Aug 12, 2025 District Affairs Committee Meeting

[I. Call to Order and Determination of Quorum]

[00:00:03]

ALRIGHT. WELCOME TO THE AUGUST 12TH, 2025 ACADEMIC AND DISTRICT AFFAIRS COMMITTEE MEETING.

WE'RE LOOKING AROUND. WE HAVE A QUORUM. WE HAVE COMMITTEE MEMBERS THAT ARE PRESENT AND I'M GLAD TO SEE EVERYONE PRESENT.

LET US ALL TAKE A DEEP BREATH. BREATHE IN, BREATHE OUT.

SO NOW WE ARE READY FOR THIS IMPORTANT MEETING, POWER PACKED WITH INFORMATION THAT YOU CAN'T LIVE WITHOUT.

SO WITH THAT, I CALL THIS MEETING TO ORDER AND DETERMINE THAT THERE IS A QUORUM.

MISS HOGAN, DO WE HAVE ANY PUBLIC COMMENT CARDS? VERY GOOD. MOVING ON. WE'RE GOING TO ASK THE RICARDO LOPEZ TO GIVE US A SUPERINTENDENT MESSAGE OF LESS

[III. Superintendent's Message]

WE'RE VERY. WE'VE MADE A LOT OF PROGRESS. WE'VE MET OUR ALL OUR BOARD GOALS.

IT LOOKS LIKE OFFICIALLY, WE'LL KNOW BY TOMORROW.

AND THEN FINALLY THE THE GREATEST PART ABOUT IT IS WE'RE NEVER SATISFIED.

SO WE'RE GOING TO GET AS A REALLY GOOD PRESENTATION WITH THE BEST YET TO COME.

THANK YOU, MISS GRIFFIN. ALL RIGHT. WE WILL HOLD YOU TO YOUR COMMENTS.

AND AT THIS TIME, AS CHAIRPERSON, I WOULD LIKE TO JUST MAKE A COUPLE OF COMMENTS.

TRUSTEES, I DRAW YOUR ATTENTION TO THE BLACK FOLDER THAT'S WITH YOUR BOOK, AND THERE'S SOME IMPORTANT INFORMATION INSIDE IT. AND THE FIRST THING I WANT TO DRAW YOUR ATTENTION TO IS OUR CALENDAR AT A GLANCE FOR THIS MEETING FOR THE YEAR. THERE ARE A LOT OF REPORTS THAT WE HAVE THAT ARE CALLED COMPLIANCE REPORTS, THAT WE HAVE NO CHOICE THAN TO HAVE THEM.

AND IF YOU WILL LOOK, THIS WILL TELL YOU THE MONTH WE WILL BE HOLDING THESE MEETINGS.

AND ALSO ON THE FAR COLUMN, IT WILL BE TELLING YOU WHETHER OR NOT IT'S AN ACTION ITEM OR AN INFORMATION ITEM.

THE DIFFERENCE MEANING IF IT'S AN ACTION ITEM, IT COULD BE DISCUSSED IN COMMITTEE AND ALSO MOVE TO BOARD.

MAYBE UNDER CONSENT, MAYBE NOT UNDER CONSENT.

IF IT'S AN INFORMATION ITEM, IT WILL NOT MOVE PAST THIS COMMITTEE UNLESS THERE ARE UNRESOLVED ISSUES.

TRUSTEES DO WE HAVE ANY QUESTIONS WITH THAT APPROACH? YES, MA'AM. JUST IF IT'S DISCUSSION IS THAT THE SAME THING AS INFORMATION? DISCUSSION AND INFORMATION ARE DIFFERENT, BUT THEY MEAN AS IT RELATES TO GOING TO THE BOARD AS AN ACTION ITEM.

NEITHER OF THOSE WILL MOVE FORWARD TO THE BOARD FOR AN ACTION.

ALL RIGHT. THANK YOU FOR THE QUESTION. ANYTHING ELSE? ALSO, AT YOUR STATIONS, IT MAY LOOK LIKE YOU HAVE TWO ACADEMIC AFFAIRS BOOKS.

YOU DO NOT, YOU HAVE YOUR REGULAR BOARD BOOK.

AND THEN WHAT HAS BEEN ADDED SINCE YOU LEFT YOUR STATIONS WAS THE STUDENT SERVICES CODE OF CONDUCT UPDATE.

THAT IS OUR GREAT LAST ITEM ON THIS COMMITTEE FOR THIS EVENING.

SO IF YOU CAN JUST KEEP ALL OF YOUR INFORMATION THERE AND WE'LL TALK ABOUT THE BOARD SUMMARY PAGE LATER. BUT THESE ARE YOUR SUPPLEMENTARY DOCUMENTS FOR THIS MEETING.

ANY QUESTIONS MOVING FORWARD? THE FIRST DISCUSSION ITEM IS TO TALK ABOUT THE JUNE

[IV. Discussion Item]

THE KINKEADE REPORT WAS SUBMITTED TO JUDGE KINKEADE.

THIS REPORT HAD NO SUBSTANTIVE CHANGES. THIS IS THE WE'RE STILL WITHIN THE SAME BANDS THAT WE'VE ALWAYS HAD.

EVERYTHING SEEMS TO BE MOVING AS PLANNED. THE MAIN THING IS WE DO RECOGNIZE CONSOLIDATIONS WITHIN THE PLAN.

WE DO RECOGNIZE THE NUMBERS. IN OUR EARLY COLLEGE PROGRAMS, OUR STUDENT PARTICIPATION VARIES ACCORDING TO RACE DEPENDING ON THE CAMPUS. BUT AS A DISTRICT WHOLE, WITH WE'RE WITHIN OUR GUIDELINES.

THANK YOU. AND TRUSTEES, YOU HAVE THE ENTIRE REPORT IN YOUR BOARD BOOK.

[00:05:02]

[V. Information Items]

WE'RE GOING TO TAKE A REVIEW OF WHERE WE HAVE COME FROM.

SO I WOULD ASK ALL THE PARTICIPANTS TO PLEASE COME AND TAKE YOUR PLACE.

AS WE PREPARE TO GO THROUGH THIS REPORT WITH ENERGY AND ENTHUSIASM AND ACTUAL AND FACTUAL INFORMATION.

DOCTOR ADAMS. ENERGY AND ENTHUSIASM. HERE WE COME.

GOOD EVENING. COMMITTEE AND CHAIR, MISS GRIFFIN.

TRUSTEES DOCTOR LOPEZ. MY NAME IS JASON ADAMS I'M THE CHIEF ACADEMIC OFFICER HERE IN GARLAND ISD.

AND TODAY I HAVE A TEAM WITH ME THAT'S GOING TO PRESENT ON A YEAR IN REVIEW.

MISS GRIFFIN TALKED A LITTLE BIT ABOUT HOW THIS MIGHT LOOK A LITTLE BIT DIFFERENTLY THAN WE'VE DONE IN THE PAST. BUT BEFORE WE JUMP INTO THE NEW SCHOOL YEAR, WE'RE GOING TO TAKE A LOOK BACK TO SEE HOW WE FAIRED IN IN RELATION TO OUR BOARD GOALS.

REMEMBER LAST YEAR WE SET SIX BOARD GOALS. AND THESE WERE AGGRESSIVE LOFTY GOALS.

AND IF YOU REMEMBER THEY WEREN'T JUST ONE YEAR GOALS.

THEY WERE LONG TERM GOALS THAT GO ALL THE WAY TO 2030.

AND SO IN YOUR SUPPLEMENTAL DOCUMENTS, MISS GRIFFIN KIND OF POINTED THIS OUT.

YOU'LL HAVE A ONE PAGER THAT HIGHLIGHTS WHERE, YOU KNOW, WHAT WERE THE GOALS TO KIND OF REORIENT YOU WHERE WE WERE AT LATE LAST YEAR WITH A BASELINE. WHERE ARE THE TARGETS FOR THIS SCHOOL YEAR, THEN THE NEXT COLUMN WILL BE 2025 PRELIMINARY DATA.

AND JUST, YOU KNOW, WHAT ARE OUR PRELIMINARY RESULTS? AND SO DOCTOR LOPEZ NOTED THAT TOMORROW WILL BE THE OFFICIAL RELEASE FROM TEA FOR OFFICIAL ACCOUNTABILITY.

BUT THANKFULLY WE HAVE AN IN-HOUSE DATA AND ACCOUNTABILITY EXPERT, MISS JOYNER THAT'S BEEN CRUNCHING THESE NUMBERS ALL SUMMER.

AND SO AS WE'VE KIND OF GONE THROUGH THIS THERE'S A LOT OF CELEBRATIONS HERE.

AND ALSO WE HAVE PLENTY OF WORK TO STILL GO IN ORDER FOR US TO REACH OUR 2030 GOALS.

BUT I KIND OF WOULD COME BACK TO THIS TEAM AND WHY WE HAVE SO MANY PEOPLE PRESENTING TODAY.

BECAUSE WHEN YOU HAVE GOALS LIKE THIS, THERE'S JUST A LOT OF HANDS IN THE WORK.

AND SO IT TAKES A LOT OF DIFFERENT DEPARTMENTS, DIVISIONS AND PEOPLE TO REALLY, YOU KNOW, SUPPORT THE WORK. I ALSO WANT TO GIVE A SPECIAL SHOUT OUT AN JUST A, YOU KNOW, A LOT OF GRATITUDE TO OUR CAMPUS PRINCIPALS AND TEACHERS FOR MAKING THIS MUCH PROGRESS IN ONE YEAR. THERE'S TWO GOALS ON HERE THAT ARE EXTREMELY AGGRESSIVE, AND IT'S BECAUSE WE ARE FURTHER AWAY THE END OUTCOME WHERE WE WANTED TO GO.

SO IF YOU THINK ABOUT YOU KNOW, GO FOR SIXTH GRADE MATH AND GOAL FIVE ON TSI WHEN YOU'RE TALKING ABOUT A FIVE PERCENTAGE POINT INCREASE IN ONE YEAR, THAT'S SUBSTANTIAL. AND THAT DOESN'T HAPPEN BY ACCIDENT.

A LOT OF WORK AND INTENTIONALITY AND COLLABORATION COME TOGETHER FOR THAT TO HAPPEN.

SO I JUST WANT TO RECOGNIZE THE TEAM BEFORE THAT.

AND SO AT THIS TIME, WE'RE GOING TO HAND THINGS OVER FOR THE TEAM TO COME UP.

BUT ONE MORE THING THAT I'D LIKE TO CALL OUT IS YOU'LL SEE SOMETHING ON HERE THAT WE REALLY HAVEN'T SHOWED THESE TWO TOGETHER VERY OFTEN.

YOU'LL ALSO SEE BOARD GOALS. AND THEN THE SECOND, YOU KNOW, SENTENCE OR THE PART OF THE TITLE HERE IS STUDENT MANAGEMENT.

AND SO AFTER THE TEAM GOES THROUGH THE PROGRESS TOWARDS BOARD GOALS.

THERE ALSO SPENT SOME TIME LOOKING AT STUDENT MANAGEMENT BECAUSE WE KNOW THAT IN ORDER FOR US TO HAVE ACADEMIC EXCELLENCE HERE IN GARLAND ISD, WE HAVE TO HAVE A STRONG STUDENT MANAGEMENT SYSTEM.

AND SO I THINK WHAT YOU'LL SEE TODAY IS, YOU KNOW, THE REASON WHY WE'RE ABLE TO MAKE THESE GAINS IS WHAT THE CAMPUS IS AND, AND TEAM IS DOING WITH STUDENT MANAGEMENT. SO AT THIS TIME, I'M GOING TO START OFF WITH OUR FIRST GOAL.

AND I'LL HAVE OUR TEAM INVITE INTRODUCE THEMSELVES AS THEY COME UP TO THE PODIUM. AND WHILE THEY'RE GETTING READY TO START, THERE'S ONE PIECE OF THE REVIEW THAT YOU WILL NOT SEE BECAUSE IT IS A STANDALONE PRESENTATION.

THIS IS NOT STUDENT ACCOUNTABILITY. WE ARE REVIEWING OUR BOARD GOALS THAT WE SET.

AND WITH THAT, ALL RIGHT, COMMITTEE CHAIR GRIFFIN, BOARD OF TRUSTEES, DOCTOR LOPEZ.

MY NAME IS COLEMAN BRUMAN AND I'M THE EXECUTIVE DIRECTOR OF SECONDARY TEACHING AND LEARNING. AND I'M HAPPY TO CONTINUE ON WITH THE PRESENTATION WITH OUR DISTRICT GOALS EVENTUALLY HEADING INTO OUR STUDENT DISCIPLINE TRENDS.

SO JUST FOR THE COMMUNITY, JUST TO HAVE A REVIEW AFTER WHAT DOCTOR ADAMS SHOWED US JUST A SECOND AGO.

WE REALLY HAVE THREE MAIN TARGETS. BUILD A GREAT FOUNDATION WHICH WILL BREAK DOWN GOALS ONE THROUGH FOUR.

MAKE SURE THEY'RE READY TO THE TRANSITION FOR CAREER IN COLLEGE, AND THEN MAKE SURE WE'RE TAKING CARE OF OUR CAMPUSES AT A HIGH RATE.

SO FOUNDATIONS, PATHWAYS AND EXCELLENCE AND THE LONG TERM VISION.

DOCTOR ADAMS SAID IT RIGHT. WE SET VERY AGGRESSIVE GOALS TO MAKE SURE THAT WE WERE TAKING CARE OF OUR KIDS AT THE MEETS GRADE LEVEL PERFORMANCE OR HIGHER.

SO YOU SEE THE REVIEW OF THE TARGETS THERE FOR EACH ONE.

THE ONLY ONE THAT'S NOT THERE, THAT'S PART OF GOAL FIVE IS OUR CONTINUED SUCCESS WITH CCMR, WHICH WE'LL GO AHEAD AND TELL YOU ABOUT WITH GOAL FIVE IN JUST A SECOND.

[00:10:03]

WE ARE VERY EXCITED TO LET THE COMMUNITY KNOW.

WE HIT ALL FOUR GOALS WITH BOTH SIXTH GRADE AND THIRD GRADE MATH IN RLA.

SO IF YOU'RE LOOKING HERE AT THIRD GRADE READING LANGUAGE ARTS, WE EXCEEDED THE GOAL BY 2%.

AND THEN WE GREW IN EVERY SINGLE CATEGORY, MEETING EACH SUBSET ALONG THE WAY.

IT IS TRUE FOR MATH AS WELL. SO A THREE PERCENTAGE GAIN FOR THE OVERALL GROUP.

AND YOU'RE SEEING TRENDS ALONG EACH IDENTIFIED SUBGROUP ACROSS THE BOARD.

SO HUGE SUCCESS WITH EARLY LITERACY AND EARLY MATHEMATICS.

AS WE KNOW, AS WE HEAD INTO SIXTH GRADE, ONE THING THAT WE MANAGE TO PUSH KIDS THROUGH IS THE TRANSITION FROM ELEMENTARY TO MIDDLE SCHOOL.

AND SO WE DID MEET THE GOAL, WE HIT THE 52% MARK, BUT WE START TO SEE A LITTLE BIT OF THAT TROUBLE WITH TRANSITION, ESPECIALLY AS YOU'RE PAYING ATTENTION TO OUR ECONOMICALLY DISADVANTAGED STUDENTS.

SO WHILE WE'RE DEFINITELY EXCITED, WE DEFINITELY HAVE MORE WORK TO DO TO KEEP PUSHING FORWARD, TO KEEP CLOSING THE GAPS FOR ALL OF OUR STUDENTS.

AND WE SEE SOME EARLY SIGNS OF THAT WITH SIXTH GRADE MATH.

IF YOU REMEMBER, LAST YEAR WE MADE A MAJOR CURRICULUM CHANGE.

AND WHILE WE DID NOT HIT THE GOAL IN EVERY SUBGROUP, WE HIT THE GOAL WITH 31% AND WE MADE GAINS DURING THE TRANSITION DURING ONE THAT WE WERE ALL CONCERNED ABOUT MAKING THIS AGGRESSIVE GOAL.

SO WE'RE SUPER EXCITED ABOUT HITTING THE GOALS, BUT WE ALL KNOW WE'VE GOT WORK TO DO.

SO LOOKING FORWARD, LOOKING BACK AND LOOKING FORWARD WITH WHAT WE'RE DOING IN 24-25 AND KIND OF PROJECTING WHAT YOU'LL SEE IN 25-26.

THIS PAST YEAR, WE SAW EARLY GROWTH WITH STRENGTHENING EXPLICIT INSTRUCTION IN MIDDLE SCHOOL MATH.

AND ELEMENTARY DID A FANTASTIC JOB WITH PRIORITY PLANNING WITH EACH ONE OF THEIR CAMPUSES.

SO THAT'S DISTRICT LED PLANNING SESSIONS TO MAKE SURE THEY COULD PUSH THAT GROWTH NEEDLE.

BOTH OF THOSE THINGS ARE THINGS WE'RE LOOKING TOWARDS IN THE NEXT YEAR, AND EXPANDING INTO OTHER SUBJECTS AND INTO MORE GRADE LEVELS.

WE MONITORED PROGRESS ACROSS ALL SCHOOLS WITH COLLABORATIVE WALKS.

OFTEN WE WERE WITH THE EDL TEAM, WE WERE WITH CROSS-FUNCTIONAL TEAMS, WE WERE WITH PRINCIPALS, AND WE WERE DOING CHECKPOINTS TO MAKE SURE THAT THE KIDS WERE MASTERING CURRICULUM AS WE HEADED INTO CBA'S INTERIM AND STAAR.

LOOKING AHEAD, WE'RE REALLY WANTING TO BUILD ON WHAT WORKED.

THAT'S THE MAIN GOAL, IS JUST TO REALLY EXPAND THE EFFORT, EXPANDING INTENTIONAL PLANNING SUPPORT INTO MULTIPLE GRADE LEVELS, EXPANDING REGULAR CHECKPOINTS SO WE KNOW WHAT'S GOING ON IN EACH CLASS WEEK BY WEEK, AND CONTINUING TO SIMPLIFY OUR RESOURCES.

THAT PART I'M REALLY PROUD OF OVER THIS LAST SUMMER, THE TEAM IN TEACHING AND LEARNING REALLY TOOK OFF A BIG CHUNK TO MAKE OUR PRODUCTS SO CLEAN, SO TIGHT THAT A TEACHER CAN READ IT REAL QUICK AND BUILD CAPACITY FROM THE START AS OPPOSED TO BEING LOST THROUGH THE SYSTEM.

SO IT'S BEEN AN EXCITING MOVE, AND WE'RE LOOKING FORWARD TO JUST CONTINUING THE SUCCESS IN GOALS ONE THROUGH FOUR.

NOW ONTO GOAL FIVE. GOOD EVENING.

TRUSTEE GRIFFIN COMMITTEE CHAIR GRIFFIN TRUSTEES DOCTOR LOPEZ.

I'M GOING TO WALK YOU THROUGH. I'M JACOB NUNEZ, DIRECTOR OF INNOVATION, AND I'M GOING TO WALK YOU THROUGH BOARD GOAL FIVE.

BOARD GOAL FIVE IS IMPORTANT BECAUSE THAT'S THAT'S REALLY THE HIGHLIGHT OF OF WHAT WE DO HERE FOR COLLEGE AND CAREER READINESS AND CCMR. IT'S A BRIGHT SPOT FOR GARLAND ISD. SO THE GOAL WAS 92%.

TWO YEARS AGO, THE BASELINE FOR THIS PREVIOUS YEAR WAS 94% AND 96 WAS THE PRELIMINARY TARGET.

THAT IN ITSELF IS AMAZING. AND LIKE THEY SAID PREVIOUSLY, IT'S A CULMINATION OF TEAMWORK FROM THE DIFFERENT DEPARTMENTS, FROM THE EDL, THE CHIEFS AND THE PRINCIPALS WORKING TOGETHER TO HIT THAT METRIC FOR OUR STUDENTS.

ANOTHER SUB METRIC OF THAT IS OUR TSI INITIATIVE.

NOW, TSI IS COLLEGE AND CAREER READINESS, SO THAT OUR STUDENTS ARE AT GRADE LEVEL TO TAKE COLLEGE LEVEL COURSES.

THE BASELINE TWO YEARS AGO WAS 34%. AND TO PUT THAT INTO CONTEXT WE SET THE TARGET FOR 39% MOVING INTO THIS YEAR AND WE HIT 40%. SO I'M EXTREMELY PROUD OF WHAT THE TEAM HAS DONE AND THE COLLECTIVE EFFORT AND JUST WHERE WE WERE FOR CCMR. TO TAKE IT INTO CONTEXT, 88 IS AN A. AND SO WE SET THE BENCHMARK FOR 94%, AND TO HIT A PRELIMINARY TARGET OF 96 AND 40% IS JUST AMAZING, AND I'M EXCITED FOR THE WORK THAT WE'RE DOING HERE IN GARLAND ISD.

LOOKING BACK, WHAT WE DID IN THE BEGINNING TO HIT OUR METRICS, THERE'S THREE THINGS THAT WE SPECIFICALLY TARGETED AND THAT WAS CREATING A TRACKER.

WE CREATED A TRACKER FOR OUR PRINCIPALS THAT WE UPDATED WEEKLY TO GET INFORMATION ON.

AND WE LOOKED AT GETTING ALL OUR SENIORS WHO HAD NOT TAKEN THE TSI TEST AND MAKING SURE THAT WE WERE ABLE TO TO FIND THEM SO THEY COULD TAKE THE TESTS.

[00:15:08]

NOW, LOOKING AHEAD, WHAT WE'VE DONE FROM WHAT WE'VE DONE IN THE PAST, WE TOOK THOSE TRACKERS AND WE REALLY EMPOWERED THEM FOR OUR PRINCIPALS SO THAT THE PRINCIPALS CAN NOW OWN THE WORK AND LEAD THE TSI MEETINGS WITH THEIR RESPECTIVE TEAMS. WHAT WE'VE ALSO DONE IS WE'VE DONE 2 TEST DATES FOR THE TSI, ONE IN THE FALL AND ONE IN THE SPRING.

SO THOSE TEST DATES ARE BUILT INTO THE TESTING CALENDAR, AND THEY'RE DESIGNED TO CAPTURE EVERY STUDENT THAT HASN'T TAKEN IT.

SO IF THEY'RE IN THE FALL AND SOMEHOW THEY MISS IT IN THE SPRING, THEY'RE ABLE TO DO THAT. AND IT'S BUILT INTO THE CALENDAR NOW SO THAT WE CAN MAXIMIZE THAT OPPORTUNITY FOR OUR STUDENTS. AND OUR THIRD THING IS THAT WE REALLY LEVERAGED OUR BOOTCAMPS, AND WE GIVEN EACH CAMPUS FOUR OF THEM SO THAT THEY CAN TAILOR THEM TO THEIR SPECIFIC NEEDS OF THEIR STUDENTS.

SO THAT COMBINED EFFORT, I THINK, IS REALLY GOING TO TAKE US TO THE NEXT LEVEL.

AND I'M EXCITED. AND NOW FOR OUR NEXT BOARD GOAL.

GOOD EVENING. COMMITTEE CHAIR GRIFFIN. MEMBERS OF THE BOARD DOCTOR LOPEZ, MICHAEL ARREOLA, EXECUTIVE DIRECTOR OF LEADERSHIP FOR SECONDARY SCHOOLS.

THIS EVENING I'M PROVIDING AN UPDATE ON OUR PROGRESS TOWARDS BOARD GOAL SIX, ELIMINATING ALL D AND F CAMPUSES BY 2030.

IN 2024, OUR BASELINE SHOWED 18 CAMPUSES, OR 26% OF OUR DISTRICT RATED D OR F, INCLUDING 12 D'S AND 6 F'S.

THE BOARD'S TARGET FOR 2025 WAS TO BRING THAT NUMBER DOWN TO 15 CAMPUSES, OR 22%.

I'M THRILLED TO SHARE THAT WE'VE NOT ONLY MET THAT TARGET, WE'VE FAR EXCEEDED IT WITH BASED ON OUR PRELIMINARY RESULTS JUST SIX CAMPUSES ARE RATED D AND WE NOW HAVE ZERO F CAMPUSES. THIS IS A MILESTONE FOR OUR DISTRICT AND A REFLECTION OF THE INTENTIONAL WORK BY CAMPUS LEADERS, TEACHERS, AND STUDENTS. THIS SLIDE SHOWS OUR CURRENT CAMPUS RATINGS 22 A-RATED CAMPUSES, 18 B RATED CAMPUSES, 19 C AND JUST 6D RATED CAMPUSES. WHILE REMOVING ALL F RATINGS IS OUR MAJOR MILESTONE, OUR INTERNAL GOAL GOES BEYOND THAT. WE AIM TO MOVE EVERY CAMPUS TO BE AN A OR B CAMPUS.

WE'VE SEEN GROWTH AT EVERY LEVEL. OUR A HIGH SCHOOLS LAKEVIEW, NORTH, GARLAND AND SACHSE REMAIN STRONG.

AT THE MIDDLE SCHOOL LEVEL. AUSTIN, BRANDENBURG AND JACKSON MOVED UP TO AN A RATING.

WE ARE ALSO CELEBRATING SIGNIFICANT PROGRESS AT THE ELEMENTARY LEVEL.

NEW A-RATED ELEMENTARY CAMPUSES NOW INCLUDE ABBETT, FREEMAN AND GOLDEN MEADOWS, KEELEY, LUNA, NORTHLAKE, SHOREHAVEN, AND WATSON. THREE OF THESE SCHOOLS MADE ESPECIALLY SIGNIFICANT JOBS WITH ABBETT FREEMAN AT GOLDEN MEADOWS AND NORTHLAKE.

MOVING FROM A C TO AN A RATING IN JUST ONE YEAR.

THAT TRANSFORMATION REFLECTS EXTRAORDINARY WORK FROM CAMPUS LEADERSHIP, INSTRUCTIONAL TEAMS AND DISTRICT LEVEL SUPPORTS TURNING AROUND NOT JUST SCORES, BUT SYSTEMS AND SCHOOL CULTURE. THESE RESULTS SHOW THAT THE SYSTEMS WE'VE PUT IN PLACE ARE WORKING, AND THAT OUR CAMPUSES ARE TRENDING TOWARD HIGHER PERFORMANCE OVERALL.

WHEN WE LOOK AT OUR LETTER GRADE TRENDS OVER THE PAST THREE ACCOUNTABILITY CYCLES, THE GROWTH IS CLEAR.

IN 2023, WE HAD 15 A-RATED CAMPUSES. THIS YEAR, WE'VE GROWN TO 22.

THAT YEAR, OUR C CAMPUSES HAVE DROPPED FROM 25 TO 19 AND D CAMPUSES FROM 7 TO 6.

AND AS YOU SAW EARLIER, WE'VE ELIMINATED F RATINGS ENTIRELY.

THE DIRECTION IS UNMISTAKABLE. WE'RE SEEING MORE CAMPUSES IN THE TOP CATEGORIES, FEWER IN THE BOTTOM, AND STEADY UPWARD MOVEMENT ACROSS THE SYSTEM.

THIS TRENDS TELLS US THAT OUR STRATEGIES AREN'T JUST PRODUCING ISOLATED WINS, THEY'RE DRIVING CONSISTENT, DISTRICT WIDE IMPROVEMENT. OUR 2024-25 PRIORITY CAMPUSES MADE SIGNIFICANT STRIDES FORWARD, AND THERE'S MUCH TO LEARN FROM THEIR SUCCESS.

SCHOOLS LIKE CLUB HILL, COUCH, SOUTHGATE, WILLIAMS, BUSSEY, COYLE AND LYLES IMPROVED THROUGH TARGETED IMPROVEMENT PLANS LED BY THEIR PRINCIPALS. THESE PLANS CENTERED ON THREE KEY ELEMENTS STRONG INSTRUCTIONAL SUPPORT, CONSISTENT SYSTEMS AND ROUTINES, AND A CULTURE OF HIGH EXPECTATIONS COMMUNICATED EVERY DAY.

ASSISTANT PRINCIPALS AND TEACHER LEADERS STEPPED UP AS OWNERS OF STUDENT LEARNING, USING DATA SYSTEMS THAT TRACK PROGRESS IN REAL TIME AND PUT RESPONSIBILITY FOR SUCCESS IN THE HANDS OF STUDENTS THEMSELVES. DISTRICT SUPPORT TEAMS PARTNERED CLOSELY WITH THESE CAMPUSES TO DESIGN TARGETED INTERVENTIONS, ENSURING STUDENTS RECEIVED INSTRUCTION TAILORED TO THEIR SPECIFIC NEEDS.

THESE RESULTS REINFORCE THAT LEADERSHIP, STAFF OWNERSHIP, AND TARGETED SUPPORT COME TOGETHER EVEN OUR MOST CHALLENGING CAMPUSES CAN ACHIEVE RAPID IMPROVEMENT. EVEN WITH THE STRONG PROGRESS WE'VE MADE, THERE'S SIGNIFICANT WORK AHEAD.

FIVE OF OUR SIX D CAMPUSES ARE RIGHT ON THE EDGE OF MOVING UP.

BUSSEY COUCH AND STEADHAM EACH HAVE A 69, JUST ONE POINT SHY OF A C.

[00:20:04]

STEADHAM IN PARTICULAR SERVES AS A CAUTIONARY TALE.

LAST YEAR, 72% OF ITS STUDENTS MET THEIR GROWTH TARGETS, HIGHER THAN SEVERAL CAMPUSES THAT EARNED A C OR EVEN A B RATING.

YET, BECAUSE OF NUANCES IN THE TEA ACCOUNTABILITY SYSTEM, STEADHAM RECEIVED A D.

THIS TELLS US THAT ACCOUNTABILITY RATINGS DON'T ALWAYS TELL THE FULL STORY.

ESPECIALLY FOR CAMPUSES SERVING THE MOST CHALLENGING STUDENT POPULATIONS.

THIS IS WHY WE WON'T LIMIT OUR FOCUS TO THE SIX D RATED CAMPUSES ALONE.

WE WILL CONTINUE TO PROVIDE INTENSIVE SUPPORT TO ALL 14 CAMPUSES THAT WERE PREVIOUSLY RATED D OR F, EVEN IF THEY'VE MOVED INTO C OR HIGHER, BECAUSE WE KNOW SUSTAINED IMPROVEMENT TAKES CONSISTENT ACTIONS.

THE TAKEAWAY HERE IS CLEAR OUR STRATEGIES ARE WORKING, BUT WE MUST MAINTAIN SUPPORT AND CONTINUE MONITORING, ESPECIALLY FOR ALL OF OUR CAMPUSES THAT HAVE MADE GREAT IMPROVEMENT SO THAT GAINS ARE NOT JUST ACHIEVED, BUT SUSTAINED. THE IMPROVEMENTS WE'VE SEEN THIS YEAR ARE RESULT OF A CLEAR, DISTRICTWIDE STRATEGY TO BUILD ON THOSE THREE KEY DRIVERS I MENTIONED EARLIER INSTRUCTIONAL QUALITY, LEADERSHIP DEVELOPMENT, AND STUDENT SUPPORT.

WE IMPLEMENTED STRUCTURED TEACHER PLANNING SESSIONS EACH GRADING CYCLE LED BY DISTRICT STAFF.

EXCUSE ME, DISTRICT STAFF TO ENSURE EVERY CAMPUS WAS ALIGNED IN INSTRUCTIONAL PRIORITIES.

TEACHERS WHO NEEDED THE MOST HELP RECEIVED TARGETED REAL TIME COACHING FROM OUR INSTRUCTIONAL EXPERTS.

WE WERE INTENTIONAL ABOUT LEADERSHIP PLACEMENT, PUTTING STRONG PRINCIPALS AND SUPPORT STAFFS IN THE HIGHEST NEED SCHOOLS.

OUR LEADERSHIP DEVELOPMENT BUILT CAMPUS CAPACITY THROUGH STRONGER PLCS, COACHING SYSTEMS, AND LEADERSHIP TEAM EFFECTIVENESS. WE ALSO WORKED DIRECTLY WITH PRINCIPALS TO STRENGTHEN SCHOOL CULTURE, HELPING THEM NAVIGATE DISCIPLINE SYSTEMS, COMPLEX CASES, AND PARENT ENGAGEMENT.

LOOKING AHEAD, WE WILL CONTINUE OUR TIERED SUPPORTS BASED ON PERFORMANCE AND NEED.

THE SAIL LITERACY INITIATIVE WILL EXPAND TO FOUR MORE ELEMENTARY CAMPUSES WHILE CONTINUING ON EXISTING CAMPUSES, AND WE'RE PILOTING A STRUCTURED INSTRUCTIONAL MODEL FOR GRADES 3 TO 5 IN MATH AND READING AT SEVEN HIGH PRIORITY CAMPUSES AT THE SECONDARY LEVEL.

OUR FOCUS FOR THE COMING YEAR IS CLEAR SUSTAIN STABILITY, STRENGTHEN INSTRUCTION, AND ACCELERATE GROWTH.

FIRST, WE'RE PRIORITIZING LEADERSHIP STABILITY SO THAT CAMPUSES CAN BUILD ON THE SYSTEMS AND MOMENTUM ALREADY IN PLACE.

WE'RE ALSO BRINGING IN NEW INSTRUCTIONAL TALENT, EDUCATORS AND LEADERS WHO BRING FRESH IDEAS, PROVEN EXPERTISE AND A COMMITMENT TO OUR VISION FOR IMPROVEMENT.

OUR INSTRUCTIONAL FOCUS STARTS ON STARTED ON DAY ONE.

AND ENSURING EVERY SECONDARY CAMPUS IS ALIGNED AROUND EXPECTATIONS FOR TEACHING AROUND OR FOR TEACHING AND LEARNING FROM THE VERY FIRST DAY OF SCHOOL.

JUST AS WITH ELEMENTARY, WE WILL CONTINUE TIERED SUPPORT FOR TEACHERS, GIVING THEM THE RESOURCES AND COACHING THEY NEED BASED ON THEIR SPECIFIC NEEDS AND PERFORMANCE. FINALLY, WE ARE COMMITTED TO MAINTAINING MOMENTUM THROUGH A DISCIPLINED, DATA DRIVEN FOCUS, TRACKING PROGRESS THROUGHOUT THE YEAR AND MAKING ADJUSTMENTS QUICKLY SO EVERY STUDENT AND EVERY CAMPUS CONTINUES TO MOVE FORWARD.

THANK YOU. TRUSTEES. LET'S GIVE THEM A BIG ROUND OF APPLAUSE FOR LOOKING BACK IN 20 MINUTES.

NOW AND THANK YOU FOR LETTING THEM GET THROUGH THIS PORTION OF THE LOOK BACK.

WE'RE GOING TO TAKE A PAUSE HERE AND TRUST THESE.

THESE ARE OUR GOALS. THESE ARE THE BOARD GOALS.

SO THIS IS YOUR TIME TO ASK QUESTIONS ON ANY OF THE GOALS.

AND I'M GOING TO START WITH PRESIDENT BEACH. MR. BRUMAN. YES SIR. WHEN YOU ON YOUR PRESENTATION, WHEN YOU TALKED ABOUT LEVERAGING CURRICULUM AND THE ADJUSTMENTS NEEDED BEING MADE, I'M CURIOUS OF WHEN WE ARE LEVERAGING CURRICULUM FOR THE FIFTH GRADE TEACHERS TO GET THE STUDENT READY TO GO INTO THE SIXTH GRADE.

AS FAR AS MATH IS CONCERNED, I KNOW THAT MOST OF THOSE TEACHERS ARE NOT REAL.

THAT'S NOT THEIR DEGREE, IS NOT IN TEACHING MATH.

SO HOW WHEN YOU SAY LEVERAGING CURRICULUM, HOW ARE YOU HELPING THOSE FIFTH GRADE TEACHERS TO GET THOSE STUDENTS READY FOR THE SIXTH GRADE LEVEL? SO I'D SAY IT'S A COMBINED EFFORT BETWEEN FIFTH AND SIXTH GRADE.

AND THAT IDEA OF STREAMLINING THE CURRICULUM MAY SOUND A LITTLE BIT TECHNICAL FOR A SECOND, BUT I'LL JUST GET TO THE POINT. AND WHAT WE'VE DONE, A REAL DELIBERATE APPROACH IN THE CURRICULUM IS BEYOND JUST A RESOURCE, MAKING IT STREAMLINED IN A WAY THAT THE LESSON REALLY IS JUST REVEALED TO THE TEACHER.

SO BOTH IN FIFTH AND SIXTH GRADE AND COUPLING THAT WITH A SIDE PROJECT THAT WE STARTED LAST YEAR WAS WE DID WHAT WE CALLED THE STUDENT SUCCESS TEAM.

AND WE'VE HAD TEACHERS, BOTH FIFTH AND SIXTH GRADE WALK BOTH CAMPUSES.

AND ONE SPECIFIC IS THERE'S A TEK ON DECIMALS THAT IS THAT'S TAUGHT REALLY IN A DIFFERENT WAY IN SIXTH GRADE.

[00:25:01]

SO THE CONVERSATIONS PLUS THE STREAMLINE, WE'RE ABLE TO HAVE A MORE TIGHT CURRICULUM SO THAT WE CAN DELIVER ON THAT SIXTH GRADE.

SO BY SEEING IT AND PLANNING FOR IT, WE'RE HOPING TO SEE MORE GAINS NEXT YEAR.

OTHER QUESTIONS. MISS STANLEY. THANK YOU. CAN YOU TELL ME WHAT THE BOOT CAMPS ARE AND WHERE WERE THEY AND HOW WERE THEY? LIKE, WHERE WAS IT AT EVERY CAMPUS, OR DID WE BUSED KIDS TO THE BOOT CAMPS? WHAT WHAT WERE WELL, WE TALKED ABOUT IT IN THE. YEAH. GO FOR IT.

YEAH. YEAH. TRUSTEE. THANK YOU. YES. THE BOOT CAMPS WERE VERY SPECIFIC.

WE PARTNERED WITH MASTERY PREP, AND WE PILOTED A COUPLE.

AND WHEN WE HAD SUCCESS, WE DECIDED TO ROLL IT OUT TO ALL THE OTHER CAMPUSES.

AND WE WERE SPECIFIC IN HOW WE TARGETED THEM.

AND AT THE END, WE WERE ABLE TO HOW WAS IT LIKE 4 OR 5 MORE PER EACH CAMPUS IS WHAT WE DECIDED AND THROUGH THAT WE DECIDED TO CONTINUE THAT INTO THE 25-26 SCHOOL YEAR WITH FEEDBACK FROM PRINCIPALS AND THE EDLS AND THE CHIEFS.

WE WERE ABLE TO ROLL THAT OUT SO THAT EACH HIGH SCHOOL MOVING FORWARD WOULD HAVE FOUR THROUGHOUT THE YEAR THAT THEY COULD STRATEGICALLY USE AND PLAN THROUGHOUT THE CALENDAR YEAR TO PROVIDE SUPPORT SO THEY WOULD IDENTIFY THE STUDENTS THAT NEEDED TO TAKE THE BOOT CAMPS.

YES, MA'AM. THEY WOULD THEN PUT THEM INTO THAT DURING THE COURSE OF THE YEAR.

CORRECT. SO THE BOOT CAMPS ARE NOT RIGHT AWAY.

SO WE HAVE OUR FIRST ROUND OF TESTING IN OCTOBER.

ONCE THAT HAPPENS, WE'RE ABLE TO STRATEGICALLY PLACE STUDENTS IN THE BOOT CAMP.

SO RIGHT NOW IF YOU LOOK AT WHAT WE HAD IN THERE, WE'RE EMBEDDING THE THE LANGUAGE AND THE THINKING IN SOME OF THE CURRICULUM SO THAT WHEN THE STUDENTS ARE SEEING IT, THEY'RE ALREADY STARTING TO GET FAMILIAR WITH THE LANGUAGE AND HOW WE WANT THEM TO THINK AND START LOOKING AT THEIR APPROACH TO TSI.

AND SO WITH THAT EMBEDDED IN THEIR CLASSROOMS MOVING FORWARD WITH THE BOOTCAMPS.

WE WITH THE DATA THAT WE HAVE, WE'LL BE SUCCESSFUL.

OKAY. THANK YOU. AND THEN. YES MA'AM. YEAH. AND THEN THE ONLY THING IF JUST A LITTLE BIT MORE INFORMATION. WHAT DO WE THINK CHANGED WITH STEADHAM.

WAS IT AN EMPLOYEE. I MEAN, WAS IT JUST A CHANGE IN THE KIDS ATTENDING WITH STEADHAM? THEIR GROWTH SCORE, 72% OF THEIR KIDS MADE GROWTH, WHICH WOULD HAVE PUT THEM GETTING TECHNICAL AGAIN, BUT WOULD HAVE PUT THEM AT ONE POINT AWAY FROM BEING A B FOR OVERALL GROWTH.

OKAY. BUT UNFORTUNATELY, BECAUSE THEY STARTED A LITTLE BIT LOWER THAN THE PREVIOUS YEAR, THEIR DOMAIN ONE SCORE DID NOT HIT THE MARK NECESSARY FOR THEM TO BE ABLE TO EVEN QUALIFY FOR A C. SO THAT'S THE THREE.

IT'S CALLED THE THREE D RULE. OKAY. AND SO UNFORTUNATELY THEY HAD THOSE THREE D'S AND THOSE DOMAINS EVEN THOUGH THAT GROWTH DOMAIN WAS ALMOST AN 80.

BUT IT JUST WE JUST IT WAS JUST STARTING SO LOW THEY DIDN'T GET THE FULL BENEFIT.

YES. OKAY. OKAY. OKAY. WELL AND I THINK THAT THAT WAS IT FOR ME.

THANK YOU VERY MUCH. OKAY. TRUSTEES QUESTIONS, MR. SELDERS. YES, THANK YOU FOR THAT PRESENTATION.

GOING BACK TO GOALS ONE THROUGH FOUR. YES, SIR.

AND YOU SORT OF HIGHLIGHT IT WHEN YOU BROKE OUT WITH THE SUB METRICS WE HAVE STUDENT GROUPS THAT ARE, I GUESS, HISTORICALLY PERFORMING AT LEVELS THAT ARE DIFFERENT FROM OTHER GROUPS.

AND I'M JUST CURIOUS, WHEN YOU GUYS GO THROUGH YOUR LOOK BACKS AND LOOK AHEAD, WHAT THINGS ARE WE IDENTIFYING AS THINGS THAT WE CAN DO OR ARE DOING TO HELP ELEVATE THE PERFORMANCE OF THOSE STUDENT GROUPS? I'M GLAD YOU CALLED THAT OUT, BECAUSE THE CONSISTENT ONE THAT WE'RE REALLY PAYING ATTENTION TO AS A COLLECTIVE GROUP IS IF YOU'RE LOOKING AT ECONOMICALLY DISADVANTAGED AND YOU GO FROM I'LL JUST CLICK THROUGH IT.

IF YOU GO THROUGH READING LANGUAGE ARTS, YOU SEE OKAY, IT'S A NO.

IT GREW BUT IT'S FLAT COMPARED TO THE OTHER GROUPS.

THEN SAME WITH WELL NO, WE HAVE A LITTLE BIT HIGHER WITH MATH AND I'LL ALLUDE TO THAT IN JUST A SECOND.

WE SEE A REGRESSION IN READING LANGUAGE ARTS AND THEN WE SEE GROWTH, BUT NOT TO THE POINT OF THE 31% OR THAT SAME SPREAD THAT WE'RE LOOKING FOR WITH THE 28 THAT'S LISTED THERE. THE PRIMARY MOVE THAT WE'RE REALLY LEANING INTO AS A COLLECTIVE GROUP IS EXPLICIT INSTRUCTION.

ARE WE MAKING SURE THAT WE CHUNK THINGS IN A WAY WHERE IT'S TAUGHT WITH A VERY STRONG MODEL, AND THEN THE TEACHER CAN SCAFFOLD TO IT ONCE THEY CHECK FOR UNDERSTANDING, AND THEY CAN DRAW THE KID THROUGH MASTERY.

AND WHEN I WAS TALKING ABOUT THE LESSON DESIGN EARLIER, THAT'S WHAT WE'RE EMBEDDING IN THE CURRICULUM THAT YOU TYPICALLY SEE GOING BACK TO MATH,

[00:30:03]

IT'S KIND OF BUILT IN WITH THE STANDARDS AND THEN WITH THE CURRICULUM MOVE WE MADE LAST YEAR WITH READINESS SET, GO. THAT WAS THE STRUCTURE THAT STARTED TO LIFT THIS ALONG.

AND SO LEANING INTO LIKE, OKAY, WE'RE SEEING THIS WORK WITH THIS IDENTIFIED GROUP OF KIDS.

ONCE WE PULL THIS SUB METRIC UP, WE SHOULD BE ABLE TO SEE THE CONTINUED AGGRESSIVE GOALS THAT WE'RE LOOKING FOR.

SO EXPLICIT INSTRUCTIONS, THE PRIMARY ANSWER THAT WE'RE DRIVING HOME.

AND SO THE TEACHERS THAT ARE I GUESS DOING THIS WORK, ARE THEY NEWER TEACHERS THAT ARE BEING GIVEN INSTRUCTION AND SUPPORT IN HOW TO DELIVER IT AT THIS LEVEL? ARE THEY MORE EXPERIENCED TEACHERS THAT ARE IN FRONT OF OUR MOST ACADEMICALLY? I WOULD SAY IT'S BOTH. SO WE'RE WRITING IT WITH THE NEW TEACHER IN MIND.

WITH THE POST-COVID TURNOVER, WE'VE GOT TO MAKE SURE THAT THE CURRICULUM DOCUMENT IS EASY TO READ AND THAT I CAN GRAB IT AND I CAN START TO PLAN RIGHT AWAY WITH THE VETERAN TEACHERS. THAT PART IN THE MIDDLE OF THE GUIDED PRACTICE.

MAKING VERY DELIBERATE MOVES TO SAY, HEY, IF YOU'RE GOING TO SCAFFOLD, IF YOU'RE GOING TO MAKE SURE THAT THE KIDS GOT IT AFTER A CHECK FOR UNDERSTANDING OR WHATEVER THE STEP AFTER THE MAIN MODEL IS, WE OFFER THAT TO THEM.

BUT THE TRAINING ON THE VETERANS WAS LIKE, BUT YOU PROBABLY KNOW YOUR KIDS A LITTLE BIT MORE THAN EVERYONE ELSE.

TAKE THE LIBERTY YOU NEED TO TO GUIDE, BUT WE ALWAYS END IT WITH A STRONG PRACTICE THAT'S AT GRADE LEVEL AND A STRONG EXPECTATION, WITH A DEMONSTRATION AT THE END THAT WE CAN TRACK AND SAY, OKAY, DID 80% OF YOUR KIDS GET IT TODAY? OKAY. IF IT WAS 60? WHAT CAN WE ADJUST TOMORROW WHEN WE WALK IN? AND SO BUILDING THAT ROUTINE THROUGH THE SUMMER, WE TRAINED WITH TEACHERS, PRINCIPALS, PRINCIPALS, OWNED A LOT OF TRAINING THAT PARTNERED WITH THE EDLS QUITE OFTEN ON WHAT WE'RE WORKING ON.

AND SO WE'RE SEEING SOME EARLY SIGNS OF IT IN THE FIRST TWO DAYS.

I KNOW THEY'RE SETTING UP CLASSROOMS, BUT THAT'S SOMETHING WE'RE GOING TO CONTINUE TO MONITOR AND MAKE SURE THEY DELIVER. OKAY.

AND THEN WHAT ONGOING SUPPORT OUR NEWER TEACHERS RECEIVING TO BE ABLE TO DO THIS AT A HIGHER LEVEL, BECAUSE I THINK ONE OF THE CHALLENGES THAT WE TALKED ABOUT IN THE PAST WAS AS WE HAD TEACHERS THAT RETIRED, YOU KNOW, THAT HAD EXPERIENCE, AND WE HAD MORE NEW TEACHERS COMING IN FOR SOME OF OUR PRIORITY CAMPUSES.

IF THOSE TEACHERS WERE ON THE PRIORITY CAMPUSES, THEN THERE MIGHT BE A LITTLE BIT OF A STRUGGLE UNTIL THEY RAMP UP.

SO JUST CURIOUS WHAT THAT SUPPORT STRUCTURE LOOKS LIKE TO GET THEM UP TO SPEED AS FAST AS POSSIBLE, JUST SO THEY CAN SUPPORT THE KIDS. TWO EARLY STEPS.

ONE, WHEN WE ROLLED THIS OUT TO THE PRINCIPALS WITH THE CLEAR ALIGNMENT, THEY WERE EXCITED ABOUT THE DOCUMENTS IN FRONT OF THEM.

SO NOW IT'S SO EASY TO READ THAT THE PRIMARY INSTRUCTIONAL COACH, THEIR SUPERVISOR, IS ABLE TO GRAB IT AND SAY, HEY, LET'S HAVE A REAL CONVERSATION ABOUT THIS. REAL QUICK. I DON'T THINK THEY'RE GRASPING WHAT YOU MEAN BY THAT MECHANIC.

OKAY. I THINK WE NEED JUST A SIMPLE STEP. IT'S AN INSTRUCTIONAL SHEET ON HOW TO DELIVER INSTRUCTION.

IS WHAT THEY'RE GETTING RIGHT. IT'S VERY DETAILED AND THEY HAVE A COACH TO SHOW THEM HOW TO DO IT.

SO IT'S VERY EXPLICIT. SO THERE'S NO MISSTEPS.

THE VETERAN TEACHERS, IF THEY HAVE THOSE STEPS THEY CAN THEY CAN ACCELERATE.

BUT IT'S LITERALLY THEY GRAB THE SHEET AND THEY CAN FOLLOW IT.

AND THEY GET THEY GET HANDS ON COACHING, I GOT THAT.

I GUESS WHERE I WAS GOING WITH THAT IS THEN WHAT IS THE EVIDENCE THAT THEY'VE ACTUALLY DONE IT RIGHT? I MEAN, ARE WE LOOKING ONLY TO STUDENT PERFORMANCE AS THEIR ABILITY TO DELIVER TO AN INSTRUCTION, OR ARE WE DOING USING SOMETHING ELSE. SO ONE WOULD BE MONITORING THROUGH WALKS ALWAYS.

BUT WE ONE THING THAT WE HAVEN'T DONE AT THE FREQUENCY THAT WE'RE LOOKING AT SPECIFICALLY LIKE A GOLD CAMPUS WHERE THEY'RE CHECKING FOR MASTERY EVERY DAY OR AT ALL OTHER GRADE LEVELS. WE'RE CHECKING MASTERY EVERY WEEK. MAKING SURE THAT THEY HIT THAT 80% MARK IS GOING TO GIVE US THOSE INDICATORS TO BE ABLE TO THROW SUPPORT TO THEM AND COLLABORATE WITH ONE ANOTHER TO DO IT. AND THEN WE ONE OTHER STEP TO KIND OF ANSWER YOUR ORIGINAL QUESTION WAS WE WERE VERY DELIBERATE WITH PROJECT GOALS THIS YEAR, WHERE IT WAS VERY TIGHTLY ALIGNED TO WHAT WE'RE PUTTING INTO THE CURRICULAR DOCUMENT.

SO EVEN ON THE FIRST DAY, THOSE FIRST WEEK THAT THE TEACHERS WERE WITH US, WE MADE SURE THAT THEY WERE WALKING THROUGH THE DOCUMENT TOGETHER BEFORE THEY EVEN SET FOOT ON OUR CAMPUSES. YOU SAID PROJECT GOAL. THAT'S OUR SORRY, OUR TEACHER MENTORING PROGRAM THAT WE RUN EVERY YEAR THROUGH MY DEPARTMENT. THAT'S JUST THE NAME OF IT. GOT IT.

ONE LAST QUESTION. THERE WAS A IN THE LOOK BACK IT TALKED ABOUT STRATEGIC PLACEMENT OF CAMPUS LEADERS AND INSTRUCTIONAL SUPPORT STAFF.

AND I WAS JUST CURIOUS IF THERE WAS A CHANGE, BECAUSE I REMEMBER HEARING THAT THERE WAS AN ELEMENT OF WITH TIA TEACHERS, THEY HAD AN OPPORTUNITY TO GO TO PRIORITY CAMPUSES AND THERE WASN'T A LOT OF SHIFTING THERE.

SO ARE WE CHANGING HOW WE'RE LOOKING AT TIA? BECAUSE IF THOSE TEACHERS ARE MOVING OUR STUDENTS THAT ARE MOST,

[00:35:03]

WHWN YOU SAY A LOT WHAT DO YOU MEAN? I KNOW WHEN YOU SAID A LOT TEACHERS, YOU SAID A LOT OF TEACHERS.

SO SPECIFICALLY AT LYLES, I KNOW THAT THEY'VE HAD FOUR TIA TEACHERS TRANSFER FROM OTHER CAMPUSES.

OKAY. AT BUSSEY, I'M NOT SURE ON THE EXACT NUMBER, BUT I KNOW THAT IT'S QUITE A FEW MORE THAN MORE THAN THREE.

AND THEY'VE BEEN ATTRACTED. THAT'S PART OF OUR RECRUITMENT STRATEGY AT OUR TIER THREE CAMPUSES.

OUR LEADERS HAVE BEEN AGGRESSIVE. THEY'VE BEEN REACHING OUT.

DOCTOR HOWARD AT LYLES. HE SCOURS THE TIA WEBSITE AND HE CALLS TEACHERS FROM OTHER DISTRICTS TO TRY TO RECRUIT THEM TO LYLES. BUT THAT'S PART OF THE JOB AS A LEADER IS IT'S OUR JOB TO ATTRACT PEOPLE AND MAKE THEM WANT TO COME WORK AT OUR SCHOOLS SO THAT THEY CAN SERVE OUR STUDENTS.

BUT I'LL LET MISS JOYNER SPEAK SPECIFICALLY. GOOD EVENING EVERYONE.

THANK YOU FOR THAT TIA QUESTION. SO ONE OF THE THINGS THAT THAT I REALLY BELIEVE IN IS TRANSPARENCY IN OUR DATA AND NOT HOLDING THAT DATA HOSTAGE SO THAT OUR STUDENTS DON'T BENEFIT.

SO ONE OF THE THINGS THAT WE DID THIS PAST SPRING WAS WE PROVIDED ALL OF THE PRINCIPALS, THE ENTIRE TIA LISTING OF ALL OF THE TEACHERS THAT WE'RE GOING TO EARN A DESIGNATION.

AND IF YOU'LL REMEMBER, WE ARE 600 PLUS TEACHERS NOW THAT HAVE EARNED A TIA DESIGNATION.

AND SO WITH THAT THEY WERE ABLE TO, TO CALL, TO RECRUIT, TO AND EMPOWER THESE TEACHERS TO COME AND MAKE AN IMPACT AT A DIFFERENT CAMPUS. IN SOME CASES, A MASTER LEVEL TEACHER CAN GO FROM A SCHOOL SUCH AS KIMBERLIN, FOR EXAMPLE AND OVER TO A BRADFIELD OR AT BULLOCK AND MAKE UPWARDS OF $10,000 MORE SIMPLY BECAUSE THEY'RE SERVING MORE AT RISK KIDS. THE OTHER THING IS ENSURING THAT THE TEACHERS KNOW THAT THAT'S AN OPTION.

SO WHENEVER WE'VE PUSHED OUT THE COMMUNICATION RELATED TO THE AWARD AMOUNT WE DO HAVE ON THERE OF THESE ARE THE HIGHEST THESE ARE THE CAMPUSES WHERE THE TIA AWARD WILL GENERATE THE MOST.

AND I'VE HAD TEACHERS THAT HAVE REACHED OUT JUST INQUIRING ABOUT WHAT WOULD THAT MEAN FOR ME IF I WERE TO MOVE FROM THIS CAMPUS TO THIS CAMPUS FROM THE FINANCIAL SIDE. THERE HAVE BEEN OTHER TEACHERS THAT YOU CAN JUST SEE THEIR HEART AND THEIR PASSION FOR KIDS.

SOME HAVE MOVED POSITIONS, NOT EVEN REALIZING THAT THEIR TIA AWARD WAS GOING TO GENERATE EITHER MORE MONEY OR CONTINUE TO GENERATE FUNDS. WE HAD ONE TEACHER THAT WAS A ROCK STAR TEACHER AT ONE CAMPUS AND CHOSE TO GO SERVE SPECIAL EDUCATION STUDENTS AT COUCH ELEMENTARY, AND SHE WAS ASTONISHED THAT SHE WAS STILL GOING TO BE GETTING HER, TIA AND HER STATEMENT WAS, THIS IS WHERE I'M CALLED TO DO THE WORK, AND IT'S JUST A BONUS THAT I'M ABLE TO CONTINUE TO GENERATE A TIA AWARD.

SO IT'S JUST REALLY NEAT TO SEE THAT BEYOND THE FINANCIAL GAIN FOR THEMSELVES, THAT THEY REALLY SEE THIS AS AN OPPORTUNITY TO SERVE OUR KIDS.

COOL THANK YOU. THANK YOU. ANY OTHER QUESTIONS? TRUSTEES I HOPE YOU ARE SEEING WITH THIS LOOK BACK AND EXPLANATIONS OF HOW WE'RE MAKING THE SUCCESS.

THESE ARE OUR GOALS AND WE SHOULD NOW BE ABLE TO LOOK AT THE PROGRESS OF OUR BOARD GOALS AS WE LOOK AT ACCOUNTABILITY FOR OUR DISTRICTS AND SPECIFIC SCHOOLS.

WHEN WE LOOK AT CAMPUS IMPROVEMENT PLANS, WHEN WE LOOK AT EVALUATION, SORRY, DOCTOR LOPEZ OF THE SUPERINTENDENT.

AND THEN WHEN WE LOOK AT THE ACCOUNTABILITY, WE OUGHT TO BE ABLE TO CONNECT SOME PIECES OF WHY WE ARE SEEING THE SUCCESS. IF THAT'S ALL WE HAVE ON THIS PORTION, I WOULD LIKE TO SWITCH US NOW BECAUSE WE'RE GOING TO TALK ABOUT STUDENT MANAGEMENT AS I LOOK BACK AND LOOK FORWARD.

WE HAVE HAD OUR OWN OPINIONS ABOUT WHAT DISCIPLINE HAS PLAYED OR THE ROLE STUDENT MANAGEMENT HAS

[00:40:06]

DESCRIPTION MA'AM, MAY I MAKE A CONNECTION? I JUST WANT TO EXTEND ON SOMETHING THAT TRUSTEE SELDERS WAS TALKING ABOUT.

I THINK IT'S IMPORTANT. AND IT COMES FROM A COACHING ASPECT, RIGHT? SO JUST BECAUSE YOU TEACH IT TO AN ADULT, EVEN THOUGH AN ADULT, HOW DO YOU KNOW THE ADULT GOT IT BEFORE THEY GO IN? IT'S A SIMPLE BUT PROFOUND STATEMENT BECAUSE WITH CHILDREN, WHENEVER WE'RE IN COMPETITIVE SPORTS, THERE'S A LOT OF REPETITION THAT GOES ON. IN ANY EVENT, WHETHER IT'S RUNNING A PLAY OR DOING AN EXERCISE, AND YOU DON'T PUT THEM INTO THE GAME UNTIL THEY'RE READY.

RIGHT. SO I THINK THAT'S A VERY IMPORTANT METRIC THAT WE NEED TO CONVEY TO TEACHERS.

LIKE YOU NEED TO HAVE THIS MASTERY INSTRUCTIONAL ASPECT BEFORE WE'RE GOING TO LET YOU GO INTO THAT CLASSROOM.

AND IF WE HAVE TO SIT HERE AND REHEARSE IT TILL NINE AT NIGHT FOR THE BEGINNERS, BECAUSE IT'S NEW, RIGHT? IT'S A WHOLE NEW MODALITY. AND THERE MIGHT BE A SALIENT POINT THAT THEY MISS FOUNDATIONALLY WHEN THEY DELIVER THAT TYPE OF INSTRUCTION.

SO THANK YOU FOR THAT. I THINK THAT WAS PROFOUND.

ON HOW DO YOU KNOW WHEN THEY'RE READY BEFORE THEY'RE DELIVERING IT, EVEN THOUGH IT'S SCRIPTED.

RIGHT. SO SO THAT WAY THEY GET ALL THE POINTS.

THANK YOU. THANK YOU. YES, THANK YOU VERY MUCH.

I'M VERY HAPPY TO BE HERE TONIGHT. MY NAME IS KENNETH PEARCE. I'M THE ROOKIE PRESENTER TONIGHT.

I'M THE ASSISTANT DIRECTOR OF STUDENT SERVICES.

AND I WANT TO APPRECIATE ALL OF YOU CHAIRPERSON GRIFFIN, BOARD MEMBERS, DOCTOR LOPEZ.

THANK YOU. I'M HERE TONIGHT TO PRESENT TO YOU OUR DISCIPLINE DEBT, OUR STUDENT MANAGEMENT DATA.

I'M ALSO GOING TO TALK AT THE END A LITTLE BIT ABOUT THE TAILWINDS THAT ARE PUSHING US FORWARD IN A POSITIVE DIRECTION AND POSSIBLE HEADWINDS THAT WE MIGHT BE LOOKING AT IN THE FUTURE. FIRST AND FOREMOST, A LOT OF DISTRICTS LOOK AT THEIR DISCIPLINE DATA THROUGH THE LENS OF WHAT'S GOING WRONG.

LET'S TALK FOR A MINUTE ABOUT WHAT GOES RIGHT IN OUR DISTRICT.

I WANT YOU TO KNOW SOMETHING. I WANT YOU TO KNOW THAT EVERY YEAR.

WELL, LAST YEAR, LAST YEAR, 42,000 STUDENTS CAME TO THIS DISTRICT EVERY SINGLE DAY AND HAD ZERO DISCIPLINE IN IT.

THAT MEANS THAT THEY DID NOT GET IN TROUBLE FOR NOT RAISING THEIR HAND. THEY WERE NOT TRUANT TO CLASS.

THEY WERE NOT ABSENT. THEY DID NOT ARGUE. THEY DID NOT BULLY.

42. ALMOST 42,000 STUDENTS. ZERO INCIDENTS. IF YOU WIDEN THAT JUST A LITTLE BIT, I THINK ANY TEACHER WOULD TELL YOU THAT IF A STUDENT ONLY GOT IN TROUBLE 1 OR 2 TIMES IN THEIR CLASS, THEY WOULD BE COMPLETELY HAPPY WITH THAT. AND IF YOU LOOK AT THAT NUMBER AND WIDEN BACK JUST A LITTLE BIT, 96% OF OUR STUDENTS IN GISD NEVER GO BEYOND THREE INCIDENTS.

THAT IS A MAGIC NUMBER, BECAUSE AT THAT THRESHOLD, OUR DATA CHANGES DRAMATICALLY, OUR REPEATER RATE CHANGES.

AND WHAT THAT MEANS IS THAT KIDS WHO GO OVER THE FOUR.

NUMBER OF INCIDENTS FOUR TIMES OR MORE WILL SOMETIMES MOVE THAT EXPONENTIALLY.

IN FACT, 64% OF ALL OF OUR INCIDENTS ARE HELD BY ONLY 2000 STUDENTS IN OUR DISTRICT.

THAT IS A VERY CRITICAL NUMBER BECAUSE WE NEED TO FOCUS ON THOSE STUDENTS, RIGHT? BUT WE NEED TO APPRECIATE THOSE AT 96% AND KEEP THE ROOMS AND THE CLASSROOM SAFE FOR THOSE 96%.

IF YOU LOOK AT OUR SERIOUS INSTANCE WHEN WE MEAN SERIOUS IS WE HAVE GENERAL CODE OF CONDUCT INCIDENTS.

THOSE ARE SMALL OR MINOR INCIDENTS. BUT OF OUR SERIOUS INCIDENTS, 52,000 STUDENTS WALKED THROUGH GISD SCHOOLS LAST YEAR AND NEVER HAD A SERIOUS INCIDENT.

THAT IS AN INCREDIBLE NUMBER FOR A DISTRICT THIS SIZE.

IN FACT, 97% OF OUR STUDENTS NEVER HAVE A SERIOUS INCIDENT.

AND I THINK THAT'S SOMETHING THAT'S INCREDIBLY IMPORTANT. AND I BELIEVE THAT REFLECTS OUR COMMUNITY IN THIS DISTRICT.

AGAIN, 3% OF OUR STUDENTS REPRESENT 100% OF ALL OF OUR INCIDENTS.

WHEN YOU BREAK DOWN THAT FURTHER, AS FAR AS DISCIPLINE INCIDENTS INTO DEMOGRAPHICS, WHAT YOU WILL SEE IS THESE STUDENTS WITHIN THOSE DEMOGRAPHICS DO INCREDIBLY WELL.

90% OR MORE? YES. DO WE HAVE SOME STUDENTS WHO GO OVER THE THRESHOLD OF FOUR? BUT THAT IS WHERE OUR FOCUS NEEDS TO BE, AND THAT IS WHERE WE WILL CONTINUE TO MAKE OUR FOCUS MOVING FORWARD IN ORDER TO SHIFT OUR DISCIPLINE AND OUR STUDENT MANAGEMENT IN THE RIGHT DIRECTION. THIS IS AN INCREDIBLE NUMBER.

I JUST DON'T EVEN KNOW IF I'LL EVER BE ABLE TO GET A SLIDE THIS GREAT AGAIN.

THIS REALLY SPEAKS TO OUR CAMPUS PRINCIPALS AND ASSISTANT PRINCIPALS.

THIS IS ABOUT BUILDING RELATIONSHIPS WITH YOUR KIDS, WHICH IS WHAT OUR ADMINISTRATORS DO A GREAT JOB OF IN THIS DISTRICT.

WE HAVE DROPPED OUR OUT OF SCHOOL SUSPENSION AND DAEP NUMBERS BY ALMOST 20%.

THAT IS UNREAL. I WISH I COULD MAYBE SKEW THAT JUST SO YOU DON'T HAVE TO SET THAT BAR FOR IT.

THAT IS INCREDIBLE FOR A ONE YEAR RUN. RIGHT NOW WE HAVE HAD A SLIGHT INCREASE IN ISS, BUT THE REASON WE'VE WORKED WITH OUR PRINCIPALS ON THIS, THEY'RE WORKING TO KEEP KIDS ON CAMPUS. THEY'RE TRYING THEIR BEST NOT TO OUT OF SCHOOL TO SPEND.

THEY ARE BUILDING RELATIONSHIPS, AND THAT IS THE ONLY WAY YOU CAN MANAGE THIS PROBLEM BUILDING RELATIONSHIPS WITH YOUR KIDS THROUGH ASSISTANT PRINCIPALS AND PRINCIPALS AND TEACHERS ACROSS OUR DISTRICT. ELEMENTARY SCHOOLS DECREASED ACROSS THE BOARD.

[00:45:04]

NOW, OUR BEHAVIOR MANAGEMENT TEAM AT STUDENT SERVICES HAS WORKED DIRECTLY WITH OUR SPECIALISTS, DIRECTLY WITH OUR ELEMENTARY SCHOOLS, IN THEIR PBIS TRAINING, IN THEIR DISCIPLINE MANAGEMENT PROGRAMS. THEY'VE DONE A GREAT JOB WITH OUR ELEMENTARY SCHOOL, AND WE REALLY WE'RE EXCITED ABOUT SEEING THIS TREND MOVE FORWARD. THIS IS ANOTHER ONE THAT I THINK IS EXCEPTIONAL. I'VE BEEN IN MIDDLE SCHOOL THE MAJORITY OF MY 25 YEAR CAREER, A LITTLE BIT AT THE HIGH SCHOOL.

MIDDLE SCHOOL DETERMINES YOUR OUTCOMES AND DISCIPLINE.

THEY ARE THE LARGEST NUMBER IN ANY DISTRICT. THAT IS, WHO TAKES UP MOST OF YOUR DISCIPLINE.

TO SEE A DECREASE IN ONE YEAR IS INCREDIBLE. BUT I THINK YOU'LL REMEMBER THIS IS THE SECOND YEAR WE'VE SEEN A DECREASE IN MIDDLE SCHOOLS.

THAT IS INCREDIBLE FOR ANY SCHOOL DISTRICT, ESPECIALLY ONE OF THIS SIZE.

AGAIN, YOU WILL SEE DROPS AT A HIGH SCHOOL AS WELL IN IN-SCHOOL, OUT OF SCHOOL AND DAEP THERE WAS A SLIGHT INCREASE, BUT AGAIN THAT'S SOMETHING WE WORK FOR. WE'RE WORK TO KEEP KIDS ON CAMPUSES INSTEAD OF MOVING THEM OUT OF OUR CAMPUSES.

WHEN YOU TAKE A FURTHER BREAKDOWN OF OUR EXCLUSIONARY RATES, WHICH IS OSS AND ISS, YOU WILL SEE WE'VE SEEN A DECREASE IN ALMOST EVERY SINGLE ETHNICITY GROUP. AGAIN, THIS IS SOMETHING WE WANT TO SEE ACROSS THE BOARD.

WE WANT TO SEE EQUALITY IN HOW WE HANDLE OUR DISCIPLINE IN THIS DISTRICT.

AND SO THIS WAS ENCOURAGING TO SEE THIS ACROSS ALL AREAS.

I WAS TOLD THAT WE LOOK AT THE FIVE MOST COMMON BEHAVIORS.

WE'D LIKE TO LOOK AT THAT. THIS IS VERY IMPORTANT BECAUSE LAST YEAR IS MY UNDERSTANDING AS I WAS READING THROUGH THE GOALS, PHYSICAL AGGRESSION WAS ONE OF THE ITEMS ON THIS PARTICULAR LIST, AND WE WANT TO GET THAT OFF.

WELL, I WILL TELL YOU THAT AS OF THIS YEAR THAT HAS COME DOWN OFF OF THE FIVE BIGGEST SITUATIONS OR COMMON BEHAVIORS IN THIS DISTRICT, WHICH THESE ARE TARDY, AND WE ARE WORKING THROUGH THOSE. AND YOU'LL SEE THAT WITH THE INDIVIDUAL DATA THAT WE ARE WORKING TO REDUCE TARDY AND TRUANCY AND FAILURE TO FOLLOW RULES. BUT PHYSICAL AGGRESSION IS NOT ACCEPTABLE ON OUR CAMPUSES, AND WE WANT TO GET THAT OFF THAT LIST.

AND SO WE'RE VERY HAPPY TO SHOW YOU THAT AS OF TODAY.

POSITIVE TRENDS. AGAIN, LIKE I SAID, WE HAVE SERIOUS CODE OF CONDUCT AND THEN COMMON CODE OF CONDUCT.

RIGHT. SMALLER, MORE SERIOUS. WE SEE THE DECREASES ACROSS THE BOARD AN OUR DECREASES IN COMMON.

BUT WHAT I REALLY WANT YOU TO FOCUS ON AND REALLY BE PROUD OF, BECAUSE I'M VERY PROUD OF THIS.

WHAT WE SEE IS WE'VE SEEN A DROP IN MARIJUANA AND E-CIG.

WHY THAT'S SO IMPORTANT. I SIT WITH A LOT OF DIFFERENT GROUPS IN THE REGION, IN THE REGION TEN AND HERE FROM OTHER STUDENT SERVICES, ALMOST ALL THE DISTRICTS WENT UP. WE DO HAVE LARGER NUMBERS, BUT OUR OVERALL NUMBERS WENT DOWN, WHICH IS HUGE IN A DISTRICT THIS SIZE. AND ONE OF THE REASONS WE ATTRIBUTE TO THIS IN OUR OPINION, IS WE PUT OUR FOOT DOWN IN THIS DISTRICT AND SAID THAT THIS WAS A LINE THAT WE WERE GOING TO GO AHEAD AND COMPLY WITH THE LAW AND SEND STUDENTS TO DAEP.

IN THIS SITUATION, WE WERE GOING TO WORK THROUGH THAT.

OTHER DISTRICTS TOOK A SLIGHT STANCE. THEY BACKED OFF THAT A LITTLE BIT.

WE DID NOT. OUR STUDENTS ROSE TO THE OCCASION AND MET THE STANDARD, AND I THINK THAT IS WHAT HAS A LOT TO DO WITH WHY WE'VE IMPROVED IN THIS AREA COMPARED TO OTHER DISTRICTS. AND FINALLY, I WANT TO TALK ABOUT HOW WE'RE GOING TO WE WANT TO RETHINK, RESHAPE OUR DISCIPLINE IN THIS DISTRICT.

FIRST OF ALL, WE NEED TO FOCUS ON THE KIDS WHO ARE DOING WELL. AND WE DO. AND WE WANT TO SHARE THAT WITH YOU EVERY SINGLE TIME WE MEET. BUT WE DO WANT TO FOCUS ON THE STUDENTS WITH THE REPEATER RATE. WE DO WANT TO MAKE THAT A FOCUS.

WE HAD OUR PRIORITIZATION INITIATIVE THIS YEAR, WHERE ALL THE DIFFERENT DEPARTMENTS IN THIS DISTRICT CAME TOGETHER TO IDENTIFY AREAS OF WEAKNESS AND AREAS WHERE WE CAN HELP OUR OUR DIFFERENT CAMPUSES.

STUDENT SERVICES WAS THE SAME. FOCUS TEN MEETING IS SOMETHING VERY INTERESTING.

WE STARTED THIS YEAR. WE STARTED GOING OUT AND SITTING.

WE DECIDED WE HAVE TO BE IN THE WORK WITH THE CAMPUSES.

WE WENT OUT FROM STUDENT SERVICES. WE SAT DOWN WITH SPECIAL ED, WE SAT DOWN WITH MTSS, WE SAT DOWN WITH CAMPUS PRINCIPALS, AND WE WENT THROUGH STUDENTS LINE BY LINE. STUDENT BY STUDENT, LOOKING AT THE HISTORICAL DISCIPLINE DATA TO HELP THEM MANAGE THOSE AREAS.

THAT'S HUGE. I'VE NEVER BEEN IN A DISTRICT THAT'S DONE THAT BEFORE. OUR SPARC TEAM COMMITTEE IS SPECIAL ED, DAEP, AND STUDENT SERVICES. WE MEET REGULARLY TO DISCUSS HOW WE CAN HELP KEEP KIDS OUT OF DAEP, AND WHAT INDIVIDUALIZED PROGRAMS WE CAN USE TO HELP THEM TO MOVE INTO A BETTER SPOT.

OUR DISTRICT BTA TEAM LOOKS AT HIGH LEVEL SECURITY RISKS.

WE MEET AS A GROUP EVERY TIME THERE'S AN ISSUE, WE ALERT ONE ANOTHER AND WE GET TOGETHER AND WE TALK ABOUT IT. THAT'S HUGE. IN A DISTRICT THIS SIZE. WE WORK WITH OUR RDA TRAINING, AND I DO WANT TO SAY THE INSTRUCTIONAL FOCUS THIS YEAR, WE BELIEVE, HAS HAD A BIG EMPHASIS ON OUR DISCIPLINE.

BY MAKING SURE OUR INSTRUCTIONAL TEAMS MAKE SURE THAT EVERY MINUTE IN THE CLASSROOM IS SERVED WELL, LESS TIME FOR KIDS TO GET INTO TROUBLE IN THE CLASSROOM.

AND WE'RE VERY PROUD OF THAT. OUR PBIS AND BEHAVIOR ACADEMY, AS I SAY, HAS WORKED HEAVILY WITH ALL AREAS, BUT ESPECIALLY THE ELEMENTARY SCHOOL. AND WE SEE THAT THAT RETURN OF INVESTMENT IN OUR ELEMENTARY SCHOOLS.

WE NOW TRACE ALL FIGHTS AND AGGRESSIVE BEHAVIOR, WHICH THAT MEANS IS EVERY WEEK WE TRACK EVERY FIGHT, EVERY AGGRESSIVE BEHAVIOR, AND WE REACH OUT TO CAMPUSES.

WE LET OUR EDLS KNOW. WE LET ANYBODY, ALL THE DOCTOR LOPEZ EVERYBODY CAN LOOK AT THIS TO MAKE SURE WE KNOW WE'RE DOING EVERYTHING WE CAN TO KEEP PHYSICALLY AGGRESSIVE BEHAVIORS

[00:50:06]

WE HAVE DEDICATED DISCIPLINE COORDINATORS WHO MEET IN REAL TIME WITH ANY ADMINISTRATOR.

SOMETHING. MECHELLE, WAS YOU WERE SAYING ABOUT ABOUT LOSING KNOWLEDGE OVER TIME WHEN YOU GET NEW PEOPLE IN AND YOU LOSE YOUR VETERAN STAFF, THAT'S SOMETHING WE'VE TALKED ABOUT. AND WE STARTED BUILDING A LEADERSHIP PLAYBOOK. YOU KNOW, ONCE YOU LOSE A LONNIE NICHOLS FROM YOUR DISTRICT, SO GOES HIS INFORMATION IN HIS HEAD, RIGHT? SO HOW DO WE KEEP THAT INFORMATION? ONE SPOT. SO WE'RE BUILDING A REPOSITORY OF INFORMATION TO PASS DOWN TO NEW ADMINISTRATORS TO ACCELERATE THEIR GROWTH AND THEIR BUILDING CAPACITY ON THE CAMPUSES.

EDUGENCE IS COMING ONLINE. WE CAN TRACK IN REAL TIME ON ALL OUR DISCIPLINE DATA, BUT I'M GOING TO BE HONEST WITH YOU.

LEGISLATIVE CHANGES ARE GOING TO CHANGE THE FACE OF HOW WE DO DISCIPLINE.

SO WE'RE GOING TO HAVE TO LOOK AT THAT TOGETHER AND SEE HOW THOSE CHANGES WITH THE MANDATORY PLACEMENTS, ETC. WILL IMPACT OUR DISCIPLINE. SO WE ARE GOING TO WORK WITH THAT.

BUT I DO WANT TO SAY ONE THING. WHEN I CAME INTO THIS ROLE, I HAD A MEETING AND I WAS TALKING ABOUT NUMBERS WITH DOCTOR LOPEZ, AND HE STOPPED ME AND HE SAID, I'M JUST CONCERNED.

SAFETY AND SECURITY, THIS BOARD, MYSELF, SAFETY AND SECURITY, JUST MAKE OUR CAMPUSES SAFE.

YOU DON'T KNOW HOW MUCH THAT MAKES A PERSON FEEL BETTER ABOUT DOING THIS JOB, BECAUSE I CAN TURN TO PRINCIPALS AND SAY, YEAH, OUR BOARD WANTS SAFE AND SECURE SCHOOLS.

MAKE THE DECISION. I NEVER HAVE TO WORRY ABOUT CALLING CENTRAL OFFICE AND SAYING, I MADE A DECISION BASED ON THE SAFETY AND SECURITY OF OUR SCHOOLS, SO I PERSONALLY APPRECIATE YOU GUYS SUPPORTING THAT AT ALL TIMES AT OUR CAMPUS AND AND MAKING THAT VALUE IMPORTANT IN OUR DISTRICT.

I AM FROM GARLAND. I GREW UP IN THE MONTCLAIR NEIGHBORHOOD, SO I APPRECIATE THAT A GREAT DEAL.

SO WITH THAT, IF YOU HAVE ANY QUESTIONS, PLEASE.

TRUSTEES LET'S GIVE HIM A ROUND OF APPLAUSE. HE'S BRINGING IN THE ENDING, OUR LEG OF LOOK BACK AND SEEING HOW WE GOT THIS FAR. [APPLAUSE] ARE THERE QUESTIONS ON STUDENT MANAGEMENT? WE KEEP WE GET CONFUSED WITH DISCIPLINE AND STUDENT MANAGEMENT BECAUSE WE SAY STUDENT MANAGEMENT IS MORE POSITIVE.

WHATEVER. TRUSTEES ARE THEIR QUESTIONS. WHATEVER.

YES, MA'AM. MS. STANLEY, THANK YOU FOR THAT PRESENTATION.

SO I JUST FOR ME WHEN YOU LOOK AT IT'S PAGE 130, SO THE STUDENTS SHINE.

SO WHEN WE'RE TALKING ABOUT STUDENTS 0 TO 3 INCIDENTS AND PLUS FOUR INCIDENCES AND MY QUESTION IS ALWAYS THE SAME. NUMBERS ASIDE. ARE THESE NUMBERS TELLING ME THAT REGARDLESS OF THE CHILD, THE CONSEQUENCES ARE CONSISTENT FOR THE BEHAVIOR? ABSOLUTELY. IT HAS TO BE. IT'S A MUST. WE PUSHED.

WE DISCUSSED THAT ALL THE TIME. WE HAVE TO. BECAUSE UNLESS YOU HAVE A CLEAR LINE, WE CAN'T ALWAYS CHANGE THE BAR FOR EVERY STUDENT.

THERE ALWAYS HAS TO BE A CLEAR LINE FOR EVERY STUDENT.

AND THAT'S WHY KNOWING THESE NUMBERS IS IMPORTANT, BECAUSE WHAT YOU'RE GOING TO SEE IS STUDENTS WHO CROSS THE LINE REPETITIVELY DON'T HAVE THE SAME SITUATION THAT STUDENTS WHO DO NOT. IF YOU ASK A STUDENT, STOP DOING SOMETHING AND THEY STOP, THAT'S OKAY. MAYBE TWICE, THAT'S OKAY THREE TIMES IN A YEAR.

ACCEPTABLE. BUT WHEN AND I'VE GIVEN YOU IN YOUR PACKET YOUR DATA PACKET, WE HAVE PROVIDED FOR YOU ACTUAL STUDENT NUMBERS BECAUSE I WANT YOU TO SEE THE STUDENT NUMBER. SO IT I ERASE THEIR NAME BUT IT SAYS STUDENT ONE.

STUDENT TWO WHEN YOU HAVE A SUIT ON YOUR CAMPUS WHO HAS VIOLATED THE CODE OF CONDUCT OR DISCIPLINE 37 TIMES THAT'S DIFFICULT TO WORK WITH AS AN ADMINISTRATOR.

51 TIMES. THAT'S DIFFICULT TO DEAL WITH THEM.

SO THAT'S WHY THE LINE HAS TO BE SO CLEAR AND SPECIFIC.

IN FACT, THAT'S WHY WE HAVE TO COME TOGETHER TO MAKE SURE THAT WE WRAP OUR ARMS AROUND THESE KIDS, BUT ALSO HAVE A CLEAR LINE. SO YOU'RE ABSOLUTELY RIGHT. IT MUST AT ALL TIMES.

OKAY. THANK YOU. AND THEN I THINK THE ONLY OTHER THING WAS WHAT IS RDA TRAINING? I HAD THE OTHER STUFF, THE BTA. IT'S THE BEHAVIOR THREAT ASSESSMENT.

WHAT IS RDA? OKAY. SO RDA TRACKS THE RATE OR THE I SAY RECIDIVISM, BUT IT'S NOT ACTUALLY, IT'S A TERM I'M LOOKING FOR. I CAN GET IT. I CAN GET IT.

I JUST NEED THE TERM. I DON'T REMEMBER SIGNIFICANT PROPORTIONALITY, HOW THE DIFFERENT PROPORTIONS WITHIN THE GROUPS.

[LAUGHTER] I ALWAYS FORGET IT'S RECIDIVISM RATE AND IT ALWAYS GETS ME. BUT YES, IT TRACKS THE THE RATE AT WHICH WE HAVE DIFFERENT DISPROPORTIONALITY FOR OUR DIFFERENT ETHNICITIES AND GROUPS. IT'S THE RATIO.

RISK RATIO. RISK RATIO. THERE YOU GO. RISK RATIO.

YES. NOW, I WILL SAY THAT OUR GOVERNMENT IS CHANGING THAT A LITTLE BIT.

AND HOW WE LOOK AT. AND THAT'S ONE OF THE THINGS WE TALK ABOUT. WE WANT OUR ADMINISTRATORS TO BE COMPETENT IN UNDERSTANDING THESE RATIOS AND HOW THEY MAKE HOW THEY IMPACT THEIR CAMPUSES. SO THAT'S SOMETHING WE'VE WORKED DIRECTLY WITH THEM THAT DOESN'T NORMALLY HAPPEN. THAT'S USUALLY A CENTRAL OFFICE SITUATION. THEY TALK ABOUT RISK RATIOS. YOU GUYS IN THE BOARD TALK ABOUT RISK RATIOS, CAMPUS PRINCIPAL ADMINISTRATORS.

I HADN'T TALKED ABOUT THAT IN THE ENTIRE 20 YEARS I'VE EVER BEEN IN AS A ADMINISTRATOR.

[00:55:02]

YES, MA'AM. THANK YOU. YES, MA'AM. MISTER SELDERS, THANK YOU FOR THE PRESENTATION.

YOU MENTIONED TOWARDS THE END OF YOUR PRESENTATION LEGISLATIVE CHANGES WITH HOUSE BILL SIX, PROVIDING FOR SOME MORE PARENTAL RESPONSIBILITY AND PIECES WITH THAT IN TERMS OF DISCIPLINE AND STUDENT MANAGEMENT, HOW ARE WE INVOLVING OUR PARENTS IN THE PROCESS OF ELIMINATING SOME OF THE CHALLENGES THAT WE HAVE WITH STUDENT MANAGEMENT? OKAY, THAT IS THE NEXT PRESENTATION, SIR, IN CODE OF CONDUCT.

YES, WE ARE WORKING ON THAT NOW. WE HAVE SEPTEMBER 1ST IS WHEN THAT KICKS IN.

BUT WE'RE GOING TO HAVE THE CODE OF CONDUCT THAT WAS WITH YOU.

I WAS JUST GOING TO SAY CODE OF CONDUCT IS OUR LAST TOPIC.

AND WE'RE GOING TO TALK ABOUT LEGISLATIVE CHANGES.

YES. AND THE TRUTH IS WHAT YOU'RE REALLY GOING TO BE SHOWN TONIGHT IS AN OPPORTUNITY TO LOOK AT WHAT WE'RE STATING WE WILL OR WE MIGHT DO MOVING FORWARD.

THAT'S WHAT WE WANT YOU TO REVIEW UNTIL THE NEXT ONE. AGAIN, THAT'S GETTING AHEAD. BUT THAT'S WHERE WE'LL FLESH OUT SOME OF THE CHANGES WE'RE LOOKING AT DOING IN TERMS OF THAT. SO I DON'T HAVE THAT PARTICULAR RIGHT NOW.

SO MAY NOT BE IN THAT PART. BECAUSE WHEN I LOOK THAT OUT AND SEE THIS, BUT YOU KNOW, WE STILL HAVE DISPROPORTIONALITY WITHIN OUR DATA.

AND I'M JUST CURIOUS FROM A CULTURAL STANDPOINT, WHAT ARE WE DOING TO IMPACT THAT? MAN, YOU AND I CAN EITHER HAVE A SIT DOWN CONVERSATION BECAUSE IT'S A DEEP ONE FOR ME.

BUT I'M GOING TO BE HONEST WITH YOU WHEN WE LOOK AT THIS, I'VE BEEN LOOKING AT THIS FOR 25 YEARS, AND I'VE LOOKED AT THIS DATA AND DISCIPLINE DATA IN FOUR DIFFERENT DISTRICTS.

I ACTUALLY GREW UP ON THIS DATA WITH VERONICA OVER THERE TALKING ABOUT THESE STUDENTS IN DISPROPORTIONALITY.

WHEN I WAS A PRINCIPAL, I USED TO CALL KIDS IN THE TOP TEN KIDS BECAUSE I WANTED TO KNOW HOW THEY GOT TO BE WHO THEY WERE.

AND THEY ALWAYS HAD THE SAME STORY FOR ME. THEY HAD GOOD LIVES, THEY HAD PARENTS WHO WERE THERE, ETC. I STARTED CALLING THE BOTTOM TEN KIDS FOR A WHILE.

I STARTED REALIZING THAT THEIR EXPERIENCES MADE THEM WHO THEY ARE.

RIGHT. WHAT YOU SEE IN THESE NUMBERS, IN MY OPINION, THIS IS KENNETH PEARCE IN MY OPINION, IS A REFLECTION OF THE INEQUALITY IN SOCIETY.

RIGHT. FOR OVER A PERIOD OF YEARS, GENERATIONAL TRAUMA, YOU KNOW, AND SO WORKING WITH THAT AND WORKING WITHIN THAT, RECOGNIZING THAT THAT EXISTS IS THE FIRST STEP.

WE HAVE TO RECOGNIZE THAT THESE STUDENTS WHO HAVE HAD LONG GENERATIONS OF BEHAVIORAL DIFFERENCES, THEY DO NOT GROW UP. I'VE MET MANY KIDS. THEY DON'T GROW UP LIKE ALL THE OTHER KIDS, RIGHT? AND SO THEIR BEHAVIOR SOMETIMES IN THE REAL WORLD WORK FINE.

THEY NEED THOSE BEHAVIORS TO SURVIVE. SO ACCLIMATING THOSE STUDENTS TO OUR RULES AND REGULATIONS IS SOMETHING WE HAVE TO DO.

BUT WE FIRST HAVE TO ADMIT THAT THERE IS INEQUALITY IN OUR SOCIETY.

AND THAT'S WHAT HAS DRIVEN THIS SITUATION FOR YEARS.

WHAT YOU'RE LOOKING AT ARE STUDENTS WHO MAYBE THEIR GREAT GRANDMOTHER HAD A BETTER OPPORTUNITY AND PASS THAT ON TO YOUR GRANDMOTHER, RIGHT. BUT FOR OTHER KIDS, THAT DIDN'T ALWAYS HAPPEN.

AND SO THAT'S WHAT WE HAD TO FACE. AND THAT'S WHAT WE'RE WORKING WITH. AND AGAIN, THIS IS THE FIRST TIME WE'VE TALKED ABOUT THIS, I BELIEVE, I MEAN, IN DEPTH AS A DISTRICT, AS A GROUP. AND THEY'VE ALLOWED US TO GO ONTO CAMPUS AND HAVE THESE DISCUSSIONS. SO I THINK BRINGING TO LIGHT THAT THAT EVEN EXISTS BECAUSE AS YOU CAN SEE, MANY OF OUR SUBGROUPS DO VERY, VERY WELL. RIGHT.

AND SO IT'S TRYING TO FIGURE OUT THE HEART OF THE REASON, WHICH IS THE INEQUALITY AND THE EXPERIENCES THESE YOUNG PEOPLE HAVE AND GIVING THEM.

WE'VE TALKED ABOUT MENTORING GROUPS. MENTORING IS HUGE FOR THESE STUDENTS.

SO BUILDING ON THOSE GROUPS OVER TIME IS WHAT'S IMPORTANT.

SO WE ARE WORKING ON THAT AND WE UNDERSTAND THAT EXISTS. AND I CERTAINLY APPRECIATE YOUR PERSPECTIVE THERE.

YES, SIR. AND THEN HOW ARE WE FOLDING THAT INFORMATION INTO INSTRUCTION IN TERMS OF CAMPUSES AND PRIORITY CAMPUSES AND HOW WE DELIVER INSTRUCTION AND MANAGE CLASSROOMS? SO WE HAVE BEHAVIOR SPECIALISTS ON OUR TEAM THAT ARE WRITING THE BOOK ON HOW WE WORK IN THE CLASSROOMS. THEY GO MEET WITH CLASSROOMS AND DELIVER THAT INFORMATION. THEY MEET WITH ADMINISTRATORS.

WE HAVE BEHAVIOR ACADEMIES THROUGHOUT THE YEAR. WE HAVE HAD HUNDREDS OF PEOPLE GO THROUGH OUR BEHAVIOR ACADEMIES. WE DO ONE ON ONE TRAINING.

WE GO INTO THE CLASSROOM, MEET THEM. IT'S A SMALL GROUP, THOUGH, AND SO WE'RE WORKING.

DID YOU WANT TO SPEAK TO THAT? NO, SPEAK TO THAT. OKAY.

SO OUR CAMPUSES, ESPECIALLY AT THE SECONDARY LEVEL, HAVE REALLY EMPHASIZED HIGH QUALITY INSTRUCTION AND LOOKING AT OUR STUDENTS WHO ARE STRUGGLING AT EACH OF OUR CAMPUSES, WE HAVE 22 DIFFERENT SECONDARY CAMPUSES THAT SERVE 22 VERY DIFFERENT POPULATIONS.

AND SO WE NEED TO FIND OUT WHAT OUR BEST TEACHERS ARE DOING AT THOSE CAMPUSES AND REPEAT THOSE PRACTICES IN THE OTHER CLASSROOMS, AND HAVE OUR VETERAN TEACHERS TEACH THOSE PRACTICES TO OUR NEWER TEACHERS.

AND SO WE STARTED THAT THIS PAST YEAR. WE'RE STARTING TO SEE ALREADY THE BENEFITS OF IT.

SO THEY'VE ALREADY HAD A COUPLE OF OUR CAMPUSES HAVE CREATED SOME HEAT MAPS.

SO WE KNOW WE HAVE STUDENTS THAT HAVE TRADITIONALLY STRUGGLED, TRADITIONALLY HAD A LOT OF DISCIPLINARY CHALLENGES.

OUR ADMINISTRATORS WERE NOT WAITING 2 OR 3 WEEKS.

SO THE TEACHER FINALLY REACHES THEIR BREAKING POINT.

WE'RE GOING TO INTERVENE EARLY. WE'RE GOING TO MAKE SURE THAT WE WALK INTO THAT CLASSROOM ONCE A CLASS PERIOD AND JUST TO CHECK IN, JUST TO MAKE SURE THAT THINGS ARE GOING WELL, TO TRY TO PREVENT SOME POOR BEHAVIOR OR TO MAKE SURE THAT STUDENTS UNDERSTAND THAT THE

[01:00:04]

SO I'M JUST CURIOUS. WE HAVE OVER 70, WHAT, 69 CAMPUSES.

HOW DOES THAT WORK? SO AT THE SECONDARY LEVEL, BECAUSE OF THE THE CHANGES TO SOME OF OUR MEETINGS AND THE PLANNING TIME.

OUR ASSISTANT PRINCIPALS, THEY HAVE, THEY HAVE THE TIME DURING THE DAY.

AND SO WE CAN BREAK THAT UP. WE HAVE INSTRUCTIONAL COACHES AND WE'VE ALSO THAT'S PART OF THE HEAT MAP PURPOSE IS THAT INSTRUCTIONAL COACHES HAVE IT, BEHAVIOR COACHES HAVE IT, ASSISTANT PRINCIPALS HAVE IT.

AND SOMEBODY HAS TO MAKE SURE THAT THEY GET TO THAT CLASS PERIOD.

EVERY EVERY SINGLE PERIOD. SOMEBODY HAS TO MAKE SURE THAT THEY HIT, THEY TOUCH THAT STUDENT AND THAT THEY ARE CHECKING IN TO MAKE SURE THAT THEY'RE BEHAVING CORRECTLY, THAT THEY ARE REGULATED. ALL OF THE THINGS THAT WE KNOW WE HAVE TO DO TO MAKE SURE THAT WE PREVENT POOR BEHAVIOR.

SURE. MAY I SAY A FEW THINGS? SO THIS IS A VERY COMPLICATED PROCESS.

AND LET ME EXPLAIN WHY. WE SAW OUR DATA RIGHT NOW.

DO WE HAVE 96% OF OUR KIDS AT THE MEETS EXPECTATION? THE ANSWER TO THAT IS NO, WE DON'T. SO EVEN THE KIDS THAT ARE FOLLOWING THE RULES, AND STRUCTURALLY WE HAVE TO MAKE SURE WE MAKE BIG GAINS.

RIGHT. AND SO YOU BRING UP HOW ARE WE GOING TO BE ABLE TO STAFF TO ALSO GET THE 4%, TO GET THEM TO PERFORM AT THE LEVEL THAT WE KNOW THAT THEY COULD BE? AND SO IT'S A TRICKY THING BECAUSE YOU DON'T GO TO THE FLOOR TO SACRIFICE THE 96.

RIGHT. AND SO PART OF THAT IS IT HAS TO BE INTEGRATED IN THE SYSTEM THROUGH THE SCHOOLS, BECAUSE THAT'S WHERE TO YOUR POINT, WHERE THE MAJORITY OF OUR STAFFING IS LOCATED IS IN THE SCHOOLS AND HOW WE'RE UTILIZING THE TEACHERS.

AND IT GOES TO THE COACHING. AND SO ONCE AGAIN, THE IT HAS TO BE PART OF THAT WHOLE SYSTEM WHERE WE GOT TO MAKE SURE THAT THE 96% ARE GETTING THEIR EXPECTATIONS MET AND THE 4% AREN'T DETRACTING FROM THE 96%.

BUT BY THE SAME TOKEN, YOU'RE NOT JUST WASHING YOUR HANDS OF THE 4%, RIGHT? THERE'S SOME. WHAT MAKES IT COMPLICATED IS WHEN YOU LOOK AT 64% OF THE INCIDENCES THAT CAN THAT CONSTITUTE A DAEP PLACEMENT. THEY'RE MAINLY IN THAT 4%.

SO WHAT MAKES THAT EVEN MORE COMPLICATED IS THEY'RE NOT IN THE REGULAR EDUCATION CLASSROOM DETRACTING.

THEY'RE IN A DIFFERENT ENVIRONMENT. AND WE GOT TO TREAT THE DAEP WITH THE SAME EXPECTATIONS THAT WE DO WITH OUR REGULAR CLASSROOMS. SO WHEN THEY TRANSFER OVER, THE KIDS AREN'T BEHIND BECAUSE THE ONLY WAY, THE WAY YOU'RE GOING TO GET KIDS ON TRACK IS TO MAKE SURE NO MATTER WHERE THEY MOVE WITHIN OUR DISTRICT, THEY'RE ON TRACK. AND SO KIDS ARE GOING TO MAKE MISTAKES.

SOCIETAL THINGS ARE GOING TO HAPPEN. AND SO THAT SYSTEM HAS TO BE THERE.

AND YEAH, THE ADMINISTRATIVE PRESENCE IS THERE.

THE TEACHING OF RECORD, KNOWING WHO THE KIDS ARE.

ALSO MAKING SURE THAT WE SOMETIMES, YOU KNOW, AND THIS IS TOUGH.

YOU KNOW, YOU'LL SEE THIS AT THE HIGH SCHOOLS.

OUR DISTRICT IS VERY STRICT ON OUR EXPECTATIONS FOR CCMR. WE HAVE A LOT OF KIDS THAT DON'T WANT TO TAKE CERTAIN CLASSES BECAUSE OF OUR CCMR REQUIREMENTS, AND THEIR PARENTS WILL COME TO BATTLE FOR THEM. RIGHT NOW, WE GET EMAILS, WE GET ALL THESE THINGS.

MIGHT WANT MY KID IN THIS, BUT NO, THEY HAVE TO BE CCR MET AND THEY DON'T LIKE IT.

OKAY, BUT WE TOE THE LINE. THE SAME THING HAS TO DEAL WITH THESE STUDENTS THAT ARE STRUGGLING ACADEMICALLY THAT WE SAY, GUESS WHAT? YOU'RE GOING TO HAVE TO GET YOU'RE GOING TO LOSE YOUR ELECTIVES, AND YOU'RE GOING TO HAVE TO GET MORE CORE CLASS WORK TO GET YOU BACK UP.

WE GOT TO START BUILDING THE SYSTEM TO THAT. ARE WE GOING TO GET COMPLAINTS? YEAH, THEY'RE GOING TO SAY YOU'RE TAKING AWAY THE THINGS I LOVE.

BUT OUR SCHOOLS ARE BUILT FOR THAT ACADEMIC FOUNDATION, NOT FOR YOU TO BE ABLE TO HAVE ALL THESE CHOICES AND EVERYTHING ELSE, EVEN THE WORD CHOICE DISTRICT. THOSE ARE PRIVILEGES YOU EARN BY DOING THE BY FOLLOWING THE RIGHT FOOTSTEPS.

SOMETIMES ACADEMIC MATURITY COMES LATER IN LIFE.

SOMETIMES KIDS ARE BORN WITH IT. SO I THINK PART OF THE THE HARD PART OF TACKLING THAT 4% IS THE SYSTEM THAT HAS TO TOTALLY ALIGN. SO THAT WAY ALL STUDENTS ARE THRIVING AND WE'RE NOT SACRIFICING ONE IN SPITE OF THE OTHER.

SO WE'RE NOT PUTTING ALL OUR FOCUS ON THE 96% LOSING SITE OF THE 4%, OR PUTTING SO MUCH EFFORT IN THE 4% WE'RE LOSING TRACK OF THE 96%, AND THEN INCIDENCES GO UP BECAUSE THEIR NEEDS AREN'T BEING MET.

SO IT'S VERY COMPLICATED. IT'S NOT AS EASY AS FLIPPING A SWITCH.

IF WE HAD THAT, WE WOULD HAVE SOLVED THIS ALREADY.

AND THAT'S WHAT WE'RE WORKING TOWARDS. AND WE'RE WORKING. WE'RE DOING A GREAT JOB BECAUSE WE'RE SEEING THE REDUCTIONS.

[01:05:08]

AND I LOVE THAT I'M HEARING IT, THAT WE'RE GOING TO CREATE THE SAME STANDARDS OF EXCELLENCE, EVEN FOR THOSE KIDS THAT ARE STRUGGLING BECAUSE THEY DON'T KNOW.

HOW ARE WE GOING TO TEACH THEM TO RISE ABOVE IT IF WE CONTINUE TO LOWER OUR STANDARDS? SO I'M THRILLED TO HEAR THAT. THANK YOU VERY MUCH.

I WANT TO JUST COMMENT. YES. I'M SORRY. I AGREE WITH YOU.

DOCTOR LOPEZ, I MEAN, I THINK, YOU KNOW I FORGET WHERE I HEARD THIS QUOTE, BUT I'M A BUTCHER PROBABLY.

BUT IF KIDS WILL NEVER RISE TO LOW EXPECTATIONS, RIGHT? THEY'RE NOT GOING TO YOU'RE NOT GIVING THEM ANYTHING TO REACH FOR. SO I THINK WITHIN THAT ALSO AND THIS MIGHT BE A PART OF THE NEXT CONVERSATION OR PRESENTATION.

BUT I DIDN'T LOOK AT SEE WHEN I LOOKED AT THE SLIDES EARLIER.

AS A DISTRICT, WHAT ARE WE DOING AS A CULTURE WITHIN OUR DISTRICT TO SAY THAT THESE ARE OUR EXPECTATIONS AND THEN COMMUNICATING WHAT THEY ARE CONSISTENTLY ACROSS THE BOARD TO OUR COMMUNITY, THAT THESE ARE OUR STANDARDS.

THIS IS WHAT WE EXPECT SO THAT WHEN WE DO HAVE ISSUES AND WE HAVE THOSE CONVERSATIONS, IT'S NOT MET WITH THE RESISTANCE THAT I THINK IS PROBABLY HAPPENING IN SOME INSTANCES OR THAT SOME CAMPUSES MIGHT BE EXPERIENCING. SO I'M JUST CURIOUS, HOW ARE WE COMMUNICATING THAT SO THAT PARENTS UNDERSTAND STUDENTS UNDERSTAND, TEACHERS UNDERSTAND, ADMINISTRATORS UNDERSTAND, AND WE'RE ALL ON THE SAME PAGE AS IT RELATES TO WHAT THAT NEEDS TO LOOK LIKE.

AND I'M GOING TO STEP IN KNOWING NOTHING ABOUT ALL OF THE DETAILS.

BUT FROM A HIGH LEVEL STANDPOINT. WE ARE WORK IN PROGRESS AND WE DON'T YET HAVE ALL OF THE PIECES CONNECTING, BUT FROM WHERE WE WERE TWO YEARS AGO, DEFINITELY OPERATING IN ISOLATION AND TERRITORIAL. THAT WAS ONE OF THE REASONS WHY I THOUGHT WE NEEDED TO HAVE A LOOK BACK, TO LOOK FORWARD SO THAT WE COULD SET SOME FOUNDATION.

HAVE WE REALLY MADE ANY SIGNIFICANT PROGRESS? AND I THINK THE ANSWER TO THAT IS YES. ARE THERE STILL THINGS THAT WE NEED TO DO? AND THE ANSWER TO THAT IS YES. AND I HAVE HEARD OTHER DISTRICTS TALK ABOUT WHEN WE SAY WE SET EXPECTATIONS FOR STUDENTS.

I HAVE HEARD OTHER DISTRICTS AND WE HAD IT HERE YEARS, DECADES AGO THAT TALKED ABOUT WHAT'S THE PROFILE OF A GRADUATE AND ALL OF THOSE KINDS OF THINGS. SO I THINK WITH EVERYTHING THAT IS CHANGING IN PUBLIC EDUCATION I THINK WE'RE TRYING TO GET OUR BEARINGS BACK STRAIGHT, THAT WE ARE NOT JUST BEING DRIVEN BY THE ACCOUNTABILITY DATA AND BY THE TEST DATA, ALTHOUGH IT'S VERY IMPORTANT.

AND SO WHEN WE ARE REVIEWED ALL THIS INFORMATION FOR THIS PRESENTATION, IT IS A SIGNIFICANT CHANGE IN NEW THINGS THAT WE'RE DOING TO TRY TO IMPROVE THE SUCCESS OF ALL OF OUR CHILDREN, REGARDLESS OF WHAT SCHOOL THAT THEY'RE ATTENDING OR WHAT LEVEL WE'RE ON.

BUT THE REASON I WANTED US AS A BOARD TO WRAP OUR HANDS AROUND THESE GOALS THAT WE SPENT TIME DEVELOPING, IS FOR US TO UNDERSTAND HOW FAR WE HAVE COME, BUT THEN HOW MUCH MORE FURTHER WE NEED TO GO.

SO I JUST THINK THIS IS JUST A BEGINNING FOR US TO CHANGE THE CULTURE OF WHAT WE'VE TOLERATED IN THE PAST SO THAT WE ARE SERVICING ALL OF OUR CHILDREN.

AND SO I JUST THINK THAT THOSE ARE SOME THINGS THAT I'M TAKING NOTES OF HOW WE CAN BRING SOME OF THIS BACK AND SOMETHING ELSE. AND IF YOU'VE NOTICED, I'VE TRIED NOT FOR THIS TO BE A PRESENTATION, BUT FOR IT TO BE INFORMATION, INFORMATIVE TRAINING AND LEARNING. SO WE STILL NEED TO PUT, YOU KNOW, BASICALLY ALL OF THOSE PIECES TOGETHER.

AND THE OTHER PART OF THE PRESENTATION THAT WE WERE TALKING ABOUT THAT WAS COMING WAS JUST THE SIGNIFICANT AMOUNT OF LEGISLATIVE CHANGES WE HAVE TO HAVE IN EFFECT BY SEPTEMBER 1ST. SO IT'S NOT GOING TO ADDRESS ALL OF THESE THINGS.

[01:10:06]

AND I DON'T THINK THAT THAT'S THE ANSWER TO EVERYTHING, BUT THAT'S OUR TIME FOR RIGHT NOW ON THIS LOOK BACK AND JUST SEND ME EMAILS ON WHAT YOU WANT AND HOW WE CAN FURTHER DO THESE.

AGAIN, WE OWN THESE GOALS. THEY ARE OURS. SO WE HAVE TO WORK THEM UNTIL WE HAVE THE SATISFACTION THAT WE NEED, RIGHT? AND I APPRECIATE THOSE COMMENTS.

AND IF IT SOUNDS LIKE I'M BEING ANTAGONISTIC, IT'S NOT THAT AT ALL.

NO, NO, NO, I DON'T THINK THAT IS ALL. I JUST THINK IT'S MORE WORK TO DO.

WHEN WE SET THESE GOALS, THERE WERE SOME ASPIRATIONAL CONVERSATIONS THAT WE HAD, PARTICULARLY AROUND THIRD GRADE LITERACY STORES.

RIGHT. WE LOOKED AT THE PERCENTAGES AND WE HAD CONVERSATIONS ABOUT THE PERCENTAGES THAT WERE SELECTED AND WE HAD QUESTIONS.

AND SO I MEAN, I'M NOT GOING TO REHASH THAT. SO WHAT I GO BACK TO AND WHAT I THINK ABOUT IS WE'VE EXPERIENCED AND WE ARE EXPERIENCING, WE'LL PROBABLY CONTINUE TO EXPERIENCE CHANGES AT THE STATE LEVEL.

AND WITH TEA THAT'S NOT GOING TO STOP. SO MY FUNDAMENTAL QUESTION HAS ALWAYS BEEN, WHAT DO WE NEED TO DO WITHIN OUR DISTRICT TO FORTIFY OUR DISTRICT AGAINST THOSE THINGS? AND WHAT DOES THAT ACTUALLY LOOK LIKE IN TERMS OF PRACTICE? AND THEN WHAT DOES IT LOOK LIKE IN TERMS OF POLICY? AND YOU SAID THAT REPEATEDLY THAT WE SHOULD NOT BE DEPENDENT.

NO. ABSOLUTELY. AND THAT'S JUST ME. WHETHER THAT'S TEA OR WHETHER IT'S THE LEGISLATURE.

AND I WOULD TAKE A PAGE OUT OF YOUR BOOK. THAT'S A ROBERT SELDERS EDITORIAL. [LAUGHTER] YOU KNOW WHAT I MEAN? YOU LEARN WELL, I DID, I DID. AND SO AND SO THAT'S SORT OF WHERE IT'S COMING FROM.

JUST CURIOUS, LIKE, WHAT ARE WE DOING IN TERMS OF OUR APPROACH IN THOUGHT PROCESS AND OUR PRACTICES TO GO OR MOVE IN THAT DIRECTION? AND I DIDN'T TAKE IT THAT WAY. AND I AM SURE NONE OF THE STAFF TOOK IT THAT WAY.

THEY'RE GLAD TO LISTEN TO YOUR QUESTIONS. IT'S JUST THAT THEY WISH THEY HAD ALL OF THE ANSWERS, WHICH THEY DON'T AT THIS MOMENT. PRESIDENT BEACH.

ROBERT, YOU KNOW, I AGREE WITH WHAT YOU'RE SAYING. AND WHAT HITS HOME WITH ME IS THE FACT THAT EVERYBODY ON THIS BOARD, WE ALL WANT EXCELLENCE. I MEAN THAT WE'RE COMPETITIVE AND WE WANT THAT EXCELLENCE FOR OUR STUDENTS.

AND REGARDLESS OF WHAT KIND OF IT IS A STUDENT MANAGEMENT ISSUE OR WHATEVER DISCREPANCIES, WHATEVER THE CASE MAY BE, AND IT ALL BOILS DOWN TO LEADERSHIP AND OF THE AT THE CAMPUS AND BEING MOTIVATED.

AND I THINK THAT ALL THE SYSTEMS ARE BEING PUT IN PLACE RIGHT NOW THAT WE'VE BEEN MISSING.

YOU KNOW, WE WERE THERE WITH ESPECIALLY IN THE CODE OF CONDUCT.

MARY GARCIA WAS A ONE MAN HORSE OVER THERE FOR I DON'T KNOW HOW MANY YEARS.

AND NOW SHE'S GOT A SHE'S GOT A STAFF AND SHE'S ABLE THEY'RE ABLE TO WITH KENNETH AND SOME OTHERS, THEY'RE ABLE TO PREDICT AND SEE YOU KNOW, AND THEY'RE REALLY GIVING US PROJECTIONS THAT WE NEED TO SEE THAT HELP US TO EVALUATE WHAT'S GOING ON AT SOME OF THESE CAMPUSES. ALSO, THE FACT THAT I'M SEEING IS NOW YOU'RE SEEING PRINCIPALS BEING TRUE LEADERS AT THEIR CAMPUS AND THE BUY IN THAT THEY'RE GETTING THEIR PEOPLE AND TEACHERS. WHEN I TODAY, I'M VERY INSPIRED BY THOSE TEACHERS THAT ARE TIA THAT ARE GOING TO CAMPUSES JUST BECAUSE THEY WANT TO TEACH KIDS AND IMPROVE KIDS THAT ARE FALLING BEHIND, AND THEY WANT TO GET OUT THERE AND HELP THEM, THAT REALLY MAKES THE HAIR ON MY ARM STAND UP BECAUSE THERE'S, YOU KNOW, SOMETIMES WE GET TO A CERTAIN POINT WHERE WE MAKE THE PERCENTAGES THAT WE WANT, AND WHAT HAPPENS? WE LEAN BACK AND WE GET IT'S A BIG OLD CUP OF COFFEE IN THE MORNING, AND WE GET RELAXED.

WE GO OVER THERE, YOU KNOW, WE DON'T HAVE TO DO ANYTHING ELSE.

NOW, THAT'S NOT THE CASE. WE NEED TO BE PUSHING FORWARD EVERY DAY.

AND SO I APPRECIATE YOUR COMMENTS. AND MS. GRIFFIN, I APPRECIATE YOUR COMMENTS AND I THANK EVERYBODY ON THIS BOARD KNOWS THAT'S THE ENGINE THAT WE'RE DRIVING RIGHT NOW. AND I APPRECIATE DOCTOR LOPEZ'S LEADERSHIP AND HIS VISION TO SEE THIS.

AND I'M GLAD WE MET OUR GOALS. THANK YOU. OKAY.

ASSIGNMENT TRUSTEES, PLEASE EMAIL MECHELLE, MISS HOGAN, OF ANYTHING ELSE YOU WOULD HAVE LIKED TO HAVE SEEN OR OTHER THINGS YOU HAVE THOUGHT ABOUT ON OUR SIX BOARD GOALS? OKAY, SO WE HAVE ANOTHER HOUR AHEAD OF US OKAY.

SO WE'RE GOING TO KEEP IT MOVING. AND SO NEXT UP WE HAVE OUR STUDENT HEALTH ADVISORY COMMITTEE.

AND IF YOU'VE NOTICED, I'VE LET THEM INTRODUCE THEMSELVES TO US AS A BOARD.

[01:15:08]

COMMITTEE CHAIR, MRS. GRIFFIN, BOARD OF TRUSTEES AND DOCTOR LOPEZ.

MY NAME IS LEANNE STEVENSON. I'M THE COORDINATOR OF HEALTH AND PHYSICAL EDUCATION, AND I WILL BE PRESENTING THE SHAC ANNUAL REPORT.

THE PURPOSE OF THIS PRESENTATION IS TO SUBMIT THE 2024 2025 STUDENT HEALTH ADVISORY COUNCIL ANNUAL REPORT.

AND AS A REMINDER, THE SCHOOL HEALTH ADVISORY COUNCIL, OFTEN REFERRED TO AS THE SHAC, ADVISES ON HEALTH, EDUCATION, PHYSICAL ACTIVITY AND WELLNESS POLICIES.

IT IS COMPRISED OF PARENTS, EDUCATORS, COMMUNITY MEMBERS, AND HEALTH PROFESSIONALS.

ITS PURPOSE IS TO PROMOTE STUDENT WELL-BEING, ACADEMIC SUCCESS, AND FAMILY ENGAGEMENT.

AS YOU CAN SEE HERE ON THIS GRAPHIC, ITS PURPOSE IS TO PROMOTE STUDENT WELL-BEING.

ACADEMIC I'M SORRY, THE COMPONENTS OF COORDINATED SCHOOL HEALTH, WHICH ARE PHYSICAL EDUCATION, HEALTH EDUCATION, HEALTH SERVICES, NUTRITION SERVICES, A HEALTHY SCHOOL ENVIRONMENT, FAMILY AND COMMUNITY INVOLVEMENT, COUNSELING, AND HEALTH PROMOTIONS FOR STAFF. WE WILL REVIEW THE HIGHLIGHTS INCLUDING RECESS GUIDELINES, UPDATES, SCREEN TIME RECOMMENDATIONS, LAUNCH OF OUTDOOR PE PILOT COURSE AT SCHRADE MIDDLE SCHOOL, AND TEA LEGISLATIVE UPDATES. AS AN OVERVIEW OF THE 2024 2025 ANNUAL REPORT.

WE'LL START HIGHLIGHTING WITH THE WORK OF THE RECESS GUIDELINES SUBCOMMITTEE FOR SHAC.

THE RESEARCH CONFIRMS THERE'S A CRITICAL ROLE OF RECESS IN DEVELOPMENT.

IT IS NOT JUST PLAY. RECESS PLAYS A VITAL PART IN CHILD DEVELOPMENT, SUPPORTING LEARNING READINESS, SOCIAL SKILLS AND EMOTIONAL REGULATION, SPECIFICALLY AIDING PHYSICAL, SOCIAL, EMOTIONAL AND COGNITIVE GROWTH, ENHANCING ACADEMIC AND BEHAVIORAL PERFORMANCE, AND ENCOURAGING FREE PLAY, IMAGINATION, DECISION MAKING SKILLS, AND PHYSICAL ACTIVITY. THE SHAC RECOMMENDS ALL ELEMENTARY STUDENTS HAVE A DAILY 30 MINUTE RECESS SEPARATE FROM PHYSICAL EDUCATION.

IMPORTANTLY, RECESS SHOULD BE PROTECTED, TIME NOT WITHHELD FOR ANY REASON.

AND THAT DIRECTLY ALIGNS WITH OUR UPDATE OF SENATE BILL 25 REQUIREMENTS.

TO ENSURE EFFECTIVE IMPLEMENTATION, WE PROPOSE ALSO TO IMPLEMENT SURVEYS TO GATHER FEEDBACK FROM BOTH TEACHERS AND PARENTS, AND THIS DATA WILL HELP TAILOR RECESS PLANS TO MEET ALL STUDENT NEEDS.

SOME OF THE ITEMS THAT WE ALSO NOTE HERE UTILIZING THAT DATA TO INFORM CAMPUS PRACTICES AND ALSO DISTRICT WIDE ALIGNMENT. AND THE BIG PART OF THAT IS ENCOURAGING THE UNSTRUCTURED, IMAGINATIVE PLAY FOR PHYSICAL ACTIVITY.

SO I LIKE MORE ON SENATE BILL 25. THOSE HEALTH STANDARDS INCLUDE STUDENTS IN GRADES K THROUGH FIVE AND FULL DAY PRE-KINDERGARTEN ARE REQUIRED TO PARTICIPATE IN MODERATE TO VIGOROUS PHYSICAL ACTIVITY FOR AT LEAST 30 MINUTES PER DAY IN PHYSICAL EDUCATION OR THROUGH STRUCTURED ACTIVITY DURING A SCHOOL'S DAILY RECESS. WE'VE ALWAYS HAD THE PROVISION THAT, DUE TO SCHEDULING, A SCHOOL DISTRICT MAY ALTERNATIVELY REQUIRE STUDENT PARTICIPATION IN MODERATE OR VIGOROUS PHYSICAL ACTIVITY FOR AT LEAST 135 MINUTES DURING EACH SCHOOL WEEK IN K THROUGH 5 OR 225 MINUTES EVERY TWO WEEKS DUE TO BLOCK SCHEDULING. OUR STUDENTS ENROLLED IN GRADES SIX THROUGH EIGHT FOLLOW THAT IN THE SAME MODEL OF 30 MINUTES OF MODERATE OR VIGOROUS PHYSICAL ACTIVITY. THERE WAS A CHANGE TO SENATE BILL 20 WITH SENATE BILL 25 THAT THAT IS NOW FOR AT LEAST SIX SEMESTERS IN PHYSICAL EDUCATION, AS OPPOSED TO, AS IT WAS OUTLINED FOR FOUR, WHICH WAS FOUR SEMESTERS.

SO THAT WOULD BE A MODIFICATION WE'LL HAVE AT THE MIDDLE SCHOOL LEVEL. HERE'S THE BIG POINT THAT WE JUST HIGHLIGHTED IN REGARDS TO RECESS.

IT STATES THE SCHOOL EMPLOYEE MAY NOT RESTRICT PARTICIPATION IN RECESS OR PHYSICAL ACTIVITY OFFERED IN PHYSICAL EDUCATION AS A PENALTY FOR ACADEMIC PERFORMANCE OR BEHAVIOR IN GRADES K THROUGH EIGHT. NOW TO HIGHLIGHT SCREEN TIME GUIDELINES SUBCOMMITTEE WORK ALSO FOR THE SHAC TO ADDRESS PHYSICAL AND MENTAL IMPACTS OF SCREEN TIME.

WE RECOMMEND REGULAR BREAKS AND PROMOTING ERGONOMIC CLASSROOM SETUPS.

THESE PRACTICES HELP PREVENT EYESTRAIN AND PHYSICAL DISCOMFORT.

[01:20:02]

WE WOULD LIKE TO PROMOTE AND ENSURE ONGOING PROFESSIONAL DEVELOPMENT AND FAMILY ENGAGEMENT ARE ALSO KEY FOR IMPLEMENTING SCREEN TIME GUIDELINES, AND WE WANT TO ENSURE STUDENTS RECEIVE CONSISTENT, HEALTHY DIGITAL HABITS BOTH AT SCHOOL AND AT HOME.

IF YOU'LL NOTICE IN SOME OF THE ITEMS FOR DIGITAL USE IN CREATING BALANCE ONE OF THOSE MODELS IS THE 20-20-20 RULE.

THIS IS WHERE A STUDENT EVERY 20 MINUTES WILL LOOK AT SOMETHING APPROXIMATELY 20FT AWAY EVERY 20 SECONDS AS WELL AS IMPLEMENTING MOVEMENT AND MINDFULNESS BREAKS AT LEAST EVERY 30 MINUTES AN INSTRUCTION.

AS AS A HIGH LEVEL INSTRUCTOR OR A HIGHLY FUNCTIONING TEACHER, WE SHOULD ALREADY BE CHUNKING ASSIGNMENTS, AND WE SHOULD ALREADY BE IMPLEMENTING STRUCTURED BREAKS IN OUR INSTRUCTION.

BUT WITH SCREEN TIME GUIDELINES, WE WOULD BE INTENTIONALLY PUTTING MOVEMENT AND OR MINDFULNESS BREAK IN AT LEAST EVERY 30 MINUTES.

ONE OF THOSE OTHER IMPORTANT EMPHASIS ON ERGONOMICS IS REALLY FOCUSING IN THE CLASSROOM, ESPECIALLY SINCE OUR STUDENTS HAVE DEVICES, ESPECIALLY AT THE SECONDARY 1 TO 1 FOCUSING ON SCREEN HEIGHT, MAKING SURE OUR LIGHTING IS APPROPRIATE, AND THEN REALLY TEACHING OUR STUDENTS ABOUT POSTURE.

THE OTHER ITEM THAT IS HIGHLIGHTED HERE ARE THE AGE APPROPRIATE LIMITS.

AND THIS GOES IN THAT PARTNERSHIP WHERE WE'RE TRYING TO TEACH KIDS NOT ONLY WHILE THEY'RE IN SCHOOL, BUT ALSO WHERE THEY'RE AT HOME, WHERE WE'RE COMMUNICATING TO PARENTS WHAT THAT RECREATIONAL USE OF A DIGITAL DEVICE SHOULD LOOK LIKE, AND JUST HIGHLIGHTING FOR AGES 2 TO 5, THAT SHOULD BE LESS THAN APPROXIMATELY AN HOUR PER DAY, AND THEN AGES SIX PLUS APPROXIMATELY EQUAL TO TWO OR LESS THAN TWO HOURS PER DAY.

WE'RE EXCITED TO ANNOUNCE SCHRADE MIDDLE SCHOOL WILL PILOT ONE OF OUR UNIQUE PE COURSES OUTDOOR ADVENTURES OR OUTDOOR PHYSICAL EDUCATION.

THIS COURSE INTEGRATES FITNESS WITH OUR OUTDOOR LEARNING TO ENGAGE STUDENTS IN NEW WAYS.

THE MAIN FOCUS IS TO PROMOTE NOT ONLY THE FITNESS AND OUTDOOR SKILLS, BUT ALSO STUDENT ENGAGEMENT.

WE'RE FINDING CONSISTENTLY AS WE TRY TO CONTINUE TO ROLL THIS OUT NOT ONLY AT HIGH SCHOOL CAMPUSES, BUT CONTINUE TO ROLL THIS DOWN TO ALL LEVELS AS WE'RE SEEING THAT OUR STUDENTS ARE INTERESTED IN THE COURSE AND OUR TEACHERS ARE VERY INTERESTED AND HAVE SOME EXPERIENCE IN THE COURSE, AS WELL AS SOME OF OUR LOWER LEVELS.

SO WE'RE TRYING TO IMPLEMENT THAT CHOICE AND OPTIONALITY AND DIFFERENT WAYS TO ENGAGE STUDENTS, SPECIFICALLY IN PHYSICAL EDUCATION THROUGH OUR OUTDOOR PHYSICAL EDUCATION COURSE.

SENATE BILL 12 REFERRED TO AS THE PARENTS RIGHTS BILL WAS SIGNED INTO LAW JUNE 20TH OF THIS YEAR.

IT SIGNIFICANTLY EXPANDS PARENTAL RIGHTS AND CHANGES WHAT SCHOOLS CAN OFFER REGARDING HEALTH, EDUCATION AND STUDENT GROUPS. THE LAW REQUIRES US TO PROVIDE DETAILED NOTIFICATIONS TO PARENTS EACH SCHOOL YEAR STARTING FALL OF 2025.

THIS ENSURES FULL COMPLIANCE AND TRANSPARENCY REGARDING SENSITIVE TOPICS.

AS A REMINDER, THE PROVISION REQUIRING A PARENT CONSENT REGARDING HUMAN SEXUALITY AND RESPONSIBILITY INSTRUCTION EXPIRED AUGUST OF LAST YEAR.

THE LEGISLATION TO MAKE OPT IN PERMANENT DID NOT PASS THE LEGISLATIVE SESSION LAST YEAR.

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

SO WITH THOSE CONFLICTING ITEMS, THE STUDENT HEALTH ADVISORY COUNCIL VOTED TO MAINTAIN OUR PROCEDURES THAT WE HAD ALREADY PUT IN PLACE REGARDING PARENT NOTIFICATION.

SO THAT MAINTAINED AND ALREADY PUTS US IN COMPLIANCE WITH SENATE BILL 12 IN ITS REQUIREMENTS.

SO AS A REMINDER, THE UNATTACHED HUMAN SEXUALITY AND RESPONSIBILITY ANNUAL OPT IN LETTER WILL BE SENT TO ALL PARENTS OF STUDENTS ENROLLED IN GARLAND ISD IN GRADES 3 THROUGH 12, ON OR BEFORE MONDAY, AUGUST 18TH VIA THE SKYWARD MESSAGING SYSTEM.

AND AGAIN, JUST AS A REMINDER WHAT WE HAVE IMPLEMENTED IN REGARDS TO THE HSR HUMAN SEXUALITY AND RESPONSIBILITY INSTRUCTION. IN TOTAL, WE HAVE BEEN IN COMPLIANCE WITH THIS LAW FOR APPROXIMATELY TWO YEARS.

SO WE HAVE MADE NO CHANGES AND WE ARE IN EFFECT DOING WHAT IS ASKING US TO DO.

[01:25:06]

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

IT SHOULD ALSO BE HIGHLIGHTED IN THE BOARD BOOK.

THE REPORT INCLUDES THE MINUTES FOR ALL FOUR REQUIRED 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 EACH YEAR, THANK YOU TO THE BOARD FOR SUBMITTING FIVE YOUR FIVE APPOINTMENTS FOR THE 2024 2025 SCHOOL YEAR.

I BELIEVE TO DATE, I HAVE RECEIVED TWO TWO APPOINTEES FOR THIS UPCOMING SCHOOL YEAR, SO WE JUST NEED APPROXIMATELY THREE MORE.

BUT OBVIOUSLY ALL BOARD MEMBERS MAY SUBMIT AN APPOINTEE TO THE SHAC AND THEY ARE AUTOMATICALLY A MEMBER AS A RESULT.

ADDITIONALLY, MEMBERSHIP OPPORTUNITIES ARE ADVERTISED TO OUR CAMPUSES, OUR FAMILIES AND COMMUNITY MEMBERSHIP FOR THE 2025 2026 SCHOOL YEAR OPENED ON MAY 19TH, 2025 ON THE COORDINATED SCHOOL HEALTH WEBPAGE.

AND THE DEADLINE TO SUBMIT AN APPLICATION WAS TO CONCLUDE THE END OF JULY.

BUT WE HAVE EXTENDED THAT TO MAKE SURE THAT WE CAN MEET OUR REQUIREMENTS FOR THE SHAC.

ANY QUESTIONS? TRUSTEES? ARE THERE ANY QUESTIONS? MISS STANLEY? THANK YOU. SO I JUST WANT JUST ONE THING ACTUALLY CAUGHT MY ATTENTION.

SO WHEN YOU SAY THAT EMPHASIS ON ERGONOMICS, SCREEN HEIGHT, LIGHTING AND POSTURE.

HOW DO BECAUSE I'M SITTING HERE STRUGGLING LIKE I'M, YOU KNOW, 49 A COUPLE TIMES AND I CAN'T EVEN GET THE PROPER ERGONOMICS IN MY PLACE OF EMPLOYMENT.

SO HOW ARE WE GOING TO DO THAT WITH OUR 50,000 CHILDREN? I DON'T THINK WE HAVE THE MODEL YET. AS WE'RE JUST OBVIOUSLY ROLLING OUT RECOMMENDATION.

I THINK WE START WITH THE EDUCATIONAL PIECE. I THINK JUST A REMINDER OF WHEN YOU STATE ERGONOMICALLY YOUR POSTURE.

AND IN REGARDS TO DIGITAL USE, WE AUTOMATICALLY SIT UP A LITTLE BIT MORE STRAIGHT.

RIGHT. SO I THINK STARTING WITH THAT COMMUNICATION, NOT ONLY TRAINING OUR TEACHERS, BUT THEN THAT FALLS DOWN AND TRAINING OUR STUDENTS AND THEN SHARING THAT AT THE COMMUNITY LEVEL, WHERE WE'RE THEN TRAINING OUR PARENTS SO THEY CAN REMIND THEM, OKAY, YOU'RE LOOKING AT YOUR DEVICE FOR EXTENDED HOURS, WHICH CAN, OVER TIME IN YOUR LIFE, IMPACT NOT ONLY YOUR POSTURE, BUT YOUR ABILITY TO WALK AND USE ALL OF YOUR LIMBS.

RIGHT. YOU KNOW, YOU DON'T WANT TO HAVE A HUNCHBACK.

YOU START TO THEN HAVE PAIN IN YOUR NECK OR BACK.

SO I THINK IT'S GOING TO BEGIN WITH JUST AWARENESS AND THEN COMES TO TRAINING AND THEN MAYBE IN THE FUTURE, HOPEFULLY WE'RE BUYING YOU KNOW, DESK AND EQUIPMENT AND THE THINGS THAT GO IN OUR SCHOOLS THAT DIRECTLY IMPACT ERGONOMICS, THAT IMPROVES THE ERGONOMICS OF WHAT, YOU KNOW, THE DEVICES THAT OUR STUDENTS ARE USING AND ALSO ALIGNS WITH OUR INSTRUCTION.

OKAY. THANK YOU. MR. JOHNSON, I DON'T KNOW IF I CAN TOP YOU DON'T WANT A HUNCHBACK.

[LAUGHTER] I MEAN, I'M JUST BEING REALISTIC AND BEING HONEST THAT THAT IS A TRUE STATEMENT.

I WILL SAY THAT AN THAT QUESTION IS ABOUT THE OUTDOOR ADVENTURES PE PILOT.

ONE HOW DID WE, IS THERE SOMETHING GEOGRAPHIC ABOUT SCHRADE MIDDLE SCHOOL THAT WE DECIDED TO GO AHEAD AND HOST IT THERE? NOT NECESSARILY. WE HAVE SOME TEACHERS THAT HAVE EXPERIENCE TEACHING THE COURSE IN THE PAST.

SCHRADE MIDDLE SCHOOL IS ONE HAS HOST HOUSES, ONE OF OUR TEACHERS THAT HAS SOME EXPERIENCE TEACHING IT.

AND AS WE'VE ROLLED IT OUT OVER THE LAST YEAR AND A HALF, TWO YEARS THAT'S ONE OF OUR TEACHERS THAT HAS BEEN CONSISTENTLY IN ATTENDANCE TO THE TRAININGS AND OR EXCITINGLY HELPED TO ROLL OUT ADDITIONAL TRAININGS THAT WE'VE DONE.

WE HAVE A TEACHER AT NORTH LAKE ELEMENTARY AS WELL.

THAT HAS EXPERIENCE AS WELL AS AND THAT HAS HAD PROBABLY MORE SIGNIFICANT AMOUNT OF THE TRAININGS THAT WE'VE ROLLED OUT THUS FAR.

SO IN THIS CIRCUMSTANCE, IT PROBABLY HAPPENED BY MORE HAPPENSTANCE.

BUT OUR GOAL IS TO CONTINUE TO ROLL THIS COURSE OUT.

AS I SAID, AT ALL LEVELS, BECAUSE WHAT WE FIND IS PHYSICAL EDUCATION AND PHYSICAL ACTIVITY OBVIOUSLY IS IMPORTANT.

WE'RE SEEING AT THE STATE LEVEL AS IT'S COMING DOWN, THEY'RE EITHER REALLY WORKING TO IMPLEMENT EITHER DAILY PHYSICAL EDUCATION OR AT LEAST 30 MINUTES OF PHYSICAL ACTIVITY EVERY DAY AT THE LEVEL THAT'S REQUIRED FOR PHYSICAL EDUCATION.

BUT WE ALSO HAVE TO DO THAT IN A WAY THAT IT MEETS ALL OF OUR KIDS NEEDS.

WE'RE TALKING ABOUT THAT INSTRUCTIONAL AND WHAT THAT LOOKS LIKE IN OTHER CONTENT LEVELS.

BUT FOR MY DEPARTMENT AND HEALTH AND PHYSICAL EDUCATION, WE GOT TO BE ABLE TO MEET THE KIDS WHERE THEY ARE AND ENGAGE THEM AT THE LEVEL THAT

[01:30:07]

BUT SOME ARE REALLY INTERESTED IN FISHING, SOME ARE REALLY INTERESTED IN COMPETITIVE COOKING, SOME ARE REALLY INTERESTED IN ARCHERY AND THINGS OF THAT NATURE OR WE'RE STARTING TO CREATE INTEREST FOR THEM AND THEN IT BECOMES LIFETIME ACTIVITY FOR THEM.

AND THAT'S OUR GOAL IN HEALTH AND PHYSICAL EDUCATION. AND THAT'S KIND OF KIND OF WHAT I'M GETTING AT BECAUSE THESE ARE SOUND LIKE VERY EXCITING PHYSICAL EDUCATION ACTIVITIES.

BUT MY QUESTION WOULD BE, I MEAN, OBVIOUSLY DURING PE CLASS, YOU CAN GET TO THE FOUR SQUARE THING IN THE BLACKTOP BEHIND THE SCHOOL PRETTY EASY. BUT IF YOU'RE GOING TO GO FISHING, THAT TAKES A LITTLE BIT MORE TIME.

I MEAN THINGS OF THAT NATURE. SO IS THIS ALL GOING TO BE ACCOMPLISHED IN THE SAME AMOUNT OF TIME THAT WE NORMALLY DO PE? YES. SO YES, THERE'S, PARTS OF OUTDOOR ADVENTURES OR THE OUTDOOR PHYSICAL EDUCATION COURSE WHERE STUDENTS CAN DO THINGS, SAY OUTSIDE OF THE SCHOOL DAY. OR MAYBE, YOU KNOW, WE'RE GENERATING A FIELD TRIP OR, YOU KNOW, WE HAVE AN OPPORTUNITY FOR THEM TO GO CAMPING WHERE THEY CAN COMPETE.

BUT ESSENTIALLY TYPICALLY WE'RE STARTING WITH THE FOUNDATIONAL SKILLS.

SO WE'RE ABLE TO DO THAT IN THE CLASS PERIOD.

RIGHT. AND BUILD THAT INTEREST. AND AS WE HAVE TIME OR WE HAVE THE OPPORTUNITY TO VENTURE OUT, THEN WE CAN ACTUALLY SHOW THEM, HEY, WE CAN ACTUALLY GO OUT IN OUR OWN NEIGHBORHOODS AND COMMUNITIES, AND WE'VE LEARNED TO FISH IN PHYSICAL EDUCATION.

AND THEN I CAN GO AND DO THAT IN MY NEIGHBORHOOD, OR THEN I MAY ACTUALLY GO CAMPING LATER.

NOT THIS PAST SUMMER, BUT IN TRAINING LAST SUMMER, AS AS I SAID, AS WE WERE ROLLING OUT THE OUTDOOR PHYSICAL EDUCATION COURSE ALTHOUGH WE HAD HAD TRAINING IN THE WINTER IN JANUARY AND FEBRUARY, IN THE SUMMER, WHERE WE HAD TAUGHT SOME OF THOSE FOUNDATIONAL SKILLS, WHERE WE HAVE THE PLASTIC FISH AND WE HAVE THE QR CODES THAT TEACH THEM ABOUT THE DIFFERENT FISH THAT THEY MAY BE ABLE TO SEE.

AND TAUGHT THE FOUNDATIONAL SKILLS IN THE WINTER. IN THE SUMMER, WE ACTUALLY WENT TO ONE OF OUR PARKS IN THE GARLAND COMMUNITY, AND WE TOOK TEACHERS OUT AND WE FISHED AT ONE OF OUR PONDS OR LAKES.

SO WE OFTEN SOMETIMES AREN'T THAT FAR AWAY TO BE ABLE TO GIVE STUDENTS A LITTLE BIT OF GLIMPSE OF WHAT THAT LOOKS LIKE.

WE MAY NOT BE AT THE POINT WHERE WE CAN GENERATE AND GO AND TRAVEL AND GO CAMPING INITIALLY, BUT OVER TIME WE HOPE TO BE ABLE TO DO THAT AS WELL.

THANK YOU. ARE THERE ANY OTHER QUESTIONS? ALL RIGHT.

LET'S GIVE MISS STEVENSON A ROUND OF APPLAUSE.

[APPLAUSE] AND WE'VE ALL LEARNED THAT 30 MINUTES A DAY.

ALL RIGHT. THAT ENDS OUR INFORMATION ITEMS. AND THE NEXT ITEMS WE WILL BE DISCUSSING WILL MOVE HOPEFULLY TO A CONSENT

[VI. Agenda Items for Board of Trustees' Meeting August 2025]

THEY DEAL WITH COMPLIANCE. SO OF COURSE WITH OUR COURT ORDER AS WELL AS WITH CHAPTER 37.

AND I'M GOING TO START US OFF WITH OUR COURT ORDER COMPLIANCE BY INTRODUCING OUR DATES FOR OUR CHOICE OF SCHOOL PERIOD FOR THE.

I CANNOT BELIEVE I'M SAYING THIS FOR THE 26-27 SCHOOL YEAR.

SO JUST TO GO OVER A LITTLE BIT OF THE INFORMATION ABOUT HOW WE GOT TO THIS POINT, BECAUSE WE ARE GOING TO BE MAKING SOME CHANGES TO OUR CALENDAR, THERE'S A LITTLE BIT OF INFORMATION THAT I WOULD LIKE TO SHARE WITH YOU, AND MY NAME IS DOCTOR BABETTA HEMPHILL.

I'M THE EXECUTIVE DIRECTOR OF STUDENT SERVICES AND SCHOOL CHOICE, AND I HAVE WITH ME THIS EVENING MY ASSISTANT DIRECTOR, MISS ERICA CARBAJAL, WHO IS RESPONSIBLE FOR ENROLLMENT IN OUR DEPARTMENT.

AND SO WE HAVE PUT THIS INFORMATION TOGETHER FOR YOU.

SO YOU'RE PROBABLY WONDERING WHY YOU SEE THE TIC TAC TOES THERE, THE HASHTAGS.

AND THAT IS BECAUSE I'M GIVING YOU OUR NUMBER FOR TODAY'S ENROLLMENT.

WE WERE AT 47,960 STUDENTS TODAY. THAT NUMBER IS JUST GOING TO GROW AND GROW AND GROW OVER THE COURSE OF THE NEXT SEVERAL WEEKS. AND WE GOT TO THIS NUMBER, AND WE WILL CONTINUE GROWING BY THE EFFORTS THAT WE STARTED THIS TIME LAST YEAR WHEN WE CAME UP WITH OUR CHOICE CALENDAR, WHEN WE BEGAN TO THINK ABOUT HOW WE WOULD ORCHESTRATE OUR CHOICE PERIOD FOR THE 25-26 SCHOOL YEAR.

AND THAT NUMBER IS SORT OF THE FRUIT OF ALL OF THAT LABOR.

PEOPLE ENROLLING KIDS HOLDING ENROLLMENT EVENTS AND DIFFERENT CHOICE OPPORTUNITIES FOR OUR FAMILIES.

[01:35:07]

AND SO I THINK LAST SPRING, A TEAM MEMBER FROM THE INNOVATION DEPARTMENT CAME AND EXPLAINED SOME OF THE NEW THINGS THAT WE WOULD BE DOING.

AND SO YOU CAN SEE A FEW OF THOSE THINGS THAT WE HAVE HERE.

FIRST IS WE DID ALL OF OUR CHOICE IN AVELA. OUR CHOICE FORM WAS DONE IN OUR NEW STUDENT SYSTEM FOR CHOICE OF SCHOOL.

AND IN THE PAST WE'D ONLY DONE PRE-K. WE DID BOTH SETS FIRST THROUGH 12TH AS WELL AS PRE-K AND KINDER THIS PAST YEAR.

WE ALSO COMBINED THE CHOICE FORM WITH OUR MAGNET CHOICE.

AND SO FAMILIES GOT TO CHOOSE UP TO SIX CHOICES.

AND IT INCLUDED OUR MAGNET PROGRAMS THAT THEY QUALIFIED FOR.

AND THEY GOT TO RANK THOSE IN ORDER. AND SO THE BIG THING ABOUT THAT IS THEY WERE GIVEN ONE SINGLE BEST OFFER.

IN THE PAST, WHAT WE USED TO DO IS WE WOULD HAVE MAGNET RELEASED AND PARENTS WOULD HAVE TO ACCEPT OR DENY THEIR MAGNET CHOICE, AND THEN THEY WOULD HAVE TO MAKE A CHOICE FOR THEIR NEIGHBORHOOD CAMPUS IF THEY CHOSE SOMETHING DIFFERENT OR THEY DIDN'T GET THE MAGNET THAT THEY WANTED.

WE WANTED TO SIMPLIFY THAT, MAKE IT AS EASY AS POSSIBLE FOR EVERY PARENT, AND WE WERE ABLE TO ACCOMPLISH THAT USING AVELA AND GIVING THEM MORE CHOICES. NOW, THAT WAS NOT WITHOUT SOME SOME PAIN POINTS.

AND I WILL OPENLY SHARE THOSE WITH YOU ALL HERE IN JUST A MOMENT.

BUT IF FAMILIES DID NOT GET THEIR FIRST CHOICE, THEY WERE PLACED ON THE WAITING LIST AUTOMATICALLY, BOTH ON THE MAGNET WAITING LIST FOR DIFFERENT MAGNET PROGRAMS, AS WELL AS THE TRADITIONAL CAMPUS WAITING LIST THAT IS MAINTAINED IN SKYWARD FOR ALL OF OUR STAFF TO BE ABLE TO SEE AND KEEP UP WITH.

PRIORITY CONTINUATION WAS A LITTLE BIT DIFFERENT.

INSTEAD OF AUTOMATICALLY GOING ON TO CERTAIN MIDDLE AND HIGH SCHOOLS STUDENTS DID HAVE TO REQUALIFY FOR THAT.

AND THIS ONE, WE HAD A LITTLE PROBLEM WITH THIS VERY LAST ONE.

WE DID HAVE A LITTLE SNAFU. AND SO FAMILIES WERE ABLE TO SEE FOR A FEW WEEKS ALL OF THE MAGNET PROGRAMS, AND THEN WE WERE ABLE TO CORRECT IT AND LIMIT IT TO THE ONES THAT THE STUDENTS DID QUALIFY FOR.

SO HERE ARE OUR RESULTS. WE HAD 95% OF OUR FAMILIES RECEIVED ONE OF THEIR SIX CHOICES.

SO THAT IS 10,961 STUDENTS WHO MADE A CHOICE RECEIVED ONE OF THEIR SIX CHOICES.

WE HAD 605 STUDENTS THAT WE WHAT WE CALLED DISTRICT ASSIGNED THAT'S 5% MAKING THAT 11,566 STUDENTS WHO PARTICIPATED IN CHOICE, THEY MADE A CHOICE, AND THAT NUMBER IS ABOUT 3000 GREATER THAN IT WAS IN THE PAST. SO IN OUR FIRST THROUGH 12TH CHOICE OF SCHOOL PERIOD, WE HAD 3000 MORE PARENTS PARTICIPATING IN THE PROCESS THAN WE'VE EVER HAD.

AND SO THERE ARE SOME DRAWBACKS WITH THAT. WHEN WE HAVE MORE PEOPLE PARTICIPATING PERHAPS NOT EVERYBODY THAT'S ACCUSTOMED TO GETTING WHAT THEY WANTED GETS EXACTLY WHAT THEY WANT. AND SO WE'RE VERY EXCITED BECAUSE WE SAW MORE PEOPLE PARTICIPATING.

AND THAT IS EXACTLY WHAT WE WANTED. WE'RE A CHOICE DISTRICT, AND WE WANT ALL OF OUR FAMILIES TO AVAIL THEMSELVES OF THE CHOICES THAT WE HAVE.

SO AGAIN, 95% OF OUR STUDENTS RECEIVED ONE OF THEIR CHOICES.

SO I WANTED TO LOOK JUST A LITTLE DEEPER AT SOME OF THE STUDENTS THAT DID NOT RECEIVE ONE OF THEIR CHOICES.

AND WE SEE A LOT OF THOSE WERE AT OUR ELEMENTARY LEVEL AT OUR VERY EARLY ELEMENTARY LEVEL, AND YOU CAN SEE THE MAJORITY OF THOSE KIDS WHO MADE THEIR CHOICES THEN ARE OUR THREE YEAR OLDS.

AND YOU ALL ONLY HAVE 65 THREE YEAR OLD SEATS.

AND SO JUST KEEP THAT IN MIND. THEY ARE IN OUR MONTESSORI PROGRAMS, IN OUR EARLY ELEMENTARY PROGRAM.

AND SO THAT'S WHY YOU'RE GOING TO SEE A LARGE NUMBER.

IF WE WERE TO TAKE THAT OUT OF OUR AVERAGES, I MEAN, THEY WOULD OF COURSE OUR PERCENTAGE WOULD IMPROVE.

BUT WE DO HAVE TO REMEMBER WE ONLY HAVE THOSE 65 SEATS AND THEY ARE VERY, VERY POPULAR.

SO SOME OF THE THINGS THAT WE DID TO GET PEOPLE TO PARTICIPATE AND IMPROVE OUR NUMBER THIS YEAR WERE TO INCREASE OUR ENGAGEMENT OPPORTUNITIES.

AND YOU ALL PARTICIPATED IN A LOT OF THESE, OUR EXPLORER EVENT THAT WE HAD IN THE FALL IN CONJUNCTION WITH A LOT OF DIFFERENT DEPARTMENTS,

[01:40:02]

AND THEN IN THE SPRING, OUR ENTIRE DISTRICT, I THINK, COMES TOGETHER FOR OUR PRE-K AND KINDERGARTEN EXPLORER EVENT.

THERE IS A SMALL GROUP OF MOMS THAT YOU SEE RIGHT HERE AND THEY HAVE ON PRE-K DFW SHIRTS HERE.

THEY REALLY ASSIST US A LOT. WE HAVE A PARTNERSHIP WITH COMMIT AS WELL AS GROUNDWORK DFW AND THESE MOMS GO OUT TO OUR HOMES IN OUR DISTRICT AND THEY DOOR KNOCK FROM THE TIME THAT WE LEFT FOR OUR VERY SHORT SUMMER VACATION UNTIL MID JULY, THEY KNOCKED OVER 3000 DOORS FOR US TO MAKE SURE THAT WE COULD GET OUR PRE-K AND KINDERGARTEN STUDENTS ENROLLED.

AND, YOU KNOW, THERE'S A GREAT BYPRODUCT WITH THAT, BECAUSE THEY'RE ALSO SEEING SOME OF OUR OLDER STUDENTS AND CAN GET THEM INTO THOSE SEATS AS WELL. SO WE REALLY DID THINK DEEPLY ABOUT THE RESULTS THAT WE GOT.

AND WE HAVE SOME IMPLICATIONS THAT WE'VE IDENTIFIED HERE.

AND THEN ALSO SOME ACTIONS THAT WE WANT TO TAKE AS WE MOVE FORWARD.

AND WE ARE ENGAGING MORE PEOPLE IN THE PROCESS.

AND LIKE I SAID BEFORE YOU KNOW, THAT CHANGED OUR NUMBERS JUST A LITTLE BIT.

SO SOME OF THE THINGS WE THOUGHT ABOUT IS, DO WE NEED TO MAKE SURE THAT WE HAVE REALLY CLEAR UNDERSTANDING OF ALL OF THE OPTIONS? DO WE NEED MORE OPTIONS? AND DID PEOPLE REALLY WANT ANOTHER CHOICE, OR WERE THEY JUST TRYING TO TEST THE WATERS AND SEE? WELL I MIGHT WANT TO GET INTO THIS PARTICULAR PROGRAM, BUT I'M ACTUALLY REALLY HAPPY WHERE I AM.

SO SOME OF THE THINGS THAT OUR, OUR MOMS HELP US WITH IS LIKE, THEY, THEY DO FOCUS GROUPS FOR US, AND THEY DO TALK TO SOME OF THESE FAMILIES TO SEE WHAT THOSE WHAT THOSE MOTIVATIONS ARE, WHY PEOPLE ARE PARTICIPATING IN THE PROCESS OR NOT.

SO WHAT WE'RE GOING TO DO IS TO CONTINUE TO SIMPLIFY THIS PROCESS.

WE'RE GOING TO ENSURE THAT STUDENTS WHO ARE SELECTING MAGNET PROGRAMS ARE SEEING THE PROGRAMS THEY QUALIFY FOR.

AND WE WANT TO BEGIN CHOICE FOR OUR FIRST THROUGH 12TH GRADERS A LITTLE EARLIER.

AND SO THAT'S WHY YOU SEE THESE DATES HERE. WE WOULD LIKE TO BEGIN CHOICE OF SCHOOL FOR FIRST THROUGH 12TH GRADE ON DECEMBER 12TH AND END ON JANUARY 12TH. AND SO WE HAVE NEVER BEFORE STARTED OUR CHOICE OF SCHOOL PERIOD IN DECEMBER. WE WOULD LIKE TO DO THAT SO WE CAN MOVE UP OUR DATES FOR EXPLORER AND SOME OF THOSE OTHER ENGAGEMENT ACTIVITIES THAT WE HAVE, AND GIVE PARENTS THE FULL BREAK TO THINK ABOUT WHERE THEY WANT THEIR STUDENT TO GO THE UPCOMING SCHOOL YEAR, AND JUST A COUPLE OF WEEKS WHEN WE GET BACK TO ACTUALLY MAKE THAT DECISION.

OF COURSE, IT'S OPEN FOR DECISION MAKING THE ENTIRE PERIOD, BUT WE DO KNOW THAT SOME PEOPLE TAKE A LITTLE LONGER.

SOME PEOPLE MAKE THAT DECISION AS SOON AS IT COMES OUT.

SO WE STILL WANT TO GIVE PEOPLE AMPLE TIME, BUT WE ARE STARTING EARLIER.

WE THINK THAT WILL HELP FAMILIES, AND WE KNOW THAT IT WILL ALSO HELP OUR OUR STAFF BECAUSE THEY WILL BE ABLE TO GET OUT THERE AND START RECRUITING AND KNOW THEIR NUMBERS AND KNOW WHO'S GOING TO BE SITTING IN THOSE SEATS AND WHAT COURSES OUR STUDENTS WANT TO TAKE SO THAT WE CAN BE ADEQUATELY PREPARED.

AND THEN, OF COURSE, FOR PRE-K AND KINDERGARTEN, WE ARE GOVERNED BY THE STATE AS TO WHEN WE CAN BEGIN PRE-KINDERGARTEN ENROLLMENT.

AND SO THAT ALWAYS HAS TO START AFTER HONOR OR AFTER APRIL 1ST.

AND SO WE WOULD GO FROM APRIL 1ST TO MAY 1ST WITH OUR PRE-K AND KINDERGARTEN ENROLLMENT.

ARE THERE ANY QUESTIONS, TRUSTEES QUESTIONS. MISS STANLEY? I AM ON A ROLL TONIGHT. OKAY. ALL RIGHT. SO THE ONLY THING THAT I AND I LOVE ALL THIS, AND I CAN'T EVEN FATHOM HOW YOU GUYS KEEP YOUR SANITY THROUGH ALL THIS.

BUT FOR THE DECEMBER 12TH THROUGH JANUARY 12TH.

DO YOU REALLY THINK WITH THIS CHRISTMAS BREAK THAT THAT IS ENOUGH TIME OR SHOULD IT START MAYBE EVEN EARLIER THAN DECEMBER 12TH? KEEPING OUR SANITY, WE STILL HAVE TO. WE STILL HAVE TO HAVE ALL OF THE ENROLLMENT EVENTS.

SO WE STILL NEED TO DO OUR EXPLORE EVENT, AND WE STILL NEED TO HAVE ON CAMPUS TOURS, ALL OF THOSE THINGS THAT WE TRADITIONALLY DO.

SO THIS GIVES US AMPLE TIME TO GET THOSE DONE AND NOT BE CONSIDERED LIKE RECRUITING OR TRYING TO TARGET CERTAIN KIDS SO WE CAN GET THAT DONE. AND THEN WE CAN OPEN UP THE CHOICE PERIOD FOR PARENTS TO MAKE CHOICES.

OKAY. GOT IT. THANK YOU. MR. SELDERS. THANK YOU FOR THIS PRESENTATION.

[01:45:04]

SO THAT SEEMS TO BE AN OPPORTUNITY THERE. I'M JUST CURIOUS, WHAT ARE WE DOING? SO I THINK WE'RE IN A HOLDING PATTERN FOR A WHILE UNTIL WE BUILD OUR NEW SCHOOLS AND SEE WHICH SCHOOLS ARE GOING TO HAVE PRE KINDER, BECAUSE WE ALSO HAVE SOME LEGISLATION THAT WE HAVE TO MEET.

AND SO JUST THINKING ABOUT THAT, WE PROBABLY NEED TO PUMP THE BRAKES AND REALLY DEVELOP WHAT OUR, WHAT OUR PROGRAM IS GOING TO BE BASED ON ALL THE LEGISLATION AND SUPPORTS THAT ARE OUT THERE.

SO IT'S DEFINITELY A DREAM FOR THAT TO HAPPEN, BUT WE REALLY HAVE TO HAVE TO PLAN REALLY WELL TO MAKE SURE THAT WE DO THAT.

BEING MORE AVAILABILITY AND PRE-K FOR AND THEN KINDER FOR PARENTS THAT WANT TO GET INVOLVED AT THAT LEVEL.

I MEAN, WHAT ARE WE DOING? I GUESS I'M TRYING TO THINK MORE BROADLY.

WHAT DO WE DO IN THE INTERIM? RIGHT? I MEAN, IF WE HAVE PEOPLE THAT ARE INTERESTED IN HAVING THEIR CHILDREN IN OUR PROGRAMS AT THAT EARLY STAGE, WE CAN'T GIVE THEM THE HEISMAN EVERY TIME AND EXPECT THEM TO KEEP COMING BACK.

RIGHT. SO I'M JUST CURIOUS, LIKE, HOW DO WE PARTNER OR WHAT DO WE DO TO MAKE THAT SORT OF LIKE A PIPELINE THAT WE HAVE ACCESS TO WHEN THE TIME COMES? WELL YOU SAID PARTNERSHIP AND THAT IS THE OPERATIVE WORD.

AND THAT IS ONE OF THE THINGS THAT LEGISLATION ASKS US TO LOOK AT IS PARTNERING WITH THE CENTERS THAT WE HAVE.

WE HAVE A REALLY DELICATE ECOSYSTEM OF PRE-K AND JUST CHILDCARE CARE IN PARTICULAR HERE IN GARLAND, AND IT'S THROUGHOUT THE COUNTRY. AND SO WE WANT TO MAKE SURE THAT THE THINGS WE ARE DOING ARE NOT DETRACTING FROM THOSE CENTERS BECAUSE THEY SERVE A VITAL ROLE IN OUR COMMUNITY. AND SO WHEN WE DO EXPAND, OR IF WE DO EXPAND AT THE PRE-K THREE LEVEL, WE HAVE TO CONSIDER ALL OF THOSE THINGS.

AND SO I DON'T WANT TO SAY ANYTHING THAT MIGHT PUT A CHILL ON ANY FUTURE PARTNERSHIPS OR ENCOURAGE ONE, ONE GROUP OR ANOTHER. BUT WE KNOW THAT WE'RE GOING TO HAVE TO LOOK AT AN OVERALL PLAN TO MAKE SURE THAT WE ARE TRUE PARTNERS WITH ALL OF THE OTHER PROVIDERS IN OUR COMMUNITY. RIGHT. OKAY.

THANK YOU. OKAY. SO THE ACTION THAT YOU'RE GOING TO NEED US TO TAKE IS THAT WE ARE AGREEING TO YOUR DATES. YES. AND WE DO HAVE ONE OTHER STEP THAT WE ALWAYS TAKE, AND THAT IS TO BRING THESE DATES BEFORE THE MEC, THE MULTI-ETHNIC COMMITTEE, AND WE WILL PROVIDE THEIR FEEDBACK TO YOU AS SOON AS WE RECEIVE THAT FOR CONSIDERATION.

WHEN DO THEY MEET? THEY WILL BE MEETING NEXT WEEK.

OKAY. SO THEY'RE IN BETWEEN OUR REGULAR. OKAY.

YES. ALL RIGHT BOARD. SO THIS WILL MOVE TO AN ACTION ITEM ON THE REGULAR AGENDA.

SPECIFICALLY WITH THE DATES THAT ARE ON PAGE 169.

ALL RIGHT. SO I'M LOOKING AND SEEING THAT EVERYONE IS SATISFIED WITH THAT PROCESS.

THEY FEEL ASSURED THEY CAN GET IT DONE. SO WE ARE GOING TO KEEP MOVING WITH STUDENT SERVICES, AND WE'RE GOING TO NOW LOOK AT THE APPROVAL OF THE MOU WITH THE DALLAS COUNTY JJAEP.

AND WE'RE SWITCHING UP TO MARY GARCIA. GOOD EVENING.

MARY GARCIA, DIRECTOR OF STUDENT SERVICES COMMITTEE CHAIR, GRIFFIN BOARD OF TRUSTEES, AND DOCTOR LOPEZ DURING THE UPCOMING GISD SCHOOL BOARD MEETING ON TUESDAY, AUGUST 26TH, TRUSTEES WILL RECEIVE THE MEMORANDUM OF UNDERSTANDING WITH DALLAS COUNTY JUVENILE JUSTICE ALTERNATIVE EDUCATION PROGRAM. A COPY OF THE MOU HAS BEEN PROVIDED IN YOUR BOARD PACKET FOR YOUR REVIEW.

ALSO, OUR ASSISTANT GENERAL COUNSEL HAS REVIEWED THE DOCUMENT.

THE LEGISLATIVE SESSION DID AFFECT THE J-J MOU SLIGHTLY.

THERE ARE SOME STRUCTURAL CHANGES, BUT THOSE CHANGES ARE MAINLY DUE TO PROCESSES FOR THE DISTRICTS IN THE WAY THAT WE HANDLE THE PLACEMENTS. TWO JJAEP AND COMING BACK TO THE DISTRICT AND FOR COMPLIANCE.

[01:50:02]

SO WE HAVE MANDATORY PLACEMENTS, DISCRETIONARY PLACEMENTS.

PLACEMENTS THAT WERE PREVIOUSLY CONSIDERED AS DISCRETIONARY.

JJAEP PLACEMENTS WILL NOW BE CONSIDERED AS MANDATORY PLACEMENTS.

WHAT DOES THAT MEAN FOR GARLAND ISD? IT'S IT'S A FINANCIAL.

IT'S A FINANCIAL MEANING THEY ARE NOT GOING TO CHARGE US FOR THOSE PLACEMENTS ANY LONGER.

MANDATORY PLACEMENTS TO THE JJAEP ARE NOT PAID FOR BY LOCAL DISTRICTS.

THEY ARE FUNDED BY THE STATES. SO ANY PLACEMENTS THAT WERE PREVIOUSLY DISCRETIONARY PLACEMENTS TO THE JJAEP WE PAID $114 A DAY. WE WILL NO LONGER BE FINANCIALLY RESPONSIBLE FOR THOSE PLACEMENTS, SO PLACEMENTS THAT HAPPENED OFF CAMPUS WERE MANDATORY DAEP PLACEMENTS OR IF THEY WERE SEVERE ENOUGH, DISTRICTS COULD CONSIDER THOSE FOR DISCRETIONARY JJAEP PLACEMENTS.

BUT WE HAD TO PAY FOR THOSE. WE WILL NO LONGER BE RESPONSIBLE FOR PAYING FOR THOSE, BUT THEY WILL BE MANDATORY JJAEP.

SO THAT'S THE MAJOR CHANGE I JUST WANTED YOU TO KNOW ABOUT IN THE MOU.

AND IF THERE ARE ANY QUESTIONS. OUR ASSIGNMENT IS THAT WE NEED TO APPROVE THIS MOU AT THE BOARD MEETING. SO, TRUSTEES, YOU HAVE ANY QUESTIONS? ALRIGHTY. OKAY. WE ARE UP TO. CONSIDER APPROVAL OF THE 2025 2026 CODE OF CONDUCT.

IT IS THE PACKET THAT WAS PASSED OUT THAT HAS A TAB STICKING OUT. ALL RIGHT. CHAIRPERSON GRIFFIN BOARD DOCTOR LOPEZ AT THE AUGUST 26TH SCHOOL BOARD MEETING STUDENT SERVICES WILL PRESENT A FINAL DRAFT OF THIS YEAR'S STUDENT CODE OF CONDUCT, INCLUDING ALL PROPOSED CHANGES FOR BOARD APPROVAL BY STATE LAW.

THE BOARD'S ADOPTION GIVES THE CODE THE FULL FORCE OF DISTRICT POLICY.

GIVEN THE NUMEROUS LEGISLATIVE CHANGES THIS YEAR WE ARE GOING TO PROVIDE YOU WITH AN ANNOTATED COPY OF THE FULL DRAFT FOR YOUR PREVIEW AND REVIEW AHEAD OF THE MEETING ON THE 26TH. KEY LEGISLATIVE IMPACT UPDATES HOUSE BILL SIX STRENGTHENS DISCIPLINE POLICIES, LIMIT SUSPENSIONS, CLARIFIES THE ROLE OF THE CAMPUS BEHAVIOR COORDINATOR.

ADDS NEW MANDATORY DAEP AND EXPULSION OFFENSES, AND INCREASES TEACHER AUTHORITY FOR REMOVALS.

SENATE BILL 326 REQUIRES DISTRICT TO CONSIDER STATE'S DEFINITION OF ANTI-SEMITISM WHEN REVIEWING DISCIPLINE CASES.

AND OF COURSE, HOUSE BILL 1481 PROHIBITS THE USE OF PERSONAL COMMUNICATION DEVICES AND OUTLINES CONSEQUENCES.

WE ARE ASKING TONIGHT THAT YOU REVIEW THE ANNOTATED DRAFT AND SHARE ANY QUESTIONS YOU HAD BEFORE THE AUGUST 26TH MEETING.

I'M HAPPY TO ADDRESS ANY QUESTIONS THAT YOU MAY HAVE AT THIS TIME.

OKAY, TRUSTEES, WE'RE ON PAGE 186 OF OUR BOARD BOOK.

THAT IS A SUMMARIZED VERSION OF THE IMPACT. AND MR. SELDERS, THIS IS WHETHER WE TOUCHED UPON YOUR QUESTION PREVIOUSLY.

AND I KNOW YOU KNOW. WELL, WELL, IT'S OKAY. YOU KNOW, I STALLED FOR A LITTLE BIT, YOU KNOW.

OKAY. ALL RIGHT. OKAY. SO TRUSTEES, WHAT'S YOUR PLEASURE ON HOW YOU WANT TO PROCEED? HERE ARE THE BILLS THAT ARE LISTED IN OUR BOARD BOOK.

THEY HAVE GIVEN US AN EXTRA COPY MARKED UP OF THE CODE OF CONDUCT BOOK, WITH ALL OF THE UPDATES IDENTIFIED IN THE RIGHT PLACES AND IN THE RIGHT SECTIONS AT THE BOARD MEETING.

WE WILL NOT GO PAGE BY PAGE ON THIS DOCUMENT.

[01:55:06]

OKAY. I'M ASSUMING. AND SO FOR US IT'S INFORMATION BECAUSE THE CODE OF CONDUCT HAS TO GO WHERE. THE CODE OF CONDUCT HAS TO GO WHERE? IT MUST BE APPROVED.

OKAY, GO. IT HAS TO BE APPROVED. IT HAS TO BE POSTED ONLINE.

AND HAVE IT BE MADE AVAILABLE TO ALL OUR COMMUNITY MEMBERS? AND OUR DEADLINE IS SEPTEMBER 1ST. OKAY. SO, ARE OUR DIRECTIONS CLEAR? BECAUSE THIS IS A DOCUMENT THAT WILL GO TO OUR PARENTS.

YES. SO, TRUSTEES, WHAT IS YOUR PLEASURE? PRESIDENT BEACH. WELL, I THINK THAT ONE IS GETTING THIS.

AND I KNOW THAT A BOARD MEMBER PROBABLY WOULD LIKE TO READ THROUGH THIS PROCESS BEFORE THEY MAKE A DECISION TONIGHT, OF COURSE, BEFORE WE COME TO THE BOARD MEETING, THE QUESTION IS WHERE DO THEY DIRECT THEIR QUESTIONS BETWEEN NOW AND OUR BOARD MEETING ON THE 26TH IF THEY HAVE QUESTIONS. IT WILL BE. IT WILL BE OUR BOARD SERVICING MANAGER, MECHELLE HOGAN, WHO WILL THEN. AND COPY ME. WELL, I WAS GETTING READY TO SAY WHO WILL THEN MEET WITH DOCTOR LOPEZ.

WE SHOULD BOTH BE COPIED. WE HAVE A GREAT WAY OF IT'S A FAIL SAFE MODE.

IF SHE GETS IT SHE'LL REMIND ME IF I GET IT. BUT IF I DON'T SEE IT, THEN I DON'T KNOW IT EXISTS AND IT COULD GET LOST IN A SHUFFLE.

IF SHE DOESN'T SEE IT, SHE DOESN'T KNOW EXIST.

OKAY, SO LET'S BACK UP. SO YOU WILL SEND YOUR QUESTIONS, OUR CONCERNS TO BOTH DOCTOR LOPEZ AND MECHELLE HOGAN. AND THEY WILL WORK ON SECURING THOSE ANSWERS FOR US AS A BOARD. AND THEY WILL LET US KNOW HOW THEY WILL PROCEED IN GIVING US THAT INFORMATION BEFORE WE ARRIVE AT THE BOARD MEETING. WILL THAT WORK? AND JUST FOR CLARITY, YOU ALL APPROVED THE POLICY ALREADY FOR THE CELL PHONE. SO THAT WILL BE INCLUDED BECAUSE THAT WAS ALREADY APPROVED IN THE CODE OF CONDUCT.

SO JUST FOR CLARITY. YEAH, THAT'S A GOOD POINT.

WE DON'T NEED TO STRUGGLE WITH THAT IN THE CODE OF CONDUCT BECAUSE WE'VE THAT'S WHAT HE SAID IS THAT WE'VE ALREADY APPROVED IT IN THOSE FIRST READS THAT WE DID IN THE SPECIAL MEETING, BECAUSE WE'RE DEALING WITH TIMING ON SOME OF THIS.

I JUST ASK THAT EVERYBODY DO THEIR HOMEWORK AND PLEASE ASK THOSE QUESTIONS.

YOUR PRESIDENT HAS ASKED EACH OF US TO READ AND UNDERSTAND WHAT WE ARE APPROVING. OKAY. WE'RE NOT HAVING A TEST, MISS STANLEY.

NO, I YOU KNOW, I CAN GO ALONG WITH A LOT. WE'RE HAVING NO TEST.

OKAY. ALRIGHT. WHAT? WHAT? WELL, LET ME SAY THIS.

THE TEST WILL NOT COME THROUGH THE DISTRICT AFFAIRS COMMITTEE.

[LAUGHTER] NOW, I DON'T KNOW WHAT LOPEZ AND HIS STAFF WANTS TO DO, BUT LET'S GIVE STUDENT SERVICES A BIG ROUND OF APPLAUSE FOR ALL OF THEIR WORK.

AND ALL OF THEIR PREPARATION AND BOARD MEMBERS, GIVE YOURSELVES A ROUND OF APPLAUSE.

[APPLAUSE] YOU HAVE BEEN TROOPERS. I DON'T BELIEVE WE'RE ENDING AT 8:00.

ALL RIGHT. IS THERE ANYTHING ELSE, DOCTOR LOPEZ? NO, MA'AM. I THINK YOU COVERED IT. OKAY, SO DO WE HAVE A MOTION FOR ADJOURNMENT?

[VIII. Adjournment]

[02:00:05]

DOCTOR ADAMS AND DOCTOR PERALES. [APPLAUSE] THEY ARE REALLY TASKMASTERS. OKAY, I DIDN'T SAY THAT OTHER WORD.

SO THANK YOU ALL FOR YOUR HELP. ALL RIGHT. WE ARE ADJOURNED.

AND FOR THE RECORD, I THINK I WON THE VOTING AGAINST LARRY.

* This transcript was compiled from uncorrected Closed Captioning.