Jun 15, 2021 District Affairs Committee Meeting

GOOD EVENING. IT IS JUNE 15TH AT 7:15 P.M.

[I. Call to Order and Determination of Quorum]

[00:00:04]

AT THIS TIME I CALL THE MEETING TO ORDER.

THERE IS A PUBLIC FORUM AND WE DO HAVE THE ABILITY FOR INPUT FROM THE PUBLIC.

MECHELLE DO WE HAVE ANY CARDS TO BE READ TONIGHT? NO SIR. NO CARDS, I SEE NOBODY PRESENT TO SPEAK.

SO WE WILL MOVE TO AGENDA ITEM NUMBER THREE, THE SUPERINTENDENTS MESSAGE.

[III. Superintendent's Message]

WE HAD A PHENOMENAL, PHENOMENAL DAY OF GRADUATIONS AND I WANT TO THANK EVERYBODY THAT TOOK PART IN IT. IT WAS JUST BEAUTIFUL TO SEE SO MANY KIDS WALK THE STAGE, HOW MANY PEOPLE CAME OUT TO SUPPORT THEM AND THANK EVERY SINGLE ONE OF THE BOARD MEMBERS BECAUSE EACH BOARD MEMBER AT LEAST ATTENDED ONE, IF NOT TWO GRADUATIONS.

AND YOUR SACRIFICE OF TIME WAS NOTED.

SO THANK YOU. CERTAINLY, THANK YOU.

COMMITTEE.

LET'S MOVE TO ITEM NUMBER FOUR INFORMATION ITEMS.

[IV. Information Items]

MS. GILMORE. ARE YOU? YES. SHE'S GOING TO SPEAK TO US TODAY.

AND IT'S ON PAGE THREE.

AND JUST WHILE MISS GILMORE IS COMING UP WE JUST WANT TO THANK HER.

SHE'S KIND OF LIKE ON A WORLD TOUR.

SHE'S STARTING TONIGHT HERE.

THEN SHE'LL BE PRESENTING IN SAN ANTONIO, FORT WORTH.

THEN SHE'S GOING TO BE DOING ONE AT THE END OF THE MONTH FOR THE ORGANIZATION.

SO SHE'S ACTUALLY BEEN HIGHLIGHTED ALL OVER THE STATE.

SO THANK YOU FOR YOUR WORK.

THANK YOU. AND IT'S ACTUALLY THE WORK OF THE DISTRICT, SO I'M JUST MERELY A REPRESENTATIVE. GOOD EVENING, CHAIRMAN MILLER, COMMITTEE MEMBERS TRUSTEES DR.

LOPEZ, THANK YOU FOR THE OPPORTUNITY THIS EVENING TO SHARE GUIDANCE AND COUNSELING DEPARTMENT AND SEL UPDATES.

I RECOGNIZE THE IMPORTANCE THAT THE GUIDANCE AND COUNSELING DEPARTMENT HAS BEING AT THE FOREFRONT OF HELPING OUR STUDENTS AND OUR COMMUNITY HEAL AS A RESULT OF COVID-19.

AND AS A DIRECTOR OF GUIDANCE AND COUNSELING, I'M TRULY HONORED TO HAVE THE OPPORTUNITY TO BE ABLE TO SERVE AND TO BE ABLE TO HELP OUR COUNSELORS SUPPORT OUR STUDENTS.

I'M HERE TODAY WITH MS. NWAKAEGO ORIJI, WHO IS A COUNSELOR FACILITATOR IN OUR GUIDANCE AND COUNSELING DEPARTMENT, WHO WILL BE SHARING SOME SEL UPDATES WITH YOU TODAY.

THE PURPOSE OF THIS PRESENTATION IS TO HIGHLIGHT THE EFFORTS MADE THIS YEAR BY THE GUIDANCE AND COUNSELING DEPARTMENT TO SUPPORT OUR STUDENTS, OUR FAMILIES AND OUR STAFF.

BEFORE BEGINNING, I'D JUST LIKE TO REALLY INFORM YOU THAT THE ELECTRONIC VERSION PROVIDED AT TONIGHT'S PRESENTATION SERVES AS AN INTERACTIVE NOTEBOOK, WHICH IS FILLED WITH HYPERLINKS TO VIDEOS, WEBSITES AND PRESENTATIONS ALL CREATED THIS YEAR BY OUR SCHOOL COUNSELORS AND OUR RESPONSIVE SERVICE COUNSELORS.

SO IF YOU HOVER OVER ANY OF THE LINKS AND CLICK ON ANY OF THE IMAGES, IT WILL TAKE YOU TO ADDITIONAL DOCUMENTS THROUGHOUT THE SCHOOL YEAR THAT SUPPORT STUDENT ACHIEVEMENT.

DUE TO THE TIME CONSTRAINTS TONIGHT THIS PRESENTATION WILL NOT SHOWCASE ALL 72 CAMPUSES.

HOWEVER, I ASSURE YOU THE SAMPLES PROVIDED TODAY IN THE NOTEBOOK JUST REPRESENTS THE DEDICATION AND SERVICE THAT OUR COUNSELORS PROVIDE TO OUR TRI-CITIES.

WE WILL BRIEFLY DISCUSS THE FOLLOWING ESSENTIAL COMPONENTS THAT OUR SCHOOL COUNSELORS ACTUALLY COMPLETE IN THEIR WORK, A COMPREHENSIVE SCHOOL COUNSELING PROGRAM, COUNSELING INSTRUCTION, MENTAL HEALTH ACCESS AND SUPPORT, POST-SECONDARY ADVISING AND SOCIAL EMOTIONAL LEARNING.

IN ACCORDANCE WITH HOUSE BILL 18 COMPREHENSIVE SCHOOL COUNSELING PROGRAMS ARE DESIGNED TO BE DELIVERED TO STUDENTS SYSTEMICALLY.

PROGRAMS INCLUDE CURRICULUM THAT FOCUS ON STUDENT ACHIEVEMENT, SOCIAL, ACADEMIC AND EMOTIONAL SUPPORT FOR STUDENTS, IDENTIFY WAYS TO CLOSE ACHIEVEMENT GAPS AND OPPORTUNITIES TO PROVIDE RESULTS, AND TO IMPROVE STUDENT ACHIEVEMENT, ATTENDANCE OUTCOMES AND DISCIPLINE OUTCOMES FOR STUDENTS.

OUR GISD COMPREHENSIVE SCHOOL COUNSELING PROGRAM FOLLOWS THE ASCA MODEL AND THE TEXAS MODEL, WHILE COUNSELORS THROUGHOUT THE STATE ARE PATIENTLY WAITING ON SENATE BILL 179 WE HAVE ALREADY BEGAN TO DO THE WORK OF RESTORING BALANCE TO THE ROLES AND RESPONSIBILITIES OF SCHOOL COUNSELORS SO THAT WE CAN INCREASE ACCESS FOR STUDENTS TO COUNSELORS.

WITH YOUR SUPPORT DURING THE 2019 2020 SCHOOL YEAR, WE WERE ABLE TO IMPLEMENT THE TEXAS SCHOOL COUNSELOR EVALUATION SUPPORT SYSTEM, WHICH IS CALLED THE TSES.

IT PROVIDES A FRAMEWORK TO CLARIFY THE ROLES AND RESPONSIBILITIES OF PROFESSIONAL SCHOOL COUNSELORS BY REDEFINING HOW THEY CAN BEST CONTRIBUTE TO STUDENT ACHIEVEMENT.

OUR SCHOOL COUNSELORS CONDUCT NEEDS ASSESSMENTS AND TO IDENTIFY THE IMMEDIATE CONCERNS OF STUDENTS AND ALSO EXISTING GAPS WITHIN OUR SERVICES.

[00:05:03]

EACH GOAL ALIGNS WITH THE CAMPUS DEPARTMENT'S VISION AND MISSION.

THEY ALSO COLLECT DATA USED FROM THE CAMPUS IMPROVEMENT PLANS, ATTENDANCE REPORTS, GRADE REPORTS, TESTING REPORTS, BEHAVIOR AND OR STATE AND DISTRICT DATA.

THE SAMPLE THAT YOU CAN SEE ON THE SCREEN WAS FROM BEAVER ELEMENTARY.

THESE ARE THREE GOALS THAT THE COUNSELORS SET FORTH FOR THEMSELVES TO BE ABLE TO PROVIDE ACCESS TO STUDENTS WITH COLLEGE READINESS, ALSO TO BE ABLE TO PROVIDE INDIVIDUAL AND SMALL GROUP COUNSELING THAT WOULD BE ABLE TO HELP THE STUDENTS WHO ARE IN NEED.

MANY OF OUR CAMPUSES CONDUCTED NEEDS ASSESSMENT THAT IDENTIFIED THAT STRESS MANAGEMENT WAS AN ISSUE.

AND AS WE KNOW, OUR STUDENTS NEED AN INCREASED AMOUNT OF SUPPORT WITH OBTAINING CONFIDENCE AND BEING ABLE TO WORK ON SOME OF THE ISSUES THAT MIGHT HAVE ARISED DUE TO CO VID. SO WE WERE ABLE TO CONDUCT SMALL GROUP COUNSELING SESSIONS, FACILITATE PARENT MEETINGS, WHICH INCLUDED DE-ESCALATION TECHNIQUES SO THAT WE CAN REDUCE STRESS AT HOME AND ALSO WITHIN THE CLASSROOM.

FOR THE 2021 2022 SCHOOL YEAR WE WILL CONTINUE TO REDUCE NON COUNSELING RELATED DUTIES THAT TAKE COUNSELORS AWAY FROM BEING PRESENT FOR STUDENTS.

OUR GOAL IS TO FOLLOW OUR NATIONAL MODEL, WHICH IS 80 PERCENT OF TIME SPENT PROVIDING DIRECT SUPPORT TO STUDENTS AND THE DUTIES FALLING WITHIN THE COMPREHENSIVE COUNSELING PROGRAM TO BE MORE EFFICIENT AND EFFECTIVE WITH PROVIDING SERVICES TO STUDENTS WE WILL ANALYZE OUR TIME AND WE'VE WORKED COLLABORATIVELY WITH THE TECHNOLOGY DEPARTMENT TO REALLY UTILIZE SKYWARD IN A WAY TO REALLY SEE HOW WE ARE NOT ONLY ACCESSING OUR STUDENTS, BUT THE SERVICES IN WHICH WE'RE PROVIDING THEM.

HISTORICALLY, WHEN SCHOOL COUNSELORS REQUEST TIME INSIDE OF THE CLASSROOM TO PRESENT CLASSROOM GUIDANCE LESSONS IT'S OFTEN VIEWED AS A LOSS OF INSTRUCTIONAL TIME.

HOWEVER, OUR GISD TEACHERS AND ADMINISTRATORS UNDERSTAND THAT IT'S SO IMPORTANT FOR SCHOOL COUNSELORS TO BE ABLE TO PROVIDE COUNSELING BASED INSTRUCTION TO OUR STUDENTS.

IT'S JUST A DIFFERENT FORM OF INSTRUCTION.

OUR COUNSELORS THIS YEAR HAVE RECORDED LESSONS, COLLABORATED WITH OUR ADMINISTRATORS AND TEACHERS TO BE ABLE TO SCHEDULE TIME FACE-TO-FACE AND VIRTUALLY TO PROVIDE CLASSROOM LESSONS. THEY EMBED VIDEOS AND AUDIO LESSONS INSIDE OF CANVAS, AND THEY EVEN CREATED THEIR OWN COURSES FOR STUDENTS.

IN ACCORDANCE WITH THE TEXAS MODEL, OUR COUNSELORS CONDUCTED THE SIX MANDATORY LESSONS AND FACILITATED TWO TO FOUR SUPPORTING GUIDANCE LESSONS BASED ON THE NEEDS ASSESSMENT FROM THEIR CAMPUS DATA.

THOSE LESSONS INCLUDE ORIENTATION TO THE COUNSELING PROGRAM, ANTI-BULLYING PREVENTION, HARASSMENT, VIOLENCE PREVENTION AND ALSO SERVES AS CONFLICT RESOLUTION, COLLEGE CAREER MILITARY READINESS, SUICIDE PREVENTION, WHICH IS COMBINED WITH MENTAL HEALTH AND SAFETY AND DRUG EDUCATION PREVENTION.

SCHOOLS LIKE COUCH, HUDSON AND LYLES TRANSFORMED THEIR TRADITIONAL ROOMS THAT WERE TRADITIONALLY VIEWED AS ISS OR TEACHER LOUNGES TO BE ABLE TO CREATE WELLNESS AND RESET ROOMS FOR CAMPUSES FOR STUDENTS AND STAFF SO THAT THEY CAN TAKE A MOMENT TO NOT ONLY CALM DOWN, BUT TO PROCESS THEIR EMOTIONS AND BE IN A SAFE ENVIRONMENT.

THE GUIDANCE AND COUNSELING TEAM WILL CONTINUE TO PROVIDE PROFESSIONAL DEVELOPMENT AND SUPPORT TO CAMPUS STAFF.

WE'RE WORKING WITH OUR AREA DIRECTORS AND THE TEACHING AND LEARNING DEPARTMENTS TO PREPARE PRINCIPALS AND TEACHERS FOR CREATING A CLIMATE AND CULTURE WHERE STUDENTS ARE ABLE TO NOT ONLY REENTER INTO A SAFE ENVIRONMENT, BUT ONE WHERE THEY FEEL WELCOME AND THEY'RE EXCITED ABOUT LEARNING.

RESEARCH INDICATES THAT 20 PERCENT OF STUDENTS ARE IN NEED OF MENTAL HEALTH SERVICES, YET ONLY ONE OUT OF FIVE OF THESE STUDENTS RECEIVE THE NECESSARY SERVICES, OFTEN SCHOOL AGED CHILDREN WHO RECEIVE BEHAVIORAL AND OR MENTAL HEALTH SERVICES, 70 TO 80 PERCENT OF THEM RECEIVE THEM AT SCHOOL. OVER THE YEARS, OUR STUDENT NEEDS HAVE BECOME INCREASINGLY MORE COMPLEX IN REGARDS TO MENTAL HEALTH.

AND COVID JUST REALLY SHINED A LIGHT ON THE NEED FOR COUNSELORS AND MENTAL HEALTH PROFESSIONALS TO CREATE AN ENVIRONMENT FOR STUDENTS WHERE THEY FEEL WELCOME AND THEY'RE PROVIDED WITH POSITIVE AFFIRMATIONS AND ENCOURAGEMENT.

HERE IS A SAMPLE, QUICK SNIPPET OF A COUNSELOR FROM STEADHAM ELEMENTARY PROVIDING A NOT ONLY A POSITIVE AFFIRMATION WITH OUR STUDENTS, BUT ON A VERY ROUGH DAY.

YOU HAVE A GREAT DAY.

[00:10:04]

THAT IS SHOWING RESPECT AND THAT IS WHAT WE DO AND SO TODAY, I WANT YOU TO GIVE SOMEONE A COMPLIMENT, WHETHER IT'S A SMILE, WHETHER IT COMPLIMENTING THEM ON THEIR OUTFIT OR JUST SAYING YOU KNOW WHAT, I APPRECIATE YOU.

SO I WAS HAVING A ROUGH START SO THESE ARE THE AFFIRMATIONS THAT I SAY TO MYSELF.

FEEL FREE TO REPEAT THEM AFTER ME.

THERE IS NO ONE BETTER THAN MYSELF TOMORROW.

HAVE A GREAT DAY.

SO WHILE THIS, LIKE I SAID, IS STEADHAM ELEMENTARY, I KNOW OUR HIGH SCHOOL IS GOING TO SAY, WHAT ABOUT MINE? YOU WILL SEE THIS AT MULTIPLE SCHOOLS OR MOST OF OUR SCHOOLS WHERE NOT ONLY ARE THERE POSITIVE THINGS HAPPENING OVER THE ANNOUNCEMENTS, BUT WITHIN THE CLASSROOM.

AND OUR COUNSELORS HAVE PLAYED A MAJOR ROLE IN MAKING SURE THAT OUR STUDENTS AND TEACHERS FEEL SUPPORTED.

ALSO OUR RESPONSIVE SERVICE COUNSELORS.

WITH YOUR SUPPORT IN 2019 2020 WE WERE ABLE TO REDESIGN OUR TRADITIONAL LIKE PROGRAM TO A RESPONSIVE SERVICE PROGRAM WHICH ALLOWED US TO BE ABLE TO HIRE MENTAL HEALTH PROFESSIONALS WITHIN THE DISTRICT TO BE ABLE TO DEVELOP AND SUPPORT THE BEHAVIORAL HEALTH NEEDS OF OUR STUDENTS. THE PROGRAM IS BASED ON RESEARCH BASED STRATEGIES AND ALSO COMMUNITY PARTNERSHIPS.

SINCE MARCH 2020, WE'VE RECEIVED OVER FOUR HUNDRED AND EIGHTY SIX VIRTUAL REQUEST FOR OUR COUNSELORS. WE'VE ALSO THE RESPONSE TO SERVICE COUNSELORS HAVE ALSO CONDUCTED AND OR SUPPORTED OVER SIX HUNDRED AND SIXTY SEVEN MENTAL HEALTH TRAINING EVENTS, WHICH WAS INCLUDED IN THE TRAININGS THAT WE DISCUSSED AT THE SAFETY AND SECURITY MEETING REGARDING TRAUMA INFORMED CARE FOR OUR STAFF.

OUR RESPONSIVE SERVICE COUNSELORS ALSO HAVE BEEN WORKING COLLABORATIVELY WITH THEIR ADMINISTRATORS ON HELPING SUPPORT HOME VISITS.

THEY'VE SUPPORTED BY CONDUCTING AND FACILITATING 81 HOME VISITS WITH THEIR ADMINISTRATION TEAM. AND DR.

OLSON, OUR RESPONSIVE SERVICE ADMINISTRATOR, HAS WORKED WITH OUR AMAZING SAFETY AND SECURITY DEPARTMENT TO CONDUCT AT LEAST 39 WELFARE CHECKS WITH OUR SAFETY AND SECURITY DEPARTMENT TO BE ABLE TO ENSURE THAT OUR STUDENTS AND OUR FAMILIES ARE GETTING EXACTLY WHAT THEY NEED AND HAVING ACCESS TO SOMEONE IF THEY NEED IT.

WE WILL CONTINUE TO STRENGTHEN AWARENESS OF MENTAL HEALTH AND ALSO STRENGTHEN OUR PARTNERSHIPS. WE RECENTLY HAVE ENTERED AN MOU WITH UT SOUTHWESTERN, WHICH IS A NEW PARTNER THAT WE WILL BE WORKING WITH NEXT SCHOOL YEAR.

AND DR. TRIVENI WILL ALLOW US TO REALLY ENGAGE WITH NOT ONLY LOCAL COMMUNITY AGENCIES, BUT TO PARTICIPATE IN WHAT UT SOUTHWESTERN CALLS THE RISK AND RESILIENCE NETWORK SO THAT WE CAN BEGIN TO OFFER TRAINING AND SUPPORT ABOUT RESILIENCE AND MENTAL HEALTH AWARENESS AND MENTAL FITNESS FOR OUR ADOLESCENTS.

ALONG WITH UT SOUTHWESTERN WE HAVE UNT DALLAS WHO WILL BE PARTNERING WITH US TO BE ABLE TO PROVIDE MORE COMMUNITY OUTREACH PROGRAMS AND TO BE ABLE TO PROVIDE MORE EDUCATION FOR OUR COMMUNITY IN REGARDS TO MENTAL HEALTH AWARENESS.

BUT WE ALSO WILL CONTINUE OUR LONG STANDING PARTNERSHIPS WITH OUR LOCAL AGENCIES, LIKE THE COUNSELING INSTITUTE OF TEXAS, WHO WORKS DIRECTLY WITH US TO SERVICE OUR STUDENTS AND OUR FAMILIES EVERY SINGLE DAY.

OUR PRE-K THROUGH 12TH GRADE COUNSELORS WORK VERY CLOSELY TO HELP STUDENTS IDENTIFY THEIR INTERESTS AND THEIR STRENGTHS TO SET THEIR FUTURE POST-SECONDARY GOALS.

WE POSTED VIRTUAL CAREER DAYS, COLLEGE FAIRS AND EVEN COLLEGE APPLICATION CAMPAIGNS.

IN NOVEMBER, WE HAD A BIG NO PUMPKIN PIE UNTIL YOU APPLY CHALLENGE AND OUR HIGH SCHOOL PRINCIPALS REALLY.

AND SOME PEOPLE CHANGE IT FROM PUMPKIN PIE TO WHATEVER PIE THEY PREFER.

OUR HIGH SCHOOL PRINCIPALS REALLY TOOK OWNERSHIP OF THAT.

AND I JUST WANT TO SHOW YOU A QUICK CLIP OF MR. GILMORE SOUTH GARLAND HIGH SCHOOL PRINCIPAL WHO REQUESTED THAT HIS STUDENTS COMPLETE THEIR APPLICATIONS, WHETHER THAT'S TO TRADE SCHOOL, TO COLLEGE, TO THE MILITARY, WHEREVER THEY WERE INTERESTED IN APPLYING, HE AGREED TO TAKE A PIE IN THE FACE IF 80 PERCENT OF STUDENTS IDENTIFIED THEIR POSTSECONDARY GOALS AND HE CHALLENGED HIS OTHER HIGH SCHOOL

[00:15:02]

SO HERE'S A QUICK LITTLE SNIPPET.

BECAUSE THEY REALLY ENJOYED THE OPPORTUNITY TO GET THE OPPORTUNITY TO SHARE A PIE WITH MR. GILMORE. AND OUR OTHER HIGH SCHOOL PRINCIPALS JOINED IN THE FUN.

AND SO WE REALLY APPRECIATE THEM CHAMPIONING THE WORK, NOT ONLY FOR THE WORK THAT WE'RE DOING WITH SEL, BUT OUR PRINCIPALS HAVE CHAMPIONED THE WORK FOR POST-SECONDARY SUCCESS.

AND THAT'S EVIDENT IN OUR CCMR, NUMBERS.

NEXT YEAR WE PLAN ON DOING EVEN MORE.

WE WANT TO ENHANCE EQUITY AND ACCESS TO OUR STUDENTS.

SO, FOR EXAMPLE, WE'RE REALLY LOOKING AT MIDDLE SCHOOL AND HOW WE CAN REALLY STRENGTHEN OUR AWARENESS FOR OUR MIDDLE SCHOOL STUDENTS.

WHEN WE EXAMINE OUR DATA FROM THIS YEAR, WE MATCHED OUR MIDDLE SCHOOL CAREER ASSESSMENT DATA TO OUR HIGH SCHOOL ENDORSEMENT SELECTION.

AND AS A DISTRICT WE ACTUALLY HAD A SIXTY FOUR PERCENT MATCH, WHICH IS GOOD, BUT WE BELIEVE WE CAN DO BETTER. SO WITH THAT NEXT YEAR WE PLAN ON STRATEGICALLY ADVISING MIDDLE SCHOOL STUDENTS, MAKING SURE THAT WE'RE CONNECTING AND WORKING CLOSELY WITH THE STUDENT SERVICES DEPARTMENT TO LOOK AT CHOICE OPTIONS SO THAT OUR STUDENTS CAN NOT ONLY KNOW ABOUT THE ENDORSEMENT OPTIONS, BUT KNOW WHICH SCHOOLS HAS WHICH ENDORSEMENT OPTIONS AS THEY'RE MAKING THEIR SELECTIONS AND HOW THAT ALIGNS WITH THEIR PATHWAYS AFTER HIGH SCHOOL. WE WILL ALSO BE MORE STRATEGIC IN UTILIZING THE DATA THAT WE RECEIVE.

CURRENTLY, WE HAVE ACCESS THROUGH OUR COMMIT PARTNERSHIP WITH SALESFORCE AND LOOKING AT OUR FAFSA AND COLLEGE APPLICATION COMPLETION DATA.

WHAT WE REALIZE IS WE CAN ACTUALLY BEGIN TO GEO MAP WHERE OUR STUDENTS LIVE AND THE RESOURCES WITHIN THE COMMUNITIES THAT CAN HELP US MAYBE SUPPORT AS WE BEGAN TO DO MORE OUTREACH TO HELP STUDENTS WITH APPLICATIONS AND FAFSA.

SO LOOKING AT THE GEO MAP, IT SHOWS US WHERE SPECIFICALLY STUDENTS LIVE AND LOCAL RESOURCES LIKE CHURCHES AND PUBLIC LIBRARIES THAT MAYBE WE CAN TAP INTO TO BE ABLE TO PROVIDE THEM WITH MORE ACCESS.

AND MS. ORIJI WILL SHARE INFORMATION REGARDING SORRY, SEL.

THANK YOU SO MUCH FOR THE OPPORTUNITY.

I PROBABLY WON'T BE AS REFINED AS MY WONDERFUL DIRECTOR, BUT I WOULD DEFINITELY TRY TO DO SO. SO WE'LL FIRST START OFF TALKING ABOUT WHAT SEL IS, JUST BASICALLY WHAT IS SOCIAL AND EMOTIONAL LEARNING IT HAS BECOME A LOT OF A TAG LINE FOR SOME, BUT SOCIAL AND EMOTIONAL LEARNING IS SO VERY IMPORTANT.

THERE'S A QUOTE HERE THAT I LOVE.

IT SAYS, EDUCATING THE MIND WITHOUT EDUCATING THE HEART IS NO EDUCATION AT ALL.

AND SO THAT REALLY GOES TO THE HEART OF SOCIAL AND EMOTIONAL LEARNING, BECAUSE WE ARE, AS EDUCATORS WE ARE RESPONSIBLE FOR PROVIDING THE CONTENT IN THE CURRICULUM FOR STUDENTS.

BUT WE ALSO NEED TO PROVIDE THE SKILLS THAT FEED THEIR CHARACTER.

SO WHAT IS SEL? WHAT IS SOCIAL, EMOTIONAL LEARNING? WELL, IT'S THE PROCESS BY WHICH WE MAKE SURE THAT OUR YOUNG PEOPLE AND OUR ADULTS, THAT MEANS ALL OF OUR STAKEHOLDERS ARE ABLE TO APPLY THOSE SKILLS FOR LIFE, WHICH IS THE MANAGING EMOTIONS SHOWING EMPATHY TO OTHERS.

BUILDING RELATIONSHIPS IS A HUGE ONE AND ALSO MAKING REALLY RESPONSIBLE DECISIONS.

AND SO SEL IS BUILT ON FIVE CORE COMPETENCIES.

SO THESE ARE LIKE THE SEL TEKS, IF YOU WILL.

SELF-AWARENESS. SO WE WANT STUDENTS TO BE SELF AWARE.

WE WANT THEM TO BE ABLE TO SELF MANAGE.

WE WANT THEM TO BE SOCIALLY AWARE.

WE WANT THEM TO BE ABLE TO BUILD RELATIONSHIPS OR HAVE THESE RELATIONSHIPS SKILLS AND THEN ALSO TO BE ABLE TO MAKE RESPONSIBLE DECISIONS.

SO THE RESPONSIBLE DECISION MAKING COMPETENCIES.

NOW, IT'S EASY TO UNDERSTAND WHAT SEL IS IN PRACTICE, BUT WE ALSO NEED TO UNDERSTAND WHAT SEL IS NOT. A LOT OF PEOPLE GET IT CONFUSED SOMETIMES WITH WHAT SEL ACTUALLY IS.

SO WHAT SEL IS NOT SO I PUT A LIST OF THINGS KIND OF LIKE WHAT I'VE HEARD SOME INDIVIDUALS SAY. SO SEL IS NOT A SET CURRICULUM.

AND THE REASON WHY I SAY THAT IT'S WONDERFUL TO HAVE A CURRICULUM TO TEACH THOSE EXPLICIT SEL SKILLS SKILLS.

BUT SEL IS MORE OF A CULTURE.

SO YOU CAN HAVE A CURRICULUM, YOU CAN HAVE AN AMAZING CURRICULUM THAT YOU'RE IMPLEMENTING AT A CAMPUS. BUT IF THAT CAMPUS IS NOT A NURTURING ENVIRONMENT, THEN THAT CURRICULUM IS NOT GOING TO BE AS IMPACTFUL FOR STUDENTS.

SO WE WANT TO MAKE SURE THAT WE PROMOTE RELATIONSHIP BUILDING AT THE CAMPUS LEVEL A POSITIVE CLIMATE AND CULTURE.

SO ADULTS THAT ARE MODELING THOSE SKILLS, SO WE'RE ACTUALLY EXPLICITLY TEACHING THOSE SKILLS, THEN THEY'RE BEING REINFORCED BY ADULT BEHAVIOR.

AND IT'S NOT JUST SOMETHING ELSE FOR YOU TO DO.

[00:20:03]

I CAN'T DO ALL OF THIS, BUT I JUST LOOK AT IT LIKE THIS AND THIS IS KIND OF HOW I EXPLAIN IT TO THEM. IT'S NOT JUST LIKE ANOTHER DISH THAT'S PLOPPED ON YOUR PLATE, LIKE AT THE FAMILY REUNION. RIGHT.

IT'S MORE LIKE THE SPICES THAT ARE IN THE FOOD.

SO, YOU KNOW, THAT IS TASK RELATED.

IF YOU WANT SOME SALT ON YOUR FOOD, YOU GOT TO GO AND GET THE SALT AND PUT IT ON THERE.

RIGHT. SO THERE'S A TASK RELATED TO IT, BUT IT ENHANCES THE FLAVOR OF YOUR FOOD SO MUCH SO SOCIAL AND EMOTIONAL LEARNING ENHANCES THAT STUDENT EDUCATIONAL EXPERIENCE.

AND SO THAT'S WHY WE DON'T WANT PEOPLE TO LOOK AT IT AS, OH, THIS IS JUST SOMETHING ELSE I HAVE TO DO. NO THIS IS SOMETHING THAT'S GOING TO ENHANCE OUR STUDENTS EDUCATIONAL JOURNEY. I'M GOING TO SKIP A COUPLE OF THESE JUST FOR THE SAKE OF TIME.

IT'S NOT CRISIS COUNSELING.

AND I'LL SAY THIS BECAUSE A LOT OF INDIVIDUALS THINK, OK, WELL, THIS STUDENT NEEDS SEL BECAUSE HE'S, YOU KNOW, STRUGGLING, HE HAS SOMEBODY PASSED AWAY OR HE HAS SUICIDAL IDEATION. SO HE NEEDS SEL, WHICH CRISIS COUNSELING IS USUALLY HANDLED BY A COUNSELOR.

IT'S CALLED COUNSELING.

AND SO A COUNSELOR IS RESPONDING TO A NEED OF A STUDENT.

BUT SOCIAL AND EMOTIONAL LEARNING IS PREVENTATIVE IN NATURE, SO IT'S NOT REALLY A RESPONSE. SO HOW CAN SOCIAL EMOTIONAL LEARNING HELP STUDENTS THAT MAY HAVE HAD SOMEONE PASS AWAY OR MAY HAVE HAD THESE SUICIDAL IDEATIONS? WELL IT HELPS THEM BEFOREHAND? IT HELPS THEM TO BUILD UP THAT RESILIENCY, HAVE THAT EMPATHY BE ABLE TO SELF MANAGE SO THEY WON'T EVEN GET TO THAT POINT.

OR IF THEY GET TO THAT POINT, THEY WILL BE ABLE TO HANDLE THAT WITH THE SKILLS THAT THEY HAVE BUILT UP.

AND THEN IT'S NOT PBIS OR RESTORATIVE PRACTICES.

I LOVE YOU, MARY.

MARY GARCIA AND I TALK ABOUT THIS ALL THE TIME BECAUSE PEOPLE NO I DON'T UNDERSTAND.

SHE'S SHORT, I'M TALL.

SO [LAUGHTER] BUT THEY FEEL LIKE, OK, WELL, I'M DOING PBIS ON MY CAMPUS.

SO, THAT'S SEL.

RIGHT. AND SO WE JUST HAVE TO EXPLAIN THAT PBIS IS A BEHAVIORAL SYSTEM.

SEL IS A SKILL BUILDING SYSTEM.

SO THE END GAME IS DIFFERENT FOR PBIS YOU WANT THAT POSITIVE BEHAVIOR, BUT FOR SEL YOU WANT TO BUILD THOSE SKILLS FOR STUDENTS TO USE FOR LIFE.

AND THEN AS FAR AS RESTORATIVE PRACTICES, THE NAME IN ITSELF RESTORATIVE, YOU'RE RESTORING SOMETHING THAT HAS BEEN COMPROMISED.

AND IF YOU REMEMBER EARLIER, I SAID SEL IS MORE PREVENTATIVE.

SO IT PREVENTS SITUATIONS IT PREVENTS RELATIONSHIPS FROM BEING COMPROMISED, SO THAT'S HOW SEL IS A LITTLE BIT DIFFERENT FROM PBIS OR RESTORATIVE PRACTICES, BUT IN CONJUNCTION WITH EACH OTHER, THEY REALLY WORK PERFECTLY IN HARMONY.

AND SO HAVING SEL, PBIS AND RESTORATIVE PRACTICES ON YOUR CAMPUS REALLY DOES BENEFIT OUR STUDENTS. SO I WANT TO GO AHEAD AND JUST SHOW YOU JUST A QUICK VIDEO.

SO THAT'S BASICALLY SOCIAL AND EMOTIONAL LEARNING IN A NUTSHELL.

BUT I WANT TO SHOW YOU HOW WE HAVE MADE IT VERY UNIQUE TO GARLAND ISD BECAUSE WE KNOW OUR STUDENTS HAVE THOSE UNIQUE NEEDS.

AND SO HOW HAVE WE MADE SOCIAL AND EMOTIONAL LEARNING UNIQUE TO OUR STUDENTS NEEDS.

SO I'LL GO AHEAD AND PLAY THAT VIDEO? AND AM I CONTROLLING THIS? OK. PERFECT.

OH NO.

TEACH STUDENTS AND ADULTS SKILLS TO BE ABLE TO EFFECTIVELY MANAGE EMOTIONS, BUILD HEALTHY RELATIONSHIPS AND DEVELOP RESILIENCE.

IN GARLAND ISD IT IS OUR MISSION TO ADVANCE EDUCATIONAL EQUITY AND EXCELLENCE THROUGH THE IMPLEMENTATION OF SOCIAL AND EMOTIONAL LEARNING.

WE ALSO ENVISION ALL GARLAND ISD STUDENTS AND ADULTS WILL CO-CREATE THRIVING SCHOOLS AND CONTRIBUTE TO SAFE, HEALTHY AND JUST COMMUNITIES WITH THE SOCIAL AND EMOTIONAL SKILLS NEEDED TO BECOME RESPONSIBLE DECISION MAKERS AND PRODUCTIVE CONTRIBUTORS OF THE 21ST CENTURY GLOBAL SOCIETY.

WE HAVE CUSTOMIZED OUR SEL DISTRICT IMPLEMENTATION TO MEET OUR VARIOUS STUDENT NEEDS BY DEVELOPING FOUR BUILDING BLOCKS THAT CONTRIBUTE TO THE FOUNDATION OF OUR SEL PROGRAM.

THESE BUILDING BLOCKS INCLUDE RELATIONSHIP BUILDING, WHOLE CHILD DEVELOPMENT, BUILDING RESILIENCE AND GRIT AND ENGAGING LEARNING SPACES.

ALL CAMPUSES ENGAGE IN ACTIVITIES ADDRESSING THE THREE SIGNATURE PRACTICES WHICH ARE WELCOMING RITUALS, ENGAGING PRACTICES AND OPTIMISTIC CLOSURES.

WE ALSO PROMOTE A HOME SCHOOL CONNECTION BY ENCOURAGING FAMILIES TO ESTABLISH ACTIVITIES THAT CAN BE USED AS THE THREE SIGNATURE PRACTICES AT HOME.

ADDITIONALLY, ALL CAMPUSES PROVIDE EXQUISITE INSTRUCTION OF SOCIAL AND EMOTIONAL LEARNING SKILLS USING A CURRICULUM SPECIFICALLY DESIGNED FOR THE NEEDS OF OUR SCHOLARS.

WE ALSO SUPPORT ADULT SEL BY OFFERING A ROBUST PROFESSIONAL DEVELOPMENT PLAN WITH VIRTUAL

[00:25:03]

WE HAVE THE PRIVILEGE OF WORKING IN COLLABORATIVE PARTNERSHIPS WITH THE SEL STEERING COMMITTEE AND OTHER DISTRICT DEPARTMENTS, WHICH INCLUDE EMPLOYEE WELLNESS, STUDENT SERVICES AND DIGITAL LEARNING.

WE ARE EXCITED TO HIGHLIGHT CAMPUSES THROUGH OUR GISD SEL SCHOOL OF EXCELLENCE AWARD, WHICH GIVES THE OPPORTUNITY TO EARN A GOLD, SILVER OR BRONZE DISTINCTION BASED ON THE EFFECTIVENESS OF SEL IMPLEMENTATION CAMPUS WIDE.

SO AS YOU CAN SEE, SEL IN GISD IS TOP NOTCH AND WE CONTINUE TO LOOK FOR WAYS TO ENHANCE OUR PRACTICES AND STRATEGIES SO THAT OUR STAFF FAMILIES AND OUR GISD SCHOLARS CAN HAVE THE BEST EDUCATIONAL EXPERIENCE POSSIBLE.

WE APPRECIATE ALL OUR STAKEHOLDERS FOR THEIR CONTINUOUS CONTRIBUTION TO THE SUCCESS OF SOCIAL AND EMOTIONAL LEARNING IN GISD.

SO THAT WAS A PROMOTIONAL VIDEO THAT WE CREATED FOR CAMPUSES TO BE ABLE TO USE IN PRESENTATIONS AND FOR OUR DEPARTMENT TO BE ABLE TO USE IN PRESENTATIONS SUCH AS THESE, JUST TO GIVE A GENERAL OVERVIEW OF HOW GARLAND ISD SEL IS SPECIAL AND UNIQUE TO OUR STUDENTS. IF YOU TAKE A LOOK AT THE IMPLEMENTATION PLAN AT A GLANCE, WE HAVE A THREE YEAR IMPLEMENTATION PLAN, WHICH NEXT THIS UPCOMING SCHOOL YEAR IS YEAR THREE OF OUR IMPLEMENTATION.

IF YOU TAKE ANYTHING AWAY FROM THE VIDEO, I WANT YOU TO TAKE TWO NUMBERS AWAY.

OK, I WANT YOU TO TAKE THE NUMBER THREE, WHICH IS THE THREE SIGNATURE PRACTICES, WHICH IS WELCOMING RITUALS, ENGAGING PRACTICES AND OPTIMISTIC CLOSURES.

OK, AND THEN THE SECOND THING I WANT YOU TO TAKE AWAY IS NUMBER FOUR.

SO THAT'S NUMBER THREE AND NUMBER FOUR.

NUMBER FOUR ARE THOSE BUILDING BLOCKS, THAT FOUNDATION, WHICH IS THE WHOLE CHILD DEVELOPMENT RELATIONSHIP, BUILDING, ENGAGING, LEARNING SPACES AND BUILDING RESILIENCE AND GRIT. SO EVERYTHING THAT WE DECIDE, ALL DECISIONS WE MAKE FOR GARLAND ISD SEL ARE BASED ON THOSE FOUR BUILDING BLOCKS.

JUST TO GIVE YOU KIND OF LIKE AN IDEA OF SOME OF THE THREE SIGNATURE PRACTICES AND HOW THOSE LOOK PRACTICALLY.

I HAVE ACTUALLY A FEW VIDEOS FROM SOME OF THE SCHOOLS THAT WON THE SEL SCHOOL OF EXCELLENCE AWARD. I'M GOING TO SHOW THEM OFF.

I HAVE AN EXAMPLE OF A WELCOMING RITUAL FROM ROWLETT HIGH SCHOOL.

GOOD MORNING.

I LOVE THAT BECAUSE SOMETIMES IT'S REALLY DIFFICULT TO GET SECONDARY TO BUY IN TO THINGS LIKE THAT. SO WHAT'S INTERESTING ABOUT THAT IS THAT THEY WERE OUTSIDE GREETING THE STUDENTS. THEY DIDN'T WAIT FOR THEM TO COME INSIDE THE BUILDING, BUT I'M OUTSIDE GREETING YOU, LETTING YOU KNOW THAT YOU'RE WELCOME AND I WANT YOU HERE.

AND SOMETIMES IT TAKES THAT, ESPECIALLY NOW THAT STUDENTS ARE COMING BACK WITH LOTS OF BAGGAGE, LOTS OF TRAUMA AND THINGS OF THAT NATURE.

WE NEED TO MAKE SURE THAT WE UP OUR GAME, SO TO SPEAK, IN OUR WELCOMING OF OUR STUDENTS IN THE SCHOOL. AND THEN WE HAVE A BRAIN BREAK, WHICH IS ONE OF THE ENGAGING PRACTICES.

AND THIS IS ACTUALLY WITH A PRINCIPAL FROM WATSON.

I THOUGHT THAT WAS AWESOME.

THE VIRTUAL BABIES WERE ALSO PARTICIPATING WE KNOW HOW HARD IT IS, HOW HARD IT WAS THIS PAST SCHOOL YEAR TO CONNECT WITH THEM.

SO THAT WAS AWESOME. AND IF ANYONE KNOWS ADRIAN LE DAY, THEN THEY ALREADY KNOW THAT HE WAS IN THE BACKGROUND GETTING DOWN.

AND THEN WE HAVE AN OPTIMISTIC CLOSURE AND I'LL SHOW YOU AN EXAMPLE OF THAT ONE.

OUR DAY, SAY, REFLECT.

REFLECT. AND REMEMBER, REFLECTING IS JUST WHEN WE THINK ABOUT OUR DAY AND WE THINK ABOUT WHAT WE WANT TO DO TOMORROW.

SO GO AHEAD AND CLOSE YOUR EYES FOR ME, OK, WITH YOUR EYES CLOSED.

I WANT YOU TO THINK ABOUT OUR DAY.

THINK ABOUT OUR REALLY HIGH MOMENTS, OUR GOOD MOMENTS.

THINK ABOUT MAYBE SOME LOW MOMENTS THAT WE NEED TO WORK ON.

[00:30:05]

I'M GOING TO STOP THAT A LITTLE EARLY BECAUSE IT IS RATHER IT'S A MINUTE AND SOMETHING, SO I DON'T WANT TO FOR THE SAKE OF TIME.

BUT AT THE END OF THE DAY, WE ENCOURAGE THAT AT THE END OF INSTRUCTION, NOT SENDING THE STUDENTS OFF IN A BAD FRAME OF MIND.

I KNOW THAT AS A TEACHER, I WILL GO AHEAD AND ADMIT SOMETIMES I WOULD SAY DON'T COME BACK TO MY CLASS TOMORROW ACTING LIKE THAT.

THAT'S NOT OPTIMISTIC CLOSURE. [LAUGHTER].

SO WE HAVE TO MAKE SURE THAT WE ARE SO, SO VERY CAREFUL ON HOW WE SEND OUR KIDS OFF INTO THE WORLD BECAUSE WE WANT THEM TO WANT TO COME BACK TO US.

SO THOSE ARE THE THREE SIGNATURE PRACTICES AND THOSE ARE EXAMPLES OF THOSE.

FOR OUR YEAR THREE IMPLEMENTATION.

OUR GOAL IS TO HAVE FULL IMPLEMENTATION ON ALL CAMPUSES AND THEN PROGRAM EVALUATIONS BEGAN. SO WE DO HAVE OUR PANORAMA.

AND SO WE WILL BE DEFINITELY BE ABLE TO USE THAT IN ORDER TO HAVE THOSE PROGRAM EVALUATIONS. AND SO WE'RE SO BLESSED TO HAVE THAT.

THAT WAS AN AMAZING OPPORTUNITY THAT WE HAVE.

SO THANK GOODNESS FOR THAT.

WE'LL BE ABLE TO EVALUATE OUR PROGRAM TO SEE HOW EFFECTIVE IT IS IN HELPING OUR STUDENTS AND OUR OTHER STAKEHOLDERS.

AM I WRONG? OH, THANK YOU SO MUCH.

OK, I'M TECHNOLOGICALLY SLOW PROCESSING TODAY.

OK, AWESOME, THANK YOU SO MUCH.

SOME OF OUR AWESOME COLLABORATIVE PARTNERSHIPS, OUR DISTRICT PARTNERS, EMPLOYEE WELLNESS DOES AN AMAZING JOB ON MAKING SURE OUR EMPLOYEES ARE TAKEN CARE OF, ESPECIALLY WITH THE SELF CARE PROGRAM.

ALSO, WE COLLABORATED WITH EMPLOYEE WELLNESS AND DIGITAL LEARNING TO CREATE OUR SEL ESSENTIALS, ASYNCHRONOUS COURSE OF PROFESSIONAL DEVELOPMENT FOR OUR STAKEHOLDERS.

YOU CAN BECOME CERTIFIED LEVEL ONE, LEVEL TWO OR LEVEL THREE.

SO THAT WAS AN AWESOME OPPORTUNITY THAT WE WERE ABLE TO HAVE OUR STUDENT SERVICES AND FACE DEPARTMENT AND THEN ADVANCED ACADEMICS WILL BE WORKING WITH ON OUR MIDDLE SCHOOL WIN CLASS CCMR SLASH SOCIAL AND EMOTIONAL LEARNING.

SOME OF THE EXTERNAL PARTNERS THAT WE HAVE, PANORAMA, YAY, THAT'S SO EXCITING.

THEY HAVE SO MANY RESOURCES THAT WE WILL BE ABLE TO UTILIZE.

AND SHMOOP HEARTBEAT, WHICH IS A CHECK IN PROGRAM WHERE STUDENTS WILL BE ABLE TO CHECK IN.

AND THEN THE DATA, THE INFORMATION THAT'S PROVIDED FROM THERE WILL GO TO THEIR TEACHERS, WILL GO TO PRINCIPALS. AND ALSO WE AT THE DISTRICT LEVEL CAN ACCESS THAT AS WELL.

AND THAT WAS FROM ALSO ADVANCED ACADEMIC.

SO AN AWESOME OPPORTUNITY FOR US TO BE ABLE TO PARTNER WITH THOSE EXTERNAL SOURCES.

AND THE WIND BENEATH MY WINGS IS THE SEL STEERING COMMITTEE.

THEY ARE AN AMAZING RESOURCE.

SO WE DIVIDED THEM INTO SUBCOMMITTEES BECAUSE WE WANTED TO MAKE SURE THAT WE WERE GETTING THE WORK DONE IN EVERY ASPECT OF THIS.

SO THE SUBCOMMITTEES INCLUDE THE CURRICULUM COMMITTEE, WHICH CREATED THE FALL AND THE SPRING LESSONS FOR EXPLICIT INSTRUCTION FOR PRE-K THROUGH 12.

THAT WAS AN AMAZINGLY OVERWHELMING PROJECT, BUT WE WERE SO HAPPY WITH THE RESULTS AND THAT OUR STUDENTS WERE ABLE TO BENEFIT FROM THAT.

AND THEN OUR PROFESSIONAL DEVELOPMENT SUBCOMMITTEE AND WE CREATED A PROFESSIONAL DEVELOPMENT FROM SUMMER 2020.

AND THERE IS OFFERINGS NOW ACTUALLY CONDUCTED A PROFESSIONAL DEVELOPMENT THIS MORNING ON CLIMATE AND CULTURE KEYS FOR TEACHERS AND REENTRY.

AND I WANTED TO JUST SHOW YOU REALLY QUICKLY THE PROFESSIONAL DEVELOPMENT PLAN THAT WE HAVE MAPPED OUT AND THE THINGS THAT WE HAVE OFFERED FOR OUR STAKEHOLDERS TO BECOME MORE KNOWLEDGEABLE ABOUT SOCIAL AND EMOTIONAL LEARNING SO THAT WE CAN DEFINITELY HAVE MUCH MORE BUY-IN. SO SEL STRATEGIES THAT WORK.

WE HAD A CURRICULUM OVERVIEW FOR LEADERSHIP AND FOR TEACHERS.

POSITIVE DISCIPLINE STRATEGIES.

WE HAD A WELLNESS ROOM CREATING A WELLNESS, A RESET ROOM, WHICH I'LL TALK ABOUT A LITTLE BIT LATER, AND THEN OUR ASYNCHRONOUS COURSE.

AND THEN FOR OUR SUMMER COURSES.

FOR NOW, WE ARE OFFERING A CLIMATE AND CULTURE WE WILL BE DOING IT FOR LEADERSHIP APS AND PRINCIPALS AND THEN TEACHERS, AND THEN STRENGTHENING YOUR SEL COMPETENCIES, ALLOWING TEACHERS TO BE ABLE TO STRENGTHEN THOSE COMPETENCIES.

OK, ALL RIGHT.

THEN WE HAVE THE DATA COMMITTEE WHO PUT OUT THIS SPRING AND FALL SURVEY.

AND SO WE WERE ABLE TO GET FEEDBACK TO BE ABLE TO STRENGTHEN OUR SEL PROGRAM, THE AWARD COMMITTEE THEY STREAMLINED THE AWARD PROCESS, WHICH THEY DID AN AMAZING JOB, CREATED THE APPLICATION PROCESS, WROTE OUT ALL THE DIRECTIONS AND EXPLAINED IT.

SO THAT WAS AN AWESOME JOB THAT THEY DID.

[00:35:01]

AND THEN THE COMMUNICATIONS COMMITTEE, WHICH THEY KEPT UP WITH OUR TWITTER AND OUR INSTAGRAM, AND THEY ALSO CREATED A NEWSLETTER SO THAT WE COULD MAKE SURE TO STAY CONNECTED WITH ALL OF OUR STAKEHOLDERS.

ALL RIGHT, AND LAST BUT NOT LEAST, WHAT'S NEXT FOR OUR SEL? WELL, WE WANT TO DEFINITELY WE TALKED ABOUT IT WITH THE SEL STEERING COMMITTEE AND WE WANT TO DEFINITELY TARGET OUR ADULTS, WHICH IS PROBABLY WHAT WE SHOULD HAVE STARTED OUT WITH. BUT JUST WHERE WE WERE IN OUR IMPLEMENTATION, IT JUST DIDN'T WORK OUT LIKE THAT.

BUT WE'RE GOING TO GO BACK. WE'RE GOING TO TARGET OUR ADULTS BECAUSE, YOU KNOW, IF AN ADULT DOESN'T HAVE THE SEL SKILLS THAT THEY NEED, THEN THE STUDENT IS GOING TO BE MESSED UP. THAT'S JUST THE BOTTOM LINE.

SO WE GOT TO HAVE ADULTS, OK, SO THAT STUDENTS CAN BE OK.

AND AS YOU CAN SEE IN THAT LITTLE CHART RIGHT THERE, THE TEACHER'S SEL COMPETENCIES REALLY AFFECT THE STUDENT OUTCOMES AT THE END.

SO WHAT WE'RE CURRENTLY IMPLEMENTING FOR ADULT SEL IS THE EMPLOYEE WELLNESS SELF CARE PROGRAM. WE ALSO HAVE PROFESSIONAL DEVELOPMENT THAT'S PROVIDED TO OUR CAMPUSES, WHETHER IT BE COUNSELOR TRAINING OR DISTRICT PROVIDED.

AND SO FOR US, FOR OUR IMPLEMENTATION FOR NEXT YEAR, WE WANT TO DEFINITELY PULL PARENTS IN MORE, GET THEM EDUCATED WITH SEL SO THAT WE CAN HAVE THAT KIND OF WRAPAROUND SERVICES LIKE THEY'RE GETTING AT SCHOOL AND THEY'RE GETTING AT HOME AS WELL.

AND THEN JUST PROVIDING SOME MORE SUPPORT TO THE ADMINISTRATORS, BECAUSE WE FEEL LIKE MAYBE THE ADMINISTRATORS ARE NOT ABLE TO GIVE THESE SPECIFIC TYPES OF MODULES TO THEIR STAFF BECAUSE THEY JUST NEED SOMEBODY TO PROVIDE THEM WITH RESOURCES TO GIVE TO THEIR STAFF. SO WE'RE GOING TO DEFINITELY COME THROUGH AND WE'RE GOING TO MAKE SURE ADMINISTRATORS GET THAT BECAUSE THAT IS VERY WELL NEEDED.

AND THEN THE STUDENT FOCUS FOR US THIS YEAR IS THE STUDENTS SELF-MANAGEMENT.

AND I THINK THIS WAS MENTIONED EARLIER ABOUT THE WELLNESS AND THE RESET ROOMS. THIS IS AN EXAMPLE OF COUCH WELLNESS ROOM AND HUDSON WELLNESS ROOM.

AND IT JUST REALLY CUTS DOWN ON BEHAVIOR BECAUSE STUDENTS, INSTEAD OF BEING PUNISHED FOR HAVING A FEELING OR GETTING UPSET, THEY'RE ABLE TO CALM DOWN OR THEY'RE ABLE TO USE THESE SEL TOOLS TO CALM DOWN, BECAUSE AT THE END OF THE DAY, BECAUSE OF THE GAPS IN LEARNING, THE STUDENTS NEED TO BE IN THE CLASSROOMS. WE DON'T NEED THEM TO BE BEING SENT OUT AND MISSING INSTRUCTION BECAUSE OF BEHAVIOR ISSUES. SO THESE KINDS OF THINGS BEING PUT IN PLACE WELLNESS ROOMS RESET ROOMS. EVEN A CALM DOWN CORNER IN EACH OF THE CLASSROOMS CAN REALLY HELP TO CUT DOWN ON SOME OF THOSE BEHAVIOR ISSUES.

SO THOSE ARE OUR NEXT STEPS THAT WE'RE LOOKING FOR TO DO THIS YEAR.

AND OUR LAST SLIDE, OF COURSE.

THANK YOU SO MUCH FOR YOUR ATTENTION.

WE USE ANY KIND OF ANY OPPORTUNITY TO SHOW OFF OUR SCHOOLS AND WHAT THEY'RE DOING AS FAR AS GUIDANCE AND COUNSELING. SO THIS IS A LITTLE EYE CANDY FOR YOU.

SO THESE ARE A FEW OF OUR CAMPUSES AND THE AMAZING THINGS THAT THEY'RE DOING.

SO WE THANK YOU SO MUCH FOR YOUR TIME.

AND WE OPEN FOR QUESTIONS IF YOU HAVE ANY? CERTAINLY. THANK YOU SO MUCH FOR YOUR PRESENTATION.

AND I KNOW YOU PUT A LOT OF WORK INTO IT.

WE REALLY APPRECIATE IT.

AND REALLY, THE VIDEOS THAT WAS REALLY GOOD.

MR. SELDERS.

THANK YOU FOR THAT PRESENTATION.

BUT YOU TALKED A LITTLE BIT ABOUT A RE-ENGAGEMENT AND REENTRY POST COVID.

HAVE YOU GUYS ALREADY CREATED THAT PLAN AND THE PD THAT GOES ALONG WITH IT IN TERMS OF THE EXPECTATION AND THE IMPLEMENTATION PLAN FOR TEACHERS THAT WE'RE ON CAMPUS NOW AND THEN THOSE THAT WILL BE COMING BACK OR NEW HIRES.

SO AS A DISTRICT, THERE'S BEEN A LOT OF COLLABORATION REGARDING REENTRY.

AND I LOOKED OVER AT DR.

RUSSELL AND BABETTA BECAUSE WE'VE BEEN MEETING WEEKLY WITH COMMITTEES, REALLY PREPARING JUST AS A LARGE WHOLE FROM OUR SCHOOL LEADERSHIP DIVISION, THE CURRICULUM DIVISION, REALLY WORKING TOGETHER COLLABORATIVELY TO ENSURE THAT NOT ONLY OUR STUDENTS FEEL WELCOME, BUT OUR TEACHERS FEEL SUPPORTED IN REGARDS TO RE-ENTERING.

WITH RESPECT TO WHAT YOU'RE TALKING ABOUT WE SEEN EARLIER WITH STUDENT MANAGEMENT AND HOW THAT MATTERS WITH THE SEL PROGRAMS, WHAT IS THE EXPECTATION GOING FORWARD WITH RESPECT TO OUR STUDENT MANAGEMENT NUMBERS AND HOW THIS IS GOING TO WORK OUT? ARE YOU SEEING TRENDS AS EARLY AS NOW OR WHAT DO YOU EXPECT TO HAVE HAPPEN GOING FORWARD? WELL, HOPEFULLY, AND THAT'S WHY WE HAVE A REALLY STRONG COLLABORATIVE PARTNERSHIP WITH STUDENT SERVICES. AND LIKE I WAS SAYING WITH A MS. GARCIA, HOPEFULLY WE WILL SEE A DOWNWARD TREND.

WE KNOW THAT THERE IS GOING TO BE SOME TRANSITION PIECE HERE, JUST LIKE IF, YOU KNOW, YOU DON'T GO TO THE GYM FOR A WHILE.

GETTING BACK INTO THE GYM IS HARD.

SO THE SAME THING GETTING BACK INTO IT.

AND YOU SHOULD ALREADY KNOW.

YOU LOOKED STRAIGHT AT ME AND I DIDN'T. [LAUGHTER] SO, SO, WE KNOW OUR STUDENTS ARE GOING TO HAVE THAT ADJUSTMENT PERIOD WHERE IT'S GOING TO

[00:40:05]

SO JUST PREPARING OUR ADMINISTRATORS TO BE ABLE TO REFLECT ON THE TYPES OF THINGS, THE TYPES OF BAGGAGE THAT OUR STUDENTS ARE BRINGING BACK AND TO BE UNDERSTANDING AND TO HAVE THOSE ALTERNATE WAYS IN ORDER TO HANDLE THOSE THINGS, HOPEFULLY WE WILL SEE.

DEFINITELY, SEE A DOWNWARD TREND OF ANY KIND OF BEHAVIORS OR ANYTHING LIKE THAT OR JUST SEE BEHAVIORS BEING CONTAINED, I WOULD EVEN ACCEPT JUST STAYING LIKE IT IS JUST, YOU KNOW, NOT INCREASING BECAUSE DUE TO, YOU KNOW, STUDENTS TRANSITIONING BACK INTO THE BUILDINGS. AS FAR AS DATA AND METRICS AND HOW WE MEASURE THIS, I KNOW THAT WE'RE GETTING SOME STUDENT MANAGEMENT DATA NOW.

SO HOW DO WE DETERMINE WHETHER OR NOT IT'S SORT OF THE, YOU KNOW, PBIS OR THE RP VERSUS THE SEL THAT WE'RE IMPLEMENTING WITHIN OUR CAMPUSES? THAT'S DRIVING THE RESULT? THAT'S AN AMAZING QUESTION.

SO THAT'S WHY WE KIND OF STEER CLEAR OF DETERMINING SEL EFFECTIVENESS BY BEHAVIOR, JUST FOR THE SIMPLE FACT THAT THERE ARE SO MANY PROGRAMS. RIGHT. THAT MS. GARCIA IS PUTTING INTO PLACE THAT AFFECTS BEHAVIOR.

SO USUALLY WHEN WE'RE MEASURING OUR DATA FOR SOCIAL AND EMOTIONAL LEARNING, IT'S MORE OF IF THE STUDENTS HAVE BUILT UP THE SKILL, LIKE DOES THE STUDENT FEEL COMFORTABLE WITH IF THEY GET ANGRY OR ARE THEY ABLE TO CALM THEMSELVES DOWN? SO OURS IS MORE MEASURED BY THAT THEN MEASURED BY BEHAVIOR JUST BECAUSE THERE'S SO MANY DIFFERENT FACTORS THAT CAN AFFECT BEHAVIOR.

SO IS IT MORE SUBJECTIVE? THERE'S NO LIKE REAL QUANTITATIVE INFORMATION THAT WE'LL HAVE OR IS IT LIKE A SURVEY? YEAH, IT'S YEAH.

THAT WE HAD THE BRIGHT BITES SURVEY, BUT WE'LL BE HAVING THE PANORAMA SURVEY AND IT IS A SUBJECTIVE SURVEY.

I MEAN, IT IS HOW THE STUDENT FEELS ABOUT WHAT THEY CAN DO.

SO IT IS KIND OF PERCEPTION BASED.

SO YES. SO IT WILL BE DETERMINED ON WHAT THE STUDENT FEELS LIKE THEY CAN THEY CAN DO.

AND OUR TECHNOLOGY DEPARTMENT CREATED A SURVEY WHICH THEY WERE KIND ENOUGH TO IMPLEMENT SEL QUESTIONS THAT GOES OUT TO OUR STUDENTS ALONG WITH THE DIGITAL LEARNING TEAM THAT UTILIZES BRIGHT BITES.

SO IN EVERYTHING THAT WE'RE DOING, WE'VE INCLUDED SEL.

SO AND WHEN THEY'RE ASKING STUDENTS ABOUT THEIR TECHNOLOGY USAGE AND WHETHER OR NOT THEY HAVE ACCESS, WE ALSO ASK THEM HOW THEY FEEL IN REGARDS TO DO THEY FEEL COMFORTABLE WITH SPEAKING WITH SOMEONE REGARDING BULLYING OR DO THEY FEEL COMFORTABLE WITH REACHING OUT TO A COUNSELOR, OR DO THEY FEEL CONFIDENT IN THEIR ABILITY TO HANDLE THEIR OWN EMOTIONS OR TO SOLVE A CONFLICT? SO WE'RE ASKING THOSE QUESTIONS TO SEE IF OUR STUDENTS HAVE NOT ONLY BUILT THOSE SKILLS IN EVERY SINGLE SURVEY THAT WE'RE DOING WITH STUDENTS, BUT ALSO SERVING AS CHECK POINTS SO THAT WE CAN ASSESS AND USE THE DATA TO BE ABLE TO PROVIDE STUDENTS WITH ACCESS TO HELP IF THEY DO INDICATE THAT THEY DO WANT TO SPEAK WITH SOMEONE OR THEY DON'T FEEL COMFORTABLE WITH ASSESSING OR BEING ABLE TO CONTROL THEIR OWN EMOTIONS.

MY LAST QUESTION WITH RESPECT TO THE HOME RESOURCES THAT YOU TALKED ABOUT IN BEING ABLE TO HAVE THAT SORT OF WRAPAROUND EFFECT, HOW DO WE KNOW THAT THAT'S BEING USED? IS IT GOING TO BE A SITUATION WHERE WE JUST HAVE TO LOOK AT THE NUMBERS OVER TIME? YOU KNOW, WE HAD A PRESENTATION EARLIER WHERE IT WAS TALKED ABOUT.

WE SENT OUT SURVEYS AND, YOU KNOW, ONLY 200 PEOPLE RESPONDED OR SOMETHING ALONG THOSE LINES. SO I WOULD IMAGINE THAT IS SOMETHING SIMILAR TO THAT.

WE'LL JUST PROVIDE THE RESOURCES AND HOPE THAT PEOPLE WOULD UTILIZE THEM.

BUT CAN WE SORT OF IDENTIFY, YOU KNOW, STUDENTS THAT MIGHT NEED ADDITIONAL SUPPORT AND BE ABLE TO COMMUNICATE THAT ALONG WITH THOSE SUPPORT SERVICES THAT WE'RE PROVIDING OR RESOURCES THAT WE'RE PROVIDING FOR HOME ABSOLUTELY. AND I THINK THAT'S WHERE SOME OF THE GEO MAPPING THAT WE'RE DOING, WE'RE STARTING OFF WITH COLLEGE ACCESS.

BUT WHAT WE DO KNOW IS ONCE WE HAVE THAT RELATIONSHIP WITH OUR FAMILIES AND THE FAMILIES FEEL COMFORTABLE WITH US TALKING ABOUT ACCESS TO SERVICES OR EVEN ANYTHING, WE'RE ABLE TO CONNECT AND FIND OUT ADDITIONAL INFORMATION.

BUT CONNECTING WITH LOCAL AGENCIES AND ALSO AS WE GET TO KNOW AND REALLY BEGIN SUPPORTING OUR FAMILIES IN OTHER WAYS, FAMILIES, WILL THEN SEE US AND BEGIN TO EXPRESS THE NEED.

BUT WE ALSO STILL HAVE OUR VIRTUAL COUNSELING LINK THAT WE'VE ALWAYS PUT OUT, ALONG WITH THE TRAININGS THAT WE DO TO WHERE WE'RE REACHING OUT TO FAMILIES AND BEING ABLE TO PROVIDE THAT SUPPORT.

RIGHT NOW, IT'S MORE OF US REACHING TO THEM.

WHAT WE HOPE IS THAT WE GET TO A PLACE WHERE REALLY THEY'RE REACHING TO US AS THEY BEGIN TO REALLY SEE US AS THE FIRST PLACE TO BE ABLE TO HELP MEET THOSE NEEDS.

THANK YOU. AWESOME JOB. THANK YOU.

ALL RIGHT. LET'S GO TO MR. BEACH AND THEN MR. GLICK.

THANK YOU FOR THE GREAT PRESENTATION AND THE BOOK THAT I THINK THAT WILL BE VERY HELPFUL.

HOW FAST CAN WE RESPOND TO ISSUES WHEN WE'RE TALKING ABOUT SURVEYS? IT TAKES A WHILE TO GET THAT INFORMATION AND THAT DATA BACK WHEN IT'S SOMETHING THAT HAPPENS LET'S SAY TOMORROW.

AND WE WANT TO RESPOND WITH THE NUMBER OF ISSUES THAT ARE THERE ON CAMPUS, WHETHER IT BE

[00:45:08]

HOW DO YOU RESPOND WHEN YOU ONLY HAVE MAYBE TWO TO THREE COUNSELORS AND THEY CAN RESPOND AND REALLY MAKE AN IMPACT IN THIS PROGRAM? THAT'S WHY WE'RE TRYING TO STRENGTHEN OUR PARTNERSHIP, SO PART OF THE CONVERSATION I'VE BEEN HAVING WITH UNT DALLAS IS ABOUT THE INCREASE OF INTERNS, BECAUSE WE DO KNOW WE ONLY HAVE SO MANY COUNSELORS AND WE HAVE WAY MORE STUDENTS WHO NEED MORE AND NEED ACCESS TO.

SO REALLY INCREASING NOT JUST PEOPLE WITHIN OUR DISTRICT WHO WANT TO BE COUNSELORS, WHICH WE HOST OUR MEETINGS ANNUALLY, BUT ALSO WORKING WITH PARTNERS IN OUR LOCAL AGENCIES, ENSURING THAT THEY HAVE SPACE FOR PEOPLE WHO NEED IMMEDIATE NEEDS AND THROUGH COMMUNITY PARTNERSHIPS, WE WILL BE ABLE TO PROVIDE THEM WITH IMMEDIATE FEEDBACK.

BUT SOME OF THE SURVEY DATA, LIKE YOU SAID, WE GET SO LATE.

SO THAT'S WHY WE'RE REALLY ENCOURAGING OUR COUNSELORS AND THOSE RESPONSIVE SERVICE COUNSELORS TO CONDUCT THE HOME VISITS WITH THE ADMINISTRATORS TO MAKE THOSE PERSONALIZED CALLS SO THAT NOT ONLY THEY GET TO KNOW YOU, BUT YOU GET A CHANCE TO KIND OF ASSESS WHAT'S HAPPENING. AND BY BEING IN THE COMMUNITY, YOU'LL BE ABLE TO REALLY OBSERVE AND SEE WHERE WE CAN REALLY LEAN IN, BECAUSE SOMETIMES BY THE TIME WE GET THE INFORMATION FROM A SURVEY, IT'S REALLY LATE IN PROVIDING THAT HELP AND WE NEED TO BE ABLE TO PROVIDE IT REAL TIME. HOW ARE YOUR COUNSELORS IN OUR DISTRICT RESPONDING TO WHAT YOU'RE TRYING TO ACCOMPLISH HERE? BECAUSE I KNOW THAT SOME OF THEM ARE SET IN THEIR WAYS AS FAR AS WORKING WITH STUDENTS AND WHEN THERE'S SOMETHING NEW AND INNOVATIVE LIKE THIS, HOW RESPONSIVE HAVE THEY BEEN AS FAR AS TRAINING IS CONCERNED? WELL, WE'VE HAD MIXED REVIEWS, BUT I WILL SAY THIS.

[LAUGHTER] WHAT I CAN SAY IS VERY FEW, IF ANY, OF OUR COUNSELORS AT THE HEART OF IT ARE AGAINST ANYTHING THAT'S DOING IN THE BEST INTEREST OF KIDS.

AND SO SOME OF THAT'S JUST REALLY OUR CONTINUOUS PROFESSIONAL DEVELOPMENT ON REFRAMING OUR THOUGHTS. AND I'LL GIVE A REAL EXAMPLE.

RECENTLY, THROUGH OUR PARTNERSHIP WITH TEXAS A&M COMMERCE, WE HAVE OVER A MILLION DOLLARS OF SCHOLARSHIPS THAT WAS AWARDED TO STUDENTS.

WELL, WHEN TEXAS A&M COMMERCE REACHED OUT AND THEY SAID THEY WERE WILLING TO COME TO OUR AWARDS DAY. AND AS YOU KNOW, WE HAVE PLANNERS IN THE DISTRICT AND AWARDS DAY HAD BEEN PLANNED FOR A WHILE.

SO ANY DISRUPTION SOMETIMES PEOPLE LIKE, WELL, NO, WE ALREADY GOT A PLAN.

WE'VE ALREADY INVITED STUDENTS.

BUT WHEN I MET WITH SOME OF THE COUNSELORS AND MY TEAM AND SPOKE WITH SOME OF THE COUNSELORS ABOUT THINK ABOUT WHAT THE KIDS ARE GETTING, THE KIDS DON'T NECESSARILY ALWAYS KNOW THAT, YOU KNOW, THIS PERSON WASN'T ON THE PROGRAM OR THIS PERSON WASN'T SET TO COME.

WHAT THEY DO KNOW IS THAT TODAY A REPRESENTATIVE FROM THESE UNIVERSITY WILL SHOW UP AND GIVE THEM A BAG AND TELL THEM, HEY, YOU HAVE THIS SCHOLARSHIP AND YOU'VE BEEN ACCEPTED AND THEY DON'T KNOW ALL THE WORK THAT YOU PUT IN FOR THE LAST SIX MONTHS TO MAKE SURE THAT THE AWARDS DAY FLYER IS PERFECT.

WHAT THEY DO KNOW IS NOW THEY RECEIVED AN AWARD AND THEY FEEL CONFIDENT AND NOW THEY FEEL INSPIRED TO GO TO COLLEGE.

SO SOMETIMES WE JUST HAVE TO LOOK AT THINGS A LITTLE BIT DIFFERENTLY.

AND I THINK IN HAVING THAT CONVERSATION WITH SOME OF OUR HIGH SCHOOL COUNSELORS THEY WERE LIKE YOU'RE RIGHT, BECAUSE THE KIDS, THEY DON'T ALWAYS SEE THE BACKGROUND WORK.

AND SOMETIMES AS ADULTS, WE GET BENT OUT OF SHAPE WHEN THINGS DON'T GO THE WAY WE WANT.

AND WE NEED THOSE SELF-REGULATION SKILLS TOO IN ADULT SEL THAT WE MENTIONED.

[LAUGHTER]. SO HOW DO WE EMULATE BOTH OF YOU? YOU'RE SO MOTIVATED WITH THIS PROGRAM AND THE BOARD AS YOU'RE PRESENTING THIS TO US.

WE SEE IT. WE ALSO GET IT TOO SO WHAT CAN WE DO AS A BOARD TO SUPPORT YOU AND WHAT YOU'RE TRYING TO ACCOMPLISH, BECAUSE THIS IS GOING TO CHANGE THE DISPARITIES THAT WE'RE SEEING ON A DISCIPLINE SIDE OR ON A STUDENT MANAGEMENT SIDE IN THE SCHOOLS.

IT WILL CHANGE IF WE HAD THE BUY IN.

SO THAT'S THE ISSUE THAT I'M CONCERNED WITH.

AND HOW CAN WE HELP YOU IMPLEMENT THAT? BECAUSE I AGREE WITH SURVEYS AND EVERYTHING ELSE, BUT IT TAKES TIME TO GET THAT INFORMATION BACK. AND THIS IS SOMETHING THAT'S IMMEDIATE.

I THINK THE WORK THAT YOU'RE DOING IS SUPPORTING US ONE BY GIVING US THIS OPPORTUNITY TO SHARE THIS INFORMATION, THE CONTINUED WORK THAT YOU'RE DOING IS IN REGARD TO NOT ONLY LISTENING AS YOU'RE RECEIVING THOSE COMMENTS, BUT AS YOU VOTE AND AS YOU SUPPORT IN POLICIES THAT IMPACT CHANGE AS WE IMPLEMENT PROGRAMS, YOUR PRESENCE, IT MEANS A LOT TO US, BUT ALSO IN YOUR SUPPORTING OF YOUR VOTE, BUT ALSO YOUR SUPPORT IN, AS YOU SAY, YOU JUST ADVOCATED ON BEHALF OF COUNSELORS.

AND EVERYONE'S HEARING IT AND YOU JUST ADVOCATED ON REGARDS TO PROVIDING EQUITY AND ACCESS TO STUDENTS AND BEING ABLE TO FIX THE DISPROPORTIONALITY ISSUES WITHIN OUR

[00:50:01]

SO I SAY CONTINUE DOING WHAT YOU'RE DOING AND SUPPORTING THE AMAZING PROGRAMS AND ALLOWING US TO BE ABLE TO SERVE.

VERY GOOD THANK YOU.

THANK YOU. THANK YOU, SIR.

I THINK THIS IS PROBABLY THE HOTTEST TOPIC.

I MEAN, I KNOW WITH SUMMER LEADERSHIP COMING, THERE WERE SEVERAL SUBJECTS ON THIS TOPIC.

SO THE TWO WORDS YOU SAID THAT RESONATED WITH ME, RESILIENCE AND GRIT.

WOW. I THINK IF YOU HAVE THAT, YOU CAN SOLVE AN AWFUL LOT OF PROBLEMS IN YOUR LIFE.

SO THERE ARE NO CLASSES.

RIGHT. AS FAR AS YOUR PRESENTATION, THERE ARE NO CLASSES.

HOW DOES THIS GET TAUGHT? YOU GAVE SOME EXAMPLES, BUT I'M NOT SURE I STILL UNDERSTAND.

HOW DOES THIS GET TRANSLATED FROM THE COUNSELORS TO THE KIDS? OK, WELL, FIRST THINGS FIRST.

WE TRAIN ALL OF OUR COUNSELORS TO BE ABLE TO TRAIN THEIR STAFF BECAUSE THEIR STAFF AND THE COUNSELORS ARE GOING TO BE TEACHING THE STUDENTS THE EXPLICIT SKILLS LIKE RESILIENCE AND GRIT. SO WE HAVE TO FIRST START OFF BY TRAINING THE TRAINER, SO TO SPEAK, SO OUR COUNSELORS GET TRAINED.

THEY RECEIVE A MODULE THAT THEY CAN USE WITH THEIR STAFF IN ORDER TO TRAIN THE STAFF AND GET THE STAFF BY IN.

BECAUSE THE THING ABOUT IT IS, IF EVERYONE ISN'T ON BOARD THE KIDS ARE NOT GOING TO GET IT. SO WE JUST ENCOURAGE THE COUNSELORS TO HAVE TO PUT SOME MOMENTUM BEHIND IT, TO BE ENTHUSIASTIC ABOUT WHAT THEY'RE DOING.

AND THEN WE'LL PROVIDE THE RESOURCES IN ORDER FOR THEM TO GIVE IT TO THE KIDS.

AND THEN EXPLICIT INSTRUCTION, TEACHING THE STUDENTS, HAVING SPECIFIC LESSONS ABOUT WHAT GRIT IS, HOW YOU CAN SHOW GRIT.

WHAT DO YOU NEED TO DO WHEN YOU HAVE TO SHOW GRIT WHEN GOING THROUGH ADVERSITY AND THINGS OF THAT NATURE? SO REALLY, THE BOTTOM LINE IS MAKING SURE THAT THE ADULTS ARE EDUCATED IN IT SO THAT THEY'RE MODELING IT AND THAT THEY'RE TEACHING IT EXPLICITLY TO THE STUDENTS.

AND MAYBE THAT'S THE POINT I'M MISSING.

SO THE COUNSELORS ARE TAUGHT THAT THEY THEN WORK WITH THE TEACHERS AT THE SCHOOL AND IT'S THE TEACHERS WHO IMPLEMENT IT THE COUNSELORS IMPLEMENT IT OR BOTH THAT'S WERE I'M GETTING. IT'S WHAT EVERYONE.

SO THE COUNSELORS, THE TEACHERS, THE ADMINISTRATORS, OUR CAFETERIA STAFF IT'S EVERYONE ON THE CAMPUS TO THE POINT WHERE EVEN LONG RANGE WE WANT TO TRAIN, JUST LIKE WITH TRAUMA INFORMED CARE. WE'VE BEEN WORKING WITH OUR NUTRITION AND OUR SAFETY AND SECURITY DEPARTMENT FOR OUR BUS DRIVERS.

THIS TAKES EVERYONE IT TAKES ALL STAKEHOLDERS TO BE INVOLVED.

AND SO NOT JUST TRAIN THE COUNSELORS.

THERE'S PROFESSIONAL DEVELOPMENT ALL SUMMER LONG FOR TEACHERS, FOR ADMINISTRATORS, FOR US TO BE ABLE TO WORK WITH THE ADULTS SO THAT THE ADULTS CAN TEACH THE STUDENTS.

SOME OF OUR PRINCIPALS HAVE EVEN OFFERED THE OPPORTUNITY TO HAVE AN ADVISORY.

SO THEY BUILT IN TIME THROUGHOUT THE SCHOOL DAY TO BE ABLE TO HAVE A CLASS PERIOD WHERE EVERYONE WILL BE ABLE TO ENGAGE IN SEL CURRICULUM.

SOME PEOPLE ARE UTILIZING A CCMR SEL TYPE OF CLASS WHERE THEY'RE REIMAGINING WHAT THAT COULD LOOK LIKE, ESPECIALLY AT THE MIDDLE SCHOOL LEVEL, WHERE WE'VE SEEN SOME GAPS IN SERVICES HISTORICALLY.

BUT IT'S EVERYONE WE WANT TO TRAIN ALL GISD STAFF MEMBERS SO THAT WE CAN MAKE SURE THAT NOT ONLY THE STAFF UNDERSTAND WHAT OUR GOALS ARE, BUT UNDERSTAND WHERE WE STAND AS A DISTRICT IN REGARDS TO MAKING SURE THAT OUR STUDENTS HAVE THOSE SKILLS BECAUSE THOSE ARE THE SKILLS THEY WILL DEFINITELY NEED.

I JUST WANT TO ADD SOMETHING TO WHAT YOU'RE SAYING.

IN 2016, WHEN THE LAST YEAR I WAS SCHRADE, THEY HAD A BUILT IN HOME ROOM OF TEN MINUTES WITH SOMETHING LIKE THIS COULD BE PASSED ON TO THE TEACHERS TO TEACH IN THEIR CLASSROOM TO GO OVER IN OTHER WORDS, AT THAT TIME, EVERYBODY ON CAMPUS WAS DOING THAT SAME ASSIGNMENT. SO IT IS SOMETHING THAT COULD I DON'T KNOW, IF THERE'S STILL IF THAT TIME FRAME IN THE HOME ROOM TYPE THING IS STILL AVAILABLE OR NOT.

BUT IT'S A GOOD TIME TO REALLY PUT THAT FORWARD.

THAT SEL. I WOULD THINK.

YES, THEY DO HAVE THAT AVAILABLE FOR THAT EXPLICIT INSTRUCTION.

BUT I WANTED TO JUST ADD SOMETHING ON TO WHAT TIFFANY SAID.

YES, WE WANT ALL OF THE STAFF MEMBERS TO BE ABLE TO IMPLEMENT THIS, BUT IN SOME OF THE WAYS IT'S GOING TO BE INTEGRATED INTO THE SCHOOL CULTURE.

SO THAT'S HOW EVERYBODY IS INVOLVED.

SO COUNSELORS AND TEACHERS MAY BE TEACHING THE EXPLICIT SKILLS, BUT ALL THE OTHER ADULTS ARE MODELING THOSE SKILLS.

THAT'S WHY WE BRING IN THE CAFETERIA WORKERS.

ANYONE THAT'S HAVING DEALINGS WITH STUDENTS NEED TO BE MODELING THOSE SKILLS.

THEY NEED TO BE CREATING A NURTURING ENVIRONMENT IN WHICH STUDENTS CAN COME AND LEARN

[00:55:03]

SO WHEN I FIRST GOT ON THE BOARD, I REMEMBER THERE WAS AN ARTICLE ABOUT PLANO ISD AND IT SAID THERE'S ACTUALLY A FORMULA FOR AND THIS WAS THEM TALKING ABOUT THEIR LARGER HIGH SCHOOLS, FORMULA FOR THE NUMBER OF STUDENTS SLASH THE NUMBER OF COUNSELORS THEY NEEDED.

AND I REMEMBER COMING BACK AND TALKING WITH DR.

COLWELL, I SAID, DO WE MEET THOSE SAME PERCENTAGES? AND THE ANSWER WAS NO.

[LAUGHTER] AND I SAID, WHY NOT? AND HE SAID, WELL, THOSE ARE NUMBERS.

BUT OVER TIME, THE NUMBER OF COUNSELORS STARTED INCREASING AND THE NUMBERS STARTED TO REALLY LOOK LIKE THE NUMBERS THAT, YOU KNOW, THE PERCENTAGE OF, YOU NEED FOR THIS NUMBER OF STUDENTS YOU NEED THIS NUMBER OF COUNSELORS.

HOW ARE WE DOING NOW? ARE WE OK IN TERMS OF THOSE NUMBERS? I KNOW DR.

LOPEZ IS HERE, BUT PLEASE, I MEAN, IT'S IMPORTANT BECAUSE, THE NUMBER OF TASKS THAT YOU HAVE BEEN ASSIGNED, INCLUDING THIS, INCLUDING ALL THE OTHER THINGS YOU MENTIONED IN YOUR OPENING PRESENTATION, IS MUCH MORE THAN EXISTED WAY BACK THEN YOUR BURDEN KEEPS GETTING LARGER. WELL, AND THAT'S A GREAT POINT AS TO ANSWER THE FIRST QUESTION, HOW ARE WE DOING? OUR SECONDARY NUMBERS IN GARLAND ISD ARE BELOW THE STATES AVERAGE.

SO WE ARE DOING GREAT IN REGARDS TO SECONDARY.

ELEMENTARY, OF COURSE, ACROSS THE STATE AND REALLY ACROSS THE NATION IS TYPICALLY ONE PER CAMPUS. OUR NUMBER FOR ELEMENTARY IS ONE TO 725.

SO IT IS LARGE, BUT THAT IS IN LINE WITH WHAT THE STATE AND WHAT IT IS NATIONALLY.

SECONDARY. OUR NUMBERS AS FAR AS THE STATE AVERAGE IS ONE TO 400.

WE ARE BELOW THAT. WE ARE GENERALLY ABOUT ONE TO 350 355.

BUT ESSENTIALLY WHEN YOU LOOK AT THE SCHOOL COUNSELOR TO STUDENT RATIO, THERE'S NEVER ENOUGH SCHOOL COUNSELORS.

AND I SAY THAT TO SAY WHEN YOU THINK ABOUT ONE HUNDRED AND EIGHTY SEVEN INSTRUCTIONAL DAYS, IF A COUNSELOR IS REALLY SPENDING SEVEN HOURS WORKING SOLELY WITH STUDENTS, NO MEETINGS, NO ADDITIONAL TASKS, NO UNINTERRUPTED MEETINGS, JUST MEETING DIRECTLY WITH STUDENTS, IDEALLY, YOU WOULD STILL ONLY SPEND BECAUSE OF THE CASELOAD ABOUT TWO HOURS A YEAR WITH ONE STUDENT, WHICH IS NOT ENOUGH.

SO WHEN WE REALLY LOOK AND THAT'S NOT JUST THAT'S NOT A GARLAND ISD ISSUE.

THAT'S A NATIONAL ISSUE.

AND THAT'S WHY THERE HAS BEEN SO MANY DIFFERENT LEGISLATIVE DISCUSSIONS ABOUT THE SCHOOL COUNSELORS ROLE RESPONSIBILITIES AND THE RATIO.

SO SENATE BILL 179 WITH THE GOVERNOR NOW.

AND THERE'S BEEN A LOT OF TALK WITHIN OUR STATE LEVEL ORGANIZATIONS AND AMONG SCHOOL DISTRICT DISTRICT DIRECTORS, LIKE HOW ARE WE PREPARING FOR THAT? AND I FEEL REALLY CONFIDENT IN WHAT WE'RE ALREADY DOING TO PREPARE IN THE EVENT THAT IT'S PASSED OR IN THE EVENT IT'S NOT.

BECAUSE WHAT WE'VE ALREADY DONE IS WE HAVE WHEN YOU APPROVED US TO IMPLEMENT TSES WHICH IS A SCHOOL COUNSELOR EVALUATION, IT REALLY OUTLINED THE ROLES AND RESPONSIBILITIES OF A SCHOOL COUNSELOR. AND AS LONG AND IF WE'RE FOLLOWING THAT EVALUATION SYSTEM AND AS WE'RE CONTINUING TO TRAIN OUR ADMINISTRATORS OF HOW OUR SCHOOL COUNSELOR CAN TRULY BE AFFECTED IN SUPPORTING STUDENT ACHIEVEMENT, THEN WE WOULD BE LEANING TOWARDS THAT 80 PERCENT OF TIME, WORKING DIRECTLY WITH STUDENTS AND ONLY 20 PERCENT OF TIME PROVIDING THE INDIRECT SUPPORT AN THE CONSULTATIONS, WHICH IS IN LINE WITH WHAT WE'RE DOING.

COULD WE HAVE MORE SCHOOL COUNSELORS? OF COURSE I WOULD LOVE TO.

BUT WHAT I WILL SAY IS THAT AS A DISTRICT, I FEEL REALLY CONFIDENT IN THE SERVICES THAT WE PROVIDE, AND I FEEL REALLY CONFIDENT IN THE FACT THAT WE HAVE DONE AN AMAZING JOB AT ENSURING THAT OUR NUMBERS AND OUR RATIOS, ESPECIALLY AT THE SECONDARY LEVEL WHERE THERE ARE SO MANY DIFFERENT THINGS THAT KIND OF ARE COMPOUNDED REGARDING COLLEGE ACCESS AND EVERYTHING ELSE IN REGARDS TO MAKING SURE THAT OUR STUDENTS DO HAVE ACCESS TO A COUNSELOR. AND AS THE DIRECTOR, I'M WORKING VERY HARD TO MAKE SURE THAT OUR COUNSELORS HAVE SUPPORT FROM COMMUNITY AGENCIES SO THAT IT'S NOT JUST THE COUNSELOR THAT THEY SEE AT SCHOOL, BUT WE HAVE RESOURCES, LOCAL RESOURCES THAT WE KNOW WITHIN OUR COMMUNITY WHO ARE QUALIFIED MENTAL HEALTH PROFESSIONALS TO BE ABLE TO HELP SUPPORT OUR FAMILIES AND THEN ALSO AGENCIES THAT CAN KIND OF HELP US BECAUSE OUR STUDENTS MIGHT NEED COUNSELING OUTSIDE OF WHAT OUR SCHOOL COUNSELORS CAN DEFINITELY PROVIDE.

THANK YOU BOTH. THANK YOU.

THANK YOU. WE HAVE SPENT AN HOUR WITH YOU.

WE HAVE REALLY ENJOYED IT.

[01:00:01]

IT'S ONE OF THOSE SUBJECTS WHERE THERE'S A LOT TO SAY.

THANK YOU SO MUCH FOR YOUR TIME AND FOR THE PRESENTATION.

IF IT'S OKAY WITH THE BOARD WE'LL MOVE ON TO THE NEXT ITEM, BUT WE STILL HAVE A COUPLE OF THINGS TO DO.

OK, WE'RE GOING TO GO TO ITEM 4B, WHICH IS DISCIPLINE REPORT, DR.

BABETTA HEMPHILL AND MARY GARCIA ARE WITH US AND THANK YOU FOR COMING.

OH, YOU'RE WELCOME.

WE MIGHT NOT GIVE YOU AN HOUR.

THAT'LL BE JUST FINE.

AS A MATTER OF FACT, WE HAVE BEEN WORKING WITH COUNSELING AND GUIDANCE QUITE A BIT BECAUSE IT ALL IS RELATED TO BEHAVIOR AND CLIMATE.

AND SO I THINK OF PBIS AS KIND OF YOUR BASE OR YOUR STRUCTURE AND SEL IS A WONDERFUL TOOL THAT ALL CAMPUSES SHOULD USE TO BUILD UPON THAT.

IT'S A WINNING COMBINATION.

AND SO I'M GOING TO USE ONE OF THEIR STRATEGIES RIGHT NOW, WHICH IS THAT SELF AFFIRMATION I JUST LEARNED. I FORGIVE MYSELF FOR ANY MISTAKES THAT I MAKE IN THIS PRESENTATION TONIGHT. SO I HOPE YOU'LL FORGIVE ME, TOO.

NAH I'M JUST TEASING.

[LAUGHTER] HEY THAT WAS THE ONE I REALLY STUCK ONTO.

GOOD EVENING, PRESIDENT MILLER, BOARD OF TRUSTEES AND DR.

LOPEZ. GOOD CALL.

TONIGHT, STUDENT SERVICES WILL PROVIDE A DISCIPLINE UPDATE RELATED TO OUR STUDENT MANAGEMENT BOARD GOAL, END OF THE YEAR, DISCIPLINE DATA A NEW DISCIPLINE DATA TOOL FOR CAMPUS ADMINISTRATORS TO ASSIST IN ADDRESSING DISPROPORTIONALITY AND NEXT STEPS AS WE PLAN FOR RETURN TO SCHOOL IN AUGUST.

IT'S BEEN SO LONG SINCE I'VE BEEN HERE.

ALTHOUGH THE DISCIPLINE NUMBERS ARE MUCH LOWER THIS YEAR, WE STILL WANT TO LOOK AT OUR REPORTS THROUGH AN EQUITY LENS.

SO OUR PRESENTATION WILL INCLUDE A SUMMARY OF DISTRICT AND LEVEL DATA IN THE PREVIOUSLY REQUESTED FORMAT THAT DETAILS ENROLLMENT DATA, INCIDENTS OR REFERRALS AND EXCLUSIONARY CONSEQUENCES. THE IN-SCHOOL SUSPENSION OUT OF SCHOOL SUSPENSION AND THE GARLAND ALTERNATIVE CENTER PLACEMENTS DAEP BY LEVEL.

IT IS ALSO BROKEN DOWN BY GENDER AND ETHNICITY AND PROVIDES INFORMATION ON ADDITIONAL STUDENT GROUPS SUCH AS SPECIAL ED, ENGLISH LANGUAGE LEARNERS AND ECONOMICALLY DISADVANTAGED POPULATIONS.

WE WILL ALSO HIGHLIGHT THE TOP REOCCURRING BEHAVIORS AN THE TOP REASON FOR OUT OF SCHOOL SUSPENSION BY LEVEL ETHNICITY AND GENDER.

WE WILL PRESENT INFORMATION ON THE DISTRICT'S EXCLUSIONARY PRACTICES AN BOARD GOAL, AS WELL AS A GREAT NEW DISCIPLINE TOOL FOR CAMPUS ADMINISTRATORS.

IT WILL ENSURE THAT OUR EFFORTS TO ENSURE DISCIPLINE PRACTICES ARE EQUITABLE AND TO MONITOR THOSE RATES DISPROPORTIONALITY RATES.

SO LET'S BEGIN WITH OUR PROVIDED REPORTS.

AS YOU MAY RECALL, THE DATA YOU SEE IS A LOOK AT DISTRICT AND LEVEL DATA BROKEN DOWN BY GENDER AND ETHNICITY.

THE REPORTS HAVE NOT CHANGED, BUT I DID WANT TO PROVIDE YOU JUST A QUICK REFRESHER ON THE TERMINOLOGY, THE FORMAT IN INTERPRETING THE REPORTS.

THE TOP SECTION OH, EXCUSE ME, I'M GETTING AHEAD OF MYSELF.

THE TOP SECTION FROM LEFT TO RIGHT PROVIDES OUR OVERALL ENROLLMENT INCIDENCE AND REFERRALS AND THEN EXCLUSIONARY CONSEQUENCE DATA.

ISS O.S.S.

AND DAEP.

IF YOU LOOK AT THAT SECOND TITLE STUDENT WITH INCIDENCE OR REFERRALS, YOU WILL SEE THE TERM UNDUPLICATED STUDENTS.

AS A REMINDER. THIS MEANS THAT WE ARE LOOKING AT THE TOTAL NUMBER OF STUDENTS WHO RECEIVED A REFERRAL. AS YOU MOVE DOWN THE REPORT FOR THAT COLUMN, YOU SEE THE TOTAL NUMBER AND PERCENTAGE OF MALES OR FEMALES FROM EACH ETHNICITY GROUP THAT HAS RECEIVED A REFERRAL.

THE THIRD TITLE IS THE TOTAL NUMBER OF INCIDENTS, AND THAT IS REFERRED TO AS DUPLICATED.

SO IF YOU ARE LOOKING AT THE DISTRICT DATA REPORT, THAT TELLS US THAT OUT OF SIX THOUSAND FOUR HUNDRED AND FORTY REFERRALS OR INCIDENTS, THREE THOUSAND ONE HUNDRED AND FORTY FOUR STUDENTS OR SIX PERCENT OF OUR STUDENT POPULATION ACTUALLY RECEIVED ONE OR MORE REFERRALS THIS YEAR. MOVING TO THE FOURTH COLUMN AND TITLE, YOU RECEIVE THE SAME TYPE OF INFORMATION FOR OUT OF SCHOOL SUSPENSIONS.

OUT OF THE SIX THOUSAND FOUR HUNDRED AND FORTY REFERRALS, SEVEN HUNDRED AND THIRTY ONE STUDENTS OR JUST ONE PERCENT OF THE POPULATION RECEIVED AN OUT OF SCHOOL SUSPENSION PLACEMENT. AND THERE ARE A TOTAL OF ELEVEN HUNDRED AND EIGHT PLACEMENTS.

SO WE KNOW SOME OF THESE STUDENTS RECEIVED MORE THAN ONE PLACEMENT.

THE SAME INFORMATION IS GIVEN FOR IN SCHOOL SUSPENSION AND PLACEMENT AT OUR DAEP.

[01:05:06]

IF YOU HAVE ANY ADDITIONAL QUESTION ABOUT THE DATA, I'D BE HAPPY TO ADDRESS THEM AT THE END OF OUR PRESENTATION.

NOW WE BEGIN LOOKING AT THE TOP BEHAVIOR'S IN REGARDS TO STUDENTS RECEIVING REFERRALS.

IN ORDER TO ADDRESS THE DATA, CAMPUSES ALSO MUST DRILL DOWN THE DATA TO IN ORDER TO SPECIFICALLY TARGET THE BEHAVIOR AND TEACH REPLACEMENT BEHAVIORS.

HERE WE SEE THE TOP REASONS STUDENTS ARE REFERRED BY LEVEL AND THE PERCENTAGE OF OCCURRENCE FOR THE TOP BEHAVIORS BROKEN DOWN BY GENDER AND ETHNICITY.

ALSO INCLUDED IN EACH CATEGORY IS THE TOP REASON STUDENTS ARE RECEIVING AN OUT OF SCHOOL SUSPENSION. AND IT IS INDICATED WITH BOLD FONT.

OFTEN IT IS ONE OF THE TOP THREE BEHAVIORS.

BUT IF IT IS NOT, YOU WILL SEE A FOURTH BEHAVIOR THERE.

IF NO BEHAVIORS ARE BOLDED.

THERE WAS NO OUT OF SCHOOL SUSPENSIONS FOR THAT GROUP.

FOR THE ELEMENTARY LEVEL, PHYSICAL CONFRONTATION IS THE BEHAVIOR THAT OCCURRED MOST FREQUENTLY FOR MOST OF OUR STUDENT GROUPS.

WE ALSO SEE THAT CLASS DISRUPTION AND A FEW OTHER BEHAVIORS FOR OUR END OF THE YEAR DATA.

YOU MAY REMEMBER THAT TECHNOLOGY VIOLATIONS WAS THE TOP BEHAVIOR IN NOVEMBER, BUT IT DECREASED IN OCCURRENCE AS THE YEAR PROGRESSED AND IT WAS ADDRESSED FOR THIS TIME PERIOD.

OUT OF OVER THE TWO THOUSAND INCIDENTS IN ELEMENTARY SCHOOL, THERE WERE ONE HUNDRED AND THIRTY FOUR OUT OF SCHOOL SUSPENSION PLACEMENTS.

FOR MIDDLE SCHOOL, WE SEE FIGHTING IS SEEN THROUGHOUT SEVERAL ETHNICITY GROUPS FOR MALES, AND IT'S ALSO THE TOP REASON FOR OUT OF SCHOOL SUSPENSIONS FOR ALL BUT ONE GROUP.

FIGHTING IS ALSO A TOP BEHAVIOR FOR OUR MIDDLE SCHOOL FEMALES AND IS THE TOP REASON FOR OUT OF SCHOOL SUSPENSIONS FOR FEMALES.

ALTHOUGH FIGHTING IS THE TOP BEHAVIOR AND TOP REASON FOR SUSPENSION FOR MANY OF OUR GROUPS OUT OF OVER TWENTY FIVE HUNDRED INCIDENTS IN THE MIDDLE SCHOOL, THERE WERE ONLY 74 INCIDENTS FOR FIGHTING, ALTHOUGH ONE IS TOO MANY.

BUT OUT OF THE SEVEN FOUR INCIDENT, ONE HUNDRED AND EIGHTY THREE STUDENTS WERE INVOLVED IN THOSE 74 INCIDENTS.

AND THEN FOR HIGH SCHOOL STUDENTS, TRUANCY, DRESS CODE VIOLATIONS, THEY STILL REMAIN AS THE TOP REPORTED BEHAVIOR FOR MANY OF OUR STUDENTS, BUT THE TOP REASON FOR OUT OF SCHOOL SUSPENSIONS IS POSSESSION OR UNDER THE INFLUENCE OF A CONTROLLED SUBSTANCE.

AND CONTROLLED SUBSTANCES OR POSSESSION OF MARIJUANA REMAIN THE MOST COMMON REASON STUDENTS ARE PLACED AT THE DAEP.

OBVIOUSLY, DUE TO THE PANDEMIC AND VIRTUAL LEARNING OPTIONS, THERE ARE LESS REPORTABLE AND REPORTED OFFENSES AND DISCIPLINE PLACEMENTS ARE LOWER.

BUT EVEN THOUGH THERE ARE LESS OFFENSES, CAMPUSES STILL MAY HAVE A HIGH EXCLUSIONARY CONSEQUENCE PERCENTAGE IF THEY'RE NOT USING OTHER CONSEQUENCES WITH THAT.

THE DISTRICT'S AVERAGE ENDED AT 29 PERCENT FOR EXCLUSIONARY CONSEQUENCES.

HOWEVER, IF YOU LOOK AT EACH LEVEL, YOU CAN SEE THAT HIGH SCHOOL HAS A MUCH HIGHER RATE THAN THE OTHER TWO LEVELS WHEN CALCULATED, WITH ONLY THE DATA FROM THAT LEVEL.

BUT TWENTY NINE PERCENT IS OUR DISTRICT AVERAGE END OF YEAR.

REGARDLESS OF WHETHER STUDENTS ARE FACE TO FACE OR REMOTE, MISCONDUCT DOES STILL OCCUR AND STUDENTS CAN AND HAVE RECEIVED THE APPROPRIATE CONSEQUENCES.

AND SOMETIMES THAT INCLUDES IN SCHOOL SUSPENSION OUT OF SCHOOL AND DAEP.

HOWEVER, OUR CAMPUSES ARE ALSO USING NON EXCLUSIONARY CONSEQUENCES TO HELP CHANGE BEHAVIORS. OUT OF THE 8300 CONSEQUENCES THAT WERE GIVEN DISTRICT WIDE THIS SCHOOL YEAR, THERE WERE JUST OVER 1000 OUT OF SCHOOL SUSPENSIONS, BUT OVER THREE THOUSAND CONFERENCES WITH STUDENTS AND PARENTS.

SO IN ADDITION TO TRYING TO LOWER THOSE OUT OF SCHOOL OR THE EXCLUSIONARY, OUR CAMPUSES ARE DOING A GREAT JOB WITH INCLUDING NON EXCLUSIONARY CONSEQUENCES FOR OUR KIDS.

OK, THIS NEXT SLIDE IS A SNEAK PEEK AT OUR EXCITING NEW TOOL FOR EACH CAMPUS.

[01:10:02]

CAMPUS ADMINISTRATORS NOW HAVE A DISCIPLINED DASHBOARD OR A DATA RESOURCE THAT ALLOWS THEM TO CUT THROUGH THE RUNNING REPORTS AND SORTING DATA BECAUSE THE REFERRAL AND DISCIPLINE ACTION DATA IS ALREADY CALCULATED BY ETHNICITY, GENDER, GRADE LEVEL AND SPECIAL POPULATIONS.

SO I'M GOING TO CLICK ON AND I'M PROBABLY GOING TO REGRET THIS BECAUSE I'LL NEVER GET BACK. HOPEFULLY YOU HAVE ACCESS TO THIS, TOO.

THIS IS A SAMPLE.

OK, SO WE'RE NOT GOING TO DO THAT.

BUT I HAVE ANOTHER IDEA.

AND NOW, LIKE I SAID, I WON'T BE ABLE TO GET BACK.

YOU AND YOU ALSO HAVE A SAMPLE IN YOUR PACKET OF THIS WHAT I'M ABOUT TO SHOW.

OK. SHOULD HAVE PUT MY GLASSES AND.

REMEMBER, I FORGIVE MYSELF FOR ANY MISTAKES I MAKE, SO PLEASE FORGIVE ME TOO THAT'S MY AFFIRMATION, OK? YEAH, OK, THIS IS GREAT.

SO THIS IS A SAMPLE AND I WANTED TO SHOW IT TO YOU.

AND YOU DO YOU HAVE A SAMPLE IN YOUR PACKET? AND SO EACH CAMPUS AND AT THE DISTRICT LEVEL, WE HAVE IT BY LEVELS ELEMENTARY, MIDDLE AND HIGH. AND SO THIS IS A DISCIPLINED DASHBOARD THAT THEY WILL HAVE.

THAT'S CURRENT DATA.

IT WILL BE UPDATED EVERY MONTH.

AND IT'S EXACTLY THE SAME AS THE ROOT CAUSE ANALYSIS THAT WE HAVE DONE WITH CAMPUSES FOR YEARS. THAT IS REALLY KEY IN ADDRESSING DISPROPORTIONALITY.

HOWEVER, WHEN WE DO THIS PROCESS WITH THE CAMPUS ADMINISTRATORS, IT TAKES THEM OVER FOUR HOURS TO PULL THE DATA, PUT IT IN THESE SPREADSHEETS, LOOK AT THE DATA.

AND SO WHAT GETS LEFT OFF SOMETIMES IS THE ACTION PLANNING, THE THOUGHT THAT NEEDS TO GO INTO ALL OF THE EVALUATING AND WHAT CAN WE DO DIFFERENT AND THE LOOKING AT THE CAUSES.

AND SO THIS IS SO AMAZING.

AND WE JUST SO APPRECIATE OUR RAD DEPARTMENT FOR DOING THIS, BECAUSE IT GIVES YOU IT'S GOING TO GIVE THEM AT THEIR FINGERTIPS, THEIR DATA, THEIR DISCIPLINE DATA, AND THEY CAN LOOK IMMEDIATELY ABOUT DISPROPORTIONALITY.

AND IF SOMETHING IF ONE GRADE LEVEL IS RECEIVING MORE REFERRALS THAN ANOTHER, IT'S BY ETHNICITY. IT'S BY GENDER.

IT'S BY EVERYTHING THAT OUR REPORTS ARE.

IT REALLY IS AN AMAZING TOOL.

SO WE WILL CONTINUE TO WORK WITH OUR CAMPUSES ON DOING THE ROOT CAUSE ANALYSIS BECAUSE IT HAS THOSE REFLECTION QUESTIONS IN THERE THAT THEY CAN REALLY DRILL DOWN.

THEY LOVE DOING IT. THEY JUST DON'T LOVE DOING THAT 4 HOUR WORK OF PULLING ALL THE REPORTS. SO THIS IS WE'RE SO EXCITED, SO EXCITED ABOUT THIS.

AND SO WE WANTED TO GIVE YOU A SNEAK PEEK OF THIS.

AND THANK YOU, RAD, BECAUSE THEY HAVE THIS RIGHT AT THEIR FINGERTIPS.

AND NOW WE CAN LOOK AT THOSE CAUSES AND COME UP WITH SOLUTIONS FOR SOME OF THOSE BEHAVIORS AND THE CAUSES FOR DISPROPORTIONALITY.

SO YOU'RE THE FIRST TO SEE THIS DASHBOARD, BUT HONESTLY, THE FIRST TO SEE THIS DASHBOARD.

BUT STUDENT SERVICES WILL CONTINUE TO WORK WITH CAMPUSES ON THAT AND INTRODUCE IT.

AND BECAUSE THE PROCESS OF CONDUCTING A ROOT CAUSE ANALYSIS COMBINED WITH THAT ACTUAL ACTION PLANNING AND REFLECTION IS REALLY ONE OF THE MOST POWERFUL STEPS IN ADDRESSING DISPROPORTIONALITY AND DISCIPLINE DATA.

WE ARE EXTREMELY FORTUNATE TO HAVE THIS TOOL AT OUR FINGERTIPS, SO WE'RE VERY, VERY EXCITED. OK, NEXT STEPS, IN ADDITION TO CONDUCTING THE ROOT CAUSE ANALYSIS WITH OUR CAMPUS ADMINISTRATORS, WE ARE MOVING FORWARD FULL STEAM AHEAD WITH THE STUDENT MANAGEMENT DISTRICT INITIATIVE.

SO NEW FOR THIS UPCOMING YEAR.

OUR PLANS FOR OUR DEPARTMENT TO PROVIDE THE PROFESSIONAL DEVELOPMENT FOR ALL OF OUR SECONDARY IN SCHOOL SUSPENSION TEACHERS ON RESTORATIVE DISCIPLINE PRACTICES TO USE WHEN STUDENTS ARE IN SCHOOL SUSPENSION.

[01:15:03]

FROM PLANNING WITH OUR AREA DIRECTORS AND GETTING ADMINISTRATORS INPUT ON WHAT EACH LEVEL NEEDS AND WHAT THEIR NEEDS ARE.

STUDENT SERVICES AND COUNSELING AND GUIDANCE WILL PROVIDE PBIS AND SEL TRAINING TO ASSIST WITH ENSURING OUR STUDENTS AND FAMILIES FEEL SAFE.

AND THEY'RE EXCITED TO RETURN TO A POSITIVE AND WELCOMING CLIMATE AND CULTURE.

BECAUSE, AGAIN, JUST LIKE WE REALLY HEARD WITH SEL POSITIVE CLIMATE AND CULTURE DOES NOT JUST HAPPEN, IT REALLY MUST BE PLANNED FOR.

AND SO ADDRESSING BOTH ADULT AND STUDENT SOCIAL, EMOTIONAL LEARNING AND IMPLEMENTING POSITIVE BEHAVIOR, SUPPORT FOR CAMPUS WIDE AND IN THE CLASSROOM WILL ASSIST WITH A SYSTEMATIC STRUCTURE TO NOT ONLY HAVE STUDENTS AND FAMILIES RETURN TO SCHOOL, BUT RECONNECT WITH THEIR CAMPUSES AND REESTABLISH OR RECREATE THE RELATIONSHIPS AND TRUST.

SO WE'RE VERY, VERY EXCITED TO HAVE THIS OPPORTUNITY FOR 100 PERCENT OF OUR CAMPUSES.

ONE HUNDRED PERCENT OF OUR CAMPUSES WILL HAVE MANY OF THE PBIS COMPONENTS BUILT IN RIGHT WHEN THEY GET BACK TO HELP WELCOME THOSE STUDENTS BACK.

AND SO WE'RE VERY EXCITED TO WORK WITH THE OTHER TEAMS ON THIS ADMINISTRATOR TRAINING AND PROVIDE THOSE RESOURCES AND LESSON PLANS AND EVERYTHING THEY NEED TO HELP ASSIST WITH THIS. SO EVERYTHING YOU SEE HERE IS PART OF THE PLANNING FOR THAT TRAINING IN JANUARY LEADERSHIP WORKSHOP. AND THAT IS IT, WONDERFUL.

BOARD ANY QUESTIONS, ANY COMMENTS, I SEE MR. SELDERS.

JUST ONE QUESTION. COULD YOU GO BACK TO THAT LAST SLIDE I THINK YOU HAVE THERE? AND I WAS JUST CURIOUS, YOU KNOW, WITH THE PRESENTATION THAT WE JUST HEARD AND WE TALKED ABOUT THE REENTRY PLAN AND SUPPORTS FOR FAMILIES, I KNOW THAT, YOU KNOW, WE'RE GOING TO HAVE A SOLID PLAN FOR WHAT HAPPENS ON CAMPUSES.

BUT AS A PARENT WITH GISD STUDENTS, I'M JUST INTERESTED IN UNDERSTANDING HOW THIS TWO WAY PARENT AND FAMILY COMMUNICATION PLAN IS GOING TO WORK.

WELL, AND I WISH HONESTLY AND AND IT WAS MORE ABOUT DISCIPLINE DATA THAN WHAT WE WERE PLANNING ON DOING, BUT I WOULD HAVE BROUGHT THE RESOURCES IN THE PRESENTATION ON THAT.

SO TWO WAY PARENT AND FAMILY IS WITH COMMUNICATION.

ONE OF THE THINGS WE'RE REALLY FOCUSING ON ON THIS REENTRY IS WORKING WITH THE DIRECTOR, AREA DIRECTORS AND THE PRINCIPALS ON THE STEP BY STEP THAT WE'VE GOT TO THINK THIS OUT.

HOW ARE WE GOING TO COMMUNICATE WITH OUR FAMILY AND HOW ARE WE GOING TO FIND OUT WHAT THEY'RE FEELING LIKE RIGHT NOW SO THAT WE CAN ADDRESS THAT BEFORE THEY COME IN? SO OUR FACE DEPARTMENT, ALSO WITH SEL, ALSO WITH THE AREA DIRECTORS, THE COMPANY THAT THEY'RE WORKING WITH, THOSE ARE ALL COMING TOGETHER TO PROVIDE IDEAS AND TEMPLATES AND WHATEVER IT IS.

SO RESOURCES FOR THEM.

AND WE'LL HELP THEM PLAN OUT STEP BY STEP HOW TO GET THAT OUT TO THE PARENTS AND THEN HOW TO GET THAT FEEDBACK BACK.

BUT ONE OF THE THINGS OUR FOCUS IS ALSO ON THIS ENTIRE YEAR IS NOT ONLY PARENT COMMUNICATION, BECAUSE THAT'S VERY IMPORTANT.

WE WANT YOU TO LET THE PARENTS KNOW WHAT'S GOING ON, WHAT THE EXPECTATIONS ARE, WHAT YOU'RE PLANNING. THAT IS WONDERFUL.

BUT WE REALLY NEED TO FOCUS ON THAT TWO WAY.

WHAT ARE YOUR PLANS? WHAT ARE GOING TO BE YOUR SYSTEMS AND PRACTICES FOR RECEIVING PARENT FEEDBACK AND FINDING OUT HOW PARENTS FEEL AND WHAT THEIR INPUT IS? AND SO WE'RE GOING TO HELP WORK THAT OUT IN THESE PLANS.

I WAS JUST CURIOUS. I KNOW, LIKE SOMETIMES WE HAVE TARGETED INSTRUCTION, YOU KNOW, AND YOU SHARED SOME DATA WITH US WITH RESPECT TO STUDENT MANAGEMENT INFORMATION AND DATA WHERE WE HAVE UNDUPLICATED STUDENTS AND THE DUPLICATED ONES.

AND SO IDENTIFYING THE ONES WHERE WE HAVE THIS SORT OF REPETITIVE PATTERN, ARE WE IN A PLACE OR DO WE HAVE THE BANDWIDTH TO REACH OUT TO MAKE SURE THAT WE HAVE A TWO WAY COMMUNICATION WITH THOSE PARENTS? THAT IS THAT'S AN EXCELLENT IDEA, BECAUSE I WAS GOING TO SAY, WHEN YOU'RE IDENTIFYING THOSE STUDENTS RIGHT NOW, WHICH WE CAN DO, THAT'S NOT A PROBLEM.

WE CAN PULL THEM UP PER CAMPUS.

THERE ARE STEPS THAT CAMPUSES SHOULD USE AND WE'RE WORKING WITH THEM TO DO THOSE, LIKE

[01:20:06]

AND SO PART OF THAT COMPONENT OF ALL OF THAT THAT EVERYONE IS DOING IS THAT TWO WAY COMMUNICATION PIECE.

AND SO WE'RE GOING TO TAKE THEM STEP BY STEP IN JUNE ON HOW TO PUT THAT TOGETHER AND WHAT THAT LOOKS LIKE. THANK YOU.

THAT'S ALL I HAVE.

OK, BOARD ANY OTHER QUESTIONS? THANK YOU. WE REALLY APPRECIATE YOUR ATTEMPT TO GET THE DATA TOGETHER, AS WE'VE TALKED ABOUT IN THE PAST, IT'S REALLY GOOD.

WE'LL HAVE A LOT TO CHEW ON HERE.

IT'S WONDERFUL. NOW IT'S JUST COMING.

SO THANK YOU FOR YOUR PATIENCE THROUGH ALL THOSE YEARS FOR THOSE MISTAKES THAT I MADE.

WE HAVE THE DISCIPLINED DASHBOARD AND WE HAVE THESE REPORTS LIKE THAT AND IT'S EVERYTHING THAT WE'VE EVER IMAGINED, BUT I DIDN'T THINK WE COULD HAVE.

SO THIS IS HOW AWESOME OUR DISTRICT IS AND THE DEPARTMENTS FOR WORKING WITH US.

SO IT'S WONDERFUL. THANK YOU.

ALL RIGHT, BOARD, LET'S MOVE TO ITEM FIVE ACTION ITEMS.

[V. Agenda Items for Board of Trustees' Meeting June 22, 2021]

DR. BABETTA HEMPHILL.

GOOD TO SEE YOU. ALL RIGHT.

GOOD EVENING.

PRESIDENT MILLER TRUSTEES.

AND DR. LOPEZ, I AM BRINGING FORWARD TO YOU THIS EVENING OUR MOU FOR THE DALLAS COUNTY JUVENILE JUSTICE ALTERNATIVE EDUCATION PROGRAM.

THERE ARE NO CHANGES TO THE MOU.

IT STANDS EXACTLY AS IT HAS BEEN IN THE PREVIOUS YEAR.

LEGAL HAS ALSO REVIEWED THIS DOCUMENT.

AND AS YOU STATED, THE MOU, WILL BE ON THE AGENDA FOR JUNE 22ND.

IN YEARS PAST, I WOULD USUALLY WALK THROUGH THE CHANGES, BUT AS THIS YEAR THERE ARE NONE.

THE ONLY THING THAT WE DID CHANGE WAS TO ADD MS. MARY GARCIA'S NAME TO THE BEGINNING OF THE BOOK AS OUR CONTACT.

SHE WILL CONTINUE TO ATTEND MONTHLY MEETINGS AT THE CENTER TO WELL, ACTUALLY, THEY'RE GOING TO BE STILL, I THINK, OFFERED VIA ZOOM FOR THE UPCOMING SCHOOL YEAR.

THAT'S WHAT'S SCHEDULED.

AND SO AT THOSE MEETINGS, SHE REVIEWS OUR STUDENTS WHO ARE THERE, LOOKS OVER THEIR CONDUCT, TALKS ABOUT THOSE STUDENTS RETURNING, AND ALSO SHE WOULD SCHEDULE MEETINGS FOR THE CAMPUSES THERE AT THE CENTER TO ENSURE A SMOOTH TRANSITION BACK TO THE CAMPUS FOR OUR STUDENTS. THIS PAST YEAR, WE ONLY HAD THREE STUDENTS TO BE PLACED AT THE CENTER FOR MANDATORY INFRACTIONS, AND THEY DID ATTEND THERE.

AND THAT IS REALLY THAT CONCLUDES THE INFORMATION THAT I HAVE FOR YOU, SINCE THERE ARE NO CHANGES TO THE ACTUAL MOU FOR THIS COMING SCHOOL YEAR.

OK, THANK YOU.

BOARD, ANY QUESTIONS ON THIS? THANK YOU. ALL RIGHT, YOU'RE WELCOME.

LET'S GO TO ACTION ITEM A 2 FOR CONSIDERATION ON JUNE 22ND 2021 MEETING CONSIDER APPROVAL OF TEACHER DATA PORTAL OF THE TEXAS ASSESSMENT MANAGEMENT SYSTEM WAIVER.

DR. PAM NEBLETT, I WANT TO SAY IT RIGHT.

THANK YOU. GOOD TO SEE YOU.

GOOD TO SEE YOU. THANK YOU.

ALL RIGHT. PRESIDENT MILLER TRUSTEES AND DR.

LOPEZ, GOOD EVENING.

TONIGHT, I WOULD LIKE TO REVIEW WITH YOU THE TEACHER DATA PORTAL OF THE TEXAS ASSESSMENT MANAGEMENT SYSTEM WAIVER.

THE TEACHER DATA PORTAL OF THE TEXAS ASSESSMENT MANAGEMENT SYSTEM WAIVER COMPLIES WITH REQUIREMENTS OF THE TEXAS EDUCATION CODE 32.258 AS ENACTED BY HOUSE BILL THREE OF THE 81ST LEGISLATURE.

THE EDUCATION CODE STATES THAT ALL TEACHERS MUST BE PROVIDED ACCESS TO STUDENT ASSESSMENT DATA THROUGH THE STATE TEACHER DATA PORTAL OR THROUGH A LOCAL DATA SYSTEM.

GARLAND ISD USES EDUPHORIA A LOCAL DATA SYSTEM INSTEAD OF THE STATE PORTAL.

DUE TO THE USAGE OF THE LOCAL DATA SYSTEM INSTEAD OF THE STATE PORTAL, A WAIVER IS NECESSARY. THE MAIN REASON FOR USING A EDUPHORIA OVER THE STATE SYSTEM IS THAT LOCAL ASSESSMENTS SUCH AS MAP, CBA'S, CFA'S PSAT SAT CANNOT BE LOADED INTO THE STATE SYSTEM AND UTILIZED BY TEACHERS.

THE DATA.

ONLY STATE ASSESSMENTS SUCH AS TELPAS AND STAAR ARE IN THE STATE PORTAL.

[01:25:01]

THERE IS NOT A LINK BETWEEN TEACHER AND STUDENT ON THE STATE DATA PORTAL.

BECAUSE OF THIS, NO CLASS REPORTS ARE AVAILABLE THROUGH THAT PORTAL.

THIS WAIVER IS AN EXPEDITED WAIVER, MEANING THAT IT HAS TO BE APPROVED BY A DISTRICT COMMITTEE, IN OUR CASE THE DEIC AND THEN THE SCHOOL BOARD, OUR CURRENT WAIVER WAS APPROVED BY TEA ON JULY 25TH, 2018, AND WAS GOOD FOR THREE YEARS, MEANING THAT OUR CURRENT WAIVER EXPIRED AT THE CONCLUSION OF THE 2020 2021 SCHOOL YEAR.

THE DEIC APPROVED THE NEW WAIVER AT THEIR APRIL 28TH 2021 MEETING.

THERE ARE FOUR WAIVER REQUIREMENTS THAT THE LOCAL DATA SYSTEM MUST MEET.

THE FIRST IS THAT THE LOCAL DATA SYSTEM MUST BE ACCESSIBLE TO ALL CORE SUBJECT AREA TEACHERS AND GARLAND ISD ALL TEACHERS OF RECORD HAVE ACCESS TO STUDENT ASSESSMENT DATA, REGARDLESS OF WHETHER OR NOT THEY ARE A TEACHER OR A CORE SUBJECT TEACHER.

THE SECOND IS THAT THE STUDENT DATA MUST BE AVAILABLE FOR MULTIPLE YEARS AND INCLUDE DATA INDICATING PROGRESS IN STUDENT ACHIEVEMENT.

THE THIRD IS ASSESSMENT DATA MUST BE AVAILABLE BY THE FIRST DAY OF SCHOOL, THE FOLLOWING SCHOOL YEAR AFTER THE DATA WERE COLLECTED.

THE RESEARCH ASSESSMENT AND ACCOUNTABILITY DEPARTMENT OF GARLAND ISD TYPICALLY WILL HAVE TEST RESULTS UPLOADED IN EDUPHORIA AND AVAILABLE FOR TEACHER VIEWING WITHIN ONE WEEK OR LESS OF RECEIVING THE RESULTS INSTEAD OF THE FIRST DAY OF SCHOOL THE FOLLOWING SCHOOL YEAR. LASTLY, THE LOCAL DATA PORTAL MUST PERMIT COMPARISONS OF STUDENT PERFORMANCE AT THE CLASSROOM, CAMPUS, DISTRICT AND STATE LEVELS.

ACCORDING TO THE WAIVER, STATE DATA DOES NOT NEED TO BE IN THE LOCAL DATA PORTAL, BUT INSTEAD THE LOCAL SYSTEM MUST HAVE A LINK WHICH CAN TAKE USERS TO THE TEA WEBSITE ASSESSMENTS PAGE EDUPHORIA DOES HAVE THIS LINK.

EDUPHORIA DOES MEET ALL FOUR OF THE NECESSARY REQUIREMENTS AND DOES HAVE THE SUPPORT OF THE DEIC.

IT IS REQUESTED THAT TRUSTEES CONSIDER APPROVAL FOR THE WAIVER REQUEST AND ALLOW FOR THE SUBMISSION INTO TEA FOR THE TEACHER DATA PORTAL EXPEDITED WAIVER.

ANY QUESTIONS? YES, SIR, MR. JOHNSON.

BASED ON THE CRITERIA YOU'VE LISTED IN YOUR PRESENTATION, DO MOST DISTRICTS OF OUR SIZE REQUEST THIS WAIVER? YES, SIR.

SO THIS IS PRETTY TYPICAL.

YES, SIR. THANKS.

VERY FEW, ESPECIALLY DISTRICTS OUR SIZE, RELY SOLELY ON THE STATE PORTAL.

OKAY, AGAIN, THIS WILL BE AN ACTION ITEM FOR JUNE 22ND.

THANK YOU. THANK YOU.

OK, THAT TAKES US TO EXECUTIVE SESSION PURSUANT TO TEXAS GOVERNMENT CODE SECTION 55.071

[VI. Executive Session: Executive session will be held for purposes permitted by Texas Open Meetings Act, Texas Government Code Section 551.001 et seq]

DISMISSAL OF A PUBLIC OFFICER TO HEAR A COMPLAINT OR CHARGE AGAINST AN OFFICER OR EMPLOYEE, WE HAVE AN ITEM NUMBER ONE FOR EXECUTIVE SESSION AND THAT IS DISCUSSION REGARDING ORGANIZATIONAL CHART AND POSSIBLE REASSIGNMENTS.

IT IS NOW 8:44 AND WE WILL BE IN EXECUTIVE SESSION.

OK. IT IS NOW 10:20.

THE DISTRICT AFFAIRS COMMITTEE IS READJOURNING AFTER EXECUTIVE SESSION.

[01:30:02]

THERE ARE NO OTHER ITEMS LEFT ON THE AGENDA.

DO I HEAR A MOTION TO ADJOURN? WE ARE ADJOURNED AT 10:20.

THANK YOU, BOARD.

* This transcript was compiled from uncorrected Closed Captioning.