[Public Hearing for participation in multi-district litigation involving youth social media usage and related litigation and entering into a contingency fee contract with Thompson & Horton, LLP, Eiland & Bonnin, PC, and O’Hanlon, Demerath & Castillo, PC to represent the District]

A PUBLIC HEARING FOR PARTICIPATION IN MULTIDISTRICT LITIGATION INVOLVING YOUTH SOCIAL MEDIA USAGE AND RELATED LITIGATION.

AND ENTERING INTO A CONTINGENCY FEE CONTRACT WITH THOMPSON AND HORTON LLP.

ELLEN AND BOGDAN, PC AND O'HANLON. THE MAYOR AND CASTILLO PC TO REPRESENT THE DISTRICT.

SO IF ANY, THIS IS A PUBLIC HEARING. ANYBODY IN THE AUDIENCE WHO WOULD LIKE TO GET UP TO THE PODIUM AND MAKE A COMMENTS ABOUT THIS PARTICULAR ITEM, YOU'RE WELCOME TO DO SO. OKAY. MR.. DOCTOR ESTRADA OR MAYBE SOON TO BE DOCTOR ESTRADA IS GOING TO EXPLAIN A LITTLE BIT ABOUT THIS PARTICULAR ITEM. YES, SIR. JUST IN BRIEF, EVERYTHING HAS BEEN POSTED IS ON OUR ON OUR WEBSITE, BUT WE ARE LOOKING TO JOIN A LITIGATION ACROSS THE NATION AGAINST SOCIAL MEDIA PLATFORMS AND COMPANIES. THIS IS A CONTINGENCY FEE.

SO THE DISTRICT WOULD NOT BE CHARGED ANY FEES FOR PARTICIPATING.

BUT WE FEEL THAT THERE'S ENOUGH EVIDENCE OUT THERE THAT SOCIAL MEDIA COMPANIES ARE BRINGING HARM TO OUR CHILDREN KNOWINGLY AND HAVE CHOSEN NOT TO TAKE ACTION. SO THIS IS A LAWSUIT THAT A LITTLE OVER 100 SCHOOL DISTRICTS IN TEXAS HAVE, HAVE JOINED OR ARE JOINING THIS MONTH. AND IN THE COMING DAYS AND A NUMBER, HUNDREDS OF THEM ACROSS THE COUNTRY HAVE JOINED.

SO WE ARE LOOKING AT JOINING IN ON THIS AS WELL.

AND, YOU KNOW TRYING TO HOLD THESE COMPANIES ACCOUNTABLE FOR FOR THE THINGS THAT THEY'RE DOING AND THE TYPES OF ALGORITHMS AND SYSTEMS THAT THEY ARE CREATING THAT IS DOING HARM TO OUR KIDS.

SO, AS MR. ESTRADA SAID THAT WE'RE THIS IS WE'RE GOING TO BE HIRING THIS THESE FIRMS TO REPRESENT US IN THIS LITIGATION.

AND IF ANYBODY HAS ANY COMMENTS, THEY'RE WELCOME TO COME UP TO THE PODIUM AND TALK.

OKAY. THEN WE'LL MOVE ON. ITEM FIVE B PUBLIC HEARING REGARDING LISD DISTRICT AND REPORT.

[Public Hearing regarding LISD District Annual Report]

DO WE HAVE SOMEBODY? YES. MR. MCBRIDE. MR. MCBRIDE.

GOOD EVENING. GOOD EVENING. BOARD PRESIDENT WRIGHT.

SUPERINTENDENT ESTRADA, MEMBERS OF THE SCHOOL BOARD. WE HAVE A.

[00:30:02]

DO WE HAVE A PRESENTATION SET? OKAY? WE WILL HAVE A PRESENTATION SENT OUT, AND WE HAVE VARIOUS PRESENTATIONS ON OUR DISTRICT WEBSITE REGARDING THE TAPER REPORT SOME FINANCIAL AUDITS OR FINANCIAL REPORTS AS WELL FROM TI REGARDING SOME OF OUR TEAM'S DATA AS WELL AS A LOOK AT SOME SCHOOL PROGRESS DATA FROM STAR.

AND ALSO AN UPDATE ON THE DISTRICT DISTRICT'S ACCREDITATION STATUS, WHICH IS ACCREDITED.

NEXT. THAT REPORT WILL ALSO HAVE OUR CAMPUS IMPROVEMENT PLANS, WHICH ARE, HAVE ALREADY BEEN APPROVED BY THE SCHOOL BOARD AND ARE POSTED ON THE WEBSITE ALREADY. WE HAVE AVAILABLE A REPORT ON VIOLENT AND CRIMINAL ACTIVITY THAT OCCURRED ON OUR CAMPUSES.

WE DID SEE A SLIGHT UPTICK DUE TO A CODING ERROR THAT'S BEEN REVIEWED AND ENSURED THAT WE WANT TO HAVE THAT CODING ERROR AGAIN.

AND THEN FINALLY, JUST FOR CLARITY, THAT WAS AT OUR D P L D M C CAMPUS, CORRECT? YES, SIR. OKAY. AND THEN LASTLY, THERE'S A REPORT ON OUR POST-SECONDARY READINESS FOR OUR STUDENTS WHO GRADUATED IN THE 2223 SCHOOL YEAR.

AND A LOOK AT THEIR GPA IN THEIR FIRST YEAR AT TWO YEAR OR FOUR YEAR COLLEGE AND COLLEGES AND UNIVERSITIES.

AGAIN, ALL THESE REPORTS ARE, ARE ALREADY AVAILABLE ON THE WEBSITE AND CAN ALSO BE REQUESTED BY MEMBERS OF THE COMMUNITY BY CONTACTING MYSELF AT THE DISTRICT OFFICE AND WE WILL MAKE SURE THAT THE REPORTS ARE PROVIDED IN ONLINE OR SORRY, IN DIGITAL OR IN PAPER VERSIONS. WITH THAT, THAT'S THAT'S ALL.

DOES ANYONE ELSE HAVE ANY COMMENTS? OKAY. SO AGAIN, THIS IS A PUBLIC HEARING ON THE, THE, THE DISTRICT'S ANNUAL REPORT AND THE DATA, SOME SET OR THE DATA THAT MR. MCBRIDE HAS PRESENTED. SO ANYBODY IN THE AUDIENCE, IF YOU'RE WELCOME TO COME, GO TO THE PODIUM AND MAKE SOME BRIEF COMMENTS IF YOU LIKE.

OK. SEEING NONE. AND THEN WE'LL BE CLOSED. WE'LL CLOSE THIS PORTION OF THE PUBLIC HEARING.

WE MOVE ON TO ITEM SIX PUBLIC COMMENTS. WE HAVE SEVERAL PEOPLE WHO HAVE SIGNED UP FOR THE TALK.

[Public Comment]

AND BEFORE WE DO SO, I'D LIKE TO READ SENATOR OR OUR PROCEDURES ABOUT PUBLIC COMMENTS.

THE BOARD WILL HEAR WILL HEAR COMMENTS FROM INDIVIDUALS WHO HAVE SIGNED UP TO SPEAK BEFORE THE MEETING BEGINS.

ANYONE WHO WANTS TO SPEAK DURING PUBLIC COMMENTS MUST SIGN IN PRIOR TO THE START OF THE MEETING, AND LIST THE AGENDA ITEM THEY WANT TO DISCUSS.

EACH PUBLIC COMMENT SPEAKER WILL BE ALLOWED A MAXIMUM OF THREE MINUTES TO ADDRESS THE BOARD.

ANY PUBLIC TESTIMONY SPEAKER WHO REQUIRES A TRANSLATOR WILL RECEIVE UP TO TEN MINUTES TO ADDRESS THE BOARD.

THE PUBLIC COMMENT PORTION OF THIS MEETING WILL ALLOW ALL SPEAKERS WHO HAVE SIGNED UP BEFORE THE START OF THE MEETING TO ADDRESS THE BOARD REGARDING ITEMS ON TONIGHT'S AGENDA.

THE BOARD ENCOURAGES PRESENTERS TO KEEP COMMENTS OR CRITICISMS CIVIL AND COURTEOUS.

PLEASE ALSO AVOID USING PROFANITY. LAST WEEK WE ASK THAT YOU NOT DISCUSS STUDENTS WHO ARE NOT YOUR OWN CHILD.

IF A SPEAKER IS SEEKING BOARD RESOLUTION OF A SPECIFIC COMPLAINT, THE BOARD MAY ONLY PROVIDE RELIEF THROUGH THE DISTRICT GRIEVANCE PROCESS.

DISTRICT POLICY D, G, B A HAS BEEN ESTABLISHED FOR ADDRESSING EMPLOYEES COMPLAINT POLICY.

F AND G IS THE AVENUE FOR FILING PARENTS COMPLAINT AND POLICY.

G F ADDRESSES COMMUNITY MEMBERS COMPLAINT GRIEVANCE FORMS CAN BE OBTAINED AT ANY CAMPUS ADMINISTRATION OFFICE OR IN THE CENTRAL ADMINISTRATION OFFICE.

SO FIRST WE'RE GOING TO HAVE A COTTON BERG. KEEPING TIME.

OKAY. OKAY.

HI, MY NAME IS COTTON BURGE. I LIVE AT 406 SOUTH CHURCH STREET.

I AM IN FOURTH GRADE AT CLEAR FORK ELEMENTARY.

MY MOM TOLD ME WHAT YOU ALL WERE DISCUSSING TONIGHT, AND I WANTED TO SPEAK ON BEHALF OF THE OTHER KIDS WHO FEEL THE SAME WAY AS ME.

A LOT OF US DON'T LIKE THE A LOT LIKE MOST OF THE CHROMEBOOK USE AT OUR SCHOOL.

THERE'S A LOT OF IT AND IT'S SOMETIMES DISTRACTING.

AND THE APPS ARE SOMETIMES FRUSTRATING TOO. WE DON'T FEEL LIKE WE ACTUALLY LEARN A LOT USING THEM AND WE WANT MORE TIME. A LOT OF US AGREE THAT WE WANT MORE TIME AND RECESS SO THAT WE CAN RELEASE OUR ENERGY. THERE ARE SO MANY TESTS THAT WE HAVE TO TAKE.

AND RECESS HELPS US CHILL. WE COULD REALLY USE MORE OF THAT.

[00:35:03]

WE WANT MORE OPPORTUNITY TO BE KIDS. THANK YOU, THANK YOU, THANK YOU, MR. BURKE. NEXT WE HAVE CATHERINE SCHUCK.

GOOD EVENING. I'D LIKE TO START OFF BY SAYING, AS YOU ALL CONSIDER LATER TONIGHT OUR CHILDREN'S PARTICIPATION IN THE REAL WORLD VERSUS THE VIRTUAL WORLD, THAT I WILL NOT BE STAYING FOR THE WHOLE MEETING BECAUSE MY 11 YEAR OLD DAUGHTER HAS A LOCKHART LITTLE LEAGUE SOFTBALL GAME TONIGHT IN SEGUIN.

DESPITE OUR GROWING POPULATION, WE BARELY FIND ENOUGH 11 YEAR OLDS TO MAKE TWO TEAMS. SO IT'S EITHER PLAY THE SAME TEAM 12 TIMES IN A ROW OR DRIVE TO CUERO OR SEGUIN ON A SCHOOL NIGHT.

I PARTICIPATED AND REALLY APPRECIATED OUR SCHOOL DISTRICT TAKING THE TIME AND EFFORT TO HOST THE ANXIOUS GENERATION BOOK CLUB OVER THE PAST YEAR.

WE HAD A NICE MIX OF PARENTS, SCHOOL STAFF AND TEACHERS, BOTH ELEMENTARY AND HIGH SCHOOL.

AND AS WE CONTINUE TO GROW IN OUR UNDERSTANDING OF MODERN MENTAL HEALTH, THERE'S NO DOUBT THAT TECHNOLOGY AND CELL PHONES AND SCREENS ARE A FACTOR IN THAT CONVERSATION. YOU ALL, AS A SCHOOL BOARD, HAVE THE OPPORTUNITY TO LEND YOUR WEIGHT TO THE CONVERSATION TO BE REAL.

LOCAL, IN-PERSON INFLUENCERS FOR OUR DISTRICT.

AS A PARENT, I ESPECIALLY APPRECIATE THE SCHOOL DISTRICT SUPPORTING RECOMMENDATIONS THAT CAME OUT OF THIS BOOK CLUB.

THERE'S ALWAYS STRENGTH IN NUMBERS AND MOST OF YOU ARE PARENTS.

YOU KNOW HOW HARD IT IS WHEN YOUR KID'S THE ONLY ONE.

SO WHEN WE COME TOGETHER AS A COMMUNITY, AS A AT THE SCHOOL LEVEL AND THE COMMUNITY LEVEL, IT'S ESPECIALLY HELPFUL FOR PARENTS AND FAMILIES TO PUT BOTH THE MENTAL AND THE PHYSICAL HEALTH OF OUR STUDENTS FIRST.

THIS MIDDLE POSTER HERE, COMMUNICATION, RELATIONSHIPS, CULTURE, WE ALL KNOW THAT THOSE THINGS ARE REALLY DIFFICULT TO ACCOMPLISH IF OUR CHILDREN ARE NOT MENTALLY AND PHYSICALLY HEALTHY AND OUR ADULTS TOO.

SO I REALLY ENCOURAGE YOU TO CONSIDER CAREFULLY THE RECOMMENDATIONS THAT YOU'RE GOING TO HEAR TONIGHT THAT CAME OUT OF THE BOOK CLUB AND THE COMMUNITY SURVEY TO CONTINUE THIS CONVERSATION IN THE YEARS AHEAD. ONE MORE MINUTE.

HEY, YOU MADE IT. THANK YOU, MR. GRAY. NEXT WE HAVE IS IT ISAAC RIVERA? YEAH. MR. OLIVERA, IF I HADN'T SAID THIS BEFORE.

PLEASE STATE YOUR NAME AND YOUR ADDRESS, PLEASE.

THANK YOU. HOME ADDRESS OR YOUR PHYSICAL ADDRESS? OH, OKAY. HELLO. HI. GOOD AFTERNOON EVERYONE.

I AM ISAAC OLVERA. I AM A HIGH SCHOOL TEACHER.

I'M HERE AT THE DISTRICT I LIVE IN 2015 WINDSOR BOULEVARD, APARTMENT 7206 LOCKHART, TEXAS 78644.

SO I COME HERE TO CONTINUE WITH THE TREND OF TALKING ABOUT THE BOOK STUDY WE DID OVER THE YEAR AND JUST SAYING THAT IT WAS A GREAT OPPORTUNITY.

I REALLY ENJOYED IT. IT WAS FUN. VERY INFORMATIVE.

AS WELL AS VERY EYE OPENING, ESPECIALLY SINCE READING THROUGH THE, THE VARIOUS PARTS THAT WE WENT THROUGH THROUGHOUT THE YEAR.

BASICALLY MY EXPERIENCE WAS I SAW IT HAPPEN PER SE IN THE SENSE THAT ESPECIALLY AT THE BEGINNING OF THE YEAR WHEN, YOU KNOW, NO, NO PHONES, THEY'RE NOT ALLOWED AND ALL THAT STUFF.

AND I GOT TO SEE THE STUDENTS AT THE HIGH SCHOOL TALK TO EACH OTHER.

IT WAS FASCINATING. TRULY WONDERFUL. EVERYTHING WE'VE PROBABLY THOUGHT OF.

AND WHEN WE WERE GROWING UP AND THEN YOU KNOW, PROBABLY AFTER SCHOOL NOW THEY'RE GLUED ON THEIR PHONES.

AND I JUST WANT TO TAKE THE TIME TO SAY THAT I HOPEFULLY NEXT YEAR WE'LL HAVE REALLY COOL OR SIMILAR IMPACTING TOPICS.

ONE TOPIC I AM CURIOUS ABOUT TO LEARN OR THAT WE CAN STUDY WOULD BE ABOUT INTROVERTS BECAUSE I'VE ALWAYS CONSIDERED THAT, YOU KNOW, WE REWARD EXTROVERTS A LOT, BUT WE KIND OF DIMINISH OR WE PUNISH INTROVERTS FOR, YOU KNOW, JUST BEING THEMSELVES. AND ANOTHER TOPIC ALTHOUGH I HAVEN'T FOUND A BOOK THAT KIND OF MATCHES THE SCIENTIFIC RESEARCH I WOULD LIKE IS SOMETHING ABOUT, YOU KNOW, SCHOOL DRESS CODES YOU KNOW, SCIENTIFIC DATA CORRELATION CAUSATION RELATED TO WHAT HAPPENS WITH SCHOOL DISTRICTS THAT HAVE DRESS CODES VERSUS NO, NOT DRESS CODES. WHAT HAPPENS WITH IF YOU IMPLY DRESS CODES WITH ECONOMICALLY DISADVANTAGED SCHOOL DISTRICT OR TITLE ONE DISTRICT AND SOMETHING LIKE THAT ALONG THE LINES WOULD BE GREAT. SO THOSE WOULD BE MY ONE MORE MINUTE.

[00:40:04]

OH, YEAH. THANK YOU. OKAY. BUT STILL, I JUST WANT TO TAKE THE TIME TO SAY THANK YOU FOR THE OPPORTUNITY.

IT'S GREAT THAT I'M HERE WITH YOU ALL AND EVERYBODY HERE IS, IS PRESENT TO HEAR ABOUT THE IMPACT THAT, YOU KNOW, READING THIS IS JUST THE IMPACT OF ONE BOOK.

ONE, YOU KNOW, GROUP OF INDIVIDUALS THAT I HOPE THAT WE CAN EXPAND NEXT YEAR, IMPROVE EITHER MAKE IT MORE ACCESSIBLE FOR, FOR MORE, YOU KNOW, PARENTS, ADULTS AND EVERYBODY AND ALSO STUDENTS TOO.

I THINK THEY CAN REALLY APPRECIATE WHAT WE HAVE TALKED ABOUT.

AND I THINK I'LL STOP NOW. THANK YOU. THANK YOU SIR.

THANK YOU. WE HAVE ONE FINAL SPEAKER, MISS TAYLOR BERG.

AND PLEASE, FOR THE RECORD, STATE YOUR NAME AND YOUR ADDRESS, PLEASE. GOOD EVENING.

MY NAME IS TAYLOR BERG. I'M AT 406 SOUTH CHURCH STREET.

AND I ASKED MY SON IF HE WOULD COME SPEAK TONIGHT, BECAUSE THESE CONVERSATIONS ARE ONES THAT WE HAVE OFTEN IN OUR HOUSEHOLD.

MY KIDS CONSTANTLY COME HOME AND COMPLAIN ABOUT THE USE OF CHROMEBOOKS FROM THE HIGH PITCHED NOISE SOME OF THE APPS MAKE TO THE FAST PACED MATHEMATICS PROGRAMS. THEY DON'T WANT IT. THEY'D RATHER HAVE MORE TIME FOCUSED ON THEIR ACTUAL SCHOOLWORK.

A FEW YEARS AGO, I DID READ THE BOOK ANXIOUS GENERATION, AND THIS BOOK CHANGED THE WAY I VIEWED HOW MY KIDS INTERACT WITH TECHNOLOGY AND SOCIETY AS A WHOLE. SINCE READING THIS BOOK, WE'VE CHANGED THE WAY WE HANDLE SCREEN TIME, THE TYPE OF GAMES WE PLAY.

WE ARE ABSOLUTELY A NO ROBLOX HOUSEHOLD NOW, AND THE PARENTAL CONTROLS WE USE.

WE EVEN HAVE A HOME PHONE NOW AND ARE ENCOURAGING OUR CLOSE FRIENDS TO DO THE SAME.

WE'VE LEANED HEAVILY INTO ENSURING OUR KIDS ARE CONFIDENT IN THE REAL WORLD AND EMULATING THE 90S ENERGY OF BE HOME BY DARK.

WE ARE FORTUNATE TO LIVE A FEW BLOCKS OFF THE DOWNTOWN SQUARE, AND WE OFTEN ENCOURAGE OUR SON TO WALK TO THE LIBRARY BY HIMSELF OR GO INTO H-E-B FOR SOME LAST MINUTE DINNER ITEMS, OR TO THE COFFEE SHOP FOR BREAKFAST.

THESE MOMENTS HELP HIM BECOME A LEADER BY ALLOWING HIM THAT MOMENT TO BECOME UNCOMFORTABLE AND FACE HIS FEARS.

I'M CERTAIN THAT THIS HAS IMPACTED HIM, AND NOW HE SEES THE WORLD AND IS RECOGNIZING HIS OWN PLACE IN IT.

I WANT TO SEE MORE OF THIS FROM OUR COMMUNITY.

EXUDING THAT CONFIDENCE. I WANT TO SEE KIDS OUT IN THE WORLD.

I AGREE THAT MY WITH MY SON, THAT THE USE OF CHROMEBOOKS HAS FELT MORE OF A HINDRANCE THAN A PRODUCTIVE TOOL.

I AGREE WITH HIM THAT I WANT TO SEE MORE RECESS SO THOSE KIDS CAN RESET AND I CHAMPION MORE UNSTRUCTURED PLAY TIME, AS WE NEED THIS GENERATION TO BE AS CREATIVE AS POSSIBLE, AND WE MUST GIVE THEM THE SPACE TO DO IT.

IN A WORLD BEING SWALLOWED BY AI, WE MUST DO EVERYTHING WE CAN TO GET THESE KIDS AN AUTHENTIC CHILDHOOD AND PROTECT THAT WITH EVERYTHING THAT WE HAVE.

THANK YOU. I JUST WANT TO DOUBLE CHECK TO BE SURE. MISS GRAY, HAVE WE GOT YOU YET? OKAY, THEN, MISS GRAY, YOU'LL BE OUR LAST SPEAKER.

HI, MY NAME IS CARISSA GRAY. I LIVE AT 1002 RED RIVER STREET HERE IN LOCKHART.

I HAVE TWO DAUGHTERS THAT ARE IN ELEMENTARY SCHOOL HERE IN THE SCHOOL DISTRICT.

I'M ALSO NOT A VERY GOOD PUBLIC SPEAKER, SO BEAR WITH ME.

SO I FROM THE THINGS THAT I HAVE RESEARCHED FROM THE BOOK ANXIOUS GENERATION, AS WELL AS TO RESEARCHERS LIKE DOCTOR JARED COONS HORVATH, WHO RECENTLY SPOKE TO CONGRESS, INCLUDING TED CRUZ FOR A CERTAIN COMMITTEE SPOKE ABOUT TECH AND SCREENS AND HOW THEY ARE ACTUALLY HURTING OUR CHILDREN'S EDUCATION. AND I'M KIND OF VEERING OFF A LITTLE BIT MORE FROM THE EMOTIONAL STANDPOINT OF TECH AND SCREENS TO FOCUS A LITTLE BIT MORE ON THE EDUCATION PROCESS OF IT. BUT BASICALLY THERE ARE STUDIES AFTER STUDIES COMING OUT THAT SAY THAT CHILDREN LEARN LESS BY USING SCREENS AND APPS.

THE STUDIES SHOW HANDWRITING STRENGTHENS OUR MEMORY AND OUR COGNITION FUNCTION.

BASICALLY, HOW CAN THEY TRULY LEARN RELYING ON THE SCREEN SO HEAVILY? MY KINDERGARTEN DAUGHTER COMES HOME AND ONLY TELLS ME ABOUT DREAMBOX WHEN I ASK HER ABOUT HER DAY.

THAT'S, I MEAN, THAT'S JUST AN APP THAT THEY DO EVERY DAY.

THAT'S NOT AN ACTUAL THING THAT SHE'S LEARNED.

MY OLDEST DAUGHTER I CAN TESTIFY TO COTTON'S THING.

SHE DOES NOT LIKE REFLEX. SHE'S IN GT. SHE'S VERY BRIGHT.

LEARNS VERY QUICKLY. SHE'LL COME HOME AND SAY, MOM, I DON'T UNDERSTAND THIS MATH THING BECAUSE I DO REFLEX A LOT, AND I SHOW IT TO HER AND SHE LEARNS IT IN LIKE TWO MINUTES.

IT'S NOT IT'S NOT A LEARNING THING. IT'S, IT'S THE SCREEN USED TO TEACH.

[00:45:02]

AND I KNOW THAT'S NOT TEACHER'S FAULT. IT'S KIND OF THE WAY THAT THE SYSTEM HAS BEEN BUILT UP SINCE COVID.

AND I JUST THINK THAT AS PARENTS AND AS TEACHERS AND EDUCATORS, WE NEED TO VEER AWAY FROM THE HEAVY RELIANCE ON SCREENS AND APPS AND GET BACK TO TEACHING THE OLD FASHIONED WAY.

I THINK THAT PARENTS SHOULD HAVE A CHOICE IN THIS.

AND AT THE MOMENT WE DON'T HAVE A CHOICE. SO THAT'S KIND OF BEEN TAKEN AWAY FROM US.

AND ALSO JUST TO REITERATE SOME OF WHAT TAYLOR SAID, THERE ARE ALSO STUDIES SHOWING THAT BOREDOM STRENGTHENS CREATIVITY.

WHEN CHILDREN ARE BORED, THEY HAVE NOTHING ELSE TO RELY ON AND THEY BECOME CREATIVE AND THEY LEARN TO FILL THEIR TIME BETTER AND ARE MORE PRODUCTIVE.

SO I JUST THINK THAT OVERALL, WE NEED TO REALLY REEVALUATE HOW WE'RE APPROACHING OUR CHILDREN'S EDUCATION AND THE CURRICULUMS THAT WE'RE CHOOSING FOR THAT.

IF IT'S A CURRICULUM THAT'S BASED ON TECH, IT COMPLETELY DEFEATS THIS WHOLE IDEA OF TRYING TO UNDERSTAND HOW TO TEACH THEM BETTER.

THANK YOU. THANK YOU, MISS GRAY. OKAY. THAT COMPLETES THE PUBLIC COMMENT SECTION OF THIS AGENDA

[Business: Consent Agenda]

ITEM. OKAY. WE'LL MOVE ON TO ITEM SEVEN BUSINESS CONSENT AGENDA ITEMS A THROUGH D.

ANY BOARD MEMBERS HAVE ANY QUESTIONS ABOUT ANY OF THE ITEMS? I MAKE A MOTION THAT WE APPROVE THE BUSINESS CONSENT AGENDA AS LISTED.

SECOND. OKAY. WE HAVE A MOTION. WE HAVE A SECOND.

ANY OTHER QUESTIONS? ALL THOSE IN FAVOR, RAISE YOUR HAND AND SAY I, I ANY OPPOSED? PASSES 6 TO 0.

SO WE'LL MOVE ON TO ITEM EIGHT. COMMUNICATION.

[Gifted and Talented Program Report]

A GIFTED AND TALENTED PROGRAM REPORT. MRS DELA DE LA CRUZ FERNANDEZ.

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

IT IS AN HONOR TO REPRESENT THE LOCAL ISD GIFTED AND TALENTED PROGRAM.

TONIGHT, OUR TEAM PARTNERS WITH CAMPUSES TO PROVIDE RIGOROUS LEARNING EXPERIENCES THAT FOSTER CRITICAL THINKING, CREATIVITY, AND GROWTH. TONIGHT, AT THIS TIME, I WOULD LIKE TO INTRODUCE OUR TEAM MR JUAN GARCIA.

SHE SUPPORTS CLEAR FOR ELEMENTARY AND. SHE SUPPORTS BLUEBONNET NAVARRO AND JUNIOR HIGH SCHOOL AND MISS JULIAN ORTIZ. WILLIAMS SUPPORTS ABS, PC, PLUM CREEK AND HIGH SCHOOL AND PRIDE.

TONIGHT I WILL SHARE HIGHLIGHTS OF THEIR WORK AND ITS IMPACT TO OUR STUDENTS ON OUR FIRST SLIDE.

OUR NEXT SLIDE. I WOULD LIKE TO START WITH DIFFERENTIATING THE GIFTED AND TALENTED STUDENT WITH AN OVERACHIEVER STUDENT. THIS SLIDE HIGHLIGHTS THE KEY DISTINCTIONS BETWEEN GIFTED AND TALENTED STUDENTS AND HIGH ACHIEVING STUDENTS.

TO SUPPORT OUR TARGETED INSTRUCTIONAL PRACTICES, A GIFTED AND TALENTED STUDENTS, FOR EXAMPLE, CAN BE DEMONSTRATED ADVANCED ABSTRACT THINKING AND MAKE COMPLEX CONNECTIONS AS DEEP CONCEPTUAL QUESTIONS THAT EXTEND BEYOND THE CURRICULUM AND MAY NOT ALWAYS REFLECT THEIR ABILITIES THROUGH TRADITIONAL GRADING MEASURES.

WHILE OUR HIGH ACHIEVING STUDENTS FOLLOW DIRECTIONS CLOSELY AND OFTEN DEMONSTRATE STRONG WORK HABITS, ACHIEVE SUCCESS THROUGH PERSISTENT ORGANIZATION AND STUDY SKILLS.

TYPICALLY EARN HIGH GRADES THROUGH PERFORMANCE MAY VARY BY SUBJECT.

UNDERSTANDING THESE DIFFERENCES ALLOWS EDUCATORS, PARENTS, AND FAMILY TO BETTER MEET THE ACADEMIC AND SOCIAL EMOTIONAL NEEDS OF EACH GROUP.

IN LOCKHART ISD, OUR PROGRAM ALIGNS WITH THE STATE DEFINITION OF THE GIFTED AND TALENTED THAT IS, IDENTIFYING GIFTED STUDENTS AS THOSE WHO DEMONSTRATE HIGH LEVELS OF ACCOMPLISHMENT, ACCOMPLISHMENT, OR POTENTIAL TO PEERS. IT COULD BE INTELLECTUAL CREATIVITY, ARTISTIC OR UNUSUAL CAPACITY FOR LEADERSHIP OR IN A SPECIFIC ACADEMIC FIELD. OUR COMMITMENT TO STUDENT SUCCESS INCLUDES SPECIALIZED SUPPORT FOR GIFTED STUDENTS.

WHILE APPROXIMATELY 6% OF STUDENTS ARE IDENTIFIED FOR GIFTED AND TALENTED SERVICES IN THE NATION.

THIS PERCENTAGE REPRESENTS LEARNERS WHO REQUIRE TARGETED PROGRAMS TO FULLY DEVELOP THEIR ABILITIES.

LOCKHART ISD IS ACTIVELY STRENGTHENING ITS SERVICES TO MEET THE DIVERSE NEEDS OF OUR GIFTED STUDENTS THROUGH TARGETED INITIATIVES AND PARTNERSHIPS.

IT'S A KEY PRIORITY TO OUR TEACHERS AND TO THE PROGRAM TO EVALUATE OUR IDENTIFICATION PRACTICES AND ENHANCE COMMUNICATION WITH FAMILIES AND STAFF AND THE COMMUNITY. AS WE ACKNOWLEDGE THAT CURRENTLY, OUR IDENTIFICATION RATE FOR LAST SCHOOL YEAR IS VERY CLOSE TO THE STATE LEVEL,

[00:50:04]

BUT IS SORRY TO THE NATIONAL, BUT IT'S NOT CLOSE TO THE STATE LEVEL.

I JUST WANT TO MAKE A FEW COMMENTS. YOU KNOW, WE'VE, WE'VE WE'VE TRIED AND WE'LL CONTINUE NEXT YEAR TO ENSURE THAT WE'RE, WE'RE SCREENING EVERY STUDENT. WHEN I SEE THIS YOU KNOW, ALTHOUGH IT'S, IT'S ON TREND WITH THE NATIONAL LEVEL, I STILL HAVE CONCERNS THAT WE ARE NOT IDENTIFYING KIDS.

YOU KNOW, NO ONE'S GOING TO CONVINCE ME. MAYBE I'M WRONG, BUT NO ONE'S GOING TO CONVINCE ME THAT OUR STUDENTS ARE DIFFERENT.

WHEN YOU LOOK AT STATEWIDE THAT WE HAVE LESS YOU KNOW, A LOWER AMOUNT OF STUDENTS WHO ARE GIFTED.

AND THIS IS A CHALLENGE TO US THAT WE NEED TO DO EVERYTHING POSSIBLE TO IDENTIFY OUR GIFTED AND TALENTED STUDENTS ACROSS THE, ACROSS ALL OF OUR SCHOOLS. THANK YOU. AND I ALSO WANT TO ADD THAT CURRENTLY THE TEAM IS GETTING READY FOR THE SPRING IDENTIFICATION TESTING WINDOW. AND WE HAVE AROUND 60 REFERRALS FOR THE SPRING IDENTIFICATION, INCLUDING ELEMENTARY, JUNIOR HIGH SCHOOL AND HIGH SCHOOL.

AND OUR NEXT SLIDE THIS SLIDE PROVIDES AN OVERVIEW OF THE GIFTED AND STATIC COMMUNITY HERE IN LOCKHART ISD, COMPARING THE 2024 AND THE 2025 SCHOOL YEAR. AND THIS CURRENT YEAR, WE ARE ABOVE THE NATIONAL FOR 6.7%.

WE STILL HAVE THAT WORK FOR THE STATE PART. THESE NUMBERS REFLECT AN OPPORTUNITY FOR CONTINUED GROWTH, WHILE ALSO REPRESENTING A GROUP OF LEARNERS WHO REQUIRE INTENTIONAL, SPECIALIZED SUPPORT TO MEET THEIR ADVANCED ACADEMIC AND SOCIAL EMOTIONAL NEEDS.

DURING THE PREVIOUS SCHOOL YEAR, ELEMENTARY CAMPUSES HAD THE FOLLOWING NUMBERS OF IDENTIFIED FIFTH GRADE STUDENTS.

AT FIFTH GRADE, ABS HAD NINE BCE HAD SORRY, FIVE AT ABS, NINE AT PLUM CREEK, 14 AT BLUEBONNET, SEVEN AT CLEARFORK AND 12 AT NAVARRO. AND I MENTIONED THAT KIND OF LOOKING AT THE DISCREPANCY BETWEEN LAST YEAR AND THIS YEAR ON THE BARS.

WHAT DO YOU ATTRIBUTE TO THAT DECLINE AT SOME OF THE CAMPUSES? SO ONE OF THEM IS THAT FIFTH GRADE AMOUNT OF STUDENTS THAT ARE MOVING TO THE JUNIOR HIGH SCHOOL.

AND THE OTHER ONE IS THOSE 22 STUDENTS AT WATERLOO.

THEY WERE BETWEEN ALL ELEMENTARY SCHOOLS. OKAY.

I THINK TO THE YOU KNOW, CAN YOU. DOCTOR CRUZ, WILL YOU GO BACK TO THE.

I THINK IT WAS MAYBE THE SECOND OR THIRD SLIDE THAT TALKED ABOUT CHARACTERISTICS.

THIS IS I DON'T THINK CAN BE UNDERSTATED, ESPECIALLY FOR OUR PARENTS AND HELPING US IDENTIFY A LOT OF TIMES WE LOOK AT YOU KNOW, MAYBE THE OVERACHIEVER AND WE THINK THAT KIDS WHO HAVE CHARACTERISTICS OF THE OVERACHIEVER AND IF THEY DON'T HAVE THOSE, THEY MUST NOT BE GIFTED OR TALENTED. AND IT'S QUITE THE OPPOSITE.

YOU KNOW, A LOT OF SORRY, DOCTOR FISHER, JUST BECAUSE I MADE EYE CONTACT WITH YOU, LIKE A LOT OF OVERACHIEVERS GROW UP TO BECOME DOCTORS AND LAWYERS AND SUCH AND A LOT OF GIFTED STUDENTS. YOU KNOW, IT IT TAKES SUPPORTING THEM, WHICH IS WHY PROGRAMS LIKE THIS EXIST.

BECAUSE THEY MAY NOT ALWAYS HAVE HIGH GRADES, YOU KNOW, THEY MAY HAVE OTHER INTERESTS, THEY MAY DO OTHER THINGS.

SO I THINK JUST IN OUR OUR IDENTIFICATION, IF WE CAN REALLY UNDERSTAND THIS WELL, BECAUSE I THINK SOMETIMES WE THINK, WELL, KID, YOU KNOW, THEY'RE EVEN I HAVE FOUR KIDS.

EVEN AS PARENTS, IT'S LIKE, WELL, MAYBE THEY'RE NOT BECAUSE THEY'RE NOT HITTING SOME OF THESE THINGS THAT WE, WE TYPICALLY THINK OF IN THE OVERACHIEVER WHEN THEY, THEY, THEY MAY ACTUALLY BE GIFTED.

EVEN IF, YOU KNOW, THEY DON'T HAVE SOME OF THE THINGS THAT WE PERCEIVE AS, AS BEING GIFTED.

SO TO ME, IT'S ALL ABOUT IDENTIFICATION. IT'S ABOUT GETTING AS MANY REFERRALS AS POSSIBLE FROM OUR FAMILIES, FROM OUR PARENTS. GO BACK TO THE, THE CAMPUS SLIDE, PLEASE.

YOU KNOW, WHEN, WHEN YOU LOOK AT YOU KNOW, ABS COMPARED TO, TO CLEARFORK, FOR EXAMPLE, YOU KNOW, THERE'S A BIG DIFFERENCE THERE. I THINK IT GOES BACK TO, YOU KNOW, DO WE, HOW DO WE COMMUNICATE WITH OUR PARENTS? HOW, HOW DO WE HELP THEM ADVOCATE FOR FOR THEIR CHILDREN? HOW DO WE WORK WITH OUR TEACHERS TO HELP THEM ADVOCATE? BECAUSE YOU JUST SEE SOME SOME PRETTY BIG DIFFERENCES ACROSS OUR CAMPUSES.

WHAT ABOUT THE ASSESSMENTS? ARE THE ASSESSMENTS IN SPANISH FOR ABS? DO THEY VARY? I MEAN, ARE THE ASSESSMENTS MATCHING THE CRITERIA FOR IDENTIFYING STUDENTS THAT ARE GIFTED AND TALENTED? SO I ALSO WANT TO REMIND EVERYBODY, EVERYONE HERE THAT THIS IS THE SECOND YEAR THAT ABS HAS A FACILITATOR ON CAMPUS TWICE PER WEEK, AND THAT HAS HELPED. SO BACK IN 20 2324, THE NUMBERS WERE 11.

THE ABS HAD 11 LAST STUDENTS IDENTIFIED AS GIFTED AND TALENTED.

[00:55:05]

AND THE ASSESSMENTS ARE NOT IN SPANISH THAT WE CURRENTLY USE.

BUT WE DO USE ONE OF THE ASSESSMENTS THAT IT IS WITH VISUALS AND IT IS BEING USED IN THE AREA HERE IN CENTRAL TEXAS FOR IDENTIFYING EMERGING BILINGUAL STUDENTS. IS A NON-VERBAL ASSESSMENT USING VISUAL.

NONVERBAL. YES. IS THERE A TEACHER INPUT AT ALL ABOUT WHETHER STUDENTS ARE SHOWING THOSE CHARACTERISTICS? YES, MA'AM. YES. DOCTOR SANCHEZ, FOR THE IDENTIFICATION.

THE COMMITTEE LOOKED AT THE ASSESSMENTS. IT LOOKS AT STUDENTS, AT TEACHERS INPUT.

IT LOOKS AT PARENTS INPUT. AND ALSO THE TEACHERS CAN WRITE A LETTER OF RECOMMENDATION OR SUPPORTING AT A PORTFOLIO OF STUDENTS.

DIFFERENT TYPES OF WORKS IN THE CLASSROOM. WE ALSO USE PRE SCREENERS FOR KINDERGARTEN THAT THEY HAVE DIFFERENT TYPES OF ACTIVITIES.

THOSE SCREENERS FOR KINDERGARTNERS ARE IN ENGLISH OR IN SPANISH.

AND THEN SECOND GRADER SCREENERS ARE ALSO NOW IN APRIL FOR OUR STUDENTS ARE THE ACTIVITIES ACCORDING TO THE LANGUAGE THAT THE STUDENTS ACTUALLY WITH POSSESS. WHEN YOU'RE TALKING ABOUT KINDERGARTNERS THAT COME IN AND SOME OF THEM ARE GIFTED, BUT THEIR FIRST LANGUAGE IS SPANISH. SO ARE THE ACTIVITIES APPROPRIATE FOR LANGUAGE USE? YES, DOCTOR SANCHEZ, THE ACTIVITIES ARE BASED ON CREATIVITY.

THE STUDENTS CAN LISTEN TO A STORY AND THEY HAVE TO CREATE, OR THEY HAVE SOME STARTER SHAPES AND THE STUDENTS HAVE TO CREATE SOMETHING FROM THERE.

THEY HAVE PROMPTS AND THEN THEY CAN EXPLAIN ABOUT THAT.

THANK YOU. SOME OF OUR PROGRAM HIGHLIGHTS ARE THESE THREE FACILITATORS ARE REALLY HARD WORKING ALL THE TIME, AND SOME OF THEIR HIGHLIGHTS THAT THEY HAVE BEEN WORKING WITH IN THE LAST YEAR THAT WE WERE HERE AND NOW IS THE FIRST ONE.

THEY WORK REALLY HARD AT THE BEGINNING OF THE YEAR FOR STREAMLINING THE TOPICS OF THEIR CURRICULUM, SO THEY USE SABA'S THEMES IN ORDER TO STREAMLINE THEIR CURRICULUM, BUT THEY ALSO INCLUDE MATH AND CREATIVITY WITHIN THOSE TEAMS. SO IT IS NOT A LANGUAGE ARTS EXTENSION, BUT IT IS SOMETHING THAT THE STUDENTS ARE FAMILIARIZED WITH IT IN THE SUMMER OF 2025.

AND WE'RE GOING TO GO OVER SOME OF THESE LATER.

SO YOU WILL SEE EXAMPLES. I MEAN, AND YEAH, SO WE, WE ALSO HAVE THE SHOWCASE THAT THE THIRD TO EIGHTH GRADERS, IT WAS RIGHT BEFORE SPRING BREAK AND IT WAS A LOT OF PEOPLE, THEY WERE VERY SUPPORTIVE AND THE STUDENTS WERE VERY HAPPY TO PRESENT THEIR WORK.

WE WANT TO INVITE YOU TO THE K THROUGH SECOND GRADERS THAT IT WILL BE ON THURSDAY, APRIL 30TH AT 530 AT ABS.

AND ANOTHER WAY TO BRING THE COMMUNITY. WHAT ARE THE STUDENTS ARE DOING? WE'RE HAVING THE SHOWCASE AT ABS, AND THEN HIGH SCHOOL WILL HAVE A SHOWCASE WITH FOUR STUDENTS THAT DECIDED TO PRESENT THIS THURSDAY AT 915 IN THE LIBRARY.

AND THEN THIS IS NEW FOR THIS YEAR AND THE TEAM IS REALLY EXCITED.

THEY ARE WORKING WITH CTE AND THEY WILL BE HAVING FOR THIRD, FOURTH AND FIFTH.

A SUMMER CAMP THAT IS GOING TO BE IN CONJUNCTION WITH OUR CTE DEPARTMENT FOR THIS SUMMER.

AND MISS MELBURY PRESENTED AT CONFERENCES THIS YEAR.

WE HAVE 100% OF OUR CAMPUS ADMINISTRATORS AND SCHOOL COUNSELORS THAT HAS COMPLETED THE SIX HOURS REQUIRED BY THE STATE PLAN TO SUPPORT OUR GIFTED AND TALENTED STUDENTS. WE HAVE 101 ELEMENTARY TEACHERS THAT HAVE COMPLETED THEIR HOURS.

13 ARE STILL IN PROGRESS. WE HAVE 50 AT THE JUNIOR HIGH AND ARE IN PROGRESS, AND WE HAVE 44 AT THE HIGH SCHOOL.

SIX ARE IN PROGRESS. THIS IS THIS IS IMPORTANT BECAUSE IN ADDITION TO THE TEACHER, THE FACILITATORS, THE TEACHER THAT HAS THE STUDENTS IN THEIR CLASS NEEDS TO HAVE THESE 30 HOURS IN ORDER TO CONTINUE THE ENRICHMENT WITHIN THEIR CURRICULUM.

OUR PROGRAM AND SERVICES IMPLEMENTATION. WE CONTINUE WITH THE PULLOUT WITH THE IN ELEMENTARY.

BUT WE ALSO HAVE THE CLUSTERING OF THE STUDENTS FOR THEIR CLUSTERING FORCE STUDENTS OF FOUR OR MORE ACCORDING TO WHAT IS IN THAT GRADE LEVEL.

AND ALSO THEY HAVE THE PASSION PROJECTS. AND THEN THIS YEAR WE DID A FINE FIFTH GRADE FINE ARTS IN COLLABORATION WITH THE FINE ARTS DEPARTMENT.

AT THE SECONDARY LEVEL, WE SERVE THE STUDENTS, CLUSTERING THEM IN THE HONORS AND ADVANCED PLACEMENT COURSES OR AP.

AND ALSO THEY SUPPORTED WITH THE GREAT FIFTH GRADE FINE ARTS.

WHAT ARE PASSION PROJECTS? PASSION PROJECTS ARE THE SHOWCASE WHERE THE STUDENTS ARE DOING RESEARCH AND SOMETHING THAT THEY'RE PASSIONATE ABOUT IT FOR THEIR GRADE LEVEL,

[01:00:03]

AND THEN THEY SHOWCASE THAT ONE TO THEIR FAMILIES AND THE COMMUNITY COMMUNITIES AND PRACTICE PUBLIC SPEAKING, HOW TO CREATE PRESENTATIONS. AND CAN YOU TALK A LITTLE BIT MORE ABOUT ON THE PREVIOUS SLIDE, THE CLUSTER GROUPING? YES, SIR. SO WHEN IN THIRD GRADE, YOU HAVE NINE STUDENTS THAT ARE IDENTIFIED AS A GT, ALL THOSE NINE STUDENTS SHOULD BE WITH THE SAME TEACHER CLUSTER.

IT'S THE SAME FOUR OR MORE. AND THAT TEACHER NEEDS TO HAVE THE 30 HOURS ON GIFTED AND TALENTED IN HOW TO SUPPORT THAT STUDENT.

AND THEN THOSE STUDENTS GO TO THE PULL OUT SERVICES WITH ONE OF OUR GT FACILITATORS AND THE SECONDARY LEVEL, IT WILL BE IN AT LEAST ONE OF THE OWNERS OR ONE OF THE AP CLASSES THAT THEIR CLUSTER.

SO WHEN WHEN KIDS ARE ADMITTED INTO THE GT PROGRAM, IS THAT JUST LIKE A ONE TIME THING? IT'S THE BEGINNING OF THE YEAR OR IS WHAT I'M.

WHAT I WANT TO KNOW, IS THERE A. IS THERE A WAY THAT A KID COULD ENTER THE SECOND SIX WEEKS.

I MEAN, WE CONSTANTLY ADMITTING KIDS OR IS IT JUST WE TEST 1 OR 2 TIMES AND THEN THAT'S IT.

WE CURRENTLY HAVE TWO TESTING WINDOWS. THE PARENTS OR THE.

THE STUDENTS CAN. RECOMMEND THEMSELVES. WE CURRENTLY HAVE TWO TESTING WINDOWS HERE AT LOCKHART ISD ONE IN THE FALL AND ONE IN THE SPRING. BUT THE REFERRAL PROCESS IS OPEN ANYTIME.

I HAVE A QUESTION ABOUT THE PASSION PROJECT. IS IT JUST SOMETHING IN WRITING OR AND THEY SPEAK VERBALLY OR CAN THEY CREATE AND CRAFT AND BUILD? AND IT'S ABOUT EVERYTHING THEY HAVE THAT THEY LIKE.

ANY, ANY KIND OF MODALITY THEY CAN CREATE, MAKE, YES, MOVEMENT, DANCE, SING, WHATEVER THEY GO, THEY GO THROUGH A PROCESS OF RESEARCH OF IDENTIFYING THE THE THEME OR TOPIC THAT THEY WOULD LIKE TO DO THE RESEARCH THAT YEAR, AND THEN THEY GO THROUGH THE PROCESS OF RESEARCH.

THERE IS A WRITING COMPONENT THAT THEY SUPPORT, BUT HOW THE STUDENT PRESENT THAT PASSION PROJECT TO THEIR FAMILIES AND COMMUNITY, IT IS THEIR CHOICE GUIDED BY THE TEACHERS SOME OF THEM DID THIS YEAR.

A VIDEO THAT THEY WERE TALKING AND THEY HAVE LIKE A, A FIGURE ON THE COMPUTER THAT IT WAS NOT THE STUDENT LIKE PRESENTING SOME OF THEM HAS IT ON POSTER BOARD. SOME OF THEM CREATE IT AND THEN BRING THEIR CREATION TO THE SHOWCASE AND OK SANCHEZ.

IT WAS A REALLY NICE EVENT. I HAD THE CHANCE TO, TO GO AND VISIT SOME OF THE KIDS IN THEIR PROJECTS.

AND AS DOCTOR CRUZ MENTIONED THE KIDS USE MULTIPLE MODALITIES TO SHOW WHAT THEY WERE INTERESTED AND WERE LEARNING ABOUT.

I DID WANT TO JUST THANK THE BOARD FOR YOUR CONTINUED INVESTMENT IN THIS.

YOU KNOW, WHEN EVERY. IT SEEMS LIKE EVERY DAY YOU SEE ON THE NEWS, SCHOOL DISTRICTS, YOU KNOW, ARE STRUGGLING WITH BUDGETS. AND, YOU KNOW, MOST OF OUR NEIGHBORS DON'T HAVE A PULLOUT PROGRAM.

THEY JUST SAY THAT, OH, THEY'RE GOING TO STAY IN THE CLASS AND THE TEACHER IS GOING TO PROVIDE THEIR SERVICES.

SO YOU KNOW, I THINK IT'S, IT'S PRETTY UNIQUE THAT IN LOCKHART, WE HAVE TEACHERS WHO ARE PULLING THEM OUT ON A REGULAR BASIS TO FOCUS ON THEIR INDIVIDUAL NEEDS AS GIFTED LEARNERS. AND I JUST WANT TO THANK YOU FOR YOUR CONTINUED INVESTMENT.

WE HAVE, YOU KNOW, WE HAVE NO PLANS TO TO STOP THAT IN ANYTIME SOON.

SO WE'LL CONTINUE TO, TO RECOMMEND TO MAKE THAT INVESTMENT.

LAST YEAR THROUGH THE EDUCATION FOUNDATION THE TEAM EARNED THREE GRANTS AND THESE GRANTS ARE EXPANDING OUR STUDENTS HORIZONS AND INSPIRING THEIR LOVE OF LEARNING. DID YOU HAVE, DID ANYONE HAVE A QUESTION? YEAH, I WAS JUST GOING TO SAY IN CONJUNCTION WITH WHAT DOCTOR ESTRADA WAS SAYING.

SO THE KIDS ARE PULLED OUT OF THE CLASSROOM. IS THERE EVER A TIME WHERE THE GT FACILITATOR STAYS IN THE CLASSROOM AND KIND OF WATCHES THE OTHER KIDS AS WELL? SO THAT MAYBE, YOU KNOW, MIGHT, MIGHT BE OTHER KIDS THAT CAN BE IDENTIFIED BY THAT FACILITATOR.

SO THE GT FACILITATOR IS IN ADDITION TO HAVE THE PULL OUT, THEY ALSO PROVIDE SUPPORT TO THE CAMPUSES DURING PLC PROFESSIONAL LEARNING COMMUNITY.

SO THEY JOINED THE TEACHERS AND ADMINISTRATORS WHEN THEY'RE TALKING ABOUT DATA.

IF THERE'S SOMETHING, YOU KNOW, LIKE THIS, NOTICE LIKE, HEY, COME ON AND WHY THEY ARE, SOME OF THEM ARE GOING SO THEY TO GO AND OBSERVE THE STUDENTS. SO YES, THAT IS AN OPTION FOR THE GT FACILITATORS AND THE TEACHERS TO WORK ON JOINTLY TO HELP IDENTIFY OTHER STUDENTS.

WHEN THERE IS GRADING COLLABORATING BY GRADE LEVEL, SOMETIMES THEY GO AND SUPPORT ONE CAMPUS AND THAT ALSO HELPS TO IDENTIFY WRITING PARTS OF THE STUDENTS. SO YES, THE FACILITATORS WORK WITH OTHER TEACHERS AND ADMINISTRATORS TO HELP IDENTIFY STUDENTS.

[01:05:16]

THANK YOU. I JUST WANTED TO SAY THAT IF WE'RE LOOKING AT THE STATE PERCENTAGE, 8% AND WE'RE AT 5% AND WE DON'T, WE DON'T NEED TO BRING IT UP TO 8% IF THERE TRULY IS NOT 8% IN OUR DISTRICT.

YOU KNOW, IT JUST MAKES A LITTLE IT MAKES SENSE TO GET THOSE REFERRALS FROM TEACHERS THAT HAVE SEEN THE KIDS.

THEY, YOU KNOW, THEY KNOW WHAT THEY'RE LOOKING FOR.

I TRUST THE TEACHERS AND TRYING TO FIND MORE GT STUDENTS.

I DON'T, I DON'T DISAGREE 50%. RIGHT? WELL, PROBABLY NOT.

IT COULD BE HIGHER, BUT I'M JUST SAYING WE DON'T WANT TO JUST STAY LOW IF WE'VE GOT MORE OUT THERE.

THAT'S THAT'S WHAT I'M TRYING. BUT IF WE CAN, WE GET.

ARE WE MAKING SURE THAT WE'RE REACHING EVERY KID? IF THEY'RE MORE OUT THERE, WE GOT TO GET THEM. THANK YOU.

MY I'M SORRY. MY THING ON THAT, MR. CHARLES, IS TO ME.

WHEN YOU LOOK AT STATEWIDE, WE HAVE 5.5 MILLION STUDENTS IN THE STATE OF TEXAS.

AND THAT PERCENTAGE IS, YOU KNOW, WE'RE 40% LESS THAN THE STATE AVERAGE OR WHATEVER.

I THINK WE'RE 5 OR 8 OR WHATEVER THAT THAT WORKS OUT TO BE.

TO ME, WE'RE TALKING ABOUT 5.5 HUMAN BEINGS IN THE STATE OF TEXAS MADE UP OF THE SAME ABILITY, ABILITY AND TALENT. AND THERE'S MY, IN MY OPINION, THIS IS MY OPINION.

I COULD BE WRONG, BUT THERE'S NO JUSTIFICATION WHY THOSE NUMBERS SHOULDN'T MATCH UP UNLESS WE'RE OKAY WITH SAYING WE HAVE, WE HAVE LESS TALENTED KIDS AND LESS GIFTED KIDS, WHICH I WILL NEVER BE OKAY WITH DOING.

I JUST FEEL THAT IT IS OUR RESPONSIBILITY TO TRY TO IDENTIFY KIDS AND IF THEY'RE NOT GIFTED AND TALENTED, ABSOLUTELY. LIKE BECAUSE I DON'T THINK IT'LL EVER BE 50% BECAUSE WE KNOW THAT THAT'S JUST NOT THE REALITY OF, OF, OF OF THE, YOU KNOW, OF POPULATION. BUT I JUST GET CONCERNED KNOWING HISTORICALLY, LIKE DOCTOR KRUSE BROUGHT UP ABS, ABS ONE YEAR WAS LIKE AT 1 OR 2%. THAT'S A, THAT'S AN ADULT PROBLEM.

THAT'S NOT WE DON'T HAVE GIFTED AND TALENTED KIDS.

THAT'S THE ADULTS IN OUR SCHOOL SYSTEM WEREN'T DOING THEIR THEIR JOB IN IDENTIFYING STUDENTS.

AND IT'S NOT THAT I DON'T TRUST TEACHERS, BUT TO ME, UNLESS YOU'RE WILLING TO SAY THAT OUR KIDS BIOLOGICALLY ARE DIFFERENT THAN THE REST OF THE KIDS IN THE STATE. I DON'T SEE ANY JUSTIFICATION FOR THAT, FOR THAT BEING DIFFERENT.

RIGHT. BUT THIS IS AN AVERAGE, RIGHT? SO IF WE ARE AT 5%, THAT MEANS THAT OTHER PEOPLE, OTHER DISTRICTS ARE AT MAYBE 10%, RIGHT, BECAUSE IT'S AN AVERAGE. SO WHAT I'M SAYING IS THAT.

YES, I AGREE, WE SHOULD BE LOOKING INTO GETTING MORE KIDS THAT ARE NOT RECOGNIZED INTO THE PROGRAM.

I TOTALLY SUPPORT THAT. BUT IT'S IF IT'S, WE FIND THAT THERE IS NOT THIS THAT MANY KIDS, THEN WE JUST HAVE TO DEAL WITH, WITH THE NUMBERS THAT WE HAVE.

RIGHT? I HAVE A POINT. SOMETIMES WHEN YOU TALK ABOUT IF I, AS A TEACHER, HAVE TO RECOMMEND, IF I HAVE TO FILL OUT PAPERWORK, IF I AS A PARENT HAVE TO WRITE A LETTER, IF I MEAN, THERE ARE VARIABLES THAT PREVENT PEOPLE FROM MAYBE DOING CERTAIN THINGS THAT.

THAT'S WHY SOME KIDS ARE NOT IDENTIFIED, BECAUSE THEY CAN'T WORK ON IDENTIFICATION AND ASSESSMENT.

IF IF NO ONE IS RECOMMENDING KIDS, AM I CORRECT? RIGHT. SO IF YOU DON'T HAVE THE NUMBERS, IT'S.

THERE ARE CERTAIN VARIABLES THAT MIGHT IMPACT THAT ALSO.

I MEAN, I'VE BEEN IN THE TRENCHES TOO. SOMETIMES YOU'RE OVERWHELMED AND MAYBE.

OKAY, I DIDN'T GET THIS PAPERWORK IN OR. SO THERE ARE OTHER FACTORS.

SO I DO UNDERSTAND AND AGREE WITH DOCTOR STARR'S POINT THAT.

YOU KNOW, WE CAN TRY TO REVISIT BECAUSE THE MORE KIDS HAVE OPPORTUNITIES, THAT IS WHAT OUR GOAL SHOULD BE TO GIVE.

KEEP KIDS ALL OPPORTUNITIES TO BE ENGAGED. IF THEY HAVE THE THEY MEET THE CRITERIA.

THAT'S SOMETHING THAT WE SHOULD STRIVE FOR. SO THAT IS POINT.

I'M NOT GOING TO ADMIT A KID INTO GT IF THEY DON'T PASS THOSE TESTS JUST RIGHT.

WE NEED MORE TESTING. A BIGGER, LARGER POOL OF KIDS THAT COULD POTENTIALLY BE ADMITTED INTO THE PROGRAM.

BUT I DON'T FORESEE ANYBODY JUST APPROVING A KID TO GET THE THE PERCENTAGE UP PURELY JUST TO MEET A STATE AVERAGE.

I MEAN, IT'S JUST THE LAW OF LARGE NUMBERS. THE MORE KIDS WE TEST OR ARE IDENTIFIED, THE MORE WE'RE GOING TO BE ABLE TO IDENTIFY AND BE ABLE TO GIVE THEM THE CORRECT INFORMATION. AND, AND LIKE YOU POINTED OUT, IT'S NOT NECESSARILY ALWAYS THE SMARTEST KIDS THAT ARE MAKING A'S IN EVERY SINGLE THING.

IT'S JUST A DIFFERENT WAY THAT SOME KIDS LEARN AND THEY LEARN MORE IN A CREATIVE TYPE OF NATURE.

[01:10:02]

AND SO SOME PARENTS MAY NOT UNDERSTAND THAT. YEAH.

TO BE ABLE TO RECOMMEND THEIR CHILD BECAUSE THEY MAY THINK, OH, WELL, MY KID DOESN'T MAKE AS HIGH OF GRADES AS MY OTHER KID DOES.

WELL, IT MAY BE BECAUSE THEY'RE NOT GETTING THE RIGHT ATTENTION BECAUSE THEY NEED TO BE LEARNING IN A DIFFERENT FORMAT.

SO I THINK SOMETIMES IT'S PARENT EDUCATION ON THIS IS ACTUALLY WHAT GT IS, BECAUSE I KNOW GROWING UP I THOUGHT IT WAS JUST FOR SMART KIDS.

AND MY SISTER GOT IN AND I DIDN'T. TYPE THING A STUDENT.

BUT THAT'S NOT THE SITUATION ANYMORE. IT'S JUST A TYPE OF LEARNING THAT KIDS DO.

AND PARENT EDUCATION COULD HELP AS WELL. THAT'S TRUE.

PARENT EDUCATION WILL HELP. YOU CAN EVEN EDUCATE ME BECAUSE MY, MY KID HAS BEEN GOING FOR FIVE YEARS IN CLEAR FORK.

NOT ONCE HAS SHE BEEN, YOU KNOW, RECOMMENDED FOR TESTING.

SO THE, THE ONE GRAPH THAT YOU HAD UP THERE OR CHART THAT YOU HAD UP THERE WITH THE T VERSUS OVERACHIEVER THAT ONE. YEAH. WELL, WHEN I LOOK AT THE GIFTED AND TALENTED STUDENT, THAT'S, THAT SEEMS TO BE A LOT OF KIDS THAT I KNOW, RIGHT? SO IT'S VERY POSSIBLE THAT A LOT OF KIDS THAT I KNOW THAT ARE NOT IN GT COULD BE IN GT BECAUSE I KNOW A LOT.

THERE YOU GO. THAT'S WHAT WE WERE SAYING EARLIER. THAT'S THAT'S THE POINT THAT WE'RE TRYING TO MAKE IS GOING TO GO UP. RIGHT, RIGHT. AND THAT INCLUDES MY KID TOO BECAUSE MY KID HITS OH NO DON'T PUT HIS KID. YOU KNOW WHAT I'M SAYING? I'M JUST SAYING THAT MAYBE MORE TEACHER TRAINING MIGHT BE NEEDED TO RECOGNIZE AND TO RECOMMEND AND MAYBE WE COULD INCLUDE AND MAYBE THIS IS ALREADY DONE, I DON'T KNOW, BUT LIKE INCLUDING THAT SLIDE IN LIKE A PARENT NEWSLETTER OR SOMETHING LIKE THAT THAT JUST PINPOINTS LIKE, HEY, IF YOU SEE THIS IN YOUR CHILD, LET US KNOW.

HERE'S THE FORM TO RECOMMEND THEM TO BE TESTED AND JUST GIVING A LITTLE BIT MORE KNOWLEDGE TO THE PARENTS ON LIKE WHAT TO KIND OF LOOK FOR.

DO YOU HAVE A HIGH PERCENTAGE OF PARENTS RECOMMENDING? THANK YOU. NO, WE DON'T, EXCEPT FOR THIS YEAR.

AND IT IS THE TEACHER RECOMMENDS. AND THEN THE PARENT HAS TO APPROVE FOR.

YES. FOR TESTING. EVERY TEACHER RECOMMENDS WRIGHT OR NOT.

NO NO NO NO. YEAH. OKAY. YES. THEY'RE CORRECTING ME.

YES. A LOT OF PARENTS ARE RECOMMENDING YES, YES.

BUT BUT WRIGHT EVERY TEACHER DOES EVALUATE THEIR OWN STUDENTS.

AND IF THEY THEN THEY'RE SUBMITTING THEM FOR RECOMMENDATION, RIGHT.

IN ADDITION, OF COURSE PARENTS. SO WE HAVE PARENT RECOMMENDATION.

WE HAVE THE SCREEN. I'M JUST REPEATING WHAT ISMAIL SAID.

WE HAVE PARENT RECOMMENDATION. THIS SCREEN IS WORKING THERE AND ALL SECOND GRADERS AND ALSO TEACHER RECOMMENDATION.

AND IN ADDITION TO THAT, WE ALSO HAD A PARENT MEETING IN THE FALL FOR EXPLAINING THAT, BUT I LOVE THE IDEA OF SENDING IT OUT ON THE NEWSLETTERS OF THESE OUTLOOKS FOR FOR THE STUDENTS, SPANISH AND ENGLISH, PROBABLY.

YES. AND I JUST HAD A QUICK THING TO MENTION.

AND MAYBE AGAIN, Y'ALL ARE MORE IN THIS LIKE IN THE TRENCHES OF IT.

BUT WHAT ABOUT ART TEACHERS? LIKE, DO THEY RECOMMEND BECAUSE I KNOW A LOT OF GT IS VERY ARTISTIC AND ON FINE ARTS AND EXPRESSION.

YEAH. SO GOING INTO THE ART CLASSES TO, TO LOOK FOR KIDS THAT EXPRESS THEIR WAY.

SO AT THE BEGINNING OF THE YEAR, EVERY SINGLE CAMPUS RECEIVES A PROFESSIONAL LEARNING SESSION FROM OUR GT FACILITATORS SAYING, THESE ARE YOUR LOOKS FOR ON THE STUDENTS. AND THEY GIVE THE PRESENTATION.

THEY ALSO GIVE A LOOKS FOR FOR THEM. SO OUR TEACHERS FIND ARTS ANYONE CAN RECOMMEND FOR THE FOR THE STUDENTS TO BE IDENTIFIED.

AND NOW THIS IS A GREAT WAY TO GO TO THE GTA AWARENESS WEEK.

SO LAST YEAR WE LAUNCHED THE GTA AWARENESS WEEK WHERE THE TEAM CREATED SOME CHALLENGE SLIDES FOR THE CLASSROOM.

SO IT WAS OUTSIDE THE CLASSROOM FOR THE STUDENTS.

AND THAT IS ANOTHER WAY FOR TEACHERS TO SEE, YES, THESE STUDENTS ARE SOLVING THOSE BRAINS.

OH MY GOD, I FORGOT THE WORD IN ENGLISH. BRAIN TEASERS.

THANK YOU. BRAIN TEASERS OR THOSE PROBLEMS. IT WAS AN ACTIVITY PER DAY.

THEY HAVE A TIC TAC TOE FOR THEIR CLASSES WHERE THE STUDENTS WERE CREATING AND SHARING WITH FAMILIES.

AND ALSO THEY ARE SENDING FOR THEIR STUDENTS.

PACKAGE WORKS. YOU KNOW, FOR SPRING BREAK, FOR THE WINTER BREAK, FOR THE FALL BREAK.

SO THAT WAY THEY CONTINUE TO ENRICH. AND WE HAD LAST YEAR AND WE'RE PLANNING TO DO IT THIS YEAR AGAIN.

THE MYTHBUSTER ON SOCIAL MEDIA. SO I WILL REMEMBER TO BRING THAT.

THESE ARE WAYS TO IDENTIFY THE STUDENTS FOR REFERRAL FOR THAT GTA AWARENESS WEEK.

SO IS IT LIKE A NATIONAL AWARENESS WEEK OR IS IT JUST.

YES, THAT'S MY LAST SLIDE. I'M FEELING IT. THAT'S MY LAST LINE.

I WAS JUST WONDERING WHY IT'S NOT A MONTH LIKE EVERYTHING ELSE IS A MONTH.

IT WILL BE AMAZING. BUT WE ARE STARTING THIS YEAR OFFICIALLY WITH A WEEK.

[01:15:04]

SO YEAH, LAST YEAR WE PARTNERED UP WITH AN EDUCATIONAL GROUP AND THE STUDENTS HAD A DRONE CAMP ACTIVITY.

THIS WAS AMAZING. IT WAS FIFTH GRADERS CODING, FLYING THOSE DRONES THROUGH OBSTACLES AND THEY COULDN'T REACH THE OBSTACLES.

SO THEY HAD TO GO AND MEASURE AND RECODE AND ALL OF THAT.

I DO HAVE A VIDEO, BUT WE WILL BE PLAYING THE VIDEO.

IT'S A SHORT, SHORT VIDEO AT THE END OF THE PRESENTATION.

UNFORTUNATELY, WE LOST A GRANT THIS YEAR, SO IT WAS THE STARBASE GRANT.

THEY DIDN'T HAVE MORE FUNDING FOR US. SO THE TEAM GOT CREATIVE WITH MR. CROWLEY AND FINE ARTS AND DID A FIFTH GRADE FINE ARTS HERE AT MLC.

SO THEY HAVE THE OPPORTUNITY TO PARTICIPATE IN THEATER LED BY MISS WORTHINGTON AND THE LOCKHART HIGH SCHOOL SENIOR THEATER STUDENTS.

THEY ALSO HAVE MUSIC CLASSES FROM THE JUNIOR HIGH.

THEY HAVE ART CLASSES. THEY WERE CREATING PUMPKIN.

IT WAS RIGHT ON THE POLE. SO THAT WAS IN THERE.

AND THEY ALSO HAVE GT STUDENTS AT THE JUNIOR HIGH SCHOOL WHO ARE IN FINE ARTS.

THIS ALSO PROVIDES THE OPPORTUNITY FOR THE STUDENTS TO EXPLORE WHAT ELECTIVES THEY HAVE AT THE JUNIOR HIGH.

MISS WILLIAMS REACHED OUT AND CREATED THIS ACTIVITY, PROVIDED THIS OPPORTUNITY FOR THE STUDENTS WITH A GREAT JOB WITH THE BULLOCK TEXAS STATE HISTORY MUSEUM. AND THE THEME WAS HOW A PLACE CAN AFFECT HOW WE LIVE.

THIS WAS ALIGNED WITH THEIR SELF ESTEEM. THEY JOINED THEM VIRTUALLY ON ZOOM AND BECAUSE IT WAS IN ONE DAY OF THE WEEK, THE STUDENTS IN ALL THREE CAMPUSES WERE ABLE TO JOIN THEM AND PARTICIPATE AND HAVE THAT LEARNING EXPERIENCE.

WE HAVE THE SHOWCASE RIGHT BEFORE THE SPRING BREAK AND IT WAS AMAZING.

I WAS PACKED AND I THINK THAT IN A LONG TIME IT WAS.

WE ARE BACK WITH THIRD THROUGH EIGHTH GRADE. WE'RE LOOKING FORWARD FOR PARTNERSHIPS WITH ALL THE DIFFERENT GRADE LEVELS.

SO THAT WAY THE STUDENTS CAN SEE WHAT THE UPPER GRADE LEVELS ARE DOING.

AND ALSO THE UPPER GRADE LEVELS ARE MENTORING THE STUDENTS ON THEIR PROJECT AND PROCESS.

SO NOW DO YOU HAVE ANY OTHER QUESTIONS FOR ME? I HAD JUST LIKE TWO IDEAS. WHAT? AND I DON'T KNOW HOW HARD IT IS TO LIKE DO THE ASSESSMENT AND, AND GRADE IT AND THINGS LIKE THAT, LIKE HOW MUCH TIME IT TAKES.

BUT IF THERE WAS LIKE A CERTAIN GRADE, LIKE, LET'S JUST SAY THIRD GRADE IS KIND OF LIKE YOUR SWEET SPOT OF IDENTIFYING IF YOU HAD THE THIRD GRADE TEACHERS TAKE THE GT ASSESSMENT THEMSELVES SO THAT THEY WOULD THEN KIND OF SEE LIKE, OH, THIS IS WHAT THEY'RE TESTING FOR. LIKE, I KNOW DURING WORKSHOPS, LIKE Y'ALL TALK ABOUT IT, BUT IF THEY WERE TO ACTUALLY TAKE IT, THEY WOULD SEE HANDS ON WHAT IS BEING LOOKED AT AND WHAT IS BEING CONSIDERED GIFTED AND TALENTED VERSUS HIGH ACHIEVING. SO THAT'S JUST AN IDEA THAT I HAD.

AND THEN ALSO, I DON'T KNOW THE STATISTICS, BUT FROM WHAT I'VE READ, DYSLEXIA CAN TRANSLATE INTO GIFTED AND TALENTED AS WELL.

SO MAYBE PARTNERING WITH DYSLEXIA TEACHERS WITHIN THE SCHOOL DISTRICT TO MAYBE IDENTIFY SOME KIDS THAT MAY BE GETTING OVERLOOKED BECAUSE SOME TEACHERS MAY BE LIKE, OH, WELL, THEY'VE GOT DYSLEXIA TYPE THING.

BUT FROM WHAT I'VE SEEN, THE WAY OF LEARNING OF GT STUDENTS IN A DYSLEXIC MIND KIND OF SOMETIMES CAN GO HAND IN HAND TOGETHER.

AND THOSE CHILDREN MAY BE ONES THAT ARE KIND OF JUST GETTING OVERLOOKED BECAUSE THEY'RE ALREADY GETTING PULLED OUT FOR DYSLEXIA OR READING AND THINGS LIKE THAT.

BUT THEY ACTUALLY MAY BE ABLE TO BE A GT STUDENT WITH DYSLEXIA AS WELL.

THANK YOU. YEAH, WE WILL TAKE THAT INTO CONSIDERATION.

DEFINITELY. I WANT TO CLARIFY, IT'S NOT ONE ASSESSMENT.

OKAY. SO IT IS A BATTERY OF ASSESSMENTS AND THAT'S WHAT I DON'T KNOW.

LIKE IF THERE'S A SWEET SPOT OF LIKE A GRADE LEVEL, IF LIKE PER CAMPUS, IF MAYBE, IF JUST EVEN LIKE THE LOVER LEADERS OR SOMETHING LIKE THAT TOOK THE ASSESSMENT AND THEN THEY COULD PASS THAT DOWN TO TEACHERS AS PART OF THE 30 HOURS OF GIFTED AND TALENTED PROFESSIONAL LEARNING THAT THE TEACHERS RECEIVE.

WHEN THEY HAVE THE STUDENTS, THEY SEE MODEL SAMPLES OF THOSE ASSESSMENTS.

OKAY. BUT DEFINITELY WE CAN PROVIDE THAT INFORMATION.

IF THEY DON'T HAVE A STUDENT, BECAUSE IF THEY DON'T HAVE THE STUDENT, THEY MIGHT NOT HAVE THE TRAINING.

THAT IS AN EXCELLENT IDEA. THANK YOU. SO OFFICIALLY THIS YEAR THE FIRST FULL WEEK OF APRIL IS DESIGNED AS THE GT STUDENTS WEEK. SO WE ARE LOOKING FORWARD FOR THAT.

WE WILL DEFINITELY TAKE ALL YOUR GREAT IDEAS FROM TONIGHT, FROM TONIGHT, AND WE WILL WORK AND MAKE MAKING THE AWARENESS OF WHAT

[01:20:02]

IS GIFTED AND TALENTED EDUCATIONS, HOW TO REFER STUDENTS, HOW WE TEST, YOU KNOW, HOW THE DISTRICT IDENTIFIED THEM.

I WANTED TO ALSO SAY IT IS A PLACEMENT COMMITTEE THAT IS THREE PEOPLE IN THE COMMITTEE AT THE CAMPUS, AND THEY LOOK AT THE DIFFERENT PARTS OF THE STUDENTS AND MAKE THAT DECISION.

AND THIS YEAR WE ARE LOOKING FOR THAT PART OF CELEBRATING THIS TO THE STUDENTS, THE GIFTED AND TALENTED STUDENTS WEEK.

AND IF YOU DO HAVE THAT AS A WRIGHT UPCOMING ACTION ITEM TO CONSIDER.

OKAY. I WANT TO CONSIDER IT NOW. YEAH. I WAS GOING TO ASK IF YOU CAN.

ARE WE RESPECTFULLY THE TEAM AND I WOULD RESPECTFULLY ASK THE BOARD TO APPROVE THE RESOLUTION.

DESIGNATE THE WEEK OF APRIL 6TH AS THE GIFTED AND TALENTED STUDENTS WEEK IN LOCKHART ISD, AND TO JOIN US AND CONTINUE CELEBRATING AND SUPPORTING OUR GIFTED AND TALENTED STUDENTS. YOU WANT TO. JUST A MONTH. ARE YOU FINISHED WITH THIS PRESENTATION? YOU DON'T HAVE ANY QUESTIONS? YES, SIR. OKAY.

THANK YOU, DOCTOR CRUZ. SO STAY AT THE PODIUM.

WE'RE GOING TO JUMP TO NINE F CONSIDER AND OR APPROVED DESIGNATING THE FIRST FULL WEEK OF APRIL AS GIFTED AND TALENTED STUDENT WEEK AS

[Consider and/or Approve designating the first full week of April as Gifted and Talented Students Week]

REQUESTED. OKAY. I MOVE THAT THE BOARD APPROVED DESIGNATING THE FIRST FULL WEEK OF APRIL AS GIFTED AND TALENTED STUDENTS WEEK IN TEXAS FOR THE NEXT TEN YEARS.

SECOND, SO WE HAVE A MOTION. WE HAVE A SECOND.

ANY QUESTIONS? ALL THOSE IN FAVOR, RAISE YOUR HAND AND SAY AYE.

AYE. ANY OPPOSED? SAME SIGN. PASSES SIX ZERO.

THANK YOU LADIES. APPRECIATE IT.

OKAY. WE'LL MOVE BACK TO THE REGULAR ORDER OF THE AGENDA.

ITEM EIGHT B ANXIOUS GENERATION PARENT BOOK STUDY RECOMMENDATION.

[Anxious Generation Parent Book Study Recommendations ]

DOCTOR MARK ESTRADA. THANK YOU. I'LL TRY TO MAKE THIS.

KEEP IT TO THREE HOURS. OH, NO. I AM EXTREMELY FIRST THANKFUL FOR EVERYONE WHO SPOKE BEFORE THE MEETING.

I'M ALSO VERY THANKFUL FOR THE PARENTS WHO ATTENDED OUR BOOK STUDY, FOR OUR STAFF WHO ATTENDED OUR BOOK STUDY.

MR. HERRERA, I THINK YOU WENT TO EVERY SINGLE MEETING, IF I RECALL.

MISSED ONE. OKAY, OKAY, I MISSED THAT ONE TOO.

BUT I JUST WANT TO THANK YOU ALL FOR YOUR COMMITMENT.

WE HAD A LOT OF OTHER PARENTS WHO, YOU KNOW, MAYBE THEY WERE ABLE TO ATTEND ONE OR SOME, BUT NOT ALL.

THANK YOU TO TO ALL OF THEM. A VERY IMPORTANT TOPIC.

SOMETHING THAT ACTUALLY A PARENT RECOMMENDED TO ME A COUPLE OF YEARS AGO.

YOU KNOW, SO THAT'S HOW I HEARD ABOUT THE BOOK.

I READ IT AND AFTER I READ IT OUR LEADERSHIP TEAM DID A BOOK STUDY ON IT.

I DON'T KNOW, WE WATCHED A COUPLE OF PODCASTS AND INTERVIEWS AND DIFFERENT THINGS REGARDING IT.

AND WE DECIDED THAT YOU KNOW, A PARENT BOOK STUDY WOULD BE A GREAT THING TO DO TO TALK WITH OUR PARENTS ABOUT THIS TOPIC.

TALK TO OUR COMMUNITY MEMBERS AND OUR STAFF. SO I'M HAPPY TO GIVE YOU A, AN UPDATE.

THIS WAS JUST KIND OF THE MISSION OF THE BOOK STUDY.

WE WERE JUST TRYING TO DEEPEN OUR UNDERSTANDING OF, OF, OF THIS INFORMATION.

WE DID MEET A NUMBER OF TIMES. SO IN SEPTEMBER, WE TALKED ABOUT THAT FIRST PART OF THE BOOK, WHICH REALLY WAS AN INTRODUCTION, LOOKING AT SOME OF THE RESEARCH AND SOME OF THE DATA THAT THE AUTHOR INTRODUCED AND HIS ARGUMENT WITH WITH THAT DATA IN OCTOBER, WE TALKED ABOUT THE DECLINE OF A PLAY BASED CHILDHOOD, WHICH I'LL GET INTO SOME DETAILS HERE IN A MOMENT.

IN NOVEMBER, WE TALKED ABOUT THE RISE OF A PHONE BASED CHILDHOOD.

IN THAT PART THREE OF THE BOOK IN JANUARY, WE HAD A DISCUSSION ABOUT NEXT STEPS AND, YOU KNOW, THINGS THAT WE NEED TO DO. AND IN FEBRUARY, FEBRUARY THE CONCLUSION OF THE BOOK BRINGING CHILDHOOD BACK TO EARTH, WHICH IF YOU READ, IF YOU READ THE BOOK YOU KNOW, WILL WILL MAKE SENSE.

HE TELLS THE STORY ESSENTIALLY OF KIDS BEING RAISED ON MARS, BUT BRINGING THEM BACK TO EARTH.

AND HERE WE ARE IN MARCH WITH A CONVERSATION AND RECOMMENDATIONS TO TO THE SCHOOL BOARD.

WE WILL AFTER THIS PRESENTATION, THERE'LL BE AN OPPORTUNITY.

WE REALLY NEED THE BOARD'S THOUGHTS, THE BOARD'S FEEDBACK ON THIS.

AND THEN IN APRIL AND MAY ACTUALLY THINK, BECAUSE ONE OF THE RECOMMENDATIONS, WHICH I'LL GET TO, IT'S PROBABLY GOING TO TAKE US UNTIL MAY, BUT AT THAT, NO LATER THAN THE MAY MEETING WE'LL FINALIZE ALL THE RECOMMENDATIONS, BRING THEM TO THE BOARD FOR APPROVALS. TONIGHT IS JUST A COMMUNICATION.

YOU KNOW, I HOPE ALSO TO GET FEEDBACK FROM OUR PARENTS AND COMMUNITY MEMBERS.

YOU KNOW, ON SOME OF THE RECOMMENDATIONS AND THEN WE'LL FINALIZE THEM IN APRIL, APRIL AND MAY.

[01:25:04]

SO TO JUMP INTO IT YOU KNOW, FIRST AND FOREMOST, I JUST WANT TO BE TRANSPARENT.

YOU KNOW, LIKE EVERYTHING THERE, THERE ARE CRITIQUES AND OTHER OPINIONS ABOUT THINGS.

SO AND THIS AUTHOR AND THIS BOOK YOU KNOW HAS CRITIQUES AS WELL AS MR..

RIVERA BROUGHT UP AS A PRACTITIONER AND SOMEONE WHO WORKS WITH WITH KIDS.

YOU KNOW, I THINK I SPEAK FOR OUR STAFF THAT WE ARE SEEING THE THINGS THAT HE DESCRIBES IN THE BOOK.

WE ARE SEEING THAT IN OUR KIDS HERE, HERE IN LOCKHART.

AND WHILE PEOPLE CAN CRITIQUE THE WAY IN WHICH THE RESEARCH WAS DONE, THEY CAN CREATE CRITIQUE, META ANALYSIS AND THE VALIDITY OF VALIDITY OF IT.

WE AS PRACTITIONERS, AS, AS PARENTS, AS COMMUNITY MEMBERS HAVE SEEN WITH OUR OWN EYES, WHAT'S, WHAT'S HAPPENING AND, AND FEEL THAT THE DATA AND, AND HIS THOUGHTS ARE, ARE VALID AND REAL.

AND THE CONSEQUENCES ARE VERY REAL. SO I WANTED TO MENTION MENTION THAT YOU KNOW, THE, THE BOOK IN THAT FIRST CHAPTER, HE TALKS ABOUT THE GREAT REWIRING OF CHILDHOOD AND HOW OUR KIDS ARE ACTUALLY BECOMING ADDICTED TO THE CONTENT, TO THE SCREENS THEMSELVES, THE, THE, THE THINGS THAT IT'S DOING TO OUR CHILDREN, WHICH IS ONE OF THE REASONS WHY, YOU KNOW, WE'VE JOINED THIS, THIS LAWSUIT BECAUSE THERE'S ENOUGH EVIDENCE OUT THERE THAT IT'S, IT IS BY DESIGN AND IT'S ON PURPOSE. AND THEY'RE BECAUSE THEY'RE TRYING TO MAKE PROFITS OFF OF HARMING OUR KIDS.

I'M, I MAY GO ON TO GET ON MY SOAPBOX A FEW TIMES DURING THIS PRESENTATION, BUT I'LL TRY VERY HARD TO STICK TO THE STICK TO THE POINT.

HE, HE MAKES AN ARGUMENT THAT I THINK SUMMARIZES THE BOOK VERY WELL.

AND HE TALKS ABOUT THAT WE OVER PROTECT OUR CHILDREN OVER TIME.

WE'VE STARTED TO OVER PROTECT OUR CHILDREN IN THE REAL WORLD AND UNDER PROTECT THEM IN THE VIRTUAL WORLD.

AND I THINK WHEN WE THINK ABOUT THAT COMMENT, IT MAKES A LOT OF SENSE.

AND IT SUMMARIZES THE BOOK VERY WELL. WE HAD A PARENT, MISS BERGE MAKE SOME COMMENTS TODAY ABOUT YOU KNOW, KIDS AND, AND BEING ABLE TO DO THINGS FOR THEMSELVES, WALK AROUND TOWN, RIDE THEIR BIKES AROUND TOWN, THOSE TYPES OF THINGS. PARTS OF MANY OF OUR CHILDHOOD THAT WAS NORMAL THAT UNFORTUNATELY IS NO LONGER NORMAL.

ACTUALLY YESTERDAY HAD A VERY REAL EXPERIENCE.

I WAS RIDING MY BIKE WITH MY DAUGHTER DOWN. WE WERE GOING TO GO DOWN TO THE SQUARE, JUST KIND OF RIDE AROUND A LITTLE BIT, GO BACK TO GO BACK HOME. THERE WAS A LITTLE BOY RIDING HIS BIKE IN THE DRIVEWAY JUST DOING LOOPS, AND I CAN SEE HIM AND HE PROBABLY DID TEN CIRCLES ON HIS LITTLE DRIVEWAY FROM MY WHEN I MADE EYE CONTACT AND UNTIL I GOT TO THE DRIVEWAY AND HE WAS PROBABLY IN FIFTH OR SIXTH GRADE. AND WHEN WE GOT TO HIM, HE SAID THIS, I'M NOT MAKING THIS UP.

HE LITERALLY SAID, I WISH I COULD GO AND RIDE MY BIKE AS FAR AS YOU GUYS ARE GOING TO GO AND RIDE MY BIKE.

I THOUGHT TO MYSELF, YOU KNOW THIS BOY WHO IS VERY CAPABLE OF RIDING A BIKE.

HE'S OLD ENOUGH TO TO RIDE A BIKE. BUT THAT'S THE CLIMATE AND CULTURE THAT WE UNFORTUNATELY, IN MY OPINION, LIVE IN NOW. OR WE CAN NO LONGER EVEN LET OUR FIFTH SIXTH GRADERS RIDE THEIR BIKE DOWN THE BLOCK BECAUSE OF THIS, THIS FEAR. BUT WE FREELY LET THEM GET ON SOCIAL MEDIA.

BUT WE FREELY, ABSOLUTELY, WE FREELY LET THEM GET ON THESE DEVICES, LOOK AT TERRIBLE THINGS.

AND WE THINK THAT IT'S FILTERED, WE THINK THAT WE'RE BLOCKING IT, BUT OUR KIDS ARE ONE STEP AHEAD AT ALL TIMES.

AND THAT'S WHAT THE AUTHOR ARGUES IS THAT WE OVER PROTECT OUR KIDS IN THE REAL WORLD WHERE THEY SHOULD BE DEVELOPING THESE LIFE SKILLS OF HOW DO I MAKE DECISIONS? HOW DO I JUDGE? IS THIS DANGEROUS? IS IT BAD? HOW DO I DO THAT? BECAUSE THAT ACTUALLY MAKES ME SAFER AS I GROW UP.

AND UNFORTUNATELY WE OVER PROTECT THEM TO WHERE THEY DON'T HAVE THOSE, THOSE SKILLS A LOT OF TIMES.

AND THEN THEY GET ADDICTED TO THESE THESE DEVICES, RIGHT? SO HE MAKES A VERY STRONG ARGUMENT AND SOME OF THE DATA HE SHOWS IS JUST THE, THE DRASTIC RISE IN DEPRESSION AMONG TEENS, ESPECIALLY OUR GIRLS. AND YOU SEE THAT IT LINES UP WITH THE INCEPTION OF SMARTPHONES WITH THE FRONT FACING CAMERA WHERE YOU CAN TAKE PICTURES OF YOURSELF, PUT FILTERS AND MAKE IT LOOK LIKE A DIFFERENT PERSON, WHICH, YOU KNOW, IS DOING THINGS TO, TO US MENTALLY.

BUT YOU SEE THESE, THESE HUGE INCREASES. SINCE THAT TIME, YOU SEE THE HUGE INCREASE IN ANXIETY AS WELL.

ONE OF THE THINGS WHEN I MEET WITH MY STUDENT LEADERSHIP GROUP OVER THE LAST EIGHT YEARS AS SUPERINTENDENT, A CONSTANT WITH OUR LOCKHART HIGH SCHOOL STUDENTS AND THESE ARE MANY OF THEM ARE BEST AND BRIGHTEST STUDENTS WHO,

[01:30:05]

BUT A CONSTANT THEME EIGHT YEARS IN A ROW HAS BEEN THE ANXIETY THAT, THAT THEY, THAT THEY FEEL AND THE PRESSURE THAT THEY'RE UNDER AND THE STRESS THAT THEY'RE UNDER. AND YOU'VE SEEN JUST THAT, THAT DRASTIC INCREASE SINCE, SINCE THE, YOU KNOW, 2010 ESSENTIALLY.

SO WE CONTINUE TO, TO DIVE DEEPER IN THIS AS THE BOOK STUDY WENT ALONG LOOKING AT HOW YOU KNOW, SOCIAL MEDIA HAS THIS PEER PRESSURE EVEN WHEN NOBODY IS REALLY DOING THAT BECAUSE THEY'RE, THEY'RE SEEING THINGS, THEY'RE SEEING PICTURES AND THEY THINK THAT THIS IS NORMAL.

THEY THINK THAT IT'S REAL LIFE THAT THESE, WHAT PEOPLE ARE PORTRAYING ONLINE AND IT CAUSES HARMFUL THINGS.

YOU KNOW, THE, THE MODERN PLAYGROUNDS THAT OVER PROTECT OUR KIDS THAT ARE ALL BUILT SUPER LOW.

THERE'S NO HEIGHT TO THEM. THERE'S, THERE AREN'T THINGS TO CLIMB ON.

THERE AREN'T THINGS FOR THEM TO CALL THEM. YEAH.

RUBBER MULCH INSTEAD OF. YEAH. CORRECT. YEAH.

ALL OF THESE THINGS THAT ACTUALLY IS HARMFUL TO, TO THEIR DEVELOPMENT.

THEY NEED TO CLIMB ON THINGS. THEY NEED TO FALL DOWN.

I MEAN, IN SAFE WAYS, RIGHT? WE'RE NOT GOING TO BE NEGLIGENT, BUT OUR KIDS NEED TO HE MAKES THIS ARGUMENT AND I AGREE WITH OUR KIDS NEED TO HAVE THE SKILLS TO THINK LIKE, YOU KNOW WHAT, THAT MAY BE DANGEROUS OR I NEED TO LEARN HOW TO WALK UP THE STAIRS OR HOW TO CLIMB ON SOMETHING.

I NEED TO LEARN HOW TO COME ACROSS SOMEONE. AND NOW WE HAVE TO SOLVE THIS, THIS CONFLICT.

BECAUSE WHEN I'M AN ADULT AND I'M DRIVING, SOMEONE DOES AN ACCIDENT, AM I GOING TO GO NUTS ON THEM AND SCREAM AND YELL? OR AM I GOING TO HANDLE IT LIKE A NORMAL HUMAN BEING AND, YOU KNOW, SEND THEM A TIKTOK? YEAH, EXACTLY. SO ALL, ALL THESE THINGS JUST ADD UP OVER TIME.

WE MAY THINK THEY'RE LITTLE THINGS, BUT THEY'RE ACTUALLY CHANGING HOW OUR KIDS ARE, ARE BEING, ARE DEVELOPING. AGAIN, SO WE LEARNED ABOUT THE SOCIAL DEPRIVATION, SLEEP DEPRIVATION, ALL OF THESE THINGS THAT WE KNOW ARE THERE BECAUSE OF PRIMARILY THESE, THESE DEVICES.

SO CELL PHONES, WE'RE GOING TO TALK ABOUT CHROMEBOOKS AND IN SCHOOL. BUT A LOT OF IT IS THE INTRODUCTION TO, TO CELL PHONES. YOU KNOW, I, I GET THAT I THINK YOU WERE THE ONE THAT SAID IT, YOU KNOW, EVERYBODY HAS, HAS A PHONE THAT, THAT PRESSURE AS, AS PARENTS THAT, THAT WE CAN FEEL YOU KNOW, BECAUSE ALL THE KIDS WANT THESE, THESE DEVICES IT'S, THEY'RE SPENDING LESS TIME WITH FRIENDS NOW MORE TIMES ON THE SCREENS TALKED ABOUT THIS ALREADY IN TERMS OF, OF SOCIAL MEDIA AND THE HARMFUL EFFECTS, ESPECIALLY ON OUR, OUR GIRLS.

BUT IT IS ALSO HARMING BOYS AS WELL. YOU KNOW, SO JUST ALL OF THESE, THESE DEEP PROBLEMS THAT, THAT WE'RE SEEING. WERE BROUGHT UP IN THE BOOK STUDY.

ANOTHER SECTION TALKED ABOUT HOW TO YOU KNOW, IDEAS FOR PHONE FREE LEARNING ENVIRONMENT.

TALKED ABOUT HOW TO FOCUS ON RESILIENCE, TALKED ABOUT BUILDING THOSE REAL WORLD CONNECTIONS AND WAYS TO, TO DO THAT. ALL OF THESE THINGS ARE GOING TO INFORM, YOU KNOW, WHAT WE'RE DISCUSSING, BUT THE AUTHOR BRINGS UP TWO MAJOR POINTS, WHICH ONE I'VE ALREADY MENTIONED. WE'VE OVERPROTECTED CHILDREN IN THE REAL WORLD AND UNDER PROTECTING THEM IN THE VIRTUAL WORLD. AND THEN HE MAKES FOR OR HE ARGUES FOR FOR NEW NORMS. NO SMARTPHONE PHONES BEFORE HIGH SCHOOL, NO SOCIAL MEDIA BEFORE THE AGE OF 16 BANNED SMARTPHONES IN SCHOOL, WHICH, YOU KNOW, WE HAVE THE STATE OF TEXAS ACTUALLY, AS WE ALL KNOW, IMPLEMENTED A LAW THAT HAS DONE THAT.

OUR STAFF AT AT ALL OF OUR SCHOOLS HAVE DONE A GOOD JOB OF IMPLEMENTING THAT.

AND I THINK WE'RE SEEING SOME SOME EARLY BENEFITS OF THAT.

BUT IT'S STILL SOMETHING WE HAVE TO PERSIST. AND, AND THEN THE LAST.

NEW NORM THAT HE RECOMMENDS IS MORE, MORE FREE PLAY BECAUSE OF ALL THE BENEFITS THAT.

THAT, THAT COME WITH FREE PLAY. WE RELEASED A THOUGHT EXCHANGE TO OUR COMMUNITY TO GET THEIR FEEDBACK.

AND WE HAD A PRETTY GOOD RESPONSE FROM THAT. I THINK WE KNOW NOT EVERYONE WILL MAKE COMMENTS, BUT A LOT MORE PEOPLE WILL GO IN AND RATE COMMENTS.

I THINK WE HAD A FEW HUNDRED. MR. MILLER, FROM THE LAST NUMBER THAT WE SAW IN THERE WAS A COUPLE HUNDRED PEOPLE WHO WERE PARTICIPATING IN THAT.

AND WHEN YOU LOOK AT THE THE COMMON THEMES AND THE MAJOR TAKEAWAY FROM FROM THAT THOUGHT EXCHANGE, ONE WAS, AND WE'VE HEARD THIS IN OUR PUBLIC COMMENT TODAY, REDUCING SCREEN TIME, LIKE HOW DO WE LIMIT SCREEN TIME NOT ONLY AT HOME, BUT AT SCHOOL? AND CAN WE BE MORE THOUGHTFUL ABOUT THAT?

[01:35:04]

AND SPECIFICALLY IN THE THOUGHT EXCHANGE OUR, OUR PARENTS SAID THAT IT INCLUDES REDUCING USE OF CHROMEBOOKS AND OTHER DEVICES DURING SCHOOL HOURS. YES, MA'AM. HAVE WE LOOKED AT HOW MUCH TIME IS THROUGHOUT THE SCHOOL DAY? ARE STUDENTS USING CHROMEBOOKS? YES, MA'AM. I'M GOING TO SHOW YOU A CHART HERE IN A SECOND.

THANK YOU FOR FOR ASKING THAT. NUMBER TWO, COMMON GROUND ON THE STOCK EXCHANGE WAS INCREASING RECESS AND FREE PLAY.

THAT WAS, YOU KNOW, VERY, VERY STRONG CONSENSUS THERE THAT THAT FREE PLAY IS, IS, IS CRITICAL.

AND THIS WAS VERY SPECIFICALLY, PARENTS WERE SAYING EVEN AT THE, AT THE MIDDLE SCHOOL LEVEL OUTDOOR ACTIVITIES AND EXPLORATION WAS, WAS ANOTHER COMMON GROUND THAT, THAT EVERYONE AGREED WITH.

AND THAT INCORPORATING NATURAL ELEMENTS AND OUTDOOR PLAY AREAS TO STIMULATE, STIMULATE IMAGINATIVE PLAY AND PROBLEM SOLVING.

THAT'S A, THAT'S A THAT'S A BIG THING. COMMUNITY ENGAGEMENT WAS WAS ANOTHER ONE.

HOW CAN WE BRING FAMILIES IN? JUST TO HAVE THAT FREE PLAY.

A LOT OF TIMES I REMEMBER THIS COMMENT ON, ON, ON THE THOUGHT EXCHANGE ALSO, YOU KNOW, THE ARGUMENT WAS A LOT OF TIMES WE'RE LIKE, COME TO SCHOOL, I'M GOING TO GIVE YOU A PRESENTATION AND TALK AT YOU PARENTS, YOU KNOW, OR COME TO SCHOOL, WE'RE GOING TO DO SOMETHING VERY STRUCTURED, BUT ARE WE OPENING UP OUR SCHOOLS JUST TO LET FAMILIES ENGAGE IN FELLOWSHIP AND LET KIDS LET LET KIDS PLAY? I THOUGHT THAT WAS AN INTERESTING IDEA, BUT A LOT OF PEOPLE REALLY AGREED WITH THAT AND IT RESONATED WITH PEOPLE.

AND THEN BASICALLY BACK TO BASICS, LIKE, ARE WE OVERUSING TECHNOLOGY? YOU KNOW, USING A PAPER AND PEN YOU KNOW, WAS SOMETHING THAT CONTINUED TO COME UP AS A COMMON THEME IN THAT THOUGHT EXCHANGE.

SO THIS IS A REPORT. WE ACTUALLY HAVE, SOFTWARE THAT MONITORS NOT ONLY TELLS US, IT ALERTS US IF SOMETHING DANGEROUS OR HARMFUL THAT WE NEED TO INTERVENE TO HELP A KID AND WORK WITH THE FAMILIES.

BUT IT MEASURES ACTUALLY HOW MUCH TIME KIDS ARE ON THE DEVICES.

SO WHEN WE LOOKED AT THE MONTH OF FEBRUARY AND WE LITERALLY HAD TO PICK LIKE THE DAYS YOU KNOW, THIS DOESN'T INCLUDE HOLIDAYS, DOESN'T INCLUDE WEEKENDS, JUST YOU KNOW, AND WE TOOK THE WHOLE MONTH BECAUSE SOME MONTHS, MAYBE WE'RE A LITTLE BIT MORE, SOME MONTHS WERE A LITTLE BIT LESS IF THERE WAS A, YOU KNOW MAYBE THERE WAS AN ASSEMBLY, MAYBE THERE WAS A TEST, MAYBE, YOU KNOW, WHO KNOWS WHAT? BUT WE WANTED TO GET A LARGER PERIOD OF TIME.

SO WE LOOKED AT THE MONTH OF FEBRUARY JUST SO THAT IT COULD BE AS REAL TIME AS POSSIBLE.

AND YOU CAN SEE THAT WHILE THERE ARE SOME DIFFERENCES SIXTH GRADE KIND OF SPIKES UP, BUT THE OLDER THE KIDS, THE MORE THAT THAT THEY'RE ON TECHNOLOGY. AND I DON'T I DON'T THINK THAT'S A SURPRISE TO ANYONE.

BUT BASICALLY IN AND I WANT TO MENTION ALSO IN OUR PRE-K AND KINDER WHEN I HAD THEM TECH TECHNOLOGY RUN THE REPORT, OUR IPAD REPORTS WERE NOT WORKING. SO WE ACTUALLY CONTACTED THE VENDOR, WE'RE GOING TO GET THAT REPORT.

SO THAT'S WHY YOU DON'T SEE KINDER AND PRE-K BECAUSE THOSE, THOSE STUDENTS ARE PRIMARILY USING IPADS.

SO WE'RE GOING TO GET THAT REPORT AND I'LL UPDATE, I'LL UPDATE THE BOARD ON ON THAT INFORMATION.

BUT IN FIRST GRADE IS ABOUT YOU KNOW, 65 MINUTES OR SO PER, PER DAY.

AND THEN YOU CAN SEE SECOND GRADE, THIRD GRADE, FOURTH GRADE, SIXTH GRADE KIND OF SPIKES YOU KNOW, WELL OVER 150 MINUTES PER DAY. AND THEN THE HIGHEST GRADE LEVEL THAT WE HAVE IS 10TH GRADE, WHICH IS ALMOST 200 MINUTES A DAY ON, ON THEIR CHROMEBOOKS.

SO YOU KNOW, THIS THIS IS, IS VERY COMPLEX. YOU KNOW, THE MORE I THINK ABOUT THIS, THE MORE I THINK OF HOW WE CAN REFINE THIS DATA.

WHEN YOU LOOK AT, YOU KNOW, KIDS HAVE ELECTIVES OR THEY HAVE SPECIALS OR THEY HAVE ALL THESE DIFFERENT THINGS, YOU KNOW OR, YOU KNOW, PROBABLY 7 OR 8% OF OUR KIDS ARE ABSENT EVERY DAY.

SO THOSE CHROMEBOOKS AREN'T, AREN'T BEING USED. HOW DOES THAT PLAY INTO THIS? SO I WANT TO REFINE THIS, THIS DATA SOME, BUT IT IS I THINK IT IS REFLECTIVE OF GENERALLY ABOUT HOW MUCH OUR KIDS.

BUT I THINK IT, I THINK IT WOULD BE SAFE TO PROBABLY ADD ABOUT FIVE, 5 TO 10% OF THESE NUMBERS PER GRADE LEVEL TO GET A LITTLE BIT CLOSER TO WHAT WHAT THE NUMBERS REALLY ARE. BUT YOU KNOW, I'M NOT SURE THE REACTION I WAS, YOU KNOW, I'VE BEEN LOOKING AT THIS THE FIRST TIME I LOOKED AT THIS LAST YEAR, THE DATA WAS, WAS VERY SIMILAR WHEN WE FIRST STARTED AND PURCHASED THIS PROGRAM TO HAVE THE ABILITY TO MONITOR IT.

I THINK THAT THE PERCEPTION IS THAT IT'S PROBABLY MORE BUT THIS IS, THIS IS WHAT OUR REPORT IS,

[01:40:03]

IS PRODUCING WHEN WE LOOK AT WHAT ARE THEY DOING? WHEN THEY GET ONTO DEVICE, THIS ACTUALLY TELLS EVERY TIME ONE OF THE PROGRAMS THAT WE HAVE ON OUR DEVICES IS IS ENGAGED WITH.

SO AND IT KIND OF MAKES SENSE. SO CLEVER IS OUR SINGLE SIGN ON SYSTEM.

SO LITERALLY ANYTIME A KID OPENS THEIR CHROMEBOOK, IT'S GOING TO GO TO CLEVER BECAUSE THAT'S HOW THEY LOG IN.

AND THAT GIVES THEM ACCESS TO, TO USE IT SO THAT BY NO SURPRISE HAS A MASSIVE NUMBER THERE.

AND THEN YOU CAN KIND OF GO AND THIS IS THIS ONE RIGHT HERE IS SPECIFICALLY FOR ELEMENTARY STUDENTS.

YOU CAN SEE THAT RENAISSANCE IS, IS NUMBER TWO.

YOU KNOW, I DON'T KNOW, THIS IS JUST ME JUST MAKING GUESSES, BUT, YOU KNOW, THAT'S A LOT OF OUR KIDS, WHEN THEY'RE AFTER THEY READ A BOOK, THEY'RE TAKING THEIR AR TEST.

THEY'RE GOING ON THERE TO, TO TEST. I THINK THAT'S DRIVING LIKELY DRIVING, DRIVING THAT.

THEN THE CLOSE, THE NEXT TWO ARE DREAMBOX EXPLORER LEARNING GOOGLE SEARCH.

I WAS ACTUALLY SURPRISED THAT GOOGLE WAS SO HIGH AT THE ELEMENTARY LEVEL.

YOU KNOW, SO THE GOOGLE SEARCH. YEAH, SO THAT'S SOMETHING I WANT TO DO, I WANT TO DIG INTO YOU KNOW, I UNDERSTAND IT'S PART OF LIFE, YOU KNOW, BUT IF, IF OUR KIDS ARE ENGAGED IN ASSIGNMENTS, IT'S JUST KIND OF CURIOUS, LIKE, WHY ARE THEY GOOGLING SO MUCH AT THE ELEMENTARY LEVEL? ARE THEY, IS THAT A DISTRACTION OR ARE THEY WANDERING OFF OR ARE THEY, YOU KNOW, IT'S A DICTIONARY ENCYCLOPEDIA, IS IT? YEAH. YOU KNOW, SO I THINK THAT'S SOMETHING THAT, YOU KNOW, I WANT TO DIG A LITTLE MORE IN.

SEE SAW. THAT'S SOMETHING THAT, THAT, THAT THEY, THEY USE TO DOCUMENT THEIR, THEIR LEARNING.

AMIRA. YOU KNOW THAT'S WHAT WE USED TO CALL USED TO BE.

ICE STATION. SO YOU CAN KIND OF SEE THE OTHER LIST OF, OF THE HIGH ONE.

ANOTHER ONE THAT I WANTED TO POINT OUT IS EUPHORIA IS A LARGE ONE.

THAT'S WHERE THEY DO THEIR ASSESSMENTS. YOU KNOW, SO YOU KNOW, HALF THE TIME THEY'RE USING IT, THEY'RE USING IT FOR ASSESSMENTS AND IS THAT A GOOD THING? I THINK THAT'S SOMETHING THAT, YOU KNOW, THAT, THAT WE CAN PROBABLY HAVE A CONVERSATION ABOUT AS WELL WHEN YOU GO AND LOOK AT SECONDARY APPS. SO AGAIN, OBVIOUSLY CLEVER IS BY BY DESIGN IS GOING TO BE THE HIGHEST ONE BECAUSE EVERY TIME THEY OPEN THEIR DEVICE, THEY HAVE TO LOG IN GOOGLE CLASSROOM. I DON'T THINK THAT'S A SURPRISE AS WELL.

GOOGLE SEARCH AT THE SECONDARY IS MASSIVE NUMBER BASICALLY, YOU KNOW, PROBABLY WHAT 75% OF THE TIME THEY OPEN THEIR DEVICE, THEY'RE USING GOOGLE SEARCH. I THINK THAT'S, YOU KNOW, THAT THAT THAT NEEDS TO BE A CONVERSATION OF WHY THAT IS GOOGLE SEARCH MORE THAN THEY'RE CHECKING THEIR GRADES. THAT IS VERY TRUE.

YEAH. YOUTUBE, I MEAN, YOUTUBE HAS ALMOST 250 ENGAGEMENTS.

YOU KNOW, WHILE I, I KNOW THAT THERE ARE TIMES WHERE TEACHERS MAY HAVE THEM WATCH A VIDEO AND IT'S FOR EDUCATIONAL.

I'M NOT SURE IF A QUARTER MILLION TIMES THEY HAD THAT OR IS THAT AGAIN, A DISENGAGING WITH THEIR ASSIGNMENT AND GOING AND CHOOSING TO DO SOMETHING ELSE? GOOGLE DOCS, GOOGLE SLIDES AGAIN, THOSE ARE ALL LEARNING TOOLS THAT I DON'T THINK ARE SURPRISED.

I THINK THE, THE THING THAT WE JUST HAVE TO RECONCILE IS THE, THE AMOUNT OF TIME THAT, THAT THEY'RE ON THEIR, THEIR DEVICES AT THE SECONDARY LEVEL. WHAT'S THE DIFFERENCE BETWEEN GOOGLE SEARCH AND GOOGLE SITES LIKE GOOGLE SEARCH? THEY SEARCH SOMETHING, BUT GOOGLE SITES THEY ACTUALLY LIKE CLICKED ON IT AND IT'S JUST KIND OF BLURRY THAT SLIDES.

SO LIKE THEY'RE MAKING PRESENTATION IN GOOGLE SLIDES.

OH SLIDES. I KNOW THERE ARE SITES SITES SITES AND SLIDES OF WEBSITES.

YEAH. SORRY. I WAS LOOKING AT SLIDES. I'M LIKE I NEED GLASSES SO I WOULDN'T DOUBT IT.

I'M NOT SURE WHAT GOOGLE SITES MEANS ACTUALLY.

NO, IT'S JUST A WEBSITE. OKAY. OH, YOU CREATED YOUR OWN WEBSITE THERE.

OKAY. I GUESS I HAVE A QUESTION ABOUT GOOGLE SEARCH. HOW HOW SEVERELY DO WE FILTER THAT? I MEAN, WE JUST OBVIOUSLY IT'S NOT WIDE OPEN.

IT'S IT'S NOT THAT'S A GOOD THAT'S A GOOD QUESTION.

SO IT IS NOT IT IS, IT IS. WE DO HAVE FILTERS.

WE DO HAVE MONITORING. IF KIDS ARE SEARCHING ANYTHING INAPPROPRIATE, ANYTHING THAT IS, IS NOT SAFE, ANYTHING THAT IS HARMFUL, WE GET ALERTED AND NOTIFIED.

WHICH IS VERY, VERY RARE. YOU KNOW, THAT THAT'S, WE'RE GETTING THOSE SAFETY ALERTS WHICH I SUSPECT JUST MEANS THAT KIDS ARE SEARCHING THINGS THAT AREN'T HARMFUL, THAT AREN'T THAT AREN'T YOU KNOW, OUT OF THE CODE OF CONDUCT, BUT LIKELY MAYBE THEY'RE NOT ALIGNED TO THE CURRICULUM.

WHY IS YOUTUBE NOT MONITORED OR NOT BLOCKED? I MEAN, SO YOUTUBE DOES HAVE A LOT OF VIDEOS THAT THAT OUR TEACHERS ARE USING

[01:45:05]

FOR HOMEWORK ASSIGNMENTS FOR STUDY. YOU KNOW THERE IS A LOT OF STUDY SKILLS.

SURE. BUT OUR TEACHERS CAN PRESENT IT TO THEM IN THE CLASSROOM, NOT VERSUS A LOT OF TIMES, FROM WHAT I UNDERSTAND TOO, THEY'LL GIVE LIKE A RESEARCH PROJECT OF LIKE, GO AND FIND INFORMATION OR GO OUT ON THE INTERNET AND LOOK FOR X, Y, Z. I KNOW A LOT OF OUR, A LOT OF OUR ACC CLASSES, A LOT OF OUR UT AUSTIN ON RAMPS COURSES THOSE PROFESSORS, JUST AS A PARENT FROM EXPERIENCE, I KNOW THAT MY CHILD WHO IS IN THOSE WHO'S TAKING THOSE COURSES EMBEDDED IN A LOT OF THEIR HOMEWORK. WATCH THIS FIVE MINUTE VIDEO.

WATCH THIS EIGHT MINUTE VIDEO. AND THAT'S A LOT OF THEIR HOMEWORK ASSIGNMENTS, A LOT OF TUTORIALS, LIKE IF THEY DON'T UNDERSTAND SOMETHING, I KNOW MY DAUGHTER WILL JUST GO ON YOUTUBE AND LOOK FOR MORE CLARIFICATION.

SO THEN WE'RE SAYING THAT IT'S OKAY TO HAVE IT OR TO BE.

I THINK SOME OF IT'S OKAY, BUT CURRENTLY CURRENTLY THEY HAVE ACCESS TO USE IT NOW THEY, THEY'RE NOT ABLE TO, TO GO ON THERE AND WATCH INAPPROPRIATE THINGS.

YOU KNOW, BUT CURRENTLY THEY, THEY DO HAVE IT.

WHAT'S THE FINE LINE WHERE WE CAN, YES. YOU'RE USING FOR EDUCATION VERSUS ON YOUR PERSONAL THAT YOU'RE TRYING TO LOOK UP SOMETHING ELSE.

HOW CAN WE DO THAT? HOW CAN WE WELL, KIDS ARE NOT ALLOWED TO BRING PERSONAL DEVICES.

NO, NO, NO, I'M TALKING ABOUT LIKE, WHAT THEY'RE LOOKING UP ON THEIR OWN VERSUS EDUCATIONAL, LIKE FILTER IT FOR EDUCATION VERSUS.

YEAH. SO, SO OUR TEACHERS DO MONITOR DO MONITOR THAT.

I'M NOT GOING TO SAY THAT KIDS DON'T EVER GO ON AND WATCH A VIDEO THAT THEY'RE NOT SUPPOSED TO.

BUT I DO KNOW THAT OUR TEACHERS ARE DOING THEIR BEST TO TO ENGAGE THEM AND ENSURE THAT THEY'RE LOOKING AT, YOU KNOW, THE CONTENT THAT THEY'RE SUPPOSED TO BE LOOKING AT.

I THINK IT GOES TO A BIGGER CONVERSATION THAT, THAT I WANT TO GET TO, OF WHEN WE USE TECHNOLOGY.

WHY ARE WE USING IT? RIGHT? LIKE, ARE WE GIVING OUR KIDS ACCESS TO SOMETHING TO GET DISTRACTED UNNECESSARILY? I THINK IS, IS THE QUESTION THAT WE NEED TO, TO, TO FIGURE OUT YOU KNOW, BECAUSE OUR JOB AS ADULTS AND EDUCATORS IS TO CREATE ENVIRONMENTS THAT ARE CONDUCIVE TO LEARNING.

AND IF WE ARE BY DESIGN, GIVING KIDS OPPORTUNITIES TO, TO DO THINGS THAT ARE OFF TASK WHEN WE CAN TEACH ANOTHER METHODS THAT, THAT, THAT DOESN'T DO THAT, WHY ARE WE NOT DOING THAT? IS IS MY QUESTION. I GUESS THE QUESTION MAYBE YOU'RE KIND OF SAYING THE SAME THING, BUT IS THIS EVER A POINT WHERE THEY'RE JUST KILLING TIME DURING THE CLASSROOM BY BEING ON THE CHROMEBOOK OR ON THE INTERNET? OR IS THERE ALWAYS SUPPOSED TO BE A SPECIFIC PURPOSE FOR WHY THEY'RE ON THERE? I DON'T THINK SO. I THINK THAT THE AGAIN, NOT 100%, I'M NOT I'M NOT SO NAIVE TO THINK THAT.

BUT I DO BELIEVE THAT THE VAST MAJORITY OF OUR TEACHERS, OVER 90% AND OVER 90% OF THE TIME THE KIDS ARE, ARE THAT THE TEACHERS ARE TRYING THEIR BEST TO ENGAGE KIDS IN CONTENT AND, AND LEARNING EXERCISES AND MATERIAL THAT IS GOING TO HELP THEM IS GOING TO HELP THEM LEARN. I DON'T THINK THAT ANY TEACHER CURRENTLY IS PLANNING TO SAY, YOU KNOW, OH, WE'RE JUST GOING TO TAKE SOME FREE TIME TODAY OR, YOU KNOW, WE'RE JUST GOING TO GIVE YOU A FUN DAY.

LIKE I DON'T, I DON'T THINK THAT OUR TEACHERS DO THAT.

I KNOW WHEN I WAS IN SCHOOL AND YOU SAW THE TV ROLE IN THE ROOM, IT WAS LIKE, OH, IT WAS A MOVIE DAY.

LIKE, THAT IS NOT HAPPENING IN LOCKHART ISD OR, YOU KNOW, OUR ADMINISTRATORS HAVE MUCH HIGHER EXPECTATIONS FOR, FOR LEARNING FOR, FOR THAT TO BE HAPPENING. BUT AGAIN, IF, IF I'M USING IF A KID HAS AN ASSIGNMENT ON THIS DEVICE, THAT WAS A SIGN FROM THE TEACHER AND THIS DEVICE ALLOWS THEM TO GO LOOK OVER HERE ON GOOGLE.

SOME KIDS MAY DO THAT. AND THAT'S SOMETHING THAT WE'VE GOT TO FIGURE OUT.

I WANT TO I WANT TO IT TIES INTO THE NEXT THING.

SO THE, SOME OF THE RECOMMENDATIONS THAT I WANT TO INTRODUCE TO THE BOARD, AGAIN, REMEMBER, WE'RE NOT VOTING ON ANYTHING TONIGHT. THESE ARE INITIAL RECOMMENDATIONS, THINGS THAT WE NEED TO THINK ABOUT SO THAT NO LATER THAN MAY WE MAKE SOME, SOME RECOMMENDATIONS FOR WHAT WE'RE GOING TO DO MOVING FORWARD.

VERY BRIEFLY, JUST AN ALUMNI FORUM IS ONE RECOMMENDATION.

SO WE HAVE A LOT OF, A LOT OF LOCKHART HIGH SCHOOL GRADUATES WHO NOW ARE GRADUATING FROM COLLEGE, WHO GRADUATED LAST YEAR, THEY'RE GRADUATING THIS YEAR, A LOT OF KIDS. I THINK WE CAN CAPTURE THEM BECAUSE A LOT OF, YOU KNOW, A DAY DOESN'T GO BY THAT I DON'T READ PROBABLY 5 TO 10 ARTICLES ON THIS, ON THIS TOPIC, ON ON THIS ISSUE. AND ONE OF THE BIG THINGS THAT THAT WE'RE GOING TO HAVE TO FACE WITH HOW WE MOVE FORWARD IS

[01:50:10]

ARE WE PREPARING KIDS FOR THE REAL WORLD, RIGHT? ARE WE PREPARING THEM FOR, FOR COLLEGE? AND WHAT DOES THAT LOOK LIKE? AND HOW DO WE BALANCE SOME, SOME OF THE RECOMMENDATIONS THAT, THAT THE ADMINISTRATION MAY MAKE? I THINK HAVING AN ALUMNI FORUM IS A GOOD TOOL TO GET SOME 22 YEAR OLD HIGH ACHIEVING STUDENTS WHO ARE GRADUATING FROM COLLEGE WHO WAS VERY REAL FOR THEM. YOU KNOW WHAT? WHAT DOES IT TAKE TO TO BE SUCCESSFUL IN COLLEGE NOWADAYS? LIKE, DO WE DO WE NEED TO BE USING GOOGLE CLASSROOM OR CANVAS? LIKE, IS THAT NECESSARY? WAS THAT HELPFUL FOR THEM WHEN THEY WENT TO COLLEGE? LIKE, I JUST, I'M REALLY INTERESTED TO, BECAUSE I HAVEN'T BEEN A, AN UNDERGRAD IN A VERY LONG TIME, YOU KNOW, AND I THINK LISTENING TO THEM IS, WOULD BE A GOOD LENS JUST TO HEAR LIKE WHAT, WHAT DOES A 22 YEAR OLD, 22 YEAR OLD REALLY NEED TO BE SUCCESSFUL WHEN THEY WENT THROUGH COLLEGE? OR MAYBE, MAYBE THEY JOINED THE MILITARY, MAYBE THEY, THEY JOINED THE WORKFORCE.

LIKE, WHAT ARE, WHAT ARE THOSE SKILLS THAT WE NEED TO BE PREPARING THEM FOR? WE THINK WE KNOW, BUT I WANT TO TALK TO THEM AND JUST GET THAT FEEDBACK JUST AS A LITTLE CHECK BOX.

I THINK THAT'S AN EASY THING TO DO. SO YOU WANT A CUSTOMER SURVEY BASICALLY? SURE. THOSE ARE OUR CUSTOMERS. SURE. YEAH. THIS THE SAMIRAR MODEL TRAINING IS SOMETHING THAT REALLY CONNECTS TO EVERYTHING THAT THAT WE'VE BEEN DISCUSSING.

AND WHAT, WHAT THIS IS, IS WHEN WE STARTED USING TECHNOLOGY, ACTUALLY, THIS WAS, THIS CAME OUT PROBABLY 15, I DON'T KNOW, 15, 20 YEARS AGO, PROBABLY. BUT IN LOCKHART ISD, WE STARTED TALKING ABOUT THIS PRETTY HEAVILY, LIKE IN 2016. SO A DECADE AGO, I THINK IT WAS 2015, 2016, WE STARTED TALKING ABOUT THIS, STARTED TRAINING TEACHERS ON IT.

AND IT'S JUST A REAL SIMPLE WAY TO THINK ABOUT TECHNOLOGY AND, AND THE MESSAGE IS WE'RE IMPLEMENTING TECHNOLOGY.

ARE WE JUST SUBSTITUTING IT? LIKE, ARE WE GIVING A KID A COMPUTER AND A CHROMEBOOK AND HAVING THEM DO THINGS ON THAT, THAT YOU CAN EASILY DO ON PENCIL AND PAPER AND FOR WHATEVER REASON, WE'RE GIVING THEM A CHROMEBOOK.

JUST BECAUSE IT'S, IT'S, WE THINK WE, WE JUST NEED TO DO THAT OR BECAUSE THEY'RE AVAILABLE, BUT THERE'S REALLY NO THOUGHT INTO THE INSTRUCTION. THERE'S NO THOUGHT AND INTENTION AROUND THE LESSON DESIGN AND WHAT WE'RE DOING AND WHY THIS KIT ACTUALLY EVEN NEEDS A DEVICE. AND IF THEY DON'T NEED A DEVICE, DON'T GIVE THEM THE DEVICE.

TEACH THEM USING PENCIL AND PAPER. RIGHT? AND I, AND I, AND I THINK THAT'S A, THAT'S A HUGE PART OF THE ISSUES THAT WE'RE SEEING BECAUSE I THINK THAT TRAINING, WE STARTED TO TRAIN PEOPLE, WE HAD THIS INITIATIVE CALLED VIP AND WE INVESTED A LOT OF TIME AND WE HAD, WE HAD A SMALL BUT MIGHTY GROUP OF TEACHERS AND WERE BEING VERY THOUGHTFUL AND AT THE TIME DIDN'T HAVE 1 TO 1.

WE WERE JUST, YOU COULD NOT EVEN GET A CART UNTIL YOU WENT THROUGH THIS YEAR LONG TRAINING BECAUSE WE'RE LIKE, NO, WE'RE NOT GOING TO GIVE YOU ACCESS TO THIS, THESE CHROMEBOOKS AND THIS TECHNOLOGY.

IT WAS IPADS, OTHER THINGS TOO, BUT WE'RE NOT GOING TO GIVE IT TO YOU UNTIL YOU ACTUALLY GO THROUGH ALL THIS TRAINING AND YOU KNOW, HOW TO USE THIS TECHNOLOGY AND YOU'RE ACTUALLY, YOU'RE NOT GOING TO USE THE TECHNOLOGY UNLESS YOU'RE ON THAT MODIFICATION AND REDEFINITION TO WHERE THE TECHNOLOGY ACTUALLY LETS YOU DO SOMETHING THAT YOU COULD NOT DO WITHOUT IT, AND THAT IT'S HELPFUL FOR THE KIDS TO PREPARE THEM FOR THE REAL WORLD, BECAUSE THEY NEED THIS TECHNOLOGY TO ENGAGE IN WHATEVER THAT ASSIGNMENT IS.

I THINK RIGHT NOW, PART OF THE PROBLEM IS WHAT OUR PARENTS SEE THEIR KIDS DOING IS AT THE SUBSTITUTION LEVEL.

AND WHAT I'VE HEARD FROM MANY PARENTS TELL ME IN CONVERSATIONS IS THAT WHY AREN'T THEY JUST USING PENCIL AND PAPER? BECAUSE EVERYTHING THAT I SEE THEM DOING, THEY COULD DO ON PENCIL AND PAPER AND, BUT FOR SOME REASON WE HAVE THEM LOOKING AT SCREENS SO THAT SO MUCH OF LIKE, I KNOW HOW I LEARN IS I'VE GOT TO SEE IT. AND THEN I NEED TO WRITE IT DOWN MYSELF TO LIKE, PROCESS IT AND TO LEARN IT. AND SO IF THEY'RE NOT GETTING THAT SECOND PART OF WRITING, REITERATING BY WRITING IT BACK DOWN AND WORKING ON PEN AND PAPER, A LOT OF TIMES IT JUST KIND OF GLAZES BY. YEAH.

AND THEY'RE NOT DOING ANYTHING WITH THE INFORMATION TO CREATE ANY KIND OF THEN OR GRAPHIC ORGANIZER TO HELP THEM WITH THEIR THINKING.

IT'S LIKE, IN ESSENCE, SOMETIMES IT'S LIKE TIME AWAY FROM THE TEACHER MODELING, DEMONSTRATING AND GUIDING THE INSTRUCTION VERSUS THEM ON THEIR OWN, WORKING A LOT ON THAT COMPUTER. AND I UNDERSTAND IT PROBABLY CUTS DOWN ON GRADING, YOU KNOW, IF IT'S ALL ON THE COMPUTER AND NOT ON PEN AND PAPER, IT'S EASIER TO GRADE.

I WOULD THINK PROBABLY YOU KNOW, SO, SO THIS MODEL WAS JUST IS A GREAT CONCEPTUAL MODEL TO USE AS A LENS WHEN WE EVALUATE INSTRUCTION AND THE USE OF TECHNOLOGY AND, YOU KNOW IN MY OPINION, AND SOME PEOPLE ARE DIFFERENT,

[01:55:09]

EVERYBODY'S ON DIFFERENT ENDS OF THE SPECTRUM.

LIKE, I'M NOT A PERSON THAT JUST SAYS WE NEED ZERO TECHNOLOGY, PERIOD.

BUT I WOULD ARGUE THAT IF THE TECHNOLOGY WE'RE USING AND TEACHING OUR KIDS WITH, IF IT'S NOT AT THAT MODIFICATION AND REDEFINITION.

AND WE'RE STILL AT THAT SUBSTITUTION OR AUGMENTATION.

LIKE, WHY ARE WE NOT ENGAGING KIDS JUST WITH PENCIL AND PAPER AND THOSE TYPES OF TOOLS? BECAUSE WE KNOW THAT THAT'S HOW THAT'S, THAT'S HOW YOU LEARN, RIGHT? SO, SO I JUST THINK THAT FIRST AND FOREMOST, REGARDLESS OF WHAT HAPPENS, THAT SAMR MODEL TRAINING DISTRICT WIDE IS, IS NEEDED BECAUSE WE HAVEN'T HEAVILY TRAINED WITH THAT SINCE COVID.

OH, I FORGOT PART OF MY STORY IS RIGHT, WE'RE SLOWLY DOING THAT.

YOU HAD TO GET THIS TRAINING AND THEN 2020 HAPPENED AND IT WAS LIKE, OH, DARN, SCHOOLS ARE CANCELED.

WE HAVE TO GET ONE. WE DIDN'T HAVE 1 TO 1 AT THE TIME.

RIGHT. AND EVERYBODY, EVERYBODY KNOWS. AND THEN WE HAD TO BUY ALL THIS TECHNOLOGY BECAUSE KIDS ARE AT HOME.

AND THEN 18 MONTHS OF, OF A VERY DIFFICULT TIME.

THEN KIDS CAME BACK TO SCHOOL AND WE HAD ALL THIS TECHNOLOGY THAT WE HAD PURCHASED, BUT 90% OF OUR TEACHERS HADN'T GONE THROUGH INTENSIVE TRAINING ON HOW TO USE THIS TECHNOLOGY, BUT NOW WE HAD IT. AND IT'S BECOME PART OF OUR OF OUR EVERYDAY USAGE.

AND I THINK OUR TEACHERS ARE TRYING AND ARE WORKING VERY HARD AND ARE, ARE DOING THEIR, THEIR ABSOLUTE BEST TO ENGAGE STUDENTS.

BUT I THINK WE ALSO HAVE TO REFLECT ON, OKAY, COVID'S OVER, RIGHT? WE HAVE THIS TECHNOLOGY. ARE WE USING IT IN, IN APPROPRIATE WAYS OR ARE WE OVERUSING IT? YOU KNOW, IN WAYS THAT ARE ACTUALLY HARMING OUR KIDS AND AREN'T HELPING THEM, HELPING THEM LEARN, I WOULD ARGUE THAT WE'RE OVERUSING IT. SO DO WE HAVE A, CAN WE GUESSTIMATE HOW MUCH WE'RE SPENDING NOW YEARLY ON TECHNOLOGY LIKE THIS? OH, WE HAVE THE EXACT NUMBER. SALINAS. THAT'S A LOT.

WHAT'S. 100,000. YEAH. SO IS THAT INCLUDING LIKE THE ONES WE LEASH, LEASH AND STUFF LIKE THAT. EVERYTHING. YEAH. SO IT'S A SUBSTANTIAL INVESTMENT EVERY YEAR.

WHEN YOU LOOK AT OUR LEASE PAYMENT AND, AND UPKEEP.

ANOTHER RECOMMENDATION, YOU KNOW, INCREASING TIME FOR FREE PLAY AND RECESS.

PRE-K TO EIGHT, I THINK IS, IS SOMETHING THAT WE HAVE HEARD VERY LOUD AND CLEAR FROM OUR PARENTS.

I DON'T THINK THERE'S, THERE'S, THERE'S ANY GRAY AREA AROUND THIS.

I HAVE YET TO TALK TO A PARENT WHO DID NOT FEEL THAT THEIR KID NEEDS MORE TIME FOR FOR, FOR RECESS, FOR FREE PLAY, FOR AN, FOR OPPORTUNITIES TO BE OUTSIDE AND TO, YOU KNOW BE A KID ESSENTIALLY.

RIGHT. AND I THINK AT THE HIGH SCHOOL LEVEL ALSO, YOU KNOW, YOU AND I HAVE TALKED AND AND I'VE, YOU KNOW, GONE OVER TIME AND TIME AGAIN HOW, WHEN I WAS IN HIGH SCHOOL, WE LEFT CAMPUS FOR LUNCH.

YOU KNOW, WE LEARNED SKILLS ABOUT TIME MANAGEMENT.

YOU HAD TO GET BACK ON TIME. THERE WERE CONSEQUENCES.

BUT IT WAS ALSO, YOU KNOW, I HAD TO FIGURE OUT IF I'M GOING TO GO TO LUNCH AWAY FROM CAMPUS, HOW AM I GOING TO PAY FOR IT? BECAUSE MY PARENTS GAVE ME A SET AMOUNT OF MONEY.

YOU KNOW, IT WAS ALL OF THAT. AND I KNOW THE ARGUMENTS NOW ARE, WELL, KIDS WON'T COME BACK. WELL, KIDS STILL SKIP SCHOOL.

YOU KNOW, WE DON'T HAVE AN OPEN CAMPUS. KIDS ARE GOING TO USE DRUGS.

THEY STILL USE DRUGS. AND WE DON'T HAVE AN OPEN CAMPUS.

BUT I THINK THAT THAT'S PART OF IT ALSO BECAUSE, AS MISS BERG SAID EARLIER, YOU KNOW, HER KID GOING INTO RESTAURANTS AND BEING ABLE TO ORDER AND THINGS LIKE THAT, THAT'S TEACHING A PRACTICAL SKILL.

IT'S I THINK IT'S THE SAME THING FOR OUR KIDS AT THE HIGH SCHOOL LEVEL. IF WE'RE PREPARING THEM FOR THE WORK WORLD, THOSE OF US THAT GO TO WORK, WE DON'T HAVE TO BE CONFINED TO WHEREVER WE WORK THE ENTIRE DAY.

WE HAD TO LEAVE AND GO TO LUNCH. SOMETIMES WE DON'T COME BACK WHEN WE'RE SUPPOSED TO. YOU KNOW, THAT'S PART OF BEING AN ADULT. OH, TOM, I CAN'T BELIEVE YOU DID ALL THAT.

I DIDN'T SAY ME. I SAID SOMETHING THAT WAS AN EXAMPLE.

BUT I THINK THAT THAT'S, YOU KNOW, THAT'S ALL A PART OF IT.

AND TO SHOW YOU HOW OLD I REALLY AM, WHEN I WAS RIGHT HERE AT THE JUNIOR HIGH, WE HAD AN OPEN CAMPUS.

WE LEFT FOR LUNCH AT SEVENTH GRADE, YOU KNOW, SO WHEN WE GOT TO HIGH SCHOOL, IT WAS JUST A THING THAT WE DID.

AND YEAH, SOMETIMES WE DID SOME SILLY THINGS AS KIDS ARE GOING TO DO, WHETHER THEY'RE OFF CAMPUS OR ON CAMPUS.

BUT I JUST THINK IT TEACHES OUR KIDS LIKE, HEY, THIS IS HOW YOU OPERATE IN THE REAL WORLD.

YOU'RE NOT CONFINED TO THIS LOCATION FOR EIGHT HOURS A DAY.

THERE IS SOME MOVEMENT THAT GOES ON AND YOU HAVE TO MAKE GOOD DECISIONS.

YEAH, AND I THINK THAT'S A GOOD POINT AND SOMETHING THAT WE CAN WE CAN CONTINUE TO TALK.

THAT'S WHY WE'RE HAVING THIS CONVERSATION. YOU KNOW, I PUT PRE-K TO EIGHT THERE BECAUSE THAT'S WHAT I'VE BEEN HEARING SO MUCH ABOUT FROM, FROM OUR PARENTS AND FROM STAFF MEMBERS AS WELL.

[02:00:02]

YOU KNOW, BUT THIS IS WHY WE'RE HAVING THAT CONVERSATION.

I HAD A CHANCE TO VISIT SCHOOLS IN TORONTO AND AN ELEMENTARY SCHOOL, AND IT WAS THE MIDDLE OF THE DAY AND ALL THE KIDS LEFT.

AND I WAS LIKE, WHERE ARE ALL THESE LITTLE KIDS GOING KINDERGARTNERS JUST LEAVING SCHOOL, AND THEY DIDN'T HAVE A CAFETERIA IN THE SCHOOL.

EVERY KID WENT HOME. THEY HAD AN HOUR BREAK, THEY WENT HOME, THEY ATE, AND THEY GOT THEMSELVES BACK TO SCHOOL.

DIFFERENT CULTURE, I REALIZE. BUT OUR JOB IS TO IS TO WORK WITH OUR PARENTS AND FAMILIES TO RAISE GOOD ADULTS WHO ARE CAPABLE AND YOU KNOW, THAT THAT UNSTRUCTURED KIND OF ENVIRONMENTS, WE KNOW, HELP HELP KIDS DEVELOP.

SORRY. MR. WRIGHT, YOU TALK ABOUT JUNIOR HIGH.

WHEN I WAS A JUNIOR HIGH HERE, WE USED TO WALK DOWN TO THE BUNGALOW A BLOCK OR TWO DOWN, WHICH WAS A BEER JOINT, AND GET HAMBURGERS. IT PROBABLY WOULDN'T GO OVER TOO BIG DOWN THERE.

AND HE STILL MADE IT. LOOK AT YOU AND LOOK AT YOU NOW.

WE WALK THE BLACKS, YOU KNOW, ALL THE TIME. ALL THESE IDEAS, I DON'T KNOW.

NO, I THINK THAT THAT'S, YOU KNOW, THAT'S WHY I, YOU KNOW, I THINK WE'RE HAVING THESE CONVERSATIONS.

I MEAN, MY DAUGHTER CAN'T ORDER AT A FAST FOOD RESTAURANT. SHE HAS TO DO IT ON THE APP BECAUSE SHE'S TOO NERVOUS TO LIKE, GO THROUGH THE DRIVE THROUGH, LIKE SHE WON'T GO THROUGH A DRIVE THROUGH AND ORDER, LIKE SHE WILL ONLY ORDER ON AN APP AND THEN JUST BE LIKE, I HAVE A MOBILE ORDER BECAUSE SHE GETS TOO SCARED TO INTERACT. OH ANOTHER RECOMMENDATION INVESTING IN PLAYGROUND EQUIPMENT THAT PROMOTES CRITICAL THINKING, RISK ANALYSIS, AND PROBLEM SOLVING. I COULDN'T FIGURE OUT A GOOD WAY TO.

THE RISK ANALYSIS IS A DIFFICULT THING TO. BUT I JUST WANT TO PROVIDE A LITTLE BIT OF CLARITY OF WHAT WHAT I MEAN BY THAT.

PLAYGROUNDS THAT, THAT ARE SAFE THAT WE'RE NOT, WE'RE NOT GOING TO, WE DON'T WANT KIDS TO GET HURT, YOU KNOW OR ANYTHING LIKE THAT, BUT, BUT KIDS DO, PART OF THEIR DEVELOPMENT IS, IS DETERMINING IF SOMETHING IS, IS RISKY. IS SOMETHING GOING TO HURT THEM IF THEY DO SOMETHING.

AND THINGS THAT CAN BE BUILT IN A WAY THAT MAYBE THEY.

THEY GET A LITTLE, YOU KNOW, SCUFFED OR A LITTLE SCRAPE.

BRING BACK THAT MERRY GO ROUND. YEAH. BUT IT'S NOT ON IT.

YEAH. IT'S LIKE WHEN I WAS GROWING UP IT CLEARFORK WE HAD A, THERE WAS A MERRY GO ROUND AND THE WHOLE GOAL WAS TO GET THE THING SPINNING FAST ENOUGH.

EITHER YOU THROUGH THE OTHER KIDS OFF OR THEY HUNG ON.

THEY GOT DRUNK FROM BEING DIZZY FROM BEING ON THERE.

DO YOU REMEMBER THAT MERRY GO ON IT? YEAH. IF YOU.

IF YOU STOOD RIGHT IN THE CENTER THOUGH, YOU COULD STAY ON. YEAH.

WE ALSO HAVE FOUR SQUARE. REMEMBER THAT? YEAH.

THAT THING WAS A HELL OF A LOT OF FUN. YEAH. SO, YOU KNOW, THOSE OPPORTUNITIES FOR KIDS TO, TO PLAY AND PROBLEM SOLVE. INTRODUCING EQUIPMENT THAT HAS HEIGHT, INTRODUCING EQUIPMENT THAT HAS LOOSE PARTS TO WHERE THEY CAN BUILD THINGS, WHERE THEY CAN EXPERIENCE MAKING THINGS EXPERIENCE TEARING THINGS DOWN AND REBUILDING THEM, STARTING OVER, LIKE ALL THESE THINGS THAT WE KNOW ARE GOOD FOR KIDS TO HELP THEM WITH THAT PROBLEM SOLVING ABILITY, TO HELP THEM WITH THE CRITICAL THINKING SKILLS THAT THAT THEY NEED.

I JUST THINK THAT WE'VE, WE'VE BECOME. SO FOCUSED ON, ON ACADEMICS THAT WE DON'T, WE DON'T PUT THAT, THAT FREE PLAY IN AS HIGH AS REGARD AS WE SHOULD WHEN IT COMES TO THE DEVELOPMENT OF, OF HUMAN BEINGS AND YOUNG CHILDREN. I THINK THAT THAT'S SOMETHING THAT WE REALLY HAVE TO CONSIDER INVESTING IN THAT BECAUSE THAT THOSE PLAYGROUNDS THOSE INVESTMENTS ARE GOING TO TEACH THINGS TO KIDS THAT ARE GOING TO BE LIFE SKILLS THAT THEY'RE GOING TO HAVE FOREVER AND ARE JUST AS IMPORTANT.

YOU KNOW, WE'RE, WE'RE SPENDING HALF $1 MILLION ON CHROMEBOOKS EVERY YEAR, YOU KNOW, AND WE DIDN'T THINK TWICE OF IT BECAUSE THAT'S PART OF, OF, OF WHAT WE DO. LIKE WE NEED TO THINK OF INVESTING IN OTHER THINGS AS WELL.

AND AND WE ACTUALLY HAVE ANOTHER AGENDA ITEM.

THIS HAS BEEN AN ONGOING CONVERSATION THAT WE'VE HAD THIS YEAR.

OUR KIDS HAVE TOLD US EXPLICITLY THAT THEY DESIRE A BETTER PLAYGROUND EQUIPMENT.

SO THE, THE AGENDA ITEM COMING UP ABOUT THE PURCHASING PLAYGROUND EQUIPMENT DOES IT INCORPORATE SOME OF THESE IDEAS ALREADY? ABSOLUTELY. SO ALL THE EQUIPMENT WE'VE LOOKED AT SO WE WERE DOING THIS BOOK STUDY ALL YEAR LONG.

AND SO THAT WAS PART OF OUR LEARNING. SO WHEN WE LOOKED AT PLAYGROUND VENDORS AND EQUIPMENT, THAT WAS A FRAME AND A LENS THAT WE WERE LOOKING AT, IT DOES THIS GIVE OUR KIDS THE ABILITY TO DEVELOP THESE SKILLS? AND SO YES, SIR, THAT WAS SOMETHING THAT WE CONSIDERED ANOTHER RECOMMENDATION THAT, THAT THAT, THAT WE WANT TO DO IS CREATE A TEAM TO DETERMINE THE GOALS AND CREATE AN ACTION PLAN FOR TECHNOLOGY USE DURING THE SCHOOL DAY.

[02:05:05]

SO THIS IS THE ONE THAT I WAS REFERRING TO WHEN I SAID THAT IT'S PROBABLY GOING TO BE MAY BEFORE WE BRING YOU THOSE FINAL RECOMMENDATIONS SO THAT WE CAN GET A GROUP TOGETHER AND, AND CREATE SOME GOALS. YOU KNOW, THAT WHAT IS, WHAT IS LESS TECHNOLOGY USAGE MEAN? HOW WOULD THAT BE IMPLEMENTED? WHAT IS IT GOING TO LOOK LIKE IN FIRST GRADE VERSUS 10TH GRADE? IS IT THE SAME? IS IT DIFFERENT? WHAT IS IT GOING TO LOOK LIKE? YOU KNOW, ALL THOSE THINGS WE NEED TO TO HASH OUT AND WE'LL BRING THE WE'LL BRING THOSE RECOMMENDATIONS TO THE BOARD IN APRIL OR MAY AFTER WE HAVE THAT THAT TEAM WORK ON THEM.

SEEKING STUDENT FEEDBACK. WE HAVE OUR LEADERSHIP SUMMITS.

WE HAVE ANOTHER LEADERSHIP SUMMIT COMING UP VERY SOON.

I FORGET THE DATE ON THAT, BUT IT'S COMING UP AND WE'LL ASK AND INCORPORATE THAT WITH OUR KIDS.

CONTINUE FULL COMMITMENT TO HB, HB 1481, WHICH IS THE CELL PHONE BAN LAW.

WE WANT TO CONTINUE THAT. AND THEN THIS IS A HUGE ONE.

CREATE A CAMPAIGN TO PARTNER WITH PARENTS PUSHING FOR MORE PLAY TIME OUTSIDE AFTER SCHOOL.

GETTING PARENTS TO WORK AS, AS FRIEND GROUPS FOR NO SOCIAL MEDIA UNTIL 16, NO SMARTPHONES UNTIL TILL HIGH SCHOOL PROMOTING.

BECAUSE THIS IS THE THING I'VE TALKED TO A LOT OF PARENTS ABOUT AND THEY'RE LIKE, MR., I'M SORRY. I KNOW I HEAR YOU TALKING ABOUT NO PHONES, BUT MY KID HAS TO BE ABLE TO CALL ME. AND MY, MY GO TO RESPONSE IS ALWAYS, I GET THAT YOUR KID, YOU WANT THEM TO BE ABLE TO CALL YOU, BUT THAT'S NOT WHAT I'M TALKING ABOUT. I'M TALKING ABOUT THIS SMART PHONE DEVICE WITH THE FRONT FACING CAMERA THAT HAS YOUR.

YOUR KID CAN CALL YOU WITH THE DEVICE THAT DOESN'T HAVE THE ENTIRE INTERNET, THE ALL OF THE APPS AND THINGS THAT IS VERY HARMFUL TO, TO YOUR KID. SO A BIG CAMPAIGN JUST PROMOTING THAT AGAIN, YOU KNOW, I'M NOT SURE, BUT I, I'M NOT SURE WHAT THE RESPONSE IS GOING TO BE, BUT I THINK WE HAVE TO TRY.

AND IF IT'S, YOU KNOW, TEN PARENTS THIS FIRST YEAR WHO WHO DO IT.

I'D BE I'D BE ECSTATIC BECAUSE THEN WE CAN HAVE 20 THE NEXT YEAR AND TEN YEARS FROM NOW, IT CAN BE THE NORM THAT YOU KNOW, THAT PARENTS WORK WITH THEIR FRIEND GROUPS TO, TO TO, TO NOT GET THEIR KID A SMART DEVICE TO GET A DIFFERENT TYPE OF PHONE THAT THEY CAN STILL CALL AND TEXT THEM IN CASE OF AN EMERGENCY.

BUT, BUT IT DOESN'T HAVE TO BE THIS UNTIL A CERTAIN AGE.

I'M PROPOSING. 16 WHAT'S THE RESPONSE WHEN, WHEN YOU TELL THEM THAT YOU'RE NOT TALKING ABOUT THE RESPONSE TYPICALLY IS, WELL, MY KID'S NOT GOING TO LIKE THAT, WHICH IS Y, WHICH IS Y.

AND I GET IT, WHICH IS WHY SHE MADE THAT COMMENT EARLIER.

AND I AGREE 100%, WHICH IS WHY IT IS GOING TO TAKE FRIEND GROUPS, BECAUSE WHEN YOU TAKE AWAY THE I'M THE ONLY ONE WHO DOESN'T HAVE THAT.

IT'S HARD ON A PARENT LIKE IT. IT'S HARD TO BE THE PARENT THAT SAYS, WELL, OKAY, WELL, I DON'T WANT MY KID BEING LEFT OUT AND CREATING, YOU KNOW, ANXIETY AND STUFF FROM THAT. I'M GOING TO I'M GOING TO GIVE IT TO HIM.

BUT IF YOU KNOW THREE OR MY 3 OR 4 OF THE BEST FRIENDS THAT MY KID HANGS OUT WITH AND MAYBE OUR FAMILY, YOU KNOW, WE, WE HANG OUT TOGETHER, YOU KNOW, WE PLAY ON THE SAME BASEBALL TEAM TOGETHER, ETC.. IF WE COMMIT TOGETHER THAT WE'RE GOING TO DO THIS FOR OUR KIDS, IT MAKES IT MORE MANAGEABLE FOR FOR PARENTS BECAUSE NOW THEY'RE NOT THE ONLY ONE.

SO IT'S GOING TO TAKE A HUGE COMMUNICATION CAMPAIGN TO SHARE THIS.

AND AGAIN, IF, IF WE ONLY GET A FEW PARENTS, LIKE I'M HAPPY WITH THAT BECAUSE THAT'S, THAT'S AT LEAST A HANDFUL THAT WE HAVE THAT WE CAN BUILD ON AS TIME GOES BY BECAUSE, YOU KNOW, IT'S GOING TO TAKE A LONG TIME TO IT'S A CULTURAL THING, RIGHT? IT'S A CULTURAL THING. YOU KNOW, I WAS WALKING OUT OF THE LOOP AND LILIES THIS WEEKEND AND THREE KIDS WALKED BY, NOT EVEN SCHOOL AGE, LIKE 3 OR 4 YEARS OLD ON THEIR PARENT'S PHONE OR THEIR PHONE, I DON'T KNOW, HOPEFULLY THEIR PARENTS PHONE PLAYING ON THE PHONE.

RIGHT? IT'S A, IT'S A, IT'S A HUGE UNDERTAKING, BUT ONE THAT I THINK IS, IS WORTHWHILE AND IT, IT DESERVES OUR ATTENTION. IT DESERVES OUR EFFORT.

IT DESERVES OUR PERSEVERANCE. IT DESERVES OUR, OUR TIME AND COMMITMENT TO, TO DOING THIS FOR OUR KIDS AND OUR, FOR OUR COMMUNITY. AND I THINK THE LONGER WE HAVE THIS TECHNOLOGY, WE'RE SEEING THE END RESULTS OF IT, THAT IT BECOMES MORE PREVALENT IN AN EASIER DISCUSSION WITH LIKE DATA BACKUP TO IT.

BECAUSE I KNOW WHEN MY GIRLS WERE SMALLER, THIS WASN'T AS PREVALENT AND THEY GOT THE PHONES AND EVERYTHING.

AND NOW LOOKING BACK AT IT, I WISH WE WOULD HAVE NOT ALLOWED THAT BECAUSE I'VE SEEN LIKE THESE CHARTS AND EVERYTHING WITH GIRLS LIKE 01,000,000%. IT HAS AFFECTED MY CHILDREN WELL AND I STARTED THE BOOK LAST YEAR.

[02:10:04]

MARK GAVE IT TO ME, I FORGET WHEN IT WAS AND I TOOK IT HOME.

I REMEMBER AFTER A BOARD MEETING, I PUT IT ON, I SAID, MR. ESTRADA SAYS, IF I READ THIS, IT'S GOING TO TOTALLY RETHINK ABOUT YOUR PHONES BECAUSE WE GOT OUR KIDS PHONES. AND THE LARGER REASON WE I'M JUST BEING HONEST, THE REASON WE GOT THEM PHONES IS BECAUSE IT MADE IT EASIER FOR US WHEN WE NEEDED TO REACH OUT AND TOUCH THEM IF WE WERE TRAVELING OR DOING WHATEVER WE HAD, YOU KNOW, EASY ACCESS TO THEM AND THINGS LIKE THAT.

SO IT BECAME, YOU KNOW, EASY FOR US. AND THEN I READ THE BOOK AND THEN JUST STARTED DOING MY OWN LITTLE TEST.

LIKE, YOU KNOW, WE'RE GOING TO NOT USE THE PHONE HERE, YOU KNOW, AT THIS TIME.

AND SO WE STARTED FIRST SUNDAYS, WE'RE ALL IN CHURCH TOGETHER.

THE PHONES DON'T GO TO CHURCH, SO WE DON'T NEED THEM. AND THEY SAID, HEY, WE GOT OUR BIBLES ON THERE.

SO I BOUGHT THEM HARD BIBLES BECAUSE THEY DID.

THEY HAD THEIR BIBLES ON THERE, LIKE MINE'S ON MINE. AND WE STARTED TO NOTICE, LIKE WHEN THE PHONES AWAY ON SUNDAY, THEY WERE KIND OF DIFFERENT PEOPLE. THEY WERE NICER.

YEAH. YOU KNOW, AND I GAVE IT BACK. AND THEN I TOLD HIM, I SAID, YOU KNOW, AND I BLAMED IT ALL ON MR. ESTRADA. I SAID, MAN, MR. ESTRADA IS PRETTY SMART.

HE MIGHT BE RIGHT ABOUT THAT. AND I TOLD HIM, YOU KNOW, I WOULD. AND WHEN PROBLEMS WOULD START TO COME UP, PEOPLE WOULD START TO ARGUE. I'D SAY MR. ESTRADA WOULD TELL ME TO TAKE THAT PHONE RIGHT NOW FOR A COUPLE OF DAYS AND WATCH PEOPLE'S BEHAVIOR IMPROVE.

AND IT WOULD. AND JUST LIKE YOU SAID, YOU KNOW, WE LEARNED THAT LESSON.

AND SO, YOU KNOW, BEING COGNIZANT OF THE FACT THAT, YEAH, IT HAS CAUSED SOME PROBLEMS TO HAPPEN AND THINGS LIKE THAT, BUT IT WAS OUT OF CONVENIENCE FOR US MORE THAN ANYTHING.

YOU KNOW, IT MADE IT EASY FOR US BECAUSE IT'S NICE TO HAVE THAT 360 ON THERE AND TRACK THEM EVERYWHERE THEY GO, YOU KNOW? SO IF MADDIE SAYS, I'M OVER HERE DOING THIS, I CAN SEE WHERE SHE IS, YOU KNOW, AT ANY GIVEN POINT IN TIME, YOU KNOW, SO THAT'S NICE FOR A HIGH SCHOOL DAD, YOU KNOW, BUT IT WAS IT WAS OUT OF CONVENIENCE.

BUT THERE IS A DIFFERENCE. I'LL BE THE FIRST TO ADMIT THAT. AND AFTER READING THE BOOK, I AGREE WITH EVERYTHING HE SAYS IN THE BOOK.

EVERYTHING. AND I'VE READ IT NOW. IT'S BEEN OVER A YEAR AGO.

DO THEY HAVE A FLIP PHONE NOW? DOCTOR STRATUS JUST NOT TALKING.

BUT HE ACTUALLY HE LIVES AS IS. I DON'T THINK HE HOPE HE DON'T MIND MENTIONING.

BUT YOU BELIEVE YOU DO THIS FOR YOUR OWN KIDS? I MEAN, YOU DON'T LET YOUR JUNIOR HIGH KIDS HAVE PHONES, RIGHT? THAT'S CORRECT. YES, SIR. I MEAN, WE LIVE IN THEY DON'T HAVE ONE IN HIGH SCHOOL.

SO I THINK THEY'RE I THINK THERE ARE GROUPS OF PARENTS TOO, THAT KIND OF ARE AHEAD OF THE GAME THAT THEIR KIDS CAN SAY.

MY DAUGHTER THAT HER ALL HER FRIENDS, THEY KNOW THE KIDS HAVE PHONES.

THOSE KIDS READ REAL BOOKS. THEY DON'T HAVE IPADS UNTIL THEY WENT TO SCHOOL.

AND THEN THAT'S WHEN THEY BECAME ACCUSTOMED TO THE IPAD, THE COMPUTER, EVEN MY GRANDSON WOULD SAY, YOU CAN'T USE YOUR PHONE RIGHT NOW, GRANDMA, BECAUSE WE'RE LIKE GOING TO TALK. AND I'M LIKE, OKAY, I'M NOT GOING TO USE MY PHONE.

NO, IT'S EXACTLY RIGHT. SO KIDS, THERE ARE PEOPLE RIGHT NOW GROUPS THAT DO UNDERSTAND THE PRESSURE.

SO THEY'VE KIND OF COME TOGETHER AND SAID, OUR KIDS ARE NOT GOING TO HAVE PHONES AND THEY DON'T HAVE PHONES, BUT THEY HAVE BOOKS, REAL BOOKS. THAT'S ANOTHER THING.

THE IPAD TWO, THEY'RE JUST LOOKING AT THE SCREEN OR THE COMPUTER.

SO I THINK IT'S GREAT THAT WE'RE DISCUSSING AND TALKING ABOUT WAYS TO HELP, BECAUSE I'VE READ A LOT OF ARTICLES TOO.

IN THE FUTURE, WHEN YOU TALK ABOUT ALL THE TECHNOLOGY, ALL THE ELECTROMAGNETIC WAVES AND THE HOUSEHOLDS THAT A LOT OF PEOPLE ARE BEING IDENTIFIED OLDER WITH DEMENTIA AND ALZHEIMER'S, AND IT HAS TO DO WITH ALL THE SCREEN TIME, ALL THE RADIATION, ALL THE ELECTRONIC. SO THERE ARE THINGS TO THINK ABOUT WHEN WE'RE LOOKING ABOUT THE FUTURE AND EVEN NOW AND WHAT WE WANT FOR OUR KIDS.

SO THESE PHONES ARE HERE ARE THE REASONS WHY NEWSPAPERS AND MAGAZINES AREN'T REALLY EXISTENT ANYMORE BECAUSE THEY READ IT THROUGH HERE.

WE CAN GO BACK AND GET RID OF THE PHONES, GO BACK TO READING MAGAZINES AND NEWSPAPERS. YEAH, WELL, BACK IN THE DAY, LIKE, YEAH, IT GIVES INSTANT GRATIFICATION NOT ONLY TO KIDS, BUT TO ADULTS TOO.

LIKE I CAN FIND LIKE I, I'VE BECOME LESS PATIENT BECAUSE I CAN EASILY GET SOMETHING VERY FAST.

AND THE SAME THING WITH KIDS. LIKE THEY CAN ACCESS AND HAVE INFORMATION WITHIN A SECOND.

AND SO WHEN IT COMES TO TIME FOR THEM TO ACTUALLY PRACTICE PATIENCE AND ACTUALLY HAVE TO HOLD ON, THEY JUST DON'T HAVE THAT SKILL BECAUSE THEY'RE USED TO THAT IMMEDIATE GRATIFICATION. I THINK FOR, FOR ME, IT'S A POWERFUL THING. PULLIAM IN THAT WE'RE ADULTS AND IF THIS TECHNOLOGY CAN CHANGE, LIKE OUR BEHAVIOR AS, AS ADULTS AND A KID WHO IS INTRODUCED TO IT AS A, AS A CHILD DIDN'T HAVE A CHANCE FOR THEIR BRAIN TO DEVELOP, DIDN'T HAVE A CHANCE FOR THEIR, THEIR SKILLS TO DEVELOP.

THEY HAVE NO CHANCE TO, YOU KNOW, OR VERY LITTLE CHANCE TO TO BE A HIGHLY FUNCTIONING ADULT.

MR.. I DID WANT TO JUST CLARIFY ONE THING IN MY PERSONAL STORY.

MY OLDEST, I DID GIVE A PHONE TO IN SEVENTH GRADE AND IT WAS THE WORST DECISION THAT THAT WE MADE BECAUSE I WAS LIKE EVERY PARENT LIKE, OH, HE'S IN SEVENTH GRADE, HE'S PLAYING SPORTS. I NEED TO GIVE HIM A PHONE SO HE CAN CALL ME WHEN THE GAME'S OVER AND I CAN PICK HIM UP AND ALL THOSE THINGS. AND HE'S A GOOD KID.

LIKE, I DON'T WANT TO GIVE YOU THE WRONG IMPRESSION, YOU KNOW, BUT IT'S I MEAN.

[02:15:06]

LIKE ANY SPARE, ANY SPARE MOMENT, LIKE, YOU KNOW, IT'S IMMEDIATELY TO THE PHONE.

GIVE ME THE PHONE. IT'S AN ADDICTION. IT'S HARD TO LET IT GO.

SO THE PARENTS AT RESTAURANTS, THEY GIVE THEIR LITTLE BABY, THEY PUT THE LITTLE PHONE AND YOU'RE LIKE, OH MY GOSH, PARENTS ARE ON THEIR PHONE NOT EVEN TALKING TO EACH OTHER.

WELL, I SEE RESTAURANT PEOPLE, COUPLES, FAMILIES, PEOPLE AREN'T TALKING TO EACH OTHER. THEY'RE ALL ON THE PHONE. EVERYBODY'S GOT THEIR HEAD DOWN. WE'RE GOING TO HAVE PROBLEMS WITH OUR NECK HERE. SO THE, YOU KNOW, SO AFTER SO AFTER MY MY FIRST SON, THAT WAS WHEN WE MADE THE CHOICE, MY WIFE AND I, THAT WE WEREN'T, WE WERE GOING TO LEARN FROM THAT.

AND WE SAW IT WITH OUR OWN EYES. AND SO MY OLDEST, HE'S AN EIGHTH GRADER AND I HEAR ALL THE TIME, I'M THE ONLY EIGHTH GRADER WITHOUT A PHONE. MY SIXTH GRADER, I'M THE ONLY SIXTH GRADER WITHOUT A PHONE. MY FOURTH GRADER. I'M THE ONLY FOURTH GRADER WITHOUT MY PHONE. AND AND YOU'RE OKAY. AND THEY'RE FINE.

OR THEY'LL THEY'LL BE OKAY. BUT THIS THIS ISSUE CERTAINLY HAS A SCHOOL.

THERE'S A SCHOOL BASED ISSUE THAT, THAT THAT, THAT WE'RE OBVIOUSLY GOING TO HAVE TO MAKE SOME DECISIONS ON.

WE'RE GOING TO HAVE TO WORK WITH OUR, WITH SOME TEACHERS, WITH OUR, OUR, OUR CAMPUS ADMINISTRATORS AND HAVE SOME CONVERSATIONS ABOUT THAT BEFORE, BEFORE THE MAY BOARD MEETING. AND THERE'S GOING TO BE A LOT OF WORK WITH OUR PARENTS AND PARTNERSHIPS WITH OUR PARENTS TO, YOU KNOW, BECAUSE WE, WE CAN'T TELL PARENTS HOW TO PARENT THEIR CHILD.

LIKE THAT'S NOT OUR, THAT'S NOT OUR ROLE. EVERY PARENT IS GOING TO MAKE THE BEST DECISIONS FOR, FOR THEIR KIDS, YOU KNOW, BUT WE DO HAVE TO TRY TO PARTNER WITH THEM.

WE, WE DO HAVE A RESPONSIBILITY TO SHARE INFORMATION, INFORMATION AND THOSE TYPES OF THINGS.

AND, AND JUST TRY TO TRY TO BUILD A TRUE PARTNERSHIP WITH, WITH OUR FAMILIES ON THIS ISSUE.

AND IT'S NOT GOING TO BE AN EASY TASK. YOU KNOW, BUT WE'VE HAD SOME, SOME GREAT FEEDBACK AND I JUST WANT TO GIVE ONE MORE OPPORTUNITY, IF THERE'S ANY THOUGHTS THAT, THAT THE BOARD WANT TO DIRECT, THAT WANTS TO DIRECT THE ADMINISTRATION THAT WE NEED TO LOOK INTO AS WE CONTINUE THIS CONVERSATION AND FINALIZE RECOMMENDATIONS FOR THE APRIL OR MAY SCHOOL BOARD MEETING.

IS THERE TECHNOLOGY AND THERE VERY WELL MAY NOT BE THAT CAN BLOCK LIKE ON A CELL PHONE, LIKE IF THEY'RE IN THE SCHOOL OR COULD IT NOT NECESSARILY BLOCK CELL PHONE USAGE, BUT DATA USAGE.

SO THEY MAKE THE POUCHES THAT WILL, WILL BLOCK THEM.

YOU KNOW, AND SO THE BIGGEST THING IS THE DATA USAGE LIKE SOCIAL MEDIA AND THINGS LIKE THAT.

BUT IF IT COULD JUST BLOCK DATA USAGE, THEY COULD STILL HAVE A PHONE FOR AN EMERGENCY IF WE WENT ON LOCKDOWN, LIKE WE'VE TALKED ABOUT THAT BEFORE, LIKE IT'S, THEY'RE NOT SUPPOSED TO, BUT FOR PEACE OF MIND WITH PARENTS, LIKE STILL. WELL, LET ME CLARIFY MY COMMENT BECAUSE YEAH, BECAUSE THOSE POUCHES WHEN YOU GO INTO A CRISIS LIKE IT'S NOT EVERYBODY GO RUN AND GET YOUR POUCH BECAUSE THAT'S NOT SAFE TO DO WHEN YOU'RE IN A REAL CRISIS, LIKE YOU'RE IN A CRISIS, YOU'RE GOING THROUGH THOSE SAFETY PROTOCOLS.

SO THAT CREATES THAT CHALLENGE OF, OF WHAT DO YOU DO WITH THAT? BECAUSE IF YOU'RE SUPPOSED TO BE IN A, IN A, IN A SAFETY PROTOCOL AND IN THE DARK IN THE CORNER HIDING OR SOMETHING, YOU CAN'T SIMULTANEOUSLY ASK YOUR TEACHERS TO BE RUNNING AROUND UNLOCKING POUCHES OR KIDS AND THINGS LIKE THAT.

SO, I MEAN, THEY'RE, THEY'RE JUST LIKE PROS AND CONS THAT YOU HAVE TO WEIGH.

THAT WAS PRIMARILY THE REASON WHY WE IMPLEMENTED THE CELL PHONE BAN IN THE MANNER THAT WE DID AND DID NOT BUY THE POUCHES, AND WE JUST SAID THAT IF WE SEE IT, WE'RE GOING TO TAKE IT AND KEEP YOUR PHONE UP.

AND THAT'S AND THEY STILL HAVE IT ON THEM. OUR PARENTS, I DIDN'T HAVE A LOT OF FEEDBACK, BUT I DID HAVE PARENTS FOR SURE TELL ME THAT THEY LIKE THAT DECISION. LIKE THEY UNDERSTAND IT'S THE LAW.

IT IS WHAT IT IS. BUT MY KID STILL HAS ACCESS TO THEIR PHONE AND THEY LIKE THAT THEY'RE OKAY WITH THE LAW.

THEY CAN'T GET IT OUT. BUT THE MINUTE YOU TAKE IT AWAY FROM THEM, NOW YOU HAVE NOW YOU HAVE ISSUES WITH PARENTS.

AND I'VE HEARD THAT FROM PARENTS. WELL, YOU MENTIONED IN HERE AND I'LL JUST REPEAT IT BECAUSE IT'S SOMETHING THAT I FEEL VERY PASSIONATE ABOUT. THE WHOLE INCREASED TIME FOR FREE PLAY AND RECESS IN GRADES PRE-K THROUGH EIGHT.

WE'VE GOT TO LOOK AT THAT ALL THE WAY THROUGH HIGH SCHOOL, I BELIEVE.

I MEAN, THERE HAS TO BE SOMETHING THAT WE BUILD IN THERE TO START TRAINING YOUNG ADULTS.

AND, YOU KNOW, AND SO THAT'S GOING TO BE DIFFICULT FOR THOSE OF US WHO ARE ADULTS.

THAT'S GOING TO BE DIFFICULT FOR ADMINISTRATORS, TEACHERS AND THINGS LIKE THAT.

TO BE ABLE TO HANDLE IF IT IS OFF CAMPUS, YOU KNOW, LUNCH OR SOMETHING LIKE THAT.

IT, YOU KNOW, SO YOU MAY HAVE TO THINK THROUGH THAT ONE A LITTLE BIT HARDER.

[02:20:04]

BUT I THINK WE'RE, IF WE'RE TALKING ABOUT REALLY TRAINING OUR KIDS TO BE READY FOR THE REAL WORLD WHEN THEY LEAVE, THAT'S A PART OF IT, YOU KNOW, IS SHOWING THEM THERE.

THERE'S A LOT OF RESPONSIBILITY THAT COMES WITH FREEDOM, YOU KNOW, AND SOMETIMES YOU'RE GOING TO MAKE MISTAKES.

THERE ARE CONSEQUENCES TO THOSE MISTAKES, WHATEVER THE CASE MAY BE.

BUT I DON'T THINK KEEPING THEM CONFINED TO A BUILDING ALL DAY IS THE ANSWER.

I THINK, I THINK I AGREE WITH YOU, MR. GUYTON, BUT I THINK ALSO THEY HAVE TO EARN IT CERTAIN ACADEMICS BEHAVIOR.

BEFORE WE CAN JUST SAY, EVERYBODY JUST GO OFF CAMPUS.

BUT ON YOUR JOB, DO YOU EARN THAT RIGHT TO GO TO LUNCH? I BELIEVE SO. I MEAN, IF I, IF I MESS UP OR WHATEVER I'M LATE.

I MEAN, I CAN'T LEGALLY TAKE YOUR LUNCH. LUNCH.

BUT, I MEAN, IF MY BOSS WANTED TO. RIGHT? I THINK WE JUST HAVE TO WAIT.

TO ACTUALLY DO MORE RESEARCH ABOUT HOW IS THAT WORKING OTHER PLACES? BECAUSE ONCE YOU UNDO IT, THEN THERE'S A POTENTIAL THAT THERE COULD BE MORE THINGS THAT WE'RE NOT EVEN THINKING ABOUT THAT COULD HAPPEN THAT THEN PEOPLE WILL BE CONCERNED ABOUT. WELL, IF Y'ALL HAD JUST LEFT IT THAT WAY, MAYBE THIS WOULDN'T HAVE HAPPENED TO MY KID, YOU KNOW? SO THERE ARE THINGS THAT WE HAVE TO THINK ABOUT BASED ON WHERE WE ARE AND WHAT WE WANT TO GO VERSUS GOING ALL THE WAY IN ONE AREA.

I MEAN, EVERYTHING IN MODERATION IS SOMETIMES THE BEST WAY TO GO.

SO I'M JUST SAYING THAT WE JUST NEED TO GET MORE INFORMATION WHEN WE'RE TRYING TO MAKE STEPS ABOUT LIKE, SAY, FOR INSTANCE, YOU'RE SAYING LIKE, OKAY, WE'RE GOING TO NOW HAVE OPEN LUNCH, BUT THIS IS A CULTURE CHANGE.

THIS WHEN YOU GO THROUGH THIS, THIS IS A BIG CULTURE CHANGE FOR US.

I UNDERSTAND. AND THERE ARE ALSO A LOT OF WAYS THAT WE CAN CHANGE THINGS INTERNALLY FOR KIDS TO DO PROJECT BASED ACTIVITIES.

THERE ARE SO MANY OTHER OPTIONS OTHER THAN JUST SAYING THAT IN THE WITHIN THE SCHOOL ENVIRONMENT THAT WE'RE GOING TO NO LONGER KEEP KIDS WITHIN THE SCHOOL GROUNDS.

BUT IF WE'RE MAKING A BIG CULTURE CHANGE, WE SHOULD PUT THAT IN THERE ALSO AND STUDY IT.

AND IT MAY HAVE TO BE GRADUATED OVER YEARS. IT MAY BE THAT THE SENIORS STARTED.

WELL, THAT'S MY POINT IS THAT WE HAVE TO STILL CONTINUE TO ADD MORE DATA, MORE INFORMATION BEFORE WE MAKE A MOVE THAT IS FROM ONE EXTREME TO THE OTHER.

YEAH. NO, AND I'M NOT SAYING IT'S GOING TO HAPPEN OVERNIGHT. I'M WHAT I SAID WAS IT'S GOING TO BE A CHALLENGE FOR US, RIGHT? BECAUSE ALL OF THIS IS GOING TO BE A CHALLENGE FOR US. WELL, BUT LIKE YOU SAID, GRADUATE WITH MORE INFORMATION.

WE CAN MAKE BETTER DECISIONS VERSUS NOT HAVING ANY DATA AND LOOKING AT WHAT OTHER DISTRICTS ARE DOING.

HOW MANY OTHER DISTRICTS DO HAVE OPEN CAMPUSES WHERE THEY GO OFF.

KIDS OFF. OFF FOR LUNCH. I DON'T KNOW, IN OUR SURROUNDING AREA BECAUSE WHY WE MADE A MOVE OR I DID IN PREVIOUS BOARDS, MADE A MOVE TO GO WITH CLOSED CAMPUSES. I MEAN, BUT I'M SAYING LET'S GET MORE INFORMATION, MORE DATA TO SEE AND HAVE OPTIONS TO GRADUALLY MOVE AND ADD AND LOOK AT THE THINGS THAT ARE HAPPENING WITHIN THE SCHOOL ENVIRONMENT, WITHIN THE CLASSROOM INSTRUCTION TO SAY HOW WE CAN MOVE AT A PHASE IN OR PROCESS.

I'M JUST SAYING IT NEEDS TO BE A PART OF THE THE PROCESS THAT WE'RE STUDYING HERE.

ALL I CAN SAY IS, PERSONALLY, WHEN I GREW UP, WE HAD OPEN CAMPUS AND I WAS 15 AND HAD MY HARDSHIP LICENSE AND TOTALED OUT MY CAR AT LUNCH BECAUSE I PULLED OUT IN FRONT OF SOMEBODY.

AND SO I'M LIKE, I DON'T WANT MY KID LEAVING CAMPUS.

WELL, THAT'S JUST ME. EXACTLY. SOMETHING COULD HAPPEN, RIGHT? SOMETHING COULD HAPPEN THAT COULD HAVE HAPPENED OUTSIDE OF LUNCH, COMING TO SCHOOL, GOING HOME FROM SCHOOL.

AND SOMETHING CAN ALWAYS HAPPEN. BUT THAT'S JUST ALWAYS STUCK TO ME.

YEAH. GOING BACK TO MY JOB. WHAT YOU'RE SAYING, I'M NOT A I'M NOT A STUDENT THOUGH. THAT'S CORRECT.

YOU ON THAT? YOU DID WHAT? I'M NOT A STUDENT.

NO, BUT I'M SAYING HE CAN GO OFF. WE'VE GOT YOUNG ADULTS, AND THAT'S WHAT THIS IS ABOUT.

YOU KNOW, WE'RE CHANGING THE WAY WE THINK BECAUSE IT'S GOING TO BE EVEN HAVING KIDS HAVE MORE RECESS TIME.

DURING PRE-K THROUGH EIGHTH GRADE, THAT'S GOING TO BE A MIND SHIFT FOR A LOT OF PEOPLE, YOU KNOW.

AND HE TALKS ABOUT THAT IN THE BOOK. AREN'T THERE STATE REQUIREMENTS FOR HOW MUCH PLAYTIME THAT THE STATE ALLOWS OR HOW MANY MINUTES PER DAY YOU CAN MINIMUMS, BUT I THINK YOU CAN. THERE'S A REQUIREMENT FOR PHYSICAL EDUCATION.

250 MINUTES A WEEK, SOMETHING LIKE THAT. RIGHT? YEAH. ELEMENTARY PRINCIPAL. IT'S BEEN A DECADE SINCE I WAS AN ELEMENTARY PRINCIPAL, BUT I THINK THAT'S CLOSE TO 35.

OKAY. YOU COULD HAVE GIVEN ME 15 MINUTES. YEAH, 35 MINUTES A WEEK.

BUT I DO, YOU KNOW, I WANT TO THANK I THINK THIS IS GREAT FEEDBACK.

YOU KNOW, SOME OF IT. MISS GRAY MADE A COMMENT EARLIER ABOUT, YOU KNOW, PARENTAL CHOICE AND, YOU KNOW, SOME OF THESE THINGS. MAYBE THAT'S A PARENTAL CHOICE THING.

YOU KNOW, YOU WANT YOUR KIDS STAY THERE. WILL YOU TELL YOUR KID THAT, YOU KNOW, THE SCHOOL, YOU KNOW, CAN CREATE A SYSTEM OR LIKE, THAT'S ANOTHER THING THAT, THAT WE HAVE TO CONSIDER AS WELL.

YOU KNOW, WORKING WITH OUR PARENTS AS PARTNERS IN THIS.

ANY OTHER, IS THERE ANYTHING ELSE THAT YOU WANT THE ADMINISTRATION TO LOOK UP?

[02:25:01]

SANCHEZ YOU'VE TALKED ABOUT LIKE WHAT OTHER SCHOOLS ARE DOING? LIKE THAT'S A GOOD EXAMPLE THERE. IS THERE ANYTHING THAT YOU WANT US TO ENSURE THAT WE GET INFORMATION AND CLARIFY BEFORE OUR NEXT MEETING? WANT US TO BE WELL THOUGHT AND LOOK AT WHAT ALL THE INFORMATION IS THERE BEFORE WE KIND OF SAY THIS IS WHAT WE'RE GOING TO DO.

EXACTLY. BECAUSE SOMETIMES, I MEAN, I DON'T KNOW, WE'RE ONE DISTRICT.

I MEAN, THERE ARE LOTS OF OTHER DISTRICTS. THERE ARE LOTS OF INNOVATIONS HAPPENING IN DIFFERENT PLACES.

I MEAN, THERE'S PEOPLE THAT HAVE BEEN DOING PROJECT BASED LEARNING WHERE EVERYTHING HAS BEEN HANDS ON CREATING.

AND I MEAN, SO WHAT IS OUT THERE THAT'S GOING THAT IS GOING TO HELP US KIND OF MAKE A TRANSITION, BUT I THINK WE NEED TO REVISIT WHAT WE'RE DOING WELL WITHIN THE SCHOOL DAY AS FAR AS LIKE YOU LOOKED AT THE TIME, BUT WHAT IS ACTUALLY HAPPENING DURING THAT WHOLE TIME THAT YOU'RE USING COMPUTERS? I MEAN, WHAT KINDS OF PROJECTS, KINDS OF THINGS ARE OCCURRING THAT YOU WOULD WANT TO CONTINUE TO DO OR NOT DO? I'M ALSO CURIOUS, AND THIS DOESN'T HAVE TO BE BEFORE MAY BECAUSE IT WOULD TAKE TOO LONG TO FIGURE OUT.

BUT LIKE WE HAVE UT THAT'S REALLY CLOSE. TEXAS STATE A&M THAT HAVE A LOT OF RESEARCH BASED LIKE CLASSES AND THINGS.

I'M WONDERING IF AT SOME POINT WE COULD PARTNER WITH ONE OF THOSE UNIVERSITIES, IF THEY'RE DOING RESEARCH, LIKE IN A PSYCHOLOGY CLASS ABOUT SOCIAL MEDIA AND THINGS WITH CHILDREN.

IF WE COULD PARTNER WITH THEM AND HELP WITH THEIR RESEARCH ON IT, AND THEN THEY COULD ALSO TEACH US WHAT THEY HAVE RESEARCHED AND WHAT THEY'VE FOUND AND WHAT THEY'VE DEVELOPED ON A PSYCHOLOGY LEVEL.

I WAS JUST THINKING THAT COULD BE A GOOD PARTNERSHIP OR SOMETHING IN THE FUTURE.

OBVIOUSLY THAT WOULDN'T HAPPEN BY MAY, BUT IT COULD GIVE MORE DATA DRIVEN THINGS THAT HAVE BEEN RESEARCHED ON, ON A COLLEGE LEVEL. WE MAY NOT BE ABLE TO TO PARTNER WITH THEM, BUT WE CAN CERTAINLY RESEARCH STUDIES THAT HAVE ALREADY BEEN PUBLISHED AND, YOU KNOW, THOSE TYPES OF THINGS TO SEE WHAT'S OUT THERE THAT WOULD HELP US MAKE THE DECISIONS WE WANT TO MAKE IN REGARD TO THIS.

TALK TO OUR ALUMNI. YEAH. ALUMNI. KNOW THE ALUMNI IS A REAL CRITICAL POINT BECAUSE HOW ARE THEY SUCCEEDING? WERE THEY PREPARED? WHAT WERE THEY GIVEN THAT HELPED THEM BE SUCCESSFUL? THEIR FRESHMAN YEAR? OR WHAT ARE THEY? WHAT IS LACKING? WHAT DID THEY NOT THEY DID THEY NOT GET AT LOCKHART ISD THAT THEY'RE STRUGGLING WITH? THAT'LL HELP. ON THE SOCIAL MEDIA ASPECT, I KNOW THERE'S A LOT OF YOUNG 20 YEAR OLDS THAT ARE LIKE, I'M DONE WITH SNAPCHAT. I HATE IT IF YOU CAN'T CALL ME OR WHATEVER.

LIKE THEY'RE, THEY'VE OVERCOME THAT SOCIAL MEDIA, LIKE THEY'RE JUST TIRED OF IT.

SO IF THEY COULD SPEAK TO OUR HIGH SCHOOLERS ABOUT, HEY, LOOK, I'M IN MY 20S.

I HATE THIS APP. I HATE DOING THIS. IT'S NOT GOOD.

IT DOESN'T SERVE ME ANY PURPOSE. YOUNG 20 YEAR OLDS ARE GOING TO GET THROUGH.

THEN MIA'S MOM SAYING SOMETHING. YEAH. AND A WIDE RANGE OF ALUMNI, YOU KNOW DOESN'T JUST HAVE TO BE THE COLLEGE KID, BUT IT COULD BE, YOU KNOW, WHATEVER. I JUST I'D LIKE TO HEAR FROM.

WHY DID WE SERVICE YOU? WELL. YOU KNOW, WHAT DO YOU THINK? WHAT COULD WE HAVE DONE BETTER? I ASK A KID AT THE CONCESSION STAND.

ONE OF THE SOCCER GAMES WHEN WE WERE WORKING. HEY, WHAT COULD WE HAVE DONE BETTER FOR YOU, YOU KNOW? AND HE TOLD ME. I TOLD HIM, WELL, I'M GOING TO SHARE IT WITH MR. ESTRADA AND LET HIM KNOW BECAUSE I SAID BECAUSE HE'S HE'S A SENIOR, I JUST HE ALWAYS WEARS A CONCESSION STAND.

I JUST DECIDED TO ADD WHAT WE HAVE DONE BETTER FOR YOU IN MY SCHOOL.

OKAY. I THINK WE'VE HAD A LOT OF CONVERSATION ON THIS TOPIC AND YEAH, WE DID.

WE WANT TO STAY HERE TILL. GREAT TOPIC. GREAT.

GREAT DISCUSSION. GREAT DISCUSSION. YEAH, I, I JUST WANTED TO DO TWO, TWO COMMENTS THAT I, I REALLY APPRECIATE FROM THE RECOMMENDATIONS AND ONE, ONE IS THAT I DO AGREE THAT IF, IF IT CAN BE DONE WITH PENCIL AND PAPER, LET'S, LET'S DO IT ON PENCIL AND PAPER, YOU KNOW, AND THEN TWO I DO LIKE THE FACT THAT WE ARE, I JUST LOSE IT. I JUST LOST IT. GOTTA WRITE IT DOWN ON PAPER.

I KNOW I SHOULD HAVE WROTE IT DOWN PEN AND PAPER.

YEAH. WHAT ABOUT THE LAST THING WAS I DO LIKE THE FACT THAT WE'RE INCREASING THINKING ABOUT INCREASING PE AND EVEN RECESS FOR ELEMENTARY STUDENTS BECAUSE I KNOW THAT EVEN WITH MY, MY STUDENT IT WAS PE TWICE A WEEK AND THEN ART AND MUSIC IN BETWEEN AND, AND IT GETS KIND OF CONFUSING IF IT WAS, AND I KNOW THAT WHEN, WHEN I SEE HER AT HOME AND SHE GETS BORED SHE JUST GETS ON THE SCOOTER AND STARTS SCOOTERING AROUND.

AND I KNOW THAT THAT'S PROBABLY WHAT SHE WANTS TO DO AT SCHOOL, BUT SHE DOESN'T HAVE THAT OPTION ON CERTAIN DAYS THAT SHE DOESN'T HAVE PE.

SO THANK YOU. OKAY. I JUST, I JUST HOPE OUR OUR PARENTS ARE LISTENING AT HOME OR, YOU KNOW, TAKE GOOD ABOUT IT. IT'S A GOOD DISCUSSION. I THOUGHT, OKAY.

[02:30:01]

OKAY, WE'LL WRAP THAT UP. WE'LL MOVE TO ITEM EIGHT C DISTRICT ACHIEVEMENT DASHBOARD.

[District Achievement Dashboard: Progress towards Targets]

PROGRESS TOWARDS TARGET. MR. MCBRIDE.

COULD IT BEEN. SAM'S NIGHT, YOU KNOW. OH MY GOSH.

IF HE'S LISTENING. GOOD EVENING, SCHOOL BOARD SUPERINTENDENT.

ESTRADA BOARD PRESIDENT WRIGHT. MEMBERS OF THE SCHOOL BOARD. IT'S MY PLEASURE TO BEGIN TALKING ABOUT OUR MARCH VERSION OF THE DISTRICT ACHIEVEMENT DASHBOARD.

THERE WE GO. SO HERE'S A REMINDER OF OUR DISTRICT TARGETS FOR EACH SCHOOL YEAR.

80% FOR ELEMENTARY AND READING, 70% IN MATH AND SECONDARY ARE BOTH AT 70% AND READING AND MATH AS FAR AS MAKING 1.5 YEARS OF PROGRESS.

ONE NOTE TO SAY ABOUT THIS MONTH'S DATA IS THAT WE DO NOT HAVE READING 1.5 DATA OR MATH 1.5 DATA THIS MONTH.

THAT IS DUE TO THE FACT THAT WE ARE DOING 1.5 TESTING THIS WEEK.

WE HAD MOVED 1.5 TESTING FROM WHEN WE TRADITIONALLY DO IT AT THE BEGINNING OF THE MONTH DUE TO OUR BENCHMARK TESTING AT THE BEGINNING OF MARCH.

SO THAT'S WHY WE DO NOT HAVE 1.5 DATA THIS MONTH.

I ALSO WANT TO POINT OUT THAT WE DO HAVE THAT BENCHMARK DATA FOR MATH THERE AT THE BOTTOM, AND THAT YOU'LL SEE THAT THOSE PERCENTAGES ARE THE PERCENT OF STUDENTS WHO HAVE PASSED THEIR MATH BENCHMARK EXAMS. WITH THAT, I WILL PASS IT ON TO DOCTOR VASQUEZ.

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

I WILL BE REPORTING ON OUR ELEMENTARY DATA TONIGHT.

SO CAMPUS ATTENDANCE FOR THE MONTH OF MARCH. WE DID SEE SOME GREAT IMPROVEMENT IN OUR ATTENDANCE.

WE HAD SOME POCKETS WHERE WE DID DIP A LITTLE BIT.

OVERALL WE HAVE GREAT CONSISTENCY WITH PLUM CREEK, NAVARRO AND BORCHERT.

SOME OF OUR OTHER CAMPUSES, WE GOT SOME ILLNESS AT THE BEGINNING OF, OF MARCH.

THAT REALLY KIND OF TOOK A, TOOK A DIP AND A DECLINE, BUT WE HAVE SOME ATTENDANCE INCENTIVES FOR THE REST OF MARCH AND THEN IN THE PLANNING STAGES FOR APRIL. SO WE HOPE TO SEE THAT THAT INCREASE AT ALL CAMPUSES.

I HAVE A QUESTION ABOUT BARTLETT LUBE. HOW DID HOW COME THERE'S A 5% INCREASE OR 5% INCREASE? WHAT HAPPENED? I GUESS WHAT HAPPENED IN FEBRUARY COMPARED TO MARCH, LIKE YOU WENT FROM 91.6 TO 96.3.

I MEAN, THAT'S A HUGE GAP THERE. JANUARY AND FEBRUARY.

WE HAD A LOT OF ILLNESS. A LOT, A LOT, A LOT.

WE HAD FLU THAT REALLY HIT US PRETTY HARD. FOR MARCH THOUGH WE HAVE BEEN DOING OUR MARCH MADNESS.

WE'VE HAD WE ALSO DID LIKE A SHORTER, LIKE TWO WEEK OR THREE WEEK ATTENDANCE INCENTIVE.

SO RIGHT BEFORE SPRING BREAK, WE HAD, WE BROUGHT IN LIKE JUMPING CASTLES, WE HAD SNACKS AND STUFF LIKE THAT FOR THE KIDS THAT DID LIKE SHORTER ONES AS WELL.

AND THEN WE'VE GOT ONE RIGHT NOW GOING ON WHERE THEY GET TO SOAK THE PRINCIPAL.

SO THE FIVE BEST STUDENTS PER GRADE LEVEL THAT HAVE THE BEST ATTENDANCE GET TO THROW WATER BALLOONS AT ADMIN.

SO. THANK YOU, MISS GRIEBEL. NEXT WE HAVE OUR HR WORD COUNT.

GREAT INCREASES AT ALL OF OUR CAMPUSES. WE EVEN HAVE SOME CAMPUSES WHO HAVE SURPASSED WHERE THEY WERE LAST YEAR.

I KNOW WE HAVE A FEW CAMPUSES THAT HAVE ALREADY REACHED OUT TO DISTRICT LEADERSHIP FOR READ IN DAYS.

I THINK BLUEBONNET HAS ONE COMING UP AS WELL, SO HOPE TO SEE THOSE NUMBERS ALSO INCREASE.

WE'VE ALSO EXTENDED OUR WINDOW FOR OUR AR TESTING SO OUR STUDENTS CAN TAKE TESTS AT HOME ON THE WEEKENDS AS WELL.

SO WE HOPE TO SEE THOSE NUMBERS INCREASE QUITE A BIT.

DO WE HAVE A PERCENTAGE ON THE NUMBERS FOR THE WEEKENDS AND WHAT THEY TAKE WHEN THEY TAKE IT? WE DO OUR CAMPUS PRINCIPALS DO PULL THOSE REPORTS.

I COULDN'T TELL YOU RIGHT NOW WHAT THEY ARE, BUT WE DO HAVE SOME STUDENTS WHO DO ON A REGULAR BASIS TAKE TAKE TESTS ON THE WEEKENDS.

OKAY. AS MR. MCBRIDE MENTIONED, WE DON'T HAVE 1.5.

WE'RE IN THE MIDDLE OF TAKING 1.5 CURRENTLY, BUT WE DID TAKE OUR MATH BENCHMARK.

[02:35:08]

SO AS YOU CAN SEE IN OUR FIRST TWO COLUMNS, THOSE ARE OUR THIRD GRADE SCORES FROM LAST YEAR AND THEN OUR THIRD GRADE SCORES THIS YEAR.

SO OUR THIRD GRADE, WE HAVE SOME, SOME STRENGTHS ACROSS THE DISTRICT.

WE DO HAVE WE'RE NOTICING A STRONGER TIER ONE INSTRUCTION WITH OUR TEACHERS ACROSS THE DISTRICT.

AND WE DID SEE AN OVERALL INCREASE OF 12 POINTS AT THE DISTRICT LEVEL FOR THIRD GRADE.

FOURTH GRADE, WE DO HAVE SOME, SOME POCKETS WHERE WE DID TAKE SOME, SOME DIPS.

AND WE DO HAVE SOME POCKETS WHERE WE DID SEE SOME MOVEMENT, ESPECIALLY AT, AT BORCHERT LOOP.

WE DIDN'T HAVE ANYTHING COMPARED TO FOR LAST YEAR, BUT WE DID HAVE SOME INCREASE IN CLEARFORK AND NAVARRO.

WE DO HAVE SOME OF OUR CAMPUS PRINCIPALS TALKING TO EACH OTHER AND KIND OF UTILIZING SOME STRATEGIES FOR THOSE MATH CLASSROOMS WHO ARE SHOWING SIGNIFICANT GAINS.

OUR FIFTH GRADE IS OUR BIG AREA OF, OF CONCERN WITH OUR CAMPUSES.

WE DID SEE A PRETTY BIG DISTRICT DECLINE THERE.

AND WE DO HAVE VERY TARGETED ACTION PLANS THAT ARE NOT JUST TARGETED FOR THE GRADE LEVEL, BUT MORE INDIVIDUAL STUDENT TARGETED PLANS.

SO REALLY DIGGING INTO INDIVIDUALIZED STUDENTS TO SEE WHAT AREAS ARE THEY STRUGGLING IN AND THEN GIVING THEM THAT INTERVENTION.

SO IT'S NOT JUST TAKING OUR LOWEST PERFORMING TECHS AND DOING INTERVENTION WITH THOSE GROUP OF KIDS.

IT'S KIDS SPECIFIC. AND WHAT CAN WE DO TO FILL THOSE GAPS THAT WE'RE, WE'RE SEEING? AND I CORRECT ME IF I'M WRONG, BUT I'M LOOKING AT.

SO LIKE IN THE FIRST COLUMN, GRADE THREE, 24 TO 25, TAKE BLUEBONNET, FOR EXAMPLE.

THEY WERE AT A 46. THE NEXT GRADE THAT WOULD FOLLOW THE CURRENT GRADE FOR 25 TO 26.

SO THOSE KIDS WENT FROM A 46 TO A 59, CORRECT? SO EVEN THOUGH THEY DIPPED FROM FOURTH GRADE, 24, 25, 25, 26 THOSE KIDS, THAT COHORT OF KIDS COHORT STILL INCREASED ITSELF. YES. OKAY. I WAS JUST MAKING SURE I WAS READING THAT RIGHT.

YES. SO IN THE FIFTH GRADE THERE'S A COUPLE CAMPUSES THAT HAD SOME DOUBLE DIGIT DROPS. WHAT DO YOU THINK THAT IS? IN DOING WALKTHROUGHS AT MANY OF OUR ELEMENTARY CAMPUSES, WE'RE FINDING THAT WITH OUR RESEARCH BASED INSTRUCTIONAL STRATEGIES FRAMEWORK, A LOT OF OUR STUDENTS AND OUR TEACHERS ARE REALLY STRUGGLING WITH THE, THE RIGOR OF QUESTIONING IN CLASSROOMS. AND THEN ALSO WITH PRODUCTIVE STRUGGLE. WHAT WE HAVE FOUND IS THAT A LOT OF OUR STUDENTS, WHEN THEY ARE STRUGGLING IN MATH, OUR TEACHERS INTERVENE QUICKLY WITHOUT THAT THOUGHT PROCESS AND THAT PRODUCTIVE STRUGGLE.

AND THAT'S, THAT'S ACROSS THE BOARD PRETTY MUCH WITH ALL OF OUR ELEMENTARY CAMPUSES THAT WE'VE GONE IN, OUR PRINCIPALS ARE DOING A GREAT JOB IN GOING AND, AND PROVIDING THOSE COACHING TIDBITS FOR THEM AND LINKING THEM BACK TO THOSE, THOSE RESEARCH BASED INSTRUCTIONAL STRATEGIES.

SO HOW WOULD YOU SAY IN THE FOURTH AND FIFTH GRADE, HOW IS SELF-CONTAINED GOING VERSUS DEPARTMENT IZATION? THAT'S A GOOD QUESTION. SO OUR CAMPUS PRINCIPALS FOR A WHILE HAVE BEEN ASKING FOR DEPARTMENTALIZED OR TEAM TEACHING.

A LOT OF THE QUESTIONS THAT, THAT I'M HAVING WITH THEM IN THE DISCUSSION IS THE STRATEGIC PLANNING BEHIND THAT AND LOOKING AT TEACHER SPECIFIC SKILLS. I DON'T SEE RIGHT NOW AT A DISTRICT. YES, I APPRECIATE THE RESPONSE.

I JUST WANT TO BE VERY CLEAR ON THIS ONE. THIS IS SOMETHING THAT I STRUGGLE WITH PERSONALLY AND I THINK MR. WRIGHT ASKED BECAUSE WE HAVE BOTH BEEN IN TEACHER FORUMS FOR YEARS.

BEING ASKED BY TEACHERS AND BEING TOLD THAT THIS WOULD HAVE AN IMMEDIATE EFFECT POSITIVELY ON STUDENT ACHIEVEMENT.

SO TO SEE THAT YOU MEAN THE MOVE FROM SELF-CONTAINED.

CORRECT. THAT THE REASON WHY WE WERE STRUGGLING IN FOURTH AND FIFTH GRADE WAS BECAUSE IT WAS UNREALISTIC TO BE SELF-CONTAINED.

THEY HAD TEACHERS THAT COULD SPECIALIZE, TEACHERS THAT WERE GOOD OR THAT WERE SPECIALISTS IN MATH SPECIALISTS.

AND TO SEE THAT ALL THIS RED AND TO SEE THAT WE'RE ACTUALLY GOING BACKWARDS IS, IS IS MORE THAN

[02:40:07]

DISAPPOINTING. YOU KNOW, I FEEL THAT AND EXPECT THAT WE HAVE IMPROVEMENT AND TO SEE THAT WE'RE NOT AFTER A BIG STRUCTURAL STRUCTURAL CHANGE LIKE THAT IS, IS VERY DISAPPOINTING TO SEE.

AND WHEN YOU SAY THAT THAT IT'S A PLANNING ISSUE, I HAVE A HARD TIME ACCEPTING THAT BECAUSE, BECAUSE WE AGREED TO MAKE THIS MASSIVE CHANGE ON THE BELIEF AND UNDERSTANDING THAT WE HAD SPECIALISTS READY TO GO AND READY TO IMPLEMENT WHATEVER THEY WERE DOING IN THEIR CLASSROOM.

AND TO SEE THAT WE'VE GONE BACKWARDS, TEN POINTS IS VERY CONCERNING.

BEFORE THE MOVE WAS. DID YOU ALL LOOK AT THE RESEARCH BEHIND FIRST SELF-CONTAINED VERSUS.

WE. YEAH, THIS THAT THAT'S MY FRUSTRATION AND AND YOU KNOW, AND I'VE BEEN VERY I'M NOT SAYING ANYTHING THAT I HAVEN'T TOLD OUR TEACHERS DIRECTLY FOR SEVEN YEARS IN A ROW WHEN WE'VE HAD THESE DISCUSSIONS AT THE RESEARCH IS VERY CLEAR THAT WHILE WHILE THE IT'S A LOT OF SCHOOLS ARE DEPARTMENTALIZED IN ELEMENTARY SCHOOL FOR FUTURE RETENTION ISSUES. THAT I MEAN, OUR, AND THAT'S WHY PEOPLE DO IT.

BUT THE DATA, THE LARGEST STUDY WAS DONE IN HOUSTON ISD, WHICH IS THE LARGEST DISTRICT IN THE STATE OF TEXAS.

AND THEY ESSENTIALLY SPLIT THEIR ELEMENTARY SCHOOLS IN HALF AND STUDIED STUDIED THIS AND THEY FOUND THAT CLASSROOMS THAT WERE SELF-CONTAINED.

HAD HIGHER STUDENT TEACHER RELATIONSHIPS WHERE TEACHERS KNEW THEIR STUDENTS MORE.

THEY HAD BETTER STUDENT ACHIEVEMENT. YOU KNOW, BETTER STUDENT BEHAVIOR, THOSE TYPES OF THINGS.

WELL, THE TEACHER YOU HAVE, YOU HAVE MORE TIME TO REVISIT WITH YOUR KIDS IF THEY'RE STRUGGLING.

YEAH. THE SCHOOL DAY FOR, FOR ME, THIS IS SOMETHING THAT I'VE BEEN PERSONALLY HOLDING OFF ON BECAUSE I WANTED TO SEE, YOU KNOW, BUT WE'VE SEEN THIS TREND. THIS IS NOT THE FIRST TIME THAT LIKE, THIS ISN'T A SURPRISE.

IT'S NOT LIKE WE WERE HITTING 90% AND HAVING ALL THIS IMPROVEMENT IN MATH PRIOR TO THESE BENCHMARK.

BUT WE ARE AT A POINT TO WHERE WE NEED TO HAVE VERY HONEST CONVERSATIONS WITH THE STRUCTURE.

YOU KNOW THE TIME THAT IT TAKES TO TRANSITION, LIKE WE ALWAYS TALK ABOUT, OH, WE DON'T HAVE TIME TO DO THINGS, BUT YET WE MAKE DECISIONS THAT TAKES AWAY TIME OF INSTRUCTION FROM OUR KIDS AND YOU KNOW, AND WE'RE NOT SEEING.

IT IS IT IS UNACCEPTABLE TO HAVE 38%, TO HAVE 60% TO HAVE 59%.

YOU KNOW, 52% IS ALL OF THOSE NUMBERS ARE JUST UNACCEPTABLE THAT WE HAVE THAT PERFORMANCE AND, AND WE SHOULD BE MAKING DECISIONS AT OUR DATABASE.

AND WHILE WE'RE NOT GOING TO HAVE 100% OVERNIGHT, WE NEED TO BE MAKING PROGRESS.

AND, AND MAYBE I'M INTERPRETING IT WRONG, BUT I SEE IT ALMOST OPPOSITE.

AND I, YOU KNOW, WAY MORE THAN I DO, BUT LIKE THE CLEAR FORK, THIRD GRADE, YEAR 24 WAS AT A 3734 SELF CONTAINED. AND THEN YOU FOLLOW THEIR COHORT COHORT AND NOW THEY'RE AT A 52.

SO THEY GREATLY INCREASE. AND THEN FOURTH GRADE WENT FROM A 44 UP TO A 73 THE NEXT YEAR.

WELL, WE'RE LOOKING AT IS LAST GRADE LEVEL TO GRADE GRADE LEVEL TO GRADE LEVEL.

YES. I WAS JUST FOLLOWING THE KIDS. AND IF WE DO THAT, THE PROBLEM WITH DOING THAT IS THAT WE PERPETUALLY ARE CHASING OUR TAIL AND NOT HAVING THE STUDENT IMPROVEMENT. SO IF YOU JUST TAKE, YOU KNOW, WE HAVE THREE GRADE LEVELS THAT'S YOU KNOW, SAY 1500 KIDS, MAYBE A LITTLE LESS, AS YOU SAY, 1500 KIDS.

AND IF WE DO THAT, WE JUST CHASE OUR TAIL AND GET THE SAME RESULTS WITH THOSE 1500 KIDS.

WHAT I WANT TO DO IS LOOK AT 1500 KIDS AND THEN KEEP THE DENOMINATOR THE SAME.

BUT THAT NUMERATOR CHANGES WHEN WE LOOK AT ALL THREE GRADE LEVELS.

AND IF WE JUST WHILE IT'S DIFFERENT KIDS COMPARING, WE NEED TO SEE PROGRESS IN ALL THREE GRADES SO THAT THAT NUMERATOR IS INCREASING AND MORE KIDS ARE SHOWING PROFICIENCY INSTEAD OF JUST BEING OKAY WITH THIRD GRADE BEING LOWER ONE YEAR AND FOURTH GRADE HAVING IMPROVEMENT OR FIFTH GRADE AND JUST.

BUT WHEN YOU LOOK AT JUST THE 1500 KIDS IN THAT THAT BAND WE WANT TO SEE IMPROVEMENT.

OH, ABSOLUTELY. I'M NOT SAYING THAT THIS IS GOOD.

I'M JUST SAYING LIKE, IF I LOOKED AT THE THIRD GRADE LAST YEAR AND THEN NOW THEY'RE IN FOURTH GRADE, LIKE I DO SEE A GREAT IMPROVEMENT FROM THIRD GRADE KIDS GOING INTO FOURTH AND THEN FOURTH GRADE GOING INTO FIFTH.

[02:45:07]

THERE'S LIKE TWO EXAMPLES THAT THEY WENT BACKWARDS, BUT THE MAJORITY OF THEM.

SO YOU'RE SAYING THEY'RE THE KIDS THAT MOVED ON.

WE'RE NOT WORRIED ABOUT. I MEAN WE'RE ALL WORRIED ABOUT THEM, BUT THEY'RE DOING GREAT. BUT WHAT ABOUT THE KIDS THAT THAT ARE CURRENT, RIGHT? IS THAT WHAT YOU'RE SAYING? CORRECT. YEAH, I'M JUST SAYING.

AND I'M JUST I'M MAKING AN ARGUMENT THAT WE CAN LOOK AT DATA MANY DIFFERENT WAYS.

YEAH. THERE'S A MILLION WAYS TO SLICE IT. AND, AND ALSO THAT WHILE WE MAY FIND SOME OUTLIERS LIKE THAT, THAT IS THAT I DON'T THINK THAT'S THE NORM. IF YOU WERE TO DO THAT WITH EVERY COHORT, EVEN YOU KNOW, I UNDERSTAND CLEAR FORK, YOU KNOW, HAS, HAS SOME OF THAT OUR OTHERS.

OUR OTHERS DON'T. SO I GUESS FOR ME, HOW LONG? I DON'T WANT TO SAY THERE'S AN EXPERIMENT WE'RE TRYING RIGHT NOW, BUT HOW LONG CAN WE STICK WITH THIS IF WE DON'T SEE SUBSTANTIAL INCREASES IN OUR SCORES? WELL, I THINK AT THIS POINT YOU KNOW, AT THIS POINT STRUCTURALLY YOU KNOW, WE'VE, WE'VE MADE A COMMITMENT TO, TO THE STRUCTURE. I DON'T THINK IT'S GOOD TO DISRUPT STUDENTS WHO ARE, WHO HAVE THIS, THIS ROUTINE.

I UNDERSTAND YOU PROBABLY DON'T MAKE CHANGES NOW.

WE'LL LOOK AT THE END OF THE YEAR. WE'LL LOOK AT THE DATA AT THE END OF THE YEAR. JUST LIKE WE DO, JUST LIKE WE DO EVERY YEAR. YOU KNOW, BUT AND THAT'S WHAT I TOLD THE TEACHERS IN OUR, IN OUR STAFF FORUM LAST YEAR SAID IF WE TRY IT, I EXPECT RESULTS. AND RIGHT NOW WE'RE NOT, WE'RE NOT GETTING RESULTS.

SO NEXT WILL BE OUR UPS COUNTS. THESE ARE OUR CLASSROOM MINI OBSERVATIONS.

WE HAVE THEM LISTED BY CAMPUS. WE HAVE ANOTHER WEEK IN A FEW DAYS LEFT.

SO MOST OF OUR CAMPUSES ARE ON TRACK TO GET THEM ALL DONE.

WE HAVE A FEW CAMPUSES THAT ARE REALLY GOING TO HAVE TO HUSTLE AND THEY'VE GOT THOSE SCHEDULED AND THEY'LL MAKE THE THE DEADLINE TO GET ALL OF THOSE DONE.

SO YOU'RE SEEING SOME REALLY GOOD FEEDBACK AND SOME COACHING THROUGH THROUGH THOSE OUR TEACHERS.

ANY OTHER QUESTIONS? ANY MORE QUESTIONS? OKAY, I HAVE ONE.

SO THE FEEDBACK AND THE COACHING IS GOOD. HOW CAN WE SHOW HOW THAT TRANSLATE TO THE STUDENT DATA THOUGH? THAT'S WHAT I'VE ALWAYS WONDERED. A LAGGING INDICATOR IT IS.

I THINK I HEARD SOMEBODY. YEAH. YEAH. IT IS HOWEVER, THE TEACHERS ALSO THE PRINCIPALS, THE ADMINISTRATORS GO BACK INTO THE CLASSROOM TO FOLLOW UP ON THOSE COACHING CONVERSATIONS.

AND THEN OUR LEVER LEADERS ARE ALSO PROVIDING FEEDBACK AND KIND OF HAVING THAT CONSISTENT COACHING WITH THEM ON THE HIGH LEVERAGE STRATEGY THAT THEY ARE WORKING ON. AND THEN THAT ALSO GOES THROUGH A PLC CYCLE LOOKING AT DATA AND THEN MAKING SURE THAT THAT THAT DATA IS IMPROVING.

SO WE HAVE OUR THROUGH OUR SHARED LEADERSHIP MODEL, OUR PRINCIPALS AND OUR ASSISTANT PRINCIPALS ARE WORKING WITH OUR LEVER LEADERS WHO ARE COACHING THE TEACHERS AS WELL. THANK YOU.

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

I AM GOING TO REPORT OUT ON OUR SECONDARY SCHOOLS.

WE'LL START WITH ATTENDANCE. SO HIGH SCHOOL AND JUNIOR HIGH ARE BOTH.

THEY BOTH IMPROVED FROM THIS POINT LAST YEAR.

JUST A REMINDER, IT'S MARCH OF THIS YEAR COMPARED TO MARCH TO LAST YEAR.

AT THE HIGH SCHOOL THERE WERE THREE DAYS IN THE MONTH OF OR THERE HAVE BEEN THREE DAYS IN THE MONTH OF MARCH THAT TWO OF THOSE THREE WERE THE LOWEST THAT THE DISTRICT HAS.

I'M SORRY THAT THE SCHOOL HAS SEEN ALL YEAR LONG.

WE HAD A SENIOR SKIP DAY AND THEN WE HAD ANOTHER DAY WITH THE STUDENTS ROUGHLY AS A WHOLE, AROUND 80%. SO THAT REALLY DROPPED THE AVERAGE.

BUT WE'RE STILL, YOU KNOW, AHEAD OF WHERE WE WERE LAST YEAR, BUT NEED TO, TO SHOW SOME IMPROVEMENT.

JUNIOR HIGH STAYED THE SAME AT 93.9. AND THEN PRIDE HIGH SCHOOL DID SHOW A DIP.

MR. MARTINEZ IS DEDICATED TO NOT ONLY MEETING WITH INDIVIDUAL STUDENTS WHOSE ATTENDANCE HAS DROPPED, BUT ALSO MEETING WITH PARENTS, GUARDIANS AND FAMILIES ABOUT MAKING SURE THAT THEY ARE SHOWING UP EVERY DAY AND GETTING TO CAMPUS.

I'LL GO INTO THE BENCHMARK DATA, SO I'LL LET YOU TAKE A LOOK AT THIS.

IS THE JUNIOR HIGH WITH THE HIGH SCHOOL ALGEBRA ONE BEING AT THE VERY BOTTOM.

LET YOU DO A QUICK REVIEW AND THEN GIVE YOU KIND OF AN FYI, AN UPDATE OF WHY THE BENCH, THE STUDENTS WHO TOOK CERTAIN BENCHMARKS THIS YEAR COMPARED TO

[02:50:08]

LAST YEAR. THE FIFTH CELL, SORRY, THE SIXTH CELL THAT SAYS ALL L J H MATH THAT IS, IF YOU COMBINE ALL STUDENTS TESTING AT THE JUNIOR HIGH AT APPROACHES ARE ABOVE LAST YEAR COMPARED TO THIS YEAR.

SO ONE OF THE, SOME OF THE MAJOR DIFFERENCES THIS YEAR COMPARED TO LAST YEAR WITH THE TESTERS HAPPENED IN SIXTH GRADE.

SO THE SIXTH GRADE MATH TEST, THE SCORES THAT YOU SEE THIS YEAR COMPARED TO LAST YEAR ARE OR THAT THE SIXTH GRADERS IN THE ACADEMIC COURSE OR THE ON LEVEL SIXTH GRADE CLASS, AS WELL AS SIXTH GRADE HONORS, TOOK THE SIXTH GRADE BENCHMARK THIS YEAR.

LAST YEAR, THE HONORS TOOK THE SEVENTH GRADE.

SO WE EXPECTED THE GAINS THAT WE SAW IN THE SIXTH GRADE.

BENCHMARK SCORE SHOWING A 25% INCREASE IS IS GREAT.

AND WE DID KNOW THAT WE WE THAT WE SHOULD SEE INCREASES.

SO WE'RE GLAD THAT WE DID 25 REALLY, REALLY POPPED THE THE DATA.

THE SEVENTH GRADE, LIKE I JUST MENTIONED, YOU EXCLUDE SIXTH GRADE HONORS CLASS CLASSES FROM LAST YEAR AND PREVIOUS YEARS, WHO TOOK THE SEVENTH GRADE CLASS AND AT THAT POINT.

SO YOU HAVE ALL SEVENTH GRADE ACADEMIC STUDENTS.

SO NON NO STUDENTS IN SEVENTH GRADE IN THE IN THE ADVANCED COURSEWORK, TAKING THE SEVENTH GRADE TEST.

EITHER WAY, THE 18% IS CONCERNING BECAUSE WE, WE SEE ONLY 18% OF OUR KIDS IN SEVENTH GRADE AT APPROACHES OR ABOVE.

I'LL RESPOND TO ALL THE DATA WHEN I'M FINISHED GOING THROUGH ALL THE GRADE LEVELS AT THE JUNIOR HIGH.

THE EIGHTH GRADE SHOWED SOME DECLINE OF. THE EIGHTH GRADE HAS SIXTH GRADE ACCELERATED, SO SIXTH GRADERS ARE ON THE TRACK TO BE IN GEOMETRY, SEVENTH GRADE HONORS, AND THEN EIGHTH GRADE ACADEMIC.

SO YOU SEE THAT THIS IS A COMBINATION OF ALL GRADE LEVELS.

IT'S THE ONLY GRADE LEVEL THAT HAS SIX THROUGH EIGHTH TESTING.

AND THEN THE JUNIOR HIGH ALGEBRA HAS SEVENTH GRADE ACCELERATED AND EIGHTH GRADE HONORS.

AND JUST A REMINDER, ANYBODY WHO'S IN, ANY STUDENT WHO'S AN EIGHTH GRADER TAKING GEOMETRY DROPS BACK AND TAKES THE EIGHTH GRADE BENCHMARK BECAUSE THEY'LL BE TAKING THE EIGHTH GRADE STAR. SO I KNOW THAT WAS A MOUTHFUL. MY APOLOGIES.

IF YOU HAVE ANY QUESTIONS. I'LL BE MORE MORE THAN HAPPY TO ANSWER THEM ON THE WHAT'S THE SIXTH GRADE NUMBER? WITH JUST THE SIXTH GRADE ON LEVEL. THE SEVENTH GRADE MATH ACCELERATED.

TOOK THE SIXTH GRADE TEST ALSO. I DO NOT HAVE THAT ON HAND, BUT I CAN GET THAT FOR YOU.

OKAY, SO JUST THE SIXTH GRADE ACADEMIC, THE SEVENTH GRADE MATH.

AND I KNOW YOU SAID IT AND I JUST I DIDN'T CATCH IT.

DOES THAT THE SEVENTH GRADE MATH TEST, DOES THAT INCLUDE THE SIXTH GRADERS THAT SIGNED UP FOR SEVENTH GRADE MATH? NOT THIS YEAR. IN PREVIOUS YEARS, IT DID. WE MADE A STRATEGIC DECISION AT THE JUNIOR HIGH TO HAVE THE SIXTH GRADERS WHO WERE TYPICALLY TAKING THE SEVENTH GRADE BENCHMARK AND THE SEVENTH GRADE TEST TAKE THE SIXTH GRADE TEST THIS YEAR.

SO THAT'S WHY YOU SEE THE BUMP IN SIXTH GRADE SHOULDN'T MEAN THAT THERE'S A DROP IN.

I MEAN, THERE WOULD BE STRATEGICALLY THERE. THERE MIGHT BE SOME DROPS AT THE SEVENTH GRADE, BUT FROM 40 TO 18, THAT'S A SO WHAT IF I'M IN SIXTH GRADE AND I'M TAKING SEVENTH GRADE MATH? WHERE AM I IN THAT CHART? SIXTH GRADE. SO THEN SEVENTH GRADE, I'M GOING TO TAKE EIGHTH GRADE MATH, BUT I'M IN THE EIGHTH GRADE CHART AT THAT POINT.

SO SEVENTH GRADE. I'M NEVER IN ANY OF THAT INFORMATION UNLESS I'M ON THE ACCELERATED TRACK AND I MIGHT BE IN THE.

I'LL BE TAKING THE ALGEBRA TEST OR THE EIGHTH GRADE TEST.

DEPENDS ON THE SEVENTH GRADER. BACK TO THE OTHER QUESTION.

YOU SAID IF YOU'RE A SIXTH GRADE ACCELERATED, YOU'RE IN THE EIGHTH GRADE TEST.

THE GEOMETRY KIDS. THE KIDS ARE ON TRACK TO TAKE GEOMETRY.

SO SEVENTH GRADE, IF I'M IN SEVENTH GRADE AND I'M TAKING EIGHTH GRADE MATH, I'M IN THAT EIGHTH GRADE.

NO, NO, ONLY IF YOU'RE ACCELERATED. WELL, YEAH, WELL, THAT IS ACCELERATED, THOUGH, RIGHT? A SEVENTH GRADER ACCELERATED TO ACCELERATED TO GEOMETRY.

YOU'RE TAKING YOU'RE IN THE ALGEBRA, SEVENTH GRADE HONORS.

YOU'RE IN THE EIGHTH GRADE. OKAY. SO LIKE, I GUESS THOSE SEVENTH GRADERS THAT ARE TAKING ACCELERATED CLASSES, THEY'RE KIND OF EXCLUDED FROM THAT 18 NUMBER, CORRECT? CORRECT. THE 18 NUMBER IS THEY'VE BUMPED UP. NEVER.

YOU NEVER SEE THEM IN THAT? YEAH. YOU NEVER SEE THEM IN THERE.

SO. WOULD THAT POTENTIALLY EXPLAIN THE LOWER.

I MEAN, IT'S NOT THAT IT'S ACCEPTABLE. THAT'S WHY WE PUT THE ALL MATH BECAUSE MIDDLE SCHOOL, MIDDLE SCHOOL MATH IS SO COMPLICATED BECAUSE WE WANT TO WE WANT TO ACCELERATE OUR STUDENTS WHO ARE HIGH PERFORMING.

WE DON'T WE DON'T WANT TO HOLD THEM BACK. WE KNOW THAT FOR OUR KIDS WHO, WHO WANT TO GET INTO, YOU KNOW, UT OR A&M ENGINEERING SCHOOL, THEY HAVE NO CHANCE IF THEY'RE NOT TAKING ALGEBRA AND GEOMETRY IN HIGH SCHOOL,

[02:55:03]

BECAUSE WE'VE GOT TO GET THEM TAKING UPPER LEVEL MATH IN CALCULUS AND THINGS LIKE THAT.

SO WE'VE GOT TO DO THAT. THAT'S WHY WE ADDED THE JUNIOR HIGH TO LOOK AT.

OKAY, SO ALL THESE KIDS ARE TAKING DIFFERENT DURING ONE GRADE LEVEL, BUT TAKING DIFFERENT GRADE LEVEL TESTS.

LET'S JUST LOOK AT WHAT, HOW MANY OF THEM PASSED LAST YEAR? 62% OF THEM PASSED AT THE AT THE SCHOOL, AND THIS YEAR 64% OF THEM PASSED AT THE SCHOOL.

I'M JUST WONDERING IF LIKE ON THAT SEVENTH GRADE, IF MORE KIDS IN 2526 DECIDED TO TAKE ACCELERATED.

SO THERE WEREN'T AS MANY KIDS LEFT TO TAKE THAT TEST.

YOU SEE WHAT I'M SAYING? I'M JUST CURIOUS IF THAT'S IF THAT'S WHY THAT NUMBER DROPPED.

I BELIEVE IT'S ROUGHLY TEN LESS. OKAY. RIGHT.

IT'S IT'S MORE THAN THAT. YEAH. SEVENTH GRADE ACCELERATED THAT ARE GOING TO GET TO GEOMETRY.

I THINK IT'S WE WERE AT 81 AT SOME POINT LAST YEAR.

AND I BELIEVE WE'RE CLOSER TO 70 THIS YEAR. OKAY.

SO IT WASN'T A DRAMATIC NO DIFFERENCE. OKAY. BUT THOSE KIDS WERE REMOVED FROM THE SEVENTH GRADE DATA THAT YOU'RE LOOKING AT RIGHT NOW.

BUT LIKE WE'VE SAID, THE 18 IS STILL A CONCERN.

YEAH. NO, FOR SURE. I JUST THIS IS ONLY KIND OF SEMI CONVOLUTED OR I'M THINKING WHO'S ON FIRST WHEN YOU'RE TALKING TO HIM.

SO MR. RIGHT. I'M KIND OF PROUD OF MYSELF THAT I WAS ABLE TO ANSWER THAT WITHOUT LOOKING AT MY NOTES.

SO YES, IT'S A IT'S A B JUNIOR HIGH MATH IS DEFINITELY LIKE DIFFERENT JUST BECAUSE KIDS ARE TAKING DIFFERENT PATHWAYS.

YES. MAYBE WE COULD HAVE, LIKE, A FLOW CHART.

YEAH. YEAH. IT'S A LOT OF PATHWAYS, WHICH IS AGAIN, WHY WE WE ADDED THAT COLUMN JUST TO LOOK AT.

OKAY. SO COLLECTIVELY THE 1500 KIDS THERE LAST YEAR AT THE BENCHMARK, REGARDLESS OF WHICH TEST THEY TOOK.

WHEN YOU LOOK AT ALL THE KIDS, 62% OF THEM PASS THEIR BENCHMARK.

THIS YEAR, 64% OF THE KIDS PASS THEIR BENCHMARK.

YOU KNOW, THEN YOU CAN SEE ALGEBRA. KIDS ARE IN ALGEBRA, 99% OF THEM PASS.

LAST YEAR WAS 100. THAT KNICKERBOCKERS CLASS.

IT'S MULTIPLE TEACHERS TEACHING MULTIPLE TEACHERS.

YEAH. THERE'S THERE'S TWO. OKAY. AND THEN AT THE, AT THE HIGH SCHOOL WE DID SEE A DIP HERE.

THIS IS IT WAS, TO BE HONEST WITH YOU, IT WAS A LITTLE BIT SURPRISING AFTER LOOKING AT THE QUICK CHECKS THAT THE CAMPUS IS DOING IN ALGEBRA AS WELL AS THEIR CBA DATA.

THE, THE DATA THROUGHOUT THE YEAR HAS SHOWN GROWTH.

SO THIS WAS, WAS A BIT OF A SURPRISE, BUT I CAN SAY THAT BOTH CAMPUSES ARE GOING TO UTILIZE LEVER LEADERS, ASPIRING LEVER LEADERS AND DEPARTMENT CHAIRS.

THEY'RE CURRENTLY DOING IT. IN ADDITION TO THAT, THE LION LEAP FOR MATH ON SATURDAY STARTS THIS WEEK.

BUT THOSE LEVER LEADERS, ASPIRING LEVER LEADERS AND DEPARTMENT CHAIRS WILL BE PULLING STUDENTS OUT INTO SMALL GROUPS, AS WELL AS DOING PUSH. AND FOR THE SPECIFIC TWEAKS THAT WE SHOWED DEFICIENCIES IN, THAT HAS ALREADY STARTED AT BOTH CAMPUSES AT THE JUNIOR HIGH.

ALSO WE'VE BEEN USING EXCEL IN THE MORNINGS TO NOT ONLY DO 14, 16 HOURS, BUT REALLY HONE IN ON TUTORING THROUGH THE EXCEL PROGRAM THAT IS ALSO FOR STUDENTS WHO DID NOT SHOW GROWTH IN MATH.

IT IS NOW DIRECT TUTORING WITH WITH TEACHERS IN ADDITION TO SOME MOMENTS ON EXCEL.

SO UPS COUNTS, THIS IS WHERE WE WERE AS OF THE THE FRIDAY THAT WE LEFT FOR SPRING BREAK.

SO ON ROUTE TO GETTING THERE, BUT THERE, THERE IS SOME, THERE'S SOME WORK THAT NEEDS TO BE DONE THIS WEEK UP UNTIL NEXT TUESDAY TO GET ALL OF OUR UPS COUNTS. I'M SORRY, ALL OF OUR UPS DONE. TO MAKE SURE THAT ALL TEACHERS GET THE COACHING THAT THEY NEED DURING THE MONTH OF MARCH.

I HAD ONE QUESTION. YES, SIR. CLASS SIZES. DOES THAT HAVE ANY FACTOR THAT FOR UPS? NO, NOT FOR UPS FOR WHAT WE WERE TALKING ABOUT EARLIER.

AS FAR AS THOSE NUMBERS BEING DOWN ARE THEY ARE THESE CLASS SIZES BECOMING TOO BIG OR ARE THEY SET AT A CERTAIN SIZE? I WILL TELL YOU THAT, YOU KNOW, DEPENDING ON WHAT RESEARCH YOU READ, SOME PEOPLE SAY THAT STUDENT TO TEACHER RATIO IS ONE OF THE NUMBER ONE FACTORS FOR ACADEMIC PERFORMANCE FOR STUDENTS. AND YOU'LL HAVE OTHER RESEARCH THAT SAYS, YOU KNOW CLASS SIZE DOESN'T MATTER AS MUCH.

WHAT I CAN SAY IS THAT AT THE BEGINNING OF THE YEAR, ALTHOUGH WE FLUCTUATE WITH STUDENTS WHO ENROLL AND WITHDRAW, THAT CLASSROOMS ARE SET AT A CERTAIN LEVEL. YOU KNOW, THEY TYPICALLY HAVE THE SAME NUMBER OF STUDENTS.

SO PERFORMANCE TYPICALLY IS HOW THE TEACHER IS GOING IN THE CLASSROOM AND THE INTERVENTIONS AND ENRICHMENTS THAT THE STUDENT GO COMMISSIONER.

ALSO, WHEN YOU COMPARE TO PREVIOUS YEARS, WE HAVE LESS STUDENTS AT LOCKHART HIGH SCHOOL RIGHT NOW THAN WE HAD LAST YEAR.

AND JUNIOR HIGH I THINK IS, IS PRETTY, PRETTY CONSISTENT.

SO I THINK IT'S I THINK IT'S A GREAT QUESTION AND, AND IT DOES MAKE A DIFFERENCE CLASS SIZE MAKE A DIFFERENCE.

[03:00:08]

BUT I THINK WHEN WE'RE COMPARING ONE YEAR TO THE NEXT IN THIS CASE IT'S, IT'S MAY NOT BE AS BIG OF A FACTOR IF YOU'RE JUST COMPARING LAST YEAR TO THIS YEAR'S DATA, IF YOU'RE COMPARING.

IF YOU'RE JUST LOOKING AT THE DATA ON ITS OWN, THEN THEN YEAH, THAT'S A DIFFERENT CONVERSATION OF, YOU KNOW, 25 KIDS VERSUS 30 KIDS VERSUS 20 KIDS.

WE ARE TALKING ABOUT SMALL SIZE TUTORING OR SMALL, SMALL GROUP, SMALL GROUP.

YES, SIR. YEAH. SO THAT PROBABLY WILL HELP A BUNCH FOR THOSE STUDENTS THAT DO BETTER WITH JUST MORE ONE ON ONE INTERACTIONS WITH INTENTIONALITY, THE MONITORING, THE MEASURING. IT ABSOLUTELY WILL MAKE A DIFFERENCE.

WHAT DOES UPS STAND FOR AGAIN? UNLOCKING POTENTIAL SYSTEM.

OKAY. ALL WE COULD THINK ABOUT WAS LIKE PACKAGES.

CAN WE GET PACKAGES DELIVERED? IT'S OKAY. YOU KNOW, WE HAVE THE SHIRTS TO MATCH.

I MEAN, IF THAT'S THE IF THAT'S WHAT YOU NEED TO DO TO REMEMBER, LIKE WE'RE, WE'RE, YOU KNOW, WE'RE DELIVERING EXCELLENCE TO OUR KIDS EVERY DAY.

SO THE ELECTRONIC DEVICE VIOLATIONS, YOU CAN SEE THE NUMBERS HERE SLIGHTLY DOWN.

IT'S 13 DAYS IN MARCH. BUT IF WE LOOK AT THE OTHER MONTHS IN THE IN THE FALL THAT WE ONLY HAD TWO WEEKS WORTH OF DATA, THIS IS RELATIVELY THE SAME. JUNIOR HIGH IS ABOUT THE SAME.

HIGH SCHOOL IS A LITTLE BIT LOWER WHEN YOU ONLY LOOK AT TWO WEEKS OF DATA.

THE GOOD NEWS IS THAT WE. OH I WAS GOING TO SAY WE HAD ZERO KIDS AT THE SIXTH DEFENSE, BUT MAYBE WE HAD A OFF DAY AT THE HIGH SCHOOL TODAY.

WE UPDATED THIS, SO WE, UNFORTUNATELY, WE GOT TWO KIDS THAT WILL BE GOING TO DMC FROM THE HIGH SCHOOL FOR THEIR SIXTH VIOLATION.

I THINK THAT'S A TOTAL OF FOUR FOR THE YEAR. HOPEFULLY IT'S NOT THE SAME TWO KIDS.

ANY QUESTIONS TEAM. MISS VASQUEZ, I HAVE A QUESTION.

COULD YOU GO TO THE PODIUM, PLEASE? GOING BACK TO THE ELEMENTARY MATH BENCH SCORES, SELF-CONTAINED VERSUS DEPARTMENTALIZATION. SO WHEN TEACHERS ARE SPECIALIZING, YOU KNOW WHO MAKES THAT DECISION? WHO TEACHES WHAT THE CAMPUS PRINCIPALS DO MAKE? MAKE THAT DECISION. OKAY, SO. THE SCORES MAKE ME WONDER, IS THE BEST PERSON BEING CHOSEN IN THAT PARTICULAR CATEGORY? THAT'S A GOOD QUESTION. THAT'S KIND OF GOES BACK TO A LOT OF OUR CONVERSATIONS.

LOOKING AT THE DATA AND MEETING WITH PRINCIPALS, I JUST HAD A DISCUSSION TODAY ABOUT HOW THAT HOW THOSE TEACHERS ARE CHOSEN TO BE PUT IN THOSE IN THOSE POSITIONS. AGAIN, DEPARTMENTALIZATION IS ONLY HAPPENING IN FOURTH AND FIFTH AND IN SOME GRADE LEVELS JUST OR SOME CAMPUSES JUST FIFTH.

BUT THAT IS SOMETHING THAT IS GOING TO HAVE TO BE REEVALUATED.

DEFINITELY. OKAY. HAVE THEM TAKE A TEST. I THINK THE, I JUST WANT TO JUST VERY BRIEFLY PART OF.

THERE'S CERTAINLY RESEARCH THAT SUPPORTS YOU KNOW, THAT IT'S BETTER FOR KIDS TO HAVE A TEACHER WHO THEY CAN BUILD A RELATIONSHIP WITH AND TO, TO BE IN THEIR CLASSROOM AT THE ELEMENTARY LEVEL FROM ADMINISTRATIVELY, THOUGH PART OF MY BELIEF ABOUT IT IS THAT WHEN, WHEN SCHOOLS MAKE THIS DECISION, IT'S A SHORT TERM DECISION BECAUSE NOW YOU PUT ALL OF YOUR EGGS ON THIS BASKET.

AND WE KNOW THAT JUST IN THE STATE OF TEXAS, RIGHT? WE HAVE YOU KNOW, TEACHERS CONSTANTLY TURNING OVER AND YOU GET IN THIS CYCLE TO WHERE YOU LOSE THE CAPACITY OF, OF, OF YOUR STAFF. AND NOW YOU'RE PUTTING 44 KIDS, 66 KIDS IN A CLASSROOM WITH A TEACHER WHO MAYBE DOESN'T EVEN HAVE EXPERIENCE. BUT NOW YOU'RE IN THIS IN THIS CHURN CYCLE TO WHERE THAT'S JUST THE TEACHERS YOU HAVE.

SO NOW YOU'RE TEACHING MATH AND NOW ALL 66 KIDS ARE WITH THIS TEACHER.

THE CAPACITY BUILDING APPROACH SYSTEMICALLY OF, OF HAVING ONE SELF-CONTAINED TEACHER WHO'S, WHO'S RESPONSIBLE FOR 22 KIDS WHILE THEY'RE TEACHING DIFFERENT CONCEPTS, HELPS YOU AS AN ORGANIZATION TO MANAGE THAT, THAT TURNOVER OVER TIME, BECAUSE NOW YOU CAN DIRECT YOUR RESOURCES AT ONE TEACHER WITH 22 KIDS WHO'S MAYBE NEW INSTEAD OF, OH, NOW WE HAVE THIS TEACHER AND THEY'RE RESPONSIBLE TO TEACH MATH TO ALL THE FIFTH GRADERS AND THEY'RE BRAND NEW OR WE'VE TURNED OVER AND AS AN ORGANIZATION, IT'S BEEN ONE OF MY BIG WORRIES.

IT WAS SOMETHING THAT, THAT I EXPERIENCED AS A PRINCIPAL MYSELF AND WAS A REASON WHY I DEVELOPED THAT BELIEF OVER TIME.

[03:05:08]

AND YOU KNOW, WE WILL, WE'LL SEE, YOU KNOW, AT THE END OF THE YEAR.

IF IF OUR STUDENTS PERFORM. I'M NOT SAYING ANYTHING THAT I HAVEN'T ALREADY TOLD OUR TEACHERS TO ME.

I DON'T I DON'T CARE WHAT I BELIEVE. LIKE I'M CONVINCED BY WHEN KIDS LEARN AND WHEN I SEE EVIDENCE THAT KIDS ARE LEARNING, OKAY, THAT'S WHAT I CARE ABOUT. I DON'T CARE ABOUT BEING RIGHT.

I DON'T CARE ABOUT MY OWN PHILOSOPHY BEING IMPLEMENTED.

I WANT OUR KIDS TO LEARN AND, AND I WANT TO SHOW PROGRESS THAT WE'RE MAKING IMPROVEMENT AS A SYSTEM.

AND, AND HOPEFULLY I KNOW OUR TEACHERS, OUR PRINCIPALS ARE GOING TO WORK VERY HARD OVER THE NEXT COUPLE OF MONTHS.

WE'LL LOOK AT THE DATA, YOU KNOW, AT THE END OF THE YEAR WHEN WE GET IT AND WE'LL MAKE DECISIONS TO SEE IF WE'RE MAKING THE PROGRESS AND YOU KNOW, BUT IF WE DON'T HAVE THE PROGRESS, I DON'T THINK I'M TELLING ANYBODY A SURPRISE.

LIKE WE'RE GOING TO DO WHAT WE SEE WORKS BEST FOR OUR KIDS.

AND I WOULD THINK ONE OF THE PROS OF HAVING LIKE THE SELF-CONTAINED OR THE TEACHER THAT JUST TEACHES THOSE 22 KIDS IS LIKE THEY CAN IDENTIFY LIKE IF WE'RE ON MATH AND THESE KIDS ARE STRUGGLING, WE'RE GOING TO GO EXTRA ON MATH TODAY AND MAYBE TAKE A LITTLE BIT OFF OF SOCIAL STUDIES AND WE'LL MAKE UP THE SOCIAL STUDIES ON ANOTHER DAY.

BUT LIKE, THEY CAN READ THE ROOM AT THAT POINT OF LIKE, OH, WE'RE NEEDING A LITTLE BIT MORE TIME ON THIS SUBJECT INSTEAD OF JUST LIKE CUTTING THEM OFF AND SWITCHING CLASSES. NO, THAT'S, THAT'S ABSOLUTELY ACCURATE.

YOU KNOW, IN A SELF-CONTAINED CLASSROOM, A TEACHER FOR ME, AGAIN, THIS IS JUST MY PHILOSOPHY AND, AND I MADE THE DECISION. MR. WRIGHT I THINK WE'LL ATTEST TO THIS.

AND I TOLD OUR TEACHERS, I TOLD OUR PRINCIPALS, IF YOU GUYS FEEL THAT THIS WILL HELP OUR KIDS, LET'S TRY IT. I'M OPEN TO IT. AND YOU KNOW BUT WHEN WE THINK OF THE TYPE OF ENVIRONMENTS.

LIKE DOCTOR SANCHEZ HAS MENTIONED, THESE INTERDISCIPLINARY TYPES OF EXPERIENCES THAT WE KNOW IS GREAT FOR KIDS, ESPECIALLY ELEMENTARY STUDENTS. YOU LOSE THAT WHEN YOU START TREATING THEM LIKE HIGH SCHOOL KIDS OR MIDDLE SCHOOL KIDS.

AND DEPARTMENTALIZED AS A SELF-CONTAINED TEACHER, I HAVE THE KIDS ALL DAY.

I CAN DO INTERDISCIPLINARY IF I WANT TO. WHEN IT MAKES SENSE, I CAN I CAN CONNECT MY READING TO SCIENCE AND MATH AND, AND DO ALL THESE REALLY FUN, ENGAGING THINGS AND AND HAVE MORE FLEXIBILITY WITH, WITH MY TIME, MY CRITICAL POINT IN CHANGING MY PHILOSOPHY ALL CAME INTO 2017 IN A HALLWAY IN CLEAR FORK ELEMENTARY SCHOOL.

WHEN I SAT OUTSIDE THE HALLWAY FOR 34 MINUTES WAITING FOR KIDS TO SWITCH AND TRANSITION, AND KIDS WERE JUST SITTING THERE STANDING THERE DOING NOTHING.

AND THAT WAS THE POINT. I WAS LIKE, THIS IS NOT GOOD FOR KIDS. WE ARE HURTING KIDS.

WHEN WHEN OUR BIGGEST COMPLAINT FROM TEACHERS IS TIME, HOW CAN WE CREATE A SYSTEM TO WHERE WE'RE ADDING, WE'RE ADDING A SYSTEM OF TRANSITIONS AND LOSING INSTRUCTIONAL TIME.

AND THAT WAS LIKE, THAT WAS A REAL BREAKING POINT.

IT TAKES THEM A WHILE TO GET BACK INTO IT. IT'S GOING TO TAKE THEM.

IT'S GOING TO TAKE THEM TIME. BUT REGARDLESS, WE MADE A DECISION TO GIVE IT A TRY.

AND WE'RE TRYING IT THIS YEAR AND WE'RE MONITORING IT.

AND YOU KNOW, WE'RE GOING TO LOOK AT, WE'LL LOOK AT, YOU KNOW, OUR STUDENT PERFORMANCE DATA AND WE'LL LOOK AT OUR DISCIPLINE DATA.

WE'LL LOOK AT THOSE THINGS. I THINK OUR ATTENDANCE DATA HAS HAS GONE UP.

AND THAT'S, THAT'S GREAT TO SEE. BUT WE'LL TAKE A HOLISTIC VIEW OF IT AND, AND MAKE A, MAKE A DECISION ONCE WE HAVE ALL THE DATA BACK AT THE END OF THE SCHOOL YEAR, YOU KNOW, WITH OUR NAVIGATE TO 28 GOALS, EVERY CAMPUS BEING IN A CAMPUS IN 2028.

THIS IS 2026 RUNNING OUT OF TIME. I MEAN, THAT'S, THAT COMES TO MIND FOR ME ALL THE TIME.

WE ARE THERE. YOU KNOW, YOU'VE YOU'VE GOT TO START SEEING SOMETHING CHANGE AND QUICKLY.

I MEAN, BECAUSE THAT'S THAT'S WHAT WE HAVE. SO WE'RE PUT OUT TO THE COMMUNITY.

THAT'S WHAT WE TELL EVERYBODY. WE'RE GOING TO HAVE ALL A RATED CAMPUSES IN 2028.

THAT'S WHERE WE WERE HEADED IN 2025 THROUGH EXEMPLARY TEACHING AND STUDENT CENTERED LEARNING, LIKE WE'RE GOING TO HAVE IN A CAMPUS, BUT WE'RE ONLY GOING TO DO THAT THROUGH EXEMPLARY TEACHING AND STUDENT CENTERED LEARNING.

AND THAT'S THE THAT'S THE THAT'S THE BIG PART.

WE HAVE TO WE HAVE TO KEEP THAT AS A FOCUS. ANY OTHER QUESTIONS? OKAY. THANK YOU. I BELIEVE YOU'RE YOU HAVE THE NEXT ONE, DON'T YOU?

[HQIM (High-Quality Instructional Materials) Math Adoption ]

8DHQ I'M HIGH QUALITY INSTRUCTIONAL MATERIAL, MATH ADOPTION.

YES, THAT WOULD BE MYSELF AND MR. DAVIDSON. SO OUR CNI.

DEPARTMENT WANTED TO KIND OF JUST COMMUNICATE AND TAKE YOU THROUGH OUR YEAR LONG PROCESS THAT WE'VE HAD IN.

[03:10:07]

ADOPTING A NEW CURRICULUM FOR IMPLEMENTATION NEXT YEAR.

WE HAVE STARTED WE STARTED ALL OF THE WORK IN AUGUST WITH OUR CORE CNI TEAM.

OUR LEADERSHIP TEAM MEETINGS WITH TEACHERS, MEETINGS WITH ADMINISTRATORS, AND THEN BUILT A COMMITTEE BUILT OF TEACHERS, ADMINISTRATORS AND PARENTS WHO HAVE MET THROUGHOUT THIS YEAR.

IN OCTOBER, A LOT OF OUR COMMITTEE MEMBERS WERE ABLE TO TAKE AN ENTIRE DAY TO GO THROUGH RESEARCH BASED INSTRUCTIONAL STRATEGIES FOR MATH.

THAT WE'RE ALSO USED TO BUILD THE RUBRIC FOR THE HQ MATH ADOPTION IN NOVEMBER.

OUR COMMITTEE DESIGNED OUR MATH FRAMEWORK AND THIS IS OUR VISION FOR THE NEW ADOPTION PROCESS.

IN JANUARY, OUR COMMITTEE WENT TO SAN ANTONIO FOR THE INSTRUCTIONAL MATERIALS REVIEW AND APPROVAL PROCESS SHOWCASE IN SAN ANTONIO.

THEN WE ALSO HAD SOME OF OUR COMMITTEE MEMBERS ATTEND THE AUSTIN ONE IDENTICAL, JUST DIFFERENT LOCATION.

AND THAT'S WHEN WE STARTED GETTING FEEDBACK FROM OUR COMMITTEE MEMBERS ABOUT THE DIFFERENT PUBLISHERS AND THE DIFFERENT SHOWCASE PRESENTATIONS THAT THEY WENT TO.

WE CAME TOGETHER AT THE END OF FEBRUARY, BEGINNING OF MARCH TO REALLY TAKE ALL OF THE PRESENTATIONS AND THE USING THE ARBS AND THE NEW LISD MATH FRAMEWORK TO REALLY HONE IN ON WHAT WE WANTED FOR A NEW CURRICULUM. AND WE HAVE NARROWED IT DOWN TO TO TOP THREE.

WE'VE HAD THOSE THREE PUBLISHERS COME TO LOCKHART TO DO PRESENTATIONS FOR OUR OUR DISTRICT, FOR OUR TEACHERS. AND AGAIN, THIS IS K THROUGH 12.

AND NOW WE ARE IN THE PROCESS OF GOING THROUGH FEEDBACK.

AND THEN WE HOPEFULLY WILL BRING YOU A CURRICULUM FOR ADOPTION IN A FEW WEEKS, A SPECIAL CALLED BOARD MEETING FOR THAT IN APRIL.

OKAY. OKAY. THANK YOU. ITEM EIGHT E BID RELEASE FOR PROPERTY

[Bid Release for Property Management Services]

MANAGEMENT SERVICES, MISS HOMAN. RENE GOING TO BE HANDING OUT SOME REBECCA PULLIAM IS GOING TO BE HANDING OUT SOME SOME AN AGENDA PACKET.

WE HAD A LOT OF THINGS THAT WERE ON THE AGENDA.

THIS THIS PARTICULAR MONTH WITH SPRING BREAK, WE WEREN'T PREPARED TO PROVIDE ALL THE INFORMATION IN OUR BOARD COVER SHEETS.

SO THERE'S PROBABLY FOR ALL THE FOUR BOARD ITEMS THAT I'M GOING TO BE GOING OVER TONIGHT IN THAT PACKET.

SO FOR THE FIRST ITEM THAT WE'RE DOING TONIGHT IS WE'RE COMMUNICATING THAT WE'RE RELEASING A BID FOR PROPERTY MANAGEMENT SERVICES.

WITH THE FACT THAT WE ARE ABOUT TO WE'RE LOOKING AT OPENING UP WILDFLOWER JUNIPER SPRINGS RESIDENTIAL HOUSING COMMUNITY WITH THE COLLABORATION OF UPWARD COMMUNITIES.

WE NEEDED TO GO OUT FOR BID FOR PROPERTY MANAGEMENT SERVICES WITH THIS HOUSING COMMUNITY.

WE'LL NEED SOMEBODY THERE THAT WILL BE OVERSEEING THAT FOR THE DISTRICT.

THE DISTRICT IS ADVANCING AN ESSENTIAL WORKFORCE HOUSING INITIATIVE TO ADDRESS RISING HOUSING COSTS AND INCREASED COMMUTE DISTANCES, IMPACTING DISTRICT TEACHERS AND STAFF. THE ANTICIPATED DEVELOPMENT WILL BE NEAR BORCHARD LOOP AND EXPECTED TO BE A RESIDENTIAL COMMUNITY, OFFERING 1 TO 4 BEDROOM RENTAL HOMES, INCLUDING A MIX OF SINGLE FAMILY AND DUPLEX HOUSING.

THE PROJECT IS EXPECTED TO FEATURE HIGH QUALITY CONSTRUCTION, COMMUNITY AMENITIES LIKE A POOL, A FITNESS CENTER, RESIDENTIAL LOUNGE AND AND A CHILDREN'S CLUB.

THE COMMUNITY IS BEING DESIGNED AS A THOUGHTFULLY PLANNED NEIGHBORHOOD THAT INTEGRATES INTO THE BROADER LOCKHART COMMUNITY.

NEXT MONTH WE DO PLAN OR ACTUALLY AT THE APRIL 6TH BOARD MEETING, WE DO PLAN TO BRING BACK THE PROPOSALS AND AND REQUEST APPROVAL TO MOVE FORWARD.

ANY QUESTIONS? THIS IS JUST FOR PROPERTY MANAGEMENT SERVICES.

IT'S JUST THE PROPERTY MANAGEMENT SERVICES ITSELF, THE PERSON THAT'S GOING TO BE OR THE COMPANY THAT WILL BE MANAGING, LEASING OUT THE HOMES, TAKING CARE OF THE PROPERTY ITSELF, THAT TYPE OF THING.

OKAY. THANK YOU. YES, SIR.

OKAY, WE'LL MOVE ON TO ACTION. ITEM NINE COMMUNICATION ACTION A CONSIDER AND OR APPROVED PURCHASE OF REGIONAL DAY SCHOOL PROGRAM FOR THE DEAF

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

[03:15:08]

CONTRACTED SERVICES. R D S P D. MISS SMITH. YES.

SO LOCKHART PARTNERS WITH THE REGION 13 DSPD.

AND SO EVERY YEAR WE HAVE TO PAY A FEE TO GET OUR STUDENTS THE SERVICES THAT THEY NEED.

SO THE TOP FEW BULLETS ARE JUST HOW THEY, YOU KNOW, QUALIFY FOR THE PROGRAM.

AND WE HAVE SIX STUDENTS ENROLLED IN DSPD PROGRAMS. AND SO THE COST IS $329,763.50 FOR THIS YEAR.

THERE WAS A HUGE INCREASE FOR PER STUDENT BECAUSE OF INFLATION AND ALL THE OTHER THINGS.

AND SO THAT'S WHY THE PRICE IS SO MUCH HIGHER THIS YEAR.

BUT WE APPLY EVERY YEAR FOR HIGH COST FUNDS, AND WE TYPICALLY RECEIVE ABOUT 80% OF THE FUNDS BACK THROUGH THAT PROCESS.

SO ANY QUESTIONS? OH NO. NO. MAKE A MOTION. YEAH.

WE NEED A MOTION. I MOVE THAT THE BOARD APPROVE THE PURCHASE OF THE RECOMMENDED ESC REGION CONTRACTED SERVICES BY THE ADMINISTRATION IN THE AMOUNT OF 329,763. AND $0.50 SECOND. OKAY, WE HAVE A MOTION.

WE HAVE A SECOND. ANY MORE QUESTIONS? ALL THOSE IN FAVOR, RAISE YOUR HAND, SAY I.

I. ANY OPPOSED? SAME SIGN. PASSES 6 TO 0. THANK YOU, MISS SMITH.

THANK YOU. ADAM NINE B CONSIDER AND OR ARE APPROVED.

[Consider and/or Approve Seawillow Middle School Attendance Rezoning Committee]

SEE. WILLOW. MIDDLE SCHOOL. ATTENDANCE. REZONING.

COMMITTEE. DOCTOR. CAMARILLO.

LATE. GOOD EVENING. I'M JUST GOING TO GO REAL QUICKLY THROUGH THE ATTENDANCE REZONING COMMITTEE FOR THE C WILLOW MIDDLE SCHOOL.

AND JUST WANTED TO REMIND YOU THAT THE PROCESS THAT YOU ALL APPROVED THE YEAR BEFORE FOR LOOP ELEMENTARY IS THAT OUR COMMITTEE WOULD BE WOULD CONSIST OF PARENT VOICE, TEACHER, VOICE, CAMPUS ADMIN VOICE AND COMMUNITY VOICE.

AND IT WOULD BE FOR THE ROLES THAT WE HAVE LISTED THERE IN DIFFERENT SHADINGS THAT WE WOULD HAVE WHOEVER WAS IN THAT ROLE THAT YEAR.

SO YOU'LL SEE ALL THE TEACHERS OF THE YEAR FOR THIS PAST SCHOOL YEAR THAT THAT WERE WILL BE ON THE COMMITTEE, THE PTA AND PTO PRESIDENTS THAT ARE CURRENTLY IN THOSE POSITIONS.

WE DO HAVE TBD FOR THE PTA PRESIDENT AT PLUM CREEK.

SHE RESPECTFULLY DECLINED AND SAID SHE'S GOING TO BE MOVING OFF THAT POSITION IN AUGUST, SO WHOEVER WILL GET APPOINTED AT THAT TIME WILL ADD THEM TO THIS COMMITTEE.

WE HAVE PARENT REPRESENTATIVES THOSE ARE THE ONLY ONES THAT WE DID GET RECOMMENDATIONS FROM.

MR. PALACIOS, WHO'S THE LOCKHART JUNIOR HIGH PRINCIPAL, AND THEN YOU HAVE ALL THE PRINCIPALS FROM THE MIDDLE SCHOOL MIDDLE SCHOOL AND THE ELEMENTARY SCHOOLS. AND THEN AT THE BOTTOM YOU'LL SEE OUR COMMUNITY MEMBERS THAT ARE ON THE COMMITTEE.

SO WE JUST NEEDED TO HAVE YOU APPROVE THAT. AND JUST A REMINDER BEHIND YOUR POWERPOINT, I DO HAVE THE TIMELINE FOR OUR MEETINGS THAT WE'RE GOING TO HAVE COMING UP. OUR FIRST ONE WON'T BE UNTIL AUGUST, BUT AS YOU CAN SEE, WE SENT OUT INVITES TO THE COMMITTEE MEMBERS.

AT THIS POINT WHERE WE'D LIKE FOR YOU TO APPROVE THE COMMITTEE MEMBERS SO THAT WHEN WE HAVE OUR FIRST MEETING IN AUGUST WE'LL HAVE THOSE INVITES TO THEM.

WERE THE COMMITTEE MEMBERS THE SAME LAST YEAR.

I'M SORRY. THE COMMUNITY MEMBERS, WERE THEY THE SAME AS LAST YEAR? THE ONE THAT WAS ON THERE THAT WAS PREVIOUSLY ON THERE FOR WAS COMMISSIONER WESTMORELAND.

ALL THE OTHERS ARE NEW. YES, MA'AM. THE GREATER CHAMBER.

WELL, ACTUALLY, EXCUSE ME. WHO? KIND OF LIKE WHO WHO'S IN WHO REPRESENTS THAT COMMUNITY THAT IS BEING AFFECTED. THAT'S KIND OF HOW WE DETERMINE THEM.

AND MR. WAS IN COMMISSIONER ZONE, WRIGHT WESTMORELAND ZONE.

SO THAT'S WHY HE WAS. YEAH, I WAS GOING TO SAY I THINK MR. MR. AND COMMISSIONER WESTMORELAND WERE BOTH ON THE COMMITTEE WITH.

OKAY, I'LL MAKE A MOTION THAT WE APPROVE THE LISTED COMMITTEE MEMBERS AS PRESENTED.

SECOND, I HAVE A QUESTION. SO YOU EXPECT TO FOLLOW PRETTY MUCH THE SAME PROTOCOLS? YES. FOR THIS AS YOU DID? YES, SIR. THIS IS ALMOST AN IDENTICAL TIMELINE TO HOW WE DID THAT.

WELL, IN THERE YOU'LL SEE THAT WE'RE GOING TO HAVE COMMUNITY TOWN HALLS, WE'LL HAVE THE COMMITTEE MEETINGS, AND THEN I'LL CONTINUE WITH THE ATTENDANCE ZONE CHATS DURING THE FOOTBALL GAME SO THAT PEOPLE CAN GIVE ADDITIONAL INPUT.

OKAY. ANY OTHER QUESTIONS? OKAY. WE HAD A MOTION AND A SECOND.

ALL THOSE IN FAVOR, RAISE YOUR HAND AND SAY I, I ANY OPPOSED?

[03:20:07]

OKAY. PASSES 5 TO 0. THANK YOU.

ITEM NINE C CONSIDER AND OR APPROVED BIDS FOR WIDE AREA NETWORK WAN SERVICES.

[Consider and/or Approve Bid for Wide Area Network (WAN) Services]

MISS HOMAN, GOOD EVENING AGAIN. LET'S TRY THIS AGAIN FOR THE RIGHT TIME.

OKAY. AS WE DISCUSSED LAST MONTH, WE HAD TO GO OUT FOR BID AGAIN FOR A WIDE AREA NETWORK SERVICES, NOT ONLY FOR THE PEER TO PEER SIDE THAT WE CURRENTLY HAVE FOR STRONG ELEMENTARY, WHICH IS JUST KIND OF LIKE A POINT TO POINT KIND OF THING.

BUT WE ALSO HAD TO GO OUT FOR BID FOR OUR WIDE AREA NETWORK.

GIVEN THAT WE ARE, WE WANTED TO LOOK AT OR REVISIT DOING CONSTRUCTION AND ACTUALLY PUTTING IN A FIBER LOOP ALL THE WAY TO STRAWN.

AND THEN AGAIN FOR OUR NEW MIDDLE SCHOOL, MIDDLE SCHOOL.

PLUS IT ALSO WITH THIS BID WILL ALLOW US TO, DURING THE COURSE OF THE, OF THE CONTRACT WILL ALLOW US TO ADD ANY ADDITIONAL SCHOOL AND ADD FIBER TO THAT WITHOUT ACTUALLY HAVING TO GO OUT FOR BID AGAIN.

SO THAT'S A GOOD THING. SO WE DID A BID FOR AGAIN, JUST THE LEASE THE, THE WAN ITSELF, WHICH INCLUDES THE CONSTRUCTION PART FOR STRAWN AND C WILLOW ALONG WITH A TEN YEAR CONTRACT SERVICE OR SERVICE CONTRACT.

AND THEN 20 6-002 WAS FOR THE PEER TO PEER SIDE.

SO WITH THAT BEING SAID, IF WE'RE DOING CONSTRUCTION FOR STRAWN ELEMENTARY AND THE FIBER, WE STILL HAVE TO HAVE OUR WIDE AREA NETWORK COVERAGE FOR STRAWN.

SO WE NEEDED TO DO THE PEER TO PEER PIECE OF IT BECAUSE OUR EXISTING CONTRACT EXPIRES AT THE END OF JUNE.

SO WE HAD TO GO OUT FOR BID FOR THAT AGAIN. SO WE HAVE TWO PIECES TO THIS.

SO I KNOW THIS IS A LOT OF DATA. SO I'M JUST GOING TO KIND OF TALK YOU THROUGH IT A LITTLE BIT.

SO THE TOP PORTION OF THIS IS THE ACTUAL COST WITHOUT E-RATE BECAUSE AGAIN FROM AN E-RATE PERSPECTIVE WE GET 90% COVERED AND WE ONLY PAY 10%. BUT FOR THE BID TABULATION ASPECT WITH US TURNING IT IN FOR E-RATE PURPOSES, WE NEED TO SHOW ALL THE COSTS FOR CONSTRUCTION AND THEN LOOK AT WHAT OUR COMPARISON COST IS FOR A TEN YEAR CONTRACT VERSUS A 20 YEAR CONTRACT.

BECAUSE WITH THIS CONTRACT FOR THE WAN ITSELF, WE DO HAVE THE ABILITY TO EXTEND THE TEN YEAR CONTRACT FOR TEN ADDITIONAL ONE YEAR TERMS TO MAKE IT 20 YEARS. SO WE WANTED TO LOOK AT THAT LONG COST.

YOU KNOW LOOKING AT IT OUTRIGHT. SO WE HAVE TWO OPTIONS.

WE HAVE AT LEAST LIP SERVICE AND A LEASE DARK FIBER SERVICE.

AND CURRENTLY WE HAVE A DARK FIBER SERVICE WHERE WE DON'T HAVE ANY EQUIPMENT IN BETWEEN US AND BASIC OR US IN THE FIBER ITSELF.

SO WE PRETTY MUCH KIND OF TAKE CARE OF THINGS, ALTHOUGH IT IS TECHNICALLY MANAGED AND OTHER PEOPLE, IF IT GOT CUT OUT IN THE WORLD, THEY WOULD GO REPAIR IT FOR US.

SO WE'RE STAYING ON THE LEASE. DARK FIBER SERVICE.

OKAY, SORRY, I DON'T MEAN TO BETTER. WHAT ARE WHAT ARE YOU TELLING US? OKAY, LET'S JUST PASS BY THAT PART. OKAY? OKAY, SO LET ME GET TO THE TO THE NUTS AND BOLTS OF THIS.

WE HAVE TWO OPTIONS HERE. BECAUSE TIA IS ACTUALLY PROVIDING US A OR IS A, IT HAS A GRANT AVAILABLE THAT WE CAN, ONCE WE GET THIS APPROVED TONIGHT, HOPEFULLY THAT WE CAN ACTUALLY APPLY FOR IT WHERE, WHERE THEY WILL PAY FOR THE CONSTRUCTION OF THE FIBER TO STRONG AND TO SWALLOW. AND IT WON'T COST THE DISTRICT A DIME.

ALL WILL HAVE TO PAY IS THE MONTH TO MONTH COSTS.

WITH THAT BEING SAID, WE WOULD FALL UNDER THIS SECTION HERE AND WE'D BE PAYING FOR 180,000 OVER THE COURSE OF TEN YEARS FOR JUST THE SERVICE.

IF WE GET THE GRANT, IF WE DON'T GET THE GRANT, WE ARE GOING TO PASS ON PUTTING FIBER OUT TO STRAWN AND DOING THE CONSTRUCTION THERE, BECAUSE WE DON'T CURRENTLY HAVE FUNDS FOR THAT.

BUT WE WILL DO SEE WILLOW BECAUSE WE CAN PAY FOR THAT OUT OF BOND FUNDS.

WITH THAT BEING SAID, OUR TOTAL COST FOR THE TEN YEAR CONSTRUCTION PLUS THE SERVICE WOULD BE $240,000, WHICH IS IN THE GREEN. SO WITH THAT BEING SAID, FOR THE FIRST BID, WE ARE ASKING THAT WE PROCEED WITH THE APPROVAL TO GO WITH FON OR US FON FOR THE FIBER CONSTRUCTION TO STRAWN, AND TO SEE WILLOW CONTINGENT ON US GETTING THE GRANT FROM T A. IF WE DO NOT GET THE GRANT FROM T, WE JUST WANT TO GO WITH THE.

THE OTHER. THE SECOND OPTION. DO THE CONSTRUCTION TO STRONG OR TO SWALLOW MIDDLE SCHOOL AND PAY FOR THE TEN YEAR CONTRACT FOR SERVICE.

THEN ON THE SECOND RFP FOR THE PEER TO PEER ASPECT, WE WOULD JUST NEED TO.

WE WOULD. ARE WE REQUESTING APPROVAL FOR US TO OUR CHARTER COMMUNICATIONS TO BE APPROVED FOR THE.

[03:25:07]

THE PEER TO PEER SIDE FOR STRONG. AT $1,170 FOR THE FOR THE YEAR.

DOES THAT MAKE SENSE? OKAY. I JUST HAVE TO COMMEND YOU ON THE AMOUNT OF DIFFERENT THINGS THAT YOU GET BIDS ON AND YOU UNDERSTAND WHAT YOU'RE DOING. LIKE YOU'VE GOT A VAST KNOWLEDGE.

AND I JUST WANT TO COMMEND YOU FOR ALL OF THE BIDS AND COMPARING AND EVERYTHING, BECAUSE THAT'S GOT TO BE A SUPER, SUPER HARD THING. THANK YOU. IT'S BEEN 20 YEARS WORTH OF SAYING LIKE, YOU GO FROM AC TO FIBER NETWORK.

LIKE YOU'RE. YES. SHE'S NOT DONE. YOU STILL HAVE ANOTHER LINE ITEM TO GO.

SO AGAIN, WE'RE RECOMMENDING THOSE TO US PHONE TO BE APPROVED FOR THE FOR THE FIRST BID AND CHARTER COMMUNICATIONS TO BE APPROVED FOR THE SECOND BID.

SO I MOVE THAT THE BOARD APPROVED THE AWARD OF RFP 20 6-001 AND 20 6-002 FOR LEASE LIT FIBER SERVICE TO US. F O N AND CHARTER COMMUNICATIONS AS PRESENTED.

I SECOND. ANY QUESTIONS? OKAY, WE HAVE A MOTION.

WE HAVE A SECOND. ALL THOSE IN FAVOR, RAISE YOUR HAND AND SAY I, I ANY OPPOSED LIKE SIGN PASSES 6 TO 0.

THANK YOU, MISS HOMAN. OKAY. NINE D CONSIDER AND OR

[Consider and/or Approve Bid for Elementary Playground Equipment and Installation]

APPROVED BID FOR ELEMENTARY PLAYGROUND EQUIPMENT AND INSTALLATION.

MISS HOMAN, THANK YOU AGAIN. SO WE'RE GOING TO TALK ABOUT ELEMENTARY PLAYGROUNDS NOW.

SO TONIGHT WE ARE COMING TO YOU WITH ALL THE BIDS THAT WE, WE RECEIVED FOR PLAYGROUND EQUIPMENT.

AND JUST TO REITERATE BEFORE WE GET STARTED, JUST SOME OF THE THINGS THAT WE HAD INCLUDED IN ALL THE PLAYGROUNDS AND AS MISS DOCTOR ESTRADA ALLUDED TO EARLIER THAT WHEN WE WERE LOOKING AT THIS PLAYGROUND EQUIPMENT, WE WANTED TO MAKE SURE THAT IT PROMOTED CRITICAL THINKING, RISK ANALYSIS, AND PROBLEM SOLVING IN ALL ASPECTS.

SO ON EVERY PLAYGROUND, WE'RE ADDING A NEW SWING SET WITH AN ADA SWING.

IF IT'S NOT, IF THERE'S NOT A SWING SET THERE THAT'S IN GOOD SHAPE.

OKAY. STRAIGHT SHADE STRUCTURES WILL BE ADDED TO ALL NEW PLAYSCAPES AND EXISTING PLAYSCAPES THE ONES THAT WE'RE KEEPING UP ADA RAMPS WILL BE PUT IN AT EVERY PLAYGROUND ALONG WITH SIDEWALKS, SIDEWALK EXTENSIONS TO GET THERE TO THE PLAYGROUND.

MUSICAL INSTRUMENTS WILL BE ADDED ON EVERY PLAYGROUND IF THERE'S NOT SOME ALREADY THERE.

WE WILL BE. WE WILL BE ADDING SOCCER GOALS TO SOCCER GOALS ALONG WITH BASKETBALL GOALS AND NETS REPLACING OLD SWINGS AND CHAINS.

SO ALL OF THEM GET UPDATED. FOR ALL THE PLAYGROUND AREAS AS WELL, THOSE BLACK TIMBERS THAT GO AROUND THE MULCH WILL BE REPLACING A LOT OF THEM.

ON THE, FOR THE, THE AREAS THAT WE ARE KEEPING AS WELL.

SO THIS WAS THE BID TABULATION FOR ALL THE BIDS THAT CAME IN.

WE DID GET SIX BIDS FOR THIS. WHAT WE DID, WE HAD A COMMITTEE THAT NARROWED THIS DOWN TO TWO PLAYGROUND COMPANIES, FUNNYBONES AND PLAYWORLD GROUP. AND THEY WERE ALLOWED TO DO INTERVIEWS AND TALK TO US ABOUT THE PLAYGROUNDS THAT THEY WERE PRESENTING.

WITH THAT BEING SAID THE COMMITTEE CHOSE TO GO WITH FUNNEL BOUNCE AS THE VENDOR OR ON HOW WE WANTED TO MOVE FORWARD.

WITH THAT BEING SAID, ONCE WE HAD THAT INFORMATION AND EVALUATED THEM, THEN WE ALSO WENT BACK TO THE VENDOR AND ASKED FOR THEM TO MAKE SOME ADDITIONAL CHANGES BECAUSE WE WANTED TO ENHANCE SOME OF OUR PLAYGROUNDS ON WHAT WAS BEING PRESENTED TO US.

SO I'M GOING TO GO AHEAD, PLEASE. YES. SO WE CHOSE OR THE COMMITTEE CHOSE THE BID, BUT OBVIOUSLY REJECTED THE VERY LOWEST BID.

WHY DID WE DO THAT? ONE WRONG WAY TO GO. THANK YOU.

HEY, HAYDEN, CAN YOU START ME FROM THE BEGINNING? SO SORRY.

OH, YOU ALMOST HAD IT. SORRY ABOUT THAT. SPOILER ALERT.

IT REALLY WAS A SPOILER ALERT. OH, MY GOD, GOT YOU.

I THOUGHT YOU WERE GOING TO GIVE US A WHOOP THERE FOR. OKAY.

WHY DID THE LOWEST BID GET REJECTED? THE LOWEST BID? DIDN'T TECHNICALLY GET REJECTED. I MEAN, NONE OF.

WE DIDN'T REJECT ANYBODY. THEY JUST EVALUATED LOWER.

AND THE REASON FOR THEY EVALUATED LOWER WAS BECAUSE WHAT THEY HAD PRESENTED TO US, AS FAR AS WHAT THEY WOULD PUT ON THE PLAYGROUNDS BASED ON THE CRITERIA THAT WAS GIVEN TO THEM IN THE BID. THEY WEREN'T INNOVATIVE. THEY DIDN'T.

THEY DIDN'T PROVIDE US WITH THE WOW FACTOR. THEY DIDN'T GO BACK AND CHALLENGE OUR KIDS LIKE WE WANT THEM TO AS WELL.

[03:30:04]

THERE JUST WASN'T ENOUGH THERE. ON THE PLAYGROUND FOR US TO SAY, LET'S GO WITH THEM.

IT LOOKS LIKE THERE WAS A HUGE DIFFERENCE WITH THE CLEARFORK NAVARRO MEGA PLAYSCAPE BETWEEN OUR BID WAS LIKE WAY, WAY. ABSOLUTELY. ABSOLUTELY. SO THERE WERE A LOT OF DIFFERENCES IN THE PLAYGROUNDS THAT WERE PROVIDED.

SO WHAT I'M GOING TO GO THROUGH NEXT IS EACH OF THE, EACH OF THE CAMPUSES AND WHAT NEW THINGS WE'RE GOING TO BE ADDED.

PLEASE UNDERSTAND THAT I DIDN'T PUT GIVEN THAT WE'RE ADDING SWING SETS, MUSICAL INSTRUMENTS, SHADE STRUCTURES, I DIDN'T ADD THAT TO IT. THIS IS BASICALLY THE NEW, MORE UPGRADED ITEMS THAT WE'RE TRYING TO ACCOMPLISH AND ADD TO THIS.

SO WE'RE GOING TO START WITH BLUEBONNET. SO ON THE LEFT IS THE PLAYSCAPE THAT WE'RE LOOKING AT FOR THE K THROUGH TWO SIDE ON THE RIGHT.

THIS IS THE ONE THAT WE'RE LOOKING AT FOR THE THREE THROUGH FIVE SIDE WITH ABOUT 4 TO 5 EXCITING SLIDES ETC..

WE ARE ALSO ADDING, AS YOU CAN SEE, THE LITTLE ROUND BALL IN THE CENTER THAT ROTATES AND HAS ALL THIS FUN STUFF ON IT THAT WILL BE ADDED AS WELL.

AND WE ARE ALSO LOOKING AT A FUTSAL COURT WHICH IS DOWN THE BOTTOM.

THIS IS NOT THE EXACT VERSION. PLEASE DON'T TAKE THAT.

IT WILL HAVE BASKETBALL CAPABILITIES ALONG WITH SOCCER.

IT'S JUST I WAS HAVING I DIDN'T HAVE A GREAT EXAMPLE TO PUT ON HERE, BUT WE WANTED TO ADD IT.

BECAUSE OF THE FACT THAT THEIR BASKETBALL GOALS AND STUFF ARE ON THE OTHER SIDE OF THE GYM THAT HAS, THERE'S NO CONNECTION TO THE EXISTING PLACE. THE PLAYGROUND ITSELF.

SO THOSE ITEMS ARE SOME OF THE NEW ITEMS THAT WE'RE LOOKING AT FOR BLUEBONNET IS THAT MIDDLE THING LIKE A, AN UPDATED MERRY GO ROUND WHERE YOU CAN SPEND PEOPLE WITHOUT THEM FALLING OUT AND YOU CAN CLIMB IN IT, YOU CAN SIT IN IT LIKE THAT, I THINK, AND YOU CAN HAVE OVER 40 KIDS IN IT.

I THINK SO. SO THE PICTURES DON'T DO JUSTICE ON THE SCALE OF HOW BIG IT IS.

AND WOW, IT'S SPINNING AND KIDS CAN CLIMB AND IT'S REALLY IT'S LIKE, IT'S REALLY COOL.

FALLING OFF. SO GOING ON TO OUR NEXT ONE WE HAD THERE WAS AN IDEA FROM THE SUPERINTENDENT TO PROVIDE A MEGA PLAYGROUND FOR CLEAR FORK AND NAVARRO. AND SO THIS IS A THIS IS A KIND OF A SKY VIEW OF TECHNICALLY WHERE WE WOULD BE PLACING THE THE NEW PLAYSCAPE. AND THIS WILL, EVEN THOUGH IT DOESN'T SHOW IT, WE WILL HAVE CONNECTING SIDEWALKS FROM EACH LOCATION.

WE ALSO WILL BE ADDING FENCES AND STUFF, SO IT WILL ALL BE SECURE AND WALK GATES BETWEEN THE EXISTING PLAYGROUNDS FROM BOTH CAMPUSES.

SO THE CAMPUSES CAN TECHNICALLY COME TOGETHER AND BE VERY INCLUSIVE IF THEY CHOOSE TO DO SO AT PLAY AT RECESS OR, YOU KNOW, HAVE SOME SEPARATE TIME AS WELL. SO THIS IS, THIS IS JUST THERE'S ABOUT FOUR SCREENSHOTS OF THE, OF THE MEGA PLAYGROUND. THIS GUY CAN THE CAPACITY OF IS 430 STUDENTS WHERE WE HAVE TEN SLIDES, WE HAVE A 360 LOOP SLIDE, WHICH IS ACTUALLY A SLIDE THAT IF YOU HAD A HANDICAPPED STUDENT, HE, HE COULD JUMP ON THE SLIDE AT THE BOTTOM.

I DON'T WANT TO SAY JUMP ON, CLIMB ON THE SLIDE AT THE BOTTOM AND HE CAN ACTUALLY OR THAT THAT STUDENT CAN ACTUALLY WORK THEIR WAY UP BY USING THE RAILINGS ON THE, THE RUBBER RAMP TO GET HIM ALL THE WAY UP TO THE TOP AND THEN COME RIGHT BACK DOWN AGAIN.

IS THAT THE ONE THAT'S GREEN ON THE LEFT HAND SIDE? YES, THAT IS THE ONE THAT'S ON THE GREEN ON THE LEFT HAND SIDE. I'LL SHOW YOU A BETTER SHOT OF IT IN JUST A SECOND.

THEN THERE'S A LOT OF OTHER THINGS TOO. THAT'S IN HERE.

WE HAVE THE END OF THE INFO BRIDGE AND AN INFO ROCKER.

SO THE ROCKER IS THE. IT KIND OF LOOKS LIKE A CAR.

KIND OF ON THE BOTTOM SIDE. THAT'S ACTUALLY FOR IF YOU HAVE A STUDENT THAT HAS A DISABILITY THEY CAN GET IN THERE AND IT WILL ACTUALLY ROCK THEM LIKE A SWING.

THE BRIDGE RIGHT BEFORE THAT, BEFORE THEY GET ON THERE, THERE IS A BRIDGE THAT ALSO KIDS, IT DOESN'T HAVE TO BE ANYBODY THAT'S HANDICAPPED CAN SIT THERE AND THEY CAN ROCK ON THE BRIDGE AND GET THE SAME EFFECT WITH SOME OTHER ITEMS AS WELL.

WE HAVE PLAYFUL BENCHES. SO THE BENCHES AREN'T JUST A BENCH.

WE ALSO HAVE THE SENSORY BOARDS ON THE SIDE. SO EVEN IF A PARENT COMES ALONG ON THE WEEKEND AND HAS A STUDENT OR A CHILD IN A, IN A A STROLLER, THEY COULD EASILY PUT THEM UP TO ONE OF THE FIDGET BOARDS AT THE BENCH AND LET THEM PLAY ON THE FIDGET BOARDS.

WE HAVE SEVERAL OTHER THINGS. THE NUCLEUS ASPIRE PLAY THE MOVEMENT EXTREME IS THE GUY DOWN AT THE BOTTOM.

IT'S KIND OF LIKE A SIMON SAYS ON A PLAYGROUND.

AND SO YOU WIND IT UP AND THEN IT STARTS LIGHTING UP.

AND THE KIDS, MULTIPLE KIDS DON'T HAVE TO BE ONE, BUT CAN GO ALONG AND PLAY AND PLAY LIKE A SIMON SAYS TOGETHER.

WE HAVE THE STRIVE INCLUSIVE CLIMBER, THE VOLTA INCLUSIVE SPINNER, WHICH IS THE SPINNER IS OVER ON THE ON THE LEFT SIDE,

[03:35:04]

THE ORANGE GUY AND THAT GUY. AGAIN, A HANDICAPPED STUDENT CAN EASILY SLIDE ONTO THAT AND ALLOW OTHERS TO SPIN THEMSELVES.

THEN THE THE VIDEO IS UP AT THE TOP WITH THE LITTLE GREEN BAR OR GREEN CIRCLE AROUND IT.

AND AGAIN, IT'S ANOTHER TYPE OF SPINNER AS WELL.

WE HAVE A STRIVE TRI CLIMBER AND THAT GUY IS THE THE CLIMBERS ARE ALL UNDERNEATH THIS YELLOW THE YELLOW CANOPY. AND I'LL COME BACK AROUND TO IT HERE SO YOU CAN SEE ALL THE DIFFERENT ASPECTS OF THESE OF THIS PARTICULAR PLAYSCAPE THAT WAS PRESENTED TO US HERE IS ALL THE CLIMBING APPARATUSES AND STUFF.

SO THIS IS WHAT WE ARE LOOKING AT FOR BETWEEN CLEARFORK AND NAVARRO.

MOVING ON TO CLEARFORK PLAYGROUND. GIVEN THAT THE FRONT PLAYGROUND HAS A BRAND NEW OR NOT BRAND NEW, BUT IT HAS A LARGE PLAYSCAPE THAT HAS RECENTLY BEEN INSTALLED.

THEY WILL ALSO GET ONE OF THE BALLS UP FRONT ALONG WITH SOME ADDITIONAL TREE CLIMBING ROPE APPARATUS HERE AND IT WILL HAVE A COVER ON IT AS WELL. IT'S JUST THAT THIS IS THE PICTURE I HAD ON THE BACKSIDE.

WE'RE LOOKING AT A SPIDER THAT WE'RE LOOKING AT PUTTING BACK THERE, WHICH HAS ABOUT 55 STUDENTS IS THE CAPACITY ON THAT GUY.

AND THAT'LL REPLACE ONE OF THOSE, THE OLDER METAL CLIMBERS THAT THEY HAVE BACK THERE.

FOR NAVARRO ELEMENTARY AGAIN THE, THEY WILL ALSO GET A A SPIRAL BALL AND THEY WILL ALSO GET THE HAWAII.

WHY HAWAII? THAT'S WHAT IT'S CALLED AT AT PLUM CREEK ELEMENTARY.

THEY'RE GETTING A NEW PLAYSCAPE AND THEY ARE ALSO GOING TO GET THE WELL, WHICH HAS A CAPACITY OF 65 STUDENTS.

SO A, A ROPE STRUCTURE LIKE THAT. THE SLIDES ON THE THERE'S I THINK THERE'S 4 TO 5 SLIDES.

YOU JUST CAN'T SEE THEM ALL IN THE, IN THE STRUCTURE FOR PLUM CREEK FOR CARVER PLAYGROUND.

WE'RE, THEY'LL, THEY'LL BE GETTING SOME OF THE THE MUSICAL INSTRUMENTS AND A LOT OF THE FIDGET BOARDS FOR THEM ALONG AGAIN WITH THIS, THE SWING SET, ETC.. AND AT STRAWN PLAYGROUND WE WILL ALSO BE PUTTING IN TO REPLACE THEIR DOME.

THEY'LL BE GETTING ANOTHER VERSION OF THE SPIDER, WHICH HAS A 32 CAPACITY AND THEY'LL ALSO BE GETTING THE, THE MOVEMENT EXTREME AS WELL. SO BASED ON WHAT WAS PRESENTED HERE FROM THE ORIGINAL PROPOSAL THAT FUNNYBONES HAD AT THE 202 OR 2,210,000, WE INCREASED THE PACKAGE TO BECOME ABOUT $2,474,000 WITH ALL THE ADDITIONAL CHANGES THAT WE HAD, IT WAS AN INCREASE OF ABOUT $259,000 OR $258,000. IN ADDITION TO THAT, TO THOSE COSTS THAT ARE NOT THAT'S NOT INCLUDED IN THE FUND BALANCE PROPOSAL, WE ARE LOOKING AT PUTTING IN THE SOCCER GOALS, REPLACING THE EXISTING BASKETBALL GOALS, THE NETS FENCING AROUND THE MEGA PLAYSCAPE, ALONG WITH SOME CHANGES IN THE FENCING AT PLUM CREEK ELEMENTARY ALONG THE STREET TO ACCOMMODATE THE SOCCER AREA.

THE ROPES COURSE FOR THE TREE THE TREES AT CLEARFORK.

THE FUTSAL COURT FOR BLUEBONNET. WE DO HAVE AN ESTIMATE ON THIS.

WE WILL HAVE TO COME BACK FOR BOARD APPROVAL ON THIS JUST BECAUSE IT'S OVER $100,000.

ONCE WE GET ALL OUR ALL OF OUR QUOTES IN. AND THEN REPLACING AGAIN, EXISTING SWINGS AND CHAINS.

SO A TOTAL PROJECT COST OF ABOUT $2.7 MILLION.

AND THAT IS ALL COVERED BY EXCESS BOND FUNDS.

YES, SIR. IT IS ALL COVERED BY EXCESS BOND BOND FUNDS.

SO AT THIS POINT, THE ADMINISTRATION IS RECOMMENDING AWARDING FUND BALANCE FOR THE PLAYGROUND EQUIPMENT AS PRESENTED ABOVE.

I JUST WANT TO MAKE ONE COMMENT. YOU BEAT ME TO IT.

PRESIDENT. RIGHT. BUT THAT IS THAT IS ACCURATE.

AND ALSO WHEN WE LOOK AT THIS IS AN OPPORTUNITY TO DO A GENERATIONAL INVESTMENT, RIGHT? WHEN WE LOOK AT WE HAVE SOME OF THIS YOU KNOW, OLD PLAYGROUND THAT WILL BE REPLACING IS 50 YEARS OLD.

I'M NOT, IT SOUNDS CRAZY TO SAY THAT, BUT THAT'S THE REALITY.

AND, YOU KNOW, THESE PLAYGROUNDS ARE GOING TO LAST HOPEFULLY 30 YEARS.

AND YOU KNOW, BUT THIS IS NOT SOMETHING THAT, YOU KNOW, WE DO OFTEN BUT WHAT WE'VE HEARD FROM OUR, OUR PARENTS ALSO WITH, YOU KNOW, BUILDING ORCHARD LOOP ELEMENTARY AND IT'S, IT'S A, IT'S A WONDERFUL,

[03:40:02]

BEAUTIFUL NEW FACILITY. YOU KNOW, OUR PARENTS AT OTHER CAMPUSES ALSO WANT SOME EQUITY AND RESOURCES.

AND, YOU KNOW, I WANT TO THANK MR. CHAPMAN DID A GREAT JOB WITH KEEPING US UNDER BUDGET OVER THERE SO THAT WE HAVE A LITTLE BIT OF FLEXIBILITY TO MAKE THIS INVESTMENT TO HELP ALL OF OUR, ALL OF OUR ELEMENTARY AGE KIDS.

ALSO, IT'S NOT JUST ELEMENTARY SCHOOLS. I MEAN, THESE ARE OPEN ON THE WEEKENDS TOO.

AND IF YOU'VE GOT A FOUR YEAR OLD, THAT IS, YOU KNOW, INSTEAD OF GIVING THEM THE ELECTRONICS, LIKE WHAT WE TALKED ABOUT BEFORE, LIKE GO OUTSIDE AND PLAY, AND NOT EVERYBODY HAS THE ABILITY TO HAVE A SWING SET AT THEIR OWN HOUSE.

AND THIS GIVES JUST THE ENTIRE COMMUNITY OF LOCKHART ACCESS TO DIFFERENT, DIFFERENT PLACES TO GO FOR YOUR KIDS AND DIFFERENT THINGS TO DO ON THE WEEKENDS INSTEAD OF THEM JUST, YOU KNOW, SITTING INSIDE THEIR LITTLE POCKET WITH THEIR PHONE, PUT THE PHONE DOWN, PUT THE PHONE DOWN, GO PLAY MR. ESTRADA. I KNOW MISS WEISER ISN'T HERE. I HAVEN'T SEEN HER.

BUT WHAT WOULD BE THE DIFFERENCE AFTER, YOU KNOW, WE PAY FOR THIS WITH THE BOND MONEY.

WHAT? WHAT'S WHAT'S LEFT? DO YOU KNOW THAT NUMBER? I DON'T KNOW THE NUMBER OFF THE TOP OF MY HEAD, BUT WE WE STILL HAVE SOME LEFT OVER, BUT YEAH, WE WE WERE EXPECTING THIS TO BE ABOUT 3.5 BILLION.

THAT WAS WHAT WE WERE EXPECTING. SO I HAD SET A GOAL OF TWO, TWO, NINE AND WE'RE COME UNDER THAT.

OKAY. MR. ACUNA THOUGHT IT WAS GOING TO BE FOUR.

WE CAN BRING IT DOWN. WE TAKE THOSE SHADES OFF.

I HAD A QUESTION. YES, SIR. YEAH. WHO IS ON THE TEAM FOR LOOKING AT THE BIDS? SO WE HAD JAMES ACUNA. GOSH, I JUST WENT BLANK.

NICOLE. NICOLE WEISER. JEREMIAH CHAPMAN AND MYSELF AND CASSIE.

CASSIE. SALINAS. THANK YOU. YES. AND THESE OTHER BIDS, WERE THEY WERE YOU LOOKING AT EQUIPMENT THAT LOOKED SIMILAR AND HAD THE SAME FEATURES? SIMILAR. JUST NOT AS EXTENSIVE. I MEAN, AS FAR WHEN I SAY EXTENSIVE, NOT, NOT SOME OF THEM I FEEL LIKE THEY WERE BACK IN THE STONE AGES. A FEW OF THEM, I MEAN, LIKE TO WHERE THEY DIDN'T HAVE ALL THE ROPES AND ALL THE NEW STUFF, ALL THE VERY INNOVATIVE STUFF. IT WAS VERY PLASTICKY AND AND WE WENT, WE WENT VERY HEAVY WITH THE ROPES, THE CLIMBING, THE CLIMBING. ASPECT OF THINGS SPINNING THOSE TYPES OF THINGS THAT AS OPPOSED TO THE HIGHLY PROTECTIVE YOU KNOW, KIND OF EARLY 2000 90S TYPE OF A MODEL THAT WAS OVERPROTECTED FOR KIDS AND, AND REALLY SCREENED THEM FROM OPPORTUNITIES TO DO A LOT OF CLIMBING AND TWISTING AND TURNING.

ARE THE PRINCIPLES GOING TO DEMONSTRATE HOW TO USE THESE IN THE PLAYGROUND? I DO LIKE THE CLIMBING ASPECTS OF THESE THAT YOU PICKED.

I'M JUST WONDERING ABOUT THE LONGEVITY OF THESE ROPES OR IS THERE A MAINTENANCE PACKAGE OR IS THERE SOMETHING THAT WE WE HAVE LOOKED AT THAT AS WELL, AND WE PROBABLY WILL STILL CONTINUE TO DISCUSS THAT ASPECT.

AS FAR AS THE MAINTENANCE ASPECT WITH THE COMPANY THAT IS ACTUALLY BOTH THE TOP TWO COMPANIES BASICALLY TOLD US THAT THEY WOULD GIVE US A LIKE A MAINTENANCE TRAINING IN ORDER TO BE ABLE TO MAINTAIN ALL OF OUR PLAYGROUND, NEW PLAYGROUND EQUIPMENT AS WELL.

BUT EVERYTHING HAS A WARRANTY AS WELL. SO AS LONG AS WE ARE TAKING AND MAINTAINING, MAINTAINING THAT, AND WE ARE CALLING THE COMPANY BEFORE THE WARRANTY IS OUT, THOSE THINGS THAT ARE GETTING BROKEN AND STUFF LIKE THAT CAN BE REPLACED.

SO IT'S, IT'S UP TO US ON HOW LONG THIS ACTUALLY DOES LAST.

WE'VE GOT TO DO THE MAINTENANCE AS WELL. GREAT.

THANK YOU. IS THIS SOMETHING THAT WILL BE INSTALLED OVER THE SUMMER? YES. SO SORRY. SO WE ARE PLANNING ON INSTALLING THIS OVER THE SUMMER, GIVEN THAT WE ARE DOING THE MEGA PLAYSCAPE OUT IN THE CENTER AND NOTHING IS HAPPENING OUT THERE, WE HOPE THAT FUNNYBONES WILL BE ABLE TO START IN EARLY MAY ON THAT PARTICULAR PROJECT OUT THERE, AND THEN THEY WILL COME BACK OUT TO THE TO THE CAMPUSES.

WELL, THAT WOULD BE NICE. YES. OVER THE SUMMER, MAYBE.

CAN WE SHOW THE STUDENTS? THAT WAY THEY CAN GET EXCITED.

MR. MILLER'S WORKING ON A RELEASE. AWESOME, AWESOME.

ARE YOU TAKING PICTURES ALREADY? RENE. DON'T POST THEM. SHOW MY SON. OH, OKAY.

THANK YOU FOR ALL YOUR HARD WORK. APPRECIATE IT ANY MORE.

YOUR PRESENTATION, IS THAT IT? NOT. NOT FOR THIS PARTICULAR ONE.

OKAY. WE HAVE A. WANT TO HEAR A MOTION? OKAY.

I MOVE THAT THE BOARD APPROVED THE AWARD OF THE RFP 20 6-003 FOR ELEMENTARY PLAYGROUND EQUIPMENT TO FUND INBOUNDS AS PRESENTED.

I SECOND, WE HAVE A MOTION. WE HAVE A SECOND.

ANY OTHER QUESTIONS? ALL THOSE IN FAVOR RAISE YOUR HAND AND SAY I, I ANY OPPOSED LIKE SIGN PASSES 6 TO 0.

FOR A BOND FUND THAT NEVER SEEMS TO RUN DRY, I DON'T KNOW.

[Consider and/or Approve Bid for Elementary Gym Flooring]

I AGREE. WELL, GIVEN THAT WE SAVED A LITTLE MONEY ON THAT AND IT DIDN'T GO AS, AS.

[03:45:03]

OR USE AS MUCH AS WE THOUGHT. ANOTHER THING THAT WE NEEDED TO DO FOR SAFETY ASPECTS WAS REPLACING THE ELEMENTARY GYM FLOORS WHERE KIDS LOVE P.E., RIGHT? LET ME INTRODUCE THAT, PLEASE. OH, I'M SO SORRY.

WE'LL NOW CONSIDER NINE E CONSIDER AND OR APPROVED BIDS FOR ELEMENTARY GYM FLOORING.

MISS HOMAN, I'M JUST READY TO BE DONE. YEAH, I UNDERSTAND.

WE'RE GOING TO ASK YOU TO STAY HERE THROUGH THE CLOSED SESSION. I JUST REALIZED I HAVE A TYPO UP THERE.

HELLO? OKAY, SO ELEMENTARY GYM FLOORING. SO CURRENTLY THE ELEMENTARY GYM.

CURRENTLY, THE ELEMENTARY GYM FLOOR IS AT BLUEBONNET CLEARFORK, NAVARRO, CARVER STRAWN, AND PLUM CREEK ALL HAVE VCT TILE IN THE GEMS. SO WE PUT OUT A BID IN ORDER TO REPLACE THE GYM FLOORS WITH A VINYL SOLUTION, WHICH IS THE SAME SOLUTION AS WHAT WE HAVE AT BUTCHER LOOP.

IS THAT AN EXAMPLE? THAT IS AN EXAMPLE. CAN YOU BRING IT OVER? ABSOLUTELY.

JUST SO THAT THIS IS THIS THE SAME FLOORING WE HAVE AT LOOP AS WELL.

AND WE RECEIVED FOUR BIDS. AGAIN, THESE THE FUNDS WILL BE TO PAY FOR THE GYM FLOORS WILL COME OUT OF THE EXTRA 2022 BOND FUNDS.

SO WE DID, LIKE I SAID, WE RECEIVED FOUR BIDS.

THE BID THAT WE ARE RECOMMENDING TO GO WITH IS WITH ACE FLOORING SOLUTIONS.

AND WE ACTUALLY DID BID OUT TWO TYPES OF FLOORING.

ONE WAS AN OPTI SPORTS MULTI-USE FLOORING, WHICH IS PROBABLY HALF THE THICKNESS OF THAT.

AND THEN THAT'S THE OPTOMA I'VE. AND WE ARE RECOMMENDING THAT WE GO WITH ACE FLOORING SOLUTIONS.

FOR 300, ABOUT $390,000. AND THAT IS FOR THE OPTICALLY ACTIVE ACTIVE FLOORING, BECAUSE THE DIFFERENCE BETWEEN THE TWO IS ABOUT $27,000 AND IT'S DEFINITELY WORTH GETTING A THICKER A THICKER FLOOR THAN THE OTHER.

IF YOU'RE WONDERING WHY WE'RE NOT CHOOSING LOW BID, THIS COMPANY IS HAS ONLY BEEN IN BUSINESS ONE YEAR.

OKAY. THEY ALSO DIDN'T HAVE SCHOOL REFERENCES HERE IN THE STATE OF TEXAS.

AND THEY, AND NOT THAT IT'S CONTINGENT ON THIS, BUT THEY ALSO DIDN'T MAKE THE, THE PRE-BID WALK THROUGH.

AND SOMETIMES WHEN YOU'RE GOING THROUGH A WALK THROUGH AND THERE'S COMMENTS THAT ARE MADE AND YOU REALLY GET TO LOOK AT THE, THE THE BUILDING ITSELF, THERE ARE THINGS THAT YOU NOTE, YOU KNOW, AND IF YOU DON'T EVER SEE IT, YOU DON'T REALLY KNOW WHAT ARE YOU TRULY BIDDING? AND SO THAT WAS WHY THOSE ARE THE TWO, THE THREE REASONS WHY WE'RE NOT CHOOSING THE LOW BID ON THIS.

WELL, THAT MAKES A DIFFERENCE. LIKE HOW LONG THEY'VE BEEN IN BUSINESS FOR LIKE WORKMANSHIP WARRANTY.

ABSOLUTELY. YOU WOULD THINK FOR THEIR OWN PROTECTION, THEY WOULD WANT TO COME LOOK AT THE PROJECT THEY'RE GOING TO BE DOING.

YOU ARE CORRECT. AND IN THE BID, IT DOES SAY THAT IT'S THEY HAVE TO VERIFY ALL THE MEASUREMENTS.

AND SO IF THEY DON'T SHOW UP, THERE'S NOTHING I CAN DO.

IF THEY IF THEY UNDERBID IT. AND THEN WE GET INTO THE PROJECT AND YOU KNOW, THEY CAN'T, THEY CAN'T AFFORD TO DO IT.

SO BUT SO OUR RECOMMENDATION IS TO GO WITH ACE FLOORING SOLUTIONS AT $389,000.

SO BOARD ANY OTHER QUESTIONS HERE A MOTION. I MOVE THAT THE BOARD APPROVE THE AWARD OF THE RFP 20 6-004 FOR ELEMENTARY GYM FLOORING TO ACE FLOORING SOLUTIONS AS PRESENTED.

SECOND. OKAY, WE HAVE A MOTION. WE HAVE A SECOND.

ALL THOSE IN FAVOR, RAISE YOUR HAND. SAY I, I I I I I I, I ANY OPPOSED? SIDE PASSES 6 TO 0. THANK YOU, MISS HOMAN. THANK YOU.

OKAY. WE'RE ABOUT TO GO INTO CLOSED SESSION. I WOULD INVITE ANYBODY TO HANG AROUND WITH US FOR A WHILE LONGER,

[CLOSED SESSION:]

IF YOU'D LIKE. CAN I GET A SUB? IT'S ONLY LIKE 1020, I MEAN.

OKAY. THE BOARD OF TRUSTEES ON MARCH 23RD, 2026, BEGINNING AT 10:19 P.M., WILL CONVENE IN CLOSED SESSION IN ACCORDANCE WITH THE TEXAS OPEN MEETING ACT, FOR THE PURPOSE OF DISCUSSING DISCUSSING ITEMS LISTED UNDER TEXAS GOVERNMENT CODE, SECTION 551.071551.0129551.072551.074. NO FINAL ACTIONS, DECISIONS OR VOTES WILL BE TAKEN WHILE THE BOARD IS IN EXECUTIVE SESSION.

THE BOARD ENDED ITS CLOSED SESSION AT 11:32 P.M.

ON MARCH 23RD, 2026. WE WILL NOW GO TO. ITEM 11

[Consideration and Adoption of Resolution Approving Contingent Fee Legal Services Contract, including Findings Needed for Submission of Contingent Fee Legal Services Agreement and Request for Expedited Review by the Texas Attorney General]

[03:50:05]

A COMMUNICATION ACTION CONSIDERATION. ADOPTION OF RESOLUTION.

APPROVING CONTINGENT FEE. LEGAL SERVICE CONTRACT, INCLUDING FINDING FINDINGS NEEDED FOR SUBMISSION OF CONTINGENT FEE.

LEGAL SERVICE AGREEMENT AND REQUEST FOR EXPEDITED REVIEW BY THE TEXAS ATTORNEY GENERAL.

DO I HEAR A MOTION? I MOVE TO ADOPT AND APPROVE ENTERING INTO A CONTINGENT FEE LEGAL SERVICES AGREEMENT WITH THOMPSON AND HORTON LLP ISLAND AND BONNIN, P.C. AND O'HANLON, DE MOURA AND CASTILLO, P.C.

TO REPRESENT THE DISTRICT AND USE SOCIAL MEDIA USAGE AND RELATED LITIGATION.

I SECOND. OKAY. ANY OTHER QUESTIONS? WE HAVE A MOTION.

WE HAVE A SECOND. ALL THOSE IN FAVOR, SAY AYE.

ANY OPPOSED? SAME SIGN. PASSES 6 TO 0. ITEM 11 B CONSIDERATION AND ADOPTION OF CONTINGENT FEE. LEGAL SERVICES AGREEMENT WITH THOMPSON AND HARDIN LLP.

ELLEN AND BONHAM, PC AND O'HANLON. D AND CASTILLO PC.

I THINK I DID THE WRONG ONE. YEAH, I THINK YOU JUST.

YOU JUST READ WHAT TOM TOM READ DID THE WRONG MOTION OVER AGAIN.

OH, HE ALREADY PROVED THAT. WE JUST NEED THE RESOLUTION.

CHRISTIAN, JUST DO THE RESOLUTION. OH, YOU READ THE.

OKAY, I READ THE THE AGREEMENT THERE. MAYBE. DO WE NEED TO GO BACK? CAN WE DO IT AGAIN? OKAY, LET'S GO BACK TO A COMMUNICATION.

11 A SOMEBODY NEEDS TO EDIT THIS VIDEO. CONSIDERATION.

ADOPTION OF RESOLUTION. APPROVING CONTINGENT FEE LEGAL SERVICE CONTRACT, INCLUDING FINDINGS NEEDED FOR SUBMISSION OF CONTINGENT FEE, LEGAL SERVICES AGREEMENT AND REQUEST FOR EXPEDITED REVIEW BY THE TEXAS ATTORNEY GENERAL.

MOTION. I MOVE TO ADOPT A RESOLUTION APPROVING THE CONTINGENT FEE LEGAL SERVICES CONTRACT.

THAT INCLUDES THE FINDINGS REQUIRED BY TEXAS GOVERNMENT CODE 2254, SUBCHAPTER C, AND THAT ARE NEEDED FOR SUBMISSION OF A CONTINGENT FEE LEGAL SERVICES AGREEMENT AND A REQUEST TO THE TEXAS ATTORNEY GENERAL FOR EXPEDITED REVIEW.

SECOND. OKAY, WE HAVE A MOTION. WE HAVE A SECOND.

ALL THOSE IN FAVOR, RAISE YOUR HAND. SAY I ANY OPPOSED LIKE SIGN PASSES 6 TO 0.

OKAY. 11 B CONSIDERATION AND ADOPTION OF CONTINGENT FEE.

[Consideration and Adoption of Contingent Fee Legal Services Agreement with Thompson & Horton, LLP, Eiland & Bonnin, PC and O'Hanlon, Demerath & Castillo, PC]

LEGAL SERVICE AGREEMENT WITH THOMPSON AND HORTON LLP.

ELLEN AND BONHAM, PC AND O'HANLON. THE MAYOR AND IN CASTILLO PC.

NOW I MOVE TO ADOPT AND APPROVE ENTERING INTO A CONTINGENT FEE LEGAL SERVICES AGREEMENT WITH THOMPSON AND HORTON LLP.

ELLEN AND BONNEN PC AND O'HANLON AND CASTILLO PC TO REPRESENT THE DISTRICT AND USE SOCIAL MEDIA USAGE AND RELATED LITIGATION, I SECOND. OKAY, WE HAVE A MOTION.

WE HAVE A SECOND. ALL THOSE IN FAVOR, RAISE YOUR HAND AND SAY AYE.

AYE. ANY OPPOSED LIKE SIGN PASSES SIX ZERO. WE ARE GOING TO SKIP BOARD AND STAFF COMMENTS.

MR. GUYTON, WILL YOU CLOSE THIS OUT, PLEASE? GOD, WE THANK YOU FOR THIS EVENING AND WE THANK YOU FOR ALLOWING US TO DO THE BUSINESS OF THE

[BENEDICTION]

DISTRICT, AND WE ASK FOR CONTINUED BLESSINGS ON OUR COMMUNITY HERE IN LOCKHART, AS WELL AS THE ENTIRE WORLD.

IT'S IN YOUR SON, JESUS NAME WE PRAY. AMEN. OKAY.

THANK YOU. AMEN. IT IS 11:36 P.M. AND WE ARE RETIRED.

A JUROR GOES MUCH QUICKER WITHOUT OUR FELLOW MEMBER.

* This transcript was compiled from uncorrected Closed Captioning.