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GOOD EVENING, I HEREBY CALL TO ORDER THE FEBRUARY 11 2021 CALLED BOARD MEETING BY VIDEO
[1.0 Call to Order]
CONFERENCE OF THE CROWLEY INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEE AND CERTIFY THAT WE ARE IN COMPLIANCE WITH THE PROVISIONS OF SECTION FIVE FIVE ONE POINT ZERO FOUR ONE AND FIVE FIVE ONE POINT ZERO FOUR FIVE OF TEXAS GOVERNMENT CODE.PURSUANT TO PUBLIC NOTICE OF THIS MEETING AND AS ALLOWED BY THE TEXAS ATTORNEY GENERAL'S ISSUANCE, A TEMPORARY SUSPENSION TO START AN OPEN MEETING LAWS DUE TO THE COVID-19 PANDEMIC AND CLOSURES.
I REQUEST THE OFFICIAL ROLL CALL, PLEASE, MR. KIRCHNER. YES, MA'AM.
PRESENT. THANK YOU. TRUSTEE PLACE FOUR JUNE W.
SHE MAY HAVE GOT BUMPED OFF, WE'LL COME BACK TO HER.
TRUSTEE PLACE FIVE, MR. RYAN RAY. PRESENT.
THANK YOU, SIR. TRUSTEE PLACE SIX, MR. GARY GRASSIA.
TRUSTEE PLACE SEVEN. MS. LYNDSAE BENTON.
PRESENT. THANK YOU. SUPERINTENDENT DR.
AND THEN MS. DAVIS, HAVE YOU MADE IT BACK IN YET? AGAIN I'M GOING TO PULL HER OVER.
I THINK SHE WILL BE THERE MOMENTARILY.
MS. DAVIS, CAN YOU HEAR US? YES.
THANK YOU, MA'AM, WE GOT YOU. ALL RIGHT, THANK YOU ALL FOR JOINING OUR MEETING THIS EVENING, WHICH IS ALSO OPEN TO THE PUBLIC TO JOIN BY VIDEO CONFERENCE.
WE HAVE IMPORTANT BUSINESS TO ATTEND TO.
I WOULD ASK THAT YOU BE PATIENT AS WE CONDUCT OUR MEETING IN THIS FORMAT.
PLEASE ENSURE THAT YOUR DEVICES ARE MUTED.
IF YOU EXPERIENCE ANY TECHNICAL DIFFICULTIES, PLEASE SEND A TEXT MESSAGE OR EMAIL TO MR. KIRCHNER. OUR FIRST AGENDA ITEM TONIGHT IS OUR OPEN FORUM.
[2.0 Board President Review Open-Forum Regulations - Open Forum]
PER BED LOCAL, THE BOARD SHALL ALLOT 30 MINUTES TO HEAR PERSONS WHO DESIRE TO MAKE COMMENTS TO THE BOARD.IF YOU WISH TO PARTICIPATE IN OPEN FORUM, YOU MUST SIGN UP IN ADVANCE BY COMPLETING AND SUBMITTING A SPEAKER CARD ONE HOUR BEFORE THE MEETING BEGINS AND INDICATE THE TOPIC YOU WILL ADDRESS. THE SPEAKER CARD IS AVAILABLE AT WWW.CROWLEYISDTX.ORG/OPENFORUM.
WHEN CALLED SPEAKERS SHALL STATE THEIR NAME AND ADDRESS.
SPEAKERS WILL BE CALLED IN THE ORDER THEY ARE REGISTERED TO SPEAK.
COPIES OF ANY DOCUMENTS FOR THE BOARD SHALL BE EMAILED TO THE COMMUNICATIONS OFFICER AT THE TIME OF REGISTRATION TO SPEAK.
ONLY ONE PERSON MAY SPEAK AT A TIME.
RESIDENTS AND VISITORS WHO HAVE SIGNED UP TO ADDRESS THE BOARD ARE ALLOTTED THREE MINUTES TO SPEAK. THE COMMUNICATIONS OFFICER WILL SIGNAL YOUR REMAINING TIME.
UPON EXPIRATION OF THE TIME LIMIT.
YOU WILL BE EXPECTED TO STOP SPEAKING AND CONCLUDE YOUR COMMENTS.
GROUPS CONSISTING OF TWO OR MORE PEOPLE SHALL APPOINT ONE PERSON TO PRESENT THEIR VIEWS BEFORE THE BOARD. PLEASE REFRAIN FROM USING SPECIFIC NAMES WHILE MAKING COMMENTS.
THANK YOU, MR. KIRCHNER, WHO'S OUR FIRST SPEAKER TONIGHT? YES, MA'AM. WE HAVE ONE SPEAKER SIGNED UP TONIGHT AND THAT'S MR. WILLIAM PARKER. I BELIEVE HE'S WITH US, MR. PARKER. YES, HI, CAN YOU HEAR ME? YES, SIR, WE CAN HEAR YOU. GO AHEAD.
MY ADDRESS IS 1901 CLARK ROAD CROWLEY, TEXAS.
I'D LIKE TO THANK MS. HALL, MEMBERS OF THE BOARD AND DR.
MCFARLAND FOR ALLOWING ME TO SPEAK THIS EVENING.
I WOULD JUST LIKE TO MAKE A FEW COMMENTS OF WHAT IS HAPPENING OVER WITH THE NEW SPORTS COMPLEX THAT IS BEING BUILT.
I AM THE PRESIDENT OF THE NEIGHBORHOOD ASSOCIATION THAT IS IN THE NEIGHBORHOOD THAT IS DIRECTLY SOUTH OF THAT CONSTRUCTION SITE.
AND I JUST WANTED TO MAKE COMMENTS AND LET THE BOARD MAKE THE BOARD AWARE THAT IN THAT CONSTRUCTION, THE ATROCITY THAT THEY'RE ALLOWING TO HAPPEN, AND THAT IS THEY ARE ALLOWING TO DUMP THEIR STORMWATER DRAINAGE WATER INTO ONE OF OUR NEIGHBOR'S BACKYARDS.
SO THEY'RE DUMPING THE EXCESS STORMWATER DRAINAGE THAT WOULD BE COMING FROM ANY TYPE OF STORM INTO A BACKYARD OF ONE OF OUR RESIDENTS.
AND WE'RE TALKING THAT COULD BE NO TELLING HOW OFTEN HOW MUCH WATER THAT COULD BE COMING.
AND SO I'VE SPOKEN WITH THE ENGINEERS IN CHARGE OF THE PROJECT OVER AT TMP AND SPOKEN WITH A COUPLE OF CROWLEY ISD REPRESENTATIVES AS WELL.
AND I KNOW THAT CROWLEY ISD WANTS TO ALLOW THIS TO BE A BEACON AND SOMETHING THAT THEY CAN BE REALLY PROUD OF.
BUT UNFORTUNATELY, I DON'T WANT THIS TO BE A BLACK EYE IN THE ASPECT OF WHAT ALLOWING STORM WATER TO COME FROM THAT HUGE PROPERTY AND COME INTO A RESIDENTIAL NEIGHBORHOOD.
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IN OUR RESIDENTIAL NEIGHBORHOOD HAS BEEN THERE FOR OVER 50 YEARS.WE DO NOT HAVE ANY STORM DRAINAGE ON OUR ROAD.
WE HAVE SEPTIC TANKS AND WE ALL HAVE A LITTLE BIT OF LAND.
WE ALSO JUST A COUPLE OF ACRES WITH ANIMALS LIKE GOATS AND DONKEYS AND THINGS LIKE THAT ON THERE. AND WITH THIS WATER COMING IN, IT COULD DEFINITELY CAUSE FLOODING.
AND IN THAT FLOODING, OBVIOUSLY, THEN THERE WOULD BE SOME SERIOUS DAMAGES TO HOMES THAT COULD HAPPEN.
ONE MINUTE REMAINING. OK, TALK WITH ENGINEERS.
AND THEY SAID, YOU KNOW, WELL, THIS IS GOING TO BE LIMITING THE WATER THAT WAS COMING IN NATURALLY. BUT WATER THAT COMES IN NATURALLY COMES IN ACROSS ALL PROPERTIES AT THE SAME TIME. THIS WILL BE COMING IN IN ONE PLACE, FOCUSING AND FUNNELING IT INTO A NEIGHBORHOOD BACKYARD. AND SO I JUST CAN'T IMAGINE THAT CROWLEY ISD WOULD ALLOW THAT ATROCITY TO HAPPEN. AND SO I JUST WANTED TO MAKE A COMMENT AND MAKE THE BOARD AWARE OF WHAT'S HAPPENING OVER THERE AT THE AT THE BUILD SITE.
THANK YOU VERY MUCH FOR YOUR TIME.
APPRECIATE YOU. THANK YOU, MR. PARKER, FOR YOUR COMMENTS, THIS CONCLUDES OUR OPEN FORUM AND MOVES US TO OUR REPORT
[3.0 Report Item(s)]
ITEMS. WE'LL BEGIN WITH AGENDA ITEM THREE POINT ONE, CONSTRUCTION PROJECTS UPDATE DR.MCFARLAND. SO MADAM PRESIDENT AND BOARD MEMBERS, AS YOU ALL KNOW, WE HAVE SEVERAL PROJECTS THAT HAVE EITHER BEEN COMPLETED OR IN PROGRESS OR NEAR COMPLETION.
AND SO WHAT WE THOUGHT TODAY WOULD BE GOOD.
WE THOUGHT WE'D TAKE SOME TIME TODAY TO JUST SHARE WITH YOU AN UPDATE OF WHERE WE ARE WITH PROJECTS, HOW WE HAVE MANAGED THE FUNDS AND KIND OF WHERE WE ARE, WHAT WE HAVE LEFT TO COMPLETE. WE HAVE MR. REEVES, WHO'S DONE AN OUTSTANDING JOB AT LEADING OUR OUR CONSTRUCTION AND BUILD PROGRAM.
AND SO WE DEFINITELY PROUD OF THE WORK OF MR. REEVES WE'RE HERE HE'S HERE TONIGHT TO SHARE AN UPDATE ON OUR CONSTRUCTION PROJECTS.
MCFARLAND, MS. HALL, MEMBERS OF THE BOARD. I'D FIRST LIKE TO START WITH THE AVIATION PROJECT.
AND ONE THING TO NOTE ABOUT THE AVIATION, THE FUNDING FOR THIS PROJECT IS THAT DUE TO GOOD MANAGEMENT OF THE PROJECT BUDGET FOR THE CTE BUILDING FROM BOTH THE PROJECT TEAM AND THE DISTRICT, WE WERE ABLE TO SAVE APPROXIMATELY TWO MILLION DOLLARS OF CONTINGENCY MONIES. AND THAT IS THE MONIES WE USING TO FUND THIS PROJECT.
SO AS YOU CAN SEE, FOR THE THE BUILDING ASPECT OF IT, THE EXTERIOR IS ALMOST COMPLETE.
THERE IS SOME CONCRETE TO POUR OUT HERE ON THE AIRPLANE PAD AND THEY JUST FINISHED POURING THE INTERIOR CONCRETE AND THERE WERE BEGINNING WALLS START INSTALLING THE WALLS.
THE WEATHER WILL KIND OF DELAY THIS, BUT AFTER WE GET THE WALLS UP, WE'LL HAVE OUR MECHANICAL, ELECTRICAL AND PLUMBING GO IN AND THEN OUR FIRE SPRINKLER SYSTEM TO GO IN.
THE ESTIMATED TIMELINE FOR THIS PROJECT IS END OF MAY, AND WE'RE WORKING WITH DR.
PORTER TO ENSURE THAT ALL THE INFRASTRUCTURE IS AS THEY NEED FOR THE EQUIPMENT AND MACHINES THAT ARE GOING IN THIS BUILDING.
THE NEXT PROJECT WILL BE PROBABLY HIGH SCHOOL, INDOOR PRACTICE FACILITY.
SO THE ROOF IS SCHEDULED TO BE FINISHED UP THIS WEEK IF WEATHER PERMITS, AND THEN THEY'LL BEGIN THE SAME PROCESS OF FRAMING AND BRINGING IN THE ELECTRICAL MECHANICAL SYSTEMS. WE'LL HAVE GAS HEATERS THROUGHOUT THE BUILDING.
THEY'RE LOOKING TO FINISH AHEAD OF SCHEDULE ON THESE THESE BUILDINGS.
WE'RE SHOOTING FOR SOMETIME AROUND THE 1ST OF APRIL.
SO ONCE THEY GET ALL THE INFRASTRUCTURE COMPLETE, THEN THEY WILL BRING IN THE BASE FOR THE TURF AND THE TURF WILL BE THE LAST ITEM TO BE INSTALLED.
ONE THING TO NOTE ON THIS BUILD OR ACTUALLY BOTH BUILDINGS.
THEY ARE A TWO HUNDRED AND THIRTY FIVE FOOT BY 185 FOOT LONG BUILDING.
AND THE CENTER HEIGHT OF THESE BUILDINGS IS FORTY FOUR FEET.
SO THAT EQUATES TO WE'RE ABLE TO PUT A CISD YARD FIELD PLUS [INAUDIBLE] IN THIS BUILDING.
SO FOR NORTH CROWLEY INDOOR THEY'RE A FEW WEEKS AHEAD, THEY WERE ABLE TO GET STARTED A LITTLE EARLIER BECAUSE OF PERMITTING, THEY'VE HAD ALL THE WIRING, ALL THE ELECTRICAL MECHANICAL SYSTEMS ARE COMPLETE.
THEY FRAMED OUT THE THE RESTROOMS AND INSTALLED ALL FIXTURES.
ROLL-UP DOORS HAVE BEEN PUT ON.
SO THEY'LL BE BRINGING IN THE BASE NEXT WEEK.
THAT'S ABOUT A TWO WEEK PROCESS.
AND IN PROBABLY THE END OF FEBRUARY, THEY'LL BEGIN TO START LAYING THE TURF.
AND THAT'S THAT'S THE INDOOR OF NORTH CROWLEY, ONE THING TO NOTE ON THIS, WE'VE GOT THE
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ROLL-UP DOORS. WE'VE GOT TWO SETS ALL THE WAY AROUND ON ALL WALLS OF THIS BUILDING.AND SO THE BIGGEST CIRCULATION, ALONG WITH THE INDUSTRIAL BIG SIZE FAN THAT WE'LL BE PUTTING IN THIS BUILDING. SO NEXT PROJECT IS OUR ADMINISTRATION BUILDING.
YOU'VE SEEN THIS RENDERING, BUT I WANTED TO BRING A COUPLE OF OTHER RENDERINGS THAT I JUST RECEIVED FOR THIS BUILDING, THIS IS A CLOSE UP ON THE MAIN ENTRANCE TO THE ADMINISTRATION BUILDING. WE'RE 100 PERCENT COMPLETE ON OUR CONSTRUCTION DOCUMENTS, AND THIS PROJECT WILL GO UP FOR BID ON MARCH THE 11TH.
AND ADMINISTRATION WILL BRING TO THE BOARD ON MARCH 25TH THE RECOMMENDED G&P.
THE NEXT SLIDE WILL SHOW YOU WHAT THE BOARDROOM IS EXPECTED TO LOOK LIKE.
THERE HAS BEEN A LOT OF WORK GOING INTO THIS, WHAT YOU WHAT WE DON'T HAVE IS A VIEW, LOOKING BACK. WHEN YOU LOOK BACK TO THE END OF THE BOARDROOM, THE OVERFLOW IS A PART OF THIS ROOM, BUT YOU CAN SECTION IT OFF WITH THE PARTITION AND THEN THAT SPACE CAN ALSO BE DIVIDED INTO TWO MEETING SPACES IF NEEDED.
ONE THING TO NOTE ON THIS PROJECT IS, IF YOU WILL NOTICE THE DAIS, IT IS GOING TO BE ALMOST IDENTICAL TO THE DAIS THAT WE CURRENTLY HAVE.
AND THEN THE NEXT PROJECT IS THE SPORTS COMPLEX.
I WANTED TO GIVE YOU AN OVERVIEW OF WHAT THEY HAVE CUT OUT AND YOU SEE THAT THEY CUT OUT THE FIELD AND THEN ON THE SOUTH END, YOU CAN SEE THAT THE SMALLER AREA IS THE FIELD HOUSE THAT'S AT GROUND LEVEL WITH THE FIELD.
THE NEXT PHOTO WILL TAKE US DOWN AT GROUND LEVEL AND I WILL BE STANDING AT THE FRONT ENTRANCE TO THAT FIELD HOUSE AND THERE'S A COUPLE OF THINGS TO NOTE TO THE LEFT.
WHAT WE WILL HAVE COMING UP FROM THE FIELD IS APPROXIMATELY A FIVE FOOT BLOCK WALL.
AND THEN FROM THAT POINT, YOU WILL HAVE THE LOWER SEATING AREA AND THAT LOWER SEATING AREA SEATS APPROXIMATELY FIFTEEN HUNDRED PEOPLE.
AND THEN THAT NEXT LEVEL THAT YOU SEE RIGHT THERE IS THE CONCOURSE LEVEL.
ANOTHER ITEM OF NOTE IS THAT THE VIEW OF DOWNTOWN FORT WORTH IS IS VERY EASY TO SEE ON [INAUDIBLE] ON A CLEAR DAY. SO JUST SOME INTERESTING FACTS ON THIS BUILDING THAT IT'S GOING TO HAVE OVER 16, OVER SIX HUNDRED AND SIXTEEN TONS OF STEEL IN THIS BUILDING AND WE HAVE WE WILL HAVE MOVED OVER TWO HUNDRED AND FORTY THOUSAND YARDS OF DIRT ON THIS SITE.
SO WE'RE NOT HAVING TO BRING DIRT IN AND WE'RE NOT HAVING TO TAKE DIRT OUT.
WE'RE ABLE TO CUT AND FIELD WITH WHAT WE HAVE ON THE SITE.
AND THEN THIS LAST SLIDE, I JUST WANTED TO REMIND THE BOARD THAT WE HAD SET A GOAL OF AWARDING 20 PERCENT OF CONSTRUCTION CONTRACTS ON OUR PROJECTS MOVING FORWARD.
AND I'M HAPPY TO PRESENT THAT THE ON THE SPORTS COMPLEX PROJECT, WE AWARDED TWENTY TWO PERCENT OF CONSTRUCTION WORK TO HUB AND M/WBE IN AN EXCESS OF 10 MILLION DOLLARS.
AND THIS CONCLUDES MY PRESENTATION AND I'LL ANSWER ANY QUESTIONS YOU MIGHT HAVE.
THANK YOU SO MUCH FOR YOUR PRESENTATION, MR. REEVES. ARE THERE ANY QUESTIONS OR COMMENTS FROM THE BOARD? YEAH, I HAVE ONE JUST CLARIFICATION, I GUESS.
SO GOING KIND OF TO THE COMMENTS THAT WERE MADE BY THE IN THE OPEN FORUM, BUT IT IS MY UNDERSTANDING AND IF I'M WRONG, THAT SO I MEAN, WE ARE PUTTING IN A ROAD COMING OFF OF CROWLEY ROAD, RUNNING ALONG SIDE THAT NEIGHBORHOOD.
ARE WE NOT GOING BACK TO THE ADMINISTRATION BUILDING AND THE AND THE? YES. YES, SIR.
THERE'S A THERE'S A PRIVATE ROAD THAT CONNECTS VALLEY ROAD AT THE STOP LIGHT INTERSECTION AT NORTH [INAUDIBLE] ROAD, AND IT RUNS EAST TO THE HEMPHILL'S STREET THAT WE HAVE TO COMPLETE A LITTLE PORTION OF IT AS PART OF THE CFA AGREEMENT WITH THE CITY OF FORT WORTH.
RIGHT, BUT SO ALONG THE PROPERTY LINE, WE'RE RUNNING, WE'RE RUNNING A ROAD, RIGHT? TO MEET UP WITH THAT ROAD OVER BY DAVID.
IT RUNS EAST AND WEST WEST ON THE SOUTH END OF OUR PROPERTY.
OK, BUT THAT ROAD IS GOING TO HAVE STORM SEWERS AND AND IT'S GOING TO HAVE DRAINAGE,
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RIGHT? SO THE THE SYSTEM THAT HAS BEEN REQUIRED BY THE CITY OF FORT WORTH FOR US TO PUT IN, WE ARE REQUIRED TO PUT IN TWO DETENTION PONDS.AND SO WHAT THOSE DO IS JUST HELP CONTROL AND REGULATE THE RUNOFF OF STORMWATER OFF OFF SITE AND SO WE DO HAVE STORM DRAIN RUNNING.
FROM SOUTH TO NORTH, ON THE WEST SIDE OF THE PROPERTY, AND IT RUNS INTO THAT FLOOD PLAIN, IF YOU RECALL, THERE'S A FLOOD PLAIN THAT RUNS KIND OF ON THE WEST AND NORTH OF THE PROPERTY AND HEADS TOWARD [INAUDIBLE] ROAD.
AND THERE IS A STORM DRAIN THAT RUNS AND CONNECTS INTO THAT.
BUT THE STORM WATER, NOT TO GET SPECIFIC, BECAUSE I DON'T HAVE THE SPECIFICS FROM OUR CIVIL ENGINEER, BUT THE STORM WATER, THE BULK OF THE WATER WILL GO TO THE NORTH.
AND THEN THE REMAINDER OF IT WILL BE IN THE SOUTH, AND THAT'S WHAT THAT SOUTH DETENTION POND IS USED FOR, IS USED TO REGULATE HOW THAT WATER IS RELEASED.
OK, I JUST I JUST SAY, YOU KNOW, BECAUSE IT WAS A CONVERSATION, BUT I ASSUMED WHEN WE PUT IN THAT THAT ROAD THERE, BECAUSE IT'S IN THE CITY OF FORT WORTH, THAT THEY'RE GOING TO REQUIRE US TO HAVE, YOU KNOW, THE STORM DRAINS.
SO THE WATER COMING SOUTH IN THE PROPERTY WOULD GET MOST OF IT CAPTURED.
YOU KNOW, FROM THE DRAINAGE ON THE ROAD, BUT I WAS TRYING TO I STILL.
WELL, TO SPEAK TO THE SPECIFICS OF IT, WHAT WE'RE WHAT WE HAVE TO DO TO EVEN GET A PERMIT IS TO MEET THE REQUIREMENTS OF THE CITY OF FORT WORTH, WHICH WE HAVE, AND WE'RE MEETING WITH THEM TO SEE IF THERE'S ANY ADJUSTMENTS THAT NEED TO BE MADE.
IT'S GOING TO GET DIRECTION FROM THEM.
BUT CURRENTLY, THE WAY WE HAVE IT DESIGNED IS PART OF THE CITY OF FORT WORTH SPECIFICATIONS.
ARE THERE ANY OTHER QUESTIONS FROM THE BOARD? WELL, THERE'S NO OTHER QUESTIONS, MR. REEVES, THANK YOU SO MUCH FOR YOUR REPORT TONIGHT.
I REALLY APPRECIATE RECEIVING THE UPDATE.
EXCITED ABOUT ALL THE GREAT PROJECTS WE HAVE TO COME AND REALLY ESPECIALLY EXCITED ABOUT YOUR MENTION OF THE HUBS AND THE M/WBE.
SO THANK YOU FOR SETTING THE GOAL FOR THAT AND BEING INTENTIONAL TO MEET AND IN THIS CASE, EXCEED IT. YES, MA'AM.
ALL RIGHT. THIS BRINGS US TO AGENDA ITEM THREE POINT TWO ONLINE PROFESSIONAL DEVELOPMENT, COLLABORATION WITH UT ONRAMPS, DR.
MCFARLAND. SO, MADAM PRESIDENT AND BOARD MEMBERS, THIS NEXT ITEM IS DEFINITELY POSITIVE TO REPORT. WE HAVE MR. GILLY'S HERE PREPARED TO REPORT ON THIS ITEM.
MR. GILLY'S. THANK YOU, MR. PRESIDENT HALL, DR. MCFARLAND.
MEMBERS OF THE BOARD, I'M VERY EXCITED TO SHARE TONIGHT OUR NEW COLLABORATION WITH UT ONRAMPS AND THEIR PROFESSIONAL DEVELOPMENT, DISTANT LEARNING CATALOG AND IF YOU CAN GO TO THE NEXT SLIDE, PLEASE. SO WE ARE VERY EXCITED THAT WE WERE THE ONLY DISTRICT THAT UT ONRAMPS DECIDED TO PARTNER WITH IN THIS COLLABORATION, IT WILL GIVE OUR TEACHERS IN CISD FREE AND UNLIMITED ACCESS TO 20 CUSTOMIZED PROFESSIONAL LEARNING MODULES DESIGNED BY THE ONRAMPS DISTANT LEARNING DEPARTMENT AT UT [INAUDIBLE] AT UT AUSTIN.
AND IT'S MADE POSSIBLE BY THE SID RICHARDSON FOUNDATION.
THE PROFESSIONAL DEVELOPMENT IS A CUSTOMIZED CATALOG THAT THEY HAVE DEVELOPED BASED ON THE EVOLVING NEEDS OF NOT ONLY CISD TEACHERS, BUT TEACHERS IN GENERAL, WHEN IT COMES TO EXPLORING CONCISE, CURATED CONTENT IN A DIGITAL WORLD, THE MODULES CONTAIN INTERACTIVE ACTIVITIES AND DOWNLOADABLE DOCUMENTS THAT SUPPORT DIRECT APPLICATION TO CLASSROOM CONTEXTS. THE MODULES ARE SELF-PACED AND THEY ADDRESS CRITICAL CLASSROOM NEEDS AND EDUCATION. AND WE ALSO ARE VERY EXCITED ABOUT THE FACT THAT TEACHERS WILL HAVE THE ABILITY TO UPLOAD DOCUMENTS THAT THEY PREPARE, AS WELL AS RESPOND TO INTERACTIVE ACTIVITIES AND IN THE MODULES, AND THEY WILL GET FEEDBACK FROM THE DISTANT LEARNING CENTER THERE AT UT.
NEXT SLIDE, PLEASE. SO THE MODULES ARE BASED ON FOUR DIFFERENT AREAS UNDER THESE THEMES.
THE FIRST AREA IS BELONGING, EQUITY AND CONNECTIVITY.
THE NEXT IS AUTHENTIC ASSESSMENT AND ONLINE LEARNING AND THEN LEARNER CENTERED COURSE CREATION AND DESIGN AND THEN TRANSFORMING LEARNING WITH TECHNOLOGY TOOLS.
SO PART OF THE MOU WE HAD WITH THE SID RICHARDSON FOUNDATION AND UT WAS WE HAD TO DEFINE
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OUR ROLE IN THIS AND WE HAD TO, FIRST OF ALL, IDENTIFY STAFF TO PARTICIPATE.THAT WAS A FOUNDATION REQUIREMENT.
AND ALONG WORKING WITH KATIE GRAY AND THE PROFESSIONAL DEVELOPMENT DEPARTMENT AT CISD, WE HAVE IDENTIFIED A COHORT OF TEACHERS THAT WILL PARTICIPATE.
NOW, THAT'S JUST PART OF THE PEOPLE THAT WILL PARTICIPATE.
IT WILL BE OPEN TO ALL TEACHERS IN CISD JUST PART OF THE REQUIREMENTS WHERE WE HAD TO IDENTIFY BY ROLL A CERTAIN GROUP OF TEACHERS.
AND WE'VE IDENTIFIED OUR ADVANCED ACADEMICS TEACHERS, AS WELL AS OUR ONRAMPS TEACHERS.
WE'VE IDENTIFIED OUR STEM PLUS COACHES, OUR GT SPECIALISTS, AS WELL AS OUR MEANT AND MENTOR TEACHERS AND THE DISTRICT TO PARTICIPATE.
WE HAD TO IDENTIFY A TIMELINE IMPLEMENTATION, AND I'M VERY HAPPY TO SAY WE'LL BE ROLLING THIS OUT NEXT WEEK TO CISD STAFF, WE HAVE TO PROVIDE ONGOING FEEDBACK TO ONRAMPS ABOUT HOW OUR TEACHERS ARE PERFORMING IN EACH MODULE.
THE TEACHERS WILL GIVE FEEDBACK AS WELL AS MYSELF GIVING FEEDBACK.
THEY WILL SUBMIT REQUIRED ASSIGNMENTS FOR REVIEW AND FEEDBACK, AND THEN THEY WILL ALSO COLLABORATE WITH THE STAFF MEMBERS IN THE DISTANCE LEARNING DEPARTMENT AT UT.
SO THE ONRAMPS ROLE, THEIR ROLE WILL BE THEY'RE GOING TO PROVIDE THE PLATFORM FOR THE MODULES WHICH OUR TEACHERS WILL WORK THROUGH CANVASS, THEY WILL OVERSEE THE REGISTRATION OF STAFF AND CAMPUS AND OFFER ANY TECHNICAL SUPPORT AS NEEDED.
THEY WILL ALSO BE PROVIDING THE STAFF MEMBERS WHO WILL BE GIVING OUR TEACHERS FEEDBACK ON THE WORK THEY'RE DOING IN THE MODULES.
AND THEN THEY WILL ALSO THEN COLLABORATE WITH OUR STAFF ON THE FEEDBACK OUR STAFF IS GIVING THEM ON ANY CHANGES OR ADDITIONS NEEDED TO BETTER MEET THE NEEDS OF OUR TEACHERS.
AND THE NICE THING ABOUT THIS WILL BE THAT FEEDBACK WILL ALSO ALLOW THEM FOR UT TO CREATE SIX MORE MODULES.
AND SO WE'RE VERY EXCITED TO SAY THAT CISD'S NAME WILL BE ATTACHED TO THOSE SIX MODULES THAT ARE BEING DEVELOPED.
SO UPON THE COMPLETION OF THESE MODULES, TEACHERS WILL HAVE DIRECT TO CLASSROOM ASSETS IN THE FOLLOWING AREAS. WHEN IT COMES TO TALKING ABOUT COURSES, ACCESSIBILITY, WHAT DOES THAT LOOK LIKE? ENGAGING OUR STUDENTS AT HIGH LEVELS IN A DIGITAL ENVIRONMENT THAT INCREASED STUDENT ENGAGEMENT.
ALSO AWARENESS, OF COURSE DESIGN TO INCREASE THE RIGOR.
CREATING MEANINGFUL RELATIONSHIPS IN A VIRTUAL WORLD, EFFICIENT AND EFFECTIVE CONTENT DESIGN, ALSO HOW TO ADMINISTER FORMATIVE AND SUMMATIVE ASSESSMENTS AND THEN USING TECHNOLOGY MORE EFFECTIVELY TO ENHANCE LEARNING AND ENGAGE ALL LEARNERS.
SO WE'RE VERY EXCITED TO PARTNER WITH THEM WITH THIS AND TO KNOW THAT CISD TEACHERS WILL BE INSTRUMENTAL IN SHAPING FUTURE CONTENT OF THE ONRAMPS DISTANCE LEARNING CATALOG TO SERVE THE NEEDS OF NOT ONLY OUR EDUCATORS BUT EDUCATORS ACROSS THE STATE.
SO THAT IS MY PRESENTATION, IF THERE ARE ANY QUESTIONS, I WOULD LOVE TO BE ABLE TO ANSWER THOSE AT THIS TIME. THANK YOU, MR. GILLYS, FOR YOUR PRESENTATION.
ARE THERE ANY QUESTIONS, COMMENTS FROM THE BOARD? SO I DO HAVE A QUESTION WITH REGARDS TO THE ONRAMPS, HOW WHAT IS THE CAPACITY DID YOU SAY THAT THE NUMBER OF TEACHERS THAT CAN PARTICIPATE? I KNOW YOU WERE GOING TO IDENTIFY THEM.
WE IDENTIFIED BASED ON THE MOU, WE HAD TO IDENTIFY A CERTAIN SELECT GROUP OF TEACHERS, THEY WANTED THOSE TEACHERS ACTUALLY NAMED BY THE POSITIONS THEY HOLD IN THE DISTRICT.
IT IS OPEN TO EVERY CISD TEACHER.
THEY HAVE TOLD US THAT WE REALLY NEED TO MAKE SURE THAT TEACHERS ARE TEACHING KIDS WHO ALREADY ARE READING INDEPENDENT.
SO PROBABLY LIKE LATE 2ND GRADE, THIRD GRADE, AND UP WILL BE OPEN TO ALL OF THOSE TEACHERS IN CISD.
EACH MODULE, THE ESTIMATED VALUE OF EACH MODULES AROUND TWO HUNDRED DOLLARS PER MODULE.
BUT OUR TEACHERS WILL GET A PROMO CODE AND THEY'LL JUST THE PROMO CODE AND THEY'LL HAVE AND THEN THEY'LL HAVE THE ACCESS FREE TO THE MODULE.
AND WE HAVE ACCESS TO THESE MODULES UNTIL DECEMBER 31ST OF 2021.
AND SO ARE WE AMONG SOME OF THE INAUGURAL DISTRICTS PARTICIPATING IN THIS OR HAVE YOU? WE ARE THE ONLY DISTRICT UT HAS DECIDED TO PARTNER WITH ON THIS.
AND IT REALLY COMES DOWN TO OUR RELATIONSHIP THAT OUR TEACHERS HAVE DEVELOPED WITH UT AND OUR ONRAMPS PROGRAM HERE IN CISD WHEN THEY DECIDE TO DO THIS.
WE WERE THE FIRST PEOPLE THAT CAME TO MIND.
WELL, THANK YOU, MR. GILLYS AND DR.
MCFARLAND, ANOTHER INNOVATION FOR CROWLEY ISD, SO I'M EXCITED ABOUT IT.
ARE THERE ANY OTHER QUESTIONS BEFORE WE MOVE TO OUR NEXT AGENDA ITEM? ALL RIGHT, THANK YOU, MR. GILLYS HAVE A GOOD EVENING.
THANK YOU, YOU TOO. ALL RIGHT, THIS BRINGS US TO AGENDA ITEM THREE POINT THREE SPECIAL EDUCATION UPDATES, DR.
MCFARLAND. SO, MADAM PRESIDENT, BOARD MEMBERS, YOU KNOW THAT WE HAVE ALWAYS BEEN ABOUT CONTINUOUS IMPROVEMENT.
SO JUST TO JUST TO BRING YOU TO YOUR BACK TO REMEMBER, IT'S SEVERAL YEARS AGO WE DID AN AUDIT WITHIN OUR SPECIAL EDUCATION DEPARTMENT.
AND SO TONIGHT WE'LL BE ABLE TO BRING YOU A BRIEF UPDATE OF KIND OF WHERE WE ARE SINCE
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THAT INITIAL AUDIT. WE DEFINITELY ARE PROUD TONIGHT TO HAVE MS. BASTISTE. AND MR. WILLIAMS PREPARED TO REPORT ON THIS ITEM MS. BATISTE.MCFARLAND, BOARD PRESIDENT HALL AND BOARD OF TRUSTEES.
TONIGHT, WE'RE GOING TO DISCUSS OUR SPECIAL EDUCATION UPDATE.
THRIVING STUDENTS, GOAL NUMBER ONE, ENGAGE STUDENTS IN LEARNING AND GOAL NUMBER THREE.
SO, AS DR. MCFARLAND MENTIONED, DURING THE 2017, 2018 SCHOOL YEAR, THE DISTRICT HAD AN EXTERNAL AUDIT COMPLETED OF THE SPECIAL EDUCATION DEPARTMENT.
THE PURPOSE OF THE AUDIT WAS TO IDENTIFY AREAS OF OPPORTUNITY TO ENSURE CROWLEY ISD PROVIDES EXCELLENCE IN EDUCATION SO ALL STUDENTS CAN ACHIEVE THEIR FULL POTENTIAL.
BASED ON THE FINDINGS OF THE AUDIT AND THE HISTORICAL DATA TRENDS MEASURED BY THE TEXAS EDUCATION AGENCY, INTENTIONAL SYSTEMIC CHANGE WAS MADE.
THE PURPOSE OF THE CHANGE WAS TO ENSURE THE DISTRICT WAS IN ALIGNMENT WITH CURRENT EDUCATIONAL PRACTICES THAT LEAD TO SUSTAINABLE STANDARDS BASED SUCCESS FOR ALL LEARNERS RECEIVING SPECIAL EDUCATION SERVICES IN CROWLEY ISD.
ONE OF THE ONE OF THE FIRST THINGS THAT WE DID IS WE RESTRUCTURED OUR SPECIAL EDUCATION LEADERSHIP TEAM TO BE IN ALIGNMENT WITH THE FEDERAL AND STATE TARGETS THAT ARE MEASURED TO SEE TO BASICALLY OVERSEE ALL OF THE TARGETED AREAS WITH FIDELITY.
I WAS NAMED AS THE CHIEF OF SPECIAL EDUCATION AND FEDERAL PROGRAMS. MR. LARRY WILLIAMS IS THE DIRECTOR OF SPECIAL EDUCATION SERVICES, AND HE OVERSEES ALSO THE PROGRAM DESIGNED FOR THE CAMPUSES AND THE OTHER DISTRICT LEVEL OFFICES.
MS. DESIREE SCOTT IS OUR ASSISTANT DIRECTOR, SPECIAL EDUCATION SERVICES AND HER TARGET RESPONSIBILITY AREAS ARE CHILD FIND, WHICH BASICALLY ENCOMPASSES IDENTIFYING CHILDREN WHO ARE IN NEED OF SPECIAL EDUCATION SERVICES AND BEING THE LIAISON FOR CAMPUSES AND OUR EARLY CHILDHOOD PARTNERSHIP WITH ECI, WHICH IS EARLY CHILDHOOD INTERVENTION.
MS. QUENTELLA KNOX IS OUR COORDINATOR FOR INSTRUCTION AND BEHAVIOR.
AND SHE BASICALLY HAS LED THE DEPARTMENT WITH SOME OF THE THINGS THAT YOU'RE GOING TO HEAR ABOUT AS FAR AS MAKING SURE THAT COLLABORATIVE LEARNING IN THE LEAST RESTRICTIVE ENVIRONMENT IS IN PLACE AND DONE WITH FIDELITY.
MS. STEPHANIE HARTMAN-SLIGER IS OUR COORDINATOR OF TRANSITION AND LOW INCIDENT DISABILITIES. AND WHAT TRANSITION IS, IS ONCE THE CHILD HAS GRADUATED FROM HIGH SCHOOL, WE NEED TO MAKE SURE THAT THEY ARE GAINFULLY EMPLOYED OR HAVE ACCESS TO GAINFUL EMPLOYMENT OR AGENCIES AND THEN OVERSEEING OUR LOW INCIDENT DISABILITY AREAS.
THESE ARE OUR STUDENTS WITH SOME OF OUR MOST PROFOUND NEEDS AND JUST MAKING SURE THAT THEIR VOICES ARE HEARD AT ALL TIMES AND THAT WE HAVE A STRONG PARTNERSHIP WITH THOSE PARENTS. ON THE NEXT SLIDE, AS WE MOVE THROUGH OUR PRESENTATION TONIGHT, YOU'LL HEAR SOME OF THESE WORDS COME UP OR PHRASES COME UP, AND BASICALLY THIS IS IN ALIGNMENT WITH OUR FEDERAL COMPLIANCE, WHICH ALSO TEA FEEDS INTO.
MR. WILLIAMS IS GOING TO GIVE YOU A DETAILED OVERVIEW OF HOW WE'RE DOING WITH OUR FREE AND APPROPRIATE PUBLIC EDUCATION, WHICH IS BASICALLY KNOWN AS FAPE, AND IN ALLOWING OUR STUDENTS WHO HAVE BEEN IDENTIFIED TO RECEIVE SPECIAL EDUCATION SERVICES, RECEIVE THEIR SERVICES IN THE LEAST RESTRICTIVE ENVIRONMENT AND THE LEAST RESTRICTIVE ENVIRONMENT, IS THE GENERAL ED SETTING WITH SUPPORT.
WITHIN THE FAPE. WE LOOK AT OUR GRADUATION, HOW ARE WE DOING WITH OUR STUDENTS GRADUATING, OUR DROPOUT RATES, PARTICIPATION IN THE STATE ASSESSMENTS? WE LOOK AT SUSPENSIONS AND EXPULSIONS.
WHAT IS THE EDUCATIONAL ENVIRONMENT LIKE FOR STUDENTS IN AGES SIX THROUGH TWENTY ONE? WHAT IS THE EDUCATIONAL ENVIRONMENT LIKE FOR STUDENTS IN AGE THREE THROUGH FIVE? AND WHAT ARE THE EARLY OUTCOME INDICATORS FOR THOSE STUDENTS WHO ARE PARTICIPATING IN OUR THREE THROUGH FIVE EARLY EDUCATION AND PARENT PARTICIPATION? WE'RE RATED ON ALL OF THESE EVERY YEAR AND I'M PLEASED TO LET YOU KNOW THAT CROWLEY ISD CONTINUES TO RATE AT ONE HUNDRED PERCENT IN THESE AREAS, WHICH IS THE BEST RATING THAT YOU CAN HAVE. THE NEXT AREA THAT WE LOOK AT IS DISPROPORTIONALITY.
AND THEN YOU ALSO HEAR MR. WILLIAMS TALK ABOUT THAT.
SO MAKE SURE THAT YOU PAY ATTENTION TO THOSE KEY AREAS, BECAUSE WE ARE REALLY MAKING SOME GAINS IN THAT.
BASICALLY HOW MANY STUDENTS ARE IN OUR SPECIAL EDUCATION PROGRAM AND IS IT IN PROPORTION BY DEMOGRAPHICS AND AS WELL AS IS IN PROPORTION TO OUR NUMBER OF STUDENTS THAT WE HAVE IN THE DISTRICT? RIGHT NOW, WE BASICALLY SERVE ABOUT 10 PERCENT OF THE TOTAL STUDENT
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POPULATION OF CROWLEY ISD.CHILD FIND INDICATOR UNDER EFFECTIVE GENERAL SUPERVISION OF CHILD FIND.
WE'VE BEEN RATING AT ONE HUNDRED PERCENT WITH THAT.
BASICALLY, OUR CAMPUS LEADERS HAVE BEEN DOING A GREAT JOB WITH BRINGING FORTH THOSE STUDENTS THAT THEY'RE SUSPECTING AS HAVING A DISABILITY TO OUR TEAM, WHICH MEETS EVERY MONTH. AND THEN IN ADDITION TO THAT, WE WE HAVE STRONG PARTNERSHIPS WITH OUR LOCAL AGENCIES THROUGH ECI AND SOME PARTNERING DISTRICTS THAT CONTRIBUTE WITH GIVING US STUDENTS WHO QUALIFY FOR [INAUDIBLE] PROGRAM.
EFFECTIVE GENERAL SUPERVISION AND EFFECTIVE TRANSITION.
AGAIN, THAT EARLY CHILDHOOD TRANSITION.
BY THE TIME A CHILD IS THREE YEARS OLD, THEY NEED TO BE TRANSITIONED INTO THE SPECIAL EDUCATION PROGRAM WITHIN A LOCAL SCHOOL DISTRICT.
WE'VE BEEN HAVING TIMELY MEASUREMENT WITH THAT.
AND AGAIN, WE'RE AT ONE HUNDRED PERCENT ON THE FEDERAL SIDE OF THAT.
SECONDARY TRANSITION AND POST SCHOOL OUTCOME INDICATORS.
THAT IS BASICALLY, AGAIN, HOW ARE WE PREPARING OUR STUDENTS FOR LIFE AFTER HIGH SCHOOL? AND THE DISTRICT HAS BEEN DOING WELL WITH THAT AT ONE HUNDRED PERCENT ON THOSE.
AND THEN THE LAST ONE IS EFFECTIVE GENERAL SUPERVISION.
AND BASICALLY, YOU KNOW, WE ARE GOING TO HAVE TIMES WHERE WE HAVE TO MEDIATE WITH PARENTS AND FIND BETTER WAYS TO BASICALLY EDUCATE AS A PARTNER WITH THOSE FAMILIES.
AND WE HAVE BEEN RATING WELL WITH THAT AS WELL.
SO UNDER ALL OF OUR STATE PERFORMANCE PLAN, WHICH FEEDS INTO THE FEDERAL COMPLIANCE, WE'VE BEEN AT ONE HUNDRED PERCENT.
SO WE'RE CONTINUING TO MAKE STRIDES, AS DR.
MCFARLAND MENTIONED, TO HELP ENSURE THAT CROWLEY ISD IS A DESTINATION DISTRICT FOR ALL FAMILIES AND LEARNERS.
AND AT THIS TIME, MR. LARRY WILLIAMS WILL GO AHEAD AND BREAK DOWN SOME MORE DATA FOR YOU AND THEN WE'LL BE HAPPY TO ANSWER ANY QUESTIONS FOR YOU AT THE END.
MR. WILLIAMS. THANK YOU, MR. BASTISTE. SO MS. HALL, MEMBERS OF THE BOARD.
AND DR. MCFARLAND, I'M JUST EXCITED TO BE HERE TONIGHT AND TO JUST SHARE WITH YOU SOME OF THE GREAT THINGS HAPPENING IN SPECIAL EDUCATION.
SO I WANT TO START OFF WITH ACCOUNTABILITY.
SO FEDERAL PROGRAMS, INCLUDING SPECIAL EDUCATION, ARE EVALUATED ANNUALLY THROUGH WHAT'S CALLED RESULTS DRIVEN ACCOUNTABILITY, OR RDA.
AND PROGRAMS ARE GIVEN A FINAL RATING ON A SCALE OF ONE TO FOUR, WITH A ONE BEING THE BEST SCORE CROWLEY ISD WITH RATED A DETERMINATION LEVEL OF TWO FOR SPECIAL EDUCATION FOR 2020. AND SO THE IMAGE ON THE LEFT OF YOUR SCREEN SHOWS A DIFFERENT RATING LEVELS, AND THE TEA REQUIRED INTERVENTIONS AND MONITORING ACTIVITIES THAT GO ALONG WITH THOSE LEVELS.
SO OUR RATING OF TWO IS SURROUNDED BY THE GREEN BOX ON THAT IMAGE.
THE GRAPH ON THE RIGHT HAND SIDE OF THE SCREEN SHOWS THE BREAKDOWN OF INDIVIDUAL PERFORMANCE LEVEL. INDICATORS THAT WENT INTO THAT THAT TWO RATING THAT WE RECEIVED, SO THESE INDICATORS ARE RATED FROM A ZERO TO A FOUR WITH A ZERO BEING THE BEST SCORE.
SO OUT OF THE 10 INDICATORS RATED THIS YEAR, PROBABLY HAD SEVEN INDICATORS RATED AS ZERO OR THE BEST SCORE. ONE INDICATOR RATED A ONE, ONE INDICATOR RATED A TWO, ONE INDICATOR RATED A THREE. AND WE DIDN'T HAVE ANY INDICATORS RATED AT FOUR.
SO THE INDICATORS RATED A ONE OR A TWO WERE RELATED TO LEAST RESTRICTIVE ENVIRONMENT, AND THE INDICATOR RATED AT THREE WAS FOR DISCIPLINARY REMOVALS OF SPECIAL EDUCATION STUDENTS AND I'LL SHARE MORE. MORE INFORMATION ABOUT BOTH OF THOSE AREAS IN A FEW MOMENTS.
SO WE'RE JUST VERY EXCITED ABOUT THE IMPROVEMENTS THE DISTRICT HAS SHOWN RELATED TO ACCOUNTABILITY FOR STUDENTS WITH DISABILITIES.
SO THIS CHART SHOWS THE DISTRICT'S ACCOUNTABILITY RATING FOR SPECIAL EDUCATION FOR THE PAST SIX YEARS.
AND SO, AS YOU CAN SEE, SPECIAL EDUCATION HAS CONSISTENTLY BEEN RATED A THREE UNTIL THIS YEAR. I'M EVEN MORE EXCITED TO LET YOU KNOW THAT WE WERE A TENTH OF A POINT OF BEING RATED AS ONE OF THIS YEAR.
AND SO WE'LL TALK A LITTLE BIT ABOUT WHAT WE THINK WE'LL BE RATED NEXT YEAR, BEING SO CLOSE TO ONE THIS YEAR.
SO ONE OF THE AREAS WE ARE TARGETING FOR IMPROVEMENT IS LEAST RESTRICTIVE ENVIRONMENT OR LRE. WE KNOW THAT IN CROWLEY ISD THERE HAS BEEN SIGNIFICANT IMPROVEMENT IN STUDENT PERFORMANCE ACROSS THE BOARD.
AND SO THIS HAS BEEN A DIRECT RESULT OF EFFORTS OF MANY, INCLUDING OUR CNI DEPARTMENT, SCHOOL LEADERSHIP, CAMPUS LEADERSHIP AND CLASSROOM TEACHERS.
SO BASED ON THOSE RESULTS, WE WANTED TO MAXIMIZE OPPORTUNITIES FOR SPECIAL EDUCATION STUDENTS TO RECEIVE INSTRUCTION FROM OUR GRADE LEVEL AND CONTENT LEVEL EXPERTS, WHICH ARE OUR GENERAL EDUCATION CLASSROOM TEACHERS.
SO AS A RESULT, THE DISTRICT REDESIGNED OUR CONTINUUM OF SERVICES FOR SPECIAL EDUCATION,
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AND WE TRANSITIONED FROM PULL OUT RESOURCE CLASSROOMS TO COLLABORATIVE INSTRUCTION MODEL OVER THE PAST TWO SCHOOL YEARS.AND SO, AS YOU CAN SEE FROM THIS GRAPH, THE PERCENTAGE OF SPECIAL EDUCATION STUDENTS BEING EDUCATED IN GENERAL EDUCATION SETTING FOR AT LEAST 80 PERCENT OF THE DAY HAS INCREASED DRASTICALLY.
SO A TWENTY FIVE PERCENT INCREASE OVER A THREE YEAR PERIOD.
THE 2020, 2021 DATA THAT'S IN GREEN ON THIS GRAPH IS WHAT WILL APPEAR ON NEXT YEAR'S RDA REPORT. SO BASED ON THAT SEVENTY TWO PERCENT, WE WOULD IMPROVE ONE POINT ON ONE OF THE LRE INDICATORS FOR NEXT YEAR.
ANOTHER TARGETED AREA FOR THE PAST TWO YEARS HAS BEEN DISCIPLINARY REMOVALS, SO THIS CHART SHOWS THE PERCENTAGE OF DISCIPLINE INCIDENTS THAT CAUSED A SPECIAL EDUCATION STUDENT TO BE REMOVED FROM SCHOOL EITHER THROUGH IN SCHOOL SUSPENSION, OUT OF SCHOOL SUSPENSION OR REMOVAL TO DAP.
SO ALL DISCIPLINE RATINGS FOR SPECIAL EDUCATION ACCOUNTABILITY IS LAG DATA, MEANING THAT THAT DATA IS ONE YEAR BEHIND THE OTHER REPORTING AREAS.
AND SO THIS MEANS THAT OUR CURRENT RATING IS BASED ON 2018, 19 DATA.
THE SPECIAL EDUCATION DEPARTMENT HAS CONTINUED TO WORK WITH SCHOOL LEADERSHIP, CAMPUS LEADERSHIP AND CAMPUS STAFF TO CONSIDER BEHAVIOR ALTERNATIVES AND OTHER STRATEGIES PRIOR TO A SPECIAL EDUCATION STUDENT BEING REMOVED FROM INSTRUCTION.
SO THE 2019 2020 DATA IS WHAT WILL APPEAR ON NEXT YEAR'S RDA REPORT.
AND BASED ON THAT THIRTY EIGHT PERCENT, WE WOULD ALSO IMPROVE ONE POINT ON OUR DISCIPLINE REMOVAL INDICATOR FOR RDA FOR NEXT YEAR.
AND THE FINAL ACCOUNTABILITY MEASURE IS SIGNIFICANT DISPROPORTIONALITY, WHICH MS. BATISTE TOUCHED ON EARLIER.
FOR THIS MEASURE, TEA ANALYZES DATA FOR NINETY EIGHT DIFFERENT INDICATORS IN THREE BROAD CATEGORIES TO DETERMINE WHETHER SIGNIFICANT DISPROPORTIONALITY BASED ON RACE OR ETHNICITY OCCURS. AND SO THOSE THREE CATEGORIES ARE LEAST RESTRICTIVE ENVIRONMENT, ELIGIBILITY AND DISCIPLINE. AND SO ONE OF THE MAIN REQUIREMENTS OF SIGNIFICANT DISPROPORTIONALITY IS THAT IF A DISTRICT IS CITED IN ANY ONE AREA FOR THREE CONSECUTIVE YEARS, THE DISTRICT MUST SET ASIDE 15 PERCENT OF THEIR IDEA PART B FUNDS TO ADDRESS OF ANY CONTRIBUTING FACTORS TO THAT DISPROPORTIONALITY.
SO IN 2018 AND IN 2019, CROWLEY ISD WAS IDENTIFIED AS HAVING SIGNIFICANT DISPROPORTIONALITY FOR DISCIPLINARY REMOVALS OF AFRICAN-AMERICAN STUDENTS SERVED IN SPECIAL EDUCATION.
I'M HAPPY TO REPORT THAT THROUGH THE EFFORTS PREVIOUSLY DESCRIBED, THE DISTRICT DID NOT RECEIVE A DISPROPORTIONALITY RATING FOR THAT INDICATOR THIS YEAR.
IN ADDITION, THE DISTRICT DID NOT RECEIVE ANY DISPROPORTIONALITY RATINGS OF THIS SCHOOL YEAR FOR 2020.
AND SO THIS GRAPH JUST SHOWS THE NUMBER OF DISPROPORTIONALITY RATING FOR CROWLEY ISD AND SOME OF OUR NEIGHBORING DISTRICTS, AND WE'RE JUST REALLY PROUD OF THAT.
AND THAT GOES BACK TO SOME OF THE CONVERSATIONS WE'RE HAVING REGARDING EQUITY IN OUR DISTRICT, BUT REALLY WORKING HARD TO MAKE SURE THAT WE'RE PROVIDING EQUITABLE SERVICES ACROSS THE BOARD. AND SO WE'RE JUST REALLY EXCITED ABOUT THE PROGRESS WE'RE MAKING IN PROVIDING THE BEST SUPPORTS AND SERVICES TO OUR SPECIAL EDUCATION STUDENTS AND FAMILIES.
IN DOING SO, I JUST WANTED TO MAKE SURE THAT YOU AS A BOARD WERE AWARE OF THE GROWTH THAT WE'RE SEEING IN OUR SPECIAL EDUCATION STUDENT POPULATION.
AND SO THIS GRAPH SHOWS THE SPECIAL EDUCATION STUDENT POPULATION OVER THE PAST SIX YEARS.
AND THESE NUMBERS WERE BASED ON THE FALL PEIMS SNAPSHOT OF EACH YEAR DURING THIS TIME OF WE'VE SEEN A SIGNIFICANT GROWTH IN THE NUMBER OF STUDENTS THAT WE ARE SERVING.
AND SO. TWENTY SIX PERCENT OVER THAT TIME FROM NOW SINCE 2016 17.
AND I WILL TELL YOU THAT 1818 IS CLOSER TO NINETEEN HUNDRED.
NOW, I TOLD YOU THE 1818 WAS FROM THE FALL PEIMS SNAPSHOT.
IN ADDITION TO THAT NUMBER, WE CURRENTLY HAVE ONE HUNDRED AND FORTY NINE OUTSTANDING INITIAL EVALUATIONS THAT WE'LL COMPLETE BEFORE THE END OF THE SCHOOL YEAR.
AND TYPICALLY YOU SEE INITIAL EVALUATIONS QUALIFY FOR SPECIAL EDUCATION IN THE 80 TO 90 PERCENT RANGE. SO THAT NUMBER IS EVEN GOING TO GO HIGHER THIS YEAR.
BUT EVEN WITH THIS GROWTH OF THE DISTRICT CONTINUES TO DEMONSTRATE IMPROVEMENT IN SPECIAL EDUCATION. AND I'M VERY EXCITED TO REPORT IF TEA DOESN'T CHANGE THE CUT SCORES FOR NEXT YEAR BASED ON THIS YEAR'S DATA, WE'RE ON TARGET TO BE RATED A ONE FOR SPECIAL EDUCATION FOR 2021.
AND SO FINALLY, I JUST WANTED TO END THIS PRESENTATION BY SHARING SOME OF THE GREAT THINGS THAT SPECIAL EDUCATION HAS BEEN DOING THIS YEAR TO SUPPORT STUDENTS AND FAMILIES.
FIRST ON THE LEFT HAND SIDE ARE PARENT RESOURCES.
[00:40:03]
WE'VE EXPANDED THE RESOURCES ON THE DISTRICT WEBSITE FOR PARENTS AND FAMILIES.WE CONTINUE TO FREQUENTLY UPDATE.
WE HAVE A CROWLEY ISD SPECIAL EDUCATION FACEBOOK PAGE THAT'S UPDATED BY OUR PARENT LIAISON. AND NEW FOR THIS YEAR IS A MONTHLY PARENT NEWSLETTER THAT IS DELIVERED ELECTRONICALLY TO ALL OF OUR FAMILIES WHO HAVE A STUDENT RECEIVING SPECIAL EDUCATION SERVICES IN THE DISTRICT.
THE MONTHLY NEWSLETTER IS ALSO AVAILABLE ON THE SPECIAL EDUCATION PAGE ON THE DISTRICT'S WEBSITE. IN THE MIDDLE OF THE SCREEN ARE THE EMERGENCY CLOSURE PACKETS WITH HELP FROM CAMPUS STAFF. WE PUT PACKETS TOGETHER FOR STUDENTS IN OUR CENTRALIZED PROGRAMS AT THE BEGINNING OF THE SCHOOL YEAR IN PREPARATION FOR IF THE DISTRICT HAD TO EVER GO TO ONE HUNDRED PERCENT VIRTUAL LIKE WE DID LAST MARCH.
AND SO THE PACKETS CONTAIN THINGS LIKE ACTIVITIES AND RESOURCES FOR STUDENTS AND FAMILIES. AND ONE OF THOSE RESOURCES WERE SHEETS WITH QR CODES LIKE YOU SEE ON YOUR SCREEN AND PARENTS COULD USE THOSE AND THE QR CODES WOULD TAKE THEM TO ACTIVITIES AND INFORMATION. AND THOSE QR CODE SHEETS WERE INDIVIDUALIZED BASED ON THE GRADE LEVEL OF THE STUDENTS AND WHAT PROGRAMS THEY WERE IN, BUT THEN ALSO INDIVIDUALIZED BASED ON ANY OTHER RELATED SERVICE THAT THEY MIGHT HAVE, LIKE SPEECH THERAPY OR OCCUPATIONAL THERAPY.
SO ONE STUDENT COULD HAVE SEVERAL OF THESE QR CODE SHEETS IN THEIR EMERGENCY CLOSURE PACKETS. AND WE DID END UP SENDING THOSE HOME WHEN WE BRIEFLY CLOSED AND WENT ONE HUNDRED PERCENT VIRTUAL BEFORE SPRING BREAK TO OUR FAMILIES.
NEXT ON THE TOP RIGHT HAND CORNER OF THE SCREEN IS THE OPTION FOR IN-PERSON THERAPIES.
AND SO WE KNOW THAT THE PERCENTAGE OF SPECIAL EDUCATION STUDENTS PARTICIPATING IN VIRTUAL LEARNING FOR OUR SPECIAL ED STUDENTS MIRRORS THAT OF OUR OVERALL STUDENT POPULATION CROWLEY ISD. SO WE HAVE STUDENTS WHO ARE PARTICIPATING VIRTUALLY.
AND SO WE DO OUR BEST TO PROVIDE HIGH QUALITY QUALITY THERAPIES, REGARDLESS OF THE MODE OF LEARNING. HOWEVER, SOME THERAPIES ARE BETTER SUITED FOR IN-PERSON LIKE OCCUPATIONAL THERAPY, PHYSICAL THERAPY, ADAPTED PHYSICAL EDUCATION, AND SO TO MEET THE NEEDS OF OUR STUDENTS AND FAMILY. WE CONTINUE TO OFFER THE OPTION FOR FAMILIES WHO CHOOSE VIRTUAL LEARNING FOR THEIR CHILDREN TO COME AND RECEIVE THEIR THERAPIES IN PERSON IF THAT BEST MEETS THEIR NEEDS. AND THEN FINALLY THE BOTTOM RIGHT HAND CORNER IS ZOOM ARD MEETINGS AND I KNOW WE ARE.
WE ARE CURRENTLY CONDUCTING ALL OF OUR ARD MEETINGS VIRTUALLY AND I KNOW MANY OF US AND MANY OF YOU ARE ON ZOOM OVERLOAD THESE DAYS.
BUT WE'VE RECEIVED MANY POSITIVE COMMENTS FROM PARENTS AND FAMILIES ABOUT VIRTUAL ARD MEETINGS. PARENTS ARE NOT HAVING TO TAKE OFF WORK, THEY'RE NOT HAVING PARK, GO INTO THE FRONT OFFICE AND WE'RE HAVING LOTS MORE MEANINGFUL PARTICIPATION FROM PARENTS VIRTUALLY.
SO EVEN AFTER THE PANDEMIC OF WE, WE FORESEE CONTINUING TO OFFER PARENTS THE OPTION TO HAVE ZOOM ARD MEETINGS.
SO THIS IS JUST A SAMPLING OF THE GREAT THINGS THAT WE'RE DOING IN CROWLEY ISD TO MEET THE NEEDS OF STUDENTS AND FAMILIES FOR OUR SPECIAL EDUCATION POPULATION.
I JUST THANK YOU FOR YOUR TIME TONIGHT, AND I WOULD BE HAPPY TO ANSWER ANY QUESTIONS YOU MIGHT HAVE. THANK YOU SO MUCH, MR. WILLIAMS, I BELIEVE TRUSTEE ROBINSON HAS A COMMENT OR QUESTION.
YES. FIRST, I WANT TO APPLAUD THE SPECIAL EDUCATION DEPARTMENT ON THE WORK THAT YOU'RE DOING TO MEET STUDENTS NEEDS AND THE IMPROVEMENTS THAT HAVE HAPPENED, THE SIGNIFICANT IMPROVEMENTS. SO THAT'S TO BE APPLAUDED.
I DO HAVE A QUESTION BECAUSE YOUR DISCIPLINE NUMBERS ARE REMARKABLE.
AND I WANT TO KNOW WHAT TYPE OF DISCIPLINE OR BEHAVIORAL ALTERNATIVES WERE USED TO BRING DOWN THOSE NUMBERS AND TO ACHIEVE THOSE RESULTS? AND I CAN DO MY BEST TO ANSWER THAT, AND SO WHEN WE'RE LOOKING AT CONTINUUM OF SERVICES FOR SPECIAL EDUCATION, REALLY IT DEPENDS ON THE INDIVIDUAL NEEDS OF THE CHILD.
BUT WE DO HAVE SOME PROGRAMS THAT WE USED TO CALL THEM BEHAVIOR INTERVENTION CLASSROOMS. WE CHANGE THEM AND THEY'RE NOW SEAS CLASSROOMS. SO SOCIAL, EMOTIONAL AND ACADEMIC SKILLS CLASSROOMS. AND SO ONE OF OUR FIRST STEPS IS PULLING STUDENTS BACK INTO THOSE CLASSROOMS, MS. ROBINSON, AND LEARNING REPLACEMENT BEHAVIORS OF INSTEAD OF JUMPING FIRST TO OUT OF SCHOOL OR IN SCHOOL SUSPENSION.
YOU KNOW, THERE ARE TIMES WHERE IN SCHOOL OR OUT OF SCHOOL SUSPENSION IS DEFINITELY APPROPRIATE. BUT WE DO KNOW WE HAVE SOME STUDENTS THAT JUST BECOMES THE PATTERN OVER AND OVER AGAIN. AND SO WE WANT STUDENTS WE KNOW THEY CAN'T LEARN IF THEY'RE NOT IN SCHOOL.
SO WE'RE LOOKING AT USING SOME OF OUR OTHER PROGRAMS TO PULL THOSE STUDENTS BACK INTO TO LEARN SOME REPLACEMENT BEHAVIORS AND THEN GET THEM BACK OUT OF INTO THE GENERAL EDUCATION SETTING WHEN THEY'RE READY. AND THEN ALSO THE DISTRICT INITIATIVE WITH OUR SEL
[00:45:02]
ADMINISTRATORS HAS BEEN TREMENDOUS BECAUSE SEL ADMINISTRATORS HELP EVERYBODY ON THE CAMPUS. WE ALSO PUSH INTO THE GENERAL ED SETTING WITH OUR BEHAVIOR THERAPIST AND OUR BEHAVIOR INTERVENTIONIST SO WE CAN HELP THE CHILD IN THE GENERAL ED SETTING AND TRAIN THE TEACHERS.I'VE ALSO BASICALLY USE SOME DIFFERENT CONTRACTED SERVICE PROVIDERS TO PROVIDE BOARD CERTIFIED BEHAVIOR ANALYST WHO COME ON THE CAMPUS AND WORK WITH THE STAFF AND THE STUDENTS ON DOCUMENTATION THAT CAN ALSO BE SUPPORTED IN THE HOME.
SO WE PROVIDE ALL TYPE OF WRAPAROUND SERVICES WITH OUR PARENT LIAISON.
SO IT'S BEEN VERY STRATEGIC FROM, LIKE MR. WILLIAMS MENTIONED EARLIER, FROM SCHOOL LEADERSHIP UNDER THE DIRECTION OF CONNIE ISABEL AND OF COURSE, BEING ABLE TO HAVE THOSE SELS ADMINISTRATORS RIGHT ON CAMPUS AND JUST UNDERSTANDING THAT BEHAVIOR NEEDS TO BE TAUGHT JUST LIKE, YOU KNOW, WE TEACH ACADEMICS.
SO DIFFERENTIATING THAT AND JUST THE WILLINGNESS OF OUR CAMPUS ADMINISTRATORS NOT TO GO STRAIGHT TO OUT OF SCHOOL SUSPENSION OR ISS SO THAT THOSE ARE THE PRIMARY REASONS.
MS. HALL? YES, MA'AM [INAUDIBLE]. YES, I, TOO, WOULD LIKE TO SAY CONGRATULATIONS TO THE SPED DEPARTMENT FOR THE IMPROVED ACCOUNTABILITY RATING AND I'M CERTAIN YOU'RE GOING TO GET THAT TENTH OF A POINT NEXT YEAR SO THAT YOU GET THAT ONE.
BUT I ALSO WANT TO THANK YOU FOR PROVIDING RESOURCES FOR PARENTS AND FOR BEING PARENT FRIENDLY, BECAUSE I KNOW COMMUNICATION IS KEY WITH ALL PARENTS.
AND SO I'M SURE THESE PARENTS APPRECIATE THE EXTRA MILE YOU'RE GOING TO COMMUNICATE WITH THEM. SO THANK YOU.
THANK YOU. THANK YOU, TRUSTEE DAVIS, ARE THERE ANY QUESTIONS OR COMMENTS? YEAH, JUST ON THAT COUPLE OF THINGS.
YEAH, I CAN'T SAY [INAUDIBLE].
OK, HOW ABOUT THE SCORES AND EVERYTHING.
I'M GLAD IT'S IT'S BEEN A PROBLEM AREA, I THINK IN THE DISTRICT FOR A WHILE.
AND I'M GLAD THAT WE'RE WE'RE GETTING IT TURN AROUND.
AND WE REALLY NEED TO [INAUDIBLE] THE KIDS THAT WE HAVE ALMOST KIND OF THE HIGHEST OBLIGATION TO AND SO I'M VERY PROUD.
I THINK WE'RE ALL VERY PROUD OF THE WORK YOU'VE DONE, YOUR TEAM HAS DONE IT TO MAKE THAT HAPPEN. AND ALSO, AS JUNE SAID, YOU KNOW, I ONE OF MY SONS IS, YOU KNOW IN SPED.
AND SO, YEAH, I GET THE EMAILS ALL THE TIME FROM STEPHANIE AND STUFF.
AND I USUALLY I NEVER RESPONDED TO ANY OF IT.
THAT THE DISTRICT IS REACHING OUT AND I SHOULD I SHOULD TRY AND DO SOME OF THE MEETINGS AND STUFF. BUT WHAT ABOUT AND I KNOW YOU TALKED ABOUT IT A LITTLE BIT, AND I DON'T WANT TO MAKE YOU BACKTRACK OR ANYTHING, BUT WITH THE WHOLE VIRTUAL THING, HOW HAS THAT BEEN? ARE, IS IT ANY KIND OF DIFFERENT THAN THE REGULAR POPULATION? I MEAN, ARE MORE OF THE SPED STUDENTS IN THE BUILDINGS OR IS ABOUT THE SAME OR HOW HAS THAT BEEN GOING, ESPECIALLY WITH THE VIRTUAL? SO BOTH LARRY AND I WILL KIND OF TOUCH ON THAT.
VIRTUAL IS GOING WELL OVER ALL, OUR LOW INCIDENT STUDENTS WHO HAVE THE MOST NEEDS.
WE TEND TO SEE THEM MORE IN THE BUILDING.
WE DO HAVE A POPULATION OF OUR STUDENTS WHO QUALIFY AS LEARNING DISABLED AND ADHD, WHO TEND TO ALSO BE IN THAT WHOLE GROUP OF STUDENTS WHO ARE PART OF OUR VIRTUAL LEARNERS.
AGAIN, IT'S ALL ABOUT COMMUNICATION AND RESPONSIVENESS AND CASE MANAGEMENT.
SO WHEN WE SEE THOSE STUDENTS WHO CONTINUE TO REMAIN VIRTUAL AREN'T DOING WELL, WE REALLY HATE TO USE THIS WORD, BUT WE REALLY KIND OF CALL THE PARENTS A LOT AND DO A LOT BECAUSE WE REALLY WANT THEM HERE AND JUST LETTING THEM KNOW THAT THERE ARE SOME SAFE PRACTICES IN PLACE. AND THEN, OF COURSE, FOR THOSE WHO CHOOSE TO STILL REMAIN VIRTUAL, JUST HAVING THOSE WRAPAROUND SERVICES AND ENSURING THAT THE IEP IS IMPLEMENTED AS BEST AS POSSIBLE.
AND MR. WILLIAMS, DO YOU THINK YOU WANT TO ADD ANYTHING TO THAT? YEAH, AND I'LL AND I'LL JUST SAY SO.
SO THAT LRE, WHERE WE'RE LOOKING AT THE 80 PERCENT OF OUR SPECIAL ED STUDENTS WHO ARE IN GENERAL ED, IT MIRRORS REALLY WHAT ARE OUR OVERALL STUDENT POPULATION OF IS VIRTUAL VERSUS IN-PERSON.
WE DO SEE A HIGHER PERCENTAGE OF IN-PERSON WITH OUR STUDENTS IN OUR SELF-CONTAINED PROGRAMS. AND JUST LIKE MS. BATISTE SAID OUR LIFE SKILLS PROGRAM OR RISE, OUR FUNCTIONAL ACADEMICS AND THEN OUR BEHAVIOR CLASSROOMS.
[00:50:02]
AND I REALLY THINK THOSE ARE THE ONES THAT OUR PARENTS ARE LIKE THEY NEED TO BE AT SCHOOL. THOSE STUDENTS HAVE A HARDER TIME OF LEARNING THROUGH A VIRTUAL METHOD.BUT LIKE MS. BATISTE SAID, IF THAT'S WHAT THEIR PARENTS HAVE CHOSEN, WE ARE JUST PROVIDING AS MUCH SUPPORT AS WE CAN WITH THEM.
AND THEN WE KIND OF HAVE THAT THIRD OPTION THAT I TOUCHED ON IN MY PRESENTATION.
A LOT OF THOSE STUDENTS IN OUR SELF-CONTAINED PROGRAMS THAT ARE VIRTUAL ALSO GET IN PERSON, COME UP FOR IN PERSON THERAPIES.
WE WANT TO JUST MAKE SURE THAT WE ARE MEETING THE NEEDS OF STUDENTS AND FAMILIES IN ANY WAY THAT WE CAN. AND ONE OTHER QUESTION JUST REAL QUICK, THE AND THIS IS WELL, ANYWAY, JUST FROM MY PERSONAL EXPERIENCE, BUT I DON'T KNOW THE SO IN NORTH CROWLEY, WE HAD THE IMPACT PROGRAM FOR AUTISM.
WE DON'T HAVE THAT AT CROWLEY HIGH SCHOOL RIGHT? OR DO WE NOW? NO WE DON'T, SO IT'S [INAUDIBLE], THAT'S WHAT WE CALL A CENTRALIZED PROGRAM, AND JUST SO YOU KNOW, BASED ON NUMBERS BUT STUDENTS THAT ARE ZONED IN CROWLEY HIGH SCHOOL, WHO THAT WOULD BE AN APPROPRIATE PROGRAM FOR, WE WOULD WE WOULD PROVIDE THE TRANSPORTATION, WOULD PROVIDE THEM THE OPPORTUNITY TO HAVE THAT AND THAT MAKES SENSE BECAUSE IT'S NOT A HUGE PROGRAM, BUT I WAS WONDERING, I'VE HAD THAT QUESTION ASKED BEFORE.
IT'S ONE OF THE ANOTHER ONE OF THOSE CENTRALIZED PROGRAMS IS DEAF EDUCATION, BURLESON AND ALVARADO AND [INAUDIBLE] THEY DON'T HAVE THOSE PROGRAMS IN THEIR DISTRICT, BUT THEY SEND THEIR STUDENTS TO US BECAUSE IT'S SUCH A SMALL INCIDENCE OF DISABILITY.
SO THE SAME WITH SOME OF OUR OTHER CENTRALIZED PROGRAMS. WE DON'T OFFER THEM ON EVERY CAMPUS.
BUT STUDENTS THAT NEED THAT PROGRAM WOULD HAVE THE OPPORTUNITY TO GO TO A CAMPUS THAT MAY NOT BE THEIR HOME CAMPUS TO PARTICIPATE [INAUDIBLE].
THANK YOU SO MUCH, MR. WILLIAMS. MR. RAY, THANK YOU FOR YOUR QUESTION.
ARE THERE ANY OTHER COMMENTS OR QUESTIONS FROM THE BOARD? DR. MCFARLAND. YES.
AND I JUST WANT TO JUST MAKE ONE ONE ONE PUBLIC COMMENT.
I THINK YOU ALL ARE AWARE OF THIS, BUT WE HAVE AN OUTSTANDING SPECIAL EDUCATION DEPARTMENT OF THE LEADERS.
I MEAN, OF COURSE, YOU LOOK AT THE DEPARTMENT, YOU LOOK AT THE RESULTS, YOU CAN LOOK AT YOUR LEADERS. BUT WE ALSO KNOW THERE ARE A LOT OF PEOPLE IN THAT DEPARTMENT THAT ARE COORDINATORS AND ON CAMPUS THAT ARE WORKING REALLY HARD, BUT IT STARTS AT THE TOP.
AND SO I AM DEFINITELY PROUD OF THE SPECIAL EDUCATION LEADERSHIP TEAM.
SO THANK YOU. MS. BATISTE, MR. WILLIAMS AND THE ENTIRE TEAM.
JUST TO ECHO THE BOARD SENTIMENTS AS WELL AS DR.
MCFARLAND, WE FEEL VERY FORTUNATE TO HAVE YOU LEADING AND THE NETWORK OF SERVICES THAT YOU'RE PROVIDING. AS RYAN SAID, THIS WAS AN AREA THAT WAS IN NEED OF IMPROVEMENT, I THINK, SINCE I'VE BEEN ON THE BOARD IN 2015.
AND IT'S GREAT TO SEE THAT IS TRENDING IN THE RIGHT DIRECTION AND MS. ROBINSON'S POINT WITH SIGNIFICANT IMPROVEMENT.
SO THANK YOU FOR YOUR EFFORTS AND FOR YOUR WORK.
AND WE LOOK FORWARD TO YOUR TENTH OF A POINT NEXT YEAR AND FOR YOU TO HIT YOUR GOALS.
SO THANK YOU. ALL RIGHT, THIS MOVES US NOW TO OUR AGENDA ITEM THREE POINT FOUR DYSLEXIA INTERVENTION, PARTNERSHIP WITH SCOTTISH RITE FOR CHILDREN.
DR. MCFARLAND. SO, MADAM PRESIDENT, BOARD MEMBERS, AS YOU ALL ALSO REMEMBER, WE HAD SEVERAL CONVERSATIONS AROUND DYSLEXIA SERVICES AND MAKING SURE THAT WE WERE PROVIDING THE BEST POSSIBLE SERVICES AVAILABLE.
AND SO WE HAVE JUST A KIND OF AN UPDATE ON OUR ON OUR PROGRESS AS IT RELATES TO PROVIDING DYSLEXIA SERVICES TO OUR STUDENTS.
MS. HURD, I BELIEVE YOU REMEMBER LAST YEAR BROUGHT FORTH BY THE PARTNERSHIP.
WE'RE GOING TO FOLLOW UP WITH THAT UPDATE ON THAT PARTNERSHIP TONIGHT.
SO WE HAVE MS. COSHEDA HURD HERE TO SHARE OUR THE DYSLEXIA UPDATE, MS. HURD. GOOD EVENING, MADAM PRESIDENT, BOARD OF TRUSTEES.
AND DR. MCFARLAND, I WANT TO THANK YOU ALL FOR ALLOWING ME TO JOIN YOU TONIGHT TO SHARE DYSLEXIA UPDATE WHERE WE WERE REALLY TALK ABOUT HOW WE ARE REALLY REACHING GOALS ONE AND THREE THRIVING STUDENTS AND EMPOWERED STAFF.
AS YOU KNOW, THE SPRING OF 2020, WE EMBARKED UPON A PARTNERSHIP WITH SCOTTISH RITE TO BRING A NEW INNOVATIVE PROGRAM TO ONLY CROWLEY ISD.
AT THE TIME, THIS PROGRAM HAS ONLY BEEN TESTED THERE IN THEIR THERAPY CENTER.
SO NOW WE ARE EMBARKING ON THAT JOURNEY NOW, AT WILL MIDDLE OF COVID, I SHOULD SAY, RIGHT NOW DURING THE SPRING OF 2021.
BASICALLY IT IS CALLED THE BRIDGES PROGRAM AND IT'S BASICALLY CONNECTING TEACHERS, STUDENTS AND AN AVATAR TO SEE HOW WE CAN EVALUATE THE OUTCOMES OF STUDENTS WHO ARE RECEIVING A MODIFIED OR A HYBRID DYSLEXIA INTERVENTION IN A PUBLIC SCHOOL SETTING.
AND WE'RE ALSO TRYING TO ASSESS A NEW WAY OF TRAINING TEACHERS WHO ARE NOT CERTIFIED ACADEMIC LANGUAGE THERAPISTS, BUT THEY ARE CERTIFIED TEACHERS AND HOW THEY'RE ABLE TO BRING THAT DYSLEXIA INTERVENTION TO THE CLASSROOM.
RIGHT NOW WITH THAT PROGRAM, WE ARE KIND OF WORKING WITH THREE CAMPUSES, OUR PRIMARY BRIDGES CAMPUS. IF YOU GO TO THE NEXT SLIDE PLEASE WILL BE POYNTER ELEMENTARY AND JUNE
[00:55:03]
DAVIS. AND AT POYNTER ELEMENTARY IS MRS. WRIGHT, MRS. BRYANT AND AT JUNE DAVIS IT'S MS. WATKINS. THOSE PARTICULAR TEACHERS SPENT A WEEK LONG TRAINING FEBRUARY 5TH WITH THE SCOTTISH RITE STAFF IN CROWLEY RECEIVING SO MUCH TRAINING ON NOT JUST WHAT [INAUDIBLE] LOOKS LIKE, BUT THEY ACTUALLY HAD TO HAVE A PRACTICUM PIECE WHERE THEY PRACTICED AND THEY TAUGHT AND THEY LEARNED THE ENTIRE PROCESS AND HAD TO DEMONSTRATE THEIR UNDERSTANDING AND FLUENCY OF HOW THIS PROGRAM WILL WORK BECAUSE IT IS SCRIPTED ALONGSIDE AN AVATAR, WHICH IS HALLIE. SO THEY WENT THROUGH A WEEK LONG PROCESS WITH THAT TRAINING, LEARNED IT INSIDE AND OUT. THEY HAD TIME TO GET THEIR CLASSROOM SET UP.SO WHEN THE STUDENTS START WITH THEM ON THE 16TH, THEY WILL EASILY FLOW INTO A NEW HYBRID CLASSROOM SETTING. BUT THOSE TEACHERS ARE WELL PREPARED.
BUT ALSO IN THE SAME VEIN, WE'RE GOING TO CONTINUE TO MONITOR AND MONITOR OUR NINE HOUSE PROGRAM, AT JA HARGRAVE AND MRS. ANDERSON AND AT MEADOWCREEK WITH MRS. MORAN, ALSO THE TAKE FLIGHT PROGRAM AT OAKMONT DALLAS PARKWAY AND DALLAS PARK WITH MRS. [INAUDIBLE], MS. WALLIS AND MRS. SMITH.
WHAT WE'LL BE DOING IS BASICALLY ALL OF THE STUDENTS WHO HAVE BEEN ENROLLED VOLUNTARILY BY THEIR PARENTS. WE WILL JUST MONITOR, PROGRESS MONITOR EVERY SIX WEEKS THEIR PERFORMANCE IN THE PROGRAM AND HOW WELL IS REALLY, I GUESS, EFFECTIVELY GIVING THEM THE ABILITY TO GET OVER THEIR DYSLEXIA HURDLES.
AND SO ALL OF THOSE THINGS WILL BE MONITORED SO WE CAN COMPARE IF BRIDGE'S REALLY IS A GOOD WAY FOR OUR DISTRICT TO SAY LET'S GIVE AN ALTERNATIVE TO DYSLEXIA SERVICES.
DURING THAT WEEK, AGAIN, AS I EXPLAINED, THEY ALL HAD A CHANCE TO SIT AND LEARN, BUT THEY ALSO HAD TIME TO ACTUALLY WORK THROUGH THE PROCESS THEMSELVES.
AND HERE WE'VE GOTTEN COMMENTS FROM ALL THREE OF THE TEACHERS WHO PARTICIPATED, MS. WATKINS AT JUNE DAVIS BASICALLY SAID SHE TRULY ENJOYED THE TRAINING HER INSTRUCTOR INSTRUCTORS WERE THE BEST AND THAT SHE IS READY TO HIT THE GROUND RUNNING TO SEE HOW THE BRIDGES PROGRAM CAN REALLY HELP THE STUDENTS THERE AT JUNE DAVIS, MRS. BRYANT AND MRS. WRIGHT ARE AT POYNTER ELEMENTARY.
MRS. BRYANT SAY THAT SHE FOUND THE EXPERIENCE TO BE VERY REWARDING AND AS A SPECIAL EDUCATION TEACHER, IT GAVE HER GREAT JOY TO SEE ANOTHER PROGRAM THAT'S PUT IT IN PLACE TO HELP OUR STUDENTS AND ALL STUDENTS IN CROWLEY BE SUCCESSFUL AND OVERCOME ANY MILESTONES THEY MAY HAVE HAD. AND SHE'S READY TO SEE HOW THIS IS GOING TO BENEFIT OUR STUDENTS.
MRS. WRIGHT, WHO'S ALSO READING INTERVENTIONIST AT POYNTER STATED THAT SHE WAS GRATEFUL FOR THE OPPORTUNITY TO PARTICIPATE IN THE PROGRAM.
IT REALLY MADE HER STRETCH HER THINKING AND LOOK AT HER TEACHING READING IN A VERY DIFFERENT MANNER AND SHE LEFT WITH SO MANY TOOLS THAT WOULD ALLOW HER TO IMPLEMENT BETTER SERVICES FOR THE STUDENTS THAT SHE TOUCHES ON A DAILY BASIS SO NOT JUST HER DYSLEXIA STUDENTS, BUT ALSO THE STUDENTS THAT SHE SERVICING AND WITH A READING INTERVENTION.
AND TONIGHT WE HAVE WITH US MS. KAREN EVERETT. SHE IS THE SITE DIRECTOR FOR SCOTTISH RITE DYSLEXIA PROGRAM.
AND DR. ANNA MIDDLETON, WHO IS THE LEAD RESEARCHER FOR THE PROGRAM.
AND ALSO MS. [INAUDIBLE] WRIGHT FROM POYNTER IS JOINING US AS WELL TONIGHT.
SO IF YOU LADIES WOULD LIKE TO ADD ANYTHING OR BOARD MEMBERS IF YOU HAVE ANY QUESTIONS FOR THEM, PLEASE FEEL FREE TO ASK AWAY AT THIS TIME.
ARE THERE ANY QUESTIONS OR COMMENTS FROM THE BOARD? I WOULD LOVE TO HEAR FROM THE ADMINISTRATOR WHO'S BEEN WORKING WITH THE PROGRAM OR TO KIND OF GIVE A TESTIMONY ABOUT THE PROGRAM.
ABSOLUTE, THAT'S KAREN, SHE'S ACTUALLY ONE OF THE COAUTHORS FOR TAKE FLIGHT AND SHE IS THE VOICE OF HALLIE FOR THE AVATARS.
SO, KAREN, DO YOU MIND SHARING WITH US FOR A FEW MINUTES? I DO NOT MIND SHARING AT ALL.
FIRST OF ALL, THANK YOU FOR THE OPPORTUNITY AND THANK YOU FOR THE OPPORTUNITY FOR ALLOWING US TO WORK WITH YOUR TEACHERS.
THOSE THREE LADIES CAME READY TO GO LAST WEEK WHEN WE WERE THERE FOR THE TRAINING AND THEY WORKED REALLY HARD.
I THINK MAYBE THEY THOUGHT THEY WERE THERE FOR A LITTLE WORKSHOP, BUT WE HAD THEM DOING PRACTICUM AND AND, YOU KNOW, SHOWING US THAT THEY COULD MASTER WHAT WE WERE TEACHING THEM AND THEN ALLOWING THEM THE OPPORTUNITY TO INTERACT WITH THE AVATAR, AS THEY WILL BE DOING IN THE CLASSROOM WITH THE KIDS.
AND SO IT WAS A GREAT OPPORTUNITY.
THOSE THOSE LADIES ARE READY TO GO.
WE ARE SO EXCITED TO SEE IT HAPPEN, SO EXCITED TO SEE IT HAPPEN WITH CROWLEY.
I'VE BEEN TRAINING PROBABLY THERAPIST FOR MANY YEARS, AND SO IT REALLY EXCITED ME TO GIVE GIVE US THIS OPPORTUNITY FOR US TO DO A JOINT EFFORT.
WE HAVE TRAINED EXACTLY ONE OTHER TEACHER WHO IS WORKING IN OUR LAB SCHOOL AT THE HOSPITAL. AND OTHER THAN THAT, CROWLEY ISD IS OUR FIRST OPPORTUNITY AND THOSE LADIES GAVE US GREAT FEEDBACK.
AND THAT'S, AS YOU KNOW, THAT'S WHAT IT'S ALL ABOUT WHEN YOU'RE DEVELOPING A PROJECT AND,
[01:00:05]
YOU KNOW, THINGS THAT THAT HELPED US AS MUCH AS WE HELP THEM, I BELIEVE.SO THANK YOU SO MUCH FOR THE OPPORTUNITY, TRULY.
AND YOU WILL SEE US AROUND CROWLEY ISD MORE AND MORE.
DR. MCFARLAND WAS THERE TO OPEN THE DOOR FOR ME A COUPLE OF NIGHTS WE WORKED LATE, SO I APPRECIATE THAT.
MS. EVERETT THANK YOU SO MUCH FOR YOUR REMARKS, AND I REALLY AM EXCITED ABOUT CROWLEY ISD AND BEING A PART OF THIS INNOVATION.
WE ARE PRETTY I'M I LIKE TO SAY THAT WE ARE VERY [INAUDIBLE] WE STICK TO FIDELITY WITH THE IMPLEMENTATION OF OUR PROGRAMS. AND SO I REMEMBER YOU COME INTO THE MEETING SOME TIME BACK.
SO IT'S GREAT TO SEE THAT THERE'S MAKING PROGRESS AND THAT THERE'S MORE TO COME.
WE WILL HAVE A FULL [INAUDIBLE] 2021.
SO THIS IS JUST A SMALL PORTION OF OUR STUDENTS PARTICIPATING AND TEACHERS, BUT WE WILL HAVE A LOT MORE STUDENTS AND TEACHERS INVOLVED IN THE PROGRAM IN AUGUST.
THANK YOU, MS. HURD, I APPRECIATE THAT.
ARE THERE ANY OTHER QUESTIONS OR COMMENTS FROM THE BOARD? ALL RIGHT, WELL, THANK YOU.
THIS NOW CONCLUDES OUR REPORT ITEMS AND MOVES US INTO OUR CONSIDERATION AND POSSIBLE
[4.0 Consideration and Possible Action Item(s)]
ACTION ITEMS PORTION OF OUR AGENDA.AGENDA ITEM FOUR POINT ONE, THE 2021 2022 SCHOOL CALENDAR.
MCFARLAND. MADAM PRESIDENT AND BOARD MEMBERS.
IT IS AMAZING THAT WE'RE HAVING A CONVERSATION ABOUT THE SCHOOL CALENDAR FOR 21 22, BUT IT IS TIME TO DO THAT. SO WE HAVE MR. KIRCHNER HERE TO TALK ABOUT THE 21 22 SCHOOL CALENDAR.
MR. KIRCHNER. YES, THANK YOU, DR.
MCFARLAND. BOARD PRESIDENT HALL, MEMBERS OF THE BOARD.
WE'VE BEEN WORKING FOR SEVERAL MONTHS NOW TO DEVELOP THE 21 22 CALENDAR.
AND THIS HAS INCLUDED INPUT FROM OUR CABINET, OUR DISTRICT WIDE EDUCATIONAL IMPROVEMENT COUNCIL AND PRINCIPALS.
WE'VE ALSO CONDUCTED AN ONLINE SURVEY THAT WAS MADE AVAILABLE TO PARENTS, STUDENTS AND STAFF WHERE WE PRESENTED TWO DRAFT CALENDARS.
BOTH LOOKED VERY SIMILAR TO WHAT THE 2020 2021 CALENDAR WOULD HAVE LOOKED LIKE HAD IT NOT BEEN FOR THE PANDEMIC AND THE DELAYED START TO SCHOOL IN THE FALL, WE FELT IS WAS REALLY GREAT CALENDAR.
AND WERE ABLE TO REPLICATE THAT FOR THE 21 22 SCHOOL YEAR.
WE DID PRESENT TWO SMALL DIFFERENCES BETWEEN DRAFT A AND DRAFT B.
THOSE WERE YOU CAN SEE THEM LISTED THERE IN YOUR EXHIBIT AND SEE A DRAFT OF EACH CALENDAR. BUT THE BIG DIFFERENCES WERE WHEN TEACHERS AND STUDENTS RETURN AND THEN HOW LONG THANKSGIVING BREAK WOULD BE.
AND SO DRAFT CALENDAR A TEACHERS AND STUDENTS COME IN A LITTLE EARLIER AND HAVE A TRADITIONAL FIVE DAY THANKSGIVING BREAK, DRAFT B THEY COME IN JUST A COUPLE OF DAYS LATER AND WOULD HAVE A SHORTENED THANKSGIVING BREAK FOR THREE DAYS.
AND BASED ON OUR POLL, WE HAD MORE THAN ELEVEN HUNDRED PEOPLE TAKE PART IN THAT SURVEY AND 90 PERCENT OF THEM CHOSE SUMMARY DRAFT CALENDAR A.
THAT'S WHEN WE GOT THE MOST POSITIVE FEEDBACK ON AND THAT'S THE ONE THAT'S THE MOST SIMILAR TO WHAT THIS YEAR WOULD HAVE LOOKED LIKE.
IT'S IMPORTANT TO NOTE THAT BOTH OF THESE CALENDARS DO INCLUDE ONE HUNDRED AND SEVENTY FIVE INSTRUCTIONAL DAYS FOR STUDENTS.
AND 187 CONTRACT DAYS FOR TEACHERS.
SO TONIGHT WE'RE RECOMMENDING APPROVAL OF DRAFT CALENDAR A FOR 21 22.
THIS IS A POSSIBLE ACTION ITEM, IF YOU HAVE ANY QUESTIONS, WE CAN ANSWER THOSE AT THIS TIME. MR. KIRCHNER, CAN YOU SHOW DRAFT CALENDAR A FOR US ? YES MA'AM. I APPRECIATE IT, AND WHILE HE'S GETTING THAT DISPLAY, ARE THERE ANY QUESTIONS OR COMMENTS FROM THE BOARD REGARDING THE DRAFT A? MS. HALL IS THAT SHOWING UP? I CAN SEE IT [INAUDIBLE] I CAN SEE IT.
ARE THERE ANY. SO THERE'S NO QUESTIONS.
NO COMMENTS. THIS IS A POSSIBLE ACTION ITEM FOR TONIGHT.
ALL RIGHT. IS THERE IS THERE A MOTION THIS EVENING? I MOVE THAT THIS IS DR.
MAYFIELD, I MOVE THAT WE ACCEPT THE DRAFT CALENDAR A AS RECOMMENDED BY THE DISTRICT, WHAT ELSE DO I SAY? FOR THE 2021 2022 SCHOOL YEAR.
THANK YOU, DR. MAYFIELD. WE HAVE A MOTION FOR THE ACCEPTANCE OF CALENDAR DRAFT A IS THERE A SECOND? I'LL SECOND THE MOTION.
WE HAVE A SECOND FROM MR. RAY. LET'S VOTE.
[01:05:01]
THANK YOU. MS. HALL. YES. THANK YOU.THE MOTION PASSES UNANIMOUSLY.
MOVES US TO AGENDA ITEM FOUR POINT TWO THE 2021 2022 ADDITIONAL DAY SCHOOL YEAR CALENDAR FOR DAVID L WALKER ELEMENTARY SCHOOL.
DR. MCFARLAND. MADAM PRESIDENT, BOARD MEMBERS, WE'VE BROUGHT THIS ITEM TO YOU ABOUT THE ADDITIONAL DAY SCHOOL YEAR CALENDAR FOR DAVID WALKER SEVERAL TIMES.
TONIGHT WE'RE GOING TO BE ASKING YOU TO ADOPT A CALENDAR.
WE HAVE DR. CLARENCE WILLIAM HERE HERE TO REPORT ON THIS ITEM.
DR. WILLIAMS. GOOD EVENING MADAM PRESIDENT, BOARD MEMBERS, DR.
MCFARLAND, TONIGHT WE PRESENT YOU ADDITIONAL DAY SCHOOL YEAR CALENDAR.
IT ALIGNS WITH GOAL ONE THRIVING STUDENT.
IF APPROVED, THE PLANNING COMMITTEE WILL MOVE INTO PHASE TWO OF THE FULL YEAR REDESIGN FOR DAVID WALKER TO BEGIN TO IMPLEMENT IT IN 2001, 2002, 22 SCHOOL YEAR.
REALLY, I WOULD LIKE TO HIGHLIGHT THE KEY DIFFERENCES BETWEEN THE TRADITIONAL CALENDAR PRESENTED TO YOU BY MR. KIRCHNER AND THE 210 DAY AS A CALENDAR THAT WE'RE PRESENTING TONIGHT.
THE KEY HIGHLIGHTS ARE THAT TEACHERS WILL BE BEGINNING THEIR WORK SCHEDULE OR YEAR, JULY SIX, WHICH WILL BEGIN WITH A PROFESSIONAL DEVELOPMENT COMPONENT BEFORE THE SCHOOL YEAR STARTS. AND THEN ALL STUDENTS WILL BEGIN JULY 12TH FOR WHAT WE'RE CALLING THE ACCELERATED ACADEMY AT DAVID WALKER.
ANTHONY, CAN YOU GO BACK TO THE CALENDAR SO THEY CAN? THANK YOU. AND AND SO SO ON JULY 12, THEY'LL BE ENTERING THE ACCELERATED ACADEMY, ONE OF THE THINGS THAT THE COMMITTEE WANTS TO ENSURE THAT WE ALIGN ALL STAFF AND STUDENT HOLIDAYS WITH THE TRADITIONAL CALENDAR.
SO YOU'LL NOTE THAT THAT ALIGNS WITH THE CALENDAR THAT MR. KIRCHNER PRESENTED. THE STUDENT AND TEACHERS LAST DATE WILL BE JUNE 3RD, BARRING ANY BAD WEATHER DAYS LIKE TODAY, WHICH WILL REFLECT THE END DATE OF JUNE 7TH HERE.
AND YOU SEE THE HIGHLIGHTED BLUE AREA ON THE CALENDAR ARE THOSE ACCELERATED DAYS THAT WILL START SCHOOL YEAR.
AND THAT CONCLUDES THE HIGHLIGHTS THAT I HAVE FROM MY PRESENTATION FOR AS A CALENDAR.
IF YOU HAVE ANY QUESTIONS FOR ME, I'M AVAILABLE FOR ANSWERS NOW.
THANK YOU VERY MUCH FOR YOUR PRESENTATION, DR.
WILLIAMS. ARE THERE ANY QUESTIONS OR COMMENTS FROM THE BOARD? CAN YOU SWITCH BACK TO THE CALENDAR, PLEASE? WHOEVER IS DOING THE PRESENTATION.
CAN YOU MAKE IT 10 TIMES BIGGER? SO THE CALENDAR SAID THE CALENDAR IS ALSO AVAILABLE IN YOUR EXHIBITS, IF I'M NOT ABLE TO GET THIS BIG ENOUGH RIGHT NOW.
THAT'S WHY, YOU KNOW, I HAVE SEEN.
OK, AND WHAT IS IT HOW MANY DAYS ARE THE STAFF ON FOR FOR THIS? SO FOR THE STAFF MEMBERS.
I BELIEVE THAT THERE WILL BE KIND OF THEIR [INAUDIBLE] CONTRACT.
AND IF YOU SEE JULY SIXTH IS WHEN THEY'LL ACTUALLY START THAT FOUR DAY PROFESSIONAL DEVELOPMENT BEFORE THE SCHOOL YEAR.
OK, AND SO WHAT ARE WHERE AND THIS IS NOT NECESSARILY CALENDAR RELATED, BUT WHERE ARE WE AT WHEN THE PROCESS ON THE STAFF, LIKE I PRESUME NOT EVERYONE'S GOING TO STAY AND WANT TO DO THAT EXTENDED ARE WE YES. SO A PART OF THE PHASE TWO PLANNING OF FOR THIS IS A REQUIREMENT FOR TEA THAT WE HAVE TO DEVELOP A TIMELINE FOR THESE THINGS.
AND SO I'VE BEEN WORKING WITH DR.
AND MS. KANGAS IN REGARDS TO DEVELOPING THAT TIMELINE TO LOOK, WE'RE GOING TO START AROUND ACTUALLY THE 22ND OF THIS MONTH TO START LOOKING AT AS VACANCY COMES OPEN FOR TEACHERS WHO DO NOT WISH TO WORK THE 210 DAYS AT DAVID WALKER.
AND SO WE'LL BE ABLE TO HAVE THOSE THOSE TEACHERS PLACED AT OTHER CAMPUSES AS AS THEY COME AVAILABLE. BUT AGAIN, WE WILL BE DOING A STRATEGIC STAFFING FOR DAVID WALKER TO TO REALLY, YOU KNOW, ALLOW US TO HAVE THE TEACHERS AS BEST PREPARED TO WORK THE 210 DAYS AT DAVID WALKER.
OK, IS THERE ANY KIND OF BEEN FEEDBACK FROM THE STAFF? I MEAN, ARE PEOPLE INTERESTED IN BUYING INTO THIS IDEA OR? SO. SO WHAT WE'LL DO IS, IS AS AS HE MENTIONED, THE FIRST STEP FOR MR. RAY WAS REALLY TO IMPROVE THE CALENDAR.
IT'S NOT A PROBLEM. I JUST WANT TO GIVE YOU A TIMELINE.
SO ONCE ONCE WE APPROVE THE CALENDAR, THEN WE'LL GET ENGAGED INTO OUR STRATEGIC STAFFING.
[01:10:03]
WHAT WE DO KNOW IS, AS WE DID THAT DAVID WALKER, WE WILL BASICALLY BE EVERYONE ON THE CAMPUS WILL BE REAPPLYING.AND FOR TEACHERS THEY DECIDE TO REMAIN AT DAVID WALKER AND WORK THE 210.
IF THEY'RE SELECTED, THEY'LL BE REMAINING THERE.
IF NOT, THEN THEY'LL BE ASSIGNED TO ANOTHER CAMPUS IN THE DISTRICT.
NO ONE WILL LOSE THEIR POSITION AS A RESULT OF THE THE THE INNOVATION.
BUT THERE COULD BE SOME REASSIGNMENTS BASED ON IT.
[INAUDIBLE] GO AHEAD. I ALSO HAD A QUESTION, HAVE FAMILIES AND PARENTS BEEN NOTIFIED OF THE RESTRUCTURING OR THE CHANGES TO THE SCHOOL DAYS FOR STUDENTS? [INAUDIBLE] SO NOT WE HAVE NOT AT THIS POINT.
OUR FIRST STEP WAS TO REALLY GET OUR CALENDAR RIGHT.
NOW ONCE WE APPROVE THE CALENDAR, THEN WE'LL START COMMUNICATING WITH WE'LL START COMMUNICATING WITH PARENTS AND WITH OTHERS, BECAUSE AS YOU KNOW, OR MAYBE DOUBLE, WHAT WE WILL DO IS ALLOW PARENTS TO HAVE A CHOICE SO PARENTS WHO CHOOSE TO HAVE THEIR STUDENTS ATTEND FOR TWO HUNDRED TEN DAYS OR WILL BE ABLE TO DO THAT.
AND FOR THOSE THAT CHOOSE NOT TO, WE'LL HAVE A PLAN TO BE ABLE TO REASSIGN THOSE THOSE STUDENTS TO TO OTHER CAMPUSES AS WELL.
BUT WHAT WE'LL DO IS WE WILL AT THE NEXT AT THE NEXT BOARD MEETING IN FEBRUARY, WE'LL KIND OF BRING YOU AN UPDATE AND JUST REALLY TRY TO KEEP YOU UPDATED WITH STAFFING, STAFFING, LEADERSHIP AND CAMPUS TEACHERS.
THAT'S FIRST. THEN WE'LL BE TALKING ABOUT STUDENT ASSIGNMENT AFTER THAT AND THEN PROGRAMING AFTER THAT.
THANK YOU, DR. MCFARLAND, ARE THERE ANY OTHER QUESTIONS OR COMMENTS? ALL RIGHT, THIS IS A POSSIBLE ACTION ITEM.
I WOULD MOVE THAT WE SO I HAVE A MOTION FROM MR. RAY FOR AN APPROVAL OF THE CALENDAR THE PROPOSED ADDITIONAL DAYS.
AND THEN I FEEL LIKE I HAVE A SECOND FROM VICE PRESIDENT GRASSIA.
SOUNDS GOOD TO ME. OK, WE'RE ON A ROLL WITH THAT.
SO, MR. KIRCHNER, MOVE TO VOTE.
YES. THANK YOU, MS. HALL. YES.
YES. THANK YOU AND MS. BENTON. YES.
THANK YOU. ALL RIGHT, THE MOTION PASSES UNANIMOUSLY.
ALL RIGHT. AGENDA ITEM FOUR POINT THREE, A RESOLUTION REQUESTING TEXAS GOVERNOR GREG ABBOTT IDENTIFY PUBLIC SCHOOL DISTRICT PERSONNEL AS FRONTLINE WORKERS FOR ALLOCATION OF THE COVID-19 VACCINE.
DR. MCFARLAND. SO, MADAM PRESIDENT AND BOARD MEMBERS, AS YOU ALL KNOW, WITH THE WITH THE RELEASE OR ARRIVAL OF VACCINES TO OUR AREA, WE WANT TO MAKE SURE THAT WE DO EVERYTHING THAT WE POSSIBLY CAN TO ENSURE THAT OUR TEACHERS ARE AT THE FRONT OF THE LINE.
AND SO THIS NEXT ITEM WILL HELP US TO TO DO THAT AND ALLOW US TO GO ON RECORD THAT WE BELIEVE THAT OUR TEACHERS AND OUR EMPLOYEES ARE ESSENTIAL WORKERS ARE WORKERS WHO DESERVE TO BE IN LINE TO GET THE COVID-19 VACCINE IF THEY CHOOSE.
MR. KIRCHNER IS HERE PREPARED TO PROVIDE AN UPDATE ON WORDING TO A RESOLUTION THAT WE'RE GOING TO SUGGEST TO STATE AS SUCH TO OUR GOVERNOR, MR. KIRCHNER. THANK YOU, DR.
MCFARLAND. PRESIDENT HALL, MEMBERS OF THE BOARD.
THIS RESOLUTION YOU'LL SEE HERE IN YOUR EXHIBIT IS ONE THAT IS BEING APPROVED BY DISTRICTS ACROSS THE STATE URGING THE GOVERNOR TO CONSIDER PUBLIC SCHOOL EMPLOYEES AS FRONTLINE WORKERS THAT WOULD ALLOW THEM TO HAVE HIGHER PRIORITY TO RECEIVE THE COVID-19 VACCINE THAT DR. MCFARLAND IS TALKING ABOUT RIGHT NOW.
IN TEXAS, PUBLIC SCHOOL EDUCATORS ARE NOT CONSIDERED FRONT LINE WORKERS BY THE GOVERNOR AND HIS EXPERT ON VACCINE ALLOCATION PANEL.
ABOUT 50 PERCENT OF THE STATES IN THE NATION DO HAVE PUBLIC EDUCATORS ON THE LIST FOR PRIORITY. TEXAS DOES NOT AT THIS TIME.
AND SO THIS IS A RESOLUTION FOR YOUR CONSIDERATION OF APPROVAL TONIGHT THAT URGES THE GOVERNOR AND HIS PANEL TO LIST PUBLIC SCHOOL EDUCATORS AS FRONTLINE WORKERS.
IF YOU HAVE ANY QUESTIONS ABOUT THE RESOLUTION OR THE PROCESS, WE'RE AVAILABLE TO ANSWER THOSE AT THIS TIME. THANK YOU, MR. KIRCHNER. ARE THERE ANY QUESTIONS OR COMMENTS FROM THE BOARD? WELL, I DEFINITELY SUPPORT IT.
I'M DEFINITELY BEHIND THE RESOLUTION.
IT'S DEFINITELY MUCH NEEDED AND I FEEL AS AN EDUCATOR, LONG OVERDUE.
SO I'M EXCITED THAT WE'RE MOVING FORWARD OR POTENTIALLY HAVE THE OPPORTUNITY TO MOVE FORWARD WITH THIS RESOLUTION.
IT IS A POSSIBLE ACTION ITEM AS WELL.
I WOULD, I GUESS, MOVE THAT WE APPROVE THE RESOLUTION REQUESTING THE TEXAS GOVERNOR, GREG
[01:15:04]
ABBOTT, IDENTIFY PUBLIC SCHOOL DISTRICT PERSONNEL AS FRONTLINE WORKERS FOR ALLOCATION OF THE COVID-19 VACCINE AS PRESENTED.YEAH, YEAH. BUT WE HAVE WE HAVE A MOTION FOR MR. RAY. WE HAVE A SECOND AND THIRD FROM MS. BENTON AND FROM MS. DAVIS IS THERE.
CAN WE MOVE TO VOTE, ANTHONY? YES, MA'AM. MS. ROBINSON. YES.
YES. THANK YOU, MS. HALL. YES.
THE MOTION PASSES UNANIMOUSLY.
WILL WE BE READING THE RESOLUTION, MR. KIRCHNER, OR WILL IT JUST BE PUBLISHED OR HOW HOW WILL I MEAN, I'M NOT PETITIONING TO READ IT. I'M JUST ASKING.
THE RESOLUTION WILL BE PUBLISHED ON OUR WEBSITE AND SOCIAL MEDIA.
WE JUST ACTUALLY JUST ANNOUNCED THE CALENDAR ON SOCIAL MEDIA.
THAT'S GOT A LOT OF ATTENTION RIGHT NOW.
AND THEN WE'LL RELEASE THE RESOLUTION.
I KNOW THAT'S GOING TO GET A LOT OF THINGS AND APPRECIATION FROM OUR STAFF AND COMMUNITY.
SO, YES, THAT WILL BE AVAILABLE FOR ALL EMPLOYEES AND COMMUNITY MEMBERS.
I SHOULD HAVE KNOWN COMMUNICATIONS HAD A PLAN.
ALL RIGHT. I MEAN, I WAS ABOUT TO SAY THAT TOO I MEAN, I JUST LOVE IT.
JUST LOVE IT. THANK YOU, MR. KIRCHNER. THANK YOU ALL. THANK YOU.
ALL RIGHT. AND THIS BRINGS US TO OUR EXECUTIVE SESSION.
[5.0 Executive Session]
AT THIS TIME, THE BOARD WILL ADJOURN TO EXECUTIVE SESSION PURSUANT TO TEXAS GOVERNMENT FIVE FIVE ONE POINT ZERO SEVEN ONE PRIVATE CONSULTATION WITH THE BOARD'S ATTORNEY, FIVE FIVE ONE POINT ZERO SEVEN TWO PROPERTY AND FIVE FIVE ONE POINT ZERO SEVEN FOUR PERSONNEL.OTHER PARTICIPANTS MAY REMAIN ON THIS LINE AND THE BOARD WILL RETURN IMMEDIATELY FOLLOWING EXECUTIVE SESSION.
WE ARE ADJOURNING AT 7:17 P.M..
ALL RIGHT. WE ARE BACK IN OPEN SESSION AT 7:52 P.M.
IF THERE IS NO FURTHER BUSINESS, IS THERE ANYTHING? IF THERE'S NO FURTHER BUSINESS TO BRING BEFORE THE BOARD, WE ARE ADJOURNED AT 7:53 P.M..
GOOD NIGHT, EVERYBODY. ALL RIGHT.
* This transcript was compiled from uncorrected Closed Captioning.