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IT IS SIX O'CLOCK, I'M CALLING TO ORDER THE GARLAND INDEPENDENT SCHOOL[I. Call to Order and Determination of Quorum ]
DISTRICT BOARD OF TRUSTEES DISTRICT AFFAIRS COMMITTEE MEETING JANUARY 11, 2022, TO DETERMINE A QUORUM IS PRESENT AND WE WILL PROCEED WITH OUR AGENDA AS FOLLOWS.ARE THERE ANY PUBLIC FORUM COMMENTS? NO SIR.
[III. Superintendent's Report]
SUPERINTENDENTS REPORT.I JUST WANT TO WELCOME EVERYBODY TO THE 2022 SCHOOL YEAR.
WE GOT THE SECOND SEMESTER IN FULL THROTTLE.
WE HAVE AN ACTION PACKED DISTRICT AFFAIRS COMMITTEE MEETING AND ONCE AGAIN, IT'S BOARD APPRECIATION MONTH.
SO THANK YOU, BOARD MEMBERS FOR ALL THAT YOU DO.
WE'RE CELEBRATING THE MARTIN LUTHER KING HOLIDAY THIS WEEKEND, SO THERE WILL BE NO SCHOOL ON MONDAY.
YOU CAN CHOOSE TO SHOW UP AND NOBODY WILL BE THERE JUST TO LET YOU KNOW.
DON'T CROSS YOUR FINGERS AND HOPE THAT SOMEBODY IS THERE FOR YOUR CHILDREN.
THERE'S NOT GOING TO BE ANYBODY, BUT IT'S GOING TO BE AN EXCITING THING FOR THE PARADE THIS WEEKEND.
[LAUGHTER] THAT'S STILL IN FULL GEAR, AND WE'RE REALLY EXCITED THAT WE'RE HAVING A MUSICAL WHICH A LOT OF OUR STUDENTS ARE PARTICIPATING IN, AND IT'S THE FIRST MUSICAL OF RAISE YOUR VOICE AND SING, AND WE'RE REALLY EXCITED ABOUT THAT TYPE OF
[IV. Information Items]
PERFORMANCE.SO ON SATURDAY, WE HOPE THAT THE COMMUNITY COMES OUT AND CELEBRATES THE SPIRIT OF MARTIN LUTHER KING AND ALL THE GREAT THINGS THAT HE DID TO UNITE OUR GREAT COUNTRY.
WE'LL PROCEED TO ITEM FOUR INFORMATION ITEMS. ITEM A, COVID 19 FACILITY UPDATE DR.
YEAH, I NEED MORE MONEY ANYWAY.
[LAUGHTER] GOOD EVENING, MR. SELDERS, BOARD OF TRUSTEES AND DR.
WE'RE GOING TO GO OVER A COVID PULSE CHECK AND THEN FACILITY CLEANING UP DATE WITH Y'ALL TONIGHT.
I'M SURE Y'ALL ARE TIRED OF HEARING ABOUT IT ON THE NEWS, BUT I AM GOING TO GIVE YOU A LITTLE BIT ABOUT WHAT'S GOING ON IN OUR COMMUNITY WITH THE NEW VARIANT GOING ON.
IT WAS NAMED A VARIANT OF CONCERN, PROBABLY A COUPLE OF WEEKS AGO.
WHAT WE DO KNOW ABOUT IT IS THAT IT IS SPREADING RAPIDLY THROUGHOUT OUR COMMUNITY.
AND WHEN I SAY RAPIDLY, PRETTY RAPIDLY.
THE BAD NEWS IS A LOT OF PEOPLE ARE GETTING IT.
THE GOOD NEWS IS THE MAJORITY OF PEOPLE THAT ARE GETTING IT, IF THEY'RE VACCINATED, THEY'RE HAVING A VERY MILD CASE, MAINLY COLD TYPE SYMPTOMS. NOW, IF YOU HAVE A CONDITION, ANOTHER TYPE OF HEALTH CONDITION, LIKE A LUNG CONDITION, YOU MAY GET A LITTLE BIT OF COUGHING.
BUT MOST OF THE PEOPLE THAT WE'VE SPOKEN WITH SO FAR AND HAVE TRACED ARE HAVING MINIMUM SYMPTOMS, INCLUDING OUR STAFF.
I'M NOT SAYING YOU CANNOT GET SICK COMPLETELY FROM IT, BUT IT SEEMS TO BE LESS SYMPTOMS. WE WERE SEEING ABOUT A 50 PERCENT DELTA AND A 50 PERCENT OMICRON, BUT NOW IT LOOKS LIKE THE OMICRON MIGHT BECOME THE PREDOMINANT STRAIN.
AND THAT'S GREAT BECAUSE THEY GET SICK LESS.
SO WE WANT THAT TO HAPPEN ACTUALLY.
THE CURRENT VACCINES SEEM TO BE PRETTY EFFECTIVE AGAINST THE DISEASE.
HOWEVER, THERE'S ONLY ABOUT A 75 PERCENT RATE THAT IT'S GOING TO BE EFFECTIVE FOR THE OMICRON VARIANT.
THE CURRENT COVID TESTS THAT WE ARE TAKING, THEY DO PICK UP THE VARIANT THAT WE HAVE OUT THERE RIGHT NOW.
WHAT I'M RECOMMENDING, ALTHOUGH I SAY THIS NOW AND YOU CAN'T FIND A TEST TO SAVE YOUR LIFE, BUT IF YOU CAN FIND A TEST, THAT'S THE ONLY TRUE WAY YOU'RE GOING TO KNOW WHAT IS GOING ON.
IF YOU HAVE COVID, IF YOU HAVE A COLD, WE HAVE COLD AND FLU SEASON RIGHT NOW, SO YOU JUST DON'T KNOW WHAT IT IS UNLESS YOU GET TESTED.
SO DON'T THINK IT'S JUST A COLD, COME TO SCHOOL AND THEN INFECT EVERYBODY, GET TESTED, IF YOU POSSIBLY CAN.
I WANT TO SAY SOMETHING ABOUT THE TESTING THAT'S GOING ON RIGHT NOW.
TWO THINGS HAVE HAPPENED WITH OUR TESTING SUPPLIES.
ONE IS SHIPPING PROBLEMS. SO IN OTHER WORDS, THERE WAS A BAD STORM.
THERE WAS WEATHER IN THE NORTH THAT CAUSED SOME SHIPPING DELAYS.
THEY WENT MOST LABS WENT FROM TESTING ABOUT TWO TO 300 A DAY TO 3000 IN A DAY.
THEN YOU'VE GOT TO THINK THAT THESE ARE PEOPLE RUNNING THE TESTS SO THEY HAVE COVID.
SO YOU KNOW, THEY MAY A LAB MAY HAVE 50 PERCENT OF THE PEOPLE OUT.
OUR DISTRICT WE ENDED UP PIVOTING FROM THE PCR TEST TO THE RAPID TEST BECAUSE THAT'S WHAT WE HAD.
WE SHOULD GET MORE RAPID TESTS IN TOMORROW.
BUT I'VE HAD PEOPLE CONTACT ME, LIVED OUT OF ROYSE CITY.
THEY CAN'T FIND A TEST AND SO WE'VE HAD THEM COME OVER TO OUR SITE.
WE WANT TO TRY TO KEEP AS ENOUGH TESTS, TO TEST AT LEAST OUR STAFF AND STUDENTS.
BUT IT'S HARD TO FIND A TEST RIGHT NOW.
THIS SLIDE RIGHT HERE SAYS ONE HUNDRED AND THIRTY SIX STAFF AND 138 STUDENTS,
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THAT'S KIND OF OLD.IT'S ONE HUNDRED AND SIXTY NINE STAFF RIGHT NOW.
FOUR HUNDRED AND SEVENTY TWO STUDENTS WITH ACTIVE COVID.
THE PROBLEM IS, IS THAT THEY'RE COMING IN SUCH GROUPS LIKE BEFORE WITH THE DELTA YOU DID HAVE FAMILIES THAT HAD IT, BUT NOW IF ONE PERSON IN THE FAMILY HAS IT, EVERYBODY IS GOING TO GET IT.
SO YOU'RE GOING TO SEE OUR NUMBERS GO UP.
YOU'RE GOING TO SEE LARGE NUMBERS IS BECAUSE IT'S SO CONTAGIOUS THAT EVERYBODY THAT'S IN THAT FAMILY IS GOING TO GET IT.
EVEN IF YOU DON'T HAVE A SIGNIFICANT AMOUNT OF CLOSE CONTACT, IT'S JUST THE WAY THE VIRUS IS.
ORIGINALLY THOUGHT THE SURGE WAS GOING TO END IN THE MIDDLE OF JANUARY, BUT THAT DOESN'T LOOK LIKE THAT'S THE CASE NOW THEY ARE PREDICTING PROBABLY THE BEGINNING OR MIDDLE OF FEBRUARY.
BUT IT'S A GUESS, YOU KNOW, IT'S A GUESSTIMATION.
COVID IS NOT GOING AWAY, WE ALREADY KNOW THAT WE ALREADY KNOW THAT WE CANNOT DISTANCE, THERE'S NO WAY TO DISTANCE FROM EACH OTHER.
WE ALREADY KNOW FROM WHEN WE WERE VIRTUAL WHAT IMPACT IT HAD ON OUR STUDENTS.
WE KNOW THAT THE VARIANT IS WHILE IT'S CONTAGIOUS.
AND YES, YOU MAY GET IT AND IT'S NOT GREAT TO FEEL SICK.
MOST PEOPLE DON'T GET IT WHERE THEY ARE HAVE TO BE HOSPITALIZED, SO WE DON'T WANT TO DEPRIVE OUR STUDENTS OF SOME OF THESE ACTIVITIES.
SO MOVING FORWARD, WE ARE GOING TO RELY ON OUR COLOR ZONE SYSTEM, AND THAT'S A WAY OF LOOKING AT A CAMPUS IN THAT COMMUNITY AND SEEING IF THERE'S A HIGH LEVEL OF COVID, WHICH WE'RE PROBABLY GOING TO FIND AT MOST CAMPUSES AND THEN LIMITING KIND OF CUTTING DOWN TO THOSE ACTIVITIES THAT WE CAN TO TRY TO MITIGATE THE COVID SPREAD IN THE CAMPUSES.
RIGHT NOW, WE HAVE A FEW THAT ARE ON YELLOW, BUT THEY'VE ONLY BEEN ON YELLOW ONE DAY.
SO WE HAVE TO WAIT AND SEE HOW THIS IS GOING TO PROCEED.
WE'RE GOING TO CONTINUE WITH OUR EXTRACURRICULAR ACTIVITIES.
WE'RE GOING TO CONTINUE WITH OUR SPRAYING OF THE BUSSES DURING THE DAY.
WE'RE GOING TO ACT WHEN WE NEED TO ACT.
SO WE'RE NOT GOING TO OVERREACT.
WE'RE GOING TO ACT WHEN IT'S TIME TO ACT.
SO WE DO HAVE A LOT OF PARENTS THAT ARE CALLING OUR OFFICE AND ARE WORRIED ABOUT THE SPREAD.
AND YOU KNOW, THEY HEAR ON THE NEWS AND THE NEWS IS HYPING IT UP.
WE ARE HAVING RECORD NUMBER OF CASES AND WE ARE HAVING HOSPITALIZATIONS GOING UP.
BUT IF YOU LOOK AT IT AT IF THERE'S A THOUSAND CASES AND WE HAVE 50 PEOPLE THAT GO TO THE HOSPITAL FROM THOSE THOUSAND CASES AND WE HAD 50 THOUSAND CASES AND WE HAVE 50 PEOPLE GOING TO THE HOSPITAL BECAUSE OF THOSE CASES.
SO YOU CAN'T COMPARE APPLES TO ORANGES.
YOU HAVE TO COMPARE APPLES TO APPLES.
SO PERCENTAGE OF PEOPLE THAT ARE BEING HOSPITALIZED.
SO I WANT EVERYONE TO KIND OF HOPE PEOPLE CAN KEEP THAT IN PERSPECTIVE SO THEY CAN STILL GO OUT THERE AND LIVE THEIR LIVES.
WE STILL ARE STRONGLY ENCOURAGING MASKS AND VACCINATIONS.
IT SEEMS LIKE THE PEOPLE THAT ARE VACCINATED SEEM TO HAVE A LITTLE LESS SYMPTOMS, SO I STILL AM ENCOURAGING THAT.
JIMMY IS GOING TO GO OVER THE CLEANING AND DISINFECTING PROCEDURES.
CHAIRMAN SELDERS COMMITTEE MEMBERS, TRUSTEES SUPERINTENDENT LOPEZ, THANK YOU AGAIN.
YOU'RE PROBABLY TIRED OF SEEING ME TONIGHT AND I'LL TRY TO MAKE IT VERY BRIEF.
THE ITEMS THAT WE'RE DOING AS FAR AS CLEANING AND DISINFECTING FOR OUR CUSTODIAL GROUP REALLY HASN'T CHANGED SINCE THE PROTOCOLS BEGAN.
WE'RE STILL USING THE SPRAYER AND WE'RE DOING THAT EVERY AFTERNOON.
WHEN THE SCHOOL CLOSES DOWN THAT'S THE LAST THING WE DO BEFORE IT'S SECURED FOR THE NIGHT.
I WILL SAY THAT WE'RE HAVING ABSENTEEISM IN THE CUSTODIAL GROUP, PROBABLY MUCH LIKE EVERY DEPARTMENT, WE'RE RUNNING 20 TO 25 PERCENT RIGHT THIS MOMENT.
SO WE ARE HAVING TO CHANGE OUR APPROACH ON HOW WE'RE CLEANING THE BUILDINGS AND WHAT WE CAN AND CAN'T DO JUST BECAUSE OF LACK OF MANPOWER.
BUT AS YOU CAN SEE, WE STILL USE THE SAME THINGS.
WE USE QUAT 256 FOR THE ELEMENTARY SCHOOLS.
OUR SECONDARY GROUP IS USING A THING CALLED VIREX 256.
OUR ACTUAL HIGH TOUCH SURFACE CLEANING HASN'T CHANGED.
WE STILL HIT HALLWAY ENTRY DOOR HANDLES, PUSH BARS, ALL THE THINGS THAT ARE LISTED ON THIS PARTICULAR SLIDE.
CLASSROOMS, CAFETERIA TABLES, ISOLATION ROOMS, RESTROOMS. WE DON'T SPRAY THE BUSSES.
THERE'S AN OUTSIDE COMPANY THAT DOES.
AND LIKE I SAID, THE FINAL TASK, THE ONE THING THAT HAS TO HAPPEN EVERY DAY REGARDLESS OF WHAT ELSE WE DO, WE HAVE TO SPRAY THE SCHOOL AND MAKE SURE IT'S DISINFECTED BEFORE WE LEAVE FOR THE NIGHT.
DOES ANYBODY HAVE ANY QUESTIONS? THANK YOU FOR THAT PRESENTATION, TRUSTEES ARE THERE ANY QUESTIONS, MR. JOHNSON? THANKS, NURSE K.
I KNOW THAT A NEIGHBORING DISTRICT HAS SOUGHT TO KIND OF COMBAT OMICRON AND THE
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SURGE THEY'RE EXPERIENCING BY IMPOSING A TEMPORARY MASK MANDATE.WHAT I'VE HEARD AND I'M JUST WANTING TO RUN THIS BY YOU, IS THAT THE TYPE OF MASKS THAT MOST PEOPLE HAVE ACCESS TO THE CLOTH AND THE PAPER MASKS AREN'T PARTICULARLY EFFECTIVE AGAINST THIS PARTICULAR VARIANT AND ANY BENEFICIAL EFFECT THAT WE HAD DURING THE DELTA TIME THAT WE HAD MASKS WOULD NOT BE PARTICULARLY EFFECTIVE AGAINST THIS VARIANT.
IS THAT YOUR UNDERSTANDING AS WELL? YES AND NO.
I THINK THAT IF YOU WERE TO WEAR A CLOTH MASK, AND YOU WEAR A SURGICAL MASK OVER IT, THAT WOULD BE BENEFICIAL.
SO I STILL RECOMMEND A SURGICAL MASK OVER NOTHING, BUT I DON'T KNOW IF WE ARE READY TO IMPOSE ANOTHER MASK MANDATE THAT WOULD BE UP TO Y'ALL.
I JUST KNOW THAT CDC IS STILL RECOMMENDING MASKS.
NOW, HAVE YOU LOOKED AT THE SURROUNDING DISTRICTS TO DETERMINE? I KNOW YOU HAVE BUT DETERMINE THEIR RATE OF INFECTION KIND OF OVER THE LAST SEVERAL MONTHS AND DETERMINE WHETHER THE MASK MANDATES THAT HAVE BEEN IN PLACE HAVE BEEN SIGNIFICANTLY EFFECTIVE.
I LOOK AT SURROUNDING DISTRICTS AND SEE WHAT THEIR RATES ARE.
HOWEVER, I GOT TO SAY THAT OUR DISTRICT IS VERY AGGRESSIVE IN CONTACT TRACING AND MAKING SURE THAT OUR STUDENTS ARE SAFE.
AND SO WE CATCH THOSE INFECTIONS A LOT QUICKER.
SO I'M NOT SAYING OTHER DISTRICTS ARE NOT REPORTING IT PER SAY, BUT I KNOW THERE'S NO WAY THAT WE.
WHEN THERE WAS A REPORT THAT WENT OUT FROM THE HEALTH DEPARTMENT, I ASKED THEM TO TAKE IT DOWN BECAUSE IT WASN'T ACCURATE.
WHAT HAPPENS IS DALLAS COUNTY RELIES ON PEOPLE TO REPORT THEIR CASES AND THEY RELY ON US TO GIVE THEM NUMBERS RATHER THAN LAB NUMBERS.
AND SO IF WE DON'T SEND THE REPORT IN, THEY DON'T KNOW THAT THERE'S A CASE THEY KNOW EVENTUALLY.
SO IF YOU LOOK AT US, AND YOU LOOK AT DALLAS, WE MAY LOOK AT TO SOMEONE THAT WE'RE A LOT HIGHER THAN DALLAS ISD, BUT WE'RE REALLY NOT.
BECAUSE IF YOU LOOK AT TEA'S WEBSITE, WE'RE KIND OF EQUAL AND THEY HAVE A MASK MANDATE.
SO I DON'T THINK THERE'S REALLY ONCE AGAIN, WE'RE NOT COMPARING APPLES TO APPLES BECAUSE THE WAY WE'RE RELYING ON THE DATA TO GET REPORTED IS THE WORKFORCE REPORTING IT.
NOW WE CAN DO CASES, THEY'LL REPORT LAB CASES BY ZIP CODE.
YOU COULD LOOK AT THAT WAY AND THEN YOU COULD FIGURE OUT HOW MANY CASES THERE ARE, BUT THERE'S NO WAY OF REALLY, TRULY KNOWING IF IT'S EFFECTIVE.
ANY OTHER QUESTIONS? THANK YOU.
WE'LL, NOW MOVE TO ITEM B EARLY COLLEGE HIGH SCHOOL AN P-TECH ANNUAL UPDATE.
TRUSTEES, I JUST WANT TO MAKE YOU AWARE THAT THERE'S INFORMATION IN YOUR PACKETS, ON YOUR DESK, IN YOUR BLUE FOLDER, REFERENCES SOME MORE DETAILED INFORMATION ON THE ACTUAL AGGREGATE INFORMATION THAT'S GOING TO GET PRESENTED THIS EVENING SO YOU CAN USE THAT AND FOLLOW ALONG AS THEY'RE PRESENTING.
GOOD EVENING! DISTRICT AFFAIRS COMMITTEE CHAIRMAN SELDERS COMMITTEE MEMBERS, TRUSTEES AND DR. LOPEZ.
TONIGHT WE ARE PRESENTING AN UPDATE TO OUR EARLY COLLEGE PROGRAM IMPLEMENTATION AS REQUIRED BY THE TEA.
EARLY COLLEGE HIGH SCHOOL AND P-TECH BLUEPRINT.
DURING THE 21 22 SCHOOL YEAR, WE HAVE ONE THOUSAND NINE HUNDRED AND FORTY EIGHT STUDENTS IN AN EARLY COLLEGE PROGRAM.
THIS INCLUDES EARLY COLLEGE HIGH SCHOOL, ECHS AND P-TECH.
30 PERCENT OF THESE STUDENTS ARE AT RISK.
SIXTY SEVEN PERCENT ARE ECONOMICALLY DISADVANTAGED AND TWENTY NINE PERCENT ARE ENGLISH LANGUAGE LEARNERS.
THE NEXT FOUR SLIDES SHOW THE PERFORMANCE OF OUR EARLY COLLEGE P-TECH AND COLLEGIATE ACADEMY STUDENTS AS COMPARED TO ALL GISD STUDENTS ON THE SPRING 2021 STAAR EOC OUTCOMES.
ENGLISH ONE SHOWS THAT COLLEGIATE ACADEMY STUDENTS IN THE GREEN BAR SCORED THE HIGHEST IN EACH CATEGORY, FOLLOWED BY P-TECH, FOLLOWED BY ECHS IN THE PURPLE.
THIS IS ENGLISH 2 SHOWS A SIMILAR PATTERN.
COLLEGIATE ACADEMY STUDENTS SCORED THE HIGHEST IN THE GREEN, FOLLOWED BY P-TECH, FOLLOWED BY ECHS.
THIS IS OUR EOC BIOLOGY SCORES.
EARLY COLLEGE STUDENTS SIMILARLY SCORED HIGHER THAN ALL STUDENTS IN STAAR BIOLOGY AND ALGEBRA ONE AS WELL.
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AND AS MR. SELDERS MENTIONED, YOU DO HAVE THIS BROKEN DOWN BY CAMPUS IN THE BLUE FOLDERS THAT YOU WERE PROVIDED.GISD STUDENTS ENROLLED IN DUAL CREDIT CLASSES IN THE 2021 SCHOOL YEAR EARNED TWENTY NINE THOUSAND THREE HUNDRED AND FORTY SEVEN COLLEGE CREDITS.
THIS MEANS THAT GARLAND ISD SAVED FAMILIES OVER $2.3 MILLION DOLLARS IN TUITION DURING THE 2021 SCHOOL YEAR ALONE.
THIS DOES NOT INCLUDE THE TEXTBOOK SAVINGS AMOUNT THAT WAS ALSO INCLUDED WITH OUR SAVINGS.
TRUSTEES ARE REMINDED THAT THE ECHS P-TECH ROLLOUT PLAN WAS FIRST APPROVED IN 2018.
BASED ON THE ROLLOUT PLAN, NEXT YEAR WILL BE THE FIRST YEAR THAT STUDENTS WILL.
WE WILL HAVE SENIORS IN OUR ECHS AND P-TECH PROGRAMS. SENIOR STUDENTS FROM NAAMAN FOREST AND ROWLETT HIGH SCHOOL WILL ATTEND CLASSES AT RICHLAND.
SENIORS AT SOUTH GARLAND WILL ATTEND CLASSES AT EASTFIELD, WHICH ARE BOTH PART OF THE DALLAS COLLEGE.
AN IMPORTANT PART OF THE EARLY COLLEGE DESIGN IS THAT STUDENTS HAVE EXPERIENCE ON THE COLLEGE CAMPUS.
THIS HELPS WITH THE TRANSITION TO PREPARE THEM FOR THAT FOUR YEAR UNIVERSITY.
THEY'RE HAVING EXPERIENCE ON THE COLLEGE CAMPUS WITH STILL THAT SUPPORT OF THAT HIGH SCHOOL STAFF.
AS WE PREPARE TO TRANSITION THE STUDENTS TO THE DALLAS COLLEGE CAMPUS WE ARE WORKING CLOSELY WITH DALLAS COLLEGE TO COORDINATE TRANSPORTATION SUPERVISION, FOOD SERVICE, HEALTH SERVICE AND TECHNOLOGY ACCESS, AND I'M GOING TO TURN IT OVER TO KEVIN.
IMPLEMENTING EARLY COLLEGE PROGRAMS MEETS THE ACADEMIC NEEDS OF STUDENTS AND PROVIDES OPPORTUNITIES FOR GISD TO RECEIVE FUNDING FOR THE HIGH QUALITY PROGRAMS WE OFFER TO FAMILIES.
INCENTIVES INCLUDE THE DEGREES AND CERTIFICATES THAT STUDENTS CAN EARN, CTE ALLOTMENT FUNDING, CCMR OUTCOMES BONUS FUNDING AND ALSO THE PAYMENT OF SERVICES THAT GISD RECEIVES FOR DUAL CREDIT SECTIONS THAT IS OUTLINED IN OUR DUAL CREDIT AGREEMENT WITH DALLAS COLLEGE.
ALL QUALITY PROGRAMS INCLUDE COSTS.
THE NEEDS OUTLINED FOR TRANSPORTATION NURSES AND LIAISONS ARE FOR INFORMATIONAL PURPOSES ONLY ARE NOT FOR NEW PROGRAM EXPANSION, BUT RATHER THE CONTINUED ROLLOUT OF THE PREVIOUSLY APPROVED EARLY COLLEGE PROGRAM.
THE ESTIMATED EARLY COLLEGE BUDGET LINE ITEMS ARE PROVIDED FOR INFORMATIONAL PURPOSES ONLY AS WE WORK WITH DALLAS COLLEGE ON FINALIZING 22 23 EARLY COLLEGE PROGRAM LOGISTICS.
THE INFORMATIONAL BUDGET NEEDS AND PROJECTED AMOUNTS MAY CHANGE.
FINAL 22 23 EARLY COLLEGE BUDGET NEEDS WILL BE INCLUDED IN THE ANNUAL SPRING BUDGET PROCESS AND WILL BE BROUGHT TO THE BOARD FOR APPROVAL LATER THIS SPRING.
WE WANTED TO PROVIDE TRUSTEES WITH THIS EARLY LOOK AT THE ESTIMATED BUDGET IMPACT TO ASSIST WITH CONSIDERATIONS LATER THIS SPRING.
IT IS AN EXCITING TIME TO BE IN GISD AS THE OFFERING OF BOTH P-TECH AND ECHS PROGRAMS AT ALL TRADITIONAL HIGH SCHOOL CAMPUSES IS UNIQUE AND IT IS A TESTAMENT TO THE GISD EFFECT.
THANK YOU FOR YOUR TIME AS WE SHARED THIS EARLY COLLEGE UPDATE.
AT THIS TIME, WE'D LIKE TO FIELD ANY QUESTIONS THAT YOU MAY HAVE.
THANK YOU FOR THAT PRESENTATION.
I THINK WHEN YOU BEGAN, YOU SAID THAT THIS IS REQUIRED.
THAT IS CORRECT, AN UPDATE IS REQUIRED ANNUALLY IN THE BLUEPRINT.
SO DOES THE UPDATE REQUIRE BOARD APPROVAL? I GUESS THAT'S THE QUESTION, TOO.
IT'S JUST FOR INFORMATION ONLY.
AND WHAT YOU HAVE GIVEN US TONIGHT IS REALLY TWO REPORTS.
YOU'VE GIVEN US A UPDATE OF THE EXISTING REPORT, BUT YOU'VE ALSO INCLUDED HOW WE WANT TO EXPAND THE PROGRAM.
DID I MISS THAT OR IS THAT WHAT I HAVE? WELL, WHAT'S BEEN PROVIDED IS THE EXISTING WHAT WE CURRENTLY HAVE.
AND THEN AS WE CONTINUE THE ROLLOUT THAT WAS APPROVED BACK IN 2018, WHAT WE EXPECT BUDGET ITEMS TO LOOK LIKE.
OK, SO BEFORE I LOOK AT THE EXPANSION AS I'M LABELING IT AND THE EXPANSION THAT I'M REFERRING TO IS AS WE TRANSITION OUR STUDENTS TO THE EASTFIELD AND THE RICHLAND CAMPUSES, AS WE LOOK AT THE UPDATE WITH THE INFORMATION THAT'S PROVIDED.
WHAT SHOULD I LOOK AT AS PARAMETERS TO TELL ME THAT WE ARE BEING SUCCESSFUL IN THESE PROGRAMS, NOT ABOUT THE SAVINGS FOR FAMILIES? I'M TALKING ABOUT THE SUCCESS OF STUDENTS.
SO ALL OF THE INFORMATION THAT'S PROVIDED, AND WHEN WE LOOK AT THE DATA THAT'S
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PROVIDED, IT'S ON APPROACHING BECAUSE I THINK WE CHANGED ALL OF OUR MATRIX TO APPROACHING AND NOT MEETS.BUT WHAT IN HERE TELLS ME THAT THE PROGRAM IS WORKING IS THAT THE NUMBER OF STUDENTS THAT ARE ENROLLED.
IS THAT HOW MANY STUDENTS ARE? HOW MANY HIGH SCHOOLS ARE PARTICIPATING? HELP ME UNDERSTAND WHEN I LOOK AT THE DATA, HOW I'M TO UNDERSTAND OUR SUCCESS AND PROGRESS, AND THAT MAY NOT BE YOUR QUESTION.
LOPEZ AND WHOEVER HE WANTS TO CALL UP TO INTERVENE.
WELL, SUCCESS CAN BE LABELED IN A LOT OF DIFFERENT AREAS, ESPECIALLY WHEN WE START SEEING THE AMOUNT OF KIDS THAT ARE GETTING COLLEGE CREDIT THAT TRADITIONALLY DON'T.
THE SECOND STEP IS THE TRANSITION PLAN.
WE SHOULD CALL IT A TRANSITION PLAN IS EVERY GRADE LEVEL NEEDS TO CREATE A DIFFERENT ECOSYSTEM.
NOW WE'RE COMING TO YEAR FOUR AND A LOT OF ASPECTS AND EVER SINCE 2018, WE SAID THIS MEANS A LOT OF OUR KIDS ARE GOING TO BE GOING TO CAMPUSES AND WHAT CAMPUSES ARE GOING TO BE GOING TO.
THE AMOUNT OF STUDENTS THAT WE'RE A HIGH POVERTY SCHOOL DISTRICT APPROACHING SEVENTY FIVE PERCENT ECONOMICALLY DISADVANTAGED.
AND WHEN WE START MAKING COMPARISONS ON THE AMOUNT OF KIDS EARNING COLLEGE CREDIT FROM WHAT WE DID, LET'S JUST SAY PRIOR TO A REMOTE, MORE ROBUST EFFORT, THAT WOULD BE AN INDICATOR FOR SUCCESS.
THE AMOUNT OF KIDS THAT ARE COMPLETING THEIR ASSOCIATE'S DEGREE WOULD BE A SECOND INDICATOR.
AND THE OTHER ONES THAT ARE FOLLOWING THROUGH ON GETTING A BACHELOR'S DEGREE, THE STATE IS NOW MONITORING ALL THAT BY THEY'RE UNDER PLAN TO WANT TO HAVE A CERTAIN PERCENTAGE OF STUDENTS MEET THIS EDUCATION THRESHOLD.
AND SO THOSE ARE ALL BIG INDICATORS.
THE SAVINGS PART IS ON THE BACK END, RIGHT? SO A LOT OF KIDS WE KNOW SHY AWAY FROM COLLEGE BECAUSE OF THE INVESTMENT.
SO IF I'M GOING TO SCHOOL, THAT MEANS I'M NOT WORKING A FULL TIME JOB, RIGHT? AND SO THAT IN ITSELF, GETTING KIDS THROUGH THESE PROGRAMS AND GETTING THEM SUCCESS, I THINK THAT'S A HUGE RATE.
WHAT WE DO TO INCLUDE WHAT PEOPLE NEED TO UNDERSTAND IS YOU HAVE TO QUALIFY TO GET INTO THESE PROGRAMS. YOU CAN'T JUST WALK INTO A CLASS AND SAY, YOU KNOW WHAT, I DON'T WANT TO TAKE REGULAR HISTORY.
I'M GOING TO GO IN AND I'M GOING TO TAKE DUAL CREDIT HISTORY.
IF YOU DON'T PASS THIS RIGOROUS EXAM, YOU DON'T GET IN.
RIGHT? AND SO THESE ARE THERE'S A LOT OF THOSE THINGS GOING ON.
SO THE FACT THAT WE'RE GETTING KIDS IN THAT WE'RE CREATING A MORE ROBUST SYSTEM.
ALL OF THOSE THINGS ARE INDICATORS THAT WE'RE HEADING IN THE RIGHT DIRECTION.
AND I THINK THE KEY AND MR. MASSEY SAID IT WAS WE HAVE THIS AT EVERY CAMPUS.
SO BEFORE, LET'S JUST SAY I CHOSE SCHOOL, LAKEVIEW WAS OUR COLLEGIATE ACADEMY.
AND LET'S JUST SAY I CHOSE ROWLETT WELL IN MY FRESHMAN YEAR IF I WANTED TO CHANGE SCHOOLS AND GO INTO LAKEVIEW, A LOT OF TIMES I LOST THAT OPPORTUNITY.
I CAN STILL BE WITH MY FRIEND.
I CAN HAVE THE BEST OF ALL WORLDS AND IT'S AMAZING HOW MOST OF THESE PROGRAMS ARE FULL.
YOU HAVE OVER A HUNDRED STUDENTS FOR EACH PROGRAM, AT ALMOST EVERY HIGH SCHOOL, PLUS THE CTE CENTER.
I MEAN, OUR KIDS HAVE SUCH A ROBUST SYSTEM AND YOU'RE STARTING TO SEE THAT THEIR SUCCESS AND THEM GETTING THEIR COLLEGE CREDITS IS WHAT'S MAKING A DIFFERENCE.
WHAT DOES A DAY LOOK LIKE GOING TO RICHLAND OR EASTFIELD? WHERE IS THE LOSS OF TIME ARE THESE KIDS NOW IN SCHOOL LONGER THAN THE REGULAR HIGH SCHOOL STUDENT? HOW DOES THAT DAY LOOK LIKE? WHAT? BECAUSE WE'RE TRANSPORTING THEM.
THAT MEANS WE'RE TAKING THEM AND WE'RE PICKING THEM UP.
OR IS THAT RIGHT? THAT'S CORRECT.
SO THE PLAN IS THAT THEY WOULD BE PICKED UP FROM THEIR HIGH SCHOOL CAMPUS IN THE MORNING BUSSED OVER TO THE COLLEGE.
THEY WOULD DO THREE COLLEGE CLASSES THAT WOULD BE BUSSED BACK TO THEIR HIGH SCHOOL CAMPUS, WHERE THEY WOULD HAVE THEIR FOURTH PERIOD CLASS.
WHATEVER THE HIGH SCHOOL CLASS LEFT THAT THEY NEEDED FOR THAT FOURTH PERIOD, AND THEN THEY WOULD JUST DO THEIR REGULAR TRANSPORTATION HOME.
SO THEY'LL HAVE TUESDAY, THURSDAY CLASSES AND MONDAY WEDNESDAY CLASSES AT THE COLLEGE CAMPUS.
SO POTENTIALLY DEPENDING ON THE STUDENT, THEY WOULD HAVE THREE CLASSES EACH DAY.
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OK, THANK YOU.WE HAVE QUESTIONS FOR MS. STANLEY.
MAY I CLARIFY REAL QUICK ABOUT THAT? SURE.
SO IT'S KIND OF LIKE THE GRCTC.
THEY'RE GONE A FULL HALF A DAY AT THE GRCTC, RIGHT? YOU GOT TRAVEL, YOU'VE GOT TO BE AT THE GRCTC FOR A BLOCK AND THEN YOU COME BACK DURING YOUR LUNCH HOUR AND THEN YOU RESUME YOUR REGULAR CLASSES.
THE UNIQUE THING ABOUT THE GRCTC IS THAT IT ISN'T OFFERED LIKE ON A PERIOD BASIS, LIKE A REGULAR SCHOOL, RIGHT? SO LET'S SAY IT'S THREE FORTY FIVE MINUTE CLASSES OR TWO 90 MINUTE CLASSES BECAUSE IT'S A AB SCHEDULE, RIGHT? THEY WOULD GO FOR ONE BIG BLOCK OF CLASS WHENEVER THEY GO.
THAT'S KIND OF LIKE HOW COLLEGE IS.
AND SO THE EARLY COLLEGE IS GOING TO BE BLOCKED AND WE HAVE TO ALIGN SCHEDULES FOR THEM TO GO UP THERE TRAVEL TIME AND COME BACK.
SO THAT'S WHY THESE CLASSES HAVE TO BE ALIGNED AND BLOCKED FOR THEM TO GO.
I JUST THOUGHT I HEARD PROVIDING LUNCH OR SOMETHING, AND I WAS A LITTLE CONFUSED ON WHETHER WE WERE TALKING ABOUT LUNCH ON THE COLLEGE CAMPUS OR IF IT WAS BACK HERE AND I JUST GOT CONFUSED IN THAT.
AND YES, MA'AM, WE ARE STILL WORKING WITH DALLAS COLLEGE AND OUR FOOD SERVICES DEPARTMENT TO FIGURE OUT HOW THAT LUNCH IS GOING TO WORK.
WE THINK WE MIGHT BE ABLE TO GET THEM BACK IN TIME AT THEIR HIGH SCHOOL CAMPUS TO HAVE LUNCH ON CAMPUS.
IF NOT, THEN THERE IS A PROVISION FOR US TO PROVIDE LUNCH AT THE COLLEGE CAMPUS, WHICH IS WHAT SEVERAL OTHER ISDS DO THAT HAVE EARLY COLLEGE AND P-TECH AND SO THAT'S WHAT THE ISSUE IS, IS THAT ALIGNMENT AND WHETHER OR NOT THERE'LL BE BACK IN TIME FOR OUR LUNCH SCHEDULES? CORRECT.
CAN YOU JUST EXPLAIN FOR PEOPLE WHO DON'T KNOW THE 30 PERCENT AT RISK, WHAT DOES THAT MEAN? WHO ARE THOSE KIDS? SO THERE ARE 13 DIFFERENT INDICATORS THAT CAN QUALIFY A STUDENT FOR AT RISK.
SOME OF THEM ARE NOT PASSING CORE CLASSES, NOT PASSING STAAR, PREGNANT RELATED SERVICES.
SO AND THERE ARE 13 DIFFERENT CRITERIA THAT CAN QUALIFY A STUDENT TO BE AT RISK.
AND SO THEY'RE LABELED AT RISK IN OUR SKYWARD SYSTEM.
TEA WANTS US TO FOCUS ON STUDENTS FOR THIS PROGRAM THAT NECESSARILY WOULDN'T GO TO COLLEGE, THAT ARE AT RISK, THAT WE WANT TO CATCH AND CAPTURE AND GIVE THEM AS MANY DUAL CREDIT CLASSES AS WE CAN.
SO THAT IS ONE INDICATOR THAT THEY'RE LOOKING AT IS HOW MANY AT RISK STUDENTS WE'RE ENROLLING IN THESE PROGRAMS AND KIND OF HELPING THEM TO BE SUCCESSFUL IN MAKING SURE THAT THEY'RE NOT FALLING THROUGH THE CRACKS.
YES, I'D LIKE TO ASK A QUESTION TO KEVIN ON YOUR SHEET AWHILE AGO WHEN YOU GAVE THE EXPENSE COST FOR THE NURSE, THE NURSES AND ALSO THE TEXTBOOKS.
AND WITH MORE COURSES BEING OFFERED ONLINE NOW TEXTBOOKS THAT ALSO THE COST OF THE TEXTBOOKS ARE FIVE HUNDRED AND NINETY SIX THOUSAND DOLLARS, IF I LOOKED AT THAT CORRECTLY.
BUT THESE TEXTBOOKS THAT WERE PURCHASING THESE KIDS TAKING THOSE TO THE COLLEGE CAMPUS AND THEN WE'RE LEAVING THEM THERE, ARE THEY BRINGING THEM BACK WITH THEM? HOW DOES THAT WORK AS FAR AS THE TEXTBOOK? CAN YOU KIND OF EXPLAIN WHAT THE SCENARIO IS WITH THE TEXTBOOK SO THAT WE KNOW THAT THEY BECOME THE PROPERTY OF THE COLLEGE CAMPUS? ARE THEY STILL THE PROPERTY OF GISD? SO THE WAY THAT 95 PERCENT OF OUR TEXTBOOKS WORK IS THEY ARE DIGITAL ACCESS CODES THAT ARE USED FOR A SINGLE SEMESTER.
AND THAT PUSH REALLY HAPPENED DURING COVID AND MOVING TO THE DIGITAL ENVIRONMENT.
SO THERE AREN'T A LOT OF PHYSICAL TEXTS FOR THOSE FEW PHYSICAL RESOURCES THAT THERE ARE.
THERE ARE USUALLY LAB KITS FOR A SCIENCE CLASS OR A PASTRY CLASS, ET CETERA.
BUT WE DON'T HAVE A LOT OF, IF ANY, PHYSICAL TEXT.
THEY'RE GENERALLY SINGLE USE ONE SEMESTER DIGITAL ACCESS CODES.
SO, OK, SO IT WOULD BE SOMETHING THAT GOES THROUGH AS FAR AS THEIR LAPTOP OR THEIR IPAD OR SOMETHING OF THAT NATURE.
YEAH, THE DALLAS COLLEGE BOOKSTORE, THEY DISTRIBUTE IT THROUGH THE D TRIPLE CD STUDENT EMAIL TO THOSE STUDENTS AND THEY RECEIVE IT, OR IT'S ALREADY IN THEIR LMS ACCESSIBLE.
SO WOULD YOU SAY THAT THAT IS JUST FOR THE SOFTWARE, FOR THOSE TEXTBOOKS IN.
THAT'S FOR THE E-BOOK AND THEN ANY ASSOCIATED SOFTWARE AS WELL FOR A COURSE.
I'M A LITTLE CONFUSED ABOUT THE TRAVEL.
DO WE HAVE KIDS NOW TRAVELING TO THESE COLLEGES? WE DO NOT CURRENTLY.
SO IF YOU GO TO LAKEVIEW, YOU CAN GET AN ASSOCIATE'S DEGREE AND YOU STAY ON CAMPUS, RIGHT? THAT IS CORRECT.
SO WHAT IS THE CHANGE THAT'S COMING? EXPLAIN THAT.
SO THE CHANGE THAT'S COMING IS OUR COLLEGIATE PROGRAM HAS ALWAYS BEEN, WE CAN CALL IT, EXCLUSIONARY BASED ON ACADEMIC PERFORMANCE STANDARDS.
WHEREAS OUR EARLY COLLEGE PROGRAM IS INCLUSIONARY FROM THE STANDPOINT THAT THERE
[00:30:02]
AREN'T ANY SPECIFIC ACADEMIC STANDARDS THAT A STUDENT HAS TO MEET IN ORDER TO QUALIFY FOR THAT PROGRAM.SO THE DESIGN OF THE EARLY COLLEGE PROGRAM IS TO PROVIDE THOSE STUDENTS WITH THE EXPERIENCE OF GOING TO THE COLLEGE CAMPUS.
BEING IN COURSES WITH COLLEGE INSTRUCTORS AS OPPOSED TO OUR INSTRUCTORS, FAMILIARIZE THEMSELVES WITH THE CAMPUS, LEARN HOW TO ADVOCATE FOR THEMSELVES SO THAT WHEN THEY GRADUATE AND THEY HAVE THEIR ASSOCIATE'S DEGREE AND THEY GO TO THAT FOUR YEAR INSTITUTION, THERE'S A HIGHER RATE OF SUCCESS.
AND THERE'S ALSO THE OPPORTUNITY TO LEARN ALL OF THOSE SOFT SKILLS THAT ARE ASSOCIATED WITH BEING A YOUNG ADULT ON A CAMPUS ADVOCATING FOR GRADES, TEXTBOOKS, LEARNING, ORGANIZATIONAL SKILLS, TIME MANAGEMENT, ET CETERA.
SO THE IDEA WAS WHEN WE INSTITUTED EARLY COLLEGE KNOWING THAT THIS WOULD BE AT THE THIRD OR FOURTH YEAR OF THE PROGRAM.
THAT'S WHEN THEY WOULD START TRAVELING.
SENIOR YEAR FOR ALMOST ALL OF THE PROGRAMS, WITH THE EXCEPTION OF A COUPLE THAT AND IS THAT A REQUIREMENT WHEN YOU ENTER EARLY COLLEGE KNOWING THAT YOU WILL HAVE TO TRAVEL TO THOSE CAMPUSES? IT IS WITH OUR DESIGN THAT WE WILL BE TRAVELING TO THOSE CAMPUSES.
OK, HOW ABOUT P-TECH? IS THERE THAT REQUIREMENT TOO? IT IS, YES.
EXPLAIN TO ME THE SIGNIFICANCE OF US PAYING FOR A NURSE ON THEIR CAMPUS.
WELL THE SIGNIFICANCE IS THERE ARE STUDENTS.
MEDICATION NEEDS TO BE ADMINISTERED.
WE HAVE INCIDENCES OF STUDENTS GETTING SICK, ET CETERA.
AND SO THAT'S ONE OF THE REQUIREMENTS ON THE DALLAS COLLEGE SIDE IS THAT ONE OF OUR REPRESENTATIVES FROM HEALTH SERVICES IS ON CAMPUS.
BECAUSE THEY'RE NOT YET ADULTS.
ARE WE GOING TO HAVE ANY OTHER STAFF MEMBERS ON CAMPUS THERE? SO THAT'S THE LIAISONS THAT ARE LISTED.
THERE WILL BE LIAISONS THAT WILL BE WORKING WITH AND SUPPORTING STUDENTS WHILE THEY'RE ON CAMPUS.
AND IS THERE ANY MINIMUM NUMBER OF STUDENTS THAT IF IT REACHES THAT THRESHOLD OR ABOVE, WE HAVE TO ADD MORE STAFF, MORE NURSES, MORE STAFF.
THE TRAVEL REQUIREMENTS THAT DR.
WE ALL KNOW THAT GO TO GILBREATH-REED IS RELATIVELY EASY.
THESE BOTH OF THESE FACILITIES ARE MUCH FURTHER AWAY.
SO HAVE WE TIED IN THE TRAVEL YET? DO WE UNDERSTAND THE TRAVEL CONSEQUENCES.
AND I CAN TELL YOU PERSONALLY, I HAVE A SON THAT'S IN AN ECHS PROGRAM, AND THAT WAS ONE OF MY BIG CONCERNS IS THAT HOW MUCH TIME IS GOING TO BE SPENT DURING THE DAY, THAT'S GOING TO BE TAKEN AWAY FROM INSTRUCTIONAL TIME.
AND THEN AFTER GOING AND DOING A TOUR WITH DALLAS ISD STUDENTS THAT ARE PART OF THE PROGRAM AND HEARING THOSE STUDENTS TALK ABOUT THE IMPACT ON THEM PERSONALLY OF BEING ON THAT COLLEGE CAMPUS, IT REALLY HELPED ME UNDERSTAND THE IMPORTANCE.
AND EVEN THOUGH HE MAY BE GIVING A 30 MINUTES OF TRAVEL IN THE AFTERNOON BECAUSE TECHNICALLY MOST OF THE STUDENTS ARE BUS RIDERS AND THEY'RE GOING TO BE GETTING TO THE HIGH SCHOOL AT THE SAME TIME THEY NORMALLY DO CURRENTLY, AND THEY'RE GOING TO BE TRAVELING BETWEEN THE TIME OF ARRIVAL AND THE START TIME ON THE DALLAS COLLEGE CAMPUS.
SO THERE'S REALLY NO LOST TIME THERE.
IT WOULD JUST BE THAT AFTERNOON TRAVEL AND THE BENEFIT AS A PARENT SEEING THAT FAR OUTWEIGHS THE TWENTY FIVE MINUTES OF INSTRUCTIONAL TIME THAT MAY BE LOST.
AND YOU'RE SUGGESTING THEY'RE GOING TO BE ABLE TO GET TO THE HIGH SCHOOL HAVE THE HIGH SCHOOL START, GET ON THE BUS, GO TO EITHER RICHLAND OR EASTFIELD.
IT'S THE TWO CAMPUSES I'M FAMILIAR WITH, RIGHT? OK.
AND TAKE THREE COURSES AND GET BACK, POTENTIALLY AS MS. GRIFFIN WAS REFERENCING FOR LUNCH.
SO THE GOAL IS THAT THEY'LL BE BACK FOR THAT LAST PERIOD EACH DAY ON OUR CAMPUS, AND THIS AGAIN BEGINS NEXT AUGUST.
AND WE'VE BEEN WORKING WITH TRANSPORTATION ON ALL OF THOSE LOGISTICS, ASKING THOSE VERY SAME QUESTIONS, ARE WE SURE WE'RE GOING TO BE ABLE TO DO THIS? AND JEREMY HAS SAID, ABSOLUTELY.
YEAH, WE'RE GOING TO WE'LL BE ABLE TO HANDLE IT.
AND AGAIN, THIS LEADS TO AN ASSOCIATE'S DEGREE AND THAT'S GIVEN FROM THAT PARTICULAR INSTITUTION.
IT'S GIVEN BY THAT INSTITUTION.
BUT WE HAVE SET UP IN THE STATE OF TEXAS, WHERE THAT INSTITUTION'S DEGREE IS HONORED ACROSS ALL PUBLIC INSTITUTIONS IN THE STATE.
AND SO THE KIDS WHO DO THAT WILL THEN HAVE TWO GRADUATIONS.
BEGUN IMPLEMENTING THE SPECIFIC.
THEY'LL ACTUALLY GRADUATE COLLEGE BEFORE THEY GRADUATE HIGH SCHOOL.
COLLEGE GRADUATION, IT'S BEFORE THE HIGH SCHOOL GRADUATION.
ACTUALLY VERY SCARY BECAUSE UP.
OK, THANK YOU, I APPRECIATE IT.
I DIDN'T WANT TO BEAT THE TRANSPORTATION ISSUE, BUT WITH THE 23 24 SCHOOL YEAR, THEY'RE GOING TO BE PROGRAMS AT NORTH LAKE, SO THAT'S FURTHER AWAY.
SO WHAT DOES THAT LOOK LIKE IN TERMS OF CHANGES TO THE PROGRAM TO MAKE SURE THAT
[00:35:03]
THEY'RE THERE AND BACK IN TIME? SO WE HAVE ONE PARTICULAR PROGRAM, WHICH ARE CONSTRUCTION TECHNOLOGY PROGRAM THAT HAS TO TAKE PLACE AT NORTH LAKE BECAUSE OF THE EQUIPMENT AND THINGS THAT ARE THERE, SO WE'LL HAVE TO WORK REALLY CLOSELY WITH THEM TO AGAIN ALIGN OUR SCHEDULES AND FIGURE OUT HOW TO MAKE THAT WORK LOGISTICALLY AND HOPEFULLY PARTNER WITH POSSIBLY GRCTC TO OFFER SOME OF THE COLLEGE CLASSES THERE OR BUILD OUT OUR NAAMAN FACILITY WHERE WE CAN OFFER SOME OF THE COLLEGE CLASSES THERE.IT IS SOMETHING THAT WE ARE IN TALKS WITH THE DEPARTMENT WITH NAAMAN AND THEIR TEAM AND THEN WITH NORTH LAKE.
WHEN OUR KIDS ARE ON THE COLLEGE CAMPUSES, THE COURSES THEY TAKE, THEY'RE GOING TO BE INTERMINGLING WITH REGULAR COLLEGE KIDS IN THOSE PARTICULAR COURSES, RIGHT? THAT IS CORRECT.
THEY WILL BE MIXED WITH TRADITIONAL RICHLAND AND EASTFIELD STUDENTS.
THEY ARE NOT RESTRICTED COURSES WITH JUST OUR STUDENTS.
WITH ALL THE WORK THAT YOU'VE DONE, HOW MANY DEDICATED BUSSES WILL THIS PROGRAM REQUIRE AND THIS GO BACK AND FORTH? MY QUESTION IS HOW MANY DEDICATED BUSSES.
FOR NEXT YEAR? IT'S GOING TO BE TWO FOR EACH HIGH SCHOOL.
SO THERE ARE THREE HIGH SCHOOLS GOING.
SO THAT'S TWO AT EACH HIGH SCHOOL.
SO THAT'S SIX BUSSES THAT WE'RE TAKING OUT A NORMAL ROTATION ON A DAY TO DAY SCHEDULE.
JUST IS THAT CORRECT? BECAUSE I DON'T KNOW IF THESE ARE NEW BUSSES OR IF THEY'RE BEING TAKEN.
IT'S NOT WHETHER THEY'RE NEW OR NOT.
SIX BUSSES THAT IS NOT USED IN THE REGULAR DAY TO DAY OPERATION OF OUR TRANSPORTATION SYSTEM WITHIN THE TRI-CITIES.
SO WITH RESPECT TO THE TRANSPORTATION BACK AND FORTH, BUSSING IS THE ONLY OPTION IS THEY CAN'T DRIVE THEMSELVES IS THAT CORRECT? THEY COULD DRIVE THEMSELVES.
WE JUST DON'T WANT IT TO BE A BARRIER FOR A STUDENT WHO DOESN'T HAVE TRANSPORTATION NOT TO BE ABLE TO GET THERE.
AND A LONG TIME AGO I WAS A HIGH SCHOOL STUDENT.
I COULD HAVE GOT THERE IN 10 MINUTES OR IF I WASN'T VERY MOTIVATED, IT COULD TAKE ME ABOUT AN HOUR.
SO WE JUST IF THEY DRIVE THEMSELVES, I HOPE WE MONITOR.
THEIR PROMPTNESS UPON RETURNING TO CAMPUS.
YES, WE WILL HAVE SOMEONE WHO WILL BE AT THE COLLEGE CAMPUS WHO WILL BE RESPONSIBLE FOR MAKING SURE ATTENDANCE IS DONE AND TARDIES ARE TAKEN AND ALL THAT KIND OF THING, RIGHT? AND THEN OVER ONE OF YOUR I THINK IT'S PAGE 10 IN MY BOOK, WE TALK ABOUT THE AT RISK ECONOMICALLY DISADVANTAGED AND ENGLISH LEARNERS WITH THE PERCENTAGES.
AND ARE THOSE PERCENTAGES PRETTY WELL MIRRORED WITHIN THE GENERAL POPULATION IS THAT KIND OF EQUAL TO OUR GENERAL POPULATION IN TERMS OF 30 PERCENT, 67, AND 29.
YES, THERE ARE SOME CAMPUSES THAT FLUCTUATE A LITTLE BIT.
THE TEA BLUEPRINT WANTS US TO BE WITHIN SO MANY PERCENTAGE POINTS OF EACH OF THOSE CATEGORIES AS COMPARED TO OUR DISTRICT PERCENTAGES.
AND SO WE WORK REALLY HARD TO MAKE SURE THAT WE'RE IN THOSE BANDS.
SOME OF THE CAMPUSES WE MIGHT STRUGGLE WITH ARE, FOR EXAMPLE, SACHSE HIGH SCHOOL WITH THEIR ECONOMICALLY DISADVANTAGED RATE IS A LOT LOWER THAN OUR GISD RATE.
AND SO WE HAVE TO WORK REALLY HARD TO RECRUIT OUR ECONOMICALLY DISADVANTAGED STUDENTS FOR SOME OF THOSE PROGRAMS AT SACHSE HIGH SCHOOL.
SO IT IS PRETTY MUCH MIRRORED AND I CAN SEND DISTRICT AVERAGES AS WELL, IF THAT WOULD HELP.
I CAN ADD THOSE TO THAT REPORT.
YOU LISTED SOME OF THE AT RISK ELEMENTS, THE 13 ELEMENTS.
IT WOULD BE GOOD IF MAYBE IN THE BI, THE NEXT BOARD INSIGHTS, JUST AS A REFRESHER FOR ME, ANYWAY, IF WE COULD DEFINE WHAT THOSE WORDS ARE, I KNOW I JUST DON'T REMEMBER THEM.
AND THEN FINALLY, JUST KIND OF AS A TESTIMONY TO THESE THINGS, WHILE I'VE BEEN AT THE GRCTC MANY, MANY, MANY TIMES IT'S AMAZING TO ME THE NUMBER OF KIDS THAT ARE THERE WAY EARLY AND STAY THROUGH LUNCH BECAUSE THEY'RE SO INTERESTED IN WHAT THEY'RE DOING.
SO THESE PROGRAMS I APPLAUD, YOU KNOW, WHOEVER'S IDEA IT WAS I APPLAUD THE DISTRICT FOR BEING INVOLVED IN THIS BECAUSE ONE OF THE THINGS THAT THAT'S SO EASY TO SEE WHEN YOU'RE IN THESE CLASSROOMS IS WHEN A LIGHT BULB GOES ON FOR A KID AND THEY GET INTERESTED IN SOMETHING.
SUDDENLY, THE TEACHERS AREN'T HAVING TO WORRY ABOUT MOTIVATION.
AND I'VE SEEN THAT, ESPECIALLY AT THE GRCTC, THESE KIDS ARE ON FIRE FOR WHAT THEY'RE LEARNING.
SO COULD I JUST HAD THEN WHEN JUST FOR POINT OF INFORMATION WHEN MR.
[00:40:03]
MILLER WAS IN HIGH SCHOOL, THAT WAS IN ANOTHER CENTURY.THAT'S BACK WHEN WE HAD BOOKS INSTEAD OF SCROLLS LARRY, BUT YOU WOULDN'T KNOW THAT.
[LAUGHTER] OH, ALL RIGHT, SO WE'RE MOVING TO INFORMATION ITEM C THE HUMAN RESOURCES UPDATE.
YOU GUYS WILL ALSO NOTE IN YOUR BLUE FOLDERS THERE'S INFORMATION THAT THIS ITEM IS BEING PULLED AND WILL BE BROUGHT BACK TO US TO INCLUDE INFORMATION AND SOME MORE INFO FROM THE HR AUDIT THAT WAS RECENTLY DONE.
I DON'T KNOW IF YOU HAVE ANY OTHER INFORMATION THAT YOU WANT TO ADD.
NO, MR. SELDERS, WE WANT TO MAKE SURE THAT WE UPDATE.
THIS IS OUR TRADITIONAL ANNUAL REPORT, BUT WE WANT TO MAKE SURE THAT WE INCLUDE OUR STEPS THAT WE'RE GOING TO BE TAKING WITH RESPECT TO THE RESULTS OF THE HR AUDIT THAT GIBSON AND ASSOCIATES CONCLUDED.
AND THEY MADE THOSE 16 RECOMMENDATIONS.
AND SO WE WOULD LIKE TO PRESENT THE BOARD, MUCH LIKE WE'RE DOING THIS EVENING WITH THE SPECIAL EDUCATION ACTION PLAN, WE WANT TO PRESENT YOU WITH THE COMPREHENSIVE ACTION PLAN.
WE DO HAVE AND THIS INFORMATION IS CONTAINED IN THE MEMO THAT'S IN YOUR BLUE FOLDER.
WE DO HAVE AN RFP THAT WILL BE GOING OUT ON FRIDAY TO SECURE A CONSULTANT TO HELP US GO THROUGH THE ACTION, PLANNING AND RESPONSE PROCESS WITH THE HR TEAM.
AND THEN WE WOULD LIKE AT THE VERY LATEST.
WE ANTICIPATE BRINGING THAT TO THE BOARD IN MARCH TO APPROVE THE SELECTED VENDOR AT THE REGULAR MARCH BOARD MEETING.
AND THEN WE ANTICIPATE HAVING AT THE LATEST JUNE TO BRING BACK THE FULL REPORT TO THE BOARD THAT INCLUDES THESE ACTIONABLE STEPS.
ALL RIGHT, MOVING TO INFORMATION ITEM D, WE'RE GOING TO REVIEW THE DECEMBER 15, 2021 SEMIANNUAL REPORT TO JUDGE KINKEADE.
JUST AN UPDATE WILL BE PRESENTED TO THE BOARD, THERE DOESN'T SEEM TO BE MANY CHANGES ON DEMOGRAPHICS THAT HAVEN'T BEEN TRADITIONALLY SAID.
THIS HAS BEEN APPROVED AND WE'RE LOOKING FORWARD TO GIVING MORE UPDATES WITH OUR MAGNET EXPANSION AS IT COMES ABOUT.
SO I JUST HAD A COUPLE OF QUESTIONS RELATIVELY NEW, SO.
I WOULD JUST LIKE MORE INFORMATION ON THIS, SO WE'VE HAD THIS DESEGREGATION ORDER FOR A LONG TIME FOR IS IT BEEN FIFTY TWO YEARS THAT WE'VE HAD THIS DESEGREGATION ORDER.
STARTED IN 1970, AND WAS REVISED IN 1987.
OK, SO FOR ME, WHEN I LOOK AT SOMETHING THAT WE'VE HAD FOR THAT LONG.
BENEFITS COST, I MEAN, IS IT SOMETHING THAT'S STILL PERTINENT? THERE'S A LOT OF PEOPLE THAT ASK ABOUT IT, AND I'M NOT SURE ANYBODY REALLY UNDERSTANDS.
WE KNOW WHY IT WAS DONE, BUT IT'S 52 YEARS LATER.
IS THIS SOMETHING THAT MAYBE IN THE BOARD INSIGHTS, WE COULD GET SOME MORE INFORMATION ON OR? WE'RE ALWAYS LOOKING TO GIVE INFORMATION, AND MAYBE WE CAN GIVE AN OVERVIEW OF THE ORDER BECAUSE WE WOULD HAVE TO GET SPECIFIC QUESTIONS REGARDING WHAT IT IS THEY'RE LOOKING FOR.
AS IT PERTAINS TO THE ORDER, THERE ARE CERTAIN PROVISIONS THAT WE HAVE TO GIVE UPDATES ON TO THE JUDGE.
AND THE JUDGE GENERALLY, IF THERE'S A DISAGREEMENT, THEY WOULD OR CONCERN THEY WOULD LET US KNOW THE DEPARTMENT OF JUSTICE WOULD JUST REACH OUT.
WE'VE BEEN VERY, VERY GOOD ABOUT ALIGNING A LOT OF THE PROVISIONS THAT ARE MANDATED WITHIN THE COURT ORDER.
ONE OF IT IS, OF COURSE, OUR BALANCING OF HOW WE HAVE TO BE WITHIN A CERTAIN PERCENTAGE OF ETHNIC BANDS.
ANOTHER ONE IS THEY LOOK AT OUR PERCENTAGE OF TEACHERS.
DO THEY ALIGN? AND IT MAINLY FOCUSES ON OUR BLACK POPULATION.
OK, SO IT DOESN'T REALLY FOCUS ON OTHER ETHNICITIES.
BUT THERE WAS A MODIFICATION THAT THE NAACP APPROVED THAT CREATED THAT, YOU KNOW, MULTIETHNIC COMMITTEE, WHICH ALLOWED FOR OTHER REPRESENTATIONS OF AS DIVERSE AS GARLAND IS TO BE AT THE TABLE.
SO THAT'S HOW ALL OF THAT HAS EVOLVED AND THE ECONOMIC IMPACT.
[00:45:01]
WE GET EXTRA MONEY FOR OUR TRANSPORTATION, FOR OUR CHOICE SYSTEM ABOVE THE STATE, FROM ANYBODY ELSE IN THE STATE BECAUSE OF IT.THERE'S IF WE WERE TO EVALUATE WHETHER WE STAY IN THE ORDER OR NOT THERE.
THERE'S A LOT OF SCHOOL DISTRICTS, OBVIOUSLY THAT HAVE MOVED AWAY FROM THE ORDER.
BUT THEN OLD HABITS HAVE RESURFACED AND THEY'VE REGRESSED, RIGHT? AND SO THEN YOU SEE THEM GOING THROUGH A LOT OF THE PUSH AND PULL THING THAT YOU DON'T REALLY SEE IN OUR DISTRICT.
WE HAVE ALMOST 70 DIFFERENT LANGUAGES JUST IN OUR DISTRICT.
WE ARE CLOSE TO SEVENTY FIVE PERCENT ECONOMICALLY DISADVANTAGED, WE'RE 80 PERCENT MINORITY BASED SCHOOL DISTRICT.
WE CAN GO ON AND ON AND ON, BUT THESE ARE SOME OF THE THINGS THAT HAVE GONE THROUGH.
AND SO UNDER MY TENURE, I HAVE NOT EVALUATED THE COST OF KEEPING IT VERSUS LEAVING IT.
SO I COULD NOT GIVE YOU AN ACCURATE NUMBER TO SAY THIS IS HOW MUCH IT WOULD COST TO STAY IN IT OR HOW MUCH IT WOULD COST TO LEAVE IT.
BUT YOU FEEL THAT YOU'VE SEEN THE ONES THAT HAVE PULLED OUT OF IT.
YOU'VE SEEN THE BEHAVIORS THAT CAUSED IT TO HAPPEN BEGIN TO SHOW THE FOREFRONT.
SO, YOU KNOW, I'M GOING TO USE A DIFFERENT TERM.
I'M GOING TO USE THE WORD INVESTMENT, RIGHT? WE HAVE TO CHOOSE WHAT WE'RE GOING TO INVEST IN.
SO WHAT I HAVE SEEN IS IF WE MOVE OUT FROM THE COURT ORDER, WHAT ARE WE GOING TO INVEST IN TO HOLD OUR VALUES TRUE? SO WHAT WE'VE SEEN IN OTHER SCHOOL DISTRICTS THAT HAVE MOVED AWAY FROM THE COURT ORDER IS THEY'VE HAD TO INVEST IN WHAT IS THE CENTRAL OFFICE LIKE A DIVISION OF ETHNICITY TO MAKE SURE EVERYTHING'S GOING ON.
EITHER WAY, THERE HAS TO BE A SYSTEM THAT IS MONITORING INCLUSIVENESS, RIGHT? SO MONEY IS GOING TO BE SPENT SOMEHOW SOME WAY.
AND HOW WE CHOOSE IT IS GOING TO BE WHERE WE WANT TO INVEST THE MONEY.
THERE'S NO LIKE WE'RE OUT AND WE'RE CLEAR, OK, AND I'M NOT GOING TO POINT AT NEIGHBORING DISTRICTS, BUT THEN WE SEE THE REGRESSION THAT HAPPENS AFTER THAT.
AND SO IF THE BOARD WERE EVER TO WANT TO MOVE IN ONE DIRECTION OR THE OTHER, WE WOULD HAVE TO UNDERSTAND THERE WOULD HAVE TO BE SOME SORT OF INVESTMENT TO ANCHOR OUR BELIEFS, OUR PRINCIPLES AND WHAT WE STAND FOR IN THIS DISTRICT TO ENSURE WE DON'T FALL INTO THE SAME TRAP AS OTHER SCHOOL DISTRICTS HAVE.
AND I'LL JUST PUT MY TWO CENTS HERE.
AS I'VE HEARD A COUPLE OF COMMENTS AND JUST TO REMIND THE COMMUNITY, THIS IS NOT A VOLUNTARY SITUATION.
WE CAN'T JUST CHOOSE TO BE IN IT OR CHOOSE TO BE OUT OF IT.
I MEAN, WE ARE A DEFENDANT IN A LAWSUIT THAT WAS BROUGHT BY THE NAACP AND THE U.S.
AND SO IT WOULD TAKE REALLY KIND OF AN AGREEMENT FROM ALL THREE OF THEM IN ORDER TO JUST LEAVE IT.
SO IT'S NOT A UNILATERAL DECISION WE CAN MAKE.
WE, THE JUDGE ORDERS US TO PROVIDE THESE UPDATES SEMI-ANNUALLY.
THEY TEND TO BE FAIRLY PRETTY MUCH THE SAME.
WELL, I DO HAVE A QUESTION ABOUT THIS PARTICULAR ONE.
I MEAN, WE'VE BEEN IN UNDER IT FOR HALF A CENTURY NOW.
I THINK PRETTY MUCH ALL OUR PROCESSES ARE LAID OUT TO CONFORM TO IT.
AND THE QUESTION IS, IF YOU GOT RID OF IT, IS THAT THE THREAD THAT UNWEAVES THE SWEATER, SO TO SPEAK.
FOR INSTANCE, MOST OF THE DISTRICTS THAT WERE UNDER DESEGREGATION WERE LIKE THIS ALSO HAD AT LARGE TRUSTEESHIPS LIKE WE DO.
ALMOST INSTANTLY THE MOMENT THEY GET OUT OF IT, THEY'RE UNDER A LAWSUIT TO GO TO SINGLE MEMBER DISTRICTS.
MAYBE THAT'S SOMETHING THE COMMUNITY WANTS, I DON'T KNOW, BUT THAT'S NOT A CHOICE THAT THEY GOT TO MAKE ANYMORE BECAUSE SINGLE MEMBER DISTRICTS WERE BASICALLY FORCED UPON THEM.
SO THERE'S A LOT OF THINGS TO CONTEMPLATE BEFORE YOU DECIDE WHETHER OR NOT YOU WANT TO SPEND.
ABSENT AN AGREEMENT, YOU WILL SPEND MILLIONS OF DOLLARS TO GET OUT FROM UNDER THIS ORDER .
LOTS OF DISTRICTS HAVE IN TERMS OF ATTORNEY FEES AND THINGS OF THAT NATURE.
I KNOW THAT THERE WAS I'VE HEARD AT LEAST I'VE HEARD ANECDOTALLY SOME STORIES OF PEOPLE WHO'VE COME TO THE DISTRICT SAYING, HEY, WE CAN GET YOU OUT OF THE ORDER, BUT IT'S GOING TO COST YOU LIKE A COUPLE MILLION BUCKS AND THINGS OF THAT NATURE.
I'M ASSUMING SOME OTHER TRUSTEES HAVE HEARD SIMILAR THINGS, AND THE QUESTION IS, IS THE ORDER RESTRICTING OUR ABILITY TO EDUCATE STUDENTS? I DON'T THINK SO.
I MEAN, I FEEL LIKE WE'RE ABLE TO CONDUCT OURSELVES IN A REASONABLE MANNER.
I JUST FEEL LIKE WE'D BE DOING THE SAME THING WITH THE ORDER THERE OR NOT.
AND IF THE PRICE OF IT IS, WE HAVE TO PUT TOGETHER FOUR SHEETS OF PAPER FOR JUDGE
[00:50:04]
KINKEADE TWICE A YEAR.I DON'T THINK THAT THAT'S THE BIGGEST STRESS ON THE DISTRICT.
BUT NOW BACK TO THOSE SHEETS OF PAPER THAT WERE SENT TO JUDGE KINKEADE.
I NOTICED THAT WHEN I REVIEWED IT, I DIDN'T SEE ANY REFERENCE TO THE FACT OF THE OPEN ENROLLMENT STATUS THAT WE'RE UNDER NOW THAT'S CONTAINED WITHIN IT.
IS THAT SOMETHING THAT THE COURT HAS BASICALLY ALREADY GIVEN ITS BLESSING TO? AND SO WE DON'T HAVE TO ADVISE ABOUT OPEN ENROLLMENT ISSUES OR.
THAT'S SOMETHING THAT WE ADVISE THEM ON IN THE JUNE REPORT, NOT THE DECEMBER.
SO YOU JUST PROVIDE WHAT YOU HAVE SO FAR BASED ON YOUR TOTAL CAMPUS NUMBERS.
SO THERE'S NO REASON TO SPECIFY SPECIFICALLY IF THOSE STUDENTS FROM THOSE CAMPUSES ARE FROM OPEN ENROLLMENT OR NOT.
ALSO, IF YOU RECALL FROM LAST JUNE'S REPORT, THAT WAS OUR FIRST YEAR OF HAVING THE OPEN ENROLLMENT NUMBER, AND WE NOTIFIED THE COURTS BOTH IN WRITING AND IN OUR REPORT THAT WE HAD STARTED THAT PROCESS.
NOW IT DOESN'T MATTER REGARDLESS IF THAT STUDENT IS OPEN ENROLLMENT OR NOT AS THEY BECOME A PART OF OUR CAMPUS POPULATION.
AND THAT'S WHAT THE COURT REQUESTS IN THOSE REPORTS.
THEY DON'T CARE HOW THEY WERE ENROLLED.
THEY JUST WANT TO KNOW WHAT IS THEIR ETHNICITY AND WHAT ARE THOSE CAMPUS NUMBERS FOR EACH STUDENT.
AND I KNOW MS. RAY IS NOT HERE, BUT MAYBE.
HAS THERE BEEN ANY QUESTIONS BY THE COURT SPECIFICALLY ABOUT OUR OPEN ENROLLMENT PROCESS, LIKE ANY QUERIES? OR ARE THEY JUST SEEM OK WITH IT? NO.
AND TO JUST TO BACKTRACK A LITTLE BIT BEFORE WE DECIDED TO DO AN OPEN ENROLLMENT SYSTEM, WE ACTUALLY SOUGHT PERMISSION FROM THE COURT.
WE WENT TO ALSO THE MULTIETHNIC COMMITTEE TO LET THEM KNOW THAT WE WERE GOING WE WERE LOOKING AT AN OPEN ENROLLMENT.
WE ALSO WENT THROUGH OUR POLICY COMMITTEE WHERE WE AMENDED OUR POLICY TO ALLOW OPEN ENROLLMENT ONCE WE RECEIVED APPROVAL FROM JUDGE KINKEADE.
THE MOTION WAS GRANTED BY JUDGE KINKEADE.
WE CONFERRED WITH THE ATTORNEY FOR THE DEPARTMENT OF JUSTICE AND ALSO FOR THE NAACP.
NO ONE DISAGREED WITH THE MOTION.
IT WASN'T AN AGREED MOTION, BUT IT WAS AN UNOPPOSED MOTION.
AND JUDGE KINKEADE ALLOWED THAT.
HE HAS NOT ASKED ANY QUESTIONS ABOUT THE OPEN ENROLLMENT.
BUT THE COURT HAS APPROVED IT.
SO IN YOUR ESTIMATION, NOW THAT IT'S BEEN APPROVED AND OUR MOTION WAS GRANTED, BASICALLY OPEN ENROLLMENT IS NOT GOING TO ALTER ANY OF WHAT WE HAVE TO REPORT AT THIS POINT FORWARD.
NO, BASED ON THE TWO REPORTS, THERE ARE SPECIFIC DATA POINTS THAT ARE REQUESTED, BUT IT'S BASED OFF TOTAL ENROLLMENT AT MAGNET CAMPUSES SPECIFICALLY.
LOPEZ STATED, IT'S TRULY CONCERNED WITH THE MINORITY AFRICAN-AMERICAN ENROLLMENT IT WANTS TO SEE ARE WE INCORPORATING A DILIGENT PLAN TO ENSURE ETHNIC DIVERSITY ACROSS OUR CAMPUSES? AND ARE WE MAINTAINING AN ETHNICITY BAND PERCENTAGE OVERALL AT THE DISTRICT? SO LIKE I SAID, IT REALLY DOESN'T MATTER IF YOUR STUDENT IS ENROLLED HERE AS AN OPEN ENROLLMENT STUDENT, YOU'RE NOW PART OF GISD AND YOU'RE OUR COMMUNITY MEMBER AND YOU ARE A STUDENT AT THAT CAMPUS.
AND THE ONLY REASON WHY IT WOULD EVER MATTER IS IF FOR SOME REASON OPEN ENROLLMENT WAS CAUSING US TO DRIFT OUT OF THOSE BANDS.
AND WE OBVIOUSLY DON'T HAVE THAT ISSUE BECAUSE THAT'S WHY WE ARE TRYING OUR BEST TO USE OPEN ENROLLMENT AND CONTINUE TO INCREASE OUR STUDENT NUMBERS.
ALL RIGHT, THANK YOU VERY MUCH.
MR. GLICK, YEAH, JUST GO A LITTLE FURTHER ON WHAT MR. JOHNSON WAS REFERENCING.
MORRISON, WE DID APPROACH THE SUBJECT AND ACTUALLY STARTED THE PROCESS, HIRING AN ATTORNEY TO LOOK INTO WHAT IT WOULD TAKE TO GET OUT OF THE DESEG CASE.
WE WERE ONE OF THE LAST DISTRICTS IN THE NATION.
I THINK WE MAY BE THE LAST ONE NOW, I'M NOT SURE.
AND WE HEARD NUMBERS APPROACHING THE FIGURES THAT HE MENTIONED.
SO THOSE ARE REAL NUMBERS ABOUT $2 MILLION DOLLARS TO GET OUT.
AND I CAN GIVE YOU SOME OF THAT INFORMATION AT THE NEXT MEETING.
MS. STANLEY, I WASN'T ADVOCATING TO GET OUT, I WAS JUST INQUIRING.
[LAUGHTER] BECAUSE WHEN WE LISTEN TO HOW THE TEA SAYS THAT WE HAVE TO HAVE OUR BANDS FOR THE P-TECH AND THAT BASED ON OUR ETHNICITY, IT SEEMS LIKE THAT WE HAVE A LOT OF THINGS THAT AREN'T PART OF THE DESEGREGATION ORDER, THAT IT JUST SEEMS COMMON THINGS THAT WE HAVE TO CONTINUE TO LOOK AT OUR ETHNICITY.
SO IF REMOVING THE DESEGREGATION ORDER WOULD BEGIN TO SKEW WHAT WE DO, I
[00:55:04]
WOULD NOT BE FOR THAT.AND I'M NOT SAYING THAT IT IS.
I'M JUST TRYING TO GET MORE INFORMATION TO JUST KIND OF EDUCATE EVERYONE AS TO WHY WE CONTINUE TO KEEP IT AND THAT IT DOES DO GOOD STILL, EVEN AFTER 52 YEARS, WHAT MAKES SENSE .
AND I THINK IT I MEAN, WE OBVIOUSLY HAVE TO ASK THE QUESTION.
I THINK EVERY YEAR WHETHER OR NOT IT'S BENEFICIAL.
OR I MEAN, THERE'S NO PROBLEM WITH ASKING THE QUESTION WE NEED TO.
ANY OTHER QUESTIONS, COMMENTS? THANK YOU, TRUSTEES.
ALL RIGHT, SO WE'RE NOW GOING TO MOVE TO ITEM FIVE, THE AGENDA ITEMS
[V. Agenda Items for Board of Trustees’ Meeting January 2022]
FOR OUR MEETING, THE TRUSTEES MEETING ON JANUARY 25TH.THESE ARE GOING TO BE ACTION ITEMS THAT WILL BE BROUGHT FORWARD.
THE FIRST ACTION ITEM IS FOR CONSIDERATION AT THE MEETING IS GOING TO BE CONSIDER APPROVAL OF SPECIAL EDUCATION PROGRAMING REVIEW ACTION PLAN.
PARKER, DOES THIS REPLACE WHAT WE HAVE IN OUR BOARD AGENDA.
SO WHAT WE GAVE YOU GUYS TO BEGIN? OH, YOU'LL SEE ON THE SCREEN WE HAVE DR.
MELLER AND DR. UHLIK WITH US TONIGHT, JUST SO WE WILL GET TO INTRODUCING THEM.
BUT WE HAVE HAD SEVERAL EDITS TRYING TO GET TO AS CLOSE AS WE CAN TO A FINAL DRAFT.
AND SO THIS IS OUR FINAL DRAFT TO BRING TO YOU GUYS IN ORDER FOR US TO BE ABLE TO GET YOUR INPUT.
AND THE OTHER STAKEHOLDERS INPUT THAT WE WILL RECEIVE SO THAT WE CAN FINALIZE THIS DOCUMENT AND IT WILL BE OUR GUIDING DOCUMENT AS AN ACTION PLAN GOING FORWARD.
JUST FOR CLARITY AND JUST TO HELP US, MANY OF US HAVE PROBABLY ALREADY REVIEWED WHAT WE GOT IN OUR BOARD BOOK, WHAT IS DIFFERENT IN THIS THAT YOU JUST SHARED WITH US? THERE ARE SOME DIFFERENT WORDS.
GUYS, IF YOU ALL KNOW EXACTLY.
MOSTLY, IT'S JUST MINOR THINGS LIKE WE CHANGED COMPLETED IN SOME OF THE TIMELINES WE ADDED IN RIGOR, WHICH IS NUMBER SEVEN.
SEVEN POINT SEVEN, A AND 7.7 B.
SO THERE WERE CHANGES THAT WERE GIVEN.
I CAN'T THINK OF ANY OTHER MAJOR CHANGES.
OH ON NUMBER TWO IN RECOMMENDATION NUMBER TWO.
NUMBER TWO ONE, WE CHANGED THE VERBIAGE TO RELAUNCH THE FIRST WORD CHANGE.
WE ALSO CHANGED SOME OF THE RESPONSIBLE STAFF IN THIS.
AND I'M SORRY, I DID NOT HIGHLIGHT ALL THE CHANGES, BUT I'LL BE MORE THAN HAPPY TO DO THAT AND GET YOU ALL WHAT WAS CHANGED BETWEEN THE TWO ADDITIONS.
PARKER, I CAN ADD AS WELL, I THINK WE DID A FINAL SCRUB.
SO LOTS OF PROOFING THIS CONSISTENCY OF LANGUAGE THROUGHOUT THAT WAS THOSE WERE THE PRIMARY CHANGES ASIDE FROM THE ONES THAT DR.
BUT FOR US AND FOLLOWING WHERE WE GO FROM HERE, MEANING TONIGHT FORWARD.
THIS IS THE FINAL DOCUMENT THAT YOU ARE PRESENTING TODAY.
THIS IS OUR LATEST DOCUMENT, BUT NOT THE FINAL DOCUMENT.
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THE BOARD BOOK.BECAUSE WE HAVE LIMITED SPACE.
I HAVE LIMITED SPACE, SO I CAN'T CARRY IF I NEED TO TAKE THE FOLDER HOME OR I NEED TO TAKE THE BOOK.
[LAUGHTER] BOARD MEMBERS LAUGHING AT ME.
OK, I JUST WANT TO KNOW WHICH VERSION SHOULD I TAKE HOME? TAKE THE YELLOW FOLDER HOME.
COMMITTEE CHAIR SELDERS BOARD MEMBERS COMMITTEE MEMBERS DR.
TONIGHT WE'RE GOING TO LOOK AT THE ACTION PLAN PROCESS AND REVIEW OUR ACTION PLAN TO GAIN ANY FEEDBACK FROM YOU THAT WE MAY ADD TO OUR PLAN.
MAURIA UHLIK FROM PCG, WHO WILL BE PRESENTING ALONG WITH MYSELF.
THE ACTION PLAN AGENDA IS WE'RE GOING TO DISCUSS THE PLANNING PROCESS AND WE'RE GOING TO GO THROUGH THE ACTION PLAN DOCUMENT, PREVIEWING IT AND ASKING FOR FEEDBACK.
SO, GOOD EVENING, BOARD MEMBERS AND GISD STAFF AND THE LEADERSHIP TEAM, IT'S GREAT TO SEE EVERYONE AGAIN.
THIS TIMELINE MAY LOOK FAMILIAR AS WE PRESENTED IT IN NOVEMBER AT THE END OF NOVEMBER, WHEN WE HAD THE OPPORTUNITY TO PRESENT IN PERSON.
AND SO THIS EVENING, WE'LL BE FOCUSING MORE IN THE JANUARY AND SEPTEMBER OF 2022, THE ONGOING IMPLEMENTATION AND REFINEMENT PORTION OF THIS WORK TOGETHER IN PARTNERSHIP WITH GISD.
AND WE WANTED TO HIGHLIGHT THIS EVENING THAT SOME CHANGES HAVE ALREADY BEEN MADE BY GISD LEADERSHIP THAT ARE DIRECTLY IMPACTING STUDENT OUTCOMES.
I CAN SAY THAT THE GISD LEADERSHIP TEAM THAT WE'VE BEEN PARTNERING WITH IN THE DEVELOPMENT OF THIS ACTION PLAN HAS TAKEN FULL ACCOUNTABILITY AND HAVE BEEN WORKING REALLY HARD IN ORDER TO IMPLEMENT CHANGES ALREADY.
AND SOME OF THOSE MAJOR CHANGES INCLUDE THE RECRUITMENT AND HIRING OF AN ASSISTANT DIRECTOR OF MTSS.
AS WE MENTIONED, THAT'S THE MULTI-TIERED SYSTEM OF SUPPORT.
WE TALKED A LITTLE BIT ABOUT THAT IN RECOMMENDATION ONE IN NOVEMBER.
AS DR. PARKER HAS MENTIONED THAT THERE WAS A RELAUNCH OF THE DISCIPLINE AND ATTENDANCE DATA DASHBOARDS FOR PRINCIPALS THAT ARE REFLECTIVE OF CAMPUS BASED DATA THAT'S BEEN REALLY INSTRUMENTAL IN CONNECTING DIFFERENT DIVISIONS WITHIN GISD TO SUPPORT STUDENTS ON CAMPUSES.
AND ANOTHER MAJOR ACHIEVEMENT FOR GISD HAS BEEN THE TRANSITION OF STUDENTS WITH DISABILITIES WHO WERE PREVIOUSLY SERVED AT PATHFINDER ACHIEVEMENT CENTER, AND THEY ARE NOW PARTICIPATING IN GENERAL GISD CAMPUSES, WHICH IS FANTASTIC.
THE SPECIAL EDUCATION LEADERSHIP TEAM HAS UNDERGONE A MAJOR TRANSITION FROM XLOGS, WHICH IS A PREVIOUS DATA SYSTEM THAT THEY USE FOR PROGRESS MONITORING AND IEP DATA COLLECTION, A TRANSITION TO FRONTLINE.
AND IN OUR CONVERSATIONS WITH SPECIAL EDUCATION COORDINATORS, THEY'RE ACTIVELY SUPPORTING CAMPUSES AND AND WE'LL TALK A LITTLE BIT MORE ABOUT THIS LATER IN TERMS OF THE TRAINING THAT'S BEING ROLLED OUT TO SUPPORT STUDENTS AND SCHOOL BASED STAFF IN THAT TRANSITION.
AND LASTLY, THE GISD SPECIAL EDUCATION LEADERSHIP TEAM HAS PARTICIPATED IN A RESULTS DRIVEN ACCOUNTABILITY TRAINING WITH A FOCUS ON ROOT CAUSE ANALYSIS.
SO IN ORDER TO HAVE AN ACTION PLAN TO SHARE WITH YOU THIS EVENING, WE'VE BEEN WORKING DILIGENTLY FOR SEVERAL MONTHS NOW.
WE MEET WEEKLY VIRTUALLY IN ORDER TO DEVELOP AN ACTION PLAN, AND THAT PROCESS HAS BEEN BOTH LABOR INTENSIVE BUT INCREDIBLY PRODUCTIVE.
WHAT YOU'LL NOTICE IS THAT WE'RE HIGHLIGHTING THIS EVENING THAT THERE ARE 14 RECOMMENDATIONS INCLUDED IN THE ACTION PLAN, AND IF YOU HAD A CHANCE TO REVIEW THAT, YOU MAY HAVE NOTICED WAS THERE 16.
YES, THERE WERE 16 RECOMMENDATIONS, BUT WHAT HAPPENED WAS AS WE REALLY BEGAN DIGGING INTO THE CONTENT, WE REALIZED THAT SOME OF THOSE RECOMMENDATIONS WOULD BE BETTER SERVED WHEN MERGED.
AND SO IT WAS IMPORTANT FOR US TO STREAMLINE EFFORTS AS MUCH AS POSSIBLE IN ORDER TO REALLY SOLIDIFY THE IMPLEMENTATION OF THIS ACTION PLAN.
AND AS DR. PARKER MENTIONED, YOU RECEIVED PREVIOUSLY A DRAFT VERSION OF THE ACTION PLAN AND MS. GRIFFIN THIS IS THE NEW NEW DRAFT THAT WE WOULD ENCOURAGE YOU TO REVIEW THE ONES IN THE YELLOW FOR THIS EVENING, AND OUR ANTICIPATED COMPLETION DATE OF THE ACTION PLAN WOULD BE THE END OF JANUARY IN 2022.
AND IN ORDER TO REALLY ROLL OUT AN ACTION PLAN OF THIS MAGNITUDE, WE RECOGNIZE THAT IT TAKES TIME.
[01:05:01]
AND SO AS YOU REVIEW THE ACTION PLAN THUS FAR, I'M SURE YOU'VE NOTICED THAT THERE ARE SOME THINGS THAT THE GISD LEADERSHIP TEAM HAVE BEEN ABLE TO IMPLEMENT ALREADY.RECOMMENDATIONS THAT ARE ALREADY BEING IMPLEMENTED HAVE BEEN IMPLEMENTED AND THINGS THAT ARE SCHEDULED FOR THE SPRING.
BUT WE ALSO KNOW IF WE WANT TO CREATE SOME SUSTAINABLE CHANGE AS IT RELATES TO INCLUSIVE PRACTICES THAT WE ARE GOING TO BE FOCUSED ON SOME LONG TERM IMPLEMENTATION.
AND SO WE WANTED TO HIGHLIGHT HERE SOME OF THE RECOMMENDATIONS THAT ARE ALREADY BEING IMPLEMENTED.
AS WE MENTIONED THE MTSS, THE PARTICIPATION IN THEIR RESULTS DRIVEN ACCOUNTABILITY TRAINING ALIGN WITH RECOMMENDATION TWO.
THERE HAS BEEN A LOT OF PARTICIPATION WITH PARENT GROUPS, PARTICULARLY WITH THE DEVELOPMENT OF SAGE AND HOW THAT IS BEING IMPLEMENTED.
BUT ALTERNATIVELY, WE'RE WORKING TOGETHER TO REALLY THINK MORE DEEPLY AROUND HOW WE CAN IMPLEMENT SOME RECOMMENDATIONS THAT ARE RELATED AGAIN TO MORE INCLUSIVE PRACTICES.
SO, FOR EXAMPLE, THAT WOULD BE RECOMMENDATION SIX RECOMMENDATION SEVEN, AS WELL AS RECOMMENDATION EIGHT.
AND SO YOU WILL SEE FROM US THE FULL UPDATES WHEN IT COMES TO THE MILESTONES.
DR. UHLIK MENTIONED THAT WE ARE IN THE MIDST OF JANUARY RIGHT NOW OF SOLICITING FEEDBACK FROM ALL OF YOU.
THAT'S PART OF WHY WE WANTED TO COME BACK TO PRESENT THE FINAL DRAFT CLOSE TO FINAL DRAFT.
AND WE'LL TALK A LITTLE BIT FURTHER TOWARDS THE END ABOUT WHAT THAT COMMUNICATION PLAN WILL LOOK LIKE AND HOW THAT FEEDBACK WILL BE SOLICITED OVER THE NEXT SEVERAL WEEKS.
FINAL EDITS THAT WILL BE INCLUSIVE OF ALL OF THAT FEEDBACK WILL BE COMPLETED BY THE END OF THIS MONTH, AND THEN WE WILL FINALIZE THE FINAL FINAL VERSION THAT YOU CAN REPLACE ALL YOUR PREVIOUS ONES WITH IN THE BEGINNING OF FEBRUARY.
SO THAT'S AND WE WILL TALK A LITTLE BIT MORE AS I MENTIONED TOWARDS THE END ABOUT WHAT THAT PUBLIC DISSEMINATION LOOKS LIKE.
ALONG WITH THIS, THIS SPEAKS TO THE QUESTIONS THAT YOU POSED DURING THE LAST MEETING.
HOW IS PCG HELPING TO SUPPORT THIS PART OF THE PROCESS IN MOVING FORWARD? SO WE HAVE DIVIDED A PROPOSAL INTO TWO DIFFERENT SECTIONS.
WE ARE WORKING WITH GISD LEADERSHIP RIGHT NOW TO FINALIZE WHAT THAT APPROVAL LOOKS LIKE, BUT THE PROPOSAL IS DIVIDED INTO TWO AREAS.
ONE IS AROUND GUIDANCE, DOCUMENT DEVELOPMENT AND ANALYSIS SPECIFIC TO SOME OF THE RECOMMENDATIONS, AS WELL AS THE LAUNCH OF A DISTRICT WIDE.
WHAT WE CALL PLAYBOOK PROFESSIONAL LEARNING SYSTEM.
AND SO I'M GOING TO TALK A LITTLE BIT MORE ABOUT WHAT THAT DETAIL IS IN THE COMING SLIDES.
SO WHEN IT COMES TO GUIDANCE, DOCUMENT DEVELOPMENT AND ANALYSIS, WE HAVE CENTERED OUR FOCUS AROUND THESE SIX RECOMMENDATIONS.
IEP DEVELOPMENT BEING ONE OF THEM LEAST RESTRICTIVE ENVIRONMENT CONTINUUM, A SPECIALLY DESIGNED INSTRUCTION, COLLABORATIVE TEACHING AND CO TEACHING, INCLUSIVE PRACTICES, PLANNING GUIDANCE AND IMPLEMENTATION, ADHERENCE TO INTENT AND SPIRIT OF IDEA AND THE GISD ORGANIZATIONAL STRUCTURE.
WE HAVE DETERMINED, AS YOU WILL SEE THROUGHOUT THE ACTION PLAN, THAT THERE ARE SOME ITEMS THAT GISD HAS ASKED US TO HELP THEM SUPPORT.
MUCH OF THAT COMES AROUND CREATING DOCUMENTS, SO POLICY DOCUMENTS, DOING ADDITIONAL RESEARCH IN SPECIFIC AREAS AND ANALYSIS SPECIFICALLY WHEN IT COMES TO STAFFING AT THE SCHOOL LEVEL THAT WE'RE GOING TO GO MUCH MORE DEEPLY INTO WHEN IT COMES TO A KIND OF A COMBINATION OF SOME OF THESE RECOMMENDATIONS.
FOR THE SECOND PART OF THE WORK, WE ARE FOCUSED ON PROFESSIONAL DEVELOPMENT DISTRICT WIDE.
SO WHAT WE'VE JUST BEEN DISCUSSING ARE IS A PHASED ROLLOUT OF TWO DIFFERENT COMPONENTS OF STARTING TO FOCUS ON MINDSET THAT WE HAD TALKED ABOUT IN THE LAST CONVERSATION, AS WELL AS ENSURING THAT ALL LEVELS OF GISD FROM THE CENTRAL OFFICE STAFF TO CAMPUS BASED STAFF HAVE CONSISTENT MESSAGING AND CONSISTENT INFORMATION AND TRAINING WHEN IT COMES TO SPECIFIC TOPICS.
SO THE FIRST PART OF THAT WILL BE A CREATION OF SPECIAL EDUCATION GUIDANCE DOCUMENTS FOR PRINCIPALS.
THE IDEA IS TO GIVE SHORT BITS OF INFORMATION.
THAT'S AS I SAID, CONSISTENT AND CAN BE UTILIZED VERY QUICKLY ACROSS EVERY CAMPUS.
WE HAVE DIVIDED IT INTO SEVERAL DIFFERENT TOPICS, AND WHAT WILL HAPPEN IS EACH OF THESE AREAS WILL HAVE A SPECIFIC LESSON, IF YOU WILL, OR A VIDEO TO READ DIFFERENT OR VIDEO TO WATCH DIFFERENT INFORMATION THAT IS PUSHED OUT IN AN EASILY DIGESTIBLE FORMAT OVER THE COMING MONTHS.
SPECIFICALLY FOR PRINCIPALS, BUT CAN BE SHARED WITH ALL SCHOOL STAFF.
[01:10:03]
AND THAT WILL HAPPEN STARTING AS SOON AS WE CAN.THE SECOND PART OF THAT IS THE PROFESSIONAL LEARNING AND COACHING, SO WHAT WE CALL PLAYBOOK IS A VIRTUAL COACHING PLATFORM THAT IS DESIGNED TO HOUSE CONTENT AND ALLOWS US TO DO CONSISTENT PROFESSIONAL DEVELOPMENT ACROSS MULTIPLE SCHOOLS.
THIS WILL BE A COHORT PHASED IN PROCESS.
WE ARE FIRST GOING TO ENSURE THAT THE SPECIAL EDUCATION LEADERSHIP, THE EXECUTIVE DIRECTORS OF LEADERSHIP AT THE CENTRAL OFFICE LEVEL ARE A PART OF THIS SO THAT THEY ALSO LEARN BEST PRACTICES FOR COACHING WHEN IT COMES TO SPECIAL EDUCATION AT EACH CAMPUS.
THIS WILL TAKE SEVERAL YEARS TO ROLL OUT WHEN WE WANT TO REALLY THINK ABOUT SHIFTING THE WAY THAT WE ARE SUPPORTING STUDENTS WITH DISABILITIES IN SCHOOLS, BOTH FROM A TACTICAL PERSPECTIVE OF WHAT DO WE DO ON A DAY TO DAY BASIS TO MORE OF THE MINDSET ISSUE OF WHAT DOES INCLUSION MEAN FOR OUR CAMPUS.
AS PART OF PLAYBOOK, THERE ARE PERSONALIZED NEEDS ASSESSMENTS FOR EACH PARTICIPANT THAT WILL BE ALIGNED THEN TO SOME OF THE UNIQUE CONTENT THAT WE'RE DEVELOPING FOR GISD.
IT WILL BE A COMBINATION OF SYNCHRONOUS AND ASYNCHRONOUS LEARNING, WHICH MEANS WE'LL BE WORKING IN COHORTS TOGETHER.
BUT THEN THERE WILL BE INDIVIDUAL TIME FOR EACH PARTICIPANT TO BE FOLLOWING UP ON CERTAIN PARTS OF THE CONTENT.
AND ALONG THE WAY WE ARE PART OF THIS.
OUR SUBJECT MATTER EXPERTS AN OUR COACHING STAFF CONTINUE TO BE A PART OF THIS PROCESS THROUGHOUT ALL OF THE PHASE IN OR THE INCLUSION OF ALL OF THE SCHOOLS OVER THE NEXT THREE TO FOUR YEARS.
THE NEXT SLIDE SHOWS WHAT THOSE YEARS WILL LOOK LIKE, SO WE ARE RIGHT NOW IN THAT YEAR ONE OF PLANNING WHERE WE'RE BUILDING FOUNDATIONAL KNOWLEDGE, WE ARE HAVING OUR CENTRAL OFFICE STAFF BE A PART OF THIS TRAINING ALONG WITH THE PCG STAFF, AND WE ARE STARTING TO INCLUDE SEVERAL SCHOOLS IN THIS PROCESS.
SCHOOL TEAMS TO WORK WITH SO THAT WE ARE BEING ABLE TO BUILD THAT FOUNDATION AT A SMALL SCALE AND THEN HAVE OUR LESSONS LEARNED SO THAT WHEN WE EXPAND MORE BROADLY, WE HAVE THAT INFORMATION THAT WE HAVE ADOPTED ALONG THE WAY.
YEAR TWO SO YEAR ONE IS THE REMAINDER OF THIS YEAR.
THE REMAINDER OF THE 21 22 SCHOOL YEAR.
YEAR TWO IS WHERE WE ARE STARTING TO ADD MORE SCHOOLS IN AN ADDITIONAL FIVE TO SEVEN SCHOOLS.
SO A SLOWER RAMP UP IN THE BEGINNING.
BEYOND THAT, WHEN WE GET INTO YEAR THREE AND YEAR FOUR THOSE FIRST YEAR SCHOOLS AND SECOND YEAR SCHOOLS WILL CONTINUE ON.
WE'LL BE ADDING NEW CONTENT WE'LL BE CONTINUING TO SUPPORT, BUT WE'LL BE ADDING IN MORE SCHOOLS AT A FASTER CLIP SO THAT WE ARE AT A POINT WHERE SCHOOLS ARE HAVING CONSISTENT LANGUAGE, HAVING CONSISTENT DOCUMENTS THAT THEY ARE REVIEWING AS SCHOOL TEAMS. SO I'M GOING TO HAND IT BACK TO DR.
PARKER, WHO'S GOING TO TALK THROUGH THE SPECIFICS OF EACH RECOMMENDATION AND THE ACTION PLAN ASSOCIATED WITH THEM.
SO THERE ARE NOW 14 RECOMMENDATIONS, AND I'M NOT GOING TO READ EVERY ACTION STEP WHAT WE'RE GOING TO GIVE YOU A GENERAL OVERVIEW OF EACH ONE OF THE RECOMMENDATIONS.
THERE ARE 13 ACTION STEPS IN MTSS RECOMMENDATION.
WE HAVE RECRUITED AND HIRED OUR ASSISTANT DIRECTOR OF MTSS.
THE MTSS FRAMEWORK WILL BE DEVELOPED THROUGH THE DISTRICT COMMITTEE THAT THE ASSISTANT DIRECTOR HAS FORMED.
NUMBER TWO IS IDENTIFICATION PRACTICES.
THERE ARE FOUR ACTION STEPS IN RECOMMENDATION TO THE SPECIAL EDUCATION DEPARTMENT, THE STUDENT SERVICES DEPARTMENT RAD, AND THE ASSISTANT SUPERINTENDENT OF CNI WORKED COLLABORATIVELY TO RELAUNCH THE DISCIPLINE COMMITTEE FOR OUR DEPARTMENT.
THE ASSISTANT DIRECTOR OF STUDENT SERVICES AN THE COORDINATOR OF BEHAVIOR PROGRAMS ARE SHARING DATA WITH PRINCIPALS REGULARLY AND WORKING ALONGSIDE PRINCIPALS TO EVALUATE THEIR DATA AND CONDUCT ADDITIONAL DATA DIVE MEETINGS TO ADDRESS ANY DISCREPANCIES IF NEEDED.
NUMBER THREE IS IEP DEVELOPMENT.
THERE ARE 10 ACTION STEPS IN THIS RECOMMENDATION.
[01:15:02]
THE SPECIAL EDUCATION DEPARTMENT HAS REVIEWED AND REVISED WRITTEN PROCEDURES FOR STANDARD BASED IEP DEVELOPMENT.IN PARTNERSHIP WITH PGC GOING FORWARD, WE WILL BE DEVELOPING TRAINING PROTOCOLS FOR NEW AND VETERAN SPECIAL EDUCATION TEACHERS ON THE THREE STEP IEP DEVELOPMENT PROCESS.
NUMBER FOUR IS EXPANDED LRE CONTINUUM.
THERE ARE NINE ACTION STEPS IN THIS RECOMMENDATION.
THE GOAL OF THIS RECOMMENDATION IS TO CONTINUE TO REVIEW OUR LRE OPTIONS AND CONDUCT ONGOING PROGRAMMATIC REVIEWS OF EXISTING PROGRAMS. WE WILL ALSO PROVIDE TRAINING ON LRE CONTINUUM OPTIONS AND DECISION MAKING FOR GISD STAFF IN BUILDINGS.
RECOMMENDATION FIVE IS SPECIALLY DESIGNED INSTRUCTION, AND THERE ARE SIX ACTION STEPS IN THIS RECOMMENDATION.
WE WILL BE UPDATING EXISTING GUIDANCE AND RESOURCES, INCLUDING CURRICULUM AND INCREASING TRAINING FOR SPECIAL EDUCATION, TEACHERS AND PARAPROFESSIONALS ON SPECIALLY DESIGNED INSTRUCTION BEST PRACTICES TO IMPROVE STUDENT OUTCOMES.
THIS WILL INCLUDE BUILDING STRUCTURES AND SUPPORTS FOR PARAPROFESSIONALS PROVIDING SDI WITHIN THE EXISTING MODEL OF SERVICE PROVISION.
NUMBER SIX IS INCLUSIVE PRACTICES.
THERE ARE NINE ACTION STEPS IN THIS RECOMMENDATION.
THE DEPARTMENT, IN CONJUNCTION WITH PCG, WILL BUILD AND TRAIN ON MULTIPLE MODELS OF INSTRUCTION TO INCREASE THE NUMBER OF OPPORTUNITIES FOR STUDENTS WITH DISABILITIES TO ENGAGE AND LEARN ALONGSIDE THEIR NON-DISABLED PEERS.
THERE ARE SEVEN ACTION STEPS IN THIS RECOMMENDATION, CREATING A MULTI-YEAR PLAN TO TEACH A NEW FRAMEWORK THAT IS BEING CREATED THAT REFLECTS A RANGE OF SERVICES.
DELIVERY OPTIONS FOR TEACHERS AND PARAPROFESSIONALS IS THE AIM OF THIS RECOMMENDATION.
WE WILL ALSO ESTABLISH PERFORMANCE METRICS ON STAAR TO IMPROVE STUDENTS OUTCOMES IN READING AND MATH.
NUMBER EIGHT IS ADHERENCE TO IDEA.
THERE ARE 11 ACTION STEPS IN THIS RECOMMENDATION.
WE WILL DEVELOP PROTOCOLS AND TRAINING THAT ADDRESS THE INTENT AND SPIRIT OF IDEA BY EMBRACING STUDENTS WITH DISABILITIES AS PART OF EACH GISD CAMPUS' CULTURE IN THEIR MOST APPROPRIATE, LEAST RESTRICTIVE ENVIRONMENT.
AND NUMBER NINE ARE SCHOOL LEADERS VOICES THERE ARE EIGHT ACTION STEPS IN THIS RECOMMENDATION.
THROUGH THE DEVELOPMENT AND IMPLEMENTATION OF SURVEYS, THE SPECIAL EDUCATION DEPARTMENT WILL ASSESS THE INCLUSIVE PRACTICES, BELIEFS AND THE PRACTICES OF CAMPUSES IN GISD.
NUMBER 10 IS PROFESSIONAL DEVELOPMENT.
THERE ARE FIVE ACTION STEPS PROFESSIONAL DEVELOPMENT IS ADDRESSED IN EVERY ONE OF THE RECOMMENDATIONS.
GISD SPECIAL EDUCATION WITH PCG WILL DEVELOP A SYSTEMATIC DISTRICT WIDE PD PLAN DIFFERENTIATED BY ROLE TO PRIORITIZE TRAININGS THAT ARE ALIGNED TO THE OVERALL NEEDS OF OUR DISTRICT.
NUMBER 11 IS OUR POLICY AND PROCEDURE MANUAL.
THERE ARE 10 ACTION STEPS IN THIS RECOMMENDATION, FOUR OF WHICH HAVE ALREADY BEEN COMPLETED.
THE FINALIZED MANUAL DRAFT WILL BE SHARED WITH STAKEHOLDERS FOR FEEDBACK.
THEN, OUR DEPARTMENT WILL CONDUCT TRAININGS ON THE SPECIAL EDUCATION POLICY AND PROCEDURE MANUAL TO REINFORCE GISD STAFF, PUTTING THE MANUALS CONTENT INTO PRACTICE AND BECOMING MORE FLUENT, AND REFERRING TO THE MANUAL AS A MEANS TO GUIDE OUR PRACTICE.
NUMBER 12 IS FACILITIES PLANNING.
THERE ARE TWO ACTION STEPS ON THIS RECOMMENDATION.
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THE OFFICE OF SPECIAL EDUCATION WILL PARTNER WITH FACILITIES MANAGEMENT, TRANSPORTATION AND THE OFFICE OF STUDENT SERVICES TO CREATE A WORKGROUP TO PLAN FOR CURRENT AND FUTURE PROJECTS.NUMBER 13 IS THE ORGANIZATIONAL CHART AND EXPANDING ROLES OF MENTAL HEALTH PRACTITIONERS.
THIS IS THE FIRST RECOMMENDATION THAT HAS COMBINED TWO FORMERLY NUMBER 10 AND NUMBER 14 ARE COMBINED IN 13.
DECISIONS REGARDING THE NEW ORGANIZATIONAL STRUCTURE WILL BE BASED ON THE BOARD'S VISION, DEPARTMENT LEADERS RECOMMENDATIONS, BUDGET AND STAFFING ALLOCATIONS AND WILL BE ADDRESSED THROUGH THE BUDGETING PROCESS BEGINNING THIS SPRING.
IT ALSO IS A COMBINED OF TWO RECOMMENDATIONS FORMALLY NUMBERS 15 AND 16.
THERE ARE SIX ACTION STEPS IN THIS RECOMMENDATION.
THE OFFICE OF SPECIAL EDUCATION WILL BE PARTNERING WITH THE OFFICE OF FAMILY AND COMMUNITY ENGAGEMENT AND THE SAGE GROUP TO GATHER PARENT FEEDBACK ON SPECIAL EDUCATION INITIATIVES AND DEVELOP AND IMPLEMENT NEW TRAININGS FOR OUR PARENTS BASED UPON THEIR NEEDS.
AND THEN OUR COMMUNICATION ACTION PLAN, PCG WILL DEVELOP AN EXECUTIVE SUMMARY OF OUR ACTION PLAN THAT WILL BE SHARED WITH THE SPECIAL EDUCATION DEPARTMENT STAFF THROUGH THE EXECUTIVE DIRECTOR AND OUR LEADERSHIP TEAM.
IT WILL BE SHARED WITH THE CENTRAL OFFICE COLLEAGUES HERE IN HARRIS HILL AND GISD DIVISIONS THROUGH INTERNAL MEETINGS SUCH AS CABINET.
PRINCIPALS, THROUGH PRINCIPALS MEETINGS ALONGSIDE OUR EDL'S, TEACHERS THROUGH OUR COORDINATORS.
WE WILL SHARE WITH OUR PARENTS THROUGH OUR PARENT GROUP AND THROUGH FACE AND NOTIFICATIONS WILL BE SENT HOME OF THE INFORMATION USING OUR STUDENT INFORMATION SYSTEM AND OUR CASE MANAGERS FOR MAKING SURE THAT WE REACH ALL OF OUR STUDENTS.
THE DEPARTMENT WILL GIVE QUARTERLY UPDATES TO THE BOARD AND UPDATES THROUGH ACADEMIC INSIGHTS.
AND FINALLY, THE DEPARTMENT WILL ALSO HAVE ONGOING CAMPUS BASED MONITORING OF THE ACTION PLAN IMPLEMENTATION.
WHAT QUESTIONS CAN WE ANSWER OR WHAT FEEDBACK DO YOU HAVE TO GIVE US THE INPUT FOR OUR PLAN? THANK YOU, DR.
MR. JOHNSON, THANK YOU VERY MUCH, DR.
AND THE PCG FOLKS FOR THE PRESENTATION, MY QUESTIONS GO TOWARDS THE NUMBER TWO PRONG OF THE HOWEVER, MANY POINTS THERE ARE SPECIFICALLY ITS IDENTIFICATION PRACTICES IN DISPROPORTIONALITY MONITORING.
DURING THE PRESENTATION IN NOVEMBER, I HAD SOME CONCERNS WITH RESPECT TO THE RATIOS THAT WERE BEING USED, AND I NOTICED THAT IT DOESN'T APPEAR THAT THOSE RATIOS HAVE CHANGED ANY FROM NOVEMBER TO JANUARY.
SPECIFICALLY, ONE OF THE OBJECTIVE IS TO REDUCE SPECIAL EDUCATION DISPROPORTIONALITY TO A GREATER THAN TO NO GREATER THAN ONE POINT FIVE FOR EACH INDICATOR.
GOING BACK TO THE NOVEMBER PRESENTATION, I WAS GOING THROUGH THE SLIDES AND THE DISPROPORTIONALITY IDENTIFICATION RATE SLIDES.
THIS WAS THE ONE THAT WE SPECIFICALLY POINTED OUT THAT IF YOU LOOK ACROSS THE BOARD, THE HISPANIC NUMBERS ON THESE RATIOS ARE BASICALLY NONEXISTENT.
AND THE REASON WHY IS BECAUSE THE HISPANIC, OR SO MUCH OF OUR HISPANIC POPULATION ARE IN BILINGUAL AND ELL PROGRAMS AND ALREADY GETTING THESE SUPPORTS THROUGH THOSE PROGRAMS, THEY'RE NOT COUNTED UNDER SPECIAL ED.
AND AS A RESULT, IT SKEWS THESE NUMBERS TO WHERE THEY DON'T MATCH NATIONAL NUMBERS.
THEY'RE NOT EVEN CLOSE TO NATIONAL NUMBERS BECAUSE LIKE YOU GO TO SOME OF THESE STATES, THEY MAY NOT HAVE.
THEY MAY HAVE A LOW HISPANIC POPULATION OR MAYBE THEY'RE NOT COUNTING THEIR HISPANIC POPULATION AS ELL OR BILINGUAL, BUT BASICALLY IN A LOT OF THESE CATEGORIES, FOR INSTANCE, EMOTIONAL DISTURBANCE, EVERY SINGLE GROUP, NOT HISPANIC, IS OVER 2.3.
SO WHAT'S NORMAL HERE? I MEAN, MY PROBLEM IS, HOW CAN WE IMPLEMENT THIS PLAN KNOWING THAT, IN MY OPINION, THAT'S A STATISTICAL FLAW.
I MEAN, IF WE HAVE A HUGE THE MAJORITY OF OUR DISTRICT IS HISPANIC, AND IF THEY'RE NOT
[01:25:01]
GOING TO BE COUNTED AS SPECIAL ED EXCEPT FOR ON RARE OCCASIONS, THEN WE CAN'T GO WITH THIS TYPE OF RATIO INDICATOR AS OUR GUIDEPOST WITH RESPECT TO IT.AND TO ME, IF YOU'RE STARTING OFF WITH THIS IS THE FOUNDATION.
EVERYTHING THAT'S GOING TO FOLLOW, IT'S GOING TO BE FLAWED AS WELL BECAUSE YOU'RE GOING TO BE SEEING THINGS LIKE, YEAH, YOU CAN MAKE A STATEMENT LIKE UNDER OUR SCENARIO, BLACK STUDENTS ARE TWO POINT FIVE MORE TIMES LIKELY THAN NON-BLACK STUDENTS TO BE IDENTIFIED WITH EMOTIONAL DISTURBANCE.
BUT WHITE STUDENTS ARE TWO POINT FOUR TIMES MORE LIKELY TO BE IDENTIFIED, AND EVERYONE, NOT HISPANIC IS GOING TO BE MULTI RACE IS 2.35 TIMES MORE LIKELY.
SO IT'S OBVIOUS THAT THAT'S A STATISTICAL ANOMALY THAT'S SKEWED BECAUSE WE'RE BASICALLY NOT COUNTING THE MAJORITY OF OUR DISTRICT UNDER THE SPECIAL ED NUMBERS.
SO HOW CAN WE GO WITH THIS OBJECTIVE? I DON'T UNDERSTAND THAT.
COULD SOMEONE ANSWER THAT QUESTION FOR ME? SO I'LL START BY SAYING JUST IN GENERAL THAT ALL OF OUR STUDENTS THAT ARE REPRESENTED IN SPECIAL EDUCATION THE PERCENTAGES OF EACH CATEGORY ARE THERE.
AND SO IT WOULD BE AFRICAN-AMERICAN, HISPANIC, ASIAN, WHATEVER IT IS, WHEN WE LOOK AT OUR SPECIAL EDUCATION NUMBERS, WE DO LOOK AT THEM BY ALL OF THE VARIOUS CATEGORIES.
SO THAT'S ONE THING THAT WE'RE NOT MISSING ANY PERCENTAGES FOR STUDENTS WHO ARE SERVED IN SPECIAL EDUCATION.
BUT THAT'S THE PROBLEM, ISN'T IT, DR.
BENTLEY? THESE STUDENTS AREN'T BEING SERVED THROUGH SPECIAL EDUCATION.
THEY'RE GETTING THE SUPPORTS BY DIFFERENT DEPARTMENTS.
IF THEY NEED SPECIAL EDUCATION SERVICES, THEY ARE BEING SERVED THROUGH SPECIAL EDUCATION SERVICES.
IF THEY ARE NOT AT THE POINT OF NEEDING SPECIAL EDUCATION SERVICES OR THEY MAY NOT NEED ANY SERVICES, THEN NO, THEY WOULD NOT BE.
BUT IF THEY ARE BEING SERVED BY SPECIAL EDUCATION, WE CAPTURE THAT DATA AND I THINK DR.
MELLER WANTS TO ADD SOMETHING BY THE LOOK ON HER FACE, SORRY, I'M HAPPY TO I MEAN, I THINK, YOU KNOW, WE CAN GO MUCH DEEPER IN CERTAINLY PROVIDING MORE DETAIL ON THE EXPLANATION OF HOW WE GOT TO SOME OF THOSE DATA POINTS.
THE ISSUE AROUND THE INDICATOR REASON THAT THE TEAM CAME TOGETHER AND DECIDED THAT THAT WAS THE POINT THAT WAS GOING TO BE THE MEASUREMENT, IF YOU WILL, TO REFLECT PROGRESS MADE IN THE REST OF THE ACTION STEPS WAS TO ENSURE THAT THERE WERE NO CITATIONS DOWN THE LINE FROM TEA WHEN IT COMES TO SIGNIFICANT DISPROPORTIONALITY.
SO THEY AS A TEAM, THE THRESHOLD WAS SET AROUND THE ONE POINT FIVE SO THAT IT'S DIRECTIONAL.
IT'S HELPING TO PROVIDE A TOOL TO LOOK AT THIS DATA OVER TIME ON A REGULAR BASIS AND GO DEEPER INTO IT, UNDERSTAND ALL THE NUANCES OF IT SO THAT IT DOESN'T RISE TO THE LEVEL OF TWO THRESHOLD, A TWO POINT FIVE THRESHOLD OR THREE THRESHOLD.
THE TEA MAY THEN CONSIDER ADDITIONAL WARRANTING OF OVERSIGHT AND CONCERNS.
I UNDERSTAND WHY THE NUMBER IS WHAT IT IS WITH RESPECT TO THE TEA AND THE CITATIONS.
MY QUESTION IS, IS OUR METHODOLOGY OF CAPTURING OUR STUDENT DATA, SKEWING OUR RATIOS BECAUSE I GET WHAT YOU'RE SAYING, DR.
IF THEY'RE GETTING SPECIAL ED, THEN THEY'RE BEING COUNTED.
THE QUESTION IS, ARE HISPANICS IN SPECIAL ED ENOUGH? THAT'S THE QUESTION.
THAT'S REALLY THE ROOT CAUSE BECAUSE I LOOK AT THESE NUMBERS 2.31 FOR WHITE EMOTIONAL DISTURBANCE, 2.35 FOR A MULTIRACIAL 2.5 FOR BLACK HISPANICS .
I DO NOT BELIEVE THAT THERE'S SOMETHING SPECIAL ABOUT THE HISPANIC COMMUNITY THAT THEY'RE FAR LESS PRONE TO EMOTIONAL DISTURBANCE.
I THINK IT'S FAR MORE LIKELY WE AREN'T COUNTING THEM AS SPECIAL ED STUDENTS BECAUSE WE'RE COUNTING THEM ELSEWHERE.
SO JUST LET ME EXPAND ON THAT JUST REAL QUICK.
I THINK IN EDUCATION TERMS, IS THIS THE SIMPLE QUESTION? IS THIS AND I WANT YOU TO JUST LISTEN DEEPLY ABOUT THIS? IS THE HISPANIC POPULATION NOT BEING IDENTIFIED PROPERLY? OK, THAT'S THE SIGNIFICANT QUESTION.
ARE WE JUST ASSUMING IT'S A BILINGUAL PROGRAM AND PUTTING THEM IN BILINGUAL AND THEY'RE NOT GETTING THE SERVICES, THUS THEY'RE NOT THRIVING.
AND IN SOME AREAS, WHEN WE LOOK AT OUR BILINGUAL STUDENTS, WE FIND A LOT OF THEM THAT ARE EXITING OUT.
BUT THEN THERE'S OTHERS THAT AREN'T.
[01:30:01]
AND THERE MIGHT BE DEEPER ISSUES BECAUSE WE'RE ASSUMING THAT THEY'RE NOT.I THINK WHEN WE'RE LOOKING AT THE DISPROPORTIONALITY, I THINK AND THIS IS COMING FROM ME, THIS IS NOT COMING I'M NOT SPEAKING ON ANY BOARD MEMBERS BEHALF.
BUT I THINK THAT INSTEAD OF LOOKING AT THE NUMBERS, WE SHOULD THINGS ARE HAPPENING.
AND ARE WE MISIDENTIFYING CERTAIN STUDENTS TO HAVE THE PROGRAM OF SUPPORT TO HELP THEM THRIVE? THAT SHOULD BE THE QUESTION.
RIGHT? IT'S NOT A MATTER OF WHY IS THIS SO LOW? BUT IF IT IS SO LOW ARE THERE, IS THERE A GROUP OF STUDENTS THAT REALLY NEEDS OUR HELP, BUT WE JUST ASSUME THEY DIDN'T, AND THEY'RE GOING THROUGH OUR SYSTEM AND THEY'RE NOT PROGRESSING LIKE WE WANT THEM TO BECAUSE THEY NEVER GOT THESE SERVICES.
AND THAT SHOULD BE THE QUESTION.
AND THAT'S A TWO PRONGED EFFORT BECAUSE THAT'S GOING TO CAUSE US TO REEXAMINE HOW WE IDENTIFY BILINGUAL LEARNERS.
AND THAT'S KIND OF LIKE I SAID, THE FOUNDATIONAL POINT OF THIS PARTICULAR OBJECTIVE IS BASED ON THAT.
AND IF THE REALITY OF IT IS THAT A SUBSTANTIAL NUMBER OF PEOPLE WHO WE HAVE IN THE BILINGUAL ELL PROGRAMS SHOULD BE IDENTIFIED AS SPECIAL ED, THEN EVERY OBJECTIVE THAT COMES FROM THIS, WE'RE NOT APPROACHING THE WE'RE NOT LOOKING WITH REALITY, WE'RE LOOKING THROUGH A SKEWED LENS.
AND SO YOU GET SET OFF ON THE WRONG FOOT AND I UNDERSTAND WHY WE'RE DOING IT BECAUSE OF THE TEA.
I THINK THE FIRST STEP WE NEED TO TAKE AND THIS IS KIND OF WHAT I WAS GETTING AT IN NOVEMBER, WE NEED TO BE DETERMINING IF WE'RE PROPERLY IDENTIFYING OUR HISPANIC POPULATION.
AND I HAVEN'T SEEN ANYTHING THAT IN THE LAST TWO MONTHS THAT WE'VE ALTERED COURSE TO DO THAT.
AND WE CAN ADD THAT AS ONE OF OUR ACTION STEPS TO LOOK AT THAT DATA.
BECAUSE BASED ON THE RDA THAT I'VE SEEN, THE LAST INFORMATION WE HAD NOT MISIDENTIFIED OR UNDER IDENTIFIED.
SO WE WILL ADD THAT AS ONE OF OUR ACTION STEPS.
I MEAN, BECAUSE I MEAN, IF WE'RE PROPERLY IDENTIFYING EVERYONE MY EXPECTATION IS THAT IT WOULD LOOK.
I THINK THAT IF YOU PROPERLY IDENTIFIED THE HISPANIC STUDENTS THAT COULD QUALIFY FOR SPECIAL ED SERVICES, ALL THESE RATIOS ARE GOING TO BE VERY DIFFERENT BECAUSE THEY'RE ALL COMPARED, OBVIOUSLY AGAINST EACH DIFFERENT ETHNICITY.
SO WE MIGHT WHO KNOWS, WE MIGHT BE UNDER 1.5 ON EVERYTHING IF WE IDENTIFIED ALL OF THE HISPANICS PROPERLY, SINCE HISPANICS ARE NOW 60 PERCENT OF OUR DISTRICT.
THAT'S A PRETTY BIG HOLE THAT WE'RE MISSING.
[LAUGHTER] SO THANK YOU VERY MUCH.
TWO THINGS THAT CAUGHT MY ATTENTION.
ONE WAS THE PART ABOUT A PRETTY COMPREHENSIVE PLAN LIKE THIS THAT TO A LOT OF US MAY EVEN SEEM PRETTY COMPLICATED.
WOULD YOU EXPAND A LITTLE BIT UPON THE EDUCATIONAL PROCESS THAT'S GOING TO BE AVAILABLE FOR THE PARENTS? SO THAT I MEAN, HERE'S MY EXPERIENCE IF SOMEBODY GIVES ME A COMPUTER AND IS CAPABLE OF A WIDE RANGE OF FUNCTION AND YOU KNOW, I CAN USE ABOUT THE BOTTOM 10 PERCENT OF THAT CAPABILITY.
SO WE HAVE A PROGRAM LIKE THIS.
I JUST WANT TO MAKE SURE OUR PARENTS ARE KNOWLEDGEABLE ENOUGH TO HAVE FULL ACCESS TO THE FULL PROGRAM.
SO JUST KIND OF EXPAND UPON THAT.
AND THEN I GOT ONE OTHER QUESTION.
OK, SO THAT'S OUR LAST NUMBER 14 IS WORKING WITH PARENTS AND PARENT GROUPS.
AND YESTERDAY I MET WITH FACE AND WITH SAGE, AND WE STARTED TALKING ABOUT WHAT THE ACTION PLAN NEEDS TO BE SO THAT WE CAN BEST SERVE OUR PARENTS AND MEET THEIR NEEDS AND GET THE INFORMATION FROM THEM THAT THEY THINK THEY NEED.
SO THE FIRST STEP WE'RE GOING TO TAKE IS WE ARE CREATING A SURVEY AND WE'RE GOING TO SEND THAT OUT IN SEVERAL DIFFERENT WAYS, ASKING THEM.
THERE ARE SEVEN PIECES THAT WE'RE GOING TO ASK THEM IF THEY NEED ANY KNOWLEDGE IN THESE AREAS.
AND THEN WE'RE ALSO GOING TO ASK THEM FOR WHAT DO YOU NEED HELP IN? IT'S NOT ONE OF THESE THINGS.
IS THERE SOMETHING ELSE? AND THEY'LL FILL IT IN AND LET US KNOW.
AND THEN WE'RE GOING TO THEN MEET BACK AGAIN WITH SAGE AND FACE AFTER WE GET THAT DATA RETURNED AND DISCUSS THAT INFORMATION TO MAKE SURE THAT WE HAVE A GOOD REPRESENTATION.
AND THEN ONE OR THE OTHER STEPS IN THE ACTION PLAN IS, IS THAT WE'RE GOING TO CREATE A WORK GROUP WITH PARENTS AND TRY TO GET THAT INFORMATION FROM THEM.
[01:35:01]
SO IN THE REPORT, IT SAID THAT WE HAD REALLY HIGH ACCEPTANCE APPROVAL RATINGS FROM FAMILIES, BUT THE PERCENTAGE WAS REALLY LOWER THE NUMBER THAT WE WERE INVOLVED WITH.SO WE WOULD LIKE TO KEEP THAT APPROVAL RATING HIGH AND INCREASE THE NUMBER OF FAMILIES THAT WE'RE INTERACTING WITH AND GIVING THEM THE KNOWLEDGE THAT THEY NEED.
SO THAT IS HOW WE'RE PLANNING TO DO THAT AT THIS POINT.
YEAH, AND THAT'S MY POINT AGAIN.
ANYBODY THAT'S BOUGHT A CAR LATELY AND ABOUT SIX MONTHS IN, YOU'RE STILL FINDING THINGS YOU DIDN'T KNOW ABOUT IT.
I JUST WANT TO CUT DOWN ON THAT AS MUCH AS POSSIBLE FOR THE PARENTS AND THE FAMILIES THAT CAN BE BEST SERVED BY THIS PROGRAM.
AND THEN LAST ONE, YOU HAD A SLIDE IT WAS LIKE SOME KIND OF CHART WITH THE ACTION PLAN AN DIFFERENT BUBBLES AROUND IT.
COULD WE PULL THAT BACK UP RIGHT QUICK MATT? AND THAT WAS AT THE END, IT WAS AT THE END.
CAN I ADD TO THAT? RIGHT THERE.
IF THEY HEAR NOW THAT, YOU KNOW, WE'RE LOOKING FOR INPUT AND THEY HAVE INPUT, PLEASE REACH OUT TO US.
YEAH, WE WANT THAT FEEDBACK FROM THEM.
JUST ON THIS THING AND I DON'T HAVE A PAPER COPY OF IT.
MS. HOGAN IS PRINTING THOSE RIGHT NOW.
MS. HOGAN IS PRINTING COPIES NO, THAT'S FINE.
THERE'S A LOT OF REPORTING AND SHARING AND COMMUNICATING.
I DIDN'T SEE THE BOARD ON THERE ANYWHERE.
WHERE DO WE COME IN? SO I SAID IT'S NOT ONE OF THE BUBBLES, BUT I DID SAY THAT WE WERE GOING TO CONTINUE TO REPORT.
[LAUGHTER] WE COULD CREATE ONE FOR YOU.
NO, I JUST I JUST WANT TO MAKE SURE THE BOARD IS PART OF THE COMMUNICATION AND REPORTING PROCESS.
QUARTERLY IS WHAT'S IN THE PLAN.
AND THEN WHEN WE MET LAST MONTH AND DID THE PRESENTATION, I DON'T REMEMBER WHO IT WAS.
BUT SOMEBODY ALSO ASKED IF WE COULD PUT INPUT THROUGH THE ACADEMIC INSIGHTS AND ABSOLUTELY WE'LL BE ABLE TO SHARE THERE ALSO.
I'M GOING TO APOLOGIZE, FIRST OF ALL, IF I BECOME TOO PASSIONATE, OK? IT'S NOT MEANT PERSONALLY, BUT THIS IS AN AREA THAT I'M VERY PASSIONATE ABOUT BECAUSE I'M ONE OF THOSE PARENTS.
AND THE KEY FACTOR THAT I FEEL LIKE CONTINUES TO FALL ON DEAF EARS IS THAT SURVEYS, YOU'RE NOT GOING TO GET THE PARTICIPATION OF THE PARENTS BECAUSE THESE PARENTS SUFFER FROM THE SAME PROBLEMS. AND WE DON'T KNOW WE HAVE THOSE PROBLEMS AND WE DON'T KNOW WHAT WE NEED AND WE DON'T KNOW WHAT WE NEED TO LEARN AND WE DON'T KNOW WHAT'S GOING TO HELP US.
BUT YOU WANT US TO TELL YOU THAT.
SO I AM A PERFECT EXAMPLE OF SOMEONE WHO NEVER FILLS OUT YOUR SURVEYS, OK? AND I'M A VERY INVOLVED PARENT, BUT I NEED I NEED A FACE TO FACE.
I NEED TO BE ABLE TO BE CALLED INTO AN OFFICE OR AN AUDITORIUM, AND I NEED TO BE ABLE TO HAVE MY AHA MOMENTS.
AND I'D LIKE TO SEE THE PARENT ENGAGEMENT BECOME MUCH MORE THAN 14.
AND I THINK YOU NEED TO BRING THAT IN MUCH SOONER TO TRY AND GET THE ENGAGEMENT.
AND I THINK IT NEEDS TO NOT BE DONE THROUGH A SURVEY.
AND I LOVE THAT YOU'RE USING THE FACE AND THE SAGE, BUT I STILL THINK YOU'VE GOT TO BRING IN, YOU'VE GOT TO TOUCH THOSE PEOPLE, YOU'VE GOT TO TOUCH THEM.
AND I MEAN, I'M TALKING A PHYSICAL TOUCH.
IT CAN'T BE THROUGH A FACEBOOK.
IT CAN'T BE THROUGH AN EMAIL, IT CAN'T BE THROUGH A SURVEY.
I SAT AT A DINNER THE OTHER NIGHT AND WITH A GROUP OF PEOPLE SIMILAR TO MYSELF.
AND ONE OF THE CONSTANT COMMENTS THAT WE GOT THAT WE ALL HAD WITH THESE AHA MOMENTS WAS THAT WE DIDN'T REALIZE WHAT WE NEEDED TO DO TO HELP OUR CHILDREN BECAUSE WE HAD THE SAME ISSUES.
AND YOU DON'T REALIZE IT TILL SOMEBODY SHINES A LIGHT ON IT AND YOU START LEARNING THROUGH TEACHING YOUR CHILD.
SO THAT'S WHY YOU HAVE THAT LOW PARTICIPATION.
AND BUT ONCE YOU HELP US TO KNOW WHAT WE NEED, YOU WON'T SHUT US UP.
BUT YOU'RE NOT GOING TO DO IT BY ASKING US WHAT WE NEED WHEN WE DON'T KNOW WHAT WE NEED.
SO AND I SAY THAT WITH LOTS OF LOVE.
[01:40:02]
AND SO THERE ARE TWO THINGS I WOULD LIKE TO SAY.14 DOES NOT MEAN THAT THAT'S WHERE IT IS IN THE RECOMMENDATIONS.
THAT'S JUST THE NUMBER THAT WE PUT WITH IT.
THAT DOESN'T MEAN THAT IT'S LAST.
WE'RE GOING TO BE WORKING ON ALL OF THE RECOMMENDATIONS AS WE GO ALONG.
AND SO ONE DOESN'T MEAN THAT THAT'S FIRST, EVEN THOUGH IT HAS HAPPENED FIRST AND 14 DOESN'T MEAN THAT IT'S LAST AND IT'S NOT IMPORTANT TO US.
AND THEN THE OTHER THING I WILL SAY IN THE MEETING YESTERDAY, WE WERE TALKING ABOUT HOW TO GET THAT PARENTAL INPUT.
AND WE DEFINITELY HAD A CONVERSATION ABOUT THAT PERSONALIZED HOW DO WE GET THAT? HOW DO WE GET THAT TOUCH IN? AND SO WE LOOK FORWARD TO HAVING YOU AS A PART OF OUR GROUP AS WE MOVE FORWARD AND BEING ABLE TO MAKE SURE THAT WE'RE REACHING THOSE GOALS AND TOUCHING THOSE PEOPLE BECAUSE THAT REALLY IS I KNOW BEYOND A DOUBT THAT OUR GROUP, OUR LEADERSHIP, THAT'S WHAT WE'RE ABOUT.
WE WANT TO HELP AND WE DO AND WE HAVE THOSE KIND OF RELATIONSHIPS WITH OUR FAMILIES.
WE JUST NEED TO START MAKING THOSE NUMBERS BIGGER.
AND SO ABSOLUTELY ONE HUNDRED PERCENT, WE WILL MAKE SURE THAT WE ADD SOME TYPE, ADD SOME ACTION IN THERE TO MEET THAT NEED.
ONE MORE THING, IF YOU COULD ALL HAVE THEM TAKE THAT SYMPOSIUM THAT THE DYSLEXIA SYMPOSIUM MR. LOPEZ, I MEAN, I'M TELLING YOU IF WE COULD GET YOU COULD GET YOUR SPECIAL ED YOUR AT RISK KIDS PARENTS TO DO THAT EVEN WITH A PERSONAL INVITE FROM SOMEONE BECAUSE THEY WON'T FEEL GOOD AFTER IT BY ANY MEANS, BUT IT WILL HELP THEM.
NOT TO BEAT PARENT ENGAGEMENT DOWN AND CONTINUE THE CONVERSATION, BUT I MUST.
PARENTS MUST KNOW WHAT WE ARE DOING FIRST BEFORE ANYBODY ELSE KNOWS WHAT WE ARE DOING.
WE CAN SIT HERE AND COME UP WITH THESE PLANS, BUT THEY HAVE TO KNOW THAT WE'RE PLANNING THIS, AND IF WE COULD CHANGE OUR MINDSET, IT MAY NOT LOOK LIKE ITS LAST, BUT THAT'S HOW OUR ACTIONS REVEAL, LAST.
THERE IS SOMETHING OF AN ALERT THAT OUR PARENTS NEED TO UNDERSTAND.
WE ARE WORKING EXTREMELY HARD TO IMPROVE THE EDUCATIONAL SERVICES FOR YOUR KIDS AND ALL OF THE KIDS IN THE DISTRICT.
THAT'S AN UPFRONT TYPE OF GATHERING.
THAT'S AN UP FRONT VIDEO LISTEN, WE ARE ONE OF THE MOST TECHNOLOGICALLY SOUND DISTRICT.
BUT WHEN WE USE THAT ONLY AS YEARS AGO, NO CHILD LEFT BEHIND, WE ARE STILL LEAVING THE SAME SET OF PARENTS BEHIND.
THEY ARE TIRED OF GETTING OUR FINISHED PRODUCT.
AND YES, THE SURVEY SAYS, GIVE ME INPUT.
BUT IF THEY DON'T KNOW WHAT THEY DON'T KNOW, MOST OF OUR PARENTS WHO KIDS NEED ASSISTANCE.
MORE THAN LIKELY, THEY'VE BEEN TOLD BY SOMEONE ELSE WHO HAD THE SERVICE AND THE SERVICE MAY BE DATED, BUT ALL THAT PARENT KNOWS FOR WHAT THEY'RE TRYING TO DO FOR THEIR KIDS IS SOMETHING THAT HAS BEEN TOLD TO THEM.
SO WE HAVE TO START SETTING UP OUR WORK IN SOME TYPE OF INTRODUCTORY FORMAT THAT WE CAN EXCITE THEM, THAT IMPROVEMENTS AND CHANGES ARE COMING ALONG.
IT'S GOOD THAT ALL OF THIS WORK WE HAVE TO DO, BUT AS BEEN STATED BEFORE, IF THEY DON'T UNDERSTAND WHAT THAT IS, THEY'RE NOT COMING.
SO SHOULD WE BE IN THE TRI-CITIES? SHOULD WE BE SOMEWHERE OUT PUSHING? HEY, THE GREATEST THING IS HAPPENING.
[01:45:04]
WE'VE HAD SEVERAL DIFFERENT ASSESSMENTS AND AUDITS, AND TWO THINGS KEEP COMING LOUD AND CLEAR.THERE ARE OTHER THINGS MTSS AND PROFESSIONAL DEVELOPMENT.
THESE ARE ALL TRADITIONAL WAYS THAT WE OUTREACH TO OUR PARENTS.
WE ARE A DISTRICT OF INNOVATION.
THAT MEANS THAT SOME OF OUR APPROACHES NEED TO BE MORE INNOVATED THAN THEY WERE BEFORE.
SO IF I COULD JUST SAY THEY HAVE TO BE INCLUDED THAT THE WORK IS BEGINNING AND THAT HERE ARE THE STEPS TO LOOK FORWARD TO.
I DON'T KNOW WHAT IT LOOKS LIKE, BUT I'M SITTING OVER HERE LOOKING AT ALL OF YOU ALL THAT ARE VERY CREATIVE.
WE ARE VERY COMPETITIVE AS A DISTRICT BECAUSE YOU GOT A LEADER THERE.
YOU USUALLY ARE HIGH FIVING AND ALL OF THAT.
ANY OTHER QUESTIONS ANY OTHER COMMENTS? WHAT I WILL SAY IS I THINK THAT PERSONALLY, IT WAS DIFFICULT FOR ME TO PROVIDE ANY FEEDBACK ON THIS SPECIFIC PLAN THAT YOU'VE SHARED JUST FOLLOWING THE INFORMATION THAT WAS DELIVERED TONIGHT.
I THINK DR. RUSSELL HAS ASKED MS. HOGAN TO PROVIDE US WITH THE PRESENTATION SO THAT WE CAN HAVE THAT SPECIFIC INFORMATION IN FRONT OF US.
I THINK YOU'VE HEARD A COUPLE OF POINTS OF FEEDBACK, BUT I THINK HAVING MAYBE AN ONGOING OPPORTUNITY TO SHARE OVER THE NEXT WEEK OR SO BEFORE THIS COMES BACK TO US IN OUR JANUARY BOARD MEETING, THAT WOULD BE HELPFUL.
AND TRUSTEES I WOULD ENCOURAGE YOU TO REVIEW THAT INFORMATION AS WELL AS THE INFORMATION THAT DR. PARKER HAS PROVIDED US THIS EVENING, SO THAT IF THERE'S ANY ADDITIONAL FEEDBACK THAT YOU WOULD LIKE TO SHARE OR TO BRING OUT, THAT WOULD BE SOMETHING THAT YOU WOULD SHARE WITH I'M ASSUMING DR.
WHO SHOULD BE THE POINT OF CONTACT OR SHOULD WE GO THROUGH MECHELLE? WHAT I WAS THINKING, I THINK I HEARD ONE OF THE TRUSTEES MENTIONED ABOUT MAYBE IT WAS MR. MILLER ABOUT A LINK IN THE BOARD INSIGHT TO PROVIDE FEEDBACK.
AND SO WE'LL CREATE A FEEDBACK FORM AND LINK IT IN THE SUNDAY INSIGHT.
SO TRUSTEES CAN GENERATE THAT AND THEN THAT WILL BE SHARED WITH DR.
ALL RIGHT, THE NEXT ITEM THAT'S GOING TO BE COMING TO US AT OUR JANUARY 25TH MEETING FOR CONSIDERATION, TAKING ACTION IS GOING TO CONSIDER APPROVAL BE CONSIDER APPROVAL OF THE RESOLUTION TO RENEW DISTRICT OF INNOVATION PLAN AND DESIGNATE LOCAL INNOVATIVE COMMITTEE OR INNOVATION COMMITTEE.
GOOD EVENING, CHAIRMAN SELDERS, BOARD OF TRUSTEES AND DR.
I'M HERE THIS EVENING TO PRESENT, THE FOLLOWING DISTRICT OF INNOVATION PROPOSED RENEWAL PROCESS PLAN FOR FUTURE APPROVAL.
IN APRIL OF 2017 OUR BOARD OF TRUSTEES BOLDLY APPROVED A LOCAL INNOVATION PLAN THAT GRANTED US MORE LOCAL CONTROL AND SPECIFIC EXEMPTIONS TO SPECIFIC STATE MANDATES AND PRESCRIPTIVE LAWS.
I WOULD BE REMISS NOT TO MENTION THAT THIS DOI RENEWAL PLAN IS A LABOR OF LOVE.
THE OFFICE OF INNOVATION, MR. VIERNES, DR. CADDELL, DR.
RINGO AND OUR LEGAL DEPARTMENT WERE ALL INSTRUMENTAL AND ARE CURRENTLY INSTRUMENTAL IN THE PROCESS OF RENEWAL FOR THIS PLAN FOR THE 2022 SPRING SEMESTER TO CREATE A
[01:50:08]
FIVE YEAR PLAN TO MOVE FORWARD FROM NOW UNTIL THE NEXT FIVE YEARS.SO WHAT DOES IT MEAN TO BE DESIGNATED A DISTRICT OF INNOVATION? THE DISTRICT OF INNOVATION WAS, EXCUSE ME, THE DISTRICT INNOVATION WAS ESTABLISHED BY THE 84TH TEXAS LEGISLATURE WHEN THEY PASSED HOUSE BILL 1842 IN 2015, WHERE THEY WERE LOOKING TO LEVEL THE PLAYING FIELD BETWEEN PUBLIC SCHOOLS AND CHARTERS WHO HAVE MORE FLEXIBILITY AND AUTONOMY TO PROMOTE LOCAL CONTROL AND DECISION MAKING.
AS A DISTRICT OF INNOVATION WE HAVE THE OPTION TO BE CREATIVE AND ADAPTIVE WITHOUT SOME OF THE STATUTORY CONSTRAINTS AND LIMITATIONS THAT EXIST.
BEFORE WE GET INTO WHAT THE SPECIFIC EXEMPTIONS AND INNOVATIONS GARLAND ISD HAS ENJOYED OVER THE PAST FIVE YEARS AS A DISTRICT OF INNOVATION, LET'S CONSIDER HOW THIS DESIGNATION ALIGNS WITH OUR ONE STRATEGIC GOAL THAT GARLAND ISD WILL ENSURE ALL STUDENTS GRADUATE PREPARE FOR COLLEGE AND CAREERS AND OUR LIFELONG LEARNERS BY INCREASING STUDENT PERFORMANCE MEASURES AND ALSO POST-SECONDARY READINESS AND GRADUATION RATES, DECREASING STUDENT MANAGEMENT INDICES.
LOOKING SPECIFICALLY AT OUR DISTRICT OF INNOVATION DESIGNATION, THE FOLLOWING BOARD GOALS PERTAIN TO THE EXEMPTIONS AND THE FLEXIBILITIES THAT OUR DISTRICT OF INNOVATION PLAN ALLOWS FOR.
SIMILARLY, OUR LOCAL INNOVATION PLAN ALSO SUPPORTS OUR SUPERINTENDENTS GOALS THAT ADDRESS STUDENT RESULTS AND ALSO EDUCATIONAL LEADERSHIP, AS WELL AS BOLSTERING OUR COMMUNITY RELATIONS AND BUILDING STRONG RELATIONSHIPS WITH OUR COMMUNITY IN ALL THREE OF OUR TRI CITIES.
WHY IS THE DISTRICT OF INNOVATION STATUTES IMPORTANT TO THE ISDS, IT GIVES DISTRICTS LIKE US CHARTER LIKE FLEXIBILITIES, AND MANY BELIEVE THAT IF WE DON'T TAKE ADVANTAGE OF OUR STATUS, WE COULD LOSE IT.
FOR EXAMPLE, THIS FLEXIBILITY ALLOWS US TO DEVELOP A CALENDAR COMMITTEE TO DETERMINE THE LENGTH OF THE SCHOOL YEAR AND THE SCHOOL DAY AND BALANCE INSTRUCTIONAL DAYS BY GRADING CYCLES, SEMESTERS, ET CETERA.
WE ARE ALSO ALLOWED TO SET A DIFFERENT STANDARD FOR HIRING HARD TO FILL CTE POSITIONS, FOR EXAMPLE, WITH QUALIFIED PROFESSIONALS AND COLLEGE PROFESSORS AND TEACHERS FOR OUR HIGH SCHOOLS IN SPECIFICALLY OUR P-TECH IN OUR EARLY COLLEGE PROGRAMS. AS YOU CAN RECALL, THE GARLAND ISD HAS EARNED AN A GRADE AT EACH OF OUR HIGH SCHOOLS FOR COLLEGE AND CAREER READINESS.
ALL DUE IN PART TO THE FLEXIBILITY AFFORDED TO US BY THE DISTRICT OF INNOVATION PLAN.
GARLAND ISD IS ONE OF OVER NINE HUNDRED AND TWELVE SCHOOL DISTRICTS THAT HAVE TAKEN ADVANTAGE OF THIS DESIGNATION TO MAKE CHANGES THAT BETTER MEET THE NEEDS OF OUR SCHOOL COMMUNITIES.
WHAT DISTRICT OF INNOVATION EXEMPTIONS HAVE WE IMPLEMENTED? SO FIRST, WE HAVE THE SCHOOL START DATE.
THE CALENDAR COMMITTEE CAN DECIDE TO ADJUST OUR START DATE TO BALANCE OUR INSTRUCTIONAL DAYS AND OUR HOURS.
THE TRADITIONAL LAW WOULD NOT ALLOW US TO DO THIS TO START SCHOOL BEFORE THE FOURTH MONDAY OF AUGUST, FOR EXAMPLE.
THE CREATION, THE NEXT I'M SORRY.
THE NEXT EXEMPTION IS THE TEACHER CERTIFICATION FLEXIBILITY FOR THE CTE COURSES AND HIGH DEMAND DUAL CREDIT COURSES.
FLEXIBILITY TO HIRE COMMUNITY COLLEGE INSTRUCTORS AND UNIVERSITY PROFESSORS AND INDUSTRY EXPERTS WITH A MINIMUM OF THREE YEARS OF EXPERIENCE.
AND OUR INTERNAL APPLICANTS WHO ARE SEEKING ASSIGNMENTS OUTSIDE OF THEIR TRADITIONAL COURSEWORK IS GRANTED TO US AS A RESULT OF THESE FLEXIBILITIES.
FLEXIBILITY TO ELIMINATE THE VALUE ADDED MEASURE FOR TEACHER AND ADMINISTRATOR APPRAISALS THAT THE TRADITIONAL T TESS AND T TPS SYSTEMS REQUIRE TEST SCORES AS THE PRIMARY EVALUATION MEASURE FOR BOTH TEACHERS AND ADMINISTRATORS.
HOWEVER, THIS CREATES AN EQUITY ISSUE AND THE CHALLENGES FOR TEACHERS WHO TEACH NON-CORE CONTENT VERSUS THOSE WHO TEACH STATE TESTED SUBJECTS.
AND LASTLY, OUR FOURTH EXEMPTION IS THE COLLABORATIVE DISCIPLINE TO CREATE A LASTING, COLLABORATIVE EFFORT OF OUR ADMINISTRATORS, WHO TRADITIONALLY WORK TOGETHER ON CAMPUSES TO DESIGNATE ONE BEHAVIORAL COORDINATOR PER CAMPUS WHO ARE NOW RESPONSIBLE FOR MAINTAINING STUDENT DISCIPLINE.
OUR INNOVATION PLAN ALLOWS FOR US TO IMPLEMENT A MORE COLLABORATIVE APPROACH WITH MULTIPLE ADMINISTRATORS INVOLVED IN ADMINISTERING THE STUDENT CODE OF CONDUCT, AS WELL AS CAMPUS PLANS WITH FIDELITY.
[01:55:04]
ALONG WITH THE FOUR EXEMPTIONS ON THE PREVIOUS SLIDE, THERE ARE TWO OTHER EXEMPTIONS WE INCLUDED, BUT ARE NO LONGER APPLICABLE OR WHO ARE CONSIDERED TO BE OBSOLETE DUE TO LEGAL CHANGES.THE FIRST OBSOLETE EXEMPTION IS THE FLEXIBILITY TO MEET THE INSTRUCTIONAL TIME REQUIREMENT.
THE EXEMPTION ALLOWED US TO MEET THE REQUIRED SEVENTY FIVE THOUSAND SIX HUNDRED MINUTE REQUIREMENT PER YEAR.
AND THIS IS NO LONGER APPLICABLE.
OUR SECOND OBSOLETE EXEMPTION WOULD BE THE PRECLUSION FROM PROVIDING ALTERNATIVE UNIFORM GROUP COVERAGE PROGRAM.
ONCE THE PROGRAM OF COVERAGES UNDER CHAPTER 1570, THE INSURANCE CODE IS IMPLEMENTED.
THIS IS NO LONGER APPLICABLE AS WELL.
AS YOU CAN SEE, GARLAND ISD HAS BENEFITED FROM BEING DESIGNATED THE DISTRICT OF INNOVATION.
ON APRIL 11, 2017 THE BOARD OF TRUSTEES ADOPTED OUR LOCAL INNOVATION PLAN, WHICH WAS DRAFTED BY OUR DEIC COMMITTEE WITH PUBLIC INPUT AND FULL STAKEHOLDER INVOLVEMENT.
THE PLAN IS EFFECTIVE TILL APRIL 11, 2022.
ON APRIL 12, 2022, THE PLAN WILL EXPIRE AND WE WILL BE EXPECTED TO RETURN TO FULL COMPLIANCE WITH TEAS EDUCATIONAL CODE, WHICH MEANS NONE OF THE EXEMPTIONS WE CURRENTLY TAKE ADVANTAGE OF WOULD BE ALLOWED.
THUS, IT IS IMPERATIVE THAT WE ENGAGE IN A RENEWAL PROCESS TO CONTINUE TO MEET THE NEEDS OF OUR SCHOOL DISTRICT AND OUR SCHOOL COMMUNITIES.
THIS NEXT SLIDE IS A TIMELINE THAT OUTLINES THE PROCESS THAT I'VE BEEN SPEAKING ABOUT DURING THIS PRESENTATION.
AS OF TODAY, OBVIOUSLY, WE ARE STARTING OUR TIMELINE HERE AT THE DISTRICT AFFAIRS COMMITTEE IN PRESENTING THIS INFORMATION TO YOU FOR FUTURE USE.
ON THE 25TH OF THIS MONTH, THE BOARD OF TRUSTEES WITH YOUR PERMISSION WILL ADOPT THE RESOLUTION TO USE DEIC AS THE LOCAL INNOVATION COMMITTEE FOR THE DOI RENEWAL PROCESS.
ON FEBRUARY THE 2ND DEIC AND LOCAL INNOVATION COMMITTEES WILL REVIEW OUR CURRENT INNOVATION PLAN, AND ALLOWS FOR THE PUBLIC COMMENTS TO BE GIVEN AT THAT TIME.
AND THEN THEY WILL ALSO VOTE TO APPROVE THE PLAN.
ON THE 3RD OF FEBRUARY WE WILL NOTIFY TEA OF THE INTENT TO VOTE AND ADOPT A RENEWED LOCAL INNOVATION PLAN.
AND ALSO ON THAT DATE THE FINAL PLAN WILL BE POSTED TO THE DISTRICT'S WEBSITE FOR 30 CALENDAR DAYS.
WE ALSO POST THIS INTO THE DALLAS MORNING NEWS AS WELL ON FEBRUARY THE 3RD AS WELL.
THE BOARD OF TRUSTEES AT THAT TIME WOULD VOTE TO ADOPT THE PROPOSED PLAN AND THE RENEWAL WITH A TWO THIRDS VOTE.
AND THEN LASTLY ON THE TWENTY THIRD.
THE DISTRICT NOTIFIES TEA OF THE APPROVAL WITH THE LIST OF EXEMPTIONS AND ALSO WILL POST THE PLAN TO THE DISTRICT'S WEBSITE AND PROVIDE TEA WITH A LINK TO THE PLAN.
THE RENEWAL PROCESS AGAIN, IT WOULD BE AT THAT POINT OVER AND WE WOULD ADOPT THE NEW PLAN THAT WOULD LAST AGAIN FOR ANOTHER FIVE YEAR PERIOD.
THAT IS THE END OF THE PRESENTATION AT THIS TIME, DO WE HAVE ANY QUESTIONS FROM THE BOARD? THANK YOU, MR. BLAND.
TRUSTEES ANY QUESTIONS? MR. GLICK.
HAVE WE SPOKEN TO ANY OTHER DISTRICTS ABOUT ADDITIONS THEY'VE MADE TO THEIR DISTRICTS INNOVATION? AND ARE YOU GOING TO BE PROPOSING ADDITIONS AND WILL WE SEE THEM AS THE COMMITTEE STARTS TO MEET? THE ANSWER TO THAT IS YES.
SO WE ARE LOOKING AT OTHER DISTRICTS AND LOOKING AT SOME OF THE EXEMPTIONS THAT THEY HAVE PROPOSED IN THE PAST AND WHAT THEY'RE CURRENTLY PROPOSING FOR RENEWAL FOR THOSE THAT ARE UP FOR RENEWAL.
WE ALSO ARE DEVELOPING A COMMITTEE WITHIN OUR OFFICE OF INNOVATION THAT WILL ALSO LOOK AT KIND OF WE'LL DO AN ANALYSIS AND WORK WITH OTHER DEPARTMENTS TO SEE WHERE OUR NEEDS WILL BE AND IF THERE'S ANY NEED FOR NEW INNOVATIONS.
AND SO WE CAN GO BACK INTO THE PLAN DURING AFTER IT'S PASSED AND WE CAN GO BACK AT ANY POINT DURING THAT FIVE YEAR PLAN THAT PERIOD, I SHOULD SAY, AND REVISE AND OR AMEND THE PLAN.
I BELIEVE THAT TASB HAS A LISTING THAT THEY'VE MENTIONED AT SOME OF THE CONVENTIONS WE GO TO, OF ALL THE DIFFERENT DISTRICT OF INNOVATION IDEAS THAT OTHER DISTRICTS HAVE COME UP WITH, THAT MIGHT BE A GREAT SOURCE TO TRY TO.
I WOULD MAKE NOTE OF THAT AND DEFINITELY TAKE A LOOK AT IT.
ONE OF THE MAIN THINGS THAT SUPERINTENDENTS HAVE TALKED TO ME ABOUT IS ON THE DISTRICT INNOVATION OF MOST SCHOOL DISTRICTS HAVE DONE THE NON CERTIFICATION ASPECT OF CTE PEOPLE.
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NOW THEY'RE LOOKING AT NON CERTIFICATION ASPECTS FOR PRETTY MUCH ALMOST ANY TEACHER THAT THEY DEEM NEEDS TO BE FILLED.IT COULD BE ELEMENTARY ON A BILINGUAL SPECIAL ED AND ALLOW THEM TO GET CERTIFIED WHILE WORKING IN THE SCHOOL DISTRICT.
LOPEZ, IS THAT WHEN WE'RE LOOKING AT OUR CHALLENGE OF FINDING TEACHERS, STAFF, ET CETERA, THE FACT THAT NOBODY HAS ENOUGH OF ANYTHING THESE DAYS THAT THESE KIND OF THINGS AND BEING PART OF THE DISTRICT OF INNOVATION, HOW DO THEY HELP US WITH OUR HIRING OR HOW DOES IT MAKE FOR A BIGGER POOL OF PEOPLE THAT WE CAN RECRUIT FROM? ARE THERE ANY ADVANTAGES IN HIRING WITH RESPECT TO THE DISTRICT OF INNOVATION DESIGNATION? YEAH, THE DISTRICT OF INNOVATION CAN BROADEN THOSE HORIZONS.
SO LIKE, FOR INSTANCE, WHEN YOU GO TO CHARTER SCHOOLS, THEY DON'T HAVE TO FOLLOW THE SAME CERTIFICATION WITH TEACHERS, RIGHT? THAT WE DO, ALLOWING THEM TO GET CERTIFIED WHILE BEING IN THE PROCESS BECAUSE THEY'RE GOING TO BE DEGREED INDIVIDUALS GIVES US A LOT MORE LEVERAGE AND A POOL OF PEOPLE TO PULL FROM.
THE DISADVANTAGE THAT ALL OF US ARE FACING IS MORE AND MORE OPPORTUNITIES ARE BEING ALLOWED IN BUSINESSES TO WORK FROM HOME.
SO IF A TEACHER CAN GET THE SAME AMOUNT OF SALARY, EVEN THOUGH THEY'RE GOING TO WORK MORE DAYS, BUT THEY HAVE THE ABILITY TO WORK FROM HOME, IT'S ENTICING THEM.
AND SO WE'VE GOT TO BE ABLE TO GRAB OTHER PEOPLE THAT HAVE THAT, TEACHING CALLING THAT WANT TO WORK WITH STUDENTS AND BE IN THERE.
AND THEY MAY HAVE GRADUATED, LET'S SAY, WITH A HISTORY DEGREE AND THEN THINK I WANT TO BE IN TEACHING OR THEY'RE IN THE PROCESS OF GOING THROUGH IT, AND IT GIVES US SOME MORE LEVERAGE TO HIRE THEM.
I HAVE A QUICK QUESTION, SO WE HAVE THESE EXEMPTIONS THAT WE'VE ALREADY TAKEN ADVANTAGE OF FOR THE LAST FIVE YEARS.
WILL THEY CHANGE GOING FORWARD OR WILL THE COMMITTEE REEVALUATE AND COME UP WITH A NEW SET OF EXEMPTIONS GOING FORWARD? SO WE'LL KEEP THE REMAINING FOUR THAT WE HAVE NOW THAT'S IN THE CURRENT PLAN AND THERE'S TWO THAT WE'VE TAKEN OUT.
AND THEN IN THE FUTURE, THE COMMITTEE WILL CONSIDER NEW ADOPTIONS OF POSSIBLE EXEMPTIONS AS WE SEE FIT OR THE NEED ARISES.
IS THERE A LIMIT TO THE NUMBER OF EXEMPTIONS ANY DISTRICT CAN HAVE OR THAT WE CAN HAVE? I'M NOT SURE ABOUT THAT.
IT SHOULD BE AS MANY AS YOU CAN PUT FORWARD.
AND WILL THE COMMITTEE COME UP WITH A SET OF CRITERIA THAT THAT DEFINES THE EXEMPTIONS THAT WE SEEK AND THE RATIONALE BEHIND WHY WE WERE MOVING IN THAT DIRECTION? OKAY, COOL.
ANY OTHER QUESTIONS, TRUSTEES? THANK YOU.
ALL RIGHT, SO THE NEXT ITEM THAT WILL COME TO US FOR CONSIDERATION AT OUR JANUARY 25TH MEETING IS GOING TO BE TO CONSIDER APPROVAL OF BOARD RESOLUTION FOR A FOUR DAY SUMMER WORK SCHEDULE AND HOLIDAY SHUTDOWN FOR 2022 2023.
GOOD EVENING, CHAIRMAN SELDERS, BOARD OF TRUSTEES, DR.
LOPEZ, I COME BEFORE YOU THIS EVENING TO RECOMMEND THAT WE HAVE A FOUR DAY WORKWEEK FOR OUR TWO HUNDRED AND TWENTY SIX DAY EMPLOYEES, AND THIS FOUR DAY WORK WEEK WOULD BEGIN ON JUNE 13TH AND END ON JULY 14TH, 2023.
THIS IS FOR OUR 22 23 SCHOOL YEAR.
AND THE RESOLUTION READS, WHEREAS THE GARLAND INDEPENDENT SCHOOL DISTRICT ON A FOUR DAY SUMMER WORK WEEK.
AND WHEREAS THE FOUR DAY SUMMER WORK WEEK PROVIDES BENEFITS TO THE DISTRICT, INCLUDING REDUCED UTILITY COST ASSISTANCE TO EMPLOYEE RECRUITMENT AND INCREASED EMPLOYEE MORALE, PERFORMANCE AND RETENTION.
AND WHEREAS THE BENEFITS OF THE FOUR DAY SUMMER WORK WEEK, AS OUTLINED IN EXHIBIT A, SERVE A PUBLIC SCHOOL PURPOSE.
THEREFORE, BE IT RESOLVED BY THE GARLAND INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES THAT THE FOREGOING RECITALS ARE HEREBY FOUND TO BE TRUE AND CORRECT, AND ADOPTED AND INCORPORATED BY REFERENCE.
BE IT FURTHER RESOLVED THAT THE MODIFIED WORK SCHEDULE IN EXHIBIT A IS APPROVED AND ADOPTED FOR IMPLEMENTATION AND BE IT FURTHER RESOLVED THAT NO ADDITIONAL LEAVE OR SALARY
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DEDUCTION IS REQUIRED FOR DISTRICT EMPLOYEES ADHERING TO THE WORK SCHEDULE IN EXHIBIT A.AND BE IT FURTHER RESOLVED THAT THE SUPERINTENDENT OF SCHOOLS OR DESIGNEE IS AUTHORIZED TO TAKE ANY SUCH ACTION REQUIRED TO IMPLEMENT THE MODIFIED SCHOOL WORK SCHEDULE.
PASSED AND ADOPTED THIS 25TH DAY OF JANUARY 2022 BOARD OF TRUSTEES PRESIDENT JAMIE MILLER AND BOARD OF TRUSTEES SECRETARY LINDA GRIFFIN.
I WOULD ALSO LIKE TO ADD THAT WHEN I BRING THE RESOLUTION TO YOU ON JANUARY 25TH, SINCE YOU HAVE PASSED A CALENDAR FOR TWO YEARS, WE ARE WORKING TOGETHER WITH OUR GENERAL COUNSEL TO INCLUDE A TWO YEAR REQUEST FOR BOTH THE 22 23 SCHOOL YEAR, AS WELL AS THE 23 24 SCHOOL YEAR.
ANY QUESTIONS? MR. MILLER, CAN WE GO TO EXHIBIT A? YES, SIR.
JUST WALK ME THROUGH THAT AND EXPLAIN IT IN TIRED BANKER TERMS JUST KIND OF TELL ME THE EMPLOYEE GROUPS THAT ARE IMPACTED BY ONE OF LIKE YOU MENTIONED, TRADES AND ALL THAT THE MAINTENANCE AND THOSE TYPE OF EMPLOYEES WILL BE UNDER THAT FIRST PARAGRAPH.
AND THEN THE SECOND PARAGRAPH IS MAINLY ADMINISTRATIVE STAFF.
IS THAT WHAT WE ARE TALKING ABOUT.
THE MAINTENANCE DEPARTMENT HAS WHAT IS CALLED A TWO HUNDRED AND SIXTY DAY CALENDAR, WHEREAS THE ADMINISTRATIVE STAFF WHO WORK YEAR ROUND HAVE A 226 DAY CALENDAR, MAINTENANCE STAFF ACTUALLY EARN 10 DAYS OF VACATION ANNUALLY.
DO YOU HAVE QUESTIONS ABOUT? NO, I JUST WANTED TO MAKE SURE I UNDERSTOOD HOW THAT WORKED.
THE TWO DIFFERENT SEGMENTS AND THIS WHOLE ISSUE, THIS WHOLE CONCEPT.
WHAT STARTED IT? WHERE'D IT COME FROM? WELL, IT'S SOMETHING THAT GARLAND ISD HAS BEEN DOING I KNOW FOR THE PAST 21 YEARS, IF NOT PRIOR TO THAT TIME, BECAUSE THAT'S HOW LONG I'VE BEEN HERE.
[LAUGHTER] SO IT'S BEING RENEWED.
IS THAT WHAT THIS IS? YES, SIR.
AND IN ORDER TO BE APPROVED BECAUSE INDIVIDUALS WILL BE WORKING FEWER NUMBERS OF HOURS, EVEN THOUGH THE DAYS WILL BE LONGER, WE HAVE TO HAVE A BOARD RESOLUTION IN ORDER TO APPROVE THIS.
SO ONCE APPROVED, DOES IT EXPIRE OR IS IT THAT JUST THE WAY IT'S GOING TO BE GOING FORWARD.
IT EXPIRES UNLESS THERE'S ANOTHER RESOLUTION EACH YEAR.
BUT WHAT I'D LIKE TO DO THIS NEXT TWO WEEKS IS TO OFFER A RESOLUTION FOR 22 23 AS WELL AS 23 24 SINCE WE HAVE A CALENDAR FOR BOTH YEARS NOW.
SO YOU'RE TELLING ME WE DO THIS EACH YEAR? YES, SIR.
WHERE WAS I THE LAST THREE YEARS? I'M NOT SURE SIR.
THERE MIGHT HAVE BEEN A TIME WHEN YOU WERE UNABLE TO ATTEND.
IT WAS ONE OF THE IT WAS ONE OF THE DAYS I WAS OFF.
IF THAT WASN'T SO FUNNY, IT WOULDN'T BE SO FUNNY THAT.
IT WASN'T ONE OF MY DAYS ON, EVIDENTLY.
AND OUR LAST ITEM THAT'S GOING TO COME TO US AT OUR JANUARY 25TH BOARD MEETING FOR CONSIDERATION FOR APPROVAL, CONSIDER APPROVAL OF ICON INSTRUCTION AND ATTENDANCE PLAN.
GOOD EVENING, CHAIRMAN SELDERS TRUSTEES COMMITTEE MEMBERS AND DR.
LOPEZ, MRS. ALLEN AND I ARE HERE THIS EVENING TO PRESENT THE LEARNING PLAN.
THE INSTRUCTION METHOD AND ATTENDANCE TAKING MEASURES IN ALIGNMENT WITH THE PROPOSED CHANGES IN THE STUDENT ATTENDANCE ACCOUNTING HANDBOOK.
THE ASYNCHRONOUS INSTRUCTIONAL PLAN WILL BE PRESENTED THIS EVENING FOR APPROVAL ON JANUARY 25TH.
AS YOU ALL ARE AWARE, ON SEPTEMBER 21ST, EXCUSE ME, ON SEPTEMBER 1ST OF 2021.
GOVERNOR ABBOTT SIGNED THE SENATE BILL, 15, INTO LAW, WHICH EFFECTIVELY GRANTED SCHOOL DISTRICTS THE OPPORTUNITY FOR FULL FUNDING FOR REMOTE LEARNING DELIVERED VIA SYNCHRONOUS, ASYNCHRONOUS OR A COMBINATION OF BOTH INSTRUCTION FOR GRADES K THROUGH 12.
PRIOR TO THE SIGNING OF THE LAW, GARLAND ISD WAS NOT AUTHORIZED TO LAUNCH A VIRTUAL SCHOOL AND RECEIVE FULL FUNDING.
DUE TO THE LACK OF APPROVED COVID 19 VACCINE FOR STUDENTS AGES 11 AND BELOW THE GARLAND ISD MADE IT A PRIORITY TO COLLABORATIVELY PLAN AND LAUNCH THE VIRTUAL SCHOOL FOR KINDER THROUGH SIXTH GRADE.
WE BEGAN ON NOVEMBER 29TH WITH 200 STUDENTS, 12 STUDENTS STARTED WITH US NEW
[02:10:08]
ON JANUARY 10TH.WE HAVE HAD TWENTY THREE STUDENTS EXIT THE PROGRAM, EITHER TO GO BACK TO THEIR HOME CAMPUS OR TO WITHDRAW FROM THE DISTRICT.
SO WE CURRENTLY HAVE A TOTAL OF ONE HUNDRED AND EIGHTY NINE STUDENTS ATTENDING ICON.
STUDENTS HAVE LIVE LEARNING OPPORTUNITIES SCHEDULED MONDAY THROUGH THURSDAY TO COVER SKILLS PRESENTED IN THE ASYNCHRONOUS PORTION OF THE COURSE, AND THAT SCHEDULE IS A SAMPLE IS LAID OUT HERE.
CONTENT SUPPORT SESSIONS ARE ALSO PROVIDED MONDAY THROUGH THURSDAY BY CONTENT AREA.
THESE SESSIONS ARE DESIGNED TO INCLUDE DISCUSSION, Q&A AND SUBJECT SPECIFIC REPORT.
ON FRIDAYS, THE STUDENTS HAVE HOMEROOM CONNECTS WITH THEIR COURSE TEACHERS WHERE THEY CONNECT LIVE WITH STUDENTS.
THESE SESSIONS ARE DESIGNED TO CREATE A POSITIVE CLASSROOM CULTURE AND ALLOW PEER TO PEER INTERACTION.
HEMPHILL WILL DISCUSS ATTENDANCE, EXPECTATIONS AND REQUIREMENTS.
SO MUCH LIKE LAST YEAR'S ENGAGEMENT EXPECTATIONS FOR OUR ASYNCHRONOUS LEARNERS, STUDENTS MUST SHOW EVIDENCE OF DAILY ENGAGEMENT BETWEEN 12 A.M.
AND ONE MINUTE PRIOR TO MIDNIGHT TO RECEIVE ATTENDANCE CREDIT FOR THE DAY.
STUDENTS MAY PARTICIPATE IN SYNCHRONOUS LEARNING, WHICH IS THE LIVE INSTRUCTION, OR ENGAGE IN 30 MINUTES OR MORE OF THE LEARNER MANAGEMENT SYSTEM CONFIRMED ASSIGNMENTS OR ACTIVITIES.
SO THIS SLIDE SHOWS THE DIFFERENT ACTIVITIES THAT THEY CAN PARTICIPATE IN.
YOU'LL NOTICE IN THE FIRST COLUMN, WE'VE JUST PLACED A CHECK BY THOSE THINGS THAT ARE REQUIRED FOR THEM IN ORDER TO PARTICIPATE IN THE ICON PROGRAM.
THEY HAVE TO PARTICIPATE IN THE HOMEROOM CHECK IN ON FRIDAYS.
THEY HAVE LEARN LIVE OPPORTUNITIES AND SCHEDULED SMALL GROUPS, ONLINE LEARNING ACTIVITIES AND PARENT LED ACTIVITIES AS PART OF THEIR INSTRUCTIONAL PLAN.
THOSE THINGS THAT WE CAN USE FOR ATTENDANCE ARE IN THE SECOND COLUMN AND YOU'LL NOTICE ALL OF THOSE ARE THINGS THAT WE CAN ACTUALLY VERIFY WITHIN THE SYSTEM.
WE RECEIVE REPORTS WEEKLY ON THE STUDENTS PARTICIPATION IN EACH OF THOSE ACTIVITIES THAT YOU SEE WITH A CHECKMARK BESIDE THEM IN COLUMN TWO.
AND THEN FINALLY, YOU GET TO SEE THERE THOSE ACTIVITIES THAT ARE SYNCHRONOUS, AND THERE ARE QUITE A FEW SYNCHRONOUS ACTIVITIES THROUGHOUT THE DAY FOR THE STUDENTS, EVEN THOUGH WE ARE PARTICIPATING IN AN ASYNCHRONOUS PLAN.
THE TEACHER OF RECORD IS RESPONSIBLE FOR PROGRESS, MONITORING, ASSIGNING GRADES, PROVIDING INTERVENTION AND ESCALATING CONCERNS TO THE DISTRICT STAFF FOR ADDITIONAL SUPPORT IN INTERVENTION.
THEY'RE LEARNING COACH IS THE PARENT LEARNING COACHES ARE RESPONSIBLE ALSO FOR PROGRESS, MONITORING, REVIEWING GRADES AND REPORTING ANY CONCERNS TO THE TEACHER.
K12 ALSO HAS A TWENTY FOUR SEVEN ACADEMIC SUPPORT CALL CENTER THAT STUDENTS AND LEARNING COACHES CAN USE AT ANY TIME IF THEY NEED HELP OR ASSISTANCE.
THE K-12 COURSES ARE DESIGNED TO BE ENGAGING AND SELF-DIRECTED.
THE ASYNCHRONOUS INSTRUCTION PROVIDES CONSISTENT FEEDBACK TO THE STUDENTS SO THEY ALWAYS KNOW WHERE THEY STAND.
STUDENTS WHO NEED ADDITIONAL SUPPORT OR WHO ARE STRUGGLING ARE PROVIDED WITH SMALL GROUP OR INDIVIDUALIZED LIVE INSTRUCTION BY THE TEACHER.
STRIDE TEACHERS ARE ALSO ABLE TO IMPLEMENT ACCOMMODATIONS WITHIN THE VIRTUAL SETTING AS WE ARE PROVIDING THOSE IEPS AND 504 PLANS THAT ARE CREATED BY OUR DISTRICT STAFF TO THE TEACHER OF RECORD, AND WE'LL BE HAPPY TO ANSWER ANY QUESTIONS AT THIS TIME.
THANK YOU FOR THIS PRESENTATION.
SO WHO IS RESPONSIBLE FOR THIS? I UNDERSTAND THE ATTENDANCE PIECE, BUT ARE YOU THERE? IS DR. HEMPHILL PRESENTING JUST TO TELL US WHAT THE ATTENDANCE PIECE IS AND IT IS THE OFFICE OF INNOVATION RESPONSIBLE FOR THE PROGRAM.
I'M SORRY IT IS ACTUALLY THE DEPARTMENT OF INNOVATION THAT IS RESPONSIBLE.
I ACTUALLY HAD ANOTHER TEAMMATE THAT WAS GOING TO BE HERE JUST TO TALK ABOUT THE ATTENDANCE PORTION, AND SHE COULDN'T MAKE IT THIS EVENING, BUT WE ARE JUST RESPONSIBLE FOR THE ATTENDANCE PIECE.
LOPEZ, WHAT IS THE COST? WHAT DID WE APPROVE AS COSTS FOR THIS? BUT WE HAVE 200 CHILDREN TO STUDENTS THAT'S OUR PROJECTION.
AND WHAT'S THE COST THAT WE HAVE FOR THIS.
EARLIER THIS EVENING ABOUT, OH, ABOUT FOUR HOURS AGO, MS. MAYO CAME BEFORE US AND INDICATED WE ARE GETTING I'M GOING TO CALL IT A CREDIT.
BUT MONEY GOING BACK TO FUND BALANCE EIGHT AND A HALF MILLION DOLLARS IS COMING BACK TO FUND BALANCE THAT MS. MAYO TALKED ABOUT IN THE FINANCE COMMITTEE.
SO OBVIOUSLY THE COSTS ARE MUCH, MUCH, MUCH LESS THAN WE HAD ANTICIPATED.
I THINK IT'S REALLY BASED ON THE STUDENT COUNT BEING DRAMATICALLY LOWER THAN ANY OF US THOUGHT IT WOULD BE.
SO I DON'T KNOW THE CURRENT COST.
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MR. GLICK.WE DON'T KNOW WHO ON THE CALL.
WE SHOULD HAVE DONE A GRIFFIN.
IT'S THE COST IS ROUGHLY I BELIEVE OUR CONTRACT WITH THAT COMPANY.
ICON IS ROUGHLY $1 MILLION DOLLARS.
YEAH, THAT'S WHAT I WAS GOING TO TALK ABOUT, THE FACT THAT THE COSTS ARE MUCH LOWER AND OBVIOUSLY I'M NOT SURE WHAT WE ORIGINALLY ANTICIPATED.
RINGO KNOWS WHEN WE WERE ORIGINALLY PLANNING THIS.
WE WERE PLANNING FOR FIVE HUNDRED STUDENTS.
AND I THINK THAT ACTUALLY MADE A LOT OF SENSE WHEN WE WERE PLANNING IT.
WHY THE NUMBERS ARE SO MUCH LOWER.
I DON'T THINK ANYBODY REALLY KNOWS.
IT SOUNDS LIKE IT'S A VERY GOOD PROGRAM.
SO BUT AGAIN, MONEY IS COMING BACK TO FUND BALANCE.
SO THIS IS BASICALLY THIS ISN'T REALLY A VIRTUAL CLASSROOM LED LEARNING EXPERIENCE.
THE MAJORITY OF IT IS ASYNCHRONOUS, BUT THERE ARE ALSO LIVE SESSIONS EVERY DAY THAT THE STUDENTS WILL TUNE INTO.
IT IS NOT AS WHEN WE WERE OFF DURING COVID, WHEN THE TEACHERS WERE ON THE GOOGLE MEETS ALL DAY LONG.
SO HOW MUCH TIME A DAY ARE THE LIVE TEACHER LED SESSIONS? IT JUST DEPENDS ON THE GRADE LEVEL AND ON THE SUBJECT AREA.
THERE'S AT LEAST TWO LIVE SESSIONS PER DAY.
AND IS THAT NORMAL TO ALLOW THEM TO CHECK IN ANY TIME WITHIN A 24 HOUR PERIOD? I MEAN, LIKE, WHY AREN'T WE ASKING THEM TO CHECK IN THROUGH A NORMAL DAY, GIVE OR TAKE A LITTLE BIT OF TIME? SO THAT IS ACTUALLY THOSE ARE THE PROVISIONS THAT WERE ALLOWED LAST YEAR BY THE STATE.
WE DO HAVE, I THINK, A MUCH MORE ROBUST PLAN BECAUSE THEY ARE REQUIRED TO DO THOSE ACTIVITIES THAT YOU SAW HERE THAT ARE USED FOR ATTENDANCE.
THEY HAVE TO DO THE CHECK INS, THEY HAVE TO DO THE LEARNING LIVE ACTIVITIES, THEY HAVE TO DO ALL OF THOSE THINGS.
BUT THE MINIMUM EXPECTATION THAT IS LAID OUT IN THE GUIDANCE WE RECEIVED FROM SENATE BILL 15 DOES STATE THAT.
AND SO THAT'S WHY I PUT IT IN THE PRESENTATION.
BUT WHAT WE ARE REQUIRING IS MUCH MORE FOR OUR STUDENTS.
SO THEY MUST PARTICIPATE IN THE LIVE.
HOWEVER, MANY TIMES THAT IS DURING THEIR GRADE LEVEL, THEY MUST PARTICIPATE IN THAT.
AND THE ONLY LIVE SESSION THAT THEY DON'T NECESSARILY HAVE TO PARTICIPATE IN IS THE COURSE SUPPORT IF THEY DON'T NEED ADDITIONAL SUPPORT.
AND DO WE KNOW WHY WE HAVE SUCH A LOW OPTION THAT OPTED TO DO THIS? IS IT BECAUSE OF THE REQUIREMENTS THAT THEY HAVE TO HAVE A CERTAIN GRADE? AND.
YES, I DO THINK THAT THAT WAS DEFINITELY A PIECE OF IT, THAT WE HAD A LOT MORE PEOPLE WHO WERE INTERESTED IN THAN ACTUALLY MET THE REQUIREMENTS FOR SENATE BILL 15.
SO IT REALLY WAS THE MAJORITY JUST COULDN'T MAKE THE REQUIREMENT.
IT WAS AND THEN WE HAD JUST WE JUST HAD SOME PARENTS THAT JUST DECIDED, YOU KNOW, THEY APPLIED JUST TO SEE AND THEN DECIDED IT WASN'T FOR THEM.
SO WE DID HAVE A HANDFUL OF THOSE PARENTS WHO JUST CHANGED THEIR MIND.
AND THEN MY LAST QUESTION, I PROMISE.
I THOUGHT WE HAD APPROVED NINE MILLION IF WE'RE GETTING EIGHT AND A HALF BACK, BUT OUR COST IS A MILLION.
AND YOU KNOW, IT'S NOT MY STRONG SUIT, BUT.
MS. STANLEY, I WILL TRY, I BELIEVE, ON THE VIRTUAL SCHOOL THERE WAS ROUGHLY WHAT BRANDY PRODUCED TONIGHT.
THAT WAS WHAT WAS BUILT IN THE BUDGET.
ICON WAS SEPARATE THAN THE ORIGINAL INTENT.
ORIGINALLY WHEN WE HAD BUILT A BUDGET FOR VIRTUAL SCHOOL IT WAS THE UNDERSTANDING THAT IT WAS GOING TO BE FULLY FUNDED.
AND YOU KNOW, AS INTERPRETATION OF THE BILL CAME OUT AND NOTING IT WAS NOT GOING TO BE FULLY FUNDED.
THAT IS WHERE THAT MONEY'S COMING FROM.
ICON WAS A SEPARATE BUDGET LINE ITEM INFORMATION, AND THAT IS WHERE THAT MATH IS NOT ADDING UP.
IT'S NOT THE SAME BUDGET ALLOCATION.
JUST OUT OF CURIOSITY, WHAT IN TERMS OF NUMBERS, WHAT'S THE BREAKDOWN FOR THE DIFFERENT AGE GRADES THAT WE HAVE REPRESENTED IN ICON? I WOULD HAVE TO GET THAT INFORMATION FOR YOU.
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WE ONLY HAVE ABOUT 15 SIXTH GRADE STUDENTS AND THE BULK OF OUR STUDENTS ARE, I THINK, FIRST SECOND, THIRD GRADE RANGE.IF THERE ARE NO MORE QUESTIONS, THANK YOU, GUYS, APPRECIATE IT.
DR. LOPEZ, DO WE HAVE ANY EXECUTIVE SESSION ITEMS? NONE.
DO I HAVE A MOTION FOR ADJOURNMENT.
ALL RIGHT THIS MEETING IS ADJOURNED, IT IS 8:20.
* This transcript was compiled from uncorrected Closed Captioning.