[1.0 Call to Order]
[2.0 Celebrations / Board Points of Pride]
[00:07:08]
[00:07:10]
AT THIS TIME, WE WILL [INAUDIBLE] TO REPORT WITH DR. MCFARLAND.[3.0 Superintendent Report]
>> MADAM PRESIDENT, BOARD ROOM, THERE'S JUST A FEW THINGS I WANTED TO DRAW YOUR ATTENTION TO AND REALLY, AS WE WRAP UP THE [INAUDIBLE] OF OUR HISPANIC HERITAGE MONTH, OCTOBER 16TH [INAUDIBLE] ON A SATURDAY WILL ACTUALLY BE RECOGNIZING AND CELEBRATING HISPANIC CULTURE.
ALSO WANTED TO JUST SHARE WITH YOU AND RECOMMEND, THERE'S A BOOK, AND THIS BOOK IS CALLED THE STORIES FROM THE BARRIO.
IT IS A HISTORY OF MEXICAN FORT WORTH.
WHAT WAS SO INTERESTING ABOUT THIS BOOK IS REALLY THE CHRONICLE, THE IMPACT OF THE MEXICANOS, THE LATINOS IN FORT WORTH FROM THE BEGINNING OF TIME, FROM REALLY THE BEGINNING OF FORT WORTH.
REALLY, AS I WAS READING THROUGH IT [INAUDIBLE] IT WAS AMAZING.
WE TALK ABOUT IT IN OUR DISTRICT THAT DIVERSITY IS A STRENGTH.
WHAT THAT MEANS IS WHEN WE THINK ABOUT THE HISPANIC HERITAGE, ONE THING THAT WE KNOW IS A CONSISTENT VALUE OF FAMILY OR, RESPECT, RESPONSIBILITY FOR GROUP, LOYALTY, AND IT'S CLEAR INDICATION THAT EDUCATION IS A PATHWAY.
THAT'S BEEN THE CASE SINCE REALLY THE EARLIEST 1908 ON THE NORTH SIDE AS WE'RE ONE OF THE FIRST COMMUNITIES OF HISPANICS IN THE FORT WORTH AREA STARTED.
THERE WITH WESLEY HOUSE AND METHODIST CHURCH WORKED REALLY HARD TO MAKE SURE THAT NEW IMMIGRANT CHILDREN TO OUR COMMUNITIES, THAT THEY WERE EDUCATED, THERE WERE COOKING CLASS TO PROVIDE IT, OR PARENTS THAT ARE THE ESL CLASS.
[INAUDIBLE] REALLY CLEAR INDICATION THAT THEIR CULTURE VALUED EDUCATION AS ALREADY [INAUDIBLE].
IN [INAUDIBLE] THAT WAS PARENTS DURING THE DAY ARE AT THE SCHOOLS, THEY BASICALLY CREATED SCHOOLS FOR THEIR KIDS WITHIN THEIR COMMUNITY, WHEN THEY WERE NOT ALLOWED TO GO TO [INAUDIBLE].
WHAT WE CAN SAY ABOUT [NOISE] THIS HERITAGE, OUR COMMUNITY, THIS GROUP, IS THAT THEY HAVE ALWAYS VALUED EDUCATION.
IT IS SO IMPORTANT FOR US TO RECOGNIZE THAT WE CELEBRATE WITH [INAUDIBLE] BUT WE DIDN'T CELEBRATE THE FACT THAT WE HAVE A GROUP OF PEOPLE WHO HAVE BEEN CRITICAL AND INSTRUMENTAL TO OUR DISTRICT INTO FORT WORTH AND THEY'VE BEEN HERE SINCE THE BEGINNING AND ARE REALLY PREVALENT FOR THE SUCCESS THAT WE HAVE TODAY AND THE SUCCESS THAT WE'VE HAD IN THE PAST.
I JUST WANTED TO MAKE SURE, AND [NOISE] JUST RECOMMEND THAT WE LOOKED AT IT.
IT'S AMAZING THAT THE AMOUNT OF PEOPLE THAT WE DON'T KNOW ABOUT [NOISE] THAT HAS SIGNIFICANT ROLE TO PLAY IN OUR HISTORY, SO IT'S IMPORTANT [INAUDIBLE].
ALSO, AGAIN, AS WE'VE TALKED ABOUT NOW AND WE HAVE A BIG ONE ON SATURDAY, BUT WE ALSO HAVE SEVERAL PARENT UNIVERSITY [INAUDIBLE] SCHEDULED.
LET ME PULL THAT UP. I'LL GIVE YOU THOSE DATES.
[00:10:02]
ON OCTOBER THE 24TH, THERE IS A BULLYING AWARENESS SESSION THAT'S GOING ON IN PARENT UNIVERSITY.THESE SESSIONS ARE ON ZOOM AND SO PARENTS CAN ATTEND THOSE VIA ZOOM 6:30 TO [NOISE] 7:30.
THEY ALSO HAVE ANOTHER PARENT UNIVERSITY SESSION ON NOVEMBER 28TH.
YOU'LL HEAR ABOUT THESE MORE AS YOU GO.
WE'LL GIVE YOU ELECTRONIC VERSIONS OF THESE SO YOU CAN SHARE WITH YOUR NETWORK AS WELL.
THEN THE PARENT UNIVERSITY TO HOLD THE LS [INAUDIBLE] IS IMPORTANT FOR US TO MAKE SURE THAT PARENTS HAVE THE UNDERSTANDING WHAT'S GOING ON WITH OTHER PRIVATE LS [INAUDIBLE].
IN ADDITION, THE LAST ONE THAT I HAVE AS FAR AS ITS FIRST CYCLE IS ACTUALLY IN JANUARY.
IT'S A MENTAL HEALTH SYMPOSIUM AT PARENT UNIVERSITY.
WE'RE WORKING IN COLLABORATION WITH A LOT OF MENTAL HEALTH PROVIDERS ABOUT [INAUDIBLE] COUNTY.
THERE WILL BE A FACE-TO-FACE [INAUDIBLE] ON JANUARY 28 OF [INAUDIBLE].
THOSE ARE THE NEXT THREE PARENT UNIVERSITY SESSIONS.
WE WANT TO GET THE WORD OUT EARLY.
WE NEED YOUR HELP IN SHARING THAT NEWS.
AGAIN [INAUDIBLE] APPRECIATES THE OPPORTUNITY TO SHARE TONIGHT.
ALSO, I JUST WANTED TO REITERATE THAT IF YOU HAVE ANY [INAUDIBLE] THE HERITAGE AND THE CULTURES MUCH DEEPER THAN THAT THUS ENCOURAGES ALL TO TAKE TIME TO LEARN MORE ABOUT HISPANIC HERITAGE.
ARE THERE ANY QUESTIONS FROM THE CROWD? AT THIS TIME, WE'RE GOING TO GO TO [INAUDIBLE] 4.1,
[4.0 Recognition Item(s)]
THE INTRODUCTION OF CAMPUS ADMINISTRATORS.>> MADAM PRESIDENT AND BOARD MEMBERS, WE HAVE DEFINITELY HAD SEVERAL NEW HIRES [INAUDIBLE] BRINGING TO YOU TONIGHT.
BECAUSE WE HAVE MADE A PRACTICE OF HIRING AND BEING IN THE BUSINESS [INAUDIBLE].
LET ME INTRODUCE YOU TONIGHT TO MR. KIRCHNER.
>> THANK YOU, DR. PAUL, DR. MCFARLAND, MADAM PRESIDENT, MEMBERS OF THE BOARD.
THIS RECOGNITION, OF COURSE, ALIGNS ALL THREE OF OUR STRATEGIC PLAN, AND OUR STAFF AND THE ADMINISTRATORS ARE GOING TO MEET TONIGHT, OUR INTERESTED GROUP OF EDUCATORS AND LEADERS.
WE'RE SO EXCITED TO HAVE THEM IN CROWLEY ISD, EITHER ON NEW ROLES OR NEW TO OUR DISTRICT.
WE'RE GOING TO FILL UP OUR BOARD WORK WITH SOME OF THESE NEW ADMINISTRATORS.
YOU ALL HAD APPROVED HIRING IN RECENT MEETINGS.
THANK YOU ALL FOR YOUR SUPPORT IN THAT.
WITHOUT FURTHER ADO, WE'RE GOING TO START WITH THE NEW ASSISTANT PRINCIPAL AT HF STEVENS MIDDLE SCHOOL, TANA BROOKS [INAUDIBLE] [APPLAUSE] [INAUDIBLE] ARLINGTON ISD WHERE SHE WAS AN ASSISTANT PRINCIPAL.
WELCOME CROWLEY ISD TO NATURE STUDENTS. MS. BROOKS.
[APPLAUSE]. AT CROWLEY MIDDLE SCHOOL, WE HAVE ANDRE HALL.
[INAUDIBLE]. [APPLAUSE] [INAUDIBLE] CROWLEY ISD FROM WINDHAM ISD.
MR. HALL, WE'RE EXCITED TO HAVE YOU WITH US HERE AT HF STEVENS.
I'M SORRY, AT CROWLEY MIDDLE SCHOOL AND HERE AT CROWLEY ISD.
WE HAVE A NORTH CROWLEY HIGH SCHOOL ASSISTANT PRINCIPAL WITH US, ASIA WASHINGTON.
[APPLAUSE] [INAUDIBLE] IN CROWLEY ISD, MS. WASHINGTON WAS PREVIOUSLY AN INSTRUCTIONAL SUPPORT SPECIALIST AND WAS PROMOTED UP TO AP AT NORTH CROWLEY HIGH SCHOOL.
CONGRATULATIONS. [APPLAUSE] NEXT WE HAVE KEITH CLAY AT SUMMER CREEK MIDDLE SCHOOL [INAUDIBLE] CLAY SUMMER CREEK MIDDLE SCHOOL, AND HE'S COMING TO US FROM FORT ISD WHERE HE WAS A TEACHER.
WELCOME TO OUR FAMILY, MR. CLAY.
>> FROM DAVID L. WALKER, WE HAVE LUIS GONZALEZ NUNEZ.
ASSISTANT PRINCIPAL OF DAVID L. WALKER.
[APPLAUSE] [INAUDIBLE] CROWLEY ISD USED TO PROMOTE [INAUDIBLE] FROM WITHIN HIS FORMERLY AND INSTRUCTIONAL SUPPORT SPECIALIST AS WELL.
CONGRATULATIONS, MR. GONZALEZ NUNEZ.
AT CROWLEY NINTH GRADE, WE HAVE DR. RONALD IVY, DR. IVY, COME ON IN.
[APPLAUSE] DR. IVY IS THE CURRENT CROWLEY ISD, FAMILY THE FORT ISD WHERE HE WAS THE ASSISTANT PRINCIPAL.
HE'S JOINED BY HIS PRINCIPAL, OF COURSE, DR. BELL.
DR. IVY, YOU CAN SIT RIGHT OVER HERE [INAUDIBLE].
>> UP NEXT FROM CROWLEY HIGH SCHOOL, WE HAVE VINCENT CANO.
MR. CANO IS NEW TO CROWLEY ISD.
[APPLAUSE] HE IS COMING TO US FROM FORT WORTH ISD WHERE HE WAS ALSO A TEACHER.
PARKWAY ELEMENTARY SCHOOL WE HAVE MS. TARA JACKSON.
[APPLAUSE] [INAUDIBLE] DR. [INAUDIBLE] SUPPORTING HER AS WELL.
MS. JACKSON IS COMING TO US FROM CROWLEY ISD WHERE SHE WAS A CAMPUS [INAUDIBLE]. WELCOME TO THE FAMILY.
[00:15:03]
AT MARY HARRIS ELEMENTARY, WE HAVE [INAUDIBLE] ROBERTS.[APPLAUSE] MS. ROBERTS IS AT MARY HARRIS AND SHE'S COMING TO US FROM FORT WORTH ISD WHERE SHE WAS ALSO ASSISTANT PRINCIPAL THERE.
>> [INAUDIBLE] THANK YOU FOR YOUR SUPPORT.
SHE IS A VERY FAMILIAR FACE BEEN PROBABLY SEE A LONG TIME, MOST RECENTLY SERVING AS AN INSTRUCTIONAL SUPPORT SPECIALIST.
CONGRATULATIONS. [APPLAUSE] [INAUDIBLE] EVERYONE IN. THANK YOU.
AT DALLAS PARK ELEMENTARY SCHOOL, WE HAVE A NEW AP, MS. CHRISTINE GREEN.
WELCOME TO THE FAMILY, MS. GREEN. [APPLAUSE] [INAUDIBLE] CONGRATULATIONS.
MS. GREEN IS COMING TO US FROM FORT ISD WHERE SHE WAS AN INSTRUCTIONAL SPECIALIST.
[INAUDIBLE] BEING HERE WITH US TONIGHT.
FROM CROWLEY MIDDLE SCHOOL NEW AP MS. [INAUDIBLE].
WELCOME TO CROWLEY ISD SCHOOL.
[APPLAUSE] [INAUDIBLE] IS COMING TO US FROM FORT ISD WHERE SHE WAS AN INSTRUCTIONAL SUPPORT SPECIALIST.
FROM RICHARD ALLEY MIDDLE SCHOOL, WE HAVE TWO APS WE'RE INTRODUCING TONIGHT.
HE HAS SOME SPECIAL [INAUDIBLE]. [LAUGHTER]
>> HI, TYLER. WELCOME TO OUR FAMILY.
MR. HAYES IS COMING TO US FROM A PLUS CHARTER SCHOOLS INSPIRED VISION ACADEMY.
OF COURSE HE'S AN AP THERE [INAUDIBLE]. WELCOME TO THE FAMILY.
>> [INAUDIBLE] ALSO FROM [INAUDIBLE] WE HAVE MS. CHRISTINE SIMPSON.
[APPLAUSE] MS. SIMPSON WAS [INAUDIBLE] ISD WHERE SHE WAS AN ASSISTANT PRINCIPAL.
SHE'S JOINED BY DR. [INAUDIBLE]. WELCOME, MS. SIMPSON.
WE HAVE TWO APS FROM JUNE W. DAVIS ELEMENTARY SCHOOL.
THE FIRST IS MS. [INAUDIBLE] JOHNSON HINTON.
MS. JOHNSON HINTON WELCOME TO THE FAMILY.
[APPLAUSE] [INAUDIBLE] ALWAYS ON ISD WHERE SHE WAS AN ASSISTANT PRINCIPAL THERE.
[APPLAUSE] THEN WE ALSO HAVE LEE [INAUDIBLE] AND SHE IS A VERY FAMILIAR FACE.
LONGTIME EDUCATOR, A TEACHER HERE, AND PROBABLY I SEE SHE'S NOW AN ASSISTANT PRINCIPAL THERE.
DAVIS ELEMENTARY. SHE'S JOINED BY HER PRINCIPAL DR. KEN ANTHONY.
[APPLAUSE] WE HAVE ONE MORE AP TONIGHT, AND IT IS ROSALINA JONES AT SYCAMORE ELEMENTARY SCHOOL.
[APPLAUSE] [INAUDIBLE] IS COMING TO CROWLEY ISD BY THE WAY CROWLEY ISD WAS USED BY ALL SPECIALIST TO WELCOME TO CROWLEY ISD WITH SIDE [INAUDIBLE] ELEMENTARY.
[APPLAUSE] WE HAVE ONE MORE INTRODUCTION TO MAKE IN THIS AS A NEW PRINCIPAL AND RESIDENT AT SYCAMORE ELEMENTARY SCHOOL.
YOU KNOW HER, SHE'S PREVIOUSLY AN HB AT DEER CREEK ELEMENTARY SCHOOL.
WE'RE VERY EXCITED TO FORMALLY INTRODUCE PRINCIPAL RESIDENCE AT SYCAMORE ELEMENTARY SCHOOL. HAILEY SOLO.
[APPLAUSE] [INAUDIBLE] WELCOME TO SYCAMORE ELEMENTARY SCHOOL, MS. REBECCA [INAUDIBLE].
CONGRATULATIONS. [APPLAUSE] WE'RE SO EXCITED TO HAVE YOU ALL WITH US.
I KNOW YOU'VE BEEN WORKING HARD THIS SCHOOL YEAR.
THANK YOU FOR TAKING TIME TO BE WITH US, TO MEET OUR TRUSTEES, AND LET US THANK YOU FOR THE WORK YOU'RE DOING FOR STUDENTS ACROSS CROWLEY ISD.
[INAUDIBLE] DR. MCFARLAND I DON'T KNOW IF YOU'D LIKE TO SAY ANY WORDS OR SHAKE HANDS AS YOU'RE GOING OUT, BUT I'LL [INAUDIBLE].
>> I'LL JUST SAY BEFORE TODAY BY THIS EVENING, WE JUST WANTED TO SAY, WELCOME TO THE CROWLEY ISD FAMILY.
MANY OF YOUR FACES WE'VE SEEN A FEW TIMES, SOMEWHERE MAYBE, BUT WE JUST WANT TO SAY LIKE WE ALWAYS SAY, WE ACT LIKE FAMILY BUT WORK LIKE A TEAM.
[OVERLAPPING] ON BEHALF OF THE ENTIRE DISTRICT AND OUR BOARD, WE JUST WANT TO SAY, WELCOME.
OUR ARMS ARE NOT BIG ENOUGH TO HOLD YOU ALL, BUT WE WISH THAT MORE GREAT THINGS TO COME, THANKS TO YOU ALL.
WE LOOK FORWARD TO WORKING WITH YOU. THANK YOU.
[00:20:01]
[APPLAUSE] DID YOU GET IT SHOT? [OVERLAPPING] [NOISE] [BACKGROUND].THANK YOU, MR. [INAUDIBLE].AT THIS TIME WE'LL MOVE TO AGENDA ITEM 5.1,
[5.0 Report Item(s)]
WHICH IS QUARTER 1 REVIEW REPORT OF HUMAN CAPITAL CAPITAL MANAGEMENT.>> FIRST AND FOREMOST THIS IS A NEW ITEM WE'VE ADDED AND OUR INTERN WILL WE BE DOING FOR THE REVIEWS.
WE'VE DECIDED THIS YEAR THAT WE WILL TAKE ONE OR TWO DEPARTMENTS EVERY QUARTER AND WE'LL ENSURE PUBLIC REVIEW.
IF YOU HAVE A [INAUDIBLE] THAT YOU LIKE TO KNOW A LITTLE BIT MORE ABOUT ITS BACKGROUND [INAUDIBLE].
THE PURPOSE OF THE QUARTER REVIEW IS SUPPOSED TO BUILD SHARED AWARENESS OF WHAT'S OCCURRING IN THE DEPARTMENT, THE OPERATIONS OF THE DEPARTMENT, AND ALSO TO GET BACKGROUND INFORMATION ON OUR GOALS, OUR PROGRESS, AND REALLY THE HIGH LINES PRICE BONDS AND EVEN [INAUDIBLE].
TONIGHT WE HAVE DR. BARRY AND THE ENTIRE HR TEAM HERE, [LAUGHTER] HUMAN CAPITAL TEAM WE'RE HERE, SO WE ARE DEFINITELY [INAUDIBLE] THIS PRESENTATION. DR. BARRY.
>> THANK YOU. GOOD EVENING, MADAM BOARD PRESIDENT, BOARD TRUSTEES AND DR. MCFARLAND. THANK YOU.
FIRST AND FOREMOST FOR THE DISTINCT HONOR, JUST TO PROVIDE YOU THIS EVENING WITH A GLIMPSE INTO THE WORK OF ONE OF THE MANY PHENOMENAL DEPARTMENTS IN THE CISD FAMILY.
THIS EVENING WILL BE SHARING WITH YOU OUR GOALS AND PRIORITIES AS DR.
MCFARLAND JUST MENTIONED AND IT IS WITH THE UTMOST RESPECT, FIRST AND HONOR THAT I BEGIN THIS WORK SESSION BY ALLOWING THIS TEAM, THAT MAKES OUR HEART WORK COME TO LIFE TO INTRODUCE THEMSELVES.
WE'LL START. [OVERLAPPING] [LAUGHTER].
THIS IS THEIR PAPER PART BY THE WAY, YOU ALWAYS HAVE TO SAY THAT.
[00:25:02]
>> JUDI CANGAS, HR COORDINATOR.
>> KAREN ROBINSON, ADMINISTRATIVE ASSISTANT TO DR. BARRY.
>> [INAUDIBLE] BETHANY HR SPECIALIST.
>> DIANA GONZALEZ, HR SPECIALIST.
>> THEN WE'LL CIRCLE BACK TO THAT AS WELL.
BUT AGAIN, THE HUMAN CAPITAL MANAGEMENT DEPARTMENT REALLY OUR GOAL IS JUST TO SUPPORT THE DISTRICT'S EFFORTS IN THOSE TRADITIONAL COMPONENTS OF HUMAN RESOURCES FROM RECRUITING, TO TRAINING, STRATEGIC COMPENSATION, PERFORMANCE MANAGEMENT, AND OUR GOAL IS JUST TO BE ABLE TO PROVIDE THE UTMOST EXCELLENCE IN SERVICE TO ALL OF OUR STAFF FROM RECRUITMENT TO WHAT WE HOPE IS GUIDING THEM THROUGH RETIREMENTS.
DEFINITELY, I'M HONORED TO BE HERE AND SERVE ALONGSIDE OF THE TEAM THAT YOU JUST MET THIS EVENING AND I'M GLAD TO BE ABLE TO SHARE THEIR WORK WITH YOU TONIGHT OR OUR WORK WITH YOU TONIGHT, AND ADDRESS ANY QUESTIONS THAT MAY COME ALONG THE WAY.
WHAT ARE THE PRIORITIES IN THE HUMAN CAPITAL MANAGEMENT DEPARTMENT REALLY FALL UNDER THREE BIG UMBRELLAS, IF YOU WILL.
OUR PRIORITIES THIS YEAR AND MOVING FORWARD ARE TO RECRUIT THE BEST, WE WANT THE BEST FOLKS SITTING IN FRONT OF OUR CHILDREN PROVIDING EXCELLENCE IN EDUCATION DESPITE WHAT WE KNOW TO BE TRUE RIGHT NOW.
THE UNPRECEDENTED AMOUNT OF TEACHER VACANCIES.
RESPONDING, HOW DO WE MEET THE NEEDS OF INDIVIDUALS STRATEGICALLY, INTENTIONALLY, INDIVIDUALLY SO THAT THEY FEEL A PART OF THE FAMILY.
HERE IS OUR HASHTAG SAYS, ACT LIKE A FAMILY AND WORK LIKE A TEAM.
HOW DO WE RESPOND TO THEM IN A WAY THAT THEY FEEL THAT.
THEN OBVIOUSLY AT RETENTION AND DEVELOPING STRATEGIES THAT ALLOW US TO RETAIN THESE QUALITY INDIVIDUALS.
AS WE LOOK AT THAT THIS EVENING, MY GOAL IS TO REALLY CONNECT WHAT WE'VE LOOKED AT FOR OUR PRIORITIES TO THE GOALS THAT WE HAVE FOR THE 22, 23 SCHOOL YEAR AND JUST HIGHLIGHT A FEW WAYS THAT WE ARE EITHER DOING IT OR THAT WE ARE PREPARING TO DO SO, WORKING THROUGH IT AND RESEARCHING WHAT THE BEST APPROACH TO ADDRESS EACH OF THIS.
OUR FIRST GOAL FOR OUR TEAM IS REALLY CENTERED AROUND STAFFING RATES.
OUR GOAL IS TO HAVE 100 PERCENT STAFFING RATES.
SO 100 PERCENT OF OUR VACANCIES FILL THROUGHOUT THE YEAR, WHETHER THAT'S OUR TEACHERS, PARAPROFESSIONALS UP THROUGH OUR CENTRAL OFFICE STAFF.
OUR SECOND GOAL IS WE LOOK AT OUR PRIORITY OF RESPONSE IS CENTERED AROUND STRATEGIC COMPENSATION STRATEGIES.
HOW ARE WE RESPONDING IN WAYS THAT ALLOW OUR EFFECTIVE TEACHERS TO EARN HIGHER PAY AS WELL AS OPPORTUNITIES TO REWARD THESE TEACHERS TO DO SO WHILE ALSO STAYING IN THE CLASSROOM, PROVIDING THAT LEVEL OF SERVICE TO OUR STUDENTS THAT WE HAVE NOTED YIELDS HIGH LEVELS OF ACADEMIC ACHIEVEMENT.
THEN OUR THIRD GOAL IS WE LOOK AT RETAINING REALLY IS CENTERED AROUND A COMPREHENSIVE RETENTION PLAN.
WHAT ARE WE DOING TO RETAIN THESE INDIVIDUALS IN YOUR NOTE THERE THAT OUR GOAL IS TO IMPROVE THAT AREA.
WE ARE AT A MINIMUM OF ABOUT EIGHT PERCENT.
THAT WOULD PUT US BELOW A 10 PERCENT RIGHT AT THE END OF THE SCHOOL YEAR.
AS WE LOOK AT THE EXIT SURVEYS FROM THE LAST SCHOOL YEAR, WE WERE AT ABOUT 18 PERCENT AND SO WE WOULD LIKE TO AT LEAST BE 10 PERCENT OR LOWER IF WE LOOK AT THE AMOUNT OF INDIVIDUALS LEAVING THE DISTRICT.
[00:30:01]
>> JUST TO MAKE SURE WE DON'T GO WRONG TODAY, SO WE'VE LOST 18 PERCENT OF OUR BOTH SCHOOLS, LAST YEAR?
WHAT DOES THIS LOOK LIKE IN OUR RECRUITING BY THE NUMBERS, AS WE LOOK AT JUST OUR PROCESSES BEING VERY INTENTIONAL AND STRATEGIC, AND THAT'S PROBABLY TWO WORDS YOU'LL HEAR ME SAY OVER AND OVER AGAIN THIS EVENING BECAUSE THAT REALLY IS THE BASIS OF LOOKING AT THE DATA AND MAKING DECISIONS BASED UPON THAT.
OUR RECRUITMENT EFFORTS REALLY ARE CENTERED AROUND THOSE INTENTIONAL STRATEGIC TARGETED OPPORTUNITIES FOR US TO ADDRESS CAMPUS-BASED VACANCIES, AS WELL AS OUR DISTRICT DEMOGRAPHICS.
SORRY, I'M TRYING TO POINT THE RIGHT DIRECTION.
WHAT DOES THIS LOOK LIKE AGAIN, BY THE NUMBERS? IF YOU NOTE HERE ON THE GRAPH THAT IS IN FRONT OF YOU, WE'LL LOOK AT THAT VERY FIRST BAR GRAPH IS WHERE WE WERE 30 DAYS BEFORE SCHOOL STARTED THIRTY DAYS BEFORE OUR CHILDREN WALKED IN THE DOOR, OUR TEACHER VACANCIES, WE HAD ABOUT 89 PERCENT OF THEM FILLED.
WE HAVE MOVED THAT THROUGH JULY, AUGUST, SEPTEMBER, TO OUR CURRENT VACANCIES, ARE AT 97 PERCENT.
[NOISE] WE HAVE ABOUT 35 SEATS THAT ARE STILL VACANT PER SE, BUT FILL BY MAYBE A PERMANENT TEACHERS AND RESIDENTS.
BUT WE'RE STILL WORKING TO FILL THOSE VACANCIES AS WELL.
>> ARE CURRENT. STAFFING IS AT 97 PERCENT, WHICH MEANS THAT WE HAVE ABOUT 35, THANK YOU SO MUCH.
THIRTY-FIVE, 38 VACANCIES IN OUR TEACHING POSITIONS, WHICH MAY BE FILLED BY A PERMANENT SUB OR MAYBE FILLED BY SUBSTITUTES THAT ARE ROTATING IN AND OUT.
BUT WE DO HAVE 32 UNFILLED TEACHING POSITIONS RIGHT NOW UNDER CAMPUS, ACROSS ALL 26 CAMPUSES.
>> IT IS 38. CAN'T READ MY OWN HANDWRITING. NO UPDATE.
THIRTY-EIGHT CURRENT TEACHING VACANCIES AND WE HAVE 61 CURRENT VACANCIES.
IF YOU'LL NOTICE THE ORANGE LINE, WHICH IS THE NEXT AREA THAT WE WILL LOOK AT, 61 PARAPROFESSIONAL VACANCIES.
WE RECOGNIZE THAT ONE OF OUR AREAS OF OPPORTUNITIES, AS WE LOOK AT THE JOB FAIRS THAT WE HAD STARTING AT THE 30TH DAY OF SCHOOL AND THAT MOVING UP AND THEN AS YOU'LL NOTE FROM SEPTEMBER TO CURRENTLY AT THAT ALSO BEGIN TO DECREASE.
AS WE LOOK AT OUR DATA POINTS AND WHERE WE'RE RECRUITING AND HOW WE ARE RECRUITING, THIS INFORMATION IS VALUABLE TO US AS WE DETERMINE WHAT ARE OUR NEXT NEEDS.
A PRIME EXAMPLE TODAY, MR. WILLIAMS, I GOT TO SPEND HIS AFTERNOON AT THE TCC CAMPUS WHERE WE'RE RECRUITING SPECIFICALLY FOR A PAIR OF PROFESSIONALS AND LOOKING AT THE VACANCIES OF THE CAMPUSES AS WE DO SO.
AGAIN, OUR RECRUITING PRIORITY.
HOW DOES THIS ROLLOUT FOR THE TEAM AND WHAT DO WE FOCUS ON AS WE LOOK AT THESE NUMBERS IN OUR SUCCESSES AND OUR AREAS OF OPPORTUNITY FOR THE DEPARTMENT? IT REALLY STARTS WITH EARLY HIRING.
WE STARTED LAST YEAR, AS YOU REMEMBER BOARD, WE HAD A GREAT TIME AT THE JOURNEY FAIR, HIRING MANY.
EARLY ON, WE TRIED TO RELEASE STRATEGICALLY AND INTENTIONALLY PLANNED WINDOWS ACTIVITIES AND EVENTS OCCUR PRIOR TO OTHER DISTRICTS THAT WE KNOW ARE ALSO GOING TO BE HAVING HUGE JOB FAIRS AND ALSO ALLOWING PRINCIPALS DURING THAT TIME.
WE WERE GIVING THEM IDENTIFYING POSITIONS THAT WE KNEW WOULD PROBABLY BE VACANT LATER ON IN THE SUMMER AND HARD TO FEEL, SO THEY WERE ALLOWED TO HIRE THOSE POSITIONS EARLY.
THEY DIDN'T HAVE A VACANCY AT THAT TIME, BUT THEY WERE ALLOWED TO GO AHEAD AND HIRE THEM KNOWING THAT WE WOULD POTENTIALLY HAVE A SPOT FOR AN ENGLISH TEACHER,
[00:35:01]
A MATH TEACHER; SOME OF THOSE HARD-TO-FILL CTE POSITIONS.WE ONBOARDED THEM IN APRIL IN ANTICIPATION OF THE AUGUST START AND PLAN TO DO THE SAME AND WE SEE THAT WE DEFINITELY NEEDED THOSE POSITIONS BE HIRED EARLY BECAUSE THEY WERE FILLED AND DISPERSED THROUGHOUT THE DISTRICT.
WE ALSO MONITOR THIS CURRENTLY THROUGH OUR WEEKLY CAMPUS VACANCY REPORTS.
EVERY MONDAY, MRS. ROBERTS SENDS THAT OUT TO THE CAMPUSES.
THE EXECUTIVE LEADERSHIP TEAM, AS WELL AS THE PRINCIPAL SUPERVISORS, JUST ELICITING THEIR SUPPORT, AND HERE ARE THE VACANCIES THAT YOU STILL HAVE.
WHAT ELSE DO WE NEED? THE DIRECTORS HAVE BEEN DIVIDED UP BY CAMPUSES TO JUST TOUCH BASE WITH THE CAMPUS LEADERSHIP TEAM TO INVESTIGATE WHERE ARE WE, WHERE DO WE NEED TO GO.
THEY'RE CALLING US SAYING DO YOU HAVE ANY OF THIS? WE'RE CALLING OTHERS SAYING, DO YOU KNOW ANYONE THAT IS LOOKING FOR THIS AND JUST SHARING THAT TYPE OF INFORMATION EVERY MONDAY MORNING.
THE SECOND WAY THAT WE'RE LEANING INTO THIS IS OUR DISTRICT AMBASSADOR TEAM.
WHAT WE KNOW IS THAT WE DO A GREAT JOB.
THERE'S OBVIOUSLY 11 OF US TOTAL AND WE HAVE THREE THAT REALLY MANAGED THE RECRUITING SIDE OF THE PROCESS, BUT REALLY WHERE THE POWER COMES IN RECRUITING FOR YOUR CAMPUS ARE THE INDIVIDUALS THAT ARE IN THE CAMPUS.
AS WE IDENTIFY THE VACANCIES THAT ARE THERE, WE'RE ALSO IDENTIFYING INDIVIDUALS THAT CAN TRAVEL WITH THIS TO GO RECRUIT.
IF CAMPUS A HAS SIX TEACHER VACANCIES, WE'RE PROBABLY GOING TO BE ASKING FOR A TEACHER LEADER, THE PRINCIPAL OR THE ASSISTANT PRINCIPAL, TO JOIN US ON OUR RECRUITING EFFORTS AT THAT PARTICULAR LOCATION, BECAUSE YOU'RE GOING TO BRING IN SOMEONE THAT YOU WANT TO BE TEACHING NEXT YEAR IN THE CLASSROOM.
THEN FINALLY, ONE OF THE OTHER MEANS IS OUR FALLEN SPRING RECRUITMENT SCHEDULE.
AGAIN, JUST KNOWING WHERE OUR CAMPUS VACANCIES ARE, KNOWING DEMOGRAPHICALLY WHERE WE ARE AS A DISTRICT AND WHAT ARE THE NEEDS FOR OUR DISTRICT.
WE KNOW THAT OVER THE LAST TWO YEARS WE'VE TAKEN A LOT OF GREAT MEASURES AND BOUNDS, AND REALLY LOOKED AT HIRING, ESPECIALLY AS IT RELATES TO MIRRORING OUR STUDENTS AND OUR AFRICAN-AMERICAN POPULATION.
BUT WE ALSO RECOGNIZE THAT THERE'S CONTINUES TO BE A NEED FOR GROWTH IN LOOKING AT MALE TEACHERS, IS WHAT OUR DATA SHOWS US, OUR HISPANIC MALES SPECIFICALLY.
AS WE'RE TALKING ABOUT WHERE WE GO, WHO WE'RE LOOKING FOR, WHO WE BRING ALONG WITH US TO ENGAGE IN THOSE DEPARTMENTS OF EDUCATION AND JOB FAIRS, WE'RE REALLY HAVING THOSE CONVERSATIONS ABOUT HOW DO WE GET THOSE POPULATIONS [NOISE] INTO OUR BUILDINGS AS WELL.
THE SAME TO BE TRUE IS I DID NOT LISTED HERE AS I WAS TALKING THROUGH WITH EVEN OUR STIPENDS, THAT'S A HUGE PART OF OUR RETENTION EFFORTS.
THIS YEAR, BOARD, IF YOU RECALL, AT THE END OF THE YEAR, YOU APPROVE FOR US TO ADD ADDITIONAL STIPENDS.
WE WERE HAVING A REALLY HARD TIME FINDING SECONDARY ENGLISH TEACHERS, AS THEY WERE NOT ON THE STIPENDS LISTS WITH OUR MATH AND SCIENCE, SO WE ADDED SECONDARY ENGLISH STIPENDS.
WE ALSO ADDED SOME STIPENDS IN THE AREA OF SPECIAL ED AS WELL AS HARD TO FILL CTE COURSES.
LET ME PAUSE THERE FOR A MOMENT AND SEE AS IT RELATES TO JUST OUR RECRUITING PRIORITIES AND WHERE WE ARE ALONG THAT JOURNEY TO SEE IF THERE ARE ANY QUESTIONS OR THOUGHTS OR REFLECTIONS.
>> I HAVE A QUESTION. DO YOU HAVE A [INAUDIBLE]
>> YES. I WILL DEFINITELY GET IT TO YOU.
THAT IS OUR WEEKLY MONDAY REPORT.
THEY RECEIVE THAT EVERY MONDAY.
BUT I CAN DEFINITELY GET YOU THIS PAST MONDAY OR THE MOST CURRENT THAT WE HAVE AND IT'S BROKEN DOWN BY TEACHERS, PARAPROFESSIONALS, OTHER, AND SPECIFICALLY THE CATEGORY WHICH I NEED.
IF IT'S AN ENGLISH TEACHER, SCIENCE, TECHNOLOGY, ETC.
YES, MA'AM, WE WILL GET THAT TO YOU.
[00:40:13]
>> VARY FROM SUBJECT TO SUBJECT OR THAT BASED ON [INAUDIBLE] I GUESS IN THIS SCENARIO, THE SOCIAL TEACHER.
>> THAT IS STILL, AGAIN, JUST LOOKING AT WHERE WE HISTORICALLY HAVE PROBLEMS OR OPPORTUNITIES.
HIRING TEACHERS BEGAN I DON'T KNOW HOW LONG AGO.
BUT WE'VE ALWAYS FOR AWHILE HAD A MATH AND THE SCIENCE STIPEND.
THEN THIS YEAR WE DID A JUST COST COMPARISON ACROSS DISTRICTS.
WE INCREASED THE MATH AND SCIENCE STIPEND TO BE COMPETITIVE WITH OTHER DISTRICTS THAT WE'RE OFFERING THAT STIPEND.
WE THEN ALSO WITH YOUR APPROVAL BOARD, ADDED THAT SECONDARY ENGLISH STIPEND BECAUSE WE HEARD FROM OUR CAMPUSES THAT THEY WERE REALLY STRUGGLING HIRING OUR SECONDARY ENGLISH TEACHERS.
I BELIEVE WE MOVED THEM FROM 3,000-4,000 THIS YEAR, ADDED THE ELR STIPEND.
WE ADDED A FA STIPEND FOR SPECIAL ED.
AND THEN THE STIPEND THAT YOU MAY BE REFERRING TO THAT IT'S A JUST IS OUR CTE STIPENDS IN THOSE HARD TO FILL AREAS.
WE WORKED WITH MS. DEVON AND HER TEAM.
AS WE KNOW, INDIVIDUALS COMING FROM THE INDUSTRY, WE WERE LOSING.
THEY WERE A LOT OF INDIVIDUALS THAT WERE LEAVING MYTH HERE ARE LEAVING AT THE END OF THE YEAR BECAUSE IN THEIR INDUSTRY, THEY CAN WALK BACK OUT AND GO DOUBLE THEIR SALARY.
MANY OF THEM ARE HERE BECAUSE THEY WANTED TO TEACH.
JUST TRYING TO MAKE IT LUCRATIVE FOR THEM WHEN AMERICAN AIRLINES COMES BACK AND SAYS, YEAH, WE KNOW THAT PROGRAM, BUT WE WANT THEM BACK AND WE'RE GOING TO PAY THEM WELL TO DO SO.
OUR HOPE WAS TO BE ABLE TO INCENTIVIZE THEM STAYING WITH OUR CHILDREN.
THE WAY THAT THAT STIPEND IS BROKEN DOWN IS THAT BASED UPON YEAR TO YEAR, THEY SUBMIT THE TYPE OF EXPERIENCE THAT THEY ARE BRINGING IN WITH THEM THAT IS SPECIFIC TO THE PROGRAM THAT THEY'RE IN.
THEY BRING ANY EXPERIENCE LIKE THAT, BASED UPON AND HER TEAM EVALUATE THE EXPERIENCE.
FROM 0-5 YEARS, YOU MIGHT GET THIS AMOUNT.
5-10 YEARS OF INDUSTRY EXPERIENCE.
TRY TO INCENTIVIZE THOSE INDIVIDUALS TO BRING TO THE TABLE WHAT OUR KIDS NEED IN THOSE CTE COURSES.
>> THINKING ABOUT [INAUDIBLE], WHAT IS OUR APPROACH TO REACH OR WHERE ONE SIZE FITS ALL. [INAUDIBLE]
OUR RECRUITING APPROACH STARTS IN OUR BACKYARD FIRST AND FOREMOST WITH JUST OUR OWN JOURNEY FARES.
WE DO EXPAND OUT TO A VARIETY OF UNIVERSITIES.
WHAT WE REALLY TRIED TO DO IS TAP INTO THOSE UNIVERSITIES EARLY AND SAY, WHAT DOES THE DEPARTMENT OF EDUCATION LOOK LIKE? WHO ARE THEY? WHAT TYPE OF STUDENTS ARE THEY ALSO PRODUCING? GOING BEYOND JUST THEIR JOB FAIRS? HOW CAN WE NOW MAKE PARTNERSHIPS WITH YOU IF THIS IS AN AREA OF NEED FOR US, HOW CAN WE MAKE SOME CONNECTIONS THERE TO COME BACK AND SIT IN THE QUAD OR SIT AND COME AND TALK TO YOUR DEPARTMENT OF EDUCATION? HOW CAN WE COME TO TCC WHEN YOU JUST HAVE A TABLE IN THE MIDDLE OF THE HALLWAY WHILE YOUR KIDS ARE COMING IN BEFORE THEY GO TO THOSE EDUCATION CLASSES? AGAIN, INTENTIONALLY LOOKING FOR WHO WE KNOW THAT WE NEED IN OUR BUILDINGS AND TAPPING INTO THE UNIVERSITIES THAT MAY BE OFFERING THAT TO US.
>> I GUESS, LIKE CHALLENGE [INAUDIBLE].
[00:45:02]
FOR INSTANCE, THAT WAS A STRUGGLE FOR A LOT OF STUDENTS.>> NOT INFLUENCED NECESSARILY.
YOU SAID, EVERYONE'S LOOKING FOR THE SAME THING.
BUT WHAT WE DO HAVE ARE LIKE ARE WE SPEAK WITH MR. WILLIAMS, HAS GREAT RELATIONSHIP WITH TEXAS TEACHERS, FOR EXAMPLE.
THEY DO SEND THIS LIST THAT WE'RE ABLE TO SORT BY HERE ALL THE MATH FIRST-COME, FIRST-SERVE.
WE'RE ALWAYS TRYING TO CHOMP AT THE BIT TO BE THAT FIRST-PERSON.
HERE, THE MATH TEACHERS, MR. WILLIAMS WILL GRAB THOSE, GRAB ALL THEIR EMAILS, PUSH THEM INTO A MESSAGE AND SAY, HEY, WE'RE HIRING.
REALLY WE'RE ALL COMPETING SOMETIMES, BUT THOSE SAME THINGS, WE DO HAVE WAYS TO REALLY DIG INTO WHO ARE YOUR MATH TEACHERS TAUGHT.
STATE DOES A GREAT JOB OF PARTNERING.
GUESS WITH THAT REGARD, TCC, TEXAS TEACHERS, THAT WE CAN SORT BY CONTENT AREA, WE CAN SORT BY WHERE DO THEY LIVE? ARE THEY IN HOUSTON AND WILLING TO TRANSITION AND ALL THOSE THINGS.
THAT'S THE INFLUENCE, IF YOU WILL, IS BUILDING RELATIONSHIPS WITH THOSE ENTITIES.
I'D LIKE TO SAY THANK YOU FOR HIGHLIGHTING THOSE AREAS OF NEED.
IN MENTIONING TO THE BOARD FOR SOMETHING THAT WE NEED TO LOOK AT A NUMBER OF HISPANIC EDUCATORS, MALES.
WE REALIZED THERE IS A DISCIPLINE [INAUDIBLE].
I KNOW ON THAT CHART YOU JUST SAID.
BUT IF WE LOOK AT OTHER MINORITY-SERVING INSTITUTIONS, BECAUSE THERE ARE SEVERAL INSTITUTIONS IN TEXAS MAYBE ARE AND THERE'S ALSO ASSOCIATIONS WITH TEAMS. I WANT TO KNOW IF WE HAPPEN TO THOSE, MAYBE POSTING A JOB MORE.
LOOK AT BILINGUAL EDUCATION PROGRAMS. ALSO RECENTLY STARTED LOOKING COLLEGE, I WAS LOOKING IN BREAKING DOWN DEMOGRAPHICS, MY BUSINESS DIVERSITY OF LOOK AT THAT.
THEN LOOKING AT DEGREE PROGRAMS. THERE ARE SOME [INAUDIBLE] DEGREES IN BIOCHEMISTRY WITH THE EDUCATION CERTIFICATION MAP, WITH THE EDUCATION CERTIFICATION.
THIS SCHOOL EDUCATION BECAUSE A LOT OF TIMES STUDENTS ARE GOING INTO EDUCATION FOR SAY.
>> BUT THEY MAY BE GOING INTO ANOTHER CAREER PATH [INAUDIBLE] ALTERNATIVE CERTIFICATION OR GETTING A MINOR IN EDUCATION.
MAYBE LOOKING AT THOSE SCIENCES AND MATHEMATICS [INAUDIBLE] AEROSPACE.
RECENTLY I WAS LOOKING FOR SCHOOL FOR MY OWN SON REALIZING THE DEGREE PROGRAM THAT THEY ALSO OFFER EDUCATION [INAUDIBLE].
>> ABSOLUTELY. THANK YOU SO MUCH.
I'M JOTTING DOWN NOTES HERE ON MY SIDE AS WELL, SO THAT WE CAN BRING THAT BACK TO THE TEAM.
ADDRESSING YOUR INITIAL QUESTION, THAT'S DEFINITELY SOMETHING WE LOOK AT.
WE DO HAVE A TASK FORCE SPECIFICALLY DESIGNED TO DRESS RECRUITING.
I'M GOING TO TAKE SOME OF THIS INFORMATION BACK TO THEM.
BECAUSE WE'RE ALWAYS LOOKING FOR THOSE EXTRA ANYWHERE ELSE.
IF YOU'LL NOTICE, THE TEXAS ASSOCIATION OF BILINGUAL EDUCATION IS UP THERE AND WE WERE HOPING TO BE WITH THEM THIS WEEKEND, BUT THEY DIDN'T HAVE A RECRUITING TABLE.
THEY ARE IN HOUSTON FOR THEIR TEXAS CONFERENCE THIS WEEKEND.
BUT DEFINITELY WANT TO CIRCLE BACK AROUND AND NEGATES HOW CAN WE KNOW THEY'RE HAVING SOMETHING ELSE IN THE SPRING.
BUT ANY OPPORTUNITY, AS YOU SEE PLEASE SHARE WILL PASS ALONG.
>> TEXAS, [INAUDIBLE] NINE GRADUATE HONORS IN SECOND LANGUAGE ACQUISITION.
[LAUGHTER] DON'T ASK ME WHY ARE YOU TAKING BILINGUAL COURSES IF YOU CAN'T SPEAK IT? BUT [LAUGHTER].
>> THEY HAVE A BILINGUAL EDUCATION DEPARTMENT THAT'S [INAUDIBLE].
[00:50:01]
>> THANK YOU SO MUCH, AND I WILL DEFINITELY PASS THAT INFORMATION ON TO THE TASK FORCE AS WELL.
>> THAT'S A GREAT POINT BECAUSE, AND I THINK THIS IS WHERE YOU WERE GOING WITH THIS, BUT FOR EXAMPLE, I BELIEVE SHE WAS A SALUTATORIAN OR VALEDICTORIAN.
THIS IS A COUPLE OF YEARS AGO, AND SHE WANTED TO BE A BEAUTICIAN.
SHE NOW IS AT, I THINK MILK AND HONEY AND SHE HAS HER LICENSE AND A LOT OF GIRLS GO TO HER AND EVERYTHING.
BUT I'M SURE GOING INTO EDUCATION WAS NOT WHAT SHE WANTED TO DO.
BUT IF YOU REACHED OUT AND SAID, HEY, WE HAVE AND I KNOW IT'S HOW YOU KNOW, OR WHERE YOU KNOW OR ALL OF THAT STUFF, BUT I THINK THAT'S A NEAT OPPORTUNITY THAT WE COULD LOOK AT.
SOME OF THESE KIDS THAT HAVE GRADUATED OR EVEN AT TWO-YEAR DEGREE, LOOKING AT WHATEVER.
>> I'M SURE THAT YOU ALL THOUGHT OF THAT BUT [INAUDIBLE] [OVERLAPPING] [LAUGHTER].
>> COMPARED TO OTHER DISTRICTS AROUND THE AREA, HOW DO WE COMPARE [INAUDIBLE]? ABOVE AVERAGE? AVERAGE?
>> WHEN WE LOOK AT OUR TEACHER VACANCY, WE'RE DOING VERY WELL IN TERMS OF OUR STAFFING RATE.
I'M VERY COMPETITIVE, SO IN COMPARISON TO OTHER DISTRICTS, OUR PARAPROFESSIONAL RATES LOOKS ABOUT THE SAME IN AVERAGE.
BUT OUR TEACHER VACANCY OR FEEL RIGHT, IF YOU WILL, FOR STAFFING LOOKS REALLY GOOD IN COMPARISON.
[NOISE] MANY OF MY COLLEAGUES, JUST IN TALKING, I DON'T KNOW THE SPECIFIC NUMBERS, BUT JUST IN TALKING TO THEM OR WRITE JUST APPROACHING THAT 90, 92 MARK.
WE FELT GOOD ABOUT THAT, BUT WE WOULD LIKE TO DEFINITELY SEE OUR PARAPROFESSIONAL RATE LOOK DIFFERENT.
>> LET'S FIRST [INAUDIBLE] SEE THE CHART [INAUDIBLE].
I NOTICE IT'S JUST A LITTLE BIT HIGHER.
WHAT ARE WE DOING TO COMPETE WITH THEM?
LET ME SEE IF THAT'S MY ORDINATES.
UNDER RESPONSES, WE TALKED ABOUT STRATEGIC COMPENSATION AND LOOKING AT OUR COMPENSATION REVIEW.
WE'RE GOING TO START LOOKING AT SOME OF THAT AS IT RELATES TO SALARY AND INCENTIVES, ETC.
TO COMPETE WITH OUR NEIGHBORING FORT WORTH ISD FOLKS AND OTHERS.
>> [INAUDIBLE] SO WE HAVE [OVERLAPPING] 61 PARAPROFESSIONAL OPENINGS.
MY QUESTION IS WHAT ARE WE DOING IN THE SCHOOLS TO COMPENSATE FOR THOSE OPEN POSITIONS? BECAUSE THOSE POSITIONS ARE THERE FOR A REASON.
THOSE ARE NEEDED INDIVIDUALS AND PROFESSIONALS IN OUR SCHOOLS.
WHAT ARE WE DOING? HOW DO WE COMPENSATE FOR THAT WHEN SCHOOLS OPEN?
>> [OVERLAPPING] IN SOME CASES, WHEN I SAY THERE'S 61 VACANCIES, IT DOESN'T MEAN THAT THERE'S NOT A SUBSTITUTE IN THAT POSITION.
SO SOME OF THEM MAY BE FILLED BY A SUB, BUT WE CHART THEM AS A VACANCY BECAUSE THERE'S NOT A FULL-TIME EMPLOYEE IN THAT ROLE.
AND OTHER POSITIONS THERE MAY BE, AS BASED POSITIONS THAT ARE INTERVENTIONISTS.
THEY ARE PUSHING IN OR WE'RE SHIFTING [NOISE] SCHEDULING SO THAT THE KIDS ARE CONTINUING TO BE SERVED.
IT'S NOT JUST A VACANT SPOT WHERE NO ONE'S AT IT, WE'RE DISSOLVING THINGS.
BUT THE CAMPUSES ARE WORKING VERY STRATEGICALLY TO TRY TO MANEUVER THEIR MASTER SCHEDULES, MANEUVER THEIR STAFFING.
IN ORDER TO SUPPLEMENT THAT, THEY'RE USING, IF THEY HAVE INTERVENTIONISTS, OR IF THEY HAVE TEACHERS ON SPECIAL ASSIGNMENT, IF THEY HAVE INSTRUCTIONAL SUPPORT SPECIALISTS THAT ARE THERE,
[00:55:03]
THEY MAY BE PULLING KIDS IN TO LEAN INTO THE SPACES OF GREATEST NEED.>> SO IS IT FAIR TO SAY THAT EVERYONE'S BASICALLY HAVING TO DO MORE TO COMPENSATE FOR THOSE VACANCIES [NOISE]?
>> OFTEN [NOISE] TIMES, I WOULD SAY THAT THAT IS THE CASE AND SO AS WE LOOK AT OUR STRATEGIC COMPENSATION, LOOKING AT HOW WE CAN MANAGE THAT AND COMPENSATE PEOPLE FOR THAT.
WE DO STILL BOARD IF YOU REMEMBER, A FEW YEARS BACK, APPROVE WHEN TEACHERS ARE TAKEN ON EXTRA STUDENTS OR THINGS OF THAT NATURE.
BUT OBVIOUSLY WE WANT THEM WITH THEIR KIDS AND THE OTHER TEACHERS WITH THEIRS AND PARAPROFESSIONALS THAT ARE MOVING IN THOSE SPACES, ESPECIALLY OUR INSTRUCTIONAL PARAPROFESSIONALS.
THAT IS OUR PRIORITY INITIALLY, AND THEN IF IT'S AN OFFICE PARAPROFESSIONAL, BECAUSE THAT NUMBER DOES INCLUDE ALL.
IF IT'S AN OFFICE PARAPROFESSIONAL, THEN WE'RE ABLE TO WORK WITH THEM, THE OFFICE STAFF TO COVER THOSE AREAS.
>> HOW IS THAT PARA 85 PERCENT? WHAT DOES THAT REALLY LOOK LIKE? HOW MANY OF THOSE PEOPLE ARE OFFICE PERSONNEL, HOW MANY OF THEM ARE SOCIAL SUPPORT PERSONNEL? HOW MANY OF THEM ARE SPECIAL [INAUDIBLE]?
>> YES. I CAN DEFINITELY GET THE NUMBERS, BECAUSE THIS IS OUR TOTAL.
BUT A BREAK DOWN FOR INSTRUCTIONAL PARAPROFESSIONALS, OUR HIGH NEEDS PARAPROFESSIONALS AS OUR SPECIAL ED CLASSES, ETC.
I CAN GET THAT FOR YOU, BUT THAT NUMBER DOES INCLUDE ALL PARAPROFESSIONALS.
>> WE FORESEE THE VACANCIES, RETENTION CHALLENGE.
WHAT I MEAN BY THAT, DO WE SEE BECAUSE EVERYONE IS BEING REQUIRED TO DO MORE, DO WE SEE THAT HAVING AN ADVERSE IMPACT ON OUR RETENTION?
>> I THINK THAT'S ALWAYS, I MEAN, THAT'S ALWAYS A GREAT POSSIBILITY.
MOST DEFINITELY, WHICH I THINK IS ALL THE MORE REASON WHY OUR INTENTIONALITY AND HOW WE ARE RESPONDING AND SUPPORTING IN THE MIDDLE OF THAT REALLY IS THE BULK OF WHAT WE DO IS THAT HUMAN SIDE OF WE KNOW IT'S A LOT.
WE WERE JUST WITH OUR NEW TEACHER IN RESIDENCE ON TUESDAY, JUST FOR A MATTER OF PLATELETS, WE'RE SERVING BREAKFAST AND JUST WANT TO CHECK AND CONNECT WITH YOU.
HOW ARE YOU? WHAT DO YOU NEED? YOU GOT YOUR HEAD ABOVE WATER? SO YES, WE DO RECOGNIZE THAT THAT DEFINITELY IS A POSSIBILITY, AND HOW WE RESPOND IN THE MIDDLE, AND HOW WE ARE INTENTIONAL ABOUT THAT, AND HOW WE ARE IMMEDIATELY RESPONSIVE IS GOING TO BE A KEY STRATEGY.
>> [INAUDIBLE] I WANT TO MAKE SURE THAT WE'RE RESPONSIVE, SO WHAT I THINK WE NEED TO DO IS PROVIDE A VACANCY REPORT THAT GIVES YOU A BREAKDOWN OF TEACHER VACANCIES VERSUS INSTRUCTIONAL PARA VACANCIES VERSUS ADMINISTRATIVE PARA VACANCIES.
>> IS THE COMPENSATION TO WORK AREAS [INAUDIBLE] A THAT BRING THEM UP TO THE OF THE END OF THE DIVISIONS?
>> WE ADJUSTED, PAID FOR REPAIRS AND WHAT HAPPENED WAS WELL WRITTEN OUT.
WHAT HAPPENS IS WE DO IN A HURRY WHICH WE DID ALREADY SO WE CAN GET [LAUGHTER] AHEAD.
EVERYBODY ELSE MOVES IT UP AND THAT'S WHY IT'S A WEEK PROBABLY OCCURRED.
[INAUDIBLE] WE DIDN'T DO THAT.
>> WE WILL HAVE ANOTHER OPPORTUNITY TO
[01:00:03]
REVISIT THAT WE JUST SUBMITTED AGAIN FOR THIS YEAR, AND THEY'LL DO ANOTHER COMPARISON ONCE THE OTHER DISTRICTS HAVE SUBMITTED THEIR DATA FOR THE FOR THE 22, 23 SCHOOL YEARS.WE'LL GO BACK IN AND SEE AGAIN WHERE WE FALL COLLECTIVELY.
FOR A PAIR PROFESSIONAL, FOR EVERY JOB SECTION.
WE SUBMIT IT THROUGH THE STATE.
UEA REPORTS JUST TEACHER BASE SALARY THAT DOES NOT INCLUDE ANY WORK THAT YOU'VE DONE TOWARDS STIPENDS AND THINGS OF THAT NATURE.
SAME THING, BUT IT'S THEIR BASE SALARY IS JUST ALL CATEGORIES OF WORKERS.
WE'LL DEFINITELY TAKE THOSE THINGS AND GET THOSE REPORTS BACK TO YOU, DR. MCFARLAND.
>> OUR NEXT REALLY AREA OF PRIORITIES THAT WE MENTIONED WAS RENTAINTION AND AGAIN, THE WORDS INTENTIONAL STRATEGIC COME TO MIND BECAUSE THAT IS REALLY WHAT WE TRY TO DO AS WE EXAMINE THE WHO AND THE WHAT AND THE WHERE WE'RE GOING.
ONE OF THE THINGS I DID WANT TO JUST PAUSE AND TAKE NOTE UP FOR A MOMENT.
THIS IS THE 21, 22 EXIT SURVEY DATA.
ANYONE WHO LEAVES THE DISTRICT IS GIVEN AN OPPORTUNITY AS PART OF THE EXIT PROCESS.
THEY'RE GIVEN AN ANONYMOUS SURVEY THAT THEY CAN TAKE TO GIVE US FEEDBACK THAT IS ALSO BROKEN DOWN A LITTLE FURTHER FOR US AS WELL AS IT IS NOW PROVIDED TO THE CAMPUSES FOR THEIR REVIEW ALSO.
JUST A FEW THINGS WHEN WE LOOK AT THIS IS, WHO EXITED THE DISTRICT LAST YEAR AS IT RELATES TO YEARS OF CISD SERVICE AND WHAT GRADE LEVELS.
THE DATA IN THE ORANGE THERE IS NOT NEW.
THE RESEARCH SHOWS THAT MANY TEACHERS LEAVE WITHIN THEIR FIRST THREE YEARS OF TEACHING.
THE SAME WOULD BE TRUE OF OUR EMPLOYEES THAT RESIGN LAST YEAR.
MORE SPECIFICALLY, WE LOOK AT BY GRADE LEVEL AND AGAIN, THESE ARE JUST EMPLOYEES THAT EXITED LAST YEAR.
WE SEE THAT WE HAD NUMBER OF OUR ELEMENTARY STAFF AND THEN OBVIOUSLY THAT SECONDARY BUNDLE AT THE TOP AS WELL.
IT REALLY CENTERS SEEING ON WHO'S LEAVING [NOISE] AND HOW DO WE CONTINUE TO TARGET THOSE POPULATIONS AS WE'RE THINKING ABOUT RECRUITING MEASURES, WHERE WE GO, HOW DO WE TAP INTO WHAT TEACHER PROGRAMS HAD STRONG ELEMENTARY EDUCATION TEACHERS.
THEN THE NUMBER ONE REASON THAT OUR TEACHERS DECIDED LAST YEAR IN LEAVING THE SCHOOL DISTRICT WAS ACTUALLY CAREER ADVANCEMENT.
THAT WAS POWERFUL FOR US AS WE LOOKED AT SALARY AND HOW DO WE ADDRESS THAT IN OUR RETENTION PRIORITIES.
>> GOOD. THE ORANGE IS JUST HOW LONG THEY HAVE BEEN IN THE DISTRICT.
>> BOTH OF THESE ARE JUST PEOPLE THAT WERE EXITING. YES, MA'AM.
YES, THE PEOPLE THAT EXITED LAST YEAR, 28 PERCENT AND THAT WAS THE TOP RESPONSE BUT FOLLOWED BY PERSONAL REASONS WAS AT 26 AND MOVING FROM THERE.
BUT THEIR TOP REASON FOR LEAVING WAS CAREER ADVANCEMENT.
>> HOW ARE WE DEFINING? [INAUDIBLE] [OVERLAPPING] DOES THAT MEAN ANOTHER DISTRICT IS PAYING ME? DOES THAT MEAN I'M GOING TO GET OUT OF EDUCATION ALL TOGETHER? HOW ARE WE DEFINING CAREER ADVANCEMENT?
>> WHEN YOU THINK ABOUT IT FROM A SURVEY STANDPOINT,
[01:05:03]
MR. DAVIS IS DEFINED JUST THAT THAT WORD.IT'S CLICK, WHICH IS ONE OF THE THINGS THAT WE DISCOVERED AS WE LOOKED AT OUR EXIT SURVEY.
I MEAN, IT'S A WHOLE LOT OF DATA HERE.
WHAT DOES THAT REALLY MEAN? ONE OF THE WAYS THAT WE HAVE STARTED TO DIG INTO THAT, AND I BELIEVE IT'S ON ONE OF THESE SLIDES COMING UP, BUT WE NOW HAVE OUR FACE-TO-FACE EXIT SURVEYS WITH INDIVIDUALS.
I CAN PULL THIS DATA TO SEE EXACTLY WHAT WE ALSO HAVE PRINCIPLES SUPERVISORS THAT ARE SITTING IN.
IF IT'S A CAMPUS TEACHER OR ADMINISTRATOR, THERE'S TWO LEVELS OR THREE REALLY, THIS IS THE THIRD OF AN EXIT.
A TEACHER OR PRINCIPAL OR ADMINISTRATOR IS WANTING TO SUBMIT THEIR RESIGNATION.
AT THAT POINT A PRINCIPAL PROBABLY SITTING DOWN WITH A TEACHER SAYING, TELL ME MORE ABOUT THIS, WHERE ARE WE? TO FURTHER THAT CONVERSATION.
THAT'S HOW WE ACTUALLY GOT TO SOME OF THE CANDIDATES THAT HAVE SET IN THE ROLES THAT YOU HAVE APPROVED HAD BEEN CONVERSATIONS LIKE, WHAT DOES THIS MEAN FOR YOU? WELL, I'D REALLY JUST I DON'T SEE THAT THERE'S AN OPPORTUNITY FOR ME TO MOVE UP HERE.
THERE'S ONLY SO MANY AP POSITIONS, THERE'S ONLY SO MANY PRINCIPAL POSITIONS.
NOW WE'RE ABLE TO HAVE CONVERSATIONS LIKE, WELL, WOULD YOU CONSIDER BEING THE ISS OR BEING A LEAD TEACHER, A MASTER TEACHER, AND WE'VE BEEN ABLE TO RETAIN SEVERAL INDIVIDUALS IN THAT MANNER BECAUSE YOU ARE JUST THAT CAREER ADVANCEMENT COULD MEAN MONETARY AND SOMEONE'S GOING TO PAY ME TO COME BACK TO AMERICAN AIRLINES OR IT COULD BE I JUST DON'T SEE MYSELF HAVING A ASSISTANT PRINCIPAL ROLE HERE, BUT WE'RE ABLE TO CREATE THAT.
THOSE STAY MEETINGS, AS WE CALL THEM, AT THE CAMPUS LEVEL AND AT THE CENTRAL OFFICE LEVEL, HAVE BEEN CRITICAL IN TRYING TO REALLY DIG DEEPER INTO WHAT THAT MEANS.
OPEN. YES. THIS EXIT SURVEY THIS YEAR WAS, I BELIEVE, ABOUT 1,200 PAGES ONCE YOU PRINT OUT THE OPEN-ENDED RESPONSES AND THINGS OF THAT NATURE.
WHAT WE DO WITH THAT AT THAT POINT IS SORT THEM BY CAMPUS.
WE OBVIOUSLY ARE REVIEWING THEM FOR JUST SOME THINGS TO SEE HOW WE MOVE FORWARD WITHIN THAT.
BUT THEN THE CAMPUSES ARE RECEIVING THEM AT THE END AS THEY START PLANNING FOR WHAT THEIR NEXT YEAR IS GOING TO LOOK LIKE.
WHAT PROFESSIONAL DEVELOPMENT MINE I NEED TO PROVIDE, WHAT TYPE OF TRAINING, CULTURE MAY I NEED TO RESET? THAT'S HOW IT'S SHARED.
>> JUST OUT OF CURIOSITY, SYSTEM DO WE USE FOR OUR EXIT SURVEY
>> WE JUST USE THE FORM SIDE OR FORM SPACE THAT IS HERE.
[OVERLAPPING] IT IS TO SURVEY MONKEY OKAY.
>> I WAS JUST WONDERING [INAUDIBLE]
>> YOU ALL FELL FREE TO JUMP IN I DON'T KNOW HOW WE DO THIS
>> [OVERLAPPING] THE EXACT KEYWORD,WORDS THAT ARE FREQUENTLY POPPING UP [INAUDIBLE].
>> YEAH, UNFORTUNATELY, AND IF IT DOES, I'M GOING TO GET YOU TO COME IN AND GIVE ME A TRAINING.
IT HAS BEEN... [OVERLAPPING] [LAUGHTER] IT IS CURRENTLY AND AGAIN, AS WE LOOK AT OPPORTUNITIES FOR OUR SURVEY, BECAUSE ONE OF THE OTHER AREAS, I BELIEVE IT'S ON HERE, OUR STAFF SURVEYS AND SO I KNOW THAT THE BOARD WAS REFLECTING ON THE PRACTICE.
HOW DO WE SURVEY MORE FREQUENTLY? BECAUSE RIGHT NOW IT IS CAMPUSES MAY DO THAT ON THEIR OWN.
BEGINNING OF YEAR, MAYBE MIDDLE THE YEAR IF THEY'RE LOOKING FOR THINGS END OF YEAR.
BUT AS A DISTRICT IT IS AT THE END OF THE YEAR.
THEN MAY BE ON THEIR WAY OUT THE DOOR.
WE REALLY ARE LOOKING TO HOW DO WE PUSH THIS MULTIPLE TIMES THROUGHOUT THE YEAR, MORE FREQUENTLY SO THAT WE CAN HAVE THOSE INTENTIONAL STRATEGIC RESPONSIVENESS THAT WE WOULD LIKE TO HAVE THROUGHOUT THE YEAR RATHER THAN WAITING UNTIL THEY COME.
[01:10:02]
>> I HAVE A QUESTION [INAUDIBLE]
>> I WOULD SAY AT A HIGH LEVEL, THEY ARE CURRENTLY YOUR TRADITIONAL SURVEY QUESTIONS.
I KEEP REFERRING TO THIS TASK FORCE BECAUSE WE REALLY HAVE GOTTEN A GROUP OF PEOPLE TO PUSH IN AND LOOK AT A VARIETY OF SPACES, THIS BEING ONE OF THEM, ONE OF THE TASKS THAT THEY'RE WORKING THROUGH, IS TO LOOK AT THE SURVEY AND DECIDE, WHAT ARE THE QUESTIONS WE NEED TO BE ASKING TO REALLY GET DOWN TO WHAT WE NEED TO BE BETTER RESPONSE.
THEN AS I SAID MOVING FORWARD THE OTHER SIDE OF THAT IS ALSO THE FREQUENCY OF THAT.
WHAT ARE THE THREE POWERFUL QUESTIONS, THAT WE COULD SEE NOW, ONCE THE SIX WEEKS OR WHATEVER THAT TIME FRAME MAY BE, THAT IS SHORT, QUICK, AND WE'RE ABLE TO RESPOND THROUGHOUT THE SCHOOL YEAR VERSUS WHEN A PERSON IS WALKING OUT THE DOOR.
>> CURRENTLY IT'S ON A CAMPUS BY CAMPUS BASIS.
WE DO WANT TO EXPLORE THAT'S THE FIRST PRIORITY UP THERE OUR STAFF SURVEYS, THE SURVEY THAT I REFLECTED ON NOW, WE GET AT THE END OF THE YEAR.
MANY CAMPUSES DO THIS AS PART OF THEIR OWN CULTURE PRACTICE FREQUENTLY.
BUT IT'S NOT A PART OF THE SYSTEMIC PRACTICE OF THE DISTRICT AT THIS TIME.
THAT'S DEFINITELY AN AREA OF OPPORTUNITY FOR US.
>> [INAUDIBLE] ELEMENTARY [INAUDIBLE] HOW IS THAT?
>> I THINK THERE ARE ELEMENTARY, I DON T KNOW HOW THEY PUT INTERMEDIATE IN THERE WHO MAY CLICK THERE MAY BE A FIFTH GRADE TEACHER OR SIXTH GRADE AND THEY MAY STILL PUT THAT IN THERE, THAT IS AS WE MOVE TO OUR SURVEY FOR NEXT YEAR, THAT WILL BE REMOVED AS WE NO LONGER HAVE THE INTERMEDIATE SCHOOLS.
>> [INAUDIBLE] GRADE LEVELS, THEY'RE PRODUCING 50 PERCENT.
>>DR. MARION, WITH THAT AS WELL.
IF I'M LOOKING AT THESE NUMBERS HERE, I HAVE A 1-2 YEAR OLD TEACHER JUST COMING OUT OF COLLEGE.
>> I'M PROBABLY COMING TO SEE YOU.
[OVERLAPPING] [LAUGHTER] I'M PROBABLY COMING, SO THAT GOES TO OUR INTENTIONAL TOUCH POINTS.
MR. GRASSIA, THAT'S EXACTLY THE CONVERSATIONS WE'RE HAVING.
AT WHAT POINT IS WHERE WE SAY TOUCH POINT, WE HAVE JUST A CHART OF, WHO DO WE GO TO SEE WHEN AND HOW OFTEN WHETHER IT'S, WE'RE GOING TO THE THE CLASSROOM AND TODAY WE'RE GOING TO DIVIDE AND CONQUER, AND WE'RE GOING TO GO SEE EVERY NEW ELEMENTARY TEACHER.
ON TUESDAY, WE HAVE THE GREAT FORTUNE THEY BROUGHT THEM TO US, AS WE GOT TO SEE ALL 72 TEACHER RESIDENTS BECAUSE WE KNOW ABOUT THIS TIME THEY'RE READY.
THOSE ARE THE SAME CONVERSATIONS WE'RE HAVING.
>> I REMEMBER, A COUPLE OF YEARS AGO, WE HAD A MENTORSHIP OR SOMETHING LIKE THAT ARE WE STILL DOING THAT? I CAN'T SAY HOW'S IT GOING, BECAUSE OF A CERTAIN IT'S 50,50 BUT HOW IS IT, WHAT CAN WE BE DOING MORE TO KEEP THESE ONE UNTIL YOUR ELEMENTARY TEACHERS?
>> WE DO HAVE THE MAIN PROGRAM.
>> THANK YOU. GOOD EVENING MR. PRESIDENT, BOARD MEMBERS.
THE RESPONSIBILITY FOR THE NEW TEACHER MENTOR PROGRAM WHICH WE CALL THE [INAUDIBLE] THAT'S MOVED INTO THE CNI DEPARTMENT WITH A RESTRUCTURING PROFESSIONAL DEVELOPMENT AND CNI ALL COME UNDER THE SAME UMBRELLA NOW.
WE ARE IN THE PROCESS OF REVAMPING THE MENTORSHIP PROGRAM TO MAKE SURE THAT ONE,
[01:15:04]
WE HAVE THE RIGHT RATIO OF MENTOR TEACHERS TO NEW TEACHERS BECAUSE WE RECOGNIZE THAT, THE MORE NEW TEACHERS THAT MENTORS RESPONSIBLE FOR THE LAST TIME THAT THEY HAVE RIGHT HERE.WE'VE REALLY RESTRUCTURED THE MEETINGS, WE HAVE WHAT'S CALLED NEWBIE NETWORK WHICH IS WHERE WE CONNECT ALL OF OUR NEW TEACHERS TOGETHER AT LEAST ONCE A MONTH.
THEN WE HAVE MEETINGS OF THE NEWBIE NETWORK, WHERE THEY ALSO COME WITH THEIR MENTOR TEACHERS.
WHAT WE DO IS, FOR THOSE OF YOU THAT HAVE BEEN IN THE CLASSROOM, BASIC CLASSROOM MANAGEMENT AND 101 HERE, THE THINGS THAT YOU NEED TO BE THINKING ABOUT RIGHT NOW.
THEN WE ALSO PROVIDE THE MENTOR TEACHERS WITH SPECIFIC COACHING, WHEN YOU SIT DOWN WITH YOUR NEW TEACHER, HERE ARE THE THINGS THAT YOU NEED TO TALK ABOUT RIGHT NOW.
HERE ARE THE QUESTIONS YOU NEED TO ASK, AND HERE'S SOMETHING THAT YOU CAN FOLLOW UP ON IT WITH.
WE'RE REALLY TAKING STRIDES TO MAKE SURE THAT THAT COACHING IS VERY INTENTIONAL, SPECIFICALLY SO WE CAN STILL DECIDE OF THOSE INFRASTRUCTURE.
>> THE REASON WHY I ASK THIS IS BECAUSE, IF I UNDERSTOOD CORRECTLY, YOU SAY YOU GO VISIT THE 72 TEACHERS OR 45 TEACHERS OR WHATEVER THAT NUMBER THAT YOU SAID, THAT'S SPECIFIC OR WHATEVER.
BUT, IF I'M A NEW TEACHER AND DR. BARRY COMES IN AND I KNOW THAT SHE'S FROM ADNAN, I DON'T KNOW THAT I'M GOING TO SAY, I'M REALLY DEPRESSED.
BUT IF I HAD TO KINDERGARTEN TEACHER, THAT'S ALONG WITH [INAUDIBLE] THAT'S WHERE I WOULD SAY, HEY, YOU KNOW WHAT? DO YOU MIND IF I SHARE THIS WITH SOMEBODY, BUT THEN IT DOESN'T FEEL AS.
>> EXACTLY, AND THAT'S OUR GOAL IN LIKE DR. BARRY REFERENCE WE HAVE OUR TEACHERS AND RESIDENTS ALSO, AND WE JUST HELD A SPECIFIC FULL DAY TRAINING FOR THEM ON TUESDAYS PART OF STAFF PROFESSIONAL DEVELOPMENT.
THAT IS REALLY JUST RESETTING AT THIS POINT IN THE YEAR, WHAT DO YOU NEED TO BE SUCCESSFUL IN THE CLASSROOM.
DEFINITELY A SHOUT OUT TO DR. BARRY AND HER TEAM FOR MAKING SURE THOSE TEACHERS ARE IDENTIFIED, AND THEN WE'VE REALLY PARTNERED CLOSELY TOGETHER PROFESSIONAL DEVELOPMENT, CNI, TO MAKE SURE THAT THEY HAVE THE TOUCH POINTS [INAUDIBLE]
>> I PUSH IT RIGHT ON OVER TO THEM.
I SAID I PUSH THAT INFORMATION RIGHT ON [INAUDIBLE] YESTERDAY YOU WOULD BE SURPRISED, BUT THEY DO SHARE ON STICKY NOTES AND I'M LIKE HERE'S YOUR STICKIES, MR. KEITH, THAT THEY NEED.
IT'S BEEN A GREAT PARTNERSHIP WORKING WITH THEM AS WELL ON THAT TO ENSURE THAT THEY'RE TAKING CARE OF.
>> ONE THING IS THIS CHART SHOWS IS THAT 84% OF OUR [INAUDIBLE] READ BETWEEN 0-5 YEARS [INAUDIBLE] YOU NEED TO BE IN THAT GROUP.
WHAT YOU MENTIONED ABOUT THE SURVEY, WE WAIT TO INTERVENE, WE NEED TO BE DOING RIGHT NOW, BIG MOVES LIKE THAT WAS SOMETHING [INAUDIBLE] THAT IS CLEAR, THIS WORK [INAUDIBLE] WE DO THAT [INAUDIBLE]
>> THE TRENDS FOR THIS, MAKES SOME IMPACT [INAUDIBLE]
>>ROUGHLY THE SAME I DIDN'T PUT ALL THREE YEARS BUT THE TREND IS ROUGHLY THE SAME FOR SURE 0-3 HADN'T CHANGED MUCH.
BUT ZERO OR THE FIVE FOR THE LAST THREE YEARS THAT I LOOKED AT, IT'S BEEN THIS.
THIS IS NOT ANYTHING THAT JUST HAPPEN OUT OF THE BLUE.
NOW WE'RE WONDERING ALL OF A SUDDEN WHAT HAPPENED WITH OUR ELEMENTARY TEACHERS? IT HAS TO LOOK ROUGHLY THE SAME THE LAST THREE YEARS.
THEN AGAIN, WE TALKED THROUGH SOME OF THIS, BUT JUST OUR RETENTION PRIORITIES ARE SURVEYS AND HOW WOULD WE GET THAT IN MORE FREQUENTLY.
VERY QUICK THREE QUESTIONS, GETTING FEEDBACK, AND DISPERSING THAT TO THE RIGHT TEAMS TO RESPOND AND BE MORE RESPONSIVE.
I'VE TALKED ABOUT OUR INTENTIONAL TOUCH POINTS, THAT STARTED FOR US OVER THE SUMMER.
WHAT WE KNOW IS ONCE WE HIRED PEOPLE, OFTENTIMES THEY WEREN'T HEARING FROM ANYONE AND NOT INTENTIONALLY, BUT JUST HAPPENED.
WE GET BUSY AND WE REACH OUT TO YOU TWO DAYS BEFORE SCHOOL START LIKE, "OH, YEAH.
DON'T FORGET TO BE BACK." SO WE DESIGNED SOME SUMMER POP-UPS WHERE WE JUST GOT ONLINE VIRTUALLY AND INVITED ANY NEW EMPLOYEE TO JOIN US.
DR. MCFARLAND KICKED OFF OUR FIRST ONE.
MR. KEITH, PROFESSIONAL DEVELOPMENT, WE'RE IN A FEW OF THOSE JUST TO TOUCH BASE WITH
[01:20:01]
SOMEBODY FROM CROWLEY ISD TO SAY, "HOW'S IT GOING? ARE YOU DOING YOUR TRAININGS THAT ARE REQUIRED OVER THE SUMMER? DID YOU GET THAT APARTMENT YOU WERE LOOKING FOR? DID YOU FIND A DOCTOR?" ALL OF THOSE THINGS.THAT BEGAN FOR US OVER THE SUMMER AND WE CONTINUE WITH THOSE.
THE EXAMPLE THAT MR. KEITH JUST GAVE WHEN WE CHECKED IN WITH OUR TEACHER RESIDENTS ON TUESDAY DURING STAFF DEVELOPMENT.
THEN OUR STAY MEETINGS, OUR REFERENCE, IS AT BOTH CAMPUS AND CENTRAL OFFICE LEVELS AS WELL AS FOCUS GROUPS.
WE HAVE CHALLENGES OF COMPENSATION.
TO YOUR POINT EARLIER, WHEN WE HAVE THE CHALLENGE OF COMPENSATION AND LOOKING AT EVALUATING OTHER DISTRICTS AROUND US, BRINGING IN TEACHER FOCUS GROUPS TO SAY WHAT DOES A RAISE LOOK LIKE FOR CROWLEY ISD? WE WORK WITH THAT GROUP AS WELL AS OUR UEA REPS BEFORE WE BROUGHT THAT TO YOU, THAT WAS PROBABLY THE 15TH VERSION OF WHAT WE STARTED WITH DUE TO A FOCUS GROUP OF TEACHERS THAT ARE GIVING US THAT SAME FEEDBACK.
BRINGING THEM INTO THOSE CONVERSATIONS TO HELP DESIGN, WHETHER IT'S COMPENSATION TO CURRICULUM NEEDS, JUST A VARIETY OF FOCUS GROUPS THAT ALLOWS THEM TO FEEL CONNECTED TO THE WORK THAT THEY'RE DOING.
THEN OPPORTUNITIES FOR CAREER ADVANCEMENT.
WHAT DOES IT LOOK LIKE WHEN WE'RE IN THOSE STAY MEETINGS TO SAY, "I MIGHT HAVE SOMETHING ELSE.
LET'S TALK THROUGH WHAT ARE YOUR GOALS? WHAT DO YOU WANT TO DO? HOW DO WE KEEP YOU HERE IN CROWLEY ISD?" AGAIN, JUST INTENTIONAL, SPECIFIC, AND PROBABLY THE MOST IMPORTANT WORD IS THAT IMMEDIATE RESPONSE BASED UPON NEED AND NOT WHAT WE THINK THEY MIGHT NEED AND DESIRE.
>> CAN WE GO BACK THERE? STAY MEETINGS, A COUPLE OF THINGS THAT WE SAID AND I'M NOT SURE THAT WE EXPLAINED.
TEACHER IN RESIDENCE, YOU SAY THE TERM [INAUDIBLE].
>> I'D LIKE TO TALK ABOUT TEACHER RESIDENCY AND ALSO STAY MEETINGS, WHAT I'D LIKE TO TALK ABOUT. IT'S TEACHING RESIDENCY.
WHAT WE DID HERE, [INAUDIBLE] WHEN SHE SHOWED YOU THE CHART RULER AT 87 PERCENT REALLY HAS SIGNIFICANT VACANCIES.
WE BEGIN TO IDENTIFY FOLKS WHO ARE IN SCHOOL EITHER ALREADY COMPLETED THEIR EDUCATIONAL COURSEWORK, NEEDED TO COMPLETE A TEST OR ONE TEST OR IF YOU HAVE SOMETHING LEFT THERE TO DO.
WE CREATED THE TEACHER RESIDENT POSITION.
THIS IS THE PERSON WHO IS ACTUALLY ON TRACK TO BE A TEACHER.
WE GOT ON A PLAN, THEY'LL PROBABLY BE A REAL TEACHER BY THE END OF THE YEAR OR MAY BE PAID ACTUALLY A LITTLE BIT LOWER THAN WHAT A TEACHER WHO'S CERTIFIED WOULD BE PAID.
BUT IT GIVES US A CHANCE TO DEVELOP THEM.
THEY'RE NOT REALLY IN OUR SCHOOLS, USE OUR KIDS AS THEY'RE COMPLETING THEIR DEGREE OR THEIR CERTIFICATION OF BARS.
NOW THEY BECOME CERTIFIED TEACHERS AND THEN THEIR PAY GOES UP TO THE TEACHER SCALE.
BUT UNTIL THEN, THEY GET PAID SIGNIFICANTLY MORE THAN A [INAUDIBLE], BUT LESS THAN A TEACHER WITH CERTIFICATION.
THAT'S WHAT WE CALL TEACHER RESIDENCY.
>> [OVERLAPPING] WERE THEY PARENTS?
>> IN SOME CASES, THEY HAD GROUPS.
LIKE IF THEY HAD A DEGREE, THEY [INAUDIBLE] COMPLETE.
IF IT'S COURSEWORK OR A TEST [INAUDIBLE].
>> THERE'S CERTAIN [INAUDIBLE]?
OUR HOPE IS FOR THEM TO COMPLETE IT BY THE END OF THE SCHOOL YEAR.
THEIR COMMITMENT FORM IS AN ACADEMIC YEAR.
OBVIOUSLY, WE'LL CONTINUE TO WORK WITH THEM AND THEN JUST INCENTIVIZING COMPLETION OF THE PROGRAM BY MOVING THEM TO TEACHER PAY, AS WELL AS ANY STIPENDS THAT THEY MAY RECEIVE ONCE THEY ARE IDENTIFIED AS A CERTIFIED TEACHER.
>> WHAT'S THE PERCENTAGE OF THE NOMINAL YEAR?
>> I DO HAVE THE NUMBER AND I'LL GET YOU THE PERCENTAGE.
WE CURRENTLY HAVE 72, THAT IS ON A LATER SLIDE.
WE CURRENTLY HAVE 72 TEACHERS IN RESIDENCE, WHICH IS ON ONE OF OUR SLIDES FOR CELEBRATIONS BECAUSE WE FEEL LIKE THERE'S 72 VACANCIES THAT OTHERWISE MAY STILL EXIST.
SO 72 OF 1404, WHATEVER THAT IS.
>> [LAUGHTER] THE OTHER THING THAT YOU'VE HEARD US TALK ABOUT IS STAY MEETINGS.
THERE WAS A RESEARCH DONE BY TNTP, AND THE RESEARCH IS CALLED THE IRREPLACEABLES.
WHAT IT TALKS ABOUT IS THAT THERE ARE OTHER PEOPLE, NOT JUST TEACHERS; TEACHERS, PRINCIPALS, AIDES, THEY'RE JUST IRREPLACEABLE.
MEANING, IF YOU LOSE THEM, YOU'RE NOT GOING TO REPLACE.
IT'S GOING TO TAKE A SIGNIFICANT AMOUNT OF TIME TO REPLACE THEM.
WHAT THEY FOUND IS THAT THE IRREPLACEABLES WERE ACTUALLY LEAVING AT THE SAME RATE AS PEOPLE THAT WERE TOTALLY INEFFECTIVE AND IT WAS BECAUSE WE WERE TREATING
[01:25:04]
IRREPLACEABLES THE SAME WAY WE WERE TREATING FOLKS THAT WERE INEFFECTIVE.FOR EXAMPLE, LET'S SAY YOU WERE IRREPLACEABLE, KEITH WAS INEFFECTIVE, WE'LL TREAT YOU ALL THE SAME AND SO YOU NEVER KNOW YOU'RE IRREPLACEABLE.
NOBODY EVER TELLS YOU THAT YOU'RE DOING A GREAT JOB, YOU ARE OUTSTANDING, WE CAN'T LOSE YOU, NOBODY EVER SAYS THAT.
BECAUSE NOBODY EVER SAYS THAT, THEN YOU TAKE ANOTHER OPPORTUNITY, OR WHATEVER, YOU GET FRUSTRATED AND WHATEVER.
THE STAY MEETINGS, AND REALLY THE MEETINGS THE WAY WE DID IT LAST YEAR ACTUALLY, WAS WE HAD ALL PRINCIPALS START TO GO AROUND AND IDENTIFY THEIR IRREPLACEABLES AND HAVE CONVERSATIONS WITH THEM AND SAY, "YOU ARE IRREPLACEABLE.
WE WANT YOU HERE." WHAT WE FOUND OUT TOO IS THAT WE THOUGHT PEOPLE LEAVE FOR MONEY; WELL, MONEY IS NOT WHY PEOPLE LEAVE.
PEOPLE LEAVE BECAUSE THEY DON'T FEEL APPRECIATED, THEY DON'T FEEL SEEN, THEY DON'T FEEL RECOGNIZED, THEY DON'T FEEL HEARD, ALL THOSE OTHER THINGS.
THEN WE STARTED HAVING STAY MEETINGS. WE WANT YOU TO STAY.
WE'RE MEETING BECAUSE WE WANT YOU TO STAY.
THAT'S WHAT STAY MEETING WAS ABOUT.
WE ACTUALLY ASKED THESE FOUR PEOPLE, ONE YOU'RE GOING TO TALK ABOUT LATER, BUT THEY WERE BOTH ISSS, WHICH IS INSTRUCTIONAL SUPPORT SYSTEM.
ONE HAD ASPIRATIONS TO BE DIRECTOR OF BILINGUAL, THOSE SORT OF THINGS, BUT THEY HAD A SECRET OPPORTUNITY.
ONE HAD A JOB AT [INAUDIBLE] AND ONE HAD A JOB SOMEWHERE ELSE.
WE MET WITH THEM AND WE SAID, "WAIT, TELL US WHAT YOU WANT TO DO. WE WANT YOU TO STAY.
WE WILL FIGURE OUT HOW TO AT LEAST MAKE A PATHWAY TO GIVE YOU THAT OPPORTUNITY." THEY BOTH STAYED AND [INAUDIBLE], SO STAY MEETINGS APPROACH, THAT THEY WILL BE APPROACHED [INAUDIBLE].
>> WHERE IT'S BAD, DEFINITELY START WITH [INAUDIBLE].
>> [INAUDIBLE] SAY THAT THEY STAY.
MY QUESTION IS, DOES EVERY TEACHER HAVE A PATHWAY [INAUDIBLE] ADVANCE? DO WE KNOW THAT? DO WE KNOW THEIR ASPIRATIONS, DO WE KNOW WHAT THEIR AMBITIONS ARE? DO WE KNOW THIS?
>> NO. [LAUGHTER] [INAUDIBLE] WE DON'T BUT WE NEED TO.
WHAT WE'RE FINDING OUT IS WHEN WE CAN IDENTIFY WE HAVE TEACHERS WHO ARE PERFORMING, TEACHERS WHO ARE AVERAGE, THEY HAVE THE POTENTIAL TO PERFORM, AND TEACHERS THAT ARE SIMPLY NOT.
WE HAVE TO FIGURE OUT AND HAVE THOSE CONVERSATIONS WITH THOSE FOLKS THAT ARE IN THE MIDDLE OF THE ROW OR PERFORMING TO MAKE SURE WE KNOW WHERE THEY WANT TO GO.
THAT'S ANOTHER PART THEY NEED TO TALK ABOUT, WHAT'S YOUR CAREER ASPIRATIONS? WE WORK [INAUDIBLE]. [OVERLAPPING]
>> LOVE THAT. WE HAVE STARTED STATE MEETINGS EARLY THIS YEAR.
NOW THEY'LL HAVE FOUR OPPORTUNITIES THROUGHOUT THE YEAR FOR THOSE STATE MEETINGS WHERE WE PILOTED THAT LAST YEAR AT THE END OF THE YEAR.
I'M PLANNING TO DO SO EARLY ON.
DEFINITELY THAT'S A QUESTION THAT I WOULD LIKE TO LEVERAGE.
WHICH REALLY IS A GREAT SEGUE INTO RESPONDING BECAUSE AS DR. MCFARLAND STATED, WE DON'T HAVE THAT CURRENTLY.
BUT AS WE THINK ABOUT OUR RESPONSE TO COMPENSATION IN PARTICULAR, THAT IS A KEY STRATEGY FOR US IN THAT AREA.
AS WE LOOK AT OUR COMPENSATION PLAN AND OUR COMPENSATION PROCESSES ABOVE AND BEYOND A TEACHER'S BASE SALARY, WE HAVE A FEW THINGS IN PLACE AND WE HAVE GREAT OPPORTUNITIES AS IT RELATES TO THOSE CAREER PATHWAYS TO BUILD THE BOND.
KNOWING THAT WE STARTED SOME OF THOSE PROCESSES INITIALLY WITH ACE AND HARGRAVE THAT EXTENDED.
NOW WE HAVE SEVERAL TRANSFORMATION, THOW CAMPUSES, DAVID WALKER, WE HAVE MEADOWCREEK.
THE ONES NOT LISTED UP HERE IS MARY HARRIS'S.
WE'VE STARTED THOSE PROCESSES OF HOW THEY CAN RECEIVE ADDITIONAL PAY TO HAVE QUALITY EFFECTIVE TEACHERS, IF YOU WILL.
HIGHLY EFFECTIVE TEACHERS IN OUR CAMPUSES WITH THE GREATEST NEED IS REALLY WAS A STARTING POINT FOR US.
ADDITIONAL, ADDED THAT WE'VE RECENTLY LAUNCHED INTO BOARD, IF YOU REMEMBER, IS THE TEACHER INCENTIVE ALLOTMENT.
THE GOAL THERE BEING TO A TA PUSHED OUT PROJECT TO RECRUIT, RETAIN AND REWARD JUST HIGH QUALITY TEACHERS.
AGAIN, TO REMAIN AND STAY AND BE INCENTIVIZED TO TEACH IN THOSE CAMPUSES OF GREATEST NEED.
LAST YEAR WE'VE BEEN IN THE DATA COLLECTION PHASE.
PROBABLY YOU MAY BE ABLE TO ADD MORE TO THIS, MR. KEITH, YOU'D LIKE DAILY GETTING INFORMATION OF WHERE WE ARE WITH NUMBERS.
[01:30:06]
BUT ARE LOOKING TO SEE WHAT TEACHERS WOULD QUALIFY FOR DESIGNATIONS THROUGH THIS PROGRAM.WE WERE IN DATA COLLECTION PHASE FOR DAVID WALKER, HARGRAVE, MARY HARRIS, MEADOWCREEK CORNER, SH CROWLEY AND SUE CROUCH.
IN THE AREAS OF MATH AND READING K THROUGH FIVE.
THIS YEAR WE APPLIED TO EXPAND THAT.
THAT WILL BE EXPANDING AND PROVIDING THAT OPPORTUNITIES FOR TEACHERS AT ALL CAMPUSES OR K THROUGH 12 IN THE CORE AREAS.
WE RECOGNIZE THAT THIS DOES NOT INCLUDE, AT THIS TIME OUR ELECTIVE TEACHERS.
THIS PROGRAM DOES NOT ENCOMPASS ELECTED TEACHERS NOR OUR SPECIAL ED TEACHERS.
REALIZING THAT WE HAVE THINGS IN PLACE, BUT HOW DO WE AGAIN DEVELOP SOME TYPE OF STRATEGIC COMPENSATION STRATEGY THAT IS ABLE TO ENCOMPASS ALL THAT ARE CONTRIBUTING TO THE SUCCESS AND GROWTH OF OUR STUDENTS.
WE DO KNOW AS GRATEFUL AS WE ARE FOR THIS OPPORTUNITY WITH THE TEACHER INCENTIVE ALLOTMENT, THAT WE WANT TO CONTINUE TO EXPLORE WHAT IT MEANS FOR OTHERS.
ONE OF THE WAYS THAT WE FEEL LIKE WE CAN CONTINUE TO DO THAT IS THE CONVERSATIONS YOU WOULD JUST HAPPEN WITH CAREER PATHWAYS.
HOW DO WE IDENTIFY WHERE PEOPLE ARE AND WHERE THEY WANT TO GO, BUT ALSO INCENTIVIZE KEEPING THEM IN THE CLASSROOM? THAT TASKFORCE GROUP IS EXPLORING WHAT DOES IT LOOK LIKE TO BE AND THESE ARE JUST, AGAIN, IDEAS THAT THEY HAVE STARTED WITH A MASTER TEACHER, LEAD TEACHERS.
WE HAVE TEACHERS ON SPECIAL ASSIGNMENT.
SOME OF THESE AREAS COULD LOOK LIKE A TEACHER THAT MAYBE IS COMPENSATED WITH SOME TYPE OF STIPEND.
MAYBE I AM TEACHING TWO CLASS PERIODS A DAY SO I'M STILL GIVING MY INSTRUCTIONAL CAPACITY TO THE CHILDREN AND SHOWING GROWTH IN THOSE AREAS.
BUT I'M ALSO COACHING THREE CLASS PERIODS A DAY WITH TEACHERS AND PROVIDING THEM WITH THE SUPPORT TO GROW AND DEVELOP THEIR INSTRUCTIONAL CAPACITY SO THAT THEY CAN BETTER SERVE THE STUDENTS AS WELL.
OR MAYBE IT'S NOT A PERIOD BY PERIOD THING.
MAYBE IT IS A THREE DAYS A WEEK.
I OPERATE IN THIS CAPACITY IN TWO DAYS A WEEK.
I STILL GET THAT CAREER PATHWAY OF I WANT TO BE A TEACHER LEADER, OR I WANT TO GROW IN MY PROFESSION, BUT I ALSO LIKE BEING IN THE CLASSROOM.
THOSE ARE THE OPPORTUNITY AREAS FOR US TO CONSIDER.
THERE'S A TEAM THAT JUST MEETS AROUND STRATEGIC COMPENSATION AND SALARIES AND STIPENDS AND SOME OF THE THINGS AND HEARING AND SITTING IN ON THAT COMMITTEE WITH THEM, THIS IS THE STARTING POINT FOR THEM.
REALLY PUTTING SOME TEETH AROUND EACH OF THESE LEVELS OF A CAREER PATHWAY FOR OUR TEACHING STAFF, THE PILOT.
I'M HOPEFUL THAT THAT IS SOMETHING THAT YOU WILL BE SEEING IN SOME UPCOMING SPRING BOARD MEETINGS THAT WE'LL BE EXPLORING THAT WILL HAVE SOME IMPACT ON HOW WE MOVE WITHIN THE BUDGET TO DO IT.
>> [INAUDIBLE] THANK YOU FOR ANSWERING THAT QUESTION.
[INAUDIBLE]. MY QUESTION IS, I NOTICE THAT WE HAVE TEACHERS [INAUDIBLE].
IS THAT OVER TO THE ENTIRE DISTRICT OR ANY EMPLOYEE? HOW DO YOU GIVE THE WORD OUT TO OTHERS?
>> WE ACTUALLY JUST ADDED THAT COMPONENT DUE TO HEARING FEEDBACK FROM THE COMMUNITY AS WELL AND OBVIOUSLY OPENING OUR BEAUTIFUL NEW MULTIPURPOSE COMPLEX.
THAT LAUNCHED US INTO WHAT WOULD THAT LOOK LIKE.
WE HAVE POSTED SPECIFIC TO THAT POSITION AND WILL PROBABLY WILL BE POSTING OTHERS.
BY JUST LOGGING IN TO THE DISTRICT WEBSITE, THOSE POSITIONS AT THAT PARTICULAR FACILITY ARE CURRENTLY POSTED.
IT'S THE SAME PROCESS FOR ANYONE ELSE THAT WE WERE PULLING IN.
[01:35:01]
WE DO HAVE OUR DISTRICT EMPLOYEES, I DON'T WANT TOT SAY TAKE PRIORITY, BUT THEY DO FILL IN TO MANY OF THOSE SPOTS.BUT THEY ARE OPEN TO OTHERS TO APPLY FOR AS WELL.
OUR STUDENTS, WE'RE LOOKING AT OPPORTUNITIES THERE FOR THEM THAT ARE ELIGIBLE AND ABLE TO WORK DURING THAT TIME.
WE SET UP A TABLE THERE HERE RECENTLY AND SO THEY'RE ABLE TO APPLY FOR THOSE AS WELL.
>> LOOKING AT THESE CAREER PATHWAYS ARE WE NOT HEARING OF DISTRICTS WHO MAY [INAUDIBLE].
I'M ASKING BECAUSE I HAVE A FEW FRIENDS WHO'D LIKE TO BE INTERVENTIONISTS OR INSTRUCTIONAL SPECIALISTS BUT OUR CONVERSATION WAS COMPARABLE TO OTHER DISTRICTS AND SO THEY FELT LIKE [INAUDIBLE]
WE DEFINITELY WILL, LIKE I SAID, THE SALARY REVIEWS, WE JUST SUBMITTED DATA FOR THAT RECENTLY.
THAT WILL BE COMING BACK OUT SOON, BUT THAT IS SOMETHING THAT I'LL DEFINITELY TAKE TO THE GROUP TO EXPLORE AS WE DO WITH ALL OTHERS, AS WE'VE LOOKED AT STIPENDS, WHAT DID THEY DO THEM FOR STIPENDS HERE AND THERE.
WE DEFINITELY KEEP THAT ON THE RADAR.
I DO WANT TO BE CLEAR, THESE ARE NOT DESIGNED YET.
THAT FOCUS GROUP IS LOOKING TO DO SO AND THAT WILL BE VALUABLE INFORMATION AS THEY PRESENT BACK TO THE TEAM OF WHAT THAT COST STRUCTURE WOULD LOOK LIKE.
>> WHEN THEY ASKED ME ALL OF THESE POSITIONS WILL STILL IN SOME FORM OR FASHION, BEING A CLASSROOM TEACHER, PLUS WE APPARENTLY HAVE ISS, WHICH ARE NOT IN CLASSROOM WORKING WITH TEACHERS AND ALL THAT.
WHAT WE SEE IS THAT, WHEN WE'RE TYPICALLY DOING INCENTIVIZE LIKE CLASSROOM.
THE CHARGE IS WE WANT TO CREATE A WAY TO MAKE IT WORK WITH 70,000 TO 75,000 [NOISE] AND STILL BE ABLE TO TEACH [INAUDIBLE].
RIGHT NOW, THEY CAN LEAVE OUT OF THE CLASSROOM [INAUDIBLE].
>> I THOUGHT 50 PERCENT OF THE [INAUDIBLE].
THE DAY IN MY JOB WAS, COACHING, OBSERVING, PROVIDING THE FEEDBACK.
THEN THE TEACHER ON SPECIAL ASSIGNMENT SO THAT'S WHERE IT TIED IN TOGETHER.
THEN YOU HAVE LIKE A [INAUDIBLE] A PLACE TO DO THAT AND STILL BE IN THE FASHION.
BUT YOU'RE NOT CREATING [INAUDIBLE]
>> THANK YOU SO MUCH AS DEFINITELY PRIORITY IS TO KEEP THEM CLOSE, AS CLOSE TO THE CLASSROOM AS WE CAN AS WELL.
AGAIN, I PLACED THOSE THINGS ALSO, AS WE TALKED ABOUT OUR AREAS OF OPPORTUNITY.
THERE ARE SOME GREAT THINGS THAT ARE HAPPENING.
THERE ARE SOME GREAT THINGS THAT WE HAVE IN STORE AND IN OUR CONSIDERING.
THEN DEFINITELY I STILL THINK THAT IS CONTINUES TO BE AN AREA OF OPPORTUNITY THAT WE ARE DIGGING INTO CURRENTLY AND RESEARCHING HOW TO KEEP STRONG TEACHERS, EDUCATORS IN THE CLASSROOM, AS WELL AS THEY GROW YOUR OWN PROGRAMS. WE HAVE JUST STARTING FROM OUR STUDENTS, HOW DO WE DEVELOP OUR OWN INTERNALLY IN ORDER TO PUSH OUR OWN STUDENTS THAT MATCH SO GOOD.
WE'VE TALKED EARLIER ABOUT OUR RETENTION STRATEGY AND OUR RECRUITING STRATEGY, AND PUTTING INDIVIDUALS IN FRONT OF THE KIDS THAT LOOK LIKE THEM.
THIS IS A BIG STRATEGY FOR US IS TO GROW OUR OWN.
BECAUSE WHEN YOU BORN IN CROWLEY OR LIVING CROWLEY AND HAVE COME THROUGH THE CROWLEY SYSTEM AND YOU'RE ABLE TO COME BACK AND TEACH IN CROWLEY.
HOW POWERFUL IS THAT FOR KIDS ACROSS THE TABLE FOR ME TO KNOW, YOU AND MY DAD WENT TO SCHOOL TOGETHER.
YOU KNOW I'LL PUT SO, THAT IS A GREAT AREA OF OPPORTUNITIES.
WE DO HAVE OUR STUDENTS THAT WHEN THEY ARE IN THE EDUCATION PATHWAY, THEY DO GET A CONTRACT, WHEN THEY LEAVE HERE AND WE HAVE OUR FIRST COHORT THAT SHOULD BE COMING OUT SOON AND SO WE'RE RECONNECTING, TRY TO FIND THOSE STUDENTS.
[01:40:02]
WHERE ARE YOU? WHAT SCHOOL ARE YOU ADD? ARE YOU GETTING READY TO GRADUATE? AND WHEN WE GAVE YOUR CONTRACT, WE MEANT WE GAVE YOU A CONTRACT.HOW CAN WE WORK WITH THEM AND THE UNIVERSITY THAT THEY ATTEND TO MAKE SURE THAT THEY MATRICULATE APPROPRIATELY AND ARE ABLE TO COME BACK TO THIS.
THE SAME THING WHAT ARE T CLASS PROFESSIONAL.
THAT IS A GRANT THAT WE CURRENTLY OFFER THAT WE HAVE SIX PAIR OF PROFESSIONALS THAT ARE IN ESSENCE ARE ABLE TO GO BACK TO SCHOOL FREE OF COST.
SOME OF THEM ALREADY HAD HOURS AND THEY JUST NEEDED A TEACHER CERTIFICATION.
THERE ARE THREE OF THOSE AND WE HAVE THREE THAT NEEDED BOTH.
THAT WE HAVE PARTNERED WITH TEXAS A&M COMMERCE AND THEY ARE FINISHING UP THEIR TEACHING MODULES WHILE ALSO WORKING IN OUR FRONT OFFICES AND OTHER ROLES IN THE DISTRICT TO GO BACK AND GET NOT ONLY THEIR DEGREE, BUT THEN THEY'LL ALSO FOLLOW THAT UP AND GET THEIR TEACHING CERTIFICATION.
WE EXPECT THAT THOSE GROUP WE ARE MS. GENGHIS CONNECTS WITH THEM FREQUENTLY.
I THINK THEY PROBABLY HAVE HER ON SPEED DIAL JUST TO CHECK IN AND MAKE SURE HOW YOU PROGRESSING, AND BALANCING EVERYTHING.
WE ANTICIPATE THAT THOSE SIX EMPLOYEES WILL BE TEACHERS FOR US BY THE 23RD, 24TH SCHOOL YEAR.
THEY ARE ON TRACK RIGHT NOW TO DO SO AND SOME OF THEM WILL BE DONE BEFORE THEN.
WE'VE GONE FROM STUDENTS TO PAIR PROFESSIONALS, TO OUR TEACHERS AND RESIDENTS THAT DR. MCFARLAND MENTIONED.
I WON'T GO INTO ALL THE DETAILS AROUND THAT GROUP.
BUT THAT IS OUR TEACHER PIPELINE, OUR TEACHER GROW YOUR OWN.
WE'RE BRINGING THESE INDIVIDUALS IN TO CROWLEY.
THIS IS THEIR FIRST EXPERIENCE.
WE WANT THIS TO BE THEIR LAST SIX.
[NOISE] WE'RE INTENTIONAL ABOUT WHAT WE OFFER WHILE THEY'RE HERE TO GROW THEM AS UP AND COMING STUDENT TEACHERS IN THAT SENSE.
THEN OUR FINAL GROW YOUR OWN STRATEGY IS JUST OUR NEXT LEVEL OF LEADERSHIP.
HOW ARE OUR LEADERSHIP DEPARTMENT PROVIDING OPPORTUNITIES FOR TEACHERS WHO NOW WANT TO GO TO THAT NEXT LEVEL, MAYBE BE ADMINISTRATORS OR PRINCIPALS OR CENTRAL OFFICE LEVEL LEADERS AS WELL.
THEN JUST THE, THE BARRIERS THAT WE'VE REALLY KIND OF TALK THROUGH TONIGHT AS WE'RE TALKING THROUGH.
SOME OF THESE THINGS IS SUSTAINABILITY.
MANY OF THESE PIECES THAT WE ALREADY HAVE IN PLACE OR ARE EXPLORING OR BECAUSE OF GRANT OPPORTUNITIES BROUGHT FORWARD BY OUR AMAZING CRYSTAL POKE IN THOSE INDIVIDUALS THERE THAT WE'RE ABLE TO GET GRANTS TO FUND A LOT OF THIS ALONG THE WAY.
BUT HOW DO WE MOVE FORWARD IN A WAY THAT WE CAN THEN TAKE THESE SAME PROGRAMS AND SCALE THEM FOR OTHER CONTENT AREAS AND SCALE THEM FOR OTHER CAMPUSES IN A WAY THAT IS SUSTAINED IN OUR BUDGET AS WELL.
THEN FINALLY, WE'RE JUST WANT TO LEAVE YOU WITH A FEW POINTS OF PRIDE.
THE GREAT THINGS THAT ARE HAPPENING IN THE DEPARTMENT THIS YEAR WE ONBOARDED AS A RESULT OF JUST AGAIN, THIS AMAZING TEAM HERE AND RESPONDING TO NEEDS.
IT INITIALLY STARTED WITH A NEED CALL.
COVID MADE US DO IT AND MORE INTO THIS WAS REALLY EFFICIENT AND WE GOT FEEDBACK FROM THAT SURVEY THAT PEOPLE APPRECIATED NOT HAVING TO COME IN AND GET OUT THE CAR, ONBOARD, FILL OUT PAPERWORK, GO DOWN THE HALL.
ALL OF THOSE ARE ONBOARDING PROCESS.
WE TOOK IT TO THE STREET OUT THERE THIS YEAR AND THEY COULD DO DRIVE THROUGH ONBOARDING AND THEY ONBOARDED THE ENTIRE PROCESS THROUGH THE DRIVE-THROUGH.
IN MANY CASES THAT THEY HAD EVERYTHING THEY COULD ALMOST LEAVE HERE, STOP BY TECHNOLOGY AND STARTING THE CLASSROOM.
WE ONBOARDING ABOUT 329 INDIVIDUALS SINCE THE END OF THE YEAR IN OUR DRIVE-THROUGH PROCESS.
WE'VE TALKED ABOUT OUR TEACHER IN RESIDENCE PROGRAMS. I SAID 70-77 CURRENTLY AND WE DEFINITELY THINK THAT IS A POINT OF PRIDE IS THAT IS 77 VACANCIES WE WERE ABLE TO FIELD THROUGH THAT PROJECT.
THEN OUR 85 STUDENTS THAT WE SERVE IN OUR CHILD DEVELOPMENT CENTER.
IF YOU REMEMBER, THE PRESENTATION, OUR CHILD DEVELOPMENT CENTER THIS YEAR WAS RECOGNIZED AS A MACY ACCREDITED CAMPUS.
THAT IS OUR NATIONAL ASSOCIATION OF EDUCATING YOUTH, EDUCATING YOUNG CHILDREN.
[01:45:04]
OUR DAVID WALKER CANVAS CAME ON BOARD THIS YEAR.WE ADDED AN ADDITIONAL CHILD DEVELOPMENT CENTER AND WE'RE HOPING THAT THEY TOO WILL BE IN AC ACCREDITED CAMPUS AND THE NEXT TWO YEARS.
BUT CURRENTLY WE'RE VERY PROUD TO ANNOUNCE THAT OUR OUR JACKIE CARDIN LOCATION IS ONE OF VERY FEW CHILDCARE CENTERS IN THE NATION THAT CAN SAY THAT THEY ARE ACCREDITED AND GLAD TO SEE THAT THOSE STUDENTS THAT ARE BEING SERVED IN THAT CAPACITY.
ALSO, WE ADDED THE HEALTH FAMILY CARE CENTER.
WE ADDED A NEW LOCATION THIS YEAR.
I'LL TALK ABOUT JUST ADDED BENEFITS AND HOW WE CONTINUE TO ATTEMPT TO RETAIN EMPLOYEES AND PROVIDE THEM THOSE ADDITIONAL EXTRAS.
WE DID ADD ANOTHER LOCATION THAT IS A LITTLE CLOSER INTO CAMPUSES ON THIS SIDE OF THE DISTRICT, RIGHT BEHIND THAT SUMMER CREEK, THAT WHOLE LITTLE AREA THAT IS BLOOMED OVER THERE.
THEN A 13 MONTH PAYCHECK CYCLE, WHICH WAS A HUGE ADDED BENEFIT FOR THE FOR THE DISTRICT.
THIS REALLY JUST MEANS THOSE INDIVIDUALS, WHEN YOU COME INTO A DISTRICT, AND TYPICALLY YOU START IN, [LAUGHTER] YOU DON'T GET A PAYCHECK TOO [OVERLAPPING] WITH THE 13 MONTH PAYCHECK CYCLE ARE INDIVIDUALS THAT CAME IN AT THE BEGINNING OF AUGUST, RECEIVED THEIR FIRST PAYCHECK AUGUST 20TH.
THAT WAS A GREAT BENEFIT AT THE REQUEST OF A LOT OF WHAT WE SAW IN SOME OF THE EXIT SURVEYS.
THEN FINALLY JUST COMING SOON IS PARTS PLUS WE'RE CONTINUING TO LOOK FOR BUSINESSES, COMPANIES, AND INDIVIDUALS THAT PROVIDE PARKS TO CROWLEY ISD, FAMILIES AND EMPLOYEES AND PLAN THE PACKAGE THAT ENROLL THAT OUT VERY SOON.
NEXT STEPS IS ALL OF THIS CAN BE FOUND AS I'VE MENTIONED, THE TASK FORCE AND THERE YOU'LL SEE JUST A MIXTURE OF TEACHERS, INDIVIDUALS FROM THE CENTRAL OFFICE PROFESSIONAL DEVELOPMENT DEPARTMENT AS WELL THAT ARE WORKING TOWARD ALL OF THIS AND WORKING TOWARDS LOOKING AT THE DATA AND HOW WE MANAGE AND PUT IT FORWARD MANY OF THE NOTES I TOOK TONIGHT WILL BE TAKEN BACK TO THAT TEAM AS WE WORK TO DEVELOP A TWO-YEAR PLAN TO REALLY DIG DOWN INTO COMPENSATION AND OPPORTUNITIES FOR THE DISTRICT.
I AM DEFINITELY OPEN TO ANY ADDITIONAL QUESTIONS THAT YOU MAY HAVE THIS EVENING MYSELF FOR THIS TEAM, THAT ACTUALLY IS THE ONE THAT MAKES IT HAPPEN.
>> I'M EXCITED ABOUT THE FIRST PROGRAM.
>> WE'LL LEAVE IT ON THAT SCREEN THEN FOR [NOISE]
>> THAT'S STARTED LIKE THESE OTHER THROUGH THEIR [INAUDIBLE] CELLPHONE BILL [INAUDIBLE]
>> [INAUDIBLE] TRULY PROUD OF YOUR ACHIEVERS.
>> WE AFFECTIONALLY CALL OURSELVES THE DREAM TEAM.
[LAUGHTER] A LITTLE BIT SELF-SERVING [LAUGHTER]
>> I THINK HAVE DONE A GREAT JOB.
>> I THINK THIS KIND OF [INAUDIBLE] YES I HAVE BEEN HERE IS 25 YEARS SO YEAH.
>> I GO TO DIFFERENT NIGHT FOR YOU.
PROBABLY DON'T BELIEVE [LAUGHTER] THANK YOU FOR TAKING TIME OUT OF YOUR BUSY SCHEDULE FOR JOINING WITH DR. BARRY AND MAKING SURE THAT WE GOT THE INFORMATION THAT WE'RE LOOKING FOR AND IN SOME CASES JUST BRAND NEW INFORMATION THAT WE WEREN'T AWARE OF.
VERY INFORMATIVE, VERY THOROUGH AND SO WE LOOK FORWARD TO SEEING THE INITIAL INFORMATION COME FORWARD.
>> AWESOME. THANKS TEAM. [APPLAUSE]
[01:50:09]
[LAUGHTER] THANK YOU. AT THIS TIME, WE'LL MOVE TO AGENDA ITEM 5.2, THIS WAS PROGRESS UPDATE OF THE FACILITY [INAUDIBLE]. [BACKGROUND]>> THANK YOU, DR. CARLIN, MADAM PRESIDENT, MEMBERS OF THE BOARD.
THIS IS A BRIEF UPDATE ON WHERE WE ARE WITH OUR FACILITY PLANNING COMMITTEE.
BEFORE WE GET INTO WHERE WE ARE, I JUST WANT TO SHOW YOU SOME PICTURES ON THE SCREEN AND GIVE YOU A SECOND TO LET THESE SOAK IN.
THIS IS A ROOM FILLED WITH PEOPLE WHO LOVE CROWLEY ISD STUDENTS AND CARE ABOUT THEIR FUTURE.
IT'S MADE UP OF CURRENT EDUCATORS, RETIRED EDUCATORS, PARENTS, COMMUNITY MEMBERS.
PEOPLE WITH STUDENTS AND THIS WILL BE WITHOUT STUDENTS IN THE SCHOOL, STUDENTS WHO ARE IN OUR SCHOOLS.
FORMER TRUSTEES ON THE TOP RIGHT AND THE WHITE BOARD TRUSTEE, MR. RYAN BRIAN FOR BECAUSE HE'S ALSO ON THERE, BUT IT'S A ROOM FULL OF PEOPLE WHO LOVE CROWLEY ISD STUDENTS AND CARE ABOUT THEIR FUTURE.
I WANT TO THANK YOU ALL BOARD.
YOU ALL TAKE A ROLL AND ASSIMILATE THIS GROUP SUBMITTING THESE NAMES AND ASKING THEM TO SERVE BECAUSE THE COMMITTEE IS A SIGNIFICANT COMMITMENT OF TIME.
A LOT OF HEAT MEANS TO GO THROUGH THIS PROCESS.
AND SO TONIGHT WE JUST WANTED TO LET YOU KNOW WHERE WE ARE WITH THAT GROUP BUT ALSO THANK YOU FOR HELPING US TO BUILD A PHENOMENAL COMMITTEE BECAUSE THEY ARE DOING SOME GREAT WORK IN A VERY SHORT AMOUNT OF TIME.
SO THIS IS THE PROGRESS UPDATE.
YOU ALL REMEMBER, NOT EVEN A MONTH AGO, WE WERE SITTING IN THIS ROOM, IN THIS SET UP AND MISS JUDY ROMODO FROM PRESTON WAS HERE TALKING ABOUT THE PROCESS THAT NOW YOU ALSO HELPED US REVIEW THE COMMITTEE MEMBER LIST AND GETS A FEW LAST MINUTE INVITATIONS SENT OUT AND THOSE FOLKS SAID YES.
THANK YOU. YOU ALSO HELP US DEVELOP THE CHARGE TO THE COMMITTEE THAT CAME FROM THE BOARD OF TRUSTEES HAS HELPED US IN OUR COURSE MEETING, REALLY GIVES US THE VISION OF WHY THEY WERE THERE AND THE WORK THAT THEY HELPED PROGRESS.
WE DIDN'T HAVE OUR FIRST READING 12 DAYS LATER ON SEPTEMBER 27TH.
AS YOU CAN PROBABLY TELL, THOSE MEETINGS WERE HELD WITH THE LARGE JOHNSON CTE CENTER.
WE SPENT MEETING NUMBER ONE, GOING THROUGH THE PROCESS WITH THEM.
WE ALSO TALKED ABOUT PREVIOUS BOND PROJECTS THAT WE'VE COMPLETED AND WE'LL GET A CHANCE TO PROVIDE THOSE IN A SECOND.
BUT STILL LET THEM KNOW THE WORK THAT'S BEEN DONE.
AND IF YOU'VE BEEN IN CROWLEY ISD FOR A LONG AMOUNT OF TIME, A SHORT AMOUNT OF TIME.
I THINK IT'S EASY TO FORGET ALL THE WORKERS HAVE THE FACILITIES SINCE THE LAST 07 BONDS.
AND ALSO SOMETHING WE DID WAS PROVIDE A SCHOOL FINANCE ONE-ON-ONE.
WE ALL KNOW HOW COMPLICATED THAT CAN BE.
WE KNOW THAT OUR CFO WAS STACY ADRIAN, IS TO PROVIDE REPORTS TO REALLY MAKE THAT AS EASY AS TO UNDERSTAND AS POSSIBLE FOR US.
BUT WE KNOW IT'S A CONTINUOUS FIGURE TO EDUCATED ON AND LEARN ABOUT A LOT OF THE PEOPLE ON OUR COMMITTEE THIS IS THE FIRST TIME THEY'VE HEARD ABOUT M&O AND I&S AND HOW BONDS WORK.
AND SO REALLY JUST AN EDUCATED ON PROCESS BECAUSE THESE ARE THE INDIVIDUALS WHO ARE HEALTH EDUCATOR COMMUNITY ABOUT HOW SCHOOL FINANCE WORKS IN SCHOOL BONDS.
GOING BACK TO THIS PICTURE, WE'RE RIGHT AT 50 COMMITTEE MEMBERS.
THOSE ARE GREAT AS A VERY LARGE DIVERSE GROUP.
WE ARE SPLITTING THE TABLES AT OUR MEETINGS AND EACH NIGHT THEY HAVE THE SAME TABLE.
AND THERE'S A TABLE FACILITATOR SO THAT WE'RE SITTING IN THIS ROOM.
THEY'RE DISTRICT LEVEL OR CAMPUS LEVEL LEADERS WHO RUN FACILITY THAT GUIDE THE CONVERSATION AND CLUB QUESTIONS.
AFTER EVERY MEETING, OUR FACILITATORS MEETS WITH DR. MCFARLAND AND DISTRICT LEVEL LEADERSHIP TO DEBRIEF OF WHAT HAPPENED LIKE BEFORE WITH THE TAKEAWAYS WORKS AND THE QUESTIONS WERE SOME MISUNDERSTANDINGS.
TABLES HAVE AN OPPORTUNITY TO SUBMIT QUESTIONS IN WRITING OUR TEAM THAT GOES AND REVIEWS ALL OF THOSE QUESTIONS AND ANSWERS.
AND TO THE BEST OF OUR ABILITY, IT RISES BACK TO THE COMMITTEE DOESN'T WANT TO BE ABLE TO BE HONEST, TRANSPARENT, AND FORTHCOMING WITH ALL THIS INFORMATION AS POSSIBLE.
SO THAT HAPPENS AFTER EVERY MEETING AND THEN JUST LAST WEEK ON THE 4TH THEY HAD ANY MEETING NUMBER TWO, AND DR. MCFARLAND WAS ABLE TO SHARE THE STATE, THE DISTRICT.
I KNOW IN THESE MEETINGS WE GET TO HEAR THOSE HIGHLIGHTS ALL THE TIME.
BUT FOR THIS GROUP OF INDIVIDUALS, FOR SOME OF THEM, IT'S THE FIRST TIME THEY'VE SEEN SOME RESULTS.
AND SO IT WAS REALLY EXCITING FOR THEM TO SEE THE PROGRESS AND THE ACADEMIC GROWTH THAT'S HAPPENING IN OLDER SCHOOLS AND TO SEE HOW WE ARE WILLING OR WASTING TOP OF TERROR COUNTY.
THEY ALSO HAD THE OPPORTUNITY TO HEAR FROM FRENCH ALEXANDER, OUR DEMOGRAPHER.
THESE ARE RESIDENTS AND PEOPLE THAT ARE FAMILIAR WITH THE GROWTH IN CROWLEY.
BUT WHEN THEY SELL THOSE PROJECTIONS MIGHT CAUSE THEIR EYES.
BUT IT ISN'T LIKE, WOW, WE'VE GOT TO DO SOMETHING NOW.
THAT SENSE OF URGENCY IS THERE.
FROM LAUREN BROWN AND THE TEAM HAD BEEN OKAY AND MR. REAVES HAD A FACILITY ASSESSMENT AND YOU'VE ALL KNOW THAT'S SOMETHING WE WENT THROUGH AT OUR LAST STUDY SESSION WHERE WE'RE SOLVING AGE OF THE BUILDING, SQUARE FOOTAGE, THE CAPACITIES,
[01:55:03]
THE EDUCATIONAL ADEQUACY SCORES, SHARING THAT INFORMATION WITH THIS COMMITTEE THAT YOU ALL SAW ABOUT A MONTH AGO.I MENTIONED THOSE DEBRIEFS THAT WE HAVE AND ANSWERED ALL THE QUESTIONS THERE.
ONE THING WE REALIZED AFTER THAT FIRST MEETING, THERE'S A LOT OF INFORMATION TO DRINKING FROM A FIRE FIGHTERS.
WE NOTICED FROM THE QUESTIONS THAT THERE WERE SOME COMMON THEMES, THEY WERE RISING TO THE TOP AND WE REALLY FELT LIKE WE NEEDED THE ANSWER.
WE DECIDED TO START DOING A LITTLE ONE-PAGER AFTER THE FACT.
I GAVE YOU ALL A COPY OF THIS IN YOUR SPOTS.
THE HIGH LEVEL THINGS THAT WE WANTED THEM TO TAKE AWAY FROM THAT MEETING. WHAT IS THE SCHOOL VAN? THIS LITTLE PLOT TALKS ABOUT ABOUT HOW WE'VE BEEN ABLE TO SAVE TAXPAYERS BY SECURING LOWER INTEREST RATES THROUGH REFUND NEEDS.
THEN JUST THIS LIST OF THE BOND PROJECTS COMPLETED SINCE THOSE SEVEN BOND WAS PASSED.
WE WENT INTO DEPTH DETAIL WITH THESE IN OUR PRESENTATION.
BUT AN OPPORTUNITY SEEN ON WHITE PAGE OF LIKE, WOW, LOOK AT SCHOOL AFTER SCHOOL AFTER FACILITY AFTER FACILITY.
JUST MADE POSSIBLE BECAUSE ONE, THE VOTERS APPROVED THE BOND IN 2007.
BUT THEN OUR BOARD AND OUR LEADERSHIP WAS ABLE TO MAKE THESE PROJECTS HAPPEN.
AND A LOT OF THESE HAVE HAPPENED IN VERY RECENT YEARS.
THANK YOU BOARD FOR HELPING TO SEE THESE THROUGH.
WE'LL DO THESE ONE-PAGE AFTER EVERY MEETING AND ALSO THOSE SUMMARIES WE SENT OUT TO THE COMMITTEE WILL BE POSTED ON OUR WEBSITE AND ALSO THE QUESTIONS THAT WE'RE ANSWERING AND ALSO WE'RE SHARING THAT INFORMATION WITH THE BOARD SO YOU CAN BE INVOLVED IN UNDERSTANDING WHAT'S GOING ON.
THAT'S WHAT HAS HAPPENED IN THE PAST MONTH.
THIS IS WHAT'S STILL A PROBLEM WITH THE COMMITTEE.
WE'RE GOING TO BE ALL OVER THE DISTRICT.
WE'RE DOING A DISTRICT FACILITY TOUR.
WE'VE RUN A CHARTER BUS, WE'RE GOING TO TAKE ALL THE COMMITTEE MEMBERS.
WE'RE GOING TO GO TO TWO ELEMENTARY SCHOOLS, TWO MIDDLE SCHOOLS, AND TWO HIGH SCHOOL, WE'RE ALSO GOING TO GO DRIVE BY A COUPLE OF PLACES THAT ARE FAST GROWTH AREAS, DRIVE BY THE NEW CENTRAL ADMINISTRATION.
CHECK OUT THE COMMUNITY ROOM AT THE MIDDLE OF A STADIUM.
LET THEM SEE WHAT ARE OUR CURRENT FACILITIES, WHAT THEY WOULD LIKE IN-PERSON AT THE SYSTEM.
THE REASON WHY PEOPLE HAVE NOT BEEN IN OUR SCHOOLS IN A LONG TIME.
WHAT SOME OF OUR NEWER FACILITIES ARE LIKE AND TALK ABOUT SOME OF OUR OLDER FACILITIES ARE LIKE LIKE AND WHAT ARE SOME NEEDS THAT ARE MAYBE ACROSS THE DISTRICT IF THERE WERE A BOND PACKAGE IN SCHOOL ACROSS THE DISTRICT.
WHAT NEEDS TO BE SERVED WITH THEM.
THAT'LL BE A PAC DAY OF TOURING.
THEN ON NOVEMBER 15TH, WE'LL COME BACK TOGETHER FOR MEETING NUMBER 4.
THAT'S WHEN WE'RE GOING TO START LOOKING AT THE MASTER FACILITY PLAN THAT OUR CPAC COMMITTEE WORKS ON AND ALSO THE PROJECT PRIORITIES.
IT WILL SHOW THE PRIORITIES THAT AS THE DISTRICT AND THE THERAPIES ARE ALREADY 1, 2 AND 3 BASED ON THE NEEDS AT THE TIME TO REVIEW THAT WITH THE COMMITTEE.
THEN THEY'RE BACK IN DECEMBER FOR MEETING NUMBER 5, AND THEY WILL HEAR FROM OUR FINANCIAL ADVISOR, JEFF ROBERT, FAMILIAR NAME FOR YOU ALL, BY JUST TALKING ABOUT A POSSIBLE BOND ELECTION AND BOND POTASSIUM BASED ON OUR TAX BASE AND WITH AUTONOMY.
THEN WE'LL START ACTUALLY ALL THOSE TABLE GROUPS HAVE BEEN WORKING TOGETHER THE WHOLE TIME.
WE'LL START DOING MOCK VOTES BASED ON PRIORITIES THAT THEY'VE SEEN, THAT PROCESS STARTED AND WE'LL SEE WHERE THINGS ARE.
WE HAVE THE MONTH OF JANUARY TO FINALIZE EVERYTHING.
MEETING NUMBER SIX OR START WORKING ON THE DELIBERATION AND CONSENSUS PROCESS.
THAT'S WHAT WE USE FOR MOTTO INTRINSIC GROUP, THEY'RE EXPERTS AT IS BUILDING CONSENSUS WITH THE DIFFERENT TABLE GROUPS.
THEN THAT'S WHAT WE'LL START DESIGNING A POSSIBLE BOND PROPOSAL.
LOOK AT WHY DIDN'T BRING TO THE BOARD OF TRUSTEES FOR CONSIDERATION.
BY JANUARY 17, YOU AS A BOARD, WILL HAVE AN OPPORTUNITY TO SEE THAT PROPOSED LAWS PACKAGE AND I WANT TO EMPHASIZE THE WORD PROPOSED.
THIS IS BASED ON THE COMMITTEE'S RECOMMENDATIONS AND THE CONSENSUS THAT WAS FORMED TO THAT, YOU'LL HAVE AN OPPORTUNITY.
AND THEN AT THE JANUARY 26TH BOARD MEETING, THE BOARD WILL HAVE AN OPPORTUNITY TO REVIEW THAT, MAKE ANY MODIFICATIONS OR ADDITIONS, ASK QUESTIONS, THE COMMITTEE MEMBERS MAY HEAR THAT NOW.
WE WANT YOU TO HEAR FROM THEM.
NOW JUST TELL US ABOUT THE PROCESS AND WHY THEY PUT ITEMS IN THERE THAT THEY DID FOR A POSSIBLE BOND PACKAGE.
AND I SAID YOU CAN MAKE ADDITIONS OR MODIFICATIONS OR EDITS TO THAT AND THEN HAVE AN OPPORTUNITY IF THE BOARD SO CHOOSES TO CALL A BOND ELECTION THAT YEAR.
I KNOW THAT'S A LOT OF INFORMATION, THERE'S A LOT OF WORK GOING ON.
I JUST WANT TO THANK YOU ALL FOR MAKING RECOMMENDATIONS AND SHOUT OUT TO THE COMMITTEE MEMBERS, OUR TABLE FACILITATORS.
REALLY, THIS IS A TEAM EFFORT ACROSS THE BOARD.
I'LL ANSWER ANY QUESTIONS ABOUT TO OPEN THE COMMITTEE.
>> GOOD STUFF. ONE NOTE, I'LL SAY I WAS AT THE CHURCH LAST NIGHT AND ONE OF THE MEMBERS AT THE COMMITTEE MENTIONED TO ME, SHE SAID, WHAT WE'VE LEARNED AND I GUESS THE LAST MEETING DAY.
[02:00:01]
SHE SAID, WHAT WE'VE LEARNED AND EVERYBODY NEEDS TO KNOW WHAT'S GOING ON.THIS IS TOO INCREDIBLE TO NOT KNOW ABOUT THIS.
IT WAS A POWERFUL WEEK, [LAUGHTER] WHATEVER WAS DESCRIBED BUT SHE WAS LIKING IT, SHE'S REALLY EXCITED WITH WHAT THIS SAYING.
THAT WAS FEEDBACK [INAUDIBLE] LAST MONTH.
ONE QUESTION I HAVE IS AS WE GET INFORMATION ABOUT POSSIBLE ADDITIONS TO THE BEAUMONT, HOW DO WE RELATE THAT? FOR INSTANCE, IT'S BEEN SHARED WITH ME QUITE A BIT OVER THE LAST SEVERAL WEEKS ABOUT [NOISE] NEEDS OF OUR BAND, IT'S JUST ONE EXAMPLE AND WE'RE A DISTRICT THAT [INAUDIBLE] [NOISE] IF GET INPUT LIKE THAT WE KNOW IT MAY NOT BE PART OF THAT.
BUT HOW DO WE BRING THOSE THINGS? ULTIMATELY, IT SERVES OUR STUDENTS, THE BEAUMONT [INAUDIBLE] STUDENTS, HOW TO BRING THAT TO YOUR ATTENTION?
>> ONE OF THE THINGS IS THAT WE DON'T HAVE ENOUGH TOOLS.
IF WE DON'T HAVE ENOUGH TOOLS AS WE PROCESS TO ADD ANY PROJECT OR ANY ITEM TO THE MIX FOR CONSIDERATION, FOR SURE.
THEN AT THE END OF THE DAY, ONCE THE COMMITTEE IS GOOD WITH THAT ONE, COMMITTEE SIMPLY MAKES THE RECOMMENDATION TO THE BOARD.
THE BOARD YOU'LL HAVE THE AUTHORITY TO ADD IT OR TO TAKE OUT ANYTHING THAT YOU FEEL BASED ON INFORMATION YOU HAVE.
YOU CAN ADD ANYTHING IN HERE, OR YOU CAN REMOVE ANYTHING YOU FEEL LIKE [INAUDIBLE] YOU HAVE THAT POWER OF AUTHORITY.
THE COMMITTEE ONLY MAKES RECOMMENDATIONS.
ONE OF THE THINGS THAT AS WE LOOK AROUND AND AS YOU ALL COME UP WITH YOUR IDEAS [INAUDIBLE] THEN YOU'LL DEFINITELY SEND ME AN EMAIL OR YOU CAN ALSO COME TO THE COMMITTEE AND YOU CAN ALSO BE A PART OF THE COMMITTEE AS LONG AS WE KNOW THAT YOU'RE COMING AND AS LONG AS THERE'S NOT A QUORUM WITH [INAUDIBLE] YOU'RE WELCOME TO COME TO ANY ONE OF THE MEETINGS.
JUST LET THIS ON TOP A LOAD AND WE WILL ARRANGE THAT.
BUT THERE ARE SOME THINGS THAT THEY PROBABLY ARE NOT AWARE OF, THAT'S THE THING.
WE'RE ONLY LOOKING AT THE COMMITTEE FACILITIES AND THINGS LIKE THAT.
THERE ARE SOME OTHER THINGS THAT YOU ALL ARE AWARE OF.
WE'VE TALKED ABOUT WHETHER IT BE TRANSPORTATION, WHETHER IT'S THE [NOISE] TRUCKS OR THE 18-WHEELERS FOR THE BASKETBALL TEAM, FOR THE BAND.
WHAT THEY'RE SUPPOSED TO BE, BUT THEY ARE JUST SIMPLY NOT AWARE OF.
WE KNOW WE'LL HAVE THE OPTIONS TO ADD [INAUDIBLE].
>> [NOISE] OUT OF THOSE TWO MEETINGS THAT YOU HAD, AND UNFORTUNATELY [INAUDIBLE] BUT OUT OF THOSE TWO MEETINGS WHICH LOOK FANTASTIC.
WAS THERE SOMETHING THAT WE HAVEN'T THOUGHT OF OR ANYTHING LIKE THAT THEN?
>> I THINK THE ONE THAT I ATTENDED, [NOISE] THE SECOND ONE THAT I ATTENDED IN PERSON.
ONE THING THAT WAS OBVIOUS IS, IN THE ROOM EVERYBODY WAS SAYING, WE STARTED TODAY BY WHICH THEY WERE BEHIND THE COMMITTEE TO SAY, HEY, WE'RE ALREADY BEHIND.
I LEARNED THAT IT WAS CLEAR, THAT MEANS IS ALL THE DATA THEY SAW THE GROWTH OF YOUR LIFE.
>>I WOULD SAY FOR ME, FROM MEETING NUMBER 1, LIKE I SAID, SCHOOL FINANCE OBVIOUSLY IS VERY COMPLICATED AND WE'RE CONSTANTLY LEARNING ABOUT IN THIS ROOM.
BUT I FORGET HOW PRIVILEGED WE ARE TO HAVE THAT INFORMATION AND HAVE THAT CONSTANT REMINDER OF THAT AND JUST THE EDUCATION THAT'S GOING TO BE REQUIRED WHEN IT COMES TO WHAT DOES IT BOND AND WHY DO WE NEED THEM, HOW THEY WORK BECAUSE PROBABLY I SEE HASN'T HAD A BOND ELECTION SINCE THEIR CITY BONDS AND OTHER BONDS, BUT IT'S BEEN A LONG TIME.
THIS GROUP OF VERY EDUCATED INDIVIDUALS IN THIS ROOM, THERE'S A LOT THEY DIDN'T KNOW YET ABOUT [INAUDIBLE], REALIZING THAT THE REPRESENTATIVE OBSERVER PRESENTATION OF OUR COMMUNITY, AND THERE'S GOING TO BE A LOT OF WORK WE NEED TO DO, EDUCATE OUR COMMUNITY ABOUT THAT. [OVERLAPPING].
>> WE HAVE A QUESTION FROM [INAUDIBLE].
>> THIS TIME, THERE'S AN OPEN FORUM BUT [INAUDIBLE] THRIVE ON TO CONSIDERATION AND POSSIBLE ACTION.
[7.0 Consideration and Possible Action Item(s)]
AGENDA ITEM 7.1; EARLY ELECTRICAL PACKAGE FOR CROWLEY ISD ELEMENTARY NUMBER 16. DR. [INAUDIBLE]>> [INAUDIBLE] GOOD EVENING, MADAM PRESIDENT.
DISTINGUISHED MEMBERS OF THE BOARD DOCUMENT FARM OUT.
TONIGHT WE'RE EXCITED TO BRING TO YOU FOR CONSIDERATION AND POSSIBLE APPROVAL,
[02:05:02]
THE GUARANTEED MAXIMUM PRICE FOR THE EARLY ELECTRICAL EQUIPMENT PACKAGE AT ELEMENTARY NUMBER 16 OR THE MONTESSORI PROBLEM [INAUDIBLE] ACCOUNTS.THIS PARTICULAR PACKAGE WILL CONSIST OF ALL OF THE MAIN SWITCH GEAR AND THE SWITCHBOARDS AND THE INTERMEDIATE PANELBOARDS ASSOCIATED WITH THE ELECTRICAL SYSTEM AT THE ELEMENTARY SCHOOL.
WE'VE ALSO, FOR PURPOSES OF LACKING INTO PRICE AND MITIGATING THE ESCALATING PRICES THAT WE'VE ALL BECOME FAMILIAR WITH THE SUPPLY CHAIN.
WE WANT TO MAKE SURE THAT WE ALSO INCLUDE THE MECHANICAL EQUIPMENT, WHICH INCLUDES THE ROOFTOP UNITS, THE SPLITS SYSTEMS IN THE FANS ASSOCIATED WITH THE ELECTRICAL.
THIS PARTICULAR GUARANTEED MAXIMUM PRICE IS $1,430,296.
IT IS TO BE PAID OUT OF CAPITAL PROJECTS.
THAT CONCLUDES MY PRESENTATION.
IF YOU HAVE ANY QUESTIONS THE TABLE IS UP.
>> I HAVE A QUESTION. I'VE NOTICED THIS IS THE ONLY BID [INAUDIBLE] IS THIS THE ONLY BID?
>> WE ACTUALLY RECEIVED EIGHT MECHANICAL BIDS AND WE ALSO RECEIVED NINE ELECTRICAL BIDS.
THESE ACTUALLY ARE BIDS THAT ARE ADVERTISED THROUGH OUR CONSTRUCTION MANAGEMENT BOARD.
>> [INAUDIBLE] OTHER EIGHT BIDS.
>> NO MA'AM. THESE WILL FACILITATE OUR CONSTRUCTION MANAGEMENT [INAUDIBLE] WITH THE CONSTRUCTION MANAGER AT RISK.
[NOISE] [OVERLAPPING] [INAUDIBLE]
>> YES, SIR. TRUST YOUR LINES, WHAT'S OUR GENERAL CONTRACTOR STILL FRAMING?
>> WHAT THEY DO IN THE PAST. BUT BIDS WERE DOING THIS, SAY IN A FULL ELEMENTARY.
[INAUDIBLE] COMING IN AND THEY'RE YOU'LL SEE WE WILL GO THROUGH EACH CATEGORY, WHETHER IT'S PROOFING, MECHANICAL, ELECTRICAL, AND PLUMBING.
I'LL LOOK AT ALL THE BIDS FROM ALL THE SUBCONTRACTORS THAT HAVE SUBMITTED, AND WE WILL GO THROUGH AND SELECT THE BEST, EITHER THE ONE HAS TO HAVE BEST HISTORY WITH THE DISTRICT, OR COMBINATION OF THAT WITH THE LOWEST PRICE WITH THE DISTRICT, OR SEVERAL FACTORS THAT ARE INVOLVED IN SELECTING EACH SUBCONTRACTOR FOR EACH ITEM.
AGAIN, WHETHER IT'S CONCRETE OR STEEL, WHAT HAVE YOU.
WE USE THAT SAME PROCESS FOR THIS RIGHT HERE.
I REVIEWED ALL MECHANICAL AND ELECTRICAL SUBMISSIONS AND WE LOOKED AT ALSO WHAT WE FACTORED IN AS THE TIMELINE.
THIS IS A TIMELINE THAT REALLY HAS A RANGE 45-65 WEEKS AND WE'RE DEALING WITH THE 14 MONTHS CONSTRUCTION SCHEDULE.
WE GET CLOSER TO THAT 65 WEEK TIMELINE THAT PUTS A STRAIN ON THAT SCHEDULE.
I'LL LOOK AT AGAIN OUR PAST HISTORY WITH THE VENDOR WITH WHAT THEY'RE SAYING, THEY COULD DELIVER THE EQUIPMENT WITH THE TIME-FRAME AND THEN THE PROCESS.
THAT'S HOW WE CAME UP WITH A COMBINATION OF THOSE TWO, MECHANICAL AND ELECTRICAL FOR THE ONE AT THE DISTRICT.
>> YES, MA'AM. [INAUDIBLE] WE ARE CURRENTLY TRACKING AT 20 PERCENT ON THE ADMINISTRATION PROJECT AND THE SPORTS COMPLEX CALCULATED 21 PERCENT OF OUR ANTICIPATION.
DISTRICT HAS A POLICY [INAUDIBLE] THAT IDENTIFIES THE GOAL 20 PERCENT FOR CONSTRUCTION SERVICES.
>> [INAUDIBLE] POLICY ANALYSIS, I'M WONDERING [NOISE] BECAUSE YOUR ANSWER WASN'T COMPREHENSIVE AND I WANTED TO KNOW THE OTHER FACTORS. [OVERLAPPING]
>> ABSOLUTELY. THAT IS ONE PART OF THE ASSESSMENTS.
>> TRUSTEE [INAUDIBLE], REPORTS?
>> YEAH. I WANTED TO CLARIFY ADDITION FOR [INAUDIBLE].
>> JUST FOR CLARITY, THE MECHANICAL, WE'RE TALKING ABOUT AC UNITS, CORRECT?
[02:10:01]
>> WHAT WE UNDERSTAND BY THIS?
>> WELL, WHEN WE TALK ABOUT THE MECHANICAL, WE'RE TALKING ABOUT THE AC UNITS.
WE'RE TALKING ABOUT AC UNITS AS WELL AS [INAUDIBLE]. [NOISE]
>> IS THIS PROJECT [INAUDIBLE], IS THIS HAPPENING SOLAR.
I DON'T KNOW IF THAT'S INVOLVED IN THIS, BUT I GUESS PANELS OR ANYTHING LIKE THAT [INAUDIBLE] WITH THIS?
>> NO, SIR. IT'S JUST A PHYSICAL EQUIPMENT.
>> WITH THAT AND WITH WHAT YOU JUST ANSWERED, THE SERVICE TO IT I KNOW, AND I'M THINKING RESIDENTIAL.
I KNOW THAT YOU PURCHASED EQUIPMENT SERVICE, BUT THAT'S ADDITION COST TWICE A YEAR.
IS THAT SOMETHING WE ARE LOOKING AT TO MAINTAIN THIS EQUIPMENT IN TERMS OF CONDITION?
>> THAT IS NOT INCLUDED NECESSARILY IN THIS PARTICULAR DEAL.
THIS IS STRICTLY THE EQUIPMENT.
THE DESIGN, THE CONDUITS, THE WIRING, ALL OF THE LABEL WILL BE SEPARATELY PACKAGED.
>> THE REASON THAT WE ARE SEPARATING THOSE IS TO MITIGATE SUPPLY CHAIN?
>> BUT TYPICALLY, WE WOULD LOOK AT IT AS ONE BIG PACKAGE.
>> YES. TYPICALLY, THERE'S NO ISSUE WITH THE LEAD TIME ON THAT.
>. WOULD TRUSTEE [INAUDIBLE] MAY GO BACK TO THE QUESTION THAT.
AS FAR AS MAINTAINING THE EQUIPMENT, THAT'S WHAT OUR MAINTENANCE DEPARTMENT DO.
ONCE WE ACCEPT A NEW FACILITY, ONCE THE WARRANTY EXPIRES WE TAKE CARE OF IT.
>> MY LAST QUESTION IS, SO FIRST I KNOW THAT WE'RE DOING THIS FOR SUPPRESSION ISSUE AND WHEN WE FIND OURSELVES AN EQUIPMENT, WE'VE ALREADY IDENTIFIED THE CONTRACT [INAUDIBLE].
DO YOU DO THIS PORTION OF THE WORK OR [INAUDIBLE] THAT'S GOING TO BE SEPARATE?
>> YES, MA'AM. THAT'S SEPARATE.
THAT WILL BE IN THE OVERALL GMP PROJECT.
THOSE BIDS HAVEN'T COME IN YET.
WE'RE AT 100 PERCENT ON THE DOCUMENTS, SO IT WILL GO OUT ON THE STREET AND PEP UP THREE WEEKS, I BELIEVE, TO BE BID OUT.
THEN WE'LL GO BACK TO THAT PROCESS OF EXPLAINING EVERYTHING.
WE'LL BRING IN EVERYTHING AND LOOK AT ALL THE SUBCONTRACTORS THAT HAD BE IN FOR THIS PROJECT.
BUT THIS IS JUST LIKE THE DISTRICT BUYING THEIR OWN EQUIPMENT.
WE HAVE ITEMS THAT ARE SMALLER THAN THIS THAT ARE CALLED OWNER FURNISHED CONTRACTOR SELL AND WE'LL PURCHASE THEM JUST TO SAVE MONEY BECAUSE WE CAN GET IT AT A BETTER PRICE AND IF CONTRACTOR INSTALLS THAT.
>> IN FACT, THE ONLY [INAUDIBLE] TO ASK THAT QUESTION IS, EVEN IN A LOT OF BUSINESS THAT MIGHT HAVE BEEN SOMETIMES WHEN THE COMPANY IS GOING TO BID FOR THE WORK, THEY HAVE DIFFERENT IDEAS OR RECOMMENDATIONS FOR THAT, [INAUDIBLE] IF IT HASN'T ALREADY BEEN INSPECTED WITH OUR DESIGNERS AT THE TIME.
THIS QUESTION [INAUDIBLE]. I WAS WONDERING, WHEN WE SEPARATE IT THIS WAY, MAYBE WE'VE ALWAYS FIGURED [INAUDIBLE] IF THERE'S A QUESTION OF [INAUDIBLE] OR I RECOMMENDED THAT YOU SHOULD DO THIS WAY I SUPPOSE, I DON'T THINK THEY'RE GOING TO PERMIT THAT. DO YOU UNDERSTAND WHAT I'M SAYING?
WHAT WE'VE DONE IS, WE SET A STANDARD IN OUR SPECIFICATIONS, AND NO MATTER WHO THE SUBCONTRACTOR IS THAT INSTALLS IT, THEY HAVE TO ADHERE TO THE SPECIFICATIONS.
WE SPECIFY NOT ONLY THE MAKE, BUT THE MODEL OF THE EQUIPMENT BECAUSE WE KNOW WE LIKE TO WORK ON AND WE'D LIKE TO BE CONSISTENT WITH THAT EQUIPMENT.
WHAT THEY BID ON, THIS IS EXACTLY WHAT IS IN OUR [INAUDIBLE], AND IF WE WOULDN'T HAVE DONE THIS EARLIER AND JUST MAKE IT ONE COMPLETE PACKAGE, THEY STILL HAD TO BID THIS EQUIPMENT.
>> THEN ALL OF THAT IS A PART OF, I GUESS, WHAT THE ARCHITECTURE DOES WITH THE STRUCTURAL ENGINEERS AND ALL OF THESE OTHER ENTITIES TO MAKE SURE THAT IN THIS BUILDING WE GOT [INAUDIBLE] INTO AC AND ALL OF THOSE THINGS.
SUBCONTRACTORS ARE BASICALLY JUST COMING TO INSTALL WHAT IT IS THAT WE'VE ALREADY SPECIFIED THE QUANTITY.
>> YES, SIR. WHAT WE'LL TYPICALLY DO, WE TRY NOT TO JUST HAVE ONE PIECE OF EQUIPMENT THAT WE'RE RECOMMENDING TO GET COMPETITIVE BIDS.
WE'LL PICK TWO. LIKE SAY, [INAUDIBLE], SO THOSE ARE THE TWO THAT WE SPENT.
[02:15:03]
WELL, IF YOU'RE GOING TO DO THIS JOB, YOU DON'T HAVE AN OPTION. THAT'S IT.THOSE ARE 1,2 PIECES OF EQUIPMENT WE WANT, AND THAT'S THE CULTURE WE ADHERE TO.
>> OKAY. LAST QUESTION I PROMISE YOU.
[LAUGHTER] [BACKGROUND] HOW MANY [INAUDIBLE].
IF WE BUY ALL THESE EQUIPMENT, THE SUBCONTRACT, THE ONE COMING TO DO THE WORK, ARE THEY GOING TO NEED ADDITIONAL EQUIPMENT? I MEAN, ARE THESE THE EQUIPMENT THAT THEY'RE GOING TO BE USING AND THAT'S IT? THAT'S MY QUESTION. I GUESS.
>> WHAT'S BEING CROSSED OUT IS YOUR MAIN SWITCH GEAR, AND THEN IT GOES FROM THE MAIN SWITCH GEAR TO A SWITCHBOARD, THEN IT GOES FROM THE SWITCHBOARD TO A PANEL BOARD WHICH IS THE PANEL BREAKERS.
THAT'S HOW THE ELECTRICAL SYSTEM WORKS.
THEY WOULD BE DOING THAT REGARDLESS.
ONCE FROM THAT POINT AND THEY'RE COMING UP WITH THE WIRING AND POPPING ALL THAT, THEY STILL HAVE TO MEET OUR SPECIFICATIONS.
I'M A MASTER ELECTRICIAN, SO I MAKE SURE FROM THE ELECTRICAL STANDPOINT, [LAUGHTER] THEY NEED MY STANDING INPUT.
YOU CAN'T JUST PUT FOR EXAMPLE, HALF-INCH EMT.
THAT'S NOT ACCEPTABLE. THREE QUARTERS MINIMUM.
>> THAT'S WHY, BECAUSE I WANT TO MAKE SURE THAT WHAT WE'RE APPROVING, THE CONTRACTOR START TO COME BACK AND SAY, OKAY, THAT'S WRONG STUFF.
YOU CAN'T USE IT. DOES THAT MAKE SENSE?
>> NO, MA'AM. THEY CAN'T DO THAT.
>> ALL RIGHT. THANK YOU, [INAUDIBLE].
[OVERLAPPING] ANY OTHER QUESTIONS? WELL, THIS IS A POSSIBLE ACTION ITEM.
>> I RECOMMEND THE APPROVAL THAT THEY GUARANTEE MAXIMUM PRICE FOR THE ELECTRICAL PACKAGE AT ELEMENTARY SCHOOL 16.
>>THANK YOU, TRUSTEE GRASSIA. IS THERE A SECOND?
>> THANK YOU, TRUSTEE [INAUDIBLE]. THE BOARD NEEDS TO VOTE.
THE MOTION PASSES UNANIMOUSLY.
THANK YOU, BOARD. THANK YOU, [INAUDIBLE].
[8.0 Future Action Item(s)]
IT'S A PICTURE ACTION ITEM, PUBLIC HEARING FOR FINANCIAL INTEGRITY RATING SYSTEM OF TEXAS.>> MADAM PRESIDENT, BOARD MEMBERS, THE SAME [INAUDIBLE].
>> MADAM PRESIDENT, MEMBERS OF THE BOARD, MINE IS REAL QUICK.
I JUST WANT TO LET YOU KNOW THAT WE WILL BRING THE FIRST REPORT TO YOU ON [NOISE] OCTOBER 27.
WE HAVE TO HAVE A PUBLIC HEARING AT 6:00 TO DISCUSS IT.
THAT'S REALLY ALL I HAVE FOR YOU.
EVERY YEAR WE HAVE THE SAME THING.
A LOT OF IT IS BASED ON THE ANNUAL AUDIT, BUT THERE ARE OTHER FACTORS IN THERE AS WELL.
WE'LL BRING THAT TO YOU AT SIX O'CLOCK ON OCTOBER 27.
>> ALL RIGHT BOARD, WE WILL NOW ADJOURN TO SECOND SESSION PURSUANT TO TEXAS
[9.0 Executive Session]
[INAUDIBLE] WANTS A PRIVATE CONSULTATION WITH THE BOARD'S ATTORNEY, 551.074 TO DISCUSS THE LIMIT.THE ADMINISTRATIVE PERSONNEL [INAUDIBLE] EXECUTIVE BRIEFING ON SAFETY AND SECURITY.
551.074 DISCUSSES [INAUDIBLE] EVALUATION OF INSTRUMENTS [INAUDIBLE] ADMINISTRATION RECOMMENDATIONS CONCERNING CERTAIN PROFESSIONAL EMPLOYEES RESIGN, THEIR CONTRACTS AFTER THE 45TH DAY FOR [INAUDIBLE] FULL YEAR.
THE BOARD WILL [INAUDIBLE] THE FOLLOWING EXECUTIVE SESSION [INAUDIBLE] AT 8:20 PM.
>> WE ARE BACK WITH OPEN SESSION AT 9:53 P.M. WE DO HAVE CONSIDERATION AND POSSIBLE ACTION ITEMS.
[10.0 Consideration and Possible Action Item(s)]
AGENDA ITEM 10.1, EMPLOYMENT OF ADMINISTRATIVE PERSONNEL FOR THE ASSISTANT PRINCIPAL AT DEER CREEK ELEMENTARY SCHOOL. IS THERE A MOTION?>> I WOULD LIKE TO RECOMMEND [INAUDIBLE] A POSITION OF ADMINISTRATIVE INTERN AT DEER CREEK ELEMENTARY SCHOOL AS RECOMMENDED.
>> MOTION HAS BEEN MOVED BY TRUSTEE ROBINSON. IS THERE A SECOND?
[02:20:03]
MOVE TO VOTE BY A SHOW OF HANDS PLEASE? THE MOTION PASSES UNANIMOUSLY. ALL RIGHT.
AGENDA ITEM 10.2; EMPLOYMENT OF ADMINISTRATIVE PERSONNEL FOR THE ASSISTANT PRINCIPAL AT S.H CROWLEY ELEMENTARY SCHOOL.
>> [INAUDIBLE] MOTION, I RECOMMEND [INAUDIBLE] ADMINISTRATIVE INTERN AS FOR S.H VALLEY.
>> THANK YOU DR. HALL'S, MOTION MOVED.
MOVE TO VOTE BY SHOW OF HANDS.
THE MOTION PASSES UNANIMOUSLY.
THANK YOU AND CONGRATULATIONS TO THOSE INDIVIDUALS.
AT THIS TIME WE'RE GOING TO MOVE TO AGENDA ITEM 10.3 [NOISE] UNDER THE ADMINISTRATIVE PERSONNEL.
CONSIDER MAKING A FINDING THAT AN EMPLOYEE RESIGN THEIR CONTRACT AFTER THE 45TH DAY BEFORE THE FIRST DAY OF INSTRUCTION OF 2022-2023 SCHOOL YEAR WITHOUT A GOOD CAUSE.
>> YES. I WOULD LIKE TO MAKE A MOTION THAT THE BOARD MAKES ITS FINDING THAT GOOD CAUSE DID NOT EXIST UNDER THE TEXAS EDUCATION CODE SECTION 2.210(C )(2) FOR HEATHER, FORMATIVE RESIGNATION OF HER PROBATIONARY CONTRACT FOR THE 2022-2023 SCHOOL YEARS.
THE BOARD DID NOT CONSENT TO HER RESIGNATION.
HEATHER FORMAT HAS FAILED TO PERFORM HER CONTRACT AND THE BOARD AUTHORIZES THE SUPERINTENDENT TO FILE A COMPLAINT WITH THE STATE BOARD FOR EDUCATION CERTIFICATIONS, TO SEEK SANCTIONS FOR HER ABANDONMENT OF THE CONTRACT.
>> MOTION HAS BEEN MOVED BY TRUSTEE GRASSIA. IS THERE A SECOND?
MOVE TO VOTE BY SHOW OF HANDS PLEASE? MOTION PASSES UNANIMOUSLY. THANK YOU BOARD.
THIS TIME, WE'RE AT AGENDA ITEM 11.1.
[11.0 Discussion Item(s)]
DISCUSSION OF DISTRICT-WIDE INTRUDER DETECTION AUDIT REPORT FINDINGS. DR. MCFARLAND.>> MADAM PRESIDENT, [INAUDIBLE]
>> THANK YOU, DR. MCFARLAND, MADAM PRESIDENT, AND MEMBERS OF THE BOARD.
THE TEXAS SCHOOL SAFETY CENTER RECENTLY CONDUCTED AN INTRUDER DETECTION AUDIT AT ONE OR MORE OF OUR CAMPUSES.
THE STATE GAVE SCHOOL DISTRICTS 45 DAYS FROM THE OFFICIAL NOTIFICATION TO ENACT CORRECTIVE ACTIONS, AND WE TOOK IMMEDIATE ACTION AS A RESPONSE TO THE FINDINGS.
WHILE WE'RE NOT RELEASING ANY SENSITIVE DETAILS TO THE PUBLIC REGARDING THE AUDIT AND OPEN SESSION, A CORRECTIVE ACTION PLAN WAS PUT INTO PLACE DUE TO THE FINDINGS.
THE AUDIT IS CONDUCTED AS PART OF GOVERNOR ABBOT'S SCHOOL SAFETY DIRECTOR FOR SCHOOL SYSTEMS. TOP SCHOOL DISTRICTS IDENTIFY HOW CAMPUSES CAN IMPROVE SAFETY FOR OUR CHILDREN AND STAFF, SUCH AS ENSURING EXTERIOR DOORS.
THE AUDIT PROVIDES CROWLEY ISD WITH AN OPPORTUNITY TO CREATE AN EVEN SAFER LEARNING ENVIRONMENT AND [NOISE] MANY ACTIONS WE ARE TAKING TO ENSURE THAT OUR SCHOOLS ARE SAFE.
>> BOARD, WE ARE AT AGENDA ITEM 12.1.
[12.0 Level III Grievance Hearing]
IN ACCORDANCE WITH THE CISD BOARD POLICY, FNG STUDENT PARENT, LEVEL 3, APPEAL HEARING FOR MISS BRITTANY DARDEN.THE BOARD WILL NOW CONVENE INTO CLOSED SESSION PURSUANT TO TEXAS GOVERNMENT CODE SECTION 551.071.
FURTHER ON DISTANCE TRAINING ON THE LEVEL 3 GRIEVANCE.
THE BOARD WILL RETURN IMMEDIATELY FOLLOWING EXECUTIVE SESSION.
THE TIME IS 9:58 P.M. ON THURSDAY, OCTOBER 13, 2022.
WE ARE BACK IN OPEN SESSION AT 10:11 P.M. ON THURSDAY, OCTOBER 13, 2022.
THE CROWLEY ISD BOARD OF TRUSTEES HAS AGREED TODAY TO HEAR THE LEVEL 3 GRIEVANCE OF MISS BRITTANY DARDEN.
ENTRY AT THE [INAUDIBLE] THIS PORTION FOR THE FLOOR BEFORE THE BOARD.
THIS MOVING WILL MAKE ANY MOVEMENTS THAT MAY BE REQUIRED FOR THESE PATIENT PRESENTATION OF THESE.
ALTHOUGH SHE IS CHARGED WITH MAKING THOSE REPORTS, THIS MOTION IS ULTIMATELY ACTIVE ON BEHALF OF THE BOARD OF TRUSTEES AND THE MAJORITY OF THE BOARD MAY OVERRULE ANY BOARD.
IF ANY BOARD MEMBER WISHES TO DISCUSS OR MOVE TO OVERRULE,
[02:25:04]
YOUR SHEET MAY ADDRESS THE BOARD PRESIDENT AT THAT TIME.THIS MOVING WILL NOT HAVE ANY VOTE OF THE BOARD FINAL DECISIONS BUT MAY ASSIST THE BOARD FOR LEGAL CAPACITY.
IF THERE ARE NO OBJECTIONS, I NOW TURN THESE PROCEEDINGS OVER TO [INAUDIBLE].
>> THE BOARD WILL MEETING EITHER UNDER THE AUTHORITY OF THE TEXAS GOVERNMENT CODE,
[13.0 Executive Session]
SECTION 551.071, 551.074, 551.082, AND 551.0821 FOR THE PURPOSE OF HEARING PARENTS COMPLAINED AGAINST DISTRICT OFFICERS [INAUDIBLE] REGARDING THIS TOPIC MORE THAN ONE PUBLICS, WHICH INCLUDES PERSONALLY IDENTIFIABLE INFORMATION TO HELP STUDENTS [INAUDIBLE].AT THIS TIME, EVERYONE WHO IS EITHER PREVENT OR REPRESENTED, ILLUSTRATED IN THEIR REPRESENTATIVE IF YOU WILL FOLLOW US.
>> OKAY. IT'S 11:44 P.M. ON THURSDAY, OCTOBER 13, 2022.
THE BOARD WILL NOT TAKE ANY FURTHER ACTIONS DURING THE MEETING AND THE BOARD WILL START TO APPEAL UP ADMINISTRATION'S DECISION MOVES FOR ANY MOTION?
[14.0 Consideration and Possible Action Item(s)]
>> I MOVED TO [INAUDIBLE] DECISION WITH THE AMENDMENT THAT ALL INSTANCES OF THE BOARD PERSUADES AND THE DISTRICTS RECORD, WHICH INCLUDES THE STUDENT RECORDS, BE AMENDED TO PHYSICAL CONTACT AND TO DIRECT THE ADMINISTRATION TO REACH OUT TO THE PARENTS TO OFFER SOCIAL AND EMOTIONAL SUPPORT TOWARDS THE STUDENTS.
>> THANK YOU TRUSTEE DAVIS FOR THE MOTION; IS THERE A SECOND?
MOVE TO VOTE BY A SHOW OF HANDS PLEASE? ALL IN FAVOR?
>> MADAM PRESIDENT IF I MAY ALSO JUST SAY TO THIS FAMILY ON BEHALF OF THE BOARD, WE OFFER OUR SINCERE CONCERN AND APOLOGY THAT THIS INCIDENT EVER OCCURRED.
IT IS IMPORTANT THAT ALL OF OUR STUDENTS BE SAFE AND SO WE'RE DOING ALL WE CAN TO MAKE SURE THAT WE'RE PROVIDING THAT.
THANK YOU ALL FOR YOUR PATIENCE TONIGHT, I KNOW IT'S BEEN A LONG PROCESS.
WE APPRECIATE YOU-ALL FOR JUST ENDURING THIS AND ADVOCATING ON BEHALF OF THE LAUNCH AND SO I THANK YOU-ALL SO MUCH.
SO I JUST WANTED TO SAY SOMETHING.
I CAN'T SEE THE PARENTS SO I'LL GO STAND UP.
I JUST WANT TO SAY TO THE PARENT HERE THAT I'M SORRY THAT THIS SITUATION HAPPENED.
I'M SORRY THAT THE ACTIONS THAT WE TOOK AND THE WORDS THAT WE USE MINIMIZED THE SITUATION AND THAT IS NOT WHAT WE WANT TO DO THIS NOW, WHAT IS OUR TIP.
MY TIP, OUR TIP IS TO MAKE SURE THAT YOUR CHILD IS TAKEN GOOD CARE OFF.
WE FELL SHORT IN THIS SITUATION.
I DON'T KNOW HOW I CAN PUT IT, WE FELL SHORT IN THIS SITUATION.
WE GOING TO DO WHAT WE CAN TO CORRECT THAT.
ONE OF THE THINGS WE'RE GOING TO REMOVE FIRST THING OUT OUR POLICY, OUT OF ALL OF OUR CODE AND ALL THAT.
I JUST HATE YOU HAD TO EXPERIENCE.
I HATE IT TOOK YOU SO LONG TO GET ANY SATISFACTION.
I HATE YOU HAD EXPERIENCES AND I CAN ONLY IMAGINE THE AGONY THAT YOU HAVE AND SO I'M SORRY FOR THAT.
WHATEVER WE CAN DO TO MAKE IT RIGHT, WE WILL MAKE IT RIGHT.
STARTING WITH REMOVING ALL OF THEIR REFERENCE, THE HOUSE PLANNING, ANYTHING THAT MINIMIZES IT, WE WERE MOVING FROM ALL THE RECORDS THAT WE HAVE ACCESS TO AND WE'LL DEFINITELY IMMEDIATELY GET HIM CONNECTED WITH SOCIAL AND EMOTIONAL SUPPORT.
IF YOU WILL LET US KNOW THAT'S A PRINCIPAL KNOWN TOMORROW, AND THEN WILL GET THEM CONNECTED TO MAKE SURE HE'S OKAY, THAT HE GETS PASS THIS.
AGAIN, I'M SORRY THAT IT TOOK SO LONG YOU TO GET THIS.
THANK YOU ALL. WITH NO FURTHER BUSINESS TO BRING BEFORE THE BOARD WE ADJOURN AT 11:27 P.M.
* This transcript was compiled from uncorrected Closed Captioning.