Mar 10, 2025 Agenda Workshop

[00:00:01]

ALL RIGHT, TEAM, WE NEED TO GO AHEAD AND WORK OUR WAY TO THE DAIS, PLEASE.

[A. CALL TO ORDER: Establish a quorum]

THANK YOU FOR EVERYBODY THAT'S IN ATTENDANCE AND EVERYBODY LISTENING ONLINE.

THE TIME IS 5:30 P.M. THIS MEETING IS OFFICIALLY CALLED TO ORDER.

ALL BOARD MEMBERS ARE PRESENT WITH THE EXCEPTION OF BOARD VICE PRESIDENT BYRON SEVERANCE, WHO IS OUT FOR BUSINESS.

AT THIS TIME, THE BOARD WILL ADJOURN TO CLOSED SESSION IN ACCORDANCE WITH THE TEXAS OPEN MEETINGS ACT.

[B. CLOSED SESSION (Part 1 of 2)]

THE TIME IS 5:31 P.M.

ALL RIGHT, TEAM, LET'S GO AND WORK OUR WAY BACK TO THE DAIS, PLEASE.

EVEN IF IT IS YOUR BIRTHDAY.

ALL RIGHT, WELL, GOOD EVENING AND WELCOME. WE ARE BACK IN OPEN SESSION.

[C. RECONVENE IN OPEN SESSION (Part 1 of 2)]

A QUORUM HAS ALREADY BEEN ESTABLISHED. MR. SEVERANCE IS OUT FOR BUSINESS REASONS.

THE TIME IS 6:55 P.M. IT IS NOW TIME FOR OUR PLEDGES, WHICH WILL BE LED BY BOARD SECRETARY VANESSA PETRY.

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

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.

[E. MISSION STATEMENT]

HAYS CISD MAKES IT 100% POSSIBLE. ALL RIGHT. AND TONIGHT, OUR SOCIAL CONTRACT WILL BE READ BY TRUSTEE JEFF SEIBEL.

[F. SOCIAL CONTRACT]

BE PROFESSIONAL. THANK YOU, SIR. ALL RIGHT. AND NOW WE ARE ON LETTER G, OUR SUPERINTENDENT REPORT DR.

[G. SUPERINTENDENT REPORT]

SO 24,405. ALL RIGHT. NOW FOR MY FAVORITE PART, THE HIGHLIGHTS OF OUR STAFF AND OUR STUDENTS.

AND SO FIRST OF ALL, WE HAD MAINTENANCE WORKER APPRECIATION DAY ON MARCH THE 7TH.

AND YOU CAN SEE OUR TEAM THERE IN FRONT OF THE WATER TOWER.

AND IF YOU HAVEN'T HAD A CHANCE TO, TO TELL OUR MAINTENANCE WORKERS, THANK YOU.

FROM OUR PLUMBERS TO OUR HVAC TECHS TO OUR GROUNDS CREW, TO OUR PAINTERS, YOU NAME IT, OUR LOCKSMITH.

THEY DO SUCH A GREAT JOB. AND THEY TAKE CARE OF ALL OF THE WORK ORDERS AND ALL THAT IS ASKED OF THEM.

AND THEY DO IT WITH A SMILE. 90% OF THE TIME.

AND SO THANK YOU TO OUR MAINTENANCE WORKERS. AND NEXT, CASSANDRA, YOU CAN SMILE REALLY BIG ABOUT THIS ONE. WE ROCKED THE BUS RODEO.

AND I THINK WE HAD FOR REGULAR AND FOR SPECIAL ED DRIVERS, A FIRST, SECOND AND THIRD PLACE WINNER.

AND SO WE TOOK HOME ALL THE ALL THE MEDALS AND THE TROPHIES AND EVERYTHING ELSE.

AND, AND SO WE GET TO MOVE ON TO THE STATE COMPETITION ON APRIL THE 26TH.

AND I THINK THAT'S IN SHELDON ISD. AND THEN ONCE ALL THESE DRIVERS SHOW WHAT THEY CAN DO IN SHELDON, THEN THEY GET TO COME BACK HERE FOR THE INTERNATIONAL COMPETITION, WHICH WE WILL HOST.

AND SO, ONCE WE MAKE IT THAT FAR, I ENCOURAGE ALL OF YOU TO COME OUT.

BUT IF YOU KNOW ANY OF THESE DRIVERS, MAKE SURE YOU GIVE THEM A PAT ON THE BACK.

THEY DO A REALLY GOOD JOB AND THEY REPRESENT HAYS CISD VERY WELL.

SO CONGRATULATIONS. ALL RIGHT. NEXT, AS YOU KNOW, ORCHESTRA IS A VERY NEW PROGRAM IN

[00:05:09]

ALL SIX OF OUR MIDDLE SCHOOLS WON SWEEPSTAKES IN UIL.

AND SO, OH YOU LIKE THAT ONE AMANDA? YEAH, I DO TOO.

IT'S PRETTY AMAZING. SO, LET'S GIVE THEM A ROUND OF APPLAUSE.

ALL RIGHT. NEXT, I WANTED TO THANK ALL OF YOU THAT HAVE PARTICIPATED IN READING TO OUR KIDS AND READ ACROSS AMERICA ON MARCH THE 3RD THROUGH THE SEVENTH.

I GOT TO SEE GREAT PICTURES OF MANY OF YOU GUYS SITTING IN FRONT OF THE STUDENTS.

AND I KNOW THEY GREATLY APPRECIATED IT. AND AS I ALWAYS SAY, READING IS FUNDAMENTAL FOR ALL WE DO IN EDUCATION.

IF YOU HAVE A GREAT FOUNDATION, YOU WILL SUCCEED.

AND SO WE NEED TO ENCOURAGE OUR READERS AND THE WAY YOU SHOWED SUPPORT AS A BOARD AND, AND AS LEADERS IN THE COMMUNITY BY GOING OUT AND READ TO THEM WERE OUTSTANDING ROLE MODELS.

SO, THANK YOU FOR YOUR PARTICIPATION IN THAT.

ALL RIGHT. NEXT, WE HAD OUR DISTRICT SPELLING BEE, THE ENGLISH VERSION AND WE HAD CHILDREN REPRESENTED FROM EACH OF OUR ELEMENTARY SCHOOLS AND EACH OF OUR MIDDLE SCHOOLS.

AND THE YOUNG MAN WEARING NUMBER NINE GAVIN GRAHAM WAS OUR WINNER.

HE'S AN EIGHTH GRADE STUDENT AT BARTON. AND THEN THE YOUNG LADY THAT YOU SEE THERE, I FORGET HER NAME, BUT SHE IS A FIRST GRADER. AND SO THAT'S WHAT'S SO COOL ABOUT OUR SPELLING BEE.

YOU HAVE FIRST GRADERS COMPETING WITH EIGHTH GRADERS AND DOING VERY WELL.

AND THE I THINK THE THIRD PLACE CANDIDATE. CANADA.

SECOND GRADE. YEAH. AND SO THANKS TO THE, YOU KNOW, YOU SEE, YOU SEE VANESSA.

SHE WAS A JUDGE. AND OF COURSE, MERIDETH DRESSED UP FOR THE OCCASION AND FOR THOSE OF YOU THAT DIDN'T GET TO ATTEND SHE PUT ME ON THE SPOT, AND I GOT TO. I GOT TO MISSPELL THE FIRST WORD OF THE DAY, AND, AND SO I THINK THE KIDS GOT A KICK OUT OF THAT, AND WE DID THAT JUST SO THAT WE COULD, WE COULD LET THEM KNOW THAT AT THE END OF THE DAY, THERE WERE THERE WAS ONLY GOING TO BE ONE SPELLER THAT DIDN'T MISS ANY WORDS.

AND EVEN THE SUPERINTENDENT IS GOING TO MISS A WORD.

AND, AND I LEARNED FOR WHAT WAS IT? FRABJOUS? FRABJOUS. F-R-A-B-J-U-S, J-O-U-S. I MISSPELLED IT AGAIN.

YEAH. SO CAN WE HAVE IT IN A SENTENCE, PLEASE? I THINK THIRD TIME. YEAH. ANYWAY, WE HAD A GREAT TIME AND WE'LL INVITE YOU.

WE HAVE OUR DISTRICT SPANISH SPELLING BEE THAT'S FORTHCOMING NEXT.

AND THE RULES ARE A LITTLE DIFFERENT, SO DON'T LET THAT SHAKE YOU.

BUT STILL, IT'LL BE GREAT TO SEE THOSE SPELLERS AS WELL.

ALL RIGHT, MOVING ON. VERY EXCITED ABOUT OUR POWER LIFTING PROGRAMS IN OUR DISTRICT.

WE HAVE REPRESENTATIVES FROM EACH OF THE THREE COMPREHENSIVE HIGH SCHOOLS THAT HAVE QUALIFIED FOR STATE HAYS HIGH SCHOOL GIRLS HAD TEN REGIONAL COMPETITORS, TWO STATE QUALIFIERS. JOHNSON HIGH SCHOOL, THE BOYS AND THE GIRLS WON THE REGION COMPETITION, AND THEY HAVE TEN STATE QUALIFIERS FOR GIRLS, NINE STATE QUALIFIERS FOR BOYS, AND IN LEHMAN, GIRLS HAVE SEVEN STATE QUALIFIERS FOR GIRLS AND TWO STATE QUALIFIERS FOR THE BOYS AND THE GIRLS COMPETE ON MARCH THE 12TH, WHICH IS THIS WEDNESDAY IN EDINBURG. AND THEN THE BOYS GO THE SATURDAY OF SPRING BREAK TO ABILENE.

AND SO CONGRATULATIONS. WAY TO REPRESENT. AND LET'S WIN.

LET'S WIN US A RING, SOMEBODY. ALL RIGHT. AND THEN WITH THE 23 BOND, YOU KNOW, WE PASSED THE NICE TURF ON ALL OF OUR BASEBALL AND SOFTBALL FIELDS.

AND THE WORD IS STARTING TO GET OUT. HOW NICE OUR FACILITIES ARE.

AND SO, WE HOSTED THE HEART OF HAYS SOFTBALL TOURNAMENT LAST WEEK.

WE HAD 32 TEAMS FROM ALL AROUND THE STATE. AND SO, THEY REALLY GAVE US GOOD FEEDBACK ABOUT OUR FACILITIES.

SO I WOULDN'T BE SURPRISED IF WE DON'T HOST A LOT MORE PLAYOFF SOFTBALL GAMES.

I THINK WE DID BETWEEN BASEBALL AND SOFTBALL LAST YEAR; WE DID 12 TOTAL.

AND I WOULD HEDGE A BET THAT WE'LL ADD TO THAT LIST THIS YEAR.

BUT ALL THREE OF THE TEAMS PLAYED OUTSTANDING.

BUT JOHNSON WENT UNDEFEATED. AND SO CONGRATULATIONS TO THE JAGS.

AND I WISH ALL THREE TEAMS THE BEST OF LUCK AS THEY MOVE FORWARD IN DISTRICT PLAY.

SO I BELIEVE THAT CONCLUDES MY SUPERINTENDENT'S REPORT.

AND I'LL BE HAPPY TO ANSWER ANY QUESTIONS THAT YOU MAY HAVE.

THANK YOU, DR. WRIGHT. WE'LL START ON MY LEFT.

OKAY. LOOKING RIGHT. EASY ENOUGH. DOCTOR, YOU'RE VERY THOROUGH.

[00:10:03]

ALL RIGHT. IT IS NOW TIME FOR OUR PUBLIC FORUM.

[H. PUBLIC FORUM ]

ALL RIGHT, TEAM, THAT TAKES US TO LETTER I IN OUR AGENDA.

[I. STUDENT ACHIEVEMENT REPORT - Advanced Academics]

ALL RIGHT. GOOD EVENING. MEMBERS OF THE BOARD.

BOARD PRESIDENT VELA AND DOCTOR WRIGHT. AND HAPPY BIRTHDAY, MR. SEIBEL. AT THIS TIME, I'D LIKE TO INVITE JOY AND.

OH, SEE, THEY'RE RIGHT BEHIND ME. COME ON UP.

SO I AM DELIGHTED TO INTRODUCE OUR ADVANCED ACADEMICS DIRECTOR AND OUR GT COORDINATOR, TISH CAWLEY, WHO LEADS OUR ADVANCED ACADEMICS AND OUR GT SERVICES WITH GREAT DEDICATION AND PASSION.

I SWEAR THESE TWO LADIES ARE CONSTANTLY ADVOCATING, ALWAYS WANTING TO INCREASE STUDENT PARTICIPATION IN BOTH PROGRAMS, AND I REALLY APPRECIATE THAT. AND SO, I KNOW THEY DO THIS WITH JUST A REALLY STRONG, DEEP COMMITMENT TO INCREASING AND REALLY ENHANCING OUR PROGRAMS. SO I JUST WANT YOU GUYS TO KNOW THAT THEY REALLY WORKED SUPER HARD BEHIND THE SCENES AND OFTEN JUST ALWAYS CHEERING ON OUR ADMINISTRATORS, OUR TEACHERS AND OUR STUDENTS BECAUSE WE HAVE SEEN SUCH AN INCREASE IN STUDENT PARTICIPATION, COLLEGE CREDITS EARNED, AND OBVIOUSLY THE INCREASE IN THE NUMBER OF OUR GT STUDENTS, WE'RE IDENTIFYING MORE AND WE'RE STILL WORKING ON THAT. AND I KNOW THAT'S A QUESTION THAT YOU TYPICALLY ASK OF US TO CONTINUE CLOSING THAT GAP BETWEEN OUR SUB POP'S.

POPS. AND SO WE'RE GOING TO CONTINUE TO WORK ON ALL THOSE THINGS.

AND AT THIS TIME, WITHOUT FURTHER ADO, I'M GOING TO TURN IT OVER TO JOY PHILPOTT.

TO GIVE US AN IMPORTANT UPDATE ABOUT ADVANCED ACADEMICS.

SO THANK YOU. GOOD EVENING, PRESIDENT VELA DOCTOR WRIGHT, MEMBERS OF THE BOARD.

HAPPY BIRTHDAY AGAIN. I THINK MISS SEDILLO CAPTURED EVERYTHING THAT WE NEEDED TO SAY SO WE CAN GO HOME NOW.

SHE HIT THE HIGH POINTS. EARLIER THIS YEAR, WE SUBMITTED BOARD BLOGS ON ADVANCED ACADEMICS AND GIFTED AND TALENTED SERVICES.

THIS EVENING, WE'D LIKE TO TAKE A FEW MINUTES TO HIGHLIGHT SOME OF THAT INFORMATION.

WE'LL START WITH ADVANCED ACADEMICS. WHEN WE TALK ABOUT ADVANCED ACADEMICS IN HAYS CISD, WE'RE TALKING ABOUT TWO TYPES OF CLASSES.

WE'RE TALKING ABOUT ADVANCED CLASSES THAT STUDENTS CAN BEGIN TAKING IN SIXTH GRADE TO PREPARE THEM FOR COLLEGE ALIGNED COURSEWORK BY THE TIME THEY LEAVE HIGH SCHOOL.

COLLEGE ALIGNED COURSEWORK ITSELF IS ANY COURSE THROUGH WHICH A STUDENT MAY EARN COLLEGE CREDIT IN HIGH SCHOOL, THAT COULD BE ADVANCED PLACEMENT, THAT COULD BE DUAL CREDIT WITH ACC, OR DUAL ENROLLMENT THROUGH UT ON RAMPS IN BOTH ADVANCED COURSES AND COLLEGE ALIGNED COURSEWORK. THE NUMBER AND THE PERCENTAGE OF STUDENTS ENGAGED IN THESE COURSES IS GROWING, AS THE NUMBER OF COLLEGE CREDITS STUDENTS ARE, AS IS THE NUMBER OF COLLEGE CREDIT STUDENTS EARNING WHILE IN HIGH SCHOOL.

IN THE 21-22 SCHOOL YEAR, WE HAD HAD 37% OF STUDENTS IN GRADES SIX THROUGH 12 IN ADVANCED IN COLLEGE ALIGNED COURSEWORK.

THIS YEAR, WE HAVE 55%. WHEN WE LOOK JUST AT COLLEGE ALIGNED COURSEWORK IN GRADES NINE THROUGH 12.

IN THE SAME TIME PERIOD, WE WERE AT 21% OF HIGH SCHOOL STUDENTS IN COLLEGE ALIGNED COURSES IN 21-22 WERE AT 34%.

THIS YEAR, WE'VE GONE FROM 1343 COLLEGE CREDITS, WHICH IS 4029 CREDIT HOURS RIGHT AFTER THE PANDEMIC, TO 2438, WHICH IS 7314 CREDIT HOURS LAST YEAR.

I'M LOOKING FORWARD TO COUNTING THE TOTAL IN AUGUST OF THIS YEAR, AFTER WE HAVE AP SCORES IN ALL OF OUR DUAL CREDIT COURSES IN.

TALKING ABOUT GT, BRIEFLY, 8% OF THE STUDENTS IN HAYS CISD ARE IDENTIFIED AS GIFTED AND TALENTED.

THIS IS UP FROM 6% IN 2022-23 AND IS CLOSE TO THE 9% OF STUDENTS STATEWIDE.

THIS GROWTH IS DUE, AT LEAST IN PART, TO EXPANDING OPPORTUNITIES FOR STUDENTS TO BE IDENTIFIED IN THE 22-23 SCHOOL YEAR.

WE EXPANDED THE TESTING WINDOWS FOR GT IDENTIFICATION FROM ONE WINDOW DURING THE SCHOOL YEAR TO TWO BY ADDING A SUMMER TESTING WINDOW AS WELL.

WHAT IS? MR. DIO SAID WHILE WE'RE IDENTIFYING MORE STUDENTS, WE STILL HAVE GAPS IN REPRESENTATION AMONG DEMOGRAPHIC GROUPS.

THESE GAPS ARE ALSO APPARENT AT THE STATE LEVEL, BUT WE DON'T LIKE IT.

SO, TO ADDRESS THESE GAPS ON A LOCAL LEVEL, WE'RE LOOKING CLOSELY AT OUR SCREENING AND ASSESSMENT INSTRUMENTS.

WE'VE JUST FINISHED OUR FIRST ROUND OF IDENTIFICATION FOR THIS SCHOOL YEAR AND ARE LOOKING FORWARD TO ASSESSING THE IMPACT OF CHANGES AFTER OUR SECOND ROUND OF REFERRALS CLOSED IN JUNE. THANK YOU FOR YOUR SUPPORT OF OUR WORK AND FOR YOUR TIME AND ATTENTION THIS EVENING, AND WE WILL BE HAPPY TO TAKE ANY QUESTIONS AT THIS TIME.

ALL RIGHT. THANK YOU, MISS PHILPOTT. I WILL LOOK TO MY RIGHT FOR ANY QUESTIONS, MISS PETRI.

[00:15:02]

SO, ON THE LET'S TALK ABOUT ON RAMPS, THE MODALITY OF INSTRUCTION.

I'M NOT SURE EVERYONE I DON'T KNOW IF YOU SAW MY RESPONSES.

THEY'RE PRETTY LENGTHY, SO TAKE SOME TIME TO LOOK AT THOSE IF YOU HAVEN'T ALREADY.

I AM GOING TO BE HONEST, I WASN'T FAMILIAR WITH ALL THE DIFFERENT MODALITIES OF INSTRUCTION ON RAMPS.

AND I'M NOT CONVINCED IT'S AWESOME. AND SO, IN SOME IN SOME OF OUR CLASSROOM SETTINGS, I'VE HEARD OF A LOT OF FEEDBACK, MOSTLY FROM STUDENTS. I HAVE A SENIOR, AS YOU KNOW, AND I ALSO HAD A SON WHO WENT THROUGH ONRAMPS AT ANOTHER HIGH SCHOOL HERE IN THE DISTRICT AND DIDN'T HAVE A GREAT EXPERIENCE WITH THAT EITHER.

OBVIOUSLY, THAT WAS WHEN IT WAS KIND OF NEW AND WE WERE JUST FIGURING THINGS OUT.

WHAT I WOULD REALLY FIND HELPFUL, MISS PHILPOTT, IS IF WE COULD SURVEY OUR STUDENTS AT THE END OF THE YEAR TO JUST SEE HOW IT'S GOING.

AND JUST AS AN EXAMPLE, FRIENDS ON THE BOARD FOR SOME OF OUR CLASSES, THE TEACHER IS NOT ALLOWED TO DIRECT TEACH.

THE CHILDREN HAVE TO FIGURE IT OUT ON THEIR OWN FROM THEIR TABLE MATES.

IT'S CALLED INQUIRY BASED AND ASK A FRIEND BASED IS ESSENTIALLY WHAT IT IS, AND IT IS EXTREMELY DIFFICULT TO LEARN THESE VERY, VERY THESE ARE NOT EASY CLASSES.

THIS IS NOT, YOU KNOW, ELA MATH ONE. THESE ARE HARD, HARD CLASSES.

AND WE'RE OFFERING SOME OF THESE AT PRETTY LOW GRADES.

SOME OF THEM. AND IT'S A STRUGGLE. SO. AND I GET IT LIKE THERE'S A DISTRICT GRADE AND THEN THERE'S THE COLLEGE TRANSCRIPT GRADE. AND YOU CAN, YOU KNOW, TURN THAT DOWN IF IT'S GOING TO BE DETRIMENTAL.

AND THAT'S ALL GOOD. AND I KNOW THAT WE'RE HAVING GREAT SUCCESSES IN SOME OF THE SUBJECTS I KNOW WE ARE.

BECAUSE I THINK THE MODALITY OF INSTRUCTION MIGHT BE DIFFERENT IN THOSE AREAS, BUT WHERE IT'S INQUIRY LIKE ONE OF THEM'S CALLED.

YEAH. INQUIRY BASED, STUDENT CENTERED APPROACH TO LEARNING FOR PHYSICS, COLLEGE ALGEBRA, PRE-CALCULUS. I WOULD HAVE A HARD TIME IN THAT CLASS JUST DEPENDING ON MY FRIENDS TO FIGURE IT OUT.

AND THAT'S KIND OF WHAT HAPPENS. AND THAT'S THE REQUIREMENT.

THAT'S NOT THAT'S NOT US. THAT'S LIKE. UT ON RAMPS REQUIRES THAT.

SO I DON'T EVEN. CAN YOU EXPLAIN WHY THAT'S THE MODE THAT THE TEACHER IS LITERALLY NOT ALLOWED TO TEACH.

WHEN I'VE BEEN IN THE COLLEGE ALGEBRA CLASSROOMS, THE TEACHER ASKED GUIDING QUESTIONS LIKE, THEY'RE NOT JUST LIKE, GO FORTH AND DO, BUT IT'S SO THAT STUDENTS HAVE TO THINK ABOUT, LIKE, THINK ABOUT WHAT IT IS THAT THEY'RE DOING AND THINKING ABOUT HOW THEY'RE GETTING IT.

NOT JUST LIKE HERE ARE THE STEPS TO SOLVE THIS PROBLEM, BUT HERE'S A PROBLEM HOW WOULD YOU SOLVE IT? HOW DO YOU THINK YOU MIGHT APPROACH IT? COLLEGE ALGEBRA.

REALLY? THAT'S HARD. THAT IS. OKAY, SO HERE'S THE OTHER ISSUE.

AND I BROUGHT THIS UP AND I DON'T KNOW IF WE CAN DO THIS, BUT ACCORDING TO MY DAUGHTER, WHICH YOU KNOW, I GET GRANTED SHE'S TAKEN, YOU KNOW, ALGEBRA ONE, SHE TOOK ADVANCED GEOMETRY OVER THE SUMMER.

SHE'S TAKEN PRE-CALCULUS AND COLLEGE ALGEBRA.

ACCORDING TO HER, AGAIN, YOU DON'T HAVE TO TAKE THIS ADVICE.

YOU DON'T NEED GEOMETRY TO TAKE COLLEGE ALGEBRA.

YOU NEED GEOMETRY FOR PRE-CALC AND CALCULUS. SO SHE SAID, IT WOULD HAVE BEEN REALLY AWESOME IF I COULD HAVE TAKEN COLLEGE ALGEBRA RIGHT AFTER I TOOK ALGEBRA, INSTEAD OF TAKING ALGEBRA GEOMETRY AND THEN COLLEGE ALGEBRA BECAUSE IT'S LIKE, I DON'T NEED COSINE, I DON'T NEED ANY OF THAT FOR COLLEGE ALGEBRA.

SO IF I'D HAD ALGEBRA ONE AND THEN SHE TOOK ALGEBRA TWO, THAT'S WHAT SHE DID.

SO SHE'S TAKEN ALGEBRA ONE, ALGEBRA TWO, AND COLLEGE ALGEBRA AND GEOMETRY.

AND SO FOR HER SHE WAS LIKE, IF I HAD TAKEN ALGEBRA ONE, ALGEBRA TWO, COLLEGE ALGEBRA, I'D HAVE BEEN A MUCH BETTER SHAPE.

BUT THEN YOU GOT TO PUT GEOMETRY IN THE MIX. AND I KNOW WE DON'T.

SHE REALLY DIDN'T NEED TO TAKE ALGEBRA TWO IN COLLEGE ALGEBRA. WE'RE SWAPPING THOSE OUT. BUT DO YOU, DO YOU DO YOU SEE WHERE I'M GOING WITH THIS? LIKE, RIGHT NOW, I THINK WE MAKE GEOMETRY AS A PREREQ FOR COLLEGE ALGEBRA ON RAMPS, AND I'M NOT SURE WE NEED TO DO THAT.

IT'S RECOMMENDED BY UT. SO BECAUSE IT'S RECOMMENDED WE DO THAT.

BUT YOU CAN ABSOLUTELY LOOK AT IT RIGHT NOW IN OUR ON RAMPS COURSES.

WE'VE GOT ABOUT A 77% SUCCESS RATE ACROSS ALL OF THEM.

AND THAT'S CONSISTENT IN ALL THE COURSES. OKAY.

WELL, I'M HOPING TO GET THE COLLEGE CREDIT, BUT WE'LL SEE WHAT HAPPENS.

BUT IT'S NOT JUST MY DAUGHTER. I JUST WANT YOU TO KNOW I'M NOT JUST. ABSOLUTELY. SHE'S DOING OKAY. SHE'S, IT'S A GREAT TIME TO DO A SURVEY AGAIN. WE DID A SURVEY TWO YEARS AGO

[00:20:02]

IT'S A GOOD TIME TO DO THAT AGAIN. SO THANK YOU FOR THAT OKAY.

THANK YOU SO MUCH I THINK YOU ANSWERED ALL MY OTHER QUESTIONS.

I LOVE ADVANCED ACADEMICS AS YOU AS YOU KNOW, AND I LOVE THAT THESE NUMBERS ARE GOING UP AND UP AND UP.

AND WE'RE FINALLY KIND OF BACK TO PRE-COVID NUMBERS, WHICH HAS TAKEN US A WHILE TO GET THERE.

SO GREAT JOB. THANK YOU. THANK YOU, MR. FLORES.

YEAH. THANK YOU SO MUCH FOR THIS. I ALSO HAVE I'M INTERESTED TO KNOW HOW OUR TEACHERS ARE FEELING ABOUT ON RAMPS BECAUSE FROM WHAT I UNDERSTAND, I TAUGHT AN ON RAMPS COURSE FOR HISTORY, AND IT WAS MY FIRST YEAR TEACHING.

I COULD TELL YOU RIGHT NOW THAT I WAS NOT READY.

BECAUSE YOU DO GET A FACULTY MEMBER THAT'S ASSIGNED TO YOU FROM THE UNIVERSITY OF TEXAS THAT YOU CAN CALL ON FOR SUPPORT.

YOU COULD YOU MEET WITH THEM? FROM WHAT I REMEMBER, ONCE A WEEK.

BUT TRUSTEE PETRIE'S POINT, THE FLIPPED CLASSROOM MODEL IS A LITTLE BIT DIFFERENT, AND IT IS GAGED TO OR DESIGNED TO ALLOW STUDENTS TO DEVELOP COLLEGE READY HABITS. RIGHT? SELF-SUFFICIENCY INQUIRY.

HOWEVER, I DO WANT TO HEAR FROM OUR TEACHERS TO MAKE SURE THEY'RE GETTING ADEQUATE SUPPORT FROM THE UT FACULTY.

AND I WOULD LIKE TO KNOW, AS TRUSTEE PETRIE ALREADY MENTIONED, HOW STUDENTS THEMSELVES ARE FEELING.

AND WITH THE DUAL ENROLLMENT MODEL, THEY'RE ESSENTIALLY TAKING TWO COURSES AT ONCE.

AND THE COLLEGE SIDE OF IT, YOU ARE RESTRICTED FROM DOING ANY TYPE OF DIRECT TEACH, WHICH IS WHICH IS INTERESTING.

BUT I WOULD LIKE TO KNOW HOW OUR TEACHERS ARE FEELING, TO MAKE SURE I WAS LUCKY ENOUGH TO HAVE SOMEBODY THAT WAS SUPPORTIVE.

BUT THAT MAY NOT BE THE CASE FOR ALL THE SUBJECTS IN REGARD TO ON RAMPS.

BUT I WOULD LIKE TO KNOW HOW OUR TEACHERS AND STAFF ARE FEELING ABOUT THAT.

BUT ABSOLUTELY, THAT'S ALL I GOT. THANK YOU, MISS RUNKLE.

THANK YOU SO MUCH. IT'S ALWAYS SO GREAT TO HEAR FROM BOTH OF YOU.

SO THANK YOU FOR PRESENTING THIS. SO ONE QUESTION.

I HAVE THE STUDENTS THAT ARE IDENTIFIED. HOW MANY OF THOSE STUDENTS ARE WHAT PERCENTAGE.

AND YOU DON'T HAVE TO ANSWER THIS RIGHT NOW, BUT ARE IDENTIFIED, BUT CHOOSE NOT TO PARTICIPATE IN AND ADVANCED ACADEMIC CLASSES.

THAT'S A GREAT QUESTION. I'D BE CURIOUS JUST TO KIND OF SEE IF THAT'S A LARGE PERCENTAGE OF STUDENTS OR NOT.

I'M JUST CURIOUS. AND THEN ALSO HOW MANY IDENTIFIED STUDENTS ARE NOT ELECTING TO PARTICIPATE IN ADVANCED ACADEMICS OR GT OR BOTH? BOTH. OKAY. AND THEN IF YOU WILL JUST, I KNOW YOU KIND OF MENTIONED IDENTIFYING STUDENTS.

CAN YOU JUST KIND OF TOUCH SO FOR THE AUDIENCE LISTENING AND PARENTS AND WHOEVER'S LISTENING, HOW YOU IDENTIFY STUDENTS AND THEN HOW YOU GUYS ARE WORKING ON THE CAMPUS TO RECRUIT STUDENTS INTO THESE PROGRAMS. SO I'M GOING TO SPEAK TO ADVANCED ACADEMICS, AND THEN I'M GOING TO ASK MISS CALLIE TO SPEAK TO GT.

IN TERMS OF IDENTIFICATION FOR ADVANCED ACADEMICS, ONE OF THE THINGS THAT MADE ME PROUD FROM THE TIME I ENTERED THIS DISTRICT IN 2011, WHEN I WASN'T IN CHARGE OF THIS, IS THAT WE HAVE AN OPEN DOOR POLICY FOR ADVANCED ACADEMICS, AND WE MAINTAIN THAT IF YOU WANT TO TAKE, YOU HAVE TO HAVE MET TSA REQUIREMENTS TO BE IN A DUAL CREDIT COURSE, BUT AP ON RAMPS, ADVANCED COURSES, AND LOWER GRADES ARE OPEN ENROLLMENT, SO ANYONE WHO WANTS TO CAN BE IN THEM.

ONE OF THE THINGS THAT WE NOTICED, OR THAT I NOTICED WHEN I CAME INTO THIS POSITION WAS THAT WE HAD EVEN THOUGH WE HAD AN OPEN DOOR POLICY, NOT THAT MANY PEOPLE WERE WALKING THROUGH THE DOORS LIKE WE HAD KIDS THAT WERE DOING A GREAT JOB IN THEIR COURSEWORK ON STAAR, TEST ON LIKE ALL THESE MEASURES, AND THEY WEREN'T IN THE ADVANCED CLASSES. I WAS LIKE, WHAT'S UP WITH THIS? SO, WE STARTED LOOKING AT LIKE, WE TEACHERS RECRUIT.

LIKE, IF YOU GO TO A NIGHT AT A HIGH SCHOOL WHERE THEY'RE WELCOMING EIGHTH GRADE STUDENTS, THERE ARE TEACHERS AT TABLES AND STUDENTS WHO ARE IN THOSE CLASSES, AND THEY ARE TALKING ABOUT THEIR CLASSES, AND THEY'RE RECRUITING THAT WAY, AND THEY'RE NOT LOOKING AT A TEST SCORE OR WHATEVER. THEY'RE JUST SAYING, HEY, THIS IS AN AWESOME CLASS. COME TALK TO US.

DO THIS THING. WE ALSO DO NOW LOOK AT STAR SCORES.

WE LOOK AT COURSEWORK, WE LOOK AT PSAT, AND WE SAY, HEY, THESE KIDS ARE PERFORMING REALLY WELL.

PLEASE TALK TO THEM. RECRUIT THEM. IF THE KIDS ARE ALREADY TAKING ADVANCED CLASSES, WE'RE LIKE, COOL, PLEASE STAY IN THEM. BUT IF THEY'RE NOT, I EMAIL PRINCIPALS AND COUNSELORS AND TEACHERS AND SAY, HEY, THESE KIDS ARE DOING REALLY GREAT. PLEASE HAVE A CONVERSATION WITH THEM AND ENCOURAGE THEM TO SIGN UP FOR ADVANCED CLASSES IN THE NEXT YEAR.

SO THAT'S MY ELEVATOR SPEECH ABOUT RECRUITING FOR ADVANCED ACADEMICS.

THANK YOU. IN REGARD TO GIFTED AND TALENTED PARENTS, TEACHERS, COMMUNITY MEMBERS, ANYONE CAN MAKE A REFERRAL.

AND THEN IN ADDITION TO THAT, WE HAVE A SECOND GRADE SCREENER THAT WE THAT'S ALL SECOND GRADERS TAKE.

[00:25:06]

AND THEN ALSO NOW THAT THE SECONDARY STUDENTS TAKE LR OR LANGUAGE ARTS MAP, WE LOOK AT THAT DATA AS WELL.

SO I GO THROUGH AND LOOK AT FOR CERTAIN SCORES AT CAMPUSES AND MAKE DISTRICT LEVEL REFERRALS IF THEY ARE NOT REFERRED BY A PARENT OR TEACHER. SO WE HAVE OPEN REFERRALS. AND THEN I ALSO ANALYZE THE DATA TO LOOK FOR STUDENTS WHO ARE SCORING HIGH TO REFER THEM AS WELL.

AND THEN ONCE STUDENTS ARE REFERRED, THE STATE SAYS WE HAVE TO USE MULTIPLE MEASURES TO ASSESS STUDENTS.

SO WE HAVE AN ABILITY TEST THAT STUDENTS TAKE.

WE HAVE ACHIEVEMENT TESTS THAT THEY TAKE PARENTS COMPLETE A SURVEY AND TEACHERS COMPLETE A SURVEY.

AND THEN WE HAVE CAMPUS BASED SELECTION COMMITTEES THAT ANALYZE THE DATA TO DETERMINE WHO WILL RECEIVE SERVICES.

WONDERFUL. THANK YOU GUYS FOR EXPLAINING THAT. I JUST WANTED EVERYONE THAT WAS LISTENING TO BE ABLE TO HEAR THAT AS WELL. SO THEY HAD A FULL UNDERSTANDING.

I LOOK FORWARD TO HEARING THE RESPONSES ON ON RAMPS.

THEY'VE PIQUED MY INTEREST. I DIDN'T REALIZE THERE WERE SOME THINGS THERE, SO I LOOK FORWARD TO SEEING THOSE RESPONSES.

BUT TO END THIS, I WILL JUST SAY IT'S SO GREAT TO SEE THE NUMBERS CONTINUE TO RISE.

YOU GUYS ARE DOING AMAZING WORK AND IDENTIFYING STUDENTS AND MAKING SURE THAT STUDENTS ARE IN THE RIGHT CLASSES AND COURSEWORK.

AND SO Y'ALL KEEP IT UP, KEEP DOING THE GREAT WORK, AND THANK YOU FOR ALL YOU DO.

THANK YOU. LOOKING TO MY LEFT, MR. SEIBEL. YES.

THANK YOU BOTH FOR EVERYTHING YOU GUYS DO. I MEAN, I'LL START OFF THE BAT. JUST THE ADVANCED ACADEMIC GROWTH IS FANTASTIC TO SEE BECAUSE JUST FROM MY FORMER TEACHER BRAIN AND EVERYTHING, JUST THAT PATHWAY AND PUSHING OUR KIDS FORWARD AND SETTING HIGH EXPECTATIONS FOR STUDENTS IS JUST SUCH THE IDEAL WAY TO GO JUST BECAUSE EVERY STUDENT CAN.

AND IT'S JUST A MATTER OF JUST GIVING THEM THE PROPER SUPPORT AND, AND FOUNDATION FOR THEM TO GET THERE.

AND SO, IT'S JUST KIND OF MY SHAMELESS PLUG, I GUESS, TO OTHER PARENTS OUT THERE THAT, I MEAN, I KNOW SOME OF MY FRIENDS, YOU KNOW, GET PUSHED BACK LIKE, NO, I DON'T WANT MY KID IN ADVANCE.

I'M NOT SURE ABOUT THE WORKLOAD. AND, YOU KNOW, AND IT'S LIKE, I GET IT.

AND OUR KIDS ARE SUPER BUSY ALL THE TIME AND EVERYTHING AT THE SAME TIME.

LIKE, YOUR KIDS ARE TOTALLY CAPABLE AND IT'S JUST LIKE, JUST GO AHEAD AND LET THEM GO HUNT BECAUSE OUR TEACHERS ARE GREAT, AND WE'RE GOING TO BE THERE AND SUPPORT THEM AND EVENTS IN AS MUCH AS THEY CAN.

AND SO I JUST ENCOURAGE THAT FOR OUR COMMUNITY TO TRY TO KEEP GOING FORWARD WITH THAT.

AND SO, I APPRECIATE THAT GROWTH. THERE AND REMIND ME AGAIN, WHAT IS THE ADVANCED ACADEMIC NIGHT THAT WE DO IN NOVEMBER .

WHERE IS IT NOVEMBER? WHEN IS THAT IN JANUARY.

IT'S JANUARY. IT'S ALWAYS VERY COLD OKAY. YEAH IT'S CALLED NAVIGATE.

SO NOW THERE ARE TWO. YEAH. IT STARTED BACK IN THE DAY IS NAVIGATE YOUR FUTURE NIGHT.

AND SO NOW NAVIGATE YOUR FUTURE NIGHT IS FOCUSED VERY MUCH ON RISING NINTH GRADE STUDENTS.

SO STUDENTS WHO ARE CURRENTLY IN EIGHTH GRADE AND IT'S TAILORED TO THEM.

AND THEN WE HAVE PAVING THE WAY FOR POST-SECONDARY SUCCESS.

AND YOU CAN HELP US RECRUIT FOR THAT. AND THAT'S FOR STUDENTS CURRENTLY IN HIGH SCHOOL. AND SO IT REITERATES BECAUSE SOMETIMES IT HELPS TO HEAR SOMETHING AGAIN ABOUT HOW, YOU KNOW, YOU NEED TO BE IN THESE CLASSES. AND HERE'S WHAT YOU DO. AND WE TALK ABOUT ADVANCED ACADEMICS. WE TALK ABOUT CTE, AND WE ALSO TALK ABOUT COLLEGE.

THERE ARE COLLEGE RECRUITERS AT PAVING THE PATH FOR POST-SECONDARY SUCCESS.

THERE ARE PEOPLE THERE TO HELP WITH FAFSA FINANCIAL AID AND TO TALK TO TALK TO SENIORS AND ALSO STUDENTS WHO ARE STARTING ON THAT PATH AS WELL.

SO THERE ARE TWO. NOW, I HEAR YOU FULL WELL ABOUT HAVING TO HEAR IT MULTIPLE TIMES, BECAUSE I REMEMBER GOING TO NAVIGATE YOUR FUTURE WITH MY OLDEST, WHO'S NOW A FRESHMAN, WHEN SHE WAS A SEVENTH GRADER.

YOU KNOW, I WENT JUST TO KIND OF GET A PREVIEW.

AND THEN AS AN EIGHTH GRADER, OKAY, NOW I'M REALLY INTO IT.

AND NOW AS A NINTH GRADER, WATCHING YOU DO COURSE SELECTION FOR 10TH GRADE, NOW ACTUALLY GETTING INTO SELECTING HER FIRST ON RAMPS COURSES AND STILL GOING OKAY, I'M STILL TRYING TO FIGURE OUT THE SYSTEM AND THEN TALKING TO OTHER PARENTS AND FRIENDS. AND IT'S LIKE, NOW I GET IT, OKAY. AND SO YOU JUST I MEAN, JUST LIKE A STUDENT WOULD, YOU KNOW, YOU JUST NEED TO HEAR IT OVER AND OVER AGAIN TO FULLY UNDERSTAND AND GRASP IT.

SO, EVERY SINGLE TIME MY KIDS' HIGH SCHOOL HAD IT.

AND IT'S THIS IS MY JOB. AND I STILL WAS JUST LIKE, OKAY, LET'S HEAR THIS AGAIN.

YEAH. IT'S JUST, IT'S SO MANY MORE OPTIONS TODAY.

AND ESPECIALLY, YOU KNOW, WHEN YOU TALK ABOUT THE ALGEBRA ONE, GEOMETRY, ALGEBRA TWO, COLLEGE ALGEBRA AND KIND OF, YOU KNOW, SELECTION PROCESS BECAUSE I WAS JUST EXPECTING, OKAY, YOU'RE IN ALGEBRA YOUR GEOMETRY NOW AND YOU TOOK ALGEBRA ONE.

SO YOU'RE GOING TO TAKE ALGEBRA TWO NEXT YEAR. IT'S LIKE NO I WAS RECOMMENDED TO TAKE, YOU KNOW, ONRAMPS COLLEGE ALGEBRA. AND I WAS LIKE, WHAT? YEAH. AND SO IT KIND OF FREAKED ME OUT A LITTLE BIT.

AND THEN, YOU KNOW, UNDERSTANDING EXACTLY WHAT THAT WAS AND WHAT THAT MEANT.

AND SO THERE'S JUST SO MANY MORE OPTIONS NOW FOR STUDENTS TO TAKE AND GET AHEAD.

COLLEGE IS RIDICULOUSLY EXPENSIVE. AND SO FOR ME, IT'S LIKE, WELL, ANY TIME WE GET AN OPPORTUNITY TO ACTUALLY GET AHEAD AND I GET IT,

[00:30:07]

BUT AT THE END OF THE DAY, IT'S LIKE, OKAY, WELL, IT DOESN'T COST YOU VERY MUCH NOW. IT'S CERTAINLY GOING TO BE A WHOLE LOT CHEAPER TODAY THAN IT WILL BE, YOU KNOW, IN FOUR YEARS TIME.

SO TAKE ADVANTAGE OF THOSE OPPORTUNITIES WHEN WE CAN.

YOU KNOW, THE 77% SUCCESS RATE IN ON RAMPS IS PRETTY GREAT.

STUDENTS ARE IN THOSE COURSES AND ARE BEING SUCCESSFUL AND EARNING THOSE COLLEGE CREDITS. HOPEFULLY THEY'RE ALL TRANSFERRING AND UT TRANSFERS FAIRLY WELL.

I WOULD IMAGINE SO. I'M CURIOUS, YOU KNOW, ON THE INQUIRY BASED COURSE, YOU KNOW, TEACHING STYLE AND THE ON RAMPS COURSES, YOU KNOW HOW MUCH HOW MUCH OF THAT IS BASED ON THE FACT, TO ME AT LEAST, MATH IS LESS ABOUT KNOWLEDGE OF SPECIFIC CONCEPTS.

YOU KNOW, WHAT IS AN ASYMPTOTE? OR YOU KNOW, THESE TYPES OF THINGS VERSUS THE JOURNEY OF PROBLEM SOLVING.

AND HOW DO WE GO ABOUT HERE'S YOUR TOOLS AND YOUR TOOLBOX, WHICH ARE YOU GOING TO USE TO SOLVE THIS PROBLEM AND DO IT VERSUS JUST OKAY, HERE'S THE DIRECT, YOU KNOW, MEMORIZING.

I ACTUALLY THINK AT THE YOUNGER LEVELS, THEY'RE STILL A GREAT YOU KNOW, NEED FOR SOMETIMES JUST MEMORIZING ROTE SKILL WORK AND JUST REPETITIVE WORK LIKE THAT.

BUT AS YOU AGE UP AND YOUR MIND MATURES MATHEMATICALLY YOU KNOW, THOSE INQUIRY BASED THINGS ARE SO GREAT.

I THINK AS A TEACHER, IT'S ACTUALLY MORE DIFFICULT CAN BE TO DEVELOP LESSON PLANS AND INQUIRY BASED MODEL THAN STRICTLY DIRECT TEACHER MODE MODEL. HOW DO YOU GUIDE A TEACHER WHERE YOU DON'T EXACTLY KNOW HOW THEY'RE GOING TO RESPOND TO THE FIRST QUESTION, AND TO THE NEXT INQUIRY TO GUIDE THEM ALONG THE PATHWAY OF WHERE YOU WANT THEM TO GET IN THE END.

I AM KIND OF CURIOUS ABOUT THE, YOU KNOW, DESIGN, ALGEBRA ONE, GEOMETRY, ALGEBRA TWO COGNITIVELY.

THERE'S SOME THINGS I THINK, YOU KNOW, GOING FROM ALGEBRA ONE, ALGEBRA TWO, CONCEPTUALLY, I THINK REQUIRES A LITTLE BIT MORE MENTAL MATURITY TO KIND OF UNDERSTAND SOME OF THOSE CONCEPTS JUST FOR ME FROM WHAT I SAW.

SO THAT'S A DEBATE. AND WE'RE NOT THE ONLY SCHOOL DISTRICT TO HAVE THAT, YOU KNOW, DISCUSSION.

YOU SEE IT IN DIFFERENT WAYS IN DIFFERENT SCHOOL DISTRICTS. AND SO, YOU KNOW, I DON'T KNOW IF THERE'S REALLY A DEFINITIVE ANSWER AS TO THIS IS THE DEFINITE WAY TO DO IT, BUT I'M CURIOUS ABOUT THAT. CAN YOU TALK ABOUT, YOU KNOW, SAT, ACT PREP AND HOW THEY KIND OF GO ALONG WITH THIS? A LOT OF THIS, I MEAN, JUST GENERALLY SPEAKING, YOU KNOW, WE'RE PUSHING OUR KIDS TO DO MORE AND ACHIEVE WELL AND GET THEIR COLLEGE CREDIT HOURS. AND WE HAVE SOME SUPER BRIGHT KIDS AND LISTEN TO STUDENT ADVISORY COUNCIL.

I MEAN, THEY KIND OF I MEAN, THEY'RE LIGHT YEARS AHEAD OF WHERE I WAS AT THEIR AGE.

BUT GETTING THEM ALSO TO DEMONSTRATE THEIR SKILLS ON THE SAT ACT, RIGHT.

AND JUST SO I DON'T HAVE PRETTY CHARTS ON THIS, I KNOW FROM LOOKING BECAUSE I WAS CURIOUS THAT STUDENTS IN OUR ADVANCED ACADEMIC COURSES ARE DOING WELL ON PSAT, DOING WELL ON SAT, LIKE THEY'RE DOING BETTER THAN STUDENTS IN ON LEVEL CLASSES.

MY HEARTBURN AROUND THAT IS THAT WE NEED EVERYBODY TO BE DOING WELL.

LIKE AWESOME. LIKE IT'S GREAT THAT THE KIDS IN ON RAMPS COLLEGE ALGEBRA KNOCKED IT OUT ON THE PSAT.

THAT'S COOL. MAKES MY HEART HAPPY. BUT I ALSO NEED FOR EVERYONE ELSE TO.

SO AND THIS KIND OF GOES BACK TO A CONVERSATION THAT WE HAD WHEN WE WERE TALKING ABOUT PSAT LAST FALL.

IT'S LOOKING AT YOU KNOW, CAN WE TEACH TO THOSE SPECIFICALLY? BASICALLY, LIKE AS YOU ALL KNOW, SAT, PSAT, ACT HAVE MORE THAN ONE KIND OF.

IT'S NOT JUST ALGEBRA ONE. IT'S NOT JUST ALGEBRA TWO.

THERE'S A MIX. AND IF YOU HAVEN'T HAD IT IN A HOT SECOND, IT'S SO BUILDING IN SOME KIND OF REVIEW LIKE IN HALF TIME AND JAG TIME AND WHATEVER THAT LOOKS LIKE, OR HAVING A SPECIFIC COURSE. THAT'S SOMETHING THAT I THINK MR. HENSARLING AT JOHNSON TALKED ABOUT IN HIS CAMPUS UPDATE.

AND SO WE ARE RIGHT NOW LOOKING AT OKAY, WHAT ARE SOME WHAT'S SOME CURRICULUM THAT WE COULD HAVE TO BRING IN FOR TEACHERS TO USE FOR VERY SPECIFIC REVIEW? BECAUSE THE KIDS THAT ARE IN THESE ADVANCED CLASSES ARE DOING WELL ON THOSE ASSESSMENTS.

BUT I'VE GOT TO EVEN THOUGH I'M NOT A DIRECTOR OF ALL ACADEMICS, IT'S JUST ADVANCED.

I NEED THAT FOR EVERYBODY REMINDING THESE STUDENTS WHEN THEY'RE PREPARING FOR THOSE EXAMS, THERE IS NOTHING ON THOSE EXAMS. IF YOU'RE IF YOU'RE A JUNIOR, YOU'RE LIKE, THERE'S NOTHING ON THOSE EXAMS. YOU LIKELY HAVE NOT ALREADY LEARNED EVERYTHING. YOU'VE SEEN IT, YOU'VE SEEN IT. YOU REMEMBER, RIGHT? BECAUSE I HAD A CONVERSATION WITH MISS SEDILLO TODAY ABOUT THE GRE.

I SAID I HAD TO HAVE TUTORING BECAUSE I HADN'T HAD MATH IN FIVE YEARS WHEN I TOOK THE GRE AND I WAS LIKE, I DON'T REMEMBER. TELL ME THE EQUATION FOR THE VOLUME OF A RECTANGULAR PRISM.

REMIND ME HOW MANY DEGREES. YEAH, YEAH, YEAH.

[00:35:02]

RIGHT. AND SO, IT'S ONE THING IN THE BACK OF MY MIND I WAS ALWAYS CONCERNED ABOUT STAAR AND OR AN UNLIMITED TIME FOR TESTS AND THINGS.

AND YOU GO INTO THOSE EXAMS, IT'S LIKE 60 MINUTE SECTIONS.

YEP. DO THEM ALL. YEP. AND SO USING THOSE TEST TAKING STRATEGIES OF HEY, I KNOW HOW TO DO THIS.

BUT UNDERSTANDING RIGHT AWAY THAT THAT'S A FOUR MINUTE SOLVE.

AND I ONLY HAVE THREE MINUTES PER QUESTION. I GOT TO SKIP IT AND COME BACK LATER TYPE THING, YOU KNOW. BUT THANK YOU SO MUCH FOR THAT. I HAVE A COUPLE QUESTIONS FOR MISS CALLIE.

ON THE GT SIDE OF THINGS. REALLY JUST I APPRECIATE YOU BRINGING UP THE DEMOGRAPHIC GAPS BECAUSE GIFTED AND TALENTED IS NOT A MEASURE OF. AND IT IS INTELLIGENCE TIED TO IT, BUT IT'S DIFFERENT.

IT'S A WAY OF STUDENTS THINKING. AND SO IT SHOULDN'T BE, YOU KNOW, ANYTHING THAT WE SEE DISCREPANCIES BETWEEN SOCIOECONOMIC OR, YOU KNOW, LIKE. AND SO THAT'S WHY I ASKED THAT DURING SOME OF THE SHOWCASES ABOUT HOW DO WE RECOGNIZE STUDENTS WITH LANGUAGE BARRIERS AND THINGS THAT ARE GIFTED AND TALENTED BECAUSE THEY ARE GIFTED, INTELLIGENT STUDENTS IN THERE? AND SO, I DON'T KNOW IF YOU DISCOVERED ANYTHING NEW IN TRYING TO REACH OUT.

OBVIOUSLY, WE'RE GROWING OUR PROGRAM AND NOW IT'S 8%.

WE'RE GETTING CLOSE TO THE STATEWIDE AVERAGE WHICH I THINK IS PROBABLY YOU WOULD EXPECT MORE UNIFORM ACROSS THE STATE AND NOT, YOU KNOW, BASED ON THAT SOCIOECONOMIC STATUS.

BUT I DON'T KNOW IF THERE'S ANYTHING NEW OR DIFFERENT.

WE ARE TRYING LIKE I SAID, WE DO THE SECOND GRADE SCREENER.

SO WE'RE HOPING THAT THAT WILL AT LEAST HAVE US TESTING MORE STUDENTS.

WE ALSO HAVE STARTED HAVING LIKE LOCAL NORMS AT SOME OF OUR CAMPUSES TO TRY TO FIND SOME OF THE STUDENTS FROM OUR UNDERREPRESENTED POPULATIONS.

SO THAT'S SOMETHING THAT WE JUST STARTED LAST YEAR, I BELIEVE.

SO WE'RE HOPING THAT WE WILL SEE LIKE WE'LL START CLOSING SOME OF THOSE GAPS.

AND THEN WE ALSO NOW PULL OUR, THE ELEMENTARY LEVEL.

WE PULL ALL OF OUR PLACEMENT COMMITTEES TOGETHER SO THAT I CAN TRAIN EVERYONE, AND THEN THEY BREAK INTO SMALL GROUPS.

AND THEN I'M THERE TO WALK AROUND AND ASSIST IF THEY HAVE ANY QUESTIONS.

WE USED TO DO THOSE OUT AT THE CAMPUS WITHOUT MUCH OVERSIGHT.

SO THOSE ARE SOME OF THE STRATEGIES THAT WE'RE TRYING, BUT WE KNOW WE STILL ARE LOOKING FOR OTHER THINGS TO DO TO TRY TO IDENTIFY MORE OF THOSE STUDENTS. RIGHT. WE ALREADY HAD THE QUESTION OF HOW WE COMPARE TO EVERYBODY ELSE.

AND YOU ALREADY ANSWERED THAT. SO. YEAH. YEAH.

THAT'S. YEAH. YEAH. THAT'S RIGHT. YEAH, I THINK I APPRECIATE EVERYTHING YOU GUYS DO FOR US.

THANK YOU. THANK YOU. ANY OTHER QUESTIONS? THANK YOU BOTH FOR THE PRESENTATION.

A LOT OF GREAT INFORMATION, A LOT OF JUST THINGS TO CELEBRATE AND ALSO SOME THINGS THAT YOU ALL ARE DIGGING INTO.

YOU'VE HAD SOME GREAT QUESTIONS. SO THANK YOU AGAIN.

THANK YOU. ALL RIGHT, TEAM, NEXT WEEK. EXCUSE ME, THE WEEK AFTER SPRING BREAK, YOU'LL WANT TO BE HERE BECAUSE WE'RE GOING TO DO

[J. CAMPUS RECOGNITION - Pfluger Elementary School (Scheduled for March 27, 2025)]

SO MAKE SURE AND BE WITH US ON THAT. ALL RIGHT.

WE ARE NOW ON OUR CONSENT AGENDA BEGINNING ON PAGE TEN.

[K. CONSENT AGENDA ]

AND SO I WILL JUST LOOK AT THESE ITEMS TEAM AND YOU LET ME KNOW IF YOU WANT TO PULL ANYTHING.

ALL RIGHT. ITEM K.1 IS OUR MINUTES K.2 IS OUR PROCUREMENTS.

WE HAVE K.2A CONSIDERATION AND POSSIBLE APPROVAL OF THE CONTINUATION OF SPECIAL EDUCATION EVALUATION SERVICES FROM TRINITY EDUCATIONAL SERVICES K.2B CONSIDERATION AND POSSIBLE MRS. PETREA. YES, MA'AM. MR. CLEAVER, THANK YOU FOR ANSWERING MY QUESTION ON THE SOIL ISSUE WITH OLD BUDA I DIDN'T, I DIDN'T UNDERSTAND. ARE WE DOING IT JUST IN THE FRONT THERE OR ARE WE NOT DOING ANYTHING THERE? I DON'T KNOW IF I UNDERSTOOD YOUR RESPONSE AT OLD BUDA.

WE'RE NOT GOING TO DO ANYTHING. WE THERE IS A NEW QUOTE.

I DON'T KNOW THAT IT MADE THIS BOOK, BUT THE NEW.

SO THE TRANSCRIPT WILL BE UPDATED. NEW. YES, MA'AM. FOR THE 27TH.

OKAY, SO NO, NO, NOTHING GOING ON AT OLD BUDA WITH.

THAT'S CORRECT. OKAY. WE WERE GOING TO DO THAT PLAYGROUND IN THE FRONT, BUT NO ONE ON OUR SCHOOL NO SCHOOL KIDS USE IT ANYMORE.

OKAY, PERFECT. THANK YOU. ANY OTHER QUESTIONS ON THE SOIL EXPRESS? OKAY. THANK YOU FOR THAT, MISS PETREA. AND HERE WE GO FOR TWO C CONSIDERATION OF POSSIBLE APPROVAL OF ANNUAL NATURAL GAS LINE PRESSURE TESTING BY C MECHANICAL. ALL RIGHT. AND THEN, OF COURSE, OUR BUDGET AMENDMENTS.

OKAY, TEAM, TONIGHT WE DO HAVE ONE ACTION ITEM.

[00:40:04]

GO AHEAD. YEAH. MR. RAO, I HAD A BUNCH OF QUESTIONS I SUBMITTED ON BUDGET AMENDMENTS. I JUST WANT TO MAKE SURE THOSE WILL GET ANSWERED THIS WEEK.

I CAN LOOK AT THEM. YES, ONE OF THEM'S BEEN ANSWERED.

OKAY. AND ONE OF THEM IS IN PROCESS OF BEING ANSWERED.

WE'RE JUST DOING A LITTLE RESEARCH ON THE CAMPUS.

PERFECT. AWESOME. THANK YOU. ALL RIGHT. OKAY.

THANK YOU, MISS PETRI. ALL RIGHT, TEAM. SO AGAIN, WE DO HAVE ONE ACTION ITEM TONIGHT.

[L.1. Consideration and possible approval of the Order of Cancelation of Election]

OKAY. TEAM, DO WE LET ME GO AHEAD. I'M GOING TO READ THE MOTION.

HAVING RECEIVED THE CERTIFICATION OF UNOPPOSED STATUS FOR THE CANDIDATES.

I MOVE THAT THE HAYS CISD BOARD OF TRUSTEES ADOPT THE ORDER CANCELING THE MAY 3RD, 2025 ELECTION FOR SINGLE MEMBER DISTRICT TRUSTEES AND DISTRICTS FOUR AND FIVE, AND DECLARE THE UNOPPOSED CANDIDATES LISTED IN THE ORDER AS ELECTED.

SECOND BY MISS PETREA. ANY FURTHER DISCUSSION? LOOKING TO MY LEFT. LOOKING TO MY RIGHT. OKAY.

DO WE HAVE A MOTION? WE HAVE A SECOND. ALL THOSE IN FAVOR? ANY OPPOSED? MOTION CARRIES SIX ZERO. MR. SAVOY, YOU NEED TO DO ANYTHING WITH THAT ONE.

DO YOU NEED TO DO ANYTHING WITH THAT ONE SIGNATURE AFTERWARDS? OKAY, GREAT. THAT IS OUR ONLY ACTION ITEM FOR TONIGHT.

OKAY. WE'RE MOVING ON TO OUR ACTION ITEMS FOR OUR MARCH 27TH MEETING.

[M.1. Consideration and possible action, if any, resulting from closed session]

SO STAY TUNED FOR THE NEXT MEETING AND ACTION ITEM M.2 ON PAGE 42.

[M.2. Consideration and possible approval to seek a Waiver from the Texas Education Agency to provide Remote Special Education Homebound Instruction]

HOMEBOUND INSTRUCTION. MR. OROSCO.

THAT'S, WE'RE NOT DOING ANYTHING. TAKING ANY ACTION ON THOSE, MA'AM. CORRECT.

WE ARE NOT TAKING ANY ACTION ON ANY OF THOSE TONIGHT.

OKAY. SO, WE'RE AGAIN, WE'RE STILL ON M.2, AND I GUESS MISS ADELE.

MISS VELASQUEZ, DO YOU WANT TO JUST KIND OF GIVE US A QUICK OVERVIEW ON THIS ITEM FOR US, PLEASE? GOOD EVENING. WE HAVE A ABOUT THE HOMEBOUND WAIVER.

WE PROVIDE HOMEBOUND SERVICES FOR STUDENTS WHO RECEIVE SPECIAL EDUCATION SERVICES WHEN A DOCTOR HAS PROVIDED THAT RECOMMENDATION FOR STUDENTS.

SO, WE CONSIDER THAT THE ARD MEETING, WE HAVE ONE PARTICULAR STUDENT WHO IS NEEDING THE VIRTUAL SERVICES DUE TO HIS ILLNESS AND HE'S NOT ABLE TO ATTEND SCHOOL OR BE AROUND OTHER STUDENTS.

SO THAT IS THE REASON WHY WE'RE ASKING FOR THE WAIVER.

THANK YOU, MISS VELASQUEZ. TIM, I'LL LOOK TO MY LEFT. ANY QUESTIONS? LOOKING RIGHT, MISS PETREA. I DON'T I DON'T EVER REMEMBER DOING THIS BEFORE.

AND I KNOW THAT WE HAVE STUDENTS THAT ALREADY MEET THESE QUALIFICATIONS.

OR MAYBE I DON'T, AND I DON'T UNDERSTAND, BUT CAN YOU TALK ABOUT WHY? AND, YOU KNOW, AS MUCH AS YOU CAN SAY LIKE, I MEAN, I KNOW PERSONALLY STUDENTS THAT ARE RECEIVING SPED SERVICES THROUGH HOMEBOUND.

SO I JUST AM TRYING TO LIKE WHAT'S DIFFERENT BETWEEN THIS AND MAYBE SOME OF OUR OTHER HOMEBOUND STUDENTS THAT ARE SPED AND HAVE IEPS.

SO OUR STUDENTS WHO ARE IN REGULAR HOMEBOUND.

WE GO INTO THEIR HOME. WE DECIDE HOW MANY HOURS OF SERVICES THAT THEY NEED.

BASICALLY, THAT REALLY DEPENDS ON THEIR NEED, BUT GENERALLY IT'S ONE HOUR OF PER CORE SUBJECT AREA PER WEEK.

SO WE FULFILL THOSE SERVICES ON A SUNDAY THROUGH SATURDAY SCHEDULE.

SO WE'RE ABLE TO COMPLETE THOSE FOUR HOURS BETWEEN THAT WEEK.

IN THIS PARTICULAR CASE, THE STUDENT IS NOT, WE'RE NOT ABLE TO GO INTO THE HOME.

AND SO THAT IS THE REASON WHY WE'RE ASKING FOR THE VIRTUAL WAIVER.

SO WE'LL PROVIDE THE SERVICES VIRTUALLY. YES, MA'AM.

OKAY. AND THE PARENTS ARE GOOD WITH THAT. GUARDIANS ARE GOOD WITH THAT.

YES. I MEAN THEY ARE AWARE THAT IT MIGHT NOT BE THE BEST OPTION FOR THEM OR FOR HIM.

HOWEVER, THAT'S THE WAY WE'RE ABLE TO PROVIDE THE SERVICE BASED ON THE DOCTOR'S RECOMMENDATION.

GOT IT. OKAY. THANK YOU SO MUCH FOR CLARIFYING.

I JUST WAS MAYBE MY BRAIN WASN'T WORKING AS WELL AS IT SHOULD HAVE.

WHEN I WAS READING THIS, I WAS LIKE, I DON'T THINK I'VE EVER SEEN THIS BEFORE.

THE WORD VIRTUAL WAS TRIPPING ME UP IS WHAT IT IS.

[00:45:02]

SO NOW THAT WE HAVE OUR KIDS ARE ABLE TO COME TO SCHOOL AND WE DO PROVIDE THOSE HOMEBOUND SERVICES IN THE HOME, WE HAVE VERY FEW STUDENTS THAT MAY REQUIRE THIS TYPE OF SERVICE.

GOT IT. THANK YOU. ANY OTHER QUESTIONS TO MY RIGHT.

OKAY. THANK YOU FOR THAT UPDATE. ALL RIGHT. AND SO WE ARE MOVING ON TO OUR INFORMATION ITEMS.

[N. INFORMATION ITEMS]

AM I ON? YES. ALL RIGHT. GOOD EVENING. SO, WHAT I WANTED TO DO THIS EVENING IS REVIEW WITH YOU THE VISIT THAT WE HAD FROM TEXAS EDUCATION AGENCY WITH OUR DISTRICT VULNERABILITY ASSESSMENT.

AND TO GIVE YOU SOME BACKGROUND. POST UVALDE, TEA INITIATED THE OFFICE OF SCHOOL SAFETY AND SECURITY.

WITH THAT, THEY CAME INTO SOME DECISIONS AS FAR AS HOW THEY WERE GOING TO ENSURE SAFETY AND SECURITY AND CONTINUITY OF THOSE SERVICES AND MAKE SURE THAT THERE WERE DISTRICT MANDATES FOR REALLY THE ABILITY FOR EVERY SCHOOL DISTRICT TO BE DOING THINGS THE SAME WAY.

SO ULTIMATELY, THEY OPENED THEIR PORTAL TO THEIR ONLINE SYSTEM, WHICH IS CALLED SENTINEL.

AND WITH THAT, THEY INSTITUTED SOME SPECIFIC GUIDELINES THAT THEY PASSED DOWN TO SCHOOL DISTRICTS.

WITH THAT, THEY INITIATED A RUBRIC WHICH ENCOMPASSED THE THINGS THAT SCHOOL DISTRICTS WERE AFFORDED DIRECTION ON HOW THEY WERE TO PROCEED.

THIS PAST DECEMBER, WE RECEIVED OUR DISTRICT.

VULNERABILITY IS A VULNERABILITY ASSESSMENT. MY GOODNESS, THAT'S A MOUTHFUL.

THIS THIS OVER THREE DAY PERIOD. AND WHAT THAT IS, IS THEY ADVISE US OVER A PERIOD OF FIVE DAYS, THEY INFORMED US TO HAVE 2 TO 5 PEOPLE AVAILABLE FOR THOSE FIVE DAYS TO GO TO THE CAMPUSES THAT THEY WOULD IDENTIFY, FOR THEM TO LOOK SPECIFICALLY AT VARIOUS PORTIONS OF THE RUBRIC BASED ON THEIR PARTICULAR ASSESSMENT OF WHAT WE FILED ONLINE WITH THEM PRIOR TO, AND THEN ALSO THE PHYSICAL, ACTUAL GO INTO THE WEEDS OF EACH OF THE CAMPUSES AND MANAGE THAT OF THE 27 CAMPUSES, WE HAD 20 CAMPUSES WHO WERE INCLUDED IN THAT PARTICULAR ASSESSMENT.

WITH THAT, WE RECEIVED APPROXIMATELY A 300 PAGE REPORT DETAILING ALL OF THAT PARTICULAR VISIT, WITHOUT OBVIOUSLY GOING INTO THE DETAILS SPECIFICALLY WITH THAT REPORT FOR SAFETY REASONS.

WE DID WE DID MANAGE TO GET THAT REPORT TAKEN CARE OF, DISSEMINATED TO OUR STAFF.

AND I'M EXTREMELY HAPPY TO REPORT THAT OUR STAFF STEPPED UP.

WE HAVE A FEW THINGS THAT WE ARE STILL LEFT AND WE NEED TO MANAGE AND DO.

HOWEVER, THE BRIEFING THAT I GAVE IN CLOSED SESSION AS WELL AS THIS TONIGHT WE WILL BE TALKING ABOUT AT OUR DISTRICT SAFETY ADVISORY COMMITTEE MEETING ON APRIL 2ND AS WELL, TO GO A DEEP DIVE. BUT I'D BE REMISS IN IN NOT SAYING, AND I REALLY WANT TO PUBLICLY THANK SOME FOLKS IF YOU'LL ENDURE FOR JUST A SECOND.

I JUST WANT TO TELL YOU HOW MANY PEOPLE, WHEN YOU LOOK AT A REPORT OF THIS COMPREHENSIVE OF A NATURE AND TO HAVE TO LOOK AT THE NUMBER OF PEOPLE THAT WE HAD TO BRING TO THE TABLE.

AND THE LEADERSHIP OF DOCTOR WRIGHT SHOWS IS JUST MANIFESTED EVERY DAY IN WHAT HE DOES FOR US.

BUT I WANT TO GIVE A SHOUT OUT TO HUMAN RESOURCES UNDER DIRECTOR CORSON.

INCREDIBLE. ALL OF OUR CAMPUS PRINCIPALS AND ASSISTANT PRINCIPALS, THEY ROSE TO THE CHALLENGE IN A MANNER WITH EVERYTHING ELSE THAT THEY HAD ON THEIR PLATES, BUT JUST FOR THEM, FOR OUR CNI TEAM AND OUR CAMPUSES TO MANAGE THAT.

MISS BENTALL, HER TEAM. BRIAN DAWSON, MARISA GONZALEZ, OUR SRO TEAM AND OUR SUPERVISORS, THE THINGS THAT WE HAD TO WE ACTUALLY HAD TO GET INFORMATION FROM OUR CONTRACT PARTNERS FOR THIS.

OUR IT TEAM UNDER MR. DEWAR AND I NOTICE I SAID YOUR NAME CORRECTLY.

AND A HUGE SHOUT OUT TO EM. NO. UNDER MAX CLEAVER, JOE ALEXANDER, BRANDON PORTER AND ALBERT FLORES, WE COULD NOT HAVE MANAGED TO GET AS FAR AS WE POSSIBLY COULD.

AND I AM JUST GOING TO GIVE A HUGE SHOUT OUT TO MARK BRINKER AND MELISSA SHEPHERD.

THEY HAVE PUT UP WITH ME, AND THIS WAS PROBABLY ONE OF THE MOST STRESSFUL THINGS THAT I'VE HAD TO DO SINCE I GOT HERE, BESIDES BUILDING A COVID PLAN. WITH NO TASKS AND KNOWLEDGE ON THAT EDUCATING AS I GO.

BUT TO SAY THAT THEY ROSE TO THE CHALLENGE AND ASSISTED WITH US BEING SHORT ONE PERSON AND BEING ABLE TO ACCOMPLISH WHAT WE DID.

I'M EXTREMELY PROUD OF THE TEAM WE HAVE, AND I JUST I CANNOT THANK THE CABINET ENOUGH AND EVERYBODY IF I FORGOT ANYBODY, I WANT YOU ALL YOU KNOW PLEASE REMIND ME. BUT IT I'M VERY HAPPY WITH WHAT YOU DID.

I WILL TELL YOU TO HAS SAID THAT THIS IS A LOTTERY AND THAT THEY WILL COMPUTER GENERATE THIS IN EVERY FOUR YEARS, SUPPOSEDLY. SO WE'LL PREPARE FOR NEXT YEAR. SO WITH THAT, I WILL OPEN IT UP TO QUESTIONS.

[00:50:07]

THEY ARE. AND AS OF THE TRACKING OF THE EXPENSES THAT WE HAVE DONE WITH THESE MANDATES, IT HAS COST THE DISTRICT ALMOST $82,000. WELL, I REALLY HOPE THAT OUR STATE LEGISLATORS ARE LISTENING, AND I HOPE OUR COMMUNITY IS LISTENING, THAT WE REALLY NEED TO CONTINUE TO ADVOCATE FOR FUNDING AT THE STATE LEVEL.

THEY CONTINUE TO PASS UNFUNDED MANDATES DOWN TO DISTRICTS, AND WE KEEP HAVING TO PAY MONEY THAT WE DO NOT HAVE.

SO I WILL LEAVE IT AT THAT. THANK YOU FOR YOU AND YOUR TEAM FOR ALL THAT YOU DO.

PLEASE LET US KNOW WHAT THIS BOARD CAN DO FOR YOU AND HOW WE CAN HELP YOU MOVING FORWARD TO GET THESE THINGS DONE.

THANK YOU. ALL RIGHT. ALL RIGHT, MISS GRECO, YOU'RE UP AGAIN.

THIS IS FOR INFORMATION ITEM AND TWO. DISCUSSION OF DISTRICT WIDE INTRUDER DETECTION AUDIT REPORT FINDINGS THAT ONE IS SET FOR THE 27TH, SIR. OKAY. THANK YOU FOR THAT. OKAY. AND THEN ANY OTHER UPDATES FOR US? COULD I DO THOSE NEXT WEEK ALSO AFTER THE CONTINUATION OF CLOSED.

SOUNDS GREAT. OKAY. THANK YOU. THANK YOU, MA'AM.

ALL RIGHT, TEAM, THAT TAKES US TO END FOR UPDATE ON DISTRICT BOND CONSTRUCTION AND RENOVATION PROJECTS.

MR. CLEAVER, IS THERE ANYTHING WORTHY OF NOTE FOR US? NOTHING FORMAL. WE HAVE DONE FOUR OF THE 2025 BOND TALKS, SO WE HAVE STARTED THE 2025 BOND TALK PROCESS.

SOUNDS GREAT. THANK YOU FOR THAT UPDATE, SIR.

ANY QUESTIONS FOR MR. CLEAVER? YES. THANK YOU, MR. PEREZ. I JUST WANT TO THANK YOU, MAX AND NATE.

I KNOW TRUSTEE PETREA STARTED THIS OFF, AND YOU GUIDED ME AND TRUSTEE SEVERANCE THROUGH A TOUR OF RAMAGE ELEMENTARY THE OTHER DAY.

I JUST WANT TO THANK YOU AND EVERYBODY FROM BARTLETT THAT WAS THERE, THAT TOOK US ON A WALK THROUGH THE CAMPUS. IT LOOKS GREAT.

AND AS FAR AS I KNOW, WE ARE SET FOR JULY 18TH, WHERE IT WILL TURN OVER THE KEYS TO THE DISTRICT.

IS THAT CORRECT? AND THEN TEACHERS REPORT AUGUST 1ST, IS THAT RIGHT? THAT'S RIGHT. WITH PLENTY OF TIME TO MOVE IN COMFORTABLY TO THEIR NEW CLASSROOMS. YES, SIR. AND THAT'S GREAT TO HEAR. AND I KNOW THAT AT THAT TIME THE FURNITURE IS GOING TO BE COMING IN AND ALL THAT.

AND I WAS ABLE TO ALSO WITH TRUSTEE SEVERANCE, LOOK AT SOME OF THE DEVELOPMENT OF THAT GRIST MILL ROAD.

IS THERE ANY UPDATE FROM RASTAGAR AS FAR AS WHEN THAT ROAD IS GOING TO BE? I KNOW THEY'RE A LITTLE BEHIND SCHEDULE. THEY'VE GIVEN MY NEIGHBORHOOD AN UPDATE, WHICH IS RIGHT NEARBY AS FAR AS WHEN THAT ROAD IS GOING TO BE DONE.

I KNOW THAT'S GOING TO BE CRUCIAL TO GETTING KIDS TO SCHOOL AND FOR OUR TRANSPORTATION, WE CAN GET A FORMAL REPORT FOR YOU, SO WE DON'T SAY ANYTHING. THAT'S NOT TRUE, BUT WE'LL GET A GOOD REPORT FOR YOU.

YES, SIR. THANK YOU. AND AGAIN, IT LOOKS GREAT.

I'M EXCITED AND I KNOW THAT WE'VE PUT OUT THE MASCOT QUESTION ALREADY.

I HAVE A GUESS OF WHAT IT'S GOING TO BE, BUT AND ALSO AND REAL QUICK IN THIS, FOR SOME REASON, PARENTS ARE REALLY QUESTIONING ME ABOUT THE AUDITORIUM AT LEHMAN AND WHETHER THAT BLUE IS JUST A PRIMARY COLOR OR AND I KEEP TELLING THEM THAT'S NOT THAT'S NOT THE BLUE THAT WE'RE GOING TO GO WITH. BUT CAN YOU JUST CONFIRM THAT? YEAH, I WAS DRIVING ON I-35 AND I SAW THAT THE OTHER DAY.

AND NO, THAT'S THE WATERPROOFING. YES. IT GOES ON THE BUILDING FIRST AND THEY'LL BE MASONRY OVER THE TOP OF THAT.

IT WILL NOT BE BRIGHT BABY BLUE. AWESOME. I JUST WANTED TO GIVE HIM A CORRECT ANSWER.

AND THANK YOU SO MUCH FOR CONFIRMING THAT. THAT'S ALL I GOT.

THANK YOU SO MUCH. I WANTED TO CALL IT SMURF BLUE, BUT ANYWAY, YES, SHOWING SOME AGE THERE.

ALL RIGHT. ANY OTHER QUESTIONS ON MY RIGHT OKAY.

QUESTIONS ON MY LEFT. ALL RIGHT. AGAIN, THANK YOU FOR THAT UPDATE.

MR. CLEAVER. ALL RIGHT TEAM ITEM N.5. THIS IS REVIEW AND DISCUSSION OF THE 2025-2026 BUDGET CALENDAR.

MR. RAO, IS THERE ANYTHING WHAT DO YOU HAVE FOR US, SIR? IN THE MONTH OF FEBRUARY. SO FAR, WE'RE ON TRACK FOR EVERYTHING EXCEPT ON WE GOT A LITTLE BEHIND ON THE TRAINING ON OUR FRONT LINE BUDGET WORKSHEETS. SO WE'RE HOPING TO HAVE ALL THAT OUT BY THE END OF THIS WEEK.

OTHERWISE, WE'RE. WE'RE STILL TRACKING WITH THOSE DATES.

OKAY. SOUNDS GOOD. TEAM, ANY QUESTIONS FROM MY LEFT? QUESTIONS FROM MY RIGHT. OKAY. AND THEN THE NEXT ONE TEAM IS OUR FINANCIAL STATEMENTS.

ANY QUESTIONS? I'M LOOKING RIGHT. LOOKING LEFT.

ALL RIGHT. THAT TAKES US THROUGH ALL OF OUR ITEMS.

[B. CLOSED SESSION (Part 2 of 2)]

[00:55:01]

183F. THE TIME IS 7:49 P.M. OKAY, WE ARE BACK IN

[C. RECONVENE IN OPEN SESSION (Part 2 of 2)]

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

THANK YOU. ALL RIGHT. ANY OTHER REQUESTS? OKAY.

I KNOW THAT MISS PETREA HAS CAPTURED EVERYBODY'S QUESTIONS, SO I'M NOT GOING TO HAVE HER READ A LIST OF THOSE.

SO OUR NEXT REGULARLY SCHEDULED MEETING IS THURSDAY, MARCH 27TH, 2025, AT THE HAYS CISD MERIDETH BOARD ROOM AT 5:30 P.M.,

[Q. UPCOMING BOARD MEETINGS]

ENJOY IT, GET REST, AND COME BACK UNLESS THERE IS DISSENT.

WE ARE ADJOURNED AT 8:49 P.M. ALL RIGHT.

* This transcript was compiled from uncorrected Closed Captioning.