS HAS BEEN OPERATING PROBABLY BEHIND FROM A, YOU KNOW, FROM HAVING ALL THE STUFF THAT THEY NEEDED.

SO I JUST WANT TO MAKE SURE THAT WE JUST ASK SOME QUESTIONS TO THE JOHNSON FOLKS, MAYBE SOME DAHLSTROM JUST TO SAY, HEY, WE BOUGHT TOO MANY WHEN WE OPENED THE SCHOOL.

WE DON'T NEED THIS MANY BEAKERS AND I'M MAKING UP THAT WORD.

I'M NOT SAYING WE DON'T NEED THEM.

I'M JUST SAYING THAT JUST MAKE SURE WE ASK THOSE QUESTIONS TO MAKE SURE WE'RE BUYING APPROPRIATELY.

THAT WAS REALLY WHAT I WANTED TO MAKE SURE.

SO. RIGHT. AND THE TEAM OF TEACHERS, JUST A VERY HIGH FUNCTIONING GROUP THERE AT HAYS.

AND I KNOW THAT THEY WANTED THEY'RE VERY CONSCIENTIOUS AND KEPT THE THINGS THAT WERE STILL RELEVANT AND WE COULD USE AND PURCHASED WHAT WE KNOW WE WOULD NEED.

OKAY. REQUESTED TO PURCHASE ANYTHING ELSE? MR. SEVERANCE.

AND THEN THESE ARE WHERE WE ARE.

IF WE VOTE ON THIS, WE'RE GOING TO BE PURCHASING THESE AND THEY'RE GOING TO BE HERE ON THE WAY LIKE.

THAT'S MY UNDERSTANDING, YES.

SUPPLY CHAIN WERE GOOD.

LIKE I MEAN, THE SUPPLIERS ALL IN STOCK READY TO GO.

SHIP COMPLETE. I MEAN, THE EXPIRATION DATE ON THE CONTRACT IS APRIL 30TH.

SO I JUST WANT TO MAKE SURE THAT, YOU KNOW, THE PRICING THAT WE HAVE HERE IS GOING TO BE WE'RE GOING TO GET IT ORDERED SECURED.

AS FAR AS I KNOW, THAT'S EVERYTHING.

SIGN HERE. SIGN HERE.

GREAT. THANK. THANK YOU, MR. SEVERANCE. MRS. OROSCO.

SO WHAT ARE THEY USING RIGHT NOW? THEY'VE MOVED IN RIGHT TO THE SCIENCE LABS.

THEY HAVE NOT. OH, THEY HAVE NOT.

THEY'RE ALL SCATTERED THROUGH DIFFERENT PLACES.

IT'S MY UNDERSTANDING THAT THE AC.

OH, THAT AC ISSUES ALL THE TIME.

OKAY, SO I KNOW THIS WAS ON THE AGENDA SEVERAL MONTHS AGO.

DR. WRIGHT AND WE HAD THE DISCUSSION THAT FOLKS REACHED OUT ABOUT IT BECAUSE THERE WAS NOT ENOUGH INPUT FROM THE TEAM AND THERE WAS A LOT OF ITEMS ON THE LIST THAT WERE NO LONGER NEEDED FOR THAT CONTENT THAT WERE BEING ORDERED.

SO THIS IS THE COMMITTEE MET AGAIN OR THE TEAM MET HERE RECENTLY TO DISCUSS ALL OF THIS AND IRONED EVERYTHING OUT BECAUSE I KNOW THEY WERE CONCERNED.

SO THANK YOU, DR. WRIGHT FOR PULLING THAT A COUPLE OF MONTHS AGO AND GOING BACK AND REVISITING IT.

WE WANT TO MAKE SURE WE GET THEM WHAT THEY NEED TO BE ABLE TO TEACH THE LESSONS NEEDED FOR THEIR CONTENT.

THANK YOU. YES, MA'AM.

ANY OTHER QUESTIONS ON THIS ITEM? WELL, I'M SUPER EXCITED.

I KNOW THAT OUR CURRENT THOSE CURRENT SCIENCE LABS ARE NOT ADA EQUIPPED.

THEY ARE TINY.

AND THOSE SCIENCE TEACHERS ARE GOING TO BE SO EXCITED.

I WANT TO BE INVITED TO A CHEMISTRY LAB FROM MR. MATTHEWS. I HOPE HE'S LISTENING OR MR. [INAUDIBLE] IN THE PHYSICS CLASSROOM BECAUSE I KNOW THEY'RE GOING TO BLOW THINGS UP AND SET THINGS ON FIRE AND I WANT TO BE THERE TO SEE IT.

CANNOT WAIT.

ALL RIGHT. SO DO WE KNOW WHEN THESE AC PROBLEMS ARE GOING TO BE FIXED?

[02:55:04]

IT'S RARELY ON THE AGENDA.

SO I PROBABLY CAN'T ASK THAT.

MAYBE LATER, MAYBE LATER.

CONSTRUCTION UPDATE. I'LL ASK THAT.

OKAY, PERFECT.

ALL RIGHT. SO THE SUGGESTED MOTION ON THIS ITEM IS THAT THE HAYS CISD BOARD OF TRUSTEES APPROVE THE PURCHASE OF SCIENCE LAB EQUIPMENT FROM FLYNN SCIENTIFIC INC FOR HAYS HIGH SCHOOL SCIENCE LAB, INC.

SEEMS WEIRD. IS HAYS HIGH SCHOOL SCIENCE LABS, INC.

CORRECT? OKAY.

OKAY. OKAY. LET ME GET THIS RIGHT.

THE HAYS CISD BOARD OF TRUSTEES APPROVED THE PURCHASE OF SCIENCE LAB EQUIPMENT FROM FLYNN SCIENTIFIC INC FOR HAYS HIGH SCHOOL SCIENCE LABS IN THE AMOUNT OF $92,135.47 AS PRESENTED.

SO MOVED. MOVED BY MRS. OROSCO.

SECOND. SECONDED BY MR. VELA. ANY FURTHER DISCUSSION? ALL THOSE IN FAVOR? AYE. ANY OPPOSED? ALL RIGHT. MOTION CARRIES.

FIVE ZERO.

THANK YOU. I'LL MAKE SURE YOU GUYS ALL GET AN INVITE WHEN THE NEW WING OPENS.

THANK YOU, MR. PIERCE.

WE APPRECIATE YOU GOING OVER AND BEYOND.

NATE. THANK YOU, NATE, FOR ALL YOUR TIME.

THANK YOU, NATE ON ALL THIS.

TALKED ABOUT THE WALLACE MIDDLE SCHOOL GNP.

SO WE'LL MOVE DOWN TO OUR [INAUDIBLE] SUBDIVISION EASEMENTS ON PAGE 175.

[L.18. Consideration and possible approval of Kali Kate Subdivision Easements Max Cleaver]

AND LET ME GET THERE AS WELL.

ANY QUESTIONS ON OUR EASEMENT BEFORE I READ THIS VERY LENGTHY MOTION? OKAY. THE SUGGESTED MOTION IS THAT THE HAYS CISD BOARD OF TRUSTEES GRANTS A WATER LINE EASEMENT, EMERGENCY ACCESS EASEMENT AND A SANITARY SEWER EASEMENT TO THE CITY OF BUDA AND ACCEPT THE DONATION OF THE DESCRIBED SITE IMPROVEMENTS AT CARPENTER HILL ELEMENTARY SCHOOL AS PRESENTED.

MOVED BY MRS. OROSCO, SECONDED BY MR. SEVERANCE. ALL THOSE IN FAVOR? ANY FURTHER DISCUSSION? ALL THOSE IN FAVOR? AYE. ANY OPPOSED? MOTION CARRIES FIVE ZERO.

OKAY. NOW WE HAVE OUR INFORMATION ITEMS. FIRST UP IS M 1 DISCUSSION OF DISTRICT WIDE INTRUDER DETECTION AUDIT REPORT FINDINGS.

THIS IS ON PAGE 220 OF YOUR.

OH, SORRY, I MISSED ONE.

OH, AND I'M EXCITED ABOUT THIS ONE.

I'M SORRY, [INAUDIBLE] SUBDIVISION EASEMENTS WE DID.

NOW WE'RE DOING THE COST SHARING AGREEMENT FOR STORMWATER DETENTION AT ELEMENTARY SCHOOL 16.

[L.19. Consideration and possible approval of a Cost Sharing Agreement for Stormwater Detention at Elementary #16 Max Cleaver]

THIS IS AWESOME. OKAY, SO ON PAGE, I THINK THE BEST PAGE TO SHOW YOU, IF YOU WOULD GO TO PAGE 219 AND I DON'T KNOW IF I CAN IF WE CAN GET 219 UP ON THE BOARD.

SO ON PAGE 219, YOU CAN SEE WHERE IT SAYS AT THE BOTTOM RIGHT HAND OF THAT DRAWING ON PAGE 219, YOU CAN SEE PHASE 4B, THAT'S THE SCHOOL SITE.

IF YOU CAN LOCATE THAT. IT'S AT THE END OF THAT COLORED LINE THAT REPRESENTS THE STORMWATER EASEMENT.

AND SO THAT'S THE BEST PLACE TO LOOK.

AND SO WHAT THAT SHOWS IS THAT SHOWS THE STORMWATER LEAVING OUR SITE BASICALLY FLOWING THROUGH THAT SUBDIVISION THROUGH PHASE FOUR AND THEN LANDING IN THAT POND, THAT GREEN POND THERE.

AND SO, AGAIN, WE ARE NOT GOING TO BE RESPONSIBLE FOR OUR OWN STORMWATER.

THE NEIGHBORHOOD WILL BE RESPONSIBLE TO MAINTAIN THAT STORMWATER POND.

AND THAT'S A GOOD THING.

YOU KNOW, AS LONG AS THE SCHOOL IS THERE, WE WON'T HAVE TO MAINTAIN A STORMWATER POND.

AND SO THAT'S THE REASON WE'RE REQUESTING THIS AND IT GIVES YOU MORE USABLE SPACE ON THE CAMPUS ITSELF FOR PLAYGROUNDS.

ABSOLUTELY. OKAY, TEAM, WE HAVE QUESTIONS ON THIS ITEM.

ALL RIGHT. THE SUGGESTED MOTION IS THAT THE HAYS CISD BOARD OF TRUSTEES APPROVE THE COST SHARING AGREEMENT FOR STORMWATER FACILITIES FOR ELEMENTARY 16 AND AUTHORIZE THE BOARD PRESIDENT AND SUPERINTENDENT TO EXECUTE ADDITIONAL DOCUMENTS NECESSARY OR CONVENIENT TO COMPLETE THE TRANSACTION AS PRESENTED.

SO MOVED. MOVED BY MRS. OROSCO. SECOND.

SECONDED BY MR. VELA.

ANY FURTHER DISCUSSION? ALL THOSE IN FAVOR? AYE. ANY OPPOSED? MOTION CARRIES FIVE ZERO.

NOW WE'RE DONE WITH OUR ACTION ITEMS. OKAY. MOVING ON TO INFORMATION ITEMS.

[M.1. Discussion of Districtwide Intruder Detection Audit Report Findings Jeri Skrocki]

[03:00:02]

TEAM THIS IS ON PAGE 220 OF YOUR BOARD PACKET.

GOOD EVENING.

SO PURSUANT TO OUR CONTINUED QUEST IN ALL THINGS AUDIT THROUGH THE TEXAS SCHOOL SAFETY CENTER VIA TIA.

WE HAD TWO ADDITIONAL CAMPUSES WHO EXPERIENCED FINDINGS DURING ONE OF OUR AUDIT VISITS BY OUR TEXAS SCHOOL SAFETY CENTER AUDITOR.

AS I'VE CONCLUDED ON ONE OF OUR PRIOR PRESENTATIONS, THERE ARE VARIOUS DIFFERENT CATEGORIES THAT WE CAN BE ASSESSED.

ONE OF THEM IS INCLUDING NO FINDINGS BY THE INSPECTOR UNSECURED EXTERIOR DOORS, UNSECURED ACCESS GAIN TO THE SCHOOL.

WE DID NOT HAVE ANY FINDINGS IN REGARDS TO THOSE MANDATES, WHICH IS EXTREMELY IMPORTANT BECAUSE THAT IS OUR HARDENED PERIMETER, WHICH IS OUR FIRST LINE OF DEFENSE WHEN WE ARE TALKING ABOUT THAT.

WE DID HAVE FINDINGS AS IT RELATES TO CLASSROOM DOORS BEING UNSECURED.

ULTIMATELY, WHAT HAPPENS IN THAT SITUATION IS THAT THE DISTRICT HAS GONE ABOVE AND BEYOND AND WE HAVE CREATED A POLICY SPECIFIC TO OUR CLASSROOM DOOR CRITERIA THAT ULTIMATELY, ANY TIME A FINDING HAS BEEN ESTABLISHED, WE WILL THEN CONDUCT AN INVESTIGATION.

AND IN THIS PARTICULAR SITUATION, THAT IS WHAT OCCURRED.

ULTIMATELY, DURING THE COURSE OF THAT INVESTIGATION, WE ADDRESSED THROUGH CONTINUED TRAINING THROUGH THE CAMPUS.

AND WHAT WE DO IS WE WILL ASSESS FOR EVERY CAMPUS ADULT THE REITERATION OF OUR EXPECTATIONS IN THIS PARTICULAR SITUATION.

WITH THAT, WE ALSO LOOKED AT THE VIOLATIONS SPECIFICALLY.

AND TWO OF THESE INSTANCES, WE DID DETERMINE THAT THIS WASN'T A DIRECT VIOLATION OF OUR POLICY.

HOWEVER, WHEN I DID DISCUSS IT WITH TEXAS SCHOOL SAFETY CENTER AND THE AUDIT TEAM, THEY SAID IT WAS VERY BLACK AND WHITE AND THERE WAS NO APPEAL IN REGARDS TO THEIR FINDINGS.

AND SO IF A DOOR WAS OPEN AND LOCKED, NO MATTER WHAT THE EXTENUATING CIRCUMSTANCES WERE, THAT WAS NOT AN OPTION THAT I WAS GOING TO BE ABLE TO ADDRESS.

THAT BEING SAID, WE ARE TAKING IT VERY SERIOUSLY FROM A CAMPUS PERSPECTIVE TO ENSURE THAT EACH OF OUR CLASSROOMS ARE BEING SECURED APPROPRIATELY.

BUT WE ARE ALSO TAKING INTO CONSIDERATION THE EXIGENCY THAT MAY EXIST OR THE CIRCUMSTANCES THAT WARRANT SOME OF OUR STUDENTS MAYBE BEING IN HALLWAYS AND MOVING AND THINGS LIKE THAT, BECAUSE OF COURSE WE STILL HAVE OUR EDUCATION MISSION THAT WE NEED TO COMPLETE AS WELL.

PURSUANT TO TEXAS SCHOOL SAFETY CENTERS DIRECTIVES.

THIS IS SERVES AS NOTICE TO YOU THAT WE HAVE ADDRESSED AND MET THE CRITERIA THAT HAS BEEN ESTABLISHED VIA THEIR MANDATES, WHICH DOES INCLUDE 100% OF CAMPUS ADULTS HAVE RECEIVED IN-PERSON TRAINING THAT HAS BEEN ACCOMPLISHED AT THOSE TWO CAMPUSES.

IT ALSO REQUIRES ME TO GIVE YOU A BRIEFING OF THE DETAILS IN CLOSED SESSION, WHICH HAS HAPPENED, AND THAT WAS PURSUANT TO OUR MEETING WITH THE DISTRICT SAFETY ADVISORY COMMITTEE IN REGARDS TO THESE SAME DETAILS.

SO THE PREVIOUS TRAINING WAS INSTITUTED TO THIS CAMPUS.

IT WAS VERY, VERY WELL RECEIVED, HAD SOME GREAT FEEDBACK FROM OUR CAMPUSES AND CAME OUT WITH SOME SOME ADDITIONAL IDEAS AND SOME QUESTIONS THAT WOULD ENHANCE SOME OF OUR CAMPUS SAFETY AND SECURITY.

SO ULTIMATELY, THAT'S WHERE WE ARE AT, IS THAT WE DID COMPLETE THOSE TWO MANDATES AS DIRECTED.

AND THIS IS YOUR REPORT TO LET YOU GUYS ASK ME ANY QUESTIONS OR ADDRESS IF NECESSARY.

THANK YOU, MISS SKROCKI.

TEAM DO WE HAVE ANY QUESTIONS? ALL RIGHT. WE DID.

YOU SAY DID YOU HAVE ANY QUESTIONS? OKAY. WE APPRECIATE YOU LETTING US KNOW ABOUT THESE AND THE INFORMATION THAT YOU PROVIDED IN CLOSED SESSION.

ALSO APPRECIATE YOUR DILIGENCE AND YOUR TEAM'S FOCUS AND CONTINUED FOCUS ON SAFETY AND SECURITY.

I KNOW OUR CAMPUSES ARE TAKING YOUR DIRECTIVES AND POLICIES VERY SERIOUSLY.

SO I APPRECIATE YOU.

THANK YOU, MA'AM. OKAY.

NEXT UP, WE HAVE AN UPDATE ON SAFETY AND SECURITY INITIATIVES DISTRICT WIDE.

[M.2. Update on Safety and Security Initiatives District Wide Jeri Skrocki]

DO WE HAVE ANY ADDITIONAL QUESTIONS FOR MS. SKROCKI? OKAY.

WE ALREADY TALKED ABOUT M3 M4 IS UPDATE ON BOND CONSTRUCTION AND RENOVATION PROJECTS IN THE DISTRICT.

[M.4. Update on Bond, Construction, and Renovation Projects in the district Max Cleaver]

YES. MOVE IN DATE.

YES, MA'AM. BACK AROUND MARCH 1ST, WE PROVIDED A PHASING PLAN.

IT'S PRETTY DETAILED BECAUSE IT'S A VERY DETAILED PROJECT.

BUT WE PROVIDED THAT AND IT'S ACTUALLY A DRAWING, A HIGH LEVEL DRAWING OF HAYS HIGH SCHOOL AND LIVE OAK TOGETHER ABCD AND IT'S GOT THEN ABCD

[03:05:06]

SO IS THAT WE CAN RESEND THAT OR WOULD YOU LIKE.

I CAN FIND IT. IT'S MARCH 1ST YOU SAID? YEAH, MARCH 1ST IS WHEN WE SENT IT ON AROUND THAT TIME FRAME.

MAYBE JUST SEND IT AGAIN.

WE'LL SEND IT AGAIN. THAT SOUNDS GOOD. WE'LL SEND IT TO YOU.

TOP OF MIND. THAT BOARD BLOG GETS HIDDEN REAL QUICK.

ALSO, DO WE HAVE ANY UPDATES OR ANY CONTINUED ISSUES WITH OTHER HVAC PROJECTS THAT WE HAD PROBLEMS WITH? WE CONTROLS CONTINUE.

CONTROLS HAVE BEEN A PROBLEM IN MY WORLD FOR THE LAST 12 OR 15 YEARS.

DO WE NEED TO GO INTO BUSINESS MAKING THOSE MAKING SOME CONTROLS? VERY POSSIBLY. IT'S I THINK IT'S JUST ONE OF THOSE THINGS THAT WE'RE GOING TO CONTINUE TO WORK THROUGH.

CTE CLASS DR. WRIGHT SAID.

DO WHAT? THAT'S OUR NEW CTE CLASS.

WILL'S GOING TO SPONSOR IT.

SO THE CONTRACTORS ARE BEING RESPONSIVE.

WE HAVE ASKED BARTLETT COCKE TO ACTUALLY GIVE US A A SINGLE POINT OF CONTACT FOR WARRANTY ISSUES.

YOU KNOW, WHEN THOSE TEAMS, WHEN THEIR PROJECT TEAMS GET A NEW JOB AND GO OUT OF TOWN TO THEIR NEXT JOB, WE STILL NEED SOMEONE TO COORDINATE, YOU KNOW, OUR WORK.

AND SO WE'RE WORKING ON THE BEST WAY TO DO THAT.

AND SO NATE, IS PUTTING THAT TOGETHER VERY WELL.

OKAY, TEAM.

OTHER QUESTIONS ON CONSTRUCTION PROJECTS AROUND THE DISTRICT.

OKAY, PERFECT.

THANK YOU MR. CLEAVER. THANK YOU.

WE HAVE OUR BUDGET CALENDAR.

[M.5. Update on 2023-2024 Budget Calendar Randy Rau]

IT'S JUST HANGING OUT THERE IN OUR PACKET.

ANY QUESTIONS? FOR MR. RAU. ALL RIGHT.

M6 OUR FINANCIAL STATEMENTS.

[M.6. Financial Statements Randy Rau]

OKAY. MS. OROSCO YOU WANT TO GIVE US A RECAP OF OUR OH, SORRY TEAM DO WE HAVE REQUESTS FOR INFORMATION FROM THE BOARD OF TRUSTEES? ALL RIGHT NOW.

MS. OROSCO, CAN YOU HAVE GIVE US A RECAP OF THE QUESTIONS ASKED SO FAR?

[O. RECAP OF QUESTIONS]

J1 HOW MANY STUDENTS ARE IN SPDI VERSUS SDI? J1 HOW MANY STUDENTS ARE DIAGNOSED DYSLEXIC? J2 HOW ARE TUITION BASED PRE-K STUDENTS ATTENDANCE? HOW IS THEIR ATTENDANCE? J2 PLEASE BREAK DOWN THE DATA ON ADVANCED ACADEMICS BASED ON CAMPUS REFERRING TO THE CHART ON PAGE 67? J2 TOTAL AMOUNT OF STUDENTS WHAT IS THE TOTAL AMOUNT STUDENTS PAY FOR AP ON RAMPS DUAL CREDIT? J2 TOTAL AMOUNT SPENT ON SAT, ACT, AND PSAT? J2 SAT ACT CORRELATION WITH SUCCESS ON COLLEGE COURSES.

WHAT ARE WE DOING WITH SCORES TO HELP SUPPORT OUR STUDENTS BE PREPARED TO SUCCEED IN COLLEGE? J2 WHAT DOES PULLOUT FOR K THROUGH FIVE IDENTIFIED BY MARCH 1ST LOOK LIKE REGARDING THE GT PROGRAM? J2 WHAT IS THE DISTRICT PHILOSOPHY ON GT TRAINING FOR ALL TEACHERS? J2 WHAT CAMPUSES ARE PILOTING THE PROGRAM TO INCLUDE MORE UNDERREPRESENTED STUDENTS? J2 PLEASE PROVIDE PERCENTAGES OF SUB POP'S THAT ARE GT.

OKAY, GREAT.

THANK YOU. MS. OROSCO.

OUR NEXT MEETING IS SCHEDULED FOR MONDAY, APRIL 17TH, RIGHT HERE IN THE KUNKEL ROOM AT 5:30

[Q. UPCOMING BOARD MEETINGS]