[00:00:06]
[I. Call to Order]
GOOD MORNING. GOOD MORNING.AT THIS TIME, I'D LIKE TO INVITE THE HONORABLE JUDGE CURTIS PARRISH TO THE PODIUM TO OPEN THIS MEETING IN A PRAYER AND LEAD US IN THE PLEDGE TO THE US AND TEXAS FLAG JUDGE. PLEASE PRAY WITH ME.
O HOLY FATHER, WE THANK YOU FOR THE MORNING, FOR THE BEAUTY OF RAIN.
THANK YOU, FATHER, FOR WHAT THIS DOES TO OUR DRY AND THIRSTY LAND.
AND WE GIVE YOU THE PRAISE AND THE GLORY AND THE HONOR FOR HEALING OUR LAND.
FATHER, WE PRAY FOR THIS MORNING.
UH, FOR THE WORDS, FOR THE ACTIONS THAT'RE GOING TO HAPPEN IN THIS ROOM.
I PRAY FOR THIS BOARD, FATHER, THAT YOU GIVE THEM WISDOM.
I PRAY FOR THE ADMINISTRATORS, THE FACULTY STAFF ALL THOSE WHO TOUCH THESE CHILDREN'S LIVES.
FATHER, WOULD YOU GIVE THEM THE COMPASSION AND PASSION TO DO THEIR JOB? AND, FATHER, ALSO, THIS MORNING, I HOLD UP THE PARENTS AND THE GRANDPARENTS AND THE AUNTS AND UNCLES THAT THAT ALSO HELP THESE CHILDREN.
BECAUSE WE KNOW THAT THAT LEARNING BEGINS AT HOME.
AND, FATHER, AS THE TEAM THAT THAT GETS TOGETHER, THAT CONCENTRATES SOLELY ON EDUCATING OUR KIDS, WOULD YOU JUST EMPOWER THEM WITH LOVE AND PASSION AND A DESIRE TO DO THE RIGHT THING FOR OUR KIDS? FATHER, WE THANK YOU FOR OPPORTUNITIES TO SERVE.
I THANK YOU FOR THIS BOARD WHO HAVE STOOD UP AND SAID, WE WANT TO SERVE OUR PEOPLE.
AND AS A FELLOW SERVANT, FATHER, I PRAY A BLESSING ON THEM AND THEIR FAMILIES, ESPECIALLY THROUGH THIS CHRISTMAS SEASON, AND HELP US TO REMIND AND HELP TO REMIND US, FATHER, ON A MOMENT-BY-MOMENT BASIS, THAT YOUR SON JESUS IS THE REASON FOR THIS SEASON AND THAT, FATHER, WE SERVE BECAUSE HE FIRST SERVED US AND IT'S IN HIS NAME. HIS HOLY NAME WE PRAY.
THANK YOU, JEFF. THANK YOU, JUDGE.
[II. Recognition]
SO, AS YOU CAN SEE, THE ROOM IS FULL, SO WE'RE GOING TO GET RIGHT TO IT WITH THE RECOGNITIONS.AT THIS TIME, I'D LIKE TO INVITE THE EXECUTIVE DIRECTOR OF ATHLETICS, MR. MIKE MEEKS, TO THE PODIUM SO WE CAN DO THE RECOGNITION OF OUR CROSS-COUNTRY STATE QUALIFIERS.
MORNING, COACH. GOOD MORNING, MR. STUBBLEFIELD. BOARD OF TRUSTEES.
WE'LL START WITH A LITTLE BIT DIFFERENT THIS MORNING.
WE'RE GOING TO HAVE MULTIPLE KIDS RUN COME THROUGH AT DIFFERENT TIMES THROUGH THIS PRESENTATION.
ONE KID RECEIVING MULTIPLE AWARDS, BUT SO YOU'LL SEE DIFFERENT KIDS COME AND FOR MULTIPLE AWARDS.
SO, WE'LL START WITH OUR CROSS-COUNTRY STATE QUALIFIERS.
PLEASE WELCOME REESE PENA, WHO WAS THIRD PLACE.
THIS WAS HER THIRD TRIP TO THE STATE MEET.
SHE WAS 17TH PLACE WITH A TIME OF 1836.
HER CROSS-COUNTRY COACH IS MICHAEL SPARKS AND I BELIEVE HE'S HERE IN THE BACK HERE.
SO, FROM MONTEREY HIGH SCHOOL, TRIP GRAY, HE'S A TWO-TIME STATE QUALIFIER.
HE FINISHED IN 68TH PLACE WITH A TIME OF 16:39.
BAYLEY SPRINGER FROM MONTEREY HIGH SCHOOL.
SHE'S A THREE-TIME STATE QUALIFIER.
SHE FINISHED IN 29TH PLACE WITH A TIME OF 19:03.
SYDNEY SMOTHERS FROM MONTEREY HIGH SCHOOL.
SHE FINISHED IN 55TH PLACE WITH A TIME OF 19:36.
[00:05:01]
OUR MONTEREY CROSS COUNTRY COACH IS KRISTA JONES.IN THE BACK FROM CORONADO HIGH SCHOOL.
TANISHA HARRIS, THIS IS HER STATE QUALIFIERS.
SHE FINISHED IN 70TH PLACE AT THE STATE MEET, AND SHE'S BEEN TO THE STATE MEET BEFORE.
AND I HAVE TO SAY Z, SHE HAD A ROUGH START.
SHE HAD SHE FELL DOWN ABOUT 300M OUT OF THE RACE.
IS THAT RIGHT? THAT'S RIGHT. Z ALL RIGHT.
SHE GOT UP AND DID A FABULOUS JOB COMPETING TO FINISH THAT RACE.
CORONADO CROSS COUNTRY COACH IS AMY WITHROW.
WE'LL MOVE ON TO OUR TEXAS HIGH SCHOOL COACHES ASSOCIATION AND TGCA.
LET'S GET A PICTURE WITH COACHES AND PRINCIPAL.
WE'RE GOING TO TAKE A BREAK FOR A GROUP SHOT.
TGCA ACADEMIC, ALL STATE AWARDS.
THESE WILL BE A COMBINATION OF VOLLEYBALL AND CROSS COUNTRY AT THE SAME TIME.
SHE'S 21:20 FIRST IN HER CLASS OUT OF 371.
JOSE SOTO, CORONADO HIGH SCHOOL ACADEMIC ALL-STATE HONORABLE MENTION IN VOLLEYBALL.
A GPA OF 3.77, SHE'S RANKED 88TH OUT OF 371.
NEXT IS GRACE WARD, ACADEMIC ALL-STATE HONORABLE MENTION IN VOLLEYBALL GPA 93.58 UH 74.
ALREADY HAVE RECOGNIZED THE CROSS-COUNTRY COACHES, BUT OUR VOLLEYBALL COACHES, COACH CANDY STEVENS.
SHE'S ALSO RANKED NUMBER SEVEN IN HER CLASS.
NEXT IS ZAKIYA UPSHAW FROM ACADEMIC ALL-STATE FIRST TEAM.
SO, A GPA OF 4.803 AND SHE'S RANKED NUMBER ONE IN HER CLASS AT ESTACADO.
ESTACADO VOLLEYBALL COACHES GLORIA MAESTAS.
ALYSSA BARRERA, ACADEMIC ALL-STATE SECOND TEAM IN VOLLEYBALL, SAID 100.2 AVERAGE, NUMBER 57 AT 435 IN HER CLASS. JOLIE BUTTS ACADEMIC ALL-STATE HONORABLE MENTION IN VOLLEYBALL 96.33 AVERAGE 123RD OUT OF 435 IN HER CLASS.
[00:10:04]
LAUREN FRITZ, ACADEMIC ALL-STATE SECOND TEAM IN VOLLEYBALL 102.978 AVERAGE, NUMBER 41 IN HER CLASS.EMILY FORREST, ACADEMIC ALL-STATE SECOND TEAM IN CROSS COUNTRY.
HERE'S A CROSS COUNTRY ALL-STATE GPA 4.6358.
THAT'S A LOT OF NUMBERS 45 IN HER CLASS OUT OF 435.
NEXT IS LEXI GUEVARA, ACADEMIC ALL-STATE SECOND TEAM IN VOLLEYBALL.
CONGRATULATIONS 99.904 AVERAGE 66 OUT OF 435.
NEXT IS KAYA GARCIA, ACADEMIC ALL-STATE SECOND TEAM IN VOLLEYBALL 98.32 AVERAGE, NUMBER 77 IN HER CLASS. HALEY.
ACADEMIC ALL-STATE SECOND TEAM IN VOLLEYBALL 98.55565.
NEXT IS BAILEY LITERAL ACADEMIC ALL-STATE HONORABLE MENTION.
VOLLEYBALL 94.051, 46 IN HER CLASS.
GOOD MORNING. CONGRATULATIONS.
LAINEY BRADLEY, ACADEMIC ALL-STATE SECOND TEAM IN VOLLEYBALL.
96.65, AVERAGE NUMBER 74 IN HER CLASS.
MADELEINE CAMPOS FROM MONTEREY HIGH SCHOOL.
ACADEMIC. ALL-STATE SECOND TEAM IN VOLLEYBALL 97.095, NUMBER 53, IN HER CLASS.
MIRIAM CAVAZOS, ACADEMIC ALL-STATE HONORABLE MENTION IN CROSS COUNTRY 3.9814, AVERAGE NUMBER 93 IN HER CLASS.
NEXT IS BELLA CHAMPION, ACADEMIC ALL-STATE SECOND TEAM IN VOLLEYBALL.
102.1 AVERAGE, NUMBER 18 IN HER CLASS AT MONTEREY HIGH SCHOOL.
NEXT IS TRIP GRAY, ACADEMIC ALL-STATE SECOND TEAM IN CROSS COUNTRY.
NEXT IS NEHEMIAH ROSILLO, ACADEMIC ALL-STATE SECOND TEAM VOLLEYBALL.
102. AVERAGE NUMBER 18 IN THE CLASS.
ACADEMIC ALL-STATE SECOND TEAM.
CROSS COUNTRY GPA 4.8421 CLASS RANKED NUMBER 11 IN THE CLASS IN THE CLASS.
ROBERT STEPHENS, ACADEMIC ALL-STATE SECOND TEAM.
CROSS COUNTRY IN CROSS COUNTRY 4.7708, NUMBER 21 IN HIS CLASS.
JACOB SIMMA ACADEMIC ALL-STATE HONORABLE MENTION, CROSS COUNTRY 4.01968.
OUR HEAD VOLLEYBALL COACH AT MONTEREY HIGH SCHOOL IS KELLY LOZADA.
SHE'S NOT IN ATTENDANCE TODAY.
AND BUT HERE TODAY, ASSISTANT COACH TYLER HUMPHRIES IS REPRESENTING THE COACHES.
PICTURE TIME. HOW DO Y'ALL WANT TO DO THIS? HOLD ON. LET'S GO.
[00:15:56]
MIC].ALL RIGHT. IN OUR LAST BUT NOT LEAST ARE THE THIRD PEG OF OUR STATE.
ALSO, FOR MONTEREY HIGH SCHOOL, MIRIAM CAVAZOS.
YOU HAVE TWO DIFFERENT MISSIONS.
SO MANY OF YOU HAD IT FIGURED OUT.
. THIS TIME WE WANT TO DO THE RECOGNITION OF OUR NATIONAL SPANISH SPELLING BEE QUALIFIERS.
I'D LIKE TO INVITE MARGARET DEL TORO, OUR BILINGUAL ESL COORDINATOR, TO THE PODIUM.
GOOD MORNING. GOOD MORNING, MR. STUBBLEFIELD, DR.
[00:21:40]
. GO RIGHT AHEAD, MARTIN.GOOD MORNING, MR. STUBBLEFIELD, BOARD, DR.
ROLLO. THANK YOU FOR HAVING ME THIS MORNING.
TODAY WE ARE HONORED TO RECOGNIZE OUR SPANISH SPELLING BEE WINNERS.
KNOW THAT SEVERAL PARENTS AND GUARDIANS IN THE AUDIENCE PRIMARY LANGUAGE IS SPANISH.
SO THEREFORE, I WILL BE PROVIDING RECOGNITION TO OUR STUDENTS IN A DUAL LANGUAGE FORMAT.
YES, NATALIE MARTINEZ [SPANISH] . NATALIE MARTINEZ IS A SIXTH-GRADE STUDENT AT ATKINS MIDDLE SCHOOL.
YES. NATALIE IS COACHED BY MRS. CRISTINA HALLFORD, AND SHE QUALIFIES TO COMPETE AT THE NATIONAL SPANISH SPELLING BEE IN JUNE IN EL PASO.
YES. NATALIE IS SUPPORTED BY HER PARENTS, MR. AND MRS. MARGARITO MARTINEZ.
IS A THIRD-GRADE STUDENT AT RAMIREZ ELEMENTARY.
DEONTAY IS COACHED BY MRS. CATALINA GAONA, AND HE QUALIFIES TO COMPETE AT THE NATIONAL SPANISH SPELLING BEE IN JUNE IN EL PASO.
DEONTAY IS SUPPORTED BY HIS PARENTS, MRS. CHRISTINA BANDA AND MR. DEONTAY JOHNSON, SR.
JARRELL ARREDONDO [SPANISH] . JARRELL ARREDONDO IS AN EIGHTH-GRADE STUDENT AT ATKINS MIDDLE SCHOOL.
SHE PLACED FOURTH AT THE SPANISH SPELLING BEE.
JARRELL IS COACHED BY MRS. CRISTINA HALLFORD AND QUALIFIES TO COMPETE AT THE NATIONAL SPANISH SPELLING BEE IN EL PASO IN JUNE.
SHE IS SUPPORTED BY HER PARENTS, MR. AND MRS. ARNULFO ARREDONDO.
[00:25:15]
. CONGRATULATIONS AGAIN.WE GOT ANY PARENTS OUT THERE THAT NEED TO COME IN THERE? THEY SHOULD ALL BE HERE FOR HERE.
ALL RIGHTY. WHAT'S YOURS, SIR? THANK YOU, PRESIDENT STUBBLEFIELD.
WE GET TO CELEBRATE AN AMAZING FEAT.
THE WESTERNER BAND EARNED A TRIP TO THE STATE UIL MARCHING BAND CHAMPIONSHIP IN NOVEMBER.
AFTER PLACING FIRST AT THE UIL AREA, A EAST MARCHING BAND CONTEST HELD HERE AT PLAINS CAPITAL PARK IN OCTOBER, LUBBOCK HIGH IS THE ONLY LUBBOCK ISD MARCHING BAND IN DISTRICT HISTORY TO COMPETE AT THE STATE CHAMPIONSHIP, AND THIS IS ACTUALLY THEIR SECOND TRIP FOR QUALIFYING FOR THIS AFTER THEIR FIRST SHOT IN 2000 2017.
SO, JUST WANT BEFORE I RECOGNIZE THESE INDIVIDUALS JUST WANT TO SHOUT OUT BECAUSE, YOU KNOW, WITH THE BAND, THE LARGE AS IT IS, IT'S HARD TO GET THEM ALL HERE IN ORDER TO BE ABLE TO RECOGNIZE AS INDIVIDUALS.
BUT THIS IS ONE OF THE HARDEST WORKING GROUP OF STUDENTS THAT WE HAVE IN THE ENTIRE DISTRICT.
THESE KIDS ARE GETTING UP AT 6:00 IN THE MORNING, HAVING REHEARSALS BEFORE SCHOOL, AFTER SCHOOL.
THEY'RE DOING IT BEFORE GAMES.
THEY ARE STAYING THROUGH FOOTBALL GAMES.
THEY'RE STAYING AFTER FOOTBALL GAMES.
THEY'RE WORKING THEIR TAILS OFF.
AND THEY ARE ALL TOP-NOTCH KIDDOS.
AND IT TAKES A LOT OF EFFORT AND TIME TO BE ABLE TO BE DEDICATED TO THIS.
BUT THEN ALONGSIDE OF THOSE SOCIAL INTERACTIONS, THEY COMPETE ON THEIR OWN.
AND WE WANTED TO HAVE ALL 175 MEMBERS HERE.
I TALKED TO ROB NANCE, AND HE SAID THAT THEY DIDN'T HAVE ENOUGH IN THE BUDGET TO BE ABLE TO REPLACE THE CEILING TILES BECAUSE WE WOULD HAVE BLOWN THE ROOF OFF WITH A DEMONSTRATION. BUT JUST REALLY PROUD OF ALL THOSE STUDENTS AND EVEN THOUGH THEY CAN'T BE HERE TODAY, THIS CERTAINLY REPRESENTING ALL THE REST OF THE ENSEMBLE THAT THAT CAN'T BE.
WE HAVE TAYLOR REBER, SAMUEL SALINAS AND TOBY TYNER.
BUT MR. DALLAS BAYLESS, JOSEPH GALVAN, AND STEVEN RODRIGUEZ, THANK YOU GUYS FOR WHAT YOU'RE DOING.
CONGRATULATIONS. THANK YOU FOR BEING HERE.
CONGRATULATIONS. THANK YOU, THANK YOU.
YEAH, I THINK WE ALL NEED ONE.
WHY NOT? AND NOW FOR THE RECOGNITION OF OUR ACT.
NATIONAL TRADE AND INDUSTRIAL TEACHER OF THE YEAR.
[00:30:01]
I'D LIKE TO INVITE MRS. ANNE ARCHER, PRINCIPAL OF THE BYRON MARTIN ADVANCED TECHNOLOGY CENTER, TO THE PODIUM.EACH YEAR, THE ASSOCIATION FOR CAREER AND TECHNICAL EDUCATION GATHERS FOR A NATIONAL CONFERENCE.
THIS YEAR, IT HAPPENED TO BE IN PHENIX, ARIZONA.
AND THIS AWARD IS PRESENTED TO ONE OF THE TEACHERS OF THAT ORGANIZATION WHO HAS GONE ABOVE AND BEYOND, NOT ONLY IN THE CLASSROOM, BUT ALSO IN OUR COMMUNITY AS WELL.
I AM SO VERY PROUD TO LET YOU ALL KNOW THAT THIS YEAR'S RECIPIENT OF ACT TRADE AND INDUSTRIAL DIVISION'S TEACHER OF THE YEAR IS NOT ONLY A LUBBOCK ISD TEACHER, BUT ALSO AT OUR ATC.
PLEASE JOIN ME IN CONGRATULATING MR. BRANDON GRACE.
THANK YOU FOR WHAT YOU DO IS RIGHT.
GOOD MORNING. AND FOR THE RECOGNITION OF OUR NATIONAL SPEECH AND DEBATE ASSOCIATION DIAMOND AWARD WINNER, I'D LIKE TO INVITE KIM CALLISON, THE ASSISTANT SUPERINTENDENT FOR CURRICULUM AND INSTRUCTION, TO THE PODIUM.
GOOD MORNING. KIM. GOOD MORNING.
IT IS MY PRIVILEGE AND HONOR THIS MORNING TO RECOGNIZE DR.
TIM DOUGHTY, TEACHER AT LUBBOCK HIGH SCHOOL, AS THE RECIPIENT OF THE PRESTIGIOUS DIAMOND COACH AWARD PRESENTED BY THE NATIONAL SPEECH AND DEBATE ASSOCIATION. HE WORKS TIRELESS HOURS WITH STUDENTS, TEACHING THEM, TRAINING THEM, AND ENSURING THAT THEY HAVE MULTIPLE OPPORTUNITIES TO PRACTICE THE CRAFT OF DEBATE AND PUBLIC SPEAKING.
IT'S BASED ON, LONGEVITY AND EXCELLENCE IN THE AREA OF SPEECH AND DEBATE EDUCATION, AND IT IS AWARDED EVERY YEAR AT THE NATIONAL SPEECH AND DEBATE ASSOCIATION ASSEMBLY IN DES MOINES, IOWA.
AND HE'LL BE RECEIVING THAT THIS JUNE.
THE WINNERS ARE, TYPICALLY, THOSE THAT HAVE AT LEAST FIVE YEARS OF EDUCATION AS WELL, TEACHING AS WELL AS 15,000 POINTS THROUGH THE NATIONAL HONORARY PARTICIPATION AWARD.
OUR SYSTEM. AND HE IS GOING TO BE, AS I SAID, RECEIVING THIS AWARD IN JUNE.
AND SO, I JUST WANT TO TAKE THIS TIME AND I'M VERY EXCITED TO RECOGNIZE DR.
IT'S A COUPLE OF HANDS. YOU'RE GOING TO COME RIGHT BACK, OKAY? CONGRATULATIONS. THANK YOU, SIR.
I'M GOING TO ASK JULIE TO COME UP HERE AND JOIN ME, PLEASE.
SO, IT IS MY INCREDIBLE HONOR AND PRIVILEGE TO INTRODUCE TALKINGTON SCHOOL FOR YOUNG WOMEN LEADERS, WHO WAS RECENTLY NAMED THE 2023 NATIONAL BLUE RIBBON SCHOOL FOR THE SECOND TIME THAT THEY HAVE RECEIVED THIS HONOR FROM THE US DEPARTMENT OF EDUCATION.
IT'S BASED ON A SCHOOL'S ACADEMIC PERFORMANCE OR PROGRESS OF CLOSING THE ACHIEVEMENT GAP.
TALKINGTON IS THE HIGHEST PERFORMING MAGNET SCHOOL THAT RECEIVES TITLE ONE FUNDS IN THE STATE.
THEY EARNED A 99 OR AN A ON THEIR TEXAS ACCOUNTABILITY RATING IN 2022.
[00:35:04]
THEY WERE ALSO NAMED A BLUE RIBBON SCHOOL IN 2016.AND I ALSO WANT TO GIVE A SHOUT OUT.
I KNOW THAT WE HAVE A ROOM FULL OF PURPLE IN THE ROOM, SO ALL OF OUR [INAUDIBLE] TEACHERS, PRINCIPALS, ADMINISTRATORS, IF YOU WILL, STAND UP AND LET US APPLAUD YOU FOR THAT.
YOU WANT TO SHAKE SOME HANDS? AND THEN WHAT I WANT TO DO WITH THIS ONE, I WANT ALL THE TRUSTEES TO GET IN THIS PHOTO, IF Y'ALL DON'T MIND.
ALL TRUSTEES. YEAH, I THINK THAT'S A GREAT IDEA.
CONGRATULATIONS. OH, GOODNESS.
WOW. THE NEXT ITEM ON THE AGENDA IS TRUSTEE COMMENTS.
[III. Trustee Comments]
AND I WANT TO START THE TRUSTEE COMMENTS RIGHT OFF WITH A WITH A SPECIAL ANNOUNCEMENT.WE'RE GRATEFUL FOR HER COMMITMENT TO OUR STUDENTS, TO THEIR SUCCESS AND THE POSITIVE IMPACT SHE'S HAD ON TALKING TO SCHOOL FOR YOUNG WOMEN LEADERS. WE ALSO APPRECIATE HER WILLINGNESS TO CONTINUE SERVING AS THE PRINCIPAL THIS FALL, AS WE HAVE SEARCHED FOR A HIGHLY QUALIFIED AND EXPERIENCED REPLACEMENT FOR TALKING TO THE LOBBYISTS.
THE ADMINISTRATION HAS BEEN DILIGENTLY WORKING TO ENSURE A SMOOTH TRANSITION OF LEADERSHIP.
AND AFTER CAREFUL CONSIDERATION, WE ARE PLEASED TO ANNOUNCE THAT WE HAVE APPOINTED AS INTERIM PRINCIPAL WHO WILL SERVE IN THIS ROLE UNTIL A PERMANENT REPLACEMENT IS SELECTED, EFFECTIVE IMMEDIATELY.
CURRENT ASSISTANT PRINCIPAL DOCTOR TIFFANY LONGORIA WILL ASSUME THE ROLE OF INTERIM PRINCIPAL, AND WE ARE CONFIDENT THAT DOCTOR LONGORIA WILL PROVIDE THE LEADERSHIP, GUIDANCE AND STABILITY THAT TALKINGTON NEEDS DURING THIS TRANSITION PERIOD.
PLEASE JOIN US IN CONGRATULATING DOCTOR LONGORIA ON HER ROLE.
DOCTOR LONGORIA. I JUST WANT TO EXPRESS MY IMMENSE GRATITUDE, TO BE GIVEN AN OPPORTUNITY TO WORK WITH SUCH AN INNOVATIVE AND CULTURALLY RESPONSIVE DISTRICT, AS WE JUST SAW THIS MORNING.
SO, I JUST WANT TO SAY THANK YOU FOR GIVING ME THE OPPORTUNITY TO SERVE IN A GREATER CAPACITY.
WE VERY MUCH BELIEVE IN THE LEADERSHIP OF DOCTOR ROLLO.
SO AGAIN, THANK YOU, BOARD OF TRUSTEES.
AND. COLLEAGUES FOR GIVING ME THE OPPORTUNITY TO SERVE.
IT'S A GREAT HONOR. THANK YOU.
THANK YOU. I WANT TO TAKE ONE MORE MOMENT AND TRUSTEE COMMENTS FOR ANOTHER SPECIAL RECOGNITION.
ALL OF THESE, PARTICULARLY THE LAST TWO, ARE BEING SOMEWHAT EMOTIONAL, BUT AND DIFFICULT KNOWING THE INVESTMENT THAT ALL OF THESE HEARTS HAVE MADE INTO THE SUCCESS OF THIS DISTRICT.
I WANT TO RECOGNIZE A FRIEND, BROTHER.
A GUY WHO HAS LED THIS BOARD FOR THE LAST FIVE YEARS.
UM, I WANT TO TAKE A MOMENT TO THANK MR. ZACH BRADY FOR HIS LEADERSHIP, FOR WHAT HE'S DONE FOR LUBBOCK ISD.
[00:40:01]
MANY OF YOU KNOW, IN 2018 THERE WAS A BOND THAT WE PASSED WITH AN EMPHASIS ON SECURITY, SAFETY AND SECURITY SIMPLY BECAUSE WE'VE WITNESSED SO MANY TRAGEDIES ACROSS THIS GREAT NATION, AND WE FELT THAT IT WAS NECESSARY FOR US TO DO THINGS TO MAKE SURE THAT TEACHERS, STUDENTS AND FAMILIES FELT SAFE WITHIN THOSE FACILITIES.BUT NOT ONLY THAT, WE KNEW THAT WE NEEDED TO BRING IN MORE SPECIFIC AND INTENTIONAL, UH, AREA FOCUSED PROGRAMING SUCH AS OUR STEM COMPLEX.
IF YOU KNOW ZACH BRADY I SAID THIS TO A GROUP OF FOLKS.
BUT HIS HEART IS ALWAYS FOR THE RIGHT THING.
AND IF ZACH BRADY IS COMING, HE'S BRINGING AN ARMY BEHIND HIM.
YOU MAY NOT SEE IT, BUT HE'S GOING TO GET THE JOB DONE.
SO MANY OF THE SUCCESSES OFTEN START WITH CONVERSATIONS WITH THIS FAMILY THAT'S ON THIS DAIS.
WE MIGHT NOT ALL AGREE ON THE SAME THINGS, BUT WE, IN THE END OF THE DAY, WHEN IT'S EVERY CHILD, EVERY DAY, WE DO NOT ONLY WHAT'S RIGHT, I BELIEVE WE DO WHAT'S RIGHT FOR CHILDREN.
AND I THINK I THANK GOD FOR THE LEADERSHIP OF PRESIDENT ZACH BRADY.
WOULD YOU JOIN ME? FIRST, I'M GOING TO GIVE DOCTOR ROLLO AN OPPORTUNITY TO HAVE HER COMMENTS AS WELL.
ZACH, I JUST WANT TO SAY THANK YOU FROM THE BOTTOM OF MY HEART.
THANK YOU, TRUSTEES, IF YOU WOULD LIKE TO SAY ANYTHING.
ZACH. THANK YOU FOR ALL THAT YOU DID.
ALL OF THE STORMS THAT WE HAD TO WEATHER.
AND THANK YOU FOR YOUR LEADERSHIP AND FOR FORGING THE PATH AHEAD FOR US.
YOU'VE LEFT US BETTER THAN I THINK PROBABLY YOU FOUND US.
I THINK IT'S GREAT WE LEFT IT AT THAT, AND YOU DEFINITELY KNOW HOW I FEEL.
I WOULD JUST SAY THANKS FOR ANSWERING THE PHONE, MAN.
YOU'VE BEEN A WONDERFUL SOURCE OF SUPPORT AND INFORMATION AND COULDN'T HAVE DONE WHAT I'VE DONE IN THE SHORT PERIOD OF TIME I'VE BEEN HERE WITHOUT YOUR KNOWLEDGE AND SUPPORT.
SO. THANK YOU. ALL RIGHT, WE'RE GOING TO TAKE A GROUP PICTURE AND GIVE THIS GUY AN AWARD.
AND. AND IF YOU ALL KNOW ZACH, HE DIDN'T WANT ANY OF THIS, SO WE DIDN'T TELL HIM.
I'M DETERMINED TO KICK THAT OUT.
THANK YOU. HE DIDN'T KNOW EITHER.
I DON'T SEE IT. THE FLOOR IS STILL OPEN FOR TRUSTEE COMMENTS.
TRUSTEES. I'LL JUST TAKE A MOMENT TO CONGRATULATE ALL THE KIDS AND COACHES AND TEACHERS AND PARENTS. I LOVE, ONCE AGAIN, I THINK THESE RECOGNITIONS SHINE A LIGHT ON HOW MUCH WE HAVE TO OFFER AS A DISTRICT TO A VAST ARRAY OF CHILDREN THROUGHOUT OUR DISTRICT.
AND THEN, UM, AS THE CHRISTMAS SEASON IS UPON US, JUST TO ASK EVERYONE TO THANK A TEACHER, EDUCATOR IN THEIR LIFE, WHETHER IT'S, SOMEBODY THAT'S CURRENTLY TEACHING OR THAT WAS A PAST TEACHER, I THINK IT'S BECOME A PROFESSION THAT'S NOT RESPECTED AS MUCH AS IT SHOULD BE. AND SO, I WOULD ASK THAT YOU TAKE THIS TIME TO, UM, TO SHOW YOUR GRATITUDE.
AWESOME. CONGRATULATIONS TO THE SPEECH TEACHER.
WHAT WAS HIS FIRST NAME, BY THE WAY? DR.
PHENOMENAL JOB. I ACTUALLY SAW IT IN THE NEWS, AND I REACHED OUT TO KATHY, AND NOBODY KNEW ABOUT IT.
AND I THOUGHT, OH, MAYBE I'M THINKING ABOUT THE WRONG PERSON.
WELL, IT TURNED OUT IT WAS HIM.
AND CERTAINLY, TO THE YOUNG MEN FROM RAMIREZ.
PHENOMENAL. CAN SPEAK SPANISH RIGHT, LEFT, BACKWARDS, TRANSLATE FROM ENGLISH TO SPANISH.
GREAT JOB TO HIM AND HIS FAMILY, AND ESPECIALLY TO THE TEACHERS.
[00:45:02]
AND MRS. DEL TORO, CONGRATULATIONS TO ALL THE PARENTS AND STAFF.I WOULD. THE ONLY THING I WOULD ADD TO BOTH OF THOSE IS JULIE.
THANK YOU. WHAT YOU'VE BEEN ASKED TO DO HAS GONE ABOVE AND BEYOND EXPECTATIONS.
YOU SURE YOU DON'T WANT TO STAY? DID SHE SAY NO? COME. YEAH. NO, SHE DIDN'T.
AT LEAST SOME OF THE PRIOR PROCEEDINGS WERE NOT ON THE AGENDA AND THEREFORE NOT IN ORDER.
THANK EACH OF YOU FOR THE COMMENTS.
BILL, I'M SO FORTUNATE TO HAVE HAD THE OPPORTUNITY TO PARTNER WITH YOU, DR.
ROLLO, AND WITH THE WITH ALL THE REST OF THE BOARD.
AND I WOULD SAY THAT I CAN THINK OF THINGS WITH ALL THE PEOPLE ON THIS DAIS AND THOSE THAT HAVE SERVED WITH US AS WELL, THAT THINGS THAT WE AGREED ON AND THINGS THAT WE DISAGREED ON.
AND TO A PERSON DURING MY TIME ON THE BOARD.
AND THEN WHEN WE GET UP FROM THE BUSINESS TABLE, WE GO BACK TO BEING AT THE FRIENDS TABLE, WHICH IS THE WAY IT OUGHT TO BE. AND I REALLY DO APPRECIATE THE COMMENTS, I REALLY DO.
UM, I WILL THIS PLAQUE WILL BE DISPLAYED, UH, PROUDLY.
I'M PROUD OF MY ASSOCIATION WITH THIS GROUP.
UM, AS TO ALL THE RECOGNITIONS THIS MORNING, SO MUCH HAS ALREADY BEEN SAID.
PROUD OF OUR GREAT TEACHERS AND OUR GREAT STUDENTS, BUT WE CANNOT, UM, WE CANNOT RECOGNIZE MISS WYATT AND THE REST OF THE FACULTY AT TALKINGTON.
YEAH. AND JULIE, I JUST CAN'T I WANT TO SAY PUBLICLY, JUST ABOVE AND BEYOND THE CALL, MY FRIEND.
I'LL SAY A FEW DAYS NEXT WEEK.
I DON'T WANT ANYBODY TO THINK IT'S LIKE NEXT, NEXT WEEK.
BUT THIS IS WHAT A GREAT WAY TO START OUR HOLIDAY SEASON.
ONE THING PARTICULARLY IS WHEN WE RECOGNIZE OUR ATHLETES.
OFTENTIMES WE THINK OF THEIR PHYSICAL PROWESS AND THEIR ACCOMPLISHMENTS.
BUT WE RECOGNIZE SOME STELLAR SCHOLARS THIS MORNING.
IF YOU WERE LISTENING TO THOSE GPAS, THIS IS NOT JUST ABOUT GETTING OUT THERE AND RUNNING FAST AND JUMPING HIGH, BUT IT'S PERFORMANCE IN THE CLASSROOM, ACADEMIC FOCUS.
AND IT'S SUCH A TREAT WHEN YOU HAVE THAT MANY ATHLETES THAT ARE REALLY DOING IT TO BE RECOGNIZED ON AN ACADEMIC LEVEL, LIKE THEY WERE.
AND THEN, UM, JUST TO RECOGNIZE OUR CTE PROGRAM AND THE GREAT WORK THAT'S HAPPENING OUT AT BYRON.
MARTIN, YOU CAN'T SAY ENOUGH ABOUT THAT GROUP.
I DON'T WANT TO TALK ABOUT TALKINGTON OR JULIE.
IF YOU IF YOU EVER KEEP UP WITH ANY OF THE STUDENTS, I HOPE THAT YOU DO.
WE'VE GOT WOMEN WARRIORS THAT ARE CHANGING THIS WORLD.
I MEAN, THEY ARE ALL OVER THE PLACE AND JUST DOING AMAZING, DOING AMAZING THINGS.
SO AGAIN, HATS OFF TO YOU, JULIE.
THIS TIME WE'RE GOING TO MOVE INTO ITEM FOUR ON THE AGENDA CITIZENS.
[IV. Citizen Comments]
COMMENTS. THE NEXT ORDER OF BUSINESS IS CITIZEN COMMENTS.THE AUDIENCE SHALL NOT ENTER INTO DISCUSSION OR DEBATE ON THE MATTERS BEING CONSIDERED BY THE BOARD.
I WILL REMIND MEMBERS OF THE BOARD THAT THE CITIZENS COMMENT SECTION OF OUR BOARD MEETING IS FOR THE PURPOSE OF LISTENING TO PATRONS, BUT WE ARE NOT ALLOWED TO COMMENT OR DEBATE ON ISSUES THAT ARE NOT POSTED.
I WOULD ASK THAT YOU CONCLUDE YOUR COMMENTS WITHIN THE TIME ALLOTTED, AS I CALL YOUR NAME.
[00:50:08]
THIS TIME I'D LIKE TO INVITE MISS NIA DUKOWSKI TO THE PODIUM.FIRST OF ALL, I JUST WANT TO SAY GOOD MORNING.
AND THIS IS IN YOUR ETHICS POLICY ONLINE.
THE FIRST ONE IS IN THE EQUITY AND ATTITUDE SECTION.
IT SAYS I WILL BE FAIR, JUST AND IMPARTIAL IN ALL MY DECISIONS AND ACTIONS.
THE SECOND ONE IS IN THE TRUSTWORTHINESS AND STEWARDSHIP SECTION, WHICH SAYS, I WILL MAKE NO PERSONAL PROMISE OR TAKE PRIVATE ACTION THAT MAY COMPROMISE MY PERFORMANCE OR MY RESPONSIBILITIES.
AND I'M ASSUMING THAT MEANS RESPONSIBILITIES ON THIS BOARD.
WITH THAT BEING SAID, I'D LIKE TO POINT OUT THAT MISS CHAVEZ IS ON THE EDUCATION IS THE EDUCATION COMMITTEE CHAIR FOR THE NAACP, AN ORGANIZATION THAT HAS BEEN AND IS CURRENTLY SEEKING LEGAL ACTION AGAINST THIS DISTRICT.
I IMPLORE YOU, MISS CHAVEZ, AND THIS BOARD, TO MAINTAIN THOSE ETHICAL STANDARDS OF FAIRNESS, JUSTICE AND IMPARTIALITY BY EXCUSING MISS CHAVEZ OR MISS CHAVEZ, EXCUSING YOURSELF FROM ANY DELIBERATIONS AND DECISIONS REGARDING LEGAL MATTERS INVOLVING THE NAACP IN THIS DISTRICT.
AND SPEAKING OF LEGAL MATTERS IN THE NAACP, I WANTED TO LET YOU KNOW THAT IMMEDIATELY FOLLOWING MY FIRST COMMENT TO YOU GUYS IN MAY REGARDING THE REMOVAL OF SOCIAL EMOTIONAL LEARNING, I WAS CONTACTED BY SOMEONE FROM THE NAACP LEGAL REDRESS COMMITTEE, AND I MENTIONED THAT TO HOPEFULLY MAKE YOU AWARE OF THE FACT THAT THIS SEL ISSUE IS RIFE WITH POTENTIAL LEGAL BATTLES, LIKE EFFECTIVELY ASKING TEACHERS TO ACT AS THERAPISTS PROBING INTO STUDENTS BELIEFS, ATTITUDES, AND VALUES. NOT ONLY THAT, BUT IT ALSO HAS NEGATIVE OUTCOMES.
SHE CITED THREE STUDIES INVOLVING TENS OF THOUSANDS OF TEENS, WHICH FOUND STUDENTS HAD WORSE MENTAL HEALTH OUTCOMES FROM BEING STEEPED IN THE SYSTEM OF THERAPEUTIC EDUCATION KNOWN AS SEL.
DR. SACKS SAYS THIS QUOTE BY FOCUSING TEENAGERS' ATTENTION ON MENTAL HEALTH ISSUES, THESE INTERVENTIONS MAY HAVE UNWITTINGLY EXACERBATED THEIR PROBLEMS. SO LET ME BE CLEAR.
IT'S NOT THE LABEL OF SEL THAT WE'RE CONCERNED WITH, IT'S THE PRACTICES THAT FLOW FROM IT.
IT'S HARMFUL, UNNECESSARY AND CONTROVERSIAL.
IT NEEDS TO BE REMOVED AND PROHIBITED FROM EVER BEING IMPLEMENTED AGAIN.
THANK YOU. THANK YOU, MS. NITOWSKI. AT THIS TIME, WE WILL MOVE INTO ITEM FIVE.
[V. Financials]
FINANCIALS. DO WE HAVE ANY MEMBERS OF THE PUBLIC WHO WOULD LIKE TO ADDRESS THE BOARD REGARDING ANY OF THE FINANCIAL ITEMS? CONTINUING ON ITEM A, APPROVAL OF BUDGET SUMMARY REPORT FOR THE MONTH END THE OCTOBER 31ST, 2023, BUDGET AMENDMENTS AND BUDGET TRANSFERS FOR THE MONTH OF OCTOBER 2023. STATEMENT OF TAXES COLLECTED FOR THE MONTH ENDING IN THE SAME PERIOD AND THE INVESTMENT REPORT FOR THE PERIOD OF OCTOBER 1ST THROUGH OCTOBER 31ST, 2023.MORNING. I WOULD LIKE TO START OFF THIS MORNING WITH SOME VERY GOOD NEWS.
FOR THE FIRST TIME IN FOUR YEARS, OUR ADA ACTUALLY EXCEEDS WHAT WE BUDGETED.
WE IT EXCEEDS RIGHT NOW BY 550 ADA, WHICH IS APPROXIMATELY $3.4 MILLION.
SOMEBODY CATCHES CURRY CHAIRS, EVERYBODY.
BELIEVE ME, I WAS I WAS A LITTLE BIT IN SHOCK MYSELF.
BUT IT'S DEFINITELY A MOVE IN THE RIGHT DIRECTION.
SO, AND BACK TO THE FINANCIALS FOR OCTOBER.
UM, JUST SOME VERY MINOR AMENDMENTS LIKE 270,000 FOR DISTRICT WIDE SWITCHES.
AND THEN THERE WAS A 513,000 AMENDMENT FOR SOME HAIL CLAIM PROJECTS.
SO, I'LL BE HAPPY TO ANSWER ANY OTHER QUESTIONS.
ANY QUESTIONS? NO, BUT I WOULD JUST I WOULD JUST MAKE ONE COMMENT.
SHAY, TO BOTH YOU AND TIM AND TO DONNA.
[00:55:05]
ON OUR DEPOSITS IS A HUGE HELP TO THE DISTRICT.I DON'T THINK PEOPLE REALIZE THE DOLLARS THAT THOSE ARE PRODUCING.
THAT BEING SAID, DO I HAVE A MOTION TO APPROVE THE OCTOBER FINANCIALS AS PRESENTED? SO MOVED. SECOND.
THANK YOU, ZACH. THANK YOU. RYAN.
ALL THOSE IN FAVOR, PLEASE INDICATE BY SAYING AYE.
AYE. ALL THOSE OPPOSED? SAME MOTION PASSES SIX ZERO.
[VI. Consent Agenda]
ITEM NUMBER SIX.DO WE HAVE ANY CORRECTIONS TO THE MINUTES FROM THE NOVEMBER MEETING OF THE BOARD AS PRESENTED AND DISTRIBUTED? SEEING NONE, THE MINUTES ARE APPROVED AS PRINTED.
ITEM EIGHT ACADEMIC ACTION ITEMS. DO WE HAVE ANY MEMBERS OF THE PUBLIC WHO WOULD LIKE TO ADDRESS THE BOARD REGARDING THE ACADEMIC ACTION ITEMS THAT ARE POSTED? GOOD MORNING. IF YOU WOULD.
WOULD YOU PLEASE STATE YOUR NAME AND THE AREA THAT THE ITEM THAT YOU ARE ADDRESSING? YES. MY NAME IS SID SEXTON.
I AM THE CHAIR OF THE LUBBOCK PARTNERSHIP.
MANAGEMENT COMMITTEE OR PARTNERSHIP.
THE MANAGEMENT COMMITTEE. EXCUSE ME.
AND, UM, JUST ADDRESSING THE LPN THIS MORNING ON BEHALF OF THE LUBBOCK PARTNERSHIP NETWORK MANAGEMENT COMMITTEE, I WANT TO ACKNOWLEDGE THE FULFILLMENT OF THE LPN TO ITS ORIGINAL DESIGN AND PURPOSE.
FIRST AND FOREMOST, DUNBAR COLLEGE PREPARATORY ACADEMY EXITING SCHOOL IMPROVEMENT SANCTIONS.
ADDITIONALLY, 2023 BROUGHT THE LARGEST CLASS OF ESTACADO EARLY HIGH SCHOOL OR COLLEGE HIGH SCHOOL STUDENTS FROM DUNBAR STRENGTHENING THAT FEEDER PATTERN. AND WE REALLY WANT THOSE KIDDOS TO STAY, UH, MOVING FROM DUNBAR TO ESTACADO AND EXPERIENCE THE WONDERFUL THINGS.
THERE'RE INCREASES IN AFTER SCHOOL PROGRAMING AND PARTICIPATION HAVE BEEN EXPERIENCED, ALONG WITH TEACHER AND LEADER GROWTH MINDSET THAT HAS ENGAGED STUDENTS WITH HIGH QUALITY INSTRUCTIONAL MATERIALS, INCLUDING THE PILOT OF HIGH-QUALITY INSTRUCTIONAL MATERIALS, OR CAM HQ IN THAT SERVE AS A MODEL FOR OTHER SCHOOLS IN THE DISTRICT AND EVEN OTHER DISTRICTS IN THE REGION.
THEY'VE COME AND VISIT TO SEE HOW THINGS ARE WORKING AT ERVIN AND OTHER CAMPUSES.
PARENTAL INVOLVEMENT HAS EXPERIENCED AN UPTICK WITH INCREASED PTA ENGAGEMENT AS WELL.
THE MANAGEMENT COMMITTEE, I GET TO SPEAK FOR THEM TODAY.
IN SICILY, WE HAVE WORKED TOGETHER, AND WE'RE GRATEFUL FOR THE OPPORTUNITY TO SERVE THE SCHOOL COMMUNITY, AS WELL AS THE RECENT CONNECTION WITH LISD OR THE ONGOING CONNECTION WITH RECENT THE LISD SCHOOL BOARD IN A STRATEGIC WAY.
THANK YOU SO MUCH FOR THE OPPORTUNITY TO SERVE IN THE LPN.
THANK YOU, MISS SEXTON, FOR YOUR COMMENTS.
[VII.A. Approval of Proposed Revision of Board Policy AE(LOCAL), Educational Philosophy - CCMR Goal]
CCMR GOAL.COLLEGE CAREER. MILITARY READINESS GOAL.
THIS TIME I'LL TURN IT OVER TO YOU, DOCTOR ROLLO.
YES. SO, IN 2018, WE SET A GOAL AROUND COLLEGE CAREER, MILITARY READINESS.
IT'S OUR GOAL NUMBER SIX IN OUR ARMY LOCAL.
AND AT THAT TIME, WE WANTED TO INCREASE FROM A 74% OF OUR STUDENTS QUALIFYING AS CMR READY TO 80%.
SINCE THAT TIME, TWO THINGS HAVE HAPPENED.
ONE, THE COMMISSIONER OF EDUCATION HAS SET A HIGHER GOAL TO BE AN A RATED DISTRICT BASED ON CCMR. SO NOW YOU HAVE TO BE AN 8,588%.
AND SO, OUR ORIGINAL GOAL WAS NOT SET HIGH ENOUGH.
AND THEN WE HAVE ALSO SURPASSED WHAT WE HAD SET AS A GOAL ALREADY.
AND SO, WE'RE JUST ASKING YOU TO CONSIDER MAKING ADJUSTMENTS TO THAT.
SO, OUR NEW ADJUSTMENTS WOULD BE IN 2024.
WE WANT TO BE AN 83 2025 AND 85 AND THEN BY 2026 AND 88, WHICH WOULD ALLOW US TO BE AN A RATED UM IN THAT CATEGORY AS A DISTRICT.
TRUSTEES. ANY COMMENTS OR QUESTIONS? ALL RIGHT. SEEING NONE.
DO I HAVE A MOTION TO APPROVE? SO MOVED. SECOND. THANK YOU.
WE HAVE A MOTION AND A SECOND.
ALL THOSE IN FAVOR, PLEASE INDICATE BY SAYING AYE.
[01:00:01]
AYE. ALL THOSE OPPOSED, SAME.[VII.B. Approval of Proposed Revision of Board Policy FDB(LOCAL), Admissions: Intradistrict Transfers and Classroom Assignments]
AND CLASSROOM ASSIGNMENTS.THIS IS SOMETHING THAT WE'VE HAD MANY DISCUSSIONS ABOUT OVER THE LAST MANY YEARS, AND I WANT TO START BY THANKING MIKE MEEKS FOR REALLY LISTENING TO THE COMMUNITY WHENEVER HE IS LISTENING TO PARENTS AND STUDENTS AND COACHES.
HE HAS REALLY BROUGHT SOME, UM, A REQUEST FOR THIS CHANGE.
AND SO, I WANT TO THANK HIM FOR HIS WORK ON THIS.
SO, LUBBOCK ISD'S, ATHLETIC TRANSFER POLICY HAS ALWAYS BEEN MORE STRINGENT THAN UIL'S.
UIL SAYS THAT WHEN YOU ARE ELIGIBLE FOR VARSITY SPORTS AT YOUR FIRST OPPORTUNITY, IF YOU WANT TO MOVE TO ANOTHER SCHOOL, YOU HAVE TO WAIT OUT 365 DAYS.
UM, BUT OUR POLICY SAYS THAT YOU ARE NEVER ELIGIBLE AT ANOTHER SCHOOL FOR VARSITY SPORTS.
SO, THIS REQUEST WOULD ALLOW STUDENTS TO GO BACK TO THEIR HOME ATTENDANCE ZONE CAMPUS.
THEY'LL STILL HAVE TO WAIT OUT THE 365 DAYS, BECAUSE THAT'S UIL'S RULE.
BUT THEY WOULD BE ELIGIBLE FOR VARSITY SPORTS AT THEIR HOME ATTENDANCE ZONE CAMPUS.
SO LET ME JUST GIVE AN EXAMPLE.
LET'S SAY A STUDENT TRANSFERS FROM THEY LIVE IN THE ESTACADO FEEDER PATTERN, BUT THEY TRANSFER TO MONTEREY AND THEY'RE ELIGIBLE AT MONTEREY UM FOR PROJECT LEAD THE WAY.
BUT THEN THEY DECIDE THAT THAT IS REALLY NOT WHAT THEY WANT TO DO.
THEY WANT TO GO BACK TO THEIR HOME SCHOOL FOR WHATEVER REASON, THEY WOULD BE ELIGIBLE AT ESTACADO BECAUSE THAT IS THEIR ATTENDANCE ZONE, BUT THEY WOULD HAVE TO WAIT THOSE 365 DAYS . SO, THIS REALLY HELPS KIDS IF THEY NEED TO GO BACK TO THEIR HOME CAMPUS FOR WHATEVER REASON, THEN THEY WOULD BE ELIGIBLE AFTER WAITING THAT ONE-YEAR PERIOD.
OKAY. AND MIKE, IS MIKE HERE? UM, HE'S I'M SURE HE WOULD BE MORE THAN HAPPY TO ANSWER ANY QUESTIONS THAT YOU MAY HAVE.
WHY DON'T YOU TELL US WHAT WHAT ACTUALLY FIRST OPPORTUNITY MEANS? YOU KNOW, THAT'S A LITTLE.
YES. FIRST OPPORTUNITY IS, IS WHEN WE TALK ABOUT FIRST OPPORTUNITY.
IT'S THE STEP FROM EIGHTH GRADE TO NINTH GRADE.
FIRST OPPORTUNITY TO GET IN TO GET INTO HIGH SCHOOL MAKING THAT CHOICE.
AND WE'VE AND WE HAVE HAD MUCH DISCUSSION OVER OUR TRANSFER POLICY OVER THE YEARS.
AND THERE'S BEEN SOME HEARTBURN WITH THAT BECAUSE THE BACK END OF OUR POLICY AND WITH THE AMENDMENT THAT WE'RE ASKING WITH THE LANGUAGE IN OUR POLICY, WE'RE ASKING THAT THAT, YOU KNOW, IN SUMMARY, THE FRONT END OF OUR POLICIES WILL STAY THE SAME BECAUSE OF BOARD POLICY AND CONTINUOUS ENROLLMENT AND DECLARING IN MIDDLE SCHOOL YOU'RE TIED TO A FEEDER PATTERN. YOU KNOW, THIS ALL RESULTS BACK TO, YOU KNOW, OUR PHILOSOPHY OF VERTICAL ALIGNMENT, FEEDER PATTERNS AND THAT KIND OF THING.
BUT ON THE FRONT END OF OUR POLICY, IT'S GOING TO STAY THE SAME.
YOU CAN, YOU'RE EITHER GOING TO CONTINUOUSLY ENROLL OR.
BECAUSE WHAT I'M PROUD OF IN OUR SCHOOL DISTRICT, WE DO ALLOW CHOICE IN OUR DISTRICT.
WE OUR KIDS HAVE SO MUCH TO CHOOSE FROM WITH ACADEMIC PROGRAMING THAT AT FIRST OPPORTUNITY, IF I WANT TO GET OUT OF MY FEEDER PATTERN, I HAVE TO DO IT BY SPECIALTY PROGRAM. WHEN WE SAY THAT WE'RE TAKING OUR SPECIAL, WE'RE TAKING OUR ATHLETIC, OUR ATHLETIC ELIGIBILITY WITH US TO THAT NEW TO THE SCHOOL THAT'S OUT OF MY FEEDER PATTERN.
SO, NONE OF THAT'S GOING TO CHANGE.
THE FRONT END WILL NOT CHANGE.
IT'S THE BACK END WHERE WE WILL NOW BE MORE CONSISTENT WITH THE UIL, WHERE WE HAVE SAID THAT YOU CANNOT GO HOME, AND WE'VE DENIED KIDS THAT HAVE AND THERE'S SO MANY DIFFERENT REASONS.
AND THAT'S AND THAT'S WHAT WE'VE RUN INTO OVER THE YEARS.
OUR KIDS OUR KIDS MOVE AROUND, AND WE GET THAT.
WE WANT THEM TO STAY IN ONE SCHOOL.
BUT WE'VE NOT ALLOWED THEM TO GO HOME.
AND WE'VE SAID NEVER ELIGIBLE FOR VARSITY COMPETITION.
AND THAT'S THE THAT'S THE HARD PART.
AND WORKING WITH TIM ANDREWS AND THE APPEAL PROCESS IN OUR OFFICE AND EVEN WITH BRIAN ELLISON, UH, IN SOME INSTANCES, YOU KNOW, IT'S BEEN VERY DIFFICULT TO HAVE THOSE CONVERSATIONS AND LOOK A KID ACROSS THE TABLE AND TELL THEM THAT THEY'RE NOT ELIGIBLE WHERE THEY'RE GOING TO SCHOOL, AND WE'LL NEVER BE ELIGIBLE, YOU KNOW.
SO, WITH THAT SAID, IN THE CULTURE WE LIVE IN NOW AND WHAT WE SEE IN ACROSS OUR COUNTRY WITH TRANSFER PORTAL AND NIL, YOU KNOW, THERE'S SO MUCH CHANGE THAT'S GOING ON.
WE WANT TO MAKE. WE WANT TO AMEND THIS.
[01:05:02]
PENALTY. NO MATTER WHAT IT ENDS UP BEING, NO MATTER WHAT THE REASON, WHATEVER THE REASON IS TRANSPORTATION, YOU CAN JUST GO DOWN THE LIST OF EVERYTHING THAT WE GET WITH OUR PREVIOUS ATHLETIC PARTICIPATION FORMS. WE THINK IT'LL BE GOOD FOR KIDS.RIGHT NOW. AND WITH YOUR APPROVAL.
AND IF WE MAKE THAT CHANGE, WE'RE, YOU KNOW, WE'D LIKE TO MAKE IT EFFECTIVE IMMEDIATELY.
AND I'LL TELL YOU THIS BECAUSE I THINK YOU NEED TO KNOW IF YOU APPROVE THIS TODAY.
IT'LL BE EFFECTIVE IMMEDIATELY.
YOU KNOW. TRUSTEES, ANY COMMENTS? QUESTIONS? JUST A QUESTION. SO, IS THE UIL 365 DAY? WHATEVER WAITING PERIOD DOES THAT VARSITY ONLY DOES THAT APPLY TO JV? THAT'S FOR YES.
IT'S NOT THAT THEY CAN'T PLAY ATHLETICS.
THEY CAN'T PLAY AT THE VARSITY.
SO, THEY COULD GO IN AND DO JV AND THEN WAIT FOR THAT 365.
WHEN YOU'RE OUT FOR 365, YOU CAN STILL PARTICIPATE AT THE SUB VARSITY LEVEL.
JUST TO CLARIFY, MIKE, THE HOME ATTENDANCE ZONE IS WHERE THEY CURRENTLY RESIDE AND NOT NECESSARILY WHERE THEY ATTENDED ELEMENTARY.
IT'S GOING TO BE DEPENDENT ON, AND THAT'S WHAT THE UIL IS ALL ABOUT.
IT'S ABOUT THE PARENT RESIDENCE.
IT'S WHY THEY HAVE THE PARENT RESIDENT WAIVER WE'RE DECLARING WHERE DOES THE PARENT LIVE? THAT'S THE INDICATOR.
SO IT IS TRUE THAT YOU COULD BE IN A FEEDER PATTERN IN ONE FEEDER PATTERN AND EXIT THAT FEEDER PATTERN AND GO TO A DIFFERENT HIGH SCHOOL, BUT YOUR PARENTS MOVE INTO ANOTHER ATTENDANCE AREA, THEN YOU WANT TO GO.
YOU DON'T WANT TO ATTEND THAT HIGH SCHOOL ANYMORE.
THEN WHEN YOU GO, WHEN WE SAY GO BACK HOME, YOU WERE GOING BACK TO WHERE THE WHERE YOUR PARENTS LIVE, NOT THE NOT THE FEEDER PATTERN THAT YOU CAME FROM AND THAT NEEDS TO BE I'M GLAD YOU ASKED THAT QUESTION.
THAT NEEDS TO BE CLEAR FROM THE VERY BEGINNING.
I WOULD JUST COMMEND YOU GUYS YOU AND JOLIE AND WHOEVER ELSE WORKED ON THIS.
I HAVE NOT UNDERSTOOD SOME OF THE UIL DECISIONS WITHIN OUR DISTRICT, QUITE FRANKLY AND SO ANY CHANCE A KID GETS TO PARTICIPATE, I THINK IS GOOD FOR THEIR EDUCATION.
SO, ALL IN FAVOR? ANY OTHER COMMENTS? MOVE.
APPROVAL. WITH THAT BEING SAID, COACH, I WANT TO THANK YOU.
TO SUMMARIZE OR TO PIGGYBACK ON WHAT CURRY SAID, AND THANK LALA AND BETH FOR THE COMMITTEE VETTING THIS AND KNOWING BECAUSE WE WANT TO ELIMINATE THE STATEMENT THAT'S BEEN OUT THERE.
WE, YOU KNOW, WE TALKED ABOUT IT.
I'LL SAY IT, BUT THE STATEMENT OF THE DEATH PENALTY TO OUR STUDENTS, WE DON'T WE DON'T LIKE THAT, AND THEN THE WHOLE PRECEPT THAT PERCEPTION THAT WE'RE FORCING KIDS TO CHOOSE AT FIFTH GRADE THAT CONVERSATION WAS RICH.
WE HAVE A MOTION AND A SECOND.
ALL THOSE IN FAVOR, PLEASE INDICATE BY SAYING AYE.
[VII.C. Approval of Amendment to the District of Innovation Plan]
DOCTOR ROLLO. YES SO IN THE LAST LEGISLATIVE SESSION, A BILL WAS PASSED THAT REQUIRES THAT COUNSELORS SPEND 80% OF THEIR TIME COUNSELING STUDENTS AND ONLY 20% OF THEIR TIME DOING OTHER ADMINISTRATIVE TYPES OF TASKS.THE INTENT OF THE LAW IS VERY, VERY GOOD, AND WE ARE VERY SUPPORTIVE OF THAT, BUT WHAT CAME ALONG WITH THAT IN THE RULES WAS THAT COUNSELORS HAD TO WITHIN 15 MINUTE INCREMENTS OF THEIR TIME, THEY HAD TO DOCUMENT WHAT THEY WERE DOING EVERY 15 MINUTES OF THEIR TIME.
SO WE'RE GIVING THEM A LOT OF ADMINISTRATIVE WORK TO DO TO SHOW THAT THEY ARE TRULY FOLLOWING THAT 80/20 RULE, AND SO WHAT MANY DISTRICTS AROUND THE STATE ARE DOING IS ADOPTING IN THEIR DOI PLAN THE PROVISION THAT ALLOWS OUR COUNSELORS TO NOT SPEND ALL OF THAT TIME DOING PAPERWORK.
OUR COUNSELORS REALLY DON'T WANT TO DOCUMENT WHAT THEY'RE DOING EVERY 15 MINUTES EITHER, BUT THEY DO FEEL LIKE IT'S IMPORTANT TO SHOW THAT THEY ARE JUST SPENDING 20% OF THEIR TIME DOING ADMINISTRATIVE TASKS.
SO WE ARE ASKING YOU TO APPROVE AN ADJUSTMENT TO OUR DOI PLAN THAT WILL JUST REQUIRE OUR COUNSELORS TO DOCUMENT THAT 20% OF THEIR TIME THAT THEY'RE SPENDING ON ADMINISTRATIVE TASKS AND WHAT THEY'RE DOING.
MISTY, DO YOU WANT TO ADD, BECAUSE MISTY IS THE ONE WHO'S BEEN VERY ENGAGED WITH THIS, WE'VE GOTTEN LOTS OF FEEDBACK FROM BOTH THE EIC AND THEN FROM OUR COUNSELOR ADVISORY GROUPS AS WELL. THE ONLY QUESTION I WOULD ASK COUNSELORS DEALING WITH STAAR TEST, DO YOU ALL CONSIDER THAT TO BE ADMINISTRATIVE OR COUNSELING?
[01:10:08]
THEY ACTUALLY. SO THERE'S A WHOLE DOCUMENT THAT IDENTIFIES WHAT IS IN EACH COMPONENT STAAR TEST OR IN THE 20%, BUT SST504 ARD SUPPORT ARE IN THE 80% BECAUSE THAT'S SUPPORTING ACTUAL STUDENTS.SO THERE'S A DELINEATION THAT CAME THAT HAS A LIST OF WHAT GOES IN EACH ONE.
I HAVE A MOTION TO APPROVE AMENDING THE DOI PLAN.
BETH, I HAVE A MOTION AND A SECOND.
ALL THOSE IN FAVOR, PLEASE INDICATE BY SAYING AYE.
AYE. ALL THOSE OPPOSED? SAME. MOTION PASSES SIX ZERO.
[VII.D. Consider Board Approval to Not Extend the In-District Charter Agreement with Lubbock Partnership Network to Operate and Manage Alderson Elementary, Ervin Elementary, Hodges Elementary and Dunbar College Preparatory Academy Beyond the 2023-2024 School Year]
ELEMENTARY AND DUNBAR COLLEGE PREPARATORY ACADEMY BEYOND THE 2023 2024 SCHOOL YEAR.SO AS YOU GUYS ARE VERY, VERY WELL AWARE, IN 2018 WE FOUND OUT THAT DUNBAR WAS GOING TO HAVE TO EITHER BE CLOSED OR TURNED OVER TO A BOARD OF MANAGERS BECAUSE THEY HAD BEEN IN A DECADES WORTH OF STATE SANCTIONS, AND WE SPENT A GREAT DEAL OF TIME OVER THAT NEXT YEAR WORKING WITH THE LEGISLATORS, WORKING WITH THE COMMISSIONER OF OF EDUCATION, TRYING TO FIGHT TO FIND A WAY TO KEEP THE DOORS OF DUNBAR OPEN, AND SO WE HAD LEGISLATION THAT WAS PASSED AT THE FINAL HOUR THAT ALLOWED THE COMMISSIONER TO CHOOSE ONE SCHOOL IN THE STATE OF TEXAS THAT WOULD NOT BE CLOSED UNDER THOSE SANCTIONS IF WE AGREED TO DO CERTAIN THINGS, AND ONE OF THOSE THINGS WAS AN IN-DISTRICT CHARTER NETWORK, AND THAT ULTIMATELY BECAME THE LUBBOCK PARTNERSHIP NETWORK.
WE WERE THE ONE SCHOOL DISTRICT THAT THE COMMISSIONER CHOSE SO THAT WAS ESTABLISHED TO BE A THREE YEAR PARTNERSHIP IN DISTRICT NETWORK. IT WAS NEVER INTENDED TO BE A LONG TERM NETWORK.
IT WAS JUST TO MAKE SURE THAT WE COULD GET SOME ADDITIONAL RESOURCES AND REALLOCATION OF RESOURCES TO ENSURE THAT WE COULD GET DUNBAR OUT OF THAT DIFFICULT SPOT AND WE AS A BOARD, YOU GUYS DECIDED TO EXTEND THAT CONTRACT BY TWO ADDITIONAL YEARS BECAUSE OF THE PANDEMIC.
WE FELT LIKE THAT WAS THE FAIR THING TO DO DURING THAT TIME.
WE ARE SO THRILLED THAT DUNBAR ACHIEVED A C RATING, ALTHOUGH WE KNOW IT'S NOT WHERE WE WANT THEM TO BE ULTIMATELY THE NETWORK SERVED ITS PURPOSE AND SO THE DISTRICT IS RECOMMENDING THAT WE NOT EXTEND THAT BEYOND THIS SCHOOL YEAR.
THE REASON WHY WE'RE BRINGING THIS TO YOU NOW IS BECAUSE OUR AGREEMENT WITH THEM, OUR CONTRACT STATES THAT WE WILL NOTIFY THE NETWORK BY JANUARY IF WE DO NOT PLAN TO EXTEND THAT.
SO WE'RE ASKING FOR YOUR APPROVAL OF THIS.
THEY WILL STILL HAVE A GREAT DEAL OF SUPPORT.
WE HAVE WRITTEN GRANTS AND HAVE PLANS TO HELP SUPPORT DUNBAR MOVING FORWARD SO THAT WE CAN CONTINUE THE PROGRESS THAT HAS BEEN MADE THERE WE ARE SO INCREDIBLY GRATEFUL FOR THAT MANAGEMENT COMMITTEE THAT HAS SERVED OVER THE LAST FIVE YEARS THEY HAVE DONE A REMARKABLE JOB, AND WE WANT TO CONTINUE TO INCLUDE THEM IN SOME SORT OF ADVISORY WAY MOVING FORWARD AS MUCH AS THEY WANT TO BE INVOLVED AND I WANT TO THANK I WANT TO THANK THEM PERSONALLY.
SID LED THAT COMMITTEE FOR THE LAST FEW YEARS, AND SO I WANT TO THANK YOU, SID, FOR LEADING THAT WORK, AND I ALSO WANT TO THANK CECILY ALEXANDER SHE HAS SERVED AS THE EXECUTIVE PRINCIPAL OVER THAT LUBBOCK PARTNERSHIP NETWORK.
ABSOLUTELY, ABSOLUTELY. I'LL SEE IF THERE ARE ANY QUESTIONS FIRST.
ANYONE COMMENTS? QUESTIONS? I THINK IT'S A GREAT DECISION.
THANK YOU. I WOULD JUST HAVE COMMENTS.
MISS COLEMAN DOCTOR COLEMAN, MISS COTTON, AND MISS JIMENEZ I WANT TO THANK YOU GUYS ALL OF OUR EDUCATORS ARE ARE INVALUABLE, BUT GIVEN THE CHALLENGE THAT WE FACED AT DUNBAR SPECIFICALLY THERE'S NOT MANY FOLKS THAT COULD HAVE DONE WHAT WAS DONE, AND SO FOR MY PERSON TO YOU AND I'LL TAKE I'LL TAKE THE LIBERTY TO SAY CICELY, THANK YOU EXTREMELY, AND I WOULD JUST SAY TO THE PUBLIC
[01:15:07]
OR TO THOSE THAT ARE IN THE LPN OR TO THE MANAGEMENT COMMITTEE YOU KNOW, MY SUPPORT OF NOT RENEWING IS NOT A PEOPLE DECISION, BUT A STRUCTURE DECISION.I DON'T BELIEVE THAT WE AS A BOARD, QUITE FRANKLY AS AN ADMINISTRATION, SET UP THE SET UP THE PARTNERSHIP TO HAVE FULL AUTONOMY, AND I THINK IT SHOWS WHY INDEPENDENT CHARTERS YOU KNOW, ARE THE WAY THAT THINGS HAVE GONE AS OPPOSED TO DISTRICT LED CHARTERS, AND SO AGAIN, I JUST WANT TO ON THE RECORD MY DECISION IS, IS BASED ON THE STRUCTURE AND TO [INAUDIBLE] AND TO [INAUDIBLE] AND TO THE MANAGEMENT COMMITTEE MISS RANDALL WAS HERE.
TO KEVIN TO REGGIE ALL THOSE OTHER MEMBERS THAT HAVE BEEN PART OF THE COMMITTEE.
JUST CAN'T LET UP. WE HAVE TO KEEP GOING STRONG.
WE DON'T THINK IN THIS SCHOOL BUSINESS MUCH ABOUT WORKING OURSELVES OUT OF A JOB THAT'S SOMETHING THAT WE THINK ABOUT IN THE PRIVATE SECTOR. IF YOU DO YOUR JOB WELL, AND I DON'T WANT THAT TO BE THE FEEL HERE, BECAUSE THE FOLKS IN THIS PROJECT SO MANY OF WHOM ARE OR HAVE BECOME PERSONAL FRIENDS OF MINE HAVE DONE AN EXTRAORDINARY JOB IN VERY, VERY DIFFICULT CIRCUMSTANCES, AND I APPRECIATE THEIR EFFORTS.
EVEN THOUGH DOCTOR ROLLO'S RECITATION OF HOW WE STARTED THIS PROJECT WAS ACCURATE.
IF ANYTHING, IT WAS UNDERSTATED.
YEAH AND I WANT TO SECOND WITHOUT LISTING AGAIN, BUT I WANT TO SECOND ALL OF THE RECOGNITIONS AND THANK YOU'S THAT MISTER CURRY LISTED I CAN'T THINK ABOUT THE SUCCESS OF THIS NETWORK WITHOUT ALSO THINKING ABOUT THE EFFORTS OF GABE GILLESPIE AND I THINK IT'S NOT SO MUCH AN ENDING AS IT IS SIMPLY TURNING THE PAGE TO ANOTHER CHAPTER.
WE STILL HAVE WORK TO DO THERE.
WE STILL HAVE WORK TO DO ALL OVER OUR DISTRICT, AND SO TODAY IS A RECOGNITION OF PROGRESS, BUT IT'S CERTAINLY NOT THE COMPLETION OF EFFORT, AND.
SOMEHOW IT STILL FEELS A LITTLE BITTERSWEET, BUT I THINK IT'S THE RIGHT THING TO DO.
I MEAN, I'M SO GRATEFUL FOR WHAT OUR WHAT OUR ADMINISTRATION HAS DONE, CICELY.
THANK YOU FOR ALL OF YOUR PASSION, YOUR BLOOD, SWEAT AND TEARS BECAUSE I KNOW THAT THEY'VE BEEN THERE, BUT I'M EXCITED ABOUT THIS TURN OF OF OPENING THIS NEW CHAPTER AND IT'S GOING TO REQUIRE HARD WORK AND DEDICATION, AND I CHALLENGE OUR CABINET AND OUR LEADERSHIP IN LUBBOCK ISD TO KEEP THE FOCUS WHERE IT NEEDS TO BE AND TO PROVIDE THE RESOURCES THAT THOSE CAMPUSES NEED.
SO THIS HAS BEEN A LONG AND ARDUOUS PROCESS.
I DON'T THINK THAT WE REALLY RECOGNIZE THE TRAUMA THAT'S BEEN EXPERIENCED BY THE EAST LUBBOCK COMMUNITY AND NOT JUST THE DUNBAR PANTHER FAMILY.
I WAS MEETING WITH THE STUDENT ADVISORY COMMITTEE, AND I ASKED SEVERAL OF THOSE STUDENTS, ALL OF THE STUDENTS? HOW MANY OF THEM KNEW THAT DUNBAR USED TO BE A HIGH SCHOOL, AND NONE OF THEM KNEW THAT.
IT'S EMBEDDED WITHIN THE CULTURE AND WITHIN THE SYSTEMS THAT GOVERN THEIR CULTURE.
WHEN IT CAME, WHEN WE GOT ON THIS BOARD, PARTICULARLY MYSELF AS THE DISTRICT TWO REPRESENTATIVE, THAT WE WERE HANDED THIS SITUATION, WE INHERITED IT, AND IMMEDIATELY, I WANT TO AGAIN, I CANNOT UNDERSCORE THE PASSION FOR FOR BROTHER ZACH.
WE SHOT DOWN TO MYSELF AND KATHY AND ZACH WE WENT AND WE GOT IN THE COMMISSIONER'S FACE AND BECAUSE HIS HIS HIS.
I PREFER TO THINK OF IT AS A ROBUST CONVERSATION ABOUT COMPLICATED POLICY ISSUES.
WELL, WE PERHAPS HAD TO ILLUSTRATE SOME INCONSISTENCIES IN APPROACH.
[01:20:04]
WELL SAID, WELL SAID.THAT'S THE SWEETEST WAY YOU'VE EVER SAID THAT.
YEAH, AND WE NEED TO UNDERSTAND THAT FROM THAT HIGHER PURVIEW, HIS DESIRE WAS TO CLOSE THE SCHOOL.
SHUT THE SCHOOL DOWN BUT HE DOESN'T KNOW THE FAMILIES.
HE DOESN'T KNOW THE TRADITION THAT WAS THERE, AND THAT'S WHAT WE SHARED WITH HIM, AND THAT WAS PARTICULARLY MY STANCE WITH HIM WAS WE WILL NOT CLOSE THIS SCHOOL, SIR AND WE HAVE ROBUST AND COLORFUL STUFF BUT IT HAS ALWAYS BEEN A POINT OF DEVASTATION.
TO THE FAMILIES AND THE GENERATIONS THAT HAVE GROWN UP IN EAST LUBBOCK, AND MANY PEOPLE THAT ARE NOT INUNDATED TO THE CULTURE DON'T UNDERSTAND IT, BUT THIS PLAN DID EXACTLY WHAT IT WAS PURPOSED TO DO.
IT DID IT WHEN WE CAME UP WITH THE PLAN, AND WHAT I LOVE IS THAT WE DIDN'T CREATE THIS PLAN ALONE.
WE CO-CREATED THIS PLAN WITH COMMUNITY VOICE.
WE HAD THOSE MEETINGS AT DUNBAR.
WE HAD THOSE MEETINGS, AND SO THE COMMUNITY HELPED THIS TO BE SUCCESSFUL.
WE HAD THREE YEARS TO GET DUNBAR FROM AN F RATED CAMPUS TO A C.
IT WAS NEVER MEANT TO BE PERMANENT.
IT WAS ONLY SUPPOSED TO LAST FOR THAT LONG, THAT TIME.
WE DIDN'T SEE THAT, AND THEN TO THE GRACE OF GOD, WE GOT EXTENSIONS THAT WE NEEDED IN ORDER TO DO THAT WORK, BUT THE WORK COULDN'T HAVE BEEN DONE WITHOUT DOCTOR ALEXANDER AT THE HELM.
IT COULD NOT HAVE BEEN DONE WITHOUT THE OTHER PRINCIPALS AT THOSE CAMPUSES THAT WE HAVE HAD, AND THE COMMITTEE'S WORK WITHOUT SETTING THOSE GOALS WITH ALL OF US, WITH DOCTOR HOWARD, WITH LONE STAAR GOVERNORS, BUT IT WAS AN ASSIGNMENT THAT WAS MEANT TO BE COMPLETED, AND IT HAS BEEN COMPLETED BECAUSE DUNBAR HAS COME OUT FROM UNDER TEN YEARS OF SANCTIONS, BECAUSE WHEN IT WAS TURNED INTO A MIDDLE SCHOOL, IT NEVER WAS THE SAME WAY AGAIN ACADEMICALLY.
I MEAN, WE'VE HAD, WITHIN THE LAST DECADE PLUS YEARS, OVER TEN DIFFERENT PRINCIPALS AT DUNBAR MIDDLE SCHOOL THAT HAVE NOT BEEN ABLE TO GET THE JOB DONE.
NATALIE WITH THE HELP OF LORI ALEXANDER, PASSING THE TORCH TO GABE GILLESPIE AND THEN TO NOW NATALIE. THE JOB HAS BEEN DONE AND IT HAS BEEN DONE WELL, IT HAS BEEN DONE WELL, AND I THINK WE HAVE A GUARANTEE FROM THE ADMINISTRATION THAT PROGRAMS AND SUPPORTS ARE GOING TO REMAIN INTACT AND GOING TO BE EVEN INFUSED A LITTLE BIT BETTER WITH SOME NEW THINGS THAT ARE ON THE HORIZON.
SO I PERSONALLY WANT TO THANK ALL OF THE COMMUNITY MEMBERS THAT GOT BEHIND THIS.
I WANT TO THANK EACH AND EVERYONE.
JUST LIKE CURRY SAID, WE COULDN'T HAVE DID IT WITHOUT YOU.
THANK EACH AND EVERY COMMITTEE MEMBER BUT AGAIN, THANK GOD FOR DOCTOR CICELY ALEXANDER.
I'LL SAY THIS, THE COMMISSIONER TRIED TO STEAL HER THE FIRST DAY WE HIRED HER.
SO I SAY, WELL DONE, MY GOOD AND FAITHFUL SERVANT.
WITH THAT, DO WE HAVE A MOTION? CAN I SAY ONE MORE THING REAL QUICK, BILL? I'M SORRY..
SO WHILE I'M EXTREMELY FRUSTRATED WITH THEM RIGHT NOW AND THEIR LACK OF SUPPORT FOR PUBLIC ED THEY ARE A LARGE REASON ALONG WITH ZACH AND BILL AND KATHY AND THE REST OF THIS BOARD AS TO WHY DUNBAR IS STILL AROUND SO.
WELL, AND I KNOW YOU MEANT REPRESENTATIVES BROADLY, BUT I'M JUST GOING TO SAY IT.
THIS DOESN'T HAPPEN WITHOUT CHARLES PERRY.
IT DOESN'T. SENATOR PERRY WAS ABSOLUTELY INSTRUMENTAL IN THE LEGISLATIVE ENABLING LANGUAGE THAT DOCTOR ROLLO TALKED ABOUT SENATOR PERRY CAME OUT TO THOSE SCHOOLS ON MULTIPLE OCCASIONS.
[01:25:05]
HE MADE SURE COMMISSIONER MORATH CAME TO THOSE SCHOOLS, AND SO I WELCOME THAT COMMENT, AND I THINK WE ABSOLUTELY NEED TO HIGHLIGHT SENATOR PERRY'S INVOLVEMENT.I JUST WANT TO MENTION REALLY QUICK THE SIMPLE FACT IT'S NOT QUITE SIMPLE, ACTUALLY, THE FACT THAT MIKE MORATH HAD ONE SCHOOL TO PICK FROM AND HE CHOSE DUNBAR.
[INAUDIBLE] YEAH, AND THEN ON THAT OTHER SIDE, THERE WAS OTHER SCHOOLS IN THE SAME PREDICAMENT.
YEAH, THAT IS A POWERFUL POINT.
WE COULD HAVE EASILY BEEN IN A HOUSTON ISD SITUATION, IF ANYONE IS AWARE OF THAT, BECAUSE THEY WERE ALL AT THAT SAME TIME, IT WAS SAN ANTONIO ISD, LUBBOCK ISD, AND HOUSTON ISD, AND AS LALA POINTED OUT, HE CHOSE TO HELP DUNBAR, AND THAT ADVOCACY IS THROUGH SENATOR PERRY REPRESENTATIVES AT THE TIME, JOHN [INAUDIBLE] AND DUSTIN BURROWS ON THE OTHER SIDE, AND OUR FOLKS CAME TOGETHER AND WORKED FOR US, SOMETHING THAT I DON'T WANT TO MISS, THAT [INAUDIBLE] SAID.
I MEAN, BECAUSE OF THIS, IT'S EFFECTIVELY CALLED THE DUNBAR BILL, AND IT HAS BEEN [INAUDIBLE] THROUGHOUT THE STATE, AND THIS MODEL IS UNIQUE AND IT WILL NEVER HAPPEN AGAIN.
THE WAY THAT IT HAPPENED FOR LUBBOCK ISD, THE OTHER MODELS, I'VE HAD THE OPPORTUNITY, BLESSED OPPORTUNITY TO SIT ON CALLS NATIONWIDE TO TALK ABOUT THIS INITIATIVE AND THE INS AND THE OUTS, AND THERE WERE A LOT OF PEOPLE THAT WERE ANGRY ACROSS THE STATE THAT HE CHOSE DUNBAR DUNBAR MIDDLE SCHOOL IN LUBBOCK, TEXAS.
LIKE, WHAT IS THAT? YOU KNOW, BECAUSE THEY FELT LIKE WE WEREN'T IMPORTANT ENOUGH.
WE WEREN'T IN THE I-35 CORRIDOR AND STUFF.
WE'VE PILOTED PROGRAMS THAT, THROUGH THE LPN THAT LUBBOCK ISD IS NOW [INAUDIBLE].
THEY'VE MADE THEM FOUNDATIONAL TO THE WAY WE'RE TEACHING.
SO IT HAS BEEN A GREAT JOB AND A WELL DONE PROGRAM AND PROJECT.
THERE ARE NO FURTHER COMMENTS STATEMENTS.
DO I HAVE A MOTION? I'M GOING TO READ THIS IN ITS ENTIRETY.
DO I HAVE A MOTION TO NOT EXTEND THE IN-DISTRICT CHARTER AGREEMENTS WITH LUBBOCK PARTNERSHIP NETWORK TO OPERATE AND MANAGE ALDERSON ELEMENTARY, ERVIN ELEMENTARY, HODGES ELEMENTARY, DUNBAR COLLEGE PREPARATORY ACADEMY BEYOND THE 2023-2024 SCHOOL YEAR? I HAVE A MOTION BY TRUSTEE CHAVEZ DO I HAVE A SECOND? SO MOVED SECOND BY TRUSTEE CURRY.
ALL THOSE IN FAVOR, PLEASE INDICATE BY SAYING AYE.
[INAUDIBLE] ALL THOSE OPPOSED SAME SIGN MOTION CARRIES SIX ZERO ITEM EIGHT ADMINISTRATIVE ACTION ITEMS. DO WE HAVE ANY MEMBERS OF THE PUBLIC WHO WOULD LIKE TO ADDRESS THE BOARD REGARDING THE ADMINISTRATIVE ACTION ITEMS POSTED? SEEING NONE.
[VIII.A. Approval to Authorize the Superintendent to Enter Into an Electricity Agreement When Rates Become Available to Lubbock ISD]
RICK, THE SHORT VERSION.GOOD MORNING, BOARD OF TRUSTEES.
THE FINAL PIECE OF LUBBOCK HAS BEEN MOVED OVER TO ERCOT, AND SO IT IS TIME FOR US TO BE PREPARED TO MAKE A DECISION ON ENERGY BACK IN APRIL, YOU AUTHORIZED THE DISTRICT TO ENTER TO BECOME A PART OF THE CO-OP FOR POTENTIALLY US CONSIDERING TO USE THEM AS AN ENERGY PROVIDER, AND THAT WAS WITH TASB.
SO WE ENTERED THAT AND OBVIOUSLY WE HAVE HAD SEVERAL PRESENTATIONS FROM OTHER ENTITIES I DO BELIEVE THE CO-OP IS THE IS THE BEST OPTION FOR US AS A DISTRICT.
WE'VE HAD TASB COME AND PRESENT TO US TO THE FACILITIES COMMITTEE SEVERAL TIMES, MOST RECENTLY ON NOVEMBER 29TH AND SO BASED ON THAT, WE NEED TO BE ABLE TO BE NIMBLE AS A DISTRICT WHICH MEANS WHEN THE PRICING IS CORRECT AND TASB CONSULTANTS TELL US THE PRICING IS CORRECT AND THE TERMS ARE GOOD TO AUTHORIZE DOCTOR ROLLO TO ENTER INTO THAT AGREEMENT THE PRICING FLUCTUATES VERY, VERY QUICKLY, AND SO THAT'S WHY WE'RE ASKING FOR AUTHORIZATION WHEN THE TIME IS RIGHT, BASED ON WHEN THE CONSULTANTS TELL US IT'S TIME FOR US TO PUSH THAT BUTTON, THEN WE WILL PUSH THAT BUTTON AND ENTER INTO THAT AGREEMENT, AND
[01:30:07]
OBVIOUSLY DOCTOR ROLLO WILL WORK WITH US AS A TEAM TO MAKE SURE THAT WE'RE ENTERING INTO THE BEST AGREEMENT THAT BEST BENEFITS THE DISTRICT.TRUSTEES, ANY COMMENTS? I DO WANT TO ACKNOWLEDGE TIM WILLIAMS IS HERE WITH US.
HE'S OUR CONSULTANT WITH TASB, I THINK.
THANK YOU. ZACH. THANK YOU. BETH.
ALL THOSE IN FAVOR, PLEASE INDICATE BY SAYING AYE.
AYE. ALL THOSE OPPOSED? SAME. MOTION PASSES SIX ZERO.
[IX. Procurement and Contracts]
PROCUREMENT AND CONTRACTS.DO WE HAVE ANY MEMBERS OF THE PUBLIC WHO WOULD LIKE TO ADDRESS THE BOARD REGARDING ANY OF THE PROCUREMENT AND CONTRACTS AS POSTED ON THE AGENDA? SEEING NONE. ITEM A APPROVAL OF DISTRICT PURCHASES.
RICK. THANK YOU SIR FIVE ITEMS FOR YOU ALL TO CONSIDER THIS MORNING WE HAVE SOME THE READING ACADEMIES THAT YOU SHOULD BE FAMILIAR WITH THIS YEAR WE HAVE TO PARTNER WITH REGION 13.
WE HAVE FOUR TEACHERS THAT ARE REQUIRED TO GO THROUGH THE READING ACADEMIES, AND SO THAT'S THE FIRST ONE WE HAVE TO INCREASE THE AMOUNT FOR THE BAND AND ORCHESTRA TRIP THIS IS THE TRIP THAT YOU ALREADY APPROVED IN SEPTEMBER.
REMEMBER, THESE ARE PASS THROUGH FUNDS.
SO GREAT NEWS. WE HAVE MORE PARTICIPATION THAN WE EXPECTED, SO WE'RE HAVING TO INCREASE THAT NUMBER FOR THAT TRIP IN MAY OF 2024 THE THIRD ONE IS CURRICULUM.
IT'S AN INTERLOCAL AGREEMENT FOR CURRICULUM FOR PRIVATE SCHOOLS AND SO THAT'S A REGION 17 PURCHASE AND THIS IS BASED ON THE NUMBER OF STUDENTS THAT LIVE IN OUR DISTRICT THAT ATTEND PRIVATE SCHOOLS WE'RE REQUIRED TO PROVIDE FUNDING FOR THOSE SCHOOL FOR THOSE PRIVATE SCHOOLS THAT CHOOSE TO TAKE ADVANTAGE OF THAT.
THE FOURTH ONE IS SOME SAFETY ISSUES OR SAFETY INSTRUMENTS THAT WE'RE GOING TO PROVIDE SOME MORE FLEXIBILITY FOR OUR PRINCIPALS TO BE ABLE TO MANAGE AUDITS.
THIS IS BEING PAID THROUGH WITH THE SAFETY STANDARDS GRANT THAT WE GET FROM TEA, AND THEN THE FINAL ONE IS OUR TIMELY SOFTWARE PURCHASE THIS IS HELPING OUR CAMP SECONDARY CAMPUSES BE ABLE TO CREATE AND MANAGE EFFICIENTLY MASTER SCHEDULING FOR OUR STUDENTS.
BE HAPPY TO ANSWER ANY QUESTIONS.
QUESTIONS? JUST RICK NOTICING ON THE BAND AND ORCHESTRA TRIP.
YOU DID SAY THOSE ARE PASS THROUGH FUNDS.
SO THOSE ARE FUNDRAISING, AND THAT'S PRIVATE DONATIONS THAT'LL JUST PASS THROUGH.
OUTSTANDING THAT WE GET TO HAVE THAT MANY MORE STUDENTS.
YEAH. THAT'S GREAT. ALL RIGHT.
DO I HAVE A COLLECTIVE MOTION TO APPROVE THE DISTRICT PURCHASES AS PRESENTED? SO MOVED. I HAVE A MOTION.
ALL THOSE IN FAVOR, PLEASE INDICATE BY SAYING AYE.
APPROVAL OF DISTRICT CONSTRUCTION PURCHASES, MR. RODRIGUEZ. THANK YOU, PASTOR STUBBLEFIELD.
THE HALLWAY PAINTING THAT WE BROUGHT TO YOU PRIOR TO FOR A DELIVERY METHOD.
WE ARE SELECTING TOMMY KLEIN FOR THAT WE'RE USING GRANT FUNDS TO PAY FOR THAT PROJECT WE HAVE SOME PROFESSIONAL FEES FROM AGRA STEM THEY'RE FOR THE.
I'M SORRY FOR THE AGRA, THE BARN AND THEN THE SECURED DISTRICT WIDE SECURITY FENCING THE LAST THOSE LAST THREE ITEMS ARE GOING TO BE BOND FUND PROJECTS THAT WILL WORK THROUGH, AND THEN SOME BARN EQUIPMENT FOR THE NEW AGRA STEM FACILITY.
QUESTIONS, TRUSTEES? A MOTION TO APPROVE. SO MOVED.
THANK YOU LALA. THANK YOU, BETH, I HAVE A MOTION AND A SECOND.
ALL THOSE IN FAVOR, PLEASE INDICATE BY SAYING AYE.
[X. Districtwide Intruder Detection Audit Report Findings]
DISTRICT WIDE INTRUDER DETECTION AUDIT REPORT FINDINGS.YES. SO AS YOU GUYS ARE VERY WELL AWARE, WHENEVER WE HAVE AN INTRUSION AUDIT FINDING, WE ARE REQUIRED TO SHARE THAT IN A PUBLIC BOARD MEETING WITH YOU I WILL NOT GO INTO DETAILS FOR OBVIOUS REASONS, SAFETY REASONS BUT I DO WANT TO SHARE THAT THIS WAS NOT A DOOR ISSUE, AN EXTERIOR DOOR ISSUE.
[01:35:03]
THIS WAS THE PRINCIPAL NOT BEING ABLE TO ACCESS THE WEEKLY SWEEP DOOR SWEEP LOGS THAT THEY ARE REQUIRED TO KEEP AND REQUIRED TO SHOW THE AUDITOR. SO THE DOORS WERE LOCKED, BUT THE PRINCIPAL COULD NOT ACCESS THAT AT THAT MOMENT, AND SO THAT'S WHY THERE IS A FINDING.IT'S BEEN REMEDIED? IT HAS BEEN REMEDIED.
CORRECTIVE ACTION HAS TAKEN PLACE.
TRUSTEES. ANY OTHER QUESTIONS? RIGHT. THAT INCLUDES OUR, CONCLUDES OUR REGULAR AGENDA FOR THE BOARD, BUT AT THIS TIME, THE CHAIR IS GOING TO MAKE A MOVE ON ADJUSTMENT TO OUR AGENDA, AND WE'RE GOING TO GO
[XII. Executive Closed Session]
INTO EXECUTIVE SESSION AT THIS MOMENT.WE'RE ADJOURNED TO EXECUTIVE SESSION.
RECONVENE FROM EXECUTIVE SESSION.
DO WE HAVE ANY ACTION ITEMS FOLLOWING THE EXECUTIVE SESSION?
[XIII. Reconvene from Executive Closed Session]
YES, SIR. SEEING NONE, WE'LL PROCEED INTO THE NEXT ITEM ON THE AGENDA, THE BOARD WORKSHOP, AND SO AT THIS TIME, I WANT TO INVITE KIM CALLISON, ASSISTANT[XI.A. Progress Measures]
SUPERINTENDENT FOR C&I, TO PRESENT US WITH PROGRESS MEASURES.GOOD MORNING AGAIN. GOOD MORNING AGAIN.
ALL RIGHT, I WANT TO TALK A LITTLE BIT BEFORE I GET STARTED ON PROGRESS MEASURES.
I DO WANT TO MAKE NOTE THAT THESE ARE MEASURES FROM OUR FIRST NINE WEEKS, AND THAT WAS THE FIRST TWO WEEKS IN OCTOBER, BUT BECAUSE OUR BOARD MEETING RAN LONG LAST TIME WE MOVED IT UP. I WILL BE BACK NEXT MONTH WITH THE SECOND NINE WEEKS DATA, WHICH THE STUDENTS ARE ACTUALLY TAKING RIGHT NOW.
ONE THING THAT I DO WANT TO NOTE AS WE LOOK IN WHAT I DID LAST YEAR IS I ALWAYS COMPARED WHERE WE WERE AT EACH NINE WEEKS COMPARED TO WHERE WE WERE THE PREVIOUS YEAR, AND I DID WANT TO POINT OUT THAT AS WITH ACCOUNTABILITY CUT POINTS, THE TARGET IS A MOVING TARGET WITH WHAT PERCENTAGES ARE ARE APPROACHES MEET AND MASTER SET AT THE STATE DOES NOT SET WHAT IS CONSIDERED THE PERCENTAGE TO APPROACH TO MEET OR MASTER UNTIL AFTER THE TEST IS GIVEN, AND THERE IS A WHOLE BIG, COMPLICATED REASON WHY I ESSENTIALLY THINK IT IS PERSONALLY, BECAUSE WE LOOK AND SEE HOW THE STATE DID, AND THEN WE DECIDE WHAT THE CUT POINTS ARE GOING TO BE, BUT WHEN YOU LOOK AT THIS YEAR'S DATA AND OUR CUT POINTS, THEY HAVE BEEN SIGNIFICANTLY LOWERED IN ALL CONTENT AREAS.
I'M GOING TO SHOW YOU AN EXAMPLE OF THAT.
THE REASON IS, AND I'LL REMIND YOU, LAST YEAR WE HAD OUR FIRST ITERATION OF STAAR 2.0.
SO THE THE PERCENTAGE RATES TO APPROACH, MEET AND MASTER WERE LOWERED CONSIDERABLY.
OUR TEACHERS HAVE THIS THAT YOU CAN ABSOLUTELY NOT READ, BUT THEY HAVE A COPY OF IT WHERE THEY CAN SEE WHAT THE CUT POINTS ARE FOR EVERY SINGLE CONTENT AREA AND GRADE LEVEL, BECAUSE THEY ARE DIFFERENT FOR ALL OF THEM.
SO LOOKING AT OUR BOARD GOALS BY THE BY JUNE OF THIS YEAR, BY THE TIME WE TAKE STAAR THIS YEAR, OUR GOAL IN THIRD GRADE READING IS THAT 52% OF OUR STUDENTS WILL BE AT THE MEET EXPECTATIONS.
LAST YEAR, AT THIS SAME TIME, WE WERE AT 17%.
THIS YEAR WE ARE AT 46% ONCE AGAIN IN FULL TRANSPARENCY.
THAT IS WONDERFUL AND I WOULD BE SO HAPPY TO SAY, WOW, WE ARE SHOWING SO MUCH GROWTH AND WE ARE, BUT I DO WANT TO NOTE THE PERCENTAGE TO MEET DROPPED FROM 74 TO 54%.
SO WHILE WE DO SEE LOTS OF GROWTH, WE ALSO KNOW THOSE CUT POINTS ARE DIFFERENT AND WE ARE USING LAST YEAR'S CUT POINTS BECAUSE THAT'S ALL THAT WE HAVE FROM THE STATE, AND SO THAT IS WHAT WE USE FOR MEETS.
OUR GOAL BY MAY IS THAT 50% OF OUR STUDENTS WILL BE MEETING.
YOU CAN SEE WE ARE CURRENTLY AT 46% ON THAT FIRST NINE WEEK ASSESSMENT.
I WILL NOTE THAT OUR ASSESSMENTS ARE ONLY ABOUT 20 TO 25 QUESTIONS, AS OPPOSED TO THE STAAR TEST, WHICH IS ANYWHERE FROM 35 TO 50 QUESTIONS LONG, DEPENDING ON THE CONTENT AREA AND THE GRADE LEVEL THE PERCENTAGE TO MEET DROPPED THIS YEAR FROM 72% TO 57%.
[01:40:09]
WE OUR GOAL IS THAT BY START OF THIS YEAR, 51% OF OUR STUDENTS WILL BE AT THAT MEETS LEVEL AND WE ACTUALLY THIS FIRST NINE WEEKS WERE AT 57%.SO WE'VE ALREADY MET THAT PARTICULAR GOAL.
YOU'LL NOTE THAT THE PERCENTAGE TO MEET DROPPED FROM 75 TO 54, AND THEN LAST BUT NOT LEAST, WE HAVE EIGHTH GRADE MATH.
JUST A REMINDER, EIGHTH GRADE MATH.
OUR MOST SUCCESSFUL AND HIGH ACHIEVING STUDENTS TAKE ALGEBRA ONE.
SO ABOUT A THIRD OF OUR HIGHEST ACHIEVING STUDENTS ARE TAKING ALGEBRA ONE AND NOT EIGHTH GRADE MATH, AND OUR GOAL IS THAT 38% OF THOSE STUDENTS WILL BE MEETING EXPECTATIONS, AND CURRENTLY ON THIS FIRST DISTRICT ASSESSMENT, WE WERE AT 32%.
SO WHAT DOES THIS MEAN IN OUR LA SCIENCE AND SOCIAL STUDIES? EVERY SINGLE SCORE, IN EVERY SINGLE CONTENT AREA AND EVERY SINGLE GRADE LEVEL AND EVERY PROFICIENCY LEVEL WENT UP FROM LAST YEAR IN MATH.
OUR CAMPUSES THAT ARE USING EUREKA ELEMENTARY FOR THE FIRST TIME SAW DROPS COMPARED TO LAST YEAR.
WE WERE PLANNING ON THAT PROBABLY HAPPENING BECAUSE OF A DIP WITH A NEW CURRICULUM IMPLEMENTATION.
JUST A REMINDER, CAMPUSES CHOSE TO PILOT THIS YEAR WITH EUREKA IT IS ONE OF OUR HIGH QUALITY INSTRUCTIONAL MATERIALS, AND SO WE'LL BE LOOKING FORWARD AS WE MOVE FORWARD TO SEE WHERE WE ARE WITH THAT.
SO WE'RE WORKING ON THAT DIP IN IMPLEMENTATION MIDDLE SCHOOL MATH AND ALGEBRA ONE, WHICH WAS GREAT.
THEY SAW INCREASES IN ALL GRADE LEVELS AND ALL PROFICIENCY LEVELS AS WELL.
WE KNOW THAT WE ARE NOT COMPARING APPLES TO APPLES.
SO WHAT I REALLY WANT TO LOOK AT IS GROWTH AND HOW I LOOKED AT GROWTH.
REMEMBER WE HAVE TWO MEASURES IN ACCOUNTABILITY.
WE HAVE ACHIEVEMENT AND WE HAVE GROWTH, AND WE ARE A GROWTH DISTRICT, AND SO I WANT TO LOOK AT YOU'VE SEEN THIS CHART MANY TIMES BEFORE AND REMEMBER GREEN IS GOOD.
ONCE AGAIN. I'M COMPARING STAAR TO THE FIRST NINE WEEK ASSESSMENT AND WE HAD OF THE IN FIFTH GRADE BECAUSE WE DON'T HAVE A GROWTH MEASURE FOR THIRD GRADE. THEY DIDN'T HAVE A TEST LAST YEAR.
SO THESE ARE OUR FIFTH GRADERS WHO TOOK THE FOURTH GRADE STAAR LAST YEAR.
SORRY I HAVE TO PUT MY GLASSES ON WE HAD 1440-1450-ISH STUDENTS THAT TOOK THE ASSESSMENT, AND WE HAD OF THOSE, OVER 1000, 70% OF OUR STUDENTS SHOWED GROWTH FROM FOURTH GRADE STAAR TO FIRST TO FIFTH GRADE, FIRST NINE WEEKS ASSESSMENT.
SO WE ARE REALLY PLEASED ABOUT THAT, AND LOOKING AT OUR THAT YELLOW OR SORRY ORANGE BOX ON THE SIDE, WE ALSO ARE MONITORING OUR STUDENTS WHO WERE UNSUCCESSFUL ON STAAR IN FOURTH GRADE AND HOW THEY'RE DOING ON THE ASSESSMENTS AND HALF OF THOSE STUDENTS, RIGHT, AT 47% SHOWED GROWTH FROM FOURTH TO FIFTH GRADE FIRST NINE WEEKS ASSESSMENT.
WE HAD ABOUT 1500, I'M SORRY, 1450 KIDS TOTAL IN FIFTH GRADE THAT TOOK THE ASSESSMENT, AND WE HAD RIGHT AT 97% OF THOSE STUDENTS MAKE GROWTH FROM FOURTH GRADE STAAR TO FIFTH GRADE FIRST NINE WEEKS ASSESSMENT.
SO THAT WAS EXCELLENT, AND WE HAVE ABOUT HALF OF OUR STUDENTS.
ABOUT 47% OF THE FIFTH GRADERS ARE NOT NOT USING THE TEACHERS ARE NOT USING THE EUREKA CURRICULUM, AND SO ABOUT 53% ARE WITH OUR CAMPUSES THAT ARE USING EUREKA.
WE HAD RIGHT AT 77% OF THOSE STUDENTS THAT SHOWED GROWTH AS WELL.
I'M SORRY, WITH THAT CURRICULUM IN EIGHTH GRADE, RLA WE HAD RIGHT AT 70% OF OUR STUDENTS THAT SHOWED GROWTH FROM STAAR TO THE FIRST NINE WEEKS ASSESSMENT
[01:45:01]
AND RIGHT AT HALF OF OUR STUDENTS THAT WERE UNSUCCESSFUL ON SEVENTH GRADE STAAR WERE SUCCESSFUL ON THE EIGHTH GRADE DISTRICT ASSESSMENT, AND THEN IN MATH, I KNOW MATH EIGHTH GRADE MATH IS ONE OF OUR AREAS.IT'S OUR ONE PROGRESS MEASURE IN ACADEMICS THAT WE DIDN'T MEET OUR GOAL LAST YEAR, BUT ALREADY WE'VE SEEN 70% WORTH OF GROWTH FROM LAST YEAR, SEVENTH GRADE TO EIGHTH GRADE.
SO WE ARE SEEING WE ARE MAKING A CONCERTED EFFORT WITH MIDDLE SCHOOL MATH IN PARTICULAR, AND I THINK WITH THE IMPLEMENTATION OF EUREKA AND THE HIGH QUALITY INSTRUCTIONAL MATERIALS IN ELEMENTARY, THAT IS GOING TO TRICKLE UP AND WE'RE GOING TO SEE MUCH MORE SUCCESS BECAUSE KIDS ARE GOING TO UNDERSTAND THE MATH BETTER.
LASTLY, JUST TO GIVE YOU A FEW HIGHLIGHTS, WE'RE CONTINUING TO SUPPORT THE IMPLEMENTATION OF HQIM IN READING AND MATH, AND WE'VE INCLUDED THREE-WEEK CHECKPOINTS.
SO NOT ONLY ARE WE LOOKING AT NINE WEEKS, BUT WE'RE LOOKING AT THREE WEEKS.
NOW. WE HAVE EXECUTIVE COACHING SESSIONS EVERY MONTH WITH TEN PRE-IDENTIFIED CAMPUSES, AND THAT INCLUDES MISTY, THE EXECUTIVE PRINCIPALS, DEBBIE ALDERSON, KAMI AND MYSELF, AND WE MEET WITH THEM ONCE A MONTH.
SOMETIMES WE MEET ON THEIR CAMPUS, SOMETIMES WE MEET DOWN HERE WITH THE PRINCIPAL AND WITH THEIR THEIR LEADERSHIP TEAMS. WE HAVE TRAINING FOR OUR COACHES TWICE A MONTH.
I THINK THAT'S WHY WE SAW SUCH A DRASTIC DECREASE IN THE CUT POINTS FOR READING, BECAUSE NOW WE HAVE WRITING INCLUDED, AND SO THAT WE CONTINUE TO WORK ON RELIABILITY AND REALISTIC SCORING BY OUR TEACHERS.
DO Y'ALL HAVE ANY QUESTIONS FOR ME? I GUESS, AND I APOLOGIZE IF YOU EXPLAINED THIS EARLIER OR IF YOU EXPLAINED IT MONTHS AGO, BUT SO YOU'RE SAYING THE MEETS REQUIREMENT DROP FROM 74 OR 72 TO 54 IN MOST OF THE AREAS OR IN EVERY AREA? WELL, IN EVERY AREA IT DROPPED SOME AREAS.
IT WAS TEN POINTS OR 15 POINTS.
IN RLA IN PARTICULAR, THEY DROPPED MAINLY MOST OF THEM ABOUT 20 POINTS SO OUR APPROACHES IS ANYWHERE FROM TO UH, APPROACH IS ANYWHERE FROM 26% TO ABOUT 40%.
IT WAS HARDER BUT IT SEEMS LIKE WE'VE DROPPED THE STANDARD.
SO DON'T THOSE THINGS THE STATE DROPPED THEY.
NO, NO, I KNOW WE DIDN'T, BUT I'M JUST SAYING DON'T THEY COUNTERACT TO WHERE THE TEST IS A TEST AND WE SHOULDN'T BE BLAMING THE TEST.
I DON'T KNOW THAT WE'VE EVER BLAMED THE TEST.
IN GENERAL? YEAH. IN GENERAL, LIKE AFTER THE TEST STANDARD HAS BEEN DROPPED.
ABSOLUTELY. BECAUSE WE DO HAVE A HARDER TEST, BUT IT ALSO SHOULD BE MORE ATTAINABLE.
RIGHT, BUT YEAH, THEY NORMALIZE IT.
SO AFTER ALL OF THE TESTS HAVE BEEN ADMINISTERED THE STATE PUTS THEM ON A BELL CURVE.
WE MATCHED THE STATE, BUT WHAT IF THE STATE DECIDES THIS YEAR TO UP IT 20 POINTS AGAIN? THERE'S NO WAY TO PREDICT THAT IN A TYPICAL YEAR, THE CUT POINTS ONLY CHANGE BY ABOUT 4 TO 5%, AND LOTS OF TIMES THEY DON'T CHANGE AT ALL IT JUST DEPENDS ONCE AGAIN ON THE STATE AND HOW THEY SET THAT BELL CURVE, BUT THE BELL CURVE TURNS OUT JUST THINKING OUT LOUD WOULDN'T.
THE ONLY WAY IT WOULD CHANGE IS IF THE STATE AS A WHOLE DID BETTER.
SO IF WE DON'T MEET THAT, THEN THAT MEANS WE DID SOMETHING WRONG, RIGHT? CORRECT. REGARDLESS OF WHETHER IT GOES UP OR DOWN, RIGHT? WE ARE BASING US BASED OFF OF EVERY OTHER KID IN THE STATE OF TEXAS.
WHAT WILL BE OUR PROGRESS MEASURES AND SEEMS LIKE THE DATA YOU GAVE US, EUREKA, WAS LESS SUCCESSFUL, AND I HEARD YOU SAY THAT IT'S NEW.
WE'RE IMPLEMENTING IT, SO THAT'S TO BE EXPECTED.
SO HOW ARE WE GOING TO MONITOR THAT? TO MAKE SURE THAT IT'S NOT THE PRODUCT? ABSOLUTELY.
LIKE I SAID, WE'RE LOOKING AT NOT ONLY THE NINE WEEKS ASSESSMENT, BUT WE'RE LOOKING AT THOSE THREE WEEK CHECK POINTS AS WELL, AND THOSE CHECK POINTS ARE DESIGNED SO THAT THE TEACHERS TEACH, AND THEN THAT ASSESSMENT IS WHAT THEY HAVE TAUGHT IN THOSE TWO AND A HALF WEEKS, AND WE ARE MONITORING THOSE AS WELL.
[01:50:06]
THE PROGRESS THAT WE SHOULD.WE HAVE THREE CAMPUSES THAT ARE ACTUALLY IN THEIR SECOND YEAR OF EUREKA, HODGES, ALDERSON AND ERVIN, ALL THREE, AND THEY'RE SEEING GREATER PROGRESS. ALSO, WE ARE SENDING OUT SURVEYS TO THE TEACHERS TO GET FEEDBACK FROM THEM, AND REALLY, IN LOOKING AT THAT, I WAS JUST LOOKING AT IT YESTERDAY. ONE OF THE THINGS WITH OUR EUREKA TEACHERS THAT A COMMON COMMENT THAT WE'VE GOTTEN BACK IS JUST THE PACING AND SO WE'RE GOING TO HAVE TO WORK WITH THEM ON THE PACING OF THE LESSONS TO MAKE SURE THAT THEY'RE KEEPING UP, AND SO I THINK THAT AND THE EUREKA CURRICULUM IS IT IS INTENDED TO REALLY HELP THEM UNDERSTAND, ESPECIALLY AT ELEMENTARY IN EARLY ELEMENTARY CONCEPTUALLY THE MATH AND SO HELPING TEACHERS UNDERSTAND HOW THAT TIES AND HOW THAT LOOKS LIKE, WHAT THAT LOOKS LIKE ON STAAR SO HELPING THEM BRIDGE THAT GAP, AND WHEN YOU SAY PACING KIM, WHO'S HAVING A PROBLEM KEEPING UP THE TEACHERS, IT MOVES VERY QUICKLY, AND ONE OF THE THINGS WITH THE HIGH QUALITY INSTRUCTIONAL MATERIALS, THINGS SPIRAL THROUGH. WE ARE VERY ACCUSTOMED TO TEACHING MATH.
WE'RE GOING TO TEACH FRACTIONS.
WE'RE GOING TO TEACH IT ALL THE WAY THROUGH TO MASTERY OR PLACE VALUE.
THE WAY EUREKA IS BUILT AND CARNEGIE AS WELL, AT MIDDLE SCHOOL IS IT SPIRALS THROUGH, AND SO WE MIGHT TALK ABOUT PLACE VALUE, BUT WE'RE GOING TO TALK ABOUT PLACE VALUE IN TERMS OF ADDITION AND SUBTRACTION AND UM, GEOMETRY, AND SO IT SPIRALS ALL THE WAY THROUGH, AND TEACHERS ARE NOT ACCUSTOMED TO THAT. SO I THINK THAT IS THROWING THEM OFF AS WELL.
WE'VE GOT TO SEE WHERE WE ARE AT THE END OF THE YEAR.
SO THE EUREKA PERFORMANCE OR THE LOW PERFORMANCE OR HOWEVER WE'RE FRAMING IT IS NOT SO MUCH AS THE PRODUCT ITSELF, RIGHT? NO, AND LIKE I SAID, THE THREE CAMPUSES THAT USED IT LAST YEAR, WE'RE HEARING FROM THEIR FEEDBACK FROM THOSE CAMPUSES, EVEN TEACHERS THAT WERE VERY RELUCTANT LAST YEAR THAT WERE NOT CRAZY ABOUT HAVING A NEW MATH CURRICULUM.
THEY ARE SEEING THE GAINS THIS YEAR BECAUSE I WAS JUST TALKING TO A FIFTH GRADE TEACHER AT ONE OF THE THREE CAMPUSES THAT SAID, IT'S SO NICE BECAUSE THE KIDS COMING UP FROM FOURTH GRADE HAVE A BETTER UNDERSTANDING THAN THEY'VE EVER HAD BEFORE, SO SHE WASN'T HAVING AS BIG OF A PROBLEM WITH PACING.
IT'S JUST GETTING USED TO HOW FAST IT MOVES.
I'M HOPEFUL THAT THOSE GAINS ARE FROM TWO YEARS AGO AND NOT THE DIP THAT HAPPENED LAST YEAR.
NOW WE'RE BACK TO EVEN SO HOPEFULLY.
NO, NINE WEEK ASSESSMENTS ARE 20 TO 25 QUESTIONS 25.
YES SIR, AND THEN STAAR IS MUCH LONGER OF COURSE OKAY OKAY I THOUGHT I HEARD 4 OR 5.
NOW OUR CHECKPOINTS THAT WE DO IN MATH, THOSE ARE ONLY, THEY'RE TEN POINTS.
SO WE'RE KEEPING THOSE VERY SHORT SO THAT THEY CAN BE DONE IN ONE CLASS PERIOD AND THEN MOVE ON.
ALL RIGHT. THANK YOU, THANK YOU, THANK YOU, THANK YOU SO MUCH.
NEXT WE HAVE OUR 2024-25 CALENDAR.
ACTUALLY, WE HAVE ANOTHER PROGRESS MEASURE.
YES. WE GOT TO PUT PART ONE AND PART TWO.
YES. THERE'S ACTUALLY A THIRD PRESENTER AFTER ME, SO I WILL BE SUCCINCT, I PROMISE YES.
KIM PROMISED THE SAME THING, MARTHA.
[CHUCKLING] I'M SORRY, I PROMISE, I PROMISE.
I'M GOING TO GO OVER SOME DISTRICT BEHAVIOR DATA FOR YOU.
WE HAVE OUR STUDENT BEHAVIOR SUPPORT DIVISION UP HERE.
WE HAVE A LOT OF PEOPLE WHO WORK ON OUR TEAM IN A WIDE VARIETY OF ROLES.
WE HAVE SOCIAL WORKERS, SCHOOL PSYCHOLOGISTS, BEHAVIOR SPECIALISTS WHO SPREAD OUT ACROSS THE DISTRICT TO HELP SUPPORT OUR CAMPUSES EVERY DAY THIS FIRST PIECE OF DATA I'M GOING TO SHARE WITH YOU IS JUST A PICTURE OF OUR DISTRICT DISCIPLINE INCIDENTS OVER TIME AND THIS COMPARES THREE YEARS OF DATA LAYERED ON TOP OF EACH OTHER.
SO THE TURQUOISE LINE IS FROM TWO YEARS AGO FROM 2021 FALL THE PURPLE LINE IS FROM LAST YEAR FALL, THE FIRST NINE WEEKS, AND THEN THE GREEN LINE IS THIS YEAR, FALL THE FIRST NINE WEEKS.
[01:55:01]
SO ELEMENTARY MIDDLE AND HIGH SCHOOL, AND SO YOU NOTICE WE'RE DOWN ABOUT 2000 INCIDENTS FROM TWO YEARS AGO.WE TAKE INTO CONSIDERATION THE FACT THAT WE ARE A DECLINING ENROLLMENT DISTRICT, AND WEIGH THAT OUT IS THAT JUST WE DON'T HAVE AS MANY KIDS, WE DON'T HAVE AS MANY INCIDENTS BUT THAT'S OUTPACING THE DECLINE IN ENROLLMENT AND THE OTHER QUESTION I ALWAYS ASK ABOUT THIS IS, IS IT AN ACCURATE REFLECTION OF WHAT OUR CAMPUSES FEEL LIKE, WHAT OUR TEACHERS EXPERIENCE EVERY DAY? SO THAT'S A QUESTION I CONSTANTLY ASK OUR CAMPUSES TO REFLECT ON AS THEY LOOK AT THEIR DATA YOU MAY SEE THERE THAT ELEMENTARY SCHOOLS HAVE GONE UP I THINK THERE ARE A LOT OF REASONS FOR THAT, AND I'LL SHOW YOU BY GRADE LEVEL IN JUST A SECOND I THINK A LOT OF THAT IS WE'RE STILL FEELING THE AFTER EFFECTS OF COVID WITH OUR LITTLE BITTIES WHO DIDN'T HAVE AS MUCH SOCIAL INTERACTION, MAYBE DIDN'T HAVE AS MUCH EXPOSURE TO LANGUAGE DEVELOPMENT AND SO THEY'RE STILL KIND OF LEARNING HOW TO FUNCTION IN A SCHOOL ENVIRONMENT, AND WE ALSO HAVE CAMPUSES, I THINK, THAT ARE REALLY WORKING TO HAVE ACCURATE DOCUMENTATION OF WHAT'S GOING ON WITH KIDS SO THAT WE CAN MAKE DATABASE DECISIONS AS WE INTERVENE WITH KIDS EARLY ON THERE'S OUR INCIDENTS BY GRADE LEVEL.
SO YOU'LL NOTICE AT ELEMENTARY, KINDER IS UP THERE WITH FIFTH GRADE.
SO AGAIN, THOSE KIDS WERE COMING IN AND JUST KIND OF LEARNING HOW TO DO SCHOOL AND FUNCTION IN A CLASSROOM ENVIRONMENT WITH ACADEMIC DEMANDS THERE AS WELL, AND THEN AT THE UPPER END, EIGHTH AND NINTH GRADE ARE THE HIGHEST THIS YEAR FOR THE FIRST NINE WEEKS THESE NEXT TWO SLIDES WILL SHOW INCIDENTS BY BEHAVIOR.
SO WHAT ARE KIDS BEING WRITTEN UP FOR IN SCHOOL, AND AGAIN, THIS COMPARES THE LAST THREE YEARS THE FIRST NINE WEEKS OF DATA, AND THEN THE NEXT ONE WILL BE HOW WE'VE RESPONDED TO IT SO SOME POSITIVES TRUANCY HAS GONE DOWN OVER THE LAST TWO YEARS AND FIGHTING HAS GONE DOWN OVER THE LAST TWO YEARS ACROSS THE DISTRICT WHAT WE'RE SEEING MORE IS SOME OF THAT CLASS DISRUPTION YOU SEE THAT THREATS HAVE GONE UP.
I THINK PART OF THAT IS ALSO WE'RE GETTING A LOT BETTER ABOUT ACCURATE DOCUMENTATION AND REALLY KIND OF TRACKING THAT, THAT DATA A LITTLE BIT MORE CLOSELY AND THEN AS YOU SEE, BULLYING HAS GONE UP A LITTLE BIT, BUT AGAIN, WE'RE REALLY EMPHASIZING ACCURATE DOCUMENTATION OF THOSE TWO THINGS IN SCHOOLS.
HOW WE'RE RESPONDING IN SCHOOL, SUSPENSION HAS TRENDED DOWN.
UNFORTUNATELY OUT OF SCHOOL SUSPENSION HAS.
WELL HOLD ON. NO, THAT'S NOT RIGHT.
OUT OF SCHOOL SUSPENSION HAS GONE UP A LITTLE BIT AS FAR AS A PERCENTAGE GOES, BUT RAW NUMBERS ARE DOWN, AND THEN PLACEMENT AT DAEP UM CONTINUES TO GO DOWN. SO THAT IS A GOOD THING.
FEWER KIDS GETTING SENT TO PIA FOR DISCIPLINARY REASONS.
A REMINDER, WE HAVE PEOPLE SERVING ON CAMPUSES AS STUDENT BEHAVIOR SUPPORT SPECIALISTS.
SO WE HAVE 27 OF THOSE ACROSS THE DISTRICT.
SO THEY HELP MAKE SURE THAT OUR SCHOOL WIDE BEHAVIOR SYSTEMS ARE IN PLACE.
THEY SUPPORT TEACHERS THROUGH COACHING AND CONSULTATION, AND THEN THEY DO WORK DIRECTLY WITH INDIVIDUAL STUDENTS WHO ARE IN THAT TIER THREE LEVEL NEED OF BEHAVIOR, WHO HAVE HIGHER NEEDS AND REALLY REQUIRE SOME DAILY OR WEEKLY WEEKLY SUPPORT EITHER IN THE CLASSROOM OR OUT OF THE CLASSROOM WE APPLIED FOR AN EDUCATION INNOVATION RESEARCH GRANT FROM THE US DEPARTMENT OF ED.
SO THAT WILL BE ABLE TO PRESENT TO PROVIDE FUNDING FOR 16 FOR ANOTHER YEAR WE REALLY THINK THAT A LOT OF THE GROWTH WE SEE IN THE DATA IS BECAUSE OF THESE PEOPLE WHO LIVE ON CAMPUSES, DO EARLY INTERVENTION WITH KIDS AND REALLY OVERSEE THOSE CAMPUS SYSTEMS ALONGSIDE THEIR ADMINISTRATORS.
SO THE IMPACT OF OF OUR SPECIALISTS ON CAMPUS WE SENT OUT A SURVEY TO TEACHERS WHERE THOSE PEOPLE SERVE SO THAT THEY CAN GIVE US FEEDBACK ON WHETHER OR NOT THEY'RE SEEING AN IMPACT FROM THEM BEING THERE ON CAMPUS.
THE FIRST GRAPH SHOWS THAT ALMOST 80% SAID THAT THEY BELIEVE THAT THEY ARE BENEFICIAL TO TEACHERS AND STAFF, AND ALMOST 81% SAID THAT THEY ARE BENEFICIAL TO STUDENTS.
THIS IS BASED OFF OF A PRACTICE THAT WE HAD DONE PREVIOUSLY AROUND INSTRUCTION CALLED INSTRUCTIONAL ROUNDS BASICALLY, WE PULLED TOGETHER PEOPLE FROM CENTRAL OFFICE, PEOPLE FROM CAMPUSES AND WENT OUT TO 240 CLASSROOMS ACROSS THE DISTRICT OVER THE COURSE OF TWO DAYS AND COLLECTED SOME VERY BASIC DATA IN SHORT WALKTHROUGHS. WHAT WE WERE LOOKING AT IS THE FUNDAMENTALS OF CLASSROOM MANAGEMENT.
[02:00:02]
ARE WE SEEING THOSE PRACTICES ACROSS THE DISTRICT? AND SO OUR GOAL WAS TO DO A WELL CHECK FOR OUR SYSTEMS, BUT ALSO TO FACILITATE SOME COLLABORATIVE COLLABORATION ACROSS THE FEEDER AROUND BEHAVIOR SYSTEMS, GETTING PEOPLE OUT IN IN BUILDINGS THEY WOULDN'T NORMALLY BE IN TO SEE THE GOOD STUFF THAT'S HAPPENING THERE, AND THEN GETTING OUR CAMPUSES TO ALSO REFLECT ON THEIR OWN SYSTEMS AND HOW THOSE ARE GOING. SO WE LOOKED AT WHAT PERCENTAGE OF KIDS WERE MEETING EXPECTATIONS IN THE CLASSROOM SO YOU SEE THAT IF YELLOW AND GREEN WOULD BE ABOVE 80% ON TASK, THE BLUE WOULD BE LESS THAN HALF OF THE KIDS, AND THEN THE RED WOULD BE 50 TO 79% OF STUDENTS ON TASK. WE WERE LOOKING TO SEE.DO WE SEE EXPECTATIONS POSTED FOR KIDS SO THAT THEY KNEW WHAT WAS EXPECTED OF THEM DURING SPECIFIC ACTIVITIES? AND WHAT WE NEEDED TO SEE FOR THIS ONE WAS THAT THEY WERE ACTUALLY PHYSICALLY VISIBLE TO KIDS, AND THEY MATCHED THE EXPECTATION OR THE ACTIVITY THAT WAS TAKING PLACE AT THAT TIME.
SO WE SAW IT ABOUT 45% OF OUR CLASSROOMS. THIS WAS A SURPRISE TO US, BUT WHEN YOU COMPARE THIS WITH THE PREVIOUS GRAPH ABOUT ON TASK, WE STILL HAVE KIDS WHO ARE DOING WHAT THEY'RE SUPPOSED TO BE DOING, EVEN IF THE EXPECTATION IS NOT READILY POSTED AT THAT EXACT MOMENT.
OUR KIDS ARE UNDERSTANDING WHAT THEY'RE SUPPOSED TO DO.
THIS IS LOOKING AT WHERE THE TEACHERS TIME AND ATTENTION IS GOING TO IN THE CLASSROOM.
POSITIVE BEHAVIOR VERSUS UNEXPECTED NEGATIVE BEHAVIOR.
SO AM I SPENDING MORE TIME ACKNOWLEDGING KIDS WHO ARE DOING WHAT THEY'RE SUPPOSED TO BE DOING, OR AM I SPENDING MORE TIME CORRECTING KIDS WHO ARE OFF TASK OR NOT MEETING EXPECTATIONS? SO WHAT WE WANT TO SEE IS THE RED AND THE YELLOW THERE SO THAT WE'RE AT LEAST 1 TO 1 OR GREATER.
THE BLUE WOULD BE WHERE WE'RE SPENDING MORE TIME REDIRECTING, CORRECTING KIDS THAN WE ARE INTERACTING WITH KIDS WHO ARE ON TASK, AND THEN ATTENTION SIGNAL. THIS IS JUST A PRACTICE THAT WE USE IN CLASSROOMS. WHEN I NEED TO BRING KIDS BACK TOGETHER TO SET EXPECTATIONS, CLARIFY DIRECTIONS, TELL THEM WHAT THE NEXT STEP IS GOING TO BE, AND SO WHAT WE LOOKED AT THERE WAS DO WE SEE A NEED FOR IT, AND IF WE DID, WAS IT USED EFFECTIVELY OR TO 100%.
SO THE CONCERNING PIECE OF THAT PIE WOULD BE THE RED.
WE NEEDED IT, BUT WE DIDN'T USE IT.
RIGHT THE BLUE WOULD BE WE DIDN'T NEED TO USE IT.
SO WE DIDN'T SEE IT. THERE WASN'T A TIME WHERE THAT WAS NECESSARY YELLOW WOULD BE.
WE SAW IT, BUT THEY DIDN'T QUITE HOLD IT TO 100% OF KIDS MEETING THAT EXPECTATION, AND THEN GREEN WOULD BE WE SAW THEM USE IT, AND THEY GOT EVERY SINGLE KID TO MEET THAT EXPECTATION FOR THAT ATTENTION SIGNAL.
FIRST OF ALL, WE HAVE A PHENOMENAL TEACHERS ACROSS OUR DISTRICT.
IT WAS REALLY COOL FOR PEOPLE TO COME BACK AND TALK ABOUT THE GREAT THINGS THEY SAW IN CLASSROOMS. MOST OF OUR KIDS COME IN AND DO THEIR JOB AND MEET TEACHERS' EXPECTATIONS EVERY DAY.
WE SAW A LOT OF EVIDENCE OF POSITIVE RELATIONSHIPS THAT TEACHERS HAVE BUILT AND POSITIVE CLASSROOM CULTURE, AND OVERALL, WE SAW CLASSROOMS THAT WERE ORGANIZED AND STRUCTURED TO SUPPORT KIDS.
SOME OF THE KEY QUESTIONS THAT CAME UP THROUGH THIS PROCESS WAS, HOW DO WE MOVE KIDS FROM JUST BEING COMPLIANT IN CLASS TO FULLY ENGAGED IN LEARNING? SO JUST BECAUSE I'M SITTING AND QUIETLY MEETING EXPECTATIONS, AM I REALLY AS ENGAGED IN THE LEARNING PROCESS AS I COULD BE? THERE'S A DIFFERENCE THERE, AND THEN HOW DO WE HELP OUR TEACHERS MAINTAIN THOSE REALLY GOOD BEST PRACTICES THAT ARE PREVENTATIVE, THAT KEEP THE PROBLEMS FROM OCCURRING? SO GOING BACK TO THE POSTING OF EXPECTATIONS, HOW DO WE GET PEOPLE TO KIND OF DOUBLE DOWN ON THAT, ESPECIALLY WHEN THEY'RE TIRED OR IT'S A STRESSFUL TIME OF YEAR? SO OUR NEXT STEPS FROM THAT, WE HAVE A NUMBER OF CAMPUSES WHO HAVE STARTED DOING THEIR OWN INTERNAL ROUNDS AFTER OCTOBER, SO THEY'RE USING SOME PLC TIME GIVING TEACHERS THE OPPORTUNITY TO GO OUT AND SEE EACH OTHER'S CLASSROOMS, AND WE'VE HEARD REALLY POSITIVE FEEDBACK FROM THAT TEACHERS ENJOY HAVING THAT PROTECTED TIME TO VISIT OTHER PEOPLE AND SEE THE GOOD THINGS THAT THEIR PEERS ARE DOING AND THEN WE HAVE A TENTATIVE DATE FOR DISTRICT ROUNDS AGAIN IN THE SPRING.
SO WE'D LIKE TO REPEAT THIS PROCESS BECAUSE WE GOT REALLY GOOD FEEDBACK FROM PARTICIPANTS YOU GUYS ARE AWARE THAT WE HAVE A PROGRAM IN LUBBOCK ISD, A SPECIAL EDUCATION PROGRAM THAT FOCUSES ON OUR STUDENTS WHO RECEIVE SPECIAL EDUCATION SERVICES AND HAVE THE MOST INTENSIVE SOCIAL, EMOTIONAL, BEHAVIORAL NEEDS, AND IT'S CALLED SEBS, SOCIAL EMOTIONAL BEHAVIOR SUPPORT SERVICES.
YOU CAN SEE THE NUMBERS THERE.
AGAIN, FOR THE PAST THREE YEARS ACROSS THE FOUR FEEDER PATTERNS YOU'LL NOTICE IT'S TRENDED DOWN.
WE ARE SEEING FEWER KIDS NEEDING TO ACCESS SEBS OVER TIME.
AGAIN, I WOULD ATTRIBUTE ATTRIBUTE THAT TO THE GREAT WORK OUR CAMPUSES HAVE BEEN DOING IN CREATING SYSTEMS PUTTING EARLY INTERVENTION INTO PLACE AND REALLY CATCHING KIDS EARLY, HELPING THEM GET THE SUPPORTS THAT THEY NEED SO THAT THEIR BEHAVIOR DOESN'T CONTINUE TO ESCALATE.
[02:05:06]
WE SEE ACTUALLY IMPROVEMENT IN BEHAVIOR OVER TIME.SO OUR ACTION PLAN, WE ARE PARTICIPATING IN THE DISTRICT EXECUTIVE COACHING THAT KIM MENTIONED.
DISTRICT ROUNDS IN THE SPRING, WHICH I MENTIONED WE'RE GOING TO COLLABORATE WITH SOME OTHER DISTRICTS THAT WE VISITED WITH AT TEXAS SCHOOL ALLIANCE AROUND SOME OF THE INNOVATIVE PROGRAMING THAT THEY HAVE IN PLACE TO ADDRESS SOME OF THE COMMON CONCERNS WE HEAR FROM OTHER DISTRICTS AT TSA AND THEN WE'VE REALLY HAD A HEAVY EMPHASIS ON A COACHING MODEL FOR SEBS THIS YEAR FROM OUR DISTRICT TEAM, AND REALLY GETTING THE SYSTEMS IN PLACE IN THOSE CLASSROOMS WHERE WE'RE SUPPORTING THOSE KIDS WITH THE HIGHER LEVEL OF NEED, AND IT'S BEEN PHENOMENAL.
WE'VE SEEN BETTER STAFF RETENTION AND WE'VE SEEN BETTER OUTCOMES FOR KIDS ULTIMATELY FROM THAT.
ANY QUESTIONS? SO ON YOUR, MAYBE PART OF THE ACTION PLAN SHOULD INCLUDE GOALS LIKE A SET NUMBER.
SO WHEN YOU'RE LOOKING AT YOUR BEHAVIOR ROUNDS AND BREAKING DOWN THAT DATA, JUST LIKE, SAY, EXPECTATIONS, WHAT IS YOUR DESIRED GOAL? OF THE NUMBER OF STUDENTS THAT YOU, WHEN YOU OBSERVED YOUR ROUNDS THAT YOU WANT TO SEE MEETING EXPECTATIONS.
YEAH, ABSOLUTELY. LIKE THE PROGRESS GOALS MUCH LIKE OUR BOARD GOALS AND WHAT KIM JUST PRESENTED, RIGHT? SOMETHING PARALLEL OR SIMILAR TO SAY, WELL, WE AT LEAST WANT TO SINCE WE'VE DONE THIS ROUND.
WAS THIS YOUR FIRST DISTRICT BEHAVIOR ROUND? IT WAS. SO IT WAS LOOKING AT IMPLEMENTING IT AND CONTINUING IT AND THEN THE CAMPUS BASED ONES.
I THINK IT IS WORTH COMING TOGETHER AS A TEAM AND SAY, SO WE WANT TO SEE GOALS.
WE WANT TO MEASURE THOSE PROGRESSES RIGHT AND HAVE THOSE, THOSE OUTCOMES BECAUSE IF WE SEE 100% OF THE STUDENTS, RIGHT, ENGAGED AND DOING WHAT THEY NEED TO DO, THAT'S THE ULTIMATE GOAL.
SO I MEAN, I WOULD LOVE TO SEE THAT.
YEAH, ABSOLUTELY, AND I THINK FOR THIS FIRST ONE, WE KIND OF WANTED TO A BASELINE GET PEOPLE COMFORTABLE WITH THE PROCESS SEE IF THERE WAS VALUE TO CAMPUSES BECAUSE WE DON'T WANT TO PUT THIS ON THEIR CALENDAR IF IT'S NOT SOMETHING THAT'S HELPFUL TO THEM, AND CAMPUSES DID RECEIVE THEIR INDIVIDUAL DATA FROM CLASSROOM VISITS AGGREGATED.
SO NOT INDIVIDUAL TEACHER INFORMATION, BUT FOR THEIR CAMPUS WHAT THEIR PERCENTAGES WAS.
I'M ALWAYS ON BOARD FOR SELF ASSESSMENTS AND SEEING WHERE WE'RE PERFORMING AND HOW WE'RE DOING WELL.
WHAT ARE WE DOING WELL? WHAT ARE WE NOT DOING WELL? WHERE DO WE NEED TO IMPROVE? YOU KNOW, ESPECIALLY EMPHASIZING OUR LOWLIGHTS BECAUSE THEY NEED TO SHINE A LITTLE BRIGHTER.
ANOTHER STATEMENT THAT I WOULD MAKE IS THIS FRUSTRATES ME.
O ROOM WAS NEVER INTENDED TO BE PUNITIVE.
NEVER. I WAS IN THE ORIGINAL CONVERSATION WHEN WE BROUGHT IT FROM THE EAST LUBBOCK PROMISE NEIGHBORHOOD OUT OF CASTLE PARK MIDDLE SCHOOL AND CHULA VISTA WITH THE GRANGER TURNAROUND MODEL, AND IT IS, AND I DON'T WANT TO SEE IT CALLED O ROOM.
I WANT IT TO BE WHAT IT'S CALLED OPPORTUNITY, OPPORTUNITY ROOM, BECAUSE THOSE STUDENTS WERE GIVEN OPPORTUNITIES TO IMPROVE BEHAVIORS, RIGHT? UH, SURE.
WE USE IT IN A WAY, BUT IT WAS NEVER A DISCIPLINE INITIATIVE.
IT WAS NEVER DISCIPLINE BASED.
IT WAS SIMPLY THAT AN OPPORTUNITY BECAUSE IT WAS GETTING KIDS TO SEE IT DIFFERENTLY.
HEY, WE'RE GOING TO GIVE YOU AN OPPORTUNITY TO CORRECT SOME THINGS.
RIGHT. IS AN OPPORTUNITY EVER NEGATIVE? I DON'T THINK THAT IT IS SO I REALLY WANT THE TEAM TO THINK ABOUT THAT AND LOOK AT CHANGING THAT AND MAYBE EVEN LOOK AT MOVING IT OUT OF ONE OF THE ASPECTS OF THAT, THAT BEHAVIOR RIGHT, AS A NEGATIVE CONSEQUENCE, BECAUSE, IN THE ORIGINAL CONCEPT, IT'S NEVER MEANT TO BE PUNITIVE.
RIGHT, AND I THINK WHEN YOU SEE IT IN THE ADMINISTRATIVE ACTION DATA, YOU ALSO SEE THINGS LIKE A RESTORATIVE CHAT OR RESTITUTION, AND THOSE HAVE THAT SAME INTENTION, RIGHT? HELPING A KID LEARN FROM AN EXPERIENCE AND FIGURE OUT HOW TO DO SOMETHING DIFFERENTLY THE NEXT TIME.
SO I THINK WHEN YOU SEE THAT ADMINISTRATIVE ACTION, IT'S EASY TO THINK THOSE ARE ALL THESE PUNITIVE MEASURES, BUT WE INCLUDE INTENTIONALLY IN THAT LIST OF OPTIONS FOR ADMINISTRATORS, TEACHING OPPORTUNITIES FOR KIDS TO LEARN HOW TO DO SOMETHING A DIFFERENT WAY.
I AGREE, THAT IS THE APPROACH THAT WE TRY TO PREACH FOR SURE RIGHT.
OPPORTUNITY ROOM. CAN I? YOU SURE? YEAH MARTHA, ONE QUESTION AND ONE MAYBE STATEMENT THAT'S MORE FOR DOCTOR ROLLO THAN YOU, BUT I GUESS SPECIFICALLY HERE RECENTLY AND TALKING WITH SEVERAL DIFFERENT PRINCIPALS ALL OVER THE PLACE THE FEELING ISN'T NECESSARILY
[02:10:06]
THAT DISCIPLINE IS IS IMPROVING, AND YOU I KNOW YOU TOUCHED ON THIS A LITTLE BIT, BUT HAVE WE WATERED IT AND I DON'T MEAN THIS TO BE ACCUSATORY, BUT HAVE WE WATERED IT DOWN TO WHERE WE'RE REPORTING LESS? AND THAT'S WHY THE NUMBERS ARE GOING DOWN.BECAUSE I DON'T FEEL LIKE THE TEACHERS FEEL I FEEL LIKE THE GENERAL CONSENSUS IS INSUBORDINATION WITHIN THE CLASSROOM IS AT AN ALL TIME HIGH, AND THAT'S PROBABLY NOT JUST LISD.
I MEAN, THAT'S A CULTURAL SOCIAL PHENOMENON THAT IS.
SO IS THERE SOME TRUTH TO THAT OR.
I'M REALLY GLAD YOU ASKED THAT QUESTION, BECAUSE THAT'S ALWAYS ONE OF MY WORRIES.
RIGHT? WE DON'T WANT TO ARTIFICIALLY SUPPRESS THE DATA FOR THE SAKE OF THE DATA LOOKING BETTER.
WE WANT THE PROBLEM TO BE SOLVED, RIGHT? WE WANT THE CHALLENGES THAT TEACHERS ARE DEALING WITH TO BE ADDRESSED I WOULD SAY FROM MY EXPERIENCE, PART OF WHAT WHAT KIND OF DRIVES THAT SENSE IS, I THINK WE STILL HAVE THE VAST MAJORITY OF OUR KIDS DOING WHAT THEY'RE SUPPOSED TO DO EVERY SINGLE DAY.
I THINK WHEN WE TALK ABOUT WHAT THAT TIER THREE TOP LEVEL BEHAVIOR LOOKS LIKE, THAT'S INTENSIFIED, I THINK AND SO THE EXTREMES, ALTHOUGH IT'S A HANDFUL OF KIDS, FEEL EXTREME.
THERE'S SOME TOUGH, TOUGH SITUATIONS, AND I HAVE A LAUNDRY LIST OF THEM THAT WE'VE, AND INVOLVED WITH THAT ARE REALLY COMPLEX, CHALLENGING SITUATIONS, AND A LOT OF THE TIME THE REALLY HARD ANSWER IS PUTTING INTERVENTION IN PLACE AND GIVING IT TIME, AND SO THERE AREN'T QUICK FIXES, AND WE HAVE TO KIND OF LIVE IN THOSE REALLY COMPLEX, HARD SITUATIONS FOR WEEKS BECAUSE WE AGAIN, WE HAVE A KINDERGARTNER WHO HAS NEVER HAD AN EXPERIENCE OUTSIDE OF THE HOME, AND THEY'RE TRYING TO FIGURE OUT HOW TO FUNCTION IN A CLASSROOM, AND SO IT'S REAL WHAT PEOPLE ARE TELLING YOU THAT WE'RE SEEING MORE INTENSE BEHAVIORS I STILL BELIEVE, THOUGH, AS I TALK TO PEOPLE AND CALIBRATE AND WE REALLY HAVE THE HONEST CONVERSATION AND THEY LOOK AT IT, IT'S 2 TO 5% OF THE POPULATION THAT'S REALLY CAUSING THE MOST STRESS, AND IT'S REAL.
SO I NEVER WANT TO DOWNPLAY THE REALITY OF THAT STRESS, BUT THE VAST MAJORITY OF OUR KIDS ARE IN SCHOOLS DOING WHAT THEY'RE SUPPOSED TO DO, AND I FEEL THAT VERY MUCH BECAUSE I DON'T DEAL WITH THE SITUATIONS WHERE IT'S GOING WELL.
I ONLY DEAL WITH THE SITUATIONS WHERE IT'S NOT GOING WELL.
RIGHT? BECAUSE THAT'S HOW IT GETS TO MY LEVEL.
SO YOU SHOULD BE ON THE BOARD.
[CHUCKLING] YOU FEEL THAT, RIGHT? BUT BUT IT'S EASY TO FORGET HOW MANY KIDS ARE REALLY SHOWING UP AND DOING A GOOD JOB EVERY SINGLE DAY AND IT'S BECAUSE OF OUR PHENOMENAL TEACHERS, OUR ADMINISTRATORS BUT YES, I MEAN, I'M NOT HERE TO SAY IT'S ALL SUNSHINE.
I APPRECIATE YOUR HONESTY ANSWER AND THEN I GUESS DOCTOR ROLLO, WHETHER IT'S FOR YOU OR KAMI OR MARTHA OR WHOEVER ONE THING, AND I MAY BE OUT OF LINE BECAUSE I KNOW I'M NOT ON THAT ON THE COMMITTEES THAT NECESSARILY TALK ABOUT THAT, BUT ONE THING IT SEEMS LIKE WE COULD BENEFIT FROM IS A UNIVERSAL CODE OF CONDUCT OR EXPECTATIONS, WHETHER THAT'S SEGREGATED AT ELEMENTARY, MIDDLE SCHOOL, HIGH SCHOOL BUT BUT SOMETHING THAT FEEDS OFF OF ITSELF TO WHERE ESPECIALLY WITH SOME OF OUR TRANSIENT COMMUNITY, LIKE THEY'RE IN SCHOOL X HERE'S THE EXPECTATIONS.
THEY GO TO SCHOOL Y, HERE'S THE EXPECTATIONS, AND IT'S CONSISTENT BECAUSE I AND I MAY BE WRONG, BUT I DON'T FEEL LIKE THERE'S EVEN CONSISTENCY WITHIN SOME FEEDER PATTERNS WITH RESPECT TO LIKE WHAT YOU HAVE TO DO AT THIS SCHOOL VERSUS THAT SCHOOL VERSUS THAT SCHOOL, AND I RESPECT AUTONOMY, BUT I DON'T THINK THAT'S ONE AREA WHERE AUTONOMY IS NECESSARILY A GOOD THING BECAUSE IT TO ME, IF I'M SENDING MY KID THROUGH ELEMENTARY, MIDDLE SCHOOL, HIGH SCHOOL AND THIS EXPECTATION BUILDS UPON ITSELF, I'VE GOT AN EXPECTATION AS A PARENT OF WHAT TO EXPECT, NO MATTER WHERE I WALK INTO.
SO, WE DO HAVE A DISTRICT CODE OF CONDUCT THAT.
I'M GUESSING YOU'RE REFERRING MORE TO TALKING ABOUT WHAT IN THE CLASSROOM? WHAT DOES IT LOOK LIKE? WHAT ARE MY EXPECTATIONS OF CLASSROOM? WHAT ARE MY EXPECTATIONS OF THE HALLWAY? I'M NOT TALKING KIND OF THOSE TIER ONE SYSTEMS THAT WE DISCUSS THAT.
A TEACHER CAN HOLD KIDS ACCOUNTABLE TO.
RIGHT. AND I THINK YOU TOUCHED ON KIND OF THE CORE ISSUE.
THERE IS A CAMPUS AUTONOMY VERSUS A STREAMLINED SYSTEM.
AND WHERE DO YOU KIND OF GIVE AND TAKE WITH THAT? UM, I'VE HAD SEVERAL CONVERSATIONS THIS SEMESTER WITH SEVERAL DIFFERENT PRINCIPALS ABOUT WHAT DOES YOUR PROCESS LOOK LIKE WHEN A NEW KID ENROLLS, EVEN IF THEY'RE COMING FROM WITHIN LUBBOCK ISD, HOW DO YOU ONBOARD THEM TO YOUR CAMPUS AND THE WAY YOU DO THINGS? DO YOU HAVE VIDEOS? DO YOU HAVE STUDENT AMBASSADORS THAT TAKE THEM ON A TOUR? HOW ARE YOU TEACHING KIDS THAT STUFF WHEN THEY SHOW UP ON A WEDNESDAY IN OCTOBER? BECAUSE IF WE DON'T, THEN THEY DON'T KNOW WHAT TO EXPECT AND THEIR PARENTS DON'T KNOW WHAT TO EXPECT.
[02:15:10]
LEARN ALL OF THAT, THAT WOULD BE A STEP IN THE RIGHT DIRECTION.I WOULD ALMOST TAKE IT A STEP FURTHER BACKWARDS.
WHAT ARE THE PRINCIPALS DOING TO ONBOARD THEIR TEACHERS AS TO THE EXPECTATIONS? I MEAN, OUR TURNOVER RATE HAS BEEN OUTRAGEOUS.
I MEAN, EVERYBODY HAS AROUND THE STATE, BUT, YOU KNOW, YOU HAVE ALL THESE NEW TEACHERS COME IN, ESPECIALLY ADJUNCT, WHO AREN'T NECESSARILY TRAINED IN THE CLASSROOM PERSPECTIVE, YOU KNOW, DO THEY KNOW WHAT EXPECTATIONS COULD BE? BECAUSE MY EXPECTATIONS AND BILL'S EXPECTATIONS, WHILE THEY MAY BE, YOU KNOW, MORALLY BASED, THEY MAY BE DRASTICALLY DIFFERENT.
AND THAT'S I DON'T NECESSARILY THINK THAT'S FAIR TO A KID TO GO FROM ONE CLASSROOM TO ANOTHER.
IN THE BAR SET HIGHER IN ONE, LOWER IN THE NEXT.
AND I AGREE, AND THAT WE REALLY WORK WITH CAMPUSES FOR THEM TO DEVELOP.
WHAT DO THEIR CLASSROOM MANAGEMENT SYSTEMS AND PLANS LOOK LIKE.
BUT FOR NEW TEACHERS, THAT'S LIKE, YOU KNOW, DRINKING FROM A FIRE HOSE.
THEY'RE IN THEIR CLASSROOMS EVERY DAY, EVERY WEEK, SUPPORTING COACHING, GIVING FEEDBACK.
BECAUSE IT'S NOT A ONE AND DONE THING WHERE I HEARD IT IN AUGUST AND NOW, I'VE INTERNALIZED IT AND CAN GO AND PERFORM THAT, YOU NEED ONGOING SUPPORT, ESPECIALLY IF YOU'RE AN ADJUNCT.
YES. AND I CAN SHARE WE HAVE A BEHAVIOR HANDBOOK THAT EVERY CAMPUS FILLS OUT THAT OUTLINES ALL OF THEIR SYSTEMS AND THEIR APPROACH FOR HOW THEY'RE GOING TO RUN CLASSROOMS, COMMON AREAS, ALL OF THAT.
AND JUST PIGGYBACKING OFF WHAT RYAN SAID IN THE SAME SENSE, AN ONBOARDING, STAFF, LIKE IN MY MIND, IT'S LIKE SUBS AS WELL.
RIGHT. HOW ARE THEY ACCLIMATED? AND THEY UNDERSTAND, HEY, THIS IS OUR SYSTEM OF STUDENT BEHAVIOR SUPPORTS, RIGHT? AND THEY'RE JUST NOT WINGING IT, TRYING TO GO THROUGH THEIR OWN THING.
BUT THEN ANOTHER SUB THAT SAME CAMPUS AS YOU GUYS GOT A REAL PROBLEM.
YOU KNOW, IT'S LIKE, WHERE DO YOU BALANCE THAT AT? RIGHT. AND I'M JUST GOING TO THINK IT IS WITHIN SYSTEMS. YES. YES.
AND WE AND WE DO TRAINING WITH OUR SUBS INITIALLY.
BUT THE SUB'S ABILITY TO COME IN AND INTERNALIZE THAT, YOU KNOW, THE DAY OF ISA CHALLENGE, BUT IS THAT SOMETHING WE'RE PUTTING ON THE SUB OR DO WE OWE IT TO SAY WE GOT TO, YOU KNOW, ADJUST OUR SYSTEM TO SAY, YOU KNOW, YOU'RE COMING IN HOW DEEP AND IN DEPTH IS OUR ORIENTATION GOING TO BE FOR SUBSTITUTE TEACHERS? I MEAN, IT'S FAIRLY DEEP.
I WANT TO SAY THEY HOW LONG IS THE TRAINING.
YEAH. I MEAN YEAH, BUT THAT'S BECAUSE YOU'VE GOT TO.
ALMOST LIKE IF THERE WAS A GLOBAL EXPECTATION.
IT SEEMS LIKE A BARE MINIMUM OPPORTUNITY HERE WOULD BE TO GET IT POSTED IN THE ROOM IF WE'RE AT 46.
ABSOLUTELY. A VERY EASY, I GUESS THE ONLY QUESTION I WOULD HAVE ON TOP OF THIS IS, HOW WAS THIS INFORMATION DELIVERED TO THE CAMPUSES FROM THE BEHAVIOR ROOMS? RIGHT. SO, THEY CAME UP THE DAY OF, WE WENT THROUGH THE KIND OF EXPLAINED THE DATA AND WENT OUT AND COLLECTED AND TALKED ABOUT NEXT STEPS.
BUT THEN WE SHARED IT THROUGH.
TUNE IN, TUNE UP THE WEEKLY CALL.
THE RESULTS WERE EMAILED TO THE ADMINISTRATIVE TEAM.
WAS THAT THE SAME MESSAGE THAT WAS GIVEN TO THE CAMPUSES OR.
THEY SAW POSITIVE FEEDBACK, AND THAT WAS ALL DELIVERED BACK TO THE CAMPUSES AS WELL.
AND THERE WAS IT WAS HEAVIER ON THAT SIDE THAN ON THE, YOU KNOW, KIND OF MORE CRITICAL FEEDBACK.
AND I JUST WANT TO MAKE SURE THAT WE'RE GETTING IT HERE.
YOU KNOW, WE'RE HEY, HERE'S THE THINGS THAT WE'RE SEEING THAT ARE DONE.
[02:20:02]
YES. AND ONE THING THAT I REALLY TRIED TO EMPHASIZE TO PEOPLE WHO ARE GOING OUT TO OBSERVE THAT DAY WAS TO DO IT WITH THE SPIRIT OF HUMILITY, BECAUSE WE WENT IN THE MIDDLE OF OCTOBER. AND IF YOU KNOW ANYTHING ABOUT BEHAVIOR IN SCHOOLS, THAT'S PRIME TIME FOR BEHAVIORAL CHALLENGES.EVERYBODY'S TIRED AND STRESSED.
AND SO, WE REALLY TALKED ABOUT REMEMBERING WHAT IT IS LIKE TO BE IN A CLASSROOM IN OCTOBER.
SO, LIKE IN SOME OF THOSE INSTANCES WHERE WE DIDN'T SEE THE EXPECTATIONS POSTED, IT MAY HAVE BEEN ON A SLIDE, TWO SLIDES BACK, AND THEY WENT OVER IT BEFORE THEY WENT INTO THE ACTIVITY, BUT THEY DIDN'T KEEP IT UP WHILE THE KIDS WERE ENGAGING IN THE ACTIVITY.
SO, THERE WERE TIMES WHEN WE MAY HAVE MISSED THE POSTING OF THE EXPECTATIONS.
GOOD QUESTIONS. ANYTHING ELSE? THANK YOU, MARTHA. WE APPRECIATE IT.
ALL RIGHT, SO, TALK TO YOU A LITTLE BIT ABOUT, WHAT'S GOING ON IN THE WORLD OF PARENTING STUDENT RESOLUTIONS? JUST AGAIN, KIND OF.
THOSE ARE DOWN SIGNIFICANTLY IN ADDITION TO WHAT WE HAVE IMPLEMENTED THROUGH THE DOI AND THE DRUG INTERVENTION PROGRAM, WE'VE SEEN SOME GREAT SUCCESS ALREADY RIGHT OUT OF THE GATE.
SO, I'M SUPER PROUD OF THESE NUMBERS.
JUST SOME OF THE THINGS THAT COME THROUGH MY OFFICE OR, OF COURSE, THE APPEALS, THE GRIEVANCES.
BACK TO THE PARENTS. BUT THEN I'M ALSO WANTING TO BE A VOICE FOR THE PARENTS BACK TO THE CAMPUS.
AND SO, I WANT TO TRY TO, YOU KNOW, SQUASH THAT GRIEVANCE AS QUICKLY AS POSSIBLE.
WORKING WITH OUR CAMPUS ADMINISTRATORS IN COLLABORATION WITH THE STUDENT BEHAVIOR SUPPORT TEAMS MONITORING THE TRANSITIONS WHEN THEY COME BACK FROM DAP BACK TO THEIR CAMPUS AND THEN SERVING ON A VARIETY OF COMMITTEES.
SO, SOME OF THE THINGS THAT WE HAVE IMPLEMENTED OVER THE LAST YEAR AND A HALF AT PIA IS, WE HAVE IMPLEMENTED A WEEKLY LEADERSHIP MEETING THAT INCLUDES DAVID AND HIS TEAM.
IT INCLUDES OUR BEHAVIOR SPECIALISTS, A COUNSELOR, SPECIAL EDUCATION TEACHERS.
AND THEN JUST, YOU KNOW, MAKING SURE THAT WE CONTINUE ON OPPORTUNITIES FOR THOSE STUDENTS WHILE THEY ARE THERE, THEY ARE TAKING OF COURSE, NOT ALL OF THEIR ELECTIVES ARE GOING TO BE ABLE TO CARRY OVER.
SO, PART OF THEIR ELECTIVES IS A LEADERSHIP COURSE AND THEN AN SEL COURSE USING UTILIZING THE DISTRICT CURRICULUM IN THAT WE HAVE, YOU KNOW, MR. STUBBLEFIELD, YOU WERE TALKING ABOUT THE OPPORTUNITY ROOM.
WE HAVE IMPLEMENTED WHAT WE CALL THE DE-ESCALATION ROOM AND THAT, YOU KNOW, IF I GET ELEVATED OR GET HEATED INSTEAD OF JUST SENDING ME HOME FOR THAT, THAT BEHAVIOR, LET'S HAVE AN OPPORTUNITY TO DE-ESCALATE, KIND OF REFLECT ON WHAT MY CHOICES ARE, AND THEN I CAN GO BACK INTO THAT CLASSROOM.
AND THEN WE'VE ALSO GOT A PHASE PROGRAM TO WHERE THAT'S A LITTLE LONGER TERM TO WHERE NOW WE WORK ON SPECIFIC STRATEGIES, AND THEN I WORK ON, AND I PHASE BACK INTO THE CLASSROOM.
AND SO, WE JUST NEED THE MOST SUPPORT THERE.
AND THEN THE SPECIAL EDUCATION TEACHER IS THERE AS WELL.
RESPECT. ACCOUNTABILITY, COMMUNICATION.
THEY ARE FOCUSING THEIR PD THIS THIS YEAR ON A BOOK CALLED TATTOOS ON THE HEART.
I WOULD ENCOURAGE YOU GUYS TO LOOK AT THAT.
AND THEN THEY HAVE WHAT WE CALL FRICTION MEETINGS.
WHY IS IT NOT WORKING? AND SO, IT'S THAT, IT'S BEING THAT MORE PROACTIVE APPROACH INSTEAD OF REACTIVE.
JUST TALKING, LOOKING HERE AT THE NEW FACILITIES THERE AND THE UPGRADE TO THE VESTIBULE THERE.
SO, LOOKING AT THE NUMBERS WHERE WE ARE SITTING RIGHT NOW, WE HAVE 145 STUDENTS THAT ARE AT DAP.
YOU CAN SEE SEVENTH AND EIGHTH GRADE ARE HIGHLIGHTED.
WE TRY TO KEEP WE'VE GOT TWO CLASSROOMS FOR EACH, EACH GRADE LEVEL.
SO, TWO IN SIXTH, TWO IN SEVENTH, TWO IN EIGHTH.
AND SO, WE TRY TO KEEP THAT IN ON ABOUT A 15 TO 20 TO ONE RATIO.
AND SO, YOU CAN SEE EIGHTH GRADE WE'RE RIGHT THERE RIGHT AT THE CUSP.
[02:25:01]
WE ARE WE HAVE HAD 409 STUDENTS TOTAL GO THROUGH DAP THIS YEAR.THESE ARE NUMBERS THAT I FOCUS ON PRETTY MUCH ON A DAILY BASIS.
SO THAT TOP ROW IS WHERE THE PERCENTAGE OF OUR STUDENTS THAT ARE CURRENTLY AT DAP OR AT PIA AND WHAT THE OFFENSES FOR 34% OF OUR STUDENTS ARE THERE FOR A DRUG OFFENSE.
THIS TIME LAST YEAR, THAT NUMBER WAS 54% AND STAYED PRETTY CONSISTENTLY AT ABOVE THE 50% MARK.
AND THEN I AM A DEFINITELY A GLASS HALF FULL TYPE OF GUY.
AND SO, LOOKING AT THOSE NUMBERS AND WHAT THOSE OFFENSES LOOK LIKE.
THIS IS ANOTHER AREA THAT I FOCUS IN ON.
SO THAT TOP ROW IS, IS LOOKING AT THROUGHOUT THE YEAR.
SO, WE WERE DOWN ACROSS THE BOARD FOR EVERY GRADE LEVEL EXCEPT FOR 10TH AND THEN TOTAL, WE WERE DOWN 36 PLACEMENTS FROM WHERE WE WERE AT THIS IN THE FIRST NINE WEEKS OF LAST YEAR. AND THEN CURRENTLY WE ARE SITTING AT 118 STUDENTS FROM WHERE WE WERE AT THE NINE WEEKS.
AGAIN, LOOKING AT THE PLACEMENTS AND WHAT THEY WERE THERE FOR THE MIDDLE ROW IS WE WERE DOWN 29 DRUG PLACEMENTS FROM LAST YEAR, THE FIRST NINE WEEKS AND THEN CURRENTLY SITTING AT 72 THIS YEAR, THESE NINE WEEKS.
LOOKING AT A THREE-YEAR ES AND OS AT PIA.
SO, YOU KNOW, TWO YEARS AGO, THAT WAS KIND OF THE TREND.
IF THE KID MESSED UP AT PIA, WE JUST SENT THEM HOME AND IT WAS JUST A KNEE JERK REACTION.
AND SO, UH, WE WENT DOWN, AND THEN THIS YEAR, WE HAVE ONLY OS 13 STUDENTS, AND WE HAVE ONLY ASSESSED ONE STUDENT AT PIA. JJAEP.
WE'RE SEEING SOME POSITIVE THINGS THERE AS WELL.
OUR DOI JUST, YOU KNOW, YOU GUYS HAVE LOOKED AT THIS BEFORE, BUT JUST TO REEMPHASIZE WHAT WE ARE DOING WITH THIS DRUG INTERVENTION PROGRAM, WE HAVE PARTNERED WITH TECH AND THEIR HEALTH SCIENCE CENTER.
SO, YESTERDAY WAS AT THE MIDDLE SCHOOL SITE TWO, WHICH IS AT THE ATC.
SO THAT IS FOR OUR DUNBAR CAVAZOS.
IT'S NOT JUST LOOKING AT, YOU KNOW, THE NEGATIVE IMPACT OF DRUGS, BUT HELPING THE KIDS REFLECT ON WHAT CHOICES GOT ME INTO THE POSITION THAT I'M IN NOW. WHAT CAN I DO BETTER? HOW CAN I IMPROVE IN THE CLASSROOM? HOW CAN I IMPROVE MY COMMUNITY? HOW CAN I IMPROVE AT HOME? AND SO, IT'S A PRETTY POWERFUL PROGRAM.
THE DAY BEFORE WAS AT MIDDLE SCHOOL SITE ONE, WHICH IS EVANS HUTCH.
MACKENZIE AND IRONS AND MCCALL.
SOME REALLY COOL THINGS ARE GOING ON THROUGH THIS PROGRAM AGAIN, TWO MIDDLE SCHOOL SITES.
ALL FOUR OF OUR HIGH SCHOOLS ARE HOUSED IN THE PROGRAM.
AND THEN OUR LEVEL TWO KIDDOS GO MONDAY THROUGH THURSDAY.
AND THEN I THINK IT'S IMPORTANT TO POINT OUT THAT WE DID NOT HAVE ANY SIGNIFICANT FINDINGS IN OUR DISPROPORTIONALITY WITHIN OUR 2022 RESULTS. AND SO, IT'S, YOU KNOW, AS FAR AS ANY RACE OR ETHNICITY GROUPS, WE WERE NOT, UH, THERE WASN'T ANY OUTLIERS.
BRIAN, I HAVE TO ASK YOU THE SAME THING.
[02:30:06]
NOW, OR ARE THINGS REALLY IMPROVING ON THE CAMPUS TO WHERE THE NEED IS DECREASED? AND I'LL PIGGYBACK ON THAT, TOO, SIR.YES, THAT'S THE HIGHEST PERCENTAGE.
SO YES. SO MANDATORY IS THERE'S TWO DIFFERENT TYPES OF PLACEMENTS.
MANDATORY IS A VIOLATION OF CHAPTER 37.
DRUG OFFENSES ALSO FALL WITHIN THAT MANDATORY.
BUT THAT'S WHERE OUR DOI HAS STEPPED IN TO HELP WITH THAT.
AND THEN A DISCRETIONARY IS I'VE GONE THROUGH THERE'S, YOU KNOW, REPEAT OF, YOU KNOW, INTERVENTIONS THAT WE THE CAMPUS HAS TRIED WHETHER IT BE AN ES PLACEMENT HASN'T WORKED AN OS PLACEMENT AND WE'VE JUST, WE'VE REACHED THAT.
SO, WHAT'S THE NEXT STEP? AND SO, TO ANSWER YOUR QUESTION, MR. CURRY, I WOULD SAY THAT THAT GENUINELY THE PLACEMENTS ARE DOWN.
AND I THINK THAT THAT TWO THINGS PLAY INTO THAT FACTOR.
I THINK DEFINITELY BECAUSE MARTHA AND HER TEAM HAVE DONE A REALLY GOOD JOB OF A FANTASTIC JOB OF GIVING OUR TEACHERS STRATEGIES, HOW TO HOW TO HANDLE THOSE, HOW TO HANDLE THOSE BEHAVIORS SO THAT THEY DON'T RISE TO AN OFFICE REFERRAL TO WHERE NOW, ADMIN HAS TO STEP IN AND HAVE TO MANAGE THAT BEHAVIOR.
YOU KNOW, IF I'M UPSET WITH YOU NOW, I CAN GO THROUGH A RESTORATIVE CONVERSATION AS OPPOSED TO JUST, YOU KNOW, YOU AND I MEETING UP IN THE HALLWAY AND DUKING IT OUT. AND SO, I THINK THAT THAT THAT'S IMPORTANT IN THAT THE NUMBERS TRULY AREN'T DEFLATED.
SO THAT WAY WE'RE NOT JUST GO GET I NEED YOU GONE FOR 30 DAYS.
BUT THEN WHEN IT COMES TIME TO A PLACEMENT, WE AUTOMATICALLY JUMP TO A 30-DAY PLACEMENT.
AND SO WHY DO WE GO TO THE AUTOMATIC EXTREME.
YES. THAT THAT STUDENT IS REMOVED FOR 30 DAYS.
BECAUSE A LOT OF THE TIMES WHEN I STEP IN AND HAVE HEAR THAT APPEAL, THE PARENTS ARE LIKE, YOU KNOW, YOU'VE PLACED JOHNNY FOR 30 DAYS, AND NOW WE'RE SENDING JOHNNY BACK FOR ANOTHER 30 DAYS. IT DIDN'T WORK THE FIRST TIME.
WHAT MAKES YOU THINK IT'S GOING TO WORK THE SECOND TIME? SO HAVING CONVERSATIONS AND THERE HAVE BEEN TOUGH CONVERSATIONS WITH ADMINISTRATORS.
LET'S STAIR STEP THE DAP PLACEMENT AS WELL.
AND THEN IF WE NEED TO GO TO A 30 THEN WE CAN ON THE SECOND.
I MEAN, I THINK THAT'S FAIR AS LONG AS THE PARENT'S DOING HEAVY LIFTING TOO.
I CAN'T SAY ENOUGH ABOUT WHAT A GREAT ADDITION MR. ELLISON HAS BEEN TO OUR TEAM AROUND THIS WORK.
SO, THANK YOU. APPRECIATE YOUR TEAM.
THANK YOU ALL SO MUCH FOR THIS PRESENTATION.
RIGHT. SO, WE'RE GOING TO MOVE ON WITH THE BOARD WORKSHOP.
AND WE'RE GOING TO SPEED IT UP FOR MR. CURRY'S SAKE. AND WE'RE GOING TO GET OUR CALENDAR DEVELOPMENT THAT I WAS TRYING TO GET TO A
[XI.B. 2024-2025 Calendar Development]
LITTLE PREMATURELY.YEAH. DID YOU POLL PEOPLE? OKAY. THANK YOU.
JUST LET ME KNOW WHEN WE START.
OH, I'LL LET STEPHANIE DO IT SO THAT WE DON'T MISS ANYTHING ON THE LAST DAY IS.
THERE WE GO. SO, I'M EXCITED TO SHARE.
OKAY. SO, I'M GOING TO SHARE THE WORK THAT OUR, DEQ SUBCOMMITTEE HAS DONE AND BRING TO YOU SOME OPTIONS FOR OUR CALENDAR THAT WILL THEN GO OUT TO THE COMMUNITY FOR THEIR INPUT AS WELL.
SO, TO START WITH JUST OUR TIMELINE, MOST OF OUR WORK HAPPENED IN THE MONTH OF NOVEMBER.
[02:35:01]
AND THEN WE'LL BRING BACK THE RESULTS OF THE COMMUNITY SURVEY AT THE END OF JANUARY TO YOU TO APPROVE OUR CALENDAR FOR 24-25 SCHOOL YEAR.OUR MINIMUM REQUIREMENTS ARE THAT WE HAVE 187 STAFF DAYS, AND THEN THAT THE CALENDAR INCLUDES A MINIMUM OF 75,600 INSTRUCTIONAL MINUTES FOR OUR STUDENTS.
HERE ARE SOME OF THE OTHER CONSIDERATIONS.
WE HAVE A GUIDELINES DOCUMENT THAT WE FOLLOW.
OF COURSE, WE TRY OUR BEST TO HONOR THE FEEDBACK FROM STAKEHOLDERS IN THE SURVEY THAT THEY COMPLETE.
AS PART OF OUR DOI, WE CAN START NO MORE THAN EIGHT SCHOOL DAYS BEFORE THE FOURTH MONDAY OF AUGUST.
AND SO, WE PUT THAT INTO CONSIDERATION.
WE OF COURSE WANT TO HAVE A GOALS DAY.
SO, OPPORTUNITIES FOR OUR TEACHERS TO MEET WITH PARENTS ABOUT PROGRESS FOR THEIR STUDENTS.
WE ALWAYS WANT TO END PRIOR TO MEMORIAL DAY WEEKEND SINCE THAT IS OUR GRADUATION DATES.
OF COURSE, CONSIDERING STATE AND LOCAL CALENDARS, NATIONAL HOLIDAYS, FLEX TIME IS SOMETHING THAT WE HAVE INCLUDED FOR SEVERAL YEARS AS AN OPPORTUNITY FOR STAFF TO COMPLETE PROFESSIONAL DEVELOPMENT IN THE SUMMERTIME.
SO, SOME OF THE BIG IDEAS THAT WE SAW IN OUR SURVEY, WE FIRST WE HAD OVER 3000 COMMUNITY MEMBERS, PARENTS, STAFF MEMBERS FILL OUT THE THOUGHT EXCHANGE SURVEY.
YOU CAN SEE THERE THE DISTRIBUTION OF RESPONSES.
WE HAD THE LARGEST PORTION WAS PARENTS.
WE ASKED THEM SPECIFICALLY HOW THEY FELT.
THIS WAS THE FIRST YEAR THAT WE DID A FULL DAY GOALS DAY, AND WE MOVED IT TO A LITTLE BIT LATER.
AND THEN YOU CAN SEE SOME OF THE BIG TOPICS THAT CAME UP IN THE SURVEY.
JUST A SIDE NOTE. ONE THING THAT DID COME UP IN THE SURVEY A LOT WAS A FOUR-DAY WORKWEEK.
AND WE TOLD THE COMMITTEE THAT THAT WOULD OBVIOUSLY BE NOT OUR CONVERSATION TO HAVE.
BUT JUST WANTED TO ACKNOWLEDGE THAT THAT WAS SOMETHING THAT WAS BROUGHT UP.
SO, SOME OF THE CHALLENGES THAT WE FACED WHEN DEVELOPING THE CALENDAR WAS FIRST MAKING SURE WE PROVIDED THREE WEEKENDS IN THE WINTER BREAK, WHICH WE ARE HAVING THIS YEAR AND DID OUR BEST TO INCLUDE NEXT YEAR, WHICH WILL MEAN THAT THE FALL SEMESTER WILL END ON DECEMBER 20TH AND WILL RETURN JANUARY THE 6TH, ALSO ENDING PRIOR TO MEMORIAL DAY.
SO, WE'VE INCLUDED THAT THAT IT WILL END MAY 23RD THE SPRING SEMESTER.
AND THEN DOCTOR ROLLO ASKED US TO CONSIDER THE POSSIBILITY OF MAKING ELECTION DAY A HOLIDAY.
DR. ROLLO, DO YOU WANT TO SAY ANYTHING ELSE ABOUT THAT? JUST WITH SO MANY OF OUR BUILDINGS BEING VOTING SITES JUST THE SAFETY CONCERNS.
AND WITH THIS BEING A PRESIDENTIAL ELECTION, WE EXPECT THE TURNOUT TO BE HUGE.
AND SO JUST FOR SAFETY REASONS, MOST DISTRICTS ARE SIZE AND IN LARGER ARE MAKING THAT A HOLIDAY.
SO, I'LL SHOW YOU HOW THAT KIND OF PLAYS OUT HERE IN A MINUTE.
AND SO, IT WAS A CHALLENGE FOR US TO FIND 187 STAFF DAYS.
THEY COULD ATTEND 1 OR 2 DAYS, WHICH MOST OF OUR TEACHERS DO THAT REGARDLESS.
AND THEN GIVING TEACHERS, WE KNOW THAT THEY SPEND A LOT OF TIME IN THEIR CLASSROOMS OVER THE SUMMER.
AND SO, HONORING AS ONE OF THOSE DAYS TO BE A CLASSROOM WORKDAY, IF THEY CHOSE TO DO THAT.
[02:40:02]
SO, THE COMPARISON DOCUMENT, REALLY THE ONLY DIFFERENCE BETWEEN THE TWO CALENDARS, AND THIS IS A SURPRISE TO ANYBODY THAT EVER SERVES ON THIS COMMITTEE, IS THAT THERE'S NOT A LOT OF OPTIONS AND A LOT, NOT A LOT OF THINGS THAT YOU CAN DO.BUT WHAT THE SECOND DRAFT HAS AN ADDITIONAL STAFF DEVELOPMENT DAY THE MONDAY AFTER SPRING BREAK, SO STUDENTS WOULD HAVE AN ADDITIONAL DAY COMING BACK FROM SPRING BREAK.
THE COMMITTEE FELT THAT NOVEMBER 1ST WAS SUCH A SUCCESS AND GIVING THEM OPPORTUNITY TO MEET WITH PARENTS AND HOLD SOME ARD AND SST 504 MEETINGS, THAT IT WOULD BE BENEFICIAL TO HAVE ANOTHER ONE OF THOSE DAYS IN MARCH.
AND SO THAT'S WHERE THAT CAME IN.
SO, OUR TWO DRAFTS, WHICH I BELIEVE THAT YOU HAVE PRINTED COPIES BECAUSE AGAIN, LIKE KIM SAID EARLIER, I KNOW YOU CANNOT SEE THAT ON THE SCREEN, BUT YOU CAN SEE BASICALLY THEY ARE VERY SIMILAR.
NOVEMBER 1ST WILL BE A FULL GOALS DAY FOR ALL STUDENTS AND OR FOR ALL CAMPUSES, AND THEN MONDAY AND TUESDAY FOLLOWING THAT, THE FOURTH AND FIFTH WILL BE STAFF AND STUDENT HOLIDAYS.
AROUND THAT ELECTION DAY, WE WILL HAVE HALF DAY'S EARLY DISMISSAL DAYS PRIOR TO THE CHRISTMAS BREAK AND PRIOR TO THE END OF THE SCHOOL YEAR IN MAY, WE HAVE OUR STAFF DEVELOPMENT DAYS SPREAD OUT PRIOR TO EACH NINE WEEKS, ABOUT TWO WEEKS PRIOR TO EACH NINE WEEKS, SO THAT WE CAN HAVE OUR CONTENT CO-OP DAYS AND PLANNING DAYS SPREAD OUT.
ANY QUESTIONS ABOUT EITHER OF THE DRAFT OPTIONS? AND THIS MAY NOT BE AN OPTION, SO EXCUSE MY IGNORANCE, BUT IS THERE NOT A WAY TO TAG THE NOVEMBER 25TH, 26TH, 27TH SOMEWHERE THAT'S REQUIRED IN SCHOOL AND JUST GIVE THAT WEEK OFF WITHOUT GIVING SOME OF THE STUFF WE'VE TALKED ABOUT THIS YEAR, LIKE WE CAN'T START JULY 31ST, FIRST, AUGUST 1ST, SECOND, AND MAKE THOSE THREE DAYS PART OF THE BEGINNING OF THEIR.
WELL. SO, WE'RE RECOMMENDING THREE FLEX DAYS.
AND SO, ONE OF THOSE THEY COULD TACK ON TO THAT JULY 31ST OR ANY TIME IN THE SUMMER.
I THINK THE REASON WE DO IT THE WAY WE'VE DONE IT, IS TO GIVE TEACHERS FLEXIBILITY IN THE SUMMER TO WORK AROUND THEIR VACATION SCHEDULES AND OPPORTUNITIES THAT THAT MEET THEIR INDIVIDUAL NEEDS.
I GUESS I'M ASKING, COULD THOSE THREE DAYS NOT BE DAYS IN THE CLASSROOM? JULY 31ST.
WE COULD, BUT THEN WE'RE DICTATING WHEN THEY HAVE THOSE FLEX DAYS AND THEN THEY'RE NOT FLEX ANYMORE.
WELL, NO, I'M NOT CALLING THEM FLEX.
I'M SAYING START IT TO WHERE THE FLEX IS OUT OF THE LIKE.
IN THOSE DAYS THEY DO THEIR PD ONE DAY, THEY DO THEIR TRAINING AND OTHER DAY.
I MEAN, BECAUSE WE OFFER TRAINING, ALL DIFFERENT KINDS OF OPTIONS ALL SUMMER LONG FOR TEACHERS.
THEY'RE MORE CONCERNED ABOUT GETTING THEIR CLASSROOMS READY.
AND I GUESS THAT'S WHAT I'M SAYING, BECAUSE TO ME, CLASSROOM, THE STAFF DAYS, THE STAFF DAY, REGARDLESS OF WHAT THEY DO DURING THE DAY, RIGHT? CORRECT. YOU KNOW, THOSE THREE DAYS COULD BE PLANNING DAYS.
YES. SETTING X DAYS, NO MATTER WHAT CAMPUS YOU'RE AT THAT YOU'RE GETTING TO PLAN.
AND SO, I DON'T KNOW JUST A THOUGHT BECAUSE IT JUST SEEMS LIKE WE HAVE ALL THESE OPTIONS AND, UM, I DON'T KNOW OUR, OUR TEACHERS IN THE SURVEY REALLY APPRECIATE THE FLEX DAYS. I KNOW THAT YOU WE HEARD FROM ONE EMPLOYEE WHO WAS NOT HAPPY, BUT IN GENERAL, THE TEACHERS, THE FEEDBACK WE GET IS THAT THEY REALLY ARE APPRECIATIVE OF US GIVING THEM A DAY BACK FOR COMPLETING THE COMPLIANCE COURSES, WHICH WE DON'T HAVE A CHOICE IN COMPLIANCE COURSES.
AND THEN THIS YEAR, A DAY TO WORK IN THEIR CLASSROOMS. THEY'RE ACTUALLY GETTING THAT DAY BACK.
AND THEN SO TECHNICALLY THEY JUST HAVE TO CHOOSE ONE OTHER PROFESSIONAL DEVELOPMENT THAT THEY GO TO.
AND THEY CAN CHOOSE WHATEVER THEY WANT, WHENEVER THEY WANT IN THE SUMMER.
THAT FITS WITH THEIR SCHEDULE.
WOULDN'T YOU AGREE THAT THEY'RE APPRECIATIVE? THIS IS MORE ABOUT HAVING THE FULL WEEK OF THANKSGIVING.
BUT THEY'RE GOING TO DO THOSE THEY'RE GOING TO DO THOSE OTHER THINGS ANYWAY.
SO, MOST OF THEM WAIT TILL THE LAST MINUTE ANYWAY.
VERY FEW WAIT TILL THE LAST MINUTE.
[02:45:01]
AND THEN WE'LL BRING THAT THOSE RESULTS BACK TO YOU IN JANUARY.DOES THIS CALENDAR INCLUDE THE LATE START WEDNESDAY AS WE'VE MODELED THE PAST FEW YEARS? YES. AND SO THAT WAS ONE OF THE CONSIDERATIONS IS THAT WITH LATE START, THAT REDUCES THE NUMBER OF STUDENT MINUTES THAT WE HAVE AT THE HIGH SCHOOL.
SO, THAT'S WHY WE ADDED IN WE DO HAVE A WEATHER DAY IN APRIL AND A WEATHER DAY THAT IN OPTION B THAT MARCH 17TH WOULD ALSO BE A WEATHER DAY TO HELP THOSE MINUTES.
AND OF COURSE, WE'LL MONITOR THOSE.
TIME TO GO. GOOD MORNING, CENTRAL OFFICE.
ARE YOU GUYS GOOD WITH DOING? QUALITY SEATS ANALYSIS.
OKAY. ALL RIGHT. CAN YOU DO IT IN THREE MINUTES? PROBABLY NOT 32, BUT AS LONG AS IT'S.
[XI.C. Quality Seats Analysis]
WOULD YOU LIKE TO SING TO US AS WELL? YEAH. MY HIP HOP STYLE.THAT'S RIGHT. BUST A MOVE WHILE YOU'RE UP THERE.
DR. LANE SILBERRAD AND TAYLOR WATSON.
UH, THIS IS AN ANNUAL THING THAT WE DO EACH AND EVERY YEAR TO HELP US REVIEW OUR DATA POINTS, KIND OF DISCUSS POTENTIAL ACTIONS BASED ON OUR GSA, AND THEN JUST TO SEE HOW THINGS WILL GO WITH OUR STAKEHOLDERS AS WELL.
SO, WHEN WE LOOK AT THE SYSTEM OF GRADE SCHOOLS, IT'S A SYSTEM TO HELP US UNDERSTAND WHAT SCHOOL PERFORMANCE IS, TO TAKE BOLD ACTION AND TO CREATE WHAT'S NEEDED AND EXPAND HELP EMPOWER FAMILIES AND HELP TO REALLY SUSTAIN EFFECTIVE CENTRAL OFFICE STRUCTURES.
AND AGAIN, WHAT WE'VE TRIED TO DO IS REALLY WORK, NOT JUST IN A SILO WITH THE CHIEF INNOVATION OFFICE, BUT WE ALSO TRY TO WORK WITH CHIEF ACADEMIC OFFICER OPERATIONS, JUST ALL THE DIFFERENT AREAS THAT WE CAN TO HELP US FIND THOSE BEST FITS FOR OUR DISTRICT.
AND AS WE MOVE FORWARD, WE LOOKED AT SCHOOL ACTION FUNDING FOR SOME OF OUR SCHOOLS, SCHOOL IMPROVEMENT PLANNING, THE TEACHER INCENTIVE ALLOTMENT LOOKING AT ENROLLMENT PRIORITIES, AND THEN ALSO LOOKING AT TIERING OF CAMPUSES THAT WE'LL DISCUSS HERE LATER.
SO, WHEN WE LOOK AT THIS ANALYSIS, IT'S A COLLECTION OF KEY DATA POINTS TO HELP IDENTIFY AND MEASURE PROGRESS TOWARDS OUR NORTH STAR GOAL, TO IDENTIFY DISTRICT WIDE TRENDS AND TO HELP THE ANNUAL SCHOOL PLANNING PROCESS.
EVEN WITH THE NORTH STAR GOAL, WE TAKE THAT NORTH STAR GOAL AND TRY TO MAKE SURE IT'S ALIGNED WITH CAMPUS AND OUR DISTRICT IMPROVEMENT PLAN, AND ALSO KIND OF LOOK AT OUR CAMPUS IMPROVEMENT PLANS AS WELL, LOOKING AT KEY STRATEGIES THROUGHOUT AS WELL, AND THEN ALSO LOOKING AT OUR MISSION AND VISION AND HOW WE ARE KIND OF INTERTWINING THE GSA AND THE INFORMATION THERE WITH OUR STRATEGIES AND OUR GOALS.
IT'S THINGS THAT WE'VE CONTINUED TO EMPHASIZE EACH AND EVERY YEAR.
THERE'S AN INCREASE IN THE NUMBER OF STUDENTS ATTENDING A AND B SCHOOLS.
WE JUST DON'T KNOW AT THIS TIME.
AND MIDDLE SCHOOL IS STILL AN AREA OF CONCERN.
[02:50:05]
WHEN WE LOOKED AT LAST YEAR'S DATA, 75% OF OUR STUDENTS FIT IN THAT CATEGORY.AGAIN, OUR GOAL IS TO HAVE 80% BY 2025-2026.
AND AGAIN, THIS IS JUST KIND OF A VISUAL OF WHERE WE'RE AT WITH OUR ROADMAP.
AND WE'LL TALK ABOUT THOSE HERE IN A MOMENT.
BUT THIS IS JUST A VISUAL OF WHERE WE'RE AT THROUGH OUR NORTH STAR GOAL.
AND IF WE LOOK AT THE DIFFERENT SCHOOL ACTIONS THAT WE'VE DONE THROUGHOUT THE LAST FEW YEARS WHERE WE STARTED WITH SOME OF THE CAMPUSES AND THEN HOW WE HAVE GROWN AND ADDED NEW CAMPUSES THROUGHOUT THIS PROCESS.
AND SO, AGAIN, JUST ALL THE WORK THAT WE'VE DONE THROUGH THIS OFFICE AND THEN ALSO IN PARTNERSHIP WITH OUR DISTRICT AND, AND ALL THE, ALSO OTHER PARTNERS THAT HAVE HELPED ASSIST US OUR INTERVENTIONS HAVE SHOWN PROGRESS IN RECENT YEARS.
AND SO JUST ONE OF THE THINGS WE WERE LOOKING AT IT OUTSIDE EVALUATOR, WHICH IS TEXAS TECH, AND THEY COME IN AND THEY'VE DONE SOME WORK IN HELPING TO INTERVIEW SOME OF THE STAFF MEMBERS OF SOME OF THESE SCHOOLS.
BASICALLY, IN THAT QUOTE THEY MENTIONED, YOU COULD NOT BELIEVE THE DIFFERENCE IN OUR SCHOOL.
IT'S LIKE THE TWILIGHT ZONE IN REVERSE.
IT'S LIKE A WHOLE DIFFERENT SCHOOL.
THE PARENTS ARE WAY MORE INVOLVED THAN THEY WERE BEFORE THE REDESIGN.
IF I CAN ADD TO THAT FOR WESTAR, WE HAVE A PARENT.
AND SHE, I MEAN, WENT ON AND ON BECAUSE SHE HAS OLDER CHILDREN WHO WENT THROUGH WORCESTER BEFORE, AND THEN SHE HAS A CHILD THERE NOW, AND SHE COULD NOT SAY ENOUGH ABOUT THE CHANGE THAT SHE SEES IN THAT SCHOOL.
HELP BRING SOME CHANGE THAT'S NEEDED IN OUR DISTRICT TO HELP US HIT THAT NORTH STAR GOAL.
OUR INTERVENTIONS IN RECENT YEARS ARE SHOWING PROGRESS.
AND WE CONTINUE MONITOR AS WE MOVE FORWARD.
SOME CURRENT IN-FLIGHT ACTIONS.
WE HAVE FOUR ACTIONS TAKING PLACE MACKENZIE, BEAN, BROWN AND CAVAZOS.
CAVAZOS MIDDLE SCHOOL IS ACTUALLY ENTERING THEIR PLANNING YEAR OF A BLENDED LEARNING REDESIGN.
AND SO, WE'RE HOPING THAT THESE ACTIONS NOT ONLY HELP WITH THEIR ACCOUNTABILITY, BUT ALSO HELP WITH SOME CHOICE OPTIONS FOR STUDENTS TO WANT TO REMAIN AT THAT CAMPUS. IN ADDITION TO THESE SCHOOLS, OTHERS HAVE BEEN IMPACTED BY THE SAF GRANTS.
YOU KNOW, AT IRONS, THAT COMMUNITY WAS IMPACTED WHEN WE CREATED COMMANDER MCCOOL ACADEMY.
AND WE HAD TO KIND OF CHANGE OUR BOUNDARIES A LITTLE BIT.
SO THAT ENROLLMENT CHANGED THERE A BIT.
SO, THERE WAS SOME DECLINE THERE.
WHEN WE LOOK AT PERFORMANCE THE JACKSON GUADALUPE.
RIGHT. THE BOARD AND THE COMMUNITY ACTUALLY PASSED THE BOND ISSUE.
SO THAT ALLOWED US TO BUILD ANITA CARMONA HARRISON, WHICH ALLOWED THE OPPORTUNITY FOR THOSE SCHOOLS TO BE CONSOLIDATED INTO A GREAT STEM PROGRAM THAT IS ALSO HELPED SUPPORTED BY SAF IN THE PAST AND THE DUPRE COMMUNITY.
AGAIN, WE DID CONSOLIDATE THE SCHOOL GOING INTO BROWN.
AND ALSO, THE STUDENTS HAD OTHER CHOICES TO GO TO OTHER SCHOOLS.
BUT WHAT REALLY IS THE POSITIVE IMPACT ABOUT THAT IS HOW THAT BUILDING IS CURRENTLY USED.
AND IT'S A HOME TO IN DISTRICT DAYCARE.
AND THAT AND THEN THE FORMER MATTHEWS ACADEMY IS NOW MOVED INTO THAT DUPRE BUILDING AS WELL.
AND SO THAT'S HAD A REALLY POSITIVE IMPACT ON THAT COMMUNITY.
WHEN WE LOOK AT THE CHANGES THAT WERE MADE LOOKING AT CURRENT ENROLLMENT, AGAIN, THESE WE SEE THAT TREND OF DECLINING ENROLLMENT STILL TAKING PLACE IN OUR DISTRICT THE LAST FEW YEARS. YOU KNOW, WE DID HAVE A LITTLE POST COVID BUMP WITH STUDENTS RETURNING BACK.
BUT THEN YOU CAN STILL SEE THOSE DECLINES IN ENROLLMENT THERE.
AND ALSO, WHEN WE LOOK AT ENROLLMENT, IT'S NOT JUST, YOU KNOW, WE SEE SOME ENROLLMENT OPPORTUNITIES.
YOU KNOW, THE COUNTY ENROLLMENT IS GROWING JUST SLIGHTLY.
IT'S NOT YOU KNOW, IT'S NOT ASTRONOMICAL LIKE IT IS IN SOME OTHER PARTS OF THE STATE.
[02:55:02]
THEIR ENROLLMENT.HERE ARE SEE HOW OUR CHARTERS HAVE IMPACTED OUR DISTRICT WHERE SOME OF THE STUDENTS ARE CHOOSING OUR FAMILIES ARE CHOOSING TO SEND THEIR CHILDREN TO, AS FAR AS THE CHARTER IMPACT. HARMONY.
THOSE NUMBERS ARE LISTED THERE.
AND THEN WE ALSO SEE THAT WE ALSO IMPACT BECAUSE WE ALSO HAVE STUDENT CHOICE OF, WE DO HAVE SOME STUDENTS COMING IN FROM FRIENDSHIP AND LUBBOCK-COOPER TO HELP THAT WANT TO TAKE ADVANTAGE OF SOME OF THE GREAT OPPORTUNITIES WE HAVE WITH THE CHOICES THAT WE HAVE IN OUR DISTRICT, ESPECIALLY AT THE AT THE HIGH SCHOOL LEVEL.
I'M SORRY. YOU CAN SEE WHERE SOME OF OUR CAMPUSES ARE THERE.
MANY OF OUR ELEMENTARY CAMPUSES ARE STRONG AND STEADY.
SO, WE'RE SEEING SOME GREAT SUCCESS AT OUR ELEMENTARY SCHOOLS.
THERE'RE A FEW CAMPUSES THAT, YOU KNOW, WE'RE LOOKING AT, AND WE'LL TALK MORE ABOUT HOW WE TIERED OUR CAMPUSES HERE IN A MOMENT AND HOW WE'RE ADDRESSING THOSE, UH, ON THE SECONDARY SIDE.
AGAIN, THAT'S A LITTLE DIFFERENT HERE.
YOU CAN SEE THAT A LOT OF OUR MIDDLE SCHOOLS WHEN WE LOOK AT ENROLLMENT AND WE ALSO LOOK AT ACCOUNTABILITY, THERE'S SOME DECLINING FACTORS THAT ARE TAKING PLACE WHEN WE LOOK AT HISTORICAL DATA ON ACCOUNTABILITY.
BUT THEN ALSO SOME AREAS, A LOT OF OUR HIGH SCHOOLS ARE STRONG AND STEADY.
ALSO, WE LOOK AT CHOICE AND HOW THE CHOICE IMPACTS ENROLLMENT.
YOU KNOW, WHEN WE LOOK AT, FOR EXAMPLE VERY FEW STUDENTS WHO LIVE IN THE ROSCOE WILSON AREA.
MOST REMAIN IN THAT AREA THAT ATTEND THAT NEIGHBORHOOD.
THERE ARE SOME THAT DO TRANSFER TO OTHER OPPORTUNITIES IN THE DISTRICT, BUT THE GREATEST IMPACT WE SEE ARE AT HODGES, WOLFFARTH AND BROWN, WHERE PARENTS HAVE THAT CHOICE TO, TO MAKE TO, TO ATTEND ANOTHER LISD SCHOOL.
ON THE SECONDARY SIDE THERE'S THE CHOICE THERE WHERE YOU CAN SEE THAT SLAYTON.
I'M SORRY. MIDDLE MCKENZIE AND DUNBAR.
THOSE STUDENTS MAKE A CHOICE TO ATTEND ANOTHER LISD SCHOOL WITHIN THE DISTRICT.
WE HAVE DECLINING BIRTH RATES.
THE COUNTY DEVELOPMENT PATTERNS ARE LARGELY OCCURRING OUTSIDE THE DISTRICT'S BOUNDARY.
HOUSING INSTABILITY AND FAMILY MOBILITY LEADS TO FAMILIES LEAVING THE CITY.
THE FACTORS THAT WE CAN INFLUENCE, THOUGH, ARE JUST THE CHOICE OPTIONS THAT WE PROVIDE, MAKING CHANGES TO OUR ENROLLMENT PRACTICES, THINGS THAT WE EVEN MENTIONED TODAY WITH ATHLETICS. THOSE ARE THINGS THAT WE CAN INFLUENCE.
AND THEN ALSO THE EASE AND EQUITABILITY OF ACCESS TO OUR CHOICES WITHIN LUBBOCK ISD.
SOME THINGS THAT WE'RE TRYING TO DO AS A DISTRICT TO ADDRESS THESE THINGS.
AGAIN, MESSAGING ABOUT OUR UNIQUE LUBBOCK ISD PROGRAM OFFERINGS.
WE DO HAVE, AGAIN, MANY STUDENTS FROM OUTSIDE LUBBOCK ISD BOUNDARIES THAT TAKE ADVANTAGE OF THE GREAT PROGRAMS THAT WE HAVE IN OUR DISTRICT MAKING SURE THAT WE OUTREACH AND CREATE OPPORTUNITIES TO SHOWCASE WHAT WE'RE DOING IN OUR DISTRICT HAVING THE AMBASSADOR PROGRAM SO WE CAN KIND OF DISCUSS AND SHOW COMMUNITY MEMBERS ABOUT THE GREAT THINGS THAT GO ON IN OUR DISTRICT.
AND THEN ALSO JUST WORKING WITH SCHOOLS AND HAVING OUR SCHOOLS TALK TO PARENTS AND FIND OUT, YOU KNOW, THERE'S OPPORTUNITIES IF YOU'RE MOVING, IF YOU MOVED INTO ONE OF OUR NEIGHBORING DISTRICTS, YOU COULD DO A RIGHT TO REMAIN IN OUR DISTRICT.
YOU CAN STILL HAVE ACCESS TO OUR PROGRAMING HERE.
WE LOOK AT LONG TIME ENROLLMENT TRENDS.
THIS IS BASED ON SOME DATA WE CURRENTLY HAVE.
AND THEN ALSO WORKING WITH DEMOGRAPHERS LOOKING AT THE FUTURE AGAIN, WE SEE THAT THOSE ENROLLMENT TRENDS STILL CONTINUE TO SHOW DECLINE OVER OUR YEARS. AND KINDERGARTEN ENROLLMENTS DECREASED HAS DECREASED OVER COVID NUMBERS.
I'M SORRY. BUT THEN WHEN WE LOOK AT PREVIOUS DATA, WE NOW SEE THAT THAT DECLINING ENROLLMENT THAT WE SAW EARLIER IN ELEMENTARY IS NOW HITTING OUR MIDDLE SCHOOL AND HIGH SCHOOL CAMPUSES AT THIS TIME.
UM, AND AGAIN, WE SEE THAT THE POPULATION TRENDS SUPPORT POTENTIAL FUTURE DECLINES AS WELL.
SO, AGAIN, BIRTH RATES ARE LOWER IN OUR NOT ONLY WITHIN OUR CITY, BUT WITHIN OUR COUNTY AS WELL.
[03:00:08]
AGAIN, THE BIRTH RATES.IT'S NOT IT'S NOT HAS REALLY HAS NOT REALLY IMPACTED PARTS OF OUR DISTRICT EQUITABLY AT THIS TIME.
THERE ARE CERTAIN AREAS WHERE FEEDER PATTERNS SHOW MORE ENROLLMENT GROWTH.
FOR EXAMPLE, THE LUBBOCK HIGH FEEDER PATTERN IS GROWING.
OVERALL, THE ESTACADO FEEDER IS DECLINING, UH, CONSIDERABLY.
BUT THE HIGH SCHOOL HAS GROWN WITHIN THEIR ENROLLMENT NUMBERS.
BUT AGAIN, AS THE POPULATION DECLINES, THESE GAPS ARE LIKELY TO GROW, UH, BECAUSE SOME OF THESE SEATS, FOR EXAMPLE, IN THE LUBBOCK HIGH FIGURE FEEDER, AS ENROLLMENT DECLINES, SOME OF THOSE SEATS WILL OPEN UP.
AND PARENTS MAY WANT TO MAKE A CHOICE FOR THEIR KIDS TO GO INTO THAT FEEDER PATTERN.
SO AGAIN, JUST THESE ARE SOME OF THE POTENTIAL NEXT STEPS.
AGAIN, JUST REVIEWING AND LOOKING AT MINIMUM SCHOOL SIZE.
WHEN WE LOOK AT SCHOOL SIZES AND THE IMPACT ON SERVICES THAT WE'RE PROVIDING FOR OUR SCHOOL AND THEIR COMMUNITY, BUT THEN ALSO SEEING WHAT ARE WE GOING TO DO IN THE FUTURE AND JUST KIND OF HELP US PLAN THAT IN AS WE GO FORWARD WHEN WE LOOK AT ACADEMIC PERFORMANCE? UH, THERE ARE NO MEASURES FOR 2022-23 AND THIS PAST CURRENT YEAR.
SO, WE'VE LOOKED AT TWO TIERING OF CAMPUSES.
SO, WE'VE DEVELOPED A TIERING SYSTEM THROUGH THE CHIEF ACADEMIC OFFICER, EXECUTIVE PRINCIPALS OUR OFFICE, THE DISTRICT COORDINATOR, SCHOOL IMPROVEMENT, ASSISTANT SUPERINTENDENT. SO, THERE'S A LOT OF US WHO HAVE COME TOGETHER TO HELP EVALUATE WHAT OUR STUDENT SCHOOLS ARE AT RIGHT NOW AND WHAT SUPPORTS DO THEY NEED.
SO, HERE'S THE SYSTEM CRITERIA THAT WE'VE DEVELOPED FOR TIERING CAMPUSES.
WE LOOK AT ATTENDANCE AND THEN A FORMATIVE ASSESSMENT DATA AS WELL.
SO, WE'VE TAKEN THESE CRITERIA AND DEVELOPED A RUBRIC.
SO, HERE'S A SAMPLE OF A RUBRIC THAT WE USE WHEN, FOR EXAMPLE, WHEN WE LOOK AT HUMAN CAPITAL.
AND HERE WE'RE LOOKING SPECIFICALLY AT UM TEACHER RETENTION AND HOW LONG THEY'VE BEEN ON CAMPUSES.
SO, THIS IS A KIND OF A MEASURE OF, OF HOW WE TIER A CERTAIN CAMPUS.
AND SO, WE TAKE ALL OF THESE, THIS INFORMATION AND WE'VE TIERED CAMPUSES.
AND SO, FOR EACH OF THOSE TIERED CAMPUSES WE PROVIDE DIFFERENT SUPPORT MEASURES.
AND SO HERE YOU CAN SEE THAT FOR TIER ONE WE LOOK AT THE COACHING RESPONSIBILITIES WITH, YOU KNOW WORKING WITH THE EXECUTIVE PRINCIPALS AND HOW THAT LOOKS FROM HOW WE LOOK AT DATA AND HOW WE MONITOR THAT, UM, LOOKING AT BEHAVIOR ROUNDS.
SO, ACCESS TO STUDENT BEHAVIOR SUPPORT, SPECIAL SUPPORT FOR PROFESSIONALS AS NEEDED.
HOW WE CHECK IN WITH THINGS AND HOW THEY RECEIVE STUDENT AND PARENT RESOLUTION SUPPORT.
WHEN WE LOOK AT TIER TWO CAMPUSES, THAT INCREASES A LITTLE BIT.
SO INSTEAD OF HAVING A MONTHLY MEETING, WE WOULD MOVE IT TO A BIWEEKLY OR WEEKLY MEETING, DEPENDING UPON WHAT'S GOING ON THE CAMPUS, WE LOOK AT CLEAR ROLES AND RESPONSIBILITIES, LOOKING AT THE DISTRICT COACHING.
SO, THERE'S MORE, A LITTLE BIT MORE, UH, HELP AND SUPPORT FOR THEIR TIER TWO CAMPUSES.
YOU KNOW, INSTEAD OF HAVING THOSE BIWEEKLY MEETINGS, WE'RE LOOKING AT MORE WEEKLY MEETINGS, UH, MEETING, HAVING ACTION TYPES OF MEETINGS WITH THE EXECUTIVE COACHING TEAM, WHICH INCLUDES MANY MEMBERS OF THE PEOPLE THAT ARE STILL HERE IN THE AUDIENCE WITH WORKING WITH THE ACADEMIC OFFICER, THE EXECUTIVE PRINCIPAL'S BEHAVIOR SUPPORTS EVERYONE COMING TOGETHER TO SEE WHAT WE CAN DO TO HELP SUPPORT THE CAMPUS AS THEY MOVE FORWARD.
SO, HERE'S A LIST OF OUR TIER THREE CAMPUSES BASED ON ALL THE CRITERIA THAT I SHARED WITH YOU.
AND SOME OF THOSE WITH A SINGLE ASTERISK HAVE GONE THROUGH SCHOOL ACTION.
AND WE MONITOR THAT PROGRESS CONSTANTLY THROUGHOUT THE YEAR.
WHEN WE LOOK AT SCHOOL ACTIONS THAT WE HAVE APPLIED FOR NONE OF OUR LUBBOCK ISD CAMPUSES QUALIFIED AS ELIGIBLE FOR CYCLE EIGHT SCHOOL ACTION FUND.
[03:05:01]
BUT AGAIN, THAT WAS BASED ON 2022 DATA.AND WE CAN'T JUST DO THAT AS A DISTRICT.
AND THAT IS STRONG FOUNDATION IMPLEMENTATION, WORKING WITH CURRICULUM INSTRUCTION AND LOOKING AT THE IMPLEMENTATION AND SUPPORT FOR EUREKA MATH AS WE CONTINUE TO EMPHASIZE THAT IN OUR DISTRICT, BUT THEN ALSO LOOKING AT A BLENDED LEARNING GRANT THAT WE DID APPLY FOR ON BEHALF OF DUNBAR ON THE FOR A PLANNING YEAR FOR BOTH MATH AND READING.
AGAIN, THESE ARE NONACADEMIC INDICATORS.
THIS IS STAFF EXPERIENCE AND HOW THAT VERY WIDELY VARIES WIDELY BY CAMPUS WHERE YOU SEE THAT.
WHICH WE HOPE THAT AS WE CONTINUE TO WORK WITH HOLDSWORTH, WITH OUR LEADERSHIP PIPELINE AND THAT WORK THERE, THAT AS WE START WORKING WITH LEADERSHIP AND HELPING TO BUILD THAT PIPELINE OF READY LEADERS THAT WILL ALSO HELP WITH TEACHER RETENTION IN THE IN THE FUTURE.
SO HERE ON THE ELEMENTARY SIDE, YOU CAN SEE THAT A LOT OF THE TEACHER RETENTION IS PRETTY SOLID.
AVERAGE YEARS OF EXPERIENCE ARE IN BLUE.
AND YOU CAN SEE THAT THOSE ARE PRETTY HIGH IN MOST OF OUR ELEMENTARY CAMPUSES.
MIDDLE SCHOOL IS A LITTLE DIFFERENT AT TIMES, BUT AGAIN, WE'RE WORKING ON MAKING SURE THAT WE'RE PROVIDING THOSE SUPPORTS NECESSARY FOR OUR PRINCIPALS AND THEN ALSO FOR OUR TEACHERS TO HELP THEM WANT TO REMAIN IN OUR CAMPUS.
AND AGAIN, WE HAVE SOME OTHER THINGS THAT WE'LL SHARE ABOUT HOW WE TRY TO DO THAT IN OUR DISTRICT.
BUT AGAIN, THIS IS LAGGING DATA.
SO, THIS IS 22 DATA THAT YOU'RE SEEING HERE.
SO, THERE ARE SOME CHANGES THAT ARE NOT REALLY DEMONSTRATED HERE BECAUSE OF 2023.
BUT WE IN A WHOLE, WE DON'T SEE THAT EXPERIENCE IS REALLY TIED TO EFFECTIVENESS IN LISD.
SO, WE TRY TO DO AS MUCH AS WE CAN TO HELP THEM SUPPORT THEM, BECAUSE, AGAIN, THAT IMPACTS STUDENTS.
THERE IS A VARIATION IN T DESIGNATION WITHIN OUR DISTRICT.
SO, HERE IS SOME OF THE LATEST T8 DATA THAT WE JUST RECEIVED FROM THE STATE.
AND YOU CAN SEE THE SUMMARY HERE FOR TIA.
RIGHT NOW, STILL PENDING SPRING SUBMISSIONS, BUT 672 DESIGNATED TEACHERS NOW IN LISD.
295 WILL BE USING DESIGNATIONS THAT ARE PROPOSED, AND 377 ARE CONTINUING THEIR DESIGNATIONS.
HERE YOU CAN SEE THE BREAKDOWN OF THOSE DESIGNATION LEVELS.
AND WE'RE LOOKING AT ABOUT 6.5 MILLION ESTIMATED TEACHERS' PAY OUT IN AUGUST OF 2024.
BASED ON THOSE DESIGNATIONS, HERE'S YOU CAN SEE THE BREAKDOWN OF THE DESIGNATION BY GRADE LEVELS OF THE HIGHEST AT THE HIGH SCHOOL LEVEL, IT'S MONTEREY AND LUBBOCK HIGH, MIDDLES EVANS AND HUTCH HUTCHINSON MIDDLE SCHOOL AND THEN ELEMENTARIES ROSCOE, WILSON AND MILLER.
DR. SILBERRAD WILL PROVIDE YOU A MORE DETAILED SUMMARY ABOUT IN THE SPRING.
ALSO, WE TALKED ABOUT ATTENDANCE.
THAT IS AN AREA OF FOCUS, UH, BOTH AT THE ELEMENTARY AND SECONDARY.
AND SO, YOU KIND OF HEARD A LITTLE BIT FROM MISS JENNINGS ABOUT OUR ADA.
SO, WE HAVE REALLY MADE AN EFFORT TO TRY TO HELP THAT AREA.
AND THEN HERE'S SECONDARY AS WELL.
SO, YOU CAN SEE HOW THAT THAT'S BROKEN DOWN.
BUT WE'RE AGAIN TRYING OUR BEST TO REALLY MONITOR THAT AND REALLY PAY ATTENTION TO THOSE DETAILS.
UM, THIS IS JUST AGAIN, THAT SHOWS FROM OUR 22 DATA, AN AREA THAT WE REALLY NEED TO FOCUS ON.
WE'RE LOOKING AT, AGAIN, NEW HIGH QUALITY INSTRUCTIONAL MATERIALS TO HELP SUPPORT THAT, LOOKING AT SCHOOL ACTION FUNDING THAT WE'VE DONE CURRENTLY AND HAVE DONE IN THE PAST, MAKING SURE THAT WE HAVE COMMUNITIES OF SCHOOLS OPERATING AT ALL MIDDLE SCHOOL, AT MIDDLE SCHOOLS AND HAVE SOMEBODY THEIR FULL TIME DURING THE DAY.
[03:10:03]
AND THEN ALSO SOME OF OUR CAMPUSES HAVE IMPLEMENTED HAVING AN ACADEMIC DEAN, WHICH THEIR FOCUS IS NOT ABOUT THE ADMINISTRATION TASKS THAT APS DOES, BUT IT'S ABOUT THE TEACHING AND LEARNING THAT TAKES PLACE ON A CAMPUS EACH AND EVERY DAY AND HELPING TO COACH OUR TEACHERS.AND YOU CAN SEE THE NUMBERS THERE FOR THE CAMPUSES THERE.
AGAIN, MCCALL IS ON THERE, BUT THAT IS COMPLETELY A SCHOOL CHOICE SCHOOL.
YEAH, IT'S 100% MAGNET SCHOOL CHOICE.
AND YOU CAN SEE THAT HUTCH HAS THE HIGHEST WHERE YOU HAVE STUDENTS CHOOSING TO GO TO HUTCH VERSUS MCKENZIE OPTING OUT AND TRYING TO FIND ANOTHER SCHOOL WITHIN THE DISTRICT TO GO TO.
AGAIN, WE LOOK AT ACADEMIC PERFORMANCE.
STRONG AND STEADY. BUT I SHOWED YOU THE DATA EARLIER ABOUT WHERE ARE WE LOOKING AT? HOW SOME OF OUR CAMPUSES, A LOT OF THOSE CAMPUSES THAT WERE IN THE RED OR IN YELLOW WERE MIDDLE SCHOOL CAMPUSES, AND THAT'S AN AREA OF FOCUS.
AGAIN, WE'RE TRYING TO TARGET SOME OF OUR MOST SIGNIFICANT MIDDLE SCHOOL INTERVENTIONS HAVE HAD SOME LEADING INDICATORS OF SUCCESS, AGAIN, WITH THE CREATION OF MCCALL AND THE IMPACT THAT IT'S HAD IN THAT AREA.
THE SITE REDESIGN AND HOW THAT'S WORKING AND HOW THAT'S ACTUALLY DID IMPACT PERFORMANCE, BECAUSE THEY DID IMPROVE 11 POINTS IN 2022 COMPARED TO 2019. AND THEN DUNBAR, WE HEARD THE SUCCESS OF HOW THAT MOVING UP FROM THAT F RATED CAMPUS TO A C RATED CAMPUS AND BEING REMOVED FROM AIR AND THE WORK THAT WAS DONE THERE.
AND THE STEPS THAT WE TAKE THERE.
AND THEN THE THINGS THAT WE MIGHT LEARN FROM IS OUR PRINCIPAL MENTORING PLC STRUCTURES, CLASSROOM OBSERVATIONS, SHARING OF RESOURCES, CONNECTING NOW WITH HOLDSWORTH, AND TRYING TO IMPROVE OUR LEADERSHIP PIPELINE.
MOVING FORWARD AND THEN AGAIN, COMMUNITY ENGAGEMENT.
THE DISTRICT TOWN HALLS THAT YOU ALL ARE HAVING AND HEARING THE FEEDBACK COMING FROM THE COMMUNITY IS GOING TO BE REALLY CRUCIAL FOR US TO BE ABLE TO HELP REVIEW AND THEN HELP TO MAKE SOME PLANS IN THE FUTURE ABOUT HOW WE CAN REALLY IMPACT CAMPUSES AND THE WORK THAT WE'RE DOING IN OUR DISTRICT.
SO, WE WANT AGAIN, I COMMEND THE BOARD FOR TAKING THAT ACTION, BEING ABLE TO GO INTO THE COMMUNITY AND LISTENING TO THE COMMUNITY AND THEN GETTING FEEDBACK SO THAT WE CAN TRY TO UNDERSTAND WHAT THEY BELIEVE IS WORKING AND WHAT'S NOT WORKING, AND HOW WE CAN MOVE FORWARD.
AND THEN THE LAST THING I WANT TO SHARE IS JUST SOME TITLE ONE THEMES.
WHEN WE LOOK AT THE DATA THAT'S THAT CAME FROM, FROM THAT SURVEY.
SO, AGAIN, IT'S JUST GOOD OPPORTUNITIES FOR US TO LEARN HERE FROM OUR COMMUNITY AND WAYS THAT WE CAN THEN IMPACT THE SCHOOLS AND FINDING INNOVATION, INNOVATIVE CHOICES, AND WORKING WITH OUR DIFFERENT DEPARTMENTS TO BRING ABOUT, AGAIN, THE TYPES OF SCHOOLS THAT OUR COMMUNITY AND OUR PARENTS DESERVE.
ANY QUESTIONS? ONE QUESTION I HAVE AND NOT A QUESTION, BUT MAYBE FOLLOW UP WHETHER IT'S THE FRIDAY UPDATE OR STUDENT ENGAGEMENT COMMITTEE OR SOMETHING.
I'D BE CURIOUS TO KNOW WHERE THE KIDS, WHAT SCHOOLS THE KIDS TRANSFER THERE WAS LIKE FROM COOPER.
BUT AT LEAST I CAN LET YOU KNOW.
JUST TO CORRELATE TO THAT NUMBER, I'D LOVE TO KNOW.
ARE THOSE ALL AT LUBBOCK HIGH OR THOSE RIGHT MAJORITY.
YEAH. WHATEVER THE CASE MAY BE.
AND IS THAT A GROSS NUMBER OF OUTS VERSUS INS OR IS THAT JUST THE.
I DIDN'T SEE A NUMBER ON THERE OF LISD STUDENTS THAT ARE TRANSFERRING OUT TO THOSE TWO SCHOOLS.
AND WE LIKE I SAID, I KNOW I HAVE THE OPPORTUNITY TO BE ABLE TO DO THAT AND DIVE INTO THAT DATA.
[03:15:03]
THE ONLY THE ONLY ISSUE IS MORE LAGGING DATA.IT'S FROM LAST YEAR, BUT AT LEAST GIVES US AN IDEA OF WHERE KIDS ARE GOING FROM.
YEAH, A PERSPECTIVE, YOU KNOW, I KNOW THAT THERE IS SOME GROWTH GOING ON AND SOME OTHER SCHOOLS THAT ARE OPENING UP, AND WE'LL SEE HOW THAT IMPACTS THE DISTRICT AS WE GO MOVE FORWARD. BUT LIKE I SAID, WE AT LEAST WE HAVE SOME STARTING POINT.
WHAT IS UM, WHAT'S THE SUSTAINABILITY OF THESE SCHOOL ACTION FUNDS AND LIKE BECAUSE WHAT OUR OLDEST SCHOOL WOULD BE FUND IS FOUR YEARS OLD. THREE YEARS OLD.
YEAH, IT'D BE WESTERN MCCALL AND DUNBAR.
THOSE WOULD BE OUR THREE OLDEST ACTIONS.
AND WHEN YOU THINK ABOUT WHERE HER SCHOOL IS LOCATED, WITH 15 APARTMENT COMPLEXES SURROUNDING HER SCHOOL, THE HIGH MOBILITY RATE FOR THE KIDS TO GO FROM AN F RATED CAMPUS TO AN A-RATED CAMPUS.
AND I STILL WE STILL TRY TO FIND THEM ADDITIONAL SUPPORTS.
WE LOOK FOR OTHER GRANT OPPORTUNITIES THAT ALLOW THEM TO STILL CONTINUE TO BE COACHED BY, FOR EXAMPLE, THE SCHOOL EMPOWERMENT NETWORK, WHICH WAS THE ORGANIZATION THAT HELPED US BUILD THE STRUCTURES AND HELPED STACY BUILD THOSE STRUCTURES.
SHE STILL RECEIVES COACHING SUPPORT FROM THEM.
SO, IT'S JUST FINDING THOSE THINGS FOR US TO BE ABLE TO CONTINUE THE ACTIONS THAT HAVE TAKEN PLACE BY PROVIDING COACHING SUPPORT FOR OUR DISTRICT, OUR CAMPUS LEADERS, BECAUSE IF THE LEADERS CAN CONTINUE THE MOMENTUM SHIFT, WE WANT TO CONTINUE THAT TO THE NEXT, UH, LEADERSHIP LEVEL OR THE NEXT PERSON THAT STEPS INTO THAT ROLE.
AND THEN GUESS THAT'S WHERE HOLDSWORTH COMES IN.
AND WORKING WITH HOLDSWORTH AND BUILDING THAT LEADERSHIP PIPELINE AND LEADERSHIP DEFINITION FOR OUR DISTRICT BECAUSE WE DON'T WANT THESE TO BE THREE YEARS IN AND THEN WE'RE DONE. WE WANT THIS TO BE SUSTAINABLE, AND WE'RE TRYING TO BUILD SUSTAINABLE STRUCTURES WITHIN THESE CAMPUSES.
I WOULD SAY THAT MOST OF THE PEOPLE THAT WE'VE PARTNERED WITH HAVE BEEN GREAT.
IF THERE'S AN ORGANIZATION THAT I'M CONCERNED ABOUT OR DR.
YOU KNOW, IN THE END, ALL TO DOESN'T WANT THESE SCHOOLS TO FAIL EITHER.
YEAH. THEY PUT A LOT OF EFFORT, TIME AND RESOURCES INTO THESE SCHOOLS.
YEAH. I JUST THINK IT'S IMPORTANT FOR US TO, YOU KNOW, WE'VE A FEW OF US HAVE TALKED ABOUT, YOU KNOW, STAR PRINCIPALS OR APS OR WHATEVER, AND I GET THE NEED FOR EVERYBODY MOVING UP.
I MEAN, WE ALL WANT TO EXCEL IN OUR CAREERS, RIGHT? BUT SUSTAINABILITY OF NOT ONLY LEADERSHIP ON A CAMPUS, BUT OF PROGRAMING, YOU KNOW, IT'S THE DISTRICT AS A WHOLE.
AND I'M NOT THROWING ROCKS AT ANYBODY.
IT JUST SEEMS LIKE FOR, FOR THE LAST FEW DECADES, WE KIND OF.
ALL RIGHT, HERE'S A FIRE. WE'RE GOING TO GO FIGHT THIS ONE.
AND WHILE WE'RE FIGHTING THIS ONE, YOU KNOW, WE GOT THREE MORE THAT SPROUT UP.
AND THEY JUST KIND OF LIKE WHACK A MOLE.
AND SO, I THINK I APPRECIATE THE STUFF THAT WE'RE DOING AND ANALYZING THE DATA, BECAUSE WE GOT TO FIGURE OUT A WAY THAT SOME OF THESE CAMPUSES CAN RISE AND STAY RISEN.
HEARING THEIR FEEDBACK, WE LEARN FROM EACH OTHER.
AND SO, THERE ARE GREAT RESOURCES.
WHAT ARE Y'ALL DOING? HOW DID HOW DID THIS PARTNERSHIP WORK WITH THIS COMPANY? OR HOW ARE YOU MANAGING THIS GRANT? UH, THOSE HAVE BEEN VERY HELPFUL.
AND THEY'VE LEARNED FROM US AS WELL.
THEY CAME TO VISIT OUR SCHOOLS AND SEE WHAT WE'RE DOING.
AND THEY WERE JUST REALLY IMPRESSED BY THE JOB THAT WE'RE DOING HERE IN OUR DISTRICT.
AND THEY TOOK SOME THINGS FOR WHAT WE'RE DOING.
THEY CALL ME A LOT. THEY CALL KIM, UH, ABOUT WHAT ARE WE DOING IN OUR DISTRICT? BECAUSE THEY WANT TO REPLICATE SOME OF THOSE SYSTEMS THAT ARE SUCCESSFUL HERE IN OTHER PARTS OF THE STATE.
WELL DONE. ALL RIGHT. THANK YOU.
THANK YOU, KEN, WE APPRECIATE YOU.
SORRY, MR. CURRY, WE ARE AT OUR FUTURE FINANCE COMMITTEE MEETING.
OH, IT IS GOING TO BE LAGGING DATA.
NO, WE'VE ALREADY WE'VE ALREADY OWN IT.
OH, OF COURSE IT COMES UP FOR RENEWAL NEXT.
I THINK ONE THING TO LOOK AT IS WHETHER OR NOT SOMETIMES YOU GUYS KNOW THIS MORE THAN I KNOW THIS.
[03:20:03]
IF WHEN WE'RE LOSING THOSE, WHEN WE CAN'T RETAIN THOSE HIGHLY EFFECTIVE TEACHERS, HOW MANY STUDENTS OR FAMILIES ARE MAYBE EVEN FOLLOWING THOSE TEACHERS? YOU KNOW, I'M VERY MINDFUL IT MAY NOT BE THE TREND AS MUCH, BUT WHEN AMY STEVENS, WHO WAS A PHENOMENAL PRINCIPAL AT BOZEMAN, WHEN SHE, SHE WENT TO BAYLESS, SOME OF THOSE FAMILIES WENT TO BAYLESS BECAUSE THEY DIDN'T WANT TO LOSE THEIR PRINCIPAL, AND THEY HAD BUILT THAT RAPPORT. SO JUST SOMETHING MAYBE ANOTHER DATA POINT TO LOOK AT.NOT THAT Y'ALL DON'T HAVE ENOUGH TO DO ALREADY, RIGHT? THAT 1ST MAY BE A LITTLE MORE CHALLENGING TO TRACK.
WELL, IF THERE'S NOTHING ELSE, IT'S 1104.
YOU GOT ANYTHING ELSE? DO YOU HAVE ANYTHING? WE ARE ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.