Aug 13, 2024 District Affairs Committee Meeting

[00:00:01]

GOOD EVENING.

IT IS 6 P.M.

[I. Call to Order and Determination of Quorum ]

I'VE DETERMINED THAT THE COMMITTEE IS PRESENT ALONG WITH OTHER TRUSTEES.

SO A QUORUM IS AVAILABLE.

DO WE HAVE ANY CARDS, MISS HOGAN? THE NEXT ITEM ON THE AGENDA IS COMMITTEE CHAIRPERSON MESSAGE, AND I WILL SIMPLY KEEP THIS SHORT.

[III. Committee Chairperson’s Message]

I HOPE EVERYONE'S HAD A EVENTFUL BUT NOT TOO STRESSFUL FIRST TWO DAYS ON CAMPUS.

I KNOW THAT WE'VE GOT HARD WORKING PEOPLE WHO ARE TRYING TO ALWAYS MAKE THIS FIRST DAYS THE FIRST COUPLE OF DAYS TRANSITION GO SMOOTHLY AND AND MORE EASILY, AND I WISH THEM ALL THE BEST.

AND HOPEFULLY PARENTS ARE HELPING THEIR KIDS ADAPT TO THEIR NEW CAMPUS ENVIRONMENT.

SUPERINTENDENT LOPEZ, DO YOU HAVE ANY MESSAGE?

[IV. Superintendent's Message]

WE HAD A PHENOMENAL START YESTERDAY, I, WE GOT OUR ENTIRE TEAM TOGETHER.

AND SO NORMALLY DURING THE WEEK, WHAT WE DO OF EVERY NEW SCHOOL YEAR IS WE MEET AT 4:00 AND WE DEBRIEF EVERYTHING.

RIGHT? WE GO INTO LOGISTICS FROM CAFETERIA, TRANSPORTATION, SCHOOLS, TEAMS REPORTING, YOU NAME IT, WE DEBRIEF ABOUT IT ALL. AND I WILL TELL YOU I WAS SO EXCITED ABOUT EVERYTHING THAT WE HEARD YESTERDAY BECAUSE I WOULD SAY WE'VE NEVER HAD A SMOOTHER START.

AND I'M ONLY GOING TO TALK ABOUT MY TENURE, BUT EVERYBODY WAS TALKING ABOUT THEIR TENURE TOO HOW SMOOTH EVERYTHING WAS.

THE CAMPUSES THAT HAVE BEEN VISITED BY OTHERS AND MYSELF.

I WILL TELL YOU, THE ENERGY HAS BEEN THROUGH THE ROOF, THE OPTIMISM, THE PICTURES, THE GENUINE EXCITEMENT FOR THE SCHOOL DISTRICT.

IT IT'S IT'S JUST AMAZING HOW IT JUST SEEMS THAT WE'RE GETTING BACK TO NORMAL.

WE WE ANTICIPATE MORE KIDS TO BE ENROLLING ON A DAILY BASIS, AND SO WE'RE REALLY HOPING TO EITHER STABILIZE ON OUR ENROLLMENT OR MAYBE, YOU KNOW, JUST NOT HAVE THE BIG DIP WE WE NORMALLY DO.

SO THAT WOULD BE A BIG WIN FOR US.

AND FROM THE LOOKS OF IT, OUR SCHOOLS ARE THRIVING.

THANK YOU, DR. LOPEZ.

THE NEXT ITEM WOULD BE NUMBER FIVE AGENDA ITEMS FOR THE BOARD OF TRUSTEES MEETING IN AUGUST OF 2024.

[V.A. Discussion Items]

DR. LOPEZ. KINKEADE REPORT IS JUST ROLLING OVER WHAT WE NORMALLY DO.

THERE'S NOTHING OF SIGNIFICANCE OR SUBSTANTIAL THAT'S REALLY IN THE REPORT THAT WOULD BE DIFFERENT.

TRUSTEES, ANY QUESTIONS FROM THE COMMITTEE? OTHER BOARD MEMBERS? I THINK I HAVE ONE QUESTION, DR.

LOPEZ. MAYBE YOU CAN HELP.

I NOTICED IN ONE OF THE ITEMS IN THE KINKEADE REPORT IS ABOUT TRANSPORTATION COSTS SPECIFICALLY, IT STATES TRANSPORTATION COSTS ASSOCIATED WITH A COURT ORDER ARE $13,598,046.54 FOR 2023 2024, AND ARE ESTIMATED AT 19 OR $14,957,851.20 FOR THIS UPCOMING SCHOOL YEAR.

ARE THOSE THE TOTAL TRANSPORTATION COSTS, OR ARE THOSE ARE ONES THAT WE HAVE WE MANAGED TO SEGREGATE THAT BETWEEN WHAT WE FEEL IS ATTRIBUTABLE TO THE COURT ORDER, OR IS THAT JUST OUR TOTAL TRANSPORTATION BUDGET? YOU'RE REFERRING TO EXHIBIT TWO, ITEM FIVE.

YES. OKAY.

WELL, HERE. I DIDN'T THINK I'D HAVE ANYTHING TO SAY IN THIS MEETING, BUT I I WILL GET BACK TO YOU ON THAT, JUST TO MAKE SURE.

I DO NOT THINK THAT THAT IS OUR TOTAL BUDGET.

IT SHOULD BE ALMOST DOUBLE THAT, BUT LET ME DOUBLE CHECK ON THAT.

I DON'T WANT TO GIVE A FIGURE AND NOT HAVE IT JUST ACCURATE.

I APPRECIATE THAT. AND WHILE YOU'RE DOING THAT, COULD YOU ALSO INCLUDE THE AMOUNTS WE RECEIVE FROM ANY GOVERNMENTAL SOURCE BECAUSE OF THE COURT ORDER? I DON'T THINK WE RECEIVE ANYTHING BUT WHAT OUR STATE FUNDING IS.

AND, AND AND SO I'LL LET ME LOOK INTO THAT, TOO.

I WILL DO THAT. OKAY.

THANK YOU VERY MUCH. AND JUST TO FOR CLARIFICATION, AT ONE TIME, IT WAS A SUBSTANTIAL DIFFERENCE FROM WHAT THE STATE WOULD GIVE AND WHAT WE GOT BECAUSE OF THE COURT ORDER.

SINCE THEN, THERE'S BEEN PROVISIONS PER MILE THAT HAVE SIGNIFICANTLY REDUCED THAT GAP TO THE POINT OF IT'S ALMOST NOTHING.

AND YOU'LL SEE THAT WHENEVER YOU'LL GET IT.

AND SO WHEN WE LET TEA KNOW, HEY, WE WE'RE UNDER A COURT ORDER.

WE NEED TO BE ADJUSTED ACCORDINGLY BECAUSE OF THE COURT ORDER THEY SAID NO, THE COURT ORDER SAID THAT MUCH.

[00:05:05]

SO THERE'S REALLY THE FINANCIAL IMPACT IS NO LONGER BENEFICIAL TO WHAT WE USED TO HAVE.

I JUST THINK IT'S IMPORTANT FOR THE BOARD AND EVEN REALLY THE PUBLIC, TO UNDERSTAND THAT THIS IS YET ANOTHER FINANCIAL PRESSURE THAT WE, THAT WE FACE BECAUSE WE USED TO GET MILLIONS TO HELP US WITH THE EXECUTION OF THIS QUARTER AND WE DON'T GET ANY OF THAT NOW.

SO ALL THESE COSTS THAT WE'RE SEEING ARE COSTS THAT WE JUST BEAR, CORRECT? YES. OKAY.

THANK YOU VERY MUCH.

ANY OTHER QUESTIONS ABOUT THE KINKEADE REPORT IN GENERAL? VERY WELL. MOVING ON TO B INFORMATION ITEMS SALE UPDATE.

[V.B. Information Items]

HI, DR. HILL. WHILE DR.

HILL'S WALKING UP THIS IS OUR LITERACY INITIATIVE THAT WE STARTED TALKING ABOUT A LITTLE WHILE BACK.

WE'RE WE'RE REALLY EXCITED ABOUT THIS PILOT PROGRAM THAT WE'RE BRINGING IN WE HAVE TWO HEAVY HITTERS UP THERE THAT ARE REALLY GOING TO TAKE US TO THE NEXT LEVEL.

AND THIS IS VERY CONVENIENT BECAUSE WE'RE TALKING ABOUT ACCOUNTABILITY, RIGHT? WELL, THIS IS WHAT WE HOPE TO DO IS ELIMINATE THE ACHIEVEMENT GAP.

AND THIS IS ONE HUGE, UNIQUE APPROACH THAT YOU'LL ONLY FIND IN GARLAND ISD.

SO TAKE IT AWAY, DR.

HILL. THANK YOU, DR.

LOPEZ. GOOD EVENING, CHAIRMAN JOHNSON, TRUSTEES, NICE TO SEE YOU ALL THIS EVENING.

I'VE SAID IT BEFORE. I ALWAYS LIKE WHEN DR.

LOPEZ IS OUR HYPE MAN BEFORE WE START A PRESENTATION.

AND HE DID NOT DISAPPOINT TODAY.

AS HE MENTIONED, WE ARE HERE TO TALK ABOUT THE GARLAND SAIL PROGRAM, WHICH STANDS FOR GARLAND SHELTERED APPROACH FOR IMPROVED LITERACY.

AND BEFORE WE TALK ABOUT WHAT IT IS WE WANT TO TALK ABOUT WHY, WHICH IS NOT GOING TO BE NEW INFORMATION TO YOU ALL, BECAUSE WE HAVE BEEN TALKING ABOUT LITERACY ACHIEVEMENT FOR MANY, MANY YEARS HERE IN GARLAND ISD.

BUT I WANTED TO SHARE THIS NATIONAL DATA WITH YOU, WHICH TELLS US THAT ONLY ABOUT 35% OF FOURTH GRADERS IN THE UNITED STATES READ AT A PROFICIENT LEVEL, THAT THERE IS A SIGNIFICANT AND PERSISTENT ACHIEVEMENT GAP BETWEEN STUDENTS FROM LOW INCOME FAMILIES AND THEIR WEALTHIER PEERS, AND ALSO THAT STUDIES SHOW BY THE TIME STUDENTS START SCHOOL, STUDENTS FROM LOW INCOME FAMILIES HAVE EXPERIENCED AND BEEN EXPOSED TO 30 MILLION FEWER WORDS THAN THEIR AFFLUENT PEERS.

SO, LIKE I MENTIONED, THIS IS NOT A GARLAND SPECIFIC PROBLEM, BUT WHAT WE ARE TALKING ABOUT TODAY IS A GARLAND SPECIFIC SOLUTION, SOMETHING INNOVATIVE THAT [INAUDIBLE] LIKE YOU MENTIONED, IS ONLY GOING TO BE HAPPENING HERE IN GARLAND ISD, WHICH IS OUR SAIL PROGRAM.

AND THE GOAL OF THE SAIL PROGRAM IS TO ADDRESS LINGUISTIC CHALLENGES IN EARLY CHILDHOOD, PARTICULARLY FOR STUDENTS FROM LOW SOCIOECONOMIC BACKGROUNDS.

AND WE DO THIS BY NARROWING LINGUISTIC AND ACADEMIC GAPS THROUGH INTERACTIVE AND ENGAGING LEARNING EXPERIENCES AND PERSONALIZED SUPPORT FOR NOT ONLY STUDENTS, BUT ALSO THEIR TEACHERS. THIS PROGRAM IS GOING TO FOSTER ACADEMIC LANGUAGE SKILLS, WHICH ARE VERY DIFFERENT LANGUAGE SKILLS THAN JUST OUR USUAL SKILLS WE ANTICIPATE.

WHEN YOU HAVE A CONVERSATION WITH A STUDENT, ACADEMIC LANGUAGE IS DIFFERENT AND IT'S HARDER TO ACQUIRE.

WE ALSO ARE GOING TO EMPHASIZE INTENTIONAL PARENT AND FAMILY INVOLVEMENT AND HIGH EXPECTATIONS FOR ALL LEARNERS.

BECAUSE OUR KIDS IN GARLAND ISD DESERVE TO LEARN AT THE HIGHEST LEVELS, AND WE BELIEVE THAT THIS PROGRAM AND THE SUPPORTS WE'RE PUTTING IN PLACE ARE GOING TO BUILD THEM UP TO THAT. WE HAVE SELECTED FOUR SPECIFIC CAMPUSES FREEMAN ELEMENTARY, HANDLEY, SHUGART AND WILLIAMS VERY PURPOSEFULLY.

YOU MIGHT NOTICE THAT THESE ARE FOUR OF WHAT WE CONSIDER OUR HIGH PRIORITY CAMPUSES FOR SEVERAL DIFFERENT REASONS.

BUT ONE I WANT TO POINT OUT TO YOU TODAY, BESIDES, OUR STUDENT DEMOGRAPHICS IS OUR LEADERSHIP.

SO THE PRINCIPALS AT THESE FOUR CAMPUSES WERE VERY STRATEGICALLY CHOSEN FOR THEIR ROLES HERE.

THREE OF THE FOUR CAMPUSES ARE CONSOLIDATION SCHOOLS, SO THEY HAVE A SOME BIG OPPORTUNITIES IN FRONT OF THEM AS FAR AS SETTING THE CULTURE IN A COMBINED ENVIRONMENT.

AND WHAT WE WANTED THAT TO MEAN IS THAT THE CULTURE OF THOSE NEW CAMPUSES NOW INCLUDES THE SAIL PROGRAM.

SO WE HAVE EXCELLENT LEADERS IN PLACE THAT ARE GOING TO HELP US LEAD THE WAY IN THIS IMPLEMENTATION.

SO TO TELL YOU MORE ABOUT THE DETAILS OF THE SAIL PROGRAM, I FIRST WANT TO INTRODUCE THE TEAM THAT'S GOING TO BE REALLY LEADING THIS WORK I HAVE NEXT TO ME, MISS SIMONE BURNETT.

SHE'S OUR PROGRAM DEVELOPMENT SPECIALIST AND ALSO OUT IN OUR AUDIENCE.

STAND UP PLEASE, LADIES.

LAURA VALDEZ AND NANCY RAMIREZ, WHO PREVIOUSLY WORKED WITH OUR AVID PROGRAMING BUT ARE NOW 100% DEDICATED TO SAIL IMPLEMENTATION ON OUR CAMPUSES.

Y'ALL CAN SIT DOWN.

YOU DON'T HAVE TO STAND THE WHOLE TIME.

WE'RE THAT EXCITED WE'RE GOING TO STAND UP THE WHOLE TIME.

BUT THESE THREE LADIES HERE ARE ALREADY OUT AT OUR CAMPUSES AND HAVE EXPERIENCED SOME GREAT THINGS OVER THE LAST JUST TWO DAYS OF SCHOOL.

BUT SIMONE IS GOING TO TALK TO YOU MORE ABOUT THE LOGISTICS, ABOUT WHAT SAIL IS, AND MORE IMPORTANTLY, WHAT IT REALLY LOOKS LIKE ON OUR CAMPUSES AND WHAT'S COMING UP NEXT.

[00:10:05]

GOOD EVENING.

AS MENTIONED, I'M WORKING WITH THE PROGRAM DEVELOPMENT OF THE SHELTERED APPROACH FOR IMPROVED LITERACY.

AND I FIRST WANT TO ADDRESS WHAT MAKES THIS PROGRAM UNIQUE.

SO THIS PROBLEM, THIS LITERACY GAP IN OUR STUDENTS IS NOT UNIQUE TO GARLAND ISD.

IT'S NOT UNIQUE TO THE STATE OF TEXAS.

IT'S NOT UNIQUE IN THE NATION, BUT HOW WE PLAN TO ADDRESS THIS PROBLEM PROACTIVELY WITH A FRAMEWORK THAT'S BUOYED BY COLLECTIVE EFFICACY AND ANCHORED BY SYSTEMS AND ACCOUNTABILITY, IS UNIQUE TO GARLAND ISD.

SO THE SAIL PROGRAM INTEGRATES A FOCUS ON FOUR KEY COMPONENTS: SHELTERED INSTRUCTION, THE SCIENCE OF TEACHING AND READING, MULTI-TIERED SYSTEMS AND SUPPORTS, AND EARLY LEARNING. BUT AS YOU CAN SEE IN THIS VISUAL OUR SAIL PROGRAM, THE FRAMEWORK IS BEING BUOYED IF YOU WANT, IF YOU WILL, BY OUR CROSS-DEPARTMENTAL COLLABORATION.

THIS WORK DOES NOT HAPPEN IN ISOLATION.

WE CAN'T DO IT WITH JUST ONE TEAM AND ONE DEPARTMENT.

CONSISTENT PROFESSIONAL DEVELOPMENT.

WE REALLY HAVE TO BUILD THE CAPACITY OF OUR TEACHERS.

ONE ISOLATED TRAINING, TWO ISOLATED TRAININGS IS NOT GOING TO DO THAT WITH ENOUGH EFFICIENCY TO ADDRESS THE NEEDS OF OUR STUDENTS.

ONGOING DATA TRACKING.

WE WANT TO BE PROACTIVE WITH ADDRESSING THE NEEDS OF OUR STUDENTS, AND ENSURE THAT OUR TARGETED SUPPORT IS REALLY MEETING THEIR NEEDS THROUGHOUT THE SCHOOL YEAR WITH OUR PROGRESS MONITORING PARENT AND FAMILY INVOLVEMENT.

LEARNING DOES NOT START OR STOP AT HOME, SO WE WANT TO MAKE SURE OUR FAMILIES ARE KEY PARTNERS IN THIS INITIATIVE.

AND LASTLY, TARGETED INSTRUCTIONAL SUPPORT STAFF.

AS DR. HILL MENTIONED, OUR PRINCIPALS WERE HANDPICKED FOR THESE CAMPUSES, BUT SO ARE OUR SUPPORT STAFF TO ENSURE THAT OUR STUDENTS ARE GETTING THE MOST EQUITABLE EDUCATION AS POSSIBLE. AND AS YOU CAN SEE AGAIN, WE'VE DEVELOPED SYSTEMS FOR ACCOUNTABILITY TO ENSURE THAT WE CAN SUSTAIN THIS PROGRAM.

SO NOTHING YOU SEE IS NEW, BUT WE ARE, ONE THING I DO WANT YOU TO FOCUS ON IS THE INTENTIONALITY BEHIND THIS PROGRAM.

I MENTIONED A LITTLE BEFORE ABOUT CROSS-DEPARTMENTAL COLLABORATION, BUT I WANT TO GO INTO DETAIL ABOUT WHAT THAT LOOKS LIKE.

SO IN ORDER TO ESTABLISH COMMON GOALS AND CLEAR EXPECTATIONS, STREAMLINE COMMUNICATION, WE'VE COLLABORATED WITH DEPARTMENTS SUCH AS OUR MULTILINGUAL PROGRAMS DEPARTMENT. THEY'VE PROVIDED US WITH OUR SHELTER INSTRUCTION SPECIALIST AND OUR LANGUAGE ACQUISITION SPECIALIST, WHO WILL BE NOT ONLY PROVIDING MONTHLY TRAININGS TO THESE CAMPUSES, BUT ALSO ENSURING THAT THEY HAVE SUPPORT IN THE PLANNING AND INTERNALIZATION OF THESE LESSONS.

TEACHING AND LEARNING DEPARTMENT OUR EARLY CHILDHOOD AND EARLY LITERACY TEAMS, WE'VE COLLABORATED WITH THEM TO ENSURE THAT OUR CURRICULUM IS ALIGNED TO MEET THE LINGUISTIC NEEDS OF OUR STUDENTS, AND TO ENSURE THAT THE SUPPORT IS RIGHTFULLY DIVIDED UP FOR EACH OF OUR HIGH PRIORITY CAMPUSES.

OUR EXECUTIVE DIRECTORS OF LEADERSHIP.

WE DO NOT WANT TO BE WORKING HARDER, WE WANT TO WORK SMARTER.

SO WE WANT TO ENSURE THAT OUR DIRECTORS OF LEADERSHIP ARE INFORMED EVERY STEP OF THE WAY OF THIS INITIATIVE, AND TO ENSURE THAT OUR INITIATIVE IS IN LINE WITH THEIR OBJECTIVES AND GOALS FOR THEIR CAMPUSES AND THE DISTRICT AS A WHOLE.

MULTI-TIERED SYSTEMS OF SUPPORTS.

OUR INTERVENTIONISTS ARE THE HANDS, THE FEET ON THE GROUND AT THESE CAMPUSES.

SO WE WANT TO MAKE SURE THAT THEY ARE ADEQUATELY TRAINED AND NOT JUST OUR INTERVENTIONISTS, BUT ALSO OUR TEACHERS.

AS WE KNOW, WITH THE NUMBER OF TIER THREE STUDENTS AT THESE CAMPUSES, ONE INTERVENTIONIST CANNOT ADDRESS ALL OF THE NEEDS OF OUR STUDENTS.

SO WE'RE REALLY BUILDING THE CAPACITY OF OUR TEACHERS ONCE AGAIN TO ENSURE THAT THEY ARE PREPARED TO GIVE ADEQUATE INTERVENTION TO OUR STUDENTS INSIDE THE CLASSROOM WHEN NECESSARY. FAMILY AND COMMUNITY AND COMMUNITY ENGAGEMENT.

THESE TEAMS HAVE WORKED TO FOSTER PARTNERSHIPS WITH OUR SAIL PROGRAM, AND I'LL GO INTO DETAIL WITH THAT A LITTLE BIT LATER.

BUT JUST TO ENSURE THAT WE ARE NOT DOING THIS WORK ALONE, OUR COMMUNITY PARTNERS HAVE BEEN INCREDIBLY GENEROUS WITH THE TIME THAT THEY HAVE OFFERED TO SUPPORT OUR CAMPUSES.

SO WHAT DOES THIS IMPLEMENTATION OF THIS PROGRAM LOOK LIKE? HERE YOU'LL SEE SAIL AT A GLANCE, AND OUR GOAL WITH EACH MONTHLY TRAINING IS TO STRATEGICALLY TAKE OUR STUDENTS FROM LANGUAGE DEVELOPMENT AT THE BEGINNING OF THE YEAR AND THROUGHOUT THE YEAR AS WE PROGRESS TO LANGUAGE ACQUISITION.

YOU'LL SEE THAT THESE MONTHLY INSTRUCTIONAL FOCUSES ARE TARGETED ON OUR STUDENT'S LANGUAGE DOMAINS, WHICH ARE LISTENING, SPEAKING, READING, AND ESPECIALLY WRITING.

AND TO BREAK THIS DOWN A LITTLE BIT FURTHER, WE HAVE OUR YEAR AT A GLANCE, BUT WE ALSO HAVE OUR PACING CALENDAR.

THIS IS A LIVING DOCUMENT, SO IT WILL BE ADJUSTED ACCORDING TO THE NEEDS THAT WE SEE IN BOTH OUR STUDENTS AND OUR TEACHERS.

BUT THIS YEAR, AT A GLANCE OR THIS PACING CALENDAR REALLY SHOWS HOW WE'RE FOCUSING ON ONE SPECIFIC ASPECT OF SHELTERED INSTRUCTION EACH MONTH.

WE DON'T WANT TO GO IN AND GIVE TEACHERS TOO MANY THINGS TO FIX.

WE WANT TO START WITH OUR HIGHEST LEVERAGE AND OUR HIGHEST LEVERAGE ADJUSTMENTS TO INSTRUCTION ARE GOING TO GIVE US THE GREATEST OUTCOME.

TEACHERS WILL HAVE THE OPPORTUNITY TO BE ADEQUATELY AND INTENTIONALLY TRAINED BY OUR SHELTERED INSTRUCTION SPECIALISTS EACH MONTH, AS THEY ARE THE EXPERTS ON THIS CONTENT.

STAKEHOLDERS WILL HAVE DESIGNATED OPPORTUNITIES TO ASSESS IMPLEMENTATION WITH OUR CALIBRATION WALKS AT THE END OF EACH MONTH, AND THEN IN BETWEEN, WE'LL HAVE OPPORTUNITIES

[00:15:05]

AND LASTLY, WELL NOT LASTLY, MOST IMPORTANTLY, WE WANT TO ENSURE TWO WAY COMMUNICATION WITH OUR PARENTS.

AS I SAID BEFORE, LEARNING DOES NOT STOP AT HOME AND OUR PARENTS WANT TO SEE OUR STUDENTS SUCCEED.

THEY JUST OFTEN DON'T KNOW WHERE TO BEGIN.

SO WE'RE PROVIDING WORKSHOPS AND RESOURCES AT HOME MATERIALS FOR OUR STUDENTS AND AND OUR PARENTS, OUR FAMILIES TO ENSURE THAT WE ARE IN CONSTANT COMMUNICATION AND THEY ARE EMPOWERED WITH KNOWLEDGE TO ADEQUATELY SUPPORT THEIR STUDENTS OUTSIDE OF THE CLASSROOM.

COMMUNITY PARTNERSHIPS.

SO THE LITERACY THIS LITERACY INITIATIVES IMPACT AND REACH CAN BE MONUMENTAL WITH OUR PARTNERSHIPS THAT WE HAVE BOTH INSIDE OF OUR DISTRICT AND ALSO THROUGHOUT THE COMMUNITY.

THEY HAVE BEEN SO GENEROUS TO PROVIDE AT HOME INSTRUCTIONAL MATERIALS AND NECESSARY SUPPLIES TO SUPPORT OUR STUDENTS FAMILY AND LEARNING WORKSHOPS, STUDENT TUTORING, STUDENT AND TEACHER MENTORSHIP, TEACHER AND ADMINISTRATOR APPRECIATION, AS WELL AS CLASSROOM INSTRUCTIONAL RESOURCES.

THESE PARTNERSHIPS ARE ONGOING THROUGHOUT THE YEAR, AND WE WILL BE MAXIMIZING THEIR SUPPORT IN ORDER TO ADEQUATELY SUPPORT OUR STAKEHOLDERS.

AND WE HAVE OUR SAIL KICKOFF EVENT.

WE HAD IT ON AUGUST 1ST AND IT WAS A HUGE SUCCESS, AND WE REALLY WANTED TO GET OUR TEACHERS TOGETHER TO ESTABLISH THE WHY.

AND DR. LOPEZ DID A GREAT JOB ESTABLISHING THE WHY IN THAT KICKOFF EVENT, AND OUR TEACHERS HAD THE OPPORTUNITY TO GET A SHELTERED INSTRUCTION OVERVIEW TO LEARN BEHAVIOR AND NON-NEGOTIABLES THAT THEY SHOULD HAVE IN PLACE THE FIRST WEEK OF SCHOOL.

THEY ALSO HAD THE OPPORTUNITY TO UNDERSTAND WHAT THEIR ROLE IN THIS PILOT LOOKS LIKE.

IT'S NOT JUST ANOTHER INITIATIVE.

AND SO IN ORDER TO ENSURE SUSTAINABILITY, OUR TEACHERS AND OUR STAKEHOLDERS HAVE TO KNOW WHAT IS IT THAT YOU EXPECT ME TO DO AND WHAT DOES IT LOOK LIKE IN MY ROLE TO SUPPORT THIS INITIATIVE AND THESE STUDENTS? AND OUR FEEDBACK BASED OFF OUR CAMPUS, OUR CAMPUSES, WAS THAT THE TEACHERS LEFT FEELING VALUED.

AND I THINK THAT THAT'S THE MOST IMPORTANT THING THAT TEACHERS CAN FEEL WHEN WE'RE KICKING OFF AN INITIATIVE.

THEY FELT VALUED AND EMPOWERED, NOT JUST THE TEACHERS, BUT ALSO THE ADMINISTRATORS.

SO THEIR BUY IN WILL BE KEY TO THE SUCCESS OF THIS INITIATIVE.

AND LASTLY, OUR NEXT STEPS.

WE'RE FOCUSING RIGHT NOW ON CAMPUS IMPLEMENTATION, CAMPUS SUPPORT, COACHING, MODELING, PROFESSIONAL DEVELOPMENT, DATA COLLECTION, AND TAKING ACTIONS BASED ON THAT DATA.

AS WE KNOW, DATA DRIVES INSTRUCTION, BUT IT ALSO DRIVES THE WORK THAT WE'RE DOING WITH THE SAIL PROGRAM AND PROVIDE AND RECEIVE FEEDBACK ON THE PROGRAM AS A WHOLE.

THANK YOU SO MUCH.

ARE THERE ANY QUESTIONS? BOARD MEMBERS, ANY QUESTIONS? MR. BEACH. YES.

THANK YOU FOR THAT PRESENTATION.

VERY GOOD. AND CONCERNING YOUR SAILBOAT THERE ON WHATEVER PAGE THAT IS, SHOWS YOUR BOAT.

CAN YOU TELL WE HAVE A THEME? I LIKE THE THEME WHERE YOU HAVE UNDERNEATH THE ACCOUNTABILITY AND SYSTEMS, THE FOUR AREAS THERE.

AND THEN DOWN BELOW THAT IS WHAT I'M REALLY INTERESTED IN ON THE ONGOING DATA TRACKING.

HOW OFTEN ARE YALL GOING TO BE DOING THAT? SO FREQUENTLY AND IT DEPENDS ON THE GRADE LEVEL.

SO WE'RE FOCUSING ON PRE-K THROUGH THIRD GRADE.

AND AT THOSE GRADE LEVELS WE HAVE DIFFERENT MEASURES.

SO OUR THIRD GRADERS WHO ARE GETTING READY TO TAKE THE STAAR TEST HAVE ASSESSMENTS THAT YOU ALL ARE FAMILIAR WITH CALLED CBAS, OUR CURRICULUM BASED ASSESSMENTS.

WHEREAS OUR PRE-K THROUGH SECOND GRADE TEACHERS DO NOT.

SO IN PRE-K WE HAVE CIRCLE DATA AND THEN K AND ONE AND TWO WILL HAVE M CLASS DATA.

THEY ALSO AT THIRD GRADE WILL HAVE SOMETHING CALLED IREADY DIAGNOSTICS.

BUT WE HAVE LOTS OF DIFFERENT DATA POINTS SPRINKLED THROUGHOUT THE YEAR.

SO WE'RE NOT GOING FOR LONG STRETCHES OF TIME WITHOUT SEEING PROGRESS FROM OUR STUDENTS.

OKAY. ONCE YOU'RE DOING THAT DATA TRACKING AND YOU FIND THOSE STUDENTS THAT ARE FALLING BEHIND.

OKAY, WHAT'S THE PLAN OF ACTION FOR THOSE INDIVIDUALS? IS THAT IS THAT WHERE WE COME INTO PLAY WITH THE TARGETED INDIVIDUAL SUPPORT STAFF? EITHER IS THAT THEY PULLED OUT DURING THE DAY ARE THEY AFTER SCHOOL? WHAT IS WHAT IS THE TRACKING OF THOSE INDIVIDUALS THAT THE STUDENTS THAT WE CAN HELP GET WHERE THEY NEED TO BE ON GRADE LEVEL? ALL OF THOSE OPTIONS THAT YOU JUST SAID ARE ABSOLUTELY ON THE TABLE.

SO IT'S GOING TO DEPEND ON THE CAMPUS AND THE STUDENT.

OUR MTSS DEPARTMENT IS ONE OF OUR PARTNERS THAT WE TALKED ABOUT EARLIER ON WITH THE INTERVENTIONIST AT EACH CAMPUS.

SO THOSE STUDENTS MAY BE SEEN BY THE INTERVENTIONIST DURING INTERVENTION TIME, WHICH MEANS THEY'RE WORKING IN A SMALL GROUP.

WE'RE ALSO EXPECTING ALL OF OUR CLASSROOM TEACHERS, THROUGH THE TRAINING AND SUPPORT, TO BE INTERVENING WITH STUDENTS THROUGHOUT THE DAY IN SMALL GROUP INSTRUCTION.

SO THEY'RE GOING TO BE AT THE TEACHER TABLE WORKING WITH KIDS.

SO THE DATA IS GOING TO SHOW THEM WHERE THERE MIGHT BE GAPS, AND THEN THEY HAVE THE OPPORTUNITY TO CLOSE THEM BEFORE THAT NEXT ASSESSMENT.

[00:20:05]

SO ALL OF THOSE DIFFERENT VARIABLES ARE WHAT WE EXPECT TO BE IMPLEMENTING THROUGH THE SAIL PROGRAM, TO MAKE SURE THAT NONE OF OUR STUDENTS FALL IN THE GAP.

I FEEL LIKE THOSE ARE THE TWO MOST IMPORTANT ONES THAT ONGOING DATA TRACKING AND THAT TARGET INSTRUCTION? ABSOLUTELY. THOSE ARE THE TWO MOST IMPORTANT BECAUSE I HATE TO SEE.

I KNOW THAT MOST KIDS, WHEN THEY COME TO SCHOOL RIGHT NOW ARE VERY EXCITED.

AND THEY'RE REALLY WANTING, THEY'RE PUMPED UP.

YOU KNOW, THEY'RE WANTING TO LEARN.

BUT AFTER ABOUT 2 TO 3 WEEKS, THEY IF THEY'RE NOT ON GRADE LEVEL OR GETTING WHERE THEY NEED TO, THAT'S WHEN THEY START FALLING BEHIND.

WE DON'T WANT TO LOSE THAT EXCITEMENT THAT THEY HAVE RIGHT NOW.

SO. ABSOLUTELY. I APPRECIATE YOUR EFFORTS.

THANK YOU. THANK YOU, MISS STANLEY.

THANK YOU. THANK YOU FOR THE PRESENTATION.

AND THANK YOU FOR THE WORK, TOO.

AND I THINK MY QUESTION IS PROBABLY GOING TO BE MORE TOWARDS DR.

LOPEZ, BUT JUMP IN WHOEVER WANTS TO.

SO ARE WE GOING TO DO ANY KIND OF LIKE, CAN WE LOOK AT LIKE I'M GOING TO PROBABLY USE THIS WRONG WORDS, BUT LIKE PRESCHOOL FOR WHEN THESE KIDS START OFF AND CAN WE GET SOME KIND OF UPDATE ON HOW WE'RE TRACKING? AND MAYBE EVEN IF IT'S LUMPED COMPARED TO MAYBE SOME OF THE OTHER SCHOOLS, WE CAN SEE THE DIFFERENCE THIS IS GOING TO MAKE WITH THE DATA.

YOU KNOW WHAT I'M SAYING? LIKE, WE STARTED HERE, WE WANT TO GET HERE, BUT WE'RE GOING TO GET HERE BECAUSE WE'RE DOING SO AMAZING.

ABSOLUTELY. AND I CAN TELL YOU THAT DR.

ADAMS PROBABLY JUST GOT REALLY EXCITED.

YOU CAN'T TELL BY HIS FACE.

THAT'S JUST HIS EXCITED.

THAT'S HIS EXCITED FACE.

HE LOVES DATA.

I DON'T KNOW IF YOU GUYS KNOW THAT ABOUT HIM OR NOT, BUT WE DEFINITELY ARE PUTTING THAT CRITERIA IN PLACE WHERE WE WANT TO LOOK COMPARATIVELY, NOT JUST AT OUR SAIL CAMPUSES, BUT ALSO HOW WE'RE DOING IN RELATION TO OUR NON SAIL CAMPUSES.

BUT ABSOLUTELY, WE'LL BE SETTING TARGETS FOR THESE STUDENTS BASED ON GRADE LEVEL EXPECTATIONS, BECAUSE OUR EXPECTATION IN GARLAND ISD IS THAT EVERY STUDENT WILL PERFORM AT GRADE LEVEL, NO EXCEPTION.

AND SO WE'LL HAVE THOSE MEASURES IN PLACE.

AND THEN ALSO DIFFERENT COMPARISON GROUPS TO MAKE SURE WE'RE TRACKING.

AND THEN, MR. JOHNSON, I WOULD ASK THAT WE MAYBE GET THIS LIKE ON A REOCCURRING AGENDA ITEM SO THAT WE CAN ACTUALLY GET THAT DATA MORE FREQUENTLY SO WE CAN REMAIN AS EXCITED AND KEEP THE COMMUNITY SUPER EXCITED TOO.

YES. DULY NOTED, PRESIDENT SELDERS.

THANK YOU. GREAT PRESENTATION.

I REALLY APPRECIATE THIS. AND THIS IS REALLY EXCITING FOR ME TO HEAR ABOUT.

JUST A QUESTION ABOUT CONSISTENT PD AND WHAT THAT ACTUALLY MEANS TO MISS STANLEY'S POINT ABOUT, YOU KNOW, STARTING WITH AN ASSESSMENT FOR THE STUDENTS.

YOU KNOW, TEACHERS ARE GOING TO BE, YOU KNOW, AT DIFFERENT LEVELS IN TERMS OF TEACHING, THE SCIENCE OF READING.

SO HOW DO WE DETERMINE WHAT PD LOOKS LIKE FOR THEM AND TO MAKE SURE THAT THEY ARE PROVIDING EFFECTIVE INSTRUCTION? YES, ABSOLUTELY.

AND AS MISS BURNETTE KIND OF TALKED THROUGH JUST A LITTLE BIT ON THAT SLIDE, THERE'S GOING TO BE SALES SPECIFIC PD THAT HAPPENS MONTHLY FOCUSED ON THOSE SHELTERED INSTRUCTION STRATEGIES. THAT IS OUR STANDARD OF TRAINING.

BUT THEN ABOVE AND BEYOND THAT, WE KNOW AT THESE CAMPUSES THERE ARE BRAND NEW TO TEACHING TEACHERS.

THERE ARE STRUGGLING TEACHERS WHO ARE NOT BRAND NEW TO TEACHING FOR VARIOUS REASONS, AND SO THERE WILL BE ADDITIONAL SUPPORT AND TRAINING FOR THOSE TEACHERS BASED ON WHAT THEIR INDIVIDUAL NEEDS ARE.

SO IT'S NOT JUST YOU GET THE SAIL PROGRAM.

BEST OF LUCK TO YOU, IT'S GOING TO BE BASED ON WHAT THEIR INDIVIDUAL NEEDS ARE.

AND SO THAT'S WHERE THE THE EXECUTIVE DIRECTOR OF LEADERSHIP SUPPORT TEAMS, AS WELL AS THE REST OF THE TEAMS FROM TEACHING AND LEARNING, WILL BE ABLE TO PUSH IN AND SUPPORT, DEPENDING ON WHAT THOSE TEACHER NEEDS ARE.

BEFORE CAN I MAKE AN EXPANSION? AND IT KIND OF CONNECTS BOTH TO WHAT YOU AND MISS STANLEY WERE SAYING.

THE DATA POINTS AREN'T JUST TO MONITOR CHILDREN, OKAY? WHEN YOU LOOK AT A CLASSROOM WHOLE, YOU'RE MONITORING TEACHERS.

YOU'RE SEEING WHICH TEACHERS ARE HAVING SUCCESS AND WHICH ONES AREN'T.

SO IT ALLOWS YOU TO LOOK AT A CAMPUS LEVEL WHEN YOU LOOK AT THINGS HOLISTICALLY, HOW MANY KIDS ARE AT A CERTAIN LEVEL AND WHO'S PROGRESSING AND WHO'S NOT.

SO YOU ALWAYS LOOK AT NOT ONLY WHO YOU'RE INTERVENING FOR THE STUDENT.

BUT WHO YOU'RE INTERVENING FOR THE TEACHER.

SO DATA POINTS ARE BOTH FOR ADULTS AND CHILDREN.

SO WHEN WE SPEAK DATA, YOU KNOW, WE WON'T PUT A TEACHER'S CLASS UP THERE, BUT YOU'LL BE ABLE TO SEE HOW THEY'RE DOING IT AS A SCHOOL.

BUT THE PRINCIPAL PUT THE TEACHER'S CLASS UP THERE.

AND THOSE ARE THE TALKING POINTS.

AND AND IT'S MORE OF A COMMUNAL ATMOSPHERE WHERE, MISS STANLEY, YOU MAY BE ACCELERATING IN TEACHING THESE KIDS, AND I MAY BE STRUGGLING AND THEY MIGHT SAY, OKAY, I NEED YOU TO GO VISIT MISS STANLEY.

AND WE DO ALL THESE THINGS SO WE COULD SEE WHAT YOU'RE DOING, RIGHT? BECAUSE I'M MISSING THE BOAT.

SO THESE DATA POINTS ARE ARE DOING JUST THAT ON A REAL TIME BASIS THOUGH.

AND THAT'S THAT'S GOOD TO HEAR BECAUSE I WAS WHERE I WAS GOING WITH THIS IS THIS IS A PILOT PROGRAM.

RIGHT. AND SO IF WE'RE LOOKING AT SCALING THIS UP, YOU KNOW, WHAT DOES THAT LOOK LIKE ON OTHER CAMPUSES.

[00:25:02]

LET'S JUST BE REAL. WE HAVE CAMPUSES THAT STRUGGLE.

SO WHAT DOES THIS LOOK LIKE ROLLING OUT? BECAUSE WE'VE ALWAYS TALKED ABOUT MAKING SURE THAT WE HAVE EFFECTIVE TEACHERS IN FRONT OF OUR MOST ACADEMICALLY FRAGILE STUDENTS.

AND SO WE WANTED TO MAKE SURE THAT THAT'S HAPPENING.

AND THIS WAS A MECHANISM FOR THAT.

SPEAKING OF THAT, SUPPORT WISE, WHAT DOES THIS LOOK LIKE FROM A RESOURCE STANDPOINT FOR SUPPORTS FOR THESE PARTICULAR CAMPUSES? AND THEN GOING FORWARD, WOULD WE BE ABLE TO ACCOMMODATE AND MAKE THIS A SUSTAINABLE PRACTICE? SO ARE YOU TALKING ABOUT SUPPORT AS IN LIKE PEOPLE? YES. OKAY. PERFECT.

I WANT TO MAKE SURE WE WEREN'T TALKING ABOUT INSTRUCTIONAL RESOURCES.

SO THESE ARE FOUR PRIORITY CAMPUSES, WHICH MEANS OUR EXECUTIVE DIRECTORS OF LEADERSHIP HAVE WORKED REALLY STRATEGICALLY TO STAFF THEM APPROPRIATELY BASED ON WHAT THEIR NEEDS ARE. AND SO THAT MEANS THEY HAVE AT LEAST TWO INSTRUCTIONAL SUPPORT TEACHERS.

SEVERAL OF THEM HAVE THREE BASED ON CAMPUS SIZE AND NEEDS, BECAUSE SOME OF THESE CONSOLIDATED CAMPUSES ARE VERY LARGE NOW AND THEY HAVE ADDITIONAL ADMINISTRATIVE SUPPORT.

ALL OF THOSE PIECES ARE IN PLACE FOR THE DURATION OF THIS PROGRAMING AND FOR WHAT THOSE CAMPUSES NEED MOVING FORWARD.

OKAY. AND AS FAR AS TOTAL PARTICIPATION, THAT STRUCK ME LIKE IN SEPTEMBER THAT WE'RE GOING TO HAVE TOTAL PARTICIPATION.

IS THAT TOTAL PARTICIPATION OF STUDENTS/PARENTS JUST WANT TO KIND OF GET SOME SENSE OF WHAT THAT MEANT.

IT'S TOTAL PARTICIPATION OF STUDENTS.

OUR GOAL OBVIOUSLY, IS TO HAVE TOTAL PARTICIPATION OF PARENTS, MAYBE NOT IN SEPTEMBER, BUT THAT IS ULTIMATELY OUR GOAL IS 100% PARENT INVOLVEMENT PARTICIPATION.

AND WHAT DOES THAT LOOK LIKE? YOU KNOW, FOR, YOU KNOW, SOME OF OUR PARENTS THAT, YOU KNOW, MAYBE WORK THREE JOBS OR WHATEVER THE CASE MIGHT BE THAT AREN'T AS AVAILABLE OR ABLE TO PARTICIPATE AT THE LEVEL THAT YOU MIGHT HAVE, SORT OF LIKE THIS IS IN AN IDEAL WORLD, THIS IS WHAT WE WOULD WANT FOR, YOU KNOW, A PARENT ENGAGEMENT TO LOOK LIKE.

WHAT DOES THAT LOOK LIKE FOR THEM? WELL, I THINK IT LOOKS LIKE LEVERAGING OUR RESOURCES.

SO WE HAVE TECHNOLOGY.

WE HAVE STAFF THAT'S IN PLACE TO REALLY CONTACT THESE PARENTS IN A MYRIAD OF WAYS.

SO I THINK WE HAVE IT IN OUR HEAD WE HAVE TO GET INNOVATIVE, AND WE HAVE IT IN OUR HEAD THAT A PHONE CALL OR AN EMAIL IS THE ONLY WAY TO CONTACT A PARENT, OR A PARENT COMING TO AN EVENT IS THE ONLY WAY TO GET IN CONTACT WITH THEM.

SO WE HAVE PLANS. OUR TEAM IS WORKING TO ENSURE THAT WE HAVE AN INNOVATIVE APPROACH TO PARENTAL INVOLVEMENT.

AND ARE WE GOING TO MEASURE THAT AS WELL? YES, SIR. OKAY, COOL.

YES, SIR. THANK YOU.

YES, SIR. MR. GLICK. THANK YOU.

SO HOW LONG HAVE WE DESIGNATED THIS PROGRAM TO LAST? I THINK WHEN WE STARTED ACE, IT WAS X NUMBER OF YEARS, AND THEN WE ADDED A YEAR.

IS THERE ANY DESIGNATION AT THIS POINT? SORRY, MR. GLICK. HELLO. THIS IS A FOREVER PART OF OUR CULTURE, IF THAT MAKES SENSE TO YOU.

LIKE, THIS IS THE BEST WAY TO TEACH.

AND WE WANT OUR KIDS ALL TO BE TAUGHT THIS WAY.

AND SO IT'S NOT A PROGRAM THAT HAS AN END.

IT'S WE WANT IT TO BECOME JUST A NATURAL EXPECTATION AND WAY THAT KIDS LEARN IN GARLAND ISD.

SO I THINK YOU INDICATED THERE IS ADDITIONAL COSTS, RIGHT? IS THAT CORRECT? I'M TRYING TO UNDERSTAND.

YEAH. I DON'T TALK ABOUT MONEY.

YOU ALL KNOW THAT.

IT'S FUNNY. NOBODY TALKS ABOUT MONEY IN FRONT OF MR. DODDS. SO WE'RE SAYING THIS IS ZERO IMPACT TO THE BUDGET.

BUT I'LL LET JASON TALK.

THAT'S A REALLY GOOD QUESTION.

IT'S FUNNY BECAUSE WHEN YOU ASKED, I NOTICED THAT DR.

HILL AND TEAM LOOKED AT ME, AND AS I PICKED UP THE MICROPHONE, MR. DODDS LOOKED AT ME VERY CLOSELY.

BUT YEAH, THERE IS COST, BUT THERE'S NO ADDITIONAL COST TO THE DISTRICT BUDGET.

WHAT WE'VE DONE IS REALLOCATED RESOURCE RESOURCES BASED ON NEED.

AND SO THEY TALKED ABOUT A REALLOCATION OF THE ELEMENTARY AVID AS A PROGRAM THAT WE MADE MUCH MORE KIND OF NARROW TO FOCUS ON THESE FOUR PILOT CAMPUSES.

AND SO WE'VE TRIMMED OTHER PLACES TO GIVE THE FUNDING AND THE BUDGET WE NEED TO MAKE THIS SUCCESSFUL.

BUT THERE'S NO ADDITIONAL COST.

AND WHAT WE'LL DO IS MOVING FORWARD AS WE THINK ABOUT SCALING, WE'LL HAVE TO LOOK AT DIFFERENT INITIATIVES.

AND WHERE DO WE, YOU KNOW, TRIM AND SAVE TO SCALE THIS UP.

SO I'M GOING TO SEGUE OFF THAT DOVETAIL.

YOU ASKED A PROFOUND QUESTION AND YOU BROUGHT IN A VERY, VERY GOOD EXAMPLE OF SOMETHING WE'VE DONE IN OUR DISTRICT.

ACE WAS A REMARKABLE PROGRAM, BUT IT'S NOT SUSTAINABLE.

ONE OF THE CHARGES FOR ELIMINATING THE GAPS THAT WE SAT AND TALKED WITH IS WE WANTED SOMETHING THAT WAS NOT ONLY SUSTAINABLE, BUT REPLICABLE, OKAY, NOT ONLY TO BE WITHIN OUR DISTRICT, BUT WE'RE HOPING ONCE WE GET THIS FRAMEWORK CORRECT, WE COULD GET OTHER DISTRICTS TO REPLICATE THIS BECAUSE, YOU KNOW, WE WANT WE WANT ALL KIDS TO BE TO THRIVE.

AND IF WE CAN FIGURE OUT THE BEST INSTRUCTIONAL STRATEGY WITHOUT HAVING TO BLOW UP THE SYSTEM AND COST MILLIONS AND MILLIONS OF DOLLARS, AND THEN COME TO A POINT WHERE, LIKE, THIS IS GREAT, BUT WE CAN'T AFFORD IT ANYMORE.

[00:30:02]

AND SO THIS IS IS REALLY PRIORITIZING RESOURCES.

IT'S NOT EVEN REALLOCATING RESOURCES.

IT'S WHAT'S OUR PRIORITY.

OUR PRIORITY IS LITERACY.

WHAT DO WE WANT TO PUT OUR PEOPLE.

WHAT CAN WE DO TO REPLICATE THIS? AND THEN HOW CAN WE SUSTAIN IT AND MAKE SURE THAT IT'S EMBEDDED IN OUR CULTURE.

SO WHEN WE'RE DOING PROFESSIONAL DEVELOPMENT, WE REINFORCING STRATEGIES.

WE'RE BUILDING ON IT.

SO WE DON'T WANT THIS TO BE A TRADITIONAL MINDSET WHERE LIKE, OKAY, THIS IS GOING TO BE A FOUR YEAR PROGRAM TO DO A, B, C, D AND E, AND THEN WE'RE PHASING IT OUT.

THIS IS SOMETHING THAT WE'RE GOING TO IT'S A VERY UNIQUE WAY TO APPROACH LITERACY.

I WANT TO GO BACK TO THE FIRST SLIDE.

I KNOW I'M GETTING LONG WINDED, BUT I WANTED MY TEAM TO DO IT BECAUSE I GOT SUCH A PASSION FOR THIS.

LET'S SHOW ABOUT THE MILLIONS OF WORDS, PLEASE.

HERE WE ARE. SO THE EXPOSURE TO WORDS AND EXPOSURE TO LITERACY IS HUGE IN EACH AND EVERY ONE OF OUR DEVELOPMENT.

OKAY. AND WHAT WE UNDERSTAND IS THAT CHILDREN OF AFFLUENCE ARE EXPOSED TO THESE WORDS THAT ARE THE ACADEMIC LANGUAGE OF SCHOOLS.

SO WHAT THEY'RE EXPOSED TO CONNECTS DIRECTLY WITH SCHOOLS, HENCE THEY HAVE A HEAD START.

THE THEORY WAS IF WE COULD START GETTING KIDS IN EARLIER IN FORTH, I MEAN IN PRE-K AND IN KINDER, THEN WE CAN GIVE THEM THAT EXPOSURE AND GET THEM READY AS THEY ENTER FIRST GRADE.

THE PROBLEM IS, IS THE APPROACH THAT WE'RE TRADITIONALLY USING ISN'T BUILDING THAT ACADEMIC VOCABULARY.

THE SECOND THING THAT WE REALLY DIDN'T GO INTO ON THE WHY WAS THAT? WHEN WE STARTED LOOKING AT AND I'M GOING TO TALK JUST FREELY HERE, WHEN WE STARTED TALKING ABOUT OUR AFRICAN AMERICAN MALES, AND WE DID THE PRE TESTS THAT YOU WERE REFERRING TO, THEY ARE NOT AT THE BOTTOM.

BUT THEN WHEN WE COME TO OUR POST TESTS AT THE END OF THE YEAR, SOMEHOW THEY'RE AT THE BOTTOM.

WHEN WE DO OUR PRE TESTS OF KIDS COMING IN, OUR KIDS THAT DON'T KNOW ENGLISH ARE AT THE BOTTOM.

THAT MAKES SENSE.

AT THE END OF THE YEAR THEY'RE OUTPERFORMING AND THEY HAVE THE MOST AMOUNT OF GROWTH OVER ANY POPULATION.

AND REMEMBER THEY'RE NOT IN THE SAME ACADEMIC ENVIRONMENT THAT EVERYBODY ELSE IS.

IT'S A SHELTERED APPROACH OF BUILDING ACADEMIC VOCABULARY AND LITERACY AND EVERYTHING ELSE.

AND YOU WILL SEE NOT ONLY IN GARLAND BUT ACROSS THE STATE.

THOSE ARE THE BIGGEST GROWTHS ARE WITH THE KIDS IN BILINGUAL EDUCATION BECAUSE THERE'S SUCH A VESTED INTEREST.

SO WHY DON'T WE BUILD EVERYONE'S VOCABULARY? SO THIS IS WHERE THE PREMISE, THE SEED STARTED.

NOW, IT'S NOT AN ENTIRELY SHELTERED PROGRAM LIKE ESL.

WE'RE NOT THROWING KIDS INTO THE ESL CLASSROOM, BUT WE'RE USING THAT FOUNDATION TO SPREAD, ESPECIALLY KIDS OF POVERTY, WHERE 72% OF OUR KIDS RESIDE, TO BE ABLE TO GET THEM TO THAT LITERACY APPROACHES, I MEAN, BEYOND APPROACHES MEETS LEVEL.

SO THAT WAY THEY'RE READING ON GRADE LEVEL.

SO IT'S A WHOLE DIFFERENT MINDSET ON HOW WE'RE APPROACHING LITERACY.

SO IN JUDGING HOW WE'RE DOING, WILL WE USE MAP SCORES FOR GROWTH? WILL THAT BE ONE OF THE ONE OF THE MEASURES? YES, ABSOLUTELY.

THAT IS STILL A STANDARD MEASURE FOR US IN THIS PROGRAM.

AND YOU STARTED TALKING ABOUT FOURTH GRADE STUDENTS IN THE US, 35%, WHICH I THINK IS PROBABLY VERY COMPARABLE TO MOST DISTRICTS OF OUR SIZE AND COMPOSITION.

WHERE DO YOU THINK WE WE SAID WE DON'T HAVE A LIMIT OR AN END TO THE PROGRAM.

WHERE WOULD YOU LIKE US TO GO? WHERE WOULD YOU LIKE US TO BE? AND I DON'T WANT TO SET A NUMBER OF YEARS, BUT SINCE WE DON'T HAVE AN END, WHERE WOULD YOU LIKE US TO BE? WELL, I MEAN, VERY SIMPLY, EVERY STUDENT IN EVERY CLASSROOM IN GARLAND ISD WOULD BENEFIT FROM INSTRUCTION THROUGH THIS TYPE OF PROGRAMING BECAUSE IT'S IT'S GOOD FOR EVERY STUDENT. ACADEMIC LANGUAGE IS A SECOND LANGUAGE, EVEN FOR EVEN FOR NATIVE ENGLISH SPEAKERS.

AND SO I THINK IT'S SOMETHING AS WE CONTINUE TO SEE HOW STUDENTS ARE ASSESSED, ESPECIALLY ON COMPONENTS LIKE OUR SCIENCE TESTS, OUR US HISTORY TEST, OUR EIGHTH GRADE SCIENCE TEST, THE ACADEMIC LANGUAGE IS HIGH AND MANY OF OUR STUDENTS CAN PASS THE READING TEST, BUT THEY CAN'T PASS THOSE HIGHER LEVEL OF TECHNICAL LANGUAGE EXAMS. AND THIS PROGRAM MOST DEFINITELY CAN ASSIST WITH THAT, BECAUSE HOW YOU ACQUIRE ACADEMIC LANGUAGE IS DIFFERENT THAN HOW YOU ACQUIRE CONVERSATIONAL LANGUAGE.

AND SO MR. GLICK EVERY SINGLE, EVERY SINGLE ONE.

SO HOW DO WE MAKE THE DECISION? OR WHEN DO WE MAKE THE DECISION TO GO FROM FOUR FOCUS CAMPUSES TO 47 CAMPUSES? AND HOW DO WE DO THAT? I THINK THAT WOULD BE A DISCUSSION WITH OUR, COLLABORATIVE DISCUSSION WITH OUR EDLS AND LOOKING AT OUR PRIORITY WORK MOVING FORWARD.

WE'RE ALSO LOOKING AT SCALING UP THROUGH A MEASURABLE RATE.

SO I'M NOT GIVING OUT NUMBERS BECAUSE WE DON'T WANT TO HAVE THEM SET IN STONE.

[00:35:02]

THEY HAVE THEIR NUMBERS, AND WE'RE STILL NEGOTIATING.

SO I ALREADY SAID ALL.

SO, YOU KNOW, SO IT'S GOING TO BE A GRADUAL JUMP.

AND IF WE'RE SEEING THE IMPACT THAT WE HOPE TO SEE, THAT WE EXPECT TO SEE, THEN WHAT WE'RE GOING TO DO IS THEN FOCUS ON THE NEXT NEEDIEST GROUP AND START GETTING THEM INUNDATED, PARTNERING UP, AND THEN JUST KIND OF SCAFFOLDING FROM THERE.

I DON'T WANT TO HAVE A SET NUMBER BECAUSE THIS LIFT IS HUGE, AND WE COULD BE VERY IDEALISTIC RIGHT NOW AND THEN REALLY GET IN THE MIDDLE OF IT AND GO, I DON'T KNOW HOW WE CAN SCALE UP THAT FAST.

OR WE COULD SAY, GOSH, THIS IS WORKING BETTER THAN EXPECTED.

WE CAN MAYBE EVEN SCALE UP MORE THAN WE HAVE, I THINK GIVE US UNTIL DECEMBER TO REALLY SEE HOW FAST WE CAN DO THAT.

THANK YOU. THANK YOU SIR.

ANY OTHER QUESTIONS ON THIS ISSUE BOARD? SEEING NONE. THANK YOU LADIES.

EXCELLENT PRESENTATION. APPRECIATE IT.

NEXT UP IS INFORMATION ITEM B TWO STUDENT HEALTH ADVISORY COMMITTEE ANNUAL REPORT.

MISS LEEANN STEPHENSON.

TELL US WHAT'S GOING ON AT THE SHAC.

ALWAYS FUN THINGS WITH THE SHAC.

ALWAYS. I THINK WE ARE READY.

OKAY. GOOD EVENING COMMITTEE CHAIR, MR. JOHNSON, BOARD OF TRUSTEES AND DR.

LOPEZ. MY NAME IS LEEANN STEPHENSON.

I'M THE COORDINATOR OF HEALTH AND PHYSICAL EDUCATION, AND I WILL BE PRESENTING THE SHAC ANNUAL REPORT.

WE HAVE PRESENTATION UP THERE.

NO. DO WE HAVE OUR PRESENTATION? YES. OKAY.

NO PROBLEM. I CAN GET THE INTRODUCTORY PART OUT OF THE WAY AS WE LOOK FOR THE PRESENTATION.

BUT THE PURPOSE OF THE PRESENTATION, OBVIOUSLY, IS TO SUBMIT THE 2023-2024 STUDENT HEALTH ADVISORY COUNCIL ANNUAL REPORT.

AS A REMINDER, THE SHAC IS MADE UP OF EIGHT COMPONENTS OF COORDINATED SCHOOL HEALTH, INCLUDING PHYSICAL EDUCATION, HEALTH EDUCATION, HEALTH SERVICES, NUTRITION SERVICES, A HEALTHY SCHOOL ENVIRONMENT, FAMILY AND COMMUNITY INVOLVEMENT, COUNSELING, AND HEALTH PROMOTIONS FOR STAFF.

MIC] SORRY FOR THE DELAY.

I WILL ALSO POINT OUT THERE IS NO PRESENTATION ACTUALLY CONTAINED WITHIN OUR PACKET.

IT'S JUST THE REPORT ITSELF SO.

[00:40:06]

A LITTLE INGENUITY RIGHT THERE, AND WE'RE GOOD TO GO.

LOVE IT. ALL RIGHT, BACK TO THE FUN OF SHAC.

WE WILL REVIEW SHAC HIGHLIGHTS, INCLUDING SHAC TEA UPDATES, MEMBERSHIP UPDATE OF THE WELLNESS PLAN, IMPLEMENTATION OF OUR LIFETIME RECREATION AND OUTDOOR PURSUITS PE COURSE FOR GRADES 9 THROUGH 12, AND REVIEW OF TECHNOLOGY AND PHYSICAL EDUCATION FOR GRADES K THROUGH 12 AS AN OVERVIEW OF THE ANNUAL REPORT.

YOU MAY VIEW THIS SHAC ANNUAL REPORT IN ITS ENTIRETY ON THE DISTRICT COORDINATED SCHOOL HEALTH WEBSITE.

IT IS ALSO INCLUDED IN YOUR BOARD BOOK.

THERE ARE SEVERAL INITIATIVES, BUT THE FOUR MOST IMPORTANT THAT I WOULD LIKE TO HIGHLIGHT ARE PROVISIONS REGARDING HUMAN SEXUALITY AND RESPONSIBILITY INSTRUCTION.

OBVIOUSLY, THE WELLNESS PLAN, LAUNCHING OF THE OUTDOOR PE COURSE FOR HIGH SCHOOL STUDENTS, AND THE REVIEW OF TECHNOLOGY IN ALL K THROUGH 12 PHYSICAL EDUCATION GYMNASIUMS TO ENSURE EQUAL ACCESS AND ALIGNMENT TO TECHNOLOGY ACROSS THE DISTRICT.

THE REPORT INCLUDES THE MINUTES OF ALL FOUR REQUIRED SHAC MEETINGS AND FULL DETAILS ABOUT ONGOING INITIATIVES, PROJECTS AND COMMITTEE HIGHLIGHTS.

AS A REMINDER, THE BOARD OF TRUSTEES IS TASKED WITH RECOMMENDING FIVE MEMBERS TO THE STUDENT HEALTH ADVISORY COUNCIL.

MAJOR, THANK YOU TO THE BOARD FOR SUBMITTING THOSE FIVE APPOINTMENTS FOR THE 2024-2025 SCHOOL YEAR.

ADDITIONALLY, MEMBERSHIP OPPORTUNITIES ARE ADVERTISED TO OUR CAMPUSES, FAMILIES, AND COMMUNITY.

MEMBERSHIP FOR THE 2024-2025 SCHOOL YEAR OPENED ON MAY 14TH OF 2024 ON THE COORDINATED SCHOOL HEALTH WEBPAGE.

AND THE DEADLINE TO SUBMIT AN APPLICATION WAS JULY 30TH.

IN REVIEW, THE PROVISION REQUIRING PARENT CONSENT REGARDING HUMAN SEXUALITY AND RESPONSIBILITY INSTRUCTION EXPIRED AUGUST 1ST OF 2024.

THE LEGISLATION TO MAKE OPT IN PERMANENT DID NOT PASS THE 88TH LEGISLATIVE SESSION.

A SIMILAR PROVISION REQUIRING PARENT CONSENT FOR INSTRUCTION ON THE PREVENTION OF CHILD ABUSE, FAMILY VIOLENCE, DATING VIOLENCE, AND SEX TRAFFICKING DID NOT EXPIRE.

THEREFORE, THE SHAC VOTED TO MAINTAIN OUR CURRENT HSR PROCEDURES REGARDING PARENT NOTIFICATION AS A RESULT, IT WOULD BE DIFFICULT AS WE HAVE THEM INCLUSIVE. WE ALSO HAVE OUR PROPER TRAINING PARENT, PATERNITY, PARENT AND PATERNITY AWARENESS AS WELL AS OBVIOUSLY OUR HUMAN SEXUALITY AND RESPONSIBILITY.

AND THAT UNIT ON CHILD ABUSE, FAMILY VIOLENCE, ETC.

IS ALL ONE UNIT FOR HSR FOR US IN GARLAND ISD.

SO TO MAINTAIN OUR CURRENT PROCEDURES, THE SHAC VOTED TO MAINTAIN HOW WE CURRENTLY NOTIFY OUR PARENTS IN REGARDS TO THIS INFORMATION.

EXCUSE ME. THE HSR ANNUAL OPT IN LETTER WILL BE SENT TO ALL PARENTS OF STUDENTS ENROLLED IN GISD IN GRADES THREE THROUGH 12 ON OR BEFORE MONDAY, AUGUST 19TH VIA THE SKYWARD MESSAGING SYSTEM.

JUST ALSO, AS A REMINDER, WE DO HAVE OUR ANNUAL LETTER AS WELL AS OUR OPT IN FORM ACCESSIBLE IN OUR BACK TO SCHOOL FORMS. SO WE MOVED TO THAT STRATEGY TWO YEARS AGO, AND THAT HELPED US TO CAPTURE MANY MORE PARENTS IN RESPONSE TO OUR HSR OPT IN PROCESS BEFORE THE SCHOOL YEAR STARTS.

FENTANYL INSTRUCTION WAS IMPLEMENTED IN HEALTH CLASSES IN SPRING OF 2024.

ACCORDING TO TEA LAW, THE LAW STATES THAT EACH SCHOOL DISTRICT SHALL ANNUALLY PROVIDE RESEARCH BASED INSTRUCTION RELATED TO FENTANYL ABUSE PREVENTION AND DRUG POISONING AWARENESS TO STUDENTS IN GRADES 6 THROUGH 12.

OUR SECONDARY HEALTH TEACHERS UTILIZED EVERFI AND OUR GISD CREATED INSTRUCTIONAL RESOURCES CREATED BY OUR GUIDANCE AND COUNSELING DEPARTMENT TO MEET OUR FENTANYL REQUIREMENT. THE EVERFI IMPACT REPORT SHOWS STUDENT ENROLLMENTS IN THE DRUG SAFETY MODULE INCREASED FROM 62 IN THE PREVIOUS YEAR TO 1241. THIS SCHOOL YEAR.

SO GREAT, GREAT INCREASE IN NOT ONLY ACTIVITY WITH THE PLATFORM, BUT ALSO TO MAKE SURE THAT WE'RE MEETING OUR REQUIREMENTS FOR FENTANYL INSTRUCTION. THE SHAC UPDATED OUR DISTRICT WELLNESS PLAN.

NO CHANGES WERE MADE TO FFA LOCAL.

OUR CHANGES TO OUR WELLNESS PLAN INCLUDED REMOVING REPETITIVE GOALS AND SPECIFIC EVENTS TO ALLOW A MORE ROBUST EVALUATION PROCESS.

OUR OUTDOOR PE COURSE HAS LAUNCHED ON SOME OF OUR CAMPUSES FOR THIS SCHOOL YEAR.

OUR TEXTBOOK, OUR DIGITAL TEXTBOOK IS SYNCED TO CANVAS.

[00:45:03]

THE BIG IDEA BEHIND ROLLING OUT OUR OUTDOOR PE IS TO PROVIDE STUDENTS WITH MORE OPTIONS THAT ALIGN TO THEIR INTERESTS AND FULFILLS, OBVIOUSLY, THE HIGH SCHOOL PE GRADUATION REQUIREMENT.

THE TECHNOLOGY DEPARTMENT REVIEWED OUR CURRENT TECHNOLOGY ASSIGNED IN ALL K THROUGH 12 PHYSICAL EDUCATION GYMNASIUMS THROUGH THEIR SYSTEM AND THEIR CAMPUS ETAS TECHNOLOGY REPORT WAS CREATED TO DOCUMENT THAT PROCESS, AND THE SHAC AIMS THIS YEAR TO REVIEW THE TECHNOLOGY THAT IS CURRENTLY ASSIGNED TO THAT REPORT AS AS WELL AS ANY ITEMS THAT WERE CURRENTLY MISSING THAT WE'VE PURCHASED IN THE LAST TWO YEARS, AND ASSESS THE EQUITY OF CURRENT TECHNOLOGY TO MAKE EFFICIENT RECOMMENDATIONS FOR ALIGNMENT AND ENHANCED INSTRUCTION.

WHAT QUESTIONS DO YOU HAVE? BOARD ANY QUESTIONS? COMMITTEE? OTHER BOARD MEMBERS DO YOU HAVE A QUESTION, MISS STANLEY? NOT SO MUCH A QUESTION.

JUST THANK YOU FOR THIS AND THANK YOU FOR KEEPING THE HSR ALL PACKAGED TOGETHER.

I THINK THAT MAKES A LOT OF PEOPLE HAPPY.

I DO HAVE A QUESTION IN WHEN YOU TALK ABOUT TECHNOLOGY, CAN YOU FOR THOSE OF US WHO HAVE NO IDEA WHAT TECHNOLOGY AND PE WOULD BE, COULD YOU KIND OF ROUGHLY GO OVER THAT? ABSOLUTELY. SO THE BIGGEST THING IS THE ABILITY TO NOT ONLY VISUALLY BUT ALSO AUDITORILY.

SO VISUALLY NOW A LOT OF OUR INSTRUCTION IS DIGITAL.

SO THEREFORE WE HAVE A LOT OF RESOURCES THAT ARE PROVIDED TO US TO HELP ENHANCE OUR INSTRUCTION IN OUR CLASSROOMS. OBVIOUSLY IT'S REALLY GREAT YEAH. I'M GETTING TO THAT.

OBVIOUSLY IT'S REALLY GREAT.

AT THE ELEMENTARY LEVEL, BECAUSE A LOT OF THE INSTRUCTION PROVIDES REALLY STUDENT ENGAGEMENT.

MUSIC COLLABORATION ACTIVITY, ENGAGEMENT ACTIVITIES FOR THE STUDENTS TO GET INVOLVED.

IT'S THE SAME AT THE SECONDARY LEVEL, BUT IT'S REALLY EXCELLENT AT OUR ELEMENTARY LEVEL.

SO CONTINGENT OF WHICH LEVEL WE'RE AT TWO YEARS AGO OR THREE YEARS AGO, OBVIOUSLY, WE PURCHASED ALL ROLLING TVS FOR ALL OF OUR HIGH SCHOOL PHYSICAL EDUCATION. MOST OF OUR MIDDLE SCHOOLS HAVE BETWEEN 1 AND 2 ROLLING TVS ON THEIR CAMPUS.

IT'S NOT CONSISTENT.

AND AT THE ELEMENTARY LEVEL, IT VARIES.

SOME MAY HAVE PROJECTORS WITH A DROP DOWN, SOME MAY HAVE A ROLLING TV, AND SOME HAVE EQUIPMENT THAT IF IT IF IT BREAKS, WE'RE PAST THAT TECHNOLOGY PORTION WHERE WE CAN REPLACE IT.

SO WHAT WE WANT TO DO IS MAKE SURE WE KNOW WHAT WE DO HAVE WITH WHAT WE DO HAVE, WHAT WE DO HAVE IN THE DISTRICT THAT CAN REPLACE WHAT WE HAVE.

AND THEN JUST MAKE SURE WE'RE ALIGNED AND WE'RE EFFICIENT SO THAT WE CAN HAVE HIGH QUALITY INSTRUCTION.

THANK YOU, MR. GLICK. IF YOU KNOW, WHAT WAS THE PERCENTAGE LAST YEAR OF OPT IN ON HSR? I'LL HAVE TO LOOK. THAT WAS ONE THING I FORGOT TO I MAY HAVE PUT IT IN THE BOARD REPORT, BUT I'LL HAVE TO THE ANNUAL REPORT.

BUT THAT WAS ONE NOTE I FORGOT TO WRITE DOWN.

I MEANT TO LOOK IT UP, BUT I FORGOT, SO I'LL MAKE SURE I GRAB THAT AND ADD IT TO BOARD INSIGHTS.

THANK YOU. NO PROBLEM.

ANY OTHER QUESTIONS? SEEING NONE. THANK YOU VERY MUCH.

THANK YOU. MOVING ON TO ITEM B THREE 2023-24 PREGNANCY RELATED SERVICES COMPENSATORY EDUCATION, HOME INSTRUCTION.

OUR NEW DIRECTOR OF CAREER AND TECHNICAL EDUCATION, MISS CARMEN BLAKEY.

YES. GOOD EVENING.

COMMITTEE CHAIR. JOHNSON BOARD OF TRUSTEES DR.

LOPEZ. THIS IS A REALLY SHORT UPDATE ON A WAIVER THAT WAS APPROVED IN 2022.

IT'S JUST INFORMATIONAL TONIGHT.

AND I'M CARMEN BLAKEY, THE NEW DIRECTOR OF CAREER AND TECHNICAL EDUCATION.

AND THE CTE DEPARTMENT BRINGS YOU THIS UPDATE REGARDING OUR COMPENSATORY EDUCATION, HOME INSTRUCTION AND PREGNANCY RELATED SERVICES.

SO SPECIFICALLY, THE THREE YEAR WAIVER USES THE GUIDELINES FROM THE STUDENT ATTENDANCE ACCOUNTING HANDBOOK TO INCREASE THE SERVICE RATIO FROM 4 TO 1 FOR STUDENTS WHO RECEIVE PREGNANCY RELATED SERVICES.

THIS INCREASED RATIO ALLOWS SCHOOL AGED PARENTS TO BUILD COMMUNITY WITH ONE ANOTHER, ESPECIALLY POSTPARTUM POSTPARTUM BY USING THE INFANT CENTER.

PROVIDED IN YOUR BOARD BOOKS ARE SOME KEY DATA POINTS FOR YOUR REVIEW.

GISD WAS ABLE TO SUPPORT 20 SCHOOL AGED PARENTS, AND WE RECOVERED 374 DAYS OF TOTAL ATTENDANCE THAT WOULD HAVE BEEN LOST DUE TO UNEXCUSED ABSENCES AND POTENTIAL STUDENT DROP OUTS.

PLEASE NOTE THAT THIS IS NOT THE ONLY PREGNANCY RELATED SERVICES THAT WE PROVIDE AS A DISTRICT, THOUGH EACH CAMPUS HAS A SCHOOL AGE PARENT EDUCATOR AND

[00:50:03]

THIS EARNS HIGH SCHOOL CREDIT TOWARDS GRADUATION.

IF YOU HAVE ANY QUESTIONS, I WILL BE HAPPY TO TRY TO ANSWER THEM.

COMMITTEE. BOARD.

THANK YOU VERY MUCH. MISS BLAKEY.

THANK YOU. NEXT UP IS INFORMATION ITEM B FOUR PERSONAL TELECOMMUNICATION DEVICE UPDATE.

THAT IS NOT DR.

BABETTA HEMPHILL, THAT WOULD BE MISS GARCIA.

SURPRISE. DOING A ROPE A DOPE ON ME HERE.

SURPRISE, SURPRISE.

IT JUST WOULDN'T BE AUGUST WITHOUT A VISIT WITH YOU GUYS.

GOOD EVENING, CHAIRMAN JOHNSON, BOARD OF TRUSTEES AND DR.

LOPEZ. TONIGHT STUDENT SERVICES WILL REVIEW ITS PERSONAL ELECTRONIC DEVICE AND CELL PHONE POLICY AND PLANS FOR REINFORCEMENT FOR THE 24-25 SCHOOL YEAR.

WE'LL BEGIN TONIGHT BY REVIEWING OUR POLICY IN RELATION TO THE TEXAS EDUCATION CODE, OUR LOCAL BOARD POLICY, AND THE GISD STUDENT HANDBOOK AND CODE OF CONDUCT.

OKAY. LOCAL SCHOOL BOARD POLICY FNC PROHIBITS THE USE OF CELL PHONES DURING THE SCHOOL DAY WITHOUT PERMISSION. OUR POLICY ORIGINATES FROM TEXAS EDUCATION CODE 37082.

THE POLICY AND CODE ALSO STATES THAT A DEVICE CAN BE TAKEN UP IF IT'S BEING USED WITHOUT PERMISSION.

IT ALSO STATES THAT THE CAMPUS CAN CHARGE A FEE OF NO MORE THAN $15 WHEN IT RETURNS THE DEVICE AFTER THE SECOND TIME.

THE STUDENT HANDBOOK OUTLINES ALL OF THESE GUIDELINES, AND THE PROGRESSIVE CONSEQUENCES ARE DETAILED IN OUR STUDENT CODE OF CONDUCT, AND THAT IS ALSO ACCORDING TO SCHOOL BOARD POLICY.

OUR POLICY HAS BEEN IN PLACE FOR MANY YEARS, BUT LIKE OTHER DISTRICTS, GISD HAS SEEN A NEED TO RE-EMPHASIZE GUIDELINES AND THAT IS DUE TO THE SPIKE IN DISCIPLINE INCIDENTS AND CYBER BULLYING BECAUSE OF CELL PHONES.

SO OUR FOCUS THIS YEAR IS GOING TO BE REINFORCE OUR EXISTING CELL PHONE POLICY.

STUDENTS ARE NOT TO HAVE CELL PHONES OUT OR IN USE WITHOUT PERMISSION.

OUR GOAL IS TO SUPPORT CLASSROOM INSTRUCTION AND LEARNING BY MINIMIZING THOSE DISTRACTIONS THAT CAN INTERFERE WITH STUDENTS LEARNING, AND HELP PREVENT CYBERBULLYING AND OTHER MISUSE OF TECHNOLOGY.

ADMINISTRATORS HAVE BEEN COMMUNICATING THIS INFORMATION TO PARENTS AND STUDENTS THROUGHOUT THE SUMMER AND AT THEIR BACK TO SCHOOL MEETINGS AND THEIR PARENT LETTERS AND IT WILL BE REVISITED AS NEEDED THROUGHOUT THE YEAR.

WE ARE PRIORITIZING BUILDING POSITIVE LEARNING CLIMATES AND PUTTING STUDENTS SOCIAL, EMOTIONAL NEEDS AND WELL-BEING AND SAFETY FIRST AS WE DIVE INTO THIS YEAR THAT WILL NO DOUBT BE UNMATCHED.

ARE THERE ANY QUESTIONS? COMMITTEE. MISS STANLEY.

THANK YOU FOR THIS.

THE ONLY THING THAT CAUSES ME CONCERN IS THAT VERY FIRST STATEMENT.

DURING CLASS DAY SCHOOL DAY UNLESS PERMITTED BY STAFF.

I THINK THIS IS KIND OF WHERE WE REALLY HAVE SOME OF THE ISSUES IS THAT STAFF IS PERMITTING THE CELL PHONES 24/7.

SO WHAT IS GOING TO REALLY STOP THEM FROM PERMITTING THE CELL PHONE USE.

SO SINCE COVID, I'LL BE HONEST WITH YOU.

AND THIS HAS BEEN ACROSS TEXAS, REALLY ACROSS THE UNITED STATES WITH BYOD, WITH THE ENCOURAGEMENT OF USING TECHNOLOGY, CELL PHONES WERE USED IN THE CLASSROOM.

SO WE HAVEN'T HAD LET'S PUT THE CELL PHONES UP 100% ACROSS THE DISTRICT, ACROSS THE STATE, ACROSS THE UNITED STATES.

WHAT WE ARE LEARNING IS RESEARCH IS SHOWING CYBERBULLYING IS GOING UP, DISCIPLINE INCIDENTS ARE GOING UP, LEARNING IS GOING DOWN, INSTRUCTION IS ACADEMICS ARE GOING DOWN.

THIS IS RESEARCH.

WE HAVE 100%.

WE ARE GOING AND OTHER DISTRICTS ARE TOO.

AND I KNOW YOU'RE HEARING THIS IN THE NEWS, BUT WE UNDERSTAND WHAT YOU'RE SAYING.

THE POLICY DOES SAY WITH WITH PERMISSION, I SEE WHAT YOU'RE SAYING.

[00:55:01]

I CERTAINLY HOPE SO.

I ACTUALLY WAS I HAVE BEEN TALKED TO BY SEVERAL SROS ABOUT THE THE CAMPUS NOT REALLY ENFORCING THE CELL PHONES AND THE CELL PHONES AND EVEN, YOU KNOW, IT'S AT ALL LEVELS.

IT'S NOT JUST AT HIGH SCHOOL, FOLKS.

SO LAST YEAR, WHEN WE'RE SEEING THESE SPIKE IN DISCIPLINE INCIDENTS, CYBERBULLYING, THE DISTRACTIONS, SEVERAL OF OUR CAMPUSES STARTED PILOTING NO CELL PHONES. THEY PUT THEM UP.

OUR DISCIPLINE INCIDENTS DECREASED, CYBERBULLYING DECREASED.

AND THE CLIMATE, THE POSITIVE ENERGY, THE COMMUNICATION AMONG STUDENTS YOU SEE AN INCREASE IN THAT.

AND SO WE'RE MOVING FORWARD ON THAT.

I HOPE WE SEE MORE AND MORE AND MORE.

THANK YOU.

MR. GLICK THANK YOU SIR.

LAST YEAR AT THE POLICY COMMITTEE, WE DISCUSSED THIS DISCUSSION [INAUDIBLE] LED BY MISS RAY.

AND IT WAS THE SAME EXACT POLICIES THAT YOU JUST SHOWED US.

SO NOTHING HAS CHANGED.

WHAT WILL CHANGE IF THE POLICY ISN'T CHANGED, IT WAS AN EXISTING POLICY.

WE HEARD WE'VE HEARD THAT OTHER DISTRICTS, AS YOU SAID, ARE, I THINK, STRENGTHENING THEIR POLICIES.

MAYBE THEY'RE NOT. MAYBE THEY'RE USING THE SAME WORDING.

IS IT ENFORCEMENT? IS IT SUPPORT OF THE TEACHERS? WHAT'S GOING TO CHANGE? ENFORCEMENT. HOW? WE ARE RE-EMPHASIZING AND ENFORCING THE POLICY THAT WAS IN PLACE.

AND I UNDERSTAND WHAT YOU'RE SAYING, THAT THIS POLICY HAS BEEN IN PLACE FOR A LONG TIME, BUT THE ENFORCEMENT LOOKED DIFFERENT BECAUSE OF USING TECHNOLOGY IN THE CLASSROOM. BUT WE HAVE TECHNOLOGY IN THE CLASSROOM.

IT WAS MORE OF AN ACCEPTABLE PRACTICE.

WE ARE MOVING TOWARDS IT NOT BEING BECAUSE WE NEED OUR STUDENTS FOCUSED ON INSTRUCTION.

AND HOW ARE WE SUPPORTING THE TEACHERS? HOW ARE WE SUPPORTING THE PRINCIPALS WHEN THIS ISSUE COMES UP? SO HAVING A CELL PHONE OUT IN CLASS, IF A STUDENT HAD A CELL PHONE OUT IN CLASS, THAT'S A BEHAVIOR.

OKAY. SO A TEACHER JUST SAYS YOU NEED TO PUT THAT UP.

IF THE STUDENT CHOOSES NOT TO PUT IT UP, THEN IT BECOMES A BEHAVIOR WHERE THEY WOULD HAVE TO TAKE THE PHONE [INAUDIBLE].

IF THEY WON'T GIVE THE PHONE, AN ADMINISTRATOR WOULD HAVE TO BECOME INVOLVED.

BUT USUALLY STUDENTS DON'T WANT TO DO THAT, SO THEY PUT THE PHONE UP.

AND SO THOSE ARE THINGS THAT WE'VE BEEN GOING THROUGH.

IT'S A BEHAVIOR.

IT'S A DISTRACTION. IT'S A BEHAVIOR IN CLASS.

AND I THINK YOU INDICATED THAT OVER THE SUMMER WE'VE BEEN COMMUNICATING.

HOW DO YOU KNOW HOW MANY COMMUNICATIONS ARE THE PARENTS GETTING THIS? THAT'S, I GUESS, THE QUESTION.

YES, SIR. THEY'VE BEEN GOING OUT ACTUALLY SINCE EARLY SUMMER BECAUSE I WHEN THEY STARTED GOING OUT, I REACHED OUT TO THE CAMPUSES AND SAID, HEY GUYS, LET'S HUDDLE UP.

I NEED TO MAKE SURE I DON'T NEED TO CHANGE ANYTHING IN THE HANDBOOK.

NO, WE'RE REINFORCING OUR POLICY.

SO AT THIS POINT YOU'RE COMFORTABLE WITH WHAT WE'RE DOING? YES. I'M ABSOLUTELY OKAY.

THANK YOU. I HAVE A COUPLE OF THINGS I'D LIKE TO GO AT WITH RESPECT TO THIS.

FIRST, I HAVE A LOT OF CONCERNS ABOUT CELL PHONES IN CLASS, I FEEL LIKE THEY ARE DISTRACTING.

HOWEVER, AS ONE OF TWO PEOPLE WHO ACTUALLY HAVE KIDS IN SECONDARY SCHOOL DURING THE AGE OF THE CELL PHONE, I WILL TELL YOU, THIS IS A BIGGER ISSUE THAN THIS POLICY CAN POSSIBLY ACCOMMODATE TO BE JUST TO BE BRUTAL.

I WAS AT MEET THE TEACHER AT A SECONDARY SCHOOL IN OUR DISTRICT, AND I WALKED PAST NO FEWER THAN 35 QR CODES THAT THESE STUDENTS NEEDED TO GET NECESSARY FORMS AND THINGS FOR THE SCHOOL.

I MEAN, WE CREATE THIS TO SOME DEGREE.

WE HAVE BUILT AN INFRASTRUCTURE IN OUR DISTRICT THAT IS DEPENDENT ON THIS TO WORK.

SO YES, I DON'T WANT TO SEE THESE THINGS IN THE INSTRUCTIONAL PERIOD AT ALL, BUT TO SIT BACK AND SAY THAT WE'LL CONFISCATE IT FOR THE REST OF THE YEAR DOESN'T SEEM TO BE TRULY REALISTIC.

NO. AND JUST THE POLICY DOES, SAY USED FOR INSTRUCTION.

SO I DO WANT TO STRESS THAT.

IF WE HAVE ITEMS THAT A STUDENT, JUST THROUGH THE NORMAL CONDUCT OF STUDENT LIFE, NEEDS THE PHONE TO BE ABLE TO DO TO HANDLE

[01:00:07]

IF WE TAKE IT AND IT'S GONE, THAT'S SOMETHING THEY CAN'T DO ANYMORE.

AND I WILL POINT OUT, THIS IS NOT A CRITICISM OF THE GISD.

THIS IS JUST KIND OF A STATEMENT OF WHERE WE ARE KIND OF IN SOCIALLY AND IN SOCIETY, THE TASB POLICY.

AND I WILL POINT OUT TO ALL THE PARENTS THAT HAVE TALKED TO ME, IT IS A TASB POLICY THAT WE THAT WE ADOPTED.

THE TASB POLICY IS BUILT, AS MISS GARCIA SAID ON TEXAS EDUCATION CODE SECTION 37.82, TEXAS EDUCATION CODE SECTION 37.82 WAS PASSED BY THE 74TH LEGISLATURE IN MAY OF 1995.

THEY'RE TALKING ABOUT TAKING UP PAGERS, PAGERS.

IT EVEN SAYS PAGING DEVICES IN IT.

A PAGER IN 1995 GOOGLED COST $30 BUCKS.

IF YOU CONFISCATE SOMEONE'S $30 PAGER, JUST ABOUT ANY FAMILY CAN ABSORB THAT.

EVEN IN 1995, THIS COST $1,200.

AND THERE'S TONS OF STUDENTS WITH THEM.

WE'RE TALKING ABOUT TAKING SOMETHING THAT COSTS MORE THAN A LOT OF THEIR CARS AND KEEPING IT, WHEN WE HAVE INFRASTRUCTURE IN PLACE THAT THEY KIND OF NEED THIS TO GET BY THE DAILY ACTIVITIES.

I'M NOT SAYING WE DON'T NEED TO CRACK DOWN ON THIS.

I'M FINE WITH IT.

I'M SAYING THAT OVER THE COURSE OF THE NEXT YEAR, I WOULD CHALLENGE THE POLICY COMMITTEE TO REVIEW THIS BECAUSE THIS IS EXTREMELY ARCHAIC.

I WILL POINT OUT THIS THIS EDUCATION CODE SECTION.

THEY THE LEGISLATURE DID NEVER ANTICIPATED THIS STAR TREK STUFF THAT WE HAVE WHEN THEY PASSED THIS.

AND MAYBE THEY WOULD PASS SOMETHING SIMILAR, I DON'T KNOW.

BUT FOR INSTANCE, THE POLICY THAT FNC LOCAL HAS TO ADOPT THIS LANGUAGE, THAT'S THE REASON WHY IT HAS THE THREE TIERS, BECAUSE IT'S MENTIONED IN THIS.

IT ALSO SAYS THAT WE HAVE TO PROVIDE NOTICE TO THE OWNER OF THE PAGING DEVICE, INCLUDING THE MANUFACTURER, AND THEIR ADDRESS ON THE BACK OF THE PAGER.

WELL, THAT'S APPLE, SO I ASSUME THAT WE CAN SEND THAT TO CUPERTINO, CALIFORNIA.

BUT WE HAVE TO INCLUDE THE SERIAL NUMBER OF THE DEVICE, WHICH I DON'T KNOW HOW YOU WOULD GET THAT OFF OF THIS.

AND IT MAY BE MADE I'M NOT KIDDING, FOLKS IN TELEPHONE OR TELEGRAPH.

IT'S LITERALLY WHAT IT SAYS IN THE STATUTE.

THIS OBVIOUSLY SHOULD NOT BE OUR GUIDEPOST IN FORMULATING GOOD BOARD POLICY FOR THE 21ST CENTURY.

THIS IS ARCHAIC.

I'M 100% BEHIND MAKING PARENTS SHOW UP AND PICK UP THE DEVICE THAT IS COMPLETELY APPROPRIATE.

YOUR KIDS ACTING UP IN CLASS.

YOU COME HERE AND YOU NEED TO BE YOU NEED TO BE HELD ACCOUNTABLE TOO.

I COMPLETELY BELIEVE IN THAT.

I'M FINE WITH THE $15 BUCKS.

I WOULD SAY INFLATIONARY PRESSURES SINCE 1995 HAVE PROBABLY GONE UP, BUT FINE.

I'M NOT TRYING TO PUT ANYONE OUT MONEY WISE, BUT I DO WANT TO REVISIT AND LOOK AT THE CONFISCATION FOR THE REST OF THE YEAR UNLESS WE CHANGE THE WAY WE DO BUSINESS AS A SCHOOL DISTRICT AND WE BECOME LESS DEPENDENT.

I ASKED MY KIDS, HOW MANY DIFFERENT APPS DO YOU NEED FOR CLASS? MY ELDEST ONE COUNTED FIVE, FIVE THAT THE TEACHERS COMMUNICATE WITH THEM ON AND PUSH ASSIGNMENTS ON.

WITH RESPECT TO THIS, HOW DO YOU DO THAT IF YOU DON'T HAVE A PHONE? I DON'T KNOW. I GUESS YOU HAVE TO WAIT AFTER SCHOOL OR SOMETHING AND GET THOSE ASSIGNMENTS FROM THE TEACHER DIRECTLY.

AND THAT'S I ASKED EVERY SINGLE ONE OF THE TEACHERS I RAN INTO AND MEET THE TEACHER ABOUT THIS, AND THEY JUST ROLL THEIR EYES BECAUSE THEY KNOW THE CONUNDRUM THIS IS.

THE SANDS HAVE SHIFTED SO FAST ON THESE GUYS IN THE LAST FIVE YEARS THAT I THINK A COUPLE OF THEM BASICALLY SAID, I DON'T KNOW HOW WE CAN TAKE THEM. I JUST DON'T KNOW HOW WE CAN.

WE'RE [INAUDIBLE] WE THE DISTRICT ARE TOO DEPENDENT ON IT TO SOME DEGREE.

SO I THINK IT'S A MORE NUANCED ISSUE THAN THIS TASB POLICY THAT'S ON.

I THINK WE NEED TO EXPLORE THAT.

I MEAN, WE DON'T ALWAYS ADOPT EVERY TASB POLICY.

WE COME UP WITH BETTER ONES.

AND I WOULD I WOULD CHALLENGE THE POLICY ADVISORY GROUP TO MAYBE LOOK INTO THAT OVER THE COURSE OF THE NEXT YEAR.

I'D LIKE TO CHIME IN ON THAT, BECAUSE I DO AGREE WITH THE CELL PHONE USAGE, AND PART OF IT HAS EVOLVED OVER TIME.

AND BUT THAT'S WHY IT SAYS WITH PERMISSION FIRST OF ALL, THE THING ABOUT THE POLICY JUST MAKES SENSE.

AND WHEN WE'RE TALKING ABOUT PEOPLE USING CELL PHONES, IT JUST MAKES SENSE.

WE'RE ACTING LIKE WE'RE GOING TO PICK UP A KID AND TAKE THEIR CELL PHONE WHEN THERE'S A QR CODE, WHEN WE TELL THEM YOU HAVE TO BUY A TICKET THROUGH THE QR CODE, FOR WHATEVER REASON, THAT WILL NOT BE HAPPENING.

[01:05:03]

OKAY, THERE'S GOOD SENSE THAT'S HAPPENING.

THAT'S WHY WE DON'T DO WHAT OTHER DISTRICTS DO, BECAUSE THEY'RE IN THIS CONUNDRUM.

THERE'S DISTRICTS THAT TAKE IN THEIR CELL PHONES.

THEY HAVE ALL THESE THINGS THAT THE KIDS HAVE TO USE PHONES FOR.

OKAY. AND THEN THE KIDS ARE LIKE, WELL, WE CAN'T EVEN DO THAT.

IT CREATES A PUSH PULL.

THEN IT'S CONSTANT.

AND YOU'RE DEALING WITH, LET'S SAY, A SCHOOL THAT HAS 2000 KIDS AND YOU'RE PICKING UP A $1,200 DEVICE, AND IT'S DIFFERENT FROM CONFISCATING A DEVICE THAN PICKING UP THEIR DEVICE AND LOSING IT AND LOSING MORE OF THEM, OR SOMEBODY TAKING THE POUCHES AND DEALING WITH ALL OF THAT OTHER STUFF.

IT THAT IS A WHOLE SYSTEMS ERROR.

SO WE'RE TAKING A COMMON SENSE APPROACH TO IT.

BUT I'M GOING TO SAY THIS, THAT WHILE THERE'S VERY FEW THAT YOU CONFISCATE FOR THE ENTIRE YEAR, I'VE HAD THIS POLICY UNDER THE CELL PHONE AREA ERA, AS AN ADMINISTRATOR, IT IS IT IS TOTALLY CHANGED BECAUSE IT'S NOT THE GOOD AP KIT THAT YOU'RE CONFISCATING FROM IT FOR THE FOURTH TIME, BECAUSE REMEMBER, IT'S WITH PERMISSION.

IT'S THE KID THAT'S GOING AND DOING STUFF THEY SHOULDN'T BE DOING AND ORGANIZING IT, AND YOU'RE STILL ENABLING THEM BY GIVING THEM BACK THEIR CELL PHONE BECAUSE OF THE COST OR WHATEVER.

AND THERE HAS TO COME A TIME WHERE WE SAY, YOU KNOW WHAT? THE SAFETY OF THE WHOLE ORGANIZATION ISN'T GOING TO DEPEND ON A FEW KIDS THAT FEEL LIKE I SHOULD HAVE THE RIGHT TO KEEP MY PHONE.

ALL RIGHT. TO ME, THAT'S THE BIGGEST TEETH.

THE FIRST $15 GETS KIDS OUT OF IT, OKAY.

AND DEPENDING ON HOW THEY ACT WITH IT.

BUT EVERY SINGLE ONE OF THESE ADMINISTRATORS, WE CALL THEM FOR SAFETY FIRST.

AND I'M GOING TO TELL YOU, COMING STRAIGHT FROM THE CAMPUSES, THAT'S A SAFETY THING.

WE TALK ABOUT WE WANT TO EQUIP OUR PRINCIPALS AND GIVE THEM ALL OF THESE TOOLS SO THEY CAN ENFORCE DISCIPLINE.

BUT THEN, OH NO, EXCEPT FOR A, B, C, D AND E, THAT IS AN ORGANIZATIONAL DEVICE BIG TIME.

AND YOU COULD TAKE THAT ANY WAY YOU WANT.

AND FOR THE SELECTED FEW I GUARANTEE THERE'S VERY FEW PEOPLE WE TAKE FROM THE YEAR, BUT THE ONES THAT WE TAKE ARE THE ONES THAT NEED TO BE TAKEN FROM.

ALL RIGHT. AND NOW MAYBE WE'LL CATCH A PERSON THAT JUST REFUSES TO FOLLOW THE RULES.

AND THEY'RE A DECENT KID, BUT THEY JUST, YOU KNOW, THEY'RE IN THAT REBEL NATURE.

WE ALL GREW UP THAT WAY, RIGHT? WELL, NOT MAYBE NOT ALL OF US, BUT OKAY.

BUT THE THING IS, WE CAN'T TAKE THE TEETH AWAY FROM THE ADMINISTRATORS.

THESE ARE THESE WERE BUILT FOR THIS REASON.

THINK ABOUT IT.

HOW HARMLESS DOES A PAGER SOUND NOWADAYS COMPARED TO THEM? BUT THERE WAS A REASON WHY THEY PUT PAGERS THEN.

THE PAGER HAS EVOLVED TO A MORE COMPLEX, SOPHISTICATED MACHINE, WHICH IS A CELL PHONE, TO DO THE SAME THINGS THAT THE PAGER WAS DOING AT THAT TIME.

OKAY. SO TO PUT THINGS IN CONTEXT, WE NEED THE TEETH.

SO WE'RE AT THE WILL OF THE BOARD.

AND IF YOU WANT TO REVIVE THE POLICY AND STILL ALIGN THE LAW AND DO ALL THOSE THINGS, WE'RE GOING TO DO WHATEVER THE BOARD SAYS.

BUT AT THE SAME TIME, WE HAVE TO PUT OUR VALUES IN THERE AND UNDERSTAND THIS ISN'T FOR THE THOSE EXTREME CIRCUMSTANCES AREN'T FOR THE LAW ABIDING KIDS THAT JUST TAKE OUT THEIR CELL PHONE EVERY ONCE IN A WHILE AND GET CAUGHT WITH IT.

THE THERE'S A CHRONIC MISUSE THAT'S HAPPENING, AND WE NEED TO FIND A WAY TO KEEP THOSE KIDS FROM IT.

THAT'S WHY THAT'S THERE.

I APPRECIATE THAT, DR.

LOPEZ FOR CERTAIN AND I DON'T WANT TO ROB THE ADMIN TRUST ME, I'M MORE FOR MORE STERN DISCIPLINE IN OUR SCHOOLS AS OPPOSED TO RESTRICTING. BUT I AM A LAWYER BY TRADE.

AND WHENEVER I HEAR THINGS LIKE, THIS IS NOT FOR THOSE KIDS, IT'S FOR WHATEVER KIDS VIOLATE THE POLICY.

I MEAN, THAT'S WHAT IT IS. IT'S BLACK AND WHITE.

IT DOESN'T MATTER WHETHER THEY'RE GOOD KIDS, BAD KIDS, OR INDIFFERENT KIDS.

IF THEY USE THE THIRD STRIKE ON THIS, THEIR CELL PHONE GETS TAKEN UP.

PERIOD. AND THAT'S WHAT THE POLICY SAYS.

AND I, YOU KNOW, CONSIDERING THE FACT THAT CELLULAR PHONE ADDICTION IS A REAL ISSUE IN THIS COUNTRY, PEOPLE I MEAN, I KNOW I HAVE TO DEAL WITH IT WITH MY OWN KIDS, AND MY KIDS DON'T REALLY HAVE ANY DISCIPLINE PROBLEMS. AND THEY THEY SIT THERE AND THEY LOOK AT PHONES WHEN I'M TALKING TO THEM.

I MEAN, AND I TRY TO GET THEM TO STOP DOING IT, THEY KEEP DOING IT.

I MEAN, YOU DON'T HAVE TO BE A BAD KID OR SOMEONE WHO'S WHO'S ENGAGED IN NEFARIOUS THINGS TO SOMETIMES REACH IN AND PULL OUT THE PHONE, TAKE A LOOK.

AND IF IT HAPPENED THREE TIMES DURING AN INSTRUCTIONAL DAY, YOU LOST THE PHONE.

THAT'S WHAT IT SAYS.

I'M NOT EVEN SAYING THAT'S NECESSARILY WRONG.

I'M JUST SAYING I WANT TO ACTUALLY LOOK INTO IT SO WE CAN DETERMINE IF THIS IS WHAT WE WANT TO BE DOING.

[01:10:04]

IT'S NOT THREE TIMES IN AN INSTRUCTIONAL DAY YOU LOSE THE PHONE.

IT'S THREE TIMES THE PHONE IS CONFISCATED.

SO WHAT HAPPENS IS THERE'S A WHOLE PROCESS OF CONFISCATING THE PHONE.

SO LET'S JUST SAY KID X PULLS OUT THEIR PHONE BECAUSE WHATEVER REASON, RIGHT? TEENAGE THING. I'M WAITING FOR A TEXT FROM SOMEBODY.

I PULL OUT MY PHONE, I GET IN TROUBLE, AND I'M ALWAYS PULLING OUT MY PHONE BECAUSE IT'S A HABIT THEY CONFISCATE.

IT GETS TURNED IN, LOG IT IN.

SO WE HAVE TO LOG IT IN, MAKE SURE WE HAVE IT GO THROUGH OUR PRECAUTIONARY MEASURES.

PARENT HAS TO COME PICK UP THE PAY THEY PAY THE $15.

THAT'S INCIDENT ONE.

IT'S NOT THREE INCIDENCES LIKE WITHIN THE SCHOOL DAY.

AND THEN ALL OF A SUDDEN YOU LOSE IT FOR LIFE.

THEN WE GIVE IT BACK.

THEN WE SAY DON'T DO IT AGAIN DA DA DA DA DA AND THEN INCIDENT TWO HAPPENS.

RIGHT THEN NEXT THING YOU KNOW, DAY THREE INCIDENT THREE HAPPENS.

OKAY, WELL, YOU KNOW, LET'S SAY IT IS A GOOD KID.

WELL, THEY JUST LEARNED THEIR LESSON.

OKAY. BUT I WILL TELL YOU, EVERY OTHER KID THAT WAS WATCHING IS SAYING OH MY GOODNESS, THEY MEAN BUSINESS.

AND UNFORTUNATELY, YOU'RE RIGHT, THERE MIGHT BE A GOOD KID, BUT IT'S NOT.

I WANT TO MAKE IT CLEAR IT'S NOT THREE INCIDENCES IN ONE DAY BECAUSE BY THE TIME IT'S CONFISCATED, THAT'S JUST ONE INCIDENT.

IT'S LOGGED IN.

AND MORE THAN LIKELY IT YOU KNOW, WE DON'T HAVE TEACHERS THAT ARE JUST GOING TO GO AND GRAB.

THEY'RE LIKE, PLEASE PUT IT AWAY.

THAT'S IT GIVE IT TO ME.

IT'S TO THE POINT.

AND OBVIOUSLY THERE'S GOING TO BE A LOT OF THAT AND THERE'S GOING TO BE DISPARATE ENFORCEMENT TOO.

SOME TEACHERS ARE GOING TO BE QUICKER ON THE GUN THAN OTHER ONES, TOO.

BUT I GUESS MY ONE OF MY CONCERNS IS ANSWER THIS QUESTION.

LET'S SAY WE HAVE THE GOOD KID YOU'RE TALKING ABOUT, AND THEY LEARN THEIR LESSON.

THEIR PHONE'S GONE, RIGHT? HOW DO YOU ADDRESS THE ASSIGNMENT OF SCHOOLWORK ON AN APP AT THAT POINT? I MEAN, WHAT DO WE DO ABOUT THAT? THEN WE HAVE TO LOOK HOW WE'RE DOING INSTRUCTIONALLY.

BECAUSE IF YOU'RE TRYING TO DO ALL YOUR INSTRUCTION ON AN APP THAT COULDN'T BE USED ON OUR CHROMEBOOK, THEN WE GOT TO CHANGE OUR INSTRUCTIONAL.

WELL, I'M NOT I'M NOT SAYING ALL OF IT, BUT JUST SOME OF IT.

I MEAN, I KNOW IF WE'RE GOING TO DO CELL PHONE POLICY, THEN IT NEEDS TO BE SOMETHING THAT COULD BE DONE ON A CHROMEBOOK, NOT A PHONE.

AND SO THAT IS AN INSTRUCTIONAL ADJUSTMENT.

AND THAT IS 100% WHERE I'M GETTING AT, BECAUSE I WILL TELL YOU, I DON'T KNOW IF ROBERT HAS THE SAME EXPERIENCE, BUT FROM MY KID, ROBERTS LIKE, KEEP ME OUT OF IT, MAN.

KEEP ME OUT OF IT. BUT YOU'RE THE ONLY ONE WHO HAS KIDS IN THE SAME KIND OF AGE RANGE.

THE ONLY THE I'VE SEEN IT.

I'VE SEEN THEM GET STUFF, FOR INSTANCE.

AND THERE'S A THING AND I'M JUST USING EVERYONE KNOWS I HAVE BAND KIDS.

SOMETHING CALLED BAND APP.

MY GOSH, THIS BAND APP THING IS, HOW DO WE EVER GET AROUND WITHOUT THAT THING BEFORE? I MEAN, EVERY PIECE OF COMMUNICATIONS CONTAINED ON THIS APP.

I MEAN, I DON'T KNOW HOW YOU'D BE IN BAND WITHOUT IT.

I MEAN, SO THESE ARE THE KIND OF THINGS THAT THAT MAKE ME WORRY.

I DON'T WANT TO I WANT TO MAKE SURE THAT WE ENFORCE THESE RULES.

WE KEEP THE PHONES FROM DISTRACTING KIDS.

WE KEEP PEOPLE SAFE.

BUT THEN AFTERWARDS, I DO WANT TO MAKE CERTAIN THAT THE STUDENTS STILL HAVE THE EDUCATIONAL OPPORTUNITIES YOU'RE SUPPOSED TO HAVE.

AND THAT'S THE BIG THING THAT I WANT.

AND I JUST THINK THAT'S SOMETHING THAT I'LL LEAVE IT TO THE CHAIR OF THE POLICY COMMITTEE TO DEAL WITH AT THIS POINT.

SO LET IT BE WRITTEN. SO LET IT BE DONE.

ANY OTHER QUESTIONS, MR. GLICK? YES, SIR. COULD WE GET A COPY A COUPLE OF COPIES OF WHAT WAS SENT OUT TO THE PARENTS ABOUT THIS? SNEAK AWAY VERY QUIETLY, BUT I'M NOT VERY GOOD AT IT.

I COULD PUT THAT IN BOARD INSIDE.

GOOD. THANK YOU. GREAT.

AND SINCE YOU'VE HEARD ALL THE DISCUSSION AND WE'VE SENT ALL THESE LETTERS OUT, COULD YOU KEEP US UPDATED ON HOW SUCCESSFUL THIS IS? BECAUSE IF ALL THE PARENTS ARE AWARE AND WE'RE CHANGING YOUR WORDS.

REINFORCEMENT AND RE-EMPHASIS.

YES, THAT'S WHAT WE'RE DOING.

LET'S SEE HOW IT'S WORKING.

YES, SIR. THANK YOU, THANK YOU.

AND JUST TO CLARIFY, MR. GLICK OVER WHAT SHE WHAT SHE WAS SAYING.

AND I'M NOT TRYING TO PUT WORDS IN HER MOUTH.

EACH CAMPUS HAD THEIR OWN METHOD OF PUTTING THIS OUT THERE.

IT WASN'T LIKE A DISTRICT PUSH.

IN FACT, ONE OF THE REASONS WHY I WANTED TO HAVE THIS IS BECAUSE I'VE ALREADY SEEN MULTIPLE CAMPUSES PRESENT DIFFERENT INFORMATION.

SO I WANTED TO MAKE SURE THAT THIS WAS OUT HERE IN THE PUBLIC VIEW.

SO IT'S OFFICIAL.

THIS IS WHAT OUR POLICY IS MOVING FORWARD FOR CONSISTENT ENFORCEMENT ACROSS ALL THE CAMPUSES.

THANK YOU. ANY OTHER QUESTIONS? ALL RIGHT. THANK YOU VERY MUCH, MR.

[01:15:01]

[V.C. Action Items]

CONSIDER APPROVAL OF AN MOU WITH DALLAS COUNTY JJAEP.

OH, SHE'S AT DR.

HEMPHILL IS GOING TO COME UP THIS TIME.

YEAH, SHE'S SENDING JAVIER SOLIS AWAY.

SO SHE SHARED THE SPOTLIGHT ONCE, BUT NOT TWICE.

OKAY. HI.

CHAIRMAN JOHNSON, DR.

LOPEZ AND TRUSTEES. I AM DR.

BABETTA HEMPHILL.

AND BEFORE YOU IS THE MEMORANDUM OF UNDERSTANDING WITH THE DALLAS COUNTY JUVENILE JUSTICE ALTERNATIVE EDUCATION PROGRAM.

ACCORDING TO CHAPTER 37 OF THE TEXAS EDUCATION CODE, IT REQUIRES US THAT JUVENILE BOARDS AND INDEPENDENT SCHOOL DISTRICTS WORK COOPERATIVELY TO PROVIDE ALTERNATIVE EDUCATION PROGRAMS IN COUNTIES WITH POPULATIONS OF 125,000 OR MORE.

THE RESPONSIBILITIES OF US AS A SCHOOL DISTRICT AND THE COUNTY JUVENILE BOARDS AS TO THE OPERATION AND FUNDING OF SUCH PROGRAMS MUST BE OUTLINED IN A JOINT MEMORANDUM OF UNDERSTANDING PURSUANT TO THE TEXAS EDUCATION CODE, CHAPTER 37.011K AND THE EDUCATIONAL SPECTRUM AVAILABLE FOR YOUTH PROVIDED UNDER CHAPTER 37.

THERE HAVE BEEN NO SIGNIFICANT REVISIONS TO THIS DOCUMENT, AND IT APPEARS AS IT WAS IN 23-24 SCHOOL YEAR, AND WE ARE RECOMMENDING APPROVAL OF THIS MOU SO THAT WE CAN CARRY FORTH WITH OUR PARTNERSHIP WITH THE DALLAS COUNTY JJAEP.

THIS EVENING, AS YOU ALL HAVE SEEN BEFORE, MISS MARY GARCIA IS HERE AND SHE CAN ADDRESS ANY QUESTIONS THAT YOU MIGHT HAVE ABOUT OUR LONG STANDING PARTNERSHIP WITH THE DALLAS COUNTY JJAEP.

BUT AGAIN, THERE HAVE NOT BEEN ANY REVISIONS TO THE DOCUMENT.

WE ARE REQUIRED TO BRING IT FORWARD EVERY SINGLE SCHOOL YEAR.

COMMITTEE QUESTIONS.

BOARD ANY QUESTIONS? DR. HEMPHILL, THANK YOU FOR THAT.

BUT BUT MOVING ON TO ACTION ITEM C TWO, CONSIDER APPROVAL OF RESOLUTION FOR THE DISTRICT FACILITY FOR NOON EXCHANGE CLUB OF GARLAND.

AND NOW SHE WILL ALLOW JAVIER SOLIS TO JOIN HER.

ALL RIGHT. BEFORE YOU ALL IS A RESOLUTION FOR THE NOON EXCHANGE CLUB OF GARLAND TO USE THE CURTIS CULWELL CENTER FOR THEIR ANNUAL HOLIDAY EVENT WITHOUT CHARGE.

THIS EVENT IS DESIGNED TO PROVIDE WINTER CLOTHING AND GIFTS FOR OUR STUDENTS AT THE ELEMENTARY LEVEL.

THE EVENT WILL BE HELD THIS YEAR ON DECEMBER 4TH, 2024, FROM 11:30 TO 1:00 PM FOR THE CURTIS CULWELL CENTER TO BE USED FOR THE EVENT WITHOUT CHARGE, THE BOARD OF TRUSTEES MUST DETERMINE THAT THE USE SERVES THE DISTRICT'S PUBLIC PURPOSE.

THIS RESOLUTION SERVES AS A FINDING OF THE PUBLIC PERSON, EXCUSE ME, PUBLIC PURPOSE, AND ALLOWS THE ADMINISTRATION TO DETERMINE NECESSARY CONTROLS TO ENSURE THE PUBLIC PURPOSE IS CARRIED OUT.

AND THIS EVENING I HAVE WITH ME MR. JAVIER SOLIS, OUR COMMUNITY LIAISON.

HE IS THE AUTHOR OF THE RESOLUTION AND HE IS ALSO A MEMBER OF THE CLUB AND JUST A WONDERFUL MEMBER OF OUR COMMUNITY.

AND HE IS HERE TO ANSWER ANY QUESTIONS YOU MIGHT HAVE ABOUT THIS EVENT.

COMMITTEE ANY QUESTIONS OF EITHER DR.

HEMPHILL OR MR. SOLIS? BOARD? NO QUESTIONS.

I WILL POINT OUT THAT THIS IS ONE OF A COUPLE OF EVENTS THAT WE HAVE WITH.

WE PARTNER WITH LOCAL PHILANTHROPIC ORGANIZATIONS THAT PROVIDE SUCH GOOD SERVICE TO THE COMMUNITY IN NEED.

OBVIOUSLY, WE LOOK FORWARD TO THIS, AND WE'RE GLAD TO HAVE THE CULWELL CENTER BE THE PLACE THAT YOU GUYS GET TO HOST THIS.

THANK YOU VERY MUCH. THAT TAKES US TO THE NEXT ITEM.

DO WE HAVE THE DATE THAT THAT'S GOING TO HAPPEN? THEY SAID DECEMBER 4TH.

DECEMBER 4TH. DECEMBER 4TH.

THANK YOU. THAT TAKES US NEXT ITEM, WHICH IS EXECUTIVE SESSION.

[VI. Executive Session]

THEN EXECUTIVE SESSION WILL BE HELD FOR PURPOSES PERMITTED BY THE TEXAS OPEN MEETING ACT TEXAS GOVERNMENT CODE, SECTION 551.001 AT SEQUENCE PURSUANT TO THE TEXAS GOVERNMENT CODE, SECTION 551.071 PRIVATE CONSULTATION WITH THE BOARD'S ATTORNEY IN PERSON BY PHONE, WHEN THE BOARD SEEKS ADVICE OF ITS ATTORNEY ABOUT PENDING OR CONTEMPLATED LITIGATION SETTLEMENT OFFER, OR THREE A MATTER IN WHICH THE DUTY OF THE ATTORNEY OF THE GOVERNMENTAL BODY UNDER THE TEXAS RULES, DISCIPLINE TEXAS DISCIPLINARY RULES OF PROFESSIONAL CONDUCT OR THE STATE BAR OF TEXAS CLEARLY CONFLICTS WITH THIS CHAPTER.

IT WILL BE UNDER THAT SECTION THAT WE PROCEED.

IT IS 7:19 P.M.

AND WE ARE IN CLOSED EXECUTIVE SESSION AT THIS TIME.

THANK YOU. IT IS 8:41 AND WE ARE RETURNING FROM CLOSED EXECUTIVE SESSION. I WILL CERTIFY THAT PURSUANT TO THE TEXAS GOVERNMENT CODE, SECTION 551 NO DISCUSSION OCCURRED THAT WASN'T PREPRINTED ON THE AGENDA AND WASN'T

[01:20:06]

[VII. Adjournment]

DO I HAVE A MOTION FOR ADJOURNMENT? SO MOVED. WE ARE ADJOURNED AT 8:41 P.M..

THANK YOU VERY MUCH.

* This transcript was compiled from uncorrected Closed Captioning.