Dec 11, 2023 Lockhart ISD Board of Trustees

KENNEDY ROWLAND, SECOND TEAM.

ZOE SIEVER, HONORABLE MENTION.

GISELLE ROCHE, HONORABLE MENTION.

FROM THE CROSS-COUNTRY TEAM, WE HAVE COLE FRY, ELITE TEAM.

RYAN TAMAYO, SECOND TEAM.

GRIFFIN MASON, SECOND TEAM.

ZEKE SANCHEZ, HONORABLE MENTION.

NATHAN PADALICE, HONORABLE MENTION.

HANNA WHEELER, FIRST TEAM.

EMMA FORRESTER, SECOND TEAM.

RILEY LINDSAY, SECOND TEAM, [BACKGROUND], AND LILY-ROYAL CORPUS, SECOND TEAM.

FROM LOCKHART FOOTBALL, WE HAVE SECOND TEAM, TRENTON HOLCOMB, [APPLAUSE], BRADY STEVENSON, [APPLAUSE], AND RICARDO DIAZ.

HONORABLE MENTION, WE HAVE EDWARD MENDOZA, NATHAN GARCIA, TYLER STATON, ALEX RICHARDSON, JACOB REYNA, AND ANA MONDRAGON GUTIERREZ.

THEY'RE ACCOMPANIED BY COACHES, TODD MAYBIS, SHELLY JONES, SCOTT HIPONSTEEL, AND RUBEN ORTIZ, AND LOCKHART HIGH SCHOOL PRINCIPAL, CYNTHIA VASQUEZ.[APPLAUSE].

[00:25:41]

WE'VE GOT ONE MORE.

FOR OUR FINAL RECOGNITION OF THE NIGHT, THE LOCKHART ISD BUSINESS OFFICE HAS A LONG HISTORY OF BEING LOCKED ON EXCELLENCE.

WE'RE PROUD TO SHARE WITH YOU THEIR LATEST CHAPTER OF OUTSTANDING ACHIEVEMENTS.

FOR THE 18TH CONSECUTIVE YEAR, THE LISD FINANCE DEPARTMENT RECEIVED THE GOVERNMENT FINANCE OFFICERS ASSOCIATION CERTIFICATE OF ACHIEVEMENT FOR EXCELLENCE IN FINANCIAL REPORTING, WHERE IT'S COMPREHENSIVE ANNUAL FINANCIAL REPORT FOR THE FISCAL YEAR ENDING JUNE 30TH, 2022.

THIS IS THE HIGHEST FORM OF RECOGNITION IN GOVERNMENT AND ACCOUNTING AND REPORTING.

THE CAFR HAS BEEN JUDGED BY AN IMPARTIAL PANEL TO MEET THE HIGHEST STANDARDS OF THE PROGRAM, WHICH INCLUDES DEMONSTRATING A CONSTRUCTIVE SPIRIT OF FULL DISCLOSURE TO CLEARLY COMMUNICATE ITS FINANCIAL STORY.

ADDITIONALLY, FOR THE 21ST CONSECUTIVE YEAR, THE LOCKHART ISD FINANCE DEPARTMENT EARNED A SUPERIOR RATING FROM THE FINANCIAL INTEGRITY RATING SYSTEM OF TEXAS.

NOT ONLY THIS, BUT THEY ALSO EARNED A PERFECT SCORE OF 100.

THE LEGISLATURE AUTHORIZED THE SCHOOL FIRST RATING TO ASSESS THE QUALITY OF FINANCIAL MANAGEMENT IN TEXAS PUBLIC SCHOOLS, MEASURE AND REPORT THE EXTENT TO WHICH FINANCIAL RESOURCES ASSURE THE MAXIMUM ALLOCATION POSSIBLE FOR DIRECT INSTRUCTIONAL PURPOSES TO ENSURE A SYSTEM THAT FAIRLY AND EQUITABLY EVALUATES THE QUALITY OF FINANCIAL MANAGEMENT DECISIONS.

PLEASE HELP US CELEBRATE THE MEMBERS OF THE BUSINESS TEAM WHO WORKED TIRELESSLY TO MAKE THESE ACHIEVEMENTS POSSIBLE.

AS I CALL YOUR NAME, WILL YOU PLEASE COME FORWARD TO BE RECOGNIZED? LIZ CUTNEY, [APPLAUSE], MICHELLE WILEY, [APPLAUSE], TANYA HOMAN, [APPLAUSE], TINA RAMIREZ [APPLAUSE], MELISSA KELLY, [APPLAUSE], BRANDY CIFUENTES, [APPLAUSE], AND NICOLE WISER, [APPLAUSE].

UNABLE TO ATTEND THIS EVENING, WAS NANCY IRANIA.

[BACKGROUND], [LAUGHTER] [APPLAUSE].

[Public Hearing to Discuss the School Financial Integrity Rating System of Texas (FIRST) Rating for 2021-2022]

>> WE'LL MOVE ON TO ITEM 5, A PUBLIC HEARING TO DISCUSS THE SCHOOL FINANCIAL INTEGRITY RATING SYSTEM OF TEXAS, FIRST RATING FOR 2021, 2022. MS. WISER.

>> GOOD EVENING. ANNUALLY,

[00:30:03]

THE TEXAS EDUCATION AGENCY DOES RELEASE THE SCHOOL FIRST RATINGS.

WHAT THESE RATINGS ARE IS, A SYSTEM OF 20 CHECKS TO SEE HOW WE'RE DOING AND THAT'S HOW WE GET RATED.

WE DID GET A PERFECT SCORE THIS YEAR, IS REQUIRED THAT A SCHOOL DISTRICT HOLD A PUBLIC HEARING IF ANYBODY HAS QUESTIONS ON THAT.

THAT'S WHAT THIS PUBLIC HEARING IS FOR.

IN ADDITION, THE SCHOOL'S FIRST REPORT WILL BE ON OUR WEBSITE FOR ANYONE TO LOOK AT AND SO IF QUESTIONS WOULDN'T COME UP TODAY, AND ANYBODY WOULD WANT TO CONTINUE TO ASK QUESTIONS OVERTIME, THEY'RE AVAILABLE TO THEM.

>> ARE WE READY FOR THAT?

>> IS THERE ANYBODY IN THE AUDIENCE WHO WOULD LIKE TO MAKE ANY COMMENTS? HEARING NONE, WE WILL CLOSE THE PUBLIC SESSION, THIS PUBLIC MEETING, AND MOVE ON.

>> THANK YOU VERY MUCH, MS. WISER.

NOW, PUBLIC COMMENTS THAT WE HAVEN'T YET SIGNED UP? THANK YOU.

WE'LL BE NOW MOVING INTO CLOSE SESSION.

[CLOSED SESSION]

THE BOARD OF TRUSTEES ON DECEMBER 11TH, 2023, BEGINNING AT 7:01 PM, WILL CONVENE AND CLOSE SESSION IN ACCORDANCE WITH THE TEXAS OPEN MEETINGS ACT FOR THE PURPOSE OF DISCUSSING ITEMS LISTED UNDER TEXAS GOVERNMENT CODE, SECTION 551.071, 551.129, 551.072, 551.074 AND 551.076.

NO FINAL ACTIONS, DECISIONS OR VOTES WILL BE TAKEN WHILE THE BOARD IS IN EXECUTIVE SESSION.

[NOISE].

THE BOARD ENDED ITS CLOSED SESSION AT 7:54 PM, ON DECEMBER 11TH, 2023.

NOW, WE'LL MOVE ON TO ITEM 8,

[BUSINESS: CONSENT AGENDA ]

ITEMS A THROUGH F FOR THE CONSENT AGENDA.

>> I MAKE A MOTION THAT WE APPROVE THE CONSENT AGENDA AS LISTED.

>> I'LL SECOND.

>> WE HAVE A MOTION. WE HAVE A SECOND.

ALL THOSE IN FAVOR SAY AYE.

>> AYE. [OVERLAPPING]

>> ANY OPPOSED? PASSES SEVEN TO ZERO.

NOW, WE'LL MOVE TO ITEM 9, COMMUNICATIONS A,

[Community In School (CIS) 2022-2023 Impact Report ]

COMMUNITY IN SCHOOL CIS 2022/ 2023 IMPACT REPORT.

>> THANK YOU, BOARD. WE HAVE THE CEO FROM CIS MS. VIGIL IS HERE THIS EVENING TO GIVE US AN UPDATE ON THE WORK OF CIS ACROSS THE SCHOOL DISTRICT.

I JUST WANT TO SAY BEFORE SHE GETS STARTED, HOW INCREDIBLY THANKFUL I AM FOR THE GREAT WORK THAT I SEE EVERY DAY, THE SUPPORT SERVICES THAT THEY'RE PROVIDING OUR STUDENTS AND OUR FAMILIES.

YOU'LL LEARN SOME OF THE DETAILS HERE MOMENTARILY, BUT VERY EXCITED AND JUST VERY PLEASED WITH THE SERVICES THAT OUR FAMILIES ARE GETTING SO THANK YOU. IF YOU WANT TO GO AHEAD AND BEGIN.

>> I WAS GOING TO SAY MR. ESTRADA AND I HELD SOME FORUMS WITH EACH OF THE ELEMENTARY CAMPUS SCHOOLS A COUPLE OF WEEKS AGO AND WE HEARD NOTHING BUT REALLY GREAT REPORTS FROM TEACHERS.

THEY REALLY LIKE WHAT YOU ALL ARE DOING FOR THEM.

>> THANK YOU FOR THAT. IT'S OUR HONOR.

WELL, GOOD EVENING, [FOREIGN], EVERYONE.

MY NAME IS I'M SHARON VIGIL AND I AM THE PROUD CEO OF COMMUNITIES IN SCHOOLS.

I'M A FAST TALKER.

[LAUGHTER] IF YOU ALL HEAR OKAY, YOU'RE GOOD.

IF YOU WANT ME TO SLOW DOWN, JUST GIVE ME THE WINK.

A LITTLE BIT ABOUT CIS, WE ARE A NATIONAL EVIDENCE-BASED PRACTICE PROGRAM, WHICH MEANS THAT WE'RE ABLE TO BRING A LOT OF RESEARCH-BASED INFORMATION BASED ON OUR NATIONAL AFFILIATE.

I'LL SHARE WITH YOU THAT PART OF OUR WORK INCLUDES THAT WE DON'T DO THIS WORK IN A SILO.

WE ACTUALLY EVERY YEAR DO SOMETHING THAT IS CALLED A COMMUNITY ASSET MAPPING.

WE SPEAK TO YOUR PARENTS, WE SPEAK TO YOUR TEACHERS, WE SPEAK TO YOUR ADMIN, WE SPEAK TO STUDENTS.

THROUGH ALL OF THAT, WE'RE LOOKING AT WHAT DOES THE COMMUNITY NEED.

ONCE WE DO THAT COMMUNITY ASSET MAPPING, THEN WE LOOK AT WHAT THE PRINCIPLES ARE DOING.

THEN WE GRAB THAT TOGETHER AND EVERY SINGLE YEAR WE CREATE A PLAN THAT IS VERY UNIQUE AND INDIVIDUALIZED FOR STUDENTS AND FOR CAMPUS ADMINISTRATORS.

WE DO WORK IN THREE TIERS.

TIER ONE, TIER TWO, AND TIER THREE.

I'M GOING TO TALK A LITTLE BIT MORE ABOUT THAT.

BUT WHAT I DO WANT TO SHARE WITH YOU ALL IS THAT CIS IS NATIONALLY RESEARCHED.

WE HAVE HAD A THIRD-PARTY EVALUATION, PROBABLY FOUR ALREADY SINCE 2008.

EVERY SINGLE TIME THE EVALUATION SHOWS THAT CIS HELPS STUDENTS STAY IN SCHOOL, COME TO SCHOOL MORE TIMES THAT THEY WOULD HAVE WITHOUT CIS PROGRAMMING,

[00:35:05]

AND THAT FAMILIES REALLY CARE ABOUT CIS BECAUSE WE'RE ABLE TO PROVIDE THEM BASIC NEEDS SUPPORTS THAT THEY WOULDN'T HAVE OTHERWISE.

I'M GOING TO SKIP THAT REALLY QUICK.

IF THERE'S ANYTHING THAT I WANT YOU TO TAKE AWAY FROM TODAY, IS THAT WE ARE A TURNKEY PROGRAM.

WE PROVIDE YOU HIGHLY TRAINED STAFF ON EACH OF YOUR CAMPUSES.

LAST YEAR WE SERVED THREE.

WE GIVE YOU DATA-DRIVEN PRACTICES.

WE BRING IN INDUSTRY TRENDS LIKE CHECK AND CONNECT.

WE ALSO MAKE SURE THAT ALL OF OUR STAFF IS INSURED, IF THEY HAVE A LICENSE, WE ARE ABLE TO INSURE THEM AS WELL.

WE'RE ABLE TO PROVIDE ONGOING CONSULTATION TO OUR STAFF ON CAMPUS.

WHEN WE'RE DOING TIER I PROGRAMMING, THESE ARE THE SORTS OF ACTIVITIES THAT WE'RE DOING.

WE HAVE SUPPLY CLOSETS, WE HAVE SNACK PACKS, WE HAVE HYGIENE ITEMS, WE HAVE FOOD PANTRIES.

WE ALSO PROVIDE TRAININGS FOR SOME OF YOUR TEACHERS.

WE ALSO PROVIDE DIRECT FAMILY ASSISTANCE, WHICH I'M GOING TO TALK A LITTLE BIT MORE ABOUT.

THAT MEANS THAT IF A CHILD IS HUNGRY, CIS WILL PROVIDE FINANCES SO THAT THEY DON'T GO HUNGRY AND THAT THEY'RE ABLE TO HAVE FOOD TO SUPPORT THEM.

IN OUR TIER II PROGRAMMING, THIS IS WHERE OUR STAFF REALLY IS WORKING WITH STUDENTS ONE-ON-ONE.

THIS IS WHERE WE ARE FOCUSING ON STUDENTS WHO MIGHT HAVE GRIEF AND LOSS, SELF-REGULATION CONCERNS.

THEY HAVE RELATIONSHIP MANAGEMENT ISSUES, SELF-ESTEEM ISSUES.

WE'RE REALLY LOOKING AT LEADERSHIP, ADULT FUNCTIONING SKILLS.

WE'RE PROVIDING THIS SCL, MENTAL HEALTH SUPPORT DIRECTLY ON CAMPUS.

MANY TIMES WE HEAR THAT PEOPLE SAY, I CAN'T GET THERE AND SO WE BREAK THAT BARRIER SO THAT STUDENTS HAVE WHAT THEY NEED WHEN THEY NEEDED THE MOST.

TIER II IS REALLY STUDENTS WHO ARE ON VERY HIGH CRISIS.

THEY MIGHT BE SUFFERING FROM SUICIDE IDEATION.

THEY MIGHT HAVE A TRAUMATIC IMPACT AT HOME AND SO WE'RE MEETING WITH THEM WEEKLY, IF NOT DAILY.

ADDITIONALLY, THESE TIER III STUDENTS ARE STUDENTS WHO MAY BE COMING TO SCHOOL LESS THAN 90% OF THE TIME, THEY'RE CONSIDERED TRUANT.

WE'RE REALLY INVESTING IN RELATIONSHIPS WITH THEIR FAMILIES AND RELATIONSHIPS WITH THEM.

I'M GOING TO GET INTO THE DATA.

BUT I ALSO WANTED TO SHARE WITH YOU THAT THE DATA IS A SUBSET OF YOUR STUDENT BODY, SO 86% OF THE STUDENTS THAT WE'RE SERVING QUALIFY FOR FREE AND REDUCED LUNCH.

WHILE 39% ARE EMERGENT BILINGUAL STUDENTS AND 15% ARE ENROLLED IN SPECIAL EDUCATION PROGRAMMING.

NEXT. PERFECT. WAIT, LET ME GO BACK.

LAST YEAR WE SERVED THREE CAMPUSES.

WE PROVIDED SERVICES TO 2,178 STUDENTS AND THAT WAS THAT TIER I, TIER II SERVICES.

WE PROVIDED 279 INTENSIVE CASE MANAGEMENT SERVICES TO TIER II AND TIER III STUDENTS.

WE PROVIDED 2,450 SUDDEN SERVICES TO STUDENTS THAT ARE UNDUPLICATED.

THIS MEANS THAT IN THOSE THREE CAMPUSES, WE WERE ABLE TO SUPPORT 70% OF THAT STUDENT BODY.

I'M GOING TO SAY THAT AGAIN.

BECAUSE THE BEAUTY ABOUT CIS IS THAT WE ARE NOT A SMALL ORGANIZATION WITH A SMALL IMPACT.

WE WERE ABLE TO SUPPORT 70% OF THAT STUDENT BODY.

ADDITIONALLY, WE WERE ABLE TO PROVIDE OVER $13,000 IN DIRECT FINANCIAL ASSISTANCE.

THIS IS NOT ANY OF THE COATS OR THE SNACKS.

THIS IS ACTUAL MONEY THAT WE WERE ABLE TO GIVE YOUR FAMILIES SO THAT THEY WOULDN'T GO WITHOUT.

HOW DO WE DO THIS? LAST YEAR, WE PROVIDED FOUR FULL-TIME STAFF MEMBERS.

WE BROUGHT IN THREE PARTNERSHIPS AND I WANT TO SAY THANK YOU FOR SUPPORTING OUR HALF HELEN PARTNERSHIP THAT YOU ALL CONGRATULATED US FOR AT YOUR LAST BOARD MEETING.

WE ALSO BROUGHT TO FULL-TIME AMERICORPS MEMBERS.

THEY SERVE ABOUT 48 HOURS A WEEK DIRECTLY ON YOUR CAMPUS.

WE ALSO BROUGHT ONE UNIVERSITY INTERN THAT WAS FULLY MENTAL HEALTH.

YOU ALL PROVIDE SUPPORT TO CIS.

YOU ALL FUNDED US ABOUT $135,000, BUT WE WERE ABLE TO LEVERAGE NEARLY $300,000.

WHAT WE KNOW IS THAT SCHOOL DISTRICTS SHOULDN'T BE DOING THIS WORK ALONE THAT IT TAKES THE COMMUNITY TO SUPPORT YOU ALL.

TO PROVIDE ONE SERVICE ON A CAMPUS, IT COSTS US $104,000 A YEAR.

BUT WE LEVERAGE ABOUT 60% OF THAT AND WE SUBSIDIZE THE SERVICES FOR THE DISTRICT.

[00:40:04]

WE ALSO ARE GOVERNED BY TEA, JUST LIKE YOU.

WE ALSO HAVE TO REPORT TO THEM, OR ACADEMIC ATTENDANCE AND OUR BEHAVIOR SUCCESS WITH YOUR STUDENTS.

A STUDENT THAT HAS AN ACADEMIC NEED AND QUALIFIES FOR CIS MEANS THAT THEY HAVE EITHER ARE NOT PASSING TWO OR MORE CLASSES OR THEY DID NOT PASS THEIR STAAR TEST THE YEAR BEFORE.

84% OF THE STUDENTS THAT HAD AN ACADEMIC NEED, THIS PAST YEAR THEY WERE ABLE TO PASS AND THEY IMPROVED THEIR ACADEMICS.

I'M REALLY PROUD OF THAT BECAUSE REMEMBER THE DEMOGRAPHICS I SHARED WITH YOU ALL.

WE'RE REALLY WORKING WITH STUDENTS THAT HAVE LAYERED COMPLEX NEEDS AND THIS IS A GREAT NUMBER FOR US.

THE STUDENTS WHO IMPROVED ATTENDANCE WAS 79%.

I DO WANT TO TELL YOU THAT THIS WAS A LITTLE BIT LOWER THAN WE'VE EVER HAD PRE-COVID.

AS YOU ALL KNOW, 60% OF ALL SCHOOLS IN THE NATION ARE SAYING THAT TRUANCY AND ATTENDANCE RECOVERY AFTER COVID HAS BEEN REALLY TOUGH.

THEY'RE ACTUALLY CALLING IT AN ATTENDANCE EPIDEMIC.

BUT I WANT TO TALK A LITTLE BIT MORE ABOUT ATTENDANCE WITH YOU ALL HERE.

IF YOU ALL SEE THIS.

DO YOU ALL SEE THIS RIGHT HERE? THIS IS A GRAPH THAT TELLS YOU ALL THE STUDENTS THAT WE SUPPORTED BASED ON WHERE THEY STARTED THEIR ATTENDANCE.

THE STUDENTS HERE THAT ARE 65%, THAT MEANS THAT THEY WERE COMING TO SCHOOL LESS THAN 65% OF THE TIME.

THOSE STUDENTS WHEN THEY WERE WITH CIS LAST YEAR IMPROVED 25%.

WE GOT STUDENTS WHO WERE REALLY TRUANT UP TO THE 90%, WHICH MEANS THAT THEY ARE NO LONGER TRUANT.

AS EDUCATORS, YOU ALL KNOW THAT WE LIKE THIS GRAPH, WHICH MEANS THAT STUDENTS WHO HAVE THE HIGHEST NEEDS ARE SEEING THE HIGHEST PROGRESSION AND THIS IS WHEN YOU CLOSE THE ACHIEVEMENT GAP.

I WILL SAY TO YOU ALL AS WELL THAT WHAT THIS MEANT IS THAT YOUR STUDENTS WERE COMING TO SCHOOL ON AVERAGE 19 DAYS MORE A YEAR BECAUSE OF CIS SERVICES.

I'M GOING TO SKIP THIS.

BUT WHAT I DO WANT TO POINT OUT FOR YOU ALL IS THIS RIGHT HERE.

THAT LAST YEAR BECAUSE WE WERE ABLE TO SUPPORT STUDENT'S ATTENDANCE YOU ALL WERE ABLE TO RECOVER IN AVERAGE DAILY ATTENDANCE, ABOUT $76,000 THAT YOU ALL WERE ABLE TO KEEP.

YOU ALL WERE ABLE TO BRING THAT TO THE DISTRICT BECAUSE OF OUR ATTENDANCE WORK.

THE LAST THING THAT I WILL SHARE WITH YOU ALL IS THAT EVERY STUDENT THAT WE WORK WITH DOES SOMETHING CALLED A STUDENT HEALTH AND WELLNESS ASSESSMENT, IT'S CALLED A SHAW AND WHAT WE'RE REALLY ARE IS MEASURING STUDENTS' MENTAL HEALTH AND SO WE DO A PRE- AND A POST.

EIGHTY PERCENT OF THE STUDENTS WHO NEEDED A BEHAVIOR IMPROVEMENT SAW IMPROVEMENT.

THE LAST THING THAT I WILL SAY IS THAT LAST YEAR, 99.6% OF THE STUDENTS THAT WE WORKED WITH STAYED IN SCHOOL.

WE DID HAVE ONE INDIVIDUAL THAT DROPPED OUT, THAT INDIVIDUAL WAS AN 11TH-GRADER.

ADDITIONALLY, 88% OF OUR STUDENTS WERE PROMOTED TO THE NEXT GRADE LEVEL WHERE WE SAW THE HIGHEST RATE OF RETENTION WAS IN 9TH, 10TH, AND 11TH GRADE.

ONE OF THE THINGS THAT I LIKE TO SHARE WITH YOU ALL IS THAT WE ARE NOW PROVIDING AN ADDITIONAL SUPPORT SERVICES AT THE HIGH SCHOOL TO HELP WITH THAT, AND THAT IS TO NO CHARGE TO YOU ALL.

WE NOW KNOW THAT WE NEED TO DO A LITTLE BIT BETTER AT THE HIGH SCHOOLS AND SO WE'RE PROVIDING THAT POSITION FOR FREE.

I'M ALMOST DONE. ALL OF THAT WORK THAT I SHARED WITH YOU ALL MEANT THAT WE PROVIDED OVER 9,500 HOURS OF MENTAL HEALTH, SOCIAL, EMOTIONAL SUPPORT TO STUDENTS DIRECTLY ON CAMPUSES.

WE SAW THAT 84% OF YOUR STUDENTS WERE IMPROVING THEIR COLLEGE AND CAREER READINESS AND WE ALSO SAW THAT 88%, WERE IMPROVING THEIR RELATIONSHIP SKILLS WITH THEIR PEERS AND WITH THEIR TEACHERS.

WE KNOW THAT WHEN STUDENTS FEEL LIKE THEY BELONG, THEN THEY COME TO SCHOOL MORE AND THEY'RE INVESTED IN THEIR EDUCATION.

THE LAST THING THAT I WILL SHARE WITH YOU IS SOME PEOPLE ASK US, WHY ARE YOU ALL GIVING MONEY TO STUDENTS AND TO FAMILIES? WELL, FOR US IT'S ABOUT REMOVING BARRIERS.

WE KNOW THAT AND I ALWAYS SAY THIS MY DAD WORKED IN CONSTRUCTION AND SO WHEN THERE WAS ONE RAINY WEEK AND WE WERE STRAPPED FOR CASH,

[00:45:02]

IT WASN'T FAIR FOR US TO WORRY ABOUT WHERE FOOD WAS GOING TO COME FROM AND SO WE'RE DOING THAT FOR STUDENTS AS WELL.

THOSE $13,000 THAT I SHARED WITH YOU ALL, 23% OF THAT MONEY WAS USED FOR UTILITIES, KEEPING THE LIGHTS ON, THE WATER ON, BASIC NEEDS.

MEDICAL AND BEREAVEMENT WAS 17%.

STUDENTS WERE SAYING, I NEED TO GO TO THE DENTIST, I NEED TO GET MY SHOTS AND SO WE WERE ABLE TO PROVIDE THEM FINANCIAL ASSISTANCE TO DO THAT.

THE LAST THING THAT I WILL SAY TO YOU ALL IS THAT WE LOVE WORKING AT LOCKHART.

YOU ALL HAVE MADE US FEEL LIKE WE'RE A PART OF THE FAMILY AND I WILL SAY THAT YOUR EXECUTIVE TEAM AND YOUR SUPERINTENDENT ARE SO INCLUSIVE AND THEY CARE ABOUT CHILDREN AND SO THEY DON'T SEE US JUST AS PARTNERS THEY SEE US AS FAMILY MEMBERS.

WE'RE REALLY GRATEFUL FOR THAT.

THANK YOU ALL. WE REALLY APPRECIATE YOUR SUPPORT.

>> CAN I ASK YOU WHERE DOES YOUR FUNDING COME FROM?

>> WHERE DOES MY FUNDING COME FROM? YES. WE DO SOMETHING CALLED BRAIDED FUNDING AND SO WE HAVE FEDERAL GRANTS, STATE GRANTS.

WE ALSO GET MONEY FROM THE CITY OF AUSTIN, FROM TRAVIS COUNTY AND THEN WE ALSO FUND RAISE WITH INDIVIDUAL DONORS.

>> IF WE GET TO A POINT, WE ADD MORE SCHOOLS WILL THAT CREATE ANY PROBLEM FOR YOU ALL?

>> IT DOES NOT.

WE ACTUALLY HAVE A GRANT IN FRONT OF US WHERE WE ARE ASKING OUR MOST TRUSTED SCHOOL DISTRICTS IF THEY WILL GROW WITH US AND SO WE ARE ABLE TO CURRENTLY MEET OUR MATCH TO GROW FOR THE NEXT TWO YEARS.

WE HAVE SPOKEN TO YOUR SUPERINTENDENT AND ASKING IF THAT IS A POSSIBILITY BECAUSE WE'RE READY TO GO.

>> HOW MANY MORE SCHOOLS CAN BE INCLUDED?

>> I THINK OUR GOAL AND OBVIOUSLY, WE'LL WORK WITH THE BOARD THROUGH BUDGETING, BUT OUR GOAL MAYBE NOT NEXT YEAR, BUT CERTAINLY IN THE FUTURE WILL BE TO HAVE CIS AT EVERY CAMPUS.

WE ADDED SOME SCHOOLS THIS YEAR, WE'RE AT FIVE CURRENTLY BUT THE BENEFITS THAT WE'VE SEEN THROUGHOUT THE YEARS CONTINUED TO SHOW.

IT'S BEEN SUCH A GREAT SUPPORT FOR OUR STUDENTS AND AS PRESIDENT WRIGHT MENTIONED, OUR STAFF IS REALLY ON BOARD AS WELL.

IT'S SOMETHING THAT WITHOUT PROMPTING THE BASIC QUESTION OF WHAT DO WE ASKED OUR STAFF, WHAT'S WORKING AND WHAT DO WE NEED TO CONTINUE TO INVEST IN AS A DISTRICT? AS MR. WRIGHT MENTIONED, TIME AND TIME AGAIN, OUR TEACHERS SAID CIS.

IT IS INCREDIBLY CHALLENGING RIGHT NOW TO FIND COUNSELORS TO PROVIDE THOSE TYPES OF SUPPORT AND WHAT I'VE SEEN YEAR AFTER YEAR IS CIS CONTINUE TO GROW AND PROVIDE GREAT SERVICES, BUT ALWAYS HAVE GREAT STAFF MEMBERS WHO ARE WELL-TRAINED, THAT ARE WORKING WITH OUR KIDS AND FAMILIES.

IT IS A GOAL OF THE DISTRICT TO HAVE 100% OF OUR SCHOOLS WITH CIS IF THAT'S POSSIBLE BECAUSE THEIR MODEL, AS WELL AS THEY GET GRANTS AND THINGS.

BUT I THINK IF MS. PHILIPS, IF YOU'LL GO BACK TO THAT LAST SLIDE.

I THINK IT'S POWERFUL WHEN YOU SEE THE INVESTMENT THAT WE'RE MAKING AFTER RECEIVING THE INCREASED ATTENDANCE, THE SCHOOL DISTRICT IT'S A DISTRICT COSTS OF LESS THAN $50,000.

CIS IS ABOUT $300,000 SO IT IS FROM MY PERSPECTIVE, A GREAT OPPORTUNITY FOR THE DISTRICT TO GROW WITH WITH OUR LOCAL CIS.

>> WELL, IT'S VERY INCLUSIVE.

IT'S GOT ALL ASPECTS EMOTIONAL, SOCIAL, ACADEMIC, SO IT'S LIKE A LOT OF BANK FOR YOUR BUCK, FOR EVERYTHING. THANK YOU.

>> DO YOU ALL TAKE THE STUDENTS ASIDE AND ENGAGE THEM? HOW DOES THAT WORK? WHEN YOU'RE ENGAGING WITH THE STUDENTS TO TRY AND TURN THOSE NUMBERS AROUND, I SAW NUMBERS AND I LIKED THE DATA.

BUT MY QUESTION IS, HOW IS IT THAT YOU ALL ARE ENGAGING WITH STUDENTS?

>> WE ENGAGE WITH THEM ONE-ON-ONE OR IN GROUP.

WE HAVE SOMETHING CALLED A CASE MANAGEMENT APPROACH WHERE WE ARE PROVIDING DAILY, WEEKLY, MONTHLY CHECK-INS WITH STUDENTS.

WE ALSO PROVIDE THERAPEUTIC SESSIONS WHERE WE ARE TALKING ABOUT DEBRIEFING, WHAT IS HAPPENING.

HEY, YOU JUST HAD A FIGHT IN THE CLASSROOM LET'S TALK ABOUT WHY AND LET'S GET TO THE ROOT CAUSE, AND LET'S SEE HOW WE CAN SET GOALS.

WE ARE MEETING WITH STUDENTS DAILY, IT IS WHAT OUR TEAM DOES SO ALL THOSE PEOPLE THAT YOU SAW ALL HAVE A CASELOAD AND THEY ARE PROVIDING ALL OF THAT DAILY FOR YOUR STUDENTS.

[00:50:03]

ADDITIONALLY, WE PROVIDE ALL THE OTHER STUFF LIKE CLOTHING CLOSET, FOOD PANTRIES THAT IS ACCESSIBLE TO ALL STUDENTS.

>> ANY QUESTIONS BOARD? THANK YOU, MA'AM, FOR WHAT I HEAR AND WHAT I UNDERSTAND.

YOU'RE DOING A REALLY GOOD JOB.

>> THANK YOU. IT'S THE TEAM.

WE REALLY APPRECIATE IT AND THANK YOU FOR ALL YOUR SUPPORT.

>> FOR HUMANITARIAN REASONS, WE'RE GOING TO MOVE ITEM 9H UP.

THESE GUYS BEGGED ME TO LET THEM GO BEFORE TY AND STEPHANIE.

[LAUGHTER] WE'LL BE LOOKING AT LOCKHART NEW ELEMENTARY SCHOOL NUMBER SIX, DESIGN REVIEW.

[Lockhart New Elementary School #6 Design Review ]

>> YES. GOOD EVENING. BOARD PRESIDENT WRIGHT AND BOARD MEMBERS AND SUPERINTENDENT ESTRADA.

BACK ON JUNE 26TH, THE BOARD OF TRUSTEES APPROVED THIS SCHEMATIC DESIGN OF THE NEW ELEMENTARY SCHOOL NUMBER SIX.

TONIGHT I'M HAPPY TO ANNOUNCE WE'RE AT 100% CONSTRUCTION DOCUMENTS SO THAT IS AN AMAZING FEAT.

TONIGHT WE HAVE RORY AND ROBERT HERE WILL BE OKAY TO SHOW A LITTLE BIT OF WHERE WE'RE AT WITH A SHORT VIDEO.

I'D LIKE TO BRING THEM UP AND YOU ALL SEE THE VIDEO.

>> THANKS FOR HAVING US TONIGHT.

THE ONE THING THAT I WANTED TO SAY REAL QUICK IS, AGAIN, THIS IS A CONDENSED VERSION.

WE'VE GOT AN IN-HOUSE TEAM THAT'S BEEN WORKING ON THIS [NOISE] FLY-THROUGH, SO WE'VE TAKEN BASICALLY THE FLOOR PLANS AND THE RENDERINGS AND EVERYTHING THAT WE'VE SHOWN YOU IN THE PAST.

WE'VE CREATED A SHORT LITTLE FLY-THROUGH THAT JUST GIVES YOU A GLIMPSE OF WHAT THE BUILDING COULD LOOK LIKE.

AGAIN, OUR TEAM IS WORKING TO BRING A FINAL DRAFT OF THIS OR A FINAL PRODUCT RATHER TO NEXT MONTH'S BOARD MEETING WHEN WE APPROVE THE GUARANTEED MAXIMUM PRICE.

YOU'LL PROBABLY GET A LONGER VIDEO FOR THAT ONE.

THERE'S ALSO A FEW THINGS THAT YOU MAY SEE IN HERE THAT YOU'LL GO, THAT'S NOT CORRECT.

WE'RE AWARE THAT NOT EVERYTHING IS 100% YET, BUT AGAIN, WE WANTED TO GIVE YOU A GLIMPSE OF, AGAIN, WHAT WE'VE BEEN ABLE TO ACCOMPLISH AND WHERE WE'RE AT.

WE'RE SUPER-EXCITED, GLAD TO BE HERE TONIGHT AND AGAIN, THANK YOU FOR THE OPPORTUNITY FOR US TO HELP OUT AND IMPROVE LOCKHART EDUCATION.

>> BEFORE YOU SHOW THE VIDEO, I HAD A CHANCE TO GET A SNEAK PEEK AND I JUST WANT TO SAY THAT REFLECTING ON THE COMMITTEE THAT WE HAD, THE TEACHERS, OUR STUDENTS, OUR PARENTS, I THINK YOU GUYS HAVE DONE A GREAT JOB OF CAPTURING THAT FEEDBACK AND GETTING US TO THIS POINT BECAUSE WHEN I LOOKED AT IT, I KEPT REFLECTING, OH, THAT'S WHAT THESE PARENTS SAID, OR THESE STUDENTS SAID, OR THESE TEACHERS, AND I JUST THINK IT'S BEEN A PLEASURE TO SEE THAT YOU GUYS ACTUALLY LISTENED TO THE COMMUNITY AND THE FEEDBACK AND ARE ON THE RIGHT PATH IN DELIVERING WHAT THE COMMUNITY DESIRED.

>> THANK YOU. [MUSIC] [LAUGHTER].

>> LET ME SEE IT AGAIN.

[00:55:02]

>> YEAH. IS THERE ANY QUESTIONS?

>> THAT OUTSIDE PATIO WHERE YOU HAD THE OUTLINE OF THE UNITED STATES, MAYBE OUR COUNTY IS THAT PART OF IT?

>> THAT'S ACTUALLY GOING TO BE SAND BLASTED INTO THE CONCRETE.

>> DO YOU HAVE [LAUGHTER] I'M KIDDING.

>> IT LOOKED GOOD.

>> NO COMMENT.

>> THERE YOU GO. [LAUGHTER]

>> I LIKE THE DIFFERENT COLORS THROUGHOUT THE BUILDING.

[LAUGHTER]

>> NO.

>> I NOTICED THEM.

>> I KNOW. [LAUGHTER]

>> NEXT MONTH, IT'LL BE A LONGER VIDEO?

>> WE'LL HAVE IT EVEN POLISHED UP.

>> IF WE GET RID OF THIS [LAUGHTER]

>> HE'S GOING TO HAVE NIGHTMARE TONIGHT.

[LAUGHTER]

>> LITTLE GHOST PEOPLE.

>> HE HAS SEEN GHOST PEOPLE.

>> ANY OTHER QUESTION TONIGHT?

>> NO.

>> OKAY. THANK YOU, GUYS.

>> NOW WE'LL MOVE TO ITEM 9B 2024/2025 BUDGET PLANNING CALENDAR.

>> EXCITING. THANK YOU.

>> UNDER BUDGET.

[2024-2025 Budget Planning Calendar]

[NOISE]

>> GOOD EVENING. THIS EVENING, WE TALKED ABOUT THE 21/22 BUDGET, BUT NOW WE'RE GOING TO LOOK AT THE CALENDAR FOR 24/25.

THAT'S THE SPAN OF ALL THE DIFFERENT BUDGETS THAT WE'RE WORKING ON.

THE CALENDAR THAT YOU HAVE IS JUST US COMMUNICATING WHAT THAT IS GOING TO LOOK LIKE FOR THE 24/25, I CAN'T BELIEVE I'M EVEN SAYING THAT, BUDGET PROCESS.

THE MAIN DATES THAT I WOULD LOVE ANY FEEDBACK ON, IF THERE ARE ANY, ARE THE DATES OF THE BOARD WORKSHOPS, AND THEY'RE IN BOLD.

ONE IN APRIL, ONE IN MAY AND ONE IN JUNE.

WE'LL BRING THAT BACK FOR APPROVAL NEXT MONTH.

BUT THIS IS JUST TO COMMUNICATE THAT.

BETWEEN NOW AND THEN, IF YOU HAVE ANY QUESTIONS OR ANY CHANGES YOU'D LIKE TO SEE MADE, PLEASE LET ME KNOW. [LAUGHTER]

>> THERE'S A MOTION HERE TO CONDENSE THEM ALL IN ONE MEETING. [LAUGHTER]

>> TO WHAT?

>> CONDENSE THEM ALL IN ONE MEETING.

>> ANY QUESTIONS, BOARD?

>> NO, SIR.

>> THANK YOU, MS. WISER.

>> OKAY. WE'LL MOVE TO ITEM 9C,

[Review LOCAL Policy Update 122]

REVIEWED LOCAL POLICY UPDATE 122. DR. CAMARILLO?

>> GOOD EVENING. I HAVE A SHORT VIDEO.

NO, I'M JUST KIDDING. [LAUGHTER]

>> PRETTY SHORT.

>> GOOD ONE.

>> GOOD EVENING. WE'RE GOING TO GO OVER JUST THE UPDATES THAT HAPPENED WITH THE LAST BOARD LEGISLATION REVIEW OF ALL THE POLICIES THAT WE HAVE IN THE DISTRICT WOULD STARTING WITH THE "C" POLICIES.

YOU ALSO HAVE IN FRONT OF YOU THE SIDE-BY-SIDE.

WHAT YOU HAVE IN FRONT OF YOU IS THE WAY IT'S WRITTEN FROM TASB.

WE HAVE THE SIDE-BY-SIDE THAT TELLS YOU WHAT CHANGED FROM WHAT TO WHAT WE'RE DOING NOW AND ANY LOCAL RECOMMENDATIONS THAT WE HAVE.

AFTER YOU REVIEW THESE AND YOU'RE IN AGREEMENT WITH THEM, THEN WE'LL BRING YOU BACK NEXT MONTH WHAT THE ACTUAL VERBIAGE IS GOING TO HAVE ACCORDING TO THE CHANGES.

STARTING OFF WITH "C" POLICY, SECURITY BREACH NOTIFICATIONS.

THIS IS SOMETHING THAT WE'VE BEEN DOING WHENEVER THERE IS A SECURITY BREACH IN OUR SCHOOL DISTRICT, THE REPORTING, WE FOLLOW THESE PROCESSES.

THE ONLY THING THEY ADDED IS WHAT I'VE BOLDED.

THEY'VE ADDED OR A SECURITY INCIDENT AS DEFINED BY LAW, AND THAT IS WHERE THEY HAVE ADDED WHEN THERE'S RANSOMWARE OR ANYTHING LIKE THAT THAT HAPPENS THAT'S ALSO GOING TO BE INCLUDED ON THE SECURITY INCIDENT.

BUILDING ACCESS CONTROL.

AGAIN, SOMETHING ELSE WE'VE BEEN DOING.

WE HAVE THIS PROCESS IN PLACE WHERE WE'RE CHECKING THE INSPECTIONS DURING OUR BUILDINGS, WITH THE DOORS, EXTERIOR DOORS, AND WE HAVE A PROCESS FOR MAINTAINING AND LOGGING ALL OF THAT INFORMATION AND THEN WHEN WE DO FIND SOMETHING THAT'S HAPPENED, WE HAVE A REPORTING PROCEDURE.

WE'VE HAD THIS IN PLACE, THEY JUST PUT IT INTO POLICY AND SO NOW THIS HAS BEEN ADDED AS SOMETHING THAT'S IN OUR POLICY.

AGAIN, THESE REPORTS, MR. ACUNA KEEPS ALL OF THESE REPORTS AT THE CAMPUS LEVEL AND YOU GET THESE REPORTED OUT BY MR. ESTRADA.

THE D POLICIES, EMPLOYMENT OF NON-CONTRACTUAL PERSONNEL.

AS YOU KNOW, WE HAVE A NEPOTISM ROOM IN OUR HIRING PRACTICES.

THEY HAVE, FOR WHATEVER REASON,

[01:00:01]

HAVE ADDED THAT THERE'S GOING TO BE AN EXCEPTION TO NEPOTISM FOR BUS DRIVERS.

SO HAPPY TO REPORT THAT IF ANY OF YOUR SPOUSES WOULD LIKE TO BE A BUS DRIVER IN LOCKHART ISD, THERE ISN'T A NEPOTISM EXCEPTION.

NOW THEY ARE ALLOWED TO DO THAT.

>> I WANT MY WIFE [LAUGHTER].

>> I WANT MY HUSBAND TO DRIVE [MUSIC], HE DOESN'T EXIST.

>> THEY'VE ADDED THAT IN THERE FOR THE EMPLOYMENT OF NON-CONTRACTUAL PERSONNEL.

>> THEY DIDN'T MAKE ANY EXCEPTION FOR, I KNOW SOME SCHOOLS CONTROL THEIR BUSES, BUT DON'T WE HAVE A COMPANY THAT THIS DOESN'T MATTER[OVERLAPPING].

>> CORRECT. THIS IS IF WE WERE NOT OUTSOURCING AND WE WERE IN-HOUSE WITH THE SCHOOL BUS PERSONNEL AND WE WANTED TO HIRE SOMEBODY WITHIN.

>> BUT IT'S NOT AN ISSUE SINCE [OVERLAPPING].

>> NO, SIR. ANOTHER PERSONNEL POSITION, THIS IS SOMETHING THAT WE REPORTED OUT TO YOU IN THE BOARD BRIEF THAT MR. ESTRADA SENDS OUT WEEKLY.

THIS WAS SENT OUT LAST WEEK.

WE'LL ADDRESS THIS MORE NEXT MONTH, BUT THIS HAS TO DO WITH THE CHAPLAINS BEING EMPLOYED BY THE DISTRICT AS COUNSELORS OR BEING ACCEPTED AS VOLUNTEERS.

AGAIN, WE'LL BE REVIEWING THAT NEXT MONTH BECAUSE WE HAD TO MAKE A DECISION BY MARCH.

GOING OUR E POLICIES, DYSLEXIA, AND RELATED DISORDERS.

THIS ALL JUST AGAIN ADDED NEW LANGUAGE TO SAYING THAT WE'RE GOING TO FOLLOW ALL THE RULES AND STANDARDS SET BY SBEC, AROUND TESTING STUDENTS FOR DYSLEXIA AND RELATED DISORDERS.

NOTHING NEW HERE, EVERYTHING WE'RE FOLLOWING ALREADY, JUST HAS BEEN ADDED TO POLICY.

ACCELERATED INSTRUCTION AND ACCELERATED LEARNING COMMITTEES THAT BECAUSE OF THE UPDATE THAT HAPPENED IN 121, THEY'VE REMOVED THIS AND MOVED IT TO A NEW POLICY WHICH I'LL REVIEW IN JUST A SECOND.

BUT THEY HAVE DONE AWAY WITH THE ACCELERATED LEARNING COMMITTEES.

THAT WAS A COMMITTEE THAT HAD A BIG CONVENED FOR STUDENTS THAT WERE FAILING THE STAR ASSESSMENT.

HAD TO GO THROUGH A WHOLE PROCESS, AND HAD TO HAVE DOCUMENTATION, SO THAT'S BEEN ELIMINATED.

LOCAL ELIGIBILITY CRITERIA.

WE USED TO HAVE IT WHERE IT WAS JUST THE STUDENT WHO HAD FIVE OR MORE UNEXCUSED ABSENCES DURING THE FIRST NINE WEEKS OF SCHOOL WERE CONSIDERED AT RISK.

THAT'S WHERE IT ENDED BEFORE.

NOW WE ADDED THAT THEY'RE GOING TO BE ELIGIBLE FOR COMPENSATORY ED SERVICES.

THEY MOVED THE ACCELERATED INSTRUCTION TO EHBCA NOW.

STARTS OFF WITH EVERYTHING THAT WE HAD IN THE PREVIOUS POLICY.

NOTHING NEW HERE, THEY JUST MOVED IT TO THIS SECTION.

WE ALSO HAVE, AGAIN, IT'S IN ACCORDANCE WITH ANY STUDENT THAT FAILS TO PERFORM SATISFACTORY ON THE STATE-MANDATED ASSESSMENT.

WE DO HAVE A SECTION IN THERE FOR PARENT REQUEST, WHERE THEY COULD ASK FOR A SPECIFIC TEACHER IF THE STUDENT HAD FAILED THEIR ASSESSMENT IN THAT PREVIOUS GRADE LEVEL.

BUT YOU DO IT IN ACCORDANCE WITH OUR DISTRICT ADMINISTRATIVE PROCEDURES, WHICH WE DO NOT ALLOW FOR ANYBODY TO SELECT CERTAIN TEACHERS.

WE DON'T HAVE THAT IN PLACE IN LOCKHART ISD.

>> IT'S NOT MANDATORY? IF A POLICY SAYS, 'NO,' WE DON'T DO IT?

>> IT'S IN ACCORDANCE WITH OUR DISTRICT ADMINISTRATIVE POLICIES AND WE DON'T ALLOW THEM.

THEY CAN REQUEST IT, BUT WE DON'T ALLOW THEM.

GOING ON TO ACADEMIC ACHIEVEMENT CLASS RANKING, THIS IS SOMETHING ELSE THAT WE'VE ADDED.

HB 3803, PERMITTED PARENTS TO HAVE A STUDENT REPEAT A GRADE IF THEY WANTED TO, IN HIGH SCHOOL, IF THEY WANTED THAT STUDENT TO RETAKE THAT COURSE.

WE WILL LOOK AT THAT AND DECIDE IF THEY'VE ALREADY MET ALL THE REQUIREMENTS FOR GRADUATION.

THE REASON IT SAYS, 'ABSENT LOCAL POLICY' IS BECAUSE WE KEEP THEIR CURRENT ORIGINAL PASSING GRADE SO THAT STUDENTS NOT RETAKING A CLASS TO GET A HIGHER GRADE.

WE DON'T HAVE LOCAL POLICY THAT STATES THAT THEY GET TO TAKE IT AGAIN.

WE GET TO TAKE THAT SECOND GRADE.

WE DON'T HAVE ANY LOCAL POLICY FOR THAT REASON.

CAREER INVESTIGATIONS, IT'S A REALLY NEAT ADDITION TO THE POLICY THAT THEY'VE HAD.

THEY'RE GOING TO ALLOW STUDENTS IN THEIR JUNIOR YEAR TO BE ABSENT FOR UP TO TWO DAYS, EXCUSED ABSENCE, AND SENIORS UP TO TWO DAYS SO THAT THEY HAVE AN OPPORTUNITY TO GO OUT AND EXPLORE THEIR INTERESTS WITH VISITING A BUSINESS OR ANYTHING THAT THEY WANT TO GO OUT THERE AND LOOK AND GET A LITTLE BIT MORE INFORMATION.

THERE'S TWO EXCUSED ABSENCES THAT THEY'LL HAVE FOR THEM.

WITHDRAWAL FOR NON-ATTENDANCE.

THIS IS THE RECOMMENDATION THAT WE ALWAYS HAVE IN THERE.

THEY HAVE THAT 10 CONSECUTIVE DAYS WE'RE GOING TO RECOMMEND, AND I'LL BE SPEAKING TO THAT IN JUST A MINUTE.

BUT MOVING IT FROM 10 CONSECUTIVE DAYS TO FIVE DAYS.

WE'LL TALK ABOUT THAT IN JUST A MINUTE.

THIS F POLICY WITH MEDICATION PROVIDED BY THE DISTRICT.

THIS HAS TO DO WITH SENATE BILL 629

[01:05:04]

THAT CAME OUT WITH OPIOID ANTAGONISTS, WHICH IS AT NORCAN.

THEY'VE TALKED ABOUT, HOW DO WE ADMINISTER IT? HOW DO WE BUY IT IN THE DISTRICT? THIS POLICY ALL RELATES TO THAT.

WHAT WE DID ADD ON THERE IS THAT THE POLICY DID STATE THAT IT WAS JUST 6-12.

BUT BECAUSE WE HAVE IT ON EVERY CAMPUS, WE HAVE ADDED THIS SECTION THAT SAYS THAT 'THE PROVISION SHALL BE APPLICABLE TO EVERY CAMPUS THAT SERVES STUDENTS.' THAT SAYS SOMETHING A LITTLE DIFFERENT HERE IN LOCKHART.

IT JUST TALKS THROUGH WHO NEEDS TO BE TRAINED, HOW DO WE STORE THE MATERIAL.

THEN WHEN WE DECIDE THAT IT'S EXPIRED, HOW DO WE DISPOSE OF IT? THAT'S ALL THAT THAT POLICY STATES.

>> YOU'RE TALKING ABOUT NORCAN, RIGHT?

>> YES, SIR. EVERYTHING THAT'S IN THERE YOU SEE, IS EVERYTHING THAT WE HAVE BEEN DOING.

THEY JUST PUT IT IN THE POLICY.

THE ONLY THING THAT WE CHANGED IS THAT WE'RE GOING TO ADD THAT IT'S AT EVERY CAMPUS VERSUS 6TH-12TH.

THAT HAS BEEN LISTED IN THERE.

MOVING TO F POLICY ON STUDENT REPORTS, THIS HAS TO DO WITH THREAT ASSESSMENTS.

WE HAVE A PROCEDURE FOR STUDENTS WHO WANT TO REPORT MEANING CONCERNING BEHAVIORS.

THERE IS A PROCESS THAT WE FOLLOW.

THAT WAS ADDED IN THE LANGUAGE ABOUT THAT WE HAVE A PROCESS CLEARLY ESTABLISHED HERE IN LOCKHART.

THE ADDITIONAL THING THEY ADDED WAS EMPLOYEE CONFIDENTIALITY.

THIS PERTAINS IF AN EMPLOYEE WANTED TO REPORT A POTENTIAL THREAT, THAT THEIR NAME WOULD BE HELD CONFIDENTIAL ONLY WITH US AND ANY LAW ENFORCEMENT THAT WE WERE DEALING WITH FOR THEM.

THEN THE LAST ONE, THE CUSTODIAN OF RECORDS, THE PREVIOUS POLICIES SAID THAT OUR CHIEF FINANCIAL OFFICER WOULD BE THE CUSTODIAN OF RECORDS, BUT IN OUR DISTRICT, OUR DIRECTOR OF PURCHASING HANDLES THAT.

SO WE JUST CHANGED THAT TO HAVE TO STATE THAT.

ONE LAST ONE, SORRY, LINED.

THE TYPES OF EDUCATION RECORDS.

THEY ADDED AN EXTRA LAYER IN THERE FOR THE EDUCATION PLAN THAT WE TALKED ABOUT, THOSE ACCELERATED PLANS, THEY'VE ADDED THAT NOW INTO THE TYPE OF EDUCATION RECORDS THAT A PARENT CAN REQUEST. ANY QUESTIONS?

>> I HAVE A QUESTION.

>> ARE WE GOING TO SEE A COPY THAT HAS BEEN?

>> UPDATED?

>> PROOFREAD OR WHATEVER? BECAUSE.

>> THAT ONE HAS ALL THE STRIKE-THROUGHS BECAUSE THAT'S HOW IT COMES FROM TASBI AND THEN IN THE RECOMMENDATIONS AFTER YOU DECIDE THAT THAT'S HOW WE WANT TO MAKE THE CHANGES ON THIS, SIDE-BY-SIDE.

>> SOME OF THIS.

NEXT MONTH, I'LL BRING IT WITH EVERYTHING UPDATED TO REFLECT WHAT WE'VE DECIDED ON.

>> WILL WE GET TO LOOK AT THAT BEFORE THE MEETING?

>> ANY OTHER QUESTIONS? GOOD QUESTION.

>> BOARD?

>> THANK YOU, DR. CAMARILLO.

ADAM ANADY,

[Compulsory Attendance Policy Change]

COMPULSORY ATTENDANCE POLICY CHAINS, THAT COME REAL?

>> THIS ONE AS I REFERENCED EARLIER, MAKING RECOMMENDATION THAT WE INITIATE THE WITHDRAWAL OF A STUDENT UNDER THE AGE OF 19.

NORMALLY, WE'VE HAD IT FOR AFTER 10 DAYS.

WE WANT TO PROPOSE THAT WE DO IT AFTER FIVE.

AGAIN WITH THIS CAVEAT THAT WE WOULD HAVE A STUDENT WHO'S HAD NO PARTICIPATION OR CONTACTED THE SCHOOL FOR FIVE CONSECUTIVE DAYS.

THIS IS NOT TALKING ABOUT STUDENTS WHO PARENTS SAYS, ''HEY, MY CHILD IS SICK, THEY HAD TO GO TO THE DOCTOR, THEY'RE GONNA BE OUT FIVE DAYS.'' AS LONG AS THERE'S COMMUNICATION, THAT'S NOT THE CHILD WE'RE TALKING ABOUT HERE.

WE'RE TALKING ABOUT NO COMMUNICATION, NOBODY HAS CALLED TO COMMUNICATE WITH THE CAMPUS WHAT'S GOING ON, AND OUR TRUANCY SPECIALIST HAS GONE OUT AND TRIED TO LOCATE THEM.

THOSE ARE THE STUDENTS WE'RE TALKING ABOUT.

WE WANT IT TO MOVE INSTEAD OF NOT HAVING COMMUNICATION WITH THE STUDENTS FOR 10 DAYS TO MOVE IT TO FIVE.

>> [NOISE] TRACKING THAT?

>> OUR TRUANCY OR AT THE CAMPUSES WILL BE TRACKING IT THROUGH.

THEY HAVE A SYSTEM NOW FOR THE KIDS THAT ARE ABSENT, THAT TRUANCY SPECIALIST OR WHOEVER THAT PERSON IS CONTACTING THE PARENT, CALLING HOME, CALLING THE NEXT OF KIN.

WE'RE TALKING LIKE WE'RE TRYING TO REACH EVERYBODY THAT'S LISTED ON THERE, NOBODY'S RESPONDING.

>> DID YOU TEXT THEM?

>> I GUESS THEY WOULD HAVE TO ALSO CHECK IN WITH THE TEACHER AND SEE IF THEY'VE HEARD ANYTHING?

>> CORRECT. YES, SIR.

ABSOLUTELY. THIS IS WORSE WHEN WE SAY NO COMMUNICATION, WE'RE SAYING THERE'S NO COMMUNICATION.

>> THAT'S ALL GOING TO BE KEPT SOMEWHERE IN THAT STUDENT? [OVERLAPPING]

>> YES, SIR?

>> WHEN WE GET RID OF AND I KNOW IT AFFECTS A SCHOOL

[01:10:03]

LIKE PRIDE WAY MORE THAN IT DOES LIKE ONE OF THE OTHER SCHOOLS WITH A LOT OF PEOPLE.

THAT'S A BIG THING AT THE PRIVATE SCHOOL BECAUSE YOUR PERCENTAGE DROPS WAY DOWN.

>> CORRECT. I THINK THIS IS WHY WE'RE SAYING IF WE CONTACT THE PARENT AND THERE'S COMMUNICATION, THAT STUDENT WOULDN'T BE.

THEY MAY HAVE BEEN GONE FOUR DAYS, AND WE CAN'T TAKE THAT FINALLY GOT SOMEBODY ON THE FIFTH DAY, WE'RE NOT TALKING ABOUT THAT STUDENT.

WE HAD COMMUNICATION WITH PARENTS THAT I JUST HAVEN'T SENT IN A SCHOOL, OR HE WAS SICK, OR SOMETHING HAPPENED.

THAT'S NOT THE STUDENT THAT WE WOULD WITHDRAW.

IF THIS GETS APPROVED, THERE'S GOING TO BE A PROCESS OF TRACKING, HOW DO WE DO WORK WITH JUDY AND TEAMS, AND HOW DO WE WITHDRAW THE STUDENT, HOW THE COMMUNICATION GOES TO THE PARENT IN THAT INFORMATION.

>> BEFORE THEY ASSUME THE PRINCIPAL OR THE REGISTRAR AT THE SCHOOL WE'LL BE THE ONES WE'RE DRAWING THEM?

>> CORRECT.

>> THEY WILL NEED TO CONTACT YOU OR [OVERLAPPING]?

>> YES, SIR. I'LL SHOW THAT THROUGH YOUR FOUR OR FIVE STEPS THAT WILL WORK WITH THE CAMPUS AND MS. KATHY AND THE PMS TO MAKE SURE THAT WE'RE DOCUMENTING EVERYTHING AND THAT WE HAVE EVERYTHING THERE IN ORDER.

I'M HOPING THAT IT PROMPTS THE PARENTS TO SAY, MY GOSH, WE'RE GOING TO WITHDRAW THEM FROM THE SCHOOL.

I NEED TO GET INTO THE SCHOOL, I NEED TO CONTACT YOU, SEE WHAT'S GOING ON SO THAT WE HAVE MET THE VERSUS WAITING FOR TWO WEEKS OF SCHOOL BEFORE WE CAN WITHDRAW THEM.

>> DO YOU HAVE ANY DATA THAT SHOWS THAT YOU'VE HAD EXCESSIVE STUDENTS 10 OR MORE?

>> YES, MA'AM. I CAN SHARE THAT WITH YOU THROUGH MR. ESTRADA AND THE BOARD ROOF.

I WILL SAY WITH THE SCHOOLS, THEY ARE TRYING THEIR BEST TO GET A HOLD OF ANYBODY THAT'S ON THAT LIST TO CONTACT TO AT LEAST GIVE US A CALL AND LET US KNOW WHAT'S GOING ON.

IT'S NOT FROM FOR TRYING, THAT'S FOR SURE.

>> WHEN YOU START THE PROCESS OF WITHDRAWING A STUDENT, YOU'RE LETTING THE FAMILIES KNOW.

AT WHAT POINT, WHAT THE DROP DID? THEY USUALLY WELL, WE TRIED BUT.

>> WE'RE GOING TO GO THROUGH MAKING SURE THAT CAUSE HAD BEEN MADE, A VISIT HAS BEEN MADE OUT THERE.

WE'RE GOING TO TALK ABOUT LEAVING DOOR HANGERS TO SAY, WE DON'T HEAR BACK FROM HERE, WE'RE GOING TO WITHDRAW YOUR STUDENT.

WE'LL STILL SEND IT IN THE MAIL, THAT LETTER WHERE IT'S GOING TO GO IN THE ADDRESS LISTED, BUT THAT'S THE INFORMATION THAT WE'LL HAVE TO CONTACT THEM.

WE DO HAVE TO DOCUMENT ALL OF THAT STUFF ANYWAY, BECAUSE WHEN WE GO TO THE TRUANCY COURT, WE GOT TO PROVE THAT WE REACHED OUT TO THE PARENTS AND TRY TO CONTACT THEM.

>> MORE QUESTIONS?

>> IF I HAVE I DECIDE TO DO THAT, THEN WE'LL BRING THE POLICY FOR NEXT MONTH WITH THE PROCESS AND EVERYTHING ATTACHED TO THAT.

>> THANK YOU. DR. CAROLINE

>> YOU'RE WELCOME.

>> ITEM 9E PROGRESS MONITORING DATA ON DISTRICT ACHIEVEMENT TARGETS, MR. DAVIDSON?

[Progress Monitoring Data on District Achievement Targets]

[NOISE]

>> GOOD EVENING, BOARD PRESIDENT WRIGHT, MEMBERS OF THE BOARD, SUPERINTENDENT ESTRADA, HERE TO PROVIDE AN UPDATE ON [NOISE] THE DISTRICT ACHIEVEMENT TARGETS FOR DECEMBER 2023.

JUST TO REMINDER, FOR THE SCHOOL YEAR, WE ARE LOOKING FOR 80% OF OUR STUDENTS IN GRADES PK-5, AND 70% OF OUR 6-10TH GRADERS TO MAKE 1.5 YEARS PROGRESS IN READING.

THEN IN MATH, WE WANT 70% OF OUR STUDENTS IN K- ALGEBRA 1 TO MAKE THAT 1.5 YEAR IN PROGRESS.

AS WE CONTINUE WITH OUR STRATEGIC SUPPORTS, WE ARE CONTINUING WITH THE NORMAL STUDENT AND PARENT COMMUNICATION WITH US, REPORT CARDS, PROGRESS REPORTS, PHONE CALLS HOME, THE USE OF SEESAW.

IN ADDITION TO THAT, THE ONE-ON-ONE MEETINGS THAT DR. GAMMA AND I DO WITH THE PRINCIPALS HAVE CONTINUED.

IN THOSE ONE-ON-ONES, WE ARE FOCUSING ON THE SHARED LEADERSHIP MODEL.

BESIDES TALKING ABOUT DATA, BESIDES TALKING ABOUT WALKED THROUGH HIS OBSERVATIONS, DIFFERENT AREAS OF FOCUS THAT THE PRINCIPALS HAVE WITH THEIR CAMPUSES.

WE ARE TALKING ABOUT, THE PRINCIPLES AND THEN CREATING AN ENVIRONMENT AND A CULTURE WHERE THEY ARE ABLE TO COACH AND SUPPORT THE AP.

THE AP CAN HELP THE LEVER LEADERS SO THAT LEVER LEADERS CAN BE IN THE CLASSROOMS AND HELP TEACHERS.

CAMPUS SUPPORTS VISITS ARE HAPPENING BOTH BY THE ENTIRE CNI TEAM, BUT IN PARTICULAR, I WANTED TO HIGHLIGHT THE SPECIAL EDUCATION DEPARTMENT AND THE BILINGUAL DEPARTMENT.

THEY ARE BOTH ON CAMPUSES PROVIDING NOT ONLY WALK-THROUGHS, BUT SUPPORT TO NEW TEACHERS, TEACHERS IN NEED OF ASSISTANCE, OR TEACHERS WHO HAVE ASKED FOR HELP THROUGH THEIR PRINCIPLES OR THROUGH OUR ONLINE PROGRAM WHERE THEY CAN ASK FOR THAT SUPPORT.

WE CONTINUE TO HAVE A LINE PROFESSION OF ELEMENTS.

AS I MENTIONED, THE SHARED LEADERSHIP MODEL WE TRIED TO THREAD AND WE MEET ON A WEEKLY BASIS AS A SHARED LEADERSHIP MODEL TEAM TO DISCUSS HOW THE INFORMATION THAT'S BEING PRESENTED TO LEVER LEADERS AT THAT SLM PLC, AS WELL AS CONNECTED AND THREAD IT TO THE ASSISTANT PRINCIPAL, SLM, AND PLC.

THEN THAT INFORMATION IS PROVIDED TO THE PRINCIPAL SO THAT WE CAN

[01:15:01]

MAKE SURE THAT ALL THE PROFESSIONAL LEARNING THAT IS HAPPENING IS THREADED, THAT EVERYBODY'S GETTING THE SAME INFORMATION, SO THAT THE INFORMATION GOES FROM THE BOARDROOM TO THE LIVING ROOM, TO OTHER THINGS THAT I WANTED TO HIGHLIGHT, AS WELL AS THAT THE LEADER IN ME LIMB IS GOING VERY WELL.

WHEN WE TALK ABOUT COMMUNICATION, OUR STUDENTS ARE CONTINUING WITH THEIR OWN STUDENT PROGRESS MONITORING ON CAMPUS.

PART OF CORE 2 AND THE LEADER IN ME IS THAT STUDENTS MONITOR THEIR OWN PROGRESS AND SET THEIR OWN GOALS, AND THAT ALL CAMPUSES IN OUR DISTRICT CREATED WIGS, WILDLY IMPORTANT GOALS THAT THEY ARE MONITORING.

IF YOU LOOK CLOSELY WHEN YOU WALK THE CAMPUS, AS YOU WILL SEE THAT THEY HAVE THEM POSTED UP, THERE'S USUALLY TWO GOALS, ONE ACADEMIC, AND THEN THE OTHER ONE EITHER IT'S USUALLY JUST ATTENDANCE.

BUT IF YOU LOOK AROUND, YOU'LL SEE THAT THOSE WILDLY IMPORTANT GOALS ARE COMMUNICATED ACROSS THE DISTRICT AS THE CAMPUS IS TRYING TO HIT THOSE BY THE END OF THE YEAR.

SPEAKING OUR STRATEGIC SUPPORTS.

THE LAST TIME I WAS UP HERE, WE'VE TALKED ABOUT WHAT WE COULD DO TO HELP PREVENT THE GAPS WHEN THEY COME BACK FROM WINTER BREAK, SO WE CREATED AN IDEA AROUND WINTER FREEZE.

WHAT YOU SEE HERE IS SEVERAL DIFFERENT IDEAS.

I WANT TO PROVIDE A SHOUT OUT TO OUR LIBRARIANS WHO STEPPED UP.

MS. MELINDA VASQUEZ MET WITH OUR LIBRARIAN, STARTED TALKING ABOUT THIS IDEA RIGHT AFTER OUR LAST BOARD MEETING.

THE LIBRARIANS TALKED ABOUT DOING BINGO CARDS FOR PRIZES AT THEIR CAMPUSES, DOING BOOK BAGS WITH BOTH LITERACY AND NUMERACY.

THEY CAME UP WITH THE IDEA THAT EVERY DAY THAT WE USE TWITTER OR X, AS IT'S NOW CALLED, TO PROMOTE WHAT EACH CAMPUS IS DOING, SO REMINDER TO FAMILIES TO WORK WITH THEIR KIDS.

THEY EXTENDED LIBRARY HOURS AND YOU CAN SEE SOME OF THOSE UP HERE.

THEY USE THESE LIBRARY OPEN HOURS AND THEY HAD LITERACY NIGHTS.

MOST OF THEM HAPPENED WITHIN THE LAST 2-3 WEEKS TO INFORM THE PARENTS AND THE FAMILIES ABOUT THIS OPPORTUNITY TO GET SUPPORT AND THAT WINTER FREEZE AS WE HEAD INTO THE HOLIDAYS AT THE END OF THE WEEK.

NEXT, WE HAVE THE READING DATA.

JUST TO REMIND HER EYES STATION ELEMENTARY, RAN LEARN AND SECONDARY, AND THIS IS GREAT.

WHEN WE LOOK AT THE TIER 1, THE STUDENTS WHO, AND THE INCREASE IN PERCENTAGES OF STUDENTS WHO ARE PERFORMING AT LEAST A GRADE LEVEL CONTINUES TO GO UP.

THE PERCENTAGE OF STUDENTS WHO ARE NEAR GRADE LEVEL [NOISE] STAYED THE SAME OR BASICALLY STAYED THE SAME IT HERE TOO, BUT IMPORTANTLY, WE'RE SEEING THAT TIER 3 BAR GO DOWN, WHICH IS WHAT WE WANT TO SEE MONTH OVER MONTH WHEN WE LOOK AT THE ISTATION TIER MOVEMENT.

NEXT, WE HAVE OUR ISIP ASSESSMENT AND THIS IS FOR OUR ELEMENTARIES.

WHEN YOU LOOK ACROSS THE BOARD, WE SEE INCREASES FROM NOVEMBER TO DECEMBER.

THE ONE SMALL DECREASE WAS AT NAVARRO.

WHEN WE LOOKED AT THE DATA, WE NOTICED THAT THERE WAS AN INCREASE OF TIER 3 STUDENTS IN FOURTH AND FIFTH GRADES.

WE HAD TIER 2 STUDENTS LAST MONTH WHO MOVED INTO TIER 3, BUT NAVARRO IS ON IT.

THEY HAVE THE INFORMATION, BUT I'M PROUD TO COME UP HERE AND SAY THAT THE MAJORITY OF THE ELEMENTARIES ARE SHOWING THE GROWTH THAT WE WANT TO SEE WHEN IT COMES TO OUR ISIP ASSESSMENT.

WHEN WE LOOK AT THE GROWTH COMPARISON BY PROGRAM, EMERGING BILINGUALS, THEY WENT UP AND THEY'VE GONE DOWN SINCE OCTOBER.

THE SPED STUDENTS WITH IEPS WENT DOWN LAST MONTH, BUT SHOWED SOME SIGNIFICANT GAINS, SO A 6% GAIN.

WHEN WE WILL LOOK AT THE MONTH OF DECEMBER, WE LOOK AT LOCKHART ISD OVERALL, WE HAVE SHOWN SOME MAJOR [NOISE] IMPROVEMENTS ALSO BECAUSE OF THE STUDENTS WITH IEPS DOING REALLY WELL THIS PAST MONTH.

SO AT THE SECONDARY LEVEL, JUST A REMINDER, THE HIGH SCHOOL DOES NOT DO THE RENLEARN DURING THE MONTHS OF DECEMBER AND JANUARY DUE TO THE TIMING OF THE CBA TOO.

BUT WHEN WE DO LOOK AT THE JUNIOR HIGH, ONE OF THE POSITIVES THAT COMES OUT OF THIS, THERE'S TWO THINGS, THERE ARE MORE STUDENTS TESTING THAT ARE ACTUALLY GOING THROUGH RENLEARN THAN BEFORE.

SO THESE NUMBERS, ARE MORE ACCURATE AT THIS POINT THAN IN PREVIOUS.

IF YOU REMEMBER, IN THE LAST COUPLE OF BOARD MEETINGS I'VE TALKED ABOUT THE NUMBERS MISSING, BUT THEIR PERCENTAGES WERE CLOSE TO 90 THIS TIME.

ALTHOUGH THERE WAS A DROP FROM 41-39 PERCENT, NOVEMBER TO DECEMBER, WE ARE STILL 2 PERCENT HIGHER THAN WE WERE AT THIS POINT LAST YEAR AT THE JUNIOR HIGH.

SO I WOULD LIKE FOR IT TO BE BETTER, BUT STILL, WE'RE ON PACE TO BEAT WHERE WE WERE LAST YEAR AT THE JUNIOR HIGH.

ANY QUESTIONS BEFORE I MOVE ON TO MATH?

>> I HAVE A QUESTION.

>> YOU HAVE INFORMATION FOR DECEMBER,

[01:20:03]

WHAT DATE DID YOU COLLECT THE DECEMBER INFORMATION?

>> THEY HAD THE FIRST WEEK OF DECEMBER, SO BASICALLY LAST WEEK.

IT'S A WINDOW AND IT WAS COLLECTED LAST THURSDAY AT MOST SCHOOLS AND A COUPLE ON FRIDAY.

ARE YOU TALKING ABOUT THE JUNIOR HIGH OR THE ELEMENTARY?

>> WELL, THE JUNIOR HIGH SHOWS THE DECEMBER INFORMATION ALSO, THAT'S WHY I WAS ASKING.

>> SO IT DEPENDS ON THE SCHOOL.

THE WINDOWS ARE DIFFERENT FROM ELEMENTARY'S AND THE JUNIOR HIGH, BUT IT'S BASICALLY A ONE-WEEK WINDOW, WITH EVERYBODY FINISHING LAST FRIDAY.

>> SO BASICALLY, IT WOULD BE LIKE MORE OF WHAT THE PROGRESS THROUGH NOVEMBER, AS OPPOSED TO DECEMBER.

I'M TRYING TO GET AN IDEA OF WHAT HE'S THINKING SO I KNOW WHAT I'M LOOKING AT.

SO IT'S NOT REALLY THE WHOLE MONTH.

>> IT'S NOT BUT FOR RENLEARN IT LOOKS AT THE MONTH OF NOVEMBER.

SO WHEN IT'S TAKEN IN THE MONTH OF DECEMBER AT THE BEGINNING, IT'S FROM THE WORK THAT HAPPENED THE PREVIOUS MONTH.

SO GREAT QUESTION, IT DOES LOOK AT NOVEMBER.

>> OKAY. THAT'S WHY I WAS JUST CONFUSED BECAUSE.

>> IT DEPENDS ON WHICH PROGRAM WE'RE TALKING ABOUT.

BUT TYPICALLY IT'S THE MONTH BEFORE.

>> SO THEY RUN DIFFERENT WINDOWS?

>> CORRECT. DEPENDING ON THE PROGRAM, THE MAJORITY OF THEM ARE GOING TO BE THE MONTH BEFORE, THEY TRY TO GIVE THEM THE 30 DAYS.

IT'S A GREAT QUESTION BECAUSE WHEN I GO INTO MATH, YOU'RE GOING TO SEE IN DREAM-BOX, IT'S A LITTLE BIT DIFFERENT.

THE OTHER THING THAT HAPPENS IS IN NOVEMBER IS, WHEN SOME OF OUR DATA IS BASED ON THE AMOUNT OF LESSONS OR THE AMOUNT OF TIME ON THE PROGRAM AND YOU MISS A WEEK OF THANKSGIVING OR YOU DON'T HAVE ALL OF DECEMBER, IT CAN SKEW THE NUMBERS.

SO THAT'S A REALLY GOOD QUESTION BECAUSE THAT'S EXACTLY WHAT HAPPENS WITH DREAM-BOX.

>> IT'S BASICALLY DECEMBER'S REPORT BUT FOR NOVEMBER'S NUMBERS?

>> CORRECT. NOW, FOR DREAM-BOX, BECAUSE THE AMOUNT OF TIME THAT YOU SPEND AND THE NUMBER OF LESSONS YOU DO IN DREAM-BOX IS AFFECTED BY THANKSGIVING AND THIS WAS RUN AS OF LAST FRIDAY.

SO YOU DO HAVE SOME SKEWED NUMBERS HERE.

SO EVEN THOUGH YOU SEE THE ORANGE, THE DECEMBER 23, GOING DOWN, THERE ARE APPROXIMATELY 6-8 DAYS DIFFERENCE, FROM THE LAST TIME WE RAN THESE NUMBERS IN OCTOBER.

IN OTHER WORDS, THE KIDS HAD 6-8 LESS DAYS TO DO THE AMOUNT OF DREAM-BOX THEY WOULD HAVE BECAUSE OF THE NUMBER OF DAYS WERE OFTEN NOVEMBER AND THE NUMBER OF DAYS THAT THIS WAS RUN IN DECEMBER.

BUT I AM PROUD TO SAY THAT BASED ON THE USAGE, ALL CAMPUSES DOUBLED OR TRIPLED THE NUMBER OF STUDENTS AT OR ABOVE GRADE LEVEL.

SO THAT'S A BIG HIGHLIGHT FOR OUR ELEMENTARIES.

NEXT, WE'LL HAVE MATH RENLEARN FOR TWO THROUGH FIVE.

THE DECREASE THAT WE SEE HERE, FROM 66 TO 64 PERCENT, WAS IN THE LOWER GRADES.

THERE WASN'T REALLY A SPECIFIC CAMPUS THAT WE COULD SAY THAT THE LOWER GRADES PUSHED THAT DOWN, BUT WE KNOW THAT IN ITS ENTIRETY THAT THE LOWER GRADES ARE WHAT CAUSED THE DROP FROM 66 TO 64 PERCENT AND MATH RAN SECOND THROUGH FIFTH GRADE.

NOW, WHEN WE LOOK AT THIS YEAR-TO-YEAR COMPARISON, WE SEE THAT THE RED BAR GRAPHS ARE ABOVE THE BLUE GRAPHS, AND THE MAJORITY OF THIS GRAPH, WHAT HAPPENED IS WE CAN SAY THAT THE MAJORITY OF THE CAMPUSES SHOWED A ONE OR TWO PERCENT DECLINE FROM THIS POINT LAST YEAR.

SO ALTHOUGH LSD DOES SHOW A ONE PERCENT GROWTH, KUDOS TO BOTH PLUM CREEK ELEMENTARY AND ABS.

WHO BOTH SHOW SEVEN PERCENT GAINS SO THAT ONE PERCENT GAIN OVERALL, CAME FROM THOSE TWO CAMPUSES IN THE MONTH OF DECEMBER.

THAT'S A YEAR-TO-YEAR GRAPH THAT YOU'RE LOOKING AT.

SAME THING HERE FOR THE PROGRAMS. IT'S GOOD TO SAY THAT THE EMERGING BILINGUALS CONTINUED TO SHOW GROWTH MONTH OVER MONTH.

WE DID SEE A DIP LAST MONTH IN OUR STUDENTS WITH IEPS, BUT THEY ACTUALLY SURPASSED WHERE THEY WERE TWO MONTHS AGO.

SO THE GROWTH FOR BOTH OF THESE PROGRAMS THAT ARE IN OUR DISTRICT ARE BOTH SHOWING GAINS THAT WE ARE PROUD OF. ANY QUESTIONS?

>> I JUST HAVE A COMMENT. SO IT LOOKS LIKE THE ELEMENTARY FEES ARE GRADUALLY MOVING UP, MAKING PROGRESS TO MEET THE TARGET OF 70 PERCENT, BUT THE JUNIOR HIGH HAS.

DO YOU BELIEVE THAT THEY'RE GOING TO MEET THE TARGET?

>> I BELIEVE THAT EVERY CAMPUS, AS WE CONTINUE TO WORK, ESPECIALLY AT THE JUNIOR HIGH.

I'VE STOOD UP HERE AND TALKED ABOUT, WHEN WE TALK ABOUT LITERACY, THEY ARE HYPER-FOCUSED ON CRITICAL WRITING.

THEY'RE USING ONE OF OUR GRANTS, THE RSSP GRANT MEET ON A WEEKLY BASIS TO TALK ABOUT NOT ONLY WRITING AND LITERACY BUT CONTINUING TO PUSH CRITICAL WRITING IN ALL SUBJECTS.

SO I TRULY BELIEVE THAT THE JUNIOR HIGH IS GOING TO SHOW SOME MAJOR GROWTH THIS YEAR, ACROSS THE BOARD.

[01:25:06]

>> ANY OTHER QUESTIONS, BOARD? THANK YOU, MR. DAVIDSON.