[00:00:01]
[Call to Order]
OF THE LOCKHART INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES TO ORDER ON JANUARY 20TH, 2026 AT 6:30 PM.LET THE RECORD SHOW THAT A QUORUM OF BOARD MEMBERS IS PRESENT, THAT THIS MEETING HAS BEEN DULY CALLED AND THAT NOTICE OF THIS MEETING HAS BEEN POSTED IN ACCORDANCE WITH THE TEXAS OPEN MEETING ACT, TEXAS GOVERNMENT CODE CHAPTER 551.
LET THE RECORD SHOW THAT TRUSTEE RAYOS, PULLIAM, SANCHEZ, WRIGHT, GUYTON, LOCKHART, CHARLES ARE PRESENT.
WE WILL NOW MOVE ON TO THE PRESENTATION OF COLORS BY THE JUNIOR ROTC.
PLEASE STAND, PLEASE. COMMANDING THE LOCKHART HIGH SCHOOL AIR FORCE, ROTC JUNIOR COLOR GUARD IS CADET CHRISTOPHER COLLIN, SINGING THE NATIONAL ANTHEM IS KAYLA COLOMBO.
>> WE'LL MOVE ON TO ITEM 3, INVOCATION.
TRUSTEE GUYTON, WOULD YOU TAKE OVER, PLEASE?
>> SURE. DEAR LORD, WE THANK YOU, GOD, FOR THIS WONDERFUL DAY THAT YOU'VE BLESSED US TO BE A PART OF.
WE THANK YOU FOR THIS TIME THAT WE CAN COME TOGETHER NOW AS WE DO THE BUSINESS OF THE DISTRICT.
LORD, WE JUST ASK THAT YOU WOULD BE HERE WITH US.
WE ASK YOUR CONTINUED BLESSINGS OVER OUR STAFF, OUR STUDENTS, OUR ENTIRE COMMUNITY.
IT'S IN YOUR SON JESUS NAME WE PRAY, AMEN.
[Recognitions]
RECOGNITIONS. MR. ADAM MILLER.>> GOOD EVENING, PRESIDENT WRIGHT, SUPERINTENDENT ESTRADA, AND MEMBERS OF THE BOARD.
WILL YOU PLEASE COME FORWARD TO RECEIVE THIS EVENING'S HONORES FOR RECOGNITION.
AS THEY MOVE FORWARD, I WANT TO SHARE WITH YOU THE AWARD, THE BOARD WILL REPRESENT THE HONORES THIS EVENING.
THIS IS THE LEGACY OF EXCELLENCE COIN, GIVEN TO THE BOARD ONLY TO THOSE WHO TRULY EXEMPLIFY EXCELLENCE AT LOCKHART ISD.
NOW WE WILL BEGIN TONIGHT'S RECOGNITION.
FOR OUR FIRST RECOGNITION, TONIGHT, WE ARE PROUD TO RECOGNIZE TWO OUTSTANDING LOCKHART HIGH SCHOOL SENIORS WHOSE TALENT, DEDICATION, AND PERSEVERANCE HAVE EARNED THEM A PLACE AMONG THE BEST STUDENT MUSICIANS.
THEY'RE EXCITED, THE BEST STUDENT MUSICIANS IN THE STATE OF TEXAS.
SELECTION IS THE TEXAS MUSIC EDUCATORS ASSOCIATION, OR TMEA.
ALL-STATE MUSICIAN IS THE HIGHEST HONOR A TEXAS HIGH SCHOOL STUDENT CAN RECEIVE IN MUSIC.
STUDENTS MUST ADVANCE THROUGH MANY RIGOROUS ROUNDS OF AUDITIONS, COMPETING AGAINST THOUSANDS OF MUSICIANS ACROSS THE STATE.
THOSE SELECTED EARN THE OPPORTUNITY TO PERFORM WITH THE TOP STUDENT MUSICIANS IN TEXAS AT THE TMEA CLINIC AND CONVENTION IN FEBRUARY.
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FOR THE SECOND YEAR IN A ROW, LUCAS NIX HAS BEEN SELECTED AS A TMEA ALL-STATE MUSICIAN, EARNING A POSITION IN THE ALL-STATE LARGE SCHOOL TENOR-BASS CHOIR.I KNOW THAT'S A ROUND OF APPLAUSE FOR THAT, BUT DON'T COME FORWARD YET, LUCAS.
[APPLAUSE] AN EXTRAORDINARY ACCOMPLISHMENT THAT REFLECTS HIS CONSISTENCY, HIS DISCIPLINE, AND HIS MUSICAL EXCELLENCE.
WE ALSO PROUDLY RECOGNIZE MR. ELIAS HERNANDEZ, WHO EARNED A COVETED POSITION AS THE TMEA 5(A) ALL-STATE BAND AS A SAXOPHONIST, PLACING HIM AMONG AN ELITE GROUP OF STUDENT MUSICIANS STATEWIDE.
[APPLAUSE] LUCAS AND ELIAS, YOUR HARD WORK AND COMMITMENT TO BEING LOCKED ON EXCELLENCE MAKE OUR DISTRICT AND THE ENTIRE COMMUNITY PROUD.
THANK YOU FOR REPRESENTING LOCKHART ISD AT THE HIGHEST LEVELS.
WHEN I CALL YOUR NAME, PLEASE COME FORWARD TO RECEIVE YOUR RECOGNITION.
[APPLAUSE] MR. ELIAS HERNANDEZ.
STUDENTS ARE ACCOMPANIED TONIGHT BY LOCKHART HIGH SCHOOL CHOIR DIRECTOR, MS. CAITLYN SANI, [APPLAUSE] LISD DIRECTOR OF FINE ARTS, MR. JAMES CROWLEY, AND LOCKHART HIGH SCHOOL ASSOCIATE PRINCIPAL, MS. MELINDA VAN HORN.
THEN FOR THE PICTURES, WE'RE GOING TO DO IT A LITTLE DIFFERENT.
WE DEFINITELY WANT A GROUP PHOTO, BUT WE ALSO WANT A PICTURE OF JUST LUCAS WITH THE BOARD, AND THEN A PICTURE OF JUST ELIAS WITH THE BOARD, AND THEN WE'LL TAKE A GROUP PHOTO AS WELL.
MS. SANI, MS. VAN HORN, AND MR. CROWLEY, ALL CAN GET IN THAT PHOTO AS WELL.
I'M SORRY, MY DIRECTIONS WERE NOT CLEAR.
THE BAND DIRECTOR NOW TOO, MS. SANI.
[APPLAUSE] CONGRATULATIONS AGAIN TO OUR TMEA ALL-STATE MUSICIANS.
FOR OUR SECOND RECOGNITION, WE ARE PROUD TO RECOGNIZE OUR ACADEMIC ALL-STATE ATHLETES WHO EMBODY WHAT IT MEANS TO BE LOCKED ON EXCELLENCE AT LOCKHART ISD.
THESE REMARKABLE STUDENTS HAVE EXCELLED ON THE FIELD AND DEMONSTRATED OUTSTANDING DEDICATION AND ACHIEVEMENT IN THE CLASSROOM.
EARNING ACADEMIC ALL-STATE HONORS REQUIRES DISCIPLINE, RESILIENCE, AND A COMMITMENT TO BALANCING THE DEMANDS OF ACADEMICS AND ATHLETICS.
THESE STUDENTS EXEMPLIFY WHAT IT MEANS TO UNLOCK THEIR FULL POTENTIAL.
WE ARE INCREDIBLY PROUD OF THEIR ACCOMPLISHMENTS AND THE EXAMPLE THAT THEY SET FOR THEIR PEERS AND OUR COMMUNITY.
THEIR SUCCESS REFLECTS THE SUPPORT OF THEIR FAMILIES, THEIR COACHES, AND THE TEACHERS WHO HAVE HELPED THEM ALL ALONG THE WAY.
CONGRATULATIONS TO OUR ACADEMIC ALL-STATE ATHLETES FOR THIS INCREDIBLE ACHIEVEMENT.
KEEP INSPIRING US TO CONTRIBUTE TO BUILDING A LEGACY OF EXCELLENCE.
AS I CALL YOUR NAME, PLEASE COME FORWARD TO RECEIVE YOUR RECOGNITION.
FOR FOOTBALL, THE GENTLEMAN IN THE REMARKABLE BLAZER OVER THERE, MY GOODNESS, T-H-S-C-A FIRST TEAM, MR. PARKER CONNOR.
[APPLAUSE] FOR VOLLEYBALL, FIRST TEAM, ANNABEL RIVERA.
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[APPLAUSE] FIRST TEAM, ELLA JANAK.[APPLAUSE] SECOND TEAM, MACKENSIE MAYFIELD.
[APPLAUSE] SECOND TEAM, NATALIE SIFUENTES [APPLAUSE].
HONORABLE MENTION, MS. BAILEY O'KEEFE.
WE HAD THREE STUDENTS WHO WERE UNABLE TO BE HERE TONIGHT, ALL HONORABLE MENTION, MS. PRESLYEE REYNOLDS, MS. SABRINA ARAIZA, AND ELIZABETH STATON.
[APPLAUSE] OUR ACADEMIC ALL-STATE ATHLETES ARE ACCOMPANIED TONIGHT BY LOCKHART HIGH SCHOOL ASSOCIATE PRINCIPAL, AGAIN, MS. MELINDA VAN HORN, AND OUR LOCKHART ISD ATHLETIC DIRECTOR, MR. MIKE MALDONADO.
[APPLAUSE] ALL OF OUR ACADEMIC ALL-STATE ATHLETES COULD COME FORWARD FOR A GROUP PHOTO.
CONGRATULATIONS [OVERLAPPING] AGAIN TO OUR ACADEMIC ALL-STATE ATHLETES.
[APPLAUSE] I GOT A LONG WIND TO READ HERE NEXT. LET ME GET A SIP OF WATER.
>> WHY DON'T WE STEP TO THE SIDE, AND THEN WE CAN COME INDIVIDUALLY? THAT WOULD BE EXCELLENT.
>> MS. SANTOS, WILL YOU CORRAL THE SCHOOL BOARD OUT IN THE [INAUDIBLE]? FOR TONIGHT'S FINAL RECOGNITION, WE RECOGNIZE THE AMAZING LOCKHART ISD SCHOOL BOARD FOR SCHOOL BOARD RECOGNITION MONTH.
[APPLAUSE] JANUARY IS SCHOOL BOARD RECOGNITION MONTH, AND IT IS A TIME TO EXPRESS OUR DEEPEST GRATITUDE AND CELEBRATE THE DEDICATED INDIVIDUALS WHO VOLUNTEER THEIR TIME AND ENERGY TO ENSURE OUR DISTRICT PROVIDES EXCEPTIONAL LEARNING EXPERIENCES TO EVERY STUDENT.
THIS YEAR'S THEME, OUR FUTURE IS PUBLIC, HIGHLIGHTS THE ESSENTIAL ROLE BOARD MEMBERS PLAY IN SHAPING, NOT ONLY THE FUTURE OF LOCKHART ISD, BUT THE FUTURE OF OUR COMMUNITY AND OUR STATE.
SCHOOL BOARDS OR PUBLIC TRUST MEETS PUBLIC PURPOSE.
TROUGH THOUGHTFUL POLICY, FISCAL OVERSIGHT, AND A CLEAR FOCUS ON STUDENT SUCCESS, OUR TRUSTEES HELP PREPARE STUDENTS TO BECOME THE LEADERS, INNOVATORS, AND ENGAGE CITIZENS WHO WILL MOVE TEXAS FORWARD.
THEIR WORK ENSURES THAT PUBLIC EDUCATION REMAINS A POWERFUL FORCE FOR OPPORTUNITY, EQUITY, AND EXCELLENCE, TODAY AND FOR GENERATIONS TO COME.
OUR TRUSTEES VOLUNTARILY DEDICATE THEMSELVES TO THE SUCCESS OF OUR STUDENTS AND STAFF.
THEY ARE NOT JUST BOARD MEMBERS.
THEY ARE PARENTS, GRANDPARENTS, PROFESSIONALS, AND ACTIVE COMMUNITY MEMBERS WHO BELIEVE DEEPLY IN THE PROMISE OF PUBLIC EDUCATION, AND THE IMPACT IT HAS ON LIVES.
IN LOCKHART ISD, WE OFTEN SAY THE BOARD'S COMMITMENT EXTENDS FROM THE BOARD ROOM TO THE LIVING ROOM, AND THAT STATEMENT COULDN'T BE MORE TRUE.
YOU'LL SEE THEM ON THE SIDELINES CHEERING FOR OUR LION ATHLETES.
YOU'LL FIND THEM IN THE AUDIENCE OF THE GOPAC, SUPPORTING OUR FINE ARTS PROGRAMS. THEY ATTEND TEACHER FEEDBACK FORMS AND CAMPUS EVENTS, AND THEY ARE PRESENT AT COUNTLESS COMMUNITY GATHERINGS, DEMONSTRATING THEIR GENUINE CARE FOR OUR STAFF,
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OUR STUDENTS, AND THE FUTURE OF PUBLIC EDUCATION IN LOCKHART.THE LOCKHART ISD SCHOOL BOARD IS A POWERFUL EXAMPLE OF LEADERSHIP GROUNDED IN SERVICE, VISION, AND PURPOSE.
WE ARE GRATEFUL FOR THEIR GUIDANCE AS THEY CONTINUE TO STEWARD OUR DISTRICT AND CHAMPION THE BELIEF THAT OUR FUTURE IS PUBLIC AND OUR FUTURE IS BRIGHT IN LOCKHART ISD.
THANK YOU, LOCKHART ISD SCHOOL BOARD FOR YOUR UNWAVERING DEDICATION TO OUR STUDENTS, STAFF, TO OUR COMMUNITY.
>> NOW, BEFORE WE ASK YOU TO STEP FORWARD TO RECEIVE YOUR BASKETS, WE LIKE TO PLAY A SPECIAL VIDEO STRAIGHT TO YOU FROM THE STUDENTS OF LOCKHART INDEPENDENT SCHOOL DISTRICT.
[MUSIC] JUST A SMALL TOKEN OF APPRECIATION FROM THE STUDENTS OF LOCKHART ISD FOR ALL THAT YOU DO FOR ALL OF THE STUDENTS, ALL THE STAFF, AND ALL OF US EACH AND EVERY DAY, SO A BIG ROUND OF APPLAUSE FOR OUR SCHOOL BOARD.
[APPLAUSE] AS I CALL YOUR NAME, PLEASE STEP FORWARD TO RECEIVE A GIFT BASKET, A THOUGHTFULLY PREPARED, ANOTHER TOKEN OF APPRECIATION.
THESE BASKETS INCLUDE HEARTFELT AND CREATIVE CONTRIBUTIONS FROM LOCKHART ISD STUDENTS.
WE WILL TAKE A GROUP PHOTO AT THE CONCLUSION OF THE RECOGNITION, AND JUST SO YOU ALL KNOW, TONIGHT, THE LION IS LIT FOR SCHOOL BOARD APPRECIATION NIGHT.
[APPLAUSE] NOW FOR THE PRESENTATIONS,
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BOARD PRESIDENT, MR. MICHAEL WRIGHT.[APPLAUSE] MR. WRIGHT IS PRESENTED BY LOCKHART HIGH SCHOOL IN BORCHERT LOOP ELEMENTARY SCHOOL, LOCKHART HIGH SCHOOL ASSOCIATE PRINCIPAL, MS. MELINDA VAN HORN, FOR THE THIRD TIME TONIGHT, WITH STUDENTS, LINDSAY KATHERINE, SWANT, AND MALISELI ANDREA PEREZ, AND BORCHERT LOOP EXECUTIVE PRINCIPAL, JAMEE GRIEBLE, EXECUTIVE ASSISTANT PRINCIPAL, JASMYN CORLEY, WITH STUDENTS JC MONK AND ETHAN NELSON.
VICE PRESIDENT, MR. TOM GUYTON.
[APPLAUSE] MR. GUYTON IS RECEIVING HIS BASKET FROM LOCKHART JUNIOR HIGH IN ALMA BREWER STRAWN ELEMENTARY, LGH PRINCIPAL, MR. MARIO PALACIOS, AND STUDENT KARA ELCASTIO, AND MS. [INAUDIBLE].
THANK YOU SO MUCH, AND ABS PRINCIPAL, MS. CRISTINA VAZQUEZ WITH STUDENTS ANNA MARTINEZ AND ANHEL GOMEZ CASTIO.
SO LISD SECRETARY, DR. BARBARA SANCHEZ.
MS. SANCHEZ IS PRESENTED BY CARVER EARLY EDUCATION CENTER AND PRIDE HIGH SCHOOL, CARVER PRINCIPAL, MS. AMALIA VILLARREAL WITH STUDENTS MILLER GUTIERREZ GARZA AND LOGAN [INAUDIBLE], AND PRIDE HIGH SCHOOL PRINCIPAL, DANIEL MARTINEZ WITH STUDENTS ILEANA TORRES AND BRIANA ESTRADA.
[APPLAUSE] THANK YOU, DR. SANCHEZ.
MR. LOCKHART IS PRESENTED BY PLUM CREEK ELEMENTARY, EXECUTIVE PRINCIPAL, JAMEE GRIEBLE, EXECUTIVE ASSISTANT PRINCIPAL, JASMYN CORLEY, WITH STUDENTS VICTORIA CARLIN AND KING ESTRADA.
MR. RAYOS IS PRESENTED BY BLUEBONNET ELEMENTARY PRINCIPAL, EMILY MARSHALL, WITH STUDENTS ZEKE RAYOS AND ALICE GONZALEZ.
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TRUSTEE CHRIS CHARLES.[APPLAUSE] MR. CHARLES IS PRESENTED BY CLEAR FORK ELEMENTARY PRINCIPAL, MICHELLE HALE AND STUDENT [INAUDIBLE] BURGE.
[APPLAUSE] THANK YOU, MR. CHARLES.
LAST, BUT CERTAINLY NOT LEAST, TRUSTEE REBECCA PULLIAM.
MS. PULLIAM IS PRESENTED BY NAVARRO ELEMENTARY PRINCIPAL, MS. AMANDA EPSTEIN, WITH STUDENTS DRAKE HERRICK, AND ELENA MUNOZ.
[APPLAUSE] THANK YOU, MS. PULLIAM.
THEN IF WE COULD JUST GET ALL THE BOARD MEMBERS BACK FOR ONE LAST GROUP PHOTO, AND THEN WE CAN MOVE ON WITH THE MEETING.
PRINCIPALS, IF ALL CAN JOIN AS WELL AND KIDS THAT ARE STILL HERE, PLEASE. GOOD JOB, ETHAN.
THANK YOU, LOCKHART ISD, SCHOOL BOARD, AND THAT CONCLUDES TONIGHT'S RECOGNITION.
>> WE'LL MOVE ON TO ITEM 5, PUBLIC COMMENTS.
WE HAVE NONE, MOVING ON TO ITEM 6,
[Business: Consent Agenda]
THE BUSINESS CONSENT AGENDA, ITEMS A-F.DOES ANY BOARD MEMBER HAVE ANY COMMENTS ON THESE ITEMS? IF NOT, I'LL ENTERTAIN A MOTION.
>> MAKE A MOTION THAT WE ACCEPT THE ITEMS THAT LISTED.
>> WE HAVE A MOTION, WE HAVE A SECOND.
ALL THOSE IN FAVOR, SAY AYES AND RAISE YOUR HAND.
>> UNANIMOUS PASS, SEVEN TO ZERO.
WE MOVE ON TO SEVEN, COMMUNICATION,
[2025-2026 Budget Update]
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A 2025, 2026 BUDGET UPDATE. MS. WEISER.>> GOOD EVENING, BOARD PRESIDENT, SCHOOL BOARD, AND SUPERINTENDENT ESTRADA.
I AM PLEASED TO GIVE YOU YOUR BUDGET UPDATE FOR JANUARY, OUR FIRST MONTH INTO THE SECOND HALF OF OUR BUDGET CYCLE.
WELL, THIS IS JUST A REMINDER THAT WE DID ADOPT A BALANCED BUDGET OF ALMOST $76 MILLION.
>> WE ARE NOW IN OUR, NOT QUITE SEVENTH FULL MONTH OF THIS BUDGET, BUT WE'RE ABOUT HALFWAY THROUGH.
THIS EVENING, WE'LL JUST LOOK AT WHERE IT STANDS.
AS WE KNOW, THE BIG DRIVER OF OUR BUDGET IS HOW MANY STUDENTS WE HAVE AT OUR DISTRICT.
THESE ARE EVERY FRIDAY OF SCHOOL SO FAR THROUGH LAST FRIDAY.
THE HIGHEST ENROLLMENT THAT WE HAVE HAD THIS YEAR WAS THE FRIDAY OF OCTOBER 3, AT 6,826 STUDENTS.
LAST YEAR, OUR PEAK WAS 6,788, THE SAME WEEK BEFORE, JUST ONE FRIDAY BEFORE.
AS OF LAST FRIDAY, WE WERE AT 6,739 STUDENTS.
THE LAST TWO FRIDAYS OR THE FRIDAYS COMING BACK FROM THE CHRISTMAS BREAK, IT IS COMMON THAT WE WOULD HAVE A LITTLE BIT OF EBBS AND FLOWS AS STUDENTS ARE MOVING AND FAMILIES ARE MOVING IN AND OUT OF THE DISTRICT.
I WILL SAY SOMETHING THAT I DID SEE THAT WAS A LITTLE BIT DIFFERENT THIS YEAR WAS THAT THE PRIDE HIGH SCHOOL GRADUATION WAS THE HIGHEST IT'S EVER BEEN MID YEAR.
THAT IS DEFINITELY A REFLECTION IN WHAT WE HAVE SEEN.
THIS AFTERNOON, I CHECKED, RATHER, AND WE GREW BY 10 STUDENTS TODAY.
WHILE WE HAD SOME OUTFLOWS LAST WEEK DUE TO GRADUATION AND MOVEMENT, WE'LL CONTINUE TO WATCH THAT GROWTH AND SEE WHERE WE FALL THIS SECOND SEMESTER.
THE OTHER SIDE OF WHAT DRIVES OUR FUNDING IS THE ATTENDANCE OF THE STUDENTS THAT ARE ENROLLED IN OUR CAMPUS.
HERE WE SEE OUR SECONDARY ATTENDANCE THROUGH LAST FRIDAY COMPARED TO WHERE THEY WERE THE SAME FRIDAY OF LAST YEAR.
AS WE CAN SEE, ALL THREE OF OUR SECONDARY CAMPUSES HAVE IMPROVED CUMULATIVE ATTENDANCE RATES FROM LAST FISCAL YEAR.
PRIDE HIGH SCHOOL HAS IMPROVED A CUMULATIVE ATTENDANCE SINCE THE LAST TIME WE TALKED IN DECEMBER.
IT GETS HARDER AND HARDER TO GROW IN CUMULATIVE ATTENDANCE AS THE YEAR PROGRESSES BECAUSE WE JUST HAVE MORE AND MORE DAYS THAT WE'RE UP AGAINST.SO IT IS DEFINITELY SOMETHING TO BE CELEBRATED WHEN YOU HAVE A CUMULATIVE GROWTH AT THIS TIME OF YEAR, FOR SURE.
AS YOU CAN SEE, HERE ARE THE ELEMENTARY CUMULATIVE ATTENDANCE FOR THE YEAR, AGAIN, WITH OUR CAMPUSES REALLY SHOWING GREAT IMPROVEMENT FROM LAST YEAR.
WHERE DO WE LOOK LIKE AS A DISTRICT WITH OUR WHOLE CUMULATIVE ATTENDANCE? LAST YEAR IS THE BLUE LINE AND THE ORANGE LINE IS THIS YEAR.
ALL OF THE NUMBERS THAT YOU SEE, IF THEY ARE GREEN, IT'S BECAUSE WE HAD A CUMULATIVE ATTENDANCE INCREASE FROM WEEK TO WEEK, MEANING WE HAD JUST AN AWESOME WEEK AND IT INCREASED OUR ENTIRE CUMULATIVE ATTENDANCE.
>> COULD YOU BACK UP TO THE, ONE MORE?
>> I JUST WANT TO CONGRATULATE NAVARRO.
IT'S QUITE A SIGNIFICANT GROWTH YOU'LL SEE AND APPRECIATE THAT.
OF COURSE, PLANK CREEK IS ALWAYS NEAR THE TOP ANYWAY, BUT GOOD JOB, NAVARRO.
> ABSOLUTELY. NAVARRO HAD, EVEN LAST WEEK, THEY HAD THREE STRAIGHT DAYS OF 97% ATTENDANCE, WHICH IS OUTSTANDING.
THEY CONTINUE TO BE MUCH, MUCH GROWTH FROM THE PREVIOUS YEAR, WHICH LEADS TO HOW WE ARE 1.1 PERCENTAGE POINT HIGHER THAN WE WERE FROM LAST YEAR, WHICH IS AWESOME.
THAT EQUATES TO AROUND 6,000 MORE DAYS OF SCHOOL THAT HAVE BEEN ATTENDED.
SO IT IS DEFINITELY SOMETHING TO BE CELEBRATED.
AS YOU CAN SEE THE BLUE LINE FROM LAST YEAR, WE CAN REALLY SEE WHERE THE ATTENDANCE, AND LIKE I SAID, IT IS VERY HARD TO CUMULATIVELY INCREASE.
HOWEVER, NOW IS WHEN WE SHOULD REALLY STEADY OUT, WHERE OUR ATTENDANCE IS REALLY WHAT IT IS DAILY.
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WHAT WE SAW LAST YEAR AROUND THIS TIME, IS IT REALLY TO KEEP GOING IN A DOWNWARD DIRECTION.SO WE'LL CONTINUE TO WATCH IT.
BUT AS YOU CAN SEE, OUR ORANGE LINE IS A WHOLE PERCENTAGE POINT HIGHER AND WE WILL CONTINUE TO MONITOR THAT, AS IT DOES DRIVE OUR ADA.
WHEN WE LOOK AT REVENUE PROJECTION, WE DEFINITELY LOOK AT ATTENDANCE AND ENROLLMENT.
OUR ENROLLMENT OF LAST WEEK WAS 6,739, WHICH IS 57 STUDENTS LESS FROM OUR LAST UPDATE.
BUT AGAIN, WE HAD THE HIGHEST WINTER PRIDE GRADUATION, I THINK THAT WE'VE EVER HAD, IS THAT CORRECT? THAT IS DEFINITELY IMPACTING THAT NUMBER.
AGAIN, SAW THAT WE GREW BY 10 STUDENTS TODAY.
THAT NUMBER IS GOING TO CONTINUE TO CHANGE, ESPECIALLY WITH ALL THE ACTIVE REAL ESTATE BUILDS WE HAVE GOING ON IN THE DISTRICT.
WE ARE 135 STUDENTS LESS THAN OUR PROJECTION, BUT MIND YOU, THE 57 STUDENTS LESS THAT WE HAVE FROM THE LAST MEETING THAT WE HAD, THEY ARE STILL INCLUDED IN OUR ADA NUMBERS FOR THE TIME THAT THEY WERE HERE.
IF THEY WERE HERE FOR HALF OF THE YEAR AND THEY HAD PERFECT ATTENDANCE, THEN THEY'RE 0.5, THAT DOESN'T GO AWAY.
WHILE IT GOES AWAY IN THE ENROLLMENT NUMBER, IT DOES NOT GO AWAY IN OUR ADA.
THE DAYS THAT THEY WERE HERE STILL COUNT TOWARDS OUR TOTAL ADA NUMBER.
WITH THAT BEING SAID, WITH OUR ATTENDANCE BEING SLIGHTLY ABOVE PROJECTION, AND WITH WHAT I WAS JUST DESCRIBING ABOUT OUR ADA, WE'RE 38 STUDENTS BELOW OUR REVENUE PROJECTION.
WHILE RIGHT NOW OR REALLY AS OF LAST FRIDAY, WE WERE 135 STUDENTS LESS THAN PROJECTION.
THAT'S WHY WE'RE NOT 135 STUDENTS ADA BELOW REVENUE BECAUSE THE STUDENTS STILL COUNT FOR THE DAYS THAT THEY WERE HERE, SO IT ADDS INTO OUR ADA TOTALS.
WHAT THAT LOOKS LIKE IS AROUND $230,000 NET IMPACT TO OUR REVENUES.
WE WILL CONTINUE TO WATCH THAT.
LAST TIME, THE ADA WAS 31 BELOW.
NOW IT IS 38, SO IT IS A LITTLE BIT HIGHER.
THAT MEANS THAT THE REVENUE, THAT RED NUMBER COULD CONTINUE TO GET LARGER OR SMALLER IF YOU LOOK AT IT IN THE NEGATIVE.
BUT IT WILL CONTINUE TO GROW IF THAT ADA NUMBER CONTINUES TO GROW.
NOW, IT COULD GO DOWN IF WE CONTINUE TO GET MORE ENROLLMENT IN THE DISTRICT, OR IT COULD GO DOWN IF OUR ATTENDANCE DRIVES CUMULATIVELY BACK UP.
BUT IT WILL GO DOWN IF ATTENDANCE CONTINUES TO CUMULATIVELY GO DOWN, IF THAT MAKES SENSE.
>> CAN YOU REMEMBER WHERE WE WERE AT THIS POINT LAST YEAR?
>> JUST THE NET IMPACT ON REVENUE.
I DON'T WANT TO GIVE YOU A NUMBER THAT IS NOT CORRECT.
I FEEL LIKE WHEN I LOOKED AT OUR FEBRUARY UPDATE BECAUSE WE DID NOT DO MONTHLY UPDATES, WE WERE MAYBE 25 STUDENTS BEHIND ON ADA.
I THINK WE WERE PRETTY CLOSE, TO BE HONEST WITH YOU.
HOWEVER, AS THE SECOND SEMESTER PROGRESSED, WE DEFINITELY DROPPED A LITTLE BIT BELOW THAT.
BUT WE SHOULD BE ABLE TO STAY AROUND WHERE WE ARE GIVE OR TAKE.
WE'VE BEEN PRETTY CONSISTENT, I THINK, WITH OUR ATTENDANCE, AND HOPEFULLY THAT CONTINUES.
WE HAVE FACED A LITTLE BIT OF A HARD TIME IN THE SECOND SEMESTER, BUT WE'LL CONTINUE TO WATCH IT.
WHEN WE LOOK AT REVENUES, THERE'S A LOT THAT GOES INTO REVENUES.
SO IT'S NOT JUST BASIC ATTENDANCE AND OUR ENROLLMENT ONLY.
THERE'S WEIGHTED FACTORS, THERE'S OTHER TYPES OF FUNDING THAT WE GET.
THERE'S EVEN INTEREST EARNINGS THAT WE GET ON THE FUNDS THAT ARE SITTING IN THE BANK.
THERE'S ALL THE FACTORS THAT GO IN.
THE BIGGEST DRIVER, THOUGH, HOWEVER, IS, OF COURSE, OUR AVERAGE DAILY ATTENDANCE.
WE LOOK AT, MONTHLY, WE'RE LOOKING AT REALLY THE BIG, BIG STUFF.
AS WE CLOSE IN ON THE YEAR, THEN I REALLY START LOOKING AT ALL THE LITTLE AMOUNTS THAT COULD ADD UP TO HELP SOME OF THESE AREAS.
EXPENDITURES ARE THE EXACT WAY.
THERE'S THOUSANDS AND THOUSANDS OF BUDGET CODES THAT WE HAVE, BUT THE BIGGEST PARTS THAT WE LOOK AT ARE OUR PAYROLL BECAUSE THAT'S 80% OF OUR BUDGET.
A HUGE PART OF THAT IS THE BENEFITS THAT WE ALSO PAY ON THE PAYROLL SIDE, WHICH IS LION CARE.
LAST YEAR, WE ALL KNOW THAT LON CARE, WE HAD TO RESTRUCTURE IT SO THAT IT COULD BE MORE OF A SELF SUSTAINING PROGRAM,
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AND SEPTEMBER WAS THE FIRST MONTH THAT WE HAD THIS NEW STRUCTURE, PREMIUM CHANGES, DEDUCTIBLE CHANGES AND THINGS LIKE THIS, AND EDUCATION, EDUCATING OUR STAFF ABOUT HOW TO UTILIZE THE PLAN TO BENEFIT THEIR FAMILY AND TO ALSO KEEP THE PLAN SUSTAINABLE THE WAY THAT IT WAS MEANT TO BE.WHEN SEPTEMBER CAME, WE REALLY WERE WATCHING IT.
HOWEVER, IN SEPTEMBER, WE'RE STILL HAVING SOME THINGS FROM THE OLD PLAN STILL COME THROUGH, AND OUR CASH FLOW.
WHEN I GOT NOVEMBER'S UPDATE, JUST A WEEK AGO OR SO, I WAS VERY EXCITED TO SEE THAT WE HAD OUR VERY FIRST POSITIVE MONTH IN PROBABLY ABOUT 15, 16 MONTHS OF THE PLAN.
SO THIS IS THE BLOW UP OF WHAT'S IN THAT CORNER THERE.
WHEN WE SEE THIS POSITIVE MONTH AT 2,900, WHILE THAT IS REALLY RIGHT ON THE MONEY, THAT IS SOMETHING TO BE VERY EXCITED ABOUT IN THE SENSE OF, WE MADE SOME CHANGES, THE FRUIT OF OUR LABOR IS SHOWING IN THIS THIRD MONTH.
AGAIN, WE'LL CONTINUE TO WATCH IT.
WE DID HAVE A DEFICIT IN SEPTEMBER AND OCTOBER AGAIN, JUST AS THE PLAN IS GOING.
BUT I THINK THAT THIS IS A POSITIVE SOMETHING AS WE LOOK AT OUR BIG PICTURE EXPENDITURES, AND THEN EVEN AS WE GO INTO PLANNING FOR '26, '27, THE NEXT FEW MONTHS, WE WILL CONTINUE TO WATCH AND TALK MORE IN-DEPTH ABOUT THAT AT OUR BUDGET WORKSHOPS WHEN THEY START IN APRIL, BUT I'LL CONTINUE TO BRING AN UPDATE.
WE HAVE THE LION CARE NET IMPACT.
VACANCIES THAT WE HAVE THROUGHOUT THE DISTRICT FROM THIS YEAR.
WE HAVE ADDED A FEW NEW POSITIONS AFTER BUDGET ADOPTION BASED ON THE NEEDS OF THE DISTRICT.
OUR NET IMPACT TO REVENUES OVER EXPENDITURES IS 438,000, AND THAT IS A LOT OF MONEY.
IT IS DEFINITELY A PROJECTION.
IT IS A LOT, BUT I JUST WANT TO EASE MAYBE IF THERE'S ANY WORRY ABOUT THAT.
I AM A LITTLE BIT CONCERNED ABOUT IT, BUT WE ARE STILL EARLY ON IN THE BUDGET, AND WE HAVE A LONG WAY TO GO, REALLY.
JUST AS A REMINDER, LAST MONTH, WHEN WE TOOK OUR AUDIT TO THE BOARD, OUR UNASSIGNED FUND BALANCE AT THE END OF THE FISCAL YEAR WAS NEARLY $24 MILLION, WHICH EQUALS 3.9 MONTHS OF OPERATING CASH FLOW, WHICH IS WHAT WE NEED TO SUSTAIN THE MONTHS THAT WE'RE NOT RECEIVING CASH FLOW.
DECEMBER, JANUARY, FEBRUARY TOO ARE HIGH CASH FLOW MONTHS BECAUSE PROPERTY TAXES ARE BEING PAID.
BUT THEN WE GET INTO MONTHS LIKE JUNE AND JULY, WHERE WE REALLY DON'T HAVE A LOT OF CASH FLOW IN THE STATE THEY DO THEIR BIG SETTLE UP PAYMENTS IN AUGUST AND SEPTEMBER.
WE HAVE TO MAKE SURE THAT WE HAVE CASH FLOW TO MAKE IT THROUGH THE MONTHS THAT WE'RE NOT BRINGING IT IN.
THE 3.9 MONTHS OF OPERATING IS WHAT WE HAD.
THE NEW IMPACT WOULD BE, IF THIS WERE TO REMAIN THE SAME IS 4.8 MILLION.
WHILE THE 438 IS DEFINITELY SOMETHING THAT WE'RE WATCHING AND I'LL KEEP UPDATING YOU EACH MONTH, I JUST WANTED TO PROVIDE A LITTLE BIT OF EASE AS FAR AS WHAT THAT LOOKS LIKE.
IN ABOUT 10 DAYS, 11, REALLY, BUT TODAY DOESN'T COUNT, SO 10 DAYS.
WE WILL GET OUR TEXAS STATE COMPTROLLER PROPERTY VALUE ASSIGNMENTS.
THAT WILL BE A HUGE AREA OF WHERE DID OUR DARTS FALL WHEN WE WERE PROJECTING EVERYTHING. WHAT'S NEXT? FOR THIS YEAR IS, OF COURSE, WE WILL CONTINUE TO LOOK AT LION CARE.
WE WILL GET OUR PROPERTY VALUE ASSIGNMENTS.
THAT'S A HUGE FACTOR IN DRIVING OUR REVENUE SO THAT WE KNOW WHERE WE'RE GOING TO FALL, WHERE OUR VALUES ARE.
WE WATCH OUR TAX COLLECTION AS WELL BECAUSE NOT ONLY IS IT OUR CASH FLOW, BUT THIS IS THE LOCAL PORTION OF OUR BUDGET, AND IF WE HAVE HAD A HISTORY OF HAVING A 96 OR 97% COLLECTION, AND THIS YEAR, WE HAVE 98 OR WE HAVE 95, BOTH OF THOSE THINGS CAN IMPACT US DIFFERENT DIRECTIONS.
SO WE WILL WATCH THAT TAX COLLECTION RATE OVER THE NEXT TWO MONTHS, REALLY ARE GOING TO BE THE BIG FACTORS IN THAT.
THEN WE WILL CONTINUE TO WATCH OUR ENROLLMENT AND OUR ATTENDANCE AS WE PLAN FOR '25, '26.
[00:45:01]
DO YOU HAVE ANY QUESTIONS?[Review Bid Release for Elementary Playground Equipment and Installation]
REVIEW BID RELEASE FOR ELEMENTARY PLAYGROUND EQUIPMENT AND INSTALLATION, MS. HOMAN.>> WHILE MS. HOMAN IS WALKING UP, JUST AS A REMINDER AND SOME BACKGROUND, WE HAD A PRESENTATION IN THE FALL REGARDING OUR PLAYGROUNDS AND EVEN WE HAD A LARGE GROUP OF THIRD GRADE STUDENTS DO A WRITING ACTIVITY IN WHICH THEY EXPRESS CONCERNS AND THEN ALSO WISHES FOR IMPROVEMENTS TO THE PLAYGROUND.
SO WE'VE BEEN CONTINUING TO WORK ON THAT, RESEARCHING THINGS.
I'M EXCITED ABOUT WHERE WE ARE IN THE PROCESS.
JUST AS A REMINDER ALSO, OUR PLAYGROUNDS, MANY OF THEM ARE 30, 40-YEARS-OLD.
SOME SLIDES AND SWINGS EVEN OLDER THAN THAT.
REALLY IMPACTED ME WHEN WE WERE REPLACING THE SLIDE AT BLUEBONNET A COUPLE OF MONTHS AGO.
JUST ONE LITTLE SLIDE, PLASTIC [INAUDIBLE] IS $5,000.
>> THIS EQUIPMENT ISN'T SOMETHING THAT YOU JUST GO TO SAM'S CLUB OR WALMART AND YOU BUY SOMETHING.
THIS IS INTENDED TO LAST 10-15 YEARS.
THAT'S ANOTHER IMPORTANT THING I WANTED TO SAY.
WHEN YOU LOOK AT CITIES AND SCHOOL DISTRICTS, THEY'RE RECYCLING EVERY 10-15 YEARS, AND OUR PLAYGROUNDS ARE, NOT ALL OF THEM, BUT MOST OF THEM ARE WELL BEYOND THAT.
I'M EXCITED TO GIVE AN UPDATE ON THAT AND TELL YOU WHERE WE ARE IN THE PROCESS, MS. HOMAN.
>> GOOD EVENING, BOARD PRESIDENT, MEMBERS OF THE BOARD AND SUPERINTENDENT ESTRADA.
I'M LUCKY ENOUGH TO GET TO PRESENT THIS TONIGHT.
THIS IS JUST A FUN THING FOR ME TO DO, TO GO AROUND AND LOOK AND SEE, AND LOOK AT ALL THE NEW STUFF AND POSSIBILITIES OF WHAT WE CAN DO FOR OUR KIDS.
ONE OF THE THINGS THAT WE LOOKED AT AS FAR AS WHEN WE LOOK AT PUTTING IN NEW PLAYGROUNDS OR WHAT DO WE NEED TO MAKE ADJUSTMENTS ON IN OUR EXISTING PLAYGROUNDS.
SOME THINGS WE LOOK AT ARE MAKING THE PLAYGROUNDS ADA ACCESSIBLE, UPDATING ALL THE OLD PLAYSCAPES AND OTHER EQUIPMENT TO NEW, EXCITING, UNIQUE EQUIPMENT THAT IS OUT THERE.
THERE ARE LOTS OF OPPORTUNITIES, AND MORE CLIMBING EVENTS FOR SOME OF THE KIDS, ALONG WITH ADDING ADDITIONAL ADA ACCESSIBLE TYPE OF ITEMS. THINGS THAT WHEELCHAIR KIDS CAN JUST RIDE AROUND ON THE SIDEWALKS AND GET ACCESS TO WITHOUT HAVING TO GO ALONG WAYS OR WHATEVER TO DO THAT.
AGAIN, CREATE AN ALL INCLUSIVE PLAYGROUND.
MAKE IT A PLACE WHERE KIDS REALLY WANT TO PLAY.
AS WE GO THROUGH THIS, WE'LL TALK ABOUT OUR NEXT STEPS.
BUT SOME OF THE THINGS WE ARE REALLY LOOKING AT AND WANT TO INCLUDE IN OUR PLAYGROUNDS IS BASICALLY A NEW SET OF SWINGS THAT WILL BE PLANNED ALONG WITH ALL THE NEW PLAYSCAPES THAT WILL GO AT EVERY CAMPUS.
WE WILL LOOK AT FOR CARVER, JUST FOR INSTANCE, WE WON'T PUT A NEW SWING UP IN FRONT JUST BECAUSE OF THE SPACE THAT'S ALLOCATED FOR IT.
THERE'S JUST NOT ENOUGH ROOM FOR IT.
WE WILL MAKE SURE THAT WE HAVE SHADE STRUCTURES AT ALL OF THE CAMPUSES.
STRAWN ALREADY HAS SOME, BUT EVERY OTHER ONE DOESN'T WITH THE EXCEPTION OF CARVER, AND THERE WE WILL DO A REPLACEMENT POTENTIALLY OF ONE OF THE SHADE STRUCTURES BECAUSE IT IS AN OLDER SHADE, I APOLOGIZE.
WE WILL MAKE SURE WE HAVE ADA RAMPS AT EVERY PLAYGROUND ALONG WITH THE SIDEWALKS TO MAKE THEM ACCESSIBLE, AND LOOK AT HAVING SOME OF OUR HANDICAP SWINGS, NOT NECESSARILY A WHEELCHAIR SWING BECAUSE WE DID FIND OUT THAT THOSE GUYS ARE ACTUALLY NOT IN CODE, BUT WE WILL LOOK AT OTHER OPPORTUNITIES TO MAKE SURE THAT OUR ADA OR OUR HANDICAP KIDS HAVE ACCESSIBILITY.
WE'LL LOOK AT PUTTING SOME ADDITIONAL MUSICAL INSTRUMENTS AGAIN, ALONG THE SIDEWALKS, ETC.
WHAT I'M GOING TO SHOW YOU NEXT IS I'M GOING TO ACTUALLY GO THROUGH EACH CAMPUS, JUST TO GIVE YOU AN IDEA OF WHERE THE PLAYGROUNDS EXIST ON OUR CAMPUS, AND IT'S GOING TO BE A HIGH LEVEL OVERVIEW.
THEN I'LL HAVE A COUPLE OF PICTURES OF THE ACTUAL PLAYSCAPES OR THEIR PLAYGROUNDS THEMSELVES.
JUST TO GIVE YOU AGAIN, AN IDEA OF THE CONDITION THAT OUR PLAYGROUNDS ARE IN, AND THEN WE'LL TALK ABOUT OUR NEXT STEPS.
FOR PLUM CREEK ELEMENTARY, WE HAVE TWO PLAYGROUNDS.
ONE IS IN THE BACK, WHICH IS FOR THE SMALL KIDS, AND ONE IS IN THE MAIN PLAYGROUND AREA CLOSE TO THE SOFTBALL AREA.
THAT PLAYGROUND HAS BEEN THERE WAY LONGER THAN ME, BEING HERE IN LOCKHART ISD IN 2005.
I DO BELIEVE THAT THAT PLAYGROUND WAS ACTUALLY PUT IN THERE IN THE LATE '90S.
WE DID PUT THE BACK PLAYGROUND IN THERE AROUND THE 2019 TIME FRAME.
[00:50:05]
BASICALLY FOR THAT ONE, WE'D BE JUST LOOKING AT A SHADE.THE OTHER ONE WE'D BE LOOKING AT REPLACING IT.
WE'D ALSO BE LOOKING AT SOME OTHER OPPORTUNITIES FOR A PLACE TO TRULY HAVE A SOCCER AREA AND LOOK AT SOME BASKETBALL COURTS.
THESE ARE THE TWO PLAYSCAPES THAT WE CURRENTLY HAVE.
AGAIN, THAT'S THE SMALL ONE, AND THIS IS THE LARGE ONE.
THEN THEY ALSO HAVE A LOT OF SWINGS ON THAT PLAYGROUND.
WE WILL LOOK AT WHAT WE MAY BE ABLE TO DO EVEN TO UPDATE SOME OF THEM WITH NEW SWINGS, NEW CHAINS, THINGS OF THAT NATURE.
THE PUBLIC USES THIS PLAYGROUND A LOT SINCE IT'S BY THE LITTLE LEAGUE AND BY THE SOFTBALL AREA.
FOR BLUEBONNET, WE HAVE TWO PLAYGROUNDS AS WELL.
THESE PLAYGROUNDS HAVE BEEN IN HERE SINCE 2005 SINCE THE SCHOOL HAS OPENED.
WE HAVE THE SMALL PLAYGROUND, AND WE HAVE THE LARGER PLAYGROUND.
THIS PLAYGROUND, TOO, AS MR. ESTRADA HAD MENTIONED, WE HAVE PROBABLY REPLACED THE SLIDES ON THIS LARGE PLAYGROUND PROBABLY FIVE TIMES.
WE HAVE A LOT OF SKATEBOARDERS IN THAT AREA AND THEY HAVE CONTINUOUSLY IMPACTED THOSE SLIDES AND CAUSED SOME PROBLEMS. FOR NAVARRO, WE AGAIN HAVE TWO PLAYGROUNDS.
THE ONE THAT'S OVER BY THE HIGH SCHOOL, WHICH IS THIS ONE HERE, WE PUT IN IN THE 2017 TIME FRAME, AND THIS ONE HERE IN THE BACK PLAYGROUND WAS PUT IN ALONG THE SAME TIME FRAME AS THE ONE AT PLUM CREEK.
THEY ARE IDENTICAL IN THE PLAYSCAPE AREA.
AGAIN, THIS PLAYGROUND AS WELL HAS A LOT OF SWINGS BECAUSE IT HAS A VERY LARGE PLAY AREA.
WE'LL LOOK AT SOME DIFFERENT OPPORTUNITIES THERE AS WELL.
FOR CLEAR FORK, WE HAVE TWO PLAYGROUNDS, ONE'S IN THE FRONT, ONE'S IN THE BACK.
THE ONE IN THE FRONT, WE ACTUALLY DID PUT A NEW PLAYGROUND IN UP FRONT.
AGAIN, THAT WAS PUT IN IN THE COVID TIME FRAME IN THE 2020.
THEN THE BACK PLAYGROUND, AS YOU SEE, THERE'S REALLY NOT A PLAYSCAPE BACK THERE RIGHT NOW.
THAT WAS TORN DOWN A FEW YEARS AGO.
IT WAS AN OLD WOODEN PLAYSCAPE.
SINCE THEN, WE JUST HAVEN'T HAD THE FUNDS OR WE JUST HAVEN'T HAD AN OPPORTUNITY TO REPLACE THE PLAYSCAPE BACK THERE.
BUT THE PTO HAS DONE SOME MODIFICATIONS TO HELP OUT THAT PLAYGROUND.
THEY ALSO HAVE SOME EXPANSIVE AREA WITH A LOT OF OLDER SWINGS AND SLIDES AND SUCH, AND SO WE LOOK TO IMPROVE BOTH OF THOSE AREAS AND GIVE THEM POTENTIALLY A PLACE FOR SOME SOCCER AS WELL.
AT CARVER, WE DO HAVE TWO PLAYGROUNDS, ONE IS UP IN THE FRONT AND ONE IS IN THE BACK.
THE LITTLE ONE UP IN FRONT, THIS WAS ACTUALLY MOVED OVER FROM WHEN WE HAD THE CUB HOUSE AT THE HIGH SCHOOL.
THAT INCLUDES THE SHADE STRUCTURE.
THAT SHADE STRUCTURE HAS BEEN THERE, AGAIN, MOVED FROM THE HIGH SCHOOL.
I DON'T KNOW HOW LONG IT HAD BEEN THERE, MOVED OVER TO CARVER.
WE WOULD LOOK AT REPLACING THAT AS WELL ALONG WITH THE EQUIPMENT UNDERNEATH IT.
THEN LOOK AT SOME OPPORTUNITIES, AGAIN, WITH NEW SWINGS AND NEW OPPORTUNITIES HERE FOR CARVER AS WELL ON THE BACK SIDE OF IT, TO HELP ALL OF OUR PRE-CAOS.
STRAWN IS OUR NEWEST PLAYGROUND.
WE DO HAVE TWO PLAYGROUNDS THERE AS WELL.
WE HAVE THE SMALL ONE AND THE LARGE ONE.
BOTH OF THEM HAVE SHADE STRUCTURES ALREADY DUE TO THE FACT THAT THEY WERE ABLE TO GET A GRANT FROM, I WANT TO SAY IT WAS ST. DAVID'S, THAT PUT IN THE SHADE STRUCTURES OVER THE TOP OF THEM.
WE DO REALIZE THAT IN THE CAMPUSES HAVE ASKED FOR THEM FOR A VERY LONG TIME.
THE SHADE STRUCTURES REALLY DO HELP WITH JUST THE WEAR AND TEAR ON THESE PLAYGROUNDS BECAUSE OF THE HEAT THAT WE HAVE. IT REALLY DOES.
THEN IT ALSO HELPS, OF COURSE, WITH JUST THE SURFACE TOUCH TO THE STUDENTS WHEN THEY'RE ON THEM, MAKES THEM A LOT COOLER AND THINGS LIKE THAT DURING THE AFTERNOONS WHEN THEY'RE OUT THERE.
SOME OF OUR NEXT STEPS, WE DO NEED TO PUT OUT A BID IN ORDER TO GET THIS PROJECT MOVING AS SOON AS POSSIBLE AND LOOK AT ACTUALLY AWARDING TWO POTENTIAL CONTRACTORS FOR THIS BID BECAUSE WE DO ANTICIPATE GIVEN THAT WE WANT TO DO THIS OVER THE SUMMER, THERE'S A LOT OF WORK THAT IS INVOLVED HERE, AND POSSIBLY IT WOULD MAKE IT EASIER FOR US TO GET IT ALL DONE IF WE WERE TO AWARD TWO DIFFERENT VENDORS.
I JUST WANT TO REMIND YOU ALL TOO, AS BOARD MEMBERS, WHEN WE DO RELEASE OUR DISTRICT BIDS, WE NEED TO MAKE SURE THAT Y'ALL ARE NOT SPEAKING TO ANY OF THE VENDORS THAT WE POTENTIALLY MAY BE DOING BUSINESS WITH, AND HOPEFULLY THEY AREN'T COMING TO Y'ALL AS WELL TO SOLICIT BUSINESS.
[00:55:01]
WE DO HAVE SOME LOCAL FOLKS THAT DO SELL PLAYGROUND EQUIPMENT.THAT'S WHY I'M BRINGING IT UP AS WELL.
THAT WAY, THERE'S NO EVENT WHERE A VOTE MIGHT BE SWAYED ONE WAY OR THE OTHER BECAUSE YOU MAY BE KNOWING THE PERSON OR SOMETHING OF THAT NATURE. ANY QUESTIONS?
[Review Bid Release for Internet Services]
REVIEW BID RELEASE FOR INTERNET SERVICE. MS. HOMAN.>> TODAY, I'M GOING TO BE TALKING TO YOU ABOUT PUTTING OR RELEASING A BID FOR INTERNET SERVICES.
WE CURRENTLY WE'RE IN A FIVE-YEAR CONTRACT WITH REGION 13 FOR INTERNET SERVICES, AND THAT CONTRACT WILL ACTUALLY EXPIRE AT THE END OF JUNE.
THEREFORE, JUST LIKE ALL OF OUR E-RATE STUFF, WE DO NEED TO GO OUT FOR A BID AGAIN AND LOOK AT RE-AWARDING.
WE DO ANTICIPATE ON RELEASING THE BID AND COMING BACK TO ALL FOR APPROVAL IN FEBRUARY.
JUST A REMINDER TOO, WITH E-RATE FUNDING, WE DO HAVE 90% ADA.
SO BASICALLY, THE DISTRICT WOULD ONLY BE PAYING ABOUT 10% OF THE COST OF THOSE SERVICES.
IT'S JUST A LITTLE BIT OF INFORMATION FOR Y'ALL.
BUT WE'LL BE COMING BACK AND SEEING YOU ALL IN FEBRUARY ON THIS.
[Review Bid Release for Wide Area Network (WAN) Services]
REVIEW BID RELEASE FOR WIDE AREA NETWORK AND SERVICES. MS. HOMAN.>> IT'S A GREAT NIGHT, ISN'T IT? [LAUGHTER] WE'RE IN JANUARY, AND WE HAVE A LOT TO DO.
WE'RE ACTUALLY LOOKING AT PUTTING OUT ANOTHER BID FOR OUR WIDE AREA NETWORK.
IF YOU RECALL LAST YEAR, WE DID A BID TO ADD BORCHERT LOOP ON IN REGARDS TO OUR FIBER RING THAT WE HAVE.
WITH THAT BEING SAID, WE HAD ALSO INCLUDED STRAWN IN THAT BID AS WELL.
BUT DUE TO THE COST OF PUTTING IN THE FIBER, WE STILL HAD AN OPPORTUNITY FOR US TO STAY WITH OUR EXISTING PEER-TO-PEER SERVICES FOR NETWORK, FOR STRAWN FOR ONE MORE YEAR AND WE ELECTED TO DO SO.
NOW IT'S TIME BECAUSE THAT CONTRACT ACTUALLY IS EXPIRING AT THE END OF JUNE, TO GO BACK OUT FOR A BID AGAIN.
WITH THAT BEING SAID, WE WOULD LOOK AT SOME OPTIONS THERE.
LOOKING AT ACTUAL DOING THE CONSTRUCTION OF FIBER ALL THE WAY OUT TO STRAWN, WE WOULD LOOK AT ACTUALLY CONTINUING A PEER-TO-PEER TYPE OF NETWORK SERVICE, WHICH IS A POINT TO POINT FROM STRAWN TO THE HIGH SCHOOL.
BUT WITH THIS BID TOO, WE WILL ALSO LOOK AT DOING CONSTRUCTION POTENTIALLY TO THE NEW MIDDLE SCHOOL AS WELL.
TWO, THIS CONTRACT, WE WOULD LOOK AT MAKING SURE THAT WE CAN ADD ANY ADDITIONAL SCHOOLS THAT WE MAY ADD OR BUILD IN THE NEAR FUTURE DURING THIS CONTRACT BECAUSE, LIKE RIGHT NOW, OUR EXISTING WAN, WE HAVE THE OPPORTUNITY TO CONTINUE THAT CONTRACT FOR BASICALLY 19 MORE YEARS.
BECAUSE WE APPROVED IT LAST YEAR, SO WE'VE ALREADY BEEN IN IT FOR A YEAR, SO WE WOULD HAVE 19 MORE YEARS.
IT'S A TOTAL OF 20-YEAR CONTRACT TO DO THAT.
THIS CONTRACT, WE'RE GOING TO WE HAVE ALL THOSE PIECES IN PLACE SO WE DON'T HAVE TO GO OUT FOR BID FOR A LONG PERIOD OF TIME.
WE DO PLAN TO PUT THIS OUT THIS WEEK AND WE'LL BE BACK TO PROVIDE YOU THOSE PROPOSALS IN FEBRUARY AS WELL. ANY QUESTIONS? [OVERLAPPING]
>> ANY QUESTIONS, BOARD? I'M SORRY. [OVERLAPPING].
>> THANK YOU, MS. HOMAN. ITEM 7E,
[Review Bid Release for outsourcing our After School Program]
REVIEW BID RELEASE FOR OUTSOURCING OUR AFTER-SCHOOL PROGRAM. MR. MILLER.>> GOOD EVENING AGAIN, PRESIDENT WRIGHT, MEMBERS OF THE BOARD AND SUPERINTENDENT ESTRADA.
TONIGHT, WE'RE GOING TO TALK TO YOU BRIEFLY ABOUT SEEKING APPROVAL TO RELEASE AN RFP TO EXPLORE OUTSOURCING AND AFTER-SCHOOL PROGRAM.
THE RATIONALE FOR THAT IS TO IMPROVE OUR STAFFING STABILITY, PROGRAM CONSISTENCY, ACADEMIC ENRICHMENTS, OPERATIONAL EFFICIENCY, ALL WHILE MAINTAINING STUDENT SAFETY, QUALITY, AND COST EFFICIENCY.
CURRENTLY, OUR AFTER-SCHOOL PROGRAM CONSUMES A LOT OF TIME, A LOT OF ENERGY, A LOT OF RESOURCES, PARTICULARLY WHEN IT COMES TO STAFFING AND KEEPING THAT UP.
SO THAT IS ONE REASON, BUT OBVIOUSLY THERE'S A MYRIAD OF OTHERS AS WELL.
OUR NEXT STEPS WOULD BE TO RELEASE THE RFP ON THE BOARD APPROVAL, AND VENDOR REVIEW AND RECOMMENDATIONS WILL BE ANTICIPATED LATER THIS SPRING.
[01:00:01]
>> I HAVE A QUESTION. ONCE YOU GET A VENDOR, THEY ARE RESPONSIBLE FOR THEIR OWN STAFF?
>> CORRECT. YES, MA'AM. THEY WILL BE RESPONSIBLE FOR ALL THE HIRING, THE TRAINING, ONBOARDING, SUBSTITUTES, UNIFORMS, ALL OF THE ABOVE. YES, MA'AM.
>> I THINK MR. ESTRADA HAD MENTIONED THAT YOU HAD TALKED TO ANOTHER SUPERINTENDENT WHO WAS DOING THIS CURRENTLY.
HAVE WE GONE OUT AND LOOKED AT OTHER SCHOOLS, HAVE WE CHECKED OUT REFERENCES TO SEE HOW THIS IS WORKING AT MORE THAN JUST ONE SCHOOL TO BE SURE IT'S OKAY AND EVERYTHING?
>> THIS IS WHY WE'RE GOING TO PUT IT OUT FOR BID TO SEE WHICH COMPANIES DO THIS TYPE OF WORK, OR REALLY GET INTO CHECK IN BACKGROUNDS AND REFERENCES FOR THOSE WHO SUBMIT PROPOSALS.
BUT I HAVE TALKED TO A COUPLE OF DISTRICTS THAT HAVE DONE THIS RECENTLY, WHO HAVE EXPRESSED POSITIVE OUTCOMES WITHIN IN TERMS OF THE EXPERIENCES THAT THE KIDS HAVE AND THE SATISFACTION OF PARENTS WITH THE PROGRAMS. WE'VE DONE ALSO JUST SOME ROUGH ANALYSIS TO SEE ON THE COST, AND WE BELIEVE THAT IT'S VERY POSSIBLE TO DO THIS WITH NO INCREASE FOR OUR PARENTS, WHICH REALLY GOT US INTERESTED TO SEE, LET'S PUT A BID OUT THERE.
LET'S SEE WHAT TYPE OF BIDS WE RECEIVE, AND IF WE CAN GET A HIGHER QUALITY PROGRAM THAT BETTER SUPPORTS OUR KIDS, I THINK WE HAVE TO LOOK AT IT.
>> THEY HAVEN'T MENTIONED ANY NEGATIVES WITH STAFF THAT THEY'VE HIRED OR ANY ISSUES THAT HAVE ARISEN FROM.
>> NOT YET. AGAIN, I'VE ONLY TALKED TO TWO DISTRICTS.
ONCE WE SEE WHICH COMPANIES PUT A BID, WE'LL REALLY DIVE INTO CHECKING THOSE REFERENCES.
>> THOSE TYPES OF THINGS AT THAT TIME.
RIGHT NOW, WE JUST WANT TO COMMUNICATE THAT THIS IS SOMETHING THAT WE'RE EXPLORING.
WE'RE GOING TO PUT IT OUT THERE AND SEE IF IT MAKES SENSE FOR US TO DO AND IF IT'S THE RIGHT TIME.
I CAN SAY THAT MY TIME AS A CAMPUS PRINCIPAL ON LOCKHART ISD AND ALSO AS A SUPERINTENDENT, THIS IS AN AREA WHERE WE'VE CONSTANTLY TRIED TO IMPROVE, PROVIDE A VALUE FOR OUR PARENTS, BUT ALSO A QUALITY PROGRAM, AND IT'S BEEN A WORK IN PROGRESS.
AS MR. MILLER MENTIONED, IT TAKES A LOT OF TIME FROM OUR PRINCIPALS WHO ARE HAVING TO GO AND PROBLEM SOLVE, WORK WITH PARENTS, AND THERE ARE FOLKS OUT THERE WHO HAVE DONE THIS THE ONLY THING THEY DO.
THAT WAS SOMETHING THAT CAUGHT MY INTEREST WAS THAT THE REPORTS THAT THE CAMPUS PRINCIPALS ARE HAVING TO DEAL SO MUCH WITH ISSUES THAT HAPPEN IN AFTER-SCHOOL CARE BECAUSE THESE COMPANIES HAVE CHAIN OF COMMAND AND PROTOCOL, TRAINING, THEY HAVE CURRICULUM, THEY HAVE RESOURCES.
THAT'S ALL THEY DO. THERE ARE ALSO A COUPLE OF DISTRICTS NEARBY THAT USE SOME OF THESE VENDORS.
DEPENDING ON WHICH ONE WE GO WITH, THERE'S A POSSIBILITY JUST TO HAVE A POOL TO WORK WITH PARTNERS THAT HAVE EMPLOYEES ALREADY IN THE AREA WHERE THEY MOVE PEOPLE HERE TO COVER THOSE TYPES OF THINGS.
I JUST THINK IT'S SOMETHING THAT IT'S WORTH LOOKING INTO.
IF IT COMES BACK AND IT DOESN'T MAKE SENSE FOR THE DISTRICT, THEN WE DON'T DO IT.
BUT IF IT MAKES SENSE FOR US, THEN IT'S SOMETHING THAT WE'LL COMMUNICATE AND THEN THE BOARD CAN DECIDE IF THIS IS SOMETHING THAT WE'RE INTERESTED IN DOING.
>> WOULD THEY HAVE OUR CUSTODIAL SERVICES WHERE THERE'S AN SITE MANAGER OR THEY HAVE SOMETHING LIKE THAT ALSO?
>> YES, SIR. SIMILAR STRUCTURES.
SO YOU'LL HAVE SITE MANAGERS, YOU'LL HAVE SOMEONE ASSIGNED TO OUR DISTRICT, THEY HAVE REGIONAL MANAGERS, THEY HAVE SIMILAR STRUCTURES.
CURRENTLY, WE OUTSOURCE FOR OUR CUSTODIAL, TRANSPORTATION SERVICES AS WELL, AND THEY HAVE SIMILAR STRUCTURES AS THOSE FOLKS.
>> HAVE WE CONSIDERED [INAUDIBLE]?
>> WE HAVE NOT TALKED TO OUR STAFF.
I WOULD SAY THAT WE HAVE A VERY HIGH TURNOVER AMONGST THIS CATEGORY OF EMPLOYEES, AND IF WE WERE TO ASK OUR STAFF FROM LAST YEAR, VERY FEW OF THEM WILL STILL BE HERE THIS YEAR TO ANSWER THAT QUESTION.
I THINK THAT'S PART OF THE ISSUE.
IF THEY CAN, THROUGH THEIR ECONOMIES OF SCALE, PAY OUR LOCAL PEOPLE MORE TO DO A SIMILAR JOB AND PROVIDE THEM CURRICULUM AND RESOURCES THAT WE'RE NOT ABLE TO, BECAUSE WE DON'T HAVE THAT ECONOMY OF SCALE, I THINK THAT'S PART OF OUR ISSUE HERE AND OPPORTUNITY.
>> WOULD THEY DO LIKE A SUMMER PROGRAM ALSO?
>> YES, SIR. THAT'S ONE OF THE GOOD THINGS WHEN YOU CONTRACT WITH FOLKS,
[01:05:01]
IN THIS SPECIFIC EXAMPLE, THEY'RE INCENTIVIZED TO HAVE AS MANY DAYS AS POSSIBLE BECAUSE EVERY DAY THAT THEY'RE OPEN IS AN OPPORTUNITY FOR THEM TO GENERATE REVENUES.YES, THAT'S A QUESTION THAT WE'VE ASKED A COUPLE OF FOLKS THAT I'VE SPOKE WITH.
ANYTIME WE'RE NOT IN SCHOOL IS AN OPPORTUNITY FOR THEM TO BE OPEN AND THEY CERTAINLY WOULD HAVE SUMMER PROGRAMS.
>> ARE THEY OPEN TO HIRING SOME STAFF THAT MAY PREVIOUSLY WORKED WITH LOCKHART ISD?
>> DEPENDING ON WHO SUBMITS A BID AND WHO WE AWARD THE BID TO, THAT'S SOMETHING THAT WE WOULD HAVE TO WORK OUT WITH THEM.
>> ANY MORE QUESTIONS BOARD? THANK YOU, MR. MILLER.
[District Achievement Dashboard: Progress towards Targets]
DISTRICT ACHIEVEMENT DASHBOARD PROGRESS TOWARDS TARGET. MR. MCBRIDE.>> GOOD EVENING, BOARD PRESIDENT, WRIGHT, SUPERINTENDENT, ESTRADA, MEMBERS OF THE SCHOOL BOARD.
IT'S MY PLEASURE TO INTRODUCE THE JANUARY EDITION OF OUR DISTRICT ACHIEVEMENT DASHBOARD BEFORE PASSING ON TO DR. VASQUEZ AND MR. DAVIDSON.
JUST AS A REMINDER OF OUR DISTRICT TARGETS FOR THE SCHOOL YEAR.
FOR OUR ELEMENTARY TARGETS, WE'RE TARGETING 80% OF STUDENTS TO MAKE 1.5 IN READING, 70% OF STUDENTS TO MAKE 1.5 YEARS PROGRESS IN MATH.
FOR SECONDARY, WE ARE LOOKING AT 70% IN BOTH READING AND MATH.
THAT'S THE TARGET FOR OUR STUDENTS TO MAKE 1.5 YEARS IN PROGRESS.
WHEN WE LOOK AT OUR DISTRICT LEVEL DATA, WE DO HAVE A COUPLE OF NEW ADDITIONS.
FIRST ONE BEING WE HAVE MOVED TO A DIFFERENT MEASURE OF DOING WALK-THROUGHS AS MR. ESTRADA INTRODUCED AT OUR [INAUDIBLE] A COUPLE OF WEEKS AGO.
THAT'S WHERE YOU'LL SEE THE UNLOCKING POTENTIAL SYSTEM.
ADDITIONALLY, WE ALSO CONDUCTED A CBA EXAM IN DECEMBER ACROSS ALL OF OUR STAR TEST SUBJECT AREAS.
YOU'LL SEE THAT UNDER ELEMENTARY CBA ELAR AND SECONDARY CBA ELAR.
THOSE ARE THE PERCENTAGES OF STUDENTS WHO MET THE APPROACHES, MEETS OUR MASTER'S GRADE LEVELS.
WITH THAT, I WILL PASS IT ON TO DR. VASQUEZ.
>> GOOD EVENING, PRESIDENT WRIGHT, SUPERINTENDENT ESTRADA, MEMBERS OF THE BOARD.
TO REITERATE WHAT MS. WEISER SPOKE ABOUT EARLIER, WE DO HAVE SOME UPDATED CAMPUS ATTENDANCE BY THE MONTH.
HOWEVER, WE DO SEE A LOT OF IMPROVEMENT HERE.
I ALSO WANT TO JUST REITERATE THIS IS NINE DAYS OF JANUARY.
WE STILL HAVE THE REST OF THE MONTH TO GO, AND I HAVE NO DOUBT WE'RE GOING TO BLOW IT OUT OF THE WATER.
OUR CAMPUSES ARE DOING EVERYTHING TO HELP WITH ATTENDANCE INCENTIVIZING, ALSO HAVING PARENT MEETINGS AND ALSO HAVING HARD CONVERSATIONS AND FILING ON STUDENTS AS WELL.
WE'RE DOING EVERYTHING THAT WE CAN TO GET THOSE NUMBERS UP.
WE HAVE OUR MONTHLY 1.5 READING USING OUR AMIRA PLATFORM.
WHAT YOU'LL SEE HERE IS, AGAIN, WHERE WE ARE THIS JANUARY AS TO WHERE WE WERE LAST JANUARY.
HOWEVER, LAST YEAR, IF YOU REMEMBER CORRECTLY, WE DIDN'T DO A MONTHLY ASSESSMENT, WE DID IT LIKE EVERY OTHER MONTH.
THE DATA THAT YOU SEE IN FRONT OF YOU IS JANUARY'S 1.5 IN PARENTHESES, WHICH YOU WILL SEE IS THE 1.5 WHEN WE TOOK IT IN FEBRUARY OF LAST YEAR. WITH THAT SAID [OVERLAPPING]
>> THE LAST COUPLE OF WEEKS, I'VE HAD AN OPPORTUNITY TO TALK TO SOME TEACHERS AND EVEN SOME PRINCIPALS ABOUT THE TRANSITION WITH ISIP AND AMIRA.
CAN YOU TALK A LITTLE BIT ABOUT THAT? I KNOW A LOT OF WHAT I'VE HEARD, THERE HAVE BEEN STILL QUESTIONS AND LEARNING THAT HAS HAPPENED OVER THE LAST FEW MONTHS WITH THAT ASSESSMENT, EVEN THOUGH WE WERE TOLD MAYBE THAT THERE WEREN'T GOING TO BE A LOT OF CHANGES, BUT IT SEEMS LIKE AT LEAST ON THE TEACHERS AND EVEN SOME PRINCIPALS,
[01:10:04]
THERE'S BEEN A LOT MORE CHANGES THAN WE WERE TOLD BY ISTATION.>> OUR ISTATION PLATFORM THAT WAS JUST ISTATION WAS BOUGHT OUT BY AMIRA.
LAST YEAR, THEY HELD SOME PILOT TESTING WITH AI, INCORPORATING A ORAL FLUENCY PART WHERE STUDENTS ARE READING A PASSAGE ALOUD.
LAST YEAR, OUR ISTATION TESTING DID NOT CHANGE.
WE WERE ALSO TOLD IN AUGUST THAT IT WAS GOING TO STAY THE SAME BECAUSE THEIR AI ORAL FLUENCY PART WASN'T QUITE READY FOR RELEASE.
SO WE DID NOT MAKE A CHANGE, WE CONTINUED THE WAY WE NORMALLY DO, IT WAS GOING TO BE THE SAME PLATFORM.
THEN WHEN WE TOOK IT IN SEPTEMBER, THE ORAL FLUENCY AND THE AI GRADING PART WAS, IN FACT, PART OF THE TESTING.
SO A LOT OF FRUSTRATION WITH THE COMPANY BECAUSE OUR TEACHERS WERE NOT PREPARED, WE WERE NOT PREPARED.
SO WHEN WE CONTACTED AMIRA, WHAT IS NOW AMIRA, FORMERLY ISTATION.
WE WERE GIVEN A LOT OF APOLOGIES.
HOWEVER, THE ENGLISH ISTATION PART WAS NO LONGER AVAILABLE.
THAT'S WHAT THE TEACHERS WERE USED TO.
THE SPANISH PART OF THAT HAD NOT BEEN TRANSFORMED INTO THE AI YET.
OUR BILINGUAL TEACHERS DIDN'T SEE A CHANGE.
OUR ENGLISH TEACHERS DID, AND WERE NOT READY FOR IT.
WE HAD TO DO A LOT OF BACKTRACKING AND A LOT OF TRAINING AND HAD AMIRA COME OUT, TRAIN LEVER LEADERS, TRAIN ADMINISTRATORS BECAUSE OUR ADMINISTRATORS DIDN'T KNOW HOW TO READ REPORTS EITHER, AND WE'RE CAUGHT OFF GUARD JUST AS WE WERE.
WE'VE DONE A LOT OF BACKTRACKING TO TRY TO TRAIN TEACHERS AND OUR LEVER LEADERS HAVE ALSO HAD OPPORTUNITY TO COME AND SIT WITH AMIRA TO WORK OUT THE KINKS AND TRY TO FIGURE OUT THE SYSTEM.
THERE'S BEEN SOME CHALLENGES IN READING THE DATA AND THEN HOW DO WE GATHER THE DATA.
THEN SOME OF THE CHALLENGES THAT COME UP FOR OUR STUDENTS WHO MAYBE HAVE SOME SPEECH ISSUES.
WELL, THE ORAL FLUENCY PART OF THAT TEST ALSO IS TAKING THE ORAL FLUENCY OF A STUDENT WHO DOESN'T SPEAK FLUENTLY.
SO THERE'S JUST BEEN A LOT OF KINKS THAT WE'VE HAD TO TRY TO WORK THROUGH WITH THE COMPANY.
THEY'VE BEEN VERY RECEPTIVE TO TEACHERS JUST REACHING STRAIGHT OUT TO THEM TO TRY TO GET THINGS CORRECTED ON THEIR END, AND THEY'VE OFFERED US A LOT OF PD GENEROUSLY BECAUSE OF THE WAY THAT IT WAS ROLLED OUT.
>> DOES THAT STAND FOR AN ACRONYM, AMIRA?
>> JUST CURIOUS, THOUGHT THAT STOOD FOR SOMETHING.
>> DO THOSE HICCUPS REFLECT OUR STUDENTS SCORES?
>> YES. YEAH, ESPECIALLY AT THE BEGINNING.
I THINK OUR TEACHERS NOW AND OUR PRINCIPALS HAVE A BETTER UNDERSTANDING OF IT NOW THAT WE'VE HAD A LOT MORE TRAINING AND HAVE HAD TIME TO REALLY DIG INTO WHAT IS THE REPORT SAYING? BECAUSE WE DO STILL HAVE THE CAPABILITY TO DO PAPER TESTS FOR THOSE STUDENTS WHO MAY NOT SPEAK FLUENTLY OR DO HAVE SPEECH DELAY OR SPEECH PROBLEMS. BUT ALL OF THOSE THINGS WE DIDN'T KNOW AT THE BEGINNING.
NOW THAT WE'VE BEEN TRAINED AND WE'VE BEEN ABLE TO WORK THROUGH THE PLATFORM, WE'RE SEEING BETTER RESULTS WITH OUR STUDENTS AND KNOW HOW TO BETTER PREPARE FOR THAT ENVIRONMENT OF TESTING.
>> SO IS THE TESTING, THE TWO PARTS NOW, THEY'RE STILL SELECTING ANSWERS, BUT IT'S ALSO AN ORAL PART TO IT?
>> IS THAT ONE COMBINED SCORE, IS THAT TWO DIFFERENT SCORES?
>> NO, IT'S ONE COMBINED SCORE.
>> SO HOW ARE YOU SUPPOSED TO RELATE THAT BACK TO PAST YEARS? I'M NOT SURE HOW YOU DO THAT.
>> IT'S NOT. SO THE ORAL FLUENCY PART, WELL, IN THE PAST YEARS, THE TEST WAS ONE TEST.
HOWEVER, IT BREAKS IT DOWN IN CATEGORIES.
SO YOU HAVE PHONEMIC AWARENESS, YOU HAVE LETTER SOUNDS, YOU HAVE VOCABULARY AND SPELLING.
THIS YEAR, IT'S STILL BREAKING IT DOWN, EXCEPT ONE OF THE CATEGORIES NOW IS ORAL FLUENCY.
>> SO THAT WE USE THAT AMIRA AS PART OF INSTRUCTION?
>> YES. WE USE THE RESULTS TO HELP DRIVE OUR INSTRUCTION.
>> HOW DOES THAT ALIGN WHEN THEY DO THE TESTING FOR STAR?
>> WELL, WE USE OUR CONTENT-BASED ASSESSMENTS THAT ARE TICKS-RELATED TO HELP PREPARE FOR THOSE SKILLS ALSO THAT WILL BE TESTED ON STAR.
[01:15:05]
THIS IS ONE PIECE OF DATA THAT WE DO USE.>> BUT THE ADMINISTRATION, THE FACT THAT THE KIDS ARE ACTUALLY TAKING THE SAME, IT'S A COMPUTERIZED PROGRAM WHICH IS SIMILAR TO WHAT THEY'RE GOING TO BE DOING ON STAR?
>> YES. IT'S A READING PASSAGE INDEPENDENTLY, LIKE IT WOULD BE ON STAR.
>> THE AI IS DECIDING WHETHER THEY PRONOUNCED THE WORD CORRECTLY OR NOT?
>> DO THEY GET FEEDBACK ON THAT IF THEY DON'T PRONOUNCE IT CORRECTLY?
>> THE TEACHERS DO HAVE THE CAPABILITY TO GO BACK AND LISTEN TO A STUDENT'S RECORDED RESPONSE.
>> THERE'S NO IMMEDIATE FEEDBACK?
>> THERE IS NO IMMEDIATE FEEDBACK, BUT THE TEACHER CAN GO IN AND MANIPULATE.
BECAUSE THEY KNOW HOW THE STUDENT IS PRONOUNCING THINGS, THEY CAN GO IN AND COUNT IT CORRECT.
>> DO WE HAVE THE CAPACITY TO SEE WHAT AI BELIEVES IT SHOULD SOUND LIKE? CAN THAT BE CHANGED IN THE PROGRAM?
>> I DON'T KNOW THAT IT CAN BE CHANGED.
I KNOW YOU CAN LISTEN TO THE RECORDED, BUT I DON'T KNOW THAT YOU CAN MANIPULATE THE AI TO UNDERSTAND WHAT IT IS.
>> EXCELLENT. I WAS JUST WONDERING IF THERE'S LIKE A FREQUENCY CHANGE OR SOMETHING.
>> DOES IT ACCOUNT FOR A TEXAS ACCENT OR ANYTHING LIKE THAT?
>> THE REASON WHY I ASKED YOU THAT QUESTION IS BECAUSE AS WE HAVE GONE THROUGH THE YEAR AND LEARNED IN REAL TIME ABOUT THESE CHANGES, THIS IS IMPORTANT FOR US.
ONE OF THE REASONS WHY WE'VE CONTINUED WITH ISTATION OVER THE LAST FEW YEARS IS BECAUSE A FEW YEARS AGO, OUR TEACHERS, WE HAD CRITIQUES ON IT.
IT WAS LIKE, WELL, WE KNOW HOW TO USE IT.
WE UNDERSTAND THAT WE'VE BEEN TRAINED ON IT.
THAT OUTWEIGHED MAYBE GOING WITH SOMETHING ELSE THAT ON PAPER, MAYBE HAD SOME OTHER ADVANTAGES, MAYBE WOULD BE BETTER FOR OUR KIDS, BUT WE FELT LIKE WE HAD PROMISED OUR TEACHERS NOT TO DO A LOT OF NEW STUFF AFTER COVID, AND WE'VE STUCK WITH THAT.
WITH ALL OF THESE CHANGES, AT LEAST PERSONALLY, THIS IS AN OPPORTUNITY TO REALLY THINK ABOUT THE FUTURE OF, DO WE WANT TO CONTINUE WITH ISTATION? MAYBE WE'LL LEARN IT AND MAYBE EVERYONE IS LIKE, WE KNOW IT NOW, IT'S ACTUALLY WORKING.
IT'S GOOD FOR THE KIDS, THE TEACHERS HAVE IT. MAYBE THAT'LL WORK OUT.
BUT IF IT DOESN'T, WE'VE GOT TO FIGURE OUT, IS THIS AN OPPORTUNITY FOR US TO REALLY LOOK AT, ARE THERE BETTER TOOLS THAT WERE ALIGNED TO WHAT WE NEED TO KNOW ABOUT OUR STUDENTS AND HOW THEY'RE LEARNING, HOW THEY'RE GROWING, HOW THEY'RE PERFORMING.
IS IT MATCHING UP WITH WHEN ONE PROGRAM TELLS US THEY'RE ON LEVEL, BUT THEN DO THEY ACTUALLY PASS STAR? THOSE TYPES OF THINGS THAT ARE COMING UP IS JUST WE'RE AT A POINT TO WHERE WE NEED TO START HAVING THOSE CONVERSATIONS.
I DON'T BRING IT UP TO MAKE AN EXCUSE FOR WHAT'S IN YELLOW.
I JUST BRING IT UP BECAUSE THESE ARE THE REAL CONVERSATIONS THAT ARE HAPPENING IN OUR CLASSROOMS ACROSS THE SCHOOL DISTRICT RIGHT NOW.
>> MAYBE DOING THIS BY THE BEGINNING.
>> WHAT'S THE TIMELINE OR SOMETHING, MAKING A CHANGE?
>> WE'D HAVE TO DECIDE IN THE SPRING.
THERE'D BE A LOT OF THINGS THAT NEED TO HAPPEN.
>> I HAVE ANOTHER QUESTION. THIS IS ACTUALLY PART OF A SUPPLEMENTARY PART OF THE INSTRUCTION.
THAT'S NOT THE MAIN DIRECT INSTRUCTION THAT A TEACHER ACTUALLY DOES.
>> WHAT WE'RE TRYING TO DO HERE IS INDIVIDUALIZE GROWTH AND INSTRUCTION FOR STUDENTS BECAUSE IF ALL WE DO ARE CBAS, THE REALITY IS, A LOT OF OUR KIDS, IF WE'RE GIVING THEM A 4TH GRADE CBA AND ALL WE'RE USING OUR 4TH GRADE TEAKS, WHAT IF THEY'RE ON A 6TH GRADE LEVEL? WHAT IF THEY'RE ON A 2ND GRADE LEVEL? HOW ARE WE INDIVIDUALIZING AND UNDERSTANDING WHERE OUR KIDS ARE AND THEN PUSHING THEM TO GROW THAT 1.5.
THESE TYPES OF TOOLS GIVE US THAT INFORMATION AND ABILITY TO PERSONALIZE GOALS OTHER THAN YOU'RE GOING TO PASS YOUR STAR.
I DON'T WANT TO BE A SCHOOL DISTRICT THAT JUST IS ABOUT STAR, BECAUSE IF I BELIEVE WHOLEHEARTEDLY, IF OUR KIDS CAN READ ON GRADE LEVEL, THEN STAR BECOMES AN AFTERTHOUGHT.
>> NO, MY QUESTION WAS JUST, WAS IN ADDITION TO BECAUSE IF THAT IS THE CORE OF INSTRUCTION, I WAS WONDERING, WHEN DO THE TEACHERS GET TO HEAR THAT STUDENT READING OTHER THAN JUST IN THAT AMIRA OPPORTUNITY.
>> NO, IT IS A SUPPLEMENT TO WHAT THEY'RE ALREADY DOING WITH TIER 1 INSTRUCTION USING OUR ADOPTED CURRICULUM.
ALSO, JUST TO ANSWER, PRESIDENT WRIGHT, YOUR QUESTION ABOUT RESEARCHING AND LOOKING AT DIFFERENT ASSESSMENT PLATFORMS.
[01:20:03]
WE HAVE STARTED THAT WORK IN OUR CNI CORE MEETINGS AND LOOKING AT DIFFERENT PROGRAMS ALREADY.SO JUST TO REITERATE WHAT SUPERINTENDENT ESTRADA SAID DURING THE SPRINGTIME RIGHT NOW IS WHAT WE'RE LOOKING AT DIFFERENT PROGRAMS AND WHAT THEY CAN PROVIDE FOR OUR STUDENTS.
>> WE'VE BEEN VERY DISCIPLINED, RIGHT OR WRONG.
WE CAN GO AND THERE ARE 100 VENDORS RIGHT NOW WHO WOULD PROMISE US THE WORLD AND THAT IF WE USE THEIR COMPUTER PROGRAM AND THAT EVERY KID IS GOING TO KNOW HOW TO READ.
ALL OF THEM ARE GOING TO SAY THAT.
IT'S JUST A MATTER OF, WE HAVE TO WEIGH WHAT OUR TEACHERS NEED, WHAT OUR STUDENTS NEED, WHAT OUR PARENTS, HOW DO WE COMMUNICATE WITH PARENTS? ALL THOSE THINGS WHEN WE MAKE THIS DECISION. SORRY, KEEP GOING.
>> IN THE 1.5 READING, I DO WANT TO CONGRATULATE THE HARD WORK FOR ABS AND NAVARRO, WHO ARE TWO OF OUR CAMPUSES THAT WE'RE REALLY FOCUSED IN ON FOR HAVING THOSE GAINS FROM WHERE WE WERE IN FEBRUARY LAST YEAR TO WHERE THEY ARE JANUARY THIS YEAR.
LOOKING AT OUR 1.5, MATH, ALSO USING OUR COMPUTERIZED MONTHLY PLATFORM FOR LOOKING AT OUR 1.5 GROWTH OF OUR STUDENTS IN MATH.
AGAIN, LOOKING AT JANUARY SCORES IN PARENTHESES, THAT WOULD BE OUR LAST YEAR FEBRUARY SCORES.
WE DO HAVE SOME POCKETS OF IMPROVEMENT AND SOME POCKETS THAT ARE NOT QUITE THERE YET.
LOOKING AT ALL OF OUR CAMPUSES, MATH IS PART OF OUR ACTION PLANNING WHERE WE HAVE TAKEN DATA.
WE HAVE DESEGREGATED THE DATA, KNOW WHERE OUR NEEDS ARE, AND WE HAVE PLANS TO HELP INTERVENE FOR OUR STUDENTS SO WE CAN GET THEM CAUGHT UP, TRY TO FILL GAPS.
LOOKING AT OUR WORD COUNT FOR OUR ELEMENTARY CAMPUSES.
WHAT WE DID WAS WE LOOKED AT WHERE WE WERE LAST YEAR IN OUR TOTAL WORDS READ.
WE USED LAST YEAR'S DATA TO FIND THE WORD COUNT GOALS BASED ON THE '24, '25 STUDENT AVERAGES TO GET WHAT OUR KIDS, WHERE THEY NEED TO BE CURRENTLY RIGHT NOW.
WE USE THE DATA FROM LAST YEAR TO GET OUR BASELINE.
WITH OUR BASELINE, WE ADDED IN OUR AR WORD COUNT GOALS FOR EACH CAMPUS.
NOW, THESE GOALS DON'T TAKE AWAY FROM THE 150 MILLION WORD READER GOALS THAT DID OUR DISTRICT, WE WANT TO SHOOT HIGH.
BUT WE DID ADD IN WHERE WE SHOULD BE GETTING TO, AND THAT GOAL WE FEEL IS ATTAINABLE AT EACH CAMPUS.
WE DO HAVE SOME OVERALL IMPROVEMENTS FOR [OVERLAPPING]
>> JUST TO CLARIFY. PER STUDENT.
ONE OF THE THINGS THAT'S HARD IN OUR DISTRICT IS THAT SOME CAMPUSES HAVE A LOT MORE STUDENTS.
JUST LOOKING OUT IN THE AUDIENCE, LIKE CLEAR FORK HAS ALMOST 200 LESS STUDENTS ON CREEK.
>> THIS ENROLLMENT IS DIFFERENCE.
HOW DO WE ACTUALLY TRY TO NARROW THAT TO WHERE IT'S ACTUALLY GIVEN US AN INDICATOR OF HOW MUCH KIDS ARE READING.
THAT'S WHY YOU SEE THAT PER STUDENT AVERAGE IN THE SECOND TO LAST COLUMN.
>> AGAIN, I JUST WANT TO HIGHLIGHT OUR DECEMBER AND JANUARY GROWTH IN OUR WORD COUNT.
EACH CAMPUS HELD SOME FANTASTIC READINGS, AND THEY WERE WELL ATTENDED BY GUEST VISITORS ALSO READING TO CLASSES, AND OUR STUDENTS REALLY ENJOYED GETTING DEEP INTO THE BOOKS.
SO SOMETHING THAT THEY ARE ADOPTING AND PLANNING TO DO MONTHLY.
WE PLAN TO SEE AN INCREASE IN OUR WORD COUNT.
WE DID TAKE AN ENGLISH LANGUAGE AT CBA, AS MR. MCBRIDE MENTIONED EARLIER, AND WE HAVE OUR CBA2 RESULTS ON THE RIGHT HAND SIDE, DIVIDED BY 3RD GRADE, 4TH GRADE, AND 5TH GRADE.
THESE ARE OUR GROWTH PERCENTAGES AT APPROACHES OR ABOVE.
OUR CBA1 AND 2 DO COVER DIFFERENT CONTENT, HOWEVER, ARE DIFFERENT TEAKS.
HOWEVER, WE DO SPIRAL IN SOME TEAKS THAT WERE TESTED IN CBA1, THEY'RE RETESTED IN CBA2,
[01:25:02]
ESPECIALLY OUR TEAKS THAT OUR STUDENTS TEND TO HAVE MORE DIFFICULTY WITH, SUCH AS MAKING INFERENCES AND EXPLAINING AUTHOR'S PURPOSE.THOSE ARE TWO BIG BIG ONES THAT WE TEND TO SPIRAL IN.
IF YOU'RE LOOKING AT 3RD GRADE, CBA1 FOR ABS WAS AT 36, CBA2 WAS AT 58.
FOR OUR 3RD GRADE ELAR TEST, WE SPIRALED SEVEN SKILLS, SEVEN TEAKS BACK INTO THAT CBA2 TEST.
SAME THING WITH 4TH GRADE AND 5TH GRADE.
FOR 4TH GRADE, WE SPIRALED IN FIVE OUT OF THE 18 QUESTIONS, FIVE OUT OF THOSE 18 TEAKS WERE SPIRALED BACK IN TO RECHECK ON MASTERY AND GROWTH.
THEN IN 5TH GRADE, SIX OUT OF THE 18 TEST QUESTIONS WERE SPIRALED BACK IN.
AS YOU CAN SEE, WE'VE HAD A LOT OF GROWTH IN OUR CBA2.
AS WE REPORTED IN DECEMBER, WE WERE CHANGING OUR WAY THAT WE WERE WALKING IN ON TEACHERS AND PROVIDING FEEDBACK THROUGH OUR WALK THROUGH SYSTEM.
AT RURAL RALLY, WE UNVEILED THE UPS, OUR UNLOCKING POTENTIAL SYSTEM.
WHAT THAT MEANS FOR TEACHERS AND FOR OUR CAMPUSES IS THAT EACH TEACHER WILL RECEIVE A MINIMUM OF ONE CLASSROOM MINI OBSERVATION THIS SPRING.
SO MINIMUM OF FIVE IN THE SPRING SEMESTER PER TEACHER. SORRY.
>> ONE PER MONTH. WHAT THAT ENTAILS IS, AN ADMINISTRATOR, A PRINCIPAL OR AN ASSISTANT PRINCIPAL BEING IN THEIR CLASSROOM TO DO A MINI OBSERVATION 10-15 MINUTES.
FOLLOWING THAT, THERE WILL BE A CONVERSATION ABOUT WHAT WAS SEEN IN THE CLASSROOM, IDENTIFYING A HIGH LEVERAGE POINT THAT THEY CAN COACH THROUGH CONVERSATION, THROUGH PD, REALLY GIVING THAT TEACHER WHAT THEY NEED TO GROW IN THEIR CLASSROOM.
THE SUMMARY OF THAT CONVERSATION IS THEN SENT TO THE TEACHER.
IT'S SOMETHING THAT BOTH THE PRINCIPAL AND THE TEACHER CLEARLY HAVE IDENTIFIED.
THIS IS SOMETHING WE'RE GOING TO WORK ON AND THIS IS SOMETHING THAT I'M GOING TO COME BACK AND CHECK ON.
WE REALLY TOOK FEEDBACK FROM TEACHERS AND LISTENED TO THE FACT THAT THEY REALLY WANTED MORE COACHING INSTEAD OF JUST QUICK FEEDBACK.
THE INTENTIONALITY OF REALLY WORKING ON A HIGH LEVERAGE STRATEGY IS WHAT WE'RE GIVING OUR TEACHERS.
LOOKING AT OUR UPS COUNTS THUS FAR IN OUR FIRST NINE DAYS, THESE ARE THE COUNTS THAT OUR PRINCIPALS OR APS HAVE SO FAR.
YOU'LL ALSO SEE THE NUMBER OF TEACHERS ON-CAMPUS, ON THEIR CAMPUS BECAUSE EACH TEACHER IS GOING TO HAVE ONE PER MONTH.
SOME OF OUR CAMPUSES TOOK LAST WEEK TO REALLY TALK TO TEACHERS ABOUT WHAT THEIR SYSTEM IS GOING TO LOOK LIKE, WHAT THE SYSTEM ON THEIR CAMPUS WAS GOING TO LOOK LIKE, ALSO GAVE OPPORTUNITY FOR TEACHERS TO COME BACK WITH QUESTIONS AND REALLY HAVE STRATEGICALLY PLANNED OUT THE REST OF THE MONTH TO GET THOSE COMPLETED.
>> THERE'S A PRETTY BIG DISPARITY BETWEEN CAMPUSES HERE, FROM 15, 14 DOWN TO ONE.
ARE YOU SAYING THE CAMPUSES WITH ONLY ONE ARE JUST NOT READY TO PROCEED?
>> THEY HAVE BEEN READY THIS WEEK.
THEY HAD A PLAN TO ROLL OUT THIS WEEK AND HAVE A PLAN TO COVER EVERY TEACHER FOR THE REST OF THE MONTH.
>> THAT WOULD BE A CONVERSATION WITH ME.
>> WELL, YOU WILL KEEP AN EYE ON THAT THEN?
>> GOOD EVENING BOARD PRESIDENT, WRIGHT, MEMBERS OF THE BOARD, SUPERINTENDENT ESTRADA.
I AM GOING TO GO OVER THE SECONDARY INFORMATION.
WE WILL START WITH CAMPUS ATTENDANCE, AND JUST A REMINDER, I'LL BE REITERATING MANY THINGS THAT DR. VASQUEZ SAID BEFORE.
THE ATTENDANCE THIS MONTH, THE JANUARY SECTION IS JUST FOR THE FIRST NINE DAYS.
THIS IS FOR THE MONTH OF JANUARY.
[01:30:01]
NOW, THE GOAL FOR EVERYBODY IN THE DISTRICT IS 96%.IF YOU LOOK AT THESE NUMBERS, THE HIGH SCHOOL IS A LITTLE BIT BEHIND ABOUT 2%, WHAT THEY AVERAGE ON A DAILY BASIS.
JUNIOR HIGH IS 1% AND PRIDE IS ABOUT 8%.
WE'VE BEEN SEEING SOME MAJOR GROWTH FROM THE HIGH SCHOOL AND PRIDE WHILE THE JUNIOR HIGH HAS BEEN MAINTAINING CLOSE TO THAT 95%.
BUT WE HAVE NINE MORE DAYS TO TRY TO REACH NOT ONLY THE CURRENT AVERAGE WEATHER, BUT OUR DISTRICT GOAL OF 96%.
>> I'D HEARD THAT THE FIRST DAY OF SCHOOL IN JANUARY ATTENDANCE WAS PRETTY, I DON'T KNOW, BAD OR IN HIGH SCHOOL.
>> IT WAS LOWER THAN EXPECTED AS WELL AS LAST MONDAY AND LAST FRIDAY.
SO A LITTLE BIT BELOW AVERAGE.
WE DON'T SEE MANY DAYS AT THE HIGH SCHOOL BELOW 90, BUT THOSE THREE DAYS, THE DAY YOU MENTIONED AND THE TWO THAT I DID CAME IN AT 89% OR 89 POINT SOMETHING.
>> WHAT PARTICULAR DAY WAS THAT, LIKE MONDAY OR FRIDAY?
>> IT WAS THE FIRST DAY BACK TUESDAY AND THEN MONDAY AND FRIDAY.
>> THERE WAS SOME [OVERLAPPING]
>> THERE WAS SOME SICKNESS GOING AROUND, TOO, RIGHT?
>> THERE WAS SICKNESS GOING AROUND.
THOSE NUMBERS THAT I'M SPEAKING OF WERE NOT CLEANED UP FOR MEDICAL EXCUSES WHEN I LOOKED AT THE NUMBERS, BUT YEAH, THERE'S DEFINITELY SICKNESS GOING AROUND THE DISTRICT.
>> AND YOU PULL OUT THE ABSENCES FOR EXTRA CURRICULAR ACTIVITY?
>> ABSENCES FOR EXTRACURRICULAR ACTIVITY.
>> NEXT, I'M GOING TO GO OVER 1.5 READING FOR BOTH THE HIGH SCHOOL AND THE JUNIOR HIGH.
WHAT YOU SEE HERE AT THE HIGH SCHOOL, SORRY, THAT WE'VE SHOWN GROWTH IN EVERY MONTH, THE NUMBERS YOU SEE IN THE PARENTHESES ARE FROM FEBRUARY OF '24, '25, LIKE DR. VASQUEZ MENTIONED.
THESE CELLS ARE IN YELLOW BECAUSE THEY ARE IMPROVEMENTS.
EVERY MONTH OF THIS YEAR FOR 1.5, SECONDARY READING, WE HAVE SEEN IMPROVEMENT WITH SOME MAJOR JUMPS AT THE JUNIOR HIGH FROM LAST YEAR TO THIS YEAR, AND YOU ARE SEEING THAT CORRECTLY.
THE 52% FOR EVERY MONTH IS ACCURATE.
WE KNOW THAT THERE ARE SOME WORK TO BE DONE AT THE 6TH GRADE LEVEL WHEN IT COMES TO 1.5.
THE 8TH GRADE IS CURRENTLY CARRYING THE DISTRICT, SO A HYPERFOCUS ON THE 6TH GRADE AROUND 1.5.
IF YOU LOOK OVERALL FOR, ALTHOUGH NOT UP HERE, THE DISTRICT IS UP 6% COMPARED TO THIS YEAR WHEN YOU PUT ALL THE SECONDARY CAMPUSES TOGETHER.
ALTHOUGH WE SAW A DIP AT THE HIGH SCHOOL IN NOVEMBER, WE ARE NOW, NOT ONLY ABOVE WHERE WE WERE ALL YEAR LONG, BUT ABOVE WHERE WE WERE LAST YEAR.
SO EVERY MONTH AT THE HIGH SCHOOL LEVEL, WE HAVE BEEN ABOVE WHERE WE WERE LAST YEAR.
I'M SORRY, IN JANUARY COMPARED TO FEBRUARY OF LAST YEAR, WE ARE FOUR PERCENTAGE POINTS HIGHER FOR SECONDARY MATH.
JUST A REMINDER TO THE TEAM THAT THE JUNIOR HIGH ONLY TESTS AND ASSESS THREE TIMES A YEAR, SO THE NEXT PIECE OF DATA I CAN BRING FOR THE JUNIOR HIGH IS IN TWO MONTHS.
>> I'M SO SORRY, SAY THAT AGAIN?
>> WHEN DID YOU SAY WOULD BE THE NEXT TIME?
>> YES, SIR. AR WORD COUNT BY MONTH AT THE JUNIOR HIGH.
I WANTED TO SHOW THAT THE JUNIOR HIGH IS ALSO PARTICIPATING IN ACCELERATED READER.
I WILL BE MEETING WITH MR. PALACIOS AND TEAM SO THAT WE CAN DISCUSS WHAT WE FEEL IS APPROPRIATE PER STUDENT AND MEASURES FOR THE JUNIOR HIGH, BUT I WANTED TO PUT THE NUMBERS UP HERE AND JUST SHOW THE TEAM THAT THE JUNIOR HIGH IS DOING AR.
MS. HERNANDEZ IS HELPING LEAD THAT AT THE JUNIOR HIGH THROUGH THE LIBRARY.
THE NEXT TIME I COME UP HERE, THERE'LL BE GOALS SET FOR THE JUNIOR HIGH AND WE'LL BE ABLE TO COLOR CODE AR FOR THE JUNIOR HIGH.
WHAT YOU SEE AT THE TOP IS THE JUNIOR HIGH AT THE BOTTOM IS THE HIGH SCHOOL.
MUCH LIKE THE ELEMENTARY, WHAT YOU ARE SEEING IS CBA1 FROM THE BEGINNING OF THIS YEAR TO CBA2.
IN ADDITION TO THAT, THERE ARE DIFFERENT STANDARDS THAT ARE TOPS BETWEEN CBA1 AND CBA2, BUT WE ALSO SPIRAL IN STANDARDS.
THEY ARE RETAUGHT SO THAT WE CAN ASSESS THOSE HIGH LEVERAGE STANDARDS THAT WE SAW THAT THEY MAY HAVE BEEN DEFICIENT ON CBA1 OR THEY'RE TESTED MULTIPLE TIMES WHEN IT COMES TO THE STATE ASSESSMENT.
[01:35:04]
AT THE JUNIOR HIGH LEVEL, WE DO SEE DIPS BETWEEN CBA1 AND CBA2.WHEN WE LOOK AT SIXTH GRADE, THERE WERE THREE OF THE EIGHT STANDARDS THAT WERE COMMON.
THREE OF THE EIGHT STANDARDS WERE SPIRALED.
IN SEVENTH GRADE, THERE WERE THREE OF THE EIGHT AND IN EIGHTH GRADE, THERE WERE TWO OF THE EIGHT.
THE REASON THAT WE SAW SOME DIPS BETWEEN, WELL ACTUALLY IN ALL GRADE LEVELS IS THE SPIRAL SKILLS.
THE SKILLS THAT WERE TAUGHT AND REASSESSED SHOWED THE LARGEST DECREASES AT THE JUNIOR HIGH.
WE KNOW THAT WE NEED TO RETURN IN PARTICULAR TO CHARACTER ANALYZATION, AND INFERENCE.
THEN WE NEED TO STICK TO A STRATEGY AROUND PAIRED TEXT.
I MET WITH MR. PALACIOS AND TEAM, I WENT DOWN TO SEE SOME OF THE ENGLISH LANGUAGE ARTS PLCS TALK ABOUT HOW THEY'RE GOING TO RE SPIRAL IN THE STANDARDS THAT WE SHOWED DEFICIENCIES ON.
THERE'S DEFINITELY A NEED TO REITERATE THE STRATEGY THAT THE SCHOOL IS GOING TO USE AROUND PAIRED TEXT BECAUSE THERE WERE THREE STANDARDS BASED ON A PAIRED TEXT, AND WE SAW IF THEY WERE NOT SPIRALED BACK IN, THE KIDS DID WELL.
NEW CONTENT TAUGHT BEFORE THE ASSESSMENT, THEY DID WELL, BUT IF IT WAS A SPIRALED IN SKILL THAT WE SHOWED IT ACTUALLY, IN SOME CASES, DOUBLE DIGIT DECREASES.
WE'LL BE RETESTING THOSE SKILLS ONE MORE TIME.
>> WHY DO YOU THINK THAT IS? YOU'RE SAYING THAT THE SKILL THAT HAS BEEN RETAUGHT AND RETESTED SCORING LOWER THE SECOND TIME?
>> IT DEFINITELY IS AROUND THE PAIRED TEXT.
THEN WE'VE STRUGGLED AROUND INFERENCING AND ALSO AROUND THE CHARACTER ANALYZATION.
THE CHARACTER ANALYZATION STANDARD WAS PART OF THE PAIR TEXT.
WHAT THE TEACHERS WERE SAYING WAS THAT THE KIDS ARE NOT REVIEWING AND LOOKING OVER BOTH TEXTS IN ORDER TO ANSWER QUESTIONS.
THEY'RE STICKING TO ONLY ONE OF THEM.
STRATEGY TO COMPARE THE TWO, WHETHER IT'S TO CREATE A PROMPT FOR WRITING OR JUST STRAIGHT UP MULTIPLE CHOICE NEEDS TO BE RETAUGHT.
THE STRATEGY THAT THE JUNIOR HIGH HAD SELECTED WAS NOT DONE WITH FIDELITY IN CERTAIN GRADE LEVELS.
>> I HAVE TO SAY YOU'RE BEING A LITTLE GENEROUS CALLING THIS A DIP.
ESPECIALLY IN THE SEVENTH AND EIGHTH GRADE.
>> YES, SIR. WE ARE NOT WHERE WE NEED TO BE AT ANY OF THE GRADE LEVELS AT THE JUNIOR HIGH.
WE WILL RETEACH AND THEN REASSESS BEFORE THE BENCHMARK, AND THE STRATEGIES WILL BE NOT ONLY IMPLEMENTED, BUT MONITORED BY ADMINISTRATION.
>> IS ANY PAIR TEXT INSTRUCTION DONE IN SIXTH GRADE?
>> YES. ALL THREE GRADE LEVELS.
>> ONE OF THE REASONS WHY WE PUSHED AR AT THE ELEMENTARY LEVELS OVER THE RECENT PAST.
AR HASN'T BEEN A BIG PUSH, WE HAVE A LIBRARIAN THERE, MR. HERNANDEZ, WHO HAS TRIED TO GET THAT STARTED, BUT WE HAVE A HUGE OPPORTUNITY TO USE THAT TO ENSURE THAT OUR KIDS ARE READING. I HAVE [OVERLAPPING]
>> IS THERE ANY DIRECT INSTRUCTION WITH PAIR TEXT?
>> YES. I WOULD ARGUE THERE'S LIKE WE'RE DOING THAT SO MUCH, BUT WHEN I HEAR OUR KIDS THEY'RE NOT INFERENCING THEIR COMPREHENSION, OR THEY'RE NOT READING ENOUGH, AND WE CAN DO TESTING STRATEGIES ALL DAY LONG.
BUT IF OUR KIDS AREN'T READING AND THEY DON'T HAVE THE BACKGROUND KNOWLEDGE TO MAKE THOSE INFERENCES, THEY CAN DO TESTING STRATEGIES ALL DAY.
THEY CAN DO PAIR TEXTS ANALYZING ALL DAY, BUT IF THEY DON'T HAVE THE BACKGROUND KNOWLEDGE THAT COMES FROM EITHER REAL LIFE EXPERIENCE OR THE ABSENCE OF REAL LIFE EXPERIENCE, READING A LOT, READING VOLUMINOUSLY.
WE'RE GOING TO CONTINUE TO HAVE THE STRUGGLES AROUND INFERENCING VOCABULARY.
I BELIEVE WHOLEHEARTEDLY UNTIL WE GET A STRONG READING CULTURE ACROSS OUR DISTRICT THAT WE WILL CONTINUE TO STRUGGLE WITH OUR LITERACY OUTCOMES.
KIDS HAVE TO READ A LOT MORE THAN [OVERLAPPING]
>> THEY HAVE TO ANALYZE TEXT FROM ELEMENTARY.
ELEMENTS OF FICTION, EXPOSITORY.
WHAT'S THE DIFFERENCE OF POETRY? A LOT OF COMPARISON, A LOT OF ORAL, LOT OF DIRECT CONSTRUCTION.
IT STARTS IN ELEMENTARY, GOES ALL THE WAY TO ALL THE OTHER DIFFERENT LEVELS.
I CAN'T UNDERSTAND SEVENTH GRADE TIP SO BAD.
IF THEY'VE BEEN EXPOSED TO COMPARING DIFFERENCE VARIETY OF GENRES IN ELEMENTARY AND MIDDLE SCHOOL.
>> ONE OTHER STANDARD THAT THE JUNIOR HIGH IS GOING TO WORK ON IS GRAMMAR.
IT IS PART OF THE WARM UP, THE TECHNIQUE THAT THEY USE AT THE JUNIOR HIGH IS PRACTICING THEIR GRAMMAR, BUT THEY WEREN'T TAKING THE STRATEGIES FROM GRAMMAR AND USING IT IN THE PAIR TEXT OR ANY OF THEIR WRITING.
[01:40:01]
ALL GRADE LEVELS WILL START TAKING THE DAILY GRAMMAR STRATEGY OR WHATEVER THE STANDARD IS AROUND WHATEVER THEY'RE WORKING ON WITH GRAMMAR AND THEN IMPLEMENT IT WITH THE STUDENTS ON A DAILY BASIS WITHIN THE WRITING THAT THEY'RE DOING BECAUSE SIX SEVENTH AND EIGHTH ARE DOING EITHER THREE OR FOUR TIMES OF SHORT CONSTRUCTED RESPONSES EVERY WEEK.IT'S TAKING WHAT THEY DO, NOT ONLY IN THE LESSON FRAME, BUT THE ACTUAL GRAMMAR TECHNIQUE AND TAKEN INTO THE WRITING AND HAVING THE STUDENTS OWN THAT.
I'M SORRY. TO THE HIGH SCHOOL.
THE HIGH SCHOOL, IF YOU LOOK AT ENGLISH 1 AT THE BOTTOM ENGLISH 2, WE DID SHOW GROWTH FROM CBA1 TO CBA2.
AT THE HIGH SCHOOL, THERE WERE FOUR OF THE SEVEN, I'M SORRY, IN ENGLISH 1, THERE WERE FOUR OF THE SEVEN STANDARDS SPIRALED BACK IN AND IN ENGLISH 2, THERE WAS ALSO FOUR OF THE SEVEN.
IN ENGLISH 1, EACH OF THE SPIRAL STANDARDS SHOWED DOUBLE DIGIT GAINS FROM CBA1 TO CBA2.
THEY ALL SHOWED INCREASES DOUBLE GAINS IN OUR DOUBLE DIGIT GAINS IN ENGLISH 1, ENGLISH 2, THREE OF THE FOUR SHOWED GAINS IN THE SPIRAL SKILLS.
BUT ONE SPIRAL SKILL WAS A 23% DECREASE, AND THAT STANDARD WILL BE RETAUGHT IN ENGLISH 2 AS WELL AS FOR OUR RE TESTERS.
NO, NOT YET. I'M NOT GIVING IN YET, 2.3, AND THAT HAS TO DO WITH INFERENCE.
>> WHAT I THOUGHT YOU WERE GOING TO SAY.
>> WE KNOW IT'S A STANDARD THAT WE'VE STRUGGLED ON, BUT WE DO NEED TO GET BETTER EVEN WITH THESE GAINS.
A COUPLE OF THINGS THAT ENGLISH 1 AND ENGLISH 2 ARE TALKING ABOUT IS BEING MORE STRATEGIC AROUND SMALL GROUP SESSIONS AROUND NOT ONLY THE STANDARDS THAT WE'RE DEFICIENT IN, BUT THE ACTUAL INDIVIDUALIZED TEAS THAT KIDS NEED.
THEY WILL CONTINUE TO RETEACH LOWER SKILLS IN PARTICULAR AROUND ARGUMENTATIVE TEXTS.
THEY NEED TO INCREASE THEIR ABILITY TO IDENTIFY ORGANIZATIONAL PATTERNS AROUND WHAT THEY SEE IN THE READINGS IN ORDER TO ANSWER BOTH MULTIPLE CHOICE AND BE PREPARED FOR EXTENDED CONSTRUCTED RESPONSES.
>> YOU KNOW WHICH STUDENTS TO TARGET THOSE TYPES OF THINGS FROM THIS DATA?
>> NOT ONLY CBA, BUT USE OF 1.5, THE QUICK CHECKS.
THERE ARE DATA DIGS BY ALL SUBJECTS AT THE HIGH SCHOOL EVERY TIME THAT THERE'S A COMMON ASSESSMENT.
NOT ONLY CBA, BUT LIKE A THREE WEEK CHECK WHERE IT'S INDIVIDUALIZED AS WELL AS BY STUDENT GROUP.
>> I JUST WONDER IF, I DON'T KNOW.
I JUST WONDER IF WE SHARED THAT DATA BACK OUT WITH OUR PARENTS AND MAYBE JUST IN A LETTER OR E MAIL, SOMETHING LIKE THAT, AND EXPLAIN HOW THEY COULD HELP WITH THAT.
DO YOU THINK THAT WOULD HAVE ANY BEARING ON THIS?
>> ABSOLUTELY. ANYTIME A STUDENT OWNS THEIR OWN DATA OR YOU GET IT ON INTO WITH THEIR FAMILIES IN THE COMMUNITY.
EVERY PERSON COUNTS AND TRYING TO SUPPORT OUR STUDENTS.
THAT ABSOLUTELY WOULD BENEFIT A CHILD WHEN THEY KNOW THEY WALK HOME AND THERE'S SOMEBODY AT THE HOUSE WHO UNDERSTANDS NOT ONLY THEIR DATA, BUT COULD POTENTIALLY SUPPORT THEM.
>> SOUNDS LIKE THAT WAS A SUGGESTION MORE THAN A QUESTION.
>> WE NEED TO WORK WITH THE CAMPUS TO SEE HOW.
>> ARE WE GETTING THE SAME FOR ALL?
>> YES. I HAVE THREE SECONDARY STUDENTS, AND I DON'T THINK THIS YEAR, I'VE RECEIVED THAT DATA.
>> THAT'S WHAT I WAS THINKING ABOUT.
WHAT YOU HAVE ON THE TOP IS LOCKHART HIGH SCHOOL AND PRIDE HIGH SCHOOL IS JUST A OVERALL AVERAGE OF PASSERS PER CONTENT.
YOU SEE ALGEBRA 1, ENGLISH 1, TWO BIOLOGY AND US HISTORY.
WHAT YOU HAVE IS HISTORICAL DATA FOR THE HIGH SCHOOL ONLY.
THE GENERAL OVERVIEW, ENGLISH 1, ENGLISH 2 AND ALGEBRA 1 SHOWED INCREASES, NOT ONLY FROM LAST YEAR, BUT SINCE THE LAST FIVE YEARS, BUT BY NO MEANS ARE THE NUMBERS THAT YOU SEE WHERE WE WANT THEM TO BE.
I DO WANT TO HIGHLIGHT BOTH IN ALGEBRA AND IN ENGLISH.
WE HAD ONE TEACHER IN EACH OF THOSE SUBJECTS HAVE CLOSE TO 60% AND IN ONE CASE, 70% OF THEIR RETESTERS TEST.
IT'S THE HIGHEST I'VE SEEN SINCE I'VE BEEN IN LOCKHART.
THEY DID AN AMAZING JOB OF GETTING KIDS IN SOME CASES WHO HAD NEVER PASSED AND EOC.
[01:45:01]
NEVER PASSED A STAR EVEN FROM ELEMENTARY.REPLICATING THAT AND TALKING ABOUT THAT GETTING THE MORE STUDENTS IN THEIR CLASSROOMS. ALTHOUGH WE DO SEE INCREASES IN ENGLISH 1, ENGLISH 2 AND ALGEBRA, WE STILL NEED TO GET THOSE PERCENTAGES UP.
THE MORE WE CAN CHIP AWAY AT OUR RE TESTERS, THE BETTER WILL BE FOR ALL OF OUR STUDENTS.
JUST A REMINDER ABOUT BIOLOGY.
LAST YEAR WAS THE YEAR THAT WE HAD BOTH FRESHMAN AND SOPHOMORES, TAKE THE BIOLOGY TEST.
WE HAD TO MAKE A CHANGE FROM ENVIRONMENTAL SYSTEMS TO BIOLOGY.
WHEN YOU SEE THAT TOTAL NUMBER OF STUDENTS AT 76, WHICH IS ACTUALLY DOUBLE THAN WHAT YOU SEE THE PRIOR YEAR, IT'S BECAUSE WE HAVE BOTH FRESHMEN AND SOPHOMORES, CURRENT SOPHOMORES AND JUNIORS WHO ARE NOW RETESTING.
WE'LL CONTINUE TO CHIP AWAY AT THAT, BUT THE NUMBER DID DROP.
US HISTORY DID JOB FROM LAST YEAR, JUST A TIDBIT.
THE REGION AND THE STATE BOTH WENT DOWN IN US HISTORY.
I HAVEN'T DELVE INTO THAT THOSE DETAILS ON WHY YOU WOULD SEE DIPS ACROSS THE STATE AND THE REGION, BUT WE DID SEE DIPS FROM PREVIOUS YEARS, OR FROM LAST YEAR.
YOU HEARD DR. VASQUEZ TALK EARLIER ABOUT OUR MOVE TO UNLOCKING POTENTIAL SYSTEM.
HERE YOU HAVE THE CURRENT JANUARY COUNTS.
I'LL REITERATE THAT SOME CAMPUSES WERE STARTING THIS WEEK AS THEY TOOK TIME TO EXPLAIN TO THEIR TEACHERS WHAT THEY WERE DOING.
LAST WEEK IN THIS MOVE TO THE UPS.
THERE ARE MULTIPLE ADMINISTRATORS AT THE SECONDARY CAMPUSES TO GET TO EVERY SINGLE TEACHER ON CAMPUS, WHICH IS THE EXPECTATION.
EVERY SINGLE TEACHER IN JANUARY WILL BE SEEN AT THE JUNIOR HIGH AND AT THE HIGH SCHOOL.
>> SAVES, I JUST WANT TO MAKE A COMMENT WHEN I SEE 80 AND 126 TEACHERS WHILE I UNDERSTAND AND CAN APPRECIATE TALKING WITH TEACHERS AND ENSURING THAT PROCESS.
I'M DISAPPOINTED TO SEE THAT WE'RE SO FAR FROM THAT.
THIS IS A COMMITMENT THAT WE'VE MADE TO OUR TEACHERS THAT WE'RE GOING TO PROVIDE THEM AT LEAST ONCE A MONTH, FACE TO FACE FEEDBACK FROM A CLASSROOM OBSERVATION WITH WRITTEN, AND WHAT I DON'T WANT TO HAPPEN IS THAT THIS IS RUSHED AND IT'S FORCED, AND WHILE WE HAVE MULTIPLE PEOPLE, I WANT TO MAKE SURE THAT WE'RE DOING RIGHT BY OUR TEACHERS AND WE'RE NOT RUSHING THINGS AND JUST GREATLY CONCERNED THAT HOW MANY DAYS OF INSTRUCTION IN JANUARY, HAVE WE HAD?
>> NINE DAYS, THREE PEOPLE OUT OF 126 AT LOCKHART HIGH SCHOOL AND SIX OF 80.
IT'S JUST DISAPPOINTING TO SEE THAT.
MY HOPE WOULD BE THAT WHEN WE'RE STARTING SOMETHING NEW THAT WE DID THIS LISTENING TO OUR PRINCIPALS, LISTENING TO OUR TEACHERS.
MY HOPE FOR ENTHUSIASM TO START OFF ON A GOOD START.
IT'S DISAPPOINTING TO SEE THIS.
>> YES SIR. THOSE EXPECTATIONS HAVE BEEN SET AND THEY'VE BEEN REITERATED, AND EVERY SINGLE TEACHER ON ALL THREE CAMPUSES ARE CALENDARED OUT TO BE SEEN BY THE END OF THE MONTH.
>> AND YOU HAVE HOW MANY INSTRUCTIONAL DAYS LEFT?
>> SO ARE YOU SAYING THAT JUST RECENTLY THAT THE TEACHERS STARTED LEARNING HOW THIS NEW SYSTEM WOULD WORK.
THEY WERE IN FART ABOUT THIS LATE LAST YEAR OR EARLIER THIS YEAR?
>> SO SOME CAMPUSES HAD THEIR FACULTY MEETINGS LAST WEDNESDAY AND LAST THURSDAY AND TALKED TO THEIR CAMPUSES ABOUT THE NEW SYSTEM AS A WHOLE.
>> MR. WRIGHT, WE TOLD THEM THE FIRST TIME OUR TEACHERS HEARD ABOUT IT WAS AT RURAL RALLY, WHEN I TOLD THEM THAT WE WERE GOING AWAY FROM 25 A WEEK, THEY WOULD GET ONE PER MONTH FACE TO FACE CONVERSATION, WRITTEN FEEDBACK.
I GUESS ALSO PART OF MY FRUSTRATION IS THAT IT SEEMS LIKE A VERY SIMPLE STRAIGHTFORWARD CONVERSATION THAT DIDN'T TAKE TWO WEEKS TO DELIVER, BUT MAYBE THAT'S JUST.
>> SO WE DIDN'T DELIVER THE MESSAGE THAT DAY AFTER THE RALLY BECAUSE WE HAD A WORK DAY OR SOMETHING.
>> SOME CAMPUSES WAITED FOR THEIR FACULTY MEETING LATER IN THE WEEK.
>> ARE THERE NO FACULTY MEETINGS ON THOSE DAYS LIKE THAT?
>> THERE CAN BE. IT DEPENDS ON THE SCHEDULE OF THE CAMPUS.
>> BUT DID THIS SYSTEM REALLY REQUIRE MUCH CHANGE IN THE TEACHER, IT MOSTLY IN THE ADMINISTRATORS AND THOSE WHO DO THE OBSERVATION.
THEY WERE THE ONES WHO MAKING THE GREATEST CHANGE, WEREN'T THEY?
[01:50:01]
>> YES, SIR. ENSURING THAT, WE MAKE THIS MOVE SO THAT TEACHERS COULD GET COACHING SO THAT IN THE END, ALL OF OUR STUDENTS GET THE INSTRUCTION THAT THEY NEED.
SO IT WAS JUST SPEAKING TO THE TEACHERS ABOUT WHAT WAS ABOUT TO HAPPEN IN THE CHANGE.
>> WE JUST GOT TO HAVE A SENSE OF URGENCIES, WHAT I'M GATHERING FROM ALL OF THIS.
>> AND WE HAVE NINE DAYS LEFT IN THE MONTH.
>> BUT I'M JUST SAYING, OVERALL, IF WE WANT OUR KIDS TO GET THIS AS A BOARD, AS STAFF, EVERYBODY INVOLVED, KIDS HAVE TO SEE THAT FROM US, THAT PASSION, THAT DESIRE, THAT URGENCY, OR IT'S NEVER GOING TO GET TO THEM.
>> SO TO ME, AND I COULD BE TOTALLY WRONG, SOMETHING LIKE THIS IS AN EASY WIN.
WE GET THAT STARTED RIGHT AWAY.
WE COME BACK FRESH, JANUARY FOURTH, FIFTH, WHATEVER DAY IT WAS.
WE'RE GOING TO HAVE A FIVE MINUTE MEETING ABOUT THIS GUYS.
YOU GET YOUR ROOM SET UP, WHEREVER WE'RE GOING TO TELL YOU HOW THIS IS GOING TO LOOK, AND WE GO.
>> WE MOVE ON TO DISTRICT ELECTRONIC DEVICE VIOLATIONS.
SO THIS IS JUST FOR THE FIRST NINE DAYS OF SCHOOL.
SO MR. MCBRIDE SHOWED EARLIER THAT ON AVERAGE, WE ARE HAVING LESS VIOLATIONS PER CAMPUS.
I'LL LET YOU LOOK AT THE TOTALS HERE.
>> IT'S INTERESTING AT THE HIGH SCHOOL LEVEL THAT 9TH AND 10TH GRADER [INAUDIBLE].
>> I THINK THAT'S PRETTY TYPICAL, 9TH GRADERS ARE STILL MATURING AND THEN THEY FIGURED IT OUT BY THEIR SENIOR YEAR.
>> THEN IN 10TH GRADE, THEY GO, LET ME TRY THAT AGAIN.
>> DO WE HAVE TIME FRAMES WHEN THEY'RE GETTING VIOLATED, LIKE IN THE MORNING BEFORE SCHOOL OR LUNCH?
>> I DON'T HAVE THAT HERE, BUT WE CAN GET THAT BECAUSE ALL THE VIOLATIONS ARE DOCUMENTED IN THE MAIN OFFICE.
>> BUT THEN AGAIN, CONSIDERING THE NUMBER OF STUDENTS [INAUDIBLE].
>> I HAD MET WITH A GROUP OF LOCKHART HIGH SCHOOL STUDENTS LAST WEEK, AND I WAS PLEASED TO HEAR IN YEARS PAST BEFORE THE STATE HAD THIS LAW, WE'VE HAD A SIMILAR POLICY, AND THERE WERE YEARS WHERE DID A GOOD JOB OF ENFORCING IT AND THERE WERE YEARS WHERE WE DIDN'T DO A GOOD JOB OF ENFORCING IT.
WHENEVER I MET WITH THE HIGH SCHOOL KIDS, THEY WOULD TELL ME HOW THIS TEACHER, THAT TEACHER, THEY DON'T CARE, EVERYBODY'S ON THEIR PHONES.
IT WAS A CONSENSUS THAT WHEN KIDS ARE DOING SOMETHING WITH THE DEVICE, THAT TEACHERS ARE ADDRESSING IT.
THAT NUMBER WILL NEVER BE ZERO BECAUSE THEY'RE KIDS AND THEY'RE GOING TO TRY TO TEXT THEIR FRIENDS OR DO SOMETHING.
BUT WHEN OUR TEACHERS AND STAFF ARE SEEING THEM OUT, THEY'RE ENFORCING THE POLICY AND THAT'S ALL WE CAN ASK OF THEM.
>> THEN HERE'S PROOF THAT SOME PEOPLE STILL WANT TO TEST THE WATER.
UNFORTUNATELY, WE HAVE OUR SECOND STUDENT WHO HAS HIT THEIR SIXTH OFFENSE, AND THIS IS NOW TWO STUDENTS WHO HAVE GONE TO LDMC FOR THE VIOLATION, OUR DISTRICT ELECTRONIC POLICY.
WE'D LIKE TO CONTINUE TO SEE THEM DECREASE LIKE WE'VE SEEN MONTH TO MONTH SINCE THIS POINT OR SINCE THE BEGINNING OF THE YEAR.
>> MR. DAVIDSON, DO YOU KNOW THOSE TWO STUDENTS WHO HAD REPEATED MORE THAN SIX OFFENSES, DO THEY HAVE OTHER DISCIPLINE ISSUES OR IT'S JUST THIS IS THE ONLY THING THAT THEY EVER DO THAT ISN'T FOLLOWING THE RULES?
WHAT I CAN'T SAY IS THE FIRST STUDENT WHO GOT THE SIXTH VIOLATION.
THERE WERE THREE DIFFERENT PIECES OF TECHNOLOGY THAT WERE VIOLATED IN ONE DAY TO GET THEM TO SIX.
SO WE'RE TALKING SMARTWATCH, EARBUD, PHONE, SOMETHING ELSE.
SO IT WASN'T JUST A PHONE SIX DIFFERENT TIMES.
SECOND STUDENT, I DON'T HAVE THE DETAILS, AND I DON'T HAVE DETAILS IF THERE'S OTHER DISCIPLINARY INFRACTIONS FOR THESE STUDENTS. BUT I CAN FIND OUT.
>> THEY ARE BOTH ON BEHAVIORAL CONTRACTS, IF YOU DIDN'T HEAR MS. VAN HORN, AND I WOULD ASSUME NOT FOR THE TECHNOLOGY ISSUES.
>> ARE ARE PARENTS, I GUESS, OKAY WITH PAYING THE FINE, I GUESS IN SOME CASES? HOW ARE THEY?
>> YOU SEE IT ALL. THERE ARE PARENTS THAT WILL SAY THE KID NEEDS TO FIGURE IT OUT, KEEP THE PHONE.
[01:55:04]
YOU HAVE OTHER PARENTS WHO THEY NEED IT FOR WORK, SO I'M GOING TO RUN UP THERE AND GET YOU THE $15.IT REALLY JUST DEPENDS ON THE PARENT AND THE STUDENT SITUATION.
>> ITEM 7G, NAVIGATE TO 28 MID YEAR UPDATE.
[Navigate to '28 Mid-Year Update ]
[OVERLAPPING]>> GOOD EVENING PRESIDENT WRIGHT, BOARD OF TRUSTEES AND SUPERINTENDENT ESTRADA.
LET ME GIVE A MID YEAR UPDATE ON THE FIVE-YEAR PLAN THAT WE HAVE FOR NAVIGATE TO 28.
AS WE ALL HAD SET THIS TO BE THE MISSION IS TO CULTIVATE INNOVATIVE LEARNERS AND EMPOWERABLE LEADERS WHO ARE PREPARED FOR A FUTURE YET TO BE IMAGINED.
AS A REMINDER, WE WORK ON THIS ON OUR DISTRICT LEADERSHIP TEAM.
EVERYBODY IS DIVIDED INTO ONE OF THE PRIORITIES AND THEY WORK AS A TEAM AND HAVE BEEN CONSISTENT SINCE WE STARTED THIS TWO YEARS AGO.
PROUD TO SAY THAT AS WE LOOK AT ALL THE PRIORITIES AND WHERE WE ARE, WE'RE ON TRACK AT THIS POINT IN THE FALL OF 2025 AT THE END OF THAT.
YOU CAN SEE ACROSS THE BOARD WHERE THAT IS ON TRACK FOR EACH OF THE PRIORITIES.
JUST SOME HIGHLIGHTS THAT WE WANT TO TALK ABOUT FROM THIS PAST FALL IS, WE'VE HAD OUR FALL STAFF ACTIVITY, WHICH WAS OUR ANNUAL KICKBALL TOURNAMENT, WHICH WE WON DISTRICT.
[OVERLAPPING] THEN WE HAVE OUR SPRING ACTIVITY COMING UP.
WE MAY NOT WIN THAT ONE, BUT I WANT TO MAKE SURE WE WON THE FALL ONE.
THEN, WE'VE ATTENDED JOB FAIRS AS WELL TO DO RECRUITMENT.
HAD A STUDENT SURVEY TO HELP DEVELOP STUDENT INNOVATIVE PROGRAMS, HAVING OUR STUDENTS HAVE VOICE IN THAT.
WE'VE HAD A STRATEGIC GROWTH AND PLANNING TASKFORCE HAS STUDIED CFE FACILITIES, AND THEY'RE GOING TO MEET NEXT WEEK TO LOOK AT BLUEBONNET FACILITIES.
WE'VE HAD THE NEW SAAVAS IMPLEMENTATION AS DR. VASQUEZ HAS TALKED ABOUT IN DISTRICT COLLABORATION DAYS WHERE WE'RE BRINGING THE TEACHERS TOGETHER, HAVE THAT INTERNALIZATION OF LESSONS.
WE'VE HAD RESPONSE TO INTERVENTION MODEL, WHERE WE'RE NOW USING OUR TEACHING ASSISTANCE TO HELP SUPPORT THAT AND DEVELOPING THAT AS WE CONTINUE THAT THIS YEAR.
WE'RE PROUD TO SAY THAT WE'RE GOING TO HAVE OUR FIRST ANNUAL STUDENT LEADERSHIP SUMMIT THAT'S SCHEDULED AT THE END OF THIS MONTH ON JANUARY 30TH.
THAT WILL BE SOMETHING THAT'S GOING TO BE LED BY MR. CROWLEY.
THIS IS ALL THE STUDENT LEADERS WHO HOLD POSITIONS AT SECONDARY AT JUNIOR HIGH AND HIGH SCHOOL, WHO WILL BE INVITED HERE TO THE BOARD ROOM, AND WE'RE GOING TO TALK ABOUT WHAT IT MEANS TO BE A LEADER AND USING OUR DISTRICT VALUES FOR THAT.
THE PLAN IS, BY THE END OF THIS SCHOOL YEAR, WE WILL HAVE THOSE STUDENTS TURN AROUND AND DO THE SAME SUMMIT TO OUR ELEMENTARY STUDENTS WHO ARE ELEMENTARY LEADERS.
WE ALSO SENT OUT A DISTRICT SURVEY FOR LEADERSHIP PATHWAYS, ASKING OUR DISTRICT STAFF, WHAT ARE SOME INTERESTS THEY HAVE IN LEADERSHIP POSITIONS? WHAT ARE THOSE THINGS SO THAT WE CAN DEVELOP THOSE PATHWAYS, BUT ALSO ASKING IF THAT'S SOMETHING THAT THEY WANTED TO DO A YEAR FROM NOW, TWO YEARS FROM NOW OR FIVE YEARS FROM NOW SO THAT WE CAN PLAN ACCORDINGLY ON THOSE PATHWAYS.
THEN OUR FANTASTIC PARENT AND COMMUNITY ENGAGEMENT COMMITTEE HAS FINISHED ALL OF THEIR ACTION STEPS IN YEAR 3, SO MR. MILLER THAT LEADS THAT GROUP WILL BE DEVELOPING SOME ADDITIONAL ACTION STEPS FOR THAT PRIORITY MOVING FORWARD.
THOSE ARE SOME OF THE HIGHLIGHTS JUST FROM THIS YEAR.
>> CAN I ASK A QUESTION REAL QUICK?
>> ON THE STUDENT LEADERSHIP SUMMIT, I KNOW THERE'S OBVIOUSLY A CAP OF HOW MANY PEOPLE THAT YOU CAN HAVE IN THERE.
BUT I'M ASSUMING IT'S LIKE KEY CLUB, NATIONAL HONOR SOCIETY AND THINGS.
I SUGGEST THAT MAYBE ALSO CAPTAINS OR CO-CAPTAINS OF SPORTS TEAMS BE INCLUDED BECAUSE THEY SERVE A HUGE LEADERSHIP ROLE AMONGST THEIR PEERS.
I KNOW IT'S NOT AN ORGANIZED CLUB, BUT THEY DO SERVE IN LEADERSHIP CAPACITIES THAT INFLUENCE A LOT OF THEIR PEERS. JUST A SUGGESTION.
>> I'LL DOUBLE CHECK, BUT WE DID INCLUDE THEM. THEY'RE ALL IN THERE.
>> THEY'RE ON THERE. WE SAID IT WAS ANY LEADER IN ANY POSITION ON ANY TEAM, ANY CLUB, ANY ORGANIZATION THAT THEY HAVE ON THE CAMPUS.
>> HOW BIG IN NUMBERS ARE YOU THINKING ABOUT?
>> I THINK THE NUMBERS WE HAD AT HIGH SCHOOL WAS ABOUT 50, AND THEN JUNIOR HIGH HAD ABOUT HALF THAT.
>> YOU'RE GOING TO HAVE THEM ALL HERE AT ONE TIME?
>> YES, SIR. THAT'S WITH THE PARENTS WHO SIGNED THE PERMISSION SLIP FOR THEM TO COME BECAUSE WE HAVE TO HAVE PARENT PERMISSION.
>> ANY QUESTION, BOARD? ITEM 7H, 2026/2027 ACADEMIC CALENDAR. DR. CAMARILLO.
[2026-2027 Academic Calendar]
>> HEY, LONG TIME NO SEE. GOOD EVENING.
[LAUGHTER] WE'RE GOING TO GO OVER JUST THE CALENDAR THAT WE DEVELOP.
[02:00:01]
AS YOU KNOW, WE WORK WITH THE DISTRICT ADVISORY COMMITTEE THAT BEGINS BACK IN EARLY FALL WHEN WE START TALKING ABOUT THE ACADEMIC CALENDAR.WE START THAT EARLY BECAUSE WE WANT TO NOT GET TOO FAR AWAY FROM WHAT WORKED AND WHAT DIDN'T WORK AT THE BEGINNING OF THE YEAR.
WE ALSO, ONCE WE DEVELOPED AND DECIDED ON WHICH CALENDARS WE WERE GOING TO RECOMMEND, WE SENT IT OUT TO THE COMMUNITY, ASKING FOR FEEDBACK.
WE GAVE THEM A DISTRICT EMAIL ADDRESS THAT THEY COULD SEND INPUT ON THAT CALENDAR.
WE'VE HAD THREE IN-PERSON STAFF AND COMMUNITY INPUT MEETINGS.
WE'VE HAD ONE VIRTUAL STAFF AND COMMUNITY INPUT MEETING.
THEN, WE ALSO HAD A PRESENTATION TO ABOUT 25 LABOR LEADERS THAT WERE FUTURE LABOR LEADERS IN THEM.
OUR FIRST DRAFT, YOU'LL SEE THAT WE HAVE THE STAFF DEVELOPMENT.
WE HAVE OUR NEW TO PROFESSION.
THEY'LL COME BACK AT THE END OF JULY IN THE LAST TWO DAYS.
OUR STAFF WILL COME BACK ON AUGUST 3RD.
WE'LL BEGIN SCHOOL ON AUGUST 13TH.
WE HAVE 4.5 STRATEGIC PLANNING DAYS BEFORE SCHOOL STARTS AND SEVEN DURING THE SCHOOL YEAR.
WE'LL HAVE TWO OF THOSE DAYS WILL BE CAMPUS STAFF DEVELOPMENT DAYS WHERE THE PRINCIPALS WILL WORK WITH PROFESSIONAL DEVELOPMENT ON THEIR CAMPUS.
THE DISTRICT WILL HAVE 2.5 DAYS.
AS YOU KNOW, WE HAVE A NEW CURRICULUM FROM MATH THAT WE'LL ROLL OUT THIS NEXT YEAR.
OCTOBER FALL BREAK, THEY WANTED THE WHOLE WEEK, NOT THE WEDNESDAY, THURSDAY, FRIDAY, THAT WAS A PREFERENCE THAT WAS VERY WELL HEARD FROM A LOT OF PEOPLE.
THANKSGIVING BREAK WILL BE FIVE DAYS.
TEACHERS HAVE TWO FLEX DAYS, AND THAT JUST MEANS THAT THEY'LL DO TWO SUMMER PD DAYS, AND THEN THEY'LL TRADE THEM OUT FOR THIS SO THEY CAN BE OFF THOSE FIVE DAYS.
CHRISTMAS BREAK, SOMETHING NEW, WE PUT IN 12 STUDENT HOLIDAYS SO THAT THE TEACHERS WOULD COME BACK ON MONDAY, WE COULD DO A DISTRICT OR CAMPUS STAFF DEVELOPMENT, THEN GIVE TEACHERS A PLANNING DAY AND THEN BRING THE STUDENTS BACK ON THE WEDNESDAY.
STUDENTS WILL HAVE 12 DAYS OFF, TEACHERS WILL HAVE 10.
WE GET FIVE DAYS FOR SPRING BREAK, WE'LL HAVE TWO BAD WEATHER DAYS, AND THEN THESE ARE THE AVAILABLE SCHOOL CLOSURE DAYS FOR EACH OF THE CAMPUSES.
THE REASON YOU'LL SEE A DIFFERENCE BETWEEN JUNIOR HIGH AND HIGH SCHOOL IS BECAUSE THIS YEAR, HIGH SCHOOL HAS REQUESTED TWO ADDITIONAL EARLY RELEASE DAYS IN DECEMBER AND IN MAY DUE TO FINALS, SO WE'VE ADDED THAT IN THERE.
SCHOOL WOULD END FOR THE STUDENTS ON MAY 27TH, AND WE WOULD END ON MAY 28TH FOR STAFF, AND THAT'LL BE THE DAY THAT STUDENTS WILL HAVE OUR LOCKHART GRADUATION ON MAY 28TH.
>> ON THE THANKSGIVING BREAK DAYS FOR TEACHERS, LET'S SOLVE.
IF TEACHERS DID TWO DAYS IN THE SUMMER, AND THEY GET TO FLEX TWO DAYS.
>> LET'S SAY THAT I WAS HIRED LIKE THE DAY BEFORE THE FIRST DAY OF SCHOOL, SO I DIDN'T GET THOSE TWO DAYS IN THE SUMMER.
>> THEY COULD FIND OTHER OPPORTUNITIES FOR THE PRINCIPAL.
THEY WORK WITH THEIR CAMPUS PRINCIPAL TO DETERMINE THOSE PD AND HOW THEY CAN DO THAT MAYBE ON A SATURDAY OR SOME OTHER DAY THAT THERE WILL BE OTHER OPTIONS FOR THEM.
BUT EVERYBODY HAS THAT OPTION TO FLEX OUT.
>> WOULD YOU SAY DRAFT 1 IS MOST SIMILAR TO WHAT WE'RE CURRENTLY DOING?
>> YES, SIR. IT'S VERY SIMILAR TO WHAT WE'RE DOING.
IF YOU DON'T HAVE ANY OTHER QUESTIONS, I CAN GO TO DRAFT 2.
>> SORRY. IS THAT OKAY TO GO TO DRAFT 2?
>> SAME THING HERE, NEED A PROFESSION, NEED A DISTRICT.
ON THIS CALENDAR, WE'LL START ON AUGUST 12TH.
WE HAVE ONLY FOUR STRATEGIC PLANNING DAYS PRIOR TO SCHOOL STARTING AND WE'LL HAVE 11 SPREAD OUT THROUGHOUT THE YEAR.
WE'LL HAVE 1.5 CAMPUS STAFF DEVELOPMENT AT THE BEGINNING OF THE YEAR AS WELL AS DISTRICT.
WE WOULD HAVE NO FALL BREAK AS FAR AS THE FULL WEEK.
AS YOU CAN SEE, THOSE FRIDAYS, THEY WERE SWITCHED TO EVERY FRIDAY HAVING EITHER STUDENT HOLIDAY OR STUDENT AND TEACHER HOLIDAY.
THANKSGIVING BREAK WOULD REMAIN THE SAME.
CHRISTMAS BREAK WOULD ONLY BE 11 DAYS FOR THE STUDENTS, TEACHERS WOULD HAVE 10.
SPRING BREAK WILL REMAIN THE SAME WITH FIVE DAYS, BAD WEATHER DAYS WILL BE TWO.
AVAILABLE CLOSURE DAYS, ZERO, THREE, AND ONE.
AS YOU CAN SEE THE DAYS, WE'VE USED SOME OF THOSE DAYS TO STRATEGICALLY PLACE THEM THROUGHOUT THE CALENDAR.
OUR SCHOOL WILL STILL END ON MAY 27TH, AND WE WOULD HAVE THE LAST DAY FOR STAFF ON MAY 28TH FOR THIS CALENDAR.
ON THIS CALENDAR, THIS IS ONE THAT I THINK PEOPLE MAY HAVE HEARD OVER THE COURSE OF THE MEETINGS THAT WE HAD AND FOR INPUT MEETINGS IS THAT, THIS WAS THE FOUR-DAY CALENDAR WORK WEEK THAT WE HAD.
ON THAT CALENDAR, WE HAVE ABOUT, I WOULD SAY 18 OR 19 WEEKS THAT DID HAVE A FOUR-DAY SCHOOL TIME.
[02:05:06]
BUT, WE HAVE A TOTAL OF 38 WORK WEEKS.IT'S LIKE NOT EVEN HALF OF THOSE DAYS WOULD BE ON THE CALENDAR.
THE REST WOULD BE NORMAL FIVE DAY WORK WEEKS.
A LOT OF FEEDBACK WE GOT AROUND THIS ONE WAS THE FRIDAYS, PEOPLE NOT FOR ATHLETICS.
STUDENTS WOULD STILL NEED TO COME TO SCHOOL, STILL NEED TO PARTICIPATE, IT'S NOT REALLY A DAY OFF.
WE HAD FEEDBACK ON THE FALL BREAK.
THEY WANT IT CONSECUTIVELY THE DAYS OFF VERSUS EVERY FRIDAY.
WE HAD INITIALLY STARTED WITH HAVING MONDAYS OFF.
BUT WITH ACC AND THE PROGRAM THAT WE HAVE WITH ALL OUR DUAL CREDIT AND ALL THAT HAD TO HAVE MONDAY THROUGH THURSDAY SCHEDULE.
FRIDAY, THEY COULD WORK AROUND.
BUT, THAT WAS A LOT OF THINKING WENT INTO THE SECOND CALENDAR ON STRATEGICALLY PLACING DAYS.
THE DIFFERENCE BETWEEN THE FIRST CALENDAR AND THE SECOND CALENDAR IS TWO DAYS OF INSTRUCTION LESS ON THE SECOND ONE.
>> FEEDBACK THAT I HAD RECEIVED ON THIS CALENDAR WAS, PEOPLE LOVE THE IDEA OF THAT MANY THREE DAY WEEKENDS.
BUT, KEEPING TRACK OF WHEN DO THEY HAVE A FRIDAY OFF? WHEN DO THEY NOT? IS IT THIS WEEK, IS IT NEXT WEEK AND CHILDCARE, TRYING TO FIGURE THAT OUT.
THEY WERE SAYING IT WAS A LITTLE TOO CONFUSING TO BE ABLE TO KEEP TRACK OF FRIDAYS [INAUDIBLE]
>> YES, MA'AM. WE DID HEAR THAT AS WELL.
I THINK WE'VE BEEN TALKING ABOUT THIS TYPE OF CALENDAR.
TO BE QUITE HONEST WITH YOU, WE'VE JUST NEVER BROUGHT IT TO THE BOARD.
FOR THE PAST THREE OR FOUR YEARS, WE HAVE SKETCHED ONE OUT TO SEE WHAT THAT WOULD LOOK LIKE.
I THINK THIS JUST PROVIDES AN OPPORTUNITY FOR US TO PUT IT OUT THERE AND SEE AND MAYBE THERE NEED MORE RAMP SPACE TO THINK ABOUT A LOT OF THOSE THINGS.
THE OTHER THING THAT CAME UP A LOT AROUND WAS CHILDCARE, WHAT ARE WE GOING TO DO WITH THOSE STUDENTS? THAT'S WHERE WE TALK TO VENDORS, ANYBODY THAT WE'RE DOING OUTSOURCING WITH, THEY WERE WILLING TO TAKE THAT ON AS WELL AS HAVING PROGRAMS AND STUFF AND OFFERING DISCOUNTS FOR OUR STAFF FOR THOSE DAYS.
>> NOW THAT MY KIDS ARE OLDER, I LOVE IT.
THAT'S, UNLESS THE KID GOT TO GET UP IN THE MORNING.
BUT, I CAN SEE AS IN ELEMENTARY, WHEN THEY WERE AN ELEMENTARY, I HAD TO TAKE A WALK OR I HAD TO FIGURE OUT SOMETHING. IT WAS HARD.
>> DR. CAMARILLO, I THINK PERSONALLY, ONE OF MY ISSUES WITH THIS CALENDAR OVER THE LAST FEW YEARS AND EVEN WITH THIS ONE IS JUST, I HAVE A HARD TIME WHEN WE HAVE LESS STUDENT DAYS, JUST LIKE WHEN YOU COUNT THE NUMBER OF DAYS.
I'M HAVING SOME DIFFICULTY WITH TELLING PARENTS WHAT KIDS WERE IN SCHOOL, 171 DAYS THIS YEAR, AND THEN WITH THIS CALENDAR, IT'S GOING TO BE 167 OR, I FORGET WHAT IT IS.
>> ONE SIXTY-NINE. I THINK IF IT'S THE SAME NUMBER OF DAYS, THAT'S ONE THING, BUT TO LOSE DAYS FOR KIDS WHEN WE JUST LOOKED AT OUR ACADEMIC DATA JUST HURTS MY STOMACH A LITTLE BIT.
>> THAT'S WHAT I'M STRUGGLING WITH. I DON'T KNOW HOW LONG AGO IT WAS, BUT I REMEMBER WHEN IT WAS 177 STUDENT DAYS AND THINGS LIKE THAT AND WE'RE DOWN TO THE SECOND AND HERE'S 167.
THEN MY OTHER CONCERN IS THAT, AND I DON'T KNOW, YOU GUYS WOULD HAVE TO GET ME SOME DATA ON THIS SO I KNOW FOR SURE, BUT IT SEEMS LIKE JUST WHEN I USED TO DROP OFF FOR ELEMENTARY SCHOOL, THE DAY BEFORE A BREAK, THAT LINE WAS NEVER AS LONG AS IN THE MIDDLE OF THE WEEK.
WE WERE COMING UP TO FRIDAY WAS GOING TO BE THE LAST DAY.
I NOTICED THAT THE LINE WOULD START GOING DOWN ON THURSDAY, AND THEN FRIDAY, IT WAS WAY DOWN.
I DON'T KNOW IF THERE'S ANY DATA TO BEAR THAT OUT.
THAT WAS JUST MY ON UNSCIENTIFIC RESEARCH I DID DURING THOSE ELEMENTARY DROP OFFS.
>> HOW MANY THREE-DAY WEEK HAS BECOME FOUR-DAY WEEK?
>> THE OTHER FEEDBACK TOO WAS TWO-YEAR CALENDARS.
THEY WOULD LIKE TO HAVE TWO-YEAR CALENDARS.
THERE'S BEEN SOME FEEDBACK ON THAT, OR AT LEAST GETTING THE CALENDAR DONE EARLIER IN THE YEAR.
>> I HAVE HAD THAT FEEDBACK JUST BECAUSE A LOT OF PEOPLE ARE PLANNING SUMMER VACATIONS NOW AND THEY DON'T KNOW THE DAYS OR FALL BREAK.
>> I APOLOGIZE, I MAY HAVE MISSED THIS, BUT WE'VE BEEN STUDYING DISTRICTS AS WELL FOR FOUR YEARS NOW.
A LOT OF THE THINGS THAT WE'RE WORKING WITH OUR STAFF AND OUR DISTRICT ADVISORY COMMITTEE IS LEARNING FROM OTHER DISTRICTS WHO HAVE DONE THIS.
WE FELT LIKE WE WERE TO A POINT WHERE WE'VE HAD OUR STAFF WORKING AND PUSHING FOR THIS FOR FOUR YEARS.
[02:10:02]
>> FOR FOUR YEARS, WE WANT TO COMMUNICATE WITH THE BOARD, IT'LL BE THE BOARD'S DECISION NEXT MONTH ON WHICH DIRECTION WE GO.
BUT THIS IS WHERE THE BEST ATTEMPT OF WHERE IT IS NOW, AND SO THAT'S WHERE WE ARE.
THIS IS A GOOD SIDE BY SIDE START TO COME IN IF YOU WANT TO.
>> YEAH. THIS IS JUST YOU CAN SEE IF YOU WANT TO GLANCE QUICKLY AT THE TWO CALENDARS, THAT THE DIFFERENCES BETWEEN THE TWO.
I WILL SAY THAT SECOND CALENDAR ALLOWED FOR A LOT OF PD DURING THE YEAR WHERE YOU MIGHT HAVE TO COURSE CORRECT WITH DATA AND HAVE TO GO BACK AND RETRAIN TEACHERS ON SOMETHING, THAT ALLOWED FOR SOME OF THAT.
THAT'S WHY YOU SEE THE DIFFERENCE IN THE STRATEGIC PLANNING DAYS SEVEN AS OPPOSED TO 11.
ONE OF THE THINGS THAT WE DID THAT I FAILED TO MENTION WAS, ON THE SCHOOL CLOSURE DAYS WE DID TAKE SOME OF THOSE INSTRUCTIONAL MINUTES AND TURNED IT INTO HAVING ELEMENTARIES GET OUT 10 MINUTES EARLIER TO SHAVE THAT TIME OFF SO THAT THE BUSES WOULD GET BACK TO SECONDARY, AND THERE WOULD BE NO DELAY OR ANY WAIT TIMES FOR THIS NEXT YEAR AND IT WOULDN'T AFFECT THE DAYS.
WE WOULD STILL HAVE THOSE AVAILABLE SCHOOL CLOSURE DAYS.
>> HAS THE STAFF SEEN BOTH CALENDARS?
>> YES, MA'AM. WE'VE ACTUALLY SENT IT OUT TO INVITE THEM ALSO TO THE STAFF AND COMMUNITY INPUT MEETING.
THEY'VE SHOWED UP AT THE MEETINGS OR THEY'VE SHOWED UP ON THE VIRTUAL MEETING WITH MR. GUYTON.
>> I GUESS HAVE A CONCERN. I GUESS ACADEMICALLY, I HATE TO SEE US LOSE ANY INSTRUCTIONAL DAYS.
I DON'T THINK WE'RE AT A POINT THAT WE CAN AFFORD THAT.
IT JUST SEEMS, IF YOU'RE AN EXTRA CURRICULAR PERSON, A TEACHER, COACH, WHATEVER, THOSE DAYS OFF DON'T TURN OFF TO BE MUCH OF A DAY OFF BECAUSE YOU GOT SOME SPORTING EVENTS, ACADEMIC EVENT, YOU'RE GOING TO BE WORKING A LOT OF THE DAY ANYWAY.
IT SEEMS A LITTLE UNFAIR TO THEM AND THEY DON'T RECEIVE ANY OTHER COMPENSATION FOR THAT, DO THEY? NO?
IT'S NOT THAT EVERYBODY'S OFF ON THESE DAYS.
PEOPLE ARE STILL COMING TO WORK ON MOST OF THESE DAYS.
IT'S JUST A MATTER OF OUR KIDS THERE OR NOT.
THE TEACHERS, EXTRACURRICULARS AND REGULAR THEY'RE STILL ALL WORKING THE NUMBER OF CONTRACT DAYS THAT THEY HAVE.
THIS IS A MATTER OF HOW MANY DAYS OUR KIDS PRESENT VERSUS WHEN YOU LOOK AT OUR CALENDAR THIS YEAR, THE CALENDAR THAT WE USED THE LAST FEW YEARS, STUDENTS ARE ON CALENDAR B, IT'S ONLY TWO DAY DIFFERENT.
IT'S JUST SPREADING OUT THE DAYS DIFFERENTLY.
>> MR. RIGHT TO MR. ESTRADA'S POINT, WHEREVER YOU SEE THE ORANGE, YELLOWISH SHADED AREAS, THOSE WOULD BE STUDENT HOLIDAYS ONLY.
THEN WHERE YOU HAVE THE MAROON SHADED, TEACHERS WOULD BE WORKING ON THOSE DAYS, EVEN IF IT SHOWS IT'S A FOUR DAY WORK WEEK, THE TEACHERS WOULD BE WORKING ON THAT STRATEGIC PLAN.
>> THE BIG THING THAT WE HAVE TO WRAP OUR HEAD AROUND WITH AND THE BIG DEBATE IS DISTRICTS THAT ARE DOING THIS ARE DOING IT BECAUSE THEY'RE SEEING THAT IT'S ADDRESSING THEIR TEACHER QUALITY.
IT'S ADDRESSING THEIR RETENTION RATE DRAMATICALLY.
WHAT WE HAVE TO FIGURE OUT IS THAT IF RIGHT NOW, IT'S TWO LESS DAYS OF INSTRUCTION.
BUT IF AT SOME POINT, MAYBE NEXT YEAR IS THE CALENDAR AND THEY FIGURE OUT THE COMMITTEE FIGURES OUT, IT'S THE SAME DAYS OF INSTRUCTION JUST OFF DAY SPREAD OUT DIFFERENTLY.
BUT RIGHT NOW, THE THING TO THINK ABOUT IS IF WE LOSE TWO DAYS OF INSTRUCTION, BUT OVER TIME, WE'RE ABLE TO RETAIN OUR BEST TEACHERS AND RECRUIT THE BEST TEACHERS VERSUS HAVING TURNOVER AT 20%, HAVING OF NOVICE TEACHERS.
IF YOU HAVE A STRONG TEACHER CORE OF THE BEST TEACHERS IN THE AREA, DO YOU ACTUALLY HAVE HIGHER RATES OF STUDENT LEARNING BECAUSE THE TEACHERS ARE DOING A BETTER JOB.
IF TEACHERS HAVE MORE TIME TO BE PREPARED FOR THE INSTRUCTION, BECAUSE THEY HAVE THESE DAYS OFF TO WHERE THEY COME IN MONDAY, READY TO TEACH, THEIR LESSONS ARE READY, THE DATA HAS BEEN EXAMINED.
INSTEAD OF NEVER HAVING ENOUGH TIME, EVEN IF YOU LEASE A COUPLE DAYS, DOES THAT IMPROVE STUDENT PERFORMANCE? THAT'S THE EXPERIMENT THAT PEOPLE ARE HAVING ACROSS THE STATE AND ACROSS THE COUNTRY? I CAN TELL YOU THAT RIGHT NOW, THE LUXURY IS WE DON'T HAVE ANY OF OUR CLOSE NEIGHBORS DOING THIS, SO WE CAN CONTINUE TO EXPLORE IT.
BUT IF ONE OF OUR CLOSE NEIGHBORS OF ANY SIZE WERE TO DO THIS, IT WOULD BE A MAJOR ISSUE FOR US WHEN IT COMES TO TEACHER RETENTION.
[02:15:01]
NOW, THE BENEFITS OF HAVING A COUPLE MORE DAYS OF INSTRUCTION WHEN YOU LOSE 100 GREAT TEACHERS AND REPLACE THEM WITH NOVICE TEACHERS IS A REAL CONVERSATION THAT WE HAVE TO WEIGH BECAUSE THE DISTRICT THAT REALLY GOT MY ATTENTION AND MANY ATTENTION IS [INAUDIBLE], DISTRICT, SIMILAR SIZES LOCKHART, GROWING DISTRICT.HAVING AWFUL ISSUES WITH TEACHER RETENTION.
I THINK IT WAS 56% RETENTION RATE.
WE DON'T HAVE THAT ISSUE. I'M TRYING TO BE NICE.
THAT'S A VERY CHALLENGING SITUATION TO BE IN WHEN HALF OF YOUR LITERALLY, HALF OF YOUR TEACHERS ARE LEAVING.
THEY GO TO THIS SCHEDULE AND NOW THEY HAVE OVER 90% RETENTION RATE.
>> WHAT'S THE IMPACT ON STUDENT ACHIEVEMENT?
>> THEY'RE GOING TO SEE STUDENTS LEARNING AT HIGHER RATES.
BUT THEY DON'T HAVE ALREADY DATA A LITTLE BIT, BUT I HAVEN'T BEEN DOING IT LONG ENOUGH YET TO SAY THAT TO ME.
>> I THINK THAT'S A CLEAR POINT TO CONSIDER.
LOOKING AT OUR DATA, LOOKING AT STUDENT ACHIEVEMENT, THAT WOULD BE A CRITICAL THING TO LOOK AT.
I UNDERSTAND WE TALK ABOUT TEACHER RETENTION AND I DO, AND SINCE NEIGHBORING DISTRICTS ARE NOT REALLY DOING THIS YET, I WOULD SAY THAT IS A CRITICAL POINT TO STILL CONSIDER.
>> YES, MA'AM. I AGREE AND THAT'S A LUXURY WE HAVE.
WE DON'T HAVE THAT URGENCY BECAUSE NONE OF OUR NEIGHBORS ARE DOING IT.
BUT WE'VE HAD TEACHERS TELL US TO OUR FACE, IF THIS DISTRICT DOES THIS, I LOVE YOU.
BUT THEY'RE GOING TO GO AND THERE'S NOTHING THAT WE CAN DO ABOUT IT.
THAT'S WHY WE'RE HAVING THIS CONVERSATION BECAUSE WE NEED TO GRAPPLE WITH THIS.
WE'RE NOT INTERESTED IN IT, THAT'S YOUR DECISION, THAT'S YOUR CALL.
BUT WE HAVE TO BRING YOU THIS INFORMATION BECAUSE OUR TEACHERS ARE ASKING FOR, THEY'VE BEEN ASKING FOR IT FOR FOUR YEARS.
I THINK IF WE'RE TO SURVEY OUR TEACHERS RIGHT NOW, PROBABLY 80% OF THEM ARE WANTING THAT OPTION 2.
AGAIN, THE CLOSEST DISTRICT TO US RIGHT NOW, PROBABLY THE LIBERTY HILL THAT'S DOING IT.
HERE IS WHERE OUR STAFF LIVE WERE TO DO THIS, IT WOULD BE A PROBLEM.
WHAT I'M CERTAIN ABOUT IS THAT IF WE HAVE A LOT OF VACANCIES AND WE CAN'T FILL THOSE POSITIONS, THERE'S NOT GOING TO BE A LOT OF STUDENT LEARNING IN THOSE CLASSROOMS.
>> I WILL JUST ADD ONE DATA POINT THAT I DID SHARE AT THE INPUT COMMITTEE MEETINGS THE FIRST TWO BEFORE WE CHANGED IT.
WE HAD IN 2018 19, I THINK ABOUT EIGHT SCHOOLS IN THE STATE OF TEXAS WE'RE RUNNING THIS TYPE OF CALENDAR.
NOW, RIGHT NOW, IT IS ABOUT OVER 150 DISTRICTS RIGHT NOW THAT ARE DOING IN THE STATE OF TEXAS.
NOW GRANTED, MOSTLY RURAL SMALLER DISTRICTS, BUT NONETHELESS, IT IS SOMETHING THAT PEOPLE ARE LOOKING AT.
>> I HAD A QUESTION. ON THE INSTRUCTIONAL DAYS, THIS CURRENT YEAR. WHAT WAS THE NUMBER?
>> I NEED TO LOOK BACK BECAUSE I'M NOT SURE THAT. OKAY.
>> WE'RE LOSING DAYS NO MATTER WHICH OPTION WE PICK, IS THAT CORRECT?
>> WE'RE EITHER LOSING TWO DAYS OR FOUR DAYS.
>> I KNOW MR. ESTRADA SAID THAT THE TEACHERS WOULD PREFER OPTION TWO, BUT HAVE WE ACTUALLY GIVEN THEM A LOOK AT THIS, AND HAVE THE GIVEN A SURVEY OR OUT OR ANYTHING TO SEE WHAT THEY WOULD LIKE?
>> WE HAVEN'T DONE AN ACTUAL SURVEY TO THE TEACHERS, BUT WE GAVE WE SHARED THE COUNTERS WITH THE PRINCIPALS WITH THE DISTRICT ADVISORY COMMITTEE MEMBERS AND THEIR JOB IS TO TAKE IT TO THE TEACHERS TO PRESENT AT THEIR CAMPUS, BRING US FEEDBACK AND BRING IT BACK.
[LAUGHTER] MR. CHARLES, WE'VE ALSO HAD HOW MANY MEETINGS DID YOU HAVE?
>> WE HAD THREE IN PERSON TO ONE VIRTUAL.
AND THEN WE'VE HAD THE E MAIL ADDRESS OR PEOPLE COULD PROVIDE AND WE DID HAVE PEOPLE SEND EMAILS.
>> THE FOUR OR FIVE MEETINGS THAT WE HAD, MOST OF THOSE WERE OUR STAFF MEMBERS, UNFORTUNATELY.
WE HAD MUCH MORE STAFF MEMBERS THAN PARENTS SHOW UP TO THOSE MEETINGS.
THAT'S WHEN I SAY 80%, IT'S LARGELY FROM THOSE MEETINGS.
>> OUR STAFF UNDERSTANDS ACADEMICALLY WHERE WE'RE AT.
>> LET ME SEE IF I UNDERSTAND THIS.
ALL TEACHERS HAVE HAD AN OPPORTUNITY TO LOOK AT BOTH CALENDARS.
>> I'M GOING TO LOOK TO THE AND THE DISTRICT ADVISORY COMMITTEE MEMBERS.
>> THEY'VE MADE A CHOICE NOT TO LOOK AT IT BECAUSE WE'VE MADE IT VERY PUBLIC.
[02:20:01]
YES, MA'AM. WE HAVEN'T TOLD THEM SIT DOWN AND LOOK AT THIS, BUT WE HAVE SENT IT OUT.>> BECAUSE I'VE HEARD THEM SAY THAT THEY'VE NOT SEEN THE CALENDARS.
THEY HAVEN'T VOTED ON THE CALENDAR.
>> WE DON'T VOTE ON THE CALENDARS.
WE SHARE THE INFORMATION FOR THEM TO REVIEW, AD THEY GIVE FEEDBACK, CORRECT?
>> TO THEIR DISTRICT ADVISORY MEMBER, TO THE PRINCIPALS THROUGH THE PEOPLE THAT WE ASKED FOR THAT INPUT.
>> ALSO, EVERY STAFF MEMBER RECEIVED IT ELECTRONICALLY WITH HOW TO GIVE FEEDBACK AS WELL.
IF PEOPLE ARE SAYING THEY HAVEN'T SEEN IT, THEN THEY'RE JUST NOT BEING HONEST BECAUSE THEY'VE CHOSEN NOT TO LOOK AT IT.
AND WE SENT THAT E MAIL TO EVERYBODY, COMMUNITY STAFF MEMBERS.
EVEN IF THEY DIDN'T WANT TO COME TO THAT MEETING, THEY COULD HAVE SENT INPUT AND SAID, I DON'T LIKE IT, WHATEVER IT IS, THEY COULD HAVE GIVEN US INPUT AT THAT TIME AS WELL.
>> THEY'LL STILL BE ABLE TO GIVE US FEEDBACK FOR THE NEXT MONTH, RIGHT? YES. I RUN THIS YEAR.
>> JUST FOR THE RECORD, WE HAVE 167 DAYS THIS YEAR.
>> THANK YOU. WE WOULD GAIN TWO.
>> YEAH, THAT'S THE THING THAT AS I HAVE TALKED WITH A HANDFUL OF COMMUNITY MEMBERS.
THE TYPICAL CALENDARS ADDS TWO DAYS, 169 DAYS.
IT'S JUST DO WE WANT THESE LARGE BREAKS OR DO YOU WANT TO SPREAD THOSE BREAKS OUT DIFFERENTLY? THEY'RE ALL GOING TO HAVE ISSUES.
WE HAVE PEOPLE WHO DON'T LIKE OUR CURRENT SCHEDULE EITHER, SO IT'S JUST A MATTER OF PREFERENCE AT THIS POINT.
>> THAT'S WHY THAT SIDE BY SIDE IS THERE SO THAT PEOPLE CAN LOOK AT IT THAT WAY AS WELL TO SEE WHAT THE DIFFERENCES ARE.
>> WE'RE JUST TRYING TO FIGURE OUT HOW, OUR PARENTS WOULD FIGURE OUT CHILDCARE FOR THAT DAY OFF.
>> THAT'S WHY I THINK THAT WHETHER WE GO WITH THIS OR NOT.
I THINK THERE IS AN OPPORTUNITY HERE FOR US SINCE WE'VE BEEN LOOKING AT IT FOR FOUR YEARS, AND FORTUNATELY, WE'RE NOT AT A 56% RETENTION RATE.
IT GIVES US A LITTLE BIT OF SPACE THIS YEAR TO REALLY THINK THROUGH WHAT ARE THOSE CHALLENGES AND TO MR. CHARLES POINT, DO WE DO A SURVEY WITH TEACHERS AND REALLY SPEND TIME GETTING IT OUT THERE BEFORE WE DECIDE FOR NEXT THE FOLLOWING YEAR.
I JUST WANT TO TAKE THE OPPORTUNITY TO THANK THE DISTRICT ADVISORY COMMITTEE MEMBERS.
THEY THINGS, TAKE THE FEEDBACK, HAVE TO CHANGE AND MOVE DATES AND TALK TO YOU BECAUSE THERE'S PARENTS IN THE COMMITTEE, THERE'S TEACHERS, TEACHING ASSISTANT, SOME OF THE PRINCIPALS HERE ON THAT COMMITTEE.
IT'S A LOT OF TIME AND EFFORT THAT GOES INTO THAT.
WANT TO APPRECIATE THEIR INPUT AS WE DEVELOP THIS CALENDAR.
>> I WAS JUST SO THE DRAFT TWO WE'RE THINKING COULD BE USED AS A RETENTION TOOL.
>> IN PLAIN TERMS, THAT'S WHAT IT IS.
IT'S A MECHANISM THAT DISTRICTS ARE USING TO RETAIN AND RECRUIT TEACHERS.
>> JUST TO ECHO MR. ESTRADA'S POINT, WHEN I WHEN I SHOWED THAT CALENDAR TO SEVERAL PEOPLE THAT WERE HIGH PERFORMING TEACHERS, THEY SAID, AS MR. ESTRADA SAID, LOVE LOCART, BUT I LIVE IN SAN MARCOS AND I DRIVE HERE.
IF THEY WENT TO A FOUR DAY CALENDAR, I'D STAY OVER THERE BECAUSE IT'S A LITTLE BIT EASIER FOR MY FAMILY AND HE SAID, AND I'D BRING MY WIFE MY WIFE WOULD TEACH THERE, VICE VERSA, IF YOU ALL WENT TO SOMETHING LIKE THIS, DEFINITELY KEEP ME HERE AND I WOULD BRING MY WIFE HERE.
>> I WAS JUST THINKING ABOUT INTERN. WE'VE GOT THIS CALENDAR.
WE'VE GOT OUR OWN INSURANCE PLAN.
PEOPLE DON'T HAVE TO DEAL WITH, YOU KNOW, CRAZY TRS THING, WE'VE GOT LION CARE.
THEN I'M SEEING THAT WE ARE BUILDING MORE COMPETITION WITHIN OUR DISTRICT SO THAT THOSE WHO ARE NOT PERFORMING AS WE THINK THEY SHOULD PERFORM, WE SHOULD HAVE SOMEBODY READY TO FILL THEIR CHAIR.
>> THAT'S AN INTERESTING POINT, SO THE SUPERINTENDENT TERRELL, THAT'S ACTUALLY A CONVERSATION THAT SHE HAD WITH THEIR STAFF LAST YEAR BECAUSE IT RAISES THE EXPECTATIONS.
YOU BECOME A PLACE TO WHERE YOUR RETENTION IS SO HIGH, YOU GET TO CHOOSE WHO WORK FOR YOU THAT YOU HAVE A CANDIDATE LIST THIS DEEP AND A POOL OF PEOPLE WHO REALLY WANT TO WORK IN YOUR SCHOOL DISTRICT.
THE EXPECTATIONS RAISE AND THE EXPECTATIONS FOR PERFORMANCE RAISE.
THE REALITY IS RIGHT NOW I WAS READING AN ARTICLE THIS MORNING, MORE THAN HALF OVER 50% OF THE TEACHERS IN THE STATE OF TEXAS FIRST YEAR TEACHERS THIS YEAR ARE ASR.
THEY'RE NOT TYPICALLY ACTUALLY, MANY OF THEM WEREN'T EVEN IN ASR PROGRAMS. THEY'RE
[02:25:01]
>> UNFORTUNATELY, THAT TREND IN PUBLIC EDUCATION IS NOT CHANGING.
TO ME, THE BEST THING THAT WE CAN DO AS LEADERS IN THE SCHOOL DISTRICT IS ENSURE THAT EVERY CHILD HAS A GREAT TEACHER.
THE DECISIONS THAT WE MAKE HAVE TO HAVE THAT IN MIND TO ENSURE HOW DOES EVERY CHILD HAVE THE BEST TEACHER? IT'S A SAD REALITY OF THE STATE OF PUBLIC EDUCATION IN TEXAS, BUT IT IS OUR REALITY.
WHEN I WAS THE PRINCIPAL AT PLUM CREEK ELEMENTARY, AND I REMEMBER FIRST GRADE OPENING, WE GOING TO HAVE 120 APPLICANTS.
I WOULD BET IF YOU ASK ANY OF OUR ELEMENTARY PRINCIPALS, IF THEY'VE EVER HAD OVER 100 APPLICANTS FOR A TEACHING POSITION, THEY'RE GOING TO SAY, NO, AND IT WASN'T THAT LONG AGO.
I'M NOT THAT OLD. BUT I HAVE COME A LONG WAY IN MY THINKING, FOUR YEARS AGO AND TOLD STEPHANIE HECK, NO, WE'RE NOT GOING TO CONSIDER THAT, WE'RE HAVING TROUBLE WITH OUR KIDS LEARNING FIVE DAYS A WEEK, HOW ARE WE GOING TO GO TO FALL? LOGICALLY THINKING.
BUT THE MORE THAT I THINK ABOUT IT AND ACTUALLY WHEN I SLOW DOWN AND LOOK AT, WE HAVE 160 DAYS KIDS ARE IN SCHOOL THIS YEAR.
THIS CALENDAR HAS 167 DAYS WHERE KIDS ARE IN SCHOOL NEXT YEAR.
ALL WE'RE DOING IS MAKING A CHOICE OF HOW WE DIVIDE OUR BREAKS AND DAYS OFF. NOW WE'RE DOING.
>> WE'RE SAYING THAT HELPS OUR NOT TO MENTION, WE'VE TALKED ABOUT HOUSING AND ALL THOSE THINGS.
I THINK THIS PUTS US IN A POSITION TO WHERE WE CAN BE VERY PICKY WITH WHO TEACHES OUR KIDS. I REALLY DO.
>> ALSO HELPS WITH ATTENDANCE [INAUDIBLE] BUT IF YOU'RE NOT DOING WELL, HAVE THREE DAYS OFF.
I'M GOING TO COME BACK AND START ALL OVER AGAIN AND NO BEHIND.
THE TERRORIZED DEPUTIES WHO TOLD ME THAT THEY HAD BEEN STRUGGLING WITH ATTENDANCE IN THE 80S BEFORE THEY INTRODUCED THIS CALENDAR AND AFTER COVID, THEY JUST COULDN'T GET IT BACK UP AND IT HELPED WITH THAT THEY WERE SITTING 92, 93% CONSISTENTLY NOW.
>> THEIR TEACHING POOL HAS INCREASED.
>> THEY HAVE THE ABILITY TO PICK THE BEST.
THOSE THAT ARE NOT PERFORMING, THEN I'M GUESSING THEY CAN HELP THEM GO ELSEWHERE.
>> I MISSED THE PORTION OF THIS BECAUSE I WAS FREEZING TO DEATH [LAUGHTER] SOMEBODY FORGOT TO TURN ON THE HEAT TONIGHT.
BUT FROM WHAT I'M LOOKING AND WHAT I'M HEARING, WE'RE TALKING ABOUT FOUR DAY WEEKS FOR A LOT OF THE WEEKS THAT WE HAVE ON THIS SECOND CALENDAR.
>> IT'S 18 OF THE 36 WEEKS THAT WE HAVE SO IT'S 18 ONLY.
>> I HAVE WORKED FOUR DAY WEEKS AND THEY WERE WONDERFUL.
I WASN'T TEACHING KIDS WHEN I DID THAT, BUT IT MADE ME FEEL SPECIAL.
THERE ARE DAYS WHEN THEY HAVE FRIDAY, BUT THEY HAVE TO BE HERE WITHOUT THE KIDS.
THAT'S ALSO SOMETIMES FOR SOME TEACHERS.
>> I THINK THE THINGS THAT WE KEPT PARING WAS THEY WANTED TO SEE THAT PD DURING THE YEAR AND THEY HAD THAT TIME TO AS MR. ESTRADA SAID THEY COULD PLAN, LOOK AT DATA AND THEN BE READY FOR THE KIDS TO COME BACK AND HAVE THAT TIME TO PLAN OUT.
>> WOULD ALSO GIVE THEM SOME EXPERIENCE WITH THAT FOUR DAY WORK WEEK SO THEY MIGHT WANT TO PUSH FOR THAT LATER ON.
WHATEVER'S GOING TO MAKE THEM HAPPIER AND IF THEY'RE HAPPIER, THEY'RE HOPEFULLY GOING TO WORK HARDER, FOR ME, I'M HERE TO SUPPORT THE TEACHERS AS MUCH AS I CAN SO LET ME KNOW.
>> I DO WANT TO THANK MR. ESTRADA.
HE'S NOT KIDDING WHEN HE SAYS HE WAS LIKE, NOPE.
HE FINALLY WHEN HE SAID LET'S PUT IT OUT. LET'S LOOK AT IT.
BECAUSE THE COMMITTEE WAS ALWAYS LIKE, CAN WE DO OUR FOUR DAY CALENDAR THIS YEAR? BECAUSE THEY WERE DOING IT FOR THE PAST THREE OR FOUR YEARS.
THEY DID A LOT OF WORK ON THIS CALENDAR WORKING WITH SECONDARY TEACHERS, ESPECIALLY IN THE ACC.
>> HE CAN BE DIFFICULT SOMETIMES [LAUGHTER] BUT HE WASN'T EXACTLY BASHFUL SAYING THAT BEFORE ABOUT BEING OPPOSED.
>> BUT NO, WE'VE LOOKED AT IT AND I THINK THAT WHETHER WE GO WITH THAT ONE OR NOT.
I THINK THERE'S JUST BEEN A LOT OF WORK PUT INTO IT, THAT I THINK THERE WAS A LOT OF PULLING AROUND DAYS, AND WHEN YOU START THINKING STRATEGICALLY OF WHERE YOU PLACE THOSE DAYS IN THE YEAR, I THINK IT MAKES A BIG DIFFERENCE.
>> I JUST HAD ONE MORE QUESTION.
HISTORICALLY, THE BOARD HAS TAKEN YOUR ROLE AS ELECTED BOARD MEMBERS TO MAKE THIS DECISION AND WE HAVEN'T PUT OUR CALENDARS OUT FOR A VOTE IN PROBABLY A DECADE.
OUR PLAN WAS JUST TO BRING THIS BACK NEXT MONTH AGAIN, BUT I DID HEAR A COUPLE OF TIMES ABOUT VOTING.
[02:30:01]
I'D JUST LIKE TO GET SOME ENSURE THAT WE'RE FOLLOWING YOUR WISHES TO BRING THIS BACK [OVERLAPPING] TO THE BOARD.WITH ALL THE INFORMATION AND DATA AND FEEDBACK THAT WE HAVE, THEN YOU GUYS CAN MAKE A DECISION, OR IN THE MEANTIME, DO YOU WANT US TO PUT IT OUT FOR STAFF OR PARENTS?
>> I WANT STAFF BECAUSE TO ME, WHAT IS STAFF GOING TO BE COMFORTABLE WITH WHAT ARE THEY WANTING TO DO? BECAUSE IF THE STAFF IS HAPPY, IF THE STAFF AND THE KIDS ARE ACHIEVING, THEN HEY, WHO AM I TO SAY NO TO NUMBER TWO OR NUMBER ONE? FOR ME, THAT'S A CONCERN, THEIR FEEDBACK.
WHAT ARE THEIR THOUGHTS ON THE PLUSES, THE CONS, PROS, ETC?
>> I LIKE STAFF AND PARENTS, FEEDBACK AS WELL.
>> DR. SANCHEZ JUST SAID STAFF.
>> STAFF MEANING TEACHERS AND THE EMPLOYEES.
>> YES. TEACHERS AND EMPLOYEES.
BECAUSE THEY'RE IN THE TRENCHES.
THEY'RE THE ONES THAT ARE IMPACTING STUDENT ACHIEVEMENT, AND IF IT'S FOUR DAYS OR IT'S FIVE DAYS, AND IT'S QUALITY INSTRUCTION AND YOU'RE GETTING THE RESULTS YOU NEED.
>> I DEFINITELY WANT OUR STAFF TO BE HAPPY.
BUT IT'S JUST LIKE I SAID, THEY'RE PART OF OUR COMMUNITY AS WELL AND OUR DISTRICT FOR THEIR KIDS SO JUST WANT TO GET THEIR FEEDBACK AS WELL.
I DEFINITELY WANT OUR STAFF TO BE HAPPY AND ONE.
>> I JUST THINK COMPETITION IS GOOD, AND THIS IS GOING TO BRING US TO A POINT WHERE PEOPLE ARE COMPETING TO GET HERE BECAUSE WE HAVE THAT, THEN THAT, I THINK STRENGTHENS US OVERALL, BECAUSE WE CAN BE VERY SELECTIVE AND WHO WE HAVE WORKING IN.
YOU ALWAYS WANT THE BEST IN YOUR GROUP.
IF THIS DOES THAT FOR US, THEN I CAN SUPPORT THAT.
>> YOU WANT TO DO A SURVEY FOR TEACHERS AND EMPLOYEES ON THESE TWO CALENDARS AND BRING THAT DATA BACK NEXT MONTH, IS THAT WHAT I'M HEARING?
>> I WOULD THINK THAT THAT WOULD BE DATA FOR US TO LOOK AT.
>> I'D LIKE TO SEE IT BROKEN DOWN ALSO BY SECONDARY VERSUS ELEMENTARY.
>> ADMINISTRATORS, NON TEACHING EMPLOYEES.
>> THAT'S FOR ALL THOSE ROLES WHEN THEY FILL OUT THE SURVEY.
>> I WOULD LIKE TO SEE HOW IT LOOKS JUST ACROSS.
>> I'LL DEAL WITH THAT. I DIDN'T GET IT.
I DON'T KNOW WHAT THEY'RE TALKING ABOUT.
I DON'T KNOW, I'M LIKE WELL [OVERLAPPING] GIVEN THAT INFORMATION.
NO, WE WEREN'T. OKAY. I [OVERLAPPING] WANT PEOPLE TO GET THE INFORMATION.
>> YOU'VE BEEN TASKED, ANY OTHER QUESTIONS? THANK YOU, DOCTOR.
ITEM 7, GUARANTEED MAXIMUM PRICE,
[Guarantee Maximum Price (GMP) No. 3 for Seawillow Middle School]
GMP NUMBER 3 FOR SEAWILLOW MIDDLE SCHOOL MR. CHAPMAN.>> GOOD EVENING, PRESIDENT WRIGHT, SUPERINTENDENT ESTRADA, BOARD OF TRUSTEES.
WE'RE JUST COME TO COMMUNICATE.
WE'RE GOING TO GO FOR GMP NUMBER 3.
THIS IS OUR FINAL GMP WITH THE REMAINING SCOPES OF WORK.
WE'VE ALREADY DONE TWO WITH SELECTED STUFF TO KEEP OUR BUDGET UNDER.
WE LOOKING PRETTY GOOD RIGHT NOW.
WE'VE ALREADY STARTED EARTHWORK ON THE ACTUAL SCHOOL, AND THE GROUNDBREAKING IS TOMORROW AT 2:00.
>> ARE THERE SIGNS AND BALLOONS EVERYWHERE, SO WE'LL KNOW WHERE TO GO?
>> RENEE WOULD LIKE TO KNOW IF THERE WILL BE BARBECUE [LAUGHTER] ACTUALLY, NO. WILL BE CATERED BY CHICK FILLET [LAUGHTER]
>> WE'RE HAVING THE MEETING AT 2:00, INSTEAD OF NOON LIKE IT WAS OR EARLIER BECAUSE OF WHAT WAS THAT? WHY DIDN'T WE HAVE TO PUSH IT BACK?
>> BECAUSE OF MR. GUYTON, IT'S YOUR FAULT.
>> OH, YOU GUYS ASKED MY OPINION.
>> MR. GUYTON IS GOING TO TAKE US OUT BACK TO THE RIGHT.
TERRY BLACKS AFTER THE TREAT THE MAKEUP FOR.
>> THERE YOU GO. ANY OTHER QUESTIONS OR ANYTHING? ANY QUESTIONS?
>> DID YOU TALK ABOUT A PRICE OR WE DID THE BUDGET?
>> THE PRICE WILL COME IN FEBRUARY, THE NEXT BOARD MEETING IN FEBRUARY.
WE'LL HAVE THE PRICE THE ACTUAL BID OPENING IS END OF JANUARY.
>> IT WAS INTERESTING WHERE ALL THIS WORK STARTING ALREADY AND WE QUITE HAVE PINNED THAT DOWN.
>> THIS IS THE THIRD GMP AT ONCE.
>> WE KNOW WHERE WE'RE GOING TO BE, SO WE'RE NOT TOO CONCERNED ABOUT IT.
[02:35:01]
>> SEVEN J SENATE BILL 11, DR. CAMARILLO.
[Senate Bill 11]
>> GOOD EVENING. THIS IS ONE OF THE PARTS OF SENATE BILL 11 PRAYER IN SCHOOLS THAT WAS REQUIRED OF US TO MAKE A DECISION ON.
THIS ALLOWS SCHOOL BOARDS BY A RECORD VOTE ON A RESOLUTION TO ADOPT THE POLICY REQUIRING EVERY CAMPUS TO PROVIDE STUDENTS AND EMPLOYEES AN OPPORTUNITY TO PARTICIPATE IN A PERIOD OF PRAYER AND READING OF THE BIBLE OR THE RELIGIOUS TEXT.
THIS REQUIRES YOU ALL TO TAKE A VOTE ON THE RESOLUTION, WHETHER YOU WISH TO ADOPT THIS POLICY OR NOT.
IT MUST BE A RECORD VOTE AND MUST BE DONE BY MARCH 2026.
WHAT IT IS IS IT REQUIRES THAT CONSENT FORM WAIVER FOR ANY STUDENT OR EMPLOYEE CHOOSING TO PARTICIPATE IN THE PERIOD OF PRAYER OR RELIGIOUS STUDY.
IT ALLOWS SCHOOLS MUST DESIGNATE NON INSTRUCTIONAL TIME FOR THIS SO THAT CAN'T BE DONE DURING AN INSTRUCTIONAL TIME, WHICH WE'VE SPOKEN THROUGH IT BEING BEFORE AND AFTER SCHOOL.
STUDENTS WHO CHOOSE TO PARTICIPATE IN THIS MUST DO SO IN A PRIVATE SPACE.
WHAT THE THINGS WE CANNOT DO IS WE CANNOT USE THE PA SYSTEM FOR THAT OPPORTUNITY.
WE CAN AGAIN, SUBSTITUTE THIS TIME FOR ANY INSTRUCTIONAL TIME.
IT MUST NOT ABRIDGE THE RIGHTS UNDER THE US CONSTITUTION AND DOES NOT PROHIBIT INFORMAL PRAYER OR RELIGIOUS STUDY NOT DESIGNATED BY THIS POLICY.
>> WHAT DO YOU MEAN NO PA SYSTEM YOU CAN'T EVEN ANNOUNCE IT'S ABOUT TO BE CLEAR OR WHATEVER?
>>WE WILL USE THAT TIME TO HAVE SOMEBODY COME AND DO THE PRAYER OVER THE INTERCOM SYSTEM OR SAY, THIS IS WHAT WE'RE DOING BECAUSE IT'S ALL INSTRUCTIONAL TIME WHEN SCHOOL STARTS.
>> THEY PUT LANGUAGE LIKE THAT BECAUSE THE REALITY IS KIDS IN SCHOOL CURRENTLY HAVE TIME TO PRAY.
TYPICALLY, YOUR PLEDGE ALLEGIANCE, YOUR MOMENT OF SILENT PRAYER, THEY'LL HAVE TIME TO DO THAT.
THAT'S DONE OVER THE PA SYSTEM.
THAT'S PRETTY STANDARD ACROSS SCHOOLS ACROSS TEXAS.
THEY'RE TRYING TO MAKE SURE THAT SCHOOLS UNDERSTAND THAT DOESN'T COUNT.
>> OUR THINKING IS TO DESIGNATE BEFORE SCHOOL, SOMETHING.
>> BEFORE SCHOOL AND AFTER SCHOOL, THOSE WOULD BE THE NON INSTRUCTIONAL TIMES THAT THEY COULD DO THAT.
>> SINCE IT REQUIRES SOME STUDENT OR STAFF TO OPT IN, WE'RE NOT GOING TO FORCE ANYBODY TO PARTICIPATE?
>> THE MEETING OR WHATEVER WOULD BE DONE IN PRIVATE SO THAT NOBODY I GUESS YOU WOULDN'T EVEN ACCIDENTALLY OVERHEAR ANYTHING YOU DIDN'T WANT TO HEAR.
>> BUT IN A PRIVATE SPACE, YES, SIR, WE DESIGNATE THAT LOCATION.
BUT WE HAVE THE OPTION TO ADOPT A POLICY OR NOT TO ADOPT A POLICY.
>> THIS IS JUST RIGHT NOW FOR INFORMATION ONLY AND THEN NEXT MONTH, WE'LL HAVE YOU VOTE ON THAT RESOLUTION AND THEN WE'LL HAVE ANOTHER STANDING ITEM FOR THE POLICY SHOULD YOU WISH TO ADOPT IT SO THAT YOU CAN MOVE ON TO WHAT THAT POLICY ADOPTION LOOKS LIKE.
IF YOU DECIDE NEXT MONTH, WE'RE NOT GOING TO ADOPT THIS POLICY, THEN WE WOULD SKIP OVER THAT ITEM, AND THERE'S NO POLICY THAT'S NEEDED TO BE INCLUDED.
>> I HAD A QUESTION. WOULD THERE BE LIKE YOU SAID THEY MUST HAVE A PRIVATE SPACE? WE NEED TO FIND 15 PRIVATE SPACES FOR 15 DIFFERENT RELIGIONS?
>> IT WOULD DEPEND ON WHAT THEY'RE ASKING FOR.
>> IT COULD BE IT HASN'T BEEN DESIGNATED IN THE POLICY THAT SAYS, HAS TO BE 15 DIFFERENT SPACES.
IT'S JUST A PRIVATE SPACE FOR THEM TO DO THAT.
>> THAT'S MY UNDERSTANDING. IT'S NOT INSTRUCTION.
IT'S JUST A SPACE TO WHERE IF THEY WANTED TO PRAY OR IT'S NOT LIKE YOU GO HERE FOR THIS RELIGION, YOU GO HERE FOR THAT RELIGION AND WE'RE GOING TO DO THAT'S NOT WHAT IT IS.
MY UNDERSTANDING YOU COULD HAVE DIFFERENT RELIGIONS IN THE SAME SPACE.
YOU HAVE TO PROVIDE SOMEWHERE FOR THEM THAT'S QUIET WHERE THEY CAN HAVE THAT TIME OF PRAYER.
>> NO, I WAS JUST WONDERING IF WE CAN CONSIDER IT A CLUB THAT EACH GROUP CAN HAVE THEIR OWN CLUB.
BUT YOU'RE JUST TALKING ABOUT SPACE THAT THEY CAN GO TO AND PRAY.
SOMETHING TO BE INTERESTED IN LATER ON A SCHOOL.
>> I REALLY WANTED TO BE. A CLUB IS GENERALLY THOUGHT OF AS BEING AFFILIATED WITH [OVERLAPPING].
>> WE ALREADY HAVE THAT STUDENT LED.
I'VE ATTENDED BIBLE STUDY THAT IS STUDENT THAT I'VE CHECKED IN ON.
THOSE THINGS ARE HAPPENING IN OUR SCHOOLS.
>> THAT WAS MY QUESTION. IS IT ALREADY HAPPENING?
>> NOT FOR ELEMENTARY KIDS. THAT'S HIGH SCHOOL.
>> I GUESS FOR ME, THE FACT THAT IT'S COMPLETELY VOLUNTARY AND THAT IT WILL BE HELD IN A PRIVATE SPACE THAT TAKE SOME OF MY CONCERNS AWAY FROM IT.
>> WHAT ARE OTHER SCHOOL DISTRICTS?
>> I HAVE NOT MR. STARTER POLY.
>> EVERYONE. IT'S FUNNY, I WAS ON A TEXT CHAIN WITH AROUND 50 SUPERINTENDENTS LAST WEEK AND EVERYONE'S LIKE, WHAT ARE YOU ALL DOING?
[02:40:05]
EVERYONE'S WAITING UNTIL THE END OF FEBRUARY TO MAKE A DECISION.NOW, WHAT THAT TELLS ME IS THAT, THAT'S A CHOICE THAT EVERY SCHOOL BOARD IS GOING TO MAKE AND SUPERINTENDENTS ACROSS THE STATE ARE UNSURE WHAT THEIR SCHOOL BOARDS ARE GOING TO DO.
LIKE MIKE SAID, OR PARDON ME, PRESIDENT WRIGHT SAID, THAT IT'S VOLUNTARY AND ALL THAT.
WELL, GUESS WHAT? IT'S VOLUNTARY RIGHT NOW.
YOU CAN GET TOGETHER A GROUP OF KIDS AND YOU CAN GO PRAY YOUR LITTLE BRAINS OUT ALL YOU WANT, OR YOU CAN CHOOSE NOT TO.
IT'S NOT PUSHED ALMOST ANYTHING.
I FEEL LIKE THIS IS JUST ONE OF THOSE GAMES THAT WE WANT TO PLAY POLITICAL GAMES WHERE THEY'RE WANTING US TO MAKE A DECISION THAT FOR ME HAS ALREADY BEEN MADE.
WHY DO I HAVE TO MAKE IT AGAIN? YOU KNOW WHAT I'M SAYING? SO I HAVE AN ISSUE WITH THE FACT, AND DON'T GET ME WRONG.
I'M FINE WITH YOU PRAYING WHENEVER YOU WANT TO.
I COULD BE PRAYING RIGHT NOW AND I'M NOT BOTHERING ANYBODY.
BUT THE WHOLE POINT IS, WHY DO I HAVE TO MAKE IT A THING INSTEAD OF JUST LETTING IT NOT BE A THING, WHICH IT HASN'T BEEN.
SO INSTEAD OF SPENDING THAT TIME TRYING TO PLAY GAMES WITH THIS, I WISH THEY HAD SPENT MORE TIME ON SCHOOL BUDGET. [OVERLAPPING]
I BELIEVE WE HAVE RIGHT NOW, THE ABILITY FOR KIDS, THEY'RE FREE TO PRAY INDIVIDUALLY AND WITH GROUPS AND BEFORE SCHOOL AND AFTER SCHOOL AND DURING SCHOOL AND FREE TO READ SILENTLY, TAKE THEIR BIBLE OUT IF THEY WANT AFTER THEY'VE FINISHED DOING THEIR WORK.
I FIND THAT THIS IS PLAYING GAMES AND I DON'T LIKE TO PLAY GAMES.
>> I CHANGED MY MIND SINCE BARBARA WANTS.
>> THE FIRST TIME I'VE EVER GOING TO AGREE WITH YOU. [LAUGHTER]
>> I WAS GOING TO SAY I THINK I HEARD NICOLE SAY, AMEN BACK THERE.
>> I JUST WANTED TO PUT THAT OUT THERE BECAUSE I WANT PEOPLE TO UNDERSTAND HOW WE FEEL LIKE WE'RE BEING PUT ON THE SPOT.
>> I'VE BEEN PRAYING ALL DURING THIS MEETING, [INAUDIBLE].
>> I'LL BE PRAYING WHEN I GO HOME TIME.
>> I'M PRAYING THAT THIS DISCUSSION IS NOW OVER.
[LAUGHTER] THANK YOU, DR. CAMARILLO.
WE MOVE ON TO ITEM 8, COMMUNICATION ACTION.
[Consider and/or Approve Proclamation of February as Career and Technical Education (CTE) Month]
A, CONSIDER AND OR APPROVE PROCLAMATION OF FEBRUARY AS CAREER AND TECHNICAL EDUCATION, CTE MONTH.>> GOOD EVENING, BOARD PRESIDENT, WRIGHT, MEMBERS OF THE SCHOOL BOARD AND SUPERINTENDENT ESTRADA.
MY NAME IS KATIE RATLIFF, AND I'M THE CTE AND CCMR COORDINATOR.
I'M HERE TONIGHT TO ASK YOU TO CONSIDER THE PROCLAMATION OF FEBRUARY AS CAREER AND TECHNICAL EDUCATION, CTE.
>> SO WE HAVE A RESOLUTION, ALSO HAVE A MOTION TO APPROVE IT.
>> I'M READY TO MOVE. I MOVE TO APPROVE THE CAREER AND TECHNOLOGY EDUCATION, CTE PROCLAMATION AS PRESENTED.
>> WE HAVE A MOTION, WE HAVE A SECOND.
ALL OF THOSE IN FAVOR, RAISE YOUR HAND AND SAY AYE.
>> ANY OPPOSE? PASSES SEVEN TO ZERO.
VERY GOOD. WE ARE NOT GOING TO CONSIDER 8B.
WE MOVE ON TO 8C, CONSIDER AND OR APPROVE LOCAL POLICY UPDATES,
[Consider and/or Approve Local Policy Updates: DBA (LOCAL): EMPLOYMENT REQUIREMENTS AND RESTRICTIONS CREDENTIALS AND RECORDS; DK (LOCAL): ASSIGNMENT AND SCHEDULES; DNA (LOCAL): PERFORMANCE APPRAISAL EVALUATION OF TEACHERS; EB (LOCAL): SCHOOL YEAR; EFB (LOCAL): INSTRUCTIONAL RESOURCES LIBRARY MATERIALS]
DBA (LOCAL) EMPLOYMENT REQUIREMENTS AND RESTRICTION CREDENTIALS AND RECORDS, DK (LOCAL) ASSIGNMENTS AND SCHEDULES, DNA (LOCAL) PERFORMANCE APPRAISAL, EVALUATION OF TEACHERS, EB LOCAL, SCHOOL YEAR, EFP LOCAL, INSTRUCTIONAL RESOURCES LIBRARY MATERIAL. DR. CAMARILLO.>> I PROMISE I'LL MAKE THIS QUICK.
AS I MENTIONED LAST MONTH, WE HAD THE POLICY UPDATES FOR 126.
THESE ARE POLICY UPDATES THAT NEEDED TO HAPPEN BECAUSE OF THE WAY WE AMENDED THE DISTRICT OF INNOVATION.
THESE WERE SPECIFIC POLICIES THAT WERE AFFECTED BY THAT.
DBA (LOCAL), WHAT WE'VE BEEN DOING IS HAVING TEACHERS WHO MAY OR MAY NOT BE CERTIFIED.
THIS EXEMPTS US FROM THAT REQUIREMENT IF THEY HAVE PROPER INDUSTRY CERTIFICATION OR COMPARABLE INDUSTRY EXPERIENCE.
BUT THESE ARE IN NON-CORE CLASSES, DK (LOCAL), ASSIGNMENT AND SCHEDULES.
THIS ALLOWS MR. ESTRADA, OUR SUPERINTENDENT TO TAKE A RECOMMENDATION FROM A PRINCIPAL TO SAY THEY'RE GOING TO PUT THIS TEACHER WHO'S NOT CERTIFIED THAT HAS INDUSTRY EXPERIENCE IN THIS NON-CORE AREA.
DNA (LOCAL), PERFORMANCE APPRAISAL EXEMPTS US FROM INSERTING STATE MANDATED ASSESSMENT SCORES AS PART OF TEACHER EVALUATIONS.
FOR E POLICIES, EB (LOCAL), WE'RE EXEMPT FROM THE REQUIREMENT THAT SAYS YOU CANNOT START SCHOOL BEFORE THE FOURTH MONDAY IN AUGUST.
THEN THE LAST ONE IS EFB (LOCAL).
THIS ALLOWS US TO CONTINUE OUR REVIEW INSTRUCTIONAL RESOURCES AND LIBRARY MATERIALS AND HOW THEY'RE ADDED TO OUR LIBRARY.
[02:45:02]
>> ANY DISCUSSION? IF NOT, I'LL HEAR A MOTION.
>> I MOVE TO APPROVE THE BOARD POLICIES, DBA (LOCAL), EMPLOYEE REQUIREMENTS AND RESTRICTIONS, CREDENTIALS, AND RECORDS, DK (LOCAL), ASSIGNMENT AND SCHEDULES, DNA (LOCAL), PERFORMANCE, APPRAISAL EVALUATIONS OF TEACHERS, EB (LOCAL), SCHOOL YEAR, EFB (LOCAL), INSTRUCTIONAL RESOURCES, LIBRARY MATERIALS AS PRESENTED.
>> WE HAVE A MOTION, WE HAVE A SECOND.
ALL THOSE IN FAVOR, RAISE YOUR HAND, SAY AYE.
>> ANY OPPOSED? PASSES SEVEN TO ZERO.
>> ITEM 8D WILL NOT BE CONSIDERED TONIGHT, SO WE MOVE ON TO NINE, CLOSED SESSION.
[CLOSED SESSION]
THE BOARD OF TRUSTEES ON JANUARY 20, 2026, BEGINNING AT 9:16 PM WILL CONVENE IN CLOSED SESSION IN ACCORDANCE WITH THE TEXAS OPEN MEETING ACT FOR THE PURPOSE OF DISCUSSING ITEMS LISTED UNDER TEXAS GOVERNMENT CODE SECTION 551.072-551.074.NO FINAL ACTIONS. DECISIONS OR VOTES WILL BE TAKEN WHILE THE BOARD IS IN EXECUTIVE SESSION.
[NOISE] THE BOARD ENDED ITS CLOSED SESSION AT 9:53 PM ON JANUARY 20TH, 2026.
WE WILL NOW MOVE ON TO 10, COMMUNICATION ACTION A,
[Consideration and/or Possible Approval of Superintendent's Year-End Evaluation]
CONSIDERATION OF POSSIBLE APPROVAL OF SUPERINTENDENT'S YEAR END EVALUATION. DO I HEAR A MOTION?>> SEE, HOW DOES IT READ? MR. PRESIDENT, I MOVE THAT WE APPROVE THE SUPERINTENDENT'S YEAR END EVALUATION AS DISCUSSED IN THE CLOSED SESSION.
>> WE HAVE A MOTION, WE HAVE A SECOND.
ALL THOSE IN FAVOR, RAISE YOUR HAND AND SAY AYE.
>> ANY OPPOSED? PASSES SEVEN TO ZERO.
WE MOVE ON TO BOARD AND STAFF COMMENTS,
[BOARD AND STAFF COMMENTS - ITEMS OF COMMUNITY INTEREST]
ITEMS OF A COMMUNITY INTEREST.>> THANK YOU. I'D LIKE TO JUST DO A SHOUT OUT FOR THE MARIACHIS THAT CAME EARLIER TODAY.
THEIR SKILLS ARE WAY HIGHER THAN I THOUGHT THEY WOULD EVER BE, AND I THINK THAT'S A CREDIT TO THEIR INSTRUCTOR.
I WANTED TO SAY ABOUT THE MUSICIANS AS WELL THAT WE RECOGNIZED EARLIER.
GOOD JOB. I'VE SEEN THOSE GUYS PERFORM AND THEY'RE JUST TOP NOTCH.
>> CONGRATULATIONS TO ALL THE STUDENTS THAT WERE HONORED.
THEY KEEP SHOWING US THAT LONG AS WE PROVIDE THEM THE OPPORTUNITY, THEY WILL GIVE US WHAT WE WANT AND THEY'LL GIVE THEMSELVES WHAT THEY WANT.
WE HAVE TO EXTEND THAT OPPORTUNITY AND WE NEED TO REMEMBER THAT THAT'S WHAT WE'RE HERE FOR.
WHATEVER WE CAN DO AS A BOARD, I HOPE WE CONTINUE TO DO THAT, MAKE THINGS AVAILABLE FOR STUDENTS.
THE MARIACHI GROUP IS ONE WHEN IT COMES TO MIND, WAS AN IDEA, AND NOW IT'S A REALITY.
I'M EXCITED THAT I'M HERE TONIGHT BECAUSE I DIDN'T KNOW IF I WOULD BE.
I ONLY HAD ONE COUGHING JAG, SO I'M EXCITED ABOUT THAT.
>> THANK YOU, KARINE FOR BRINGING HIM A COUGH DRAW. YOU FORGOT THAT.
[LAUGHTER] TO OUR ALL-STATE MUSICIANS, THE MARIACHI GROUP.
I LIKE WHAT ONE OF THE PERFORMERS SAID IN THE VIDEO.
I THINK THAT'S KEY THAT WE HAVE TO REMEMBER.
SHE SAID, THANK YOU FOR HELPING US REALIZE OUR PASSION.
THAT REALLY IS WHAT OUR JOB IS, TO PROVIDE THAT FOR THEM IS SOMETHING THAT THEY WILL TAKE WITH THEM THROUGHOUT LIFE.
I JUST REALLY APPRECIATE THE HARD WORK THAT THEY'RE DOING, MR. BENAVIDES WITH THAT GROUP.
THEY'RE DOING SOME REALLY GOOD THINGS, AND IT'S JUST GREAT TO SEE ALL OF THAT FLOURISHING HERE.
ALL OF OUR STUDENTS COMPETING AT THE STATE LEVEL, OVERCOMING ALL THE OBSTACLES THAT WE SEE THEM OVERCOMING TO BE ABLE TO COMPETE IS JUST REALLY IS HEARTWARMING.
THANK YOU TO THE STUDENTS THAT EVERY YEAR MAKE BOARD APPRECIATION IN JANUARY SO SPECIAL, THE TEACHERS, EVERYBODY INVOLVED WITH THAT, EXECUTIVE TEAM, ALL FACETS OF THE DISTRICT, I REALLY APPRECIATE THAT EACH AND EVERY TIME.
>> I WANT TO ECHO WHAT EVERYBODY SAID, AS WELL.
MARIACHI ACADEMIC, ALL-STATE, JUST A GREAT JOB ON ALL STUDENTS BEING HONORED TONIGHT.
THANK YOU TO BLUEBONNET ELEMENTARY, MS. [INAUDIBLE] AND HER STUDENTS FOR RECOGNIZING MYSELF TONIGHT AS WELL.
[02:50:02]
SO THANK YOU TO ALL OF YOU.CONGRATULATIONS ON SCHOOL BOARD MONTH AS WELL.
ALSO, CONGRATULATIONS TO PRIDE, I BELIEVE, FOR A SUCCESSFUL DR. MARTIN LUTHER KING DAY YESTERDAY.
GREAT JOB ON OUR STUDENTS AS CHOIR, OUR FOOTBALL TEAM, ATHLETICS THAT CAME OUT TO WALK YESTERDAY.
FORMER LOCKER LINE, CURTIS CLAY CAME TO BE A SPECIAL GUEST SPEAKER, SO GREAT JOB ALL AROUND BY THE FOOD AND EVERYTHING WAS A SUCCESS.
>> I JUST WANT TO ECHO WHAT EVERYBODY HAS SAID ABOUT THE PEOPLE THAT WE HONOR AND RECOGNIZE EVERY MONTH.
I KNOW WE GO OVER A LOT OF DATA IN OUR BOARD MEETINGS ABOUT WHERE WE ARE ON TEST GRADES AND IMPROVEMENTS OF 1.5.
BUT WHEN WE RECOGNIZE STUDENTS AND THE MARIACHI BAND AND THE BAND MAKING ALL-STATE, THOSE DON'T SHOW UP IN THOSE NUMBERS, AND THERE ARE TRULY SOME FANTASTIC, WONDERFUL THINGS THAT HAPPEN WITHIN THIS DISTRICT.
SO I'M SO HAPPY THAT WE GET THE OPPORTUNITY TO BE ABLE TO RECOGNIZE THOSE STUDENTS BECAUSE THOSE ACHIEVEMENTS AREN'T SHOWN IN DATA THAT WE LOOK AT AND THAT WE CONCENTRATE SO HARD ON, WHICH IT'S IMPORTANT, BUT I LOVE THAT WE GET THE OPPORTUNITY TO RECOGNIZE THOSE THAT THEY DON'T GET TO SHOW UP IN THAT DATA.
ALSO, THANKS TO NAVARRO FOR MY BANNER. BUT NOBODY ELSE GOT IT.
>> I NEED TO FIGURE OUT WHERE I'M GOING TO PUT IT, BUT THANK YOU VERY MUCH.
I JUST I REALLY ENJOYED THE MARIACHI, THE MALE SINGER THAT WHEN HE SING, IT JUST GAVE ME GOOSE BUMPS BECAUSE THAT WAS TREMENDOUS.
THE FEMALE SINGER WAS GREAT, TOO, BUT WHEN HE OPENED HIS VOICE, THAT POWERFUL VOICE, IT JUST GAVE ME GOOSE BUMPS. CONGRATULATIONS.
>> EXCUSE ME, CONGRATULATIONS TO ALL THE STUDENTS WE RECOGNIZED.
IT'S ALWAYS GREAT TO SEE HOW STUDENTS ARE BEING SO SUCCESSFUL IN ALL THESE CATEGORIES. IT'S ALWAYS IMPRESSIVE.
AGAIN, I JUST REALLY, REALLY ENJOYED THE MARIACHI GROUP.
I TOO WAS IMPRESSED, ESPECIALLY WITH A GUY WITH THE CORVION, AND OF COURSE, THE SINGER, IT'S IMPRESSIVE TO SEE HOW MANY TALENTS ALL OF OUR STUDENTS HAVE IN SO MANY DIFFERENT AREAS.
THAT'S ALWAYS A GREAT PART OF IT.
AGAIN, THANK YOU FOR EVERYBODY THAT HELPED US WITH THE RECOGNITION, AND WE APPRECIATE YOU RECOGNIZING THE FACT THAT WE CHOSE TO VOLUNTEER TO SERVE.
BUT IT'S ALWAYS GREAT TO SEE THAT PEOPLE ARE RECOGNIZING THAT WE DO CARE ABOUT OUR ROLE.
ALSO, I LOVE THE VIDEO THAT WAS PRESENTED FOR ALL OF US TO SEE ALL THE KIDS SAYING THANK YOU TO US.
AGAIN, TO CARVER, ESPECIALLY THOSE TWO CUTE LITTLE KIDS THAT CAME AND GAVE ME, I WAS A LITTLE TALLER THAN THEM.
BUT THAT WAS REALLY SPECIAL TO SEE THAT LEVEL OF STUDENTS, I LOVE PRE K. ALSO PRIDE HIGH SCHOOL, I APPRECIATE YOU GUYS AND THE FACT THAT YOU KNOW THE GIFTS THAT YOU GAVE TO US MEANS A LOT. SO THANK YOU.
>> I WANT TO THANK EACH OF THE CAMPUSES AND THE ADMINISTRATION AND THE CHILDREN WHO SHOWED UP TO HONOR EACH ONE OF US TONIGHT. IT'S ALWAYS AN HONOR.
THE MARIACHI GROUP, I HAD TO THINK BACK TO, I DON'T KNOW HOW LONG AGO IT WAS.
MYSELF AND DR. SANCHEZ AND DR. CAMARILLO WENT TO SEGUIN TO CHECK OUT THEIR PROGRAM.
SO WE CAME FROM NOTHING TO WHERE WE ARE NOW IN REALLY QUITE A SHORT BIT OF TIME.
IT'S REALLY IMPRESSIVE, AND I THINK IT'S MONEY WELL SPENT.
>> YES, I JUST WANT TO SAY THANK YOU ON BEHALF OF OUR ENTIRE COMMUNITY, STUDENTS, STAFF OF LOCKHART ISD, THANK YOU FOR BEING AN OUTSTANDING SCHOOL BOARD.
CONGRATULATIONS ON BEING RECOGNIZED NOT ONLY TONIGHT, BUT ALL MONTH.
YOU GUYS ARE SUPER VOLUNTEERS.
YOU DO SO MUCH FOR OUR COMMUNITY, GIVE UP SO MUCH OF YOUR TIME AWAY FROM YOUR FAMILY TO SUPPORT OTHER PEOPLE'S CHILDREN ACROSS THE COMMUNITY, AND YOU DID AN EXCELLENT JOB OF THAT.
WHENEVER I'M ASKED TO PRESENT OR SHARE INFORMATION, FIRST THING I ALWAYS TALK ABOUT IS THIS TEAM, ALL OF YOU AND HOW SUPPORTIVE YOU ARE FOR OUR KIDS, FOR OUR STAFF, FOR OUR PARENTS, AND REALLY LIKE WHAT'S ON THE YOUR NAME PLATE, CHILDREN FIRST, AND YOU GUYS REALLY DO AN EXCELLENT JOB OF MAKING SURE THAT THE CHILDREN ALWAYS COME FIRST.
JUST THANK YOU FROM EVERYBODY.
>> WE'LL MOVE ON TO 13 OF BENEDICTION.
[BENEDICTION]
MR. GUYTON, WILL YOU CLOSE US OUT TONIGHT?[LAUGHTER] I HAVE A PRIVATE SPACE. HERE WE GO.
[02:55:07]
>> I DON'T THINK SAM OUGHT TO DO THAT.
>> HERE WE GO. LORD, WE THANK YOU AGAIN FOR THIS DAY AND WE THANK YOU FOR THIS MEETING THAT WE'VE BEEN A PART OF.
WE ARE INDEED SO APPRECIATIVE OF ALL OF THE STUDENTS THAT WE'RE HERE TONIGHT, THE STAFF, TO SHOW US APPRECIATION.
WE THANK YOU FOR EACH AND EVERY ONE OF THEM.
WE ASK FOR YOUR CONTINUED BLESSINGS OVER OUR DISTRICT AS WE CONTINUE TO MOVE FORWARD.
IT'S IN YOUR SON JESUS NAME WE PRAY, AMEN.
>> IT IS 10:02, AND THIS MEETING IS ADJOURNED.
[NOISE]
* This transcript was compiled from uncorrected Closed Captioning.