>> GOOD EVENING. I HEREBY CALL TO ORDER
[1.0 Call to Order]
[00:00:03]
THE REGULAR MEETING OF THE CROWLEY ISD BOARD OF TRUSTEES AND CERTIFY THAT WE ARE IN COMPLIANCE WITH THE PROVISIONS OF SECTION 551.041 SUBCHAPTER C, GOVERNMENT CODE AS AMENDED BY THE 73RD LEGISLATURE.PURSUANT TO PUBLIC NOTICE OF THIS MEETING, AND A QUORUM IS PRESENT.
I REQUEST THE OFFICIAL ROLL CALL, PLEASE, MR. KIRSCHNER.
TRUSTEE PLACE 1, NEDRA ROBINSON.
>> TRUSTEE PLACE 2, DR. LA TONYA WOODSON-MAYFIELD?
>> TRUSTEE PLACE 3, DR. MIA HALL.
>> TRUSTEE PLACE 4, JUNE W. DAVIS?
>> TRUSTEE PLACE 5, DARYL R. DAVIS II.
>> TRUSTEE PLACE 6, GARY GRASSIA.
>> TRUSTEE PLACE 7, KELECIA STEVENSON.
>> SUPERINTENDENT DOCTOR MICHAEL MCFARLAND.
>> STUDENT TRUSTEE FROM CROWLEY HIGH SCHOOL, ROSE JONES?
>> STUDENT TRUSTEE FROM NORTH CROWLEY HIGH SCHOOL, MAKAYLA NICHOLAS.
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 AND EFFECTIVE PUBLIC MEETINGS.
PLEASE SILENCE YOUR CELLPHONES OR COMMUNICATION DEVICES BEFORE WE BEGIN OUR PROCEEDINGS.
AGAIN, THANK YOU FOR ATTENDING AND FOR YOUR INTEREST IN CROWLEY ISD.
AT THIS TIME, WOULD YOU PLEASE STAND AS CADET COLONEL LEONI AND THE CROWLEY ISD CORPS OF CADETS PRESENT THE COLORS.
>> THANK YOU. YOU MAY BE SEATED.
[3.0 Celebrations / Board Points of Pride]
CELEBRATIONS AND BOARD POINTS OF PRIDE.THIS IS WHEN THE BOARD HAS THE OPPORTUNITY TO SHARE THEIR CELEBRATION.
WE WILL TAKE THIS OPPORTUNITY TO DO THAT.
IS THERE A VOLUNTEER TO GO FIRST? TRUSTEE ROBINSON, AND THEN TRUSTEE DAVIS.
>> CROWLEY ISD HAS PARTNERED WITH THE WOMEN'S CENTER TO PROVIDE PARENT EDUCATION CLASSES THROUGH PARENT UNIVERSITY.
LAST MONTH, 35 PARENTS LEARN HOW TO TALK TO THEIR CHILDREN ABOUT ABUSE.
ON TUESDAY MARCH 27TH, 55 PARENTS RECEIVE VALUABLE INFORMATION REGARDING ONLINE SAFETY.
OUR NEXT SESSION ON NEXT TUESDAY, APRIL 30TH WILL FOCUS ON HELPING STUDENTS TO AVOID VIOLENCE AND TO MAINTAIN HEALTHY RELATIONSHIPS.
WE ARE ONE TEAM WITH ONE DREAM.
PARENTS, I HOPE THAT YOU DO GET TO ATTEND AS
[00:05:03]
OUR STUDENTS ARE PREPARING TO GO OFF FOR, THE SUMMER BREAK.SOME ARE GOING OFF TO COLLEGE.
THIS IS REALLY IMPORTANT FOR US TO GET THIS INFORMATION.
I DO HOPE THAT YOU REGISTER TO ATTEND.
THANK YOU, TRUSTEE ROBINSON. TRUSTEE DAVIS?
>> THIS IS IN RECOGNITION OF OUR COMMUNITY PARTNERS.
ENRICHING THE EXPERIENCES OF STUDENTS IN CROWLEY ISD REQUIRES COMMUNITY SUPPORT, AND WE WANT TO TAKE A MOMENT TO THANK THE MANY SUPPORTERS WHO HAVE GIVEN DONATIONS TO THE CROWLEY ISD SPECIAL EDUCATION DEPARTMENT FOR EVENTS LIKE OUR SNEAKER BALL AND OUR ANNUAL ABILITY GAINS.
SEASONS OF CHANGE, CAL TIM PHOTOGRAPHY, HALLMARK CHURCH, AND EFFORTLESS BRANDING ARE JUST A FEW OF OUR AMAZING SPONSORS.
ON BEHALF OF OUR STUDENTS, OUR DISTRICT, AND THE BOARD, WE APPRECIATE YOU FOR HELPING US TO CREATE THE BEST EDUCATIONAL OUTCOMES FOR EVERY STUDENT.
>> THANK YOU. THANK YOU, TRUSTEE DAVIS.
THANK YOU TO OUR COMMUNITY PARTNERS.
APPRECIATE IT. IS THERE ANOTHER VOLUNTEER? TRUSTEE STEVENSON.
>> CAREER DAY OF JUNE W DAVIS ELEMENTARY WAS A DATE TO REMEMBER.
PRESENTERS INCLUDED, WHAT IS IT? NEONATAL INTENSIVE CARE NURSES, A TV PRODUCER, A BOXER, TRAINING METRO PUBLIC BUS, RESTORATION EXPERTS, SMALL BUSINESS OWNERS, AND LAW ENFORCEMENT OFFICERS WERE PRESENT.
WE ARE SO THANKFUL FOR OUR PARTNERSHIP WITH JUNIOR ACHIEVEMENT MAKING THIS SPECIAL DAY POSSIBLE, WE CAN'T WAIT TO SEE WHAT OUR TRAIL BLAZERS ACCOMPLISH IN THE FUTURE.
>> THANK YOU. THANK YOU, TRUSTEE STEVENSON. MR. DAVIS?
>> THANK YOU, MADAM PRESIDENT. CROWLEY ISD, SPECIAL EDUCATION HOSTED THE CREATING POSSIBILITIES RESOURCE AND TRANSITION FAIR FOR ALL AGES AT THE BILL R JOHNSON CTE CENTER ON SATURDAY, MARCH 2ND.
THIS EVENT OFFERED A UNIQUE OPPORTUNITY FOR FAMILIES TO EXPLORE RESOURCES AND SERVICES FOR INDIVIDUALS WITH DISABILITIES AVAILABLE IN OUR COMMUNITY.
WITH OVER 20 EXHIBITORS AND VENDORS PARTICIPATING, FAMILIES WERE ABLE TO ASK QUESTIONS AND GAIN INFORMATION ON EDUCATION, EMPLOYMENT, HEALTH CARE, AND MORE.
>> I WANT TO RECOGNIZE NORTH CROWLEY HIGH SCHOOL GRADUATING SENIOR RONNIE CLAIBORNE JUNIOR, WHO WAS PRESENTED IN THE ALPHA BATTALION THIS PAST WEEKEND AT THE SHERATON HOTEL SPONSORED BY THE BETA TAMBA CHARITABLE FOUNDATION, AND MR. CLAIBORNE RECEIVED APPROXIMATELY $3,000 IN SCHOLARSHIPS FOR HIS PARTICIPATION. GREAT JOB TO HIM.
>> THANK YOU, TRUSTEE DAVIS. DOCTOR HALL.
>> ALTHOUGH OUR SOCCER SEASON HAS COME TO AN END, THERE IS STILL SO MUCH TO CELEBRATE.
THE BECK BROTHERS, BLAKE BECK, CROWLEY HIGH SCHOOL CLASS OF 2005, DILLON BECK CLASS OF 2012, AND AUSTIN BECK CLASS OF 2016, COACHED OUR STUDENTS WITH PRIDE.
THREE CROWLEY TEAMS MADE A PLAYOFF APPEARANCE, AND WE WANT TO CONGRATULATE YOU ON A WONDERFUL SEASON TO ALL FOUR CIT SOCCER TEAMS. WE ARE PROUD OF YOU.
>> AWESOME. THANK YOU. TRUSTEE GRASSIA.
>> GOOD EVENING. CROWLEY ISD SECONDARY STUDENTS HAD A BLAST AT THE ANNUAL ABILITY GAMES ON FRIDAY, MARCH 22ND, EXCEPTIONAL STUDENTS FROM EVERY MIDDLE SCHOOL AND HIGH SCHOOL MET UP AT THE MULTI PURPOSE STADIUM TO ENJOY SOME FUN GAMES WITH ADAPTIVE EQUIPMENT FOR ACCESS.
WE VALUE THIS EVENT AND THE OPPORTUNITY TO ACT LIKE A FAMILY AND WORK LIKE A TEAM.
WE HAVE SO MUCH CROWLEY PRIDE AND WE ARE UNIFIED. VERY COOL.
>> I WOULD ALSO LIKE TO SAY THAT I WAS AT THE PANTHER OLYMPICS THIS MORNING WITH MISS ANDERSON AND MISS BECKY OLIVER, AND IT WAS AN AMAZING EVENT AS WELL.
THANK YOU FOR THOSE TWO FOR DOING SUCH A GREAT JOB. VERY COOL.
>> AWESOME. THANK YOU. AND I WILL SHARE THE FINAL ONE.
THIS IS RELATED TO BESS RACE ELEMENTARY SCHOOL ON MARCH 21, BESS RACE HELD THEIR INAUGURAL LADIES OF DISTINCTION CEREMONY WHERE THEY INDUCTED 11 YOUNG LADIES.
THE MISSION IS TO MOTIVATE, BUILD UP SELF ESTEEM IN OUR YOUNG LADIES AND TO SERVE
[00:10:01]
AND UPLIFT THE SCHOOL AND COMMUNITY THROUGH ENGAGEMENT AND OUTREACH ACTIVITIES.THE GUEST SPEAKER WAS JUDGE LISA WOODARD, THE LADIES OF DISTINCTION ALREADY HAVE THEIR FIRST COMMUNITY SERVICE SCHEDULED, WHICH WILL BE THE APRIL TERRAN AREA OF FOOD BANK, AND I BELIEVE THAT WAS PROBABLY LAST WEEK AND KUDOS TO MISS CONTINUOUS HUGHES AND THE TEAM AT BEST RACE ELEMENTARY SCHOOL.
WE ARE VERY PROUD OF YOU, SO LET'S GIVE THEM A ROUND OF APPLAUSE.
WE HAVE SO MANY MORE POINTS OF PRIDE TO SHARE.
THOSE ARE THE ONES WE'RE SHARING THIS EVENING, BUT JUST KNOW THAT SO MANY GREAT THINGS ARE HAPPENING ACROSS THE DISTRICT.
AGAIN, THANK YOU, RESIDENTS, PARENTS, STUDENTS THAT ARE HERE, AND OF COURSE, OUR TEACHERS AND ADMINISTRATORS WITHIN THE DISTRICT.
AT THIS TIME, I DON'T BELIEVE WE HAVE SUPERINTENDENT'S REPORT, SO I AM GOING TO MOVE ON TO OUR AGENDA ITEM 5.1,
[5.0 Recognition Item(s)]
AND THIS IS RELATED TO OUR MISSION POSSIBLE WINNERS. DOCTOR MCFARLAND.>> MADAM PRESIDENT, BOARD MEMBERS AND COMMUNITY, WE ARE DEFINITELY EXCITED TO BRING FORWARD OUR STUDENTS WHO ARE THE WINNERS OF OUR MISSION POSSIBLE PROGRAM.
WE HAD AN OUTSTANDING COMPETITION, AND SO WE DEFINITELY WANT TO THANK OUR PARTNERS WHO HELPED US.
WE HAVE DOCTOR SYLVIA VALENCIA HERE TO PRESENT THIS ITEM, DOCTOR VALENCIA.
>> GOOD EVENING TO ALL OF YOU. WE'RE VERY EXCITED TO BE HERE.
HERE ARE WINNERS FOR MISSION POSSIBLE.
WE'RE VERY EXCITED TO HAVE ALL OF THEM.
THEY WERE WORKING VERY HARD LAST COUPLE OF MONTHS TO TRY TO GET THESE PROJECTS OUT AND IN COMPETITION AND THEY ARE OUTSIDE FOR YOU TO VIEW THE MEETING IS OVER.
BUT LET ME GO AHEAD AND LET ME START INTRODUCING TO YOU.
OUR DL WALKER ELEMENTARY SCHOOL.
THEY WERE THE WINNERS FOR THE BEST ENGINEERING DESIGN.
HERE'S OUR WONDERFUL MISS CORTEZ.
>> WE'VE GOT ELI PELOWITZ, JOSHUA ABREGO, AND WESTON ANABIGET.
>> THANK YOU SO MUCH, MISS CORTEZ AND YOUR TEAM.
WE ALSO HAVE SUMMER CREEK MIDDLE SCHOOL.
WE HAVE OUR DAY ONE FOR BEST PRESENTATION.
>> I JUST WANT TO SAY THAT I'M VERY PROUD OF OUR STUDENTS FROM SUMMER CREEK BECAUSE THIS WAS A CHALLENGE FOR THEM.
IT WAS EXCITING TO WORK WITH OUR STEM IN GIRLS AND OUR YOUNG MEN IN STEM AND YOU HAVE BEFORE YOU TITUS JONES, WHO IS GOING FOR AEROSPACE ENGINEERING.
YOU HAVE MISS SCARLETT DEATON, WHO IS GOING FOR BIOMEDICAL ENGINEERING, AND YOU HAVE MISS GAHALI ALIKON, GOING FOR FORENSIC SCIENTIST.
AND THEY'VE BEEN WORKING HARD WITH OUR GIRLS IN STEM.
I'M VERY PROUD OF THEM, VERY PROUD OF WHAT WE'RE GOING TO SEE IN THE FUTURE FOR THEM.
NOW WE HAVE OUR THIRD PLACE WINNERS.
THEY WERE FOR ALT MONT ELEMENTARY.
THEY ARE NOT HERE TONIGHT, BUT OUR WONDERFUL MISS LAUREN KELLY IS HERE TO SAY THEIR NAMES.
>> WE HAVE JACKSON BARRETT, PAUL STONE, JAVIER, AND PADESH.
A COUPLE OF THE WERE SICK BECAUSE THERE'S THINGS GOING ON IN SCHOOL, BUT THEY'VE WORKED SUPER HARD FOR ME AND THEY'RE FOURTH GRADERS.
THE FACT THAT THEY'RE ABLE TO SPEAK IN FRONT OF OTHERS SO RESPECTFULLY AND DO SO WELL, I'M VERY PROUD OF THEM. NO BIAS TOO.
>> THANK YOU. NOW WE HAVE OUR SECOND PLACE WINNERS FROM JACKIE CARDON ELEMENTARY.
IF YOU NOTICED, SOME OF THE STUDENTS ARE WEARING OUR YOUNG MEN IN STEM.
THEY ARE PART OF OUR YOUNG MEN IN STEM PROGRAMS, AND WE'RE VERY EXCITED.
WE HAVE ABOUT 400 STUDENTS THIS YEAR ENROLLED IN THAT.
>> IN FRONT OF YOU YOU HAVE RYAN SOTO, WHO WAS THE CONTRACTOR.
YOU HAVE SETH CHAMBONGILA, WHO WAS OUR TECH PERSONNEL.
YOU HAVE ZAYRE WILLIAMS, WHO WAS ALSO PART OF TECH AS WELL AS LANDSCAPE ENGINEER, AND THEN YOU HAVE IVAN WIN WHO WAS LANDSCAPE ENGINEER.
THEN OUR FIRST PLACE WINNERS, WE'RE FROM ALSO JACKIE CARDON ELEMENTARY.
>> IN FRONT OF YOU, YOU HAVE LUKE WIN WHO WAS OUR CONTRACTOR, ISAAC LOYA, WHO WAS OUR TECHNOLOGY ENGINEER, AND CASEY CLEMENTS, WHO WAS ALSO OUR TECHNOLOGY ENGINEER AS WELL AS LANDSCAPE ENGINEER.
[00:15:03]
>> THANK YOU. I ALSO WANT TO THANK OUR STEM SPECIALISTS WHO WORKED SO HARD WITH THEM AFTER SCHOOL, DURING SCHOOL, WHENEVER POSSIBLE.
THANK YOU AS WELL TO THE BOARD MEMBERS WHO CAME OUT AND WE'RE PART OF OUR JUDGING.
THANK YOU SO MUCH FOR GIVING UP YOUR MORNING ON THAT DAY. THANK YOU.
>> ARE THERE ANY PARENTS OF THESE STUDENTS IN THE ROOM? IF YOU COULD STAND, PLEASE, SO THAT WE COULD RECOGNIZE YOU. THANK YOU.
>> YES. THANK YOU, PARENTS FOR ALL THE HARD WORK AND FOR TRUSTING US WITH YOUR STUDENTS. THANK YOU SO MUCH.
>> ABSOLUTELY. THANK YOU SO MUCH.
THANK YOU, DOCTOR VALENCIA, I SHOULD SAY.
WE ARE AT AGENDA ITEM 5.2, WHICH IS THE UNITED STATES AIR FORCE ACADEMY NOMINEES, COOPER AND GIBSON GOSSETT. DOCTOR MCFARLAND.
>. MADAM PRESIDENT AND BOARD MEMBERS, WE ARE DEFINITELY EXCITED TO BRING THIS NEXT ITEM FORWARD.
WE HAVE MR. KIRSCHNER HERE PREPARED TO PRESENT THIS ITEM. MISS KIRSCHNER.
>> THANK YOU, DOCTOR MCFARLAND, MADAM PRESIDENT AND MEMBERS OF THE BOARD.
THIS RECOGNITION ALSO ALIGNS WITH GOAL ONE THRIVING STUDENTS.
TONIGHT, YOU'RE GOING TO MEET TWO FINE GRADUATING SENIORS.
I'D LIKE TO INVITE TO JOIN ME HERE BY THE PODIUM, COOPER AND GIBSON GOSSETT.
THIS IS COOPER GOSSETT, THIS IS GIBSON GOSSETT.
WE'RE GOING TO TELL YOU A LITTLE BIT ABOUT THESE TWO FINE YOUNG MEN AND THEIR ACCOMPLISHMENTS.
BUT FIRST, YOU SEE TWO YOUNG MEN STANDING HERE BY AND WE'LL SHOW YOU SOMETHING ON THE SCREEN.
THIS IS COOPER AND GIBSON WHEN THEY WERE TWO YEARS OLD AT A LOCAL AIR SHOW.
THANK YOU, MISS GOFTEN FOR SHARING THIS PICTURE WITH US.
I THINK THEY WERE TWO YEARS OLD HERE, AND THIS WAS ONE OF THE FIRST EXPOSURES TO AVIATION THAT HELPED THEM FALL IN LOVE WITH WHAT YOU'RE ABOUT TO SEE.
FAST FORWARD A LITTLE TO 2018, THEY JOINED THE CIVIL AIR PATROL AT THE SOUTH FORT DIAMONDBACK SQUADRON BECAUSE OF THEIR LOVE FOR AVIATION AND MILITARY.
DURING THIS TIME, THEY ARE ALSO LEARNING CLASSICAL PIANO AND GUITAR AT SOUTHWESTERN BAPTIST THEOLOGICAL SEMINARY, AND THEY BECAME ACCOMPLISHED MUSICIANS AND FIRST CHAIR IN THE PANTHER CITY YOUTH ORCHESTRA GUITAR ORCHESTRA.
COOPER AND GIBSON ALSO LEAD WORSHIP AT THEIR CHURCH, FIRST BAPTIST BURLESON EVERY WEDNESDAY AND SUNDAY.
BACK HERE IN CROWLEY ISD, IN HIGH SCHOOL, THEY BEGAN PURSUING A COUPLE OF DIFFERENT CAREER PATHWAYS AT OUR BILL R JOHNSON CT CENTER, THE IT TECHNICIAN AND CYBERSECURITY AND THEY RECEIVED CERTIFICATIONS IN THAT.
THEN THEY STARTED A DRONE CLUB AND THEY COMPETED IN VARIOUS COMPETITIONS, INCLUDING AT BELL AND SKILLS USA, AND THEY THE PAST TWO YEARS HAVE BEEN STATE CHAMPIONS AND GONE ON TO NATIONALS IN THE SKILLS USA DRONE COMPETITION.
THAT'S NOT EVEN THE REASON THEY'RE HERE TONIGHT.
THEY EARN THEIR PILOT'S LICENSE AT THE AGE OF 17.
A LOT OF KIDS DON'T EARN CAR DRIVER'S LICENSE BY THAT AGE.
THEY HAD THEIR PILOT'S LICENSE AT THE AGE OF 17.
THEN THEY SUCCESSFULLY LAUNCHED A DRONE BUSINESS CALLED AERIAL COMMERCIAL PHOTOGRAPHY, LLC, AND THEY'VE DONE A LOT OF NETWORKING AND COMMUNITY PARTNERSHIPS, AND THEY'VE BUILT A REALLY STRONG LOCAL CUSTOMER BASE, INCLUDING CROWLEY IC.
WHEN WE SAW THEIR WORK, WE CONTRACTED COOPER AND GIBSON TO START SHOOTING SOME AERIAL FOOTAGE FOR US, INCLUDING OUR BEAUTIFUL NEW MULTIPURPOSE STADIUM AND OUR GRADUATIONS.
WE HAVE A VIDEO HERE, SO WE PARTNER WITH THEM AND ACTUALLY ASKED THEM TO GET DRONE FOOTAGE OF EVERY CAMPUS IN CROWLEY IC.
WE KNOW WE HAVE BEAUTIFUL FACILITIES, AND WE'RE GOING TO BEGIN FEATURING THESE ON OUR WEBSITE AND SOCIAL MEDIA SO FAMILIES CAN SEE WHAT THESE BEAUTIFUL SCHOOLS LOOK LIKE.
YOU CAN TELL THEY JUST DO PHENOMENAL WORK.
LET THIS PLAY A LITTLE LONGER SO YOU CAN SEE SOME OF THEIR SHOTS.
THEY DID ALL OF THIS FOR US WHILE THEY'RE DOING SCHOOL AND COMPETITIONS AND CHURCH AND ALL THE MANY RESPONSIBILITIES SO GREAT WORK.
EARLIER THIS SCHOOL YEAR, COOPER AND GIBSON REACHED OUT TO US AND ASKED IF WE WOULD MAYBE BE ONE OF THE MANY PEOPLE TO WRITE A LETTER OF RECOMMENDATION THAT WE WOULD SEND TO US CONGRESS CONGRESSWOMAN KAY GRANGER.
SO THEY COULD BE NOMINATED FOR ONE OF AMERICA'S PRESTIGIOUS MILITARY ACADEMIES.
OF COURSE, WE SAID, YES, WE HAD PLENTY OF CONTENT TO WORK WITH FOR THAT LETTER OF RECOMMENDATION.
AS YOU ALL KNOW, THIS IS A VERY COMPETITIVE PROCESS, AND APPLICANTS ARE RANKED IN A VARIETY OF AREAS, INCLUDING ACADEMICS,
[00:20:03]
CLASS RANK, SAT, ACT, COMMUNITY INVOLVEMENT, THE LIST GOES ON AND ON, AND COOPER AND GIBSON CHECKED EACH AND EVERY SINGLE BOX.THERE THEY ARE WITH US CONGRESSWOMAN GRANGER RECEIVING A NOMINATION TO THE UNITED STATES AIR FORCE ACADEMY.
REAL FAST, LET'S JUST LOOK AT HOW THIS ALL STARTED.
HOW IS GOING NOW? [LAUGHTER] COOPER AND GIBSON HAVE BEEN ACCEPTED TO THE US AIR FORCE ACADEMY, AND WE'LL BE REPRESENTING CROWLEY ISD THERE.
WE WANT TO THANK THEM FOR THEIR SERVICE TO OUR COUNTRY, AND ALL THAT THEY'VE DONE HERE IN CROWLEY ISD, WE ARE SO PROUD OF THEM.
LET'S HEAR FROM COOPER AND GIBSON.
>> HELLO. I'M COOPER GOSSETT, AND I WOULD JUST LIKE TO THANK THE BOARD FOR SUCH A WONDERFUL SCHOOL DISTRICT WHERE WE'RE ABLE TO EXCEL.
I WILL SAY I'VE ENJOYED MY TIME HERE AT GLOBAL PREP ACADEMY, DOING ONLINE COURSES.
STARTING WITH DRUM CLUB, IT SEEMS LIKE A LOT, BUT REALLY ENJOYED EVERY SECOND OF IT.
I WOULD LIKE TO THANK THE BOARD FOR THAT. THANK YOU.
ALSO, MY BEAUTIFUL MOTHER IS HERE AND I WOULD LIKE TO THANK HER FOR HER WISDOM AND GUIDANCE.
WE ADORE MOTHERS LIKE YOU SO THANK YOU, MOM.
>> THANK YOU, CROWLEY ISD FOR THE WONDERFUL HIGH SCHOOL EXPERIENCE THAT I WAS ABLE TO HAVE.
IF YOU HAVEN'T NOTICED, THE ACADEMY ADMISSIONS RELIES ON A WHOLE PERSON CONCEPT, AND CROWLEY ISD HAS EXCEL IN EVERY ASPECT OF TEACHING AS THAT. THANK YOU VERY MUCH.
>> AMAZING. BOARD, DO YOU HAVE ANY COMMENTS OR REFLECTIONS AT THIS TIME? I YIELD THE FLOOR TO YOU.
USUALLY AM. ARE YOU GUYS TWINS? I WOULD LIKE TO TAKE A PICTURE WITH YOU GUYS BECAUSE I KNOW THAT YOU'RE GOING TO DO GREAT THINGS.
I WANT THIS TO SHOW THAT WE KNEW YOU FIRST.
[LAUGHTER] BUT I GREATLY APPRECIATE YOUR SERVICE THAT YOU'RE GOING TO BE DOING FOR OUR COUNTRY AND I JUST WISH YOU WELL AND MOM, THANK YOU SO MUCH.
>> I HAD THE PRIVILEGE OF MEETING COOPER AND GIBSON IN THE FALL, AND THEY TAUGHT ME HOW TO FLY IS DROWN.
DURING THAT TIME, I LEARNED YOU COMPLETED THREE PROGRAMS OF STUDY.
>> YES, MA'AM. THAT IS CORRECT.
WE COMPLETED THE IT PATHWAY, CYBERSECURITY PATHWAY AND THE UAV PATHWAY AT CROWLEY HIGH SCHOOL.
YOU RAISED AMAZING TALENT, AND I KNOW THAT THEY'LL DO GREAT THINGS.
I FEEL THE SAME WAY AS MY FELLOW TRUSTEE AS FAR AS SPEECHLESS, BUT FOR ME, YOUR STORY CHECK ALL THE BOXES FOR ME AS AN EDUCATOR.
THIS IS WHAT WE ALL UP HERE ARE STRIVING FOR.
THIS IS WHAT YOUR TEACHERS AND EVERY PARENT.
I CAN SPEAK AS A PARENT AS WELL.
THIS IS OUR BIGGEST DREAM AND SO THANK YOU FOR TAKING ADVANTAGE OF THE OPPORTUNITIES THAT ARE BEFORE YOU AND THANK YOU FOR EXCELING AND REPRESENTING CROWLEY ISD SO WELL, I WISH YOU ALL THE BEST AND PLEASE MAKE IT A POINT TO COME BACK AND MENTOR TO OUR OTHER STUDENTS THAT ARE COMING BEHIND YOU.
I WAS GOING TO SAY THE SAME THING, DOCTOR HALL SAID.
OUR STUDENTS WOULD GREATLY BENEFIT FROM HEARING YOUR STORIES AND YOUR PROGRESS.
I WOULD JUST SAY THAT. YOU KNOW WHAT? IT IS TO DO A JOB THAT YOU HAVE FUN AT? FLYING A DRONE AND ALL OF THAT.
I'M SURE IT'S JUST FUN AND IT DOESN'T FEEL LIKE WORK, BUT I WISH YOU MUCH SUCCESS IN YOUR ENTREPRENEURSHIP AND THEN SERVING OUR COUNTRY.
WE COULDN'T BE MORE PROUD OF YOU. THANK YOU SO MUCH.
BUT PLEASE DO COME BACK. PLEASE DO.
THANK YOU. LET'S GIVE THEM ANOTHER ROUND OF APPLAUSE PLEASE.
[00:25:06]
ALL YOUR FANS.IT'S HARD TO COME FOLLOW THAT. IT REALLY IS.
TRUSTEES DID YOU HAVE ANY COMMENTS? I KNOW YOU'RE ALL SMILES OVER THERE.
IF YOU HAVE ANY WORDS, PLEASE SHARE.
>> I JUST WANT TO SAY, CONGRATULATIONS.
THAT'S AMAZING, 17 AND PILOT DON'T EVEN HAVE MY LICENSE.
>> I ALSO WANT TO ADD THAT THEY'RE A HUGE INSPIRATION FOR ME.
I HAVE BIG GOALS IN LIFE, BUT AS THEY'RE UP HERE.
YOU'RE REALLY INSPIRING FOR SURE.
>> VERY GOOD. THANK YOU YOU SO MUCH.
MOM, WE DO WANT TO TAKE I KNOW THEY GAVE YOU A SHOUT OUT AND REALLY WORDS OF, THANKS.
BUT IF WE COULD HAVE YOU STAND AND JUST WAVE TO ALL THEIR FANS IN THE AUDIENCE AND [LAUGHTER] LET US THANK MOM.
[APPLAUSE] MOM IS GOING TO MAKE SURE THAT YOU ALL COME BACK AND VISIT AND THAT YOU TALK TO OUR STUDENTS.
THANK YOU, TRUSTEES FOR YOUR WORDS FOR APPRECIATION.
WE ARE NOW GOING TO ALL WITH ALL THIS GREAT STUFF.
AGENDA ITEM 5.3 IS WHEN WE SHARE ABOUT THE CROWLEY ISD HEARTBEAT TEAM AWARD, DOCTOR MCFARLAND.
>> MADAM PRESIDENT, BOARD MEMBERS, MR. KIRSCHNER WILL PRESENT THIS ITEM. MISS KIRSCH.
>> THANK YOU SO MUCH, DOCTOR MCFARLAND, MADAM PRESIDENT AND TRUSTEES.
THIS PRESENTATION ALIGNS WITH GAL TREE AND POWERED STAFF.
EVERY MONTH, WE HAVE THE HONOR AWARDING ONE PHENOMENAL EDUCATOR HERE IN CROWLEY IC, THE HEARTBEAT TEAM AWARD.
THIS MONTH, WE TRAVELED TO CROWLEY HIGH SCHOOL.
OBVIOUSLY PAY CLOSE ATTENTION TO THE VIDEO, BUT I ASK YOU TO REALLY WATCH THE REACTION OF OUR STUDENTS IN THIS VIDEO WHEN THEY HEAR THIS AWARD.
>> MS. KENNEDY IS A PHENOMENAL EDUCATOR.
SHE DOES SO MUCH HERE AT CROWLEY HIGH SCHOOL IN THE CLASSROOM, IN THE HALLS, ALL ACROSS THIS BUILDING, ALL ACROSS THE COMMUNITY.
PEOPLE KNOW WHO YOU ARE BECAUSE YOU'RE GOING ABOVE AND BEYOND ON SO MANY DIFFERENT WAYS.
AS A TEACHER WITH STUDENT COUNCIL WITH OUR SENIORS, WE ALL SHOUT OUT SOME OF THE THINGS MS. KENNEDY DOES.
MS. KENNEDY, IT'S OFTEN THAT WE SURPRISE PEOPLE WHEN THEY'RE IN SHOCK, SOMETIMES THEY CRY, BUT I DON'T THINK I EVER SEEN STUDENTS CRY.
THAT SPEAKS VOLUMES ABOUT YOUR IMPACT HERE.
>> SHE'S A TEACHER, BUT SHE DOESN'T HAVE TO TREAT US LIKE CHILDREN, SHE TREAT US LIKE HER OWN KIDS.
EVERY SINGLE DAY SHE TREATS HER OWN KIDS.
THIS YEAR, MY JUNIOR HAS BEEN, IT'S BEEN ROUGH ROUGH FOR MANY DIFFERENT REASONS.
I HAD OPEN SURGERY IN AUGUST AND MY FIRST SEMESTER BACK, SHE TEXT ME THAT MORNING SAYING HOW PROUD SHE WAS WITH ME, THAT SHE WAS SO EXCITED AND IMMEDIATELY ASKED FOR MY SCHEDULE, AND SHE SHOWED UP TO ALL MY TOURNAMENTS AND IT WAS AMAZING.
SHE'S ALWAYS WITH SOMEONE WHO YOU CAN GO AND TALK TO AND IF YOU NEED A HUG, SHE'S CAN GIVE YOU A HUG.
WE ARE RIGHT THERE NEXT TO HER KIDS.
>> NOT ONLY IS SHE MY TEACHER, BUT SHE SHE'S MORE LIKE A MOM.
MY SCHOOL MOM. I CALL HER MY SCHOOL MOM.
I REALLY LOVE HER. SHE IS SO BUBBLY.
WHEN YOU'RE AROUND HER, SHE HAS THIS OUTBURST OF EXCITEMENT AND ENJOY THAT SO CONTAGIOUS THAT YOU JUST WANT TO HAVE IT BECAUSE YOU SEE HOW MUCH EXCITEMENT SHE HAS, AND JOY SHE HAS.
>> SHE DEFINITELY MADE ME COME OUT OF MY SHELL.
I WAS GOING THROUGH FRIEND GROUPS AND IT WAS A HARD TIME FOR ME, BUT SHE DEFINITELY HELPED ME KNOW THAT I'M OKAY WITH JUST ME.
SHE WAS LIKE, IT'S OKAY, HIGH SCHOOL WAS A LITTLE HARDER BUT YOU'LL GET THROUGH IT.
AND I THINK THAT HELPED ME SO MUCH.
ESPECIALLY GOING INTO MY SENIOR YEAR.
SHE WAS COMING TO MY CLASS OVER.
SHE GOT GOING THROUGH MY SENIOR YEAR, DEFINITELY.
I WOULDN'T HAVE BEEN ABLE TO DO WITHOUT HER.
>> I AM GRATEFUL TO HAVE SOMEONE LIKE LATESHA KENNEDY ON MY CAMPUS CHS.
[00:30:01]
SHE IS ALWAYS FUN AND BUBBLY AND ALWAYS SMILING.THE WAY THE STUDENTS LOVE HER AND TRUST HER IS REALLY INSPIRING TO WATCH.
THEY CAN DO ALMOST ANYTHING BECAUSE OF THE WAY WHICH SHE TREATS THEM.
>> WHEN I THINK ABOUT THE HEART BEAT, SHE'S WHO I THINK THEM ABOUT.
THEY SAY THAT NO ONE IS IRREPLACEABLE, BUT I DON'T WANT TO PUT THAT TO THE TEST WITH MS. KENNEDY.
ANY EVENT THAT YOU GO TO ANYTHING YOU THINK OF, SHE'S EITHER THERE OR HELP HELP ORGANIZE IT OR MAKE IT HAPPEN IN SOME WAY.
MS. KENNEDY JUST DOES THINGS WITHOUT BEING ASKED.
WHEN A TEACHER IS OUT, IF SHE KNOWS ANYTHING ABOUT IT OR CAN HELP SHE DOES LESSON PLANS, SHE HELP HELP GRADE PAPERS IF IT'S ORGANIZING AND PLANNING ON FIELD.
IF IT NEEDS TO BE DONE, SHE JUST DOES IT.
>> I TEACH COUNSELING MENTAL HEALTH.
I'M ALSO ONE OF THE TEACHERS FOR FAMILY COMMUNITY SERVICE, WHICH ARE THE STUDENT AIDS.
I'M ALSO PART OF THE EDUCATION TRAINING PROGRAM.
WE TAKE STUDENTS TO THE INTERNSHIP AT ELEMENTARY.
I AM THE SPONSOR FOR THE FA CLUB, WHICH IS STUDENT VOTER AND EMPOWERMENT CLUB, AND I AM THE STUDENT COUNCIL SPONSOR.
I CHALLENGE EACH COMMITTEE AND MEMBER TO LOOK AT THE CALENDAR FOR THE WHOLE ENTIRE YEAR AND COME UP WITH WEIGHTS OR IDEAS THAT YOU WANT TO DO.
I'M APPRECIATIVE BECAUSE IT IS A LOT.
SOMETIMES IT'S LONG NIGHTS AND NOW THAT PEOPLE RECOGNIZE THAT.
WHAT I LOVE ABOUT ABOUT KIDS IS SEEING THE GROW ON EVERY LEVEL FROM THE CLASSES I TEACH TO THE INTERNSHIP TO THE STUDENT'S COUNCIL LEADERS.
EVERYTHING ABOUT THEIR GROWTH IS WHAT KEEPS ME GOING AND MAKES ME VERY PROUD OF.
>> WE ARE DEFINITELY A BIT A PLACE BECAUSE KENNEDY IS WITH.
>> IN THREE WE ALL SAY KENNEDY.
>> YOUR STUDENTS SAY THAT YOU TREAT THEM LIKE YOUR OWN CHILD? WHAT DOES THAT MEAN TO YOU AS AN EDUCATOR?
>> IT'S AMAZING. THEY ARE MY CHILDREN, EVERY LAST ONE OF THEM.
I'M SO APPRECIATIVE OF THIS HONOR.
I JUST WANT TO CONTINUE TO DO THE BEST I CAN FOR CROWLEY ISD AND ALL THE STUDENTS. THANK YOU.
>> MS. KENNEDY, DID YOU BRING ANY FAMILY MEMBERS TODAY? IF YOU WANT TO RECOGNIZE THEM, WILL YOU FEEL FREE.
>> MY MOTHER IS HERE AND MY SON AND MY SISTER-IN-LAW ARE HERE WITH ME TODAY.
>> THANK YOU. THANK YOU FOR SHARING YOUR BEAUTIFUL DAUGHTER WITH US.
>> SHE IS BUBBLY. I LIKE THAT.
>> THANK YOU. LET'S GIVE MS. KENNEDY ANOTHER ROUND OF APPLAUSE, SO DESERVING.
SO NOW WE WILL HEAR FROM OUR STUDENT SCHOOL BOARD TRUSTEES AGENDA ITEM 6.1,
[6.0 Student School Board Trustee Program]
INTRODUCTIONS AND THE UPDATES FROM THEM.I WILL TURN IT OVER TO STUDENT TRUSTEES ROSE JONES FROM CROWLEY HIGH SCHOOL, AND MAKAYLA NICHOLAS FROM NORTH CROWLEY HIGH SCHOOL.
MY FIRST CELEBRATION FOR TODAY WOULD HAVE TO BE THE COSMETOLOGY PROGRAM.
THEY HAVE HAD 28 LICENSED COSMETOLOGY CERTIFICATIONS JUST THIS YEAR AND THEY'RE PROJECTED TO HAVE 40.
IT'S A FOUR YEAR PROGRAM AND I WROTE DOWN THE FIRST THE FIRST YEAR PROGRAM IS MICROBIOLOGY AND SAFETY FOR COSMETOLOGY.
THE SECOND YEAR IS THE PRINCIPLES OF COSMETOLOGY AND COLOR THEORY.
THIRD YEAR COSMETOLOGY ONE, FOURTH YEAR COSMETOLOGY FOUR.
OUR COSMETOLOGY PROGRAM HAS DONE SO MUCH FOR OUR COMMUNITY.
THEY HAVE GONE TO NURSING HOMES, GIVING THEM FACIALS AND STUFF LIKE THAT.
I JUST WANTED TO CELEBRATE THEM TODAY.
>> WE HAVE SOME COSMETOLOGIST HERE.
[00:35:02]
IF YOU GUYS WANT TO STAND SO WE CAN APPRECIATE YOU GUYS.>> THANK YOU. SOME OF THEM ARE STATE BOARD CERTIFIED ALREADY.
THE SENIORS ARE ALREADY LICENSED.
IF YOU NEED A FACIAL, IF YOU NEED YOUR NAILS DONE OR YOUR HAIR DONE, PLEASE SEE ONE OF OUR NEW COSMETOLOGISTS.
THANK YOU. THANK YOU, DR. BELL.
THANK YOU, MS. SINGLETON FOR YOUR LEADERSHIP. AWESOME.
>> OUR FIRST CAMPUS EVENT THAT I WANT TO TALK ABOUT WAS OUR FINANCIAL LITERACY BOOT CAMP.
ON WEDNESDAY MAY FIRST, WE'RE GOING TO HAVE AT CROWLEY AND ON MAY SECOND, THURSDAY, IT'S GOING TO BE AT NORTH CROWLEY.
WE ALSO HAVE VOTER REGISTRATION COMING UP.
ON MONDAY, MAY SIXTH, WE'RE GOING TO HAVE CROWLEY AND MAY SEVENTH, WE'RE GOING TO HAVE NORTH CROWLEY.
MY CONSIDERATION TODAY IS I GUESS IT'S MORE JUST LIKE A SOMETHING THAT I THINK WOULD BE FUN BECAUSE I DON'T REALLY HAVE MUCH CONCERN RIGHT NOW.
WITH SENIOR TRIPS AND EVERYTHING COMING AROUND, I THINK IT'S A VERY GOOD TEAM BUILDING AND TEAM BONDING.
I THINK THAT WE SHOULD PROBABLY HAVE THAT.
IF WE HAD THAT FOR FRESHMAN, SOPHOMORES, JUNIORS, MAYBE TO BUILD THOSE RELATIONSHIPS EARLY ON.
I THINK WE WOULD SEE CONFLICT BE RESOLVED EASIER AND FASTER MAYBE BECAUSE WE ALREADY HAVE THOSE RELATIONSHIPS WITH EACH OTHER AND WE UNDERSTAND EACH OTHER AND WE GET WHERE EVERYONE'S COMING FROM.
MAYBE JUST HAVE CLASS FIELD DAYS WHERE WE JUST GET TO KNOW EACH OTHER.
PROBABLY IN SMALLER GROUPS AND STUFF BECAUSE WE DO HAVE A LOT OF PEOPLE MORE THAN SENIORS.
IF WE DID THAT IN SMALL GROUPS, SO WE CAN INTERACT WITH EACH AND WITH THAT WE'RE GOOD.
>> I LIKE THAT. DR. MAKAYLA, DO YOU HAVE ANY COMMENTS? ANY OTHER BOARD MEMBERS, ANY QUESTIONS OR COMMENTS? GOOD IDEA. AWESOME. THANK YOU.
>> MY CELEBRATION WAS THE SOLAR ECLIPSE DAY AND HOW WE CELEBRATED IT AT MY CAMPUS.
WE ALL WENT OUTSIDE ABOUT AN HOUR BEFORE THE ECLIPSE HIT AND WE DANCED, WE PLAYED OUTSIDE GAMES, WE JUST HUNG OUT AND IT WAS A GREAT BONDING EXPERIENCE FOR ALL OF US, AND IT WAS VERY MEMORABLE.
I REMEMBER WHEN THE ECLIPSE HIT AND WE ALL GOT SILENT, AND THEN WE ALL JUST STARTED SCREAMING AND IT WAS REALLY FUN.
[LAUGHTER] THAT WAS MY CELEBRATION.
SOME CAMPUS EVENTS WE HAVE COMING UP IS THE CHS AWARD SHOW, THURSDAY, MAY 2, AND THEN WE HAVE SENIOR WALKS MAY 21.
THEN IT'S NOT A CONSIDERATION, BUT IT'S JUST A FOLLOW-UP TO PRIOR CONCERNS.
THE BATHROOM SITUATION AT MY CAMPUS, I FEEL LIKE HAS IMPROVED AS WE'VE HIRED NEW HALL MONITORS.
WE'VE BEEN ABLE TO HAVE MORE RESTROOMS OPEN AND THE PROCESS HAS BECOME SMOOTHER.
>> AWESOME. THANK YOU FOR SHARING THAT UPDATE BECAUSE THAT IS A FOLLOW-UP.
ANY QUESTIONS BOARD OR COMMENTS? GO AHEAD, DR. MCFARLAND.
>> MADAM PRESIDENT, WE DO HAVE A FOLLOW-UP FROM EARLIER CONCERN THAT WAS SHARED WITH US, I BELIEVE, CONCERNING COUNSELING SERVICES, AND SO WE HAVE MS. LANE HERE TO PRESENT THIS NEXT ITEM.
>> DR. MCFARLAND, MADAM PRESIDENT, DISTINGUISHED MEMBERS OF THE BOARD, GOOD EVENING.
MS. MAKAYLA NICHOLAS HAD SOME CONCERNS AS IT RELATES TO BEING ABLE TO CONNECT WITH HER COUNSELORS.
IN RESPONSE TO THAT, MS. MICHAELA, WE JUST WANTED TO SHARE A LITTLE BIT ABOUT THE OPPORTUNITIES THAT THERE ARE ON THE CAMPUS, BUT ALSO TAKE NOTICE THAT MOVING FORWARD NEXT YEAR, WE WILL DO BETTER AT MARKETING AND MAKING SURE THAT COUNSELORS SHARE THE INFORMATION THAT STUDENTS CAN HAVE ACCESS TO THEIR COUNSELORS AT ANY TIME.
WHAT COUNSELORS TYPICALLY DO, WE HAVE ADVISEMENT.
WE START WITH SENIORS BECAUSE THEY ARE THE MOST IMPORTANT IN TERMS OF WHAT WE CAN MITIGATE IF THERE ARE ISSUES THAT COME UP, SO WE HAVE INCREASED PROMOTION OF SERVICES.
WE ARE ALWAYS THERE TO LET STUDENTS KNOW HOW WE CAN HELP AS WELL AS THE COUNSELORS HAVE QR CODES AT EACH OF THE CAMPUSES, THE MAJOR HIGH SCHOOLS, AND CH9.
THROUGH THOSE BAR CODES, MICHAELA, THEY ARE ABLE TO SCAN IN AND PUT THEIR CONCERNS, AND BASED UPON PRIORITY OR NEED, THE COUNSELORS DO CALL THE STUDENTS IN ON ONE-ON-ONE BASIS.
BUT WE WILL DO A BETTER JOB SO THAT ALL STUDENTS HAVE ACCESS AND ARE AWARE OF THE SERVICES THAT ARE AVAILABLE IN CROWLEY ISD COUNSELING DEPARTMENT.
[00:40:05]
>> DID YOU HAVE ANY FOLLOW-UP QUESTIONS OR ANYTHING? TRUSTEE NICHOLAS.
>> NO, MA'AM. THANK YOU, MS. LANE, FOR THAT.
>> MADAM PRESIDENT, I JUST HAVE A FOLLOW-UP.
I JUST WANT TO JUST AFFIRM THE BOARD, FIRST OF ALL, FOR CHALLENGING US TO ELEVATE STUDENT VOICE AS YOU'VE SEEN, THE STUDENTS HAVE BROUGHT FORWARD VERY SPECIFIC AND VERY BENEFICIAL VOICES AND VERY BENEFICIAL PERSPECTIVES.
YOU'RE HELPING US TO BE BETTER AND THANK YOU BOARD FOR CHALLENGING US TO DO THAT. THANK YOU.
>> AWESOME. THANK YOU. WE ARE AT AGENDA ITEM 7.0 OPEN FORUM AT THIS TIME.
[7.0 Board President Reviews Open-Forum Regulations / Open Forum]
PER BED LOCAL, THE BOARD SHALL ALLOT 30 MINUTES TO HEAR PERSONS WHO DESIRE TO MAKE COMMENTS TO THE BOARD.IF YOU WISH TO PARTICIPATE IN OPEN FORUM, YOU MUST SIGN UP IN ADVANCE BY COMPLETING AND SUBMITTING ELECTRONIC FORM ONE HOUR BEFORE THE MEETING BEGINS AND INDICATE THE TOPIC YOU WILL ADDRESS.
THE ELECTRONIC FORM IS AVAILABLE ON OUR WEBSITE, AND FOR INDIVIDUALS UNABLE TO SIGN UP WITH THE ELECTRONIC FORM, A PAPER COPY OF THIS FORM IS ALSO AVAILABLE AT THE CROWLEY ISD CENTRAL ADMINISTRATION BUILDING AND MUST BE SUBMITTED IN PERSON ONE HOUR BEFORE THE MEETING.
WHEN CALLED, SPEAKERS SHALL STATE THEIR NAME AND ADDRESS AND SPEAKERS WILL BE CALLED IN THE ORDER THEY REGISTER TO SPEAK.
COPIES OF ANY DOCUMENTS FOR THE BOARD SHALL BE EMAILED TO THE COMMUNICATIONS OFFICER AT THE TIME OF REGISTRATION TO SPEAK AND ONLY ONE PERSON MAY SPEAK AT A TIME.
RESIDENTS AND VISITORS WHO HAVE SIGNED UP TO ADDRESS THE BOARD ARE ALLOTTED THREE MINUTES TO SPEAK.
THE COMMUNICATIONS OFFICER WILL SIGNAL YOUR REMAINING TIME.
UPON EXPIRATION OF THE TIME LIMIT, YOU WILL BE EXPECTED TO STOP SPEAKING AND CONCLUDE YOUR COMMENTS.
GROUPS CONSISTING OF TWO OR MORE PEOPLE SHALL APPOINT ONE PERSON TO PRESENT THEIR VIEWS BEFORE THE BOARD.
PLEASE REFRAIN FROM USING SPECIFIC NAMES WHILE MAKING COMMENTS AND PLEASE FACE THE BOARD MEMBERS AT THE DAYS WHILE MAKING COMMENTS.
FOR BED LOCAL, THE BOARD SHALL NOT TOLERATE DISRUPTION OF THE MEETING BY MEMBERS OF THE AUDIENCE.
IF AFTER AT LEAST ONE WARNING FROM THE PRESIDING OFFICER, ANY INDIVIDUAL THAT CONTINUES TO DISRUPT THE MEETING BY HIS OR HER WORDS OR ACTIONS, THE PRESIDING OFFICER MAY REQUEST ASSISTANCE FROM LAW ENFORCEMENT OFFICIALS TO HAVE THE INDIVIDUAL REMOVED FROM THE MEETING.
THANK YOU. MR. KIRSCHNER, IF YOU WOULD PLEASE CALL OUR FIRST SPEAKER TONIGHT?
>> YES, MADAM PRESIDENT, OUR FIRST SPEAKER TONIGHT IS DR. LIZ PENON.
>> GOOD EVENING, DR. MCFARLAND LADIES AND GENTLEMEN OF THE SCHOOL BOARD.
TODAY, I BRING FORTH A MATTER OF UTMOST IMPORTANCE, ONE THAT SPEAKS TO THE VERY CORE OF INCLUSIVITY AND FAIRNESS WITHIN OUR SCHOOL COMMUNITY.
IT REVOLVES AROUND THE RIGHT OF A STUDENT IN A WHEELCHAIR WHO DESPITE THEIR ABILITIES AND TALENTS, WAS DENIED A PLACE ON THE CHEER TEAM.
THIS INCIDENT SERVES AS A STARK REMINDER OF THE CRITICAL FLAWS IN OUR DISTRICT'S APPROACH TO INCLUSIVITY AND HIGHLIGHTS THE URGENT NEED FOR CHANGE.
I WILL CONTINUE TO BE AN ADVOCATE FOR OUR CHILDREN WITH SPECIAL NEEDS.
I HAVE HAD FOUR CHILDREN IN THE DISTRICT WITH SPECIAL NEEDS.
IN A SOCIETY THAT VALUES EQUALITY AND EMBRACES DIVERSITY, IT'S DISHEARTENING TO WITNESS SUCH BLAST DISREGARD FOR THE RIGHTS OF STUDENTS WITH DISABILITIES.
EVERY STUDENT, REGARDLESS OF THEIR PHYSICAL ABILITIES, DESERVES THE OPPORTUNITY TO PARTICIPATE IN ATHLETICS AND EXTRACURRICULAR ACTIVITIES AND PURSUE THEIR PASSIONS.
DENYING A STUDENT THE CHANCE TO JOIN AN ATHLETIC TEAM, A CHEER TEAM, SLOWLY BECAUSE OF THEIR DISABILITY NOT ONLY CONTRADICTS THE PRINCIPLES OF INCLUSIVITY, BUT ALSO SENDS A DAMAGING MESSAGE TO THE ENTIRE STUDENT BODY.
MOREOVER, WE MUST ACKNOWLEDGE THE RECURRING ISSUES THAT HAVE PLAGUED OUR SPECIAL ED DEPARTMENT OVER THE YEARS.
NUMEROUS SIGNIFICANT INCIDENTS HAVE ADVERSELY AFFECTED OUR STUDENTS WITH DISABILITIES, SERVING AS A PAINFUL REMINDER OF THE LONG JOURNEY AHEAD TO PROVIDE THE LEVEL OF SUPPORT AND INCLUSION THEY RIGHTLY DESERVE.
WHILE ONE-DAY EVENTS TO HIGHLIGHT OUR SPECIAL ED KIDS ARE COMMENDABLE, THEY ARE INSUFFICIENT.
OUR STUDENTS REQUIRE MORE THAN OCCASIONAL RECOGNITION, THEY NEED CONSTANT ACCESS AND FULL ACCESSIBILITY TO EVERYTHING THAT OUR JEN ED STUDENTS ENJOY.
WE CANNOT OVERLOOK THE LAWS, THE IDIA AND SECTION 504 OF THE REHAB ACT OF '73, THEY'RE NOT MERE GUIDELINES.
THEY'RE LEGAL PROTECTIONS FOR OUR STUDENTS, AND THEY'RE ENTITLED TO AND WE MUST RIGOROUSLY UPHOLD THEM.
FURTHERMORE, DISREGARDING PARENTS WHO HAVE BEEN CHAMPIONS FOR PUBLIC EDUCATION AND NOT BRINGING THEM TO THE TABLE TO APPROPRIATELY RESOLVE THIS ISSUE IS UNACCEPTABLE.
OUR VOICES ARE INVALUABLE IN SHAPING
[00:45:03]
THE SOLUTIONS THAT WILL BENEFIT ALL OUR CHILDREN IN OUR DISTRICT.AS A COMMUNITY, WE HAVE THE POTENTIAL TO LEAD BY EXAMPLE AND SET THE STANDARD FOR INCLUSIVE EDUCATION IN THE DFW AREA.
WHILE WE POSSESS THE RESOURCES AND THE PASSION, TO CREATE THIS PROGRAM, WE'VE FALLEN SHORT IN ENSURING THAT ALL STUDENTS REGARDLESS OF THEIR ABILITIES HAVE EQUAL ACCESS.
LET THIS BE A CALL TO ACTION, NOT A REASON FOR DESPAIR.
BY INVESTING IN STAFF PROFESSIONAL DEVELOPMENT, IMPLEMENTING INCLUSIVE EDUCATION, BEST PRACTICE, ACTIVELY INVOLVING STUDENTS WITH DISABILITY IN DECISION-MAKING PROCESSES, AND LISTENING TO THE VOICES OF PARENTS, WE CAN HELP TRANSFORM CROWLEY ISD INTO THE BEACON OF INCLUSIVITY AND EXCELLENCE IN THE DFW AREA.
LET US LEARN FROM OUR NEIGHBORING DISTRICTS WHERE SPECIAL NEEDS KIDS ARE NOT ONLY INCLUDED, BUT ARE ACTIVELY SUPPORTED AND CELEBRATED.
TOGETHER, LET'S CREATE A SCHOOL COMMUNITY WHERE EVERY STUDENT, REGARDLESS OF THEIR BACKGROUND OR ABILITY CAN THRIVE AND SUCCEED. THANK YOU.
>> ARE THERE ANY OTHER SPEAKERS, MR. KIRSCHNER?
[8.0 Consent Agenda]
>> WE ARE AT AGENDA ITEM 8.1, THE APPROVAL OF THE CONSENT AGENDA, AND LET'S SEE.
THERE ARE SEVERAL ITEMS ON THE CONSENT AGENDA.
AT THIS TIME, I WILL JUST ASK THE BOARD IF THERE ARE ANY QUESTIONS, COMMENTS OR DISCUSSIONS THAT ARE NEEDED REGARDING THE CONSENT AGENDA.
HEARING NONE, IS THERE A MOTION TO APPROVE THE CONSENT AGENDA?
>> MADAM PRESIDENT, I RECOMMEND APPROVAL OF THE CONSENT AGENDA AS PRESENTED.
>> THANK YOU, TRUSTEE DAVIS. IS THERE A SECOND?
ALL RIGHT. WE WILL MOVE TO VOTE BY A SHOW OF HAND.
ALL IN FAVOR? THE MOTION PASSES UNANIMOUSLY. THANK YOU.
[9.0 Study Session]
WHICH IS A SPECIAL EDUCATION SERVICES AND SUPPORT STUDY SESSION. DR. MCFARLAND.>> MADAM PRESIDENT, BOARD MEMBERS, WE'RE DEFINITELY EXCITED TO BRING FORWARD THIS NEXT ITEM.
THIS ITEM WE'D LIKE IT TO BE CONDUCTED IN A WORKSHOP STYLE.
WHAT WE'D LIKE TO DO IS WE'D LIKE TO HAVE OUR PRESENTERS MAKE THE PRESENTATIONS AND THEN YOU STOP THEM AT ANY POINT IN TIME AND ASK QUESTIONS FOR CLARITY.
WE ARE EXTREMELY PROUD OF OUR OUTSTANDING SPECIAL EDUCATION DEPARTMENT AND THE SERVICES THAT WE PROVIDE ALL OF OUR STUDENTS.
WHAT YOU'LL SEE IN A FEW MINUTES IS THAT WE PROVIDE JUST A PLETHORA OF SERVICES AND GO ABOVE AND BEYOND WITH SOME OUTSTANDING, PASSIONATE PEOPLE WHO ARE WORKING DAILY TO MEET THE NEEDS OF ALL OF OUR CHILDREN.
WE HAVE MS. TAMIKA WILLIAMS, OUR SPECIAL ED DIRECTOR HERE.
THANK YOU, MS. WILLIAMS FOR YOUR LEADERSHIP AND FOR THIS OUTSTANDING DEPARTMENT, AND WE LOOK FORWARD TO YOUR PRESENTATION TONIGHT.
>> THANK YOU. GOOD EVENING, MADAM PRESIDENT, DR. WOODSON-MAYFIELD, MEMBERS OF THE BOARD, AND DR. MCFARLAND.
I'M PLEASED TO HAVE THE OPPORTUNITY TO SHARE WITH YOU TODAY THE INTRICATE DETAILS IN MULTIFACETED COMPONENTS OF OUR EXPERTISE WITHIN THE CROWLEYISD SPECIAL EDUCATION DEPARTMENT.
ALSO, THE DEPARTMENT CURRENTLY SERVES MR. PRESS [INAUDIBLE] UNDER IDEA, THERE ARE 13 ELIGIBILITY CATEGORIES THAT ARE COVERED.
SEE ON THE SCREEN, YOU ALSO CAN REFER TO YOUR BOOKS THAT ARE LOCATED IN THE CROWLEYISD BAGS THAT WERE LOCATED IN YOUR CHAIR.
THERE'S ALSO A COPY OF THE PRESENTATION FOR YOU.
THANK YOU. IN THOSE BAGS THERE'S A COPY OF THE PRESENTATION AS WELL.
>> RATHER THICK, BUT WE'RE NOT GOING TO READ ALL OF IT TO YOU.
IF YOU WOULD NOTICE, THERE ARE 13 CATEGORIES UNDER IDEA IN WHICH WE ARE COVERED FOR PUBLIC SCHOOLS AND LOCAL EDUCATION AGENCIES WHEN WE'RE PROVIDING SPECIAL EDUCATION SERVICES TO OUR STUDENTS.
HERE ARE A FEW CATEGORIES ON THE SCREEN AND ON THE NEXT SCREEN ARE ADDITIONAL CATEGORIES IS WELL THAT ARE LISTED FOR Y'ALL.
THOSE ARE THE CATEGORIES THAT WE ACTUALLY CAN PROVIDE SERVICES AND SUPPORT TO ANY SPECIAL EDUCATION STUDENT HERE IN THE DISTRICT.
THOSE ARE ALSO THE CATEGORIES IN WHICH WE CAN EVALUATE THAT ARE LISTED AS WELL.
OUR HISTORICAL TREND DATA IS ON A SCREEN AS WELL AND IF YOU WOULD NOTICE THAT WE HAVE GROWN IN OUR SPECIAL EDUCATION NUMBERS IN SIDES PRETTY SIZABLE DURING THE 2021 SCHOOL YEAR,
[00:50:01]
WHICH WE WERE AT 1,118 STUDENTS SERVICED IN THE DISTRICT.NOW WE'RE AT 2,432 STUDENTS SERVICED IN OUR DISTRICT, WHICH IS 13% A LITTLE OVER 13% OF OUR DISTRICT POPULATION.
AT THIS TIME, WE DO HAVE 277 CHILD FINE EVALUATIONS PENDING, WHICH CAN POTENTIALLY RAISE THAT NUMBER EVEN MORE ONCE THOSE STUDENTS ARE EVALUATED FOR SERVICES.
>> MS. WILLIAMS, JUST A QUESTION.
WILL YOU ALL LATER TALK ABOUT THE CHILD FINE PROCESS?
>> RIGHT NOW, WE HAVE 2,432 STUDENTS AND IF YOU WOULD LOOK AT THE CATEGORIES THAT ARE LISTED UP THERE WITH THE 13 CATEGORIES THAT I JUST TALKED ABOUT, YOU WOULD SEE AT OHI, WE HAVE 232 STUDENTS CURRENTLY IN THAT AREA, AND I'M JUST HITTING ON SOME OF THE LARGER NUMBERS, SLD WHICH IS SPECIFIC LEARNING DISABILITY, WHICH WOULD BE OUR STUDENTS THAT MAY HAVE MATH NEEDS OR READING NEEDS IN THOSE AREAS, WHICH ARE HIGH NUMBERS, AND WE'RE AT 827 STUDENTS THERE.
IN OUR AUTISM RATE IS INCREASINGLY GROWING HERE IN THE DISTRICT, AND WE'RE AT 482 STUDENTS IN THAT AREA.
ONE THING I WANTED TO JUST MAKE NOTE OF IS THAT SINCE 2013, THE SPECIAL EDUCATION POPULATION IN TEXAS HAS GROWN 37.59%, WHICH IS A LARGE NUMBER.
IN PART, IT'S MOVING THE SAME HERE IN CROWLEY ISD AS IT IS WITH THE STATE RATE.
NOW YOU COULD SEE OUR SPECIAL EDUCATION PROGRAMS IN CROWLEY ISD.
THIS IS OUR CONTINUUM OF SERVICES IN WHICH WE PROVIDE STUDENTS SERVICES FROM THE LEAST RESTRICTIVE ENVIRONMENT, WHICH WOULD BE WALK IN SPECIAL EDUCATION SUPPORTS AND SERVICES ALL THE WAY DOWN TO HOME BOUND SERVICES, WHICH IS OUR MORE RESTRICTIVE ENVIRONMENT.
THROUGHOUT THOSE AREAS, YOU WOULD NOTICE THAT WE HAVE DIFFERENT CENTRALIZED PROGRAMS THAT ARE LISTED WITHIN, WHICH IS OUR SOCIAL EMOTIONAL ACADEMIC SUPPORTS.
WE HAVE IMPACT, WHICH IS INDEPENDENT, MEANINGFUL PRAGMATIC AWARENESS AND COMMUNICATION TECHNIQUES, WHICH IS A CLASS THAT'S ACTUALLY PROVIDED FOR OUR STUDENTS WHO MAY HAVE SOME OF THE CHARACTERISTICS OF AUTISM.
FUNCTIONAL ACADEMICS IN OUR DISTRICT IS WHERE WE'RE PREPARING OUR STUDENTS FOR FUNCTIONAL LIFE SKILLS, POSSIBLY GOING INTO A DAY HUB AND UNDERSTANDING THE EVERYDAY NEEDS THAT THEY MAY HAVE IN THAT POST SECONDARY REALM.
LIFE SKILLS IS FOR OUR STUDENTS WHO HAVE MORE SEVERE COGNITIVE DISABILITIES AND THEY'RE IN OUR LIFE SKILLS PROGRAM, THEY MAY NEED ADDITIONAL HELPS WITH THE EVERYDAY THINGS THAT WE NEED TO DO, ANY SELF HELP SKILLS.
THEY WOULD NEED ADDITIONAL HELP IN THAT AREA.
OUR REGIONAL DAY SCHOOL PROGRAM FOR THE DEATH IS ALSO HERE, AND IT'LL BE HIGHLIGHTED AS WELL TODAY.
RISE PROGRAM IS OUR REACHING INDEPENDENCE AND STRUCTURED ENVIRONMENTS PROGRAM.
THAT PROGRAM IS DESIGNED FOR STUDENTS WHO ALSO HAVE MORE SEVERE CHARACTERISTICS OF AUTISM.
THEY MAY ALSO HAVE SOME OF THE AGGRESSIVENESS AND THAT WE WOULD SEE IN SOME STUDENTS AS WELL, AND OUR GROWTH OPPORTUNITY ATTITUDE LEARNING SUCCESS, WHICH IS FOR A MORE SEVERE BEHAVIORAL AIMED PROGRAM FOR STUDENTS WHO HAVE SIGNIFICANT COGNITIVE DISABILITIES, BUT THEY ALSO HAVE THOSE SEVERE BEHAVIORS AS WELL, AND THEY MAY NEED TO BE IN A SMALLER, VERY CENTRALIZED LOCATION WITH MORE STAFFED STUDENT RATIOS IN THOSE AREAS. QUESTION?
>> YES, MA'AM. ARE STUDENTS AUTOMATICALLY OPTED INTO A SPECIFIC PROGRAM BASED ON NEED, ARE PARENTS ABLE TO REQUEST THAT THEIR STUDENT BE ENROLLED IN A PARTICULAR PROGRAM? HOW DOES THIS WORK FOR STUDENTS ENTERING ANY OF THESE?
>> WHEN WE GO THROUGH THE EVALUATION PROCESS AND THEY'LL BE SHARING THAT WITH YOU IN A MINUTE, BUT THEY'LL GO THROUGH AN EVALUATION AND ONCE THAT EVALUATION HAS BEEN COMPLETED, WE LOOK AT THE CHARACTERISTICS OF THE STUDENT'S NEEDS AND THE NEED TO HAVE SPECIALLY DESIGNED INSTRUCTION.
OFTENTIMES PARENTS DO MAKE REQUESTS FOR THEIR STUDENTS TO GO INTO THOSE TYPES OF PROGRAMS. HOWEVER, SOMETIMES IT'S A GREAT REQUEST AND THEN SOMETIMES IT IS NOT THE MOST APPROPRIATE FOR THE CHILD.
THE DECISION IS ALWAYS MADE IN WHAT IS BEST FOR THE CHILD, AND THAT'S HOW THEY GET INTO THOSE PROGRAMS AND IT'S A CONTINUUM.
THEY MAY BE IN THAT PROGRAM, THEY MAY START OFF IN A CS PROGRAM, BUT EVENTUALLY THEY MAY END UP IN THE JUST FULL MAINSTREAM GOING OUT TO THEIR GENETIC CLASSES AND RECEIVING SUPPORT.
YOU SAID THE MOST ADVANTAGEOUS DECISION IS MADE FOR THE STUDENT.
WHO ULTIMATELY MAKES THAT DECISION? BECAUSE IF A PARENT SAYS, WELL, I WANT MY STUDENT TO BE IN THE GOALS PROGRAM, AND THAT MAY JUST BE THEIR DESIRE.
BUT IF THROUGH THE EVALUATION PROCESS IS DETERMINED, WELL, MAYBE WE RECOMMEND THE IMPACT PROGRAM.
WHERE IS THE MEETING OF THE MINDS IN THE MIDDLE GROUND THERE?
>> THE R COMMITTEE, AND THAT R COMMITTEE WOULD DISCUSS THE NEEDS OF THE STUDENT, THEY UTILIZE ALL DATA FROM THE EVALUATION, INFORMAL DATA THAT IS PROVIDED BY THE PARENT, THE TEACHER, AS WELL AS ANYONE ELSE THAT IS WORKING WITH THAT STUDENT.
THE R COMMITTEE WOULD COME TOGETHER AND MAKE THE DECISION.
PARENTS MAY DISAGREE SOMETIMES.
OFTENTIMES, THEY DO UNDERSTAND AND THEY ACCEPT WHAT THE RECOMMENDATION IS,
[00:55:04]
BUT EVERY DECISION IS DATA DRIVEN.>> I HAVE A QUESTION ABOUT PROGRAMMING.
YOUR RISE IN YOUR CS PROGRAMS, ARE THOSE ON EVERY CAMPUS OR SPECIFIC CAMPUSES?
>> THOSE ARE CENTRALIZED PROGRAMS, SO THEY'RE NOT ON EVERY CAMPUS, BUT AT THE SECONDARY LEVEL, CS IS LOCATED ON EVERY CAMPUS AT THE SECONDARY LEVEL.
RISE PROGRAMMING, IT IS PRIMARILY TWO MIDDLE SCHOOLS AND MULTIPLE ELEMENTARY SCHOOLS AND AT CROWLEY HIGH SCHOOL, NOT AT NORTH CROWLEY HIGH SCHOOL.
>> ARE YOU GOING TO COVER MORE INFORMATION ABOUT THE ARD PARTICIPANTS OR PROGRAM LATER ON IN YOUR PRESENTATION? I DON'T WANT TO ASK YOU NOW IF YOU HAVE PLANS TO COVER THAT.
>> YES, WE WILL, AND WE WON'T.
I CAN TELL YOU ABOUT IT MYSELF.
IN ORDER FOR US TO HAVE A PROPERLY CONSTITUTED ARD COMMITTEE MEETING, WE WOULD HAVE TO HAVE AN ADMINISTRATOR, A TEACHER, AND WE WOULD ALSO HAVE TO HAVE THE PARENT, THE STUDENT IN THAT MEETING, AS WELL AS A SPECIAL EDUCATION TEACHER, AND IF WE'RE DISCUSSING EVALUATION, AT ANY POINT, WE WOULD ALSO HAVE AN EVALUATOR WHO CAN INTERPRET DATA AND RESULTS OF EVALUATION.
DURING THAT TIME, WITH A DULY CONSTITUTED ARD MEETING, WE WOULD HAVE EVERYONE IN THAT MEETING HAVE INPUT, AND SO TO ENSURE THAT PARENTS HAVE AN OPPORTUNITY FOR MEANINGFUL INPUT IN ARD COMMITTEE MEETING, INFORMATION IS TENT ON PRIOR TO THE ARD.
THEN THERE'S A FOLLOW-UP CALL THAT IS MADE AND MOST TIME THE PARENTS CAN ASK THE QUESTIONS THAT THEY MAY HAVE, SEEK CLARIFICATION ON THINGS THAT ARE WRITTEN THAT ARE IN THAT DRAFT DOCUMENT PRIOR TO COMING TO THE ARD COMMITTEE MEETING.
ONCE THAT MEETING IS TAKEN PLACE, THEN WE MAKE THE DECISION ON PLACEMENT AND WHERE THAT STUDENT WILL GO, AND EVERYONE IN THAT ARD COMMITTEE PRETTY MUCH HAS TO AGREE ON THAT DECISION, OR I DISAGREE.
>> I JUST WANTED TO SAY, HAVING A SPECIAL ED CHILD OF MY OWN, GOING THROUGH THIS WITH OAKMONT ELEMENTARY, THE ARD MEETINGS WERE FANTASTIC WITH THE TEACHERS, THE PRINCIPAL, THE COUNSELORS, AND FOR THE ACCOMMODATIONS AND MAKING SURE THAT THE STUDENTS RECEIVE AND CONTINUE TO RECEIVE THE ACCOMMODATIONS WERE FANTASTIC.
>> AS A PARENT, I APPRECIATE IT.
>> THANK YOU. RIGHT NOW, THIS IS OUR STAFF AT A GLANCE.
WE HAVE ROUGHLY ABOUT 72 MEMBERS ON OUR STAFF.
THESE NUMBERS HAVE NOT CHANGED AT ALL OR VERY LITTLE, PROBABLY ONE OR TWO POSITIONS SINCE MAYBE 2015, 2016, ALTHOUGH OUR STUDENT POPULATION HAS INCREASED DRASTICALLY, AND SO WE'RE STILL MAKING SURE THAT WE'RE MEETING THE NEEDS OF OUR STUDENTS, BUT WE'RE ALSO DOING IT AT AN INCREASING RATE TO ENSURE THAT WE'RE PROVIDING OUR STUDENTS WITH ACCESS TO ALL SERVICES THAT THEY SHOULD HAVE ACCESS TO.
THIS IS OUR SPECIAL EDUCATION PROCESS, THIS IS THE SAME PROCESS THAT IS PROVIDED BY THE STATE.
ONE THING I ALWAYS WANT TO POINT OUT IS SPECIAL EDUCATION IS A SERVICE, IT'S NOT A PLACEMENT, SO WHEN STUDENTS ARE PROVIDED SPECIAL EDUCATION SERVICES, THEY'RE STILL GENERAL EDUCATION STUDENTS FIRST.
THEY'RE NOT PLACED IN SPECIAL ED AT ANY POINT, THAT'S STILL THEIR SERVICE.
IN THIS PROCESS DURING THIS TIME, WE'LL HAVE THAT REFERRAL THAT WILL COME IN AND SO THIS WOULD ALSO ASSIST WITH SOME OF THE QUESTIONS THAT YOU HAD, TRUSTEE DAVIS, BUT WE HAVE THAT REFERRAL.
WE RECEIVE THE PARENT'S CONSENT TO EVALUATE THE STUDENT, THEN THAT EVALUATION TAKES PLACE.
AT THAT POINT OF THE EVALUATION, ONCE WE ARE BACK IN ARD COMMITTEE MEETING, AND WE'RE REVIEWING THE REPORTS, AND THEN WE'RE DECIDING WHETHER OR NOT WE'RE GOING TO MAKE A DETERMINATION ON ELIGIBILITY.
ONCE THAT DETERMINATION IS MADE, THEN WE MOVE INTO OUR ARD COMMITTEE MEETING.
SO WE ESTABLISH ELIGIBILITY, THEN MOVE INTO AN ARD COMMITTEE MEETING, AND DEVELOP THE STUDENT'S IEP, WHICH IS WHAT YOU'LL GET TO SEE FROM ALL OF OUR MEMBERS OF OUR DEPARTMENT IN A BIT, AND THEY'LL TELL YOU ALL OF THE THINGS THAT WE LOOK AT WHETHER IT'S SERVICES AND SUPPORTS THAT WE'RE PROVIDING TO OUR STUDENTS AND HOW THOSE SERVICES AND SUPPORTS LOOK FOR OUR STUDENTS, AND WE MOVE ON TO THE IMPLEMENTATION OF THE IEP.
PARENTS HAVE AN OPPORTUNITY TO WAIVE THEIR FIVE SCHOOL DAYS OR TO IMPLEMENT THE IEP IMMEDIATELY, OR THEY CAN TAKE IT, HEY I'M GOING TO REVIEW IT, LOOK AT IT, GIVE ME MY FIVE DAYS BEFORE I SIGN A PROVISION FOR INITIAL SERVICES TO TAKE PLACE, AND I'M GOING TO PROVIDE THAT INFORMATION LATER.
WHAT HAPPENS IF A PARENT SAYS, WELL, I DON'T LIKE THIS? I DON'T AGREE WITH IT, SO I'M NOT SIGNING IT, WHAT HAPPENS? BECAUSE THEN WE HAVE A STUDENT WHO IS IN JEOPARDY OF NOT RECEIVING THE SERVICES THAT ARD COMMITTEE BELIEVES THAT THAT STUDENT NEEDS.
>> IF A PARENT SAYS THEY DON'T LIKE IT, WE GO BACK TO THE DRAWING BOARD, WE BOTH COLLECT DATA.
WE GET THE PARENTS' INPUT FOR THE REASON WHY THEY DO NOT LIKE IT, AND WE GO BACK AND WE COLLECT ADDITIONAL DATA AS WELL AS THE DISTRICT.
WE COME BACK AND RECONVENE WITHIN 10 SCHOOL DAYS OR ON A DATE THAT IS ACTUALLY MUTUALLY AGREED UPON BY THE PARENT IN THE FAMILY,
[01:00:04]
AND WE COME BACK WITH THAT DATA TO DISCUSS THE NEXT STEPS.OFTENTIMES, WHEN STUDENTS ARE IN THAT PROCESS, THEY'RE STILL IN THE MTSS PROCESS, SO IF A PARENT DOES NOT LIKE IT, DOESN'T AGREE WITH IT, DON'T WANT IT, THEY'RE STILL IN MTSS, STILL RECEIVING INTERVENTIONS, STILL RECEIVING SUPPORTS, AND THEY'RE STILL GETTING ALL OF THAT TIER 3 THAT THEY WOULD HAVE RECEIVED EVEN IF THEY WERE TO COME OVER TO THE SPECIAL EDUCATION ROUND.
>> THAT IS OUR MULTI-TIERED STUDENT SUPPORT SYSTEM.
>> I HAVE A COMMENT AND A QUESTION.
THANK YOU FOR SAYING THAT SPECIAL EDUCATION IS A SERVICE AND NOT A PLACE.
BECAUSE OF THAT, IS IT POSSIBLE, DEPENDING UPON THE PROGRAM THE CHILD IS IN, FOR THE CHILD TO BE EXITED FROM THE PROGRAM AT SOME POINT IN TIME?
>> YES, MA'AM. THAT IS THE GOAL.
WE WOULD LIKE TO EXIT THOSE STUDENTS ONCE THEY BECOME MORE INDEPENDENT, AND THEY'RE ABLE TO NAVIGATE ON THEIR OWN, OR THEY CAN ACTUALLY SELF-ADVOCATE FOR THEMSELVES.
IT DEMONSTRATES SELF-DETERMINATION, AS WELL AS MASTERY OF A SKILL OR CLOSE TO MASTERY.
WE'VE TRIED TO FADE THE SUPPORTS RATHER THAN SAY, YOU'RE A SPECIAL ED AND YOU'RE HERE FOR LIFE.
THAT'S NOT HOW IT WORKS. YOU'RE GOING TO KEEP ON WORKING TOWARDS THAT INDEPENDENCE FOR YOURSELF.
NOW, AT THIS TIME, I WILL BRING UP MS. DESIREE SCOTT, THE ASSISTANT DIRECTOR OF SPECIAL EDUCATION, AND SHE IS GOING TO DISCUSS WITH YOU ALL THE CHILD FIND PROCESS HERE IN CROWLEY ISD.
BUT PRIOR TO HER COMING UP, I'M GOING TO ASK THAT OUR AUTISM TEAM BRING UP YOUR VISUAL SCHEDULES, WHICH WILL BE FACILITATED BY DR. MCFARLAND, IN WHICH YOU CAN CALL ON WHICHEVER PERSON OR GROUP THAT YOU WOULD LIKE TO HEAR FROM AT THIS TIME.
IF THE AUTISM TEAM COULD PROVIDE THE VISUAL SCHEDULES TO THE BOARD COMMITTEE MEMBERS. THANK YOU.
ONE LAST THING, THESE SCHEDULES ARE THE SAME SCHEDULES THAT WE UTILIZE FOR OUR STUDENTS WHO HAVE CHARACTERISTICS OF AUTISM, THEY'RE ALSO THE SAME SCHEDULES THAT WE UTILIZE WITH OUR STUDENTS WHENEVER WE'RE MAKING THOSE DECISIONS ON WHETHER OR NOT WE NEED TO FADE A SUPPORT OR ADD ADDITIONAL SUPPORT TO STUDENTS.
>> GOOD EVENING. I'M DESIREE SCOTT, ASSISTANT DIRECTOR OF SPECIAL EDUCATION SERVICES HERE IN CROWLEY, AND I JUST WANT TO THANK YOU FOR THE OPPORTUNITY TO SPEAK ABOUT WHAT WE DO TONIGHT.
I'LL BE TALKING ABOUT CHILD FIND.
CHILD FIND IS THE OBLIGATION OF EVERY DISTRICT IN TEXAS TO FIND STUDENTS WHO NEED SPECIAL EDUCATION SERVICES OR HAVE A DISABILITY.
THAT EXTENDS TO STUDENTS THAT ARE HOMELESS, STUDENTS THAT ARE IN PRIVATE SCHOOL, STUDENTS THAT ARE HOME SCHOOL, STUDENTS THAT ARE INCARCERATED.
AT THE BEGINNING OF THE YEAR, WHAT WE DO IS WE MAKE FLYERS, AND WE GO OUT TO THESE DIFFERENT PLACES AND PASS ALONG THOSE FLYERS TO SHOW THEM THAT CROWLEY IS READY, WILLING, AND ABLE TO EVALUATE STUDENTS WHO ARE IN NEED OF SERVICES.
WE PUT OUR INFORMATION IN ON THOSE FLYERS AND WHAT THE PROCESS IS, AND THEN OUR CONTACT INFORMATION IS ON THE FLYER AS WELL SO THEY CAN GET IN TOUCH WITH US.
WHAT WE HAVE HERE IN CROWLEY, WE'VE CREATED A PROCESS FOR ALL CAMPUSES TO BRING STUDENTS THAT THEY HAVE FOUND TO A DISTRICT-WIDE COMMITTEE THAT REVIEWS THOSE STUDENTS AND WE CALL THAT THE CHILD FIND COMMITTEE.
WHAT HAPPENS IS IF A CAMPUS FINDS A STUDENT THAT THEY THINK MAY HAVE A DISABILITY AND THE NEED FOR SPECIAL EDUCATION SERVICES, THEY GET TOGETHER WITH THE TEACHERS, THE PARENTS, AND THEY GATHER DATA, AND THAT DATA IS THEN PRESENTED TO THE CHILD FIND COMMITTEE.
ONCE THE COMMITTEE REVIEWS THE DATA, THE COMMITTEE THEN DETERMINES THE NEED FOR AN EVALUATION.
IF THERE IS A NEED FOR AN EVALUATION, WE GIVE THE PARENTS AN OPPORTUNITY TO PROVIDE CONSENT.
WE CANNOT EVALUATE A STUDENT UNTIL WE HAVE CONSENT FOR THAT EVALUATION.
TYPICALLY, THAT PROCESS TAKES ABOUT 15 SCHOOL DAYS.
ONCE THAT 15 DAYS IS UP, WE HAVE TO PROVIDE THAT PARENT WITH EITHER YES, WE'RE GOING TO EVALUATE, AND HERE'S CONSENT, OR NO, WE'RE NOT GOING TO EVALUATE AT THIS TIME.
BUT WE DO GIVE RECOMMENDATIONS ON WHAT THE PARENTS CONCERNS WERE, IT'S JUST NOT A NO, WE'RE NOT GOING TO OFFER ANY SUPPORT.
ONCE THE CONSENT IS SIGNED, WE HAVE 45 SCHOOL DAYS TO COMPLETE THAT EVALUATION, AND DURING THAT TIME, WE HAVE EVALUATORS THAT ARE COLLECTING DATA FOR THE STUDENT, THEY ARE DOING FORMAL EVALUATIONS, INFORMAL EVALUATIONS.
THEY'RE COMPLETING OBSERVATIONS OF THE STUDENT, THEY'RE CONTACTING PARENTS TO GET THEIR INFORMATION, AND SCHEDULING MEETINGS WITH TEACHERS.
[01:05:01]
THEY ANALYZE THAT DATA, AND THEN MAKE A DETERMINATION FOR ELIGIBILITY, AND ALL OF THAT HAPPENS WITHIN 45 SCHOOL DAYS.ONCE THE EVALUATION IS COMPLETE AND IT IS SENT TO THE PARENT, WE HAVE 30 DAYS TO HOLD THAT ARD MEETING, WHICH IS ADMISSION REVIEW AND DISMISSAL MEETING.
THAT IS THE MEETING WHERE THE COMMITTEE COMES TOGETHER AND DEVELOPS THAT INDIVIDUAL EDUCATION PLAN FOR THE STUDENT.
WE HAVE ALL THIS EVALUATION DATA, WE HAVE PARENT CONCERNS, TEACHER CONCERNS.
WE REVIEW ALL OF THAT AND MAKE A PLAN FOR THE STUDENT THAT IS MOST APPROPRIATE.
>> I HAVE A QUESTION. CURRENTLY WE'RE REGISTERING STUDENTS FOR PRE-K AND KINDER.
I KNOW THAT WE HAVE ECSC IN ELEMENTARY, STARTING WITH 3-5 YEAR OLDS.
HOW DOES CHILD PLAN WORK IN THAT PROCESS? WHEN FAMILIES ARE REGISTERING YOUNG CHILDREN AND THEY'RE NOT SURE ABOUT PLACEMENT, WHETHER I DON'T KNOW HOW WE DETERMINE THE ECSC PROCESS FOR LITTLE ONES.
>> WE ARE GOING TO TALK ABOUT ECSC, BUT THAT IS A GREAT QUESTION FOR OUR STUDENTS THAT ARE NOT ENROLLED.
WE HAVE WHAT WE CALL OBSERVATION ASSESSMENTS.
IF A PARENT HAS A STUDENT THAT'S NOT ENROLLED IN THE DISTRICT, THEY CAN CALL UP TO THE OFFICE, AND WE WILL SCHEDULE ONE OF THOSE ASSESSMENTS WITH THEM WHERE WE DO THE OBSERVATION AND DETERMINE THE NEED FOR SPECIAL EDUCATION SERVICES.
THOSE ARE USUALLY OUR THREE TO FIVE YEAR OLD STUDENTS WHO THEY COME IN, WE DO THOSE OBSERVATIONS, AND IF THERE IS A NEED, THEN WE GO BACK AND DO AN EVALUATION.
THEN WE TRY TO GET THOSE DONE PRIOR TO THE ONCE WE GET THOSE DONE, THEN THE STUDENTS CAN THEN ENROLL IN SCHOOL AFTER THE ARD MEETING AND THAT ARD MEETING WILL DETERMINE THE PLACEMENT FOR THE STUDENT.
A GOOD THING WE JUST HAD PRE-K ROUNDUP.
WE HAD OUR TEAM THERE ROUNDING UP, HELPING WITH THE ROUNDUP AND PROVIDING AND TELLING PARENTS ABOUT ECSC SERVICES THAT WE HAVE.
AT THAT TIME, WE TAKE NAMES OF PARENTS, SAY, HEY, I THINK MY STUDENT HAS A SPEECH CONCERN.
WE TOOK NAMES OF THOSE STUDENTS SO WE COULD GO BACK AND REACH OUT TO THOSE PARENTS AND TELL THEM WHAT NEXT STEPS ARE.
>> THAT JUST REMINDED ME OF SOMETHING ELSE TOO.
STUDENTS THAT ARE NOT ENROLLED IN OUR DISTRICT, STUDENTS THAT ARE IN CHARTER SCHOOLS AND PRIVATE SCHOOLS.
DO WE HAVE THE RESPONSIBILITY TO ASSESS THEM AND EVALUATE THEM?
>> WE DO NOT HAVE THE RESPONSIBILITY FOR STUDENTS IN CHARTER SCHOOLS.
HOWEVER, ANY PRIVATE SCHOOL THAT IS IN OUR DISTRICT, WE HAVE THE RESPONSIBILITY TO EVALUATE THEM.
>> WE HAVE LOTS OF EVALUATORS, BUT THERE ARE THREE MAIN EVALUATORS THAT EVALUATE FOR ELIGIBILITY, AND ONE OF THOSE IS OUR EDUCATIONAL DIAGNOSTICIANS, WHICH I WAS A FORMER, SO THEY'RE COST TO ART, BUT THESE EVALUATORS ARE THE ONES WHO ARE RESPONSIBLE FOR EVALUATING FOR SPECIFIC LEARNING DISABILITIES.
WHAT THEY DO IS THEY EVALUATE FOR THE ELIGIBILITY, THEY SCHEDULE AND CONDUCT THE ARD MEETINGS.
THEY HELP WITH DEVELOPING IEPS, COMMUNICATE WITH PARENTS, AND THEY ALSO PROVIDE TRAINING AND RECOMMENDATIONS TO CAMPUS STAFF.
IF THERE'S A STUDENT THAT THE TEACHERS MAY BE HAVING DIFFICULTY WITH, AND NOT HAVING DIFFICULTY WITH IMPLEMENTING THE IEP, THEY CAN COME TO THEIR CAMPUS DIET, SAY, HEY, DO YOU HAVE ANY SUGGESTIONS ON HOW TO IMPLEMENT THIS IEP? AND THEY PROVIDE TRAINING AT THE BEGINNING OF THE YEAR TO ALL CAMPUSES REGARDING THE CHILD FUND PROCESS AND HOW TO REQUEST AN EVALUATION FOR A STUDENT.
OUR NEXT CATEGORIES ARE LICENSED SPECIALISTS IN SCHOOL PSYCHOLOGY.
WE CALL THEM LSSPS FOR SHORT, AND WE HAVE THREE OF THEM ON STAFF, AND THEY ARE THE ONES WHO ARE RESPONSIBLE FOR EVALUATING ALL OF OUR STUDENTS WITH EMOTIONAL DISTURBANCE AND AUTISM.
THEY PROVIDE COUNSELING AND THEY ALSO CONDUCT FUNCTIONAL BEHAVIOR ASSESSMENTS.
THOSE 400 STUDENTS WITH AUTISM OR LSSPS, THREE OF THOSE HAVE HELPED WITH CONDUCTING THOSE EVALUATIONS FOR THOSE STUDENTS.
IEP DEVELOPMENT, WE HAD QUESTIONS ABOUT THAT.
AT THE BOTTOM RIGHT HERE IS WHERE WE START WITH DEVELOPING THE IEP.
I THINK OF DEVELOPING AN IEP LIKE BUILDING A HOUSE, YOU HAVE TO HAVE A GREAT FOUNDATION OR TO BUILD A HOUSE.
THAT FOUNDATION STARTS WITH DATA COLLECTION FROM THAT FIE.
ONCE WE HAVE THAT DATA COLLECTED FROM THE FIE, WE GO INTO OUR PRISON LEVELS.
IN THE PRESENT LEVELS, WE TALK ABOUT THEIR STUDENT STRENGTHS, THEIR WEAKNESSES, AND HOW THEIR DISABILITY IMPACTS THEIR ACCESS TO EDUCATION.
ONCE WE HAVE THAT INFORMATION, WE GO AHEAD AND DEVELOP GOALS AND OBJECTIVES.
WE TALK ABOUT ACCOMMODATIONS, WHAT OTHER TYPES OF SUPPLEMENTARY AIDS AND SERVICES THE STUDENT NEEDS.
THEN ONCE WE HAVE ALL THAT INFORMATION, WE THINK ABOUT AND TALK ABOUT THE BEST PLACEMENT
[01:10:03]
FOR THAT STUDENT TO HAVE THEIR IEP IMPLEMENTED.WHAT IS GOING TO BE THE BEST SPOT FOR THAT STUDENT TO GAIN ALL THE THINGS THAT THEY NEED?
>> CAN WE GO ACTUALLY BACK ONE SLIDE. THANK YOU.
THERE ARE 400 PLUS STUDENTS THAT YOU MENTIONED THAT ARE AUTISTIC OR SOME FORM OF AUTISM? ALL OF THOSE STUDENTS ARE EVALUATED BY THESE THREE INDIVIDUALS?
>> THEY WOULD HAVE COMPLETED THOSE EVALUATIONS, NOT THE 400 CURRENTLY, BUT SOME POINT DURING THE 400 IS WHAT WE HAVE RIGHT NOW.
CURRENTLY THIS YEAR, I WANT TO SAY THEY MIGHT HAVE DONE 150 EVALUATIONS FOR AUTISM.
THAT'S INITIAL EVALUATIONS AND RE-EVALUATIONS.
>> HOW LONG DOES THE EVALUATION PROCESS TAKE?
>> GREAT QUESTION. IT TAKES A WHILE BECAUSE ESPECIALLY FOR AUTISM EVALUATION OR EMOTIONAL DISTURBANCE.
YOU HAVE TO DO SCREENERS WITH THE PARENTS AND WITH THE TEACHERS.
YOU HAVE TO DO OBSERVATIONS IN SEVERAL DIFFERENT SETTINGS, LIKE SEEING THE STUDENT AT LUNCH, SEEING THE STUDENT AT PE, SEEING THE STUDENT IN THEIR MATH CLASSROOM AND THEIR READING CLASSROOM.
YOU'VE GOT THOSE OBSERVATIONS, AND THEN YOU HAVE TO SEND THE SCREENERS.
WELL, THE PARENT MIGHT NOT SEND IT BACK THE FIRST TIME, SO WE'RE SENDING IT MULTIPLE TIMES.
YOU'RE STILL REACHING OUT TO GET THOSE.
THEN ONCE YOU HAVE ALL OF THAT DATA, THEN YOU HAVE TO WRITE A REPORT A REPORT CAN TAKE YOU SOMETIMES AROUND 2-4 HOURS TO WRITE.
>> FOR THE STUDENT THAT IS 149TH AND 150TH, AT WHAT POINT DO WE GET TO THOSE STUDENTS? AND THE REASON THAT I ASKED THAT QUESTION, BECAUSE IF NOTHING STARTS UNTIL THE EVALUATION IS COMPLETED, WHERE ARE WE NORMALLY IN THE COURSE OF THE SCHOOL YEAR.
ARE THOSE STUDENTS RECEIVING THE SUPPORT SERVICES THAT THEY NEED EVEN THOUGH THEY'VE NOT BEEN EVALUATED.
>> CORRECT. THAT'S WHY WE HAVE MTSS AND SOME OF THOSE STUDENTS ALSO HAVE FIVE OR FOUR PLANS AS WELL.
AND SO WHAT'S IMPORTANT TO KNOW IS ABOUT THE 45-DAY TIME LINE, WE CANNOT GO OVER THAT TIME LINE.
IT'S GOING TO HAPPEN WITHIN THE 45 SCHOOL DAYS TO GET THAT EVALUATION COMPLETED.
BECAUSE I'M JUST THINKING OF THE MAGNITUDE OF THE WORK TO THIS EVALUATION PROCESS AND EVERYTHING KIND OF HINGES ON THAT.
>> I HAVE A QUESTION ABOUT MOBILE STUDENTS BECAUSE IF YOU START THE EVALUATION PROCESS WHERE THE STUDENT MAY WITHDRAW AND ENROLL IN ANOTHER SCHOOL.
>> CAN YOU EXPLAIN THAT PROCESS?
>> YES. IF A STUDENT IS IN THE MIDDLE OF AN EVALUATION AND WHAT WE DO IS AND THEY WITHDRAW, WE CONTACT THE DISTRICT THAT THEY'RE GOING TO AND THEN WE SEND THEM THE INFORMATION THAT WE'VE COLLECTED AND LET THEM KNOW THAT THAT STUDENT WAS IN THE EVALUATION PROCESS.
ARE WE GOING TO TALK ABOUT FUNDING AT ALL? I'M JUST CURIOUS.
IF THE POPULATION IS INCREASING, OUR STAFF NUMBERS ARE NOT INCREASING AT THAT SAME LEVEL, BUT I'M SURE THERE IS A COST FOR EVERY ONE OF THESE EVALUATIONS.
IF WE IF WE ARE RESPONSIBLE AND I'M JUST THROWING THIS OUT THERE IF WE'RE RESPONSIBLE FOR SERVING STUDENTS IN THE ENTIRE DISTRICT, WHETHER OR NOT THEY ATTEND CROWLEY ISD, HOW DO WE OFFSET THAT OR WHAT HAPPENS IN THAT CASE? IF WE TALK ABOUT IT LATER, THAT'S FINE, I JUST DIDN'T KNOW WHEN IT WAS COMING?
>> WE DON'T TALK ABOUT IT, BUT I'M SURE [INAUDIBLE] WE ARE IN TALKS WITH MS. BATES, DR. MCFARLAND'S OFFICE, AND EVERYONE IN REGARDS TO THOSE THINGS.
NOW, WE DO NOT HAVE THAT INFORMATION AVAILABLE.
>> I JUST HAD A QUICK QUESTION JUST ON, I GUESS, UNDERSTANDING.
I KNOW THAT THERE'S A MULTITUDE OF PROCESSES THAT YOU'VE ALREADY DISCUSSED AND EXPECTATIONS THAT YOU'VE GOT TO MEET WITHIN 45 DAYS, AND IT SOUNDS, I DON'T KNOW, A LOT.
WHAT IS THE CHECKS AND BALANCES WITH REGARDS TO ACCOUNTABILITY TO KNOW, I DON'T KNOW, THAT WE'RE DOING A GREAT JOB WITH THOSE ASSESSMENTS AND THAT I DON'T KNOW THE RECOMMENDATIONS THAT ARE BEING MADE OR THE PLACEMENTS THAT ARE BEING MADE ARE APPROPRIATE.
>> WE DO HAVE WE HAVE OUR INDICATORS THAT WE'VE MET 100% COMPLIANCE ON THAT KEEPS TRACK OF MAKING SURE THAT WE GET THOSE COMPLETED WITHIN TIMELINE.
ALSO, WHAT WE DO IS I MEET WITH THE EVALUATORS EVERY OTHER WEEK, AND THEN WE HAVE A SPREADSHEET THAT WE KEEP OF ALL THE STUDENTS THAT ARE IN EVALUATION PROCESS.
I SEND OUT REMINDERS TO THEM LIKE, HEY, THIS WEEK, THESE KIDDOS ARE DUE, THIS WEEK, THIS ART IS DUE I'M JUST SO WE CAN STAY IN TIMELINE.
WE'RE ALWAYS CHECKING TO MAKE SURE THAT WE'RE IN COMPLIANCE, IT'S AN ONGOING DAILY DEAL THAT WE'RE MAKING SURE
[01:15:03]
THAT THOSE STUDENTS ARE GETTING THEIR SERVICES WITHIN THE TIME THAT'S ALLOTTED.>> MY QUESTION, I GUESS, I GET THAT PART AS FAR AS THE TIMING, BUT I'M SAYING ABOUT THE RECOMMENDATIONS, LIKE HOW DO WE KNOW WHAT IS THE CHECKS AND BALANCE OR IS THERE A CHECKS AND BALANCE FOR WITH REGARDS TO LIKE, I DON'T KNOW THE QUALITY OF THE RECOMMENDATIONS OR THE OUTPUT OR THE OUTCOMES.
>> ARE YOU SAYING THE EVALUATIONS.
>> THIS PERIOD, I DON'T UNDERSTAND I'M JUST TRYING TO UNDERSTAND THE ACCOUNTABILITY PART.
IT'S NOT TO GET UNDER THE HOOD.
I JUST WANT TO KNOW FROM MY OWN UNDERSTANDING.
>> ONE OF OUR EVALUATION COORDINATORS IS GOING TO SPEAK ABOUT OUR REVIEW BOARDS AND OUR LEARNING LABS THAT WE HAVE TO REVIEW EVALUATIONS.
>> MADAM PRESIDENT, BOARD MEMBERS, I HAVE AN ASSIGNMENT AND I THINK I'M CLEAR ABOUT THIS ASSIGNMENT, BUT MS. WILLIAMS, YOU MAY NEED TO HELP ME.
I BELIEVE THAT IN OUR RISE AND OUR IMPACT CLASSES, OUR STUDENTS HAVE A VISUAL SCHEDULE LIKE THIS AND THEY CAN SELECT WHICH ACTIVITY? IS THAT NOT RIGHT? I SEE. HELP ME.
>> IN RISE AND IMPACT, IN ALL OF OUR DIFFERENT PROGRAMS THAT WE HAVE HERE IN THE DISTRICT, WE PROVIDE OUR STUDENTS WITH A VISUAL SCHEDULE TO FOLLOW.
DURING THAT TIME, THE STUDENTS HAVE TO SELECT WHICH ACTIVITY THAT THEY'RE DOING ACCORDING TO THE SCHEDULE IN THE DATA.
INSTEAD, FOR YOU-ALL, DR. MCFARLAND IS GOING TO FACILITATE WHERE YOU'RE GOING TO PULL A TAB.
HE'S GOING TO CALL ON ONE PERSON, YOU PULL THE TAB THAT YOU'RE INTERESTED IN HEARING ABOUT.
WE ASK THAT EVERYONE REMOVE THAT TAB ONCE YOU CALL IT AND THAT PARTICULAR GROUP WILL COME UP AND EXPLAIN TO YOU WHAT IT IS THAT THEY DO IN THE DISTRICT AND HOW THEY SUPPORT STUDENTS.
>> WE CAN REMOVE CHILD FINE BECAUSE WE'VE ALREADY DONE THAT.
>> EVERYBODY REMOVE CHILD FINE.
>> IS EVALUATION ON CHILD FINE AS WELL?
>> WE'RE GOING TO START WITH MS. ROBINSON.
MS. ROBINSON, WHY DON'T YOU PULL ONE AND LET US KNOW WHAT WE'RE GOING TO HEAR ABOUT FIRST.
THIS IS AWESOME BECAUSE OUR PRESENTERS, THEY DON'T REALLY KNOW WHAT ORDER WE'RE GOING TO GO IN, SO THEY GOT TO BE READY.
>> I SAW THE EQUIPMENT. I WANT TO KNOW ABOUT OCCUPATIONAL THERAPY AND PHYSICAL THERAPY.
>> I'LL BRING DOWN MR. KIMBELL, ADAPTED PE, MS. [INAUDIBLE] WASHINGTON, ADAPTED PE, OT AND PT REPRESENTATIVE LEAD IS MS. STACY STRICKLAND, AND WE'LL ALLOW THEM TO GET STARTED.
>> COULD WE PUT THE ADAPTED PE SLIDE UP FIRST, PLEASE.
THERE WE GO. GOOD EVENING, BOARD MEMBERS.
THANK YOU FOR THE OPPORTUNITY TO SPEAK TO YOU TONIGHT ABOUT OUR ADAPTED PE PROGRAM.
WAIT FOR THE NEXT SLIDE, PLEASE. THANK YOU.
I'VE GOT A BACHELOR OF ARTS IN BROADCAST COMMUNICATIONS FROM THE UNIVERSITY OF TEXAS, ARLINGTON.
I'VE BEEN IN EDUCATION FOR 15 YEARS, 14 OF THOSE HERE IN CROWLEY ISD IN DIFFERENT CAPACITIES.
BACK THEN IT WAS CALLED BEHAVIOR INNOVATION CLASS.
MIDDLE SCHOOL COACH FOR SIX YEARS, INCLUSION CO-TEACHER FOR FIVE, AND I'M CURRENTLY FINISHING MY FOURTH YEAR IN ADAPTED PE.
>> DELINSIA WASHINGTON, I GOT MY MASTER'S IN SCIENCE FOR ADAPTED PHYSICAL EDUCATION.
BEEN HERE 16 YEARS, 13 OF THEM AT CROWLEY MIDDLE SCHOOL AND TWO YEARS HERE AS AN ADAPTED PE TEACHER.
>> WHAT IS ADAPTED PE AND WHAT DO WE DO? WELL, THERE ARE TWO OF US FOR THE DISTRICT.
WE SERVICE ALL 26 CAMPUSES, BUT REALLY THERE'S ABOUT 18 THAT WE VISIT ON A PRETTY REGULAR BASIS, SO WE COVER A LOT OF GROUND HERE IN CROWLEY ISD.
BUT OUR JOB IS REALLY TO MAKE PHYSICAL EDUCATION FULLY ACCESSIBLE TO ALL STUDENTS BY COLLABORATING WITH CAMPUS STAFF, PROVIDING MODIFICATIONS AND ACCOMMODATIONS TO ACTIVITIES, TO MEET THE INDIVIDUAL NEEDS OF EACH STUDENT IN ORDER TO ACHIEVE SAFE AND SUCCESSFUL PARTICIPATION IN PE CLASS.
THERE'S A LOT OF THINGS THAT WE DO, BUT MOSTLY OUR DAILY RESPONSIBILITIES INCLUDE EVALUATIONS, WE PLAN LEARNING ACTIVITIES TO ADDRESS INDIVIDUAL STUDENT EDUCATION GOALS.
WE PROVIDE ADAPTED EQUIPMENT WHEN NECESSARY, WE MODIFY ACTIVITIES TO MEET THE STUDENT'S NEEDS AND THEIR SKILL LEVEL.
WE COLLABORATE WITH OUR DISTRICT, PTS, OTS, VI PROGRAM, CAMPUS STAFF, AND MANY OTHERS, AND WE SUPPORT OUR HIGH SCHOOL PARTNERS PE PROGRAMS. WE PROVIDE THESE SERVICES, REALLY, IN TWO MAIN WAYS.
A LOT OF IT IS ONE TO ONE SUPPORT, SO WE'LL PULL OUR STUDENT AND WE'LL WORK ON THOSE INDIVIDUAL GOALS AND NEEDS THAT THAT STUDENT HAS.
ANOTHER WAY THAT WE PROVIDE THAT SERVICE IS IN CLASS SUPPORT.
[01:20:02]
WE'LL GO INTO CLASS, WE'LL PARTICIPATE SIDE BY SIDE WITH THE STUDENT, WE'LL MODIFY THE ACTIVITIES, PROVIDE EQUIPMENT, REALLY WHATEVER THAT STUDENT NEEDS TO MAKE SURE THAT THEY ARE INCLUDED WITH THEIR GEN ED PEERS AND THEY ARE PARTICIPATING WITH WHATEVER ACTIVITY IS PLANNED FOR THAT CLASS THAT DAY, NO MATTER WHAT THAT IS.THIS YEAR, WE'RE VERY PROUD TO HOST OUR SECOND ANNUAL ABILITY GAMES AT THE CROWLEY ISD MULTIPURPOSE STADIUM.
IT'S A WONDERFUL FACILITY TO HAVE THIS EVENT.
BUT REALLY, THE PURPOSE OF THE GAMES IS NOT JUST TO BUILD COMMUNITY WITHIN CROWLEY ISD, BUT IT'S TO PROVIDE AS A FUN FILLED HIGH ENERGY EVENT WITH FOOD AND GAMES FOR ALL OF OUR SECONDARY SPECIAL EDUCATION STUDENTS.
MAINLY OUR FUNCTIONAL ACADEMICS, OUR LIFE SKILLS, AND OUR RISE STUDENTS, AND THEN WE HAVE OTHER STUDENTS THAT DON'T FALL UNDER THOSE CATEGORIES, BUT ARE STILL SERVICED THROUGH ADAPTED PE AND THEY ARE INVITED TO PARTICIPATE IN THAT EVENT AS WELL.
WE HAD THE ENTIRE SPECIAL SERVICES DEPARTMENT VOLUNTEER AND HELP OUT THAT DAY.
IT WAS DEFINITELY A TEAM EFFORT TO PULL OFF THAT EVENT, AND IT WAS SO MUCH FUN.
BUT IT INCLUDED 17 ACTIVITY STATIONS.
WE MADE SURE THAT EACH ONE OF THOSE STATIONS REALLY FOCUSED ON MEETING THE NEEDS OF EVERY STUDENT THAT CAME TO THAT STATION.
FOR EXAMPLE, OUR BOWLING STATION HAD A REGULAR LANE, A LANE WITH A RAMP, AND A LANE WITH THE INFLATABLE BOPPERS AND A GIANT BALL THAT HOWEVER THEY KNOCKED THE PINS OVER, IT WAS UP TO THEM.
IT WAS A LOT OF FUN AND WE WERE REAL PROUD THAT WE WERE ABLE TO REALLY ADDRESS THE NEEDS OF ALL OUR KIDS.
YOU CAN SEE IN THE PICTURES, EVERYBODY HAD A GREAT TIME AT THE EVENT.
SOMETHING WE DID ADD THIS YEAR, THANK YOU TO MS. ELORDI, ONE OF OUR VI SPECIALISTS, IS WE OFFERED DIVERSITY TRAINING TO SOME OF OUR PEER BUDDIES.
AT A COUPLE OF CAMPUSES, WE GOT THEM TOGETHER AND JUST EDUCATED THEM ON JUST DISABILITIES IN GENERAL, JUST SO THEY HAVE AN IDEA OF WHAT TO EXPECT WHEN THEY GO AND THEY WORK WITH THEIR BUDDY THAT DAY, AND TO ALSO MAKE SURE THAT THEY UNDERSTOOD WHAT THEIR JOB AND THEIR PURPOSE IS THAT DAY.
IT'S NOT A DAY FOR THEM TO HAVE FUN, BUT IT'S A DAY FOR THEM TO SERVE AND TO BE A GOOD BUDDY TO THEIR PEER THAT DAY.
THAT IS ALL. I WILL SAVE THE PLAYGROUND FOR JUST A MOMENT, BUT DO YOU HAVE ANY QUESTIONS? YES, MA'AM.
>> I HAVE A QUESTION. THERE'S TWO OF YOU FOR 26 CAMPUSES, SO WHAT IS THAT SCHEDULE LIKE TO MEET THE NEEDS OF STUDENTS ACROSS?
WE DO OUR VERY BEST TO BE THERE WHEN THEY'RE IN PE.
TO BE HONEST, SOMETIMES IT IS VERY DIFFICULT BECAUSE A LOT OF THEM HAVE PE AT THE SAME TIME IN MULTIPLE LOCATIONS, SO WE HAVE TO GET VERY CREATIVE WITH OUR SCHEDULING.
SOMETIMES IT JUST DOESN'T WORK OUT ON A PARTICULAR DAY DUE TO A MULTITUDE OF REASONS, BUT WE ADJUST AND WE MAY DO OUR ONE ON ONE AT A DIFFERENT TIME, BUT WE'RE ALWAYS WORKING WITH THOSE TEACHERS AND COMMUNICATING THAT SO THAT WE'RE NOT TAKING THEM OUT OF SPECIFIC CLASSES.
BUT IT IS CHALLENGING TO SCHEDULE, BUT WE MAKE IT WORK.
>> SHE ASKED ONE OF MY QUESTIONS.
THE SECOND QUESTION, I SEE THAT YOU HAD NC CROWLEY DRUM LINE.
THESE WERE STUDENTS FROM THE HIGH SCHOOL?
>> YES. THIS YEAR, WE REALLY TRIED TO PROVIDE SOME ACTIVITIES FOR OUR STUDENTS THAT THEY MAY NOT GET TO EXPERIENCE OUTSIDE THE EVENT OR OUTSIDE OF WHAT WE PROVIDE HERE IN CROWLEY ISD.
WE DID HAVE FISHING, WE HAD ARCHERY WITH NERF BOW AND ARROWS, AND A PERCUSSION STATION WAS SOMETHING NEW THIS YEAR.
MS. ELORDI SINGER, OUR MUSIC THERAPIST PROVIDED SOME HAND DRUMS, OUR NORTH CROWLEY DRUM LINE, THEY ALL CAME AND THEY HELPED LEAD THE PARADE AT THE BEGINNING, BUT THEY ALSO WORKED AT PERCUSSION STATION, AND THAT WAS A LOT OF FUN.
I REMEMBER AT ONE POINT WE HAD THE DRUM LINE PLAYING.
WE HAD ALL THE CHEERLEADERS CHEERING, WE HAD OUR SPECIAL EDUCATION AND OUR GENERAL EDUCATION STUDENTS IN THE MIDDLE OF DANCING, AND IT WAS JUST A REALLY NEAT SCENE TO SEE EVERYBODY COMING TOGETHER AND HAVING A GOOD TIME. GOOD.
I'M GOING TO INVITE MS. STACY STRICKLAND OVER.
WE WANTED TO PRESENT THIS NEXT SLIDE TOGETHER IF YOU COULD PUT THE PLAYGROUND UP REALLY QUICKLY. THANK YOU GUYS.
>> GOOD EVENING, DR. MCFARLAND AND THE CROWLEY ISD BOARD.
TONIGHT, WE'RE TALKING ABOUT THE PLAYGROUND.
WE WERE PRIVILEGED ENOUGH TO BE INVITED TO A TEAM THAT WAS LOOKING AT OUR PLAYGROUNDS AND MAKING THEM THE MOST ACCESSIBLE POSSIBLE FOR ALL OUR STUDENTS.
WE MET WITH THE COMMITTEE, WITH RANDY REEVES, MS. KARTES, MS. WILLIAMS, PT, OT, AND APE, AND LOOKED AT THE PLAYGROUND AS A WHOLE TO MAKE IT AS ACCESSIBLE AS POSSIBLE.
RON'S GOING TO TOUCH ON SOME OF THOSE THINGS WE LOOKED AT.
>> WE JUST SEE UP ON THE SCREEN IS A RENDERING OF THE NEW INCLUSIVE PLAYGROUND THAT WILL BE INSTALLED AT THE CROWLEY MONTESSORI ACADEMY THIS FALL, SO THIS WILL BE THE FIRST OF ITS KIND THAT WILL OPEN IN AUGUST.
JUST A COUPLE OF FEATURES REALLY QUICK.
[01:25:01]
WE WANTED TO REALLY MAKE SURE THAT ALL OF OUR STUDENTS HAD ACCESS TO THE ENTIRE PLAYGROUND AND THE ENTIRE STRUCTURE, SO WE'RE REALLY PROUD OF WHAT WE HAVE UP ON THE SCREEN.YOU CAN SEE THE STUDENTS CAN ENTER FROM THE BEGINNING AND MAKE IT ALL THE WAY THROUGH THE OTHER SIDE, SO WHEREVER THEIR PEERS GO, THEY CAN GO TO.
IN THE UPPER LEFT HAND CORNER, THE MERRY-GO-ROUND IS GROUND LEVEL, SO YOU CAN GET A WHEELCHAIR, YOU CAN GET A WALKER, ANYBODY CAN ACCESS THE MERRY-GO-ROUND.
THE HAND BIKE AND THE MONKEY BARS ARE AT A HEIGHT WHERE YOU CAN ACCESS THAT FROM A SEATED POSITION TOO.
WE'RE REALLY EXCITED TO SEE OUR STUDENTS USE THIS PLAYGROUND AND WHAT IT'S GOING TO DO FOR ALL OF OUR STUDENTS BE ABLE TO ACCESS EVERYTHING AND NOT HAVE TO SIT OUT ON CERTAIN THINGS WHILE THEIR FRIENDS ARE ENJOYING PARTS OF THE PLAYGROUND AND THEY'RE NOT ABLE TO.
THANK YOU. I WILL TURN IT OVER TO MS. STRICKLAND.
>> BEFORE YOU GO, THIS MAY BE A QUESTION FOR MR. REEVES, I DON'T KNOW.
BUT I KNOW WE HAVE BEEN WORKING TO ENSURE ALL OF OUR CAMPUS PLAYGROUNDS ARE ACCESSIBLE, HOW DOES THAT LOOK NOW? HAVE WE COMPLETED THAT?
>> THE TWO PACKAGES, PACKAGE 3 AND PACKAGE 5, WELL, PACKAGE 5 HAS THREE ELEMENTARIES IN THAT PACKAGE, DEER CREEK, SYCAMORE, AND MEADOWCREEK.
THEY WILL BE RECEIVING THIS SAME UNIT.
THE REMAINING 11 IN THE DISTRICT, WE WILL TREAT AS A SEPARATE RFP PACKAGE, AND IT WILL GO OUT FOR BID, AND IT WILL BE A COMPLETE PACKAGE FOR THE DISTRICT.
>> BUT THE MODEL WILL BE FOLLOWING THE SAME MODEL FOR THOSE PACKAGES?
>> WELL, THE THREE AND PACKAGE 5, THEY'LL GO IN PRETTY QUICK, THEY'VE BEEN PART OF THAT PACKAGE, BUT YES.
WE'RE WORKING ON THE WHOLE [INAUDIBLE].
>> CAN I MAKE JUST A REQUEST? YOU ALL ARE DOING A FANTASTIC JOB.
I KNOW THERE ARE A LOT OF ACRONYMS THAT WE USE, AND SO WHEN WE TALK ABOUT PT, OT, APE, FOR THE BENEFIT OF THE GENERAL AUDIENCE, IF WE CAN EXPLAIN THOSE OR USE THE ACTUAL TERMS VERSUS THE ACRONYMS JUST SO THAT EVERYBODY'S ON THE SAME PAGE.
>> AGAIN, I'M STACY STRICKLAND.
I'M AN OCCUPATIONAL THERAPIST, BUT I'M THE LEAD THERAPIST FOR PHYSICAL THERAPY, WHICH IS PT, AND OCCUPATIONAL THERAPY, WHICH IS OT.
I HAVE A BACHELOR'S OF SCIENCE IN BIOLOGY FROM BAYLOR UNIVERSITY, MASTERS OF EDUCATION IN KINESIOLOGY, BAYLOR UNIVERSITY, AND A MASTER'S OF OCCUPATIONAL THERAPY FROM TEXAS WOMAN'S UNIVERSITY.
I'VE BEEN AN OCCUPATIONAL THERAPIST FOR 28 YEARS, AND I'VE BEEN IN THE SCHOOLS EDUCATION FOR 12 YEARS.
PART OF MY DUTIES IS JUST TO MANAGE ALL THE CASELOADS FOR PT AND OT, WHICH IS OCCUPATIONAL THERAPY AND PHYSICAL THERAPY.
I STILL SEE STUDENTS, I'M STILL DOING DIRECT STUDENT INTERVENTION, AND CONSULTING WITH TEACHERS AND STAFF ALSO.
FAR AS OCCUPATIONAL THERAPY FOR THE DISTRICT, WE'RE DOING DIRECT STUDENT INTERVENTION FOR OPTIMAL ACCESS TO THE EDUCATIONAL ENVIRONMENT, SO WE'RE JUST MAKING SURE WE'RE REALLY LOOKING AT THEIR FINE MOTOR SKILLS.
HOW ARE THEY FUNCTIONING IN THOSE CLASSROOMS WITH RIDING? SOME OF THE BIG POINTS I'LL SAY IS RIDING AND SELF-CARE SKILLS.
WE DO THE EVALUATION PROCESS AS THEY EXPLAINED, SOME OF THE EVALUATORS THAT COME IN, AND IF THEY ARE RECOMMENDED TO BE EVALUATED FOR OT, THEN WE COMPLETE THOSE AND OUR COMMUNITY DECIDES WHETHER THAT STUDENT WILL RECEIVE THOSE SERVICES.
WE CAN BE SEEING A STUDENT FROM MULTIPLE THINGS, IT MAY BE FINE MOTOR AND SENSORY AND SELF-CARE OR JUST ONE OF THOSE, BUT WE WILL GET IN THERE AND PLAN THE INTERVENTIONS AND SEE THOSE STUDENTS.
SELF-CARE IS REALLY IMPORTANT ALSO BECAUSE, FOR INSTANCE, WE'RE LOOKING AT IF I'M BEING ABLE TO BUTTON ZIP, THOSE KIND OF THINGS, SO WHEN STUDENTS CAN'T DO THAT, THEY'RE NOT INDEPENDENT IN THE RESTROOM OR OPENING PACKAGES ARE NOT INDEPENDENT IN THE CAFETERIA.
WE'RE TRYING OUR HARDEST TO GET THEM INDEPENDENT IN THOSE AREAS AND NOT DEPENDENT ON THEIR PEERS OR OTHER PEOPLE.
WE'RE LOOKING AT KIDS THAT MAY HAVE DIFFICULTIES WITH AUDITORY PROCESSING AS AN EXAMPLE.
MAYBE THEY'RE OVER-STIMULATED BY SOUNDS IN THE CLASSROOM, SO THAT'S WHAT SOME OF THE THINGS I HAVE ON THE TABLE, WE'LL HAVE EARPHONES THAT WE PUT IN THE CLASSROOM AND TALK TO THE TEACHER ON WHEN AND WHEN NOT TO USE THOSE.
THERE'S ALL KINDS OF THINGS WE'RE DOING IN THERE.
FAR AS PHYSICAL THERAPY, I'LL GO OVER THAT ONE ALSO. YES.
HOW WOULD YOU BE NOTIFIED THAT THERE WAS A NEED OR MAYBE A CONCERN IN A CLASSROOM?
[01:30:03]
LET'S ASSUME I'M A TEACHER AT BESS RACE AND I HAVE A STUDENT, HOW DO YOU GET INVOLVED IN THE PROCESS?>> THE WAY WE NORMALLY GET INVOLVED IS FROM THE DIAGNOSTICIANS ON THE CAMPUS, BECAUSE THOSE CONCERNS, THAT'S THE HUB, THEY'RE COMING TO THEM AND THEY'LL LET US KNOW VIA EMAIL, OR WE'RE ON THE CAMPUSES SO MUCH, THEY'LL SAY, HEY, WE HAVE A CONCERN, THIS IS WHAT WE'RE SEEING, AND THEY'LL HAVE US SOMETIMES LOOK AT A FEW THINGS AND WE DECIDE IF THERE'S AN EVALUATION.
NOW, OCCUPATIONAL THERAPY DID LAST YEAR DO A TRAINING WITH THE KINDERGARTEN TEACHERS ON LOOKING AT THE GRASS AND WE'RE HAVING AN INCREASE IN KIDS HAVING LESS STRENGTH IN THEIR HANDS AND THINGS TO LOOK FOR THAT WE CAN CATCH EARLY.
SOMETIMES, LIKE I HAVE JUNE DAVIS, SO IF I'M ON JUNE DAVIS, I MIGHT GET STOPPED BY KINDERGARTEN TEACHER AND SAY, HEY, CAN YOU LOOK AT THIS, I'M HAVING A CONCERN, AND THEN IT STILL GOES TO THE DAG.
THEN FOR PHYSICAL THERAPY, THEY'RE IMPROVING MOBILITY FOR STUDENTS TO SAFELY ACCESS THE EDUCATIONAL ENVIRONMENT.
THEY'RE DEVELOPING, AS I SAID, OCCUPATIONAL THERAPY, WE'RE LOOKING AT THE FINE MOTOR SKILLS, PHYSICAL THERAPY IS LOOKING AT THOSE GROSS MOTOR SKILLS.
HOW THEY'RE ACCESSING, ARE THEY ABLE TO GET UP THE STAIRS? ARE THEY ABLE TO GET UP THE CURB? HOW ARE THEY ACCESSING THE CLASSROOM? OUR PHYSICAL THERAPY TURN IS REAL BIG WHEN OUR KIDS NEED BIG EQUIPMENT LIKE THE WHEELCHAIRS AND STANDERS AND HAVE A LITTLE [INAUDIBLE] WALKER, THOSE KIND OF THINGS.
IF WE HAVE A WHEELCHAIR STUDENT, THEN THEY'RE LOOKING AT ACCESSIBILITY IN THE CLASSROOM, ARE THEY ABLE TO GET IN THE CLASSROOM AND NOT EVERYBODY HAVING TO MOVE AROUND? MAKING THAT ACCESSIBLE, SO THEY'RE COMING IN JUST LIKE EVERYBODY ELSE.
TABLE HIGH, LOOKING AT THAT, ACCESSIBLE IN THE CAFETERIA, ACCESSIBILITY IN THE RESTROOM.
THEY WILL MEET PARENTS SOMETIMES AT THE SCHOOLS FOR THE WHEELCHAIR VENDORS, FOR THE GROWTH OF THE WHEELCHAIR, OR SOMETHING NEEDS TO BE FIXED, SO THEY'RE HELPING A LOT IN THOSE AREAS.
PHYSICAL THERAPY AND OCCUPATIONAL THERAPY, WE'RE VERY BIG ON GETTING MOTOR LABS IN SOME OF OUR CAMPUSES, AND SO THOSE HELP SOME OF THE KIDS IF THEY NEED TO REGULATE A LITTLE BIT OR SOME OF OUR RISE CLASSROOMS WILL TAKE TWO OR THREE KIDS OVER THERE AND GO THROUGH STATIONS, SO WE HELP SET THOSE UP ALSO.
>> IF A CHILD NEEDS SOMETHING LIKE TO HELP THEM MOVE AROUND OR FOR MOBILITY OR WHATEVER, DOES THE DISTRICT PAY FOR THAT OR DO THEY ORDER THAT? HOW DOES THAT HAPPEN?
WE DO PROVIDE THOSE TO USE HERE.
SOMETIMES PARENTS WILL WANT WHAT THEY HAVE TO BE UTILIZED HERE, SO IT'S A CONTINUUM.
IT'S A VARIETY. WE HAVE A LOT.
WE JUST MOVED TO FIVE, 12 PEACH STREET, SO THANK YOU BECAUSE WE HAVE THIS GREAT PLACE TO STORE EVERYTHING NOW AND WE HAVE THIS MASSIVE EQUIPMENT ROOM.
WE HAVE A LOT OF THINGS THAT WE BRING FOR THE KIDS, BUT YES, IT'S A COMBINATION.
ANY OTHER QUESTIONS? THANK YOU.
>> WELL, THANK YOU TO OUR ADAPTIVE TEACHERS AND OTHERS, Y'ALL ARE DOING A GREAT JOB AND WE APPRECIATE ALL THE EXTRA THINGS THAT YOU DO.
MR. DAVIS, WHY DON'T YOU MAKE A SELECTION AND THE ONLY REQUIREMENT IS THAT YOU CANNOT SELECT MUSIC THERAPY, WE'RE GOING TO SAVE THAT FOR LAST.
>> AS A PART TIME MUSICIAN, THAT'S EXACTLY WHERE I WAS GOING.
BUT I WILL GO WITH SOCIAL WORK AND BEHAVIOR.
>> THANK YOU. AT THIS TIME, I'LL HAVE MS. [INAUDIBLE] AND THE BEHAVIOR TEAM AND MS. CHARLENE JOHNSON, WHO IS OUR SOCIAL WORKER HERE IN CROWLEY ICD SPECIAL ED DEPARTMENT.
>> GOOD EVENING, MADAM PRESIDENT, BOARD OF TRUSTEES, DR. MCFARLAND.
I'M THE SPECIAL EDUCATION SOCIAL WORKER FOR THE DISTRICT.
I RECEIVED MY BACHELOR'S OF SOCIAL WORK AT UNIVERSITY OF TEXAS AT ARLINGTON, MY MASTERS OF SOCIAL WORK AT TARLETON STATE UNIVERSITY.
I HAVE 11 YEARS OF EDUCATION, TWO OF WHICH ARE IN CROWLEY.
BEFORE I CAME TO EDUCATION, I DID EIGHT YEARS AS A SPECIALTY INVESTIGATOR AT CHILD SERVICES.
OUR DEPARTMENT FACILITATES INDIVIDUAL COUNSELING TO 88 STUDENTS BASED UPON THEIR INDIVIDUAL EDUCATION PLAN TO AID THEM EXCELLING IN THE EDUCATIONAL SETTING AND ACADEMIC ACHIEVEMENT.
WE CURRENTLY PROVIDE SERVICES TO 38 HIGH SCHOOL STUDENTS, 32 MIDDLE SCHOOL STUDENTS, AND 18 ELEMENTARY STUDENTS.
ON TOP OF PROVIDING INDIVIDUAL COUNSELING, OUR DEPARTMENT PROVIDES COMPREHENSIVE SUPPORT SERVICES TO ASSIST OUR FAMILIES, BE IT IN THE EDUCATIONAL POST-SECONDARY OR COMMUNITY SETTING.
[01:35:01]
WE ACT AS A LIAISON TO PARENTS AND FAMILIES PROVIDING THEM WITH RESOURCES, STRATEGIES, AND GUIDANCE TO REINFORCE LEARNED SKILLS AND CONCEPTS AND TO PROMOTE CONTINUALITY BETWEEN THE HOME AND SCHOOL ENVIRONMENTS.OUR SUPPORT SERVICES ALSO INCLUDE DEVELOPING TRANSITION PLANS AND STUDENT SERVICES AIMING TO REDUCE THE RECIDIVISM RATE IN SPECIAL EDUCATION FOR OUR STUDENTS WHO ATTEND THE DISTRICT'S DISCIPLINARY ALTERNATIVE EDUCATION PROGRAM.
THIS INCLUDES CHANGING OR ADDING SERVICES, GOALS, OR ACCOMMODATIONS TO THE STUDENT'S INDIVIDUAL EDUCATION PLAN TO ENSURE THEY ARE SUPPORTED IN THE EDUCATIONAL SETTING.
THESE MEETINGS OCCUR BEFORE THEY GO BACK TO THEIR HOME CAMPUSES FROM OUR PROGRAM FOR DISCIPLINE.
THIS YEAR, OUT OF 96 STUDENTS WHO HAVE BEEN PLACED IN OUR DAEP PROGRAM, ONLY 10% OF OUR STUDENTS HAVE REOFFENDED AND RETURNED BACK TO THAT PLACEMENT.
I HAVE AN EXAMPLE OF WHAT THAT TRANSITION PLAN LOOKS LIKE IF YOU GET A CHANCE TO GO LOOK AT IT.
OUR DEPARTMENT ALSO FOCUSES ON FAMILY ENGAGEMENT, WHICH ALLOWS US TO HAVE AN EXTENSION BEYOND THE SCHOOL SETTING AND INCLUDES US SUPPORTING THE STUDENTS IN LEARNING AND DEVELOPMENT IN ANY TYPE OF SETTING.
WE PROMOTE IMPROVED ACADEMIC ACHIEVEMENT, SOCIAL-EMOTIONAL DEVELOPMENT, INCLUSIVITY, SELF-ADVOCACY SKILLS, AND THE OVERALL WELL-BEING OF OUR STUDENTS.
THIS YEAR, OUR EVENTS INCLUDED: MEET THE PROVIDER NIGHT, WHICH IS A NIGHT WHERE OUR FAMILIES CAN COME AND ACTUALLY MEET OUR OCCUPATION THERAPIST, OUR PHYSICAL THERAPIST, OUR LINES OF ED TEACHER, SO THEY KNOW WHO IS ACTUALLY PROVIDING THESE SERVICES TO THEIR STUDENTS.
WE DID CREATING POSSIBILITIES DISABILITY FAIR, WHICH GIVES THE PARENTS A DIRECT CONNECTION TO OUTSIDE RESOURCES TO PREPARE OUR FAMILIES FOR POST-SECONDARY LIFE.
WE ALSO HAD A WINTER PARTY AND A SPECIAL EDUCATION PROM, WHICH ALLOWS FOR THE INCLUSION OF OUR STUDENTS AND FAMILIES ACROSS THE DISTRICT.
BUT BEFORE I LEAVE FOR YOU, I WANT TO INTRODUCE TO YOU GARY GONZALEZ.
GARY GONZALEZ IS A SENIOR AT CROWLEY HIGH SCHOOL.
HE HAS BEEN PERSONALLY IMPACTED BY OUR DEPARTMENT'S INCLUSIVITY AND ENGAGEMENT EFFORTS, AND HE WOULD LOVE TO TELL YOU ABOUT HIS EXPERIENCE WITH OUR SPECIAL EDUCATION DEPARTMENT.
I'M GOING TO GIVE THE FLOOR TO GARY.
>> GOOD EVENING. DR. MCFARLAND, MADAM PRESIDENT, BOARD OF TRUSTEES, MY NAME IS GARY GONZALEZ.
I'M A SENIOR AT CROWLEY HIGH SCHOOL, VARSITY CAPTAIN OF THE SOCCER TEAM, EAGLE SCOUT, AND MOST IMPORTANTLY, A PARTNER IN PE.
PE MEETING PHYSICAL EDUCATION.
I'M HERE TO TELL YOU ALL ABOUT MY STORY WITH THE SPECIAL ED PROGRAM, THE IMPACT IT HAS MADE ON ME, AND THE IMPORTANCE OF INCLUSIVITY.
THIS YEAR, MY SCHEDULE INCLUDED A COURSE CALLED STUDENT LEADERSHIP.
THIS CLASS HAS THE PLEASURE OF JOINING THE SPECIAL ED PROGRAM DURING THEIR PE TIME.
NOW, IT MIGHT SOUND LIKE JUST ANOTHER CLASS, BUT IT'S SO MUCH MORE.
IN FACT, THIS STUDENT LEADERSHIP CLASS HAS IGNITED A SPARK IN ME I NEVER KNEW I HAD.
DURING THIS PERIOD, WE PARTICIPATE IN THE PARTNERS IN PE, WHICH ALLOWS US TO WORK WITH PEERS OF ALL SIZES, AGES, BACKGROUNDS, AND ABILITIES.
ABILITIES, NOT DISABILITIES, BECAUSE THEY HAVE THE ABILITY TO OVERCOME THE SAME OBSTACLES JUST AS GEN ED STUDENTS.
IN THIS CLASS, WE CONNECT WITH A PARTNER OR THEY CONNECT WITH US.
ONCE WE HAVE OUR PARTNER OR PARTNERS, WE ENGAGE IN PHYSICAL ACTIVITIES, WHICH PROMOTES INCLUSIVITY, BUT MOST IMPORTANTLY PUTS A SMILE ON THEIR FACE.
SINCE BEING IN THIS CLASS, I'VE HAD THE OPPORTUNITY TO CONNECT WITH EVERY STUDENT IN THE RISE IN LIFE SKILLS CLASSROOM, BOTH INSIDE AND OUTSIDE OF THE CLASSROOM, SO MUCH THAT I MAKE SURE I ALWAYS START MY DAY BY WALKING INTO THESE CLASSROOMS AND GIVE THEM THAT ONE HUG OR THAT ONE HIGH FIVE.
BEING ABLE TO CONNECT WITH THEM OUTSIDE OF THAT CLASSROOM SETTING IS THE BEST PART OF MY DAY BECAUSE THEY KNOW THAT I'M NOT JUST CONNECTING WITH THEM IN THAT CLASS, I'M NOT JUST A PARTNER IN PE, I'M A FRIEND.
WHEN MY FRIENDS WITNESS ME INTERACT WITH THE STUDENTS WITH ABILITIES, IT ALSO ENCOURAGES THEM TO DO THE SAME, WHICH IS WHY I'M HERE TODAY TO TALK ABOUT INCLUSIVITY.
INCLUSIVITY IS VERY IMPORTANT TO OUR SPECIAL ED STUDENTS BECAUSE YOU WILL FIND THAT THEY CAN OFFER MORE THAN OUR GEN ED STUDENTS.
IF SOME OF YOU HAVE SEEN, I ATTENDED THE SPECIAL ED PROM WHERE I MET ALL SORTS OF STUDENTS WITH ABILITIES FROM NORTH CROWLEY AND CROWLEY HIGH SCHOOL.
IT WAS ACTUALLY ONE OF THE MOST TOUCHING AND GREATEST NIGHTS OF MY LIFE.
SEEING ALL OF THE STUDENTS MEET ONE ANOTHER, DANCE WITH ONE ANOTHER, JUST ENJOY THEMSELVES AND HAVE A PROM JUST AS SIMILAR AS THE ONE WE HAVE IS TRULY HEARTWARMING.
NOW, THERE IS ONE PARTICULAR STUDENT WHO HAS STOOD OUT TO ME, WHOM I'D LIKE TO RECOGNIZE TONIGHT.
TAISHON DANIELLE WATKINS, ALSO ON HIS TAPE.
[01:40:03]
WHEN TAI ENTERS A ROOM, HE LIFTS THE MOOD.TAISHON ALWAYS WANTS TO GET TO KNOW EVERYONE, HAS NOTHING BUT LOVE TO GIVE.
TAI IS SOMEONE YOU CAN TALK TO FOR HOURS AND HE WON'T GET TIRED OF YOU.
TAI AND I HAVE SHARED MEMORIES LIKE PROM, THE PANTHER OLYMPICS, JUST BEING THERE FOR EACH OTHER AT SCHOOL, AND SITTING IN FRONT ROW AT A PUBLIC SPEAKING EVENT, WAITING FOR DAK PRESCOTT WHO NEVER SHOWED UP.
BUT TAISHON HAS BROUGHT SOMETHING OUT IN ME THAT I DIDN'T KNOW I HAD.
HE HAS HELPED FUEL THE CALLING FOR ME TO WORK IN THE SPECIAL NEEDS FIELD.
TAI, IF YOU'RE WATCHING, I WANT TO LET YOU KNOW THAT I LOVE YOU.
I JUST WANT TO SAY THANK YOU TO YOU AND YOUR FAMILY.
I ALSO WANT TO SAY THANK YOU TO THE STAFF THAT HELPS OUT WITH THE SAFETY AND SECURITY OF THE SPECIAL ED PROGRAM, AND A BIG SHOUT OUT TO MR. NEAL.
I WANT TO THANK THE DEPARTMENT THAT ALLOWS US TO HAVE THE INCLUSIVENESS.
AND I HOPE THIS PROGRAM CONTINUES TO THRIVE AND GROW. THANK YOU.
>> DO YOU HAVE ANY QUESTIONS FOR EITHER ONE OF US?
>> WITH THE HELP OF YOURS TRULY.
HE WROTE MOST OF IT. I JUST EDITED.
IF YOU GET A CHANCE TO KNOW GARRETT, HE IS AN AWESOME KID.
HE'S GOING PLACES, AND HE HAS THE HEART FOR IT, SO CHECK HIM OUT.
FORGIVE ME FOR SAYING THIS, BUT I THOUGHT YOU WERE THE STUDENT, AND ACTUALLY, BUT THANK YOU SO MUCH.
>> I'M GOING TO TAKE THAT AS A COMPLIMENT.
>> IT IS. BUT I ALSO THOUGHT THAT YOU WERE A TEACHER WHEN YOU CAME UP HERE BEFORE.
>> YOU-ALL HAVE SWITCHED ROLES.
>> WE BOTH TAKE THAT AS A COMPLIMENT.
LISTEN, I TURNED 40 THIS YEAR, AND IT HURT MY HEART.
SO I REALLY APPRECIATE YOU SAYING I LOOK LIKE A CHILD. I APPRECIATE THAT.
>> BUT THANK YOU BOTH. WE GREATLY APPRECIATE YOU COMING TO PRESENT BEFORE.
>> STUDENT TRUSTEES, DID YOU HAVE ANY COMMENTS? I KNOW, COME ON, TRUSTEE JONES.
>> I'M ACTUALLY IN CLASS WITH GARRETT EVERY DAY, AND TODAY WE HAD THE PANTHER OLYMPICS, AND I WAS WATCHING HIM, AND HE WAS AMAZING.
HE INTERACTED WITH EACH AND EVERY ONE OF OUR KIDS.
HE WASN'T JUST WITH ONE KID ALL DAY.
HE WAS AN AMAZING PARTNER TODAY. HE IS EVERY DAY.
I WILL SAY SOME DAYS ARE HARD IN PE BECAUSE WE SEE A LOT OF DIFFERENT THINGS EVERY DAY.
BUT WE KNOW WHAT TO EXPECT AND WE KNOW HOW TO HANDLE IT IF IT HAPPENS.
I THINK THE LADY IN THE PURPLE RIGHT THERE.
YES, SHE PROVIDED TRAINING FOR US BEFORE THE ABILITY GAMES, WHICH HELPED A LOT.
WE'VE BEEN WITH OUR PARTNERS SINCE AUGUST, AND SO WE ALREADY KNEW WHAT TO EXPECT.
BUT THE TRAINING THAT WE HAD BEFORE THE ABILITY GAMES HELPED A LOT WITH THE GAMES AND THE OLYMPICS TODAY.
THE STATE DEPARTMENT HAS DID AN AMAZING JOB, AND I JUST WANT TO SAY THANK YOU FOR THAT.
THANK YOU TO OUR LEADERS TO FOR THE TRAINING.
THEY APPRECIATE IT, SO THANK YOU SO MUCH. DR. MCNEIL.
>> MY NAME IS MRS. TAYLOR, AND I HAVE THE PRIVILEGE OF SERVING AS BEHAVIOR AND PSYCHOLOGICAL SERVICES COORDINATOR HERE IN CROWLEY ISD.
I DID RECEIVE MY DEGREE IN ELEMENTARY EDUCATION FROM JARVIS CHRISTIAN UNIVERSITY.
MY GRADUATE DEGREE STUDIES WERE DONE AT TCU, AND I DID RECEIVE MY CREDENTIALS IN EDUCATION ADMINISTRATION.
I HAVE SERVED FOR 32 YEARS AS AN EDUCATOR, 13 OF THOSE 32 YEARS HAVE BEEN HERE IN CROWLEY ISD IN MY CURRENT ROLE, AND ALSO AS A CAMPUS PRINCIPAL, AND BEFORE THAT ASSISTANT PRINCIPAL.
I'M RESPONSIBLE FOR COORDINATING SERVICES FOR OUR SOCIAL AND EMOTIONAL ACADEMIC SKILLS, WHICH IS SEAS.
ALSO FOR OUR GROWTH OPPORTUNITY ATTITUDE LEARNING SUCCESS PROGRAM, WHICH IS GOALS, AND IT IS THE MORE RESTRICTIVE PROGRAM THAT YOU FIND AT THE CROWLEY LEARNING CENTER, AND WE DO SERVICE ELEMENTARY AND SECONDARY STUDENTS THROUGH THAT PROGRAM.
THIS SLIDE INDICATES OR HIGHLIGHTS SOME OF THE THINGS THAT WE'VE DONE IN PARTICULAR, OUR VERBAL DE-ESCALATION TRAINING.
WE'RE QUITE PROUD OF THE PROGRESS THAT WE'VE MADE WITH THAT.
WE HAVE TRAINED ALL OF OUR SEAS AND GOALS TEACHERS AND STAFF IN THOSE TECHNIQUES.
WE ALSO HAVE USED THOSE DE-ESCALATION STRATEGIES TO ADDRESS THE BEHAVIOR SUPPORT REQUESTS THAT YOU SEE ON
[01:45:03]
THE SCREEN IN BOTH ELEMENTARY AND AT THE SECONDARY LEVEL.ANOTHER POINT OF PRIDE FOR OUR PARTICULAR AREA OF SPECIAL EDUCATION ARE SOME OF THE PROFESSIONAL DEVELOPMENT AND SUPPORT OPPORTUNITIES THAT YOU SEE ON THE SCREEN.
OF COURSE, GOING BACK TO OUR VERBAL DE-ESCALATION, MTSS BEHAVIOR INTERVENTIONS, PEER MEDIATION TRAINING, WHICH WE JUST FINISHED CONDUCTING WITH SOME STUDENTS FROM CROWLEY HIGH SCHOOL AS WELL AS NORTH CROWLEY HIGH SCHOOL.
I'M GENERALLY AN ELEMENTARY PERSON, SO I HAD AN OPPORTUNITY TO WORK WITH SECONDARY.
THEY WERE QUITE AN INTERESTING GROUP.
WE ALSO ARE RESPONSIBLE FOR CPI OR CRISIS PREVENTION INTERVENTION TRAINING.
TIPS AND TOOLS, WE PROVIDE SOME PROFESSIONAL DEVELOPMENT WITH OUR SEAS AND OUR GOALS TEACHERS WITH JUST SOME DIFFERENT EXPECTATIONS THAT ARE REQUIRED IN COMPLIANCE TRAINING PIECES.
WE'RE VERY PROUD OF THE MODEL CLASSROOMS THAT WE'VE SET UP ACROSS THE DISTRICT TO SUPPORT OUR NEW TEACHERS IN THE SEAS PROGRAM WITH UNDERSTANDING WHAT THOSE SEAS COMPONENTS ARE AND WHAT EFFECTIVE SEAS CLASSROOMS LOOK LIKE.
AGAIN, OUR VERBAL DE-ESCALATION POINTS OF PRIDE, WE HAVE MADE THIS PARTICULAR TRAINING AVAILABLE TO ALL OF OUR CAMPUSES ACROSS THE ISD UPON REQUEST FROM CAMPUS PRINCIPALS.
WE HAVE SUCCESSFULLY TRAINED ALL OF OUR MIDDLE SCHOOL CAMPUSES, OUR 9TH GRADE CAMPUSES, AND THEN WE HAVE TRAINED TWO OF OUR ELEMENTARY CAMPUSES THAT ARE LISTED ON THE SCREEN, AND TARGETED STAFF MEMBERS FROM OUR SENIOR HIGH CAMPUSES.
TARGETED MEANING LIKE FRONT OFFICE STAFF, AND THOSE TYPES OF ROLES WHERE THEY INTERACT WITH THE PUBLIC, THEY'RE THE FIRST INTERACTION WITH THE PUBLIC.
WE'VE WORKED WITH OUR SECURITY STAFF AND ALSO OUR CISD POLICE DEPARTMENT.
>> THE VERBAL DE-ESCALATION, THAT'S FOR ALL STAFF REGARDLESS OF CONTENT, REGARDLESS OF PLACEMENT? THAT'S WONDERFUL.
>> YES, MA'AM. IT'S PRETTY AWESOME.
YES, WE'RE EXCITED. THANK YOU.
OUR NEXT STEPS WOULD BE TO TRAIN REMAINING CAMPUSES BY THE END OF THE FALL SEMESTER, AND THEN ALSO MAKE SURE THAT WE'RE OFFERING REFRESHER COURSES AND MAKING VERBAL DE-ESCALATION TRAINING ALSO AVAILABLE FOR INCOMING STAFF.
BEFORE I BRING UP OUR TEAM, I WANTED TO JUST TALK TO YOU ABOUT OUR BEHAVIOR SUPPORT STAFF MEMBERS, AND HOW THEY ASSIST US WITH PROVIDING INTERVENTIONS AND SUPPORT TO OUR CAMPUSES WITH ADDRESSING BEHAVIORAL ISSUES AND CHALLENGES THAT SOME OF OUR STUDENTS MAY EXHIBIT.
THEY ARE EXPERTS IN MAKING SURE THAT THEY CONDUCT BEHAVIORAL ASSESSMENTS, DEVELOPING BEHAVIOR INTERVENTION PLANS, IMPLEMENTING INTERVENTIONS, TRAINING AND SUPPORT, DATA COLLECTION AND ANALYSIS, CRISIS INTERVENTION, AND COLLABORATION AND COORDINATION WITH CAMPUS STAFF.
I'M GOING TO BRING UP RIGHT NOW, MS. LASHONDA JOHNSON, WHO SERVES AS OUR LEAD BEHAVIOR SPECIALIST TO TALK TO YOU MORE ABOUT WHAT HAPPENS IN THE DAY OF THE LIFE OF A BEHAVIOR SPECIALIST HERE IN CISD.
I AM LASHONDA JOHNSON, THE LEAD BEHAVIOR SPECIALIST.
THIS IS MY EIGHTH YEAR IN CROWLEY ISD AND I'VE BEEN IN EDUCATION FOR 18 YEARS.
SIXTEEN OF THOSE YEARS HAVE BEEN IN THE SPECIAL EDUCATION SETTINGS.
I OBTAINED MY BACHELOR'S DEGREE FROM TARLETON STATE UNIVERSITY, AND I'VE BEEN BLESSED WITH OPPORTUNITIES TO SERVE IN VARIOUS EDUCATIONAL ROLES RANGING FROM PING'S DATA CLERK AND REGISTRAR, SPECIAL EDUCATION TEACHER TO VARIOUS CENTRALIZED PROGRAMS, INCLUDING BEHAVIOR UNITS, UNITS WITH STUDENTS WITH PHYSICAL, MENTAL, AS WELL AS COGNITIVE DISABILITIES.
AT THIS TIME, I WOULD LIKE TO SHARE THE DAY IN THE LIFE OF THE BEHAVIOR SPECIALIST.
IT STARTS OFF WHEN THE BEHAVIOR SUPPORT REQUEST IS GENERATED THROUGH OUR SPECIAL EDUCATION PORTAL.
ONCE THE BEHAVIOR SUPPORT REQUEST IS GENERATED, MRS. TAYLOR ASSIGNS THE REQUEST TO A BEHAVIOR SPECIALIST.
ONCE WE RECEIVE THE REQUEST, THE COLLABORATIVE JOURNEY BEGINS.
WE REACH OUT TO THE POINT OF CONTACT ON THE BEHAVIOR SUPPORT REQUEST, AND WE VISIT THE CAMPUS TO DETERMINE IF THE STUDENT HAS A NEED FOR MORE TIER 1 INTERVENTIONS OR IS ALREADY IN THE MULTI TIER SYSTEMS OF SUPPORT CYCLE, WHICH IS THE MTSS CYCLE.
BEING THAT SOME INTERVENTIONS MAY END UP BEING A BIT MORE RESTRICTIVE TO STUDENTS, WHAT TYPICALLY HAPPENS IS, THAT'S OUR SPECIAL EDUCATION PORTAL THAT
[01:50:03]
OUR SPECIAL EDUCATION DIRECTOR MS. TAMIKA WILLIAMS CREATED FOR US, THAT'S AVAILABLE TO ALL CAMPUSES IN CROWLEY ISD.THE SUPPORT REQUESTS, IF YOU KEEP GOING TO THE I GUESS MY LEFT.
THERE IT IS. THAT'S THE BEHAVIOR SUPPORT REQUESTS.
IF YOU CLICK ON THE YELLOW ONE THAT SAYS MICROSOFT 365.
THAT'S HOW THEY SUBMIT THE BEHAVIOR SUPPORT REQUESTS.
WE HAVE A COPY OF THAT IN YOUR FOLDERS AS WELL AS A POSTER VIEW, I WOULD LIKE TO SEE IT.
OKAY. BEING THAT SOME INTERVENTIONS MAY END UP BEING A BIT MORE RESTRICTIVE TO STUDENTS.
WHAT TYPICALLY HAPPENS IS WE'RE GOING TO SEE AN UPTICK IN BEHAVIOR BECAUSE THOSE INTERVENTIONS ARE A BIT MORE SEVERE IN THE WAY THAT THEY WERE DESIGNED.
WHILE SOME INTERVENTIONS MAY LEAD INITIALLY TO A BEHAVIOR EXPLOSION BEFORE WE SEE A BEHAVIOR EXTINCTION, THAT'S BECAUSE THEY WERE DESIGNED TO BE A BIT MORE SEVERE.
WHILE SOME INTERVENTIONS WERE DESIGNED TO BE MORE SEVERE, WE MAKE SURE THAT WE KEEP THE STUDENT'S BEST INTERESTS IN MIND WHEN WE'RE CREATING THOSE.
WE MAY HAVE A STUDENT FOCUSING ON ONE GOAL AND ONE BEHAVIOR.
WE MAY BE TRYING TO TARGET THREE BEHAVIORS AT ONE TIME.
WHAT WE WILL DO IS WE WILL LOOK FOR THE WORST BEHAVIOR OR THE MOST UNDESIRED BEHAVIOR TO ADDRESS INSTEAD OF JUST TRYING TO ADDRESS ALL THREE BEHAVIORS AT ONE TIME.
WE PROVIDE ALL THE RESOURCES AND MODELING OF SUPPORT, WE PROVIDE ALL THE INTERVENTIONS RECOMMENDED FOR IMPLEMENTATION.
WE CREATE VISUAL AIDS, WE PROVIDE FIDGETS, ANY RESOURCES OR INTERVENTIONS THAT WE BELIEVE WILL SUPPORT THE STUDENT'S NEED.
IF WE SUGGEST IT, WE PROVIDE IT.
IF THE STUDENT NEEDS A QUICK BREAK OR WHAT WE DO IS WE TEACH THE STUDENT HOW TO FIRST RECOGNIZE THAT HE NEEDS A BREAK AND THEN WE TEACH THE STUDENT HOW TO REQUEST THE BREAK APPROPRIATELY.
NEXT, WE HAVE OUR TIER 2 INTERVENTION FRAMEWORK WORK, WHICH YOU SEE, WHICH IS THE PDSA CYCLE IS WHAT WE USE, WHICH IS PLAN, DO, STUDY, ACT.
THAT'S THE CYCLE THAT WE USE TO DETERMINE IF OUR TIER 2 INTERVENTIONS ARE BEING SUCCESSFUL.
IT STARTS, THE CYCLE BEGINS WITH THE PLAN.
IT'S A TEAM EFFORT WITH THE CAMPUS STAKEHOLDERS, AS WELL AS THE STUDENT.
WE DEVELOP A BEHAVIOR SUPPORT PLAN FOR THE IMPLEMENTATION OF ALL THE INTERVENTIONS.
THAT'S WHEN WE USE THE EVIDENCE BASED INTERVENTIONS FROM PLANNING.
THAT'S WHEN WE ACTUALLY CARRY OUT THE PLAN. NEXT IS STUDY.
WE USE TWO METHODS, THE QUALITATIVE METHOD IN WHICH THAT'S HOW WE MONITOR INTERVENTION PROCESSES THROUGH ROUTINE DATA COLLECTION.
WE ALSO USE THE QUALITATIVE METHOD TO FOLLOW UP AND IDENTIFY IMPLEMENTATION BARRIERS, FACILITATORS, AND INVESTIGATE ANY POSSIBLE SOLUTIONS TO ANY CHALLENGES.
AFTER 6-9 WEEKS, WE HOLD COUNTLESS STAKEHOLDER MEETINGS TO REVIEW DATA RESULTS AND MAKE DATA DRIVEN DECISIONS ABOUT ADJUSTING INTERVENTIONS AND JUST TO CONTINUE THAT IMPROVEMENT PROCESS.
AS WE CONTINUOUSLY PRESENT THESE SUPPORTS, WE DETERMINE WHAT THE FOLLOW UP LOOKS LIKE IN ANY TARGETED TRAINING.
WE ALSO UTILIZE THE DATA IN WHICH YOU CAN SEE WHERE TEACHERS HAVE COMPLETED THEIR BEHAVIOR SUPPORT REQUESTS TO DETERMINE WHAT OUR NEXT PROFESSIONAL DEVELOPMENT WILL LOOK LIKE.
RECOGNIZING THAT NOT ALL INTERVENTIONS WOULD YIELD DESIRED OUTCOMES, ESPECIALLY AS WE STRIVE TO EXHAUST ALL TIER 1 AND TIER 2 INTERVENTION STRATEGIES AND ACCOMMODATIONS PRIOR TO RECOMMENDING A CHANGE IN PLACEMENT, WHICH IS TIER 3 BEHAVIOR SUPPORT.
NEXT, WE HAVE MR. SAUL, AND HE WILL SPEAK ABOUT INTERVENTION IMPLEMENTATION, DATA COLLECTION, AND BEHAVIOR SUPPORT FOLLOW UP, PROVIDING INSIGHT INTO OUR CONTINUOUS IMPROVEMENT.
[01:55:02]
HOW MANY ARE WORKING WITH A STUDENT? IS IT ONE?
>> HOW MANY BEHAVIOR STUDENTS COULD BE IN ONE CLASSROOM? IS THERE YOU LIMIT THE NUMBER OF STUDENTS THAT ARE IN A PARTICULAR CLASS OR DO YOU SPREAD IT AMONGST?
>> WELL, YOU'RE TALKING ABOUT IT IN A SPECIAL EDUCATION.
IN A CLASSROOM THE RATIO HAS TO BE LESS THAN 50% SPECIAL EDUCATION STUDENTS.
>> I GUESS, LET ME REPHRASE THAT.
HOW MANY STUDENTS COULD BE IN A CLASSROOM? IF YOU HAVE A CLASSROOM OF 20 STUDENTS OR 24 STUDENTS, IF YOU HAVE BEHAVIOR STUDENTS, HOW MANY STUDENTS COULD BE IN A CLASSROOM? DOES THAT MAKE SENSE?
>> WELL, IT DEPENDS ON IF THE STUDENT IS ALREADY SPECIAL EDUCATION.
>> IF THEY HAVE AN IEP, HOW MANY?
>> IN A GENERAL EDUCATION CLASSROOM AND WE HAVE STUDENTS THAT ARE RECEIVING SPECIAL EDUCATION SERVICES.
WE TRY TO LOOK AT THE BEHAVIORS THAT THOSE STUDENTS ARE EXHIBITING.
WE DO NOT WANT TO PUT SIX OF OUR STUDENTS OUT OF OUR SOCIAL EMOTIONAL ACADEMIC SKILLS CLASS IN ONE CLASS CLASSROOM.
WHEN THEY ARE DISPERSED, BUT THERE'S ALSO SUPPORT THAT WILL GO AROUND.
THAT SUPPORT WOULD BE FROM THEIR CASE MANAGER AND DIFFERENT TEACHERS IN THE BUILDING THAT WOULD GO AROUND AND CHECK ON NO STUDENTS AS WELL AS THE SEL SPECIALISTS.
>> GOOD EVENING. MY NAME IS DAVID SOUL.
I'VE BEEN WITH CROWLEY FOR NINE YEARS, AND I'VE BEEN IN EDUCATION FOR NINE YEARS.
MY WHOLE EDUCATION LIFE HAS BEEN WITH CROWLEY.
I HAVE A MASTER'S IN LEGAL STUDIES THROUGH CONCORDIA UNIVERSITY AND I ALSO HAVE A BACHELOR'S IN CRIMINAL JUSTICE.
I WANT TO GIVE A BRIEF OVERVIEW ON THE DATA COLLECTION AND INTERVENTION PROCESS THAT WE PROVIDE.
WHEN WE RECEIVE A BEHAVIOR SUPPORT REQUEST, WE OBSERVE THE STUDENT WITH BEHAVIOR CHALLENGES AND COLLECT VARIOUS DATA TO DETERMINE THE APPROPRIATE INTERVENTIONS.
ONCE OUR DATA COLLECTION INCLUDES TRACKING SEVERAL ELEMENTS SUCH AS THE TIMING AND IDENTIFY THE TRIGGERS OF MALADAPTIVE BEHAVIOR.
IF YOU LOOK AT THE SCREEN, YOU'LL SEE ON THE LEFT OUR ABC DATA FORM, AND ON THE RIGHT, YOU CAN BROADLY SEE IT OUR SCOPE OF ABC STANDS FOR ANTECEDENTS, BEHAVIOR, AND CONSEQUENCE.
IT'S USED TO UNDERSTAND THE EVENTS LEADING UP TO THE BEHAVIOR, THE BEHAVIOR ITSELF, AND WHAT WAS THE CONSEQUENCE FOR THE ACTIONS? ADDITIONALLY, WE USE SCATTER PLOT SHEETS TO SYSTEMATICALLY RECORD AND ANALYZE BEHAVIOR PATTERNS AT DIFFERENT TIMES OF THE DAY.
AFTER COMPLETING THE OBSERVATION, AS SPECIALISTS, WE IMPLEMENT INTERVENTIONS TO HELP TEACHERS PROMOTE POSITIVE BEHAVIOR AMONG STUDENTS FACING BEHAVIORAL CHALLENGES.
THIS CAN INCLUDE MODELING THESE INTERVENTIONS SO THE TEACHERS CAN HAVE A BETTER UNDERSTANDING ON HOW TO IMPLEMENT THEM.
AS MS. JOHNSON MENTIONS, INTERVENTIONS CAN VARY IN INTENSITY, REQUIRING ADJUSTMENTS LIKE PROXIMITY CONTROL, WHICH MAY INVOLVE RE ARRANGING CLASSROOMS OR MODIFYING CLASSROOMS TO PREVENT ELOPEMENT.
WHEN IMPLEMENTING INTERVENTIONS, WE CONSIDER ADVERSE CHILDHOOD EXPERIENCES, WHICH IS ASS TO IDENTIFY STUDENTS AT HIGH RISK FOR EXTREME BEHAVIORAL CHALLENGES.
UPON IDENTIFICATION, WE PROMPTLY REFER THESE STUDENTS TO THE CAMPUS COUNSELOR FOR FURTHER ASSESSMENT AND STEPS TO DEVELOP A COMPREHENSIVE INDIVIDUALIZED PLAN.
AFTER IMPLEMENTATION, WE CONDUCT FOLLOW UP CHECKS UP TO ONE TO TWO WEEKS LATER TO ASSESS STUDENTS PROGRESS TO DETERMINE IF ANY ADJUSTMENTS ARE NECESSARY AND EVALUATE SUCCESS OF THE INTERVENTIONS.
IN MOST CASES WHERE INTERVENTIONS ARE SUCCESSFUL, WE WILL CONTINUE TO SUPPORT THE TEACHERS THROUGH PERIODIC CHECK INS, WHICH MAY INCLUDE TRACKING STUDENTS PROGRESS WITH POINT SHEETS OR CREATING SAFETY PLANS TO PREVENT STUDENTS FROM LEAVING THE CAMPUS OR THE CLASSROOM.
WE USE POINT SHEETS A LOT BECAUSE IT'S A MORE MODERN AND EFFECTIVE INTERVENTION TOOL DESIGNED TO REINFORCE BEHAVIOR.
PROVIDING STUDENTS WITH A DETAILED DAILY REPORT OF THEIR CONDUCT, THESE SHEETS DOCUMENTS VARIOUS ASPECTS OF THE BEHAVIOR, AND THEY WILL SHARE WITH THEIR PARENTS TO KEEP THEM INFORMED ABOUT THEIR CHILD'S PROGRESS AT SCHOOL.
IF YOU LOOK IN THE MIDDLE, THIS IS THE PICTURE OF OUR WOW BOARD.
THE WOW BOARD IS A VALUABLE INTERVENTION TOOL THAT SERVES AS A REWARD SYSTEM FOR OUR STUDENTS DISPLAYING POSITIVE BEHAVIOR.
IT IGNITES INTRINSIC MOTIVATION IN OUR STUDENTS ALLOW THEM TO ADD THEIR NAME TO THE BOARD WHEN DEMONSTRATING APPROPRIATE BEHAVIOR.
ONCE THE BOARD IS FILLED, REWARDS ARE PROVIDED TO THE STUDENTS BY THEIR CLASSROOM TEACHER.
THIS INTERVENTION REPRESENTS A VAGUE LEVEL OF SUPPORT.
I WANT TO ADD THAT STUDENTS THRIVE TO PUT THEIR NAME ON THIS BOARD BECAUSE THEY WANT THEIR PRIZE ONCE THE BOARD IS FILLED.
SOMETIMES WE RECOMMEND PBIS, WHICH STANDS FOR POSITIVE BEHAVIOR INTERVENTION AND SUPPORT.
THIS IS A SCHOOL WIDE APPROACH THAT ESTABLISHES A POSITIVE STUDENT CULTURE AND PROVIDES INDIVIDUALIZED SUPPORT TO CREATE A SAFE AND EFFECTIVE LEARNING ENVIRONMENT FOR ALL STUDENTS.
[02:00:01]
COMBINING INTERVENTIONS AND RESOURCES EQUIP OUR TEACHERS IN HELPING STUDENTS WITH BEHAVIORAL CHALLENGES SUCCEED AT OUR CROWLEY CAMPUSES.HE WILL TALK MORE IN DEPTH ABOUT OUR GOALS AND SEAS UNITS.
>> GOOD EVENING. MY NAME IS JUSTIN ROSS.
I'VE BEEN IN EDUCATION FOR EIGHT YEARS.
FIVE OF THOSE YEARS HAS BEEN WITH CROWLEY ISD.
I'M HERE TO TALK ABOUT MORE ABOUT OUR GOALS AND OUR SEASS UNITS.
SEAS IS OUR SOCIAL EMOTIONAL ACADEMIC SKILLS CLASSROOM IT PROVIDES SOCIAL EMOTIONAL AND BEHAVIORAL SUPPORT THROUGHOUT THE SCHOOL DAY IN A GENERAL EDUCATION OR SPECIAL EDUCATION SETTING.
SCHOLARS IDENTIFIED AS NEEDING OR RECEIVING SEAS SUPPORT WILL RECEIVE SOCIAL SKILLS, DAILY RESTORED PRACTICES TO REPLACE THE UNWANTED BEHAVIORS WITH MORE DESIRABLE BEHAVIORS.
EACH SCHOLAR WILL RECEIVE THEIR ACADEMIC INSTRUCTIONS AND ASSIGNMENTS FROM THEIR TEACHER OF RECORDS.
JUST SOME KEY POINTS ABOUT SEAS IS NOT A HOLDING PLACE FOR THE STUDENT.
OUR GOAL IS TO HAVE 100% OF OUR SEAS STUDENTS TO BE IN A GENERAL EDUCATION SETTING OR A SPECIAL EDUCATION SETTING WITH SUPPORT IF NEEDED.
SEAS IS A PLACE FOR A STUDENT TO COME AND RESET THROUGHOUT THE DAY WHEN NEEDED.
GOALS, IS A MORE RESTRICTIVE ENVIRONMENT LOCATED ON OUR CROWLEY LEARNING CENTER CAMPUS.
THIS PROGRAM HAS A LOW TEACHER TO STUDENT RATIO AND FOCUS ON COMPLIANCE AND BEHAVIORS TO PREPARE THE STUDENTS TO RETURN BACK TO THEIR HOME CAMPUSES.
IF YOU COULD TAKE A LOOK AT THE SCREEN, I JUST WANT TO HIGHLIGHT SOME OF OUR SEAS UNITS.
THESE UNITS ARE MODEL CAMPUSES.
WE USE THESE UNITS FOR OUR NEW TEACHERS AND OUR SEASON SEAS TEACHERS TO GO VIEW AND ASK THOSE TEACHERS THOSE UNITS QUESTIONS.
AT THIS TIME, WE'RE TURN IT BACK OVER TO MS. TAYLOR AND SHE'S GOING TO TALK ABOUT SEAS STUDENTS SUCCESSES.
>> THE NEXT SLIDE. NOT TO BELABOR THE TIME, BUT WE DO HAVE WANTED TO JUST TO HIGHLIGHT HOW THE STUDENTS THAT ARE SERVED THROUGH OUR SEAS PROGRAM ARE EFFECTIVELY UTILIZING THE STRATEGIES THAT THEY'VE LEARNED.
WE HAVE STUDENTS THAT ARE EXCELLING ACADEMICALLY IN THE ARTS AND ALSO IN SPORTS AND USING THOSE SKILLS THAT THEY'VE ACQUIRED THROUGH THE SEAS PROGRAM SO WE'RE VERY PROUD OF THEIR ACCOMPLISHMENTS.
THANK YOU FOR YOUR TIME. QUESTIONS. I'M SORRY.
I JUST WANT TO MAKE SURE THE STUDENTS THAT USE THESE SERVICES, HAVE THEY GONE THROUGH THAT FORMAL SPECIAL ED PROCESS OR? [OVERLAPPING] IF A STUDENT OR IF A TEACHER RECOGNIZES BEHAVIOR CHALLENGES IN THE CLASSROOM, BUT THOSE STUDENTS HAVEN'T BEEN DIAGNOSED FORMALLY THOSE ARE JUST DIFFERENT BEHAVIORAL ISSUES?
>> YES MA'AM, BUT WE ARE SPECIALISTS WORK WITH GENERAL EDUCATION STUDENTS AND SPECIAL EDUCATION STUDENTS.
THE GRAPHS THAT WE DISPLAYED BEFORE DID SHOW DATA THAT REPRESENTED BOTH GROUPS.
GENERAL EDUCATION TEACHERS CAN ALSO SUBMIT SUPPORT REQUESTS IF NEEDED. YES, MA'AM.
>> MADAM PRESIDENT, BOARD MEMBER, ALSO, I JUST WANT TO WANT TO LIFT UP THE FACT THAT THERE ARE SOME VERY GOOD PRACTICES THAT ARE BEING USED WITHIN OUR SPECIAL ED DEPARTMENT AS IT RELATES TO TRANSITION PLANS AND TRACKING BEHAVIORS AND OTHERS THAT WE ARE WORKING.
I KNOW THEY ARE WORKING TO REALLY USE THOSE FORMS ACROSS THE BOARD.
WE'RE ACTUALLY LEARNING SOME THINGS SPECIFICALLY THE TRANSITION PLAN.
I KNOW IT IS ONE OF THEM AND SEVERAL OTHERS, BUT WE'RE LEARNING THINGS WITHIN THIS DEPARTMENT THAT WE'RE ALSO ABLE TO USE FOR OUR GENERATE AS WELL.
>> IT'S MORE OF A COMMENT, GOING BACK TO THE VERBAL DE ESCALATION.
I AM TRULY THRILLED TO HEAR ABOUT THAT BECAUSE SEVERAL YEARS AGO, I ATTENDED THE CPI TRAINING.
IT'S CRISIS PREVENTION INSTITUTE, THE FULL AND REFRESHER COURSES.
WHEN I WENT THROUGH IT, I SAID, THIS WOULD BE GREAT FOR GENERAL ED TEACHERS, CAMPUS MONITORS, ANYONE WHO INTERACTS WITH STUDENTS.
A LOT OF TIMES CURRENTLY THE NEW LANGUAGE IS MATCHING ENERGY?
>> YOU DON'T WANT TO MATCH ENERGY WITH THE CHILD? DO NOT ENGAGE WITH STUDENTS.
I APPRECIATE THAT BECAUSE IT TEACHES OTHER FORMS OF DE ESCALATION,
[02:05:05]
HOW COULD I ENGAGE WITH A STUDENT WITHOUT ESCALATING A BEHAVIOR WITHOUT ENTERTAINING THE BEHAVIOR WITHOUT OTHER STUDENTS MAYBE FEEDING INTO THAT ENERGY.I AM PLEASED TO HEAR ABOUT THAT.
I WOULD LIKE IT TO BE ACROSS THE BOARD AT PD POSSIBLY THE BEGINNING OF THE YEAR.
DEFINITELY NEW TEACHERS WITH CLASSROOM MANAGEMENT BECAUSE AGAIN, YOU DEAL WITH YOU HAVE STUDENTS OF ALL BACKGROUNDS, WHETHER THEY'RE IDENTIFIED OR NOT IDENTIFIED.
I'M JUST PLEASED TO HEAR ABOUT THAT.
I KNOW IT'S BENEFICIAL AND IT BUILDS POSITIVE RELATIONSHIPS WITH STUDENTS.
AGAIN, YOU CAN GO ON WITH INTERACTING WITH STUDENTS WITHOUT HAVING TO MATCH ENERGY.
>> ABSOLUTELY. YOU STAY OUT OF YOUR AMYGDALA AND INTO YOUR PREFRONTAL CORTEX.
WE DO TALK ABOUT BRAIN DEVELOPMENT IN THAT TRAINING AS WELL SO YES, MA'AM. THANK YOU.
WE HAVE ARTIFACTS IN YOUR FOLDERS AS WELL THAT SHOW OR REFLECT SOME OF THE DE ESCALATION TIPS THAT WE DO SHARE WITH OUR CAMPUSES.
THANK YOU FOR YOUR FEEDBACK. THANK YOU.
>> BOARD, MS. DAVIS, IF YOU CAN MAKE A SELECTION.
I'M GOING TO GO WITH VISUALLY IMPAIRED AND DEAF EDUCATION.
THANK YOU. THAT WOULD BE MS. ANGELA, MS. AMY LEWIS.
THOSE ARE OUR VISUAL VISION TEACHERS, AS WELL AS MS. CALVA ALEXANDER, WHO IS OUR DEAF EDUCATION SPECIALIST, IF THEY COME UP.
>> GOOD EVENING, MADAM PRESIDENT, DOCTOR MCFARLAND, THE REST OF THE BOARD.
WE'RE HERE TO SHARE WITH YOU THE VISION SERVICES DEPARTMENT FROM CROWLEY ISD.
WE'RE A SMALL PROGRAM CONSISTING OF TWO TEACHERS OF STUDENTS WITH VISUAL IMPAIRMENT, A CONTRACT ORIENTATION AND MOBILITY SPECIALIST AND A CONTRACT BRAILLIST.
WHAT YOU'RE RECEIVING IS YOUR NAMEPLATE IN BRAILLE.
WE'VE DONE THOSE FOR YOU, AND THAT IS IF WE DID AN ASSIGNMENT FOR A STUDENT THAT DOES BRAILLE, THAT IS HOW THE TEACHER WOULD RECEIVE IT SO THAT THEY KNOW WHAT THE STUDENT WROTE.
I HAVE A BS IN MATHEMATICS FROM TEXAS WESLEYAN.
MY CERTIFICATION FOR VISUAL IMPAIRMENT IS FROM STEPHEN F AUSTIN UNIVERSITY.
I HAVE BEEN IN EDUCATION FOR NINE YEARS, SEVEN YEARS OF THAT WITH CROWLEY ISD, TWO YEARS AS A VI AND FIVE YEARS AS A MATH TEACHER.
I AM CERTIFIED 6-12 MATH, EC THROUGH 21 SPED AND BIRTH THROUGH 21 VISION.
WE ARE ONE OF ONLY TWO PROGRAMS. I'M SORRY.
I'VE ALSO SERVED AS TREASURER FOR FOUR YEARS ON STATE BOARD THAT WE HAVE.
IT'S THE TEXAS ASSOCIATION FOR THE EDUCATION AND REHABILITATION OF THE BLIND AND VISUALLY IMPAIRED.
>> GOOD EVENING. MY NAME IS AMY LEWIS.
I HAVE A BACHELOR'S IN ELEMENTARY EDUCATION FROM UNIVERSITY OF NORTH TEXAS, AND THEN MY VISUALLY IMPAIRED CERTIFICATION IS ALSO FROM STEPHEN F AUSTIN.
I AM CERTIFIED EARLY CHILDHOOD THROUGH SIXTH GRADE, GENERAL EDUCATION.
I HAVE ESL CERTIFICATION, AND THEN WITH VISUALLY IMPAIRED.
WE ARE CERTIFIED BIRTH THROUGH 21.
OUR TEAM ALSO CONSISTS OF OUR ORIENTATION AND MOBILITY SPECIALIST, ERICA HEVERLY SHE SERVES BIRTH ALL THE WAY THROUGH ELDERS.
OUR BRAILLIST IS MARY ELLIOTT AND SHE HAS BEEN WITH OUR DISTRICT FOR OVER 30 YEARS. I THINK SHE SAID.
I HAVE BEEN IN EDUCATION FOR 15 YEARS THIS IS MY FOURTH YEAR WITH CROWLEY AS A TEACHER OF THE VISUALLY IMPAIRED.
CURRENTLY, WE HAVE 26 STUDENTS ON OUR CASELOAD AND WE SERVE 14 CAMPUSES.
WE'RE ONE OF THE TWO PROGRAMS IN THE DISTRICT WHO SERVE STUDENTS FROM AGES BIRTH ALL THE WAY THROUGH 21, THROUGH OUR TRANSITION PROGRAM.
CURRENTLY, WE HAVE STUDENTS THAT ARE IN OUR TRANSITION PROGRAM IN OUR LIFE SKILLS PROGRAM, FUNCTIONAL ACADEMICS, GENERAL EDUCATION, AND WE HAVE STUDENTS IN OUR EARLY CHILDHOOD SPECIAL EDUCATION PROGRAM.
WE PROVIDE OVER 1,300 MINUTES A WEEK OF DIRECT INSTRUCTION TO OUR STUDENTS, AS WELL AS DAILY SUPPORTING TEACHERS AND PARENTS.
[02:10:02]
THE PICTURE YOU SEE ON YOUR SCREEN HERE IS ONE OF OUR YOUNG STUDENTS, AND THIS WAS TAKEN AT REGION 11 AT THE BRAILLE CHALLENGE THAT HE PARTICIPATED IN.>> TVIS ARE TEACHERS OF STUDENTS WITH VISUAL IMPAIRMENT, SUPPORT THE STUDENTS, THE TEACHERS THAT HAVE OUR STUDENTS AND THE FAMILIES OF OUR STUDENTS.
WE ARE GUIDED BY WHAT'S CALLED THE EXPANDED CORE CURRICULUM, AND WE DO HAVE LEAFLETS ON OUR TABLE, IF YOU WANT TO COME BY AND PICK ONE UP THAT TALKS MORE ABOUT THAT.
BUT WHAT IT IS IS WHEN YOU HAVE VISION, THERE ARE SO MANY THINGS THAT YOU LEARN BECAUSE OF OBSERVATION.
WHEN YOU LACK THAT VISION, THERE ARE THINGS THAT YOU CANNOT LEARN THROUGH OBSERVATION, AND THEY HAVE TO BE SPECIALLY TAUGHT.
THESE NINE AREAS HAVE BEEN IDENTIFIED BY THE STATE AS THE NINE AREAS THAT WE LOOK AT.
THEY ARE ASSISTIVE TECHNOLOGY, CAREER EDUCATION, COMPENSATORY SKILLS, WHICH IS THEIR SCHOOL SKILLS, THEIR GENERAL EDUCATION, INDEPENDENT LIVING SKILLS, ORIENTATION AND MOBILITY, RECREATION AND LEISURE, SELF DETERMINATION, SENSORY EFFICIENCY, AND SOCIAL INTERACTION SKILLS.
WE AS TEACHERS OF STUDENTS WITH VISUAL IMPAIRMENT, LOOK AT ALL NINE OF THOSE AREAS, AND WHEN STUDENTS HAVE DEFICITS, WE WORK IN ALL NINE OF THOSE AREAS.
OUR ORIENTATION AND MOBILITY SPECIALIST HELPS OUR STUDENTS UNDERSTAND WHERE THEIR BODY IS IN REGARDS TO SPACE, LEARN SAFE TRAVEL TECHNIQUES AND HOW TO EXPLORE THEIR ENVIRONMENT SAFELY AND INDEPENDENTLY.
WE WORK WITH CHILDREN BEFORE THEY GET TO SCHOOL BECAUSE YOUR CHILD LEARNS HOW TO CRAWL BECAUSE THEY SEE SOMETHING THEY WANT.
IF THEY CAN'T SEE IT, THEY DON'T LEARN HOW TO CRAWL.
IF THEY LACK THAT VISION, THEY'RE JUST NOT GOING TO EXPERIENCE THOSE MILESTONES LIKE A NORMAL CHILD.
>> OUR BRAILLIST THAT WE HAVE WILL TRANSCRIBE LONG AND COMPLEX ASSIGNMENTS FOR OUR STUDENTS.
THE LAW SAYS THAT OUR STUDENTS NEED THEIR MATERIAL AT THE SAME TIME AS THEIR SITED PEERS.
THAT'S WHAT OUR BRAILLIST WILL DO.
WE ASK OUR TEACHERS TO GIVE US ASSIGNMENTS AHEAD OF TIME SO THAT WE HAVE TIME TO TRANSCRIBE THEM AND THEN GIVE IT BACK TO THAT STUDENT.
AS TVIS, AS TEACHER OF STUDENTS WITH VISUAL IMPAIRMENTS, WE WILL HELP OUR BRAILLIST BY BRAILLING SHORT ASSIGNMENTS OR LAST MINUTE ASSIGNMENTS.
WE HAVE BOTH BEEN IN THE CLASSROOM AND WE UNDERSTAND SOMETIMES THINGS ARE LAST MINUTE AND SO WE HELPED DO THAT ALSO.
AN VISION EVALUATION THAT WE DO.
ONCE WE ARE NOTIFIED THAT AN EVALUATION NEEDS TO TAKE PLACE.
OURS CONSISTS OF FOUR DIFFERENT PARTS.
IT TAKES PLACE ON MULTIPLE DAYS IN MULTIPLE SETTINGS.
WE OBSERVE THE STUDENT, AND THEN WE ALSO DO ACTIVITIES WITH THE STUDENT.
THESE PICTURES THAT YOU SEE HERE IS ONE OF OUR STUDENTS.
THE PICTURE ON THE RIGHT, SHE IS WALKING IN THE HALLWAY WITH HER WHITE CANE.
IT'S A LITTLE BIT DIFFICULT TO SEE THERE.
MANY PEOPLE WANT TO CALL THIS A STICK.
IT'S NOT A STICK, IT'S A WHITE CANE.
IN THE MIDDLE PICTURE THERE, SHE'S READING A BRAILLE ASSIGNMENT.
THIS CANE WOULD BE FOR A SMALL CHILD.
>> IT SHOULD BE FOR A CHILD, BECAUSE IF IT WAS FOR ME, IT WOULD BE MORE UP HERE SO THAT I HAVE TIME TO REACT TO WHAT MY PAIN IS FINDING BEFORE I CALL OFF HER RUN INTO SOMEBODY HERE.
>> THIS MIDDLE PICTURE, SHE'S READING AN ASSIGNMENT AND THE PICTURE ON THE RIGHT, SHE IS CREATING ASSIGNMENT WITH HER BRAILLE WRITER.
THIS IS ONE OF THE WAYS THAT OUR STUDENTS CREATE BRAILLE.
>> THIS IS A BRAILLE WRITER, AND WE FURNISH ONE FOR THEM AT SCHOOL, AND WE ALSO FURNISH ONE AT HOME BECAUSE WITHOUT IT AT HOME, THEY CAN'T DO HOMEWORK OR LONGER ASSIGNMENTS THAT THEY NEED TO DO.
THAT SHOWS A PICTURE OF SOME OF OUR ASSISTIVE TECHNOLOGY.
WE DO PROVIDE DIRECT INSTRUCTION IN USE OF ANY TECHNOLOGY THAT OUR STUDENTS NEED IN ORDER TO ACCESS THEIR GENERAL CURRICULUM.
THE PICTURE THERE ON THE LEFT, SHE IS THIS IS CALLED A CCTV MAGNIFIER, AND SHE'S USING THAT TO MAGNIFY HER WORKSHEET.
[02:15:01]
THE GOOD THING ABOUT THAT TOO IS YOU CAN CHANGE THE COLOR.SHE CAN SET IT TO THE COLOR THAT IS BEST FOR HER VISION.
THE MIDDLE PICTURE, THIS IS A SPECIALIZED EQUIPMENT THAT WAS CREATED FOR ONE OF OUR MULTIPLY IMPAIRED STUDENTS.
WE CAN HANG THINGS ON THERE THAT HE IS ATTRACTED TO AND THAT ENCOURAGES HIM TO REACH OUT AND EXPLORE HIS ENVIRONMENT.
THE NEXT PICTURE IS WITH THIS SAME CCTV AND WHAT SHE HAS DONE, IT HAS A CAMERA ON IT THAT SHE HAS FLIPPED UP SO THAT SHE CAN SEE THE BOARD AND SEE IT CLOSE TO HER.
THAT'S JUST ONE OF THE PIECES OF EQUIPMENT WE CAN DO THAT WITH.
>> OUR PARTNERSHIPS INCLUDE ALL THE PROGRAMS THROUGHOUT THE DISTRICT.
IF WE HAVE A STUDENT THAT SHOWS UP IN THE ECS PROGRAM, THEN WE WILL BE PART OF THE ECS PROGRAM.
LIKE MS. LEWIS SAID, WE ARE CURRENTLY SERVING STUDENTS ALL OVER THE DISTRICT.
WE ALSO PARTNER WITH TEXAS SCHOOL FOR THE BLIND AND VISUALLY IMPAIRED.
WE CAN SEND THEM FOR SHORT TERM PROGRAMS, WE CAN SEND THEM DURING THE SUMMER FOR LONGER TERM PROGRAMS, WE CURRENTLY HAVE TWO STUDENTS THAT WILL BE ATTENDING TSBVI THIS SUMMER FOR A WEEK LONG PROGRAM.
WE PARTNER WITH THE HEALTH AND HUMAN SERVICES COMMISSION BLIND CHILDREN'S PROGRAM.
THIS HELPS OUR FAMILY WITH NON EDUCATIONAL NEEDS FOR CHILDREN 14 OR UNDER OR WITH MULTIPLE IMPAIRMENTS.
FOR OUR STUDENTS 14 OR OVER, WE PARTNER WITH THE TEXAS WORKFORCE COMMISSION.
THEY CAN DO PAID WORK EXPERIENCES WITH THEM.
THEY CAN DO CAMPS THROUGH THEM AND THEY ALSO HELP WITH POST SECONDARY LIFE PLANNING.
WHEN OUR STUDENTS LEAVE, WE TAKE BACK ALL OF OUR EQUIPMENT.
TEXAS WORKFORCE THEN FURNISHES THE EQUIPMENT THEY NEED FOR HOWEVER THEY'RE PROGRESSING IN LIFE.
OUR OTHER PARTNERS INCLUDE THE FORT WORTH LIGHTHOUSE FOR THE BLIND, THE ALEXANDER VISION CENTER, THE TEXAS STATE TALKING BOOK PROGRAM, EARLY CHILDHOOD INTERVENTION, AND OF COURSE, OUR PARENTS.
JOIN ACTIVITIES THAT WE HAVE PARTICIPATED IN HAVE INCLUDED THE ABILITY GAMES, THE BRAILLE CHALLENGE, WHITE CANE DAY, TECHNOLOGY OLYMPICS AND CANE QUEST.
WE WERE RECENTLY MADE AWARE THAT THE CROWLEY CHAPTER OF THE LIONS CLUB IS BEING REACTIVATED, AND WE ARE GOING TO BE PARTNERING WITH THEM TO HELP PROVIDE VISION ASSESSMENTS THROUGHOUT THE DISTRICT IN THE ELEMENTARIES AND THEY ARE GOING TO HELP PROVIDE SOME GLASSES FOR STUDENTS IN NEED FOR THIS NEXT SCHOOL YEAR. ANY QUESTIONS?
>> YOU MENTIONED AND I THINK THIS IS AN AHA MOMENT FOR ME.
YOU MENTIONED THAT YOU ALL WORK WITH STUDENTS BEFORE THEY COME TO SCHOOL?
>> IN HELPING THOSE STUDENTS THAT ARE VISUALLY IMPAIRED EXPERIENCE LIFECYCLE EVENTS, SO HOW DOES THAT PROCESS WORK? DO PARENTS REACH OUT TO THE DISTRICT AND SAY, I HAVE A VISUALLY IMPAIRED TODDLER?
>> TYPICALLY WE CAN GET IT THROUGH ECI, EARLY CHILDHOOD INTERVENTION.
WE ALSO CAN GET REFERRALS FROM OPHTHALMOLOGIST.
IN WHICH CASE, WE WOULD GET ECI INVOLVED BECAUSE ECI WOULD BE THE MAIN PARTNER AT THAT POINT.
WE ARE JUST AN ADDITIONAL SERVICE.
BUT WE DO GO INTO THE HOMES AND WE TEACH THE PARENTS HOW TO TEACH THEIR CHILD.
>> WOW. THAT'S AWESOME. THANK YOU.
>> I HAD A LOT OF AHA MOMENTS TOO.
COULD YOU GO BACK TO THE BEGINNING WHERE THE NINE ITEMS WERE LISTED THAT YOU TALKED ABOUT?
>> OUR EXPANDED CORE CURRICULUM?
>> THEY'RE NOT ON THERE. I DON'T THINK WE HAVE THEM LISTED.
>> I WAS TRYING TO REMEMBER ONE OF THE THINGS YOU SAID AND I CAN'T.
BUT IN TERMS OF WHAT AND HOW YOU TEACH STUDENTS IN EXAMPLE LIKE LEARNING TO CRAWL OR BECAUSE THEY CAN'T CRAWL OR BECAUSE THEY CAN'T SEE, THEY CAN'T CRAWL.
IN A SITUATION LIKE THAT, WHAT WOULD YOU DO?
>> YOU START USING AUDITORY CUES TO GET THEM INTERESTED, TO GET THEM ATTRACTED AND THEN YOU WOULD PHYSICALLY HELP THEM GET THEIR KNEES UP
[02:20:06]
UNDER THEM AND PUT YOUR HANDS BEHIND THEIR FEET AND SHOW THEM HOW THEY NEED TO MOVE.>> THEN FROM THERE, I GUESS WALKING WOULD BE THE SAME WAY, YOU WOULD DO THE SAME THING.
>> ONCE THEY'RE CRAWLING, THE WALKING IS GOING TO BECOME MORE NATURAL BECAUSE WHEN THEY GET TO SOMETHING, THEY'RE GOING TO START PULLING IT UP ON IT LIKE MOST CHILDREN DO AND THEN THEY'LL START MOVING ALONG.
BUT OUR ORIENTATION AND MOBILITY SPECIALIST ALSO GOES INTO THE HOME, AND THAT'S WHERE SHE WOULD ACTUALLY ONCE THEY'RE WALKING AND STUFF.
>> MANY TIMES WITH OUR BABIES, A LOT OF OUR EDUCATION IS TO THE PARENT.
BECAUSE WHEN YOU HAVE A BABY WHO IS VISUALLY IMPAIRED, THE PARENT WANTS TO DO EVERYTHING FOR THAT BABY.
MANY TIMES WE ARE COACHING THE PARENT THAT WHAT YOU'RE DOING IS ACTUALLY NOT GOOD FOR YOUR BABY.
TEACHING THEM HOW TO HELP THAT CHILD BE INDEPENDENT AND KNOW THAT THEY CAN REACH OUT.
BECAUSE IF YOU HAVE A CHILD WITH A VISUAL IMPAIRMENT AND EVERYTHING'S HANDED TO THEM, WELL, THEY DON'T KNOW THEY CAN GO OUT AND CRAWL TO SOMETHING OR EXPLORE SOMETHING OVER HERE.
A LOT OF IT IS EDUCATION TO THE PARENTS ALSO. HELPING THEM LEARN HOW.
>> THAT MAGIC OUT BERRY THAT APPEARS WITH EVERYTHING IN THEIR REACH.
BECAUSE AGAIN, YOU SAID BECAUSE THEY CAN'T SEE AND TRYING TO HELP THEM EXPERIENCE THE ENVIRONMENT.
DO YOU END UP REALLY, REALLY TALKING MORE TO A VISUALLY IMPAIRED CHILD THAN?
>> VERY MUCH SO, AND THAT'S ONE OF THE THINGS THAT WE ALSO COACH THE PARENTS ON.
WHEN YOU'RE DOING SOMETHING IN THE KITCHEN, EXPLAIN TO YOUR CHILD WHAT YOU'RE DOING.
HEY, MOMMY'S IN THE KITCHEN MAKING DINNER, THAT MEANS I'M USING THE STOVE, I'M PUTTING POTS.
>> DO YOU SMELL WHAT WE'RE COOKING? DO YOU HEAR THAT? THAT'S THE WATER RUNNING.
I'M RINSING MY DISHES, SO YOU ARE VERY MUCH VERBALIZING EVERYTHING THAT YOU DO?
>> ESPECIALLY IF THEY'RE COMPLETELY BLIND, THEIR ENVIRONMENT NEEDS TO BE VERY VERBAL.
VISUAL IMPAIRMENT IS A CONTINUUM.
JUST BECAUSE THE STUDENTS GETTING THE SERVICES DOESN'T MEAN THEY CAN'T SEE ANYTHING.
IT JUST MEANS THAT THEY MAY HAVE TROUBLE SEEING SOME OF THE STUFF IN THEIR FUNCTION AND WE PROVIDE THOSE EXTRA TECHNOLOGIES AND SERVICES JUST TO HELP THEM ALONG.
BLINDNESS. TOTAL BLINDNESS IS VERY RARE.
WE HAVE THREE STUDENTS IN THE DISTRICT RIGHT NOW THAT ARE LEARNING BRAILLE.
OUR PROGRAM WENT FROM 15 STUDENTS AT THE BEGINNING OF THE YEAR TO 26 NOW.
>> WE'RE THE POST DISTRICT OR?
>> NO, MA'AM. THESE ARE ALL CROWLEY.
>> THEY'RE ALL CROWLEY. VERY IMPRESSIVE. THANK YOU.
>> WE DO HAVE THE FLYERS, I'LL LEAVE THOSE SO THAT ALL CAN GET THOSE AND YOU CAN READ MORE ABOUT THE EXPANDED CORE CURRICULUM. THANK YOU.
I'M TINY, SO I NEED THE STOOL. GOOD EVENING.
MY NAME IS ALEXANDER CALVA, I'M THE DEAF HEAD COORDINATOR FOR CROWLEY ISD.
I GRADUATED WITH A BACHELOR'S DEGREE DEAF EDUCATION.
AT THE TIME, IT WAS CALLED HABILITATION OF THE DEAF PART OF HEARING, NOW IT'S CHANGED TO DEAF EDUCATION.
I GOT MY MASTER'S DEGREE FROM ABILENE CHRISTIAN UNIVERSITY IN CONFLICT RESOLUTION.
THIS IS MY 11TH YEAR IN CROWLEY ISD AND 11 YEARS IN EDUCATION.
MY DUTIES INCLUDE RDSPD INSTRUCTION, WHICH IS REGIONAL DAY SCHOOL PROGRAM FOR THE DEAF.
YOU SEE WHAT I HAVE AN ACRONYM. IT'S A LITTLE LONG.
I PROVIDE AND MANAGE INTERPRETATION SERVICES.
I SUPPORT ECI, WHICH YOU HEARD EARLIER FROM JUST OUR VISUAL IMPAIRED FOLKS.
WE ALSO PROVIDE SERVICES FROM 0-3 AND THEN ITINERARY SERVICES.
THE CROWLEY REGIONAL DAY SCHOOL PROGRAM FOR THE DEAF OFFERS EDUCATIONAL PROGRAMMING FOR DEAF AND HARD OF HEARING STUDENTS WHO QUALIFY FOR SERVICES BASED ON THEIR EDUCATIONAL NEED.
WE PROVIDE PARENT INFANT SERVICES, SELF CONTAINED DEAF EDUCATION CLASSES AT DEER CREEK,
[02:25:02]
RICHARD ALLEY MIDDLE SCHOOL, AND CROWLEY HIGH SCHOOL.WE PROVIDE ITINERANT SERVICES, WHICH IS USUALLY 45 MINUTES OR LESS TO STUDENTS ACROSS THE DISTRICT AND DISTRICTS ARE WHO SURROUND US.
WE PROVIDE VERY SHORT CONSOLE SERVICES THAT'S USUALLY MAYBE ONE TIME A YEAR OR FOR AN ARM.
CURRENTLY, WE HAVE 13 STUDENTS AT DEER CREEK ELEMENTARY, FOUR STUDENTS AT RAMS AND SEVEN STUDENTS AT CHS.
ONE OF OUR MOST RECENT CHS GRADUATES WAS ROMAN ALVAREZ.
HE GRADUATED IN THE TOP 10 AND CONTINUED ON TO GO, HE'S GETTING HIS BACHELOR'S IN DEAF EDUCATION AT GALLAGHER UNIVERSITY IN WASHINGTON DC.
CROWLEY OFFERS SERVICES FOR STUDENTS IN CROWLEY, EVERMAN, ALVARADO, BURLESON, CLAIBORNE, JOSHUA, KEENE, AND RIO VISTA.
CURRENTLY, UNDER OUR ITINERANT SERVICES.
WE SEE 13 KIDS IN CROWLEY ISD.
THESE ARE STUDENTS WHO ARE NOT IN A REGIONAL DAY SCHOOL PROGRAM AT DEER CREEK RAMS OR CHS.
THESE ARE KIDS WHO GO ACROSS THE DISTRICT WHO JUST NEED SUPPORT IN ACCOMMODATIONS AND HEARING AID EQUIPMENTS.
EVERMAN, WE SERVE EIGHT STUDENTS, ALVARADO 11, BURLESON IS COMING UP AT 17, CLAIBORNE 15, JOSHUA 15, AND JOHNSON COUNTY AT 15.
THE THING WE'RE MOST PROUD ABOUT THIS YEAR IS THAT THE RDSPD PROGRAM OFFERS SIGN LANGUAGE CLASSES ON TUESDAY NIGHT SINCE SEPTEMBER, ALL THE WAY WE'RE GOING UNTIL MAY 14TH.
WE'VE SERVICED 30 FAMILIES THIS YEAR.
EIGHT OF THOSE FAMILIES HAVE BEEN SPECIFIC TO OUR DEAF EDUCATION PROGRAM.
EVEN THEY ALSO INCLUDE OUTSIDE OF CROWLEY.
WE'RE REACHED OUT TO JOSHUA, CLEAVER, AND EVERMAN, ALL THE DISTRICTS WE SERVE.
WE HAVE SEVERAL WHO COME FROM OUTSIDE DISTRICTS.
OUR PROGRAMS ALSO OFFER SERVICES TO STUDENTS WHO ARE NON-VERBAL.
WE HAVE QUITE A FEW LITTLE STUDENTS WHO HAVE AUTISM CHARACTERISTICS AND THEIR PARENTS ARE LEARNING SIGN LANGUAGE.
WE HAVE TWO 80 BIDIES WHO COME WITH EARLY CHILDHOOD INTERVENTION.
WE CURRENTLY HAVE A 13 MONTH OLD AND AN EIGHT MONTH OLD, AND THOSE SERVICES ARE REALLY FOR THE PARENTS TO LEARN SIGN LANGUAGE AND TEACHING THE PARENT HOW TO INTERACT WITH THEIR CHILD.
NOW, BECAUSE OF OUR SUCCESS WITH OUR SIGN LANGUAGE CLASSES, NEXT YEAR, I'M GOING TO BE HOSTING TWO SIGN LANGUAGE CLASSES.
ONE FOR BEGINNERS, AND THEN ONE FOR INTERMEDIATES, WHO STARTED THIS YEAR AND ARE CONTINUING INTO THE FOLLOWING YEAR.
WE'VE HAD LOTS OF REQUESTS FOR THAT.
I'M VERY PROUD OF OUR LITTLE CLASS THAT'S MOVED THROUGH AND STARTED.
THEY'VE LEARNED THINGS FROM BASIC VERBS TO FOOD TO COLORS.
NEXT YEAR IN MY INTERMEDIATE, WE'LL START WITH ASL GRAMMAR.
THEY'VE LEARNED THINGS FROM FACIAL EXPRESSIONS AND BODY LANGUAGE AND HOW TO APPROPRIATELY COMMUNICATE WITH THE DEAF AND HARD OF HEARING.
BEFORE I LEAVE YOU, I'D LIKE TO TEACH YOU A SIGN.
ACTUALLY THREE SIGNS, AND THEN OUR STAFF HAS PRACTICED IT AS WELL.
BEFORE WE GO, I WANT TO TEACH YOU CROWLEY.
AUDIENCE, YOU HAVE TO WAIT A SECOND.
ONE HANDS. YOU'RE GOING TO MAKE A C WITH YOUR DOMINANT HAND.
WHICHEVER HANDS UP IS YOUR NON-DOMINANT.
I'M GOING LIKE THIS, C, PUT IT AGAINST YOUR PALM, THEN THESE THREE FINGERS, THEY'RE WAVING AND THEY GO DOWN.
DON'T GET TOO PICKY ABOUT WHAT YOUR FINGERS ARE DOING WHEN YOU GO TO Y.
IT'S COMMUNICATION THAT MATTERS.
IF COMMUNICATION WAS SUCCESSFUL, THAT'S ALL THAT MATTERS.
CROWLEY NOW WE'RE GOING TO LEARN PRIDE.
YOUR THUMB GOES TO YOUR STOMACH.
THIS SIGN STARTED BECAUSE WHEN YOU'RE PRIDEFUL AND YOU'RE PROUD OF YOURSELF, THAT FEELING STARTS IN YOUR GUT AND GOES TO YOUR HEART.
CROWLEY. PRIDE. NOW, OUR LAST ONE, UNIFIED.
YOU'RE GOING TO MAKE TWO HOOKS, CONNECT THEM BECAUSE WE'RE TOGETHER, AND YOU'RE DOING A CIRCLE BECAUSE WE'RE UNIFIED.
[02:30:03]
DIVIDED. UNIFIED. LET'S DO ALL THREE TOGETHER.AGAIN, IT'S OKAY WITH YOUR FINGERS DO.
YOU SEE MINE, MY Y IS FUNKY. C TO Y.
PRIDE, YOUR STOMACH TO YOUR CHEST AND THEN UNIFY YOUR TWO HOOKS AND THEY GO TOGETHER. NOW, LET ME TURN TO THE AUDIENCE.
I DON'T NOT TO BE RIDE BUT I DON'T WANT TO LEAVE THEM OUT.
I HOPE I DON'T FALL OF THIS THING.
CROWLEY. GET YOUR C, YOUR NON-DOMINANT HAND IS UP.
CROWLEY, FIRST STEP PRIDE, STOMACH, TO YOUR CHEST.
THAT'S YOUR PRIDE, YOU FEEL IT.
GO FROM YOUR STOMACH TO YOUR CHEST.
THEN UNIFY YOUR TWO HOOKS TOGETHER.
GO AROUND, LET'S DO IT TOGETHER.
>> [APPLAUSE] YOU-ALL DID GOOD.
>> I WAS HOPING WE GET A LITTLE EXERCISE.
I APPRECIATE LEARNING, DEFINITELY.
>> I THINK I COULD DO MY NAME. YOU SPELL MY NAME.
>> LET'S SEE. BEAUTIFUL. NOW, MAKE SURE YOUR HAND IS INWARD BECAUSE YOU'RE NOT SAYING IT TO YOURSELF.
YOU'RE SAYING IT OUT TO THE WORLD.
MAKE SURE YOUR HAND IS OUT BECAUSE IF IT'S THIS WAY, I'M NOT SEEING WHAT YOU'RE SIGNING.
I'M SEEING LIKE YOU'RE HITCHHIKING AND [LAUGHTER] YOU'RE GOING TO SEND THE WRONG MESSAGE.
>> GOOD JOB, TRUSTEE STEVENSON.
>> MADAM PRESIDENT, WON'T YOU GO AND SELECT ONE NOW?
>> WELL, SINCE APRIL IS AUTISM ACCEPTANCE MONTH, I WILL CHOOSE AUTISM.
>> [APPLAUSE] I'M GOING TO INTRODUCE THE AUTISM TEAM.
WE HAVE MS. KARINA PENA, MS. BRITTANY DOUGLAS, AND MR. WILLIAM TILLMAN WHO WILL BE PRESENTING THIS PORTION.
>> GOOD EVENING. I'M BRITTANY DOUGLAS.
I HAVE TWO DEGREES FROM WAYLAND BAPTIST UNIVERSITY, BOTH IN EDUCATION.
I HAVE BEEN AN EDUCATOR FOR 17 YEARS.
I'VE BEEN WITH CROWLEY ISD FOR FIVE OF THOSE YEARS PRIOR TO TAKING THIS POSITION, I WAS A RISE TEACHER AT MEADOWCREEK.
JUST KIDDING, LET ME START OVER.
I'VE BEEN IN EDUCATION FOR 12 YEARS.
I WORKED MY WAY UP THROUGH A PARA, GRADUATED FROM SFA, AND NOW I AM AUTISM SUPPORT SPECIALIST.
>> I'M WILL TILLMAN. I GOT MY BACHELOR'S FROM UTA.
I'VE BEEN WITH CROWLEY ISD SINCE AUGUST OF 1996 PRETTY CONSISTENTLY.
I'VE SERVED AS A PARAPROFESSIONAL, SUB, A TEACHER.
I'M NOW ONE OF THE AUTISM SUPPORT SPECIALISTS PROVIDING AUTISM SUPPORT THROUGHOUT THE DISTRICT.
>> HEY, CAN I JUST TOUCH UP ON YOUR SCHEDULES? I KNOW THAT WE'RE TOTALLY JUST PICKING IT OFF THAT, BUT IN OUR REAL RISE CLASSROOM, THE SCHEDULE IS PUT INTO PLACE SO THAT THE STUDENTS HAVE CONSISTENCY THROUGHOUT THE WHOLE THING.
SO THEY'LL KNOW THAT IN THE MORNING, THEY'RE GOING TO COME TO GET BREAKFAST, GOING TO THE BATHROOM DOING ALL THAT STUFF.
WHILE WE LIKE THAT YOU GUYS ARE DOING IT OFF LIKE POPCORN AND IT'S NERVE-RACKING TO US.
[LAUGHTER] IT'S USUALLY MORE OF A PREDICTABILITY.
>> ALSO, I JUST WANT TO TOUCH TO YOU ON YOUR SCHEDULES.
THERE IS A PAMPHLET THAT'S LIKE THIS, GIVES YOU A LITTLE BIT MORE INFORMATION ABOUT US.
THERE IS ALSO A SENSORY STICKER BEHIND THAT.
THERE'S A LITTLE SENSORY STICKER, SO IF YOU'RE EVER JUST ANXIOUS, JUST GO AHEAD AND RUB IT.
IT'S NOT AS SENSORY, BUT IT DOES A JOB.
THEN YOU ALSO HAVE THIS RIBBON, YES.
>> WITHIN CROWLEY ISD, OUR DISTRICT CURRENTLY SERVES 482 STUDENTS WHOSE PRIMARY DIAGNOSIS IS AUTISM.
WE HAVE 39 STUDENTS THAT HAVE AUTISM AS THEIR SECONDARY DIAGNOSIS.
[02:35:02]
WITHIN OUR RISE CLASSROOMS ARE REACHING INDEPENDENCE THROUGH STRUCTURED ENVIRONMENTS, 78 STUDENTS.THAT'S WHERE WE SPEND MOST OF OUR DAYS, MOST DAYS.
WITHIN OUR IMPACT CLASSES, THE INDEPENDENT MEANINGFUL PRAGMATIC AWARENESS AND COMMUNICATION TECHNIQUE CLASSES, WE SERVE 85 STUDENTS.
THOSE ARE GENERALLY YOUR GEN ED STUDENTS WHO NEED A LITTLE BIT OF THAT SOCIAL SKILLS PIECE WORKED INTO THEIR CURRICULUM.
>> SO IF YOU WATCH BIG BANK THEORY, THAT WOULD BE YOUR SHELDON COOPER.
>> YES. VERY TYPICALLY, HIGHLY INTELLIGENT BUT OFTEN SOCIALLY INEPT OR SOMEWHAT CHALLENGED.
>> WE SPEND OUR DAY GOING INTO CLASSROOMS, HELP FINDING THOSE STUDENTS WITH AUTISM.
THERE ARE 482 PLUS OF THEM AND IT'S JUST US THREE, BUT WE FIND THOSE STUDENTS WITH AUTISM.
A LOT OF TIMES THE FULL-OUT SUPPORT REQUESTS WHAT MS. TAYLOR WAS TALKING ABOUT.
WE'LL GET THOSE FORWARDED TO US, WE'LL GO INTO THEIR CLASSROOM AND MAKE OBSERVATIONS, TRY TO SEE WHAT'S GOING ON.
TYPICALLY, THEY'RE HAVING SOME FORM OF BEHAVIOR.
THEN WE'LL MAKE A PLAN WITH THE TEACHER OF HOW WE CAN ADDRESS THAT BEHAVIOR.
WE'LL GO IN AND MODEL THOSE STRATEGIES, GIVE THEM SOME DATA COLLECTION TOOLS, AND GO BACK AND MEET WITH THEM TO SEE IF ADJUSTMENTS NEED TO BE MADE TO THE INTERVENTIONS.
WE DO SPEND A LOT OF TIME IN RISE CLASSES.
RISE CLASSES ARE FOR OUR STUDENTS WITH AUTISM THAT HAVE LIMITED TO NO COMMUNICATION, WHICH LEADS TO PRETTY SIGNIFICANT BEHAVIOR BECAUSE IF YOU CAN'T COMMUNICATE, YOU FIND WAYS TO TELL PEOPLE WHAT YOU WANT.
IN THOSE CLASSES, WE HELP THEM WITH THEIR STRUCTURE, WITH THEIR SCHEDULES, REALLY FIGURING OUT HOW TO TEACH STUDENTS LIKE THAT.
IT'S USUALLY NOT A SKILL THAT PEOPLE LEARN IN SCHOOL.
WE WORK A LOT WITH OUR BEHAVIOR ANALYSTS TO CONDUCT BEHAVIOR ASSESSMENTS AND TO WRITE BEHAVIOR INTERVENTION PLANS TO GO IN THEIR IEPS.
STUDENTS WITH AUTISM CAN HAVE A DIFFICULT TIME GENERALIZING SKILLS FROM ONE SETTING TO ANOTHER OR FROM ONE PERSON TO ANOTHER.
IF THEY'VE LEARNED A SKILL IN THE SCHOOL THAT THEY'RE NOT ABLE TO GENERALIZE INTO THE HOME, WE WILL GO INTO THE HOME AND SHOW THE PARENT HOW TO WORK WITH THE STUDENT TO HELP THE STUDENT GENERALIZE THAT SKILL INTO THE HOME SETTING AND ALSO INTO THE COMMUNITY.
IF THEY HAVE SKILLS THAT THEY'RE USING AT SCHOOL AND AT HOME BUT NOT IN THE COMMUNITY, WE CAN WORK WITH THEM IN THE COMMUNITY AS WELL.
WE ALSO HELP OUR RISE TEACHERS WITH THEIR CURRICULUM, SINCE THAT IS AN ALTERNATIVE CURRICULUM PROGRAM.
WE MONITOR THAT CURRICULUM AND THE IMPLEMENTATION OF IT AND THE DATA COLLECTION PIECE OF THAT.
>> I HAD A QUICK QUESTION BECAUSE YOU SAID SOMETHING THAT I'LL FORGET IF I DON'T ASK YOU NOW.
[LAUGHTER] DO YOU HELP STUDENTS, LIKE HIGH SCHOOL STUDENTS GO FOR INTERVIEWS, PREPARE FOR INTERVIEWS?
>> I'M GOING TO PASS THAT ONE TO MR. TILLMAN BECAUSE THOSE KIDS WOULD BE AN IMPACT.
>> WELL, YES, THAT WOULD TYPICALLY BE YOUR IMPACT-LEVEL STUDENT.
HAVING COME FROM NORTH CROWLEY HIGH SCHOOLS IMPACT CLASSROOM, WE DID RUN SOME MOCK-TYPE INTERVIEW QUESTIONS.
WE'VE DONE THAT OVER THE YEARS TRADITIONALLY.
WE'VE TALKED ABOUT HOW TO FILL THOSE FORMS OUT.
YOU NEED TO KNOW YOUR PHONE NUMBER.
YOU CAN'T JUST PULL OUT YOUR PHONE NECESSARILY IN THE MIDDLE OF AN INTERVIEW AND PULL UP THAT INFORMATION OR HAVE IT THAT READILY AVAILABLE TO YOU.
YOU HAVE TO BE ABLE TO MEMORIZE THOSE THINGS AND YOU DO HAVE TO BE ABLE TO FILL THOSE FORMS OUT.
I THINK THAT'S ONE OF THE ADVANTAGES OF SO MANY THINGS BEING ONLINE NOW INSTEAD OF PEN AND PAPER.
>> WELL, HOW DOES THAT ALL LOOK? I AM VERY PASSIONATE ABOUT OUR SECONDARY AU RISE CLASSES BECAUSE I REALLY WANT THEM TO GAIN SKILLS IN THEIR CLASS AND THEN I WANT TO BE THE ONE THAT TAKES THEM OUT THERE AND SHOW THEM THAT THE WORLD IS THERE, SO IT'S JUST GOING TO LOOK A LITTLE BIT DIFFERENT.
LAST YEAR, I APPLIED TO THE CHISHOLM TRAIL EDUCATIONAL FOUNDATION GRANT AND I ACTUALLY RECEIVED IT. WHAT DID THAT MEAN? I WAS LIKE, YES, WE'RE GOING TO GO ON FIELD TRIPS.
WE STARTED WITH OUR SECONDARY CLASS AND WE PROVIDED THEM WITH VISUALS FOR THAT THE TEACHERS CAN SHOW THEIR STUDENTS WHAT SIZE THEY ARE IN SHOES, SHIRTS, PANTS, YOU NAME IT, AND THEN THEY WORKED ON IT FOR A COUPLE OF WEEKS.
THE PICTURES THAT YOU GUYS ARE SEEING RIGHT NOW, WE TOOK IT INTO THE REAL WORLD. HOW DOES THAT LOOK? A LOT OF THE STUDENTS, THE TEACHERS AT THE SECONDARY HAD A LITTLE CARD SO THEY WOULD GO, LOOK AT THEIR CARD, AND THEN FIND THAT LETTER, AND THAT'S HOW THEY WERE CHOOSING.
SOMETIMES THEY WOULD JUST CHOOSE WHATEVER WAS ON THE RACK, WHATEVER. WE'RE NOT TRYING TO BE SALISH.
WE'RE JUST TRYING TO GET YOU ALL TO JUST MAKE YOUR OWN DECISIONS BECAUSE I THINK THIS IS WHERE I STAND FROM MY PASSION BECAUSE I DON'T KNOW WHAT THEY'RE GOING TO DO AFTER.
[02:40:01]
WHAT'S THE AFTER LOOK FOR THEM? THEY CAN'T COMMUNICATE VERY WELL, BUT WE'RE GOING TO TEACH THEM ABOUT THEMSELVES.WE'RE GOING TO TEACH THEM ABOUT HOW TO GO SHOPPING, HOW TO PUT REAL WORLD INTO YOUR WORLD.
BECAUSE WE JUST EXIST IN THEIR WORLD.
SOME OF THE THINGS THAT YOU SEE ON THIS GENTLEMAN RIGHT THERE WAS THAT HE HAS A COMMUNICATION DEVICE.
THAT IS HIS PEC, SO HE WANTS TO TELL THAT RED FOLDER THING WITH WHITE STRIPES.
THAT IS HOW HE WILL COMMUNICATE WITH US.
IT'LL BE LIKE WATER, FOOD, WHATEVER.
WE TRIED TO TAKE IT AT FACE VALUE, LIKE, HEY, YOU'RE GIVING ME YOUR BATHROOM, LET'S GO TO THE BATHROOM.
YOU'RE GIVING ME YOUR WATER, HEY, LET'S GO GET SOME WATER.
THE NEXT ONE IS JUST MR. TILLMAN AND I WITH THE STUDENT.
WE TRY TO GET HIM TO TRY ON HIS PANTS, BUT IT WAS OUT OF ROUTINE.
WE WERE NOT SUCCESSFUL, BUT HE WAS ABLE TO TOLERATE SOME OF THE CHANGES IN HIS SCHEDULE BECAUSE OF THAT. NEXT SLIDE.
WE ALSO PROVIDE SUPPORT WHEN TEACHERS GO OUT TO FIELD TRIPS.
THAT IS MS. DOUGLAS OUT AT BURLESON FRIENDS FESTIVAL WITH ONE OF OUR LITTLE FRIENDS AND WE WERE JUST THERE TO JUST MAKE SURE EXTRA SUPPORT, YOU CAN NEVER HAVE TOO MANY SUPPORT.
WE'RE IN THE CLASSROOMS. THE LITTLE GUY RIGHT THERE IN THE RED SHIRT, I HAVE A PERSONAL ATTACHMENT TOO BECAUSE I STARTED WITH HIM WHEN I WAS STILL A BI AND HE WAS NON-VERBAL.
NOW WHEN I GO INTO THE CLASSROOM HE'S LIKE, HEY, I LOVE YOU.
AND IT'S JUST ONE OF THE THINGS THAT MAKES ME REALLY WANT TO CONTINUE TO DO IT BECAUSE WHEN THEY START AT KINDERGARTEN AND THEN YOU SEE HIM IN SECOND GRADE, THIRD GRADE, AND THEY'RE LIKE, HEY, I HAVE KIDS THAT ARE IN HIGH SCHOOL THAT I STARTED AS A SUB WITH THEM AND THEY SAY, HEY, KARINA, AND I'M LIKE, OH, MY GOD, HE KNOWS MY NAME.
IT'S VERY REWARDING AT THE END OF THE DAY.
THEN THIS IS THE SIMILARITY OF THE SCHEDULE THAT YOU ALL HAVE, BUT THIS IS THEM MAKING A CHOICE FOR LUNCH.
WE WILL TRY TO TAILOR IT AS MUCH AS THEY CAN BECAUSE THESE PICTURES ARE THEIR COMMUNICATION, IT IS THEIR VOICE.
THEN WE JUST LIKE TO DO FUN THINGS TOO BECAUSE WE GENUINELY LOVE ALL THE STUDENTS THAT WE SERVE.
>> THAT WAS A PICTURE OF ME AND ONE OF MY FORMER IMPACT STUDENTS AT THE SNEAKER BALL THAT WE HAD.
>> ALSO HERE IS, IF YOU NEED SOMETHING TO DO OVER THE SUMMER, ONE OF THE SHOWS THAT WE LOVE IS LOVE ON THE SPECTRUM BECAUSE IT SHOWS THE STUDENTS THAT ARE ON, BECAUSE ASD OR AUTISM SPECTRUM DISORDER, IT IS A UMBRELLA TERM.
SO YOU'LL HAVE THE ONES THAT NEED A LITTLE BIT MORE ASSISTANCE AND THE ONES THAT DON'T NEED A LOT OF ASSISTANCE.
BUT YOU GET TO SEE THEM, THEY'RE JUST WANTING TO FIND LOVE LIKE WE DO, BUT IT'S HARD.
I DON'T KNOW IF Y'ALL WHATEVER, BUT WHEN YOU WERE DATING, YOU'RE GOING TO THROW IN SOME AUTISM IN THERE.
SO IF Y'ALL WANT TO JUST NEED SOMETHING TO WATCH.
[LAUGHTER] I WAS JUST KIDDING, DO YOU HAVE A QUESTION?
TO YOUR POINT ABOUT SEEING THEM WHEN THEY'RE IN KINDERGARTEN AND THEN YOU SEE THEM IN SECOND OR THIRD GRADE.
BUT WHEN I MET HIM, HE WAS A CHILD.
I CAN REMEMBER HIM AT FOOTBALL GAMES.
THE LOUD NOISES, HE WOULD CURL UP, AND YES, AND COVERS EARS.
I WATCHED HIM THROUGH THE YEARS. HE'S A TEACHER NOW.
>> THAT'S AWESOME. BECAUSE OUR STUDENTS, OFTENTIMES, THEY'RE LIKE, PEOPLE KNOW WHAT THEY'RE GOING TO DO.
WE JUST NEED TO JUST TAILOR IT A LITTLE BIT AND JUST SEE THEM FOR THEIR STRENGTHS THAT THEY HAVE.
I BECAME AN EDUCATOR BECAUSE I DO WANT TO SEE ALL MY STUDENTS SUCCEED AND THAT WAS MY PERSONAL BECAUSE I WANT TO GO INTO A CLASSROOM AND BE LIKE, MS. RINA, I'M LIKE, HEY.
>> I HAVE A LOT OF QUESTIONS AND COMMENTS AND EVERYTHING CIRCLING.
>> I'M ON A CAMPUS THAT HAS ECSE PROGRAM AND RISE AND WE DO HAVE STUDENTS WHO ARE ABLE TO TRANSITION OUT AND ENTER INTO AN INCLUSION SETTING.
I HAD A QUESTION ABOUT NONVERBAL STUDENTS AND ASSISTIVE TECHNOLOGY FOR SOME.
ALSO, YOUR HIGH SCHOOL STUDENTS WHO ARE GOING INTO POST-SECONDARY LIFE.
I'VE LEARNED THAT THERE ARE SOME COLLEGES NOW THAT HAVE INDEPENDENT LIVING COURSES AND DIFFERENT THINGS.
DO WE MAKE THAT KNOWN TO PARENTS,
[02:45:01]
WHAT COLLEGES MAY HAVE STUDENT PROGRAMS? OH, NO.>> OFTENTIMES, OUR SPECIFIC STUDENTS ARE, THEY WON'T GET TO THAT INDEPENDENT LIVING STAGE.
I THINK ONE OF THE CAMPUSES THAT I'M THINKING OF RIGHT NOW, I THINK IT'S TEXAS A&M.
THEY HAVE ONE WHERE THEY CAN COME AND GET LABOR ON CAMPUS AND THEN JUST GET SOME SKILLS.
TYPICALLY, WHEN OUR STUDENTS LEAVE, THAT'S WHY I'M FIGHTING SO HARD FOR THEM TO ACTUALLY GAIN THESE SKILLS BEFORE THEY LEAVE US.
BUT THEY GENERALLY WILL NOT GO INTO A PROGRAM LIKE THAT.
AS FAR AS YOUR COMMUNICATION, WE ALWAYS START THEM AT A LOWER LEVEL, WHICH WOULD BE A PICTURE EXCHANGE AND ONCE THEY'VE GOTTEN THAT UNDERSTANDING OF, HEY, WHEN I GIVE YOU A PICTURE, YOU'RE GOING TO GIVE ME WHAT YOU WANT, WE WILL REVISIT, HEY, LET'S TRY THE AAC DEVICE OR.
SOMETIMES THE PARENTS ALREADY ARE ON TOP OF IT.
I'M WORKING WITH A LITTLE GUY WHO HIS PARENTS ARE ON TOP OF IT, IT'S EASY THAT I JUST COME IN AND WE CONTINUE TO BUILD ON THOSE SKILLS.
>> I WILL TAKE ECSE IF I WILL.
THAT WOULD BE MS. FONTENOT AND MS. HEMPHILL AS WELL AS MS. MADISON FERRIS, OUR SPEECH.
THEY'RE DOING EVALUATION IN ECSE.
>> MY NAME IS NATASHA FONTENOT.
I GRADUATED FROM UNT WITH THE BACHELOR'S IN REHABILITATION STUDIES, AND MY MASTER'S IS FROM TEXAS WOMAN'S UNIVERSITY IN SPECIAL EDUCATION WITH A FOCUS ON EDUCATIONAL DIAGNOSTICIAN.
THIS IS MY 10TH YEAR WITH CROWLEY AND MY 21ST YEAR IN EDUCATION.
LEARNING LAB IS ONE OF THE THINGS.
WE STARTED A COUPLE OF YEARS AGO.
WE TRAINED FIRST THROUGH THIRD-YEAR DIAGNOSTICIANS, BEST PRACTICES, AND EVALUATION.
IT IS OUR WAY OF MAKING SURE THAT WE'RE PROVIDING SUPPORT TO NEW DIAGNOSTICIANS AS WELL AS MAKING SURE THAT THE EVALUATIONS ARE CULTURALLY SENSITIVE AND USING BEST PRACTICES WITHIN THE STATE AND JUST WHAT'S GOING ON IN CURRENT TRENDS.
REVIEW BOARD. EARLIER, I ASKED ABOUT HOW THE INITIAL EVALUATIONS AND HOW THINGS COME TO THE COMMITTEE OR OUR REVIEW BOARD HELPS TO SUPPORT THAT.
EVERY INITIAL EVALUATION GOES TO REVIEW BOARD.
ON THAT, WE LOOK AT EACH EVALUATION.
DID YOU DO THIS? WHAT ABOUT THIS? WE LOOK AT EVERYTHING BECAUSE WE LOOK AT THE WHOLE CHILD AND EVALUATION PROCESS, NOT JUST ONE AREA.
WE ARE MAKING SURE THAT WE'VE COVERED ALL OUR BASES AND I HAVE TO KEEP GOING BACK AND ASKING FOR THINGS.
WE CATCH IT AT THE VERY BEGINNING AND NOT HAVE TO KEEP COMING BACK AND LOOKING FORWARD AND DELAYING IT. QUESTIONS.
>> GOOD EVENING. MY NAME IS EMILY HEMPHILL.
I'M A GRADUATE OF TEXAS WOMAN'S UNIVERSITY.
I OBTAINED MY MASTER'S AND BACHELOR'S DEGREES FROM THAT ESTABLISHMENT OR COLLEGE.
THIS IS MY 13TH YEAR IN EDUCATION.
SEVEN YEARS IN THE CLASSROOM, SIX YEARS AT THE EDUCATIONAL DIAGNOSTICIAN.
THIS IS MY THIRD YEAR IN CROWLEY ISD.
I SUPPORT THE SPECIAL EDUCATION SERVICES UNDER EARLY CHILDHOOD SPECIAL EDUCATION TEACHERS SUPPORT, EARLY CHILDHOOD INTERVENTION, AND WE'LL GET INTO THAT WITH THE PLAY-BASED ASSESSMENTS, EVALUATIONS, CHILD FIND, AND CHILDHOOD OUTCOME SUMMARY FORM.
THIS IS COSF AND IT IS A STATE REPORTING INDICATOR WE HAVE BEEN AT 100% LAST YEAR WHEN I WAS ASSISTING WITH THOSE EFFORTS. NEXT SLIDE, PLEASE.
I ASSIST THE DISTRICT WITH PLAY-BASED ASSESSMENTS.
THIS IS A MULTI-DISCIPLINARY ASSESSMENT APPROACH.
WE ARE ASSESSING STUDENTS AGES 3-5 WITH A SUSPECTED DISABILITY.
MOST OF THOSE STUDENTS MAY COME THROUGH EARLY CHILDHOOD INTERVENTION, WHICH MEANS WE ARE COMPLETING THEIR EVALUATION AS WELL AS THEIR DECISION-MAKING MEETING BEFORE THEIR THIRD BIRTHDAY.
THE CAMPUS THAT WE HAVE THE PLAY-BASED ASSESSMENT ROOM IS AT DAVID L. WALKER ELEMENTARY SCHOOL.
[02:50:04]
WITHIN OUR MULTI-DISCIPLINARY TEAM, WE ARE WORKING WITH THE LSSP WHICH IS OUR LICENSED SPECIALIST IN SCHOOL PSYCHOLOGY, A DIAGNOSTICIAN, A SPEECH AND LANGUAGE PATHOLOGISTS, OCCUPATIONAL THERAPIST, PHYSICAL THERAPIST, AND ANY OTHER EVALUATORS THAT ARE NECESSARY IN ORDER TO MAKE A DETERMINATION REGARDING THE STUDENT'S ELIGIBILITY FOR SERVICES.NEXT SLIDE, PLEASE. OUR EARLY CHILDHOOD SPECIAL EDUCATION PROGRAM PROVIDES DIRECT AND INDIRECT SUPPORT TO ADDRESS STUDENTS' DEVELOPMENTAL NEEDS.
WE'RE REVIEWING THEIR COGNITIVE SKILLS, HOW THEY'RE PROCESSING UNDERSTANDING.
LANGUAGE DEVELOPMENT, THIS COULD BE RECEPTIVE LANGUAGE, WHAT THEY'RE TAKING IN, AS WELL AS EXPRESSIVE LANGUAGE, WHAT THEY'RE ABLE TO OUTPUT.
THIS COULD BE BOTH VERBAL AND NONVERBAL OUTPUT AS EXPLAINED IN SOME OF THE OTHER PRESENTATIONS, SOCIAL-EMOTIONAL DEVELOPMENT AS WELL AS PHYSICAL DEVELOPMENT.
IN CROWLEY ISD, WE HAVE OUR EARLY CHILDHOOD PROGRAMS ARE AT SEVEN ELEMENTARY SCHOOLS.
WE ARE SUPPORTING, OUR TEAM IS SUPPORTING ALL OF THOSE TEACHERS AS WELL AS THOSE LEARNERS AND PARTNERING WITH THE FAMILIES IN ORDER TO DETERMINE SERVICES AND MAKING GREAT DECISIONS REGARDING THE STUDENTS EDUCATIONAL PROGRAMMING PLAN.
THESE PROGRAMS DO REQUIRE ACCESS TO SPECIALLY DESIGNED INSTRUCTION AS WELL AS MODIFICATION.
IT MAY CHANGE OR SLIGHTLY DIFFER FROM WHAT YOU WOULD SEE IN THE TRADITIONAL PRE-K CLASSROOM ENVIRONMENT.
THOSE ARE THE LIST OF THE PROGRAMS THAT WE HAVE IN CROWLEY ISD UNDER THE EARLY CHILDHOOD UMBRELLA. NEXT SLIDE.
THIS IS JUST AN OVERVIEW OF SOME OF OUR SUPPORT STAFF, OUR EARLY CHILDHOOD TEACHERS, AS WELL AS CHANGING INSTRUCTION TO INCORPORATE MOTOR SKILLS AS WELL AS A LANGUAGE.
NEXT SLIDE, PLEASE. GENERAL EDUCATION THREE THROUGH FOUR-YEAR-OLDS UTILIZE FROGS STREET.
WE ALSO IN OUR EARLY CHILDHOOD PROGRAM UTILIZE FROGS STREET, BUT WE DO APPLY MODIFICATIONS FOR THOSE STUDENTS.
THAT WAY, THEY CAN RESPOND IN A WAY THAT'S MOST COMFORTABLE AND APPLICABLE TO THEM IN THEIR NEEDS.
AEPSI, IT'S A SYSTEM THAT WE UTILIZE TO MEASURE DEVELOPMENTAL GROWTH.
WE ASSESS USING THIS TOOL TWICE PER SCHOOL YEAR.
AT THE BEGINNING OF THE YEAR, AT LEAST BY OCTOBER, AND THEN WE CONDUCT ANOTHER ASSESSMENT IN FEBRUARY OR PRIOR TO SPRING BREAK.
NEXT SLIDE. FOR THE SPECIAL EDUCATION DEPARTMENT, WE DO PROVIDE PROFESSIONAL DEVELOPMENT.
WE ASSIST TEACHERS WITH INSTRUCTIONAL MATERIALS OR CREATING THOSE MATERIALS.
THERE ARE TWO LADIES WITHIN OUR PROGRAMS WHO ASSIST.
WE HAVE THE IMPLEMENTATION OF THE STUDENTS IP, WHICH IS THEIR INDIVIDUAL EDUCATIONAL PLAN, FAMILY RESOURCES, VISUAL SUPPORTS, AS WELL AS ACCESS TO ASSISTIVE TECHNOLOGY, AND THAT'S IN CONJUNCTION WITH ANY OF OUR RELATED SERVICE PROFESSIONALS, WHICH IS THE SPEECH THERAPISTS AND OCCUPATIONAL THERAPIST, PHYSICAL THERAPIST, VI AND AI.
THESE ARE SOME SUPPORTS THAT WE HAVE IN THE CLASSROOM JUST TO MAKE SURE THAT STUDENTS ARE ABLE TO COMMUNICATE, FOLLOW PREDICTABLE SCHEDULES AS EXPRESSED BY OUR AUTISM SPECIALIST TEAM.
THESE ARE JUST EXAMPLES OF THOSE VISUALS TO ASSIST STUDENTS WITH UNDERSTANDING AND PROVIDING SUPPORT. NEXT SLIDE.
THIS IS A SPOTLIGHT OF ONE OF OUR PROGRAMS. IT'S CALLED PALS OR CAPP.
THIS PROGRAM ALLOWS FOR STUDENTS TO RECEIVE SPEECH AND LANGUAGE THERAPY TWICE A WEEK FOR 100 MINUTES? IT IS GUIDED BY SPEECH AND LANGUAGE PATHOLOGIST AS WELL AS AN ASSISTANT.
IT'S A REALLY GOOD WARM UP FOR PRE-K.
IT ASSISTS STUDENTS WITH ROUTINES, AS WELL AS INCREASING THEIR COMMUNICATION IN DEVELOPING SOCIAL SKILLS.
NEXT SLIDE, PLEASE. THEN THIS IS JUST OUR COLLABORATION WITH THE GENERAL EDUCATION EARLY CHILDHOOD GROUP. ANY QUESTIONS?
>> ARE THERE ANY QUESTIONS? THANK YOU.
>> GOOD EVENING. MY NAME IS MADISON FERRIS.
I'M A SPEECH LANGUAGE PATHOLOGIST WITH THE DISTRICT.
I OBTAINED MY MASTER'S IN SPEECH PATHOLOGY FROM UNT.
MY UNDERGRAD IS FROM OKLAHOMA STATE UNIVERSITY.
I'VE HAD FOUR YEARS IN EDUCATION AND FOUR YEARS IN CROWLEY ISD.
MY RESPONSIBILITIES AS A SPEECH PATHOLOGIST, INCLUDE PREPARING INDIVIDUAL EDUCATION PLANS FOR MEETINGS FOR STUDENTS RECEIVING SPEECH THERAPY.
PULLING SMALL GROUPS FOR SPEECH THERAPY SESSIONS, AND THOSE SMALL GROUPS CONSIST OF STUDENTS EXPERIENCING DEFICITS IN LANGUAGE, BOTH EXPRESSIVE AND RECEPTIVE LANGUAGE,
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SO THEIR ABILITY TO UNDERSTAND AND USE VERBAL SPEECH, AS WELL AS ARTICULATION.SPEECH SOUND PRODUCTION BASED ON THEIR AGE, PRAGMATICS, THEIR ABILITY TO COMMUNICATE SOCIALLY WITH PEERS AS WELL AS ADULTS IN THEIR EDUCATIONAL SETTING AS WELL AS OUTSIDE, INCLUDING HOME AND ANYWHERE ELSE THEY MAY GO.
I ALSO PUT INTO CLASSROOMS TO ASSIST STUDENTS WITH COMMUNICATION IN THEIR NATURAL ENVIRONMENT.
MAKING SURE THAT THEY ARE ABLE TO STAY IN THEIR CLASSROOM, BUT STILL RECEIVE SPEECH THERAPY SERVICES.
A LOT OF TIMES THAT LOOKS LIKE IN PRESCHOOL, SITTING AT THEIR CENTER TIME WITH THEM, ENGAGING WITH THE STUDENTS ACROSS FROM THEM, AND SOMETIMES FOR OLDER STUDENTS THAT INCLUDE SITTING DURING THEIR SCIENCE LESSON AND MAKING SURE THAT THEY KNOW WHEN TO ACCESS THEIR SELF HELP SKILLS LIKE RAISING THEIR HAND OR EXPRESSING THAT THEY DON'T UNDERSTAND THE INSTRUCTIONS.
I ALSO DO QUITE A BIT OF PARENT AND TEACHER EDUCATION AS WELL.
MOST OF THAT HAPPENS DURING D MEETINGS.
SOMETIMES THOSE ARE JUST LENGTHY PHONE CALLS, EXPLAINING TO PARENTS WHAT THEIR CHILD IS EXPERIENCING AND HOW THEY CAN BEST HELP THEIR CHILD AT HOME AS WELL AS AT SCHOOL AND TEACHER EDUCATION.
MAKING SURE THAT TEACHERS UNDERSTAND WHAT THEIR STUDENT IS EXPERIENCING WHEN IT COMES TO EITHER LANGUAGE OR ARTICULATION OR PRAGMATIC DIFFICULTIES AND MAKING SURE THAT THEIR INDIVIDUAL EDUCATION PLANS ARE IMPLEMENTED WITH FIDELITY.
MAKING SURE THAT ANY ACCOMMODATIONS THAT I'VE PUT IN PLACE ARE IMPLEMENTED AND STUDENTS HAVE THE BEST CHANCE AT COMMUNICATING FUNCTIONALLY WITH THEIR PEERS AND THEIR ADULTS IN THEIR LIFE AS WELL.
ANY QUESTIONS? WE HAVE SPEECH AND LANGUAGE PATHOLOGISTS.
THOSE REQUIRE A MASTER'S DEGREE IN STATE CERTIFICATION.
WE ALSO HAVE SPEECH AND LANGUAGE PATHOLOGIST ASSISTANTS.
THE ASSISTANTS HELP IMPLEMENT THE THERAPY, SO THE DAILY PULLING GROUPS AND SEEING STUDENTS.
THEY ALSO HELP GATHER DATA AND PREPARE THOSE PRESENT LEVELS OF ACADEMIC PERFORMANCE TO ASSIST WITH OUR PREPARATION.
LIKE I SAID, WE TREAT ARTICULATION DISORDERS, LANGUAGE DISORDERS, FLUENCY DISORDERS, AS WELL AS ALLOWING STUDENTS TO HAVE ACCESS TO COMMUNICATION THROUGH ASSISTIVE TECHNOLOGY DEVICES PREVIOUSLY KNOWN AS AAC DEVICES.
NEXT SLIDE. THIS IS A PICTURE OF A SMALL GROUP THERAPY SESSION.
>> THIS IS MS. MADISON FERRIS, SHE WAS SELECTED AS THE ELEMENTARY EMPLOYEE OF THE YEAR AT JACKIE CARDEN ELEMENTARY SCHOOL.
>> YOU LOOKED SURPRISED WHEN THAT SLIDE CAME UP.
>> I KNEW THE PICTURE WAS THERE.
>> THANK YOU ALL VERY MUCH. A LOT OF REALLY GOOD INFORMATION.
MS. STEVENSON, YOU'RE UP. BUT YOU CAN'T SELECT THAT ONE.
>> THANK YOU. INSTRUCTION AND TRANSITION.
THAT WOULD BE DR. CARSON-DAWSON.
MS. BECKY OLIVER, MS. WHITNEY PAUL, AND MS. CYNTHIA TANNER.
>> GOOD EVENING. MY NAME IS DR. MONIQUE CARSON-DAWSON.
I'M A SPECIAL EDUCATION COORDINATOR OF INSTRUCTION AND TRANSITION.
I HOLD A DOCTORATE OF EDUCATION AT CURRICULUM INSTRUCTION AND ASSESSMENT FROM WALDEN UNIVERSITY, A MASTER OF EDUCATION IN SCHOOL COUNSELING FROM TARLETON STATE UNIVERSITY AND A BACHELOR OF ARTS IN ENGLISH AT THE UNIVERSITY OF TEXAS AT ARLINGTON.
THIS IS MY 19TH YEAR IN EDUCATION AND MY SECOND YEAR IN CROWLEY ISD.
SOME OF THE DUTIES INCLUDE INSTRUCTION TRANSITION, IMPACT AND IMPACT MEANS INDEPENDENT, MEANINGFUL, PRAGMATIC AWARENESS AND COMMUNICATION TECHNIQUES, GRADUATION, CCMR, WHICH IS COLLEGE CAREER, MILITARY READINESS, STATE TESTING, SAFETY AND SUPERVISION, PARENT ENGAGEMENT, AND PROFESSIONAL DEVELOPMENT.
I'LL ALLOW THE REST OF THE INSTRUCTIONAL TEAM TO INTRODUCE THEMSELVES.
>> GOOD EVENING, MADAM PRESIDENT, DISTINGUISHED BOARD MEMBERS AND DR. MCFARLAND.
I AM ONE OF THE SPECIAL EDUCATION INSTRUCTIONAL SUPPORT SPECIALIST.
I HAVE A BACHELORS OF ARTS AND INTERDISCIPLINARY STUDIES THAT I RECEIVED FROM COLUMBIA COLLEGE OF MISSOURI.
I ALSO HAVE A MASTER'S OF SPECIAL EDUCATION CROSS CATEGORICAL FROM GRAND CANYON UNIVERSITY.
I'VE BEEN IN EDUCATION FOR 17 YEARS, 16 OF THOSE YEARS IN CROWLEY ISD, WHERE I SERVED IN 2008, STARTING AS A INCLUSION PARA BIG AID WHICH IS BEHAVIOR INTERVENTION CLASS.
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I THEN BECAME AN INCLUSION TEACHER, TRANSFERRING INTO AN IMPACT TEACHER, WE WENT THROUGH THE ACRONYM FOR IMPACT.NOW I'M SERVING AS ONE OF THE DISTRICT INSTRUCTIONAL SUPPORT SPECIALISTS.
MY SERVICES THAT I PROVIDE TO THE DISTRICT ARE DISTRICT PROFESSIONAL DEVELOPMENTS.
I SUPPORT OUR COLLABORATIVE INSTRUCTION TEACHERS, GRADES 6 THROUGH 12TH, OUR IMPACT TEACHERS, FIRST THROUGH 12TH GRADE, OUR FUNCTIONAL ACADEMICS, AND LIFE SKILLS TEACHERS, SIXTH THROUGH 12TH GRADE, AND I IMPLEMENT DISTRICT INITIATIVES, ONE OF THOSE BEING OUR TARGETED INTERVENTIONS FOCUSING ON FIFTH THROUGH NINTH GRADE.
>> I HAVE TO FOLLOW THEM. GOOD EVENING.
I AM CINDY TANNER, I'M ONE OF THE OTHER SPECIAL EDUCATION INSTRUCTIONAL SUPPORT SPECIALISTS.
I HAVE MY BACHELORS FROM TARLETON.
I'VE BEEN IN EDUCATION 24, 22 YEARS HERE IN CROWLEY ISD.
I SUPPORT THE CLASSROOM TEACHERS, THE COLLABORATIVE INSTRUCTION.
I SUPPORT THE LIFE SKILLS IN FA FOR FIRST TO FIFTH THE TARGETED INTERVENTION.
IMPLEMENTATION OF DISTRICT LAND AND PROFESSIONAL DEVELOPMENT.
>> AS A TEAM, WE HAVE MANY INSTRUCTIONAL INITIATIVES.
WE'RE RESPONSIBLE FOR COLLABORATIVE INSTRUCTION AND ALTERNATE INSTRUCTION, AS WELL AS IMPLEMENTATION OF DISTRICT LED INSTRUCTIONAL INITIATIVES.
WE'RE CURRENTLY WORKING IN OUR IMPLEMENTATION OF RESULTS DRIVEN ACCOUNTABILITY.
WE OVERSEE PROFESSIONAL DEVELOPMENT FOR THE DEPARTMENT.
THAT INCLUDES THE BEGINNING OF THE YEAR, TRAINING THAT WE DO THROUGHOUT THE SCHOOL YEAR, AS WELL, WE OFFER AFTER SCHOOL TRAINING FOR OUR TEACHERS AS WELL AS PEOPLE OUTSIDE OF OUR DEPARTMENT.
IT'S NOT JUST FOR SPECIAL EDUCATION TEACHERS, IT'S FOR ALL OTHER TEACHERS OF THE DISTRICT.
WE ALSO OFFER CAMPUS REQUESTED, AND SO WE TAILOR PROFESSIONAL DEVELOPMENT FOR CAMPUSES WHEN THEY REQUESTED FROM US.
WE ALSO PROVIDE INSTRUCTIONAL SUPPORT TO OUR TEACHERS, NOT JUST TO SPECIAL EDUCATION TEACHERS, BUT WE DO HAVE TEACHERS IN THE GENERAL EDUCATION SETTING SOMETIMES THAT WILL REQUEST SUPPORT FOR US.
WE HOLD MONTHLY LEAD CASE MANAGERS MEETINGS, AND THEN WE ALSO PROVIDE SUPPORT FOR OUR NEW TEACHERS.
THE NEXT FEW SLIDES IS JUST SOME OF THE THINGS THAT WE DO INSTRUCTIONALLY.
YOU'LL SEE HERE IS OUR COLLABORATIVE INSTRUCTION CLASS AT NORTH CROWLEY.
>> THIS WAS ONE OF OUR TRAININGS AT THE BEGINNING OF THE YEAR FOR OUR NEW PROFESSIONAL ORIENTATION TEACHERS AND HERE WE WERE GOING OVER.
>> WE WERE GIVING THEM INFORMATION ABOUT CASE MANAGEMENT, HOW TO TRACK PROGRESS AND OUR FRONT LINE FOR DOCUMENTATION AND JUST GIVE THEM ALL OF OUR NEED TO RESPONSIBILITIES.
HERE'S JUST ONE OF OUR CAMPUSES.
THEY REQUESTED SOME TRAINING WITH THEM, AND SO WE HAD SOME FUN ACTIVITIES FOR THEM WHERE THEY HAD TO WALK AROUND, LEARN ABOUT WHAT COLLABORATIVE INSTRUCTION IS AND CO-TEACH MODELS.
THIS IS JUST A SPREADSHEET OF SOME OF THE TRAINING THAT WE OFFER AFTER SCHOOL.
THERE ARE DIFFERENT FORMS OF TRAINING THAT WE DO OR PROFESSIONAL DEVELOPMENT.
ON THIS PARTICULAR SNAPSHOT HERE, WE HAVE PROFESSIONAL DEVELOPMENT FOR OUR RS TEACHERS, OUR COLLABORATIVE INSTRUCTION TEACHERS, OUR CS AND GOALS, BUT IT IS AVAILABLE ON [INAUDIBLE].
ALL OTHER TEACHERS WHO MAY BE INTERESTED ON SOME OF THOSE THINGS THAT WE'RE LEARNING, THEY HAVE THE ABILITY TO ATTEND OUR TRAININGS AS WELL.
WE DO OFFER THIS THROUGHOUT THE ENTIRE YEAR.
WE STARTED AT THE BEGINNING OF THE YEAR AROUND SEPTEMBER AFTER EVERYONE'S GOT INTO THE CLASSROOM ALL THE WAY UNTIL NOW.
>> HERE'S A SPECIAL EDUCATION TEACHER ROUNDABOUT THAT WE'VE HOSTED.
WE'VE HAD THE OPPORTUNITY TO HOST THREE OF THESE.
TWO ARE FOCAL POINTS FOR OUR CENTRALIZED PROGRAM, OUR FUNCTIONAL ACADEMICS AND LIFE SKILLS TEACHER, THE OTHER FOR OUR COLLABORATIVE INSTRUCTION TEACHERS, WHERE WE JUST TALKED ABOUT OUR NEW CURRICULUM, UNIQUE LEARNING SYSTEMS, WHICH IS AN ALTERNATE CURRICULUM PROGRAM USED IN OUR FUNCTIONAL ACADEMICS AND LIFE SKILLS PROGRAM.
WE INTRODUCED THAT. THEY GOT AN OPPORTUNITY TO PLAN.
THEN FOR OUR COLLABORATIVE INSTRUCTION TEACHERS, THEY GOT TO LEARN ABOUT UPDATES AND MANDATES FROM THE DISTRICT REGARDING SPECIAL EDUCATION PROCEDURES WITHIN THE DISTRICT.
>> HERE IS OUR INSTRUCTIONAL TOOL KIT THAT WE PUT TOGETHER FOR ALL OF OUR SPECIAL ED TEACHERS AND IN THAT KIT,
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WE HAD ALL KINDS OF ANCHOR CHARTS, GRAPHS.I CAN'T SAY IT TODAY. NUMERIC DEVICES.
WE PUT SUPPLEMENTAL AIDS IN IT FOR GRADES FIRST THROUGH 12.
IT WAS A BOOK THAT THEY COULD USE THROUGH OUT FOR ALL GRADE LEVELS.
>> SHE ALREADY TALKED ABOUT THE LEAD CASE MANAGER MEETINGS, BUT THIS IS JUST SOME PICTURES FROM ONE OF OUR MEETINGS.
WE ALWAYS LIKE TO START OUR MEETINGS OFF WITH THE BANG, WE ALWAYS DO TEAM BUILDING JUST TO BUILD COLLABORATION AMONGST OUR TEACHERS.
A LOT OF OUR LEAD CASE MANAGERS ARE NEW TEACHERS, AND SO THEY NEED THAT COMMUNITY TO BE ABLE TO RELY ON.
WHEN THINGS GET DIFFICULT ON THEIR CAMPUS AND THEY MAY HAVE QUESTIONS THAT THEY MAY NOT BE ABLE TO HAVE ANYONE TO TURN TO ON THEIR CAMPUS, THEY CAN REFER TO ANOTHER COLLEAGUE FROM A DIFFERENT CAMPUS.
THIS IS JUST PICTURES FROM THAT.
WE PROVIDE DURING OUR LEAD CASE MANAGER MEETINGS, DISTRICT UPDATES, WE PROVIDE THEM TRAINING ON WHAT THEY WILL BE TRAINING THEIR CAMPUSES ON, SO THEY SERVE AS A LIAISON BETWEEN THEIR CAMPUS AND THE DISTRICT.
THIS IS THE SPECIAL EDUCATION LEADERSHIP TEAM. WE HAD SO MUCH FUN.
WE GOT THE OPPORTUNITY TO GO IN AND TEACH THE FA CLASSES, OUR FUNCTIONAL ACADEMICS CLASSES.
OUR GOAL WAS TO GIVE THE GIFT OF TIME TO OUR TEACHERS, AND SO WE WENT IN AND WE TAUGHT THE CLASS FOR HALF A DAY AND SO WE WERE ABLE TO DO THIS AT A FEW CAMPUSES.
AS YOU CAN SEE, YOU SEE MS. WILLIAMS UP THERE, SHE WAS TEACHING A COOKING COURSE, BUT ALSO BEING ABLE TO RELATE THAT TO MATHEMATICS SO THAT THEY'RE STILL GETTING THAT EDUCATIONAL COMPONENT, BUT STILL HAVING FUN.
WE DID SOME ARTS AND CRAFTS, THEY GOT TO MAKE HOT COCOA.
WE ALSO DID SOME SCIENCE LABS, AND SOME OF THOSE PICTURES WEREN'T UP THERE, BUT IT WAS A REALLY GREAT TIME AND OUR TEACHERS WERE SO EXCITED THAT THEY RECEIVED THAT GIFT OF TIME.
>> THIS IS OUR FA CLASS AT DALLAS PARK.
IN THIS PICTURE, YOU SEE THE TEACHER HAD CREATED A STORE.
THE STUDENTS WERE ABLE TO EARN MONEY FOR THEIR POSITIVE BEHAVIOR, AND AT THE END OF EACH WEEK, THEY COULD CASH OUT AND BUY SOMETHING AT THE STORE.
THEN THEY HAD TO COUNT MONEY AND SEE IF THEY HAD ENOUGH TO PURCHASE EACH ITEM AND HOW MUCH CHANGE THEY WOULD GET BACK.
WE JUST THOUGHT IT WAS A WONDERFUL STORE.
IN ADDITION, CMS WAS ABLE TO HAVE THE FIRE DEPARTMENT COME OUT FOR THEIR FA CLASS AS PART OF THEIR COMMUNITY HELPERS UNIT.
>> WE'RE GOING TO TALK ABOUT A FEW INTERVENTIONS OR A FEW INITIATIVES THAT WE'VE DONE.
BUT ONE TARGETED INTERVENTION GROUP OR EVENT WE'VE BEEN DOING HAS BEEN BASICALLY FROM JANUARY TO NOW.
I'M EXCITED ABOUT THIS BECAUSE IT ALLOWED THE LEADERSHIP TEAM TO GO BACK IN THE CLASSROOMS AND PROVIDE THAT SUPPORT.
BASED UPON OUR BENCHMARK DATA AND MEETINGS WITH OUR PRINCIPALS, WE DECIDED TO PROVIDE THE SUPPORT TO OUR CAMPUSES TO TARGET CERTAIN STUDENTS WHO NEEDED MORE INTENSE INTERVENTION IN PREPARATION FOR STAR AND EOC.
THE SPD LEADERSHIP TEAM, OUR SPECIALISTS, COORDINATORS, AS WELL AS OUR DIRECTOR.
WE HAVE BEEN HAVING THESE GROUPS FOR THE LAST FIVE MONTHS OR SO AT SIX OF OUR CAMPUSES.
WE HAVE 14 INTERVENTION GROUPS.
WE WORK WITH THESE STUDENTS BEFORE SCHOOL, THROUGHOUT THE DAY AND EVEN AFTER SCHOOL.
WE HAVE THIS AT OUR ELEMENTARY LEVEL AS WELL AS OUR SECONDARY LEVEL.
YOU'LL SEE HERE, YOU'LL SEE MS. WILLIAMS IN THE FIRST PICTURE THAT SHE'S WORKING WITH SOME STUDENTS, AND THEN YOU'LL SEE THE SPECIALIST AND MYSELF WORKING.
WE HAVE SOME OTHER PEOPLE THAT ARE ALSO SUPPORTING OUR CAMPUSES AS WELL.
WE'RE EXCITED TO SEE THE SUPPORT AND WHAT THOSE SCORES WILL LOOK LIKE AS WE MOVE INTO NEXT SCHOOL YEAR.
>> THE NEXT THING WE'D LIKE TO HIGHLIGHT IS THE SCHOOL STARS STOCK SHOW.
WE HAD THE OPPORTUNITY TO PARTNER WITH THE CTE AGRICULTURE PROGRAM TO RECREATE A FULL STOCK SHOW EXPERIENCE FOR OUR SPECIAL EDUCATION STUDENTS NINTH THROUGH 12TH GRADE IN THE CENTRALIZED PROGRAMS. WE ENDED UP HAVING 51 SPECIAL EDUCATION STUDENTS PARTICIPATE.
OF THOSE 51 STUDENTS, WE HAD NINTH GRADE STUDENTS FROM THE FUNCTIONAL ACADEMICS PROGRAM FROM NORTH CROWLEY NINTH GRADE CENTER AND THEN OUR 10TH THROUGH 12TH GRADE IMPACT STUDENTS FROM NORTH CROWLEY HIGH SCHOOL.
THERE WERE 26 GENERAL EDUCATION STUDENTS AND THOSE WERE THE STUDENTS THERE SHOWING THEIR ANIMALS AND SO OUR STUDENTS GOT AN OPPORTUNITY TO PARTNER WITH THE GENERAL EDUCATION STUDENT TO SHOW THE ANIMALS THAT THEY VIEW THE ANIMAL FIRST,
[03:10:01]
FAMILIARIZE THEMSELVES WITH THE ANIMAL AND THEN AT THE END, THEY WERE ABLE TO SHOW THE ANIMAL.WITH THIS, STOCK SHOW, OUR GOAL WAS TO PROVIDE INCLUSIVITY FOR OUR STUDENTS, GIVING THEM THAT EXPERIENCE BECAUSE NOT ALL OF OUR STUDENTS, EVEN THOUGH THEY GET THE FREE TICKET, NOT EVERYBODY GOES OUT TO THE STOCK SHOW.
WE FOUND THAT IT WAS A GREAT IDEA TO BE ABLE TO PROVIDE THEM WITH THAT EXPERIENCE.
AND SO THERE WERE TWO ROTATIONS, THE FIRST BEING THE RABBITS.
THEY GOT TO GO THROUGH AND LEARN ABOUT THE DIFFERENT RABBITS, ASK WHATEVER QUESTIONS THEY HAD.
THE SECOND ROTATION WAS GOATS AND SHEEP.
AGAIN, THEY GOT TO GO THROUGH THEM, GET COMFORTABLE WITH THAT ANIMAL, WITH THE LIVESTOCK.
WITH THAT AFTER THEY FAMILIARIZE THEMSELVES WITH THE LIVESTOCK, THEY GOT TO SHOW THAT GOAT OR SHEEP AT THE END, AND THEY EARNED A BLUE RIBBON AS YOU WOULD IF YOU PARTICIPATED IN A STOCK SHOW.
OUR GOAL IS TO CONSIDER OUR FUNCTIONAL ACADEMIC STUDENTS TO BE ABLE TO GO OVER AND PARTNER WITH THE CTE PROGRAMS NEXT YEAR SO THAT THEY ARE ABLE TO WORK WITH NOT ONLY THE STUDENT BUT THE LIVESTOCK ITSELF SO THAT THEY'RE MORE COMFORTABLE AND WHEN THEY ARE SHOWING THE ANIMALS, THEY'RE COMFORTABLE.
THAT IS OUR GOAL TO CREATE THAT PARTNERSHIP THROUGHOUT THE SCHOOL YEAR AS OPPOSED TO JUST THAT ONE DAY.
>> OUR NEXT WAS OUR MODEL CLASSROOMS. WE WERE ABLE TO GO IN TO 14 DIFFERENT CLASSROOMS OF OUR SELF CONTAINED, SENAS PROGRAMS AND SET THE CLASS UP FOR OUR NEW TEACHERS TO RELIEVE SOME OF THE STRESS FOR SETTING UP AND STARTING A NEW JOB.
WE WENT IN AND WE CREATED SOME READING CENTERS, TASK BOXES.
THE BOTTOM ONE WOULD BE A MATH ACTIVITY AREA.
WE MADE THE ROOM PRINT WRENCH ENVIRONMENT.
WE DID STUDENT ACTIVITY AREAS AND PROVIDED VISUAL SCHEDULES AND BEHAVIOR SUPPORTS.
THERE'S SOME OF THE ANCHOR CHARTS THAT WE PUT UP IN A FIFTH GRADE FA CLASS, AND THERE'S A LIFE SKILL SCHEDULE WE'VE CREATED AND THERE'S A READING CENTER FOR WE CREATED IN ONE OF THE OTHER FA CLASSROOMS. THESE ARE JUST SOME SNIPPETS FROM OUR IMPACT PROGRAM.
AGAIN, WE WENT THROUGH THE ACRONYM.
I KNOW THAT THE AUTISM TEAM SPOKE ABOUT THE IMPACT PROGRAM.
I GOT THE OPPORTUNITY TO WORK WITH THE TEACHERS ON THE INSTRUCTIONAL SIDE.
THIS IS JUST SOME PICTURES OF ONE OF THE MODEL CLASSROOMS THAT I WAS ABLE TO GO IN AND SUPPORT THAT TEACHER.
COMING IN, HE WASN'T REALLY FAMILIAR WITH WHAT IMPACT WAS AND WHAT OUR STUDENTS NEEDED TO BE SUCCESSFUL, SO IT WAS VERY EXCITING TO BE ABLE TO GO IN AND SUPPORT THAT TEACHER.
ANOTHER PICTURE YOU SEE HERE IS ONE OF OUR WONDERFUL PAIRS AT JUNE DAVIS ELEMENTARY.
MS. SANDOVAL GOES ABOVE AND BEYOND TO SUPPORT OUR STUDENTS IN ALL CAPACITIES, AND YOU SEE HER HERE WORKING WITH ONE OF OUR STUDENTS THAT HAVE COME BACK TO THE CLASS BECAUSE HE JUST HAD A LITTLE MELTDOWN AND SO SHE'S CALMING HIM DOWN AND YOU SEE HE HAS FIDGETS IN HIS HAND.
THOSE ARE SOME OF THE THINGS THAT THE AUTISM TEAM SPOKE ABOUT, HOW THEY GO IN TO PROVIDE THAT SUPPORT.
IN CONJUNCTION, WE ARE WORKING TOGETHER TO ENSURE THAT THOSE STUDENTS HAVE WHAT THEY NEED.
THOSE FIDGETS, AND THERE ARE ALSO SOME ANCHOR CHARTS POSTED THAT AREN'T VISUALIZED, BUT JUST BREATHING TECHNIQUES.
IT'S TWO ELEMENTARY CAMPUSES, JUNE DAVIS AND SUE CROUCH.
WE HAVE ONE AT SUMMER CREEK MIDDLE SCHOOL, AND THAT'S WHERE I TAUGHT THAT CLASS FOR THREE YEARS, AND THEN WE HAVE ONE AT NORTH CROWLEY NINTH GRADE AND THEN NORTH CROWLEY HIGH SCHOOL.
THESE ARE SOME OF THE THINGS THAT YOU WILL SEE WHEN YOU WALK IN THAT CLASSROOM.
>> THIS IS THE FA CAFE AT CROWLEY MIDDLE SCHOOL.
HERE, TWICE EACH SEMESTER, THEY'RE OFFERING A CAFE WHERE PARENTS, AND THE MONEY THAT THEY EARN OR MAKE OFF OF THIS, THEY'RE BUYING SCHOOL THINGS THEY NEED FOR THE CLASSROOM OR GOING ON A FIELD TRIP.
>> I WOULD LIKE TO SHIFT FOCUS JUST A LITTLE BIT TO TALK ABOUT COLLEGE CAREER MILITARY READINESS AND GRADUATION.
AS A DEPARTMENT, WE DO SUPPORT OUR SCHOOLS AND WORK WITH OUR COUNSELORS WHEN IT COMES TO CCMR AND GRADUATION.
WE DO START AT THE MIDDLE SCHOOL LEVEL WHERE WE REQUIRE CAREER INTEREST INVENTORIES TO ASSIST WITH PATHWAY SELECTION AS WELL AS TRANSITION PLANNING.
OUR CASE MANAGERS, THEY DO ADMINISTER THIS CAREER INTEREST INVENTORY.
THE STUDENTS ARE ABLE TO LOOK AT THEIR INTEREST AND SEE WHAT PATHWAY THEY WANT TO SELECT WHEN THEY GET READY TO DO THE ENDORSEMENT SELECTION WITH THEIR COUNSELORS.
WE COLLABORATE WITH OUR SCHOOL COUNSELORS WITH SPED TRAINING, OR SPECIAL EDUCATION TRAINING AS WELL AS CTE STAFF AND OUR SPECIAL EDUCATION REPRESENTATIVES.
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WE DO TRACK OUR ENDORSEMENTS.WE KEEP A SPREADSHEET OF THE STUDENTS, AND THIS IS NOT JUST OUR 11TH TO 12TH GRADE, WE START THIS IN NINTH GRADE AND WE'RE TRACKING TO ENSURE THAT THEY ARE STAYING ON TRACK WITH THE ENDORSEMENTS.
WE CREATED A CHANGE OF ENDORSEMENT FORM, SO IF THERE ARE CHANGES THAT EVERYONE'S AWARE OF THESE CHANGES SO THAT WE'RE ALL ON THE SAME PAGE WHEN IT COMES TO ENSURING THAT THE STUDENT IS COMPLETING THE ENDORSEMENT TRACK.
WE KNOW THE SCHOOL COUNSELORS ARE DOING THAT AS WELL, BUT FOR SPECIAL EDUCATION STUDENTS, WE ARE LOOKING AT THE TRANSCRIPTS WHICH ARE USUALLY RELEASED A FEW TIMES IN THE YEAR AND SO EVERY TIME WE LOOK AT IT TO SEE WHERE THE STUDENT IS, IF WE NEED TO MAKE ANY CHANGES OR IF WE NEED TO SPEAK WITH COUNSELORS TO ENSURE THOSE STUDENTS STAY ON TRACK.
CURRENTLY, WE'RE PROJECTED TO HAVE A GRADUATION RATE OF 99.5.
THOSE COUPLE OF STUDENTS THAT ARE LINGERING, WE ARE WORKING WITH OUR LEAD CASE MANAGERS AS WELL AS OUR SCHOOL COUNSELORS AND PROVIDING THOSE SERVICES AND SUPPORT.
SOMETIMES THOSE STUDENTS MAY NEED AN ALTERNATE SETTING.
WE DO HAVE A BRIDGES PROGRAM TO HELP THOSE STUDENTS ACCELERATING THOSE COURSES, BUT WE ARE KEEPING TRACK OF THAT, EVERYONE'S AWARE WE'RE ENSURING THAT WE PROVIDE THOSE SUPPORT TO THOSE STUDENTS.
SOMETIMES IT'S NECESSARY TO PROVIDE SOME COUNSELING IN CONFERENCING WITH THOSE PARENTS BECAUSE SOMETIMES PARENTS DON'T KNOW WHICH WAY TO GO, SO WE SIT WITH THOSE.
TYPICALLY, I GET A NOTIFICATION FROM COUNSELORS OR A CASE MANAGER, AND THEN I MEET WITH THE COUNSELOR AND SAY, LET'S SEE WHAT WE'VE DONE, WHAT CAN STILL BE DONE, WHERE WE CAN SAVE THE STUDENT.
I JUST WANT TO BACK UP JUST A LITTLE BIT.
OUR INPUT FORM, I DID HAVE A POSTER OVER HERE, SO IF YOU WANT TO LOOK AT SOME OF THE THINGS THAT THE COUNSELOR PROVIDES US BECAUSE WE NEED THE COUNSELOR FEEDBACK ABOUT WHERE THE STUDENT IS SO WHEN WE'RE MAKING OUR COMMITTEE DECISIONS, WE HAVE THAT FEEDBACK FROM THEM.
SOMETIMES WE MAY BE SAYING ONE THING IN A MEETING AND THEN THE COUNSELOR IS DOING MAY BE DOING SOMETHING ELSE, SO WE MAKE SURE THAT WE'RE COMMUNICATING WITH ONE ANOTHER.
WE ALSO HAVE CTE REPRESENTATIVES WHO ARE INFORMING OUR PARENTS OF WHERE THE STUDENT IS, SOME POSSIBLE THINGS THAT CAN HAPPEN, ESPECIALLY WHEN THEY'RE GOING TO HIGH SCHOOL BASED UPON THEIR INTEREST.
NOW, I WOULD LIKE TO HIGHLIGHT ONE OF OUR SPECIAL EDUCATION PROGRAMS. IT'S ADULT TRANSITION.
THIS PROGRAM IS FOR STUDENTS WHO HAVE ALREADY GRADUATED.
THEY GRADUATED ON AN ALTERNATE CURRICULUM.
IT'S FROM 18 YEARS OF AGE TO 21, SO WE PROVIDE SERVICES TO ASSIST THE STUDENTS WITH LIFELONG GOALS.
NOT JUST, THIS IS WHAT YOUR GOAL IS, THESE STUDENTS WILL NEED SOME GOALS THAT WE CAN ASSIST THEM WITH FOR LIFELONG.
SOME OF THESE STUDENTS ARE WORKING ON GAINFUL EMPLOYMENT, SPECIFIC EMPLOYABILITY AND SELF-HELP SKILLS, AND ACCESS TO SERVICES.
WE CURRENTLY HAVE THREE CLASSES, TWO AT NORTH CROWLEY HIGH SCHOOL, ONE AT CTE.
I WOULD LIKE TO GO OVER A LITTLE BIT OF DATA WITH WHERE THE STUDENTS ARE.
OF OUR 22 STUDENTS, FOUR ARE GAINFULLY EMPLOYED, SIX HAVE PAID WORK EXPERIENCE, NINE HAVE PARTICIPATED IN VOCATIONAL ADJUSTMENT TRAINING, WHICH THEY WORK ON CERTAIN SKILLS.
IT COULD BE WORK ETHIC, TIME MANAGEMENT, HOW TO DEAL WITH CONFLICT IN YOUR JOB, THAT'S WHAT THEY'RE GETTING TRAINED ON.
WE PARTNER WITH TEXAS WORKFORCE COMMISSION.
OUR TRANSITION SPECIALIST WILL TALK ABOUT OUR PARTNERSHIP JUST A LITTLE BIT.
BUT I DEFINITELY WANTED TO HIGHLIGHT WHAT THEY DO.
LOT OF TIMES THEY LEARN THINGS IN CLASS AND THEN THEY GO INTO THE COMMUNITY TO APPLY THAT WITH THEIR LEARNING.
HE WAS PASSING OUT A BAG FOR YOU ALL, SO I WOULD LIKE YOU ALL TO OPEN THAT UP.
THE TRANSITION CLASSES, THEY'RE WORKING ON THEIR FUNDRAISING FOR MOTHER'S DAY.
THEY'RE WORKING ON MOTHER'S DAY PLATES, BUT I WENT TO THEM AND I SAID, I WOULD LOVE FOR YOU TO CREATE A PLATE FOR OUR 2023 REGION 11 SCHOOL BOARD OF THE YEAR, SO THAT WAS SOMETHING FROM THE CLASSES.
BEFORE WE MOVE ON TO TRANSITION, DO YOU HAVE ANY QUESTIONS FOR THE INSTRUCTIONAL TEAM?
>> I HAVE A COMMENT. YOU NEED TO MARKET WHATEVER IT IS YOU'RE DOING FOR THAT GRADUATION RATE.
THE SUCCESSFUL GRADUATION RATE THAT YOU'RE EXPERIENCING, YOU NEED TO MARKET IT.
>> I WANT TO SAY WE HAVE TEACHERS THAT ARE GREAT.
SPECIAL EDUCATION TEACHERS AS WELL AS
[03:20:01]
OUR REGULAR TEACHERS THAT ARE NOT TEACHING SPECIAL EDUCATION, AND IT'S A TEAM EFFORT, AND WE ALSO HAVE A TEAM OF TRANSITION SPECIALISTS, AS WELL AS WE, HAVE TWO OF OUR CTE REPS BACK HERE, AND THEY PUT IN A LOT OF WORK, AND IT'S A LOT OF CONVERSATION THAT GOES ON, SO WE TRY EVERYTHING ALL HANDS ON DECK.>> ON BEHALF OF THE INSTRUCTIONAL SUPPORT TEAM.
WE'D LIKE TO PRESENT EACH OF YOU WITH A TURTLE KEYCHAIN.
I THINK MR. KIRSCHNER PASSED IT OUT.
JUST AS THIS TURTLE EMBODIES RESILIENCE AND PATIENCE, MAY THIS TOKEN SERVE AS A REMINDER OF OUR DEDICATION TO OUR FOSTERING GROWTH AND SUCCESS FOR EVERY STUDENT.
>> VERY NICE. THANK YOU SO MUCH.
I HAVE A BACHELOR'S AND A MASTER'S FROM TEXAS CHRISTIAN UNIVERSITY. GO FROGS.
ALSO I HAVE A SECOND MASTER'S IN SPECIAL EDUCATION WITH A FOCUS ON TRANSITION FROM THE UNIVERSITY OF KANSAS? THIS IS MY 24TH YEAR IN CROWLEY ISD.
AS THE TRANSITION SPECIALIST, I HAVE SEVERAL DUTIES.
I WORK WITH STUDENTS AGES 13 AND UP AND HELP THEM PREPARE FOR LIFE AFTER HIGH SCHOOL, ALONG WITH THEIR FAMILIES.
WE CONDUCT PERSON CENTERED PLANNING MEETINGS, WHICH IS A WONDERFUL WAY TO HELP OUR FAMILIES AND STUDENTS PLAN FOR WHAT'S NEXT.
WHAT HAPPENS WHEN YOU'RE NOT IN CROWLEY ISD ANYMORE? HOW CAN WE HELP YOU GET THERE? I'M ALSO THE TEACHER FOR THE VOCATIONAL CLASSES SUCH AS CBVI, COMMUNITY BASED VOCATIONAL INSTRUCTION, AND VAC IS OUR EARLY RELEASE PROGRAM FOR STUDENTS THAT ALREADY HAVE A JOB, AND SO WE HAVE A COUPLE OF THOSE.
I ALSO SCHEDULE PARENT PREVIEW DAYS FOR OUR PARENTS TO BE ABLE TO GO TOUR.
THEY HAVE SETTINGS OR POST SECONDARY LOCATIONS IN OUR AREA, SUCH AS SOME OF THE PROGRAMS THAT TCC HAS FOR STUDENTS WITH DISABILITIES, LOTS OF DIFFERENT OPPORTUNITIES FOR THEM.
I CONNECT STUDENTS WITH TEXAS WORKFORCE SOLUTIONS SO THAT THEY HAVE SOME VOCATIONAL OPPORTUNITIES AND ADDITIONAL TRAINING.
I'M ALSO IN CHARGE OF THE STATE PERFORMANCE PLAN INDICATORS 13 AND 14, WHICH HAS BEEN 100% SINCE WE HAVE HAD THEM.
NUMBER OF STUDENTS SERVE? YES, THERE'S 972 OF THEM.
BUT WE TRY TO WORK WITH THEM AND THEIR FAMILIES AS BEST WE CAN.
ONE OF THE THINGS I WOULD LIKE TO HIGHLIGHT IS OUR CREATING POSSIBILITIES RESOURCE AND TRANSITION FAIR.
IT WAS FORMERLY KNOWN AS MAKING CONNECTIONS.
THIS IS SOMETHING THAT WAS STARTED 10 YEARS AGO.
I BELIEVE THAT'S THE NEXT SLIDE. I'M SORRY.
OUR SPECIAL EDUCATION TRANSITION TEAM, DR. CARSON-DAWSON IS OUR TRANSITION COORDINATOR.
I'M THE TRANSITION SPECIALIST, AND THEN CHARLENE JOHNSON IS OUR SOCIAL WORKER.
THEY'RE CREATING POSSIBILITIES.
RESOURCE FAIR IS FUNDED BY ARTISM TRAIL EDUCATION FOUNDATION EVERY YEAR.
IT IS SOMETHING AGAIN THAT WAS STARTED 10 YEARS AGO WITH PROBABLY 8-10 VENDORS AND A HANDFUL OF PARENTS.
BUT WE KNEW IT WAS A NEED BECAUSE WE HAD SO MANY FAMILIES THAT JUST DIDN'T KNOW WHAT TO DO NEXT.
THEY HAD NO CLUE WHAT TO DO AFTER HIGH SCHOOL.
I'M PROUD TO SAY 10 YEARS LATER, IT'S A VERY WELL KNOWN EVENT HERE IN TERRAN COUNTY.
IT'S HELD AT THE BILL R. JOHNSON CTE CENTER.
WE HAVE JUST GROWN EXPONENTIALLY.
IT'S A ONE STOP SHOP WHERE WE HAVE LOTS OF AGENCIES THERE, POST SECONDARY OPTIONS FOR STUDENTS WITH DISABILITIES.
WE'VE HAD JUDGES AND PEOPLE TALKING ABOUT GUARDIANSHIP AND TRUSTS AND ALL THE THINGS THAT THESE PARENTS NEED TO LEARN ABOUT FOR AFTER HIGH SCHOOL.
THE OTHER THING I WOULD LIKE TO HIGHLIGHT IS PANTHER EMPORIUM.
THIS IS A VOCATIONAL TRAINING SITE THAT WE HAVE AT NORTH CROWLEY HIGH SCHOOL.
IF YOU'LL NOTICE IN THE CENTER.
WE GET LOTS OF DONATIONS FROM TRUSTEE GRASSIA.
THIS IS WONDERFUL BECAUSE IT HELPS MY STUDENTS LEARN HOW TO SORT AND SIZE CLOTHING.
WE ALSO DO FOOD BAG DELIVERIES, WE GET DONATIONS FROM NEIGHBORHOOD NEEDS AND THEY CREATE FOOD BAGS FOR STUDENTS AND FAMILIES THAT ARE IN NEED.
WE HAVE GIVEN THANKSGIVING MEAL BOXES TO FAMILIES.
AGAIN, JUST A REALLY GOOD OPPORTUNITY FOR ALL OF OUR STUDENTS TO HAVE SOME JOB SKILLS UNDER THEIR BELT.
ONE LAST THING I WANTED TO TALK ABOUT IS HOW IMPORTANT VOCATIONAL TRAINING IS.
BECAUSE SOME OF THESE ARE OUR PARTNERS WHERE THE STUDENTS GO AND WORK AND WE TALKED ABOUT HOW IT LEADS TO GAIN EQUAL EMPLOYMENT.
[03:25:01]
AT THE BOTTOM, ARE THREE OF OUR FORMER STUDENTS.ONE OF THEM IS WORKING AT MOVIE TAVERN.
THE ONE IN THE MIDDLE OF THAT WAS A SUMMER [INAUDIBLE] PROGRAM.
SHE WORKED IN THE LAUNDRY DEPARTMENT AT PETERSON HOSPITAL.
THIS ONE REALLY PROUD OF, HE GRADUATED LAST YEAR, AND JUST THIS WEEK, HE STARTED WORKING UNDER [INAUDIBLE]. ANY QUESTIONS?
>> I WROTE DOWN A QUESTION, BUT YOU ANSWERED IT WITH THAT POSTER BECAUSE I WAS GOING TO ASK YOU ABOUT THE JOB FAIR.
WHENEVER WE HAVE JOB FAIRS, DO WE HAVE ORGANIZATIONS THAT WILL COME IN AND HIRE OUR STUDENTS?
>> WE HAVE, I HAD A STUDENT LAST YEAR THAT ACTUALLY WAS HIRED BY ABM AND WAS WORKING IN THE CUSTODIAL SERVICES.
JUST TO PLUG, WE DO HAVE A CROWLEY ISD TRANSITION WEBSITE FOR OUR FAMILIES THAT HAVE LOTS OF DIFFERENT POST SECONDARY COLLEGE PROGRAMS, ALL RESOURCES FOR THEM.
I'LL MAKE SURE AND GET THAT WEBSITE TO YOU GUYS AS WELL. THANK YOU.
>> THANK YOU TEAM. THAT'S DEFINITELY BEEN GREAT INFORMATION.
NOW, MR. GRASSIA YOU'RE THE LAST ONE, SO YOU CAN MAKE YOUR SELECTION.
>> MUSIC THERAPY, WE HAVE MS. ELODIE SINGER AND DR. SMITH, WHO IS HER GENERAL EDUCATION COUNTERPART WHO WILL BE PRESENTING THIS INFORMATION.
>> GOOD EVENING. THANK YOU VERY MUCH.
I RECEIVED MY MASTER'S IN MUSIC THERAPY FROM TEXAS WOMAN'S UNIVERSITY, AND MY BACHELOR'S IN VOICE PERFORMANCE FROM NIGHT COLLEGE THAT'S IN NEW YORK.
I HAVE BEEN BOARD CERTIFIED AS A MUSIC THERAPIST SINCE 2014, AND I HAVE WORKED FOR THE DISTRICT FOR NINE YEARS.
SOME DUTIES FOR THE MUSIC THERAPIST ARE MAINTAINING A SCHEDULE OF SERVICE.
I HAVE 42 STUDENTS AGES 3-21 YEARS OLD, AND I SERVE THEM DISTRICT WIDE IN ALL OF THE DIFFERENT PROGRAMS THAT YOU'VE HEARD, ALL THE ACRONYMS FOR TONIGHT.
I ALSO DO ANY INITIAL OR RE-EVALUATIONS FOR STUDENTS TO RECEIVE SERVICES.
I COLLABORATE WITH OTHER MEMBERS OF THE SERVICE TEAM, AND JUST WANTED TO GIVE YOU AN OVERVIEW OF WHAT WOULD GET A STUDENT INTO MUSIC THERAPY SERVICES.
THAT'S A QUESTION THAT I GET A LOT.
TYPICALLY, I WILL GET THE REFERRAL THROUGH THE CLASSROOM TEACHER.
USUALLY IS A STUDENT WHO IS NOT PROGRESSING WITH THEIR AP GOALS, AND SO THEY NEED SOME EXTRA ASSISTANCE.
THEY MIGHT HAVE SOME BEHAVIOR CONCERNS.
THEY'RE NOT SITTING IN THEIR SEAT, BUT THEY MIGHT WANDER THE CLASSROOM ALL DAY AND SING TO THEMSELVES, OR THERE'S NO ATTENTION OR DURATION TO TASK UNLESS THERE'S SOME MUSICAL ACTIVITY IN THE CLASSROOM.
I WILL TYPICALLY GET REFERRAL FROM THE DIAGNOSTICIAN.
I WILL DO AN ASSESSMENT FOR THAT CHILD, AND THEN I WILL PRESENT MY FINDINGS FROM MY ASSESSMENT TO THE ART COMMITTEE, AND THEY WILL MAKE A DECISION WHETHER OR NOT IT'S A NECESSARY SERVICE FOR THAT STUDENT.
YOU MAY ASK WHY MUSIC? WHAT IS IT ABOUT MUSIC THAT WORKS FOR STUDENTS.
I JUST RECENTLY FINISHED A TRAINING FOR NEUROLOGIC MUSIC THERAPY.
IN THAT TRAINING, WE TALKED ABOUT ALL THE DIFFERENT STUDIES THAT HAVE BEEN DONE IN BRAIN IMAGING AND WHAT ACTUALLY HAPPENS TO THE BRAIN ON MUSIC AND IT WILL LINE UP MULTIPLE PARTS OF THE BRAIN SIMULTANEOUSLY AND CAN CREATE NEW NEURAL PATHWAYS FOR LEARNING.
IF YOU'RE TALKING ABOUT SPEECH, IT'S ONLY IN ONE AREA OF THE BRAIN OR EXECUTIVE FUNCTIONING, ONE AREA, MOTOR COORDINATION, ANOTHER AREA.
BUT IF MUSIC IS USED FOR LEARNING, IT CAN CONNECT THOSE DIFFERENT PARTS OF THE BRAIN AND CREATE NEW NEURAL PATHWAYS FOR THE CHILD.
THAT'S WHY IT'S IMPORTANT IN COMMUNICATION IN LITERACY AND MATH, SCIENCE, ALL THESE DIFFERENT AREAS THAT I WILL IMPLEMENT MY GOALS WITH BECAUSE IT CAN HELP THE CHILDREN, ESPECIALLY CHILDREN IN SPECIAL EDUCATION TO LEARN THE SKILLS.
WHEN I'M WORKING WITH STUDENTS, I'M CONSTANTLY REASSESSING THEIR ACADEMIC SKILLS, BUT ALSO THEIR MUSICAL SKILLS.
I HAVE MANY STUDENTS WHO WOULD BE CALLED NONVERBAL OR NONSPEAKING, BUT THEY HAVE PERFECT PITCH OR THEY HAVE THE ABILITY TO
[03:30:05]
LOOK AT A SET OF RHYTHMS AND SHEET MUSIC.MAYBE TWO OR THREE TIMES OF BEING EXPOSED TO IT, THEY UNDERSTAND THE CONCEPT AND THEY CAN LEARN VERY QUICKLY.
SOME OF THEM HAVE IMMENSE LIBRARIES OF CLASSICAL MUSIC IN THEIR MINDS AND THEY WILL SING IT SPONTANEOUSLY OR PLAY IT ON MULTIPLE INSTRUMENTS AT THE DROP OF A HAT.
THEY HAVE VERY STRONG MUSICAL SKILLS.
I HAVE ONE STUDENT IN PARTICULAR THAT I HAD WORKED WITH SINCE HE WAS IN KINDERGARTEN AND I NOTICED HE WAS ONE OF THOSE STUDENTS.
HE JUST RECENTLY IS IN MIDDLE SCHOOL, AND I ADVOCATED FOR HIM TO BE IN BAND.
HE'S IN BAND THIS YEAR AND LOVING THE MARIMBA AND PEOPLE WOULD SAY I'M BIASED, BUT I THINK THAT HIS DIRECTOR WOULD ALSO AGREE THAT HE IS ONE OF THE BEST STUDENTS IN THE CLASS.
IN ORDER TO DO THAT, I HAD TO DO SOME COLLABORATION WITH THE FINE ARTS DEPARTMENT TO MAKE THOSE CONNECTIONS.
A COUPLE OF YEARS AGO, I ASKED IF I COULD JOIN THEIR PD DAYS WITH THE ELEMENTARY MUSIC TEACHERS.
THE VERY KINDLY LET ME JOIN THEM.
I ASKED IF DR. SMITH WOULD BE OPEN TO BEING HERE, SHE'S SO GRACIOUS TO JOIN ME TONIGHT TO SHARE SOME OF THE FINE ARTS PERSPECTIVE.
>> GOOD EVENING. MADAM PRESIDENT, MEMBERS OF THE BOARD, AND DR. MCFARLAND.
I'M THE GENERAL MUSIC LEAD EDUCATOR FOR CROWLEYISD AND THE MUSIC EDUCATOR AT THE ACCELERATED LEARNING ACADEMY AT DAVID L WALKER ELEMENTARY.
I HAVE A DOCTORATE IN EDUCATIONAL LEADERSHIP, AND I'VE BEEN TEACHING MUSIC FOR 19 YEARS GOING ON MY 20TH YEAR.THIS EVENING, I STAND BEFORE YOU TO GIVE A BRIEF DESCRIPTION OF HOW MUSIC THERAPY PLAYS AN IMPORTANT ROLE IN THE GENERAL MUSIC CLASSROOM AND IN SUPPORT OF MTSS TO ADDRESS DIVERSE ACADEMIC AND BEHAVIOR NEEDS OF THE STUDENTS.
MUSIC THERAPY SUPPORTS THE GENERAL MUSIC CLASSROOM IN A VARIETY OF WAYS SUCH AS THROUGH COLLABORATION WITH US AS THE MUSIC TEACHER AND WITH MS. SINGERS THROUGH DIFFERENTIATED INSTRUCTION BASED ON IDENTIFIED STUDENTS INDIVIDUAL LEARNING STYLES, ABILITIES, AND THEIR NEEDS.
SHE PROVIDES ALTERNATIVE METHODS OF INSTRUCTION, SUCH AS VISUAL AIDS, HANDS ON ACTIVITIES, OR SIMPLIFIED INSTRUCTIONS TO ACCOMMODATE DIVERSE LEARNERS.
MS. SINGER ALSO ASSIST IN IMPLEMENTING BEHAVIOR MANAGEMENT STRATEGIES RECOMMENDED IN THE STUDENTS BEHAVIOR INTERVENTION PLAN, THAT'S THEIR BIPS, AND ARE THE INDIVIDUAL EDUCATION PROGRAM, WHICH ARE THEIR IPS.
AND EACH MUSIC TEACHER HAVE A COPY OF IPS AND BIPS FOR STUDENTS THAT ENTER THE CLASSROOM.
SO WE TEACH BASICALLY THE ENTIRE SCHOOL, SO EVERY CHILD THAT ENTERS OUR CLASSROOM, WHO HAS A BIP OR IP, WE HAVE A COPY OF IT AS WELL.
SHE WORKS WITH SMALL GROUPS AND ARE INDIVIDUAL STUDENTS WHO REQUIRE ADDITIONAL SUPPORT OR ENRICHMENT IN MUSIC SKILLS.
SHE ASSISTS IN MAKING ACCOMMODATIONS AND MODIFICATIONS TO MUSIC ASSIGNMENTS OR ACTIVITIES TO MEET THE NEEDS OF IDENTIFIED STUDENTS WITH DIVERSE ABILITIES BY PROVIDING ADAPTIVE MATERIALS, SIMPLIFIED TASKS, OR EXTENDED TIME FOR COMPLETION OF MUSIC ACTIVITIES AS NEEDED.
SHE ALSO COLLECTS DATA ON THEIR PROGRESS IN MUSIC LEARNING AND BEHAVIOR BY MONITORING THEIR PERFORMANCE AND TRACKING THEIR GOALS.
AND ALSO, WE COLLECT DATA AS WELL.
WE HAVE THOSE KIDS PERFORM WITH US.
I WILL GO BACK TO THE STORY. CAN I DO THAT? [LAUGHTER] IN MY YEARS OF TEACHING, I ENJOY TEACHING AT SPECIAL ED POPULATION BECAUSE I LIKE TO SEE THEM GROW IN MUSIC.
FOR EXAMPLE, WITH THE TRACKING OF THE DATA, I HAD THREE STUDENTS THAT WERE NON VERBAL AND I HAVE ONE THAT WAS CONTAINED TO A WHEELCHAIR.
AND SO JUST TO SEE THOSE KIDS GROW AND LEARN AND WE DID A PERFORMANCE AND TO SEE THEM PARTICIPATE AND SING ON STAGE AND GET EXCITED.
EVEN THE NON VERBAL ONES US TO SEE IT IN THEIR FACES.
I WAS LIKE THEY WERE SINGING, BUT THEY WERE NON VERBAL.
SO THEY BLINDED WITH THE GROUP AS WELL.
SO WE TRACK DATA WITH OUR KIDS AND EVEN WITH OUR BIP POPULATION, TO SEE THOSE KIDS, MAYBE HIGH FLYERS IN OTHER CLASSROOM, BUT THEY COME IN A MUSIC CLASSROOM AND YOU SEE THEM PERFORM ON STAGE AND THEY'RE JUST SO EXCITED.
I WANT TO BE ON THE FRONT ROW.
YOU'RE LIKE, YOU? IT'S LIKE, YES.
TO SEE THOSE KIDS JUST TRANSITION AND FLOW AND TURN INTO A BUTTERFLY,
[03:35:09]
THEY GET EXCITED BECAUSE A LOT OF THOSE KIDS ARE TALENTED KIDS.MS. SINGER, SHE PARTICIPATES IN OUR MUSIC PLCS, WHICH SHE TALKED ABOUT EARLIER IN OUR LEARNING ACADEMIES, WHERE WE FOSTER RELATIONSHIPS WITH HER AND THE SPECIAL EDUCATION DEPARTMENT.
WE COLLABORATE TOGETHER ON SEVERAL OCCASIONS WHEN WE HAVE OUR PLCS AND LEARNING ACADEMIES.
WE SHARE STRATEGIES AND SKILLS THAT WILL SUPPORT US IN TEACHING AND DEVELOPING, IDENTIFY DIVERSE LEARNERS IN THE MUSIC CLASSROOM. THANK YOU.
>> FOR MY ARTIFACT, I WANTED TO BRING SOMETHING THAT REPRESENTED WHAT I MIGHT DO WITH STUDENTS.
THIS IS AN APP THAT WE WILL USE TOGETHER TONIGHT.
IT'S ONE THAT I USE WITH MY SECONDARY STUDENTS TO GIVE THEM A SPACE TO SELF EXPRESS, TO GIVE THEM A VOICE, AND I KNOW THAT EACH OF YOU HAS A VOICE FOR STUDENTS.
I AM GOING TO WALK AROUND AND SHOW YOU INSTRUMENTS AND HAVE YOU PICK AN INSTRUMENT AND A LOOP THAT YOU THINK REPRESENTS YOU.
AT THE END, WE WILL HAVE ONE VOICE OF YOUR VOICES AND OUR VOICES JOIN YOUR VOICE AS A ONE VOICE FOR STUDENTS.
>> WHILE WE ARE CREATING OUR MUSIC.
I LIKE FOR ALL OF THE SPECIAL ED STAFF MEMBERS THAT HAVE BEEN ABLE TO PRESENT TONIGHT AND EVEN IF YOU HAVEN'T PRESENTED, IF YOU'LL PLEASE STAND, SO WE CAN JUST SEE ALL OF YOU.
WE WANT TO RECOGNIZE YOU FOR BEING HERE.
>> DR. MCFARLAND, I WILL SAY, I KNEW WE HAD A PHENOMENAL TEAM BECAUSE ALL OF US PARTICIPATE IN DIFFERENT EVENTS, AND I KNOW I HAVE MY SHARE AND I THOROUGHLY ENJOY ALL OF THE PROGRAMMING.
BUT THE LEARNING, LIKE TRUSTEE DAVIS SAID, THE MOMENT.
I'M SURE FOR ALL OF US, IT'S BEEN A LOT OF MOMENTS.
I COULDN'T IMAGINE ALL OF THIS.
THAT'S A PART OF OUR SPECIAL ED PROGRAM.
I HAD A LITTLE BIT OF KNOWLEDGE, BUT THIS IS MASSIVE, AND IT'S INCREDIBLE.
THANK YOU FOR YOUR LEADERSHIP.
THANK YOU ALL OF YOU FOR WHAT YOU DO FOR OUR STUDENTS.
I FEEL OVERWHELMED BECAUSE OF ALL OF THIS AND I JUST WANT TRUSTEE DAVIS, THE OTHER DAVIS AND DAVIS MENTIONED ABOUT MARKETING, BUT IT'S SO MUCH TO MARKET.
AND SO WE JUST HAVE TO LET PEOPLE KNOW WHAT PROGRAMS ARE OUT THERE.
MUSIC THERAPY, I DIDN'T KNOW WE HAD THE PROGRAM.
OTHER PROGRAMS THAT I'VE HEARD TONIGHT, I DIDN'T KNOW. THIS IS INCREDIBLE.
I'M JUST OVERJOYED WITH ALL OF THIS WONDERFULNESS. THANK YOU.
>> THANK YOU. YOU'RE VERY WELCOME. THANK YOU AS WELL.
IN CLOSING, I WOULD LIKE TO SAY JUST SO THAT EVERYONE COULD UNDERSTAND AT SPECIAL EDUCATION, ALTHOUGH WE'RE SERVICE, WE TOUCH EVERY SINGLE DEPARTMENT IN CROWLEYISD.
WE TOUCH TRANSPORTATION, MAINTENANCE, CURRICULUM AND INSTRUCTION, EVERY AREA IN CROWLEYISD, AND OUR GOAL IS TO PROVIDE WHAT'S BEST FOR CHILDREN.
>> TWO MORE COMMENTS. DR. HALL AND THEN TRUSTEE DAVIS.
>> NO. I WANTED TO ECHO PRESIDENT MAYFIELD'S SENTIMENTS AS WELL.
ALL I CAN SAY IS I'VE NEVER GOTTEN THIS MUCH COMPREHENSIVE INFORMATION ABOUT SPED IN MY ENTIRE LIFE, AND 22 YEARS AS AN EDUCATOR, YOU LEARN IT BASED ON WHERE YOU ARE, WHAT YOU TEACH, WHO YOUR STUDENT IS, AND YOU'RE GETTING IT BIT BY BIT.
I DEFINITELY APPRECIATE THIS OVERVIEW AND TO THE TESTAMENT MY OWN LEARNING STYLE, IT WAS INTERESTING AND ENGAGING.
I WAS CAPTIVATED AND I LEARNED A LOT.
THANK YOU FOR THE WAY THAT YOU PRESENTED IT AND THE INFORMATION THAT YOU SHARED.
[03:40:04]
>> YOU'RE WELCOME. [BACKGROUND]
>> TWO COMMENTS. I'D JUST LIKE TO SAY, I WAS REALLY IMPRESSED WITH HOW MANY EMPLOYEES WE'VE HAD IN THE DISTRICT FOR SUCH A LONG TIME WORKING WITH OUR STUDENTS.
ALSO I LOVE THE ENERGY THAT TEACHERS HAD OR THE INSTRUCTION.
>> SPECIALISTS ED. I REALLY APPRECIATE EVERYTHING THAT YOU DO FOR OUR STUDENTS AND I'VE HAD THE OPPORTUNITY TO HEAR YOU AT A CONFERENCE AND I WAS REALLY IMPRESSED WITH YOU AT THE CONFERENCE.
THANK YOU SO MUCH FOR YOUR LEADERSHIP.
>> YOU'RE VERY WELCOME. THANK YOU.
>> MY COMMENT IS JUST A SIDE NOTE AND I ECHO EVERYTHING THEY HAVE SAID.
BUT I AM ALWAYS SO EXCITED TO HEAR EMPLOYEES TALK ABOUT BEING PARAPROFESSIONALS.
NOW THEY HAVE THEIR TEACHERS AND SPECIALISTS, AND THAT JUST REALLY REALLY EXCITES ME AND MAKES ME VERY PROUD THAT THAT'S SOMETHING THAT CAN HAPPEN HERE.
TO THOSE PEOPLE THAT STARTED OUT AS PARIS AND NOW YOU'RE IN ADVANCED POSITIONS KUDOS TO YOU.
>> WE'VE HAD THREE TO TRANSITION THIS YEAR AS WELL?
>> I SHARE THE SAME SENTIMENTS.
I FOUND THIS VERY INFORMATIVE.
IT WAS INFORMATIVE AND IMPACTFUL.
GREAT JOB ENTIRE DEPARTMENT AND I WOULD LIKE TO SEE MORE OF THIS FOR OTHER DEPARTMENTS. IT WAS INFORMATIVE.
>> MAY I JUST QUICKLY SAY ALSO THAT I APPRECIATE THE WORK THAT YOU ALL DO.
IT REALLY IS TRANSFORMATIONAL.
THANK YOU ALL JUST FOR YOUR LABOR OF LOVE THAT YOU CONTINUE TO OFFER TO OUR STUDENTS EVERY SINGLE DAY.
I'M JUST BLOWN AWAY BY THE MULTITUDE OF SERVICES THAT WE PROVIDE HERE AND I HAD NO IDEA, EVEN AS AN EDUCATOR MYSELF, HAD NO IDEA OF ALL OF THE WAYS THAT WE TOUCH OUR STUDENTS AND HOW WE MEET THEIR NEEDS.
JUST KUDOS TO YOU AND YOUR ENTIRE TEAM AND JUST THE WORK THAT YOU ALL ARE DOING.
PLEASE ALSO EXPRESS OUR APPRECIATION TO THE STUDENTS THAT MADE THESE WONDERFUL PLAQUES FOR US.
THIS REALLY IS SPECIAL AND WE SINCERELY APPRECIATE IT. THANK YOU ALL.
>> THIS IS YOUR VOICE FOR STUDENTS. WE CAN JOIN WITH.
>> SOMETIMES THERE ARE NO WORDS, BUT MUSIC CAN SPEAK.
SOMETIMES OUR STUDENTS DO NOT EXPRESS THE WORDS THAT THEY HAVE INSIDE OF THEM, BUT WE CAN HELP THEM FIND THEIR VOICE.
>> THANK YOU. IN CLOSING, AS YOU SEE, WE'RE ONE VOICE.
WE'RE ONE VISION, AND WE'RE UNIFIED IN ALL OF OUR DECISION MAKING.
CROWLEY PRIDE UNIFIED IS WHAT WE REPRESENT. [APPLAUSE]
>> START ALL OVER AGAIN. [LAUGHTER]
>> I WOULD LIKE TO ASK MY TEAM TO TAKE A VOTE. AT THIS TIME.
WE THANK YOU ALL FOR EVERYTHING THAT YOU HAVE DONE.
>> THANK YOU ALL. [BACKGROUND]
WE WILL TAKE A FIVE MINUTE BREAK BEFORE WE MOVE TO OUR NEXT AGENDA ITEM.
[03:45:04]
BEAR WITH US AS WE TRANSITION, SO WE WILL BE RIGHT BACK. THANK YOU.WE HAVE A FEW FUTURE ACTION ITEMS,
[10.0 Future Action Item(s)]
AND THE FIRST ONE IS 10.1 2024, 2025 EDUCATION SERVICE CENTER REGION 11 RENEWAL CONTRACT SUMMARY AND MASTER INTERLOCAL AGREEMENT, DR. MCFARLAND.>> MADAM PRESIDENT, BOARD MEMBERS, ACTUALLY, 10.1-10.4.
MR. KIRSCHNER JUST HIT THE HIGH POINTS ON THOSE.
THESE ARE ALL ITEMS THAT WE'LL BE BRINGING FORWARD TO YOU IN MAY.
PROBABLY, THE FIRST BOARD MEETING IN MAY OR COULD BE THE SECOND BOARD MEETING.
WE JUST WANT TO GIVE YOUR HEADS UP THAT MORE INFORMATION IS COMING ABOUT THESE FOUR ITEMS. MR. KIRSCHNER, IF YOU'LL JUST GIVE US A HIGH LEVEL OVERVIEW AND THEN BOARD, IF YOU WANT TO PULL ANYONE TO TALK MORE ABOUT, WE'LL BE WILLING TO DO THAT.
>> MADAM PRESIDENT, MEMBERS OF THE BOARD, AND DR. MCFARLAND.
ALL OF THE INFORMATION ABOUT EACH OF THESE FUTURE ACTION ITEMS THERE IS IN YOUR ELECTRONIC BOARD BOOK.
WE OF COURSE, HAVE THE ANNUAL REGION 11 RENEWAL CONTRACT THAT WE ARE LOOKING AT THIS YEAR'S SERVICES AND SEE WHAT WE'LL NEED FOR NEXT YEAR, AND OUR ENTIRE TEAM AT CENTRAL OFFICE IS WORKING WITH PRINCIPALS AND CAMPUSES TO REVIEW THAT TO DETERMINE WHAT WILL BE NEEDED, AND I'LL BE BROUGHT BACK NEXT MONTH.
WE ALSO HAVE AN RFP FOR OUR SOLID WASTE AND RECYCLING SERVICES THAT WILL BE LAUNCHING SOON AS FAR AS A LOOK AT OUR DISTRICT BEVERAGE VENDING SERVICES OR THESE ARE VENDING SERVICES ACROSS THE DISTRICT.
FINALLY, WE ALSO WILL HAVE AN RFQ COMING UP THAT IS NOT OUT YET, BUT IT WILL BE COMING UP, WHICH IS OUR DELINQUENT TAX COLLECTION SERVICES.
WE'LL BE LOOKING AT THAT AT A FUTURE BOARD MEETING.
LIKE WE SAID, THERE'S INFORMATION IN YOUR BOARD BOOK.
WE ALSO HAVE DISTRICT ADMINISTRATORS HERE.
IF YOU'D LIKE TO HAVE ANY QUESTIONS, THEY COULD ANSWER THOSE TONIGHT AS WELL.
ARE THERE ANY QUESTIONS? THANK YOU.
>> AT THIS TIME, THE BOARD WILL NOW ADJOURN TO
[11.0 Executive Session]
EXECUTIVE SESSION PURSUANT TO TEXAS GOVERNMENT CODE 551.071 FOR PRIVATE CONSULTATION WITH THE BOARD'S ATTORNEY AND 551.074 PERSONNEL AND 551.0764 AN EXECUTIVE BRIEFING ON SAFETY AND SECURITY.THE BOARD WILL RETURN IMMEDIATELY FOLLOWING EXECUTIVE SESSION.
WE ARE ADJOURNING THROUGH EXECUTIVE SESSION AT 10:04 P.M. [BACKGROUND] WE ARE BACK IN OPEN SESSION AT 10:30 P.M. AT THIS TIME,
[12.0 Report Item(s)]
AGENDA ITEM 12.1, THE DISCUSSION OF DISTRICT WIDE INTRUDER DETECTION AUDIT REPORT FINDINGS. DOCTOR MCFARLAND.>> MADAM PRESIDENT, BOARD MEMBERS, MR. KIRSCHNER IS HERE TO MAKE THIS PRESENTATION, KIRSCHNER.
>> MADAM PRESIDENT MEMBERS OF THE BOARD AND DR. MCFARLAND.
THE TEXAS SCHOOL SAFETY CENTER RECENTLY CONDUCTED AN INTRUDER DETECTION AUDIT AT ONE OR MORE OF OUR CAMPUSES.
THEN THE STATE GIVES SCHOOL DISTRICTS 45 DAYS FROM THE OFFICIAL NOTIFICATION TO ENACT CORRECTIVE ACTIONS, AND WE TOOK IMMEDIATE ACTION AS A RESPONSE TO THE FINDINGS.
WHILE WE ARE NOT RELEASING ANY SENSITIVE DETAILS TO THE PUBLIC REGARDING THE AUDIT IN OPEN SESSION, A CORRECTIVE ACTION PLAN WAS PUT IN PLACE DUE TO THE FINDINGS.
THIS AUDIT IS CONDUCTED AS PART OF GOVERNOR ABBOTT'S SCHOOL SAFETY DIRECTIVES FOR ALL SCHOOL SYSTEMS TO HELP KEEP SCHOOL DISTRICTS AND HELP US IDENTIFY HOW CAMPUSES CAN IMPROVE SAFETY FOR OUR CHILDREN AND STAFF SUCH AS ENSURING EXTERIOR DOORS ARE LOCKED.
THE AUDIT PROVIDES CROWLEY ISD WITH AN OPPORTUNITY TO CREATE A SAFER LEARNING ENVIRONMENT AND IS JUST ONE OF THE MANY ACTIONS THAT WE ARE TAKING TO ENSURE THAT OUR SCHOOLS ARE SAFE. THANK YOU.
WE DO HAVE ONE POSSIBLE ACTION ITEM.
[13.0 Consideration and Possible Action Item(s)]
IT'S AGENDA ITEM 13.1, THE 2024, 2025 PROFESSIONAL STAFF CONTRACTS.DR. MCFARLAND, WAIT A MINUTE. IS THERE A MOTION?
>> YES, I RECOMMEND THE APPROVAL OF THE 2024, '25 PROFESSIONAL STAFF CONTRACTS AS PRESENTED.
>> THANK YOU, TRUSTEE ROBINSON. IS THERE A SECOND?
MOVE TO VOTE BY SHOW HANDS, PLEASE.
ALL IN FAVOR AND THE MOTION PASSES UNANIMOUSLY.
AT THIS TIME, WITH NO FURTHER BUSINESS TO BRING BEFORE THE BOARD,
[03:50:01]
WE ARE ADJOURNED AT 10:32 P.M. HAVE A GOOD NIGHT, EVERYONE.[BACKGROUND]
* This transcript was compiled from uncorrected Closed Captioning.