Feb 22, 2024 Regular Board Meeting

[00:00:06]

>> GOOD EVENING. I HEREBY CALL TO

[ 1.0 Call to Order ]

I REQUEST THE OFFICIAL ROLL CALL, PLEASE, MR. KIRCHNER.

>> GOOD EVENING, EVERYONE. TRUSTEE PLACE 1, NEDRA ROBINSON?

>> PRESENT.

>> TRUSTEE PLACE 2, DR. LA TONYA WOODSON-MAYFIELD?

>> PRESENT.

>> TRUSTEE PLACE 3, DR. MIA HALL?

>> PRESENT.

>> TRUSTEE PLACE 4, JUNE W. DAVIS?

>> PRESENT.

>> TRUSTEE PLACE 5, MR. DARYL R. DAVIS II?

>> PRESENT.

>> TRUSTEE PLACE 6, MR. GARY GRASSIA.

TRUSTEE PLACE 7, MS. KELICIA STEVENSON?

>> PRESENT.

>> SUPERINTENDENT DR. MICHAEL MCFARLAND?

>> PRESENT.

>> WE HAVE TWO STUDENT TRUSTEES WHO ARE ON THE WAY, WE'LL HEAR FROM LATER TONIGHT.

>> THANK YOU, MR. KIRCHNER.

I EXTEND A WARM WELCOME TO EVERYONE PRESENT FOR TONIGHT'S MEETING.

THE MONTHLY MEETINGS OF THE BOARD ARE OPEN TO THE PUBLIC, AND WE'RE PLEASED THAT YOU HAVE JOINED US AS WE CELEBRATE ACHIEVEMENT, REVIEW INFORMATION, AND MAKE POLICY DECISIONS RELATED TO THE EFFECTIVE OPERATION OF CROWLEY PUBLIC SCHOOLS.

COMMENTS OR QUESTIONS FROM THE AUDIENCE WILL BE CONFINED TO THE TIME DESIGNATED FOR CITIZENS TO ADDRESS THE BOARD.

DECORUM AND COURTESY ARE IMPORTANT ELEMENTS IN EFFECTIVE PUBLIC MEETINGS.

PLEASE SILENCE YOUR CELLPHONES AND COMMUNICATION DEVICES AT THIS TIME BEFORE WE BEGIN OUR PROCEEDINGS.

AGAIN, THANK YOU FOR ATTENDING AND FOR YOUR INTEREST IN CROWLEY ISD.

WE'RE AT AGENDA ITEM 2.0, WHICH IS THE PLEDGE OF ALLEGIANCE.

WOULD YOU PLEASE STAND WHILE CADET COMMAND SERGEANT MAJOR HUNT AND THE CROWLEY ISD CORPS OF CADETS PRESENT THE COLORS.

>> CADET COMMAND SERGEANT SERGEANT HUNT, REPRESENTING CROWLEY INDEPENDENT SCHOOL DISTRICT, PENAL BATTALION, HONOR UNIT WITH DISTINCTION, REQUESTING PERMISSION TO PRESENT THE COLORS NOW.

THANK YOU, MA'AM.

RIGHT, RIGHT, RIGHT, LEFT, LEFT, LEFT, RIGHT, RIGHT, LEFT, LEFT, LEFT, RIGHT, RIGHT, LEFT, LEFT, LEFT, RIGHT, RIGHT, LEFT, LEFT, LEFT, RIGHT, RIGHT, LEFT, LEFT, LEFT.

RIGHT, RIGHT, LEFT, LEFT, LEFT, COLORS.

HALT.

LEFT FACE, PRESENT COLORS.

>>

>> ORDER COLORS.

RIGHT FACE, FORWARD MARCH.

LEFT, RIGHT, RIGHT, LEFT, LEFT, LEFT, RIGHT, RIGHT, LEFT, LEFT, LEFT, RIGHT, RIGHT, LEFT. [APPLAUSE]

>> THANK YOU. YOU MAY BE SEATED.

>> WE WANT TO THANK AGAIN OUR CROWLEY ISD CORPS OF CADETS FOR PRESENTING THE COLORS.

[ 3.0 Celebrations / Board Points of Pride ]

THIS IS ONE OF OUR FAVORITE TIMES OF THE AGENDA WHERE WE GET TO

[00:05:03]

AT THIS TIME, BOARD, ARE THERE ANY VOLUNTEERS TO SHARE? YES, TRUSTEE DAVIS.

>> SUMMER CREEK MIDDLE SCHOOL STUDENTS WELCOMED A SPECIAL GUEST SPEAKER, BROOKE HART JONES, DURING THEIR PRIDE AND PURPOSE BRUNCH ON WEDNESDAY, FEBRUARY 21ST.

THE HBCU GRADUATE AND ENTREPRENEUR TALKED TO STUDENTS ABOUT HER HBCYOU, AND THAT'S Y-O-U, DOLLS AND HOW SHE MADE THEM TO INSPIRE, ENCOURAGE, AND MOTIVATE OTHERS TO KNOW ABOUT HIGHER EDUCATION AND TO REACH THEIR DREAMS. A SPECIAL THANK YOU TO SURVIVE AND THRIVE EDUCATION WHO SPONSORED THE EVENT. [APPLAUSE]

>> AWESOME. IS THERE ANOTHER VOLUNTEER?

>> YES. CONGRATULATIONS ARE IN ORDER AS NORTH CROWLEY HIGH SCHOOL'S TEXAS ASSOCIATION OF FUTURE EDUCATORS ADVANCES TO THE STATE.

WE ARE SUPER PROUD OF THE EIGHT QUALIFYING STUDENTS WHO WILL BE COMPETING AT THE 40TH ANNUAL TEACH TOMORROW CONFERENCE AND COMPETITION WHICH STARTS NEXT WEEK IN ROUND ROCK, TEXAS.

CROWLEY PRIDE [OVERLAPPING] UNIFIED. GOOD LUCK, YOU GUYS. [APPLAUSE]

>> THANK YOU. FEBRUARY 17TH THROUGH THE 24TH IS NATIONAL FUTURE FARMERS OF AMERICA WEEK, AND WE ARE CROWLEY PRIDE OF OUR FFA AT BRJ.

FUTURE FARMERS OF AMERICA IS THE LARGEST STUDENT-LED ORGANIZATION IN THE US, PROMOTING AGRICULTURE AND PREMIER LEADERSHIP.

CROWLEY FFA WAS FOUNDED IN 1994, AND THERE ARE CURRENTLY 412 MEMBERS AND FIVE JUNIOR MEMBERS IN THIS ORGANIZATION, THE LARGEST IN CROWLEY FFA HISTORY.

AWESOME ACCOMPLISHMENT.

WE ARE EXCITED ABOUT THE FUTURE FARMERS OF CROWLEY, I SHOULD SAY.

I'M GOING TO ADD THAT.

THANK YOU. [APPLAUSE]

>> THANK YOU. ANY OTHER VOLUNTEERS? TRUSTEE DAVIS.

>> THANK YOU, MADAM PRESIDENT.

THE MARY HARRIS HUSKIES ARE READY FOR THE COWTOWN KIDS 5K WITH THEIR NEW SHOES, THANKS TO OUR FRIENDS AT THE COWTOWN C.A.L.F.

THE STUDENTS WERE SO EXCITED AND GRATEFUL TO RECEIVE SHOES, AND WE WANT TO THANK COACH HAYWORTH FOR SETTING UP THE GIVEAWAY AND HELPING TRAIN OUR HUSKIES FOR THE BIG RACE.

THE RACE IS FEBRUARY 24TH AND WE WILL BE CHEERING YOU ON ALL THE WAY.

>> AWESOME. [APPLAUSE] TRUSTEE WOODSON.

>> GREAT THINGS ARE ON THE HORIZON FOR CROWLEY COLLEGIATE ACADEMY SCHOLARS, [INAUDIBLE], WHO WERE SELECTED WINNERS OF THE UT AUSTIN FALL UNDERGRADUATE RESEARCH SYMPOSIUM AT THE TCC CULTIVATING SCHOLARS CONFERENCE, RESPECTIVELY.

THEIR RESEARCH WILL BE SHOWCASED AT THE NATIONAL CONFERENCE FOR UNDERGRADUATE RESEARCH HOSTED BY CALIFORNIA STATE UNIVERSITY, LONG BEACH IN APRIL 2024.

THESE TWO SCHOLARS, ALONG WITH [INAUDIBLE], COMPETED IN BOTH CONFERENCES BASED UPON AN ELECTIVE RESEARCH COURSE TAKEN DURING THE SUMMER.

WAY TO GO, CROWLEY COLLEGIATE.

WE ARE PROUD OF YOUR SUCCESS.

>> ABSOLUTELY. [APPLAUSE] I'LL DO ONE, AND THIS IS RECOGNIZING DEER CREEK.

ON FEBRUARY 9TH, THAT WAS STEM DAY AT DEER CREEK AND ACROSS THE DISTRICT, THE ACTIVITIES WERE FOCUSED ON THE ENGINEERING DESIGN PROCESS, WHICH ALLOWED OUR STUDENTS TO THINK CRITICALLY ABOUT HOW TO SOLVE REAL WORLD PROBLEMS LIKE THE NEED FOR CLEAN WATER AND TRANSPORTATION.

THIS IS A SHOUT OUT TO MR. BELL FOR ORGANIZING EVERYTHING AND REMINDING OUR STUDENTS OF THE IMPORTANCE OF STEM EVERY DAY.

GREAT WORK, EVERYONE. LET'S GIVE THEM APPLAUSE.

[APPLAUSE] IS THERE ANOTHER? YES, TRUSTEE DAVIS.

>> THIS WEEK IS KINDNESS WEEK AT OAKMONT ELEMENTARY, AND OAKMONT ELEMENTARY STUDENTS WERE CHALLENGED TO JOIN THE FUN.

STUDENTS ENJOYED A WEEK OF DRESS-UP DAYS, WHICH INCLUDED DRESSING LIKE SUPERHEROES, WEARING WORKOUT GEAR TO INSPIRE THEM TO WORK THROUGH THEIR PROBLEMS, AND WEARING CAREER CLOTHING TO REMIND THEM TO GROW UP, SPREADING KINDNESS.

IN CROWLEY ISD, WE ACT LIKE A FAMILY, AND FAMILY KINDNESS MATTERS.

GREAT JOB, OAKMONT.

>> GREAT. [APPLAUSE]

>> [APPLAUSE] HEY, ANY OTHERS? I DON'T WANT TO MISS ANYONE. WE GOOD.

[00:10:04]

OBVIOUSLY, WE'RE DOING A LOT OF EXCITING THINGS ACROSS THE DISTRICT.

THANK YOU, EVERYONE. AT THIS TIME,

[ 5.0 Recognition Item(s) ]

I LOVE THAT. DR. MCFARLAND.

MADAM PRESIDENT, BOARD MEMBERS. YOU ARE ABSOLUTELY RIGHT.

WE'RE EXCITED ABOUT RECOGNIZING THIS NEXT GROUP OF TEACHERS.

WE HAVE MISS DONAHUE HERE TO PRESENT THIS ITEM. MISS DONAHUE

>> GOOD EVENING, MADAM PRESIDENT, MEMBERS OF THE BOARD, AND DR. MCFARLAND.

MY NAME IS NANCY DONAHUE AND I'M HONORED TO SERVE AS THE TITLE I TEACHER INCENTIVE ALLOTMENT COORDINATOR FOR CROWLEY ISD.

TONIGHT, I'M EXCITED TO SHARE INFORMATION ABOUT TEACHER INCENTIVE ALLOTMENT WHICH ALIGNS WITH GOAL 1, THRIVING STUDENTS AND GOAL 3 EMPOWERED STAFF.

THIS PROGRAM WOULD NOT EXIST WITHOUT THE COLLABORATIVE EFFORTS OF MULTIPLE DEPARTMENTS ACROSS OUR ORGANIZATION.

THANK YOU TO THE COMMUNICATIONS, FINANCE, HUMAN CAPITAL PIMS, AND CURRICULUM AND INSTRUCTION TEAMS. WE VALUE YOUR PARTNERSHIP TONIGHT, I HAVE DR. AMANDA EDMONSON AND REBECCA BARTON TO HELP WITH THE PRESENTATION.

LET'S BEGIN TONIGHT WITH AN OVERVIEW OF TEACHER INCENTIVE ALLOTMENT.

TIA WAS CREATED IN 2019 AS A PART OF HOUSE BILL 3.

THE GOAL OF TIA IS TO RECRUIT, RETAIN, AND REWARD HIGH QUALITY TEACHERS BY PROVIDING ADDITIONAL PAY BASED ON PERFORMANCE.

TEACHER DESIGNATIONS RESULT IN ADDITIONAL FUNDING FOR OUR DISTRICT TO REWARD OUR MOST EFFECTIVE TEACHERS.

DESIGNATIONS CAN BE EARNED THROUGH TWO DIFFERENT ROUTES.

FIRST, NATIONAL BOARD CERTIFIED TEACHERS ARE ELIGIBLE TO EARN A RECOGNIZED LEVEL DESIGNATION.

SECOND, DISTRICTS MAY DESIGNATE TEACHERS THROUGH AN APPROVED LOCAL SYSTEM.

EACH DESIGNATION LEVEL RECEIVES DIFFERENT LEVELS OF INCENTIVE PAY.

OUR AVERAGE ALLOTMENT IN CROWLEY IS ABOUT $4,500 FOR A RECOGNIZED LEVEL DESIGNATION, ABOUT $9,000 FOR AN EXEMPLARY LEVEL DESIGNATION, AND ABOUT $17,500 FOR A MASTER LEVEL DESIGNATION.

BECAUSE OF THE WAY TIA IS STRUCTURED, DESIGNATIONS ARE VERY DIFFICULT TO EARN.

ONCE A TEACHER EARNS A DESIGNATION, IT REMAINS ON THEIR TEACHING CERTIFICATE FOR FIVE YEARS.

THERE ARE TWO COMPONENTS REQUIRED BY TEA, TEACHER OBSERVATION AND STUDENT PERFORMANCE.

TEACHER OBSERVATION IS BASED ON T TESTS, STUDENT PERFORMANCE IS MEASURED BY STUDENT GROWTH OVER THE COURSE OF A YEAR.

DISTRICT APPROVAL TO DESIGNATE TEACHERS INVOLVES A YEARLY TWO-STEP REVIEW PROCESS WITH TEA.

THE VALIDITY AND RELIABILITY OF OUR DESIGNATION COMPONENTS WERE ONCE AGAIN CONFIRMED THIS YEAR.

WE RECEIVED 90 OUT OF 96 POSSIBLE POINTS.

THIS MEANS THAT OUR SYSTEM IS TRUSTWORTHY, CALIBRATED, AND ACCURATELY RECOGNIZES THE GREAT PERFORMANCE OF OUR TEACHERS.

TO BE SURE THAT OUR SYSTEM REMAINS FAIR AND TRANSPARENT, WE HAVE PHASING IN TIA.

PHASE 1 AND 2 IN CROWLEY ISD ARE SHOWN HERE.

PHASE 1 WAS OUR INAUGURAL CLASS OF 29 TIA DESIGNATED TEACHERS FROM SEVEN OF OUR ELEMENTARY CAMPUSES.

IN PHASE 2, WE INCLUDED 15 ELEMENTARY SCHOOLS, OUR MIDDLE SCHOOLS, AND BOTH HIGH SCHOOLS.

WE HAVE ALWAYS KNOWN THAT WE HAVE SOME OF THE BEST TEACHERS IN THE STATE SERVING OUR STUDENTS.

OUR PHASE 2 DATA IS A REFLECTION OF THIS.

THIS EVENING, WE CELEBRATE A TOTAL OF 53 NEWLY DESIGNATED TEACHERS.

ELEVEN TEACHERS EARNED A RECOGNIZED DESIGNATION, 32 TEACHERS EARNED AN EXEMPLARY LEVEL DESIGNATION, AND 10 TEACHERS ACHIEVED A MASTER LEVEL DESIGNATION.

[APPLAUSE] THIS TOTAL INCLUDES THREE TEACHERS WHO WERE DESIGNATED AT A LOWER LEVEL LAST YEAR AND IMPROVED THEIR PERFORMANCE TO EARN A MASTER LEVEL DESIGNATION THIS YEAR.

WE WANT TO SHARE A GLIMPSE INTO SOME OF THE CELEBRATIONS THAT TOOK PLACE ON OUR CAMPUSES AS TEACHERS FOUND OUT THE NEWS THAT THEY EARNED A DESIGNATION.

[00:15:04]

[MUSIC] [APPLAUSE] MISS BARTON WILL BE JOINING ME AT THIS TIME.

WE WILL BE RECOGNIZING EACH OF OUR TEACHERS INDIVIDUALLY.

WE WILL PUT THEIR NAME ON THE DISPLAY.

THEY'RE GOING TO WALK UP, SHAKE YOUR HANDS, BOARD MEMBERS, AND THEN OVER HERE, THEY'RE GOING TO START WITH DR. EDMONSON AND RECEIVE A PLAQUE THAT THEY CAN DISPLAY PROUDLY OUTSIDE OF THEIR DOOR.

>> MISS DONAHUE, ARE WE GOING TO GET A SPEECH FROM EACH ONE OF THEM? [LAUGHTER] [BACKGROUND] I KNOW THEY'RE READY.

[LAUGHTER]

>> JILL ALEXANDER, [APPLAUSE] CIARA BANKS, [LAUGHTER] WHITNEY CARTER, [APPLAUSE] JENETRIA CARTER-ROSS, [APPLAUSE] LATISHA CARTWRIGHT, [APPLAUSE] MARTHA CASTILLO, CHAUNDRIA CUNNINGHAM, KYMBER CURTIS, [APPLAUSE] LINH DANG, [APPLAUSE] TRANG DANG, [APPLAUSE] CAMELLYA DAVIS, [APPLAUSE] CORI DE LEON, [APPLAUSE] MISTY DOUGLAS, BRENDA FLORAN, [APPLAUSE] MADISON FUENTES, [APPLAUSE] LESLIE GARCIA, [APPLAUSE] LUCIA GARCIA, VANESSA GONZALEZ, [APPLAUSE] SUSAN GRIFFITH, [APPLAUSE] ERIN HARTIN, [APPLAUSE] RACHEL HASKINS, [APPLAUSE] MARICELLA HENDERSON, [APPLAUSE] SCOTT HENDERSON, [APPLAUSE] KATHY HOWELL, [APPLAUSE] RUTH JAUREGUI-DOBLES,

[00:20:06]

[APPLAUSE] KIERA SMITH.

CRYSTAL SOUTH.

NIDA MAR TORRES. MARTHA TOSTADO.

MONICA VALDEZ GALINDO.

MARIA VALENTINE, DANITRO WALKER.

JESSICA WEST ROBINSON.

LISANDRO WILLIAMS. BRITTANY WILLS, [INAUDIBLE] WRIGHT.

JOIN US IN CONGRATULATING OUR NEWEST TIA DESIGNEES [APPLAUSE].

TO CONTINUE OUR CELEBRATION TONIGHT, WE WOULD LIKE TO SHARE A FEW PROGRAM HIGHLIGHTS WITH YOU.

ON THE SCREEN, YOU WILL FIND A BREAKDOWN OF 80 TIA DESIGNATED TEACHERS CURRENTLY EMPLOYED IN OUR DISTRICT.

THIS NUMBER INCLUDES PHASE I AND PHASE II TEACHERS DESIGNATED IN OUR LOCAL SYSTEM.

IT ALSO INCLUDES SIX TEACHERS THAT HAVE JOINED OUR STAFF FROM OTHER DISTRICTS.

THESE TEACHERS TRULY EMBODY CROWLEY PRIDE UNIFIED IN THEIR SERVICE TO OUR CROWLEY ISD FAMILY.

AT THE STATE LEVEL, OUR PROGRAM HAS BEEN IN THE SPOTLIGHT A COUPLE OF TIMES THIS YEAR.

IN NOVEMBER, A MEMBER OF OUR TEAM SERVED AS A PANELIST ON ONE OF TEA'S TRAINING.

WE WERE ASKED TO SHARE OUR SPENDING PLAN DUE TO OUR DISTRICT PAYING TEACHER ALLOTMENTS OUT OVER MULTIPLE PAYMENTS, AS WELL AS THE ADDITION OF OUR RETENTION ELEMENT.

IN JANUARY, CROWLEY ISD WAS REPRESENTED IN THE COMMISSIONER OF EDUCATION'S TASA MIDWINTER CONFERENCE PRESENTATION AS A DISTRICT HAVING CLASSROOM TEACHERS WHO MAKE OVER $100,000 PER YEAR.

OUR TEAM ALSO LOOKS FORWARD TO SHARING ABOUT OUR DISTRICT'S TIA PROGRAM AT THE AC CONFERENCE IN APRIL.

PHASE III OF OUR PLAN BEGAN THIS SCHOOL YEAR WITH THE ADDITION OF THE MONTESSORI ACADEMY AND OUR SPECIAL EDUCATION TEACHERS.

WE ALSO BEGAN SUPPORTING OUR FIRST COHORT OF 10 TEACHERS WISHING TO PURSUE NATIONAL BOARD CERTIFICATION.

PHASE IV WILL BEGIN IN THE 24, 25 SCHOOL YEAR.

OUR FOCUS WILL BE ON ENGAGING WITH STAKEHOLDERS THAT ARE NOT YET IN AN ELIGIBLE TEACHING ASSIGNMENT.

[00:25:04]

THE OVERARCHING GOAL OF TIA REMAINS THE HIGHEST OF PRIORITIES.

RECRUIT, RETAIN, AND REWARD THE BEST TEACHERS FOR OUR STUDENTS IN CROWLEY ISD.

ONE TEAM, ONE DREAM.

THAT CONCLUDES OUR PRESENTATION FOR TONIGHT.

AT THIS TIME, I WOULD LIKE TO PAUSE AND ANSWER ANY QUESTIONS THAT YOU MAY HAVE.

THANK YOU SO MUCH, MISS DONAHUE.

I WILL OPEN THE FLOOR TO ANYONE WHO HAS COMMENTS AT THIS TIME.

BUT I JUST WANT TO SAY THANK YOU SO MUCH FOR SPEARHEADING THIS AND MAKING THIS A REALITY FOR OUR DISTRICT.

IT'S EVIDENT, THEY'RE SUPER EXCITED, BUT WE'RE SUPER EXCITED TOO.

YOU STARTED WITH HOW DIFFICULT IT IS TO REACH THE LEVEL OR TO ACHIEVE THE STATUS, AND SO THAT'S A TESTAMENT TO HAVE SO MANY. HOW MANY? WE HAD 53 NEW DESIGNATED THIS YEAR.

WE HAVE 80 TOTAL IN THE DISTRICT RIGHT NOW.

THAT IS SO AWESOME.

LET'S GIVE THEM ANOTHER ROUND OF APPLAUSE.

[APPLAUSE] WE APPRECIATE THEM AND IT SHOWS IN THE RESULTS AND ALL OF THAT, OUR STUDENTS, I JUST WANT TO SAY THANK YOU TO ALL OF THE PRINCIPALS AND THE OTHER EXECUTIVE PRINCIPALS AND LEADERS THAT WE HAVE IN THE DISTRICT THAT ARE SUPPORTING THESE TEACHERS IN THE WORK THAT THEY DO.

THANK YOU AND THANK YOU ALSO, DR. MCFARLAND, FOR YOUR VISION AS WELL.

I JUST WANT TO OPEN IT UP TO THE BOARD TO GIVE THEIR ACCOLADES OR HAVE QUESTIONS OR COMMENTS AS WELL.

I DON'T HAVE A QUESTION, BUT I JUST WANT TO SAY IT'S SUCH A WONDERFUL THING TO SEE SO MANY EXCITING TEACHERS IN ONE ROOM, AND I REALLY, REALLY, GREATLY APPRECIATE ALL THAT YOU GUYS HAVE DONE AND ALL THAT THEY ARE DOING IN CROWLEY ISD. THANK YOU SO MUCH.

THANK YOU.

THANK YOU, MADAM PRESIDENT.

I JUST WANTED TO SAY DR. MCCAUL, AND I GUESS WE'RE GOING BACK TO THE CITY CLUB.

[LAUGHTER].

THAT'S THE PROBLEM.

POINT TAKEN.

YOU NEED TO MAKE A ROOM THOUGH.

THEY HAVE IT AVAILABLE, I ASSURE YOU. ABSOLUTELY RIGHT DR. MAYFIELD, JUST A COUPLE OF COMMENTS.

IN VISITING WITH SOME OF THE TEACHERS EARLIER, I THINK WE WILL HAVE EVEN MORE NEXT YEAR BECAUSE THEY SAID THAT NOW THAT IT'S REAL AND OTHER TEACHERS ARE SEEING IT, THEY'RE ASKING QUESTIONS, I'M EXCITED ABOUT THAT.

IT WILL MEAN THAT WE'LL HAVE MORE TEACHERS QUALIFYING.

THE OTHER THING IS AGAIN, IN TALKING WITH PEOPLE AND SOME OF THE THINGS THAT SOME OF THE TEACHERS ARE DOING WITH THEIR MONEY IS AMAZING, THEY'RE BUYING CARS, THEY'RE REMODELING HOMES.

I MEAN, THEY'RE DOING A LOT OF THINGS.

THERE'S A LOT OF VALUE IN ACHIEVING THIS LEVEL.

CONGRATULATIONS AGAIN TO ALL OF YOU.

GO AHEAD, I WAS GOING TO RECOGNIZE OUR STUDENT TRUSTEES, BUT GO AHEAD, TRUSTEE ROBINSON.

I JUST WANT TO SAY CONGRATULATIONS TO ALL OUR TEACHERS.

WE NEARLY DOUBLED WHAT WE HAD LAST YEAR, BECAUSE I THINK IT WAS 29 LAST YEAR.

THEN AS THEY WERE COMING UP, I WAS LOOKING AT THE SCREEN TO SEE WHAT CAMPUSES THEY WERE FROM, AND WE HAD MULTIPLE TEACHERS FROM THE SAME CAMPUS.

THAT IS AWESOME.

I WOULD LIKE TO SEE, AS A PARENT, MAYBE SHOWCASING LIKE WE HAVE X NUMBER OF TIA TEACHERS.

I THINK TALKING ABOUT A AND B SEATS.

KNOWING HOW MANY TEACHERS HAVE MET THAT LEVEL WOULD BE EXCEPTIONAL AS A PARENT.

THANK YOU FOR THAT.

MISS DONAHUE, IF YOU WILL PLEASE.

WE DO HAVE OUR STUDENT TRUSTEES, SO I WANT TO ACKNOWLEDGE THEM.

WE HAVE STUDENT TRUSTEE VINCENT JAMES FROM CROWLEY HIGH SCHOOL, AND THEN WE ALSO HAVE STUDENT TRUSTEE TOMMY TRAN FROM NORTH CROWLEY HIGH SCHOOL.

I WANTED TO OPEN IT UP FOR THEM IF THEY HAD ANY COMMENTS.

I MEAN, THESE ARE YOUR TEACHERS. FEEL FREE.

I DIDN'T REALLY HAVE ANY QUESTIONS, BUT IT JUST SEEING ALL THOSE TEACHERS TOGETHER JUST REALLY MADE ME, I GUESS YOU CAN SAY, EMOTIONAL AND LIKE PROUD OF ALL THE TEACHERS AND ALL THEIR HARD WORK.

I WOULD LIKE TO SEE MORE OF THAT. YEAH, THAT'S REALLY THANK YOU.

[00:30:02]

I FORGOT WHICH ONE OF YOUR BOARD MEMBERS STATED, THAT'S MY FAULT.

BUT IT IS A VERY HAPPY MOMENT TO SEE THAT MANY TEACHERS SO HAPPY IN ONE ROOM AND ALL TOGETHER.

THAT'S A VERY EXCITING MOMENT, ESPECIALLY FOR ISD.

I JUST WANT TO ECHO ALL THE SENTIMENTS OF MY FELLOW TRUSTEES, BUT I ALSO WANT TO RECOGNIZE YOU [INAUDIBLE] FOR YOUR HARD WORK.

I NOW WORK IN TALENT MANAGEMENT IN A NEIGHBORING DISTRICT, AND I HAVE A COLLEAGUE WHO DOES WHAT YOU DO, AND I HAD NO IDEA THE AMOUNT OF ACCOUNTABILITY, AND OVERSIGHT AND MANAGEMENT THAT IT REQUIRES TO MAKE SURE THAT OUR TEACHERS ARE RECOGNIZED AND THAT WE HAVE A VALID AND EFFECTIVE PROGRAM.

CONGRATULATIONS TO ALL OF OUR TEACHERS AND CONGRATULATIONS TO YOU FOR HAVING SUCH A GREAT PROGRAM AND DOING ALL OF THE HARD WORK THAT IT TAKES. THANK YOU.

THANK YOU, DR. HALL. IT IS TRULY A TEAM EFFORT IN OUR DISTRICT, BUT THANK YOU FOR ACKNOWLEDGING THAT WORK. I APPRECIATE IT.

TO THAT POINT, DR. HALL, I THINK YOU SAID OUR STAFF RECEIVED 90 OUT OF 96.

SO THAT SPEAKS VOLUMES FOR THE GOOD WORK YOU DO. SO THANK YOU.

THANK YOU, BOARD. ANY OTHER COMMENTS OR QUESTIONS? JUST ONE MORE.

YES.

BECAUSE YOU SAID SOMETHING IN YOUR PRESENTATION THAT I JUST I THINK DESERVES RECOGNITION THAT CROWLEY ISD WAS RECOGNIZED BY THE COMMISSIONER OF EDUCATION BECAUSE WE HAVE CLASSROOM TEACHERS IN CROWLEY ISD THAT ARE MAKING OVER $100,000 BECAUSE OF THE PROGRAMS THAT WE ARE IMPLEMENTING HERE.

I DIDN'T WANT THAT TO JUST GO SOMEWHERE INTO THE ATMOSPHERE.

I JUST THOUGHT THAT WAS WORTH LIFTING AGAIN, BECAUSE ONE OF THE THINGS THAT WE KNOW IS THAT OUR TEACHERS ARE NOT AS WELL PAID AS THEY COULD BE.

HAVING INNOVATIVE THINGS LIKE THE TIA PROGRAM HELP SUPPLEMENT INCOME FOR THEIR HARD WORK, AND SO TO HAVE CLASSROOM TEACHERS THAT ARE MAKING SIX FIGURES IS AMAZING.

YES. THANK YOU. SOMETHING TO LOOK FORWARD TO FOR SURE.

AWESOME. WELL, THANK YOU AGAIN. THANK YOU.

BEFORE WE MOVE ON TO OUR PUBLIC HEARING, I DO WANT TO TAKE A MOMENT.

I DID RECOGNIZE OUR STUDENT TRUSTEES, BUT I ALSO WANT TO TAKE A MOMENT, SINCE WE'RE RECOGNIZING AND HAVING POINTS OF PRIDE.

IF TRUSTEE DAVIS, DARRYL DAVIS.

IF YOU WOULD PLEASE STAND.

I JUST WANT TO RECOGNIZE ONE OF OUR BOARD MEMBERS WHO ACHIEVED A LEVEL THIS WEEK AS WELL.

TRUSTEE DAVIS WAS ELECTED TO THE TASBY REGION 11 LEGISLATIVE ADVISORY COUNCIL AT A MEETING THIS WEEK.

[APPLAUSE] THAT'S HUGE.

OBVIOUSLY THAT MEANS A LOT TO THE DISTRICT.

I KNOW IT MEANS A LOT TO HIM, BUT IT MEANS A LOT TO US TO HAVE THAT REPRESENTATION AND TO BE CALLED ON FOR YOUR EXPERTISE, YOUR ADVICE, YOUR THOUGHT LEADERSHIP.

SO WE LOOK TO YOU TO BE THAT VOICE FOR US AND CONTINUE TO DO GREAT THINGS.

SO WE APPLAUD YOU IN THAT.

LET'S GIVE HIM ANOTHER ROUND OF APPLAUSE.

[APPLAUSE] DR. MCFARLAND.

>> MADAM PRESIDENT, I WANT TO DEFINITELY FOLLOW IT UP WITH CONGRATULATIONS TO MR. DAVIS AND REALLY JUST BRING TO EVERYONE'S ATTENTION THAT ADVOCACY IS SO CRITICAL AND SO IMPORTANT FOR US, ESPECIALLY RIGHT NOW.

OFTENTIMES, WE LOOK AT THE ELECTIONS THAT OCCUR IN NOVEMBER, AND WE LOOK AT THE PRESIDENTIAL ELECTIONS, AND WE DON'T REALLY SPEND A LOT OF TIME OR ATTENTION ACTUALLY ENGAGING IN ACTUALLY PRIMARY ELECTIONS AND ELECTIONS THAT ARE OCCURRING RIGHT NOW.

RIGHT NOW, WE HAVE SEVERAL KEY RACES ON THE BALLOT THAT WE ALL NEED TO BE INVOLVED IN AND ENGAGED IN.

WHAT WE KNOW IS THAT IN TEXAS, THE PRIMARY AND IN A LOT OF CASES SELECTS THE REPRESENTATIVE THAT ENDS UP BEING IN AUSTIN TO MAKE DECISIONS ABOUT FINANCE AND OTHER THINGS THAT WE KNOW WILL IMPACT US FOR THE NEXT SEVERAL YEARS.

WE ALSO KNOW THAT THERE ARE SEVERAL LOCAL RACES THAT ARE DECIDED DURING THIS TIME.

I JUST WANT TO ENCOURAGE EVERYONE TO GET OUT AND UNDERSTAND THAT, NUMBER 1, THE EARLY VOTING IS GOING ON RIGHT NOW.

REALLY, IT STARTED ON TUESDAY, IT'LL BE GOING FOR THE NEXT TWO WEEKS, I BELIEVE, AND THEN MARCH 5TH, EXCUSE ME.

>> [INAUDIBLE]

>> THEN ELECTION DAY IS MARCH 5TH, AND SO THAT'S THAT TUESDAY. IS THAT RIGHT OR NOT? [LAUGHTER] EARLY VOTING STARTED ON TUESDAY ENDS MARCH 1ST,

[00:35:02]

IT IS IMPORTANT THAT WE GET OUT AND VOTE.

THAT WE ENCOURAGE OUR NEIGHBORS, ENCOURAGE OUR RELATIVES, ENCOURAGE OUR FRIENDS TO GET OUT AND VOTE AND LET YOUR VOICE BE HEARD, LET YOUR VOICE BE CLEAR BECAUSE IT IS IMPORTANT THAT WE'RE INVOLVED IN THIS PROCESS RIGHT NOW.

I JUST WANT TO JUST REALLY LIFT THAT UP, AND JUST, AGAIN, THANK YOU, MR. DAVIS.

I KNOW HE'LL BE A VOICE TO HELP THE DRAFT AND TO ACTUALLY STEER THE DIRECTION THAT THE TEXAS ASSOCIATION OF SCHOOL BOARD TAKES ON THESE KEY ISSUES.

IT'S IMPORTANT FOR US TO BE AT THE TABLE. WELL, THANK YOU.

>> YES. WONDERFUL. THANK YOU, DR. MCFARLAND.

AT THIS TIME, WE'RE GOING TO MOVE TO AGENDA ITEM 6.1,

[6.0 Public Hearing ]

THE TAPR REPORT. DR. MCFARLAND.

>> MADAM PRESIDENT AND BOARD MEMBERS.

WE ARE HERE AT THIS ITEM.

THIS ITEM, AGAIN, IS A PUBLIC HEARING.

OUR TEXAS ACADEMIC PERFORMANCE REPORT.

THIS IS AN OPEN HEARING AND WE ARE A PUBLIC HEARING, AND WE WILL HAVE DR. EDMONSON THAT WILL PRESENT THIS ITEM.

>> BEFORE YOU DO, LET ME JUST MAKE SURE THAT I SAY THIS.

THIS IS A PUBLIC HEARING, AND I MENTIONED THE REPORT.

INDIVIDUALS THAT DESIRE TO SPEAK DURING THE PUBLIC HEARING WERE REQUIRED TO SIGN UP AT LEAST ONE HOUR BEFORE TONIGHT'S MEETING.

WE'RE GOING TO START THE PRESENTATION.

THANK YOU, DR. MCFARLAND, AND THEN THE COMMENTS AND QUESTIONS FROM THE BOARD OF TRUSTEES.

THEN, I DON'T BELIEVE ANYONE SIGNED UP FOR THE PUBLIC COMMENT, SO WE'LL LEAVE IT WITH THE BOARD FEEDBACK.

THANK YOU. DR. EDMONSON.

>> THANK YOU. THANK YOU, DR. MCFARLAND.

GOOD EVENING, TRUSTEES.

DR. WOODSON-MAYFIELD.

I'M HERE TO GIVE A BRIEF OVERVIEW OF OUR ANNUAL REPORT.

THIS DOES ALIGN WITH ALL THREE GOALS: THRIVING STUDENTS, ENGAGED COMMUNITY, AND EMPOWERED STAFF.

THE ANNUAL REPORT BRINGS TOGETHER INFORMATION FROM FIVE DIFFERENT SOURCES.

THE TEXAS ACADEMIC PERFORMANCE REPORT, THE PEIMS FINANCIAL STANDARD REPORTS, THE DISTRICT ACCREDITATION STATUS, THE REPORT ON VIOLENT OR CRIMINAL INCIDENTS, INFORMATION FROM THE TEXAS HIGHER EDUCATION COORDINATING BOARD.

WE WOULD LIKE TO DRAW YOUR ATTENTION, ONCE AGAIN, TO THE DISTRICT AND CAMPUS QUALITY REPORTS.

MR. KIRCHNER IS HERE TO SHARE MORE ABOUT THESE REPORTS.

THANK YOU, DR. EDMONSON, MADAM PRESIDENT, MEMBERS OF THE BOARD, AND DR. MCFARLAND.

THE TEXAS ACADEMIC PERFORMANCE REPORT HAS A LOT OF INFORMATION, BUT THIS YEAR CROWLEY ISD WENT ABOVE AND BEYOND WHEN IT CAME TO SHARING INFORMATION ABOUT OUR DISTRICT.

THIS WAS SPURRED ON BY THE ABSENCE OF RATINGS FROM THE TEA.

OUR BOARD WANTED TO KNOW HOW WE WERE DOING, AND THEY WANTED US TO SHARE THAT INFORMATION WITH THE COMMUNITY, SO UNDER YOUR LEADERSHIP AND YOUR CONTRIBUTIONS TO THIS INCREDIBLE DOCUMENT, IT IS PACKED FULL OF INFORMATION.

WE HAVE BEEN ABLE TO SHARE OUR METRICS THAT MATTER WITH THE ENTIRE COMMUNITY.

WE HAVE A DISTRICT REPORT.

WE ALSO HAVE A REPORT FOR EVERY CAMPUS.

AS OF THIS WEEK, WE HAVE BEEN HOSTING CAMPUS ZOOMS WITH EACH CAMPUS, AND THE PRINCIPALS HAVE BEEN SHARING THEIR INFORMATION.

OUR TRUSTEES, YOU'VE BEEN JOINING THOSE CALLS.

WE JUST DID THE TALLY AND AS OF THIS WEEK, 1,007 PEOPLE HAVE LOGGED ON FOR THOSE INDIVIDUAL CAMPUS MEETINGS WHERE THEY'RE SEEING THE METRICS THAT MATTER.

NOT ONLY THE STAR SCORES AND ACCOUNTABILITY SCORES, BUT OTHER THINGS LIKE ENROLLMENT, POSITIVE BEHAVIOR, TEACHER TENURE, PARENT ENGAGEMENT OPPORTUNITIES, COMMUNICATION TOOLS.

THESE ARE THE THINGS THAT WE HEARD FROM OUR COMMUNITY THAT THEY CARED ABOUT.

NOT ALL OF THIS IS IN THE TAPR, BUT WE WANTED TO INCLUDE IT TONIGHT BECAUSE WE'VE HEARD FROM OUR COMMUNITY WHAT MATTERS TO THEM.

LOCAL MEDIA IS ALSO HEARING ABOUT THIS IN CROWLEY ISD, BECAUSE THEY DIDN'T HAVE ACCOUNTABILITY RATINGS TO REPORT ON THIS YEAR.

THEY'RE PAYING ATTENTION AND THEY WANT TO DO SOME STORIES ABOUT HOW CROWLEY ISD IS SHARING THESE METRICS THAT MATTER.

THESE ARE AVAILABLE ON OUR WEBSITE AND WE'RE CONTINUING TO DO CAMPUS ZOOM, SO TRUSTEES, THANK YOU ALL FOR BEING INVOLVED IN THAT.

YOU ALL HELPED CREATE THESE, AND SO WE WANT TO SAY THANK YOU FOR THAT.

DR. MCFARLAND, I KNOW THIS PROCESS.

MS. POLK PLAYED A KEY ROLE IN GATHERING ALL OF THIS INFORMATION IN ONE PLACE, AND THEN SHE WORKED VERY CLOSELY WITH MISS [INAUDIBLE] SMITH AND PUTTING SO MUCH INFORMATION INTO AN EASY TO READ DOCUMENT.

WE'RE REALLY PROUD OF THIS AND I THINK NEXT YEAR WE NEED TO ADD SOME INFORMATION ABOUT OUR TEACHER INCENTIVE ALLOTMENT ON THE DISTRICT 1 AND FOR EVERY CAMPUS AS WELL.

I THINK MS. ROBINSON, THAT WAS A GREAT IDEA. DR. MCFARLAND.

>> REALLY JUST THANK YOU TO ALL THAT WORK TO PUT IT TOGETHER AND ALSO BOARD.

WE FEEL LIKE THIS HAS BEEN DEFINITELY A GOOD TOOL FOR US. WE'VE LEARNED A LOT.

WE WE'VE LEARNED A LOT ABOUT WHAT WE NEED TO DO MORE OF AND ALSO WHAT WE'RE DOING WELL.

IT'S REALLY BEEN A GREAT EXPERIENCE AND REALLY IT WAS SPURRED NOT ONLY JUST BECAUSE OF THE LACK OF TA INFORMATION, BUT ALSO ANYTIME WE SHARE INFORMATION WITH YOU ALL, THE QUESTION YOU ALL ALWAYS ASK IS, HOW DO WE MAKE SURE PARENTS KNOW THIS INFORMATION? WE WERE THINKING ABOUT HOW WE COULD DO IT.

[00:40:01]

JUST ONE QUICK STORY.

I KNOW VERY EARLY WE HAD A COUPLE SCHEDULED AT 12:00 IN THE MIDDLE OF THE DAY AND ONE WAS AT 4:00, AND I'M LIKE, PARENTS ARE NOT GOING TO BE ABLE TO GET ON THAT AND THERE WERE 80 PARENTS ON.

I'M LIKE, WAIT, WELL, MAYBE THEY ARE.

[LAUGHTER] ANYWAY, IT'S TEACHING US A NEW WAY TO REACH OUT.

WE KNOW THAT PARENTS ARE ENGAGED.

IT'S REALLY AFFIRMED FOR ME THE REALITY THAT PARENTS CARE.

WE JUST GOT TO FIGURE OUT A WAY TO GET THE INFORMATION TO THEM.

THANK YOU ALL. THANK YOU TEAM FOR PUTTING THAT TOGETHER.

>> THE PUBLIC CAN ACCESS OUR ANNUAL REPORT WITH PRINTED COPIES AVAILABLE AT CENTRAL OFFICE OR EACH CAMPUS FRONT OFFICE.

THEY CAN ACCESS THE TEXAS ACADEMIC PERFORMANCE REPORT ELECTRONICALLY ON THE DISTRICT WEBSITE OR THE TEA WEBSITE, AND THE DISTRICT SCHOOL QUALITY REPORTS CAN BE FOUND ON THE DISTRICT WEBSITE.

THAT CONCLUDES OUR PRESENTATION.

BE HAPPY TO ANSWER ANY QUESTIONS YOU MAY HAVE.

>> THANK YOU. DR. EDMONSON, ARE THERE ANY QUESTIONS, BOARD OR COMMENT? TRUSTEE STEVENSON.

>> AGAIN, NOT A QUESTION, BUT I LIKE THE PRESENTATION THAT YOU GAVE ON ONE BOARD BECAUSE YOU CAN SEE EVERYTHING AT A GLANCE AND I LIKE THAT.

THAT WAS WELL DONE.

I THINK YOU SAID [INAUDIBLE] AND WHO ELSE DID THAT?

>> MS. POLK.

>> MS. POLK. THANK YOU SO MUCH.

>> THANK YOU, TRUSTEE STEVENSON.

ANYONE ELSE? YES, TRUSTEE DAVIS.

>> I THINK WE ALSO SHOULD RECOGNIZE OUR PRINCIPALS AND COUNSELORS, AND OUR EXECUTIVE PRINCIPALS.

IT IS REALLY A MAJOR UNDERTAKING TO KEEP THESE PRESENTATIONS SUCCINCT [LAUGHTER] SO THAT WE'RE NOT ON FOR TWO HOURS, BUT ALSO CONSISTENT AND JUST MAKING SURE THAT OUR PARENTS HAVE AN EXCELLENT EXPERIENCE NO MATTER WHAT SCHOOL THEIR CHILD ATTENDS.

WE'VE BEEN REALLY CONSISTENT WITH THESE.

I THINK THAT WE SHOULD JUST ALSO SHOUT OUT OUR PRINCIPALS FOR LEADING THESE MEETINGS, AS WELL AS OUR CENTRAL ADMINISTRATIVE STAFF WHO ARE THERE TO SUPPORT AS WELL.

IT'S BEEN REALLY GOOD TO SEE JUST HOW INNOVATIVE WE ARE HERE IN CROWLEY ISD.

>> I'LL HAVE TO ECHO TRUSTEE DAVIS.

I KNOW WE'VE SAT IN ON THOSE CALLS AND HEARING THE REPORTS AND THE ENTHUSIASM FROM THE PRINCIPALS AND THE LEADERS.

THEY'RE EXCITED TO SHARE THIS INFORMATION AND TO SHARE WITH THE PARENTS THOSE WHO THEY WANT TO BE ENGAGED AND WANT TO BE INVOLVED IN THEIR STUDENTS LEARNING.

WE LEARNED SOME THINGS, I'M SURE WE DID.

IT WAS REALLY NICE TO HEAR THE GOOD, BAD, THE UGLY, ALL OF IT.

BUT A LOT OF GREAT THINGS ARE HAPPENING, AND THEN THEY WERE TRANSPARENT IN THE OPPORTUNITIES THAT EXIST AT EACH OF THOSE CAMPUSES.

I APPRECIATED HEARING THAT AS WELL, BUT ALL OF THE PRINCIPALS DID A WONDERFUL JOB AS TRUSTEE DAVIS SAID.

I THOROUGHLY ENJOYED THE ONES THAT I ATTENDED. YES, TRUSTEE ROBINSON.

>> I WOULD LIKE TO ECHO MY COLLEAGUES.

I FOUND THE PRESENTATIONS VERY INFORMATIVE, AND THEY'RE ALSO CONVENIENT BECAUSE, LIKE YOU SAID, IT'S DIFFICULT TO GO TO 23, 25 CAMPUSES, BUT TO HIT A BUTTON AND LOG ON AND BE ABLE TO LISTEN WHILE YOU'RE DRIVING.

>> COOKING.

>> COOKING, YES. [LAUGHTER] IT JUST MAKES SUCH A DIFFERENCE.

I THINK THAT ALSO BRINGS OUT THE THOUSAND PLUS PEOPLE THAT WE'VE HAD ATTENDING.

I WOULD LIKE TO SEE THIS ONGOING, MAYBE STATE OF THE DISTRICT, JUST DIFFERENT THINGS BECAUSE IT IS SO IMPACTFUL. AGAIN, INFORMATIVE.

>> WONDERFUL. YES, TRUSTEE STEVENSON.

>> THE PRINCIPALS REALLY WANTED PARENTS TO ATTEND AND THEY WERE VERY CREATIVE AND THEY HAD COMPETITIONS, AND I KNOW SOME OF THE PARENTS COMMENTED THAT THEIR CHILD WAS LIKE, YOU GOT TO DO THIS. [LAUGHTER] THEY WANTED THE GYM PASSES AND THE PIZZA PARTIES AND WHATEVER ELSE THEY WERE PROMISED, SO KUDOS TO THE PRINCIPALS FOR REALLY WANTING THE PARENTS THERE AND CREATING THE COMPETITIONS TO ENCOURAGE THEM TO LOG ON.

>> I'D LIKE TO ECHO BOTH TRUSTEE DAVIS AND DR. MCFARLAND SENTIMENTS.

I DO APPRECIATE OUR ENCOURAGEMENT AND AN INVITATION TO OUR PARENTS TO BE ENGAGED, AND I BELIEVE THAT THE TRANSPARENCY ONLY HELPS STRENGTHEN THE RELATIONSHIPS THAT WE HAVE WITH OUR COMMUNITY AND OUR PARENTS.

PEOPLE ASK WHAT'S THE SECRET TO CROWLEY ISD SUCCESS AND I THINK THAT THE TRANSPARENCY AND THE RELATIONSHIPS THAT WE ARE TRYING TO CULTIVATE ARE DEFINITELY AN ASPECT OF THAT.

THANK YOU FOR THAT AND THANK YOU FOR ALL THE WORK.

>> IT'S A SECRET SAUCE.

[00:45:02]

>> DON'T TELL.

>> OKAY. YES.

>> I JUST GOT ONE COMMENT. I JUST WANT TO PUBLICLY THANK KIRCHNER BECAUSE HE HAS BEEN JUST ON JUST ABOUT EVERY ONE OF THEM, MAKING SURE.

I LOOK AT HIM SAY, KIRCHNER YOU GOT ME AND I DON'T HAVE ANY MORE.

>> HE DID A FABULOUS JOB.

THANK YOU SO MUCH.

>> THANK YOU BOARD FOR YOUR COMMENTS AND FEEDBACK.

AT THIS BECAUSE WE DON'T HAVE ANYONE THAT SIGNED UP FOR THE PUBLIC HEARING.

WE'RE GOING TO ADJOURN AND TRANSITION INTO OUR REGULAR BOARD MEETING.

[ 8.0 CISD Student School Board Trustee Program ]

WE'RE AT AGENDA ITEM 8.1 I'VE INTRODUCED THEM AND SO NOW THEY'RE GOING TO SHARE UPDATES FROM THEIR RESPECTIVE SCHOOLS.

AGAIN, STUDENT TRUSTEES VINCENT JAMES FROM CROWLEY HIGH SCHOOL, AND THEN STUDENT TRUSTEE TOMMY TRAN FROM NORTH CROWLEY HIGH SCHOOL TRUSTEES.

>> THANK YOU, MADAM PRESIDENT. FIRST, I GUESS WE CAN JUST GET STRAIGHT INTO SOME OF THE CELEBRATIONS.

I WOULD LIKE TO RECOGNIZE IS THAT 82% OF CH9 AND CROWLEY HIGH SCHOOL STUDENTS ARE ENROLLED IN CTE COURSES.

THIS IS A BIG ONE, BECAUSE I REMEMBER MY FRESHMAN YEAR COMING INTO CROWLEY.

IT WASN'T A LOT OF US THAT WERE ENROLLED INTO CTE CLASSES, AND TO SEE THAT NUMBER GO UP TREMENDOUSLY IS A GREAT THING.

NEXT THING THE LADY EAGLES BASKETBALL SEASON, THE LADY EAGLES WON DISTRICT BY DISTRICT, AND UNFORTUNATELY, THEIR SEASON CAME TO AN END AT AREA IN ROUND 2, THEY LOST 61 TO 53, I BELIEVE.

BUT THE LADY EAGLES, THEY HAD A GREAT YEAR.

THEY WERE UNDEFEATED ALL YEAR.

JUST SAYING WE BEAT NORTH CROWLEY.

[LAUGHTER] THAT'S IT FOR THE CELEBRATION.

NEXT OUR CAMPUS EVENTS.

THE PTA HELD ITS FIRST MEETING.

EAGLE ACADEMY IS STILL ON SATURDAYS.

I MENTIONED THAT IN THE LAST BOARD MEETING, WE'RE STILL HAVING TSI, CREDIT RECOVERY, AND ALSO ATTENDANCE RECOVERY ON SATURDAYS AT CROWLEY HIGH SCHOOL.

THEN SPRING ATHLETICS IS HERE.

WE LOVE SPRING ATHLETICS TIME, THAT'S TRACK SEASON FOR ME, IF Y'ALL WANT TO COME OUT, Y'ALL CAN, JUST SAYING.

NEXT IS MY CONSIDERATION, WHICH IS CAMPUS EVENTS. YOU ALREADY COVERED IT? OH, I'M RIPPING MY BAD STILL SCATTERED BRAIN A LITTLE BIT.

MY CONSIDERATION IS FOR THE HIGH SCHOOLS TO GO INTO THE MIDDLE SCHOOL FEEDER SCHOOLS LIKE CROWLEY MIDDLE SCHOOL GOING TO NORTH CROWLEY, AND HF, AND HF GOING INTO CROWLEY HIGH SCHOOL FOR THE, I'M I'M GOING TO SAY SENIOR CLASS BECAUSE THEY KNOW A LITTLE BIT MORE.

FOR OUR SENIOR CLASS TO GO INTO THE MIDDLE SCHOOLS AND JUST GIVE A BRIEF DESCRIPTIONS ABOUT THE WHAT DO YOU CALL THEM, THE CLUBS AND THE ACTIVITIES THAT WE HAVE AT CROWLEY.

BECAUSE I REMEMBER MY EIGHTH GRADE YEAR, THE ONLY PEOPLE THAT CAME TO HS.

STEVENS WAS THE CTE PEOPLE TO GET US INTO OUR CTE CLASSES.

BUT WHEN WE GOT TO NINTH GRADE, WE LEARNED THAT THERE ARE SO MUCH MORE.

I FEEL LIKE OUR CLUBS AND OUR ATHLETICS SHOULD REALLY BE MORE INVESTED INTO GOING INTO THE MIDDLE SCHOOLS AND GETTING THOSE MIDDLE SCHOOLERS INTERESTED IN HIGH SCHOOL ACTIVITIES.

>> THAT'S WONDERFUL.

>> THANK YOU. TRUSTEE, ANY QUESTIONS OR COMMENTS TO WHAT HE SHARED?

>> YES. COULD YOU GO BACK TO THE FIRST SLIDE, PLEASE?

>> RIGHT THERE. THOSE YOUNG LADIES LOOK VERY, VERY NICE.

THEY HAVE MATCHING SHOES.

>> I KNEW YOU WERE GOING TO GO BACK TO THAT. I KNEW IT.

>> DR. MCFARLAND, DID YOU HAVE A COMMENT?

>> JUSR WANT TO ASK TRUSTEE JAMES A QUESTION.

I DEFINITELY LIKE THE IDEA, AND SO ARE YOU SUGGESTING THAT REPRESENTATIVES FROM THE CLUBS OR THE GROUPS, THE STUDENTS, GO BACK TO TALK TO THE MIDDLE SCHOOLS? IS THAT WHAT YOU'RE SUGGESTING OR WHAT ARE YOU SUGGESTING?

>> YES, SIR. I'VE ALREADY TALKED TO SOME OF THE LEADERS OF

[00:50:03]

WE NEED MORE PEOPLE AND MORE PEOPLE TO BE INVOLVED IN OUR SPORTS.

>> MR. MUHAMMAD TO FOLLOW UP WITH YOU AFTER THIS MEETING TODAY BECAUSE THAT'S SOMETHING WE WANT TO MOVE ON. THANK YOU.

>> THAT'S HELPFUL.

>>THANK YOU.

>> MADAM PRESIDENT. I HAVE A QUESTION FOR MR. JAMES.

WHAT DO YOU PARTICIPATE IN IN SPORTS TRACK?

>> OH, YES, MA'AM. LIKE YOU SAID WHAT EVENTS?

>> YEAH. BECAUSE IF WE'RE GOING TO COME SEE YOU, WE WANT TO KNOW WHAT YOU'RE DOING.

>> MY BAD MY BAD, KIND DO EVERYTHING.

I RUN THE 200, 400 BY 14 BY 24 BY 4 AND I ALSO DO LONG JUMP HERE.

>> I JUST WANT TO SAY PIGGYBACK OFF OF DR. MCFARLAND BECAUSE WHAT YOU SAID YOU ADDED ABOUT THE NUMBERS DWINDLING, AND ONE OF THE THINGS THAT WE REPORTED ON LAST YEAR WAS ABOUT OUR EXTRACURRICULAR ACTIVITY AND STUDENT ENGAGEMENT.

HOW IMPORTANT IT IS FOR OUR STUDENTS TO BE INVOLVED, TO HAVE THE WHOLE CHILD INVOLVED, NOT JUST ACADEMICALLY, BUT ALSO IN THOSE EXTRA PROGRAMS, AND SO I THINK IT IS IMPORTANT FOR THEM TO UNDERSTAND WHAT'S AVAILABLE, EVEN JUST HEARING THE DAY IN THE LIFE OF A HIGH SCHOOL STUDENT.

WHAT IS THAT LIKE FOR REAL? THANK YOU FOR BRINGING THAT.

I THINK THAT'S A GREAT IDEA AS WELL.

>> THANK YOU. TRUSTEE TRIA?

>> FIRST I WOULD LIKE TO START WITH OUR CELEBRATIONS.

ON FEBRUARY 7, WE GOT SEVEN FOOTBALL ATHLETES SIGNED FOR THEIR NATIONAL LETTER OF INTENT FOR SCHOLARSHIPS AND AN OPPORTUNITY FOR THEM TO COMPETE AT THE NEXT LEVEL.

THEN THIS MONDAY OR FEBRUARY 19, NORTH CROWLEY'S MEN'S BASKETBALL ACTUALLY WON AGAINST BRIAN NELSON HIGH SCHOOL.

NEXT, I WANT TO TALK ABOUT THE CAMPUS EVENTS ON MARCH 26.

AS ALPHA MENTIONED, WE'RE STILL GOING TO BE RUNNING THE BLOOD DRIVE AND EVERYTHING.

IF SENIORS DONATE TWICE, THEN THEY'LL BE RECEIVING LIKE A RED BLOOD CORD.

THEN ON APRIL 6, NORTH CROWLEY WILL BE GOING TO DISTRICTS FOR THEIR UIL COMPETITION.

FINALLY, MY CONSIDERATIONS, I JUST WANT TO PIGGYBACK ON WHAT JAMES SAID.

I DO BELIEVE THAT STUDENT VOICE IS VERY IMPORTANT, ESPECIALLY FOR EXTRACURRICULAR CLUBS.

WHEN I WAS STILL A MIDDLE SCHOOLER, I DIDN'T REALLY KNOW WHAT CLUBS AND I WANTED TO DO OR WHAT CLUBS THERE REALLY WERE.

NOW, AS A SENIOR HIGH SCHOOL ER, I'M IN LIKE STUDENT COUNCIL, KEY CLUB, NHS, ET CETERA.

I WAS THINKING NOT ONLY COULD WE ALSO GO TO THE MIDDLE SCHOOL CAMPUS, BUT I PROPOSED THAT WE COULD ALSO HAVE LIKE A SURVEY RIGHT, FOR EACH STUDENTS TO IDENTIFY AND GATHER FEEDBACK FOR LIKE THEIR PREFERENCES, WHETHER IT BE SPORTS OR ANY TYPE OF OTHER TYPE OF CLUBS.

WHETHER IT BE LIKE, I DON'T KNOW, CHESS OR SOMETHING, I DON'T KNOW.

BUT THERE DEFINITELY NEEDS TO BE SOMETHING LIKE THAT.

AS OF THIS YEAR, I ALSO RUN A CLUB TOO.

SOMETIMES I WOULD GO OVER TO THE MIDDLE SCHOOLERS.

I WOULD BRING MY VICE PRESIDENT OVER THERE, AND WE WOULD TALK ABOUT OUR CLUB AND OUR VOLUNTEERS OPPORTUNITIES.

I'VE NOTICED THAT I WOULD SAY, LIKE MOST OF THE KIDS ARE INTERESTED, THEY JUST DON'T KNOW WHERE TO GO TO.

I TELL THEM YOU CAN ALWAYS TALK TO TEACHERS, YOU CAN TALK TO OTHER TRUSTED ADULTS AND MYSELF INCLUDED. THANK YOU.

>> WONDERFUL. I LIKE THAT IDEA.

I DO HAVE A QUESTION FOR YOU.

IS AND MAYBE THIS IS FOR DR. MCFARLAND OR MR. KIRCHNER.

IS ZERO PLACE A ONE PLACE FOR STUDENTS TO GO TO WHERE THEY CAN SEE A LIST OF OPPORTUNITIES.

BECAUSE I LIKE THE SURVEY IDEA, BUT THEY WANT TO LEARN MORE ABOUT PARTICULAR.

>> I PUT A LOT OF POSTERS AND I ALSO POST A LOT ON SOCIAL MEDIA, AND I TELL STUDENTS WHO ARE INTERESTED TO GO TO LIKE A SPECIFIC CLASSROOM WHERE WE CAN MEET UP.

OR MAYBE LIKE THE LIBRARY AT THE MAIN CAMPUS.

BUT SOMETIMES WHEN I VISIT OVER TO LIKE THE NINTH GRADE CAMPUS, I TELL THEM LIKE WE CAN MEET UP IN LIKE THE CAFETERIA OR WHATEVER PLACES AVAILABLE WHERE A GROUP OF STUDENTS COULD GATHER UP.

I CAN TELL THEM DIFFERENT EVENTS, DIFFERENT VOLUNTEER OPPORTUNITIES THAT ARE UPCOMING.

>> OKAY, WONDERFUL. IF THEY HAD AN OPPORTUNITY TO SEE IT ALL IN ONE PLACE, THAT WOULD BE GOOD, LIKE A LINK.

YEAH. THANK YOU.

>> DR. MCFARLAND, I HAVE A QUESTION AND THIS IS FOR BOTH OF YOU.

I CERTAINLY AGREE WITH THE INFORMING THE STUDENTS ABOUT THE DIFFERENT ACTIVITIES THAT THEY CAN BE INVOLVED IN.

BUT DO YOU SEE ANY VALUE IN TALKING TO

[00:55:02]

>> YES, MA'AM.

>> TALKING TO THEM ABOUT CREDITS AND ALL THE THINGS THAT GO ALONG WITH GRADUATION.

>> ABSOLUTELY. I BELIEVE THAT IF WE TALK ABOUT LIKE CHORDS OR CREDITS OR ANYTHING, IT WILL MOTIVATE THEM TO JOIN THE CLUBS EVEN MORE.

BECAUSE NOT ONLY SHOULD YOU JOIN A CLUB BECAUSE IT'S FUN, YOU CAN ALSO JOIN FOR OTHER BENEFITS, RIGHT? LIKE VOLUNTEERING OF LIKE HOURS, CHORDS AND JUST LIKE HELPING OUT OTHERS.

>> YEAH, I AGREE BECAUSE I KNOW WHEN I WAS IN EIGHTH GRADE, I WAS ALL ABOUT LET ME GET THESE CREDITS RIGHT NOW, LET ME MAKE SURE I GET ALL MY CHORES I HAVE RIGHT NOW, SO I CAN JUST CHILL OUT FOR THE NEXT TWO TO THREE YEARS.

WHO KNOWS? I FEEL LIKE LIKE WHEN WE GO TALK TO THEM, WE SHOULD ALSO TALK ABOUT THE CREDITS AND WHAT ELSE THEY WOULD GAIN FROM BEING IN THAT.

>> BECAUSE I THINK THEY WOULD RECEIVE IT AND REALLY PAY ATTENTION IF IT'S COMING FROM Y'ALL, AS COMPARED TO US OLD FOLKS.

[LAUGHTER] WAIT A MINUTE.

I HEAR YOU. I HEAR YOU.

SO THANK YOU. ANY OTHER QUESTIONS OR COMMENTS? TRUSTEE ROBINSON.

>> TRUSTEE JAMES AND TRENT, I DO AGREE WITH STUDENTS GOING TO TALK TO OTHER STUDENTS BECAUSE I BELIEVE THEY CAN RECEIVE IT BETTER, AND FEED YOU BACK IN ON TRUSTEE DAVIS, WHAT ABOUT THE 82% OF STUDENTS WHO ARE IN CTE COURSES MAYBE GOING TO TALK ABOUT THEIR PROGRAMS OF STUDY? BECAUSE I THINK WHEN WE HAVE SHOWCASES AND WE TALK ABOUT PROGRAMS OF STUDY, COMING FROM THE ADULTS LENS MAY NOT BE RECEIVED AS WELL.

BUT IF THE STUDENT SAYS THAT THEY PARTICIPATED IN THIS DRONE PROGRAM AND THEY HAVE THESE LICENSES OR THEY HAVE THIS CERTIFICATION, THEN IT GIVES STUDENTS A LENS TO EXPLORE MORE SO THAN, AGAIN, COMING FROM OLD FOLKS.

[LAUGHTER].

>> I BELIEVE SOME OF THEM ARE DOING THAT, SOME OF THE STUDENTS ARE PARTICIPATING.

I KNOW COSMETOLOGY AND CTE HAS SOME OF THEIR STUDENTS GOING INTO THOSE MIDDLE SCHOOLS.

SO I KNOW THAT THAT IS HAPPENING.

BUT IF IT COULD BROADEN IT, I THINK THAT WOULD BE GREAT.

THEN HEARING MORE HOLISTICALLY ABOUT THOSE PROGRAMS. SO THANK YOU.

ANY OTHER COMMENTS, QUESTIONS? THANK YOU, TRUSTEES. AT THIS TIME, WE'RE GOING TO MOVE TO AGENDA ITEM 8.2 THIS IS A DISTRICT FOLLOW UP TO PRIOR CONCERNS. DR. MCFARLAND.

>> MADAM PRESIDENT, BOARD MEMBERS, WE HAD A COUPLE OF QUESTIONS BEFORE, AND I BELIEVE MS. KUNCHICK IS PREPARED TO ADDRESS THOSE CONCERNS.

THESE ARE FOLLOW UP ITEMS TO CONCERNS OR IDEAS THAT THE STUDENT TRUSTEES PRESENTED BEFORE. MS. KUNCHICK.

>> GOOD EVENING, MADAM BOARD PRESIDENT LA TONYA WOODSON-MAYFIELD, DISTINGUISHED MEMBERS OF THE BOARD AND SUPERINTENDENT MICHAEL MCFARLAND.

THIS EVENING, I'M GOING TO GIVE YOU JUST A BRIEF UPDATE ON THE TRANSITION TO CLEAR BACKPACKS THAT WAS EFFECTIVE JANUARY 29TH OF 2024.

AS YOU KNOW, ON THE AFOREMENTIONED DATE OF JANUARY 29, THE CLEAR BACKPACKS WERE REQUIRED FOR ALL MIDDLE SCHOOL AND HIGH SCHOOL STUDENTS 6-12.

SAFETY BEING OUR PRIORITY, THIS WAS ONE OF THE MANY PROACTIVE MEASURES THAT WE WERE TAKING AND PUTTING IN PLACE TO KEEP OUR SCHOOLS SAFE.

TO GIVE YOU AN UPDATE ON THE STATUS OF THE TRANSITION, WE ASKED OUR PRINCIPALS THREE QUESTIONS TO SHARE WITH YOU TONIGHT AND GIVE YOU THE OVERVIEW OF WHERE WE ARE.

THE FIRST QUESTION WAS, HOW IS THE ENFORCEMENT OF CLEAR BACKPACKS GOING ON YOUR CAMPUS? IT WAS A SIMPLE QUESTION OF HOW ARE WE DOING.

I AM SO PLEASED TO SAY THAT WE, BOTH DR. WILLIAMS AND MYSELF, IN VISITING THE CAMPUSES, HAVE WITNESSED THAT IT HAS BEEN A SMOOTH TRANSITION AND THERE'S AN ECHOING THEME, THE PRINCIPALS ARE SAYING, AND I'LL QUOTE, "IT'S GOING EXTREMELY WELL, ALL STUDENTS ARE FOLLOWING THE PROCEDURE, 100% COMPLIANCE." AND THEY'RE ALSO SAYING THAT WE ATTRIBUTE THIS SUCCESS AND WANT TO SAY THANK YOU TO OUR BOARD FOR YOUR SUPPORT AND THE WELL-THOUGHT OUT COMMUNICATION BY DR. MCFARLAND AND ALSO THE COMMUNICATION TEAM, MR. KIRCHNER AND HIS TEAM.

THEY FEEL LIKE, OF COURSE, THE TRANSITION HAS BEEN VERY SMOOTH.

THE SECOND QUESTION WAS WHAT PLAN DO YOU HAVE IN PLACE TO ADDRESS STUDENTS WHO COME TO SCHOOL WITHOUT CLEAR BACKPACKS? OF COURSE, WE'RE HANDING OUT THE ISSUED BACKPACKS FROM THE DISTRICT, AND IT HAS BEEN WORKING OUT VERY EFFECTIVELY.

THEY'RE ALSO HAVE HOSTING HOLDING AREAS UNTIL THE END OF THE DAY FOR THOSE STUDENTS THAT ACCIDENTALLY POP IN WITH THEIR OTHER BACKPACK.

OF COURSE, WE'RE WORKING WITH STUDENTS, AND THE TRANSITION IS BECOMING MORE AND MORE SUCH THAT WE ARE NOT SEEING THAT.

[01:00:05]

BUT AT TIMES, BECAUSE THEY ARE NEEDING ANOTHER ONE, WE ALSO REACH OUT AND SHARE ANOTHER ONE WITH THEM IF WE HAVE TO, IF THE FAMILIES CANNOT AFFORD ANOTHER BACKPACK.

THE THIRD QUESTION IS WHAT BARRIERS HAVE YOU BEEN FACING? OF COURSE, WITH EVERY TRANSITION COMES SOME BARRIERS.

THEY'VE ALL ECHOED THAT IT'S NOT A COMPLIANCE ISSUE, THAT'S NOT A BARRIER.

BUT AT TIMES, THE MESH BACKPACKS, ESPECIALLY THE BLACK ONES, ARE THE ONES THAT ARE VERY HARD TO MANAGE BECAUSE YOU CAN'T QUITE SEE THROUGH THEM.

WE'RE WORKING THROUGH THAT WITH STUDENTS.

IF THE MESH IS BROUGHT TO CAMPUS, WE'RE TALKING TO THEM ABOUT WE NEED A CLEAR BACKPACK.

WE'RE ALSO HAVING AND WORKING THROUGH SOME STORAGE AREAS FOR EXTRACURRICULAR BAGS.

OF COURSE, AS YOU RECALL, WE TALKED ABOUT THE BAGS FOR EXTRACURRICULAR ACTIVITIES SUCH AS ATHLETICS, BAND, CHEER, AND SO WE'RE WORKING THROUGH THAT.

THEY ARE CREATIVELY CRAFTING DIFFERENT PLACES IN THEIR BUILDING TO ATTEND TO THAT, ESPECIALLY IF THERE ARE NO LOCKERS AVAILABLE.

ALSO, SOME CLEAR BACKPACKS ARE BREAKING EASILY.

CONSEQUENTLY, THAT BECOMES A HINDRANCE FOR THEM ON THE CAMPUS.

THAT THEN THEREFORE CAUSES ME TO SAY THAT THEY ALSO FEEL THAT WE NEED MORE BACKPACKS TO BE ABLE TO HAND OUT FOR STUDENTS BECAUSE OF THAT HAPPENING.

THEREFORE, THIS CONCLUDES THE UPDATE.

AT THIS TIME, I WILL TAKE ANY QUESTIONS OR COMMENTS. THANK YOU.

>> THANK YOU MS. KUNCHICK.

THANK YOU FOR BRINGING THAT BACK TO THE BOARD.

I KNOW IT WAS REALLY, REALLY IMPORTANT FOR US TO HAVE THAT TRANSITION, THE CHANGE MANAGEMENT PIECE OF IT LAST YEAR WHEN WORKING WITH COMMUNICATIONS TEAM. THANK YOU.

I DO HAVE A QUESTION.

WE'RE IN THIS YEAR PREPARING OUR FIFTH GRADERS WHO WILL BECOME SIXTH GRADERS NEXT YEAR AND WILL BE REQUIRED TO DO HAVE THE BACKPACKS.

HOW WILL WE SHARE THAT INFORMATION WITH THEM AND PREPARE THEM FOR THE NEXT YEAR? NOW THAT WE KNOW THAT MESH BAGS MAY BE AN ISSUE, IS THAT GOING TO BE SOMETHING THAT WE ADD INTO OUR COMMUNICATION WITH PARENTS?

>> MADAM PRESIDENT, WHAT WE'LL BE DOING AS THE YEAR GOES ON, AS THE SEMESTER GOES ON, WE'LL BE IN KEEPING INFORMATION, DATA ABOUT WHETHER WE NEED TO JUST GO ALL CLEAR OR JUST REMOVE THE MESH OUT OF THE EQUATION.

BUT PROBABLY AROUND THE END OF APRIL, WE'LL KNOW FOR SURE, AND THEN THAT MONTH OF MAY, WE'LL BE REALLY TALKING ABOUT WHAT'S NEEDED FOR THE NEXT SCHOOL YEAR.

>> I HAVE A QUESTION.

OH, GO AHEAD. WERE YOU DONE?

>> OH, YES. I'M SORRY. THANK YOU.

>> DID YOU SAY THE BACKPACKS BREAK EASILY?

>> YES. I UNDERSTAND THAT YOU'RE ASKING IF I STATED THAT IF THE CLEAR BACKPACKS BREAK EASILY AND YES, THEY DO, SOME OF THEM DO.

I GUESS IT DEPENDS ON WHICH ONES THEY'RE USING, BUT THEY'RE FINDING THAT SOME OF THEM ARE TEARING VERY EASILY.

>> OKAY. SO NOW THAT WE WILL HAVE THIS SEMESTER UNDER OUR BELT, DO YOU THINK NEXT YEAR, SINCE IT WILL BE ON THE SCHOOL SUPPLIED LIST, THAT MORE STUDENTS WILL HAVE THEM AND THE NEED FOR US TO PROVIDE THEM WILL GO DOWN? DO YOU THINK. I KNOW YOU DON'T HAVE A CRYSTAL BALL.

>> WE ARE ANTICIPATING THAT TO BE THE CASE.

WE DID PURCHASE QUITE A FEW BACKPACKS, AND ACTUALLY, MR. FISHER AND THE FINANCE TEAM DID A GREAT JOB OF GETTING US ADDITIONAL BACKPACKS.

WE WANTED TO MAKE SURE THAT WE HAD A STASH BECAUSE WE WERE MOVING TO IT WHEN WE WORK.

THE OTHER THING THAT WE DID WAS WE HAVE TWO TYPES OF BACKPACKS.

WHAT WE DID WAS WE ARE PILOTING.

WE HAVE BACKPACKS THAT ARE JUST THE LOWEST COST BACKPACK.

WE ALSO HAVE ANOTHER BACKPACK THAT'S A LITTLE BIT MORE EXPENSIVE, BUT IT SHOULD BE A LITTLE BIT MORE DOABLE.

AT A COUPLE OF OUR CAMPUS, WE'RE ACTUALLY ASSIGNING THOSE BACKPACKS TO SEE IF THERE'S A DIFFERENCE BECAUSE WE WANT TO BE ABLE TO ADVISE PARENTS, HEY, THIS IS THE ONE THAT WE FOUND TO BE MOST EFFECTIVE.

WE'RE RUNNING THESE TESTS RIGHT NOW.

BUT LIKE I SAID, BY THE END OF APRIL, WE'LL BE ABLE TO SAY, HEY, THIS IS THE TYPE OF BACKPACK THAT'S BEEN SHOWN TO BE MOST DURABLE.

WE'LL BE ABLE TO GIVE THEM A LIST OF BACKPACKS WE FEEL LIKE WILL BE GOOD.

>> OKAY. THE TEARING OR BREAKING IS NATURAL AND NOT HELPED ALONG?

>> I THINK SO.

I REALLY SHOULD NOT ANSWER THAT, BUT SOME OF IT IS PROBABLY HALF OF THAT.

HIGH SCHOOLERS. [LAUGHTER]

>> OKAY.

>> THEY CARRY A LOT.

[01:05:01]

>> THEY DO.

>> THEY CARRY A LOT OF BOOKS AND IT'S PLASTIC, MOST OF THEM.

>> YES. THANK YOU SO MUCH.

>> THANK YOU. WE'RE AT AGENDA ITEM

[ 9.0 Discussion Item(s) ]

>> MADAM PRESIDENT, BOARD MEMBERS, I BELIEVE AT THE LAST BOARD MEETING WE GAVE YOU A COPY OF OUR BOARD OPERATING PROCEDURES.

SO WE HAVE MR. CAMPBELL HERE TO JUST TALK TO YOU A LITTLE BIT ABOUT WHAT IS TO COME OVER THE NEXT COUPLE OF WEEKS. MR. CAMPBELL.

>> THANK YOU, DR. MCFARLAND, MADAM BOARD PRESIDENT, MEMBERS OF THE BOARD.

Y'ALL HAVE A COPY OF THE BOARD OPERATING PROCEDURES.

ACCORDING TO THE VERSION THE BOARD HAS ADOPTED, THOSE ARE REQUIRED TO BE REVIEWED BY THE BOARD ANNUALLY.

OUR PLAN GOING FORWARD IS SINCE YOU HAVE COPIES OF THAT, TAKE A LOOK AT THEM.

I'LL BE DOING THE SAME THING OVER THE NEXT FEW WEEKS TO SEE IF THERE ARE ANY SUGGESTED REVISIONS, ADDITIONS, ANYTHING THAT I CAN OFFER TO THE BOARD.

AS YOU LOOK AT THOSE INDIVIDUALLY, IF YOU SEE ANYTHING THAT YOU WOULD LIKE REVISED, ADDED, FEEL FREE TO SEND ME AN EMAIL, GIVE ME A CALL, LET ME KNOW, AND I'LL INCORPORATE ALL THAT INTO ONE DOCUMENT THAT YOU AS A BOARD CAN REVIEW.

IF THERE ARE ANY QUESTIONS, HAPPY TO ANSWER THOSE.

OTHERWISE, I LOOK FORWARD TO HEARING FROM YOU OVER THE NEXT FEW WEEKS.

>> THANK YOU, CAMPBELL.

ANY QUESTIONS, BOARD, OR COMMENTS? WE DO HAVE A FEW REPORT ITEMS,

[ 10.0 Report Item(s) ]

>> MADAM PRESIDENT, BOARD MEMBERS, WE ARE EXCITED TO PRESENT THIS NEXT ITEM.

THIS IS OUR GIFTED AND TALENTED REPORT, AND WE HAVE MR. GILLIES HERE TO PRESENT THIS INFORMATION IS. MR. GILLIES.

>> GOOD EVENING, MADAM PRESIDENT, DR. MCFARLAND, MEMBERS OF THE BOARD.

IT'S BEEN A WHILE SINCE I'VE TALKED TO YOU ABOUT GIFTED AND TALENTED, AND QUITE A BIT HAS HAPPENED IN THE PROGRAM IN THE DISTRICT, SO I WANT TO SHARE THAT WITH YOU TONIGHT.

I JUST WANT TO ALWAYS START OFF WITH WHAT THE FEDERAL DEFINITION OF GIFTED AND TALENTED EDUCATION IS FOR THE UNITED STATES.

IT SAYS, "CHILDREN AND YOUTH WITH OUTSTANDING TALENT PERFORM OR SHOW THE POTENTIAL FOR PERFORMING AT REMARKABLY HIGH LEVELS OF ACCOMPLISHMENT WHEN COMPARED WITH OTHERS OF THEIR AGE, EXPERIENCE, AND ENVIRONMENT." WHAT WE KNOW ABOUT EDUCATION IS AGE, EXPERIENCE, AND ENVIRONMENT ARE DEFINING FACTORS IN HOW SUCCESSFUL A CHILD WILL BE, AND SO WE BEGAN TO LOOK IN CISD AT SEVERAL THINGS.

FIRST OF ALL, ACCESS TO GIFTED AND TALENTED PROGRAMS IN THE DISTRICT.

WHAT DID THAT LOOK LIKE IN CISD? THEN TO REALLY MAKE SURE THAT WE ARE BEING EQUITABLE IN OUR ACCESS FOR EVERY CHILD AT EVERY GRADE LEVEL.

THE FEDERAL GOVERNMENT TELLS US FOR EQUITY IN A PROGRAM LOOKS LIKE THE PROGRAM RESEMBLES WHAT THE POPULATION YOU SERVE LOOKS LIKE, THAT'S WHAT EQUITY LOOKS LIKE.

IF YOU HAVE TRULY MADE YOUR PROGRAMS ACCESSIBLE TO STUDENTS, IT IS WHAT YOUR DISTRICT LOOKS LIKE.

THEY SAY THAT THE PERCENTAGE YOU HAVE TO DO IS PLUS OR MINUS 20 PERCENTAGE POINTS, SO WE WORKED OFF OF THAT IN CISD.

SO YOU SHOULD SHOW THE NEXT SLIDE.

THESE TWO GRAPHS SHOW WHAT OUR CURRENT EQUITY LOOKS LIKE.

NOW, I WANT TO REMIND YOU, WE'RE CURRENTLY SERVING 1,500 STUDENTS IN GT.

NOW, ALSO REMEMBER, LAST YEAR WE GRADUATED SENIORS, A CLASS OF ALMOST 75 STUDENTS THAT HAD GIFTED AND TALENTED STUDENTS.

THIS YEAR, WE'VE TESTED IN THE FALL, WE DO OUR BIG TESTING IN THE SPRING WHEN WE TEST ALL OF KINDERGARTEN, THEY'RE WRAPPING THAT UP RIGHT NOW.

STATE LAW SAYS WE HAVE TO HAVE THEM IDENTIFIED AND SERVICES BEGAN BY MARCH 1, SO THEY'RE WRAPPING THAT UP RIGHT NOW.

THEN WE WILL DO ALL OF OUR SECOND GRADERS.

WE SCREEN EVERY SECOND GRADER AND THEN TEST THOSE WHO PASS THE SCREENING IN APRIL, SO WE'LL PROBABLY ADD BETWEEN 225-250 MORE STUDENTS TO OUR GT NUMBERS BY THE END OF THE SCHOOL YEAR.

WHAT I WANT YOU TO LOOK AT THIS AND SEE IS THE OTHER DEMOGRAPHICS.

THE FIRST, THE BLUE BAR SHOWS THE DISTRICT DEMOGRAPHIC, THE ORANGE SHOWS THE GT POPULATION.

REMIND YOU THAT IT'S PLUS OR 20 PERCENTAGE POINTS IF YOU HAVE AN EQUITABLE PROGRAM.

IF YOU LOOK AT THAT, WE HAVE WORKED VERY HARD THE LAST SIX YEARS TO ENSURE THAT WE ARE GIVING ACCESS TO STUDENTS WHO NEED ACCESS.

THOSE NUMBERS WILL CHANGE AS WE MOVE THROUGH THE REST OF OUR TESTING THIS SPRING, AND SO WE'LL BE ABLE TO PROVIDE YOU WITH UPDATED DEMOGRAPHICS AT THE END OF THE SCHOOL YEAR WHEN WE HAVE OUR NEWLY IDENTIFIED STUDENTS.

THEN OUR NEXT IS GOING TO BE OUR SCHOOL-DEPENDENT STUDENTS.

AS YOU CAN SEE, WE HAVE NON-SCHOOL DEPENDENT AND THE NON-SCHOOL DEPENDENT GT.

YOU SEE THAT RANGE RIGHT THERE, AND YOU ALSO SEE SCHOOL-DEPENDENT AND SCHOOL-DEPENDENT GT STUDENTS, SO YOU SEE THE RANGE THERE.

WHAT THIS TELLS US,

[01:10:02]

WHEN I SHOWED DR. MCFARLAND THE TEXAS STATE PLAN, THERE'S TWO COLUMNS, COMPLIANT AND EXEMPLARY.

HE DIDN'T EVEN SEE THE COMPLIANT COLUMN, IT WAS JUST THE EXEMPLARY COLUMN.

THIS IS ONE OF THE MAJOR INDICATORS FOR THE STATE FOR US.

I'M JUST EXCITED, THE WORK THAT'S BEING DONE BY THE GIFTED SPECIALISTS.

THE QUESTION I GET ASKED OFTEN IS, HOW IS THAT HAPPENING? I DRAW BACK TO THOSE THREE WORDS IN THE DEFINITION, AGE, EXPERIENCE, AND ENVIRONMENT.

WE CANNOT COMPARE APPLES TO ORANGES, WE'VE GOT TO COMPARE APPLES TO APPLES.

WE SAT DOWN SEVERAL YEARS AGO AND LOOKED AT OUR HISTORIC TESTING IN GT AND WE LOOKED AT EVERY SUB-POP AT EVERY CAMPUS AND WE CAME UP WITH A MEAN WITH THAT.

WHAT THAT MEANS IS THAT WE NOW USE OUR OWN CISD-CREATED NORMS TO IDENTIFY STUDENTS.

ONE STUDENT MAY HAVE A DIFFERENT QUALIFYING NORM AT ANOTHER SCHOOL BASED ON WHAT THAT SCHOOL'S HISTORIC DATA LOOKS LIKE, COMPARED TO ANOTHER STUDENT ACROSS THE DISTRICT WHO MIGHT BE A HIGHER-QUALIFYING SCORE OR A LOWER-QUALIFYING SCORE.

FIRST TIME WE DID IT, WE SAW A BIG JUMP IN OUR NUMBERS.

WHEN WE SAW THE BIGGEST JUMP IN OUR NUMBERS WAS DURING COVID WHEN WE HAD FEWER KIDS HERE TESTING, SO WE WERE THROWING OUR NET WIDER AND GETTING MORE STUDENTS INVOLVED IN THE PROGRAM.

THE NEXT QUESTION ALWAYS COMES AS THAT YOU GET MORE STUDENTS IN A PROGRAM, HOW ARE STUDENTS PERFORMING? WE'RE GOING TO LOOK AT TWO GRAPHS THAT REFLECT THE BOARD GOALS THAT YOU HAVE ESTABLISHED, THAT IS FIFTH-GRADE READING AND EIGHTH-GRADE MATH. THIS IS THE FIRST ONE.

THIS IS A '22/'23 TEST FROM LAST YEAR, STAR TEST.

AS YOU CAN SEE IN FIFTH GRADE, THE GIFTED TALENTED STUDENTS ARE EXPONENTIALLY OUTPERFORMING THE NON-GT STUDENTS IN THE DISTRICT.

WE ASK HOW IS THAT HAPPENING? BECAUSE IN CISD, WE DO NOT TEST FOR ACADEMIC GIFTEDNESS, WE TEST FOR DIVERGENT GIFTEDNESS, WE LOOK FOR KIDS WHO ARE OUT OF THE BOX, THINKERS, THEY'RE VERY CREATIVE.

WE MIGHT SEE A MICROPHONE AND THEY SEE SOMETHING TOTALLY DIFFERENT.

BUT THROUGH THE PLANNED EXPERIENCES WE OFFER THEM BEGINNING IN FIRST GRADE AND THOSE PULL-OUTS, THOSE PLANNED EXPERIENCES THAT ARE ALIGNED TO THE FOUR AREA THAT THE STATE PLAN SAYS WE HAVE TO MEET, WHICH ARE CREATIVITY, THE LEADERSHIP, THE ARTS, AND THE CAREER IN TECHNOLOGY EDUCATION.

BY FOCUSING THOSE PLANNED EXPERIENCES AROUND THOSE FOUR AREAS, NOT ONLY ARE WE NURTURING THE GIFTEDNESS IN A CHILD, WE'RE ALSO GROWING THAT CHILD ACADEMICALLY AND COGNITIVELY, WE'RE GIVING THOSE SKILLS THAT ARE CRITICAL THINKING SKILLS OR HELPING THEM LEARN TO LOOK BEYOND JUST THE SURFACE, GOING IN WITH DEPTH AND COMPLEXITY, AND SO THIS IS A RESULT OF THESE STUDENTS PERFORMING.

THE NICE THING ABOUT IT IS, AND YOU'LL GET A COPY OF THIS, IS THAT THIS IS IN EVERY SUBJECT, IN EVERY TEST, THE GT STUDENTS ARE OUTPERFORMING THEIR NON-GIFTED PEERS.

I JUST TAKE MY HATS OFF TO THE 15 SPECIALIST ELEMENTARY, THEY'RE LAYING A VERY SOLID FOUNDATION FOR STUDENTS TO BE SUCCESSFUL IN MIDDLE SCHOOL AND HIGH SCHOOL.

NEXT ONE IS EIGHTH-GRADE MATH.

WE KNOW THERE'S A TRANSITION IN MATH IN MIDDLE SCHOOL, IT'S MORE MOVING FROM ARITHMETIC TO REALLY MATH NOW, WHERE THE CONCEPTS GET VERY ABSTRACT AND THEY'RE VERY DIFFICULT.

AGAIN, YOU CAN SEE THAT THE GIFTED STUDENTS ARE PERFORMING MUCH BETTER THAN THEIR NON-GIFTED PEERS.

THE LAST ONE IS NOT A BOARD GOAL, BUT I WANTED TO TALK ABOUT IT BECAUSE STUDENTS IN EIGHTH GRADE TAKING ALGEBRA IS AN INDICATOR OF THEIR SUCCESS IN FUTURE MATH IN HIGH SCHOOL.

THIS CHART LOOKS A LITTLE BIT CLOSER IN COMPARISON BECAUSE THINK ABOUT EVEN THE NON-GIFTED KIDS TAKING ALGEBRA 1 IN EIGHTH GRADE ARE THE KIDS WHO HAVE BEEN IN PRE-AP MATH SINCE SIXTH GRADE.

IT ALSO SPEAKS TO THE IMPORTANCE OF ACCELERATING STUDENTS AS EARLY AS POSSIBLE.

BUT AGAIN, THE GIFTED KIDS ARE STILL PERFORMING JUST AS WELL.

THEN THE LAST SLIDE IS JUST OUR CONTINUUM SERVICES.

WE IDENTIFY STUDENTS IN KINDERGARTEN, THEY BEGIN SERVICES ON MARCH 1ST, ALL OF OUR K-2 TEACHERS HAVE THEIR GT CERTIFICATION, THEY ARE 30 HOURS FROM THE STATE, THEY ARE SIX-HOUR RENEWAL EACH YEAR, SO THEY ARE ABLE TO SERVE GIFTED AND TALENTED STUDENTS.

WE CLUSTER THEM IN A CLASSROOM.

WE TRY TO MAKE SURE WE HAVE GIFTED KIDS WITH GIFTED KIDS BECAUSE IT HELPS THEM SUPPORT THEM NAVIGATING SCHOOL.

WE HAVE, AGAIN, THOSE PLANNED EXPERIENCES AND WE HAVE TALENT POOL.

THE TALENT POOL IS SOMETHING WE HAVE IN K-5 FOR

[01:15:02]

NINE TIMES OUT OF 10, THEY QUALIFY THE NEXT TIME.

THREE THROUGH SIX, WE'VE ADDED THE DISCOVERY LAB, PERFORMANCE STANDARDS, PROJECTS, ADVANCED INDEPENDENT STUDY, AND AGAIN, THAT TALENT POOL.

THEN AS STUDENTS TRANSITION INTO SECONDARY, INTO MIDDLE SCHOOL AND HIGH SCHOOL, THEY BEGIN TO TAKE HONORS LIKE PRE-AP COURSES, THEY TAKE AP COURSES, DUAL CREDIT, AND THEN THE UT ONRAMPS.

THAT CONCLUDES MY PRESENTATION.

ARE THERE ANY QUESTIONS?

>> I DO HAVE A QUESTION. THANK YOU.

I LIKE GIFTED AND FREE AP. I HAVE A QUESTION.

IN ADDITION TO THE PLANNED EXPERIENCES, DO WE USE ANY SCREENERS LIKE INAT OR COGAT OR ONLY PLANTED.

>> YES. IN THE LOWER GRADES WE USE THE KINGORE WHICH HAS 18 GIFTED CHARACTERISTICS.

FOR KINDERGARTEN, WHAT WE KNOW IS MANY OF OUR STUDENTS COME TO KINDERGARTEN, THAT'S THEIR FIRST SCHOOL EXPERIENCE.

WE FRONT LOAD SOME PRETTY RIGOROUS EXPERIENCES IN DECEMBER.

THEN THE TEACHER GET TO SPECIALISTS PUSH IN AND DO A CHECKLIST ON THE STUDENT.

THEY GO BACK IN JANUARY, ANOTHER PUSH IN WITH LESSONS, DO THAT SCREENER AGAIN, AND THEY TRY TO FIND THE KIDS THAT ARE FUNCTIONING, USUALLY ABOUT 80% OF THE TIME, IN THE MAJORITY OF THOSE.

THEN THOSE KIDS ARE TESTED AND WE USE THE COGAT TEST AS THE TEST.

BUT WE'VE ESTABLISHED OUR NORMS, WE USE THE THREE BATTERY TESTS THAT ARE IN THE COGAT, AND WE'VE ESTABLISHED INDEPENDENT NORMS IN EACH ONE OF THOSE TO QUALIFY OUR STUDENTS.

UNLIKE OTHER SCHOOL DISTRICTS THAT REQUIRE THEM TO MEET THE NORM IN ALL THREE BATTERIES, IF WE SEE ONE BATTERY IS REALLY STRONG, WE QUALIFY THEM OFF THAT ONE BATTERY.

>> WHICH REALLY STILL DOESN'T MATTER BECAUSE YOU'RE OUTPERFORMING OVERALL IN THOSE CATEGORIES.

THAT REMINDS ME OF SOMETHING WHEN WE WERE TALKING ABOUT EXPANDING THE PROGRAM A FEW YEARS AGO AND DOCTOR MCCARLIN'S POINT ABOUT STUDENT SUCCESS.

IT JUST MAKES ME WONDER HOW MANY MORE STUDENTS ARE OUT THERE THAT COULD BE IDENTIFIED AND TRANSITION INTO THIS PROGRAM AND BLOSSOM AND IF WE'RE FOLLOWING THE STUDENTS THAT WERE NOT IN THE PROGRAM IN YEARS PAST, BUT NOW ARE IN THE PROGRAM AND THEY'RE CONTRIBUTING TO THE SUCCESS AND PERFORMING THIS WAY.

IS THERE ANY INTENT ON CONTINUING TO EXPAND OR SEE HOW THE PROGRAM CAN GROW OUTSIDE THE REGULAR CLASS?

>> ONE OF THE THINGS THAT WE DO THAT'S VERY IMPORTANT IS THAT A LOT OF DISTRICTS DON'T DO.

FIRST OF ALL, WE ACTUALLY HAVE MEETINGS AFTER THE TESTING OF THE STUDENTS.

I MEET DOCTOR VALENCIA AND THE GIFTED SPECIALIST AND THE PRINCIPAL AND THE SCHOOL COUNSELOR ALL SIT DOWN AND MEET ABOUT EVERY STUDENT.

WE WALK THROUGH THEM BECAUSE WE KNOW THAT THE CAMPUS PERSONNEL MIGHT SAY, HEY, THESE NUMBERS DON'T SHOW WHAT'S HAPPENING.

WE CONSIDER THAT FOR THOSE STUDENTS AS WELL.

WE MIGHT PUT THEM IN TALENT POOL SO WE CAN KEEP AN EYE ON THEM AND THEN TEST THEM AGAIN OR WE GO ON AND QUALIFY THEM.

WE REALLY TRY TO MAKE SURE THAT WE ARE INVOLVING EVERYONE AT THE CAMPUS, OR THE STAKEHOLDERS AT THE CAMPUS TO MAKE SURE THEY UNDERSTAND.

WE GET FEEDBACK FROM PARENTS.

WE'VE EVEN GONE AS FAR WITH OUR OLDER KIDS TO DO ONE ON ONE INTERVIEWS WITH THEM.

TO REALLY TALK TO THEM, AND GOT TO GET A FEEL FOR WHAT THEY'RE DOING.

THE OTHER THING I FAILED TO MENTION, WE'RE THE ONLY DISTRICT IN THIS AREA THAT HAS TWICE EXCEPTIONAL PROTOCOLS, MEANING WE WILL ACTUALLY.

WE HAVE A SEPARATE SET OF PROTOCOLS TO IDENTIFY KIDS WHO MIGHT BE IN OUR AUTISM CLASSES.

OUR NON VERBAL STUDENTS, OUR VISUALLY IMPAIRED, OUR HEARING IMPAIRED STUDENTS.

THOSE NUMBERS ARE CLIMBING SLOWLY EVERY YEAR, BUT THEY'RE STILL CLIMBING.

BECAUSE WE REALIZE THAT THERE ARE STUDENTS OUT THERE THAT DON'T MEET WHAT WE, AT THIS JUNCTURE THINK IS A GIFTED STUDENT, BUT THEY ARE.

WE JUST HAD TO FIND OTHER WAYS TO IDENTIFY THEM.

>> I LOVE THAT. THANK YOU.

>> TRUSTEE HALLEN, AND THEN TRUSTEE DAVIS.

>> WELL, IT'S GREAT TO SEE YOU, MISTER GILLIES.

IT SEEMS LIKE IT'S BEEN A WHILE.

I JUST WANT TO APPLAUD YOU AND YOUR TEAM AND THE STAFF.

I KNOW THAT WE CHALLENGE YOU AND I DON'T KNOW HOW MANY YEARS AGO IT'S BEEN, WE WEREN'T SITTING IN THIS ROOM. I DO REMEMBER THAT.

[LAUGHTER] [OVERLAPPING] WE WERE VERY CONCERNED ABOUT THE EQUITY AND THE DISPARITY.

I APPRECIATE THE FACT THAT YOU STAYED THE COURSE AND THAT WE ARE NOW EXCEPTIONAL IN THOSE AREAS.

THANK YOU FOR THE STRATEGY AND THE DELIVERANCE TO MAKE SURE THAT WE REACHED OUR EQUITY AND OUR INCLUSION GOALS.

[01:20:04]

>> THAT'S WHAT I WAS GOING TO SAY.

THANK YOU, DOCTOR MCFARLAND FOR RECOGNIZING THE NEED TO WRITE THE SHIP, AND MISTER GILLIES TO YOU AND YOUR STAFF FOR IMPLEMENTING THE NECESSARY STEPS SO THAT WE COULD DO THAT. THANK YOU.

>> ALL RIGHT. WELL, THANK YOU VERY.

>> I JUST WANTED TO JUST AFFIRM THE WHOLE PROCESS BECAUSE OFTENTIMES PEOPLE DON'T UNDERSTAND HOW THINGS HAPPEN AND WHAT REALLY HAPPENED IS THAT THE BOARD SETS A VISION, THE BOARD SAYS, HEY, WE NEED TO LOOK AT THIS.

WE LOOK AT IT, WE PUT A PLAN TOGETHER AND THEN WE MET WITH GILLIES AND MET WITH OTHERS AND HEY, HE HAD A PASSIONATE AREA.

I SAID, HEY, GILLIES, THIS IS WHAT WE NEED TO DO AND IT HAPPENS, AND THEN SEVEN YEARS LATER, HE HAS BENEFIT FROM IT.

BUT IT STARTED WITH YOU ALL.

I THINK I WANT TO JUST AFFIRM YOU ALL FOR JUST REALLY HAVING THAT VISION AND SAY, HEY, WE NEED TO LOOK AT IT BECAUSE WE HADN'T LOOKED AT IT BEFORE.

I THINK THAT WAS CRITICAL.

ALSO, I THINK IT REALLY AFFIRMS THIS IDEA THAT IF KIDS ARE EXPOSED TO HIGH QUALITY INSTRUCTION, IT DOESN'T MATTER WHAT THEY TEST.

IF THEY'RE EXPOSED OVER TIME, THEY'RE GOING TO PERFORM.

I THINK THAT'S JUST BEEN OUR APPROACH, AND SO I DEFINITELY APPRECIATE YOU GILLIES AS WELL.

THE OTHER THING THAT WE'VE DONE THAT I THINK IS ALSO IMPORTANT, YOU'VE SEEN US BEGIN TO IMPLEMENT STEM PRACTICES ACROSS THE BOARD, BUT FOR EVERY PLACE WE HAVE STEM, WE ALSO HAVE A GIFTED AND TALENTED TRAINED PERSON.

AND THAT'S NOT THE WAY IT WAS BEFORE.

THERE WAS ONLY CERTAIN SCHOOLS THAT HAD GIFTED AND TALENTED SPECIALISTS.

BUT NOW EVERY SCHOOL, EVERY STUDENT IN CROWLEY ISD HAS EXPOSURE TO A TRAINED GIFTED AND TALENTED/STEM SPECIALIST, WHICH REALLY HELPS US TO SPREAD THAT EXPOSURE.

THEREFORE, THANK YOU GILLIES FOR YOUR CREATIVITY AND FOR MAKING THAT.

>> ONE COMMENT ON THE STEM.

I HAD THE OPPORTUNITY TO VISIT A COUPLE OF CAMPUSES ON STEM DAY.

THAT IS AMAZING, WHAT THEY DO.

I DON'T KNOW IF IT'S IMPLEMENTED AT THE SAME LEVEL ON ALL CAMPUSES, BUT THE CAMPUSES I ATTENDED, THE FULL FORCE AHEAD.

TO WATCH THE LIGHT BULBS GO OFF FOR THE KIDS IS JUST AMAZING.

I WAS JUST SO IMPRESSED WITH THEIR ABILITIES TO DO WHAT THEY WERE DOING.

THEY WERE, WHAT IS THAT WHERE THEY DRAW THE LINES ON THE PAPER? CODING, THEY WERE CODING.

IT WAS JUST A LOT OF THINGS THAT I OBSERVED THEM DOING AND IT'S REALLY AMAZING.

I THINK IT'S GREAT THAT WE DO THAT.

HOW OFTEN DO WE DO THAT, THE STEM DAY?

>> IT'S A COUPLE OF TIMES EACH SEMESTER.

>> OKAY. AMAZING. I'M REALLY GLAD WE'RE DOING THAT TOO, BECAUSE IT'S AGAIN, EXPOSING STUDENTS TO CONCEPTS THAT THEY MAY NOT OTHERWISE BE EXPOSED TO.

>> ABSOLUTELY. ALL RIGHT. THANK YOU.

>> STUDENT TRUSTEES, I WANT TO INVITE YOU TO ANY OF THE REPORT ITEMS. IF YOU HAVE ANY FEEDBACK, FEEL FREE TO SHARE, GIVE COMMENTS. TRUSTEE TRAN.

>> I WAS A GIFTED STUDENT BACK THEN AND I NOTICED THAT A LOT OF THE THINGS THEY DID REALLY DID HELP ME LIKE TILL THIS DAY.

STEM OR JUST THOSE LITTLE ROBOTS I SAW YOU WERE TALKING ABOUT.

BUT WE ALSO DID MANY OTHER, I WOULD SAY PROJECTS TOO, THAT I NOTICED MY FRIENDS WHO WERE NOT IN THOSE GIFTED PROGRAMS DID NOT DO.

I'M NOT SAYING THAT THEY'RE NOT WELL OFF TODAY, BUT I DO REALIZE THAT WHEN YOU'RE IN AN ENVIRONMENT WITH OTHER GIFTED STUDENTS ALSO, YOU TEND TO THINK MORE AND THINK MORE OUTSIDE THE BOX.

>> THAT IS A GOOD POINT. THANK YOU.

>> I'M THE OPPOSITE HERE.

I'VE TESTED MANY YEARS AND I'VE NEVER GOTTEN TO THE GIFTED PROGRAM, STILL HELPED ME TODAY.

BUT WHEN I WAS IN ELEMENTARY SCHOOL, THE FACT THAT I DIDN'T GET INTO IT PUSHED ME A LITTLE BIT MORE TO BE WITH THE PEERS THAT WERE IN IT AND JUST LEARN MORE ABOUT IT.

OVERALL, I LOVE THE GIFTED PROGRAM.

I REMEMBER WHEN CODING WASN'T ALL THAT MY WAY BACK THEN 2011, WE WAS ONLY DOING IT IN THE COMPUTER LAB JUST FOR A GOOD HOUR OR TWO.

BUT NOW THAT THEY'RE DOING IT FOR A FULL DAY, I LOVE THAT.

>> AWESOME.

>> THANK YOU SO MUCH.

THANK MISTER GILLIES AGAIN FOR HIS WORK IN THAT PROGRAM.

WE WILL MOVE RIGHT ALONG TO AGENDA ITEM 10.2.

THIS IS A REVIEW OF TOP IN TARRANT COUNTY.

[01:25:03]

>> MADAM PRESIDENT, BOARD MEMBERS.

I JUST WANT TO GIVE YOU JUST A HIGH LEVEL OVERVIEW AND REALLY JUST A REVIEW OF WHAT WE DID DURING THE WORKSHOP.

AND SO WE'LL JUST WALK THROUGH THIS AND AT THE END WE'LL HAVE SOME JUST CONVERSATIONS ABOUT UPDATING OUR GOALS FOR '23, '24.

THIS FIRST SLIDE JUST CAPTURES JUST AS A QUICK REMINDER OF WHERE WE'VE BEEN.

AGAIN, AS YOU ALL KNOW, WE STARTED THE ANALYSIS OF TOP IN TARRANT COUNTY BACK IN THE '17, '18 SCHOOL YEAR.

WE HAD THE LONE STAR GOVERNANCE TRAINING A COUPLE OF WEEKENDS IN '18, '19, AND THEN WE SET THOSE GOALS.

BUT THEN WE HAD A CHALLENGE THAT WE HAVE, THANKFULLY, OVERCOME THE PANDEMIC.

WE MOVED FORWARD, 2020 TO 2021 THERE WAS NO RATING.

THEN OF COURSE, BY '22, BECAUSE WE HAD ALL A AND B SCHOOLS AT OUR ELEMENTARY AND HIGH SCHOOLS.

MIDDLE SCHOOLS WERE REALLY WHERE WE NEEDED TO THEN NOW REFOCUS OUR EFFORTS.

AGAIN, NO RATING THIS YEAR.

HOWEVER, WE DO HAVE SOME GOALS AND SO WHAT WE WANT TO DO IS SHARE WITH YOU OUR PERFORMANCE AND THEN ALSO TAKE A LONG VIEW TO LOOK AT WHERE WE NEED TO BE IN ORDER TO BE AT THE TOP IN TARRANT COUNTY.

THEN SHARE WITH YOU ALL A REASONABLE ESTIMATE OF WHAT WE THINK WE NEED TO DO THIS YEAR AND THE PRECEDING YEARS IN ORDER TO GET THERE.

LET'S LOOK AT THE UPDATED GOALS.

AGAIN, THESE ARE THE ORIGINAL GOALS THAT WE SET AND THESE GOALS AT THE BEGINNING OF THIS YEAR, WE SAID THAT WE WOULD NEED TO INCREASE, OR WE SAID THAT WE WOULD INCREASE BY 8% IN 2023.

THEN ALSO IN READING, AND THAT'S READING, FIFTH-GRADE READING, AND THEN ALSO WE WERE LOOKING AT EIGHTH-GRADE STAAR MATH BY 8% IN 2023.

AGAIN, THESE WERE GOALS THAT WE HAD IN PLACE AT THE START OF THIS SCHOOL YEAR.

AGAIN, JUST ALSO JUST A QUICK SNAPSHOT SO YOU CAN SEE WHERE WE STARTED IN 2017.

OUR GOAL WAS TO BE AT THE TOP AND YOU SEE WE'VE COME FROM THE VERY BOTTOM TO REALLY WE'RE IN THE TOP THIRD AND WE'RE WORKING REALLY DILIGENTLY TO BE AT THE TOP, WHICH WE BELIEVE WILL BE THERE IN A VERY SHORT PERIOD OF TIME.

WE WERE DEFINITELY ON TRACK TO BE THERE BY, INITIALLY, WE SAID 2025.

WE'RE LOOKING AT READING HERE, READING YOU'VE SEEN WE REBOUNDED A LITTLE.

WELL, WE REBOUNDED QUITE A BIT, BUT WE STILL HAVE SOME WAYS TO GET TO THE TOP.

BUT I BELIEVE THAT WE CAN GET THERE, ESPECIALLY WHEN YOU BEGIN TO LOOK AT THE TRAJECTORY AND THE GROWTH THAT WE'VE SEEN COMPARED TO OTHERS.

BUT WE WANT TO BE REALISTIC AND REASONABLE WHEN WE SET OUR GOALS SO THAT WE CAN MAKE SURE THAT WE ARE MOVING IN THE RIGHT DIRECTION.

AGAIN, WHAT WE DID WAS WE ACTUALLY LOOKED AT THE GROWTH TREND, AND WE'LL JUST TAKE READING FIRST.

WE LOOKED AT THE TOP IN TARRANT COUNTY, THE DARK BLUE GRAPH ACTUALLY INDICATES THE AVERAGE GROWTH OF TOP IN TARRANT COUNTY DISTRICTS.

POST-PANDEMIC THEY'VE GROWN ON AVERAGE ABOUT EIGHT PERCENTAGE POINTS, AND WE'VE GROWN ABOUT 15 PERCENTAGE POINTS.

COMPARE IT DURING THAT SAME TIME PERIOD.

THE BAR TO YOUR LEFT, THE PRE-READING, THAT'S BASICALLY PRE-PANDEMIC IS WHERE WE WERE.

I'LL GIVE YOU A CHANCE TO JUST LOOK AT THIS CHART AGAIN.

THIS IS WHAT WE LOOKED AT THE LAST WEEK.

WHAT WE DID WAS WE ACTUALLY TOOK THE PERFORMANCE OF THE TOP IN TARRANT COUNTY DISTRICT AND WE ACTUALLY PROJECTED IF THEY CONTINUE TO GROW AT THE RATE THEY HAD GROWN BEFORE WE JUST PROJECTED IT FORWARD BECAUSE THE QUESTION WAS, IF WE CONTINUE TO GROW AT THE RATE THAT WE'RE GROWING, HOW LONG WILL IT TAKE US TO ACTUALLY BE THE NUMBER 1 PERFORMING DISTRICT IN TARRANT COUNTY? IF YOU LOOK '21, '22, YOU'LL SEE THE GROWTH THERE AGAIN, YOU'LL SEE THE GROWTH WHERE WE WERE AT THE END OF THE TESTING SEASON, IN '23, WE WERE AT 46.

THE TOP-PERFORMING NUMBER 1 DISTRICT WAS AT 56.

WHAT WE BELIEVE IS THAT IF WE CONTINUE ON THE TRAJECTORY AND WE CONTINUE TO ACCELERATE, AGAIN, WE RECOGNIZE THAT THE OTHER DISTRICTS WILL ACCELERATE AS WELL AND SO WE'RE ANTICIPATING BEING ABLE TO BE THE TOP PERFORMING IN TARRANT COUNTY BY '27 FOR SURE.

IT COULD BE BEFORE THEN, ABOUT '27 FOR SURE IN READING WE SHOULD BE THERE.

NEXT SLIDE, PLEASE. IN ORDER FOR US TO DO THAT, WE HAVE TO THIS YEAR WE HAVE TO IMPROVE, NOT JUST 8% LIKE WE INITIALLY HAD, WE HAVE TO IMPROVE BY 11%.

WHAT WE'RE SUGGESTING IS THAT WE UPDATE OUR GOAL THIS YEAR FOR THE 2024 TESTING SEASON TO 11% IN FIFTH-GRADE READING.

AGAIN, THESE GOALS ARE SET BASED ON OUR SCHOOL-DEPENDENT POPULATION.

[01:30:04]

BUT WE ARE TRENDING AT ABOUT 12-15 PERCENTAGE POINTS RIGHT NOW WHEN COMPARED TO OUR INTERNAL SYSTEMS SO WE BELIEVE THAT 11% IS DOABLE, BUT IT'S GOING TO HAVE TO TAKE SOME VERY STRATEGIC AND INTENTIONAL ACTION WHICH I BELIEVE THE TEAM WILL BE ABLE TO RISE TO.

WHAT WE'RE RECOMMENDING BOARD IS THAT WE UPDATE THAT GOAL TO 11% FOR STAAR READING.

LET'S LOOK AT THE MATH.

AGAIN, REMEMBER, LONE STAR GOVERNANCE REALLY ONLY HAVE TWO GOALS THAT WE REPORT OUT ON, SO WE HAVE THE READING GOAL, THE LITERACY GOAL, WHICH IS FIFTH-GRADE READING, AND THEN ALSO THE MATH GOAL.

IF YOU'LL SEE THE MATH GOAL AGAIN, YOU CAN SEE THE IMPACT THE PANDEMIC HAD ON ALL DISTRICTS, AND SO YOU'LL SEE THE LARGE DROP WAS REALLY A RESULT OF BOTH THE PANDEMIC AND NEW MATH STANDARDS AND A LOT OF THINGS THAT ARE HAPPENING WITH MATH.

BUT WE DO RECOGNIZE THAT WE STILL BELIEVE THAT WE CAN GET TO THE TOP.

AGAIN, YOU'LL SEE WHERE WE STARTED AND YOU'LL SEE WHERE WE ARE NOW BUT WE'RE MAKING PROGRESS, BUT WE HAVE TO ACCELERATE IN MATH IN ORDER TO GET WHERE WE NEED TO BE.

I'LL GIVE YOU A SECOND TO JUST LOOK AT THIS CHART AND PROBABLY WHAT YOU'LL SEE IS THAT BECAUSE OF WHERE WE ARE IN MATH, THAT IT'S GOING TO TAKE PROBABLY A YEAR LONGER '28, '29 IS REALLY PROBABLY MORE REALISTIC FOR US TO GET THERE BASED ON THE GROWTH THAT'S GOING TO BE NEEDED.

YOU'LL SEE THAT IF WE ARE GROWING AT ABOUT 10 PERCENTAGE POINTS PER YEAR AND THEY CONTINUE TO GROW AT THAT RATE, THEN WE BELIEVE THAT WE CAN DEFINITELY CLOSE THAT GAP AND BE THE NUMBER 1 DISTRICT BY THE '27, '28 SCHOOL YEAR FOR SURE AND THAT'S WHAT OUR TARGET WILL BE.

BOARD WHAT WE WOULD DO IS AS SOON AS WE GET THE RESULTS THIS YEAR, WE'LL REVISIT THESE AND SEE IF WE NEED TO MAKE GOALS.

SOME YEARS WE MAY INCREASE 12, 13%, SOME YEARS IT MAY BE 5 OR 6%.

BUT THESE JUST GIVE US A BALLPARK TO KNOW WHETHER WE'RE HEADING IN THE RIGHT DIRECTION AND WHERE WE NEED TO ACCELERATE AND WHERE WE NEED TO REALLY CONTINUE TO STAY FOCUSED ON.

WHEN WE LOOK AT MATH, AGAIN, THE QUESTION IS ALWAYS IS WHAT WE'RE SETTING REASONABLE? AGAIN, WE'VE BEEN GROWING.

WE HAVE A 9% INCREASE IN MATH AFTER THE PANDEMIC, THE TOP IN TARRANT COUNTY HAS BEEN AT EIGHT.

AGAIN, MATH HAS BEEN A CHALLENGE FOR ALL OF US.

BUT WE BELIEVE THAT IF WE CONTINUE THE IMPLEMENTATION OF EUREKA, AND CARNEGIE, AND OTHER PROGRAMS, WE BELIEVE WE'LL BE ABLE TO GET TO WHERE WE NEED TO BE.

WHEN WE LOOK AT THE GOAL FOR MATH, WE ARE BELIEVING THAT WE NEED TO IMPROVE BY 10 PERCENTAGE POINTS IN MATH OVER THE NEXT COUPLE OF YEARS AND WE BELIEVE THAT WE CAN BE AT THE TOP BY THE '28, '29 SCHOOL YEAR.

AGAIN, JUST AS A SUMMARY, WE'RE SUGGESTING TO MOVE OUR READING GOAL FROM 8% TO 11% AND OUR MATH GOAL FROM 8% TO 10% THE DIFFERENCE IN THOSE TWO GOALS, WE BELIEVE THAT WE CAN BE AT THE TOP OF TARRANT COUNTY IN READING BY '27 AND BY '28 AT THE LATEST.

WE BELIEVE ALSO THAT IF WE CONTINUE ON THE SAME TRAJECTORY, WE COULD BE AT THE TOP IN MATH BY '28, '29.

THAT WILL BE SOMETHING THAT WE'RE ALWAYS SHOOTING TO BE THE TOP AND WE BELIEVE THAT WE CAN DO IT, BUT WE HAVE TO PUT THE SYSTEMS IN PLACE AND THAT'S WHAT WE ARE REALLY FOCUSED ON DOING.

AT THE END OF THE DAY, THE MAIN THING IS THAT WE WANTED TO BE CLEAR.

OUR FOCUS IS ALWAYS THAT THERE ARE NO SILVER BULLETS.

IT'S ABOUT BEING INTENTIONAL AND RESPONDING.

THIS IS JUST A REMINDER.

WE'RE NOT FLYING BY THE SEAT OF OUR PANTS, WE'RE NOT LOOKING FOR A MIRACLE, WE'RE LOOKING FOR JUST DEDICATED INTENTIONAL ACTIONS EVERY DAY TO ENSURE THAT STUDENTS ARE LEARNING AT HIGH LEVELS.

BOARD, THAT'S WHAT WE HAVE JUST AS A REVIEW.

AS YOU KNOW, WE HAD A LOT MORE INFORMATION LAST WEEK OR THE OTHER WEEK.

BUT IN A NUTSHELL, WE'D LIKE TO MOVE OUR GOALS UP IN THOSE TWO AREAS.

WE'LL STOP NOW FOR ANY QUESTIONS OR ANYTHING.

>> THANK YOU, DR. MCFARLAND. GOOD STUFF.

I DO HAVE A COUPLE OF QUESTIONS BUT I'LL OPEN IT UP TO THE BOARD FOR QUESTIONS OR COMMENTS. TRUSTEE DAVIS.

>> THANK YOU, MADAM PRESIDENT. DR. MCFARLAND, HOW FREQUENTLY DOES THE STAAR TEST, HOW FREQUENTLY IS IT REFRESHED?

>> IT'S REALLY BASED ON, TA HAS A CALENDAR.

IT'S NORMALLY A FOUR, FIVE YEAR PROCESS.

I DON'T KNOW IF ANY CURRICULUM PEOPLE HERE THAT CAN MAYBE GIVE ME THE EXACT NUMBER, BUT THERE'S NORMALLY ABOUT A FOUR OR FIVE YEAR PROCESS.

HOWEVER, IT IS SOMETIMES ALIGNED WITH WHENEVER THE SESSION OCCURS.

IF THERE'S A LEGISLATIVE SESSION, THERE MAY BE SOME CHANGES THAT MAY IMPACT THAT AS WELL.

[01:35:03]

IT'S BEEN IN THE PAST WHEN SCHOOL DEPENDENT CHILDREN BEGIN TO PERFORM AT THE 80% OR HIGHER, THAN THE TEST CHANGES.

>> IN THE GOALS THAT YOU'VE SET, HAVE WE TAKEN STAR REFRESH INTO CONSIDERATION? BECAUSE WE KNOW WHEN THEY REFRESH THE TEST THERE'S USUALLY GOING TO BE SOME REGRESSION.

I'M OVERLY ANALYTICAL, BUT I'M JUST WONDERING, IN THIS AGGRESSIVE GROWTH TREND THAT WE'RE TRYING TO GET ON, IF WE'VE TAKEN THAT INTO CONSIDERATION JUST BECAUSE IT COULD POTENTIALLY CREATE SOME ROADBLOCKS OR SOME SETBACKS IN THE WAY WHICH COULD POSSIBLY PREVENT US FROM GETTING WHERE IT IS.

I'M JUST THINKING, HAVE WE CONSIDERED EVERYTHING SO THAT WE CAN ACTUALLY HIT THESE GOALS ALONG THE WAY?

>> YEAH. THAT'S A GREAT QUESTION AND THE REALITY IS REALLY THE REASON WHY WE ARE SETTING GOALS TO BE THE TOP IN TARRANT COUNTY.

WE'RE USING A COMPARATIVE ANALYSIS AS OPPOSED TO COMPARING TO THE ABSOLUTE SCORE BECAUSE WE DON'T REALLY KNOW WHAT THE ABSOLUTE SCORE IS.

THEY COULD CHANGE THE SCORE.

WHAT WE KNOW IS THAT IN MOST CASES, WHATEVER THE SYSTEM IS, EVERYONE HAS TO ACTUALLY PLAY WITHIN THAT SYSTEM.

WHAT WE'RE SIMPLY SAYING IS, WHATEVER THE SYSTEM IS, WE WANT TO BE AT THE TOP UP.

WE WANT OUR KIDS AND SO THAT'S WHY WE DIDN'T SAY WE'RE TRYING TO GET TO 80% OR TRY TO GET TO 10.

WE DON'T REALLY KNOW WHAT THAT IS.

WE'RE ACTUALLY USING THE TOP DISTRICT CHANGES FROM YEAR TO YEAR AND SO IT'S REALLY WE'RE JUST TAKING THAT NUMBER AND USING THAT NUMBER AS A GAUGE TO HELP US TO MOVE FORWARD.

>> TRUSTEE DAVIS.

>> I CAN'T SAY THANK YOU ENOUGH TO YOU, DR. MCFARLAND AND THE STAFF FOR THE WORK YOU HAVE DONE FOR US TO BE IN THE POSITION WE'RE IN NOW.

WE WERE AT THE VERY BOTTOM.

WE ARE IN A RESPECTABLE POSITION NOW.

WE STILL HAVE ROOM TO GROW AND WORK TO DO, BUT I AM SO THANKFUL FOR ALL THE WORK THAT HAS BEEN DONE TO GET US TO WHERE WE ARE NOW.

LIKE YOU SAID, IF THEY DO CHANGE THE TEST, IT'S GOING TO IMPACT EVERYBODY THE SAME WAY.

IT MAY STAGGER US FOR A MINUTE, BUT IT'S GOING TO STAGGER THEM TOO.

THAT WE'RE STILL GOING TO BE, I THINK, IN GOOD SHAPE IF WE KEEP UP AT THE RATE WE'RE GOING NOW AND WITH YOU CHANGING THE PERCENTAGES WILL ONLY HELP.

LIKE I SAID, I CAN'T SAY THANK YOU ENOUGH.

>> THANK YOU, TRUSTEE DAVIS. ARE THERE ANY OTHER COMMENTS FROM ANY OTHER TRUSTEES?

>> I JUST HAD A QUESTION.

WHAT ARE WE DOING DIFFERENT THAN OTHER DISTRICTS ARE DOING? YOU SAID THEY'RE PROGRESSING AS WELL SO WHAT ARE WE GOING TO DO DIFFERENT TO OVER PROGRESS AHEAD OF THEM OR TO REACH THAT GOAL AHEAD OF THEM?

>> WHAT I CAN TALK ABOUT ARE THE DISTRICTS THAT ARE AT THE VERY TOP.

THE REASON WE CAN TALK ABOUT THOSE DISTRICTS IS THAT WE HAVE HAD TEAMS OF PEOPLE TO GO AND SEE WHAT'S HAPPENING AT SOME OF THOSE DISTRICTS.

ONE OF THE THINGS THAT WE SEE THAT I BELIEVE IS BENEFITING US IS THAT WE ARE VERY INTENTIONAL ABOUT KNOWING EXACTLY HOW MANY STUDENTS WE NEED TO MOVE IN ORDER TO GET TO WHERE WE NEED TO BE.

IN OUR CONVERSATION, WE SAY 11% BUT WE CAN TELL YOU EXACTLY ON EVERY CAMPUS IN THE DISTRICT, AND THIS IS A TRIBUTE TO OUR PRINCIPAL SUPERVISORS.

EVERY PRINCIPAL CAN TELL YOU EXACTLY HOW MANY STUDENTS THEY NEED TO MOVE FORWARD, HOW MANY STUDENTS THEY NEED TO ENSURE THAT GROW IN ORDER TO GET THERE.

WHAT WE'VE LEARNED IS THAT THE MORE INTENTIONAL WE CAN BE ABOUT THINGS LIKE THAT, THE BETTER.

WE ALSO HAVE LEARNED THAT THE MORE STUDENTS THAT WE CAN GET IN ADVANCE CLASSES, QUITE FRANKLY, THAT IT DEFINITELY WILL HELP US.

I KNOW MANSFIELD AND A COUPLE OF OTHERS ARE ACCELERATING STUDENTS, EVEN AT A LEVEL OF GETTING STUDENTS IN THOSE MORE ADVANCED CLASSES.

WE'RE ATTEMPTING TO DO THAT, AND WE'LL BE DOING THAT NEXT YEAR AS WELL.

IT'S THINGS LIKE THAT.

WE'RE IMPLEMENTING HIGH QUALITY INSTRUCTIONAL MATERIALS WHICH IS CALLED THE AMPLIFIER AND THE CURRICULUM.

AN IMPORTANT THING ABOUT THAT CURRICULUM THAT WE'RE IMPLEMENTING IS THAT IT IS DIRECTLY CONNECTED TO ALIGNED TO THE ASSESSMENT. TAS PUT IT OUT.

[01:40:04]

LET'S MAKE SURE THAT WE'RE IMMERSING OUR STUDENTS INTO THOSE THINGS.

REALLY IS THOSE THINGS THAT WE DO.

>> MS. ROBINSON.

>> MY COMMENT OR MY QUESTION DOES ALIGN TO LONE STAR GOVERNANCE, BUT IS ON THE ADVOCACY LENS, GT ACCELERATED LEARNING.

I'M PASSIONATE ABOUT GT AND PRE-AP BECAUSE ONE, I WAS A FORMER GT STUDENT.

I WAS ALSO A PRE-AP MATH TEACHER, SIXTH MATH, SEVENTH GRADE PRE-AP.

I'M COMING FROM AN ADVOCACY LENS ON SO OUR LEGISLATIVE AGENDA IN THE FALL BECAUSE THIS TIME NEXT YEAR WE'LL BE IN, THE STATE OF TEXAS, WILL BE IN SESSION.

ITS ADVOCATING FOR DOMAIN 2 AND ACCELERATED LEARNER.

THOSE WHO TAKE ABOVE GRADE LEVEL TESTS TO BE RECOGNIZED IN DOMAIN 2.

WHAT HAPPENS, STUDENTS ARE IN SIXTH GRADE HONORS MATH.

THEY GO TO SEVENTH GRADE PRE-AP, AND THEY TAKE THE EIGHTH GRADE START TEST.

THAT WAY THEY'LL BE READY FOR ALGEBRA 1 IN EIGHTH GRADE.

WELL, WHEN THE STATE OF TEXAS LOOKS AT THEIR SCORES AT THE END OF THE YEAR, THEY MEASURE FROM SIXTH GRADE TO SEVENTH GRADE, BUT THEY DON'T TAKE INTO CONSIDERATION THAT THEY TOOK ABOVE GRADE LEVEL TEST.

I'M LOOKING AT MR. GILLEY'S REPORT RIGHT NOW.

HE HAS EIGHTH GRADE MATH, 38% MASTERS.

IF A STUDENT WAS IN SIXTH GRADE, AND MAYBE THERE WAS 50% MASTERS IN SIXTH GRADE, WELL, THAT 38% IN EIGHTH GRADE, LOOKS LIKE 12% OF STUDENTS HAVE GONE DOWN.

WE DON'T GET A POINT FOR THOSE STUDENTS, BUT THEY TOOK AN ABOVE GRADE LEVEL TEST.

SAME THING, 80% OF STUDENTS ARE AT MEETS.

WHAT IF 100% OF STUDENTS WERE AT MEET? WE DON'T GET A POINT FOR THOSE 20 BECAUSE IT LOOKS LIKE A DECLINE.

INSTEAD OF RECOGNIZING THAT ALTHOUGH THEY GREW MORE THAN A YEAR, BECAUSE NOT ONLY DID THEY GROW A YEAR, BUT THEY WENT ABOVE A YEAR.

I FEEL LIKE AS A LEGISLATIVE AGENDA FOR OUR LEGISLATIVE POLICY ON ACCOUNTABILITY, THAT IN DOMAIN 2, IF A STUDENT GETS, HIGHER APPROACHES ARE ABOVE, WE GET OUR ONE POINT.

IF THEY GET LOWER APPROACHES, WE GET A HALF A POINT.

IF THEY DON'T MEET, WE DON'T GET ANYTHING.

BUT DOING IT THAT WAY WOULD BE EQUITABLE IN ENSURING THAT WE RECOGNIZE ABOVE TESTED STUDENTS, WHETHER IT'S ALGEBRA 1, ENGLISH 1, WHATEVER THE ABOVE GRADE LEVEL IS BECAUSE RIGHT NOW IT'S NOT TAKEN INTO CONSIDERATION.

IT LOOKS LIKE YOU LOSE A STUDENT.

YOU DIDN'T LOSE THEM, THEY TOOK A TEST ABOVE THE GRADE LEVEL.

>> MS. ROBINSON, WHEN DO WE GO TO AUSTIN?

>> THAT'S A GREAT POINT, MS. ROBINSON.

WHAT I'D LIKE YOU TO DO IS I'D LIKE YOU TO WRITE THAT UP.

REALLY IT NEEDS TO COME FROM YOU AND I'LL GET A DATA PERSON AND THAT WE NEED TO BE HAVING CONVERSATIONS LIKE RIGHT NOW WITH TA ABOUT THAT AREA, THAT DOMAIN.

THEN ALSO THAT NEEDS TO BE FRONT AND CENTER WITH OUR LEGISLATIVE AGENDA.

>> YOU CAN COMPARE, WHERE WERE THEY IN SIXTH GRADE OVER THE RATES AND WHERE ARE THEY NOW? BECAUSE AGAIN, MAJORITY OF MY STUDENTS WERE GIFTED.

I'M LOOKING AT THIS, BUT THEY MAY NOT HAVE STAYED IN THAT SAME CATEGORY BUT THEY DID MEET GRADE LEVEL.

>> ABSOLUTELY.

>> DR. MCFARLAND, HEARING THAT EVEN IF IT'S NOT MEASURED IN STAR WITH THE REPORTS THAT WE'RE DOING NOW, IT COULD BE REFLECTED IN THERE, COULDN'T IT?

>> ABSOLUTELY.

>> SO THAT WE KNOW WHAT'S HAPPENING AND OUR COMMUNITY KNOWS WHAT'S HAPPENING, ALTHOUGH IT MAY NOT BE REFLECTED IN STAR IF THEY WON'T LISTEN TO US.

>> YEAH, YOU'RE ABSOLUTELY RIGHT.

THAT IS ANOTHER ITEM AND INTO ROBINSON'S POINT, THAT IF WE'RE ATTEMPTING TO PLAY THE ACCOUNTABILITY GAME AND GET THE MAXIMUM NUMBER OF POINTS, THEN WE WOULD NOT ACCELERATE STUDENTS BECAUSE WE DON'T GET CREDIT FOR THAT.

I THINK THAT'S THE POINT THAT WE GOT TO CONTINUALLY MAKE.

WE'RE NOT GOING TO PLAY THE GAME.

WE WANT THE SYSTEM TO REFLECT THE WORK THAT WE'RE DOING.

OUR JOB IS TO REALLY ADVOCATE AND TO MAKE SURE THAT SYSTEM IS RESPONSIVE TO WHAT WE'RE DOING AND THAT'S WHAT WE'LL DO.

>> GOOD THING WE HAVE A MEMBER OF THE LEGISLATIVE ADVISORY COUNCIL NOW.

[LAUGHTER]

>> ARE THERE ANY OTHER COMMENTS FROM TRUSTEES? PRESIDENT MAYFIELD? YOU'D LIKE TO TAKE THE WILL BACK? THAT WAS THE END OF THE DISCUSSION FOR 10.2.

[01:45:01]

I'M SORRY, I'M OUT OF PRACTICE YOU GUYS.

STUDENT TRUSTEES, Y'ALL HAVE ANY COMMENTS REGARDING THE TOP AND TARRANT DROP PERFORMANCE AND LONE STAR GOVERNANCE REPORT? WELL THEN WE WILL NOW MOVE ON TO AGENDA ITEM 10.3 OUR ANNUAL REPORT, FISCAL YEAR '22 '23 CROWLEY ISD REBATES FROM PURCHASING COOPERATIVE, CASH BACK REBATE PROGRAM PARTICIPATION.

IS THIS WHEN YOU START ANNOUNCING ALL THE MONEY LIKE YOU GET A CAR AND YOU GET A CAR AND WE GET EXCITED? [LAUGHTER]

>> MADAM PRESIDENT, BOARD MEMBERS, WE HAVE MS. POWERS HERE TO PRESENT THE NEXT ITEM. MS. POWERS.

>> THANK YOU. GOOD EVENING, MADAM PRESIDENT.

DR. MCFARLAND AND MEMBERS OF THE BOARD, I WILL ACTUALLY BE PRESENTING THIS PRESENTATION REPORT ITEM, WHICH ALIGNS WITH DISTRICT GOALS 1 AND DISTRICT 3.

CROWLEY ISD IS ACTUALLY A MEMBER OF SEVERAL COOPERATIVES AND OUR CASHBACK PROGRAMS. WE ARE AFFILIATED WITH 11 COOPERATIVES AND THREE IN OUR LOCAL CONTRACTS AT THE MOMENT.

IN ORDER TO BE A PART OF THOSE COOPERATIVE PROGRAMS, AND ARE THE CASHBACK REBATE PROGRAMS, IT IS NOT A CHARGE FOR THE DISTRICT.

IT'S FREE FOR US TO JOIN.

WHEN YOU HEAR COOPERATIVES, I ALWAYS TRY TO TELL PEOPLE THE BEST WAY TO THINK ABOUT IT IS WE HAVE A BIG ENTITY THAT GOES OUT, AND THEY PUT OUT ALL THESE DIFFERENT CONTRACTS FOR BIDS, DEPENDING ON THE CATEGORY.

THESE VENDORS HAVE TO PAY A FEE IN ORDER TO BE A PART OF THOSE CONTRACTS, IF THEY ARE AWARDED AND UTILIZED.

WHEN THOSE CONTRACTS ARE UTILIZED, THE DISTRICT ACTUALLY RECEIVES REBATES BACK DEPENDING ON THE SPEND AMOUNT, THOSE FUNDS THAT WE DO RECEIPT IN FROM ANY KIND OF PURCHASING, COOPERATIVES AND OUR CASH BACK REBATE PROGRAMS, THAT MONEY GOES TO THE DISTRICT'S REVENUE ACCOUNT UNLESS THE PURCHASE WAS MADE WITH FEDERAL FUNDS, IN WHICH WE HAVE TO ABIDE BY 2CFR PART 200.406, I BELIEVE IT IS.

THAT BASICALLY STATES THAT IF THAT PURCHASE IS GOING TO RECEIVE A REBATE AMOUNT, THEN WE HAVE TO APPLY THAT REBATE AMOUNT BACK TO THAT RESPECTIVE GRANT.

I WORK VERY CLOSELY WITH CINDY HANKY ON THAT.

I GIVE HER A REPORT, AND IT BASICALLY SHOWS LIKE THE PO NUMBERS, HOW MUCH WE SPENT, THE FUNDING SOURCE THAT WAS UTILIZED, HOW MUCH REBATE WE RECEIVED BACK FROM THAT PARTICULAR PURCHASE, AND THEN THAT WAY SHE CAN GO IN AND DO HER MAGIC ON THE BACK END.

I DO HAVE HERE, I HAVE BRETT HARPER.

SHE IS OUR PERSON WITH OUR REPRESENTATIVE WITH JPMORGAN CHASE BANK, AND SHE'S HOLDING ONE OF THE REBATES THAT WE RECEIVED FOR FISCAL YEAR 22-23.

ON MY OTHER SIDE, I HAVE DANIELSON WITH BUYBOARD, AND HE'S HOLDING THE REBATE CHECK FOR WHAT WE RECEIVED FOR 22-23.

I'LL GO OVER THAT REALLY QUICKLY.

WHAT YOU SEE IN FRONT OF YOU IS JUST A QUICK SNAPSHOT OF THE REBATES THAT WE HAVE RECEIPTED.

IF YOU NOTICE AT THE BOTTOM, IT SHOWS A LITTLE OVER $110,000 THAT WE RECEIVED.

[APPLAUSE] I'M TRYING TO GET MORE, I PROMISE.

YES, I AM.

ON THIS CHART, YOU'LL NOTICE THE REVENUE SOURCE, THE AMOUNT, THE DATE RANGE OF THE ACTIVITY, ALONG WITH THE RATIONALE AS TO WHY WE ARE RECEIVING THOSE FUNDS.

IF YOU NOTICE, THE BOTTOM TWO REVENUE SOURCES HAVE ASTERISKS BY THEM, AND THE REASON BEING IS BECAUSE CHOICE PARTNERS COOPERATIVE, THEY JUST RECENTLY STARTED LAST YEAR A REBATE PROGRAM, SO AS SOON AS I HEARD ABOUT IT, I SIGNED UP.

WE GOT OUR FIRST CHECK, SO I'M HOPING NEXT YEAR IT'LL BE HIGHER.

THEN ALSO, THE LAST ONE FOR KELCHER ENTERTAINMENT, AS YOU KNOW, KELCHER IS THE CONCESSIONAIRE VENDOR THAT WE USE AT OUR LOVELY SPORTS COMPLEX.

WITHIN THE AGREEMENT THAT WAS SIGNED, THE DISTRICT ACTUALLY RECEIVES A 10% CONCESSIONAIRE SPLIT.

[01:50:02]

YOU SEE A LITTLE OVER 35,000, BUT THAT'S FOR 21-22 AS WELL AS 22-23.

I JUST WANTED TO PREFERENCE THAT SO THAT YOU UNDERSTAND THAT, THAT'S WHY THAT AMOUNT IS A LITTLE BIT HIGHER.

IT'S BECAUSE WE RECEIVED A LITTLE OVER 17,000 FOR 21-22, AND THEN FOR 22-23, IT WAS A LITTLE OVER 17,000.

TEXAS EDUCATION CODE CHAPTER 44 BASICALLY STATES THAT IF YOU ARE A PART OF A COOPERATIVE OR CASH BACK PROGRAM, AND WE ARE UTILIZING FUNDS, AND WE RECEIVE A REBATE THAT'S $25,000 OR MORE, THEN IT MUST BE PRESENTED IN A WRITTEN REPORT AND SUBMITTED ANNUALLY IN AN OPEN MEETING TO THE BOARD OF TRUSTEES OF THE DISTRICT SO THAT'S WHY I'M HERE TODAY.

TWO OF THOSE 22-23 REBATES FALL UNDER THE STATUTE, AND THAT IS WHAT JPMORGAN CHASE BANK, WHICH WE RECEIVED 301191.

ALSO, BUYBOARD, $30,787.

[APPLAUSE] THANK YOU.

THIS IS A QUICK SNAPSHOT FOR JPMORGAN CHASE BANK CELEBRATING OUR WINS AND OPPORTUNITIES TOGETHER.

IF YOU'RE NOT FAMILIAR WITH HOW WE RECEIVE THE REBATE FROM JPMORGAN CHASE BANK, WE HAVE SOME INITIATIVES IN PLACE.

ONE OF THEM IS WE PAY VENDORS THAT SIGN UP WITH THE VIRTUAL CARD PROGRAM THAT MAKES THEIR PAYMENTS NET 14 VERSUS NET 30.

AS YOU KNOW, THE DISTRICT IS NET 30, BUT IF THEY SIGN UP WITH JPMORGAN CHASE BANK, THEN THEIR PAYMENT NET DATE ACTUALLY DROPS TO 14, SO THEY GET PAID A LOT QUICKER.

IT SHOWS YOU THE TRANSACTION VOLUME, THE SPEND VOLUME, THE GROWTH IN THE PROGRAM, ALONG WITH THE RECAPTURE OF THE 21-22 AMOUNTS AS YOU CAN SEE THERE.

THIS IS FOR BUYBOARD 22 23.

THIS IS A FIVE-YEAR HISTORY REBATE.

AS MOST OF YOU KNOW, I STARTED IN CROWLEY ISD IN JANUARY OF 2019.

WHEN I CAME IN, I NOTICED THAT WE HAD MONEY LEFT ON THE TABLE, SO I WENT AFTER IT.

BASICALLY, FOR THESE LAST FIVE YEARS, AS YOU CAN TELL, I'VE BROUGHT IN A TOTAL OF $220,588 BACK FROM BUYBOARD.

I ALWAYS TELL OUR END USERS TO LOOK AT ALL OF THE APPROVED VENDOR LIST, ESPECIALLY THE COOPERATIVES, THE ONES THAT OFFER THE CASH BACK.

BUT IF THERE ARE NO QUESTIONS, THAT ENDS MY REPORT.

>> THERE MAY BE QUESTIONS OR COMMENTS, SO HOLD IT UP.

>> YES.

>> THANK YOU FOR A VERY COMPREHENSIVE REPORT, AND WE ALWAYS, LIKE DR. HALL WAS SAYING, YOU GET A CHECK, YOU GET A CAR.

IT'S ALWAYS NICE TO HEAR WHEN WE GET MONEY BACK.

SO THANK YOU, J.P. MORGAN AND BUYBOARD FOR COMING TONIGHT AND PRESENTING THESE CHECKS.

WE'LL TAKE IT. WE'LL DEFINITELY TAKE IT. TRUSTEE DAVIS.

>> A COMMENT, FIRST OF ALL, IT'S VERY IMPRESSIVE THAT YOU REMEMBER THAT PROGRAM NUMBER LIKE THAT.

HOW MANY DIGITS WAS IT, 7/8? [OVERLAPPING] YOU JUST RATTLE THEM OFF, SO VERY IMPRESSIVE.

>> THANK YOU.

>> BUT I WANT TO SAY TOO THAT, THIS IS THE DIFFERENCE IT MAKES WHEN WE HAVE A DEDICATED PERSON TO DO SOMETHING LIKE THIS.

I KNOW PEOPLE OFTEN TIMES SAY IT'S A LOT OF PEOPLE WORKING DOWN, BUT WHEN YOU HAVE ONE PERSON TRYING TO DO MULTIPLE JOBS, YOU CAN'T DO THIS.

HAVING YOU, MS. POWERS, DEDICATED TO LOOKING AT THIS, IT IS VERY REWARDING FOR THE DISTRICT? THANK YOU SO MUCH.

>> THANK YOU.

>> TRUSTEE DAVIS.

>> THANK YOU, MADAM PRESIDENT. EXCELLENT JOB.

MS. POWERS. THANK YOU SO MUCH.

YOU ALL KNOW I CAN GET CHANGE OUT OF A PENNY, SO [LAUGHTER] I APPRECIATE THE WORK THAT YOU DO.

I APPRECIATE IT. MY QUESTION IS, YOU MENTIONED IF FEDERAL GRANT FUNDS ARE USED, THEY HAVE TO GO BACK.

DO THOSE FUNDS GO BACK TO THE FEDERAL GOVERNMENT

[01:55:01]

>> IT GOES BACK TO THE FUND THAT WAS ORIGINALLY ALLOCATED.

WHEN I HAVE TO RUN THOSE REPORTS AND I WORK WITH CINDY HANKY, I ALWAYS HAVE TO GIVE HER THE FULL BUDGET CODE AND THE AMOUNT OF THE ACTUAL REBATE THAT WE RECEIVED FROM THAT PARTICULAR PURCHASE SO SHE'LL KNOW EXACTLY WHAT ACCOUNT IT NEEDS TO GO BACK TO.

>> EVEN WHEN WE'RE UTILIZING GRANT FUNDS, WE'RE PRETTY MUCH EXTENDING THE LIFE OF THOSE FUNDS BY GETTING THE REBATES AND WHATNOT?

>> RIGHT.

>> CORRECT.

>> YES, SIR.

>> THANK YOU.

>> YOU'RE WELCOME.

>> THANK YOU, MS. POWERS. IF THERE ARE NO OTHER QUESTIONS OR COMMENTS, WE APPRECIATE YOU.

>> THANK YOU.

>> WE'RE GOING TO MOVE ON TO AGENDA ITEM 10.4, THE BLACK HISTORY QUIZ BOWL PREVIEW. DR. MCFARLAND.

>> MADAM PRESIDENT, BOARD MEMBERS, WE'RE DEFINITELY EXCITED TO BRING FORWARD THIS NEXT REPORT ITEM.

MS. POLK IS PREPARED TO ADDRESS THIS ITEM.

>> GOOD EVENING, MADAM PRESIDENT, BOARD OF TRUSTEES, AND DR. MCFARLAND.

TONIGHT'S BOARD AGENDA ALIGNS WITH ALL THREE OF OUR GOALS.

I'M EXCITED TONIGHT TO TELL YOU THAT OUR BLACK HISTORY QUIZ BOWL WILL BE THIS SATURDAY, AND WE HAVE TWO DIFFERENT GROUPS, OUR ELEMENTARY GROUP, 3-5, AND OUR SENIOR DIVISION, 6-12.

THIS YEAR WE HAVE A TOTAL OF 57 TEAMS THAT ARE COMPETING IN THE BLACK HISTORY QUIZ BOWL, AND WE ARE SO EXCITED ABOUT THAT NUMBER.

WE INVITE YOU TO COME TO OUR OPENING CEREMONY, WHICH STARTS AT 8:45.

THIS YEAR OUR THEME IS AFRICAN AMERICANS IN THE ARTS.

AT 8:45, THE OPENING CEREMONY WILL HAPPEN, WILL BE A REALLY AWESOME PERFORMANCE COMING FROM OUR FINE ARTS DEPARTMENT.

THEY WILL BE DISPLAYED AND YOU'LL BE ABLE TO SEE AMAZING THINGS HAPPENING ACROSS THE DISTRICT.

THIS IS AN OVERVIEW OF WHAT WILL HAPPEN THROUGHOUT THE DAY.

YOU WILL GET THERE THAT MORNING, WE'LL HAVE A LITTLE BREAKFAST FOR THE KIDS AND FOR THE STAFF AND VOLUNTEERS.

OPENING CEREMONY.

BETWEEN 10:00 AND ONE O'CLOCK, WE WILL HAVE MULTIPLE EVENTS THAT ARE HAPPENING ALL THE SAME TIME.

THE ART GALLERY WILL HAPPEN FROM OUR ART DEPARTMENT, THE 21ST CENTURY, WE'LL HAVE ACTIVITIES IN THE CAFETERIA.

CROWLEY'S GOT TALENT WILL HAPPEN 12:00-1:00, AND DR. VALENCIA AND MISS BAPTISTE ARE PARTNERED WITH FRONTIER TO BRING HOUR OF CODE TO CROWLEY ISD FREE OF CHARGE FOR OUR STUDENTS TO BE ABLE TO PARTICIPATE IN THAT, ALSO AS A STEM ACTIVITY THERE THAT DAY.

THEN WE WILL HAVE FINAL ROUNDS AT ONE O'CLOCK.

BUT I WOULD LIKE TO JUST EXTEND A THANK YOU TO YOU ALL FOR YOUR SUPPORT.

WITHOUT YOUR SUPPORT AND DR. MCFARLAND, WE WILL NOT BE ABLE TO HAVE THIS EVENT IN CROWLEY ISD.

I STAND BEFORE YOU, BUT IT TAKES A TEAM OF PEOPLE TO PUT THIS EVENT TOGETHER.

I WANT TO THANK OUR COMMITTEE MEMBERS, AND WE HAVE OVER 85 VOLUNTEERS THAT WILL BE THERE THAT DAY TO MAKE THIS EVENT POSSIBLE.

THE PARENTS, AND THE STUDENTS, AND COACHES, AND EVERYONE HAS TRULY MADE THIS DAY WILL MAKE IT A TRUE SUCCESS.

WE CAN'T WAIT TO SEE YOU SATURDAY MORNING.

THIS CONCLUDES MY PRESENTATION.

>> WONDERFUL. THANK YOU, MS. POLK AS ALWAYS, FOR ALL THE WORK THAT YOU DO THROUGHOUT THE YEAR.

I JUST WANT TO BE SURE BECAUSE SOMETIMES THESE ARE TELEVISED OR STREAMED FOR THOSE THAT ARE NOT ABLE TO ATTEND.

CAN YOU SHARE THAT WITH US?

>> MR. KIRCHNER USUALLY GOES FACEBOOK LIVE, AND I'LL LET HIM SHARE ABOUT THAT.

>> OKAY. THANK YOU.

>> THANK YOU, MADAM PRESIDENT. GREAT QUESTION.

OUR OPENING CEREMONY IS ALWAYS A HIGHLIGHT OF THE MORNING, AND THAT WILL BE LIVE STREAMED ON FACEBOOK.

THEN THE ACTUAL COMPETITIONS IN THE ROOMS, WE TRY TO KEEP THE CAMERAS OUT OF THOSE TO DISTRACT OR INTIMIDATE OUR STUDENTS, AND SO THOSE WILL ALL BE DONE IN-PERSON, BUT FACEBOOK LIVE, WE'LL SEE THOSE OPENING CEREMONIES.

>> WONDERFUL. WE DEFINITELY WANT TO ENCOURAGE EVERYONE TO COME.

I WILL BE TRAVELING, AND THAT'S WHY I ASKED ABOUT THE OTHER OPTIONS.

BUT IF YOU ARE IN TOWN AND YOUR SCHEDULE ALLOWS, PLEASE ATTEND AND SHOW OUR STUDENTS THE LOVE AND SUPPORT.

TRUSTEES, DO YOU HAVE ANY QUESTIONS OR COMMENT? PLEASE TAKE LOTS OF PICTURES AND POST THOSE. APPRECIATE IT.

WE ARE GOING TO MOVE NOW TO OUR CONSENT AGENDA,

[12.0 Consent Agenda]

APPROVAL OF THE CONSENT AGENDA.

12.2 IS THE APPROVAL OF THE JANUARY 11TH, 2024 CALLED BOARD MEETING MINUTES IN THE JANUARY 25TH, 2024 REGULAR BOARD MEETING MINUTES.

12.3, THE FINANCIAL STATEMENTS,

[02:00:02]

12.6, THE ATTENDANCE WAIVERS FOR JUNE W. DAVIS ELEMENTARY SCHOOL AND SUMMER CREEK MIDDLE SCHOOL.

12.7, 2023/2024, T-TEST AND P-TEST TEACHER APPRAISERS.

FINALLY, 12.8 NORTH CROWLEY HIGH SCHOOL CELL TOWER LEASE.

BOARD, ARE THERE ANY QUESTIONS, DISCUSSIONS REGARDING THE CONSENT AGENDA? TRUSTEE HALL. ANYONE? IS THERE A MOTION?

>> I'LL MAKE A MOTION THAT WE APPROVE THE CONSENT AGENDA AS PRESENTED.

>> THANK YOU TRUSTEE HALL, IS THERE A SECOND?

>> SECOND.

>> THANK YOU. TRUSTEE DAVIS, MOVE TO VOTE, PLEASE.

MOVE TO VOTE BY SHOW OF HANDS, PLEASE, ALL IN FAVOR.

WERE WE JUST WAITING ON YOU?

>> YES.

>> THEN MOVE TO VOTE BY SHOW OF HANDS, PLEASE.

ALL IN FAVOR? THANK YOU, BOARD.

THE MOTION PASSES UNANIMOUSLY. THANK YOU.

WE HAVE WHAT WAS THE QUESTION CONSIDERATION IN THE POSSIBLE ACTION ITEM?

[13.0 Consideration and Possible Action Item (s)]

>> MADAM PRESIDENT, BOARD MEMBERS, MR. KIRCHNER IS HERE TO ADDRESS THIS ITEM.

BOARD, AS YOU KNOW, THIS IS 13.2.

WE ARE POSTPONING 13.1 TO A LATER DATE, BUT WE'RE NOW HERE TO DO 13.2, NAMING OF ELEMENTARY SCHOOL. MR. KIRCHNER.

>> THANK YOU, DR. MCFARLAND, MADAM PRESIDENT, MEMBERS OF THE BOARD, THIS PRESENTATION AND POSSIBLE ACTION ITEM ALIGNS WITH OUR GOAL NUMBER 2, ENGAGED COMMUNITY.

OUR COMMUNITY HAS BEEN VERY ENGAGED IN THIS PROCESS THAT WE'VE BEEN TALKING ABOUT FOR SEVERAL MONTHS WITH YOU ALL.

BUT FIRST, FOR SO LONG WE'VE BEEN SAYING ELEMENTARY SCHOOL NUMBER 16, AND WE'RE VERY CLOSE TO HAVE THE OPPORTUNITY TO PUT A NAME ON THAT BEAUTIFUL BUILDING THAT'S OPENING THIS FALL IN THE KARIS NEIGHBORHOOD RIGHT HERE IN THE CITY OF CROWLEY.

WE'RE VERY EXCITED ABOUT THIS TONIGHT.

RECENT MEETINGS AND THERE ALSO YOUR PACKET, WE HAVE A COPY OF BOARD POLICY, CW LOCAL, THAT TALKS ABOUT THE AUTHORITY AND THE GUIDELINES FOR NAMING OF FACILITIES. WE'VE GONE THROUGH THAT.

THE MOST IMPORTANT PART OF THAT IS IT STATES THAT THE AUTHORITY FOR NAMING THE SCHOOLS LANDS WITH THE SCHOOL BOARD.

YOU ALL HAVE THAT FINAL DECISION TONIGHT.

THERE ARE A COUPLE OF DIFFERENT PROCESSES THAT YOU ALL LOOKED AT THAT ARE IN THE POLICY.

LAST TIME WE WERE TOGETHER, YOU ALL CHOSE OPTION NUMBER 2 TO ESTABLISH A FACILITY NAMING COMMITTEE COMPOSED OF COMMUNITY MEMBERS, AND THAT YOU ALL THEN TOOK THE OPPORTUNITY TO EACH APPOINT COMMITTEE MEMBER.

THAT COMMITTEE CAME TOGETHER AND THEIR NAMES ARE ON THE SCREEN RIGHT HERE,.

BOARD, THANK YOU ALL SO MUCH FOR THESE NAMES.

THEY WERE AVAILABLE QUICKLY, THEY WERE RESPONSIVE, AND THEY WERE ENGAGED IN THE PROCESS.

THANK YOU FOR YOUR RECOMMENDATIONS.

WE ALSO HAD STUDENT TRUSTEES, ROSE JONES.

THERE'S ROSE. SHE WAS ABLE TO JOIN OUR COMMITTEE MEETING.

THANK YOU, MISS JONES AND THE DISTRICT STAFF THERE ON YOUR SCREEN SO WE MET.

ON THE NEXT SLIDE, YOU'LL SEE THAT THE COMMITTEE REVIEWED 64 SUBMISSIONS FROM THE COMMUNITY, AND THOSE WERE SUBMITTED ONLINE.

THEN WHAT WE DID IS WE HAD A CHANCE TO DIALOGUE ABOUT THOSE AND LOOK THROUGH THE BIOGRAPHIES AND SHARE ANY PERSONAL INFORMATION ABOUT THOSE INDIVIDUALS.

THEN EACH OF THE COMMITTEE MEMBERS GOT TO RANK THEIR TOP FIVE IN A SURVEY THAT THEY DID ON THEIR OWN AND THEN WE COMPILED THOSE RESULTS.

WHAT YOU'RE GOING TO SEE ON THIS NEXT SCREEN IS THE RESULTS OF THAT SURVEY WHEN YOU WEIGHTED EACH OF THEIR TOP FIVE FROM THAT LIST.

THESE WERE THE TOP FIVE RECOMMENDATIONS, AND THEY ARE LISTED IN ORDER BY THE NUMBER OF VOTES THAT EACH OF THESE NAMES RECEIVED.

WITH THE MOST WEIGHTING AT NUMBER 1 WAS VIVIAN J. LINCOLN ELEMENTARY SCHOOL.

NUMBER 2, WITH 83% OF THE VOTE, WAS A COMBINATION BECAUSE SOME PEOPLE RECOMMENDED OPAL LEE ELEMENTARY SCHOOL, SOME RECOMMENDED OPAL LEE MONTESSORI ACADEMY, BUT BECAUSE IT WAS ONE PERSON'S NAME, IT WAS COMBINED INTO ONE VOTE.

CROWLEY MONTESSORI WITH 80%, KARIS ELEMENTARY SCHOOL WITH 57%, AND GARY GRASSIA ELEMENTARY SCHOOL WITH 43% CAME IN IN THE FINAL FIVE.

[LAUGHTER] THE COMMITTEE, LIKE WE SAID, REVIEWED ALL OF THE NAMES WITH GREAT DILIGENCE AND ASKED GREAT QUESTIONS AND SHARED GREAT INFORMATION.

GOING BACK TO THAT LIST OF NAMES OF PEOPLE ON THE COMMITTEE, IT WAS A GREAT REPRESENTATION OF ALL PARTS OF THE DISTRICT.

FORMER PARENTS, CURRENT PARENTS,

[02:05:02]

IF THERE ARE ANY QUESTIONS ABOUT THIS PROCESS OR THESE RECOMMENDATIONS, WE'LL TAKE THOSE AT THIS TIME.

>> I DO HAVE A QUESTION. WHAT WAS THE CRITERIA IN ESTABLISHING THE TOP FIVE?

>> YES, MA'AM. THE COMMITTEE HAD ALL OF THE 63 SUBMISSIONS, AND IN THOSE 63, THERE WERE SOME REPEATED NAMES THAT WERE SUBMITTED MULTIPLE TIMES.

THEN THE COMMITTEE, EACH OF THEM TOOK THEIR OWN SURVEY WHERE THEY COULD LOOK AT ALL OF THOSE SUBMISSIONS AND RANK THEIR TOP FIVE.

>> BUT I'M SAYING FOR AS GETTING TO THE NAMES, DO WE TALK ABOUT THEIR ACCOMPLISHMENTS, OR WHAT THEY'VE DONE IN THE COMMUNITY, WHAT THEY'VE DONE THROUGHOUT THEIR LIFESPAN? NOT LIFESPAN, BUT DID THEY TALK ABOUT ANY OF THOSE THINGS?

>> ABSOLUTELY. THAT WAS ONE OF THE QUESTIONS WE ASKED FOR THE COMMUNITY WHEN THEY SUBMITTED THE NAMES, WAS TO SHARE INFORMATION, THE BIOGRAPHY, AND WHAT THEIR ACCOMPLISHMENTS WERE, AND WHY THEY BELIEVED THEIR NAME SHOULD BE A PART OF THAT SCHOOL.

THAT WAS WHAT WAS SHARED.

THERE WAS A NICE SPREADSHEET WITH ALL THOSE INFORMATION.

FOR EXAMPLE, IF TWO DIFFERENT PEOPLE SUBMITTED VIVIAN LINCOLN'S NAME, THEY MAY HAVE TWO DIFFERENT REASONS FOR WHY THEY THOUGHT SHE'S DESERVING, AND THEY WERE ABLE TO SHARE THOSE ON THEIR FORM FOR THE COMMITTEE TO REVIEW.

>> THIS IS A POSSIBLE ACTION ITEM.

WHAT IS THE NEXT STEP? UNLESS THERE ARE QUESTIONS OR COMMENT.

>> DR. MCFARLAND.

>> REALLY THE NEXT STEP, THE PROCEDURE, HOW WE SHARED WITH THE BOARD WAS THAT WE WOULD GET THE NAMES FROM THE COMMITTEE, AND WE WOULD BRING YOU-ALL THE TOP 5 AND THEN Y'ALL COULD THEN DELIBERATE AND MAKE A RECOMMENDATION ON WHAT YOU WOULD LIKE THE BUILDING TO BE NAMED.

WE'RE REALLY AT THE POINT TO WHERE Y'ALL CAN EITHER DELIBERATE ABOUT THE FIVE OR ENTERTAIN A RECOMMENDATION FOR THE NAME OF THE BUILDING.

>> JUST TO BE CLEAR, THE 100% OR THE VIVIAN J. LINCOLN ELEMENTARY SCHOOL, THAT WAS EVERYONES TOP CHOICE FROM THAT COMMITTEE.

WHAT DOES THE 100% MEANS?

>> GREAT QUESTION. THE WAY OUR SURVEY SYSTEM WORKS, ONE PERSON MAY HAVE GIVEN OUT OF ONE, AND THE SURVEY GIVES OUT A CERTAIN NUMBER OF POINTS.

ANOTHER PERSON SAID, THAT MAY HAVE BEEN THEIR NUMBER 2 OR NUMBER 3.

THE SURVEY TAKES ALL OF THOSE AND WAITS THEM TO SEE WHO HAS THE MOST SELECTIONS.

>> HOW DO YOU GET 100%?

>> THAT'S JUST HOW THE SURVEY SYSTEM IS.

SAYS THEY RECEIVED THE HIGHEST SCORE.

THAT WOULD ALSO MEAN, I'LL GO BACK AND LOOK AT THE EXACT NUMBERS, BUT THAT EVERYONE ON THE COMMITTEE WOULD HAVE HAD THAT AS A CHOICE.

>> IN THEIR TOP 5.

NOT NECESSARILY THE TOP 5.

>> NOT NECESSARY NUMBER ONE FOR ALL OF THOSE.

>> JUST TO MAKE SURE I UNDERSTAND, YOU'RE SAYING IT GOT 100% BECAUSE EVERYONE PUT IN THEIR TOP 5, WHEREAS 83% MAY HAVE HAD OPAL AND THEIR TOP 5, AND 80% HAD CROWLEY, MONTESSORI, AND THEIR TOP 5.

>> CORRECT.

>> OUT OF THE 58 OR 63?

>> SIXTY THREE.

>> I'M SORRY, 63.

>> LIKE WE SAID, SOME OF THOSE 63 WERE NAMES REPEATED MULTIPLE TIMES, AND THE SURVEY SYSTEM WE USE GIVES YOU MORE WEIGHT BASED ON HOW HIGH YOU GET.

A ONE WEIGHTS HIGHER THAN A FIVE? THAT YES, MA'AM.

>> AT THIS POINT, WE CAN MAKE A MOTION OR WE NEED TO TALK ABOUT WHILE I MEAN, THE PEOPLE THAT WE HAVE BEFORE US.

THE FIVE PEOPLE THAT WE HAVE BEFORE US?

>> YES, YOU CAN TALK ABOUT THEM.

THEN ONCE THERE'S A MOTION MADE, THEN YOU'D HAVE TO EITHER HAVE TO HAVE A CONVERSATION ABOUT THAT MOTION.

>> GO AHEAD.

>> NO, I JUST HAD A QUESTION, AND IF YOU DON'T HAVE IT, THAT'S OKAY.

BUT ANY FEEDBACK OR TO SHARE WITH US LIKE MAYBE A TESTIMONIAL OF EACH ONE OF THESE, THAT WAS SOMEBODY'S TOP CHOICE.

>> I CAN SHARE THE WHOLE DOCUMENT WITH YOU.

I HAVE THAT IF YOU WANT TO, JUST WITH THE DIVERSE COMMITTEE THAT WAS NOMINATED BY THE BOARD, YOU HAD DIFFERENT PEOPLE WHO HAD MORE FAMILIARITY WITH DIFFERENT NAMES.

BUT WHAT THEY APPRECIATED WAS WHAT THE COMMUNITY HAD SUBMITTED ONLINE AND SEEN THOSE EXPLANATIONS.

SOME OF THE COMMITTEE MEMBERS WERE FAMILIAR WITH SOME OF THESE INDIVIDUALS AND SOME LEARNED ABOUT THEM THROUGH THE PROCESS.

DR. MCFARLAND'S POINT, WE DID THROUGHOUT THE PROCESS MAKE SURE THIS COMMITTEE KNEW THAT THEY WERE AN ADVISORY COMMITTEE AND THEY WERE SENDING WHAT RANKED AS THEIR TOP 5.

BUT THIS WAS THE FINAL DECISION OF THE BOARD, SO THAT WAS IMPORTANT FOR THEM TO UNDERSTAND.

>> I'VE CONTEMPLATED ON HOW I WANTED TO PHRASE THIS BECAUSE I WANTED TO

[02:10:01]

I GUESS IF THESE ARE RANKS IN NUMBER 1-5.

I LOVE MS. LINCOLN IMMENSELY, AND RESPECT WITH EVERYTHING, ALL OF HER CONTRIBUTIONS TO OUR DISTRICT.

I GUESS THE QUESTION THAT I WOULD HAVE THAT I WOULD HAVE POSED IS IF WE HAD BEEN, I DON'T KNOW, WORKING WITH CITY COUNCIL AND WORKING ALONGSIDE THE DISTRICT TO NAME FACILITIES THAT WE'RE GOING TO BE OPENING IN OUR COMMUNITY, WOULD WE HAVE NAMED BOTH FACILITIES THE SAME NAME? BUT MAYBE THAT DOESN'T EVEN NEED TO BE A CONSIDERATION.

BUT I KNOW THAT WE JUST RECENTLY, WE, THE CITIZENS OF THE COMMUNITY WHO LIVE IN DISTRICT 6, IF YOU WILL, WE VOTED TO NAME THE LIBRARY AFTER MS. LINCOLN, AND WE WERE ABLE TO BE A PART OF THAT PROCESS AS WELL.

NOW WE HAVE AN OPPORTUNITY TO NAME A SCHOOL, WHICH I THINK IS TOTALLY APPROPRIATE BECAUSE SHE'S AN EDUCATOR IN OUR DISTRICT.

I DON'T KNOW, I DON'T WANT TO SAY IT GIVES ME PAUSE.

I JUST FEEL LIKE IT'S SOMETHING TO CONSIDER. I DON'T KNOW.

THAT'S JUST FOR ME AND I DON'T KNOW IF I STATED THAT CORRECTLY.

I DON'T HAVE APPREHENSION ABOUT NAMING A SCHOOL IN OUR DISTRICT AT ALL AFTER VIVIAN LINCOLN.

SHE DEFINITELY IS DESERVING OF THE HONOR.

I'M JUST SAYING THE SAME COMMUNITY, THE SAME CONSTITUENTS, AND TWO BUILDINGS WITHIN THE SAME YEAR. I WAS JUST WONDERING.

>> I WOULD LIKE TO SEE THAT IF WE CAN SEE ALL THE RECOMMENDATIONS AND SEE WHAT PEOPLE SAID ABOUT THESE INDIVIDUALS.

I KNOW MS. LINCOLN AND OF COURSE HER HUSBAND, MS. LINCOLN, AND I ALSO KNOW DR. LEE.

SO THOSE I MEAN, I HIGHLY RESPECT ALL THE OTHER NAMES THAT WERE GIVEN, BUT I WOULD LIKE TO SEE IF WE CAN SEE THE MATERIAL BEFORE WE MAKE A DECISION IF THAT'S OKAY WITH THE BOARD.

>> IF THAT'S IF THAT'S A REQUEST, THEN, AS LONG AS YOU HAVE IT TO SHARE, WE CAN HONOR THAT OR YOU CAN HONOR THAT.

>> DR. MCFARLAND, IS THIS A DECISION THAT NEEDS TO BE MADE TONIGHT BECAUSE OF THE TIMELINE?

>> WELL, WE DEFINITELY WILL OPERATE AT THE WILL OF THE BOARD, AND IF YOU'D LIKE TO REVIEW THE PACKET AND MAKE A DECISION TONIGHT, WE CAN.

BUT IF YOU ALSO CHOOSE TO REVIEW THE PACKET AND MAKE IT AT A DIFFERENT TIME, YOU CAN DO THAT AS WELL, SO WE WE'RE OPERATING AT THE WILL OF THE BOARD AT THIS POINT AND SO WE COULD DEFINITELY DO THAT.

>> IS THERE A POSSIBILITY WE CAN MAKE THIS MOVE THIS TO THE END BEFORE WE WE CAN GO AND REVIEW IT IN THE BACK IN CLOSED SECTIONS.

I DON'T THINK WE COULD WE COULD VIEW IT AGAIN WITHOUT REVIEW IT UNLESS LET'S ATTORNEY TO THE BOARD.

>> INSTEAD OF TABLING THIS ITEM RIGHT NOW, WE WANTED TO JUST HAVE A LITTLE TIME TO DIGEST, REVIEW THE MATERIALS WHILE YOU CONSIDER OTHER ITEMS TO MOVE THE MEETING ALONG.

THAT'S CERTAINLY SOMETHING THAT YOU COULD REQUEST FROM THE BOARD PRESIDENT.

THE AGENDA ITEM COULD BE MOVED TO LATER IN THE MEETING SO THAT THE MEETING CAN MOVE FORWARD WHILE YOU DIGEST AND REVIEW THOSE MATERIALS.

>> ALSO WHAT I'LL DO IS I'LL ASK STAFF, IF THE STAFF CAN GET THE PACKET AND JUST COMBINE THE RESULTS FOR THE COMMENTS FOR MS. LINCOLN AND THEN ALSO FOR MISS LEE.

THE TOP 2, IF YOU'LL JUST SYNTHESIZE THOSE TWO SO THAT BY THE TIME WE GET TO THE END WE CAN, WE CAN, WE CAN COME BACK AND JUST PRESENT TO YOU HERE'S A COMPILATION OF ALL THE FEEDBACK FOR LINCOLN AND HERE'S A COMPILATION FOR ALL THE FEEDBACK FOR LEE.

WE CAN PROVIDE THOSE IF NECESSARY.

THEN ALSO IF YOU HAVE FEEDBACK ON THE OTHERS, IF WE CAN JUST SYNTHESIZE IT TO WHERE THOSE ARE.

WHERE THEY'RE ALL TOGETHER. YES, IF WE CAN DO ALL OF THEM, MAY BE GOOD.

>> SORTING THE OTHER?

>> YES.

>> YOU RECOMMENDED SORTING?

>> YES.

>> OKAY.

>> THEN IF THERE'S STAFF THAT CAN HELP COMMUNICATION WITH THAT, I DEFINITELY WOULD APPRECIATE IT.

>> OKAY.

>> THANK YOU SO MUCH, ATTORNEY CAMPBELL.

>> ARE WE GOOD?

>> WELL, I JUST ABOUT TO SAY JUST QUICKLY REVIEWING THIS, I MEAN, I SEE THAT THERE IS ALSO AN OVERWHELMING RECOMMENDATION FROM THE COMMUNITY TO PRETTY MUCH STAY THE COURSE IN NAMING IT CROWLEY MONTESSORI ACADEMY.

I MEAN, I'M JUST LOOKING AT, AND MANY WANT TO JUST REFLECT THAT THIS IS A UNIQUE AND SPECIFIC SCHOOL TO THE DISTRICT, SO I JUST DON'T WANT US TO OVERLOOK THAT EITHER BECAUSE THERE IS

[02:15:03]

>> DID MR. KIRCHNER WALK OUT?

>> NO, I'M SORRY.

>> OKAY. JUST TO BE CLEAR, THESE AREN'T THE NUMBER OF VOTES BUT THESE ARE THE TESTIMONIALS; THE FEEDBACK.

>> THE DOCUMENT YOU HAVE THERE IN YOUR HANDS ARE THE SUBMISSIONS FROM THE COMMUNITY.

>> BUT IT DOESN'T INDICATE.

>> THIS ON YOUR SCREEN IS THE COMMITTEE AFTER REVIEWING THAT RANK IN THE TOP FIVE.

>> OKAY.

>> SO YOU'RE SAYING THE COMMITTEE SELECTED THE TOP FIVE? THAT'S BASICALLY WHAT YOU'RE SAYING? WE'RE JUST LOOKING TO SEE BASED ON THE TOP FIVE NUMBERS.

THAT'S WHAT I THOUGHT YOU HAD IN YOUR POSSESSION; THE TOP FIVE.

>> YEAH, THAT'S WHAT THAT IS. THAT'S THE TOP FIVE.

>> OKAY. I MISUNDERSTOOD YOU. I'M SORRY.

>> MS. [INAUDIBLE] IS GETTING THAT ORDER TO BE GROUPED BY THE NAME.

>> BECAUSE THERE'S SOME FEEDBACK HERE FOR OTHER NAMES THAT ARE NOT IN THIS TOP FIVE?

>> THAT'S RIGHT.

>> IF I MAY MAKE A COMMENT, ONE OF THE THINGS I THOUGHT ABOUT WHEN I SAW THE FIRST FIVE NAMES AND I SAW DR. OPAL LEE, I'M JUST EXCITED TO SEE SOME NAMES THAT HAVE MADE SOME GREAT IMPACT NOT ONLY JUST IN THE CITY, NOT ONLY IN JUST CROWLEY, FORT WORTH, BUT NATIONWIDE.

THAT GAVE ME A LOT OF HOPE BECAUSE I'VE NEVER BEEN THROUGH THIS PROCESS AND TO SEE SOMEONE NAMED BESIDES MS. DAVIS AND TO SEE A LIVE PERSON IS STILL HERE TO BE ABLE TO WITNESS MAYBE POSSIBLY NAMING THE SCHOOL AFTER MISS DR. OPAL LEE.

THE OTHER THING IS, THINKING ABOUT CROWLEY ISD BEING THE FIRST SCHOOL DISTRICT TO NAME A SCHOOL AFTER A LEGEND THAT WE ALL KNOW AND THAT WAS INSTRUMENTAL IN THE CIVIL RIGHTS MOVEMENT AND ALSO INSTRUMENTAL IN GETTING THE NATIONAL HOLIDAY OR JUNETEENTH.

SO THAT IN ITSELF SPEAKS VOLUME TO ME.

I KNOW MS. LINCOLN BEING IN THE DISTRICT WHEN MY KIDS WERE GROWING UP AND I REALLY APPRECIATE THE LOVE AND SUPPORT THAT SHE GAVE TO THE ENTIRE DISTRICT.

NOT ONLY JUST MS. LINCOLN, BUT ALSO HER HUSBAND HAS BEEN INSTRUMENTAL IN OUR CHILDREN AND MADE A GREAT IMPACT IN THE CITY. THAT'S MY COMMENT.

>> BOARD AT THIS TIME BECAUSE IT WAS OFFERED TO US, WE'LL MOVE THE ACTION ITEM TO THE END BUT ALLOW YOU TO HAVE COMMENTS.

IF YOU DO HAVE COMMENTS, IF YOU COULD SHARE THOSE OR WRITE THOSE DOWN AND THEN WHEN WE COME BACK TO THIS DISCUSSION WE'LL GET IT AT THE END UNLESS SOMEONE WANTS TO MAKE A MOTION NOW.

>> I'D LIKE TO MAKE A MOTION.

>> OKAY.

>> I'M TORN REALLY, BUT I WOULD LIKE TO MAKE A MOTION THAT WE NAME VIVIAN LINCOLN ELEMENTARY SCHOOL.

I NOTICED SOMEONE SAY THAT WE HAD A LIBRARY, BUT ALSO SHE WORKED IN OUR DISTRICT.

SHE WAS PART OF CROWLEY ISD.

WE HAVE OTHER SCHOOLS THAT ARE COMING UP AND WE MAY HAVE A POSSIBILITY TO NAME DR. OPAL LEE.

I'M TORN, BUT I RECOMMEND DR. VIVIAN LINCOLN.

>> OKAY.

>> THANK YOU. TRUSTEE STEVENSON. IS THERE A SECOND?

>> BEFORE WE HAVE A SECOND, I HAVE A QUESTION.

SOMEBODY AND I DON'T I THINK MAYBE YOU MISS STEVENSON MENTIONED HER HUSBAND BEING IN THE DISTRICT TOO.

IT'S NOT A PART OF THIS, BUT COULD CHARLES AND VIVIAN LINCOLN BE AN OPTION?

>> YES, IT COULD BE AN OPTION IF THE BOARD MADE THAT RECOMMENDATION AND THEN VOTED IN SUPPORT OF IT.

>> OKAY.

>> IF THAT'S THE CASE, I'D LIKE TO AMEND THE MOTION AND TO MAKE IT VIVIAN AND CHARLES LINCOLN ELEMENTARY SCHOOL.

>> OKAY. THIS ONE IS ELEMENTARY.

I KNOW TO YOUR POINT EARLIER ABOUT THE MONTESSORI PIECE OF IT.

CAN YOU REPEAT YOUR MOTION?

>> I THOUGHT THE MONTESSORI WAS JUST A PROGRAM THAT WE'RE HAVING IN THE SCHOOL, BUT THE SCHOOL CAN BE NAMED EITHER WAY.

>> YEAH.

>> MY MOTION WOULD BE TO NAME IT VIVIAN AND CHARLES LINCOLN ELEMENTARY SCHOOL.

>> THANK YOU, TRUSTEE STEVENSON. IS THERE A SECOND?

[02:20:08]

>> I'LL SECOND.

>> THANK YOU, TRUSTEE DAVIS.

>> MADAM PRESIDENT, THERE'S SOME UNREADINESS.

NOT THAT I NECESSARILY DISAGREE WITH WITH MY COLLEAGUES, BUT QUICKLY TRYING TO PERUSE THIS INFORMATION HERE, ONE OF THE CURRENT PARENTS LIFTED AN ISSUE WITH THE PTO.

IF I CAN JUST READ IT VERY QUICKLY.

>> WHAT PAGE?

>> I'M ON PAGE 5 OF 11.

>> OKAY, THANK YOU.

>> THE RECOMMENDATION WAS CROWLEY MONTESSORI ACADEMY.

IT SAYS THAT CROWLEY MONTESSORI ACADEMY HAS ALREADY BEEN ESTABLISHED FOR ALL THE CURRENT STUDENTS AND THE PTO WHO HAS A 501(C)(3) FILED, NAMING IT ANYTHING ELSE WILL CAUSE A TON OF ISSUES FOR THE PTO SINCE IT WOULD NEED TO BE REFILED WITH THE GOVERNMENT.

BECAUSE OF THE FACT THAT THESE PARENTS ARE ALREADY ENGAGED, ALREADY SERVING IN THIS CAPACITY, AGAIN, I DON'T WANT US TO NOT TAKE INTO CONSIDERATION ALL THE IMPLICATIONS OF EVEN CHANGING THE NAME OF THE SCHOOL BECAUSE THIS HAS BEEN SOMETHING THAT IS ALREADY IN MOTION AND AGAIN, THERE IS AN OVERWHELMING RECOMMENDATION FROM THE COMMUNITY THAT WE STAY THAT COURSE.

I JUST AGAIN WANT TO MAKE SURE THAT THAT IS TAKEN INTO CONSIDERATION BECAUSE WE HAVE TO REFLECT ALL OF THE OPINIONS AND DESIRES OF OUR COMMUNITY.

SO I JUST AGAIN, DIDN'T WANT THAT TO BE MISSED.

>> SO DO WE NEED TO TAKE SOME TIME TO LOOK AT THIS BEFORE. GO AHEAD.

>> MADAM PRESIDENT, IT DEFINITELY SOUNDS LIKE THERE'S STILL SOME QUESTIONS THAT WE COULD PROBABLY ADDRESS.

WE'RE WILLING TO DO WHATEVER THE WILL OF THE BOARD IS.

MONTESSORI IS ACTUALLY A PROGRAM AND SO IT COULD BE A PART OF ANY NAME.

WE COULD ADD MONTESSORI AS A PART OF THE CHARGE.

IT COULD BE THE CHARGE OF VIVIAN LINCOLN MONTESSORI ACADEMY.

IF THAT'S THE CASE, ONE THING IS WHAT WE'RE REALLY SPEAKING OF IS A NAME THAT GOES ON ON THE BUILDING.

WHETHER IF THE PROGRAM CHANGES AT SOME POINT IN TIME, THEN YOU STILL COULD HAVE THE ELEMENTARY SCHOOL; THE NAME ON THE BUILDING.

BUT IF YOU PUT MONTESSORI ACADEMY ON THERE, IT'S GOING TO HAVE TO EITHER BUILD MONTESSORI ACADEMY FOREVER OR YOU HAVE TO CHANGE THE NAME OF THE SCHOOL.

I JUST SAY THAT WE CAN ADD MONTESSORI TO ADDRESS THE PARENTS' CONCERN.

WE CAN ADD THAT TO THE TITLE, BUT IF WE HAVE THAT BY ITSELF, THEN IT SIGNIFIES THAT THAT'S ALL IT IS.

>> TO ASK THE QUESTION AGAIN, IS THERE A TIMELINE? IF THERE'S NOT A TIMELINE ISSUE, I WILL MAKE A MOTION AND IF THERE'S A SECOND, I WOULD MAKE A MOTION THAT WE TABLE IT; THE DISCUSSION UNLESS THAT'S GOING TO BE A DELAY OR CAUSE A DELAY.

I MAKE A MOTION THAT WE TABLE IT SINCE THERE'S SO MUCH APPREHENSION OR QUESTION.

>> MADAM PRESIDENT, BECAUSE THERE'S BEEN A MOTION AND A SECOND, A BOARD MEMBER CAN MAKE A MOTION TO POSTPONE THE VOTE.

THAT WOULD JUST SEEM TO BE SECONDED AND IF A MAJORITY OF THE BOARD AGREES, WE WOULD USE TO BE CLEAR IF THE MOTION IS TO POSTPONE THE VOTE UNTIL LATER IN THE MEETING OR UNTIL THE NEXT BOARD MEETING, AND THE BOARD CAN TAKE A VOTE ON THAT.

>> OKAY. IF I HAVE A QUESTION, DO I WAIT FOR AFTER IT'S BEEN SECONDED?

>> SINCE THERE'S A NEW MOTION ON THE FLOOR, THERE CAN BE DISCUSSION BY ALL BOARD MEMBERS ON THAT MOTION SO YOU OR ANY OTHER BOARD MEMBER CAN DISCUSS AT THIS TIME WHETHER OR NOT Y'ALL WOULD LIKE TO POSTPONE.

>> I JUST HAD A CLARIFYING QUESTION BECAUSE OF WHAT TRUSTEE DAVIS SAID ABOUT THE MONTESSORI NAME.

BECAUSE THIS IS OUR PROCESS AND PART OF OUR PROCEDURES TO BE ABLE TO NAME A SCHOOL, HAS IT BEEN OFFICIAL THAT IT'S BEEN NAMED CROWLEY MONTESSORI ACADEMY? I'M JUST ASKING BECAUSE IF THINGS HAVE BEEN IN PLACE AND DECISIONS ARE BEING MADE TO NAME THE SCHOOL AND GET ACCOUNTS SET UP, HAVE THOSE GROUPS BEEN GIVEN THE AUTHORITY LEGALLY FORMALLY TO NAME ANY OF THESE THINGS? I JUST WANTED TO HAVE THAT.

>> IT'S A PROGRAM AND THE DISTRICT WHEN WE STARTED MONTESSORI,

[02:25:01]

WE NEVER TOOK ANY OFFICIAL ACTION ON A FACILITY NAME.

>> ALL RIGHT. THANK YOU.

>> JUST FURTHER CLARIFICATION, BACK SEVERAL YEARS AGO WHEN THE DISTRICT WE HAD THE MY CHOICE PROGRAM.

WE HAD SUMMER CREEK STEM ACADEMY AND YOU HAD THE OTHER LEADERSHIP ACADEMIES AND ALL THAT.

THAT'S JUST WHAT WE USE AS FAR AS PROMOTION.

BUT AS FAR AS LEGAL NAME FILED WITH TEA, IT WOULD BE THE ACTUAL, DOT, DOT, DOT ELEMENTARY SCHOOL.

WITH J. HARGRAVE, WE LABELED IT DURING PROMOTIONS AND ALL AS J. HARGRAVE ACE DEMONSTRATION AND DESIGN LAB.

BUT IN TA, IT'S SIMPLY CALLED J.A.

HARGRAVE ELEMENTARY SCHOOL.

IT JUST GIVES YOU FLEXIBILITY OVER TIME TO CHANGE IF YOU NEED TO.

SO SOME PEOPLE PUT IN LIKE IF IT'S ACADEMY AND THEY WANT TO NAME IT THERE AND FILE IT THAT, YOU CAN DO THAT.

IT'S JUST THE ONLY CHALLENGES WHEN YOU DO THAT, IF YOU DECIDE TO CHANGE THE NAME LATER, YOU HAVE TO CHANGE THE NUMBER.

IF WE JUST FILE IT AS AN ELEMENTARY SCHOOL AND THEN CALL IT WHATEVER, THEN WE HAVE SOME FLEXIBILITY THERE.

>> ALL RIGHT. THANK YOU. THAT ANSWERED MY QUESTION.

SO THERE IS A MOTION TO TABLE THIS SO THAT WE CAN HAVE FURTHER DISCUSSION.

IS THERE A SECOND?

>> I'LL SECOND.

>> WE'RE GOING TO DO A SHOW OF HANDS.

THANK YOU TRUSTEE DAVIS FOR SECONDING. IS THERE A QUESTION?

>> [INAUDIBLE] I WAS MOTIONING TO TABLE IT TO FOR ANOTHER BOARD MEETING, TO GIVE US THE OPPORTUNITY TO HAVE FURTHER DISCUSSION, TO MAYBE ALLEVIATE ANY APPREHENSION, OR TO MOVE TOWARDS MAYBE A MORE OF A CONSENSUS.

>> OKAY. CAN YOU RESTATE YOUR MOTION?

>> SURE. I WOULD MAKE A MOTION THAT WE TABLE THIS ITEM TO ANOTHER BOARD MEETING TO GIVE AN OPPORTUNITY FOR FURTHER DISCUSSION AMONGST THE BOARD.

>> THANK YOU, DR. HALL. IS THERE A SECOND?

>> I'LL SECOND.

>> THANK YOU, TRUSTEE DAVIS.

MOVE TO VOTE BY SHOW OF HANDS, PLEASE.

ALL IN FAVOR TO THE NEXT BOARD MEETING.

YES. THERE ARE FIVE VOTES? YES. ANY NOS? OKAY. ONE, NO.

THE MOTION PASSES, SO WE WILL DISCUSS THIS OR HAVE IT IN THE AGENDA OR AT THE NEXT BOARD MEETING.

>> THANK YOU.

>> THANK YOU, BOARD, FOR YOUR INPUT.

SO WE ARE GOING TO MOVE TO OUR FUTURE ACTION ITEMS,

[14.0 Future Action Item(s)]

>> MADAM PRESIDENT, BOARD MEMBERS, WE ARE HERE PREPARED TO PRESENT THIS NEXT ITEM.

THIS NEXT ITEM WILL ADDRESS THE REZONING OF OUR SCHOOL ATTENDANCE, THE REDRAWING OF OUR SCHOOL ATTENDANCE ZONE.

MR. KIRCHNER IS HERE TO PRESENT THIS ITEM. MR. KIRCHNER.

>> THANK YOU, DR. MCFARLAND. MADAM PRESIDENT, MEMBERS OF THE BOARD, THIS PRESENTATION ALIGNS WITH ALL THREE DISTRICT GOALS.

I WANT TO REMIND YOU ALL OF THE TIMELINE WE'VE BEEN LOOKING AT ON OUR REZONING ROADMAP AND THEN HAVE SOME DRAFTS TO SHOW YOU FROM OUR DEMOGRAPHER.

WE HAD A QUARTERLY REPORT FROM HIM NOT TOO LONG AGO.

YOU SAW THE GROWTH IN THE PROJECTIONS, SO TONIGHT WE HAVE SOME INFORMATION.

WE'VE BEEN STUDYING, WE'RE IN THAT INPUT STAGE, WE'RE FINALIZING DRAFTS NOW, AND THEN WE'RE EXCITED TO BE IN OUR STAKEHOLDER ENGAGEMENT INTO MARCH, AND POTENTIAL BOARD ACTION AT THE END OF MARCH, OUR LAST MEETING, AND THEN COMMUNICATING ANY POTENTIAL CHANGES OUT TO OUR STAKEHOLDERS.

MS. POLK SHARED A FOLDER WITH YOU, IT HAS A LOT OF NUMBERS AND A LOT OF MAPS FOR YOU TO LOOK AT.

BUT THIS FIRST ONE IS REALLY IMPORTANT BECAUSE WHAT YOU'RE GOING TO SEE HERE IS ALL OF OUR ELEMENTARY SCHOOLS AND THEIR CAPACITIES.

IF WE WERE TO MOVE FORWARD WITH THE PROPOSED ZONES WE'RE GOING TO TALK ABOUT IN A MINUTE.

BEFORE WE SHOWED YOU THE MAPS, WE WANTED TO SHOW YOU THE NUMBERS BECAUSE THESE NUMBERS ARE THE REASON FOR THE CHANGES.

WHAT YOU'LL SEE IS AT EACH GRADE LINE ON THE LEFT IS THE SCHOOL AND THEN IT SHOWS THEIR TOTAL ENROLLMENT, THE FUNCTIONAL CAPACITY BEING USED, REMAINING, AND THEN ALSO THE MAXIMUM CAPACITY BEING UTILIZED REMAINING.

THE YELLOW COLUMN WAS FOR THIS CURRENT YEAR AND THEN FOR FUTURE YEARS AFTER.

ANY QUESTIONS JUST ABOUT HOW THAT'S SET UP? WE'LL TALK THROUGH A FEW EXAMPLES.

WHAT OUR DEMOGRAPHER DID FOR US IS WE LOOKED AT BESS RACE ELEMENTARY SCHOOL AND WE SAW 673 STUDENTS AND MORE GROWTH COMING AROUND THE AREA, AND SO WE WANTED TO LOOK AT OPPORTUNITIES TO PROVIDE RELIEF THERE.

WITH THE OPENING OF ELEMENTARY SCHOOL NUMBER 17 OVER BY RICHARD ALLIE MIDDLE SCHOOL IN THE BRIDGES NEIGHBORHOOD,

[02:30:03]

THAT'S HOW THAT PROJECTION FALLS.

DALLAS PARK ELEMENTARY SCHOOL, YOU'LL SEE CURRENTLY IT'S AT 473.

BUT THESE PROJECTIONS THAT WE'RE LOOKING AT TONIGHT SHOWS THAT GROWING BECAUSE WE'RE MAKING SOME ADJUSTMENTS TO THE ATTENDANCE ZONES AROUND DALLAS PARK ELEMENTARY SCHOOL.

DEER CREEK, WE KNOW THAT'S BEEN ANOTHER CAMPUS.

WE'VE BEEN WATCHING THE CAPACITY CLOSELY ON.

THIS YEAR, IT'S AT 753, AND YOU'LL SEE WHAT SPACE IS UTILIZED THERE.

WITH POTENTIAL CHANGES, YOU'RE GOING TO SEE ON A MAP TONIGHT, NEXT YEAR, THAT COULD BE BROUGHT DOWN CLOSER TO 586.

ON THE NEXT PAGE, I DO WANT TO POINT OUT ON THE TOP OF THAT PAGE, JUNE DAVIS ELEMENTARY SCHOOL.

THIS IS THE MAP, AND YOU'RE GOING TO SEE THE MOST SIGNIFICANT CHANGES TO THEIR ATTENDANCE BOUNDARY.

THEY'RE CURRENTLY AT 693 STUDENTS.

THE CHANGES WE'RE LOOKING AT FOR NEXT YEAR COULD BRING THEM DOWN LOWER.

BUT THEN YOU'LL SEE IN FUTURE YEARS, HOW FAST THAT SCHOOL CONTINUES TO GROW BECAUSE OF THE CONTINUED GROWTH AROUND THERE.

I WILL SAY THESE CHANGES ARE BASED ON THE OPENING OF ELEMENTARY SCHOOL 16 IN KARIS AND ELEMENTARY SCHOOL 17 IN THE BRIDGES.

YOU'LL SEE A FEW OTHER HIGHLIGHTS.

POYNTER ELEMENTARY POTENTIALLY HAS AN IMPACT HERE WITH GAINING ADDITIONAL STUDENTS NEXT SCHOOL YEAR, S.H. CROWLEY AND SUE CROUCH.

THOSE ARE JUST SOME OF THE NUMBERS.

DR. MCFARLAND, ARE THERE ANY ONES THAT I DIDN'T BRING OUT THAT YOU WANTED TO MAKE SURE WE TALKED ABOUT? COOL. SO TO MAKE THAT HAPPEN, WE HAVE A FEW MAPS ATTACHED.

UNDER YOUR RED TAB IN YOUR FOLDER, YOU'RE GOING TO SEE THE CURRENT ATTENDANCE ZONES.

WHAT THIS SAYS IS FALL 2022 IS BECAUSE THAT'S WHEN THAT WAS APPROVED.

WE MADE SOME MODIFICATIONS, SO THESE ARE OUR MOST RECENT ELEMENTARY ATTENDANCE ZONE.

WHAT I WANT TO POINT OUT TO YOU IS HOW BIG THE JUNE W. DAVIS ZONE IS IN YELLOW.

THE REASON, THAT WAS INTENTIONAL BECAUSE WHEN WE FIRST BUILT THAT SCHOOL, THERE WEREN'T NEIGHBORHOODS THERE, NOW THERE ARE NEIGHBORHOODS THERE, AND WE SAW THEIR CAPACITY, SO WE KNOW WE NEEDED TO PROVIDE THEM RELIEF.

WE ALSO ARE LOOKING AT S.H. CROWLEY AND THERE BEING SOME CAPACITY ISSUES IN THE FUTURE THERE, AND WE KNOW ELEMENTARY SCHOOL 17 IS OPEN.

WE TALKED ABOUT DEER CREEK.

I JUST WANTED YOU TO GET A PICTURE OF WHAT IT LOOKS LIKE NOW. REAL FAST.

YOU'RE GOING TO SWITCH TO THE NEXT SLIDE.

THESE ARE PROPOSED CHANGES.

TRUSTEES, YOU DON'T HAVE THIS ONE IN YOUR PACKETS, BUT WHAT YOU DO HAVE IS AN INDICATION WITH NOTES PULLED OUT ON ALL THESE CHANGES.

YOU'LL SEE ALREADY, JAMIE, IF YOU COULD GO BACK AND FORTH BETWEEN THESE LAST TWO SLIDES, SEE HOW THAT JUNE DAVIS ZONE GETS SMALLER IN THIS PROPOSED REZONING.

YOU ALSO SEE SOME CHANGES TO THE DEER CREEK ZONE AS YOU GO BACK AND FORTH BETWEEN THOSE TWO.

DALLAS PARK AND SUE CROUCH AROUND.

WE'RE GOING TO TALK THROUGH EACH OF THOSE BASED ON OUR CAPACITY AND OUR PROJECTIONS WHEN IT COMES TO NEW HOMES BEING BUILT AND FAMILIES MOVING INTO CROWLEY ISD.

BEHIND YOUR WHITE TAB, YOUR SHEET SHOULD LOOK LIKE THIS.

IT'S PROPOSED ATTENDANCE ZONES, AND WE'RE GOING TO TALK THROUGH EACH ONE OF THESE.

NUMBER 1, YOU'LL SEE UP AND AROUND SUE CROUCH, THERE ARE SOME RED LINES.

THAT'S WHERE DAVIS ELEMENTARY USED TO BE, BUT NOW YOU'LL SEE BECOMES MORE TEAL, SO THE SUE CROUCH ZONE BECOMES LARGER BY GAINING THE TAVOLO PARK AND CHISHOLM TRAIL AT TAVOLO PARK APARTMENTS MOVING FROM DAVIS TO SUE CROUCH.

OVER AT NUMBER 2 THAT'S ON THE EAST SIDE OF THE DAVIS ATTENDANCE ZONE.

IT'S ACTUALLY, ARE MOVING FROM DALLAS PARK UP TO SUE CROUCH, SO THAT SUE CROUCH ZONE IS BECOMING LARGER BY GETTING THE CORTLAND CHISHOLM TRAIL APARTMENT, THE TRAILS AT SUMMER CREEK APARTMENTS, AND THE COTTAGES AT SUMMER CREEK AND THE FUTURE VILLAS AT SUMMER CREEK, SO THOSE ARE MOVING FROM DALLAS PARK TO SUE CROUCH.

AM I GOING TOO FAST? IS THIS MAKING SENSE? STOP ME IF YOU HAVE ANY QUESTIONS.

NUMBER 3.

THIS IS WHERE WE ARE MOVING SOME OF THE ATTENDANCE ZONE OUT OF DAVIS ELEMENTARY TO DALLAS PARK.

THIS IS CHISHOLM TRAIL RANCH EAST, MCPHERSON VILLAGE, PANTHER HEIGHTS, WOODLAND SPRINGS, DEER CREEK, AND PARTS OF SUMMER CREEK RANCH WILL BE MOVING FROM DAVIS ELEMENTARY TO DALLAS PARK.

I WANT TO STOP HERE. ONE THING WE'VE BEEN TALKING ABOUT THROUGH ALL OF OUR PRESENTATIONS THAT WE WANT TO REMIND EVERYONE OUR GOAL IS TO MINIMIZE CHANGE FOR FAMILIES.

THESE ARE SOME SIGNIFICANT BOUNDARY CHANGES, BUT WE WANT TO MINIMIZE CHANGE.

IF FAMILIES ARE CURRENTLY IN A SCHOOL AND THEY'VE BEEN THERE, WE WANT TO MAKE IT POSSIBLE AND PROVIDE AN AVENUE FOR THEM TO REQUEST TO STAY IN A SCHOOL.

WE'LL BE TALKING ABOUT THAT IN THESE MEETINGS.

WE WANT OUR FAMILIES TO KNOW WE WANT TO MINIMIZE CHANGE, AND THIS WILL PRIMARILY BE TARGETING THE NEW FAMILIES WHO MOVE INTO THESE ZONES.

NUMBER 4 IS INTERESTING BECAUSE IT SAYS FUTURE TERRITORY SUBDIVISION.

THAT DOES NOT EXIST YET, BUT IT'S MOVING FROM S.H. CROWLEY TO MARY HARRIS.

NUMBER 5 IS WELLINGTON POINT SUBDIVISION MOVING FROM DALLAS PARK TO MARY HARRIS.

FINALLY, ON THE EAST SIDE OF THE DISTRICT, NUMBER 6, THIS IMPACTS THE DEER CREEK ZONE.

CENTENNIAL PLACE AND EDGEWOOD SUBDIVISIONS WOULD BE MOVING FROM DEER CREEK TO POYNTER ELEMENTARY SCHOOL.

THESE ARE THE PROPOSED CHANGES WE'RE LOOKING AT FOR 2024-'25.

[02:35:03]

CHECK OUT THAT NEW RED ZONE DOWN THERE FOR ELEMENTARY SCHOOL 17 THAT WILL BE BUILT IN THE BRIDGES NEIGHBORHOOD BY RICHARD ALLIE MIDDLE SCHOOL.

THIS WILL PROVIDE RELIEF TO BESS RACE ELEMENTARY S.

H. CROWLEY BECAUSE STUDENTS WHO LIVE IN THOSE ZONES CAN NOW ATTEND THIS NEW ELEMENTARY SCHOOL.

TO DO THAT, WE GOT NEWBERRY POINT, SUMMER CREST, HULEN TRAILS, GARDEN ARBOR STATES, AND THE FUTURE LONGHORN ESTATES, AND OTHER SUBDIVISIONS AROUND THERE MOVING THERE INTO ELEMENTARY 17.

THEN DOWN TO NUMBER 2, YOU'LL SEE IT'S THE BRIDGES, LASATER RANCH, HAMPTON VILLAS, AND THE FUTURE BURLESON CROSSING.

THERE ARE NO HOMES THERE YET, BUT THERE WILL BE MOVING FROM BESS RACE OVER TO ELEMENTARY SCHOOL 17.

I KNOW IT'S A LOT OF NEIGHBORHOODS AND A LOT OF NUMBERS, AND A LOT OF MAPS AND FIGURES, BUT THIS IS A HIGH-LEVEL LOOK AT WHAT OUR DEMOGRAPHER HAS BEEN WORKING ON WITH THE DISTRICT AS WE LOOK AT THOSE CAPACITIES AND ALSO THE FUTURE GROWTH THAT WE'RE EXPECTING, AND SO WE'RE LOOKING AT A POTENTIAL OF A TWO-YEAR PLAN FOR OUR ELEMENTARY SCHOOLS BECAUSE WE KNOW WE HAVE THAT ELEMENTARY SCHOOL 17 OPENING UP IN FALL OF 2025.

WHAT QUESTIONS CAN I ANSWER ABOUT THAT?

>> BOARD, ARE THERE ANY QUESTIONS OR COMMENTS THAT YOU HAVE RELATED TO THE REZONING? IT IS A FUTURE ACTION ITEM. [OVERLAPPING]

>> THAT'S CORRECT.

>> ARE THERE ANY QUESTIONS AT THIS TIME? [OVERLAPPING]

>> IT'S GOING TO TAKE SOME STUDYING, TOO.

>> YEAH. [LAUGHTER] GO THROUGH THIS.

>> ABSOLUTELY. THAT'S WHY IT'S BEEN A MULTI-MONTH PROCESS WITH THE DEMOGRAPHER AND LOOKING AT THOSE PROJECTIONS.

>> I HAVE ONE QUESTION, SIR.

THE RED FLAGS, THOSE ARE ELEMENTARY SCHOOLS?

>> YES, SIR. THOSE ARE THE ELEMENTARIES.

>> ON THE FALL 24.

>> YES, SIR.

>> IN THE S.H. CROWLEY ZONE, WHY ARE THERE TWO ELEMENTARY SCHOOLS?

>> GREAT QUESTION. I SHOULD HAVE MENTIONED THAT.

THE ONE THAT'S MORE IN THE MIDDLE OF THE RED ZONE IS S.H.

CROWLEY. THE ONE THAT'S UP TO THE TOP RIGHT CORNER IS ELEMENTARY 16, WHICH WILL NOT HAVE ITS OWN ATTENDANCE ZONE BOUNDARY BECAUSE IT'S MONTESSORI SERVING STUDENTS FROM ACROSS THE DISTRICT. A GREAT QUESTION.

>> THANK YOU.

>> FAMILIES THAT LIVE IN THAT ZONE OR LET'S SAY FAMILY MOVES INTO CARSON ELEMENTARY, AND THEY'RE NOT INTERESTED IN THE MONTESSORI PROGRAM, THEIR ZONE WOULD BE S.H. CROWLEY. [OVERLAPPING]

>> S.H. CROWLEY. I GOT YOU. THANK YOU.

>> GOOD QUESTION.

>> ALSO, BOARD, WE HAVE ALL STUDENTS THAT ARE BEING IMPACTED THAT LIVE IN THESE DIFFERENT ZONES THAT ARE GOING TO CHANGE, WE HAVE THEM GEO-CODED, SO WE KNOW EXACTLY WHO THEY ARE, PHONE NUMBERS, AND ALL THAT.

OUR PLAN IS TO REACH OUT TO FAMILIES, TO SCHEDULE ZOOM CALLS BASED ON NEIGHBORHOODS, BASED ON CHANGES, AND REALLY HAVE DIRECT CONVERSATIONS WITH THEM ABOUT WHERE THEIR NEW SCHOOL WILL BE IN THE WHOLE TRANSFER PROCESS AND ALL THAT.

OUR PLAN IS TO WALK THROUGH THIS SO THAT BY THE TIME WE BRING IT BACK TO YOU THAT WE'LL HAVE A CLEAR COMMUNICATION PLAN AND THEN WE'LL WORK THROUGH THIS.

THIS IS SOMETHING THAT'S ALWAYS GOING TO GO ON QUITE A BIT OF ATTENTION AND SO WE'LL WORK THROUGH THAT.

>> THANK YOU, DR. MCFARLAND.

ANY OTHER QUESTIONS OR COMMENTS FROM THE BOARD? TRUSTEE ROBINSON.

>> I HAVE A QUESTION. IT'S A CONSTRUCTION QUESTION, SO YOU MAY NOT BE AWARE OF THIS.

CURRENTLY, TO GET TO S.H.

CROWLEY, THERE'S NO INLET FROM MCCART YET, SO YOU HAVE TO [NOISE] DRIVE AROUND.

NOW I'M WONDERING THE SAME WITH KARIS, IS THERE AN EASY WAY TO GET THERE? HAS THE ROAD NOT BEEN DEVELOPED YET?

>> MR. REAVES, CAN YOU COME UP AND JUST SPEAK TO THE FUTURE OF TRANSPORTATION PLANS? I WANT TO MAKE SURE I CAPTURED YOUR QUESTION, MS. ROBINSON.

YOU'RE SPEAKING ABOUT TRANSPORTATION FROM THE KARIS NEIGHBORHOOD TO S.H. CROWLEY?

>> THEN FROM THE OTHER, I'M LOOKING, I THINK IS MARY HARRIS.

YOU WOULD TAKE THE HULEN DOWN THROUGH TWINLEAF.

I'M TRYING TO REMEMBER HOW TO GET THERE, BECAUSE THERE'S NO ENTRY THROUGH MCCART, THAT HASN'T BEEN DEVELOPED.

THE MCPHERSON MCCART, THEY'RE CONSTRUCTING IT CURRENTLY.

I JUST WANT TO KNOW WHERE ARE THE INLETS AND OUTLETS OF THESE TWO AREAS?

>> LET'S START WITH KARIS. I THINK THEY'VE CHANGED.

THAT WAS INDUSTRIAL BOULEVARD, NOW IT'S KARIS BOULEVARD WHERE IT GOES INTO THE ROUNDABOUT.

I DON'T KNOW HOW FAR OUT THIS IS, BUT IN THE MASTER DEVELOPED PLAN, THEY SHOW THAT EXTENDING ALL THE WAY THROUGH TO MCCART.

IT WOULD RUN JUST SOUTH OF S.H.

CROWLEY. THAT WOULD BE THAT CONNECTION.

>> [INAUDIBLE].

[02:40:01]

>> YES, MA'AM. ALSO ON FORT WORTH MASTER THOROUGHFARE PLAN, IF YOU WERE GOING NORTH ON MCCART, YOU KNOW WHERE IT DEAD ENDS AND YOU'VE GOT THE ROSEMARY RIDGE ADDITION.

[NOISE] THAT'S TO BE EXTENDED ALL THE WAY THROUGH AND TYING WHERE IT DEAD ENDS JUST SOUTH OF MCCART.

WHAT WAS THE OTHER AREA?

>> I THINK I MENTIONED [INAUDIBLE] CLEVELAND WHERE YOU GO DOWN, IS THE TWO LANE [INAUDIBLE], YOU KNOW THAT THE THREE WAY STOP SIGN? THE GO FORM SOMETHING.

[LAUGHTER]

>> YES, MA'AM.

>> THEY'RE DEVELOPING THERE.

>> [INAUDIBLE].

>> YES. THAT'S THAT TERRA TRACE ADDITION, SO THAT MCPHERSON IS SUPPOSED TO CONTINUE INTO THE MCCART THAT'S GOING FROM RISINGER TO SH, CROWLEY.

>> THE STREET IS THERE?

>> YES, MA'AM. THEY STARTED PART OF IT. YES.

>> I HAVE A QUESTION. I HOPE IT'S NOT WHAT YOU'VE BEEN ASKING MS. ROBINSON, BUT S.H.

CROWLEY, AND BECAUSE I HAVEN'T HAD ENOUGH TIME TO REALLY DIGEST THIS MAP, WHEN WE RE-ROUTE OR REDRAW THE LINES FOR THE SAME REASON OF THE STREET NOT GOING THROUGH, WILL ANY STUDENTS BE IMPACTED ON THE OTHER SIDE OF S.H.

CROWLEY AND NOT BE ABLE TO DISCONTINUE ON MY MCCART? I DON'T KNOW IF THAT MAKES ANY SENSE, BUT IF WE'RE REDRAWING THE LINES, WHERE ARE THOSE STUDENTS GOING TO COME FROM THAT WILL BE GOING TO SH.

CROWLEY, I GUESS IS AN EASY WAY TO PUT IT?

>> IT ACTUALLY MAKES THE S.H.

CROWLEY LINE SMALLER.

>> OKAY.

>> IF YOU GO FROM 2024-2025 WHEN WE OPEN UP ELEMENTARY 17, THOSE S.H.

CROWLEY LINES ACTUALLY BECOME MORE TIGHT.

>> OKAY.

>> THAT I SEE WHAT YOU'RE SAYING, THOSE STUDENTS WOULDN'T HAVE TO TRAVEL ADDITIONALLY, THAT WOULD ACTUALLY BE A TIGHTER NEIGHBORHOOD SCHOOL ZONE.

>> OKAY.

>> THEN ALSO FOR THE ELEMENTARY 17 ZONE, THE DEMOGRAPHER IS WORKING REALLY CLOSE TO MAKE SURE THAT THERE ARE EASY WAYS FOR STUDENTS TO GET TO THAT SCHOOL.

>> OKAY.

>> [INAUDIBLE].

>> MCCART FINISHING UP WILL BE A HUGE HELP.

>> IT'S SIMILAR TO RISINGER. [INAUDIBLE].

>> ABSOLUTELY CHANGE EVERYTHING. [LAUGHTER]

>> IT'S COMING.

>> IT IS.

>> THANK YOU. [OVERLAPPING]

>> EXCITING. THANK YOU.

TRUSTEES, WILL BE KEEPING YOU UPDATED ON THE COMMUNICATION.

>> APPRECIATE IT. WE'RE GOING TO BRING BACK FOR ANOTHER FUTURE MEETING, 14.2 WHICH ARE GRANT AWARDS.

WE'RE GOING TO MOVE TO, ONE SECOND HERE, AGENDA ITEM 14.3, THE CURRICULUM ADOPTION PROCLAMATION 2024. DR. MCFARLAND.

>> MADAM PRESIDENT, AND BOARD MEMBERS.

AS YOU ALL ARE AWARE, WE ARE IN THE PROCESS OF CURRICULUM ADOPTION AND SO WE HAVE MS. KATIE EVANS AND ALSO MS. JOSHUA DUNN HERE TO PRESENT THIS NEXT ITEM.

>> MADAM PRESIDENT, ESTEEMED MEMBERS OF THE BOARD AND DR. MCFARLAND, WE ARE SO EXCITED TO BRING FORWARD PROCLAMATION 2024. I AM KATIE EVANS.

I'M THE SECONDARY SCIENCE COORDINATOR, WITH ME IS JOSHUA DUNN, K THROUGH 12, SOCIAL STUDIES COORDINATOR.

PROCLAMATIONS ARE ISSUED BY THE STATE BOARD OF EDUCATION TO CALL FOR NEW INSTRUCTIONAL MATERIALS.

IT CONTAINS A SCHEDULE OF ADOPTION PROCEDURES AND REQUIREMENTS, AS WELL AS A GUIDE TO THE TEXAS ESSENTIAL KNOWLEDGE AND SKILLS OR TEKS.

PROCLAMATION 2024 CALLS FOR NEW INSTRUCTIONAL MATERIALS FOR THESE FOUR AREAS.

TONIGHT WE'LL BE FOCUSING ON K12, SCIENCE AND PERSONAL FINANCIAL LITERACY AND ECONOMICS.

YOU'LL BE HEARING ABOUT TECHNOLOGY APPLICATIONS AND CTE AT A LATER DATE.

AS PART OF OUR ADOPTION PROCESS, WE HAVE ATTENDED TEXTBOOK FAIRS WITH VENDORS AT OUR REGION SERVICE CENTERS.

WE HAVE CREATED COMMITTEES THAT ARE REPRESENTATIVE OF A DIVERSE POPULATION OF EDUCATORS TO ENSURE WE MEET THE NEEDS OF ALL STUDENTS.

THE STATE BOARD OF EDUCATION RELEASED A HIGH QUALITY INSTRUCTIONAL MATERIALS LIST IN NOVEMBER.

THIS LIST WAS USED TO GUIDE OUR PROCESS.

EVERYTHING WE'RE BRINGING BEFORE YOU TONIGHT AS CURRICULUM OPTIONS ARE PRESENT ON THE STATE BOARD'S HIGHLY QUALIFIED INSTRUCTIONAL MATERIALS LIST.

WE HOSTED PREVIEWS FOR ALL TEACHERS TO SEE SAMPLES AND HEAR PRESENTATIONS FROM VENDORS.

[02:45:01]

ONCE WE HAVE THE INPUT OF ALL STAKEHOLDERS, OUR COMMITTEE WILL HAVE THEIR FINAL VOTE AND WE WILL BE BRINGING OUR FINAL CHOICE FOR YOU IN APRIL.

WE HAVE DESIGNATED DAYS TO ENSURE MULTIPLE OPPORTUNITIES TO RECEIVE INPUT FROM BOTH PARENTS AND THE PUBLIC.

TONIGHT, WE HOSTED THE FIRST OF OUR PARENT PREVIEW EVENTS WITH A CURRICULUM TABLE IN THE LOBBY.

YOU WILL SEE US AT THE BLACK HISTORY QUIZ BOWL THIS WEEKEND, WHERE WE'LL HAVE A TABLE WITH SAMPLES ON DISPLAY.

TO INCENTIVIZE PARENTS IN PROVIDING THEIR FEEDBACK, WE ARE OFFERING FREE SOLAR ECLIPSE GLASSES FOR THE APRIL 8TH SOLAR ECLIPSE.

WE WILL HOST A LUNCHTIME ZOOM IN BOTH SPANISH AND ENGLISH ON MARCH 5TH, WHICH WILL BE RECORDED.

WE'LL POST THE RECORDING LINK TO OUR WEBSITE FOR ANY PARENTS WHO DO NOT ATTEND THESE THREE EVENTS.

WE WILL ALSO HAVE AN ONLINE FORM OPEN FOR FEEDBACK POSTED ON OUR WEBSITE, AS WELL AS A QR CODE ALONGSIDE OUR SAMPLES IN THE LOBBY FOR PUBLIC VIEWING.

OUR TOP-3 OPTIONS FOR K8 SCIENCE, ARE MCGRAW HILL, SAVVAS, WHICH IS FORMERLY PEARSON, AND HOUGHTON MIFFLIN HARCOURT.

ALL OF OUR K THROUGH EIGHT TOP-3 OPTIONS ARE AVAILABLE IN SPANISH AS WELL AS ENGLISH.

OUR TOP-3 OPTIONS FOR NINE THROUGH 12 SCIENCE ARE MCGRAW HILL, SAVVAS, AND CENGAGE FROM NATIONAL GEOGRAPHIC.

ANY RESOURCE WE BRING FORWARD HAS ALREADY BEEN APPROVED BY THE STATE BOARD OF EDUCATION AND IS ON THAT HIGH QUALITY INSTRUCTIONAL MATERIALS LIST.

>> WE ARE ALSO VERY EXCITED TO BRING RESOURCES FOR OUR NEW PERSONAL FINANCIAL LITERACY COURSE AND ECONOMICS COURSE.

THIS PERSONAL FINANCIAL LITERACY AND ECONOMICS COURSE IS A NEW COURSE THAT WAS APPROVED BY THE STATE BOARD OF EDUCATION IN RESPONSE TO SENATE BILL 1063 AND TEXAS EDUCATION CODE 28.025.

STUDENTS MAY SUCCESSFULLY COMPLETE EITHER THIS NEW COURSE OR THE TRADITIONAL ECONOMICS COURSE TO SATISFY THEIR HALF-CREDIT ECONOMICS REQUIREMENT FOR HIGH SCHOOL GRADUATION.

THE THREE RESOURCES THAT WE HAVE SELECTED ARE MCGRAW HILL EDUCATION, PEARSON, SAVVAS, AND RAMSEY EDUCATION.

MUCH LIKE K THROUGH 12 SCIENCE, THESE HAVE ALSO BEEN APPROVED BY THE STATE BOARD OF EDUCATION, AND IS ON THEIR LIST FOR HIGH QUALITY INSTRUCTIONAL MATERIALS.

>> WE ARE EXCITED ABOUT PROCLAMATION 2024 AND WHAT IT WILL BRING OUR STUDENTS.

TONIGHT WE COVERED TWO OF THE FOUR AREAS WITHIN THIS PROCLAMATION.

WE ARE HERE IF YOU HAVE ANY QUESTIONS.

THANK YOU FOR TAKING THE TIME TO HEAR FROM K THROUGH 12 SCIENCE AND PERSONAL FINANCIAL LITERACY.

>> THANK YOU, MISS EVANS AND MR. DUNN, THANK YOU FOR YOUR WONDERFUL PRESENTATION.

ARE THERE ANY QUESTIONS OR COMMENTS? TRUSTEE DAVIS?

>> I'M GLAD TO SEE THE FINANCIAL LITERACY.

WELL, THIS AND I PROBABLY SHOULD KNOW, BUT I DON'T.

IS THIS GOING TO BE THE FIRST TIME THAT'S OFFERED?

>> IT WAS OFFERED THIS PAST YEAR, BUT NONE OF THE COURSE IS MADE.

SO HOPEFULLY, WE'LL HAVE MORE STUDENTS TAKE IT NEXT YEAR.

>> OKAY. IT CAN SUBSTITUTE FOR [OVERLAPPING].

>> OUR TRADITIONAL ECONOMICS COURSE.

>> A FULL CREDIT?

>> HALF CREDIT.

>> HALF CREDIT. THANK YOU.

>> I HAVE A QUESTION.

>> YES, TRUSTEES.

>> SO WHEN WILL YOU RECEIVE THE FEEDBACK AND WOULD WE RECEIVE THE FEEDBACK FROM PARENTS AND STUDENTS REGARDING THE CURRICULUM?

>> WE'LL HAVE FEEDBACK BY MID MARCH FROM PARENTS IN THE PUBLIC.

MY PLAN WAS TO BRING IT BEFORE YOU GUYS IN APRIL WHEN WE COME TO YOU GUYS FOR THE FINAL VOTE.

WE NEED THAT EARLIER THAN THAT. JUST LET ME KNOW?

>> NO, JUST CURIOUS.

>> ANY OTHER QUESTIONS OR COMMENTS? IT IS A FUTURE ACTION ITEM.

ONE OF THE REQUESTS IS TO BRING THAT INFORMATION BACK TO THE BOARD.

THAT WOULD BE APPRECIATED AND WE THANK YOU SO MUCH FOR PRESENTING TO YOU.

>> THANK YOU.

>> WE'RE GOING TO MOVE RIGHT ALONG TO AGENDA ITEM 14.4 2024, 2025 SCHOOL CALENDAR. DR. MCFARLAND.

>> MADAM PRESIDENT, BOARD MEMBERS, WE'RE BRINGING FORWARD THIS NEXT ITEM.

IT IS TIME FOR US TO BEGIN THESE CALENDAR DISCUSSIONS.

WE'VE DONE QUITE A BIT OF WORK WITH THE CALENDAR DISCUSSION AND WE REALLY HAVE TWO OPTIONS TO SHARE WITH YOU ALL TONIGHT.

WE ARE STILL IN THE DEVELOPMENT STAGE, BUT WE DO HAVE TWO DRAFT OPTIONS.

MR. KIRCHNER WILL WALK THROUGH THOSE TWO OPTIONS HERE IN A SECOND, BUT I WANTED TO JUST GIVE YOU JUST A LITTLE BACKGROUND TO THE WHY AS IT RELATES TO TWO OPTIONS.

IN THE PAST, WE'VE BROUGHT YOU JUST ONE OPTION.

IN MOST CASES, WHAT WE DECIDED TO DO THIS YEAR IS TO LOOK AT A COUPLE OF THINGS.

THE FIRST THING WE WANT TO DO IS WE KNOW AS IT RELATES TO CALENDAR, THERE'S JUST THIS PUSH AROUND THE STATE TO MOVE TO FOUR-DAY SCHOOL WEEK CALENDARS.

[02:50:09]

BUT IN A NUTSHELL, WHAT HAS BEEN DONE IN MOST DISTRICTS IS THEY HAVE LOOKED AT HOW THEY ARE PLACING THE DAYS THAT THEY'RE OFF, AND THEY ARE MOVING MOST OF THOSE DAYS TO FRIDAYS IN ORDER TO CREATE FOUR-DAY WEEKS FOR STUDENTS.

IT'S NOT ALWAYS FOUR-DAY WEEKS FOR TEACHERS, BUT NORMALLY IT'S FOUR DAY WEEKS FOR STUDENTS.

SO WE KNOW LAST YEAR WHEN WE BROUGHT THE CALENDAR FORWARD, THERE WAS A QUESTION ABOUT THAT THIS YEAR WE THOUGHT WE WOULD LOOK A LITTLE BIT CLOSER AT THAT.

BECAUSE NOW WE HAVE SOME DATA.

WHAT THE DATA IS SAYING UP TO THIS POINT IS THAT THERE'S NO INDICATION THAT THERE'S AN IMPACT ON STUDENT LEARNING, BUT THERE IS A SLIGHT IMPACT ON TEACHER RETENTION AND TEACHER BASICALLY FILLING VACANCIES EARLIER, MOST DISTRICTS HAVE REPORTED THAT THEY HAD VACANCIES FILLED PRETTY QUICKLY ON THE FOUR-DAY WEEK BECAUSE AS YOU CAN IMAGINE, IT'S ATTRACTIVE TO THE TEACHERS.

WHAT WE DECIDED IS THAT WE WOULD LOOK AT OUR CALENDAR AND MAKE MODIFICATIONS.

THE MODIFICATION THAT WE COULD MAKE TO SEE IF THERE WAS A WAY TO PROVIDE ADDITIONAL TIME FOR TEACHERS TO BE ABLE TO HAVE TIME TO PLAN OR TO WORK IN THE CLASSROOMS AND ADDITIONAL TIME FOR PARENTS TO BE ABLE TO MEET WITH TEACHERS, TO REVIEW PARENT REPORT CARDS AND ALL THAT.

THEN ALSO WERE POSSIBLE FOUR-DAY WEEKS WHERE THERE WERE OPPORTUNITIES FOR A REALLY FOUR-DAY SCHOOL WEEK WITH STUDENTS, AND UNDERSTANDING THAT THE FIFTH DAY STILL MAY BE INVOLVING A STAFF MEMBER.

WE LOOKED AT OUR CALENDAR AND WE TRIED TO ADDRESS THAT.

THEN ALSO, WHILE WE WERE ADDRESSING CALENDAR, WE LOOKED AT CHALLENGES THAT OUR CURRENT STRUCTURE, OUR CURRENT BAIL SCHEDULE IS CAUSING US AT THE SECONDARY LEVEL.

YOU HEARD EARLIER ABOUT THE PERCENTAGES OF LARGE PERCENTAGE OF STUDENTS.

WE HAVE TAKEN CTE COURSES.

WHAT THAT MEANS FOR US, THE CHALLENGE THAT'S UNIQUE TO CROWLEY, QUITE FRANKLY, IS THAT HAVING A STANDALONE CTE CENTER, AND HAVING FOUR DIFFERENT HIGH SCHOOL BUILDINGS, YOU HAVE A CROWLEY NINTH, CROWLEY HIGH, NORTH CROWLEY NINTH, NORTH CROWLEY HIGH.

IF YOU CAN IMAGINE, TRYING TO COORDINATE A MASTER SCHEDULE ON FOUR BUILDINGS WITH ALL THESE DIFFERENT VARIATIONS, CREATES QUITE A BIT OF A CHALLENGE.

ALSO AT CTE, WE HAVE COURSES THAT MEET FOR A PERIOD.

WE HAVE COURSES THAT MEET FOR THREE PERIODS, COURSES THAT MEET FOR FOUR PERIODS, AND COURSES THAT MEET HALF A DAY.

IT'S REALLY LIKE TRYING TO FIX A REALLY HUGE QUITE FRANKLY.

ANYWAY, WE SELL IT TO SAY, WE HAVE A CHANCE TO DO IT, TO PUT FORWARD AN OPTION FOR OUR CALENDAR.

CAN WE TRY TO ADDRESS SOME OF THESE TRANSITIONAL ISSUES THAT WE'RE HAVING AT THE HIGH SCHOOL WITH MODIFICATION OF THE CALENDAR.

REALLY ONE WAY WE SAW THAT WE COULD DO THAT IS BY LOOKING AT THE TIME WE HAVE AND HOW WE USE THE TIME DURING THE SCHOOL DAY.

CURRENTLY, ELEMENTARY STUDENTS AND TEACHERS ACTUALLY GO HAVE A LONGER DAY THAN SECONDARY STUDENTS.

A LOT OF IT IS BECAUSE OF HOW TRANSPORTATION IS STACKED AND ALL THAT.

WHAT WE DID WAS WE SAID, FIRST OF ALL, LET'S SEE IF WE CAN ENSURE THAT ALL LEVELS HAVE THE SAME AMOUNT OF TIME AS FAR AS HOURS IN A DAY IN THE SCHOOL BUILDING.

WE LOOKED AT ADDING TIME AT THE END OF ELEMENTARY SCHOOL, AND THEN ALSO ADDING TIME ON THE END OF OUR SECONDARY SCHOOLS.

ADDING TIME TO THE END OF THE DAY ACTUALLY GIVES US MORE TRANSITION TIME DURING THE DAY.

IT HELPS US TO ADDRESS THE TRANSITION ISSUES WE HAVE OF STUDENTS GOING BACK AND FORTH TO CT BY HAVING MORE TIME AT THE SECONDARY SCHEDULE, WE'RE ABLE TO ADDRESS THAT.

THE FLIP SIDE TO THAT THOUGH IS THAT MEANS THAT THE WORK DAY IS LONGER.

WHEN WE LOOKED AT HAVING A LONGER WORK DAY, WHAT WE REALIZED IS THAT WE'RE NOW JUDGED BASED ON THE NUMBER OF MINUTES, AND NOT NECESSARILY THE NUMBER OF DAYS, BUT THE NUMBER OF MINUTES.

BY EXTENDING OUR WORK DAY, THEN WHAT WE REALIZED IS THAT WE HAD ACCUMULATED ENOUGH MINUTES THAT WE CAN NOW GO BACK AND ADDRESS SOME OF THE TEACHER CONCERNS ABOUT BEING ABLE TO HAVE TIME TO WORK IN THE CLASSROOMS, TIME TO DO PLANNING WITHOUT INTERRUPTION.

WE IDENTIFIED THAT WE WOULD HAVE A LITTLE OVER EIGHT DAYS ON THE SECOND CALENDAR OPTION, WHICH IS IN [INAUDIBLE] IS GOING TO GO THROUGH ALL THIS IN A MINUTE, BUT I WANT YOU TO JUST UNDERSTAND THE DIFFERENCE.

BUT WE'LL HAVE AN ADDITIONAL IF WE DECIDE TO GO WITH THE SECOND CALENDAR OPTION, WHICH IS THE EXTENDED DAY AT THE END OF THE DAY, WE WOULD ACTUALLY HAVE EIGHT ADDITIONAL DAYS THAT WE CAN THEN TURN AROUND.

FOR THOSE EIGHT DAYS, WE COULD USE TO IDENTIFY ADDITIONAL TIME FOR PLANNING OR ADDITIONAL TIME FOR PARENT CONFERENCES AND REALLY IN ESSENCE WOULD BE FOUR-DAY WEEKS.

WE HAVE PLAYED WITH THE SCHEDULE, WE MODIFIED IT, WE LOOKED AT TESTING CALENDARS AND ALL OF THAT.

OPTION B IS THE CALENDAR OPTION THAT ACTUALLY ADDRESSES THOSE THINGS.

AGAIN, THE POSITIVES IS THE TIME HELPS US WITH THE TRANSITION.

THE NEGATIVE IS IT'S A LONGER INSTRUCTIONAL DAY FOR STUDENTS.

[02:55:06]

OUR PLAN IS TO SHARE WITH YOU TONIGHT, GET YOUR FEEDBACK, AND THEN ALSO SHARE WITH THE ENTIRE STAFF NEXT WEEK, AND GIVE STAFF AN OPPORTUNITY TO PROVIDE US FEEDBACK ON CALENDAR A AND COLLEGE CALENDAR B.

THEN BY THE NEXT BOARD MEETING, THEY BRING ALL THOSE RESULTS BACK TO YOU AND BRING A RECOMMENDATION THAT WE FEEL LIKE COULD WORK FOR US FOR THE NEXT SCHOOL YEAR.

THAT IS OUR PLAN. TONIGHT WE'RE PRESENTING DRAFT CALENDARS.

WE HAVE ALREADY MET WITH WICK, WHICH IS OUR DISTRICT WIDE IMPROVEMENT COMMITTEE.

AND WE'VE MET WITH REPRESENTATIVES FROM OUR UEA FROM EACH CAMPUS.

SO THEY ALL ARE AWARE OF THIS DRAFT.

AGAIN, EVERYTHING IS IN DRAFT FORM, BUT I WANTED YOU TO HAVE THE BACKGROUND INTO THESE CALENDARS BEFORE WE PRESENT THEM.

>> DR. MCFARLAND, HOW MUCH LONGER WITH THE WORK DAY BE EXTENDED?

>> FOR THE ELEMENTARY, I BELIEVE IT'S 10 MINUTES AT THE END OF THE DAY, AND FOR THE MIDDLE SCHOOL AND HIGH SCHOOL, IT'S 15 MINUTES FROM 4:15, THEY'LL BE ENDING AT 04:30 NOW.

BUT WHAT I LIKE IS TO LET KIRCHNER WALK THROUGH IT AND THEN SOME OF THE QUESTIONS THAT WE MENTIONED MAYBE ASK.

>> THANK YOU, SIR. THANK YOU, MADAM PRESIDENT AND MEMBERS OF THE BOARD THERE IN YOUR PACKETS, YOU'LL HAVE DRAFTS AS A SINGLE ATTACHMENTS BUT ALSO YOU'LL SEE THEM IN THIS PRESENTATION.

DRAFT CALENDAR A IS ACTUALLY VERY SIMILAR TO WHAT WE HAVE THIS YEAR AND IT DOES NOT HAVE THOSE CHANGES THAT DR. MCFARLAND WAS JUST TALKING ABOUT TO THE START OR END TIMES ON ALL OF OUR CALENDARS.

WE PUT UP ON THE TOP RIGHT CORNER WHEN THOSE START AND END TIMES ARE, SO YOU CAN SEE WHAT THOSE CURRENTLY ARE THIS YEAR.

THEY'LL BE NO CHANGE IN CALENDAR A WHEN IT COMES DOWN TO THE BREAKDOWN OF DAYS.

THERE'S 169 STUDENT INSTRUCTIONAL DAYS IN THERE AND 187 TEACHER CONTRACT DAYS.

THAT IS A STATE REQUIREMENT FOR TEACHER CONTRACTS TO BE 187 DAYS.

IT DOES GET A LITTLE CHALLENGING BECAUSE LIKE DR. MCFARLAND SAID, STUDENTS ARE NOW BASED ON MINUTES.

TEACHERS ARE STILL ON DAYS, BUT IT DOES CREATE FLEXIBILITY FOR US IN THOSE 187 CONTRACT DAYS.

WHEN YOU ADD UP TO 169 INSTRUCTIONAL DAYS, THEY'LL ADDITIONAL BE A 15.5 PROFESSIONAL DEVELOPMENT DAYS AND 2.5 TEACHER DIRECTED STAFF WORK DAYS.

WE'VE ALWAYS HAD STAFF WORK DAYS.

THIS WAS A RECOMMENDATION FROM OUR PARTNERS AT UEA.

THEY RECOMMENDED LABELING THESE AS TEACHER DIRECTED TO MAKE SURE THAT EVERYONE UNDERSTANDS THAT THOSE ARE DAYS FOR TEACHERS TO DO WHAT THEY NEED TO DO.

THOSE ARE NOT DISTRICT OR DIRECTED OR CAMPUS DIRECTED DAYS.

THAT'S CALENDAR A, VERY SIMILAR TO WHAT WE'VE DONE IN THE PAST.

CALENDAR B IS WHERE WE GET INTO THE HIGHLIGHTS OF WHAT DR. MCFARLAND WAS DISCUSSING.

YOU DO HAVE A CHANGE TO THE SCHOOL DAY END TIMES.

ALL OF THE START TIMES REMAIN THE SAME AT ELEMENTARY, MIDDLE, AND HIGH.

BUT AT THE ELEMENTARY LEVEL, DISMISSAL IS PUSHED BACK 10 MINUTES TO 3:30, MIDDLE SCHOOL DISMISSALS PUSHED BACK 10 MINUTES TO 3:55, AND HIGH SCHOOL DISMISSALS PUSHED BACK 15 MINUTES TO 4:30.

MISS DAVIS, YOU WERE ASKING ABOUT, WHAT IS THIS DUE TO THE WORK DAY? THIS LENGTHENS THE INSTRUCTIONAL TIME, NOT NECESSARILY THE WORK TIME FOR TEACHERS.

THEY'D STILL BE THERE DURING THOSE TIMES, AND THEY'D BE TALKING WITH THE PRINCIPALS ABOUT STAGGERING COVERAGE FOR BEFORE SCHOOL ARRIVAL OR AFTER SCHOOL DISMISSALS.

LIKE WE SAID, IT'S THE SCHOOL DAY INSTRUCTIONAL TIME THAT'S BEING LENGTHENED HERE.

WHY ARE SOME OF THESE CHANGES JUST A SUMMARY OF WHAT DR. MCFARLAND TALKED ABOUT.

THIS DOES CREATE THOSE ADDITIONAL FOUR DAY WEEKS.

THIS CREATES INSTRUCTIONAL DAYS THAT ARE THE SAME LENGTH AT ELEMENTARY, MIDDLE, AND HIGH.

RIGHT NOW, THERE'S SOME DISPARITY BETWEEN THOSE.

NOW THEY'D ALL BE THE SAME EXACT LENGTH.

WE'VE ADDED THOSE TEACHER DIRECTED STAFF WORK DAYS.

WE'VE ALSO ADDED IN THIS CALENDAR, BECAUSE OF THESE EXTRA TIME PARENT TEACHER CONFERENCE DAYS DESIGNATED ON THE CALENDAR AND WHAT WE'LL BE CALLING POSSIBLY CAMPUS COLLABORATION DAYS.

THESE COULD BE THINGS FOR LONG RANGE PLANNING, PLCS, OTHER THINGS THAT THE CAMPUS FEELS LIKE THEY NEED ON THOSE CAMPUS COLLABORATION DAYS.

THOSE WOULD NOT BE DISTRICT DAYS.

THEN FINALLY, LIKE DR. MCFARLAND DISCUSSED, THE ADDITIONAL TIME FOR HIGH SCHOOL STUDENTS TRAVELING BETWEEN THEIR HOME CAMPUS AND THE CTE CENTER.

ON THE NEXT SLIDE, YOU'LL SEE WHAT THAT BREAKDOWN OF DAYS LOOKS LIKE.

THIS ONE ACTUALLY HAS A 164 STUDENT INSTRUCTIONAL DAYS.

STILL HAS 187 TEACHER CONTACT DAYS, BUT 10 OF THOSE WOULD BE CAMPUS COLLABORATION, LABELED THAT ON THE CALENDAR.

7.5 PD PROFESSIONAL LEARNING DAYS, 3.5 TEACHER DIRECTED STAFF WORK DAYS, AND TWO PARENT TEACHER CONFERENCE DAYS, ONE IN EACH SEMESTER DESIGNED TIME TO DO THAT.

THOSE DO NOT NECESSARILY HAVE TO BE IN PERSON.

OUR D WICK BROUGHT THIS UP AND WE TALKED ABOUT STAFF, PRE SCHOOL QUALITY REPORTS.

THOSE COULD EVEN BE CONDUCTED VIRTUALLY.

YOU CAN LOOK ON THAT DRAFT CALENDAR B, AND YOU CAN SEE THE CODE.

I JUST WANT TO LET YOU KNOW IF IT'S A WHITE BOX, THAT'S A DAY WHERE TEACHERS ARE WORKING, BUT STUDENTS ARE NOT AT SCHOOL.

IT'S EITHER A PD DAY, A COLLABORATION DAY, BUT IT'S A DAY THAT TEACHERS HAVE ON CONTRACT.

IF IT'S A BLACK SQUARE, THAT'S A TEACHER HOLIDAY AND A STUDENT HOLIDAY.

[03:00:02]

NOT EVERY WEEK IS A FOUR DAY WEEK, BUT EVERY MONTH HAS AT LEAST ONE, AND SOME OF THEM HAVE TWO, FOUR DAY WEEKS IN THERE.

ONE THING THIS OTHER CALENDAR DOES HAVE WITH THIS ADDITIONAL TIME WITH THE SCHOOL DAY, IT DOES GIVE US IN NOVEMBER AN OPPORTUNITY, NOT ONLY HAVE NOVEMBER 4TH OFF, BUT NOVEMBER 5TH, THAT'S ELECTION DAY FOR THE PRESIDENTIAL ELECTION IN 2024.

A LOT OF OUR FACILITIES ARE USED AS ELECTION SITES ON THOSE DAYS, AND I KNOW SOME SURROUNDING DISTRICTS HAVE MADE THE DECISION TO MAKE THAT A HOLIDAY AS WELL.

THAT WOULD BE A DAY FOR TEACHERS TO BE HERE BUT NOT STUDENTS.

ARE THERE ANY OTHER QUESTIONS ABOUT THE DAYS YOU SEE DESIGNATED THERE? THEY CREATE THOSE FOUR DAY WEEKS, THEN ADDITIONAL TIME FOR TEACHERS.

>> TRUSTEE ROBINSON.

>> I DON'T HAVE A QUESTION ABOUT DAYS.

IT'S MORE SO ABOUT PARENTS BECAUSE SOCIAL MEDIA COME AND SOME PEOPLE THAT I KNOW ARE CROWLEY STUDENTS ARE NEVER IN SCHOOL. WHY AREN'T THEY IN SCHOOL? PARTICULARLY FOR ELEMENTARY STUDENTS.

I KNOW THAT WE OFFER AFTER SCHOOL PROGRAMS. ARE WE WORKING WITH THOSE PROVIDERS 21ST CENTURY AND CLAYTON TO MAYBE OFFER SERVICES ON THOSE DAYS SO THAT PARENTS WHO DO WORK AND MAYBE CAN'T FIND CHILDCARE, DON'T WANT THE ADDITIONAL EXPENSE, CAN STILL TAKE THEIR CHILDREN TO A SITE? THE OTHER THING IS, FOR STUDENTS WHO GO TO THE COLLEGIATE ACADEMY, THEIR CALENDAR DOESN'T MATCH THE SCHOOL CALENDAR BECAUSE THEY'RE ON TCC SCHEDULE.

SOME PARENTS ARE CONCERNED BECAUSE THEY MAY HAVE STUDENTS IN ELEMENTARY OR MIDDLE, AND THEY NEED THEIR UPPER GRADE STUDENT TO WATCH THEM, BUT THEY DON'T HAVE THE SAME OFF DAYS.

CAN YOU JUST ADDRESS BOTH OF THOSE ITEMS?

>> AS SOON AS WE GET THE WORD THAT WE'RE GOING TO MOVE FORWARD WITH THAT CALENDAR, THE NEXT STEP WOULD BE IDENTIFYING THE DAYS WHERE STUDENTS ARE NOT IN SCHOOL AND MAKING SURE THAT WE HAVE OTHER ACTIVITIES THAT KIDS CAN ENGAGE IN THAT ARE CONTROLLED THAT WE HAVE SOME AUTHORITY OVER.

WE WOULD DEFINITELY DO THAT.

THAT WOULD BE FORTHCOMING AS SOON AS THE DECISION IS MADE ABOUT THE CALENDAR.

>> FOR THAT PART 2 OF THE QUESTION, WE CALL THIS ONE THE TRADITIONAL SCHOOL CALENDAR.

LIKE YOU SAID, CCA CROWLEY COLLEGIATE ACADEMY HAS THE WHOLE OTHER CALENDAR.

WE HAVE THE ADDITIONAL DAY SCHOOL YEAR CALENDAR THAT WOULD THEN BE BUILT ONCE THE TRADITIONAL CALENDAR IS BUILT.

>> TRUSTEE DAVIS.

>> THANK YOU, MADAM PRESIDENT. WE TALKED EARLIER ABOUT INCREASING OUR GOALS AND HAVING VERY AGGRESSIVE GOALS.

HAVE WE CONSIDERED THE IMPACT OF CHANGING THE CALENDAR ON THOSE GOALS? BECAUSE YOU SAID DR. MCFARLAND, I GUESS THAT THERE'S NOT NECESSARILY BEEN A DIRECT CORRELATION BETWEEN SHORTENING THE SCHOOL WEEK AND STUDENT ACHIEVEMENT.

BUT HAVE WE CONSIDERED EITHER OF THESE RECOMMENDATIONS IN LIGHT OF WHAT IT IS THAT WE'RE TRYING TO AGGRESSIVELY DO IN IMPACTING OUR ACHIEVEMENT GOALS?

>> YEAH, ABSOLUTELY.

OF COURSE, WE ALWAYS START WITH, WHAT IMPACT DOES THIS HAVE ON STUDENT ACHIEVEMENT? THE ONE THING THAT WE SAY IS THAT THE ONE WAY TO DO IT IS TO INCREASE LEARNING TIME.

WE REALLY LOOKING AT, WE ADD THESE EXTRA MINUTES, BUT WE'VE GOT TO MAKE SURE THAT WE'RE USING THOSE MINUTES IN THE RIGHT WAY.

BUT THEN SECOND TO THAT, AFTER WE TALK ABOUT WHETHER STUDENTS ARE LEARNING OR NOT IN CLASS, THE NEXT STEP IS HOW DO WE ENSURE THAT WE HAVE HIGH QUALITY TEACHERS IN THE CLASSROOM AND WE'RE ABLE TO ATTRACT THE BEST AND REALLY TO RETAIN THOSE? WHAT WE SAW WAS, ALTHOUGH IT DIDN'T HAVE AN IMPACT ON LEARNING YET, WAS STILL EARLY, WE'VE SEEN A SIGNIFICANT IMPACT ON TEACHER RETENTION AND ON REALLY TEACHER EFFICACY AND TEACHER FEELING EMPOWERED OR WHATEVER.

REALLY THE MOTIVATION WAS REALLY THE IMPACT IT HAS ON THE TEACHER AND IT DIDN'T HAVE A NEGATIVE IMPACT RIGHT NOW.

WE HAVE NOT SEEN A NEGATIVE IMPACT ON STUDENT LEARNING.

IT HAS NOT HAD A POSITIVE. YOU DON'T DO IT TO IMPROVE TEACHING AND LEARNING, IS TO TRY TO ATTRACT TEACHERS.

>> THEN THE SECOND QUESTION, WE'RE ADDING TIME TO THE INSTRUCTIONAL DAY AND SO I'M THINKING ABOUT ON THE SECONDARY LEVEL, SO IS THIS INCREASING THE PASSING PERIOD TIME?

>> IT WILL INCREASE THE PASSING PERIOD TIME.

I DON'T HAVE THE EXACT CALENDAR HERE AND MISS KUNSCHIK, IF YOU KNOW THAT YOU CAN COME UP.

BUT IT WILL INCREASE THE PASSING PERIOD TIME, BUT ALSO IT WILL INCREASE THE TIME THAT TRANSPORTATION HAS TO TRAVEL FROM.

[03:05:02]

YOU CAN SPEAK TO THE, HOW DOES IT IMPACT OUR BILL SCHEDULE OR WILL IT IMPACT OUR BILL SCHEDULE.

>> YES. TRUSTEE DAVIS, IT WILL INCREASE, ESPECIALLY MOVEMENT BUS TRANSPORTATION FROM THE TRADITIONAL CAMPUSES TO CTE, AND WE ALSO ACCOMMODATE WALKING TIME FROM THE BUS TO THE CLASSROOM.

WE MOVED FROM 10 MINUTES THAT WE'VE BEEN MOVING KIDS THIS YEAR, WE'RE AT ABOUT 12-15 MINUTES IN BETWEEN TO BE ABLE TO GET KIDS TO CLASS.

THAT IS VERY POSITIVE FOR OUR STUDENTS. THANK YOU.

>> WHAT WERE YOU SAYING ABOUT [INAUDIBLE]

>> I THINK THE QUESTION THOUGH WAS HOW DOES IT IMPACT THE TRAVEL TIME FROM CLASS TO CLASS?

>> THAT WILL REMAIN THE SAME.

WITHIN THE BUILDING THE PASSING PERIOD IS STILL FIVE MINUTES. THAT DOESN'T CHANGE.

WE'RE REALLY ACCOMMODATING THE NEED TO MOVE STUDENTS FROM CTE TO THE TRADITIONAL CAMPUSES AND HAVE THAT AMOUNT OF TIME.

IT'S MY APOLOGY. I MISUNDERSTOOD.

>> YEAH. PASSING PERIOD WILL STILL BE FIVE MINUTES BECAUSE I WAS JUST THINKING, I GOT TWO EXTRA MINUTES WHAT CAN I, AS A HIGH SCHOOL OR MIDDLE SCHOOL STUDENT DO WHEN ADDITIONAL TWO OR THREE MINUTES OF PASSING PERIOD? I WAS THINKING ABOUT THE IMPACT THERE, BUT IF IT'S GOING TO STAY THE SAME, THEN UNDERSTOOD.

IS THERE IMPACT ON THE LENGTH OF THE CLASS PERIOD?

>> ABSOLUTELY. WELL, WE ARE AT 45 MINUTES THIS YEAR AND IT'S GOING TO MOVE US TO 47 MINUTES THE NEXT YEAR.

>> I HAVE A QUESTION ABOUT THE TEACHER PARENT CONFERENCES.

I KNOW WE'VE BEEN TALKING ABOUT INCREASING PARENT ENGAGEMENT.

WHAT WILL THOSE DAYS LOOK LIKE? WILL THERE BE SOME INCENTIVE FOR PARENTS TO COME, OR WHAT IS THAT GOING TO LOOK LIKE?

>> AT THIS POINT, WHAT WE'VE DONE IS JUST CREATED A CALENDAR THAT GIVES US THE TIME.

IF THE CALENDAR IS APPROVED, THEN WE'LL GO BACK AND REALLY THINK ABOUT HOW DO WE ENSURE ACCOUNTABILITY, THAT ACTUALLY DURING THOSE PARENT-TEACHER CONFERENCES, AND WE'RE ACTUALLY MAKING THE EFFORT TO DO THAT.

WE'VE NOT WORKED IT OUT YET, [NOISE] BUT WHAT WE SAID NOW IS THAT WE HAVE THE TIME, SO NOW WE CAN ACTUALLY MANDATE AND MAKE SURE WE HAVE A WAY OF DOCUMENTING THAT THAT'S ACTUALLY HAPPEN.

>> I HAVE A QUESTION, DR. MCFARLAND.

WHAT ABOUT BUS TRANSPORTATION? ARE WE GOING TO BE LOOKING AT MORE BUSES RUNNING DURING THESE TIMES IF SCHOOL IS ENDING OR RUNNING ABOUT THE SAME TIME, OR DO WE HAVE THAT NOW?

>> IT WON'T IMPACT BUS TRANSPORTATION BECAUSE WE ADJUSTED ALL THE SCHOOLS.

BUT IF WE WOULD'VE ADJUSTED ONLY HIGH SCHOOL AND NOT MIDDLE OR ELEMENT, THEN THAT WOULD HAVE ADDED BECAUSE WE REALLY USE THE SAME BUSES.

THAT'S WHY WE HAVE TO ADJUST ONE, WE HAVE TO ADJUST ALL OF [INAUDIBLE].

>> ANY OTHER QUESTIONS OR COMMENTS, BOARD?

>> LAST ONE, I'M SORRY. ARE WE DOING SOMETHING FOR PARENT PARTICIPATION?

>> MR. HANDY, IF YOU'LL SHOW THIS NEXT SLIDE, HERE IS OUR COMMUNICATION PLAN, DR. MCFARLAND TOUCHED ON THIS.

THERE'S A LOT OF MOVING PARTS BEHIND THIS AND A LOT OF REASONS WHY WE'RE LOOKING AT THIS.

DR. MCFARLAND WOULD LIKE TO RECORD A VIDEO MESSAGE FOR STAFF AND PARENTS TO UNDERSTAND THE WHY, LIKE HE GAVE YOU THE HIGH LEVEL REVIEW TONIGHT.

WE WANT TO DO THAT, AND THEN HAVE A SURVEY FOR PARENTS, STUDENTS, AND STAFF THAT LAUNCHES THIS UPCOMING MONDAY, FEBRUARY 26TH, AND HAVE THAT OPEN FOR A WEEK.

THEN IF WE FEEL LIKE WE'RE AT A PLACE WHERE THE BOARD IS READY TO TAKE ACTION, BRING THIS BACK AT THE MARCH 7TH SCHOOL BOARD MEETING.

>> JUST IF YOU HAVE THOSE QUESTIONS, THEY DON'T HAVE TO BE FORMULATED RIGHT NOW, BUT WHAT TYPES OF QUESTIONS ARE GOING TO BE ASKED?

>> ABSOLUTELY. WE'VE DONE CALENDAR SURVEYS BEFORE, AND SO WE WANT TO SET IT UP WITH A VIDEO MESSAGE THAT EXPLAINS THE WHY BEHIND IT AND REALLY ENCOURAGE PEOPLE TO WATCH THAT VIDEO.

THEN WE'LL SHOW HERE'S WHAT DRAFT [NOISE] A LOOKS LIKE AND WHAT THE DAYS LOOK LIKE.

HERE'S WHAT DRAFT B LOOKS LIKE AND WHAT THE DAYS LOOK LIKE. DO YOU LIKE THIS ONE? DO YOU NOT LIKE THIS ONE? TELL US WHY. SO THAT WE CAN GIVE THEIR FEEDBACK ON BOTH OF THEM.

>> BUT THE EXPLANATION AND THE WHY [OVERLAPPING] IS THERE.

>> IS THERE, ABSOLUTELY. SOMETIMES WE'VE EVEN STARTED A SURVEY WITH THE FIRST QUESTION BEING, DID YOU WATCH THE VIDEO? JUST ENCOURAGE THEM TO MAKE SURE THEY'VE SEEN THAT TO UNDERSTAND THE WHY BEHIND IT.

>> THE VIDEO WILL ADDRESS WHAT TRUSTEE ROBINSON SAID ABOUT PARENTS.

THEY WERE CONCERNED ABOUT THEIR STUDENTS BEING OUT OF SCHOOL AND NO CHILDCARE.

>> THAT'S DEFINITELY A FACTOR THAT WE COULD INCLUDE IN THERE.

>> ANY OTHER QUESTIONS OR COMMENTS?

[03:10:03]

>> THANK YOU, ALL. [OVERLAPPING]

>> THANK YOU, MR. [INAUDIBLE].

OUR FINAL AGENDA ITEM IS 14.5, THE 1882 PARTNERSHIPS CALL FOR PROPOSALS.

DR. MCFARLAND. [NOISE]

>> MADAM PRESIDENT AND BOARD MEMBERS, WE HAD A VERY EXCITING MEETING THIS WEEK WHERE WE ACTUALLY SHARED INFORMATION WITH INTERESTED HIGHER ED PARTNERS ABOUT THE POTENTIAL 1882 PARTNERSHIP.

WHAT I'D LIKE TO DO IS JUST TAKE A FEW MINUTES TO SHARE WITH YOU WHAT WE SHARED WITH THEM, SO THAT IF YOU HAVE ANY QUESTIONS YOU CAN DEFINITELY STOP ME AND ENGAGE AT THIS POINT.

THEN AFTER I DO THAT, WE'LL ALSO SHARE WITH YOU THE NEXT STEPS FOR US TO PURSUE THE 1882 PARTNERSHIP AND REALLY WANT TO GIVE YOU AN IDEA OF WHAT TO EXPECT.

LET'S JUMP IN. WE WERE, AGAIN, EXCITED.

WE HAD A GREAT TURNOUT OF THE MEETING.

IT WAS A ZOOM MEETING, AND SEVERAL REPRESENTATIVES FROM EACH ONE OF THESE INSTITUTIONS, THEY WERE ACTUALLY PRESENT ON THE CALL.

AGAIN, TEXAS A&M, SAN ANTONIO RAINWATER FOUNDATION, DALLAS COLLEGE, PAUL QUINN COLLEGE, BAYLOR, TARLETON, TCU.

WE'VE ALSO HAD CALLS FROM SMU, AND WE ARE PURSUING CONVERSATION WITH A COUPLE OF OTHER COLLEGES TO JUST LET THEM KNOW THAT, HEY, WE ARE INTERESTED IN A STRATEGIC PARTNERSHIP.

WE'RE DEFINITELY EXCITED ABOUT THE LEVEL OF INTEREST THAT WE HAD.

ALL OF THESE AGENCIES HAD MULTIPLE PEOPLE PRESENT ON THE CALL.

THAT TELLS US THAT THEY ARE SERIOUSLY INTERESTED IN THE WORK THAT WE'RE DOING AND THE PATH THAT WE'RE HEADED DOWN.

THE FIRST THING THAT WE HAD TO DO, REALLY, IS JUST GET CLEAR ABOUT WHO CROWLEY ISD IS TODAY.

[NOISE] I KNOW YOU ALL, WE LIVE HERE, WE STAY HERE, BUT AS WE KNOW, THINGS ARE EVOLVING AROUND US.

I WANTED TO JUST GIVE AN UPDATE OF WHO WE ARE TODAY FROM A DISTRICT STANDPOINT.

WE CAN GO THROUGH THE DEMOGRAPHICS.

AGAIN, YOU ALL KNOW THAT 26 CAMPUSES, OF COURSE, WE'LL BE AT 27 CAMPUSES SOON.

AGAIN, THIS IS DEFINITELY SOMETHING THAT'S IMPORTANT.

WHEN THIS SLIDE WAS PRESENTED, WE HAD 75% STUDENTS THAT WERE SCHOOL-DEPENDENT.

THAT NUMBER HAS ACTUALLY CHANGED AT THIS POINT.

WE ARE NOW AT 78% SCHOOL-DEPENDENT.

THAT'S EXCITING FOR ME BECAUSE WHAT IT TELLS ME IS THAT IF WE WERE TO ALIGN 10 STUDENTS UP, EIGHT OF THOSE 10 STUDENTS WOULD DEPEND ON CROWLEY ISD AND WOULD DEPEND ON US TO MAKE SURE THEY GET THEIR NEEDS MET.

YOU'LL SEE THAT WE'RE 50% AFRICAN-AMERICAN NOW.

ACTUALLY, OUR FASTEST GROWING POPULATION IS OUR AFRICAN-AMERICAN POPULATION.

AGAIN, YOU SEE THE BREAKDOWN THERE AS WELL.

WE ARE A DIVERSE DISTRICT, AND SO WE'RE DEFINITELY EXCITED ABOUT THAT.

BECAUSE WE UNDERSTAND AND WE RECOGNIZE THAT DIVERSITY IS SIMPLY NOT AN EXCUSE FOR NOT BEING EXCELLENT.

OUR DESIRE IS TO BE EXCELLENT AND WE BELIEVE THAT WE CAN GET THERE IF WE STAY THE COURSE.

JUST A BRIEF REMIND, I THINK I PROBABLY HIT THIS EARLIER, WHERE WE'VE BEEN AS IT RELATES TO OUR TRANSFORMATION JOURNEY.

WE STARTED WITH HARGRAVE.

WE STARTED BACK IN, ACTUALLY I BELIEVE THAT WAS 2018, '19 WITH HARGRAVE.

WE DID SOME DESIGN WORK AND ALSO MOVED FROM HARGRAVE, WE LEARNED.

WE REALLY CREATED HARGRAVE AS AN INCUBATOR.

HARGRAVE WAS OUR DEMONSTRATION DESIGN LAB.

WE TESTED A LOT OF KEY STRATEGIES, AND THEN WE SCALED THOSE PRACTICES AT HARGRAVE.

WE SCALED THOSE PRACTICES TO WALKER.

BUT WE DIDN'T ONLY SCALE THOSE PRACTICES TO WALKER, WE ALSO SCALED THEM TO OTHER CAMPUSES IN THE DISTRICT.

WE JUST DIDN'T NECESSARILY HAVE THE FUNDING TO DO IT, BUT WE WERE ABLE TO DO IT BY JUST LEVERAGING THE PARTNERSHIPS AND LEVERAGING THE LEADERSHIP AND THE STRUCTURES WITHIN OUR DISTRICT.

AGAIN, IN '22, '23, WE ACTUALLY TOOK COMPONENTS OF WHAT WE DID AT HARGRAVE AND WALKER, AND WE ACTUALLY MADE SOME IMPLEMENTATION AT MEADOWCREEK, AT MARY HARRIS.

WE ALSO USE ADDITIONAL GRANT FUNDING TO START THE CROWLEY COLLEGE PREP, THAT'S AT POINTER RIGHT NOW.

WE'VE JUST BEEN EXCITED WITH DIFFERENT THINGS THAT WE'VE BEEN ABLE TO DO EVEN WITH THE FUNDS THAT WE HAVE, AND MOST OF THOSE FUNDS HAVE BEEN BASED ON GRANT FUNDS FROM TEA OR OTHER GRANTS.

BUT WE'VE BEEN ABLE TO DO A LOT OF INNOVATIVE WORK, MONITORY, ALL THESE THINGS HAVE BEEN FUNDED BY EXTERNAL SOURCES.

WE'RE DEFINITELY EXCITED ABOUT THAT.

NOW WE'RE IN THE '23, '24 SCHOOL YEAR AGAIN, AND WE BEGIN TO HAVE CONVERSATIONS ABOUT 1882 SERIOUS CONVERSATIONS AFTER WE REALIZED THAT THE LEGISLATORS WERE NOT GOING TO ADDRESS SCHOOL FUNDING.

WE HAD TO FIGURE OUT, WHAT OTHER WAYS COULD WE HAVE ACCESS TO FUNDING TO DO THE WORK THAT WE NEED TO DO IN THE DISTRICT? WHERE WE ARE TODAY IS AT THAT POINT TO REALLY STILL TRY TO UNDERSTAND WHAT IT IS THAT 1882 PARTNERSHIP [NOISE] CAN OFFER US THAT COULD HELP US ACCELERATE OUR GROWTH.

JUST AS A REMINDER, WE DON'T HAVE TO BE [INAUDIBLE].

WE'VE LIVED THIS WORK.

SOMETIMES IT'S GOOD TO LOOK BACK TO BE REMINDED THAT WE

[03:15:03]

AGAIN, WE'RE EXCITED ABOUT WHAT'S HAPPENED AT THE ELEMENTARY LEVEL.

WE'RE EXCITED ABOUT THE PROGRESS THAT WE'VE MADE AT THE HIGH SCHOOL LEVEL.

THE ONE AREA WHERE WE FEEL LIKE, HEY, WE NEED TO MAKE SIGNIFICANT PROGRESS AND NEED TO POINT OUR ATTENTION IS AT OUR MIDDLE SCHOOL LEVEL.

THAT'S WHERE WE ARE TODAY.

AGAIN, YOU'VE SEEN THIS SLIDE BEFORE.

THERE ARE NO SILVER BULLETS. BUT WE HAVE TO BE REALLY INTENTIONAL AND RESPONSIVE TO WHAT OUR SYSTEM IS TELLING US.

THAT'S WHAT WE INTEND TO DO GOING FORWARD, AND WE BELIEVE THAT THE PARTNERSHIP WILL HELP US TO DO THAT.

I JUST WANT TO BE CLEAR, THOUGH, AS WE PURSUE PARTNERSHIPS, THERE ARE CERTAIN THINGS THAT WE'RE OPEN ABOUT AND WE'RE INTERESTED IN INVITING IN.

BUT THERE ARE OTHER THINGS THAT WE'RE [NOISE] TIGHT ABOUT THAT WE'RE NOT GOING TO NEGOTIATE ON.

AS IT RELATES TO INCREASING STUDENT LEARNING, IF WHATEVER WE'RE DOING, IF IT'S NOT IMPACTING INSTRUCTIONAL TIME IN A SIGNIFICANT WAY, THEN WE KNOW THAT THAT MAY NOT HAVE A DIRECT IMPACT ON STUDENT LEARNING.

ALIGNED RESOURCES, WE KNOW THAT THAT'S IMPORTANT.

IT'S IMPORTANT TO MAKE SURE THAT WE HAVE THE RESOURCES THAT WE'RE USING TO TEACH AND TEST IN OUR CLASSROOMS HAVE TO BE CONNECTED TO WHAT IS BEING ASSESSED ON STATE ASSESSMENT AND WHAT STUDENTS NEED AT THAT GRADE LEVEL.

WE'RE PUTTING A LOT OF TIME AND ENERGY IN MAKING SURE THAT WE HAVE HIGH-QUALITY INSTRUCTIONAL MATERIALS ON OUR CAMPUSES.

TEACHER CAPACITY, YOU SAW US RECOGNIZE THE TIA TEACHERS TODAY, AND THINGS THAT WE CAN DO TO ATTRACT GOOD TEACHERS, KEEP TEACHERS HAPPY, AND KEEP TEACHERS REALLY FOCUSED ON THE WORK OR THINGS THAT WE KNOW THAT WILL HELP US TO INCREASE STUDENT LEARNING.

THEN THE LAST THING IS RELEVANCY AND RELATIONSHIP.

IT'S IMPORTANT THAT STUDENTS CAN SEE THEMSELVES IN THE CURRICULUM AND IN THE MATERIALS AND IN THE LEARNING EXPERIENCES.

THEY NEED TO SEE PEOPLE THAT LOOK LIKE THEM, THAT SHARE THEIR EXPERIENCES, THAT UNDERSTAND THEIR EXPERIENCES, EVEN IF THEY DON'T LOOK LIKE THEM, BUT THEY UNDERSTAND THEIR EXPERIENCES, AND THEY NEED TO BE ABLE TO CONNECT WHAT THEY'RE LEARNING TO WHAT THEIR FUTURE ASPIRATIONS ARE.

WE BELIEVE THAT'S IMPORTANT.

THOSE FOUR THINGS WE BELIEVE IF THEY'RE INVOLVED IN ANY KIND OF INITIATIVE WE'RE ATTEMPTING THAT WE CAN ACCELERATE LEARNING.

IF THEY'RE NOT, THEN WE'RE NOT INTERESTED IN THIS.

THESE ARE THE THINGS THAT WE HOLD TIGHT AS IT RELATES TO TRANSFORMATION.

THE OTHER THING THAT WE'VE LEARNED IS THIS, REGARDLESS OF WHAT WE DO, THE NUMBER ONE FACTOR IS THE LEADERSHIP, IS REALLY IS THAT PRINCIPAL ON THAT CAMPUS.

WE FEEL LIKE WE HAVE SOME REALLY HIGH-QUALITY PRINCIPALS.

BUT AT THE END OF THE DAY, THE PRINCIPAL, THAT IS THE MOST IMPORTANT FACTOR OUTSIDE OF THE TEACHER IN THE CLASSROOM.

THE TEACHER IS MOST IMPORTANT FOR STUDENT LEARNING, BUT THE PRINCIPAL IS MOST IMPORTANT AS IT RELATES TO THE SCHOOL MOVING FORWARD.

THAT'S WHY WE PUT A LOT OF ENERGY, TIME, AND STRUCTURE, AND RESOURCES INTO DEVELOPING PRINCIPALS AND PRINCIPAL CLUSTERS AND ALL THESE OTHER THINGS IS BECAUSE THE PRINCIPAL IS THAT IMPORTANT, AND SO WE BELIEVE THAT.

AS WE BEGIN TO TALK ABOUT PARTNERSHIPS AND BEGIN TO REALLY LOOK AT OUR SYSTEM, WE DEFINITELY BELIEVE THAT EVERY SYSTEM PRODUCES THE RESULTS THAT IT WAS DESIGNED TO PRODUCE.

OUR SYSTEM RIGHT NOW IS PRODUCING RESULTS AT THE ELEMENTARY LEVEL AND THE HIGH SCHOOL LEVEL BECAUSE THAT'S WHAT WE DESIGNED IT TO PRODUCE.

WHEN WE LOOK AT HOW WE HAVE ADDRESSED MIDDLE SCHOOLS, QUITE FRANKLY, THE RESULTS THAT WE GET ARE THE RESULTS OF OUR EFFORT, AND THAT'S WHY WE ARE LOOKING CLOSE AT WHAT WE CAN DO BETTER.

BUT HERE'S THE FIRST STEP.

WE HAVE TO, FIRST OF ALL, LOOK AT HOW WE SPEND OUR MONEY.

WHEN WE LOOK AT HOW WE ALLOCATE FUNDS, IT'S REALLY CLEAR.

WE LOOK AT THE FACT THAT THE AREA THAT WE FUND THE LEAST IS MIDDLE SCHOOL.

THAT WAS THE FIRST STEP, AND THIS IS SOMETHING THAT FISHER BROUGHT TO ME AND SAID, LOOK, WE NEED TO REALLY DIVE IN.

WE ARE IN THE PROCESS RIGHT NOW OF LOOKING AT HOW WE CAN ALLOCATE FUNDING IN A DIFFERENT WAY.

BUT WHAT WE KNOW IS WE'VE UNDERFUNDED MIDDLE SCHOOLS AND THE PERFORMANCE IS INDICATIVE OF THAT.

AS ADULTS, WE HAVE TO MAKE DIFFERENT DECISIONS IN ORDER FOR ACHIEVEMENT AND IMPROVEMENT TO OCCUR.

WHAT WE'RE DOING NOW IS WE ARE LOOKING FOR PARTNERS TO HELP US TO DESIGN WHAT THE CROWLEY ISD MIDDLE SCHOOL EXPERIENCE WILL LOOK LIKE IN THE YEAR 2030.

THAT'S THE CHALLENGE, WE'RE 2024 TODAY AND WE'RE TRYING TO DESIGN WHAT THE MIDDLE SCHOOL EXPERIENCE WILL BE FOR CROWLEY ISD IN 2030.

AS WE ARE ATTEMPTING TO DO THIS, AND AS WE REFLECT ON THE TRANSFORMATION AND EFFORTS THAT HAVE GONE INTO THE PAST, WE RECOGNIZE THAT THERE WAS AN IMMENSE AMOUNT OF RESOURCES THAT WE NEEDED IN ORDER TO TRANSFORM AT THE ELEMENTARY LEVEL.

IN ORDER FOR US TO TRANSFORM AT THE MIDDLE SCHOOL LEVEL, WE RECOGNIZE THAT THERE'S GOING TO BE RESOURCES, PARTNERSHIPS, AND OTHER THINGS THAT WE NEED IN ORDER TO GET IT DONE IN THE TIME PERIOD THAT WE NEED TO GET IT DONE.

FOR ME, I LOOK AT THIS AS A REAL DESIGN CHALLENGE FOR US.

WHEN YOU THINK ABOUT THESE 1882 PARTNERSHIPS, REALLY PEOPLE, DISTRICTS ENTER INTO THESE 1882 PARTNERSHIPS FOR DIFFERENT REASONS.

THE 1882 PARTNERSHIP ORIGINALLY STARTED AS A PARTNERSHIP THAT WAS ACTUALLY REQUIRED WHEN SCHOOLS WERE NOT PERFORMING.

[03:20:04]

THE OTHER TYPE OF PARTNERSHIP IS AN INNOVATION PARTNERSHIP, WHERE THIS PARTNERSHIP IS TRYING TO DESIGN SOMETHING NEW, BUILD SOMETHING NEW, CREATE NEW OPPORTUNITIES.

WE ARE PURSUING AN INNOVATION PARTNERSHIP, NOT A TURNAROUND.

WE'RE NOT LOOKING FOR AN APPLE BASKET TURNOVER, WE'RE LOOKING FOR A REALLY CLEAR INDICATION OF HOW WE CAN CONTINUE TO GET BETTER.

IN A NUTSHELL, OUR DESIGN CHALLENGE IS REALLY DESIGNING THIS MIDDLE SCHOOL MODEL THAT WILL LEVERAGE BOTH RESEARCH AND BEST PRACTICES FROM HEREIN, IN THE AREAS OF ARTIFICIAL INTELLIGENCE AND ITS ROLE IN OUR CURRICULUM AND INSTRUCTION IN TEACHING TOOLS, FINE ARTS INTEGRATION, STEM, AND THEN REALLY HIGH-QUALITY PROFESSIONAL DEVELOPMENT.

THAT'S REALLY IMPORTANT FOR US.

WE KNOW THAT THAT'S GOING TO BE CRITICAL TO US BEING SUCCESSFUL.

THAT'S OUR DESIGN CHALLENGE.

HOW DO WE DESIGN THIS MIDDLE SCHOOL INNOVATION INCUBATOR? IN MY MIND, IT'S HOW DO WE TAKE THIS MIDDLE SCHOOL, PARTNER WITH A HIGHER ED INSTITUTION.

USE THIS MIDDLE SCHOOL AS AN INNOVATION INCUBATOR WHERE WE LEARN ABOUT HOW TO DO MIDDLE SCHOOL IN A DIFFERENT WAY AND THEN TAKE WHAT WE LEARNED THERE AND SCALE IT TO ALL FOUR OR THREE OF OUR MIDDLE SCHOOLS.

THAT'S REALLY OUR FIRST GOAL IS TO CREATE THIS INNOVATION INCUBATOR.

WHEN WE'RE TALKING TO TEXAN AND WE'RE TALKING TO PAUL QUINN, TALKING TO TCU, TALKING TO TARLETON AND OTHERS, WE'RE SAYING, HEY, LOOK, WE WANT TO CREATE THIS INNOVATIVE SPACE WHERE YOU CAN BRING IN YOUR RESEARCH, YOU CAN BRING IN YOUR PREP CANDIDATES, YOU CAN BRING IN YOUR PROFESSORS AND HELP US TO UNDERSTAND HOW DO WE INTEGRATE ARTIFICIAL INTELLIGENCE IN THE WORK THAT WE DO ON A DAILY BASIS.

EMPHASIZE FINE ARTS, STEM, AND ALL THE OTHER THINGS TO MAKE US SUCCESSFUL. THAT'S OBJECTIVE 1.

OBJECTIVE 2 IS WE WANT TO BE ABLE TO SAY WHEN WE GET THROUGH WITH THIS VISION 2030 STRATEGIC PLAN, WE WANT TO HAVE AS A KEY PART OF THIS STRATEGIC PLAN A CLEAR DESCRIPTION AND PATHWAY OF MAKING SURE THAT BY 2030 THAT ALL OF OUR MIDDLE SCHOOLS ARE A OR B SCHOOLS AND THAT THEY ARE HIGH PERFORMING MODEL MIDDLE SCHOOLS.

THEN THE THIRD THING THOUGH IS WE ALSO WANT TO MAKE SURE THAT WE ARE AWARE OF AND ACTUALLY IMPLEMENTING CURRENT RESEARCH THAT'S ACTUALLY OCCURRING.

QUITE FRANKLY, THE WAY RESEARCH HAPPENS IN PUBLIC SCHOOLS NOW IS THAT WE READ AN ARTICLE, WE MAY GO TO A CONFERENCE, WE HEAR ABOUT SOMETHING, AND THEN WE COME BACK AND TRY TO APPLY IT AS BEST WE CAN.

WHAT I WANT IS TO BE ABLE TO HAVE ACTUAL RESEARCHERS, TO BE ABLE TO BE WALKING ALONGSIDE US TO HELP US TO LEARN AS WE GO, AND TO HELP US TO MAKE SURE THAT WE'RE GETTING THE ABSOLUTE BEST FOR OUR STUDENTS.

ALSO, ANOTHER OBJECTIVE IS WITH THIS PARTNERSHIP, IT JUST MAKES SENSE FOR K-12 TO BE PARTNERED WITH HIGHER ED ESPECIALLY IF WE'RE TRYING TO REALLY BUILD THIS COLLEGE-GOING CULTURE.

FROM THE TIME THE STUDENT HITS THE SIXTH GRADE, WE WANT THEM ENGAGED IN WHAT IT FEELS LIKE TO BE ON COLLEGE.

WE WANT THEM GOING TO COLLEGE CAMPUSES DURING THE SUMMER, DURING THE WEEKENDS, DURING THE YEAR.

WE WANT TO MAKE SURE THAT WE JUST EMBED STUDENTS IN THIS COLLEGE AND CAREER CULTURE AND WE DO IT SO THAT IT'S JUST A PART OF THEIR EDUCATIONAL EXPERIENCE.

WE BELIEVE THAT HAVING THIS PARTNERSHIP WILL GIVE US THE OPPORTUNITY TO DO SOME OF THESE THINGS.

WHEN WE TALK ABOUT THE MIDDLE SCHOOL EXPERIENCE.

WHAT WE DID A COUPLE OF WEEKS AGO IS I GOT THE TEAM TOGETHER THAT'S RESPONSIBLE FOR MIDDLE SCHOOL AND CURRICULUM INSTRUCTION IN OTHER AREAS AND WE JUST ASKED THE QUESTION AS WE WENT AROUND THE ROOM AND I ASKED THEM, SO THINK ABOUT YOUR CHILD AND DESCRIBE THE MIDDLE SCHOOL EXPERIENCE YOU WANT YOUR CHILD TO HAVE OR YOU WISH YOUR CHILD WOULD HAVE HAD, DEPENDING ON HOW OLD THEY WERE.

SOME OF THEM HAD KIDS THAT WERE IN COLLEGE, SOME OF THEM HAD KIDS THAT WERE NOT IN SCHOOL YET, SOME OF THEM HAD KIDS THAT WERE GROWN.

I SAID, TELL ME WHAT YOU WOULD LIKE FOR YOUR MIDDLE SCHOOL CHILD TO HAVE.

WE INTERNALLY DEVELOPED A LIST OF THINGS THAT WE WANTED TO MAKE SURE THAT WAS A PART OF THE MIDDLE SCHOOL EXPERIENCE.

WE CAME UP WITH THESE SIX ITEMS, OF COURSE, HIGH-QUALITY INSTRUCTIONAL CURRICULUM.

WE WANT TO MAKE SURE OF COURSE THEIR KIDS ARE PREPARED AND THAT THEY UNDERSTAND THE INSTRUCTIONAL MATERIAL.

BUT REALLY THAT WASN'T THE FIRST ONE, I'LL BE HONEST WITH YOU.

MOST PARENTS SAID THEY WANTED TO MAKE SURE THAT THEIR STUDENTS, THAT THEIR CHARACTER WAS DEVELOPED, THAT THEY HAD STRONG LEADERSHIP, A STRONG SOCIAL AND EMOTIONAL, THAT THEY HAD A STRONG SENSE OF SELF AND SO WE TALKED ABOUT REALLY THIS CHARACTER DEVELOPMENT FOCUS.

WE THEN BEGAN TO LOOK AT SOME OF THE RESEARCH AND ARTIFICIAL INTELLIGENCE AND I KNOW YOU ALL HAVE PROBABLY COME ACROSS IT IN YOUR WORK.

BUT ARTIFICIAL INTELLIGENCE IS SOMETHING THAT IS ON THE TOP OF EVERY HIGHER INSTITUTION'S AGENDA.

EVERY ORGANIZATION IS HAVING DISCUSSIONS ABOUT HOW CAN WE LEVERAGE ARTIFICIAL INTELLIGENCE TO INCREASE LEARNING,

[03:25:01]

WE'VE BEEN USING ARTIFICIAL INTELLIGENCE FOR A LONG TIME, WE JUST DIDN'T KNOW WHAT IT WAS.

WE JUST THOUGHT WE PUT AN ADDRESS IN GPS AND IT TELLS US WHERE TO GO AND WE TURN OFF ON THE WRONG ROAD AND REROUTE IT, THAT'S ARTIFICIAL INTELLIGENCE.

WE'VE BEEN USING IT A WHILE. NOW IT'S BEING BROUGHT TO THE FOREFRONT.

WHAT WE WANT TO DO IS, AFTER READING SOME OF THE ARTICLES, I HAD TO ASK MYSELF THE QUESTION, IF THE YEAR IS 2030, DO WE THINK STUDENTS SHOULD KNOW ABOUT ARTIFICIAL INTELLIGENCE? THE ANSWER TO ME, I SAID TO MYSELF, I SAID, SELF IF IN 2030 IF THEY DON'T KNOW ABOUT ARTIFICIAL INTELLIGENCE IN 2030, I MEAN KNOW ABOUT IT IN A WAY THAT IT PROBABLY WON'T BE A THING TO THEM BECAUSE IT'S THEIR SECOND NATURE.

BUT IF THEY'RE NOT EXPOSED TO IT IN SCHOOL, THEN WHEN THEY COME TO SCHOOL, THEY'RE GOING TO CHECK OUT AND SO WHAT WE WANT TO MAKE SURE IS WE GET AHEAD OF THAT, AND WE WANT TO KNOW HOW CAN WE USE IT TO HELP US DO A BETTER JOB.

I FELT LIKE 2030 FOR SURE, WE'RE GOING TO NEED TO DO THAT SO IN ORDER TO GET TO DO IT IN 2030, WE GOT TO WORK ON IT LIKE RIGHT NOW.

THEN THE OTHER THING, CULTURAL CONNECTION, SERIOUS REALITY.

IT IS CRITICAL.

WE ALL KNOW THAT IF I CAN SEE MYSELF IN THE CURRICULUM, I'M GOING TO BE MORE CONNECTED TO IT, MORE ENGAGED WITH IT, AND IF I SEE OTHER CULTURES WITHIN THE CURRICULUM, I'M GOING TO HAVE AN APPRECIATION FOR OTHER CULTURES AS WELL.

SO IT'S NOT JUST ABOUT SEEING ME, BUT IT'S ABOUT SEEING ALL THESE DIFFERENT CULTURES AND THE ROLE THAT THEY HAVE PLAYED IN OUR COUNTRY, OR IN WHATEVER CURRICULUM AND SO IT'S IMPORTANT.

ALL OF THESE EDUCATORS, THESE LEADERS, THIS IS WHAT THEY SAY THEY WANTED FOR THEIR CHILDREN.

MY CHALLENGE WAS, WHATEVER Y'ALL WANT FOR YOUR CHILD, THAT'S WHAT WE'RE GOING TO DEVELOP FOR ALL OF OUR CHILDREN IN CROWLEY ISD.

A HANDS-ON LEARNING, PROBLEM-BASED LEARNING, PROCESS-BASED LEARNING.

HOW WE GOT TO THAT QUESTION IS I ASKED THEM TO TELL ME ABOUT YOUR BEST, MOST EXCITING LEARNING EXPERIENCE.

IN MOST CASES, IT WAS WHEN THEY WERE DESIGNING SOMETHING, BUILDING SOMETHING, HAVING DISCUSSIONS ABOUT SOMETHING, IT WASN'T MEMORIZING THE TEXT AND PREPARING FOR A TEST, THAT WAS NOT IT.

THEN THE SIXTH ONE WAS REALLY JUST INCREASED EXTRACURRICULAR OPPORTUNITIES.

LIKE WE WANT OUR KIDS TO BE ACADEMICALLY PREPARED, BUT WE WANT KIDS TO BE ABLE TO HAVE ALL THESE OTHER EXPERIENCES AS WELL IN THE MIDDLE SCHOOL.

THOSE ARE THE SIX THINGS THAT WE WANT TO DESIGN IN CROWLEY ISD.

THAT'S WHAT WE SAID INTERNALLY.

WHAT YOU SEE IS JUST A LIST OF WHAT EDUCATORS WHO LIVE AND DIE EDUCATION THINK.

WHAT WE GOT TO DO IS FIND OUT WHAT PARENTS WANT.

WE NEED TO KNOW WHAT KIDS WANT OR WHAT DO OUR COMMUNITY WANT.

AS WE WALK THROUGH THIS PROCESS, WE'LL HAVE A COLLABORATIVE PROCESS TO REALLY PUT MEAT ON THE BONES AND TO REALLY GET CLEARER ABOUT WHAT WE WANT IN CROWLEY ISD.

BUT AGAIN, IN ORDER FOR US TO ENGAGE IN THIS DESIGN THINKING, IN THIS DESIGN WORK, IT'S GOING TO TAKE RESOURCES AND SO WE KNOW THAT WE HAVE A WAY TO POSSIBLY GOING TO SOME RESOURCES.

THE NATURAL QUESTION IS ALWAYS IF WE'RE TALKING TO PEOPLE IN HIGHER ED, THEY ARE LISTING AND THEY WANT TO KNOW WHAT DOES THIS MEAN TO MEAN? WE BEGIN TO BRAINSTORM IDEAS ABOUT WHAT WE COULD GET FROM HIGHER ED PARTNERS.

ACTUALLY, I BELIEVE MS. ROBINSON HAS BEEN TALKING ABOUT THIS FOR SEVERAL YEARS.

BUT CREATING TEACHER STUDENT RESIDENCIES WHERE STUDENTS ARE ABLE TO COME BACK AND WORK IN OUR CAMPUSES AS STUDENT TEACHERS OR EVEN AS AIDES AND OTHER THINGS, BUT REALLY ENGAGING TO WHERE WE WELCOME THEM IN.

ALSO, TEACHER RESIDENCIES WHERE TEACHERS CAN PURSUE DEGREES AND ALL THAT.

HIGHER ED PARTNERS COULD PROVIDE PROFESSIONAL DEVELOPMENT SUPPORT.

HIGHER ED THEY NATURALLY HAVE TO STAY CURRENT.

THEY HAVE TO PRODUCE AND THEY HAVE TO STAY CURRENT ON THE LATEST RESEARCH.

WELL, THEY SHOULD BE TEACHING THOSE THINGS TO US SO THAT WE CAN ACTUALLY BE ABLE TO APPLY AND MOVE IT FORWARD AND HAVE OUR STUDENTS READY.

DEGREE PATHWAYS.

WE'VE BEEN TALKING ABOUT THIS AND THE BEAUTY OF SOME OF THESE THINGS IS THAT WE'RE ALREADY DOING THEM.

WE'RE FUNDING THEM, WE DON'T HAVE THE ADDITIONAL FUNDING.

WITH 1882, THEY WOULD ACTUALLY FUND THESE PARTNERSHIPS.

DR. BERRY HAS COME TO YOU SEVERAL TIMES ABOUT THESE DEGREE PATHWAYS OR AIDES THAT CAN BECOME TEACHERS AND TEACHERS THAT BECOME PRINCIPALS AND PRINCIPALS, AND WORKING ON DOCTORS.

ALL THOSE THINGS ARE POSSIBLE, BUT RIGHT NOW, IF WE DON'T HAVE A GRANT TO FUND IT, THEN THE DISTRICT HAS TO FUND IT.

WITH THE 1882 PARTNERSHIP, STATE FUNDING WILL BE ALLOCATED TO BOTH THE HIRING PARTNER AS WELL AS TO THE SCHOOL DISTRICT IN ORDER TO DO THAT.

THEN A COUPLE OF OTHERS, WE'LL RUN ON THROUGH JUST THIS WHOLE IDEA OF LOOKING AT OUR CURRICULUM AND LOOKING AT A RESEARCH APPROACH TO HELPING IT BE BETTER, TO MAKING IT BETTER.

THE OTHER THING WE THINK IS, AND I THINK WE HEARD IT FROM THE STUDENTS EARLIER, BUT MAKING SURE THAT WE HAVE MORE COLLEGE STUDENTS INVOLVED WITHIN OUR SCHOOLS.

COLLEGE STUDENTS CAN TALK TO STUDENTS AND THEY LISTEN, WHEREAS ADULTS, THAT DOESN'T ALWAYS HAPPEN.

STUDENT TRANSITION CAMPS, WE MENTIONED THOSE.

INDUSTRY BASED FIELD TRIPS.

JUST THE NATURAL PARTNERSHIPS WE KNOW EVOLVE, CURRICULUM INTEGRATION AND THEN ALSO ARTIFICIAL INTELLIGENCE INTEGRATION.

THESE ARE THINGS, AS WE'RE HAVING THESE CONVERSATIONS WITH THE COLLEGES AND UNIVERSITIES,

[03:30:01]

YOU CAN KEEP GOING, ANDY.

THIS WAS AN INFORMATIONAL MEETING FOR US TO GIVE THEM INFORMATION ABOUT WHAT WE WILL BE LOOKING FOR IN A POTENTIAL PARTNERSHIP.

YOU CAN HOLD RIGHT THERE. WHAT WE WANTED TO DO IS BE REALLY CLEAR TO THEM TO LET THEM KNOW THAT IT WAS GOING TO BE A TRUE PARTNERSHIP WHERE WE WERE GOING TO BOTH BE, I USED THE TERM CO PARENTS.

NOT AN ADOPTION BUT A PARENT.

ADOPTION, YOU GIVE AWAY YOUR RIGHTS TO SOMEONE ELSE, BUT WITH A CO PARENT YOU BOTH RETAIN RIGHTS AND AUTHORITY AND SOME OWNERSHIP WHEN THERE'S A COLLABORATION THAT HAS TO OCCUR IN ORDER FOR IT TO BE SUCCESSFUL.

WE HAVE HAD THOSE CONVERSATIONS WITH THE HIGHER ED INSTITUTIONS AND ALL THAT.

I BELIEVE THAT THEY AT LEAST HAVE AN IDEA OF WHAT WE'RE THINKING.

WE'RE EXCITED ABOUT THE POTENTIAL.

AGAIN, IT GIVES US AN OPPORTUNITY TO GET RESOURCES TO DO THE WORK THAT WE KNOW THAT WE NEED TO DO.

AGAIN, THESE ARE JUST ADDITIONAL THINGS THAT WE'VE MENTIONED.

I THINK I'VE HIT MOST OF THOSE.

BUT THE MAIN THING IS JUST WE SEE SOME NATURAL PARTNERSHIP OPPORTUNITIES.

I BELIEVE THAT WITH THIS 1882 PARTNERSHIP, IF WE GET THE RIGHT PROPOSAL IN RESPONSE TO THE PROPOSAL, THEN IT COULD REALLY HAVE A SIGNIFICANT BENEFIT FOR OUR STUDENTS IN CROWLEY ISD.

AT THE END OF THE DAY, THE QUESTION IS REALLY WHAT DOES SUCCESS LOOK LIKE? SUCCESS FOR US IS MEASURED BY STUDENT PERFORMANCE.

AT THE END OF THE DAY, WE WANT TO SEE IN TWO YEARS, THREE YEARS, THAT WE HAVE A AND B SCHOOLS AT THE MIDDLE SCHOOL LEVEL.

THAT'S THE FIRST MARK OF SUCCESS.

NOT THE ONLY ONE, BUT THE FIRST MARKER.

THE SECOND ONE IS WE WANT TO SEE THAT STUDENTS ARE GROWING.

YOU SAW THE TEACHERS WERE AWARDED TODAY BECAUSE THEIR STUDENTS WERE GROWING.

NOT BECAUSE THEY ACHIEVED A PARTICULAR MARK, BUT BECAUSE STUDENTS ARE GROWING.

WE WANT TO MAKE SURE WE SEE THAT.

WE ALSO WANT TO SEE THAT TEACHER CAPACITY IS ENHANCED, WE SHOULD SEE MORE TIA TEACHERS AS A RESULT OF THIS PROCESS AND WE OUGHT TO SEE MIDDLE SCHOOL ENROLLMENT CONTINUE TO RISE AND CONTINUE TO INCREASE.

THAT'S ONE THING THAT WE WANT TO MAKE SURE IS THAT WE ARE ABLE TO DESIGN SOMETHING THAT'S GOING TO BE ATTRACTIVE TO OUR PARENTS AND COMPETITIVE IN THE MARKETPLACE BECAUSE WE RECOGNIZE THAT WE ARE IN AN OPEN MARKET AS IT RELATES TO EDUCATION.

THOSE ARE JUST SOME SUCCESS MARKERS.

IF YOU WERE TO SAY, ASK US WHAT A SUCCESS LOOK LIKE IN TWO YEARS OR THREE YEARS, THOSE ARE AREAS THAT WE HAVE SHARED AND IN OUR MIND RIGHT NOW WE SEE.

WHAT I'VE SHARED WITH YOU IS JUST A BRIEF OVERVIEW AND OUTLINE OF WHAT IT IS WE'RE LOOKING FOR.

THERE'S STILL MEAT THAT HAS TO BE PLACED ON THE BONE, BUT THE REALITY IS WE DON'T HAVE ENOUGH PEOPLE AT THE TABLE RIGHT NOW IN ORDER TO DO THAT.

WHAT WE HAVE IS WE HAVE THE OUTLINE.

WE GOT TO BRING IN THE OTHER PEOPLE TO THE TABLE IN ORDER FOR US TO DO THAT.

NOW I'LL ASK FOR MS. POLK TO COME UP AND JUST EXPLAIN THE PROCESS, THE NEXT STEPS AND THEN WE'LL BE OPEN TO ANY QUESTIONS.

>> MADAM PRESIDENT, BOARD OF TRUSTEES, AND DR. MCFARLAND, WE ARE GETTING READY TO NOW MOVE INTO OUR CALL FOR PROPOSAL PROCESS.

WHAT THAT PROCESS LOOKS LIKE IS WHAT THE OBJECTIVE NUMBER 1 IS WHAT DR. MCFARLAND JUST SAID IS FOR US TO FIND AN INNOVATIVE PARTNER.

IT COULD BE ONE INSTITUTION, TWO OR THREE, OR FOUR, IT WOULD BE THE WILL OF THE BOARD.

WHAT OUR TIMELINE IS GOING TO LOOK, IS ON MARCH 4TH, WE ARE GOING TO RELEASE THE ACTUAL APPLICATION.

ON THAT DAY WE WILL ALSO RELEASE A LETTER OF INTENT TO APPLY.

A LOT OF TIMES IN GRANTS, YOU HAVE TO DO A LETTER OF INTENT TO LET PEOPLE KNOW IF YOU'RE INTENDING TO APPLY.

WE PUT THAT IN PLACE WITH THIS APPLICATION TO ENSURE THAT WE WOULD KNOW WHO WAS ACTUALLY GOING TO APPLY, SO WE DON'T COME TO MAY AND WE DON'T HAVE ANYONE WHO'S INTERESTED.

BY MAY 20TH, THEY HAVE TO SUBMIT THEIR LETTER OF INTENT.

APRIL 15TH, ALL APPLICATIONS WILL BE CLOSED, SO ANYONE WHO'S INTERESTED IN PARTNERING WITH US WILL HAVE TO HAVE THEIR APPLICATION IN.

BY APRIL 22ND, OUR INTERNAL COMMITTEE TEAM WILL BEGIN TO REVIEW WHAT THOSE APPLICATIONS LOOK LIKE AND THEN APRIL 29TH, WE WILL HOLD CAPACITY INTERVIEWS, LIKE A REGULAR INTERVIEW, LIKE A PERSON HR.

WE WILL BRING THOSE IHES IN AND THE COMMITTEE WILL BEGIN TO REVIEW AND ADD ANY ADDITIONAL INFORMATION THAT WE WANT TO KNOW.

WE WILL DO AT THAT TIME.

MAY THE 6TH BETWEEN MAY 27, IS WHEN WE WILL DO WHAT'S CALLED OUR PERFORMANCE AGREEMENTS.

WE WILL LOOK AT WHAT THOSE SUCCESS MARKERS LOOK LIKE AND WHAT WE WANT TO SAY IF THESE ARE WHAT WE'RE GOING TO MEASURE YOUR CONTRACT BY IF YOU ARE SUCCESSFUL.

THEN BOARD WILL BRING THOSE CONTRACTS BACK TO YOU.

THAT CONTRACT WITH A IG, WHATEVER NUMBER IT IS THAT THE COMMITTEE HAS DECIDED ON JUNE 20TH FOR A VOTE.

IF IT PASSES, THEN WE'LL BEGIN TO PLAN JULY OF '24 THROUGH THE WHOLE YEAR OF JULY '25.

WHERE THE THINGS BOARD IS THAT WE HAVE TO SAY AND THEN OUR APPLICATION, THIS IS ALSO TIA REQUIRED,

[03:35:01]

ONCE THIS RIG HAS RELEASED, WE CANNOT TALK WITH THE INTERESTED IHE WITH THE TRUSTEE, OR WE CANNOT TALK WITH THE INTERESTED ISD IHE WITH ANY COMMITTEE MEMBER.

THIS JUST PROTECTS THE INTEGRITY OF THE PROCESS, WHAT TIA PUT THIS IN OUR APPLICATION FOR APPLICANT CODE OF CONDUCT.

THIS CONCLUDES OUR PRESENTATION.

>> ALL I CAN SAY IS, THANK YOU ALSO, I MISSPOKE, WHEN DR. MCFARLAND WAS PRESENTING, EACH TIME HE HAS THIS VISION AND IT JUST TURNS TO GOLD FOR THE DISTRICT.

I FELT THE PASSION, I FELT ALL OF WHAT HE JUST DELIVERED.

THIS IS ANOTHER ONE OF THOSE THAT I'M EXPECTING GOLD.

THANK YOU FOR SHARING ALL OF THAT INFORMATION.

MIDDLE SCHOOL IT'S ONE OF THOSE COCKY TIMES FOR STUDENTS AND I'VE HAD A MIDDLE SCHOOLER.

THANK YOU, MISS LANE, FOR ALL THE SUPPORT AND RESOURCES.

BUT ONE OF THE QUESTIONS THAT I HAD AND FOR YOUR COMMITTEE, DOES IT ALSO INCLUDE MENTAL HEALTH? BECAUSE THAT IS ALSO ONE OF THOSE PERIODS FOR MIDDLE SCHOOLERS, THAT IS A REALLY STRESSFUL TIME PERIOD FOR THEM.

I DIDN'T SEE IT UNLESS IT'S WITHIN THE CHARACTER PIECE THAT WAS SHARED.

BUT I WANTED TO MAKE SURE THAT THE MENTAL HEALTH OF OUR STUDENTS WAS A PART OF THIS PROGRAM.

>> ABSOLUTELY. I JUST SKIPPED OVER THAT, BUT THAT WAS DEFINITELY A KEY PART OF ANY MIDDLE SCHOOL.

BUT FOR SURE, WE'RE TALKING ABOUT MIDDLE SCHOOL BY 2030.

THE COMMITTEE DEFINITELY TALKED ABOUT THE NEED TO HAVE A VERY FOCUSED SEL DEVELOPMENT FOCUS ON THAT CAMPUS FOR SURE.

YES, IT IS A PART OF THIS.

WOULD BE A PART OF THE DESIGN.

>> YES.

>> PUBLIC COMMENT.

>> DR. MCFARLAND, THANK YOU FOR TAKING US THERE BECAUSE I THOUGHT ABOUT MY CHILDREN AS EIGHTH GRADERS OR MIDDLE SCHOOL SCHOOLERS. THAT WAS THE NUMBER ONE THING.

I HEAR MY ADULT CHILDREN NOW TALKING ABOUT WHAT CROWLEY HAS TO OFFER NOW IN THE HIGH SCHOOL LEVEL.

I'M VISIONING ALL THE THINGS THAT HE'S TALKING ABOUT FOR OUR STUDENTS 6TH-8TH GRADE.

THE OTHER THING IS THAT MY SON, JUST FOR THE LAST, I GUESS NINE YEARS OR SO, HE'S TAUGHT OVERSEAS LIKE IN CHINA AND TURKEY AND STUFF LIKE THAT.

I THINK ABOUT ALL THE THINGS AND TOOLS THAT THEY ALREADY HAVE THAT OUR CHILDREN DON'T HAVE.

WHEN WE'RE TALKING ABOUT, WHAT DID YOU SAY? ARTIFICIAL INTELLIGENCE.

WHEN I THINK ABOUT THAT, I THINK ABOUT CHILDREN AROUND THE WORLD, HOW THEY'RE MORE ADVANCED THAN OUR CHILDREN.

WE ARE BEHIND THE EIGHT BALL, BUT IT MAKES ME EXCITED AND HAPPY TO KNOW THAT IN CROWLEY ISD THIS IS SOMETHING THAT WE WANT FOR OUR CHILDREN. THANK YOU SO MUCH.

>> I HAVE A QUESTION.

THIS 1882, DID IT COME WITH A TEMPLATE?

>> NOT REALLY. THERE ARE PARTNERSHIPS ALL OVER THAT ARE CURRENTLY IN PLACE.

WE HAVE SOME GUIDES OF HOW TO CRAFT A PARTNERSHIP, BUT A LOT OF IT IS GOING TO BE BASED ON WHAT WE CREATE.

>> THAT'S WHAT I WAS THINKING AS BOTH OF YOU WERE PRESENTING AND MS. POLK, AND IT'S LIKE, WHERE DO THEY GET THIS FROM? BECAUSE I DIDN'T THINK THERE WAS THE TEMPLATE, SO GREAT JOB.

>> ARE ANY OF YOUR TEAM MEMBERS HERE?

>> ALL OF THEM. [LAUGHTER] THEY SPRINKLED UP.

A LOT OF THE MIDDLE SCHOOL, DR. WILLIAMS IS AT THE BACK AND REALLY ALL OF THEM HAD CONVERSATIONS WITH.

>> I HAVE A QUESTION MADAM PRESIDENT.

DR. MCFARLAND, YOU USED THE HIGHLIGHTED PROCESS THAT WE USED ON ELEMENTARY AS AN EXAMPLE.

ARE WE SAYING THAT WE WANT TO HIGHLIGHT AT ONE MIDDLE SCHOOL AND THEN SCALE TO THE OTHER THREE? I DID I HEAR THAT?

>> YEAH. THAT WOULD BE THE APPROACH.

BUT THE THING THAT'S A LITTLE DIFFERENT IS LET'S ASSUME THAT WE APPROVE AN 1882 PARTNERSHIP.

WE ACTUALLY HAVE A YEAR TO PLAN THE PARTNERSHIP.

THIS YEAR IN '24, '25,

[03:40:02]

IF WE DECIDE TO GO AFTER WE APPROVE THE 1882 PARTNERSHIP AND WE START WITH THE PLANNING PROCESS.

THEN DURING THAT PROCESS, WE CAN DETERMINE, YOU KNOW WHAT, LET'S DO FOUR SCHOOLS.

LET'S DO ONE SCHOOL OR HOWEVER MANY SCHOOLS WE WANT TO DO.

THAT OPTION IS STILL THERE.

>> GOING OUT FOR THE RFP, ARE THE HIGHER ED INSTITUTIONS PROPOSING FOR A ONE SCHOOL IMPLEMENTATION OR ARE THEY SAYING THIS IS OUR PLAN THAT WE EXPECT FOR ALL? I'M JUST TRYING TO UNDERSTAND BECAUSE YOU MENTIONED MS. POLK, THAT WE COULD HAVE ONE PARTNER, WE CAN HAVE TWO PARTNERS, WE CAN HAVE FOUR PARTNERS.

I GUESS I'M ULTIMATELY TRYING TO UNDERSTAND LIKE WHAT DIRECTION ARE AS A DISTRICT REALLY WANT TO GO IN.

I KNOW WE HAVE OPTIONS, BUT WHAT EXACTLY ARE WE TRYING TO ACCOMPLISH?

>> THE INITIAL THOUGHT WAS TO DO 1882 WITH ALL FOUR. THAT WAS THE INITIAL THOUGHT.

ONE OF THE REASONS IS BECAUSE OF THE REVENUE GENERATION IS MUCH GREAT.

THE CHALLENGE WITH THAT IS WE HAVEN'T WORKED OUT THE DETAILS OF THE PARTNERSHIP YET.

ONCE WE KNOW WHO'S GOING TO RESPOND TO THE RFP AND WHO'S REALLY INTERESTED.

THEN WE'LL GET A CHANCE TO LOOK AT THE RP.

WE LOOK AT THE RP TO LOOK AT THE QUALITY OF THE PARTNERSHIP.

DURING THE NEGOTIATIONS, WE CAN HAVE CONVERSATION ABOUT, DO WE WANT TO DO ONE SCHOOL, TWO SCHOOL? BECAUSE THEY MAY SAY, I ONLY HAVE THE CAPACITY TO DO ONE SCHOOL.

THAT'S STILL AS HARD TO SAY RIGHT NOW.

BUT I DO KNOW WE WANT TO DO ONE, BUT I WOULD LIKE TO DO ALL FOUR.

IT MAY BE A SITUATION WHERE WE SAY, LET'S DO ONE FIRST AND THEN MOVE TO THE OTHER THREE AFTER WE GET THAT ONE DOWN.

THAT'S THE ONLY UP TO THIS.

>> YOU MENTIONED YOU WANTED THE COLLEGE CULTURE EXPOSURE FOR OUR MIDDLE SCHOOL STUDENTS, POSSIBLY ATTENDING THINGS ON CAMPUS ON THE WEEKENDS AND DURING THE SUMMER.

DOES THAT MAKE IT DISADVANTAGEOUS FOR LIKE I SAW WHAT WAS THAT? TEXAS A&M SAN ANTONIO.

WAS IT TEXAS A&M SAN ANTONIO?

>> YES.

>> WELL, THERE IN SAN ANTONIO.

DOES THAT DESIRE MAKE IT DISADVANTAGEOUS FOR THEM IN PARTNERING WITH US BECAUSE THEIR CAMPUS IS SO FAR AWAY? BECAUSE HOW WILL OUR KIDS HAVE ACCESS TO THE CAMPUS IF IT'S A 4.5 HOUR DRIVE?

>> THE GOOD THING ABOUT WHAT WE SHARED, WHAT WE EXPLAINED TO THEM IS THAT THIS IS KIND OF WHAT WE ENVISION ALL THE DIFFERENT WAYS.

WE'RE NOT LOOKING FOR A PARTNER TO BE ABLE TO DO ALL OF THEM.

>> GOT YOU.

>> IT COULD BE ONLY DO THIS PART.

THEN THE GOOD THING WITH 1882, IT DOESN'T PRECLUDE US FROM HAVING PARTNERSHIPS WITH OTHERS ANYWAY.

TO ME, THE GOOD THING ABOUT SEEING THESE PEOPLE ON THE LINE THAT LETS YOU KNOW THEIR INTEREST AND THERE'S A BENEFIT TO THEM AS WELL. THEY HAVE AGENDAS.

EVEN IF, LET'S SAY WE DID A 1882 PARTNERSHIP WITH TCU, WE COULD STILL WORK WITH TALTON ON SOMETHING ELSE OR WHATEVER, BUT IT MAY NOT BE UNDER 1882.

THERE'S A LOT THAT WE CAN DO AND WE HAVE THE FLEXIBILITY TO DEVELOP.

>> YOU MENTIONED THAT INITIALLY 1882 PARTNERSHIPS WERE BECAUSE SCHOOLS WERE LOW PERFORMING TO PREVENT STATE SANCTIONS.

FOR US WITH THE 1882 PARTNERSHIP, IF WE START WITH ONE MIDDLE SCHOOL OR EXPAND TO ALL FOUR, WOULD THAT INVOLVE RECONSTITUTION? BECAUSE INITIALLY THAT'S WHAT WOULD HAVE HAPPENED.

YOU WOULD HAVE ALL TEACHERS AND ADMINISTRATORS REAPPLY FOR THEIR POSITIONS.

IS THAT SOMETHING THAT WE'RE LOOKING AT IN THIS PARTNERSHIP?

>> WITH THE PRIOR PARTNERSHIPS, WITH THE TURNAROUND YOU'RE REQUIRED TO DO THAT BECAUSE WE'RE INNOVATION, WE'RE NOT REQUIRED TO DO THAT.

BUT RECONSTITUTION WOULD BE A PART OF OUR STRATEGY AT SOME DEGREE.

NOW WHAT IT LOOKS LIKE, WHAT WE INITIALLY TALKED ABOUT WAS A PARTICULAR COURSE, A PARTICULAR SUBJECT.

IT COULD BE READING MATH OR SCIENCE OR WHATEVER.

AS OPPOSED TO SAYING IF WE WERE DOING TURNAROUND,

[03:45:01]

WE GET A CHANCE TO PICK AND CHOOSE WHICH KIND OF RECONSTITUTION WE WANT.

BUT IT'D BE VERY DIFFICULT TO DO THE WORK WITHOUT HAVING SOME SORT OF RECONSTITUTION.

BECAUSE IF YOU DECIDE TO INCREASE THE SCHOOL DAY OR IF YOU DECIDE TO INCREASE THE NUMBER OF DAYS OR DO WE REQUIRE MORE PD, THAT'S GOING TO BE A CHANGE IN A TEACHER WORK DAY OR CHANGE IN THE NUMBER OF DAYS WHICH WOULD REQUIRE SALARY AND MAYBE SOME TEACHERS CAN'T WORK OR DIDN'T WANT TO WORK, AND SO YOU HAVE TO HAVE THAT PROCESS.

THERE'LL BE SOME WE DON'T KNOW EXACTLY WHEN.

>> MY QUESTION IS, WHAT IS IT? 2030. WE'RE SIX YEARS AWAY FROM 2030.

DOES THE PROGRAM ALLOW US TO BE FLEXIBLE? I KNOW I ASKED A SIMILAR QUESTION THE LAST TIME.

BUT MICHAEL, BECAUSE OF TECHNOLOGY CHANGING RAPIDLY, IF WE'RE WRITING THIS BASED ON WHAT'S HERE FOR 2030 IN TWO OR THREE YEARS, THINGS CHANGE.

DOES THAT ALLOW US TO BE FLEXIBLE IN HOW WE WRITE IT AND WHAT OUR NEW GOALS ARE OR SCOPE?

>> WE'RE BASICALLY IN THE DRIVER'S SEAT ON THAT.

WE SAY 2030, WE COULD ENTER THIS PARTNERSHIP AND WE CAN IDENTIFY IN TWO YEARS, WE'D LIKE TO SEE YOU HERE, IN THREE YEARS, WE'D LIKE TO SEE YOU HERE.

IF YOU'RE NOT AT ANY ONE OF THOSE POINTS, THEN THERE'S A POLICY THAT WE WILL PUT IN PLACE THAT WOULD SAY THIS IS NOT GOING LIKE WE WANTED TO, WE WANT TO END THIS RELATIONSHIP.

THAT'S HAPPENED, QUITE FRANKLY, IN A COUPLE OF PLACES.

NOT ALL PARTNERSHIPS WORK AND SO YOU HAVE TO HAVE A WAY OF ENDING THE PARTNERSHIP.

WELL, BUT BEFORE WE DO ANYTHING, LIKE WE WORK THROUGH ALL OF THAT AND WE IDENTIFY, HOW LONG.

I WOULD NOT SAY WE WAIT TO 2030.

WE'RE SAYING 2030, BUT WE OUGHT TO SEE IMPROVEMENT-

>> AT MILESTONES.

>> YES, ABSOLUTELY AND WE'LL BE ABLE TO MONITOR THAT.

>> DR. MCFARLAND THERE IS A PIGGYBACK ON THAT THAT IS OUR PERFORMANCE CONTRACT. THAT WOULD DO.

>> DR. MAYFIELD REMEMBER THERE'S NO TEMPLATE.

>> THEY'RE THE EXPERTS. THEY'RE FROM SCRATCH.

I LOVE IT. THANK YOU, MS. POLK.

BEFORE YOU LEAVE, ARE THERE ANY OTHER QUESTIONS? GREAT TOPIC AND GREAT DISCUSSION. THANK YOU.

BOARD, WE DON'T HAVE AN EXECUTIVE SESSION SCHEDULED FOR TONIGHT, SO WITH NO FURTHER BUSINESS TO BRING BEFORE THE BOARD, WE ARE ADJOURNED AT 9:54 PM.

HAVE A GOOD EVENING EVERYONE.

* This transcript was compiled from uncorrected Closed Captioning.