[00:00:03]
[I. Call to Order and Determination of Quorum]
I'VE DETERMINED THAT THE COMMITTEE MEMBERS ARE HERE AND A QUORUM IS PRESENT.WE WILL PROCEED WITH THE AGENDA AS FOLLOWS.
MS. HOGAN, ARE THERE ANY PUBLIC FORUM COMMENTS? NO SIR. THANK YOU. DR.
LOPEZ. SUPERINTENDENT'S MESSAGE.
[III. Superintendent's Message]
WELL, I JUST WANT TO THANK EVERYBODY AS WE'RE ENTERING MAY, IT'S GOING TO BE ABOUT 21, 22 DAYS LEFT IN SCHOOL.AND SO WE'RE EXCITED ABOUT HAVING A VERY STRONG END.
THANK YOU, TEACHERS. THANK YOU, PRINCIPALS.
THANK YOU COUNSELORS, NURSES, PARAPROFESSIONALS, EVERYBODY FOR MAKING OUR SCHOOLS WORK.
THIS HAS BEEN AN UNPRECEDENTED YEAR YET AGAIN, BUT WE'RE FINISHING STRONGER THAN WE STARTED.
AND SO FROM ALL OF US HERE AT THE DAIS TO THEM, WE JUST SEND A HUGE THANKS.
THANK YOU. WE'RE GOING TO MOVE TO OUR INFORMATION ITEMS.
[IV. Information Items]
ITEM 4A THE HOLDSWORTH CENTER LEADERSHIP UPDATE.WE HAVE DR. JASON ADAMS AND DR.
CHAIRMAN SELDERS, MEMBERS OF THE BOARD, DR.
THIS IS A FOLLOW UP PRESENTATION FROM WAY THIS SEEMS LIKE A LONG TIME AGO NOW, BUT LAST JULY, WHERE BRIAN GILSON FROM HOLDSWORTH WAS HERE, WHO PRESENTED INFORMATION TO YOU ABOUT OUR PARTNERSHIP AND THE SCOPE OF THAT PARTNERSHIP OVER THE NEXT FIVE YEARS.
IN THIS PRESENTATION, YOU'LL RECEIVE INFORMATION ABOUT THE DEVELOPMENT OF THE DISTRICT'S LEADERSHIP DEFINITION AND OTHER PROJECTS THAT WE'VE ALREADY BEGUN WORKING ON, OR PROJECTS THAT LAY AHEAD. AND SO THIS SLIDE IS REALLY WHAT THE PARTNERSHIP IS ALL ABOUT, DEVELOPING A STRONG PIPELINE BY ENSURING THAT EVERY CAMPUS HAS A GREAT LEADER AND DEVELOPING STRONG LEADERS AT EVERY LEVEL OF THE SYSTEM, WHICH REALLY INVOLVES HOW WE IDENTIFY, RECRUIT, SELECT SUPPORT AND RETAIN CAMPUS AND DISTRICT LEADERS.
HE'S A STRONG PROPONENT OF PUBLIC EDUCATION IN THE STATE OF TEXAS.
THIS IS REALLY A GREAT QUOTE BECAUSE IT UNDERSCORES THE DEPTH OF THE PARTNERSHIP WITH HOLDSWORTH, BECAUSE REALLY IT'S A LONG TERM INVESTMENT BECAUSE THERE REALLY IS NO SILVER BULLET TO A LONG TERM SUSTAINABLE IMPROVEMENT IN PUBLIC EDUCATION.
SO OUR WORK WITH HOLDSWORTH WILL GO DEEP.
IN FACT, IT'S ALREADY GONE VERY DEEP.
AND IT'S IMPORTANT TO NOTE OR JUST TO CALL OUT THAT THIS IS A FIVE YEAR PARTNERSHIP, WHICH IS NOT ONLY A COMMITMENT FROM HOLDSWORTH AND MR. BUTT BUT IT'S ALSO A SIGNIFICANT COMMITMENT FROM THE DISTRICT.
THIS IS NOT ONE, YOU KNOW, SOME ONE OFF WORKSHOP WHERE WE LEAVE AND KIND OF GO AWAY AND LEARN SOMETHING NEW AND TRY TO BRING IT BACK AND IMPLEMENT FOR OTHERS TO IMPLEMENT OR OTHERS TO LEARN.
AND SO HERE ARE SOME OF THE DIFFERENT WORK GROUPS THAT SUPPORT THIS PARTNERSHIP.
ON THE LEFT, YOU'LL SEE THE HOLDSWORTH SUPPORT TEAM ON THE MIDDLE AND THE RIGHT YOU'LL SEE THE DISTRICT TEAMS. AND SO PART OF THE DISTRICT SUPPORT TEAM IS AT THE TOP HERE IS BRIAN GILSON.
HE'S OUR DISTRICT SUPPORT TEAM LEAD.
HE KIND OF OVERSEES ALL THE WORK AND THE WORK OF THE OTHER TWO CONSULTANTS HERE.
HE'S WITH US EVERY STEP OF THE WAY IN ALL THE PROJECTS THAT WE WORK ON.
AND I'LL EXPLAIN THOSE A LITTLE BIT MORE DETAIL HERE IN A MINUTE.
BELOW, BRIAN, YOU SEE ALISHA TAYLOR, SHE'S BEEN WORKING WITH US EXTENSIVELY ON OUR LEADERSHIP DEFINITION. SHE'S ALSO BEEN SUPPORTING US IN SOME OF THE PIPELINE WORK BELOW ALISHA IS MELANIE CALTON, SHE'S BEEN WORKING WITH US, KIND OF HOW WE REIMAGINE OUR FUTURE PRINCIPLE INSTITUTE.
AND SO THE TWO DISTRICT LEADERSHIP GROUPS, THE DISTRICT LEADERSHIP TEAM, THAT'S THE TEAM OF SIX THAT GOES TO AUSTIN AT THE HOLDSWORTH CAMPUS ABOUT EVERY 4 TO 6 WEEKS TO LEARN, TO PLAN AND TO BRING THAT LEARNING AND PLANNING BACK TO THE LARGER TEAM, WHICH IS OUR DISTRICT STEERING COMMITTEE, WHICH IS REALLY COMPRISED OF BOTH OF THESE TWO GROUPS HERE. AND SO THIS IS AN OVERVIEW OF THE FIRST YEAR OF THIS PARTNERSHIP.
YOU'LL SEE AT THE TOP IN ORANGE OUR DISTRICT LEADERSHIP PROGRAM, OR DLP.
AND YOU'LL SEE BELOW THAT STARS.
AND THOSE STARS JUST REPRESENT LEARNING SESSIONS IN AUSTIN.
SO LIKE I SAID, ABOUT ONCE EVERY SIX WEEKS OR SO, THE TEAM OF SIX GOES TO AUSTIN.
[00:05:05]
ACTUALLY, PRESIDENT MILLER HAD AN OPPORTUNITY TO GO DOWN TO OUR LAST SESSION HERE IN APRIL, AND THEN YOU'LL SEE BELOW THAT YOU'LL SEE DEFINE CHANGE.AND SO THE FIRST BAR OF DEFINE CHANGE REALLY INCLUDES THIS WHERE WE ARE AND KIND OF ASSESS THE OVERALL WORK IN THE DISTRICT AND HOW WE DEVELOP LEADERSHIP IN OUR DISTRICT WHERE WE'RE AT, IDENTIFY AREAS THAT WE NEED TO WORK ON AND THEN START DEVELOPING WORKSTREAMS AND PRIORITY PROJECTS TO STRENGTHEN OUR LEADERSHIP PIPELINE.
NEXT IS REALLY CREATING A LEADERSHIP DEFINITION, WHICH I'M REALLY EXCITED TO SHARE WITH YOU TONIGHT.
THE LAST BAR IS EXPERIENCE IN THE VACANCY PLANNING CYCLE.
WE'RE STARTING TO PUT A MORE FORMAL STRUCTURES IN PLACE TO BETTER FORECAST VACANCIES AND IDENTIFY AND INVEST IN A BENCH OF READY LEADERS TO FILL THOSE VACANCIES. AND SO WE'VE STARTED TO MAKE WE'VE ALREADY MADE SOME IMPROVEMENTS TO OUR LEADERSHIP DEVELOPMENT PROGRAMS WITH FPI, REALLY LOOKING AT OUR LEADERSHIP DEFINITION, TRYING TO GO DEEPER INTO LEARNING EXPERIENCES FOR OUR ASPIRING PRINCIPALS, MOVING BEYOND SOME OF THE TECHNICAL SKILLS THAT REQUIRED OF THE PRINCIPAL SHIFT TO LOOKING AT MORE OF THE ADAPTIVE, DEEPER LEADERSHIP QUALITIES AND REALLY TRYING TO STRENGTHEN THOSE.
AND WE'RE ALSO STARTING TO DO WORK AROUND STAFF ENGAGEMENT, REALLY ENGAGING IN CONVERSATIONS BETWEEN CENTRAL OFFICE AND CAMPUS PRINCIPALS, AND WORKING ON JUST OVERALL COMMUNICATION SYSTEMS. AND SO DR. LOPEZ, HE OFTEN SAYS, IS THE MOST IMPORTANT HIRE, IS THE CAMPUS PRINCIPAL, BECAUSE THEY ARE RESPONSIBLE FOR HIRING AND SUPPORTING TEACHERS WHO WORK DIRECTLY WITH STUDENTS.
AND THIS QUOTE FROM THE WALLACE FOUNDATION REALLY HIGHLIGHTS WHAT DR.
LOPEZ HAS TOUCHED ON BEFORE AND WHAT MR. BUTT AND OTHER SUCCESSFUL ORGANIZATIONS HAVE COME TO UNDERSTAND THAT THERE'S A STRONG RETURN ON INVESTMENT WHEN ORGANIZATIONS INVEST IN DEVELOPING LEADERS. AND SO WHAT IS THE LEADERSHIP DEFINITION AND WHY IS IT SO IMPORTANT? A LEADERSHIP DEFINITION GROUNDS LEADERS AND STAKEHOLDERS IN A SHARED UNDERSTANDING OF WHAT GREAT LEADERSHIP LOOKS LIKE IN OUR DISTRICT.
A SHARED DEFINITION OF LEADERSHIP IS CRITICAL BECAUSE IT'S THE FOUNDATION FOR ALIGNMENT THROUGHOUT THE SYSTEM, AND SO IT PROVIDES A CLEAR AND CONCISE UNDERSTANDING OF HOW LEADERS IN THE SYSTEM ARE IDENTIFIED AND SELECTED.
IT'S NOT ABOUT WHO YOU KNOW, IT'S WHAT SKILLS YOU POSSESS.
AND WE'VE GOTTEN A LOT OF GIFTS FROM HOLDSWORTH AND FEEDBACK FROM ONE ANOTHER, AND I OFTEN JOKE THAT SOMETIMES I WANT TO RETURN THOSE GIFTS BECAUSE YOU DON'T ALWAYS WANT TO HEAR THE FEEDBACK, BUT IT'S A CORE COMPONENT OF ALL THIS WORK IS JUST BEING TRANSPARENT AND OPEN ABOUT FEEDBACK.
AND ALSO INCLUDES PURPOSEFUL I'M SORRY, DRIVES DEVELOPMENT BASED ON CAREER GOALS AND FEEDBACK.
TO EXPAND ON THAT, IF WE KNOW THAT HERE'S THE COMPETENCIES OR THE SKILLS THAT WE VALUE AS A DISTRICT AND THIS IS WHAT WE SAY A DISTRICT LEADER NEEDS, THEN WE CAN START HAVING CONVERSATIONS ABOUT, WELL, HERE'S WHERE YOU ARE AS AN ASPIRING LEADER.
HERE'S THE THINGS THAT YOU DO EXTREMELY WELL.
AND THE SAME IS TRUE IF YOU KIND OF ZOOM OUT A BIT AS A DISTRICT FOR US TO LOOK THROUGHOUT OUR SYSTEM SAYING, WHERE ELSE DO WE NEED TO IMPROVE LEADERSHIP ACROSS THE DISTRICT? WHAT PROFESSIONAL LEARNING DO WE NEED TO PUT IN FRONT OF OUR CURRENT PRINCIPALS AND ASSISTANT PRINCIPALS? SO IT ALLOWS US TO KIND OF CONNECT AND ALIGN TO DISTRICT WIDE DEVELOPMENT NEEDS AS WELL.
THIS GRAPHIC SHOWS THE PROCESS USED TO DEVELOP THE LEADERSHIP DEFINITION.
IT WAS IMPORTANT TO HAVE MULTIPLE VOICES IN THE CREATION PROCESS, AND SO WE FOLLOWED THIS VERY INTENTIONAL PROCESS TO INCLUDE A DIVERSE RANGE OF VOICES OVER A FOUR MONTH PERIOD. AND SO IF YOU KIND OF LOOK AT THE BOTTOM HERE, IT STARTS OUT WITH FOCUS GROUPS.
AND IT REALLY HAVING CONVERSATIONS AROUND WHAT IS WHAT ARE THE QUALITIES WOULD YOU EXPECT TO SEE IN A CAMPUS LEADER AND A DISTRICT LEADER? AND I'M PROUD TO TELL YOU THAT OUR HIGH SCHOOL STUDENTS HAD SOME OF THE BEST CONVERSATIONS AND ADDS BECAUSE THEY WERE SUPER CLEAR WHAT THEY THOUGHT A LEADER SHOULD
[00:10:03]
LOOK LIKE. AND SO IT REALLY JUST STARTED THIS CONVERSATION ABOUT WHAT ARE THE QUALITIES THAT SHOULD SHOW UP IN A CAMPUS LEADER? THEN FROM THERE, IT WENT TO THE TASK FORCE.THE TASK FORCE DID ALLOW THE HEAVY LIFTING.
YOU'LL NOTICE THERE'S THREE DIFFERENT TIMES THAT THIS WORK WENT IN FRONT OF THE TASK FORCE.
THIS WAS MADE UP OF TEACHER LEADERS, CAMPUS LEADERS, CENTRAL OFFICE LEADERS.
AND THE FIRST MEETING IT WAS REALLY LOOKING AT WHAT ARE THE INDICATORS, WHAT ARE THE QUALITIES THAT WE THINK NEED TO SHOW UP IN LEADERSHIP? AND FROM THERE, IT WENT TO THE PRINCIPAL GROUP, ELEMENTARY PRINCIPALS AND HIGH SCHOOL PRINCIPALS, TO REALLY START FORMALIZING THESE POTENTIAL INDICATORS THAT WERE ALL BUILT ON THE RESEARCH FROM THAT TASK FORCE THAT WAS CONSIDERED.
AND THEN FROM THERE IT WENT TO THE STEERING COMMITTEE.
THOSE ARE THE TWO GROUPS I SHOWED YOU A LITTLE BIT EARLIER.
WE KIND OF FINALIZED THESE INDICATORS.
THEN IT WENT BACK TO THE TASK FORCE WHERE WE CATEGORIZE INDICATORS AND NAME THE CORE PILLARS.
THEN IN JANUARY, IT WENT BACK TO OUR PRINCIPALS AGAIN FOR ONE MORE KIND OF ROUND OF REVISION AND REALLY HAD SOME GREAT CONVERSATIONS ABOUT LANGUAGE AND WHAT WORDS WE SHOULD USE AND WHY IT WAS SO IMPORTANT TO BE SO DELIBERATE ABOUT THIS.
AND I'LL JUST TELL YOU, I WAS SUPER IMPRESSED.
EVERYBODY'S GOT A LOT ON THEIR PLATES.
JUST THE CONVERSATIONS WERE SO DEEP AND JUST MEANINGFUL.
AND SO WE TOOK A LOT OF TIME TO DO THAT.
WHAT SHOULD THE VISUAL LOOK LIKE? HOW DO WE CAPTURE ALL OF THIS AND PUT IT AND KIND OF FRAME IT IN A WAY THAT PEOPLE CAN CONNECT WITH SOMETHING THAT INSPIRES PEOPLE AND IT'S CLEAR AND THEY UNDERSTAND IT.
AND THEN IT CAME BACK TO THE PROJECT LEADS MYSELF AND TANYA RAMOS RIGHT BACK HERE, OUR EXECUTIVE DIRECTOR OF SPECIAL EDUCATION AND THE STEERING COMMITTEE FOR FINAL APPROVAL.
SO I SAY ALL THIS TO SAY THIS WAS A LONG, VERY INTENTIONAL PROCESS TO GET THERE.
IT WASN'T SOMETHING THAT WE JUST SAID, OKAY, HERE'S HOW WE DEFINE LEADERSHIP IN OUR DISTRICT.
WE INCLUDED A LOT OF PEOPLE THROUGHOUT THIS PROCESS.
AND SO THIS IS SUPPOSED TO HAVE SOUND HERE, BUT IT DOESN'T.
SO I'LL GIVE YOU SOME DRUM ROLL HERE.
THERE IT IS. IT'S PRETTY AWESOME.
AND PRESIDENT MILLER WAS DOWN IN AUSTIN JUST A FEW WEEKS AGO, AND WE HAD A KIND OF RECEPTION WHERE WE SHOWED ALL OF THESE GRAPHICS AND GOT TO KIND OF SEE HOW LEADERSHIP SHOWS UP IN THE SIX DIFFERENT COHORT DISTRICTS ACROSS THE STATE.
AND I JUST TELL YOU THAT I'VE BEEN IN GARLAND, LIKE I SAID, 23 YEARS AND I DO FEEL LIKE THIS REALLY CAPTURES WHO WE ARE BECAUSE TOGETHER WE GROW LEADERS, WE INSPIRE INNOVATION, WE STRIVE FOR EXCELLENCE, AND WE DEVELOP RELATIONSHIPS.
AND SO YOU CAN RECOGNIZE THE GISD TORCH IN THE MIDDLE, BECAUSE WE TRULY DO LEAD THE WAY.
AND SO THERE IS A LITTLE BIT DIFFERENT VERSION.
THIS HAS BEEN UPGRADED EVEN ONE MORE TIME SINCE THIS WAS SUBMITTED, BUT IT'S VERY SIMILAR.
SO IF YOU LOOK JUST AT THE FIRST INDICATOR, THE FIRST CATEGORY, WE GROW LEADERS.
SO WHAT DOES IT MEAN TO GROW LEADERS? AND THIS IS WHERE WE START GOING A LITTLE BIT DEEPER AND TO START KIND OF CLARIFY WHAT THAT MEANS.
BY PURSUING CONTINUOUS GROWTH, WE SEEK OUT AND INCORPORATE FEEDBACK INTO ONE'S PRACTICE.
AND AGAIN, KIND OF ADOPTING AND KIND OF CREATING THIS CULTURE OF FEEDBACK.
AND SO NOW THAT WE'VE HAVE A COMMON DEFINITION OF LEADERSHIP, WE'RE IN THE PROCESS OF CLEARLY DEFINING THE BEHAVIORS OF EACH OF THESE INDICATORS AND HOW THEY SHOW UP IN THE DAY TO DAY WORK OF CAMPUS LEADERS.
SO REALLY BEING CLEAR ABOUT IF I'M GROWING LEADERS AND IT TAKES RESPONSIBILITY FOR GROWTH AND SELF OF OTHERS, HOW DOES THAT SHOW UP IN THE DAY TO DAY WORK OF A CAMPUS LEADER? AND SO, FOR EXAMPLE, IF I'M.
HOW DOES FOSTER OWNERSHIP SHOW UP? IT MAY BE PROVIDING CLARITY AROUND THE ROLES AND PUTTING SYSTEMS IN PLACE TO SHARE OWNERSHIP AND ACCOUNTABILITY AND ON CAMPUS ADMINISTRATIVE TEAMS OR IN PURSUING CONTINUOUS
[00:15:05]
GROWTH. IT MAY MEAN THAT CURRENT OR ASPIRING LEADERS HAVE SELF PACED, PROFESSIONAL LEARNING PATHWAYS WHERE THEY CAN ACCESS LEARNING MODULES BASED ON THEIR INTEREST OR DEVELOPMENTAL NEEDS.AND THIS THE SPECIFIC BEHAVIOR SHOULD BE FINISHED WITHIN THE NEXT TWO WEEKS.
OKAY. SO WHAT ABOUT OUR CAMPUS LEADERS? I'M TALKING A LOT ABOUT THE WORK THAT WE'RE DOING AT THE DISTRICT LEVEL.
BUT WHAT ABOUT OUR CAMPUS LEADERS? SO NEXT YEAR OF OUR PARTNERSHIP WILL INCLUDE CAMPUS LEADERSHIP PROGRAM OR CLP.
THE CLP IS A TWO YEAR JOURNEY FOR CAMPUS LEADERSHIP TEAMS, PRINCIPALS, PLUS A TEAM OF ADMINISTRATORS AND TEACHER LEADERS TO GO THROUGH THIS PROCESS TO GO DOWN TO AUSTIN FOR THESE LEARNING EXPERIENCES AND TAKE THAT LEARNING BACK TO CAMPUSES.
WE BELIEVE LEADERSHIP JUST ISN'T ABOUT TITLES.
IT'S ABOUT THE INDIVIDUAL LEADER ALL THE WAY FROM THE SUPERINTENDENT, ALL THE WAY DOWN TO TEACHERS.
THAT'S WHY IT'S SO IMPORTANT TO INCLUDE TEACHER LEADERS IN THIS PROCESS.
THE FIRST YEAR OF THE PROGRAM INCLUDES A PRINCIPAL PLUS ONE.
SO I'D LIKE TO SHARE THOSE WITH YOU TONIGHT.
LIKE I SAID, THERE'S NINE IN ALL THIS UPCOMING YEAR.
THERE'LL BE TWO HIGH SCHOOLS, SOUTH GARLAND HIGH SCHOOL AND ROWLETT HIGH SCHOOL, TWO MIDDLE SCHOOLS, BUSSEY MIDDLE SCHOOL AND O'BANION MIDDLE SCHOOL, FIVE ELEMENTARY SCHOOLS, CARVER, LISTER, NORTHLAKE, TOLER AND WEAVER.
SO THAT'S 36 OF OUR CAMPUSES WILL EXPERIENCE THIS.
YOU'LL NOTICE THE BLUE BAR AT THE BOTTOM SIMPLY REPRESENTS THE COMMITMENT FROM HOLDSWORTH.
THEY'LL BE IN THIS WORK WITH US EVERY STEP OF THE WAY FOR THE NEXT FIVE YEARS.
SO WHAT DOES THE CLP EXPERIENCE LOOK LIKE? WELL, CAMPUS PRINCIPALS AND THEIR TEAMS WILL HAVE A TWO YEAR EXPERIENCE TOGETHER TO BUILD THEIR PERSONAL LEADERSHIP AND THEIR ABILITY TO GROW AND EMPOWER OTHERS THROUGH A VARIETY OF MEANS. AND SO FIRST IS REALLY SPENDING TIME WITH EXPERT FACULTY.
I'M CONTINUALLY IMPRESSED WITH THE CALIBER OF PEOPLE AT HOLDSWORTH.
THEY TRULY ARE AMAZING FOR THE STAFF THAT WORKS THERE FULL TIME OR EVEN THE STAFF THAT THEY BRING IN FROM HARVARD TO BERKELEY, YOU NAME IT, THEY TRULY BRING IN THE BEST FROM ACROSS THE COUNTRY, FROM DIFFERENT ORGANIZATIONS TO HELP US LEARN AND GROW TOGETHER.
SO THE POWER OF THE COHORT TO VISIT OTHER SITES.
TIME DURING SESSION, TO PRACTICE SKILLS AND TO BUILD LEADERSHIP MUSCLE TOGETHER.
IN TEAM TIME BOTH FORMAL AND INFORMAL ACTIVITIES TO GROW UNDERSTANDING AND TRUST IN EACH OTHER AND REALLY TO DEEPEN THIS KIND OF THIS COLLABORATIVE THINKING, THIS COLLABORATION TOGETHER AS A LEADERSHIP TEAM.
A YEAR OF EXECUTIVE COACHING HAS FOCUSED ON PERSONAL GROWTH.
AND SO PRINCIPALS THAT HAVE GONE THROUGH THIS PROCESS BEFORE INDICATE THAT THIS IS ONE OF THE MOST TRANSFORMATIONAL, IMPACTFUL PARTS OF THEIR EXPERIENCE, HAVING A DEDICATED COACH THAT HELPS THEM FOCUS ON PERSONAL GOALS AND HOW TO REACH AND SUSTAIN THEM.
AND SO BEYOND CLP, WHAT'S NEXT FOR THE DISTRICT? AND SO THIS SLIDE JUST PROVIDES AN OVERVIEW OF THE FIVE PRIORITIZED PROJECTS THAT HAVE BEEN IDENTIFIED BY THE DISTRICT STEERING COMMITTEE THAT WILL GUIDE OUR WORK OVER THE NEXT FOUR YEARS. THESE PROJECTS WILL BE LED BY GISD STAFF AND SUPPORTED BY THE HOLDSWORTH TEAM THAT I SHOWED YOU EARLIER.
AGAIN, THIS A DEEP PARTNERSHIP AND SUSTAINABLE CHANGE TAKES TIME.
SO YOU'LL NOTICE SOME OF THESE THINGS TAKING MULTIPLE YEARS TO GET RIGHT.
[00:20:01]
AND SO STARTING WITH THE BLUE BAR, THE LEADERSHIP DEFINITION.WHAT DOES IT MEAN TO BE A LEADER OF A CAMPUS OR AN ASSISTANT PRINCIPAL OR A CAMPUS OR A DIFFERENT LEVEL OF LEADER AT A CAMPUS, REALLY BEING CLEAR ABOUT WHAT THOSE BEHAVIORS LOOK LIKE. ALSO, JUST BEING REAL CLEAR ABOUT HOW DOES THAT WORK SHOW UP IN A DAY TO DAY.
THESE ALIGNED BEHAVIORS WILL HELP US CONTINUE TO DEVELOP AND SUPPORT CAMPUS LEADERS ALSO.
THE SECOND THE LIGHTER BLUE BAR IS REALLY THE ASSESSMENT CENTER WORK THAT WE'VE DONE.
NEXT IS THIS VACANCY AND PLANNING PROCESS REPRESENTED IN THE GREEN BAR.
AND YOU'LL NOTICE THE DOTTED LINES THAT EXTEND PAST THE BARS.
THE NEXT BAR IS AROUND CORE DEVELOPMENT.
THESE PATHWAYS WILL ALIGN DIRECTLY TO THE LEADERSHIP DEFINITION AND ROLE SPECIFIC BEHAVIORS AND WILL PROVIDE OPPORTUNITIES FOR SELF PACED LEARNING FOR ASPIRING LEADERS. FOR EXAMPLE, IF I ASPIRE TO BE ASSISTANT PRINCIPAL, HERE'S A PLACE I CAN GO.
I CAN IDENTIFY ALL THE MODULES THAT ARE ALIGNED TO OUR LEADERSHIP DEFINITION.
I CAN HAVE ACCESS TO MODULES AND RESOURCES TO KIND OF LEARN ON MY OWN.
YOU'LL NOTICE IT'S SCHEDULED HERE TO START IN 23-24.
BUT THAT WORK'S ALREADY STARTED.
HOW DO WE RECOGNIZE AND SHOW APPRECIATION? HOW DO WE IMPROVE COMMUNICATION AND COLLABORATION THROUGHOUT THE DISTRICT? WE START HAVING SOME OF THESE CONVERSATIONS.
ACTUALLY, THE LAST TIME WE MET AT TEAM GISD, BRINGING CENTRAL OFFICE STAFF TOGETHER, PRINCIPALS TOGETHER, AND JUST START HAVING CONVERSATIONS AROUND HOW CAN WE BETTER SUPPORT CAMPUSES? AND SO THAT WORK IS ALREADY UNDERWAY.
AND THEN NEXT YOU'LL SEE THE HIGH POTENTIAL DEVELOPMENT.
AND HERE YOU'LL SEE FPI, FUTURE PRINCIPAL INSTITUTE AND TRIPLE A, ASPIRE ADMINISTRATORS ACADEMY TWO ORGANIZATIONS OR TWO GROUPS THAT WE'VE HAD IN PLACE FOR A LONG TIME, BUT REALLY TRYING TO REVISE THOSE BASED ON OUR WORK WITH HOLDSWORTH.
WE'LL CONTINUE TO REFINE FPI IN THE UPCOMING YEAR AND ALSO MAKE CHANGES ASPIRING ADMINISTRATORS.
EACH YEAR WE'LL CONTINUE TO REFINE AND IMPROVE THESE PROGRAMS. AND SO THESE ARE KIND OF MAIN CORE PROJECTS THAT WILL GUIDE OUR PARTNERSHIP WITH HOLDSWORTH OVER THE NEXT FOUR YEARS.
AND WE'LL COME BACK SOON WITH UPDATES ON THIS WORK.
AND SO AT THIS TIME, I DO SEE A DR.
DOW. SOME OF YOU PROBABLY MET DR.
DOW WHEN SHE WAS HERE IN APRIL.
DR. DOW IS THE VICE PRESIDENT OF THE HOLDSWORTH CENTER.
IN HER ROLE AS VICE PRESIDENT AT HOLDSWORTH, SHE OVERSEES THE PROGRAMMATIC AREAS, WHICH INCLUDE DISTRICT AND CAMPUS LEADERSHIP PROGRAMS AND DISTRICT SUPPORT TEAMS. AND SO SHE'S NOT HERE TODAY.
BUT SHE DEFINITELY SENT HER REGARDS.
THANK YOU FOR THAT PRESENTATION.
TRUSTEES ARE THERE ANY QUESTIONS? MS. GRIFFIN. YES.
THANK YOU FOR THE PRESENTATION.
AND I AGREE THIS IS AN EXCELLENT LOGO OR WHATEVER YOU WANT TO CALL IT.
WE'RE GOING TO HAVE A REPORT IN A FEW MINUTES OF SOME PROPOSED CHANGES THAT HAVE ALREADY BEEN APPROVED OR THOSE SIX CAMPUSES HAVE ALREADY BEEN IDENTIFIED IN AN ATTEMPT TO IMPROVE DELIVERY OF EDUCATION TO OUR STUDENTS AND BROADEN OUR SELECTION.
[00:25:02]
HOW WILL THOSE CAMPUSES ROLL INTO THIS THAT YOU'RE LAYING OUT AND YOU NEED TO GIVE US A CHEAT SHEET, BECAUSE I THINK I HEARD ABOUT FOUR MORE ACRONYMS. [LAUGHTER] SO AND YOU ALL SAY THEM SO OFTEN AND Y'ALL FORGET TO PUT THE EXPLANATIONS IN PARENTHESIS FOR US.SO JUST KIND OF KEEP THAT IN MIND.
BUT IN, IN YOUR SCHEME OF THINGS, I KNOW THIS IS YOUR PLAN.
WE ALSO HAVE SIX SCHOOLS IN THE NEXT THREE YEARS THAT'S GOING THROUGH A MAJOR REDEVELOPMENT.
AND I CAN UNDERSTAND WHY THEY WERE NOT NECESSARILY IDENTIFIED IN THE SIX SCHOOLS, I GUESS, THAT YOU IDENTIFIED BECAUSE YOU WANT TO CONCENTRATE ON THEM FROM THE BEGINNING.
YES, MA'AM. SO HOW DO WE NOT HAVE TWO COMPETING INITIATIVES? I KNOW ONE IS FOR THE DEVELOPMENT OF LEADERS AND MANAGERS IN THE DISTRICT, AND I KNOW THIS IS FOR OPPORTUNITIES FOR MORE KIDS.
BUT THOSE SIX SCHOOLS ARE BEING LED BY A LEADERSHIP TEAM.
SO I'M SITTING HERE TRYING TO FIGURE OUT HOW DOES THIS COME TOGETHER? SO DO WE LET THEM PROCEED? THEY HAVE THEIR DIRECTIONS AND THAT WE'VE SEEN SOME OF THE WORK THAT'S BEING DONE IN THEIR PLANNING.
BUT IF WE'RE IMPROVING ALL LEADERSHIP, HOW ARE WE GOING TO INTEGRATE THOSE AT THE SAME TIME SO THAT WHEN THEY GET TO FULL IMPLEMENTATION, IT'S NOT LIKE THEY'RE MISSING THIS PIECE OF THE PUZZLE.
SO HOW DOES THAT WORK? YEAH, THAT'S A VERY GOOD CALLOUT BECAUSE THAT'S THERE'S TWO DIFFERENT THINGS.
AND I THINK ONE, YOU KNOW, THE CLP, THE CAMPUS LEADERSHIP PROGRAM, YOU'RE RIGHT THAT WE REALLY TRY TO LOOK AT OKAY WHAT'S ON PEOPLE'S PLATES, WHAT IS DOABLE.
DO THESE LEADERSHIP TEAMS HAVE THE CAPACITY TO DO THIS WORK? AND FOR SOMEBODY THAT'S GOING THROUGH SCHOOL ACTION FUND, THEY'RE GOING TO BE GOING THROUGH QUITE A BIT OF LEADERSHIP WORK TOO AND HOW THEY STRUCTURE THEIR TEAMS AND TO MOVE THEIR CAMPUS FORWARD. RIGHT.
AND SO I THINK AS FAR AS CLP, THAT MIGHT BE A CONVERSATION THAT WE LOOK AT AND SAY, OKAY, HERE'S WHEN, BECAUSE YOU THINK THERE'S ONLY 36 CAMPUSES THAT GO THROUGH THIS AND THINKING ABOUT IF ONE OF THOSE SIX CAMPUSES WANT TO GO THROUGH THIS, HOW DO WE SUPPORT THEM? AND WHAT YEAR SEEMS APPROPRIATE CONSIDERING THE WORK THEY HAVE? NOW I THINK TOO, I COULD PAUSE ON MY SECOND THOUGHT IF YOU WANT TO GET YOURS OUT REAL QUICK.
AND SO THAT'S SOMETHING I THINK ALL PRINCIPALS WILL BENEFIT FROM AND THEY MAY NOT SEE IT.
IT'S NOT GOING TO BE AN EXTRA ADD FOR THEM NECESSARILY.
IT'S GOING TO BE WORK THAT WE'RE DOING AS A DISTRICT TO SUPPORT THEM, KNOW THAT THESE ARE THE QUALITIES THAT WE SAY ARE REQUIRED OF A CAMPUS PRINCIPAL OR A CAMPUS ASSISTANT PRINCIPAL. HOW DO WE ADJUST OUR STRUCTURES AND SYSTEMS TO HELP BRING THOSE QUALITIES UP OR TO IMPROVE THOSE QUALITIES? AND I UNDERSTAND THAT THERE ARE TWO DIFFERENT DEALS.
BUT I WOULD HATE TO GET DOWN THE ROAD TOO FAR THAT THEY ARE OPERATING UNDER DIFFERENT SCHEME AND THEN EVERYTHING ELSE IS COMING ALONG.
AND MAYBE THE ANSWER IS YOU CAN BRING THEM ALONG FASTER THAN THIS APPROACH HERE WHEN PEOPLE HAVE HAD NO TUTORING OR EXTRA THIRD PARTY ASSISTANCE.
BUT I JUST WANTED TO BRING THAT OUT BECAUSE FOR ME, THAT'S WHAT I'M TRYING TO SEE.
AND THEN MY NEXT QUESTION IS AS A TRUSTEE.
WHAT SHOULD I LOOK AT TO SEE IF THIS IS WORKING? I SEE THE ASSESSMENT CENTER THERE AND I THINK THAT THAT'S WHERE THE POOL IS NOW OR SOMETHING.
AND ARE YOU STARTING WITH THE PEOPLE THAT'S IN THE POOL ALREADY THAT HAVE GONE THROUGH SOME OF THE ANALYSIS AND PREPARATION PROCESS? YOU SEE WHAT I'M SAYING? I'M WITH YOU.
OKAY. SO BUT WHAT AM I TO SEE?
[00:30:02]
BECAUSE ULTIMATELY, FROM A TRUSTEE STANDPOINT, I'M LOOKING AT STUDENT OUTCOMES.YEP. SO HOW CAN I CONNECT THE DOTS FROM WHAT YOU'RE SHOWING ME AND WHAT YOU'RE LEARNING THAT I'M ABLE TO LOOK AT DATA THAT SAYS WE WERE HERE IN STUDENT OUTCOME AND THEN WE ARE NOW HERE IN STUDENT OUTCOMES.
THANK YOU. YES, MA'AM. ULTIMATELY, YOU'RE RIGHT.
THERE'S MOUNTAINS OF RESEARCH THAT SUPPORTS THAT.
SO PART OF THIS WORK IS BUILDING LEADERSHIP CAPACITY, THAT'S ALL 72.
SECONDLY, HOW DO WE KNOW THAT OUR SYSTEMS ARE WORKING? WELL, IF YOU POINTED OUT THE ASSESSMENT CENTER, IF WE'VE DONE THIS WELL AS AN ORGANIZATION, AS A DISTRICT, AND WE'RE BUILDING CAPACITY OF FUTURE LEADERS, WE'VE GOT GOOD SYSTEMS TO IDENTIFY THEM.
WE HAVE GOOD SYSTEMS TO TAP PEOPLE ON THE SHOULDER.
WE HAVE GOOD SYSTEMS TO DEVELOP THEM.
THEN IDEALLY, WHEN PEOPLE GO THROUGH THE ASSESSMENT CENTER, THOSE SHOULD BE THE PEOPLE THAT RISE TO THE TOP, RIGHT? THOSE ARE THE PEOPLE THAT WERE SAYING, OKAY, WOW, THEY'RE READY AND THEY'RE ON THE BENCH.
AND I THINK TWO IS JUST HOW THESE PEOPLE CONTINUE TO GROW THROUGHOUT THE SYSTEM.
THE IDEA IS NOT WHEN YOU'RE DEVELOPING THIS LEADERSHIP PIPELINE, YES, OUR FOCUS IS ON CAMPUS PRINCIPAL, BUT WE ALSO KNOW THAT CAMPUS PRINCIPALS ARE GOING TO ELEVATE AND GROW, TOO. SO PART OF THIS IS CONSTANTLY GROWING ALL THREE LEVELS.
I'M A LEADER OF MYSELF, LIKE A TEACHER.
I'M A LEADER OF OTHERS, LIKE AN ASSISTANT PRINCIPAL.
AND I'M A LEADER OF LEADERS OR A LEADER OF CAMPUS, CAMPUS PRINCIPAL.
BUT I THINK THAT THE STRAIGHTFORWARD RESPONSE MS. GRIFFIN IS STUDENT OUTCOMES ARE GOING TO IMPROVE.
YOU SEE WHAT I'M SAYING. YES, MA'AM.
GRIFFIN, I'M A LITTLE CONCERNED BECAUSE THESE ARE DISCUSSIONS WE'RE HAVING IN ROUNDTABLE.
AND YOU'RE SAYING EXACTLY WHAT WE'RE TALKING ABOUT.
I'M LIKE, DID SOMEBODY HEAR OUR CONVERSATIONS, RIGHT? SO EVERY ORGANIZATION.
SO PART OF THE PROCESS OF HOLDSWORTH THAT YOU SAW IS PHENOMENAL.
AND WHAT YOU SEE IS THEY LAY A FOUNDATION.
RIGHT. BUT IT'S ONLY 50% OF OUR CAMPUSES AND IT'S ONLY OUR CAMPUSES.
SO WHERE'S THE VOID? THE OTHER 50% OF OUR CAMPUSES AND DISTRICT ADMINISTRATION EVERYBODY NEEDS TO HAVE I'M GOING TO USE MS. GRIFFIN'S WORD, CLARITY.
YOU SHOULD START IN TIME HEARING CLARITY.
I DIDN'T SIT IN THE CLOSET AND WRITE IT OUT.
EVERYBODY'S FINGERPRINTS ARE ALL OVER THAT, THAT DEFINITION.
SO THE TWO PARTS IS NOW WE'VE GOT 50% GOING TO THIS EXTRAORDINARY ACADEMY.
WHAT ABOUT THE OTHER 50%? SO WHAT WE'RE LOOKING AT OTHER WAYS TO EMBED HOW WE'RE GOING TO CAPTURE THE REST ONCE WE KNOW THE WHOLE PLATFORM.
THE SECOND THING IS, WITH THE PLANS, WITH OUR EXPANSION OF SYSTEM GRADE SCHOOL NETWORK THAT WE'RE GOING TO HEAR FROM MR. BLAND. THE THING IS, IS NEXT YEAR, THEY'RE FREE TO APPLY.
SO THOSE SCHOOLS ARE FREE TO APPLY.
NOW, WHAT WE NOTICE WITH A LOT OF OUR PRINCIPALS THEY ARE VERY SENSIBLE.
BUT THE EXPECTATION IS ONE PERFORMANCE.
THE OTHER ONE IS GOING TO BE CLARITY.
AND THE THIRD ONE IS GOING TO BE WHAT WE HOPE TO SEE IS A MORE REFINED LEADER THAT EXEMPLIFIES EVERYTHING THAT'S POSITIVE ABOUT OUR DISTRICT. AND I THINK THOSE FOUR PILLARS THAT YOU SEE UP THERE IS EXACTLY WHO WE ARE.
WE DO WANT TO GROW LEADERS AND THAT MEANS CHILDREN, RIGHT? WE'RE GROWING THEM TO BE LEADERS.
THIS DISTRICT HISTORICALLY HAS BEEN AN INNOVATOR FROM THE FIRST IB CAMPUS TO WHERE WE ARE TODAY.
RIGHT. SO THOSE ARE THE THINGS THAT WE HOPE THAT COMES FROM IT.
AND SO THIS IS NOT, LIKE YOU SAID, AN OVERNIGHT THING.
THAT'S WHY IT'S A FIVE YEAR PLAN.
BUT I WILL TELL YOU THAT WE DO HAVE PROBABLY THE BEST TEAM ON THE BLOCK.
[00:35:08]
EXPERIENCE. ANY OTHER QUESTIONS? MR. MILLER. YEAH.JUST REAL QUICK. I WAS ABLE TO GO DOWN FOR THE CLOSING CEREMONY, AND I WAS ONLY THERE HALF A DAY.
I LEARNED A LITTLE BIT ABOUT THE PROCESS THEY WENT THROUGH.
I MEAN, THESE GUYS WERE PUT THROUGH THE RINGER.
IT WAS NOT A VACATION, I CAN PROMISE YOU.
BUT THE ONE THING THAT STRUCK ME THROUGHOUT THE WHOLE EVENING WITH WHAT WERE THERE? OVER SEVEN DISTRICTS THERE? EVERY ONE OF THE DISTRICTS CAME UP TO TELL ME THAT OUR GROUP WAS LIKE ONE OF THE BEST THEY'VE EVER SEEN, THAT THEY WERE THE STARS OF THIS PARTICULAR SESSION. AND IT KIND OF STOOD OUT IN THE PRESENTATIONS AND THE CEREMONIES AND AND ALL THE CONVERSATIONS I HAD AN PEOPLE.
BUT NUMBER TWO, MAN LEADING, YOU KNOW, BEING EXCELLENT AT WHAT YOU DO.
I THINK THAT MAKES A DIFFERENCE.
AND THANK YOU ALL FOR THAT WORK.
THANK YOU. ANY OTHER QUESTIONS? THANK YOU. NOW MOVE TO ITEM 4 B SCHOOL ACTION FUND GRANT PLANNING YEAR UPDATE.
GOOD EVENING CHAIRMAN SELDERS, BOARD OF TRUSTEES AND DR.
THE GOAL OF TODAY'S PRESENTATION IS TO SHARE THE SUBSTANTIAL PROGRESS MADE THIS SCHOOL YEAR BY OUR SIX PRINCIPALS, CAMPUS STAFF AND SCHOOL COMMUNITIES IN CREATING INNOVATIVE PROGRAMS FOR ALL SIX SCHOOL ACTION FUND CAMPUSES.
THE DISTRICT GOALS FOR OUR SCHOOL ACTION FUND PROGRAM AND A BRIEF OVERVIEW OF THE DISTRICT'S SUSTAINABILITY PLAN TO MAINTAIN THE FUTURE SUCCESS OF EACH CAMPUS AFTER GRANT FUNDING EXPIRES.
IN GARLAND ISD WE ARE COMMITTED TO ENSURING ALL STUDENTS HAVE ACCESS TO ATTENDING HIGH QUALITY SCHOOLS AS WELL AS A WIDE VARIETY OF PROGRAMING OPTIONS THROUGH THE WIDE OPEN ENROLLMENT CHOICE PROCESS.
LAST SCHOOL YEAR, GARLAND ISD PARTICIPATED IN A COMPETITIVE GRANT PROCESS WITH TEA TO ARTICULATE HOW SIX NEW SCHOOL ACTIONS WILL SUPPORT OUR DISTRICT'S MISSION AND HOW THE DISTRICT WILL SUPPORT PRINCIPALS TO SUCCESSFULLY DESIGN THE NEW SCHOOL PROGRAM MODELS HIGHLIGHTED TODAY.
TODAY, EACH PRINCIPAL HAS WORKED WITH THEIR STAFFS AND COMMUNITIES TO CREATE A NEW SCHOOL MODEL THAT FOCUSES ON SCIENCE, TECHNOLOGY, ENGINEERING AND MATH AMONG CREATING A POSITIVE SCHOOL CULTURE THROUGH SEL PRACTICES, RESTORATIVE PRACTICES AND OTHER REFORMATIVE PRACTICES THAT WILL AID ALL STUDENTS.
EACH CAMPUS HAS ACCOMPLISHED THEIR TARGET CHECKPOINT GOALS SET BY TEA AND THE SERVICE PROVIDER, THE SCHOOL EMPOWERMENT NETWORK, FOR EACH SUBMISSION DATE, ALL SIX CAMPUSES ARE ON TRACK TO MEET ALL PLANNING GOALS, ACCORDING TO TEA'S FEEDBACK FROM THE FEBRUARY 4TH PRELIMINARY SUBMISSION DATE.
AND THE NEW SCHOOL DESIGN PLANS RECEIVED A LOT OF RECOGNITION.
THE SCHOOL EMPOWERMENT NETWORK AND THE OFFICE OF INNOVATION ARE CURRENTLY COLLABORATING TO PROVIDE PRINCIPALS WITH SUPPORT TO FINALIZE THEIR SCHOOL DESIGN PLANS FOR THE FINAL SUBMISSION TEA SCHEDULED MAY 16TH.
AT THIS TIME, I WOULD LIKE TO INTRODUCE THE NAMES AND PROGRAM FOCUS FOR EACH NEW CAMPUS.
I'LL BEGIN WITH THE ELEMENTARY CAMPUSES.
[00:40:01]
WE HAVE CLUB HILL STEM ELEMENTARY SCHOOL, LED BY MS. KERSTIN ALLEN.HANDLEY STEM ELEMENTARY SCHOOL LED BY MRS. SHARONDA BROWN, SOUTHGATE STEM ELEMENTARY SCHOOL LED BY MS. JENNIFER FOWLER AND CROUCH COLLEGIATE PREP ELEMENTARY SCHOOL LED BY MRS. SHARIKA FAIRFAX.
STEM PROGRAMS ARE DEFINED AS PROGRAMS THAT PROVIDE STUDENTS WITH CURRICULUM AND COURSES THAT CULTIVATE 21ST CENTURY SKILLS THROUGH PROJECT BASED LEARNING AND EXPERIENTIAL LEARNING OPPORTUNITIES.
STEM IS AN ACRONYM FOR THE FIELDS OF SCIENCE, TECHNOLOGY, ENGINEERING AND MATH.
21ST CENTURY SKILLS REFER TO TECHNICAL KNOWLEDGE, LIFE SKILLS, AND CAREER SKILLS THAT ARE CRITICALLY IMPORTANT TO STUDENT SUCCESS IN TODAY'S WORLD, PARTICULARLY AS STUDENTS MOVE ON TO COLLEGE AND THE WORKFORCE IN ADULT LIFE.
THE US DEPARTMENT OF LABOR EXPECTS THAT THERE WILL BE MILLIONS OF JOB OPENINGS IN THE STEM RELATED FIELDS IN THE NEAR FUTURE, BUT THERE WON'T BE ENOUGH QUALIFIED GRADUATES TO FILL THEM. EDUCATORS AROUND THE COUNTRY AGREE THAT STEM IS THE KEY TO COLLEGE READINESS AND FUTURE JOB READINESS IN THE UNITED STATES.
STUDENTS ON STEM CAMPUSES WILL BE PREPARED TO FEED INTO OUR EXISTING MIDDLE SCHOOL ACADEMIES, MIDDLE SCHOOL MAGNET PROGRAMS, FUTURE MAGNET PROGRAMS, P-TECHS AND EARLY COLLEGE HIGH SCHOOL PROGRAMS AS WELL.
NEXT, WE HAVE OUR TWO MIDDLE SCHOOL CAMPUSES, BEGINNING WITH COYLE TECHNOLOGY CENTER FOR MATH, SCIENCE AND TECHNOLOGY, LED BY MR. DUKE BARNETT. NEXT, WE HAVE LYLES COLLEGIATE INTERMEDIATE, LED BY DR.
ANSIL HOWARD. BOTH CAMPUSES WILL SERVE SIX THROUGH EIGHTH GRADE STUDENTS.
MIDDLE SCHOOL STUDENTS ON BOTH CAMPUSES WILL GAIN 21ST CENTURY SKILLS AND BE PREPARED FOR A WIDE RANGE OF PROGRAM OFFERINGS AT ALL 7 OF OUR HIGH SCHOOL CAMPUSES.
THE NEW SCHOOLS WILL USE A SLOW GROWTH MODEL FOR IMPLEMENTING THE NEW PROGRAMS AND GROW ONE GRADE LEVEL AT A TIME FOR THE NEXT THREE YEARS FOR MIDDLE SCHOOL AND FOR THE NEXT FIVE YEARS FOR ELEMENTARY CAMPUSES.
THERE WILL NOT BE ANY INTEREST REQUIREMENT FOR ANY OF THE CAMPUSES FOR THE 22-23 SCHOOL YEAR.
THE SCHOOL ACTION FUND ELEMENTARY CAMPUSES WILL PHASE IN GRADE LEVELS OVER A FIVE YEAR PERIOD.
THE SCHOOL ACTION FUND MIDDLE SCHOOLS WILL PHASE IN GRADE LEVELS OVER THE NEXT THREE YEARS.
THE MAGNET DEPARTMENT WILL WORK THROUGHOUT THE SUMMER, WITH CAMPUSES BEING CONSIDERED TO BECOME MAGNET CAMPUSES, OR WHAT WE REFER TO NOW AS INNOVATIVE CHOICE CAMPUSES FOR THE 2023 OR 24 SCHOOL YEAR.
I WILL DEFINE WHAT AN INNOVATIVE CHOICE CAMPUS IS LATER IN THE PRESENTATION.
BY INCREASING THE ATTRACTIVENESS AND THE STRENGTH OF EXISTING AND FUTURE PROGRAMS, THE DISTRICT WILL POTENTIALLY ELIMINATE OR SIGNIFICANTLY REDUCE MAGNET WAITLIST INCREASING ACCESS FOR STUDENTS TO ENROLL IN THEIR NEIGHBORHOOD SCHOOLS, AS WELL AS ATTRACT MORE FAMILIES FROM NEIGHBORING DISTRICTS TO ENROLL AT A GARLAND ISD CAMPUS.
THE CREATION OF INNOVATIVE CHOICE CAMPUSES WILL ULTIMATELY INCREASE ACCESS TO QUALITY PROGRAMS, OPPORTUNITY FOR UNIQUE LEARNING EXPERIENCES, AND CREATE POSITIVE EXPERIENCES FOR STUDENTS WHO WOULDN'T TRADITIONALLY HAVE ACCESS TO QUALITY PROGRAMING.
INNOVATIVE CHOICE PROGRAMING IS STILL IN THE PLANNING STAGES, AND OUR FOUR ELEMENTARY CAMPUSES MENTIONED EARLIER WILL BE THE TARGET CAMPUSES TO BECOME THE FIRST INNOVATIVE CHOICE CAMPUSES.
THE MAGNET DEPARTMENT IS ALSO PLANNING TO TRANSITION COYLE TECHNOLOGY CENTER FOR MATH, SCIENCE AND TECHNOLOGY AND ALLOWS COLLEGIATE INTERMEDIATE INTO MAGNET PROGRAMS FOR THE 22 23 24 SCHOOL YEAR.
AS A REMINDER, THE SCHOOL ACTION FUND PROVIDED EACH CAMPUS WITH $250,000 TO SUPPORT THE DESIGN WORK DURING THE 21-22 SCHOOL YEAR, WHICH IS REFERRED TO AS OUR PLANNING YEAR.
AS STATED EARLIER, THE SCHOOL DESIGN PLANS WILL BE SUBMITTED TO TEA ON MAY 16TH FOR FINAL APPROVAL.
[00:45:06]
ONCE APPROVED, EACH SCHOOL WILL RECEIVE UP TO $1,000,000 IN CONTINUATION FUNDING OVER A TWO YEAR PERIOD TO SUPPORT THE NEW SCHOOL SLOW GROWTH MODEL.EACH CAMPUS WILL CONTINUE TO RECEIVE TECHNICAL ASSISTANCE FROM THE SCHOOL EMPOWERMENT NETWORK.
IN CLOSING THE SCHOOL DESIGN WORK ACCOMPLISHED THIS PLANNING YEAR IS TRANSFORMATIONAL.
SUCCESS WILL BE MEASURED IN SEVERAL WAYS ON THE CAMPUSES.
THE FIRST MEASURE WILL BE INCREASED STUDENT ACADEMIC OUTCOMES.
THE GOAL OF THE STRATEGIES ARE TO MAINTAIN INCREASES IN STUDENT ACHIEVEMENT SCORES, MAINTAIN POSITIVE SCHOOL CULTURES, INCREASE STUDENT ENROLLMENT, AND TO DEVELOP AND MAINTAIN A SYSTEM OF CONTINUOUS SUPPORT FOR TEACHERS AND ADMINISTRATORS ON THOSE CAMPUSES.
THE SCHOOL ACTION FUND PRINCIPALS HAVE RECEIVED TRAINING TO MANAGE THEIR CAMPUS AND GRANT BUDGETS EFFECTIVELY TO ENSURE THAT THE PROPER USE OF ANNUAL FUNDING SOURCES LIKE 199 FUNDS AND TITLE 1 FUNDS WILL SUSTAIN THE SUCCESS.
THANK YOU FOR YOUR TIME AND YOUR ATTENTION, AND THIS CONCLUDES MY PRESENTATION.
ARE THERE ANY QUESTIONS? THANK YOU, MR. BLAND. TRUSTEES ARE THERE ANY QUESTIONS? MR. MILLER. YEAH, JUST A REAL QUICK STUFF.
DO WE CURRENTLY HAVE WAITING LIST OR OVERSUBSCRIBED SITUATION? SO WE DO, BUT IT'S SUBSTANTIALLY LOWER THAN IT HAS BEEN IN THE PAST, AND WE'RE WORKING TO FIND WAYS TO ELIMINATE IT ALTOGETHER.
OKAY. BUT WE DO HAVE MORE STUDENTS APPLYING FOR THE STEM THINGS THAN WE CURRENTLY HAVE CAPACITY FOR.
SO THIS SHOULD HELP ALLEVIATE THAT.
CORRECT. AND THEN YOU MENTION THE ELIMINATION OF LIKE ENTRANCE QUALIFICATIONS AND YOU MENTIONED A LOTTERY SYSTEM.
WHAT WOULD THE LOTTERY SYSTEM BE LIKE? SO THE STUDENTS WILL APPLY AND THEIR APPLICATIONS WILL THEN BE FORWARDED TO OUR SYSTEM THAT WE HAVE RIGHT NOW.
AND WE'RE WORKING ON GETTING A ROBUST SYSTEM THAT WE'LL BE ABLE TO CYCLE THROUGH AND HAVE A FAIR AND COMPLETE PROGRAM THAT WILL ELIMINATE BIAS AND ALL THOSE OTHER THINGS.
OKAY. AND WHEN DO WE ANNOUNCE I MEAN, WHEN DO PEOPLE KNOW ABOUT THIS? SO THE LAUNCH OF THESE CAMPUSES SO FAR GOING THROUGH THAT PROCESS WON'T HAPPEN FOR ANOTHER YEAR.
SO WE'RE STILL IN THE PLANNING PHASES AND PUTTING SYSTEMS IN PLACE NOW TO ADDRESS THAT.
SO THIS FALL, NOVEMBER, HOPEFULLY ALL THESE CAMPUSES WILL BE, NOT ALL OF THESE, BUT THE TWO MAGNET CAMPUSES WILL BE READY TO PLACE ON OUR CHOICE LIST FOR MAGNETS AND THE STUDENTS AND FAMILIES WILL BE ABLE TO APPLY AND CHOOSE ONE OF THOSE CAMPUSES AS THEIR FIRST CHOICE.
MR. JOHNSON. THANK YOU, MR. BLAND. THE SLOW GROW PLAN THAT YOU PUT TOGETHER.
YES, SIR. YEAH. SINCE THE ELEMENTARY'S THAT WERE CONVERTING TO STEM, THEY'RE DOING THE SLOW GROW.
WHENEVER YOU START HAVING STUDENTS, OBVIOUSLY, FOR THE MIDDLE SCHOOL AND THE MIDDLE SCHOOL IS BUILT OUT ALL THE WAY THROUGH EIGHTH GRADE, YOU'RE STILL TWO OR THREE OR FOUR YEARS AWAY FROM THOSE ELEMENTARY SCHOOLS GETTING TO WHERE THEY'RE SIXTH GRADERS AND THEY'RE GOING TO MATRICULATE.
IS THERE ENOUGH DEMAND NECESSARILY IN THE SCHOOLS AND THE ELEMENTARY'S FOR THAT TYPE OF CAMPUS WITHOUT THOSE KIDS ALREADY COMING UP THROUGH THE NEW ELEMENTARY'S? YOU MEAN IN ORDER TO FILL THOSE SEATS AT THE NEW CAMPUSES? NOT NECESSARILY TO FILL THE SEATS, BUT ARE THEY GOING TO BE STUDENTS, I MEAN, ARE THE STUDENTS NOT GETTING NECESSARILY THE ELEMENTARY TRAINING FOR THE TYPE OF RIGOR THAT THEY'RE GOING TO GET AT THE TECHNOLOGY CENTER COMING FROM A GENERAL BASED CAMPUS? OR IS THIS SOMETHING THAT SOMEONE COMING FROM FIFTH GRADE AT JUST GOLDEN MEADOWS, FOR INSTANCE, CAN STEP RIGHT IN AND GO INTO COYLE WITH THIS NEW TECHNOLOGY CENTER MODEL?
[00:50:02]
OR IS IT SOMETHING THAT'S GEARED FOR A STUDENT THAT CAME FROM AN MST CAMPUS? SO ALL OF OUR MAGNETS THAT WE'RE LOOKING TO MAKE ON THE MIDDLE SCHOOL LEVEL, THE ELEMENTARY CAMPUSES AND I'M TALKING NOW THE FOUR ELEMENTARY CAMPUSES THAT ARE UNDER SCHOOL ACTION FUND, WE'LL HAVE PROGRAMS AND INSTRUCTION THAT WILL PREPARE STUDENTS FOR THE RIGORS OF AN MST AND OR A COLLEGE PREP MAGNET.AND THAT'S THROUGHOUT THE DISTRICT.
I MEAN, EVEN OUR OTHER CAMPUSES, I MEAN, THE STUDENTS THAT QUALIFY WILL QUALIFY.
BUT, YOU KNOW, THE RIGOR OF THOSE PROGRAMS AS WELL, THERE ARE STUDENTS THAT COME FROM COMPREHENSIVE CAMPUSES AS OPPOSED TO A CHOICE OR A MAGNET PROGRAM AS WELL THAT MATRICULATE INTO A MAGNET CAMPUS.
SO I THINK THAT THEY WILL BE ADEQUATELY PREPARED TO MOVE FORWARD TO THOSE CAMPUSES, BECAUSE BEFORE WE'VE ALWAYS HAD SOME TYPE OF ENTRANCE REQUIREMENT. SO YOU CAN COME FROM A GENERAL ED CAMPUS AND GO TO TO SAY, JACKSON.
ARE WE SETTING KIDS UP FOR FAILURE BY JUST LETTING THEM GO TO SOMETHING THAT THEY DIDN'T GET PREPARED FOR? YES, SIR. SO THE MIDDLE SCHOOLS WILL HAVE ENTRANCE CRITERIA ONCE THEY BECOME MAGNETS.
THEY'RE JUST NOT THEY JUST DON'T HAVE AN ENTRANCE CRITERIA NOW.
IT'S A ONE YEAR THING. ONE YEAR THING.
SO WE'RE GOING TO HAVE ENTRANCE REQUIREMENTS IN YEAR TWO.
OKAY. FOR MIDDLE SCHOOLS ONLY.
ALL RIGHT. NOW, WHAT ABOUT ELEMENTARY SCHOOLS IF THEY'RE NOT STARTING IN KINDERGARTEN WHAT IF THEY'RE COMING IN AT FOURTH GRADE FROM ANOTHER DISTRICT AND THEY SAY, I CHOOSE THIS ONE? IT WOULD BE NO DIFFERENT THAN HOW WE DO IT NOW.
IF THERE'S AVAILABILITY, THEN WE COULD EXAMINE IT.
IF THERE'S A WAIT LIST, THEY HAVE TO GO ON THE WAIT LIST.
THAT'S NORMALLY HOW WE HAVE IT.
BUT THAT'S A REALLY VALID QUESTION TO LOOK INTO.
AND I GUESS THE OTHER QUESTION AND I THINK IT'S GREAT THAT WE'RE EXPANDING MAGNETS.
THESE ARE QUESTIONS. THEY'RE NOT CRITICISMS. LET'S SAY I'M A FAMILY THAT'S PUT MY KIDS THROUGH COYLE AND NOW I'VE GOT A YOUNG ONE THAT'S GETTING READY TO GO INTO COYLE AND WE'RE ABOUT TO MAKE THIS CHANGE.
WHAT'S GOING TO CHANGE ABOUT THAT, THAT KIDS EXPERIENCE GOING INTO COYLE THAT IS, OLDER SIBLINGS WOULD HAVE HAD DIFFERENT? BECAUSE THERE'S ONLY SO MUCH BANDWIDTH YOU HAVE.
RIGHT. IF YOU'RE CHANGING THE FOCUS TO TECHNOLOGY, SOMETHING HAS TO BE LEFT BEHIND.
YOU CAN'T JUST STAY AT 100% EVERYTHING.
SO WHAT'S GETTING CUT OUT? WHAT'S GETTING CUT FROM THE CURRENT PROGRAM AS THEY TRANSITION OVER TO THE MAGNET? YES. SO THE CURRENT PROGRAM WILL STILL EXIST.
SO ONLY A PORTION OF THOSE STUDENTS THAT GO INTO COYLE WILL HAVE ACCESS TO THAT MAGNET PROGRAM.
SO IN OTHER WORDS, IF YOU HAVE A STUDENT THAT'S NOT A MAGNET STUDENT THAT COMES IN IN SIXTH GRADE AND THEY SHOW PROMISE AND THEIR SCORES DICTATE THAT THEY CAN TAKE AN ALGEBRA CLASS IN EIGHTH GRADE, THAT THEM BEING OUTSIDE OF THE MAGNET WOULDN'T STOP THEM FROM TAKING AN ALGEBRA CLASS, FOR EXAMPLE.
SO LET ME UNDERSTAND, BECAUSE I THINK THAT JUST ANSWERED A LOT OF QUESTIONS.
SO EACH ONE OF THESE CAMPUSES ARE GOING TO HAVE A GENERAL ED COMPONENT AND A MAGNET COMPONENT.
WHAT PERCENTAGE OF THE STUDENT BODY IS GOING TO BE IN MAGNET VERSUS GENERAL ED? SO WE'RE GOING TO FOLLOW THE SAME PATTERN THAT WE FOLLOWED IN THE PAST.
LET THEM KNOW THE PERCENTAGE NOW.
PERCENTAGE NOW IS ABOUT 60, 40.
60, 40 MAGNET? 60, 40 MAGNET TO GEN ED.
I DON'T KNOW WHY ANYONE NECESSARILY WOULD DO THAT, BUT IT'S MORE FOR THE STUDENTS THAT LIVE IN THE AREA THAT? CORRECT. WANT TO STAY CLOSE TO THEIR SCHOOL.
OKAY. THANK YOU. SORRY ABOUT ALL THE QUESTIONS.
THAT'S I'M NOT SURE THE NUMBER IS PAGE 19, I THINK FUTURE VERTICAL ALIGNMENT.
[00:55:03]
COULD YOU GO BACK TO THAT SLIDE? YES, SIR. WHAT IS THE TERMINOLOGY INNOVATIVE CHOICE CAMPUSES MEAN? SO AN INNOVATIVE CHOICE CAMPUS.IT'S A CAMPUS THAT DOESN'T HAVE THE SAME INTEREST REQUIREMENT THAT A TYPICAL MAGNET WOULD HAVE.
AND THAT'S WHAT WE'RE REFERRING TO GOING THROUGH A LOTTERY SYSTEM TO GAIN ENTRANCE.
BUT THE PROGRAMING THERE WILL MIMIC A LOT OF WHAT THE MAGNET PROGRAMS CURRENTLY HAVE.
AND SO THE GOAL OF THAT IS AGAIN, TO ALLOW FOR STUDENTS IN THAT AREA TO HAVE ACCESS TO QUALITY PROGRAMING AND NOT HAVE TO GO OUTSIDE OF THEIR COMMUNITIES TO BE BUSED ACROSS TOWN IN ORDER TO RECEIVE IT.
SO COMPARE WHAT WE NOW CALL A MAGNET AT THE ELEMENTARY LEVEL TO WHAT THESE SCHOOLS ARE GOING TO BE.
SO IT'S A GLOBAL PROGRAM THAT ALL STUDENTS WILL BE ABLE TO BENEFIT FROM.
NOW, THERE WAS A QUESTION ASKED BEFORE, FROM WHAT I'VE HEARD FROM AT LEAST THREE OF THE CAMPUSES, THE WORD HAS ALREADY GOTTEN OUT INTO THE NEIGHBORHOOD.
SO WE'VE ANNOUNCED THIS CLEARLY AND THE EXCITEMENT IS BUILDING.
CORRECT? THAT'S TRUE, RIGHT? THAT'S CORRECT. YES, SIR.
SO AND WE'RE ALREADY ACCEPTING GETTING READY TO ACCEPT THE FIRST CLASS.
SO THERE WAS NO CHOICE DESIGNATION ON ANY FORMS DURING ENROLLMENT PERIOD.
YOU KNOW, THAT SAID COYLE MST.
SO IT'S NOT THE PROGRAM HAS NOT BEEN FULLY IMPLEMENTED THIS YEAR.
WELL, LET'S TALK ABOUT THE ELEMENTARY.
SO I KNOW I VISITED SOUTHGATE.
LET'S TALK ABOUT HOW SOUTHGATE WILL LOOK.
USE SCHOOL YEARS BECAUSE WHEN YOU SAY NEXT YEAR, THEY'RE THINKING 22, 23 OR 23, 24.
SO YEAH 22, I'M SORRY, 23-24 IT'S WHEN THE NEW SCHOOL YEAR, SO IT'S ONE YEAR FROM NOW.
SO THIS COMING SCHOOL YEAR IS 22-23.
SO THE 23-24 SCHOOL YEAR IS WHEN THERE'LL BE A FULL SCALE IMPLEMENTATION OF THE PROGRAM ITSELF.
OK. BUT THERE ISN'T IT STARTS NEXT YEAR 22-23.
SO AGAIN, WHAT WILL? DEFINE STARTS? I THINK THAT'S WHAT THE PEOPLE NEED TO HEAR.
THE CHOICE PERIOD STARTS NEXT YEAR. THE CHOICE PERIOD DOES NOT HAS NOT STARTED.
RIGHT. SO ALL THE TRAINING AND IMPLEMENTATION STARTS NEXT YEAR, THE FALL WHEN WE DO CHOICE, RIGHT.
THIS IS A TRAINING IMPLEMENTATION YEAR.
THANK YOU FOR THE CLARIFICATION.
SO THE NAME CHANGES WHEN, NEXT YEAR? SO THERE'S A SLOW GROW MODEL WHERE ONE GRADE LEVEL THOSE STUDENTS WILL BE UNDER THE NEW SCHOOL MODEL AND NAME THIS COMING SCHOOL YEAR.
SO I KNOW THAT'S CONFUSING, BUT LIKE HE JUST SAID, THIS GROUND ZERO AND THEN THE FULL IMPLEMENTATION OF THE PROGRAM WON'T HAPPEN UNTIL THE FOLLOWING SCHOOL YEAR, WHICH IS THE 23-24 SCHOOL YEAR.
OKAY. SO SOMEWHERE I GOT THE WRONG INFORMATION.
THAT'S WHAT I'M TRYING TO CLARIFY.
OKAY. I WAS UNDER THE IMPRESSION THE FIRST GRADE WOULD BE NEXT YEAR.
THE FIRST GRADE IS NEXT YEAR AS A BETA.
RIGHT. IT'S NOT OUT FULL FORCE.
THE FIRST GRADE LEVELS ELEMENTARY, WE'RE USING SOUTHGATE PRE K ONE.
YOU'RE GOING TO SEE TWO SOUTHGATES FOR ACCOUNTABILITY.
YOU'RE GOING TO SEE TWO COYLE'S FOR ACCOUNTABILITY.
YOU'RE GOING TO SEE TWO HANDLEY'S FOR ACCOUNTABILITY.
ALL RIGHT. SO YOU'RE GOING TO SEE DOUBLE NAME.
YOU'RE GOING TO SAY, HEY, WAIT, THEY MADE SOMETHING WRONG HERE? NO. THE FIRST YEARS PRE-K WE'RE DOING PRE K ONE.
THAT'S GOING TO BE YOUR AND WE'RE DOING SOUTHGATE.
WE'RE NOT ANNOUNCING THAT STEM YET BECAUSE WE'RE NOT READY.
BUT WE'RE GOING TO BE WORKING WITH A CERTAIN GROUP OF THE POPULATION ON STEM PROCESSES.
[01:00:01]
IN A FEW. THIS IS WHERE THE CONFUSION IS STARTING IN AUGUST, IN A FEW MONTHS, RIGHT? THE FIRST PRE K, K OR K ONE, OR WHATEVER IS COMING IN IN AUGUST? YES. THIS YEAR.BUT WE'RE NOT ANNOUNCING THAT IT IS AN MST BECAUSE WE ARE STILL LEARNING THE PROCESS.
IT'S SLOW GROWTH. THEN THE NEXT YEAR WE ANNOUNCE IT.
AND SO THEN WHEN IT'S PRE K ONE, TWO, THAT'S REALLY THE FIRST YEAR OF THE MST OF ANNOUNCING IT WHAT IT IS OR THE STEM. THAT WOULD BE STEM.
SO WILL WE EVER CALL THE CAMPUSES ELEMENTARY'S, MAGNETS? FULL IMPLEMENTATION OF THE PROGRAM, WHICH IS IN FIVE YEARS, THE ENTIRE CAMPUS WILL BE CALLED THAT.
BUT UNTIL THEN, THERE'S JUST A PORTION OF THE CAMPUS THAT WILL BE REFERRED TO AS HANDLEY STEM ELEMENTARY, WHICH IS A STEM ELEMENTARY, WHICH IS A SEPARATE CAMPUS FROM THE CURRENT HANDLEY ELEMENTARY SCHOOL NOW.
AND THEY'LL EXIST SIMULTANEOUSLY UNTIL THEY PHASE OUT.
SO YOU HAVE A PHASE IN CAMPUS, WHICH IS THE SLOW GROWTH MODEL THAT WE REFERRED TO.
AND SO IF YOU CAN IMAGINE TAKING ONE GRADE LEVEL AWAY PER YEAR, IT'LL GET DOWN TO THE POINT WHERE YOU'LL HAVE PRE-K THROUGH FOURTH GRADE, WHICH WOULD BE HANDLEY STEM ELEMENTARY IN THE FOURTH YEAR.
RIGHT. WILL THAT BE THE SAME AT THESE FOUR ELEMENTARY'S OR NOT? IT WON'T, BECAUSE WE'RE LOOKING TO DESIGNATE THESE CAMPUSES AS INNOVATIVE CHOICE CAMPUSES, WHICH THE FULL SCALE OF THE PROGRAM WOULD BE CAMPUS WIDE.
[V.A. Action Items]
FIRST ACTION ITEM A 1 CONSIDERATION FOR OUR REGULAR MEETING IS TO CONSIDER APPROVAL OF THE ANNUAL TEKS CERTIFICATION.GOOD EVENING CHAIRMAN SELDERS, COMMITTEE TRUSTEES, DR.
LOPEZ, IT'S NICE TO SEE YOU ALL THIS EVENING.
THIS IS A REQUIRED PROCESS FROM TEA PERTAINING TO OUR INSTRUCTIONAL MATERIALS ALLOTMENT.
SO EVEN THOUGH IT'S IN THE NAME, I THOUGHT I'D TAKE JUST A MOMENT AND TALK ABOUT WHAT WE CAN USE OUR INSTRUCTIONAL MATERIALS ALLOTMENT FOR INSTRUCTIONAL MATERIALS, THINGS IN OUR ACTUAL CLASSROOMS THAT OUR STUDENTS USE EACH AND EVERY DAY.
ANY OTHER WONDERFUL IDEA WE MIGHT HAVE IS NOT ALLOWABLE THROUGH THE IMA FUNDS.
WE GET THIS ALLOTMENT DISBURSED TO US EVERY TWO YEARS.
THE PROCESS FOR ACCESSING IT, WHICH YOU ARE HEARING ABOUT TODAY, STARTS WITH YOU.
WE ALSO DON'T RECEIVE ALL THIS MONEY ALL AT ONCE.
WHAT WE DO THEN IS ONCE YOU APPROVE THOSE PROCLAMATIONS, WE THEN PUT IN A REQUEST FOR THE FUNDS FOR THE EXACT DOLLAR AMOUNT THAT THOSE MATERIALS COST AND TEA THEN DISPERSES THAT MONEY TO US AND WE MAKE THE PURCHASE.
DISTRICTS DO HAVE THE DISCRETION TO USE ADDITIONAL IMA FUNDS FOR PURCHASES SUCH AS ADVANCED PLACEMENT COURSES, DUAL CREDIT COURSES, WHICH WE AS A DISTRICT HAVE ALWAYS ELECTED TO DO TO MAKE SURE THAT OUR STUDENTS HAVE WHAT THEY NEED AND THEN AREN'T RESPONSIBLE FOR HAVING TO MAKE THOSE PURCHASES THEMSELVES.
[01:05:02]
ARE THERE ANY QUESTIONS? QUESTIONS. MS. STANLEY. YOU SAID THAT IN OUR BOOK WE HAVE A LIST OF.OKAY. I'M SO SORRY. IT MUST NOT HAVE BEEN INCLUDED, BUT I CAN'T GET IT TO YOU.
MY STREAK OF EASIEST PRESENTATION I EVER DO CONTINUES.
ACTION ITEM A2 FOR CONSIDERATION AT OUR REGULAR MEETING, CONSIDER APPROVAL OF RESOLUTION FOR NAACP BACK-TO-SCHOOL EVENT AT HOMER B JOHNSON STADIUM. DR.
HEMPHILL. GOOD EVENING, CHAIRMAN SELDERS, TRUSTEES, AND DR.
LOPEZ. THIS ITEM IS PRESENTED FOR YOUR CONSIDERATION THIS EVENING.
THIS RESOLUTION THAT WE HAVE PRESENTED SERVES AS A FINDING OF THE PUBLIC PURPOSE AND ALLOWS THE ADMINISTRATION TO DETERMINE NECESSARY CONTROLS TO ENSURE THE PUBLIC PURPOSE IS CARRIED OUT.
THIS YEAR, THE NAACP IS PROPOSING TO HOLD THE EVENT ON AUGUST 27TH.
IT WILL BE A DRIVE THRU EVENT AGAIN THIS YEAR FROM 8 A.M.
AND THIS RESOLUTION WILL BE PRESENTED FOR YOUR APPROVAL ON MAY 24TH.
ANY QUESTIONS? THANK YOU, DR. HEMPHILL. MR. JOHNSON. WHEN IS, THE EVENT'S USUALLY IN AUGUST, CORRECT? YES. I KNOW THAT THIS GOT MOVED TO HOMER JOHNSON BECAUSE OF COVID RELATED CONCERNS BEFORE FROM THE CULWELL CENTER.
IS THIS SOMETHING THAT DOES THE NAACP, LIKE THE HOMER JOHNSON SITE, BETTER OR? I'D PERSONALLY BE WILLING TO GIVE THEM AIR CONDITIONING IF THEY WANT IT.
YES, I THINK THEY LIKED BEING ABLE TO DO THAT A WHOLE LOT BETTER.
AND IT WAS JUST JUST A VERY QUICK AND ORDERLY.
YES. OK. IF THAT'S WHAT THEY PREFER.
NUMBER THREE FOR CONSIDERATION AT OUR REGULAR MEETING ON MAY 24TH, IT'S CONSIDERED APPROVAL OF RENEWAL OF SHARED SERVICE AGREEMENT WITH MESQUITE REGIONAL DAY SCHOOL FOR THE DEAF. MR. RAMOS YES, GOOD EVENING, CHAIRMAN SELDERS, MEMBERS OF THE BOARD, AND DR.
THE SCHOOL PROVIDES OUR STUDENTS WHO ARE DEAF OR HARD OF HEARING SERVICES EITHER FULL TIME OR ITINERANT SERVICES, SO THAT THEY CAN ACCESS THE FULL CURRICULUM.
IT'S A COOPERATIVE ARRANGEMENT WHEREBY MEMBER DISTRICTS MAY PROVIDE FOR EFFICIENT DELIVERY OF THE LEGALLY REQUIRED SPECIAL EDUCATION RELATED SERVICES TO ELIGIBLE STUDENTS WHO ARE DEAF OR HARD OF HEARING IN THE MESQUITE AREA.
AND I WILL BE SUBMITTING THAT FOR YOUR APPROVAL ON MAY 24TH.
THANK YOU. ANY QUESTIONS? HOW MANY STUDENTS DO WE HAVE INVOLVED IN THIS? SO CURRENTLY WE HAVE 32 FULL TIME STUDENTS AND ABOUT 50 STUDENTS WHO RECEIVE ITINERANT SERVICES.
DO WE PROVIDE THE TRANSPORTATION FOR THEM OVER THERE? YES, WE DO. OKAY.
VERY GOOD. THANK YOU. MR. MILLER.
I WAS ALSO GOING TO ASK I MEAN, THESE ARE GISD STUDENTS, RIGHT? EVEN THOUGH THEY'RE IN A MESQUITE FACILITY, THEY'RE GISD STUDENTS? THAT'S CORRECT. OKAY.
ANY OTHER QUESTIONS? THANK YOU.
THANK YOU. THAT ENDS THE ACTIONS THAT WE ARE GOING TO BE BRINGING FORWARD FOR THE MAY 24TH BOARD OF TRUSTEES MEETING. DR.
LOPEZ, ARE THERE ANY EXECUTIVE SESSION ITEMS? NO, SIR. I WILL ENTERTAIN A MOTION FOR ADJOURNMENT.
[VII. Adjournment]
THE DISTRICT AFFAIRS COMMITTEE MEETING IS ADJOURNED AT 7:11.* This transcript was compiled from uncorrected Closed Captioning.