[00:00:01]
I CERTIFY THAT WE HAVE A QUORUM.
MS. HOGAN, DO WE HAVE ANY PUBLIC FORUM COMMENTS? OKAY. WE'LL PROCEED WITH OUR AGENDA AS FOLLOWS.
[IV. Information Items]
ALL RIGHT. SO WE'RE GOING TO TAKE IT TO AGENDA ITEM 4 INFORMATION ITEMS. WE HAVE ITEM A SPECIAL EDUCATION UPDATE.GOOD EVENING. CHAIRMAN SELDERS, MEMBERS OF THE BOARD OF TRUSTEES AND DR.
TO PROVIDE SOME BACKGROUND IN THE 2020, 2021 SCHOOL YEAR, AN AUDIT OF OUR SPECIAL EDUCATION SERVICES WAS CONDUCTED AND IT REVEALED SEVERAL CRITICAL AREAS FOR IMPROVEMENT.
IT WAS EVIDENT THAT A SYSTEMATIC PLAN TO ADDRESS THESE AREAS WAS GOING TO BE CRITICAL IN ORDER FOR US TO IMPROVE STUDENT OUTCOMES AND THE ACTION PLANNING PROCESS BEGAN.
IN THIS PRESENTATION, I'LL WALK YOU THROUGH A REVIEW OF THE ACTION PLANNING PROCESS.
PROGRESS ON THE ACTION PLAN GOALS, THE NEXT STEPS TO BE TAKEN IN THE FALL, AND A REVIEW OF THE WORK CURRENTLY UNDERWAY WITH OUR PARTNERS, PCG CONSULTING GROUP. OUR TIMELINE STARTED IN SEPTEMBER AND WENT ON THROUGH NOVEMBER WHEN WE HAD INITIAL FINDINGS AND RECOMMENDATIONS.
THOSE WERE BROUGHT TO THE BOARD AS WELL AS AN ACTION PLAN TO ADDRESS THEM.
YOU PROVIDED SOME CRITICAL FEEDBACK TO REVISE THE ACTION PLAN ITSELF, AND WE TOOK THAT TO THE STAKEHOLDERS AND ENSURED THAT ALL OF THAT INPUT WAS INCORPORATED INTO THE PLAN.
AND SO NOW WE HAVE A COMPLETED ACTION PLAN.
IN YOUR MATERIALS, YOU SHOULD HAVE THE FULL ACTION PLAN AS WELL.
AND THE COVER LOOKS LIKE THAT.
AND SO I WON'T GO SPECIFICALLY INTO THE DOCUMENT.
YOU'LL ALSO HAVE AN EXECUTIVE SUMMARY.
BUT WHAT I'LL GO OVER IS JUST THE PROGRESS THAT WE'VE MADE ON SOME OF OUR GOALS.
SO FOR GOAL ONE, WE REALLY WERE LOOKING AT ENSURING THAT WE HAD AN ACTIVE PARENT GROUP THAT CAN PROVIDE US FEEDBACK AND GUIDANCE TO MAKE SURE THAT WHAT WE'RE OFFERING IS WHAT THEY'RE NEEDING AND WHAT THEY'RE WANTING.
AND THEY HAD SOME FEEDBACK TO GIVE US ON THE ACTION PLAN AS WELL.
AND WE HAVE A PARENT OR SECOND FOCUS GROUP PARENT MEETING ON THURSDAY WHERE WE'LL REVIEW THE TRAININGS THAT WE WANT TO PROVIDE THEM FOR THE 2022 2023 SCHOOL YEAR.
SO WE'LL GET SOME FEEDBACK, MAKE SURE THAT HOW WE'RE PROVIDING THEM.
THE TRAINING IS HOW THEY'RE WANTING TO RECEIVE IT.
SO WE DO HAVE AN ENGLISH GROUP AND A SPANISH GROUP THAT WE'LL BE WORKING WITH ON THURSDAY .
IN OUR ACTION PLAN, WE WERE TO HIRE AN ASSISTANT DIRECTOR AND TWO COORDINATORS AND THEY HAVE BEEN HIRED AND THEY'VE BEEN WORKING FEVERISHLY TO GET A FRAMEWORK TOGETHER.
THEY HAVE A CROSS-FUNCTIONAL TEAM, ADMINISTRATIVE TEAM THAT THEY'RE WORKING WITH TO MAKE SURE THAT WE ARE HITTING ALL OF THE COMPONENTS AND EVERYBODY IS INVOLVED IN THIS MULTI-TIERED SYSTEM OF SUPPORTS.
WE'VE ALSO CREATED A WEBSITE THAT'S ON THE GISD MAIN PAGE AND COORDINATING WITH COUNSELING AND STUDENT SERVICES. ONE CRITICAL PIECE IS THE IDENTIFICATION PRACTICES AND DISPROPORTIONALITY MONITORING.
WE'VE BEEN WORKING WITH OUR STUDENT SERVICES PARTNERS, MONITORING DISCIPLINE AND ATTENDANCE, GETTING QUARTERLY UPDATES AND DOING A RISK RATIO ANALYSIS FOR EACH GROUP. WE'RE GOING TO TAKE THAT ANALYSIS AND DIVE DEEPER WITH OUR CAMPUSES THAT HAVE HIGHER RISK RATIOS TO REALLY LOOK AT THE SYSTEMS AND HOW WE CAN ASSIST THEM TO REDUCE THAT.
WE'RE ALSO GOING TO INCLUDE TRAINING FOR OUR CAMPUS LEADERSHIP ON DISPROPORTIONALITY AND HOW TO REVIEW THAT DATA AND GET THAT MANAGED. THE IEP, THE INDIVIDUAL EDUCATION PLAN.
[00:05:04]
WE HAVE WRITTEN PROCEDURES THAT WE'VE DEVELOPED AND WE ARE INCORPORATING THEM INTO A PROCEDURES GUIDE THAT PCG IS HELPING US DEVELOP. FOR EXPANDING THE LEAST RESTRICTIVE ENVIRONMENT CONTINUUM.SO NEXT, WE ARE DRAFTING SUCCESS STORIES FROM STUDENTS WHO WERE FORMERLY AT PATHFINDER ACHIEVEMENT CENTER AND HAVE BEEN PLACED ON CAMPUSES FOR THIS YEAR AND CONTINUE WITH OUR ROOT CAUSE ANALYSIS FOR DISPROPORTIONALITY AND LEAST RESTRICTIVE ENVIRONMENT.
SPECIAL EDUCATION COORDINATORS HAVE PROVIDED GUIDANCE AND RESOURCES DURING THE MASTER SCHEDULING PROCESS WITH OUR SECONDARY SCHOOLS, AND PCG IS CURRENTLY WORKING ON OUR SPECIALLY DESIGNED INSTRUCTION SECTION OF THE INCLUSIVE PRACTICES GUIDE.
SO I KNOW THAT IT LOOKS LIKE IT'S A LOT AND IT IS, BUT WE ARE FEVERISHLY WORKING THROUGH IT.
SO WE'LL JUST CONTINUE ON WITH GOAL SEVEN.
WE WANT TO MAKE SURE THAT WE HAVE PLANNING OF MULTI-YEAR PROFESSIONAL CAMPUS DEVELOPMENT, PROFESSIONAL DEVELOPMENT FOR OUR CAMPUSES SO THAT WE ARE TRULY ADDRESSING THE NEEDS THAT THEY HAVE AND NOT JUST WHAT WE THINK THEY SHOULD HAVE OR WHAT ARE WE GOING TO DO NEXT WEEK.
PCG IS WORKING WITH US ON CREATING A PLAYBOOK FOR A COHORT OF SEVEN ERR 12 CAMPUSES SO THAT WE HAVE SOME TRAINING GUIDANCE WITH THESE CORE COHORT WHO ARE THEN GOING TO HELP US EXPAND THAT TO OTHER CAMPUSES AS WE MOVE FORWARD.
AND WE STARTING WITH THE FIRST MODULE WHEN WE RETURN IN THE FALL AND CONTINUE ON IN THAT MANNER.
OUR NEXT STEPS ARE FOR PLAYBOOK COMPLETION.
ELEVATING THE RIGOR IS BASED ON THAT SPECIALLY DESIGNED INSTRUCTION AND IEP DEVELOPMENT.
AND SO THOSE ARE FOUNDATIONAL TO ELEVATING THE RIGOR AND THIS IS GOING TO BE ADDRESSED IN THE FALL THROUGH PROFESSIONAL DEVELOPMENT OF OUR TEACHERS, OF OUR CAMPUS STAFF ON HOW TO WRITE RIGOROUS GOALS AND OBJECTIVES FOR OUR STUDENTS.
WE HAVE HAD LEGAL UPDATES PROVIDED TO OUR PRINCIPALS AND WE PLAN ON HAVING SOME LUNCH AND LEARNS TO CONTINUE THE LEGAL COMPLIANCE PIECES AND FOCUS THROUGH SOME BITE SIZED PROFESSIONAL LEARNING WITH WEEKLY TIDBITS THAT MAY BE IN THE FORM OF LITERATURE REVIEW.
IT COULD BE MODULES, VIDEOS, SO JUST GIVING THEM WEEKLY TIDBITS AROUND A MONTHLY TOPIC AND WORKING WITH OUR EXECUTIVE DIRECTORS OF LEADERSHIP TO HELP THEM, HELP OUR CAMPUS LEADERS IMPLEMENT WHATEVER IT IS THAT THEY'RE LEARNING THROUGH THESE MONTHLY TOPICS AND WEEKLY PD TIDBITS.
THROUGH OUR PROFESSIONAL DEVELOPMENT, WE'LL BE IMPACTING THIS GOAL AND CONTINUING THAT IN THE FALL.
WE ALSO WANTED TO REVIEW OUR PREVIOUS PLAN AND WE'VE DEVELOPED DIFFERENTIATED LEARNING BASED ON ROLES AND ALSO PROVIDING THAT PD IN DIFFERENT FORMATS AND NOT ALL JUST IN PERSON.
WE'RE LOOKING AT VIDEO MODULES AS WELL AS ASYNCHRONOUS AND SYNCHRONOUS LEARNING.
OUR SPECIAL EDUCATION POLICY AND PROCEDURE MANUAL.
WE'RE WORKING WITH OUR LEGAL DEPARTMENT AS WELL AS THERE ARE SOME REGION TEN TRAININGS COMING UP TO HELP US FINISH OUR POLICY AND PROCEDURE MANUAL. OUR FACILITIES PLANNING WILL WORK WITH THAT DEPARTMENT IN THE FALL AND OUR GISD ORGANIZATIONAL STRUCTURE THAT'S MERGED WITH THE EXPANDING ROLES OF MENTAL HEALTH PRACTITIONERS.
[00:10:06]
BUDGET AND STAFFING TO SEE HOW WE CAN MOVE FORWARD WITH GOAL 14.AND WE ARE ALSO CONTINUING TO WORK WITH PCG CONSULTING WITH WEEKLY CHECK INS ON THEIR PROJECTS AND MONITORING THEIR COMPLETION.
AND THEY WILL BE TRAINING OUR ADMINISTRATORS DURING THE LEA [INAUDIBLE] CONFERENCE TOMORROW.
HERE ARE THE PROJECTS THAT THEY'RE WORKING ON, THAT DISTRICT WIDE PLAYBOOK FOR THOSE COHORTS OF SCHOOLS, THE INCLUSIVE PRACTICES GUIDE AND AN IEP DEVELOPMENT GUIDE.
THOSE TWO GUIDES SHOULD BE COMPLETED BY THE END OF JUNE, READY FOR THE NEW SCHOOL YEAR.
SO WITH THAT, I'LL TAKE ANY QUESTIONS.
TRUSTEES. DO YOU HAVE ANY QUESTIONS FOR MS. RAMOS? BEFORE WE TAKE ANY QUESTIONS, MS. HOGAN HAS GIVEN US AN UPDATED AGENDA FOR THE DISTRICT AFFAIRS COMMITTEE MEETING, SO SHE'S GOING TO BE HANDING THEM OUT HERE SHORTLY.
SO I JUST WANTED TO DRAW YOUR ATTENTION TO THAT.
ALL RIGHT, MS. GRIFFIN, THANK YOU.
YES. SO TELL ME, WHAT CAN OUR PARENTS EXPECT DIFFERENTLY FOR THIS UPCOMING SCHOOL YEAR? ARE WE THERE YET? IS THERE ANYTHING THAT WILL BE DIFFERENT WITH THE SERVICES THAT WE'RE PROVIDING FOR THIS UPCOMING SCHOOL YEAR 22-23? I KNOW MANY OF THESE OBJECTIVES HAVEN'T BEEN MET, BUT WHAT WILL LOOK DIFFERENT OR WHAT WILL BE ENHANCED FOR OUR PARENTS FOR THE UPCOMING SCHOOL YEAR. WELL, WE'LL START WITH OUR PARENT FOCUS GROUP.
THE FORMAT THAT WE THAT WE PROVIDE THAT TRAINING IN WILL BE BASED ON, AGAIN, WHAT THEY ARE ASKING OF US, BECAUSE WE'RE READY, WILLING AND ABLE TO DO THAT.
JUST GETTING THAT FEEDBACK FROM THEM.
SO I THINK IT WILL BE MORE TARGETED TO WHAT THEIR NEEDS ARE AND WHAT THEY WANT.
WE'RE ALSO LOOKING AT JUST PROFESSIONAL DEVELOPMENT FOR OUR CAMPUS LEADERS AND INCLUSIVE PRACTICES.
BUT I HOPE THAT THROUGH THESE ACTIONS THAT BY THE END OF THE SCHOOL YEAR, WE'LL HAVE A DIFFERENT SENSE, A DIFFERENT FEEL, A DIFFERENT SET OF SERVICES, RIGOROUS SERVICES THAT WE'RE PROVIDING OUR STUDENTS AND ULTIMATELY SEE STUDENT OUTCOMES GET IMPROVED.
SO YOU SAID THAT YOU ALL COMMUNICATED WITH THEM AND THEY GAVE YOU FEEDBACK.
SO DO YOU HAVE THAT FEEDBACK IN CATEGORIES LIKE THEY WANTED THIS THAT OR FOUR OR FIVE DIFFERENT CATEGORIES? AND IS THAT HOW YOU'RE GOING TO BE ADDRESSING IF YOU COULD JUST GIVE ME AN EXAMPLE OF WHICH OF ONE CATEGORY? THAT'S PART OF IT.
THERE WAS A SURVEY THAT WE SENT OUT ASKING ABOUT THE DIFFERENT PROFESSIONAL DEVELOPMENT OR TRAININGS THAT WE PROVIDED THEM THIS SCHOOL YEAR, WHICH ONES WERE ON TARGET, WHICH ONES YOU KNOW WEREN'T QUITE WHAT THEY NEEDED? RIGHT. SO WE GOT FEEDBACK ON THAT TRAINING AND WE'RE GOING TO PROVIDE THAT IN OUR FOCUS GROUP THIS WEEK SO THAT THEY CAN REVIEW THAT FEEDBACK AND THEN ALSO GIVE US ADDITIONAL FEEDBACK SO THAT WE CAN DEVELOP THE YEAR LONG PLAN.
YES, MA'AM. THANK YOU, MS. GRIFFIN. MR. MILLER.
YEAH. ALL OF THIS IS IS INTERESTING TO ME.
I'M INTERESTED IN ALL OF THE ACTION PLAN ITEMS THAT YOU HAVE VERY HOPEFUL FOR THIS.
BUT I JUST KIND OF CURIOUS, IN THE FACILITIES PLANNING DISCUSSION, THERE'S A LOT IT'S MAINLY JUST COMMUNICATING AND TALKING WITH AND PARTNERING WITH DIFFERENT GROUPS WITHIN THE SCHOOL DISTRICT.
DO YOU HAVE ANY PLACE THAT WE WANT TO GO OR WE NEED TO GO WITH FACILITIES.
[00:15:01]
ANYTHING THAT YOU'RE CURRENTLY AWARE OF? WELL, ONE OF THE THINGS THAT WAS A BIT OF A CHALLENGE IS WHEN WE'RE AS WE ADD OUR ECSE CLASSES, WHICH ARE YOUNG, THREE YEAR OLDS, FOUR YEAR OLDS, THEY REQUIRE A BATHROOM.AND SO WHEN WE'RE TALKING ABOUT FACILITIES PLANNING, THAT'S A BIG PIECE IS MAKING SURE THAT OUR CLASSROOMS WHO HAVE STUDENTS WITH TOILETING NEEDS HAVE A SECURE PLACE, THAT THAT CAN HAPPEN, THAT MAINTAINS DIGNITY.
AND SO THAT'S REALLY WHAT WE'RE FOCUSED ON IS FACILITIES PLANNING.
AND ALSO WHERE ARE WE PLACING THESE CENTRALIZED PROGRAMS. WE WANT TO MAKE SURE THAT IT IS AROUND THE DISTRICT SO THAT NO STUDENT HAS TO TRAVEL TOO FAR TO GET TO THE SERVICES THAT THEY NEED.
THANK YOU. MR. BEACH. FIRST OF ALL, MS. RAMOS, I WANT TO CONGRATULATE YOU ON BEING EXECUTIVE DIRECTOR OF SPECIAL EDUCATION.
THANK YOU SIR. AND APPOINTED TO THAT NEW POSITION.
I KNOW IT'S NEW TO YOU, AND I KNOW THAT THAT'S A SPECIALTY OF YOURS.
AND I'M VERY PLEASED AND I'M THANKFUL THAT YOU'RE GETTING YOUR ARMS AROUND.
IN LOOKING AT THE AGENDA THAT YOU HAVE ON STEP ONE, TWO, THREE AND FOUR.
HOW ARE YOU GOING TO BE IMPLEMENTING THAT DURING IN-SERVICE OR WHATEVER THAT WITH PRINCIPALS AND THEIR TRAINING BETWEEN NOW AND WHEN SCHOOL STARTS? I THINK THAT THAT'S KIND OF THE JUMPSTART THAT EVERYBODY'S LOOKING FORWARD TO, TO SEE GETTING BACK TO SOME NORMALCY.
AND I'M JUST KIND OF CURIOUS IF YOU'VE GOT A PLAN OF ACTION THERE WHERE THAT TRAINING IS GOING TO TAKE PLACE ON HOW MANY PEOPLE YOU'RE GOING TO HAVE OUT THERE IN THE FIELD DOING THESE THINGS TO HELP US KIND OF GET FAMILIAR WITH YOUR PLAN OF ACTION THAT WHERE YOU'D LIKE TO TAKE US? SO IF WE'RE TALKING ABOUT OUR CAMPUS LEADERS, THEY'LL START THEIR JUMPSTART IS GOING TO BE AT LEA CON THIS WEEK.
PCG WILL BE HERE TO PROVIDE THAT PROFESSIONAL DEVELOPMENT.
I'LL BE THERE AS WELL. WE'LL TALK ABOUT THE SERVICES THAT OUR DEPARTMENT PROVIDES OF THE FULL REALM, AS WELL AS TALK ABOUT WHAT THEY SHOULD EXPECT AS THE YEAR PROGRESSES GOING INTO NEXT YEAR FOR PROFESSIONAL DEVELOPMENT, FOR DIFFERENT INCLUSIVE PRACTICES.
AGAIN, WE'RE GOING TO HAVE A COHORT OF 12 CAMPUSES.
THEY'LL GET MORE INTENSE TRAINING THROUGH THAT PLAYBOOK.
BUT WE WILL ALSO HAVE TRAINING FOR ALL CAMPUS LEADERS THROUGH WEEKLY EMAIL OUT.
WE'LL SEND OUT WEBINARS, WE'LL SEND OUT VIDEOS ALL AROUND DIFFERENT TOPICS PER MONTH.
JUST GET 20 TO 30 MINUTES WORTH OF INFORMATION THIS WEEK ON A TOPIC 20 TO 30 MINUTES OF INFORMATION THE FOLLOWING WEEK ON THE SAME TOPIC FOR THE FOUR WEEKS.
AND I'M WORKING WITH THE EXECUTIVE DIRECTORS OF LEADERSHIP.
THEY'RE GOING TO BE RECEIVING TRAINING ON COACHING THROUGH THAT PLAYBOOK FROM OUR PCG PARTNERS.
SO THEY'VE BEEN VERY INVOLVED.
SO THAT'S WHAT WE HAVE PLANNED FOR OUR CAMPUS LEADERS.
SO EXPLAIN TO ME WHAT YOU MEAN WHEN YOU'RE SAYING PLAYBOOK, IS IT NOT WHAT YOU JUST PRESENTED HERE TO US? THIS THE PLAYBOOK IS MODULES OF PROFESSIONAL LEARNING, SO THEY'RE ASYNCHRONOUS AND IT'S WHAT WE WILL BE SENDING OUT TO OUR CAMPUS LEADERS.
SO THEY WON'T BE GOING INTO YOU KNOW WE WON'T BE TAKING THEM OFF CAMPUS.
WE'RE NOT GOING TO OVERWHELM THEM WITH HALF A DAY.
WE REALLY WANT TO GIVE SLOW AND STEADY INFORMATION SO THAT IT'S NOT TOO MUCH, BUT IT'S JUST IN TIME INFORMATION THAT THEY'LL NEED AS THEY'RE MOVING THROUGH THE YEAR.
IT HAS BEEN COORDINATED THROUGH HR, THROUGH MARY GARCIA'S DEPARTMENT, THOSE TYPE OF THINGS.
SO EACH SO EVERYBODY'S PLAYBOOK, REALLY, WE'RE ALL GOING TO BE ON THE SAME PAGE.
YES. IN FACT, MS. GARCIA AND I MET LAST WEEK, TWO WEEKS AGO, TO REALLY WORK ON THE DISPROPORTIONALITY PIECE AND THE ATTENDANCE AND MAKING SURE THAT WE'RE MEETING AND UPDATING AND SENDING OUT THE SAME INFORMATION SO THAT WE ALL ARE GIVING THE SAME MESSAGE AND PROVIDING THE SAME SUPPORT TO OUR CAMPUSES.
WILL WE AS A BOARD RECEIVE THAT PLAYBOOK? I'M SURE THAT THAT WE CAN SEND YOU A COPY AND WE'D LOVE FOR YOU TO TAKE THE PLACE AND WORK WITH THEM.
[00:20:06]
IT'D BE NICE IF WE'RE CONTACTED TO BE ABLE TO ANSWER SOME OF THOSE QUESTIONS.SURE. WHAT YOU'RE TRYING TO ACCOMPLISH, BECAUSE I WANT TO SUPPORT WHAT YOU'RE DOING.
WOULD IT BE OKAY TO PUT THAT IN A BOARD INSIGHT, MAYBE A LINK TO WHERE YOU CAN GET THAT INFORMATION? ABSOLUTELY. OKAY. THANK YOU.
ANY OTHER QUESTIONS? I HAD A COUPLE OF QUESTIONS.
YES, SIR. I THINK AWHILE BACK WE'RE HAVING THIS DISCUSSION AROUND SPECIAL EDUCATION.
MS. STANLEY SORT OF BROUGHT UP ALMOST TO KIND OF PIGGYBACK ON WHAT MS. GRIFFIN WAS TALKING ABOUT WITH RESPECT TO PARENTAL EDUCATION AND PARENTS JUST NOT UNDERSTANDING THE PROCESS A LITTLE BIT.
IN THESE FOCUS GROUPS OR AS YOU'RE WORKING THROUGH THE PARENT PIECE, ARE YOU ALSO CONSIDERING THE OPPORTUNITY TO PROVIDE MENTORSHIP FOR PARENTS TO HELP THEM NAVIGATE VARIOUS PHASES OF THE SPECIAL EDUCATION PROCESS FOR THEIR CHILDREN? HOW IS THAT GOING TO HAPPEN WITH SOME OF THE WORK THAT'S BEING DONE AS A PART OF THIS ACTION ITEM LIST? SO IT'S A PRETTY BIG LIFT AND WE WON'T BE ABLE TO DO THAT ON OUR OWN.
WE HAVE SOME THINGS IN THE WORKS.
PARTLY WE'RE LOOKING AT PARTNERING WITH OUR PTA.
THERE'S A GROUP CALLED SAGE, AND SO WE'RE REACHING OUT TO THEM.
THEY PROVIDE A LOT OF PARENT SUPPORT THAT IT'S NOT AS DEVELOPED IN OUR CHAPTER OF THE PTA.
BUT THAT'S SOMETHING THAT WE WANT TO HELP THEM DEVELOP AND IN TURN GET OUR PARENTS INVOLVED BECAUSE A LOT OF WHAT THEY DO ARE SUPPORT GROUP TYPE THINGS BECAUSE NOBODY KNOWS WHAT A PARENT GOES THROUGH EXCEPT ANOTHER PARENT.
AND SO JUST REALLY PARTNERING WITH THEM AND PROVIDING THAT ADDITIONAL SUPPORT THAT IS OUTSIDE OF WHAT WE CAN DO WITH THEM AND FOR THEM.
SO YEAH, JUST LOOKING AT OUR COMMUNITY RESOURCES AND OUR OTHER ENTITIES THAT CAN COME IN AND HELP WITH THAT BECAUSE THEY DO, THEY NEED A LOT OF SUPPORT. AND THAT WAS VERY EVIDENT IN THAT SURVEY THAT I WAS TALKING ABOUT, THAT THEY REALLY WANT SOME SUPPORT GROUPS.
THEY WANT TO BE ABLE TO GO TO A PLACE AND LOCATION WHERE, YOU KNOW, IF THEY'RE OUT THAT NOBODY'S AND THEIR CHILDREN AREN'T BEHAVING TYPICALLY, THEN THAT IT'S NORMAL AND NOT A BIG DEAL.
AND THEY JUST WANT TO BE ABLE TO ENJOY ALL OF THOSE THINGS THAT EVERYONE SEEMS TO ENJOY.
AND THE WAY TO TO REALLY WORK THROUGH THAT IS THROUGH SUPPORT GROUPS.
AND BECAUSE THEY CAN HELP EACH OTHER AND HAVE PLAYDATES AND THEY AND JUST TALK ABOUT WHAT THEIR STRUGGLES ARE AND HOW THEY MIGHT HAVE OVERCOME OR SHARE RESOURCES THAT MAYBE THEY'RE NOT AS AWARE OF.
AND SO THAT'S REALLY OUR GOAL, IS NOT JUST TO FOR US TO GO OUT AND TRAIN, BUT TO PARTNER AND GET THEM ADDITIONAL SUPPORTS AS THEY MOVE THROUGH THE EDUCATIONAL SYSTEM.
RIGHT. RIGHT. I GUESS AWHILE BACK, YOU KNOW, WHEN WE WERE HAVING THESE DISCUSSIONS, YOU KNOW, I'D HEARD FROM A COUPLE OF PARENTS WHO HAD EXPERIENCED, YOU KNOW, VARIOUS ENCOUNTERS, I WOULD SAY, IN OUR DISTRICT.
AND IT WASN'T A PLEASANT EXPERIENCE, AT LEAST THE WAY THAT THEY RELAYED IT TO ME.
AND SO IT SOUNDED LIKE AND I DON'T KNOW ALL OF THE INS AND OUTS, BUT IT SOUNDED LIKE DIFFERENT CAMPUSES DO DIFFERENT THINGS AND HAVE DIFFERENT PERCEPTIONS AS IT RELATES TO HOW TO HANDLE SPECIAL EDUCATION AND SITUATIONS LIKE THAT.
WHAT ARE WE DOING IN TERMS OF THE DISTRICT'S SIDE TO MAKE SURE THAT FROM AN EXPERIENCE STANDPOINT, YOU KNOW, WE'RE ABLE TO PROVIDE PARENTS AND PROVIDE FAMILIES WITH THE EXPERIENCE THAT THEY NEED IN ORDER TO FEEL LIKE THEIR CHILD IS GETTING THE QUALITY SERVICE THAT THEY DESERVE AND NEED ON OUR SIDE.
SO WITH THAT PLAYBOOK, THOSE COHORTS ARE GOING TO BE CAMPUS LEADERS.
AND THEY'LL BE RECEIVING THAT TRAINING SO THAT WE CAN SYSTEMATICALLY GO FROM THOSE 12 CAMPUSES AND REALLY GROW EXPONENTIALLY SO THAT EVERYONE'S ON THE SAME PAGE OF WHAT IT IS THAT A PARENT'S EXPERIENCE AND THE CHILD'S EXPERIENCE SHOULD BE WHEN THEY'RE IN OUR CARE, IN OUR CLASSROOMS, IN OUR SCHOOLS.
[00:25:02]
IT'S GOING TO BE THAT PROFESSIONAL DEVELOPMENT FOR ALL CAMPUS LEADERS.IT'S GOING TO BE THE PARTNERSHIPS THAT OUR DEPARTMENT HAS WITH STUDENT SERVICES THAT HAVE WITH THE COUNSELING DEPARTMENT, MAKING SURE THAT WE'RE WRAPPING AROUND ALL OF THE NEEDS THAT OUR STUDENTS HAVE.
SO IT REALLY JUST HAS TO BE A MULTI-FACETED APPROACH.
IT'S NOT GOING TO BE ONE THING.
IT'S GOING TO BE A COMBINATION OF DIFFERENT THINGS.
AND I THINK THAT'S WHY OUR ACTION PLAN HAS SO MANY GOALS, BECAUSE THERE ARE A LOT OF DIFFERENT PIECES TO REALLY MOVING FORWARD SO THAT EVERY CHILD AND EVERY PARENT HAS A GOOD EXPERIENCE IN OUR DISTRICT.
LAST QUESTION THAT I HAVE IS THAT YOU TALKED ABOUT USING A COHORT MODEL AND THERE'S 12 SCHOOLS.
HOW ARE THOSE SCHOOLS IDENTIFIED? AND CAN YOU KIND OF GIVE US A BREAKDOWN OF WHAT THOSE SCHOOLS ARE, ELEMENTARY, MIDDLE, HIGH SCHOOL? WELL, WE ARE REALLY, ONE OF THE THINGS THAT WE HAVE AN IDEA OF WHO THOSE 12 SCHOOLS OR WHAT 12 SCHOOLS THAT ARE GOING TO BE . A CHALLENGE THAT WE'RE GOING TO HAVE IS ENSURING THAT THEY ARE STAFFED AND THAT THEY'RE READY AND WILLING AND ABLE TO NOT WILLING, BUT ABLE TO SPEND THAT TIME IN WORKING THROUGH THOSE MODULES.
SO WE'RE LOOKING AT CAMPUSES THAT HAVE SOME SUCCESS ALREADY BECAUSE THEY'RE GOING TO BE LEADING THE OTHER CAMPUSES AS WE'RE GOING THROUGH THE PROCESS, AS WE'RE GOING THROUGH THE PLAYBOOK.
AND SO WE'RE TENTATIVELY LOOKING AT OUR HIGH SCHOOLS BECAUSE WE HAVE GREAT NEED THERE WITH OUR STUDENT ACHIEVEMENT.
YOU KNOW, WE'RE LOOKING AT MAKING SURE THAT OUR STUDENT OUTCOMES ARE INCREASING, AND THAT'S OUR HIGH SCHOOLS IS THAT THEY'RE GOING TO GRADUATE OR THEY'RE NOT GOING TO GRADUATE. AND SO WE KIND OF SEE THAT AS A PRIORITY TO MAKE SURE THAT THAT ALL OF OUR STUDENTS , YOU KNOW, CROSS THAT FINISH LINE.
SO WE HAVE THE SEVEN HIGH SCHOOLS AND THEN HOW ARE WE GOING TO SOME ELEMENTARY SCHOOLS.
ELEMENTARY SCHOOLS? SO WE'RE NOT DOING ANYTHING AT MIDDLE SCHOOL? INITIALLY WE'VE NOT THOUGHT TO INCLUDE THEM AT THIS TIME.
BUT AS I SAID, WE'RE GOING TO BE GROWING.
AND, YOU KNOW, YOU CAN CORRECT ME IF I'M WRONG.
I MEAN, WHEN WE GET DATA, IT SEEMS LIKE WE HAVE CHALLENGES AT OUR MIDDLE SCHOOLS.
SO I'M JUST CURIOUS WHY WE WOULDN'T CONSIDER A MIDDLE SCHOOL AS PART OF THAT INITIAL COHORT JUST TO KIND OF GET THAT INFORMATION RIGHT OUT OF THE GATE AND MAYBE REFINE IT AS WE GO ALONG. WE'RE TARGETING OUR ELEMENTARY SCHOOLS WHO ARE PILOTING NEW CURRICULUM.
AND SO THE THOUGHT WAS THAT WE WANT TO REALLY WORK CLOSELY WITH THEM.
SEE, BRINGING IN THIS CURRICULUM, BRINGING IN THE PLAYBOOK, BRINGING IN THE SUPPORT AND THE COACHING, AND SEEING HOW THAT DEVELOPS AND MAKING ADJUSTMENTS ALONG THE WAY AND THEN FINDING.
BUT THAT CERTAINLY WE HAVE NOT AGAIN, WE HAVEN'T SET ALL OF THE CAMPUSES JUST YET.
WE'RE WE HAVE ANOTHER MEETING PENDING TO IDENTIFY SPECIFICALLY ALL THE 12 CAMPUSES.
SO THAT CERTAINLY CAN BE A POINT OF DISCUSSION.
OKAY. ANYBODY ELSE? MR. GLICK. THANK YOU, SIR.
AND I KNOW THAT'S ONE OF OUR MAIN GOALS.
YES. IS THAT GOING TO BE GIVEN PRIORITY? BECAUSE THAT'S WHAT TEA SAID IS ONE OF OUR MAJOR DEFICIENCIES.
SO WE ARE THAT IS SOMETHING THAT WE'RE WORKING ON AS WELL.
IN FACT, PART OF EXPANDING LRE IS LOOKING AT ALL OF OUR CURRENT PROGRAMING AND HOW WE CAN EXPAND THAT.
AND CERTAINLY WHEN WE CLOSED OUR PROGRAM AT PAC AND PUT THAT ON CAMPUSES, THAT WAS EXTENDING LRE. WE'RE ALSO LOOKING AT SOME SHARED SERVICE AGREEMENTS WHERE WITH OTHER LOCATIONS THAT HAVE ADDITIONAL STAFF AND ADDITIONAL PROGRAMING THAT COULD ALSO EXPAND OUR LRE.
[00:30:06]
SO WE ARE LOOKING INTO THAT AS WELL.AGAIN, REALLY HAVING TO DO A PROGRAM REVIEW OF HOW WE'RE PLACING OUR STUDENTS, WHAT CRITERIA ARE WE USING AND BEING MORE SYSTEMATIC ABOUT IT. SO IN THAT WAY, AGAIN, WITH THIS FIVE YEAR PLAN, IT DOESN'T SEEM LIKE THERE'S A LOT THAT WE'RE WORKING ON TOWARD IT, BUT IT'S A LOT OF FOUNDATIONAL THINGS THAT NEED TO BE SET UP FIRST SO THAT WE CAN THEN BUILD UPON IT.
DO WE COMMUNICATE WITH TEA ON THE STEPS WE'RE TAKING TO REMEDIATE WHAT THEY ASKED US TO DO? YES, WE HAVE MEETINGS WITH TEA AND LOOKING AT OUR SUPPORT PLAN AND THE STEPS THAT WE'RE TAKING.
THANK YOU, SIR. YOU'RE WELCOME.
ANY OTHER QUESTIONS? THANK YOU.
ITEM B, WE HAVE THE SEL STUDENT MANAGEMENT JOINT PRESENTATION.
DR. HEMPHILL. GOOD EVENING, CHAIRMAN SELDERS TRUSTEES AND DR.
LOPEZ. THIS EFFORT WAS REQUESTED BY TRUSTEES ON MAY 24TH TO EXPLAIN HOW SOCIAL EMOTIONAL LEARNING RELATES TO THE CONTINUUM OF SUPPORTS THAT COMPRISE OUR STUDENT MANAGEMENT SYSTEM HERE IN GARLAND ISD.
ALSO HERE THIS EVENING, WE HAVE MS. NWAKAEGO ORIJI AND MS. MARY GARCIA TO ANSWER ANY QUESTIONS THAT YOU MAY HAVE.
THANK YOU. WE HOPE THAT THIS PRESENTATION PROVIDES SOME CLARIFICATION ON OUR CROSS-DEPARTMENTAL EFFORTS TO REALLY SUPPORT STUDENTS THROUGH STUDENT MANAGEMENT.
ON THIS SLIDE, WE JUST KIND OF HAVE AN IMAGE TO KIND OF SHOW YOU HOW WITHIN OUR DISTRICT WE WORK COLLABORATIVELY TO REALLY BE ABLE TO PROVIDE SUPPORT TO STUDENTS IN REGARDS TO STUDENT MANAGEMENT.
WE'D LIKE TO LOOK AT OUR SUPPORT IN REGARDS TO STUDENTS AS A CONTINUUM.
AND SO THROUGH THIS PRESENTATION, WE HOPE TO BE ABLE TO REALLY EXPLAIN WHAT THESE THINGS LOOK LIKE, WHAT THEY SOUND LIKE, SO THAT ANY TIME YOU'RE VISITING A CAMPUS, YOU'LL BE ABLE TO REALLY UNDERSTAND AND SEE WHAT WE OFFER WITHIN THE DISTRICT.
SO ON A PREVENTION SIDE, SOCIAL EMOTIONAL LEARNING, MR. GLICK GAVE A GREAT EXAMPLE OF A DEFINITION OF WHAT WE USE IN DISTRICT FOR SOCIAL EMOTIONAL LEARNING.
AND YOU MIGHT ALSO SEE IN OUR CLASSROOMS ENGAGING PRACTICES.
AND THEN WE TRY TO END EACH CLASS DAY WITH A OPTIMISTIC CLOSURE.
SO OUR STUDENTS GO FROM CLASS TO CLASS JUST FEELING MORE HOPEFUL ABOUT THE NEXT OPPORTUNITY.
IN REGARDS TO PBIS, WHICH IS THE POSITIVE BEHAVIOR INTERVENTION AND SUPPORT.
SO WHAT THIS LOOKS LIKE ON A CAMPUS WOULD BE EXPLICIT INSTRUCTIONS TO TEACH BEHAVIOR EXPECTATIONS.
SO VISUALLY, YOU MIGHT SEE SIGNS OF RULES OR EXPECTATIONS ALONG WITH THE CODE OF CONDUCT .
YOU MIGHT SEE IN OUR HALLWAYS POSTERS.
THEY KIND OF REINFORCE THE BEHAVIORS OR EVEN CAMPUSES WHO HAVE GOOD GOING CLIMATE TYPE OF ACTIVITIES THAT OCCUR BECAUSE THEY'RE PRAISING POSITIVE BEHAVIOR OR SCHOOL RECOGNITION PROGRAMS. THOSE ARE EXAMPLES OF PBIS.
THEY PROVIDE GUIDANCE CURRICULUM, WHICH IS NOW, ACCORDING TO ASK, OR CALL INSTRUCTION WHERE WE'RE TEACHING STUDENTS ABOUT CONFLICT RESOLUTION OR HOW ABOUT PERSONAL WELLNESS? WE ALSO PROVIDE RESPONSIVE SERVICES.
THIS IS CRISIS INTERVENTION AND SUPPORT, INDIVIDUAL STUDENT PLANNING TO HELP STUDENTS SET THOSE SMART GOALS, WHETHER THAT'S FOR ACADEMIC REASONS OR EVEN COLLEGE AND CAREER READINESS, AND THEN SYSTEM SUPPORT, PROVIDING SUPPORT TO THE ENTIRE SYSTEM, THE PLANNING, THE SCHOOL WIDE ACTIVITIES AND THINGS THAT KIND OF REALLY PROMOTE
[00:35:04]
POSITIVE INTENT.YOU MIGHT ALSO SEE RESTORATIVE PRACTICES ON OUR CAMPUSES.
SO THIS IS WHAT LEANS MORE IN THE DISCIPLINE AREA.
SO WHAT THIS LOOKS LIKE IS AFTER AN INCIDENT HAS OCCURRED ON A CAMPUS THAT WOULD HAVE TRADITIONALLY BEEN A DISCIPLINE INCIDENT, A NON PUNITIVE APPROACH, SO MAYBE A RESTORATIVE CIRCLE WHERE ADMINISTRATORS MIGHT BE WORKING WITH A GROUP OF STUDENTS WHO MAYBE HAD A CONFLICT, MAYBE THERE WAS AN ARGUMENT IN THE CAFETERIA AND THEY'RE HELPING THEM TO RESTORE THE RELATIONSHIP ONCE IT'S BROKEN.
SO REALLY WORKING THROUGH AND REALLY REINFORCING AND ALLOWING STUDENTS TO HAVE THAT AHA MOMENT SO THAT THEY CAN BE ABLE TO COME TO A CONSENSUS WITHOUT A TRUE DISCIPLINE CONSEQUENCE OCCURRING.
SO FROM A SOUND LIKE PERSPECTIVE IN A CAFETERIA, FROM A SOCIAL EMOTIONAL STANDPOINT, BECAUSE WE'VE TAUGHT STUDENTS THOSE SKILLS THAT THEY NEED OR WILL REINFORCE THOSE SKILLS THAT THEY'VE LEARNED AT HOME.
NOW, YOU MIGHT NOT HEAR IT SOUND LIKE THAT FROM A STUDENT, BUT THAT'S THE COGNITIVE PROCESS BEHIND THEM, SAYING, YOU KNOW WHAT, I'M GOING TO LET IT GO, BECAUSE THEY KNOW THAT RESPONDING IN A WAY COULD CREATE A BIGGER SITUATION.
SO WE WANT TO MAKE SURE THAT YOU'RE ABLE TO NOT OVERREACT AND STAY CALM.
I KNOW THAT I'M EXPECTED TO SPEAK QUIETLY WITH SOMEONE NEXT TO ME.
SO I NEED TO FOLLOW THOSE RULES.
STUDENTS, YOU KNOW, MIGHT SAY MY BAD OR SOMETHING LIKE THAT, BUT YOU KNOW THAT THEY UNDERSTAND WHAT THEY'RE EXPECTED TO DO BECAUSE WE'RE REINFORCING AND TEACHING THOSE EXPECTATIONS.
THIS IS A TIER TWO INTERVENTION.
THIS OCCURS AFTER AN INCIDENT.
SO THEY GOT INTO IT IN THE CAFETERIA.
AND AFTER THE FIGHT, WHEN THE ADMINISTRATOR OR A COUNSELOR OR SOMEONE OR MAYBE A COACH OR SOMEONE WHO IS WORKING WITH THAT STUDENT, THAT STUDENT'S ABLE TO DO SOME SELF-REALIZATION AND ABLE TO SAY, YOU KNOW WHAT, I UNDERSTAND MY PART IN THIS AND MAYBE I CAN APOLOGIZE FOR WHAT I'VE DONE.
AND, OF COURSE, THE EXCLUSIONARY DISCIPLINE WOULD BE I'M BEING SUSPENDED FOR FIGHTING BECAUSE DESPITE IN SOME CASES, DESPITE THE RESTORATIVE RELATIONSHIP OR DESPITE THE SKILLS OF THEM KNOWING WHAT TO DO, THERE ARE OFTEN CONSEQUENCES FOR THE ACTIONS THAT STILL HAVE TO OCCUR.
SO TWO OTHER EXAMPLES THAT ARE VERY POPULAR OR NOT NECESSARILY POPULAR, BUT VERY COMMON AMONG OUR DISCIPLINE REPORTS ARE AGGRESSION AND WE'VE SEEN AN INCREASE IN THC USAGE.
YOU MIGHT SEE MOOD METERS IN A CLASSROOM OR THE FEELINGS CHART THINGS SO THEY CAN RECOGNIZE WHAT THAT FEELING IS, SO THAT THEY CAN REALLY BEGIN TO IDENTIFY THOSE FEELINGS BEFORE THEY GET UPSET AND ACT.
FROM A PBIS STANDPOINT, WE ANNUALLY TEACH STUDENTS ABOUT THE CODE OF CONDUCT.
WE TEACH THEM THE EXPECTATIONS OF OUR SCHOOL BUILDINGS, AND THEN WE PROVIDE SOME KIND OF PRIZES AND POSITIVE BEHAVIOR TYPE OF SUPPORT AND STRATEGIES THROUGHOUT OUR CAMPUSES TO REALLY TRY TO ENCOURAGE THAT THEY ARE FOLLOWING OUR RULES.
FROM A RESTORATIVE PRACTICE, OFTEN YOU WOULD SEE, AFTER AN AGGRESSIVE SITUATION, TRYING TO MEDIATE A CONFLICT, IF POSSIBLE, TO RESTORE RELATIONSHIPS AND DAMAGED RELATIONSHIPS, EVEN IF IT'S AMONG STUDENTS OR STUDENTS AND STAFF.
AND FROM A COUNSELING STANDPOINT, WE TEACH KIDS TO USE LIKE I STATEMENTS SO THEY CAN BEGIN EXPRESSING HOW THEY FEEL OR DEAR MAN STRATEGY TO KIND OF REALLY BE ABLE TO EXPRESS WHAT HAPPENED AND WHAT THEY NEED TO BE ABLE TO MOVE FORWARD.
AND FROM A THC USAGE STANDPOINT, FROM AN SEL WE TEACH COPING SKILLS, WE TEACH STUDENTS EXPECTATIONS OF CAMPUSES THAT THIS IS NOT SOMETHING THAT WE EXPECT AND WE TEACH THEM AND WE CELEBRATE CAMPUSES THAT ARE MAKING THAT HAVE THAT ARE TEACHING STUDENTS TO MAKE GOOD CHOICES.
[00:40:01]
THERE'S OFTEN CHATS OUR ADMINISTRATORS HAVE A LOT OF RESTORATIVE CHATS WITH STUDENTS TO REALLY REFLECT ON THEIR BEHAVIOR AFTER INCIDENTS HAS OCCURRED.SO AFTER LIKE THE VAPING OR SOMETHING OF THAT NATURE, BUT THERE'S OFTEN A SUSPENSION OR SOME FORM OF PLACEMENT BECAUSE WE DON'T ACCEPT THAT IN OUR SCHOOLS IN REGARDS TO DRUG USAGE. AND THEN WE REFER COUNSELORS, REFER STUDENTS AS NEEDED FOR SUBSTANCE ABUSE TREATMENT AS THINGS COME UP.
IF YOU SCAN THE QR CODE THAT'S ON THE BAG, YOU CAN SEE SOME SEL EXCELLENCE FROM OUR CAMPUSES.
WE AWARD SEL SCHOOL OF EXCELLENCE ANNUALLY TO OUR CAMPUSES THAT ARE DOING A REALLY GOOD JOB ACROSS ALL LEVELS OF IMPLEMENTING SEL ON THEIR CAMPUSES.
AND INSIDE YOUR BAG IT'S A FEW LITTLE SEL STRATEGIES AND TOOLS FOR YOU TO USE DURING YOUR BRAIN BREAKS, BECAUSE WE KNOW THAT WHILE YOU MIGHT NOT BE AGGRESSIVE, BUT THERE MIGHT BE A TIME WHERE YOU MIGHT NEED A LITTLE EXTRA SOMETHING.
AND THESE WERE ACTUALLY THINGS THAT YOU CAN FIND ON MOST OF OUR CAMPUSES.
THEY WERE RETRIEVED FROM TWO OF OUR SCHOOLS, WATSON AND FROM BEAVER, THAT YOU CAN FIND THE COUNSELORS HAVE THESE ON THEIR CAMPUSES AND THEN A LOT OF THE OTHER TOOLS. BUT THESE ARE JUST KIND OF LITTLE THINGS FOR YOU BOOKMARKS AND COLORS SO THAT WHEN YOU TAKE A BRAIN BREAK, YOU CAN ALSO BEGIN TO COPE AND SETTLE YOUR GLITTER WHEN THINGS GET A LITTLE TENSE.
AND I WILL NOW OPEN IT UP FOR QUESTIONS.
THANK YOU, DR. GILMORE AND MS. ORIJI, WE REALLY APPRECIATE THIS BAG.
I THINK IT CAN COME IN HANDY REALLY SOON.
SO WE GAVE YOU A FEW LITTLE LITTLE MAP COLORS AND WE HOPE YOU ENJOY.
THANK YOU. ANY QUESTIONS, TRUSTEES FOR DR.
[V. Action Items]
WE HAVE SEVERAL ITEMS HERE.WE'RE GOING TO START WITH ITEM A FOR ACTION FOR CONSIDERATION AT THE JUNE 2022 REGULAR MEETING.
DR. HEMPHILL. WE'RE UNDER CHAPTER 37 TO HAVE THE MIC IS IT ON? AND SO THE PURPOSE OF THE MOU THAT YOU HAVE BEFORE YOU IS TO ESTABLISH CONSISTENCY AND PREDICTABILITY IN THE APPROPRIATENESS OF THE CURRICULUM OFFERED TO STUDENTS FOLLOWING AN EXPULSION FROM SCHOOL TO RETURN STUDENTS TO A SCHOOL SETTING WHEN APPROPRIATE.
AND TO IMPRESS UPON STUDENTS THAT THERE ARE PROGRESSIVE SANCTIONS FOR MISCONDUCT IN A PUBLIC SCHOOL.
AND FINALLY, OF COURSE, TO COMPLY WITH CHAPTER 37.
AND WE DO RECOMMEND APPROVAL AT THE BOARD MEETING ON JUNE 28TH.
ANY QUESTIONS? ANY QUESTIONS, MR. MILLER? JUST A COUPLE.
I NOTICED THAT THERE'S A BOARD AND GARLAND HAS A REP ON THE BOARD.
IS THAT CORRECT? YES, THAT'S MS..
WHO'S THE REP? THAT'S MS. MARY GARCIA. AND SHE'S HERE AS WELL TO ANSWER ANY QUESTIONS YOU MIGHT HAVE.
I JUST WONDERED WHO IT WAS AND MAKE SURE I KNEW AND I'VE NOTICED IN THERE WE PAY A $3,000 ADMINISTRATIVE FEE PLUS $114 A DAY FOR STUDENTS.
HOW OFTEN ARE WE USING THIS? AND FOR HOW LONG ARE THE STUDENTS NORMALLY THERE? SO THIS PAST YEAR WE DID HAVE 28 STUDENTS WHO REQUIRED PLACEMENT AT THE JJAEP, 14 OF THOSE WERE DISCRETIONARY, MEANING THAT WE DID HAVE SOME DECISION MAKING IN THE PROCESS OF GETTING THEM TO THAT PLACEMENT.
AND THEN THERE WERE 14 THAT WERE MANDATORY.
[00:45:05]
AND IN 19-20, WHICH WAS MORE OF A NORMAL AND REGULAR YEAR FOR US, WE HAD 13 STUDENTS WHO WERE PLACED THERE.MOST OF THE PLACEMENTS ARE 90 DAYS OR MORE.
OKAY. AND THEN DO STUDENTS ATTENDING THERE, DOES THAT COUNT FOR ADA OR IS THAT YES, IT DOES COUNT FOR ADA.
NOT THAT ANYONE OTHER THAN MY TEAM AND PEIMS CARES.
I JUST WONDERED HOW IT WORKED.
AND THEN HOW ABOUT WHAT PERCENT ARE REPEAT OFFENDERS? SO THAT WE WOULD HAVE TO GET BACK TO YOU ON.
BUT GENERALLY I THINK THERE VERY FEW IF ANY, THAT ARE REPEAT OFFENDERS.
IT IS FOR OUR STUDENTS THAT ARE PLACED THERE UNDER DISCRETIONARY.
FOR ANY STUDENT IT IS YOU KNOW, IT'S IT'S AN EXTRA SOMETHING THAT THEIR PARENTS HAVE TO TAKE INTO CONSIDERATION, MAKING SURE THAT THEY GET THERE ON TIME, THAT THEY'VE GONE THROUGH THIS.
AND SO IT'S NOT SOMETHING THAT I THINK THEY EVER WANT TO DO AGAIN.
WELL, I WOULD ASSUME IT SERVES AS A WAKE UP CALL.
IT'S TIME TO DO SOMETHING DIFFERENT.
IT'S NOT HEADED DOWN A GOOD PATH.
SO I WOULD HOPE THAT THE REPEAT OFFENDERS WOULD BE VERY LOW.
I JUST I WAS JUST CURIOUS ON THAT.
MR. BEACH. MS. HEMPHILL, CAN YOU TELL ME HOW MANY OF THOSE STUDENTS POSSIBLY WERE PLACED IN AEC THEN MOVED TO JJ? SO I BELIEVE MS. GARCIA MIGHT HAVE THE EXACT NUMBERS.
JUST TO LET YOU ALL KNOW SHE DOES ALL OF THE PLACEMENT HEARINGS.
WE TALK WITH THESE PARENTS FACE TO FACE ABOUT THE INFRACTIONS THAT THE STUDENTS HAVE COMMITTED AND MAKE SURE THEY UNDERSTAND EXACTLY WHAT THE EXPECTATIONS ARE ONCE THEY ARE THERE AT JJ.
SO IF WE KIND OF KNEW WHAT THOSE NUMBERS.
RIGHT. MOST OF THOSE DISCRETIONARY PLACEMENTS DID START OUT AT THE LOCAL AEP.
SO A LOT OF TIMES THEY HAD TO SEVERAL OF THOSE STUDENTS, THEY HAD TO WAIT AT THE AEP UNTIL WE COULD DO THE HEARING TO MAKE IT TO JJ, BECAUSE SOMETIMES I WAS WAITING FOR AN ARREST TO OCCUR, SO THEY COMMITTED THE OFFENSE AND I WANTED THEM TO BE OFF THE HOME CAMPUS.
SO THEY WAITED AT THE AEC AND THEN WE HAD THE HEARING WHEN I GOT THE ARREST AND THEN THEY MADE IT OVER TO JJAEP OR SOMETIMES THEY WERE, THEY WERE AT THE AEC AND THEN COMMITTED AN OFFENSE THAT RESULTED IN A JJ PLACEMENT.
AND SO THAT'S WHY THEY WERE AT THE AEC.
SO THERE ARE A VARIETY OF REASONS, BUT WE DID HAVE SEVERAL STUDENTS THAT WERE AT DAEP AND THEN MADE IT TO JJ, BUT MOST OF THE TIME THEY'RE NOT NECESSARILY RELATED, BELIEVE IT OR NOT.
ANY OTHER QUESTIONS? THANK YOU.
THANK YOU. WE'LL MOVE TO ITEM B FOR CONSIDERATION AT OUR NEXT OR AT OUR JUNE REGULAR MEETING.
CONSIDER APPROVAL FOR INSTRUCTIONAL MATERIALS ADOPTION RECOMMENDATIONS.
MS. STEPHENSON. GOOD EVENING AGAIN.
DR. LOPEZ, AS ALWAYS, ANNUALLY YOU SEE MY FACE FOR JUST A FEW QUICK MOMENTS WHEN TALKING ABOUT PROCLAMATIONS HERE IN GARLAND ISD AND PROCLAMATIONS ARE ISSUED BY TEA FOR THE ADOPTION OF INSTRUCTIONAL RESOURCES PROCLAMATION 2022 IS SPECIFIC TO THE ADOPTION OF INSTRUCTIONAL RESOURCES IN PRE-K THROUGH 12TH GRADE HEALTH AND PHYSICAL EDUCATION.
SO I'M GOING TO HAND THIS OVER NOW TO MS. STEPHENSON TO WALK YOU THROUGH WHAT THAT PROCESS LOOKED LIKE FOR THIS ADOPTION, THE INPUT WE GOT FROM ALL OF OUR STAKEHOLDERS.
AND THEN I'LL BE BACK TO TALK TO YOU ABOUT THE MONEY.
GOOD EVENING, MR. SELDERS BOARD OF TRUSTEES AND DR.
LOPEZ. PROCLAMATION 22, AS WE'VE DISCUSSED BEFORE, CALLS FOR INSTRUCTIONAL MATERIALS FOR HEALTH AND PHYSICAL EDUCATION FOR K TO 12 MATERIALS. THE PROCLAMATION DICTATES THAT THE ADOPTION OF THE MATERIALS UNDER PROCLAMATION 2022 WERE TO BEGIN NOVEMBER 2021 WITH THE ADOPTED MATERIALS SCHEDULED TO GO INTO CLASSROOMS THIS UPCOMING SCHOOL YEAR FOR 2022 2023.
[00:50:03]
AWESOME. TO START THIS PROCESS, AN INVITATION WAS EXTENDED TO ALL PRE-K THROUGH 12 HEALTH AND PHYSICAL EDUCATION TEACHERS AND ALSO THE STUDENT HEALTH ADVISORY COUNCIL MEMBERS, AS REQUIRED BY PROCLAMATION 2022 AND ALSO OUR GISD INSTRUCTIONAL MATERIALS ADOPTION GUIDELINES.AS YOU CAN SEE HERE, IT SHOWS OUR COMMITTEE MEMBERS WERE MADE UP OF A TOTAL OF 28 TOTAL MEMBERS.
THOSE WERE 17 HEALTH AND PHYSICAL EDUCATION TEACHERS FROM GRADES PRE-K THROUGH 12, AS WELL AS 11 SHAC MEMBERS THAT INCLUDED PARENTS AS WELL AS DISTRICT STAFF.
AND THROUGH THAT PROCESS, OUR COMMITTEE RECOMMENDATIONS WILL BE QUAVERED FOR PRE-K THROUGH FIVE PHYSICAL EDUCATION AND NOW ALSO HEALTH, AS WE NOW HAVE HEALTH TEKS IN GRADES K THROUGH FIVE.
MCGRAW HILL FOR OUR HEALTH COMPONENT IN GRADES 6TH TO 12TH AND GOODHEART-WILCOX FOR GRADES 9 THROUGH 12 FOR PHYSICAL EDUCATION.
ON THIS NEXT SLIDE. IT'S AN OVERVIEW OF OUR RECOMMENDATION PROCESS.
THE TIMELINE OF OUR ADOPTION PROCESS HIGHLIGHTS THAT OUR COMMITTEE MEMBERS HAD NUMEROUS OPPORTUNITIES TO ENGAGE WITH AND PREVIEW THE DIFFERENT PUBLISHER OPTIONS IN THE MONTH OF NOVEMBER BEFORE MAKING THEIR INITIAL SELECTIONS, THE MEMBERS VOTED USING THE AGREED UPON RUBRIC AND THEN GATHERED TO REVIEW RESULTS AND ALSO VOTE.
AGAIN, OUR RUBRICS WERE COMPLETED AND A VOTE WAS FINALIZED AS MEMBERS CAME TO A CONSENSUS ON THE FINAL RECOMMENDATIONS THAT WE PRESENTED TO YOU TODAY AND I HIGHLIGHTED ON THE PREVIOUS PRESENTATION, ON THE PREVIOUS SLIDE.
OUR NEXT STEPS PENDING YOUR APPROVAL ARE TO WORK WITH OUR TEXTBOOKS COORDINATOR TO PLACE OUR ORDER TO ENSURE THAT OUR MATERIALS ARRIVE IN TIME FOR OUR TEACHERS TO RECEIVE THE MATERIALS, BE TRAINED, AND BECOME VERY FAMILIAR WITH NOT JUST THE NEW RESOURCES, BUT ALSO THE COMPLETELY NEW TEKS AND CURRICULUM THAT WILL ACCOMPANY THESE RESOURCES.
QUAVER ED IS A RESOURCE IT FEATURES INCLUDES, BUT IT'S NOT LIMITED TO OF COURSE COVERING 100% OF THE HEALTH AND PE TEKS, WHICH IS NOT ONLY REQUIRED BY TEA, BUT IT'S ALSO REQUIRED BY OUR IMA GUIDELINES.
IT IS AVAILABLE IN ENGLISH AND SPANISH.
THE TEKS ARE EMBEDDED IN THE LESSON PLANS.
MCGRAW HILL, WHICH IS OUR RECOMMENDATION FOR 6TH THROUGH 12TH HEALTH, ALSO OBVIOUSLY COVERS 100% OF THE HEALTH TEKS THE CURRICULUM IS ALIGNED TO ALSO THE NATIONAL HEALTH EDUCATION STANDARDS.
IT IS ALSO AVAILABLE IN ENGLISH AND SPANISH.
IT HAS EMBEDDED VIDEOS AND ACTIVITIES TO ENHANCE STUDENT ENGAGEMENT.
IT HAS PRESENTATIONS THAT ARE ABLE TO BE EDITED BY OUR TEACHERS, INCLUDES FORMATIVE AND SUMMATIVE ASSESSMENTS, AS WELL AS COMPREHENSIVE LESSON PLANS AND DIFFERENTIATED LESSON RESOURCES FOR ALL LEARNING STYLES.
SO ONE OF THE GREAT FEATURES FOR MCGRAW HILL IS IT ALLOWS THE ABILITY TO NOT ONLY MEET STUDENTS THAT ARE ON LEVEL, STUDENTS THAT ARE ABOVE LEVEL, AND STUDENTS THAT ARE BELOW THOSE LEARNING LEVELS AS WELL AS OUR ELL STUDENTS.
SO GREAT COMPONENTS FOR THAT RESOURCE.
AND FOR GOODHEART-WILCOX TWO OF THOSE COMPONENTS FOR SPECIFICALLY GOODHEART-WILCOX IS ONE OF THE ONLY 100% COVERED TEKS FOR PHYSICAL EDUCATION FOR 9TH TO 12TH, AS WELL AS FOR QUAVER ED WAS ALSO THE ONLY ONE THAT 100% ALIGNS THE TEKS AS REQUIRED BY TEA AND ALSO OUR IMA GUIDELINES.
BUT FOR GOODHEART-WILCOX, IT MEETS THOSE TEKS 100%.
IT ALSO HAS PRESENTATIONS FOR TEACHERS THAT CAN BE EDITED.
IT HAS 40 PREPARED FITNESS ACTIVITIES AND EXERCISE LIBRARY WITH 80 DEMONSTRATION VIDEOS, ACTIVITIES TO SUPPORT GRADE LEVEL OBJECTIVES, TEACHER LESSON PLANS, AND ALSO VARIED ASSESSMENT OPTIONS.
[00:55:08]
ACTIVITY BASED OR THE GYM COMPONENT FOR THIS COURSE.ABOVE IS QUAVER ED, WHICH IS OUR K THROUGH FIVE COMPONENT, AND IT JUST SHOWS THE VISUAL COMPONENT IN HOW IT WILL MEET OUR KIDS, WHERE THEY ARE VISUALLY, NOT ONLY FOR THE SPANISH RESOURCES, BUT ALSO WHAT ASSESSMENTS ARE AVAILABLE, THE DIFFERENT TYPES OF ACTIVITIES AND GAMES THAT CAN BE UTILIZED TO ENGAGE AND INTERACT OUR STUDENTS.
BUT ALSO IT'S EYE CAPTURING AND APPEALING FOR THE LEVEL AT ELEMENTARY.
FOR INSTANCE, HERE, LIKE KICKING AND GOING THROUGH THOSE STEPS WHERE A STUDENT CAN NAVIGATE IT, A PARENT CAN NAVIGATE IT AT HOME, AS WELL AS THE TEACHER CAN DEMONSTRATE THAT IN A GYMNASIUM AND OR A CLASSROOM WHEN NECESSARY.
BELOW, YOU'LL SEE WITH MCGRAW HERE, MCGRAW HILL, IT'S SHOWING SPECIFICALLY SOME OF THOSE EXAMPLES OF DIFFERENTIATED INSTRUCTION WHERE IT'S HIGHLIGHTING THE DIFFERENT WAYS THAT THE SKILLS CAN BE DIFFERENTIATED, WHETHER IT'S NOTE TAKING SUPPORT, WHERE IT'S READING IT ALOUD TO THE STUDENTS ENRICHMENT ACTIVITIES AS WELL AS RETEACHING COMPONENTS.
ANOTHER GREAT FUNCTION FOR MCGRAW HILL ESPECIALLY IN THE DIGITAL PLATFORM, ALTHOUGH WE DO PROVIDE OBVIOUSLY RESOURCES FOR OUR STUDENTS TO USE IN THE CLASSROOM AND DIGITALLY, SOMETIMES THEY FORGET THOSE ITEMS. AND WHEN THEY DO WHAT'S GREAT WITH MCGRAW HILL IN THE CIRCUMSTANCE WHERE MOSTLY OUR KIDS MAY FORGET AN IPAD AND OR A LAPTOP, BUT THEY TYPICALLY NEVER FORGET THEIR PHONES AND THIS PLATFORM THEY COULD USE THEIR PHONES TO BRING THE SAME COMPONENTS UP.
IT'S COMPATIBLE WITH OUR LMS, WHICH IS CANVAS IN WHICH WE USE AND DEPENDING UPON WHICH RESOURCE IS UTILIZED, WHETHER THAT WOULD BE AN IPAD, A LAPTOP AND OR SAY A CELL PHONE DEVICE, IT ADAPTS TO THAT TECHNOLOGY.
BEFORE TAKING QUESTIONS, I'M GOING TO PAUSE AND TURN IT OVER TO DR.
HILL TO HIT THE FINANCIALS, AND THEN I'LL COME BACK FOR QUESTIONS.
THANK YOU PROBABLY THE SECOND MOST IMPORTANT PART IS THE MONEY.
SO FOR A PRE K 5, WE'RE LOOKING AT ABOUT $600,000 AND THEN 6 THROUGH 12 TO COVER BOTH THE HEALTH AND ALSO THE FITNESS AND WELLNESS COMPONENTS. WE'LL THEN BRING OUR ADOPTION TOTAL TO 1.173 AND SOME CHANGE AGAIN, ALL FUNDED THROUGH OUR IMA, WHICH IS DEDICATED SOLELY TO INSTRUCTIONAL MATERIALS, EVEN DIGITAL ONES SUCH AS THESE.
AND THAT CONCLUDES OUR PRESENTATION.
DO YOU HAVE ANY QUESTIONS FOR MS. STEPHENSON OR MYSELF? THANK YOU GUYS FOR THAT PRESENTATION.
TRUSTEES ARE THERE ANY QUESTIONS? MR. MILLER. IT'S NOT REALLY A QUESTION.
THERE'S SOME MATERIAL IN OUR BOARD BOOK.
SEVERAL PAGES. I CAN'T READ A STITCH OF IT.
I WOULD LIKE TO HAVE A PAPER COPY OF THIS ON BIGGER FORM IS WHAT I'D LIKE.
NO PROBLEM. I CAN HAVE IT TO YOU IN THE BOARD INSIGHTS TOMORROW.
I MEAN, COULD IT JUST BE ON BIGGER PAPER.
YEAH. YEAH, BUT I CAN GET IT TO YOU.
I JUST LIKE TO BROWSE THROUGH IT.
WELL, FOR THE LINKS, THEN YEAH, IT WOULD BE MORE PAGES.
BUT YES, I CAN HAVE THAT TO YOU.
RIGHT, MY PROBLEM IS I'M GOING TO BE GONE ALL BUT TWO OF THE NEXT TWO WEEKS, TWO DAYS.
AND SO I NEED SOMETHING I CAN TAKE WITH ME AND VIEW BETTER.
I'M NOT GOING TO HAVE COMPUTER ACCESS OR ANYTHING WHERE I'M GOING TO BE, SO.
OKAY. WE CAN HOGAN. YEAH, I MEAN, NO RUSH.
JUST ANY TIME BEFORE THE MEETING, I COULD LOOK THROUGH IT.
I CAN GET YOU ONE BEFORE I LEAVE TONIGHT.
ANY OTHER QUESTIONS? NO OTHER QUESTIONS? THANK YOU. THANK YOU.
[01:00:01]
I'M SORRY. ITEM C.CONSIDER APPROVAL OF ANNUAL SPECIAL EDUCATION CAMERA ACTIVATION RESOLUTION.
WE GET THERE. GOOD EVENING, CHAIRMAN SELDERS, BOARD MEMBERS, DR.
LOPEZ. THIS IS THE ANNUAL SPECIAL EDUCATION CAMERA ACTIVATION RESOLUTION REQUEST.
LAST YEAR, IN JULY OF 2021, WE ASKED THE BOARD OF TRUSTEES TO PASS A RESOLUTION ALLOWING THE EXISTING CAMERAS TO BE ACTIVATED.
AND THEN YOU ALSO VOTED TO ADD NEW CAMERAS TO ALL SELF-CONTAINED CLASSROOMS LAST YEAR.
THE REASON THAT WE ARE HERE TO MAKE THIS REQUEST CONTINUES TO BE THE SAME.
IT IS ONE MEASURE BY WHICH WE WILL CONTINUE TO KEEP OUR STUDENTS SAFE.
IT WILL GIVE PEACE OF MIND TO OUR PARENTS AND OUR ADMINISTRATION THAT IF THERE IS AN ISSUE, THE CAMERA FOOTAGE CAN BE REVIEWED UPON REQUEST. AND FINALLY, THE RECORD OF THE VIDEO AND AUDIO FROM THE CLASSROOM ARE KEPT FOR SEVERAL MONTHS AND CAN BE VIEWED AT ANY TIME.
THERE ARE 34 ELEMENTARY CAMPUSES WITH CAMERAS, 9 MIDDLE SCHOOLS, AND ALL THE HIGH SCHOOLS HAVE THEM.
THERE ARE TOTAL, WHICH IS ON THE RESOLUTION ITSELF, THAT WILL GO TO THE BOARD, OF 294 CAMERAS THIS YEAR, WHICH WILL INCLUDE THE NEW CLASSROOMS OF ECSE THAT WILL BEGIN THIS YEAR.
IT IS REQUESTED THAT AT THE BOARD OF TRUSTEES MEETING THAT THE BOARD WOULD APPROVE THIS RESOLUTION.
ANY QUESTIONS? THANK YOU, DR. PARKER.
TRUSTEES, ARE THERE ANY QUESTIONS ABOUT THIS ITEM THAT WE'LL BE TAKING ACTION ON AT OUR NEXT MEETING? NO QUESTIONS. THANK YOU.
GOOD EVENING AGAIN, CHAIRMAN SELDERS MEMBERS OF THE BOARD, DR.
THE SCHOOL PROVIDES ALL DIRECT AND RELATED SERVICES TO OUR STUDENTS WHO ARE DEAF OR HARD OF HEARING.
WE CURRENTLY HAVE TWO STUDENTS THAT ATTEND AND WOULD LIKE TO CONTINUE OUR PARTNERSHIP.
ANY QUESTIONS? NO QUESTIONS? MS. STANLEY. SO THAT WAS MY QUESTION.
CAN YOU JUST EDUCATE ME ON WHAT THE HIGHER LIFE SKILLS WOULD BE? SO THEY REQUIRE MORE SELF ASSISTED CARE.
YES. SO THEY HAVE MUCH HIGHER NEEDS.
AND MESQUITE DOES NOT HAVE A PROGRAM FOR THEM.
AND SO THAT'S WHY WE KEEP TWO DIFFERENT PROGRAMS THAT WE HAVE SHARED SERVICE AGREEMENTS WITH.
NO OTHER QUESTIONS? THANK YOU.
DR. GILMORE. GOOD EVENING, CHAIRMAN SELDERS, BOARD OF TRUSTEES.
DR. LOPEZ, THANK YOU SO MUCH FOR THE OPPORTUNITY TO PRESENT INFORMATION REGARDING THE RECOMMENDATION OF A MEMORANDUM OF UNDERSTANDING BETWEEN GARLAND ISD AND TEXAS A&M AT COMMERCE.
[01:05:06]
NOT ONLY DID WE HAVE THESE GOALS, YOU ALSO CHALLENGED US AND SUPPORTED US TO ESTABLISH PARTNERSHIPS AND CHAMPIONED BY MS. GRIFFIN, WHO REALLY LED THE WAY IN ESTABLISHING THIS AMAZING PARTNERSHIP THAT I'M PRESENTING TO YOU TODAY.WE HAVE MRS. NECHELL BONDS FROM TEXAS A&M AT COMMERCE, THE VICE PRESIDENT OF ENROLLMENT MANAGEMENT HERE.
TO DATE, OVER THE LAST TWO YEARS, TEXAS A&M AT COMMERCE HAS BEEN A VIABLE OPTION FOR OUR STUDENTS, NOT JUST BECAUSE THEY ARE LOCATED VERY CLOSE TO US, BUT BECAUSE OF THE AMOUNT OF SUPPORT AND WRAPAROUND SERVICES THEY PROVIDE TO THE STUDENTS AND FAMILIES OF GARLAND ISD .
THROUGH PROGRAMING THEY'VE SUPPORTED US WITH COLLEGE APPLICATION WORKSHOPS.
THEY'VE HELPED US HELPING STUDENTS IN COMPLETING FAFSA AND TASFA APPLICATIONS.
THEY'VE CONDUCTED SCHOLARSHIP WORKSHOPS.
THEY ALSO WORK VERY CLOSELY WITH US TO CREATE A COURSE THAT'S A TEXAS A&M AND COMMERCE COLLEGE READINESS COURSE WITHIN OUR CANVAS PLATFORM FOR OUR STUDENTS THAT CAN REALLY PREPARE THEM FOR COLLEGE.
THEY HELP US BY PROVIDING INDIVIDUAL STUDENT AND FAMILY APPLICATION SUPPORT.
THEY'VE CONDUCTED CLASSROOM PRESENTATIONS ALONGSIDE OUR SCHOOL COUNSELORS AND PARTICIPATED IN OUR NEXTFLIX STREAMING SERIES FOR OUR SENIORS TO REALLY PROVIDE THEM WITH INFORMATION ON WHAT TO DO NEXT AND HOW THEY CAN ACTUALLY GET THERE.
THEY'VE CONDUCTED PROFESSIONAL DEVELOPMENT FOR ALL OF OUR COUNSELORS PRE K THROUGH 12 ON COLLEGE AND REALLY IDENTIFYING A MATCHING FIT IN ADDITION TO COUNTLESS AMOUNT OF OPPORTUNITIES FOR COLLEGE TOURS VIRTUALLY AND FACE TO FACE AND PARTICIPATION IN ALL OF OUR EVENTS.
IN BETWEEN FALL OF 2017 AND 2021, WE'VE SEEN AN INCREASE OF 22% OF ADMISSIONS APPLICATIONS FROM GARLAND ISD WITH COMMERCE, 32% INCREASE IN ADMITTING.
AND OUR GARLAND ISD STUDENTS HAS A HIGHER YIELD RATE.
AND A YIELD RATE IS THE AMOUNT OF STUDENTS OR THE PERCENTAGE OF STUDENTS WHO ACTUALLY ENROLL IN THAT COLLEGE OVER THEIR ACTUAL YIELD RATE FOR THEIR UNDERGRADUATES. SO THIS PARTNERSHIP WITH TEXAS A&M AT COMMERCE, THE EXTENSION OF HAVING THIS MOU IN PLACE WILL NOT ONLY INCREASE OPPORTUNITIES, BUT REALLY EXPAND OUR PARTNERSHIPS BY PROVIDING THEM WITH MORE FINANCIAL OFFERINGS FOR OUR STUDENTS AND OUR STAFF.
TO DATE, A&M AND COMMERCE HAS THEY OFFERED OUR CLASS OF 2021 OVER $1 MILLION DOLLARS IN SCHOLARSHIPS? AND OUR CLASS OF 2022, I MEAN, 2020 RECEIVED OVER $500,000.
OUR CLASS OF 2022 THIS YEAR HAS RECEIVED SCHOLARSHIPS, AND I'LL PROVIDE THAT INFORMATION.
WE KNOW OF TOTAL WE HAVE OVER $63 MILLION DOLLARS IN SCHOLARSHIPS, BUT WE SHOULD BE ABLE TO DRILL DOWN AND I CAN PROVIDE THAT TO YOU IN A FUTURE BOARD INSIGHTS ABOUT HOW MANY OF THOSE WERE FOR TEXAS A&M AT COMMERCE.
WE HAD 13 MEMBERS OF OUR GISD FAMILY STAFF MEMBERS WHO ARE ENROLLED AT TEXAS A&M AT COMMERCE AS STUDENTS TWO OF OUR STAFF MEMBERS, JESSICA, WHO RECEIVED A FULL RIDE AND ROBERT, WHO RECEIVED A FULL RIDE TO TEXAS A&M AT COMMERCE FOR THEIR MASTER'S DEGREE.
BOTH HAVE NOW GRADUATED ON A FULL RIDE SCHOLARSHIP.
SO AS STATED, TEXAS A&M AT COMMERCE IS AN AMAZING PARTNER AND THEY ARE INTERESTED IN SOLIDIFYING AN MOU, WHICH WILL INCREASE OUR SCHOLARSHIP OFFERINGS FOR OUR FAMILIES.
IN ADDITION TO ALL OF THE ACTUAL PROGRAM BASED SUPPORT THAT THEY PROVIDE.
THE PRESIDENT'S PROMISE WILL PROVIDE A LAST DOLLAR SCHOLARSHIP TO COVER TUITION FOR STUDENTS.
THE RISING LIONS PROGRAM PROVIDES AN EXPERIENCE FOR STUDENTS OVER THE SUMMER TO BE ABLE TO BEGIN TAKING COURSES AND ENGAGE IN EXPERIENCE ON CAMPUS BEFORE ACTUALLY ENROLLING. THE QUICK START PROGRAM PROVIDES A $250 TO $500 GRANT PER SEMESTER FOR OUR STAFF MEMBERS WHO ARE INTERESTED IN EARNING ANOTHER DEGREE OR CERTIFICATION.
[01:10:03]
AND THAT COMES IN SUPPORT OF $250 TO $750 DOLLARS PER SEMESTER.AND THE PRIDE PATHWAY OPPORTUNITY OR INITIATIVE IS FOR OUR PARAPROFESSIONALS SUPPORT STAFF SO THAT THEY TOO CAN BEGIN ENROLLING IN COLLEGE IF THEY ARE INTERESTED.
TO QUOTE MS. GRIFFIN, THIS PARTNERSHIP IS NOT JUST A PARTNERSHIP THAT'S FOR SHOW.
THIS IS A RESULTS DRIVEN PARTNERSHIP.
AND TEXAS A&M AT COMMERCE HAS BEEN AN AMAZING PARTNER.
AND WE'RE RECOMMENDING THAT YOU APPROVE OR WE'RE RECOMMENDING THIS MOU BEFORE YOU THAT WILL ALLOW US TO SOLIDIFY A PARTNERSHIP THAT EXPANDS FINANCIAL OPPORTUNITIES FOR ALL STAFF AND STUDENTS.
AND NOW I WILL OPEN IT UP FOR MS. NECHELLE BONDS TO JOIN ME.
AND IF THERE ARE ANY QUESTIONS, PLEASE.
TRUSTEES ARE THERE ANY QUESTIONS? MR. JOHNSON. THANK YOU VERY MUCH.
IT'S AMAZING PARTNERSHIP. IS THERE ANY SUBSTANTIVE DIFFERENCE BETWEEN THIS MOU AND THE PAST ONES? YEAH. MR. JOHNSON, THIS IS REALLY THE FIRST OFFICIAL MOU.
OKAY. AND. SO WE'RE FORMALIZING THEN? YES, WE'RE FORMALIZING IT.
THEY HAVE BEEN PARTNERS WITH US FOR FIVE YEARS.
AND IN TALKING TO THE PRESIDENT, WE'VE BEEN WORKING ON THIS FOR ALMOST A YEAR IN FORMALIZING THIS MOU AND TRYING TO HAVE IT INCLUSIVE. AND THAT'S WHY HE HAS ADDED TEACHER OF THE YEAR GRANT PROGRAM AND THE PRIDE PATHWAY INITIATIVE, AND HE HAS HAD GROWTH IN HIS STAFF AND DIFFERENT PEOPLE IN DIFFERENT LOCATIONS.
SO WE FELT THE NEED THAT WE NEEDED TO DOCUMENT AND WRITE DOWN WHAT WE WERE AGREEING TO.
AND WHAT YOU'LL FIND IN HERE IS THE MOU THAT WE'VE BEEN WORKING ON, BUT ALSO BECAUSE OF STUDENT CONFIDENTIALITY WITH DATA, YOU WILL FIND THE DOCUMENTING HERE THAT THEY HAVE WORKED WITH MATT YEAGER OUR IT DEPARTMENT SO THAT THERE IS NO COMPROMISING OF OUR STUDENT DATA WITH THE THINGS THAT THEY'RE SHARING.
SO THIS IS A COMPREHENSIVE DEAL THAT ANYBODY CAN FOLLOW.
WHOEVER SITS ON THIS BOARD AND WHOEVER IS IN THE POSITIONS AT A&M COMMERCE.
WELL, THERE'S CERTAINLY NO BETTER RELATIONSHIP I'D LIKE TO FORMALIZE THAN THIS ONE.
THIS HAS BEEN A REAL GIFT TO OUR DISTRICT, AND I HOPE IT'S BENEFITED A&M COMMERCE AS WELL.
BUT AFTER FIVE YEARS, I'M MORE THAN GLAD TO GET HITCHED.
[LAUGHTER] SO THANK YOU VERY MUCH.
I REALLY APPRECIATE IT. I WANT TO LET YOU KNOW THAT.
THANK YOU, MR. JOHNSON. ANY OTHER QUESTIONS? CAN YOU JUST SPEAK TO JUST SAY HELLO OR SOMETHING A BRIEF GREETING.
THANK YOU VERY MUCH FOR THE OPPORTUNITY.
IT'S TRULY WE TRULY VALUE THE RELATIONSHIP, OBVIOUSLY, BUT EVEN IN OUR INTERNAL CONVERSATIONS, WE DO LOOK TO GARLAND ISD AS BEING A SIGNATURE PARTNER.
AND SO THAT GOES ABOVE AND BEYOND JUST SORT OF THAT TRADITIONAL OUTREACH AND RECRUITMENT AND WORKING WITH THE OTHER COUNCILORS AND STAFF MEMBERS.
SO LOOKING FORWARD TO MANY FUTURE YEARS AND WORKING THROUGH THIS MOU AND SEEING HOW IT GROWS AND DEVELOPS AND LIVES WELL BEYOND MANY OF US IN OUR PROFESSIONAL ROLES.
NO OTHER QUESTIONS? THANK YOU, DR. GILMORE. THANK YOU.
THIS BRINGS US TO OUR LAST ITEM F CONSIDER APPROVAL OF THE ACADEMIC CALENDAR UPDATE RECOMMENDATIONS FOR THE 2022, 2023 AND 2023 2024 SCHOOL YEARS.
DR. RUSSELL. THANK YOU, CHAIRMAN SELDERS, TRUSTEES, DR.
LOPEZ. THIS EVENING WE BRING FOR YOUR CONSIDERATION AND POSSIBLE APPROVAL AT THE NEXT BOARD MEETING A REVISION TO THE BOARD CALENDARS THAT WERE ADOPTED FOR 22-23 AND 23-24 BY THE BOARD IN DECEMBER OF 2021.
SPECIFICALLY, IN AN EFFORT TO TIGHTEN THE SECURITY IN OUR SCHOOLS ON ELECTION DAY, WE ARE RECOMMENDING SHIFTING THE STAFF DEVELOPMENT DAY FOR 22-23 FROM A FRIDAY TO ELECTION DAY, NOVEMBER 8TH, AND FOR THE 23-24 YEAR SCHOOL YEAR SIMILARLY MOVING THAT NOVEMBER 6 STAFF DEVELOPMENT
[01:15:04]
DAY TO ELECTION DAY, NOVEMBER 7TH.AS YOU KNOW, SCHOOLS ARE FREQUENTLY USED AS A POLLING PLACE AND THOSE ARE STATUTORILY CONVENIENT TO MAKE SURE THAT WE DON'T DISENFRANCHISE ANY VOTERS AND SCHOOLS ARE A CENTRAL LOCATION.
SOME OF THE CONCERNS RAISED BY THE COMMUNITY AND BY STAFF INCLUDE THAT DOORS HAVE TO BE OPEN.
WE'RE NOT SCREENING OR RAPTURING PEOPLE COMING TO VOTE.
THERE IS NO NO WAY TO KNOW WHO THEY ARE OR THEIR IDENTITY.
AND SO IT POSES A POTENTIAL THREAT TO THE HARDENING AND THE SECURITY OF OUR SCHOOLS.
TRUSTEES ARE THERE ANY QUESTIONS? MR. JOHNSON. THANK YOU, DR.
WE'VE ALL HEARD WHAT YOU'VE SAID.
I'VE GOTTEN SEVERAL COMMUNICATIONS ASKING US TO NOT ALLOW VOTING IN OUR SCHOOLS.
THAT'S NOT OUR DECISION TO MAKE.
WE CAN'T MAKE IT. IF WE CAN MAKE IT, WE VERY LIKELY MIGHT DO THAT, BUT WE CAN'T.
THE LEGISLATURE, THROUGH THE TEXAS STATUTES, HAVE MANDATED THAT OUR SCHOOLS BE OPEN FOR VOTING.
WITH RESPECT TO NATIONAL ELECTION DAY IN NOVEMBER THAT'S WE HAVE A RELATIVELY EASY FIX AND THAT'S WHAT'S BEING PROPOSED, AND I CERTAINLY KNOW THAT I'M GOING TO SUPPORT THAT. HOWEVER, ONE OF THE MOST RECENT ELECTIONS, WHICH WAS A RUNOFF ELECTION THAT OCCURRED IN MAY, ONE, YOU NEVER KNOW IF A RUNOFF ELECTION IS GOING TO ACTUALLY HAPPEN, SO YOU CAN'T REALLY PLAN FOR IT.
SO THERE'S GOING TO BE SOME TIMES THAT WE HAVE TO WORK AROUND IT.
I THINK WE HAVE THE BEST SECURITY TEAM IN THE STATE.
I THINK WE'LL HARDEN IT AS MUCH AS WE CAN ON THOSE INCIDENTS AND THOSE DAYS AND WE'LL AVOID HAVING SCHOOL WHEN WE KNOW THAT THERE'S A VOTING AND WE CAN PLAN FOR IT AND ACCOMMODATE IT LIKE WHAT WE'RE DOING NOW.
EVERY SINGLE PERSON IS VERY COGNIZANT OF WHAT HAPPENED A COUPLE OF WEEKS AGO.
AND SO AND WE'RE ALL DOING EVERYTHING WE CAN TO MAKE CERTAIN THAT DOESN'T HAPPEN HERE.
YEAH, JUST AND, IN A COUPLE OF INSTANCES WHERE I HAVE VOTED AND ASSUMING WE HAVE RUNOFFS OR ELECTIONS THAT AREN'T ABLE TO DO ON TEACHER AND SERVICE DAYS OR WHAT HAVE YOU, OR EVEN IF WE JUST HAVE TEACHERS IN A BUILDING AT SOME POINT AND I THINK MAYBE FACILITIES ARE ALREADY WORKING ON IT, A WAY TO KIND OF MAKE THE, YOU KNOW, YOU CAN GET INTO THE POLLING PLACE, BUT A LOT OF TIMES YOU CAN JUST STEP THROUGH THE MACHINES AND GET ON INTO THE SCHOOL.
JUST THINGS LIKE THAT I HOPE ARE BEING CONSIDERED AS WELL.
TO HELP ALLAY SOME OF THE CONSIDERABLE FEARS THAT HAVE BEEN RELAYED TO US BY PRIMARILY STAFF, BUT PARENTS AS WELL. SO IN THE FUTURE I WOULD WELCOME WHATEVER YOUR THOUGHTS ARE GOING TO BE HOW WE I DON'T KNOW THE WORD HARDEN THE CAMPUS A LITTLE MORE WHEN WE DO HOST DURING A SCHOOL DAY THANK YOU.
THANK YOU, CHAIRPERSON SELDERS JUST SO THE COMMUNITY IS AWARE, SINCE THIS INCIDENT HAPPENED.
I'VE DONE MY BEST TO CONTACT AS MANY AS I KNOW ORGANIZATIONS SO WE CAN WORK TOGETHER.
IT SEEMS LIKE UNIVERSALLY WE JUST DO NOT APPROVE OF HAVING THESE ELECTION SITES AT SCHOOLS, AND SO WE NEED TO DELINEATE AS MUCH AS WE CAN FROM IT.
WE DID LOOK INTO YOUR SAYING, MR. MILLER, ABOUT HOW CAN WE SECURE THE CAMPUSES? AND SO WE REALLY HAVE TO LOOK HARD AT IT BECAUSE THERE'S ALL THESE FIRE CODES AND EVACUATION CODES AND ACCESS TO DIFFERENT PARTS, EVEN THE RESTROOMS. AND IF THE RESTROOM IS LOCATED IN THE HALLWAY WHERE THEY HAVE TO WALK THROUGH, YOU KNOW, IT'S TOUGH.
[01:20:06]
AND THEN THE LOCATION OF IT.BUT I JUST WANT THE COMMUNITY TO KNOW THIS HAS BEEN NONSTOP.
I WANT THE TEACHERS TO KNOW WE'VE READ YOUR EMAILS.
WE WANT THE PARENTS TO KNOW SAFETY IS OUR PRIORITY.
AND I ALSO WANT EVERYBODY TO KNOW THAT THESE CONVERSATIONS HAPPEN EVEN WHEN THERE'S NOT AN INCIDENT TO CENTER THESE DISCUSSIONS WITH.
IT'S NOT LIKE PEOPLE ARE, WE'RE REACTING TO SOMETHING AND HAVING THESE DISCUSSIONS ALL OF A SUDDEN.
THESE DISCUSSIONS HAVE BEEN GOING ON.
MANY TIMES PEOPLE TELL YOU FOR YEARS, WE SHOULDN'T BE HAVING IT.
AND THEN ALL OF A SUDDEN THINGS LIKE THIS HAPPEN AND THEY REMIND US OF WHY.
SO WE'LL BE WORKING DILIGENTLY.
BUT I DO FEEL THIS IS THE BEST INTEREST OF THE SCHOOL DISTRICT.
IT'S NOT IDEAL BECAUSE IT'S STILL A STAFF DEVELOPMENT DAY, BUT IF KIDS AREN'T THERE, IT'S BETTER.
AND WHAT WE WANT TO DO IS NOW LOOK AT THIS HISTORICALLY IN FUTURE CALENDARS AND AS BOARD MEMBERS, WE REMEMBER THAT ELECTION DAYS IN NOVEMBER, WE NEED TO MAKE A PRIORITY, NOT IF WE CAN AT ALL COSTS, NOT HAVE SCHOOL, BUT IF AT WORST CASE, HAVE A STAFF DEVELOPMENT DAY ON THAT TUESDAY.
AND SO THIS KIND OF HIGHLIGHTS THAT FOR ME, I DON'T THINK THAT WE HAVE ANY OTHER ITEMS. I DON'T KNOW IF WE HAVE ANY EXECUTIVE SESSION ITEMS. DR. LOPEZ.
RUSSELL, JUST WANTED TO SAY TO YOU, YOU KNOW, DISTRICT AFFAIRS COMMITTEE MEETINGS ALWAYS HAVE THE POTENTIAL TO CREATE VERY SPIRITED AND VERY EXTENSIVE CONVERSATIONS AND DISCUSSIONS WITH TRUSTEES.
I JUST WANT TO THANK YOU FOR THE WORK YOU AND YOUR STAFF HAVE DONE TO HELP TO MAKE SURE THAT WE HAD THE INFORMATION THAT WE NEEDED IN ORDER TO NOT NECESSARILY MINIMIZE IT, BUT JUST TO HAVE QUESTIONS ANSWERED AHEAD OF TIME AND IN AS MUCH DETAIL AS POSSIBLE.
IT'S BEEN A PRIVILEGE. THANK YOU.
THANK YOU. DO I HAVE A MOTION FOR ADJOURNMENT?
[VII. Adjournment]
IT IS 8:39 AND THE DISTRICT AFFAIRS COMMITTEE MEETING IS ADJOURNED.THANK YOU.
* This transcript was compiled from uncorrected Closed Captioning.