[00:00:04]
>> GOOD EVENING. I HEREBY CALL TO ORDER THE CALLED MEETING OF
[1.0 Call to Order]
THE CROWLEY ISD BOARD OF TRUSTEES AND CERTIFY THAT WE'RE IN COMPLIANCE WITH THE PROVISIONS OF SECTION 551.041 SUB-CHAPTER C GOVERNMENT CODE AS AMENDED BY THE 73RD LEGISLATURE PURSUANT TO PUBLIC NOTICE OF THIS MEETING AND A QUORUM IS PRESENT.I REQUEST THE OFFICIAL ROLL CALL, PLEASE. MR. KIRSCHNER.
>> GOOD EVENING, EVERYONE. TRUSTEE PLACE 1: NADA ROBINSON.
>> TRUSTEE PLACE 2, DR. LA TONYA WOODSON-MAYFIELD.
>> TRUSTEE PLACE 3: DR. MIA HALL.
>> TRUSTEE PLACE 4: JUNE W. DAVIS.
>> TRUSTEE PLACE 5: DARRYL O DAVIS THE SECOND.
>> TRUSTEE PLACE 6: GARY GRASSIA.
>> TRUSTEE PLACE 7: CLISHA STEVENSON AND SUPERINTENDENT, DR. MICHAEL MCFARLAND.
I EXTEND A WARM WELCOME TO EVERYONE PRESENT FOR TONIGHT'S MEETING.
THE MONTHLY MEETINGS OF THE BOARD ARE OPEN TO THE PUBLIC, AND WE'RE PLEASED THAT YOU'VE JOINED US AS WE CELEBRATE ACHIEVEMENT, REVIEW INFORMATION, AND MAKE POLICY DECISIONS RELATED TO THE EFFECTIVE OPERATION OF CROWLEY ISD SCHOOLS.
COMMENTS OR QUESTIONS FROM THE AUDIENCE WILL BE CONFINED TO THE TIME DESIGNATED FOR CITIZENS TO ADDRESS THE BOARD.
DECORUM AND COURTESY ARE IMPORTANT ELEMENTS IN EFFECTIVE PUBLIC MEETINGS.
PLEASE SILENCE YOUR CELL PHONES OR COMMUNICATION DEVICES BEFORE WE BEGIN OUR PROCEEDINGS.
AGAIN. THANK YOU FOR ATTENDING AND FOR YOUR INTEREST IN CROWLEY ISD SCHOOLS.
AT THIS TIME, WE'RE AT AGENDA ITEM 3.0,
[3.0 Superintendent Report]
THE SUPERINTENDENT'S REPORT, DR. MCFARLAND.>> MADAM PRESIDENT, BOARD MEMBERS, FIRST OF ALL, THANK YOU ALL FOR BEING HERE TONIGHT.
WHAT I LIKE TO DO DURING THIS SUPERINTENDED REPORT IS JUST GIVE YOU AN UPDATE FROM THE WEEK.
THIS HAS BEEN A VERY BUSY WEEK IN AUSTIN.
THIS WEEK, I STARTED THE WEEK OFF ACTUALLY AT THE HEARING IN AUSTIN.
IN THAT HEARING, AS YOU REMEMBER, WE STARTED OFF AS ONE OF THE ORIGINAL SEVEN DISTRICTS.
NOW THERE ARE OVER 100 DISTRICTS THAT ARE ACTUALLY BRINGING LITIGATION AGAINST TA AND THE COMMISSIONER, AND THE GENESIS OF THAT AND THE PRIMARY BASIS OF THE LITIGATION REVOLVES AROUND THE FACT THAT THE COMMISSIONER WAS REQUIRED TO GIVE NOTICE TO THE DISTRICTS OF THE METHODS, THE PROCEDURES, AND THE STANDARDS BY WHICH OUR SCHOOLS WOULD BE RATED BY AUGUST 15TH.
THAT WAS SUPPOSED TO OCCUR BY AUGUST 15TH OF THE YEAR IN WHICH THE ACCOUNTABILITY SYSTEM IS BEING IMPLEMENTED AND IN WHICH THE TEST IS BEING ASSESSED.
QUITE FRANKLY, WE SIT HERE TODAY IN OCTOBER, AND WE'RE STILL UNSURE OF THE METHODS AND THE INDICATORS THAT WILL BE USED TO DETERMINE WHAT THE RATING WILL BE, AND SO THAT IS REALLY THE GENESIS OF OUR ARGUMENT.
THERE WERE SEVERAL ISSUES THAT WERE PRESENTED AT THE HEARING ON MONDAY, BUT A COUPLE OF THOUGHT WOULD BE IMPORTANT FOR YOU ALL TO HEAR.
BASICALLY, AGAIN, WHEN THE COMMISSIONER SETS THE METHODS, PROCEDURES, AND INDICATORS, THERE'S AN ACCOUNTABILITY MANUAL THAT'S PRODUCED AND SHARED WITH THE INDIVIDUAL DISTRICTS.
THAT ACCOUNTABILITY MANUAL FOR THE '22, '23 SCHOOL YEAR HAS STILL NOT BEEN APPROVED YET.
THE ACCOUNTABILITY MANUAL ACTUALLY GIVES US CLARITY ON HOW THINGS ARE CALCULATED HOW THINGS ARE RATED.
ONE OF THE QUESTIONS THAT THE DEFENDANT CONTINUED TO ASK WAS, WELL, IF YOU ALL KNEW THE RATING, WHAT WOULD YOU HAVE DONE? IF WE WOULD HAVE KNOWN THE RATING, WHAT WOULD YOU HAVE DONE? THERE ARE QUITE A FEW THINGS: WE MAKE DECISIONS ON HOW WE ALLOCATE STAFFING, HOW WE ALLOCATE RESOURCES, WHICH STUDENTS NEED ADDITIONAL TIME, WHICH CAMPUSES NEED SIGNIFICANT INTERVENTIONS, HOW WE NEED TO REALLY ADJUST OUR ENTIRE IMPROVEMENT EFFORTS.
ALL OF THOSE THINGS ARE OFTENTIMES BASED UPON WHAT THE RATING IS OF THEIR CAMPUS.
WE DEFINITELY KNOW THAT IT IS A NEED FOR US TO KNOW THAT IN A TIMELY WAY.
IN ADDITION, WHEN THEY VOTED THE LEGISLATION IN THE PLACE, THEY VOTED THIS DATE IN AS AN IMPORTANT DATE, AND A TA HAS ACTUALLY IGNORED THAT DATE.
THAT WAS REALLY ONE OF THE MAIN THINGS.
AGAIN, JUST TO BRING TO YOUR MEMORY IN THE PAST WHAT HAS HAPPENED WHEN YOU HAVE A SITUATION LIKE WE HAVE TODAY, THERE ARE SEVERAL DIFFERENT THINGS THAT HAVE BEEN DONE, AND THE COMMISSIONER AND TA HAS THE ABILITY TO MAKE SEVERAL DIFFERENT CHANGES.
WE ARE ENCOURAGED BECAUSE, THE FACT IS AFTER THE LAWSUIT WAS FILED, THE NTA CAME OUT AND SAID THAT THEY WERE GOING TO DELAY THE RATE.
[00:05:01]
THAT'S AN ENCOURAGING BECAUSE, UP TO THAT POINT, THEY WERE SET TO RELEASE IT IN OCTOBER.BUT I JUST WANTED TO WALK YOU BACK, AND SOME OF YOU, AS EDUCATORS, REMEMBER THIS, AND SOME OF YOU WERE ON A BOARD DURING THIS TIME.
IN 2003, WE MOVED FROM TOSS TO TAKS, SO THAT WAS A YEAR WHEN WE CHANGED OUR ASSESSMENT SYSTEM, AND DURING THAT TIME THERE WAS NO CHANGE IN ACCOUNTABILITY, BUT IT WAS ALSO THE RATINGS WERE NOT GIVEN DURING THAT YEAR BECAUSE BASICALLY WE CHANGED THE TEST AND SO THE RATINGS WERE HOLDOVER RATINGS, OR BASICALLY WHAT WE DID WAS WE WERE HELD HARMLESS FOR THAT YEAR WHEN THAT WAS A NEW TEST.
IN 2013, WHEN WE MOVED FROM TAKS TO STAAR, THE ASSESSMENT CHANGED AND ACCOUNTABILITY CHANGED.
THAT'S WHAT'S OCCURRING RIGHT NOW.
THE ASSESSMENT THAT WE'RE GIVEN IS CHANGING, AND THE ACCOUNTABILITY RATING IS CHANGING AS WELL.
IN 2013, WHEN THEY MADE THE CHANGE, WE HAD NO RATINGS THAT WERE ISSUED THAT YEAR AS WELL. THAT WAS A BENCHMARK YEAR.
SO IT'S BEEN HISTORY TO WHERE WHEN YOU HAVE CHANGE IN EITHER THE ACCOUNTABILITY SYSTEM, THE ASSESSMENT, OR BOTH, THEN THAT YEAR BECOMES A BASELINE YEAR; THEY HOLD US HARMLESS.
WE DO BELIEVE THERE'S A WAY FORWARD WITH TEA AND SO WE THINK, AND HOPEFUL THAT THEY WILL SEE THAT.
THE JUDGE IS PLANNING TO MAKE A RULING BY THE END OF OCTOBER.
THE TEA HAS SAID THAT THEY WILL RELEASE THE SCORES AFTER THEY DO THE MODIFICATION THEY'RE GOING TO DO BY NOVEMBER, AND SO WE HOPE THAT THE RULING COMES OUT IN OUR FAVOR BEFORE THEN.
ALSO, WHAT I WANT TO DO IS JUST BRIEFLY GO THROUGH A COUPLE OF THEM; THE CHANGES WITH ACCOUNTABILITY, SO YOU'LL HAVE A HIGH LEVEL OF UNDERSTANDING OF WHAT THEY ARE, AND SO DO YOU UNDERSTAND WHERE WE ARE.
THEN I'D LIKE TO WALK YOU THROUGH WHAT WE'VE DESIGNED AS OUR SCHOOL QUALITY REPORT TO ADDRESS SOME OF THE ISSUES THAT OUR PARENTS MAY HAVE ABOUT THE QUALITY OF OUR SCHOOLS.
AS IT RELATES TO OUR ACCOUNTABILITY SYSTEM AS WE KNOW IT, WE CURRENTLY HAVE THREE DOMAINS THAT WILL BE GRADED ON.
WE'LL BE GRADED ON STUDENT ACHIEVEMENT, WHICH IS JUST THE OVERALL PERFORMANCE OF STUDENTS ON STAAR.
BUT WHATEVER THEIR PERFORMANCE IS, THAT'S THE OVERALL STUDENT ACHIEVEMENT.
THEY ALSO, WILL LOOK AT SCHOOL PROGRESS, AND SO WHAT WE'VE DONE IN THE PAST IS THAT WE HAVE RECEIVED THE BETTER OF THOSE TWO.
SO IF WE HAD A CAMPUS THAT HAD STUDENT ACHIEVEMENT AT A CERTAIN LEVEL, BUT THE GROWTH WAS HIGHER, THEN WE RECEIVED THAT GROWTH SCORE.
IF THE STUDENT ACHIEVEMENT WAS HIGHER, THEN WE RECEIVED THAT STUDENT ACHIEVEMENT SCORES.
IT'S STILL THE BETTER OF THOSE TWO. THAT DIDN'T CHANGE.
HOWEVER, HOW THEY CALCULATED GROWTH IS SIGNIFICANTLY DIFFERENT BECAUSE WE HAVE A TOTALLY NEW ASSESSMENT.
BUT THE ASSESSMENT THAT WE TOOK IN 2021 IS TOTALLY DIFFERENT THAN 2022.
THE COMMISSIONER STATED MULTIPLE TIMES THAT YOU CAN'T MAKE YEAR-TO-YEAR COMPARISONS ON THAT.
THAT MEANS IN THE PAST, GROWTH WAS CALCULATED AS A GAIN SCORE.
FOR EXAMPLE, IF I MADE A 10 IN 2021 AND I MADE A 12 IN 2022, THAT'S A GAIN OF TWO POINTS, SO THAT'S A POSITIVE.
WITH THE CURRENT SYSTEM FOR '22, '23, THEY'VE MOVED FROM A GAIN SCORE TO A TRANSITIONAL TABLE.
WHAT THEY SAID WAS, WITHIN THE CURRENT ACCOUNTABILITY SYSTEM, WE HAVE CATEGORIES, WE HAVE DINAMI, WE HAVE APPROACHES, AND THEN WE HAVE MEETS AND THEN MASK.
IN ORDER TO GET A POINT FOR GROWTH NOW, YOU HAVE TO MOVE FROM ONE CATEGORY TO THE NEXT.
FOR EXAMPLE, LET'S SAY APPROACHES IS, AND I'M LOOKING AT YOU SO JUST IN CASE I NEED YOU TO JUMP IN.
IF APPROACHES IS, LET'S SAY, 60%, LIKE YOU SCORE A 60%, YOU REACH APPROACHES, AND THAT NUMBER CHANGES DEPENDING ON THE SCORE, WE JUST USE 60% AS AN EXAMPLE.
IF MEETS IS AT 72%, FOR EXAMPLE, WELL, IF I SCORED 60 LAST YEAR AND THIS YEAR I SCORE 70, I GREW.
IF WE WERE USING GROWTH, THAT'S A GOOD THING.
BUT WITH A NEW ACCOUNTABILITY SYSTEM, THEN IF I GO FROM 60-70, IT DOESN'T MATTER BECAUSE I DIDN'T MOVE A CATEGORY.
IN ORDER TO MOVE A CATEGORY, I HAVE TO GO TO 72. YOU ARE WITH ME? YOU ONLY GET POINTS WITH THE NEW SYSTEM ON A TRANSITIONAL TABLE IF YOU TRANSITION FROM ONE CATEGORY TO THE NEXT; THAT'S DIFFERENT THAN WHAT WE'VE DONE IN THE PAST.
THE PRIMARY CHALLENGE FOR US IS THAT, OKAY, THIS IS A NEW SYSTEM, AND SO EVEN WITH THE CHANGES, WE CAN ANTICIPATE THAT STUDENTS WILL LEARN MORE, STUDENTS WILL HAVE HIGHER SCORES, AND MAY NOT HAVE THE SAME RATING AS WE'VE HAD IN THE PAST.
WHEN WE TALK ABOUT ALL OF OUR ELEMENTARY SCHOOLS BEING A OR B, THAT MEANS THEY WERE A OR B ON EITHER STUDENT ACHIEVEMENT OR GROWTH.
WE CAN HAVE SOME CAMPUSES THAT MAKE SIGNIFICANT GROWTH,
[00:10:04]
BUT THEIR RATING WOULD BE LOWER THIS YEAR BECAUSE THEY DIDN'T MEET THE TRANSITIONAL MARK.THAT'S SOMETHING THAT'S IMPORTANT FOR US TO UNDERSTAND AND THEN ALSO CLOSING THE GAPS IS JUST BASICALLY THEY LOOK AT OUR PERFORMANCE IN RELATION TO OTHER GROUPS AND THEN THERE'S A CALCULATION THAT'S MADE THERE.
THAT'S WHAT ELEMENTARY, AND HERE'S THE OTHER THING ABOUT ELEMENTARY AND MIDDLE SCHOOL.
THERE'S REALLY ONLY ONE METRIC THAT'S USED AND THAT'S STAAR PERFORMANCE.
THAT'S THE ONLY METRIC THAT'S USED, AND WE HEARD A LOT ABOUT HAVING AN ACCOUNTABILITY SYSTEM THAT HAS MULTIPLE METRICS.
WELL, STAAR FOR THE ELEMENTARY AND MIDDLE IS THE ONLY METRIC THAT'S IDENTIFIED.
WITH HIGH SCHOOL AND AT THE DISTRICT LEVEL, WE HAVE STAAR, BUT WE ALSO HAVE ADDED IN COLLEGE CAREER AND MILITARY READINESS, AND THEN ALSO GRADUATION RATE.
IN ORDER TO HIT A COLLEGE CAREER AND MILITARY READINESS SCORE, THEN THERE'S A LIST OF ABOUT 10 THINGS THAT WE CAN DO TO ACHIEVE THAT NUMBER.
THAT COULD BE THE NUMBER OF KIDS IN AN INDUSTRY-BASED CERTIFICATION, THE NUMBER OF KIDS THAT HAVE MET TSI.
THERE'S A MULTITUDE OF WAYS THAT A KID COULD MEET COLLEGE CAREER OF MILITARY READINESS.
ONE CHANGE EVEN ABOUT COLLEGE CAREER MILITARY READINESS IS IT'S NOT ENOUGH JUST FOR A STUDENT TO ATTEND THE MILITARY AS A CAREER OPTION; THEY HAVE TO ACTUALLY ENLIST.
NOW, EVEN THOUGH KIDS LEAVE US AND WE KNOW THAT THEY ARE SLATED TO GO TO THE MILITARY, IF THEY DON'T ENLIST, THEN WE DON'T GET THAT ADDITIONAL POINT.
HERE'S THE CHALLENGE. AT THE BEGINNING OF LAST YEAR AND ALL THROUGH THE YEAR, THE METRIC TO GET AN A IN CCMR WAS 61.
WE HAVE ACTUALLY MADE GROWTH IN THAT AREA BUT TO GET TO AN 88, AND AN 88 IS ACTUALLY A 2028 SCORE, BUT THEY'RE MEASURING US ON THE DAY BASED ON 2020 EXTENDED.
THERE ARE A LOT OF CONVERSATIONS GOING ON RIGHT NOW AROUND HOW THE METRICS WILL BE CALCULATED AND HOW THE CALCULATION WILL END UP BEING RATED SO IT'S JUST A LOT OF UNCERTAINTY RIGHT NOW.
WHAT WE'RE SAYING IS, WE UNDERSTAND IT'S COMPLEX.
WE WANT TO CONTINUE TO RAISE STANDARDS.
LET THIS YEAR BE A BASELINE YEAR.
LET US UNDERSTAND HOW WE'RE PERFORMING, HOW OTHERS ARE PERFORMING, WHAT'S REASONABLE, AND THEN FOR THE 23/24 SCHOOL YEAR RATE US BASED ON THAT.
THAT IS THE GENESIS OF OUR ARGUMENT AND REALLY THAT'S WHAT CREATES THE CHALLENGE FOR US IS JUST NOT KNOWING, QUITE FRANKLY.
TA'S RESPONSE IS THAT THEY ARE IMMUNE FROM BEING SUED AND THAT PRETTY MUCH HAVE BEEN THE EXTENT EVEN THOUGH IT'S LISTED CLEARLY AND THERE ARE TWO ISSUES ACTUALLY; IT'S LISTED CLEARLY THAT THEY SHOULD'VE NOTIFIED US BY AUGUST 15, AND IT SAYS THAT THE ASSESSMENT MUST BE VALIDATED BY AN OUTSIDE SOURCE.
WHAT WE FOUND OUT AT THE HEARING WAS PEARSON CREATED THE TEST, CAMBRIDGE LEARNING, I THINK AND PEARSON TOGETHER CREATED THE TEST AND THERE WAS NO VALIDATION DONE AT ALL.
WE KNOW THAT THERE ARE CHANGES GOING ON RIGHT NOW WITH PERSONNEL AND TA AND WE ALSO KNOW THAT THERE WAS NO RESPONSE TO THAT.
WE HOPE THAT WE'RE IN A GOOD POSITION TO BE ABLE TO AT LEAST HAVE AN ACCOUNTABILITY SYSTEM THAT IS TRANSPARENT EARLY ENOUGH FOR US TO MAKE DECISIONS.
I JUST WANTED TO SHARE THAT WITH YOU AS AN UPDATE AND TO SEE IF THERE WERE ANY QUESTIONS JUST ABOUT THAT PORTION AND THEN I'LL GO TO YESTERDAY.
>> [BACKGROUND] I REALLY WANTED TO CLARIFY THAT DID NOT MEET AND APPROACHES IS BROKEN INTO TWO CATEGORIES NOW.
THE LOW DID NOT MEET, THE HIGH DID NOT MEET, LOWER APPROACHES HIGH APPROACHES.
WE CAN MAKE A HALFWAY GAIN OR A FULL POINT DEPENDING ON WHERE YOU FALL.
>> BUT THEY'RE BY TRANSITION. GOOD POINT.
>> I HAVE A QUESTION COMMENT AND I KNOW YOU DON'T KNOW THE ANSWER BECAUSE THEY WOULD.
BUT IN ADDITION TO THE LACK OF TEST VALIDATION, DO WE KNOW HOW THEY CAME UP WITH THIS NEW RATING? WAS IT BASED ON SOME FEW DISTRICTS AND THAT THEY WILL NOT HAVE A PROBLEM REACHING THAT NEW STANDARD AND SO NOW THAT BECOMES THE STANDARD?
>> WELL, THE CHALLENGE IS WE DON'T KNOW WHAT THE NEW RATING WILL BE.
THEY HAVE NOT IDENTIFIED HOW THE RATING WILL COME OUT, BUT WE DON'T REALLY KNOW.
WHAT WE DO KNOW IS WHAT THEY WERE INTENDING TO DO DOES NOT WORK FOR THE MOST AFFLUENT DISTRICT.
[00:15:03]
WHAT WE KNOW IS THAT IF THEY WOULD HAVE COME OUT WITH WHAT THEY HAD INITIALLY INTENDED TO RATE IN DISTRICTS ALL ACROSS WOULD BE THERE WERE CAMPUSES THAT WERE A'S, HIGH SCHOOLS THAT WERE A'S QUITE FRANKLY, THAT WERE NOT AT 88% BECAUSE TO BE AT A, THERE WAS A DIFFERENT CRITERIA.RIGHT NOW, EVERYBODY IS UP IN ARMS BECAUSE NOBODY KNOWS.
>> DO WE KNOW IF ANY OF THOSE AFFLUENT DISTRICTS THAT ARE PART OF THIS, NOT LAWSUIT, BUT THEY ARE?
>> YES. I THINK LEANDER TESTIFIED THE OTHER DAY, WACO, YOU HAVE KINGSVILLE, SO YOU HAVE DISTRICTS ALL ACROSS THE STATE.
SMALL, RURAL, SUBURBAN, ALL ACROSS THE STATE THAT ARE A PART OF IT.
>> WHAT I WANT TO DO IS I WANT TO JUST MAKE A TRANSITION NOW STILL TALKING ABOUT ACCOUNTABILITY, BUT I WANT TO MAKE A TRANSITION.
YOU HAVE A NOTEBOOK THERE IN FRONT OF YOU AND WE TALKED QUITE A BIT ABOUT OUR QUALITY REPORT CARD BECAUSE WHAT WE KNOW IS THAT OUR COMMUNITY WANTS TO KNOW ABOUT THE SUCCESS OR THE QUALITY OF OUR SCHOOLS AND WE FEEL LIKE WE HAVE AN OBLIGATION TO ACTUALLY SHARE THAT.
I WANT TO THANK OUR COMMUNICATION TEAM, MS. SMITH, DIEGO'S KIRSCHNER AND MR. HANDY, AND ALSO MS.POPE FOR WORKING DILIGENTLY TO PULL THIS TOGETHER.
WHAT I LIKE TO DO IS JUST I WANT TO WALK THROUGH THE RUBRIC GUIDE, AS WELL AS ELEMENTARY, MIDDLE, AND HIGH.
I'M NOT GOING TO GO THROUGH ALL OF THESE, BUT ABOUT FOUR JUST SO YOU'LL UNDERSTAND WHAT WE'RE THINKING AND THEN GET YOUR FEEDBACK.
AGAIN, I KNOW IT LOOKS NICE AND PRETTY, BUT WE'RE STILL IN THE STAGES WHERE WE CAN MAKE MODIFICATIONS.
WE ALSO HAVE ACTUALLY HAD IT TRANSLATED INTO SPANISH, FOR SURE, BECAUSE WE WANT THIS TO BE A COMMUNICATION TOOL FOR US TO OUR COMMUNITY.
THE FIRST SHEET THAT YOU SEE, AND IT'S ALSO ON THE SCREEN.
WHAT I WANTED TO DO IS, THERE'S A LINE AND ACTUALLY KIRSCHNER CAME UP WITH THIS LINE.
WE WERE HAVING A CONVERSATION ABOUT WHAT WE COULD HAUL, WHAT WE WERE DOING AND HE CAME UP WITH A STATEMENT, THE METRICS THAT MATTER TO OUR COMMUNITY.
WHAT WE'VE IDENTIFIED IS FOR ELEMENTARY AND MIDDLE, THERE ARE EIGHT METRICS AND THEN FOR THE HIGH SCHOOL, THERE ARE 12 METRICS, FOR THE DISTRICT, THERE ARE NINE.
I'LL WALK THROUGH THESE METRICS AND TELL YOU ABOUT THE RUBRIC AND THE RATING SCALE.
STOP ME BOARD IF YOU HAVE ANY QUESTIONS ABOUT THIS, BUT I WILL MOVE QUICKLY UNLESS YOU HAVE QUESTIONS.
STARTING AT THE TOP LEFT-HAND SIDE, YOU'LL SEE A RUBRIC SCALE.
WHAT WE DECIDED IS THAT WE WOULD CREATE A NUMERIC SCALE.
AGAIN, YOU CAN SEE HOW ONE IS NEEDS ATTENTION, FIVE BEING IT'S GREAT.
OUR ASPIRATION IS TO HAVE A SYSTEM OF GREAT SCHOOLS AND SO THAT'S WHY WE TRY TO CREATE DESCRIPTORS THAT CONNECT WITH OTHER THINGS THAT WE'RE DOING.
HOW WE WILL APPLY THAT WE HAVE, AS I MENTIONED, AT THE DISTRICT LEVEL, THERE ARE NINE DIFFERENT CATEGORIES.
IN EACH CATEGORY, WE ACTUALLY WILL GIVE OURSELVES A RATING OFF OF THIS SCALE.
AT THE END, FOR EACH CAMPUS, WE AVERAGE THEM, AND THEN OVER THE CAMPUS GETS AN OVERALL SCORE AND THAT IDENTIFIES THE QUALITY OF THE CAMPUS. QUESTION?
>> IF YOU LOOK AT THE FIRST ONE, A DISTRICT-ASSIGNED SCHOOL QUALITY RATING.
THE TA WILL GIVE US A LETTER GRADE AT SOME POINT.
WHEN THEY GIVE US THAT GRADE, THEN WE WILL TAKE THAT GRADE AND WE WILL TRANSPOSE THAT GRADE INTO A NUMBER.
IF THEY GIVE US A B, THEN WE WILL HAVE A FOUR.
IF WE GET A C, WE HAVE A THREE.
WE'LL PUT THAT AS ONE INDICATOR IN THE CONTEXT OF ALL OF THE METRICS THAT WE FEEL ARE IMPORTANT.
THE FIRST ONE JUST IS A DISTRICT-ASSIGNED RATING.
WE'LL GO DOWN EACH COLUMN, UP AND DOWN EACH COLUMN.
THE NEXT THING WE SEE A STUDENT DISCIPLINE.
YOU SEE A NUMBER THERE AND THAT'S ACTUALLY A PERCENTAGE.
WHAT WE DID WAS WE WANTED TO IDENTIFY THE PERCENTAGE OF STUDENTS THAT WERE NOT INVOLVED IN ANY DISCIPLINARY REFERRAL AT ALL.
WE LOOKED AT THE NUMBER OF STUDENTS THAT HAD DISCIPLINARY REFERRALS, AND WE SAID, IF 95% OR GREATER OF OUR STUDENTS HAD NO DISCIPLINARY REFERRALS, THEN THAT CAMPUS DESERVED A FIVE.
IF BETWEEN 94 AND 92% FOUR, AND YOU CAN SEE IT THE REST OF THE WAY.
IF WE HAVE A CAMPUS WHERE LESS THAN 85% OF THE CAMPUS HAD DISCIPLINARY REFERRALS, THEN THAT CAMPUS WAS A ONE.
IT WOULD BE A ONE, WHICH WILL INDICATE TO US IF YOU CAN ROLL IT BACK TO THE TOP, JAMIE FOR A SECOND.
IF WE GOT A ONE IN DISCIPLINE, THAT MEANS THAT CAMPUS NEEDS ATTENTION BECAUSE MORE THAN X PERCENT IS INVOLVED IN DISCIPLINARY REFERRAL.
IF I'M A PARENT AND I'M LOOKING AT THIS CAMPUS NOW I CAN SEE ALL OF THESE THINGS THAT GIVES ME INFORMATION ABOUT WHAT'S ACTUALLY HAPPENING, ON THAT CAMPUS.
[00:20:04]
AGAIN, YOU SEE OF COURSE, ELEMENTARY AND SECONDARY, WE LOOK AT THE MATRIX AND WE PUT THE METRICS AT DIFFERENT PERCENTAGES JUST BASED UPON WHAT HAPPENS AT THE MIDDLE SCHOOL, WHAT HAPPENS AT THE HIGH SCHOOL IN RELATION TO WHAT HAPPENS AT THE ELEMENTARY.>> IS THERE A REASON THAT WE CHOSE TO IDENTIFY THE NUMBER OF STUDENTS THAT WERE NOT DISCIPLINED ISSUES BECAUSE WHEN I SEE STUDENT DISCIPLINE, MY MIND IS GOING TO GO TO THINK, HOW MANY DISCIPLINE ISSUES ARE AT THE SCHOOL AND SO I WOULD THINK SEEING A LOW NUMBER IS IDEAL.
WE WANT TO KEEP THE NUMBER UNDER 5%.
I'M ONE MAN WITH AN OPINION, BUT I'M JUST THINKING THAT I WOULD WANT TO SEE A LOW NUMBER AS FAR AS DISCIPLINE ISSUES BECAUSE JUST LOOKING AT THIS WHEN I LOOK AT ONE OF THE CAMPUSES AND I SEE 85%, THEN THAT MAKES ME THINK THAT 85% OF THE STUDENTS AT THIS CAMPUS ARE AN ISSUE WHEN IN FACT, IT'S REALLY THE REVERSE.
I'M JUST CURIOUS AS TO WHY WE TOOK THAT APPROACH VERSUS LOOKING AT IT FROM THE PERCENTAGE OF STUDENTS THAT ACTUALLY ARE A DISCIPLINE ISSUE.
LET'S LOOK AT JUST BEST RATES FOR EXAMPLE.
LET'S JUST TAKE THE CAMPUS, FOR EXAMPLE IN ITS AXIS, THE NEXT PAGE OVER AND JUST LOOK AT THE DISCIPLINARY CURVE.
I SAID DISCIPLINARY INSTANCE, BUT IT'S ACTUALLY THE PERCENT OF STUDENTS WITH NO SUSPENSIONS.
WHAT WE WERE ATTEMPTING TO DO IS TO DIRECT THEIR ATTENTION TO THE FACT THAT 92% OF THE KIDS HAVE NO SUSPENSION.
WE'RE REALLY TALKING ABOUT A SMALLER PERCENTAGE.
IT'S REALLY JUST ABOUT PERSPECTIVE ON WHAT WE WANT TO DRAW OUR ATTENTION TO AND THEN WHAT WE WANT TO ADDRESS.
THAT'S REALLY WHY WE DID THAT.
THEN IF YOU LOOK UNDER DISCIPLINE, YOU'LL SEE THAT WE BROKE DOWN THE NUMBER OF IN-SCHOOL SUSPENSIONS AND THE NUMBER OF OUT-OF-SCHOOL SUSPENSIONS.
>> WE WERE JUST HAVING A CONVERSATION.
>> WHEN WE GO BACK AND LOOK AT SAY, THE PREVIOUS PAGE WITH THIS, WE WERE LOOKING AT WHAT SAYS 85% WE'RE LOOKING AT THE DISTRICT AS A WHOLE.
IS THAT CORRECT? THE CROWLEY ISD PAGE BECAUSE WE WERE LOOKING AT BEST PRICE AND WE'RE COMPARING THE DISTRICT AS A WHOLE.
SO THE SECOND PAGE IN YOUR BOOK.
>> I'M LISTENING. I SEE IT. I GOT IT.
>> WHEN I LOOK AT THAT, I SEE THAT 85%, BUT IN THAT CASE THAT 85% IS THE NUMBER OF KIDS THAT HAVE DISCIPLINE ISSUES OR DON'T HAVE DISCIPLINE ISSUES?
>> DON'T HAVE DISCIPLINE ISSUES.
>> WHY ARE THE COLORS IN THE PIE CHART? I DON'T KNOW.
>> FOR ME IT'S TRANSVERSELY FOR ME IN MY HEAD. DOES THAT MAKE SENSE?
>> DO YOU UNDERSTAND WHAT I'M TRYING TO SAY? [OVERLAPPING]
>> I WANT TO SEE THE CHART OF THE COLOR IN THE HIGHER NUMBER.
>> HOW DO WE SAY THIS? DO YOU UNDERSTAND WHAT I'M TRYING TO SAY, NADRA? I THINK YOU GET IT.
>> I UNDERSTAND WHAT TRUSTEE DAVIS AND HOLLERS SAYING, WHEN YOU LOOK AT THIS, IT LOOKS LIKE YOU'RE SAYING YOU HAVE 98% OF DISCIPLINE INCIDENCE BECAUSE, UNDERNEATH THE PIE CHART, YOU ALSO HAVE DISCIPLINE INCIDENCE.
I KNOW ABOVE IT, IT SAYS BOARD GOAL PERCENTAGE OF STUDENTS WITH NO DISCIPLINES, BUT WHEN YOU ACTUALLY LOOK AT THE PIE CHART, JUST BECAUSE THE WAY THAT YOU READ DATA, IT DOESN'T READ THAT WAY, IT DOESN'T PRESENT THAT WAY.
>> I'M LOOKING NOW AT CROWLEY ISD UNDER DISCIPLINE.
ABOVE IT, WE SAY PERCENT OF STUDENTS WITH NO SUSPENSIONS.
WE ALL SAY WE HAVE 15% OF STUDENTS WITH SUSPENSIONS.
IS THAT WHAT WE'RE SAYING? BECAUSE THERE WILL BE A REVERSE.
I LIKE THE APPROACH HERE BECAUSE WE ALWAYS FOCUS ON THE NEGATIVE.
THE NEGATIVE, AND THE STUDENTS IN TROUBLE ALWAYS TEND TO GET ALL OF THE ATTENTION.
WITH THAT, 92% OF WHATEVER STUDENTS HAVE NEVER BEEN IN TROUBLE, BUT THAT 8% ALWAYS GETS ALL OF THE ATTENTION.
[00:25:03]
FOR ME, IF IT IS EXPLAINED WHAT WE'RE DOING HERE, IT POINTS OUT THE FACT THAT WE HAVE MORE STUDENTS THAT ARE NOT BEING DISCIPLINED ISSUES THAN WE DO STUDENTS THAT ARE DISCIPLINE ISSUES.THAT'S JUST PUTTING A DIFFERENT SPIN ON IT FOR ME.
>> I AGREE WITH THAT, THAT WE SHOULD FOCUS ON WHAT'S POSITIVE, BUT I THINK WE HAVE TO NAME IT SOMETHING ELSE BECAUSE WHEN I SEE STUDENT DISCIPLINE, BUT I SEE A HIGH PERCENTAGE, MY MIND READS THE DATA TO SAY THAT THIS IS 85% OF THE STUDENTS IN CROWLEY ISD ARE DISCIPLINED ISSUES.
WE'RE TRYING TO ACCOMPLISH THE REVERSE, BUT I THINK WE HAVE TO JUST CHANGE MAYBE HOW WE CATEGORIZE IT.
INSTEAD OF CALLING THAT CATEGORY STUDENT DISCIPLINE, WE MAY CALL IT SOMETHING ELSE.
>> GOT YOU. NOW THAT MAKES SENSE.
>> I'M PROCESSING IT OPPOSITE.
I'M SEEING A PROBLEM AS OPPOSED TO SEEING THE POSITIVE.
I KNOW YOUR GOAL IS FOR US TO SEE A POSITIVE, BUT I DON'T KNOW IF THAT'S JUST BECAUSE OF HOW WE'VE BEEN CONDITIONED ON HOW WE READ DATA.
BUT FOR ME, THIS SAYS THAT 85% OF OUR STUDENTS HAVE A PROBLEM JUST BASED ON HOW IT'S WORDED AND PRESENTED FOR ME VISUALLY.
>> I'M JUST CHANGING HOW WE IDENTIFY THAT CATEGORY OR WHAT WE NAME IT, I THINK WOULD MAKE A DIFFERENCE.
I DON'T KNOW WHAT THE CATEGORY SHOULD BE, BUT JUST SO THAT WE SEND THE RIGHT MESSAGE AS SOON AS SOMEONE LOOKS AT THIS.
>> I THINK IT IS JUST FOR TRYING TO TWEAK.
>> FOR BOTH OF THEIR POINTS COMBINED.
>> IT MAKES SENSE. THAT'S REALLY WHY WE DO IT, BECAUSE WE'RE LOOKING AT IS GOOD FOR US.
MRS. SMITH, YOU'VE MADE A NOTE OF THAT, AND SO WE'LL MAKE THAT.
WE'LL LOOK AT A DIFFERENT NAME.
I THINK WE ACTUALLY COULD ALSO ADD THE LABEL TO THE DARK CHART.
LET'S SAY 92% WITH NO, 15% WITH ONE OR MORE, SOMETHING LIKE THAT.
WE CAN ADD A LITTLE BIT MORE DESCRIPTION ON THAT.
THAT'S FOR DISCIPLINE. THEN AGAIN, LET'S STAY WITH THE BESS RACE FOR A SECOND JUST SO I CAN SHOW YOU THE RELATIONSHIP BETWEEN THE METRIC AND THE INDICATOR.
JUST FOR OUR CONVERSATIONS, THE METRIC IS WHAT WE'RE MEASURING AND THE INDICATOR IS THE NUMBER.
WHEN YOU LOOK AT THIS RACE, YOU SEE THE METRIC IS 92% OF OUR STUDENTS WITH NO SUSPENSIONS.
THAT WOULD RESULT IN A FOUR AS FAR AS THEIR STUDENT DISCIPLINARY CATEGORIES.
THAT'S HOW WE GOT THAT NUMBER THERE.
EACH CAMPUS WILL BE ASSIGNED A NUMBER BASED UPON THAT.
LET'S GO TO THE TOP. LET'S STAY WITH BESS RACE FOR A SECOND.
SINCE WE'RE LOOKING AT THE ELEMENTARY AND THEN WILL COME BACK TO THE OTHERS.
ACTUALLY, LET'S GO BACK TO THE RUBRIC.
>> I HAVE A QUESTION ABOUT THE RUBRIC.
WHY DID THE NUMBERS CHANGE FOR ELEMENTARY AND SECONDARY?
>> IT WAS JUST THE ACKNOWLEDGMENT THAT WITH US HAVING FOUR MIDDLE SCHOOLS, 15 ELEMENTARY SCHOOLS, RECOGNIZING THAT AT THE MIDDLE SCHOOL LEVEL, WE'LL HAVE MORE INCIDENTS OF ISS AND SUSPENSION AT THE MIDDLE SCHOOL LEVEL THING, AND THE HIGH-SCHOOL LEVEL, THAN YOU WOULD ENTER.
YOU'LL SEE THE SAME CHANGE WITH ATTENDANCE AS WELL.
[NOISE] THE ELEMENTARY RUBRIC.
I THINK THAT SHOULD BE ON CATEGORY 3, TO RECEIVE A THREE, SHOULD IT BE 90-91?
>> BECAUSE IF SOMEONE SCORES IN 92 RIGHT NOW IT SAYS THEY CAN BE EITHER THREE OR FOUR VERSUS I THINK THAT SHOULD BE 90-91, AND THEN FOUR SHOULD BE 92-94, JUST SO THAT IT READS CONSISTENTLY.
>> THEN SO WE WILL DEFINITELY MAKE THAT CHANGE.
LOOKING AT SECONDARY, YOU CAN SEE THOSE NUMBERS GOING UP TO THE TOP OF THE MIDDLE WE STILL OWN THE RUBRIC GUIDE, SO WE GO UP THE FUND BALANCE.
YOU CAN JUST SEE IF WE'RE OVER 20%, THAT'S A FIVE.
AGAIN, YOU CAN SEE THOSE RATIOS THERE.
OUR TARGET WAS BETWEEN 18% AND 24% WAS ON TARGET.
THAT'S WHERE WE GOT THOSE NUMBERS.
GOING DOWN, TEACHER INFORMATION. THIS IS ONE WAY.
IF YOU COULD FLIP BACK TO BESS RACE AGAIN, YOU MAY WANT TO JUST TAKE THE RUBRIC OUT AND LAY IT TO THE SIDE.
BUT IF YOU LOOK AT TEACHER INFORMATION,
[00:30:02]
WHAT WE MEASURE WITH TEACHER INFORMATION, WHAT WE PRESENT IS ACTUALLY THE TEACHER-TO-STUDENT RATIO, BUT WHAT WE KNOW IS THAT'S MISLEADING AT TIMES, ESPECIALLY WHEN YOU GET TO THE MIDDLE SCHOOL.WHAT WAS MORE IMPORTANT IS TEACHER TENURE.
WE LOOK AT THE NUMBER OF STUDENTS THAT WE HAVE THAT ARE BETWEEN ZERO AND FIVE YEARS AND A NUMBER OF STUDENTS THAT WE HAVE BETWEEN FIVE OR MORE YEARS ON THAT CAMPUS.
>> SORRY. NUMBER OF TEACHERS ON THAT.
WHAT WE SAID WAS WE LOOKED AT THAT PERCENTAGE.
YOU CAN'T SEE THAT ON HERE, THE PERCENTAGE-WISE, THESE ARE EXCELLENT NUMBERS.
WHEN YOU LOOK AT THAT AS 49 TEACHERS ON BESS RACE CAMPUS, 27 OF THOSE TEACHERS ARE OUR FIVE YEARS OR MORE.
WE CALCULATED, WE GOT A PERCENTAGE AND THAT'S WHERE THE NUMBER 4 CAME FROM.
THAT'S WHERE THE RATING OF FOUR CAME FROM.
>> WHAT WE DID WITH TEACHER TENURE, THE NUMBER REPRESENTS THE TOTAL NUMBER OF TEACHERS ON THAT CAMPUS.
BESS RACES CAMPUS, WE HAVE 49 TEACHERS.
WHAT WE SIMPLY DID WAS WE TOOK THE NUMBER OF TEACHERS THAT HAD BEEN EMPLOYED FIVE OR MORE YEARS, BUT WE PUT THAT OVER 49, AND IT GAVE US A PERCENTAGE.
THEN BASED ON WHAT PERCENTAGE OF IT HAD TO BE BETWEEN 49 AND 59 BECAUSE WE GAVE IT A FOUR.
>> IF YOU COME DOWN TO ATTENDANCE, THAT'S PRETTY SELF-EXPLANATORY.
WE LOOK AT ATTENDANCE AND WE SHARE WITH YOU THE ATTENDANCE FROM 2021, '22, AND THEN ALSO THE ATTENDANCE FROM '22, '23.
THEN, OF COURSE, YOU'LL SEE THE ATTENDANCE CHART, THE ELEMENTARY OVER TO YOUR RIGHT.
YOU'LL SEE WHERE THEY FAIL, AND BASED ON WHERE THEY FAIL, WE GAVE THEM RATING BASED ON THAT.
>> I'M SORRY, DR. [OVERLAPPING].
>> THE TEACHER-TO-STUDENT RATIO, IS THAT AN AVERAGE? WHERE IS IT? BECAUSE WHEN I LOOK AT 665 STUDENTS DIVIDED BY 49 TEACHERS, THAT'S ABOUT 13.
WHERE ARE WE GETTING THE ONE FOR '22?
>> THE WAY IS CALCULATED IN OUR HR DATABASE, WE HAVE TEACHERS ON CAMPUS THAT ARE NOT CLASSROOM TEACHERS AND SO THEY'RE NOT ACTUALLY THE SCIENTISTS STUDENTS.
THE RATIO THAT WE HAVE FROM MY HR REPORTS IS 1:22, AND SO IT'S NOT THAT EVERY EMPLOYEE ON THE CAMPUS IS A TEACHER OF RECORD FOR A CLASSROOM.
WE HAVE ISSS, WE HAVE OTHER FOLKS, THAT'S WHAT IT IS.
>> IT IS. ALSO WHAT WE DID WAS IN ALL OF THE ELEMENTARY BECAUSE WE'RE REQUIRED FOR 22:1 FROM K THROUGH FOUR AND THEN FIVE, WE CAN GO UP A LITTLE BIT MORE.
WE USE 22:1 ACROSS THE BOARD AT ELEMENTARY JUST BECAUSE IT'S HARD TO REALLY GIVE THEM AN ACCURATE NUMBER OF WHAT IT IS.
THE OTHER ONE I WANT TO POINT TO, WE ADD IT BECAUSE IT WAS ALREADY WHEN WE LOOKED AT THE NISH REPORT AND THEN ALSO THE GRACE SCHOOL'S REPORT.
THESE ARE RESOURCES THAT WHEN PARENTS ARE MOVING IN A RELATIVE WHO'S TRYING TO SELL A HOME, PARENTS GO TO THOSE WEBSITES.
WE ACTUALLY PULL THAT INFORMATION DOUGLASS HAD BEEN RESEARCHED AND NISH AND HAVING CONVERSATIONS WITH HIM BECAUSE WE WERE TRYING TO UNDERSTAND, HOW DO YOU ALL GET THESE? WHAT METRICS DO PARENTS REALLY WANT TO LOOK AT? WHAT WE FOUND IS PARENTS WANT TO KNOW HOW MANY COUNSELORS THAT YOU HAVE ON A CAMPUS, WHAT SEL SUPPORTS, WHAT PROGRAMS AFTER SCHOOL, AND ALL THAT.
WE CREATED A STUDENT SUPPORTS AND SO WE SAID, COUNSELORS, SEL SPECIALISTS, INTERVENTIONIST YOU'LL SEE A BASE RAISED.
YOU GOT A FIVE BECAUSE THEY HAVE ALL OF THIS.
WE HAVE COUNSELORS, WE HAVE SEL SPECIALIST AND INTERVENTIONIST.
THEY DON'T HAVE 21ST CENTURY AFTER-SCHOOL PROGRAM, BUT THEY DO HAVE CLAYTON YEARS AFTER-SCHOOL PROGRAM.
WHAT WE SET IN THIS AND THEY HAVE TOTAL OF IT.
IN THIS SECTION FOR STUDENTS REPORTS, IF THEY HAD FIVE OF THE SIX OF THESE AREAS CHECK, THEN THAT MEANS THAT THEY'VE GOT A FIVE ON THERE.
THEY DIDN'T HAVE TO HAVE ALL SIX BECAUSE CLAYTON YEARS AND 21ST CENTURY IS PRETTY MUCH SERVING SIMILAR ROLES.
THERE ARE ALSO PARENTS WANT TO KNOW ABOUT PARENT ENGAGEMENT AND HOW INVOLVED THE PARENTS ON THEIR CAMPUS.
A GOOD THING IS BECAUSE YOU ALL HAVE GIVEN US THE DIRECTIVE TO MAKE SURE WE HAVE SURVEYS OF PARENTS AND KIDS AND TEACHERS AND ALL IN THE FUTURE,
[00:35:03]
THIS IS THE INDICATOR THAT WE'LL BE ABLE TO EXTRACT FROM THE SURVEY THAT WE GIVE.BUT RIGHT NOW, WHAT WE DID WAS JUST IDENTIFY.
WE MET WITH CAMPUSES AND WE IDENTIFY WHAT'S AVAILABLE.
THIS IS SELF-REPORTED RIGHT NOW, BUT IN THE FUTURE IT WILL BE SOMETHING THAT WOULD BE GENERATED FROM OUR SURVEY INSTRUMENT.
>> CAN ASK A QUESTION ON THE PARENT INVOLVEMENT 1?
>> I KNOW WE HAVE OUR PRODUCTS AND WE HAVE PTA.
DO WE WANT TO CONSIDER THE SIZE OF THE MEMBERSHIP? JUST BECAUSE YOU HAVE PTA, IF IT'S NOT AN ACTIVE PTA OR YOU HAVE ALL PRO DADS AND YOU'RE NOT CAPTURING MANY DAD.
IS THERE ANY DISCUSSION IN REGARDS TO JUST MEMBERSHIP SIZES AS COMPARED TO STUDENT POPULATION?
>> I THINK THAT'S PROBABLY THE NEXT EVOLUTION.
FIRST, WE WANT TO SEE WHAT IS AVAILABLE, AND THEN AFTER THAT, THE OTHER QUESTION IS ASKING, HOW OFTEN ARE THEY MEETING? IS IT EFFECTIVE? ALL THAT.
>> BECAUSE I'VE SEEN ON CERTAIN CAMPUSES WHERE THEY MAY HAVE HAD A REALLY STRONG PTA, BUT THEN THAT PARENT MATRICULATE INTO THE NEXT LEVEL WITH THEIR STUDENTS.
THE ELEMENTARY, VERY ACTIVE, VERY ROBUST BECAUSE ON THE LEADERSHIP THAT KIDS MOVEMENTS TO MIDDLE SCHOOL, THE PTA MAY WANE A BIT BECAUSE THEY MIGHT NOT HAVE CULTIVATED LEADERSHIP TO TAKE OVER THAT ROLE AND KEEP IT GOING.
>> I THINK THERE IS SOME VALUE AND I GET THE NEXT ITERATION.
I THINK THERE'S SOME VALUE TO CONSIDER IF YOUR PTA IS SHRINKING AND WE'RE STILL GETTING A 5 FOR IT BEING PRESENT.
I THINK WE SHOULD HAVE SOME WAY TO MEASURE THAT.
>> ABSOLUTELY. WE'LL MAKE A NOTE OF THAT.
>> WHAT DO YOU CONSIDER BOOSTER CLUBS? DO THEY NOT COUNT FOR FIELD ENGAGEMENT?
>> WHEN WE GET TO THE SECONDARY AND THE HIGH SCHOOL, THAT'S WHAT YOU WILL SEE MORE OF.
YOU'LL SEE LESS PTA BUT MORE BOOSTER CLUB, AND SO THAT IS ACCOUNTED FOR FOR THE SECONDARY.
>> IS THERE AN EXPECTATION AS FAR AS THE NUMBER OF WAYS THAT PARENTS CAN ENGAGE TO DETERMINE THE SCORE? I ASKED THAT BECAUSE I LOOK AT AND I'M SORRY, THEY'VE BEEN THROUGH SEVERAL, BUT I LOOK AT BESS RACE AND THEY HAVE A 5.
THEY HAVE PTA AND ALL PRO DADS, BUT THEN WHEN I LOOK AT DEER CREEK.
I SEE THEY HAVE PTA, ALL PRO DADS, AND DRAGGING UNIVERSITY, BUT THEY ONLY HAVE A 2.
IS THE EXPECTATION THAT THERE IS A CERTAIN NUMBER OF CLUBS, GROUPS, WHATNOT TO GENERATE THAT SCORE? I JUST ASK BECAUSE I LOOK FOR CONSISTENCY AND CONTINUITY JUST TO TRY TO UNDERSTAND, AND SO I'M A LITTLE CONFUSED ON THAT.
>> I NEED TO LOOK AT THAT THAT'S RAISED BECAUSE IF IT HAS THAT TOO THEN IT WAS PROBABLY THE ONE THAT WE DID EARLIER, WE NEED TO GO BACK AND CHECK IT.
BUT WITH THE RUBRIC, IF YOU LOOK AT THE RUBRIC GUY WITH PARENT CLUBS, WHAT WE SAY IS THAT WE WANT 2 OR MORE.
IF YOU HAVE 1, THEN YOU GET A 2.
IF YOU HAVE NONE, THEN YOU GET A 1, WHICH MEANS NEEDS ATTENTION.
WHAT WE DID, WE SHARED THIS WITH PRINCIPALS, AND THEN WE GOT A WHOLE LOT OF OTHER CLUBS THAT WE HAD TO ADD IN.
BECAUSE THERE'S SOMETHING WE DON'T KNOW ABOUT AND WE'RE LIKE LOOK, WE NEED TO KNOW IT SO WE KNOW THAT WE CAN ADD IT TO THIS FORM.
THIS IS EVOLVING BUT WE'LL GO BACK AND MAKE SURE THAT THEY MEET IN ORDER FOR THEM TO GET UP.
AGAIN, FOR PARENT AND PARENT INVOLVEMENT, AND THEN ALSO FOR STUDENT CLUBS, IT WAS MORE ABOUT, ARE THEY AVAILABLE FIRST? THEN IS GOING TO BE ABOUT, WHAT'S THE POPULATION AND ALL THAT? IF YOU LOOK AT STUDENT CLUB, YOU'LL SEE THAT THEY HAVE 5 OR MORE, THEN THEY GET A 5.
IF THEY HAVE 3-4 THEN IS A 3 AND THEN A 2 AND A 1.
THE QUESTION MAY BE, WHY DID YOU GO FROM 5-2 AND WHY DID YOU GO 3 AND 4 AND ALL THAT? IS JUST BECAUSE WE SAID THAT, HEY, IF YOU HAVE 2 THAT'S REALLY GOOD, MORE THAN IT'S FINE.
IF YOU HAVE ANY LESS THAN THAT, THERE'S NOT A AVERAGE GOOD OR EXCEPTIONAL SCORE FOR THAT.
IF YOU HAVE LESS THAN 2, THEN THAT NEEDS ATTENTION.
BUT WHAT WE'RE TRYING TO SAY IS WE WANT TO HAVE 2, AND THEN ANYTHING ABOVE IS GOOD.
>> I HAVE A QUESTION REGARDING THE RUBRIC GUY.
WILL THIS BE SHARED WITH ANYONE? WILL BE SHARED WITH THE PARENTS TO KNOW HOW TO EVALUATE THE QUALITY REPORTS FOR THEIR SCHOOLS.
>> THAT GRADE DATE. I'M SORRY.
>> I'M ASKING ONLY BECAUSE I'M LOOKING AT THE CONSISTENCY OF THE NUMBERS BESIDE THEM.
WHEN WE LOOK AT THE PARENT CLUBS AND STUDENT CLUBS, IT LOOKS LIKE A NEGATIVE ONE.
CAN WE TAKE THE DASH AWAY AND THEN SAYING WITH FUND BALANCE?
>> THIS CONSISTENCY IN FORMAT.
>> ABSOLUTELY. TO ANSWER YOUR QUESTION, AFTER THIS MEETING, WE'LL GO BACK TO CLEAN IT UP.
BUT OUR PLAN IS LIKE THIS IS NEW, AND SO WHAT WE PLAN TO DO IS HAVE MEETINGS
[00:40:02]
BOTH VIRTUALLY AND ON THE CAMPUS AND JUST WALK THEM THROUGH IT.HERE'S HOW WE DO THEY WILL WALK THEM THROUGH JUST LIKE WE'RE DOING.
THE GOOD THING IS WITH THE ZOOM MEETINGS, ANOTHER GOOD THING FROM THE BACKPACK DEAL IS WE FOUND OUT THAT, IF WE DO ZOOM MEETINGS LIKE MEAL OF THE DAY AND LUNCH AND AFTER SCHOOL, THEN WE GET MORE PARENTS.
THIS IS SOMETHING WE CAN PUT ON A ZOOM AT EACH CAMPUS, WALK THEM THROUGH IT, SHOWING WHY, WHERE, WHAT, AND ALL THAT.
PROBABLY BY THE END OF THE MONTH, ONCE WE GET EVERYTHING NAILED DOWN, WE PLAN TO HAVE ZOOM MEETINGS, SPECIFICALLY ON, HERE'S HOW WE CAN DETERMINE THE QUALITY OF OUR SCHOOLS.
THEN REALLY WALKING OUT PARENTS THROUGH IT SO THAT THIS BECOMES SOMETHING THAT DRIVES OUR DECISION-MAKING.
BUT TO ANSWER YOUR QUESTION, YES, WE WILL WALK.
WE CAN'T JUST SEND THIS HOME TO PARENTS AND SAY, HERE IT IS, THERE'S GOT TA BE EXPLANATION.
THAT'S WHY WE'RE PLANNING TO DO THAT.
I THINK WENT THROUGH ALL OF THE ELEMENTARY DEALS.
LET'S GO TO THE SECONDARY, IT IS BEHIND THAT FIRST TAB, AND WE CAN GO TO THE FIRST SECONDARY THAT YOU GET TO CROWLEY MIDDLE SCHOOL.
WHEN YOU LOOK AT SECONDARY, THE THING THAT'S DIFFERENT WITH SECONDARY, ACTUALLY WITH MIDDLE SCHOOL, THERE'S NOTHING DIFFERENT OTHER THAN WE DO SHARE THE PRE-AP ENROLLMENT.
I'M SORRY. I FORGOT TO GO ON THE BACK OF THE PAGE.
IF YOU ALL COULD FLOW BACK TO BESS RACE, AND LET'S LOOK AT THE BACK OF THE PAGE BECAUSE THIS IS IMPORTANT.
IT'S IMPORTANT BECAUSE YOUR PICTURE IS ON THERE, BUT [LAUGHTER] IT'S IMPORTANT FOR ANOTHER REASON.
ANOTHER THING AND I DON'T KNOW WHAT THE WORD IS WHEN SOMETHING IS MAYBE COUNTER-INTUITIVE IS THE WORD.
I DON'T KNOW, BUT LIKE, IF WE ALL DECIDED THAT WE'RE GOING TO GO TO TUCSON, ARIZONA AND WE WANT TO FIGURE OUT A PLACE TO STAY.
ONE OF THE FIRST THINGS WE'LL DO IS WHAT'S THE YALE SCHOOL WITH, WHAT ARE PEOPLE SAYING THAT IT ACTUALLY THERE? THAT'S WHAT WE FOUND WITH NIST REPORT IS ONE OF THE THINGS THEY BASE A LOT OF IT ON IS FEEDBACK FROM PEOPLE THAT ARE IN THE DISTRICT AND SO WHAT WE DID WAS WE WERE ABLE TO CONTACT PARENTS FROM OUR DISTRICT AND YOU'LL SEE SOME DIFFERENT STATEMENTS ABOUT THE SCHOOL.
ON EACH CAMPUS, WE HAVE STATEMENTS ABOUT THE SCHOOL AND THEIR EXPERIENCE AND ALL THAT.
AT THE BOTTOM LEFT-HAND CORNER, YOU'LL SEE THE DIFFERENT THINGS THAT PARENTS ARE SAYING THERE.
SOME PARENTS ALLOW US TO USE THEIR NAME, SOME DIDN'T.
BUT AGAIN, YOU CAN SEE THAT AND THAT'S INFORMATIVE.
OVER TO THE RIGHT-HAND SIDE, YOU'LL SEE CAMPUS DEMOGRAPHICS.
WE HAD SOME CONVERSATIONS ABOUT WHETHER WE SHOULD RATE DEMOGRAPHICS OR NOT BUT WHAT WE IDENTIFIED AS PARENTS WANT THEIR KIDS TO HAVE DIVERSE EXPERIENCES AND SO WE FELT LIKE DIVERSITY IS MORE THAN JUST ETHNICITY.
WE ALSO BELIEVE THAT DIVERSITY IS REALLY ECONOMIC DIVERSITY AS WELL AND SO FOR EVERY CAMPUS, WE LOOK AT IF THE CAMPUS HAD THREE DIFFERENT SUBGROUPS AND SO THAT MEAN IT COULD BE AFRICAN-AMERICAN, HISPANIC, AT ECONOMIC DISADVANTAGED, OR IF THOSE THREE GROUPS WERE OVER 10%, THEN IT WAS CONSIDERED A DIVERSE CAMPUS AND ONE THAT WE FELT LIKE DESERVE THAT FIVE.
MOST OF OUR CAMPUSES WILL HAVE THAT LEVEL OF DIVERSITY.
MANY OF THEM HAVE THE THREE ETHNIC GROUPS.
SOME OF THEM HAVE FOUR, MEANING THE THREE ETHNIC GROUPS AND THE ECONOMIC DISADVANTAGED AS WELL.
THAT'S HOW WE CALCULATED THAT.
>> IF BEING ECONOMICALLY DISADVANTAGE IS INCLUDED IN THE CAMPUS DEMOGRAPHICS, IS IT THEN SEEN AS A POSITIVE TO HELP WITH THAT SCORE?
>> IF THE ECONOMIC DISADVANTAGED NUMBER IS OVER 50% AND ANY OF THE OTHER ETHNIC GROUPS ARE OVER 10% AND YOU GET UP TO THREE OF THOSE THEN THAT WOULD CONSIDER TO BE A FIVE.
FOR EXAMPLE, WITH THIS RACE, WE SEE IT, AND I'LL SHOW YOU ONE WHERE WE DON'T HAVE THREE ETHNIC GROUPS, BUT WITH THIS RACE YOU HAVE FOUR.
YOU HAVE THE BLACK, HISPANIC, WHITE, AND ECONOMIC DISADVANTAGED.
THAT'S FOUR GROUPS. HELPS US TO MEET THE CRITERIA.
IS THAT YOU ALL WITH ME? LET'S LOOK AT DAVID WALKER.
WALKER, 53.8% AFRICAN-AMERICAN, 38.5% HISPANIC, INDIAN ARE 87% ECONOMIC DISADVANTAGED.
[00:45:07]
THAT GIVES THEM THREE GROUPS.SO LONG AS THEY HAVE THREE GROUPS, THEN THAT MEANS THAT THEY ABLE TO HIT THE FIVE IS A DIVERSE CAMPUS.
WHAT ARE YOU THINKING ABOUT THAT?
>> I DON'T KNOW. I'M HEARING WHAT YOU'RE SAYING, I'M TRYING TO PROCESS IT.
I THINK THE LOOK ON MY FACE IS PROCESSING.
I UNDERSTOOD WHEN YOU WERE SEPARATING ETHNICITY FROM ECONOMIC STATUS WITH REGARDS TO YOU WANT DIVERSITY ON THE CAMPUS AND I KNOW THAT THIS IS ONE OF MANY DIMENSIONS OF DIVERSITY BUT HERE THE STUDENT GROUPS WERE PRIMARILY BE AFRICAN AMERICAN OR LATINO.
THEN ECONOMICALLY DISADVANTAGED, YOU'RE SAYING IF IT'S 87% ECONOMICALLY DISADVANTAGED, AND THAT MEANS THAT ONLY 12% OR 13% IS NOT ECONOMICALLY DISADVANTAGED.
TO ME THERE'S A LOSS OF DIVERSITY AND THAT TO ME.
I DON'T KNOW WHY I SEE IT THAT WAY.
I GET THAT, IF IT WAS CLOSER TO 50% TO ME, THAT WOULD BE MORE OF A DIVERSE ECONOMIC GROUP, IF THAT MAKES SENSE, BECAUSE IT WOULD BE MORE REPRESENTATIVE OF BOTH POPULATIONS BUT WHEN YOU MOVE TOWARDS THE 90 PERCENTILE AND ECONOMICALLY DISADVANTAGED, TO ME, THERE'S A LOSS OF DIVERSITY IN THAT GROUP AND THEREFORE, THAT SHOULDN'T COUNT AS YOUR THIRD TO ME. DOES THAT MAKE SENSE?
>> YES. I DEFINITELY UNDERSTAND IT.
>> OKAY. I DON'T KNOW IF THAT SHAKES OR IF THAT'S JUSTIFIED WHY I THINK IT THAT WAY, BUT I JUST THOUGHT IT.
>> MY REACTION AND I UNDERSTAND TOTALLY WHAT TRUSTEE HALL IS IT SAYING.
I THINK MY REACTION TO THAT IS I THINK PERSONALLY I HAVE AN ISSUE WITH THAT BEING SOMETHING THAT WE RATE.
I THINK IT'S SOMETHING THAT WE SHOULD HIGHLIGHT BECAUSE WE BELIEVE THAT DIVERSITY IS OUR SUPERPOWER AS A DISTRICT.
HOWEVER, IF I HAPPEN TO LIVE IN A NEIGHBORHOOD AND MY SCHOOL JUST HAPPENS TO BE HOMOGENEOUS, MY SCHOOL SHOULDN'T BE VIEWED AS LESS THAN BECAUSE THE COMMUNITY IS MADE UP THE WAY THAT IT IS.
NOW, THAT'S NOT NECESSARILY THE CASE IN OUR DISTRICT, BUT I THINK WE SHOULD HIGHLIGHT THE CAMPUS DEMOGRAPHICS.
I DON T THINK THERE SHOULD BE A RATING ASSIGNED TO IT.
I AM HAVING JUST A NEGATIVE REACTION OR RESPONSE TO THAT BEING BECAUSE TO SAY THAT A SCHOOL NEEDS IMPROVEMENT BASED ON THE MAKEUP OF THE COMMUNITY, I'M HAVING A HARD TIME RECONCILING THAT WITH THEM MYSELF.
AGAIN, I'M ONE MAN WITH AN OPINION.
>> WE WENT BACK AND FORTH ON THAT. I LOST THAT.
>> I NORMALLY HEAR ABOUT IT TOMORROW.
I GET IT. I DEFINITELY UNDERSTAND THAT.
WHEN YOU LOOK AT IT, EVERY CAMPUS IN THE DISTRICT, I WAS JUST FLIPPING THROUGH REALLY QUICKLY, BUT EVERY CAMPUS IN THE DISTRICT IS GOING TO HIT A FIVE WHICH MEANS BECAUSE THAT EVERY CAMPUS HAS AT LEAST THREE GROUPS, THAT THEY HAVE TO DEAL WITH.
SOME HAVE FOUR, BUT EVERY CAMPUS HAS THREE GROUPS, MEANING TWO ETHNIC GROUPS FOR SURE, AND ECONOMIC DISADVANTAGE, ONE OF THE OTHERS.
IF WE LOOK AT IT LIKE CROWLEY MONTESSORI FOR EXAMPLE.
ACTUALLY THIS ONE PROBABLY, I UNDERSTAND WHAT YOU WERE DESCRIBING, DOCTOR HOW WHEN YOU LOOK AT CROWLEY MONTESSORI.
>> I'M SORRY. I'M GOING TO DO THIS RIGHT. I DON'T KNOW.
I'M OUT OF PRACTICE I DON'T KNOW WHERE I'VE BEEN LIKE I HAVEN'T DONE THIS FOR EIGHT YEARS, BUT IT LOOKS MORE DIVERSE IN THE SENSE OF, YOU'VE GOT THREE POPULATIONS THAT ARE OVER THE THRESHOLD THAT YOU MENTIONED AND AN ECONOMICALLY DISADVANTAGED IS MORE TOWARDS THE MIDDLE.
IT SEEMS TO ME THAT THIS WILL LOOK MORE ECONOMICALLY DIVERSE.
NOW, I'M OUT OF THE MIND, I DON'T KNOW THAT WE SHOULD BE WRITING THIS EITHER BECAUSE IF YOU HAD, SAY, A SCHOOL THAT WAS PRIMARILY LATINO AND THEY HAD LESS THAN 10% OF THE OTHERS
[00:50:04]
AND IT EVEN DOESN'T MATTER WHERE THE ECONOMICALLY DISADVANTAGED WAS, BUT THAT WOULD BE BAD? I GUESS WHAT I'M SAYING, THAT WOULD BE BAD? IF YOU KNOW WHAT I'M SAYING, I DON'T KNOW HOW TO PROCESS IT.>> I GET YOU. BUT I THINK I HEAR WHAT YOU ALL ARE SAYING.
>> THEN THE FACT THAT THIS IS A FIVE AND THEN THE OTHERS WERE STILL A FIVE AND THEY DON'T LOOK ALIKE AT ALL TO ME.
BUT I WAS JUST TRYING TO FIGURE OUT THE IS THE FIVE SPEAKS THE VALIDITY OF LIKE IS THAT A VALID MEASUREMENT.
>> ON THE BOARD OF TRUSTEES AND WHATEVER THE NEXT ONE IS GOING TO BE, HOW WAS THAT A PART OF THE OVERALL PICTURE WHEN WE'RE TALKING ABOUT DEMOGRAPHICS AND ALL THAT.
HOW DID THAT PLAY INTO THE OVERALL FOUR OR WAS IT LOOKED AT INDEPENDENTLY FROM ANYTHING ELSE OR DOES THAT MAKE SENSE?
>> THE PERCENT OF STUDENTS WITHIN A PARTICULAR GROUP, IT DOES IMPACT.
YOU HAVE TO HAVE MORE THAN 10% AND I THINK A ROW, I BELIEVE IF WE TALK ABOUT FEDERAL TARGETS, THE PERCENT OF STUDENTS IN A PARTICULAR GROUP MATTERS.
THE THING THAT WE DON'T HAVE THAT YOU HAVE LEP.
YOU HAVE SEVERAL OTHER DIFFERENT SUBGROUPS THAT THEY DO COME INTO PLAY AND SO OUR THOUGHT PROCESS WAS THAT, I THINK THIS IS ONE WHERE RATING IT IS NOT AS IMPORTANT AS BEING ABLE TO SHARE THE PAIN.
THIS IS REVERSIBLE SO I RECEIVED THAT.
[LAUGHTER] YOU ALL HEARD ME SAY THIS, YOU ALL HAVE TO TELL ME TOMORROW. [LAUGHTER]
>> DR. MAYFIELD, BOARD OF TRUSTEES, DR. MCFARLAND.
I WAS JUST GOING TO SAY THE TWO IN THAT ACCOUNTABILITY BUT YOU'RE TALKING ABOUT IN DOMAIN 3 WHEN YOU'RE TALKING ABOUT CLOSING THE GAPS, IT'S GOING TO BE YOUR TWO LOWEST PERFORMING STUDENT GROUPS AND SO THAT'S WHERE I THINK DR.
MCFARLAND WAS GOING IN CLOSING THE GAPS CAN IDENTIFY YOUR TWO LOWEST PERFORMING STUDENT GROUPS, BUT TO TYPICALLY, YOUR HIGHEST PERCENTAGE OF STUDENT GROUPS AT THAT CAMPUS AND SO MONITORING THEM THROUGH ACCOUNTABILITY IS THAT THOUGHT AND SO THAT'LL HIT BACK TO ACCOUNTABILITY IN DOMAIN 3.
>> WHAT WE WILL DO IS WE'LL DEFINITELY REVISIT THAT FOR SURE.
AS WE LOOK AT, LET ME MAKE SURE I THINK WE WE'RE ELEMENTARY.
LET'S RUN THROUGH SECONDARY REALLY QUICKLY JUST SO YOU CAN SEE.
WE CAN GO TO CROWLEY MIDDLE AND I'LL JUST POINT OUT WHAT'S DIFFERENT ABOUT THE MIDDLE SCHOOL.
IF YOU SEE THE TOP RIGHT-HAND CORNER, THE NUMBER OF STUDENTS ENROLLED IN PRE AP.
WE JUST ACTUALLY JUST GAVE THE ENROLLMENT OF THE CAMPUS AND THEN ALSO THE NUMBER OF STUDENTS ENROLLED IN PRE AP.
ALL THE OTHER INDICATORS ARE PRETTY MUCH THE SAME AS WHAT WE JUST SHARED.
LET'S FLIP ON. LET'S GO TO THE HIGH SCHOOL.
I THINK THERE'S ONE SMALL DIFFERENCE WITH THE HIGH-SCHOOL.
LET'S JUST LOOKING AT CROWLEY HIGH.
LOOKING AT CROWLEY HIGH IN THE MIDDLE OF THE PAGE, YOU'LL SEE GRADUATION RATE. THAT'S RATED.
AGAIN ON OUR RUBRIC YOU CAN SEE HOW WE CAME UP WITH A RATING SCORE, COLLEGE AND CAREER MIDDLE OF THEIR RATINGS, YOU'LL SEE THE SAME.
WE'RE JUST NOT SURE ABOUT HOW THE CCMR NUMBER WILL COME OUT THIS YEAR. THAT MAY CHANGE.
THE RANGE MAY CHANGE BASED ON WHAT THE INDICATOR ENDS UP BEING.
BUT YOU SEE HOW WE'RE MEASURING THAT.
ANOTHER ONE THAT WE MEASURE THAT YOU ALL HAVE TALKED ABOUT THAT WE'RE HIGHLIGHTING AND MONITORING NOW, IF YOU LOOK AT THE BOTTOM, STUDENT PARTICIPATION AND FINE ARTS, YOU'LL SEE A CROWD OF HIGHLY AT 73% OF OUR STUDENTS PARTICIPATING IN FINE ARTS, WHICH IS A HIGH NUMBER, WHICH IS WHY THEY HAVE FIVE.
THEN YOU ALSO SEE STUDENT PARTICIPATION IN ATHLETICS, WE HAVE 43%.
WE KNOW THAT NOT ALL KIDS WILL PARTICIPATE IN ATHLETICS, BUT WE DID GIVE AN INDICATOR TO THAT AS WELL.
THAT WAS GOOD. WE PUT GOOD THERE BECAUSE WE THINK THAT'S GOOD BUT IS NOT EXCEPTIONAL, BUT IT IS DEFINITELY GOOD.
NOW IF YOU LOOK TO NORTH CROWLEY, YOU'LL SEE THAT STUDENT'S PARTICIPATION
[00:55:03]
AND THIS IS SOMETHING WE GOT TO GO BACK AND REVISIT.I'LL LOOK AT THAT BECAUSE THOSE NUMBERS ARE OFF THERE SO WITH STUDENT PARTICIPATION, BECAUSE THEY KNOW CROWLEY, YOU SEE, 77% OF THE STUDENTS WERE IN FINE ARTS AND SO THEY SHOULD HAVE BEEN AT A FIVE AS WELL.
THEN STUDENT PARTICIPATION IN ATHLETICS.
LARGER CAMPUS, AGAIN, MUCH LARGER CAMPUS.
YOU'LL SEE THAT WE HAVE 36% THERE.
WILL RE-EVALUATE BECAUSE I DON'T SEE THAT WE'VE LISTED THAT ON OUR RUBRIC, SO WE'LL GO BACK AND LOOK AT THAT.
REALLY, QUITE FRANKLY, WHAT WE'RE DOING WITH THIS FIRST PRODUCTION IS ESTABLISHING A BASELINE.
THEN ONCE WE HAVE A BASELINE HERE, WE CAN THEN SAY WHAT'S REASONABLE, WHAT'S NOT.
>> I THINK FOR ME THE ONLY THING THAT STICKS OUT FOR ME INITIALLY IS THE ATTENDANCE COMPARISON.
I KNOW THAT YOU HAD GIVEN US A PREVIEW THAT IT WAS GOING TO VARY BETWEEN ELEMENTARY AND SECONDARY.
I GUESS FOR ME, I'M TRYING TO I GUESS, UNDERSTAND OR SYNTHESIZED WHY IT'S BROKEN UP THE WAY THAT IT IS WHEN SECONDARY, YOU'VE GOT TO HAVE THE COMPULSORY ATTENDANCE.
YOU LOSE CREDIT IF YOU DROP BELOW 90%.
BUT TO ME, LIKE 90% SEEMS LIKE IT WOULD BE OF MORE SIGNIFICANCE THAN WHAT IT IS BECAUSE WHEN THEY CALCULATE THE ATTENDANCE RATE, AND YOU CORRECT ME IF I'M THAT'S ACTUALLY A QUESTION I PROBABLY JUST STATED LIKE THAT.
WHEN THEY CALCULATE THE ATTENDANCE RATE, WHEN WE GET THAT BACK, THAT'S AFTER THEY CLEANED UP THE DATA BECAUSE THAT'S IN ARREARS.
THAT TAKES INTO ACCOUNT ALL OF THE ATTENDANTS RECOVERY AND ALL OF THOSE THINGS.
TO ME IT SEEMS LIKE IF AT THE END YOU'VE CLEANED THAT UP, YOU'VE ALLOWED FOR STUDENTS TO GET IN THEIR LETTERS.
YOU'VE ALLOWED FOR STUDENTS TO MAKE UP TIME ON SATURDAYS AND WEEKENDS OR HOWEVER WE DO IT HERE IN CROWLEY ISD.
TO GIVE 74 AND 84, I DON'T KNOW.
SEEMS LIKE IT WOULD BE DIFFERENT.
AM I THINKING ABOUT IT BACKWARDS? LIKE TO HAVE TO RECEIVE.
IT JUST SEEMED LIKE A 92% OF THE FILE AND I DON'T KNOW.
I FEEL LIKE IT WOULD BE HIGHER BECAUSE IN THE STATE AVERAGES 95.
DOES THAT MAKE SENSE? I'M TRYING TO RECONCILE THEIR THRESHOLD'S OF 90% BEING COMPULSORY ATTENDANCE LAW, 95% BEING THE STATE AVERAGE.
THEN TRIED TO ASSOCIATE LIKE GREATNESS WITH THOSE BENCHMARK.
>> YEAH. LET ME LOOK AT THAT AND SEE WHAT WE CALL AS WELL AS KNOW WHAT WE DID WAS WE LOOKED AT HISTORICALLY WHERE WE'VE BEEN.
WE TRIED TO CREATE A RANGE THAT MADE SENSE TO WHERE IT WAS, SOMETHING THAT WAS REASONABLE BUT ALSO CONSTRAINTS SO LET ME LET ME LOOK AT SECONDARY.
>> DR. MCFARLAND. THE STUDENT PARTICIPATION SECTION, COULD WE JUST NOT FOCUS ON STUDENTS PARTICIPATING IN EXTRACURRICULAR ACTIVITIES PERIOD VERSUS BREAKING IT DOWN BETWEEN FINE ARTS AND ATHLETICS? THE REASON THAT I ASKED THAT, BECAUSE I THINK THE OVERALL FOCUSES ON STUDENTS BEING ENGAGED IN SOMETHING.
BUT WHEN I LOOK AT, ONLY 43% OF THE STUDENTS AT CHS ARE PARTICIPATING IN ATHLETICS.
THEY'RE GETTING A THREE FOR THAT.
WELL, THEN DOES SOMEONE SAY WELL, YOU CAN'T JUST MADE HIM BEING AND YOU GOT TO PLAY FOOTBALL NOW.
IN ORDER TO IMPROVE THAT SCORE.
BUT AGAIN, IF THE FOCUS IS ON ENGAGEMENT BEYOND THE CLASSROOM, I JUST THINK THAT WE SHOULD JUST MAYBE COMBINE THEM AND JUST LOOK AT EXTRACURRICULAR ACTIVITIES ACROSS THE BOARD VERSUS ATHLETICS OVER FINE ARTS.
IT CREATES AN UNNECESSARY COMPARISON.
>> WHAT IF WE RATED THE CATEGORY OVERALL, BUT WE BROKE IT DOWN BY PERCENT OF LIKE INSTEAD OF GIVING EACH ONE OF THEM IN INDIVIDUAL RATING, WE JUST SAY WE HAVE X PERCENT IN FINE ARTS, X PERCENT IN ATHLETICS, X PERCENT IN STUDENT GOVERNMENT, CLUBS, WHATEVER, AND JUST GIVE THEM.
>> WE HAVE STUDENT ENGAGEMENT ALREADY ON HERE.
>> YEAH. IF YOU FLIP OVER TO THE BACK, WHICH ONE ARE YOU LOOKING AT? IS THAT CORRECT? YEAH. LET'S LOOK AT CROWLEY HIGH ON THE BACK.
WITH THIS ONE WITH PARTICIPATION, IF WE COULD GIVE 1 GRAY FOR THAT, WOULD THAT ADDRESS WHAT YOU WERE SAYING?
[01:00:01]
>> YES. THE RATING IS JUST OVERALL FOR STUDENTS BEING ENGAGED IN EXTRA CURRICULAR ACTIVITIES, PERIOD.
YOU CAN LIST THE PERCENTAGES OF THIS IS HOW MANY ARE IN ARTS, SAYS HOW MANY ARE IN ATHLETICS IS HOW MANY ARE IN STUDENT GOVERNMENT, WHATEVER THOSE CATEGORIES ARE.
I THINK WE CREATE A COMPARISON WHEN THEY'RE RATED INDIVIDUALLY.
EVERY STUDENT IS NOT INCLINED TO PARTICIPATE IN ATHLETICS.
THAT'S NOT SOMETHING THAT THE SCHOOL SHOULD NECESSARILY BE HELD ACCOUNTABLE FOR.
JUST BECAUSE WE HAVE MORE CREATIVES IN OUR SCHOOL THAN WE HAVE ATHLETES SO THAT THING.
ONE OF THE THINGS SO WHEN WE LOOK AT THE BACK AND LOOK AT STUDENT ENGAGEMENT, WE HAVE A LIST OF CLUBS THAT THEY REPORT.
THEY GAVE IT TO US. WE DIDN'T SAY HOW MANY KIDS ARE IN, WE JUST WERE GIVEN US A CLOSE FIRST.
WE COULD DO THE SAME THING WITH EXTRA CURRICULAR ACTIVITIES, GIVE THEM AN OVERALL AND SAY BELOW THAT WAS.
>> NO, THE ONLY THING I WAS GOING TO SAY TOO, WITH SOME OF THESE, FOR INSTANCE, STUDENT ATHLETES, YOU'RE GRADED.
FOR SOME OF THEM, EVEN IF THEY WANT IT, THEY WOULD NOT GET AN OPPORTUNITY BECAUSE THEY HAVE A SET NUMBER OF PEOPLE THAT THEY CAN SET, MEANING YOU HAVE TO TRY OUT OR SOMETHING LIKE THAT.
TO TRUST DAVIS THIS POINT, I DON'T LIKE THE RATINGS FOR THIS.
I THINK IT JUST SHOULDN'T BE THAT WE UNDERSTAND WHO'S PARTICIPATING OR WE SEE THE NUMBERS AND PERHAPS MOVE SOME INDIVIDUALIZED ACTIVITIES TO STUDENT ENGAGEMENT.
>> I FEEL LIKE I NEED A DEFINITION.
I FEEL LIKE I NEED YOU TO CLEARLY DEFINE FOR ME THE DIFFERENCE BETWEEN PARTICIPATION AND ENGAGEMENT.
>> I MEAN, JUST FOR ME PERSONALLY BECAUSE I FEEL LIKE IF I'M PLAYING A SPORT, I'M ENGAGED.
IF I'M PLAYING A SPORT, I'M NOT CONSIDERED AN ENGAGED STUDENT.
EVEN THOUGH I PLAYED A SPORT, AM I NOT AN ENGAGED STUDENTS.
BUT IF I AM A PARTICIPATING STUDENT, BUT NOT NECESSARILY ENGAGED.
>> NO, I THINK WITH THESE TWO INDICATORS HERE, WE WERE LOOKING AT THOSE KIDS THAT WERE PART OF ANY FINE ARTS PROGRAM OR ANY ATHLETIC PROGRAM.
BUT WITH ANYONE WITH STUDENT ENGAGEMENT, WHERE WE WERE LOOKING AT WAS THESE [OVERLAPPING] THE NUMBER OF OPPORTUNITIES WHICH IS AVAILABLE.
WE PROBABLY JUST SHOULD CALL A STUDENT ENGAGEMENT OPPORTUNITIES.
>> BECAUSE WE ARE SAYING THAT STUDENTS ON THE BACK, THESE ARE OPPORTUNITIES FOR STUDENTS TO BE ENGAGED.
>> BUT WHAT IF THERE ARE MORE STUDENTS PARTICIPATING IN FINE ARTS AND ATHLETICS AND THEY ARE IN ALL OF THESE CLUBS.
IN THE CLUBS IS A FIVE, BUT PARTICIPATION IS A THREE.
>> THE RATING IS ON ONE CATEGORY OF STUDENT ENGAGEMENT IS JUST ABOUT WHAT IS AVAILABLE.
WE'D PROBABLY BE CALLING IT STUDENT ENGAGEMENT OPPORTUNITIES.
>> THEN THIS IS THE EXIT STUDENT PARTICIPATION IN EXTRA CURRICULAR.
>> ARE YOU GOING TO DO THE SAME FOR ELEMENTARY BECAUSE THAT'S EXACTLY WHAT YOU HAVE FOR ELEMENTARY?
>> I KNOW. WE LOOKED AT SOMETHING SIMILAR AND JUST VERY PRELIMINARY RESEARCH ON THIS.
WHEN WE LOOKED AT IT, IT ALMOST WAS STUDENT EXPERIENCE, WAS ALMOST LIKE A DIMENSION OF LIFE, PARTICIPANT, PATIENT AND ENGAGEMENT AND ALL THOSE THINGS INFORMED AN OVERALL SCORE OF LIKE EXPERIENCE.
LIKE HOW WOULD I GET TO DO WHEN I GO TO SCHOOL, HOW SCHOOL MAKES ME FEEL OR WHATEVER.
BECAUSE I GET TO ENGAGE IN THESE ACTIVITIES, PARTICIPATE IN THESE THINGS, BELONG TO THESE THINGS.
WHEN I LOOK AT THE PARTICIPATION VERSUS ENGAGEMENT, I JUST HAVE A HARD TIME UNDERSTANDING WHAT YOU'RE QUANTIFYING FOR ME AS A PARENT. I DON'T KNOW.
>> BECAUSE I THINK TO THE POINT THAT TRUSTEE HALL IS MAKING THESE STUDENTS WHO WERE IN FINE ARTS AND ATHLETICS THERE ENGAGED STUDENTS AS WELL.
BUT THOSE CLUBS OR THOSE ORGANIZATIONS ARE NOT LISTED IN STUDENT ENGAGEMENT.
IT'S ALMOST LIKE WE ARE SEPARATING PARTICIPATION AND ENGAGEMENT WHEN REALLY WE LOOK AT THE STUDENT EXPERIENCE, I THINK I LIKED THE WAY THAT SHE CLARIFIED THAT WHEN YOU LOOK AT THE STUDENT EXPERIENCE, IT'S ALL INCLUSIVE.
>> I GUESS MY QUESTION WOULD BE, DO WE NEED IT? BECAUSE THIS IS ON A BACK.
WE'RE TALKING ABOUT OPPORTUNITIES REALLY THAT WE SAY LIKE PARENT ENGAGEMENT OPPORTUNITY TO STUDENT ENGAGEMENT OPPORTUNITIES.
ON THE FRONT. WE'RE TALKING ABOUT ACTUAL STUDENTS WERE ACTUALLY PARTICIPATE.
MAYBE IT'S CHANGING THE NAME, WOULD THAT HELP IT IF WE CALLED IT?
>> BUT THE OPPORTUNITIES ARE ALSO SILVER STARS, TALENTED.
THOSE ARE ALSO ENGAGEMENT OPPORTUNITIES AS WELL.
>> WELL NORTH CROWLEY [OVERLAPPING] MAYBE
[01:05:03]
IT NEEDS TO BE CONSISTENT BECAUSE THEY'VE LISTED FINE ARTS AND ATHLETICS.>> YEAH, BUT ON CROWLEY IT DOESN'T.
>> AND THEY HAVE IT ON BOTH CAMPUSES.
>> WE NEED TO PROBABLY NAME IT SOMETHING DIFFERENT THAN STUDENT ENGAGEMENT.
IT'S REALLY JUST SHOWING THE OPPORTUNITIES THAT ARE AVAILABLE.
THE OTHER ONE IS SHOWING, WELL, WE ACTUALLY HAVE DOCUMENTATION OF STUDENTS THAT ARE INVOLVED.
WE'LL MAKE IT A NOTE TO MAKE SURE WE CAN CLARIFY THOSE AREAS.
>> I DO HAVE A QUESTION FOR BOTH HIGH SCHOOLS REGARDING COLLEGE READINESS AND THE PERCENT OF STUDENTS WITH COLLEGE CREDIT, SCHOLARSHIPS EARNED AND ACCEPTED TO COLLEGE.
I WAS LOOKING AT THE FRONT RUBRIC AND I DON'T SEE A CATEGORY FOR THAT, SO I WAS WONDERING WHAT'S THE DIFFERENCE BETWEEN A TWO AND A THREE? BECAUSE CROWLEY HIGH SCHOOL HAD 16% WITH COLLEGE CREDIT AND NORTH CROWLEY HAD TWO MORE.
THEN WHEN YOU LOOK AT THE SCHOLARSHIPS EARNED, THERE'S LIKE FIVE MILLION DIFFERENCE AND THEN EXCEPT THE 3% DIFFERENCE.
I WANTED TO KNOW JUST THE RANGES.
>> YES, FOR THAT PARTICULAR CATEGORY.
I SEE THE CCMR, BUT THOUGH IS THAT THE PERCENTAGE BASED ON OVERALL.
NO, BECAUSE IT DOESN'T MATCH UP EITHER.
>> LET ME GO BACK AND LOOK AT THAT ONE BECAUSE I DON'T SEE THAT WE HAVE A SECTION FOR COLLEGE READINESS.
THAT ONE JUST DIDN'T MAKE IT TO THIS FORM, SO LET ME GO BACK AND EDIT IT.
WE NEED TO ADD COLLEGE READINESS RUBRIC ONTO THE RUBRIC GUIDE.
THAT'S WHAT YOU'RE ASKING ABOUT, RIGHT?
>> LET ME FIND OUT AND MAKE SURE IT'S ALL CLEAR.
IN ADDITION TO THIS INFORMATION BEING SHARED WITH PARENTS AND THE COMMUNITY, WHAT IS THE INTENDED OUTCOME, I GUESS, FOR THE INDIVIDUAL CAMPUSES WHEN THEY SEE THE STUFF?
LET ME GO ALL THE WAY TO THE END.
WHAT I WOULD WANT IS AS PARENTS ARE CONSIDERING WHERE THEY WANT TO SEND THEIR KID OR WHETHER THE SCHOOL'S EFFECTIVE OR NOT, THAT THEY'RE ABLE TO LOOK AT THIS REPORT TO MAKE THE DECISION ABOUT, OH, WE SEE THIS CAMPUS IS MORE THAN JUST ONE LETTER GRADE BASED ON STAR.
IT GIVES THEM A COMPLETE PICTURE.
BUT ANOTHER THING THAT IT DOES AND I'VE ALREADY SEEN THIS WHEN WE PRESENTED TO PRINCIPLES, IT COMMUNICATES THEIR EXPECTATION THAT, HEY, IF YOU WANT TO GET A THREE OR A FIVE IN THIS AREA, YOU NEED TO HAVE MORE PARENT ENGAGEMENT OPPORTUNITIES.
YOU NEED TO HAVE MORE WHATEVER.
THE COUNTER IS IT COMMUNICATES WHAT OUR VALUES AND STANDARDS ARE.
IT SHOWS THE CAMPUSES, HEY, HERE ARE THE THINGS THAT IF YOU DO THESE THINGS, YOU'RE GOING TO GET REWARDED FOR IT.
BECAUSE THERE'S NOTHING RIGHT NOW THAT REWARDS OUR CAMPUS FOR HAVING STUDENTS INVOLVED IN ATHLETICS OR FINE ARTS OR CLUBS, ORGANIZATIONS OR HAVING A PAIR OF MEAT.
IN ALL IT'S MORE WORK, BUT IF THERE'S NO ACKNOWLEDGMENT OF THAT.
>> ONCE WE GET TO THE POINT, THAT WILL BE IT.
>> DR. MCFARLAND, IF I CAN JUST SAY I KNOW AND I WANT TO SAY IT PUBLICLY, I KNOW THAT WE HAVE LOOKED AT THIS WITH A VERY CRITICAL EYE TONIGHT.
BUT I WANT TO PUBLICLY SAY HOW PROUD I AM OF THE WORK THAT HAS GONE INTO MAKING THIS HAPPEN.
YOUR LEADERSHIP AND THE STAFF'S JUST AMAZING ABILITIES TO COMPILE ALL OF THIS INFORMATION I THINK IS AMAZING.
FOR US TO TAKE THE INITIATIVE AS A DISTRICT TO TELL OUR STORY AND TO SHARE TRANSPARENTLY WITH PARENTS WHERE WE ARE AS A DISTRICT, WHAT ARE THE AREAS THAT WE NEED TO IMPROVE IN I THINK IS AMAZING.
I JUST WANT TO SAY TO YOU, THANK YOU FOR THE WORK THAT WENT INTO MAKING THIS HAPPEN, BUT ALSO, TO GIVE A SHOUT OUT TO OUR AMAZING ADMINISTRATIVE TEAM WHO PULLED THIS OFF.
[01:10:04]
THIS IS PHENOMENAL.THANK YOU-ALL FOR ENDURING OUR CRITICAL LOOK AT IT, BUT IT REALLY IS AMAZING.
>> MADAM PRESIDENT AND BOARD MEMBERS, I JUST WANT TO PRESENT THIS TO YOU-ALL AGAIN, WE'LL MAKE THE MODIFICATIONS.
WE WILL BRING IT BACK TO YOU PROBABLY AT THE END OF THE MONTH JUST AT A HIGH LEVEL.
WE WILL BE ASKING FOR YOUR ENDORSEMENT AFTER WE MAKE THE CHANGES.
JUST DEFINITELY WANT TO ACKNOWLEDGE THE TEAM THAT PUT THIS TOGETHER.
IF I WOULD HAVE LISTENED TO THEM, THIS PRESENTATION WOULD HAVE BEEN A LOT SHORTER.
>> THE EDUCATIONAL EXPERIENCE.
>> IT WAS AN EDUCATIONAL EXPERIENCE, BUT THANK YOU AGAIN TO MS. SMITH, MS. POLK, THEY'VE WORKED MANY HOURS ON THIS AND THE ENTIRE TEAM FOR PUTTING IT TOGETHER.
I THINK IT'LL BE A GOOD TOOL THAT WE'LL BE ABLE TO USE GOING FORWARD TELLING THAT STORY.
>> WHAT'S THE TIMELINE FOR WHAT THE NEXT STEPS.
>> A KEY COMPONENT WOULD BE THE RATING THAT WE RECEIVE FROM TEA BECAUSE THAT'S GOING TO BE CALCULATED AS A PART OF THIS.
WE WILL HAVE IT READY TO READY TO GO AFTER WE MAKE THE MODIFICATION OF THE NIGHT, IT'LL BE READY, VOTED AS SOON AS TEA RELEASES WHAT THE RATING, THE LETTER GRADE, THEY WILL ADD THAT TO THIS SYSTEM.
THEN WE WILL BE ABLE TO GO FORWARD WITH IT, SO PROBABLY THE 1ST OF NOVEMBER IS WHAT WE'RE HEARING RIGHT NOW.
THE LAST THING IS FOR EACH METRIC THAT HAS A NUMBER, WHAT WE WILL DO IS TAKE ALL OF THOSE NUMBERS, AVERAGE THEM TOGETHER AND THERE'LL BE ONE NUMBER FOR US FOR CAMPUS.
BUT THAT NUMBER WILL BE MADE UP AS AN AVERAGE OF ALL OF THESE ONES THAT WE ENDED UP.
>> I HAVE ANOTHER QUESTION, YOU MAY HAVE ANSWERED IT.
ONCE THIS IS FINALIZED, WILL IT BE ON THE SCHOOL'S WEBSITE FOR PARENTS WHEN THEY'RE ASKING, I'M MOVING TO THIS AREA.
COMING BACK TO THAT LEVEL ONE-PAGER AND THIS IS VERY DETAILED.
>> ABSOLUTELY. THERE'LL BE A LINK ON THEIR WEBSITE AND IT WILL DEFINITELY.
WE LIKELY WILL SEND THIS OUT DIRECTLY TO ALL OF OUR PARENTS IN THE DISTRICT, SO THEY WILL SEE, HEY, COME HERE.
YOU NEED TO GO ON THIS LINK AND SEE ALL OF OUR SCHOOL REPORTS.
>> IT WILL BE COMPREHENSIVE WHATEVER THEY SEE?
>> YEAH. THEY'LL HAVE ACCESS TO ALL OF IT.
>> THEN ALSO TO PIGGYBACK OFF OF TRUSTEE ROBINSON, IS THAT TO BE ABLE TO TAKE THIS TO APARTMENT COMPLEXES, HOME BUILDERS, JUST EVERYTHING AND BE ABLE TO SAY, HEY, HERE ARE THE TWO SCHOOLS WITHIN A FIVE-MILE RADIUS OR WHAT HAVE YOU, I THINK IT'S A GREAT, LIKE YOU SAID, ONE-PAGER, SO IT'D BE GREAT.
>> ALL RIGHT. THANK YOU AGAIN, DR. MCFARLAND.
VERY EDUCATIONAL AND EASY TO FOLLOW.
THANK YOU BOARD FOR THE QUESTIONS YOU HAD, AND THANK YOU TEAM FOR ALL THE WORK THAT YOU DID.
I ECHO TRUSTEE DAVIS' COMMENTS, SO KUDOS TO ALL OF YOU.
BOARD, I WOULD JUST SAY IF YOU HAVE ADDITIONAL COMMENTS LIKE I MARKED ONE THING THAT I'LL SHARE WITH YOU, DR. MCFARLAND.
IF YOU HAVE OTHER COMMENTS OR YOU SEE SOMETHING THAT YOU HAVE A QUESTION ABOUT, PLEASE LET DR. MCFARLAND KNOW AND THEN HE WILL SHARE IT WITH THE TEAM SO THAT THEY CAN MAKE THOSE CHANGES, OR COME BACK WITH THOSE ANSWERS.
ALL RIGHT. WE ARE NOW AT AGENDA ITEM 4.0.
[4.0 Board President Review Open-Forum Regulations - OpenForum]
THIS IS OUR OPEN FORUM.PER BED LOCAL, THE BOARD SHALL ALLOT 30 MINUTES TO HEAR PERSONS WHO DESIRE TO MAKE COMMENTS TO THE BOARD.
IF YOU WISH TO PARTICIPATE IN OPEN FORUM, YOU MUST SIGN UP IN ADVANCE BY COMPLETING AND SUBMITTING THE ELECTRONIC FORM ONE HOUR BEFORE THE MEETING BEGINS, AND INDICATE THE TOPIC YOU WILL ADDRESS.
THE ELECTRONIC FORM IS AVAILABLE AT WWW.CROWLEYISDTX.ORG/SLASHOPENFORUM.
OR INDIVIDUALS UNABLE TO SIGN UP WITH THE ELECTRONIC FORM, A PAPER COPY OF THIS FORM IS ALSO AVAILABLE AT THE CROWLEY ISD CENTRAL ADMINISTRATION BUILDING AND MUST BE SUBMITTED IN-PERSON, ONE HOUR BEFORE THE MEETING.
WHEN CALLED, SPEAKERS SHALL STATE THEIR NAME AND ADDRESS.
SPEAKERS WILL BE CALLED IN THE ORDER THEY REGISTERED TO SPEAK.
COPIES OF ANY DOCUMENTS FOR THE BOARD SHALL BE E-MAILED TO THE COMMUNICATIONS OFFICER AT THE TIME OF REGISTRATION TO SPEAK.
ONLY ONE PERSON MAY SPEAK AT A TIME.
RESIDENTS AND VISITORS WHO HAVE SIGNED UP TO ADDRESS THE BOARD ARE ALLOTTED THREE MINUTES TO SPEAK.
THE COMMUNICATIONS OFFICER WILL SIGNAL YOUR REMAINING TIME.
UPON EXPLORATION OF THE TIME LIMIT, YOU WILL BE EXPECTED TO STOP SPEAKING AND CONCLUDE YOUR COMMENTS.
MR. KIRSCHNER IS OUR COMMUNICATIONS OFFICER.
[01:15:02]
GROUPS CONSISTING OF TWO OR MORE PEOPLE SHALL APPOINT ONE PERSON TO PRESENT THEIR VIEWS BEFORE THE BOARD.PLEASE REFRAIN FROM USING NAMES OR SPECIFIC NAMES WHILE MAKING COMMENTS AND PLEASE FACE THE BOARD MEMBERS AT THE DIAS WHILE MAKING COMMENTS.
PER BED LOCAL, THE BOARD SHALL NOT TOLERATE DISRUPTION OF THE MEETING OR MEMBERS OF THE AUDIENCE.
IF AFTER AT LEAST ONE WARNING FROM THE PRESIDING OFFICER, IF ANY INDIVIDUAL CONTINUES TO DISRUPT THE MEETING BY HIS OR HER ACTIONS OR WORDS, THE PRESIDING OFFICER MAY REQUEST ASSISTANCE FROM LAW ENFORCEMENT OFFICIALS TO HAVE THE INDIVIDUAL REMOVED FROM THE MEETING.
THANK YOU. AT THIS TIME, MR. KIRSCHNER SHARE THE NAME OF THE FIRST SPEAKER.
>> MADAM PRESIDENT, MEMBERS OF THE BOARD, AND DR. MCFARLAND, OUR FIRST SPEAKER THIS EVENING IS DOREEN GEIGER. MS. GEIGER.
I PRAY THAT YOU WILL NOMINATE MR. GERALD MILLER TO THE TARRANT APPRAISAL DISTRICT.
MR. MILLER HAS BEEN A REGULAR AT TED BOARD OF DIRECTORS MEETINGS DURING THE PAST 16 MONTHS.
HE IS VERY AWARE OF THE PROBLEMS AND CHALLENGES THAT HAD BEEN FACING TED.
HE HAS STUDIED THE POLICIES, PROCEDURES, AND ISSUES AT TED.
HE HAS COMPREHENSIVE SOLUTIONS TO MOVE THIS ORGANIZATION FORWARD TO A MUCH MORE POSITIVE AND PROFESSIONAL POSITION IN OUR COUNTY.
MOST TARRANT COUNTY HOMEOWNERS EXPERIENCED MAJOR PROBLEMS THIS YEAR WITH THEIR HOUSE APPRAISALS, WEBSITE ACCESS TO PROTEST THEIR VALUATIONS, AND LACK OF RELIABLE ONLINE INFORMATION NEEDED FROM TED.
MR. MILLER PLANS TO FIND SOLUTION TO TED'S IT PROBLEMS, AMONGST OTHERS AS HE MOVES TED FORWARD.
HE WILL ASK TOUGH QUESTIONS AND OFFER SOUND BUSINESS PRACTICES, BETTER SOLUTIONS IN TECHNOLOGY, AND IMPROVED TRANSPARENCY.
THANK YOU. I JUST REALIZED I FORGOT TO OBEY THE INSTRUCTIONS OF GIVING MY NAME AND ADDRESS FIRST.
[LAUGHTER] I'M DOREEN GEIGER AND I LIVE AT 6413 CHANCE TO REPLACE FORT WORTH. THANK YOU.
>> OUR SECOND SPEAKER WHO SIGNED UP THIS EVENING WAS CHARLENE SHIELDS.
CHARLENE, I DO NOT BELIEVE CAME THIS EVENING.
AT THIS TIME, WE WILL MOVE TO OUR CONSENT AGENDA.
[5.0 Consent Agenda]
WE HAVE A FEW ITEMS. AGENDA ITEM 5.1, IS THE APPROVAL OF THE CONSENT AGENDA, 5.2 IS THE ACCEPTANCE OF GRANT AWARDS, 5.3 IS TO 2023, 2024 P-TEST TEACHER APPRAISERS, 5.4 IS THE CONSTRUCTION DELIVERY METHOD FOR NCHS AND NC9 PACKAGE NUMBER 3, AND THEN 7.5 IS A CONSTRUCTION DELIVERY METHOD FOR CH9, DEER CREEK, SYCAMORE, MEADOWCREEK, AND PACKAGED NUMBER 5.AT THIS TIME BOARD, ARE THERE ANY QUESTIONS OR COMMENTS RELATED TO THE AGENDA OR CONCERNS?
>> I DON'T HAVE A [NOISE], BUT I DON'T KNOW.
I WOULD LIKE SOMEONE TO GO THROUGH EITHER 5.5 AND JUST PROVIDE AN UPDATE.
>> I'M ASSUMING THAT MAY NEED TO BE 5.5 ON MINE AT 7.5, BUT I GET WHAT YOU'RE SAYING, 5.4 IN THE NEXT ONE RELATED TO THE CONSTRUCTION DELIVERY METHODS.
>> MADAM PRESIDENT, BOARD MEMBERS, I'M GOING TO ASK MR. REAVES TO COME FORWARD AND JUST SHARE AT A HIGH LEVEL THOSE TWO ITEMS.
>> THANK YOU, DR. MCFARLAND, MADAM PRESIDENT, MEMBERS OF THE BOARD.
WITH THE TWO PACKAGES, WE HAVE NORTH CROWLEY HIGH SCHOOL AND NORTH CROWLEY 9TH WOULD CALL THAT PACKAGE 3.
THE SYCAMORE, DEER CREEK, MEADOWCREEK, AND CROWLEY 9TH GRADE IS PACKAGED FILE SO THAT YOU KNOW THE OTHER PACKAGES THAT WE'RE WORKING ON.
ELEMENTARY 17 IS PACKAGE 1, CROWLEY HIGH SCHOOL IS PACKAGE 2.
YOU HAVE THREE AND FIVE HERE, PACKAGE 4 WOULD BE THE INDOOR TRACK.
[01:20:01]
THEN WE'VE JUST RECENTLY ADDED PACKAGE 6 WHICH IS MIDDLE-SCHOOL FILE.WITH THE NORTH CROWLEY 9TH PACKAGE, I'VE HIGHLIGHTED SOME OF THE MAIN ITEMS THAT WE WILL BE HITTING IN THESE PROJECTS.
IT'S NOT ALL INCLUSIVE, BUT IT'S THE CORE OF WHAT WE'RE DOING THERE.
WE'RE ADDING ADDITIONAL CLASSROOMS, WHICH WOULD ALLOW OR INCREASE THE CAPACITY OF 400 STUDENTS.
WE'RE EXPANDING THE CAFETERIA TO ALLOW FOR THAT CAPACITY TO GROW TO 800.
AS WE EXPAND THE CAFETERIA, IT WILL EXPAND TOWARD THE ADMINISTRATIVE OFFICERS IN THE FRONT ENTRY.
WE'LL PUSH THE FRONT ENTRY AND ADMINISTRATIVE OFFICES OUT TOWARD THE PARKING AREA.
THEN WHILE WE DO THAT, WE WILL EXPAND THE PARKING LOT IN THE FRONT.
IN ADDITION, WE'LL BE ADDING A COURTYARD, REPLACING CLASSROOM FLUORINE, EXPANDING THE FIELD HOUSE AND ALONG WITH FIELD HOUSE, ADDRESSED THE ISSUES WITH DUGOUTS AND PRESS BOXES.
UPGRADE ALL THE FINISHES WHICH WOULD BE WALL TILE, PAINT, THINGS OF THAT NATURE, LAB FIXTURES AND WHAT HAVE YOU, JUST RESTAURANT PARTITIONS, THINGS THAT NATURE.
WE'RE NOT COMPLETELY DONE WITH PUTTING ALL THIS TOGETHER, BUT I WANTED TO GIVE YOU AN IDEA OF WHAT THE FRONT ENTRANCE WOULD LOOK LIKE, THE VOLUME THAT'S BEING ADDED TO IT AND THEN ADDING THE CANOPY THERE TO SERVE AS PROTECTION FOR THEIR STAFF AND STUDENTS THERE WAITING FOR EITHER DROP OFF OR PICK UP.
THEN THERE'S ANOTHER AERIAL VIEW THAT'LL SHOW HOW WE'LL EXPAND THAT PARKING LOT OUT.
I BELIEVE WE'RE GOING TO DOUBLE THE SIZE OF THE PARKING LOT THAT WE CURRENTLY HAVE THERE.
WITH NORTH CROWLEY 9TH, WE WILL APPROACH THIS SIMILARLY TO WHAT WE DID WITH CROWLEY 9TH GRADE, WHEN WE EXPANDED THE CLASSROOM WING ON THE WEST END.
WE'LL HAVE A COLLAB AREA THAT OPENS OUT INTO A COURTYARD, A FENCE COURTYARD FOR THEM.
WE WILL EXPAND THE CAFETERIA, GET THE LIBRARY, AND UPGRADE REFRESHED, ADD ADDITIONAL CLASSROOMS, AND THEN REPLACE FLOORING AND UPGRADE FINISHES.
THERE'S TWO APPROACHES TO THE CAFETERIA EXPANSION.
WE'VE GOT A LITTLE ROOM TO COME OUT FRONT TOWARD THAT FRONT DRIVE, AND THEN WE'RE ALSO LOOKING AT WHAT WE CAN TAKE AT THE STAGE.
I WILL BE MEETING WITH ADMINISTRATORS NEXT WEEK TO FINE TUNE SOME OF THESE APPROACHES AT THEIR CAMPUSES AND ANY ADDITIONAL ITEMS THEY MIGHT WANT TO LOOK AT AND ADDRESS.
THEN THIS WOULD BE ON THE BACKSIDE WITH ADDING A COURTYARD THAT COMES OFF OF THAT COLLABORATIVE SPACE.
NOW, WHEN WE DO THE COLLABORATIVE AREA DOWNSTAIRS WE'LL DUPLICATE THAT UPSTAIRS ALONG WITH THE CLASSROOMS. PACKAGE 5 FOR CROWLEY 9TH, WE WILL LOOK AT CLASSROOM FLOORING.
WE'LL DO SOMETHING SIMILAR WE DID THE BOTH HIGH SCHOOLS AND THAT IS REMOVE THE LOCKERS OUT OF THE CORRIDOR AND RETILE ALL THAT AND GIVE THEM MORE SPACE IN THE CORRIDOR.
WE'LL LOOK AT EXPANDING THE CAFETERIA, ADDRESSING OUR HVAC SYSTEMS AND REPLACING THEM IN IN UPGRADING FINISHES.
FOR SYCAMORE, DEER CREEK, AND MEADOWCREEK, VERY SIMILAR AT EACH LOCATION.
COOLER FREEZER EXPANSIONS, HVAC REPLACEMENT.
WE'LL BE ADDRESSING PARKING AND THE FACT THAT THOSE THREE CAMPUSES HAVE THE SMALLEST BUS LOOP, PARENT LOOP, QUEUING SPACE AT THOSE CAMPUSES, AND THEN UPGRADING THE FINISHES.
SO WITH THIS, I'LL WALK YOU THROUGH EACH OF THE ELEMENTARY.
ON THE FAR LEFT YOU HAVE SYCAMORE.
WHAT WE'RE LOOKING AT WITH SYCAMORE IS YOU CAN SEE THE ADDITIONAL LOOP THAT WE WOULD BE ADDING, IT'S BORDERED WITH THE YELLOW BORDER COME THE GREAT DRIVE.
WE'LL BE COMING OFF OF, I BELIEVE THAT'S COUNTRY MANOR AND BRINGING THAT DRIVE AROUND USING THE PROPERTY LINE TO GAIN AS MUCH QUEUING SPACES WE CAN TO GET THE PARENTS OFF OF THE STREET.
AT ALL THREE OF THESE LOCATIONS IF YOU'VE SEEN ARRIVAL OR DISMISSAL, THERE'S NOT A LOT OF ROOM THERE.
[01:25:01]
WE'LL ADD CANOPIES FOR THE STUDENTS OR STAGING, AND THEN WE'LL INCREASE PARKING AT THAT LOCATION.THE CENTER ONE WOULD BE DEER CREEK.
WITH THAT, WE'RE SEPARATING BOTH BUSES AND PARENTS.
YOU SEE IN THE NORTH PARKING WE'LL INCREASE THE PARKING PROBABLY DOUBLE THE SIZE AND THEN WE'LL BRING THAT LOOP TO WHERE THEY CAN COME IN AND REALLY DOUBLE-SIZE THE LOOP TO COME ALL THE WAY AROUND ALL THE PARKING AREA.
WE'RE TRYING TO HELP OUT THAT SITUATION TO KEEP THEM FROM HAVING A U-TURN AT THE INTERSECTION AND GO BACK TO THAT ENTRANCE THERE, WE'LL ELIMINATE THAT ENTRANCE.
THEN WE'LL WORK WITH TEXT DOT TO HAVE THIS NORTH ENTRANCE ADDRESSED SOME ISSUES WITH THE MEDIAN THERE AND GIVE US A TURN LANE TO GET IN AND GET AROUND THAT LOOP.
WITH THE BUS LOOP, I WANT TO BE ABLE TO TAKE THEM OFF OF 1187, HAVE THEM ENTER IN.
MAKE IT WIDE ENOUGH THAT THEY CAN DOUBLE STACK, DO THEIR LOOP, COME RIGHT BACK OUT ON 1187 AND KEEP THAT SEPARATION FROM PARENTS TRAFFIC.
THEN THE LAST ONE IS MEADOWCREEK.
AND SO WE WOULD BE DOWN AT THE SOUTH END.
WE WOULD COME OFF OF CLOVERGLEN AND TIE THAT LOOP IN TO THE EXISTING PARKING.
WE WOULD ADD SOME MORE STAFF PARKING AND ALLOW THEM TO COMPLETELY CIRCLE THAT PROPERTY AND HEAD BACK OUT TO WHAT IS THAT COUNTRY CREEK? I THINK. AGAIN, AT THE THE STUDENT DROP-OFF AREA, WE WOULD ADD CANOPIES AT ALL THESE LOCATIONS.
THEN I BELIEVE THE FINAL SLIDE IS JUST AGAIN REMINDING WHY WE USE THE CMR METHOD, IT IS THE METHOD WE ARE USING AT ELEMENTARY 16.
IT'S WHAT WE'RE USING IT ELEMENTARY 17 AND CROWLEY HIGH SCHOOL.
ITS THE METHOD WE'VE USED IN THE PAST FOR PROBABLY THE PAST 15 YEARS.
BUT IT IS THE ONLY METHOD THAT PROVIDES THE GUARANTEED MAXIMUM PRICE AND PUTS ALL THE RISK BACK TO THE CONTRACTOR AND NOT TO THE DISTRICT.
WITH THAT, I'LL ANSWER ANY QUESTIONS THAT YOU MAY HAVE.
>> THANK YOU FOR REVIEWING THAT FOR ME.
>> I KNOW PARENTS WILL BE PLEASED AT THE THREE ELEMENTARIES.
WHEN IS THE TIMELINE FOR EACH [INAUDIBLE] THAT YOU HAVE?
>> THE NORTH CROWLEY NORTH PROBABLY NOT.
THAT'S ABOUT A 20-24 MONTH PERIOD.
THERE'S SOME PRETTY HEAVY RENOVATION THAT WOULD TAKE PLACE ON AN ACTIVE CAMPUS LIKE WE'RE DOING WITH CROWLEY HIGH.
THE PACKAGE FIVE, WHICH IS THE THREE ELEMENTARIES IN CROWLEY 9TH, IT WOULD BE ABOUT AN 18-MONTH TIMELINE.
>> I JUST HAD A QUESTION WITH REGARDS TO THIS ACTION IS ASKING US TO APPROVE A CMR. THIS IS SEPARATE AND APART FROM THE BOND? BECAUSE WE CHOSE A CMR FOR THAT.
THIS IS A SEPARATE PROJECT OUTSIDE OF THAT? [OVERLAPPING]
>> THE TEA AND THE TEXAS GOVERNMENT CODE, THEY REQUIRE THE BOARD TO APPROVE THE CONSTRUCTION DELIVERY METHOD BEFORE WE CAN EVEN POST THE RFP FOR THESE PROJECTS.
THAT'S WHAT THIS IS, IS JUST A PROVING FOR EACH PROJECT THAT WE HAD, YOU HAD TO APPROVE THE TYPE OF DELIVERY METHOD YOU WOULD USE.
>> I GET IT SO THIS IS A BOND PROJECT?
LET ME ASK YOU THIS, DO I NOT UNDERSTAND THE PROCESS? DID WE HIRED LIKE A CMAR OR SOMETHING LIKE THAT.
WE VOTED TO DO STILL FREEMAN, PASTEL GROUPS, SOMETHING LIKE THAT.
THIS IS SAYING THAT WE'RE GOING TO USE THIS DELIVERY SYSTEM.
THEN THERE'LL BE AN RFPQ TO DO THIS CMR AGAIN, ARE THOSE PEOPLE AUTOMATICALLY BE THE PEOPLE TO HANDLE THIS? I'M JUST TRYING TO UNDERSTAND THE PROBLEM.
>> YES, MA'AM. PACKAGE 1 AND 2, WHICH IS ELEMENTARY 17 AND CROWLEY HIGH SCHOOL.
YES, MA'AM. EACH PROJECT WOULD HAVE TO HAVE AN APPROVAL OF A CONSTRUCTION DELIVERY METHOD BEFORE WE EVEN PUT IT OUT TO BE IT [OVERLAPPING].
>> THAT'S THE DIFFERENTIATION. WHEN WITH ALLISON AND THEN DO YOU KNOW HOW MANY PACKAGES WILL HAVE.
YOU DON'T HAVE TO KNOW THAT NUMBER, BUT I WAS WONDERING DO YOU KNOW DOWN THE ROAD [OVERLAPPING].
>> RIGHT SINCE THE SIX PACKAGES, THAT'S PART OF OUR, WHAT WE'RE CALLING A PHASE 1 APPROACH TO GET THESE OFF AND RUNNING.
THERE'S NO PRIORITY SET AFTER THESE SIX, WE WOULD HAVE TO REVISIT.
[01:30:02]
>> WE CREATED THE PACKAGES BASED UPON THE AMOUNT OF BONDS THAT WE CAN GO AHEAD AND GO FORWARD AND SALE.
IT COULD BE MORE, IT COULD BE LESS OF THE BOND.
>> I WAS JUST TRYING TO PULL IT ALL DOWN.
I JUST PAINT IT IN PIECES BUT NOT HOT ALL WORK.THANK YOU.
>> ANY OTHER QUESTIONS? THANK YOU, MR. REAVES.
APPRECIATE IT. IS THERE A MOTION TO APPROVE THE CONSENT AGENDA?
>> I RECOMMEND APPROVAL OF THE CONSENT AGENDA AS PRESENTED.
>> THANK YOU, TRUSTEE ROBINSON, IS THERE A SECOND? THANK YOU, TRUSTEE DAVIS.
MOVED TO VOTE, PLEASE? [BACKGROUND] DARYL IS ABSENT, AND I DON'T SEE THAT.
THANK YOU. THE MOTION PASSES. THANK YOU.
MOVING ON, WE HAVE SOME CONSIDERATION AND POSSIBLE ACTION ITEMS.
[6.0 Consideration and Possible Action Item(s)]
WE ARE AT AGENDA ITEM 6.1, WHICH IS THE RESOLUTION FOR CROWLEY INDEPENDENT SCHOOL DISTRICT NOMINATIONS FOR TARRANT APPRAISAL DISTRICT BOARD OF DIRECTORS, DR. MCFARLAND.>> MADAM PRESIDENT, BOARD MEMBERS.
WE HAVE THE NEXT FOUR ITEMS ARE OUR RESOLUTIONS AND MR. CARSON WILL BE PRESENTING ALL OF THESE.
WE'LL START WITH THE FIRST ONE.
MR. CARSON, WOULD YOU SHARE WITH US THE FIRST RESOLUTION?
>> YES. THANK YOU. DR. MCFARLAND, MADAM PRESIDENT, AND MEMBERS OF THE BOARD THERE IN YOUR BOARD PACKETS, YOU'LL SEE INFORMATION ABOUT THE TIMELINE AND THE NOMINATION PROCESS FOR THE TARRANT APPRAISAL DISTRICT BOARD OF DIRECTORS.
THIS PROCESS IS IF THE BOARD DESIRES TO NOMINATE ANY NAMES TO APPEAR ON THE BALLOT.
THEN LATER ON IN THE PROCESS, I BELIEVE BY DECEMBER 15TH, IS WHEN YOU'D ACTUALLY VOTE ON THE ACTUAL CANDIDATES WHO MAKE IT ONTO THE BALLOT.
THIS IS THE OPPORTUNITY THAT TAXING ENTITIES HAVE TO NOMINATE ANYONE TO BE ON THAT BALLOT.
THE DEADLINE, BOTH FOR THE TARRANT APPRAISAL DISTRICT FOR THIS ITEM AND THEN THE FOLLOWING ITEM IS THE CENTRAL APPRAISAL DISTRICT JOHNSON COUNTY IS OCTOBER 15TH, AND SO THAT'S THIS SUNDAY.
IF THE BOARD CHOOSES TO NOMINATE ANYONE, THEY WOULD NEED TO DO SO TONIGHT BY RESOLUTION.
I'LL BE HAPPY TO ANSWER ANY QUESTIONS ABOUT THAT OR ANY OTHER SUPPORTING DOCUMENTS YOU SEE THERE ON YOUR BOARD BOOK.
>> ARE THERE ANY QUESTIONS OR COMMENTS OR RECOMMENDATIONS FROM THE BOARD? CAN YOU GIVE US A MINUTE?
>> THERE'S NOT A LIST OF NAMES.
THIS IS OUR OPPORTUNITY TO PRESENT NAMES TO BE ON THE BALLOT.
THEN ONCE THE BALLOT IS COMPILED, THAT'S WHAT WE BRING BACK TO THE BOARD TO VOTE ON FOR THE DECEMBER DEADLINE.
THIS IS JUST AN OPPORTUNITY TO PUT NAMES THAT YOU DESIRE TO SEE ON THE BALLOT.
YOU'RE NOT ACTUALLY VOTING ON A BALLOT TONIGHT.
YOU'RE JUST MAKING A RESOLUTION TO PUT NAMES ONTO THE BALLOT.
>> I WAS CURIOUS. I KNOW THAT WE'VE HAD PEOPLE BROUGHT FORWARD TO US IN THE LAST FEW MEETINGS, SO I WOULD BE INTERESTED TO KNOW AND YOU SHARED.
IT'S NOT OPEN FOR ME. ANOTHER GENTLEMAN FOR TONIGHT, BUT I WASN'T SURE IF I RECALL THE NAME OF THE PERSON THAT WAS BROUGHT TO THE LAST MEETING. WERE WE ABLE TO ASK?
[01:35:02]
>> WE HAVE TO DO IT BEFORE SUNDAY [OVERLAPPING]
>> OCTOBER 15TH IS THE DEADLINE. YES, SIR.
>> WE CAN LOOK BACK AT THE MINUTES AND SEE WHAT THE NAME THAT WAS BROUGHT FORWARD AT THE LAST MEETING.
>> BECAUSE WE WERE GIVEN FILES FOR THE PEOPLE.
>> I DON'T THINK WE WERE GIVEN [INAUDIBLE]
THAT'S WHY I WAS SAYING, CAN WE NOT SPEAK TO THESE PEOPLE OR WE ARE NOT PERMITTED TO DO THAT?
>> ARE THEY NOT ALREADY NOMINATED?
>> [OVERLAPPING] IS ANYBODY NOMINATED?
>> THAT'S WHAT'S HAPPENING TONIGHT AND ALL THE TAXING ENTITIES HAVE UNTIL OCTOBER 15TH TO NOMINATE ANYONE THAT THEY'D LIKE AND THEN THOSE NAMES WOULD BE REVIEWED AND THEN PUT ONTO THE BALLOT. IT COMES OUT.
>> I WOULD LIKE TO KNOW FROM THIS GENTLEMAN HERE IN THE GRAY.
CAN YOU TELL ME YOUR NAME AGAIN? I'M SORRY.
>> THE GENTLEMAN THAT YOU BROUGHT FORWARD LAST TIME WHEN YOU VISITED AND PARTICIPATED IN PUBLIC COMMENT, DO YOU KNOW TO THE BEST OF YOUR KNOWLEDGE IF THAT PERSON HAS ALREADY BEEN NOMINATED BY SOMEONE ELSE? DID YOU SPEAK TO SEVERAL DIFFERENT GOVERNMENT ENTITIES THAT MAY HAVE PROPOSED THIS PERSON'S NOMINATION?
>> COULD YOU COME UP TO THE SPEAKER?
>> THANK YOU, MS. HALL. THE CITY OF LAKESIDE NOMINATED VINCE PONTE, RICHARD DEAR, GARY LOSADA, AND GERRARD MILLER.
ALL FOUR OF THOSE ARE GOING TO BE ON THE BALLOT.
>> IF YOU DON'T CHOOSE SOMEBODY TONIGHT AND ALSO THERE'S A PENA WHO ARLINGTON ISD ALSO NOMINATED.
>> THEN THERE WAS SOMEONE NORTHWEST LAST NIGHT WAS, I THINK IT WAS MONDAY.
I WAS THERE AND I DON'T KNOW WHO THAT PERSON WAS, IT'S A REAL LITTER.
THERE'S ONE OTHER PERSON, GOING TO BE ON THE BALLOT, I DON'T KNOW.
>> THE CANDIDATE WHOSE NAME THAT YOU BROUGHT FORWARD LAST TIME YOU VISITED WAS?
>> MR. MILLER IS A FIVE-TIME GRAMMY AWARD WINNER, HAS LED TO TWO LATIN GRAMMYS.
HE'S WELL VERSED AND HE'S SHARP AS A TACK.
>> [OVERLAPPING] THIS RIGHT HERE IS THAT IF WE HAVE ANYBODY ELSE?
>> NAMES THAT YOU WOULD LIKE TO SEE ON THE BALLOT.
>> IF WE DON'T HAVE ANYBODY THAT WANTS TO BE NOMINATED.
>> WE DON'T HAVE TO WORRY ABOUT IT, RIGHT?
>> THEN YOU'LL SEE THE BALLOT LATER ON THIS FALL.
>> THANK YOU. DOES THAT TAKE CARE OF 6.1 AND 6.2?
>> YES, MA'AM. THE 6.1 WAS RETURNED TO APPRAISAL AND 6.
2 CENTRAL APPRAISAL, WHICH IS JOHNSON COUNTY.
>> DO YOU WANT TO MOVE TO 6.3?
>> MADAM PRESIDENT, BOARD MEMBERS, RESOLUTION 6.3 JUST DEALS WITH THE LEGISLATIVE PRIORITIES FOR THIS THIRD GENERAL SESSION THAT IS CURRENTLY IN PLACE.
WHAT WE'D LIKE TO DO IS TO SUBMIT TO YOUR RESOLUTION THAT WE COULD ADOPT TONIGHT AND THEN FORWARD TO OUR REPRESENTATIVES FOR THE THIRD LEGISLATIVE SESSION.
MR. KIRSCHNER IS PREPARED TO ADDRESS THIS ITEM DISCUSSION.
>> THANK YOU, MADAM PRESIDENT, MEMBERS OF THE BOARD, AND DR. MCFARLAND.
AS YOU ARE ALL AWARE, DR. MCFARLAND MENTIONED EARLIER AND SHARED A MESSAGE WITH OUR ENTIRE COMMUNITY.
THERE IS A THIRD SPECIAL SESSION UNDERWAY RIGHT NOW, AND OUR BOARD HAS BEEN VERY ACTIVE ADVOCATING FOR THE NEEDS AND PRIORITIES OF CROWLEY ISD BY DEVELOPING LEGISLATIVE POSITIONS AND PRIORITIES.
BACK IN FEBRUARY, YOU HAD AN OPPORTUNITY TO VISIT OUR LAWMAKERS IN AUSTIN AND DEVELOP THOSE POSITIONS AND PRIORITIES.
TONIGHT, WE PRESENT THOSE BACK TO YOU ALL SPECIFICALLY CENTERED AROUND ITEMS THAT ARE BEING DISCUSSED DURING THE THIRD SPECIAL SESSION.
THIS IS JUST A REMINDER FOR OUR COMMUNITY AND OUR LAWMAKERS OF OUR POSITIONS AND PRIORITIES HERE IN CROWLEY ISD FOR YOU TO REVIEW.
WE'RE HAPPY TO ANSWER ANY QUESTIONS YOU HAVE ABOUT THOSE.
>> DO WE WANT SOMEBODY TO READ THIS?
>> TRUSTEE DAVIS HAS VOLUNTEERED TO READ.
>> YES. UNLESS THERE ARE QUESTIONS. THANK YOU.
>> RESOLUTION OF THE CROWLEY ISD BOARD OF TRUSTEES REGARDING LEGISLATIVE POSITIONS AND PRIORITIES FOR THE ADA LEGISLATIVE REGULAR SESSION, AND SPECIAL SESSIONS.
WHEREAS THE CROWLEY INDEPENDENT SCHOOL DISTRICT AND IT'S BOARD OF TRUSTEES, THE LEASE PUBLIC EDUCATION, IS THE CORNERSTONE OF OUR SOCIETY.
[01:40:03]
WHEREAS CROWLEY ISD OFFER STUDENTS OF ALL BACKGROUNDS AND ABILITIES OPPORTUNITIES TO GROW AND LEARN IN A SAFE ENVIRONMENT.WHEREAS THE DISTRICT HOPES TO FACILITATE A COLLABORATIVE CONVERSATION AMONG EDUCATORS, LEGISLATORS, STAKEHOLDERS, AND RELEVANT ASSOCIATIONS TO PROVIDE ALL STUDENTS WITH EXCELLENCE IN EDUCATION.
WHEREAS THE BOARD OF TRUSTEES MET WITH THE MEMBERS OF THE TEXAS LEGISLATURE IN AUSTIN TO DISCUSS LEGISLATIVE POSITIONS AND PRIORITIES ON FEBRUARY 21ST, 2023.
WHEREAS THE BOARD OF TRUSTEES DEVELOP PRIORITIES AND POSITIONS FOR THE 88TH LEGISLATIVE SESSION AND VOTED UNANIMOUSLY TO APPROVE THESE PRIORITIES AND POSITIONS ON FEBRUARY 23RD, 2023.
WHEREAS THE BOARD OF TRUSTEES BELIEVES THAT THE TEXAS EDUCATION AGENCY SHOULD HOLD DISTRICTS HARMLESS, OR 2023 STATE ACCOUNTABILITY RATINGS, RATHER THAN APPLY RATINGS AND SANCTIONS TO A YEAR IN WHICH BOTH THE STAR TEST AND THE ACCOUNTABILITY SYSTEM ARE UNDERGOING A SIGNIFICANT REDESIGN.
WHEREAS THE BOARD OF TRUSTEES SUPPORTS PROVIDING FULL FUNDING FOR UNIVERSAL PRE-K TO ACCELERATE ACCESS TO RESEARCH-BASED EARLY CHILDHOOD LEARNING EXPERIENCES.
WHEREAS THE BOARD OF TRUSTEES SUPPORTS ADJUSTING THE SCHOOL FUNDING FORMULA TO ALLOCATE THE PER PUPIL ALLOTMENT BASED ON ENROLLMENT AS A SNAPSHOT DATE INSTEAD OF AVERAGE DAILY ATTENDANCE.
WHEREAS THE BOARD OF TRUSTEES SUPPORTS PROHIBITING CHARTER SCHOOL EXPANSION NEXT TO TRADITIONAL PUBLIC SCHOOLS RATED B OR HIGHER.
WHEREAS THE BOARD OF TRUSTEES OPPOSES VOUCHERS, TAX CREDITS, OR ANY INCENTIVE THAT INVOLVES ALLOCATING PUBLIC TAXPAYER FUNDS TO PRIVATE OR PAROCHIAL INSTITUTIONS.
WHEREAS THE BOARD OF TRUSTEES OPPOSES ANY EDUCATION SAVINGS ACCOUNT AND/OR INSURANCE INVESTMENT ACCOUNTS THAT ARE DESIGNED TO FUNNEL PUBLIC MONEY TO PARENTS TO PAY FOR PRIVATE EDUCATION.
WHEREAS THE BOARD OF TRUSTEES SUPPORTS PROVIDING SUBSIDIZED CHILDCARE FOR ALL TEACHERS AND AUTHORIZING ELIGIBILITY FOR PRE-K OR CHILDREN OF TEACHERS.
WHEREAS THE BOARD OF TRUSTEES OPPOSES ANY REQUIREMENT THAT WOULD MAKE SCHOOL BOARD RACES PARTISAN ELECTIONS, WHEREAS THESE ITEMS WERE NOT ADDRESSED AND/OR RESOLVED DURING THE 88TH TEXAS LEGISLATIVE REGULAR SESSION.
WHEREAS GOVERNOR GREG ABBOTT HAS CALLED THREE ADDITIONAL SPECIAL SESSIONS OF THE ADA TEXAS LEGISLATURE.
NOW, THEREFORE, BE IT RESOLVED THAT THE CROWLEY ISD BOARD OF TRUSTEES CALLS ON THE TEXAS LEGISLATURE TO CONSIDER AN ACT ON THE CROWLEY ISD POSITIONS AND PRIORITIES FOR THE SPECIAL SESSION, THE ADA TEXAS LEGISLATURE.
IF IT IS PASSED AND APPROVED ON THIS 12TH DAY OF OCTOBER 2023.
THIS IS A POSSIBLE ACTION ITEM.
IS THERE A RECOMMENDATION TO APPROVE THE RESOLUTION?
>> I'LL MAKE A MOTION TO RECOMMEND THE APPROVAL OF THE RESOLUTION REGARDING CROWLEY ISD LEGISLATIVE PRIORITIES FOR THE TEXAS LEGISLATORS THIRD SPECIAL SESSION AS PRESENTED.
>> THANK YOU. DR. HALL, IS THERE A SECOND?
>> THANK YOU, TRUSTEE GRASSIA, MOVE TO VOTE, PLEASE.
THANK YOU. THANK YOU AGAIN FOR READING THE RESOLUTION.
WE HAVE ONE MORE, WHICH IS 6.4.
THIS IS THE RESOLUTION REGARDING VOUCHERS, EDUCATION SAVINGS ACCOUNTS, TAXPAYER'S SAVINGS, GRANTS, AND OTHER MECHANISMS THAT REDUCE PUBLIC EDUCATION FUNDING.
DR MCFARLAND, DID YOU HAVE ANY ADDITIONAL COMMENTS REGARDING THIS?
>> YES, MADAM PRESIDENT AND BOARD MEMBERS, WE THOUGHT IT WOULD BE PRUDENT FOR US TO APPROVE A SEPARATE RESOLUTION THAT FOCUSED ON SPECIFICALLY WHAT THIS THIRD SESSION IS DESIGNED TO ADDRESS.
THE FIRST ONE THAT YOU JUST APPROVED, IT GIVES YOU A GENERAL OVERVIEW AS YOU HAD INCLUDED EARLY CHILDHOOD AND OTHER THINGS.
BUT THIS SESSION RIGHT NOW IS PARTICULARLY DESIGNED TO ADDRESS VOUCHER SYSTEM,
[01:45:02]
SO THIS RESOLUTION WILL ALLOW US TO WEIGH IN ON THE VOUCHER CONVERSATION. MR. CARSON.>> THANK YOU, DR. MCFARLAND, MADAM PRESIDENT, MEMBERS OF THE BOARD.
AS WE SAW TODAY, VOUCHERS WERE BEING DEBATED ON THE FLOOR OF THE TEXAS SENATE WITH SENATE BILL 1.
I BELIEVE THOSE DEBATES ARE STILL ONGOING TONIGHT WITH THE MINUTES AND THEN THIS BEING ADDED.
THEN THE EXPECTATION IS THAT THE HOUSE WOULD THEN BEGIN DEBATING THAT.
MR. HANDY, IF YOU COULD OPEN UP THAT ATTACHMENT, THIS SHOWS THE TEXT OF THE PROPOSED LANGUAGE FOR THIS RESOLUTION REGARDING VOUCHERS, EDUCATIONAL SAVINGS ACCOUNTS, AND OTHER FUNDING MECHANISMS FOR YOU TO CONSIDER TONIGHT.
WE'RE HAPPY TO ANSWER ANY QUESTIONS ABOUT THAT, THAT YOU SEE IN THERE.
>> THANK YOU VERY MUCH AND THANK YOU FOR SEPARATING IT OR ACTUALLY HAVING A SEPARATE OR THE ADDENDUM TO THE ORIGINAL STATEMENT THAT WAS READ EARLIER AND THE RESOLUTION.
ARE THERE QUESTIONS OR COMMENTS BOARD RELATED TO THIS PARTICULAR ITEM? HEARING NONE. IS THERE A MOTION TO APPROVE THIS RESOLUTION? TRUSTEE ROBINSON.
>> RESOLUTION OF THE CROWLEY ISD BOARD OF TRUSTEES REGARDING VOUCHERS, EDUCATION SAVINGS ACCOUNTS.
THAT'S FAIR SAVINGS GRANTS AND OTHER MECHANISMS THAT REDUCE PUBLIC EDUCATION FUNDING.
WHEREAS ARTICLE 7, SECTION 1 OF THE TEXAS CONSTITUTION REQUIRES THAT THE TEXAS LEGISLATURE ESTABLISH AND MAKE SUITABLE PROVISION FOR THE SUPPORT AND MAINTENANCE OF INEFFICIENT SYSTEM OF PUBLIC THREE SCHOOLS.
WHEREAS TEXAS PUBLIC SCHOOL DISTRICTS EXCEPT EVERY STUDENT, WHEREAS EDUCATION SAVINGS ACCOUNTS AND OTHER VOUCHER SCHEMES IN PRIVATE SCHOOLS, NOT PARENTS HAVE THE RIGHT TO CHOOSE.
WHEREAS TEXAS PUBLIC SCHOOLS ADHERE TO STATE-MANDATED ACADEMIC AND FINANCIAL ACCOUNTABILITY STANDARDS.
WHEREAS PRIVATE SCHOOLS ARE NOT REQUIRED TO MEET THE SAME ACADEMIC STANDARDS AS PUBLIC SCHOOLS.
THEY DO NOT REPORT TEST RESULTS, GRADUATION RATES, AND OTHER PERFORMANCE MEASURES TO THE PUBLIC.
WHEREAS SCHOOL CHOICE ALREADY EXIST IN THE TEXAS VIA PUBLIC SCHOOL DISTRICTS OR PUBLIC SCHOOLS, INTER AND INTRA-DISTRICT TRANSFERS, HOME SCHOOLS, VIRTUAL SCHOOLS, AND PRIVATE SCHOOLS.
WHEREAS EDUCATION SAVINGS ACCOUNTS AND SIMILAR VOUCHER SCHEMES ELIMINATE PUBLIC ACCOUNTABILITY OF SCHOOLS AND TAX DOLLARS.
WHEREAS USING TAX DOLLARS TO PAY FOR TUITION AND RELIGIOUS SCHOOLS WILL GROW INTO A COSTLY ENTITLEMENT PROGRAM.
WHEREAS A TAXPAYER-FUNDED VOUCHER PROGRAM WOULD REDUCE THE AMOUNT OF STATE FUNDS AVAILABLE FOR ALL SCHOOLS.
HARMING MANY RURAL TEXAS COMMUNITIES WHERE FAMILIES HAVE FEW, IF ANY, PRIVATE SCHOOL OPTIONS.
WHEREAS TEXAS PARENTS WILL ACCEPT A VOUCHER, WILL LOSE OUT ON A LONG LIST OF IMPORTANT PARENTAL RIGHTS OUTLINED IN THE TEXAS STATE EDUCATION CODE, AND IN FEDERAL LAW, ESPECIALLY PROTECTIONS FOR STUDENTS RECEIVING SPECIAL EDUCATION SERVICES.
NOW, THEREFORE, BE IT RESOLVED THAT THE CROWLEY INDEPENDENT SCHOOL DISTRICT BOARD OF TRUSTEES FALLS ON THE TEXAS LEGISLATURE TO REJECT ANY DIVERSION, A PUBLIC DOLLARS TO PRIVATE ENTITIES IN THE FORM OF EDUCATIONAL SAVINGS ACCOUNTS AND SIMILAR VOUCHER SCHEMES.
IF PASSING APPROVED ON THIS THE 12TH DAY OF OCTOBER 2023.
>> THANK YOU AGAIN, TRUSTEE ROBINSON.
ANY OTHER COMMENTS OR QUESTIONS? THAT IS OUR RESOLUTION AS READ.
WOULD SOMEONE PLEASE MAKE A MOTION TO APPROVE THIS RESOLUTION?
>> I'LL MAKE A MOTION. I RECOMMEND APPROVAL OF THE RESOLUTION REGARDING VOUCHERS, EDUCATE.
>> REGARDING VOUCHERS, EDUCATION SAVINGS ACCOUNTS, TAXPAYERS SAVINGS GRANTS, AND OTHER MECHANISMS THAT REDUCE PUBLIC EDUCATION FUNDING AS PRESENTED.
>> THANK YOU. DR. HALL. IS THERE A SECOND?
THANK YOU SO MUCH, MR. KIRSCHNER, FOR BRINGING THESE RESOLUTIONS, AND THANK YOU, BOARD MEMBERS FOR READING THEM.
THEY WERE VERY CLEAR AND DIRECT AND WE GREATLY APPRECIATE THE WORK THAT WENT INTO WRITING THOSE.
[01:50:03]
I DON T KNOW IF WE HAVE ANY OTHER ITEMS TO BRING IT TO EXECUTIVE SESSION OR TO THE PUBLIC SESSION AT THIS TIME.>> OKAY. WITH NO FURTHER BUSINESS TO BRING BEFORE THIS BOARD, WE ARE ADJOURNED AT 08:07 P.M. HAVE A GREAT NIGHT, EVERYONE.
* This transcript was compiled from uncorrected Closed Captioning.