Mar 24, 2025 Lockhart ISD Board of Trustees

>> WRIST WESTMORLAND, ALSO FROM CLEARFORK. [APPLAUSE]

>> THE GREATEST COOKIE IN THE WORLD, ROUND, COOKIE, CHOCOLATE, 80-YEARS-OLD, ROUGH. [APPLAUSE]

>> NOW, FROM NAVARRO ELEMENTARY, MR. T. DRIN. [APPLAUSE]

>> CHOCOLATE, COOKIE, CRUNCHY AND BAKED IN THE TOLL HOUSE, DELICIOUS, MOST LIKED. [APPLAUSE]

>> ALSO FROM NAVARRO ELEMENTARY, MR. DRAKE ERIC. [APPLAUSE]

>> SAVORY SNACKS, TROUBLE BAKING, SAVORY CHOCOLATE CHIP, TOOL HOUSE AND COOKIES. [APPLAUSE]

>> WE DID HAVE SOME MORE THAT WERE SUPPOSED TO BE HERE WITH SN, UNFORTUNATELY, THEY FELL SICK, BUT WE'RE VERY PROUD OF ALL OF YOUR ACCOMPLISHMENTS, ANOTHER BIG ROUND OF APPLAUSE FOR OUR AUTHORS.

[APPLAUSE] IF ALL COULD COME TO THE CENTER FOR A PICTURE, THEY'RE ACCOMPANIED BY MS. VAN GARCIA GT TEACHER, AS WELL AS MS. AMANDA EPSTEIN, PRINCIPAL OF NAVARRO ELEMENTARY SCHOOL, AND MS. MICHELLE HALE, PRINCIPAL OF CLEARFORK ELEMENTARY.

[00:10:01]

I SEE YOU SITING THERE, MS. HALE.

YOU THOUGHT YOU WERE GETTING OUT OF THAT PICTURE.

[APPLAUSE] FOR OUR NEXT RECOGNITION, WE ARE PROUD TO RECOGNIZE AN OUTSTANDING GROUP OF LAW AND PUBLIC SAFETY STUDENTS FROM LOCKHART HIGH SCHOOL, WHO HAVE DEMONSTRATED EXCELLENCE, SKILL AND PROFESSIONALISM THROUGHOUT THEIR PARTICIPATION IN SKILLS USA.

THESE STUDENTS ARE IN TOP SCORERS AND DISTINCTIONS AT THE DISTRICT LEVEL AND ARE NOW HEADED TO SKILLS USA STATE COMPETITION IN CORPUS CHRISTI THIS APRIL.

THEIR ACHIEVEMENTS REFLECT WHAT TRULY MEANS TO BE LOCKDOWN EXCELLENCE, AND WE ARE PROUD TO CELEBRATE THEIR HARD WORK AND DEDICATION.

CONGRATULATIONS TO ALL THESE STUDENTS FOR THEIR EXCEPTIONAL PERFORMANCE AND FOR REPRESENTING LOCKHART HIGH SCHOOL WITH PRIDE AND PROFESSIONALISM.

BEST OF LUCK AT STATE, WE KNOW THAT YOU WILL CONTINUE TO MAKE US PROUD.

PLEASE JOIN US IN RECOGNIZING THE FOLLOWING LAW AND PUBLIC SAFETY SKILLS USA STATE QUALIFIERS.

NAEL RODRIGUEZ.

[APPLAUSE] KEEGAN BAKER.

[APPLAUSE] ZANDER LION.

[APPLAUSE] JASLYN ARNANDEZ MENDEZ.

[APPLAUSE] SAMANTHA TONOKO.

[APPLAUSE] BETH KEY.

[APPLAUSE] TANYA PANETTA CANTERA.

[APPLAUSE] SARAYA DYKES.

[APPLAUSE] JESSICA TEREN.

[APPLAUSE] MAKE IT TONIGHT.

LEA DAVENPORT.

[APPLAUSE] SAVANNAH TORRES.

[APPLAUSE] STUDENTS ARE ACCOMPANIED BY LOCKHART HIGH SCHOOL PRINCIPAL, MS. CYNTHIA VASQUEZ, AND LAW AND PUBLIC SAFETY INSTRUCTOR, MR. RAYMOND DE LEON.

[APPLAUSE] IF WE COME BACK IN THE CENTER FOR A PICTURE. [APPLAUSE]

[00:15:19]

>> FOR OUR NEXT RECOGNITION, WE'RE EXCITED TO RECOGNIZE SEVERAL INCREDIBLE STUDENT ATHLETES WHO HAVE DEMONSTRATED STRENGTH, DISCIPLINE, AND DETERMINATION, BOTH IN TRAINING AND IN COMPETITION AS THEY QUALIFIED FOR THE STATE POWER LIFTING.

THESE ATHLETES HAVE PUSHED THEMSELVES TO EXCEL AT THE HIGHEST LEVEL OF COMPETITION, AND THEIR HARD WORK HAS EARNED THEM A SPOT AMONGST THE STRONGEST STUDENT ATHLETES IN TEXAS.

[APPLAUSE] THEIR COMMITMENT IS A TRUE REFLECTION OF WHAT IT MEANS TO BE LOCKHART ON EXCELLENCE, AND WE ARE PROUD TO CELEBRATE THEIR ACHIEVEMENTS TONIGHT.

CONGRATULATIONS TO OUR POWER LIFTING STATE QUALIFIERS.

PLEASE JOIN US, EXCELLENT, [APPLAUSE] IN RECOGNIZING RENEE MCKNIGHT, [APPLAUSE] LEAH OVALLE.

[APPLAUSE] JOSEPH GUZMAN.

[APPLAUSE] TONIGHT, OUR STUDENTS ARE ACCOMPANIED AGAIN BY LOCKHART HIGH SCHOOL PRINCIPAL, MS. CYNTHIA VASQUEZ, AND LOCKHART HIGH SCHOOL COACH, MR. DONOVAN WILLIAMS. [APPLAUSE] FOR OUR NEXT RECOGNITION TONIGHT, WE'RE PROUD TO RECOGNIZE OUTSTANDING LOCKHART HIGH SCHOOL ATHLETES WHO HAVE NOT ONLY EXCELLED IN THE BASKETBALL COURT, BUT ALSO IN THE CLASSROOM.

THESE YOUNG WOMEN HAVE DEMONSTRATED WHAT IT MEANS TO TRULY BE LOCKED ON EXCELLENCE, EARNING A SPOT IN THE TEXAS HIGH SCHOOL COACHES ASSOCIATION ACADEMIC ALL STATE TEAM, A PRESTIGIOUS HONOR THAT CELEBRATES BOTH ATHLETIC COMMITMENT AND ACADEMIC ACHIEVEMENT.

THESE STUDENT ATHLETES HAVE SHOWN INCREDIBLE DEDICATION AND PERSEVERANCE BALANCING THE DEMANDS OF VARSITY ATHLETICS AND THE ACADEMIC EXCELLENCE.

WE ARE PROUD OF THEIR ACCOMPLISHMENTS AND CONFIDENT THAT THEY WILL CONTINUE TO LEAD AND ASPIRE IN WHATEVER PATH THAT THEY CHOOSE NEXT.

PLEASE JOIN US IN CONGRATULATING MS. RAKAIA WALKER, NAMED TO THE FIRST TEAM.

[APPLAUSE] ALANA ALVAREZ NAMED SECOND TEAM, AND DELILAH PERALEZ HONORABLE MENTION.

[APPLAUSE] THEY WERE GOING TO BE ACCOMPANIED TONIGHT BY COACH MARK RAGU.

THERE HE IS.

[00:20:09]

GET A PICTURE WITH COACH.

[LAUGHTER] [APPLAUSE] FOR TONIGHT'S FINAL RECOGNITION, WE HAVE OUR TAFE STATE AND NATIONAL QUALIFIERS.

TONIGHT, WE ARE PROUD TO RECOGNIZE AN OUTSTANDING GROUP OF STUDENTS FROM LOCKHART HIGH SCHOOLS, TAFE, WHICH IS TEXAS ASSOCIATION OF FUTURE EDUCATORS.

THEIR CHAPTER FOR THEIR REMARKABLE SUCCESS AT THE TAFE TEACH FOR TOMORROW SUMMIT, GRAND AWARD CEREMONY IN GALVESTON, TEXAS.

COMPETING IS MORE THAN 3,400 FUTURE EDUCATORS FROM ACROSS THE STATE, LOCKHART TAFE SWEPT THE COMPETITION, EARNING 15 AWARDS, 12 NATIONAL AWARDS, AND 11 NATIONAL QUALIFIER RECOGNITIONS.

[APPLAUSE] THESE STUDENTS TRULY EXEMPLIFY NOT ONLY WHAT IT MEANS TO BE LOCKED ON EXCELLENCE, BUT AN UNLOCKING POTENTIAL IN THEMSELVES AND OTHERS, DEMONSTRATING THEIR PASSION FOR EDUCATION, LEADERSHIP, AND SERVICE.

WE ARE PROUD TO CELEBRATE THEIR ACCOMPLISHMENTS AND THE BRIGHT FUTURE THEY REPRESENT FOR THE FIELD OF EDUCATION.

CONGRATULATIONS TO ALL OF OUR TAFE STATE WINNERS, NATIONAL AWARD RECIPIENTS AND NATIONAL QUALIFIERS.

YOU ARE LEADING THE WAY FOR FUTURE EDUCATORS AND WE CANNOT WAIT TO SEE ALL THAT YOU WILL ACCOMPLISH.

PLEASE JOIN US IN RECOGNIZING THE FOLLOWING STUDENTS.

MS. JACKIE ROWE, NOT ABLE TO ATTEND? JACKIE ROWE WON A BUNCH OF AWARDS AS WELL.

[APPLAUSE] PRESTON CRABLE, NATIONAL QUALIFIER, AND OUTSTANDING CHAPTER.

[APPLAUSE] SAVANNA TORRES, NATIONAL QUALIFIER AND OUTSTANDING CHAPTER, SILVER STATE AWARD IN EDUCATIONAL LEADERSHIP FUNDAMENTALS.

[APPLAUSE] MICHAELA TORRES, NATIONAL QUALIFIER AND OUTSTANDING CHAPTER, STATE BRONZE AWARD IN EDUCATIONAL LEADERSHIP AND FUNDAMENTALS.

[APPLAUSE] ANGEL DAVILA, NATIONAL QUALIFIER AND OUTSTANDING CHAPTER, STATE SILVER AWARD IN EDUCATION LEADERSHIP.

[APPLAUSE] ADDISON, DELIA CRUZ, NATIONAL QUALIFIER AND JUDGES CHOICE AWARD, AND PUBLIC SERVICE ANNOUNCEMENT, STATE GOLD AWARD IN EDUCATIONAL LEADERSHIP AND FUNDAMENTALS.

[APPLAUSE] JOSEPH SANCHEZ, NATIONAL QUALIFIER AND JUDGES CHOICE AWARD.

[APPLAUSE] CARLA CORTEZ LOPEZ, NATIONAL QUALIFIER AND JUDGES CHOICE AWARD AND PUBLIC SERVICE ANNOUNCEMENT, STATE BRONZE AWARD IN EDUCATIONAL LEADERSHIP.

[APPLAUSE] LESLIE ZAVALA, NATIONAL QUALIFIER AND JUDGES CHOICE AWARD AND PUBLIC SERVICE, STATE SILVER AWARD IN CHILDREN'S LITERATURE, K-3 SPANISH.

[APPLAUSE] LELAND RAMIREZ, NATIONAL QUALIFIER AND PROJECT VISUALIZE SERVICE, STATE SILVER AWARD AND EDUCATIONAL LEADERSHIP AND FUNDAMENTALS.

[APPLAUSE] DANA PENATA CANTERA, NATIONAL QUALIFIER AND PROJECT VISUALIZED SERVICE.

[APPLAUSE] GRACE WARES, STATE GOLD AWARD, AND INTERACTIVE BULLETIN BOARD.

[APPLAUSE] GANETZI RODRIGUEZ, STATE SILVER AWARD IN INTERACTIVE BULLETIN BOARD, ELEMENTARY, AND EDUCATIONAL LEADERSHIP AND FUNDAMENTALS.

[APPLAUSE] MS. KALITA SMITH, STATE SILVER AWARD IN EDUCATIONAL LEADERSHIP.

CAROLINE CHEVALIA.

I HOPE I SAID THAT RIGHT. I APOLOGIZE, CAROLINE.

STATE SILVER AWARD IN CHILDREN'S LITERATURE, K-3, SPANISH, STATE AWARD AND BRONZE EDUCATIONAL LEADERSHIP.

[00:25:06]

THE STUDENTS ARE ACCOMPANIED BY LOCKHART PRINCIPALS, CYNTHIA VASQUEZ, CTE DIRECTOR, MS. KATIE RATLIFF, AND TAFE TEACHER LEADER AMBER CRABLE, AND TAFE CHAPERON MS. JARON PITTMAN.

[APPLAUSE] WE ACTUALLY DID HAVE SOME OF OUR BASKETBALL PLAYERS WHO WERE ABLE TO JOIN US JUST A LITTLE BIT LATE BECAUSE THEY WERE STUDYING VERY HARD FOR THE ACADEMIC.

IN RECOGNITION REALLY QUICKLY FOR STUDENT ATHLETES WE HAVE MS. LIZ STATIN, ACADEMIC ALL DISTRICT, AND HONORABLE MENTION.

[APPLAUSE] MS. ZOE GORLIZ, ACADEMIC ALL DISTRICT, [APPLAUSE] AND SHAKINA BRYAN, ACADEMIC ALL DISTRICT.

[APPLAUSE] AGAIN, ACCOMPANIED TONIGHT, BY MR. BACO TRAGU AND CYNTHIA VASQUEZ PRINCIPAL.

[APPLAUSE] THAT CONCLUDES TONIGHT'S RECOGNITIONS.

>> BYE. TAKE CARE.

>> WE WILL NOW MOVE ON TO ITEM 5,

[Public Hearing regarding LISD District Annual Report]

PUBLIC HEARING A, PUBLIC HEARING REGARDING LISD, DISTRICT ANNUAL REPORT. MR. DAVISON.

>> MR. ESTRADA. THERE YOU GO.

>> GOOD EVENING, BOARD PRESIDENT, ALL RIGHT, MEMBERS OF THE BOARD, SUPERINTENDENT ESTRADA.

I'M HERE TO DO THE DISTRICT ANNUAL REPORT.

JUST A REMINDER THAT THIS IS A LAGGING INDICATOR.

SOME OF THE INFORMATION WILL BE FROM 2022, 2023, AND SOME OF IT WILL BE SCHOOL YEAR 2023, 2024.

[00:30:01]

START OFF BY LETTING YOU KNOW WHAT THE EIGHT SECTIONS OF THE DISTRICT ANNUAL REPORT ARE.

WE START OFF WITH THE TAPR REPORT, ALSO KNOWN AS THE TEXAS ACADEMIC PERFORMANCE REPORT.

THERE IS A PEIMS FINANCIAL STANDARD REPORT.

DISTRICT ACCREDITATION STATUS, CAMPUS PERFORMANCE OBJECTIVES, REPORT ON ANY VIOLENT OR CRIMINAL INCIDENTS ON CAMPUSES, STUDENT PERFORMANCE AND POST SECONDARY INSTITUTIONS, PROGRESS TOWARD ADOPTED HB3 GOALS AND THE TAPR GLOSSARY, SO THAT WHEN YOU WANT TO READ OVER, IT'LL GIVE YOU THE INFORMATION YOU NEED.

WE WILL START WITH SECTION 1, WHICH IS THE TAPR.

THE TAPR IS COMPILED BY THE TEXAS EDUCATION AGENCY FOR EVERY DISTRICT AND EVERY CAMPUS ACROSS THE STATE.

>> THE MAIN PARTS OF THE TAPR INCLUDE INFORMATION ON PERFORMANCE OF STUDENTS.

IT ALSO HAS DESEGREGATED INFORMATION BY STUDENT GROUP ETHNICITY, AND SOCIOECONOMIC STATUS, AS WELL AS INFORMATION ON SCHOOL DISTRICT STAFF PROGRAMS AND STUDENT DEMOGRAPHICS.

THE COVER PAGE TYPICALLY INCLUDES ACCOUNTABILITY RATING, SPECIAL EDUCATION DETERMINATION STATUS, DISTINCTION DESIGNATIONS, AND ASVAB TEST.

THE FIRST SECTION IN THE TAPR IS THE STAR PERFORMANCE, WHICH INCLUDES ALL THREE PERFORMANCE RATES, SO APPROACHES, MEETS AND MASTERS.

THOSE ACCOUNTABILITY LEVELS ARE REPORTED FOR EACH ASSESSMENT.

ALL GRADES, ALL SUBJECTS, THE GRADES BY THE SUBJECT, AND THEN ENROLLED GRADES, USUALLY 3-8 MATH AND READING.

THE NEXT PART IS SCHOOL PROGRESS, WHICH INCLUDES ANNUAL GROWTH, WHICH IS RECORDED BY GRADE AND SUBJECT.

ACCELERATED LEARNING, 4545 NOW IS HB 1416, BUT SINCE REMEMBER, THIS IS A LAGGING INDICATOR.

IT'S STILL 4545 PERFORMANCE WHEN YOU OPEN UP THIS YEAR'S TAPR, AND THEN ACADEMIC GROWTH, WHICH IS A COMBINATION OF THE ANNUAL GROWTH AND ACCELERATED LEARNING.

THERE'S ALSO A PORTION ON BILINGUAL EDUCATION AND ESL.

IT'S DESEGREGATED BY THESE 14 DIFFERENT ITEMS, I'LL LET YOU LOOK THEM OVER.

THE BILINGUAL PORTION IS ALSO BROKEN DOWN BY STAR PERFORMANCE, ANNUAL GROWTH, AND ANY STUDENTS THAT ARE NEEDED IN ACCELERATED LEARNING.

THERE'S ALSO A SECTION ON STAR PARTICIPATION, SO WE HAVE TO MEET CERTAIN CRITERIA FOR THE NUMBER OF KIDS WHO TAKE EACH ASSESSMENT, AND THAT IS BY ALL TESTS IN THE SUBJECT AREA AS WELL AS ANY ACCELERATED TESTERS.

THERE'S A SECTION ON ATTENDANCE, GRADUATION, AND DROPOUT RATES, WHICH INCLUDES ATTENDANCE.

ANNUAL DROPOUT RATE AND THEN LONGITUDINAL DATA FROM 4-6 YEARS.

THERE'S ALSO A GRADUATION PROFILE THAT GIVES THE INFORMATION ABOUT TOTAL GRADUATES, THAT IS BY ETHNICITY, GRADUATION TYPE, AND ANY PROGRAM OR STUDENT ATTRIBUTE THAT IS ASSOCIATED WITH THE STUDENT.

WE DO COLLEGE CAREER AND MILITARY READINESS, ALSO KNOWN AS CCMR. WE DO CCMR RELATED INDICATORS.

THEN THERE'S ALSO POST SECONDARY INDICATORS THAT ARE NOT ASSOCIATED WITH CCMR RELATED.

IT INCLUDES STUDENT INFORMATION, SO ENROLLMENT BY STUDENT IDENTIFIERS.

THERE'S STAFF INFORMATION ALSO BY CERTAIN STAFF IDENTIFIERS, AND THEN THERE'S PROGRAM INFORMATION THAT A STUDENTS ENROLLED BY PROGRAMS AS WELL AS TEACHERS AND PROGRAMS. SECTION 2 IS OUR FINANCIAL STANDARD REPORT, AND HERE YOU HAVE THE FINANCIALS FROM THE END OF SCHOOL YEAR 22-23.

THIS IS A LAGGING INDICATOR FROM TWO YEARS AGO.

THIS IS WHERE WE LANDED.

THESE NUMBERS HAVE BEEN VETTED BY OUR AMAZING CFO, MISS WEISER.

SECTION 3 IS OUR ACCREDITATION STATUS.

WE ARE AN ACCREDITED DISTRICT AS OF 22-23.

THE OTHER INFORMATION THAT YOU FIND HERE IS WHAT TEA ASSIGNS THE STATUSES FOR THE DIFFERENT LEVELS THAT YOU CAN HAVE AS A DISTRICT, AS WELL AS ACCREDITATION STATUS FOR WHAT TEA WOULD SAY FOR THE DIFFERENT DISTRICTS ACROSS THE STATE.

SECTION 4 ARE THE PERFORMANCE OBJECTIVES BY CAMPUS, WHICH ARE CREATED AND PUT UNDER OUR CAMPUS IMPROVEMENT PLANS.

THESE ARE CIPS AND ACCESS TO THEM.

SECTION 5 IS THE REPORT ON ANY VIOLENT OR CRIMINAL INCIDENT THAT MEETS A CERTAIN CRITERIA AND CODE.

[00:35:07]

HERE YOU HAVE A TABLE OF THE INCIDENTS.

MY APOLOGIES FOR THE SMALL TEXT, BUT WE DID HAVE ONE INCIDENT THAT WAS CONSIDERED A SERIOUS OFFENSE IN CODE 59.

REMEMBER, THIS WAS FROM YEARS PAST, THIS IS A LAGGING INDICATOR.

SECTION 6 IS STUDENT STUDENT PERFORMANCE AND POST SECONDARY INSTITUTIONS.

WE USED THE TEXAS HIGHER EDUCATION COORDINATING BOARD, ALSO KNOWN AS THECB TO FIND INFORMATION ABOUT OUR STUDENTS WHO ATTEND BOTH FOUR YEAR AND TWO YEAR INSTITUTIONS AND WHAT THEIR GPAS ARE AFTER YEAR 1.

THIS DOES NOT INCLUDE MILITARY, IT DOES NOT INCLUDE PRIVATE INSTITUTIONS, AND IT DOES NOT INCLUDE STUDENTS WHO GO OUT OF STATE.

I WILL TELL YOU THAT THE NUMBER OF KIDS IN OUR FOUR YEAR UNIVERSITIES THAT WE REPORTED ON INCREASED BY 13 STUDENTS.

OUR TWO YEAR UNIVERSITIES INCREASED BY SEVEN STUDENTS, SO A TOTAL OF 20 STUDENTS OF AN INCREASE FOR ATTENDING A FOUR YEAR OR TWO YEAR UNIVERSITY IMMEDIATELY AFTER HIGH SCHOOL IN THE STATE OF TEXAS, THAT'S A PUBLIC SCHOOL.

SECTION 7 IS OUR PROGRESS TOWARDS MEETING THE ADOPTED HB 3 GOALS.

SO WE FIND THAT IN OUR DISTRICT IMPROVEMENT PLAN ALSO KNOWN AS THE DIP.

SECTION 8 IS THE TAPR GLOSSARY.

THIS INFORMATION WILL BE POSTED ON THE WEBSITE WHEN YOU OPEN IT UP TO READ THE TAPR.

THERE ARE CERTAIN TERMS IN THERE THAT YOU OR OTHERS MAY NOT RECOGNIZE OR THEY MAY BE NEW TO THE TAPR SYSTEM.

THIS IS A GLOSSARY WHICH IS PART OF THE WEBSITE AND YOU CAN LOOK UP THE DIFFERENT INFORMATION YOU MAY HAVE OR MAY SEEK.

I JUST MENTIONED THAT THIS WILL BE POSTED WITHIN TWO WEEKS ON OUR DISTRICT WEBSITE.

THERE'LL BE COPIES HERE AT THE DISTRICT, THERE'LL BE COPIES ON CAMPUSES AND ANY QUESTIONS OR INFORMATION NEEDED, PEOPLE CAN REACH OUT TO ME. ANY QUESTIONS?

>> I HAVE A QUESTION.

>> YES, SIR.

>> ONCE AGAIN, FINAL THING.

I UNDERSTAND MEETS GRADE LEVEL OR ABOVE.

THAT MAKES PERFECT SENSE IF YOU MEET GRADE LEVEL, YOU COULD GO ABOVE AND BEYOND.

EXPLAIN TO ME WHAT APPROACHES GRADE LEVEL OR ABOVE MEANS IF YOU'RE ABOVE APPROACHING THEN YOU SHOULD BE HOME.

>> THERE ARE THREE PARAMETERS SET BY THE STATE OF TEXAS FOR ACCOUNTABILITY, AND STUDENTS CAN EITHER MEET APPROACHES, MEETS OR MASTERS.

APPROACHES IS A CERTAIN PERCENTAGE.

IT MEANS THAT THEY'RE APPROACHING GRADE LEVEL STATUS, AND THEN YOU HAVE MEETS THAT SAYS THAT THEY ARE MEETING WHAT THE GRADE LEVEL ACCOUNTABILITY IS, AND THEN THERE'S MASTERS, WHICH IS A DIFFERENT PERCENTAGE TO GO.

>> I UNDERSTAND THAT, I STILL DON'T UNDERSTAND WHETHER THEY FEEL THE NEED TO PUT OR ABOVE ON APPROACHING BECAUSE THAT DOESN'T MAKE ANY SENSE.

>> YOU CAN MEET APPROACHES BY A RANGE OF ANSWERING A CERTAIN AMOUNT OF QUESTIONS.

APPROACHES ARE ABOVE, THERE'S A BOTTOM TO THAT, A CERTAIN AMOUNT OF QUESTIONS YOU CAN GET.

THEN THERE'S A SERIES OF QUESTIONS ABOVE THAT BEFORE YOU GET TO MEET.

I BELIEVE ALTHOUGH I DIDN'T SET THIS, THE ADD OR ABOVE JUST MEANS THAT THERE'S A RANGE ON WHICH A STUDENT CAN GET APPROACHES, ANOTHER RANGE FOR MEETS AND ANOTHER RANGE FOR MASTERS.

>> SOUNDS LIKE SOMETHING ADDED TO CONFUSE EVERYONE.

>> I HEAR YOU.

>> JUST WANTED TO CLARIFY.

>> ANY OTHER QUESTIONS BOARD? NO. THIS IS A PUBLIC HEARING.

ANYBODY IN THE AUDIENCE OR PUBLIC WHO WOULD LIKE TO COME UP TO THE PODIUM AND MAKE ANY COMMENTS OR WELCOME TO DO SO? WE HAVE NONE. THEN THIS PUBLIC HEARING IS CLOSED.

>> WE'RE GOING TO GO BACK TO ITEM 4F.

[Recognitions (Part 2 of 2)]

I THINK WE MUST HAVE SOME THE PEOPLE HERE NOW THAT WE WILL BE ABLE TO RECOGNIZE MR. MILLER.

>> YES, SIR. THANK YOU AGAIN, PRESIDENT WRIGHT, BOARD OF TRUSTEES AND SUPERINTENDENT ESTRADA.

IF YOU COULD PLEASE COME BACK FOR ONE MORE RECOGNITION.

THIS EVENING. SCARE ME,

[00:40:03]

LOCKHART ISD IS PROUD TO ANNOUNCE THE SELECTION OF MR. DANIEL MARTINEZ AS THE NEW PRINCIPAL OF PRIDE HIGH SCHOOL AND LOCKHART DISCIPLINE MANAGEMENT CENTER, EFFECTIVE APRIL 1ST, 2025 [APPLAUSE].

MR. MARTINEZ HAS BEEN AN ASSISTANT PRINCIPAL AT LOCKHART HIGH SCHOOL SINCE 2022.

PRIOR TO THAT, HE SERVED AS ASSISTANT PRINCIPAL IN JUDSON ISD.

HIS CAREER IN EDUCATION BEGAN AS A HIGHLY SUCCESSFUL MATHEMATICS TEACHER AT LOCKHART JUNIOR HIGH, WHERE HE PLAYED A PIVOTAL ROLE IN HELPING STUDENTS EXCEL AT MATH.

CURRENTLY AT LOCKHART HIGH SCHOOL, MR. MARTINEZ HAS TAKEN ON SIGNIFICANT LEADERSHIP RESPONSIBILITIES, SERVING AS BOTH THE CAMPUS SAFETY COORDINATOR AND TITLE 9 COORDINATOR.

HIS CONTRIBUTIONS ALSO EXTEND TO ACADEMICS WHERE HIS MATH DEPARTMENT HEAD AND HAS HELPED ESTABLISH ADVANCED MATHEMATICS PATHWAYS AT LOCKHART JUNIOR HIGH AND ALL STUDENTS EARN COLLEGE MATH CREDITS BEFORE GRADUATING HIGH SCHOOL.

MR. MARTINEZ HOLDS A BACHELOR'S IN SCIENCE AND MATH FROM TEXAS STATE UNIVERSITY AND A MASTER'S IN EDUCATION ADMINISTRATION FROM LAMAR UNIVERSITY.

PLEASE JOIN US IN CONGRATULATING MR. DANIEL MARTINEZ ON HIS NEW LEADERSHIP ROLE AS A PRINCIPAL OF PRIDE HIGH SCHOOL AND LOCKHART DISCIPLINE MANAGEMENT CENTER [APPLAUSE].

>> I APOLOGIZE FOR BEING LATE.

I WAS TRYING TO BE AT TWO PLACES AT ONCE.

TO THE BOARD, I WANT TO THANK YOU FOR THIS OPPORTUNITY TO ALLOW ME TO BE THE NEW PRINCIPAL AT PRIDE AND LDMC.

I APPRECIATE YOU BELIEVING IN ME TO UNLOCK MY POTENTIAL AS A NEW PRINCIPAL.

THIS IS A TESTAMENT TO LOCALIZE THESE VALUES BECAUSE YOU WILL HELP ME UNLOCK THE POTENTIAL OF ALL THE STUDENTS AT PRIDE AND LDMC.

THANK YOU [APPLAUSE].

>> YOU KNOW HOW HIGH THAT WAS?

>> WE WILL MOVE ON TO ITEM 6, PUBLIC COMMENTS.

[Public Comment]

DO WE HAVE ANYBODY WHO WISH TO SPEAK? NOBODY HAS SIGNED UP, SO WE WILL MOVE ON.

ITEM 7, CLOSED SESSION.

[CLOSED SESSION]

THE BOARD OF TRUSTEES ON MARCH 24, 2025, BEGINNING AT 7:13 P.M. WILL CONVENE IN CLOSED 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, 551.076.

WOW, WE MAY NEVER COME OUT A CLOSED SESSION [LAUGHTER].

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

THE BOARD ENDED ITS CLOSED SESSION AT 8:07 P.M. ON MARCH 24, 2025.

WE NOW MOVE ON TO ITEM 8,

[Business: Consent Agenda]

BUSINESS CONSENT AGENDA, ITEMS A-G.

DOES ANY BOARD MEMBER HAVE ANY QUESTIONS ABOUT ANY OF THOSE ITEMS?

>> NO. I MAKE A MOTION THAT WE ADOPT THEM AS PRESENTED.

>> I'LL SECOND.

>> I HAVE ONE THAT I WANTED TO PULL.

>> WE HAVE ONE DISCUSSION.

>> SORRY, WE'RE OVER THAT.

> YEAH. ITEM D.

>> WHICH ONE?

>> D AS IN DAVID.

>> D, APPROVE EXPENDITURE INCREASE FOR LOCKHART HIGH SCHOOL, PROJECT GRADUATION.

>> YEAH. I KNOW WE HAD TALKED ABOUT THIS A MEETING SO AGO, MAYBE A COUPLE OF MEETINGS AGO.

I THINK IT WAS TIME FOR US TO INCREASE WHAT WE WERE DOING FOR PROJECT GRADUATION.

THEY'RE DOING AN INCREDIBLE JOB, MAKING SURE THAT OUR KIDS STAY SAFE.

I KNOW THERE WERE CONCERNS LAST YEAR ABOUT THE GUN RAFFLE.

[00:45:03]

I WAS SOMETHING THAT THEY DECIDED NOT TO DO THIS YEAR.

I JUST REALLY WANTED TO EMPHASIZE TO THEM HOW MUCH WE APPRECIATE THAT, EVERYTHING THAT THEY'RE DOING.

I JUST THINK IT'S A GREAT INVESTMENT FOR OUR DISTRICT TO MAKE IN INCREASING THE EXPENDITURES BECAUSE I THINK IT'S BEEN THE SAME FOR HOW LONG HAS IT BEEN MARK?

>> WE RESEARCHED ALL THE WAY BACK TO THE EARLY TWO THOUSAND'S, IT'S BEEN THE SAME.

>> LOOKING AT MAYBE OVER 20 SOMETHING YEARS.

I THINK IT WAS JUST HIGH TIME.

AGAIN, I JUST CAN'T ILLUSTRATE HOW GREAT IT IS TO HAVE THEM DOING ALL THAT THEY DO AND DO WE DO APPRECIATE IT.

>> SIR, THE RECOMMENDATION CURRENTLY, IT'S $15 AND THE RECOMMENDATION IS TO GO UP TO $25 PER STUDENT.

>> WELL, JUST TO POINT OUT MY BOARD PAY HASN'T BEEN INCREASED IN THE LAST 10 YEARS EITHER.

[LAUGHTER]

ALL THOSE IN FAVOR SAY AYE?

>> ANY OPPOSED? PASSES SIX TO ZERO.

WE'LL MOVE ON TO ITEM 9 COMMUNICATION, A,

[TEA District Vulnerability Assessment (DVA) Report ]

TEA DISTRICT VULNERABILITY ASSESSMENT DVA REPORT, MR. MILLER.

>> BOARD OF TRUSTEES AND SUPERINTENDENT ESTRADA.

THE DISTRICT VULNERABILITY ASSESSMENT WAS A REPORT THAT WAS CONDUCTED AS MANDATED BY THE TEXAS EDUCATION CODE 37.1083.

THIS REPORT WAS PREPARED USING ESTABLISHED TEA OFFICE OF SCHOOL SAFETY AND SECURITY STANDARDIZED REPORTING GUIDELINES.

REPORT OUTLINES, OBSERVED BEST PRACTICES, SUGGESTED IMPROVEMENTS, AND REQUIRED CORRECTIVE ACTIONS.

THE REPORT TOOK PLACE FROM JANUARY 16TH, 2025, THROUGH JANUARY 25TH, AND THE ASSESSMENT WAS CONDUCTED IN LOCKHART ISD, AND THE REPORT HAS BEEN SHARED WITH THE BOARD OF TRUSTEES. ARE THERE ANY QUESTIONS?

>> ANY QUESTIONS BOARD? THANK YOU, MR. MILLER.

>> ITEM NINE, COMMUNICATION B GIFTED AND TALENTED PROGRAM REPORT.

[Gifted and Talented Program Report]

MISS CRUZ FERNANDEZ.

>> GOOD EVENING, PRESIDENT WRIGHT, MEMBERS OF THE BOARD, AND SUPERINTENDENT ESTRADA.

MY NAME IS DELIA CRUZ, AND I AM PROUD COORDINATOR OF THE GT PROGRAM HERE IN LOCKHART ISD.

WE ARE GOING TO BE PROVIDING TONIGHT THE UPDATE OF THE GIFTED AND TALENTED PROGRAM.

WE HAVE MISS IVAN GARCIA.

SHE SERVES AS THE GT FACILITATOR AT CLEAR FORK NAVARRO.

SHEILA MULBRY SHE SERVES AT THE GT FACILITATOR AT NAVARRO AND BLUE BONNET, AND MISS JULAYNE WILLIAMS, THE GT FACILITATOR AT ABS AND PLUM CREEK.

>> GOOD EVENING. I WANT TO START WITH OUR MISSION FOR THE LOCKHART GIFTED AND TALENTED EDUCATION PROGRAM.

IT'S REALLY ABOUT FOSTERING CRITICAL AND CREATIVE THINKING IN OUR STUDENTS, HAVING THEM COLLABORATE AND PROBLEM-SOLVE WHILE MEETING SOCIAL, EMOTIONAL, AND ACADEMIC NEEDS OF ALL OF THESE GIFTED STUDENTS.

THE GOAL IS TO CREATE INDEPENDENT LEARNERS WHO ARE CHALLENGED TO DISCOVER THEIR GIFTS AND TALENTS AND CONTRIBUTE TO A GLOBAL SOCIETY.

WANT TO CLARIFY THE STATE DEFINITION OF THE GIFTED AND TALENTED STUDENT.

WHAT THAT MEANS IS A GIFTED AND TALENTED STUDENT IS A CHILD OR A YOUTH WHO PERFORMS AT OR SHOWS THE POTENTIAL FOR PERFORMING AT A REMARKABLY HIGH LEVEL OF ACCOMPLISHMENT.

WE COMPARED TO OTHERS OF THE SAME AGE, EXPERIENCE, OR ENVIRONMENT AND WHO EXHIBIT HIGH-PERFORMANCE CAPABILITY IN AN INTELLECTUAL, CREATIVE, OR ARTISTIC AREA, OR POSSESSES AN UNUSUAL CAPACITY FOR LEADERSHIP OR EXCELS IN A SPECIFIC ACADEMIC FIELD.

WE ALSO WANT TO MAKE A DISTINCTION, JUST FOR CLARITY'S SAKE, THAT GT STUDENTS REALLY NEED TO EXHIBIT THAT PERFORMANCE CAPABILITY IN INTELLECTUAL, CREATIVE, OR ARTISTIC AREAS.

IT'S NOT NECESSARILY THAT HIGH ACHIEVING STUDENT.

IT'S NOT NECESSARILY THE KID WHO'S SITTING DOING EVERY SINGLE THING THEIR TEACHER ASKS, GETTING THE HIGHEST GRADES, NO BEHAVIOR PROBLEMS WHATSOEVER.

A LOT OF TIMES THAT PEOPLE THINK, THAT KID MUST BE GIFTED, BUT THAT COULD JUST BE A HIGH-ACHIEVING STUDENT WHO DOESN'T ACTUALLY POSSESS THE GIFTED QUALITIES THAT WE'RE TALKING ABOUT.

[00:50:03]

>> GOOD EVENING. THE GIFTED POPULATION IN THE US DEPARTMENT OF EDUCATION REFERENCES ABOUT 6% OF PUBLIC SCHOOL STUDENTS ARE CURRENTLY ENROLLED IN GIFTED AND TALENTED PROGRAMS. IN 2023, '24, IN TEXAS, WE HAD ABOUT 469,054 STUDENTS IDENTIFIED, WHICH REPRESENTS ABOUT 8.5% OF THE STUDENT POPULATION.

IN LOCKHART, HERE ARE THE STATISTICS FOR THE LAST COUPLE OF YEARS.

WE'VE INCREASED THE ENROLLMENT IN OUR PROGRAM FROM 364 STUDENTS IN 2023, '24 TO 414 IN 2024, '25.

SOME OF THE STEPS THAT WE'VE TAKEN ARE REFERRAL FORMS ARE AVAILABLE IN SPANISH OR IN ENGLISH AND ARE AVAILABLE ONLINE OR HARD COPY, WHICHEVER THE PARENTS NEED.

WE ALSO OFFERED A PARENT REFERRAL OVERVIEW BEFORE THE REFERRAL PROCESS OPENED IN THE FALL SO THAT THE PARENTS WERE ABLE TO UNDERSTAND WHAT THE REFERRAL PROCESS AND WHAT THE PROGRAM ENTAILED.

THE IDENTIFICATION PROCESS, WE USE A VARIETY OF ASSESSMENTS, INCLUDING ABILITY TESTS AND NONVERBAL ASSESSMENTS.

REALLY TARGETING SOME OF THE KIDS THAT MAYBE DON'T SPEAK ENGLISH OR ARE EMERGING BILINGUAL.

WE ALSO USE TORRANCE TEST OF CREATIVITY.

IN ADDITION TO THIS, WE HAVE TEACHER INVENTORIES AND SOME PARENT INVENTORIES.

WE'RE CHANGING THE INVENTORIES A LITTLE BIT TO TRY TO TARGET MORE OF THOSE.

WE CONTINUALLY TRY TO MAKE EFFORTS TO INCREASE THE DIVERSE AND FIND EQUITY AND DIVERSITY IN THE IDENTIFIED POPULATION.

>> STROUD ELEMENTARY CERTAINLY SEEM TO FALL BEHIND EVERYBODY ELSE.

IS THAT BECAUSE THEY HAVE A LARGER POPULATION?

>> PARTLY. WE HAVE INCREASED THAT POPULATION.

ACTUALLY, IT WAS SIGNIFICANTLY LOWER THAN THAT THE LAST YEAR.

WE WERE PRIVILEGED TO HIRE A BILINGUAL FACILITATOR AND ALSO DR. CRUZ HAS BEEN A BENEFIT TO US AS FAR AS HELPING US FIND OUT AND TEST THOSE STUDENTS.

WE'VE INCREASED THAT POPULATION UP TO 4.5%.

IT IS STILL A LITTLE BIT BEHIND, AND WE CONTINUE TO GO IN AND OBSERVE IN THE CLASSROOMS AND COMMUNICATE WITH THE TEACHERS TO TRY TO TARGET AND FIND THOSE STUDENTS.

WE HAVE A COUPLE OF OTHER SCREENING PROCESSES THAT WE'RE CURRENTLY USING.

SECOND GRADE, WE HAVE A NON VERBAL SCREENER THAT WE USE THAT ALL STUDENTS ARE TESTED WITH, WE'RE FINDING THOSE STUDENTS THAT MIGHT NOT OTHERWISE BE IDENTIFIED.

ALSO, AT KINDERGARTEN, WE'RE USING A SCREENER, SO WE'RE TRYING TO FIND THOSE STUDENTS EARLY AND GET THAT EARLY IDENTIFICATION.

THIS IS AN AREA THAT WE CONTINUE TO WORK ON AND TRY TO IMPROVE.

>> YOU SAY YOU USE A SCREENING MEASURE, AND THEN IS IT A PARENT REFERRAL TOO?

>> YES. THE SCREENERS ARE TO FIND STUDENTS WHO MIGHT NOT OTHERWISE BE REFERRED.

A LOT OF TIMES MAYBE SOME OF THE BILINGUAL PARENTS AREN'T AWARE OF THE PROCESS OR THE PROGRAM ITSELF.

WHAT WE DO IS WE USE THAT SCREENER, WHICH IS COMPLETELY NON VERBAL.

IT'S ALL PICTURES AND EVEN THE INSTRUCTIONS ARE ONLINE.

THEY CAN SEE WHAT THE STUDENTS DOING AND THEN THEY MIMIC THAT.

WE LOOK AT THE RESULTS OF THAT AND IT'S A LOCALLY NORMED TEST.

IT LOOKS AT ONLY THE STUDENTS IN LOCKHART, AND IT COMPARES THEM, AND SO THEN WE TAKE THE TOP 5%.

IT'S NOT A CUTOFF SCORE, BUT GENERALLY, WE LOOK AT ABOUT THE TOP 5%, WE SEND THE INFORMATION ABOUT THE PROGRAM HOME TO THE PARENTS SO THAT THEY HAVE THE OPPORTUNITY TO THEN PROCEED WITH THE TESTING PROCESS IF THEY WANT TO.

>> QUESTION FOR YOU. FROM JUNIOR HIGH IN HIGH SCHOOL, YOU'VE GOT QUITE AN INCREASE THERE.

Y'ALL ARE STILL TESTING EVEN AT THE HIGH SCHOOL?

>> YES. YOU CONSIDER THEY'RE 93, THAT'S FOR THREE GRADE LEVELS.

YES, WE CONTINUE TO TEST.

MOSTLY, WE DON'T DO AS MUCH TESTING AT THE SECONDARY LEVEL, BUT WE DEFINITELY DO.

OUR NUMBERS STAY STAGNANT AS FAR AS WHEN THE KIDS MATRICULATE UP, IT DOESN'T CHANGE THAT MUCH.

THOSE PERCENTAGES STAY ABOUT THE SAME AT ABOUT SIX OR 7%.

>> I BELIEVE THEY CAN OPT-OUT AT ANY TIME.

>> SURE. A STUDENT CAN BE FOR LOAD OR EXITED AT ANY TIME IF THEY WANT TO.

OUR SECONDARY SERVICES, I THINK THAT'S ON MY NEXT SLIDE.

YOU'RE SEGUEING INTO IT UNLESS THERE ARE MORE QUESTIONS HERE.

>> I JUST HAD A QUESTION ALSO.

[00:55:02]

LET'S SAY I STARTED IN THE GIFTED AND TALENTED PROGRAM IN ELEMENTARY.

WHEN I LOOK AT THESE NUMBERS, THE ELEMENTARY NUMBERS, IN MY MIND, I SHOULD SAY A HIGHER JUNIOR HIGH NUMBER.

ARE THEY RETESTED ONCE THEY LEAVE ELEMENTARY AND GO TO JUNIOR HIGH?

>> NO.

>> ARE KIDS JUST NOT STAYING WITH IT WHEN THEY GET INTO THE JUNIOR HIGH?

>> IT REALLY DEPENDS ON THE NUMBERS IN THE DIFFERENT GRADE LEVELS.

IF WE HAVE A HIGH NUMBER OF FIFTH GRADERS THAT THEN GO UP TO JUNIOR HIGH.

IT'S A LITTLE BIT APPLES AND ORANGES BECAUSE IT DEPENDS ON HOW MANY STUDENTS ARE IDENTIFIED AT EACH OF THE GRADE LEVELS, AND WE'VE INCREASED THE NUMBERS OF KIDS AT THE LOWER GRADES, AND SO THOSE KIDS HAVE NOT MATRICULATED UP YET.

I ANTICIPATE THAT THE NUMBERS AT JUNIOR HIGH WILL BE HIGHER IN THE NEXT COUPLE OF YEARS BECAUSE OUR GROUPS, BECAUSE OF THE KINDERGARTEN SCREENER THAT WE USE AND THE SECOND-GRADE SCREENER WE USE, WE'VE INCREASED THE NUMBERS OF OUR KINDERGARTEN, FIRST, AND SECOND GRADES QUITE A BIT.

IT USED TO BE THAT OUR BIG NUMBERS OF CLASSES WERE AT FOURTH AND FIFTH GRADE.

NOW WE LOOK AT AND FIRST GRADE MIGHT HAVE BEEN TWO OR THREE STUDENTS AT A SCHOOL.

NOW OUR FIRST GRADE GROUPS ARE FIVE AND SIX AT FIRST AND SECOND GRADE.

WE HAVE MORE KIDS IDENTIFIED AT THE LOWER GRADES, AND THOSE KIDS WILL EVENTUALLY GRADUATE.

BUT I THINK PART OF THE JUNIOR HIGH AND HIGH SCHOOL IS BECAUSE OF THE COVID SLUMP.

WE DIDN'T TEST, WE HAD SEVERAL MONTHS THAT WE DIDN'T TEST DURING COVID.

THOSE KIDS WE TESTED DURING THE SUMMER, AND SO WE TESTED QUITE A BIT FEWER KIDS.

THERE'S A LITTLE BIT OF THAT IN THE STATISTICS IN THE PERCENTAGES.

>> THEN THERE'S A DECLINE AT THE HIGH SCHOOL I NOTICED.

>> YEAH, AGAIN, THE SAME THING.

I DON'T HAVE A LOT OF KIDS NO LONGER IDENTIFIED, LIKE THAT IT OUT OR ANYTHING LIKE THAT.

IT'S JUST I DON'T KNOW.

WE'RE IDENTIFYING MORE KIDS AT THE ELEMENTARY LEVEL.

I GUESS THAT WOULD BE A WAY TO SAY IT.

>> THE NUMBER IS VERY CONSISTENT, 136 FROM ONE YEAR TO 134.

YOU HAVE KIDS WHO GRADUATE AND GO ON TO BE ADULTS.

THAT NUMBER IS PRETTY CONSISTENT AND THEN 6.2 AT THE JUNIOR HIGH IS ALSO CONSISTENT.

IN THE ELEMENTARY, EVEN THOUGH THE RAW NUMBERS ARE A LITTLE BIT SMALLER, THE PERCENTAGE IS, AS MISS MULBERRY MENTIONED, WE'VE TESTED A FEW MORE KIDS RECENTLY IN RECENT YEARS, SO IT MAY BE A LITTLE BIT HIGHER AT SOME CAMPUSES, BUT THE NUMBERS ARE PRETTY CONSISTENT IN THE 6% RANGE ACROSS THE DISTRICT.

>> I WAS GOING TO SAY ALSO THAT THE ELEMENTARIES ARE LISTING GRADES ONE THROUGH FIVE.

ONLY THE FIFTH GRADERS ARE GOING TO THE JUNIOR HIGH.

YOU WOULD GET A DIFFERENT NUMBER ARE NOT AS BIG AS IF YOU COUNT ALL THE NUMBERS.

I CAN SEE WHERE THAT MIGHT BE DIFFERENT TO ONE OF THOSE THINGS.

>> I HAVE ANOTHER QUESTION. BESIDES THE SCREENERS, ARE THERE OTHER CRITERIA THAT ARE USED TO IDENTIFY?

>> YES. THE SCREENERS ARE JUST TO THROW THAT NET OUT THERE TO FIND KIDS THAT MIGHT NOT OTHERWISE BE REFERRED FOR TESTING.

BUT WE ALSO DO INFORMATION SESSIONS AT EACH OF THE ELEMENTARY SCHOOLS.

WE OFFER IT EITHER ONLINE, THEY CAN WATCH A VIDEO ABOUT HOW THE IDENTIFICATION PROCESS WORKS.

BUT WE REALLY ARE TARGETING THE FACULTY AT EACH ELEMENTARY SCHOOL SO THAT THEY CAN REFER STUDENTS, AND THEN WE ALSO HAD THAT PARENT INFORMATION MEETING.

PARENTS CAN REFER, TEACHERS CAN REFER.

KIDS CAN REFER THEMSELVES.

A REFERRAL CAN COME FROM ANYWHERE.

YES, WE'RE TRYING TO THERE ARE SEVERAL WAYS THAT WE GET THAT INFORMATION OUT THERE.

WE ALSO HAVE WE BROADCAST WHEN THE REFERRAL REFERRAL PERIOD IS GOING TO OPEN.

THAT'S INCLUDED IN ALL THE NEWSLETTERS FOR ALL THE ELEMENTARY SCHOOLS.

THEY'RE AWARE OF THE TIME.

WE CURRENTLY HAVE TWO REFERRAL SESSIONS A YEAR, SO WE HAVE IT IN THE FALL, AND THEN AGAIN IN THE SPRING.

>> I WENT TO THE PARENT MEETING.

THANK YOU FOR OFFERING THAT IT WAS REALLY EDUCATIONAL.

THIS IS A REVIEW FOR ME, BUT I DID HAVE A COUPLE OF QUESTIONS AFTER LETTING IT SETTLE IN, AND THAT WAS YOU SAID AT THE MEETING THAT ONCE YOU LABELED OR TESTED, WHAT'S THE TERM?

>> IDENTIFIED.

>> IDENTIFIED. THANK YOU. ONCE YOU'RE IDENTIFIED AS GT, THEN YOU HAVE THAT IDENTIFICATION FOR ALL YOUR SCHOOL CAREER, IS THAT CORRECT?

>> YES, UNLESS SOMETHING HAPPENS THAT YOU NEED TO BE FLOWED OR EXITED FOR SOME REASON.

WE TRY TO LOOK AT A STUDENT AT THE END OF THE SCHOOL YEAR TO FIND OUT,

[01:00:01]

IS THIS AN APPROPRIATE INTERVENTION? WE LIKE TO THINK OF THE GT PROGRAM AS AN INTERVENTION, JUST LIKE SPECIAL ED EDUCATION IS AN INTERVENTION FOR THOSE STUDENTS WHO NEED IT.

THESE STUDENTS NEED SOMETHING DIFFERENT THAN WHAT'S IN THE CLASSROOM, AND WE WANT TO MAKE SURE THAT THAT CONTINUES TO BE AN APPROPRIATE INTERVENTION.

WE DON'T RE-TEST STUDENTS.

THEY GRADUATE UP AND WHEN THEY GO TO JUNIOR HIGH, THEY'RE SERVED IN AP, AND WE'RE GOING TO GET TO THAT.

IT'S COMING UP. BUT NO, WE DON'T RE-TEST STUDENTS, AND THEY USUALLY DON'T AX IT UNLESS THERE'S SOME REASON TO.

>> IS THE TEST THE SAME FOR A SECOND GRADER AS IT IS FOR A FIFTH GRADER?

>> YES AND NO. THE TESTS ARE THE SAME, BUT THEY'RE LEVEL DIFFERENTLY.

>> OKAY. IS IT POSSIBLE THAT A CHILD CAN PASS THE TEST IN SECOND GRADE, AND IF THEY WERE TO RE-TEST, NOT PASS IN THE FIFTH GRADE?

>> POSSIBLY.

>> IT COULD HAPPEN.

>> [OVERLAPPING] FOR FAIL TEST IS LIKE A SCREENER, ISN'T IT?

>> RIGHT. BUT AS CHILD'S BRAINS DEVELOP MAYBE THEIR WAY OF THINKING OR THEIR WAY OF LEARNING CAN CHANGE AS WELL, CAN'T IT?

>> RIGHT. BUT THE TESTS, THEY'RE NOT ACHIEVEMENT TESTS, THEY'RE NOT LIKE A PASS OR FAIL TEST.

>> RIGHT IT'S THE WAY OF LEARNING.

CAN A CHILD'S WAY OF LEARNING CHANGE OVER THREE YEARS?

>> SUPPOSE IT COULD. [LAUGHTER]

>> NOW, YOU'RE PUTTING THEM INTO THIS G/T STATUS WHEN THEY COULD BE LEARNING JUST LIKE REGULAR STUDENT WOULD.

>> YES. I GUESS.

WE'RE ALWAYS GOING TO DO WHAT'S BEST FOR THE STUDENT IF THEY CONTINUE TO NEED THE INTERVENTION.

IF THEY DON'T NEED THE INTERVENTION FOR SOME REASON, WE MIGHT SEE ABOUT EXITING THEM, BUT [OVERLAPPING].

>> RIGHT. YOU USED THE FURLOUGH TERM. THAT'S GOOD.

>> YEAH.

>> ARE THERE ANY STUDENTS THAT ARE IN G/T AND ALSO IN SPED?

>> YES. IT'S POSSIBLE TO BE WHAT'S CALLED TWICE EXCEPTIONAL.

THAT'S A STUDENT WHO IS IDENTIFIED WITH SOME OTHER LEARNING NEED, IT COULD BE DYSLEXIC, IT COULD BE AUTISTIC, IT COULD BE VISUALLY IMPAIRED, IT COULD BE ANYTHING. YES.

>> GROWING UP, AND I SAID THIS AT THE MEETING, A G/T, LIKE THE LADY SAID BEFORE, WE THOUGHT WAS LIKE ALL HIGHLY EDUCATED KIDS.

BUT IT'S JUST A WAY OF LEARNING.

BECAUSE THE KIDS HAVE A WAY OF LEARNING THAT'S DIFFERENT, WE NEED TO TEACH IN A DIFFERENT WAY THAT THEY CAN UNDERSTAND.

>> SURE.

GOOD EVENING.

I WOULD LIKE TO JUST TALK ABOUT OUR PROGRAM AND SERVICES, JUST GOING BACK THROUGH.

WE'RE STARTING THE CLUSTER GROUPING WITH G/T-TRAINED TEACHERS AT THE ELEMENTARY SCHOOLS, AND THEN ALSO PULL-OUT SERVICE BY THE THREE OF US, AND WHAT WE TYPICALLY DO IS ABOUT TWO HOURS A WEEK PER GRADE LEVEL, EACH OF THE CAMPUSES SINCE WE NOW HAVE THREE OF US.

THEN WE ALSO DO A PASSION PROJECTS SHOWCASE FOR ALL THE GRADE LEVELS AT ELEMENTARY, AND THIS IS SHOWING THEIR RESEARCH SKILLS THEY'VE LEARNED.

THEN OUR FIFTH GRADERS HAVE HAD THE OPPORTUNITY FOR MANY YEARS NOW TO BE ABLE TO VISIT STARBASE, WHICH IS BASICALLY A STEM PROGRAM AND GETTING TO GO THROUGH ALL KINDS OF STEM PROJECTS THERE.

THEN AT THE SECONDARY LEVEL, OF COURSE, WE'VE GOT THE HONORS AND AP COURSE WORK, AND THERE'S STILL CLUSTER-GROUPED WITH THOSE G/T-TRAINED TEACHERS, AND THEN WE OFFER PROFESSIONAL DEVELOPMENT EVERY YEAR.

ALL THE TRAINED TEACHERS HAVE THEIR BASE 30 HOURS, AND THEN WE OFFER SIX HOURS OF UPDATES EVERY YEAR FOR THEM.

THEN ANOTHER THING WE'VE DONE WITH THE DIFFERENT CLASSES THROUGH THE GENEROSITY OF THE LOCKHART EDUCATION FOUNDATION.

MISS MULBERRY AND I HAVE TAKEN SOME IDEAS THAT WE'VE LEARNED AT THE G/T CONFERENCE EACH YEAR AND BROUGHT THEM BACK IN WRITTEN GRANTS, AND WE'VE DONE SEVERAL DIFFERENT ONES.

THIS PAST YEAR, WE WERE ABLE TO GET THREE DIFFERENT ONES : THE THRILL TRACKS WAS FOR OUR FOURTH GRADERS AND THEY GOT TO INVESTIGATE PROBLEM-SOLVING AND PHYSICS, AND WORK TOGETHER IN TEAMS AND REDESIGN, AND GO THROUGH THAT PROCESS WITH ROLLER COASTER DESIGNING.

THEN UNLOCKING THROUGH BREAKOUT IS COVERING ALL THE DIFFERENT ACADEMIC AREAS, SCIENCE, MATH, HISTORY, LANGUAGE, ARTS, AND TAKING THOSE PIECES AND PROBLEM-SOLVING AND PUTTING LOTS OF DIFFERENT PIECES TOGETHER AND DOING WHAT'S LIKE A BREAKOUT ROOM IDEA.

[01:05:02]

THE KIDS ABSOLUTELY LOVE.

WE'VE DONE A VERSION OF THIS AND WE GOT SOME MORE PIECES TO BE ABLE TO CONTINUE THIS AND IT'S VARIED FOR ALL DIFFERENT GRADE LEVELS AND LEARNING STYLES.

THEN THE THIRD ONE WAS [INAUDIBLE] WORKED ON A STORYTELLING.

THIS IS WITH ORAL READING WITH FIRST AND SECOND GRADERS AND WORKING ON THOSE PRESENTATION SKILLS STARTING AT THAT YOUNG AGE, SO THAT THEY GET COMFORTABLE BEING UP IN FRONT OF PEOPLE AND THE MORE PRACTICE THEY GET SO THAT THEY CAN BE IN FRONT OF PEOPLE AND READING THROUGH THAT AND JUST LEARNING THE IDEAS THROUGH STORYTELLING.

>> MS. GARCIA, ONE OF YOUR FIRST SLIDE, AND YOU MENTIONED IT ABOUT THE G/T-TRAINED TEACHERS.

DO YOU KNOW HOW MANY TRAINED TEACHERS WE HAVE?

>> HOLD ON A SECOND. THAT'S NOT MY AREA OF EXPERTISE.

>> I CAN PROVIDE THAT INFORMATION AT ANOTHER TIME.

WE DO HAVE IT ON A SPREADSHEET.

SORRY, I DON'T HAVE THE NUMBER OF TEACHERS.

WE DO HAVE IT ON A SPREADSHEET FOR ALL THE CAMPUSES, AND CAMPUS ADMINISTRATOR HAS ACCESS TO THAT.

>> SORRY, I DON'T HAVE THAT.

>> WELL, THAT'S ALL RIGHT.

>> I CAN TELL YOU, THOUGH, THAT I HAVE PERSONALLY TRAINED OVER 100 LOCKHART TEACHERS WITH THEIR 30-HOUR TRAINING.

THERE WE GO. ACTUALLY, NICE SEGUE BECAUSE THAT'S WHAT WE'RE TALKING ABOUT NEXT IS TEACHER TRAINING.

IN LOCKHART, OF COURSE, THE STATE OF TEXAS REQUIRES THAT ANY TEACHERS WHO HAVE RESPONSIBILITY FOR TEACHING GIFTED AND TALENTED STUDENTS HAVE THEIR 30-HOUR FOUNDATION TRAINING, AND THEN THEY TAKE A SIX-HOUR ANNUAL UPDATE, SO IT'S CONTINUING ED.

THIS YEAR, WE PARTNERED WITH RESPONSIVE LEARNING, WHICH IS AN ONLINE LEARNING COMPANY FOR OUR JUNIOR HIGH TEACHERS TO TAKE A VERY TARGETED DIFFERENTIATION COURSES TO GET THEIR SIX-HOUR UPDATE.

IN ADDITION TO THIS, YOU'LL SEE ON THIS SLIDE, WE HAVE THE GIFTED AND TALENTED TEAM HAS HAD THE OPPORTUNITY TO PRESENT AT SEVERAL DIFFERENT CONFERENCES OVER THE PAST YEAR.

THE BUILDING A QUALITY PROGRAM WAS DONE FOR LEADERSHIP CONFERENCE LAST YEAR, AND IT WAS A DEEP-DIVE SESSION THAT WE DID THE SECOND HALF OF IT, AND I WAS TALKING ABOUT HOW TO REALLY BUILD UP A QUALITY PROGRAM IN YOUR DISTRICT.

THEN IN DECEMBER, WE DID UNRAVELING RIDDLES AND CULTIVATING CURIOSITIES.

THAT WAS AT THE GIFTED CONFERENCE IN DECEMBER.

THE CIMA CONFERENCE, THE CONFERENCE ON INSTRUCTION FOR MULTILINGUAL ADVANCEMENT WAS PRESENTED AT THE REGIONAL WORLD LANGUAGE CONFERENCES ON DIFFERENTIATING G/T INSTRUCTION IN WORLD LANGUAGE COURSES.

THE SPEED GEEKING IS A FUN ONE, THAT'S A FIVE-MINUTE PRESENTATION THAT I'VE BEEN FORTUNATE TO BE ASKED TO PRESENT AT FOR THE LAST SEVERAL YEARS, WHERE YOU JUST GET UP IN FRONT OF A BIG AUDIENCE AND PRESENT SOMETHING, YOU HAVE FIVE MINUTES TO PRESENT AN IDEA, A G/T IDEA.

THESE PRESENTATIONS REALLY HIGHLIGHT OUR DISTRICT'S INNOVATIVE APPROACH TO DIFFERENTIATION AND STRENGTHENING OUR STATEWIDE AND REGIONAL REPUTATION IN GIFTED EDUCATION.

I'M EXCITED TO SHARE WITH YOU ALSO THAT G/T AWARENESS WEEK IS COMING UP, APRIL 7TH, AND WE HAVE LOTS OF IDEAS FOR SHARING OUT HOW WE CAN MAKE OUR COMMUNITY AND OUR TEACHERS AND OUR PARENTS MORE AWARE OF WHAT THE NEEDS OF GIFTED STUDENTS ARE.

ALSO, WE'RE PRESENTING NEXT WEEK AT LEADERSHIP CONFERENCE.

ONE OF THE REASONS THAT WE'RE HERE TODAY, I THINK THAT THE BOARD WAS PROVIDED THE UPDATES TO THE CHANGES THAT THE LEGISLATION HAPPENED IN 2024.

BUT SOME OF THE KEY UPDATES THAT I WANTED TO TOUCH ON ARE THE FACT THAT DISTRICTS CAN'T LIMIT THE NUMBER OF IDENTIFIED STUDENTS DESPITE THE FUNDING.

FUNDING IS CAPPED AT 5% OF ENROLLMENT, BUT THAT DOES NOT MEAN THAT A DISTRICT CAN SAY WE'RE ONLY GOING TO ACCEPT 5% IDENTIFICATION.

IF WE IDENTIFY MORE STUDENTS THAN 5%, THEN WE DO.

ALSO, THERE'S A NEW FIDELITY RULE, WHICH IS THAT 100% OF G/T FUNDS MUST GO TOWARD THE SERVICE AND IDENTIFICATION OF G/T STUDENTS.

>> JUST A POINT OF CLARIFICATION.

[01:10:01]

THE STATE OF TEXAS ON THEIR OWN REPORT IDENTIFIES OVER 8% OF THE KIDS, BUT SET A FUNDING CAP AT FIVE?

>> THERE IS CURRENTLY A BILL IN PROGRESS TO MAKE A CHANGE, AND WE'VE BEEN PUSHING FOR THAT EVERY YEAR TO ELIMINATE THAT CAP.

>> OKAY.

OF COURSE, THE STATE OF TEXAS THINKS THAT WE DON'T KNOW HOW TO SPEND OUR MONEY AND THAT WE'RE JUST GOING TO IDENTIFY LOTS AND LOTS OF KIDS SO THAT WE GET MORE MONEY, AND THAT REALLY IS NOT WHAT WE'RE GOING TO DO.

BUT WE DO HAVE SOME ADVOCATES IN THE LEGISLATURE THAT ARE REALLY PUSHING TO MAKE THAT AN EQUITABLE ALLOTMENT TO CHANGE THAT REQUIREMENT.

THERE'S ALSO A CHANGE TO THE CLUSTER GROUPING DEFINITION.

IT'S BEEN UPDATED TO STATE THAT A MINIMUM OF 33% OF A CLASS ROSTER SHOULD BE G/T STUDENTS SO THAT THOSE STUDENTS SHOULD BE CLUSTERED SO THAT THEY HAVE A COHORT TO WORK WITH AND SO THAT THE TEACHERS CAN DIFFERENTIATE WITH THOSE GROUPS.

>> IT'S CAPPED AT 5%, SO HOW MUCH MONEY DO WE GET FROM THE STATE FOR THAT 5%?

>> THERE IS A FORMULA FOR IT, AND I'M NOT SURE.

THAT WOULD BE A QUESTION FOR OUR FINANCIAL. [LAUGHTER]

>> [INAUDIBLE].

>> IT'S 150?

>> YOU HAVE MONEY ALLOCATED FOR TRAVEL FOR THOSE OF YOU THAT TEACH G/T STUDENTS?

>> STATE NATIONAL CONFERENCES YOU COULD ATTEND.

>> THAT COMES OUT OF THAT BUDGET, YES.

ALL OF OUR TESTING SUPPLIES, WHICH IS QUITE A BIT, COME OUT OF THAT, AND ALL OF THE THINGS LIKE THINGS THAT ARE OUR BUDGET, OUR TRAVEL AND OUR CONFERENCES, THAT ALL COMES OUT OF THAT ALSO.

THEN THE LAST THING IS THAT, AFTER THERE'S A LEGISLATIVE UPDATE, WE ARE REQUIRED TO PRESENT TO YOU, WHICH IS WHAT WE'RE DOING.

ALSO, I WANTED TO MENTION THAT THE STATE PLAN WAS UPDATED IN 2019 AND THEN JUST CURRENTLY IN 2024 WAS THE MOST CURRENT CHANGE TO THE STATE PLAN.

FOLLOWING THE LEGISLATIVE UPDATES AND CHANGES, THEN THE STATE PLAN IN ACCORDANCE WITH TEA, MADE CERTAIN CHANGES TO THE STATE PLAN TO FOLLOW IT OUT.

>> COULD YOU EXPLAIN TO ME ONCE AGAIN, MAYBE WHAT CLUSTER GROUPING IS?

>> CLUSTER GROUPING IS THE MODEL THAT WE USE AT ELEMENTARY SCHOOL, WHICH MEANS THAT WE PUT IDENTIFIED STUDENTS TOGETHER IN A CLASS BECAUSE WE ONLY SERVE THOSE STUDENTS IN PULL-OUT TWO HOURS A WEEK.

WHEN THEY'RE IN THEIR CORE CLASSES, THEY'RE WITH OTHER STUDENTS WHO ARE IDENTIFIED AS G/T SO THAT THEY CAN WORK TOGETHER.

>> [NOISE] YOU'RE GOING TO HAVE CLASSES THAT HAVE A MINIMUM OF 33%, AND THEN YOU MIGHT HAVE CLASS THAT DOESN'T HAVE ANY G/T STUDENTS IN THEM?

>> YES. THE ONES WHO HAVE THEIR G/T TRAINING, SO EACH GRADE LEVEL HAS ONE OR TWO OR SOMETIMES THREE TEACHERS WHO HAVE THEIR TRAINING, AND THOSE STUDENTS ARE DELIBERATELY PLACED IN THOSE CLASSES.

NOW, THERE ARE SOME EXCEPTIONS TO THAT.

FOR INSTANCE, IF WE HAVE EMERGING BILINGUAL STUDENTS, WE'RE NOT GOING TO PUT ALL THE STUDENTS TOGETHER IN THE SAME CLASS.

IF THEY HAVE OTHER ACADEMIC NEEDS, THEN THAT EMERGING BILINGUAL TEACHER WOULD GET THEIR TRAINING AND THEY WOULD SERVE THOSE STUDENTS IN THEIR CLASS.

IT MIGHT BE A SMALLER GROUP DEPENDING ON WHAT THE OTHER ACADEMIC NEEDS MIGHT BE.

I WANT TO THANK THE BOARD FOR ITS CONTINUED SUPPORT OF OUR G/T PROGRAM.

I WANT TO KNOW IF YOU HAVE OTHER THOUGHTS OR QUESTIONS.

>> ANY OTHER QUESTION, BOARD. THANK YOU, LADIES.

>> THANK YOU FOR YOUR CONTINUED SUPPORT OF OUR PROGRAM.

>> WE'LL NOW MOVE ON TO 9 COMMUNICATION,

[Progress Monitoring Data on District Achievement Targets]

C, PROGRESS MONITORING DATA ON DISTRICT ACHIEVEMENT TARGETS. MR. DAVISON.

>> GOOD EVENING, AGAIN, BOARD, PRESIDENT WRIGHT, MEMBERS OF THE BOARD, SUPERINTENDENT ESTRADA.

I'M HERE TO PROVIDE THE PROGRESS MONITORING UPDATE FOR MARCH 2025.

OUR DISTRICT TARGETS FOR THE SCHOOL YEAR IS THAT 80% OF OUR STUDENTS IN PRE-K THROUGH FIVE AND 70% OF OUR SIXTH THROUGH 10TH GRADE STUDENTS MAKE 1.5 YEARS PROGRESS IN READING, AND 70% OF STUDENTS IN K THROUGH ALGEBRA 1 MAKE 1.5 YEARS PROGRESS IN MATH.

STRATEGIC SUPPORTS: WE WILL CONTINUE TO HAVE STUDENTS OWN THEIR DATA,

[01:15:07]

WHETHER THAT'S THROUGH STUDENT FOLDERS ON CAMPUS, WHETHER THAT'S A TRACKING SHEET OR JUST OVERALL GRADES THAT ARE SENT ON REPORT CARDS, BOTH STANDARDS-BASED AND NUMERICAL.

WE WILL CONTINUE TO DO CAMPUS RESPONSE TO DATA, SO PROGRESS MONITORING PLANS ARE STILL HAPPENING WITH CAMPUSES AND EVERY TIME THERE'S A DISTRICT ASSESSMENT, CBA 1.5 OR BENCHMARK.

WE GO OUT TO CAMPUSES AND THEY HAVE A RESPONSE PLAN.

WE CONTINUE TO DO CAMPUS WALKS AS A C&I TEAM.

WE ALIGN PROFESSIONAL DEVELOPMENT NOT ONLY FROM WHAT CAMPUSES ARE DOING WITH THEIR OWN STAFF, BUT WHAT WE'RE DOING HERE AT CENTRAL OFFICE 4 CAMPUSES SO THAT THE INFORMATION GOES FROM THE BOARDROOM TONIGHT TO THE LIVING ROOM.

>> TONIGHT, AND THIS MONTH, WE WILL BE GOING OVER BENCHMARK DATA.

WHAT YOU WILL SEE IS BOTH ENGLISH LANGUAGE ARTS BENCHMARK DATA, COHORT DATA FOR THE STUDENTS WHO TESTED IN THE BENCHMARK, THEN WE WILL HAVE MATH BENCHMARK DATA, AND THEN WE WILL DO COHORT MATH DATA.

THERE IS NO 1.5 DATA FOR THE MONTH OF MARCH.

WE WILL START WITH BENCHMARK ENGLISH LANGUAGE ARTS.

WHAT YOU'RE GOING TO SEE FIRST IS A COMPARISON OF LAST YEAR TO THIS YEAR, SO THESE ARE DIFFERENT STUDENTS TAKING RELEASE TESTS.

ALTHOUGH THE LAST YEARS, STUDENTS TOOK A RELEASE STAR, IT WAS AT 2.0, AND THIS YEARS TOOK A RELEASE STAR 2.0.

THOSE TESTS ARE NOT COMPLETELY IDENTICAL AND THERE ARE SOME STANDARDS THAT ARE DIFFERENT, BUT IS THIRD GRADERS FROM LAST YEAR THROUGH ENGLISH 2 STUDENTS VERSUS THIRD GRADERS THIS YEAR THROUGH ENGLISH 2 STUDENTS.

WE WILL START WITH THIRD GRADE.

WHAT YOU SEE HERE IN THIRD GRADE IS THAT, WE HAVE TWO OUT OF THE FIVE CAMPUSES, SHOWED DECLINES IN ALL LEVELS OF PERFORMANCE, AND THREE OUT OF THE FIVE SHOWED INCREASES IN AT LEAST ONE LEVEL OR TWO.

I'LL GIVE YOU A MOMENT TO LOOK THIS OVER.

JUST A REMINDER, THIS IS THIRD GRADERS LAST YEAR VERSUS THIRD GRADERS THIS YEAR.

THE '23/24 SCHOOL YEAR IS IN GREEN AND THE '24/25 SCHOOL YEAR IS IN ORANGE.

I'LL MOVE ON TO FOURTH GRADE.

IN FOURTH GRADE, WE HAVE TWO OUT OF THE FIVE CAMPUSES SHOWING DECREASES IN PERFORMANCE LEVELS, WHILE AGAIN, JUST LIKE THIRD GRADE, ALTHOUGH DIFFERENT CAMPUSES, WE HAVE THREE OUT OF FIVE SHOWING IMPROVEMENT IN PERFORMANCE LEVELS WITH ONE OF THOSE CAMPUSES MOVING UP IN ONE PERFORMANCE LEVEL, AND THE OTHER TWO SHOWING TWO OR MORE.

I'LL GIVE YOU A MOMENT TO LOOK AT THAT DATA.

IN MY APOLOGIES TEAM, I'M GOING TO GO BACK TO THIRD GRADE REAL QUICK BECAUSE I FORGOT TO DO THE DISTRICT AS A WHOLE.

WHEN YOU LOOK AT THE DISTRICT, WE HAVE THE SAME AMOUNT OF PASSERS AS WE DID LAST YEAR AT THIS POINT, BENCHMARK TO BENCHMARK.

ALTHOUGH THERE WAS A DECREASE IN MEETS, THERE WAS A 1% INCREASE IN MASTERS.

THAT'S THIRD GRADE. I'LL GO TO FOURTH GRADE, AND DO THE DISTRICT AS WELL.

IN FOURTH GRADE, WE SAW A 4% INCREASE ACROSS THE DISTRICT FOR THOSE THAT PASS DIP IN MEETS AND A DIP IN MASTERS.

IN FIFTH GRADE, WE HAD THREE OUT OF THE FIVE CAMPUSES SHOW INCREASES IN ALL PERFORMANCE LEVELS WHILE ONE CAMPUS STAYED STAGNANT AND THE OTHER CAMPUS SHOWED AN IMPROVEMENT IN ONE PERFORMANCE LEVEL, MAKING THE DISTRICT INCREASE BY 1% FOR THE NUMBER OF PASSERS OR APPROACHES, 1% IN MEETS AND STAGNANT IN MASTER'S PERFORMANCE LEVEL AT FIFTH GRADE.

>> QUITE A BIT OF DROP THERE.

>> YOU TALKING ABOUT FIFTH GRADE, SIR?

>> YES, SIR. AT THE END OF THE PRESENTATION, I WILL TALK ABOUT WHAT EACH CAMPUS RESPONSES TO THIS DATA.

PART OF THE STRATEGIC SUPPORTS IS THAT, EVERY CAMPUS HAS A MEETING WITH CNI AND THEY CONTINUE WITH THAT PROGRESS MONITORING PLAN, AND EACH CAMPUS HAS A SET OF STRATEGIES THAT THEY'RE USING TO IMPROVE THE STUDENT 1.5 GROWTH PER CAMPUS AND GRADE LEVEL.

I'M GOING TO MOVE ON TO THE JUNIOR HIGH.

SIX, SEVENTH, AND EIGHTH, ALL GRADE LEVELS SHOWED DECREASES FROM LAST YEAR TO THIS YEAR.

[01:20:02]

ONE POINT OF NOTE FOR THE JUNIOR HIGH IS, WHEN YOU COMPARE THE ESSAYS AT THE JUNIOR HIGH, THERE WAS AN INCREASE OF 17% ZEROS GIVEN ACROSS THE BOARD, SIX, SEVENTH, AND EIGHTH GRADE.

SOME OF THE DIPS YOU SEE HERE IN THESE GRADE LEVELS ARE DUE TO THAT EXTENDED CONSTRUCTED RESPONSE.

ROUGHLY,17% ACROSS THE BOARD.

THE CAMPUS CONTINUES TO DO WALK THROUGHS, THEY CONTINUE TO WORK TOGETHER TO CALIBRATE ON SCORING OF THE WRITING.

WE WILL CONTINUE TO DO SO UP UNTIL THE END OF THE YEAR.

IF YOU PUT THOSE ALL TOGETHER AS A JUNIOR HIGH WE'RE DOWN AS A WHOLE.

THE HIGH SCHOOL LEVEL, WE SAW AN INCREASE IN ENGLISH 1 BY 3% IN APPROACHES, 1% IN MEETS, 4% IN MASTERS.

THEN IN ENGLISH 2, WE SAW DIPS AT EACH LEVEL, ALTHOUGH MASTER STAYED AT 1%.

THIS IS THE OTHER LEVEL.

SECONDARY, WHEN WE TOOK A LOOK AT THE ESSAYS, THERE WAS AN UPTAKE IN ENGLISH 2 OF A LITTLE UNDER 10% OR THE NUMBER OF STUDENTS WHO RECEIVE ZEROS ON THE BENCHMARK WRITING PORTION COMPARED TO LAST YEAR AT THIS TIME.

NEXT, WHAT I WANT TO SHOW THE TEAM IS COHORT DATA.

WHAT YOU WILL SEE IS THIRD TO FOURTH, FOURTH TO FIFTH, FIFTH TO SIX, AND THEN SO ON.

WE'RE GOING TO FOCUS IN ON THAT 1.5 GROWTH FOR EACH OF OUR KIDS.

THAT IS THE SPIRIT OF WHAT WE DO AT LOCKHART ISD.

WHEN WE THINK ABOUT OUR KIDS AND THE GROWTH THAT THEY'RE MAKING YEAR-TO-YEAR, THIS IS A PORTION OF THE PRESENTATION THAT WILL SHOW THE DATA.

WHAT YOU HAVE HERE IS, WHEN THESE STUDENTS WERE IN THIRD GRADE, THOSE ARE THE GREEN BARS, AND NOW WHERE THEY ARE IN FOURTH GRADE, WHICH ARE THE ORANGE BARS.

EACH CAMPUS AT LEAST SHOWED IMPROVEMENT IN PASSING THE OVERALL PASSING RATE FOR THEIR CAMPUS, WITH TWO CAMPUSES SHOWING INCREASES FOR ALL PERFORMANCE LEVELS AND ONE CAMPUS SHOWING IMPROVEMENT IN TWO PERFORMANCE LEVELS.

THE TWO CAMPUSES THAT HAD INCREASES IN ALL PERFORMANCE LEVELS HELPED INCREASE THE DISTRICT OVERALL WHERE THESE STUDENTS WERE COMPARED TO LAST YEAR.

ELEVEN PERCENT GROWTH IN THE NUMBER OF STUDENTS WHO SHOWED WHERE THEY WERE LAST YEAR, WHEN IT SHOWED WHETHER THEY WERE AT THE APPROACHES LEVEL OR NOT.

NEXT, I'LL SHOW YOU FOURTH TO FIFTH GRADE.

FOUR OF THE FIVE CAMPUSES SHOWED INCREASES AT EVERY PERFORMANCE LEVEL, WITH ONE OF OUR CAMPUSES SHOWING AN OVERALL INCREASE IN THE NUMBER OF STUDENTS WHO PASSED AT THE APPROACHES LEVEL.

REALLY STRONG 1.5 GROWTH FROM FOURTH GRADE TO FIFTH GRADE WHEN WE LOOK ACROSS THE BORDER.

EVERY PERFORMANCE LEVEL WENT UP FOR THESE KIDDOS WHEN THEY WERE IN FOURTH GRADE COMPARED TO THIS YEAR.

ONE OTHER POINT I'D LIKE TO MAKE TO THE GROUP IS THE TESTS ARE DIFFERENT.

THE CUT-OFF SCORES TO REACH THOSE DIFFERENT PERFORMANCE LEVELS ARE DIFFERENT.

THE NUMBER OF QUESTIONS YOU NEED TO GET RIGHT DIFFER BY GRADE LEVEL.

WHAT MAKES THIS GRADE LEVEL EVEN MORE IMPRESSIVE IS THAT, THE JUMP FROM THE APPROACHES LEVEL AT FOURTH TO WHERE THEY ARE IN FIFTH WAS ROUGHLY THREE QUESTIONS.

THAT COULD BE BOTH THE ESSAYS.

IT'S A POINT SYSTEM WHEN IT COMES TO THE BENCHMARK, BUT THIS TEST WAS SCORED MORE DIFFICULT, AND THEY STILL SHOWED GROWTH IN FOUR, THE FIVE FOR ALL, AND THEN THE ONE CAMP IS THAT SHOWED AN OVERALL PASSING, AN INCREASE IN PASSERS.

WHAT YOU HAVE HERE IS THE SECONDARY LEVEL.

THE GRAPH TO THE VERY LEFT IS FIFTH GRADERS TO SIXTH GRADE, AND THEN SO ON, GOING ALL THE WAY TO FINISH WITH ENGLISH 1 TO ENGLISH 2.

WE DID SHOW DIPS ACROSS THE BOARD AND PERFORMANCE LEVELS FROM FIFTH GRADERS TO SIXTH GRADERS.

THERE WAS AN INCREASE FROM SIX TO SEVENTH IN MASTERS.

THERE WAS AN INCREASE IN THE NUMBER OF PASSERS FROM SEVEN TO EIGHTH.

THERE WAS AN INCREASE IN MEETS FROM EIGHTH TO ENGLISH 1, AND THEN WE HAD AN INCREASE IN THE NUMBER OF PASSERS FROM ENGLISH 1 TO ENGLISH 2.

[01:25:01]

EVEN THOUGH WE SAW EARLIER THAT JUST THE ENGLISH 2 ALONE WAS BEHIND WHERE THEY WERE LAST YEAR, THE KIDS CURRENTLY IN ENGLISH 2 DID SHOW GROWTH FROM WHERE THEY WERE LAST YEAR.

THAT WAS WITH AN INCREASE OF THOSE ZEROS AT THE ENGLISH 2 LEVEL.

>> IS THE SCORING A LITTLE BIT MORE DIFFICULT IN EVERY GRADE LEVEL OR?

>> IT DEPENDS. THANK YOU FOR ASKING THAT.

FOR EXAMPLE, AT THIS GRAPH RIGHT HERE FROM FIFTH TO SIXTH GRADE, THERE WAS ONE LESS QUESTION THE STUDENTS HAD TO GET RIGHT.

ONE LESS, ONE POINT QUESTION THEY HAD TO GET RIGHT ON THE BENCHMARK.

THE CUT-OFF SCORE FOR APPROACHES WAS ACTUALLY ONE LESS.

FROM SIX TO SEVENTH, IT WAS THREE QUESTIONS.

FROM SEVEN TO EIGHTH, IT WAS ONE QUESTION LESS.

FROM EIGHTH GRADE TO ENGLISH 1, IT'S FIVE.

THEN FROM ENGLISH 1 TO ENGLISH 2, IT IS IDENTICAL.

AT THE SECONDARY LEVEL, THE CUT-OFF FOR THE APPROACHES LEVEL IS THE EXACT SAME. IT'S SET AT 42%.

I FAILED TO MENTION THIS TIME, AS I MENTIONED LAST TIME THAT THE STATE HAS ALREADY SAID THAT THOSE CUT-OFF SCORES WILL STAY THE SAME THIS YEAR.

NEXT, I'LL GO INTO OUR BENCHMARK MATH DATA.

I'M GOING TO GO BACK TO COMPARING YEAR TO YEAR, SO DIFFERENT SET OF COHORT STUDENTS.

YOU HAVE LAST YEAR'S STUDENTS VERSUS THIS YEAR STUDENTS, AND I'LL START WITH THIRD GRADE.

IN THIRD GRADE, WE HAVE THREE OUT OF THE FIVE CAMPUSES SHOWING DECREASES IN THE AMOUNT OF PASSERS, WITH TWO CAMPUSES SHOW INCREASES IN THE AMOUNT OF MASTERS AT THE PERFORMANCE LEVEL.

AS A DISTRICT, WE SAW DIPS OF 9% FOR STUDENTS PASSING, AND A SLIGHT INCREASE WITH THE PERCENTAGE OF 1% INCREASE FOR STUDENTS IN MASTERS.

FOR FOURTH GRADE, WE HAD TWO CAMPUSES THAT SHOWED DIPS ALL PERFORMANCE LEVELS, WE HAD TWO CAMPUSES THAT SHOWED INCREASES IN ALL PERFORMANCE LEVELS, AND THEN WE HAD ONE THAT AN INCREASE IN ONE PERFORMANCE LEVEL.

IN THE END FOR THE DISTRICT, WE HAD TWO CAMPUSES CARRY THE MEETS AND MASTERS GO UP, ALTHOUGH THE AMOUNT OF PASSERS.

FOR FIFTH GRADE, WE HAD ONE CAMPUS SHOW DECREASES IN ALL PERFORMANCE LEVELS, AND THEN WE HAD ONE CAMPUS SHOW INCREASES IN ALL, ONE CAMPUS THAT SHOWED AN INCREASE IN TWO, AND THEN WE HAD A SECOND CAMPUS THAT SHOWED AN INCREASE IN ALL.

THOSE THREE CAMPUSES THAT SHOWED INCREASES IN BOTH APPROACHES AND MEETS HELP THE DISTRICT SHOW INCREASES AS A APPROACHES AND MEETS AS WELL.

NEXT, I'D LIKE TO GO INTO SECONDARY MATH.

THE ONE THING THAT'S A LITTLE BIT DIFFERENT ABOUT THIS GRAPH IS THAT, WHERE IT SAYS SIXTH AND SEVENTH AND EIGHTH, THOSE ARE ALL STUDENTS WHO TOOK THAT GRADE LEVEL TEST.

NOT NECESSARILY STUDENTS IN THAT GRADE LEVEL.

WE HAVE SIX GRADERS WHO ARE TAKING SEVENTH AND EIGHTH GRADE LEVEL MATH AND ALGEBRA ONE AND GEOMETRY.

WE ALSO HAVE SEVENTH GRADERS TAKING EIGHTH GRADE MATH OR ALGEBRA 1 OR GEOMETRY.

WHEN WE LOOK AT THIS, IT'S A COMBINED SCORE OF ALL THE STUDENTS BASED IN THE TEST THAT THEY WILL TAKE THIS COMING YEAR.

IN SIXTH GRADE, WE HAD AN INCREASE IN THE NUMBER OF PASTORS BY 1%.

WE STAYED STAGNANT IN MEETS.

IN SEVENTH GRADE, WE SAW DECLINES.

IN EIGHTH GRADE, WE SAW AN INCREASE IN MEETS AND MASTERS, SO THAT EIGHTH GRADE IS GOING TO INCLUDE ALGEBRA 1 AND GEOMETRY KIDS.

THERE WAS NOT A JUNIOR HIGH ALGEBRA ONE EXAM LAST YEAR, AND THEN AT THE HIGH SCHOOL, FOR ALGEBRA 1, THAT IS ACCURATE, IT'S A 14% INCREASE IN APPROACHES, AN 8% INCREASE IN MEETS AND A 2% INCREASE IN MASTERS.

OH, I'M SORRY, THIS DATA DOES NOT INCLUDE ALL THE ENGLISH DATA AS WELL, SO MY APOLOGIES.

NONE OF THIS DATA INCLUDES RETESTERS.

WHEN IT COMES TO THAT STATE THE EXAM AT THE END OF THE YEAR THAT THE STATE GIVES, RETESTERS DO COUNT, BUT THIS DATA WITH BENCHMARK DOES NOT.

THEN LIKE TO GO INTO COHORT DATA? JUST A REMINDER.

[01:30:02]

THESE ARE STUDENTS WHO ARE THEY WERE THIRD GRADERS LAST YEAR, THEIR FOURTH GRADERS THIS YEAR, THEIR THIRD GRADE SCORES ARE IN GREEN, THEIR FOURTH GRADE SCORES ARE IN RED.

AT ABS, WE SAW AN INCREASE IN MEETS AND MASTERS.

BLUE BONNET SHOWED AN INCREASE IN ALL.

WE SAW DIPS AT CFE.

NAVARRO HAD AN INCREASE OF BOTH MEETS AND MASTERS, PCE HAD ALL.

BBE AND PCE CARRIED THE DISTRICT, AS WELL AS NAVARRO FOR MEETS AND MASTERS, SHOW INCREASES IN ALL THREE.

THIRD GRADERS TO FOURTH GRADERS IN MANY CASES ARE SHOWING THAT 1.5.

NOW WE HAVE FOURTH GRADE TO FIFTH GRADE.

WE HAVE THREE CAMPUSES THAT SHOWED INCREASES IN ALL PERFORMANCE LEVELS.

WE SAW THE SAME TREND IN ENGLISH.

THESE FOURTH GRADERS MOVING TO FIFTH GRADE.

WE HAD FOUR OF THE CAMPUSES SHOW ALL INCREASES IN ALL PERFORMANCE LEVELS.

IN MATH, IT'S THREE OF THE CAMPUSES.

THIS FOURTH TO FIFTH GRADE GROUP IS DOING REALLY WELL WITH THE DISTRICT OVERALL SHOWING AN INCREASE IN ALL THAT APPROACHES HITTING 69% AT BENCHMARK.

IS A GOOD NUMBER TO BE GOING AND WE KNOW IT COULD BE HIGHER.

BUT SHOWING THE GROWTH IN ALL PERFORMANCE LEVELS FOURTH TO FIFTH IS POSITIVE NEWS.

NEXT, YOU'LL SEE FIFTH TO SIXTH GRADE.

>> I NEED TO TRY TO EXPLAIN THIS ONE ALSO.

YOU HAVE FIFTH GRADERS MOVING INTO SIXTH GRADE MATH THIS YEAR.

THEY WERE FIFTH GRADE LAST YEAR IN THE GREEN.

THEY ARE SIXTH GRADE NOW IN RED.

THEY HAVE THREE OPTIONS.

THEY CAN TAKE ACADEMIC ON LEVEL SIXTH GRADE MATH.

THEY CAN TAKE MATH 7, OR THEY CAN TAKE MATH 8 AS A SIXTH GRADER.

THERE'S THREE OPTIONS FOR A SIXTH GRADER AT THE JUNIOR HIGH AND THE MATH THAT THEY CAN TAKE.

WHAT YOU SEE HERE IS THEIR OVERALL BENCHMARK PERFORMANCE IN GREEN LAST YEAR, COMPARED TO WHERE THEY ARE THIS YEAR IN WHICHEVER CLASS THEY ARE TAKING.

THE ONE OF THE VERY LEFT IS THE ACADEMIC ON LEVEL.

THE MIDDLE ONE IS SIX GRADERS AND SEVENTH GRADE MATH.

THE ONE TO THE FAR RIGHT IS SIXTH GRADERS AND EIGHTH GRADE MATH.

YOU CAN SEE KIDS WHO WERE IN FIFTH GRADE LAST YEAR AND STAYED IN ON LEVEL 6 GRADE MATH, SHOWED AN INCREASE OF 16% PASSING.

SIX GRADERS THIS YEAR WHO DECIDED TO TAKE SEVENTH GRADE MATH SHOWED A SIGNIFICANT DIP IN THE NUMBER OF STUDENTS WHO PASSED, AS WELL AS IN MASTERS.

WE DID LOOK AT SOME HISTORICAL DATA.

THIS SEEMS TO BE THE GRADE LEVEL WE ARE GOING TO CONTINUE TO FOCUS ON WITH THE SIXTH GRADERS IN PARTICULAR GOING INTO SEVENTH GRADE MATH.

>> A QUESTION?

>> YES, MA'AM.

>> WHAT DO YOU MEAN WHEN A STUDENT JUST CHOOSES TO TAKE SEVENTH AND THEY TOOK SIX?

>> SIXTH GRADERS ENTERING THE JUNIOR HIGH DURING THEIR COURSE SELECTION HAVE AN OPTION TO TAKE ADVANCED MATH.

THERE IS A STATE LAW NOW THAT ANY STUDENT WHO SHOWS A CERTAIN PROFICIENCY OF MEATS ARE ABOVE.

>> BUT YOU'VE GOT TO SHOW A CERTAIN PROFICIENCY BEFORE THEY HAVE THE OPTION TO TAKE IT?

>> THAT IS THE STATE RULE.

WE AS A DISTRICT ALSO ALLOW FOR PARENTS TO CHOOSE AND HAVE THEIR CHILDREN JOIN THESE CLASSES.

>> AS A PARENT I CAN SAY, I WANT MY SON TO TAKE X Y Z, BUT HE'S WAY BELOW, SO I'M GOING TO GET TO DO THAT, OR THE KID IS GOING TO GET TO DO THAT?

>> WHEN A STUDENT DOESN'T MEET EITHER THE CRITERIA MADE BY THE STATE OR SOMEBODY AT THE CAMPUS SEES THAT THERE'S A CHILD WHO MAY NOT HAVE DONE SO WELL IN THE STATE ASSESSMENT THE PREVIOUS YEAR, THERE ARE CONVERSATIONS WITH THE PARENT AND THE CHILD.

>> BUT THERE IS A TEACHER THAT HAS A CONVERSATION WITH THE PARENTS, THEY CAN HAVE THE UNDERSTANDING?

>> WE HAD A LONG CONVERSATION ABOUT THIS EARLIER, ACTUALLY SO IT'S A GREAT QUESTION AND IT CONNECTS TO YOUR QUESTION, BUT ALSO MR. LOCKHART'S QUESTION EARLIER OR COMMENT REGARDING APPROACHES BECAUSE WHAT THIS DATA IS TELLING US IS THAT RIGHT NOW, WE'RE ALLOWING PARENTS TO IF THEIR KID IS IN THAT 94% IN FIFTH GRADE THAT THEY PASSED AT APPROACHES GRADE LEVEL AS A FIFTH GRADER.

BUT YEAH, WE'RE ALLOWING THEM TO SKIP SIX GRADE MATH.

WITH THIS DATA IS TELLING US A HALF OF THEM AREN'T READY FOR THAT.

RIGHT NOW, WE DO USE MORE THAN ONE ASSESSMENT.

WE HAVE THE PARENT, LOOK AT THEIR CLASSROOM GRADES, LOOK AT THEIR TEACHERS FEEDBACK, AND CAN WE CHALLENGE THIS KID, THAT THIS IS GIVING US SOME PAUSE TO ASK THAT QUESTION.

IS OUR CURRENT POLICY IN WORKING WITH MULTIPLE DATA POINTS?

[01:35:03]

IS THAT WORKING? THERE'S SOME CONCERN THAT THERE ARE SOME KIDS WHO ARE UNPREPARED.

>> LOOKING AT THE DATA, I JUST THOUGHT.

>> YEAH. BECAUSE REALLY WE SHOULD BE LOOKING AT THAT 48% OF THEM IN FIFTH GRADE WERE AT THAT MEETS LEVEL.

MAYBE THOSE KIDS WERE PREPARED, BUT WHEN 58% OF THE 94 ARE NO LONGER GETTING APPROACHES AND REMEMBER APPROACHES IS NOT PASSING. IT'S A LOWER.

>> THE LOWER.

>> LOWER LEVEL. IT'S A CONVERSATION THAT WE'RE HAVING INTERNALLY AS WE PREPARE FOR NEXT SCHOOL.

>> I CAN SPEAK TO THIS BECAUSE I'VE GONE THROUGH IT WITH TWO GIRLS.

ONE, WE MADE THE DECISION THAT ONE OF THEM WOULD TAKE EIGHTH GRADE MATH AS A SIXTH GRADER, BASED ON SCORES AND JUST BASED ON WHAT I SAW THEM DO ALSO BECAUSE I DO A LOT WITH MY GIRLS ALSO.

THE OTHER I MADE THE DECISION THAT SHE WOULD TAKE SEVENTH GRADE MATH AS A SIXTH.

BUT I'M CONSTANTLY MONITORING THEIR WORK AND THINGS LIKE THAT, PLUS THE THINGS THAT I HAVE THEM TO DO ALSO.

YOU HAVE TO BE ACTIVELY INVOLVED WITH IT ALSO, YOU CAN JUST WRITE IT OFF AND SAY, WELL, THAT'S IT.

THERE'S SOME HOME STUFF THAT YOU GOT TO DO.

I PERSONALLY, I BELIEVE.

>> NO. THAT MAKES SENSE BECAUSE YOU'D HAVE TO BE MONITORING, LIKE YOU SAID, IF THEY ARE SHOWING GROWTH AND THEY DON'T UNDERSTAND, BUT THEY'RE GOING TO BE AT LOSS BECAUSE WHEN THEY TAKE THE ASSESSMENT.

>> IF A STUDENT ENDS UP OVER THEIR HEAD, ARE THEY STUCK IN THAT CLASS FOR THE WHOLE YEAR?

>> THEY ARE NOT.

>> I'LL ADD TO MAKE IT EVEN MORE COMPLICATED BECAUSE THERE'S A TEACHER COMPONENT TO THIS AS WELL.

WHEN WE LOOK AT OUR HISTORY AND GO BACK 14 YEARS WHEN OUR NUMBER OF KIDS AT THE JUNIOR HIGH TAKING ALGEBRA AND EIGHTH GRADE WAS MIDDLE SCHOOL.

ACTUALLY, THE CAMPUS, IT WAS GETTING LOWER AND LOWER BECAUSE THE SCHOOL WAS SAYING, WELL, KIDS AREN'T PASSING IT, SO WE'RE GOING TO BE GATE KEEPERS AND NOT LET KIDS IN BECAUSE THEY'RE NOT BEING SUCCESSFUL.

BUT WHAT WE'VE SHOWN WITH GREAT TEACHERS IS THAT NO, WE'VE ONLY INCREASED MORE AND MORE KIDS BEING SUCCESSFUL.

IF YOU LOOK AT OUR ALGEBRA JUNIOR HIGH, IT'S ALWAYS 100, 90% MASTERS, ALL THAT STUFF.

IT'S NOT A BLACK AND WHITE TYPE OF QUESTION LIKE IF THEY GET THIS, THEY'RE IN OR THEY'RE OUT.

THERE'S A LOT MORE TO IT.

>> THEY'RE THE FACTORS THAT YOU COULD ADDRESS.

>> THOSE ARE CONVERSATIONS WE'RE HAVING.

>> AS A SIXTH GRADER, IF THEY'RE TAKING MATH, THEY NEED TO UNDERSTAND WHAT THEY'RE GOING TO BE TAKING IN HIGH SCHOOL AS WELL.

MATH PART IN HIGH SCHOOL. THEY'RE ACCELERATED THERE.

>> THE PURPOSE BEHIND THIS IS WE KNOW THAT FOR KIDS WHO WANT ANY TYPE OF CAREER IN ANY MATH DRIVEN, EDUCATION, STEM CAREER, THEY HAVE TO TAKE ALGEBRA MIDDLE SCHOOL OR THEY'RE NOT GOING TO HAVE THE MATH IN HIGH SCHOOL THAT THEY NEED TO BE PREPARED TO GO TO COLLEGE.

THAT MUST HAPPEN OR WE'RE NOT GOING TO PREPARE KIDS FOR AFTER HIGH SCHOOL.

IT'S JUST REALLY ABOUT FINDING THAT BALANCE.

WE DON'T WANT TO BE A GATEKEEPER, WE DON'T WANT TO KEEP KIDS OUT AND LIMIT THEIR OPPORTUNITIES.

WE'VE GOT TO HAVE ACCOUNTABILITY FOR PERFORMANCE WHEN IT'S NOT THERE.

QUITE FRANKLY, OUR MATH TEACHERS AT THE JUNIOR HIGH ARE BY AND LARGE DOING EXCEPTIONALLY WELL, BUT THERE'S STILL WORK THERE.

I DON'T THINK WE'RE AT 100%.

THERE'S STILL SOME WORK THAT WE NEED TO CONTINUE TO LOOK AT AND PROVIDE SUPPORT FOR.

BUT YEAH, IT'S VERY COMPLICATED, BUT IT'S SOMETHING THAT WE HAD A VERY LONG.

I DON'T KNOW HOW MUCH, AN HOUR?

>> ABOUT AN HOUR.

>> MAYBE I'M EXAGGERATING, ABOUT 45 MINUTES?

>> I'M EXAGGERATE WITH YOU.

>> OVER THAT ONE TOPIC.

>> THERE'S STILL THE TEACHER ELEMENT WHERE THE TEACHER CAN DECIDE IF THEY GO INTO SIXTH GRADE, THEY CAN SAY, I CAN'T CHALLENGE A STUDENT EXPERIENCE AND THAT STUDENT WAS MOVED TO THE NEXT GRADE?

>> YES, TEACHERS CAN RECOMMEND.

WE RIGHT OFF THE TOP, WE LOOK AT ALL OF OUR FIFTH GRADE DATA, AND THAT TOP 40%, THEY'RE GOING TO ADVANCED MATH.

IT'S A STATE LAW NOW AND THAT STARTED HERE IN LONG CART.

THEN REALLY WHAT WE'RE TALKING ABOUT.

YOU CAN SEE THOSE KIDS ARE BEING SUCCESSFUL.

>> LOOK AT THAT DATA SHOWS THAT.

>> REALLY, WHAT WE'RE TALKING ABOUT ARE KIDS WHO ARE AT APPROACHES LEVEL, SHOULD THEY BE SKIPPING SIXTH GRADE MATH? IS THAT ARE WE HELPING THEM OR ARE WE HURTING THEM? THOSE ARE THE CONVERSATIONS.

WE'VE GOT TO REALLY REFINE THOSE DECISIONS AT THE FIFTH GRADE LEVEL FOR KIDS WHO ARE NOT AT MEETS YET.

[01:40:01]

>> SPEAKING OF SOME AREAS TO SOME CONTINUED GROWTH HERE, YOU HAVE SIX TO SEVENTH GRADE.

WHEN YOU LOOK AT SIX GRADERS WHO WENT TO SEVENTH GRADE AND STAYED ON ACADEMIC LEVEL, YOU SEE SOME DECREASES IN THEIR PERFORMANCE.

BUT SIX GRADERS WHO WENT INTO EIGHTH GRADE MATH IN SEVENTH GRADE, YOU SEE INCREASES ACROSS THE BOARD IN ALL THREE PERFORMANCE LEVELS, AND THEN SIXTH GRADERS WHO IN SEVENTH GRADE WENT TO ALGEBRA 1 ARE PERFORMING, ALTHOUGH THIS IS A VERY HIGH LEVEL THAT MR. ARAOZ WAS TALKING ABOUT, ACTUALLY PERFORMING BETTER THAN THEY WERE LAST YEAR.

THAT EXTRA YEAR OF MATH THOSE THAT ARE IN THE EIGHTH GRADE MATH OR ALGEBRA 1 SHOWED SOME SIGNIFICANT INCREASES.

NEXT, YOU HAVE SEVENTH TO EIGHTH GRADE.

GREEN AT SEVENTH GRADERS LAST YEAR COMPARED TO WHERE THEY ARE IN EIGHTH GRADE.

OUR CURRENT EIGHTH GRADERS ARE SHOWING INCREASES FOR ON LEVEL, AND THAT GOES ACROSS THE BOARD FOR STUDENTS WHO DECIDED TO CHOOSE ALGEBRA 1 IN EIGHTH GRADE OR GEOMETRY IN EIGHTH GRADE.

AT THE HIGH SCHOOL WE DID SEE SOME DIPS COMPARED TO WHERE THESE STUDENTS WERE IN EIGHTH GRADE.

JUST REMINDER, THESE ARE ONLY EIGHTH GRADE STUDENTS WHO TOOK EIGHTH GRADE MATH LAST YEAR AND NOW WHERE THEY ARE IN ALGEBRA 1.

THOUGH WE SEE A DIP FROM WHERE THEY WERE LAST YEAR.

WE WENT BACK AND LOOKED AT THE OVER THE LAST THREE YEARS.

WE ARE 16% ABOVE THE NUMBER OF PASTORS WERE LAST YEAR AND 8% WHERE WE WERE TWO YEARS AGO.

WE DIDN'T GO ANY FURTHER BACK BECAUSE IT WAS STAR ONE POINT, SO STILL NOT WHERE WE WANT TO BE, BUT THERE IS SOME GROWTH THERE COMPARED TO DIFFERENT STUDENTS IN DIFFERENT YEARS.

NOW THE RESPONSE.

WHAT YOU HAVE HERE IS NOT A COMPREHENSIVE LIST OF WHAT EVERY SCHOOL IS DOING, BUT THIS ARE THE TOP 5 RESPONSES THAT THE CNI TEAM LISTENS TO AND HEARS WITHIN THE PROGRESS MONITORING PLANS.

THE GREEN MEANS THAT THE CAMPUSES, THEY ARE USING DOING AND PROVIDING THE STRATEGY, THE RESPONSE THAT THEY MENTIONED.

THE YELLOW MEANS THAT IT IS EITHER IN SOME SUBJECTS AND NOT IN OTHERS, OR THEY'RE STILL WORKING THROUGH THE MONITORING AND MEASURING PIECE.

GREEN MEANS GO FULL EFFECT.

THEY AGREED TO THIS AND THE PROGRESS MONITORING PLANS IN OUR WALK ARE SHOWING THAT THIS IS BEING IMPLEMENTED, YELLOW MEANS IT'S BEING IMPLEMENTED IN SOME PLACES AND SOME SUBJECTS, BUT NOT ACROSS THE BOARD.

WE CONTINUE TO MONITOR THAT.

THE FIRST ONE IS CONDUCT DATA ANALYSIS.

THE CAMPUSES, EVERY TIME THERE'S A MAJOR ASSESSMENT, INCLUDING QUICK CHECKS.

WHEN I SAY MAJOR ASSESSMENT, I'M TALKING ABOUT DISTRICT ASSESSMENTS, BUT THEIR OWN QUICK CHECKS.

CAMPUS BASED ASSESSMENTS.

THEY ARE LOOKING AT THE DATA BY STUDENT, BY TEACHER, AND BY GRADE LEVEL.

YOU HAVE CAMPUSES THAT ARE MONITORING AND MEASURING THE EFFECTIVENESS OF THE STRATEGIES THEY CHOOSE.

IN THE PROGRESS MONITORING PLAN, THEY HAVE TO BE VERY SPECIFIC ABOUT THE STRATEGIES THAT THEY ARE USING, WHETHER THAT IS SMALL GROUP, IT'S TEARING, IT'S THE SPIRALING OF SKILLS FROM CBA 1, 2 OR THE BENCHMARK.

THEY CHOOSE THEIR STRATEGIES, AND WE MONITOR THEM, AS WELL AS PROVIDE PROFESSIONAL DEVELOPMENT AS NEEDED.

THEY ARE SUPPORTING THE INSTRUCTIONAL STRATEGIES THROUGH PD, SO THIS IS CAMPUS BASED.

THESE ARE CAMPUSES THAT SAID, WE SEE THE DATA, WE SEE WHERE THERE ARE POTENTIAL GAPS.

WE'RE GOING TO PROVIDE PROFESSIONAL DEVELOPMENT AND OUR CAMPUSES ARE AROUND THE SPECIFIC STRATEGIES WE WANT TO SEE TEACHERS USE IN ORDER TO GET OUR KIDS TO THAT 1.5 GROWTH.

CAMPUSES ARE DOING TARGETED AND INDIVIDUALIZED STUDENT SUPPORT.

WHEN THEY LOOK AT THAT DATA, AFTER EACH ASSESSMENT, THOSE TIERED GROUPS, TO SMALL GROUP, THEIR INDIVIDUAL TUTORING IS BASED ON THE DATA THAT THEY SEE AND THEY'RE PROVIDING EXTRA SUPPORT BY USING MULTI CAMPUS PERSONNEL TO FILL IN WHEN THEY WANT TO DO TUTORING SESSIONS, OR THEY WANT TO SWITCH CLASSROOMS BY THEN A TEACHER WILL TEACH A CERTAIN STANDARD WHILE ANOTHER ONE WILL DO A DIFFERENT STANDARDS.

THEY'RE REALLY LOOKING AT THE INDIVIDUALIZED SUPPORT ON WHAT KIDS NEEDS BASED ON THAT DATA, AND THEN THERE'S STRATEGIC COACHING.

CAMPUSES ARE COACHING TEACHERS SPECIFICALLY NOT ONLY ON THE WALK THROUGH DATA,

[01:45:01]

SO WHEN THEY DO WALKS AND THEY SEE SOMETHING GREAT.

THEY MAY ASK THE TEACHERS TO MODEL IF THEY SEE SOME GAPS.

THEY'RE DOING SPECIFIC COACHING.

IT'S GEARED TOWARDS THEIR NEEDS, AND IT'S ALSO BASED ON PERFORMANCE DATA.

EVEN IF A WALK THROUGH DOESN'T SHOW THAT THERE MAY BE SOME DISCREPANCIES, WALK THROUGH PERFORMANCE DATA, INFORMS THE CAMPUSES ON WHO THEY SHOULD BE COACHING AND CONDUCTING WALK THROUGH.

>> BACK UP ONE SLIDE.

>> YES, SIR.

>> NO. I FIND IT INTERESTING AND IT MAY NOT MEAN ANYTHING, BUT I SEE THAT TWO OF OUR HIGHER PERFORMING ELEMENTARY SCHOOLS: BLUE BONNET AND PLUM CREEK, DO THEY'RE GREEN AND EVERYTHING.

THEN ONE OF OUR LOWER PERFORMING ELEMENTARY SCHOOLS IT DOESN'T DO AS MUCH.

CAN WE SAY THAT THERE'S SOMETHING RELATED HOW THE CAMPUS PERFORMS, AND THEY'RE USING ALL THESE STRAINS TO HELP THEIR KIDS ALONG?

>> ABSOLUTELY. IT DOESN'T GO UNNOTICED THE SQUARES THAT ARE IN YELLOW, STILL ON THOSE THAT ARE ALL.

>> WHY DO WE ENCOURAGE SCHOOLS THAT AREN'T DOING ALL THIS GO AHEAD AND DO IT?

>> I AND THE CNI TEAM ARE CONDUCTING WEEKLY AND BI WEEKLY MEETINGS WITH THESE CAMPUSES TO GET THESE SQUARES FROM YELLOW TO GREEN.

ONE OF THOSE CAMPUSES WAS VISITED THIS MORNING.

WE'RE GETTING THERE REMEMBER, YELLOW DOESN'T MEAN IT'S NOT HAPPENING.

IT'S JUST NOT HAPPENING IN EVERY LIKE AT THE ELEMENTARY.

IT'S NOT EVERY GRADE LEVEL AND IT'S NOT EVERY TEACHER DOING THE SMALL GROUP INSTRUCTION THAT THEY AGREED TO.

IT'S NOT A BLANK LIKE IT WAS THE LAST TIME WE TALKED.

THERE'S BEEN IMPROVEMENT, BUT WE NEED TO GET IT TO GREEN, AND THAT WILL HAPPEN.

>> WHAT ABOUT SOME SNAPSHOTS OF ACTUAL PHOTOS WHERE YOU SEE THE THINGS ACTUALLY HAPPENING?

>> SURE.

>> YOU ARE ENCOURAGING THEM?

>> THERE IS A LOT OF ENCOURAGEMENT, YES.

GUIDANCE, MENTORING, SUPPORT. KEEP OUR HANDS TO OURSELVES.

ANY OTHER QUESTIONS, TEAM? THANK YOU.

>> ITEM 9D, BANK DEPOSITORY CONTRACT BID, MISS WEISER.

[Bank Depository Contract Bid]

>> GOOD EVENING, SCHOOL BOARD AND MR. ESTRADA.

EVERY SIX YEARS, WE ARE REQUIRED TO GO OUT TO DO A FULL BID FOR OUR BANK DEPOSITORY, AND WE ARE COMING AT THE END OF JUNE ON OUR SIX YEARS SO WE ARE GOING TO BE GOING OUT TO BID, AND WE WILL BRING THAT TO YOU IN THE COMING MONTHS.

DO YOU HAVE ANY QUESTIONS? THANK YOU.

>> DO WE APPROACH DIFFERENT FINANCIAL ORGANIZATION OR WE JUST PUT IT OUT THERE AND THEN THEY DECIDE WHETHER THEY WANT TO BID ON IT?

>> WHAT WAS THE FIRST PART OF YOUR QUESTION? I'M SORRY.

>> DO WE JUST PUT A BID OUT THERE AND THEN EACH BANKING ORGANIZATION DECIDE WHETHER THEY'RE GOING TO BID OR DO WE GO OUT AND APPROACH EVERYBODY AND SAY, LOOK, WOULD YOU LIKE TO COME IN HERE.

>> IF THERE IS AN ORGANIZATION THAT HAS SHOWED INTEREST, WHETHER THEY'VE REACHED OUT TO US OR ANYTHING LIKE THAT, WE WILL LET THEM KNOW, HEY, WE'RE GOING OUT TO BID, BUT OTHER THAN THAT, WE'LL PLACE THE BID OUT THERE, BUT WE WON'T APPROACH EVERY ORGANIZATION.

WE'LL LET THEM KNOW.

>> IT'S POSSIBLE WE KEEP THE SAME BANK?

>> I THINK LAST TIME, WE ONLY HAD ONE RETURN BID, IF I REMEMBER CORRECTLY, RIGHT?

>> CORRECT.

>> WE'VE HAD THE SAME BANK FOR MANY YEARS.

>> ANY QUESTION. THANK YOU, MISS WEISER.

>> ITEM 10, COMMUNICATION ACTION A,

[Consider and/or Approve Purchase of Regional Day School Program for the Deaf Contracted Services (RDSPD)]

CONSIDER AND OR APPROVE PURCHASE A REGIONAL DAY SCHOOL PROGRAM FOR THE DEAF CONTRACTED SERVICES, MR. DAVISON.

>> LOCKHART ISD PARTNERS WITH REGION 13 REGIONAL DAY SCHOOL PROGRAM FOR THE DEAF TO PROVIDE SERVICES TO OUR SPECIAL EDUCATION STUDENTS.

PER CH LOCAL POLICY, ANY PURCHASES MADE FOR ITEMS OVER $100,000 REQUIRES BOARD APPROVAL.

THE DISTRICT PLANS TO SPEND 209,000 FOR CONTRACTED SERVICES PROVIDED BY REGION 13 FOR OUR STUDENTS.

>> WHAT DOES THAT ACTUALLY CONSIST OF ROUGHLY?

>> IT'S GOING TO BE STAFFING, IT'S GOING TO BE PROGRAMMING, IT'S GOING TO BE RESOURCES FOR THE STUDENTS.

>> HOW MANY STUDENTS DOES THIS INVOLVE?

>> I DON'T HAVE AN ACCURATE NUMBER. I CAN GET A TEAM.

>> OUR DEAF STUDENTS IN REGULAR CLASS, HOW DOES THAT WORK?

>> IT DEPENDS ON THEIR IEP.

STUDENTS HAVE AN IEP AND THEY WILL TAKE THE CLASSES THAT ARE IN THE LRE,

[01:50:01]

THE LEAST RESTRICTIVE ENVIRONMENT.

IT JUST DEPENDS ON THE STUDENT.

>> I MOVE THAT THE BOARD APPROVE THE PURCHASE OF THE RECOMMENDED ESC REGION CONTRACT TO SERVICES BY THE ADMINISTRATION THE AMOUNT OF $209,000.

>> SECOND.

ALL THOSE IN FAVOR SAY, AYE.

>> ANY OPPOSED? PASSES 6-0.

ITEM 10B, CONSIDER AND OR APPROVE RESOLUTION,

[Consider and/or Approve Resolution Nominating Superintendent for Texas Association of School Boards (TASB) Superintendent of the Year]

NOMINATING SUPERINTENDENT FOR TEXAS ASSOCIATED SCHOOL BOARD.

WE HAVE A RESOLUTION IN FRONT OF US TO NOMINATE MR. MARK ESTRADA, AS SUPERINTENDENT OF THE YEAR IN REGION 13.

ANY DISCUSSION QUESTIONS?

>> I MOVE TO APPROVE THE RESOLUTION, NOMINATING MARK ESTRADA, TEXAS ASSOCIATION SUPERINTENDENT OF THE YE YEAR SO EVERYBODY WILL KNOW AND WE ALREADY KNOW.

>> I SECOND.

ALL THOSE IN FAVOR SAY AYE.

>> ANY OPPOSED? PASS A 6-0, THANK YOU BOARD.

ITEM 10C, CONSIDER AND OR APPROVE

[Consider and/or Approve Construction Delivery Method for Middle School #2]

CONSTRUCTION DELIVERY METHOD FOR MIDDLE SCHOOL NUMBER 2, MR. CHAPMAN.

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

THIS IS FOR MIDDLE SCHOOL NUMBER 2, BOARD CONSTRUCTION.

THIS IS THE DELIVERY METHOD.

WE CAN DO THIS THE LAST TIME FOR ALL BOND STUFF.

CONSTRUCTION PROJECT DELIVERY METHODS ARE USED, THE BOARD HAS TO APPROVE THIS FOR US TO USE FOR THE NEXT BOND IF IT PASSES, BUT WE'RE TRYING TO GET AHEAD SO WE'RE NOT DELAYING ANY OF THE PROJECT STUFF AS WE GET GOING IN THAT PROCESS.

CONSTRUCTION PROJECT DELIVERY METHODS OR DESIGN BUILD, COMPETITIVE SEALED PROPOSAL, CONSTRUCTION MANAGER AT RISK AND CONSTRUCTION MANAGER AGENT.

IF WE ALL REMEMBER THE CONSTRUCTION MANAGER AGENT WAS WHAT WE USED LAST TIME WITH HAVING OVR HERE AS WELL.

>> IS THIS WHAT WE DID WITH [INAUDIBLE] HIGH SCHOOL?

>> WE DID DO THIS. IN THE VERY BACK OF THE PRESENTATION AS IT SHOWS WHAT WE CHOSE FOR THE LAST ONES.

I CAN GO STRAIGHT TO THAT IF YOU GUYS WANT ME TO.

>> JUST GO AHEAD. I THINK IT'S IMPORTANT TO GIVE THEM EXPLANATION OF THE DIFFERENT TYPES OF PROCESSES?

>> WE CAN DO THAT. COMPETITIVE BID.

BASICALLY, IT COMES IN.

YOU TAKE THE BOTTOM NUMBER, WHATEVER IS BID TO US THAT THAT'S YOU'LL SEE THE GRAPH OF THE BOTTOM OF THE OWNER.

YOU HAVE A CONTRACTOR, YOU HAVE AN ARCHITECT.

THERE'S REALLY NOT A TEAM BOND BETWEEN THE ARCHITECT AND THE CONTRACTORS.

YOU'RE GOING TO GET A CHEAPER BUILDING.

YOU'RE GOING TO GET CHEAPER MATERIALS, CHEAPER QUALITY OF A BUILDING.

YES, IT IS VALUE AS A CHEAPER BUILD, BUT YOU ALSO THE QUALITY TO ME IS NOT GOING TO BE AS YOU GO INTO YOUR DESIGN BUILD.

THIS IS WHERE THE OWNER BUILDER, WE ALL COME TOGETHER AS A TEAM AND WE ACTUALLY DESIGN THE BUILDING ALTOGETHER AND AS WE'RE BUILDING, THIS CAN BE A VERY COSTLY PROCESS.

AS YOU'RE GETTING INTO THE PROCESS, THINGS CAN GO UP, PRICES CHANGE, TARIFFS HAPPEN.

WE COULD OVERSHOOT WHAT THE BOND COULD ACTUALLY BE PASSED FOR.

COMPETITIVE SEALED PROPOSAL IS SIMILAR TO THE VERY FIRST ONE I TALKED ABOUT.

BASICALLY WE JUST CAN'T SEE IT.

THERE'S NO NEGOTIATING AS A COMPETITIVE SEALED PROPOSAL.

YOU CAN NEGOTIATE A LITTLE BIT TO GET A BETTER RATE WITH THE WHOEVER YOU GIVE IT TO, BUT YOU HAVE TO CHOOSE THAT PERSON AND THEN GO INTO CONTRACT WITH THEM AND NEGOTIATE THE PRICE AT THAT TIME.

AS YOU SEE IT STILL IT'S THE SAME GRAPH AS WE'VE SEEN ON THE VERY FIRST ONE.

CONSTRUCTION MANAGER RISK.

THIS IS WHAT WE DID FOR ORCHARD LOOP, AND WE ALSO DID FOR THE HIGH SCHOOL ADDITION RENOVATION.

THIS IS A TEAM GOING AT THIS SO YOUR CONTRACTORS ARE WORKING WITH THE DISTRICT AND ARCHITECTS TO COME UP WITH THE BEST THING, LOOKING FOR ISSUES, SO WE'RE NOT GETTING THE WHOLE LIKE HAVING A BUNCH OF CHANGE ORDERS, RFIS, AND ASI, AND STUFF LIKE THAT.

THIS IS A BETTER PRODUCT FOR THE DISTRICT AS WE HAVE ALL CONTROL.

WE HAVE THE BENEFITS OF GETTING ALL THE THE MONEY BACK, WE GET TO WATCH THAT PROCESS.

WE SEE EVERYTHING, NOTHING'S HIDDEN, LIKE IN THE SILK PROPOSAL.

WE DON'T SEE WHAT'S BEHIND THE CLOSED DOOR.

THIS ONE HERE, WE SEE EVERYTHING.

IT'S ALL SHARED WITH US.

WITH THE CONTRACTORS, WHAT THEY DO, THEY COME IN, THEY HELP US AS THE DESIGN, AND WE GO IN THROUGH AND WE FIND THINGS THAT MIGHT NOT BE CONSTRUCTABLE, THAT MIGHT NOT BE EASILY PUT TOGETHER THAT COULD COST EVEN MORE MONEY.

THAT'S WHY WE CMAR, I FEEL IS A GOOD WAY TO GO.

CONSTRUCTION MANAGER AGENT, THIS IS BASICALLY WE'RE THE OWNER, WE RUN EVERYTHING,

[01:55:01]

AND THAT'S A LOT OF CHANCES OF THINGS TO GO WRONG.

THE CONTRACTOR PROVIDES AND SO CALLS AND THEY JUST BASICALLY HELP US IN CONSULTING WITH THE DISTRICT, THE PROJECT AND IS THE LIAISON BETWEEN THE GENERAL CONTRACTOR, THE DISTRICT, THE CMA.

CMA HOLDS ALL RISKS, SO THAT IS BASICALLY US.

WE HOLD ALL THE RISK AT THAT POINT.

IF SOMETHING GOES WRONG, MONEY WISE, IT'S ALL ON US.

WE CAN'T SCOOP ANY OF THAT THROUGH ANYTHING.

2014 BOND DELIVERY METHODS USED LOCKHART HIGH SCHOOL RENOVATION WITH MLC, CONSTRUCTION MANAGER RISK.

ABS WAS COMPETITIVE SEAL PROPOSAL.

CLEARFORK WAS A COMPETITIVE SEAL PROPOSAL.

2022 BOND, LOCKHART HIGH SCHOOL EDITION AND BORCHERT LOOP BOTH WERE CMAR AT RISK.

DISTRICT ADMINISTRATION RECOMMENDS THE CMR FOR THE UPCOMING BOND FROM MIDDLE SCHOOL NUMBER 2, REASONS WHY HIGHER LEVEL CAN COST CONTROL FROM THE START.

WE KNOW EXACTLY WHERE WE STAND.

WE GET A GMP.

IT DOES NOT CHANGE FROM THAT.

THE OWNERS RISK IS LIMITED ON THE CMR PROCESS PROVIDING CONSTRUCTION DOCUMENTS COMPLETED PRIOR TO WE GO INTO ANYTHING.

BEFORE WE DO ANY BIDDING, WE'RE DONE WITH DOCUMENTS.

THERE'S NO CHANGE IN ANYTHING LIKE THAT UNLESS IT'S JUST SOMETHING THAT HAS TO BE CHANGED.

TEAMWORK. IT'S ALL WORK.

WE ALL WORK TOGETHER.

OWNER OF ALL CONTRACTOR DATA VIA OPEN BOOK POLICY.

WITH THE CMR, ACTUALLY WHEN YOU LOOK AT THIS, LIKE MANAGING WITH THE CONTRACTORS AND THE ARCHITECTS, YOU SEE EVERYTHING.

EVERYTHING IS RIGHT THERE IN FRONT OF YOU.

THEY CAN'T PUT MONEY THIS WAY OR THIS WAY, THEY CAN'T MOVE MONEY OUT OF THEIR BUDGET.

IT HAS TO BE APPROVED THROUGH US FOR THAT TO HAPPEN.

WE RETAIN ALL SAVINGS, ALL BUY OUT.

WHEN THEY GET A CONTRACTOR, THEY GET A CONTRACT UNDER WHAT THEY ORIGINALLY CAME IN TO BID BECAUSE MAYBE SOMETHING THEY GOT CHEAPER, THAT MONEY COMES BACK TO THE DISTRICT.

SAME THING AS ANYTHING LEFT OVER OUT OF CONTINGENCIES AND ALL THAT STUFF AS WELL.

INCREASING QUALITY AND CONSTRUCTION, YOU GET A BETTER PRODUCT AT THIS RATE.

>> I'LL ADD A BIG REASON WHY WE'RE MAKING THIS RECOMMENDATION IS THAT IT GIVES MR. CHAPMAN THE ABILITY TO DO HIS JOB TO ADVOCATE FOR THE BEST INTERESTS OF THE DISTRICT, TO BE OUR VOICE AT EVERY STEP OF THE PROCESS TO ENSURE THAT THE PROMISES WE MADE TO OUR COMMUNITY ARE KEPT AND NOT SOME OTHER PEOPLE WHO MAY HAVE OTHER INTERESTS.

THAT'S A BIG PART OF AS YOU CAN SAY, ALL THESE BULLETS GIVE HIM THE ABILITY DAY TO DAY TO ADVOCATE FOR THE DISTRICT.

>> I MOVE TO APPROVE THE CONSTRUCTION MANAGER AT RISK AS THE CONSTRUCTION DELIVERY METHOD FOR THE MIDDLE SCHOOL NUMBER 2.

ANY MORE DISCUSSION. ALL THOSE IN FAVOR SAY, AYE.