Nov 17, 2025 Lockhart ISD Board of Trustees

>> CAN YOU EXPLAIN THE COACHING CYCLES?

>> BASICALLY, WE'RE IN THE CLASSROOMS DOING WALK THROUGHS.

ONCE WE GATHER ENOUGH WALK THROUGHS, IT'S REALLY SITTING DOWN WITH THE TEACHERS TO LOOK AT THEIR GLOWS AND GROWS AND THEN HELPING THEM SAY, THEN HOW ARE WE GOING TO MAKE THIS CHANGE? HAVING THOSE PERSONAL CONNECTIONS WITH TEACHERS DISCUSSING THE CHANGES THAT NEED TO BE MADE AND HELPING THEM IMPLEMENT IT IN THE CLASSROOM.

THEN REVISITING AFTER THAT TO SAY, HOW DID THAT WORK? WHAT DID YOU THINK? WHAT DO WE NEED TO DO DIFFERENTLY? IT'S JUST A CONTINUOUS, YOU GET FEEDBACK, BUT YOU'RE ALSO GOING TO WATCH IT IN ACTION AND THEN COMING BACK AND REFLECTING, IT'S JUST A CONTINUOUS CYCLE OF MAKING THOSE IMPROVEMENTS.

>> I HAVE A QUESTION. ON THE OBSERVATION AND FEEDBACK CYCLES, 50% OF THE TEACHERS, DOES THAT MEAN 50% OF THE THREE THROUGH FIVE TEACHERS?

>> NO, MA'AM. K THROUGH FIVE.

>> K THROUGH FIVE?

>> YES, MA'AM.

>> I GUESS, HAVE YOU ALL HAD DISCUSSIONS WITH STAFF TO EMPHASIZE HOW IMPORTANT THIS REALLY IS? WE DON'T BREAK THIS CYCLE PRETTY QUICK.

WE'RE GOING TO BE FACING SOME REAL DIFFICULTIES.

>> YES, SIR. ACTUALLY, I MEET WITH MY STAFF.

EVERY WEDNESDAY, WE HAVE MEETINGS THAT TALK ABOUT FROM OUR FACULTY MEETINGS TO DIGGING INTO THE DATA AS A CAMPUS, K THROUGH FIVE.

KINDER KNOWS WHAT'S GOING ON IN FIFTH GRADE, FIRST KNOWS WHAT'S GOING ON IN THIRD GRADE ACROSS THE CAMPUS, AS WELL AS TEACHER LED PROFESSIONAL DEVELOPMENT BECAUSE WE'RE REALLY TRYING TO AND WE'RE MEETING WEEKLY FOR PLCS, THAT'S A CHANGE THAT WE'VE MADE THIS YEAR.

CONTINUOUSLY WHEN WE'RE DOING OUR WALK THROUGHS, OUR FEEDBACK WHEN WE SEE MY QUESTION IS ALWAYS, HOW DO WE KNOW STUDENTS GOT IT? WHAT ARE WE DOING TO MAKE THE DIFFERENCE? REALLY JUST CONTINUING TO HAVE THAT CONVERSATION. YES, SIR.

>> ANOTHER QUESTION.

>> YES, MA'AM.

>> HAS TEACHER TURNOVER BEEN A FACTOR ON THAT CAMPUS FOR YOUR RESULTS?

>> I WOULD SAY DEFINITELY.

I THINK THAT'S DEFINITELY A FACTOR AND HONESTLY, PART OF THE PARENT MEETING, THAT WAS A HUGE TOPIC OF DISCUSSION.

WE HAD THAT DISCUSSION ABOUT THAT.

WE'VE HAD STAFF WHO WILL TELL YOU, BECAUSE YOU HAVE TO KEEP RETRAINING PEOPLE OVER AND OVER.

DEFINITELY A FACTOR.

WE'RE DOING THINGS AS PART OF OUR CAMPUS IMPROVEMENT PLAN.

THAT IS JUST HELPING BUILD MORALE.

I KNOW THAT HUGE PIECE TEACHERS LIKE RIGHT NOW, WHAT THEY'RE SAYING AS PART OF OUR CAMPUS SURVEY IS YOU'RE GETTING INTO OUR CLASSROOMS, YOU'RE GIVING US FEEDBACK.

BUT BECAUSE IT'S MISS BAILEY AND I RIGHT NOW, THAT NEXT STEP OF BEING ABLE TO COACH MORE TEACHERS IS WHERE WE'RE LACKING.

THAT'S REALLY WHERE WE'RE WORKING WITH DR. VASQUEZ.

I'M HOPING WE'LL GET THIS ASSISTANCE WITH THE REGION 13 COACHES BECAUSE TEACHERS WANT THAT.

THEY WANT TO GET BETTER. WE REALLY HAVE A GREAT GROUP OF TEACHERS.

I THINK ONCE THEY SEE THAT, THEN IT'S DEFINITELY GOING TO HELP THEM SEE LIKE, HEY, WE'RE DOING THIS, AND THEY'RE GOING TO WANT TO STAY AND I WANT TO KEEP WORKING TOWARDS THAT A.

>> DR. SANCHEZ, I WOULD ADD TO WHILE SINCE ITS OPENING, ABS HAS HAD A HIGH TURNOVER RATE.

WE'VE ALSO HAD DIFFERENT RESULTS, EVEN WITH THAT.

[00:30:02]

I WOULDN'T USE THAT AS AN EXCUSE BECAUSE THERE HAVE BEEN YEARS TO WHERE WE WEREN'T WITH SIMILAR ISSUES WITH TEACHER TURNOVER.

>> IF THERE ARE NO OTHER QUESTIONS.

I'M GOING TO HAND IT OVER TO MY FELLOW PRINCIPAL, MISS EPSTEIN FROM NAVARRO.

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

LIKE MISS [INAUDIBLE] SAID, THERE'S GOING TO BE A LOT OF SIMILARITIES IN SOME OF THE AREAS THAT WE ARE ALSO WORKING ON HERE AT NAVARRO, BECAUSE INSTRUCTION IS GOING TO BE ONE OF OUR BIGGEST FOCUSES.

I LOOKING AGAIN AT OUR SCORES AND REPORT CARD FOLLOWING THE SIMILAR CADENCE THAT SHE HAS ALSO SHARED WITH THERE BEING A B AND NOW OUR THIRD CONSECUTIVE D ON HERE IS WHAT'S GOTTEN US TO WHERE WE ARE AS WELL RIGHT NOW.

THIS IS SOMETHING AS WELL WHERE IT'S VERY CRITICAL YEAR, ASKING AND HEARING YOU ALL SAYING, DOES STAFF FEEL THE URGENCY? DEFINITELY, WE'RE FEELING THE URGENCY OF WANTING TO BREAK THIS CYCLE AND TO DO WHAT'S BEST FOR OUR STUDENTS, AND AGAIN, TO MOVE OUR CAMPUS ON.

FOR US, AS WELL, WE'LL BE ALSO FOCUSING ON THAT INTENSIVE CURRICULUM AND INSTRUCTIONAL SUPPORT.

AGAIN, YOU'RE GOING TO SEE QUITE A FEW SIMILARITIES OF REALLY FOCUSING IN ON INSTRUCTION AND DOING THE BEST THING THAT WE CAN FOR OUR STUDENTS AND FOR OUR STAFF TO TRAIN THEM UP ON THAT.

THE FIRST THING THAT WE ARE LOOKING AT IS WITH OUR SAVVAS IMPLEMENTATION FOR ENGLISH LANGUAGE ARTS IN SPANISH, REALLY FOCUSING IN ON THE IMPLEMENTATION AND THE INTERNALIZATION TIME.

THERE'S TIME BUILT INTO OUR SCHEDULE RIGHT NOW WHERE TEACHERS HAVE TIME TO ACTUALLY REALLY INTERNALIZE THAT CURRICULUM ONCE A WEEK WITH SOME OF OUR LEADERS.

TO REALLY AGAIN BRING THOSE RBIS, WHICH YOU'LL SEE IN THAT THIRD BULLET, THAT RESEARCH BASED INSTRUCTIONAL STRATEGIES TO THE FOREFRONT.

WITH SAVVAS, WE ALREADY HAVE THAT EMBEDDED IN THERE.

AGAIN, REALLY MAKING SURE THAT IF IT'S ALREADY THERE, LET'S PICK THOSE THINGS OUT AND MAKE SURE THAT WE'RE PUSHING THAT FORWARD FOR OUR STUDENTS.

IT'S NOT JUST GETTING UP IN FRONT AND READING THROUGH EVERYTHING, IT'S REALLY INTERNALIZING UNDERSTANDING WHAT DO OUR STUDENTS NEED TO KNOW IN ORDER FOR US TO GET THEM TO BE MOVING WITH THAT READING CURRICULUM.

SAME THING FOR MATH. WE HAD MENTIONED THAT WE'RE WORKING ON A FRAMEWORK FOR THAT.

WE'RE MONITORING THOSE LESSONS, THE IMPLEMENTATION, INTERNALIZATION.

I EVEN HAVE SOME OF OUR STAFF AND SOME OF OUR LEVEL LEADERS REACHING OUT TO OTHER CAMPUSES AND DOING A LOT OF CROSS COLLABORATION ACROSS MATH TO SEE WHAT'S WORKING OUT THERE, AND TO SEE WHAT ELSE WE CAN BRING ONTO OUR CAMPUS, AND THERE'S NOT NECESSARILY A SET CURRICULUM.

BUT AGAIN, GOING BACK TO AND SEEING, THIS IS WHAT WE NEED OUR STUDENTS TO KNOW IF THINGS ARE WORKING, WHAT ARE SOME THINGS WE CAN BRING OVER INTO NAVARRO AS WELL.

WE'RE ALSO BUILDING THAT CAPACITY THROUGH THOSE OBSERVATIONS AND FEEDBACK CYCLES.

WE DO HAVE LEVER LEADERS ON OUR CAMPUS WHO DO HAVE OPPORTUNITIES TO PROVIDE SOME OF THAT FEEDBACK FOR THEM AS WELL AS THOSE OBSERVATIONS AND REALLY WORKING TO STREAMLINE OUR SHARED LEADERSHIP TEAM WITH IT BEING TWO ADMINISTRATORS AND THEN OUR FOUR LEVER LEADERS.

ONE OF OUR NEXT STEPS HERE WITH REGION 13, WHICH WE'LL TALK ABOUT AS WELL IS TO REALLY CALIBRATE AMONGST ALL OF US AND REALLY BE WORKING ALL OF US TOGETHER TO GET VERY TARGETED FEEDBACK FOR OUR STAFF.

WE ARE ALSO ARE CONTINUING THROUGH PLCS, REGULAR DATA CYCLES TO ADJUST THAT INSTRUCTION, BASED ON STUDENT PERFORMANCE.

THAT'S SOMETHING AGAIN, WE'LL GET INTO IN THE ACTION PLANS.

THEN WE AS WELL ARE MONITORING ATTENDANCE, WE ARE ACTUALLY UP A WHOLE 1.5 PERCENTAGE POINT.

WE ARE REALLY ROCKING.

WE HAVE, I KNOW THOSE CALLED A LITTLE CHEER LEADING THINGS AND I GOT TO PUT A TON OF STARS ON IT FOR THE GROWTH THAT WE'RE MAKING, SO THAT'S A HUGE THING WE'VE GOT STUDENTS IN SEATS.

WE'RE REALLY PROUD THAT WE'RE GETTING THEM TO COME IN BECAUSE IT'S ONLY GOING TO HELP THEM IF THEY'RE HERE IN OUR SEATS FOR US.

>> FOR OUR ACTION PLAN AS WELL, YOU'RE GOING TO SEE AGAIN, SOME SIMILARITIES HERE.

WE ALSO ARE GOING TO HAVE THAT ENHANCED CAMPUS SUPPORT.

WITH US, SINCE WE HAVE OUR LEVER LEADERS ON CAMPUS AS WELL, OUR COACHING ASSISTANCE IS GOING TO BE REALLY BUILDING US ALL UP AS A TEAM WITH THAT SUPPORT FROM REGION 13.

WE ALSO HAVE SOME TARGETED AREAS SUCH AS OUR FIFTH GRADE SCIENCE, WHERE DISTRICT COACH SUPPORT IS COMING ALONGSIDE TO WORK WITH OUR FIFTH GRADE SCIENCE TEACHERS AND SOME SUPPORT AS WELL IN MATH.

FOR EXAMPLE, WE HAVE SOME THIRD GRADE TARGETED SUPPORT GOING ON RIGHT NOW WITH OUR DISTRICT COACHES COMING IN.

WE AS WELL, MYSELF, WILL HAVE THAT BIWEEKLY SUPPORT NOT ONLY FROM DOCTOR CAMARILLO AND DR. VASQUEZ, BUT ALSO WITH OUR REGION 13, WHICH IS THAT FOUNDATIONAL LEADERSHIP INSTRUCTIONAL PRACTICES AND SYSTEMS. SHE'S ACTUALLY EXCITED COMING TOMORROW, AND WE'RE GOING TO DO SOME CALIBRATING AMONGST OUR TEAMS, WHICH MEANS FOR THAT OBSERVATION PIECE, US GOING TO THREE CLASSROOMS TO GO OBSERVE.

THEN AS WE COME OUT OF THERE REALLY CALIBRATING AMONGST US TO SAY, WHAT'S ONE SMALL PART HERE THAT'S GOING TO REALLY LEVERAGE AND MOVE THAT TEACHER FORWARD? AGAIN, BEING VERY TARGETED AND SPECIFIC, AND THEN AGAIN, CALIBRATING AMONGST US SO WE CAN REALLY HELP TO MAKE THAT LEVERAGE.

THAT'S SOMETHING AGAIN, THAT'S STARTING TOMORROW ALREADY THAT WE'RE EXCITED TO HAVE HAPPEN.

FOR PROFESSIONAL DEVELOPMENT.

BASED ON OUR DIAGNOSTICS AND OUR NEEDS ASSESSMENT, WE WERE REALLY FOCUSING AGAIN ON THOSE RESEARCH BASED INSTRUCTIONAL STRATEGIES.

AGAIN, PULLING OUT THOSE BEST THINGS FOR

[00:35:01]

OUR STUDENTS PRODUCTIVE STRUGGLE CAME UP AND THAT'S A BIG FOCUS OF OUR CAMPUS RIGHT NOW.

WE HAVE A PLAYBOOK THAT WE GO INTO AND REALLY THINK THROUGH WHAT'S GOING TO DRIVE OUR STUDENTS, AND IT COMES BACK TO AGAIN, LIKE MISS VASQUEZ SAID, HOW DO WE KNOW STUDENTS ARE LEARNING, ASKING HOW THEY KNOW REALLY GETTING INVOLVED IN THEIR THINKING AND AGAIN, PUSHING THEM FORWARD TO SAY, WE WANT OUR STUDENTS TO PRODUCTIVELY STRUGGLE WITH THIS WORK BECAUSE THEY'RE THE ONES THAT NEED THIS PRACTICE HERE THAT WE CAN HELP TO GUIDE THEM THROUGH IT.

FOR OBSERVATION AND FEEDBACK CYCLES, VERY SIMILAR AS WELL WITH GETTING OUR TEACHERS THROUGH THAT COACHING CYCLE WITH IT.

BEING, AGAIN, GETTING CLOSE TO JANUARY, WE REALLY WANT TO TARGET OUR TEACHERS THAT NEED SOME REALLY, I SAY, THE MOST SUPPORT RIGHT NOW.

AGAIN, THAT'S ALREADY STARTING TOMORROW WITH REGION 13 COMING ALONGSIDE US SO WE CAN REALLY TWEAK AND RE LOOK AT SOME THINGS THAT ARE GOING TO HELP US MOVE FORWARD.

THAT BY MAY, WE'RE GETTING THAT SYSTEM IN PLACE IN 100% OF OUR TEACHERS AND THAT SYSTEM IS GOING THROUGH.

WE ALSO ARE DOING A LOT OF FREQUENT DATA REVIEW.

AGAIN, THAT URGENCY IS THERE, WHETHER IT'S AT A STAFF MEETING PRESENTING THAT OUT THERE TO SAY, HERE'S WHERE WE ARE, HERE'S THE MOVEMENT WE'RE MAKING OR HERE'S THE MOVEMENT WE'RE NOT MAKING. WHAT ARE WE GOING TO DO? WE'RE LOOKING AT THAT IN BIWEEKLY PLCS WITH ALL STAFF THAT INCLUDES EVEN OUR SPECIAL EDUCATION TEACHERS COMING ALONGSIDE TO SAY, WHAT ARE Y'ALL DOING AS WELL TO AGAIN COME AROUND EVERY STUDENT THAT WE HAVE.

WE'RE TARGETING AGAIN MATH WITH THOSE MONTHLY VERTICAL MEETINGS, K-5, WE'RE REALLY LOOKING AT MATH DATA, ALL TEACHERS COMING TOGETHER TO SAY, HOW ARE WE ALL SUPPORTING EACH OTHER, SO CONTINUING THAT.

THEN OUR WEEKLY SHARED LEADERSHIP TEAM MEETINGS WHERE MYSELF, THE ASSISTANT PRINCIPAL AND OUR LEVEL LEADERS GET TOGETHER TO LOOK AT DATA AND SAY, WE AS A LEADERSHIP TEAM, WHAT ARE WE SEEING, WHAT INSTRUCTURAL MOVES DO WE NEED TO MAKE AND WHAT IS THAT GOING TO LOOK LIKE MOVING FORWARD? BECAUSE AGAIN, IF WE CAN START WITH US HERE, IT'S GOING TO BE ABLE TO GET OUT TO MORE OF OUR TEACHERS AND STAFF IF WE CAN REALLY MAKE SURE THAT WE'RE BEING VERY TARGETED WITH OUR THINKING, AND WHAT'S THE NEXT STEPS FOR OUR STUDENTS. ANY QUESTION?

>> ANY QUESTION BOARD?

>> I HAVE A WONDERING HERE BASED ON WHAT I SEE BETWEEN BOTH CAMPUSES THAT IN THE YEAR 2021, 2022, THERE WAS A V RATING, AND THEN THE NEXT THREE YEARS JUST ALL WENT DOWN.

WHAT ACTUALLY HAPPENED FROM THAT YEAR TO THE OTHERS?

>> ONE OF THE THINGS IN NOTICING AND THINKING ABOUT EVEN STAR IS REVAMPED, THAT FIRST YEAR, THE WRITING TEST HAD GONE AWAY DURING THAT TIME AND THEN MOVING FORWARD INTO THE NEXT YEAR, WE HAD ECRS SCRS AND STAR 2.0 SO JUST NOTICING THAT THERE'S SOME DIFFERENT WAYS THAT WE'RE ASSESSING AND JUST REALLY NOTICING SOME OF THAT AS WELL.

>> DO YOU THINK THOSE AREAS HAVE BEEN IDENTIFIED NOW IN THE NEEDS ASSESSMENT?

>> I WILL SAY FOR OUR CAMPUS SPECIFICALLY, LIKE PART OF WHEN WE PRESENTED THE ACTION PLAN, WRITING IS AN AREA THAT WE NEED TO GROW IN SPECIFICALLY.

WE SEE OUR READING COMPREHENSION IS DOING OKAY THERE.

WE'VE GOT SOME STRENGTHS THAT WE CAN BUILD OFF OF, BUT THAT SCR, THE ECR, THE WRITING PIECE IS SOMEWHERE THAT WE NEED TO REALLY LIVE IN, AND THEN ALSO OUR MATH AS WELL.

FOR US, YES, THAT'S SOMETHING WE REALLY NEED TO TARGET.

>> I THINK THESE PLANS ARE REALLY GREAT.

I WAS WONDERING, DO YOU EVER FORESEE ANY VETERAN TEACHERS NOT AGREEING WITH THESE PLANS?

>> I DON'T NECESSARILY KNOW IF I DON'T SEE THEM AGREEING.

I THINK THAT THERE'S SOME UNCOMFORTABILITY RIGHT NOW WITH SOME CHANGES OR SOME MORE URGENCY THAT'S PUT OUT THERE TO SAY, HEY, WHAT ARE WE DOING TO MOVE THIS? THESE ARE A LOT OF BEST PRACTICES THAT ARE UP HERE.

WHEN TALKING WITH STAFF AND SAYING, HERE'S WHERE WE'RE GOING, I SEE THEM SAYING, YES, WE'RE GOING, WE'RE DOING THIS, AND THAT URGENCY AROUND THE DATA, I THINK IS REALLY WHAT'S DRIVING SOME OF THIS TO SAY OUR STUDENTS DESERVE THIS.

WE NEED TO MOVE THIS FORWARD.

WHAT CHANGES CAN WE MAKE? BECAUSE IF THIS IS WHERE WE ARE AND WE KNOW WE CAN BE AT THAT A RATED CAMPUS, LET'S COME ALONG AND LET'S DO THIS TOGETHER.

>> GREAT.

>> DURING THE DISCUSSION, YOU USED THE WORD CALIBRATION SEVERAL TIMES?

>> COULD YOU GIVE ME SOME MORE DETAIL OR SOME FLUFF ON THAT?

>> ABSOLUTELY. WHEN I THINK ABOUT, I'LL GIVE YOU AN EXAMPLE FOR TOMORROW.

WHEN WE SAY THAT WE'RE GOING TO CALIBRATE, WHAT THAT LOOKS LIKE IS WE'LL HAVE OUR REGION 13, MYSELF, THE ASSISTANT PRINCIPAL, AND TWO LEVER LEADERS.

WE'RE GOING TO BE GOING INTO A CLASSROOM TOGETHER FOR ABOUT 10-MINUTE SNAPSHOT.

WE'RE GOING TO WATCH. WE'RE GOING TO NOTICE WHAT WE'RE SEEING, TAKE SOME NOTES ON THAT.

USE OUR WALK-THROUGHS THAT WE HAVE BECAUSE THAT'S SOMETHING THAT WE ALSO CALIBRATE ON GOING IN TOGETHER TO COME OUT TO SAY, WHAT DID YOU SEE? HOW WOULD YOU RATE THIS HERE? ARE WE IN THE SAME LINE OF THINKING ON THAT? TO MAKE SURE THAT JUST LIKE WE WOULD DO FOR A RUBRIC, ARE WE ALL FALLING IN LINE WITH WHERE THE INSTRUCTION WAS? THEN WHAT ARE SOME NEXT STEPS? BECAUSE IF WE CAN ALL COME TOGETHER AND HAVE SOME HIGH LEVERAGE MOVES, THEN THAT'S GOING TO ONLY HELP US BE BETTER TOGETHER.

>> WHAT YOU'RE SAYING IS, WHEN YOU GUYS GO IN TOGETHER, YOU'RE GOING TO LOOK AT BECAUSE YOU'RE GOING TO SEE SOMETHING DIFFERENT THAN DR. CAMARILLO WOULD AND THAT'S WHEN YOU GET BACK TOGETHER AND YOU GO, THIS IS WHAT I SAW, WHAT DID YOU SEE?

>> THEN YOU DECIDE WHAT WAS IMPORTANT WITH WHAT WHATEVER I SAW, COULD THAT MAKE A DIFFERENCE?

[00:40:01]

>> I WAS COMING TOGETHER AND HEARING FROM REGION 13 TO SAY, WHAT ARE WE ALL DISCUSSING? HERE'S OUR HIGHEST LEVERAGE MOVEMENT AND REALLY HELPING TO COACH US AS WELL TO FIND THOSE MOMENTS.

WE MIGHT SEE QUITE A FEW DIFFERENT THINGS IN THERE.

BUT WHAT'S THAT ONE SMALL THING OR THAT ONE, MAYBE EVEN BIG THING THAT WE CAN DO TO MOVE THIS TEACHER FORWARD TO BEST MAKE THAT INSTRUCTIONAL ADJUSTMENT? BECAUSE SOMETIMES WE'LL SEE A LOT OF DIFFERENT THINGS.

AGAIN, COMING TOGETHER TO SAY WHAT'S GOING TO BE OUR BEST MOVE HERE THAT WE CAN FOCUS ON.

>> I'LL HAVE A DISCUSSION ABOUT WE SAW THIS MANY THINGS AND WE NEED TO COMPRESS IT DOWN TO THESE ARE THE IMPORTANT THINGS THAT WE NEED TO FOCUS ON?

>> YES SIR, BECAUSE IF WE HAVE SO MANY THINGS TO FOCUS ON THE DOG WITH THE FIRE AND THE COFFEE CUP, EVERYTHING'S FINE.

THERE'S ALL THESE THINGS GOING AROUND.

HOW CAN CONDENSE THIS DOWN RIGHT BECAUSE WE DON'T WANT TO KEEP SPINNING OUR REELS ON ALL THESE THINGS, ALL THESE PLATES.

WE WANT TO FOCUS IN TARGETED ON ONE THING THAT WE CAN MOVE FORWARD BECAUSE THEN WE CAN ACTUALLY SAY, BY NEXT WEEK, I WANT TO GET BACK INTO THAT CLASSROOM TO SEE THOSE MOVES BE MADE.

IF NOT, HOW CAN I HELP SUPPORT THIS EVEN MORE SO MOVING FORWARD? IT'S A SMALLER BUT A QUICKER CYCLE THEN TO GET.

>> THAT'S WHAT YOU'RE TALKING ABOUT WHEN YOU SAID TWEAK?

>> YOU'RE GOING TO GO IN AND BRING IT TOGETHER?

>> BECAUSE NOT EVERYBODY UNDERSTANDS BECAUSE I WAS IN THE NAVY AND I DID CALIBRATION ON TEST EQUIPMENT, YOU BROUGHT IT WITHIN A CERTAIN TOLERANCE, AND THAT'S WHAT IT SOUNDED LIKE, BUT IT'S ALL DIFFERENT.

>> NO, BUT I THINK THAT'S A PERFECT ANALOGY.

IT'S A RANGE AND BRINGING THAT RANGE DOWN AND AGAIN, REALLY FOCUSED IN.

>> COOL. THANK YOU.

>> ANYTHING ELSE? THANK YOU.

>> ANY OTHER QUESTIONS? I WANT TO MAKE JUST A QUICK COMMENT.

JUST A LITTLE CLARIFICATION OR NOT EVEN CLARIFICATION, JUST REMINDING US ALL OF JUST A LITTLE BIT OF HISTORY IN TERMS OF TAS RELEASING OF A-F SCORES, OF THE CHANGES IN THE ACCOUNTABILITY SYSTEM, CHANGES IN THE SR ASSESSMENT.

WE'RE GOING TO CONTINUE TO SEE MORE AND MORE CHANGES.

I THINK IT'S JUST RELEVANT FOR THIS CONVERSATION.

JUST TO RECALL THAT REALLY WE HAVEN'T HAD RATINGS FOR ESSENTIALLY THREE YEARS.

I THINK THAT'S IMPORTANT.

ALSO, WHEN YOU LOOK AT THE THREE YEARS OF D, BOTH OF OUR PRINCIPALS, HAVE BEEN IN THEIR POSITIONS FOR A YEAR, AND I'M CONFIDENT THAT THEY ARE UNDERSTANDING OF THE TASK AHEAD, THAT THEY ARE RALLYING THEIR TEAMS AND THAT WE'LL SEE THE IMPROVEMENT THAT WE NEED TO SEE AT THE END OF THE YEAR.

>> DR. COMER, HAVE ANY ANYTHING ELSE TO SAY?

>> I WOULD JUST ADD THAT TA HAD GIVEN US THE OPTION TO SUBMIT THIS IN MARCH AND JUST LEADING TO THE URGENCY OF IT ALL THAT WE SAID, WE'RE GOING TO DO IT NOW AND SUBMIT IT NOW AND TURN IT IN SO JUST TO LET EVERYBODY KNOW THAT WE HAVE THAT URGENCY IN OUR CAMPUSES DO AS WELL.

>> THIS IS A PUBLIC HEARING.

WE'RE GOING TO OPEN IT UP TO ANY PUBLIC COMMENTS THAT ANYBODY MIGHT HAVE TO MAKE.

IT IS 7:13, IF ANYBODY HAS ANY COMMENTS YOU'RE WELCOME TO COME TO THE PODIUM AND SPEAK YOUR MIND.

SIR, WE GIVE YOU FIVE MINUTES, PLEASE GIVE YOUR NAME AND ADDRESS WHEN YOU GET UP THERE, PLEASE.

>> I AM MICHAEL SCHEIN.

I'M A FATHER AND ALSO A SUBSTITUTE TEACHER HERE IN THE DISTRICT.

MY WIFE WORKS AT ABS.

ONE THOUGHT THAT I HAD THAT WAS WORTH SHARING TO ME IS REGARDING INTRINSIC MOTIVATION AMONG STUDENTS.

I'VE BEEN A TEACHER BEFORE, FULL TIME AS WELL, ACTUALLY IN LULING AND I FOUND THAT FOR MYSELF, REFLECTING BACK ON MY OWN CHILDHOOD, WHAT I DID WELL AND WHAT I DID VERY, VERY, NOT WELL, AND ALL THE WAYS IN WHICH I WAS MISGUIDED.

INTRINSIC MOTIVATION FOR LEARNING, I THINK IS ONE OF THE MOST INCREDIBLY IMPORTANT AND VALUABLE THINGS.

I THINK THAT TEACHERS CAN WORK REALLY HARD MAYBE ON ONE SIDE, GETTING EVERYTHING EXACTLY RIGHT AND HOLDING THEMSELVES TO THESE INCREDIBLE STANDARDS BUT IF WE HAVE STUDENTS THAT ARE STRUGGLING TO BE INTRINSICALLY MOTIVATED TO LEARN BECAUSE OF MAYBE DIFFICULT CIRCUMSTANCES OR JUST LACK OF AWARENESS ABOUT CERTAIN THINGS, THEN WE'RE SPINNING OUR WHEELS, AREN'T WE?

[00:45:03]

THERE'S A CERTAIN SENSE THAT IF WE CAN GET STUDENTS TO BE MORE INTRINSICALLY MOTIVATED TO LEARN, THEY'RE GOING TO SEEK OUT THROUGH THEIR OWN CURIOSITY, A SENSE OF LEARNING AND ENGAGEMENT, AND I THINK THAT'S WHAT EVERYBODY IN THIS ROOM WANTS.

THAT'S CERTAINLY WHAT I WANT, AND THAT'S WHAT I TEACH MY SON.

THAT'S WHAT I WISH SO MUCH WAS TAUGHT TO ME WHEN I WAS YOUNG.

THAT'S ALSO WHAT I TRIED TO IMPART ON MY STUDENTS WHEN I WAS TEACHING AT THE HIGH SCHOOL LEVEL IN AUDIO VIDEO PRODUCTION AND CTE IN LULING.

I THINK IT'S SOMETHING WORTH CONSIDERING.

I'M INCREDIBLY BUSY, I'M STARTING A BUSINESS MYSELF, AND WHEN I DO GET A CHANCE TO SUBSTITUTE IN THE CLASSROOM, OF COURSE, AFTER MAKING SURE THE STUDENTS DO THEIR WORK AND IN BETWEEN MAKING SURE THEY'RE NOT ANSWERING THEIR PHONES.

OF COURSE, TEXAS JUST HAD TO BAN PHONES RIGHT AFTER I STOPPED TEACHING, DIDN'T THEY? WHY COULDN'T THEY HAVE DONE IT JUST A YEAR OR TWO BEFORE? I DON'T KNOW. IT WAS MADDENING.

BUT THANK GOD THAT WE DID, BECAUSE I TELL THE STUDENTS THAT THE USE OF PHONES LIKE THAT, THEY DON'T UNDERSTAND HOW MUCH IT INTERRUPTS THEIR BRAINS IN TERMS OF THEIR EDUCATION.

AFTER ALL OF THAT STUFF, I LIKE TO TALK TO THE STUDENTS AND ENGAGE WITH THEM IN A ONE ON ONE WAY AND SEEK TO INSPIRE THEM AND SHARE EXACTLY THESE TYPES OF THOUGHTS WITH THEM.

I HAVE FOUND THEM, MOST OF THEM, NINE OUT OF 10 OF THEM, MAYBE 19 OUT OF 20, TO BE GENUINELY ENTHUSIASTIC AND RECEPTIVE.

SOME OF THEM TAKE A LITTLE BIT OF BACK AND FORTH, TO TEASE OUT THEIR I GUESS TRUST OF YOU BECAUSE YOU DON'T KNOW WHAT A LOT OF THESE KIDS HAVE BEEN THROUGH.

IT'S HARD. EVERYBODY HAS THEIR OWN STORIES AND THEIR OWN TRAUMAS.

BUT THAT BEING SAID I WOULD LOVE THE OPPORTUNITY IN THE FUTURE TO BE ABLE TO SPEAK TO KIDS MORE IN THE LOCKHART DISTRICT BECAUSE I THINK THAT WOULD BE SIGNIFICANT.

IF NOT ME, MAYBE THERE ARE GUEST SPEAKERS THAT WE COULD BRING IN, PEOPLE WHO CAN TALK TO THEM ABOUT THIS.

MAYBE THERE ARE PROGRAMS OUT THERE THAT WE COULD CONSIDER AS A SUPPLEMENTAL DURING, WHATEVER HOME ROOM, THE WAY EXACTLY IT'S STRUCTURED.

>> ONE MINUTE LEFT.

>> PERHAPS THERE'S A PROGRAM THAT THEY COULD DO TO DO THAT.

ANYWAY, THAT'S WHAT I WANTED TO SHARE, AND THANK YOU FOR YOUR TIME AND CONSIDERATION.

IT WAS WONDERFUL TO BE HERE.

>> THANK YOU, SIR. THANK YOU FOR YOUR COMMENTS.

DO WE HAVE ANYBODY ELSE WE'D LIKE TO SPEAK? IF NOT, IT'S 7:18 AND OPEN PUBLIC HEARING IS CLOSED.

WE WILL NOW MOVE ON TO ITEM 7,

[Business: Consent Agenda]

THE BUSINESS CONSENT AGENDA, ITEMS A-C.

DOES ANY BOARD MEMBER HAVE ANY QUESTIONS ABOUT EITHER THESE THREE ITEMS ON HERE?

>> I'LL MAKE A MOTION THAT WE APPROVE THE ITEMS AS LISTED.

>> WE HAVE A MOTION. DO WE HAVE A SECOND? ALL THOSE IN FAVOR SAY AYE.

>> ANY OPPOSED? PASSES 6-0.

WE MOVE ON TO ITEM 8 COMMUNICATION A,

[Special Services Department Update]

SPECIAL SERVICE DEPARTMENT UPDATE. CHRISTINA?

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

I'M CHRISTINA SMITH.

I'M THE DIRECTOR OF SPECIAL SERVICES AND LOCKHART IST.

THE SPECIAL SERVICES DEPARTMENT THIS YEAR, WE'RE ROOTED, FOCUSED, AND FIERCE.

WE ARE GROUNDED IN OUR WORK, AND WE ARE PROVIDING STRONG SUPPORT FOR OUR STUDENTS, OUR STAFF, AND OUR FAMILIES.

TEAM LOCKHART IS MADE UP OF ALL PEOPLE.

WE HAVE EVALUATORS.

WE HAVE SPEECH LANGUAGE PATHOLOGIST.

WE DO HAVE FOUR VACANCIES RIGHT NOW, SO OUR FIVE SPEECH LANGUAGE PATHOLOGISTS ARE WORKING REALLY HARD AND DOING AMAZING WORK.

[00:50:01]

WE HAVE PHYSICAL THERAPIST, WE HAVE HOMEBOUND TEACHER.

WE INCREASE TO 218 PLUS TEACHERS BECAUSE OUR PROGRAM IS GROWING.

WE HAVE AN ART FACILITATOR.

WE HAVE 61 SPECIAL EDUCATION TEACHERS ACROSS FROM EARLY CHILDHOOD ALL THE WAY UP TO 21, AND WE HAVE 36 SPECIAL EDUCATION TAS.

WE SUPPORT ALL THE STUDENTS IN THE DISTRICT AND THIS YEAR AT THIS MOMENT IN TIME, WE HAVE 1,125 STUDENTS IN THE DISTRICT THAT RECEIVE SPECIAL EDUCATION SERVICES.

OUR DEPARTMENT ALSO SUPPORTS SECTION 504, AND SO THESE STUDENTS HAVE A PLAN WHERE THEY RECEIVE ACCOMMODATIONS.

THEY MAY HAVE DYSLEXIA OR ADHD, AND THEY GET ACCOMMODATIONS THROUGH THEIR 504 PLAN.

WE DID SEE A SLIGHT DECREASE IN THE NUMBER OF STUDENTS WITH 504 PLANS, BUT I THINK THAT'S BECAUSE THEY'RE BEING SERVED UNDER DYSLEXIA, WHICH NOW FALLS UNDER SPECIAL EDUCATION.

WE CONTINUE TO SEE SOME SLIGHT GROWTH IN OUR SPECIAL EDUCATION SERVICES.

I BROKE IT DOWN, TOTAL STUDENTS PER CAMPUS.

THEN IN THE NEXT COLUMN, THERE'S CURRENT ACTIVE SPED REFERRALS, AND THAT JUST MEANS THAT THEY'VE BEEN REFERRED FOR A SPECIAL EDUCATION EVALUATION AND CONSENT HAS BEEN SIGNED BY THE PARENTS, AND SO THEY'RE GOING THROUGH THE PROCESS.

WE ACTUALLY HAVE TO DATE 117 REFERRALS BETWEEN PARENTS AND CAMPUSES, AND SO 56 ARE MOVING FORWARD, AND THEN THE OTHERS ARE SOON TO FOLLOW.

IN THE 2021 22 SCHOOL YEAR, SPECIAL SERVICES MADE UP OF 13.5% OF THE DISTRICT, AND NOW IN 2025, WE MAKE UP 16.5% OF THE DISTRICT.

>> I ASK YOU A QUESTION. HOW LONG DOES IT TAKE YOU TO WORK THROUGH THESE REFERRALS?

>> IT CAN TAKE UP TO THREE MONTHS TECHNICALLY BECAUSE YOU HAVE TO HAVE A REFERRAL MEETING WHERE YOU REVIEW ALL THE DATA AS A TEAM.

IT'S AN EVALUATOR, THE CAMPUS ADMINISTRATOR, ANYBODY THAT SUPPORTS THE STUDENT, AND THEY'RE LOOKING AT AS THE CHILD AS A WHOLE.

THAT CAN TAKE UP TO TWO WEEKS TO GET SCHEDULED FROM THE DATE OF THE REQUEST.

THEN AFTER THAT, THEY TECHNICALLY HAVE 15 SCHOOL DAYS TO GO AHEAD AND MOVE FORWARD WITH CONSENT.

THE EVALUATORS WILL REACH OUT TO THE PARENTS AND THE PARENTS HAVE TO PROVIDE THAT CONSENT BEFORE WE CAN START THE EVALUATION.

FROM THERE, THE EVALUATORS HAVE 45 SCHOOL DAYS TO COMPLETE THEIR EVALUATION.

IN LOCKHART, WE ACTUALLY REQUIRE THEM TO COMPLETE IT IN 35 SCHOOL DAYS, JUST BECAUSE IN THE PAST, WE'VE HAD SOME NON COMPLIANCE IN THOSE AREAS, AND SO WE'RE STILL DOING REALLY THOROUGH WORK AND GETTING IT DONE ON TIME.

THEN ONCE THE DATE OF THAT REPORT HAPPENS, WE HAVE 30 CALENDAR DAYS TO HOLD THAT INITIAL MEETING TO EITHER DETERMINE ELIGIBILITY OR SAY THAT THEY DON'T QUALIFY.

REALLY OVER TIME, THE WHOLE PROCESS COULD TAKE ABOUT THREE MONTHS.

BUT WE WANT TO ENSURE THAT OUR EVALUATORS DO REALLY THOROUGH EVALUATIONS, AND SO WE DON'T LIKE TO RUSH THEM BECAUSE WE WANT THEM TO BE ABLE TO TEST THE STUDENT OVER A PERIOD OF DAYS AND NOT JUST ONE SITTING BECAUSE YOU DON'T GET TO KNOW THE STUDENT LIKE THAT.

>> IS THERE ANY PREFERENCE GIVING TO OR IS IT JUST BASED ON WHEN THE REFERRAL IS MADE? IT'S NOT BASED ON WHAT YOU EVALUATE SOMEBODY MIGHT HAVE MORE NEED THAN ANOTHER?

>> NO. WE DON'T DO PRIORITY.

IT'S JUST WHEN THEY COME IN.

IT'S JUST AS THEY COME IN BECAUSE IF WE PRIORITIZE ONE OVER ANOTHER, I DON'T KNOW HOW WE WOULD CHOOSE THAT.

ALL OF OUR STUDENTS ARE IMPORTANT, SO WE DON'T WANT TO PUT ONE BEFORE ANOTHER.

IN FEBRUARY OF 2025, WE HAD A TEA AUDIT AND ALSO A SITE VISIT.

THIS HAPPENS EVERY SIX YEARS.

THE SITE VISIT IS RANDOM, AND SO WE GOT CHOSEN THIS PAST YEAR.

IN SIX YEARS, HOPEFULLY WE DON'T GET CHOSEN AGAIN.

FROM THAT SITE VISIT, THEY CONDUCTED A COMPLIANCE AUDIT, AND SO THEY LOOK AT THE DIFFERENT PARTS OF SPECIAL EDUCATION AND OUR PROGRAM TO MAKE SURE THAT OUR STUDENTS ARE

[00:55:01]

GETTING THE SERVICES AND SUPPORTS THEY NEED.

THEY REVIEW OUR POLICIES, THEY REVIEW OUR PROCEDURES, AND THEY RANDOMLY SELECTED 24 STUDENT FILES TO REVIEW AND THEY REVIEW THEIR RECORDS FROM THE YEAR 21, 22 ALL THE WAY TO 23, 24.

DATA FROM LAST SCHOOL YEAR WASN'T INCLUDED IN THIS BECAUSE THEY ALWAYS RUN A YEAR BEHIND.

THEY ALSO VISITED CAMPUSES TO SEE HOW THINGS ARE WORKING.

THEY GATHERED FEEDBACK FROM STAFF.

THEY HAD INTERVIEWS WITH PRINCIPALS, WITH PARENTS.

THEY INTERVIEWED COMMUNITY MEMBERS.

THEY ALSO INTERVIEWED STUDENTS.

THEY WERE HERE FOR THREE FULL DAYS, AND WE GAVE THEM A GREAT TOUR, AND SO IT WAS GOOD.

FOR THE FOLDERS, THEY FOCUS ON SEVEN KEY AREAS, REALLY FROM HOW WE FIND AND EVALUATE STUDENTS ALL THE WAY DOWN TO PREPARING FOR THE FUTURE.

THEY LOOK AT OUR GOALS AND OUR SUPPORTS TO MAKE SURE THAT THEY'RE GETTING THE SERVICES WRITTEN IN THEIR PLANS.

THEY'RE MAKING SURE THAT WE'RE GIVING THEM THE RIGHT STATE ASSESSMENT BASED ON THEIR NEEDS, AND THEY'RE JUST LOOKING AT ALL OF THESE DIFFERENT AREAS.

FROM THOSE AREAS, WE WERE FOUND TO BE NON COMPLIANT, WHICH MEANS WE HAVE TO HAVE A CORRECTIVE ACTION PLAN.

IN EACH AREA, WE HAD ONE OR TWO THINGS THAT WERE INCORRECT, THAT WE HAVE TO GO BACK IN CORRECT.

I DON'T KNOW THAT ANYBODY HONESTLY SCORES A PERFECT SCORE.

THE CUTOFF SCORE IS 100%.

THAT'S MADE BY THE FEDERAL AND THEN ALSO BY THE STATE GOVERNMENT.

WE HAVE TO HAVE ZERO ERRORS IN ORDER TO BE FOUND COMPLIANT.

FROM THAT, WE HAVE A CORRECTIVE ACTION PLAN.

>> ONE PLAN FOR ALL THOSE SEVEN AREAS?

>> YES. WE DID ONE PLAN FOR ALL SEVEN AREAS.

BASICALLY, WE HAD ALL OF OUR SPECIAL EDUCATION TEACHERS TAKE THREE TEA LEARN COURSES.

WE CHOSE THESE COURSES BASED ON THE AREAS THAT WERE IDENTIFIED.

THE FIRST ONE IS A STANDARDS BASED IEP PROCESS TRAINING, AND THAT PRETTY MUCH COVERS FROM START TO FINISH, DEVELOPING THAT IEP.

REALLY WALKING THEM THROUGH THE DIFFERENT ELEMENTS AND WHAT'S REQUIRED.

WE FIGURED THE BEST PLACE TO GET THAT INFORMATION IS STRAIGHT FROM TEA THEMSELVES.

FOR THE SECOND ONE I WAS UNDERSTANDING THE AUTISM SUPPLEMENT, WHICH IS FOR OUR STUDENTS THAT HAVE AUTISM, THEY REQUIRE FOR US TO FOCUS ON 11 AREAS, AND WE JUST NEEDED TO STRENGTHEN WHAT WE WERE PUTTING IN THOSE 11 AREAS.

WE NEEDED TO MAKE IT INDIVIDUALIZED AND NOT JUST LIKE COPY PASTE FOR EVERY STUDENT.

THEN THE LAST ONE IS CONDUCTING NECESSARY TRANSITION ASSESSMENTS, WHICH BASICALLY STARTS AT AGE 14.

WHAT WE'RE LOOKING AT IS WE'RE LOOKING AT THEIR LIFE AFTER HIGH SCHOOL, WE'RE HELPING THEM START TO PLAN FOR THEIR CTE COURSES, OR THEIR PATHWAYS.

WHATEVER THEY'RE INTERESTED IN, WE TRY TO TAILOR THEIR COURSES BASED ON THOSE INTERESTS.

EVERY YEAR, WE'RE DOING A TRANSITION ASSESSMENT TO SEE WHERE DID THEIR INTERESTS LIE, AND WHAT CAN WE GET THEM INVOLVED IN? THE OTHER THINGS WE DID IS WE HAD TWO FULL DAYS OF PROFESSIONAL DEVELOPMENT BEFORE SCHOOL STARTED.

WE DID A LOT WITH SPECIALLY DESIGNED INSTRUCTION, AND THEN WE ALSO EMPHASIZED WHAT WAS TAUGHT IN THE THREE COURSES.

WE'RE PROVIDING MORE PROFESSIONAL DEVELOPMENT THAN WE EVER HAVE BEFORE THROUGHOUT THE SCHOOL YEAR.

WE OFFER AT THREE DIFFERENT TYPES OF SESSIONS PER MONTH.

THEN ALSO WE HAVE TO HOLD OUR ADMINING MEETINGS TO CORRECT THOSE INDIVIDUAL CORRECTIONS.

ONCE THOSE ARE DONE, WE'LL SUBMIT THOSE TO TEA.

I THINK THE REALLY GOOD NEWS IS THAT WE'RE ACTUALLY GOING TO FINISH THIS CAP EARLY.

WE WILL FINISH IN JANUARY.

AT THE END OF JANUARY, WE'LL HAVE EVERYTHING WRAPPED UP AND SUBMITTED, WHICH IS ABOUT SIX MONTHS EARLY, SO THAT'S EXCITING.

THEY DID SAY THAT OUR DYSLEXIA PROGRAM MET THE REQUIREMENTS.

THEY SAID THAT THE STAFF WAS FULLY TRAINED.

THEY WATCHED SOME OF THE GROUPS.

THEY WERE SAYING THAT THEY WERE USING THOSE INTERVENTIONS WITH FIDELITY AND THEY WERE ACTUALLY SPEAKING STRAIGHT TO THE PROGRAM, AND THEY COULD TELL THAT THIS WAS NATURAL AND NOT JUST SOMETHING THEY PUT ON A SHOW FOR.

THEY WERE REALLY EXCITED ABOUT THAT.

THEY WERE REALLY IMPRESSED WITH OUR STAFF KNOWLEDGE AND THE GROWTH MINDSET.

[01:00:05]

WITHIN THE INTERVIEWS, PEOPLE WOULD SHARE THAT THEY DIDN'T KNOW EVERYTHING, BUT THAT THEY WANTED TO LEARN.

THEY WERE REALLY IMPRESSED WITH JUST HOW EVERYBODY WAS WITH THEIR GROWTH MINDSET AND THEIR POSITIVE, INTERACTIONS WITH TEA.

I WILL SAY THAT THEY TOLD US AT THE EXIT INTERVIEW WHEN WE WERE FINISHED OF THE THREE DAYS, THEY DID TELL SOMEONE THAT WAS BRAND NEW WITH THEM.

DON'T EVER EXPECT THIS TREATMENT AGAIN BECAUSE NOBODY IS FRIENDLY TO US AND THIS WAS A ONE OFF, AND IT'LL NEVER HAPPEN AGAIN.

I TOLD THEM IF THEY CAME BACK, IT WOULD HAPPEN AGAIN.

BUT THAT WAS REALLY GOOD.

WE'LL MOVE INTO STATE ACCOUNTABILITY FOR STAAR.

THIS ONE IS BEEN A BIG ONE.

IT'S BASICALLY THE RESULTS DRIVEN ACCOUNTABILITY FOR SPECIAL EDUCATION.

THE RDA SYSTEM HAS BEEN IN PLACE.

IT WAS CALLED SOMETHING ELSE A FEW YEARS AGO, BUT THEY JUST RENAMED IT, BUT DIDN'T REALLY CHANGE MUCH.

THERE'S THREE DOMAINS.

THERE'S ACADEMIC, POST SECONDARY READINESS, AND DISPROPORTION ANALYSIS AND DISCIPLINE.

TONIGHT, WE'RE ONLY GOING TO FOCUS ON THE ACADEMIC ACHIEVEMENT BECAUSE THAT IS THE BIGGEST ONE THAT COUNTS TOWARDS OUR RDA.

THIS YEAR, WE ARE IN A DL_3 AND I'LL EXPLAIN A LITTLE BIT MORE, AND WE HAVE BEEN AT A DL_3 FOR THREE YEARS.

THE DISCIPLINE INFORMATION IN THAT THIRD DOMAIN, HOUSE BILL 6 FROM THE MOST RECENT SESSION, SAID THAT THEY WERE NOT GOING TO COUNT THAT IN THE RDA ANYMORE, THAT IT WASN'T THEY JUST TOOK THAT OUT COMPLETELY.

ANY DISPROPORTIONALITY AND BEHAVIOR DISCIPLINE RESULTS WERE TAKEN OUT, BUT THEY STILL REPORTED THEM.

IF YOU LOOK AT THE RDA REPORT, IT WILL HAVE THAT INFORMATION INCLUDED, BUT IT WASN'T FACTORED INTO THE DL_3.

FROM '23-2025, I PUT THE PASSING RATE FOR OUR STAAR 3 THROUGH 8.

MOST OF THEM REMAIN BELOW 40%.

THIS IS ALL STUDENTS TESTED THREE THROUGH EIGHT, BUT IT DOES NOT INCLUDE STAAR 2.

THE ALTERNATIVE ASSESSMENT IS NOT INCLUDED IN THIS.

IT DOES COUNT, BUT NOT IN THIS ONE.

WHAT WE'RE SEEING IS WE'RE NOT MAKING PROGRESS AND SO WE NEED TO CHANGE.

SOMETHING HAS TO CHANGE AND WE ALSO HAVE THAT SENSE OF URGENCY.

THE CUT POINTS FOR TEA ARE 70%.

BUT I DID SOME RESEARCH AND THE STATE AVERAGE FOR SPECIAL EDUCATION AND ALL OF THE DIFFERENT AREAS IS 40-50%.

TEA DOES GIVE YOU BONUS POINTS FOR MAKING IMPROVEMENTS.

IF WE WERE MAKING GAINS EACH YEAR, THEN OUR SCORE WOULD GO DOWN, WHICH IS A GOOD THING.

WE WANT TO ZERO.

OUR END OF COURSE.

WE HAVE SOME GREENS, WHICH IS GREAT.

WE HAVE HUGE CELEBRATIONS BECAUSE BIOLOGY AND US HISTORY, THEY'RE MAKING GAINS AND THEY'RE DOING AMAZING.

WE'RE AT LEVEL ZERO.

THE RI JUST MEANS THAT WE DIDN'T HIT THE CUTOFF POINT FOR BIOLOGY, WHICH IS 75%, BUT WE MADE GAINS AND SO THEY'RE GIVING US CREDIT FOR THAT.

WE GET A ZERO.

OUR AREA OF CONCERN IS ENGLISH 1 AND TWO BECAUSE WE HAVE SEEN THAT DECLINE AND SO WE DO HAVE SUPPORTS IN PLACE FOR THAT FROM OUR R LEVEL.

WE HAVE A LOT OF DATA TO LOOK AT.

BUT WE'RE PUTTING IN NEW THINGS FOR THIS YEAR.

FOR THIS SCHOOL YEAR, IN ADDITION TO EVERYTHING THAT WE ALREADY DO.

WE ARE RESPONDING WITH NEW AND INCREASED LAYERS OF SUPPORT.

THE SPECIAL EDUCATION TEACHERS ARE REQUIRED NOW TO PARTICIPATE IN OUR PROFESSIONAL DEVELOPMENT SESSIONS ONCE PER MONTH.

THAT'S ON SPECIALLY DESIGNED INSTRUCTION, WHICH IS THE HEART OF SPECIAL EDUCATION.

IT MEANS THAT OUR TEACHERS ARE GIVING THEM SOMETHING THAT GENERAL EDUCATION CAN'T GIVE THEM.

WE'RE REALLY FOCUSING IN ON HOW TO DO THAT WITH OUR TEACHERS.

WE ALSO ARE MONITORING OUR CAMPUS WALK THROUGHS THAT OUR ADMIN AND OUR LEVEL LEADERS ARE DOING TO MAKE SURE THAT WALK THROUGHS ARE ALSO HAPPENING IN

[01:05:01]

SPECIAL EDUCATION SETTINGS BECAUSE THEY'RE GEN ED STUDENTS FIRST.

WE'RE ALSO ATTENDING PLCS ON CAMPUSES.

WE'RE CONDUCTING DATA REVIEWS WITH OUR TEACHERS TO HELP THEM ADJUST THEIR INSTRUCTION.

WE'RE DOING A MONTHLY DISTRICT WIDE VIRTUAL SPED MEETING FOR ANY TEACHER TO ATTEND TO GET UPDATES, MICRO TRAINING, THINGS LIKE THAT.

WE'RE ALSO AUDITING OUR IEPS ONCE PER MONTH.

THAT WAY WE CAN ENSURE THAT CONSISTENCY.

WE HAVE CREATED A CAMPUS ADMINISTRATORS GUIDE TO SPECIAL EDUCATION FOR THIS SCHOOL YEAR.

THEN WE'RE ALSO DOING DISTRICT SUPPORT MEETINGS WITH ALL OF THE DIRECTORS, DEPUTY SUPERINTENDENT AND OTHER DEPARTMENTS TO BE ABLE TO PROBLEM SOLVE AND CROSS COLLABORATE.

I'M GOING TO GO INTO THE HAPPY STUFF.

STUDENT AND FAMILY COLLABORATION.

WE HOSTED OUR SECOND ANNUAL REGIONAL TRACK MEET LAST SPRING, AND HAYES CISD AND GONZALES ISD CAME AND IT WAS GREAT.

WE HAD A COUPLE THAT HAD TO BACK OUT AT THE LAST MINUTE, BUT THIS YEAR, IT'LL BE BETTER THAN EVER.

WE ALSO HOSTED THE SECOND ANNUAL LOCKHART INVITATIONAL BOWLING TOURNAMENT.

WIMBERLY ISD PARTICIPATED WITH US, AND THAT WAS JUST RECENTLY.

IT WAS JUST A COUPLE OF WEEKS AGO AND IT WAS FANTASTIC.

OUR 18 PLUS CREW AND THE HIGH SCHOOL CREW.

THE JUNIOR HIGH ALSO COMPETED AGAINST HAYES IN ANOTHER BOWLING TOURNAMENT THAT WAS LAST WEEK AND THEY DID GREAT.

I THINK THEY'LL BE HONORED NEXT MONTH.

IN MY FIRST YEAR AS A DIRECTOR, WE HOSTED OUR SPECIAL EDUCATION FAMILY NIGHT.

WE HAD ALL OF THESE PARTNERS THAT CAME AND SET UP ALL AROUND THE BOARD ROOM, AND WE CONNECTED OUR PARENTS TO ALL OF THESE DIFFERENT COMMUNITY PARTNERS.

IT WAS REALLY GREAT. LOTS OF SMILES.

WE LEARNED A LOT FROM IT AND WE HOPE TO KEEP CONNECTING THEM TO AS MANY RESOURCES AS WE CAN IN THE FUTURE.

>> THAT WAS JUST SOME PHOTOS FROM THAT NIGHT.

IF YOU'VE NEVER HAD ANYTHING FROM TAMMY'S, THE CATERING, YOU SHOULD TRY IT.

BEST CHICKEN SALAD EVER.

SHE'S AMAZING, SO HIGHLY SUGGEST YOU VISIT HER.

SOME OF OUR NEW STUDENT OPPORTUNITIES THAT WE'RE DOING FOR THIS SCHOOL YEAR, I'M PARTNERING WITH CTE AND E3 ALLIANCE, AND WE'RE DEVELOPING SOME PATHWAYS FOR CTE THAT ALL STUDENTS CAN ACCESS.

FOR INSTANCE, WE'RE LOOKING AT CULINARY AND DOING A CO-TEACH MODEL WHERE WE CAN HAVE A SPECIAL EDUCATION TEACHER IN THERE WITH THE CULINARY TEACHER.

WE CAN HAVE STUDENTS OF ALL COGNITIVE LEVELS THAT ATTEND THAT CLASS, AND WE WOULD HAVE BOTH SUPPORTS, THE GEN ED AND THE SPECIAL ED, IN THERE.

WE'RE SUPER EXCITED ABOUT THAT.

ALSO, WE'RE COLLABORATING MORE THAN EVER WITH OUR BILINGUAL DEPARTMENT.

WE'RE WORKING ON DIFFERENT ARD SUPPORTS, AND WE'RE ALSO TRYING TO ALIGN OUR LANGUAGE SUPPORTS WITH OUR SPECIALLY DESIGNED INSTRUCTION BECAUSE THOSE ARE SO SIMILAR.

THE LAST THING IS JUST A SHORT VIDEO TO CLOSE OUT.

WE WANT TO TAKE A MOMENT TO CELEBRATE THE JOURNEY OF THE LOCKHART ISD SPECIAL SERVICES DEPARTMENT.

EVERYTHING WE DO IS DEFINED BY OUR GUIDING PRINCIPLE, ROOTED IN PURPOSE, FOCUSED ON THE WHY, AND FIERCE IN THE HOW.

THIS ISN'T JUST A MOTTO FOR US.

IT'S THE HEARTBEAT OF EVERYTHING WE DO.

OUR PURPOSE IS CLEAR TO CHAMPION EVERY STUDENT.

WE BELIEVE THAT EVERY CHILD HAS UNIQUE STRENGTHS AND DESERVES AN EDUCATION THAT EMPOWERS THEM TO SHINE.

THIS BELIEF IS OUR WHY.

IT'S THE REASON OUR TEAM COMES TO WORK EACH DAY WITH PASSION AND DEDICATION.

WE FOCUS ON UNDERSTANDING THE INDIVIDUAL NEEDS, DREAMS, AND POTENTIAL OF EACH STUDENT, ENSURING THEY HAVE THE TOOLS AND SUPPORT TO SUCCEED, NOT JUST IN THE CLASSROOM, BUT IN LIFE.

WE ARE FIERCE IN OUR METHODS FROM SPECIALLY DESIGNED INSTRUCTION TO OUR PROFESSIONAL DEVELOPMENT FOR OUR AMAZING STAFF.

WE HAVE BEEN RELENTLESS IN OUR PURSUIT OF EXCELLENCE.

WE'VE SEEN STUDENTS BREAK THROUGH BARRIERS, ACHIEVE INCREDIBLE MILESTONES, AND DISCOVER A NEW FOUND LOVE FOR LEARNING.

THEIR SMILES AND SUCCESSES ARE THE TRUE MEASURE OF OUR WORK.

[01:10:04]

EVERY YEAR IS FILLED WITH CHALLENGES, GROWTH, AND SO MUCH HEART.

WE ARE IMMENSELY PROUD OF OUR STUDENTS, OUR STAFF, AND THE ENTIRE LOCKHART ISD COMMUNITY.

THE COLLABORATION AND SUPPORT HAVE TRULY BEEN INSPIRING.

THANK YOU FOR BEING PART OF THIS JOURNEY.

[BACKGROUND] [APPLAUSE] THANK YOU.

YOU HAVE ANY QUESTIONS?

>> ANY QUESTIONS, BOARD? THANK YOU, MADAM.

>> WE WILL MOVE ON TO ITEM 8B,

[Staff Engagement Survey/Staff Forum]

STAFF ENGAGEMENT SURVEY, STAFF FORUM. MR. MILLER.

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

WE'RE GOING TO GO OVER OUR BEGINNING OF THE YEAR STAFF ENGAGEMENT SURVEY RESULTS, AS WELL AS THE FALL STAFF FORUM THAT WAS HELD JUST A COUPLE OF WEEKS AGO AS WELL.

BEFORE WE GET STARTED ON THIS, JUST A QUICK CONTEXT.

THE STAFF ENGAGEMENT SURVEY IS SOMETHING THAT WE DO ANNUALLY EVERY SINGLE YEAR.

IN YEARS PAST, WE'VE TYPICALLY DONE IT IN THE SPRING SEMESTER, ANYWHERE BETWEEN FEBRUARY AND APRIL, DEPENDING ON THE YEAR, AND THAT SURVEY CONSISTED OF APPROXIMATELY 40-50 QUESTIONS.

AFTER LAST YEAR, AFTER WE REVIEWED THE STAFF ENGAGEMENT SURVEY RESULTS WITH THE BOARD AND WITH LEADERSHIP, THERE WAS LOTS OF CONVERSATION ABOUT WHAT WE'RE GOING TO DO WITH THIS DATA NOW THAT WE HAVE IT, AND ESPECIALLY WHEN IT BEING SO LATE INTO THE SCHOOL YEAR.

THE BOARD RECOMMENDED, AND AS DID LEADERSHIP, THAT WE CONSIDER SHIFTING THE SURVEY UP A LITTLE BIT SO WE COULD ACTUALLY DO SOMETHING WITH THE INFORMATION THAT WE HAVE.

OBVIOUSLY, WE TRY TO MAKE SOME ADJUSTMENTS OVER THE SUMMER WHENEVER WE GET INFORMATION IN LATE SPRING, BUT NOW WE ARE SHIFTING TO A BEGINNING OF THE YEAR, MIDDLE OF THE YEAR, AND END OF THE YEAR MODEL, SO WE CAN ACTUALLY GET DATA IN REAL TIME AND TURN AROUND AND DO SOMETHING WITH THAT INFORMATION.

WE DID SHORTEN THE SURVEY SIGNIFICANTLY TO 20 QUESTIONS.

WE REALIZED THAT A LOT OF PEOPLE WERE STARTING IT, BUT NOT THE SAME NUMBER OF PEOPLE WERE ACTUALLY FINISHING IT.

WE WANTED TO OBVIOUSLY REDUCE THAT SURVEY FATIGUE AND TRY TO BE MORE TARGETED WITH THE QUESTIONS THAT WE ASKED.

WE DID COMBINE SOME QUESTIONS, SO WE'LL TALK ABOUT THOSE AS WE GO THROUGH THEM.

ANY QUESTIONS BEFORE WE GET STARTED? THE RHYTHM OF THIS PRESENTATION, IF YOU WILL, THE CADENCE WILL BE WE'LL LOOK AT THE DISTRICT LEVEL DATA, THEN WE'LL FOCUS IN ON CAMPUS LEVEL DATA.

EACH QUESTION WILL ADDRESS BOTH, BUT THE FIRST ONE IS OBVIOUSLY OUR PARTICIPATION.

YOU SEE THAT WE'VE HAD THE HIGHEST NUMBER OF PARTICIPANTS THIS YEAR THAT WE'VE HAD IN THE LAST THREE YEARS.

THAT IS A CAUSE OF CELEBRATION AS WELL.

HOPEFULLY, THE BEGINNING OF THE YEAR, HELP THAT AND HOPEFULLY THE REDUCTION OF THE QUESTIONS HELP PEOPLE COMPLETE IT AS WELL.

PARTICIPANTS BY CAMPUS, WE CAN SEE THAT WE HAD A HUGE SPIKE IN OUR PARTICIPANTS AT OUR SECONDARY CAMPUSES, OR SPECIFICALLY LOCKHART JUNIOR HIGH AND LOCKHART HIGH SCHOOL, AND SMALL DIPS IN MOST OF OUR ELEMENTARIES WITH THE EXCEPTION OF BLUEBONNET ELEMENTARY SCHOOL.

THE FIRST QUESTION AFTER YEARS OF EXPERIENCE AND WHAT CAMPUS THAT YOU WORK AT WAS, I ENJOY WORKING FOR MY PRINCIPAL DIRECT SUPERVISOR, OF WHICH THAT INCREASED DISTRICT WIDE FROM 75% LAST YEAR TO 79% THIS YEAR.

ALSO, YOU'LL NOTICE SOME OF THESE QUESTIONS WE'VE BEEN ASKING FOR A VERY LONG TIME AND SOME WE'VE ONLY BEEN ASKING FOR THE LAST COUPLE OF YEARS.

IF YOU EVER WONDER WHY DOES THIS ONE GO ALL THE WAY BACK TO 2018, WHEREAS OTHERS ONLY GO BACK TO 2022, THAT'S BECAUSE THAT'S WHEN THAT QUESTION WAS ENTERED.

AS YOU CAN SEE, WE SAW GAINS PRETTY MUCH ACROSS THE BOARD, AND I ENJOY WORKING FOR MY PRINCIPAL OR DIRECT SUPERVISOR WITH 100% OF STAFF MEMBERS AT LDMC ENJOY WORKING FOR DANIEL MARTINEZ.

[LAUGHTER] YOU'LL SEE THAT A LOT WITH PRIDE AND LDMC, SO DOING A GREAT JOB, SIR.

MY PRINCIPAL/DIRECT SUPERVISOR CHECKS IN TO SEE HOW I'M DOING.

AGAIN, WE SAW GAINS IN THAT FROM THE PREVIOUS TWO YEARS.

AGAIN, A COUPLE OF DIPS HERE AND THERE.

IF WE NEED TO PAUSE, I KNOW THAT YOU HAVE THIS INFORMATION IN

[01:15:02]

YOUR BOARD PACKET AND YOU'VE HAD IT FOR A COUPLE OF DAYS, BUT IF I'M EVER GOING TOO FAST, JUST LET ME KNOW.

MY PRINCIPAL OR DIRECT SUPERVISOR GIVES REGULAR FEEDBACK TO IMPROVE MY PERFORMANCE, THAT WENT UP SIGNIFICANTLY.

THAT WAS ONE OF OUR HIGHEST INCREASES IN THE SURVEY QUESTIONS.

WE BELIEVE THAT THAT HAS SOMETHING TO DO WITH THE WALK-THROUGHS, WHICH WE MIGHT TALK ABOUT LATER AS WELL IN THE STAFF FEEDBACK FORUM, BUT AT THE SAME TIME, I CANNOT SAY THAT WE ARE NOT PROVIDING FEEDBACK TO IMPROVE PERFORMANCE.

HERE WE SAW INCREASES ACROSS THE BOARD.

AGAIN, INCREASE IN MY BUILDING ADMINISTRATOR OR DIRECT SUPERVISOR IS AVAILABLE WHEN NEEDED.

THIS IS ALL POSITIVE THINGS.

MY COLLEAGUES PROMOTE A POSITIVE AND COLLABORATIVE WORK ENVIRONMENT.

NOW THIS IS ONE OF THOSE QUESTIONS THAT WE ACTUALLY COMBINED.

IN PREVIOUS YEARS, IT WAS MY COLLEAGUES PROMOTE A POSITIVE WORK ENVIRONMENT, AND THEN THE FOLLOWING QUESTION WAS MY COLLEAGUES PROMOTE A COLLABORATIVE WORKING ENVIRONMENT.

WE JUST DECIDED TO COMBINE THOSE TWO TOGETHER.

AS YOU CAN SEE, COLLEAGUES ACROSS THE DISTRICT ARE PROMOTING A POSITIVE AND COLLABORATIVE WORKING ENVIRONMENT.

THAT SAW A SIGNIFICANT INCREASE AS WELL.

THIS IS REALLY HIGH ACROSS THE DISTRICT WITH, AGAIN, 100% OF CARVER TEACHERS.

BUT IT IS, THAT'S RIGHT FOR APPLAUSE, SURE.

[APPLAUSE] BUT AGAIN, WE'RE LOOKING IN THE 90S ACROSS ALMOST ALL ELEMENTARY CAMPUSES AND IN THE HIGH 70S AND 80S AT THE SECONDARY LEVEL AS WELL.

AGAIN, ALL CAUSE FOR CELEBRATION AND EVEN MLC.

I'M MOTIVATED TO CONTRIBUTE MORE OF WHAT'S EXPECTED TO ME.

THAT ONE HAS STAYED THE SAME FROM THE PREVIOUS YEAR, STILL IN THE HIGH 70S.

BUT WE DID SEE GAINS ACROSS THE DISTRICT, AND AGAIN MR. 100% DANIEL MARTINEZ OVER THERE.

THERE ARE LEADERSHIP OPPORTUNITIES FOR ME IN MY SCHOOL OR DEPARTMENT.

WE DID SEE AN INCREASE IN THAT THAT'S OBVIOUSLY LOWER THAN WE'D LIKE TO SEE IT.

WE'D LOVE TO SEE IT BACK IN THE 70 RANGE, BACK IN '22, '23.

BUT WE DID SEE AN INCREASE IN THAT FROM LAST YEAR AND FROM PREVIOUS YEARS AS WELL.

AGAIN, WE SEE MOST GAINS AT OUR ELEMENTARY WITH PLUM CREEK AND CLEAR FORK, SHOWING THE HIGHEST IN TERMS OF LEADERSHIP OPPORTUNITIES FOR ME IN MY SCHOOL OR DEPARTMENT.

PROVIDED PROFESSIONAL DEVELOPMENT OPPORTUNITIES TO BE SUCCESSFUL IN MY POSITION.

AGAIN, WE SAW A PRETTY SIGNIFICANT INCREASE IN THAT, INCREASES ACROSS THE BOARD AS WELL.

NOW THE NEXT TWO QUESTIONS, WE SAW A VERY BIG INCREASES AS WELL.

AGAIN, WE WOULD LOVE FOR THEM TO BE EVEN HIGHER, BUT TO GO FROM 31-48% IN ONE YEAR IS SIGNIFICANT AND IS CAUSE FOR CELEBRATION.

OUR LOCKHART ISD SHARED LEADERSHIP MODEL IS IMPLEMENTED EFFECTIVELY ON MY CAMPUS, WENT FROM 31-48.

IT'S ALSO IMPORTANT TO MENTION THAT NOT EVERY CAMPUS, SUCH AS LDMC OR PRIDE OR MLC, HAS SHARED LEADERSHIP ON THEIR CAMPUS.

THAT COULD ALSO CAUSE A SLIGHT DECREASE OR MAYBE DOESN'T MAKE THAT PERCENTAGE AS HIGH AS WE'D LIKE TO SEE IT.

BUT AGAIN, ACROSS THE BOARD AT THE ELEMENTARY SCHOOLS AND THE JUNIOR HIGH AND HIGH SCHOOL, VERY SIGNIFICANT INCREASES.

IF WE'RE APPLAUDING SOMETHING, I THINK THAT'S CERTAINLY WORTH CAUSE FOR APPLAUSE AS WELL.

THERE YOU GO, JAY. THANKS, JBC.

THEN LEVER LEADERS POSITIVELY CONTRIBUTE TO THE SUCCESS OF MY CAMPUS.

WE SAW A HUGE INCREASE IN THAT, ALMOST 20%.

THAT AGAIN IS A HUGE CAUSE FOR CELEBRATION.

AGAIN, WHEN WE'RE TALKING ABOUT SOME OF THE OTHER ONES THAT COULD HAVE BROUGHT THAT PERCENTAGE DOWN, SUCH AS MLC OR PRIDE OR LDMC.

BUT AT EVERY CAMPUS WHERE SHARED LEADERSHIP IS THERE, WE SAW INCREASES, WITH THE EXCEPTION OF ABS, BUT AGAIN, WE KNOW THE SITUATION WHERE THE LEVER LEADERS ARE ACTUALLY IN THE CLASSROOM, SO THAT DOES MAKE FOR A CHALLENGING SITUATION IN THAT PARTICULAR CAMPUS.

>> THERE'D BE AN NA [INAUDIBLE]

>> THERE ARE NAS.

ESSENTIALLY, WHAT THESE PERCENTAGES ARE TELLING US IS ANYTHING THAT'S AGREE OR STRONGLY AGREE SHOW UP THERE.

THE NAS OR ANYTHING BELOW DON'T SHOW UP IN THE GRAPH.

[01:20:02]

BUT WE DID TALK TODAY ABOUT WAYS THAT WE CAN IMPROVE THAT QUESTION MOVING FORWARD, AND WE'LL HAVE TO PLAY WITH THAT.

THE MIDDLE OF THE YEAR SURVEY WILL BE IN LATE JANUARY, SO WE'VE GOT SOME TIME TO TRY TO SEE HOW WE CAN DESEGREGATE THAT.

LOCKHART ISD FOSTERS A CARING AND RESPECTFUL WORKING ENVIRONMENT.

WE SAW A SMALL INCREASE IN THERE, BUT WE'RE BACK UP TO 80%, SO WE'RE HAPPY ABOUT THAT AS WELL, AND WITH HUGE GAINS AT CARVER AND AGAIN AT PRIDE HIGH SCHOOL.

LOCKHART ISD PROVIDES STRUCTURES THAT SUPPORT A COLLABORATIVE, FLEXIBLE, SAFE, AND RESPECTFUL LEARNING ENVIRONMENT.

THIS ONE WE'RE VERY PROUD OF AS WELL BECAUSE THIS ONE WENT UP 14% POINTS, AND THAT IS CERTAINLY CAUSE FOR CELEBRATION AS WELL BECAUSE THAT ONE HAS STAYED CONSISTENTLY BELOW 70% FOR THE LAST COUPLE OF YEARS AND NOW WE'RE APPROACHING 80.

THAT LETS US KNOW THAT OUR TEACHERS AND OUR STAFF DO FEEL LIKE WE ARE TRYING OUR BEST TO CREATE THOSE COLLABORATIVE, FLEXIBLE, SAFE, AND RESPECTFUL LEARNING ENVIRONMENT.

AGAIN, ACROSS THE BOARD, HUGE INCREASE. [OVERLAPPING]

>> MR. MILLER, I WANT TO CHIME IN ON THIS ONE AS WELL, ESPECIALLY WHEN YOU LOOK AT OUR SECONDARY SCHOOLS, AND I HAD A LOT OF CONVERSATIONS LAST YEAR WITH PARENTS, ESPECIALLY ABOUT THE CLASSROOM ENVIRONMENT.

TO SEE THAT JUNIOR HIGH SCHOOL HAVE GONE FROM 35-77; FROM LOCKHART HIGH SCHOOL, 50-71; PRIDE, 62-100; LDMC, FROM 30-86, TO ME, THERE WERE A LOT OF GOOD THINGS IN THE SURVEY, BUT THIS IS PROBABLY THE MOST ENCOURAGING THING THAT I SAW THAT'S HAPPENING IN TERMS OF CLASSROOM ENVIRONMENT AT OUR SECONDARY SCHOOLS.

WE KNOW THAT WE'LL TALK ABOUT ATTENDANCE HERE IN A SECOND, BUT WE'RE GETTING KIDS TO COME TO SCHOOL MORE.

I THINK THESE TWO THINGS GO HAND IN HAND.

WHEN KIDS HAVE A SAFE LEARNING ENVIRONMENT, WHEN THEY'RE ABLE TO COME TO SCHOOL TO LEARN, I THINK THAT GOES WITH SOME OF THE INCREASES OF ATTENDANCE THAT WE'RE SEEING AS WELL.

>> DO YOU THINK ALSO NOT HAVING CELL PHONES OUT JUST CREATES THAT BETTER LEARNING ENVIRONMENT OR THAT RESPECTFUL LEARNING ENVIRONMENT BECAUSE THEY'RE JUST NOT EASILY DISTRACTED?

>> POSSIBLY. I THINK OUR TEACHERS COULD PROBABLY GIVE ME BETTER INFORMATION ABOUT THAT.

I WASN'T ABLE TO TALK TO THEM AT THE FORUM, UNFORTUNATELY, BUT I THINK THAT COULD PLAY INTO IT, SURE.

>> EXCELLENT POINT, SUPERINTENDENT ESTRADA.

I THINK THE 40 PLUS PERCENT INCREASES AT LOCKHART JUNIOR HIGH SCHOOL AND PRIDE HIGH SCHOOL JUST SPEAK VOLUMES TO WHAT'S HAPPENING ON THOSE CAMPUSES AS WELL, AND ACROSS THE BOARD IN LOCKHART INDEPENDENT SCHOOL DISTRICT.

AGAIN, SMALL INCREASE IN LOCKHART PARTNERS WITH FAMILIES IN THE COMMUNITY, THE EDUCATION OF LOCKHART'S YOUTH, SO WE'RE HAPPY FOR THAT.

AGAIN, WE'RE HAPPY TO SEE CONSISTENT INCREASES ACROSS ALL CAMPUSES IN THE DISTRICT.

LOCKHART ISD PROVIDES EACH STUDENT WITH A VARIETY OF LEARNING EXPERIENCES THAT ADDRESS DISTINCT LEARNING NEEDS, INTERESTS, ASPIRATIONS, AND CULTURAL BACKGROUNDS.

WE SAW A VERY SMALL DIP IN THIS ONE FROM 69-68%, BUT STILL UP FROM A COUPLE OF YEARS AGO AS WELL.

THIS ONE, WE ALSO COMBINED TWO QUESTIONS.

THE COMMUNICATION I RECEIVED FROM THE DISTRICT IS TIMELY, WAS ONE QUESTION LAST YEAR.

THEN THE NEXT QUESTION WAS THE COMMUNICATION I RECEIVED FROM THE DISTRICT IS USEFUL.

IN AN EFFORT TO REDUCE THE QUESTIONS, WE'VE COMBINED THOSE.

WE DID SEE A SMALL DIP ON THIS, 4%.

WE HAD TO REALLY EXAMINE WHAT WE'RE COMMUNICATING AND HOW WE'RE COMMUNICATING IT AND MAKING SURE THAT WE'RE DOING OUR BEST TO MAKE SURE THAT OUR STAFF AND OUR TEACHERS FEEL THAT OUR COMMUNICATION IS TIMELY AND IS USEFUL, SO WE'LL DEFINITELY BE WORKING ON THAT ONE.

IF YOU'LL NOTICE IN THAT PARTICULAR ONE, WE STILL HAD MANY CAMPUSES VERY HIGH IN TERMS OF OUR COMMUNICATION AND THEN A COUPLE OF CAMPUSES SIGNIFICANTLY LOWER.

>> THIS ONE IS ONE OF OUR LOWER ONES AND SOMETHING THAT WE ALSO HAVE TALKED A LOT ABOUT, AND SOMETHING THAT WE'RE DEFINITELY GOING TO BE WORKING ON AS A DISTRICT, AND THAT'S CLEARLY COMMUNICATING THE REASONS BEHIND DECISIONS ON KEY ISSUES.

WE SAW A SMALL INCREASE IN THAT FROM THE PREVIOUS YEARS AND THEN WENT BACK DOWN THIS YEAR TO 52%.

WE'VE GOT TO GET BETTER AT THAT FOR SURE,

[01:25:02]

AND WE WILL DO SO.

>> ONE OF THE THINGS THAT I'VE HEARD FROM TEACHERS REGARDING THIS QUESTION, A COUPLE OF THINGS, ONE WITH THE IMPLEMENTATION OF A NEW CURRICULUM.

I THINK THEY PLAYED A HEAVY PART IN THIS, TALKING TEACHERS.

I THINK ALSO OPENING A NEW SCHOOL CAMPUS WITH EVERYTHING THAT INVOLVES NOT ONLY AT THE NEW SCHOOL, BUT THAT AFFECTS OTHER CAMPUSES AS WELL.

WHETHER THEY'RE LOSING STAFF, THEY'RE LOSING STUDENTS TO THAT NEW CAMPUS.

I'VE HEARD CONSISTENTLY THAT THOSE TWO THINGS, I THINK, ARE A BIG PART OF SOME OF THE DIPS THAT WE SEE ON THIS QUESTION IN PARTICULAR.

>> HERE WE SAW A HUGE INCREASE IN THAT FROM LOCKHART JUNIOR HIGH SCHOOL, IN THAT PARTICULAR QUESTION, BUT THEN WE SAW SOME PRETTY SIGNIFICANT DIPS ACROSS THE DISTRICT AND OTHER CAMPUSES.

THIS ONE IS SOMETHING THAT IS ALWAYS VERY IMPORTANT TO US AS A DISTRICT, AND THAT IS, I AM PROUD TO WORK FOR LOCKHART ISD.

WE DID SEE A 4% INCREASE FROM LAST YEAR AND 2% FROM THE PREVIOUS YEAR.

STILL NOT BACK UP TO THAT 94% FROM '22/23, BUT WE ARE TRENDING UPWARD IN THAT, SO WE ARE HAPPY ABOUT THAT.

THESE ARE THE SPECIFIC CAMPUSES IN TERMS OF SPEAKING ABOUT BEING PROUD TO WORK FOR THE DISTRICT.

>> I DID HAVE A CHANCE TO SPEAK WITH A HANDFUL OF TEACHERS FROM BOE REGARDING THIS QUESTION, AND JUST LIKE I JUST MENTIONED, I THINK THAT OPENING UP A NEW SCHOOL, THERE ARE SOME THINGS THAT WE'VE LEARNED FROM THAT EXPERIENCE THAT WE HAVE AN OPPORTUNITY TO DO BETTER NEXT TIME.

>> LET ME INTERRUPT A SECOND.

I WANT TO NOTE THAT TRUSTEE RENE RAYOS JOINED US AT 7:57.

>> THANK YOU, PRESIDENT WRIGHT. THAT CONCLUDES THE STAFF ENGAGEMENT SURVEY.

WE WILL REVISIT THIS IN JANUARY WHEN WE TAKE OUR MIDDLE OF THE YEAR.

DO WE HAVE ANY QUESTIONS ABOUT THAT BEFORE WE MOVE FORWARD?

>> JUST FOR THE BOARD, SO THAT YOU'RE AWARE AS WELL.

TOMORROW, I'LL BE SENDING OUT A LETTER TO STAFF.

IF THERE'S ANYTHING THAT YOU'D LIKE TO INCLUDE IN TERMS OF WHAT THE BOARD EXPECTS TO SEE US WORKING ON OVER THE NEXT COUPLE OF MONTHS, THIS WILL BE A GREAT TIME FOR US TO HEAR THAT FEEDBACK SO THAT WE CAN SHARE THAT WITH OUR STAFF AS WELL.

>> [INAUDIBLE] AT THE BEGINNING, I'VE BEEN TAKING NOTES.

[LAUGHTER]

>> WE'RE GOING TO SHIFT GEARS TO THE FALL STAFF FORUM THAT PRESIDENT WRIGHT AND DR. CAMARILLO FACILITATED BACK ON NOVEMBER THE 5TH.

[NOISE] WE HAD A LARGE NUMBER OF EMPLOYEES SHOW UP TO THESE FORUMS. MORE SO THAN LAST YEAR, AT LEAST.

ELEMENTARY, WE HAD 49 EMPLOYEES COME, AND AT SECONDARY, WE HAD 16 EMPLOYEES, WHICH DOESN'T SOUND LIKE A LOT, BUT I THINK WE HAD SIX COME FROM THE SECONDARY LAST YEAR.

THIS IS A SIGNIFICANT INCREASE AS WELL.

SOME OF THE HIGHLIGHTS FROM THOSE FORMS WERE OUR STAFF REALLY APPRECIATES THE CUBHOUSE.

THE DISCOUNTED CHILD-CARE OPTION AND THE DEDICATED STAFF.

THEY TALKED A LOT ABOUT THAT, AND SO THAT'S SOMETHING THAT DEFINITELY DEMONSTRATES HAVING A LOCKHART FOR PEOPLE, AND WE'RE VERY PROUD OF THE CUBHOUSE AND THAT SERVICE THAT IT PROVIDES.

STRONG CAMPUS CULTURES WERE IDENTIFIED ACROSS THE DISTRICT.

SEVERAL CAMPUSES WERE HIGHLIGHTED FOR THEIR TEAMWORK, THE POSITIVE CLIMATE, SUPPORTIVE LEADERSHIP, WHICH THEN THAT DATA IS REFLECTED IN OUR BEGINNING-OF-THE-YEAR SURVEY AS WELL.

EFFECTIVE INSTRUCTIONAL PRACTICES NOTED, THERE WAS LOTS OF TALK ABOUT BILINGUAL LEARNING LABS, AND THEY WERE PRAISED FOR THE CLEAR STRUCTURES AND THE STRONG READING AND WRITING SUPPORT, SO WE'RE VERY HAPPY AND VERY PLEASED WITH OUR BILINGUAL DEPARTMENT AND ALL THE HARD WORK THAT THEY'RE DOING.

IMPROVE STUDENT DISCIPLINE AT LOCKHART JUNIOR HIGH SCHOOL, SPECIFICALLY.

TEACHERS REPORTED A BETTER ADMINISTRATIVE RESPONSE TO STUDENT DISCIPLINE AND VISIBILITY IN THE HALLWAYS.

AGAIN, KUDOS TO MR. PALACIOS AND HIS TEAM FOR THE HARD WORK THAT THEY'RE DOING OVER LOCKHART JUNIOR HIGH.

THEN, PRODUCTIVE COMMITTEE WORK, DISTRICT-WIDE COMMITTEE, AND STRATEGIC PLANNING ARE VIEWED AS MEANINGFUL AND COLLABORATIVE ACROSS THE DISTRICT.

THOSE ARE SOME OF THE HIGHLIGHTS.

THEN, SOME OF THE CONCERNS OR AREAS OF IMPROVEMENT THAT CAME UP WERE TRAINING AND CURRICULUM SUPPORT.

THE SAVVAS CURRICULUM ROLLOUT.

OBVIOUSLY, NOT OBVIOUSLY, BUT THERE WERE A LOT OF GOOD COMMENTS ABOUT THE ACTUAL SAVVAS CURRICULUM ITSELF.

THE ROLLOUT IS WHERE MORE OF THE CONCERNS CAME FROM.

ROLLOUT IN THE COMMUNICATION ON THAT, SO THAT'S SOMETHING THAT WE CAN DEFINITELY IMPROVE UPON, BUT TEACHERS ARE HAPPY WITH THE ACTUAL CURRICULUM, FOR THE MOST PART, AT LEAST THE ONES THAT CAME TO THE FORUM.

THEN THEY ALL EXPRESSED THE INTEREST AND NEED FOR DIFFERENTIATED AND TARGETED PD.

[01:30:04]

RTI CAME UP QUITE A BIT, TRAINING MATERIALS, BEHAVIOR LOGGING PRACTICES, UNCLEAR AND INCONSISTENT, SO THAT'S ACADEMIC RTI AND BEHAVIORAL RTI.

THAT'S SOMETHING WE'VE HAD A LOT OF CONVERSATIONS ABOUT OVER THE LAST COUPLE OF WEEKS, AND SOMETHING WE WILL CONTINUE TO DISCUSS AND REFINE, AND GET BETTER AT.

WORKLOAD, TESTING, AND WALKTHROUGHS.

ELEMENTARY SPECIFICALLY TALKED ABOUT THE VOLUME OF TESTING AND HOW IT IMPACTS INSTRUCTION, WHETHER THAT BE THROUGH CHECKPOINTS OR CBAS, OR ISTATION, ALL OF THE THINGS THAT GO ALONG WITH THAT.

THEN, WALKTHROUGHS WAS DEFINITELY A TOPIC OF CONVERSATION AT BOTH ELEMENTARY AND SECONDARY.

JUST THE FREQUENCY AND THE EXPECTATIONS.

A LOT OF TEACHERS FELT THAT THE EXPECTATIONS WERE INCONSISTENT ACROSS CAMPUSES, AND SOMETIMES THE FEEDBACK AS WELL.

SOMETHING OUR LEADERSHIP TEAM IS LOOKING CLOSELY AT AND DISCUSSING.

COMMUNICATION AND LEADERSHIP GAPS.

>> MR. MILLER.

>> YES.

>> WE'RE HAVING A TRAINER COME OUT NEXT MONTH.

>> YES. THAT'S DECEMBER 3RD, 4TH, AND 5TH.

THAT WILL DEFINITELY HELP OUR ADMINISTRATORS, ALL OF US, AND DISTRICT LEADERSHIP, BUT OUR ADMINISTRATORS AS WELL.

THEN WE CAN AGAIN CLEARLY COMMUNICATE THAT TO OUR TEACHERS AND OUR STAFF SO THEY CAN ALWAYS JUST BETTER UNDERSTAND THE WHY.

SOME COMMUNICATION GAPS AND LEADERSHIP GAPS.

AGAIN, GOING BACK TO THAT'S ALSO REFLECTIVE IN OUR FORUM, LACK OF TRANSPARENCY, SPECIFICALLY IN KEY DECISION MAKING, UNEVEN ADMINISTRATIVE VISIBILITY.

THEN, A COUPLE OF CAMPUSES HERE THAT SHARED LEADERSHIP MODELS WERE NOT FUNCTIONING AS EFFECTIVELY AS THEY COULD BE IN THE DISTRICT.

THEN, SOME STAFFING AND OPERATIONAL ISSUES, SPECIAL EDUCATION CASE LOADS INCREASING WITHOUT ADDITIONAL SUPPORT, WAS A VOICE OF CONCERN AT THE ELEMENTARY LEVEL SPECIFICALLY, AND THEN SOME FACILITY CONCERNS RAISED AT ABS IN THE CUBHOUSE.

CUBHOUSE SPECIFICALLY, DUE TO THE NUMBER OF STUDENTS THAT ARE ENROLLED.

>> WE NEED A BIGGER CUBHOUSE?

>> YES, MA'AM. THOSE ARE THE RESULTS OF OUR BEGINNING-OF-THE-YEAR STAFF ENGAGEMENT SURVEY AND OUR FALL STAFF FORUM, THAT WAS JUST HELD.

NOW IT'S TIME FOR FEEDBACK AND DISCUSSION. QUESTION?

>> YOU SAID YOU GUYS ARE REVIEWING ALL THOSE AREAS AND TRYING TO TWEAK SOME OF THOSE AREAS?

>> YES, MA'AM. THAT HAS TO HAPPEN AT EVERY SINGLE LEVEL OF LEADERSHIP HERE IN LOCKHART ISD IN ORDER TO MAKE SURE THAT IT'S EFFECTIVE.

IT HAS TO START CENTRAL AND DISTRICT LEADERS, AND IT HAS TO GO WITH OUR PRINCIPALS AND OUR ASSISTANT PRINCIPALS, AND OUR LABOR LEADERS.

WE ALL HAVE TO BE SURE THAT WE'RE ON THE SAME PAGE, AND WE'RE ALL COMMUNICATING A SHARED VISION, AND WE JUST HAVE TO WORK BETTER AND HARDER AT THAT TO MAKE SURE THAT WE ARE SPEAKING THE SAME LANGUAGE, THAT WE HAVE A COMMON VERNACULAR, AND THAT OUR TEACHERS AND OUR STAFF TRULY UNDERSTAND THE WHY BEHIND THE THINGS THAT WE'RE DOING.

EVERYTHING WE'RE DOING IS IN THE BEST INTEREST OF OUR STUDENTS.

>> I KNOW HISTORICALLY, FROM A TEACHER PERSPECTIVE, IT'S ALWAYS TOO MUCH TESTING AND NOT ENOUGH TIME FOR INSTRUCTION.

>> CORRECT.

>> I SEE THAT FLOWING AGAIN.

>> I HAD A COMMENT. THE LACK OF TRANSPARENCY.

WHAT IS THAT EXACTLY? OR IS THAT ADMINISTRATION, OR IS THAT DECISIONS THAT ARE BEING MADE FOR THE TEACHERS, OR WHAT?

>> WE NEED TO DIG A LITTLE BIT DEEPER, I THINK, INTO THE ROOT CAUSE OF THAT.

BUT IN HAVING CONVERSATIONS AND FROM THE FORUM AS WELL, WE FEEL STRONGLY THAT IT HAS A LOT TO DO WITH LIKE SUPERINTENDENT ESTRADA SAID, THE ROLLOUT OF A NEW CURRICULUM, AND OPENING NEW CAMPUSES, REDRAWING DISTRICT BOUNDARY LINES, JUST A BUNCH OF FACTORS THAT CAME INTO PLAY, WHEREAS WE FELT LIKE WE WERE BEING AS TRANSPARENT AS COMMUNICATIVE AS POSSIBLE AND OBVIOUSLY, OUR STAFF FELT DIFFERENTLY FROM WHATEVER LEVEL OF LEADERSHIP THAT WAS COMING FROM.

WE DON'T HAVE HARD DATA THAT SAYS, YOU DIDN'T TELL US THIS OR YOU DIDN'T TELL US THAT, BUT THROUGH OUR CONVERSATIONS AND THROUGH OUR REFLECTION THAT'S WHAT WE'RE THINKING AT THIS TIME.

>> I WORK FOR THE CITY OF AUSTIN, SO I UNDERSTAND THE LACK OF TRANSPARENCY AND SOME DECISIONS MADE.

SOMETIMES PEOPLE WILL SAY THE LACK OF TRANSPARENCY WHEN THEY'RE NOT INCLUDED IN THE DECISION-MAKING PROCESS.

SOMETIMES THEY'LL JUST SAY IT BECAUSE THERE WAS JUST OUT OF THE BLUE CAME SOMETHING THAT THEY DIDN'T EVEN KNOW ABOUT.

IF THERE'S SOME, I GUESS, WARNING OR WARNING, BUT LIKE SOMETHING AHEAD OF TIME THAT THEY MIGHT HAVE KNOWN THAT, HEY, THEY'RE WORKING ON THIS.

MAYBE THAT MIGHT HAVE BEEN HELPFUL.

[01:35:01]

BUT WITHOUT KNOWING, LIKE YOU SAID, NOT ANY SPECIFIC WAY A THING BEING SAID.

I DON'T KNOW, BUT I WOULD BE INTERESTED IN FIGURING THAT OUT, THAT LACK OF TRANSPARENCY.

>> MR. CHARLES, I WOULD SAY TO YOU THAT WE DO HAVE SOME SPECIFICS.

YOU KNOW THAT I'M NOT SURE IT WOULD BE APPROPRIATE TO CALL INDIVIDUAL PEOPLE OUT.

I THINK THAT WE UNDERSTAND WHERE MOST OF THE CONCERNS WERE COMING FROM AND HAVE AN IDEA ON HOW TO TACKLE THOSE WITHOUT HAVING TO SINGLE OUT ANYONE IN PARTICULAR.

>> ANY MORE QUESTIONS, BOARD?

>> THANK YOU, MR. MILLER.

>> THANK YOU VERY MUCH.

>> WE WILL MOVE ON TO ITEM 8C 2025,

[2025-2026 Monthly Budget Update]

2026 MONTHLY BUDGET UPDATE, MS. WEISER.

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

HERE IS YOUR MONTHLY UPDATE THROUGH LAST FRIDAY.

AS A QUICK REMINDER, WE DID ADOPT A BALANCED GENERAL FUND BUDGET OF $75.4 MILLION.

EVERY MONTH, WE'RE JUST REALLY WATCHING THIS AND SEEING HOW THIS YEAR IS SHAPING OUT.

THESE ARE THE FIRST 13 WEEKS OF SCHOOL, THE ENROLLMENT ON EACH OF THE FRIDAYS.

THE GRAY LINE IS LAST YEAR, AND THE GOLD LINE IS THIS YEAR.

YOU CAN SEE WHERE OUR GROWTH IS, AND IT'S STARTING TO GROW A LITTLE BIT MORE PERCENTAGE-WISE THAN WE WERE FROM LAST YEAR, EVEN FROM THIS LAST MEETING.

OUR PEAK ENROLLMENT THIS YEAR WAS 6,826.

THIS WAS TWO FRIDAYS BEFORE THE FALL BREAK.

LAST YEAR'S PEAK ENROLLMENT WAS ALSO TWO FRIDAYS BEFORE THE FALL BREAK AT 6,788 STUDENTS.

YOU CAN SEE WHERE THAT GROWTH IS.

AS OF LAST FRIDAY, WE WERE AT 6,810 STUDENTS.

WE HAVE LOST ROUGHLY 16 STUDENTS SINCE OUR PEAK ENROLLMENT.

WE'VE HAD SOME COME AND GO, BUT WE HAVE HAD A NET LOSS OF 16 STUDENTS.

WHEN WE LOOK AT THE CUMULATIVE ATTENDANCE AT THE SECONDARY LEVEL, AGAIN, THIS IS THROUGH LAST FRIDAY.

WE SEE THAT OUR HIGH SCHOOL IS DEFINITELY GROWING IN ATTENDANCE.

OUR JUNIOR HIGH IS GROWING AS WELL, AND PRIDE IS WORKING HARD, HAS A LITTLE BIT OF A DIT, BUT IS WORKING HARD.

WHEN WE LOOK AT OUR ELEMENTARY SCHOOLS, WE'RE JUST CONSISTENTLY SEEING LARGE GROWTH AT EVERY SINGLE CAMPUS FROM LAST YEAR, WITH ALL OF OUR K-5 ELEMENTARY SCHOOLS BEING ABOVE 95% AND STRONG, SOME NEARLY AT 96%.

THEN, OF COURSE, PLUM CREEK AT 96.48% EXCEEDING OUR GOAL OF 96%.

THE ELEMENTARY CAMPUSES ARE CONSISTENTLY HAVING GREAT ATTENDANCE INCREASES FROM LAST YEAR.

THAT STAYS STEADY ALL THROUGH THESE 13 WEEKS OF SCHOOL SO FAR.

>> CONGRATULATIONS TO ALL THOSE CAMPUSES SHOWING THAT INCREASE. THAT'S GOOD TO SEE.

>> ABSOLUTELY. REALLY, NAVARRO SPECIFICALLY, I THINK IT'S 1.75%, ALMOST 2% HIGHER THAN LAST YEAR, AND CONTINUES TO STAY HIGH, CONTINUES TO GROW, HAS SOME 98% DAYS HERE AND THERE.

LOTS OF THE SCHOOLS ARE HAVING THAT, AND THAT'S REALLY EXCITING.

>> AS MS. VASQUEZ SAID EARLIER, YOU CAN'T LEARN IF YOU'RE NOT IN SCHOOL.

>> ABSOLUTELY.

>> YES.

>> I HAVE A QUESTION OR A COMMENT.

BUT YOU'RE IMPLEMENTING ON A LOT OF NEW STRATEGIES, ARE YOU FOR ATTENDANCE, OR I SEE POSTINGS ON ATTENDANCE?

>> THE DISTRICT SIDE. YES.

>> HOPEFULLY THAT'S ATTRIBUTING SOMEWHAT [OVERLAPPING]

>> IT IS A HIGH GOAL TO CREATE AN ATTENDANCE CULTURE OF HOW IMPORTANT IT IS.

GOT TO BE HERE TO LEARN.

>> WHAT I'VE NOTICED IS THAT THERE'S SO MUCH POSITIVE ENERGY AMONG THE CAMPUSES, AND IT JUST SEEMS LIKE THAT'S WHY STUDENTS ARE ATTENDING WELL.

THAT'S WHAT I SEE, SO MUCH ENERGY.

POSITIVE. GREAT JOB.

>> DEFINITELY. IT IS REALLY EXCITING, AND IT'S THE HIGHLIGHT OF MY WEEK, HONESTLY, TO BE RUNNING THE ATTENDANCE AND SEEING THE GROWTH THAT WE'VE HAD THIS YEAR.

>> I'M CURIOUS, IS THIS A TREND WE'RE SEEING ACROSS THE STATE, A LITTLE BIT BETTER IMPROVEMENT IN ENROLLMENT?

>> NO. AT MY LAST SUPERINTENDENT MEETING IN THE REGION, I DON'T THINK THAT EVERYONE IS SEEING THIS. NO, SIR.

I THINK EVERYONE CONTINUES TO STRUGGLE.

[01:40:03]

AGAIN, I THINK THAT ESPECIALLY OUR CAMPUSES ARE DOING AN INCREDIBLE JOB OF COMMUNICATING THE IMPORTANCE, BUT WE KNOW THAT WE WANT KIDS TO COME TO SCHOOL, IT HAS TO BE A PLACE THAT THEY WANT TO BE AT.

THEY HAVE TO HAVE A TEACHER WHO CARES ABOUT THEM, THEY HAVE TO HAVE A CLASSROOM ENVIRONMENT WHERE THEY FEEL SEEN, THAT THEY FEEL LIKE THEY'RE ABLE TO LEARN IN, AND TO ME, THAT'S WHAT I'M MOST ENCOURAGED ABOUT IS THAT OUR KIDS ARE LEARNING MORE BECAUSE THEY'RE IN SCHOOL.

>> THIS IS OUR CUMULATIVE ATTENDANCE FOR DISTRICT-WIDE.

THE BLUE LINE IS LAST YEAR'S ATTENDANCE, AND THE ORANGE LINE IS THIS YEAR'S ATTENDANCE.

YOU CAN REALLY SEE THAT WE ARE JUST STARTING TO SEPARATE, AND OUR ATTENDANCE IS SO MUCH HIGHER THIS YEAR, DISTRICT-WIDE, THAN IT WAS LAST YEAR.

THAT GREEN 94.05% IS A CUMULATIVE INCREASE, WHICH IS REALLY HARD TO DO EVERY WEEK AS WE GET MORE AND MORE WEEKS, MORE AND MORE DAYS INTO THE SCHOOL YEAR.

I THINK TODAY WAS OUR 61ST DAY OF SCHOOL.

WHEN YOU START ADDING MORE AND MORE DAYS, IT'S REALLY HARD TO HAVE A CUMULATIVE INCREASE.

WHEN WE HAD THAT TWO FRIDAYS AGO, THAT WAS DEFINITELY SOMETHING TO CELEBRATE AND REALLY EXCITING.

WE ARE CURRENTLY AT 93.96%.

LAST YEAR AT THE SAME TIME WE WERE AT 93.21%.

>> THESE ARE THE BIG FACTORS, ATTENDANCE AND ENROLLMENT.

THIS IS REALLY WHAT DRIVES MOST OF OUR REVENUE BUDGET.

WHEN WE LOOK AT OUR GENERAL ED ALLOTMENT, OUR ENROLLMENT GROWTH IS A LITTLE BIT LOWER THAN WHAT OUR PROJECTION WAS.

WE'RE 64 STUDENTS LESS THAN OUR PROJECTION.

HOWEVER, RIGHT NOW, IT'S BALANCING WITH OUR ATTENDANCE BEING SLIGHTLY ABOVE PROJECTION.

OUR ADA IS 27 BELOW OUR REVENUE PROJECTION.

THAT'S HOW, EVEN THOUGH WE'RE 64 STUDENTS LESS, WE'RE NOT 64 ADA BEHIND BECAUSE OUR ADA IS A LITTLE BIT HIGHER THAN IT WAS LAST YEAR.

WITH THAT BEING SAID, WE HAVE ABOUT A NET IMPACT TO OUR REVENUES OF A DECREASE OF 170,000.

THIS IS SOMETHING THAT WE WILL CONTINUE TO WATCH BECAUSE AGAIN, AS IT IS HARDER TO GROW YOUR CUMULATIVE ATTENDANCE, IF IT TAKES OFF WITH US AND WE LOSE THAT, AND THIS STARTS GROWING, THAT'S WHERE WE WILL WATCH IT.

BUT RIGHT NOW WE JUST HAVE A NET IMPACT OF 170,000.

WHEN WE LOOK AT LION CARE, JULY AND AUGUST IS BEING COVERED BY STOP LOSS.

I SHOULD BE ABLE TO HAVE SOME FINAL NUMBERS ABOUT WHAT EXACTLY THAT LOOKS LIKE FOR YOU IN DECEMBER, WHEN THAT HAS REALLY BEEN ABOUT A QUARTER CLOSE OUT, AND WE'LL LET YOU ALL KNOW.

SEPTEMBER DID HAVE A DEFICIT OF 236,000, WHICH IS DEFINITELY A WORRISOME NUMBER.

HOWEVER, IT IS THE VERY FIRST MONTH OF OUR NEW PLAN YEAR, $380,000 OF THE EXPENDITURES THAT MONTH WERE FROM OUR PRIOR PLAN YEAR.

FOR US TO SEE OUR NEW PLAN STRUCTURE, WE REALLY HAVE TO GET PAST.

IF THOSE WEREN'T IN THERE, WE WOULD BE IN THE GREEN.

WE'RE REALLY HOPEFUL THAT COME JANUARY, FEBRUARY, MARCH, WE'LL REALLY BE ABLE TO SEE THE FRUIT OF OUR NEW PLAN DESIGN AND WHAT WE DID THIS YEAR TO HELP WITH LION CARE.

HOWEVER, THAT IS WHERE WE STAND RIGHT NOW FOR SEPTEMBER.

WE HAVE SOME VACANCIES. YES, SIR.

>> WHEN A STAFF MEMBER RETIRES, DOES LION CARE GO WITH THEM OR WHAT HAPPENS AT RETIREMENT?

>> THE LION CARE DOES NOT GO WITH THEM.

THEY HAVE AN OPPORTUNITY TO GET SOME COBRA INSURANCE, WHICH THEY ARE PAYING FOR, BUT IT'S NOT THE SAME.

AM I SAYING THAT CORRECTLY? YEAH, WE DON'T REALLY HAVE ANYONE THAT DOES IT BECAUSE THEY'LL SWITCH TO TRS AT THAT POINT WHEN THEY RETIRE.

>> I'M SORRY, I COULDN'T HEAR THAT.

>> WE'LL SWITCH TO TRS.

WE DON'T HAVE ANYONE THAT'S DONE IT.

WE OFFER IT, BUT IT'S A HIGH PREMIUM, AND THEY JUST TAKE TRS AT THAT POINT.

>> OKAY.

[INAUDIBLE] >> VACANCIES HAVE CREATED US TO HAVE A LITTLE BIT OF DECREASE IN EXPENDITURES TO THE NET OF 280,000 ROUGHLY.

WE HAVE ADDED SOME NEW POSITIONS AFTER WE HAD A BUDGET ADOPTION, AND WE HAVE A NET IMPACT OF 6,361, WHICH DOES BRING US AT A LOSS CURRENTLY BETWEEN REVENUE AND EXPENDITURES OF 163,000.

HOWEVER, A $75 MILLION BUDGET.

163,000 IS SOMETHING THAT WE WILL DEFINITELY WATCH,

[01:45:02]

BUT IT IS NOT SOMETHING THAT WE'RE NOT 200 STUDENTS BEHIND ENROLLMENT.

WE'RE NOT 2% BACK IN ATTENDANCE, WE'LL REALLY CONTINUE TO WATCH IT.

NOW COULD POTENTIALLY GET AWAY FROM US POTENTIALLY, BUT I JUST DON'T SEE THE MOMENTUM STOPPING, AS FAR AS ATTENDANCE HAS BEEN PRETTY STEADY.

A COUPLE OF WEEKS HERE AND THERE WHERE WE'VE HAD SOME SPOTS, BUT REALLY, IT HAS BEEN PRETTY CONSISTENT.

DO YOU HAVE ANY QUESTIONS FOR ME?

>> ANYWAY, THIS IS GOOD INFORMATION TO GET IN MIND, SO WE'RE ON TIME FOR THIS. APPRECIATE THAT.

>> YOU'RE WELCOME. I LOOK FORWARD TO THE UPDATE NEXT MONTH FOR YOU.

>> THANK YOU, MS. WISER. WE MOVE ON TO ITEM 8D,

[District Achievement Dashboard: Progress towards targets]

DISTRICT ACHIEVEMENT DASHBOARD PROGRESS TOWARDS TARGETS.

I DON'T KNOW WHO'S MR. MCBRIDE.

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

IT IS MY PLEASURE, EXCUSE ME, TO BEGIN THE PRESENTATION ON THE LISD DISTRICT ACHIEVEMENT DASHBOARD AND OUR PROGRESS TOWARDS THE NOVEMBER TARGETS.

YOU'LL SEE ON THIS FIRST SLIDE IS A REMINDER OF OUR DISTRICT'S DISTRICT 1.5 GOALS FOR MATH AND READING.

ON THE NEXT SLIDE, WHEN LOOKING AT THE NEXT SLIDE ON THE DISTRICT LEVEL DATA, WE MADE A COUPLE OF UPDATES FROM LAST MONTH'S PRESENTATION.

THE FIRST BEING THAT WE ADDED A ROW THAT SHOWS THE AVERAGE AR WORDS PER STUDENT PER MONTH.

I WOULD NOTE THAT NOVEMBER'S AR NUMBERS ARE GOING TO BE A BIT LOWER WHEN COMPARING THOSE TO OCTOBER, DUE TO THE FACT THAT WE HAVE ONE LAST WEEK OF DATA IN NOVEMBER, TWO WEEKS VERSUS THREE WEEKS LIKE WE HAD IN OCTOBER.

FINALLY, ON THIS SLIDE, AT THE BOTTOM, YOU'LL ALSO SEE THAT WE'VE ADDED IN CVA MATH DATA, WHICH WAS DONE THE LAST WEEK OF OCTOBER.

WHEN WE LOOK AT THE DATA ITSELF, WE'VE SEEN GAINS COMPARED TO LAST YEAR IN ATTENDANCE AND 1.5 IN BOTH MATH AND READING, AND ALSO IN WALK THROUGHS.

I WILL NOW PASS IT ALONG TO DR. BELINDA VASQUEZ TO TALK ABOUT ELEMENTARY.

>> JUST TRYING TO WAKE YOU GUYS UP.

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

IT'S MY PLEASURE TO GO OVER THE ELEMENTARY PROGRESS REPORT FOR THIS MONTH.

AS MS. WISER JUST GAVE US ALL OF THE GOOD NEWS.

BY CAMPUS, THIS IS OUR ATTENDANCE, AND AGAIN, COMPARING RESULTS FROM LAST YEAR TO THIS YEAR, WE HAVE SOME MAJOR GAINS AT ALL OF OUR CAMPUSES WITH OUR ATTENDANCE.

OUR CAMPUS PRINCIPALS ARE DOING A VERY GOOD JOB INCENTIVIZING ATTENDANCE AND RECOGNIZING INDIVIDUAL STUDENTS, GRADE LEVEL STUDENTS, AND THEN OUR TEACHERS AS WELL, MAKING SURE THAT WE'RE CALLING HOME AND WE CARE ABOUT THEM BEING AT SCHOOL.

WE HAVE TWO CAMPUSES THAT ARE ON TARGET TO MEET THEIR GOAL, AND ALL OTHER CAMPUSES ARE SHOWING IMPROVEMENT.

>> ONE IS 1/10 AWAY? [LAUGHTER]

>> AWAY. YES. WHAT HAPPENED?

>> THAT WAS FAST.

>> OKAY.

LOOKING AT OUR CAMPUSES FOR 1.5 READING.

THIS IS TAKING OUR AMIRA ASSESSMENT, OUR ISIP ASSESSMENT.

WE HAVE GREAT IMPROVEMENTS FOR THE MONTH OF NOVEMBER.

WE HAD ONE CAMPUS THAT WAS NOT ON TARGET, AND NOW HAS SHOWN AN INCREDIBLE IMPROVEMENT AS WELL.

WE HAVE 1.5 PINS THAT WILL BE DELIVERED TOMORROW TO OUR TEACHERS WHO HAVE STUDENTS THAT ARE ON TRACK FOR MEETING THEIR 1.5 GOALS IN READING.

WITH OUR 1.5 IN MATH.

THIS AGAIN IS OUR RN LEARN COMPUTER PROGRAM,

[01:50:02]

LOOKING AT OUR TIER 1 INSTRUCTION IN MATH AND HIGHLIGHTING ALL OF OUR CAMPUSES THAT HAVE SHOWN IMPROVEMENT FROM LAST YEAR AS WELL.

AS MR. MCBRIDE MENTIONED, WE DID ADD IN THE WORDS PER STUDENT AND DID KIND OF GIVE US THAT CAVEAT THAT NOVEMBER WAS GOING TO BE A LITTLE BIT LOWER BECAUSE OF THE TIME.

THE WEEKS THAT WE CALCULATED.

>> WELL, GIVEN THAT, THOUGH, STILL BOTHER TO SEE THAT EVERYTHING IS READ.

HOW ARE WE GOING TO CHANGE THAT?

>> IN SPEAKING TO OUR PRINCIPALS, I JUST HAD CONVERSATIONS ABOUT OUR WORD COUNT.

WE ARE TRYING TO INCENTIVIZE LIKE WE DO WITH ATTENDANCE, OUR WORDS READ BY CLASSROOM, BY INDIVIDUAL STUDENTS, AND THEN ALSO BY CAMPUS WIDE INCENTIVES TO GET BOOKS INTO OUR STUDENTS' HANDS AND TAKE MORE READING TESTS.

WE ALSO HAVE SPOKEN ABOUT KEEPING OUR AR TESTING OPEN DURING OUR HOLIDAY BREAKS.

OUR STUDENTS ARE ABLE TO TAKE BOOKS HOME AND TAKE THOSE COMPREHENSION TESTS, AND KEEP READING DURING OUR HOLIDAY BREAKS.

THESE ARE OUR FINAL WALK THROUGH COUNTS FROM OUR LAST BOARD MEETING, OCTOBER 28, THE NEXT DAY TO LAST FRIDAY.

OUR CAMPUS GOALS WERE 130 WALKS, AND THEN OUR CARVER CAMPUS AT 65.

WE DO HAVE A COUPLE OF CAMPUSES THAT ARE RIGHT UNDER OUR 130 GOAL, AND THOSE HAVE BEEN DUE TO ILLNESSES.

SOME OF OUR CAMPUS PRINCIPALS AND ASSISTANT PRINCIPALS WERE SICK AND COULDN'T GET WALKS DONE OR HAD CHILDREN WHO WERE SICK OR INJURED.

WE ARE MONITORING THAT AND KEEPING A CLOSE EYE ON IT.

WE DO HAVE OUR DATA FOR OUR CONTENT BASED ASSESSMENT ON MATH.

THIS WAS OUR FIRST ONE OF THIS SCHOOL YEAR, AND WE TAKE THOSE CONTENT BASED ASSESSMENTS FOR THIRD.

WELL, WE TAKE THEM FOR ALL GRADE LEVELS, BUT YOU'LL SEE IN FRONT OF YOU.

WE HAVE THIRD, FOURTH, AND FIFTH GRADE RESULTS.

THIS IS GOING TO BE AT THE APPROACHES AND ABOVE, SO THAT WOULD BE APPROACHES MEETS AND MASTERED, AVERAGED BY GRADE LEVEL.

ALL OF OUR CAMPUS INSTRUCTIONAL TEAMS HAVE ACTION PLANS, CENTERED AROUND THEIR GAPS THAT THEY'VE NOTICED AND THAT THEY'VE PLC.

SOME OF OUR CAMPUS PRINCIPALS SPOKE ABOUT PLCS AND LOOKING AT THE DATA AND GOING AND DOING THE WALK THROUGHS AND MAKING SURE THAT WE'RE MAKING INSTRUCTIONAL ADJUSTMENTS BASED ON OBSERVATION, AND THEN USING THIS DATA AS WELL TO GO INTO OUR PLCS AND TALK ABOUT HOW WE'RE GOING TO, HOW WE'RE GOING TO, AND THEN HOW WE'RE GOING TO REASSESS AND PROGRESS MONITOR.

ALL OF OUR CAMPUSES DO HAVE ACTION PLANS AROUND ALL OF OUR CONTENT AND READING, AND MATH.

>> WHEN YOU GO BACK TO THAT LAST SLIDE, SO WE JUST HAD TWO PRESENTATIONS ON OUR TIP PLANS FOR ABS AND NAVARRO.

WHEN WE LOOK AT THE DATA HERE, ON THIS MATH CHART, UNFORTUNATELY, YOU SEE DATA IN THE 80S EXCEPT FOR THOSE TWO CAMPUSES.

I UNDERSTAND WE JUST LAID FORTH THOSE PLANS.

CAN YOU TALK A LITTLE BIT ABOUT AGAIN, THE TEACHERS' UNDERSTANDING AROUND THE URGENCY TO IMPROVE THIS, BECAUSE THAT'S IT'S A LITTLE DISCOURAGING TO SEE THAT DATA RIGHT OFF THE BAT AGAIN?

IDENTIFYING THOSE THINGS THAT ARE GOING TO MOVE THE NEEDLE TO GO FORWARD AND SELECT

[01:55:03]

A HIGHLY QUALIFIED INSTRUCTIONAL MATERIALS CURRICULUM FOR NEXT YEAR.

GIVEN THAT THAT WON'T BE UNTIL NEXT YEAR, WHAT THEY'RE DOING IS THEY'RE TAKING THAT RESEARCH BASED INSTRUCTIONAL PRACTICE THAT THEY LEARNED ABOUT AND GOING BACK INTO THE CLASSROOM.

WE ARE GOING INTO THOSE CLASSROOMS, AND WHEN I SAY OUR PRINCIPALS, OUR LEVER LEADERS AND HAVING TARGETED INSTRUCTIONAL COACHING CYCLES BASED ON THOSE MATH RBS, AND MAKING SURE THAT WE GIVE OUR TEACHERS TIME TO ALSO INTERNALIZE THOSE LESSONS THE SAME WAY THAT WE DO WITH ELR.

THEY'RE ALSO GIVEN THAT TIME TO DO IT WITH MATH.

JUST MAKING SURE THAT WE'VE IDENTIFIED THOSE THINGS IN OUR ACTION PLAN, AND WE'RE TAKING QUICK CHECKS ALONG THE WAY TO MAKE SURE WE'RE NOT LOSING FOCUS ON SOME OF THE THINGS THAT THEY HAVE ALREADY BEEN TESTED ON.

THEY'RE SPIRALING IN THOSE THINGS THAT THEY HAVE NOT YET MASTERED.

>> OSCAR, DO THEY THEN GO BACK AND RETEACH OR TUTOR KIDS THAT ARE STRUGGLING IN THOSE ASSESSMENTS?

>> YES, THEY DO. TWO THINGS.

THEY WILL GO BACK AND RETEACH AFTER THEY COME TO PLC AND TALK ABOUT WHERE THEY'RE SEEING THEIR GAPS.

THEY MAKE ADJUSTMENTS, AND THEN THEY RETEACH.

THE OTHER THING THAT WE'RE DOING IS WE'RE IDENTIFYING THOSE KIDS WITH MORE THAN ONE GAP, AND WE'RE GETTING THEM PULLED OUT OF THE CLASSROOM TO HELP THOSE SPECIFIC STUDENTS WITH AN RTI INTERVENTIONIST.

>> I GET THE [INAUDIBLE].

>> YEAH, I HAD SOMETHING.

WITH THESE WALKTHROUGHS, IS IT POSSIBLE FOR A TEACHER TO GET MULTIPLE WALKTHROUGHS IN ONE DAY?

>> YES, IT IS.

>> WHAT'S THE MAX WALK THROUGH PER ONE DAY FOR ONE TEACHER? I HEARD THAT ONE TEACHER HAD THREE WALK THROUGHS IN ONE DAY. IS THAT NORMAL?

>> OUR PRINCIPALS TRY TO STRUCTURE THEIR WALK THROUGHS AND THEY DO TALK TO THEIR ASSISTANT PRINCIPALS ABOUT THE NUMBER OF WALKS FOR EACH TEACHER, BUT IT IS POSSIBLE, AND IT IS LIKELY BECAUSE ONE ADMINISTRATOR MAY BE GOING IN DURING A READING BLOCK TO LOOK AT THE READING INSTRUCTION AND THE STUDENT ENGAGEMENT AND LEARNING AND ONE TEACHER MAY BE GOING IN FOR MATH OR SCIENCE.

>> BUT YOU DON'T TALK TO THE TEACHER OR ANYTHING.

YOU JUST GO IN THERE. THEY'RE THE ONES THAT ARE STILL FOCUSED ON THEIR INSTRUCTION?

>> CORRECT.

>> AND IF THERE IS ANY INFORMATION GIVEN TO THAT TEACHER, WHO FOLLOWS UP THAT THEY'RE ACTUALLY TAKING THAT ADVICE OR READING IT? BECAUSE I BELIEVE THERE'S PRINTED MATERIAL THAT'S GIVEN TO THEM, IS THAT CORRECT?

>> YES. THEY GET A FORM THROUGH EMAIL IMMEDIATELY AFTER THE ADMINISTRATOR LEAVES THE CLASSROOM.

>> IT'S POSSIBLE FOR A TEACHER NOT TO EVEN LOOK AT THAT?

>> YES.

>> OKAY.

>> TRUE.

>> WE HAD A TEACHER MINT IN FORM THAT YOU JUST IGNORED THEM.

>> I THINK THAT'S PART OF THE CULTURE THAT WE'RE TRYING TO CREATE A CULTURE OF VALIDITY TO WHERE THE FEEDBACK THAT AN ASSISTANT PRINCIPAL OR PRINCIPAL SENDS FOR WHOEVER THAT TEACHERS ARE ABLE TO TAKE THAT FEEDBACK AND THAT IT'S VALID TO THEM.

WE KNOW THAT THAT VALIDITY IS NOT GOING TO BE THERE IF YOU'RE NOT IN THE CLASSROOM OFTEN ENOUGH.

QUITE FRANKLY, THERE ARE SOME TEACHERS WHO MAYBE THINK THAT THEY DON'T NEED THAT FEEDBACK, BUT THEIR DATA SAYS SOMETHING DIFFERENT.

THEIR DATA SHOWS THAT THEIR KIDS AREN'T READING ON LEVEL.

THE DATA SHOWS THAT THEIR CLASSROOM MANAGEMENT IS NOT DOING VERY WELL.

THEIR DATA SHOWS THAT WHAT THEY'RE DOING NEEDS INTERVENTION, AND THAT'S THE JOB OF THE PRINCIPAL.

WE'VE JUST GONE THROUGH LOOKING AT DATA, AND WE KNOW THAT WE HAVE TO IMPROVE, AND ANY TEACHER WHO SAYS, I DON'T NEED ANYONE IN MY CLASSROOM, I'D LOVE TO HAVE THAT CONVERSATION WITH THEM AND LOOK AT THEIR DATA AND SEE HOW THEIR KIDS ARE PERFORMING.

>> ANY OTHER QUESTIONS?

>> THANK YOU, MA'AM.

>> BUT I APPRECIATE THE FORMAT, THOUGH IT'S VERY CLEAR.

YOU'RE TALKING ABOUT HOW CLEAR IT WAS.

THANK YOU FOR THAT.

I'LL TURN IT OVER TO MR. DAVIDSON.

>> GOOD EVENING, BOARD PRESIDENT, WRIGHT.

MEMBERS OF THE BOARD, SUPERINTENDENT ESTRADA, I'M GOING TO GO OVER THE PROGRESS REPORT FOR SECONDARY SCHOOLS.

WE'LL START WITH ATTENDANCE.

I'LL JUST DO ANOTHER OVERVIEW OF WHAT MISS WEISER BROUGHT UP EARLIER.

ALTHOUGH WE'RE NOT HITTING THE TARGET, WE ARE YELLOW, WHICH MEANS WE IMPROVED FROM THE SAME POINT LAST YEAR.

I'M PROUD TO SAY THAT THE JUNIOR HIGH HAD MULTIPLE DAYS OF 96%.

[02:00:06]

THE HIGH SCHOOL HAS HIT 94% THIS YEAR.

MR. MARTINEZ OVER AT PRIDE IS LOOKING AT INDIVIDUAL STUDENTS, AND ALTHOUGH HE HAS FOUND SOME FAMILIAL ISSUES GOING ON WITH SOME KIDS, THEY ARE INDIVIDUALIZING THE SUPPORT FOR KIDS TO TRY TO GET THAT ATTENDANCE UP AND NOT ONLY MATCH WHERE WE WERE LAST YEAR BUT TO SURPASS IT.

>> I WILL SAY AT THE JUNIOR HIGH, WE GET DAILY DATA ON WHAT OUR ATTENDANCE IS.

WE KNOW OUR NUMBERS BY WHAT 10:00 AM, I THINK 10:30, ROUGHLY.

THERE'S A TEXT THAT'S COMING THROUGH.

I THINK THAT'S HELPFUL BECAUSE WHAT'S BEING TAUGHT AT SCHOOL IS BEING TRANSFERRED TO THE HOME, SO WE CAN TALK ABOUT IT AT HOME AND THINGS LIKE THAT.

THAT'S BEEN VERY HELPFUL TO KNOW EXACTLY WHERE WE ARE EACH AND EVERY DAY.

ON SUNDAYS, WE GET A PUMP YOU UP FOR MONDAY TECH SAYING, OKAY, WE GOT TO DO IT THIS WEEK.

HERE'S WHAT OUR GOALS ARE. I THINK THAT THAT HELPS.

>> THAT'S TREMENDOUS. THANK YOU FOR SAYING THAT, SIR.

NEXT, WE'LL GO INTO THE WALKTHROUGH COUNT.

NUMBERS ACROSS THE BOARD, HITTING WHERE WE'RE SUPPOSED TO BE, PRIDE DID MISS IT BY ONE.

MUCH LIKE DR. VASQUEZ SAID, THERE ARE SOME DAYS HERE WHERE CERTAIN ADMINISTRATORS WERE EITHER OUT FOR PROFESSIONAL LEARNING OR SICK, BUT MAINTAINING THE NUMBERS THAT WE EXPECT FOR WALKTHROUGH ACROSS OCTOBER 28 THROUGH NOVEMBER 14TH.

HERE WE HAVE 1.5 FOR SECONDARY READING.

YOU HAVE BOTH THE JUNIOR HIGH AND THE HIGH SCHOOL SHOWING IMPROVEMENT FROM WHERE THEY WERE LAST YEAR.

JUST A REMINDER THIS IS A COMPARISON TO WHERE WE WERE IN NOVEMBER LAST YEAR.

ALTHOUGH THE FIRST TEST LAST YEAR WAS IN NOVEMBER, WE SURPASSED BOTH IN OCTOBER AND NOVEMBER.

BOTH CAMPUSES ARE SHOWING INCREASES FROM WHERE THEY WERE AT THIS POINT LAST YEAR FOR 1.5 READING.

NEXT, WE HAVE MATH, SO A REMINDER THE JUNIOR HIGH WILL NOT TAKE THEIR FIRST 1.5 ASSESSMENT FOR ANOTHER MONTH.

THE HIGH SCHOOL IS SHOWING IMPROVEMENT FROM WHERE THEY WERE LAST YEAR.

SAME THING THAT THE FIRST TEST LAST YEAR WAS FROM OCTOBER TO NOVEMBER, EVEN THOUGH WE SHOWED A SLIGHT DECREASE, WE ARE STILL BETTER THAN WE WERE AT THIS POINT LAST YEAR.

CBA 1, WE START OFF WITH THE HIGH SCHOOL.

THIS IS APPROACHES ARE ABOVE 75%.

ALTHOUGH THE REASON WHY YOU DON'T SEE THE COLOR CODING IS BECAUSE THE TESTS HAVE CHANGED A BIT BOTH IN ENGLISH AND MATH.

I TALKED ABOUT THAT LAST MONTH FOR ENGLISH.

MATH, THERE WERE SOME DIFFERENCES, SO YOU DON'T SEE THE COLOR CODING, BUT 75%, IF WE PUT A COLOR CODE, WOULD BE AN IMPROVEMENT FROM LAST YEAR TO THIS YEAR FOR THE HIGH SCHOOL.

AIMING FOR THAT 80% APPROACH.

90 WOULD BE EVEN BETTER, BUT 75 IS A SOLID START FOR CBA 1.

FOR THE JUNIOR HIGH, YOU'LL NOTICE THAT SEVENTH GRADE IS THE LOWEST OF THE THREE.

I DID WANT TO MENTION THAT THERE WAS AN ADJUSTMENT THIS YEAR AT THE JUNIOR HIGH.

TYPICALLY, YOU WOULD SEE THE SIXTH GRADE LOWER THAN THE SEVENTH GRADE BUT THIS YEAR, A STRATEGIC MOVE BY THE JUNIOR HIGH, WHICH WAS LED BY CAMPUS LEADERSHIP, INCLUDING ADMINISTRATORS AND LEVER LEADERS IS THAT SIX GRADERS THAT ARE IN ADVANCED MATH, USED TO TAKE THE SEVENTH GRADE CBA.

THEY ARE TAKING THE SIXTH GRADE CBA THIS YEAR.

THE SEVENTH GRADE SCORES ARE TRUE SEVENTH GRADERS TAKING THE ACADEMIC ON LEVEL COURSE.

THAT IS NOT AN EXCUSE, 31 IS STILL LOW.

WE NEED TO GET THAT UP, BUT THAT HUGE INCREASE IN SIXTH GRADE IS BECAUSE THERE WAS THAT ADJUSTMENT THIS YEAR COMPARED TO WHAT WE'VE DONE HISTORICALLY, AT LEAST FOR THE LAST FIVE OR SIX YEARS.

AR WORD COUNT BY MONTH.

I'LL REPEAT SOMETHING DR. VASQUEZ SAID, THIS IS ONLY UP UNTIL THIS POINT IN NOVEMBER.

IT IS AN IMPROVEMENT FROM LAST YEAR.

MISS HERNANDEZ OVER AT THE JUNIOR HIGH DOES RUN THE NUMBERS AT THE END OF THE MONTH.

WE ARE GOING TO WORK ON THAT WINTER FREEZE.

YOU'VE HEARD US TALK ABOUT THAT IN PREVIOUS YEARS, NOT ONLY DURING THAT WINTER BREAK, CHRISTMAS TIME, BUT EVEN DURING THANKSGIVING, KEEPING THIS OPEN, GETTING READING GOING, AND REALLY PUSHING FOR IS TO CONTINUE TO READ AND KEEP THAT LITERACY UP DURING TIMES THAT THEY'RE NOT ON CAMPUS DURING EXTENDED BREAKS.

HERE WE HAVE ELECTRONIC DEVICES.

YOU HAVE THE HIGH SCHOOL ON THE LEFT AND THE JUNIOR HIGH ON THE RIGHT.

JUST A NOTE IN THE TITLE.

YOU SEE THIS IS FROM NOVEMBER 3RD THROUGH THE 17TH, SO IT'S FOR THIS MONTH CURRENTLY.

ALTHOUGH NOT UP HERE, THIS IS IN LOOKING AT LAST MONTH'S DATA,

[02:05:04]

YOU DO SEE DECREASES ACROSS THE BOARD, EVERY GRADE LEVEL FOR BOTH CAMPUSES.

>> THAT'S GOOD TO HEAR.

>> YES. THE CAMPUSES ARE DOING AN AMAZING JOB CONTINUING TO NOT ONLY REITERATE OUR EXPECTATIONS, BUT ALSO HANDLING THOSE INSTANCES WHERE KIDS ARE NOT FOLLOWING THE RULES OF ABOUT ELECTRONICS.

THEN HERE YOU HAVE IT BY OFFENSE.

I DON'T KNOW IF YOU REMEMBER LAST MONTH, BUT NO FIFTH OFFENSE OR SIXTH OFFENSE AT THE HIGH SCHOOL OR THE JUNIOR HIGH.

WE DID HAVE ONE CASE LAST MONTH.

ONCE AGAIN, OVERALL IMPROVEMENTS, WHEN COMPARING TO LAST MONTH'S BREAKDOWN BY STUDENT BY OFFENSE.

>> CAN YOU REMIND ME WHAT INSTANCES?

>> DURING THE FOURTH OFFENSE?

>> THAT'S A REALLY GOOD QUESTION.

I BELIEVE FOURTH OFFENSE IS YOU LOSE YOUR PHONE, STILL NEEDS TO BE PICKED UP, AND YOU'RE SUSPENDED BECAUSE THE FIFTH OFFENSE WOULD BE GOING TOO.

NOW, FOURTH DEFENSE IS OUT OF SCHOOL SUSPENSION.

YOU TAKE THE PHONE AND PARENT NEEDS TO PICK IT UP.

I WILL DOUBLE CHECK THAT.

I'M TRYING SIXTH OFFENSE IS GOING TO LDMC.

I'M TRYING TO GO BACKWARDS IN MY HEAD.

FOURTH MIGHT BE ISS.

I CAN'T REMEMBER IF IT'S ISS OR OSS, SIR, BUT I'LL GET THAT TO.

IS IT ISS? THEN THE FIFTH IS OUT OF SCHOOL SUSPENSION.

>> THANK YOU, MR. DAVIDSON.

>> ANY QUESTIONS, TEAM?

>> QUESTION FOR HIM?

>> WE MOVE ON TO ITEM 8E,

[Guarantee Maximum Price (GMP) No. 2 for Middle School #2]

GUARANTEED MAXIMUM PRICE GMP NUMBER 2 FOR MIDDLE SCHOOL.

NUMBER 2, MR. CHAPMAN.

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

TONIGHT, WE BRING THE COMMUNICATION FOR THE GMP NUMBER 2 FOR THE NEW MIDDLE SCHOOL.

WITHIN THIS GMP WILL BE EARTHWORK, UTILITIES, THE CONCRETE PACKAGE, THE FURNISHINGS OF THE HVAC AND ENERGY RECOVERY UNITS.

WE'RE STILL ON TRACK RIGHT NOW FOR JANUARY 2026 FOR START TIME. QUESTION?

>> DO YOU HAVE ANY NUMBERS TO DISCUSS?

>> NO. THIS IS JUST A COMMUNICATION.

WE'LL BRING THE NUMBERS BACK NEXT MONTH FOR THIS GMP.

YOU'LL SEE LATER ON TONIGHT WE HAVE GMP 1 NUMBERS TO LOOK AT.

>> THANK YOU, SIR.

>> WE'RE GOING TO MOVE ON TO ITEM 9, COMMUNICATION ACTION.

WE'RE GOING TO MOVE ITEM A TO AFTER THE CLOSED SESSION.

9B, CONSIDER AND OUR APPROVED TARGETED IMPROVEMENT PLAN FOR

[Consider and/or Approve Targeted Improvement Plans for Alma Brewer Strawn and Navarro Elementary]

ALMA BREWER STRAWN AND NAVARRO ELEMENTARY. DR. CAMARIO?

>> AS PART OF THE REQUIREMENTS FOR TEA, WE HAVE TO HAVE THE BOARD APPROVE THE PLANS THAT WERE PRESENTED DURING THE PUBLIC HEARING.

>> ANY OTHER QUESTIONS ABOUT THAT BOARD? THEN I HEAR A MOTION?

>> I MOVE THAT THE BOARD APPROVE THE TARGETED IMPROVEMENT PLANS OF ALMA BREWER STRAWN ELEMENTARY, AND NAVARRO ELEMENTARY IS PRESENTED.

ALL THOSE IN FAVOR SAY AYE.

>> ANY OPPOSED? PASS 7:0.

THANK YOU, DR. CAMARIO.

CONSIDER AND/OR APPROVE STUDENT ATHLETIC TICKET ADMISSION PROPOSAL.

>> ITEM 9C,

[Consider and/or Approve Student Athletic Ticket Admission Proposal]

COACH BALDONADO.

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

ON OCTOBER 27TH, I PROPOSE A PLAN TO DISSOLVE THE STUDENT ATHLETIC TICKET ADMISSION FEES FOR SECONDARY ATHLETIC EVENTS.

THIS PROPOSAL STEM FROM OUR BOARD MEETING DISCUSSION ON SEPTEMBER 22ND, REGARDING THE FINANCIAL AND EQUITABLE IMPACT OF CURRENT STUDENT ADMISSION FEES.

ELIMINATING THESE FEES COULD POTENTIALLY INCREASE STUDENT INVOLVEMENT IN SCHOOL SPIRIT AND EXTRACURRICULAR ACTIVITIES.

WE'RE HOPING THAT IT'S GOING TO REMOVE FINANCIAL BARRIERS TO THESE ATTENDANCE AND ALIGN WITH BROADER EFFORTS TO ENHANCE SCHOOL COMMUNITY ENGAGEMENT.

THE PROPOSAL ENCOURAGES THE BOARD TO CONSIDER THIS CHANGE AS A STEP FORWARD TO FOSTERING INCLUSIVITY AND INCREASE SUPPORT FOR STUDENT ATHLETES ACROSS ALL OUR SECONDARY SCHOOLS.

>> NO CHANGES IS THE SAME PROPOSAL AFTER LAST MONTH. BOARD ANY QUESTIONS?

>> WERE WE GOING TO HAVE STUDENT ENTRIES ON EACH OF OUR EVENTS?

>> THE ONLY ONE THAT WE'RE GOING TO HAVE IT FOR IS GOING TO BE FOOTBALL JUST TO HELP WITH TRAFFIC.

>> WE'RE STILL IN DISCUSSION ABOUT SPONSORSHIPS.

[02:10:03]

I GET SOME OF THAT RECOUP FEEDBACK.

>> ONE OF THE THINGS WE ACTUALLY DID THIS PAST FRIDAY WAS HOST A PLAYOFF GAME AND WE SAW SOME MONEY THAT WE CAN HELP SUPPLEMENT THROUGH OUR BOOSTER CLUB.

OUR CONCESSION STANDS DID REALLY WELL.

LOOKING AT HOSTING SOME PLAYOFF GAMES NEXT YEAR AFTER WE HOST OUR OWN.

BUT GOING LIKE THOSE BIGGER SCHOOLS 4A, 5A SO THAT WE CAN SUPPLEMENT SOME OF THAT INCOME AS WELL, SO WE CAN HAVE OUR BOOSTER CLUB SUPPORT OUR PROGRAMS THROUGH ANY OTHER NECESSITIES THAT WE NEED.

I'VE ALREADY SPOKEN A GAME DAY.

THEY SEEM LIKE THEY'RE ON BOARD WITH GETTING SOME THINGS GOING ON.

THEY'VE DONE A GREAT JOB OF PARTNERING WITH US.

THEY HELPED US THIS YEAR WITH SOME MEALS FOR OUR SUBVARSITY.

THERE'S THINGS IN THE WORKS RIGHT NOW TO HELP US WITH THAT AND IT SEEMS LIKE EVERYBODY IS EAGER TO GET GOING WITH THIS AND HELP BRANDING ON THAT TOO AS WELL.

>> THANK YOU, SIR.

>> I HAVE A QUESTION. THERE WAS A DISCUSSION ABOUT ENTRY FOR SIX THROUGH 12 WOULD EITHER STUDENT ID AND A THROUGH FIVE A PARENTS COURT.

IS THAT STILL IN THE PLAN?

>> YES. THE PLAN HASN'T CHANGED.

WE STILL NEED A VALID ID FOR SIX THROUGH 12.

THEN FOR THE YOUNGER ONES, YOUR PARENT NEED TO BE THERE, WHICH IT IS FOR SAFETY.

>> THEY SHOULD BE THERE ON THERE.

I WANT TO MAKE SURE THAT WAS STILL PART OF THE DEAL.

>> BOARD, ANY OTHER QUESTIONS? IF THERE'S NOT, WE'LL HEAR A PROPOSAL. A MOTION.

>> I MOVE WITH THE BOARD.

>> I APPROVE THE DISSOLUTION OF STUDENT ATHLETIC TICKET ADMISSIONS FOR SECONDARY ATHLETIC EVENTS.

ALL OF THOSE IN FAVOR SAY AYE?

>> ANY OPPOSED? PASS 7:0. THANK YOU.

D, CONSIDER AND/OR APPROVED GUARANTEED MAXIMUM PRICE,

[Consider and/or Approve Guarantee Maximum Price (GMP) No.1 for Middle School #2]

GMP NUMBER 1 FOR MIDDLE SCHOOL NUMBER 2. MR. CHAPMAN.

>> GOOD EVENING, AGAIN. BOARD PRESIDENT WRIGHT, SUPERINTENDENT ESTRADA, AND BOARD OF TRUSTEES.

TONIGHT, WE ARE BRINGING THE NUMBERS FOR THE GMP NUMBER 1.

WE COMMUNICATED THE LAST BOARD MEETING IN OCTOBER.

AS YOU SEE ON YOUR PAPER, IT STATES NOT TO EXCEED 9.1 MILLION.

WE'RE ABLE TO GET THAT DOWN TO 9,000,832 FOR THE GMP NUMBER 1, WHICH HAS ALL YOUR STRUCTURAL STEEL.

IT'S GOING TO GO INTO IT, ALL OUR KITCHEN EQUIPMENT ELEVATOR, ELECTRICAL SWITCH GEARS, ALONG WITH THE CONTINGENCIES AND GENERAL REQUIREMENTS AND GENERAL CONDITIONS, ALONG WITH THE BOND WITH INSURANCE AND STUFF LIKE THAT.

WE'RE AT 9,000,832 FOR GMP 1.

>> QUESTIONS BOARD? MOTION.

>> I MOVE TO APPROVE THE GMP 1 FOR THE MIDDLE SCHOOL NUMBER 2, NOT TO EXCEED $9,100,000.

>> LET ME READ THE EXACT AMOUNT.

IT IS 9,000,832.

>> OURS SAYS $9,100,100.

>> THE REASONING FOR THAT IS WHEN WE HAVE TO SUBMIT THESE IN FOR THE BOARD MEETINGS, WE WERE STILL WORKING ON THAT NUMBER.

I JUST GOT IT BACK FROM THE ATTORNEYS AFTER THAT. THAT'S WHY I HAD.

WE KNEW IT WOULD NOT GO OVER 9.1 SO WE WERE ABLE TO GET MORE OFF OF THAT BEFORE WE CAME TO THE MEETING.

>> I NEED TO CHANGE THAT?

>> YOU WANT THE 9.1 THOUGH?

>> 9.1, YES.

>> I MOVE THE BOARD APPROVED THE GMP 1 FOR MIDDLE SCHOOL NUMBER 2 NOT TO EXCEED 9.1 MILLION.

ALL THOSE IN FAVOR SAY AYE?

>> ANY OPPOSED? PASS 7:0.

CONSIDER AND OR APPROVED BIDS FOR INTERACTIVE PANELS. MISS HORMAN.

>> THANK YOU. ITEM 9E,

[Consider and/or Approve Bid for Interactive Panels]

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

I'M HERE TONIGHT TO PRESENT THE BIDS THAT WE RECEIVED FOR THE INTERACTIVE PANELS FOR OUR CLASSROOMS FOR PLUM CREEK ELEMENTARY, CLEARFORK ELEMENTARY, AND BLUE BONNET ELEMENTARY.

AS I PRESENTED LAST TIME, WE NEEDED THIS BECAUSE WE HAVE A LOT OF PROJECTORS THAT ARE GOING OUT AT THIS POINT.

WE DID RECEIVE SIX PROPOSALS FOR ALL OF OUR BIDS, AND I DID PROVIDE ALL SOME UPDATED INFORMATION THAT'S ON EVERYBODY'S DESK BECAUSE THE BIDS DIDN'T COME UNTIL THIS WEEK FOR THIS PARTICULAR PROJECT.

IF YOU LOOK AT THE BID TABULATION.

>> MISS HORMAN, WE DON'T HAVE THAT HANDOUT.

>> YES, EVERYBODY SHOULD HAVE ONE.

>> SORRY.

>> YOU'RE OKAY.

[02:15:01]

>> AGAIN, TO REMIND YOU-ALL, THIS WOULD COME OUT OF EXCESS BOND FUNDS FROM 2022.

HERE ARE ALL THE BIDS THAT WE ACTUALLY RECEIVED.

WE DID BID OUT NEW LINE PANELS.

WE HAD A COUPLE OF VENDORS, AUDIO VISUAL AIDS, AND VIRTUE COMM THAT ACTUALLY PROVIDED AN ALTERNATE BID, BUT THEY DID NOT NECESSARILY MEET OUR SPECIFICATIONS OR OUR WARRANTY SPECIFICATIONS.

WE WOULD LIKE TO PROCEED WITH M&A TECHNOLOGY.

IT IS BROKEN DOWN BY CAMPUS.

IF YOU CAN LOOK AT BLUEBONNET ELEMENTARY, CLEAR FORK AND PLUM CREEK.

BLUEBONNET ELEMENTARY, WE'RE LOOKING AT 32 INTERACTIVE PANELS.

CLEAR FORK AND PLUM CREEK ARE GETTING 39 PANELS APIECE.

OUR TOTAL COST WITH M&A IS AT $417,716, AND WE WOULD LIKE TO PRESENT THAT TO THE BOARD FOR APPROVAL.

>> MISS HOMANN, COULD I SUGGEST THAT THAT BLUE BACKGROUND ON THE PAPER IS HARD TO READ.

MAYBE NOT DO THAT AGAIN.

>> YES, SIR. CERTAINLY. NEXT TIME, IT WILL NOT BE LIKE THAT, I APOLOGIZE.

>> I HAD A QUESTION.

>> THE AUDIOVISUAL AIDS CORP, WHAT WAS THE REASON FOR ALTERNATE?

>>THEY DID NOT BID NEW LINE, THAT ALL THEY PROVIDED WAS THE OPTIMAL PANEL AS THEIR OPTION.

IN OUR SPECIFICATIONS, WE SPECIFICALLY ASKED FOR THE NEW LINE PANEL BECAUSE THAT IS OUR STANDARD.

WE DIDN'T WANT TO VEER OFF FROM THAT.

>> I'LL JUST BRIEFLY.

IT'S THE QUALITY THAT WE WANT IN OUR CLASSROOMS, BUT ALSO AS MISS HOMANN MENTIONED, THE STANDARDS, SO THAT WHEN WE'RE TRAINING STAFF, ALL THOSE MATERIALS ARE THE SAME, THE EQUIPMENT IS THE SAME.

I THINK IT'LL HELP IN THE LONG RUN.

>> GOOD. NEXT QUESTION.

>> ANY OTHER QUESTIONS?

>> DO WE HAVE A MOTION?

>> I MOVE THAT THE BOARD APPROVE THE AWARD OF THE RFP 25-013 INTERACTIVE PANELS TO M&A TECHNOLOGY IN THE AMOUNT OF $417,716.

ALL THOSE IN FAVOR. SAY AYE.

>> ANY OPPOSED? PASSES 7-0. THANK YOU, MISS HOMANN.

>> ITEM 9F, CONSIDER AND/OR APPROVE NEW INNOVATIVE COURSES, MR. MCBRIDE.

[Consider and/or Approve New Innovative Courses]

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

EVERY YEAR, LISD UPDATES THE SECONDARY COURSE GUIDE.

DURING THIS PROCESS, EACH SECONDARY CAMPUS RECOMMENDS ANY COURSE CHANGES THEY WOULD LIKE TO MAKE.

IF ANY OF THESE COURSES ARE ON THE TA INNOVATIVE COURSE LIST, THEY REQUIRE BOARD APPROVAL BEFORE WE CAN OFFER THEM TO STUDENTS.

THE NEW INNOVATIVE COURSES TO BE PRESENTED TONIGHT ARE FORENSIC PSYCHOLOGY AND PRINCIPLES OF COMMUNITY SERVICE.

FORENSIC PSYCHOLOGY WOULD BE A NEW LEVEL 3 COURSE FOR OUR LAW ENFORCEMENT PROGRAM OF STUDY PATHWAY.

WHILE PRINCIPLES OF COMMUNITY SERVICE WILL BE A NEW CT COURSE TO BE OFFERED AT PRIDE HIGH SCHOOL. ANY QUESTIONS?

>> CAN YOU GO A LITTLE MORE DEPTH ABOUT THE COMMUNITY SERVICE?

>> EXCUSE ME.

>> COULD YOU GO A LITTLE MORE DEPTH ABOUT THE PRINCIPLES OF COMMUNITY SERVICE?

>> YES. IT IS A COURSE DESIGNED TO INTRODUCE STUDENTS TO THE WORLD OF NON PROFITS, COMMUNITY SERVICE, AND OTHER OUTREACH PROGRAMS.

>> ANYBODY ELSE? HEAR A MOTION.

>> I MOVE THAT THE BOARD APPROVE THE NEW INNOVATIVE COURSES AS PRESENTED.

ALL THOSE IN FAVOR, SAY AYE.

>> ANY OPPOSE? PASSES 7-0.

>> WE WILL NOW MOVE ON TO 9G.

[Consider and/or Approve Caldwell County Appraisal District Board of Directors Candidate(s)]

CONSIDER AND/OR APPROVED CALDWELL COUNTY APPRAISAL DISTRICT BOARD OF DIRECTOR CANDIDATES.

THE SCHOOL DISTRICT HAS THAT WE WERE ABLE TO CAST 1,858 VOTES FOR THESE CANDIDATES.

WE HAVE 1, 2, 3.

WE HAVE SIX OR SEVEN CANDIDATES, KAYLINE CABE, SALLY DANIELS, LINDA HINKLE, MATTHEW MCGOVERN, ALFREDO MUNOZ, DR. DIEDRE WILLIAMS. IN THE PAST, WE HAVE USUALLY RECOMMENDED ONE CANDIDATE.

IN THIS CASE, WE RECOMMENDED ALFREDO MUNOZ, AND WE USUALLY OR HAVE IN THE PAST GIVEN ALL OF OUR VOTES TO THAT ONE CANDIDATE, BUT IT'S UP TO THE BOARD HOW THEY WANT TO PURSUE THIS.

>> I KNOW ALFREDO MUNOZ REACHED OUT TO SOME OF US, HE WANTED TO CONTINUE TO BE OUR REPRESENTATIVE FOR THE APPRAISAL DISTRICT BOARD.

>> ANY OTHER SUGGESTIONS? ANYBODY HAVE ANY OTHER ALTERNATIVE OR?

[02:20:06]

>> THE ONLY ONE I KNOW ON HERE IS DR. DIEDRE WILLIAMSON, WE HISTORICALLY, WE'VE KEPT ONE.

>> NO OTHER, I WOULD HEAR A MOTION TO THAT WE CAST OUR TOTAL VOTE OF 1,858 TO ALFREDO MUNOZ, HEAR A MOTION?

>> I'LL MAKE A MOTION THAT THE BOARD GIVE ALL THE VOTES THEY ARE ENTITLED TO FOR THE POSITION OF THE CALDWELL COUNTY APPRAISAL DISTRICT BOARD TO ALFREDO MUNOZ.

>> WE HAVE A MOTION. WE HAVE A SECOND, ANY OTHER COMMENTS.

ALL THOSE IN FAVOR SAY AYE.

>> ANY OPPOSED? PASSES 7-0.

WE WILL NOW MOVE ON TO ITEM 9H.

[Consider and/or Approve Region 13 Instructional Coaches for Alma Brewer Strawn and Navarro Elementary Schools]

CONSIDER AND/OR APPROVED REGION 13 INSTRUCTIONAL COACHES FOR ALMA BREWER STRAWN AND NAVARRO ELEMENTARY SCHOOLS, DR. CAMARILLO.

>> GOOD EVENING AGAIN. WE JUST WANT YOU HAVE IN FRONT OF YOU THE PROPOSAL FOR REGION 13 THAT BOTH MISS VASQUEZ AND MISS EPSTEIN HAD PRESENTED.

THE ONE YOU HAVE IN FRONT OF YOU IS FOR 100,000.

THAT WAS INITIALLY BECAUSE WE WERE LOOKING TO START IN EARLY NOVEMBER WITH THIS SUPPORT, BUT WE HAD TO GO OUT AND GET QUOTES.

NOW BECAUSE WE'RE STARTING AFTER, IT'S ACTUALLY THIS PRICE OF 89,000.

THAT'S GOING TO ENCOMPASS SUPPORT THREE DAYS A WEEK TO ABS, TWO DAYS WITH COACHING, AND ONE DAY IN PLCS, DUE TO THE LACK OF LEVER LEADERS ACTUALLY AT ABS.

THEN AT NAVARRO, THEY'LL BE WORKING WITH THE LEVER LEADERS WHO WILL BE SUPPORTING THE TEACHERS AND THEY'LL BE THERE TWO DAYS A WEEK, ONE DAY WITH THE TEAM AND ONE DAY IN PLCS AS WELL.

>> THAT'S THREE INDIVIDUALS TOTAL.

>> I'M SORRY.

>> THREE.

>> YES, MADAM. IT'S GOING TO BE COMING OUT OF OUR TITLE V FUNDS THAT WE HAVE THAT FOR SUPPORTING AT RISK STUDENTS.

>> COMING OUT OF TITLE V, JUST TO NOTE AS WELL, INITIALLY, IT WAS OVER THRESHOLD REQUIRED FOR BOARD APPROVAL.

IT IS NOW UNDER THAT THRESHOLD.

BUT IF THE BOARD WANTS TO TAKE ACTION, YOU'RE WELCOME TO, OF COURSE.

BUT ADMINISTRATIVELY, WE CAN ALSO DO THIS. IT'S UP TO THE BOARD.

>> I MOVE THAT THE BOARD APPROVE REGION 13 INSTRUCTIONAL COACHES FOR ALMA BREWER STRAWN.

ELEMENTARY AND NAVARRO ELEMENTARY AS PRESENTED.

ALL THOSE IN FAVOR, SAY AYE.

>> AYE. ANY OPPOSED? PASSES 7-0.