[Call to Order]
[00:00:08]
OF THE LOCKHART INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES TO ORDER ON JUNE 23RD, 2025, AT 6:31 PM.LET THE RECORD SHOW THAT A QUORUM OF BOARD MEMBERS IS PRESENT, THAT THIS MEETING HAS BEEN DULY CALLED, AND THAT NOTICE OF THIS MEETING HAS BEEN POSTED IN ACCORDANCE WITH THE TEXAS OPEN MEETING ACT, TEXAS GOVERNMENT CODE 551.
LET THE RECORD SHOWS THAT TRUSTEES, RIOS, HOOLIAMS, SANCHEZ WRIGHT, LOCKHART AND CHARLES ARE PRESENT.
WE MOVE ON TO ITEM 2, PLEASE STAND AND WE'LL REPEAT THE PLEDGE OF ALLEGIANCE.
>> I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.
>> SIT, PLEASE. WE ON TO THE INVOCATION, MR. LOCKHART, WOULD YOU LIKE TO SAY SOMETHING?
>> HEAVENLY FATHER, WE COME TOGETHER HERE TO DO THE WORK OF PUBLIC SCHOOLS AND STUDENTS.
WE ASK YOU TO GUIDE US AND GIVE US THE KNOWLEDGE TO CONTINUE TO MOVE FORWARD AND DO WHAT'S BEST FOR ALL STUDENTS AND ALL STAKEHOLDERS OF OUR DISTRICT.
>> AMEN. WE'LL NOW MOVE ON TO ITEM 4
[Public Meeting for 2025-2026 Budget and Proposed Tax Rate]
A PUBLIC MEETING ON THE BUDGET WE PROPOSE TO ADOPT TODAY, MS. WEISER.>> GOOD EVENING SCHOOL BOARD AND SUPERINTENDENT OF ESTRADA.
THIS EVENING, WE WILL BE BRINGING THE 25/26 BUDGET FOR ADOPTION FOR NEXT YEAR.
WE DO HAVE A LEGAL REQUIREMENT TO HAVE THIS PUBLIC MEETING TO PROVIDE THE PUBLIC AN OPPORTUNITY TO ASK ANY QUESTIONS THAT THEY MIGHT HAVE ABOUT THE BUDGET.
WE ARE ALSO REQUIRED TO ADOPT THIS BUDGET BY JUNE 30TH, WHICH IS JUNE 23RD TODAY, SO WE ARE IN COMPLIANCE BY COMING TO THE BOARD THIS EVENING.
REAL QUICKLY, I JUST WANT TO GIVE THIS PUBLIC PRESENTATION A QUICK OVERVIEW OF HOW SCHOOL DISTRICTS ARE FUNDED.
FUNDED THROUGH STATE ALLOCATIONS, OUR LOCAL TAXES, THROUGH OUR PROPERTY TAXES AS VERY SMALL FEDERAL ALLOCATION, AND THEN WE HAVE OTHER SOURCES LIKE GRANTS AND SUCH THAT WE ALSO RECEIVE.
WHAT WE REALLY LOOK AT IS OUR MAINTENANCE AND OPERATIONS BUDGET.
OUR MAINTENANCE AND OPERATIONS BUDGET IS OUR MAIN BUDGET THAT WE USE TO PAY ALL OF OUR STAFF, BUY ALL OF OUR SUPPLIES, PAY ALL THE BILLS, THE ELECTRICITY BILLS, EVERYTHING.
THIS BUCKET HERE REPRESENTS THE TOTAL COST TO EDUCATE ALL THE STUDENTS THAT ARE ATTENDING LOCKHART ISD.
EVERY STATE IN EVERY SCHOOL DISTRICT IN THE STATE OF TEXAS RECEIVES A BUCKET.
DEPENDING ON THE SIZE OF THAT BUCKET IS DIFFERENT FOR EVERY SINGLE SCHOOL DISTRICT.
THE TEXAS EDUCATION AGENCY DECIDES THE SIZE OF THE BUCKET, OUR LOCAL TAX COLLECTION FILLS IT UP, AND THEN THE STATE REVENUE COMES IN AND FILLS UP THE REST.
THERE ARE SOME DISTRICTS WHERE THEIR LOCAL TAX COLLECTION IS OVERFLOWING OUT OF THEIR BUCKET, AND THOSE FUNDS FROM THAT LOCAL TAX COLLECTION GET COLLECTED, AND THAT'S WHAT'S USED TO FILL UP THE BUCKETS WHERE THE LOCAL TAX COLLECTION IS NOT QUITE ENOUGH TO EDUCATE THE STUDENTS OF THAT COMMUNITY.
WHAT DETERMINES THE SIZE OF A SCHOOL DISTRICT'S BUCKET? AGAIN, EVERY SCHOOL DISTRICT IN THE STATE OF TEXAS HAS A BUCKET.
I PUT TOTAL COST TO "EDUCATE", BECAUSE WE DO NOT GET TO DECIDE WHAT IT COSTS TO EDUCATE OUR STUDENTS.
THE TEXAS EDUCATION AGENCY DECIDES WHAT THAT AMOUNT IS, AND SO THEY DECIDE THE SIZE OF OUR BUCKET.
THAT BUCKET IS DETERMINED BY THE NUMBER OF STUDENTS IN THE DISTRICT, THE NEEDS OF THOSE STUDENTS, AND THE ATTENDANCE OF THOSE STUDENTS.
ONCE THEY DECIDE THE SIZE OF OUR BUCKET, WHICH TONIGHT, EVERYTHING THAT WE BRING IS A PROJECTION, THEY WILL DECIDE EXACTLY HOW BIG OUR BUDGET IS IN SEPTEMBER OF 2026.
ABOUT FOUR MONTHS AFTER THE SCHOOL YEAR ENDS, THEY WILL OFFICIALLY DECIDE HOW BIG THAT BUCKET IS AND RECONCILE THOSE AMOUNTS AFTER THE SCHOOL YEAR ENDS.
HOW CAN LOCKHART ISD'S BUCKET GET BIGGER? HOW CAN WE RECEIVE MORE FUNDS? WE CAN RECEIVE IT THROUGH ENROLLMENT GROWTH.
WE ARE IN A GROWING COMMUNITY, SO WE ARE PROJECTING THAT WE WILL HAVE A LITTLE BIT OF ENROLLMENT GROWTH NEXT YEAR.
WE CAN INCREASE THE BUCKET THROUGH A VOTER APPROVED TAX RATIFICATION ELECTION,
[00:05:05]
WHICH WE ARE SO THANKFUL TO THE COMMUNITY FOR PASSING BACK IN NOVEMBER OF 2023.WE ALSO CAN INCREASE THAT BUCKET THROUGH INCREASED INSTRUCTIONAL TIME THROUGH ATTENDANCE.
WE ARE FUNDED THROUGH THE ATTENDANCE OF EACH STUDENT.
THE MORE STUDENTS ATTEND, THE MORE RESOURCES WE ARE ABLE TO PROVIDE THEM.
THE BUDGET ASSUMPTIONS FOR THIS YEAR THAT WE ARE BRINGING THIS EVENING.
THESE ARE ALL THE PROJECTIONS THAT I DISCUSSED.
THESE ARE ALL PROJECTIONS, AND THEN SEPTEMBER 2026 IS WHEN WE'LL KNOW HOW THE FINAL LAYOUT IS OF IT.
WE ARE PROJECTING AN ENROLLMENT OF 6,874 STUDENTS.
THIS IS A GROWTH OF 159 STUDENTS OR 2% FROM THE 24/25 SCHOOL YEAR.
WE ARE ALSO ESTIMATING A TAXABLE VALUE OF $3.8 BILLION IN LOCAL PROPERTY VALUES, THIS IS BOTH RESIDENTIAL AND COMMERCIAL, AND THIS ALSO DOES TAKE INTO THE ACCOUNT THE NEW PROPOSED HOMESTEAD EXEMPTION OF 140,000 THAT WILL BE ON THE BALLOT FOR VOTERS IN NOVEMBER.
OUR PROPERTY TAX, OUR ESTIMATED VALUE WOULD HAVE BEEN $4.1 BILLION, BUT IT IS NOW 3.8 BILLION WITH THAT NEW THAT IS PROJECTED TO PASS BY THE VOTERS IN NOVEMBER.
WE ARE PROJECTING LOCAL PROPERTY VALUE ASSIGNMENT FOR THE THIRD YEAR IN A ROW, AND WE HAVE AN M&O TAX RATE OF 65.55 PENNIES, WHICH IS A LITTLE OVER FOUR PENNY DECREASE FROM OUR TAX RATE IN 2024.
OUR INS TAX RATE WILL STAY THE SAME AT 25.77 PENNIES WITH A LOCAL TAX COLLECTION RATE OF 96%.
WE TAKE ALL OF THESE ESTIMATIONS, AND THAT IS HOW WE COME UP WITH OUR BUDGET, AND WHAT OUR REVENUE IS GOING TO BE BASED ON THE NUMBER OF STUDENTS THAT WE WILL HAVE AND HOW MUCH THEY ARE GOING TO POTENTIALLY ATTEND NEXT YEAR.
WE ARE THANKFUL TO BE ADOPTING A PROPOSED A BALANCED M&O BUDGET.
WHAT YOU SEE UP HERE ARE THE THREE FUNDS THAT WE ARE REQUIRED TO HAVE ADOPTED BY OUR SCHOOL BOARD, WHICH IS OUR MAINTENANCE AND OPERATIONS BUDGET, OUR DEBT SERVICE FUND, WHICH THAT PAYS BACK OUR SCHOOL DEBT ON OUR BONDS AND OUR SCHOOL NUTRITION FUND.
WE HAVE A GRAND TOTAL OF $94.5 MILLION OF BUDGETS THAT WE'LL BE GOING THIS EVENING FOR APPROVAL.
ONE BUDGET THAT I REALLY WANT TO POINT OUT IS THE DEBT SERVICE FUND.
IT DOES HAVE A DECREASE TO FUND BALANCE OF 1.4 MILLION, AND THIS WAS BY DESIGN AS WE WERE PREPARING FOR A ZERO PENNY BUILD OF A NEW MIDDLE SCHOOL.
WE HAVE GROWN THE FUND BALANCE IN ORDER TO KEEP THAT PENNY THE SAME AND NOT HAVE TO INCREASE THE PENNIES OF THAT INS TAX RATE SO THAT WE CAN BUILD THE SCHOOL TO ZERO PENNY INCREASE.
AGAIN, OUR M&O BUDGET IS BALANCED.
THIS WAS NOT WITHOUT A SACRIFICE, AND WE WILL TALK A LITTLE BIT MORE ABOUT THAT THIS EVENING WHEN WE PRESENT THE BUDGET.
WE ALSO HAVE TO ADOPT THE BUDGET BY FUNCTION.
THEY ARE DEFINED BY THE TEXAS EDUCATION AGENCY, AND THEY'RE JUST THE AREAS THAT WE SPEND ON.
WE CAN SEE THAT WE SPEND ON INSTRUCTION.
WE HAVE CURRICULUM, DEVELOPMENT, AND INSTRUCTION, WE HAVE INSTRUCTIONAL LEADERSHIP.
ALL OF THESE DIFFERENT CATEGORIES, WE ARE REQUIRED TO ADOPT OUR BUDGET BY THOSE SPENDING CATEGORIES BY FUNCTION.
THIS IS ALL THREE OF THOSE FUNDS TOGETHER.
AGAIN, THE $4.5 MILLION BUDGET THAT WILL BE COMING THIS EVENING PROPOSED BY FUNCTION.
THAT IS THE END OF MY QUICK LITTLE LESSON ON SCHOOL FINANCE FOR THE BUDGET THAT'S PROPOSED THIS EVENING, AND NOW IF YOU HAVE ANY QUESTIONS, I'M HAPPY TO ANSWER THEM.
>> ANYBODY IN THE AUDIENCE WOULD LIKE TO ASK A QUESTION OR HAVE A COMMENT ABOUT THE BUDGET, YOU'RE FREE TO COME UP TO THE PODIUM AND SPEAK YOUR MIND IF YOU LIKE.
HEARING NONE, SEE NONE, THANK YOU MS. WEISER.
I DECLARE THIS PUBLIC MEETING OF THE BUDGET OVER.
>> THANK YOU. WE WILL NOW MOVE ON TO ITEM 5 RECOGNITIONS, MR. ADAM MILLER.
[Recognitions]
>> GOOD EVENING, MR. PRESIDENT, MEMBERS OF THE BOARD AND SUPERINTENDENT OF ESTRADA.
WE'RE GOING TO DO THINGS A LITTLE DIFFERENT TONIGHT.
INSTEAD OF COMING FORWARD TO RECEIVE THIS EVENING'S HONOREES,
[00:10:02]
COULD YOU ALL COME AROUND AND PLEASE HAVE A SEAT IN THE FRONT ROW? AS THEY MOVE FORWARD, I WANT TO SHARE WITH YOU THE AWARD THE BOARD WILL PRESENT THE HONORS THIS EVENING.THE LEGACY OF EXCELLENCE COIN GIVEN BY THE BOARD TO ONLY THOSE WHO TRULY EXEMPLIFY EXCELLENCE IN LOCKHART ISD, AND NOW WE BEGIN WITH TONIGHT'S RECOGNITION.
TONIGHT, WE ARE PROUD TO RECOGNIZE A GROUP OF YOUNG TALENTED ENGINEERS WHO REPRESENTED LOCKHART ISD ON THE WORLD STAGE.
THESE STUDENTS HAVE BEEN LOCKED ON EXCELLENCE ALL YEAR LONG AND THEIR HARD WORK HAS PAID OFF IMMENSELY.
UNDER THE GUIDANCE OF MS. PATRICIA LEWANDOWSKI AND MS. MEREDITH SCHULTZ, NAVARRO ELEMENTARYS, KERMIT'S KREW MADE HISTORY THIS YEAR AT A STATE COMPETITION IN DALLAS, TEXAS, EARNING FIRST PLACE INNOVATION AWARD.
HERMAN'S CREW WENT ABOVE AND BEYOND CONDUCTING EXTENSIVE SCIENTIFIC RESEARCH AND INTERVIEWS WITH GLOBAL EXPERTS, INCLUDING A MARINE BIOLOGIST FROM AUSTRALIA, A GENETICIST FROM CANADA, AN LISD TECHNOLOGY SYSTEMS ADMINISTRATOR, AND A MASTER PLUMBER FROM HERE IN LOCKHART.
THEIR FINAL PROJECT FEATURED AN INNOVATIVE DESIGN AIMED AT ASSISTING MARINE BIOLOGISTS, IDENTIFYING SPECIES IN THE OCEAN EXPLORATION, SETTING THEM APART AND SECURING THEM THE TOP INNOVATION AWARD.
THEY RECENTLY RETURNED FROM BOSTON, MASSACHUSETTS, AFTER REPRESENTING TEXAS AT THE WORCESTER POLYTECHNIC INSTITUTE, WHERE THEY COMPETED AGAINST TOP TEAMS FROM ACROSS THE WORLD.
THEY RETURNED HOME WITH THE MOTIVATE AWARD TO CELEBRATE THEIR INCREDIBLE TEAMWORK AND THEIR REMARKABLE SPIRIT.
WE ARE SO PROUD OF KERMIT'S KREW AND THEIR HARD WORK, CREATIVITY, AND PASSION, BUT NOW, BEFORE KERMIT'S KREW RECEIVES THEIR LEGACY OF EXCELLENCE COINS AS A SPECIAL TREAT, THEY WILL PRESENT THEIR AWARD WINNING TADPOLE CONCEPT.
EVERYBODY, WELCOME KERMIT'S KREW.
[00:17:57]
>> [APPLAUSE] EXCELLENT JOB, KERMIT'S KREW.
IF YOU COULD ALL STEP ASIDE, THE BOARD WILL STAND UP AND YOU CAN RECEIVE YOUR LEGACY OF EXCELLENCE COINS.
AS WE'RE RE SITUATING, WE JUST WANT TO SEND A SPECIAL THANK YOU TO KERMIT'S KREW'S COACHES, PATRICIA LEWANDOWSKI AND MS. MEREDITH SCHULTZ FOR THEIR TIRELESS EFFORTS GUIDING AND COACHING KERMIT'S KREW TO THIS HISTORIC ACHIEVEMENT.
ROUND OF APPLAUSE FOR MS. LEWANDOWSKI AND MS. SHOULTS.
[APPLAUSE] PLEASE JOIN US IN CELEBRATING THE MEMBERS OF NAVARRO'S KERMIT'S KREW.
MS. AVA ABUNDEZ, AVA BROWN, JAMES CAPETILLO, ANNEMARIE ESTRADA, LEXI LOCKHART, MAXSIXTO MOSQUEDA, ELENA MUNOZ, TRISTAN NAVARRO, RUBEN RIOS, SADYE TOVAR, AND EVALYN WILLIAMS.
[00:20:04]
KERMIT'S KREW ARE ACCOMPANIED TONIGHT BY THEIR COACHES, MS. PATRICIA LEWANDOWSKI AND MEREDITH SCHULTZ, ALONG WITH ASSISTANT PRINCIPAL MS. ISABEL AGUILAR.IF KERMIT'S KREW COULD COME TO THE CENTER, WE'LL GET A PICTURE WITH THE BOARD.
Y'ALL HAVE DONE THIS ENOUGH. Y'ALL KNOW THE DRILL.
AS THEY GET READY, PARENTS AND COMMUNITY MEMBERS, MS. SANTOS WILL TAKE SOME PICTURES AND AS SOON AS SHE'S DONE, YOU'LL HAVE AN OPPORTUNITY TO DO SO AS WELL.
WAIT ONE SECOND, KERMIT'S KREW, BEFORE WE RELEASE Y'ALL.
IS RUBEN GOING TO START BREAK DANCING? [LAUGHTER] I LOVE IT.
ONE QUICK SECOND BEFORE WE DISMISS Y'ALL, MS. LEWANDOWSKI AND MS. SHOULTS, KERMIT'S KREW HAS A SPECIAL ACKNOWLEDGMENT THEY WOULD LIKE TO GIVE TO BOTH OF YOU IN FRONT OF THE BOARD AND IN FRONT OF OUR AMAZING COMMUNITY.[LAUGHTER] [APPLAUSE] THEY'RE LEGO FLOWERS IN CASE ANYONE COULDN'T TELL.
[LAUGHTER] THANK YOU SO MUCH TO NAVARRO'S KERMIT'S KREW, MS. LEWANDOWSKI, MS. SHOULTS, AND MS. AGUILAR.
DO Y'ALL WANT A PICTURE WITH THOSE? [LAUGHTER] [APPLAUSE]. ANOTHER ROUND OF APPLAUSE FOR KERMIT'S KREW.
[APPLAUSE] AS WE WRAP UP OUR LEGO LEAGUE APPRECIATIONS, THE BOARD WOULD ALSO LIKE TO RECOGNIZE LISD CONTENT SPECIALIST AND FIRST LEGO LEAGUE TOURNAMENT DIRECTOR MS. CHI ROCHA FOR ORGANIZING, FACILITATING, AND SUPPORTING THESE INNOVATIONS.
[APPLAUSE] FOR THE LAST EIGHT YEARS, MS. ROCHA HAS FIRST LEGO LEAGUE AT THE FOREFRONT OF LOCKHART ISD, AND WE HAVE SINCE THEN CREATED LEAGUE HISTORY.
BY HOSTING THE LOCKHART QUALIFIER, OUR DISTRICT HAS BEEN ABLE TO PROVIDE INCREDIBLE OPPORTUNITY FOR NOT ONLY OUR STUDENTS, BUT FOR STUDENTS THROUGHOUT THE ENTIRE REGION TO BE ABLE TO COMPETE IN THIS AMAZING EVENT.
THANK YOU, MS. ROCHA, FOR ALL THAT YOU DO FOR OUR STUDENTS AND FOR FIRST LEGO LEAGUE ACROSS THE STATE OF TEXAS.
[00:25:03]
[APPLAUSE] FOR OUR FINAL RECOGNITION TONIGHT, WE ARE HONORED TO RECOGNIZE A GROUP OF INDIVIDUALS WHO LEAD WITH A TRUE LOCKHART FOR PEOPLE.THE EDUCATION FOUNDATION FOR LOCKHART ISD BOARD MEMBERS ARE A SHINING EXAMPLE OF WHAT IT MEANS TO SERVE WITH HEART, PURPOSE, AND AN UNWAVERING COMMITMENT TO PUBLIC EDUCATION.
THESE DEDICATED VOLUNTEERS GIVE GENEROUSLY OF THEIR TIME, ENERGY, AND EXPERTISE, NOT FOR RECOGNITION OR REWARD, BUT BECAUSE THEY BELIEVE DEEPLY IN OUR STUDENTS, OUR TEACHERS, AND THE FUTURE OF LOCKHART ISD.
OVER THE YEARS, THE FOUNDATION HAS RAISED HUNDREDS OF THOUSANDS OF DOLLARS, ALMOST A MILLION, TO FUND INNOVATIVE TEACHING GRANTS, STUDENT ENRICHMENT OPPORTUNITIES, AND CLASSROOM RESOURCES ACROSS THE DISTRICT.
THEIR IMPACT IS FELT IN EVERY CORNER OF OUR CAMPUSES.
ONE OF THE MOST EXCITING DAYS OF THE YEAR FOR OUR EDUCATORS IS THE GREAT GRANT GIVEAWAY, WHEN FOUNDATION BOARD MEMBERS SURPRISE TEACHERS ACROSS THE DISTRICT WITH FUNDING, TO BRING INNOVATIVE IDEAS TO LIFE.
THAT JOY IS MADE POSSIBLE THROUGH MAJOR COMMUNITY FUND RAISING EVENTS LIKE THE ANNUAL GOLF TOURNAMENT, 50 LIONS WHO CAN COOK, WHICH BRING TOGETHER LOCAL BUSINESSES, FAMILIES, SUPPORTERS WHO ALL BELIEVE IN THE POWER OF PUBLIC EDUCATION.
THANK YOU EDUCATION FOUNDATION FOR YOUR GENEROUS SUPPORT AND FOR HELPING US BUILD A LEGACY OF EXCELLENCE.
ONE STUDENT, ONE CLASSROOM, AND ONE OPPORTUNITY AT A TIME.
PLEASE JOIN ME IN CELEBRATING THE EDUCATION FOUNDATION FOR LOCKHART ISD BOARD MEMBERS.
WE ALL ARE ALL JUST GOING, BUT I'LL READ YOUR NAMES OFF AS YOU WALK ACROSS.
[LAUGHTER] WE HAVE MR. TIM CLARK.
[BACKGROUND] Y'ALL WERE SO EXCITED TO GET THOSE COINS.
MR. TIM CLARK, YVONNE BALTIERRA.
NOT ALL OF THE EDUCATION FOUNDATION BOARD MEMBERS COULD BE WITH US TONIGHT, BUT WE'RE GOING TO READ ALL THE NAMES BECAUSE THEY ALL SERVE A VERY IMPORTANT ROLE.
MISS WHITNEY ABEL, SUSAN MASUR, ROB ORTIZ, RENE RAYOS, REBECCA PULLIAM, NICOLE BURNETT, NICK METZLER, MIKE LANE, NITA MCBRIDE, JEFFRY MICHELSON, JAMES LOVETT, FRED WEBER, CHRIS SCHNEIDER, CHASE LORE, CARL OHLENDORF, AMELIA SMITH, ALLISON SMITH, MR. ALFONSO SIFUENTES, ABEL DE LA CRUZ, AND LAST, BUT CERTAINLY NOT LEAST MS. CHERYL THOMPSON.
THANK YOU EDUCATION FOUNDATION FOR ALL YOU DO FOR THE STUDENTS, STAFF, AND COMMUNITY OF LOCKHART INDEPENDENT SCHOOL DISTRICT.
[00:30:16]
THANK YOU, AND THAT CONCLUDES TONIGHT'S RECOGNITIONS.>> [BACKGROUND] WE WILL NOW MOVE ON TO ITEM 6, PUBLIC COMMENTS.
GIVE US A SECOND FOR HER TO GET BACK. CORINNE?
>> [INAUDIBLE] . >> MS. SIDLE, DID ANYONE TURN IN A CARD?
>> WE HAVE NOBODY THAT SIGNED UP TO MAKE A PUBLIC COMMENT TONIGHT.
WE'RE GOING TO JUMP AHEAD A LITTLE BIT TO ITEM 10, COMMUNICATION ACTION.
WE HAVE ANY NUMBER OF PEOPLE HERE THAT ARE FROM OUT OF TOWN THAT ARE HERE, WE'LL GET YOU OUT OF THE WAY SO THAT YOU CAN GET ON YOUR WAY.
DON'T HAVE TO BE HERE WITH US ALL NIGHT LONG. WE'RE LOOKING AT 10A.
[Consider and/or Approve Audio Enhancement for the Secondary Campuses]
DO WE HAVE THE AUDIO ENHANCEMENT PEOPLE HERE? 10A, CONSIDER AND OR APPROVED AUDIO ENHANCEMENT FOR THE SECONDARY CAMPUSES. MS. HOMANN.>> GOOD EVENING, BOARD AND SUPERINTENDENT ESTRADA.
LAST MONTH, THE ADMINISTRATION COMMUNICATED TO Y'ALL THAT WE HAD INSTALLED AUDIO ENHANCEMENT AT ALL THE ELEMENTARY SCHOOLS.
WE ALSO ALLOWED AUDIO ENHANCEMENTS TO SPEAK TO SOME OF THE SAFETY FEATURES THAT WE ACTUALLY INSTALLED AND HAVE PROVIDED.
THE ADMINISTRATION WOULD LIKE TO PROCEED WITH THE INSTALLATION OF AUDIO ENHANCEMENT AT THE SECONDARY CAMPUSES.
THE DISTRICT WILL PURCHASE AUDIO ENHANCEMENTS BY USING A PURCHASING COOPERATIVE, IN ORDER TO MEET ITS BID REQUIREMENTS.
THE BUDGET FOR AUDIO ENHANCEMENT AT THE SECONDARIES WILL COME FROM EXCESS BOND FUNDS, AND THE COST THAT I HAVE PROVIDED HERE DOES INCLUDE $50,000 IN CONTINGENCY FUNDS JUST IN CASE WE COME ACROSS SOME THINGS THAT WE WEREN'T EXPECTING AND WE NEEDED TO ADD SOMETHING AT A CAMPUS.
AS YOU CAN SEE HERE, WE HAVE THE TOTALS FOR EACH OF THE JUNIOR HIGH, THE HIGH SCHOOL, AND PRIDE CAMPUSES TO GIVE US A TOTAL OF A LITTLE OVER TWO MILLION DOLLARS.
BASICALLY, BASED ON THE INFORMATION THAT WE PROVIDED, WE WOULD LIKE FOR Y'ALL TO APPROVE PROCEEDING WITH THE SECONDARY CAMPUSES.
>> BOARD WE HAVE THIS AT ALL OF OUR ELEMENTARY CAMPUSES AT THE MOMENT.
ARE THERE ANY OTHER QUESTIONS FOR MS. HOMANN OR THE AUDIO ENHANCEMENT PEOPLE?
>> I MOVE THAT THE BOARD APPROVE THE AUDIO ENHANCEMENT FOR THE SECONDARY CAMPUS AUDIO SAFETY SYSTEM INSTALLATION AS PRESENTED.
>> WE HAVE A MOTION. WE HAVE A SECOND.
>> ANY OPPOSED? PASSES 6-0. THANK YOU, MS. HOMANN.
>> ITEM 10B WILL NOT BE CONSIDERED TONIGHT.
ARE WE READY TO MOVE ON WITH THE GOLD STAR TRANSIT?
[Consider and/or Approve Transportation Management Services contract with Goldstar Transit]
ARE THEY HERE? MR. ACUNA?[00:35:13]
>> GOOD EVENING, BOARD MEMBERS, SUPERINTENDENT ESTRADA.
LAST MONTH, WE PRESENTED GOLD STAR'S RENEWAL CONTRACT.
THIS MONTH, WE'RE COMING TO YOU FOR COMMUNICATION ACTION.
ADMINISTRATION RECOMMENDS THAT WE APPROVE THE GOLD STAR CONTRACT WITH THE CPI OF 1.4%.
ANY OTHER QUESTIONS, BOARD? HEARING NONE, YOU TO ENTERTAIN A MOTION.
>> I MOVED TO APPROVE THE AMENDMENT TO TRANSPORTATION SERVICE CONTRACT AS PRESENTED.
>> WE HAVE A MOTION. WE HAVE A SECOND.
WE MOVE ON TO CONSIDER OR APPROVED CUSTODIAL AS ITEM 10D.
[Consider and/or Approve Custodial Management Services contract with Southeast Service Corporation d/b/a SSC Service Solutions]
CONSIDER AND/OR APPROVE CUSTODIAL MANAGEMENT SERVICES CONTRACT WITH SOUTHEAST SERVICES CORPORATION, DBA, SSC SERVICE SOLUTION.>> YES, SIR. AGAIN, LAST MONTH, BOARD MEMBERS AND SUPERINTENDENT ESTRADA WE PRESENTED A PRESENTATION WITH SSE AND CONTINUING OUR PARTNERSHIP WITH SSC FOR THE NEXT SCHOOL YEAR.
OUR ADMINISTRATION IS RECOMMENDING THAT WE APPROVE THEM WITH A 1.5 CPI INCREASE.
IN ADDITION, WITH THE BORCHERT LOOP ELEMENTARY WITH THEIR COST OF $183,300, AND THE HIGH SCHOOL EXTENSION OF $81,007.36.
>> HOW MANY ADDITIONAL STAFF MEMBERS DOES THAT REQUIRE? LIKE BORCHERT LOOP.
>> WE'RE STAFFING BORCHERT LOOP BASED ON THE ENROLLMENTS HERE, SO WE'LL HAVE FOUR CUSTODIANS OVER THERE.
THEN, I BELIEVE, WE'RE HAVING THREE MORE ADDITIONAL CUSTODIANS AT THE HIGH SCHOOL FOR THAT SECTION.
>> ANY COMMENTS OR QUESTION, BOARD?
>> NO. SINCE WE'VE ALREADY DISCUSSED, IT'S EASY.
I MOVE TO APPROVE THE CONTRACT WITH SSC AS PRESENTED.
>> WE HAVE A MOTION. WE HAVE A SECOND.
ALL THOSE IN FAVOR SAY AYE. AYE.
[Consider and/or Approve 2025-2026 School Policies and Procedures]
CONSIDER AND/OR APPROVE 2025/2026 SCHOOL POLICIES AND PROCEDURES, MR. MILLER.>> GOOD EVENING AGAIN, BOARD, PRESIDENT OF THE BOARD, MEMBERS OF THE BOARD, AND SUPERINTENDENT ESTRADA.
BACK AT OUR MAY MEETING, WE DID DISCUSS SCHOOL POLICIES AND PROCEDURES UPDATES WITH THE BOARD, AND TONIGHT WE ARE GOING TO REVIEW THEM AS WELL.
AS A REMINDER, WE HAVE OUR LOCKHART ISD DISTRICT GOALS THAT ANCHOR ALL OF OUR WORK TO CREATE INNOVATIVE OPPORTUNITIES FOR ALL STUDENTS TO PREPARE FOR SUCCESS BEYOND GRADUATION.
EVERY CAMPUS WILL HAVE A RATING BY 2028 THROUGH EXEMPLARY TEACHING AND STUDENT-CENTERED LEARNING, AND TO CULTIVATE AN ENVIRONMENT WHERE OUR EMPLOYEES CHOOSE LOCKHART ISD.
THE THREE CAMPUS OPERATIONAL PROCEDURES THAT WE WILL BE REVIEWING TONIGHT AND PROPOSING TO THE BOARD ARE DRESS CODE, CELL PHONES, AND REMOVAL TIME FOR OFFENSES.
YOU HAVE ALL OF THIS INFORMATION IN YOUR BOARD PACKET.
I REALIZE IT IS RATHER DIFFICULT TO SEE ON THE SLIDES.
BUT TO REFRESH EVERYONE'S MEMORY, WE DISCUSSED THE DRESS CODE BACK IN MAY, THE MAY 19TH MEETING.
AT THAT TIME, WE WERE CONSIDERING MAKING THE LANGUAGE A LITTLE BIT MORE BROAD AS WE THOUGHT THAT POSSIBLY THAT COULD HELP ALLEVIATE SOME CONFUSION IN SOME OF THE DISAGREEMENTS THAT MAYBE SOMETIMES STUDENTS AND/OR PARENTS HAVE CONCERNING DRESS CODE.
BUT AFTER WE PRESENTED IT TO THE BOARD AND GOT YOUR FEEDBACK, AS WELL AS TALKED TO CAMPUS ADMINISTRATORS AS WELL, WE LISTENED TO WHAT BOTH YOU AND THE CAMPUS PRINCIPAL SAID, AND WE HAVE ELECTED TO KEEP THE LANGUAGE VERY EXPLICIT TO AVOID ANY GRAY AREAS.
IN ESSENCE, WE ARE KEEPING THE DRESS CODE AND THE STUDENT HANDBOOK AS IT WAS PREVIOUSLY.
HOWEVER, THE ADDITIONS THAT WE ARE ADDING ARE HIGHLIGHTED IN GREEN.
FOR EXAMPLE, WHERE IT SAYS, NO PAJAMA OR BEDTIME ATTIRE INCLUDING SLIPPERS, THAT'S EXCEPT FOR DESIGNATED DAYS, SUCH AS WHEN IT'S PAJAMA DAY FOR RED RIBBON WEEK OR THINGS OF THAT NATURE.
[00:40:02]
TWO TOPS, HALTER TOPS, SPAGHETTI STRAPS.AGAIN, AT THAT POINT BACK IN MAY, WE WERE SUGGESTING JUST ANY REVEALING CLOTHING.
HOWEVER, PER YOUR RECOMMENDATION, AND AGAIN, CAMPUS ADMINISTRATORS, WE DON'T WANT TO LEAVE ANYTHING TO INTERPRETATION.
THEREFORE, THAT'S WHY WE LISTED OUT ALL OF THOSE THINGS.
ANYTHING LESS THAN TWO-INCH STRAPS, CONSIDERED A SPAGHETTI STRAP, TO DEFINE SPAGHETTI STRAP, TO BE VERY CLEAR ABOUT WHAT THAT IS.
REVEALING ACCESSORIES, AND/OR CLOTHING THAT CAN CAUSE A DISTURBANCE OR SAFETY CONCERN THAT'S PROHIBITED.
THOSE TWO ITEMS WHICH WE ADDED IN GREEN.
YOU'LL ALSO NOTICE THAT UNDERNEATH, SHOES MUST BE WORN AT ALL TIMES.
WE HAVE ADDED CLEAR BACKPACKS INTO THE STUDENT CODE OF HANDBOOK THERE.
WE DID DISCUSS THIS AT THE LAST BOARD MEETING AS WELL.
THIS WILL BE THROUGH STUDENTS K-12.
THESE WILL BE THE BAGS THAT THEY CARRY TWO CLASSES THROUGHOUT THEIR ACADEMIC DAY.
AS DISCUSSED BACK IN MAY, IT DOES NOT INCLUDE STUDENTS PARTICIPATING IN EXTRACURRICULAR ACTIVITIES SUCH AS CHEER, OR BAND, COLOR GUARD, ATHLETICS, WHERE THEY REQUIRE AN ADDITIONAL BAG.
AT LOCKER JUNIOR HIGH SCHOOL THIS SPRING, THE CAMPUS HAD A SYSTEM IN PLACE WHERE STUDENTS WERE ABLE TO BRING THOSE ITEMS IN THEIR DUFFEL BAGS AND PLACE THEM EITHER IN THE BAND HALL OR THE LOCKER ROOMS, OR CHECK IN WITH WHATEVER SPONSOR OR COACH OR TEACHER IT IS THAT OVERSEES THOSE PROGRAMS, AND THEY WOULD CHECK THOSE IN BEFORE THE SCHOOL DAY.
THE CLEAR BAG ONLY APPLIES TO WHAT STUDENTS CARRY THROUGHOUT THEIR SCHOOL DAY.
>> I HAVE A QUESTION ON THE CLEAR BACKPACK BECAUSE I HAD A COUPLE PEOPLE ASK ME ABOUT IT SINCE OUR LAST BOARD MEETING.
FOR GIRLS THAT HAVE PERSONAL ITEMS THAT THEY MAY HAVE IN THEIR BACKPACK, ARE WE GOING TO ALLOW THEM TO HAVE SOMETHING WITHIN THEIR BACKPACK THAT COULD CONCEAL THAT?
>> YES, MA'AM. WE ABSOLUTELY ARE.
>> THEN, AND I'M JUST CLARIFYING FOR PEOPLE OUT THERE, IF WE'RE GOING TO ALLOW THAT, IS THERE GOING TO BE DIMENSIONS ON HOW LONG IT IS? BECAUSE A LOT OF PARENTS HAVE SAID, OR AT LEAST TO ME, IS, WELL, IF WE'RE GOING TO ALLOW A COVERED BAG WITHIN A CLEAR BAG, WHAT'S THE POINT OF A CLEAR BAG? THEY COULD PUT A GUN, THEY COULD PUT A KNIFE, THEY COULD PUT WHATEVER THEY WANT, AND STILL CONCEAL IT WITHIN THEIR CLEAR BACKPACK WITH A BAG THAT'S IN THEIR BAG. SEE WHAT I'M SAYING?
>> YES, MA'AM. I DO SEE WHAT YOU'RE SAYING.
WE WILL BE VERY CLEAR ON WHAT THE DIMENSIONS WOULD BE.
WE DON'T HAVE THEM UP HERE RIGHT NOW.
WE WILL CONTINUE TO DISCUSS IT WITH THE BOARD AS WELL, BUT APPROXIMATELY, A THREE-BY-SEVEN.
>> EXACTLY. COME UP WITH A BAG THAT ACTUALLY FITS THE REQUIRED PURPOSES OF WHATEVER THAT MIGHT BE, FOR FEMALE AND MALE STUDENTS ALIKE, BUT STILL SMALL ENOUGH TO WHERE IT WOULD DETER LARGER PROHIBITED.
>> THEN I HAD ANOTHER PARENT ASK, ARE WE GOING TO ALLOW SWEATSHIRTS WITHIN THE BACKPACKS? BECAUSE THEN THAT JUST DEFEATS THE CLEAR BACKPACK.
I JUST HAVE A BUNCH OF PARENTS HAVE ASKED ME A BUNCH OF QUESTIONS, AND I'M LIKE, I DON'T KNOW THE ANSWER, SO I'LL ASK.
>> THAT IS AN EXCELLENT QUESTION AS WELL, AND THAT IS SOMETHING THAT WE HAVE NOT DISCUSSED AS A LEADERSHIP TEAM OR AS A BOARD IN TERMS OF SWEATSHIRTS IN THE BACKPACK.
>> OR JACKETS OR ANYTHING, AGAIN, BECAUSE THEN IT JUST DEFEATS THE WHOLE PURPOSE OF HAVING A CLEAR BACKPACK.
BUT I KNOW MY KID, SHE WEARS A SWEATSHIRT ALMOST EVERY DAY, AND RIGHT NOW SHE STICKS IT IN HER BACKPACK WHEN SHE'S NOT WEARING IT.
BUT THAT WOULD DEFEAT THE WHOLE PURPOSE OF A CLEAR BACKPACK. I DON'T KNOW WHAT THE ANSWER IS.
>> WELL, AS WE'VE DISCUSSED FOR A FEW MONTHS NOW, I DON'T THINK ANYONE BELIEVES THAT A CLEAR BACKPACK IS GOING TO STOP ANY AND EVERYTHING, WHAT IT WILL DO.
WE'VE HAD EXAMPLES WHERE ACCIDENTS HAPPEN, WHERE A KID AT ONE PARENT'S HOUSE WAS ON A TRIP.
THEY LEFT SOMETHING IN THE BACKPACK, THEY USED THE SAME BACKPACK.
WE HOPE THAT IT WOULD DETER SOME OF THOSE THINGS FROM HAPPENING.
BUT I DON'T THINK ANYONE THINKS THAT A CLEAR BACKPACK IS THE END OR BE-ALL.
IT'S JUST ONE STRATEGY THAT, BASED ON THE FEEDBACK THAT WE'VE HAD THIS YEAR, DEMONSTRATING TO PARENTS THAT WE'RE DOING SOMETHING.
WE REALIZE THERE ARE PARENTS WHO ARE ADAMANT THAT WE NEED TO DO CLEAR BACKPACKS AND MORE.
THERE'S SOME WHO THINK WE SHOULDN'T DO ANYTHING BECAUSE WE COULD MAKE SCENARIOS ALL DAY LONG FOR YOU CAN JUST DO THIS AND JUST DO THAT, WE CAN DO THAT ALL NIGHT LONG.
THE BOARD JUST NEEDS TO DECIDE, DO YOU WANT TO DO IT OR NOT, AND GIVE US THAT DIRECTION.
[00:45:01]
>> THANK YOU, SUPERINTENDENT ESTRADA.
ANY OTHER QUESTIONS ABOUT CLEAR BAGS?
>> YES. WAS THERE DISCUSSION, AND IF YOU CAN REMIND ME OF JUST DOING THIS FOR THE SECONDARY SCHOOLS INSTEAD OF ELEMENTARY SCHOOLS, OR WAS IT GOING TO BE FOR ALL?
>> YES, SIR, MR. CHARLES, GREAT QUESTION.
WE DID DISCUSS AT THE LAST BOARD MEETING THAT WE WILL BE DOING AT K THROUGH 12.
>> IT MIGHT BE A SUGGESTION THAT YOU'RE TALKING ABOUT THE WIND BREAKERS OR THE JACKETS THAT, IF THEY'RE NOT GOING TO WEAR, AND PUT THEM AROUND THEIR WAIST.
I SEE A LOT OF KIDS THAT A LOT OF TIME AROUND THEIR WAIST VERSUS PUTTING THEM IN THE BACKPACK, THAT'S LIKE YOU SAID, I THINK IT'S A FINE TUNING ON THINGS LIKE THAT.
>> MY OPINION WOULD BE, I THINK IT'S UNREALISTIC TO EXPECT OUR STAFF TO MAKE A DRY BECAUSE TODAY IT'S GOING TO BE A SWEATER, TOMORROW IT'S GOING TO BE SHORTS, THE NEXT DAY, IT'S GOING TO BE SOCKS.
THE NEXT DAY IT'S GOING TO BE A PILLOW. YOU GO ON AND ON.
WE EITHER NEED TO DECIDE WE BELIEVE THAT THIS IS GOING TO HINDER OR IT'S NOT, AND TELL US WHAT YOU WANT TO DO.
>> WELL, I AGREE WITH MR. ESTRADA.
I DON'T KNOW IF THERE IS ANY PERFECT SOLUTION, BUT I THINK, WE'RE TRYING, AND I THINK THAT I'M HAPPY TO GO WITH THIS MYSELF.
>> THANK YOU, PRESIDENT WRIGHT. THANK YOU, MEMBERS OF THE BOARD.
ANY OTHER QUESTIONS ABOUT CLEAR BACKPACKS BEFORE WE MOVE ON? THE LAST GREEN ITEM WOULD BE DISTRICT-ISSUED IDS MUST BE VISIBLE AT ALL TIMES WHILE ON CAMPUS FOR SECONDARY STUDENTS AS WELL.
>> WAS THAT NOT A REQUIREMENT BEFORE?
>> IT WAS A REQUIREMENT BEFORE, BUT IT WAS NOT WRITTEN IN THE STUDENT A BOOK BEFORE.
NOW IT WILL BE THERE FOREVER AND EVER.
>> SWITCHING GEARS TO THE RECENTLY PASSED HOUSE BILL 1481, STUDENT USE OF PERSONAL COMMUNICATION DEVICES.
THE BOARD OF TRUSTEES SHALL ADOPT, AND THIS IS LANGUAGE FROM THE ACTUAL BILL.
ADOPT, IMPLEMENT, AND ENSURE THE DISTRICT OR SCHOOL COMPLIES WITH A WRITTEN POLICY PROHIBITING THE USE FROM USING A PERSONAL COMMUNICATION DEVICE WHILE ON SCHOOL PROPERTY DURING THE SCHOOL DAY.
AGAIN, THIS IS JUST RECENTLY PASSED LEGISLATURE AND THIS IS STATEWIDE.
IN ORDER TO COMPLY WITH THE LAW, WE ARE PRESENTING THIS TO YOU IN ORDER TO HELP DEFINE WHAT A PERSONAL COMMUNICATION DEVICE IS AND TALK ABOUT THE PLAN MOVING FORWARD.
PER HOUSE BILL 1481, A PERSONAL COMMUNICATION DEVICE IS DEFINED AS THE FOLLOWING.
TELEPHONE, CELL PHONE, SUCH AS A SMARTPHONE OR A FLIP PHONE, A TABLET, SMARTWATCH, RADIO DEVICE, PAGING DEVICE, ALTHOUGH I'M NOT SURE ANYBODY STILL HAS A PAGER OR ANY OTHER ELECTRONIC DEVICE CAPABLE OF TELECOMMUNICATION OR DIGITAL COMMUNICATION.
IT'S IMPORTANT TO NOTE THAT THE TERM DOES NOT INCLUDE AN ELECTRONIC DEVICE PROVIDED TO A STUDENT BY THE SCHOOL DISTRICT.
THE CHROMEBOOKS THAT WE PROVIDE TO THE STUDENTS ARE NOT CONSIDERED PERSONAL COMMUNICATION DEVICES. QUESTIONS.
>> I DON'T THINK WE CAN SAY IT ENOUGH, MR. MILLER.
THIS IS NO LONGER A CONVERSATION ABOUT IF WE WANT TO DO THIS THE STATE, IT'S THE LAW.
>> IT'S JUST A MATTER OF WE HAVE TWO VERY BASIC DECISIONS OR CHOICES TO MAKE IN JUST IMPLEMENTING THIS.
BUT THIS IS SOMETHING THAT WE'LL HAVE TO COMMUNICATE WITH OUR PARENTS STARTING TOMORROW.
WE'LL START SENDING INFORMATION JUST SO OUR PARENTS CAN START BECOMING MORE AWARE.
I'VE SEEN IT A COUPLE OF TIMES ON THE NEWS, BUT I DON'T THINK ANYONE REALLY KNOWS THAT THIS IS COMING, THAT OUR STATE LEGISLATURE HAS PASSED.
WE DO HAVE A COMMUNICATION PLAN THAT WILL BE ROLLING OUT THIS WEEK AFTER THIS PRESENTATION.
>> THANK YOU, SUPERINTENDENT ESTRADA.
ARE THERE ANY EXCEPTIONS TO THIS LAW? YES, THERE ARE, AND WE'VE LISTED THE EXCEPTIONS OUT FOR YOU.
PERSONAL COMMUNICATION DEVICES.
THE DISTRICT MUST AUTHORIZE THEM FOR THE FOLLOWING CIRCUMSTANCES.
THAT WOULD BE IF THEY ARE NECESSARY TO IMPLEMENT AN INDIVIDUALIZED EDUCATION PLAN.
AS THOSE ARE OUR STUDENTS' IDENTIFY FOR SPECIAL EDUCATION SERVICES, FOR WHATEVER REASON.
THEY MIGHT NEED THAT PERSONAL COMMUNICATION DEVICE, OR FOR SECTION 504, PARTICULARLY FOR HEALTH-RELATED REASONS.
FOR EXAMPLE, SOMETIMES A DIABETIC STUDENT MIGHT NEED THEIR PERSONAL COMMUNICATION DEVICE TO READ THEIR INSULIN LEVELS.
THAT WOULD BE AN EXCEPTION TO THAT RULE.
THERE WOULD NEED TO BE DOCUMENTATION, OBVIOUSLY, TO SUPPORT THAT.
A STUDENT WITH DOCUMENTED NEED BASED FOR A DIRECTIVE FROM A QUALIFIED PHYSICIAN,
[00:50:04]
WHICH COULD BE OTHER THINGS AS WELL, THAN NECESSARY TO COMPLY WITH THE HEALTH OR SAFETY REQUIREMENT IMPOSED BY LAW OR PART OF THE DISTRICT OR SCHOOL SAFETY PROTOCOLS.THOSE WOULD BE THE ONLY TIME THAT WE WOULD MAKE EXCEPTIONS PER LAW, AGAIN, NOT JUST LOCKHART ID MAKING THESE EXCEPTIONS, BUT PER THE STATE OF TEXAS.
AGAIN, JUST AS A FRIENDLY REMINDER, THOSE ARE OUR PERSONAL COMMUNICATION DEVICES.
ALSO VERY EXPLICIT, NOT LEAVING ANY ROOM FOR INTERPRETATION.
>> I WONDER, THIS IS A STATE LAW.
THIS IS JUST STUDENT USE, NOT TEACHERS OR OTHER PERSONNEL ON CAMPUS?
>> NO, MA'AM. THAT IS NOT WRITTEN INTO THE LAW OR ANYTHING ABOUT ADULTS OR STAFF MEMBERS THIS TIME?
>> THIS IS A GOOD OPPORTUNITY.
HAVING LISTENED TO HOURS OF TESTIMONY AND PUBLIC HEARINGS AT THE STATE LEGISLATURE FOR THIS.
THE BIG DIFFERENCE AND I DON'T WANT TO SPEAK FOR THEM, BUT EVERYONE CAN LOOK THIS UP.
THE DIFFERENCE BETWEEN KIDS IS THAT WE KNOW IT'S HARMING KIDS.
IT'S LITERALLY STUNNING THE DEVELOPMENT OF THEIR BRAIN AND ALSO THE EMOTIONAL MENTAL HEALTH OF OUR KIDS.
THAT'S WHY THE STATE LEGISLATURE HAS DONE THIS, BECAUSE THE EVIDENCE IS CLEAR THAT IT'S HARMING OUR KIDS, AND THEY HAVE STEPPED IN TO TRY TO LIMIT THAT HARM AS MUCH AS POSSIBLE.
THEN OBVIOUSLY, THERE'S SOME OTHER ISSUES AROUND FOCUSING ON LEARNING AND THOSE TYPES OF THINGS, BUT A BIG PIECE IS THE HARM THAT IT'S DOING TO KIDS.
THEY KNOW THAT 95% OF KIDS ARE IN SCHOOL EIGHT HOURS A DAY.
>> YES, SIR. MY QUESTION IS, WE KNOW THIS AFFECTS PUBLIC SCHOOLS.
DOES IT ALSO AFFECT PRIVATE SCHOOLS? THAT'S MY QUESTION BECAUSE IF IT DOESN'T, THEN ONCE AGAIN, WE'RE AT THAT SAME OLD THING WHERE THEY GET SPECIAL TREATMENT AND WE HAVE TO DO WHAT WE HAVE TO DO.
THEY NEED TO BE INCLUDED IN THE SAME CONSTRAINTS AND RESTRICTIONS THAT WE'RE ALWAYS GIVEN.
BUT I DO AGREE WITH MR. ESTRADA ABOUT WHAT HE JUST SAID.
I'M JUST SAYING THAT ONCE AGAIN, WE NEED A LEVEL PLAYING FIELD INSTEAD OF BEING OUT AND HAVING TO DO THINGS A DIFFERENT WAY.
>> ABSOLUTELY. THANK YOU FOR SAYING THAT.
I KNOW THAT CHARTER SCHOOLS ARE LISTED IN THE STATUTE.
IT'S ESCAPING ME AT THE MOMENT IF PRIVATE SCHOOLS ARE ALSO LISTED IN THERE.
BUT I DON'T BELIEVE THAT THEY ARE, BUT I KNOW CHARTER SCHOOLS ARE.
>> THEY ARE GOING TO RECEIVE PUBLIC FUNDS.
ONE WOULD THINK, WHETHER THEY'RE PRIVATE OR NOT, IF THEY'RE RECEIVING PUBLIC FUNDS, THEY SHOULD HAVE TO DO WHAT EVERYBODY HAS TO DO.
>> THAT IS AN ACCURATE STATEMENT.
>> I'M SURE THE LAWMAKERS IN AUSTIN THOUGHT ABOUT THAT, BUT I WANTED TO BE SURE THAT IT'S SAID SOMEWHERE.
>> I'M GLAD THAT YOU SAID IT RIGHT HERE AND RIGHT NOW, MR. RATUS.
IS THERE ANY MORE SLIDES OR HOW WOULD IT BE IMPLEMENTED? WHAT ARE THE CONSEQUENCES FOR NOT COMPLYING WITH THE RULES?
>> YES, SIR. THERE ARE SOME MORE SLIDES.
>> WE'RE GOING TO GET INTO THAT.
>> AS ALWAYS, YOU'RE ONE STEP AHEAD OF ME, MR. WRIGHT.
I'M SORRY, MR. RIOS, I DIDN'T HEAR YOUR QUESTION.
WE'RE SIMPLY NOT GOING TO ALLOW THEM.
WE'LL GO ON TO THE NEXT SLIDE AND THEN WE CAN HASH OUT SOME MORE.
>> THAT'S A GOOD EXAMPLE LIKE OUR CONVERSATIONS.
WELL, THEY CAN WEAR THEM, AND THEN WE HAD TO REALIZE AGAIN AND REMEMBER THAT, NO, THIS IS A LAW.
WE DON'T GET A CHOICE TO LET THE KID WEAR SMART WATCH, FORTUNATELY.
>> EXCELLENT QUESTION THOUGH, MR. RIOS.
[NOISE] THE DISTRICT REQUIREMENTS OR CONSIDERATIONS, BACK TO WHAT MR. STRATA SAID JUST A FEW MOMENTS AGO ABOUT A CHOICE WE HAVE TO MAKE.
AGAIN, PER LAW, PER HOUSE BILL 1481, DISTRICTS MUST ESTABLISH DISCIPLINARY MEASURES TO BE IMPOSED FOR VIOLATIONS AND MAY PROVIDE FOR CONFISCATION OF FOAM.
AGAIN, THIS IS WRITTEN DIRECTLY FROM THE LAW ITSELF.
A DISTRICT POLICY MAY PROHIBIT A STUDENT FROM BRINGING A PERSONAL COMMUNICATION DEVICE ON SCHOOL PROPERTY, IS PROHIBITED OR DESIGNATE A METHOD FOR STORAGE OF A STUDENT'S PERSONAL COMMUNICATION DEVICE WHILE THE STUDENT IS ON SCHOOL PROPERTY.
THEN THAT FINAL BULLET IS ABOUT THE CONFISCATION OF THE PHONE AND DISPOSE OF A CONFISCATED PERSONAL COMMUNICATION DEVICE IN ANY REASONABLE MANNER AFTER HAVING PROVIDED THE STUDENTS PARENTS 90 DAYS PRIOR WRITTEN NOTICE.
ESSENTIALLY, WE HAVE A PHONE IN OUR POSSESSION FOR OVER 90 DAYS AND
[00:55:02]
WE'VE GIVEN AMPLE NOTICE TO THE PARENTS AND THEY STILL DO NOT COME AND GET IT.WE ARE LEGALLY REQUIRED TO DISPOSE OF THAT CONFISCATED PERSONAL COMMUNICATION DEVICE.
BUT GOING BACK TO THE PROHIBITION OF THE PHONE ITSELF OR THE DESIGNATED METHOD OF STORAGE.
THE DESIGNATED METHOD OF STORAGE WOULD BE SOMETHING LIKE THE CELL PHONE POUCHES THAT WE'VE TALKED ABOUT AND SEEN BEFORE, THAT IS ONE AVENUE IN WHICH WE COULD TRAVEL.
HOWEVER, THE RECOMMENDATION THAT WE ARE PROPOSING WOULD BE TO PROHIBIT THE STUDENT FROM BRINGING THE PERSONAL COMMUNICATION DEVICES.
NOW, WE UNDERSTAND THAT STUDENTS RIDE THE BUS TO SCHOOL.
WE UNDERSTAND THAT STUDENTS HAVE LATE EVENING EVENTS AFTER SCHOOL.
WE'RE NOT SAYING THAT THEY CAN'T BE IN THEIR CLEAR BACKPACK, BUT WE ARE SAYING THAT IF THEY ARE SEEN AT ANY TIME THROUGHOUT THE SCHOOL DAY, THESE WOULD BE THE CONSEQUENCES FOR THAT.
ESSENTIALLY, A STUDENT WOULD STILL BE ALLOWED TO USE THEIR PHONE ON THE BUS ON THE RIDE TO SCHOOL IN THE MORNING, OR AFTER THE SCHOOL DAY ENDS IN ORDER TO CONTACT THEIR PARENTS ABOUT PRACTICE OR ABOUT TUTORING OR ANYTHING OF THAT NATURE. YES, MR. STRATA.
>> THE LAW IS EXPLICIT IN THAT IT SAYS DURING THE INSTRUCTIONAL PART OF THE DAY.
WE DID LOOK THAT UP, SO THEY CAN BE ON THE BUS, THEY CAN HAVE IT AFTER SCHOOL.
REALLY, IT'S A LONG WAY OF SAYING, WE'RE RECOMMENDING THAT WE DO WHAT WE'RE ALREADY DOING AT LOCKHART JUNIOR HIGH SCHOOL.
FOR THE HIGH SCHOOL, THE DIFFERENCE WOULD BE THAT THEY'RE NO LONGER ALLOWED AT LUNCH.
THANK YOU, MR. STRATA. THAT ESSENTIALLY IS WHAT THAT FIRST BULLET POINT SAYS, UTILIZE THE BEFORE AND AFTER SCHOOL RULE IMPLEMENTED BY LOCKHART JUNIOR HIGH SCHOOL, WHICH HAS BEEN VERY EFFECTIVE AT LOCKHART JUNIOR HIGH SCHOOL.
THROUGHOUT BELL D BELL NO CELL. YES, SIR.
CURRENTLY, WE HAVE DIFFERENT CONSEQUENCES, WHEREAS THE FIRST TIME IT GETS TAKEN UP AND IT GETS HANDED BACK TO THE STUDENT AT THE END OF THE DAY, THE SECOND TIME IS A FINE, ETC.
WITH A NEW LAW BEING PASSED, THESE ARE THE RECOMMENDATIONS THAT WE'RE MAKING AT THIS TIME.
THE FIRST TIME THE DEVICE IS CONFISCATED, IT WILL BE A $15 FEE THE VERY FIRST TIME.
THE SECOND TIME A DEVICE IS CONFISCATED, IT WILL BE AUTOMATIC AND SCHOOL SUSPENSION PLACEMENT.
THE THIRD TIME, A STUDENT WILL BE BANNED FROM BRINGING A CELL PHONE DEVICE ON SCHOOL PROPERTY DURING THE REST OF THE SCHOOL YEAR.
WHEREAS NOW WE'RE SAYING A STUDENT CAN HAVE IT IN THEIR CLEAR BACKPACK AS LONG AS NEVER SEEN OR POWERED ON, IF IT COMES TO THE THIRD INFRACTION, THEN IT WILL BE BANNED ENTIRELY.
THEY CAN NO LONGER HAVE IT IN THEIR BACKPACK OR ON THE BUS OR ANYTHING OF THAT NATURE.
THEN THE FOURTH TIME WOULD BE A DISCRETIONARY DAP PLACEMENT.
>> THE FIRST TIME WE'RE ASSUMING THAT THEY'RE GOING TO GIVE UP THE DEVICE WHEN YOU'RE ASKED FOR IT BECAUSE WE HAD A POLICY LIKE THAT AT PRIDE WHEN I WAS THERE AND SOMETIMES THEY DIDN'T WANT TO GIVE IT UP, WHICH IS WHEN I GAVE THEM A CHOICE OF EITHER GIVING IT UP OR GOING HOME AND WE FORGET IN SCHOOL SUSPENSION, WE WENT STRAIGHT TO SUSPENSION.
THAT'S GOING TO HAVE TO BE FIGURED OUT TOO, WHETHER YOU HAVE TO GET THEM TO CALL THEIR PARENTS ON THEIR CELL PHONE AND SAY, COME GET THEM OR WHATEVER YOU HAVE TO DO.
>> YES, SIR. THAT'S AN EXCELLENT POINT THAT YOU RAISE.
THIS IS NOT LOCKHART ISD DECIDING THIS.
THIS IS THE STATE OF TEXAS MANDATING THAT WE HAVE THIS.
THAT'S NOT GOING TO MAKE IT THAT EASY FOR EVERY KID JUST BE [OVERLAPPING].
>> THE STATE OF TEXAS IS NOT GOING TO BE AT THE SCHOOL COLLECTING THE PHONES EITHER.
IT'S REAL EASY TO PUT OUT RULES IF YOU'RE NOT GOING TO HAVE TO ENFORCE THEM.
>> AT THAT POINT, IT BECOMES SOMEBODY NOT COMPLYING ELSE WHO WOULD ASK.
>> I DON'T WANT TO BE A DOWN, BUT WHO'S GOING TO BE THE ENFORCER IN THE CLASSROOM IF I HAVE MY CLEAR BACKPACK AND I'VE GOT IT IN THERE AND I'M OVER HERE? IS THAT UP ON THE CLASSROOM TEACHER TO BE THE ENFORCER.
>> THE DIFFERENCE NOW THAT OUR STATE HAS MADE IT A LAW, THERE'S ACCOUNTABILITY FOR TEACHERS.
TEACHERS DO NOT GET TO MAKE A DECISION.
THEY WILL BE HELD ACCOUNTABLE AS WELL.
I KNOW THERE ARE SOME TEACHERS IN PREVIOUS YEARS.
MAYBE THEY'RE LIKE, I DON'T REALLY YOU CAN USE IT, YOU CANNOT USE IT.
I WILL SAY THAT LOCKHART JUNIOR HIGH HAS SHOWN THAT IT CAN BE EFFECTIVE.
QUITE FRANKLY, WE'VE HAD YEARS AT LOCKHART HIGH SCHOOL WHERE IT HAS WORKED.
LAST YEAR, THEY WERE USING THEIR PHONES WAY TOO OFTEN, BUT WE'VE HAD YEARS TO WHERE KIDS DID FOLLOW AND TEACHERS DID IMPLEMENT.
IT'S JUST ABOUT MAINTAINING THE EXPECTATIONS, AND NOW WE DON'T HAVE A CHOICE.
>> I THINK THAT'S A KEY POINT THAT IT'S A LAW NOW AND SO IT'S GOT TO BE ENFORCED.
[01:00:03]
>> BECAUSE IN THE PAST, I'VE HAD CONVERSATIONS WITH TEACHERS THAT THEY TALK ABOUT SOME TEACHERS LOOK THE OTHER WAY, THEY DON'T REALLY CARE.
WHAT CONSEQUENCE IS THERE FOR A TEACHER THAT DOESN'T FOLLOW THESE RULES? IS THERE GOING TO BE SOME CONSEQUENCE IF THEY DON'T?
>> I THINK THAT DISTRICT LEADERSHIP HAS TO DO A REALLY GOOD JOB, HAS TO DO AN EXCEPTIONAL JOB OF MONITORING.
CAMPUS ADMINISTRATION HAS TO DO AN EXCELLENT JOB OF MAKING SURE THAT WE'RE IN CLASSROOMS AND WE'RE BEING OBSERVANT, AND WE'RE MAKING SURE THAT TEACHERS AREN'T ALLOWING THAT AT ANY TIME, AND THEN IF THEY ARE, THEN THAT'S A CONVERSATION THAT ADMINISTRATOR NEEDS TO HAVE WITH THAT TEACHER.
WHAT THAT LOOKS LIKE? WE'LL HAVE TO CONTINUE TO FIGURE OUT.
BUT YES, WE HAVE TO BE EXTREMELY DILIGENT FROM A LEADERSHIP PERSPECTIVE ON THIS TO ENSURE THAT OUR TEACHERS ARE FOLLOWING THROUGH WITH THE STATE LAW THAT IS NOW IN PLACE, SO WE CAN ENSURE THAT OUR STUDENTS ARE IN THE CLASSROOMS, LEARNING, ENGAGING WITH ONE ANOTHER AND DOING WHATEVER THEY NEED TO DO TO BE THE SUCCESSFUL STUDENTS THAT WE KNOW THAT THEY ARE.
>> BUT I DON'T THINK THE STUDENTS ARE TAKE IT ANY MORE SERIOUS THAN THE STAFF OR THE TEACHERS.
THE TEACHERS ARE TAKING SERIOUS.
STUDENTS ARE GOING TO TAKE SERIOUS.
>> YOU'RE ABSOLUTELY RIGHT, PRESIDENT.100%.
IF THE TEACHERS AREN'T ENFORCING IT, IF THE TEACHERS ARE DISMISSING IT OR DOWNPLAYING IT, THEN OBVIOUSLY THE STUDENTS ARE GOING TO FOLLOW SUIT.
>> I'M SURE THERE WILL BE A LOT OF DISCUSSIONS ABOUT THAT AND STAFF TRAINING AS WELL AS IN THE HALLWAYS TO GET KIDS TO UNDERSTAND.
I'M SURE ONCE THE COMMUNICATION GOES OUT, PARENTS ARE GOING TO HAVE TO HAVE THAT DISCUSSION WITH THEIR KIDS.
CONSTANT ONGOING COMMUNICATION TO MAKE SURE IF EVERYBODY GETS A MESSAGE.
IT'S NOT LOCKHART ISD STATE LAW.
>> ABSOLUTELY CORRECT, DR. SANCHEZ, AND YOU'RE RIGHT.
THAT'S GOING TO BE SOMETHING WE'RE GOING TO HAVE TO TALK ABOUT A LOT THIS SUMMER.
WE'RE GOING TO HAVE TO TALK ABOUT IT A LOT DURING IN SERVICE.
WE'RE GOING TO HAVE TO TALK ABOUT IT A LOT AT OUR LEADERSHIP.
>> WELL, IT IS THE LAW, I WANT TO BE CLEAR JUST SPEAKING FOR MYSELF AS SUPERINTENDENT.
THESE DEVICES ARE HURTING OUR KIDS.
THEY'RE HARMING OUR KIDS, AND I'M CONVINCED OF IT.
I'M VERY CRITICAL OF OUR STATE LEGISLATURE.
BUT I'M NOT GOING TO JUST BLAME THEM.
I DO THINK THAT WE HAVE TO DO SOMETHING TO ADDRESS THE HARM THAT THESE CELL PHONES IN PARTICULAR ARE DOING TO OUR KIDS.
>> MR. STRATA'S POINT, THIS IS SOMETHING WE'VE BEEN DISCUSSING IN THIS DISTRICT FOR MANY YEARS.
WE HAD NOT SO MUCH SUCCESS WITH MAYBE OVER A COUPLE OF YEARS, BUT THIS HAS BEEN AN ONGOING CONVERSATION WITH THE BOARD OF TRUSTEES AND DISTRICT LEADERSHIP THIS ENTIRE SCHOOL YEAR, FOR SURE, EVEN DOWN TO IN OUR FAMILY FEEDBACK FORUMS WHERE MR. STRATA HAS BEEN VERY VOCAL AND CLEAR ABOUT HIS STANCE ON THIS.
>> I AGREE THAT IT IS THE EMPHASIS OF ACADEMICS.
I GUESS THAT MESSAGE IS A STRONG MESSAGE, AND I GUESS PEOPLE THAT WANT THEIR CHILD SUCCEED HAVE TO UNDERSTAND THAT IT IS CONNECTED TO ACADEMICS AND WELL BEING OF THE STUDENT.
>> I WANT TO SHARE JUST BE TRANSPARENT.
WE HAVE THE OPTION JUST TO TOTALLY BAN THEM, PERIOD.
IT IS NOT OUR RECOMMENDATION BECAUSE LISTENING TO OUR PARENTS THIS SCHOOL YEAR, ESPECIALLY THIS SPRING.
OUR PARENTS, AND I THINK MANY PARENTS ACROSS THE STATE WANT TO HAVE THE ABILITY TO CONTACT THEIR KIDS IN CASE OF AN EMERGENCY.
THIS IS WHY WE'RE GOING WITH THIS ROUTE AND DEALING WITH WHAT ARE WE GOING TO DO BECAUSE WE ARE TECHNICALLY ALLOWING THEM ON THE BUS, WE'RE JUST ASKING THEM TO BE PUT AWAY BECAUSE WE DON'T WANT TO HAVE AN ENTIRE BAN AND JUST SAY THAT YOU'RE NEVER SUPPOSED TO HAVE IT.
BECAUSE WE DO, WE HAVE LISTENED TO OUR PARENTS AND THAT IN CASES OF EMERGENCY, PARENTS WANT TO BE ABLE TO CONTACT THEIR KID.
I CAN GUARANTEE THAT OUR STAFF WILL BE TRAINED IF THERE'S A REAL EMERGENCY.
OUR TEACHERS AREN'T GOING TO SAY, NO, THE STATE LAW SAYS YOU CANNOT USE YOUR PHONE DURING THE STRUCTURAL DAY.
IF THERE'S A REAL EMERGENCY, GET IT TURN IT ON, CONTACT YOUR PARENT, IF THAT WHAT'S NEEDED, EVERY EMERGENCY IS DIFFERENT.
GO BACK A SLIDE, PLEASE, MR. MILLER. WE HAVE TWO OPTIONS.
OR WE CAN NOT AND THAT'S WHY WE'RE GOING THIS OPTION AS [OVERLAPPING].
>> I THINK THAT IS COMMENDABLE BECAUSE THAT SHOWS TO THE COMMUNITY PARENTS THAT WE HAVE TO WORK TOGETHER IN THE BEST INTEREST OF STUDENTS.
SO THAT'S A POINT TO BE EMPHASIZED THAT THERE WAS ANOTHER OPTION THAT PEOPLE WOULD REALLY HATE, BUT BUT LISTENING TO PARENTS AND WANTING TO DO WHAT'S BEST IS THE WAY THAT'S GOING TO BE APPROACHED. I AGREE.
[01:05:12]
>> EVERY SITUATION IS DIFFERENT.
THIS MAY BE THE KID ONLY HAS CELL PHONE.
IT MAY BE A KID WHO HAS CELL PHONE ISSUE, BUT THEY HAVE OTHER DISCIPLINARY ISSUES THAT THEIR STAY MAY BE LONGER, AND NOT ONLY BECAUSE THEY'VE HAD A COUPLE OF CELL PHONE ISSUES, BUT THEY'VE HAD SOME OTHER ISSUES WITH MAYBE A TEACHER OR SOME OTHER THINGS.
WE STILL HAVE TO WORK WITHIN OUR RUBRIC TO GIVE GUIDANCE ON THOSE DAYS.
>> THANK YOU, SUPERINTENDENT STRATA.
IN THE CURRENT DISCIPLINE MATRIX, IT SAYS FOR TECHNOLOGY MISUSE, WHICH IS WHAT THIS WOULD FOLLOW.
TYPICALLY A 1-3 DAY PLACEMENT, BUT IT WOULD DEPEND ON THE SITUATION OF THE STUDENT.
>> ANY OTHER QUESTIONS ABOUT CELL PHONES BEFORE WE MOVE ON? THIS IS OUR FINAL SLIDE ON THIS ONE.
WE ALSO DISCUSSED THIS AT THE MAY 19TH MEETING AS WELL IN TERMS OF REMOVAL TIME FOR OFFENSES, PARTICULARLY IN REGARDS TO TOBACCO PRODUCTS, VAPOR OR, OTHERWISE, ON CAMPUS, AND THEN POSSESSIONS OF DRUGS AND ALCOHOL AND VAPES, WHICH OBVIOUSLY SOMETHING THAT IS WIDESPREAD IN OUR CURRENT SOCIETY.
THE CURRENT GUIDANCE FOR TOBACCO PRODUCTS WOULD BE FIRST OFFENSE WOULD BE 30 DAYS AND 45 FOR THE SECOND AND 60.
WE ARE PROPOSING TO REDUCE THOSE TO 10 DAYS FOR THE FIRST EVENT, 20 FOR THE SECOND AND THIRD OFFENSE WOULD BE 30 DAYS.
THAT WOULD BE IN LDMC OR A DAP, POSSESSION OF DRUGS OR ALCOHOL.
THOSE ARE MANDATORY PLACEMENTS AS WELL, AND THOSE WOULD ACTUALLY STAY THE SAME IN TERMS OF DRUGS AND ALCOHOL.
BUT IF IT IS A TOBACCO RELATED PRODUCT, THEN WE WOULD STILL A PLACEMENT, BUT WE WILL LESSEN THE TIME FOR THAT.
HOPEFULLY, THEY CAN GET BACK TO SCHOOL, GET BACK TO THE CLASSROOMS WHERE TRUE AND MEANINGFUL LEARNING HAPPENS.
ANY QUESTIONS, COMMENTS, CONCERNS ABOUT THAT?
I MOVED TO APPROVE THE 2025 2026 SCHOOL POLICIES AND PROCEDURES AS PRESENTED.
>> WE HAVE A MOTION. WE HAVE A SECOND.
>> ANY OPPOSED? PASSES 6-0. THANK YOU, MR. MILLER.
>> THANK YOU, BOARD. THANK YOU, SUPERINTENDENT STRATA.
[Consider and/or Approve Request for Proposal (RFP) 25-007 for a Construction Manager at Risk(CMAR) for Middle School #2]
CONSIDER AND/OR APPROVE REQUEST FOR PROPOSAL RFP 25-007 FOR A CONSTRUCTION MANAGER AT RFP CMAR FOR MIDDLE SCHOOL NUMBER 2, MISS HOMAN?
SORRY ABOUT THAT. I KNOW I SEND IT TO HIM THIS TIME.
>> THANK YOU. GOOD EVENING AGAIN.
TONIGHT, WE ARE HERE TO REQUEST APPROVAL FOR THE CMAR FOR MIDDLE SCHOOL NUMBER 2.
AND IT'S A BEAUTIFUL DRAWING OF MIDDLE SCHOOL NUMBER 2.
THE ADMINISTRATION RELEASED AN RFP FOR CONSTRUCTION MANAGER AT RISK, CMAR FOR MIDDLE SCHOOL NUMBER 2.
THE SUBMISSIONS WERE EVALUATED FOR BEST VALUE ON THE BASIS OF EXPERIENCE.
THE TEAM MANAGEMENT OR THE TEAM THAT IS ACTUALLY PRESENTED TO BE ABLE TO MANAGE THE PROJECT AT HAND, COST, FINANCIAL CAPABILITIES, THEIR FEES, AND PROPOSED PERSONAL EXPERIENCE.
ALL THE APPROPRIATE FEES AND COSTS WILL BE PAID THROUGH THE 2025 BOND, AND IN YOUR BOARD PACKET, I DID PROVIDE THE ACTUAL BID TABULATION.
THE ADMINISTRATION REQUESTED THE BOARD APPROVE THE HIGHEST RANKED AND BEST VALUED CMAR.
WE ARE RECOMMENDING CORE CONSTRUCTION WITH HILL AND WILKINSON GENERAL CONTRACTORS AS BEING THE SECOND.
IF FOR SOME REASON, WE WERE NOT ABLE TO COME TO AN AGREEMENT ON A CONTRACT WITH CORE,
[01:10:05]
WE DO HAVE BOB SUREY HERE TONIGHT TOO FROM CORE CONSTRUCTION, REPRESENTING THEM AS WELL.DO YOU ALL HAVE ANY QUESTIONS?
>> WELL, I THINK WE HAD A GOOD PARTNERSHIP WITH CORE AND WE DID THE WORK DONE AT THE HIGH SCHOOL.
FROM MY UNPROFESSIONAL POINT OF VIEW, THEY SEEM TO DO A GOOD JOB, THEY WERE ON TIME ON BUDGET, AND I CERTAINLY DON'T HAVE ANY TROUBLE CONTINUING THAT PARTNERSHIP WITH THEM.
>> WONDERFUL. ANY OTHER QUESTIONS OR COMMENTS? IF NOT, WE'D LIKE TO MOVE MOTION.
>> I MOVE TO APPROVE THE RANKING FOR RFP 25-007, THE CMAR FOR MIDDLE SCHOOL NUMBER 2 AND AUTHORIZE A SUPERINTENDENT OR DESIGNEE TO NEGOTIATE A CONTRACT.
IF A SATISFACTORY CONTRACT CANNOT BE NEGOTIATED WITH CORE CONSTRUCTION, THE DISTRICT SHALL FORMALLY IN NEGOTIATIONS WITH THAT PROVIDER, NUMBER 2, SELECT THE NEXT MOST HIGHLY QUALIFIED PROVIDER, AND NUMBER 3, NEGOTIATE A CONTRACT WITH THAT PROVIDER AT A FAIR AND REASONABLE PRICE IN ORDER OF SELECTIONS BY MOST QUALIFIED CONTRACTOR, NUMBER 1, CORE CONSTRUCTION, AND NUMBER 2 HILL AND WILKINSON GENERAL CONTRACTORS.
>> WE HAVE A MOTION, WE HAVE A SECOND.
ANY OTHER QUESTIONS OR COMMENTS, BOARD?
ALL THOSE IN FAVOR SAY AYE. >> AYE.
>> ANY OPPOSED? PASSES SIX TO ZERO.
MS. HOMANN. THANK YOU. GOOD LUCK CORE.
>> WE WILL BELONG TO ITEM 10G,
[Consider and/or Approve 2025-2026 Budgets for Maintenance and Operation Fund, Debt Service Fund and School Nutrition Fund ]
DISCUSS AND TAKE ACTION ON AN ORDER AUTHORIZING THE ISSUANCE OF ONE OR MORE SERIES OF LOCKHART INDEPENDENT SCHOOL DISTRICT UNLIMITED TAX SCHOOL BUILDING BONDS SERIES 2025, LEVYING A CONTINUING DIRECT ANNUAL [INAUDIBLE] FOR THE PAYMENT OF THE BONDS, PRESCRIBING THE FORM, TERMS, CONDITIONS, AND RESOLVING OTHER MATTERS, INCIDENTS AND RELATED TO THE ISSUANCE, SALE AND DELIVERY OF THE BONDS.DELEGATE THE AUTHORITY TO CERTAIN MEMBERS OF THE BOARD OF TRUSTEES AND DISTRICT STAFF TO FINALIZE AND EXECUTE CERTAIN DOCUMENTS RELATED TO THE SALE OF THE BONDS.
>> GOOD EVENING, SCHOOL BOARD AND SUPERINTENDENT ESTRADA.
WHAT THIS IS, THIS IS AN ORDER THAT IS GOING TO DEFINE THE PARAMETERS FOR OUR SALE OF OUR BONDS THAT PASSED BACK ON MAY 3RD OF 2025.
WHAT THOSE PARAMETERS ARE GOING TO BE IS THAT WE WOULD HAVE A MAX PRINCIPAL AMOUNT OF 93.5 MILLION, A MAX MATURITY OF AUGUST 1ST, 2055, AND WE MUST SELL THE BONDS PRIOR TO ONE YEAR FROM TODAY, HOWEVER, WE DO HAVE INTENTION TO SELL THE BONDS ON JULY 16TH WITH THE CLOSING OF AUGUST 7TH.
WE HAVE OUR ATTORNEYS HERE, IF YOU HAVE ANY QUESTIONS AND OUR FINANCIAL ADVISORS.
>> WHAT DOES THE MARKET LOOK LIKE NOW COMPARED TO WHEN WE LAST SOLD BONDS IN 2022?
>> THANK YOU. JENNIFER RITTER SPECIALIZED PUBLIC DISTRICT'S FINANCIAL ADVISOR.
INTEREST RATES HAVE GONE UP SINCE 2022, WHICH IS NOT SURPRISING GIVEN ALL THAT'S HAPPENING IN THE ECONOMY.
WE ARE PROJECTING AN INTEREST RATE TO PROBABLY BE IN THE MID FOURS FOR A 30-YEAR BOND ISSUE.
BECAUSE THE STATE PASSED OR AT LEAST IS SENDING TO THE VOTERS IN NOVEMBER AN ADDITIONAL HOMESTEAD EXEMPTION, RAISING THE HOMESTEAD 100,000-140,000.
IT'S APPROVED BY THE VOTERS, WHICH WE ASSUME IT WILL BE IN NOVEMBER.
THERE IS A RUSH TO MARKET THIS SUMMER FOR TEXAS SCHOOLS BECAUSE IF YOU ARE ABLE TO CLOSE AND IN SOME CASES, MAYBE HAVE A BOND PAYMENT PRIOR TO SEPTEMBER 1ST, THE BONDS WILL RECEIVE A PAYMENT FROM THE STATE AT THE LOWER HOMESTEAD EXEMPTION.
IT BENEFITS US TO MOVE FORWARD QUICKLY.
BUT ALL THAT TO SAY, THERE'S A LOT OF OTHER SCHOOL DISTRICTS DOING THE SAME THING TO QUALIFY FOR A LITTLE BIT MORE STATE ASSISTANCE, SO IT WILL BE A PRETTY BUSY SUMMER.
YOU GUYS ARE ACTUALLY A LITTLE BIT AHEAD OF SOME OTHERS.
IF WE CAN SELL IN THE NEXT COUPLE OF WEEKS HERE ON JULY 16TH, WE MAY BEAT SOME OF THAT VOLUME, WHICH IS ALSO CAUSING INTEREST RATES TO RISE.
BUT THE BOMBING OVER THE WEEKEND IN TERMS OF IRAN HASN'T HURT OUR MARKET SPECIFICALLY.
IT REALLY HAS CREATED A FLIGHT TO QUALITY, HELP THE US DOLLAR.
ALL THAT SORT OF ECONOMIC UNCERTAINTY TENDS TO BE POSITIVE FOR HIGH QUALITY BONDS, PARTICULARLY, A LOCKHART ISD, WE HAVE THE AAA GUARANTEE OF THE STATE OF TEXAS ATTACHED TO IT.
YOU HAVE A AA BOND RATING ON YOUR OWN, SO YOU WERE CONSIDERED A HIGH QUALITY INVESTMENT.
BUT YES, SIR, INTEREST RATES ARE A LITTLE BIT HIGH THAN THEY WERE LAST TIME, BUT STILL WE SHOULD BE UNDER OUR PROJECTIONS THAT WE WENT OUT TO THE VOTERS ACT.
A FEW YEARS AGO, THERE WAS A PROBLEM BECAUSE
[01:15:01]
THE STATE THEY COULDN'T BACK ALL THE SCHOOL BONDS WITH GUARANTEE.IS THAT AN ISSUE AT THIS TIME?
>> BACK WHEN THAT HAPPENED, EXCELLENT POINT.
THEY DID GO BACK AND ASK THE IRS TO INCREASE THE ABILITY OF THE PERMANENT SCHOOL FUND TO GUARANTEE ADDITIONAL BOND VOLUME, SO THEY HAVE INCREASED THAT CAPACITY, AND WE'RE STILL OPERATING UNDER THAT.
THE PERMANENT SCHOOL FUND GUARANTEE, THEY ADDED CHARTER SCHOOLS AS WELL.
IN FACT, ACTUALLY, TODAY, I BELIEVE MR. ESTRADAS, WE DID RECEIVE OUR PRELIMINARY APPROVAL FOR THE PERMANENT SCHOOL FUND GUARANTEE, SO WE WILL HAVE THAT GOING FORWARD WITH OUR SALE ON JULY 16THT.
>> YOU JUST NEED APPROVAL FROM US? MOTION?
>> I MOVE THAT THE BOARD APPROVE THE ORDER AUTHORIZING THE ISSUANCE OF THE BONDS, LEVYING OF THE TAX FOR PAYMENT THEREOF, AND DELEGATING TO CERTAIN DISTRICT OFFICIALS THE AUTHORITY TO FINALIZE AND EXECUTE DOCUMENTS RELATING TO THE SALE OF THE BONDS.
>> WE HAVE A MOTION. WE HAVE A SECOND.
MS. WEISER, WE'RE GOING TO SAVE YOU FOR AFTER LATER.
WE'RE GOING TO SAVE SO IF WE NEED TO HAVE AN EXTENSIVE TALK.
>> I WANT TO SAVE THE BEST FOR LAST. I HEAR YOU.
>> THAT'S EXACTLY RIGHT. I UNDERSTAND. LOUD AND CLEAR.
>> WE WILL MOVE ON TO BACK TO ITEM 7 CLOSED SESSION.
[CLOSED SESSION]
THE BOARD OF TRUSTEES ON JUNE 23RD, 2025, BEGINNING AT 7:47 PM.WELL CONVENE IN CLOSED SESSION IN ACCORDANCE WITH THE TEXAS OPENS MEETING ACT FOR THE PURPOSE OF DISCUSSING ITEMS LISTED UNDER TEXAS GOVERNMENT CODE SECTION 551.071, 551072, 55.1074, 55.129, 55.107 6.
NO FINAL ACTION, DECISIONS, VOTES WILL BE TAKEN WHILE THE BOARD IS IN EXECUTIVE SESSION.
[NOISE] THE BOARD ENDED ITS CLOSED SESSION AT 8:56 PM 9N JUNE 23, 2025.
WE WILL NOW MOVE ON TO ITEM 8,
[Business: Consent Agenda]
THE BUSINESS CONSENT AGENDA.ITEMS A THROUGH H. DOES ANY BOARD MEMBER HAVE ANY QUESTIONS OR COMMENTS ABOUT ANY OF THESE ITEMS?
>> WE HAVE A MOTION. WE HAVE A SECOND.
>> ANY OPPOSED? PASSES SIX TO ZERO.
MOVING ON TO ITEM 9, COMMUNICATION,
[Review Progress Monitoring and STAAR Preliminary Data]
A REVIEW PROGRESS, MONITORING, AND START PRELIMINARY DATA, MR. DAVISON.>> GOOD EVENING, BOARD PRESIDENT WRIGHT, MEMBERS OF THE BOARD, SUPERINTENDENT ESTRADA.
I WILL BE GIVING AN UPDATE ON OUR PROGRESS MONITORING DATA, WHICH INCLUDES 1.5 AND STAAR DATA.
I WILL START OFF WITH A REMINDER OF OUR GOALS FOR THE END OF THE YEAR, THAT IS 80% OF STUDENTS IN GRADES PRE-K THROUGH FIVE, AND 70% OF SIX THROUGH 10 WILL HIT THEIR 1.5 YEARS PROGRESS IN READING.
DURING THE SCHOOL YEAR, 70% OF STUDENTS IN K THROUGH ALGEBRA 1 WILL MAKE 1.5 YEARS PROGRESS IN MATH, AND I AM HAPPY TO SAY THAT SECOND ONE IS IN BOLD BECAUSE WE DID HIT OUR 70% IN MATH, SO WE HIT OUR YEARLY GOAL FOR 1.5 IN MATH.
BUT I WILL START WITH READING.
HERE WE HAVE SOME HISTORICAL DATA, WHICH INCLUDES SCHOOL YEARS '22/'23, '23/'24, AND THEN THIS SCHOOL YEAR.
YOU WILL SEE THAT OVERALL, WE HAVE A CAMPUS THAT IS UP ACROSS THE YEARS, WE HAVE ONE CAMPUS THAT STAYED STAGNANT, BUT THAT CAMPUS WAS PCE AT 94, HAVE A COUPLE OF CAMPUSES THAT DROPPED FROM LAST YEAR, BUT IMPROVEMENTS FROM '22/'23, AND THEN CAMPUSES THAT DROPPED LAST YEAR INCREASES THIS YEAR, BUT STILL NOT WHERE WE WERE TWO YEARS AGO.
OVERALL AS A DISTRICT, WE DID DROP 3% FROM LAST YEARS 70%, STILL 1% ABOVE '22/'23 WITH A TARGET
[01:20:04]
OF 80% THAT WE'LL STILL CONTINUE TO TRY TO REACH IN THE UPCOMING SCHOOL YEAR.NEXT, WE'LL GO INTO SECONDARY READING, AND HERE WE HAVE INCREASES AT BOTH THE JUNIOR HIGH AND THE HIGH SCHOOL ACROSS THE BOARD FROM 2022/2023 TO 2024/2025.
ALTHOUGH WE'VE SEEN INCREASES OVER THE LAST FEW YEARS, FROM THE START OF 2.0, NOT THE START OF 1.5, WE STILL HAVE NOT MET THE TARGET FOR 70% FOR THE ENTIRE DISTRICT.
I MENTIONED BEFORE THAT WE DID HIT OUR GOAL A 70%, SO THE BREAKDOWN HERE OF THE DIFFERENT CAMPUSES, WE DO HAVE THE MULTI YEARS.
WE DO HAVE TWO CAMPUSES THAT DECREASED FROM LAST YEAR TO THIS YEAR, WE HAD TWO CAMPUSES THAT SHOWED SIGNIFICANT GAINS FROM LAST YEAR TO THIS YEAR, AND WE HAVE SOME CAMPUSES THAT HAVE SHOWN INCREASES OVER THE LAST THREE YEARS.
WE DO HAVE ONE CAMPUS THAT WAS UP AND THEN WENT BACK DOWN WHEN YOU LOOK AT LAST YEAR TO THIS YEAR.
ANY QUESTIONS ABOUT 1.5 DATA SO FAR BEFORE I MOVE INTO STAAR? NEXT, I'LL MOVE INTO STAAR THE DATA ANALYSIS.
AS I GET STARTED TALKING ABOUT THE STAR DATA, JUST A COUPLE OF REMINDERS THAT WHEN WE LOOK AT THIS DATA, THAT THE MASTERS AND MEETS PERCENTAGES THAT YOU SEE ARE INCLUDED IN THE APPROACHES PERCENTAGE, AND I'LL REPEAT THAT AS WE GO THROUGH THEM, THE PERCENTAGES LEFT OVER FROM THE APPROACHES WHEN SUBTRACTING FROM 100% IS THE KIDS WHO DID NOT MEET THE APPROACHES LEVEL.
WE'LL START OFF WITH ABS AND THEIR THIRD GRADE TEAM.
APPROACHES AND MASTERS IS UP, BUT NOT AT THE LEVELS OF 2023.
MEETS IS DOWN IN ENGLISH. I'M SORRY.
WE HAVE ENGLISH ON THE LEFT SIDE AND MATH ON THE RIGHT SIDE FOR THIRD GRADE.
ON THE MATH SIDE, APPROACHES IS DOWN, BUT MEETS AND MASTERS IS UP, BUT IDENTICAL TO ENGLISH THAT THEY'RE STILL NOT AT THE LEVELS OF '22/'23.
FOURTH GRADE. WE SEE A DROP IN THE [NOISE] PERCENTAGE OF APPROACHES IN ENGLISH, STAGNANT AT MEETS DOWN IN MASTERS.
FOR THE ENGLISH SIDE, I DO WANT TO MENTION THAT FOURTH GRADE IS AN AREA OF CONCERN FOR WRITING ACROSS THE BOARD ON ALL ELEMENTARY CAMPUSES, AND THE PERCENTAGE FOR ABS WAS WE SAW A 16% INCREASE IN THE NUMBER OF ZEROS STUDENTS RECEIVED ON THE ESSAY AS COMPARED TO THE STUDENTS FROM LAST YEAR, SO SOME OF THESE DIPS WE CAN CONTRIBUTE TO THE AMOUNT OF ZEROS THAT STUDENTS GOT AS COMPARED TO LAST YEAR.
THAT'S WHERE THE MAJORITY OF THESE DIPS CAME FROM.
LIKE I SAID, YOU'LL SEE THIS ACROSS THE BOARD FOR THE MOST PART IN FOURTH GRADE.
ON THE MATH SIDE, APPROACHES AND MEETS IS DOWN, MASTERS IS UP A BIT.
APPROACHES IS UP FROM LAST YEAR WHEN WE LOOK AT ENGLISH, STILL NOT AT THE 2022/2023 LEVEL, MEETS IS UP, WE HAVE MASTERS UP ACROSS THE BOARD, SO ELAR.
ON THE MATH SIDE, DIPS ON THE APPROACHES, STAGNANT AND MEETS A LITTLE BIT UP IN MASTERS.
>> ANY QUESTIONS ABOUT ABS TEAM? I'LL MOVE ON TO BLUEBONNET.
BLUEBONNET'S THIRD GRADE, STAGNANT IN APPROACHES, DOWN IN MEETS, DOWN IN MASTERS.
ON THE ENGLISH SIDE, ON THE MATH SIDE, DOWN A BIT IN APPROACHES,
[01:25:02]
STAGNANT IN MEETS, STAGNANT IN MASTERS.JUST SO YOU KNOW TEAM, AS I GET TOWARDS THE END OF THE ELEMENTARY AND WE LOOK AT ALL OF THIS, I'LL HAVE AN EXPLANATION OF NEXT STEPS AS WELL AS SOME OF THE COMMONALITIES THAT WE SAW IN THE DATA THAT I WANT TO REFER TO AS WE TALK ABOUT APPROACHES FOR NEXT YEAR.
IN FOURTH GRADE, WE SAW DIPS ACROSS THE BOARD IN ENGLISH.
LIKE I MENTIONED ABOUT ABS, BLUEBONNET HAD A 17% INCREASE OF THE NUMBER OF ZEROS AS COMPARED TO STUDENTS LAST YEAR.
ABS AT 16%, BLUEBONNET AT 17%.
WHEN WE LOOK AT MATH, APPROACHES IS DOWN, MEETS IS DOWN AND MASTERS DOWN AS WELL.
>> LAST YEAR, IT SEEMED LIKE AT LEAST SOME OF THE CONCERN WAS IN THE GRADING, WHETHER IT WAS DONE BY COMPUTER AS OPPOSED TO DONE BY A HUMAN.
HAS THAT BEEN AN ISSUE ACROSS THE STATE IN ANY WAY?
>> IT'S STILL BEING GRADED THE SAME WAY SO I CAN'T GIVE YOU A FULL ANSWER IF IT'S STILL A CONCERN.
WHAT WE WILL DO AS A TEAM IS HAVE THESE NOTICINGS.
LAST YEAR WAS FIFTH GRADE THAT WE SAW A HUGE DIP IN THE AMOUNT OF ZEROS GIVEN, NOT ONLY AT LOCKHART ISD, IN THE REGION AS WELL AS THE STATE.
WE'RE GOING TO DO THE SAME REVIEW FOR FOURTH GRADE.
WHEN YOU HAVE 20% DIFFERENCES FROM YEAR TO YEAR OVER THE GRADING OF ESSAYS, TO ME THAT SEEMS TO BE A CONCERN.
WHAT I CAN TELL YOU RIGHT NOW IS THAT WRITING ACROSS THE BOARD, FOURTH GRADE IS A COMMONALITY, BUT WE DO SEE THAT IN OTHER GRADE LEVELS, THERE ARE SOME ISSUES WITH WRITING, AND THAT IT NEEDS TO BE A FOCUS FOR THIS UPCOMING YEAR.
I'M GOING TO TALK A LITTLE BIT ABOUT SOME SPECIFIC INDIVIDUAL TEACHER DATA THAT WE FOUND, THAT ALTHOUGH THERE MAY BE AN ISSUE IN FOURTH GRADE, THERE'S SOME SUPPORT THAT IS NEEDED ACROSS ALL CAMPUSES, DEPENDING ON WHETHER THE TEACHER IS NEW TO PROFESSION OR SWITCHED GRADE LEVELS BY WHEN THEY'RE IN THE ELEMENTARY LEVEL.
LONG WINDED WAY OF SAYING THE WRITING IS STILL BEING SCORED THE SAME WAY.
WE HAVE TO ADAPT AS A DISTRICT.
WE NEED TO CONTINUE TO FIGURE OUT THE BEST STRATEGIES, LOOK AT STUDENT.
WE ACTUALLY GET ESSAYS BACK THIS YEAR.
WHEN THEY'RE SCORED, WE CAN SEE THE ACTUAL ESSAY WRITTEN BY THE KID, WHAT THE SCORE THEY GOT.
IT IS IMPERATIVE THAT WE, AS A DISTRICT AND THE CAMPUSES, REVIEW THE STUDENT WRITING SO THAT WE CAN MAKE ADJUSTMENTS ON AN INDIVIDUAL BASIS.
WE ACTUALLY LOOKED AT ESSAYS ACROSS THE BOARD, AND WE WE WERE LOOKING FOR POTENTIAL ESSAYS THAT NEEDED TO BE RESCORED.
WE FOUND A HANDFUL THAT WE SENT BACK TO THE STATE TO GET THOSE RESCORED.
BUT I WILL TELL YOU IN THE REVIEW BY CNI AND SOME CAMPUS FOLKS, WE HAVE SOME KIDS WHO NEED SOME STRONG STRATEGIES, SOME STRONG TIER 1 INSTRUCTION ABOUT HOW TO WRITE, BECAUSE WHETHER IT WAS LIMITED SENTENCE STRUCTURE, NOT ANSWERING THE QUESTION OR NOT WRITING ANYTHING AT ALL, WRITING IS STILL A HUGE FOCUS THAT WE NEED TO MAINTAIN IN OUR DISTRICT.
>> YOU TARGET PROFESSIONAL DEVELOPMENT BASED ON THE DATA THAT YOU'RE LOOKING AT?
>> WE DO. IT'S SOMETHING THAT WE ABSOLUTELY NEED TO IMPROVE ON.
CAMPUSES PROVIDE SITE BASED PROFESSIONAL DEVELOPMENT, THEY LOOK AT THEIR DATA, THEY LISTEN TO THEIR TEAMS, THE LEVEL LEADERS PROVIDE INFORMATION TO PROVIDE PROFESSIONAL DEVELOPMENT.
WE DO PRE PLANNED PROFESSIONAL DEVELOPMENT, SO WE HAVE TOPICS THAT WE DO ALL YEAR, BUT WE ALSO HAVE WHAT'S CALLED JUST IN TIME.
WHEN WE WALK AND SEE ISSUES, OR WE TALK TO CAMPUSES OR DURING A PRINCIPAL ONE ON ONE, THEY MENTIONED A TOPIC THAT THERE NEEDS TO BE ADDITIONAL RESOURCES OR ADDITIONAL SUPPORT, WE PROVIDE WHAT'S CALLED JUST IN TIME TRAINING.
WE DO NEED TO INCREASE THE PARTICIPATION OF TEACHERS FROM CAMPUSES IN THOSE JUST IN TIME AS WELL AS THE PRE PLAN PD, BUT YOU'LL SEE THAT THERE'S A PLAN ABOUT HOW TO STRATEGICALLY PICK TEACHERS TO COME IN FOR PROFESSIONAL DEVELOPMENT, WHETHER IT'S ON CAMPUS OR WITH US BASED ON HISTORICAL DATA.
IT'S NOT ONLY ONE YEAR, BUT THERE'S A COUPLE OF YEARS OF WHO WE NEED TO FOCUS ON AT THE BEGINNING OF THE YEAR WHEN WE GET OUR FIRST.
PRIOR TO THAT, USE THIS YEAR'S DATA TO INFORM NEXT YEAR, BUT THE MINUTE WE GET 1.5 DATA AT THE BEGINNING OF YEAR THAT WE NEED TO RESPOND TO INDIVIDUAL TEACHERS.
>> IS THAT ONGOING PROFESSIONAL DEVELOPMENT?
>> YES, MA'AM. PRINCIPALS HAVE A PLC, APS GET PROFESSIONAL LEARNING, A LOT OF OUR LEADERS DO, AND WE DO PROFESSIONAL DEVELOPMENT FOR NEW TO PROFESSION.
WE DO THINGS THAT HELP WITH MENTORING, BUT YEAH, WE HAVE PROFESSIONAL DEVELOPMENT THAT HAPPENS PRETTY CONSISTENTLY.
>> BUT DID YOU JUST SAY THAT THIS WAS
[01:30:02]
THE FIRST YEAR YOU'VE ACTUALLY GOT A COPY OF THE WRITING BACK? YOU EVER GOT THAT BEFORE?>> WE DIDN'T GET IT IMMEDIATELY, SO YOU'D HAVE TO WAIT A YEAR.
THIS IS THE FIRST TIME THAT WE GOT THE WRITING RESPONSES WITHIN A FEW WEEKS OF THE SCORES COMING OUT. WE HAVE THEM.
WHEN YOU TRY TO PLAN OVER THE SUMMER FOR THE UPCOMING YEAR FOR KIDS, IT WAS A LITTLE IMPOSSIBLE TO DO SO BECAUSE WE DIDN'T HAVE THE ACTUAL WRITING SAMPLES.
WE DIDN'T HAVE EVERY INDIVIDUAL STUDENTS' WRITING SAMPLES.
WE HAD WRITING SAMPLES OF WHAT A ONE OR A TWO OR A 10 LOOKED LIKE, BUT NOW WE HAVE INDIVIDUAL STUDENT WRITING SAMPLES.
>> I GUESS YOU COULD GO BACK TO WHAT THEY WERE WRITING DURING THE YEAR, DURING ASSESSMENTS, OR WHATEVER AND COMPARE THEM.
DID THEY HAVE THE SAME PROBLEM BEFORE THE STAAR TEST OR IS THE STAAR TEST UNIQUE?
>> THAT IS A PERFECT STRATEGY TO USE AS AN INDIVIDUAL TEACHER AS YOU GET THESE KIDS THE FOLLOWING YEAR, IS TO LOOK AT WAS THIS A BUILD UP? TYPICALLY YOU KNOW WHETHER A CHILD IS GOING TO STRUGGLE IN READING OR NUMERACY OR WRITING, BUT LOOKING AT THE WRITING SAMPLE TO SEE IF IT MATCHES WHAT THEY WERE DOING THROUGHOUT THE YEAR.
THERE ARE SOME STUDENTS THAT DID NOT PERFORM WELL DURING THE STAAR TEST THAT PERFORMED WELL OVER THE YEAR.
BUT WITH THE WRITING SAMPLES THAT WE WERE ABLE TO REVIEW, IT IS EVIDENT THAT WE HAVE KIDS WHO HAVE STRUGGLED WITH WRITING THROUGHOUT THE YEAR AND WE JUST NEED TO DO A BETTER JOB OF PROVIDING THAT INSTRUCTION TO THEM.
>> AS FAR AS WHAT WE'RE LOOKING AT HERE, IT LOOKS LIKE EVERYTHING'S DOWN THIS YEAR FROM LAST YEAR AT BLUEBONNET.
WAS THERE TUTORING OFFERED AT BLUEBONNET FOR THE STAAR?
>> THERE WAS NO TUTORING AFTER SCHOOL AT BLUEBONNET.
THERE WERE INTERVENTIONS THROUGHOUT THE SCHOOL DAY.
>> ARE WE GOING TO HEAR YOUR TAKE ON WHY WE'RE DOWN IN EVERY SECTION AT BLUEBONNET?
>> I HAVEN'T DONE FIFTH GRADE. FIFTH GRADE, YOU'LL SEE A BIT OF A DIFFERENCE, BUT YES, SIR, I CAN GO BACK TO THIRD GRADE.
BESIDES THE 17% INCREASE IN ZEROS FOR THE READING, THERE WAS ONE TEACHER AT THIS GRADE LEVEL THAT HAD ALMOST ONE FOURTH OF THE KIDS THAT WAS 32% BEHIND THEIR PEERS WHEN IT CAME TO THE STAAR APPROACHES.
THE NUMBER OF KIDS WHO DID NOT SHOW APPROACHES FOR THIS ONE TEACHER SIGNIFICANTLY CHANGED THE OVERALL APPROACHES PERCENTAGE FOR THIS GRADE LEVEL.
IN THE THIRD GRADE MATH, IT WAS THREE OF THE FIVE TEACHERS THAT SHOWED 15% DROPS FROM THEIR PEERS, SO THREE OUT OF THE FIVE WERE 15% BELOW THEIR PEERS.
WE HAVE TO STRATEGICALLY LOOK AT TEACHER PERFORMANCE AND STUDENT PERFORMANCE AT THE BEGINNING OF THE YEAR AND START PROVIDING THEM IMMEDIATE SUPPORT, WHETHER IT'S COACHING, IT'S SPECIFIC FEEDBACK ON INSTRUCTIONAL STRATEGIES, AND MAKING SURE THAT WE'RE WALKING THROUGH THOSE CLASSROOMS ON A WEEKLY BASIS.
>> ARE TEACHERS CONTACTING PARENTS FOR THOSE STUDENTS THAT ARE BELOW WHERE THEY SHOULD BE?
>> TALKING ABOUT FOR STAAR OR THROUGHOUT THE YEAR?
>> THROUGHOUT THE YEAR, CAMPUSES SHOULD BE USING SEE SAW.
THEY SHOULD BE USING WEEKLY CHECKUPS AND THEY SHOULD BE USING THE REPORT CARDS TO INFORM PARENTS ABOUT WHERE THEIR STUDENTS STAND.
THIS IS SOMETHING THAT YOU TRACK?
>> SOMETHING THAT WE CAN TRACK.
>> INTERVENTION IS THE WAY TO GO DURING THE DAY, NOT TUTORING?
>> TUTORING IS A PROCESS THAT HAS HAPPENED IN LOCKHART BEFORE.
ALTHOUGH OFFERED THIS YEAR, WE DID NOT HAVE ANY TEACHERS TAKE UP AFTER SCHOOL TUTORING AT BLUEBONNET THIS YEAR.
WELL, IT WAS MULTIPLE CAMPUSES SO I DON'T WANT TO JUST CALL OUT BLUEBONNET.
BUT THERE WERE MULTIPLE CAMPUSES THAT DID NOT HAVE ANY AFTER SCHOOL TUTORING OFFERED.
THEY COULD HAVE, BUT IT WASN'T OFFERED.
NO ONE TOOK UP THE CHANCE TO DO SO AFTER SCHOOL.
>> YOU'RE SAYING THAT'S OPTIONAL, THE TUTORING.
BASED ON THE DATA, IT'S OPTIONAL TO THE CAMPUS?
>> THE STATE SAYS THAT EVERY TEACHER EVERY WEEK HAS TO DO AT LEAST ONE HOUR OF TUTORING, THAT'S PER LAW.
ADDITIONAL TO THAT IS OPTIONAL.
I'LL MOVE ON TO FIFTH GRADE WHERE IN ENGLISH APPROACHES WERE STAGNANT, MEETS IS UP, MASTERS IS UP.
THEN IF YOU LOOK AT MATH, FIFTH GRADE IS UP AT BBE.
I DID WANT TO MENTION ON THE ENGLISH SIDE.
THE OPPOSITE EFFECT OF WHAT I'VE BEEN TALKING ABOUT WITH FOURTH GRADE WAS, THE STAFF AT BBE AND FIFTH GRADE DECREASED THE PERCENTAGE OF ZEROS BY 30%.
THERE'S SOMETHING THAT CAN BE LOOKED AT, RESEARCHED.
[01:35:05]
THOSE TEACHERS CAN HELP OTHER TEACHERS IN OTHER GRADE LEVELS, PROVIDE WRITING INSTRUCTION BECAUSE THERE ARE TEACHERS WHO SHOWED SUCCESS AROUND WRITING.MOVE ON TO CFE. THEIR THIRD GRADE READING IS UP ACROSS THE BOARD.
THEIR MATH IS DOWN IN APPROACHES, STAGNANT IN MEETS AND MASTERS.
I'LL GIVE THE SAME EXPLANATION THAT I GAVE ABOUT BLUEBONNET, AND THAT IS THERE IS ONE TEACHER AT CFE IN THE THIRD GRADE WHO HAD A LITTLE OVER ONE THIRD OF THE KIDS WHO WAS 20% BEHIND THEIR PEERS WHEN IT COMES TO THE AMOUNT OF KIDS MEETING APPROACHES.
THAT SHIFTS THE NUMBER SIGNIFICANTLY WHEN YOU HAVE THAT MANY OF THE CHILDREN IN ONE GRADE LEVEL.
>> THAT GOES BACK TO MAYBE THE PREVIOUS GRADES THAT THEY HAD BEFORE, RIGHT?
>> IT COULD. WE HAVE TO LOOK AT THAT.
WHEN I SAY WE HAVE CAMPUSES AS WELL.
WE HAVE TO LOOK AT THE DATA NOW OF KIDS ENTERING THE NEXT GRADE LEVEL, HOW THEY'RE DIVIDED BY TEACHER, AND LOOK AND KNOW THE INDIVIDUAL STUDENT DATA PER KID THAT'S COMING INTO YOUR CLASSROOM.
THEN ONCE YOU GET A SET OF DATA, WHETHER THAT'S 1.5, IT'S THE FIRST FORMATIVE ASSESSMENT, WE CAN'T WAIT TILL CBA 1 TO DO PROGRESS MONITORING.
IT'S FINDING THAT INFORMATION AS SOON AS POSSIBLE AND THEN IF THERE'S A SPECIFIC GRADE LEVEL, IF THERE'S A SPECIFIC TEACHER, IF THERE'S A SPECIFIC GROUP OF STUDENTS, WE HAVE TO PROVIDE THAT SUPPORT IMMEDIATELY.
>> THIRD GRADE TEACHERS EVER TALK TO SECOND GRADE TEACHERS, FIRST GRADE TEACHERS, KINDERGARTEN TEACHERS TO LOOK AT THE ALIGNMENT TO SEE WHAT'S HAPPENING BELOW? BY THE TIME THEY COME TO ME AS A THIRD GRADE TEACHER, I ONLY HAVE X NUMBER OF MONTHS TO ACTUALLY INCREASE STUDENT PERFORMANCE.
I WOULD BE UPSET, WHAT ARE YOU DOING BEFORE ME?
>> I CAN'T GUARANTEE THAT THE VERTICAL ALIGNMENT AT EVERY CAMPUS IS AS STRONG AS WE WANT IT TO BE.
I DO KNOW THAT THERE ARE CAMPUSES THAT HAVE THOSE CONVERSATIONS.
WE NEED TO TALK ABOUT SUPPORTING ONE ANOTHER, BECAUSE THE KIDS, THEY'RE COMING.
WE CAN DO AS BEST AS WE CAN TO NOT HAVE ANY SUMMER MELT, BUT WHEN THE KIDS COME TO YOU, WHAT DO YOU DO WITH THAT INDIVIDUAL CHILD AT THAT MOMENT BECAUSE THEY NEED ALL THE SUPPORT THEY CAN GET? THAT'S WHERE THEY ARE AT THAT MOMENT, SO HOW DO WE GROW THEM?
>> WELL, BECAUSE WHEN YOU LOOK AT THE DATA, THIRD GRADE, FOURTH GRADE, ET CETERA, IT'S LIKE I'M A THIRD GRADE TEACHER, SO IT'S LIKE I'M GOING TO BE RESPONSIBLE FOR THE OUTCOME, REALLY, BUT REALLY I SHOULD BE WORKING WITH MY COLLEAGUES BELOW SO THAT BASED ON WHAT THEY'RE DOING, THEY CAN ACTUALLY BUILD OR PROVIDE A FOUNDATION BY THE TIME I GET THEM IN THIRD GRADE THAT I HAVE TO MOVE THEM TO DO WELL ON STAAR OR WHATEVER ASSESSMENT.
>> IT'S NOT FORGETTING THAT WE ARE A DISTRICT OF GROWTH. A SPIRIT OF 1.5.
ALTHOUGH A CHILD MAY GROW 1.5 AND STILL NOT GET TO THE APPROACHES LEVEL OR BUMP FROM APPROACHES TO MEETS, IT'S KNOWING WHERE THAT CHILD IS AND GETTING THEM TO GROW VERSUS REGRESS.
HERE WE HAVE CFE'S FOURTH GRADE.
DOWN A BIT IN APPROACHES, DOWN A BIT IN MEETS, UP IN MASTERS.
WHAT I CAN SAY ABOUT ENGLISH IS THERE WAS NO DROP IN THE PERCENT OF KIDS WHO GOT ZEROS.
IT WAS BASICALLY STAGNANT ON THE ESSAY, WHICH MEANS YOU WON'T SEE AS MUCH GROWTH AS THE OTHER CAMPUSES BECAUSE THEIR ESSAYS DID NOT IMPROVE LIKE YOU SAW AT THE LAST FOURTH GRADE CLASS.
BUT THAT MEANS THERE'S ALSO SOME CONTENT KNOWLEDGE THAT NEEDS TO HAPPEN FOR THESE FOURTH GRADERS, THEY MOVE ON TO FIFTH GRADE.
IN MATH, WE'RE UP, BUT WE'RE STILL NOT AT THE 22/23 LEVELS.
FIFTH GRADE, WE'RE DOWN IN ELA, 7% INCREASE IN THE AMOUNT OF ZEROS AT CFE'S FIFTH GRADE.
WE DID HAVE TWO TEACHERS THAT WERE 20% BELOW THEIR PEERS.
THAT'S BOTH CONTENT AND ESSAYS THAT CAUSED SOME OF THE DIPS IN FIFTH GRADE'S CFE ENGLISH.
IN MATH, WE SAW DIPS ACROSS THE BOARD.
ONLY ONE OF THE FOUR TEACHERS AT THE FIFTH GRADE AND CFE HAD ABOVE 70% OF THEIR KIDS SHOWING APPROACHES.
WHEN I TALK ABOUT TEACHER APPROACH OR CAMPUS APPROACH, THIS IS A GRADE LEVEL APPROACH WHEN THREE OF THE FOUR DID NOT REACH THE 70% THRESHOLD.
I SHOULDN'T CALL THAT A THRESHOLD, JUST DIDN'T MEET 70%.
WE NEED TO FIGURE OUT WHAT'S GOING ON WITH MATH WITH THE FIFTH GRADE TEAM AT THIS CAMPUS.
[01:40:02]
I'LL MOVE ON TO NAVARRO.IN ENGLISH, APPROACHES, MEETS, AND MASTERS, THEY ARE UP FROM LAST YEAR, BUT IN ALL THREE LEVELS, BUT THEY ARE NOT WHERE WE WERE AT THE 22/23 LEVEL FOR ANY OF THOSE.
WE HAD ONE TEACHER WITH ROUGHLY 25% OF THE KIDS IN THAT GRADE LEVEL BE BETWEEN ROUGHLY 40% BEHIND THEIR PEERS.
THAT'S ANOTHER EXAMPLE OF RECOGNIZING THAT A TEACHER NEEDS SUPPORT, KIDS NEED SUPPORT AND GETTING TO IT EARLY INSTEAD OF WAITING UNTIL CBA 1 OR CBA 2 OR THE BENCHMARK.
UNFORTUNATELY, MATH IS DOWN AS WELL FOR APPROACHES, AND IT'S THE SAME TEACHER.
FOURTH GRADE, WE ARE UP IN APPROACHES AND MEETS, DOWN A BIT IN MASTERS.
FOR THE FOURTH GRADE HERE, IT WASN'T THE AMOUNT OF ZEROS THAT INCREASED.
IT WAS WE HAD A LARGE PORTION OF KIDS GETTING ABOVE SIX ON THE ESSAYS, DROPPING TO THREE AND FOURS.
THAT'S WHY THE MASTERS WENT DOWN AT NAVARRO IN THE FOURTH GRADE.
THEN WE WERE STAGNANT IN APPROACHES, A LITTLE BIT DOWN IN MEETS, A LITTLE BIT DOWN IN MASTERS, BUT WE HAD TWO TEACHERS AT THIS GRADE LEVEL ON THE MATH SIDE THAT HAD 0% MASTERS AND 20% LESS MEET.
ALTHOUGH THEY WERE ABLE TO GET THEIR KIDS TO PASS, THERE WAS A DIP IN THE MEETS AND MASTERS FOR TWO TEACHERS IN NAVARRO'S FOURTH GRADE.
>> FIFTH GRADE, MUCH LIKE THE PREVIOUS GRADE LEVEL AT NAVARRO, BETTER THAN WE WERE LAST YEAR IN ENGLISH, BUT NOT AS GOOD AS WE WERE IN '22/23.
THE REASON FOR THE INCREASES FROM LAST YEAR TO THIS YEAR WAS A 16% DROP IN THE NUMBER OF ZEROS.
THE SAME THING CAN BE SAID IN MATH, EXCEPT FOR MASTERS THAT WE SHOWED SOME INCREASES IN PASSERS FROM LAST YEAR, STAGNANT IN MEETS, BUT WE'RE NOT WHERE WE WERE AT '22/23.
JUST LIKE THE THIRD GRADE, IT'S THE SAME.
THERE'S ONE TEACHER THAT SHOWED 20% BEHIND THE NUMBER OF PASSERS AND THEY DO BOTH ENGLISH AND MATH IN FIFTH GRADE.
>> WHEN YOU TALK ABOUT ONE TEACHER AS DID HAVE THE BEST YEAR.
DO WE GO BACK AND LOOK HISTORICALLY, HAVE THEY DONE WELL IN THE PAST? HAVE THEY ALWAYS DONE POORLY? ARE THESE BRAND NEW TEACHERS, EXPERIENCED TEACHERS?
>> I'M GOING TO GET TO THAT, BUT WHAT WE FOUND IS IT'S NEW TO PROFESSION, THEN IT'S CHANGING GRADE LEVELS, THEN IT'S ARE NEW TO DISTRICT.
IT'S NOT A PERFECT SCIENCE, BUT WHEN WE LOOK AT ALL OF THE DIPS, MOST OF THIS IS NOT HISTORICAL PER TEACHER.
I WILL TELL YOU THAT DEPENDING ON THE SCHOOL, DEPENDING ON THE GRADE LEVEL, WE DID HAVE SOME TEACHERS WHO HAVE HISTORICALLY DONE VERY WELL IN 1.5 AND STAAR THAT SHOWED SOME DECREASES THIS YEAR.
>> DO WE NEED TO DO A BETTER JOB OF ON-BOARDING?
>> YES, WE ABSOLUTELY NEED TO DO A BETTER JOB ON-BOARDING.
WE NEED TO KNOW ABOUT 1.5, FUNDAMENTAL FIVE, WRITING, STANDARDS-BASED GRADING, AND THEN WE NEED TO MONITOR THEM IMMEDIATELY WHEN SCHOOL STARTS.
>> IT DOES SEEM LIKE WE CAN AFFORD TO WASTE A YEAR OR TWO FOR THEM TO GET THEIR FEET WET.
IT'S LOOKING AT THIS DATA, AND EVEN THE NEW TO PROFESSION WHO HAVE NEVER STEPPED FOOT IN LOCKHART, IT'S ONCE WE HAVE A SET OF DATA AS SOON AS WE GET THAT BASELINE 1.5, IT'S A WEEKLY RESPONSE BY THE CAMPUS WITH SUPPORT FROM CNI ANYTIME WE SEE A CERTAIN TEACHER OR A CERTAIN GROUP OF KIDS DIPPING.
>> WHAT ONE-ON-ONE DO I GET IF I'VE BEEN THAT TEACHER AND I HAVEN'T BEEN DOING WELL? WHAT IS REQUIRED OF ME TO BE DOING SOMETHING DIFFERENT SO THAT I CAN IMPACT THE DATA AND CHANGE IT?
>> AT THE CAMPUS LEVEL, A LEVER LEADER SHOULD BE COACHING THAT TEACHER, AND ASSISTANT PRINCIPAL SHOULD BE WORKING WITH THE LEVER LEADER TO MAKE SURE THERE'S IMPROVEMENT.
THE PRINCIPAL WORKS WITH THE ASSISTANT PRINCIPAL TO MAKE SURE THAT THE COACHING FEEDBACK AND WALK-THROUGHS ARE HAPPENING.
THEN WHEN I OR A MEMBER OF MY TEAM OR WE COME IN AS A TEAM, WE ARE LOOKING AT THE DATA TO MAKE SURE THAT THAT THAT IS HAPPENING.
WE HAVE A MONTHLY, SOMETIMES A BI-WEEKLY, MEETING WITH THOSE PRINCIPALS TO CHECK ON THAT.
>> YOU WATCH ME, YOU MONITOR ME, WHATEVER, BUT WHAT IS MY ROLE? SHOULD I SHARE WHAT I'M DOING DIFFERENT, WHERE I SEE GROWTH? IS THERE ANY RESPONSIBILITY ON THE TEACHER ITSELF TO COME UP WITH WAYS TO MAKE A DIFFERENCE?
>> NO, MA'AM. THE LEVER LEADER OR OTHER MEMBER OF THE SHARED LEADERSHIP TEAM HELPS WITH THE COACHING SESSION.
THERE'S A FOCUS THAT'S SELECTED, AND THAT'S WHAT THEY MONITOR, THAT'S WHAT THEY WALK THROUGH.
THE LEVER LEADERS PROVIDE MODELING.
SOMETIMES BESIDES MODEL, THEY'LL TAKE OVER A CLASS FOR A DAY.
[01:45:03]
IT'S A COLLABORATIVE PROCESS TO HELP THE TEACHERS GET BETTER.>> WHAT IF I DON'T GET BETTER?
>> THEN THERE'S A CRITICAL CONVERSATION THAT HAPPENS AMONGST THE CAMPUS AND A TEACHER ABOUT MAYBE A BETTER PLACEMENT.
>> WHAT YOU DESCRIBED EARLIER WAS A LADDER.
THE TEACHER GOES TO THE LEVER LEADER, THE LEVEL LEADER TO THE ASSISTANT PRINCIPAL, HIGHER.
IS THERE CHECKS AND BALANCES? WOULD YOU EVER GO DOWN TO A TEACHER TO MAKE SURE THAT THEY'RE GETTING THE CORRECT INFORMATION FROM THEIR LEVER LEADER OR FROM THEIR PRINCIPAL?
>> YEAH. CNI DOES WALK-THROUGHS OF CAMPUSES AND I DO CHECK-INS WITH PRINCIPALS AS WELL AS THE SYSTEM PRINCIPALS.
WE LOOK AT FEEDBACK THAT'S HAPPENING DURING WALK-THROUGHS AND THEN WE'LL DISCUSS, WE'LL WALK, WE'LL PROVIDE PROFESSIONAL DEVELOPMENT ON ANY CONCERNS THAT WE SEE OR TRENDS.
I WILL TELL YOU THAT ONE OF THE PLACES WHERE WE NEED TO IMPROVE IN CNI, AND YOU'LL SEE IT HERE IN A LITTLE BIT, IS WHAT ARE THE RESULTS OF COACHING SESSIONS.
CAMPUSES CAN HAVE A TRACKING FORM OF THIS PERSON IS COACHING THAT PERSON, BUT THE ACTUAL MONITORING OF THE COACHING AND THE IMPROVEMENT THAT YOU ALL ARE ASKING ABOUT ABSOLUTELY NEEDS TO GET BETTER, NOT ONLY AT THE CAMPUS LEVEL, BUT IN PARTICULAR AT THE CNI LEVEL.
HERE WE HAVE PCES THIRD, A LITTLE BIT OF A DIP IN MEETS AND MASTERS, BUT OVERALL HITTING THAT 90%, WHICH IS WHERE WE'D LIKE TO SEE ALL SUBJECTS FOR APPROACHES ACROSS THE DISTRICT.
MATH DIP IN APPROACHES, STAGNANT IN MEETS, UP A LITTLE BIT IN MASTERS.
I WILL TELL YOU THAT IN MATH, THERE WERE TWO TEACHERS WHO CARRIED THE OTHER TWO TEACHERS.
WHAT HAPPENS IS, IN THE OTHER CAMPUSES, IF YOU HAD ONE OR TWO TEACHERS THAT WERE 20% OR 25% BEHIND LIKE I WAS TALKING ABOUT, IT DRAGS THE PERCENTAGE DOWN MORE THAN WHAT YOU'RE SEEING HERE.
THAT'S ONLY BECAUSE THE OTHER TWO TEACHERS AT THIS GRADE LEVEL HAD SUCH HIGH PERCENTAGE OF KIDS SHOWING APPROACHES.
THAT'S JUST SOMETIMES THE WAY THE BALL BOUNCES.
IN FOURTH GRADE, UP ACROSS THE BOARD IN ENGLISH, UP ACROSS THE BOARD IN MATH.
THIS WAS THE ONE OUTLIER FOR FOURTH GRADE WHEN IT COMES TO ESSAYS AND OVERALL SCORES.
IT WAS SAME THING IN MATH, LIKE I JUST TALKED ABOUT IN THIRD GRADE, FOR FOURTH GRADE AT PCE.
THERE WAS ONE TEACHER WHO DID LAG 26% BEHIND THEIR PEERS, BUT THE OTHER THREE TEACHERS IN THAT GRADE LEVEL WERE ABOVE 90%, SO IT'S MASKED IN THIS DATA.
IN FIFTH GRADE, DOWN IN OVERALL APPROACHES, AND THAT IS BECAUSE THERE WAS AN INCREASE IN THE NUMBER OF ZEROS ON THE ESSAYS, BUT MEETS AND MASTERS DID GO UP, AND THEN ON MATH SIDE WERE UP ACROSS THE BOARD AT PCE.
BACK ON THE ENGLISH SIDE, THERE WAS ONE TEACHER 35% BEHIND THE OTHER THREE TEACHERS AT THAT GRADE LEVEL.
NEXT, I WANT TO SHOW YOU JUST A COMPARISON OF THIRD GRADE STAAR ACROSS THE BOARD.
AS YOU LOOK AT THIS, THIS IS EVERY CAMPUS SHOWING ELAR IN THE GREEN AND MATH IN THE RED AND ORANGE JUST FOR 2025.
THIS IS ONLY THIS YEAR BY CAMPUS SO THAT YOU CAN SEE WHERE EVERYBODY STANDS.
SAME THING, SAME SCENARIO, ENGLISH IN GREEN, MATH IN THAT REDDISH ORANGE, ONLY 2025.
ANY QUESTIONS, TEAM, BEFORE I MOVE ON TO JUNIOR HIGH?
>> I HAVE A COUPLE OF QUESTIONS. FIRST, AT THE BEGINNING, WE WERE TALKING ABOUT THE 1.5 GROWTH AND IT'S ALL LUMPED TOGETHER.
THEN WHEN WE LOOK AT THE STAAR, WE'RE LOOKING AT 3, 4, AND 5.
IS THERE ANY WAY THAT COULD WE COULD SEE THE READING ISTATION AND THE MATH RENAISSANCE LEARNING TO FOCUS ON GRADE 3, 04, AND 5 SO THERE CAN BE A MORE DIRECT COMPARISON OF? BECAUSE THESE ARE SUPPOSED TO BE LIFTING THEM UP TO BRING THEM TOWARD PASSING THE STAAR.
[01:50:05]
IF I COULD SEE THE DATA ON THE THIRD GRADE FOR THE SCHOOL ON THE ISTATION READING, THEN I CAN DECIDE ON MY OWN WHETHER OR NOT ISTATION IS WORKING OR NOT BECAUSE MAYBE ISTATION ISN'T WORKING WHEN WE'RE USING IT FOR OUR 1.5 GROWTH.SAME THING WITH THE RENAISSANCE MATH, IF I COULD SEE THAT DATA FOR EACH GRADE LEVEL, AND ONCE AGAIN, I'D ONLY BE INTERESTED IN 3, 4, AND 5 BECAUSE THAT'S WHERE THE RUBBER MEETS THE ROAD AS FAR AS THE STAAR IS CONCERNED.
IT WOULDN'T BE BAD TO LOOK AT THE OTHER INDIVIDUAL GRADE WISE ALSO, BUT I WOULD BE INTERESTED IN SEEING THE DATA FOR 3, 4, AND 5 BECAUSE I WANT TO BE ABLE TO TAKE THAT DATA AND TRANSPOSE IT OVER TO THE STAAR AND SAY, IS THIS HELPING OR IS THIS NOT HELPING OR DO WE NEED TO DO SOMETHING DIFFERENT?
>> GOT IT. YEAH, WE ABSOLUTELY HAVE THAT DATA.
>> THEN WE CAN ACTUALLY BREAK IT DOWN BY THOSE THAT ARE TAKING IT IN ENGLISH AND IN SPANISH BECAUSE WE LOOK AT THAT DATA.
I WANT TO MOVE ON TO THE JUNIOR HIGH.
WHEN WE LOOK AT THE DATA FOR ENGLISH, WE ARE DOWN IN APPROACHES AND MEETS, AND STAGNANT IN MASTERS.
WHEN WE BROKE DOWN THIS DATA, WE COULDN'T REALLY DECIPHER IF IT WAS TWO OR THREE OF THE TEACHERS OR MORE TEACHERS PER GRADE LEVEL AT THE JUNIOR HIGH THAN ELEMENTARY PER GRADE LEVEL, BUT WHAT WE DID FIND WAS THE PERCENT OF STUDENTS WITH AN IEP IN SIXTH GRADE WAS ABOUT A 40% GAP FROM THEIR PEERS IN SIXTH GRADE ELAR.
THAT IS ONE OF THE REASONS THAT WE DIDN'T SEE AS MANY STUDENTS OR THE PERCENTAGE GO HIGHER FOR APPROACHES.
ON THE MATH SIDE, WE WERE ABLE TO DESIGNATE OR DECIDE FOR TWO TEACHERS WHO, WELL, THERE'S ONE TEACHER IN PARTICULAR IN SIXTH GRADE THAT HAD HALF OF THE PASSERS AS THE OTHER TEACHER, WITH THE OTHER TEACHER'S PERCENTAGE WAS LOW AS WELL.
IN SIXTH GRADE MATH, WE KNOW THAT THERE JUST NEEDS TO BE TONS OF SUPPORT SO THAT WE CAN HELP GET THE SIXTH GRADE MATH AND ENGLISH GOING.
SEVENTH GRADE, WE'VE SEEN DIPS SINCE '22/23 IN APPROACHES, A LITTLE BIT DOWN IN MEETS, AND DOWN IN MASTERS.
WE DID SEE A 5% INCREASE IN THE NUMBER OF ZEROS.
RIGHT NOW, I CAN'T TELL YOU IF THAT'S STATISTICALLY SIGNIFICANT FOR NOT SHOWING GROWTH IN THE NUMBER OF PASSERS IN SEVENTH GRADE, BUT WE DID NOTICE THAT IT WAS ONE OF THE THREE GRADE LEVELS WE FOCUSED ON FOR RE-SCORING ESSAYS BECAUSE WE DID SEE SOME MAJOR DISCREPANCIES IN SEVENTH GRADE IN THEIR WRITING AND WHAT WAS BEING PRODUCED WHEN WE LOOKED AT THEIR SAMPLES.
WE SAW ALSO A DIP IN MATH FOR APPROACHES.
MEETS WERE ABOVE WHAT WE WERE TWO YEARS AGO, BUT DOWN FROM LAST YEAR.
THERE ARE TWO TEACHERS IN SEVENTH GRADE MATH THAT ARE 20% BEHIND THEIR PEERS.
TOGETHER, THEY HAD OVER 50% OF THE KIDS IN SEVENTH GRADE MATH.
BUT THOSE ARE THE THINGS THAT THE CAMPUS, THE DEPARTMENT, EVERYBODY INVOLVED NEEDS TO KNOW.
IF YOU SEE A TEACHER WITH, I'M JUST GOING TO SAY 130 KIDS, AND THEY'RE STRUGGLING, THAT'S A LARGE GROUP OF STUDENTS THAT THAT TEACHER NEEDS SUPPORT BECAUSE IT'S SEVERAL PERIODS THROUGHOUT THE DAY.
EIGHTH GRADE, STAGNANT IN MASTERS, BUT INCREASES IN APPROACHES AND MEETS.
THEN IN MATH, WE SAW GROWTH ALSO IN EIGHTH GRADE.
ON THE FLIP SIDE, COMPARING TO SEVENTH GRADE, THE TEACHER WHO HAD THE MOST KIDS IN EIGHTH GRADE HAD THE SECOND HIGHEST PERCENTAGE OF KIDS PASSING.
IT'S JUST KNOWING THAT DATA AND PROVIDING THE SUPPORT.
NOW WE'RE GOING TO GO INTO THE HIGH SCHOOL.
WHAT YOU HAVE ON THE LEFT IS ENGLISH 1, AND ON THE RIGHT, YOU HAVE ENGLISH 2 FOR THE HIGH SCHOOL.
INCREASES FROM LAST YEAR, BUT STILL NOT WHERE WE WERE IN '22/23.
WHAT I CAN TELL YOU ABOUT ENGLISH 1 IS OUR EMERGING BILINGUAL STUDENTS.
THE NUMBER OF PASSERS DIPPED THIS YEAR AS COMPARED TO LAST YEAR.
ALTHOUGH WE HAD A SLIGHTLY HIGHER GROUP IN MEETS AND MASTERS, BUT IT WAS ENOUGH TO NOT REACH THE '22/23 DATA.
[01:55:05]
THEN IN ENGLISH 2, IT WAS THE OTHER HUGE CONCERN FOR US, WE SAW DIPS ACROSS THE BOARD.WHAT MAKES THE DATA MORE CONCERNING IS THAT THIS IS FIRST TIME TESTERS ONLY.
IF YOU WERE TO ADD IN, WHICH WE HAVE TO FOR ACCOUNTABILITY, THE RE-TESTERS, THE PERCENTAGE OF STUDENTS PASSING DROPS TO 52% IN ENGLISH 1, AND IT DROPS TO 52% IN ENGLISH 2, SO ROUGHLY A 9% DROP THAN WHAT YOU SEE HERE WHEN YOU PUT IN RE-TESTERS, WHICH IS JUST PART OF WHAT WE HAVE TO DO.
YOU HAVE THE JUNIOR HIGH ON THE LEFT, THE HIGH SCHOOL ON THE RIGHT.
SLIGHT DIP IN MEETS AT THE JUNIOR HIGH, DIP IN MASTERS AT THE JUNIOR HIGH.
AT HIGH SCHOOL, WE DO SEE SOME SIGNIFICANT GAINS IN PARTICULAR IN MEETS AND MASTERS, APPROACHES STILL ISN'T WHERE WE WERE AT '22/23.
WE NEED OVERALL PASSERS TO BE THERE, BUT DEFINITELY INCREASES THAT WE WANT TO SEE LIKE I MENTIONED WITH ENGLISH, THOUGH WHEN WE ADD IN THE RE-TESTERS FOR ALGEBRA AT THE HIGH SCHOOL, THE PERCENTAGE DROPS 38%.
WE'RE AT 21% RE-TESTERS PASSING THE TEST.
WHEN YOU COMBINE ALL THAT, THE NUMBER DOES DIP.
NEXT, I WILL SHOW YOU SECONDARY STAAR.
HERE, YOU HAVE ENGLISH IN THE GREEN, MATH IN RED, STARTS WITH GRADE SIX GOES THROUGH ALGEBRA 1.
ANY QUESTIONS BEFORE I GO ON TO STRATEGIC ADJUSTMENTS, WHAT WE'RE GOING TO DO FOR NEXT YEAR? ACTUALLY, SOME OF IT'S ALREADY STARTED.
FIRST, I WANT TO START WITH SAVVAS.
I'M SURE YOU ALL HAVE HEARD WE ARE IMPLEMENTING AN ENGLISH CURRICULUM AT THE ELEMENTARY LEVEL.
PROFESSIONAL DEVELOPMENT STARTED ABOUT EIGHT WEEKS AGO.
AT OUR LEARNING LEAD, WE HAD OVER 70 TEACHERS SHOW UP FOR WHAT WE'RE CALLING LEVEL 1.
IT'S A DIFFERENTIATED PROFESSIONAL DEVELOPMENT, SO TEACHERS WHO ALREADY RECEIVED LEVEL 1 WILL MOVE ON TO LEVEL 2.
THIS INCLUDES ADMINISTRATORS, MEMBERS OF CNI.
WE KNOW THAT IT'S A HUGE ENDEAVOR.
IT'S BEEN A WHILE SINCE THERE HAS BEEN WHAT WE CALL A CURRICULUM THAT WE'VE USED AT THE ELEMENTARY LEVEL, BUT SAVVAS HAS BEEN A GOOD PARTNER SO FAR.
THEY'VE COME OUT AND HELP WITH PROFESSIONAL LEARNING.
I'D WANT TO GIVE KUDOS TO NOT ONLY THE CONTENT SPECIALISTS, BUT THE BILINGUAL INSTRUCTIONAL COACHES AND THE ENTIRE CNI TEAM.
THEY'VE BEEN WORKING NONSTOP TO TRY TO GET AS MUCH INFORMATION TO TEACHERS AS POSSIBLE SO THAT THEY CAN INTERNALIZE IT BEFORE THE YEAR STARTS AND WE NEED TO BE PREPARED, AND WE WILL BE PREPARED AT THE MINUTE THIS SCHOOL YEAR STARTS, AND WE'RE TALKING ABOUT NOT ONLY CAMPUSES DOING WEEKLY WALK-THROUGHS, BUT CNI BEING ON CAMPUSES TO LOOK FOR GAPS.
THAT'S NEW TO PROFESSION, THAT'S NEW TO A GRADE LEVEL, THAT'S NEW TO OUR DISTRICT, AND THAT'S VETERANS.
>> ARE THERE ONGOING PROFESSIONAL DEVELOPMENT ON SAVVAS?
>> SAVVAS IS ALL-YEAR LONG, AND IT WILL BE.
WE'RE GOING TO HAVE THAT FOR MULTIPLE YEARS.
THIS WAS AFTER TALKING TO PRINCIPALS AND LOOKING AT DATA.
JUST A REMINDER, TWO YEARS AGO, WE DID 1.5 ASSESSMENTS EVERY MONTH, EXCEPT FOR A BENCHMARK MONTH, AND EOC OR STAAR, SO THREE MONTHS WERE LEFT OUT DURING THE YEAR.
WE ARE GOING BACK TO FULL-YEAR 1.5 ASSESSMENTS.
IN ALL GRADE LEVELS THAT MEASURE 1.5, WE'LL DO SO EXCEPT FOR THE MONTH OF MAY.
NEXT YEAR, THERE'LL BE 1.5 UPDATES EVERY MONTH UNLIKE THIS YEAR WHERE THERE WERE ONLY THREE, WITH THIS BEING ONE OF THEM.
>> YOU'VE HEARD ME SAY IT 100 TIMES TONIGHT IN MY PRESENTATION IS THAT RESPONDING TO DATA, THE PROGRESS MONITORING PLANS, WE ARE NOT WAITING UNTIL CBA 1.
WE'RE NOT WAITING UNTIL THE END OF OCTOBER.
IN SEPTEMBER, FIRST BASELINE DATA, CAMPUSES ARE RESPONDING, WE ARE CHECKING, AND WE ARE SUPPORTING.
WE WILL INCREASE WEEKLY WALKTHROUGHS BY CAMPUS ADMINISTRATION.
CAMPUS ADMINISTRATORS HAVE BEEN INFORMED THAT THEIR WEEKLY WALKTHROUGHS WILL INCREASE NEXT YEAR, FROM WHAT WE'VE SEEN THIS PAST COUPLE OF YEARS.
DISTRICT FEEDBACK REVIEW. EVERY WEEK,
[02:00:04]
THE DIRECTORS IN CNI ALONG WITH CONTENT SPECIALIST INSTRUCTIONAL CODE, WE CALL IT CORE.INSTEAD OF WAITING UNTIL WALKTHROUGHS HAPPENED BY CNI, EVERY WEEK, CORE MEMBERS WILL REVIEW THE FEEDBACK THAT CAMPUSES ARE GIVING.
WE'RE GOING TO LOOK FOR TRENDS.
WE'RE GOING TO LOOK FOR FEEDBACK THAT'S NOT BENEFICIAL TO THE TEACHER.
THEN WE ARE RESPONDING TO THE CAMPUS DIRECTLY ABOUT WHAT WE'RE SEEING AND WHAT PROFESSIONAL DEVELOPMENT MIGHT COME OUT OF IT, WHAT TYPE OF COACHING, IS THERE A TEACHER THAT NEEDS HELP? IS THERE JUST IN TIME? BUT WE'RE GOING TO USE THIS FEEDBACK REVIEW TO HELP PRINCIPALS, CAMPUSES, THE SHARE LEADERSHIP TEAM, AND MOST IMPORTANTLY, GET OUR KIDS TO GROW 1.5.
> DO YOU HAVE A FEEDBACK FORM TO GIVE THEM WHEN YOU LEAVE OR WHEN YOU ENTER OR DO THEY KNOW WHAT YOU'RE LOOKING FOR?
>> YEAH. WE REVIEW THE WALKTHROUGH FORM THAT THEY USE.
WE'RE LOOKING AT THE FEEDBACK IN IT WE HAVE IT IN OUR DATA SITE.
WE CAN PULL IT UP AND I CAN LOOK AT EVERYBODY'S FEEDBACK FROM THE DAY.
I CAN LOOK AT IT FOR THE WEEK.
WE USE THAT DATA SUITE BECAUSE WE HAVE ACCESS TO EVERYBODY'S FEEDBACK.
>> I AS A TEACHER, I GET A FEEDBACK FORM WHEN YOU WALKTHROUGH MY CLASSROOM?
>> YES, MA'AM. I CAN SAY 100% OF THE TIME BECAUSE SOMETIMES IT'S A QUICK, HEY, I'M JUST TRACKING ON YOU.
BUT IF IT'S A WALKTHROUGH IT GOES INTO THE FORM AND THEN WE HAVE ACCESS TO IT.
>> BUT IF I'M HAVING TROUBLE, ARE YOU GOING TO GIVE ME FEEDBACK ON THAT ONGOING?
>> THAT'S WHAT I WAS GOING TO ASK. WHEN YOU'RE TALKING ABOUT FEEDBACK AND COACHING, WHAT IS THE MEASUREMENT? WHAT ARE THE WEEKS, MONTHS?
>> WE HAVE SHORT CYCLE COACHING SESSIONS AND WE HAVE LONG CYCLE.
SHORT CYCLE IS ONE OR TWO VISITS WITH THE TEACHER, REALLY SPECIFIC FOCUS.
IF AFTER THE ONE OR TWO SESSIONS WITH THAT TEACHER, WE'RE STILL NOT SHOWING IMPROVEMENTS, IT TURNED INTO A LONG SESSION.
A LONG SESSION CAN BE BETWEEN FIVE AND EIGHT SESSIONS ON SOMETHING MAYBE A LITTLE BIT BIGGER.
THERE HAS TO BE DATA THAT SUPPORTS THAT THE TEACHER IS IMPROVING, BUT THAT THE STUDENTS ARE GROWING.
WHETHER YOU WAIT FOR 1.5 THE NEXT MONTH OR THERE'S A FORMATIVE ASSESSMENT OR IT'S JUST ANOTHER WALKTHROUGH THE FOLLOWING WEEK, YOU ARE CHECKING ON SPECIFIC FOCI THAT YOU SAW THAT THE TEACHER NEEDED IMPROVEMENT ON AND YOU WERE SUPPOSED TO BE COACHING.
IT'S OUR JOB TO THEN SAY, YOU SAID THAT THESE THREE TEACHERS WERE GETTING SUPPORT ON THE CRITICAL WRITING.
WE'LL LOOK AT THE FEEDBACK, SHOW ME SOME DATA.
TELL ME HOW YOUR COACHING SESSIONS ARE GOING.
LIKE I MENTIONED EARLIER, THEY'VE BEEN PUT ON A SPREADSHEET, BUT THE ACTUAL EFFECTIVENESS HAS NOT BEEN REVIEWED, WHICH WE WILL DO THIS.
MONITORING OF COACHING, WHAT I WAS JUST TALKING ABOUT.
THEN YOU'VE HEARD ME SAY A BUNCH OF TIMES TONIGHT ALSO FOCUS ON NEW TO PROFESSION TEACHERS.
THE DATA FOR TWO YEARS SHOWS THAT WHEN WE LOOK AT THE 1.5, WHEN WE LOOK AT CBA, WHEN WE LOOK AT BENCHMARK, NEW TO PROFESSION TEACHERS NEED SUPPORT.
THESE WEEKLY MEETINGS, THE FOCUS, THE COACHING, WE JUST HAVE TO MAKE SURE THAT WE ARE SUPPORTING THEM.
WE'RE ACTUALLY ADDING ADDITIONAL PROFESSIONAL LEARNING SESSIONS FOR NEW TO PROFESSION TEACHERS THIS YEAR.
IT'S IN TO AVERAGE OUT AT LEAST TWICE A MONTH.
THEN I HAVE TASKED TWO DIRECTORS IN CNI THAT ANYTIME THAT THEY WALK, THAT WE LOOK FOR WRITING.
SOMETIMES WE'LL MISS IT, BUT WE REVIEW FUNDAMENTAL 5, BUT THAT WE'RE GOING TO LOOK FOR CRITICAL WRITING, THAT IT'S WITHIN THE FUNDAMENTAL 5, AND THAT THEY'RE USING THE STRATEGIES THAT ARE ACCEPTED IN OUR DISTRICT, AND THAT'S THE FOCUS OF OUR WALK SO THAT WE CAN PROVIDE THE FEEDBACK TO PRINCIPALS AND CAMPUSES.
I MET WITH PRINCIPALS MULTIPLE TIMES, ASKED THEM HOW PROGRESS MONITORING WAS GOING, IF THEY WANTED TO MAKE ANY CHANGES OR CONTINUE, AND EVERY SINGLE PRINCIPLE SAID THAT WE HAVE TO CONTINUE THE PROGRESS MONITORING.
WE'RE GOING TO CONTINUE WITH THAT PLAN.
ONE BIT OF INFORMATION I WANT TO SAY IS THAT THE PROGRESS MONITORING PLANS AFTER BENCHMARK SHOWED LARGER INCREASES THAN THE LAST TWO YEARS.
WE KNOW THAT THE EFFORT AND THE EFFECTIVENESS OF THE PLANS THAT HAPPENED AFTER THE BENCHMARK THIS YEAR SHOWED MORE SIGNIFICANT GAINS THAN WE DID IN PREVIOUS YEARS.
>> YOU GO TO MY CLASSROOM AND I HAVE A FOLDER ON INDIVIDUAL STUDENTS WRITING SAMPLES THAT I CAN LOOK AT THE WRITING SAMPLES OF INDIVIDUAL STUDENTS, OR IS THAT ANYTHING THAT THEY KEEP?
>> NOT EVERY TEACHER DOES THAT, DR. SANCHEZ.
THEN WHEN WE THINK ABOUT SOME STRATEGIC PLANNING, THIS IS FOR THE HIGH SCHOOL IN PARTICULAR.
WELL, YOU HEARD ME TALK ABOUT THE RETEST OR PERCENTAGES.
WE HAVE TO HAVE A STRATEGIC PLAN ABOUT OUR KIDS WHO NEED TO RETEST AT THE HIGH SCHOOL.
IN ADDITION TO THAT, THE FOURTH YEAR CLASSES THAT THEY'RE TAKING,
[02:05:01]
PREPPING FOR SAT, AND THEN JUST ADVANCED CLASSES OVERALL.WHEN I SAY ADVANCED, IT CAN BE ONRAMPS, IT CAN BE THE DUAL CREDIT, SUPER HAPPY ABOUT WHERE EARLY COLLEGE HIGH SCHOOL IS GOING, ANOTHER 150 PLUS KIDS HAVE APPLIED.
BUT HOW THEY'RE DOING ON AP EXAMS, HOW THEY'RE DOING IN THOSE ONRAMPS DUAL CREDIT CLASSES, HOW THEY'RE DOING AN SAT.
BESIDES IT BEING A PORTION OF ACCOUNTABILITY IT IS WE HAVE TO CONTINUE TO HOLD THOSE HIGH EXPECTATIONS THROUGHOUT GRADUATION, SO THAT THEY'RE PREPARED FOR, WHETHER IT'S COLLEGE CAREER OR LIFE.
THAT'S ANOTHER THING THAT WE'RE DOING AS A STRATEGIC ADJUSTMENT.
>> I WANT TO GO BACK TO A COMMENT OR QUESTION AND YOU REFERENCED STANDARDS BASED REPORT CARDS.
I THINK ONE OF THE OPPORTUNITIES AS WELL AS HOW ARE WE COMMUNICATING WITH PARENTS? THAT'S A THEME THAT WE'VE CONTINUED TO HEAR THIS YEAR OF PARENTS NOT REALLY UNDERSTANDING HOW THEIR CHILD IS PROGRESSING OR MAYBE GETTING INFORMATION THAT SAYS, THEIR CHILD IS DOING WELL OR IS STRUGGLING AND THEN THEY END UP, AT THE END OF THE YEAR PROVING THE OPPOSITE.
I THINK THAT'S AN OPPORTUNITY THAT I'D LIKE TO SEE ADDED AS WELL, IS THAT CONSTANT COMMUNICATION AND FEEDBACK TO PARENTS AND INVOLVING THE PARENTS IN THE GROWTH OF THE CHILD THROUGHOUT THE SCHOOL.
>> ABSOLUTELY, AND CONNECTING IT TO SEESAW.
>> THAT WAS MY POINT, THOUGH AS A PARENT.
MY KIDS DOING POORLY IN WRITING AND YOU'RE GOING TO HAVE A CONFERENCE WITH ME, I DON'T KNOW WHAT THAT LOOKS LIKE.
WELL, I WANT TO SEE WHAT MY CHILD IS DOING.
WHAT WAS HE DOING IN SEPTEMBER AND WE'RE NOW NOVEMBER? THEY DON'T BRING ANYTHING HOME.
WHERE IS THE EXAMPLES OF MY KID AND HOW POOR THEY'RE DOING IN WRITING OR HOW GREAT THEY'RE DOING IN WRITING?
>> THAT'S ONE FOURTH OF THE YEAR GONE ALREADY IF YOU WAIT FOR A STUDENT CONFERENCE.
WE HAVE TO DO A BETTER JOB LIKE MR. ESTRADA WAS SAYING, WAS PROVIDING THE INFORMATION TO PARENTS ABOUT WHERE THEIR KID STANDS AND WHAT IT MEANS.
>> BECAUSE A LOT OF PARENTS DON'T UNDERSTAND, HE'S DOING WELL.
GREAT. BUT THEN I HAVEN'T SEEN ANY EVIDENCE. I DON'T KNOW.
THEY JUST TOLD ME HE WAS DOING GREAT.
NOW I SEE THE REPORT CARD, NOT SO GREAT.
>> I HAVE A COMMENT ON WHAT DR. SANCHEZ WAS TALKING ABOUT, THE WRITING.
IT'S CHANGED OVER TIME FROM TEXT, ALMOST EVERYBODY PASSED ENGLISH.
NOW, BECAUSE THEY DEMAND MORE, ON TEXT, IF YOU WROTE IT LONG ENOUGH, YOU MIGHT ACCIDENTALLY GET THE RIGHT ANSWER.
THEY LIMIT YOU NOW, AND SO YOU HAVE TO KNOW WHAT YOU'RE WRITING ABOUT.
>> YOU CAN'T DO IT. THAT'S SOMETHING THAT THE PARENTS, THEY DIDN'T HAVE TO WORRY ABOUT IT WITH TEXT, BUT NOW THEY DO WITH STAAR.
I THINK THERE HAS TO BE A CONCERTED EFFORT TO SHOW THE STUDENTS, WHAT IS THE EXPECTATION? WE WENT THROUGH THAT WHEN I WAS A TESTING COORDINATOR OF WHEN YOU WOULD GO TO TRAINING, THEY WOULD TELL YOU, THIS IS WHAT YOU NEED TO FOCUS ON, AND THAT'S SOMETHING WE NEED TO BRING BACK WHENEVER WE'RE WORKING WITH THE TEACHERS.
LIKE DR. SANCHEZ SAID, THIS IS WHAT IT LOOKS LIKE BECAUSE A LOT OF STUDENTS DON'T KNOW WHAT IT LOOKS LIKE BECAUSE THEY'VE NEVER SEEN, AND THE PARENTS DON'T KNOW BECAUSE IT WAS DIFFERENT FROM WHEN THEY WERE IN SCHOOL.
>> I CAN TELL YOU THAT IN REVIEW OF THE ESSAYS, NUMBER 1, JUST ANSWERING THE QUESTION, ESPECIALLY AT THE LOWER LEVEL, THE LOWER GRADES, THIRD, FOURTH, AND FIFTH, JUST ANSWERING THE QUESTION.
ONE OF THE REASONS WE PICKED SAVVAS WAS THE ESSAY PROMPTS ARE BASED ON CONTENT KNOWLEDGE.
IT'S NO LONGER A STORY ABOUT A NOVEL.
THERE'S SCIENCE AND SOCIAL STUDIES INVOLVED IN THE TEXT THAT THEY HAVE TO REVIEW.
SAVVAS IS HEAVY ON TEACHING CONTENT KNOWLEDGE AND FOCUSING ON CONTENT KNOWLEDGE SO THAT YOU HAVE A BASE FOR DIFFERENT PIECES OF KNOWLEDGE THAT'LL HELP YOU ANSWER THE QUESTION.
IN OUR ENGLISH 2 TEST, THERE'S A TOPIC THAT IF YOU DON'T REMEMBER WHAT A FALL LINE FROM 5TH AND 8TH GRADE, YOU'RE NOT GOING TO ANSWER THE QUESTION PROPERLY AND YOU WON'T GET ANY POINTS.
THE THIRD THING THAT WE STRUGGLE WITH IS KIDS TAKING QUOTES FROM THE TEXT AND JUST TRYING TO REARRANGE THE WORDS, AND IT'S WHAT DO YOU CALL IT WORD SALAD.
I'M JUST GOING TO SWITCH THE WORDS AROUND AND I'M ANSWERING AND THE AI OR NOT, IT CATCHES IT.
ALL YOU'RE DOING IS YOU'RE JUST MOVING WORDS AROUND.
YOU'RE NOT ANSWERING OR COMING UP WITH AN ORIGINAL THOUGHT.
>> THOSE ZEROS YOU WERE TALKING ABOUT, THE INCREASE, 16, 17% OF ZEROS ON THE RESPONSES.
WERE THOSE BECAUSE THEY DID NOT ANSWER? THEY DIDN'T PUT ANYTHING OR WAS THAT BECAUSE THEY DID WHAT YOU WERE TALKING ABOUT AND JUST TRIED TO REARRANGE STUFF?
>> IT DEPENDS ON THE CAMPUS AND THE GRADE LEVEL.
WHAT YOU TEND TO SEE IS IN THE LOWER GRADE LEVELS, LIMITED RESPONSES.
[02:10:04]
SOMETIMES FIVE OR SIX WORDS OR NOTHING, MAYBE ONE OR TWO SENTENCES.AS THE KIDS GET OLDER, IT'S NOT ANSWERING THE PROMPT, AND AS THEY GET INTO JUNIOR AND HIGH SCHOOL, IT IS.
I'M ANSWERING IT, BUT ALL I'M DOING IS TAKING A BUNCH OF WORDS FROM THE TEXT AND TRYING TO MAKE IT SOUND GOOD AND ADDING QUOTES AND COMMAS.
IT REALLY DEPENDS ON THE LEVEL.
>> COULD YOU PROVIDE US SOME OF THE PROPS FROM THE DIFFERENT GRADE LEVELS? I'D LIKE TO LOOK AT THEM SOMETIME.
>> A WRITING SAMPLE. THAT'S WHAT I'M SAYING.
YOU WANT A FEW FROM EXPOSITORY TEXT OR STORY NARRATIVE.
>> WE NEED TO TEST THE WHOLE BOARD.
>> THEY'RE VERY INTERESTING. ANY OTHER QUESTIONS?
>> I HAD ONE THING. I JUST WANTED TO REITERATE AGAIN, THE COMMUNICATION.
THERE WERE SOME PARENTS THAT CAME TO ME PERSONALLY AND SAID THAT THEY WERE BLINDSIDED BY THE STAAR EXAM RESULTS.
IF THEY WOULD HAVE KNOWN THAT THEIR CHILD NEEDED HELP WITHIN READING, THEY WOULD HAVE HELPED OR AT LEAST ASKED FOR SOME TUTORING.
[Review Local Policy Update 125: BDAA — Officers and Officials, Duties and Requirements of Board Officers; BDB — Board Internal Organization, Board Committees; BDF — Board Internal Organization, Advisory Committees; EI — Academic Achievement; FDE — Admissions, School Safety Transfers; FEC — Attendance for Credit; FFAC — Wellness and Health Services, Medical Treatment]
REVIEW LOCAL POLICY UPDATE 125 BDAA, OFFICERS AND OFFICIALS DUTIES AND REQUIREMENTS OF BOARD OFFICERS, BDB, BOARD INTERNAL ORGANIZATION, BOARD COMMITTEES, BDF, BOARD INTERNAL ORGANIZATION ADVISORY COMMITTEE, E1, ACADEMIC ACHIEVEMENT, FDE, ADMISSIONS, SCHOOL SAFETY TRANSFERS, FEC, ATTENDANCE OF ACCREDIT, FFAC, WELLNESS AND HEALTH SERVICES MEDICAL TREATMENT.>> THANK YOU, PRESIDENT WRIGHT, SUPERINTENDENT ESTRADA, MEMBERS OF THE BOARD.
THIS WILL BE THE LAST TIME YOU'LL HAVE TO HEAR ME SPEAK FOR THE EVENING. I KNOW.
[LAUGHTER]. AS MR. WRIGHT HAS SAID, THESE ARE UPDATE 125, INCLUDES REVISIONS TO LEGAL POLICIES BASED ON LEGISLATIVE AND REGULATORY CHANGES.
CHANGES TO LOCAL POLICIES OFFERED FOR CONSIDERATION TO ADDRESS THE FOLLOWING TOPICS.
YOU ALL HAVE THE EXTENSIVE CHANGES IN YOUR ACTUAL BOARD PACKETS.
THIS IS GOING TO BE A BROAD OVERVIEW OF SOME OF THE CHANGES JUST TO HIGHLIGHT SOME OF THE UPCOMING CHANGES TO THE DIFFERENT POLICIES.
AGAIN, IN YOUR PACKET, YOU SEE ALL OF THE ORIGINAL LANGUAGE AND THEN WHAT'S BEEN CUT OUT.
FOR THE B POLICIES, FOR OFFICERS AND OFFICIALS DUTIES AND REQUIREMENTS OF BOARD OFFICERS.
BASICALLY, THE SENATE INDICATING THAT BOARD MAY ASSIGN DISTRICT EMPLOYEES TO PROVIDE CLERICAL ASSISTANCE IS RECOMMENDED FOR DELETION SINCE THE SUPERINTENDENT RATHER THAN THE BOARD ACTUALLY MANAGES STAFF AND ASSIGNMENTS., INCLUDING TO SUPPORT THE BOARD.
MOVING ON. FOR INTERNAL ORGANIZATION AND BOARD COMMITTEES.
THIS POLICY CHANGES TO CLARIFY THE DIFFERENCE BETWEEN BOARD COMMITTEES AND ADVISORY COMMITTEES.
ESSENTIALLY, BOARD COMMITTEES CONSIST OF BOARD MEMBERS AND ADVISORY COMMITTEES CONSIST OF MANY PEOPLE, DISTRICT ADMINISTRATORS, TEACHERS, COMMUNITY MEMBERS, ETC.
JUST DIFFERENTIATING THAT, HOW THOSE COMMITTEES ARE FORMED, AND THE OUTLINE OF THEIR PURPOSE.
MOVING ON. CONTINUING IN THE LOCAL AND THE B POLICIES.
THIS NEW POLICY IS RECOMMENDED FOR INCLUSION TO COORDINATE CHANGES TO THE BDB TO CLARIFY HOW ADVISORY COMMITTEES ARE FORMED AND THE PARAMETERS OF THEIR RESPONSIBILITIES, HOW THOSE ADVISORY COMMITTEES HELP INFORM DISTRICT ON DECISION-MAKING.
MOVING FORWARD TO E POLICIES, ACADEMIC ACHIEVEMENT.
TO REPLACE THE PHRASE A COMBINED GRADE FOR AND MOVING TOWARDS AN AVERAGE TO MORE ACCURATELY REFLECT THE DETERMINATION OF AWARDING CREDIT WHEN A STUDENT EARNS A PASSING GRADE FOR ONLY HALF OF A COURSE.
AGAIN, INSTEAD OF JUST A COMBINED GRADE, IT'S AN AVERAGE. IT'S MORE ACCURATE.
FOR F POLICIES, MOVING RIGHT ALONG.
BULLYING IS RECOMMENDED FOR INCLUSION AS AN OFFENSE THAT WE MUST COLLECT AND MAINTAIN THAT DATA.
THIS REVISION ALIGNS WITH THE UNSAFE SCHOOL CHOICE OPTION GUIDANCE HANDBOOK, AND IT'S JUST AN ADDITIONAL INDICATOR ON THOSE OFFENSES.
CONTINUING WITH THE F POLICIES.
WE HAVE ATTENDANCE FOR CREDIT, REVISIONS OF THIS POLICY ARE RECOMMENDED FOR CLARITY.
[02:15:04]
ATTENDANCE IS CONSIDERED FOR APPROPRIATE READABILITY RATHER THAN DIRECTING THE BOARD TO ESTABLISH ATTENDANCE COMMITTEE.THIS POLICY NOW AUTHORIZES THE ESTABLISHMENT OF THOSE COMMITTEES BY THE ADMINISTRATION.
THEN A PARENTAL NOTICE OF EXCESSIVE ABSENCES, SPECIFICS REGARDING PETITIONS FOR CREDIT ARE RECOMMENDED IN DELETION FOR REFERENCE OF ADMINISTRATIVE REGULATION.
JUST MAKING SURE THAT WE'RE FOLLOWING UP WITH OUR PARENTS AND THAT WE ARE CONSIDERING ALL OF THESE FACTORS WHEN DISCUSSING STUDENT ATTENDANCE.
>> THEN OUR FINAL POLICY UPDATE IS THE REVISIONS OF THE LEGAL FRAMEWORK.
THE DEPARTMENT OF STATE AND HEALTH SERVICES RULES, UNASSIGNED MEDICATION FOR RESPIRATORY DISTRESS FOR THE STUDENTS THAT MIGHT HAVE ANY TYPE OF ASTHMA OR SOME BREATHING DIFFICULTY THAT THE STATE REQUIRES THAT WE MUST DOCUMENT IF AN UNASSIGNED MEDICATION IS USED FOR THAT, ALTHOUGH THAT IS NOT SOMETHING THAT WE DO TYPICALLY.
BUT STILL, IT IS NOW IN OUR POLICIES.
THOSE ARE THE CHANGES THAT WE HAVE MADE. ANY QUESTIONS?
>> ANY QUESTION BOARD? THANK YOU, MR. MILLER.
>> ITEM 9C, REVIEW LIST OF VENDOR PURCHASES IN EXCESS OF
[Review List of Vendor Purchases in Excess of $100,000 for the 2025-2026 School Year]
$100,000 FOR THE 2025-2026 SCHOOL YEAR. MS. HOMANN.>> GOOD EVENING AGAIN. I'M JUST HERE TO COMMUNICATE TO YOU THAT WE'LL BE BRINGING BACK A LIST OF VENDORS THAT WE ANTICIPATE ON SPENDING OVER $100,000 WITH NEXT YEAR.
WE'LL BE BRINGING THAT BACK TO YOU IN JULY.
BECAUSE BY BOARD POLICY, CH LOCAL, IT DOES REQUIRE US TO MAKE SURE THAT THE BOARD APPROVES EVERY SINGLE PURCHASE THAT WE DO THAT'S OVER $100,000.
AGAIN, WE'LL BE BRINGING THAT BACK TO YOU NEXT MONTH.
>> ANY QUESTIONS? THANK YOU, MS. HOMANN.
9D REVIEW THE DAVIS BACON WAGES RATES FOR THE NEW MIDDLE SCHOOL NUMBER 2 BOND.
>> AS PART OF THE CONSTRUCTION PROCESS, WE DO HAVE TO HAVE THE BOARD APPROVE THE WAGE RATES THAT WE WOULD BE USING OR THE CONSTRUCTION COMPANY WOULD BE USING WHEN THEY'RE USING ELECTRICIANS, ETC.
WE'RE GOING TO BE BRINGING THAT BACK TO YOU ALL NEXT MONTH TO ALLOW YOU ALL TO VOTE ON MOVING FORWARD WITH THE DAVIS BACON WAGE RATES FOR CALDWELL COUNTY, SO THE CONSTRUCTION COMPANY CAN GO OUT TO BID AND STUFF LIKE THAT USING THOSE WAGE RATES.
>> ANY QUESTION BOARD? THANK YOU, MS. HOMANN.
[Consider and/or Approve 2025-2026 Budgets for Maintenance and Operation Fund, Debt Service Fund and School Nutrition Fund ]
SKIPPING DOWN TO H, CONSIDER AND/OR APPROVE 2025-2026 BUDGET FOR MAINTENANCE AND OPERATIONS FUND, DEBT SERVICE FUND, AND SCHOOL NUTRITION FUND. MS. WEISER.>> GOOD EVENING, SCHOOL BOARD AND SUPERINTENDENT ESTRADA.
WE HAVE BEEN WORKING ON THIS BUDGET TOGETHER FOR ABOUT SIX MONTHS.
[LAUGHTER] THIS WAS A LARGE TEAM EFFORT, AND I REALLY WANT TO GIVE A SHOUT-OUT TO MICHELLE WILEY AND TANYA HOMANN, AND MELISSA KELLY, WHO JUST EVERY TIME I HAVE A QUESTION OR A NEED, THEY GET TO IT REALLY QUICK.
BECAUSE BUILDING A $95 MILLION BUDGET WITH THOUSANDS OF LINES IN IT TAKES A BIG TEAM EFFORT.
IN ADDITION TO THAT, WE DID HAVE A LEGISLATIVE YEAR THIS YEAR.
THAT WAS A WRENCH THROWN IN THERE, AND JUST LEARNING OUR WAY THROUGH THAT, AND OUR WHOLE DLT TEAM, THE LEADERSHIP TEAM, REALLY WORKED HARD ON BEING ABLE TO PRESENT TO YOU THIS BALANCED BUDGET THIS EVENING.
WITHOUT FURTHER ADO, THE BUDGET ASSUMPTIONS THAT WENT INTO CREATING THIS BUDGET THAT WE ARE BRINGING FOR YOU FOR '25-'26 ARE THAT WE WILL HAVE AN ENROLLMENT OF 6,874 STUDENTS.
THIS IS AN ENROLLMENT INCREASE OF 159 STUDENTS OR 2%.
IT WAS THE LOW ENROLLMENT PROJECTION FROM THE MOST RECENT REPORT THAT WE RECEIVED FROM OUR DEMOGRAPHERS.
WE ACTUALLY RECEIVED A LITTLE BIT EXTRA REPORTS THIS YEAR BECAUSE WE WERE IN A REZONING YEAR.
THEY WERE DOING WORK THROUGHOUT THE YEAR, SO THIS IS THE MOST RECENT ESTIMATION ON ENROLLMENT FOR NEXT YEAR.
WE HAVE ESTIMATED TAXABLE VALUE.
ON ONE PORTION OF OUR BUCKET, IT FILLS UP WITH OUR LOCAL TAX COLLECTION FIRST, THAT'S 3.8 BILLION.
[02:20:04]
WE HAVE OUR LOCAL COLLECTION ON THAT, AND THEN THE BUCKET IS FILLED UP THE REST OF THE WAY WITH STATE VALUES.THAT TAXABLE VALUE AT 3.8 BILLION DOES INCLUDE THE EXPECTED HOMESTEAD EXEMPTION INCREASE FROM 100,000-140,000 THAT WILL BE SET TO VOTER APPROVAL IN NOVEMBER.
WE ARE ASSUMING LOCAL PROPERTY VALUE ASSIGNMENT.
WE HAVE RECEIVED LOCAL PROPERTY VALUE ASSIGNMENT IN THE COMPTROLLER'S PROPERTY VALUE STUDY FOR THE PAST TWO YEARS, SO WE ARE ASSUMING THAT WE WILL RECEIVE LOCAL PROPERTY VALUE ASSIGNMENT.
WE ARE ALSO ASSUMING AN M&O TAX RATE OF 65.55 PENNIES.
HOWEVER, WE WON'T GET THAT FINAL MAXIMUM COMPRESSED RATE UNTIL AUGUST FROM TA, AND THEN WE WILL ADOPT OUR RATE.
EVEN THOUGH WE'RE ESTIMATING ON THIS RATE, WE STILL WON'T HAVE THE FINAL RATE UNTIL AUGUST ONCE WE HAVE FINAL VALUES FROM THE COUNTY.
OUR I&S RATE IS GOING TO STAY THE SAME AT 25.77 PENNIES, EVEN WITH THE SALE OF THE BOND THAT WE HAVE HERE IN JUST A FEW WEEKS.
WE HAVE A LOCAL TAX COLLECTION RATE OF 96%.
THIS IS OUR GENERAL FUND BUDGET BY MAJOR OBJECT CODE.
ON THE REVENUE SIDE, WE HAVE $72.2 MILLION, AND THIS IS BROKEN OUT BETWEEN THE MAJOR REVENUE CATEGORIES, WHICH IS STATE, LOCAL, FEDERAL.
AT THE STATE LEVEL, WE'RE AT 63% FUNDED BY THE STATE.
BEFORE THE NEW EXEMPTION AT 140,000, WE WERE AROUND 58% FUNDED BY THE STATE.
EVEN BEFORE THE 100K, WE WERE AROUND 40%.
YOU CAN SEE THAT THROUGH THE CHANGES TO THE HOMESTEAD EXEMPTION OVER THE PAST SEVERAL YEARS HAS PUSHED US FURTHER AND FURTHER AWAY FROM BEING A RECAPTURED DISTRICT AS OUR STATE PORTION CONTINUES TO GROW, EVEN WITH THE GROWTH OF OUR LOCAL GROWTH.
ON THE EXPENDITURE SIDE, WE HAVE THE SAME 72.2 MILLION, AND THESE ARE THE MAJOR SPENDING CATEGORIES WITHIN THE EXPENDITURE SIDE OF THE HOUSE.
WHAT I LIKE TO DO IS I LIKE TO SHOW OUR PAYROLL CATEGORY TO INCLUDE OUR CONTRACTED SERVICES OF TRANSPORTATION AND CUSTODIAL SINCE WE DO CONTRACT THAT OUT.
WHEN I MOVE IT INTO THE PAYROLL PORTION OF THE PIE, WE'RE AT 81% SHOWING THAT 81% OF OUR BUDGET IS OUR STAFF.
WE DID HAVE TO DO SOME BALANCING OF THE BUDGET AS WE WERE MOVING THROUGH THE LEGISLATIVE SESSION, AND WHAT HOUSE BILL 2 WAS GOING TO INCLUDE FOR THE DISTRICT.
THERE WAS SOME INCREASES TO OUR REVENUE.
A LOT OF THOSE INCREASES WE DID NOT HAVE LOCAL AUTHORITY TO DECIDE HOW THOSE FUNDS WERE SPENT, SO WE DID HAVE TO GO THROUGH A PROCESS OF DOING SOME BUDGET REDUCTIONS IN ORDER TO BALANCE OUR BUDGET.
WE MET WITH THE DISTRICT LEADERSHIP TEAM ON JUNE 4TH, AND WE DID SOME PARTICIPATORY BUDGETING WHERE WE BROUGHT A LIST OF $1.8 MILLION WORTH OF BUDGET REDUCTION IDEAS THAT I SHARED WITH YOU AT THE JUNE 3RD OR 2ND BUDGET WORKSHOP.
THE DLT, OUR DISTRICT LEADERSHIP TEAM WAS BROKEN UP INTO SEVEN TEAMS, AND THEY WERE ABLE TO PRIORITIZE THOSE $1.8 MILLION WORTH OF BUDGET REDUCTION IDEAS SO THAT WE WOULD BE ABLE TO, AS A TEAM, COME FORWARD WITH A BALANCED BUDGET THROUGH THESE REDUCTIONS.
THIS IS A LIST OF THE REDUCTIONS THAT WERE DECIDED ON FOR THE '25-'26 SCHOOL YEAR.
DO YOU HAVE ANY QUESTIONS ON ANY OF THESE?
>> BUT THERE'S SO MUCH MAROON IN THESE LITTLE PIES IT'S HARD TO TELL WHAT'S WHAT.
[LAUGHTER] THESE LITTLE SQUARES OVER HERE ARE REALLY HARD TO TELL WHAT'S WHAT THERE.
>> NEXT YEAR, I'LL MAKE THOSE A LITTLE BIT MORE COLORFUL.
I GOT A LITTLE BIT MAROON HAPPY.
I EVEN CHANGED THEM BECAUSE I WAS LIKE, THERE'S TOO MUCH PINK IN HERE, AND SO NOW I'M REGRETTING THAT.
[LAUGHTER] NEXT YEAR, I WILL MAKE SURE.
>> YOU'RE WELCOME. I'LL GET YOU SOME BETTER PIES SO YOU CAN SEE IT TOO.
WITHOUT FURTHER ADO, THIS IS THE '25-'26 PROPOSED BUDGETS.
[02:25:04]
THESE ARE EACH OF THE THREE PROPOSED BUDGETS BY MAJOR SPENDING CATEGORIES.ON THIS FIRST COLUMN FOR THE M&O BUDGET IS JUST WHAT WE LOOKED AT IN PIE FORM, AND HERE IT IS IN A SPREADSHEET FORM.
THERE ARE THREE BUDGETS THAT WE ARE REQUIRED TO TAKE FOR APPROVAL BEFORE JUNE 30TH, AND THAT IS OUR MAINTENANCE AND OPERATIONS BUDGET, WHERE WE HAVE PRESENTED A BALANCED BUDGET.
OUR DEBT SERVICE BUDGET, WHICH DOES HAVE A DECREASE TO FUND BALANCE.
WHEN WE RECEIVED OUR VERY EARLY PRELIMINARY PROPERTY VALUES, AND WE DID HAVE AN ESTIMATION OF WHAT THE MIDDLE SCHOOL NUMBER 2 WAS GOING TO COST, THIS WAS SET BY DESIGN BECAUSE WE WANT TO BE ABLE TO MAKE A PAYMENT THIS NEXT YEAR ON THOSE FUNDS FOR A COUPLE OF REASONS.
ONE, IF WE MAKE A PAYMENT PRIOR TO SEPTEMBER 1ST, THE BONDS WILL BE SUBJECT TO THE $100,000 EXEMPTION, SO WE WILL RECEIVE A LITTLE BIT OF FUNDING FROM THAT.
MS. RITTER EXPLAINED THAT EARLIER WHEN WE WERE APPROVING THE SALE OF THE BOND.
THE OTHER REASON WAS BECAUSE WE WANT TO HOLD THAT I&S RATE AT 25.77, WHICH IS THE FIFTH YEAR IN A ROW TO KEEP IT AND NOT HAVE A TAX INCREASE EVEN WITH BUILDING NEW SCHOOLS AND ALL THE GROWTH THAT WE HAVE.
THE THIRD BUDGET THAT WE ARE BRINGING TO YOU IS THE SCHOOL NUTRITION BUDGET, AND THAT ALSO IS A BALANCED BUDGET.
WITH ALL THREE BUDGETS TOGETHER, WE ARE BRINGING A BUDGET OF $94.5 MILLION WORTH OF EXPENDITURES.
DO YOU HAVE ANY QUESTIONS ABOUT THE THREE BUDGETS? THIS IS THE SAME THING, JUST SPREAD OUT BY FUNCTION.
WE DO HAVE TO ADOPT THE BUDGET BY FUNCTION, WHICH IS THE MAJOR SPENDING AREAS THROUGHOUT THE DISTRICT ON THE DIFFERENT DEPARTMENTS AND AREAS THAT WE SERVE OUR STUDENTS.
THE DIFFERENCE FROM THIS YEAR IS THAT THAT FINAL PROPOSED BUDGET OF 92.7 MILLION IS NOW APPROVED.
IT WAS APPROVED EARLIER THIS EVENING, SO THAT IS APPROVED FINAL BUDGET, AND OUR PROPOSED BUDGET OF 94.5 IS A DIFFERENCE OF 1.7 MILLION.
DO YOU HAVE ANY QUESTIONS ON YOUR '25-'26 BUDGET?
>> JUST A SECOND. WHAT IS THAT OVER THERE?
>> HE DOESN'T HAVE A QUESTION, I THINK HE HAS A COMMENT.
>> THIS YEAR'S BUDGET WENT UP BY $1,769,753.
AS A PERCENTAGE, WHAT IS THAT FROM LAST YEAR TO THIS YEAR?
>> OH, MAN, LET ME GO BACK AND GET MY PHONE.
[LAUGHTER] 1%, A SMALL PERCENTAGE, LESS THAN 1%.
BUT LET ME ALSO SAY THAT THE 1.7, WE HAVE SOME ITEMS IN THE '24-'25 BUDGET THAT ARE ONE-TIME ITEMS. IF WE LOOK AT THE CAPITAL OUTLAY, THERE'S $3.1 MILLION WORTH OF EXPENDITURES IN THERE, AND THAT WAS BECAUSE WE HAD $2 MILLION WORTH OF CAPITAL EXPENDITURES THAT WE HAD PLANNED THROUGH OUR DESIGNATED FUND BALANCE, AND THAT WAS TO DO THE CHILLER AT THE JUNIOR HIGH, A COUPLE OF OTHER LITTLE PROJECTS, AND THEN WE ALSO HAD THE TURF THAT HAPPENED AS WELL THIS YEAR.
THOSE ARE SOME ONE-TIME THINGS.
WHILE THE PERCENTAGE IS AROUND 1 AND 1/2, IT'S THERE ARE SOME ONE-TIME THINGS THAT WE WERE PLANNED FOR IN '24-'25, SUCH AS THE CHILLER, AT THE JUNIOR HIGH.
>> DO YOU HAVE QUESTION, BOARD?
>> NO. I MOVE THAT THE BOARD APPROVE THE 2025-2026 BUDGET TOTALING 94,509,737 FOR THE MAINTENANCE AND OPERATION FUND, DEBT SERVICE FUND, AND THE SCHOOL NUTRITION FUND TO BE APPROVED AS PRESENTED.
>> ANY OTHER QUESTIONS? WE HAVE A MOTION, WE HAVE A SECOND.
>> 10I, CONSIDER AND/OR APPROVE STAFFING FOR THE 2025-2026 SCHOOL YEAR.
[Consider and/or Approve Staffing for the 2025-2026 School Year ]
[02:30:01]
>> I DO HAVE FOR YOU A LIST OF SOME STAFFING.
THIS IS THE VERY LAST OF PREPARING FOR THE '25-'26 SCHOOL YEAR.
I HAVE A LIST OF THE DIFFERENT STAFF THAT WE'RE DOING.
I'M HAPPY TO GO THROUGH THEM, OR I CAN JUST ANSWER ANY QUESTIONS THAT YOU MIGHT HAVE.
>> ARE THESE ALL STAFFING THAT WE'VE ALREADY LOOKED AT ALREADY? IS THERE ANYTHING NEW HERE?
ONE OF THE THINGS THAT IS NEW, THERE ARE A COUPLE OF THINGS THAT'S NEW.
WE CURRENTLY HAVE TWO POSITIONS THAT WERE RNS THAT BECAME VACANT.
I HOPE I'M GOING TO SAY THIS ALL RIGHT NOW. LET'S SEE.
WE HAD THE DECISION TO MAKE ABOUT BORCHERT LOOP ELEMENTARY.
WERE WE GOING TO OFFER THIS POSITION AS AN LVN POSITION OR AN RN POSITION? THE DIFFERENCE IN PAY IN THESE POSITIONS IS QUITE SIGNIFICANT.
WHEN WE WERE GOING THROUGH ALL OF THE BUDGET REDUCTION IDEAS, WE DID HAVE AN IDEA, OTHER DISTRICTS ARE DOING AS WELL, TO HAVE LVNS VERSUS RNS.
IN ORDER TO DO THIS, THERE'S STILL THE SERVICES THAT NEED TO BE DONE BY AN RN.
THE IDEA IS THAT THE SAVINGS FROM THESE THREE AREN'T TO SAVE THE BUDGET, THEY'RE TO CREATE ANOTHER POSITION, WHICH WOULD BE AN RN TO SUPPORT THESE THREE CAMPUSES THAT HAVE LVNS.
THAT IS DEFINITELY SOMETHING THAT IS NEW, BUT IT IS A WASH BECAUSE THE SAVINGS BY HAVING LVN POSITIONS ALLOWS FOR AN RN TO HELP AND SUPPORT THEM AND HAVE AN ADDITIONAL POSITION.
>> WILL THAT RN BE HOUSED IN EITHER ONE OF THOSE CAMPUSES?
>> IT IS MY UNDERSTANDING THAT THEY WILL BE FLOATING BETWEEN THE NEED OF THE LVN CAMPUSES. YES.
>> SO BLUEBONNET AND NAVARRO ARE THE ONLY TWO CAMPUSES THAT HAVE LVNS?
ABS, WE ARE KEEPING AS AN RN POSITION DUE TO THE DISTANCE [OVERLAPPING].
>> SO RIGHT NOW, BLUEBONNET HAS AN RN?
>> ANY QUESTIONS, BOARD? DO YOU HAVE A MOTION?
>> I MOVE THAT THE BOARD APPROVE THE POSITIONS AND STIPENDS AS PRESENTED IN THE 2025-2026 FISCAL YEAR.
>> WE HAVE A MOTION, WE HAVE A SECOND.
ITEM 10J, CONSIDER AND/OR APPROVE 2025-2026 EMPLOYEE COMPENSATION PLAN.
[Consider and/or Approve 2025-2026 Employee Compensation Plan]
>> WE DID APPROVE THE BUDGET THAT INCLUDES THIS COMPENSATION PLAN.
HOWEVER, WE STILL HAVE TO APPROVE HOW THAT WE ARE GOING TO PAY AT THESE RATES.
I'M GOING TO GO THROUGH THE COMPENSATION PLAN.
WE USUALLY ADOPT THE COMPENSATION PLAN IN MAY.
WE ARE ADOPTING IT AT THE END OF JUNE BECAUSE WE WERE WAITING ON HOUSE BILL 2, WHICH IMPACTS OUR COMPENSATION PLAN.
ONE OF THE MAJOR THINGS THAT CAME FROM HOUSE BILL 2 IS THAT WE UNFORTUNATELY WILL HAVE TO SPLIT THE TEACHER PAY SCALE.
WE TALKED A LITTLE BIT ABOUT THAT AT THE JUNE BUDGET WORKSHOP.
WHAT THAT MEANS IS THAT THE NEW TEACHER PAY SCALE WILL BE FOR A CLASSROOM TEACHER AS DEFINED BY HOUSE BILL 2 AND THE 89TH TEXAS LEGISLATURE.
I'VE PUT A LITTLE NOTE ON IT AT THE BOTTOM THAT IT'S IN TEXAS EDUCATION CODE 48.158, THAT THESE ARE THE TEACHERS THAT ARE INCLUDED IN THIS BY DEFINITION.
THE STARTING PAY IS BEING INCREASED 53,600-54,100.
THIS IS FUNDED THROUGH LOCAL GENERAL FUNDS, STEPS 1 AND 2, WILL RECEIVE A $1,200 INCREASE, WHICH IS THAT 2% INCREASE.
THIS IS TEACHERS THAT ARE GOING INTO THEIR SECOND AND THIRD YEAR OF TEACHING.
THEY HAVE JUST FINISHED THEIR FIRST OR SECOND YEAR OF TEACHING.
THIS IS FUNDED THROUGH THE SUPPORT STAFF RETENTION ALLOTMENT.
WHILE THESE TEACHERS ARE NOT FUNDED IN THE TEACHER RETENTION ALLOTMENT, THEY STILL REMAIN ON THIS CLASSROOM TEACHER PAY SCALE BECAUSE THEY ARE STILL BY DEFINITION, THOSE CLASSROOM TEACHERS AS DEFINED IN THE TRA.
[02:35:04]
BUT THEY JUST DON'T INCLUDE THEM, THEY DON'T FUND THEM A RAISE.THEY START FUNDING TEACHERS A RAISE AT STEPS 3 AND 4, THEY WILL RECEIVE A $2,500 INCREASE.
TEACHERS WHO ARE GOING INTO THEIR FOURTH AND FIFTH YEARS OF TEACHING WILL RECEIVE THIS $2,500 RAISE THAT IS FUNDED THROUGH THE TEACHER RETENTION ALLOTMENT.
IF YOU ARE A TEACHER ON STEP 5 AND UP, YOU WILL BE RECEIVING A $5,000 INCREASE, WHICH IS TEACHERS GOING INTO THEIR SIXTH YEAR OF TEACHING AND UP.
THIS IS ALSO FUNDED THROUGH THE TEACHER RETENTION ALLOTMENT.
THE NEW INSTRUCTIONAL SUPPORT TEACHER PAY SCALE IS GOING TO BE ALL OF THE OTHER SUPPORT TEACHERS THAT WERE NOT INCLUDED IN THAT HOUSE BILL 2 RAISE.
THE STARTING PAY IS GOING TO BE THE SAME AS OUR OTHER TEACHER PAY SCALE AT 54,100.
THIS IS FUNDED THROUGH THE LOCAL GENERAL FUND.
STEPS 1 AND UP, SO ALL OTHER STEPS WILL RECEIVE A $1,200 PAY INCREASE, AND THIS IS FUNDED THROUGH THE SUPPORT STAFF RETENTION ALLOTMENT.
AT THIS TIME, WE KNOW THAT LIBRARIANS ARE ON THIS PAY SCALE AND ANY OTHER CLASSROOM TEACHERS THAT ARE NOT DEFINED BY HOUSE BILL 2.
WE ARE STILL LEARNING EXACTLY WHO THESE MIGHT IMPACT.
BUT AT THIS TIME, WE KNOW FOR SURE THAT IT WILL INCLUDE TEACHERS.
THERE MAY NOT BE A LOT OF INDIVIDUALS ON THIS PAY SCALE, AS WE'RE LEARNING, WE'LL BE ABLE TO PUT THEM ON HERE.
HOWEVER, EVERYBODY WILL BE RECEIVING AT LEAST A $1,200 STEP INCREASE.
OUR ADMINISTRATIVE PAY SCALE IS VERY DIFFERENT FROM A TEACHER PAY SCALE.
THIS IS THE TASBY RECOMMENDATION TO MOVE THE MIN, MIDPOINT, AND MAX PAY.
THEN WHAT THEY THEN SUGGEST IS THAT WE DO A 2% GENERAL PAY INCREASE FROM THAT NEW PROPOSED MIND POINT.
MOST OF THAT RAISE IS FUNDED THROUGH THE GENERAL FUND.
THERE ARE SOME POSITIONS ON HERE THAT ARE INCLUDED IN THE SUPPORT STAFF, LIKE NURSES AND COUNSELORS, BUT EVERYBODY ELSE ON THE PAY SCALE IS NOT INCLUDED IN THAT SUPPORT STAFF RETENTION.
THE COST FOR THIS IS MOSTLY COMING FROM THE GENERAL FUND THROUGH OUR BUDGET REDUCTION IDEAS.
THE CLERICAL AND PARAPROFESSIONAL PAY SCALE WORKS A LOT LIKE THE ADMIN PAY SCALE, IT IS ON AN HOURLY BASIS.
THIS AGAIN, IS THE RECOMMENDATION TO MOVE THE MINIMUM, MIDPOINT, AND MAXIMUM PAY ON THIS SCALE TO MEET THE MARKET, AND THEN AT THAT NEW MIDPOINT, GIVE A 2% GENERAL PAY INCREASE.
THE TOTAL COST OF THIS IS 121,000, AND A PORTION OF THIS DISC DOES COME FROM THE SUPPORT STAFF INCENTIVE ALLOTMENT.
I SAY PORTION BECAUSE WHILE EVERYBODY ON THIS PAY SCALE IS INCLUDED IN THEIR DEFINITION, THE FUNDING FOR IT IS NOT ENOUGH TO GIVE A 2% RAISE.
IT'S MAYBE ENOUGH TO GIVE A 1%.
THAT'S WHY I SAY THAT A PORTION OF IT IS FUNDED THROUGH THE SUPPORT STAFF AND ON THE ALLOTMENT.
THE REMAINDER OUTSIDE OF WHAT WE ACTUALLY RECEIVE FROM THE ALLOTMENT IS GOING TO BE FROM THE GENERAL FUND.
THE AUXILIARY PAY SCALE WORKS THE SAME WAY.
IT MOVES THE MINIMUM MIDPOINT AND MAXIMUM PAY RATES ON THE PAY SCALE TO THE MARKET AND THEN GIVES A 2% GENERAL PAY INCREASE FOR A TOTAL COST OF 45,000.
AGAIN, A PORTION OF IT IS THROUGH THE SUPPORT STAFF INCENTIVE ALLOTMENT.
EVERYBODY ON HERE IS ALLOWABLE UNDER THE SUPPORT STAFF, BUT IT IS JUST NOT FUNDED ENOUGH TO DO A FULL 2% RAISE.
THE REST WILL BE PICKED UP BY THE GENERAL FUND.
WE HAVE ONE STIPEND CHANGE AND IT'S AN ELEMENTARY LEAD COUNSELOR STIPEND.
IT'S FUNDED THROUGH TITLE 2 FUNDS, I'M SORRY, AND IT'S ONLY ONE STIPEND FOR A LEAD ELEMENTARY COUNSELOR.
OUR HEALTH INSURANCE CONTRIBUTION, THE DISTRICT MONTHLY CONTRIBUTION WILL REMAIN THE SAME AT $427.
FOR THIS SLIDE, I DID INCLUDE THE CONTRIBUTION RATES FROM 24, 25, WHICH ARE ON TOP, AND THEN NOW THE PROPOSED EMPLOYEE MONTHLY COST INCREASES TO SUPPORT THE LINE CARE MEDICAL.
[02:40:01]
THOSE ARE INCREASES TO OUR HEALTH IN CONTRIBUTIONS FOR 25, 26, AND THOSE START FOR SEPTEMBER 1.EVEN THOUGH OUR FISCAL YEAR STARTS ON JULY 1, OUR HEALTH INSURANCE YEAR STARTS SEPTEMBER 1.
>> HAS TEA ANSWERED ANY AND ALL QUESTIONS ABOUT COMPENSATION [INAUDIBLE]?
>> THERE ANYTHING OUT OUTSTANDING THAT THEY HAVE CLARIFIED?
>> YES. I HAVE ASKED THEM FOR CLARIFICATION ON SOME OF THE DETAIL THAT IS IN THE DEFINITION OF A CLASSROOM TEACHER AND THE REQUIREMENTS THAT GO ALONG WITH THAT WITHIN THAT SPECIFIC HOUSE BILL 2 DEFINITION OF CLASSROOM TEACHER.
THEIR RESPONSE TO ME WAS CONTINUE TO CHECK THE FAQ.
I ASKED THE QUESTIONS BECAUSE THEY WEREN'T ADDRESSED ON THE FAQ.
THE RESPONSE THAT I GOT WAS TO JUST CONTINUE TO CHECK THE FAQ.
>> HOW OFTEN HAVE THEY UPDATED?
>> I HAVEN'T SEEN IT UPDATED SINCE THEY SENT IT OUT TWO WEEKS.
>> HOW LONG HAVE YOU BEEN CHECKING IT?
>> TWO WEEKS. ACTUALLY, I DIDN'T CHECK IT UNTIL THEY E-MAILED ME THAT BECAUSE I DIDN'T KNOW THAT THEY WERE GOING TO BE UPDATING IT.
WHEN THEY E-MAILED ME THAT LAST THURSDAY, I HAVE BEEN CHECKING IT AND IT HASN'T CHANGED.
BUT MY QUESTION IS ABOUT THE ALLOTMENT THINGS THAT THEY'RE TALKING ABOUT.
THEY'RE GIVING US ALLOTMENTS AND TELLING US WE HAVE TO GIVE THESE ALLOTMENTS OUT TO THESE TEACHERS.
THOSE ALLOTMENTS THAT WE'RE GIVING OUT OR ARE THEY GOING TO BE COMING YEARLY FOR US TO BECAUSE IT SEEMS LIKE THEY'RE GIVING US ALLOTMENTS AND RAISE THEIR PAY AND THEN NEXT YEAR, WHAT ARE WE GOING TO DO?
>> IT IS MY UNDERSTANDING THAT WE WILL GET THE ALLOTMENT EVERY SINGLE YEAR.
>> BUT WE'LL GET IT FOR NEXT YEAR.
>> WE'LL DEFINITELY GET IT FOR NEXT YEAR.
>> AFTER THAT, THAT IS TO BE DETERMINED.
BUT I THINK THE INTENTION IS TO KEEP IT FUNDED.
THIS ALLOTMENT IS AROUND 1.6 MILLION FOR US, JUST THE TEACHER RETENTION ALLOTMENT.
NOT CONTINUING IT WOULD BE DEVASTATING HONESTLY TO THE SCHOOL DISTRICT BECAUSE IT IS 1.6 MILLION, AND THAT WILL DO IS THAT WILL JUST CONTINUE TO GROW.
AS WE GET MORE TEACHERS, THEN THE ALLOTMENT WILL GROW BECAUSE WHAT THEY'RE DOING IS THAT DEFINITION OF A CLASSROOM TEACHER.
THEY'RE TAKING THAT FROM TEAMS, AND THEY'RE MULTIPLYING IT BY, WE'LL SAY ALL OF THEM ARE 5,000.
THEY'RE MULTIPLYING IT BY WHAT THEY QUALIFY FOR AT THE YEARS BETWEEN THE 5,000 AND THE 2,500.
IF WE HAVE 100 TEACHERS, THEY PAY US 100 * 5,000, AND THAT'S THE MONEY THAT WE GET.
THEY'LL RECOUNT THAT EVERY YEAR AND IT'LL SURELY TO GO UP.
BECAUSE WE'LL BE GROWING AND HAVING MORE TEACHERS AND THEY'LL HAVE MORE EXPERIENCE.
IF THEY TEACH MORE THAN FIVE YEARS, IF THEY'RE GOING INTO THEIR SIX, THEY'LL GET THAT ANOTHER $2,500 INCREASE AT THAT TIME.
BUT THERE'S NOT AN END DATE ON IT.
>> IF IN THE FUTURE, TEA'S CLARIFICATION TURNED OUT TO BE A DIFFERENT FROM WHAT WE THOUGHT WE MIGHT NEED TO AMEND THE BUDGET OR NO, YES.
>> POTENTIALLY, WE MIGHT WOULD NEED TO AMEND IT.
BUT IT WOULD BE THE GOOD NEWS IS IS IT WOULD BE IT WOULD BE AN EVEN WASH REVENUE IN EXPENDITURE OUT WITH A LITTLE BIT OF TRS, 10% ON THE COST OF TRS.
BECAUSE THE TRS AND EMPLOYER COSTS THAT GO ALONG WITH THE PAY ARE NOT INCLUDED IN THE ALLOTMENT, WHICH IS ABOUT 200,000 TO PAY THE 1.7 MILLION.
>> BOARD, DO WE HAVE ANY MORE QUESTIONS, MS. WEISER ABOUT THE COMPENSATION PLAN? HERE A MOTION.
>> CONSIDER AGAIN, I MOVE TO APPROVE THE 2025, 2026 EMPLOYEE COMPENSATION PLAN AS PRESENTED.
>> WE HAVE A MOTION. WE HAVE A SECOND.
>> ANY OPPOSED? PASSES 6-0. THANK YOU, MS. WEISER.
>> WE MOVE ON TO ITEM 11 BOARD AND STAFF COMMENTS,
[BOARD AND STAFF COMMENTS - ITEMS OF COMMUNITY INTEREST*]
ITEMS OF COMMUNITY INTEREST. MR. CHARLES.[02:45:03]
>> WELL, IS THAT TO BE LIKE WHAT WE'VE TALKED ABOUT TODAY OR CAN IT BE LIKE [OVERLAPPING] WHATEVER I WANT TO DO.
>> SOUNDS GOOD. I WENT TO THE JUNETEENTH CELEBRATION OUT AT ST.
JOHN'S AND HAD A GREAT TIME TALKING WITH MEMBERS OF THE COMMUNITY.
ALL OF THEM WERE JUST SO HAPPY TO BE THERE AND TO TALK ABOUT THEIR HISTORY, AND I LISTENED TO THEIR HISTORY FOR A LONG TIME.
I WAS VERY PLEASED WITH THAT EVENT.
I THINK I WILL BE GOING TO THAT EVENT ON A YEARLY BASIS NOW.
>> NO. THAT'S EXACTLY WHAT THIS IS FOR, STUFF LIKE THAT. MR. LOCKE.
>> I WAS THERE TOO. I PROBABLY DIDN'T HAVE AS GOOD A TIME AS CHRIS DID.
I HAD A GOOD TIME AND WE GOT TO TALK AND MY WIFE WAS THERE AND SO WE ALL GO TO TALK AND THERE WAS A LOT OF GOOD INFORMATION THERE.
THE SPEAKER WAS VERY GOOD, EASY TO LISTEN TO A LOT OF GREAT STUFF.
I KNOW THAT WHAT WAS IN FRONT OF US TODAY, THAT PRESENTATION IS WHAT SCHOOL IS ALL ABOUT, AND IT'S WHAT WE SHOULD BE ALL ABOUT.
THE TEACHERS WENT ABOVE AND BEYOND, BUT MORE IMPORTANTLY, THE STUDENTS WENT ABOVE AND BEYOND, AND I COULD SEE THE EXCITEMENT, I COULD FEEL IT.
IT WAS ALMOST CONTAGIOUS, AND I DON'T WANT TO CATCH ANYTHING.
BUT THAT I WOULD LIKE TO CATCH BECAUSE THAT WAS GOOD, AND THAT'LL FILL ME UP FOR A WHILE, ESPECIALLY WHEN I HAVE TO LISTEN TO BUDGET REPORTS AND HOW THINGS ARE PLAYED UP IN AUSTIN.
THAT WAS TWO GREAT THINGS, SO I'M EXCITED.
>> I JUST WANT TO ECHO THE SAME THING.
THE [INAUDIBLE] CREW. GREAT JOB.
ALSO GREAT JOB TO THEIR PARENTS AND THEIR TEACHERS FOR SUPPORTING THEM.
IT TAKES A COMMUNITY EFFORT TO HELP THEM.
YOU CAN TELL THEY WORKED A LOT AND WORKED HARD ON THIS, CONGRATULATIONS TO THEM, AND THANK YOU TO MS. WILEY AND MS. WEISER FOR ALL YOUR HARD WORK FOR THE BUDGET. THANK YOU.
>> I JUST SAY THE SAME THING ABOUT KERMIT'S KREW.
I THINK IT'S REALLY COOL TO SEE THAT.
THEN WE COME BACK AND LOOK AT REPORTS AND DATA, BUT THE DATA DOESN'T ALWAYS GET TO SHOW ALL THE FANTASTIC, WONDERFUL THINGS THAT KIDS ARE DOING WITHIN THE DISTRICT THAT DON'T GET A SCORE TO IT, THAT DON'T GET A GRADE.
I LOVE THAT WE GET TO HIGHLIGHT THOSE THINGS BECAUSE SCORES ARE ONE THINGS AND GRADES ARE ONE THINGS IN TEA RATINGS, BUT WHAT GOES ON IN THE SCHOOL IS THERE'S SO MANY GREAT THINGS THAT I JUST WISH EVERYBODY.
>> I JUST THINK THAT'S AN EXAMPLE OF THE PERFORMANCE ASSESSMENT SCHOOLS SHOULD DO BECAUSE RIGHT THERE IT'S LIKE THEY WENT ON AND THAT'S EXCITING TO WATCH.
ALL THIS OTHER STUFF THAT IT'S ALL DATA DRIVEN, BUT IT'S ALL DIFFERENT PAPER AND PENCIL TESTS.
BUT THE PERFORMANCE THAT THESE KIDS DID, THAT TOOK SO MANY DIFFERENT ASPECTS OF THE STUDENT EXPECTATIONS RIGHT THERE ROLLED INTO ONE. IT IS EXCITING.
IT IS MOTIVATING. I COMMEND THE TEACHERS AND EVERYBODY'S INVOLVED WITH THAT PERFORMANCE IN THE PARENTS.
OF COURSE, I'M VERY EXCITED FOR ALL THE WORK THAT YOU GUYS DID TO ACTUALLY PRESENT US WITH A BALANCED BUDGET.
WAY TO GO. THAT'S JUST OUTSTANDING.
I KNOW YOU WORK REALLY HARD AND THAT'S EMPOWERING TO SEE THAT I WAS REALLY DEPRESSED BEFORE FOR ALL THE SESSIONS ABOUT HOW MUCH CUTS AND ALL THAT.
I COMMEND YOU FOR THE WORK THAT YOU DO TO CREATE A BALANCED BUDGET.
NOW WE CAN BRAG THAT WE HAVE A BALANCED BUDGET. THANK YOU SO MUCH.
>> I LIKE TO RECOGNIZE OUR NAVARRO STUDENTS FOR AN EXCELLENT JOB.
THAT GOING TO A NATIONAL COMPETITION LIKE THAT, THAT'S PRETTY EXCITING.
AS ALWAYS, I WANT TO RECOGNIZE AND THANK THE EDUCATION FOUNDATION FOR LOCKHART.
THOSE PEOPLE DO A LOT OF WORK.
YOU JUST HAVE TO GO TO ONE OF THOSE EVENTS AND SEE HOW MUCH EFFORT GOES INTO THAT.
THE MONEY THEY'RE RAISING FOR OUR CLASSROOM TEACHERS IS REALLY REMARKABLE AND THANK THEM FOR THAT.
WE'VE GOT TWO MEMBERS HERE ON THE BOARD THAT WORK WITH THEM ALL THE TIME AND THANK YOU ALL FOR THAT.
>> BRIEFLY, JUST WANT TO THANK THE BUSINESS OFFICE, MISS WEISER LEADERSHIP FOR PRESENTING A BALANCED BUDGET, AND ALSO THE BOARD FOR YOUR COLLABORATION, THE LAST COUPLE OF MONTHS WORKING THROUGH THAT PROCESS.
I KNOW THERE ARE DECISIONS THAT ARE VERY HARD THAT WE HAVE TO MAKE.
BUT THANK THE BOARD FOR YOUR COLLABORATION
[02:50:01]
AND WORKING THROUGH THAT PROCESS TO GET US TO THIS POINT, AND WE WILL DO OUR BEST TO MOVE FORWARD STRATEGICALLY AND SUPPORTING ALL OF OUR KIDS.>> THAT BRINGS US THE VINDICT IF YOU HAVE A VOLUNTEER.
>> SINCE I DID IT, I'M GOING TO END IT AGAIN.
HEAVENLY FATHER, THANK YOU FOR THE GUIDANCE THAT YOU GAVE US TONIGHT AND WHAT YOU CONTINUE TO GIVE US IN ORDER FOR US TO DO THE WORK THAT WE SIGNED UP FOR.
WE ALSO VALUE THE HARD WORK OF ALL EMPLOYEES DISTRICT WIDE, AND WE WANT TO THANK EVERYONE FOR THEIR DEDICATION.
WE WANT YOU TO CONTINUE TO EMPOWER THEM TO BE INSPIRATIONAL AND MOTIVATING IN ALL AREAS.
BUT WE THANK YOU, ESPECIALLY TONIGHT FOR ALLOWING US TO HAVE A BALANCED BUDGET IN JESUS NAME, WE PRAY.
>> AMEN. IT IS 10: 29 AND WE ARE ADJOURNED.
* This transcript was compiled from uncorrected Closed Captioning.