[I. Call to Order and Determination of Quorum]
[00:00:10]
MEETING. I WILL CERTIFY THAT A QUORUM IS PRESENT.[IV. Superintendent's Message]
YES. WE'RE GOING TO END ON A HIGH NOTE TONIGHT.SO THE BOARD PROBABLY GAVE US ONE OF THE MOST AGGRESSIVE GOALS THERE IS TO IMPROVE OUR TSIA TESTING RESULTS, AND THE TEAM WENT AT IT FULL FORCE, AND SO TODAY WE'RE GOING TO BE LOOKING AT WHAT THAT DATA MEANS.
I WILL SAY THIS PUBLICLY, EVEN WITHOUT NOT KNOWING THE RESULTS, WE ARE LEADING THE ENTIRE METROPLEX IN THIS AREA, PRETTY MUCH. SO I MEAN, WE'RE SO PROUD OF WHAT WE'RE DOING AND THE BEST IS YET TO COME.
[V.A. Information Items]
A INFORMATION ITEMS ONE BOARD GOAL FIVE UPDATE.END OF YEAR REVIEW OF TSIA GOAL SUB METRIC. THE INCOMPARABLE COLEMAN BRUMAN.
THANK YOU, CHAIRMAN JOHNSON, BOARD OF TRUSTEES AND DR.
JUST AS A REMINDER FOR TSI, IT CONNECTS TO GOAL NUMBER FIVE.
SO WE HAVE OUR SIX GOALS AND THAT'S OUR GOAL.
OUR GOAL FOR THIS YEAR WAS TO BRING US FORWARD FROM A 34% MEETING EXPECTATIONS ON SAT, ACT AND TSIA II AND GETTING US TO 39% AND SO WE HAVE THIS GRAPHIC HERE, JUST AS A REMINDER OF THE DISTRICT GOALS THAT WE'VE ALL BEEN CHASING.
NOW TO GIVE A LITTLE UPDATE ON WHAT'S CHANGED, BECAUSE THIS IS A FOCUS FOR THE ENTIRE STATE.
I THINK THE WHOLE STATE, IF NOT THE NATION, WANTS TO MAKE SURE THAT WE ARE INCREDIBLY INCREASING STUDENTS GETTING READY FOR COLLEGE READINESS TO MAKE SURE THEY CAN GET INTO ANY UNIVERSITY THEY WISH, AND JUST TO GIVE YOU AN UPDATE BEFORE WE REVEAL THE GOAL, KEVIN MASSEY.
HEY, GOOD EVENING, CHAIRMAN JOHNSON. COMMITTEE MEMBERS.
THE TEXAS HIGHER EDUCATION COORDINATING BOARD HAS ADJUSTED TSI REQUIREMENTS FOR STUDENTS ENROLLING IN DUAL CREDIT COURSES, NON-DEGREE SEEKING STUDENTS OR STUDENTS WITH FEWER THAN 15 COLLEGE CREDIT HOURS, AND THEY ARE NO LONGER REQUIRED TO BE TSI MET BY EXAM TO ENROLL IN COLLEGE COURSES THAT HAVE A TSI PREREQUISITE DEGREE SEEKING STUDENTS OR STUDENTS WITH 15 OR MORE COLLEGE CREDIT HOURS, AND THEY ARE REQUIRED TO BE TSI MET BY EXAM TO ENROLL IN COLLEGE COURSES WITH ATC.
WE ARE SHARING THIS INFORMATION BECAUSE IT IS THE ONLY CHANGE IN THE UPCOMING SCHOOL YEAR DUAL CREDIT AGREEMENT, WHICH WILL ALSO BE PRESENTED TO THE COMMITTEE THIS EVENING.
THE TEXAS HIGHER EDUCATION COORDINATING BOARD HAS A HISTORY OF ADJUSTING TSI EXEMPTIONS OR WAIVERS.
THEREFORE, GISD WILL REMAIN FOCUSED ON STUDENTS BEING TSI MET BY EXAM TO BEST PREPARE STUDENTS FOR SUCCESS IN COLLEGE, CAREER, MILITARY OR BEYOND, AND NOW I'LL TURN THE TIME BACK TO MR. BRUMAN. SO JUST TO REEMPHASIZE THE POINT, WE'RE STAYING COMMITTED TO THE DISTRICT GOAL ON PURE COLLEGE READINESS BY EXAM AND SO ON.
THE NEXT SLIDE, I GET TO TELL YOU ABOUT THE SUCCESS.
WE DID IT. WE HIT 40% OF OUR CLASS OF 2025, AND THIS WAS A COLLECTIVE EFFORT. LOTS OF DEPARTMENTS HAS PROBABLY BEEN THE BEST PART ABOUT WORKING ON CCCMR, SINCE WE'VE REALLY FOCUSED ON IT FOR THE LAST 7 OR 8 YEARS, IS TO SEE THE COLLABORATION BETWEEN THE DEPARTMENTS, LIKE THE EXECUTIVE DIRECTORS OF LEADERSHIP, MY DEPARTMENT, TEACHING AND LEARNING, DEPARTMENT OF INNOVATION, GUIDANCE AND COUNSELING.
THE PRINCIPALS LIKE THIS IS THE COLLECTIVE EFFORT AND IT REALLY SHOWS WITH TRUE ACADEMIC SUCCESS THAT TRANSFERS AND IS PORTABLE TO COLLEGES AND TO ALSO JUMP OFF WHAT DR. LOPEZ TALKED ABOUT WHEN WE'RE LOOKING AT HOW WE'RE DOING COMPARED TO OUR OTHER DALLAS COUNTY PROMISE DISTRICTS.
HAVING THAT KIND OF GAIN, A 6% GAIN WAS UNRECOGNIZABLE TO THE OTHER DISTRICTS, AND SO TO PUT THE DATA THAT WE SAW IN MAY WITH OUR COMPETITORS THAT ARE AROUND US, WE ARE CLEARLY THE OUTLIER AND VERY PROUD OF THE SUCCESS, AND SO NOW TO TALK A LITTLE BIT ABOUT THE CAMPUSES, MR. NUÑEZ. GOOD EVENING, COMMITTEE
[00:05:01]
CHAIR JOHNSON, TRUSTEES AND DR. LOPEZ. IT'S WITH GREAT PRIDE THAT WE SHARE THE CONTINUED PROGRESS ACROSS THE DISTRICT, WHERE WE'VE BEEN, WHERE WE ARE NOW, AND THE STRONG MOMENTUM OF OUR CAMPUSES ARE BUILDING EVERY DAY.LOOKING AT OUR TSI EXAM PERFORMANCE, WE'RE EXCITED TO REPORT THE SIGNIFICANT GROWTH FROM THE MIDDLE OF THE YEAR TO THE END OF THE YEAR FOR THE CLASS OF 2025 ACROSS ALL GARLAND ISD HIGH SCHOOLS. DISTRICT AVERAGE. DISTRICT WIDE, THE AVERAGE ROSE FROM 31.3 IN JANUARY TO 40% TODAY.
SEVERAL HIGH SCHOOLS MADE IMPRESSIVE PROGRESS WORTH HIGHLIGHTING.
GUIDANCE ALSO GREW TEN PLUS POINTS, REACHING 36.7%.
THE THIRD HIGH SCHOOL, LED BY MR. JOHN FISHPAW, SET THE PACE WITH A STRONG 52.6% AND UNDER SHAE CREEL'S LEADERSHIP, SACHSE HIGH SCHOOL STRATEGIC FOCUS PUSH IN THE FINAL TWO WEEKS MADE THE BIG IMPACT, HELPING RISE THE DISTRICT OVERALL AVERAGE TO 40%.
THESE GAINS REFLECT THE FOCUSED STRATEGIC EFFORTS OF OUR CAMPUS LEADERS AND STAFF, AND MOST IMPORTANTLY, THE DEDICATION AND DETERMINATION OF OUR STUDENTS.
WE'RE PROUD OF THE WORK THAT'S BEING DONE AND THE CONTINUED PROGRESS AHEAD.
REACHING OUR BOARD GOAL OF 60% TSI READINESS BY 2030 IS MORE THAN A NUMBER.
IT'S A COMMITMENT TO OUR STUDENTS FUTURE. WE'VE COME TOGETHER, AS MY COLLEAGUE SAID, WITH CURRICULUM, GUIDANCE AND COUNSELING, TEACHING AND LEARNING, AND THE OFFICE OF INNOVATION WITH EXECUTIVE DIRECTORS UNITED BY SHARED PURPOSE.
I'D LIKE TO SHARE A BRIEF GLIMPSE OF THE COMPREHENSIVE TIMELINE THAT OUR TEAM HAS DEVELOPED FOR PRINCIPALS AND CAMPUS TEAMS, ONE THAT REFLECTS A PROACTIVE, DATA DRIVEN, EQUITY FOCUSED APPROACH TO ENSURE EVERY STUDENT IS ON TRACK FOR COLLEGE, CAREER, AND MILITARY READINESS. OUR STRATEGY BEGINS EARLY, SUPPORTS LEADERSHIP, ENGAGES FAMILIES, AND IS DESIGNED TO CLOSE PERSISTENT GAPS. THIS SUMMER, WE LAUNCHED OUR WORK BY EMPOWERING CAMPUS LEADERS THROUGH THE CREATION OF THE CCMR COMMITTEE AND IMPLEMENTING SUMMER MELT SUPPORTS TO HELP GRADUATES MAINTAIN POST-GRADUATION MOMENTUM.
LOOKING AHEAD, WE'VE SCHEDULED SENIOR ASSEMBLIES IN THE FALL AND TO CONNECT STUDENTS WITH VITAL RESOURCES SUCH AS DALLAS COUNTY PROMISES HIS COLLEGE APPLICATION, SUPPORT AND GUIDANCE THROUGH COUNSELING AND OUR COLLEGE BRIDGE PARTNER, EIF.
IN ALIGNMENT WITH OUR VISION OF EXPANDING COLLEGE READINESS EARLY, WE'VE BROUGHT IN TSI TESTING ACCESS TO INCLUDE RISING EIGHTH GRADERS AND DUAL CREDIT ELIGIBLE STUDENTS IN THE GRADES NINE THROUGH 11.
THIS EARLY EXPOSURE BUILDS A STRONG FOUNDATION AND HELPS ALLEVIATE THE PRESSURE OF SENIOR YEAR TESTING, A TOPIC MY COLLEAGUE WILL EXPAND ON SHORTLY. FROM DAY ONE, WE ARE COMMITTED TO BEING DATA DRIVEN.
THIS ENSURES A FOCUSED, MEASURABLE APPROACH FROM THE START.
WE'RE ALSO DEEPENING FAMILY AND COMMITMENT ENGAGEMENT BY PROVIDING A CLEAR, CLEAR, DISTRICT LED COMMUNICATION AROUND COLLEGE READINESS MILESTONES LIKE THE PSAT AND TSIA, PARENTS WILL BE EMPOWERED WITH THE KNOWLEDGE THEY NEED TO SUPPORT THEIR STUDENTS THROUGH EVERY STEP OF THE JOURNEY.
FINALLY, TO CLOSE REMAINING GAPS, WE'VE IDENTIFIED SENIORS WHO HAVE NOT YET MET THE TSIA BENCHMARKS AND PLACING THEM IN TARGET COLLEGE PREP COURSES WITH DIRECT COMMUNICATION TO EVERY PARENT. THIS ENSURES THAT NO STUDENT IS OVERLOOKED AND EVERY GRADUATE LEAVES WITH A CLEAR PATH TO POST-SECONDARY SUCCESS.
THANK YOU. NOW, MY COLLEAGUE JENNA. GOOD EVENING. COMMITTEE CHAIR. JOHNSON. BOARD OF TRUSTEES. DR.
LOPEZ. MY NAME IS JENNA JONES, AND I'M HERE TO SHARE SOME UPDATES RELATED TO HOW WE'RE ADJUSTING THE ASSESSMENT CALENDARS AT BOTH MIDDLE SCHOOL AND HIGH SCHOOL FOR OUR NEXT SCHOOL YEAR. ON HIGH SCHOOL CAMPUSES, TESTING WILL TAKE PLACE IN THE FALL AND IN THE SPRING.
ON THE PSAT DAY AND ON THE SATURDAY IN THE SPRING.
THIS IS THE FIRST TIME THAT WE'VE ACTUALLY ADDED IT TO OUR ASSESSMENT CALENDAR.
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WHEN WE PIVOT AND LOOK AT MIDDLE SCHOOL, MIDDLE SCHOOL TESTING IS SOMETHING THAT WE HAVE NEVER DONE, AND WE ARE REALLY EXCITED ABOUT THE MIDDLE SCHOOL PILOT THAT WE DID JUST IN MAY.WE TESTED EIGHTH GRADE STUDENTS FROM WEBB AND BRANDENBURG, AND THEY WERE IN THE ALGEBRA ONE COURSE.
THEY HAD NO EXPOSURE TO WHAT THE TEST WAS REALLY ABOUT.
IT WAS ALL NEW TO THEM. WE JUST DID THIS TO SEE KIND OF WHERE WE END UP.
WEBB STUDENTS PER PASSING RATE WAS 30%. MEETING THE BENCHMARK BRANDENBURG STUDENTS WAS 27%, PUTTING IT AS 28% MET MATH. SO THESE STUDENTS ARE ENTERING HIGH SCHOOL OUT OF EIGHTH GRADE, MET IN MATH, AND THAT IS THE FIRST TIME THAT HAS HAPPENED.
SO WE ARE VERY, VERY EXCITED ABOUT THAT OPPORTUNITY FOR OUR STUDENTS.
WE KNOW THAT WITH FUTURE PREPARATION IN THE MIDDLE SCHOOL PROGRAM AND OUTLINE THE CCMR PROCESS AND THE IMPORTANCE OF TSI, THAT ONCE WE TAKE THIS PILOT AND NOW IT WILL HAPPEN AT ALL OF OUR MIDDLE SCHOOLS, THAT WE WILL SEE MUCH MORE SUCCESS AS WE CONTINUE TO DEVELOP THAT PORTION OF THE MIDDLE SCHOOL PROGRAM AND THE EFFECT IT HAS WITH THE CCMR AND TSI MET GOAL THAT THE BOARD HAS.
I DO WANT TO SAY THAT ALL MIDDLE SCHOOL CAMPUSES WILL BE APPROVED TESTING SITES, JUST LIKE OUR HIGH SCHOOLS, SO THEY CAN HAVE ADDITIONAL OPPORTUNITIES FOR TESTING.
SO WE'RE ALSO LOOKING AT HOW CAN WE LEVERAGE ELAR ASSESSMENTS AS WELL AT THE MIDDLE SCHOOL LEVEL SO THAT WE COULD HAVE THEM ENTERING HIGH SCHOOL MET IN BOTH BECAUSE THE SCORES ARE GOOD FOR FIVE YEARS. THIS IS A GREAT OPPORTUNITY.
I DO WANT TO SAY A SPECIAL THANK YOU TO THE CAMPUS ADMIN AT WEBB AND AT BRANDENBURG FOR ALLOWING US TO BE PART OF THIS OPPORTUNITY WITH THEM, AS WELL AS THE CCMR TEAMS FROM NORTH AND LAKEVIEW AND MR. BRUMAN WILL CLOSE US OUT. SO AFTER CELEBRATING THE SUCCESS, WHAT I HOPE YOU'RE SEEING IS THAT WE'RE REALLY FOCUSED ON BUILDING A NEW SYSTEM FOR 25- 26 TO MAKE SURE THAT IT'S JUST ROUTINE PRACTICE, AND SO WITHIN TEACHING AND LEARNING, JUST TO MAKE SURE THAT WE HAVE THE RIGHT SEQUENCING AND SUPPORT FOR THE STUDENTS.
SO THIS YEAR WE MADE SENIOR RELEASE TIED TO TSI MET BY EXAM OR AN IBC MET AS A COMPLETER.
AFTER THAT WE WORKED THIS SPRING, MYSELF AND GUIDANCE AND COUNSELING WORKED ON RESEQUENCING OUR COURSES TO MAKE SURE THAT THE STUDENTS HAD THE RIGHT INSTRUCTION IN FRONT OF THEM. THERE WERE A LOT OF DIFFERENT PATHWAYS IN THE COURSE GUIDE, WHERE A STUDENT COULD TAKE DIFFERENT CLASSES FOR ENGLISH AND DIFFERENT CLASSES FOR MATH THAT MAY JEOPARDIZE THEIR COLLEGE ADMISSIONS, AND SO WE REALLY LINED OUT THE PRESCRIPTION TO MAKE SURE THAT THERE'S FOUR COHERENT SEQUENCES IN ENGLISH, ONE THROUGH ENGLISH, FOUR, AND THAT OTHER CLASSES WERE OFFERED AS A SUBSTITUTE, AND THE SAME THING FOR MATH. WHEN WE OFFER IT FOR THE FOURTH MATH, FOR GRADE COHORT STUDENTS, AND FOR THE FIFTH MATH FOR STUDENTS THAT TOOK ALGEBRA ONE IN MIDDLE SCHOOL.
WHAT WE'RE WORKING ON THIS SUMMER IS A CLEAR UPGRADE TO OUR CURRICULUM AROUND EXPLICIT INSTRUCTION AND GRADUAL RELEASE, WHICH FUNNELS INTO THIS, AND SO YOU'LL SEE PRODUCTS THAT ARE STARTING TO GO OUT TO THE TEACHERS IN JULY FROM GRADES THREE THROUGH 12, TO MAKE SURE THAT WE HAVE THE APPROPRIATE CHUNKS IN DAILY MASTERY.
SO STUDENTS ARE GETTING WHAT THEY NEED, AND THAT WE CAN TRACK IT THROUGH WEEKLY DEMONSTRATIONS OF LEARNING TO MAKE SURE THAT THE MASTERY IS CONSISTENTLY HAPPENING WEEK BY WEEK, AND NOT WAITING FOR OUR LONGER ASSESSMENTS LIKE CBA'S INTERIMS, AND THEN, OF COURSE, STAR, AND THEN OUR LAST PIECE WAS TO REALLY GET OUR STREAMLINED SUPPORT TO THE STUDENTS TO MAKE SURE THAT THEY HAD ACCESS TO TUTORING AT HOME FOR PSAT, SAT AND ACT, AND THAT'S THROUGH THE IXL PROGRAM.
SO THAT'S THE PERSONALIZED LEARNING SUPPORT, WHERE STUDENTS WILL HAVE BASICALLY UNLIMITED PRACTICE ALONG EACH ONE OF THOSE PATHWAYS THAT THE TEACHER WORKS WITH THEM ON, AND THEN THE LAST PIECE THAT WE'RE GOING TO ADD NEXT YEAR IS CONTINUING OUR PARTNERSHIP WITH MASTERY PREP.
PART OF THE SUCCESS WITH PARTNERING WITH THE LEADERS AT THE CAMPUSES IS WE BROUGHT THEM A TOOL, AND THAT TOOL WAS A BOOTCAMP AROUND TSIA II, WHERE THEY WOULD BRING STUDENTS IN AND REALLY DO SOME EXPLICIT INSTRUCTION ON HOW TO HOW TO BEAT THE TEST. WHAT ARE THE STRATEGIES? WHAT ARE SOME THINGS TO LOOK OUT FOR? AND THAT WAS THAT LEVERAGE PIECE THAT ALLOWED THE PRINCIPAL TO PACK THE ROOM FULL OF 50 KIDS THAT WERE RIGHT THERE ON THE CUSP, AND WE JUST STARTED CHURNING THEM OUT FROM MARCH THROUGH APRIL, AND SO MAKING THIS THE PACKAGE DEAL, IF YOU SEE ALL FOUR SLIDES TOGETHER WITH THE PRINCIPAL PLANNING, THE ASSESSMENT CALENDAR AND THE PROGRAMS WITHIN TEACHING AND LEARNING,
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WE'RE EXCITED TO CRUSH OUR GOAL OF 43 NEXT YEAR, AND WE'LL INVITE ANY OTHER QUESTIONS.COMMITTEE MEMBERS, DO YOU HAVE ANY QUESTIONS? BOARD MEMBERS? I HAVE A COUPLE. MR. BRUMAN, YOU OBVIOUSLY CRUSHED THE GOAL, BUT LET'S GO AHEAD.
I T'S A WE. IT'S NOT ME. YOU'VE GOT TO SAY THAT.
IT'S THE ROYAL YOU . OKAY. LET'S GO BACK TO THE HIGHER EDUCATION COORDINATING BOARD'S LITTLE CURVEBALL THAT THEY THREW W HICH I T'S AWESOME THAT THEY DO THESE KIND OF THINGS.
ONE, MY UNDERSTANDING, AND YOU CAN ALWAYS CORRECT ME IF I'M WRONG, IS THAT YOU CAN MEET THE TSI BY EXAM ON MORE THAN JUST THE TSIA. YOU CAN ALSO DO IT THROUGH THE SAT ACT EOC.
IF YOU GET A CERTAIN NOT EOC, NOT ANYMORE THAT USED TO BE A THING? THAT USED TO BE AN OLD SUBSTITUTE ASSESSMENT RULE WITH OUR OLD ACCOUNTABILITY SYSTEM, BUT NOT ANY LONGER BECAUSE IT IS A SHELL GAME AND THIS IS WHY I'M VERY GLAD TO HEAR YOU SAY THAT. WE'RE JUST GOING TO KEEP PLODDING ON OUR PATH, BECAUSE THIS IS A THIS IS LIKE A MINEFIELD THAT THEY'RE GOING TO THROW IN FRONT OF YOU.
SO THAT'S GOOD, BUT WITH RESPECT, WHEN WE CONSIDER OUR 40%, IS THAT JUST A PASSAGE OR ARE WE ALSO INCLUDING THE SAT ACT? IT'S ALL THREE TESTS. SO THAT'S 40% COMBINED, AND THEY CAN OVERLAP.
SO I COULD MEET IN ENGLISH FOR READING AND WRITING ON SATURDAY, AND THEN PASS MATH OR TSIA II THAT PACKAGE IS FOR OUR ACCOUNTABILITY, AND IT'S ALSO THE RIGHT PACKAGE FOR THE KID GOING INTO COLLEGE.
SO IT MEETS THE REQUIREMENT WHEN THEY LEAVE US AND FOR OUR NUMBERS, BUT FOR THESE KIDS, JUST, AND THIS HAS NOTHING TO DO WITH YOU, YOUR TEAM, YOUR GOALS, BUT WHAT THIS IS SAYING IS, IF WE HAVE KIDS THAT AREN'T GETTING 15 CREDIT HOURS, THEY DON'T HAVE TO PASS THIS IN ORDER TO KEEP IT AND GRADUATE AND THINGS OF THAT NATURE.
RIGHT, AND THEY CAN CONTINUE ON WITH THE UP TO THOSE 15 HOURS.
THE TRICKY PART HERE IS WHAT WE HAD TO COACH THE KIDS UP ON AS THIS NEWS CAME OUT IS YES, THAT'S TRUE, BUT IF YOU DON'T MEET THE TSI AND YOU MESS UP ON THIS COURSE, YOU'RE GOING TO BE BACK TO TSI ANYWAY.
SO IN THE END, EVEN THOUGH THIS CHANGE IS OUT THERE, THE MEETING TSI MET BY EXAM IS THE REAL GOLD STANDARD, AND THAT'S WHAT WE'RE COMMITTED TO AND IF I MAY JUST EXPAND A LITTLE BIT ON THAT.
GETTING TO KNOW WHAT MOTIVATES KIDS IS ALSO A KEY PLAY BECAUSE TESTING DOES NOT MOTIVATE CHILDREN, RIGHT? THEY DON'T GO LIKE, OH, I CANNOT WAIT TO MEET THAT GOAL, BUT DO YOU KNOW WHAT DOES? BUT TAKING AWAY SENIOR RELEASE. THEY DON'T GET EARLY RELEASE IF THEY'RE NOT DOING THEIR PART.
IT IS AMAZING HOW SCORES WENT UP, ESPECIALLY TOWARDS THE END WHEN THE KIDS STARTED REALIZING THAT THEIR PRIVILEGES AS A SENIOR RIGHTS, THEY'RE PRIVILEGES. IT'S AMAZING HOW ALL OF A SUDDEN KIDS STARTED TO PASS THAT THING.
SO THINKING LIKE A CHILD, NOT A CHILD, WELL, YOUNG ADULT DOES HELP.
IT WAS SO GOOD TO WATCH HIM WALK ACROSS THE STAGE.
DOES THAT REQUIRE INTERNET ACCESS? YES, SIR. YEAH, IT WOULD BE WEB BASED.
IT HAS TUTORING VIDEOS, AND SO IT REALLY PROVIDES THAT ONLINE TUTORING ACCESS FROM ANYWHERE, BUT THEY WOULD NEED INTERNET ACCESS, AND I KNOW I DON'T THINK I'VE HEARD A NUMBER FOR QUITE A WHILE NOW.
THERE USED TO BE A NUMBER. WHAT PERCENTAGE OF OUR KIDS HAD INTERNET ACCESS AT HOME? IS THERE ANYWHERE ELSE THEY CAN USE GET THE ACCESS IF IT'S NOT AT HOME? IF THEY HAVE FREE WI-FI, THEY CAN GET TO IT. SO IT'S NOT THROTTLED BY OUR WI-FI SYSTEM.
MAYBE WE CAN GET MAYBE WE CAN GET THAT NUMBER AT SOME POINT.
WE TRIED WE TRIED THE TOWER ACCESS. WE DID TWO PROTOTYPES AND THE COVERAGE WAS MINIMAL, AND SO WE STOPPED THE PROJECT, AND HAS THERE BEEN ANYTHING ANY IDEAS SINCE THEN? NO. JUST JUST THE HOT SPOTS. I BELIEVE THEY COULD GET SOME OF THOSE IN THE LIBRARIES.
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AT HOME? I WOULD HAVE TO RELY ON MATT YEAGER.MR YEAGER IS A THUMBS UP TO THAT. OKAY. OKAY.
THANK YOU, BUT WE'RE WE'RE ALSO EMBEDDING THAT TOOL INTO THE CURRICULUM.
SO THERE'S GOING TO BE DEDICATED TIME WITHIN THE SCHOOL DAY TO MAKE SURE THE KIDS HAVE ACCESS TO.
THANK YOU. GREAT JOB GUYS. THANK YOU. ALL RIGHT MOVING ON TO INFORMATION ITEMS 5A2 GISD GROWING YOUR OWN INITIATIVE. I DON'T SEE DR. GRADINE BROWN, BUT THERE'S, BUT --I AM DR.
DINA ROWE REPRESENTING DR. GRADINE BROWN. DR.
DINA ROWE IS GOING TO REALLY TAKE THIS THING HOME.
I'M GOING TO TAKE IT ALL THE WAY. I AM GOING TO PUT MY GLASSES ON.
BEAR WITH ME. I'M GOING TO CHANNEL MY INNER DOCTOR BROWN.
IT'S NOT HARD. I MEAN, IT'S NOT EASY TO DO. SO BEAR WITH ME.
WE ARE EXCITED TO BE HERE WITH YOU TONIGHT. CHAIRMAN JOHNSON, BOARD OF TRUSTEES.
DR. LOPEZ, WE'RE JUST BRINGING YOU SOME INFORMATION.
I KNOW IT'S GETTING LATE, SO WE WON'T MINCE WORDS.
SO WE OUR TEAM. I'M SUPER PROUD OF OUR TEAM. OVER THE LAST THREE YEARS, AS RESEARCH DEVELOPED, PLANNED AND IMPLEMENTED, MANY GROW YOUR OWN INITIATIVES TO ADDRESS THAT TEACHER SHORTAGE THAT WE'RE ALL VERY, VERY AWARE OF, AND SO WE CAME JUST TO GIVE YOU A HIGH LEVEL OVERVIEW TONIGHT OF THOSE PROGRAMS. BECAUSE WE KNOW WE TALK IN A LOT OF ACRONYMS, AND SO WE WANTED TO LET YOU KNOW SORT OF HOW THEY'RE RELATED, HOW THEY'RE DIFFERENT. SO I HAVE WITH ME TONIGHT I HAVE KIM CHAPMAN.
SHE'S OUR HR COORDINATOR. ALSO ANGELINE PHAM, THE PROGRAM COORDINATOR.
THEY WORK VERY CLOSELY TOGETHER TO DEVELOP THESE THESE PROGRAMS ARE SHOWING TO REDUCE TEACHER SHORTAGES, INCREASE OUR RETENTION RATES, AND EMPOWER THOSE INDIVIDUALS UP THROUGH OUR SYSTEM TO BECOME TEACHERS, THROUGH OUR STRONG SCHOOL TIES. SO, WITHOUT FURTHER ADO, I'M GOING TO LET MISS CHAPMAN JUMP IN.
OKAY, CHAIRMAN JOHNSON, MEMBERS OF THE BOARD.
DR. LOPEZ. WE'RE GOING TO START FIRST WITH OUR RESIDENCY PROGRAMS, JUST KIND OF LAYING THE GROUNDWORK FOR THAT PARTICULAR PROGRAM TEACHER RESIDENCY PROGRAMS OR HAVE BEEN ON THE RISE THE LAST FOR THE LAST SEVEN YEARS OR SO DUE TO THE NUMBER, THE INCREASE OF TEACHERS LEAVING THE PROFESSION, AND SO SCHOOL DISTRICTS HAVE HAD TO BE CREATIVE IN COMING UP WITH WAYS TO BE ABLE TO FILL THOSE POSITIONS, AND SO THE RESIDENCY IS A PROGRAM THAT'S VERY SIMILAR TO WHAT YOU WOULD SEE IN A MEDICAL FIELD.
HOW THEY GO THROUGH COLLEGE, AND THEN THE LAST PART OF THEIR PROGRAM IS RESIDENCY, WHERE THEY ARE ACTUALLY EXPERIENCING HANDS ON APPLYING THEIR SKILL SETS, AND SO THAT IS THE SAME THING THAT IS APPLICABLE TO OUR RESIDENCY PROGRAM.
THESE PROGRAMS PAIR ASPIRING EDUCATORS WITH EXPERIENCED, EFFECTIVE MENTOR TEACHERS TO HELP THEM IN THE CLASSROOM IN A CO-TEACH SETTING FOR THE LAST YEAR OF THEIR PROGRAM T O PROVIDE THEM WITH CLINICAL TRAININGS AND SKILLS, TO BE ABLE TO UTILIZE THE EFFECTIVENESS OF WHAT THEY'VE BEEN TAUGHT IN THEIR PROGRAMS, AND SO THEY ARE PARTNERED WITH A MENTOR OR CO-TEACHER AND A CO-TEACHER SETTING TO HELP THEM TO BE ABLE TO TRANSITION INTO THAT ROLE FULL TIME INTO THEIR OWN PERSONAL CLASSROOM. OVER THE PAST SEVEN YEARS, THE NUMBER OF TEACHER RESIDENCY PROGRAMS HAVE GROWN FOR ESTIMATED 75%.
RESIDENCY PROGRAMS HAVE A LOT OF BENEFITS FOR THE PARTICIPANTS THEMSELVES.
TEACHER RESIDENTS ENGAGE DIRECTLY WITH SCHOOL STAFF.
THEY LEARN THE CULTURE AND THE CLIMATE OF THAT PARTICULAR CAMPUS THAT THEY'RE ASSIGNED TO, WHICH HELPS THEM TO BUILD RELATIONSHIPS, AND HOPEFULLY WE ARE ABLE TO USE THAT AS A DRAWING TOOL TO BE ABLE TO DRAW THEM IN, TO HIRE THEM IN FULL TIME POSITIONS THAT FOLLOWING YEAR.
SO THEY'RE WORKING WITH THAT CO-TEACHER FROM DAY ONE, LEARNING HOW TO STRUCTURE THEIR CLASSROOM, HOW TO START THE YEAR, AS WELL AS TO GO THROUGH PARENT CONFERENCES.
THEY'RE TAKING ON THAT ROLE AS THAT CLASSROOM TEACHER FROM BEGINNING OF THE YEAR TO THE END OF THE YEAR, AND SO THEY ARE GUIDED BY THAT MENTOR TEACHER TO HELP THEM ALONG THE WAY.
PARTICIPATING IN A RESIDENCY REDUCES EARLY CAREER TEACHER TURNOVER.
WE KNOW THAT A LOT OF THE TURNOVER FOR TEACHERS OCCURS BETWEEN THEIR YEAR 1 TO 5 IF THEY MAKE IT TO THE FIFTH YEAR, SO TYPICALLY YOU'RE 1 TO 3, AND SO MAKING SURE THAT WE HAVE THOSE SUPPORTS FOR OUR TEACHERS EQUIPS THEM WITH THE TOOLS THAT THEY NEED IN ORDER TO BE EFFECTIVE AND SO THE RESIDENCY PROGRAM IN ACTUALITY ALLOWS THEM TO HAVE WHAT WE WOULD CALL TWO CHANCES AS A FIRST YEAR TEACHER, AND SO THEY GET IN A CLASSROOM, THEY LEARN, AND THEN THE FOLLOWING YEAR THEY HAVE THE CLASSROOM TO THEMSELVES.
RESIDENTS CAN ALSO RECEIVE FINANCIAL SUPPORT DURING THE PROGRAM.
[00:25:09]
IS OFFERING A COMPENSATION PIECE. ALTHOUGH MAJORITY OF OUR PARTICIPANTS ARE COLLEGE STUDENTS, VERY FEW HAVE FAMILIES AND SO FORTH, BUT FOR US TO BE ABLE TO OFFER THAT COMPENSATION PIECE, OF AND WE'LL GET INTO THAT LATER AS FAR AS THE DOLLAR AMOUNT, BUT THAT IS JUST A DRAWING TOOL FOR THEM AS WELL TO HELP THEM TO, YOU KNOW, PAD COSTS, WHETHER IT BE FOR EDUCATIONAL COSTS AND THINGS THAT THEY MAY INCUR THROUGHOUT THEIR PROGRAMS. RESIDENCY PROGRAMS ALSO PROVIDE GREAT BENEFITS TO THE DISTRICT.THE HELPS TEACHER CANDIDATES INTEGRATE MORE SMOOTHLY INTO THE DISTRICT'S ACADEMIC ENVIRONMENT.
AS I STATED BEFORE, OUR RESIDENTS, THEY PARTICIPATE IN OUR.
ONBOARDING PROCESSES AS WELL BECAUSE THEY ARE EMPLOYEES OF THE DISTRICT, AND SO THEY LEARN FROM OUR PROFESSIONAL DEVELOPMENT TEAMS AND PARTICIPATE IN THOSE ACTIVITIES WITH THEIR MENTOR TEACHERS. AT THE BEGINNING OF THE YEAR, THEY PARTICIPATE IN CAMPUS PLANNING, AND SO THAT PARTICULAR PROCESS CREATES A HONEYMOON PHASE FOR OUR RESIDENT AND THEIR MENTOR TEACHER, AS WELL AS THEIR CAMPUS PRINCIPAL. IT PROVIDES THE CAMPUS PRINCIPAL WITH AN INSIDE LOOK INTO THE SKILLSET OF THAT RESIDENT TEACHER TO SAY, OKAY, IF I HAVE AN OPENING THIS YEAR, I HAVE FIRST DIBS AT THIS PARTICULAR CANDIDATE.
THESE PROGRAMS ALSO ENHANCE RECRUITMENT EFFORTS BY HELPING DISTRICTS LIKE GARLAND ISD ATTRACT AND RETAIN MORE DIVERSE CANDIDATES, AND SO WE GET A JUMP ON THE COMPETITION WHEN YOU HAVE A RESIDENCY PROGRAM, BECAUSE WE ARE DATING THEM, THEY'RE DATING US AND WE'RE DRAWING THEM IN. SO THEY'RE SEEING WHAT WE HAVE TO OFFER BOTH AT THE CAMPUS LEVEL AS WELL AS THE DISTRICT LEVEL, AND SO IT PROVIDES US AN OPPORTUNITY TO SHOWCASE WHAT WE HAVE TO OFFER THEM, AND WE'LL GET INTO MORE OF THOSE DETAILS LATER ON.
AS FAR AS THE BENEFITS THAT THEY ARE, THAT THEY ARE ALLOTTED AS WELL DURING THAT TIME, AND THEN FINALLY, OUR VETERAN EDUCATORS, THEY GET THE OPPORTUNITY TO GROW AS LEADERS.
WE KNOW THAT THEY'RE NOT ALL MENTORS OR ASPIRE TO BE CAMPUS ADMINISTRATORS, AND SO THERE ARE OTHER INSTRUCTIONAL ROLES THAT ARE MENTOR TEACHERS ASPIRE TO TRANSFER INTO, AND SO BECOMING A MENTOR TEACHER GIVES THOSE TEACHERS EXPERIENCE IN LEADING ANOTHER TEACHER INSTRUCTIONALLY AND GUIDING THEM THROUGHOUT THAT PROCESS, AND SO THEY CAN PAD THEIR RESUME AS WELL WITH THOSE LEADERSHIP ROLES AS THEY TRY TO ADVANCE THROUGHOUT THEIR CAREER. GISD RESIDENCY PROGRAM IS FOUNDED UPON OUR STRONG RELATIONSHIPS WITH DALLAS COLLEGE AND UT DALLAS. WE WORK VERY CLOSELY WITH EACH ONE OF THOSE WITH THE COLLEGE AND UNIVERSITIES IN ORDER TO BUILD THESE PROGRAMS, AND IT HAS DEFINITELY BEEN A PRIVILEGE AND AN HONOR TO WORK CLOSELY WITH THEIR REPRESENTATIVES AS WELL AS WE NAVIGATE THESE OFTEN UNCHARTED TERRITORIES, DIFFERENT SITUATIONS THAT WE COME ACROSS, BUT IT HELPS BUILD OUR RELATIONSHIPS WITH THEM AS WELL AS WITH THEIR STUDENTS AS WE COMMUNICATE THROUGHOUT THE YEAR.
CURRENTLY, WE HAVE FOUR CAMPUSES THAT HOST OUR RESIDENTS.
WE ARE ALSO LOOKING AT EXPANDING OUR RESIDENCY TO THE SECONDARY LEVEL.
RIGHT NOW, DALLAS COLLEGE ONLY OFFERS ELEMENTARY LEVEL, BUT UTD, THEY THEY OFFER UP TO SIXTH GRADE BECAUSE MOST MOST OF THE COLLEGE MAJORS EDUCATION MAJORS. THEY'RE MORE ON THE EDUCATIONAL ON THE ELEMENTARY LEVEL THAN SECONDARY IS WHAT WE'RE FINDING, AND SO WE HAVE MORE CANDIDATES IN ELEMENTARY LEVEL THAN WE DO SECONDARY, BUT THAT IS AN AREA THAT WE'RE LOOKING TO VENTURE OUT INTO BEYOND SIXTH GRADE.
OUR RESIDENTS RECEIVE A SALARY OF $20,000, AS I PREVIOUSLY SPOKE OF, IN ORDER TO DRAW THEM IN, YOU KNOW, OFFERING THAT COMPENSATION COMPENSATING PIECE TO BE MORE COMPETITIVE WITH OUR NEIGHBORING DISTRICTS.
WE ALLOW THEM ONE DAY OUT OF THE WEEK IN ORDER BECAUSE THEY HAVE CLASSES ON THURSDAYS, SO WE ALLOW THEM ONE DAY OUT OF THE WEEK TO NOT HAVE TO ATTEND BECAUSE THEY HAVE COURSES ON THURSDAYS, AND SO THAT ALLOWS THEM TO DO THEIR COURSEWORK AND NOT GET BEHIND, BECAUSE WE HAVE TO KEEP IN MIND THAT ALTHOUGH THEY ARE TEACHERS IN THE CLASSROOM, THEY'RE ALSO STUDENTS AS WELL DURING THIS LAST YEAR.
SO THEY HAVE COURSEWORK THAT THEY HAVE TO COMPLETE.
THIS WAS A MAJOR DRAWING TOOL FOR THE RESIDENTS THAT WANTED TO COME TO GISD, BECAUSE WE HAVE WHAT WE CALL A MATCH DAY, AND PRIOR TO MATCH DAY, WE HAVE TO WE'LL PITCH WEEK.
[00:30:01]
LET ME BACK UP. WE HAVE PITCH WEEK WHERE ALL THE SCHOOL DISTRICTS COME TOGETHER AND YOU PITCH YOUR DISTRICT TO ALL THESE RESIDENTS AT DALLAS COLLEGE AND UTD, AND SO THAT WAS ONE OF THE HIGHLIGHTS MAIN REASONS WHY MAJORITY OF THE RESIDENTS CHOSE GARLAND ISD WAS BECAUSE NOT ONLY THE COMPENSATION PIECE, BUT ALSO BECAUSE WE ALLOWED THEM TO HAVE THAT ONE DAY OFF, AND SO THAT WAS A HUGE DRAWING PIECE, AS WELL AS A LOT OF THE CANDIDATES THAT CHOSE GISD WERE FORMER STUDENTS IN THE DISTRICT, AND THEY WANTED TO COME BACK AND GIVE BACK.ALSO, OUR RESIDENTS, THEY ALSO RECEIVED THEY ARE BECAUSE THEY ARE EMPLOYEES, THEY ALSO RECEIVE BENEFITS, AND ONCE THEY COMPLETE THEIR FULL YEAR OF RESIDENCY, THEY WILL RECEIVE ONE YEAR OF CREDIBLE YEARS OF SERVICE TOWARDS THEIR SALARY, AND SO OUR GOAL IS TO GET THEM HIRED THE NEXT SCHOOL YEAR, AND SO THEY INSTEAD OF THEM STARTING OUT WITH ZERO YEARS OF EXPERIENCE, THAT ONE YEAR OF RESIDENCY COUNTS AS ONE YEAR OF EXPERIENCE FOR THEM, AND THEY LOVE THAT AS WELL.
OUR RESIDENT MENTOR STIPEND MENTORS RECEIVE A $500 STIPEND FOR THEIR SERVICES.
OF COURSE, WE KNOW THAT WE'RE NOT IN EDUCATION FOR THE MONEY, BUT MONEY ALWAYS HELPS, AND SO WE DO PROVIDE THEM WITH A $500 STIPEND FOR THEIR SERVICES AS WELL, AND THEN ONCE THE RESIDENT COMPLETES THE THEIR CLINICAL TEACHING EXPERIENCE, THEY WILL AND WE HIRE THEM, THEY WILL RECEIVE A 1 TO 1 MENTOR TEACHER AS ALL FIRST YEAR TEACHERS DO IN THE DISTRICT, AND THEY WILL BECOME A PART OF OUR COHORT OF FIRST YEAR TEACHERS THAT ATTEND OUR FIRST YEAR TEACHER ACADEMY. SO WE'RE PROVIDING THEM WITH SUPPORTS FROM THEIR RESIDENCY ALL THE WAY THROUGH THEIR FIRST YEAR TEACHING AND BEYOND IF THEY NEED TO, BECAUSE WE GENERALLY KNOW THAT OUR GOAL IS TO GET THEM TO THAT TERM CONTRACT AND PROVIDE THEM SUPPORTS THAT THEY NEED.
OUR NEXT PROGRAM IS OUR CAPE PROGRAM. CAPE STANDS FOR CERTIFY AND PREPARE EDUCATORS, AND THIS PARTICULAR PROGRAM IS THROUGH OUR PARTNERSHIP WITH DALLAS COLLEGE AND WE HAVE THIS HAS BEEN AN AWESOME EXPERIENCE FOR ME BECAUSE I'VE HAD THE OPPORTUNITY TO LEARN FROM OUR THE COORDINATOR, ANGELINE PHAM, AND JUST SEE THE HARD WORK THAT SHE'S PUT INTO THIS PROGRAM TO BUILD IT FROM THE GROUND UP, AND JUST TO SEE THE PROGRESS THAT OUR TEACHERS, OUR PARAPROFESSIONALS, AS WELL AS OUR SUBSTITUTES WITHIN THE DISTRICT HAVE MADE IN THEIR EFFORTS TO OBTAIN THEIR COLLEGE DEGREE, AND SO, IN PARTNERSHIP WITH DALLAS COLLEGE, THIS THIS PROGRAM SUPPORTS NON-DEGREE PARAPROFESSIONAL EMPLOYEES AND SUBSTITUTES IN EARNING THEIR DEGREE TO BECOME A TEACHER, AND TYPICALLY AN IDEAL CANDIDATE IS AN INSTRUCTIONAL AIDE WITH TWO YEARS OF TWO YEARS OF EXPERIENCE TO HELP OFFSET OR COMPENSATE FOR THE $45,000 SALARY THAT THEY MAKE AS A CAPE INSTRUCTOR.
THE INSTRUCTIONAL AIDE WITH TWO YEARS EXPERIENCE, THEY'RE HIRED TO FILL A TEACHER VACANCY IN THE CLASSROOM AND OR CURRENT SUBSTITUTE TEACHER WITH GISD, AND SO THIS PROVIDES THEM WITH OPPORTUNITY TO BE ABLE TO COMPLETE THEIR DEGREE REQUIREMENTS AND FEEL A TEACHER VACANCY AT THE SAME TIME, AND SO ALTHOUGH THEY'RE NOT BEING COMPENSATED A FULL TEACHER SALARY BECAUSE THEY HAVE NOT OBTAINED ALL THE CREDENTIALS TO BE A TEACHER, THE $45,000 SALARY COMPENSATES THEM THROUGHOUT THIS PROCESS FOR THAT FIRST YEAR AS A TEACHER.
WELL, BRIEFLY, DO YOU KNOW HOW MANY TEACHERS WE CURRENTLY HAVE? DID YOU WANT TO? YES. SO WE HAD 33 LAST YEAR, AND WE HAVE ADDED AN ADDITIONAL TEN.
SO WE'RE GOING TO HOPEFULLY HAVE ALL OF THEM THEY'RE SEEKING THEIR POSITIONS AS WE GO FORWARD.
MANY OF THEM HAVE ALREADY SECURED POSITIONS, SO THERE ARE A LOT OF THEM ARE IN PROCESS.
SO WE'RE IN OUR SECOND COHORT WHERE WE'VE ADDED SOME MORE AND WE'VE EXPANDED THE PROGRAM OFFERINGS TO BILINGUAL AND PRE-K, WHICH WERE NOT AVAILABLE TO OUR CAPE INSTRUCTORS LAST YEAR.
THERE WEREN'T A LOT IN HB TWO, BUT THERE WAS SOME THINGS FOR THESE GROW YOUR OWN PROGRAMS, RESIDENCIES, AND ETC.. SO I'LL KIND OF PREVIEW.
YOU'RE THE YOU'RE THE GOOD NEWS IN THAT? I'M BRINGING THE GOOD NEWS TONIGHT, MR. JOHNSON. GOOD.
AWESOME. SO YOU MIGHT ASK, WELL, WHO WOULD MAKE WHAT MAKES A CANDIDATE ELIGIBLE FOR THE CAPE PROGRAM AND THEIR CURRENT ROLE? THE CLASSROOM INSTRUCTIONAL AIDE WITH AT LEAST ONE YEAR OF EXPERIENCE IS AN IDEAL CANDIDATE.
OR A SUBSTITUTE TEACHER WITH AT LEAST 100 DAYS WORKED IN THE PREVIOUS TWO SEMESTERS.
SO YOU WANT TO BE ABLE TO SEE THAT COMMITMENT. WE DON'T WANT A LONG TIME IN BETWEEN YOU BEING AROUND KIDS OR SUBSTITUTING FOR KIDS, OR EXPERIENCE FROM BEING IN A CLASSROOM SETTING OR SCHOOL SETTING.
[00:35:02]
EDUCATIONAL BACKGROUND HAVE A MINIMUM OF 15 COLLEGE CREDIT HOURS WITH A 2.5 GPA OR HIGHER.PREFERRED IS 30 CREDIT HOURS IN CORE CURRICULUM COURSES WITH A GPA OF 2.5.
EAST TEXAS A&M SCHOLARSHIP IS NOT NECESSARILY ONE OF OUR GROW YOUR OWN PROGRAMS, BUT IT IS A FINANCIAL OPPORTUNITY PROVIDED BY EAST TEXAS A&M CALLED THE PRIDE PATHWAY TO ALTERNATIVE CERTIFICATION, AND SO EAST TEXAS A&M OFFERS A SCHOLARSHIP TO GISD EMPLOYEES.
A TOTAL OF FIVE GISD EMPLOYEES THAT HAVE THEIR DEGREES AND WANT TO OBTAIN THEIR TEACHER CERTIFICATION, AND SO THOSE THOSE PARTICULAR INDIVIDUALS ARE SELECTED TO GO THROUGH A SELECTION PROCESS, AND THOSE NAMES ARE GIVEN TO THE REPRESENTATIVE FROM EAST TEXAS A&M, AND THEN WE MAINTAIN OUR RELATIONSHIP WITH THEM TO MONITOR THEIR PROGRESS THROUGHOUT THEIR PROGRAM, BUT IT ALSO IS A GREAT OPPORTUNITY FOR THEM TO BE FOR THE INDIVIDUAL THAT NEEDS THAT WANT TO GET THEIR DEGREE, BUT FINANCIALLY NEED ASSISTANCE AS WELL, AND SO IT ENCOURAGES THOSE PARTICULAR INDIVIDUALS TO DO SO, AND SO WE ARE VERY GLAD THAT WE HAVE THAT OPPORTUNITY AND THAT PARTNERSHIP WITH EAST TEXAS A&M TO BE ABLE TO OFFER THAT.
OUR LAST. GROW YOUR OWN PROGRAM IS OUR STUDENT TO TEACHER PATHWAY OR CAPE 2.0.
THIS IS WE'RE LAYING THE GROUNDWORK FOR THIS PARTICULAR PROGRAM AS WE SPEAK BECAUSE WE WANT TO WE WANT IT TO TRICKLE DOWN NOT ONLY FROM OUR DISTRICT EMPLOYEES, FROM OUR SUBS TO OUR PARAPROFESSIONAL, BUT WE WANT TO GRAB OUR STUDENTS AS WELL, WHO ARE SEEKING TO BECOME EDUCATORS TO BE ELIGIBLE FOR OUR STUDENT TO TEACHER PATHWAY.
WE'RE LOOKING AT HIGH SCHOOL SENIORS OR RECENT GRADUATES WITHIN THE PAST YEAR WHO ARE IN THE FUTURE TEACHER INTERNSHIP PROGRAM, AND THOSE PARTICULAR INDIVIDUALS MUST HAVE A STRONG RECOMMENDATION FROM THEIR FTI TEACHER OR THEIR SUPERVISOR.
THESE ARE THE SAME GUIDELINES THAT WE PUT IN PLACE FOR OUR ELIGIBILITY FOR THE PROGRAM, AND ONCE THEY OBTAIN THOSE POSITIONS, THEN THEY'LL START TAKING THEIR FIRST SET OF COURSES, WHICH IS THE GARLAND 15 COURSES AS WELL AS COLLEGE COURSES TOWARDS EARNING THEIR DEGREE, AND THEN OVER THE NEXT 2 TO 3 YEARS, THEY GAIN HANDS ON CLASSROOM EXPERIENCE WHILE EARNING THEIR DEGREE.
SO WE TRY TO TAKE AWAY THAT GAP BETWEEN GRADUATING AND TAKING THAT GAP YEAR, THAT YEAR OFF.
SO THEY'RE GAINING INCOME AS WELL AS THE EXPERIENCE THAT THEY NEED IN ORDER TO EARN THEIR DEGREES AS WELL, AND SO CREATING THAT PATHWAY FOR THEM ENABLES THEM TO BE SUCCESSFUL IN THEIR CAREER CHOICE AS WELL, AND IT PROVIDES A PIPELINE FOR US. YOU HAVE A QUESTION? OKAY. GOING TO KEEP GOING.
OKAY. ALL RIGHT, ALL RIGHT, ALL RIGHT. SO [INAUDIBLE] , LET'S SHOW ME THE MONEY.
LET'S LOOK AT THE COST SAVINGS OR THE IMPLICATIONS OF THESE PROGRAMS. OUR RESIDENT PROGRAMS. IN OUR FIRST COHORT, WE HAD 14 RESIDENTS AND TEN WERE HIRED INTO THE DISTRICT.
YOU KNOW, UNFORTUNATELY, ONCE THEY COMPLETE THEIR RESIDENCY, AND SO OUR GOAL IS TO COURT THEM THROUGHOUT THE WHOLE PROCESS AND CREATE AN EXPERIENCE FOR THEM THAT WILL MAKE THEM WANT TO STAY WITH GISD, BUT ULTIMATELY, WE KNOW THAT IN THE END, IT'S THEIR CHOICE WHERE THEY DECIDE TO GO FOR EMPLOYMENT.
COHORT TWO WE HAD TEN RESIDENTS AND THREE WERE HIRED, AND WE HAVE TEN RESIDENTS ANNUALLY.
OUR RESIDENTS ARE PAID A $20,000 SALARY, AND SO THE TOTAL RESIDENT SALARY COSTS ARE THERE, $200,000. OUR MENTOR TEACHERS RECEIVE, OF COURSE, THE $500 STIPEND, AND WE HAVE 10 RESIDENTS.
THOSE FUNDS ARE PAID OUT OF TITLE TWO FUNDING.
WHEN WE LOOK AT OUR CAPE PROGRAM, AS DR. ROWE STATED, WE INITIALLY HAD 33 IN OUR FIRST COHORT.
SO 33 TIMES THE 45,000 THAT WE SALARY THAT THEY EARN CREATES IS $1,465,000.
AS YOU CAN SEE, AND THEN OUR FIRST YEAR TEACHER, IF WE LOOK AT OUR FIRST YEAR TEACHER, 33, IF WE HAD TO HIRE THEM AT 61 ,500, THEN YOU SEE THE DIFFERENCE IN THOSE NUMBERS AS WELL, AND SO HAVING THOSE CAPE TEACHERS IN THE CLASSROOM IS
[00:40:05]
SAVING THE DISTRICT MONEY FROM HAVING TO PAY THAT FULL FIRST YEAR TEACHER SALARY, WHICH CREATES A TOTAL SAVINGS, $544,500, AND THAT NUMBER DOES NOT INCLUDE BENEFITS AS WELL.YEAR TWO WE HAD OUR 33 INITIAL CANDIDATES, PLUS TEN MORE THAT WERE ADDED AND IN OUR IN OUR COHORT.
SO A TOTAL OF 43 AT 45,000. YOU SEE THE NUMBERS THERE, AND THEN OUR FIRST YEAR TEACHER, IF THEY WERE ALL FIRST YEAR TEACHERS 43 YOU SEE THE NUMBERS THERE. SO AND THE TOTAL SAVINGS, AND SO IMPLEMENTING THAT CAPE PROGRAM IS SAVING THE DISTRICT QUITE A BIT OF MONEY, AS WELL AS CREATING THAT PIPELINE INTO THOSE FULL TIME ROLES FROM THAT PARTICULAR YEAR, AND THEN OUR GEN ED, OUR CAPE COACHES ARE PAID $1,500 STIPEND, AND THEN OUR BILINGUAL AND PRE-K CAPE COACHES RECEIVE A $3,000 STIPEND, AND THEY'RE PAID MORE BECAUSE IN OUR BILINGUAL PRE-K THAT OUR MENTOR TEACHERS ARE THE TEACHERS OF RECORD, AND SO THEY'RE RESPONSIBLE BASICALLY FOR THE OVERALL SUCCESS OF THAT MENTOR TEACHING THE STUDENT SUCCESS AS WELL.
THAT SCHOLARSHIP IS AWARDED TO FIVE EMPLOYEES.
THAT PARTICULAR SCHOLARSHIP IS 3000 FOR TUITION, UNIVERSITY COSTS AND FEES.
773 AND THEN THE TOTAL SCHOLARSHIP, AND SO WITH FIVE OF THOSE BEING ISSUED FOR A TOTAL OF 18,865, AND THAT PARTICULAR SCHOLARSHIP, AS YOU CAN SEE, IS NO EXPENSE TO THE DISTRICT, AND THEN CAPE 2.0, OUR STUDENT TO TEACHER PATHWAY CURRENTLY IS NO COST TO THE DISTRICT.
WE ARE CURRENTLY RECRUITING CANDIDATES TO PILOT THAT PARTICULAR PROGRAM, AND WE'RE SCHEDULED TO HAVE AN INFORMATION MEETING WITH INTERESTED CANDIDATES AND THEIR PARENTS JUNE THE 12TH, AND WE'RE LOOKING FORWARD TO THAT, TO GETTING THAT INFORMATION OUT AND GETTING THAT PROGRAM UP AND RUNNING.
WITH ALL THESE DIFFERENT PROGRAMS BEING IMPLEMENTED WITHIN THE DISTRICT, OUR GOAL IS TO MAKE SURE THAT WE HAVE DEPTH AND THAT WE ARE MONITORING THE PROGRESS OF THESE PROGRAMS, AND SO INSTEAD OF ADDING MORE, TOO, WE'RE FOCUSING ON GROWING WHAT WE ALREADY HAVE, STRENGTHENING WHAT WE ALREADY HAVE, AND MAKE SURE THAT WHAT THESE PROGRAMS ARE IMPLEMENTED IN AN EFFECTIVE MANNER, BECAUSE WE DON'T WANT TO JUST KEEP ADDING TO WITHOUT LOOKING AT, OKAY, HOW EFFECTIVE ARE THE PROGRAMS THAT WE CURRENTLY HAVE IN PLACE ARE BEING FOR THE DISTRICT AND FINALLY, OUR NEXT STEP FOR EACH OF THESE PROGRAMS, WHEN WE'RE LOOKING AT OUR RESIDENCY PROGRAM, WE'RE JUST REALLY COLLECTING AND ANALYZING DATA TO MEASURE THE PROGRAM'S SUCCESS.
WE'RE LOOKING AT THE COMPLETION RATE. WE'RE LOOKING AT HOW MANY OF OUR RESIDENTS WE HIRE AND WE ALSO ARE LOOKING AT, OKAY, WHAT ARE OUR RESIDENTS LOOKING FOR? UPON ACCEPTING RESIDENCY INTO OUR PROGRAM TO MAKE SURE THAT WE'RE MEETING THEIR NEEDS WITH OUR PROGRAM, WE'RE GOING TO CONTINUE CONTINUOUS OVERSIGHT AND ANALYSIS OF THE PROGRAM, AND ANYWHERE FROM THE CURRICULUM THAT'S BEING TAUGHT GARLAND 15 OR THE GARLAND 30 COURSES, AS WELL AS BUILDING OUR RELATIONSHIPS WITH DALLAS COLLEGE AS WELL, TO SEE HOW WE CAN IMPROVE THE PROGRAM AND IMPROVE THE TRANSITION AND ENSURE THE SUCCESS OF OUR PARTICIPANTS WITH THESE TEXAS A&M SCHOLARSHIP.
WE'RE JUST GOING TO, YOU KNOW, PRETTY MUCH MONITOR THE PROGRESS OF THOSE STUDENTS THAT RECEIVE THAT ARE RECIPIENTS OF THOSE FUNDS TO SEE HOW THEY PROGRESS AND MATRICULATE THROUGH THE PROGRAM WITH EAST TEXAS A&M, AND THEN LAST BUT NOT LEAST, WITH OUR STUDENT TEACHER PROGRAM, WE'RE GOING TO EVALUATE THE ONGOING DEVELOPMENT OF THAT PROGRAM TO MEET THE NEEDS OF OUR STUDENTS AS WELL AS OUR DISTRICT AS A WHOLE.
NOW, BEFORE WE GET TO QUESTIONS, JUST SOME GOOD NEWS.
OUR DALLAS COLLEGE PARTNER WAS HERE EARLIER. SHE COULDN'T STAY.
SHE HAD A YOUNG ONE TO GET TO BED, BUT PART OF EMBEDDED IN HOUSE BILL TWO IS THERE'S QUITE A BIT OF SUPPORT FOR THESE GROW YOUR OWN PROGRAMS AND RESIDENCY WAS A BIG FOCUS THIS TIME, AND IN TALKING TO HER, OF COURSE, WE'RE WAITING FOR CLARITY, JUST LIKE MR. DODDS MENTIONED EARLIER FOR A LOT OF THESE THINGS, BUT WE'RE GOING TO APPLY IN OCTOBER, AND THIS COULD POTENTIALLY ALLOW US TO ADD 30 MORE RESIDENTS TO OUR PROGRAM AND THE FUNDING, THE $20,000 A YEAR WOULD COME FROM THE STATE.
SO IN THE MENTOR STIPENDS WOULD COME FROM THE STATE.
THAT'S THE THAT'S THE BEST WAY TO THE CLASSROOM.
SO WE'RE VERY EXCITED ABOUT THAT POTENTIAL. THERE'S ALSO FUNDING IN THERE FOR TO SUPPORT OUR OTHER GROW YOUR OWN, OUR CAPE STYLE TEACHER. THEY ALSO THERE'S SOME FUNDING EMBEDDED IN THERE.
SO WE LOOK FORWARD TO SEEING MORE DETAILS ABOUT THAT AND APPLYING FOR THE RELATIVE MONIES TO SUPPORT THOSE BECAUSE CURRENTLY WE ARE FUNDING THE RESIDENTS, PARTICULARLY OUT OF TITLE TWO. SO WE'RE VERY EXCITED TO HAVE THE STATE VALUE THAT AND LOOK FOR THAT GOING FORWARD.
[00:45:01]
THAT'S A POTENTIAL OF UP TO 40 RESIDENTS. YES, WE COULD QUALIFY FOR UP TO 40 RESIDENTS.I MEAN, I'M CURIOUS. I KNOW THAT AT ONE TIME I WAS IN A MENTOR PROGRAM WHERE I WAS MENTORING A PARTICULAR TEACHER FOR FOR TRYING TO GET OVER THAT HUMP OF THAT FIVE YEAR AND LEAVE US TYPE PROGRAM, BUT GROWING YOUR OWN I LOOK AT THAT AS COLLEGES TODAY, EDUCATION 101 IS NOT OUT THERE AT THE COLLEGE LEVEL HARDLY ANYMORE AND FOR THE RECRUITMENT. SO I'M CURIOUS ON THE CAPE PROGRAM, THE SUCCESS RATE THAT WE'RE HAVING.
IN OTHER WORDS THOSE THAT BECAUSE IF IT'S A SUB AND THEY'RE COMING IN AND WE'RE GETTING THEM IN THIS PROGRAM, AND THEY GET INTO IT AND WE'RE GROWING THEM, AND THEY SEE WHAT WE'RE DOING HERE.
SO I'M JUST KIND OF CURIOUS OF WHAT, IF YOU HAVE ANY KIND OF PERCENTAGES YET OF HOW MANY OF THEM ARE CONTINUING ON WITH THEIR CAREER AND NOT GOING THROUGH THAT THREE OR 4 OR 5 YEAR BURNOUT AND THEN LEAVING US AND YOU KNOW, AND SAYING, HEY, I WANT TO STAY WITH THIS.
DO YOU HAVE ANY KIND OF BECAUSE THIS WAS OUR FIRST YEAR OF IMPLEMENTATION. WE DON'T HAVE LONGITUDINAL DATA FOR YOU YET, BUT I CAN TELL YOU THAT ALL BUT FOUR HAVE STAYED WITH US TO CONTINUE ON.
THEY ALSO ARE EARNING THAT DEGREE AT NO COST TO THEM.
SO THAT'S ANOTHER INCENTIVE FOR THEM TO STAY WITH US.
SO THAT'S VERY EXCITING. OF THE FOUR THAT YOU PRESENTED TONIGHT, DO YOU FEEL THAT THE PROGRAM IS THE MOST SUCCESSFUL OF THE FOUR, OR IS THE ARE THEY ALL PRETTY EQUAL OR? THEY'RE VERY DIFFERENT.
OUR TEACHERS TEACH INDEPENDENTLY, AND SO THAT RESIDENT IS DEFINITELY GETTING THAT FOUNDATION.
THEY'VE TAKEN THE COLLEGE COURSES TO PREPARE TO BE A TEACHER ALREADY.
SO THAT IS DEFINITELY OUR PREFERRED MODEL, IF YOU WOULD, BUT FUNDING FOR THAT HAS BEEN DIFFICULT TO COME BY, AS YOU CAN IMAGINE, AND SO NOW THAT THE STATE HAS RECOGNIZED THE IMPORTANCE OF THAT, WE ARE VERY, VERY EXCITED TO HEAR WE COULD POTENTIALLY BECAUSE THERE WAS 100 UNCLAIMED RESIDENTS.
DALLAS COLLEGE SHARED WITH US JUST BEFORE THIS MEETING LAST YEAR BECAUSE THERE WASN'T FUNDING, DISTRICTS COULD ONLY TAKE A FEW, AND SO 100 OF THOSE CANDIDATES WENT UNCLAIMED, AND SO WE WERE WE LOOK FORWARD TO CLAIMING UP TO 40 OF THEM NEXT YEAR.
THAT WILL BE FOR THE 26-27 SCHOOL YEAR. SO THAT WILL BE OUR APPLICATION WILL BE OCTOBER AND THEN IT WILL BE THE FOLLOWING YEAR, BUT I KNOW THERE'S GOT TO BE EXCITING FOR THE HR DEPARTMENT BECAUSE IF WE'RE GROWING OUR OWN AND THEY SEE THESE FOLKS COMING UP THROUGH THESE PROGRAMS, IT'S JUST GOING TO MAKE IT REAL EASY FOR YOU GUYS TO SAY, HEY, WE'RE GOING TO PLACE YOU RIGHT HERE OR WHATEVER. I MEAN, I THINK IT'S GOING TO BE A REALLY NICE PLACEMENT FOR YOU. I HOPE YOUR VISION IS CORRECT, BUT YEAH, BECAUSE I THINK YOU'RE SEEING WHAT THEY CAN POSSIBLY DO.
SO I'M EXCITED FOR WHAT YOU SHOWED HERE TONIGHT; IT'S A VERY GOOD PROGRAM. THANK YOU. THANK YOU, MISS STANLEY. SO I JUST SO WITH OUR PROGRAM BECAUSE WALK ME THROUGH THE RESIDENT PROGRAM , O NCE THEY DO THEIR FINISH THEIR RESIDENCY AND THEN THEY BECOME CERTIFIED ONCE THEY PASS THEIR TEST.
SO NOW THEY'RE CERTIFIED TEACHER, BUT FOR THE PROGRAM, ARE THEY UNDER THE SAME THREE YEAR WITHIN THREE YEARS THEY NEED TO GET THEIR CERTIFICATION TO STAY WITH THE PROGRAM. RIGHT. SO THE FIRST THING THEY'LL DO IS THEY'LL COMPLETE THEIR DEGREE AND THEN THEY WILL DO THEIR THAT.
SO THEY WOULD GO THROUGH 12 MORE MONTHS AND GET THAT CERTIFICATION AND TEST TAKEN.
SO THERE'S A LITTLE BIT OF WORK AFTER THEIR DEGREE.
THAT'S DIFFERENT FROM THE RESIDENTS. SO AND THEN FOR THE STUDENT TO TEACHER PROGRAM, THE CAPE 2.0.
SO WE HAVE THE FUTURE TEACHERS PROGRAM NOW. SO ARE YOU LOOKING TO GET I GUESS I'M CONFUSED ON IS IF THEY GRADUATE WITH THAT, THE ASSUMPTION IS THAT THEY'RE GOING TO GO OFF TO COLLEGE, RIGHT, AND THEN EVENTUALLY BE A RESIDENT AND THEN COME BACK, BUT ARE WE TRYING TO FILL WHAT GAP ARE WE TRYING TO CATCH THOSE KIDS THAT AREN'T GOING TO GO OFF TO COLLEGE, BUT THEY WERE SUCCESSFUL WITHIN OUR FUTURE TEACHER PROGRAM, AND IF THEY FOR SOME REASON DON'T HAVE THE FINANCES OR WHATEVER TO GO OFF TO COLLEGE, WE COULD THEN CAPTURE THEM TO COME IN AND GET CERTIFIED AND THIS WOULD BE A PARTNERSHIP AGAIN WITH DALLAS COLLEGE.
THEY'RE A GREAT PARTNER FOR US AND THEY THEY ARE GOING TO SUPPORT US IN THIS.
THERE ARE COURSES THAT WE OFFER INTERNALLY, AND THEN THEY WILL ALSO TAKE CLASSES AT DALLAS COLLEGE.
SO THESE ARE FOR STUDENTS THAT WANT TO STAY, STAY CLOSE TO HOME MAYBE, OR WANT TO COME TO WORK FOR THE DISTRICT OR FOR A VARIETY OF REASONS, CHOOSE DALLAS COLLEGE. SO THE LOCATION OF THEM HAS TO BE HERE SO THAT WE CAN HAVE THEM WORKING IN OUR SYSTEM AND GETTING THEM ACCLIMATED TO SCHOOLS
[00:50:10]
AND CONNECTING THEM AS THEY WORK THROUGH THEIR DEGREE, AND PROBABLY A LOT OF THEIR FAMILIES THAT ARE FIRST YEAR POTENTIAL COLLEGES WOULD BE VERY IT'S A HUGE OPPORTUNITY BECAUSE THE FEAR OF GOING OFF AND LEAVING THEIR FAMILY AND THEIR SUPPORT SYSTEM CAN SOMETIMES BE A LITTLE DAUNTING. OKAY. SO THAT'S AND SO LIKE, WHO WOULD WE RECRUITING.ARE WE RECRUITING THE SENIORS THE JUNIORS OR ARE WE JUST STARTING THEM AS SOON AS THEY GET INTO THAT FUTURE TEACHER, WE'D LIKE TO RECRUIT THEM, GRABBING THEM. WE'RE GOING TO RECRUIT THEM ALL ALONG THAT PROCESS, AND RIGHT NOW WE'RE WORKING WITH THOSE THAT JUST GRADUATED THAT HAVE EXPRESSED INTEREST AND HAVE THAT HIGH RECOMMENDATION FROM THEIR TEACHER.
SO THEY HAVE BEEN VERY EXCITED. AS YOU ALL KNOW, MISS PHAM HAS BEEN OUT A LITTLE BIT WITH A NEW BABY AND SHE'S BACK, AND SO TOMORROW WE'RE MEETING WITH THOSE INTERESTED PARTIES AND WE'RE GETTING THIS PLANE BUILT AND GET IT OFF THE GROUND.
I THINK THAT'S SO EXCITING. THANK YOU. BECAUSE I THINK IT'S JUST ANOTHER WAY FOR SOME OF OUR KIDS WHO MAYBE DON'T SEE COLLEGE, THE TRADITIONAL COLLEGE PATH, BUT SEE A LITTLE BIT EASIER.
WELL, I'M GOING TO SAY EASIER, BUT A PATH, BUT A PATH THEY COULD HAVE THAT WOULDN'T TAKE THEM AWAY FROM HOME? YES. THANK YOU VERY MUCH. YOU'RE WELCOME. ANYTHING ELSE? DOESN'T APPEAR. SO. THANK YOU VERY MUCH. THANK YOU SO MUCH. ALL RIGHT.
[V.B. Action Items]
MOVING ON TO ACTION ITEMS FOR THE JUNE 2025 BOARD MEETING.FIRST ACTION ITEM IS B ONE ATTENDANCE WAIVERS FOR LOW ATTENDANCE AND MISSED SCHOOL DAYS.
ANGELA DANIELS. HI. HI, I'M ANGELA DANIELS. GET US MONEY FOR THE DAYS WE MISSED.
RIGHT. GOOD EVENING, CHAIRMAN JOHNSON, BOARD OF TRUSTEES, DR.
LOPEZ. TONIGHT'S STUDENT SERVICES IS PRESENTING THE SPRING WAIVER PRESENTATION, WHICH DETAILS THE REQUESTS WE WILL MAKE TO THE COMMISSIONER WITH YOUR APPROVAL ON JUNE 24TH. THERE ARE TWO TYPES OF WAIVERS. ONE FOR LOW ATTENDANCE.
IF WE HAD A 10% DIFFERENCE FROM OUR LAST YEAR ADA TO A CERTAIN DAY AND THIS YEAR'S ADA OR A MISSED SCHOOL DAY WAIVER, WHICH MEANS WE MISS SCHOOL AND WE CAN GET FUNDING FOR THAT.
FEBRUARY 3RD, WE HAD A LOW ATTENDANCE DAY. THERE WERE SOME CONCERNS ABOUT WHAT WAS HAPPENING ON CAMPUSES, SO STUDENTS DID NOT ATTEND FULLY ON FEBRUARY THE 19TH.
WE ALSO HAD A LOW ATTENDANCE DAY FOR WEATHER AS WELL AS FEBRUARY THE 20TH BECAUSE OF BELOW FREEZING WEATHER AND THEN MARCH 4TH. ONLY ONE CAMPUS, ROWLETT HIGH SCHOOL, BECAUSE OF SOME THUNDERSTORMS GOING ON IN THE AREA, AND WE ONLY HAVE ONE MISSED SCHOOL DAY, WHICH WAS MARCH 10TH ONLY FOR BRANDENBURG MIDDLE SCHOOL.
ARE THERE ANY QUESTIONS? COMMITTEE MEMBERS, ANY QUESTIONS? BOARD MEMBERS. ANY QUESTIONS? THANK YOU. OKAY.
DR. RAMOS. HI. HOW ARE YOU? HI. GOOD EVENING.
GOOD EVENING, CHAIRMAN JOHNSON, BOARD MEMBERS AND DOCTOR LOPEZ.
I'M TANYA RAMOS, EXECUTIVE DIRECTOR OF STUDENT SUPPORT AND SPECIALIZED SERVICES.
THIS ITEM IS A MEMORANDUM OF UNDERSTANDING WITH REGION TEN, EDUCATIONAL SERVICE CENTER, AND THIS MEMORANDUM HELPS US ENGAGE IN THEIR REGIONAL BEHAVIOR PROGRAM. AS A REMINDER, REGION TEN USES A THIRD PARTY VENDOR TO PROVIDE A THERAPEUTIC LEARNING ENVIRONMENT AND WRAPAROUND SERVICES FOR STUDENTS WHO HAVE PROFOUND EMOTIONAL AND BEHAVIORAL NEEDS.
THEIR PARTNERSHIP FOR NEXT YEAR HAS EXPANDED TO INCLUDE CHANCE LIKE BEHAVIORAL HEALTH THERAPY AND EDUCATION AND THIS IS IN ADDITION TO WHAT WE ALREADY KNOW AS THEIR THIRD PARTY VENDOR, AS THE SIERRA SCHOOL, THROUGH SPECIALIZED EDUCATION SERVICES TO PROVIDE MORE SCHOOL SITES FOR THE INCREASED NEED THAT WE HAVE IN THE REGION.
AS A REMINDER, THIS PLACEMENT IS FOR STUDENTS WHO STILL NEED A MORE RESTRICTIVE PLACEMENT, AND THIS IS A PUBLIC SCHOOL PLACEMENT, AND THIS IS WHAT WE CONSIDER AND WHAT WE OUR COMMITTEES MAY LOOK AT BEFORE CONSIDERING PRIVATE PLACEMENT. SO ON OUR CONTINUUM OF SERVICES, THIS IS BEYOND WHAT WE PROVIDE HERE IN GARLAND ISD, ANOTHER PUBLIC SCHOOL PLACEMENT. BEFORE CONSIDERING ANYTHING IN PRIVATE OR RESIDENTIAL.
[00:55:03]
SPECIFICALLY, FOUR SEATS ARE IN OUR ACADEMIC PROGRAM.THESE ARE CURRENTLY OCCUPIED BY STUDENTS AND WHO WILL CONTINUE ON WITH THE PROGRAM INTO NEXT YEAR, AND WHAT WE'RE REQUESTING IN ADDITION IS THREE FUNCTIONAL SEATS.
SO THAT'S IN THEIR FUNCTIONAL PROGRAM, AND THEY SERVE OUR STUDENTS WHO HAVE HIGHER COGNITIVE NEEDS.
SO THE ART COMMITTEE IS THE ONE TO DETERMINE WHAT THE STUDENT'S PLACEMENT IS, AND SO WE'D LIKE TO SECURE THESE SEATS AS AN OPTION FOR THEIR ART COMMITTEES TO CONSIDER. ANY QUESTIONS? ANY QUESTIONS. BOARD.
ANY QUESTIONS. MR. MILLER? THIS MAY BE A MISPLACED QUESTION, BUT I REMEMBER READING I THINK IT WAS A HOUSE BILL SIX THAT HAD TO DO WITH STUDENT DISCIPLINE. REMOVAL FROM CLASSROOMS, CONTINUED DISRUPTIONS, AND SPECIAL EDUCATION FEATURES WITHIN THAT.
IS ANYTHING YOU GOT ANY COMMENTS ON THAT? I DON'T KNOW WHERE IT IS, WHERE IT'S BEEN SIGNED OR IF IT'S EFFECTIVE YET, OR HOW IT CHANGES ANY OF THESE NEEDS FOR ANY OF THESE TYPES OF SPECIAL ED, SUPPLEMENTAL KIND OF CLASSROOMS, BUT YOU HAVE A COMMENT ON THAT. SO THESE ARE INSTRUCTIONAL SUPPORTS AND PLACEMENTS FOR STUDENTS THAT ASSIST OUR KIDS WHO HAVE THOSE THOSE MORE SEVERE AND PROFOUND NEEDS. WHAT YOU'RE TALKING ABOUT IS MORE ON THE DISCIPLINE SIDE, AND SO IT'S WHETHER STUDENTS CAN BE SUSPENDED FOR AN ADDITIONAL NUMBER OF DAYS.
IT ALSO ENCOMPASSES BEING ABLE TO SUSPEND STUDENTS WHO ARE YOUNGER THAN THIRD GRADE, WHICH RIGHT NOW IS IS NOT ALLOWABLE, OR STUDENTS ALSO WHO MAY BE CONSIDERED HOMELESS.
SO IT ENCOMPASSES A LOT OF DIFFERENT STUDENT GROUPS AND THE ABILITY TO SUSPEND THEM OUT OF SCHOOL, AND SO WHAT WE FIND IS OFTENTIMES THE STUDENTS THAT WE HAVE THAT ARE IN THESE PROGRAMS AREN'T NECESSARILY THOSE THAT ARE BEING SUSPENDED BECAUSE WE ARE MOVING THEM.
MR. BEACH ON THE FINANCIAL IMPACT, AND YOU HAVE FOUR OTHER SCHOOL DISTRICTS THAT ARE INVOLVED.
HOW IS THAT OUR FEE BASED ON OUR PERCENTAGE THAT WE SEND COMPARED TO THESE OTHER SCHOOL DISTRICTS? SO WHAT A SCHOOL DISTRICT DOES IS THEY HAVE A PROGRAM.
IT'S TYPICALLY ABOUT TEN STUDENTS THAT THE PROGRAM CAN SERVE, AND THE SCHOOL DISTRICT DETERMINES HOW MANY SEATS THEY'RE GOING TO UTILIZE, AND THEN BASED ON THAT, THEY DETERMINE HOW MUCH THEY'RE GOING TO CHARGE OTHER DISTRICTS FOR A SEAT IN THEIR PROGRAM.
NOW FUNCTIONAL. THE FUNCTIONAL PROGRAM IS MORE EXPENSIVE BECAUSE THE STUDENTS NOT ONLY HAVE THE, THE BEHAVIORAL NEEDS, BUT THEY ALSO HAVE THE COGNITIVE SUPPORTS THAT THEY NEED AS WELL.
SO YOU'LL FIND THAT THOSE SEATS ARE MORE EXPENSIVE THAN OUR ACADEMIC PROGRAM SEATS.
SO IT REALLY DEPENDS ON THE DISTRICT AND HOW THEY'RE STRUCTURING THEIR FEE SCHEDULE.
THANK YOU. THANK YOU VERY MUCH. THANK YOU. THAT ITEM WILL BE ADVANCED TO, AND AS AN ACTION ITEM FOR THE JUNE BOARD MEETING. NEXT ITEM IS CONSIDER APPROVAL OF RESOLUTION FOR EVENT AT SOUTH GARLAND HIGH SCHOOL.
DR. RAMONA MORIN. GOOD EVENING. HOW ARE YOU? GOOD EVENING.
I'M GREAT. CHAIRMAN JOHNSON, TRUSTEES AND DR.
LOPEZ, BEFORE YOU IS THE RESOLUTION ALLOWING THE NAACP GARLAND UNIT TO USE SOUTH GARLAND HIGH SCHOOL FOR THE ANNUAL BACK TO SCHOOL EVENT FOR SOUTH GARLAND HIGH SCHOOL. 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 PURPOSE, AND ALLOWS THE ADMINISTRATION TO DETERMINE NECESSARY CONTROLS TO ENSURE THE PUBLIC PURPOSE IS CARRIED OUT. THIS EVENT WILL BE OPEN TO ALL GARLAND ISD STUDENTS AND FAMILIES AND IS SCHEDULED FOR SATURDAY, AUGUST 9TH, 2025, FROM 8 A.M. TO 11 A.M. THE BUILDING WILL BE IN USE FROM 5 P.M.
TO 7 P.M. THE NIGHT BEFORE FRIDAY, AUGUST 8TH, AND ON SATURDAY FROM 6 A.M.
TO 3 P.M. TO ALLOW FOR SETUP AND CLEANUP TIME FOR VOLUNTEERS.
[01:00:02]
SCHOOLS. THE ADMINISTRATION RECOMMENDS APPROVAL OF THIS RESOLUTION.ARE THERE ANY QUESTIONS? COMMITTEE MEMBERS. BOARD MEMBERS.
AS ALWAYS, WE WISH THE NAACP WELL AT THIS EVENT.
IT'S A COMMUNITY EVENT WE LOOK FORWARD TO EVERY YEAR.
THANK YOU VERY MUCH. THANK YOU. ALL RIGHT. NEXT UP, WE CONSIDER WAIVERS FOR STUDENTS TAKING DUAL CREDIT COURSES AT INSTITUTIONS OF HIGHER EDUCATION WITH CALENDARS OF FEWER THAN 75,600 MINUTES.
MR. JACOB NUNEZ, A VERY SPECIFIC AGENDA ITEM I WILL POINT OUT.
YES, SIR. GOOD EVENING. COMMITTEE CHAIR JOHNSON, TRUSTEES AND DR.
WHEN WHEN DISTRICT STUDENTS ENROLL IN DUAL CREDIT COURSES AT INSTITUTIONS OF HIGHER LEARNING THAT OPERATE ON A CALENDAR WITH FEWER THAN 75,000 INSTRUCTIONAL MINUTES, THE DISTRICT IS ELIGIBLE TO APPLY FOR A WAIVER OF THE STATE 75,000 MINUTE RULE REPLACEMENT.
IN THESE CASES, WHERE THE CALENDARS ARE SHORTER THAN THE DISTRICT'S STANDARD INSTRUCTIONAL CALENDAR.
THIS OCCURS. THE DISTRICT MUST DO TWO THINGS ONE REPORT THE STUDENT'S ATTENDANCE AND THE TSDS PEIMS USING A SEPARATE TRACK TO TRACK THE STUDENT'S ATTENDANCE, AND TWO APPLY FOR A WAIVER BEFORE SUBMITTING AN ALTERNATIVE TRACK.
THIS ENSURES THE STUDENTS ARE ACCURATELY ACCOUNTED FOR AND THAT WE'RE CORRECT ON FUNDING PURPOSES.
WE'RE SENDING APPROXIMATELY 500 STUDENTS TO CLASSES AT DALLAS COLLEGE CAMPUSES EACH SCHOOL YEAR, AND WE CAN INCREASE THE CAP IF WE CHOOSE SO. COMMITTEE MEMBERS.
BOARD MEMBERS. THANK YOU VERY MUCH, SIR. THANK YOU.
APPRECIATE IT. THAT ITEM WILL BE ADVANCED TO THE JUNE BOARD MEETING FOR CONSIDERATION.
OKAY. GOOD EVENING, CHAIRMAN JOHNSON. TRUSTEES AND DR.
SCHOOL? YES. SCHOOL DAY PROGRAM. THERE ARE LOTS OF DIFFERENT OPPORTUNITIES.
SO THIS ONE IS VERY DISTINCT, AND WE WILL PRESENT THIS FOR TO GIVE MORE INFORMATION TO THE FULL BOARD ON THE 24TH OF JUNE, BUT THIS EVENING, I'M GOING TO DEFINITELY GIVE YOU AN OVERVIEW OF WHAT THIS PROGRAM ENTAILS AND WHO IT'S FOR AND WHY WE ARE LOOKING AT IT FOR THIS PARTICULAR SCHOOL YEAR. THAT IS COMING UP.
THIS PROGRAM ALLOWS DISTRICTS. HERE WE GO. THIS PROGRAM ALLOWS DISTRICTS TO PROVIDE FLEXIBLE HOURS AND DAYS OF ATTENDANCE FOR STUDENTS WHO MEET AT LEAST ONE OF THE REQUIREMENTS OF TEXAS EDUCATION CODE SECTION 29.0822(A), AND HERE ARE THOSE REQUIREMENTS. STUDENTS WHO HAVE DROPPED OUT OF SCHOOL OR ARE AT RISK OF DROPPING OUT OF SCHOOL.
THOSE WHO ATTEND A CAMPUS THAT IS IMPLEMENTING AN INNOVATIVE REDESIGN, OR EARLY COLLEGE HIGH SCHOOL UNDER A PLAN DEVELOPED BY THE COMMISSIONER OR AS A RESULT OF ATTENDANCE REQUIREMENTS, WILL BE DENIED CREDIT FOR ONE OR MORE CLASSES IN WHICH THE STUDENTS HAVE BEEN ENROLLED.
IN THIS INSTANCE, WE ARE LOOKING AT BEING ABLE TO PREVENT OUR STUDENTS FROM DROPPING OUT, SO WE ARE DEFINITELY LOOKING AT STUDENTS WHO ARE AT RISK OF DROPPING OUT OF SCHOOL FOR THIS PARTICULAR PROGRAM, AND WE MUST HAVE AN AGREEMENT IN WRITING FOR THE STUDENT TO PARTICIPATE. THE STUDENT MUST SIGN IT IF THEY ARE 18 YEARS OR OLDER, AND THE STUDENT'S PARENT AND THE STUDENT THEMSELVES MUST SIGN IT.
IF THEY ARE YOUNGER. SO WHY NOW? WELL, AS YOU ALL MAY KNOW, ABOUT 53% OF THE
[01:05:05]
STUDENTS WHO ARE ATTENDING HERE IN GARLAND ISD ARE AT RISK OF DROPPING OUT OF SCHOOL.WE'RE USING THIS AS A TOOL, HOPEFULLY TO PREVENT THOSE STUDENTS FROM DROPPING OUT BEFORE THEY GO TO THAT DRASTIC OPTION. WE WANT TO BE ABLE TO OFFER THEM THIS PARTICULAR PROGRAM.
MANY OF THE STUDENTS WHO MIGHT FIND THIS PROGRAM VERY USEFUL ARE THOSE WHO ARE PARENTING STUDENTS, WHO MIGHT BE EXPERIENCING SOME MENTAL HEALTH ISSUES, AND ALSO THOSE STUDENTS WHO ARE OVER AGE.
THIS IS JUST AN ADDITIONAL OPTION FOR THOSE STUDENTS WHO ARE IDENTIFIED TO ATTEND THIS PARTICULAR PROGRAM, TO BE ABLE TO STAY IN SCHOOL. ANOTHER REASON IS THAT WE ARE SEEING OUR RETENTION RATES POST PANDEMIC INCREASE QUITE A BIT. IT LOOKS LIKE WE ARE LEVELING OFF, BUT YOU CAN SEE THOSE RATES BECAUSE MANY OF OUR STUDENTS ARE NOT ACCRUING THE CORRECT NUMBER OF CREDITS TO BE ABLE TO PASS ON TO THE NEXT GRADE LEVEL, AND SO THIS MAY AFFECT THEIR AGE AS THEY GET READY, AS THEY THINK ABOUT BEING ABLE TO GRADUATE. WE FIND THAT THESE STUDENTS ARE A LITTLE OLDER AS THEY AS THEY'RE PROCEEDING TOWARD GRADUATION.
WHAT YOU SEE HERE IS THE NUMBER OF STUDENTS WHO ARE REPORTING AS LEAVERS BECAUSE THEY'RE GOING TO HOME SCHOOL, AND SO WHEN WE GO OUT AND WE'RE WORKING WITH STUDENTS WHO HAVE ALREADY DROPPED OUT, WE'RE TRYING TO DO RECOVERY EFFORTS.
WE'RE SPEAKING TO THEM AND FINDING THAT THEY'RE LOOKING FOR SOME DIFFERENT OPTIONS.
BECAUSE OF THOSE THREE THINGS THAT I MENTIONED EARLIER, THEY'RE PARENTING.
THEY HAVE OTHER OTHER OBLIGATIONS THAT THEY ARE REQUIRED TO DO FOR THEIR FAMILIES, AND SO WE DEFINITELY WANT TO KEEP THOSE STUDENTS IN SCHOOL AND FROM GOING TO HOME SCHOOL, AND YOU CAN SEE THAT SINCE THE PANDEMIC, THAT NUMBER HAS RISEN, AND HOPEFULLY WHAT WE'RE SEEING IS, IS GOING TO BE SOME LEVELING OFF THERE, BUT WE'RE STILL HAVING MORE THAN 40% OF OUR STUDENTS LEAVING US WHO ARE LEAVING FOR AN APPROVED REASON.
NOT A DROPOUT LEVER. WE'RE SEEING THAT THOSE STUDENTS ARE LEAVING FOR HOME SCHOOL.
AGAIN, OUR NUMBER OF DROPOUTS, AND THESE ARE DROPOUTS THAT WE WERE NOT ABLE TO RECOVER HAS ALSO RISEN OVER THE PAST FEW YEARS, AND AGAIN, WE JUST NEED TO BE ABLE TO OFFER ANOTHER OPTION, AND HERE YOU CAN SEE THE NUMBER BY ACTUAL GRADE LEVEL OF DROPOUTS FOR THE PAST TWO YEARS. SO WHAT WILL THIS PROGRAM DO? THIS PROGRAM ALLOWS US TO INCREASE OPPORTUNITIES FOR OUR STUDENTS TO ATTEND IN A TIME THAT HOPEFULLY WILL MEET THEIR SCHEDULES, AND IT'S NOT SOMETHING THAT'S GOING TO BE OFFERED TO EVERY SINGLE STUDENT.
IT WILL ALSO ASSIST US IN INCREASING OUR ENROLLMENT, AND MANY OF THESE STUDENTS WITHOUT THIS SORT OF REFUGE WOULD NORMALLY DROP OUT, AND WHAT WE'RE HOPING IS THAT WE CAN CATCH THEM, GIVE THEM ANOTHER OPPORTUNITY TO CONTINUE AND PREVENT THAT DROPOUT.
WE WILL ALSO BE ABLE TO INCREASE OUR FUNDING.
PERHAPS THEY ARE A PARENTING STUDENT AND EVERYTHING WAS WORKING OUT.
THEY HAD CHILD CARE FOR THEIR PARTICULAR FOR THEIR C HILD.
I'M SO USED TO SAYING STUDENTS BUT THEY'RE PARENTING STUDENTS.
SO FOR THEIR CHILD AND THEN SOMETHING GOES AWRY.
IF A COUNSELOR OR A TEACHER STARTS TO SEE THIS PATTERN WITH A STUDENT WHERE THEY ARE, SUDDENLY THEIR ATTENDANCE IS SORT OF ERRATIC. THEY'RE ABLE TO INTERRUPT THAT PATTERN AND PERHAPS OFFER THEM A DIFFERENT ALTERNATIVE FOR THE OPTIONAL FLEXIBLE SCHOOL DAY. EVERY MINUTE THAT A STUDENT ATTENDS UNDER THIS PROGRAM, WE ARE ABLE TO ADD TO OUR FUNDING, AND OUR ADA STUDENTS ARE GIVEN CREDIT FOR EVERY MINUTE THAT THEY DO ATTEND SCHOOL, WHEREAS IF THEY'RE NOT UNDER THIS PROGRAM OF
[01:10:09]
COURSE THOSE ARE ABSENCES THAT ACCRUE HERE IN THE DISTRICT.SO, YOU KNOW HOW CARING AND WONDERFUL OUR TEACHERS, OUR COUNSELORS, OUR ADMINISTRATORS, ADMINISTRATORS ARE? THEY ARE THEY ARE HELPING STUDENTS WHO HAVE FALLEN ON HARD TIMES OR WHO ARE HAVING DIFFICULTIES, AND MANY OF THOSE STUDENTS HAVE ALREADY DECIDED TO SEPARATE FROM US, BUT BEFORE THEY DO, THEY OFFER THEM WHAT WE CALL ZERO ELIGIBILITY AND UNDER ZERO ELIGIBILITY. THAT MEANS WE ARE NOT GETTING ANY FUNDING AT ALL, AND WE'RE STILL ALLOWING THEM TO COMPLETE THEIR COURSEWORK ONLINE, DO WHAT IT IS THAT THEY NEED TO DO TO HELP THEM TO GRADUATE, BECAUSE THAT'S OUR ULTIMATE GOAL.
SO THIS IS THIS IS BEING DONE BY CARING PEOPLE.
IN MANY OTHER MANY OTHER SITUATIONS, AND SO WHAT WE WOULD LIKE TO DO UNDER OPTIONAL FLEXIBLE SCHOOL DAY IS TO ACTUALLY BE ABLE TO ALLOW OUR STUDENTS TO GET CREDIT TO REMAIN STUDENTS AND FOR OUR DISTRICT TO RECEIVE FUNDING FOR WHAT WE'RE WHAT WE'RE ALREADY DOING, AND MANY TIMES, JUST OUT OF THE KINDNESS OF OUR HEART, TRYING TO ENSURE THAT OUR STUDENTS GRADUATE, BECAUSE THAT IS OUR ULTIMATE GOAL, AND OF COURSE, THE LAST PROGRAM GOAL THERE IS TO INCREASE GRADUATION.
SO WHAT ARE THE REQUIREMENTS? WHAT ARE WE GOING TO BE PUTTING INTO THIS APPLICATION? FIRST OF ALL, IT IS MANDATORY THAT THE STUDENT STILL TAKE ALL OF THE ASSESSMENTS THAT THEY'RE REQUIRED TO.
SO WE WOULD ENSURE THAT THEY'RE ABLE TO DO THAT INSTRUCTION.
WILL BE, OF COURSE, OFFERED IN COMPARABLE FACILITIES AND MANY TIMES OUR OWN HIGH SCHOOLS, AND OF COURSE, BE COMPARABLE TO THAT OTHER STUDENTS ARE RECEIVING ACADEMIC ADVISING.
THEY WILL HAVE ACCESS TO COUNSELORS FOR THEIR ACADEMIC ADVISING, COUNSELING, AND OF COURSE, CAREER COUNSELING, JUST AS ANY OTHER STUDENT AND STAFF WILL BE HIGHLY QUALIFIED AND CERTIFIED.
WE ARE FOCUSING IN ON JUST REALLY MAKING SURE STUDENTS ARE ABLE TO TAKE THOSE CORE COURSES.
SO READING, MATH, SOCIAL STUDIES AREAS AND OF COURSE I SAID READING ELA AND SCIENCE, AND FOR COURSE CREDIT CLASS CREDIT, WE ARE TO ADOPT A POLICY THAT DOES NOT PENALIZE STUDENTS WHO ARE PARTICIPATING IN THIS PARTICULAR PROGRAM IN ACCORDANCE WITH THE 90% RULE. OUR DISTRICT ALREADY HAS AN EXEMPTION UNDER THE DISTRICT OF INNOVATION.
SO THAT IS NOT AN ISSUE FOR US, AND STUDENTS ARE REQUIRED TO ATTEND THEIR SCHEDULED INSTRUCTION IN THE SCHEDULE THAT THEY WORK OUT WITH THEIR COUNSELOR OR WITH THEIR PARTICULAR TEACHER, AND SO THEY ARE REQUIRED TO STILL COME TO SCHOOL FOR THEIR INSTRUCTION, BUT AGAIN, WE ARE GETTING CREDIT FOR THE TIME THAT THEY ARE COMING TO SCHOOL, NOT FOR THE ABSENCES THAT THEY WOULD HAVE OTHERWISE ACCRUED DUE TO A PARTICULAR EXTENUATING CIRCUMSTANCE. WE ARE REQUIRED TO TRACK THE MINUTES THAT THEY DO ATTEND COURSES AND NOT TO, OF COURSE, PENALIZE THEM FOR THE TIMES THAT THEY ARE NOT ABLE TO ATTEND.
THEY ARE REQUIRED TO ATTEND BASED ON THE PROGRAM THAT THEY WORK OUT WITH THEIR THEIR PARTICULAR COUNSELOR OR THE CAMPUS REPRESENTATIVE AND WE WILL NOT DISCRIMINATE. SO THIS PROGRAM WILL BE OPEN REGARDLESS OF DISABILITY, RACE, COLOR, NATIONAL ORIGIN, RELIGION OR GENDER. ARE THERE ANY QUESTIONS? GO AHEAD, MISS STANLEY. SO SO THEY WILL BE REQUIRED TO COME TO THE CAMPUSES, BUT ISN'T THAT KIND OF THE STRUGGLE IS THAT THEY CAN'T GET TO THE CAMPUSES? SO ARE WE SETTING THEM UP FOR SUCCESS? SO THEY'RE ACTUALLY NOT REQUIRED TO COME WITHIN THE SAME TIME PERIOD, OR EVEN EVERY SINGLE DAY.
[01:15:01]
WE WOULD REALLY LIKE TO FOCUS ON MEMORIAL PATHWAY ACADEMY SO THAT WE CAN REALLY CONTROL THIS AND SEE EXACTLY WHAT IT IS THAT WE WOULD NEED, AS WE WOULD LOOK AT POSSIBLY DEVELOPING IT FURTHER.RIGHT NOW, I SAY RIGHT NOW THE SCHOOL YEAR HAS ALREADY ENDED, BUT WE HAD ABOUT 56 KIDS AT MEMORIAL WHO WERE ALREADY AT ZERO ELIGIBILITY, WHERE THEY WERE WORKING WITH THEM TO COME DURING THE TIME THAT THEY COULD AND SO IT WAS WORKING WELL FOR THOSE STUDENTS, AND WE FEEL LIKE THAT'S A GREAT, A GREAT TESTING GROUND FOR US TO IMPLEMENT THIS.
OKAY. OKAY. THANK YOU, MR. MILLER. YEAH, AND THANK YOU FOR THIS PROGRAM.
JUST REAL QUICK, IF YOU WOULD MIND WHO'S WHO'S RESPONSIBLE FOR TRACKING THE MINUTES? THAT SEEMS LIKE A VERY DETAILED JOB. HOW WILL THAT HAPPEN? AND WHO'S RESPONSIBLE? SO JUST LIKE JUST LIKE MR. NUNEZ WAS TALKING ABOUT THE DIFFERENT TRACKS THAT WE'RE ABLE TO USE FOR ATTENDANCE, WE WOULD DO THAT WITH THE STUDENT IN A CLASSROOM IN FRONT OF THE TEACHER. THE TEACHER WOULD JUST TAKE ROLE FOR THE TIME THAT THEY THEY COME IN.
THAT WOULD BE DONE ON A SEPARATE TRACK, NOT THE REGULAR TRACK THAT THE REST OF THE SCHOOL IS ON, AND THEN WHEN THE STUDENT LEAVES, THEY WOULD OF COURSE RECORD THAT AS WELL, AND SO WE WOULD DO IT AND KEEP UP WITH THAT WITHIN SKYWARD.
OKAY. SO THAT'S AN ONLINE SYSTEM THAT THEY'LL JUST PLUG INTO.
YES. OKAY. THANK YOU. MR. SELDERS, THANK YOU FOR THE PRESENTATION.
DOES THAT MEAN THAT IF STUDENTS ARE NOT ABLE TO COME AS FREQUENT OR AS LONG THAT THEIR TIME IN THE PROGRAM IS GOING TO EXTEND MUCH LONGER THAN SOME OTHERS? AND HOW ARE WE MONITORING THAT? WE ARE GOING TO BE MONITORING THEIR ATTENDANCE.
THEY WILL HAVE TO WORK OUT SEVERAL DAYS. NOT FULL SCHOOL DAYS, BUT SEVERAL TIMES A WEEK THAT THEY HAVE TOUCH POINTS AND THEY'RE ABLE TO SIT FOR INSTRUCTION IF THEY START TO MISS THAT TIME, OR THEY ARE NOT DOING THINGS THAT THEY NEED TO DO OUTSIDE.
THERE IS A SANCTION FOR THAT, AND SO THAT COULD BE HAVING TO RETURN TO A REGULAR SCHOOL DAY.
IT COULD MEAN THAT THEY'RE NOT ABLE TO ADVANCE AS QUICKLY AS THEY NEED TO, BUT THERE IS A SANCTION, THE STUDENT, AND THAT'S ONE OF THE REASONS FOR THE CONTRACT AT THE BEGINNING WITH THE PARENT AND THE STUDENT.
THEY MUST BE COMMITTED. OUR GOAL IS, OF COURSE, TO GET THEM GRADUATED, BUT WE WOULD LOVE TO BE ABLE TO GET THEM BACK ON TRACK SO THAT THEY CAN GO BACK TO THEIR REGULAR HIGH SCHOOL CAREER, AND IS THIS PROGRAM BEING IMPLEMENTED IN OTHER DISTRICTS? SO WE ARE WE ARE ONE OF THE FEW DISTRICTS THAT DOES NOT USE IT.
IT CAN BE USED FOR OTHER INNOVATIVE PROGRAMING SO THAT STUDENTS WHO ARE TAKING ADVANTAGE OF THAT ARE NOT BEING PENALIZED BECAUSE THEY MIGHT NOT BE ABLE TO SIT FOR THE ENTIRE 75,600 MINUTES REQUIRED IN A SCHOOL YEAR AND DO WE HAVE AN IDEA OF THE ISSUES THAT YOU TALKED ABOUT THAT MAKE IT SO THAT STUDENTS ARE IN THIS SITUATION? DO WE HAVE AN IDEA OF WHAT THAT BREAKDOWN IS FOR THE STUDENTS THAT WE HAVE IN GARLAND ISD? SO, YES WE CAN LOOK AT A FEW FACTORS THERE, AND OF COURSE, WHAT WE WOULD START WITH IS JUST THE CANARY IN THE COAL MINE, LIKE LOOKING AT ATTENDANCE TO KIND OF BREAK THAT DOWN.
THEN WE LOOK AT AGE AND THEN THE OTHER PIECES COME FROM THOSE PEOPLE WHO ARE WITH THEM EVERY SINGLE DAY, BUT WE ALSO HAVE OUR AT RISK INFORMATION THAT WE DO KEEP UP WITH EVERY SINGLE YEAR, AND THAT LETS US KNOW AS FAR AS LIKE WRAPAROUND SERVICES AND WHATNOT. I DON'T KNOW HOW IT WOULD APPLY HERE, BUT I'M JUST IMAGINING IF THERE ARE SOME OTHER CIRCUMSTANCES THAT MADE IT SO THAT STUDENTS WEREN'T ABLE TO COME TO SCHOOL THAT WE COULD HELP SUPPORT.
WE MET LAST WEEK. WE'LL BE MEETING AGAIN THIS COMING WEEK.
THAT INCLUDES GUIDANCE AND COUNSELING. WE HAVE TEAMMATES FROM MTSS.
WE HAVE, OF COURSE, CAMPUS REPRESENTATIVES ON THAT TEAM, AND SO WE'RE LOOKING AT MAKING SURE WE HAVE THE STRUCTURES IN PLACE, AND THAT'S WHY WE REALLY WANT TO BE ABLE TO FOCUS ON ONE PLACE RIGHT NOW SO THAT WE GET THIS RIGHT AND THEN I'M SORRY.
GO AHEAD. I WAS GOING TO SAY THAT BECAUSE WE ARE LOOKING AT FOCUSING ON MPA BECAUSE IT IS A PROGRAM, WE WILL IN OUR APPLICATION. ASK FOR THIS PROGRAM FOR EVERY SINGLE ONE OF OUR HIGH SCHOOLS, BECAUSE WE HAVE STUDENTS FROM EVERY SINGLE HIGH SCHOOL WHO MIGHT NEED THIS SUPPORT.
[01:20:05]
THANK YOU, AND YOU MENTIONED BECAUSE PART OF THE PARTICIPATION FOR STUDENTS UNDER 18 YEARS OLD REQUIRES THEIR PARENT'S PERMISSION AND SIGNATURE ON THE FORM, AND FOR THOSE STUDENTS THAT ARE DOING IT NOW, YOU KNOW, WE'RE NOT GETTING THE CREDIT FOR HOW MANY OF THEM ARE THEIR PARENTS ABLE TO PARTICIPATE IN THE PROCESS OF MAKING SURE THAT THEY STAY ON TRACK? SO FOR THE 56 I MENTIONED, YOU ARE AN MPA. THEIR PARENTS, OF COURSE, HAD TO SIGN OFF ON THEIR CONTRACT FOR THEM TO ATTEND MPA.SO I WOULD SAY THAT THEY'RE ALL AWARE THEY KNOW WHAT IS GOING ON.
I GUESS MY QUESTION WAS, WHAT ARE WE DOING PROACTIVELY? BUT THAT DOESN'T APPLY TO OVERAGE STUDENTS? NO.
RIGHT. I WAS ASKING SPECIFICALLY FOR YOUNGER STUDENTS.
ARE WE ACTIVELY INVOLVED OR ENGAGED WITH THOSE PARENTS TO MAKE SURE THAT, YOU KNOW, THEY'RE A PART OF THE PROCESS AS WELL, OTHER THAN JUST GIVING THEIR SIGNATURE AND ACKNOWLEDGING THAT, YES, WE KNOW THAT THEY'RE IN THE PROCESS. ARE THEY ACTIVELY INVOLVED IN HELPING TO MAKE SURE THAT THEIR KIDS GET TO THE FINISH LINE? WE HAVE NOT DEVELOPED THAT PIECE, AND SO THAT'S DEFINITELY SOMETHING THAT WE NEED TO LOOK INTO, AND I'M THANKFUL BECAUSE THIS IS OUR OPPORTUNITY TO GET ADDITIONAL INPUT ON THINGS THAT WE MIGHT NEED TO LOOK AT.
COOL. THANK YOU. MR. PRESIDENT. THANK YOU FOR THAT REPORT, BABETTA.
I'M JUST CURIOUS. YOU KNOW, I LOOK AT EVERY YEAR WE LOOK AT ENROLLMENT BECAUSE THAT'S OUR OUR SOURCE OF FUNDING THAT WE, WE NEED SO DESPERATELY IN WHICH WE'RE LOOKING AT AGAIN THIS YEAR, AND EVERY YEAR I SEE WHERE IT'S 50,300 AND SOMETHING OR 51,000, SOMETHING LIKE THAT, MAYBE SOMETIMES EVEN MORE THAN THAT, AND THEN I LOOK AT AND THEN WE COME IN AND START DOING BUDGET AND WE LOOK AT THE ADA AND WE'RE LOSING 470 SOME' KIDS AND WE'RE DOWN TO 45,000 SOMETHING.
SO IT'S A PRETTY BIG GAP THERE, AND I'M WONDERING, IN THIS PARTICULAR PROGRAM ARE THOSE THE KIDS THAT WE'RE TALKING ABOUT THAT WE ARE TRYING TO CAPTURE TO GET THEM BACK EITHER AGE WISE THAT ARE DROPPING OUT, THAT MAY POSSIBLY, MAY BE WORKING SOMEWHERE, PROVIDING FOR THEIR FAMILY THAT WE NEED TO GET IN THIS PROGRAM, AND IF SO, HOW ARE WE REACHING OUT TO THEM NOW TO GET THEM BACK TO US? BECAUSE EVIDENTLY THEY'VE GOT TO FILL OUT SOMETHING TO DO, SOMETHING TO ENROLL AT THE BEGINNING OF THE SCHOOL YEAR, AND THEN THEY JUST DISAPPEAR.
WELL, THERE ARE SO MANY THINGS GOING ON TO PREVENT OUR STUDENTS FROM DROPPING OUT, BUT , YOU KNOW, ONCE THEY'VE MADE THAT DECISION I THINK THEY LOOK AT THEIR CIRCUMSTANCES AND THEY THINK THERE AREN'T ANY MORE ANY MORE THINGS THAT THEY CAN DO IN ORDER TO STAY IN SCHOOL AND DO THE THINGS THAT THEY NEED TO DO.
THIS PROGRAM WOULD GIVE THEM ONE MORE OPTION TO DO THAT.
WE'RE LOOKING AT SERVING ABOUT 60 TO 80 KIDS AT THE VERY MOST WITHIN THIS, BUT AS YOU SAW, THAT NUMBER OF STUDENTS WHO ARE DROPPING OUT IS IS MUCH LARGER THAN THAT.
SO AS FAR AS THAT, WE HAVE GONE, OF COURSE, WE'VE DONE DOOR KNOCKING ALL THOSE THINGS IN ORDER TO GET THOSE STUDENTS BACK, BUT IT'S BECOME MORE I'M TRYING TO FIND MY SLIDE HERE MORE DIFFICULT.
BECAUSE YOU CAN SEE BACK IN 2021, WE COULD GET A NUMBER OF 3000 KIDS THAT WERE IDENTIFIED AND DROPOUTS AT THE BEGINNING OF THE SCHOOL YEAR, DOWN TO ABOUT 127. THAT NUMBER OF STUDENTS THAT WE'RE TRACKING, WE'RE TRYING TO SEE WHERE WHERE DID YOU GO TO SCHOOL? WHERE ARE YOU NOW? ARE YOU GETTING ENROLLED IN A SCHOOL DISTRICT OR SOME OTHER PROGRAM? WE WERE ABLE TO GET THAT NUMBER WAY DOWN. NOW WE ARE NOT, AND WHEN WE GO TALK TO THESE FAMILIES, WHEN WE GO TALK TO THE STUDENTS THERE'S SO MANY THINGS GOING ON WITH THOSE PARTICULAR STUDENTS.
WE'RE JUST NOT ABLE TO GET THEM BACK IN THE SAME NUMBERS THAT WE WERE BEFORE, BUT ANOTHER AREA THAT THIS PARTICULAR PROGRAM CAN HELP US IN IS OUR ACTUAL ADA. SO THE PERCENTAGE OF KIDS WHO ARE ACTUALLY ATTENDING ON A DAY TO DAY BASIS, BECAUSE BEFORE, WHEN THESE STUDENTS WERE ON THAT PATH TO POSSIBLY DROPPING OUT THEY WERE MISSING SCHOOL.
WE CAN INTERRUPT THAT. WE CAN REACH OUT TO THAT STUDENT, WE CAN OFFER THEM THIS PARTICULAR PROGRAM, AND WE CAN TAKE THEM OFF OF THAT ROLE OF BEING COUNTED AGAINST US NEGATIVELY FOR ATTENDANCE AND TURN IT INTO A POSITIVE.
WE'RE MAKING SURE THAT THE STUDENT IS ABLE TO ATTEND WHERE THEY CAN.
[01:25:01]
WE DON'T GET FULL ADA FOR THAT. NO, WE DO NOT RECEIVE FUNDING.SO WE ONLY RECEIVE FUNDING FOR THE TIME THAT THEY DO ATTEND, BUT THE STUDENT DOES NOT.
COME ON. THAT'S NOT FULL FUNDING, IS IT? NO, DEFINITELY NOT FULL FUNDING.
IT'S JUST FOR THE MOMENTS THEY ARE ABLE TO ATTEND.
SO 75 IS BETTER THAN NONE. YOU'RE RIGHT. IT'S BETTER THAN 75,600 MINUTES.
IS FULLY HOW IF WE HAD A FULLY ENROLLED STUDENT, THAT WAS ELIGIBILITY ONE.
THAT MEANS THEY'RE WITH US A FULL DAY. THAT'S HOW MANY MINUTES THEY WOULD ATTEND.
THESE STUDENTS MAY ATTEND ANYWHERE FROM 120 MINUTES A WEEK TO 360 MINUTES A WEEK, AND THAT EQUATES TO ABOUT $0.08 A MINUTE, BUT OF COURSE, THAT DOES ADD UP, AND AGAIN, THAT STUDENT IS NOT NEGATIVELY IMPACTING US BY BRINGING OUR PERCENTAGE DOWN FOR OVERALL ATTENDANCE, BUT THE KEY IS THEY HAVE TO ATTEND A SCHOOL BUILDING.
IN OTHER WORDS, WE CAN'T DO THIS VIRTUALLY OR ANYTHING LIKE THAT, RIGHT? FOR THAT ADA OR WHATEVER.
WE'LL BE EXPLORING THOSE AS WELL AS THEY'RE FURTHER DEVELOPED.
THEY COULD BE AFTER HOURS, BECAUSE SOME STUDENTS MAY BE AT NIGHT WHERE WE COULD LEARN ONLINE OR WHATEVER THE CASE MAY BE, BECAUSE I'M JUST CURIOUS, YOU KNOW, AT ONE TIME WE DID HAVE NIGHT SCHOOL, AND OF COURSE, THERE WAS QUITE A BIT OF EXPENSE TO THAT WHICH WE DON'T REALLY NEED, BUT ANYWAY. OKAY. I WAS JUST CURIOUS BECAUSE I FEEL LIKE THAT, YOU KNOW, BACK IN 2021, TOO, WE PROBABLY HAD LEGAL RAMIFICATIONS THAT WE COULD USE AS FAR AS IF THEY MISS TEN SCHOOL DAYS, WE COULD TAKE THEM TO COURT. BASICALLY, WE'RE FINDING THE PARENTS INSTEAD OF THE STUDENT, BUT SINCE WE DON'T HAVE THAT, I DON'T KNOW IF THEY'RE EVER GOING TO BRING THAT BACK, BUT I KNOW--WE CAN STILL TAKE STUDENTS.
WE'RE TRYING TO USE EVERY TOOL THAT WE HAVE TO KEEP OUR STUDENTS IN SCHOOL TO MAKE SURE THAT THEY ARE IN A LEARNING ENVIRONMENT, AND OF COURSE, THAT ULTIMATE GOAL OF GRADUATION, YOU KNOW, EVERY TIME WE START TALKING ABOUT PROGRAMS AND THINGS HERE IN OUR CAMPUSES, IT REALLY BOTHERS ME WHEN WHEN I SEE THE ENROLLMENT NUMBER AND ESPECIALLY WHEN I LOOK AT GRADUATION AND I SEE THE GRADUATION RATES THAT WE HAVE AND THE NUMBER OF KIDS THAT WALK THE STAGE, WE GIVE THEM SO MUCH OF AN OPPORTUNITY AND A PATHWAY TODAY THAT I DIDN'T HAVE THAT OPPORTUNITY.
MR. MILLER DIDN'T HAVE THAT OPPORTUNITY. ALL HE HAD WAS WOODWORKING WHEN HE WAS IN THERE PLANTING OR SOMETHING. I DON'T KNOW WHAT. HE PROBABLY DIDN'T EVEN HAVE THAT WHEN HE WAS IN SCHOOL, BUT ANYWAY, BUT WE OFFER SO MUCH WHY THE KIDS WOULDN'T WANT TO COME TO HAVE THAT PATHWAY.
SO, AND I MEAN, THEY CAN GO RIGHT INTO THE WORKING WORLD WITH A CERTIFICATE AND KNOCK IT OUT OF THE PARK AND SO HOPEFULLY WE CAN MAYBE OUR COMMUNICATIONS, WE CAN MARKET THAT BETTER AND GET KIDS BACK INTO SCHOOL LIKE THEY SHOULD BE.
THANK YOU. ALL RIGHT. YOU'RE WELCOME, MR. MILLER.
I WAS IN HOME EC' BY THE WAY. OUR GRADUATION RATES ARE REALLY HIGH, BUT YOU SAY OUR DROPOUT RATES ARE INCREASING. THAT'S ONE QUESTION IS, YOU CAN CLARIFY THAT, AND THEN THE OTHER ONE IS, AT WHAT POINT DOES A STUDENT BECOME A DROPOUT? AND IF THEY COME BACK, WHAT ARE THEY CONSIDERED? ARE THEY RE-ENROLLED OR CAN THEY DROP OUT TWICE? JUST TELL ME HOW THAT AFFECTS THE NUMBERS. SO AS FAR AS DROPOUTS, THEY ARE COUNTED AGAINST US ONCE, AND SO IF THEY WERE TO DROP OUT THIS YEAR AND COME BACK THE FOLLOWING YEAR, THEY WOULD HAVE ONLY COUNTED AGAINST US ONCE, AND SO EVERY YEAR, AND I KNOW THIS IS CHANGING A LITTLE BIT WE RECEIVE A LIST OF OUR STUDENTS.
TRY TO ENSURE THAT THEY HAVE ENROLLED IN SOME SORT OF EDUCATIONAL PROGRAM THAT IS, OF COURSE, APPROVED, AND IF WE FIND THAT THEY ARE JUST SITTING AT HOME TO TRY TO RECOVER THOSE PARTICULAR STUDENTS AND BRING THEM BACK WITHIN, WITHIN THE WINDOW AND SO A STUDENT THAT WE DO NOT RECOVER DURING THAT TIME WOULD BE CONSIDERED A DROPOUT, AND IT COULD BE RECOVERY. IT COULD JUST BE JUST, YOU KNOW, DOING THE ADMINISTRATIVE WORK OF FIGURING OUT IN OUR SYSTEM THAT, OH, THEY'VE ENROLLED IN ORANGE GROVE OR SOMEWHERE ISD.
ALL RIGHT. ANY OTHER QUESTIONS? ANYTHING ELSE? THANK YOU VERY MUCH. BABETTA. WE APPRECIATE IT. YOU'RE WELCOME. ALL RIGHT.
NEXT UP, MR. MASSEY IS GOING TO PRESENT TO US A SERIES OF AGREEMENTS REGARDING DALLAS COLLEGE.
[01:30:06]
IT IS ITEM SIX THROUGH 19 ON THE AGENDA, AND THEY ALL APPEAR IN PAGES 86 THROUGH 392.I'M GOING TO REALLY BRIEFLY ROLL THROUGH THESE AGENDA ITEMS BECAUSE I'VE SEEN HIS PRESENTATION.
IT'S JUST HIGHLIGHTING THE CHANGES. THESE ARE BASICALLY THE AGREEMENTS WE GO THROUGH EVERY YEAR WITH DALLAS COLLEGE. SO JUST FOR THE RECORD, BECAUSE MICHELLE LIKES IT, IF I MAKE SURE THAT I KEEP THE RECORD THESE ITEMS THAT MR. MASSEY WILL BE COVERING ARE ITEM SIX, THE 2025-26 DUAL CREDIT AGREEMENT, DALLAS COLLEGE.
ITEM SEVEN THE DALLAS COLLEGE 2025-26 EMT AGREEMENT.
ITEM EIGHT THE DALLAS COLLEGE 2025-26 INTERLOCAL AGREEMENT.
ITEM NINE THE DALLAS COLLEGE 25-26 LCHS P-TECH INTERLOCAL AGREEMENT, ITEM TEN THE DALLAS COLLEGE 25-26 NAAMAN FOREST HIGH SCHOOL P-TECH INTERLOCAL AGREEMENT.
11 DALLAS COLLEGE, 25-26 NORTH GARLAND EARLY COLLEGE HIGH SCHOOL INTERLOCAL AGREEMENT NUMBER 12 DALLAS COLLEGE, 25-26 NORTH GARLAND TECH INTERLOCAL AGREEMENT NUMBER 13 DALLAS COLLEGE 25-26 A ROWLETT HIGH SCHOOL.
EARLY COLLEGE HIGH SCHOOL INTERLOCAL AGREEMENT 14.
DALLAS COLLEGE 25-26 ROWLETT HIGH SCHOOL TECH INTERLOCAL AGREEMENT 15.
DALLAS COLLEGE 25-26 SOUTH GARLAND HIGH SCHOOL, EARLY COLLEGE HIGH SCHOOL INTERLOCAL AGREEMENT 16.
DALLAS COLLEGE, 25-26. SOUTH GARLAND HIGH SCHOOL TECH INTERLOCAL AGREEMENT.
17. THE DALLAS COLLEGE 25-26. SACHSE HIGH SCHOOL EARLY COLLEGE HIGH SCHOOL INTERLOCAL AGREEMENT 18.
THE DALLAS COLLEGE 25-26 SACHSE HIGH SCHOOL P-TECH INTERLOCAL AGREEMENT AND 19.
THE FIREFIGHTER 25-26 INTERLOCAL AGREEMENT BETWEEN DALLAS COLLEGE, CITY OF GARLAND, AND GARLAND ISD.
MR. KEVIN MASSEY. ALL RIGHT. GOOD EVENING, CHAIRMAN JOHNSON.
MEMBERS OF THE BOARD, DOCTOR LOPEZ. TONIGHT I BRING BEFORE YOU THE 25-26 DUAL CREDIT AGREEMENTS.
THE COLLEGE FOR ALL UPDATE WAS PRESENTED TO THIS COMMITTEE LAST MONTH.
SINCE THE COLLEGE FOR ALL ROLLOUT, GISD AND DALLAS COLLEGE HAVE PROVIDED MILLIONS OF DOLLARS IN TUITION, BOOKS AND FEE SAVINGS TO STUDENTS AND FAMILIES, AND GISD STUDENTS HAVE EARNED OVER 220,000 COLLEGE CREDIT HOURS.
THE AGREEMENTS BEFORE YOU RENEW THE AGREEMENTS THAT WERE ESTABLISHED TO SUPPORT THE COLLEGE FOR ALL ROLLOUT, AND OVER 600 STUDENTS PARTICIPATED IN DALLAS COLLEGE COMMENCEMENT CEREMONIES LAST MONTH.
THERE ARE SIX P-TECH AND FIVE ECHS INTERLOCAL AGREEMENTS.
THEY ARE IDENTICAL WITH THE EXCEPTION OF THE CAMPUS AND THE PROGRAM DESIGNATED.
IN ADDITION, THERE IS AN EMT DUAL CREDIT AGREEMENT AND A FIREFIGHTER COURSE.
INTERLOCAL AGREEMENTS AND ALL OF THE AGREEMENTS HAVE AN OPTION TO RENEW.
THE ONLY CHANGE IS ATTACHMENT A, WHICH I MENTIONED EARLIER, IS THE CHANGE IN THE TEXAS HIGHER EDUCATION COORDINATING BOARD REQUIREMENTS FOR STUDENTS TO ENROLL IN COURSES WITH TSI, PREREQUISITES DEGREE VERSUS NON DEGREE SEEKING STUDENTS AND THOSE THAT HAVE FEWER THAN 15 CREDIT HOURS CAN ENROLL WITHOUT BEING TSI MET BY EXAM. ANY QUESTIONS? COMMITTEE.
CONSIDER APPROVAL OF REMOTE HOMEBOUND WAIVER FOR FSP FUNDING.
DR. RAMOS. GOOD EVENING AGAIN. SO THIS IS THE ANNUAL REQUEST TO SUBMIT A FORMAL WAIVER TO TEA FOR STUDENTS WHO NEED REMOTE HOMEBOUND INSTRUCTION. AS YOU KNOW, WE DON'T GET FUNDING FOR STUDENTS THAT PARTICIPATE IN, IN VIRTUAL INSTRUCTION, AND SO WE NEED TO SUBMIT A WAIVER FOR THOSE STUDENTS WHO REQUIRE IT.
OR IT CAN BE THROUGH OUR ROBOTS, WHICH WE'VE USED FOR OVER TEN YEARS.
WE CURRENTLY HAVE FIVE STUDENTS. WE'RE EXPECTING TO RETURN TO THE DISTRICT AND REQUIRE HOMEBOUND TRAINING OR HOMEBOUND INSTRUCTION, AND THAT INCLUDES THREE STUDENTS THAT HAVE HAD THAT INSTRUCTION VIA THE ROBOT.
THERE'S INFORMATION THERE AS A REMINDER OF WHAT THE ROBOT LOOKS LIKE, AND AN ARTICLE ABOUT A STUDENT WHO USED IT AND THEN JUST A REMINDER AGAIN, THAT THIS IS LIMITED TO STUDENTS IN EXTREME MEDICAL CIRCUMSTANCES.
[01:35:06]
OFTENTIMES THEY'RE IMMUNOCOMPROMISED, AND THAT'S WHY THEY CAN'T HAVE SOMEBODY COMING INTO THE HOME TO PROVIDE INSTRUCTION.WE HAVE TO PROVIDE SUBMIT INDIVIDUAL WAIVERS TO TEA FOR EACH STUDENT, AND WE HAVE TO PROVIDE EVIDENCE THAT SCHOOL BOARD HAS APPROVED FOR US TO SUBMIT THOSE WAIVERS. OF COURSE, FOR STUDENTS RECEIVING SPECIAL EDUCATION SERVICES, THIS ALL GOES THROUGH THEIR ART COMMITTEE AND THAT RECOMMENDATION AND INCLUDED IN THEIR IEP. ANY QUESTIONS? COMMITTEE. ANY QUESTIONS. BOARD. ANY QUESTIONS.
ALL RIGHT. IT SEEMS LIKE WE'RE DONE WITH THAT ONE.
YES. SO THIS IS SOMETHING SPECIFIC THAT OUR DISTRICT DOES, AND THAT IS REQUEST THAT WE GO AHEAD AND HAVE A RESOLUTION TO ACTIVATE ALL CAMERAS AT THE END OF EVERY SCHOOL YEAR.
CAMERAS ARE DEACTIVATED, AND SO WE WANT TO GO AHEAD AND PLAN FOR THE 25-26 SCHOOL YEAR AND REQUEST THAT THE BOARD MAKE THAT REQUEST TO ACTIVATE ALL OF OUR CAMERAS IN THE DISTRICT.
THIS IS SOMETHING THAT WE STARTED FIVE YEARS AGO, ENSURING THAT OUR STUDENTS WHO ARE IN SPECIALIZED CLASSROOMS WHO ARE IN THOSE SELF-CONTAINED CLASSROOMS ARE SAFE. OFTENTIMES, THESE ARE STUDENTS WHO MAY NOT HAVE THE COMMUNICATION AVAILABLE TO TALK ABOUT THINGS THAT MAY BE GOING IN THE CLASSROOM, AND SO THIS IS FOR THEIR SAFETY, FOR THE SAFETY OF THE TEACHER.
SO THERE'S A LOT OF PEACE OF MIND THAT GOES WITH IT, AND IT'S AN ARCHIVAL RECORD, SO THAT WE CAN GO BACK AND SEE IF THERE WAS ANYTHING THAT WE NEEDED TO VIEW FOR ANYTHING THAT MAY HAVE OCCURRED.
THERE IS ONE OF THE FEW DISTRICTS IN THE STATE THAT DOES THIS.
YES. SO THIS USUALLY HAS TO BE PARENT INITIATED.
WE MAKE IT INITIATED FOR ALL OUR SELF-CONTAINED EVERY YEAR FOR THE PAST FIVE YEARS.
THAT'S RIGHT. IT CAN BE INITIATED, LIKE DR. LOPEZ SAID, BY A PARENT, BY A STAFF MEMBER ON THE CAMPUS OR IN THE CLASSROOM OR BY THE PRINCIPAL, AND SO TO MAKE SURE THAT WE HAVE A SYSTEMIC ACTIVATION FOR DAY ONE OF INSTRUCTION WE DO ASK THE BOARD FOR THAT RESOLUTION. THERE IS AN UPDATE. WE ARE HAVING 41 ELEMENTARY SCHOOLS, WHICH IS DIFFERENT THAN WHAT'S IN YOUR PACKET.
ALL 12 MIDDLE SCHOOLS, AND OF COURSE, THE SEVEN COMPREHENSIVE HIGH SCHOOLS WILL ALL HAVE CLASSROOMS WITH CAMERAS TO BE ACTIVATED ON DAY ONE. QUESTIONS? COMMITTEE. ANY QUESTIONS? BOARD.
ANY QUESTIONS? THANK YOU, DR. RAMOS. DR. LOPEZ, IS THERE A NEED FOR AN EXECUTIVE SESSION? NO, SIR. SEEING NO NEED FOR AN EXECUTIVE SESSION.
THE NEXT ITEM IS FOR POTENTIAL ADJOURNMENT. DO I HAVE A MOTION?
[VII. Adjournment]
SO MOVED. WE ARE ADJOURNED AT 9:14 P.M.. THANK YOU ALL.* This transcript was compiled from uncorrected Closed Captioning.