Nov 11, 2025 District Affairs Committee Meeting

[I. Call to Order and Determination of Quorum ]

[00:00:04]

IT IS 7:15. AND THIS IS A REGULARLY CALLED MEETING OF THE ACADEMIC DISTRICT AFFAIRS COMMITTEE OF THE GARLAND INDEPENDENT SCHOOL DISTRICT.

I'VE DETERMINED A QUORUM IS PRESENT. MS. HOGAN, DO WE HAVE ANY PUBLIC FORUM THAT'S BEEN REQUESTED? NO, SIR

[III. Superintendent's Message]

DOCTOR LOPEZ, HOW ARE YOU? [LAUGHTER]. THANK YOU WE GOT WE GOT SOME THINGS ON THE AGENDA THAT ARE GOING TO BE COVERED PRETTY THOROUGHLY. BUT THE ONE THING THAT WE NEED TO KNOW, WE'RE GOING TO BE APPROVING THE TWO-YEAR ACADEMIC CALENDAR.

SO WE'RE GOING TO REVIEW OVER THIS COMING TODAY, AND THEN IN NEXT WEEK'S BOARD MEETING, IT'LL BE FOR APPROVAL.

I JUST WANT TO REMIND THE PUBLIC THAT WE AREN'T GOING TWO WEEKS, THAT THE NEXT BOARD MEETING LITERALLY IS ONE WEEK AWAY.

SO IT'S BACK TO BACK. THANK YOU, DOCTOR LOPEZ.

[IV.A. Information Items]

4.A INFORMATION ITEMS TARGETED PRIORITY CAMPUS PROGRESS UPDATE DOCTOR MICHAEL ARREOLA AND TOBI SCHMIDT.

GOOD EVENING. COMMITTEE CHAIR JOHNSON, MEMBERS OF THE BOARD, DOCTOR LOPEZ.

MY NAME IS MICHAEL ARREOLA, EXECUTIVE DIRECTOR OF LEADERSHIP FOR SECONDARY SCHOOLS, AND WE ARE EXCITED TO TALK ABOUT OUR TARGETED PRIORITY CAMPUSES.

WE HAVE THE CALENDAR PRESENTATION UP, BUT WE'LL GET THAT [LAUGHTER] FIXED OR WE'LL GO WITHOUT SLIDES.

THAT WOULD BE OKAY TOO. THERE WE GO TONIGHT'S PRESENTATION IS GOING TO ADDRESS OUR TARGETED CAMPUSES FOR IMPROVEMENT.

THIS IS OUR FALL UPDATE. AND IT IS DESIGNED TO BUILD OFF OF A COUPLE OF PREVIOUS PRESENTATIONS THAT YOU'VE RECEIVED, INCLUDING OUR I-READY PRESENTATION AND OUR CAMPUS IMPROVEMENT PLAN PRESENTATION.

TODAY WE WILL DISCUSS BOARD GOAL 6, WHICH IS TO ELIMINATE D AND F CAMPUSES.

WE'RE REALLY EXCITED ABOUT THE SUCCESS THAT WE HAD LAST YEAR, AS WE WERE ABLE TO MEET OUR GOAL AND EXCEED OUR GOAL BY HAVING ONLY SIX D CAMPUSES AND ZERO F CAMPUSES. NOW THAT WE'VE ALREADY MET THE 2026 TARGET, OUR GOAL IS TO ELIMINATE ALL D OR F CAMPUSES AND HAVE ALL A OR B CAMPUSES. WE HOPE TO TAKE A SIMILAR APPROACH THAN THAT WHICH WE TOOK WITH OUR CCMR A FEW YEARS AGO WE TARGETED CCMR. WE KNEW THAT WE HAD TO DEVELOP SYSTEMS. WE HAD TO INCREASE THE CAPACITY OF PEOPLE. AND NOW WE HAVE BECOME THE MODEL FOR THE STATE OF TEXAS WHEN IT COMES TO CCMR. WE'RE TAKING A SIMILAR APPROACH WITH TSI, AND WE'VE SEEN AN INCREDIBLE GROWTH THERE BY TARGETING SYSTEMS AND IMPROVING THE CAPACITY OF PEOPLE.

AND WE'RE TAKING THE SAME APPROACH FOR OUR TARGETED CAMPUSES FOR IMPROVEMENT BECAUSE WE WANT THIS TO BE LONG TERM SUCCESS.

TODAY, WE'RE GOING TO LOOK BACK AT SOME SUCCESSES FROM THE PREVIOUS YEAR, AND THEN WE'RE GOING TO LOOK AT OUR CURRENT TARGETED CAMPUSES FOR IMPROVEMENT.

AND THEN WE'LL LOOK FORWARD TO HOW WE ARE GOING TO CONTINUE TO HAVE SUCCESS AND ELIMINATE ALL D OR F CAMPUSES.

WHEN WE LOOK BACK, WE SEE THAT IN 2024-25, WE HAD ABOUT 29% OF OUR ELEMENTARY SCHOOLS IDENTIFIED AS TARGETED CAMPUSES.

AND ONCE AGAIN, THESE ARE CAMPUSES THAT RECEIVED EITHER A D OR AN F FROM THE TEA.

AND WE HAD ALMOST HALF OF OUR MIDDLE SCHOOLS.

WE'RE EXCITED ABOUT THE PROGRESS THAT OUR CAMPUS HAS MADE LAST YEAR.

AS YOU CAN SEE, WE HAVE SEVERAL CAMPUSES WHICH IMPROVED TWO LETTER GRADES.

SOME JUMPED AS HIGH AS A B AND ALMOST ALL OF OUR CAMPUSES MADE SIGNIFICANT IMPROVEMENT THAT WERE ON OUR PRIORITY LIST.

AS WE CAN SEE HERE, WE HAVE SEVERAL CAMPUSES THAT MADE TREMENDOUS GROWTH.

TODAY WE'RE EXCITED TO HIGHLIGHT TWO OF THOSE CAMPUSES, AND WE'RE EXCITED TO HAVE OUR PRINCIPALS HERE TO DISCUSS THESE SUCCESS STORIES BEFORE THEY COME UP. WE DO WANT TO POINT OUT A COUPLE OF THINGS THAT YOU'LL SEE ON THE SLIDES.

YOU SEE ALL OF OUR CAMPUS DEMOGRAPHIC FACTORS, AND YOU'LL SEE SOME AREAS FOR GROWTH THAT THEY TARGETED AND SOME OF THEIR CURRENT ACTIONS.

BUT WE WANT TO POINT OUT THE LAST BOX, WHICH IS OUR RISK FACTORS.

AND ONCE AGAIN, YOU HEARD THIS LAST YEAR. BUT JUST AS A REMINDER, OUR RISK FACTORS INCLUDE FACTORS THAT HAVE BEEN SHOWN TRADITIONALLY TO BE BARRIERS TO STUDENT ACHIEVEMENT. AND SO THERE ARE A TOTAL OF 27 RISK FACTORS THAT WE'VE IDENTIFIED FOR SECONDARY AND 26 FOR ELEMENTARY. WHAT WE ARE EXCITED ABOUT IS THAT OUR CAMPUSES ARE PROVING THAT THOSE FACTORS ARE NOT GOING TO STOP US FROM HAVING HIGH ACHIEVEMENT FOR

[00:05:10]

AND NEXT YOU'LL HEAR FROM TOLER ELEMENTARY WHO HAS 16 RISK FACTORS.

SO HERE TO SHARE SOME OF THEIR SUCCESS IS THE PROUD PRINCIPAL OF SAM HOUSTON MIDDLE SCHOOL, MR. DON HERNANDEZ. GOOD EVENING COMMITTEE CHAIR JOHNSON, MEMBERS OF THE BOARD AND DOCTOR LOPEZ. I'M EXCITED TO SHARE THE PROGRESS AND COMMITMENT WE'RE SEEING AT SAM HOUSTON MIDDLE SCHOOL.

I AM DON HERNANDEZ, I AM THE PROUD PRINCIPAL OF SAM HOUSTON MIDDLE SCHOOL.

FOR TWO YEARS WE HAD BEEN RATING A D UNDER THE STATE ACCOUNTABILITY SYSTEM.

THIS YEAR WE MOVED UP TO A C, WHICH IS A BIG STEP FORWARD.

WE HAVE OUR SET SITE ON A B, IF NOT AN A THIS YEAR.

BUT BEFORE I MOVE ON, I WANT TO FIRST TALK ABOUT WHO WE ARE AT SAM HOUSTON.

91% OF OUR STUDENTS ARE ECONOMICALLY DISADVANTAGED.

77% OF OUR STUDENTS ARE LABELED AS AT RISK. 65% OF OUR STUDENTS ARE BILINGUAL, 22% OF OUR STUDENTS ARE SPECIAL EDUCATION STUDENTS, AND 15% ARE BOTH SPECIAL ED AND BILINGUAL STUDENTS.

AND AS DOCTOR ARREOLA MENTIONED, 27 OUT OF THE 27 RISK FACTORS, SAM HOUSTON HAS 18 OF THOSE 27.

DESPITE FACING SIGNIFICANT CHALLENGES, SAM HOUSTON CONTINUES TO DEMONSTRATE RESILIENCE AND MEASURABLE SUCCESS IN MEETING THE NEEDS OF OUR STUDENTS.

WE'RE DOING LESS WITH LESS, WHICH MEANS WE HAVE STRATEGICALLY FOCUSED ON ESSENTIAL PRIORITIES, ENSURING QUALITY AND SUSTAINABILITY RATHER THAN OVEREXTENDING CAPACITY.

WHAT HAS MADE THE DIFFERENCE AT SAM HOUSTON? WE FOCUSED ON DATA DRIVEN INSTRUCTION, KNOWING EXACTLY WHERE EACH STUDENT IS AND HOW TO SUPPORT THOSE STUDENTS.

EVERY DECISION FROM CLASS SCHEDULING LESSON PLANS HAVE BEEN CENTERED AROUND STUDENT ACHIEVEMENT.

NONE OF THIS COULD HAVE HAPPENED WITHOUT AN INCREDIBLE TEAM AT SAM HOUSTON.

I'D LIKE TO INTRODUCE MY ASSISTANT PRINCIPALS ANGELA HASKINS, HANNA TAYLOR, AND ALEXANDRA LEMM.

EACH BRING THEIR UNIQUE STRENGTHS AND WORK TOGETHER TO ALIGN SYSTEMS AND RAISE EXPECTATIONS.

AND I TRULY BELIEVE THAT IN THE FUTURE, EACH ONE OF THESE LADIES WILL BE THE PRINCIPAL OF THEIR OWN BUILDING.

OUR INSTRUCTIONAL COACHES, MS. TORI BALL, WHO'S NOT WITH US TONIGHT, AND BRANDON BREWER THEY'VE MADE KEY PARTNERS FOR OUR TEACHERS, OFFERING FEEDBACK, HELPING IMPROVE STUDENT ENGAGEMENT, AND THESE TWO INDIVIDUALS HAVE DEMONSTRATED THEIR TALENTS NOT ONLY AT SAM HOUSTON, BUT THROUGHOUT THE DISTRICT AS WELL. WE'VE ALSO EXPANDED OUR ACCELERATED MATH PROGRAM.

LAST YEAR, WE DOUBLED THE NUMBER OF STUDENTS IN ALGEBRA ONE PERFORMING BETTER THAN IN PREVIOUS YEARS.

AND THIS YEAR WE HAVE EVEN MORE STUDENTS TAKING ALGEBRA ONE, SHOWING COMMITMENT TO BOTH RIGOR AND EQUITY.

WE'VE BEEN WORKING TO STRENGTHEN OUR WRITING AND CURRICULUM ACROSS ALL CONTENT AREAS.

WE STARTED PLANNING IN APRIL AND WE ROLLED OUT THE PD IN AUGUST.

EVERY TEACHER FROM PE, BAND, CHOIR, MATH, SCIENCE, SOCIAL STUDIES ARE HAVING STUDENTS WRITE AND SUBMIT THEIR WRITING SAMPLES FOR GRADING.

EVERY THREE WEEKS THEY SUBMIT THEIR SAMPLES TO US, ADMINISTRATORS AND WE REVIEW THOSE SAMPLES.

WE MAKE UP, WE PLAN NEXT STEPS, WE CELEBRATE SUCCESS AND WE'VE ALREADY SEEN IMPROVEMENTS FROM OUR LAST ASSESSMENTS.

FINALLY, I'D LIKE TO HIGHLIGHT TWO OF OUR PROGRAMS AT SAM HOUSTON.

FIRST, OUR AMAZING BAND PROGRAM UNDER THE DIRECTION OF DANIEL NAJERA.

FOR THE LAST SIX YEARS IN A ROW, OUR BAND HAS RECEIVED SWEEPSTAKES AT UIL, AND THIS WEEKEND, TEN OF OUR BAND MEMBERS RECEIVED ALL DISTRICT HONORS AT THE DISTRICT SOLO AND ENSEMBLE COMPETITION.

AND FINALLY, OUR BOYS AND GIRLS ATHLETIC PROGRAMS UNDER THE GUIDANCE OF OUR COORDINATORS, COACH CHARLES GRAVES AND COACH DANIELA LOPEZ, WE HAVE MORE STUDENTS PARTICIPATING IN BOTH 7TH AND 8TH GRADE ATHLETICS, AND WE'VE HAD BEFORE.

NOT ONLY ARE THEY PARTICIPATING, BUT THEY'RE COMPETING IN EACH OF THE GAMES THAT THEY HAVE PLAYED IN THIS SEASON.

I ALSO WANT TO THANK DOCTOR MICHAEL ARREOLA, OUR EXECUTIVE DIRECTOR OF LEADERSHIP.

HIS GUIDANCE AND ENCOURAGEMENT HAVE BEEN A HUGE PART OF OUR SUCCESS THANK YOU.

[APPLAUSE] AND BEFORE WE GET TO THE BEFORE WE GET TO THE OTHER SUCCESS STORY OF TOLER, I WANT EVERYBODY WHO IS HERE FROM SAM HOUSTON STAND UP REAL QUICK.

THANK YOU ALL, GUYS [APPLAUSE].

GOOD EVENING COMMITTEE CHAIR JOHNSON, BOARD MEMBERS AND DOCTOR LOPEZ.

[00:10:03]

JUST A LITTLE BIT ABOUT OUR CAMPUS. AGAIN WE ARE 82% ECO DIS, 40% EMERGENT BILINGUAL, 19% SPED, AND WE HAVE 16 RISK FACTORS. SO BECOMING A PRIORITY CAMPUS, IT DOES NOT HAPPEN OVERNIGHT.

AND THE FIRST THING I DID WHEN I WAS NAMED PRINCIPAL AT TOLER WAS LOOK AT OUR DATA.

AND ONE OF THE THINGS I SAW WAS WE WERE BELOW DISTRICT AVERAGE IN EVERY AREA READING, MATH, SCIENCE. AND I KNEW WE HAD A LOT OF WORK AHEAD OF US.

BUT YOU KNOW, ONE OF THE BIGGEST THINGS I FOCUSED ON MY FIRST YEAR WAS BUILDING A POSITIVE CAMPUS CULTURE, IDENTIFYING, DEVELOPING, AND COACHING TEACHERS IN NEED OF SUPPORT.

ALSO LOOKING AT TEACHER PERSONALITIES LOOKING AT, YOU KNOW, THEIR STRENGTHS, THEIR WEAKNESSES, LOOKING AT, YOU KNOW, IF THEY WERE A BETTER FIT AT A DIFFERENT GRADE LEVEL.

SO I MADE THOSE MOVES AS WELL. WE DID THIS WHILE ALSO FOCUSING ON DATA DRIVEN INSTRUCTION.

AND THEN ONE OF THE BIGGEST THINGS WE DID WAS GOAL SETTING AS A LEADERSHIP TEAM.

WE FOCUSED ON GOAL SETTING WITH TEACHERS AND AND, YOU KNOW, IN RETURN, WE EXPECTED THEM TO DO THAT WITH THE STUDENTS AS WELL.

SO WE STARTED AGAIN, CONVERSATIONS WITH MY ADA.

AT THE TIME, ONE OF THE THINGS HE SAID TO ME WAS, YOU KNOW, WE WERE TALKING ABOUT MEETS AND I WAS LIKE, YEAH, MEETS IS GOING TO BE OUR GOAL. BUT RIGHT NOW WE GOT TO GET TO APPROACH THIS FIRST.

SO THAT FIRST YEAR WE FOCUSED ON JUST GROWING STUDENTS AND SETTING US UP FOR LONG TERM SUCCESS.

SO THAT FIRST YEAR WE WERE VERY SUCCESSFUL. WE ENDED UP AT A B 88.

THAT WAS IN DOMAIN 2, A GROWTH. SO WE KNEW THAT WAS NOT GOING TO BE SUSTAINABLE.

AND WE KNEW THE CHALLENGES AHEAD WERE GOING TO BE DIFFICULT.

BUT AGAIN, THE FOCUS HAS ALWAYS BEEN TO SET US UP FOR LONG TERM SUCCESS.

MOVING FORWARD THIS PAST YEAR, WE ENDED UP AT AN 84 INTO B RELATIVE PERFORMANCE.

BUT ONE OF THE THINGS I'M MOST PROUD OF IS OUR 72 AND OUR DOMAIN 1 ACADEMIC ACHIEVEMENT.

WE WERE ONE OF ONLY 16 SCHOOLS WITH A C OR ABOVE AT THAT DOMAIN 1.

SO WE'RE GOING TO KEEP PUSHING THIS YEAR. WE'RE STAYING COMPETITIVE.

WE'RE A VERY COMPETITIVE CAMPUS WITH EACH OTHER AND ALSO WITH OTHER CAMPUSES.

WE LOOK AT OUR TWO B RELATIVE PERFORMANCE CAMPUSES IN THE DISTRICT, WHICH ARE STEPHENS AND COUCH.

AND THEN WE ALSO LOOK AT OTHER GISD CAMPUSES.

HOW ARE THEY DOING? YOU KNOW, WE CHALLENGE OURSELVES, YOU KNOW, TO BE ABOVE AND BEYOND DISTRICT AVERAGE.

AND WE HAVE OUR SIGHTS SET ON SPECIFIC SCHOOLS THAT WE WANT TO BEAT AS WELL.

WE CONTINUE TO BE A DATA DRIVEN INSTRUCTION CAMPUS.

DATA DRIVEN INSTRUCTION DRIVES OUR WIND TIME, OUR AFTER SCHOOL TUTORING.

AND WE'RE STAYING TRUE TO THE GRADUATE RELEASE PROCESS THAT WAS IMPLEMENTED THIS SCHOOL YEAR.

ALL THIS WORK COULD NOT BE DONE WITHOUT THE SUPPORT OF MY EDL KYM MARSH.

MY ASSISTANT PRINCIPAL AND ALSO MY INSTRUCTIONAL COACH IS MY IST LISA WORSWICK AND MY IST TRACI HUCKABY, WHO HELP WITH PLANNING WITH TEACHERS BEFORE, DURING AND AFTER SCHOOL TO HELP LEAD PLCS.

THEY MODEL LESSONS, THEY OBSERVE TEACHERS AND COACH TEACHERS, AND THIS YEAR'S GOAL IS GOING TO BE A B IN ACADEMIC ACHIEVEMENT THANK YOU.

[APPLAUSE] THANK YOU EVERYONE TOLER ELEMENTARY.

GOOD EVENING, CHAIRPERSON JOHNSON, BOARD OF TRUSTEES AND DOCTOR LOPEZ.

I AM TOBI SCHMIDT, INTERIM ELEMENTARY EXECUTIVE DIRECTOR OF LEADERSHIP.

PLEASE EXCUSE MY VOICE THIS EVENING I DON'T NORMALLY SOUND LIKE THIS.

LET ME MOVE ON 2025 SCHOOL YEAR, BASED ON THEIR ACCOUNTABILITY RATING OF A D, I WANT TO REMIND EVERYONE THAT WE DO NOT HAVE ANY F CAMPUSES IN GARLAND ISD.

AS MICHAEL MENTIONED PREVIOUSLY, OUR 2026 GOAL IS TO HAVE NO MORE THAN 12 D OR F CAMPUSES SINCE WE HAVE ALREADY SURPASSED THAT GOAL, WE'RE WORKING ON OUR 2030 GOAL OF HAVING NO D OR F CAMPUSES.

SUPPORTING PRIORITY CAMPUSES REQUIRES INTENTIONAL APPROACHES THAT INCLUDE STRATEGIC INTERVENTIONS, STRONG LEADERSHIP, AND TARGETED SUPPORT FOR TEACHERS.

AS WE PLAN THE SUPPORT, EACH CAMPUSES RISK LOAD ANALYSIS IDENTIFIES AND QUANTIFIES THE UNIQUE CHALLENGES THAT OFTEN THAT SCHOOLS OFTEN FACE AND HELPS PROVIDE US CONTEXT ON THEIR PERFORMANCE.

WE'LL TAKE A CLOSER LOOK AT OUR RISK ANALYSIS ON THE NEXT SLIDE.

MICHAEL MENTIONED RISK FACTORS EARLIER, BUT I'D LIKE TO POINT OUT HERE THAT IN TOTAL, THERE ARE 27 RISK FACTORS FOR SECONDARY THAT A CAMPUS CAN HAVE.

AND THERE ARE 26 FOR ELEMENTARY. ALL OF THESE PRIORITY CAMPUSES HAVE AT LEAST 13 RISK FACTORS, WITH COUCH HAVING THE MOST ELEMENTARY AT 19 AND BUSSEY HAVING THE MOST AT MIDDLE SCHOOL WITH 22.

KNOWING A CAMPUS IS UNIQUE, RISK FACTORS SUPPORTS US IN MAKING INFORMED DECISIONS ABOUT HOW WE ALLOCATE RESOURCES AND PLAN FOR SUPPORT.

WE KNOW THAT THINGS LIKE DEMOGRAPHICS, SCHOOL AND STAFFING FACTORS CAN ALL PLAY A ROLE IN SHAPING STUDENTS PERFORMANCE,

[00:15:04]

SCHOOL FACTORS INCLUDE STUDENT ATTENDANCE, STAFF ATTENDANCE, STUDENT DISCIPLINE AND CULTURE, AND CLIMATE OF A CAMPUS. STAFFING FACTORS WHICH HAVE BECOME MORE PRONOUNCED SINCE 2020 INCLUDE TEACHER AND LEADER TURNOVER, THE PERCENTAGE OF NON-CERTIFIED TEACHERS ON OUR CAMPUSES, AND STAFF ATTENDANCE.

AS A DISTRICT, WE'VE CHOSEN TO FOCUS ON THOSE FACTORS WITHIN OUR CONTROL, AND WE'RE IMPLEMENTING A STRATEGIC APPROACH TO PROVIDING OUR MOST STRUGGLING CAMPUSES WITH THE SUPPORT THAT THEY NEED. WE WANT TO EMPHASIZE THAT WHILE WE KNOW DEMOGRAPHIC, SCHOOL AND STAFFING FACTORS HAVE THE POTENTIAL TO NEGATIVELY IMPACT STUDENT PERFORMANCE, WE THEY WILL NOT AND DO NOT DETERMINE THE OUTCOMES FOR OUR STUDENTS IN GARLAND ISD.

WE REVIEWED OUR SYSTEMS FROM LAST YEAR, CONTINUED WHAT WORKED, AND MADE REFINEMENTS WHERE NECESSARY.

SOME EXAMPLES OF THIS SUPPORT INCLUDE STRATEGIC PLACEMENT OF LEADERS AND INSTRUCTIONAL SUPPORT STAFF.

TAILORED PROFESSIONAL DEVELOPMENT. OUR EDL AND OUR TLD TEAMS CALIBRATE WEEKLY AND IDENTIFY TRENDS WE'RE SEEING ACROSS CAMPUSES.

WE THEN FOCUS OUR MONTHLY CAMPUS PROFESSIONAL DEVELOPMENT FOR OUR PRINCIPALS AND ASSISTANT PRINCIPALS.

THE SESSIONS ARE BASED ON THOSE NEEDS. OUR BEHAVIOR COACHES WORK WITH OUR CAMPUSES ON BEHAVIOR SYSTEMS AND PROVIDE SUPPORT ON BEST PRACTICES.

THE IMPLEMENTATION OF OUR GOLD PROGRAM IN OUR ELEMENTARY CAMPUSES HIGHLIGHTS AN INSTRUCTIONAL MODEL THAT INCLUDES A DEMONSTRATION OF LEARNING EVERY DAY, AND THEN A SECOND TEACHER EXTENSION BASED ON THE STUDENT SUCCESS OF THE DEMONSTRATION OF LEARNING.

WE'RE PROVIDING STRUCTURED TEACHER PLANNING SESSIONS LED BY OUR CONTENT EXPERTS, WHERE TEACHERS UNPACK STANDARDS AND THEY PLAN FOR THE UPCOMING DELIVERY OF INSTRUCTION.

AND FINALLY, WE'RE PROVIDING INSTRUCTIONAL SUPPORT THROUGH OUR AREA SUPPORT TEAMS, WHICH COULD BE INDIVIDUAL PLANNING, SUPPORT, MODELING OR COACHING FOR OUR TEACHERS WHO NEED IT THE MOST.

AS THE YEAR PROGRESSES, WE'LL CONTINUE REVIEWING DATA.

THE MOST RECENT DATA AND MAKE THOSE ADJUSTMENTS AS NEEDED TO ENSURE THAT WE'RE SUPPORTING CAMPUSES THAT MAY SHOW EMERGING NEEDS BASED ON NEW INFORMATION.

FOR THE NEXT PORTION OF OUR PRESENTATION DOCTOR ARREOLA WILL REVIEW THE TRENDS FOR OUR TARGETED CAMPUSES.

SO AS WE LOOK AT THE DATA FOR OUR CAMPUSES THAT HAVE BEEN IDENTIFIED, FIRST, WHEN WE TALK ABOUT ENGAGEMENT, WE'RE LOOKING AT STUDENT AND TEACHER ATTENDANCE.

WITH STUDENT ENGAGEMENT, WE'RE LOOKING AT DISCIPLINARY INCIDENTS THAT REQUIRED AN EXCLUSIONARY CONSEQUENCE.

WITH ACHIEVEMENT THIS IS ONE CHANGE AND BUILDS OFF OF OUR PRESENTATION ON I-READY.

PREVIOUSLY, THIS DATA WILL BE THE BEGINNING OF YEAR I-READY.

AND AS WE MENTIONED IN IN THAT PRESENTATION, THERE A LITTLE BIT OF A FEW DIFFERENCES BETWEEN THAT AND MAP.

BUT WE'LL LOOK AT THIS DATA FIRST. THIS IS ALL OF THE DATA COMBINED FOR OUR TARGETED ELEMENTARY CAMPUSES.

AND WHAT PROBABLY STANDS OUT TO YOU IS IN THE TOP RIGHT CORNER OF THE CHANGE IN STUDENT MANAGEMENT WITH EXCLUSIONARY DISCIPLINE.

THERE WERE CHANGES IN LEGISLATION THAT THAT PREVENTED.

PREVIOUS LEGISLATION PREVENTED EXCLUSIONARY CONSEQUENCES AT CERTAIN LEVELS IN ELEMENTARY.

BUT THAT CHANGED AND SO WE EXPECTED THERE TO BE AN INCREASE IN THAT.

AS WE LOOK AT OUR TARGETED ELEMENTARY SCHOOLS, THAT BOTTOM LEFT ALSO HAS TO STAND OUT.

OUR STUDENTS ARE COMING IN WAY BETTER IN READING.

AND SO THAT GIVES US A LOT OF HOPE AND A LOT TO BUILD ON.

AND WE FEEL REALLY CONFIDENT THAT OUR SCHOOLS ARE GOING TO PERFORM EVEN BETTER THAN THEY DID LAST YEAR.

WHEN WE LOOK AT MIDDLE SCHOOL WE'RE ALSO NOTICING THAT THERE ARE GROWTH.

THERE IS GROWTH IN READING AND IN MATH. AND WITH MATH, THE ONE THING THAT WE WANT TO POINT OUT IS THAT THIS DOES NOT INCLUDE OUR ALGEBRA STUDENTS. AND AS MR. HERNANDEZ MENTIONED EARLIER WE HAVE A SIGNIFICANT NUMBER OF ALGEBRA STUDENTS, WAY MORE THAN WE'VE HAD IN THE LAST COUPLE OF YEARS DUE TO THE GREAT WORK THAT OUR CAMPUSES HAVE DONE IN EXPANDING ACCESS TO ALGEBRA FOR OUR STUDENTS.

SO OUR NEXT STEPS, THE BIG FOCUS FOR US AS A DISTRICT IS TO ENSURE THAT OUR CAMPUSES THAT MADE IT OFF OF THE TARGETED LIST FOR IMPROVEMENT LIST DO NOT MAKE IT BACK. AS YOU SAW FROM THE LIST, WE WERE ABLE TO PARE IT DOWN QUITE A BIT, BUT WE DID HAVE SOME CAUTIONARY TALES CAMPUS THAT DUE TO SOME TEA WE'LL SAY SOME NUANCES WITHIN

[00:20:09]

BUT BECAUSE OF THOSE NUANCES, THEY DROPPED DOWN TO A D.

AND THAT REMINDS US THAT WE HAVE TO BE EVEN MORE INTENTIONAL WITH THOSE CAMPUSES THAT JUST MADE IT OUT AND REALLY WORK ON IMPROVING THAT DOMAIN 1 SCORE, WHICH IS JUST THE OVERALL STUDENT ACHIEVEMENT AND NOT RELYING JUST ON GROWTH TO DO THAT.

LIKE WE SAID EARLIER, WE'RE STRENGTHENING SYSTEMS AND WE'RE STRENGTHENING PEOPLE.

SO WE'RE REALLY MAKING SURE THAT WE HAVE THOSE STRONG DATA SYSTEMS, THAT WE HAVE THOSE STRONG SUPPORT SYSTEMS OF DISTRICT PEOPLE OR CAMPUS LEADERS COMING IN AND SUPPORTING TEACHERS USING OUR DATA, BUT ALSO GROWING OUR CAMPUS LEADERS AND GROWING OUR TEACHERS AND OUR STUDENTS, PROVIDING IN THE MOMENT, COACHING, PROVIDING THE PROFESSIONAL DEVELOPMENT THAT'S TARGETED FOR OUR CAMPUS LEADERS TO ENSURE THAT WHEN THEY COME BACK TO THEIR CAMPUS, THEY'RE ABLE TO CONTINUE TO GROW OUR TEACHERS SO THAT WE CAN MEET OUR ULTIMATE GOAL, WHICH IS EVERY CAMPUS BEING A B OR AN A CAMPUS IN GARLAND ISD.

AT THIS TIME, WE'LL OPEN IT UP TO ANY QUESTIONS THAT YOU MAY HAVE.

COMMITTEE MEMBERS, DO YOU HAVE ANY QUESTIONS? MS. STANLEY, PLEASE.

SO MINE'S MORE ON THE STUDENT MANAGEMENT. SO DEFINE SOME OF THE DIFFERENCES THAT WE'RE SEEING WITH THE CHANGE IN THE LEGISLATION.

BECAUSE I KNOW THAT LIKE, IF I WAS TO GO BOOTS ON THE GROUND AND ASK THE TEACHERS, ARE THEY FEELING LIKE THEY ARE ABLE TO TAKE CARE OF THE DISCIPLINE AND NOT HAVE SUCH A DISRUPTIVE CLASS BECAUSE OF THE FACT THAT WE COULDN'T GIVE EXCLUSIONARY CONSEQUENCES? WELL, THE STATE MADE CHANGES TO THE LEGISLATION OR TO THE LAW BECAUSE PREVIOUSLY STUDENTS COULD NOT BE REMOVED FROM THE CLASSROOM FOR OUT OF SCHOOL SUSPENSION IN GRADES PRE-K THROUGH 2ND GRADE.

SO THERE WERE SOME BEHAVIORS THAT BEFORE WE HAD TO INTERVENE, AND WE HAD A LOT OF A LOT OF PEOPLE INTERVENING TO PROVIDE SUPPORT.

BUT THE STUDENTS HAD TO REMAIN IN THE CLASSROOM.

BECAUSE OF THAT, THERE HAS BEEN A CHANGE WHERE THOSE BEHAVIORS ARE NO LONGER STUDENTS WHO CONTINUE TO EXHIBIT THOSE BEHAVIORS AFTER INTERVENTION AND AFTER SUPPORT WE HAVE TO SEND THEM HOME. AND SO WHAT WE ARE SEEING IS CLASSROOMS THAT ARE ABLE TO OPERATE MORE PRODUCTIVELY.

ALTHOUGH I HATE TO SEE ANYBODY HAVING TO BE SENT HOME.

SO DON'T GET ME WRONG, I'M PROPOSING THAT. BUT I ALSO HATE THAT THOSE OTHER 24 KIDS THAT GET HELD HOSTAGE WITHIN THOSE CONFINES OF UNCONTROLLED THANK YOU. THANK YOU. MR. PRESIDENT.

YES I'M JUST CURIOUS ON THE OF THE STUDENTS THAT ARE AT THE MIDDLE SCHOOL LEVEL. I KNOW THAT'S ONE AREA WHERE I CAME OUT OF FOR TEN YEARS IN THE ISS ROOM ABOUT THE SUPPORT IN IN THAT AREA, BECAUSE THOSE ARE SOME OF YOUR KIDS THAT REALLY ARE MISSING THE BOAT.

ARE WE SEEING ANY IMPROVEMENT THERE? WITH DISCIPLINE? YES CLASSROOM AND BE, IN OTHER WORDS, SIT FIND SOME OTHER MENTORS IN THE CLASSROOM THAT THEY CAN ATTACH TO.

YES, SIR SO AT OUR CAMPUSES AS WE NOTED EARLIER, ALMOST HALF OF OUR CAMPUSES WERE TARGETED PRIORITY CAMPUSES LAST YEAR.

AND THIS YEAR THAT NUMBER IS DOWN TO TWO. AND BUSSEY WOULD HAVE ALSO BEEN OFF OF THAT LIST.

AGAIN, THAT SAME NUANCE OF A CAP ON THEIR SCORE.

THEY WOULD HAVE BEEN OFF OF THAT LIST AS WELL. THEY WOULD HAVE BEEN A C CAMPUS.

AND SO WE'VE SEEN TREMENDOUS CHANGES IN STUDENT CULTURE ALONG WITH STUDENT MANAGEMENT.

I THINK THAT THE CAPACITY OF OUR ADMINISTRATORS AND OUR TEACHERS HAS CONTINUED TO GROW AS WE HAVE STARTED TO SHIFT AWAY FROM OR MOVE FURTHER AWAY FROM COVID AND THE COVID SHUTDOWN, AND WE'RE STARTING TO SEE OUR STUDENT ENGAGEMENT INCREASE TREMENDOUSLY.

AND I THINK IT HAS ALSO HELPED QUITE A BIT THAT THE CELL PHONES ARE NOT ALLOWED AT ALL AND THE LEGISLATION CHANGE HAS HAD A VERY POSITIVE IMPACT, NOT JUST AT MIDDLE SCHOOL BUT ALSO AT HIGH SCHOOL.

WELL, I KNOW THAT, FOR EXAMPLE, THAT ONE OF THE MIDDLE SCHOOLS WAS BUSSEY, AND I KNOW THAT THE FACT THAT WHEN THEY WERE IN F CAMPUS TWO YEARS AGO, THE TREMENDOUS GROWTH THAT THEY MADE JUST TO GET TO A D AND WHERE IT WAS ALMOST LIKE YOU SAID, A C. BUT AND I KNOW THAT THAT WAS PROBABLY THE YEAR OR TWO, THAT THERE WAS A CHANGE IN LEADERSHIP, WHICH THAT PRINCIPAL NOW IS REALLY GETTING, GETTING IT AND FINALLY GETTING A BUY IN FROM THE FACULTY AND THE STAFF AND THE KIDS ARE GETTING INTO IT TOO.

SO I THINK WE'RE GOING TO SEE TREMENDOUS GROWTH THERE. I'M REAL PLEASED TO SEE WHAT THEY'RE DOING THERE. SO

[00:25:07]

MR. SELDERS. YES THANK YOU FOR THE PRESENTATION.

WE TALKED ABOUT FOR THE 2025-26 TARGETED CAMPUSES AND THE RISK FACTORS THAT WERE THERE FOR COUCH AND FOR BUSSEY AND THAT ALL THE OTHER ONES HAVE RISK FACTORS OF 13 OR MORE. I WAS JUST CURIOUS BECAUSE ALL RISK FACTORS AREN'T NECESSARILY EQUALLY WEIGHTED.

IS THAT ALSO, HOW SHOULD I ASK THIS? HOW DOES THAT DRIVE THE TARGETED APPROACH FOR EACH OF THOSE CAMPUSES, GIVEN THE DIFFERENT TYPES OF FACTORS THAT THEY HAVE? YES SO SEVERAL OF THOSE FACTORS FALL UNDER DIFFERENT CATEGORIES.

SO LIKE YOU SAID, THERE ARE 27 FACTORS. SOME OF THEM ARE DEMOGRAPHIC FACTORS.

SOME OF THEM ARE PREVIOUS PERFORMANCE FACTORS, SOME OF THEM ARE STAFFING FACTORS.

AND SO THAT HAS ALLOWED US TO REALLY IDENTIFY THE SPECIFIC NEED OF EACH CAMPUS, WHICH MAKES IT A LITTLE BIT EASIER AT A CAMPUS THAT THAT MAYBE HAS THEM ALL. PRETTY MUCH IN ONE AREA AT A SCHOOL LIKE BUSSEY WITH 22 FACTORS IT'S AN ALL, ALL HANDS ON DECK APPROACH. AND IT TAKES HR. IT TAKES TEACHING AND LEARNING.

IT TAKES LEADERSHIP. IT TAKES STUDENT SERVICES.

EVERYBODY REALLY RALLYING TOGETHER TO MAKE SURE THAT OUR PRIORITY CAMPUSES ARE GETTING THE SUPPORT THAT THEY NEED, ALONG WITH WHEN IT COMES ALL THE WAY DOWN TO BUSSES TO STUDENT NUTRITION.

THEY'VE REALLY RALLIED SUPPORT AROUND THOSE THOSE MOST CHALLENGING CAMPUSES.

AND SO AND SPECIFICALLY AT A CAMPUS THAT MIGHT HAVE MORE OF THE TEACHING FACTORS, WHETHER IT'S TEACHERS WITH LESS EXPERIENCE OR NON-CERTIFIED INSTRUCTORS THAN WE'VE BEEN ABLE TO FOCUS TEACHING AND LEARNING AND PROFESSIONAL DEVELOPMENT TO THOSE CAMPUSES.

AND SO WITH I MEAN, THAT SOUNDS LIKE A LOT OF MOVING PARTS.

YES THOSE PARTICULAR TARGETED CAMPUSES HAVE WHAT THEY NEED, WHILE AT THE SAME TIME MAKING SURE THAT THE OTHER CAMPUSES THAT ARE NO LONGER TARGETED, CAMPUSES THAT ONCE WERE, ARE STILL MOVING IN THE DIRECTION THAT THEY NEED TO MOVE IN.

YES AND THAT'S WHERE THE TARGETED SUPPORT NOW THAT WE'VE BEEN ABLE TO TAKE IT DOWN FROM THE NUMBER THAT WE HAD BEFORE TO THE TO A MUCH SMALLER NUMBER HAS ALLOWED US TO NARROW OUR FOCUS.

BUT AGAIN, WE WE HAVE THAT CAMPUS PROFESSIONAL DEVELOPMENT, THE ADMINISTRATIVE PROFESSIONAL DEVELOPMENT COMING IN EVERY, EVERY MONTH WE HAVE OUR INSTRUCTIONAL COACHES COMING IN EVERY MONTH, OUR SUPPORT TEACHERS OUR GOAL HAS BEEN TO IMPROVE THE PEOPLE ON ALL OF OUR CAMPUSES, NOT JUST THESE CAMPUSES. SO WE'RE ALL LEARNING FROM THOSE CAMPUSES THAT ARE ON HERE THAT THAT MOVED INTO THE GREEN.

WE'RE DUPLICATING PRACTICES, WHETHER IT'S HOW WE LOOK AT DATA, HOW WE MONITOR STUDENT PROGRESS, THE USE OF I-READY AT THE CAMPUSES THAT WE MENTIONED LAST MONTH.

WE'RE STRENGTHENING ALL OF OUR CAMPUSES, BUT REALLY PRIORITIZING THESE CAMPUSES.

AND THEN AS FAR AS ONGOING MONITORING WHAT ARE WE DOING TO ENSURE THAT THE PRACTICES ARE THE THINGS THAT WE ARE TARGETING? AS FAR AS YOU KNOW, OUR TARGET APPROACH GOES THAT IT'S MOVING IN THE RIGHT DIRECTION? WHAT BENCHMARKS ARE WE LOOKING AT? ARE WE LOOKING AT INTERIM ASSESSMENTS FOR, YOU KNOW WHAT, WHAT ARE WE DOING FOR TEACHERS STUDENTS? I'M JUST CURIOUS. YES SO TEACHING AND LEARNING HAS IMPLEMENTED DAILY DEMONSTRATIONS OF LEARNING.

AND SOME OF THOSE ARE REPORTED TO THE DISTRICT AT LEAST BIWEEKLY AT MIDDLE SCHOOL.

PREVIOUSLY THEY WERE WEEKLY. WE HAVE SOME OF OUR SCHOOLS THEY'RE MORE FREQUENT.

WE ALSO HAVE OUR CBA ASSESSMENTS, WHICH THIS YEAR WE'VE HAD ONE SO FAR.

AND WE WILL HAVE ANOTHER HERE IN THE NEXT MONTH.

OUR INTERIM ASSESSMENTS FOR STAAR. WE'VE HAD THEM FOR OUR HIGH SCHOOLS, FOR OUR RE TESTERS HERE JUST THIS PAST MONTH.

AND NOW NEXT MONTH IN JANUARY. SORRY, NOT IN DECEMBER, BUT IN JANUARY.

WE'LL HAVE INTERIM ASSESSMENTS AS WELL FOR OUR SECONDARY CAMPUSES.

SO WE HAVE A LOT OF DATA SOURCES, BUT ONE OF THE BIGGEST DATA SOURCE IS OUR OBSERVATIONS.

SO GETTING IN, BEING VERY INTENTIONAL WITH GETTING INTO OUR TARGETED CAMPUSES SPENDING IN MANY CASES THE ENTIRE DAY THERE, OBSERVING IN THE MORNING, PROVIDING FEEDBACK AND THEN COMING BACK IN THE AFTERNOON TO SHOW OUR TEACHERS THAT THAT FEEDBACK, WHEN IMPLEMENTED IMMEDIATELY, CAN LEAD TO SIGNIFICANT CHANGES.

AND SO THAT'S BEEN ONE STEP THAT WE'VE TAKEN THIS YEAR.

BUT ALONG WITH OUR OBSERVATION DATA, WE HAVE A LOT OF ASSESSMENT DATA.

[00:30:03]

LAST QUESTION. YOU MENTIONED ENGAGEMENT AS A FUNCTION OF STUDENT AND TEACHER ATTENDANCE.

I REMEMBER AT ONE POINT WE HAD TALKED ABOUT DOING SOMETHING SPECIFICALLY FOR STUDENT ATTENDANCE.

WHERE IS THAT AT? LIKE, WHAT ARE WE DOING TO INCREASE THE NUMBER OF STUDENTS THAT ARE ACTUALLY ATTENDING SCHOOLS? STUDENT ATTENDANCE IS DEFINITELY A CHALLENGE.

BUT THIS YEAR WE'VE SEEN SOME GROWTH. WE'VE SEEN WE ALSO HAVE PARTNERSHIPS WITH STUDENT SERVICES AND OUTSIDE ORGANIZATIONS.

EVERY SINGLE ONE OF OUR CAMPUSES HAS AN ATTENDANCE GOAL.

AT SAM HOUSTON, IT'S ONE OF ONE OF MR. HERNANDEZ'S BIGGEST GOAL.

AND SO THEY HAVE COMPETITIONS BETWEEN THE GRADE LEVELS WHERE THEY'RE GIVING OUT FREE DRESS PASSES TO THE GRADE LEVELS THAT HAVE THE HIGHEST ATTENDANCE.

WE HAVE ATTENDANCE CHALLENGES FOR CAMPUSES AS WELL, FOR STAFF.

SO EVERY CAMPUS IS TAKING ALMOST A PBIS LIKE APPROACH TO ATTENDANCE, BUT ALSO UTILIZING OUR FRIENDS AND STUDENT SERVICES TO CONDUCT THOSE HOME VISITS AT THE HIGH SCHOOL. WE HAVE GRADUATION TEAM MEETINGS EVERY MONTH WHERE WE LOOK AT OUR STUDENTS WHO WE LOOK AT THE DATA TO SEE WHICH STUDENTS ARE ABSENT MORE OFTEN. AND WE TALK ABOUT WHAT INTERVENTIONS WE'RE WE'RE GOING TO PUT IN PLACE TO IDENTIFY THOSE STUDENTS, TO HELP FIND THOSE STUDENTS, WHETHER IT'S US GOING OUT TO THEIR HOME OR TO THEIR JOB, OR GETTING SOME OF OUR PARAPROFESSIONALS TO CHECK IN ON THOSE KIDS EVERY WEEK.

WE'RE TRYING TO DO EVERYTHING THAT WE CAN TO INCREASE THE ATTENDANCE, BECAUSE WE KNOW THAT IT LEADS TO STUDENT SUCCESS.

AS A AS A FOLLOW UP TO THAT, JUST KIND OF THINKING ABOUT WHAT WE JUST WENT THROUGH WITH THE PROP A AND MAKING SURE THAT WE ARE COMMUNICATING WITH THE COMMUNITY, AND THEY UNDERSTAND THE IMPORTANCE OF MAKING SURE THAT STUDENTS ARE IN SCHOOL.

WHAT COMMUNITY PARTNERSHIPS ARE WE PURSUING TO INCREASE STUDENT ATTENDANCE TO ENSURE THAT OUR STUDENTS ARE ACTUALLY COMING TO CLASS OR COMING TO SCHOOL? YES SO SEVERAL OF OUR SCHOOLS HAVE PARTNERSHIPS WITH DIFFERENT ORGANIZATIONS THROUGH STUDENT SERVICES, THE SPECIFIC ORGANIZATIONS. I DON'T HAVE THEM OFFHAND, BUT I DO KNOW THAT SEVERAL OF THEM HAVE CREATED SOME INCENTIVES WITH SOME REWARDS.

WE HAVE ALMOST AT EVERY SCHOOL THERE'S A CART THAT STUDENTS ENTER THEIR NAMES INTO RAFFLES.

THOSE ARE FROM DONATIONS FROM DIFFERENT CHURCHES, FROM DIFFERENT ORGANIZATIONS.

BUT WE COULD WE COULD GET A LIST OF THOSE ORGANIZATIONS.

COOL THANK YOU, SIR. FIRST OF ALL, CONGRATULATIONS ON ELIMINATING ALL OF THE FAILING CAMPUSES.

SO ON PAGE THREE WHERE YOU LIST OUR BOARD GOALS WE'RE DOWN TO 6 D'S AND ZERO F'S 2026 TARGET, WHICH DOESN'T REALLY MAKE ANY SENSE, DOES IT? NOT AT ALL THAT'S THE ASTERISK THERE IS BECAUSE WE'RE THAT ONE, WE STILL HAVE IT BECAUSE WE WE'RE NOT GOING TO CHANGE THE INTERIM TARGET.

BUT OUR GOAL IS ZERO. AND WHEN YOU SAY OUR GOAL, WHO WAS THE OUR? GARLAND ISD BUT OUR SPECIFICALLY ALL OF OUR CAMPUSES, OUR LEADERSHIP DEPARTMENT, OUR ACADEMICS DEPARTMENT IT'S BEEN REALLY A WHOLE DISTRICT EFFORT. AS WE MENTIONED PREVIOUSLY, WITH THE PRIORITIZATION EFFORT, IT'S STUDENT SERVICES. IT'S PROVIDING BUSSES TO THESE SCHOOLS.

IT'S REALLY BEEN A GREAT UNIFIED TEAM EFFORT.

IT'S OUR DISTRICT. THAT'S WHAT WE'RE LOOKING AT. BUT LIKE THIS WAS THE FIRST ITERATION OF OUR GOAL.

AND WE KNOW THAT SCORES ARE LIKE THE STOCK MARKET.

YOU'RE GOING TO HAVE SOME UPS AND DOWNS. SO FOR INSTANCE, TO PUT IT IN CONTEXT, WE HAD 42 OF OUR SCHOOLS SHOW AT LEAST ONE POINT OF IMPROVEMENT. AND SOME OF THOSE POINTS WERE GETTING THEM INTO A NEW LETTER GRADE.

BUT AT THE SAME TOKEN, WE HAD TEN SCHOOLS THAT SHOWED AT LEAST ONE POINT DECREASE.

SOME IT DIDN'T AFFECT AT ALL. YOU GO FROM LIKE A AN 86 TO AN 85.

THAT SOUNDS INSIGNIFICANT, BUT THERE'S BEEN A FEW THAT IT ALSO AFFECTED A LETTER GRADE.

SO AS WE'RE GOING INTO THIS, WE'RE TRYING TO GO FOR THE TARGET.

OUR INTERNAL TARGET IS THE 2030 GOAL INTERNALLY IS TO BE AT ZERO.

BUT THERE'S AN ART AND SCIENCE TO IT. AND BECAUSE THE MAIN THE MAIN TARGET, MR. GLICK IS NOT IS NOT THE SCORE BECAUSE THE SCORE ENCOMPASSES GROWTH.

THE MAIN TARGET WE'RE FOCUSING ON RELENTLESSLY IS DOMAIN 1.

[00:35:01]

IF WE CAN GET ALL THE ALL THE SCORES TO BE AT A HIGH LEVEL IN DOMAIN 1, WHERE THEY DON'T HAVE TO LOOK AT, AND WE'RE GETTING GEEKED OUT BY DATA NOW, LOOKING AT OUR COMPARISON GROUP TO CARRY US OVER TO GET AN A, THAT THAT'S NOT WHAT WE'RE LOOKING AT. WE'RE LOOKING AT DOMAIN 1 SCORES.

DOMAIN 1 SCORES WILL BE WHAT TELLS US WHAT HAPPENS.

SO WHILE THE TARGET, THAT'S WHAT THE BOARD APPROVED.

THE TARGET IS THAT OUR INTERNAL GOAL IS ZERO.

BUT WE'RE FOCUSING STRICTLY ON DOMAIN 1. AND I DON'T THINK YOU WERE HERE FOR THAT ENTIRE CONVERSATION WHEN WE TALKED ABOUT THAT, BECAUSE THAT'S GOING TO THAT'S GOING TO BE THE TELL TALE SIGN.

LIKE FOR INSTANCE, FOR THE FIRST TIME IN A LONG TIME GARLAND ISD AS A SCHOOL DISTRICT OUR DOMAIN SCORES IS SOLID 80.

WE'RE A SOLID B, TRULY A SOLID B. IT'S NOT BASED ON GROWTH.

IT'S NOT BASED ON COMPARISON OF SCHOOL DISTRICTS THAT HAVE CLOSE TO 75% ECONOMICALLY DISADVANTAGED, IT IS THERE. WE NEED TO RAISE THAT FOR EVERYBODY.

THAT'S BEEN OUR FOCUS. SO WITH THAT, IF WE'RE ABLE TO RAISE THAT, WE COULD GET IT TO ZERO.

BUT WE STILL HAVE TO CALIBRATE BECAUSE THERE'S SO MANY MOVING FACTORS.

YOU HAVE TEACHERS THAT ARE OUT BECAUSE OF AN ILLNESS OR A PREGNANCY, RIGHT? YOU HAVE TEACHERS THAT MOVE BECAUSE THEIR HUSBANDS OR THEIR WIVES GET NEW JOBS SOMEWHERE ELSE.

YOU HAVE ALL THESE AND THEY'RE IN CRITICAL AREAS.

YOU HAD THE STRESS OF HOW WE DID OUR MASTER SCHEDULING TEACHING SEVEN OF EIGHT.

AND WE DON'T KNOW THE IMPACT OF THAT LONG TERM YET.

SO THERE'S A LOT OF RUNWAY THAT WE'RE LOOKING AT.

BUT THE INTERNAL GOAL FOR US AS ADMINISTRATORS IS ZERO.

SO AS I'VE STUDIED ACCOUNTABILITY FOR ALL THESE YEARS I DON'T EVER REMEMBER, AND MAYBE JUST RECENTLY, BUT THAT WE EVER HAVE USED DOMAIN 1 AS A FACTOR.

IT'S ALWAYS BEEN EITHER A OR B IN DOMAIN 2 PLUS, OF COURSE, OF THE 70% AND THE 30% RIGHT, RIGHT. AND NEVER, BECAUSE THOSE ARE USUALLY THE I'M GOING TO CALL IT FOR BETTER LACK OF THE RICHER DISTRICTS THAT USUALLY USE DOMAIN 1. SO AS I LOOK AT OUR SCORES HERE, I MEAN READING WHERE OFF BY A POINT FROM 2026. 3RD GRADE MATH, WE'VE ACTUALLY ALREADY EXCEEDED OUR NEXT YEAR'S GOAL.

6TH GRADE READING WERE EVEN. AND AS WE SAID, WE'VE ALREADY SURPASSED BY A LARGE MARGIN A CAMPUS RATINGS.

SO SHOULD WE, BECAUSE YOU HAVE SAID THE DISTRICT AND I NOW KNOW WHAT THE DISTRICT MEANT ON CAMPUS RATINGS.

SHOULD WE BE LOOKING AT OUR BOARD GOALS AND SAYING? AND WHILE WE UNDERSTAND THAT THE BOARD, THERE'S A DIFFERENCE BETWEEN REALITY AND AMBITION AND WE, WE GET WE GET THESE AMBITIOUS GOALS AND WE THINK PEOPLE ARE STRIVING TOWARDS THEM.

THE BIGGEST MORALE BUST YOU COULD HAVE IS TO HAVE OVERLY AMBITIOUS GOALS ON A MOVING TARGET.

THESE TARGETS HAVE ALREADY BEEN SET INTO THESE PLANS, AND THESE PLANS ARE ALREADY IN MOTION.

AND THESE PLANS ARE SO INDIVIDUALIZED BY CAMPUS THAT THE THAT WE'VE ALREADY COMMUNICATED TO TEACHERS, THIS IS WHAT WE NEED TO DO FOR THIS YEAR TO GET THESE RESULTS.

AND THEY'RE ALREADY LOCKED IN. AND TO START REVISITING THIS ON YEAR ONE OF WHAT WE DID, WHICH WAS VERY SUCCESSFUL AND ON, I'M GOING TO BE HONEST WITH YOU LOOKING AT THAT, IT LOOKS GREAT. WE MET OUR GOALS, BUT PEOPLE DON'T KNOW THE STRESS AND THE LEVEL OF PRESSURE IT TOOK TO SQUEEZE EVERY BIT OF JUICE THERE.

WE MAY PLATEAU THIS YEAR. WE DON'T KNOW YET, BUT TO START ASKING AND HAVING DISCUSSIONS JUST BASED ON THIS PRELIMINARY DATA FOR ONE YEAR DOESN'T SHOW A TREND AND THAT'S DANGEROUS.

AND IT SENDS THE WRONG MESSAGES TO PEOPLE WHEN WE'VE ALREADY ESTABLISHED THE PLAN.

NOW, IF WE HAD 2 OR 3 YEARS AND WE'RE ALREADY EXCEEDING 2030 TARGETS, THAT MAKES SENSE.

BUT WE'RE NOT THERE YET. WE'RE THERE IN A FEW CASES.

WE HAD A SUCCESSFUL YEAR, BUT IS THIS GOING TO BE SUSTAINABLE OVER TIME? THAT'S WHAT WE NEED TO SEE. SO THAT THAT'S WHY I CAUTION US BEFORE WE'RE MOVING FORWARD, BECAUSE WE'VE ALREADY ROLLED ALL THIS OUT AND IT'S ALREADY PART OF OUR OUR IMPROVEMENT PLANS. AND I DON'T DISAGREE WITH WHAT YOU'RE SAYING.

I JUST LOOK AT THE CAMPUS RATINGS AND THINK THAT'S SOMETHING WE TRULY CAN CELEBRATE.

[00:40:04]

AND TO NOW THINK WE COULD BACKTRACK TO THE 2026 TARGET AND SIT HERE A YEAR FROM NOW, OR MAYBE AT THE END OF THE SUMMER WHEN THE NUMBERS ARE RELEASED AND THINK, WOW, WE'VE MET OUR GOAL.

AND YET WE'VE GONE FROM, I DON'T EVEN WANT TO THINK OF WHAT I'M GOING TO SUGGEST.

I'M NOT SAYING THAT WE WOULD GO THERE, BUT THAT'S WHAT SCARES ME.

AND SO I GET THE OTHER NUMBERS ARE RELATIVELY CLOSE.

BUT I THINK WHAT YOU SAID ABOUT CAMPUS RATINGS IS THAT SHOULD BE WHERE WE WANT TO GO AND WHETHER IT'S IN 2030 OR 2026.

I THINK THAT'S AN EXCITING TARGET TO LOOK FOR.

AND WHETHER WE OFFICIALLY CHANGE IT AS A BOARD, I MEAN, THAT WILL BE OUR DECISION WHETHER WE DO OR NOT.

BUT TO TRY TO REACH THE GOAL YOU SUGGESTED, I THINK IS VERY ADMIRABLE, NOT ONLY FOR A DISTRICT, FOR REPUTATION, FOR OUR KIDS, OUR KIDS, AND FOR AND FOR THE PARENTS.

DOES ANY PARENT WANT TO SAY MY SON OR DAUGHTER GOES TO A FAILING CAMPUS? NO, OF COURSE NOT. AND SO IF THAT'S SOMETHING THAT WE KEEP IN MIND EVERY SINGLE DAY AND IF THAT DIRECTS US.

I THINK THAT'S REALLY WHERE WE NEED TO BE GOING.

SO THANK YOU, SIR. THANK YOU.

YEAH THANK YOU. AND THANK YOU FOR THE PRESENTATION.

AND CONGRATULATIONS TO ALL THE CAMPUSES THAT DID ALL THE GREAT WORK AND EVEN THOSE WHO DIDN'T QUITE GET THE GRADE THEY WANT.

I REALLY APPRECIATE ALL THE WORK THAT GOES INTO IT.

WE KNOW THAT KIDS COME AND GO. YOU KNOW, YOU GET A NEW CROP EVERY YEAR, RIGHT? SO YOU HAVE TO KIND OF START OVER IN SOME CASES.

AND WITH THE MOBILITY THAT I'VE SEEN, JUST WITH KIDS MOVING IN, MOVING OUT DIFFERENT SPOTS, YOU GOT TO TAKE A TAKE THE NEW KIDS AND MOVE THEM UP AND CATCH THEM UP.

SO I APPRECIATE EVERYTHING THAT YOU'VE DONE. I REALLY APPRECIATE.

HOW MANY A CAMPUSES DO WE HAVE? 23 23. 23 A CAMPUSES CONGRATULATIONS TO THE DISTRICT.

ONE OUT OF EVERY THREE CAMPUSES. IT IS YOU KNOW, I KNOW THAT'S A HEAVY LIFT.

I JUST WANTED TO ASK A COUPLE OF QUESTIONS FOR CLARIFICATION.

WHEN WE'RE LOOKING AT OUR PAGE 12 AND WE TALK ABOUT RISK FACTORS, AND I KNOW THERE'S 27 IN MIDDLE SCHOOL, 26 IN ELEMENTARY SCHOOL, BUT I'M NOT FAMILIAR WITH WHAT THEY ALL ARE.

IF THAT COULD COME OUT IN A VR OR SOMETHING, THAT WE COULD JUST GO BACK OVER THOSE TO REMIND ME OF WHAT THE RISK FACTORS ARE, THEN THAT WOULD BE VERY HELPFUL, ESPECIALLY WHEN YOU'RE LOOKING AT A BUSSEY WITH 22 OUT OF 27.

YES, SIR WE HAVE A PRESENTATION PLANNED OVER THE NEW PRIORITIZATION BECAUSE THOSE FACTORS ARE BEING REVIEWED NOW.

OKAY. SO THAT WILL BE PRESENTED TO YOU. OKAY AND THEN WHEN YOU TALK ABOUT, I THINK MR. SELDERS TALKED ABOUT ATTENDANCE, ENGAGEMENT, WHATEVER YOU WANT TO CALL IT.

AND, YOU KNOW, I'D NEVER I'D NEVER THOUGHT ABOUT TEACHER TURNOVER.

AND TEACHER ATTENDANCE HAS BEEN A RISK FACTOR AT A CAMPUS.

AND WITH THAT, YOU ALSO HAVE PERCENT OF NON-CERTIFIED.

DO YOU HAVE GOALS THAT YOU'RE TRYING TO ACHIEVE WITHIN THOSE, OR ARE THOSE ALL SET STRICTLY BY THE CAMPUS LEADERSHIP? WELL EVERY CAMPUS HAS A GOAL OF INCREASING TEACHER ATTENDANCE, AND WE'VE SEEN BOTH IN MIDDLE SCHOOL AND AT HIGH SCHOOL BECAUSE THESE ARE PERCENTAGES, THE ACTUAL NUMBER, BECAUSE OUR SECONDARY CAMPUSES ALL HAVE FEWER TEACHERS BECAUSE OF THE SHIFT IN SCHEDULE IS SIGNIFICANT, SIGNIFICANTLY LOWER. THE PERCENTAGE STAYED THE SAME, BUT IT'S A SIGNIFICANTLY LOWER NUMBER OF TEACHERS WHO ARE MISSING SIX OR MORE IN THE FIRST CYCLE. FOR ELEMENTARY, WE SAW A DECREASE IN THE PERCENTAGE OF TEACHERS WHO HAD EXCESSIVE ABSENCES.

SO THAT HAS DEFINITELY BEEN A GOAL OF THE CAMPUS IS TO ENSURE THAT OUR TEACHERS ARE IN ATTENDANCE MORE OFTEN OR MORE FREQUENTLY.

AND EACH CAMPUS IS WORKED ON INCENTIVES FOR OUR TEACHERS, LIKE WE MENTIONED EARLIER WITH SOME COMPETITIONS.

BUT AS WE LOOKED AT THOSE RISK LOAD, TEACHER ATTENDANCE WAS A SIGNIFICANT ONE, AND WE SAW ALMOST A DIRECT CORRELATION WITH THE CAMPUSES WHERE THE TEACHERS WERE PRESENT.

MORE OFTEN, THE STUDENTS WERE MORE SUCCESSFUL.

AND YOU TALKED ABOUT TURNOVER. I THINK MS. SCHMIDT TALKED ABOUT TURNOVER.

HOW MUCH TURNOVER DO WE HAVE DURING THE YEAR, AND IS IT DIFFERENT IN OUR CAMPUSES WITH THE LOWER GRADES VERSUS THE HIGHER GRADES?

[00:45:07]

WHAT'S YOUR GUT FEEL? [LAUGHTER] I THINK THAT IT HAS REDUCED IN THE LAST FEW YEARS.

AND IT AND LIKE DOCTOR LOPEZ MENTIONED, SOMETIMES THE TURNOVER ISN'T NECESSARILY A REFLECTION OF ANY SPECIFIC FACTOR.

SOME WE SEE A LOT OF TEACHERS WHO HAVE TO MOVE BECAUSE OF WORK FOR THEIR FAMILY OR TO GO CARE FOR A FAMILY MEMBER WHO'S ILL.

SO THAT ONE IS, IS A LITTLE BIT MORE NUANCED THAN JUST THESE TEACHERS LEFT BECAUSE THEY NO LONGER WANTED TO BE AT THIS SCHOOL.

BUT I CAN TELL YOU THAT THIS YEAR WE HAVE SEEN AT OUR TARGETED CAMPUSES IN MIDDLE SCHOOL, WE HAVE SEEN FEWER TEACHERS LEAVING.

SO FAR THROUGH THE YEAR. OKAY LIKE I SAID, IF WE CAN GET THE LIST OF THE OF THE RISK FACTORS, THAT'D BE GREAT THANK YOU ALL RIGHT LET'S GO AHEAD AND MOVE ON TO AGENDA ITEM 4.B.1 ACTION ITEMS FOR THE NOVEMBER 2025

[IV.B. Action Items (Non Consent)]

HOW ARE YOU, SIR? DOING EXCELLENT. HOW ARE YOU TONIGHT? VERY GOOD. I HAVE A FEW MORE JOINING ME WE'LL GET STARTED.

SO GOOD EVENING COMMITTEE CHAIR JOHNSON, BOARD OF TRUSTEES AND DOCTOR LOPEZ.

THE TEAM AND I ARE HAPPY TO BRING FORWARD NEW SECONDARY COURSES FOR THE 2026-27 SCHOOL YEAR.

IT'S HARD TO BELIEVE THAT WE'RE IN NOVEMBER. WE JUST GOT EVERYTHING ROLLING AND THAT WE'RE HERE TO TALK ABOUT NEXT YEAR'S CLASSES.

BUT IT'S THAT TIME SO WE CAN GET SCHEDULES BUILT FOR THE STUDENTS IN JANUARY.

SO WHY ARE WE HERE? WE HAVE SEVERAL TYPES OF NEW COURSES THAT WE BRING FORWARD.

WE HAVE NEW TO CAMPUS. WE HAVE DIFFERENT ITERATIONS.

WE HAVE NEW TO DISTRICT. AND PRIMARILY TONIGHT THE ONLY FOCUS IS THE NEW TO DISTRICT COURSES, WHERE WE'RE BRINGING IT FORWARD AS A BRAND NEW ADDITION TO OUR COURSE GUIDE.

SO OUR COURSE GUIDE PROCESS CAN REALLY START FROM ANYWHERE THE CAMPUS, THE DISTRICT LEVEL, A PRINCIPAL, A TEACHER. AND IT GOES THROUGH A PROGRAM REVIEW, A CONTENT REVIEW, AND THEN THROUGH THE COURSE REVIEW COMMITTEE.

SO I WON'T BORE YOU WITH ALL THE LITTLE DETAILS OF THAT PROCESS WITH THOSE LITTLE TINY TEXTS.

BUT THIS IS OUR WAY TO SAY THE YES AND NO PROCESS AS IT GOES THROUGH, TO MAKE SURE THAT EVERYBODY HAS PUT THEIR EYES ON IT, TO MAKE SURE THAT IT ALIGNS WITH PATHWAYS AND WHAT WE NEED AT EACH SCHOOL.

I WANT TO SEND A SPECIAL THANK YOU TO THE COURSE REQUEST COMMITTEE.

IT'S REPRESENTATIVE OF ALMOST EVERY [LAUGHTER] DEPARTMENT, IT FEELS LIKE IN LEADERSHIP AND ACADEMICS.

SO THAT WAY WE MAKE SURE THAT WE'RE GETTING THE RIGHT STUFF TO THE CAMPUSES.

SO SPECIAL THANK YOU TO ALL THE DIRECTORS LISTED HERE AND ALL THE SUPPORT COORDINATORS THAT HELPED US OUT.

AND I'M BRINGING FORWARD THE FIRST SET OF REQUESTS.

SO WITH MY DEPARTMENT AND TEACHING AND LEARNING, WE HAVE BASICALLY TWO REQUESTS THAT ARE REPRESENTATIVE OF THREE COURSES.

FIRST OFF IS A COURSE OF INDEPENDENT STUDY IN ENGLISH, 2ND TIME TAKEN LAST YEAR FOR THE AP RESEARCH AND SEMINAR CLASSES.

THE STATE OF TEXAS TOOK AWAY THE INNOVATIVE COURSE CODES, AND SO WE HAD TO GET CREATIVE ON HOW WE WANTED TO MAINTAIN THOSE AP PROGRAMS. SO WE HAVE INDEPENDENT STUDY IN ENGLISH CURRENTLY, AND WE NEED THE 2ND TIME TAKEN TO FINISH OUT THAT COURSEWORK FOR AP SEMINAR.

AND THE OTHER TWO COURSES ARE LOCALLY DEVELOPED ADVANCED MATH CLASSES.

THIS MATCHES OUR CURRENT PROGRAMING IN APRIL TEA RELEASE NEW PEIMS CODES NEW COURSE CODES FOR US TO USE.

AND SO THIS IS MERELY US ADOPTING THEM TO MAKE SURE WE'RE ALIGNED WITH WHAT WE'VE DEVELOPED AS A SYSTEM.

THE FOLLOWING SLIDES WILL BE BY MY PEERS FOR EACH ONE OF THEIR DEPARTMENTS, SO THEY CAN TALK SPECIFICALLY ABOUT THEIR COURSES.

AND FIRST UP IS CAREER AND TECHNICAL EDUCATION.

GOOD EVENING COMMITTEE CHAIR JOHNSON, BOARD OF TRUSTEES AND DOCTOR LOPEZ THE CAREER AND TECHNICAL EDUCATION COURSES THAT WE ARE PROPOSING BE APPROVED FOR NEXT SCHOOL YEAR INCLUDE AEROSPACE DESIGN 1 AND THIS IS A NEW COURSE APPROVED BY TEA IN 2025.

IT'S REPLACING A PROJECT LEAD THE WAY INNOVATIVE COURSE THAT WE USED TO USE CALLED AEROSPACE ENGINEERING. TEA HAS REMOVED MOST OF THE PLTW COURSES AND ALIGNED THEM TO EITHER NEW OR EXISTING ENGINEERING COURSES THAT WE HAD IN OUR REPERTOIRE. SO THAT'S THE FIRST ONE.

THE SECOND ONE IS ENGINEERING DESIGN PROCESS.

THIS IS ALSO A NEW COURSE APPROVED BY TEA THAT WILL REPLACE A THE PLTW INTRO TO ENGINEERING COURSE.

[00:50:05]

THE NEXT ONE IS A PRACTICUM OF ENGINEERING, AND THIS COURSE WILL REPLACE THE PRACTICUM OF STEM ENGINEERING THAT'S BEEN REMOVED BY TEA THIS COURSE IS ONLY OFFERED AT THE GRCTC, AND IT IS A NEW COURSE APPROVED FOR THE 2025-26 SCHOOL YEAR BY TEA.

AND THEN CONSTRUCTION MANAGEMENT 1 AND 2. THESE COURSES ARE BEING INCLUDED TO MAKE SURE OUR CONSTRUCTION P-TECH PROGRAM IS FULLY ALIGNED TO DALLAS COLLEGE COURSE OFFERINGS AND DEGREE REQUIREMENTS.

I BELIEVE WE'RE TAKING QUESTIONS AT THE END? ALL RIGHT OKAY. SO IF A STUDENT IS LOOKING TO GO INTO THE AEROSPACE DESIGN, IS THERE ANY BACKGROUND THAT THAT PERSON WOULD HAVE TO HAVE TO GO INTO THAT? I MEAN, IN MATHEMATICS OR ANYTHING ELSE FOR THEM TO EVEN QUALIFY FOR THAT PROGRAM? THERE'S THERE ARE PREREQUISITES AND I DON'T KNOW WHAT THAT ONE IS OFF THE TOP OF MY HEAD.

BUT BEING AN ENGINEERING COURSE, THERE'S GOING TO BE A PREREQUISITE COURSE THAT THEY HAVE TO TAKE IN THE BEGINNING TO GET TO GET INTO THAT AS A FRESHMAN.

AND I COULD FIND THE NAME OF THAT IF YOU WOULD LIKE.

ALL RIGHT, MOVING ON TO THE FINE ARTS REQUEST, DOCTOR CROMER.

GOOD EVENING, MR. JOHNSON, DOCTOR LOPEZ AND BOARD MEMBERS.

SO THE TWO COURSES THAT WE'RE PROPOSING, I DON'T KNOW IF WE CAN ADVANCE THAT SLIDE OR DO I ADVANCE IT? SO THAT WILL REPLACE OUR ADVANCED ART ONE THAT'S CURRENTLY BEING OFFERED AT 8TH GRADE AND HIGH SCHOOL.

SO WOULD BE THAT HIGH SCHOOL ART ONE CREDIT. AND THEN WE WANT TO ADD PRE-AP THEATRE 1.

ANY QUESTIONS? GENERALLY SPEAKING AND THIS WILL APPLY TO YOU, BUT IT MIGHT ALSO APPLY TO JUST ABOUT EVERYONE ELSE.

I MEAN, A LOT OF THESE ARE ALMOST EFFECTIVELY RENAMING COURSES THAT WE ALREADY HAVE IN OUR REPERTOIRE.

CORRECT? YES THIS COURSE, AND THAT WAY IT'S MORE CONSISTENT BETWEEN 8TH AND 9TH GRADE AND THEN PRE-AP THEATRE 1 WOULD BE A NEW COURSE.

OKAY YEAH OKAY AND ESPECIALLY WITH THESE, BECAUSE THESE ARE GOING TO BE PRE-AP COURSES.

BUT AS WITH THE CTE COURSES WE WERE MENTIONING BEFORE, IT SEEMS LIKE MOST OF THOSE, WE WERE COVERING MOST OF THAT CURRICULUM IN OTHER COURSES.

BUT THE PEIMS CODE CHANGED SO WE NEED TO JUST SIMPLY APPROVE A NEW COURSE TO MATCH THE PEIMS CODE.

YOU JUST SAID IT WITH THAT LAST PART. SO YOU SAID ABOUT RENAMING, EVERYTHING WE'RE BRINGING FORWARD TONIGHT IS A NEW COURSE, COMPLETELY NEW TO THE DISTRICT, BUT IT FULFILLS A FUNCTION FOR SOMETHING THAT WE HAD IN AN ALTERNATIVE PROGRAM OF STUDY AND FULFILLS THE NEED FOR THE STUDENTS.

OKAY. YEAH. AND WE HAVE ONE MORE A MULTILINGUAL PROGRAM REQUEST.

GOOD EVENING COMMITTEE CHAIRPERSON, MR. JOHNSON, BOARD OF TRUSTEES AND DOCTOR LOPEZ.

MY NAME IS AURORA TRICHELL AND I'M THE MULTILINGUAL PROGRAMS DIRECTOR.

AND TONIGHT I WOULD LIKE TO PROPOSE ADDING THE MULTILAS COURSE TO THE DISTRICT'S NEW COURSE OFFERING.

THIS COURSE WILL REPLACE THE INNOVATIVE COURSE CURRENTLY OFFERED A MEMORIAL PATHWAY.

THIS COURSE IS THE UPDATED VERSION OF THE INNOVATIVE COURSE VERSIONS OF SOCIAL EMOTIONAL SOCIAL INTELLIGENCE FOR NEWCOMERS.

MULTILAS WILL REPLACE IT AS THE NEW, INNOVATIVE OPTION THAT WILL AWARD NEWCOMERS STATE CREDIT TOWARDS GRADUATION INSTEAD OF LOCAL CREDITS.

THANK YOU. SO TO CONCLUDE OUR PRESENTATION TONIGHT, THERE'S ALSO ONE MORE WARNING I NEED TO GIVE TO THE BOARD OF TRUSTEES.

SO NORMALLY WE DO THIS IN NOVEMBER AND WE CAN SET THE COURSE GUIDE.

AND WE HAVE IT ALL IN PLACE. AND WE DO NOT NEED TO COME BACK TO BOARD.

WE'LL JUST GET ROLLING WITH IT WITH THE COUNSELING TEAMS AND THE IN THE CAMPUSES, BUT WE HAVE TWO ITEMS FROM THE 89TH LEGISLATIVE SESSION THAT WE NEED TO BE AWARE OF, THAT WE WILL HAVE TO BRING NEW COURSE CODES FORWARD.

SBOE IS CURRENTLY TALKING ABOUT OR SORRY, THE STATE BOARD OF EDUCATION IS CURRENTLY TALKING ABOUT THE PERSONAL FINANCIAL LITERACY HIGH SCHOOL GRADUATION REQUIREMENT.

THEY'RE GETTING INTO THE FINAL DELIBERATIONS NOW.

THEY MAY USE AN EXISTING CODE OR CREATE A WHOLE NEW COURSE FOR THIS YEAR LONG PROGRAM, BUT IT IS GOING TO BE A REQUIREMENT FOR GRADUATES THAT ARE ENTERING INTO THEIR FRESHMAN YEAR NEXT YEAR, AND THEN ALSO A REQUIREMENT TO ADD AN ELECTIVE FOR NUTRITION.

[00:55:01]

SO LIKELY IN MAY WE'LL BE COMING BACK TO YOU GUYS JUST TO GIVE YOU THOSE LAST UPDATES.

SO THAT WAY WE CAN GET THEM INTO THE COURSE GUIDE AND GET KIDS ENROLLED IN THOSE PROGRAMS OTHER THAN THAT, ANY QUESTIONS? THANK YOU VERY MUCH APPRECIATE IT. NO PROBLEM.

MOVING ON TO AGENDA ITEM 4.B.2 APPROVE THE ACADEMIC CALENDAR.

OH GOODNESS. WE GOT COLEMAN BRUMAN UP ALONG WITH [LAUGHTER] MICHAEL RUIZ AND DOCTOR RAMONA MORIN.

OKAY LOPEZ AFTER THE TEASER THE DOCTOR ARREOLA PRESENTED, WE ARE NOW READY FOR OUR ACADEMIC CALENDARS PRESENTATION.

I'M JUST GOING TO TALK A LITTLE BIT ABOUT THE PROCESS THAT WE WENT THROUGH. THIS PROCESS STARTED BACK IN SEPTEMBER.

WE CREATED SOME DRAFTS. WE WENT THROUGH THE DISTRICT IMPROVEMENT TEAM, WHICH IS THE GROUP THAT HELPED DEVELOP THE DISTRICT IMPROVEMENT PLAN THAT WAS PRESENTED LAST MONTH AFTER GETTING FEEDBACK FROM THEM, WE CREATED A CADENCE WITH THE DISTRICT EDUCATIONAL IMPROVEMENT COMMITTEE PRESENTED TO THEM. OCTOBER 8TH, GATHERED THEIR INPUT, FOLLOWED BY A GROUP OF STUDENTS ON OCTOBER 10TH.

A DIVERSE GROUP OF STUDENTS FROM MULTIPLE CAMPUSES PROVIDED THEIR INPUT.

THAT ALLOWED US TO THEN CREATE THE CALENDARS THAT ARE BEING PRESENTED TODAY.

THE GUARDRAILS THAT WERE PROVIDED TO THESE GROUPS WERE THE FOLLOWING.

WE PUT THEM IN 3 CRITERIA REQUIREMENTS, PRIORITIES, AND CONSIDERATIONS.

ANYTHING YOU SEE UNDER REQUIREMENTS ARE OBLIGATIONS THAT WE HAVE UNDER STATE LAW.

THIS WAS IMPORTANT FOR THEM TO UNDERSTAND WHAT THINGS WERE FIRM AND COULD NOT BE NEGOTIATED.

THESE INCLUDE INSTRUCTIONAL MINUTES AND NUMBER OF DAYS.

UNDER PRIORITIES WE INCLUDED WHAT WE HAD BEEN COMMUNICATED FROM BOTH COMMUNITY MEMBERS AND DISTRICT PERSONNEL AS VERY IMPORTANT PRIORITIES THAT THEY DID NOT WANT TO SEE IMPACTED.

AND THEN CONSIDERATIONS ARE WHAT WERE OUR FLEXIBLE ITEMS SUCH AS WHEN DOES SCHOOL START? WHEN TO SCHOOL END? WHEN DO OUR PROFESSIONAL DEVELOPMENT DAYS TAKE PLACE FOR THE DIFFERENT ITERATIONS? JUST AS A REMINDER, AS WE LOOK AT THOSE INSTRUCTIONAL MINUTES, THIS IS OUR CURRENT BELL SCHEDULE AND IT WILL CONTINUE TO BE THE BELL SCHEDULE FOR THE TWO. THE TWO CALENDAR YEARS THAT FOLLOW THIS 2026-27, 2027-28 ELEMENTARY WILL CONTINUE TO GO 8:10 TO 3:30.

MIDDLE SCHOOL WILL CONTINUE TO START AT 8:50, AND HIGH SCHOOL WILL CONTINUE TO START AT 7:30.

THESE STAGGERED TIMES FACILITATE TRANSPORTATION BECAUSE WE ARE A DISTRICT OF INNOVATION.

SO MOVING ON TO THE CALENDAR, I'M GOING TO HAND IT OVER TO MR. BRUMAN. SO BEFORE YOU SEE THE GOOD EVENING AGAIN, COMMITTEE CHAIR JOHNSON, BOARD OF TRUSTEES AND DOCTOR LOPEZ IN FRONT OF YOU NOW IS THE RECOMMENDATIONS FOR THE 2026-27 SCHOOL YEAR CALENDAR.

AND SO I'M GOING TO TALK THROUGH THOSE AND HIGHLIGHT WHY THE SPECIFIC DATES ARE IN CERTAIN COLORS.

SO WITH THIS 175 INSTRUCTIONAL DAY CALENDAR, THE FIRST DAY OF SCHOOL STARTS FOR TEACHERS ON JULY 30TH THAT'S THERE IN GREEN.

AND THEN FIRST DAY OF STUDENTS IS IN BLUE ON AUGUST 10TH.

THEN IF YOU SEE IN YELLOW, THAT'S THE END OF THE SEMESTER AT DECEMBER 18TH FOR THE FIRST SEMESTER, AND THEN IN YELLOW AT THE VERY END FOR MAY 27TH FOR THE END OF THE SCHOOL YEAR AND THE END OF THE SECOND SEMESTER.

THE CHANGE FOR THIS YEAR IS TO DO 12 PROFESSIONAL DEVELOPMENT DAYS.

THE COMMITTEES, ESPECIALLY THE DEIC WHICH IS VERY TEACHER HEAVY.

THEY APPRECIATED HAVING THAT FRONT RUNWAY. SO YOU SEE THOSE SEVEN DAYS RIGHT THERE ON THE FRONT END FROM JULY 30TH ALL THE WAY TO AUGUST 7TH.

AND THEN A SPACED OUT APPROACH FOR THE REST OF THE PD.

SO YOU'LL SEE SOME TOUCH POINTS THERE LIKE OCTOBER 19TH WHICH IS RIGHT AFTER FALL BREAK.

AND YOU'RE PROBABLY WONDERING WHY IS THAT BUTTED UP AGAINST A BREAK.

THE TEACHER COMMITTEES PUT IN THERE A OPPORTUNITY FOR CAMPUS RESET TO DATA LIKE USUALLY OUR CBAS ARE RIGHT THERE BEFORE FALL BREAK, SO NOW A CAMPUS CAN RESPOND, PLAN, PUT SOME ACTIONS IN PLACE, AND HAVE A STRONG START TO THE SECOND GRADING PERIOD.

YOU SEE THE CONTINUATION OF THE SPACED OUT FROM JANUARY 4TH, FEBRUARY 16TH THEN MOVING INTO TEACHER AND STUDENT HOLIDAYS.

[01:00:03]

SO THAT WAY THE CAMPUS CAN BREATHE, THE STUDENTS CAN BREATHE, THE STAFF CAN BREATHE, AND THEN WE CAN KEEP THE RHYTHM GOING AS WE SPRINT TOWARDS THE END OF THE YEAR AND GRADUATION. THE SAME THEME CARRIES OVER IN 2027-28.

IT LITERALLY LOOKS EXACTLY THE SAME EXCEPT IN ONE SPOT.

EASTER WEEKEND SO GOOD FRIDAY IS NOT AS EARLY IN MARCH OF 2028.

IT'S ACTUALLY IN APRIL, AND SO WE DO NOT NEED THAT FRIDAY AFTER SPRING BREAK THAT YOU SAW IN THE PREVIOUS CALENDAR.

AND IT WILL JUST BE APRIL 14TH. SO JUST TO VERIFY THE MINUTES TO MAKE SURE WE HIT THOSE REQUIREMENTS, IT'S A GARLAND ISD PRACTICE TO MAKE SURE WE HAVE ENOUGH MINUTES BUILT INTO THE SCHOOL YEAR.

SO WE DO NOT NEED BAD WEATHER OR INCLEMENT WEATHER DAYS.

AND SO WE HAVE PLENTY OF MINUTES THERE TO MAKE SURE IT'S HITS THOSE REQUIREMENTS.

SO YOU SEE THE THE MINIMUM WE NEED TO HAVE THAT 75,600 MINUTES PLUS 880.

AND SO FOR ANY OF OUR CALENDARS TO WORK, WE HAVE TO HAVE A MINIMUM OF 76,480 MINUTES.

AND YOU CAN SEE AT EVERY AREA, INCLUDING HAVING EARLY RELEASE DAYS AT ALL LEVELS HITS THAT MARK.

SO WE'RE DEFINITELY SET UP THERE. IN TERMS OF PROFESSIONAL DEVELOPMENT DAYS, IF YOU ARE PAYING CLOSE ATTENTION AND KNOW THE CALENDAR FROM PREVIOUS YEARS, YOU'LL CATCH ON TO THAT THIS IS ONE LESS PROFESSIONAL DEVELOPMENT DAY AND ONE MORE STUDENT INSTRUCTIONAL DAY.

I'LL TALK ABOUT THE INSTRUCTIONAL DAY IN JUST A SECOND ON THE SECOND SLIDE.

BUT ONE THING THAT WE DID DECIDE TO CHANGE IS TO REALLY STREAMLINE PROFESSIONAL DEVELOPMENT AND REMOVE THE TRADITIONAL EXCHANGE DAYS THAT WE'VE ALWAYS RUN IN PREVIOUS YEARS COMING OUT OF COVID. AND SO NOW ALL PROFESSIONAL DEVELOPMENT DAYS WILL HAVE A VERY INTENTIONAL APPROACH, EITHER AT A CAMPUS OR DISTRICT LEVEL AND A VERY STRONG DEFINITION OF WHAT WE'RE GOING TO FOLLOW THROUGH ON.

TALKING ABOUT THE 175 INSTRUCTIONAL DAYS. SO IN THE 48TH SECTION OF THE EDUCATION CODE, THERE WAS AN UPDATE IN THE LAST LEGISLATIVE SESSION THAT ALLOWED FOR SCHOOL DISTRICTS TO ACCESS ADDITIONAL FUNDING.

AVERAGE WEIGHTED FUNDING IF THEY HAD 175 DAY CALENDAR PREVIOUSLY IT WAS 180 DAY CALENDAR.

SO BY ADDING ONE MORE DAY, WE CAN GET FUNDING FOR UP TO 30 DAYS OF INSTRUCTION FOR SUMMER SCHOOL.

SO THIS WILL HELP US OFFSET COSTS IN THE LONG RUN IN SUMMER OF 27.

THIS FUNDING APPLIES TO KINDERGARTEN THROUGH 8TH GRADE STUDENTS.

THE CALENDAR MUST HAVE 175 DAYS AND 75,600 MINUTES, WHICH WE'RE ALL GOOD THERE, AND SUMMER PROGRAM WOULD STILL RUN THE SAME AND BE VOLUNTARY IN LINE WITH THE OTHER CODES OF THE TEXAS EDUCATION CODE.

ALSO THE OTHER PART THAT'S KIND OF UNSEEN, BUT TALKED ABOUT WHILE WE DEVELOP THESE CALENDARS IS ANOTHER UPDATE TO THE LEGISLATIVE SESSION.

SO HOUSE BILL 8, WITH THE CHANGES COMING FOR THE STATE ASSESSMENT SYSTEM, WHILE THE AGENCY HAS NOT DEVELOPED THEIR PLAN, THEY HAVE GIVEN US IN LAW WHAT OUR TESTING WINDOWS ARE.

AND OUR TWO CALENDARS DO ACCOMMODATE FOR EACH ONE OF THESE WINDOWS FOR THE CHANGES TO THE TESTING.

AND THAT WILL ALL START WITH THE 2027-28 SCHOOL YEAR.

AND SO WITH ALL THOSE FACTS, WE WELCOME ANY QUESTIONS ABOUT THE TWO YEAR CALENDARS RECOMMENDED BEFORE YOU TONIGHT.

THANK YOU VERY MUCH. I THINK I WAS OKAY I'LL PROBABLY GO AHEAD AND LEAD OFF THE QUESTIONS WITH RESPECT TO THIS.

YEAH A CALENDARS COMMITTEE THAT'S COMPRISED OF COMMUNITY MEMBERS AND THINGS OF THAT NATURE.

IS THAT CORRECT? YES, SIR SO WE DID A DIFFERENT APPROACH AND USED EXISTING CALENDARS TO GET FEEDBACK AND DECISION MAKING.

SO COMMUNITY MEMBERS WERE PRESENT AND PARTICIPANTS IN THE DISTRICT IMPROVEMENT TEAM AND THE DEIC.

BUT WE HAD THE SAME PARTICIPANTS IN TERMS OF MAKEUP, BUT WE DID NOT ISOLATE A SPECIFIC CALENDAR COMMITTEE.

OKAY CORRECT? YES, SIR. DO THEY DO THAT FOR TWO YEARS? YES SO WE DID. WE THE MOST IMPORTANT PART THAT'S COME UP IN PREVIOUS MEETINGS IS SPRING BREAK, AND WE ARE ALIGNED TO WHAT DALLAS COLLEGE HAS PROJECTED FOR THE SAME TWO YEARS.

I HAVE REVIEWED THE CALENDAR, AND I PERSONALLY, AS MORE AS A PARENT THAN REALLY AS A TRUSTEE, I THINK IT LOOKS GREAT. I HAVE ONE CONCERN. I ALREADY RELAYED THAT DOCTOR LOPEZ AND HE'S PROBABLY READY TO FIRE OFF AT ME [LAUGHTER].

[01:05:07]

YES FOR TEACHERS, THAT'S A RESET FOR FAMILIES THAT'S ANOTHER DAY OF FALL BREAK.

THAT'S ESSENTIALLY WHAT THAT IS. AND I DO NOT SEE ANY GROUNDSWELL OF DESIRE FOR IT FROM THAT PERSPECTIVE.

I DO HEAR A GOOD DEAL FROM JUST MOM AND DAD, THE MOM, THE COMMITTEES OF MOMS AND DADS THAT REALLY CIRCLE THAT DAY BEFORE ELECTION DAY AS, AS A DAY THAT THEY WOULD RATHER SEE STUDENTS AT LEAST NOT BE PRESENT.

I DO NOT LIKE ISLAND DAYS IN THE MIDDLE OF THE IN THE WEEK THAT AREN'T TETHERED TO SOMETHING ELSE.

AND FROM MY PERSPECTIVE, AS I SEE WHAT MY KIDS GO THROUGH, THAT'S NOT REALLY A WHAT I WOULD SAY A HIGH ACHIEVEMENT WORKDAY.

THE MONDAY BEFORE ELECTION DAY. IT'S ALMOST A QUASI DAY OFF ALREADY.

SO WE GAINED AN EXTRA INSTRUCTIONAL DAY IN THIS.

AND I THINK THAT'S GREAT. I'M JUST AFRAID WE MIGHT BE GIVING IT RIGHT BACK UP WITH THIS DAY THAT'S SITTING THERE NOW WE HAD IT THIS WAY, SO IT ALREADY EXISTS. PERSONALLY, IF I WAS ON THE COMMITTEE, I WOULD ADVOCATE FOR MOVING THAT DAY FROM THE 19TH OF OCTOBER TO THE TO THE MONDAY BEFORE ELECTION DAY. I UNDERSTAND THE REASONING AND THE LOGIC BEHIND THAT.

WE'VE NEVER HAD THAT BEFORE. ALL I HEAR IS SUCCESS STORY AFTER SUCCESS STORY FROM THIS DISTRICT.

SO I DO THINK OUR STAFF AND OUR TEACHERS CAN CAN HANDLE THAT.

I THINK THEY'VE ALWAYS BEEN ABLE TO HANDLE THAT EVER SINCE WE'VE HAD A FALL BREAK. WE'VE NEVER HAD THE MONDAY AFTER IT.

WE'VE ONLY JUST RECENTLY STARTED GIVING ELECTION DAY OFF.

AND SO I DO THINK THAT THAT'S SOMETHING THAT WE'RE ADAPTING, BECAUSE THE MOMENT WE DO THIS, THE MOMENT WE SET THIS TRADITION OF MONDAY AFTER FALL BREAK IS A PD DAY.

IT'S GOING TO GET ETCHED IN GRANITE. [LAUGHTER] IT'S GOING TO BE SOMETHING WE'RE GOING TO DO FOREVER.

AND THEN IT'S GOING TO BE, WELL, THAT'S WHAT WE DO.

AND SO I JUST WANT TO MAKE SURE THAT WE GET THIS RIGHT THIS TIME.

BECAUSE IF WE'RE GOING TO ESTABLISH SOMETHING, I WANT TO MAKE SURE IT'S GOING TO BE RIGHT.

AND THIS IS JUST MY PERSPECTIVE. I'M NOT TRAINED IN THIS, AND I'LL BE GLAD TO HEAR EVERYONE'S COMMENTARY ON IT.

BUT AGAIN, THAT'S JUST KIND OF WHERE I'M SEEING IT.

I HATE DAYS THAT ARE THAT ARE JUST FLOATING IN THE MIDDLE OF THE WEEK THAT'S JUST OFF.

NOW SOME DAYS, LIKE A SNOW DAY OR SOMETHING, YOU CAN'T PLAN FOR THAT.

AND THERE'S NOTHING WE CAN DO ABOUT THAT. BUT THIS IS ALMOST A SNOW DAY THAT WE SEE COMING.

AND SO I WOULD THAT'S MY ONLY THOUGHTS ABOUT IT.

THAT'S JUST WHAT THEY ARE. THEIR THOUGHTS. IS ANY OTHER COMMITTEE MEMBER HAVE ANY QUESTIONS OR WE DON'T ADDRESS THAT QUESTION RIGHT NOW.

YEAH I JUST I'LL GO AHEAD AND ADDRESS IT. YOU KNOW, TWO THINGS WE GOT WE GOT TO REALIZE I.

WE DON'T LIKE THESE ISLAND DAYS EITHER. BUT YOU KNOW, THE TIME AND TENOR OF HOW ELECTIONS ARE HANDLED AND KEEPING KIDS SAFE AND DOING ALL THESE TYPE OF THINGS, IT MAKES IT TOUGH. SO WE DON'T LIKE THOSE ISLAND DAYS EITHER.

THE REAL PROBLEM THAT WE'RE FACING IN NOVEMBER IS IT'S HARD BECAUSE WE'RE GETTING READY FOR THE SECOND NINE WEEKS, WHICH IS A CRITICAL NINE WEEKS WHERE A LOT OF SCHOOL DISTRICTS LOSE MOMENTUM AND NOT HAVING PROPER PLANNING FROM DAY ONE, YOU HAVE ALL OF THE FESTIVITIES HAPPENING IN NOVEMBER, ALL THE FESTIVITIES HAPPENING IN DECEMBER.

THEN YOU FACTOR IN THE BREAKS THAT ARE HAPPENING THERE WITH THE WEEK LONG THANKSGIVING BREAK COUPLED WITH THE DECEMBER BREAK.

SO STRATEGICALLY AND I TOTALLY SEE WHY WE'VE GOT TO DO IT.

WE PLAN BECAUSE THAT'S WHEN WE GET OUR MID-YEAR ASSESSMENTS AND WE START PLANNING OUT FROM THERE BECAUSE IT GOES FAST.

IF YOU LOOK AT IT RIGHT NOW, WE'RE ALREADY MID-NOVEMBER, RIGHT? AND WE GOT ONE MORE WEEKEND THAN WE'RE IN BREAK.

THEN WE COME BACK FOR THREE AND THEN WE'RE IN BREAK. THIS NINE WEEKS OF MAXIMIZING TIME IS CRITICAL.

SO WHILE I SEE, I SEE WHERE YOU'RE COMING FROM I DO BELIEVE THAT HAVING THAT THAT TIME RIGHT THERE ON THAT MONDAY REALLY GENERATES A LOT OF IT COULD BE VERY PRODUCTIVE IF USED CORRECTLY.

RIGHT? NOW, THE CAVEAT THAT I'M NOT SEEING IT FROM YOUR POINT OF VIEW, LIKE, TO ME, WE GET INCONVENIENCED IN LIFE AND THAT'S JUST THE WAY IT GOES.

AND THERE'S GREAT TIMES TO HAVE THINGS AND NOT SO GREAT TIMES.

THE ONLY CONCERN I HAVE ABOUT THAT STAFF DEVELOPMENT DAY IS THAT THEN PEOPLE MIGHT USE THIS AS AN EXTRA DAY OF VACATION AND COME BACK ON THAT MONDAY RATHER THAN COME BACK ON THAT SUNDAY, YOU KNOW? AND YOU MIGHT HAVE A HIGH ABSENTEE RATE THAT DAY.

THAT'S MY CONCERN. AND EVEN WITH THE SPRING BREAK AS WELL.

[01:10:02]

I MEAN, IT MAY ACTUALLY BE INCONVENIENT, BUT WE OBVIOUSLY DIDN'T DO ANY.

WE HAD THIS DAY THIS YEAR BEFORE ELECTION DAY.

AND JUST MY OBSERVATION, IT'S ONLY THREE KIDS.

THAT'S ONLY I ONLY I GET TO OBSERVE. NONE OF THE THREE SEEM TO HAVE THAT MUCH GOING ON THAT DAY.

DURING THE DAY WE WERE THERE. SO THAT TELLS ME IT'S KIND OF LIKE TOWARDS THE END OF THE YEAR WHEN THEY PEOPLE SEE THE LIGHT AT THE END OF THE TUNNEL.

WE DON'T HAVE A TON OF CONSTRUCTION GOING ON.

IT'S ONE OF THE REASONS WHY WE WANT TO MOVE THINGS UP. SO WE REDUCE THAT AMOUNT OF KIND OF, I'M NOT GOING TO SAY DEAD TIME, BUT NOT AS PRODUCTIVE TIME.

AND SO FROM THAT PERSPECTIVE, I DO SEE AND I DO ALSO THINK THAT IF YOU HAD A MONDAY AND THE TUESDAY OFF ELECTION DAY THERE, THAT ALSO BALANCES THE AB SCHEDULE FOR THAT WEEK TOO, AND YOU DON'T END UP HAVING ONE MORE A DAY THAN YOU DO A B DAY THINGS OF THAT.

BUT I CERTAINLY UNDERSTAND YOUR POINT, AND IT'S SOMETHING WE NEED TO CONSIDER MOVING FORWARD.

MS. STANLEY, DO YOU HAVE SOMETHING? I DO, BECAUSE I'M GOING TO BRING IT FROM A DIFFERENT STANDPOINT.

I DON'T LIKE THAT 19TH EITHER, BECAUSE IT'S GOING TO CREATE PEOPLE AND KIDS AND PARENTS DRAGGING IN THEIR KIDS LATER THAN THEY SHOULD BE ON THAT BREAK. AND THEN THAT MONDAY FOR I DON'T KNOW IF ANYBODY HAS DAYCARE ISSUES AND IT'S BEEN A WHILE, BUT I DO HAVE THEM STILL AND I KNOW MY NEIGHBORS DO THAT THAT HAVE TO GO TO SCHOOL ON MONDAY.

DO YOU KNOW HOW MANY OF MY NEIGHBORHOOD DIDN'T EVEN GO TO SCHOOL ON THAT MONDAY? BECAUSE IT IT WASN'T THEY WEREN'T MISSING ANYTHING.

AND SO I FEEL LIKE, I DON'T KNOW, TAKE THE WEEK AND THEN TAKE THAT MONDAY OFF.

I MEAN I AGREE, BUT IT'S JUST FOR A DIFFERENT PURPOSE.

I LOOK AT IT MORE OF WHAT I SAW HAPPEN IN MY OWN LITTLE NEIGHBORHOOD OF, YOU KNOW, SEVEN KIDS, BUT THAT'S JUST ME. AND BOTH ADULT BASED COMMITTEES BROUGHT IT UP, AND WE HAD TWO DIFFERENT VARIATIONS AS WE REALLY DRILLED DOWN TO THE FINAL TWO.

AND THAT CONVERSATION CAME UP. THE THE BENEFIT TO BEING ABLE TO RESTART THE SECOND GRADING PERIOD WAS JUST THE MESSAGE THAT KEPT OUTWEIGHING THE REST OF THE COSTS.

AND SO THAT'S WHY IT'S THERE. AND ALSO WITH IN TERMS OF ATTENDANCE AND TEACHERS THERE, IT'S IN BOARD POLICY WHERE WE CAN RESTRICT DISCRETIONARY LEAVE ON A PROFESSIONAL DEVELOPMENT DAY TO MAKE SURE THAT IT GETS THE RIGHT TYPE OF ATTENTION AND ATTENTION TO DETAIL THAT IT DESERVES.

MR. MILLER AND THEN MR. GLICK. YEAH, JUST REAL QUICK ON PAGE 51.

I DON'T KNOW MUCH ABOUT CALENDARS, BUT APRIL 16TH DOESN'T LOOK LIKE A FRIDAY.

I THINK THAT SHOULD BE 14TH. IF YOU'RE GOING TO PUBLISH THIS.

NO, THAT'S MY MISTAKE. THAT'S FINE IT WAS ON THE PREVIOUS.

IT WAS PROBABLY JUST BROUGHT OVER FROM THE PREVIOUS YEAR. YES.

YEAH, BUT.

GLICK. THANK YOU SIR. USUALLY WE SHOW THE BREAKDOWN OF DAYS PER SEMESTER.

DO YOU HAVE THAT? YES, SIR. SO, 82 IN FIRST SEMESTER FOR BOTH AND 93 FOR SECOND SEMESTER.

AND JUST EXPLAIN WHAT YOU WERE SAYING ABOUT SNOW DAYS? SO ON TYPICALLY, SCHOOL DISTRICTS ACROSS THE STATE WILL PUT IN INCLEMENT WEATHER DAYS WHERE THEY CAN BURN THOSE IF THEY HAVE A SNOW DAY.

WE GO AHEAD AND BUILD IT INTO THE INSTRUCTIONAL CALENDAR AS ADDITIONAL REQUIRED MINUTES.

AND SO THAT WAY AS WE CLOSE DOWN AND WE SEEK THE WAIVERS FROM TEA, THERE'S NO REASON TO TELL THE KIDS, HEY, THAT DAY OFF THAT YOU HAD PLANNED IS COMING BACK.

IT'S JUST WE CAN EAT THOSE MINUTES AND STILL STAY WITHIN THE STATE REQUIREMENTS.

HOW MANY DAYS DO WE HAVE? TWO, YEAH THAT'S WHAT THE 880 IS ON THE SLIDE BEFORE YOU.

SO WHAT IF WE HAVE AN ICE STORM, A SNOWSTORM, AND THE DECISION IS MADE, AS IT HAS BEEN IN RECENT PAST, TO CLOSE THE DISTRICT FOR MORE THAN TWO DAYS? THAT'S WHERE WE APPLY FOR WAIVERS FROM TEA AND THEY APPROVE THEM.

AND SO THEY LIKE PREVIOUS EXPERIENCES THEY'VE APPROVED THOSE ADDITIONAL TWO DAYS AND DIDN'T HOLD US.

THEY HELD US HARMLESS TO THE 75,600 MINUTES. SO IS THERE ANY POINT WHERE WE ADD DAYS? NO. ON THESE CALENDARS? NO, SIR. OKAY THANK YOU.

ANY OTHER QUESTIONS? COMMENTS? THANK YOU VERY MUCH WE APPRECIATE IT ALL RIGHT THANK YOU ALL. THAT WILL BE ADVANCED TO THE BOARD MEETING NEXT WEEK.

ALL RIGHT MOVING ON TO 4.B.3 LIBRARIES RESOURCES APPROVAL.

[01:15:06]

I AM JEANINE BOYETT, AND I'M THE LIBRARY MEDIA COORDINATOR.

AND I'M HERE TODAY TO EXPLAIN TO YOU SENATE BILL 13 AND HOW THAT IMPACTS THE PURCHASING OF LIBRARY MATERIALS.

SENATE BILL 13 STATES THAT IF WE DO NOT HAVE THE ISBN NUMBER IN OUR CURRENT COLLECTION, WE HAVE TO GET BOARD APPROVAL AND BEFORE WE PURCHASE IT.

AND SO WE CREATE A LIST. THE LIBRARIANS CREATE A LIST.

THAT LIST HAS TO BE POSTED FOR 30 DAYS FOR THE PUBLIC TO SEE.

AND THEN IT'S PRESENTED TO YOU FOR YOUR APPROVAL.

OUR FABULOUS LIBRARIANS IN GARLAND HAVE A SELECTION GUIDELINES FOR PURCHASING BOOKS, AND THEY ARE CERTAIN COMPONENTS THAT THEY LOOK AT BEFORE THEY MAKE THOSE SELECTIONS.

AND THE FIRST ONE IS INTEGRAL INSTRUCTIONAL PROGRAM.

SO IF THEY SELECT BOOKS THAT ARE SUPPORT THE CURRICULUM AND ALSO BOOKS THAT WHOSE MAIN PURPOSE SUBJECT MAY NOT DIRECTLY BE PART OF A TEK, BUT THEY'RE DESIGNED TO SUPPORT THE DEVELOPMENT OF READING AND THINKING SKILLS.

THERE'S A CORRELATION BETWEEN INTEREST BASED READING SELECTIONS AND ACADEMIC PERFORMANCE.

RESEARCH SHOWS THAT STUDENTS WHO READ BOOKS OF INTEREST READ MORE OFTEN AND PERFORM BETTER IN READING THAN THEIR COUNTERPARTS.

THEY ALSO REFLECT THE INTEREST AND NEEDS OF STUDENT AND FACULTY THEY LIBRARIANS LISTEN TO WHAT THE STUDENTS WANT TO READ.

THEY HAVE SURVEYS. THEY COLLECT SUGGESTIONS FROM FACULTY AND STUDENTS FOR BOOKS THAT THEY SELECT.

APPROPRIATE READING LEVELS AND UNDERSTANDING OF STUDENTS.

WE MAKE SURE THAT THE STUDENT THE BOOK IS ON THAT LEVEL, LIKE THE CHARACTERS ARE IN ELEMENTARY AGE FOR ELEMENTARY BOOKS AND MIDDLE SCHOOL AGE, OR ELEMENTARY AGE FOR MIDDLE SCHOOL BOOKS.

AND WE ALSO COLLECT MAKE SURE THAT THE REVIEWS ON THEIR BOOKS ON THE BOOK IS ON THAT GRADE LEVEL.

INCLUDE IT'S INCLUDED BECAUSE OF ITS LITERARY ARTISTIC VALUE AND MERIT.

SO DOES IT HAVE WORTH? WHAT IS THE WORTH OF THAT WORK? AND FOR PRESENTING INFORMATION FOR GREATEST ACCURACY AND CLARITY.

SO ALL OF OUR BOOKS OF THAT ARE FICTION HAVE TWO REVIEWS, TWO POSITIVE REVIEWS FROM AUTHORITATIVE SOURCES.

AND THESE REVIEWS TALK ABOUT AUTHORS REPUTATION, ANY POTENTIAL BIAS.

CRITICAL INFORMATION AND APPROACH SUBJECT MATTER THAT MAY BE CONSIDERED BALANCED.

LIBRARIANS ARE DEDICATED TO PROVIDING BOOKS THAT MEET THE NEEDS OF OUR STUDENTS.

OKAY SUPERINTENDENT DOCTOR LOPEZ, MICHAEL RUIZ, EXECUTIVE DIRECTOR OF ELEMENTARY TEACHING AND LEARNING.

HERE TO TALK A LITTLE BIT ABOUT THE PROCEDURE THAT WE'RE GOING TO PUT IN PLACE TO MEET THE REQUIREMENTS OF SENATE BILL 13, LEVERAGING THE GUIDELINES THAT JEANINE SO ELOQUENTLY LAID OUT.

IT ALL STARTS WITH CAMPUS LIBRARIANS FOLLOWING THOSE GUIDELINES TO CURATE THEIR LIST OF BOOKS THAT MEET THE NEEDS OF THEIR SPECIFIC CAMPUS POPULATION. THEN THE SMALL BUT MIGHTY TEAM AT LIBRARY MEDIA SERVICES LOOKS OVER THOSE TITLES TO MAKE SURE THAT IT MEETS ALL OF THE GUIDELINES THAT WE'VE PREVIOUSLY STATED. ANY TITLES THAT SHOULD HAVE REVIEWS DO HAVE REVIEWS, THAT THOSE REVIEWS ARE COMING FROM A RELIABLE SOURCE.

THOSE LISTS ARE FINALIZED AND CLOSED AND PUBLISHED.

ONCE THEY'RE MADE PUBLIC, THEY'RE POSTED FOR 30 DAYS ON THE GARLAND ISD WEBSITE WITH A LINK TO A FORM ALLOWING PARENTS TO REVIEW

[01:20:08]

THAT FEEDBACK IS COLLECTED, ANY CONCERNS THAT ARE EXPRESSED.

WE THEN BUILD A COMMITTEE OF LIBRARIAN LEADERS WHO ARE GOING TO SIT DOWN AND LOOK AT THOSE MATERIALS TO DETERMINE THE VERACITY OF THAT CONCERN. AND WE WOULD PRESENT A CURATED LIST TO YOU FOR APPROVAL TO BE ABLE TO UPDATE OUR CATALOG AND GIVE PERMISSION TO OUR LIBRARIANS TO ORDER THOSE MATERIALS. SO THE PROCESS THAT WE WENT THROUGH FOR THIS ALL STARTED BACK IN SEPTEMBER. THE CAMPUSES HAVE COMPILED THEIR LISTS AND SENT EVERYTHING TO LIBRARY MEDIA SERVICES.

THAT FINAL LIST WAS PUBLISHED ON OCTOBER 3RD.

IT WAS POSTED FOR 30 DAYS ON NOVEMBER 3RD. WE HAD RECEIVED NO CONCERNS FROM THE COMMUNITY ON THE LIST, SO THE LIST WAS FINALIZED AND PUT FORWARD TO YOU.

WE ARE ASKING. WE ARE PROVIDING TITLES. AS JEANINE SAID BEFORE, THE LAW REQUIRES ISBNS TO BE ADDED.

WE'RE ASKING TO PLEASE APPROVE ALL ISBNS RELATED TO TITLES.

WHAT THAT MEANS IS ONE SINGLE BOOK, DESPITE HAVING THE SAME EXACT CONTENT, CAN HAVE A DIFFERENT ISBN NUMBER DEPENDING ON FORMAT OR PUBLISHER.

SO THE PAPERBACK FOR CHARLOTTE'S WEB HAS A DIFFERENT ISBN NUMBER THAN THE PERMA-BOUND HAS A DIFFERENT ISBN NUMBER THAN THE HARDCOVER, BUT IT'S ALL THE SAME CONTENT. THE PUBLIC FACING LIST. THIS IS A SCREENSHOT OF IT INCLUDED NOT ONLY THE TITLE OF THE BOOK AND THE AUTHOR, BUT ALSO THE CAMPUSES THAT ORDERED IT TO GIVE FURTHER CLARITY AS TO WHICH PARENTS WOULD HAVE ACCESS TO WHICH DIFFERENT BOOK TITLES THAT ARE BEING REQUESTED.

AND THEN YOU HAVE A COMPREHENSIVE LIST IN YOUR BOARD BOOK.

ANY QUESTIONS? COMMITTEE MEMBERS, DO YOU HAVE A QUESTION? MS. STANLEY. I DO, SO WALK ME THROUGH WHAT'S DIFFERENT IN THIS NEW POLICY THAN WHAT WE WERE DOING BEFORE.

THE PUBLIC FACING. SO THE TWO THINGS THAT ARE NEW ARE THE PUBLIC FACING REQUEST GIVING PARENTS AN OPPORTUNITY TO SEE AND COMMUNITY MEMBERS TO SEE THE MATERIALS THAT WE'RE GOING TO PURCHASE.

BEFORE, WE ONLY NEEDED TO HAVE A PUBLIC FACING LIST OF OUR CURRENT CATALOG.

THIS IS GIVING THEM BEFORE WE PURCHASE AN UPDATED LIST OF THE MATERIALS THAT WE'RE REQUESTING FOR PURCHASE.

IN ADDITION TO THAT, PREVIOUSLY WE COULD SIMPLY ORDER THESE MATERIALS.

NOW WE'RE REQUIRING BOARD APPROVAL IN ORDER TO BE ABLE TO PURCHASE THEM.

SO NOTHING'S CHANGED IN HOW WE'RE PICKING THE BOOKS? NO, THE GUIDELINES REMAIN EXACTLY THE SAME. THEY'RE THE FOUNDATION FOR THIS PROCESS. SO IT'S JUST SIMPLY THE SO NOTHING WHO DETERMINES THE VALUE IN THE MERIT? SO ONE OF THESE BULLET POINTS INCLUDES BECAUSE OF THEIR LITERACY AND ARTISTIC VALUE AND MERIT, WHO DETERMINES THAT VALUE AND MERIT? SO LIBRARIANS DO AN EXHAUSTIVE SEARCH TO DETERMINE THE VALUE OF MERIT. JEANINE, DO YOU WANT TO TALK A LITTLE BIT ABOUT THAT? DO YOU HAVE CLARITY? MICROPHONE SORRY SO WE USE REVIEWS TO TELL US WHAT THE VALUE IS.

AND MOST OF THE REVIEWS ARE WRITTEN BY OTHER LIBRARIANS OR PROFESSIONALS THAT WRITE REVIEWS WE ONLY USE AUTHORITATIVE SOURCES. DON'T LIKE GOODREADS OR AMAZON FOR OUR INFORMATION OKAY. AND THEN SO DO YOU FEEL CONFIDENT THAT EVERY SINGLE ONE OF OUR PARENTS KNOWS THAT THIS LIST WAS POSTED, AND? THAT THEY SHOULD HAVE BEEN REVIEWING IT IF THEY SO CHOOSE? YEAH WITH ANY WITH ANY NEW PROCESS, IT'S HARD TO KNOW EXACTLY.

SO WE RELIED HEAVILY ON EXPERTISE FROM OTHER DISTRICTS WHO HAVE GONE THROUGH THIS PROCESS AND TRIED TO UNDERSTAND KIND OF WHAT THEIR METHOD WAS.

I'M ALWAYS OPEN TO DIVING INTO LIKE, STRONGER COMMUNICATION PLANS IF THAT'S SOMETHING THAT'S REQUIRED.

BUT I'D BE HARD PRESSED WITH SOMETHING THAT WE'RE ESTABLISHING A PRECEDENT FOR, TO SAY HOW MANY PEOPLE WERE REACHED.

WELL, I THINK THAT'S I THINK THAT'S WHERE I'M KIND OF STRUGGLING BECAUSE WE CAN POST IT ALL DAY LONG.

BUT IF IT'S NOT REACHING ANYBODY, HAVE WE REALLY MET THE INTENT OF THIS?

[01:25:03]

I MEAN, I GOT TO SEE IT A COUPLE OF DAYS AGO, BUT NOT A LOT SO.

THIS IS A LOT TO DIGEST, TOO, AND JUST A VERY SHORT AMOUNT OF TIME, WHICH I KNOW I FEEL AS A BOARD MEMBER, I'M BEING ASKED TO DIGEST IT AT A VERY SHORT AMOUNT OF TIME.

SO IF WE HAVE PARENTS OR COMMUNITY MEMBERS THAT ARE ONLY FINDING OUT ABOUT THIS TONIGHT BECAUSE THEY HAPPEN TO BE WATCHING THEN THAT'S A VERY SHORT AMOUNT OF TIME. SO I GUESS MY QUESTION WOULD BE, IS THERE ANY WAY A LOT OF TIMES FOR ME WHEN SOMEONE SAYS WE HAD AN OVERWHELMING RESPONSE, AND THEN WHEN YOU ASK WHAT THAT OVERWHELMING RESPONSE.

WELL, I HAD A WHOPPING THREE PEOPLE THAT WERE MY OVERWHELMING RESPONSE, BUT I ONLY HAD. I MEAN, IT WAS OVERWHELMING RESPONSE BECAUSE NO ONE RESPONDED.

SO I GUESS I KIND OF STRUGGLE WITH WHAT IS OUR BENCHMARK? OR HOW ARE WE GOING TO DETERMINE WHETHER OR NOT WHAT WE'RE DOING IS REALLY ARE WE JUST GOING THROUGH THE MOTIONS, OR IS THIS SOMETHING THAT WE REALLY FEEL IS BEING BENEFICIAL TO OUR COMMUNITY? SO I THINK THE REAL QUESTION IS THIS BECAUSE IT'S KIND OF UNREALISTIC FOR EVERY PARENT TO KNOW EVERY BOOK.

SO LET'S JUST BE HONEST. RIGHT. AND SO THEY MAY RUN INTO A BOOK THAT THEY DIDN'T KNOW WAS A BOOK THEY DID NOT WANT TO READ.

RIGHT? SO WHY DON'T YOU TELL THEM THE PROCESS WHENEVER THEY ENCOUNTER A BOOK THAT THEY'RE NOT COMFORTABLE WITH, BECAUSE THERE'S SO MANY BOOKS THERE, THERE'S NO WAY A PARENT CAN GO IN AND THERE'S NO TIME TO DO THAT AND WAIT FOR ORDERING THE BOOKS.

SO LET'S SAY WE ORDERED THIS BOOK. WE DIDN'T GET ANY FEEDBACK, RIGHT? AND I DO FEEL OVER TIME, THE MORE WE PUBLISH THIS AND WE HAVE THIS PRACTICE, PEOPLE WILL KNOW TO GO AHEAD AND LOOK RIGHT.

WE WILL LEARN ABOUT IT. BUT LET'S JUST SAY A BOOK COMES UP AND THEY THEY HAVE A PROBLEM WITH IT.

WHAT IS THE PROCESS FOR THEM TO CONTEST THEIR CHILD READING THE BOOK? SO PART OF THIS BILL ALSO HAS A FACTOR THAT WE HAVE A FORWARD FACING CATALOG, WHICH WE HAVE HAD FOR YEARS, THAT THAT'S NOTHING NEW FOR US.

ANYBODY CAN GET ON AND SEE WHAT WE HAVE. WHAT PART OF THIS IS THAT PARENTS CAN GET ON AND RESTRICT THEMSELVES? PRIOR TO THIS, THEY WOULD COME TO THE LIBRARIAN AND SAY, I DON'T WANT MY CHILD TO READ X, Y, Z. AND SO THE LIBRARIAN WOULD PLUG IT IN. NOW WE HAVE THE OPPORTUNITY FOR THE PARENT TO GO IN AND SAY, I'M RESTRICTING MY CHILD FROM READING THIS BOOK AND WE HAVE THAT ON OUR EVEN OUR EBOOKS WE HAVE THAT WHERE THEY CAN AND IT CAN SORA THANK YOU. I JUST HAVE A COUPLE QUESTIONS ON THIS.

FIRST, I NOTICED THAT ONE OF THE BOOKS INVOLVED IS LAMAR JACKSON VERSUS CAM NEWTON.

WE DON'T NEED A BOOK ON THAT. LAMAR JACKSON WON THAT BATTLE A LONG TIME AGO [LAUGHTER]. [LAUGHTER] SECOND OBVIOUSLY, YOU OUTLINED A PROCESS WHERE THE CAMPUSES COMPILE A LIST AND THEY SUBMIT THEM TO LIBRARY MEDIA SERVICES.

WITHOUT GETTING INTO TITLES OR ISBN NUMBERS OR ANYTHING, DID LIBRARY AND MEDIA SERVICES REJECT ANY OF THE REQUESTS BEFORE THEY PUT THEM ON THIS LIST AND PUT IT OUT TO THE PUBLIC? I HAD A FEW THAT DID NOT HAVE THE RIGHT AMOUNT OF REVIEWS, AND I KICKED THAT BACK TO THE LIBRARIAN, AND PROBABLY IN MOST CASES, IT'S BECAUSE IT'S A NEW BOOK AND IT JUST HASN'T HAD ENOUGH TIME TO GET REVIEWS. AND SO THEY'RE JUST GOING TO TABLE. IN THOSE CASES, TABLE THAT BOOK AND SEE IF MORE REVIEWS COME IN THE FUTURE BEFORE THEY CAN PUT IT ON THE LIST. I JUST THINK IT'S IMPORTANT THAT THE PUBLIC UNDERSTAND THAT WE'RE NOT JUST RUBBER STAMPING ANYTHING THAT THAT THAT THE CAMPUSES ARE MOVING FORWARD, BECAUSE I THINK THERE IS A CURRENT UNDER UNDER UNDERCURRENT OF CONCERN THAT, YOU KNOW, INDIVIDUAL PEOPLE MAY HAVE CERTAIN AGENDAS OR WHATEVER OF THAT NATURE, AND THEY'RE ADVANCING THINGS.

IT IS GETTING MONITORED BY THE DISTRICT AT THE DISTRICT LEVEL.

AND I THINK IT'S IMPORTANT THAT WE REITERATE THAT.

BOARD ANY OTHER MEMBERS HAVE QUESTIONS ON THIS ISSUE? MR. SELDERS. JUST A FOLLOW UP TO WHAT I THINK MS. STANLEY WAS ASKING, AND I WAS JUST CURIOUS MYSELF, HOW ARE WE COMMUNICATING TO OUR COMMUNITY THAT THIS INFORMATION IS AVAILABLE ON OUR WEBSITE? YEAH, SO WE POSTED IT ON THE ON THE GARLAND ISD WEBSITE AND LET PEOPLE KNOW ON THE FRONT PAGE THAT THEY GO TO LIBRARY AND MEDIA SERVICES.

IT WAS THERE BECAUSE THIS IS THE FIRST TIME IN A NEW PROCESS WE WEREN'T EXPECTING A RECORD AMOUNT OF PEOPLE TO GET THERE.

[01:30:07]

AND AS PEOPLE BECOME MORE FAMILIAR WITH THE PROCESS, THEY'LL START SEEING IT THERE BUT.

YEAH SO THE LIST WILL BE WILL BE PUBLISHING SHORTLY THE LIST THAT IT'S COMING FROM THE FOR THE NEXT BOARD MEETING OF MATERIALS THAT WANT TO BE PURCHASED THAT ARE JUST RECENTLY PUBLISHED. SO IT'LL BE ON A FAIRLY ONGOING PROCESS.

THEY'LL ALWAYS FIND IT IN THE SAME PLACE, AND WE CAN WORK ON A COMMUNICATION PLAN TO LET PEOPLE KNOW WHERE TO FIND THAT.

GOT IT CORRECT? CORRECT 30 DAYS. ANYTHING ELSE? THANK YOU WE APPRECIATE IT.

OKAY MOVING ON TO AGENDA ITEM 4.B.4 APPROVAL RESOLUTION FOR USE OF A DISTRICT FACILITY FOR THE COUNCIL OF PTAS, DOCTOR MORIN, AGAIN, HOW ARE YOU? GREAT CHAIRMAN JOHNSON, BOARD OF TRUSTEES, DOCTOR LOPEZ BEFORE YOU IS A RESOLUTION FOR THE GARLAND ISD COUNCIL OF PTAS TO USE THE CURTIS CULWELL CENTER WITHOUT CHARGE. FOR THE CURTIS CULWELL CENTER TO BE USED FOR EVENTS WITHOUT CHARGE THE BOARD OF TRUSTEES MUST DETERMINE THAT THE USE SERVES THE DISTRICT'S PUBLIC PURPOSE.

THIS RESOLUTION SERVES AS A FINDING OF THE PUBLIC PURPOSE, AND ALLOWS THE ADMINISTRATION TO DETERMINE NECESSARY CONTROLS TO ENSURE THE PUBLIC PURPOSE IS CARRIED OUT. THE RESOLUTION BEFORE YOU IS FOR THE GARLAND ISD COUNCIL OF PTAS TO USE THE CURTIS CULWELL CENTER FOR THEIR ANNUAL SPRING LUNCHEON ON WEDNESDAY, MAY 6TH, 2026, FROM 11:00 A.M. TO 1:00 P.M.

THIS EVENT IS DESIGNED TO CELEBRATE THE WORK OF LOCAL PTA PARENT AND COMMUNITY LEADERS WHO STRIVE TO CARRY OUT THE MISSION OF PTA TO MAKE EVERY CHILD'S POTENTIAL A REALITY BY ENGAGING AND EMPOWERING FAMILIES AND COMMUNITIES TO ADVOCATE FOR ALL CHILDREN.

GARLAND ISD STUDENTS WHO PARTICIPATED IN THE PTA REFLECTIONS PROGRAM WILL ALSO BE RECOGNIZED AT THIS EVENT.

ARE THERE ANY QUESTIONS ABOUT THIS RESOLUTION? COMMITTEE ANY QUESTIONS ABOUT THE RESOLUTION? BOARD ANY QUESTIONS? THANK YOU VERY MUCH. THANK YOU. MOVING ON TO AGENDA ITEM 4.B.5 APPROVE RESOLUTION FOR USE OF A DISTRICT FACILITY FOR TRUSTED WORLD, DOCTOR GILMORE, HOW ARE YOU? I'M GREAT. HOW ARE Y'ALL TODAY? GOOD. GOOD EVENING, CHAIRMAN JOHNSON, BOARD OF TRUSTEES DOCTOR LOPEZ.

THE ADMINISTRATION HAS PREPARED A RESOLUTION TO USE THE CURTIS CULWELL CENTER ON TUESDAY, MAY 5TH, 2026 FOR THE ANNUAL TRUSTED WORLD AWARDS BREAKFAST.

THIS EVENT IS DESIGNED TO RAISE FUNDS THROUGH TABLE SPONSORSHIP, WHICH DIRECTLY SUPPORTS THE PURPOSE WHICH DIRECTLY SUPPORTS THE PURCHASE OF CLOTHING, TOILETRIES AND FOOD FOR GARLAND ISD STUDENTS AND FAMILIES.

AS A FRIENDLY REMINDER TO USE THE FACILITY AT NO CHARGE, THE BOARD OF TRUSTEES MUST DETERMINE THAT THIS EVENT SERVES THE DISTRICT PUBLIC PURPOSE, AND AUTHORIZES THE ADMINISTRATION TO ESTABLISH APPROPRIATE CONTROLS TO ENSURE THE PURPOSE IS FULFILLED.

DURING THE 2024-25 SCHOOL YEAR, TRUSTED WORLD PROVIDED MORE THAN $174,000 WORTH OF CLOTHING, TOILETRIES, AND FOOD TO ASSIST GISD FAMILIES IN NEED.

THEIR CONTINUED PARTNERSHIP HELPS ENSURES THAT OUR STUDENTS NEEDS ARE MET SO THAT THEY'RE ABLE TO FOCUS ON THEIR ACADEMIC SUCCESS.

I'M HERE AND HAPPY TO ANSWER ANY QUESTIONS YOU HAVE.

COMMITTEE ANY QUESTIONS? BOARD ANY QUESTIONS? THANK YOU VERY MUCH, DOCTOR GILMORE DO WE HAVE A NEED FOR AN EXECUTIVE SESSION? WE DO NOT.

SO THEREFORE, I NOW NEED A MOTION TO ADJOURN.

[VI. Adjournment]

THANK YOU ALL.

* This transcript was compiled from uncorrected Closed Captioning.