>> GOOD EVENING. I HEREBY CALL TO ORDER THE FOLLOWING MEETING OF
[1.0 Call to Order]
[00:00:05]
THE CROWLEY ISD BOARD OF TRUSTEES AND CERTIFY THAT WE'RE IN COMPLIANCE WITH THE PROVISIONS OF SECTION 551.041 SUB-CHAPTER C. GOVERNMENT CODE IS SUBMITTED BY THE 73RD LEGISLATURE PURSUANT TO PUBLIC NOTICE OF THIS MEETING AND THAT QUORUM IS PRESENT.I REQUEST THE OFFICIAL ROLL CALL, PLEASE. MR. CARSON.
>> GOOD EVENING EVERYONE. TRUSTEE PLACE 1, NEDRA ROBINSON.
>> TRUSTEE, PLACE 2, DR. LA TONYA WOODSON-MAYFIELD.
>> TRUSTEE PLACE 3, DR. MIA HALL.
>> TRUSTEE PLACE 4, JUNE W. DAVIS.
>> TRUSTEE PLACE 5, MR. GILL DAVIS IS ABSENT THIS EVENING.
TRUSTEE PLACE 6, MR. GARY GRASSIA.
>> TRUSTEE PLACE 7, MITCH LIONS.
>> SUPERINTENDENT, DR. MICHAEL MCFARLAND.
>> THANK YOU, MR. CARSON. I EXTEND A WARM WELCOME TO EVERYONE PRESENT FOR TONIGHT'S MEETING.
THE MONTHLY MEETINGS OF THE BOARD ARE OPEN TO THE PUBLIC AND WE'RE PLEASED THAT YOU HAVE JOINED US AS WE CELEBRATE ACHIEVEMENT, REVIEW INFORMATION AND MAKE POLICY DECISIONS RELATED TO THE EFFECTIVE OPERATION OF CROWLEY PUBLIC SCHOOLS.
COMMENTS OR QUESTIONS FROM THE AUDIENCE WILL BE CONFINED TO THE TIME DESIGNATED FOR CITIZENS TO ADDRESS THE BOARD.
DECORUM AND COURTESY ARE IMPORTANT ELEMENTS IN EFFECTIVE PUBLIC MEETING.
[NOISE] PLEASE, SILENCE YOUR CELL PHONES OR COMMUNICATION DEVICES BEFORE WE BEGIN OUR PROCEEDINGS.
AGAIN, THANK YOU FOR ATTENDING AND FOR YOUR INTEREST IN CROWLEY ISD SCHOOLS.
WE ARE AT OUR VOICE CELEBRATIONS AGENDA ITEM 2.0.
[2.0 Celebrations / Board Points of Pride]
AT THIS TIME, I'LL ASK IF ANY BOARD MEMBERS WISH TO SHARE ANY CELEBRATIONS OF [INAUDIBLE]. MS. DAVIS.MY CELEBRATION IS GOING TO BE REGARDING THE SUPERINTENDENTS CUP.
THE LAST WEEK OF SCHOOL SAW THE CONCLUSION OF OUR YEAR LONG DISTRICT EVENTS LIKE THE HISPANIC HERITAGE GOAL, BLACK [INAUDIBLE] DIGITAL TECH [INAUDIBLE].
THIS YEAR, WE UNIFIED THE DISTRICT COMPETITIONS UNDER THE SUPERINTENDENT'S OR SUPER-PATTERN.
THE GOAL WAS TO INCREASE AND AWARD PARTICIPATION IN THE BIG FIVE DISTRICT EVENTS ACROSS CROWLEY ISD.
>> THANK YOU, TRUSTEE DAVIS. ARE THERE ANY OTHER?
>> YES. I'M EXCITED BECAUSE THIS SUMMER, [NOISE] I'M GOING TO DO SUMMER RALLIES FOR CROWLEY ISD.
CROWLEY ISD HIGH SCHOOL STUDENTS CAN BEAT THE HEAT THIS SUMMER AND ENJOY OPEN GYM, FREE WI-FI, FIELD TRIP, JOB COACHING AND MUCH MORE AT OUR SUMMER RALLY FOR CROWLEY, JUNE 20TH THROUGH JULY 14TH, AT CROWLEY 9TH GRADE CAMPUS.
TRANSPORTATION AND LUNCH, SNACKS ARE PROVIDED.
VISIT OUR WEBSITE TO REGISTER YOUR STUDENTS TODAY.
IT'S GOING TO BE A GREAT SUMMER.
[APPLAUSE] LOOKING FORWARD TO THAT.
ARE THERE ANY OTHERS? YES, MS. [INAUDIBLE].
>> OUR ADDITIONAL SCHOOL DAYS YEAR, CAMPUS IS STILL GOING STRONG, CLOSING OUT THE YEAR WITH THEIR VOICE CEREMONIES, RATES EACH DAY INTRODUCES STUDENTS TO THEIR NEXT GRADE LEVEL TEACHERS AND STUDENTS VERSUS STAFF BASKETBALL GAME, WE HAVE TO WORK BASED ON SOUNDS WITH PICTURES [LAUGHTER].
THE OFFICIAL LAST DAY AT WALKER IS TOMORROW, JUNE 10TH.
BEST WISHES TO ALL STUDENTS AND STAFF AND THANKS TO MRS. MONTGOMERY FOR A GREAT YEAR. [APPLAUSE]
>> THANK YOU. ARE THERE ANY OTHER AT THE MOMENT?
>> I HAVE THE PLEASURE TODAY OF SERVING IN A FOOD DISTRIBUTION OF THIS VERY AREA OF [INAUDIBLE] ACTIONS ARE FOR THE ISD IN THIS AMAZING TEXAS HEAT.
[LAUGHTER] BUT FOOD INSECURITY IS A VERY REAL PAIN AND THE LINE EACH MONTH CONTINUES TO ONLY GET LONGER, WHICH IS REALLY SAD.
BUT I AM SO PLEASED AND PROUD THAT CROWLEY ISD WILL CONTINUE TO
[00:05:01]
PROVIDE FREE MEALS THIS SUMMER FOR OUR STUDENTS AND FOR CHILDREN IN GENERAL, STUDENTS 18 AND UNDER.THE FREE SUMMER MEAL PROGRAM BEGAN, MAY 31ST AND WILL CONTINUE THROUGH JULY 29TH.
THE PROGRAM PROVIDES BREAKFAST AS WELL AS LUNCH FOR KIDS 18 AND UNDER REGARDLESS OF THEIR ENROLLMENT DISTRICT.
THERE ARE A LOT OF DIFFERENT SITES WHERE MEALS CAN BE SERVED AND JUST LOOK AT OUR WEBSITE FOR ANY CHANCE.
>> AWESOME. THANK YOU. [APPLAUSE]. IS THERE ANY OTHER [INAUDIBLE]
>> CROWLEY ISD WANTS TO HELP TEENS GET A JOB THIS SUMMER AND SO DO A LOT OF BUSINESSES OWNERS.
OUR IN-PERSON JOB FAIR WILL HAVE THE AREA OF EMPLOYERS ON-SITE LOOKING TO HIRE QUALIFIED INDIVIDUALS AGES 16 AND ABOVE.
[INAUDIBLE] WILL BE AVAILABLE FROM CROWLEY HIGH SCHOOL AND NORTH CROWLEY HIGH SCHOOL.
JOIN US ON JUNE 14TH FROM 10:00 AM TO 12:00 PM AT THE VRJCTE CENTER.
I WILL BE THERE LOOKING TO HIRE A COUPLE OF PEOPLE MYSELF.
>> THAT IS AWESOME. CAN I JUST ADD ALSO, I KNOW DR. [INAUDIBLE] IS IT TOO LATE FOR BUSINESSES TO SIGN UP?
>> NOT AT ALL, WE HAVE ABOUT 37 BUSINESSES AS OF TODAY SO WE WANT YOU TO GET IN AS MOST SCHOOLS.
>> THANK YOU. [LAUGHTER] WONDERFUL.
ONE IS REGARDING OUR SAFE SUMMER SOLUTIONS SUMMIT THAT WE HAD THIS WEEK.
WE HAD TWO SESSIONS THIS WEEK.
THE PARENTS, STUDENTS, STAFF, THEY FACED LEADERS AND STAKEHOLDERS FROM THROUGHOUT THE DISTRICT THAT CAME OUT ON BOTH MONDAY, JUNE SIX AND ALSO ON TUESDAY, JUNE 7TH TO SHARE IDEAS AND OFFER SOLUTIONS TO THE CHALLENGES THAT OUR STUDENTS ARE FACING.
WE'RE EXCITED TO SYNTHESIZE WHAT WE HEARD AND SHARE THE INFORMATION WITH OUR FAMILIES.
I ALSO WANT TO JUST SAY THANK YOU TO OUR HOST PASTORS IN THE BREAD ABUNDANT LIFE, AND THEN ALSO AT FIRST BAPTIST CHURCH IN CROWLEY.
WE DEFINITELY WANT TO THANK THEM FOR HOSTING BOTH SESSIONS AND THEN FOR EVERY ONE THAT CAME OUT.
THEN ALSO, IF I MAY JUST TAKE A MOMENT, I TOTALLY WOULD BE REMISS, IF I DIDN'T TAKE A MOMENT TO JUST EXTEND A PERSONAL THANK YOU TO DR. MIA HALL FOR PRESIDING OVER OUR BOARD AS OUR LEADER FOR THE PAST TWO YEARS.
WE ALL KNOW, MARCH OF 2020, WE WERE TURNED UPSIDE DOWN AND THEN JUST TWO MONTHS LATER, DR. PAUL WAS ELECTED AS OUR 4TH TRUSTEE AND SERVED FAITHFULLY IN THAT ROLE FOR THE PAST TWO YEARS AND WE ALL KNOW HOW CHALLENGING THOSE TIMES WERE.
MOST OF US WE'RE HERE FOR BOARD MEETINGS, BUT EVEN OUTSIDE OF THE BOARD MEETINGS, IT WAS A DIFFICULT TIME FOR ALL OF US.
I JUST WANT TO SAY THANK YOU FOR YOUR LEADERSHIP, THANK YOU FOR YOUR SERVICE TO THE BOARD AND MAY I PRESENT YOU WITH A SMALL TOKEN OF APPRECIATION, BUT IT'S SPECIAL.
WE ARE TAKING OUT AND IT'S A PERSONALIZED SCALPEL.
IT'S ENGRAVED, IT SAYS CROWLEY ISD BOARD PRESIDENT 2020 TO 2022, DR. MIA HALL.
I JUST WANT TO SAY THANK YOU AS I PRESENT THIS TO YOU. [APPLAUSE].
>> IT EXCITED ME AND I WAS HERE BECAUSE I WON'T HAVE TO SAY NO WORD.
[LAUGHTER]. [OVERLAPPING] IN SPITE OF WHAT PEOPLE BELIEVE I REALLY HATE PUBLIC SPEAKING, BUT I WANT TO THANK YOU VERY MUCH FOR YOUR SENTIMENT, PRESIDENT MAYFIELD AND FOR THE RECOGNITION.
IT WAS A DIFFICULT TIME, BUT IT WAS MY PLEASURE.
MY MOST ESTEEMED PLEASURE TO SERVE.
THE BOARD AND CROWLEY ISD HAS BECOME MY SECOND FAMILY.
I WAS JOKING IN JEST, TODAY IS MY ANNIVERSARY.
[00:10:01]
I'M SPENDING IT HERE AND COINCIDENTALLY MY BIRTHDAY, I SPENT IT HERE TOO.MAYBE 2023, IT MIGHT BE DIFFERENT.
[LAUGHTER]. BUT THANK YOU SO MUCH FOR THE RECOGNITION.
IT'S BEEN MY PLEASURE AND I LOOK FORWARD TO SERVING [INAUDIBLE].
>> THANK YOU. HAPPY ANNIVERSARY BY THE WAY.
THANK YOU FOR ALLOWING ME TO DO THAT.
SUPERINTENDED REPORT [INAUDIBLE] AGENDA,
[3.0 Superintendent Report]
ITEM 3.0.>> MADAM PRESIDENT, BOARD MEMBERS, I JUST WANTED TO TAKE A SECOND AS THE SUPERINTENDENT REPORT TODAY TO JUST REMIND ALL OF US, I KNOW THAT THE JUNE OF 19TH IS GOING TO OCCUR I ASSUME BEFORE OUR NEXT BOARD MEETING SO WE'LL HAVE UP UNTIL THE WEEKEND.
I WANTED TO JUST PAUSE FOR A SECOND AND JUST REMIND US AND JUST REALLY IS THANKFUL FOR MS. OPAL LEE.
WE KNOW THAT WE RECOGNIZED MS. OPAL LEE DURING LAST WHEN WE HAD OUR BOARD MEETING.
I JUST WANT TO REMIND US THAT WE KNOW THAT JUNE 19 IS A SPECIAL HOLIDAY.
IT IS A FEDERAL HOLIDAY BECAUSE OF THE SACRIFICE THAT SHE MADE TO BRING THE RECOGNITION OF THE SERVICE.
WE DEFINITELY WANT TO ACKNOWLEDGE THAT AND SO JUST THANK FOR THE BOARD FOR ALLOWING US TO DO THAT.
THIS IS ALSO A REMINDER THAT WE STARTED OFF WITH A DAY OF SERVICE FOR MS. LEE AND A GREAT [INAUDIBLE] FOR HER SUPPORT.
WITH SO MANY CANVASSES ENGAGED AND SO MANY DIFFERENT PROJECTS, WE TURNED IT FROM A DAY OF SERVICE TO A SEASON OF SERVICE.
ALL ACROSS THE DISTRICT, OUR KIDS GOT THE OPPORTUNITY TO UNDERSTAND THE IMPORTANCE OF SERVICE AND REALLY MODEL THINGS THAT MS. OPAL LEE STOOD FOR US.
DEFINITELY A GREAT EXPERIENCE.
WE HAD APARTMENTS THAT LATER PURCHASED [INAUDIBLE], LIBRARIES, AND SO ALL OF OUR BOOKS ARE IN OUR LIBRARIES.
WE'RE JUST PROUD OF THE FACT THAT OUR KIDS ARE NOT ONLY GETTING A HIGH-QUALITY EDUCATION BUT THEY'RE GETTING THE UNDERSTANDING OF WHAT IT MEANS TO SERVE.
AS WE ARE PREPARED TO CELEBRATE JUNETEENTH, WE ALSO JUST RECOGNIZE THE FACT THAT THE REASON WE'RE ABLE TO DO THIS IS BECAUSE OF HER SACRIFICE.
AGAIN, I KNOW IN THE FUTURE, WHEN WE LOOK AT OUR CALENDARS, WE'LL MAKE SURE THAT WE RECOGNIZE THAT WITHIN OUR CALENDAR.
BUT THIS YEAR JUNE 19TH IS ACTUALLY ON A SUNDAY AND THE OFFICIAL FEDERAL HOLIDAY FOR JUNE 19TH IS ACTUALLY ON 20TH.
BUT BECAUSE OF THE CALENDAR SAID AND WE KNOW THE MEDIA ACTIVITIES WILL BE GOING ON THE FRIDAY AND SATURDAY AND SUNDAY, WE FEEL LIKE OUR PEOPLE WILL HAVE THE OPPORTUNITY TO PARTICIPATE.
BUT WE HAVE TO MAKE SURE WE BRING IT BACK THE IDEA TO TRY TO ADDRESS THAT TRADITION.
WE JUST WANTED TO ACKNOWLEDGE THE FACT THAT WE APPRECIATE HER SERVICE AND FOR WHO SHE IS AND KNOW WHAT SHE STOOD FOR US. OUR STATE IS PROUD OF HER.
>> THANK YOU [INAUDIBLE] FOR THAT.
YES, WE DEFINITELY APPRECIATE MS. OPAL LEE.
SHE CONTINUES TO DO THE WORK AND LEAD THE WAY.
WE ARE NOW AT OUR REPORT ITEMS.
[4.0 Report Item(s)]
WE HAVE THREE AND I JUST WANT TO ALSO SHARE THAT THIS IS A [NOISE] WORK SESSION SO THIS IS WHERE WE WILL BE ABLE TO ASK QUESTIONS, TAKE COMMENTS AS THEY'RE PRESENTING.THE FIRST STEP IS AGENDA ITEM 4.1, WHICH IS A PROGRAM EVALUATION, CROWLEY COLLEGIATE ACADEMY AND GLOBAL PREP ACADEMY.
>> MADAM PRESIDENT, BOARD MEMBERS, [INAUDIBLE] WHO WILL BE REPORTING ON THIS [INAUDIBLE]. DR. [INAUDIBLE].
>> GOOD EVENING, DR. WOODSON AND MAYFIELD, DR. MCFARLAND, MEMBERS OF THE BOARD.
WE ARE HERE TO TALK ABOUT PROGRAM EVALUATION THIS EVENING.
WHEN WE'RE TALKING PROGRAM EVALUATION, WE'RE LOOKING AT A YEAR-LONG PROCESS WHERE WE REVIEW A PROGRAM OR AN INITIATIVE IN OUR DISTRICT FOR THE PURPOSE OF IMPROVEMENT AND ALSO FOR TRANSPARENCY, ACCOUNTABILITY, AND IT ALLOWS US TO MAKE EVIDENCE-BASED DECISIONS TO IMPROVE AND SUPPORT THAT PROGRAM.
EACH YEAR WE'LL LOOK AT ANYWHERE FROM THREE TO FIVE PROGRAMS. THIS YEAR, WE LOOKED AT COLLEGE AND CAREER READINESS, GLOBAL PREP, AND CROWLEY COLLEGIATE ACADEMY.
WHEN WE TALK PROGRAM EVALUATION, IT'S A PROCESS WHERE WE FORM A COMMITTEE OF STAKEHOLDERS FOR EACH OF THOSE PARTICULAR EVALUATIONS.
THE STAKEHOLDERS, DEPENDING ON WHAT WE'RE EVALUATING, CAN BE COMPRISED OF STUDENTS, PARENTS, ADMINISTRATORS, TEACHERS, CENTRAL OFFICE STAFF, EACH ONE WHO'S IMPACTED BY THAT PARTICULAR PROGRAM.
WHAT THEY DO IS, THEY MEET THROUGHOUT THE SCHOOL YEAR.
THEY WILL LOOK AT THE PROGRAM, HAVE AN EVALUATION FRAMEWORK OR CRITERIA THEY'RE GOING TO EVALUATE THEM ON.
THEY'LL COLLECT BOTH QUANTITATIVE AND QUALITATIVE DATA.
FOR EACH OF THE AREAS, WE HAD A LOT OF QUANTITATIVE DATA, WE ALSO HAD QUALITATIVE IN THE FORM OF SURVEYS.
[00:15:01]
WE SURVEYED PARENTS, STUDENTS, TEACHERS, ADMINISTRATORS, RELATED TO THAT AREA.THE COMMITTEE WILL LOOK AT THE RESEARCH QUESTIONS, THEY'LL LOOK AT ALL THE DATA, AND THEN THEY WILL COME UP WITH ACTIONABLE ITEMS WITH THE PURPOSE OF IMPROVING OR SUPPORTING THAT PROGRAM.
THE FIRST ONE WE LOOKED AT THIS YEAR WAS COLLEGE AND CAREER READINESS.
WHAT WE HAVE HERE IS, WE HAVE A GRAPHIC THAT SHOWS WHAT DOES COLLEGE AND CAREER READINESS LOOK LIKE IN OUR DISTRICT.
YOU CAN SEE BY LOOKING AT IT, IT STARTS ALL THE WAY TO PRE-K ENROLLMENT, GOES THROUGHOUT THE JOURNEY OF A STUDENT WHILE THEY'RE IN SCHOOL UNTIL THEY ENROLL IN COLLEGE, AND THEN WILL GET PERSISTENCE ONCE THEY GO TO COLLEGE.
TONIGHT, BECAUSE THIS IS SO EXTENSIVE, WE ARE NOT GOING TO TALK ABOUT THE FINDINGS.
BUT IN THE AUGUST BOARD MEETING, YOUR WORK SESSION, WE'RE GOING TO BRING BACK THIS ONE AND LOOK MORE IN-DEPTH AT WHAT WE DID IN COLLEGE AND CAREER READINESS.
BUT I DID WANT TO BRING THAT TO YOUR ATTENTION.
THAT WAS PART OF OUR PUBLIC EVALUATIONS PROCESS THIS YEAR.
>> CAN YOU HOLD FOR A SECOND, MS. [INAUDIBLE]?
>> ANY QUESTIONS JUST ABOUT THIS GRAPHIC.
BECAUSE THERE WAS A LOT THERE, SO ANY QUESTIONS ABOUT THIS?
>> HOW DO YOU IDENTIFY THE CHILDREN FOR THIS PROGRAM?
>> THE COLLEGE AND CAREER READINESS IS FOR EVERY STUDENT.
WE'RE LOOKING AT AS THEY PROGRESS THROUGH FROM PRE-K TO GRADUATION, ARE WE PREPARING THEM FOR COLLEGE AND OR CAREERS WHEN THEY GRADUATE? THIS IS EVERYTHING THAT WE LOOK AT AS FAR AS DATA TO DETERMINE, ARE WE MEETING THE NEEDS OF OUR STAKEHOLDERS?
>> ONE OF THE THINGS, SO WHEN YOU HEAR US TALK ABOUT THE WORD, COLLEGE AND CAREER READINESS, THE REASON WHY YOU SEE THESE FLAGS IN EVERY POINT, THERE'S METRICS THAT WE'RE COLLECTING IN EVERY POINT.
LIKE PRE-K, FOUR-YEAR-OLD, WE CAN GIVE YOU NUMBERS OF HOW MANY STUDENTS WE HAVE ENROLLED AT PRE-K 4 VERSUS HOW MANY STUDENTS SHOULD BE ENROLLED AT PRE-K 4.
THAT WILL DETERMINE IF THE CHILDREN IN PRE-K 4 THAT SHOULD BE AND THAT LETS US KNOW AT THAT EARLY LEVEL THAT THEY'RE ON TRACK FOR COLLEGE.
THEN EACH FLAG IS THEIR DATA POINTS, SOME ARE QUANTITATIVE, SOME ARE QUALITATIVE.
WE HAVE DATA POINTS FOR EACH AREA, EACH FLAG THAT YOU SEE.
WHAT WE CALL THE FLAG IS ACTUALLY WHERE IT SAYS ELEMENTARY ACADEMIC ACHIEVABLES, THOSE HIGHLIGHTED AREAS.
EVERYONE OF THEM IN THE FUTURE WILL BRING BACK TO YOU AND SHOW YOU WHERE WE ARE RIGHT NOW AND IMMEDIATELY COMPARE THAT TO WHERE WE'D LIKE TO BE.
BECAUSE COLLEGE GRADE IS SO MESSED AT THAT POINT.
THIS IS JUST SHOWING ALL THE [INAUDIBLE].
>> I HAVE A QUESTION, NOT ABOUT THIS GRAPHIC, BUT YOU MENTIONED, I THINK ON THE SLIDE BEFORE, THAT YOU DID A SURVEY?
>> WE DID A SURVEY FOR EACH OF OUR AREAS, SO WE DID A SURVEY ON COLLEGE AND CAREER READINESS, WE DID A SURVEY ON GLOBAL THREAT, AND ALSO CROWLEY COLLEGIATE ACADEMY.
FOUR SURVEYS ACTUALLY ON EACH.
>> GREAT. WHAT WAS THE PARENTS' RESPONSE LIKE IN TERMS OF NUMBERS? DID WE HAVE GOOD?
>> I DON'T REMEMBER THE EXACT NUMBERS, BUT IT WAS SIGNIFICANT.
>> WHAT WERE THE EXACT NUMBERS FOR EVERY MEMBER? [LAUGHTER] IS THAT THAT WE FORGOT FOR AUGUST [INAUDIBLE]?
>> WE CAN BRING BACK IN AUGUST.
ABSOLUTELY, WE'LL BRING THOSE SURVEY RESULTS.
THE FIRST ONE THAT WE'RE GOING TO FOCUS ON TONIGHT AS FAR AS THE PROGRAM EVALUATION IS CROWLEY COLLEGIATE ACADEMY.
CROWLEY COLLEGIATE ACADEMY IS OUR EARLY COLLEGE HIGH SCHOOL.
STUDENTS HAVE THE ABILITY WHEN THEY START IN NINTH GRADE, GO THROUGH 12TH, THEY CAN FINISH AN ASSOCIATE'S DEGREE WHILE THEY'RE WITH US HERE IN CROWLEY ISD.
WE CURRENTLY HAVE AN ENROLLMENT IN 60A AT 335 STUDENTS AND OUR GRADUATING SENIORS THIS YEAR WE HAD 62 PERCENT OF THOSE STUDENTS WHO ARE 34 OUT OF 55, EARN AN ASSOCIATE'S DEGREE.
WE HAVE NINE STUDENTS THAT ARE CONTINUING THROUGH THE SUMMER AND WE DO ANTICIPATE THEY WILL GRADUATE AT THE END OF THE SUMMER WITH AN ASSOCIATE'S DEGREE, WHICH GIVES US A SUCCESS RATE OF 78 PERCENT OF OUR GRADUATING SENIORS HAVING AN ASSOCIATE'S DEGREE WHEN THEY LEAVE CCA.
SOMETHING ELSE THAT'S SIGNIFICANT IS, THIS SCHOOL YEAR IN CCA, GRADES NINE THROUGH 12, THE STUDENTS EARN 3,257 COLLEGE CREDIT HOURS.
STUDENTS ARE BUSY TAKING DUAL CREDIT.
>> ABSOLUTELY. [LAUGHTER] THREE THOUSAND TWO HUNDRED AND FIFTY SEVEN COLLEGE HOURS AMONG THOSE 335 STUDENTS.
>> MS. [INAUDIBLE], YOU SAID, 78 PERCENT WILL HAVE A COLLEGE DEGREE.
>> ASSOCIATE'S DEGREE. THE OTHER 22 PERCENT,
[00:20:01]
WHAT WILL THEY HAVE?>> THEY WILL HAVE COLLEGE HOURS.
EVERY STUDENT IS ENROLLED IN DUAL CREDIT.
THEY JUST WILL NOT COMPLETE BY THE END OF THE SUMMER.
>> TARRANT COUNTY COLLEGE IS OUR HIGHER ED PARTNER, SO WE CONTINUE TO WORK WITH THEM SO THOSE STUDENTS [INAUDIBLE] COLLEGE, IF THEY CHOOSE TO DO SO.
THE OTHER THING IS WE'VE HAD THREE GRADUATING CLASSES FROM CCA, AND OVER THE LAST THREE YEARS, IF WE LOOK AT OUR NUMBERS, WE'VE HAD 131 STUDENTS GRADUATE [INAUDIBLE] THREE YEARS, OR 74 PERCENT OF THE STUDENTS AT THE TIME THEY GRADUATE HIGH SCHOOL.
ONE OF THE THINGS THAT I MENTIONED, WHEN WE GO THROUGH PROGRAM EVALUATION, WE WANT TO EVALUATE THAT PROGRAM AGAINST THE FRAMEWORK THAT TRULY GIVES US THE DATA THAT WE NEED TO LOOK AT.
WE USE THE TEA BLUEPRINT FOR EARLY COLLEGE HIGH SCHOOL AND WE LOOKED AT THE FOLLOWING CRITERIA: TARGET POPULATION, THE HIGHER ED PARTNERSHIP AGREEMENTS; CURRENTLY, OUR PARTNER IS TARRANT COUNTY COLLEGE.
WE LOOKED AT THE LEADERSHIP TEAM, EFFECTIVENESS OF THE LEADERSHIP TEAM, CURRICULUM AND SUPPORT, ACADEMIC RIGOR AND READINESS, AND SCHOOL DESIGN.
ON EACH OF THESE INDICATORS, WE HAVE THE QUANTITATIVE AND QUALITATIVE DATA THAT WE COLLECTED.
>> THE QUESTION IS, ARE WE SETTING SOME OF THE CHILDREN UP FOR, IF THEY DON'T GET THEIR ASSOCIATES VFA GRADUATE HIGH SCHOOL, OR ARE WE MAKING SURE THAT THEY CONTINUE MORE HONORABLE WORK SOMEHOW, NOT JUST STARTING.
I DON'T WANT THESE KIDS THAT 24 WHATEVER PERCENT THAT GETS DISCOURAGED BECAUSE THEY'RE SUPPOSED TO HAVE ASSOCIATES AT THE END OF THEIR HIGH SCHOOL CAREER, AND THEY DIDN'T ACHIEVE THAT GOAL.
WHAT ARE WE DOING FOR THOSE KIDS THEN?
>> IT'S INTERESTING YOU SAY THAT BECAUSE THAT'S ONE OF OUR FINDINGS.
IF YOU BEAR WITH ME JUST A LITTLE BIT WE'LL BE THERE.
>> EXCUSE ME. I HAVE A QUESTION AND IT'S SIMILAR TO THE WORK STUDY THAT WE WERE DOING THREE MONTHS AGO.
NOW THAT WE HAVE THREE GRADUATE CLASSES, TWO OF THOSE THREE [INAUDIBLE] HAVE COME FROM CCA.
THIS MAY NOT BE THE FORM, BUT IS THERE A POSSIBILITY THAT WE COULD LOOK AT THE IMPACT OF SEPARATING CCA STUDENTS FROM THEIR HOME CAMPUS AND WHAT IMPACT DOES IT HAVE ON TEACHERS IN THAT PROGRAM?
>> THAT WAS NOT PART OF OUR PROGRAM EVALUATION.
>> RIGHT. THAT WAS NOT PART OF OUR PROGRAM EVALUATION.
HOWEVER, WE DO HAVE A COMMITTEE THAT'S STILL LOOKING AT THAT.
WE DO KNOW THAT IT WILL HAVE AN IMPACT WHERE WE BELIEVE THAT IT WILL LIKELY BASED ON OUR POWER SCORES, IT WOULD DROP OUR SCORES PROBABLY THREE TO FOUR STAGE POINTS ON EACH CAMPUS.
THAT'S THE NEGATIVE IMPLICATIONS FROM ACCOUNTABILITY STANDPOINT THAT IT COULD HAVE BY DOING THAT.
WE HAVE TO WEIGH THAT AGAINST THE POSITIVES OF SEPARATE.
ONE THING THAT WE'VE DONE IN ORDER TO ADDRESS THAT CHALLENGE IS, WE'VE ADDED THE SUPERINTENDENT OF SCHOLARS FOR THE HIGHEST RANKING KID AT THE CAMPUS.
THEIR KIDS HAS GOT RECEIVED ENOUGH TO SPEAK AT GRADUATION FOR THE LAST TWO YEARS, MAYBE SOME OTHER THINGS LIKE THAT.
>> SO I THINK THERE MAY HAVE BEEN SOME CONFUSION ON THAT FIRST OF ALL, [INAUDIBLE].
I DON'T THINK THAT THAT WAS THE CASE AND ISSUE. I THINK THAT [OVERLAPPING]
>> I THINK THE TWO HIGHEST RANKING [OVERLAPPING].
>> THEY ALL DON'T BELIEVE THEY WERE, BUT WE CAN CHANGE.
>> A QUESTION ABOUT THE NUMBER AND THE PERCENTAGE OF STUDENTS THAT WE HAVE ACHIEVING AT THIS LEVEL.
AND I'M NOT COMPETITIVE BUT DO WE HAVE ANY DATA FROM A SIMILAR DISTRICT TO CROWLEY AND WHAT THEIR NUMBERS AND PERCENTAGES ARE.
>> MS. GRIFFIN MIGHT BE ABLE TO ANSWER THAT AND WHAT I CAN TELL YOU IS THAT WITH EVERY EARLY COLLEGE HIGH SCHOOL, THEY HAVE A COACH FROM TEA THAT COACHES THEM THROUGH THE PROCESS AND DOES A COMPARISON AND [INAUDIBLE]
>> I DON'T HAVE TO HAVE THE ANSWER NOW BUT I WOULD BE CURIOUS
[00:25:02]
TO KNOW BECAUSE I WAS STUCK US UP AGAINST A LARGER DISTRICT.>> COMPARISON WITH THE COACH [INAUDIBLE].
>> [INAUDIBLE]. MEMBERS OF THE BOARD THANK YOU SO MUCH FOR LOOKING AT THIS, CONSIDERING ALL THINGS HAVE SUCCEEDED ACROSS ALL OF THE EARLY CULTURAL SCHOOLS, WE HAVE WHAT'S CALLED OUTCOME-BASED MEASURES BETWEEN THIS WEEK.
AND SO THE ACTIVE BASE MEASURES AND THE REQUIREMENTS FOR ASSOCIATED DEGREE ATTAINMENT IS RIGHT AT ABOUT 40 PERCENT.
AND SO THE AVERAGE ACROSS OUR METRICS FLEX FROM WHAT I UNDERSTAND ANECDOTALLY IS AROUND 50 PERCENT ACROSS THE METROPLEX AND I DON'T KNOW [INAUDIBLE].
BUT WE CAN CERTAINLY PULL REALLY GOOD DATA [OVERLAPPING]
>> THAT'S GOOD ENOUGH SO WE SELL. [LAUGHTER]
>> YES. OUR GOAL IS 100 PERCENT.
>> WHEN WE SAY WE HAVE A FINDING OR RECOMMENDATION, WE TAKE THE TOP ONES THINGS THAT WE CAN REASONABLY WORK ON THAT NEXT YEAR.
WE KNOW THAT ANYTIME WE TALKED ABOUT PROGRAM EVALUATION, WE'RE LOOKING AT CONTINUOUS IMPROVEMENT.
WE DON'T JUST DO IT ONCE TO GET AWAY, BUT WE'LL HAVE A CONTINUOUS CYCLE WORK FOR THE NEXT THREE YEARS, WE'LL CONTINUE TO VISIT THAT PROGRAM EVALUATION AND MAKE IT ACTIONABLE PLANS.
FOR THE UPCOMING YEAR FOR CROWLEY COLLEGIATE ACADEMY, WE HAVE FOUR DIFFERENT FINDINGS.
OUR FIRST ONE IS RELATED TO THE RESEARCH QUESTION, HOW OUR INITIATIVES CREATED, EVALUATED, TRACKED AND CONTINUOUSLY IMPROVED AND ARE FINDING WAS THAT WE WANTED TO HAVE BETTER COMMUNICATION WITH OUR STAKEHOLDERS CONCERNING DATA RELATED TO THE EARLY COLLEGE HIGH SCHOOL OR CCA.
THE RECOMMENDATION IS WE WILL DEVELOP A COMMUNICATION PLAN TO INCLUDE STAFF ALONG WITH STUDENTS IN HERE.
OUR SECOND FINDING WAS RELATED TO ACCESS AND EQUITY.
AND THE RESEARCH QUESTION WAS, HAS THE PARTNERSHIP THE PARTNERSHIP BEING TARRANT COUNTY COLLEGE HAS THE PARTNERSHIP BEEN ACTIVE AND ARE BOTH PARTIES DOING THEIR PART OF THE AGREEMENT? SO IN OUR FINDINGS ARE QUANTITATIVE AND QUALITATIVE, WE DECIDED THAT WE WANTED TO DIVE DEEPER ON THIS, AND WE WANTED TO LOOK AT IS THERE A POSSIBILITY FOR US TO PARTNER WITH OTHER COLLEGES IN ADDITION TO TURN OUR COLLEGE, TO ENSURE COMPLETION OF DEGREES, TO ENSURE TRANSFERABILITY.
SO WE DID HAVE OPTIONS FOR STUDENTS BEYOND JUST TARRANT COUNTY COLLEGE, SO THAT WAS ONE OF OUR FINDINGS ALSO.
OUR THIRD FINDING WAS HOW IS THE SCHOOL WITHIN A SCHOOL, MEANING CCA STUDENTS AT CROWLEY HIGH SCHOOL AND NORTH CROWLEY STUDENTS, THAT THEY'RE A SCHOOL WITHIN A SCHOOL, HOW IS THE SCHOOL SUPPORTED WITH MASTER SCHEDULING AND UPCOMING CCA WILL FOLLOW THE SAME MASTER SCHEDULE AND SAINT BELL SCHEDULE AS ALL OF THE OTHER CAMPUSES WITH EMBEDDED DUAL CREDIT INSTRUCTORS.
THIS IS A CHANGE BECAUSE IN THE PAST THEY HAVE TRAVELED TO TARRANT COUNTY COLLEGE FOR HALF THE DAY.
THE FINDING WAS WE WANT TO ENSURE THAT INSTRUCTIONAL SUPPORTS FOR DEGREE COMPLETION AS WELL AS TSI THAT STUDENTS WOULD GET IF THEY WERE GOING TO TARRANT COUNTY COLLEGE IN PLACE FOR OUR STUDENTS IN CROWLEY COLLEGE AND TARRANT.
THEN FINALLY, OUR LAST FINDING WAS RELATED TO CURRICULUM AND SUPPORT, AND THE RESEARCH QUESTION WAS, HOW DOES THE PROGRAM SUPPORT STUDENTS' ACADEMIC PATH? THE FINDING, IHE, INSTITUTE OF HIGHER ED, I.E, TARRANT COUNTY COLLEGE SUPPORTS ARE AVAILABLE ON TCC SOUTH CAMPUS, BUT THEY MAY BE INACCESSIBLE TO OUR STUDENTS AT CCA.
OUR RECOMMENDATION IS WE DEVELOPED A PLAN TO ENSURE ALL THE SUPPORT STUDENTS WITH TARRANT COUNTY COLLEGE ARE AVAILABLE TO OUR STUDENTS AT CCA, FOR EXAMPLE, ADVICE, TSI, SUPPORT, LIBRARIES AND SO FORTH SO THAT IS THE RECOMMENDATION THAT CAN LEAD US TO DO THIS.
I WILL PAUSE HERE AND SEE IF THERE ARE ANY QUESTIONS THAT I CAN ANSWER.
>> I DO HAVE A QUESTION ABOUT THAT AXIS RESEARCH QUESTION, AND SHORTLY THEN FIND THE ANSWER TO THAT QUESTION.
I FEEL LIKE I GUESS WHAT I'M ASKING ME, WHEN YOU EVALUATE AT THE PARTNERSHIP, LET THE EVALUATIVE QUESTIONS
[00:30:02]
OR SHOULD I GUESS I WAS TRYING TO FIGURE OUT HOW TO FIND THE [OVERLAPPING].>> YEAH, SO I'M REALLY PROUD OF TEA.
THE PARTNERSHIP WITH THE HIGHER ED IS UNDER THE ACCESS AND EQUITY UMBRELLA BUT THERE ARE MANY OTHER THINGS UNDER ACCESS AND ACCESS AND EQUITY THAT WE EVALUATED ALSO.
>> THIS IS THE ONE THAT WE FELT LIKE WE HAD ON.
SO THE OTHER THINGS THAT WE LOOKED AT, WE LOOKED AT THE DEMOGRAPHICS OF STUDENTS, WE LOOKED AT EQUAL REPRESENTATIONS AT THE MIDDLE SCHOOLS.
THIS WAS JUST ONE OF THE CRITERIA.
THAT'S WHERE THE STATE PUTS THIS PARTICULAR CRITERIA IS UNDER ACCESS AND WE KEPT IT UNDER THE STATE UMBRELLA.
>> RIGHT. I COULD TALK MORE ABOUT THE FINDINGS WERE SAYING THAT DEVELOP AN EVALUATION TO BETTER ANSWER THAT QUESTION.
I WAS JUST TRYING TO UNDERSTAND THE FINDING.
>> YES, MA'AM. SO WHEN WE LOOKED AT HAS THE PARTNER TARRANT COUNTY COLLEGE BEEN AN ACTIVE PARTNERSHIPS OR BOTH PARTIES DOING FOR THEIR AGREEMENT, WE DIDN'T FEEL LIKE WE HAD SUFFICIENT DATA TO REALLY ANSWER THAT.
>> I HAVE A QUESTION GOING BACK TO MR. GRASSIA'S QUESTION ABOUT THE TOOLS [INAUDIBLE].
DOES THAT NUMBER INCLUDE THOSE WHO MAY HAVE STARTED THE PROGRAM? NOW, WHAT ABOUT OKAY, SO IT'S JUST PURE 9 AND 12 COLLEGE KIDS.
THEN MY OTHER QUESTION, SORRY, WAS ABOUT THE LAST TIME YOU MENTIONED ADVISE.
A COUPLE OF YEARS OR A YEAR AGO WE TALKED ABOUT SERVICES BECAUSE WE CAN HIGH DROPOUT RATE OR RECEIVE A TREE.
IS THAT PART OF THAT SUPPORT AS WELL?
>> LOOKING AT ANY SUPPORT THAT THEY WOULD HAVE AT TARRANT COUNTY COLLEGE AND MAKING SURE THAT OUR STUDENTS HAVE ACCESS TO THIS, THAT WOULD BE A SUPPORT TO HAVE ACCESS TO.
>> IS IT ONLY FROM TARRANT COUNTY COLLEGE OR DO WE PROVIDE?
>> OUR CAMPUS IS AN AVID CAMPUS, AND SO WE DO FOLLOW THE AVID PROTOCOL OURSELVES.
>> I KNOW YOU'RE NOT FINISHED, RIGHT?
>> THE NEXT PROBLEM THAT WE EVALUATE THIS YEAR IS GLOBAL PREP AND GLOBAL PREP IS A SCHOOL WITHIN A SCHOOL, AN ACADEMY THAT SERVES 7TH THROUGH 12TH-GRADE STUDENTS IN CROWLEY ISD.
THE PROGRAM BLENDS THE FLEXIBILITY OF ONLINE LEARNING WITH IN-PERSON, PEER-TO-PEER, AND STUDENT-TO-TEACHER INTERACTION.
SO IF YOU CAN IMAGINE AN ONLINE LEARNING ENVIRONMENT THAT'S HAPPENING IN A LOCATION WHERE YOU ALSO HAVE TEACHERS AND YOU HAVE OTHER STUDENTS THAT ARE GOING THROUGH ONLINE LEARNING SUPPORTING EACH OTHER.
THAT'S WHAT GLOBAL PREP LOOKS LIKE.
THE ENROLLMENT IN '21-22 IS 37 STUDENTS, 12 OF THOSE STUDENTS WERE GRADUATING SENIORS.
WHEN WE LOOK AT THE ACHIEVEMENTS, 100 PERCENT OF THOSE STUDENTS OF THOSE 37 PASSED ALL OF THEIR HIGH SCHOOL CLASSES, AND 25 WHO WERE ENROLLED PRE-AP, AP ARE DOING CREDIT HOURS IN ONLINE CLASSES.
TO EVALUATE GLOBAL PREP, WE USED THE EFFECTIVE SCHOOLS FRAMEWORK AND OUR CRITERIA LOOKED AT STRONG SCHOOL LEADERSHIP AND PLANNING, STRATEGIC STAFFING, POSITIVE SCHOOL CULTURE, HIGH-QUALITY INSTRUCTIONAL MATERIALS AND SUPPORT, EFFECTIVE INSTRUCTION, ACCESS AND EQUITY.
JUST AS A REMINDER, ON EACH OF THESE CRITERIA, WE HAD BOTH QUANTITATIVE AND QUALITATIVE DATA.
IT'S A SEPARATE SURVEY FROM COLLEGE AND CAREER READINESS, FROM CCA AND THIS IS AN ADDITIONAL SURVEY FOR PARENTS WHO ARE FOR GLOBAL PREP.
>> [OVERLAPPING] MS. LANSON DID YOU HAVE A QUESTION?
SHE DID ANSWER. CONTINUE, I WAS TRYING TO FETCH IT UP.
>> I'M SO SORRY, I DIDN'T SEE. [LAUGHTER] I JUST GOT STARTED.
I JUST KEPT TALKING. WE HAVE THREE FINDINGS THAT WE WANT TO WORK ON THIS NEXT YEAR FOR GLOBAL PREP.
THE FIRST WAS UNDER STRONG SCHOOL LEADERSHIP AND PLANNING, THE RESEARCH QUESTION WAS, "HOW DO CAMPUS LEADERS IMPLEMENT AND MONITOR ASSESSMENTS AND REGULARLY PROVIDE INTERVENTION FOR STUDENT SUCCESS?" WE FOUND THAT THERE WAS NOT A FORMAL PROCESS FOR EVALUATING STUDENT ACHIEVEMENTS.
THAT IS THE RECOMMENDATION THAT THERE IS DEVELOPMENT OF A FORMAL SYSTEMIC PROCESS.
WE'RE TRACKING ACHIEVEMENT FOR EACH INDIVIDUAL STUDENT, BOTH WITH THE COURSES THEY'RE TAKING, AS WELL AS ALL THE DISTRICT BENCHMARKS, EFC, AND SO FORTH.
THAT WAS OUR FIRST RECOMMENDATION.
[00:35:02]
OUR SECOND RECOMMENDATION HAD TO DO WITH ACCESS AND EQUITY.THE RESEARCH QUESTION WAS HOW DO RECRUITMENT STRATEGIES SUCCESSFULLY IDENTIFY STUDENTS FOR PROGRAM PARTICIPATION.
OUR FINDINGS INDICATED THAT WE DO NOT HAVE AN INTENTIONAL EFFORT TO ENSURE STUDENT ENROLLMENT HAS EQUITABLE ACCESS FOR ALL SUB POPULATIONS.
THE RECOMMENDATION IS TO STRENGTHEN AND EXPAND THE COMMUNICATION RECRUITMENT WITH AN ATTENTIONAL FOCUS ON ACCESS AND EQUITY FOR ALL STUDENTS TO MAKE SURE THAT THE ENROLLMENT IN GLOBAL PREP REPRESENTS THE ENROLLMENT IN PROGRAM C. THEN OUR THIRD FINDING WAS HIGH-QUALITY INSTRUCTIONAL MATERIALS AND ASSESSMENTS.
OUR RESEARCH QUESTION WAS, "HOW DOES CURRICULUM AND INSTRUCTION IN GLOBAL PREP REMEMBER ITS ONLINE CONTENT SUPPORT SUCCESSFUL STUDENT ACHIEVEMENT OUTCOMES?" WE FOUND THERE WAS NOT A FORMAL CURRICULUM ALIGNMENT BETWEEN THE DIGITAL MATERIALS THAT STUDENTS HAVE AND THE DISTRICT BENCHMARKS AND ASSESSMENTS THAT WE USE FOR ALL OTHER STUDENTS.
OUR RECOMMENDATION WAS TO ANALYZE THE ACADEMIC PERFORMANCE OF STUDENTS, INCLUDING DISTRICT BENCHMARK RESULTS AND TO CREATE AN ALIGNMENT, SO THAT WE'RE ABLE TO ADD THAT IN MONITORING OUR DATA.
I WILL PAUSE AND SEE IF THERE ARE ANY QUESTIONS THAT I CAN ANSWER, RELATED TO GLOBAL PREP.
>> I THINK STUDENTS PERFORMED BETTER THROUGH THE ONLINE CURRICULUM THAT IS NOT ONLINE BUT [INAUDIBLE] [OVERLAPPING].
>> OBVIOUSLY. [OVERLAPPING] WE DON'T KNOW THIS [INAUDIBLE].
>> [OVERLAPPING] I THOUGHT WE WERE TALKING ABOUT DISTRICT.
I WAS TRYING TO SAY HOW ARE THE STUDENTS PERFORMING OR USING THE DIGITAL CURRICULUM ON DISTRICT-INFORMED ASSESSMENTS?
>> MR. KEITH OR MS. TATE CAN EITHER ONE OF YOU ANSWER THAT.
>> I'M JUST CURIOUS, SENSITIVE DETAIL.
I WAS JUST WONDERING HOW WELL DO THEY FAIR?
>> WITH THE ALIGNMENTS, THAT'S ONE OF THE THINGS THAT WE NOTICED THIS YEAR.
THIS YEAR WAS THE FIRST YEAR THAT I WORKED WITH MR. KEITH TO MAKE SURE THAT THE STUDENTS THAT ARE ON THE DIGITAL PLATFORM FOR GLOBAL PREP THAT WE WERE ABLE TO ASSESS THEM WITH BENCHMARK BECAUSE THEY WILL BE SAFE.
THEY DO TAKE SAR, WHICH IS A MEASURE THAT THEY'RE LEARNING.
THAT WAS ONE OF THE AREAS THAT WAS IDENTIFIED TO ENSURE THAT, "IS IT A FORMAL ASSESSMENT OR BACK QUESTION?" THE ALIGNMENT OF THE DIGITAL PLATFORM. [INAUDIBLE]
>> THEY HAVEN'T BEEN TAKING ASSESSMENTS THAT THEY HAVE TO?
>> THEY HAVE BEEN, STARTING THIS SPRING.
>> THEY DID VERY WELL. YES. WE HAVE 100 PERCENT STUDENTS THAT ARE IN GLOBAL PREP [INAUDIBLE] OF THE STUDENTS AND THAT'S IT FOR THIS YEAR [INAUDIBLE] AND THAT EQUALS OUT THERE.
>> ARE THERE ANY OTHER QUESTIONS WE CAN ADDRESS? THANK YOU. I WILL BE BACK IN AUGUST FOR COLLEGE GRADES.
>> I JUST WANT TO MAKE SURE THAT WE CAPTURED ALL THE QUESTIONS.
THE FIRST ONE WE'LL BE ABLE TO TALK ALSO ABOUT, LIKE YOU SAID, I THINK THIS QUESTION ABOUT WHAT HAPPENS WITH 22 PERCENT, WITH THE CCA.
WE CAN ALSO BRING A REPORT OF HOW THEY PERFORM THOSE DATASETS.
I THINK THAT THE CHAIR WILL, WE'RE FINDING OUT THE DETAILS ABOUT SOME CONTENT OF SOLIDS PROGRAMS WILL BE SHARED HOW THAT GOES WITH IT THAT'S THE FIRST OF IT.
WE WILL ANSWER THOSE AT THE NEXT MEETING.
>> ALL RIGHT. WE ARE AT AGENDA ITEM 4.2.
STILL IN OUR WORK SESSION, CROWLEY MONTESSORI ACADEMY [INAUDIBLE]
>> [INAUDIBLE] THE BOARD MEMBERS WE'RE DEFINITELY EXCITED TO BRING FORWARD THIS NEXT ITEM.
WE KNOW THAT WE'VE BEEN TALKING ABOUT CROWLEY MONTESSORI ALREADY, HAD SEVERAL PILOTS THAT WE'VE BEEN ABLE TO GET UP AND RUNNING, THANKS TO DR. [INAUDIBLE] [LAUGHTER].
>> WE'RE DEFINITELY PROUD OF MS. DELGADO, SHE HAS JUST DONE AN AWESOME JOB AS PRINCIPAL BUT NOW AS THE FOUNDING PRINCIPAL.
[00:40:04]
WE'RE SO EXCITED ABOUT [INAUDIBLE].>> THANK YOU. MADAM PRESIDENT, AGAIN, DR. MCFARLAND, AND THE SCHOOL BOARD MEMBERS, IT TRULY IS AN HONOR TO COME BEFORE YOU THIS EVENING TO PRESENT OUR CROWLEY MONTESSORI ACADEMY SCHOOL DESIGN PLAN.
WE'LL BEGIN AND BECAUSE MONTESSORI MAY BE UNFAMILIAR TO SOME OF US IN THE ROOM, I'D LIKE TO FIRST BEGIN WITH JUST ASKING THE BROAD QUESTION, WHAT DO YOU KNOW ABOUT MONTESSORI EDUCATION ALREADY? THAT WOULD GUIDE US AND GIVE ME A FRAME OF REFERENCE OF WHERE I MAY NEED TO SPEND SOME MORE TIME JUST PROVIDING SOME MORE INFORMATION AND SOME MORE KNOWLEDGE.
MAYBE WRITE DOWN SOME THINGS AND KEEP THAT IN MIND AS WE MOVE FORWARD WITH OUR PRESENTATION.
IF ANYBODY WOULD LIKE TO SHARE ANYTHING, I'D BE HAPPY TO START IN THAT DIRECTION. YES.
>> I HAVE A GRANDDAUGHTER ATTENDING A MONTESSORI SCHOOL, SHE'S IN SIXTH GRADE.
ARE THERE DIFFERENT TYPES OF MONTESSORI SCHOOLS LIKE AMERICAN STANDARD? I CAN'T REMEMBER [INAUDIBLE].
THE MONTESSORI PHILOSOPHY IS INTENDED TO BE IMPLEMENTED WITH FIDELITY FOLLOWING FIRST PHILOSOPHY.
HER PHILOSOPHY AND HER NAME WAS NEVER COPYRIGHTED, SO THERE MAY BE VARIATIONS IN THE IMPLEMENTATION METHOD BUT HERE AT CROWLEY ISD, WE ARE FOLLOWING THE PHILOSOPHY AND THE METHOD AS INTENDED.
>> THE QUESTION IS WHAT DO YOU KNOW? I DON'T KNOW IF IT'S THE RIGHT ANSWER BUT WHAT I BELIEVE IT IS IS IT'S SELF-PACED LEARNING WHERE THEY'RE SELF-DIRECTED.
I ONLY KNOW ONE PERSON THAT'S ATTENDED A MONTESSORI SCHOOL.
>> THOSE ARE PRINCIPLES IN MONTESSORI IMPLEMENTATION AND THE INSTRUCTIONAL APPROACH.
AS WE BUILD INTO THE PRESENTATION, I'LL SPEND A LITTLE BIT MORE TIME ON THAT.
BUT YES, THE GOAL IS FOR STUDENTS TO BE SELF-DIRECTED, FOR THEM TO LEAD THEIR LEARNING.
REALLY CREATING THAT IDEA AND DESIRE FOR STUDENTS TO CONTINUE TO LEARN, WHERE THEY STRIKE THEIR IMAGINATION AND CONTINUE THAT LEARNING DEEPER.
>> SORRY. I'M SURE THIS IS PART OF YOUR PRESENTATION AND IF IT IS, I'M SORRY.
BEING THREE, FOUR, WHATEVER, IF IT WAS, I DON'T KNOW, SAY UP TO MY PARENTS OR WHATEVER AND THEY PUT ME IN MONTESSORI, I FEEL LIKE I WOULD STILL BE ON DAY ONE.
[LAUGHTER] TRYING TO PUT BLOCKS ON STACKING ABOVE OR WHATEVER.
[LAUGHTER] BUT HOW DO YOU DETERMINE THAT CHILD WOULD FIT BEST IN A MONTESSORI PROGRAM VERSUS [INAUDIBLE].
>> WE ALWAYS SAY IN MONTESSORI THAT MONTESSORI IS FOR EVERY CHILD BUT IT MAY NOT BE FOR EVERY FAMILY.
THE REASON WHY WE SAY THAT IS BECAUSE THERE IS A SHIFT.
THERE'S A SHIFT IN HOW WE THINK AND APPROACH TEACHING AND LEARNING IN A MONTESSORI CLASSROOM.
WHEN WE THINK ABOUT HOW CHILDREN LEARN, WE DO KNOW THAT THEY LEARN BEST WHEN THEY'RE TRULY ENGAGED, WHEN THEY ARE ACTIVELY MOVING.
IT'S DIFFICULT FOR A CHILD WHO'S THREE TO SIT FOR LONG PERIODS OF TIMES.
IT'S SOMETIMES DIFFICULT FOR ADULTS TO SIT FOR LONG PERIOD OF TIMES AND BE REALLY ENGAGED AND THOUGHTFUL.
THERE IS A METHOD AND OUR TEACHERS ARE EXTENSIVELY TRAINED TO RECOGNIZE WHEN THE CHILD IS READY TO MOVE ON TO THE NEXT LESSON.
WE LOOK FOR MASTERY IN LESSONS THAT TEACHERS ARE PRESENTING AND SO EVERYTHING IS CUSTOMIZED, SO THREE-YEAR-OLD FROM FOUR-YEAR-OLD IS LEARNING DIFFERENT THINGS AT THEIR APPROPRIATE TIME.
THERE IS A VIDEO IN STORE AND I FEEL LIKE I JUST WANT TO DIVE IN, IF THAT'S OKAY, AND SHOW THE VIDEO.
MAYBE SKIP ON TO THAT. IS THAT OKAY?
[00:45:07]
>> [MUSIC] WHAT I LOVE ABOUT MONTESSORI IS THAT A TEACHER CAN SEE EACH INDIVIDUAL CHILD UNIQUELY AND REALLY BRING ABOUT THEIR OWN SPECIAL TALENTS AND GIFTS AND STRENGTHS AND REALLY CULTIVATE THAT CHILD INTO THE BEST HUMAN POSSIBLE.
REALLY, MONTESSORI IS ABOUT PREPARING A CHILD FOR LIFE.
IT'S NOT JUST ABOUT THIS ONE YEAR AND THE NEXT YEAR, IT'S REALLY THINKING ABOUT THE WHOLE CHILD AND HIS OR HER PURPOSE IN THE WORLD AND LIFE.
IN MONTESSORI CLASSROOMS, YOU'LL SEE THAT CHILDREN WORK INDEPENDENTLY OR IN SMALL GROUP, A TEACHER AS A GUIDE TO THE LEARNING.
WHILE IN TRADITIONAL CLASSROOMS, WE ADDRESS THE WHOLE CLASS GENERALLY IN WHAT WE CALL A WHOLE GROUP LESSON.
IN MONTESSORI, THE TEACHER PRESENTS AN INDIVIDUAL LESSON TO A CHILD OR IN A SMALL GROUP AND THEN FROM THERE, THE CHILD THEN IS ABLE TO LEAD THEIR OWN LEARNING BECAUSE THEY'VE GOTTEN THAT LESSON AT THEIR LEVEL.
IN MONTESSORI, WE HAVE MULTI-AGE CLASSROOMS. WE WANT CHILDREN TO LEARN FROM EACH OTHER, WE WANT CHILDREN TO DEVELOP PEER LEADERSHIP, AND WE ALSO WANT THE COMMUNITY OF LEARNERS TO REALLY LOOK, ACT, AND BEHAVE LIKE A FAMILY.
>> ONE OF THE BIGGEST TAKEAWAYS THAT I CAN SEE, DIFFERENCE-WISE, IS JUST THE LEVEL OF INDEPENDENCE THAT MONTESSORI CHILDREN TYPICALLY HAVE AND JUST HOW SELF-MOTIVATED THEY ARE, I THINK, IS THE BIGGEST THING THAT I CAN SEE.
I MEAN, I EVEN STARTED THIS YEAR AND I HAD A CONFERENCE WITH THEIR TEACHERS SAYING THAT I EXPECTED FOR HER TO BECOME MORE SOCIAL, LEARN A FEW WORDS TO SHE IS NAMING HER CONTINENTS AND SHE'S COMPLETING 11 TO 12 WORDS SENTENCES WHERE WE STARTED IN AUGUST WITH 3-4 WORDS.
SHE'S JUST EXCEEDED ALL OF OUR EXPECTATIONS.
I CAN TRULY SAY THAT IT'S JUST BEEN, I DON'T KNOW, JUST ASTONISHING WHEN SHE BRINGS THAT INTO HOME LIFE.
I KNOW THAT IT IS DUE TO WHAT IS OCCURRING HERE IN THE MONTESSORI SETTING.
>> WHEN YOU VISIT OUR MONTESSORI CLASSROOMS, YOU'LL SEE THAT EVERY CHILD MAY BE WORKING ON SOMETHING DIFFERENT BUT THEY ARE SO ENGAGED.
WE WANT TO TEACH CHILDREN TO BE RESPONSIBLE FOR THEMSELVES, BE SELF-RELIANT BUT ALSO BE TENACIOUS.
WE WANT THEM TO BE ABLE TO FEEL EMPOWERED IN THE CLASSROOM.
>> I LOVE MONTESSORI BECAUSE THE FREEDOM IS SO NICE AND THAT YOU GET TO DO WHATEVER IS ON THE SHELVES IF YOU HAVE THE LESSON ON IT.
>> I LOVE THAT WE HAVE KIND FRIENDS HERE AND I LIKE THE WORK HERE AND I THINK IT'S FUN.
[00:50:10]
>> MONTESSORI BEING ABLE TO BE OFFERED TO OUR FAMILIES WHO SPEAK SPANISH.
I THINK NOT ONLY IS A TESTAMENT TO THE BELIEF THAT CROWLEY HAS IN DUAL LANGUAGE, BILINGUAL EDUCATION, BUT THAT WE'RE OPENING DOORS FOR THESE FAMILIES THAT ARE SO VALUABLE TO US.
>> ONE OF THE THINGS THAT I LIKE ABOUT MONTESSORI IS BEING COMFORTABLE WITH MYSELF AND TALKING MY LANGUAGE.
>> STANDARDIZED TESTS AND RESEARCH INDICATES THAT STUDENTS OUTPERFORM THEIR PEERS.
THEY HAVE MORE RESILIENCY WHEN IT COMES TO JUST TACKLING OBSTACLES BECAUSE WE'VE BUILT THAT IN, THAT'S OUR FOUNDATION.
THE RESEARCH REALLY SUPPORTS THAT A MONTESSORI EDUCATION IS THE AVENUE FOR DEEPER HIGHER LEARNING.
>> WELL, I'M JUST VERY APPRECIATIVE THAT THEY HAVE THESE OPPORTUNITIES BECAUSE WE KNOW MONTESSORI MORE SO IN A PRIVATE SETTING AND NOW IT'S BEING OFFERED RIGHT HERE IN OUR SCHOOL DISTRICT, WHICH IS A BIG DEAL [LAUGHTER] [MUSIC]
>> THEY'RE VERY IMPORTANT AND IT'S A SPECIAL TIME IN OUR DISTRICT AND I COULDN'T BE MORE PROUD TO BE THE TALKING PRINCIPAL.
WE'LL DIVE INTO THE PRESENTATION SO THAT I CAN ANSWER ANY OTHER QUESTIONS.
YOU LEARNED A LITTLE BIT MORE ABOUT MONTESSORI AND WHAT'S ACTUALLY BEEN HAPPENING IN OUR CLASSROOMS SINCE TWO YEARS AGO, IN THE MIDST OF A PANDEMIC.
WE WERE BOLD AND WE WERE COMMITTED TO MONTESSORI, SO WE STARTED.
I'D LIKE TO JUST SHARE WITH YOU THE SOFT START PILOT THAT DR. MCFARLAND MENTIONED.
WE STARTED IN 2020 WITH CLASSROOMS IN EARLY CHILDHOOD FOR AGES STUDENTS 3-6 IN MONTESSORI, THAT'S OUR TERM.
BUT WE RECOGNIZE THEM AS GRADES PRE-K THROUGH KINDERGARTEN.
THEY WERE AT DALLAS PARK AND SUE CROUCH, AND SUE CROUCH IS OUR CAMPUS THAT HAS OUR BILINGUAL MONTESSORI CLASSROOMS. THIS YEAR THAT WE'VE JUST WRAPPED UP, WE ADDED LOWER ELEMENTARY.
THOSE ARE FOR STUDENTS AGES 6-9, OF COURSE THE THIRD GRADE.
AGAIN AT DALLAS PARK AND SUE CROUCH WE KNEW THAT OUR KINDERGARTNERS THAT HAD BEEN IN MONTESSORI THE PREVIOUS YEAR NEEDED TO MOVE UP A LEVEL.
THEN MONTESSORI WOULD CALL THEM LEVELS OR GRADES AS WE KNOW THEM.
BUT WE ALSO ADDED A THIRD CAMPUS, WHICH WAS SAVING A WALK-THROUGH WITH A EARLY CHILDHOOD CLASSROOM.
NEXT SLIDE. THERE YOU SEE SOME STUDENTS IN OUR ACTUAL CLASSROOMS. THE GREAT THING ABOUT THIS DESIGN WORK THAT I HAVE BEEN ENGAGED IN FOR THE LAST 10 MONTHS THROUGH THE SCHOOL ACTION FUND GRANT, IS THAT IT HAS ALLOWED US TO FOUND OUR SCHOOL.
JUST RECENTLY WE ACQUIRED OUR NUMBER, WE'RE STILL NUMBER 16.
SO THROUGH IN SCHOOL EMPOWERMENT NETWORK, THEY HAVE BEEN OUR PARTNERS IN THE DESIGN PROCESS.
I AM A MEMBER, A FELLOW IN COHORT 3 AND SO EVERY WEEK I SPEND ABOUT 20, 20 IS MINIMAL HOURS ON DESIGN WORK AND SO THIS CONTINUED FROM SEPTEMBER ON THROUGH JUST MAY 13TH WHEN I SUBMITTED OUR DESIGN PLAN.
JUST YESTERDAY, I PRESENTED TO TEA SOMETHING THAT I HAD HAD THEM BEFORE.
I PRESENTED AT A NATIONAL CONFERENCE AND BEEN SUCCESSFUL AS THE TRADITIONAL SCHOOL PRINCIPAL, BUT I HAD NOT HAD THE OPPORTUNITY TO PRESENT TO TEA, AND SO I PRESENTED OUR SCHOOL'S DESIGN.
WE HAD DR. MCFARLAND, DR. BRIAN AND EVERYONE SUPPORTING THAT PRESENTATION.
PART OF OUR GRANT IS A CONTINUED WORK WITH SCHOOL EMPOWERMENT NETWORK.
[00:55:05]
WE BEGIN THE IMPLEMENTATION OF OUR DESIGN THIS COMING SCHOOL YEAR WITH OPENING OUR SCHOOL AND OUR SCHOOL WILL BE AT MARY HARRIS.IT'LL BE A SCHOOL WITHIN A SCHOOL.
WE HAVE OUR WING, DESIGNATED OUR CLASSROOMS, AND WE'VE ORDERED FURNITURE, ALL OF THOSE THINGS AND ARE YOU TEACHERS THAT WE'VE HIRED THAT WILL BE GOING TO MONTESSORI TRAINING ACTUALLY LEAVE NEXT WEEK, AND THE TEACHERS THAT HAVE BEEN ENGAGED IN TRAINING THIS WHOLE YEAR WILL PRESENT THEIR MONTE-PROJECT, WE EVALUATE IT NEXT WEEK AS WELL, AND AT THE END OF THAT WEEK, THEY WILL HAVE RECEIVED THEIR MONTESSORI CREDENTIALS.
PART OF THE DESIGN WORK IS THAT TEACHERS MUST BE TRAINED IN THE LEVELS THAT THEY WILL BE TEACHING.
IN ADDITION TO HAVING A TEACHER CERTIFICATE FROM TEXAS, WE WANT OUR TEACHERS TO KNOW MONTESSORI, WE'VE CHOSEN OUR TRAINING FACILITIES VERY CAREFULLY.
WHERE I WAS TRAINED AND I RECEIVED MY CREDENTIALS AT MONTESSORI ADMINISTRATOR, THEY WILL ALSO BE TRAVELING TO DO THAT.
LET'S MOVE ON TO THE NEXT ONE.
IN KEEPING WITH OUR DISTRICT ROLE OF HAVING THRIVING STUDENTS, A PROFILE FOR A STUDENT WHO COMES TO CROWLEY MONTESSORI ACADEMY IS THAT WE WANT THEM TO BE GRADUATES WHO ARE EMPOWERED, GLOBAL-MINDED, CURIOUS, AND CREATIVE LEARNERS.
WE KNOW THAT THEY WILL HAVE THE ABILITY TO TEACH AND PERSEVERE THROUGH ANY CHALLENGES PLACED IN FRONT OF THEM AND WE'RE GOING TO BE REALLY PROUD OF THAT.
WE WONDER HOW WE'RE GOING TO ACHIEVE THAT.
WELL, THE PHILOSOPHY IS GROUNDED ON DEVELOPING THE WHOLE CHILD, ENCOURAGING THEIR INNATE CURIOSITY AND REALLY THINKING ABOUT THAT PHILOSOPHY IN TERMS OF DEEP RESPECT, INDEPENDENCE, AND KINDNESS.
I'LL TAKE A MOMENT TO PAUSE AND ASK IF YOU HAVE ANY QUESTIONS.
I'M EXCITED ABOUT MONTESSORI AS YOU CAN TELL.
I DO WANT TO GIVE THE OPPORTUNITY TO ASK QUESTIONS AS WE GO THROUGH THE PRESENTATION. YES MA'AM.
>> CAN THE STUDENTS IN [INAUDIBLE] IN THE SAME CLASS THAT FIRST GRADERS, SECOND GRADERS, AND THIRD GRADERS IN THE SAME CLASS?
>> YES, THEY ARE IN THE SAME CLASS AND SO A FIRST GRADER WHO BEGINS IN OUR CLASSROOM WILL STAY IN THAT CLASSROOM WITH THAT TEACHER FOR THREE YEARS, AND THAT ALLOWS THAT PERIOD LEADERSHIP THAT WORKING WITH EACH OTHER AND THAT WOULD BE TELLING ME THAT THAT SUPPORT AND THAT MAKES THE PASSION, FUNCTION AND THRIVE.
>> HOW IN THE [INAUDIBLE]? LIKE FOR ME, I HAVE A HARD TIME WITH MY FIRST BORN GOING TO FIRST GRADE AND NOT BEING ABLE TO WALK INTO FIRST GRADE CLASS.
THIS MONTESSORI SCHOOL WILL BE THE SAME [INAUDIBLE] THE CAR? [LAUGHTER]
>> YES, THEY WILL SURPRISE YOU AT HOW READY THEY ARE TO ACCEPT THAT INDEPENDENCE.
BUT WE ARE DOING IT IN A WAY THAT THEY ARE SAFE, THAT THEY KNOW THAT THEY WILL BE IN THE CLASSROOM, WORKING WITH TEACHERS, THEY WILL HAVE HELP AND SUPPORT.
I THINK MORE THAN ANYTHING IT'S HAVING PARENTS THAT ARE STANDARD PHILOSOPHY AND SO THROUGHOUT OUR SCHOOL YEAR WE WILL BE HAVING WORKSHOPS, PARENT PROFESSIONAL DEVELOPMENT SO THAT THEY UNDERSTAND WHY WE DO [INAUDIBLE] WE'VE HAVE THESE WORKSHOPS OVER THE LAST TWO YEARS AND THEY ARE VERY WELL ATTENDED AND PARENTS FEEL WHEN THEY WALK AWAY JUST A LITTLE BIT MORE KNOWLEDGEABLE DEPENDING ON THE TOPIC BECAUSE WE CAN'T COVER EVERYTHING IN ONE EVENING.
BUT WE WANT TO TEACH THEM ABOUT HOW THEY CAN IMPLEMENT MONTESSORI AT HOME, HOW THEY CAN SUPPORT THEIR CHILD IN LEARNING TO BECOME INDEPENDENT.
I HAVE A GRANDSON IN OUR MONTESSORI PROGRAM AND LAST YEAR, HE STARTED AS A THREE-YEAR-OLD AND IT'S GRANDPARENTS WHO CAN SEE THAT DIFFERENTLY AS PARENTS AND EXTRA GRANDPARENTS IN THE AUDIT SO THAT MAYBE A LITTLE BIT MORE WANTING TO JUST DO EVERYTHING FOR THEM.
BUT HE IS SUCH INDEPENDENT, WANTS TO DO EVERYTHING.
LET ME DO IT, AND THAT'S WHAT YOU HEAR AND I THINK OUR PARENTS IN THE VIDEO TALKED ABOUT THAT, OBVIOUS YOU SEEN THAT DIFFERENCE.
BUT TEACHERS ARE TRAINED [INAUDIBLE] [OVERLAPPING]
>> WILL THE THREE CAMPUSES BE CONSOLIDATED [INAUDIBLE] OVER THOSE THREE REMAINING THERE IN MARY HARRIS.
>> YES, NO, ALL OF THE CLASSROOMS WILL COME TO MARY HARRIS, WHICH IS REALLY GREAT BECAUSE TEACHERS NEED TO LEARN TOGETHER,
[01:00:02]
JUST AS TRADITIONAL TEACHERS AT PLC COME TOGETHER AND LEARN MORE ABOUT OUR ARTS AND OUR CRAFT.MONTESSORI TEACHERS NEED TO DO THE SAME AND SO THIS WILL ALLOW US TO DO THAT.
>> THE NEXT ONE [INAUDIBLE] WHERE IS THE ENROLLMENT AND WHAT IS THE CLASS SIZE?
>> PERFECT. I THINK THAT'S IN THE NEXT SLIDE, ALL OF OUR CLASSROOMS WILL BE AT CAPACITY.
WE HAVE A PROJECTED ENROLLMENT FOR YEAR 1 UP TO 220 STUDENTS. GREAT QUESTIONS.
>> THIS WOULD BE ONE THAT YOU'RE GOING TO ANSWER TOO, BUT I'M LOOKING AT STUDENT RECRUITMENT.
[NOISE] IS IT STILL POSSIBLE FOR A PARENT TO ENROLL THEIR STUDENT IN THE PROGRAM?
>> WE HAVE HAD PARENTS CALLED ASKING IS IT TOO LATE FOR [INAUDIBLE].
WHAT WE'VE DONE, BECAUSE WE DON'T HAVE A WAITING LIST RIGHT NOW, WE TAKE THEIR NAME AND THEIR NUMBER.
WE EXPLAIN TO THEM THAT WE'D BE HAPPY TO PUT THEM ON THE WAITING LIST.
BUT WE DID OPEN UP MORE APPLICATIONS IN MARCH, WE POST THEM. WE CONDUCTED-
>> IS IT OKAY I MIGHT SKIP AROUND AND JUST ANSWER THE QUESTIONS THAT MAYBE [OVERLAPPING]. THANK YOU.
THAT'S MY LITTLE GRANDSON, BY THE WAY.
[LAUGHTER] WE STARTED WITH MONTESSORI MONDAYS [NOISE] IN FEBRUARY BECAUSE WE KNEW THAT OUR COMMUNITY NEEDED TO KNOW WHAT MONTESSORI WAS ABOUT, WHAT WE WERE ATTEMPTING TO DO AT THE OPENING OUR SCHOOLS.
WE STARTED WITH MONTESSORI MONDAYS ON SOCIAL MEDIA, ON TWITTER.
I CREATED EVERY MONDAY A LIST OF THINGS, FACTS.
I WENT TO LOOK FOR THINGS JUST SO THAT THEY KNOW WHAT TO EXPECT.
THEN IN MARCH, WE LAUNCHED OUR APPLICATIONS AND WE STARTED CONDUCTING PARENT INFORMATIONAL MEETINGS THROUGHOUT THE DISTRICT.
WE HAVE THEM AT DALLAS PARK, AT SYCAMORE.
WE JUST SELECT THE BEST [INAUDIBLE], DAVID L. WALKER.
OF COURSE, THE PRESENTATION WAS LONGER AND WE STAYED AND ANSWER QUESTIONS, BUT PARENTS WERE JUST SO EXCITED TO HAVE THIS OPPORTUNITY.
THEY DID RECOGNIZE THAT MONTESSORI IS MAINLY FOUND IN THE PRIVATE SETTING.
THE FACT THAT IT WAS BEING OFFERED AT CROWLEY WAS A REALLY BIG DEAL FOR THEM.
ONE OF THE TEACHER SAID SHE SAW ON THE VIDEO WE ATTENDED THE PRE-K ROUND-UP.
WE HAD A TABLE, WE BROUGHT OUR MONTESSORI MATERIALS, WHICH ARE ALWAYS VERY INVITING, NOT JUST FOR THE CHILDREN BUT FOR ADULTS AS WELL.
WE HELP PARENTS FIND OUR APPLICATION, FIND OUT MORE INFORMATION ON OUR WEBSITE.
WE HAVE VIDEOS IN THERE AS WELL.
THEN, FINALLY, WE SENT OUT ACCEPTANCE LETTERS.
[NOISE] MR. GILLIES ACTUALLY PREPARED AND SEND EMAIL OF THOSE ACCEPTANCE LETTERS, AND WE DID WANT PARENTS TO RESPOND TO OUR EMAIL ACCEPTING THE RECEIPT IN OUR SCHOOL.
THEY DID AND NOW, WE'RE WORKING THROUGH REGISTERING ALL OF OUR STUDENTS IN SKYWARD.
THE FIRST STEP WAS THE APPLICATION PROCESS AND THEN NOW, IT'S MAKING SURE THAT EVERY FAMILY HAS COMPLETED THAT REGISTRATION.
WE HAVE SOMEONE FROM CENTRAL ADMIN HELPING WITH THAT.
SINCE WE'RE NOT FULLY UP AND RUNNING YET, [NOISE] SOMEONE FROM CENTRAL ADMIN HELPING OUR FAMILIES LOAD ALL THEIR DOCUMENTS AND THINGS LIKE THAT.
>> IS THE WAITLIST CREATED SO THAT MAYBE SOME OF THE PARENTS MAY NOT ACCEPT INVITATION?
>> WE HAD SUCH AN OVERWHELMING RESPONSE THAT WE HAD MORE PARENTS INTERESTED THAN WE HAVE SEATS AVAILABLE, AND SO THAT GENERATED THE WAITING LIST.
IN YEAR ONE, CURRENTLY WE HAVE 49 STUDENTS ON THE WAITING LIST.
SOMETIMES DURING SUMMER, AND WE'VE LEARNED THIS THROUGH OUR PILOT, IS THAT FAMILIES THEY RELOCATED BECAUSE IT WAS TOO FAR FOR THEM TO COMMUTE TO DALLAS PARK OR SUE CROUCH.
WE WERE ABLE THEN TO ADMIT OTHER STUDENTS OVER THE LAST TWO YEARS FROM THAT WAITING LIST.
WE'LL DO THE SAME IF THAT HAPPENS THIS TIME AROUND.
>> WHERE DOES THE [INAUDIBLE] WAITING LIST IF THEY DON'T GET TO THIS SCHOOL YEAR? WILL IT BE POSSIBLE [INAUDIBLE] FOR THE NEXT SCHOOL YEAR?
>> YES, WE WILL KEEP THEIR WAITING LIST.
THEN, BEFORE WE OPEN UP APPLICATIONS AGAIN FOR THE NEXT SCHOOL YEAR, WE WILL CONTACT THEM AND MAKE SURE THAT, NUMBER ONE, THEY'RE STILL INTERESTED, THEY HAVEN'T MOVED, AND THEN ASK THEM JUST TO COMPLETE [INAUDIBLE].
>> YOU MAY HAVE MENTIONED THIS, BUT IS THERE A [INAUDIBLE] SO THAT THOSE WHO WERE ACCEPTED,
[01:05:05]
THEY WERE ACCEPTED BECAUSE OF THESE SET OF CRITERIA? HOW IS THAT?>> THAT'S A REALLY GREAT QUESTION.
WE DO ASK JUST VERY BASIC QUESTIONS ON OUR APPLICATION; QUESTIONS LIKE TELL US ABOUT YOUR CHILD, WHAT INTERESTS YOUR CHILD, JUST VERY BASIC.
WE REALLY JUST HAVE A LOG OF A TIMESTAMP OF WHEN THEY SUBMIT THEIR APPLICATION.
[NOISE] MR. GILLIES JUST WENT THROUGH THE TIMESTAMP AND SENT OUT LETTERS.
>> I LIKE TO [INAUDIBLE] [OVERLAPPING]
>> [INAUDIBLE] SO WE LOOKED AT THE OVERALL DEMOGRAPHICS TO ELEMENTARY CAMPUSES.
WE ENSURE THAT THE DEMOGRAPHICS OF THE MONTESSORI CLASSES ARE IN LINE WITH THE DISTRICT.
WE DIDN'T WANT IT TO LOOK [INAUDIBLE].
WE'RE VERY INTENTIONAL ABOUT WHO WE OFFER SEATS TO TO MAKE SURE THAT WE ARE MAKING SURE SPECIAL PROGRAMS LOOK LIKE THE [INAUDIBLE] SO THAT [INAUDIBLE].
OTHER PARENTS, THEY DON'T FILL THE APPLICATION OUT COMPLETELY.
PART OF THAT JUST LIKE IN A REAL QUESTION.
WE'RE MAKING SURE THAT EVERY STUDENT HAS A FAIR CHANCE OF GETTING IN.
PARENTS HAVE DONE THEIR PART TO [BACKGROUND] THE CHILD [INAUDIBLE].
BUT WE ARE VERY INTENTIONAL ABOUT THIS AND THAT.
FEDERAL LAW SAYS THERE ARE PROGRAM THAT EXCEEDS THAT 20 PROBLEMS, THE DEFICIENCY, [NOISE] BALANCE OF EQUITY.
WE WANT ACTUALLY THAT EQUITABLE ACCESS TO THE PROGRAM, SO WE TRY TO DO THAT.
HARLAN SAID, LET'S TAKE THAT NUMBER 20 DOWN TO THE FIFTHS [INAUDIBLE].
RIGHT NOW, WE'RE SITTING AT OUR DEMOGRAPHICS FOR THE CAMPUSES; NO MORE THAN FIVE POINTS DISCREPANCY IN THE BALANCE OF THE CLASS.
WE TRY TO MAKE SURE THAT IT WILL BE [INAUDIBLE] IN OUR MONTESSORI CLASSROOM [INAUDIBLE].
THAT'S SOME OF OUR PRIMARY GOAL.
THAT'S ONE OF THE GOALS THAT SCHOOL OF [INAUDIBLE] THAT WOULD WANT US TO BE VERY [OVERLAPPING], JUST TO MAKE SURE THAT OUR CLASSES ARE REPRESENTED OF THIS.
>> THANK YOU. [NOISE] MY OTHER QUESTION WAS THE PROFILE, [INAUDIBLE] GRADUATE AND SO FORTH, IT HELPED ME BECAUSE I DON'T KNOW THAT THE MONTESSORI PROGRAM, WHAT AGE GROUP THIS IS [INAUDIBLE] IF THERE'S NO OPTION?
>> THAT IS A WONDERFUL QUESTION.
MR. [INAUDIBLE], IF WE COULD GO BACK TO OUR SLIDE THAT SHOWS OUR GROWTH OVER TIME, OUR THREE YEARS, PLEASE.
WE ARE PROJECTED TO GROW WITHIN THESE THREE YEARS AND BE UP TO SIXTH GRADE.
THEN I'LL DEFER THE REST TO MR. [INAUDIBLE]. [LAUGHTER]
>> WE DEFINITELY HAD SOME CONVERSATION AS WE TALK ABOUT HARRIS.
WHAT WE'RE ANTICIPATING IS THAT ONCE HARRIS IS BUILT, WE'LL MOVE THESE STUDENTS, ALL OF THE STUDENTS WHO ARE PART OF MONTESSORI, TO HARRIS.
WE'RE BUILDING HARRIS SCHOOL AS A MONTESSORI SCHOOL WITH THE CAPACITY TO GO UP TO EIGHTH GRADE; THAT'S 26, 27 DOWN THE LINE.
WHAT WE'RE DOING RIGHT NOW, WE'RE BUILDING IT.
[INAUDIBLE] OR DORIS WANTED THAT TO BE, CLARIFY IF I'M WRONG, BUT I BELIEVE WE'RE BUILDING IT RIGHT NOW BETWEEN FOUR AND 500, BUT WE ALSO HAVE THE POSSIBILITY OF EXPANDING.
WE'RE BUILDING IT. WE NEED TO ADD ANOTHER [INAUDIBLE] IF WE NEED TO.
WE WANTED TO KEEP THE NUMBERS SMALL JUST BECAUSE WE KNOW THAT FROM OUR BUDGET STANDPOINT OF THE SCHOOL, WE NEED TO STAY AROUND FOUR TO 500 [INAUDIBLE] TO WHAT WE WANT.
WE FELT LIKE THE SCHOOL THAT SIZE IS ONE ALSO PROBABLY BE IDEAL FOR THAT CAMPUS.
ALSO, IT'S GOING TO BE OUR CENTRAL CAMPUS.
ONE OF THE REASONS WHY WE CHOSE MARY HARRIS IS THE GEOGRAPHIC LOCATION AND THE FACT THAT IT WILL FORM INTERMEDIATE SCHOOL, WHICH MEANS THAT WE HAVE SPACE.
WE HAVE ENOUGH SPACE THERE TODAY TO RUN THIS TOOL IN THE SCHOOL WITHOUT IT [INAUDIBLE].
WHAT WE DID IS CREATING A PRIORITY FOR STUDENTS IN THE DAVID.
IT'S NOT LIKE WE'RE HAVING KIDS FROM OUTSIDE OF DAVID COMING INTO THIS PROGRAM.
KIDS LIVING MARY HARRIS' ZONE RIGHT NOW WILL GET PARDONS TO THE CAMPUS.
ANYONE WHO WANTS TO GET TO HARRIS STATE THERE WILL WORK THERE AS WELL.
[01:10:01]
THE IDEA WILL BE, EVENTUALLY, TO HAVE A K THROUGH EIGHT MONTESSORI.>> PRIORITY FOR THE MONTESSORI PROGRAM, [INAUDIBLE] THE STUDENTS WHO HAVE PRIOR [INAUDIBLE] IN MONTESSORI?
>> YES, IF THEIR PARENTS CHOOSE TO BE IN A MONTESSORI PROGRAM AND WE HAVE SPACE AT THE LEVEL OF THEIR [NOISE], THEY WOULD GET PRIORITY BECAUSE THERE'S [INAUDIBLE].
TWO REASONS, ONE WOULD BE WE DON'T HAVE TO PROVIDE TRANSPORTATION FOR THEM.
IT MAKES SENSE FOR US TO BE ABLE TO DO THAT, WE HAVE THE CAPACITY TO BE ABLE TO DO THAT.
THEN, THE OTHER IS THAT WE DON'T WANT TO DISPLAY STUDENTS IN THAT NEIGHBORHOOD AT THIS POINT, WHILE WE'RE TRANSITIONING, SO THAT WE WANT TO MAKE SURE THERE'S SPACE AVAILABLE.
THE OTHER THING IS THIS, AS FAR AS THE NUMBERS ARE CONSTRAINED BY THE NUMBER OF TEACHERS THAT WE HAVE AND THE NUMBER OF PEOPLE WE HAVE TRAINED AND THE NUMBER OF PEOPLE WE CAN AFFORD TO HAVE TRAINING IN WITH THE [INAUDIBLE], SO RIGHT NOW, WE KEPT THE NUMBERS BOTH [INAUDIBLE].
>> YOU MENTIONED TRANSPORTATION.
ARE WE TO PROVIDE TRANSPORTATION?
>> NO. SINCE I'VE BEEN AT MARY HARRIS THESE LAST FEW MONTHS, MOST OF OUR STUDENTS ARE TRANSPORTED.
JUST DUE, I GUESS, TO THE ZONING AND WHERE THE SCHOOL IS LOCATED AT SAFETY, AND SO A LOT OF OUR MARY HARRIS' STUDENTS ARE TRANSPORTED.
BUT FOR MONTESSORI, PARENTS PROVIDE THE TRANSPORTATION.
WE HAVE MARY HARRIS' STUDENTS IN OUR MONTESSORI PROGRAM, THEY RIDE A BUS TO [INAUDIBLE].
>> I'LL ASK A QUESTION WITH REGARDS TO ACCESS.
WITH EVERYTHING SAID, HOW MANY FAMILIES PER SE ARE TRAVELING FROM THE OTHER SIDE OF THE DISTRICT OR TO THE OTHER SIDE BUT BEYOND THAT IT'S [INAUDIBLE] OR WHATEVER.
>> I DON'T HAVE THAT INFORMATION FOR ALL OF OUR QUESTIONS THAT WE'RE BUILDING NOW, [NOISE] BECAUSE WE ARE WORKING THROUGH THAT NOW.
[NOISE] MOST OF THE DALLAS PARK STUDENTS WERE FROM THAT NEIGHBORHOOD.
WE HAD SOME FROM OTHERS BUT MAINLY IT WAS FROM DALLAS PARK THAT CAN BE PURSUED PATCH DEPENDING ON THEIR BACKGROUND AND THEIR NEEDS, THEN THEY CAN [INAUDIBLE]
>> FOR EXAMPLE, THE FOUR YEARS, TO ANSWER THE QUESTION OF CARS, MOVING FOR CARS PREFERENCE, OR WILL IT BE MONTESSORI SCHOOL THAT IS NOW OPEN TO EVERYBODY?
>> WE DO HAVE TIME TO ASK THE QUESTION BUT IT WILL BE A MONTESSORI SCHOOL.
THE IDEA WOULD BE THAT THE SCHOOL IS OPEN TO ALL KIDS IN THE DISTRICT.
HOWEVER, WHAT WE WE'RE ANTICIPATING IS THAT THE CARS [INAUDIBLE] THERE MAY BE 50 KIDS IN THE NEIGHBORHOOD, AT THE TIME, SO WHAT WE FEEL LIKE AT THAT POINT IN TIME, THE SIZE OF TIRES WILL GIVE US SPACE THEY WON'T TAKE UP ALL OUR SPACE.
>> NOW, WE ASK THE QUESTION [INAUDIBLE] AND THIS IS A THREE SUBDIVISION, [INAUDIBLE] OUR THREE SUBDIVISION WILL BE THAT OUR STUDENTS ON, LET'S SAY THE BLUE SIDE FEEL LIKE THE BETTER THAN [INAUDIBLE].
I'M SORRY I SAID THAT ABOUT THIS SIDE.
[NOISE] THE AVERAGE SOCIAL-ECONOMIC STATUS OF STUDENTS IN THE BLUE SIDE VERSUS THE PURPLE SIDE, THOSE SEEMS TO ME THAT A THIRD OF THE STUDENTS HAVE A PREFERENCE TO A CERTAIN TYPE OF PROGRAM AND THEY WE HAVE TO MOVE IT TO ANOTHER WHICH I THINK WILL BE ALSO SIMILAR IN STATURE WITH REGARD TO [NOISE] AS WE GET PREFERENCE TOWARDS THIS TYPE OF PROGRAM.
GRACE HAS A QUESTION, NOT CRITICISM BUT JUST SOMETHING TO PONDER OVER THE NEXT FOUR YEARS.
>> TO THAT POINT THEN, ARE WE [NOISE] CONSIDERING TRANSPORTATION? OTHERWISE IT WILL NOT [INAUDIBLE] HELP WITH THAT MOVE US TO CONSIDER.
>> I THINK THAT'S SOMETHING WE'RE [OVERLAPPING] CERTAINLY THINKING WE CAN WORK TOWARDS.
>> OF COURSE. DEFINITELY. YES.
>> CAN I ASK MY TWO QUESTIONS THEN?
>> I APOLOGIZE FOR NOT KNOWING, BUT I ASSUME THAT ONCE YOU GET TO THIRD, FOURTH, FIFTH YEAR IN A STAR AREA.
THAT BEING SAID, BEING IN MONTESSORI YOU [OVERLAPPING]
>> YOU WILL BE TAKING START TESTS.
THIS YEAR WE WORKED, WE DIDN'T HAVE THIRD GRADERS IN OUR CLASSROOMS AND UP TO SPRING BENCHMARK, THEY WERE DOING WELL.
[01:15:05]
THEY WERE APPROACHING [INAUDIBLE] FOR OVER AT THE MASTER'S LEVEL JUST ON THIS BENCHMARK.NOW AS WE MOVE FORWARD WITH ADDING MORE QUESTIONS, OUR STUDENTS WILL TAKE STAR IN THIRD GRADE.
WE WILL CONTINUE TO DO ASSESSMENTS AS WE DO AT THE DISTRICT LEVEL, BUT WE HAVE THE ABILITY TO DESIGN THOSE ASSESSMENTS ACCORDING TO OUR SCOPE AND SEQUENCE.
WE'LL GET TO THE END, TO THE FINISH LINE, WE JUST MAY DO IT AT A DIFFERENT TIME IN TERMS OF A TICK.
>> AS A NORMAL MONTESSORI PROGRAM MARK THEIR REQUIREMENTS TO TAKE THE STAR OR ARE WE DOING IT BECAUSE WE JUST WANT TO MAKE SURE THAT OUR KIDS ARE ORIENTED CORRECTLY NOT THE CORRECT INFORMATION? I THINK YOU UNDERSTAND MY QUESTION.
>> YES. WELL, WE AS A PUBLIC SCHOOL, WE ARE REQUIRED TO TAKE STAR AND SO WE'RE GOING TO [OVERLAPPING]
>> WHETHER YOU'RE MONTESSORI OR NOT.
>> WHETHER WE'RE MONTESSORI OR NOT, [OVERLAPPING] BUT THE FACT THAT WE ARE MONTESSORI WE ARE STILL A PUBLIC SCHOOL AND THAT IS REQUIREMENT THAT ALL STUDENTS IN THIRD THROUGH FIFTH, SIXTH GRADE, SO WE WILL TAKE STAR.
>> THEN THOSE KIDS COULD EMAIL THE STATE AND TELL THEM THAT THEY HAVE DECIDED NOT TO [LAUGHTER] AS OF YET [INAUDIBLE]
>> NO, THEY DON'T HAVE THAT CHOICE.
>> MY LAST QUESTION IS, I'M UNDERSTANDING THAT YOU BASICALLY HAVE YOUR LEARNING TIME, BUT THEN THE KIDS ALSO GO TO MUSIC AND THEY ALSO GO TO THE OTHER PROGRAMS AND THOSE ARE TAUGHT IN A REGULAR GEN- ED FASHION, CORRECT?
>> SO OUR STUDENTS WILL GO TO SPECIALS SYMBOL CALLED THE PE.
OUR PLANNING COLLABORATE WITH MISS SPELL, OUR NEW PRINCIPAL AT MARY HARRIS.
WE WILL COLLABORATE ON THE ROTATIONS AND ALL OF THOSE, AND REALLY ALLOWING THE TEACHERS THAT SHE HAS FOR MUSIC AND PE AND THE PARAPROFESSIONALS THAT WE'LL BE WORKING WITH THEM ON SORTS OF STUDENTS TO HAVE SOME KNOWLEDGE ON OUR PHILOSOPHY, SO WE PLANNED ON PROVIDING PROFESSIONAL DEVELOPMENT TO THE STAFF SO THAT THEY UNDERSTAND WHY WE DO THINGS A LITTLE DIFFERENTLY AND CAN SUPPORT THE STUDENTS IN THAT GENERAL SETTING AS WELL.
OF COURSE, WE'VE TALKED ABOUT DR. MARIA MONTESSORI AND HER PHILOSOPHY.
OVER 100 YEARS OLD BUT STILL ALIVE AND THRIVING AROUND THE WORLD.
THE ELEMENTS ARE NUMBER ONE, THAT WE HAVE A TRAINED ADMINISTRATOR IN MONTESSORI, AND THAT'S PURPOSEFUL BECAUSE AS AN ADMINISTRATOR WE NEED TO UNDERSTAND WHY THE MONTESSORI CLASSROOMS ARE DESIGNED THE WAY THEY ARE SO THAT WE CAN SUPPORT THAT CULTURE AND THAT LEARNING IN THE CLASSROOM.
THOSE MULTI-AGE CLASSROOMS THAT WE DESCRIBED, THEY'RE PURPOSEFUL AS WELL.
ONE THING THAT WE'VE NOT TALKED ABOUT YET IS THAT UNINTERRUPTED TWO-AND-A-HALF TO THREE-HOUR PERIOD, AND THAT IS INTENTIONAL.
THE REASON WHY IT IS SO IMPORTANT, WE CALL THEM WORK CYCLES IS BECAUSE THIS ALLOWS THE CHILD TO BE ABLE TO DEVELOP CONCENTRATION AND FOCUS.
IT ALLOWS THEM TO CONTINUE INTO DEEP LEARNING.
ONCE THEY MASTER A WORK AND WANTED TO CONTINUE LEARNING AND TO RESEARCH THEY HAVE THE ABILITY TO DO THAT.
IN MONTESSORI WE HAVE FREEDOM WITHIN LIMITS, BUT THOSE LIMITS ARE SET BY THE TEACHER AND SO WHILE WE STRIVE TO PROVIDE A CHILD-DIRECTED ENVIRONMENT, THERE ARE THOSE SET PARAMETERS THAT THE TEACHER MUST SET.
WE TALKED ABOUT CHILD-DIRECTED WORK, BUT WHAT WE'VE NOT TALKED ABOUT AS EDUCATING FOR PEACE AND SERVICE.
DR. MARIA MONTESSORI REALLY BELIEVED THAT THE WORLD COULD BE A BETTER PLACE WHEN WE FOCUSED ON CHILDREN IN ADVOCATING FOR PEACE.
SO IN EVERY CLASSROOM, WE WILL HAVE A PEACE TABLE.
WE WANT TO TEACH CHILDREN HOW TO RESOLVE THEIR CONFLICTS ON THEIR OWN.
SO THEY'RE TAUGHT IN THEIR EARLY CHILDHOOD CLASSROOM AT AGE THREE HOW TO RESOLVE A CONCEPT OF [INAUDIBLE] WHETHER IT'S, WE DON'T KNOW HOW TO SHARE JUST QUITE YET.
BUT THEY LEARN TO WORK THOSE OUT THROUGH THE PEACE TABLE BUT ALSO A BIG COMPONENT OF THAT IS ALSO SERVICE.
DR. MARIA MONTESSORI BELIEVED THAT IT WAS IMPORTANT TO GIVE BACK TO THE COMMUNITY.
THAT'S A PASSION OF MINE, IS BEING ABLE TO GIVE BACK AND AS MONTESSORIANS WE BELIEVE IN THAT IN OUR OWN PERSONAL LIVES.
WE ARE VERY MUCH IN LINE WITH WHAT WE WERE DOING IN OUR SEASON OF GIVING.
THAT'S HER ESSENCE OF OUR PHILOSOPHIES TOO IS
[01:20:02]
HAVING CHILDREN LEARN THAT THEY ARE A PIECE IN THE WORLD, THEY PLAY A PART AND IT'S IMPORTANT TO RESPECT OUR ENVIRONMENT AND BE ABLE TO GIVE BACK TO IT.WE'LL HAVE SERVICE PROJECTS AND VOLUNTEER OPPORTUNITIES, NOT JUST FOR OUR STUDENTS BUT OUR FAMILIES.
WHEN YOU SEE IT WORK, IT'S JUST BEAUTIFUL, IT TRULY IS.
>> SO THE VOLUNTEER [NOISE] TO INCLUDE THE FAMILIES?
>> I DON'T WANT TO USE THE WORD REQUIREMENT, BUT IS THIS STRONGLY SUGGESTING THAT FAMILIES PARTICIPATE IN THAT FOR THEIR CHILD BEING IN THIS PROGRAM OR IS IT JUST IF THEY WANT TO THEY CAN HELP?
>> WELL, WE ARE GOING TO HIGHLY ENCOURAGE OUR PARENTS TO VOLUNTEER.
OVER THESE LAST TWO YEARS WHEN WE HAD OUR MONTESSORI WORKSHOPS, THEY WERE WELL ATTENDED.
I CAN ONLY IMAGINE THAT WITH MORE CLASSROOMS AND MORE FAMILIES BEING SO EAGER TO BE PART OF THIS LAUNCH, THAT THEY WILL BE WILLING AND JUST SO READY TO HELP, SUPPORT AND VOLUNTEER.
IN ADDITION, WE'RE GOING TO FIND THE PTA.
WE NEED THAT SUPPORT AND SO SOME OF THOSE OPPORTUNITIES WE'LL GO THROUGH OUR PTA AND IT'S AN EXCITING TIME AND PARENTS ARE EXCITED.
I THINK THAT'S GOING TO REALLY GENERATE AND THEY'RE GOING TO BUY INTO OUR PHILOSOPHY.
THEY WANT A DIFFERENT APPROACH.
OUR DISTRICT IS PROVIDING THIS OPTION FOR THEM.
WE HAVE THE FAMILY ONBOARDING PLAN THAT WILL TAKE PLACE AT THE END OF JULY TO BEGIN THAT, BUILDING THAT RELATIONSHIP IS CRUCIAL.
WE'LL DO THAT VERY INTENTIONALLY AT FIRST.
[NOISE] DID I COVER ALL OF THAT? I THINK I DID.
>> JUST QUICKLY, WE HAVE THE TIME AND I COULD JUST TALK ABOUT THE MONTESSORI METHOD, WHICH REALLY IS THE ESSENCE OF HOW WE TEACH IN THE MONTESSORI CLASSROOM.
IT IS REALLY DEPENDENT ON HOW WELL THE ENVIRONMENT IS PREPARED.
TEACHERS LEARN HOW TO DO THAT IN TRAINING, AND AS YOU CAN SEE OUR STUDENT THERE, THOSE SHELVES ARE ORGANIZED IN A WAY THAT SERVES DIFFERENT PURPOSES.
SEVERAL STRUCTURES, THEY ARE ORGANIZED FROM LEFT TO RIGHT.
THE WORK GOES FROM VERY CONCRETE TO ABSTRACT, AND THEN FINALLY FROM SIMPLE TO COMPLEX.
ALL OF THAT IS INTENTIONAL, AND EVERYTHING IS JUST IN THE RIGHT SPOT.
CHILDREN HAVE TO BE TAUGHT HOW TO RESTORE THE ENVIRONMENT IN MONTESSORI, BUT HOW TO PUT THE WORK BACK FOR THE NEXT CHILD TO USE.
ALL OF THAT WE'LL TALK ABOUT IS THE PREPARED ENVIRONMENT.
RIGHT ALONGSIDE OF THAT, IS THAT PREPARED TEACHER.
SHE NEEDS TO KNOW HOW TO WORK WITH THE MATERIAL, HOW TO ORGANIZE IT, AND HOW TO PRESENT THE LESSON.
WHAT SIDE OF THE CHILD TO PRESENT THE LESSON ON? THAT DEPENDS ON WHETHER THE CHILD IS LEFT-HANDED OR RIGHT-HANDED.
NOTHING IS LEFT TO CHANCE IN MONTESSORI.
WE WILL ALSO AS A REQUIREMENT OF OUR GRANT, AND NOT JUST BECAUSE IT'S A REQUIREMENT, WE NEED TO DO THIS HIGHLY QUALIFIED INSTRUCTIONAL MATERIALS.
WE'VE CHOSEN EUREKA MATH, WHICH OUR DISTRICT IS ADOPTING AND AMPLIFIED READINGS.
WE WILL INCORPORATE THAT HIGHLY QUALIFIED MATERIAL INTO OUR MONTESSORI [BACKGROUND].
>> SCHOOL ACTION PLAN, I THINK I'VE TALKED ABOUT IT HERE AND THERE, BUT REALLY WANT TO DESCRIBE WHAT IT'S GOING TOWARDS.
WE ARE USING THAT FUND TO IMPLEMENT THIS DESIGN HERE.
IT'S CALLED THE PLANNING YEAR.
WE WERE AWARDED $155,000 TO BEGIN THE DESIGN OF THE SCHOOL, WHICH INCLUDED TRAINING TEACHERS.
CROWLEY ISD IS COMMITTING TO THIS METHOD, TO THIS APPROACH, AND SO THEN COMES THE TRAINING FOR TEACHERS SO THAT WE ARE IMPLEMENTING THAT MODEL, THAT FIDELITY.
THERE ARE ALSO STIPENDS THAT WILL BE PAID OUT OF THAT FUND.
THEN WE'VE HIRED A MONTESSORI CONSULTANT THAT I'VE PREVIOUSLY WORKED WITH.
SHE HAS ALIGNED OUR FIRST, SECOND AND THIRD LEVEL CURRICULUM TIPS TO OUR MONTESSORI LESSONS.
SHE PRESENTED THAT WORK TO US YESTERDAY AS A MATTER OF FACT, TO MR. KEITH AND I.
>> OH MY GOSH, IT IS BEAUTIFUL [LAUGHTER].
>> WE SHARED IT WITH MR. KEITH, JUST INTENTIONAL WORK, BUT WE FELT IT WAS IMPORTANT AND NECESSARY
[01:25:04]
THAT OUR CURRENT DISTRICT KNOWS THAT WE ARE TEACHING THE TIPS.OUR CLASSROOMS MAY BE DIFFERENT, BUT WE'RE TEACHING THE TIPS AND BASICS OF MONTESSORI LESSONS THAT PROVE THAT WE'RE TEACHING [INAUDIBLE].
>> SHE WILL CONTINUE TO WORK WITH US THROUGHOUT THE YEAR.
THIS YEAR THAT GRANT FUNDED MR. GILLIES AND I JUST GO TO SAN ANTONIO.
WE PLANNED IN MAY TO VISIT TWO PUBLIC MONTESSORI SCHOOLS IN SAN ANTONIO WHO WERE USING EUREKA MATH AND AMPLIFIED READING INSTRUMENTS.
WE GOT TO SEE THAT AND LEARN HOW THEY WORK [INAUDIBLE] AND JUST TAKE SOME OF THEIR LESSONS LEARNED IN FOUNDING OF OUR SCHOOL.
>> I DON'T HAVE A QUESTION BUT I HAVE A COMMENT.
THIS IS REALLY EXCITING AND I CAN'T WAIT TO SEE [INAUDIBLE].
I THINK IT'S BEEN A YEAR OF HARD WORK AND TALKING TO PAY OFF AND JUST COMPLIMENTS. [INAUDIBLE]
>> ANY OTHER QUESTIONS, DR. MCFARLAND?
>> I JUST WANTED TO ACKNOWLEDGE DR. WILLIAMS WHO WORKED EXTREMELY LONG IN THIS ORGANIZATION, AND ALSO MISS [INAUDIBLE] WHO WAS TELLING ME THAT THE GRADE IT'S BEEN A TEAM EFFORT.
WE ARE DIFFERENT SIDES AND SEE WHAT THIS BUILD.
THANK YOU ALL. THANK YOU [INAUDIBLE]
>> THANK YOU VERY MUCH [APPLAUSE]
>> YOU SPEAK THE LANGUAGE OF MONTESSORI, SO THANK YOU, WE'RE VERY FORTUNATE TO HAVE YOU IN THIS SCHOOL.
WE ARE AT A FINAL WORK-STUDY, ITEM 4.3, PRELIMINARY BUDGET UPDATE. DR. MCFARLAND.
>> MADAM PRESIDENT, BOARD MEMBERS, MS. [INAUDIBLE] WILL BE REPORTING PRECISELY [INAUDIBLE]
DR. MAYFIELD, MEMBERS OF THE BOARD.
TONIGHT, I'M JUST GOING TO GIVE YOU A BRIEF UPDATE.
WE HAD A FEW QUESTIONS FROM THE LAST TIME WE MET, SO I JUST HAVE A COUPLE OF FOLLOW-UP QUESTIONS.
THE FIRST SLIDE WE HAVE, THAT'S BUDGET CALENDAR.
THIS IS THE LAST UPDATE, AND THEN THE NEXT BOARD MEETING, WE WILL HAVE OUR PUBLIC HEARING, AND THEN APPROVE THE BUDGET AS WELL.
WE ARE NEARING COMPLETION OF OUR BUDGET PROCESS FOR THE 22-23 SCHOOL YEAR ALREADY.
THE NEXT SLIDE SHOWS, WE HAD A COUPLE QUESTIONS OF ENROLLMENT VERSUS ADA AND THEN WADA AS WELL.
I JUST WANTED TO PROVIDE A VISUAL HERE SHOWING THAT THE GRAY LINE IS GOING HORIZONTAL IS OUR ENROLLMENT FOR THE PAST 10 YEARS.
THE BLUE COLUMNS REPRESENT THE ADA, WHICH IS JUST AVERAGE DAILY ATTENDANCE, IT'S TAKEN INTO ACCOUNT.
THE GRAY LINE AND HOW MANY OF THOSE KIDDOS SHOWED UP.
THE ORANGE LINE IS ACTUALLY WHAT WE GET PAID ON.
WE'RE ALWAYS TALKING ABOUT THE ADA IS WHERE OUR FUNDING IS, BUT IT'S ACTUALLY THE WADA, THE WEIGHTED ADA.
AS YOU CAN SEE, WE'RE WELL OVER 20,000 FOR OUR WADA, THE LAST FEW YEARS, BUT IT'S CRITICAL THAN THAT WE CODE THE KIDDOS WITH THEIR [INAUDIBLE], SPECIAL ED, GT, WHATEVER THE WEIGHT WOULD BE, WE NEED TO MAKE SURE THOSE KIDDOS ARE CODED PROPERLY BECAUSE THAT AFFECTS OUR FUNDING.
AS YOU CAN SEE, WE'RE INCREASING.
YOU CAN SEE A LITTLE BIT OF A INCREASES IN THE 19-20 YEARS ENROLLMENT, THAT WAS MAINLY DUE TO THE INFLUX OF PRE-K THAT WE HAD THAT YEAR.
BUT THEN COVID HAPPENED THAT YEAR ALSO [LAUGHTER].
DIDN'T SHOW UP TOO MUCH ON OUR ADA, BUT OUR WADA INCREASED A LITTLE BIT.
ON THE NEXT SLIDE, AGAIN, WE'VE TALKED ABOUT THE SALARY INCREASES AND HERO PAY.
AS YOU CAN SEE, FROM THE 13-14 YEAR UP TO THE 18-19 YEAR, UP TO 17-18, WE WERE VERY CONSTANT AT THREE PERCENT ACROSS THE BOARD.
IN 18-19, WE PAID PARAPROFESSIONALS FOUR PERCENT INCREASE INSTEAD OF THREE PERCENT, LIKE EVERYONE ELSE.
IN 19-20, TEACHER RAISES WERE FOUR PERCENT TO FOUR POINT FOUR PERCENT, PARAS WERE THREE PERCENT, AND THEN THE COUNSELOR WERE A LITTLE BUMP UP THERE AT FOUR POINT EIGHT PERCENT FOR COUNSELORS.
THE 20-21 YEAR, UNFORTUNATELY, WE DIDN'T HAVE RAISES, BUT WE STILL GAVE EVERYBODY TWO PERCENT OF THEIR SALARY AS THE HERO PAY.
[01:30:02]
21-22, THREE PERCENT ACROSS THE BOARD PLUS THE $1,000, AMOUNT FOR THE HERO PAY.THEN THIS YEAR, YOU ALL GENEROUSLY PROVIDED THREE POINT TWO TO FOUR PERCENT FOR THE TEACHER INCREASES, FIVE PERCENT FOR PARAS, AND THREE PERCENT FOR ADMINISTRATORS.
THAT'S JUST A GLIMPSE VISUAL OF WHAT OUR HISTORICAL SALARY INCREASES HAVE BEEN, AND I THINK WE'VE DONE REALLY WELL.
>> THAT'S PRETTY GOOD [INAUDIBLE]
>> MONTESSORI 19-22 [INAUDIBLE] THE TWO DIFFERENCES THERE, ABOUT 22-23, IS THAT ACROSS THE BOARD? [INAUDIBLE].
>> YOU'RE WELCOME. ANY MORE QUESTIONS? [NOISE]
>> THE NEXT SLIDE SHOWS OUR GENERAL FUND PRELIMINARY BUDGET.
IT STILL REMAINS THE SAME AT $176 MILLION FOR REVENUE AS WELL AS BUDGETED EXPENDITURES WITH THE POSSIBILITY OF $9.6 MILLION OF OUR FUND BALANCE ALLOCATION.
BUT ON THE NEXT SLIDE, AGAIN, I PROJECTED THE '21-'22 BUDGET.
AGAIN, WE APPROVED THE BUDGET LAST YEAR WITH A POSSIBLE FUND BALANCE ALLOCATION OF 8.7 MILLION.
I DO REJECT THE '21, '22 YEAR TO USE LESS THAN A MILLION DOLLARS OF OUR FUND BALANCE ALLOCATION.
WE WILL LAND THEN AT THREE MONTHS, 3.08 MONTHS OF FUND BALANCE, OR 25.65 PERCENT.
WE WILL HAVE A HEALTHY FUND BALANCE AT THE END OF THIS YEAR GOING INTO '22, '23.
EVEN IF WE SHOULD USE $9.6 MILLION OF OUR FUND BALANCE ALLOCATION, WE'RE STILL OVER OUR TWO MONTHS OPTIMUM FUND BALANCE THAN 18 PERCENT.
[OVERLAPPING] BUT THAT'S WHY WE WORKED SO HARD TO KEEP THAT FUND BALANCE AT THAT 25 PERCENT BECAUSE IF WE DO TO, IT'S OKAY TO DIP A LITTLE BIT, BUT WE PREFER NOT TO AND I THINK WE'RE ALL VERY AWARE OF KEEPING OUR FUND BALANCE WHERE WE NEED TO BE.
THAT WAY WE CAN GIVE RAISES BUT IT'S TIGHT AND IT'S OKAY.
>> YOU WENT FROM 8.698 ALL THE WAY DOWN TO 851?
>> THAT'S OUR CONSERVATIVE BUDGETING AND YOU KNOW WE DON'T HAVE THE TAX SPACE YET.
WE WON'T KNOW THE TAX RATE UNTIL AUGUST.
IT'S VERY CONSERVATIVE ON THE REVENUE SIDE, BUT ALSO ON THE EXPENDITURE SIDE.
I THINK WE'RE ALL AWARE OF SAVING WHERE WE CAN.
I THINK WE'RE ALL RESPONSIBLE FOR THAT.
>> YOU'LL DID A GREAT JOB. [LAUGHTER]
>> THE NEXT SLIDE AGAIN, WE'RE TALKING ABOUT THE TAX RATE.
OF COURSE, WE'LL GET OUR JULY CERTIFIED VALUES IN JULY.
BUT THE TAX RATE, WE WON'T APPROVE IT TILL THE AUGUST BOARD MEETING.
AGAIN, HOUSE BILL 3 FORCED US TO DROP THE GENERAL OPERATING FUND TAX RATE FROM A $1.0398 TO 0.9841.
WE HAD 0.9841 FOR THE '21, '22 YEAR.
MY ESTIMATE IS IT WILL CONTINUE TO DROP BECAUSE ONCE ALL OF THE CERTIFIED VALUES COME IN STATEWIDE, TEA WILL PROVIDE US WITH OUR TAX RATE AND WE'RE STILL SEEING DOUBLE DIGITS IN INCREASE IN OUR VALUES.
ALL THE ROOFTOPS THAT ARE COMING UP, BUT ALSO THE VALUES OF EXISTING HOMES ARE INCREASING OBVIOUSLY.
SO I DO START TAX RATE DROPPING, BUT IT WON'T BE [INAUDIBLE], BUT STILL IT'S DROPPING.
ALSO TEXAS PROPOSITION 2 TO LOWER OR INCREASE THE TAX EXEMPTION FOR HOMESTEAD FROM 25,000-40,000 SO THAT HELPS OUR TAXPAYERS.
IN ADDITION, WE STILL HAVE THE 10 PERCENT HOMESTEAD EXEMPTION THAT ONLY CROWLEY ISD HAS.
WITH THE TAX RATE BEING LOWERED, THE EXEMPTION WILL BE AN INCREASE IN THE 10 PERCENT HOMESTEAD EXEMPTION, THAT WE STILL ALLOW, FEEL WILL HELP OUR TAXPAYERS GREATLY.
BUT THE VALUES ARE GROWING FASTER THAN [LAUGHTER].
I MEAN, I BELIEVE THOSE WILL DEFINITELY HELP, BUT IT REMAINS TO BE SEEN EXACTLY WHAT THAT WILL DO FOR OUR TAXPAYERS.
>> BUT FOR ALL THIS, IS THAT LAST 10 PERCENT OFFSET,
[01:35:01]
IS THAT SOMETHING THAT WE WILL GO AROUND TO THE BUILDERS AND MAKE SURE THAT THEY KNOW THAT.I WAS JUST GOING TO SAY THAT WE GIVE AN ADDITIONAL 10 PERCENT.
IS THAT SOMETHING THAT WE GO AROUND TO BUILDERS, TELLING THAT?
>> WE HAVE NOT DONE THAT. [INAUDIBLE]
>> ALL RIGHT, SO THE NEXT SLIDE IS JUST AGAIN SAYING TODAY'S OUR BUDGET WORKSHOP.
IN JUNE OF 23RD, THAT'S THE VERY FIRST PART OF THE MEETING.
WE'LL HAVE OUR PUBLIC HEARING FOR THE BUDGET AND TAX RATES, AND THEN WE WILL APPROVE THE BUDGET LATER IN THAT EVENING.
WE'RE ALMOST DONE. WE CAN GO ON TO AUDIT SEASON. [LAUGHTER].
>> BUT DO YOU HAVE ANY OTHER QUESTIONS?
>> YEAH. THIS IS NEARLY AS EXCITING AS [LAUGHTER] THE TWO PROGRAMS THAT WERE FUNDED THIS TIME WERE WONDERFUL.
>> SOMEONE WOULD THINK THAT IT IS.
>> ALL RIGHT. THAT CONCLUDES OUR REPORT ITEMS WHICH IS OUR WORK SESSION.
MR. KIRSCHNER, ARE THERE ANYTHING INDIVIDUALS WHO HAVE SIGNED UP?
>> ALL RIGHT. WE'RE AT OUR CONSENT AGENDA.
[6.0 Consent Agenda]
WE HAVE SEVERAL ITEMS ON THE CONSENT AGENDA 6.1, APPROVAL OF CONSENT, AGENDA 6.2, JUVENILE JUSTICE, ALTERNATIVE EDUCATION PROGRAM MOMERUNDUMS OF UNDERSTANDING, TARRANT COUNTY AND JOHNSON COUNTY 6.3, OPTIONAL FLEXIBLE SCHOOL DAY PROGRAM APPLICATION.6.4 RENEWAL OF RAWEE K12 SOLUTION TRUANCY, AND DROPOUT PREVENTION SYSTEM.
6.5, RENEWAL OF CONTINGENT FEE, CONTRACT WITH PERDUE BRANDON FIELDER COLLINS AND MOTT, LLP AND PURSUANT TO SECTION 6.3 OF THE TEXTS CODE FOR SERVICES RELATED TO DELINQUENT TAX COLLECTIONS.
ARE THERE ANY ITEMS THAT NEED TO BE DISCUSSED IN THE MEETING?
>> ALL RIGHT. CAN I GET A MOTION TO APPROVE THE CONSENT AGENDA?
>> I RECOMMEND APPROVAL OF THE CONSENT AGENDA AS PRESENTED [INAUDIBLE] BY TRUSTEE DAVIS. IS THERE A SECOND?
[LAUGHTER] TRUSTEE [INAUDIBLE] SECONDED.
RIGHT THE MOTION PASSES [INAUDIBLE].
WE DO HAVE A POSSIBLE ACTION ITEM AT THIS TIME.
[7.0 Discussion and / or Possible Action Item(s)]
I THINK THE ITEM 7.1, DEVELOPMENT OF CROWLEY ISD LEGISLATIVE PRIORITIES SUFFICIENT FOR CHASSIS AGENCY AGENDA RESOLUTIONS. DR. MCFARLAND.>> MADAM PRESIDENT, BOARD MEMBERS, WE HAVE THIS SPACE HERE TO SHOW YOU, WE KNOW THAT THE DATE FOR SUBMITTING OUR ADVOCACY AGENDA OF THE RESOLUTION IS COMING UP SO DR [INAUDIBLE] RIGHT THERE.
>> THANK YOU. DR. MCFARLAND, MADAM PRESIDENT, AND THE STATE BOARD MEMBERS.
JUST WANTED TO FOLLOW UP FROM OUR LAST BOARD MEETING, AS WE MENTIONED, THE BOARD HAS BEEN TASKED WITH PROVIDING TASK-BASED ON RECOMMENDATIONS OR THE UPCOMING ADVOCACY AGENDA DURING THE ADA LEGISLATION SESSION AND YOU SHOULD KNOW THIS.
I DO NOT ADDRESS THIS AS ALL THREE OF THE BOARD'S GOALS.
THIS PAST MONTH, THE EXECUTIVE TEAM HERE HAS HAD AN OPPORTUNITY TO JUST REALLY REVIEW AND ENCOMPASS SOME OF THE PAST RESOLUTIONS THAT YOU SEE LISTED HERE FROM ACCOUNTABILITY AND ASSESSMENT TO IMPACT OF THE COVID-19 PANDEMIC, GOVERNANCE, STUDENT ISSUES, TEACHER AND STAFF ISSUES AND REALLY GO INTO OUR DEPARTMENTS AND DIVE DEEP INTO.
BUT SOME OF THOSE WEREN'T STATED AND IF THERE WERE ADDITIONAL ONES THAT WE WOULD LIKE THE BOARD TO CONSIDER.
THAT IS WHAT WE'VE BROUGHT BACK TO YOU THIS EVENING ARE CONSIDERATIONS FOR
[01:40:04]
THREE AREAS THAT A FEW OF OUR DEPARTMENTS HAVE FOUND WILL DEFINITELY HAVE A POSITIVE IMPACT ON THE WORK THAT WE'RE DOING.THE FIRST AREA THAT WE WANT FOR CONSIDERATION IN YOUR TEST OF SUBMITTING THIS TASK FEED IN THE UPCOMING WEEK IT'S AN AREA SEL, COUNSELING SUPPORTS AND SAFETY.
WE WOULD LIKE TO SEE THAT THEY'VE CONSIDERED A GREATER EMPHASIS ON LEGISLATION THAT PROVIDES ADDITIONAL FUNDING THAT ALLOWS US TO INCREASE AND IMPROVE OUR ABILITY TO PROVIDE SOCIAL EMOTIONAL LEARNING SUPPORT, ADDITIONAL COUNSELORS OR COUNSELING SUPPORT, AS WELL AS INCREASE OUR OPPORTUNITIES FOR SAFETY AND SECURITY MITIGATION STRATEGIES.
THE NEXT AREA THAT WE'D LIKE TO PROPOSE, THAT YOU ALSO ADVOCATE WITH TASK BEFORE ON OUR BEHALF IS THE IMA OR THAT'S OUR INSTRUCTIONAL MATERIALS ALLOTMENT REDUCTIONS.
RECENTLY IMA REDUCTIONS WERE ALLOWED DUE TO DISTRICTS HAVING ESSER OR ELEMENTARY AND SECONDARY SCHOOL EMERGENCY RELIEF GRANT FUNDS THAT CHICAGO BROUGHT ABOUT OVER THE COURSE OF THE NEXT COUPLE OF YEARS.
BUT TO COVER PROCLAMATIONS THAT WERE ISSUED.
WE WOULD LOVE TO CONSIDER THAT FUTURE LEGISLATION SESSIONS OR RECOGNIZE THAT AS APPRECIATIVE, AS WE ARE JUST AN EXTRA TIME NOT A LONG-TERM SOLUTION AND THAT WE SHOULD CONSIDER RETURNING IMA FUNDING TO ITS APPROPRIATE LEVEL.
AFTER THE LEGISLATIVE SECTION WOULD INCREASE THE UPCOMING MATERIALS THAT WOULD BE ADOPTED.
>> THE LAST POINT JUST TO MAKE SURE WE'RE CLEAR ABOUT WHAT WE'RE SAYING THERE.
WHAT HAPPENED LAST YEAR WITH TALKING ABOUT IMA? WHAT HAPPENED WITH THE SAVINGS? THEY GAVE US ADDITIONAL MONEY WITH ESSER.
BUT WHAT THEY TURNED AROUND AND DID WAS TAKE MONEY AWAY WITH IMA.
JUST TALK TO US ABOUT IMA AND HOW YOU'VE RECOVERED THAT.
>> ABSOLUTELY. GOOD EVENING, BOARD PRESIDENT, BOARD MEMBERS, THANK YOU, DR. MCFARLAND.
IMA, WE CALL IT A COUPLE OF DIFFERENT THINGS, BUT IT'S BASICALLY THE INSTRUCTIONAL MATERIALS ALLOTMENT.
IT WAS EXPANDED TO BECOME THE TECHNOLOGY AND INSTRUCTIONAL MATERIALS ALLOTMENT A FEW YEARS BACK.
IT'S A SMALL PART OF THE PERMANENT SCHOOL FUND.
BUT REALLY WHAT IT DOES IS INSTEAD OF THE STATE PURCHASING TEXTBOOKS AND THINGS LIKE THAT FOR DISTRICTS, WHICH IS WHAT USED TO HAPPEN PRE ABOUT 2011.
NOW, THE STATE PROVIDES AN ALLOTMENT BASED ON A PER PUPIL AMOUNT FOR DISTRICTS TO PURCHASE TECHNOLOGY, TEXTBOOKS, AND INSTRUCTIONAL MATERIALS.
THE WAY THAT IT'S WORKED IN THE PAST AS A DISTRICT, AND THESE ARE ALL PUBLIC NUMBERS.
AS A DISTRICT WE RECEIVED ABOUT $2.9 MILLION IN INSTRUCTIONAL MATERIALS, THAT'S A BIENNIAL ALLOTMENT.
THAT'S SUPPOSED TO COVER US FOR TWO YEARS.
IN THOSE TWO YEARS, YOU COULD SEE TEXTBOOK ADOPTIONS, MAYBE IN ONE OF THOSE YEARS, MAYBE IN BOTH OF THOSE YEARS.
A FEW YEARS BACK, WE HAD A BACK-TO-BACK ELEMENTARY ENGLISH LANGUAGE ARTS TEXTBOOK ADOPTION, WHICH IS HUGE.
THEY BACKED THAT UP TO A HIGH SCHOOL TEXTBOOK ADOPTIONS.
THAT AMOUNT HAD TO COVER US FOR TWO YEARS AND IT HAPPENED TO PURCHASE THOSE TEXTBOOKS.
THERE'S BASICALLY A RIDER THAT WAS ATTACHED TO THE BUDGET BILL.
THEY ENDED UP REDUCING OUR INSTRUCTIONAL MATERIALS ALLOTMENT BY ALMOST 60 PERCENT FOR THIS BINDING.
WE WENT FROM ABOUT 2.9 MILLION SIT DOWN TO ABOUT WHERE WE ARE AT 1.2.
THE JUSTIFICATION, OF COURSE, THEY PROVIDED WAS YOU'VE BEEN PROVIDED WITH FUNDS FROM ESSER ONE, TWO, AND THREE.
WE KNOW THAT THOSE WERE INTENDED FOR LEARNING RECOVERY NOT TO COVER OPERATIONAL COSTS, WHICH IS REALLY WHAT IMA IS FOR.
THEN THAT LAST COMPONENT THERE, THERE HASN'T REALLY BEEN AN INCREASE IN THE FUNDING FORMULA IN IMA A SIGNIFICANT AMOUNT OF TIME AND WE'RE APPROACHING BY IDIOMS THAT HAVE SIGNIFICANT TEXTBOOK ADOPTIONS COMING UP.
SCIENCE AND MATH, K-12 WILL BE COMING UP IN THE NEXT FEW YEARS.
THOSE NUMBERS REALLY NEED TO BE ADJUSTED SO DISTRICTS DON'T HAVE TO TRY TO FIND OTHER FUNDING SOURCES OR NOT ADOPT ALL THE MATERIALS NECESSARY TO ADEQUATELY TEACH THE CHILDREN.
I'LL BE HAPPY TO ANSWER ANY QUESTIONS.
>> I HAVE A QUESTION BEFORE WE CONTINUE.
[01:45:01]
>> WE HAVE ESSER I, WE HAVE ESSER II, AND WE HAVE ESSER III.
MOST OF OUR FUNDS HAVE BEEN SPENT ON THEIR SIGNING AGAINST LEARNING FUNDS AND MAKING SURE THAT WE CLOSE [INAUDIBLE].
ALL THAT INFORMATION IS PUBLIC.
ANYONE CAN SEE THE INFORMATION ON OUR WEBSITE THAT BREAKS DOWN EACH DOLLAR AND HOW ITS SPENT.
BUT WE SPENT MOST OF THE DOLLARS THROUGH THAT PROCESS AS LONG AS TECHNOLOGY LIKE LAPTOPS AS WELL AS MAKING SURE THAT WE HAVE [INAUDIBLE] ESSER II FUNDS AND ESSER II IS ALSO IMPORTANT TO HEALTH AND FOR ESSER.
>> WHILE THEY PULL IT. LET'S SAY A WEEK, WE ACTUALLY OWE EVERY CAMPUS WE HAVE WHAT WE CALL INTERVENTION.
WE HAVE TEACHERS, ADDITIONAL TEACHERS THAT DO EITHER MATH OR READING, AND MAY OR NOT ASSIGNED TO A PARTICULAR CLASS.
THEY PULL UP ALL KIDS AND ABLE TO PROVIDE INTERVENTIONS TO KIDS TO HELP RECOVER SOME OF THE LEARNING LOSS. THAT'S ON EVERY CAMPUS.
WE HAVE TO FUND THAT WITH ESSER.
WE ALSO HAVE AFTER SCHOOL SATURDAY CAMPS AND ALL THAT.
REALLY SOME OF THE THINGS THAT WE DO IN THE SUMMER, WE CAN SAY THAT HAS ALLOWED US TO GET SOME FUNDING.
>> RIGHT HERE IS OUR ESSER PLAN.
WE ARE GOING TO CLICK ON ESSER III USE OF FUNDS PLAN.
[01:53:56]
>> ARE THOSE THE THINGS THAT WE DRAFTED OR WERE THOSE THE THINGS THAT TEST DRAFTED? WHERE DID THOSE COME FROM? DO YOU REMEMBER?
WHAT WE DID WAS WE LOOKED AT ALL SIDES, THE [INAUDIBLE], THE LARGE DISTRICT LOBBYISTS' PEOPLE TO DO THAT.
WE LOOKED AT WHAT THEY HAD IN PLACE.
WE LOOKED AT TEST, THEIR PRIORITIES.
THEN WE HAD A CONVERSATION SELECTIVE AS BOARD INTERNAL.
IT EVEN CAME UP WITH ALL THAT [INAUDIBLE] [OVERLAPPING]
>> WE HAD ONE THAT WAS ACTUALLY IT WAS IMPACT GOES AND THAT WAS THE ONE WHERE WE'RE HEADED TO PAY TOLLS, GET READY TO READ THE BROKER, [INAUDIBLE].
>> OUR LAST AREA FOR THE TESTING SUBMISSION WE LIKED FOR CONSIDERATION AND MISS [INAUDIBLE] IS ALSO
[01:55:01]
AVAILABLE TO GIVE FURTHER CLARITY AROUND THIS TOPIC AS WELL.IT'S CENTERED AROUND THE BASIC ALLOTMENT AND SPECIAL PROGRAMS AND WIPING.
I'LL JUST GO AHEAD AND EXPLAIN THAT [INAUDIBLE].
>> BEFORE PRESENT BOARD OF TRUSTEES, DR. MCFARLAND, THIS REQUIREMENT IS JUST HAND IN HAND WITH WHAT WE'VE BEEN TALKING ABOUT ASSUME ACHIEVEMENT.
EVEN THOUGH WE HAVE INTERVENTIONS IN PLACE FOR STUDENTS, WE STILL ARE RECEIVING A LOT MORE REFERRALS FOR STUDENTS WITH SPECIAL NEEDS, SERVICING IN DYSLEXIA TYPE SERVICING, AND ONE OF THE BIG CHANGES THAT'S COMING ALONG IS DYSLEXIA.
WE'LL TALK ABOUT THAT LATER ON.
THIS YEAR IS GOING TO BE MORE SO SUPERVISE UNDER THE UMBRELLA OF SPECIALTY PATIENTS.
WHEN THE STATE MAKES THESE DECISIONS, WE ALL KNOW UNFUNDED MANDATES, WE JUST WANT TO MAKE SURE THAT THE STATE IS WILLING GOING BACK TO WHAT MS. STACY ADRIAN SPOKE ABOUT THE WEIGHTED ADA THAT WE GET THE WEIGHTED ADA FOR ENGLISH LANGUAGE ARE MALE.
THE MERCHANT BILINGUAL EDUCATION STUDENTS ARE STUDENTS WHO ARE GETTING DYSLEXIA SERVICES AND OUR STUDENTS WITH IEPS WHO ARE GETTING SPECIAL EDUCATION SERVICES.
WE HAVE HEARD OF NO PETS, BUT WE WANT TO JUST MAKE SURE THAT WE ARE ADVOCATING FOR PEOPLE FUNDING FOR THOSE STUDENTS UNDER RELATED APA AS THEY HAVE BEEN DOING AND THE BIG QUESTION IS WHAT ABOUT THE DYSLEXIA, BECAUSE IT'S USUALLY BEEN A GENERAL EDUCATION FUNCTION.
HOW WE SUPPORT THEM AND THE LOCAL FUNDS SUPPORT THOSE BUT NOW THAT IT'S GOING TO HAVE MORE OVERSIGHT POSSIBLY FROM SPECIAL EDUCATION DEFINITELY WANT TO MAKE SURE THAT THERE'S SOME LATER.
>> THAT'S HAPPENING [OVERLAPPING] [INAUDIBLE].
>> TWO OPTIONS. BASICALLY, WHAT THEY WANT, THE CORRECTIVE ACTION THAT TOOK PLACE WHEN THE FEDERAL GOVERNMENT CAME IN AND AUDITED TEA AND THERE WAS FINDINGS THAT STUDENTS WITH DYSLEXIA WEREN'T BEING SERVICED AS THE LAW IN THE CASE UNDER FEDERAL UMBRELLA.
SO PART OF OUR CORRECTIVE ACTION WAS THAT WHEN THAT SAY MEANING THE STATE OF TEXAS TO THE US GOVERNMENT WAS BASICALLY TO ENSURE THAT THERE WAS MORE OVERSIGHT.
THEY HAVE CLEAR PATHWAYS WITH EITHER SECTION 504 OR SPECIAL EDUCATION.
BUT ALL OF THEM HAVE TO BE FUNDED, NOT FUNDED, BUT FUNNELED THROUGH IDA, MEANING THAT CHILD FIND KICKS IN.
THE PARENT THEN MAKES A DECISION, DO I WANT MY CHILD SERVICED WITH SPECIAL EDUCATION OR DO I WANT THEM SERVICED WITH THE 504 COMMUNITY? IN THE PAST, THEY DID NOT HAVE TO BE THAT WAY.
DYSLEXIA COULD JUST DO THEIR OWN EVALUATION.
I DON'T WANT TO GET TO TECHNICALS, I DON'T WANT TO CONFUSE YOU, SOMETIMES KEEP IT REAL SIMPLE.
[LAUGHTER] BASICALLY NOW, THEY CAN MONITOR SINCE IT'S GOING THROUGH IDA AND CHILD FIND, THEY CAN MONITOR TIMELY EVALUATIONS THAT WEREN'T APPARENTLY MAKE THE REQUEST.
IT WILL RESPOND IN THE ALLOTTED 12 DAYS OR 15 DAYS OR WHATEVER IT MAY BE, VERSUS THE PARENT MAY HAVE MADE A REQUEST AND A SCHOOL DISTRICT MAY NOT HAVE RESPONDED IN A TIMELY MANNER.
NOW, THOSE ARE FEDERAL TARGETS AND STATE TARGETS THAT ARE MEASURED AND IT WILL BE PART OF OUR YEARLY COMPLIANCE REPORTS.
>> BECAUSE IF THAT'S GOING TO HAPPEN, IS THE STUDENT WITH DYSLEXIA GOING TO- I THINK I HEARD YOU SAID THEY COULD EITHER DO SERVE ON THE 504 OR SPECIAL NEEDS?
>> SO IF THEY'RE SERVED ON THE 504, HOW WILL THOSE MANDATE THE MANDATE?
>> ARE FUNDED. MANDATE ARE FUNDED?
>> NO, I'M NOT SAYING THEY'RE FUNDED.
[LAUGHTER] WE STILL HAVE TO USE EDUCATIONAL DIAGNOSTICIANS OR OUR DYSLEXIA SPECIALISTS TO TEST THOSE STILL BE.
WE STILL HAVE TO BLEND THEM AND IF A PARENT CHOOSES TO SAY NO, I DON'T WANT AN IEP ASSOCIATED WITH MY CHILD AND THEIR ACCOMMODATIONS WILL STILL BE IN PLACE THROUGH THE FIBER FOR COMMUNITY.
THEY'LL STILL ALSO RECEIVE THEIR MINUTES THROUGH THEIR TREATMENT.
IT'S JUST HOW WE DOCUMENT IT WHEN ESPECIALLY IT TAKES IT OVER.
YOU'LL HAVE MORE AMI MEETINGS, YOU'LL HAVE YOUR ARD MEETINGS THAT WE HAVE TO TAKE PLACE.
I'LL HAVE TO BE MEASURABLE GOALS AND OBJECTIVES THAT ARE PUT IN PLACE AND THAT ARE MANAGED REGULARLY.
IT'S MORE PAPERWORK OR THE SPECIAL ED SIDE THAT
[02:00:03]
COMPLIANCE AND ALSO THE SUPERVISION OF THE REPORTING, AND THEN THE 504 IS I WANT TO SAY LESS PAPERWORK THAT IS NOT AS CUMBERSOME.IT'S MORE LIKE PROBABLY WHAT YOU'RE MORE FAMILIAR WITH.
>> [NOISE] I GUESS MY FAMILY ARE VERY GOOD ABOUT MY YOUNGEST CHILD HAD GONE THROUGH THIS, SOLVED FOR IT OR PROBABLY DAYS.
ARE YOU SAYING THAT IT'S NOT BEING FUNDED CURRENTLY OR WE JUST DON'T WANT IT TO SLIP THROUGH THE CRACKS AND IT'S EVENTUALLY NOT GOING TO BE FUNDED?
>> WELL, WHAT WE WANT TO ENSURE IS THAT NOW SINCE THE STATE OF TEXAS IS SAYING CHILD FIND, ALL OF THE STUDENTS THAT WE HAVE A SUSPECTED CONCERN ABOUT NEEDS TO GO THROUGH CHILD BY CHILD FIND THIS SPECIAL EDUCATION.
OUR SPECIALIST STAFF IS TOUCHING EVERY SINGLE PERSON NOW WHO'S BEING SUSPECTED OF DYSLEXIA.
ONCE THEY TOUCH IT, WE DISSEMINATE BASED ON WHAT THE PARENT PREFERENCE.
>> THE PARENT IS LIKE WELL, I WANT THE FULL INDIVIDUAL EVALUATION, WHICH IS WHAT WE USE TO DETERMINE WHETHER THE CHILD MAY HAVE A NEED FOR SPECIALLY DESIGNED INSTRUCTION.
THE PARENTS SAY, I WANT FULL EVALUATION.
YES, I SEE THAT THERE ARE CHARACTERISTICS OF DYSLEXIA, BUT I DON'T WANT MY CHILD TO HAVE AN IEP.
THEREFORE, CAN I STILL GET A 504 PROGRAM.
IT PUTS THEM OUT WITH THE [INAUDIBLE], WEIGHTED FUNDING.
HOWEVER, WE'RE STILL TOUCHING THEM IN THE BEGINNING PROCESS, UTILIZING SPECIAL EDUCATION STAFF OR WE CAN CALL THEM EVENTUALLY CALLING THE STATE.
GENERALLY, IT'S THAT WHAT THEY ALREADY ARE AND STILL PESTO.
>> SO YOU'RE SAYING THAT WE'RE NOT BECAUSE WE HAVE MORE EMPLOYEES TOUCHING THE CHILD, WE NEED TO BE FUNDED FOR THAT AND WE'RE NOT?
>> IT HASN'T BEEN PRESENTED TO US.
WHEN I SAY ESSENCE, A TEAM OF US WHO ARE BEING ALERTED ON THE CHANGES BEING EXPECTED OF SCHOOL DISTRICTS AND WE HAVE NOT MEETING OUR TEAM AND THE PEOPLE THAT WE TALK WITH, WE HAVEN'T HEARD THAT LANGUAGE YET.
IT DOESN'T MEAN IT'S NOT ON THE HORIZON, BUT IT'S A GOOD QUESTION TO ASK WHEN YOU'RE IN THE LEGISLATIVE SESSION, MAYBE IT WILL COME OUT IN TASK [INAUDIBLE].
>> SO YOU'RE NOT GOING TO LOSE ANY MONEY, BUT WE'RE NOT GOING TO GAIN ANY MONEY FOR THE EXTRA RESPONSIBILITIES THAT YOU'RE TAKING OUT?
>> WELL, THE LOSS OF THE MONEY IS TO RESORT THE TIME THAT IT TAKES TO MOVE IT.
NO. WE DON'T ANTICIPATE THEY'LL TAKE ANY AWAY WITH MONEY.
BUT HOWEVER, ONE THING THAT WE'VE NOTICED THAT MR. KEITH MENTIONED IS WE HAVE NOT BEEN GIVEN ANY EXTRA FEDERAL DOLLARS SINCE ASCERTAIN THE FEDERAL IDEA, INDIVIDUALS WITH DISABILITIES EDUCATION BRAND, WE ARE STILL AT THE SAME DOLLAR AMOUNT THAT WE WERE TWO YEARS AGO THAT THEY'RE GIVING US AND THAT'S NOT [INAUDIBLE].
HOW MANY STUDENTS WE ARE NOW SERVICING AND EVALUATING AND I'LL GET INTO THAT A DIFFERENT THING IN TIME.
BUT THE NUMBERS ARE CHANGING BUT THEY DID GIVE US AS WELL AS A RECOVERY DOLLAR AMOUNT AS WELL AND THAT'S SEPARATE.
>> FROM LAST YEAR OR PREVIOUS YEAR UP TO WHAT WE'RE ANTICIPATING NOW THROUGH DYSLEXIA.
FOR STUDENTS, WHAT PERCENTAGE OF JOB IS THAT GOING TO BE FROM? WHAT WE NORMALLY WOULD SEE.
>> WE HAVE A LOT OF DATA AND I COULDN'T GET THE OPPORTUNITY TO GO AND UPDATE, MAYBE SHARE IT WITH BOARD.
THE DISTRICT WAS MAKING GREAT PROGRESS THAT OUR KIDS ARE STILL ALLOWED BEHIND ME AND WE HAVE RECEIVED A LOT MORE SPECIAL EDUCATION WITH BIRTH AS WELL AS DYSLEXIA AND IT'S GOING TO TAKE A LOT OF CONVERSATION.
>> I THINK ONCE WE FIGURED THAT OUT, DR. MCFARLAND, I THINK THAT OUR TEST SCORES ARE GOING TO JUMP UP.
I THINK A LOT OF GREAT THINGS ARE GOING TO HAPPEN ONCE WE DIAGNOSE THE KIDS THAT ARE SUFFERING BECAUSE WE JUST HAVEN'T BEEN ABLE TO.
>> WE ALL IDENTIFY EARLY, BUT TO YOUR POINT, I THINK THE CHANGE IS ONLY POSITIVE.
[NOISE] [INAUDIBLE] IN THE PROCESS [INAUDIBLE] TAKE HIM
[02:05:06]
THROUGH REALLY TEND TO BE [INAUDIBLE] BUT IT IS ALSO HAVE WORK MODIFICATIONS.LET'S TALK ABOUT THE MODIFICATION WE MADE ALREADY TO STAFF IT, TO TRY TO GET READY FOR THIS.
>> [INAUDIBLE] [LAUGHTER] ALL THIS HAS BEEN IN THE PLANNING PHASE.
>> SURE. THANKS YOU. [LAUGHTER].
>> WE HAVE BEEN ANTICIPATING THIS FOR ABOUT 16 MINUTES.
IT'S BEEN IN THE PIPELINE AND SO MS. [INAUDIBLE] IS OUR DIRECTOR OF DYSLEXIA SERVICES FOR THE DISTRICT.
[INAUDIBLE] REALLY HELPS A LOT WITH OUR SECTION 5.0 WORK PLANS.
OUR TEAM, INCLUDING [INAUDIBLE] DYSLEXIA FOR OUR ELIGIBLE BILINGUAL EDUCATORS.
WE'VE ALL BEEN MEETING TOGETHER TO COME UP WITH HOW WE'RE GOING TO SERVICE THE STUDENTS.
WE MET WITH DR. [INAUDIBLE] IN HR, LETTING HIM KNOW BECAUSE OF THE NUMBER OF PATIENTS THAT ARE COMING.
WE NEED MORE EDUCATIONAL DIAGNOSTICIAN, SO THE DYSLEXIA THERAPISTS OR DYSLEXIA INTERVENTIONISTS OR DYSLEXIA TEACHERS, WHATEVER, OUR SPECIALTIES, HOWEVER YOU'RE FAMILIAR WITH THEM.
THEY CAN ACTUALLY SPEND THEIR TIME PROVIDING TREATMENT FOR THOSE STUDENTS BECAUSE IF THEY'RE BOMBED DOWN WITH PAPERWORK, IT'S NOT CONDUCIVE FOR, LIKE YOU SAID, MR. GRASSIA, IS WHAT THE STUDENTS NEED.
WE ARE BASICALLY DOING SOME REALIGNMENT OF OUR ORG CHART AND EVENTUALLY IT WILL BE READY THIS YEAR.
BUT THESE INDIVIDUALS WHO ARE OBVIOUSLY DOING A LOT MORE AND ADVOCATING FOR THOSE STUDENTS, WE [INAUDIBLE] MORE PATHWAYS FOR THOSE DYSLEXIA INTERVENTIONISTS.
WE'RE GOING TO HAVE LIKE MASTER TEACHER TYPE DYSLEXIA INTERVENTIONIST AS WELL AS THOSE WHO ARE PROVIDING TREATMENT.
DID WE ADD ANY MORE BILINGUAL OR DID WE JUST BRING THEM ON FULL TIME?
>> WE BROUGHT THEM ON FULL TIME.
>> DID YOU WANT TO ASK? [OVERLAPPING]
>> I'M GOOD. I'M SURE BECAUSE SOMEONE DID SPEAK ABOUT EARLY IDENTIFICATION.
ONE THING THAT IT'S MANDATED FOR UNIVERSAL SCREENERS FOR KINDERGARTEN, FIRST GRADE.
I BELIEVE, FIRST GRADERS IN JANUARY AND KINDERGARTEN HAPPENS IN MAY.
THROUGH THESE UNIVERSAL SCREENERS, WE'RE STARTING TO SEE JUST THAT SURFACE.
THE STUDENTS WE'RE SEEING THAT HAVE READING DIFFICULTIES, READING DISABILITIES, AND IT DOES REQUIRE THAT WE AS A DISTRICT ADDRESS THOSE SO REALLY GETTING TO THIS KID'S METRIC.
>> THE SEVENTH GRADE REQUIREMENT.
>> GOING BACK TO MY YOUNGEST CHILD [INAUDIBLE] AND EVERYTHING.
THE FRUSTRATION THAT MY YOUNGEST CHILD HAD WHEN YOU HAVE A SHEET OF PAPER LIKE THIS, SHE ALSO HAS NOT ONLY DYSLEXIA, BUT SHE ALSO HAS IRLENS.
WHEN YOU PUT AN OVERLAY ON TOP OF THE SHEET OF PAPER THAT'S EITHER BLUE OR ORANGE OR WHATEVER, DEPENDING ON YOUR SEVERITY OF IRLEN [INAUDIBLE] ALL THE WORDS DOWN AND SHE'S LIKE, OH MY GOODNESS, I CAN READ NOW OR I CAN COUNT THE NUMBER OF WORDS THAT ARE [INAUDIBLE].
I'M REALLY EXCITED ABOUT THIS.
>> HOW MANY POSITIONS DO YOU HAVE [INAUDIBLE]? HOW'S IT WHICH INVOLVES [INAUDIBLE] NORMAL POSITION.
[LAUGHTER] BUT WHEN YOU SAID, [INAUDIBLE] REVIEW THINGS, THEY CAN EXPLAIN TO ME WHAT THE DYSLEXIA TEACHER WAS DOING, WHO WAS TESTING IT? IT WAS JUST LIKE, WOW, WE NEED TO HAVE THAT SUPPORT.
EXPLAIN HOW MANY YOU CAN WITH DIFFERENT ROLES ABOUT DYSLEXIA.
>> EVERY CAMPUS, BASICALLY, WE HAVE AN INTERVENTION ON THE ELEMENTARY LEVEL.
WE'RE SHARING SOME INDIVIDUALISTS AND DYSLEXIA SPECIALISTS INTERCHANGES.
>> THEY TREAT IT, JUST THE LISTENING.
THEY GO AND THEY HAVE A GROUP SESSION ON THE SYLLABUS, ONE-TO-ONE, IT'S SMALL CLASS, BUT IT MEETS EVERYDAY FOR A CERTAINLY LOT OF TIME PERIOD.
HOWEVER, THE INDIVIDUAL, THE CASELOAD IS INCREASING, BUT THEY'RE ALSO RESPONSIBLE CURRENTLY FOR TESTING TO SEE IF [INAUDIBLE] QUALIFIES.
[02:10:02]
THEN THAT'S MORE PAPERWORK.ONE THING THAT WE KNEW BECAUSE OF THE AMOUNT OF STUDENTS WHO COME IN AND THAT THE REQUIREMENTS OF THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT THAT NOW HAVE ON HOW WE DOT THOSE I'S AND CROSS THOSE T'S.
WE NEED TO FREE THEM UP BY ALLOWING THE EDUCATIONAL DIAGNOSTICIANS TO GO IN. YOU COULD TEST.
YOU HAVE THE TYPICAL PAPERWORK TO LOOK AT WHAT QUALIFIES AND WE HANDLE ALL THAT TYPE OF COMPLIANCE WORK TO ALLOW THE THERAPIST TO DO TREATMENT.
THE PROPOSAL WAS [INAUDIBLE] EDUCATIONAL DIAGNOSTICIANS.
WE HAVEN'T HIRED [INAUDIBLE] BUT IT'S OPEN.
THEN WE NEEDED TO MAKE SURE THERE ARE SECONDARY CAMPUSES, JUST BECAUSE THE ELEMENTARY GROUP WAS DOING REALLY GOOD JOB WITH MAKING SURE THE STUDENTS GOT THEIR MEDICINE, EQUIPPING THEM FOR LATER GRADES.
BUT AS MR. GRASSIA CAN PROBABLY TESTIFY, ONCE YOU GOT UP TO THE HIGHER GRADE LEVELS, THIS SEEMS LIKE THOSE SUPPORTS WERE FALLING AWAY.
WE IN THE CROWLEY, IT SEEM THAT ALL STUDENTS THAT WE HAVE SUPPORT, ALL STUDENTS IS EXACTLY WHAT WE MEAN.
MR. [INAUDIBLE], MYSELF AND MS. [INAUDIBLE] GOT TOGETHER AND GOT [INAUDIBLE] AS WELL.
WE WERE JUST SHARING THE LACK OF RESOURCE, MEANING STAFF, NOT LIKE A LOT WITH RESOURCES THAT STAFF, THAT WE DIDN'T HAVE A SECONDARY CAMPUSES TO HELP AND COMMIT THAT SUCCESS PATHWAY FOR OUR STUDENTS.
WE NOW HAVE SOME MORE INTERVENTIONIST THAT ARE GOING TO BE PROVIDING SUPPORT ON THE SECONDARY LEVEL.
NOW WE'VE BEEN GIVEN THE ALLOCATION, BUT AS YOU ALL KNOW, IT'S HARD TO FIND PEOPLE TO WORK RIGHT NOW.
WHEN I SAY THAT IT'S THERE AND WE'RE WORKING TO SECURE IT, WE'RE WORKING TO MAKE IT ATTRACTIVE, AND WORKING FOR THE PEOPLE WHO APPLY OR WHO ARE ALREADY IN TO FEEL LIKE THEY HAVE CAREER PATHWAYS TOO.
>> HOW LONG HAVE YOU BEEN DOING THE UNIVERSAL SCREEN?
>> I BELIEVE, WE'RE ON OUR FOURTH YEAR.
[NOISE] YOU HAVE SEEN A INCREASE IN IDENTIFICATION IN THOSE FOUR YEARS?
>> WE HAVE SEEN AN INCREASE AND NOW THAT WE'RE LOOKING AT IT, WE HAD TO IMPLEMENT THE PATHWAY THROUGH IDEA, I BELIEVE IN JANUARY AND IT WAS PRETTY MUCH IMMEDIATE.
YOU'RE ALSO SEEING THAT ALSO BE A FACTOR IN THE INCREASE.
>> THIS IS AN AGE-OLD WAY OF IDENTIFYING STUDENTS WITH DYSLEXIA AND THEN PROVIDING THE SERVICES TO THAT PERSON.
DO YOU THINK WITH THE MOVING NOW OF THE POSSIBILITY OF IT MOVING NOW TO YOUR DEPARTMENT IS A POSSIBLE SOLUTION TO THAT, TO GET THE STUDENTS THE SERVICES THEY NEED.
SO RIGHT THERE, I DIDN'T KNOW WHAT I MEAN.
THE DIAGNOSTICIANS DOING THE ASSESSMENT, DO YOU THINK THAT IS GOING TO IMPROVE? NOT ONLY THE IDENTIFICATION BECAUSE TO MR. GRASSIA'S POINT, ONCE WE GET TO IDENTIFY THE NEED TO PROVIDE THE SERVICES THEY NEED, IT'S A WIN-WIN FOR STUDENTS AND FOR US.
SO MOVING IT TO THIS NEW FRAMEWORK THEY'RE TALKING ABOUT, DO YOU THINK THAT'S GOING TO BE THE SOLUTION TO IT?
>> IT'S GOING TO BE A MUCH MORE EFFICIENT PROCESS BECAUSE [INAUDIBLE] IN THE ROOM, BUT UNFORTUNATELY [LAUGHTER] PASSED AWAY WERE A LITTLE ANNOYING AND WE'RE LIKE, WE NEED [NOISE] THAT SAYING [INAUDIBLE].
>> BECAUSE THAT WAS SORELY MISSING AND THAT'S WHAT'S MISSING WITH BABBLE TOO, UNLESS YOU REALLY TOOK THOSE MANDATES IN PLACE.
>> DR. [INAUDIBLE], DO YOU WANT TO SHARE ANYTHING WITH THE TEAM?
>> ON OTHER SIDE ABOUT, THERE MAYBE OPPORTUNITY, STRUCTURE UPON THE FDA.
WE'VE BEEN ABLE TO JUST PROVIDE ALL THE SERVICES THAT ARE NEEDED.
>> WHAT WE WANT IS JUST TO MAKE SURE [INAUDIBLE]
>> I WISH TO TESTIFY [LAUGHTER].
AS YOU CAN SEE, THE DEPARTMENTS HAVE REALLY LOOKED INTO WHAT MAKES
[02:15:01]
A HUGE IMPACT FOR THEM AND DEFINITELY APPRECIATE THE WORKBOOK THAT THOSE GROUPS DO.THOSE ARE THE THREE AREAS THAT WE WOULD PUT INTO CONSIDERATION AS WE HAVE TO HAVE A SUBMISSION TO TASB BY JUNE 15TH.
IF YOU'LL SEE THE TIMELINE HERE LAST MONTH WE SPENT TIME HAVING CONVERSATIONS JUST LIKE THAT IN ORDER TO PROVIDE YOU A RECOMMENDATION IN TONIGHT'S BOARD MEETING, AND THEN WE DO HAVE A DEADLINE OR YOUR GROUP HAS THE DEADLINE OF JUNE 15TH TO SUBMIT.
TWO, TO HAVE THE ORDER FOR THEM TO CONSIDER, LIKE I JUST SAID WHAT WE'RE LOOKING AT, AND THINGS THAT WE WOULD LIKE FOR THEM TO PUSH FORWARD AS A RECOMMENDATION, AND THEY'LL COMBINE ALL THE BOARDS ACROSS THE STATE AND PROVIDE THEIR RECOMMENDATION.
THIS, HOWEVER, WILL THEN MOVE US INTO THE FALL.
DR. HALL [INAUDIBLE] MENTIONED EARLIER, REMEMBERING THAT WE GOT TO SIT DOWN AND TALK THROUGH WHAT'S IMPORTANT TO CROWLEY, WHAT ARE WE SPECIFICALLY FACING? THAT IS YOUR LEGISLATIVE PRIORITY.
I THINK TWO YEARS AGO, I DEVELOPED THAT AND IT WAS A PIN THAT WE SIT-IN.
LAST YEAR I BELIEVE WE MADE IT INTO AN ELECTRONIC DOCUMENT THAT WAS SUBMITTED AND POSTED ON OUR WEBSITE.
THESE PIECES HERE WOULD DEFINITELY, PROBABLY BE REFLECTED AS WE START HAVING CONVERSATIONS MOVING FORWARD FOR CROWLEY SUBMISSION.
OBVIOUSLY, THE ELECTION DAY IS NOVEMBER, SO THAT'S WHY WE HAVE SOME TIME AND NOT HAVING TO DO THIS CURRENTLY, IT WILL GIVE US SOME TIME TO REALLY DIG INTO WHAT'S IMPORTANT TO US AS A DISTRICT ALIGNED TO OUR GOALS AND WHAT ARE OUR NEEDS THAT WE MAY SEE SOME GAPS FORTHCOMING IN ORDER FOR US TO SET OUR MEETINGS TO DEVELOP BASED PRIORITIES.
THEN IN JANUARY, THAT IS THE START OF 88TH LEGISLATIVE SESSION, WE WILL HAVE SUBMITTED THAT TO THOSE COMMITTEES PRIOR TO THEM AS A DISTRICT IN THAT A LITTLE BIT MORE DETAILED.
I THINK I WILL START ANSWERING QUESTIONS, YOU MAY HAVE AT THIS TIME ABOUT THE PROCESS OR WHAT'S THE [INAUDIBLE]
>> AFTER WE PRESENT THIS TO TASB, IF THEY DON'T SELECT OUR THREE RESOLUTIONS, WHICH WILL INCLUDE OUR LEGISLATIVE PRIORITIES POSSIBLY, DO WE PRESENT OUR TOP TO THE EDUCATION COMMITTEE REPRESENTATIVES THAT WE TEST THE BODY BY ENCOURAGING MEMBERS OF THE LEGISLATURE TO WRITE BILLS [INAUDIBLE]
>>DARKEN PROBABLY, THERE IS ALWAYS OPPORTUNITIES ON HOW WE PURSUE THOSE THAT WE SPEAK TO [OVERLAPPING]
>> WE DEFINITELY COULD. IF YOU GO TO GET THE OPPORTUNITY TO BOTH OF THOSE.
THERE'S A DESIRE [NOISE] EITHER TO THE STATE BOARD OR TO THE LEGISLATORS WE DEALT WITH BECAUSE THEY ALWAYS ASK [INAUDIBLE].
SO WE ALWAYS TAUGHT HIM SO [INAUDIBLE] IMPORTANT THAT WE COULD ACTUALLY FILL IT OUT.
>> JUST WANTED TO ASK, DO YOU HAVE THE JUNE 15TH DEADLINE FOR THE SUBMISSION OF THE TASB? BUT ARE YOU ABLE TO MAKE MODIFICATIONS AFTER THAT DATE OR ONCE IT'S SUBMITTED THAT'S PRETTY MUCH?
>> THE TWO TASKS BEING FOR THEIR RECOMMENDATION THAT IS THE END OF THEM.
THEY'LL BE TAKING THEM FROM ALL OF THE DISTRICTS AND COMBINING THEM TO WHAT YOU'D SEE, HAVE AN OPPORTUNITY TO REVIEW THAT AS THERE ARE RECOMMENDATIONS FOR ADVOCACY.
FOR US, THEN WE CAN TAKE THOSE AND CONTINUE TO DEVELOP THOSE INTO SOMETHING DEEPER.
WE CAN ADD, HAVE AS MANY AS WE WANT.
BUT THAT IS THE DEADLINE TO SUBMIT.
THIS IS A POSSIBLE ACTION ITEM THIS EVENING AND ADDITIONS THAT WE WANT TO ADD THERE.
IT IS AN ACTION ITEM TO SUBMIT TO THE THREE AREAS THAT WE MOVE FORWARD THAT WILL BE COMBINED WITH AREAS THAT THE DISTRICT MAY BE SUBMITTED.
>> THANK YOU SO SO MUCH FOR ALL THE WORK AND RESEARCH
[02:20:05]
THAT'S GONE INTO PRESENTING THESE THREE RECOMMENDATIONS, AND SO AS YOU JUST MENTIONED, IT IS A POSSIBLE ACTION ITEM.AT THIS TIME, AS A BOARD THERE'S A MOTION.
RECOMMENDED THAT THE CROWLEY ISD BOARD OF TRUSTEES SUBMIT THE THREE RESOLUTIONS TO TASB TO BE CONSIDERED FOR THE ADVOCACY AGENDA AS PRESENTED [INAUDIBLE] BY TRUSTEE DAVIS.
>> IT'S BEEN SECONDED BY TRUSTEE ROBINSON.
WE ARE NOW AT OUR FUTURE ACTION ITEMS AND WE HAVE AGENDA ITEM 8.1,
[8.0 Future Action Item(s)]
THE 2022/2023 DISTRICT INSURANCE PORTFOLIO. DR. MCFARLAND.>> MADAM PRESIDENT, BOARD MEMBERS, MR. FISHER WILL REPORT ON THIS FUTURE ACTION ITEM.
>> GOOD EVENING, MADAM BOARD PRESIDENT, DISTINGUISHED MEMBERS OF THE BOARD, DR. MCFARLAND.
OUR BOARD, AS YOU KNOW, EACH YEAR ON AN ANNUAL BASIS, THE ADMINISTRATION EVALUATES THE DISTRICT'S INSURANCE PORTFOLIO.
WE'RE LOOKING FOR GAPS IN COVERAGE AND/OR POSSIBLE COST-SAVING OPPORTUNITIES.
WE'LL BRING THIS ITEM BACK TO YOU GUYS ON THE LAST BOARD MEETING OF THE MONTH FOR YOUR CONSIDERATION AND POSSIBLE [INAUDIBLE] WE ACTUALLY HAVE TWO MAJOR CATEGORIES FOR OUR MAJOR INSURANCE PORTFOLIO.
THAT IS PROPERTY AND THEN AUTO GENERAL LIABILITY.
WE WANT TO MAKE SURE THAT YOU'VE HAD AN OPPORTUNITY TO TAKE A LOOK AT AND DIGEST THE INFORMATION THAT'S BEEN PROVIDED FOR YOU.
YOU'LL SEE WE'VE PROVIDED SOME HISTORICAL CONTENTS.
I BELIEVE IT'S AT LEAST ONE YEAR OF DATA WITH REGARD TO BOTH OF THESE [INAUDIBLE].
THAT CONCLUDES MY PRESENTATION.
IF YOU GUYS HAVE ANY QUESTIONS, I'LL BE ATTENDING THOSE NOW.
>> THE ONLY ONE THAT I HAVE IS I KNOW BEFORE WE HAD THIS TOPIC, I ASKED ABOUT DISCOUNTS FOR INSURANCE.
[LAUGHTER] I JUST WANT TO MAKE SURE THAT'S COVERED.
I'M NOT SURE WHEN WE TALK ABOUT INSURANCE FOR US, INDIVIDUALLY WE ALWAYS TALK ABOUT.
[INAUDIBLE] THERE WAS A TOPIC, I THINK [INAUDIBLE]
>> WE'RE AT AGENDA ITEM 8.2, TEXAS ASSOCIATION OF SCHOOL BOARDS, CALL FOR NOMINATIONS.
REGION 11, POSITION A. DR. MCFARLAND.
>> MADAM PRESIDENT, BOARD MEMBERS, MR. [INAUDIBLE] WILL PRESENT THIS ITEM.
>> MADAM PRESIDENT, MEMBERS OF THE BOARD, AND DR. MCFARLAND, WE'VE DISCUSSED THIS ITEM IN PREVIOUS MEETINGS.
JUST A REMINDER TO KEEP IT ON YOUR RADAR.
THIS IS ANOTHER TASK DEADLINE WE HAVE QUICKLY APPROACHING.
IF ANY OF OUR TRUSTEES ON THE CROWLEY ISD SCHOOL BOARD ARE INTERESTED IN SERVING ON THE TASKING BOARD, REGION 11 POSITION A.
THAT SEAT IS CURRENTLY HELD BY AN INDIVIDUAL FROM GRAPEVINE-COLLEYVILLE ISD, [NOISE] WHO HAS INDICATED SHE'S GOING TO BE SEEKING RE-ELECTION, BUT WE AS ACROSS THE SCHOOL BOARD HAD AN OPPORTUNITY TO COMMUNICATING TO OUR TRUSTEES TO SERVE ON THAT BOARD AS WELL.
THE NOMINATIONS MUST BE SUBMITTED TO [INAUDIBLE] NO LATER THAN THURSDAY, JUNE 30TH.
OUR NEXT MEETING TOGETHER IS ON JUNE 23RD, SO WE'D HAVE A LITTLE TIME STILL.
JUST WANTED TO KEEP IT ON EVERYONE'S RADAR AND ANSWER ANY QUESTIONS ABOUT THAT PROCESS WE MIGHT HAVE TONIGHT.
>> IF ANYBODY'S INTERESTED. THANK YOU.
>> WITH NO OTHER ITEMS TO PRESENT, THE BOARD WILL NOW ADJOURN TO EXECUTIVE SESSION,
[9.0 Executive Session]
PURSUANT TO TEXAS [INAUDIBLE] CODE 551.071, PRIVATE CONSULTATION WITH THE BOARD'S ATTORNEY.THEN 551.074, THAT'S PERSONNEL EMPLOYMENT OF ADMINISTRATIVE PERSONNEL.
THE BOARD WILL RETURN IMMEDIATELY FOLLOWING EXECUTIVE SESSION.
WE ARE NOW ADJOURNING TO EXECUTIVE SESSION AT 8:24 PM.
[NOISE] WE ARE BACK IN OPEN SESSION AT 9:24 PM.
WE DO HAVE SOME CONSIDERATION OF POSSIBLE ACTION ITEMS.
[10.0 Consideration and Possible Action Item(s)]
[02:25:01]
AGENDA ITEM 10.1, EMPLOYMENT OF ADMINISTRATIVE PERSONNEL, PRINCIPAL OF CROWLEY MIDDLE SCHOOL.>> MADAM PRESIDENT, I'M WITH THE MOTION OF I RECOMMEND SHAWN JONES THE PRINCIPAL OF CROWLEY MIDDLE SCHOOL AS RECOMMENDED.
>> THANK YOU, TRUSTEE LYONS. IS THERE A SECOND?
MOVE TO VOTE BY SHOW OF HANDS, PLEASE.
THE MOTION PASSES UNANIMOUSLY.
10.3 EMPLOYMENT OF ADMINISTRATIVE PERSONNEL, PRINCIPAL OF SIDNEY H POYNTER ELEMENTARY SCHOOL. IS THERE A MOTION?
>> I RECOMMEND DR. CHARMAINE WILLIAMS FOR POSITION OF PRINCIPAL AT SIDNEY H POYNTER ELEMENTARY AS RECOMMENDED.
>> THANK YOU, TRUSTEE ROBINSON. IS THERE A SECOND?
>> THANK YOU, DR. [INAUDIBLE] MOVE TO VOTE BY SHOW OF HANDS, PLEASE. MOTION PASSES UNANIMOUSLY.
[NOISE] AGENDA ITEM 10.4, EMPLOYMENT OF ADMINISTRATIVE PERSONNEL, SPECIAL EDUCATION, BEHAVIOR AND PSYCHOLOGICAL SERVICES COORDINATOR. IS THERE A MOTION?
>> I RECOMMEND CHIQUITA TRAILER FOR THE POSITION OF COORDINATOR OF BEHAVIORAL AND PSYCHOLOGICAL SERVICES AS RECOMMENDED.
>> THANK YOU, TRUSTEE DAVIS. IS THERE A SECOND?
>> THANK YOU, TRUSTEE ROBINSON.
MOVE TO VOTE BY SHOW OF HANDS, PLEASE.
AGENDA ITEM 10.5, EMPLOYMENT OF ADMINISTRATIVE PERSONNEL, DIRECTOR OF STRATEGIC COMPENSATION RECRUITMENT AND RETENTION. IS THERE A MOTION?
>> I RECOMMEND [INAUDIBLE] FOR THE POSITION OF DIRECTOR OF STRATEGIC COMPENSATION RECRUITMENT AND RETENTION AS RECOMMENDED.
>> THANK YOU, TRUSTEE ROBINSON. IS THERE A SECOND?
>> THANK YOU, TRUSTEE GRASSIA.
MOVE TO VOTE BY SHOW OF HANDS, PLEASE.
AGENDA ITEM 10.6, EMPLOYMENT OF ADMINISTRATION PERSONNEL, DIRECTOR OF STUDENT ENGAGEMENT AND PARENT COMMUNITY PARTNERSHIPS. IS THERE A MOTION?
>> I RECOMMEND RASHAD MOHAMED FOR THE POSITION OF DIRECTOR OF STUDENT ENGAGEMENT AND PARENT COMMUNITY PARTNERSHIPS AS RECOMMENDED.
>> THANK YOU, TRUSTEE GRASSIA. IS THERE A SECOND?
>> [LAUGHTER] THANK YOU, TRUSTEE LYONS.
MOVE TO VOTE BY SHOW OF HANDS, PLEASE. MOTION PASSES UNANIMOUSLY.
[LAUGHTER] [APPLAUSE] [LAUGHTER].
AGENDA ITEM 10.7, EMPLOYMENT OF ADMINISTRATIVE PERSONNEL, DIRECTOR OF STUDENT BEHAVIOR MANAGEMENT SYSTEMS. IS THERE A MOTION?
>> I RECOMMEND KIMBERLY [INAUDIBLE] FOR THE POSITION OF DIRECTOR OF STUDENT BEHAVIOR MANAGEMENT SYSTEMS AS RECOMMENDED.
>> THANK YOU, DR. HALL. IS THERE A SECOND?
>> THANK YOU, TRUSTEE GRASSIA.
MOVE TO VOTE BY SHOW OF HANDS, PLEASE. MOTION PASSES UNANIMOUSLY.
THANK YOU. WITH NO FURTHER BUSINESS TO BRING BEFORE THE BOARD, WE ADJOURN AT 9:27 PM. [NOISE] THANK YOU.
* This transcript was compiled from uncorrected Closed Captioning.