[00:00:06] GOOD EVENING, CROWLEY ISD. THANK YOU ALL FOR JOINING US FOR OUR WINTER GRADUATION FOR CLASS OF 2026. [1.0 Special Event] WE ARE HONORED TO HAVE YOU ALL HERE WITH US TONIGHT FOR THE CELEBRATION. AT THIS TIME, WE WOULD ASK THAT OUR SCHOOL BOARD MEMBERS AND DOCTOR MCFARLAND AND OUR AUDIENCE PARTICIPANTS PLEASE STAND IN HONOR OF TONIGHT'S GRADUATES. THANK YOU. YOU MAY BE SEATED. GOOD EVENING. GOOD EVENING. PRESIDENT GRASSIA, MEMBERS OF THE BOARD, DOCTOR MCFARLAND, PARENTS, FAMILY MEMBERS AND GUESTS. MY NAME IS DOCTOR MARIO LANE, AND I SERVE AS THE PROUD PRINCIPAL OF NORTH CROWLEY HIGH SCHOOL. IT IS MY PRIVILEGE TO WELCOME YOU TO THE CISD WINTER 2026 COMMENCEMENT. WE ARE VERY PROUD OF OUR GRADUATES WHO WILL BE RECEIVING THEIR DIPLOMAS THIS EVENING. AND WE ARE GLAD TO HAVE YOU ALL HERE TO CELEBRATE WITH US. PLEASE HELP ME WELCOME CROWLEY CROWLEY HIGH SCHOOL PRINCIPAL, DOCTOR MARKEBA WARFIELD, WITH A SALUTE TO THE GRADUATING CLASS. GOOD EVENING GRADUATES, FAMILIES, FRIENDS, STAFF AND HONORED GUESTS. TODAY WE GATHER TO CELEBRATE A MILESTONE NOT ONLY OF ACADEMIC ACHIEVEMENT, BUT OF PERSONAL GROWTH, RESILIENCE AND DETERMINATION. FOR MANY OF YOU, THIS DAY MAY FEEL EVEN MORE SIGNIFICANT THAN YOU EVER IMAGINED IT WOULD. YOU'VE MADE IT, AND YOU ARE STANDING HERE BECAUSE OF YOUR PERSEVERANCE AND GRIT. YOU'VE MADE SACRIFICES, PERHAPS FELT UNCERTAIN, BUT YOU KEPT GOING. YOU DIDN'T GIVE UP. AND THAT'S WHAT MATTERS THE MOST. TO THE FAMILIES AND FRIENDS WHO ARE HERE TODAY. THANK YOU FOR YOUR UNWAVERING SUPPORT. YOU'VE BEEN THE CONSTANT CHEERLEADERS, THE SHOULDERS TO LEAN ON, AND THE SOUNDING BOARDS DURING TOUGH TIMES. YOUR ENCOURAGEMENT HAS MADE ALL THE DIFFERENCE. AND TO THE TEACHERS AND STAFF THAT ARE PRESENT, THANK YOU FOR GOING ABOVE AND BEYOND TO MEET THE NEEDS OF EACH STUDENT. YOUR DEDICATION TOWARDS EVERY STUDENT HERE TODAY IS WHAT HAS HELPED THEM REACH THIS MOMENT. YOU HAVE NOT JUST BEEN EDUCATORS, BUT MENTORS, ADVOCATES, AND FRIENDS TO THESE STUDENTS AND GRADUATES. TODAY MARKS THE END OF ONE CHAPTER, BUT MORE IMPORTANTLY, IT MARKS THE BEGINNING OF A NEW ONE. THE WORLD BEYOND THESE WALLS IS FULL OF POSSIBILITIES, AND I HAVE NO DOUBT THAT EACH OF YOU HAS THE POTENTIAL TO MAKE A DIFFERENCE. WHETHER YOUR NEXT STEP IS COLLEGE, A CAREER, OR EXPLORING OTHER AVENUES, REMEMBER THAT YOU HAVE ALREADY PROVEN TO YOURSELF THAT YOU ARE CAPABLE OF ACHIEVING GREAT THINGS. KEEP CHALLENGING YOURSELF, KEEP LEARNING AND NEVER LET ANYONE TELL YOU THAT YOU CAN'T. AS YOU LEAVE HERE TODAY, TAKE PRIDE IN YOUR JOURNEY. CELEBRATE HOW FAR YOU'VE COME AND HOW MUCH YOU'VE GROWN. YOU ARE CAPABLE, YOU ARE WORTHY, AND YOU ARE READY FOR WHATEVER COMES NEXT. ON BEHALF OF THE ENTIRE CISD STAFF AND COMMUNITY, CONGRATULATIONS. WE ARE SO PROUD OF YOU AND WE CAN'T WAIT TO SEE WHERE YOUR FUTURE TAKES YOU. THANK YOU [APPLAUSE]. NOW, MEMBERS OF THE CROWLEY ISD BOARD AND DOCTOR MCFARLAND, IF YOU'LL COME UP, DOCTOR LANE AND I CERTIFY THAT THESE CANDIDATES HAVE MET THE REQUIREMENTS PRESCRIBED BY THE TEXAS EDUCATION AGENCY AND ARE ELIGIBLE TO GRADUATE. THANK YOU, DOCTOR WARFIELD. ON BEHALF OF THE CROWLEY ISD SCHOOL DISTRICT BOARD OF TRUSTEES, I ACCEPT THE CERTIFICATION FROM DOCTOR LANE AND DOCTOR WARFIELD THAT THESE STUDENTS, THESE SENIORS, HAVE MET ALL REQUIREMENTS AND ARE ELIGIBLE TO GRADUATE. MEMBERS OF THE BOARD OF TRUSTEES, PARENTS AND COMMUNITY MEMBERS, I PRESENT TO YOU THE CROWLEY ISD WINTER GRADUATING CLASS OF [00:05:05] 2026. LET'S STAND AND GIVE THEM A HAND [APPLAUSE] ALL RIGHT. WE ARE EXCITED TO AWARD DIPLOMAS TO OUR GRADUATES TONIGHT. TRUSTEES, IF YOU'LL REMAIN STANDING FAMILIES AND FRIENDS, WHAT WE'RE GOING TO DO TONIGHT, WE'RE GOING TO MAKE SURE WE HAVE TIME TO CELEBRATE EACH AND EVERY GRADUATE. THEY'LL EACH HAVE AN OPPORTUNITY TO COME UP, RECEIVE THEIR DIPLOMA, TAKE PICTURES. AND IF YOU'RE A FAMILY MEMBER OR FRIEND OF THAT INDIVIDUAL GRADUATE AT THE END OF THEIR WALK, WILL YOU COME BACK UP AND WE'RE GOING TO TAKE GROUP PICTURES. SO WITH NO FURTHER ADO, LET'S HAND OUT SOME DIPLOMAS. UP FIRST FROM NORTH CROWLEY HIGH SCHOOL. LET'S HEAR IT FOR MOHAMMED AL KHAYAT. NOW. MOHAMMED, IF YOU'LL GO TO THE CENTER, WE'RE GOING TO TAKE A GROUP PICTURE WITH OUR TRUSTEES. GREAT. WE'D LIKE TO JOIN THE PICTURE. ONE, TWO AND THREE. AWESOME. ALL RIGHT. OUR NEXT GRADUATE THIS EVENING FROM CROWLEY HIGH SCHOOL. LET'S HEAR IT FOR RAYLAND BURKS. [APPLAUSE] CONGRATULATIONS. SO HERE'S THE ONE TWO AND THREE. ALL RIGHT. RAYLAND'S FAMILY AND FRIENDS COMING UP FOR A PHOTO. ALL RIGHT. TAKE A COUPLE HERE. THREE. ONE. ONE. OH. ALL RIGHT, LET'S HEAR IT FOR RAYLAND. [APPLAUSE] CONGRATULATIONS. GRADUATING FROM CROWLEY HIGH SCHOOL, WE HAVE MAXIMUS CARPENTER. [APPLAUSE] RIGHT. TWO. THREE. FOUR. ALL RIGHT. ANY FAMILIES OR FRIENDS OF MAXIMUS, PLEASE COME UP. THANK YOU. ONE. TWO. THREE. ONE. TWO. THREE. [APPLAUSE] CONGRATULATIONS TO MAXIMUS AND HIS FAMILY. OUR NEXT GRADUATE THIS EVENING FROM NORTH CROWLEY HIGH SCHOOL, BRANDON FLORES. NO. I'M SORRY, I'M SORRY, AVERY CURRY. SORRY, AVERY. NEXT GRADUATE, NORTH CROWLEY HIGH SCHOOL. AVERY CURRY. [APPLAUSE] [00:10:19] ONE. TWO. THREE. ALL RIGHT. AVERY'S FAMILY AND FRIENDS. SO. CONGRATULATIONS, AVERY. [APPLAUSE] FROM NORTH CROWLEY HIGH SCHOOL. GRADUATING. TONIGHT, BRANDON FLORES. [APPLAUSE] ONE, TWO. ALL RIGHT. ANY FAMILY OR FRIENDS FOR BRANDON? THANK YOU. CONGRATULATIONS, BRANDON. [APPLAUSE] FROM CROWLEY HIGH SCHOOL. JOSE GARCIA. [APPLAUSE] ONE, TWO. ALRIGHT. ANY FRIENDS OR FAMILY FOR JOSE TONIGHT? COME ON UP. ONE TWO. THREE FOUR. CONGRATULATIONS, JOSE [APPLAUSE]. ALL RIGHT. FROM CROWLEY HIGH SCHOOL, WE HAVE ISABEL WORKAN [APPLAUSE]. ALL RIGHT. I THINK ISABELLE HAS SOME FAMILY AND FRIENDS IN THE AUDIENCE [APPLAUSE]. RIGHT. THE REST OF US. ARE YOU. READY? LET'S HEAR IT FOR ISABEL. CONGRATULATIONS. [APPLAUSE] ALL RIGHT, EVERYONE, PLEASE JOIN US IN OFFERING ANOTHER ROUND OF APPLAUSE FOR ALL OF OUR WINTER GRADUATES TONIGHT [APPLAUSE]. TRUSTEES, YOU CAN HAVE A SEAT. DOCTOR MCFARLAND IS GOING TO JOIN US AT THE PODIUM AS HE'S MAKING HIS WAY UP HERE. WE DID WANT TO POINT OUT YOU'LL SEE OUR GRADUATES TONIGHT WEARING SOME SPECIAL REGALIA, CORDS AND MEDALS. I WANT TO EXPLAIN WHAT THOSE MEAN. [00:15:02] THE STUDENTS WITH THE MEDALLION HAVE MET THE TSI COLLEGE READY STANDARDS IN MATH AND ENGLISH. CONGRATULATIONS [APPLAUSE]. AND THE STUDENTS WHO ARE WEARING THE BLACK, SILVER AND GOLD CORD HAVE MET OTHER FUTURE READY INDICATORS SHOWING THAT THEY ARE READY FOR COLLEGE, CAREER, MILITARY AND FUTURE READY SUCCESS. CONGRATULATIONS! [APPLAUSE] IT'S A GREAT CELEBRATION, DOCTOR MCFARLAND. ABSOLUTELY. WE'RE SO PROUD OF THESE STUDENTS. LET'S EVERYBODY STAY IN ONE TIME AND JUST GIVE THEM A BIG ROUND OF APPLAUSE [APPLAUSE] THEY HAVE EARNED IT. WE ARE DEFINITELY PROUD OF THESE STUDENTS. AND SO GRADUATES, YOU'RE GRADUATES NOW ACTUALLY. SO THESE GRADUATES, GRADUATES WE WANT TO PAUSE FOR A SECOND AND GIVE YOU ANY ONE OF YOU ALL AN OPPORTUNITY. IF YOU WOULD LIKE TO SHARE A WORD OR TWO, EITHER TO THE ENTIRE GROUP OR TO YOUR PARENTS OR JUST IN GENERAL. SO I WANT TO PAUSE NOW AND SEE IF ANYBODY WOULD LIKE TO SHARE A WORD. COME ON, SIR, I SEE YOU. ALRIGHT, LET'S GIVE GIVE HIM A HAND. SURE, ABSOLUTELY. OKAY. THANK YOU. ALL RIGHT. YES. HELLO. MY NAME IS BRANDON FLORES, AND I WOULD LIKE TO CONTRIBUTE A LOT OF MY HARD EARNED SUCCESS TO MY VERY BEST FRIEND NAMED KEVIN REYES IN THE PINK IN THE CORNER. SHE'S HELPED ME THROUGH A LOT. IT'S BEEN A IT'S BEEN A HARD JOURNEY, AND SHE'S BEEN HERE FROM THE START AND NOW TO THE FINISH. I COULDN'T BE MORE THANKFUL. SO THANK YOU FOR SEEING HELP. SEEING THIS TO THE END. THANK YOU. [APPLAUSE] THANK YOU. ALL RIGHT. ANYONE ELSE? ALL RIGHT. WE'LL GO TO OUR BOARD MEMBERS NOW AND SEE IF THE BOARD MEMBERS, IF ANY. WE'LL START WITH YOU, BOARD PRESIDENT. ANYTHING? ANYONE? ALL RIGHT, MISS STEVENSON. GOOD EVENING. FIRST I WANT TO SAY TO THE PARENTS, THANK YOU FOR STANDING BEHIND YOUR STUDENTS AND TO THE FRIENDS. THANK YOU FOR BEING THAT SUPPORT SYSTEM AS WELL, BECAUSE THEY NEEDED YOU AS WELL. AND TO THE GRADUATES, THIS IS AN EXCITING MOMENT FOR ALL OF US. WHEN WE SEE ONE STUDENT COME BACK THAT MAKES OUR HEART SMILE. NOW WE SEE SEVEN. SO JUST THINK ABOUT HOW MUCH WE'RE SMILING. EXCUSE ME. I WANT TO SAY TO YOU, THIS IS JUST THE START. THOSE CORDS AROUND YOUR NECK LET YOU KNOW THAT YOU ARE READY, BUT YOU KNOW THAT YOU'RE READY. WE LOOK FORWARD TO YOU COMING BACK, SHARING WITH US AND TELLING US ALL ABOUT YOUR DESIRES AND YOUR DREAMS AND WHAT YOU'RE DOING NOW. WE WANT TO WISH YOU MUCH SUCCESS, AND WE ARE PROUD TO BE HERE WITH YOU AT THIS MOMENT. THANK YOU SO MUCH. [APPLAUSE] YES. VERY BRIEFLY. I'D JUST LIKE TO SAY YOU DID IT AND LET THIS BE AN EXAMPLE TO YOU THAT YOU CAN DO WHATEVER YOU WANT TO IF YOU PUT YOUR MIND TO IT AND YOU WANT IT BADLY ENOUGH BECAUSE YOU'RE COMING BACK AND GOING THE EXTRA MILE, YOU CAN DO ANYTHING YOU PUT YOUR MIND TO. SO GO GET IT. I JUST WANT TO SAY, I'M SO PROUD OF YOU GUYS, AND YOU SHOULD BE PROUD OF YOURSELF, TOO. THIS IS NOT SMALL AT ALL, AND I AM EXCITED TO SEE WHO YOU GUYS ARE GOING TO BECOME, WHAT YOU'RE GOING TO DO, AND IN WHAT WAYS YOU'RE GOING TO CHANGE THE WORLD. I MEAN THAT FROM THE BOTTOM OF MY HEART. I AM SO PROUD OF YOU GUYS AND CROWLEY ISD CELEBRATE YOU. ALL RIGHT. WELL, WE THANK YOU, OUR BOARD OF TRUSTEES FOR FOR YOUR FOR YOUR WORDS. AND AGAIN, OUR PARENTS, WE DEFINITELY AND AND FRIENDS AND FAMILY MEMBERS, YOU KNOW, WE DEFINITELY APPRECIATE THE OPPORTUNITY TO WORK WITH YOUR CHILDREN, TO EDUCATE YOUR CHILDREN AND TO PREPARE THEM YOU ALL I GUESS THE ONLY THING I WOULD SAY IS THAT OUR MISSION IN CROWLEY ISD, [00:20:01] WHAT WE ARE ASPIRING TO DO IS TO MAKE SURE THAT WHEN YOU GRADUATE, THAT YOU'RE ABLE TO HAVE CHOICES AND OPPORTUNITIES AND THAT YOU'RE ABLE TO ACHIEVE EXCELLENCE IN WHATEVER, WHATEVER AREA THAT YOU CHOOSE TO CHOOSE TO PURSUE. AND SO I WANT TO TELL YOU THIS, THAT EXCELLENCE IS NOT NECESSARILY ACHIEVING SOMETHING. IT'S THE EFFORT THAT YOU PUT INTO ACTUALLY DOING THAT. THAT'S REALLY WHERE YOU BEGIN TO BECOME EXCELLENT. IT WAS BOOKER T WASHINGTON THAT SAID THAT SUCCESS IS NOT MEASURED BY WHAT YOU ACHIEVE OR BY POSITION THAT YOU THAT YOU ATTAIN. SUCCESS IS MEASURED BY THE OBSTACLES OF WHICH YOU HAD TO OVERCOME WHILE OBTAINING WHATEVER, WHATEVER AREA THAT YOU END UP ATTAINING IN. AND SO THE FACT OF THE MATTER IS THAT YOU ALL HAVE ATTAINED A HIGH SCHOOL DIPLOMA. SOME OF YOU ARE GRADUATING EARLY BECAUSE YOU WORK REALLY HARD, OTHERS YOU'RE GRADUATING AND YOU HAD TO ACTUALLY GO THE EXTRA STEP. WHAT THAT TELLS ME IS THAT EACH INDIVIDUAL ONE OF YOU, YOU HAVE INSIDE OF YOU WHAT IT TAKES IN ORDER TO BE SUCCESSFUL. THE KEY INGREDIENT IS THAT YOU DON'T QUIT. THAT YOU DON'T GIVE UP AND THAT YOU QUIETEN THE VOICES. LOOK AROUND IN THE ROOM. THERE ARE A LOT OF PEOPLE THAT ARE THAT ARE THAT ARE FIGHTING FOR YOU, THAT ARE PRAYING FOR YOU AND THAT ARE CHEERING FOR YOU. AND WE JUST SIMPLY SAY, WE ARE SO PROUD. YOU OUGHT TO FEEL GOOD ABOUT YOURSELF. YOU OUGHT TO FEEL GOOD ABOUT WHAT YOU'VE DONE. THERE'S SO MANY, SO MANY FOLKS JUST LIKE YOU THAT THEY WERE NOT ABLE TO FINISH. BUT YOU DID IT. AND FOR THAT, WE ARE PROUD OF YOU. CONGRATULATIONS. CROWLEY PRIDE. ALWAYS. CONGRATULATIONS. [APPLAUSE] FAMILY AND FRIENDS. PLEASE JOIN US AGAIN IN CONGRATULATING THE CISD 2026 WINTER GRADUATES. GRADUATES, THE TIME IS HERE. ON THE COUNT OF THREE, TURN YOUR TASSELS FROM LEFT TO RIGHT TO INDICATE THAT YOU HAVE GRADUATED. CAN Y'ALL STAND UP? FAMILY, GET YOUR. GET YOUR CAMERAS READY. ONE TWO, THREE. [APPLAUSE] CONGRATULATIONS, EVERYONE, THE GRADUATES OF THE WINTER GRADUATING CLASS OF 2026. PLEASE STAND AS. YES. PLEASE STAND AS OUR GRADUATES EXIT. AND GRADUATES, ON YOUR WAY OUT, WE WANT TO TAKE ONE MORE GROUP PHOTO WITH ALL OF OUR GRADUATES, WITH OUR SCHOOL BOARD MEMBERS UP FRONT. SO, MOHAMMED, IF YOU'LL LEAD THE WAY RIGHT OVER HERE. ALL SEVEN GRADUATES FAMILIES, THIS WILL BE A GREAT PHOTO OP AS WELL. LET ME TAKE YOUR PICTURE. LET ME TAKE THE PAPERS. SORRY. OKAY, OKAY. ONE. TWO, THREE. ALL RIGHT, A FEW MORE PHOTOS. ALL RIGHT, LET'S HEAR IT FOR OUR GRADUATES. [APPLAUSE] ALL RIGHT. THANK YOU ALL SO VERY MUCH FOR BEING WITH US TO CELEBRATE TONIGHT. GO AND CELEBRATE THIS EVENING. THIS CONCLUDES OUR GRADUATION CEREMONY. WE'RE GOING TO TAKE ABOUT FIVE MINUTES TO TRANSITION INTO OUR REGULAR SCHOOL BOARD MEETING. YOU ALL HAVE A GREAT EVENING. GOOD EVENING. I HERE HEREBY CALL TO ORDER THE REGULAR MEETING OF THE CROWLEY ISD BOARD OF TRUSTEES AND CERTIFY THAT WE ARE IN COMPLIANCE WITH PROVISIONS OF SECTION [2.0 Call to Order] 551.041, SUBCHAPTER C, GOVERNMENT CODE, AS AMENDED BY THE 89TH LEGISLATURE PURSUANT TO PUBLIC NOTICE OF THIS MEETING AND A [00:25:05] QUORUM IS PRESENT, I REQUEST THE OFFICIAL ROLL CALL. PLEASE. MR. KERSHNER, GOOD EVENING TRUSTEES, TRUSTEE PLACE ONE, DOCTOR NEDRA ROBINSON. PRESENT. TRUSTEE PLACE TWO, DOCTOR LA TONYA WOODSON-MAYFIELD. PRESENT. TRUSTEE PLACE THREE, MR. MICHAEL LASZEK. PRESENT. TRUSTEE PLACE FOUR, MISS JUNE W. DAVIS. PRESENT. TRUSTEE PLACE FIVE, MS. CHAKINA WATKINS. PRESENT. TRUSTEE PLACE SIX. MR. GARY GRASSIA. PRESENT. TRUSTEE PLACE SEVEN. MISS KELICIA STEVENSON. PRESENT. AND SUPERINTENDENT DOCTOR MICHAEL MCFARLAND. PRESENT. THANK YOU AND OUR STUDENT TRUSTEES TONIGHT FROM CROWLEY HIGH SCHOOL, VINCENT JAMES. PRESENT. NORTH CROWLEY HIGH SCHOOL, VALERIA GABON. PRESENT. AND CROWLEY COLLEGIATE ACADEMY, DESTINY CASTILLO. PRESENT. THANK YOU ALL. 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 ARE 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. THE QUORUM AND COURTESY ARE IMPORTANT ELEMENTS IN EFFECTIVE PUBLIC MEETINGS. PLEASE SILENCE YOUR CELL PHONES OR COMMUNICATION DEVICES BEFORE WE BEGIN OUR PROCEEDINGS. AGAIN, THANK YOU FOR ATTENDING AND YOUR INTEREST IN CROWLEY ISD SCHOOLS. IT'S GOING TO BRING US TO AGENDA ITEM 3.0, THE PLEDGE OF ALLEGIANCE. ALLEGIANCE. AT THIS TIME, PLEASE STAND WHILE CADET COLONEL SALINAS AND THE CROWLEY ISD CORPS OF CADETS PRESENTS THE COLORS. SIR. CADET COLONEL SALINAS, REPRESENTING CISD PANTHER BATTALION HONOR UNIT WITH DISTINCTION. REQUESTING PERMISSION TO PRESENT THE COLORS. PERMISSION GRANTED. THANK YOU SIR. OR UP UP UP RIGHT RIGHT UP UP UP RIGHT RIGHT. LEFT LEFT. LEFT. RIGHT. RIGHT. LEFT. LEFT. LEFT. RIGHT. RIGHT. LEFT. LEFT. LEFT. RIGHT. RIGHT. LEFT. LEFT. LEFT. RIGHT. RIGHT. LEFT. LEFT. LEFT. RIGHT. UNDER GUARD. UP. LEFT. FACE. PRESENT. I PLEDGE ALLEGIANCE TO THE FLAG OF THE UNITED STATES OF AMERICA. AND TO THE REPUBLIC FOR WHICH IT STANDS. ONE NATION UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL. HONOR THE TEXAS FLAG. I PLEDGE ALLEGIANCE TO THEE, TEXAS. ONE STATE UNDER GOD, ONE AND INDIVISIBLE. ORDER.. RIGHT FACE. FORWARD MARCH. LEFT. LEFT. LEFT. RIGHT. RIGHT. LEFT. LEFT. LEFT. RIGHT. RIGHT. LEFT. LEFT. LEFT. RIGHT. RIGHT. LEFT. YOU MAY BE SEATED. [4.0 Celebrations / Board Points of Pride] THAT'S GOING TO BRING US TO AGENDA ITEM 4.0 CELEBRATIONS AND BOARD POINTS OF PRIDE. TRUSTEES WILL HAVE THE OPPORTUNITY TO SHARE THEIR OWN CELEBRATIONS OR ITEMS FROM THIS POINTS OF PRIDE. WE'RE GOING TO START, I'LL START US OFF WITH WELCOME BACK CISD. AFTER WINTER, THE WINTER WEATHER, ICE DOWN IN THE STATE OF TEXAS. IT'S EXCITING TO HAVE BLUE SKIES RETURN TODAY AND OUR STUDENTS AND STAFF BACK AND LEARN TO LEAD. CAMPUSES WERE BUZZING AGAIN WITH SMILES AND COLLABORATION. AND WHILE THERE WERE A FEW ICY SPOTS IN THE DROP OFF LINES AND PARKING LOTS, I WANT TO GIVE A HUGE SHOUT OUT TO OUR MAINTENANCE AND OPERATIONS TEAM, OUR DEDICATED BUS DRIVERS, AND ANYONE ELSE THAT HELPED US OUT TO GET THE DISTRICT UP AND RUNNING FOR OUR STUDENTS TO RETURN TODAY. THANK YOU ALL. [APPLAUSE] AND TRUSTEE STEVENSON. [00:30:05] THANK YOU. PRESIDENT GRASSIA. LAST FRIDAY NIGHT, THE CROWLEY HIGH SCHOOL AND THE NORTH CROWLEY HIGH SCHOOL GIRLS AND BOYS BASKETBALL TEAM DELIVERED AN ELECTRIC SHOWDOWN. AND OUR COMMUNITY SHOWED UP IN A BIG WAY. DESPITE THE COLD TEMPERATURES, THE STAND WAS PACKED. THE STUDENTS SELECT, THE STUDENT SECTION WAS LOUD AND THE ENERGY WAS UNMATCHED FROM TIPOFF TO FINAL BUZZER. THIS IS WHAT MAKES CROWLEY ISD SPECIAL. THE PASSION, THE PRIDE AND OUR COMMUNITY SHOWING UP FOR OUR STUDENTS AND OUR SCHOOLS. THANK YOU SO MUCH TO OUR COMMUNITY [APPLAUSE]. TRUSTEE DAVIS. THANK YOU. PRESIDENT GRASSIA. LEARNING DURING THE WINTER WEATHER. ALTHOUGH WE HAD TO CLOSE OUR DOORS OVER THE LAST FEW DAYS, STUDENTS WERE STILL LEARNING. FAMILIES ACROSS THE DISTRICT ENGAGED IN LEARNING ACTIVITIES WHILE TAKING ADVANTAGE OF STAYING WARM AND AT HOME TOGETHER. FROM ONLINE LESSONS TO ARTS AND CRAFTS, FAMILIES SUBMITTED PHOTOS AND WE SHARED THEM ON OUR CROWLEY ISD'S SOCIAL MEDIA CHANNELS TO SHOW OFF THE DIFFERENT WAYS STUDENTS CONTINUE TO STAY FOCUSED AND GROW FROM HOME. GREAT JOB CROWLEY ISD [APPLAUSE]. DOCTOR ROBINSON. MIDDLE SCHOOL PREVIEW NIGHT WAS RESCHEDULED. SINCE THE WINTER WEATHER CANCELED SCHOOL MONDAY AND ALL AFTER SCHOOL ACTIVITIES, CROWLEY ISD HAS SCHEDULED OR RESCHEDULED MIDDLE SCHOOL PREVIEW NIGHT NEXT MONDAY, FEBRUARY 2ND. THE DOORS WILL OPEN FROM 6 TO 7:30 AT ALL FOUR MIDDLE SCHOOLS FOR OUR CURRENT FIFTH GRADE STUDENTS, THEIR FAMILIES INVITE THEIR FAMILIES TO TOUR THE CAMPUS, EXPLORE ACADEMIC COURSES, MEET THEIR PRINCIPAL, AND LEARN ABOUT FINE ARTS, ATHLETICS, AND OTHER OPPORTUNITIES AVAILABLE FOR MIDDLE SCHOOLERS IN CROWLEY ISD. WE LOOK FORWARD TO WELCOMING YOU AND YOUR CHILD. PREPARE FOR THEIR FUTURE READINESS. TRUSTEE LASZEK. TOP RANKED BASKETBALL TEAMS. WHILE WE HAVE ENJOYED THE SUCCESS OF THE NORTH CROWLEY FOOTBALL TEAMS IN RECENT YEARS, THE PANTHERS ARE ALSO BOASTING TWO OF THE TOP BASKETBALL PROGRAMS IN THE STATE. THE GIRLS VARSITY SQUAD, LED BY HEAD COACH LORI SHEDD, IS CURRENTLY 23 TO 4 OVERALL WITH AN UNDEFEATED EIGHT ZERO RECORD IN DISTRICT AND RANKED NUMBER TWO IN THE STATE OF TEXAS. NOT TO BE OUTDONE, THE BOYS VARSITY TEAM, LED BY HEAD COACH TOMMY BRACCO, HAS GONE 23 AND THREE OVERALL, IS UNBEATEN IN DISTRICT AS WELL AND IS ALSO RANKED NUMBER TWO IN THE STATE OF TEXAS. TRUSTEES, IT LOOKS LIKE WE MAY NEED TO CLEAR OUR SCHEDULES FOR A LONG PLAYOFF RUN THIS SPRING. [APPLAUSE] AND DOCTOR MAYFIELD, THANK YOU. PRESIDENT GRASSIA OUR COOKING COMPETITION WINNERS. THE HEAT WAS ON IN OUR CHOPPED STYLE COOKING COMPETITION, HOSTED BY OUR CHILD NUTRITION PARTNERS FROM SODEXO EARLIER THIS MONTH. THE STUDENT CHEFS IN GRADES SIX THROUGH 12 STEPPED INTO THE KITCHEN AT THE BILL R JOHNSON CT CENTER AND CREATED IMPRESSIVE ENTREES USING A MYSTERY BASKET OF INGREDIENTS REVEALED AT THE START OF THE CHALLENGE. SPECIAL THANKS TO HEB PLUS FOR PROVIDING A FULL STATION, SPICE STATION, AND GENEROUS FIRST PLACE PRIZE BASKETS FOR BOTH DIVISIONS. AND THEY DID NOT LET US DOWN. THERE WAS A TABLE FULL OF SPICES FOR THE STUDENTS TO CHOOSE FROM. AFTER A FIERCE AND FLAVORFUL COMPETITION, THESE TALENTED CHEFS ROSE TO THE TOP. DAVID FANG WAS FIRST PLACE FROM CROWLEY HIGH SCHOOL. ANGELO NORMAN PLACED FIRST FROM SUMMER CREEK MIDDLE SCHOOL. ALSO SHOWING A PLACE DIVISION WAS MIA GARCIA CROWLEY MIDDLE SCHOOL AND JASMINE FIERRO FROM NORTH CROWLEY HIGH SCHOOL. WE CAN'T WAIT TO SEE WHAT THEY COOK UP NEXT YEAR, SO LET'S GIVE THOSE STUDENTS A ROUND OF APPLAUSE [APPLAUSE]. THANK YOU, TRUSTEE WATKINS. THANK YOU. CHS FOOTBALL ALUMNI SUCCESS! CONGRATULATIONS ARE IN ORDER FOR A FEW CROWLEY HIGH SCHOOL FOOTBALL PLAYERS THAT HAVE MOVED ON TO THE NEXT LEVEL. DESPITE SUFFERING A SEASON ENDING INJURY EARLIER IN THE YEAR, CHS OF 2020 GRADUATE BRYSON BONDS BECAME A NATIONAL [00:35:07] CHAMPION AS A MEMBER OF THE HISTORIC INDIANA HOOSIERS FOOTBALL TEAM THAT DEFEATED MIAMI IN THE BIG GAME THIS MONTH. BRYSON HAS BEEN WITH THE HOOSIERS SINCE COMMITTING OUT OF HIGH SCHOOL, AND ALONG WITH HIS BIG TEN CHAMPIONSHIP RING, ROSE BOWL RING, PEACH BOWL RING AND NATIONAL CHAMPIONSHIP RING, HE WILL ALSO LEAVE INDIANA WITH A BACHELOR'S AND MASTER'S DEGREE. RIGHT? WE ALSO NEED TO TUNE IN AND CHEER ON CHS CLASS OF 2017 GRADUATE MILTON WILLIAMS AND THE NEW ENGLAND PATRIOTS IN THE SUPER BOWL ON FEBRUARY 8TH. THIS WILL BE THE THIRD TIME IN FIVE SEASONS FOR MILTON TO PLAY IN THE SUPER BOWL, AND HIS SECOND STRAIGHT APPEARANCE AFTER WINNING IT ALL LAST SEASON WITH THE PHILADELPHIA EAGLES. [INAUDIBLE] [APPLAUSE] THANK YOU, TRUSTEE WATKINS. THAT'S GOING TO BRING US TO AGENDA ITEM 4.1, SCHOOL BOARD RECOGNITION MONTH. MR. KIRCHNER. PRESIDENT GRASSIA, MEMBERS OF THE BOARD AND DR. MCFARLAND. WE WANTED TO ADD ONE EXTRA POINT OF PRIDE TONIGHT. OUR COMMUNITY, WE'VE BEEN CELEBRATING ALL MONTH. JANUARY IS SCHOOL BOARD APPRECIATION MONTH. THIS IS AN ANNUAL RECOGNITION HELD ACROSS THE STATE BY THE TEXAS ASSOCIATION OF SCHOOL BOARDS. AND WE LOVE THIS YEAR'S STATEWIDE THEME. YOU SEE IT THERE ON YOUR SCREEN. OUR FUTURE IS PUBLIC, AND IT HIGHLIGHTS THE CRITICAL ROLE TRUSTEES AND PUBLIC SCHOOLS PLAY IN BUILDING STRONG STUDENT OUTCOMES, HELPING PREPARE A WELL-PREPARED WORKFORCE AND BUILDING THRIVING LOCAL COMMUNITIES. AND OUR TRUSTEES ARE SHAPING THE FUTURE OF STUDENTS HERE IN CROWLEY ISD. I WANT EVERYONE TO MAKE SURE THEY UNDERSTAND THAT OUR SCHOOL BOARD MEMBERS ARE VOLUNTEERS. THEY'RE NOT COMPENSATED FOR THE HARD WORK THEY PUT IN. AND AS MORE THAN 7000 OTHER SCHOOL BOARD MEMBERS ACROSS THE STATE OF TEXAS, YOU ALL ARE THE LARGEST GROUP OF ELECTED OFFICIALS IN THE ENTIRE STATE, AND YOU DO SOME IMPORTANT WORK. YOU HELP MAKE DECISIONS THAT IMPACT MORE THAN 17,000 STUDENTS HERE IN CROWLEY ISD. ONE OF THE VERY UNIQUE THINGS ABOUT OUR SCHOOL BOARD THAT MAKES CROWLEY ISD SPECIAL IS THE ROLE THAT STUDENT VOICE PLAYS IN THE DECISIONS THAT YOU ALL MAKE. AND SO TONIGHT, TO HELP US CELEBRATE SCHOOL BOARD RECOGNITION MONTH, WE ASKED SOME OF OUR STUDENT TRUSTEES TO PUT TOGETHER A VIDEO, AND WE'RE GOING TO LET YOU WATCH THIS ON THE SCREEN. AND WE WANT YOU TO KNOW HOW MUCH WE APPRECIATE ALL YOU DO FOR US. YOUR LEADERSHIP AND DECISIONS MAKE A REAL IMPACT ON STUDENTS LIKE US. HI, I'M VALERIA AND I'M A SENIOR AT NORTH CROWLEY. THE THING I APPRECIATE THE MOST ABOUT THE SCHOOL BOARD IS THAT THEY COMMUNICATE WELL, THEY'RE ATTENTIVE TO OUR NEEDS AND THEY CARE ABOUT OUR EDUCATION. MY NAME IS DESTINY CASTILLO AND I'M A JUNIOR AT CAL ACADEMY. AND WHAT I APPRECIATE THE MOST ABOUT THE SCHOOL BOARD IS HOW UPLIFTING AND MOTIVATING THEY ARE TO OUR STUDENTS. HI, MY NAME IS VINCENT AND I'M A SENIOR AT CALI HIGH SCHOOL. I'VE BEEN SERVING AS A SCHOOL TRUSTEE [INAUDIBLE] I MOST APPRECIATE ABOUT THE BOARD IS HELPING ME GROW AS A LEADER AND TO USE MY VOICE WITHIN THE DISTRICT. HAPPY SCHOOL BOARD APPRECIATION MONTH. CROWLEY ISD SCHOOL BOARD THANK YOU. FOR ALL THAT YOU DO. THANK YOU SO MUCH. STUDENT TRUSTEES. THEY DO A LOT OF WORK AT BOARD MEETINGS, BUT ALSO OUTSIDE OF BOARD MEETINGS, JUST LIKE YOU ALL. SO SCHOOL BOARD PRESIDENT GARY GRASSIA, FIRST VICE PRESIDENT, DOCTOR NEDRA ROBINSON, SECOND VICE PRESIDENT ALICIA STEVENSON, SECRETARY DOCTOR LA TONYA WOODSON-MAYFIELD, TRUSTEE JUNE W DAVIS TRUSTEE, MICHAEL LASZEK AND TRUSTEE CHAKINAH WATKINS. THANK YOU FOR YOUR SERVICE AND LEADERSHIP. LET'S HEAR IT FOR OUR SCHOOL BOARD [APPLAUSE] AND TRUSTEES, TONIGHT WE HOPE YOU GO HOME AND ENJOY SOME SWAG FROM OUR CAMPUSES SO YOU CAN SHOW YOUR CROWLEY PRIDE UNIFIED AS YOU GO TO ALL THESE EVENTS THAT WE TALKED ABOUT TONIGHT, THE MEETINGS, THE CELEBRATIONS, THE ACTIVITIES, WE WANT YOU TO BE REPRESENTING ALL OF OUR SCHOOLS. SO THANK YOU SO MUCH FOR THE WORK YOU DO. WE'RE EXCITED TO CONTINUE CELEBRATING YOU ALL THROUGHOUT THE EVENING. THANK YOU AGAIN. DOCTOR MCFARLAND. AGAIN, SCHOOL BOARD MEMBERS, I JUST WANT TO SAY PERSONALLY, I APPRECIATE, YOU KNOW, SERVING ALONGSIDE OF YOU. YOU ALL, I'VE SEEN YOU ALL IN DIFFERENT LIGHTS AND JUST KNOWING THAT THAT YOU ALL ARE FOCUSED ON DOING WHAT'S BEST FOR KIDS, [00:40:02] THAT WE'RE WORKING TOGETHER TO REALLY DO WHAT'S BEST FOR CROWLEY ISD. SO THANK YOU ALL FOR YOUR SERVICE. AND THANK YOU FOR THE OPPORTUNITY TO SERVE ALONG WITH YOU. THANK YOU. AND THANK YOU COMMUNICATIONS TEAM FOR THAT GREAT VIDEO, I APPRECIATE IT. THANK YOU, STUDENT TRUSTEES. WE APPRECIATE YOU ALL AS WELL. THAT'S GOING TO BRING US TO AGENDA ITEM [5.0 Board President Reviews Open-Forum Regulations / Open Forum] 5.0 OPEN FORUM. PER BED LOCAL, THE BOARD SHALL ALLOW 30 MINUTES TO HEAR INDIVIDUALS TO WHO DESIRE TO MAKE COMMENTS TO THE BOARD. IF YOU WISH TO PARTICIPATE IN OPEN FORUM, YOU MUST SIGN UP IN ADVANCE BY COMPLETING AND SUBMITTING THE ELECTRONIC FORM ONE HOUR BEFORE THE MEETING BEGINS AND INDICATE THE TOPIC YOU WILL ADDRESS. THE ELECTRONIC FORM IS AVAILABLE AT SIGN UP WITH THE ELECTRONIC FORM A PAPER COPY OF THIS FORM IS ALSO AVAILABLE AT CROWLEY ISD CENTRAL ADMIN BUILDING, AND MUST BE SUBMITTED IN PERSON ONE HOUR BEFORE THE MEETING. WHEN CALLED, SPEAKERS SHALL STATE THEIR NAME AND ADDRESS. SPEAKERS WILL BE CALLED IN THE ORDER THEY REGISTER TO SPEAK. COPIES OF ANY DOCUMENTS FOR THE BOARD SHALL BE EMAILED TO THE COMMUNICATIONS OFFICER AT THE TIME OF REGISTRATION TO SPEAK, ONLY ONE PERSON MAY SPEAK AT A TIME. RESIDENTS AND VISITORS WHO HAVE SIGNED UP TO ADDRESS THE BOARD ARE ALLOTTED THREE MINUTES TO SPEAK. COMMUNICATIONS OFFICER WILL SIGNAL YOUR REMAINING TIME UPON EXPIRATION OF THE TIME LIMIT YOU WILL. YOU ARE 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 DAIS WHILE MAKING COMMENTS. PER BED LOCAL, THE BOARD SHALL NOT TOLERATE DISRUPTION OF THE MEETING BY MEMBERS OF THE AUDIENCE. IF AT LEAST AFTER ONE WARNING FROM THE PRESIDING OFFICER, ANY INDIVIDUAL WHO 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. KIRCHNER, WHO IS OUR FIRST SPEAKER TONIGHT? PRESIDENT GRASSIA, MEMBERS OF THE BOARD, OUR SPEAKER THIS EVENING IS MISS AMY GARCIA. GOOD EVENING. BOARD MEMBERS, AMY GARCIA, 1228 SWITCHGRASS LANE. I'M GOING TO BE HARD TO FOLLOW UP THAT SCHOOL BOARD THING. I'M HERE TONIGHT TO BRING FORWARD SOME OF THE GRIEVANCES THAT HAVE BEEN SHARED WITH ME BY TEACHERS, COUNSELORS, PARENTS, AND EVEN OUR STUDENTS. ONE MAJOR CONCERN THAT PARENTS HAVE RAISED IS THE LACK OF COMMUNICATIONS ABOUT THE ISSUES FACING OUR SCHOOLS, ESPECIALLY STAFFING SHORTAGES. IT WOULD BE SO MUCH BETTER IF THE DISTRICT WERE UPFRONT ABOUT THESE CHALLENGES, SO THAT FAMILIES CAN PREPARE STUDENTS, WHETHER THAT MEANS ARRANGING TUTORING OR SUPPORT ON OUR STUDENTS END, THEY FEEL LIKE THEY'RE BEING PUNISHED FOR THE DISTRICT'S INABILITY TO RETAIN TEACHERS. OUR TEACHERS ARE FEELING BURNT OUT BY HOW DATA DRIVEN THE DISTRICT HAS BECOME, AND THEY FEEL LIKE GOOD TEACHERS ARE BEING PASSED OVER FOR POSITIONS THEY DESERVE. MANY ARE UNHAPPY WITH THE PAUL QUINN COLLEGE COLLABORATION, AND THE LACK OF COMMUNICATION ABOUT THE $500 BONUSES CERTAINLY DOESN'T HELP WITH RETENTION. AS FOR ME, DOCTOR MCFARLAND, I WOULD LIKE TO KNOW WHAT YOU ARE DOING TO COMBAT GOVERNOR ABBOTT AND THE VOUCHER PROGRAM, ESPECIALLY SINCE YOU'RE ON THE STATE BOARD OF EDUCATION CERTIFICATION. WE AS A COMMUNITY WANT TO UNDERSTAND HOW YOU'RE USING THAT POSITION TO ADVOCATE FOR OUR SCHOOLS. I'D ALSO LIKE TO PUBLICLY THANK DOCTOR BELL AT THE NINTH GRADE CAMPUS FOR BEING THE ONLY EMPLOYEE IN THIS DISTRICT WHO COMMUNICATED WITH ME REGARDING OUR GEOMETRY TEACHER SITUATION. HER EFFORT IS DEEPLY APPRECIATED. I WANT TO MAKE IT CLEAR THAT I WILL BE HERE AT EVERY MEETING UNTIL OUR COMMUNITY IS SATISFIED WITH THE CHANGES WE NEED TO SEE. I'M ALSO MORE THAN WILLING TO TALK TO ANYONE HERE. MY GOAL IS NOT TO COMPLAIN, BUT TO WORK TOGETHER TO BETTER OUR COMMUNITY AND FORM A REAL LINE OF COMMUNICATIONS FOR PARENTS AND TEACHERS. A LOT OF PARENTS FEEL THEIR CALLS AND EMAILS ARE IGNORED, AND I WANT TO ENSURE THAT THEY ARE HEARD. THIS IS GENUINELY ABOUT IMPROVING OUR KIDS EDUCATION AND SUPPORTING OUR COMMUNITY. I HOPE REALLY ONE OF YOU REACHES OUT THIS TIME AND WE CAN WORK TOGETHER. COMMUNICATION IS KEY, LIKE YOU GUYS SAID, BUT LACK OF COMMUNICATION IS GOING TO GET US NOWHERE GUYS. LAST TIME NOT ONE OF YOU MEMBERS REACHED OUT. YOU CAN POST THAT. YOU'RE UP FOR REELECTION, BUT YOU HAVEN'T SAID WHAT YOU'RE DOING, WHAT YOU PLAN TO DO, WHAT YOU HAVE DONE. [00:45:04] AND THAT'S WHAT PARENTS WANT TO SEE. WE WANT A GOOD RELATIONSHIP. AND IN ORDER TO DO THAT, WE HAVE TO BE MORE OPEN, EVEN IF IT'S HONEST, BRUTAL COMMUNICATION. WE WANT THAT. THAT'S ALL WE ASK FROM YOU GUYS. THANK YOU. THANK YOU, MISS GARCIA. THAT'S GOING TO BRING US TO OUR RECOGNITION ITEMS. [6.0 Recognition Item(s)] AGENDA ITEM 6.0. 6.1 I'M SORRY. THE CROWLEY ISD HEARTBEAT AWARD WINNER, MR. KIRCHNER. MR. PRESIDENT GRASSIA, MEMBERS OF THE BOARD AND DOCTOR MCFARLAND. WE ARE VERY EXCITED TONIGHT TO INTRODUCE TO YOU ALL THE NEWEST MEMBER OF THE CROWLEY ISD HEARTBEAT TEAM AWARD. THIS PRESENTATION ALIGNS WITH THE GOAL THREE OF OUR VISION 2030 STRATEGIC PLAN FOR EMPOWERED STAFF. AND THE EDUCATOR YOU'RE GOING TO MEET TONIGHT IS JUST ONE OF THE PHENOMENAL EMPLOYEES WE HAVE HERE IN CROWLEY ISD WHO ARE EMPOWERING OUR STUDENTS TO GREAT THINGS. CHECK OUT THIS VIDEO. THREE. READY TO GO. SOUNDS SO MUCH BETTER. CROWLEY ISD SHOULD FEEL REALLY LUCKY AND FORTUNATE TO HAVE MISS CALVA FROM HER DECADES OF EXPERIENCE, HER TESTED SYSTEMS, HER WARMTH. SHE POURS A LOT INTO HER STUDENTS AND CROWLEY MIDDLE SCHOOL. WHEN I FIRST CAME TO THE SCHOOL, I WAS VERY DOWN ON CONFIDENCE. SO I MEAN, SHE HELPED ME BUILD THAT UP. AND NOW BEING THIRD CHAIR IN A DISTRICT, LIKE, I FEEL LIKE SHE HAS PLAYED A BIG ROLE IN THAT. THERE WERE TIMES LIKE SIXTH GRADE WHENEVER I COULD LIKE I COULDN'T GET MY HANDS OUT SOMETIMES. SO I THINK SHE WOULD KNOW THAT I COULD DO IT, BUT I DIDN'T KNOW THAT I COULD DO IT. SO SHE WOULD PUSH ME SO THAT I COULD GET THOSE HIGHLIGHTS OUT, BECAUSE SHE KNEW THAT I COULD BE. SURPRISE! COME ON, MISS CALVA. SHE'S A PHENOMENAL BAND DIRECTOR. SHE HELPS STUDENTS, BUT SHE HELPS TO HELP STAFF MEMBERS. SHE BRINGS WHITEBOARDS HERE INTO THE BAND HALL AND HELPS YOU ALL WITH MATH AND FRACTIONS WHILE YOU'RE LEARNING MUSIC. AND SHE HAS TRANSFORMED THE CAMPUS CULTURE HERE AT CROWLEY MIDDLE SCHOOL THROUGH THE BAND HALL AND ALL YOU DO SO FOR ALL THOSE REASONS AND SO MANY MORE. LET'S HEAR IT FOR MISS CALVA, THE HEARTBEAT WINNER FOR CROWLEY ISD. I FEEL REALLY EXCITED FOR HER BY GETTING THIS BIT OF WORK BECAUSE SHE ACTUALLY DESERVES IT. SHE'S BEEN A REALLY GOOD TEACHER. SHE HAS HELPED ME A LOT WITH PLAYING MY EUPHONIUM AND HELPING THE WHOLE BAND AROUND WITH TEACHING US HOW TO, LIKE, JUST GET PROPER TONE AND SOUND UP, JUST REALLY HELPING THE ENTIRE BAND HAVE FUN WITH IT AND STILL LEARN. SHE ALWAYS PUTS HER BEST INTO HELPING US DO OUR BEST SO THAT WE'RE LIKE IN OUR FULL POTENTIAL AND THAT WE CAN DO OUR BEST AT CONCERTS AND IN CLASSES, THINGS LIKE THAT. SHE HELPS ENCOURAGE OTHERS, LIKE FEEL BETTER ABOUT THEMSELVES AND PUSH THEM TO DO BETTER THINGS. IF SHE WANTS US TO DO SOMETHING THAT SHE LIKE, MAKE US DO SOMETHING. LIKE WHEN PEOPLE SAY STAND UP BUSINESS, LIKE SHE'LL MAKE US DO SOMETHING. SHE'S A BIG DISCIPLINARIAN, AND I THINK THAT'S HUGE BECAUSE SHE GETS THESE KIDS TO CALM DOWN AND TO LEARN RESPONSIBILITY. IT LETS THE KIDS KNOW THAT THERE'S A CERTAIN WAY THINGS NEED TO BE DONE, AND THAT'S HOW YOU HAVE TO DO IT. AND THERE'S NO EXCUSES ON THAT. AND SO, YOU KNOW, I THINK SHE REALLY SETS THESE STUDENTS UP FOR SUCCESS IN A MAJOR WAY. I ALL THE TIME THINK, IF I COULD JUST HAVE A LITTLE DRONE TO FLY THROUGH, SO I COULD SHARE THAT WITH OUR PARENTS TO SEE THE MAGIC THAT'S HAPPENING AND THE POSITIVITY IN THAT CLASSROOM WITH A DIVERSE GROUP OF STUDENTS. EVEN A ROOF FULL OF YOUNG BOYS, THEY JUST HAVE SUCH A SAFE PLACE AND SUCH AN AWESOME ENVIRONMENT TO [00:50:03] RELAX AND LEARN AND TO ACHIEVE. IT'S ABSOLUTELY FUN. I LIKE WHAT OTHER CLASSES LIKE MATH AND SO LIKE, JUST LIKE LIKE THIS WAS FUN. SHE'S ONE OF THE BEST TEACHERS I'VE EVER HAD. SHE PAYS ATTENTION, SHE LISTENS, AND SHE CARES ABOUT HER OUR STUDENTS AND CMS. SHE LEADS WITH HER HEART. SHE DOES KNOW HER STUFF. WE KNEW BEFORE SHE GOT HERE SHE WAS AN AMAZING BAND DIRECTOR. SHE HAS TURNED A PROGRAM AROUND SO QUICKLY. WHEN I GOT HERE LAST YEAR, I HAD 90 STUDENTS IN THE WHOLE PROGRAM, SIXTH THROUGH EIGHTH. THIS YEAR WE ARE CLOSE TO 140. PART OF THAT IS CREATING A CULTURE AND A PLACE WHERE THEY BELONG, AND THEY FEEL SAFE AND THEY FEEL COMFORTABLE. THEY KNOW WHEN THEY COME IN HERE THEY'RE NOT GOING TO BE JUDGED OR MADE FUN OF, AND THEN I'M ALWAYS GOING TO TAKE CARE OF THEM AND HAVE THEIR BACK AND THEIR BEST INTEREST AT HEART. SHE'S DONE A GREAT JOB RECRUITING, SHE GOES DOWN TO THE ELEMENTARY SCHOOLS AND TESTS THEM ON THE INSTRUMENTS, AND SEES WHAT THE STUDENTS LIKE AND GETS THEM HYPED UP AND EXCITED FOR BAND PLAYS A LITTLE VIDEO FOR THE STUDENTS TO TO SEE WHAT WE'VE DONE IN THE PAST. WHEN WE GO TO LIKE MR. GATTI'S FOR PIZZA AFTER AN EVENT, OR PLAY SOME GAMES OR THE END OF THE YEAR TRIP. ONE TWO BLUES AND [MUSIC]. I'VE KNOWN MRS. CALVA SINCE 2001, WHEN I WAS IN SIXTH GRADE BAND AT WEDGEWOOD MIDDLE SCHOOL. THE FIRST YEAR OF BAND, AND I THINK SHE JUST HELPED ME GET OFF TO A REALLY GOOD START AS A MUSICIAN. AND ANYTHING THAT WE DO, THE START IS CRUCIAL FOR THE TRAJECTORY OF YOUR CAREER. IT FEELS LIKE I CAME FULL CIRCLE. IT'S VERY NOSTALGIC FEELING. I FEEL SUPER BLESSED BECAUSE SHE'S JUST SHE'S AN AMAZING EDUCATOR. I LOVE MY STUDENTS. THAT'S WHAT IT BOILS DOWN TO, EVEN THE HARD ONES. THEY KNOW I LOVE THEM AND I TREAT THEM AS THEY'RE MY OWN. LIKE WHEN I'M CAREFUL IN MY WORDS, IN HOW I SPEAK TO THEM. THEY KNOW I'M TOUGH AND I MEAN BUSINESS, BUT THEY ALSO KNOW THAT I CARE ABOUT THEM AS A PERSON AND INDIVIDUAL. MRS CALVA HAS CREATED AS A CULTURE, IT'S A WELCOMING ATMOSPHERE. THEY HAVE A SENSE OF BELONGING. I MEAN, ANYTIME IT'S LIKE HALLOWEEN OR CHRISTMAS AND EVENT. SHE'S A, ROOM'S DECORATED, THE KIDS ARE EXCITED TO BE IN THE ROOM. I MEAN, IT'S JUST AWESOME. SHE CREATES AN EXPERIENCE FOR THE STUDENTS THAT EVERYBODY WANTS TO BE A PART OF IT. WITHOUT HER, I DON'T THINK I COULD COME THIS FAR. SHE'S DEFINITELY MADE A HUGE IMPACT ON HOW I SEE BAND, BECAUSE AT FIRST I DIDN'T REALLY WANT TO COME BECAUSE I WAS JUST, I JUST FELT LIKE I WAS GETTING IN THE WAY OF EVERYTHING. BUT SHE HELPED ME BUILD MY CONFIDENCE INTO BEING A PART OF MORE. SHE ALWAYS PUSHES PEOPLE NOT JUST FOR HERSELF, BUT FOR THEM TOO, SO THEY CAN BE BETTER AS A PERSON. AND SHE'S DONE THAT FOR ME AND ALL MY FRIENDS IN THIS CLASS, AND I REALLY APPRECIATE THAT. ALL RIGHT, LET'S HEAR FOR MISS CALVA [APPLAUSE]. THIS IS WHAT WE CALL A GAME CHANGER IN CROWLEY ISD. YOU SAW IN THAT VIDEO SHE'S ONLY BEEN HERE FOR TWO SCHOOL YEARS. SHE'S A LONG TIME MUSIC EDUCATOR BEFORE THAT, AS YOU SAW, HER CURRENT ASSISTANT IS A FORMER STUDENT. MISS CALVA, HOW HAS IT BEEN TO BE HERE IN CROWLEY ISD AND SEE THE IMPACT YOU'VE MADE IN SUCH A SHORT AMOUNT OF TIME? I LOVE IT. THIS IS YOUR, OH, GOSH, 27 OF TEACHING, AND I'M GLAD THAT I CAN FINISH MY CAREER IN CROWLEY ISD, SO I DON'T PLAN ON LEAVING ANYTIME SOON, I WANT TO STICK IT OUT MUCH LONGER SO, I HONESTLY DIDN'T KNOW WHAT THIS AWARD WAS WHEN THEY SURPRISED ME IN THE BAND HALL AND THEN WENT TO COME TO KNOW THAT THIS IS OUT OF THE ENTIRE DISTRICT. I SEE HUNDREDS OF EMPLOYEES PUTTING THEIR HEART IN WHAT THEY DO AND TO BE RECOGNIZED, I'M TRULY HUMBLED. SO I WANT TO SAY THANK YOU [APPLAUSE]. I KNOW OUR TRUSTEES WOULD LIKE TO SHAKE YOUR HAND, BUT AS WE HAVE MISS CALVA STANDING HERE BOARD, ARE THERE ANY COMMENTS YOU'D LIKE TO SHARE? AND AS YOU'RE WORKING ON THAT, MISS CALVA, COULD YOU INTRODUCE YOUR FAMILY AND FRIENDS WHO ARE HERE WITH YOU TONIGHT? YES. IF MY FAMILY WILL STAND UP, AND MR. SAMPLE. SO MY HUSBAND, RAYMOND CALVA, IS RIGHT HERE ON THE END. MY SON AIDEN, AND THEN MY SISTER IN LAW, ALEX, WHO WORKS HERE IN THE DISTRICT. AND MY MOTHER AND YOUR MOTHER IN LAW, YOLANDA CALVA. AND THEN MR. SAMPLE, WHO BROUGHT ME, HELPED BRING ME INTO CROWLEY ISD AT NORTH CROWLEY HIGH SCHOOL [APPLAUSE] WATCHING THE VIDEOS OF YOU WORKING WITH YOUR STUDENTS [00:55:07] REMINDED ME WHEN I WAS IN SIXTH GRADE, AND I PLAYED THE CLARINET, SO I KNOW HOW HARD IT IS WORKING WITH STUDENTS, BECAUSE I WAS A HARD ONE TO LEARN. BUT I APPRECIATE, I APPRECIATE THE THINGS THAT MY TEACHER TAUGHT ME. SO I KNOW THAT YOUR STUDENTS ARE APPRECIATING EVERYTHING THAT YOU'RE DOING FOR THEM. WE AS A BOARD, THEY'RE GOING TO SPEAK FOR THEMSELVES. BUT I KNOW THAT WE LOVE WATCHING THE HEARTBEAT AWARD, AND WE ARE SO PROUD OF YOU FOR RECEIVING THAT AWARD. SO THANK YOU SO MUCH FOR ALL THAT YOU DO FOR OUR STUDENTS. THANK YOU. THANK YOU. THANK YOU. PRESIDENT GRASSIA, I JUST WANTED TO SAY THANK YOU FOR ALL ALL THAT YOU DO FOR OUR STUDENTS. ONE OF THE THINGS THAT REALLY THAT RESOUNDED TO ME FROM THE VIDEO WAS SOMEONE IN THE VIDEO SAID, CREATING EXPERIENCES OR CREATING AN EXPERIENCE. AND TO ME, I THINK THE OLDER I GET, THE MORE I APPRECIATE EXPERIENCES OVER TANGIBLE THINGS. YOU KNOW, I CAN. I'M A HOARDER. OR. WELL, LET ME NOT ADMIT THAT [LAUGHS] I HAVE SENTIMENTAL THINGS THAT ARE TREASURES FOR ME, BUT AND THEY'RE HARD TO GET RID OF, BUT THOSE EXPERIENCES MEAN SO MUCH MORE. AND SO WHEN SOMEONE SAID THAT ABOUT YOU, YOU KNOW, YOU HAVE 27, 27 YEARS OF THIS WONDERFUL CAREER EXPERIENCE AND YOU COULD BRAG ALL DAY LONG, WHICH IS INCREDIBLE. WHEN OTHER PEOPLE GIVE YOU PRAISE, THAT'S LIKE THE WORLD. IT'S A GEM AND YOU DESERVE IT. WE THANK YOU FOR ALL THAT YOU POUR INTO OUR DISTRICT AND OUR STUDENTS AND LOVE HEARING THAT YOU'RE GOING TO STAY WITH US FOR AS LONG AS THIS RIDE WILL TAKE YOU. BUT JUST SAY THANK YOU. JUST SAYING THANK YOU. THANK YOU. YEAH. [APPLAUSE] THANK YOU, DOCTOR MAYFIELD. TRUSTEE WATKINS. THANK YOU. MUSIC IS MAGIC. AND TO HEAR THAT YOUNG MEN KEEP SAYING HOW MUCH, HOW MUCH YOU HELPED TO LIFT HIS SELF-ESTEEM WAS EVERYTHING TO ME. I PLAYED FIRST CHAIR CELLO AT WEDGEWOOD MIDDLE SCHOOL AND MY MUSIC TEACHER BRIBED ME, HE TOLD ME THAT I HAD MAGIC FINGERS [LAUGHS]. SERIOUSLY. AND I SEE THAT IN YOU. HOW MUCH THE CHILDREN SPEAK WELL OF YOU. IT MEANS EVERYTHING TO ME. AS A TRUSTEE, WE ARE HONORED TO HAVE YOU, AND WE ARE SO PROUD OF YOU. THANK YOU. THANK YOU. I WILL, I WOULD ALSO LIKE TO TO FINISH AND SAY THAT I WAS ALSO AT WEDGWOOD SIXTH GRADE WITH MR. MATNEY AND WAS A STELLAR TROMBONE PLAYER, IF I DO SAY SO MYSELF. AND I WANT TO THANK PEOPLE LIKE LIKE YOURSELF, MR. MATNEY, AND ALL OF THESE GREAT BAND DIRECTORS THAT THEY DON'T ALWAYS SEE, BUT THE ONES THAT YOU DON'T THINK ARE EVER GOING TO GET THERE, THEY DO GET THERE. AND IT'S BECAUSE OF PEOPLE LIKE Y'ALL. SO THANK YOU VERY MUCH. THANK YOU. CAN I TAKE YOU UP HERE AND LET YOU WALK DOWN THE LINE TO OUR TRUSTEES? THANK YOU. ALL RIGHT. THANK YOU SO MUCH, MISS CALVA [APPLAUSE] AND AS SHE'S TAKING HER SEAT, STUDENT TRUSTEES, ARE THERE ANY COMMENTS OR? NO? TRUSTEE JAMES. I JUST WANT TO SAY THANK YOU. IT'S IT'S THE FINE ARTS TEACHERS THAT REALLY BUILD A SCHOOL BECAUSE YOU STEP AWAY FROM ALL THE YOU HAVE TO DO AND YOU GET TO AND YOU GET THAT TEACHER WHERE YOU CHOOSE AND YOU REALLY BUILD THOSE RELATIONSHIPS WITH THOSE TEACHERS. SO I JUST SAY THANK YOU. [APPLAUSE] AND THAT'S GOING TO BRING US TO [7.0 Student School Board Trustee Program] [01:00:02] AGENDA ITEM 7.1 CELEBRATIONS, CAMPUS EVENTS AND CONSIDERATIONS. MR. KIRCHNER. MR. PRESIDENT, MEMBERS OF THE BOARD AND DOCTOR MCFARLAND. OUR STUDENT TRUSTEES WILL CONTINUE THIS EVENING WITH THEIR THREE C'S. YOU'LL SEE THERE ON THE BOARD A PHENOMENAL GROUP OF STUDENTS REPRESENTING THIS YEAR AT THE BOARD LEVEL FROM CROWLEY HIGH SCHOOL, NORTH CROWLEY HIGH SCHOOL, AND CROWLEY COLLEGIATE ACADEMY. EACH MONTH WE ASK THEM TO SHARE THREE C'S CELEBRATIONS, CAMPUS EVENTS, AND CONSIDERATIONS WITH SOLUTIONS WITH IDEAS THAT THEY HAVE BREWING ON THEIR CAMPUS. SO I'M GOING TO HAND IT OVER OUR STUDENT TRUSTEES TO GET US UNDERWAY. GOOD EVENING BOARD. MY CELEBRATIONS FOR THIS MONTH ARE, CHEER COMPETED IN THE 2026 UIL SPIRIT COMPETITION. THEY DID AMAZING AND RIGHT HERE IN FORT WORTH DOWNTOWN. AND THEY WERE, I BELIEVE, TWO SPOTS AWAY FROM MAKING IT TO SEMIFINALS. AND THEN ALSO OUR CHOIR IS PERFORMING TONIGHT. THEY'RE PERFORMING THE NATIONAL ANTHEM AT THE DALLAS MAVERICKS GAMES VERSUS CHARLOTTE. MY CONSIDERATION. SO DURING FOOTBALL SEASON, I WENT TO A MANSFIELD GAME. IT WAS A PLAYOFF GAME, AND FOR ME TO GET INTO THE GAME, I HAD TO BE ACCOMPANIED BY A MANSFIELD STUDENT. AND IF I WASN'T, IF I WASN'T ACCOMPANIED BY MANSFIELD STUDENT, YOU HAD TO GO SIT ON THE VISITOR'S SIDE. SO I THOUGHT THAT WOULD BE A GOOD THING TO BRING INTO CROWLEY. SO SAY CROWLEY HIGH SCHOOL IS HAVING A FOOTBALL GAME AND SOMEBODY FROM BOSWELL WANTED TO COME TO THE GAME. IF A CROWLEY HIGH SCHOOL STUDENT WAS NOT ACCOMPANIED BY THEM, THEY COULDN'T COME. AND IF THEY DID HAVE A HIGH SCHOOL STUDENT ACCOMPANIED THAT, THAT HIGH SCHOOL STUDENT WOULD BE RESPONSIBLE FOR ALL OF THAT, ALL OF THE BOSWELL STUDENTS ACTIONS. THAT'S ALL I GOT. GOOD EVENING BOARD. FOR MY CELEBRATIONS, I BROUGHT THAT THE SENIOR CLASS HAS RAISED 140 MILLION IN SCHOLARSHIPS FOR THIS YEAR, WHICH WAS 20 MILLION ABOVE THE ONE THE GOAL FOR THIS YEAR. THERE WAS ALSO AN 82% OF SENIORS THAT MET CCMR GOALS, WHICH HELPS THEM PREPARE FOR A CAREER AFTER GRADUATION. WELL, AS WAS ANNOUNCED, THE GIRLS AND BOYS BASKETBALL TEAM ARE RANKED NUMBER TWO IN THE STATE OF TEXAS, WHICH IS A GREAT GOAL WHICH WAS RAISED FOR THIS TEAM. FROM MY CONSIDERATION, I WANTED TO TALK ABOUT CAMPUS WI-FI BECAUSE THERE HAVE BEEN MANY ISSUES WITH IT GOING DOWN AND STUDENTS NOT BEING ABLE TO COMPLETE THEIR WORK. I THINK AN ISSUE COULD BE THE CONSTRUCTION OR A LACK OF ROUTERS AROUND THE CAMPUS. SO I THINK SPEAKING WITH IT OR LOOKING FOR MORE ROUTERS AROUND THE CAMPUS COULD FIX THIS ISSUE SO STUDENTS CAN WORK IN A TIMELY MANNER TO TURN IN THEIR ASSIGNMENTS. GOOD EVENING BOARD. I BROUGHT SOME ACADEMIC EXCELLENCE FROM THE PAST FALL SEMESTER. NINE STUDENTS WERE ON THE DEAN'S LIST, 19 STUDENTS WERE ON THE HONORS LIST, AND ONE STUDENT IS ON THE MERIT LIST. LAST YEAR OR LAST SEMESTER, STUDENTS HAVE EARNED 1862 COLLEGE CREDITS, WHICH IS SAVING FAMILIES OVER 137,000 THROUGH TCC DUAL CREDIT COURSES. I ALSO BROUGHT SOME CELEBRATIONS FROM BRJ. COOK'S CHILDREN CHOSE SIX INTERNS FROM BR WHEN INTENTIONALLY THEY WERE ONLY MEANT TO CHOOSE ONE, BUT DUE TO STUDENT SUCCESS, THEY CHOSE ALL SIX SPOTS FROM BRJ. MOCK TRIAL AND STATE AFFAIRS IS GOING TO STATE FOR THE SIXTH YEAR TOO [APPLAUSE] MY CONSIDERATION IS A STRUCTURED ASYNCHRONOUS ACADEMIC RESET DAY, WHICH WILL TRACK STUDENTS WITH ATTENDANCE AND MAKE SURE THAT THEY'RE STILL DOING ASSIGNMENTS, BUT ALSO GIVING THEM THE OPPORTUNITY TO MEET WITH TUTORS, ADVISORS TO BE ABLE TO MAKE UP TIME AND AVOID BURNOUT DURING THEIR ACADEMIC SEMESTER. THANK YOU [APPLAUSE]. THANK YOU, TRUSTEES, FOR THAT GREAT INFORMATION. TRUSTEES. ARE THERE ANY COMMENTS OR QUESTIONS FOR THE STUDENT TRUSTEES? [01:05:06] TRUSTEE WATKINS. FIRST OF ALL, ALL THREE OF YOU ARE AMAZING. TRUSTEE JAMES, YOU RUN A STRICT PROGRAM [LAUGHS]. I'M CURIOUS. LIKE, HOW HOW DO YOU ENVISION IT WORKING? I MEAN, SO ME, I'M JUST GOING OFF OF THE MANSFIELD BLUEPRINT. THEY HAD TWO GATES. SO YOU HAVE ONE, LET'S SAY ON THE WEST SIDE, ONE ON THE EAST SIDE AND ON THE WEST SIDE. IF YOU WERE IF YOU WERE NOT A MANSFIELD STUDENT, THEN YOU WOULD GO OVER THERE AND YOUR, AND THE PERSON THAT'S IN MANSFIELD THAT YOU ARE ACCOMPANIED BY WILL GO OVER THERE. ON THE EAST SIDE, YOU HAD THE PEOPLE THAT DIDN'T HAVE NOBODY TO ACCOMPANY THEM, AND THEY WERE ALREADY DIRECTED TO THE OTHER SIDE OF THE FIELD. OKAY. OKAY. I'M INTERESTED IN HEARING MORE BECAUSE I LIKE THE IDEA OF. IT'S VERY STRICT. IT'S A VERY STRICT PROGRAM. BUT ALSO WITH THE RESET DAY, AND I'M SORRY, I DIDN'T. I CAN'T SEE HER NAME. TRUSTEE CASTILLO. YES. THANK YOU. THE RESET DAY. TELL ME, HOW DO YOU ENVISION THAT WORKING? WELL, I CAME UP WITH THE IDEA BECAUSE I KNOW THAT THERE'S SO MUCH GOING ON AT CCA. AND TO AVOID STUDENTS BURNING OUT AND FEELING TIRED AND THEY CAN'T PERFORM ON THEIR WAY, THEY NEED TO BE. I FEEL LIKE THERE SHOULD BE A DAY BETWEEN THE SEMESTER WHERE WE STILL GET ATTENDANCE, YOU STILL TAKE YOUR ATTENDANCE, BUT WE WON'T HAVE NORMAL CLASSES. INSTEAD, THE TEACHERS WILL HAVE THEIR DOORS OPEN. YOU COULD GO TO TUTORING. YOU COULD SET UP A MEETING WITH YOUR ACADEMIC ADVISOR JUST TO GET YOUR WHOLE SEMESTER STRAIGHTENED UP, SO YOU HAVE A DAY TO FINALLY REST AND PUSH THROUGH THE THROUGH THE YEAR TO AVOID BURNOUT. SO STUFF DON'T KEEP PILING UP AND UP, AND THEN YOU JUST BURN YOURSELF OUT. SO SO MAYBE KIND OF LIKE, YOU KNOW, IN COLLEGE WHEN YOU GO TO THE REC AND YOU JUST LIKE, HAVE A, YOU KNOW, CHILL OUT DAY. YEAH. SOME COFFEE OR SOMETHING. YES. THAT'S VERY GOOD. I LIKE IT I THINK IT SHOULD BE AT ALL OF SCHOOL. YES. YEAH, I LIKE IT. THANK YOU. ANY OTHER TRUSTEES? ANYONE ELSE? WELL, THANK YOU ALL VERY MUCH FOR THAT INFORMATION. WE'LL GET BACK TO Y'ALL ON SOME OF THE WI-FI AND FOOTBALL GAMES AND THINGS LIKE THAT. SO THANK YOU ALL VERY MUCH. WE ARE NOW AT AGENDA [8.0 Consent Agenda] ITEM 8.1, TRUSTEES, ARE THERE ANY ITEMS THAT YOU WOULD LIKE TO HAVE REMOVED FROM THE CONSENT AGENDA? AND IF NOT, IS THERE A MOTION? PRESIDENT GRASSIA BEFORE YOU GO ON. YES, TRUSTEE. COMMENT AND A QUESTION. DO YOU WANT ME TO DO THAT AFTER THE MOTION? HOW DOES IT RELATE TO THE AGENDA? THE CONSENT AGENDA? YES, MA'AM. IT'S AN ITEM ON THERE THAT I HAVE A COMMENT AND A QUESTION ABOUT ON THE CONSENT AGENDA. SHOULD WE DO YOU FEEL THAT IT WOULD. WE SHOULD DO IT BEFORE? I DON'T, IT'S NOT GOING TO CHANGE ANYTHING. I JUST I WANTED TO KNOW HOW YOU PREFER, I PROCEED. I LET'S JUST DO IT NOW, IF YOU DON'T MIND. MY COMMENT. YES, MA'AM. YES, MA'AM. SO MY COMMENT IS, I KNOW WE, IT'S ABOUT ITEM C FINANCE. AND I KNOW WE HAD A REPORT ON FINANCE AT OUR LAST MEETING, AND I FAILED TO MENTION SOMETHING THAT I ALWAYS MENTION, AND THAT IS THAT I APPRECIATE MR. FISHER'S CONSERVATIVE BUDGET PROCESS THAT HE USES. AND THEN MY QUESTION IS, WHEN I LOOK AT THE GENERAL OPERATING MAP AND I LOOK AT THE BUDGETED, THE, THE BUDGET PROJECTION AND THEN WHERE WE ARE NOW AND WHETHER WE HAVE A VARIANCE OR NOT. AND SO I JUST, I LOOKED AT THAT AND I JUST WANTED TO ASK MR. FISHER, DO WE GET THESE REPORTS QUARTERLY, THE FINANCIAL REPORTS QUARTERLY? BOARD PRESIDENT, DISTINGUISHED MEMBERS OF THE BOARD, DOCTOR MCFARLAND. TRUSTEE DAVIS, WE ACTUALLY GET THESE REPORTS OR WE SUBMIT THESE REPORTS TO THE BOARD ON A MONTHLY BASIS. [01:10:04] THEY'RE REQUIRED ON A QUARTERLY BASIS, BUT WE PRESENT THEM ON A MONTHLY BASIS. OKAY. AND I THOUGHT THAT WAS WHAT I WAS SEEING, BUT I DIDN'T I DIDN'T THINK IT WAS A REQUIREMENT. BUT WE DO GET IT MONTHLY. YES, MA'AM. BUT THE REQUIREMENT IS QUARTERLY. YES, MA'AM. OH. THANK YOU. YES, MA'AM. ARE THERE ANY OTHER QUESTIONS FOR MR. FISHER? OKAY. HEARING NO OTHER QUESTIONS. IS THERE A MOTION? TRUSTEE ROBINSON. I HAVE A QUESTION REGARDING THE LIBRARY BOOK PURCHASE, AND IT'S NOT SPECIFIC TO THIS LIST, BUT YESTERDAY, THE STATE BOARD OF EDUCATION MET TO APPROVE A BOOK LIST FOR THE ENTIRE STATE. THERE WAS PUSHBACK FROM THE PUBLIC BECAUSE OF THE RELIGIOUS THEMES THAT THEY'RE PROPOSING, THE LACK OF DIVERSITY, OTHER ISSUES. AND SO AS A BODY AS A BODY, WHEN WE APPROVE TEXTBOOKS OR WE APPROVE THIS LIST, I WANT TO MAKE SURE THAT WE'RE APPROVING WHAT'S BEST FOR OUR STUDENTS. SO I JUST SCROLL THROUGH THE LIST. THERE'S NOTHING HERE THAT CAUSES ALARM. BUT BECAUSE OF THAT PUSHBACK, THEY DELAYED THEIR VOTE UNTIL APRIL. AND SO I DON'T KNOW IF IT'S APPROPRIATE NOW OR LATER, BUT I WOULD LIKE US TO POSSIBLY GET TOGETHER AND DO SOMETHING, COLLABORATE, MAYBE WITH OTHER TRUSTEES ALSO THROUGHOUT THE STATE THAT WE CAN SAY HAVE A VOICE BECAUSE THEY SET THE CURRICULUM, WE APPROVE IT, BUT WE DON'T WANT TO BE APPROVING THINGS THAT ARE NOT BENEFICIAL TO THE STUDENTS THAT WE SERVE. SO THAT'S ALL I'M THINKING. I LIKE THAT. AND SO TRUSTEE, TRUSTEE ROBINSON WHAT WE'LL DO IS WE WILL, I KNOW WE ARE WATCHING THAT PROCESS AS WELL. AND SO AT THE NEXT BOARD MEETING WE'LL HAVE A, IT'LL BE A WORKSHOP. SO WE'LL HAVE A MORE DEEPER DISCUSSION ABOUT THAT. MISS ROE, WOULD YOU LIKE TO ADDRESS MISS ROE? ABSOLUTELY. PRESIDENT GRASSIA, MEMBERS OF THE BOARD, DOCTOR MCFARLAND. THANK YOU, DOCTOR ROBINSON, FOR BRINGING THAT UP. WE ARE CLOSELY WATCHING THAT LIST. WE DO CURRENTLY HAVE TWO COORDINATORS AT CREST, WHICH IS THE LITERACY CONFERENCE. SO THEY WERE ABLE TO GET A HOLD OF OF THAT PRELIMINARY LIST KNOWING THAT THE VOTE HAS BEEN DELAYED. BUT THIS IS LOOKING FOR IMPLEMENTATION OF 20 OF, 2027-28. AND SO WE ARE JUST WE'RE KEEPING UP WITH THE LEGISLATION. AND THEN BEFORE WE MAKE ANY CURRICULUM PURCHASES OR LITERACY WORKS, WE'LL BE FOLLOWING THAT LIST. BUT ALSO BRINGING THAT BACK AS WE MAKE WHAT'S BEST FOR OUR STUDENTS IN OUR READING LANGUAGE ARTS CURRICULUM. THANK YOU. BECAUSE, AS MR. KIRCHNER SAID EARLIER, I THINK THERE'S OVER 700,000 OF US AND THERE'S 1200 SCHOOL DISTRICTS IN THE STATE OF TEXAS. SO WE'RE TALKING ABOUT 5.5 MILLION CHILDREN BEING IMPACTED BY READING MATERIALS IN THIS STATE. AND SO I THINK WE CAN ALL PUT OUR NAMES ON A LETTER OR SOMETHING. AND WE GET WITH DISTRICTS THROUGHOUT. SO IT'S NOT JUST CROWLEY ISD, BUT IT'S ISDS THROUGHOUT SO THAT WE CAN BE INTENTIONAL ABOUT WHAT OUR STUDENTS ARE LEARNING AND NOT JUST BLINDLY SUPPORTING WHATEVER IS PASSED DOWN BECAUSE WE ARE RESPONSIBLE FOR THE STUDENTS IN OUR DISTRICT. ABSOLUTELY. AND THERE IS PUBLIC FEEDBACK OPEN. I'M CURRENTLY OPEN UNTIL FEBRUARY 1ST ON THE NEW ACCOUNTABILITY SYSTEM, SO THAT'S OUT AS WELL. I HAVE A QUESTION. TRUSTEE DAVIS. AND SO HEARING WHAT WAS JUST SAID, IF WE HAVE A SELECTION OF BOOKS THAT WE WOULD LIKE TO SEE IN OUR LIBRARIES, THAT MAY NOT BE ON THAT LIST, HOW DOES THAT WORK? SO GREAT QUESTION. AT THIS TIME, THE STATE BOARD OF EDUCATION DOES HAVE A LIST AND THEY'RE GOING TO WORK. THEY WANT THOSE TO BE A MANDATORY CURRICULUM INSIDE OF WHAT WE PROVIDE IN OUR LITERACY CURRICULUM. WHAT WE CAN DO IS ALSO ENSURE THAT WHAT WE ADD TO OUR CURRICULUM IS OF OUR STUDENTS INTEREST, AND THAT WE CAN COME TOGETHER AND SAY AND REALLY BUILD A ROBUST CURRICULUM, INCLUDING WHAT IS REQUIRED BY THE STATE, BUT ALSO WHAT BEST FITS THE NEEDS OF OUR STUDENTS. SO DO WHAT THEY'RE REQUIRING, BUT GO BEYOND. YES, WE CAN GO BEYOND THAT. YES, MA'AM. OKAY. THANK YOU. THANK YOU. ARE THERE ANY OTHER QUESTIONS ABOUT THE CONSENT AGENDA? AND IF NOT, IS THERE A MOTION? OH, JUST JUST THE QUESTION ABOUT THE COUNCIL FOR THE SCHOOL HEALTH ADVISORY COUNCIL, THE MEMBERS, [01:15:06] IS IT A DIVERSE GROUP OF MEMBERS FROM DIFFERENT AREAS? WHO MAKES UP THAT, THAT GROUP? IS IT NURSES? COUNSELORS? I BELIEVE THOSE TWO GROUPS. YES IT IS. IT IS A DIVERSE GROUP,[INAUDIBLE] NURSE VANCAMPEN TO COME UP AND ADDRESS THAT. HELLO, BOARD. YES, IT IS A DIVERSE GROUP AND WE'RE REQUIRED TO HAVE SO MANY OF OUR COMMUNITY MEMBERS, OUR FAMILIES, OUR PARENTS, AS A PART OF THAT GROUP, TOO, THAT ARE NOT ASSOCIATED WITH THE SCHOOL, ALTHOUGH WE HAVE MANY, MANY OF OUR FACULTY AND STAFF WHOSE CHILDREN DO ATTEND. NURSES, COUNSELORS, EVEN OUR DISTRICT LEVEL STAFF. BUT WE ALSO HAVE WE HAVE TO HAVE NON, YOU KNOW, PARENTS THAT DO NOT WORK IN THE DISTRICT TO BE A PART OF THAT. WE HAVE THIS AWESOME OPPORTUNITY TO USE PARENT SQUARE FOR THE FIRST TIME, AND WE HAVE, FOR YEARS WE PUT THE THE NET OUT RIGHT FOR THIS. AND IN USING PARENT SQUARE IN ABOUT 12 HOURS, WE HAD 52 PEOPLE THAT REPLIED INTEREST AND NOT ONLY INTEREST IN SHAC, BUT ALSO THE THINGS THEY WOULD LIKE TO SEE IN SHAC SO THAT WAS PART OF THE QUESTIONNAIRE. WONDERFUL. THANK YOU. YOU'RE WELCOME. THANK YOU, MISS VANCAMPEN. TRUSTEES, ARE THERE ANY OTHER QUESTIONS OR AGENDA ITEMS THAT YOU WOULD LIKE REMOVED? AND IF NOT, IS THERE A MOTION? PRESIDENT GRASSIA, I RECOMMEND APPROVAL OF THE CONSENT AGENDA AS PRESENTED. WE HAVE A MOTION BY TRUSTEE STEVENSON. IS THERE A SECOND? I'LL SECOND. WE HAVE A SECOND BY DOCTOR MAYFIELD. MOVE TO VOTE. AND THE MOTION PASSES. THAT'S GOING TO BRING US TO AGENDA ITEM 9.1. [9.0 Consideration and Possible Action Item (s)] CONSIDER AND TAKE ACTION ON A ORDER CALLING BOARD OF TRUSTEES ELECTION ON MAY THE 2ND, 2026 ORDER OF GENERAL ELECTION MR. KIRCHNER. MR. PRESIDENT, MEMBERS OF THE BOARD AND DOCTOR MCFARLAND. THESE NEXT FOUR STANDALONE CONSIDERATION AND POSSIBLE ACTION ITEMS ARE ALL RELATED TO THE MAY 2ND SCHOOL BOARD ELECTION. I'LL TALK THROUGH THE FIRST ONE WITH YOU IN 9.1. YOU'LL SEE THIS IS THE ORDER OF ELECTION THAT THE TRUSTEES ARE REQUIRED TO VOTE TO APPROVE. THIS IS FOR THE GENERAL ELECTION THAT WILL OCCUR ON MAY 2ND FOR PLACES ONE AND TWO TO SERVE ON THE CROWLEY ISD SCHOOL BOARD. THAT ELECTION WILL BE HELD MAY 2ND, AND THAT'S THE GENERAL ELECTION. AND YOU'LL SEE THE RECOMMENDATION THERE IS THAT IF THERE ARE ANY QUESTIONS OR CONCERNS THAT WE ASK THE BOARD TO CONSIDER APPROVING THE MAY 2ND, 2026 ORDER OF GENERAL ELECTION AS PRESENTED. ARE THERE ANY QUESTIONS, TRUSTEES? ARE THERE ANY QUESTIONS? YES, SIR. THIS IS A ACTION ITEM. IS THERE A MOTION? YES. I RECOMMEND APPROVAL OF THE MAY 2ND, 2026 ORDER OF GENERAL ELECTION AS PRESENTED. WE HAVE A MOTION BY DOCTOR ROBINSON. IS THERE A SECOND? SECOND? WE HAVE A SECOND BY TRUSTEE STEVENSON. MOVED TO VOTE. AND THE MOTION PASSES. THANK YOU, MR. KIRCHNER. THAT'S GOING TO BRING US. YES, SIR. WE ARE GOING TO. MOVE AGENDA ITEM 10.1. DO WE HAVE TO DO ON ALL FOUR OF THEM? WE DO NEED TO TAKE ACTION ON 9.2, 9.3 AND 9.4. AND THEN THIS ITEM FOR 10.1. WE CAN JUST DISCUSS AFTER THAT VOTE. YES, SIR. I'M SORRY. WHICH IS WILL TAKE US TO 9.2. IS THERE A MOTION? I RECOMMEND APPROVAL OF THE MAY 2ND, 2026 ORDER OF SPECIAL ELECTION, AS RECOMMENDED. WE HAVE A MOTION BY TRUSTEE STEVENSON. IS THERE A SECOND? SECOND. WE HAVE A SECOND BY DOCTOR MAYFIELD. MOVE TO VOTE. AND THE MOTION PASSES. GOING TO BRING US TO AGENDA ITEM 9.3. [01:20:02] IS THERE A MOTION? I RECOMMEND APPROVAL OF THE MAY 2ND, 2026 CROWLEY ISD BOARD OF TRUSTEES ELECTION RESOLUTION TO ENTER INTO A JOINT ELECTION AGREEMENT WITH TARRANT COUNTY ELECTION AS PRESENTED. WE HAVE A MOTION BY TRUSTEE STEVENSON. IS THERE A SECOND? I'LL SECOND. GO AHEAD. DOCTOR ROBINSON IS THE SECOND. MOVE TO VOTE. AND THE MOTION PASSES. AND THAT WILL BRING US TO AGENDA ITEM 9.4. CROWLEY BOARD OF TRUSTEES RESOLUTION TO ENTER THE INNER JOINT ELECTION AGREEMENT WITH THE CITY OF CROWLEY ON MAY THE 2ND. IS THERE A MOTION? I RECOMMEND APPROVAL OF THE MAY 2ND, 2026 CROWLEY ISD BOARD OF TRUSTEES ELECTION RESOLUTION TO ENTER INTO A JOINT ELECTION AGREEMENT WITH THE CITY OF CROWLEY AS PRESENTED. WE HAVE A MOTION BY TRUSTEE STEVENSON. IS THERE A SECOND? WE HAVE A SECOND BY DOCTOR MAYFIELD. MOVE TO VOTE. AND THE MOTION PASSES. THANK YOU. THANK YOU VERY MUCH, Y'ALL. THAT IS GOING TO BRING US TO AGENDA ITEM 11.1. [11.0 Report Item(s)] MIND OVER MEDALS, MENTAL HEALTH SUMMIT. DOCTOR MCFARLAND. MR. PRESIDENT, BOARD MEMBERS, WE'RE DEFINITELY EXCITED TO BRING FORWARD THIS NEXT ITEM. WE HAVE MISS TRINA LANE HERE TO PRESENT THIS NEXT ITEM CONCERNING A MIND OVER METALS, A MENTAL HEALTH SUMMI. MISS LANE. GOOD EVENING. PRESIDENT GRASSIA AND DISTINGUISHED MEMBERS OF THE BOARD, DOCTOR MCFARLAND. THE MIND OVER METALS MENTAL HEALTH SUMMIT DIRECTLY ADDRESSES BOARDS ONE THROUGH, BOARD GOALS ONE THROUGH FOUR, THRIVING STUDENTS, ENGAGED COMMUNITY EMPOWERED STAFF, AND SAFE AND HEALTHY ENVIRONMENTS. ON FEBRUARY, ON FRIDAY, FEBRUARY 13TH FROM 9 A.M. TO 1 P.M. AT NORTH CROWLEY HIGH SCHOOL, WE WILL HOST THE MIND OVER MEDALS MENTAL HEALTH SUMMIT, A DISTRICT WIDE INITIATIVE INTENTIONALLY FOCUSED ON MENTAL WELLNESS OF 9TH THROUGH 12TH GRADE HIGHEST PERFORMING STUDENTS. OUR ATHLETES, FINE ARTS PERFORMERS AND STUDENT LEADERS. THIS WORK WAS DEVELOPED THROUGH INTENTIONAL COLLABORATION WITH MY COLLEAGUES, GREG WILLIAMS, EXECUTIVE DIRECTOR OF ATHLETICS. STACIE LAUGHTON, EXECUTIVE DIRECTOR OF FINE ARTS AND OUR STUDENT SERVICES TEAM, ALONG WITH SEVERAL OTHERS. TOGETHER, WE RECOGNIZE THE CRITICAL TRUTH THE STUDENTS WHO STRIVE HARDEST FOR EXCELLENCE, OFTEN CARRYING THE GREATEST PRESSURE THEY DESERVE TARGETED, PROACTIVE MENTAL HEALTH SUPPORT. I'M ESPECIALLY EXCITED TO SHARE THE FORMER NORTH CROWLEY HIGH SCHOOL GRAD SCHOOL GRADUATE AND CURRENT FIRST ROUND NFL DRAFT PICK TYLER SMITH OF THE DALLAS COWBOYS WILL SERVE AS OUR CLOSED OUT KEYNOTE SPEAKER. HIS JOURNEY FROM CROWLEY ISD TO A PROFESSIONAL LEVEL, POWERFUL POWERFULLY REINFORCES THE IMPORTANCE OF MENTAL RESILIENCE, BALANCE AND PURPOSE BEYOND PERFORMANCE. WE ARE ALSO HONORED THAT TRUSTEE WATKINS WILL OPEN THE SUMMIT AND HELP SET THE TONE FOR THE DAY, DEMONSTRATING THE BOARD'S VISIBLE AND MEANINGFUL COMMITMENT TO STUDENT MENTAL HEALTH AND WELL-BEING. THE SUMMIT WILL BE MODERATED BY TIA BANKS, A CROWLEY HIGH SCHOOL ALUMN, FORMER PROFESSIONAL ATHLETE AND NOW ENTREPRENEUR. BRINGING BOTH CREDIBILITY AND A LIVED EXPERIENCE TO CONVERSATION, WE WILL HEAR FROM MICHELLE GIBSON, PROFESSOR AT SOUTHERN METHODIST UNIVERSITY, ALONGSIDE AN INTERGENERATIONAL PANELIST OF OUR STUDENTS ENGAGING AND ENGAGING BREAKOUT SESSIONS. OUR STUDENTS ARE EXCELLING ACADEMICALLY, ATHLETICALLY AND ARTISTICALLY, BUT RESEARCH EXPERIENCE TELLS US THE HIGH PERFORMERS ARE ALSO OFTEN INCREASING EXPERIENCE, OFTEN INCREASED ANXIETY, BURNOUT, AND DEPRESSION. MIND OVER MEDAL SENDS A CLEAR MESSAGE: EXCELLENCE SHOULD NEVER COME AT THE EXPENSE OF MENTAL HEALTH. THE SUMMIT REFLECTS WHO WE ARE AS A DISTRICT. IT SUPPORTS ACHIEVEMENT AND PRIORITIZES SAFETY EXPERIENCE, PRIORITIZES SAFETY, STRENGTHENS FAMILY PARTNERSHIPS, AND EQUIPS OUR STAFF TO BETTER SUPPORT STUDENTS UNDER PRESSURE. MIND OVER MEDALS IS MORE THAN AN EVENT. IT IS A STATEMENT OF OUR VALUES AND CROWLEY ISD. WE ARE COMMITTED TO DEVELOPING STUDENTS WHO ARE NOT ONLY SUCCESSFUL, BUT WHOLE, RESILIENT AND PREPARED FOR LIFE BEYOND HIGH SCHOOL. THANK YOU. THANK YOU, MISS LANE. ARE THERE ANY QUESTIONS? TRUSTEES, DO WE HAVE ANY QUESTIONS FOR? I HAVE A FEW. [01:25:04] YES, MA'AM. THIS IS ON THE 13TH OF FEBRUARY. YES. AND IS THIS A IN SCHOOL DAY. OR NO, IT'S A FRIDAY. IT'S OUR DISTRICT LEARNING ACADEMY DAY. SO FOR THOSE STUDENTS, THEY WILL BE OUT OF SCHOOL. SO WE WILL INCENTIVIZE THEM TO COME BACK TO SCHOOL ON FRIDAY. AND STUDENTS ARE OUT OF SCHOOL. BUT STAFF, WE'RE DISTRICT LEARNING ACADEMY. OKAY. IS IT ONLY FOR STUDENTS OR CAN ADULTS? YES, IT'S FOR OUR PARENTS. WE WILL HAVE SESSIONS FOR THE PARENTS THAT SUPPORT OUR ATHLETES, AND WE WILL ALSO HAVE SESSIONS FOR THE COACHES AND THE TEACHERS WHO SUPPORT THEM AS WELL. AND WE'RE NOT JUST DEALING WITH THEM TO BE BETTER TEACHERS FOR THE STUDENTS, BUT WE'RE ALSO DEALING WITH THEIR MENTAL HEALTH WHERE THEY CAN LOOK AT THEIR EXPERIENCES AS THEY GROW UP, THEY GREW UP, AND HOW THEY FEED BACK INTO OUR STUDENTS. AND HOW ARE WE GETTING THIS INFORMATION OUT? ARE WE DOING IS IT JUST THROUGH OUR STUDENTS, OR IS IT WHAT WHAT AVENUE ARE WE USING TO GET THIS INFORMATION OUT TO OUR COMMUNITY? SURE. SO I WORKED WITH THE COMMUNICATIONS TEAM AND OUR OUR EXECUTIVE DIRECTORS OF THE VARIOUS DEPARTMENTS, AND THEY PROVIDED A TARGETED LIST OF STUDENTS THAT ARE ATHLETES AND FINE ARTS PERFORMANCE, OUR STUDENT LEADERS. AND THAT INFORMATION ON TWO WEEKS AGO FRIDAY WAS SENT OUT TO THOSE STUDENTS. OUR COMMUNICATIONS TEAM SENT THAT INFORMATION TO ALL THE STUDENTS PARENTS. AND SO OUR COMMUNICATIONS TEAM WILL ALSO SEND OUT TOMORROW. WELL, TODAY THEY SENT OUT AGAIN ANOTHER BLAST TO THOSE STUDENTS. OUR COACHES, OUR TEACHERS ARE BEING CHARGED WITH GETTING THEIR STUDENTS REGISTERED SO THAT WE KNOW THAT THEY'RE HERE. WE'RE ALSO GOING TO PROVIDE BUSSES FOR THE PURPLE SIDE SINCE IT'S AT NORTH CROWLEY. SO WE WILL SHUTTLE THOSE STUDENTS TO THE BLUE SIDE SO THAT ALL STUDENTS CAN PARTICIPATE AND HAVE ACCESS. THANK YOU. YOU'RE WELCOME. THANK YOU, TRUSTEE STEVENSON, ARE THERE ANY OTHER QUESTIONS? YES, MA'AM. NO, JUST A COMMENT. I WANT TO SAY THANK YOU FOR KEEPING THE IMPORTANCE OF MENTAL HEALTH OUT FRONT AND UPPERMOST IN OUR MINDS. BECAUSE IT IS IT'S VERY IMPORTANT AND AND TO OFFER RESOURCES FOR STUDENTS AND FAMILIES. THANK YOU. THANK YOU. THANK YOU. TRUSTEE DAVIS. TRUSTEES, ARE THERE ANY COMMENTS OR QUESTIONS? OKAY. THANK YOU. TRUSTEE. HOLD ON ONE SECOND. STUDENT TRUSTEE CASTILLO. OH, I JUST WANTED TO SAY THAT I LOVE EVERYTHING ABOUT IT. I FEEL LIKE IT'S SUCH AN IMPORTANT SUBJECT, WHICH IS WHY I BROUGHT MY CONSIDERATION. CONSIDERATION ABOUT THAT. BECAUSE I FEEL LIKE BURNING OUT IS SOMETHING THAT A LOT OF STUDENTS DO DEAL WITH, AND A LOT DON'T KNOW WHO TO COME TO, HOW TO DEAL WITH IT. AND I FEEL LIKE MENTAL HEALTH SHOULD NEVER, EVER BE AT THE COST OF STUDENT SUCCESS. SO I WANT TO THANK YOU. THANK YOU. THANK YOU, THANK YOU TRUSTEE CASTILLO. THANK YOU. THANK YOU. THANK YOU [APPLAUSE]. THIS IS GOING TO BRING US TO AGENDA ITEM 11.2 QUARTERLY REVIEW DEPARTMENT PRESENTATIONS. DOCTOR MCFARLAND. SO, MISTER PRESIDENT, BOARD MEMBERS, WE ARE DEFINITELY EXCITED ABOUT BRINGING FORWARD THE NEXT ITEM. WE ARE AT THE MID YEAR, AND SO WE WOULD LIKE TO TAKE SOME TIME TONIGHT TO GIVE YOU A MID-YEAR ACADEMIC PROGRESS UPDATE. SO WE'LL TAKE OUR TIME AND, AND DOCTOR MILLER WILL WALK US THROUGH OUR MID YEAR ACADEMIC PROGRESS UPDATE. WE WANT YOU TO STOP US, ASK QUESTIONS. AND OUR GOAL IS REALLY TO BUILD YOUR AWARENESS ABOUT WHERE WE'VE BEEN, WHERE WE ARE, AND KIND OF WHERE WE ARE IN RELATION TO WHERE WE'RE GOING. SO WE HAVE DOCTOR MILLER HERE TO SHARE THIS ITEM. DOCTOR MILLER. GOOD EVENING, BOARD OF TRUSTEES. DOCTOR MCFARLAND AND GUEST. I BRING TO YOU A MIDDLE OF THE YEAR PROGRESS UPDATE FOR CROWLEY ISD ACADEMICS. PARDON ME. OH, SORRY. OKAY. SO THE PURPOSE OF THIS PRESENTATION IS TO PROVIDE THE BOARD OF TRUSTEES AND OUR PUBLIC AUDIENCE WITH AN UPDATE ON DISTRICT PROGRESS, INCLUDING ACHIEVEMENT AND GROWTH TRENDS. SO FAR THIS SCHOOL YEAR, WE WILL HIGHLIGHT IMPROVEMENT, LOOK AT PERSISTENT GAPS IN ACHIEVEMENT THAT WE ARE SEEING SO FAR, AND OUTLINE WHAT OUR NEXT STEPS ARE FOR IMPROVEMENT TOWARDS OUR END OF THE YEAR GOALS. I BELIEVE. Y'ALL HAVE JUST THE SINGLE? OKAY. OKAY. SO WE'LL START BY TALKING ABOUT SOME OF THE THINGS THAT WE PRIORITIZED AT THE BEGINNING OF THIS SCHOOL YEAR AND THROUGH THE FALL SEMESTER. THE FIRST THING WAS STRENGTHENING. I'M SORRY. SO YOU DON'T HAVE THAT ONE AGAIN. I'LL PASS THAT OUT TO YOU. OKAY. WE'RE GOING TO COME TO THAT ONE. OKAY. SO YOU CAN MOVE TO [INAUDIBLE] AND APPROVE IT. AND WE'LL COME BACK TO THAT. OKAY, [01:30:10] SO WE ARE TALKING ABOUT WHAT OUR PRIORITIES AS A STAFF WERE AT THE BEGINNING OF THE SCHOOL YEAR, AS FAR AS ACADEMICS WERE CONCERNED. FIRST OF ALL, WE STARTED THE YEAR FOCUSING ON STRENGTHENING TIER ONE INSTRUCTION. THAT'S THAT FIRST TIME TEACH IN THE CLASSROOM. WE DID SOME CALIBRATION ON INSTRUCTIONAL WALKS AND ENSURING THAT ACROSS CROWLEY ISD CAMPUSES AND DISTRICTS THAT THERE WERE CONSISTENT EXPECTATIONS IN THE CLASSROOM FOR STATING CLEAR OBJECTIVES ACADEMIC DISCOURSE, SPECIFIC SKILLS AND STRATEGIES THAT WE WANTED TO SEE OUR TEACHERS USING IN CLASSROOMS, INCLUDING ANCHOR CHARTS AND THE LIKE. WE WENT ON TO WORK ON THE ALIGNMENT OF CURRICULUM DELIVERY IN THE CLASSROOM. SO THE CURRICULUM TEAM SPENT A LOT OF TIME THIS SUMMER, IN THE YEARS PAST, BUILDING CURRICULUM THAT IS ALIGNED TO OUR STATE STANDARDS. BUT WE WANTED TO MAKE SURE THAT THROUGH OUR PLC PROCESSES AND THE THINGS THAT WE WERE DOING TO BUILD TEACHERS IN THE CLASSROOM, THAT DELIVERY OF THE CURRICULUM WAS STRONGER. WE DO RECOGNIZE THAT MANY OF OUR TEACHERS ARE NEW TO THE DISTRICT OR SOMETIMES NEW TO THE PROFESSION, AND SO WE WANT TO SPEND TIME IN PLC, AND THAT'S OUR JOB, EMBEDDED PROFESSIONAL DEVELOPMENT THAT HAPPENS EVERY WEEK IN OUR IN OUR CLASSROOMS OR SCHOOLS IN CROWLEY TO ENSURE THAT THERE WAS TIME FOR THOSE TEACHERS TO GET CONTENT, KNOWLEDGE AND UNDERSTANDING OF HOW TO BETTER DELIVER THE CURRICULUM. AGAIN, WE ALSO WANTED TO CONNECT CAMPUS PLANS TO DISTRICT ACADEMIC PRIORITIES. WE SPENT SOME TIME AT A WORKSHOP EARLIER THIS YEAR TALKING ABOUT OUR CAMPUS AND DISTRICT IMPROVEMENT PLANS, AND OUR GAP MAP DOCUMENTS. THERE WAS A LARGE DEAL OF TIME SPENT IN THE FALL SEMESTER ON GOAL SETTING AT THE DISTRICT LEVEL, THE CAMPUS LEVEL, THE CLASSROOM LEVEL, AND EVEN DOWN TO THE STUDENT DESK, WHICH YOU ALL HAD AN OPPORTUNITY TO EXPERIENCE IN THE PREVIOUS WORKSHOP. OUR SECOND PRIORITY IN THE FALL SEMESTER WAS, OF COURSE, ACCELERATING STUDENT PERFORMANCE. AND OUR MAJOR FOCUS, OF COURSE, HAS BEEN ON CORE TESTED AREAS START EOC AND CMR AREAS. YOU DID RECEIVE A PRESENTATION LAST MONTH REGARDING CMR AND THE GREAT THINGS THAT ARE HAPPENING AT OUR TRADITIONAL HIGH SCHOOLS AND BERG AND CONTRIBUTING TO THAT GREAT NUMBER IN CMR AND HELPING US GET CLOSER TO MEETING THAT GOAL THIS YEAR. OF 96% OF OUR STUDENTS RECEIVING THAT IN THE OTHER CLASSROOMS, WE ARE PRIORITIZING, OF COURSE, LITERACY AND MATH MAKING SURE THAT THOSE SKILLS ARE BEING GAINED CONSISTENTLY ACROSS GRADE LEVELS AND READINESS FOR STATE TESTING TOWARDS THE END OF THE SCHOOL YEAR IT HAS BEEN OUR GOAL TO IMPLEMENT EVIDENCE BASED INTERVENTIONS AND STRATEGIC TUTORING SUPPORTS. AND WE'RE GOING TO TALK ABOUT TARGETED IMPROVEMENT LATER. BUT REALLY DRILLING DOWN TO NOT JUST WHAT IT IS THAT THE STUDENTS HAVE MASTERED AND NOT MASTERED, BUT SPECIFICALLY WHICH STUDENTS AND AT WHAT LEVEL HAVE THEY MASTERED THINGS? AND WHEN ARE WE GOING TO DEDICATE THE TIME TO GO BACK AND RETEACH AND SPIRAL SKILLS THAT HAVE SHOWN TO NOT BE MASTERED? THAT COMES WITH MONITORING ACADEMIC PERFORMANCE FREQUENTLY IN ORDER TO ADJUST INSTRUCTION, DAILY EXIT TICKETS WEEKLY AND BIWEEKLY CLASSROOM ASSESSMENTS. AND THEN THE DATA THAT WE'RE GOING TO TALK ABOUT A LITTLE BIT LATER IS THE BENCHMARK THAT WE TOOK IN EARLY NOVEMBER, ABOUT THE FIRST OR SECOND WEEK INTO THE THIRD SIX WEEKS OF SCHOOL, OF COURSE, SETTING CLEAR PERFORMANCE TARGETS. LIKE I SAID, YOU SAW EVIDENCE OF THAT IN OUR GAP MAP AND OUR CIPS, BUT MAKING SURE THAT OUR TEACHERS AND OUR CAMPUS LEADERS UNDERSTOOD THAT THE THE ACCOUNTABILITY SYSTEM FOR THE STATE, BECAUSE YOU CAN'T REALLY DRIVE US TOWARDS OUR GOALS IF YOU DON'T REALLY UNDERSTAND ALL OF THE RULES OF THE GAME. SO WE SPENT A GREAT DEAL OF TIME ON THAT IN THE FALL. AND FINALLY, AS A PRIORITY, WE SPENT A LOT OF TIME BUILDING LEADER AND TEACHER CAPACITY THROUGH COACHING AND PROFESSIONAL LEARNING, SO PROVIDING CONSISTENT INSTRUCTIONAL COACHING AND CLASSROOM FEEDBACK THROUGH DEDICATED WALKTHROUGHS, NOT JUST REQUIRED WALKTHROUGHS THAT OUR PRINCIPALS DO, BUT TEAM WALKTHROUGHS WITH THE CURRICULUM TEAM, THE HEADS OF SCHOOL LEADERSHIP GOING THROUGH BUILDINGS AND LOOKING FOR THOSE THINGS THAT WE IDENTIFIED AS PRIORITIES THAT WE WANTED TO SEE IN OUR CLASSROOMS, AND GIVING THAT FEEDBACK TO PRINCIPALS AND TO TEACHERS. CALIBRATING WALKTHROUGH EXPECTATIONS ACROSS CAMPUSES. LOOKING AT THE DATA THAT'S BEING DEVELOPED FROM THOSE WALKTHROUGHS AND FORMING A DIRECTION FOR OUR PLCS THROUGH OUR CURRICULUM TEAM AS WELL AS PROFESSIONAL DEVELOPMENT OFFERINGS. YOU HEARD ON FEBRUARY 13TH, WE DO HAVE A PROFESSIONAL DEVELOPMENT DAY. MUCH OF THE CONTENTS OF THAT PROFESSIONAL DEVELOPMENT DAY IS DRIVEN BY EVIDENCE THAT WE'VE SEEN IN CLASSROOM WALKTHROUGHS OR NEEDS THAT WE'VE IDENTIFIED FROM OUR STUDENT OUTCOME DATA. OKAY. AND SO WE'RE ABOUT TO GET INTO SOME DATA FOR THE FALL SEMESTER. AND THE DATA THAT YOU'RE GOING TO SEE IS OUR FALL BENCHMARK DATA. AND WHAT YOU'RE GOING TO SEE IS A COMPARISON BETWEEN OUR PERFORMANCE ON THAT SAME DATA PIECE IN NOVEMBER OF 24 VERSUS THIS PAST NOVEMBER, [01:35:08] NOVEMBER 25TH. AND SO THERE'S A STATUS MARKER ON EACH ONE OF THESE TARGETS. IF YOU SEE IT AS GREEN, THAT MEANS WE'RE ON TRACK, MEANING THAT WE ARE AT OR ABOVE OUR PERFORMANCE AT THIS POINT LAST YEAR. IF IT'S YELLOW, IT'S ON WATCH. THAT IS DATA THAT IS RELATIVELY STAGNANT IN AN AREA THAT WE NEED TO WATCH AND SPEND A LITTLE BIT MORE TIME ON, TO MAKE SURE THAT WE START THAT TRAJECTORY MOVING HIGHER IN THE RIGHT DIRECTION AND THINGS THAT YOU SEE THAT ARE RED. OF COURSE, WE KNOW RED IS THAT TRIGGER COLOR, AND THAT MEANS THAT WE ARE OFF TRACK AND THERE NEEDS TO BE SIGNIFICANT INTERVENTION AT THIS POINT IN ORDER FOR US TO TURN IT AROUND AND GET HEADED IN THE RIGHT DIRECTION. AND SO THE FIRST SLIDE YOU SEE IS A DISTRICT OVERVIEW. SO JUST LOOKING AT THE FOUR MAJOR CONTENT AREAS AND THE APPROACHES MEETS AND MASTERS LEVEL AS IT WILL BE MEASURED ON THE STAR TEST. AND WE'RE LOOKING AT OVERALL MATH. THAT'S ALL SUBJECTS AND ALL CAMPUSES COMBINED FOR THE DISTRICT. AT THIS POINT IN THE YEAR, WE'RE ABOUT TEN PERCENTAGE POINTS ABOVE WHERE WE WERE LAST NOVEMBER AT APPROACHES ABOUT EIGHT PERCENTAGE POINTS UP AT MEETS AND THREE PERCENTAGE POINTS UP AT MASTERS. SO WE ARE PLEASED WITH WHAT IS HAPPENING IN MATH AT MOST GRADE LEVELS. YOU WILL SEE A BREAKDOWN OF THOSE GRADE LEVELS IN JUST A SECOND. THEN WE'RE GOING TO TALK ABOUT LR. OF COURSE, MATH WAS OUR LOWEST PERFORMING AREA LAST SCHOOL YEAR. SO WHEN WE STARTED GOAL SETTING AND PLANNING FOR THIS YEAR, OF COURSE WE SPENT A LOT OF TIME PLANNING ON HOW TO IMPROVE MATH. READING WAS OUR HIGHER PERFORMING AREA LAST SCHOOL YEAR, SO WE FELT CONFIDENT OUR READING IS GOOD TO GO. WE'RE GOING TO BE THERE. READING IS STILL TREADING WATER, BUT NOT ACCELERATING THE WAY THAT WE NEED TO SEE IT. SO YOU SEE, WE ARE DOWN ONE PERCENTAGE POINT IN APPROACHES, ONE PERCENTAGE POINT IN MEATS, AND STAGNANT AT MASTERS IN ENGLISH LANGUAGE ARTS ACROSS THE DISTRICT FOR SCIENCE, WE ARE DOWN FOUR PERCENTAGE POINTS AT APPROACHES BUT UP THREE PERCENTAGE POINTS AT THE MASTERY LEVEL. SO THAT'S KIND OF LIKE A WASH. SO THAT'S WHY YOU SEE THAT STATUS AS YELLOW OR A WASH. AND WE'LL TALK MORE SPECIFICALLY ABOUT THE GRADE LEVELS AFFECTED THERE. AND THEN FINALLY SOCIAL STUDIES. OVERALL WE ARE UP 11 PERCENTAGE POINTS. THAT APPROACHES IN SOCIAL STUDIES 13 PERCENTAGE POINTS AT THE META LEVEL, WHICH IS VERY EXCITING BECAUSE THAT LETS US KNOW THAT WE'RE GETTING KIDS TO GRADE LEVEL PERFORMANCE OR INCREASING THAT, AND THEN SEVEN PERCENTAGE POINTS UP AT THE MASTERY LEVEL. AND SO WE'LL GO INTO CONTENT BREAKDOWNS, AND I WILL PAUSE AFTER EACH CONTENT TO ANSWER QUESTIONS. SO THE FIRST CONTENT WE'RE GOING TO SPEND SOME TIME ON IS MAD. WE ARE QUITE PROUD OF WHERE WE ARE WITH MATH THIS SCHOOL YEAR SO FAR, AND JUST WANT TO POINT OUT SOME OF THE HIGHLIGHTS THAT ARE HERE. OUR THIRD GRADERS ARE DOING REALLY WELL SO FAR AHEAD OF WHERE THEY WERE LAST YEAR. MUCH OF THAT IS ATTRIBUTED TO QUALITY INSTRUCTION, GOOD SUPPORT FROM OUR CURRICULUM TEAM, AS WELL AS THE ACES THAT ARE HELPING ON THOSE CAMPUSES WITH THAT, AS WELL AS THE IMPLEMENTATION OF HIGH QUALITY INSTRUCTIONAL MATERIAL IN OUR MATHEMATICS CLASSROOMS. FOURTH GRADE HAS LOST A SLIGHT AMOUNT OF GROUND AT APPROACHES, BUT IS UP IN MEETS AND MASTERS OVER THIS POINT. LAST YEAR, FIFTH GRADE IS UP SIGNIFICANTLY OVER LAST YEAR. 13 PERCENTAGE POINT AT APPROACHES, EIGHT AT MEETS AND FOUR AT MASTERY. AND THEN WHEN WE MOVE TO MIDDLE SCHOOL, YOU SEE A COLOR THAT I DID NOT ORIGINALLY HAVE ON THE MAP. AND THE REASON FOR THAT IS WE WANTED TO MAKE SURE THAT WE REALLY HIGHLIGHTED THE GROWTH THAT WE'RE SEEING IN MIDDLE SCHOOL MATHEMATICS. WE WANT TO ENSURE THAT, YOU KNOW, THAT THAT IS A RESULT OF STRATEGIC PLANNING BY THE TEAM HERE IN THE DISTRICT TO DOUBLE BLOCK MATHEMATICS. SO THIS GROUP OF SEVENTH GRADERS THAT YOU SEE, WITH THE 46 PERCENTAGE POINT GAIN OVER LAST SCHOOL YEAR, SEVENTH GRADERS IS A GROUP THAT STARTED LAST YEAR IN MIDDLE SCHOOL WITH A DOUBLE BLOCK OF MATHEMATICS. FOR THE WEEK. SO ALMOST INCREASED THEIR TIME IN CLASS ON MATHEMATICS INSTRUCTIONS BY DOUBLE THEY ARE AT 450 MINUTES PER WEEK OF MATH INSTRUCTION. THAT IS ALSO HAPPENING FOR SIXTH GRADERS THAT ARE CURRENTLY ENTERING MIDDLE SCHOOL IN SIXTH GRADE. AND WE SEE THE GREAT IMPACT THAT THAT INCREASED TIME ON TASK TEACHING MATHEMATICS HAS, IS HAVING ON OUR STUDENTS. AND KUDOS TO THE LEADERSHIP OF THE DISTRICT, AS WELL AS THE BOARD FOR SUPPORTING WHAT IT TOOK TO DOUBLE BLOCK MATH AS WELL AS THE PARTNERSHIP THAT WE HAVE WITH PAUL QUINN. SO THAT ATTRIBUTES TO MUCH OF THE GAINS THAT WE'RE SEEING IN THE MATHEMATICS PERFORMANCE. I ALSO WANT TO HIGHLIGHT THAT WE ARE IMPROVING IN THE AREA OF ALGEBRA. THE IMPROVEMENTS ARE SLIGHT. YOU SEE, I STILL HAVE A YELLOW THERE, BECAUSE ALGEBRA ONE IS ONE OF THOSE SKILLS THAT WE CONSISTENTLY MONITOR AND HAVE TO WATCH, BECAUSE WE DO HAVE A BULK OF STUDENTS IN THE PAST WHO HAVE STRUGGLED IN MATHEMATICS AND HAVE NOT BEEN SUCCESSFUL ON THE EOC OR END OF CONCEPT EXAM IN ALGEBRA ONE, WHICH IS REQUIRED FOR HIGH SCHOOL GRADUATION. [01:40:02] THOSE STUDENTS ARE CALLED RE TESTERS, WHICH MEANS THEY INITIALLY TAKE THE TEST FOR THE FIRST TIME EITHER IN EIGHTH GRADE OR NINTH GRADE. IF THEY ARE NOT SUCCESSFUL, THEY HAVE TO CONTINUE TO TAKE THAT TEST AT EVERY OFFERING PERIOD UNTIL THEY PASS IT IN ORDER TO GRADUATE. WE JUST HAD A GROUP THAT RETESTED IN DECEMBER, AND WE DID HAVE AN IMPROVEMENT UPON OUR PERCENTAGE OF STUDENTS WHO RETESTED IN DECEMBER, SO WE'RE EXCITED TO SEE THE OUTCOMES FOR ALGEBRA ONE AS WELL THIS YEAR. AND SO WITH THAT DATA, WE HAVE IDENTIFIED THOSE GRADE LEVELS THAT ARE STILL A PRIORITY FOCUS FOR US. FOURTH GRADE WAS THE ONE THAT HAD THE SLIGHT DIP AT APPROACHES. EIGHTH GRADE, AGAIN, IS AN AREA THAT WE WANT TO FOCUS ON. THEY WERE SLIGHTLY UP OVER LAST YEAR, BUT THAT IS THE GRADE LEVEL. LAST YEAR AT SEVENTH GRADE, THAT ONLY HAD 19 PERCENTAGE POINTS OF THOSE STUDENTS TO PASS AT THE APPROACHES LEVEL. SO THAT COHORT OF STUDENTS IS GROWING, BUT THEY ARE STILL A GROUP OF STUDENTS THAT WE HAVE TO WATCH AND INTERVENE WITH BECAUSE THEY THEY CAME TO EIGHTH GRADE WITH SOME SIGNIFICANT GAPS. AND THEN OF COURSE, ALGEBRA ONE, AS I STATED, IS, IS A CONTENT THAT WE CONSISTENTLY MONITOR. SO WE HAVE SOME ACTION STEPS THAT WE'VE OUTLINED IN RESPONSE TO THIS DATA. WHAT YOU SHOULD KNOW IS THAT FOLLOWING THE BENCHMARKS THAT HAPPENED IN EARLY NOVEMBER, WE HAVE HAD WHAT ARE CALLED GAP MAP MEETINGS OR CAMPUS PERFORMANCE REVIEW MEETINGS WITH EVERY CAMPUS IN THE DISTRICT. WITH MYSELF, THE HEADS OF SCHOOL LEADERSHIP, DOCTOR MCFARLAND, AND MANY OF THE CENTRAL OFFICE STAFF MEMBERS GOING TO THOSE CAMPUSES, WE POURED THROUGH EACH CAMPUS'S INDIVIDUAL DATA. EACH PRINCIPAL DEVELOPED A SPECIFIC ACTION PLAN FOR THEIR STUDENTS THAT HAS TO DO WITH THE PERCENTAGES WHERE THEY CURRENTLY STAND, THE DIFFERENCE, OR THE GAP BETWEEN WHERE THEIR GOAL IS FOR THE YEAR AND WHERE THEY CURRENTLY STAND, AND NOT JUST WHAT THAT PERCENTAGE IS RIGHT NOW, BUT WHAT IS WHO ARE THOSE STUDENTS THAT ARE NOT CURRENTLY AT THE GOAL, AND WHAT ARE WE GOING TO DO IN THE. AND WE COUNTED IT UP. WE ACTUALLY COUNTED THE DAYS, THE 12 WEEKS BETWEEN OUR FALL BENCHMARK AND WHEN WE TEST THEM AGAIN, WHICH WILL BE OUR SPRING BENCHMARK, AND WHAT WE'RE GOING TO DO SPECIFICALLY WITH THOSE GROUPS OF STUDENTS IN ORDER TO MOVE THE NEEDLE. BY THAT TIME IN MATH, WE'RE GOING TO FOCUS ON SPIRALING INSTRUCTION ON HIGH LEVERAGE MATH STANDARDS AND THOSE STANDARDS THAT THE STUDENTS ARE SHOWING MASTERY ON. WE DON'T WANT THEM TO LOSE ACCELERATION WITH THAT. SO WE'RE GOING TO KEEP SPIRALING THOSE SKILLS IN. WE ALSO WANT TO RETEACH IDENTIFIED AREAS OF WEAKNESS. THE TEST THAT WE GAVE ARE ACTUALLY RELEASE STAR TESTS. SO THEY ARE REALLY END OF YEAR TESTS THAT TESTED THE ENTIRE CURRICULUM IN NOVEMBER. WE DID THAT FOR TWO REASONS BECAUSE WE NEEDED TO TEST WHAT WE HAD ALREADY TAUGHT, BUT WE ALSO USED THE DATA FOR THE SKILLS THAT WE HAD NOT YET TAUGHT TO SEE AS A PRETEST, TO SEE HOW OUR STUDENTS ARE DOING. WE USE THAT DATA TO ADJUST OUR PACING IN THE SPRING, IN ORDER TO SPEND MORE TIME ON THINGS THAT WE KNOW THE KIDS ARE GOING TO NEED MORE TIME ON, OR REDUCE THE TIME IF IT'S SOMETHING THAT THEY'RE ALREADY DOING WELL IN WITH MATHEMATICS ACROSS ALL GRADE LEVELS. OUR SPECIFIC EMPHASIS IS ON PROBLEM SOLVING AND MATHEMATICAL REASONING ALIGNED TO THE STAR AND ELC. QUESTIONS ABOUT MATHEMATICS. YES. DOCTOR MAYFIELD. YES. THANK YOU SO MUCH. AND I'M TAKING REALLY GOOD NOTES, BUT GREAT, GREAT INFORMATION. JUST A QUICK QUESTION ON THE ACTION STEPS. WHICH ARE ALL GOOD. ARE WE IN JUST. THIS MAY BE JUST A POINT OF CLARIFICATION. ARE WE JUST TAKING THOSE STUDENTS WHO HAVE BEEN IDENTIFIED BECAUSE EARLIER YOU SAID GROUPS, BUT YOU ALSO SAID WERE IDENTIFYING WHICH STUDENTS. SO IS THIS JUST A GROUP OF STUDENTS WHO HAVE BEEN IT IS ALL STUDENTS. WE STILL ARE PROVIDING TIER ONE INSTRUCTION IN CLASSROOMS. WE ALSO HAVE EMBEDDED INTERVENTION TIMES WITHIN THE SCHOOL DAY, WHERE STUDENTS ARE MOVED THROUGHOUT SPECIFIC TARGETED GROUPS TO WORK ON SPECIFIC SKILLS. WE ALSO ARE USING SOME INSTRUCTIONAL SOFTWARE TO PROVIDE INTERVENTION. SO FOR EXAMPLE, YOU MIGHT GO INTO A CLASSROOM AT A SPECIFIC TIME DURING THE DAY. I'M GOING TO TALK ABOUT MIDDLE SCHOOLS, FOR EXAMPLE, BECAUSE THEY'RE USING PART OF THEIR ADVISORY PERIOD AT THE TOP OF THE DAY AS AN INTERVENTION PERIOD. SO DURING THAT TIME, STUDENTS ARE STRATEGICALLY PLACED WITH TEACHERS BASED ON WHAT THEIR NEED IS AND WHAT SKILL THEY'RE WORKING ON. SO THERE WILL BE STUDENTS WITH A TEACHER GROUP WORKING TO REMEDIATE THOSE SKILLS, BUT ALL OTHER STUDENTS DURING THAT TIME ARE WORKING ON ONE OF THE SOFTWARE PROGRAMS. WE USE A TOOL CALLED EXCEL WHERE WE TAKE DATA FROM OUR MAP TEST, AND IT LOADS EACH STUDENT'S SPECIFIC DATA INTO THAT SOFTWARE AND DEVELOPS A PERSONALIZED LEARNING PATH FOR EACH STUDENT. SO IF THE STUDENT IS SITTING WITH THE TEACHER, THEY'RE GETTING WHAT THEY NEED. IF THEY'RE ON THE COMPUTER, THEY'RE GETTING WHAT THEY NEED. BUT ALL STUDENTS ARE INVOLVED IN IMPROVEMENT FROM THE STUDENTS THAT ARE STRUGGLING TO JUST PASS THE TEST TO OUR STUDENTS THAT ARE ALREADY PERFORMING, BECAUSE WE WANT TO KEEP THEM PERFORMING AT HIGH LEVELS. LOVE IT. THANK YOU, DOCTOR ROBINSON. I HAVE SEVERAL QUESTIONS. [01:45:07] SO THE FIRST ONE, I WANT TO FOCUS ON SEVENTH GRADE MATH. BECAUSE THAT'S AMAZING. SEVENTH GRADE IS ONE OF THOSE AREAS STATEWIDE WHERE STUDENTS STRUGGLE IN MATH. AND SO MY QUESTION IS, ARE THESE SEVENTH GRADERS WHO ARE ACTUALLY TAKING SEVENTH GRADE MATH? ARE THE SEVENTH GRADERS WHO ARE TAKING EIGHTH GRADE? BECAUSE I KNOW LAST YEAR WE DID. IT ACCELERATED. SO CAN YOU JUST ELABORATE ON THAT? THEY ARE ACCELERATED. SO THEY TOOK A PORTION OF THE OR ALL OF THE SIXTH GRADE CURRICULUM AND A PORTION OF THE SEVENTH GRADE CURRICULUM LAST YEAR. THIS YEAR, THEY'RE FINISHING SEVENTH GRADE CURRICULUM AND WORKING ON EIGHTH GRADE CURRICULUM. SO WHEN THEY TAKE TEST THIS YEAR, THEY WILL BE TAKING AN EIGHTH GRADE STAR TEST. OKAY. AND WE'RE PREPARING FOR THE MAJORITY OF THEM TO MOVE INTO ALGEBRA ONE AS EIGHTH GRADERS. AND SO THIS SEVENTH GRADE, I GUESS, RELEASE STAR. WAS IT THE SEVENTH GRADE STAR? THE EIGHTH GRADE WAS THE EIGHTH GRADE. EIGHTH GRADE STAR. OKAY. THANK YOU. AND THEN THE OTHER ONE, YOU MENTIONED THE GOAL FOR THE YEAR. AND SO I WAS LOOKING AND THIS MAY BE A MCFARLAND QUESTION. I KNOW THAT WE MET IN NOVEMBER AND WE TALKED ABOUT DISTRICT GOALS, BUT I WANTED TO KNOW WHAT IS OUR GOAL FOR THE YEAR BECAUSE EVERYTHING LOOKS WONDERFUL. BUT I WANTED TO KNOW HOW IT ALIGNS WITH WHERE WE WANT TO BE, BECAUSE I COULDN'T SEE WHERE WE WANT TO BE AND HOW THESE NUMBERS. WELL, OUR GOAL IS TO ACHIEVE A B BY THE END OF THIS SCHOOL YEAR. SO EVERY CAMPUS IN THOSE GAP MAPS THAT WE TALKED ABOUT IN THE LAST WORKSHOP, WE SAT WITH THE ASSESSMENT AND THE ACCOUNTABILITY TEAM, AND THEY BUILT SPECIFIC CAMPUS GOALS BASED ON HOW ACCOUNTABILITY WORKS. IS EACH CAMPUS CONTRIBUTES TO THE DISTRICT'S OVERALL SCORE DEPENDING ON THE NUMBER OF STUDENTS THAT ARE SEATED IN THAT BUILDING. SO EVERY CAMPUS HAS SPECIFIC GOALS FOR THEIR CAMPUS THAT WOULD COMBINE TO GET OUR DISTRICT TO THAT IMPROVED PERFORMANCE OF B OVERALL. EACH CAMPUS GOAL IS ROUGHLY AN IMPROVEMENT OF 10% OVERALL AND APPROACHES ABOUT 8% OVERALL AT MEETS AND 3 TO 5% AT THE MASTERY LEVEL. BUT THAT'S JUST IN DOMAIN ONE OF PERFORMANCE, WHICH IS WHAT WE'RE TALKING ABOUT RIGHT NOW. THE APPROACHES MEETS AND MASTERY. EACH CAMPUS ALSO SET GOALS IN THE TARGETED IMPROVEMENT DOCUMENTS THAT YOU HAVE. YOU HAVE SOME EXAMPLES OF THE GAP MAP. IF YOU RECALL, THEY SET GOALS FOR DOMAINS TWO A AND TWO B AS WELL, WHICH ARE OUR GROWTH MEASURES, SO THAT MEASURE STUDENTS BETWEEN THIRD GRADE AND ELC IN MATH AND READING THOSE CONSECUTIVE TESTS AND WHETHER THEY MADE ONE YEAR'S GROWTH EACH YEAR. SO THEY HAVE GOALS SET FOR THAT. AND WE ASKED FOR A TEN PERCENTAGE POINT IMPROVEMENT UPON ALL OF THOSE GOALS OVER LAST YEAR. AND THEN EACH GOAL, EACH CAMPUS, AND THAT IS SPECIFICALLY WAS DISCUSSED IN THE TARGETED IMPROVEMENT PLAN, HAS GOALS FOR DOMAIN THREE. AND DOMAIN THREE FOCUSES MOSTLY ON STUDENT EQUITY GROUPS. SO IT LOOKS AT ALL OF THE DIFFERENT STUDENT DEMOGRAPHIC POPULATIONS SPECIAL EDUCATION, EMERGENT BILINGUAL AFRICAN AMERICAN ECONOMIC DISADVANTAGE, ALL OF THOSE GROUPS, AND THEY HAVE SPECIFIC TARGETS THAT ARE ESTABLISHED FOR THOSE GROUPS. SO EACH CAMPUS HAS BEEN MADE AWARE OF WHICH GROUPS THEY CURRENTLY SERVE THAT THEY WILL BE MEASURED ON WHAT THE TARGETS WERE. THOSE GROUPS ARE, AND WE TRACKED THOSE AT EVERY ASSESSMENT ALSO. WITH THAT ASSESSMENT, ARE WE ABLE TO GET A WHAT THAT ASSESSMENT LOOKS LIKE FOR THEM OR ACTUALLY NOT ASSESSMENT. BUT. THE CRITERIA THAT YOU JUST IDENTIFIED, ARE WE ABLE TO SEE WHERE THE STUDENTS ARE LIKE THE BOARD? IF YOU WILL INDULGE ME, IF YOU WOULD LOOK AT THE OTHER PACKET THAT YOU HAVE AT THE VERY IF YOU'RE GOING TO GET THERE, THAT'S FINE. WE'LL GET THERE. AND TARGETED IMPROVEMENT. IT'S NOT IN THIS. YEAH THAT'S FINE. WE'LL GET THERE THEN. OKAY. TRUSTEE DAVIS. YEAH. JUST A QUICK QUESTION, AND I THINK IT'S PIGGYBACKING ON WHAT TRUSTEE ROBINSON SAID, BUT AS FAR AS THE GOALS ARE CONCERNED AND WE KNOW WHERE WE'RE TRYING TO GO, WE'RE AT THE MIDDLE OF THE YEAR NOW. SO CAN AND JUST FOR SIMPLIFICATION, LET'S SAY WE STARTED OUT AT ONE AND WE'RE TRYING TO GET TO TEN WHEN WE LOOK AT OUR DATA. ARE WE AT MAYBE FIVE NOW SO THAT WE CAN FEEL ASSURED THAT WE CAN GET THAT OTHER FIVE BY THE TIME THE TEST ROLLS AROUND? IF YOU WOULD LOOK AT THAT FIRST SLIDE THAT I SHOWED YOU, THAT THE COLORS WITH THE DISTRICT OVERALL. SO WHAT WE LOOK AT AND WHEN YOU'RE LOOKING AT THESE COLORS AND THE ARROWS, THE REASON WHY I PUT THIS ON HERE LIKE THIS IS BECAUSE WHAT WE'RE LOOKING AT THIS POINT ARE, IS TREND DATA. WE'RE LOOKING TO SEE THE TREND. ARE WE PERFORMING SIMILARLY TO WE WERE WHERE WE WERE LAST YEAR, OR ARE WE AHEAD OF WHERE WE WERE LAST YEAR? [01:50:06] SO RIGHT NOW WE ARE AT EXCEEDING PACE IN MATHEMATICS AND IN SOCIAL STUDIES OVER LAST YEAR. WE ARE STAGNANT IN ENGLISH LANGUAGE ARTS AND SCIENCE TO A DEGREE. SO WE HAVE SOME WORK TO DO IN THAT MIDDLE. BUT OVERALL, AND I JUST HAD THIS CONVERSATION WITH SOMEBODY ELSE, IF YOU WOULD LOOK AT IT IN THIS WAY, THE THE COLORS KIND OF GIVE YOU THAT PICTURE. WE ARE MORE GREEN ON THE BOARD THAN WE ARE YELLOW OR RED. SO WHEN WE'RE LOOKING AT AND YOU'LL SEE ONE LATER WHEN WE GET TO READING WHERE YOU SEE SOME GRADE LEVELS ARE ALL GREEN ACROSS, AND THEN YOU HAVE OTHER GRADE LEVELS THAT ARE ALL RED ACROSS. SO THAT'S A WASH. SO WHAT WE'RE LOOKING FOR IS TREND DATA HERE TO SHOW THAT WE OUR TRAJECTORY IS GOING IN THE RIGHT DIRECTION. WE DO HAVE TO CONSIDER THAT THIS YEAR, EVEN LIKE WHEN WE TALK ABOUT THAT SEVENTH GRADE DATA, THAT SEVENTH GRADE DATA IS ASTOUNDING. IT'S WONDERFUL. IT'S A DIFFERENT COHORT OF STUDENTS ALSO. THAT'S THOSE SEVENTH GRADERS THAT ARE NOW EIGHTH GRADERS. WE ARE STILL MONITORING THEM AND WATCHING THAT COHORT TO ENSURE THAT THOSE KIDS ARE GROWING. SO THEY ARE PERFORMING BETTER THAN THEY WERE LAST YEAR. SO THE POINT OF THE DATA AND THE WAY THAT WE'RE LOOKING AT IT NOW IS THAT WE LOOK AT IT. AS FOR TRENDS TO GUIDE INSTRUCTIONAL ADJUSTMENTS THAT WE NEED TO MAKE TO EITHER ACCELERATE INSTRUCTION OR TO NARROW DOWN OUR FOCUS ON WHICH STUDENTS IT IS THAT NEED THE MOST SUPPORT FOR US TO MOVE FORWARD. OKAY, SO SO WHAT I CAN SAY IS WE ARE MOVING IN THE RIGHT. WE ARE MOVING IN THE DIRECTION OF OUR GOAL. RIGHT. AND AND JUST SO THAT I CAN BETTER UNDERSTAND AND I'M LOOKING AT THAT THAT ONE THAT YOU HAVE UP NOW AND IT SAYS IN MATH PLUS TEN. SO SINCE WE'RE HALFWAY THE YEAR NOW AND THIS MAY BE A LITTLE TOO. SPECIFIC, BUT SO WE'RE AT A PLUS TEN NOW. WE'RE HALFWAY THE YEAR. SO WAS OUR GOAL FOR MATH FOR THAT TO BE AT PLUS 20 BY THE TIME THIS THE THE TEST GETS HERE. NO. THE OVERALL GOALS WERE SET AT EACH CONTENT AREA AS A TEN PERCENTAGE POINT IMPROVEMENT OVER LAST YEAR AT APPROACHES, 8% AT MEETS AND 3 TO 5% AT MASTERS. SO REALISTICALLY, IF YOU LOOK AT THAT, MATH IS ALREADY THERE. OKAY, LR IS NOT THERE YET. WE'RE WE'RE WE'RE AND ACTUALLY NOT MOVING IN THE RIGHT DIRECTION IN LR. IF YOU LOOK AT THAT DATA, WE'RE STAGNANT. SCIENCE MOVED STUDENTS TO HIGHER LEVELS OF MASTERY BUT STILL STAGNANT. SO THAT TEN, EIGHT AND 3 OR 5 WE'RE LOOKING FOR IS NOT THERE. BUT WE ARE SEEING IT IN SOCIAL STUDIES. SO IN TWO OF THE CONTENT AREAS, AS A DISTRICT, WE ARE MOVING TOWARDS OUR GOAL IN TWO OF THE CONTENT AREAS. WE ARE STAGNANT AND WE NEED TO APPLY A LITTLE BIT MORE PRESSURE, BUT WE'LL TALK SPECIFICALLY ABOUT SOME OF THE THINGS THAT ARE GOING ON IN THOSE AREAS AS WELL. ONE MORE QUESTION. I HEARD YOU MENTION GAP. DO WE HAVE ANY TEACHERS THAT ARE DOING EXCEEDINGLY WELL WITH THE GAP CONCEPT? AND ARE WE? USING ANY OF THEIR TECHNIQUES TO MAYBE HELP OTHER TEACHERS, SOMETHING THAT MAYBE WE HAVEN'T THOUGHT ABOUT? WELL, ONE OF THE THINGS THAT WE TALKED ABOUT IN THE PRIORITIES FOR THE YEAR WERE OUR PLCS AND OUR LESSON REHEARSAL AND INSTRUCTIONAL DELIVERY PRACTICE WITHIN THE PLC. AND THAT'S ONE OF THE REASONS WHY WE DO THAT, BECAUSE WE HAVE VETERAN AND SEASONED TEACHERS IN THOSE PLCS THAT MODEL THE INSTRUCTION FOR TEACHERS IN THAT ROOM, AND ALLOW THE TEACHERS THAT ARE MORE NOVICE TO ACTUALLY PRACTICE THEIR INSTRUCTIONAL TECHNIQUES AND GET FEEDBACK FROM ADMINISTRATORS AND TEACHERS, AS WELL AS ON HOW TO IMPROVE INSTRUCTIONAL DELIVERY BEFORE IT'S DELIVERED IN THE CLASSROOM. ANOTHER THING THAT IS HAPPENING IS LIKE WE TALKED ABOUT MIDDLE SCHOOLS AND USING THE ADVISORY PERIOD FOR INTERVENTIONS, LOOKING AT TEACHERS, WHEN WE LOOK AT THE STANDARDS THAT HAVE BEEN TAUGHT AND LOOKING AT WHO MIGHT HAVE BEEN MORE SUCCESSFUL WITH A STANDARD THAN SOMEONE ELSE LEARNING WHAT IT IS THAT THEY HAVE DONE, AND EITHER EXPANDING THAT ACROSS THE LEVERAGING THAT ACROSS THE OTHER CLASSROOMS OR EVEN, LIKE I SAID, STRATEGICALLY PLACING THE STUDENTS WHO NEED THAT WITH THOSE TEACHERS DURING THOSE TIMES WHEN WE'RE MOVING THEM ABOUT IN THE BUILDING. THAT'S SOMETHING DIFFERENT. MOVING THE STUDENTS TO THE TEACHER THAT CAN BEST MEET THEIR NEEDS. I LIKE THAT IT TAKES A GREAT DEAL OF WORK. WE WERE IN A CPR RECENTLY AT THE HIGH SCHOOLS WHERE WE TALKED ABOUT THESE RESISTERS WHO HAD TO RETAKE ALGEBRA ONE OR ENGLISH ONE OR WHATEVER EOC THAT THEY HADN'T PASSED, AND OUR COUNSELING DEPARTMENT WITHIN THE MONTH, [01:55:06] IN DECEMBER AND JANUARY HAVE RESCHEDULED. LOTS OF STUDENTS TO ENSURE THAT THEY'RE IN AN INTERVENTION CLASS, BECAUSE IT WAS IDENTIFIED AT THAT TIME THAT THAT'S WHAT THEY NEEDED. SO SOME STUDENTS SCHEDULE AS IT WAS IN AUGUST IS NOT THE SAME ANYMORE BECAUSE WE'VE MADE INSTRUCTIONAL ADJUSTMENTS BASED ON THE DATA. AND WHEN WE DID THE PLC WILL THE THE CAMPUS TOURS AND WE WERE WATCHING THE PLCS. THOSE WERE AMAZING BECAUSE WATCHING THE TEACHERS, WHETHER IT'S A A ROOKIE OR A VETERAN TEACHER TEACHING THE LESSON PLAN TO THEIR PEERS AND THEN GETTING FEEDBACK LIKE REAL TIME FEEDBACK ON THE SUBJECT IS JUST AMAZING. SO I'M SORRY, WAS THERE? OKAY, TRUSTEES, ARE THERE ANY OTHER QUESTIONS? I THINK WE'RE GOOD. OKAY. STUDENT TRUSTEE. DID YOU HAVE ANY? NO, I DID NOT. OKAY. AND SO WE'RE GOING TO LOOK AT LR NOW. AND AS I STATED AND YOU SAW OVER THE DISTRICT OVERALL LR, WHEN YOU LOOKED AT THAT DATA, THAT IS ONE THAT WAS YELLOW OR STAGNANT. AND SO YOU SEE WHY IT IS STAGNANT. BECAUSE LIKE I SAID, YOU HAVE SOME GRADE LEVELS LIKE FIFTH GRADE THAT ARE RED ALL THE WAY ACROSS. LOST FIVE PERCENTAGE POINTS. THAT APPROACHES OVER LAST YEAR 11 PERCENTAGE POINTS OVER MEETS SIX PERCENTAGE POINTS OVER MASTERS. THEN YOU LOOK AT SEVENTH GRADE WHO GAINED 4%. IT APPROACHES 5% IT MEETS AND 10% MASTERS. SO WHEN YOU SEE GRADE LEVELS LIKE THAT, THAT'S CREATING THAT WASH. AND WHY YOU SEE THAT YELLOW ON THE DISTRICT. BECAUSE YOU HAVE SOME GRADE LEVELS THAT ARE PERFORMING REALLY WELL AND SOME GRADE LEVELS THAT ARE NOT DOING AS WELL WITH THIRD GRADE SPECIFICALLY. WE'VE HAD MULTIPLE CONVERSATIONS AND LIKE I SAID, VISITED ALL CLASSROOMS. WE KNOW THAT THIRD GRADERS, THIS IS THE FIRST TIME THAT THEY REALLY TAKE THE STATE TEST. AND WHEN THIS TEST WAS GIVEN, IT WAS ABOUT NOVEMBER 5TH. SO THEY WERE IN THE FIRST WEEK OF THE THIRD SIX WEEKS OF SCHOOL, TAKING A YEAR END TEST. SO WE ARE CONFIDENT WITH OUR THIRD GRADERS. THEY ARE GOING TO COME ALONG AS THEY DO EVERY YEAR. BUT THEY STILL WERE STRUGGLING. GO BACK TO THE TO THE READING BREAKDOWN. YES. THEY WERE STRUGGLING AT THAT TIME. WE ARE PROVIDING ADDITIONAL SUPPORT AND INTERVENTION TO SPECIFIC CAMPUSES THAT HAVE SHOWN A GREATER NEED THAN OTHERS. AND ARE CONTINUING THE PLC PROCESS AND WORKING WITH THOSE CAMPUSES. CAMPUSES ARE DOING THE DAILY INTERVENTIONS EMBEDDED IN THE SCHOOL DAY, AS WELL AS OFFERING AFTER SCHOOL TUTORIALS AS WELL AS SOME SATURDAY SCHOOL TUTORIALS. SO WE'RE INCREASING INSTRUCTIONAL TIME IN ORDER TO PROVIDE OUR STUDENTS MORE TIME ON TASK AND WITH INTERVENTION. SIMILARLY, IN FOURTH GRADE FOURTH GRADE IS RELATIVELY STAGNANT AT THIS POINT. FIFTH GRADE IS A GRADE LEVEL THAT WE ARE GREATLY CONCERNED ABOUT. FIFTH GRADE IS ONE OF OUR GRADE. OUR GRADE LEVELS THAT HAD GROWN THE MOST AT THE START OF THE SCHOOL YEAR. SO I WANT TO SAY ABOUT FIVE OF OUR CAMPUSES HAD ADDITIONAL TEACHING STAFF ADDED TO FIFTH GRADE AFTER THE START OF THE SCHOOL YEAR. WE ALSO HAD A GREAT DEAL OF TEACHER TURNOVER IN FIFTH GRADE ACROSS THE DISTRICT. SO MANY OF THE TEACHERS THAT WERE IN PLACE IN FIFTH GRADE LAST SCHOOL YEAR ARE NO LONGER ON THEIR CAMPUSES. SO FIFTH GRADE IS A GRADE LEVEL AT MULTIPLE CAMPUSES THAT WE ARE FOCUSED ON, AND SENDING ADDITIONAL SUPPORT FROM THE DISTRICT LEVEL TO THOSE CAMPUSES TO PROVIDE SUPPORT FROM THE CURRICULUM TEAM, AS WELL AS OTHER MEMBERS OF THE CENTRAL OFFICE TEAM. SIXTH GRADE UP SLIGHTLY OVER LAST YEAR IN APPROACHES DOWN SLIGHTLY IN MEETS AND MASTERY THAT IS THAT TRANSITION GRADE LEVEL. SO YOU HAVE STUDENTS GOING FROM 75 TO 90 MINUTES OF READING INSTRUCTION DAILY TO GO INTO THE MIDDLE SCHOOL WHERE THEY'RE RECEIVING. THEY HAVE AN AMB SCHEDULE, SO THEY DON'T RECEIVE READING ON A DAILY BASIS IN THE WAY THAT WE HAVE DOUBLE BLOCKED MATH. SO THAT IS SOMETHING THAT WE'RE LOOKING AT. AND CONSIDERING SOME OF THE THINGS THAT WE'VE SEEN TO BE PROVIDING EXCEPTIONAL ACCELERATION ON THE MATH SIDE, HOW WE MIGHT ALSO DO THAT IN READING SEVENTH GRADE IS UP OVER LAST YEAR, 4%, 6% AND 10% SEVENTH GRADERS ACROSS THE SUBJECT AREAS ARE DOING WELL THIS SCHOOL YEAR. AGAIN, OUR EIGHTH GRADERS IS THAT GROUP OF SEVENTH GRADERS THAT REALLY STRUGGLED LAST YEAR. THEY ARE DOWN THIS SCHOOL YEAR. IF YOU RECALL, IF YOU'VE BEEN IN THE BUSINESS FOR A LONG TIME, YOU REMEMBER GRADES THREE, FIVE AND EIGHT USED TO BE THE RETENTION GRADES. THOSE ARE THE THE SEPARATING THE WHEAT FROM THE TARE GRADES, WHERE THE THE WHAT'S BEING ASKED ON THE TEST IS EXPANDING AT THOSE GRADE LEVELS. SO THOSE ARE POINTS OF OF PAIN FOR US RIGHT NOW THAT WE HAVE TO INTERVENE WITH. AND WE RECOGNIZE THAT WE HAVE TO DO SOME INTENSE ACCELERATION IN THOSE GRADE LEVELS IN ORDER TO TURN THE NEEDLE THE WAY THAT WE NEED TO GET TO THAT 10.10 PERCENTAGE POINT EIGHT [02:00:07] PERCENTAGE POINTS IN 3 TO 5 PERCENTAGE POINTS AT MASTERS LIKE WE ARE IN MATH. ON A HIGHLIGHT ENGLISH ONE AND ENGLISH TWO, ENGLISH ONE IS SHOWING TO BE STAGNANT YEAR OVER YEAR. WE ARE STILL WORKING A GREAT DEAL WITH OUR ENGLISH ONE TEACHERS. ENGLISH TWO IS UP OVER LAST YEAR 7%, 6% AND 1%. AND WE ALSO DID GET AN IMPROVEMENT WITH OUR PERFORMANCE OF OUR RETEST IN ENGLISH ONE AND ENGLISH TWO IN THE DECEMBER RETEST. YOU WANT ME TO TALK ABOUT ACTION STEPS AND THEN QUESTIONS OR. GO AHEAD. TRUSTEE. GO AHEAD. TRUSTEE. ROBINSON. I WAS GOING TO SAY YOU MENTIONED EARLIER ABOUT THE DOMAIN TWO. SO GRADES FOUR, FIVE, BUT WHAT SIX AND EIGHT WOULD IMPACT THAT DOMAIN TWO, THAT GROWTH. WELL GO AHEAD I'M SORRY. AND SO I WANT TO KNOW IS IT A PACING A SCOPE AND SEQUENCE THAT WE LOOKED AT, MAYBE ADJUSTING SOME THINGS ON THE INSTRUCTIONAL CALENDAR OR WHAT'S PARTICULARLY IMPACTING THOSE? WE LOOKED SPECIFICALLY ACROSS THE GRADE LEVELS AT WHAT ARE THE MAJOR PAIN POINTS FOR THE GRADE LEVELS? AND AGAIN, WE'VE BEEN TALKING ALL YEAR LONG ABOUT WRITING THESE TESTS, THE READING ENGLISH LANGUAGE ARTS TEST ALL INCLUDE WRITING BOTH GRAMMAR AND MECHANICS, MULTIPLE CHOICE TYPES OF QUESTIONS, AS WELL AS SHORT CONSTRUCTED RESPONSE AND EXTENDED CONSTRUCTION RESPONSE. THE WAY THAT THE TEST IS WRITTEN NOW IS NOT JUST THAT. I'M GOING TO GIVE YOU A PROMPT AND YOU'RE GOING TO WRITE AN ESSAY THAT YOU PULL OUT OF THE SKY BASED ON SOME ARBITRARY PROMPT, THE WAY THAT THE TEST IS STRUCTURED NOW THE WRITING IS IN RESPONSE TO YOUR READING. AND SO THAT'S THE INSTRUCTIONAL ADJUSTMENT THAT WE'VE MADE IN THE FALL SEMESTER. WE SPENT A GREAT DEAL OF TIME WORKING ON MECHANICS. AND YOU'VE HEARD OVER AND OVER AGAIN THAT WE'RE TRYING TO REDUCE THE NUMBER OF ZEROS. LAST YEAR, WE HAD A GREAT DEAL OF STUDENTS WHO WERE JUST GETTING ZEROS ON THEIR WRITING BECAUSE THEY WEREN'T RESPONDING APPROPRIATELY TO THE TO THE PROMPT, OR THEY WEREN'T WRITING ENOUGH, OR SOMETIMES NOT WRITING AT ALL. WE HAVE REDUCED THAT NUMBER OF ZEROS, AND NOW WE'RE MOVING BEYOND JUST TRYING TO GET THEM TO PUT SOMETHING ON THE PAPER TO STRUCTURING WHAT IT IS THAT THEY'RE GETTING ONTO THE PAPER IN RESPONSE TO TEXTS THAT THEY'RE READING IN THE CLASSROOM. SO WE ARE CONTINUING OUR FOCUS ON WRITING INSTRUCTION, NOT LEAVING THE GRAMMAR AND MECHANICS PART OF ALONE, BUT FOCUSING MORE HEAVILY ON WRITING IN RESPONSE TO TEXT. THE OTHER THING THAT WAS EVIDENT IN THE DATA WHEN WE ANALYZED IT AFTER WE TOOK THIS TEST WAS OUR STUDENTS STRUGGLED WITH COMPARING TEXT ACROSS GENRES. COMPARING THEMES ACROSS DIFFERENT GENRES OF TEXT POETRY TO INFORMATIONAL TEXT, OR TALL TALES TO AN INFORMATIONAL TEXT, WHATEVER IT IS. SO WE HAVE TO INCREASE THE AMOUNT OF OPPORTUNITIES THAT THEY HAVE TO SEE TEXTS WITH SIMILAR THEMES, BUT IN DIFFERENT GENRES, SO THAT THEY'RE ABLE TO MAKE THOSE COMPARISONS WHEN THEY ENCOUNTER THEM ON THE TEST. THE THIRD THING THAT WE TALKED ABOUT IS STAMINA. WE LIVE IN THIS MICROWAVE SOCIETY WHERE EVERYBODY RESPONDS TO REELS THAT ARE 30S LONG. SO KIDS ARE NOT SPENDING A GREAT DEAL OF TIME IN SUSTAINED READING OPPORTUNITIES. SO SPENDING TIME IN THE CLASSROOM, DESIGNATING TIME FOR SUSTAINED READING AND FORCING THE EXPANSION OF THAT TIME ON TASK READING IS VERY IMPORTANT BECAUSE THE STAR TEST IS SIX, SEVEN, EIGHT PASSAGES SOMETIMES. AND SO WHEN OUR STUDENTS ARE GETTING TIRED, WHEN THEY'RE READING, AND THE THE RIGOR OF THE QUESTIONING IS BECOMING MORE INTENSE. THEY THEY WILL BURN OUT BEFORE THE TEST IS OVER. SO THOSE ARE THE THREE MAJOR THINGS. AND THEY'RE ON THE NEXT SLIDE THAT OUR ACTION STEPS THAT WE IDENTIFIED AS AREAS THAT WE NEEDED TO WORK ON ACROSS THE BOARD. ALONG WITH LIKE I SAID, PROVIDING ADDITIONAL SUPPORT TO THE CAMPUSES WITH ACADEMIC INTERVENTIONISTS THAT HAVE BEEN HIRED FROM OUTSIDE THE DISTRICT IN ORDER TO COME IN AND PROVIDE ADDITIONAL SUPPORT ON THOSE CAMPUSES. I WILL HAVE A TUTORING GROUP AT ONE OF OUR ELEMENTARY SCHOOLS AFTER SCHOOL. OUR KIDS ARE GOING INTO CAMPUSES, OUR CURRICULUM COORDINATORS. AND SO WE ARE ALL TEACHERS, AND IT IS ALL HANDS ON DECK AT THIS POINT. YES. TRUSTEE DAVIS. I HAVE A QUESTION. AND REMIND ME YOU SAID WHAT GRADE LEVEL MATH DID THE TWO HOUR BLOCK AND ITS SIXTH AND SEVENTH GRADE THIS YEAR, AND WE SAW GREAT IMPROVEMENT. HOW CAN WE OR CAN WE DUPLICATE THAT IN OTHER SUBJECT AREAS AND [02:05:01] AT OTHER GRADE LEVEL? I MEAN, IS THAT IS THAT SOMETHING THAT COULD POSSIBLY BE DONE? SO WE WE ARE DEFINITELY WE'RE EVALUATING THAT FOR WE'RE EVALUATING THAT AS A MODEL FOR MATH ALL THE WAY THROUGH ALGEBRA, QUITE FRANKLY, BECAUSE WE'VE SEEN THE ADDITIONAL TIME AND THE BENEFIT OF THE ADDITIONAL TIME. SO SO NEXT YEAR WE'LL BE LOOKING AT A BUDGET THAT WOULD ALLOW US TO DOUBLE BLOCK EIGHTH GRADE MATH AND THEN POSSIBLY DOUBLE BLOCK ALGEBRA BECAUSE WE BELIEVE IT. IT TAKES THAT THAT AMOUNT OF TIME FOR SOME CHILDREN, MAYBE NOT FOR ALL CHILDREN. SO WE MAY BE STRATEGIC IN HOW WE DO THAT, BUT THAT'S DEFINITELY SOMETHING THAT WE'RE CONSIDERING AS WELL. BUT THEN BASED ON WHAT YOU JUST SAID, WITH THE THE LENGTH OF THE READING PASSAGES AND HOW IT GETS MORE DIFFICULT AS THEY GO. COULD STUDENTS BENEFIT FROM A TWO HOUR BLOCK IN READING TOO, TO HELP DEVELOP THAT STAMINA? WE ACTUALLY. NO. NO, WE WE WE DEFINITELY WE DEFINITELY BELIEVE THAT THEY COULD YOU'RE GOING TO HAVE ANOTHER PRESENTATION FOLLOWING THIS ONE FROM FINANCE. AND SO WE'LL SEE THE, THE IMPLICATION FOR, FOR DOUBLE BLOCKING QUITE FRANKLY, MEANS THAT YOU HAVE TO HAVE MORE TEACHERS. AND SO JUST IN SOME OTHER THERE'S SOME OTHER CHOICES THAT WE HAVE TO MAKE. BUT WE ARE CONSIDERING THAT AS A STRATEGY. SURE. DOCTOR ROBINSON, I HAVE A QUESTION. SO AT MIDDLE SCHOOL, STUDENTS TAKE ALGEBRA ONE. AT THE MIDDLE SCHOOL LEVEL. IS ALGEBRA ONE DOUBLE BLOCKED AT MIDDLE SCHOOL CURRENTLY? YES. NO, NO NOT YET. NOT DOUBLE BLOCKED AT MIDDLE SCHOOL OR HIGH SCHOOL OKAY. SO THAT WAS MY ONE. BECAUSE SOMETIMES WHEN I LOOK AT THE EOCS OUR ARE MIDDLE SCHOOL ALGEBRA ONE STUDENTS OUTPERFORM OUR HIGH SCHOOL ALGEBRA ONE STUDENTS. SO THAT WAS JUST WONDERING. WELL, THAT'S GENERALLY BECAUSE HISTORICALLY STUDENTS WHO HAD SHOWN PROMISE IN MATHEMATICS PERFORMANCE IN SIXTH GRADE AND SEVENTH GRADE WERE PUSHED TO ALGEBRA ONE AT EIGHTH GRADE. THE MODEL THAT WE'RE EXPLORING IN CROWLEY ISD RIGHT NOW IS ALGEBRA FOR ALL AT EIGHTH GRADE. SO WE'RE TRYING TO PREPARE ALL STUDENTS TO BE ABLE TO MOVE TO THAT HIGH LEVEL OF MATHEMATICS IN EIGHTH GRADE, BECAUSE ALGEBRA ONE IS THAT GATEKEEPER TO TO HIGHER MATHEMATICS. AND SO WE WANT TO MAKE SURE AS MANY STUDENTS THAT ARE POSSIBLE ARE GETTING THAT IN THE EIGHTH GRADE. BUT HISTORICALLY, THAT DATA HAS LOOKED THAT WAY BECAUSE THE HIGHER PERFORMING STUDENTS ARE TAKING ALGEBRA ONE IN EIGHTH GRADE VERSUS NINTH GRADE, WHEN ALL STUDENTS TAKE ALGEBRA ONE AND RETESTS ARE INCLUDED. AND THEN THE OTHER PART, I KNOW WE'RE TALKING ABOUT WHAT WE DO IN THE SCHOOL DAY, BUT THE SUSTAINED READING IS THERE INITIATIVE TO HAVE PARENTS WORK ON SUSTAINED READING WHAT THERE IS AND SHOWING. LIKE THERE'S DIFFERENT STRATEGIES, STRATEGIES THAT THEY CAN USE AT HOME TO. BUILD THAT STAMINA. SO MAYBE SET YOUR TIMER FOR 20 MINUTES OR 30 MINUTES A DAY. AND DO THAT FOLLOWING THE MONDAYS WITH MCFARLAND THAT WE FOCUSED ON LITERACY. THERE WERE LITERACY NIGHTS AT EACH CAMPUS WHERE THOSE STRATEGIES WERE SHARED WITH PARENTS. THERE ARE UPCOMING EVENTS, AND MISS ROWE MIGHT CAN REMIND ME. WE HAVE UPCOMING EVENTS IN PARTNERSHIP WITH OUR LOCAL LIBRARIES AS WELL IN ORDER TO TO SPARK THAT THAT LOVE OF BOOKS AND GETTING BACK TO ACTUALLY REMOVING SOME OF THAT SCREEN TIME AND GETTING US BACK TO SOME, SOME TIME FOR SUSTAINED READING. AND AND I'LL JUST SAY TOO, I KNOW ONE OF WITH READ TO WIN I THINK THAT HAD BEEN ABSENT FOR A LITTLE BIT. BUT I JUST HEARD A CHURCH ANNOUNCEMENT A COUPLE OF SUNDAYS AGO ASKING FOR VOLUNTEERS TO TO GET BACK TO VOLUNTEERING FOR THAT PROGRAM. EVERYTHING CAN HELP OR, YOU KNOW PUT FORTH. I GUESS I'M FOCUSED ON THE SCREEN, THE, THE THIS MAP AND YOU SAID EARLIER, IT'S A WASH. AND SO I'M STILL TRYING TO UNDERSTAND WHAT MAKES THIS A WASH WHEN. WE HAVE FIFTH AND EIGHTH GRADE THAT ARE COMPLETELY IN THE RED. I KNOW, AND WE SEE THE BREAKDOWN, BUT FOR ME, THAT DOESN'T EQUATE TO A WASH. IF YOU WOULD GO BACK TO THE ORIGINAL SLIDE WITH THE WHOLE DISTRICT BREAKDOWN. AND WHEN I DID, I HAVE IT MARKED WHEN YOU KEEP GOING BACK THE AVERAGES OVERALL, WHY I'M CALLING IT A WASH IS BECAUSE YOU HAVE TWO AREAS WHERE WE ARE STAGNANT, LOSING ONE PERCENTAGE POINT OVERALL AT APPROACHES AND MEETS, AND COMPLETELY STAGNANT, NOT UP OR DOWN AT MASTERS. AND SO WHEN I SAY A WASH, I MEAN OVERALL AS A DISTRICT IS A WASH. SO WHEN YOU LOOK AT THE READING CHART YOU HAVE FIFTH GRADE THAT IS ALL RED, BUT YOU HAVE SEVENTH GRADE THAT IS ALL GREEN. [02:10:05] SO THAT WASHES TO A NEUTRAL. AND THAT'S WHY I USE THAT TERMINOLOGY. OKAY. SO I GET THAT PART BECAUSE THAT THAT MADE SENSE AT THE TIME I WAS LOOKING AT IT. WHEN WE GET TO THIS ONE AND AND THE REASON WHY I'M ASKING IS BECAUSE DOES A WASH WHEN WE GET TO THE ACTION STEPS, SOMETHING THAT'S DESIGNATED AS A WASH MAY HAVE DIFFERENT ACTION STEPS VERSUS SOMETHING THAT WOULD BE THE RED WHERE WE'RE IN DANGER OR WE'RE OFF TRACK. THAT WOULD HAVE A LITTLE HAVE MORE ACTION STEPS, HAVE MORE INNOVATIVE IDEAS, WHATEVER. WHATEVER THE CASE IS, IT WOULD BE SCRUTINIZED A LITTLE DIFFERENTLY, YOU KNOW, IN A DIFFERENT WAY. BUT IF WE SAY IT'S A WASH, THEN THAT THAT MIGHT BE MY TERMINOLOGY, LOOKING AT IT FROM THE DISTRICT LENS. BUT WHAT I WANT TO MAKE SURE THAT THE BOARD UNDERSTANDS IS THAT THIS IS A HIGH LEVEL OVERVIEW FROM THE DISTRICT PERSPECTIVE. BUT WE HAVE LOOKED AT THIS DATA VERY GRANULARLY DOWN TO THE CAMPUS LEVEL, DOWN TO THE CLASS, EACH CAMPUS, EACH GRADE LEVEL AND CONTENT, EACH TEACHER SPECIFICALLY IN THE GRADE LEVEL CONTENT. WHAT NUMBER OF STUDENTS ARE IN THEIR CLASS? WHAT PERCENTAGE OF THOSE STUDENTS ARE PERFORMING AT EACH OF THESE LEVELS? WHAT EACH INDIVIDUAL STUDENTS GOAL IS TO MEET FOR THE SCHOOL YEAR, AND WHAT SPECIFIC INTERVENTIONS WE'RE GOING TO DO AT THE CAMPUS LEVEL SPECIFICALLY. SO WHEN YOU LOOK AT THIS BREAKDOWN, WE SEE IT BY GRADE LEVEL ACROSS THE DISTRICT. BUT EVEN WITHIN THIRD GRADE, ACROSS THE DISTRICT, YOU MIGHT HAVE SOME CAMPUSES OR CLASSROOMS THAT ARE ALL GREEN AND SOME CAMPUSES IN CLASSROOMS THAT ARE ALL RED. SO DEPENDING ON WHERE YOU ARE, THOSE INTERVENTION STRATEGIES WILL BE DIFFERENT. SO IT'S A FURTHER BREAKDOWN. YES. AND THEN THAT'S WHAT'S ADDRESSED FOR THE ACTION STEPS. AND MY TERMINOLOGY AS A WASH. AND I'M JUST SAYING WHAT I WHEN I LOOK AT THE STAGNATION THAT'S WHAT I MEAN. SO THE AREAS WHERE WE'RE PERFORMING REALLY WELL ARE BEING WASHED OUT BY THE AREAS WHERE WE'RE NOT PERFORMING WELL. SO THAT GROWTH THAT WE'RE TRYING TO SEE, LIKE WE SAW IN MATH, THE TEN, EIGHT AND THREE THAT WE'RE ALREADY AT, WE'RE NOT SEEING IT IN READING BECAUSE WE HAVE HIGH PERFORMING AREAS AND AREAS THAT ARE NOT PERFORMING AS WELL. OKAY. DOCTOR MCFARLAND. SO ALSO IF YOU CAN GO BACK TO THE OVERVIEW. SO ONE OF THE THINGS IS WHEN YOU WHEN WE ARE TRYING TO IDENTIFY RATINGS AND HOW FAR WE ARE FROM OUR GOAL AND ALL THAT. WE WE WILL LOOK AT THIS OVERVIEW HERE BECAUSE THE STATE WILL CALCULATE OUR OUR RATING BASED ON THE OVERVIEW, BUT SPECIFICALLY WHEN WE'RE TALKING ABOUT ACTIONS AND WHAT WE'RE GOING TO DO AND HOW WE'RE GOING TO ALLOCATE RESOURCES, THEN WE DON'T WE WOULD WE WOULDN'T EVEN LOOK AT THIS, BE HONEST WITH YOU. BECAUSE THIS IS THIS IS TOO, TOO IT'S TOO GLOBAL. WE NEED TO KNOW SPECIFIC WHAT GRADE LEVEL, WHAT CAMPUS WHAT. AND THAT'S WHEN WE USE THIS OTHER DOCUMENT THAT YOU MENTIONED. THIS IS MORE SO FOR FOR YOU FOR PUBLIC TO SEE WHERE WE ARE. THIS THIS, WE CAN'T USE THIS BY ITSELF AND MAKE ANY DECISIONS. THE OTHER ONE SHE MENTIONED, WE COULD DECIDE. WE COULD, WE COULD, WE COULD MAKE DECISIONS. VERY HELPFUL. THANK YOU. TRUSTEE WATKINS. I DON'T KNOW IF MY QUESTION IS APPROPRIATE. I MEAN, NOT THAT IT'S INAPPROPRIATE, BUT I DON'T KNOW WHO IT'S APPROPRIATE FOR. OH, OKAY. OH, OKAY. SORRY, Y'ALL. I JUST WANT TO MAKE SURE. BUT I WANT TO KNOW I HAVE TWO QUESTIONS. DO WE HAVE DATA THAT SHOWS WHY THE FIFTH GRADE TEACHERS ARE TURNING OVER SO MUCH? BECAUSE THAT'S DEFINITELY AFFECTING THIS READ. AND THEN MY OTHER QUESTION IS, IS I DON'T KNOW IF I MISSED IT, BUT WHAT ARE WE DOING TO HELP INCENTIVIZE, LIKE THE FIFTH GRADERS AND EIGHTH GRADERS TO READ MORE LIKE, YOU KNOW, MAYBE, I DON'T KNOW, LIKE THEY GET TO GO HANG OUT WITH THE HIGH SCHOOL KIDS AND HAVE THEM READ AND HAVE PIZZA WITH THEM, SOME THAT DON'T COST US THAT MUCH BECAUSE I HEARD THE FINANCIAL PART IS COMING UP. BUT WHEN I WAS A KID, WE HAD FUN THINGS TO MAKE ME, YOU KNOW, WANT TO READ. AND SO WHAT DO WE HAVE TO INCENTIVIZE THEM TO READ FOR FIVE MINUTES MORE A DAY? I DON'T KNOW. SO, TRUSTEE WATKINS, THOSE ARE THOSE ARE REALLY GREAT QUESTIONS. AND THAT'S WHY WE HAVE TO LOOK AT THIS BREAKDOWN AND SEE WHERE THE PROBLEM IS. AND SO WHAT WHAT I'D LIKE TO DO IS BE ABLE TO BRING BACK KIND OF SOME BRING BACK FROM HR WHAT OUR SURVEY SAID ABOUT STUDENTS WHO LEAVE. THAT WAY WE CAN ACTUALLY AT THE NEXT MEETING WE CAN BRING BACK, WE CAN LOOK AT FIFTH GRADE, WE CAN LOOK AT EIGHTH GRADE AND SEE IF THERE ARE OTHER IF THERE ARE ANY STAFF RELATED TRENDS THAT WE NEED TO WE NEED TO WE NEED TO MOVE ON. SO THAT'S A GREAT QUESTION. THAT'S THE BENEFIT OF HAVING IT BROKEN DOWN LIKE THIS. RIGHT. ONE MORE QUESTION. WE CAN MOVE ON. THIRD THROUGH FIFTH GRADE. IT IS SELF-CONTAINED. DEPARTMENTALIZED OUR CAMPUS DISCRETION IS DEPARTMENT. [02:15:01] LAST. I HAVE A QUESTION. DOES THE ANSWER LIE IN THE SEVENTH GRADE? I MEAN, LOOK AT THAT AND LOOK AT THE MASTER. THEY'RE ALREADY AT TEN, RIGHT? WHAT IS GOING ON IN SEVENTH GRADE? THE THE GROUP OF SEVENTH GRADERS THAT WE HAVE, IF YOU IF WE LOOKED AT COHORT DATA FROM THEM IN SIXTH GRADE, THEY HAVE BEEN TRENDING AS A HIGH PERFORMING GROUP. SO THEY CAME INTO SEVENTH GRADE AHEAD OF WHERE SEVENTH GRADERS WERE LAST YEAR. SO SIMILAR TO WHAT YOU SEE IN EIGHTH GRADE. I MEAN, IN THE SEVENTH GRADE MATH, THAT GROUP ACROSS, IF YOU FOLLOW THAT COHORT FROM THE TIME THAT THEY WERE IN THIRD GRADE, THEY HAVE CONSISTENTLY PERFORMED. SO THAT'S A GROUP OF STUDENTS THAT HAS DONE WELL, HAS HAD THE OPPORTUNITY TO HAVE GOOD QUALITY INSTRUCTION AND IS IS KEEPING PACE WITH THEIR GRADE LEVEL EXPECTATIONS. OKAY. AND JUST KIND OF A FOLLOW UP TO THAT MR. LACEY, I THINK THE QUESTION THAT YOU ALL ARE ASKING BOARD ARE OUTSTANDING QUESTIONS. AND SO WE HAVE A PROCESS THAT WE CALL OUR FIVE Y WHERE WE BEGIN TO ANALYZE, WE WANT TO LOOK AT, OKAY, WHY SUCCESS HAPPENED AND THEN WHY. WHY ARE THERE GAPS AND WHY WHY DOES FAILURE OCCUR. AND TRY TO REALLY ANALYZE THAT. AND SO WHAT WE'LL DO IS WE'LL, WE'LL DO WE'LL DO A5Y KIND OF ANALYSIS ROOT CAUSE ANALYSIS ON PERFORMANCE HERE. MAYBE TO TALK TO YOU ABOUT HEY, HERE ARE THE AREAS WHERE WE'RE HAVING DIFFICULTY IN. AND HERE'S WHAT WE IDENTIFY AS THE POSSIBLE CAUSES. HERE ARE OUR ACTIONS. SO THAT GOOD GOOD QUESTION. BUT TO PIGGYBACK ON WHAT DOCTOR MCFARLAND SAID, WE LOOK FOR TEACHER TURNOVER. WE LOOK FOR ALL OF THOSE THINGS AS REASONS AS TO WHY THINGS ARE WHAT THEY ARE. BUT WE ALSO NOTE AND TAKE INTO ACCOUNT THAT INSTRUCTION IS THE MAIN THING THAT AFFECTS THE OUTCOMES FOR THIS. SO REGARDLESS OF WHERE A STUDENT STARTED WHEN THEY CAME TO THE CLASSROOM, IT'S THE INSTRUCTION THAT'S BEING PROVIDED ON A DAY TO DAY BASIS. THAT IS OUR HIGHEST LEVERAGE TOOL TO USE TO IMPROVE TRUSTEE. DAVIS. YES. YOU'RE TALKING ABOUT DRILLING IT DOWN TO THE GRANULAR LEVEL. WHAT I WILL TELL YOU IS IT WORKS. I MEAN, YOU KNOW THAT, BUT IT WORKS. WE HAVE DONE THAT BEFORE. MY QUESTION IS, DO THE STUDENTS KNOW THEIR DATA AND THEY'RE OWNING THEIR DATA AND THEY KNOW WHAT THEY NEED TO DO TO. OKAY. SO WE AT THE WORKSHOPS THAT WE HAD IN THE FALL, YOU REMEMBER THE GAP MAP, WHICH WAS THE CAMPUS'S ACTION PLAN AND THEIR GOAL SETTING TOOL THAT THEY USED. WITH THAT, TEACHERS MADE ACTUAL GOALS FOR THEIR CLASSROOM. SO WHATEVER THE CAMPUS NEEDS TO MAKE TO ACHIEVE THEIR GOAL, EACH TEACHER HAS A PORTION OF THAT. THAT'S THEIR RESPONSIBILITY TO MOVE THE CAMPUS NEEDLE. THEN EACH STUDENT IN THE CLASSROOM HAS A GOAL SETTING SHEET WHERE STUDENTS ARE ACTUALLY TRACKING ASSESSMENT BY ASSESSMENT. I PERFORMED AT APPROACHES LAST YEAR AND MY GOAL IS TO BE MEETS THIS YEAR. I MADE IT AT AT NOVEMBER BENCHMARK. I'M ALREADY AT MY GOAL OR I'M ONLY TWO QUESTIONS AWAY FROM MY GOAL, AND SO I'M STRIVING TO GET THERE BY THE TIME WE TAKE OUR SPRING BENCHMARK IN FEBRUARY OR I WENT BACKWARDS IF I WAS A MASTERY LEVEL PERFORMANCE KID LAST YEAR. BUT IN NOVEMBER, I'M GOING TO BE MEET. SO I'M I'M TRENDING IN THE WRONG DIRECTION. SO WE'RE HAVING THOSE CONVERSATIONS WITH STUDENTS. AND ONE OF THE QUESTIONS THAT I'VE BEEN ASKING AT THE CPR AND AS WE'VE BEEN TALKING TO PRINCIPALS AND EXECUTIVE DIRECTORS, IS THE, THE THE PRINCIPAL, THE TEACHER, THE STUDENT, IT'S IMPORTANT FOR ALL OF THOSE PEOPLE TO KNOW THOSE GOALS AND TO MOVE FORWARD. BUT THOSE PARENTS IN TO MAKE SURE THAT THEY UNDERSTAND WHAT THEIR STUDENT'S LEVEL OF PERFORMANCE IS AND WHERE THEY'RE EXPECTED TO GO BY THE END OF THE SCHOOL YEAR, AND WHAT THE SCHOOL IS DOING IN OFFERING IN ORDER TO GET THEM THERE. VERY GOOD. TRUSTEES, ARE WE OKAY? OKAY. THANK YOU MA'AM. AND SO I'VE ALREADY REALLY TALKED ABOUT THE AREAS OF PRIORITY FOR ILR, WHICH ARE THIRD GRADE, FIFTH GRADE AND EIGHTH GRADE, AND THE ACTION STEPS THAT WE TALKED ABOUT WITH THE WRITING, THE SUSTAINED READING OPPORTUNITIES AND THE OPPORTUNITY TO WORK WITH COMPARING AND CONTRASTING ACROSS DIFFERENT GENRES OF TEXT. DOCTOR MILLER, IF WE COULD, WE CAN MOVE FORWARD TO JUST TO SOCIAL STUDIES. AND I KNOW YOU'VE HIT KIND OF SCIENCE AND ALL AND I THINK WE CAN WE'LL IF BOARD IF YOU ALL WOULD JUST REVIEW THOSE CHARTS AND IF THERE ARE ANY ANY QUESTIONS WE CAN DEFINITELY FOLLOW UP. WE WANTED TO JUST REALLY GIVE YOU JUST THE WE WANTED TO GIVE YOU A HIGH LEVEL UPDATE BOARD SO THAT YOU'LL KNOW SO THAT YOU ALL WOULD KNOW THAT. BUT WE'RE READY. WE'RE READY, YOU KNOW. BUT WE WANT YOU ALL TO KNOW THAT WE ARE PAYING ATTENTION. WE ARE, WE ARE, WE ARE MONITORING. WE ARE STAYING ON TOP OF IT. AND AND WE'RE MAKING PROGRESS IN AREAS AND THEN OTHER AREAS. WE ARE DEFINITELY REEVALUATING OUR STRATEGY. WHY DON'T YOU JUST GO TO THE LAST THE NEXT STEPS SLIDE AFTER SOCIAL STUDIES AND KIND OF LET THEM KNOW KIND OF WHERE WE ARE, WHAT WE'RE DOING? OKAY. [02:20:03] SO AFTER LOOKING AT THIS DATA, LIKE I SAID, WE MET WITH EACH CAMPUS REGARDING WHERE THEY ARE AND THEY HAVE THEIR STRATEGIC ACTION PLANS. BUT ONE OF THE THINGS THAT WE'RE FOCUSING ON AT CENTRAL OFFICE IS HOW WE CAN SUPPORT IMPROVEMENT AS WELL TO SUPPORT TEACHERS AND STUDENTS ON THE CAMPUS. WE ARE ALL CERTIFIED TEACHERS. AND SO WE HAVE ALL AREAS OF EXPERTISE AND INSTRUCTION IN TRYING TO IDENTIFY THOSE OF US THAT ARE IN CENTRAL OFFICE THAT HAVE SPECIFIC SKILLS THAT CAN BE CONTRIBUTED TO SOME OF THE AREAS OF DEFICIT THAT WE HAVE, AND WHERE IN OUR TIME WE CAN FIND TO GO AND HELP TO PROVIDE THOSE SUPPORTS ON CAMPUSES. SO, LIKE I SAID, CROWLEY UNIFIED. WE'RE ALL HANDS ON DECK, AND IT'S EVERYBODY CONTRIBUTING THEIR PART TO MOVING THE NEEDLE ON THIS DATA. SO THAT'S THAT FIRST BULLET IDENTIFYING AND DISPATCHING ADDITIONAL SUPPORTS TO CAMPUSES BASED ON NEEDS. THAT'S FROM WITHIN THE HOUSE AND OUTSIDE THE HOUSE. WE'VE IDENTIFIED ADDITIONAL INTERVENTIONISTS THAT ARE RETIRED TEACHERS THAT ARE COMING IN. OUR HUMAN RESOURCE DEPARTMENT IS HELPING US WITH THAT. WE ARE HAVING A SCHEDULED RETIRED EDUCATOR BREAKFAST IN THE NEXT WEEK OR SO, WHERE WE'RE INVITING RETIRED EDUCATORS FROM THE AREA TO COME IN AND HAVE BREAKFAST WITH US. AND WE WILL HAVE THOSE INSTRUCTIONAL OPPORTUNITIES THAT ARE AVAILABLE THERE FOR INTERVENTION. AND SO SOME OF THOSE PEOPLE WHO MIGHT BE WILLING TO COME IN AND PROVIDE SOME ADDITIONAL HELP IN THOSE CLASSROOMS WHERE IT'S MOST NEEDED. ENSURE EXPOSURE OPPORTUNITIES FOR EDUCATORS AND STUDENTS TO EMBEDDED DIGITAL TOOLS AND SUPPORTS. THE STATE TEST MOVED AFTER COVID TO A COMPLETELY DIGITAL ENVIRONMENT. AND THERE ARE A LOT OF TOOLS WITHIN THAT DIGITAL ENVIRONMENT THAT CAN SUPPORT SOME OF OUR MOST NEEDY STUDENTS. SO WHAT SOME OF THE THINGS THAT WE'VE TALKED ABOUT FOR LIKE TELEPASS, OUR EMERGING BILINGUAL STUDENTS, OUR EMERGING BILINGUAL DEPARTMENT IS GOING CAMPUS TO CAMPUS TO PROVIDE ALMOST A BOOT CAMP WHERE THEY'RE PULLING STUDENTS WHO ARE TAKING THE TAIL PASS IN THE NEXT MONTH OR SO, AND TO ALLOW THEM AN OPPORTUNITY TO GET INTO THAT DIGITAL PROGRAM AND LOOK AT THE SYSTEM AND HOW IT WORKS AND TO PRACTICE WITH IT. SO WHEN THEY TAKE THE STATE TEST WILL NOT BE THE FIRST TIME THAT THEY GET IN THERE. THEY GET TO UNDERSTAND WHAT ACCOMMODATIONS THEY HAVE AVAILABLE TO THEM, WHAT TOOLS ARE EMBEDDED IN THAT DIGITAL TOOL THAT THEY CAN USE TO TO SUPPORT THEM IN THAT TESTING, AS WELL AS AS OUR STUDENTS WITH SPECIAL POPULATIONS? ON THE FEBRUARY 13TH DISTRICT LEADER LEARNING DAY. THERE WILL BE AN EXTENSIVE TRAINING FOR OUR COLLABORATIVE TEACHERS, AS WELL AS OTHER TEACHERS, ON THE DIGITAL TOOLS THAT EXIST WITHIN THE STAR TESTING PLATFORM CAMBIAN, SO WE CAN BETTER ACQUAINT OUR STUDENTS WITH SOME OF THE TOOLS THAT ARE AVAILABLE TO THEM. I CONSTANTLY ASK THE QUESTION, WE HAVE STUDENTS WHO HAVE ACCOMMODATION AND THEY HAVE THE ABILITY TO USE DICTIONARIES ON THE TEST THAT'S EMBEDDED IN THE COMPUTER SYSTEM. WHY ARE WE MISSING CONTEXT CLUE QUESTIONS? THEY HAVE A DICTIONARY. SO WE'VE GOT TO SHOW THEM THIS IS HERE. THIS IS HOW YOU CLICK ON IT. THIS IS WHERE YOU CAN HOW YOU CAN USE THIS TOOL TO BE MORE SUCCESSFUL IN TESTING. SO WE'RE SPENDING TIME DOING THAT WITH OUR TEACHERS AND OUR STUDENTS. WE AS AN EXECUTIVE LEADERSHIP TEAM ARE MAKING SURE THAT WE'RE MONITORING THE IMPLEMENTATION OF THOSE ACTION PLANS. SOME OF THE DISCUSSIONS THAT WE'VE BEEN HAVING IS AND CONSISTENTLY WITH PRINCIPALS ARE IT IS WONDERFUL TO CREATE OUTSTANDING PLANS, TARGETED INTERVENTION TO KNOW WHO THE STUDENTS ARE AND WHAT THEY NEED. UNTIL THAT IS PUT INTO ACTION, IT'S JUST A PLAN ON PAPER. SO WE HAVE GOT TO MAKE SURE THAT WE DON'T JUST MAKE THE BEAUTIFUL PLAN, BUT THAT WE ACTUALLY EXECUTE THE BEAUTIFUL PLAN. WE SPENT A LOT OF TIME TALKING ABOUT THE THE TIME THAT IT TAKES TO GET IT DONE. TALKING ABOUT DEVELOPING A SENSE OF URGENCY. THEY CAN TELL YOU BACK IN NOVEMBER, DECEMBER IN PRINCIPALS MEETING, I STARTED COUNTING THEM DOWN AND TELLING THEM, YOU DO REALIZE YOU ONLY HAVE 57 INSTRUCTIONAL DAYS LEFT, SO IT IS URGENT AND WE ARE ABLE TO SUPPORT AND ASSIST ALL THAT WE CAN, BUT ALSO TO BUILD THAT SENSE OF URGENCY IN OUR STAFF, TO LET THEM KNOW WE DON'T HAVE A SECOND TO WASTE. WE'VE GOT TO GET IT DONE. AND THEN ENSURING PROGRESS, MONITORING OF STUDENT, TEACHER AND CAMPUS GOALS THROUGH OUR MIDDLE OF THE YEAR, GOAL SETTING ACTIVITIES. SO LIKE WE TALKED ABOUT THE GAP MAP, WE SET THE GOALS AT THE TOP OF THE YEAR WITH THE STUDENTS, THE TEACHERS, THE CLASSROOMS AT EVERY MAJOR ASSESSMENT POINT, WE GO BACK AND REVISIT THOSE GOALS. DID YOU MAKE IT TO WHERE YOU INTENDED TO BY THIS POINT IN THE YEAR OR NOT? WHAT WENT WELL? WHAT DID NOT? WE WERE IN A GAP MAP MEETING AT ONE OF THE HIGH SCHOOLS LAST WEEK, AND WE WERE ABLE TO SEE ONE OF THE STUDENT GOAL SETTING SHEETS ON A WRITING WHERE THEY HAD WRITTEN AND EXTENDED CONSTRUCTED RESPONSE. THEY WERE ABLE TO RECEIVE THE FEEDBACK ON THEIR EXTENDED CONSTRUCTED RESPONSE AND LOOK AT IT AND TALK ABOUT WHAT THEY DID WELL, WHERE THEY WHERE THEY NEEDED TO IMPROVE, AND HOW THEY PLAN TO IMPROVE BY THE TIME THEY TOOK THEIR NEXT ASSESSMENT. SO THOSE ARE THE TYPES OF CONVERSATIONS THAT WE'RE HAVING IN GOAL SETTING WITH STUDENTS, WITH TEACHERS. WE'RE TALKING ABOUT THIS IS THE PERCENTAGE THAT WE'VE SET FORTH. YOU HAVE 22 STUDENTS IN YOUR CLASS. YOUR GOAL IS 75%. HOW MANY STUDENTS IS THAT? WHO ARE THOSE? 75%. YOU ARE CURRENTLY AT 55%. YOU'RE YOU'RE SHORT 20%. [02:25:04] WHO ARE THOSE STUDENTS? WHAT DO THEY NEED? WHEN ARE WE GOING TO GET IT TO THEM? SO THOSE ARE THE KINDS OF CONVERSATIONS THAT WE'RE HAVING. AND THEN WE HAVE THE CHECKPOINTS. SO WHEN ARE WE TESTING. SO WE AND I PUT CROWLEY SYMBOLS IN FRONT OF OUR INTERNAL ASSESSMENTS. AND THEN THE STATE OF TEXAS AND IN FRONT OF STATE TESTING. SO WE ARE NOT VERY FAR AWAY FROM STAR, BELIEVE IT OR NOT AT THIS POINT. WE DO HAVE SPRING SPRING DISTRICT BENCHMARKS THAT ARE OUR INTERNAL ASSESSMENTS THAT ARE UPCOMING IN LATE FEBRUARY AND EARLY MARCH. ALL OF THOSE ASSESSMENTS WILL BE GIVEN BEFORE WE LEAVE FOR SPRING BREAK. AND THE GOAL OF THE FALL BENCHMARK IS TO GET A CHECKPOINT OF WHERE WE ARE. WE DEVELOP INTERVENTION PLANS TO TIGHTEN INSTRUCTION AND TO IDENTIFY WHO WE NEED TO WORK WITH AND WHAT WE NEED TO DO. WE DO THOSE THINGS FOR THE 9 TO 10 WEEKS BETWEEN THOSE ASSESSMENT POINTS. WE COME BACK AND MEASURE AGAIN. AND AFTER WE DO THAT MEASUREMENT, WE HAVE A LITTLE BIT ABOUT A MONTH BEFORE WE START THE ACTUAL STATE TESTING TO FURTHER TIGHTEN IT AND INTERVENE A LITTLE BIT MORE. SO DISTRICT BENCHMARKS ARE UPCOMING. AND THEN OUR TAILPIPE PASS TESTING WINDOW. AND THAT'S THE TEXAS LANGUAGE PROFICIENCY EXAM FOR OUR EMERGENT BILINGUAL STUDENTS. THAT IS A STAR TEST, A STATE LEVEL TEST. AND THE WINDOW FOR THAT TESTING ACTUALLY BEGINS FEBRUARY 17TH. SO WE'RE NOT VERY FAR AWAY FROM THAT AT ALL. THAT WINDOW STAYS OPEN FOR ABOUT A MONTH, AND DIFFERENT CAMPUSES AND DIFFERENT GROUPS OF STUDENTS ARE TESTED THROUGHOUT THAT WINDOW. THEN YOU SEE STAR EOC TESTING THAT IS UPCOMING. START TESTING NOW. LASTS ABOUT THE WHOLE MONTH OF APRIL. DIFFERENT GROUPS TESTING AT DIFFERENT TIMES THROUGHOUT THAT TIME. BUT DURING THE MONTH OF APRIL IS WHEN ALL THE STAR TESTING WILL OCCUR. AND THEN FINALLY, AT THE END OF THE YEAR, THERE WILL BE ANOTHER CHECKPOINT WITH MAPS TESTING. THAT IS OUR TIA TEST FOR OUR TEACHERS TO MEASURE THE GROWTH IN THEIR STUDENTS IN ORDER FOR THEIR TEACHER INCENTIVE ALLOTMENT, AS WELL AS LOOKING AT STUDENT GROWTH OVER TIME. I DID WANT TO ALSO MENTION THAT UPCOMING ON MONDAY, FEBRUARY 9TH, WE WILL HAVE A MONDAYS WITH MCFARLAND THAT WILL FOCUS ON STATE TESTING AND THE TYPES OF TESTS THAT ARE GIVEN IN CROWLEY ISD, AND GIVING PARENTS KIND OF A HEADS UP OF WHAT ALL THESE THINGS ARE WHEN THESE WINDOWS ARE OPEN, WHAT THESE THINGS ARE MEASURED, MEASURING AND WHY THEY'RE IMPORTANT. THANK YOU FOR THAT INFORMATION. TRUSTEES, DO WE HAVE ANY OTHER? NO. I JUST WANT TO SAY THANK YOU. I LOVE THE ATTENTION TO DETAILS. AND, LIKE YOU SAY, GETTING DOWN TO THE GRANULAR LEVEL TO SEE WHERE THE CONCERNS ARE SO THAT THEY CAN BE ADDRESSED. SO THANK YOU. THANK YOU, TRUSTEE DAVIS. ARE THERE ANY OTHER COMMENT AND A QUESTION? SO MY QUESTION, THIS DOESN'T HAVE TO BE ANSWERED HERE. MAYBE WE CAN HAVE A BILINGUAL SUMMIT OR SOMETHING, BUT YOU MENTIONED IT JUST CAME TO MY MIND. WHEN STUDENTS DON'T SCORE THE ADVANCED, ADVANCED HIGH LEVEL. HOW'S THAT IMPACT THEM WHEN THEY GO TO HIGH SCHOOL AND THEIR COURSE SELECTIONS AND WHAT THEY CAN TAKE. SO IT DOESN'T NECESSARILY IMPACT THEIR COURSE SELECTION. THEY ARE STILL OFFERED OPPORTUNITY TO ENTER ALL OF THE COURSES THAT ARE AVAILABLE TO ANY OTHER STUDENT. BUT WE DO RECOGNIZE THAT THEY WILL REQUIRE ADDITIONAL SUPPORTS IF THEIR LANGUAGE IS NOT AT A LEVEL IN ORDER FOR THEM TO BE SUCCESSFUL IN THOSE CLASSROOMS. SO THAT'S THOSE ESL SUPPORTS THAT ARE PROVIDED IN, IN THOSE CLASSROOMS. AT SOME POINT. MCFARLAND, COULD WE TALK ABOUT THE NUMBER OF BILINGUAL STUDENTS THAT WE HAVE AND THEN MAYBE LONG TERM? AND THEN MY COMMENT IS ALONG THE SAME LINES AS TRUSTEE DAVIS. I WANT TO SAY THANK YOU, DOCTOR MILNER AND DOCTOR MCFARLAND FOR BRINGING US TO US. IT SEEMS LIKE THIS YEAR WE'RE BEING MORE INTENTIONAL ABOUT LOOKING AT DATA, AND I APPRECIATE THAT GIVING US THAT OVERSIGHT LEVEL OF ACADEMICS BECAUSE NORMALLY WE WOULDN'T SEE IT UNTIL START. AND SO I APPRECIATE BEING ABLE TO SEE CHECKPOINTS THROUGHOUT AND EVEN LOOKING AT OUR, OUR SECONDARY DOING THE WALKS. AND JUST I APPRECIATE THE INTENTIONALITY OF THIS SCHOOL YEAR. THANK YOU. IT'S A TEAM EFFORT. AND WE RECOGNIZE THAT BY THE TIME STAR COMES, IT'S TOO LATE. SO WE'VE GOT TO DO IT NOW. THANK YOU, DOCTOR ROBINSON TRUSTEE STEVENSON. I DID I HAD A COMMENT AND SAME THING WITH DOCTOR ROBINSON ABOUT THE BILINGUAL STUDENTS. I THINK I'D LIKE TO SEE ALL THE STUDENTS. YOU KNOW, HOW WE'RE PROGRESSING IN ALL THOSE GRADE LEVELS. BUT MY OTHER QUESTION IS HOW DOES THIS HOW DOES OUR GRADING OR REPORTS LOOK BASED ON OUR BEHAVIOR? I MEAN, DO WE SEE A LOT OF THAT WHERE THOSE STUDENTS ARE POSSIBLY BELOW GRADE LEVEL OR. [02:30:01] AND DO WE TAKE THE OPPORTUNITY WHENEVER THERE'S AN ISSUE THAT COME UP, THAT WE TAKE THE OPPORTUNITY TO SPEAK WITH THE PARENTS AND TALK ABOUT THEIR GRADES AND WHERE THEY ARE AND AND SO FORTH. THAT'S GENERALLY OUR PRACTICE. WHENEVER WE'RE HAVING A DISCUSSION REGARDING DISCIPLINE, WE ARE ALSO PULLING UP GRADES AND TALKING ABOUT GRADES. WE'RE TALKING ABOUT CREDITS AND WHETHER CREDITS HAVE BEEN EARNED FOR THE SEMESTER. WE'RE TALKING ABOUT ATTENDANCE AND WHAT THE STUDENTS ARE IN CLASS WHEN THEY NEED TO BE. BUT WE DO. AND PART OF THAT CPR AND GAP MAP MEETING PROCESS THAT WE TALKED ABOUT, WE WE LOOKED AT NOT JUST ACADEMICS AT THAT TIME. WE LOOKED AT CAMPUS CULTURE AND CLIMATE. WE LOOKED AT ATTENDANCE RATES YEAR OVER YEAR. WE LOOKED AT DISCIPLINE YEAR OVER YEAR, LOOKING AT, YOU KNOW, THE NUMBER OF REFERRALS AND OUT OF SCHOOL SUSPENSIONS OR IN IN-SCHOOL SUSPENSION PLACEMENTS. SO WE ARE TRACKING ALL OF THAT DATA CONSISTENTLY. OKAY. THANK YOU. AND ALSO I'D LIKE TO SAY THANK YOU. THIS HAS BEEN VERY HELPFUL. I'M GLAD THAT WE HAD AN OPPORTUNITY TO GO. THANK YOU. THANK YOU. TRUSTEE STEVENSON. ARE THERE ANY OTHER COMMENTS OR QUESTIONS? THANK YOU. THANK YOU. GENTLEMEN. YES, SIR. ALL RIGHT, SO, MR. PRESIDENT, BOARD MEMBERS AGAIN, THIS IS A PART OF OUR QUARTERLY REVIEW. AND WHAT WHAT WE'VE ATTEMPTED TO DO OVER THE LAST TWO BOARD MEETINGS WAS GIVE YOU A GLIMPSE OF WHERE EACH DEPARTMENT IS AT THE END OF THE THE SECOND. WELL, AT THE END OF THE END OF THE, THE THE MIDYEAR END OF THE FIRST SEMESTER. AND SO YOU'VE HEARD FROM ACADEMICS, AND I ALSO WANTED YOU TO HEAR FROM FINANCE. AND SO I'VE ASKED MR. FISHER TO, TO GO IN DETAIL AND JUST KIND OF GIVE YOU AN OVERVIEW OF, OF FINANCE AND CROWLEY ISD AND KIND OF WHAT WE'RE LOOKING AT. SO THIS WILL THIS WILL DEFINITELY, I THINK, BE AN INSIGHTFUL, INSIGHTFUL SECTION AS WELL, MR. FISHER. THANK YOU, DOCTOR MCFARLAND. GOOD EVENING AGAIN, MR. BOARD PRESIDENT. DISTINGUISHED MEMBERS OF THE BOARD. DOCTOR MCFARLAND, I THINK ONE OF THE THINGS, ONE OF THE WORDS AS I WAS LISTENING TO DOCTOR MILNER SPEAK AND TALK ABOUT THE STRATEGIES AND THE IDENTIFYING THE THE ISSUES, IT'S ABOUT ALIGNMENT, ALIGNMENT OF THE ORGANIZATION. AND WE ARE ABOUT TO SHOW YOU ALIGNMENT WITH THE FISCAL RESOURCES, THE HUMAN AND MATERIAL RESOURCES. SO TONIGHT I'D LIKE TO PROVIDE YOU WITH AN OVERVIEW OF OUR DEPARTMENT. I'LL START BY REVIEWING SOME OF THE GUIDING PRINCIPLES OF THE FINANCE DEPARTMENT BOARD. YOU'VE HEARD ME TALK ABOUT THIS ON MULTIPLE OCCASIONS. THE BIG SIX FINANCIAL PRINCIPLES. I'LL START WITH THAT. THEN I WILL THESE ARE IMPORTANT, OBVIOUSLY, BECAUSE THEY HELP US TO NAVIGATE THROUGH THE ECONOMIC ENVIRONMENT, BUT THEY ALSO SERVE AS INPUTS TO THE OUTPUT OF OUR BUDGET AND OUR FINANCIAL STATEMENTS. THEY ALSO SERVE TO HELP US TO ACCOMPLISH THE GOALS THAT DOCTOR MILNER WAS TALKING ABOUT. THE RESOURCES, HUMAN AND MATERIAL ARE SIMPLY TOOLS. TOOLS THAT HELP US TO DEVELOP THE STRATEGIES, EXECUTE THE STRATEGIES THAT WILL ACCOMPLISH THE GOALS. SO I'LL INTRODUCE YOU TO OUR TEAM. THAT'S VERY IMPORTANT TO ME. THEN WE'LL TALK ABOUT SOME OF THE CHALLENGES THAT WE FACE. WE'LL TALK ABOUT SOME OF OUR PERFORMANCE METRICS, AND THEN WE'LL TALK ABOUT HOW WE'RE GOING TO ADDRESS THESE THINGS GOING FORWARD. IF YOU GO BACK, JAMIE, TO THE THE GUIDING PRINCIPLES, I WANT TO TALK A LITTLE BIT OF TIME HERE WITH THE BIG SIX FINANCIAL PRINCIPLES. WE WANT TO REALLY REVIEW THESE BECAUSE I WANT TO MAKE SURE THAT I AM CONVEYING APPROPRIATELY. AND YOU ARE RECEIVING THE MESSAGE. THESE SHOW UP IN OUR FINANCIAL STATEMENTS. THESE SHOW UP IN OUR BUDGET. OKAY. ALL RIGHT. SO LET'S TALK ABOUT QUICKLY CONSERVATIVE APPROACH TO REVENUE GENERATORS. BOYS, YOU'VE HEARD US TALK ABOUT THIS A LOT, RIGHT? ONE OF THE THINGS THAT WE DO WHEN WE'RE BUILDING A BUDGET, MAKING REVENUE ASSUMPTIONS, WE MAKE THOSE REVENUE ASSUMPTIONS. AND WE REASONABLY UNDERESTIMATE, IF YOU WILL, SOME OF THE REVENUES THAT WE WILL USE AS THE TOOLS GOING FORWARD. AND WE DO THAT BECAUSE WHAT WE KNOW IS THERE'S BEEN BUDGET CUTS. THERE HAVE BEEN, YOU KNOW, FEDERAL CUTS AND ALL OF THOSE THINGS. SO WE WANT TO MAKE SURE THAT WE'RE BUILDING A PLAN THAT IS GOING TO BE AS REALISTIC AS POSSIBLE. OKAY. WITH THE EXPENSE DRIVERS, WE DO SOMETHING VERY SIMILAR, BUT IT'S REALLY JUST THE OPPOSITE. WE MAKE SURE THAT WE ARE REASONABLY OVERESTIMATING MANY OF THE EXPENSES THAT THE DISTRICT WILL HAVE. I'LL TAKE A, YOU KNOW, JUST A CASE IN POINT. WE BUDGET THE AVERAGE TEACHER SALARY, LET'S SAY THE AVERAGE TEACHER SALARY IS, YOU KNOW, AT FIVE YEARS, THE AVERAGE TEACHER SALARY IS AT $65,000. WELL, IN CREATING OUR BUDGET, WE MAY BUDGET 75 TO $80,000 FOR A VACANT TEACHER POSITION SO THAT WE HAVE CUSHION, RIGHT? ANTICIPATING ADDITIONAL COST. OKAY, WE TALK ABOUT THE STUDENT ACHIEVEMENT AND CLASSROOM CENTRIC [02:35:09] BUDGET MODEL. ONE OF THE THINGS THAT DOCTOR MILNER WAS SPEAKING TO WAS ALL OF THE THINGS THAT WE IDENTIFIED, THE AREAS WHERE WE HAVE NEEDS, STUDENTS HAVE NEED. WE WANT TO BE ABLE TO ADDRESS THOSE NEEDS, RIGHT? SO WHEN WE'RE ALLOCATING RESOURCES, WE'RE SURE WE'RE MAKING SURE THAT WE'RE ALLOCATING RESOURCES SPECIFIC TO THOSE NEEDS. OR WHEN WE'RE IN BUDGET REDUCTION MODE, WE ARE PROTECTING THE CLASSROOM. DOCTOR, DID YOU HAVE SOMETHING WE WANT TO MAKE SURE THAT WE'RE PROTECTING THE CLASSROOM, RIGHT. OUR FOCAL POINT IN USING THE HUMAN AND MATERIAL RESOURCES OF THIS DISTRICT IS TO IMPACT THE STUDENT ACHIEVEMENT OF ALL OF OUR KIDS. THAT'S WHAT WE'RE FOCUSED. WE TALK ABOUT CONNECTING EXPENSE DRIVERS TO REVENUE GENERATORS. RIGHT. WE WANT TO MAKE SURE THAT BEFORE WE ADD EXPENSE, WE WANT TO MAKE SURE THAT IT'S CONNECTED TO SOME SORT OF REVENUE STREAM. A REVENUE DRIVER, RIGHT. SEEMS SIMPLE, BUT NOT ALWAYS RIGHT. WE WANT TO MAKE SURE THAT WE ARE PROTECTING OUR RAINY DAY FUND, OUR FUND BALANCE. WE KNOW THAT THE BOARD HAS SET A GOAL THAT WE MAINTAIN A FUND BALANCE OF AT A MINIMUM OF 17% OF THE GENERAL OPERATING EXPENDITURES FOR THAT FISCAL YEAR. WE ARE VERY MUCH IN TUNE WITH MAINTAINING THAT THAT LIMIT. LASTLY, WE WANT TO MAKE SURE THAT THE THE CURRENT STUDENTS AND THE CURRENT TAXPAYERS ARE GETTING THE BENEFIT OF THE INVESTMENTS OF THE ASSETS THAT THE DISTRICT HAS IN THAT CURRENT YEAR. OKAY. WE DON'T WANT TO WAIT AND PUT THINGS OFF. WE WANT TO MAKE SURE THAT WE'RE SERVING OUR KIDS THAT HAVE A NEED THAT YEAR. ALL RIGHT. I'VE TAKEN A MINUTE TO GO THROUGH THOSE BOARD. DO YOU HAVE ANY QUESTIONS RELATIVE TO THE FINANCIAL BIG SIX? JUST A COMMENT. I KIND OF JUMPED AHEAD EARLIER. YES, MA'AM. SORRY. YES, YES. SO, BOARD I WANT TO TEST. TRUSTEE WATKINS, I WAS JUST GOING TO SAY I'M JUST GOING TO NEED A SIT DOWN. YOU KNOW, A PERSONAL ONE ON ONE. I'LL JUST REQUEST THAT. THANK YOU. YES, MA'AM. TRUSTEE DAVIS, ARE YOU SURE YOU DIDN'T HAVE ANYTHING? NO. ALL RIGHT. OKAY. HAPPY TO PROVIDE THAT. SIT DOWN. DOC. DOCTOR. MCFARLAND. WHAT I'D LIKE TO DO IS BREAK OFF INTO TEAMS. WE'VE GOT A SMALL GROUP. EXERCISE WILL BE VERY BRIEF. WE WANT TO LOOK AT SEVERAL SCENARIOS AND BOARDS, SEE IF YOU GUYS CAN MATCH THE SCENARIO WITH THE BIG SIX FINANCIAL PRINCIPLE. ALL RIGHT, ALL RIGHT, LET'S DO IT. YOU GUYS HAVE THE GREEN. DOCUMENT. AND SO WHAT WE'VE DONE IS WE'VE PREPARED SOME SCENARIOS. WE WANT TO TEST YOU BECAUSE WE WANT TO MAKE SURE THAT EVERYBODY HAS THE SAME UNDERSTANDING. THE WORD TEST I YEAH, UNDERSTOOD. WE WE WANT TO MAKE SURE THAT WE WORK AS GROUPS TO HAVE A SECURE UNDERSTANDING OF THIS. AND SO AND WE ARE A TEAM. WE'RE A TEAM OF EIGHT. SO WE GET ONE GRADE. SO WE ALL GOTTA YOU KNOW IF WE IF WE'RE UNSURE ABOUT THE ANSWER, WE CAN ASK EACH OTHER, RIGHT? SO WE CAN MAKE THE RULES TOO. SO THAT'S WHAT WE'RE GOING TO DO. RIGHT. AND SO, DOCTOR MCFARLAND, IF IT'S OKAY, I'D LIKE TO GIVE MAYBE 5 TO 7 MINUTES PERHAPS. AND WE READ THROUGH THE SCENARIOS AND JUST SIMPLY DRAW A LINE TO MATCH TO THE RESPECTIVE BIG SIX FINANCIAL PRINCIPLE AND THEN CHECK WITH YOUR ELBOW PARTNER. BUT YEAH. YEAH, YEAH. FIVE MINUTES. [02:40:17] TRUSTEE. DOCTOR MCFARLAND. HOW ABOUT TWO MORE MINUTES? TWO MINUTES. IS THAT GOOD? ANYBODY NEED MORE OR LESS TIME? ONE MINUTE. Y'ALL CHECK EACH OTHER. EVERYBODY GET THE SAME ONES. YES. OH, YES. AND WHAT I'LL DO. NO, YOU CAN'T SEE MY CARD. HE DIDN'T GET IT. HE DID IT HIMSELF. DOCTOR MCFARLAND, WHAT I'LL DO IS READ THE THE BIG SIX PRINCIPLE AND THE SCENARIO THAT IT MATCHES. OKAY. AND WHILE WE HAVE 30S, I WANT TO GIVE A SHOUT OUT TO THE TEAM BACK THERE. ABSOLUTELY, MISS POWERS, ALL OF Y'ALL. Y'ALL ARE AWESOME. THANK YOU. ALRIGHT, FISH, I THINK WE ARE. WE READY? WE'RE READY. OKAY, SO BEFORE BEFORE YOU GO, BEFORE YOU SHARE WITH THE ANSWERS, I KNOW SOME, SOME OF THEM MAY BE LIKE, REALLY? SURE. LIKE, YOU KNOW, IF YOU KNOW, YOU KNOW IF YOU'RE CONFIDENT, IF YOU WANT TO JUMP OUT, YOU CAN DEFINITELY SHARE. IF NOT, WE CAN GO ON. MISS STEVENSON, YOU LOOK LIKE YOU. YOU YOU KNOW, I KNOW A FEW. OKAY. I'M NOT GOING TO SAY I KNOW ALL OF THEM. I THINK NUMBER C IS NUMBER ONE. CORRECT. OKAY. SO TELL US WHY YOU WHY YOU SAY THAT? BECAUSE IT'S DEALING WITH STUDENT. IT'S. WELL, NUMBER ONE SAYS WHEN PREPARING A LIST OF BUDGET REDUCTION OPPORTUNITY. THE BUDGET MANAGER LOOKS AT EXPENDITURES OUTSIDE THE CLASSROOM. SO SHE IS TALKING ABOUT BUDGETING MANAGEMENT CLASSROOM MODEL. ABSOLUTELY. THAT'S RIGHT. ALL RIGHT. THAT'S ONE FOR THE TEAM. ALL RIGHT. LET'S SEE WHO ELSE. LET'S KEEP THIS GOING. ANYBODY ELSE? ANYBODY. ALL RIGHT. OKAY. WE'LL WE'LL GO WITH YOU. WE'LL GO WITH YOU, DOCTOR. MAYFIELD. AND THEN WE'LL GO WITH YOU. DAVIS. ALRIGHT. OKAY. TO READ TO READ IT. READ IT AND TELL US WHAT? TELL US WHY. OKAY. SO THE THE BUDGET MANAGER RECEIVES A REQUEST TO PURCHASE A NON-PRIORITY PRIORITY ITEM ON THE REPLACEMENT CYCLE LIST AND DECIDES TO POSTPONE THE FULFILLMENT OF THE REQUEST UNTIL HE OR SHE CAN ENSURE THAT THE DISTRICT WILL MEET ITS ANNUAL FUND BALANCE GOAL. WE SAID IT IS E! ARE WE RIGHT? YOU ARE. YOU ARE CORRECT. ALRIGHT, WE'RE TWO FOR TWO. ALRIGHT, ALRIGHT, ALRIGHT. MISS DAVIS. YOU GOT FOUR OTHERS ON THERE. YEAH, I THINK WE. THIS IS A REAL A REAL. YES. D OKAY. AND. [02:45:07] FIVE I DON'T THINK THAT'S A NO D. IS IT, IT IT IS WHEN IT SAYS CONCESSION, IS IT TRULY TALKING CONCESSION STAND OR CONCESSION IN ANOTHER CONCESSION STAND? CONCESSION STAND. YES, MA'AM. OKAY. A AND THREE. AWESOME. THAT IS CORRECT. ALRIGHT. OOH! THEN I MISSED IT. HEY! ALRIGHT, ALRIGHT, OKAY. ALRIGHT, WE'RE THREE FOR THREE RIGHT NOW. OKAY. YUP. AND I HAD ALL THOSE SMARTS CORRECTLY. I DO WANT TO SAY THAT. ALRIGHT. ALRIGHT. I AM EXTREMELY NERVOUS. HOWEVER, I AM REQUESTING TO SIT DOWN. YES, MA'AM. BUT I'M GOING TO SAY NUMBER FOUR IS C. OKAY. CLOSE ARE WRONG. NO. CLOSE. NOT. NOT YET, NOT YET. I WOULD LIKE TO PHONE A FRIEND. OKAY. WE'RE GOING TO PHONE A FRIEND. ALRIGHT. DOCTOR MCFARLAND. YOU'RE UP. OH, I'M GOING TO PASS ANYBODY. TRUSTEE WATKINS, REMEMBER NOW? SURE. SO. SO C1C IS OH OH. OKAY. WE ALREADY DID IT. THAT'S WHAT I'M SAYING. YOU'RE CLOSE. BUT. OH. WHAT ARE SOME CONTEXT CLUES THERE. LET'S SEE. YEAH THAT'S THE CORRECT ANSWER. IS IT SO. SO SHE SHE MADE A GOOD POINT IN BOTH. BOTH. YOU KNOW, MISS DAVIS AND TRUSTEE WATKINS. YOU KNOW FOUR IS A TRICKY ONE BECAUSE IT DOES TALK ABOUT THERE IS EXPENSES BUILT IN. AND SO YOU GOT TWO OF THEM THAT DEALS WITH DEAL WITH DEAL WITH EXPENSE ON NUMBER FOUR. FISHER TALKED TO US ABOUT NUMBER FOUR BECAUSE THAT'S ONE THAT IS LIKE CRITICAL. THIS IS ONE OF THE MAIN REASONS SCHOOL DISTRICTS GET INTO TROUBLE FINANCIALLY IS BECAUSE OF THIS. BECAUSE OF NUMBER FOUR. LET ME LET ME READ IT FOR IS D FOUR. BUT IT'S BECAUSE IT'S SO IT'S DEFINITELY DEFINITELY IT'S DEFINITELY EASY TO GET CONFUSED. TALK TO US ABOUT NUMBER FOUR. SO WHEN PREPARING THE TEACHER STAFFING ALLOCATION FOR A NEW CISD ELEMENTARY SCHOOL. THE BUDGET MANAGER USES THE DEMOGRAPHIC REPORT STUDY TO IDENTIFY THE POTENTIAL NUMBER OF STUDENTS. ALL RIGHT, ALL RIGHT, STOP RIGHT THERE FOR A SECOND. THE STUDENTS IS A REVENUE GENERATOR. OH OKAY. THAT'S TRUE. ALL RIGHT. KEEP GOING. FISH IN THE SCHOOL'S ATTENDANCE BOUNDARY BY GRADE LEVEL. AND ULTIMATELY TO MAKE A TEACHER STAFFING RECOMMENDATION FOR THE SCHOOL AN EXPENSE DRIVER WOULD YOU SAY TALK TALK. WHY DO YOU SAY THAT MR.. MR. GRASSIA. WELL, JUST THAT I MEAN, JUST THAT IN ITSELF IS THAT THE KIDS ARE REVENUE GENERATORS AND THE TEACHERS, UNFORTUNATELY, ARE EXPENSE DRIVERS THAT HAVE TO. THAT'S RIGHT. THAT'S WHY IT'S THAT'S WHY IT'S ACTUALLY D OR IS CONNECTED TO D. OKAY, ALRIGHT, ALRIGHT. ALRIGHT. NOW WILL BE WE HADN'T FIGURED B AND F TWO IS B IS FIVE, B IS FIVE. ABSOLUTELY. EXCELLENT. ALRIGHT. SO THAT MEANS TWO. IS THAT RIGHT? ALRIGHT. YEAH. TWO. AND THEN TWO IS TWO. IS F ALRIGHT. THAT WAS ONE OF THE FIRST ONE. YEAH. Y'ALL DID. Y'ALL DID REALLY GOOD. REALLY GOOD. I DID, Y'ALL DID REALLY GOOD. YEAH. REALLY AWESOME. AWESOME. AWESOME. THANK YOU GUYS FOR YOU KNOW, WE'LL GIVE US A TEST DURING BOARD APPRECIATION. I SHOULDN'T HAVE CALLED IT A TEST. I SHOULDN'T HAVE CALLED. YEAH. DON'T CALL IT A A CONFIRMATION OF OUR UNDERSTANDING. THAT'S IT. THAT'S GOOD. ALRIGHT, SO NOW I WOULD LIKE TO TAKE A MOMENT TO, TO REALLY JUST INTRODUCE OUR STAFF. SOME OF THEM COULDN'T BE HERE TONIGHT, BUT WE'VE GOT 4 OR 5 PEOPLE HERE TONIGHT. AND I WANT THEM TO STAND UP BECAUSE THESE ARE SOME OF THE HARDEST WORKING PEOPLE IN CROWLEY ISD, Y'ALL. TONIGHT WE HAVE LYNDSAE BLAINE, OUR EXECUTIVE DIRECTOR. WE HAVE SHAUNETTE JUAREZ, OUR PAYROLL MANAGER. WE HAVE NADIA POWERS, OUR DIRECTOR OF PURCHASING. WE HAVE THE ROOKIE OF THE YEAR, AARON HENDERSON. RYDER ONE OF OUR ACCOUNTS PAYABLE SPECIALISTS. AND WE HAVE EAST TEXAS, ADRIAN MARION, ONE OF OUR ACCOUNTS PAYABLE SPECIALISTS. AND ONLINE, I HAVE WATCHING MISS SHARON JOHNSON WHO'S OUR OUR OUR CFO. SHE'S OUR MANAGER. REALLY? SHE SHE WORKS DIRECTLY WITH ME. WE HAVE SHARON IS OUR PAYROLL SPECIALIST, MISS ANITA BRUTON. ALL PRAYERS FOR MISS ANITA. SHE'S HAD A LOSS IN THE FAMILY. [02:50:04] THESE THESE PEOPLE ARE LIKE FAMILY TO ME, Y'ALL. SO PRAYERS FOR MISS ANITA. SHE'S ONLINE. KRISTEN BELL, OUR BENEFITS SPECIALIST. AND I THINK I MENTIONED WANDA, OUR PURCHASING SPECIALIST, AND BRENDA MAYFIELD. DOCTOR MAYFIELD I CALL HER DOCTOR MAYFIELD, TOO. BRENDA MAYFIELD, OUR TRAVEL SPECIALIST. I JUST WANT TO SAY THANK YOU TO THESE GUYS. LIKE I SAID, THESE THESE THESE ARE THESE PEOPLE ARE LIKE MY FAMILY. AND THEN ALSO WATCHING, WE HAVE OUR ACCOUNTANT, GURU EMERITUS, CINDY HENKE. SHE'S BEEN SO INSTRUMENTAL TO HELPING US MAKE THE TRANSITION. LYNDSAE BLAIN ACTUALLY TOOK CINDY'S PLACE. LYNDSAE BLAIN Y'ALL IS UNDEFEATED IN SPREADSHEETS AND SHE'LL TELL YOU SHE IS UNDEFEATED. AND SO I JUST WANT TO SAY THANK YOU TO OUR TEAM. AGAIN, WE WE WE ACT LIKE A FAMILY AND AND WORK LIKE A TEAM. TRULY. AND I JUST WANT TO SAY THANK YOU. AND I WANT TO THANK SOME OF THE HARDEST WORKING PEOPLE IN CROWLEY ISD. AND SO THAT'S WHO WE ARE, RIGHT? WHAT SERVICES DO WE PROVIDE, Y'ALL? THEY WERE THREATENING ME IF I DIDN'T HURRY UP AND GET TO THEM. INTRODUCING THEM. WHAT SERVICES DO WE PROVIDE? WE PROVIDE GENERAL ACCOUNTING. BOND ACCOUNTING. PURCHASING. PAYROLL. ACCOUNTS PAYABLE. BENEFITS. TRAVEL RISK MANAGEMENT. AND SO ONE OF MY. WHAT ARE SOME OF OUR CHALLENGES. AND DOCTOR ROBINSON, YOU KIND OF ASKED ABOUT THIS EARLIER. YOU KNOW WE'VE GOT THESE GROWING STUDENT POPULATIONS. IF YOU LOOK AT THESE STUDENT SUBPOPULATIONS, YOU'LL START TO SEE SOME OF THE THINGS THAT DOCTOR MILNER WAS ALLUDING TO. THESE ARE WHERE WE NEED TO ADDRESS STUDENT NEEDS. LOOK AT DYSLEXIA. 2015 TO 16. WE HAD THAT NUMBER IN PARENTHESES OR IN THE THE BRACKETS. THAT WAS OUR POPULATION, OUR STUDENT POPULATION. STUDENT ENROLLMENT BACK THEN 329. LOOK AT IT. IN 2025, 26 951. SPED 1394 IN 2016. 2442 IN 20 2526. EMERGENT. BILINGUAL 2109, 2015, 16, 25, OH SIX, 31, 63. WOW. SIGNIFICANT INCREASES. ECO DIS. 9186 IN 2016 AND IN 20 2526 13,348. ALL RIGHT. WE WANT TO MAKE SURE THAT WE'RE ALLOCATING FUNDS, BOTH HUMAN AND MATERIAL RESOURCES, TO WHERE WE HAVE THE GREATEST NEEDS, RIGHT. IT'S NOT AS EASY AS IT SOUNDS, RIGHT? LOOK AT THE AVERAGE DAILY ATTENDANCE. YOU'LL SEE IN A SLIDE HERE COMING UP, SPECIFICALLY MARKING PERIOD FOUR. AND GUESS WHERE WE ARE RIGHT NOW. WE'RE IN MARKING PERIOD FOUR. THAT HAS BEEN A CHALLENGE. WE ARE IN AN ECONOMIC ENVIRONMENT WITH SHRINKING REVENUES AND RISING EXPENDITURES, LABOR, GOODS AND SERVICES. AND THEN WE WE KIND OF TALKED ABOUT IT A LITTLE BIT. BUT THE VOUCHERS, WE DON'T KNOW HOW THAT'S GOING TO IMPACT SCHOOL DISTRICTS ACROSS THE STATE OF TEXAS. WE DON'T KNOW HOW IT'S GOING TO IMPACT CROWLEY ISD, BUT WE GOT TO MAKE A PLAN. WE HAVE TO PLAN FOR IT TO HAVE SOME IMPACT. NEXT SLIDE. SO HERE'S WHAT WE DID. WE GAVE YOU THE RAW NUMBERS THE ENROLLMENT NUMBERS. BUT LOOK AT THE PERCENTAGE CHANGE IN THOSE SAME STUDENTS. UP POPS RIGHT. DYSLEXIA 189% SPED 7,075% EMERGING BILINGUAL 50%. ECONOMICALLY DISADVANTAGED 45%. EACH ONE OF THESE STUDENT SUB POPS. THE GROWTH IN THESE STUDENT SUB POPS HAS FINANCIAL IMPLICATIONS, RIGHT? WE TALK ABOUT MATCHING THE EXPENSE DRIVERS TO THE REVENUE GENERATORS. WELL EACH ONE OF THESE STUDENT SUB POPS HAS A FUNDING AWAITED FUNDING. THAT IS A MULTIPLIER, IF YOU WILL, TIMES THE THE BASIC ALLOTMENT TO GENERATE REVENUE. BUT IT'S NOT ALWAYS ENOUGH, RIGHT. SO WE HAVE TO HAVE A STRATEGY. ALL RIGHT. STUDENT CELL POPULATION GROWTH. NEXT SLIDE. JUST LOOKING AT IT. WE JUST GIVE YOU THE NUMBERS HERE AND JUST SHOW YOU BY BAR CHART. AND OBVIOUSLY THE ECONOMICALLY DISADVANTAGED. LOOKS LIKE IT IS SIGNIFICANT BECAUSE OF THE GREATER NUMBERS THE HIGHER NUMBERS. TAKE A LOOK AT THE NEXT SLIDE JAY. THE AVERAGE DAILY ATTENDANCE. THIS IS WHAT I WANTED TO SHOW YOU. THE VISUAL OF SPECIFICALLY MARKING PERIOD FOUR AND HOW THERE'S A SIGNIFICANT DIP IN MARKING PERIOD FOUR UP IN THE RIGHT HAND COLUMN OR I'M SORRY, THE RIGHT HAND CORNER OF THE THE GRAPHIC. [02:55:03] YOU'LL SEE THE MARKING PERIODS FOR THIS YEAR. OKAY. WHEN I SAY MARKETING, PERIOD, EVERYBODY UNDERSTANDS THAT WE HAVE SIX SIX WEEK INSTRUCTIONAL PERIODS, OKAY. MANY OF THEM ARE 28 DAYS OR 26 DAYS OR WHATEVER IT IS. EVERYBODY FAMILIAR WITH THAT CONCEPT? OKAY. ALL RIGHT. NEXT SLIDE. ALL RIGHT. SO I WANT TO TALK NOW. WHAT ARE OUR PERFORMANCE METRICS. ALL RIGHT SO ON OUR EXTERNAL AUDIT WE HAD AN UNMODIFIED OPINION WHICH MEANS WE HAD A CLEAN AUDIT. TRUSTEE CASTILLO CLEAN MEANING THAT IT WAS FREE FROM MATERIAL ERROR OR FREE FROM MATERIAL MISSTATEMENT OF THE THE FINANCIALS. OKAY. THAT IS WHAT WE WANT. THERE WERE NO SIGNIFICANT DEFICIENCIES AND NO MATERIAL WEAKNESSES. THESE ALL ADDRESS INTERNAL CONTROLS. OKAY. MAKING SURE THAT THE FINANCIAL STATEMENTS ARE FAIRLY PRESENTED, THAT THE NUMBERS ARE ACCURATE. ALL RIGHT. THE FIRST RATING BOARD. YOU REMEMBER THAT? WHAT WAS IT? TWO WEEKS AGO? WE WENT THROUGH THE FIRST RATING PRESENTATION. THERE WERE ABOUT 20, 21 INDICATORS. MANY OF THEM MEASURE COMPLIANCE. SOME OF THEM MEASURE LIQUIDITY, SOME MEASURE SOLVENCY. WE TALKED ABOUT THAT. THE DISTRICT HAS A GOAL OF HAVING A B OR BETTER. ALL RIGHT. THE GENERAL FUND, OUR REVENUE AND EXPENDITURE FORECAST. WE ALWAYS WANT TO BE PLUS OR -5% FROM THE THE ACTUAL TO THE BUDGET OKAY. THAT'S IMPORTANT. BECAUSE IT'S IT'S, IT'S IT'S A IT'S A METRIC THAT THE AUDITORS MEASURE ACTUALLY FUND BALANCE. I MENTIONED THAT WE WANT TO MAKE SURE THAT WE'RE IN THAT RANGE OF 17 TO 21% OF THE GENERAL OPERATING EXPENDITURES BOARD. YOU UNDERSTAND THAT WE TAKE THE ENDING FUND BALANCE AS AND DIVIDED BY THE GENERAL OPERATING EXPENDITURES FOR THAT YEAR. FUND ONE. 99 OKAY, SOUNDS LIKE ONE POINT. THE NEXT SLIDE REALLY JUST SHOWS WHAT IS THE FREQUENCY OF OUR MEASUREMENT OF THESE THINGS THAT ARE OUR OBJECTIVES, OUR PERFORMANCE METRICS. THE EXTERNAL AUDIT OBVIOUSLY IS ANNUAL RIGHT. THAT'S WHEN YOU GUYS SEE IT. BUT WE'RE WORKING ON THAT DAILY. WE'RE WORKING ON THE INTERNAL CONTROLS DAILY. I SHOWED THE SIGNIFICANT DEFICIENCIES ON A MONTHLY BASIS. WE'RE WORKING ON THAT STUFF REALLY DAILY. THE FIRST RATING REALLY SHOWS UP AS AN ANNUAL DEAL, BUT WE'RE LOOKING AT THAT. DOCTOR MAYFIELD, YOU HAD A QUESTION LAST TIME. WE TALKED ABOUT SOME OF THOSE THOSE CRITERIA. WE'RE MEASURING THOSE ALL THE TIME, SPECIFICALLY CASH ON HAND. WE'RE LOOKING AT THAT DAILY MONTHLY FUND BALANCE I'M SORRY, GENERAL FUND. WE LOOK AT THAT MONTHLY AND THE FUND BALANCE WE LOOK AT THAT MONTHLY AS WELL. ALL RIGHT. AND SO ON. THE EXTERNAL AUDIT WE TALKED ABOUT JUST MAKING SURE THAT WE HAVE AN UNMODIFIED OPINION. AND THAT IS AGAIN MONITORING ALL OF OUR INTERNAL CONTROLS PAYROLL ACCOUNTING ACCOUNTS PAYABLE, PURCHASING. YOU KNOW, THERE ARE SO MANY RULES AROUND EVERYTHING THAT WE DO IN THE FINANCE DEPARTMENT. AND WE HAVE TO MAKE SURE THAT OUR TEAMMATES ARE ADHERING TO ALL OF THOSE RULES. AND SO THERE'S CONSTANT COMMUNICATION, CONSTANT DIALOG BACK AND FORTH. YES, SIR. CAN YOU SHARE JUST 1 OR 2 EXAMPLES OF INTERNAL CONTROLS THAT WE'VE BEEN INTENTIONAL ABOUT PUTTING IN PLACE? ABSOLUTELY, DOC. SO SO SO ONE OF THE THINGS IS WITH THE ACCOUNTING. ALRIGHT, WE TALK ABOUT BEING ABLE TO RECONCILE OUR BANK STATEMENTS ON A MONTHLY BASIS. LYNDSAE BLAINE AND MISS SHARON JOHNSON WORKED TO MAKE SURE THAT THE THE BANK STATEMENTS ARE RECONCILED EVERY MONTH. WE'RE NOT DOING WE'RE NOT SKIPPING MONTHS. WE'RE DOING THAT EVERY MONTH. WHEN WE TALK ABOUT PAYROLL, WE ARE MAKING SURE THAT THE AUTHORITATIVE FORCE ENTITY, I SHOULD SAY, IN OUR ORGANIZATION THAT IDENTIFIES WHAT SALARIES SHOULD BE, WHAT STIPEND SHOULD BE IS OUR HR DEPARTMENT. WE DON'T MAKE ANYTHING UP IN IN IN PAYROLL. RIGHT. WE FACILITATE, THEY AUTHORIZE AND WE FACILITATE. GOOD DOG. OKAY. FIRST RATING B OR HIGHER. WE TALKED ABOUT THOSE INDICATORS ON OUR GENERAL FUND REVENUE AND EXPENDITURE FORECAST. WE WANTED TO MAKE SURE THAT WE WERE PLUS OR -5%. WE WERE WELL WITHIN THAT RANGE. AND YOU KNOW, ONE THING I WANT TO REMEMBER, I WANT TO REMIND EVERYBODY, YOU DO REMEMBER WHEN WE HAD OUR REVENUE ASSUMPTIONS, WE HAD THE SALE OF AN EIGHT, $8.4 MILLION PROPERTY THAT THE DISTRICT OWNS, [03:00:03] RIGHT IN THAT CALCULATION. THAT HASN'T HAPPENED YET. IT DIDN'T HAPPEN IN THE YEAR WE THOUGHT IT WAS. IT'S WORKING ITS WAY OUT NOW. WE HOPE TO BE BRINGING THAT FORWARD HERE SOON. ALL RIGHT JACKIE. FUND BALANCE. SO WHAT WE DID HERE, WE PRODUCED A SLIDE THAT REALLY SHOWS YOU THE HISTORICAL FUND BALANCE. AND YOU SEE THE EBBS AND FLOWS OF THE FUND BALANCE. AND THIS IS ALL CONTEXT. DOCTOR MILLER GAVE GREAT CONTEXT, US MAKING DECISIONS ON HOW WE'RE GOING TO ADDRESS STUDENT NEEDS. RIGHT. AND NOT JUST STUDENT NEEDS BUT ALSO EMPLOYEE INCREASES TO MAINTAIN AND RETAIN THE STAFF THAT WE HAVE. YOU SEE THE FUND SUMMARY HERE, WHICH REALLY CAPTURES THE FUND BALANCE, BUT ALSO THE REVENUES AND EXPENDITURES. DOCTOR, DO YOU WANT TO TAKE A MOMENT ON THIS. SO. YEAH, JUST, JUST I WANT TO POINT OUT IF YOU JUST LOOK AT THE BLUE AND THE BLUE AND THE GREEN. SO ANYTIME FROM A SIMPLISTIC STANDPOINT, ANYTIME THE GREEN LINE GETS ABOVE THE BLUE, THEN BUDGET REDUCTION REALLY BEING SCRUTINIZING EXPENSES, ALL THOSE THINGS NEEDS TO OCCUR SO THAT WE DON'T GET OURSELVES IN A POSITION WHERE WHERE WE ARE, WE ARE, YOU KNOW, HAVING TO GO INTO FUND BALANCE FOR SIGNIFICANT AMOUNTS. SO IF YOU IF YOU LOOK BACK IN 2013, 2023, YOU SEE THAT WE, WE BASICALLY HAD TO REDUCE ABOUT $12 MILLION OF THE BUDGET, WHICH BROUGHT THE BUDGET IN ALIGNMENT IN 2024. AND YOU SEE, RIGHT NOW WE ARE WE ARE A LITTLE BIT OF HOT. WE'RE WITH EXPENSES. WE ARE WE ARE UP RIGHT NOW. AND SO WE WOULD WE HAVE ALREADY BEGUN TO RESTRICT THE BUDGET FOR THIS YEAR. AND WE'LL BEGIN TO REDUCE GOING FORWARD, NOT KNOWING WHAT WHAT WOULD WHAT WILL HAPPEN. OUR GOAL WOULD BE TO END THE YEAR WITH THE BLUE AND THE GREEN TOGETHER. SO WE START TO MONITOR THE BUDGET LIKE RIGHT? WE ACTUALLY STARTED IN DECEMBER. WE STARTED TO MONITOR IT AND START TO REDUCE AND RESTRICT SPENDING SO THAT WE CAN MAKE SURE WE END THE YEAR WHERE THE GREEN AND THE BLUE IS TOGETHER. THAT'S THE GOAL. DOCTOR, JUST A COMMENT. SO BECAUSE WE GET THESE REPORTS MONTHLY. YES, MA'AM. AND HAVE AN EXPLANATION OF IT, WE SHOULDN'T EVER BE SURPRISED AT ANYTHING EXTRAORDINARY THAT HAPPENS AS FAR AS OUR FINANCES ARE CONCERNED. THAT'S THE GOAL. TRUSTEE. DAVIS. ABSOLUTELY. THANK YOU. I JUST HAD A COMMENT AS WELL. SO I'M GLAD MISS DAVIS SHARED THAT INFORMATION BECAUSE SHE AND I HAVE BEEN TALKING ABOUT THIS QUITE A BIT. SO I REALLY APPRECIATE YOU BRINGING THIS TO US AND LETTING US KNOW THAT THESE THINGS ARE MONITORED. AND WHEN THEY'RE MONITORED SO THAT WE ALL HAVE SOME INSIGHT, LIKE YOU SHE SAID, AND WE WON'T HAVE A GOTCHA MOMENT. SO I REALLY DO APPRECIATE IT. AND THANK YOU, DOCTOR MCFARLAND, FOR EXPLAINING THE GRAPH TO US. SO WE'LL KNOW HOW WE NEED TO BE WATCHING THIS AS WELL. THANK YOU. AWESOME, AWESOME. AND SO HOW WILL WE ADDRESS OUR PRIORITIES OVER THE NEXT QUARTER. RIGHT. WE'RE GOING TO MAKE SURE THAT WE HAVE AN ACCURATE UNDERSTANDING OF THE MECHANISM OF THE VOUCHERS. RIGHT. HOW WILL THAT WORK? WHAT WILL THE AMOUNTS BE. HOW COULD THAT IMPACT CROWLEY ISD. SO IF YOU HOLD THAT FOR A SECOND. SO, SO BOARD FROM A FROM A DECISION MAKING STANDPOINT, WHAT ARE THE ASSUMPTIONS WE'RE MAKING AS IT RELATES TO VOUCHERS IS THAT THEY WILL HAVE SOME IMPACT. WHAT WE'RE HEARING IS THAT IT COULD HAVE ABOUT THREE, ANYWHERE FROM A 3 TO 5% IMPACT ON DISTRICTS ACROSS THE ACROSS THE STATE. SO WHAT WE'LL DO IS WE'LL LOOK AT OUR REVENUE ESTIMATES, AND WE WILL REDUCE OUR REVENUE ESTIMATES BY 5% TO BE TO MAKE SURE THAT WE ARE PREPARED. IN CASE THAT HAPPENS AGAIN. WE'LL BE WORKING TO TO COUNTER THAT. BUT FROM A PLANNING STANDPOINT, WHEN WE START TALKING ABOUT BUDGETING, WE'LL BE LOOKING AT REDUCING OUR REVENUE ESTIMATES SO THAT WE CAN ACCOUNT FOR ANY POSSIBLE POSSIBLE, YOU KNOW, LOSS THAT COULD OCCUR. THAT SAID, HOW DO WE SO IF THERE IF THE VOUCHERS ARE GOING TO TAKE PLACE NEXT YEAR, IF A STUDENT TAKES A VOUCHER AND THEY GO OFF TO SOME OTHER PLACE AND IT DOESN'T WORK FOR THEM, WHERE DO WE GET THE REVENUE TO HELP SUPPORT THAT CHILD THROUGHOUT THE REST OF THE YEAR? DO WE? DOES IT COME BACK TO US? YOU KNOW, DOES A PORTION COME BACK TO US OR HOW DO WE DEAL WITH THAT? THAT IS A GREAT QUESTION. I MEAN, THAT IS THAT IS THE QUESTION, QUITE FRANKLY, BECAUSE WE KNOW IT WILL HAPPEN. IT HAPPENS NOW WITH STUDENTS LEAVING FOR CHARTERS. IT HAPPENS. AND THE ANSWER THAT I UNDERSTAND AT THIS POINT IS THAT WE WILL THE PAY BECAUSE OF THE WAY THE FINANCE SYSTEM IS. AND FISHER, LET ME INTERJECT IF I'M IF I'M MISSPEAKING. BUT THE WAY THE FINANCE SYSTEM IS THAT THEY WILL PAY US UP FRONT. OKAY. SO SO IF WE HAVE STUDENTS WHO ARE LEAVING US GOING TO CHARTER WHEREVER THEY GO, THAT SCHOOL DISTRICT WILL GET THE FUNDS WHEN THEY COME BACK TO US. [03:05:06] WE DON'T GET FUNDS AT THAT POINT. WE HAVE TO TAKE CARE OF THE EXPENSES OF EDUCATING THEM, AND THEN EVENTUALLY IT SHOULD BE A SETTLE UP AT SOME POINT DOWN THE LINE. AND THAT COULD BE A YEAR, THAT COULD BE TWO YEARS, THAT COULD BE WHATEVER. BUT IT'S IT'S ONE BECAUSE THE MONEY'S ALREADY EXPENDED. THEY WILL HAVE TO EXTRACT THE MONEY FROM THE, THE DISTRICT THAT THEY GAVE THE MONEY TO OR THE OR THE ENTITY THAT THEY GAVE THE MONEY TO, AND THEN GET IT BACK TO US. AND THERE'S A PROCESS. SO THE QUESTION TO ANSWER YOUR QUESTION, THAT'S ONE OF THE REASONS WHY WE HAVE TO HAVE A STRONG FUND BALANCE. BECAUSE THE FUND BALANCE KIND OF GETS US, YOU KNOW, OVER OVER THAT, YOU KNOW, SO THE UNINTENDED CONSEQUENCES THAT NOBODY CONSIDERED. THAT'S RIGHT. JUST MADE THE SWEEPING DECISION, AND NOW WE ARE LEFT TO TRY TO FIGURE IT OUT. ABSOLUTELY. WE WANT TO MAKE SURE THAT WE CONTINUE TO MONITOR ENROLLMENT AND ATTENDANCE. WE'VE GOT SOME PEOPLE THAT ARE REALLY DOING A GREAT JOB HELPING OUR CAMPUSES TO CODE AND TO MONITOR THEIR ATTENDANCE. WE WANT TO MAKE SURE WE CONTINUE TO MONITOR OUR REVENUES, OUR EXPENDITURES, AND OUR FUND BALANCE AND ASSESS THE POSSIBLE BUDGET REDUCTION OPPORTUNITIES, AS DOCTOR MCFARLAND TALKED, TALKED ABOUT. SO NOW BOARD, WANT TO GIVE YOU JUST SOME VISUALS, REALLY HIGH LEVEL VISUALS THAT SHOW YOU OUR PERFORMANCE, OUR BUDGET TO OUR ACTUALS ON A MONTHLY BASIS. OKAY. SO LOOK AT HERE YOU'LL SEE THE GENERAL REVENUE, THE WHAT I CALL THE ACTUALS VERSUS THE PLAN. PLAN IS IS SYNONYMOUS WITH BUDGET. AND IF YOU'LL SEE, YOU'LL SEE THAT THE ACTUAL AMOUNT OF REVENUES HAVE HAVE REALLY KIND OF OUTPACED OUR PLAN. THAT'S A GOOD SIGN. BOYD. ALL RIGHT. CAN YOU GO BACK? FISHER. YES, SIR. EXPLAIN THE THE BAR, THE BARS AGAIN, JUST TO MAKE SURE WE'RE CLEAR. OKAY. SO THE BLUE IS THE ACTUAL. THE ORANGE IS THE BUDGET. OKAY. AND WE HAVE A ALGORITHM THAT HELPS HELPS US TO CREATE A TREND. ALL RIGHT. I GUESS MY QUESTION IS ABOUT THE 2020 509 2020. WHAT IS THAT? SO 2025 SEVEN IS JULY, OKAY, 2025 EIGHT IS AUGUST, SO FORTH AND SO ON. GOTCHA. BOYD I ALSO PUT A NOTE IN YOUR PACKET FOR THE DECEMBER REVENUE YOU ON YOUR FINANCIAL STATEMENTS WHEN YOU GET A CHANCE, JUST TO MAKE SURE YOU TAKE A LOOK AT THAT. AND THEN ON THE NEXT ONE, THE GENERAL REVENUE THE ACTUAL VERSUS SEVERAL OF THE, THE PRIOR YEARS, IF YOU WILL. SO WHAT WE DID HERE WAS WE TOOK A LOOK AT THE QUARTER AND WE REALLY ADDED A MONTH IN THERE JULY THROUGH NOVEMBER FOR 2024, 2025, 2026. ALRIGHT. AND BOARD, YOU'LL REMEMBER THERE ARE THREE SOURCES OF REVENUE FOR A SCHOOL DISTRICT LOCAL REVENUE, WHICH IS REALLY DERIVED FROM OUR ABILITY TO TAX THE RESIDENTIAL, PERSONAL AND COMMERCIAL PROPERTIES WITHIN OUR FOOTPRINT. THANK YOU. JEFF. THE STATE REVENUE, WHICH IS REALLY THE PRIMARY SOURCE OF THAT REVENUE, IS FROM OUR STUDENT AVERAGE DAILY ATTENDANCE AND THEN OUR FEDERAL REVENUE, WHICH IS FROM OUR MAC AND SHA'S MEDICAL, THE, THE STUDENTS THAT ARE GETTING SERVICES THAT ARE MEDICAID ELIGIBLE. WE ARE WE HAVE THE ABILITY TO TO REIMBURSE OR BE REIMBURSED FOR THE SERVICES THAT ARE PROVIDED TO THOSE STUDENTS. RIGHT. AND SO YOU SEE A CERTAIN LEVEL OF CONSISTENCY WITH THE LOCAL REVENUE. WHAT YOU'LL START TO SEE IS A FLUCTUATION, IF YOU WILL, FROM THE STATE REVENUE, THAT THAT WHOLE INVERTED RELATIONSHIP BETWEEN STATE REVENUE AND LOCAL REVENUE. AS THE LOCAL REVENUE DECREASES, THE STATE REVENUE WILL INCREASE, SO FORTH AND SO ON. BUT THE THE THE ONE ITEM HERE THAT WE REALLY WANTED TO ADD THIS GRAPHIC FOR YOU GUYS TO REALLY SEE IS YOU'LL SEE THAT THE FEDERAL REVENUE FOR THE SAME PERIOD. ALL RIGHT. OVER THREE YEARS. IT LOOKS LIKE IT'S DECREASED IN 2026. SO THIS IS WHERE WE TAKE THE DATA AND WE MAKE IT ACTIONABLE. WE HAVE WORKED WITH MRS BATISTE AND HER TEAM TO MAKE SURE THAT OUR TEACHERS UNDERSTAND THAT WE WON'T GET THE REVENUE IF THEY'RE NOT NECESSARILY COMPLETING THE BILLING PROCESS. SO NOW WE'VE BEGUN TO WORK WITH THOSE TEAM MEMBERS OF OURS TO MAKE SURE THAT WE ARE EXECUTING AND FACILITATING THE BILLING PROCESS FOR THE SERVICES THAT WE'RE RENDERING. ALL RIGHT. YOU KNOW WHAT'S WHAT'S INTERESTING OR NOT INTERESTING, BUT WHAT WHAT'S WHAT STANDS OUT IS WHEN YOU LOOK AT THE NUMBERS, [03:10:03] WHEN YOU LOOK AT THE FEDERAL AMOUNT, YOU 250,000 COMPARED TO THE OTHER MILLION. SO THE FEDERAL IS THE LEAST AMOUNT OF IT PROVIDES THE LEAST AMOUNT OF FUNDS, BUT HAVE THE LARGEST AMOUNT OF REGULATION, THE LARGEST AMOUNT OF REGULATION. YES, ABSOLUTELY. RIGHT. NEXT SLIDE PLEASE. AND SO THIS THESE SLIDES REALLY. NOW LOOK AT THE EXPENDITURES OKAY. WE LOOKED AT THE REVENUES. NOW WE WANT TO COMPARE OUR EXPENDITURES AND LOOK AT OUR EXPENDITURES THE ACTUALS VERSUS THE PLAN. AND YOU CAN SEE IT'S PRETTY IN LINE WITH THE PLAN. OKAY. ALL RIGHT. SO WHAT I'D LIKE TO DO NOW. DOC, I'LL TAKE JUST TWO MINUTES. I WANT TO BRING UP JAMIE JACKSON. THE DISTRICT'S ENERGY MANAGER. I WANT TO TALK ABOUT UTILITIES. RIGHT. AND ONE OF THE THINGS THAT, YOU KNOW, WE TALK ABOUT IS, AS THE DISTRICT IS ENGAGED IN THIS CONSTRUCTION PROGRAM, WHAT WE KNOW IS WE ARE CREATING SPACES THAT WILL HAVE MORE CLEANABLE SQUARE FOOTAGE. ALL RIGHT. THEY'RE GOING TO HAVE UTILITY COSTS AND THEY'RE GOING TO HAVE STAFFING COSTS. SO WE KNOW THAT THERE'S GOING TO BE AN IMPACT TO THE GENERAL FUND BUDGET GOING FORWARD. AND WE WANT TO PLAN FOR THAT. SO MISS JACKSON WILL TALK ABOUT WHAT WE'RE DOING WITH UTILITIES AND HOW WE'RE MITIGATING THE COST OF RISING UTILITIES. PRESIDENT. GRASSIA. MEMBERS OF THE BOARD. DOCTOR MCFARLAND. GOOD EVENING. I'VE WAITED ALL NIGHT FOR THIS. MR. REEVES JOKES WITH ME AND SAYS, YOU KNOW, EVERY TIME HE SEES ME, IT'S GOING TO BE, YOU KNOW, WHAT DO YOU WANT? WHAT'S GOING ON? WHAT'S WRONG? YOU KNOW. BUT I PROMISE, THERE'S MORE TO IT. SO JUST A BRIEF INTRODUCTION. FOR THOSE OF YOU THAT MAY NOT KNOW ME, I'M JAMIE JACKSON. I'M THE DIRECTOR OF ENERGY MANAGEMENT FOR CROWLEY ISD. I'VE BEEN WITH THE DISTRICT REALLY? SINCE 2015. BUT DID NOT BECOME AN OFFICIAL FAMILY MEMBER UNTIL 2019. NOW I'VE GOT MYSELF AND MR. ROBERT GREEN, WHO'S THE ENERGY COORDINATOR, AND THAT IS THE CROWLEY ISD ENERGY DEPARTMENT FOR THE DISTRICT. SO THERE'S I LOVE THIS OPPORTUNITY TO SORT OF LOOK AT. THE WHOLE AND THEN SORT OF PULL IT APART AND LOOK AT ALL OF THE ELEMENTS TO THE WHOLE TO REALLY UNDERSTAND. THE ENTIRE PICTURE OF WHAT WE'RE LOOKING AT. SO WITH UTILITIES IT'S INTERESTING TO ME BECAUSE I'VE BEEN HERE FOR 11 YEARS, THAT IT'S EASY WHEN YOU'RE TO IT'S EASY TO LOSE SIGHT OF TIME PASSING AND ALL OF THE GREAT THINGS THAT WE'VE DONE AS A DISTRICT. SO I JUST THOUGHT I'D KIND OF VERY BRIEFLY FILL YOU IN. IN 2015, WE HAD TWO POINT 5,000,000FT² AS A DISTRICT. WE HAD 25 BUILDINGS IN 2025, 20, 26. NOW WE HAVE 38 BUILDINGS AND WE'RE AT THREE POINT 07,000,000FT². WITH CURRENT CONSTRUCTION, WE'RE GOING TO ADD NEARLY 1,000,000FT² TO THAT. SO ESSENTIALLY FROM 2015 TO 2026 2027, WE'RE NEARLY DOUBLING OUR SQUARE FOOTAGE IN THIS DISTRICT. SO WHEN WE LOOK AT THE UTILITIES BUDGET YOU SEE THAT THAT HAS NOT HAPPENED. AND THERE'S SEVERAL THINGS THAT YOU HAD TO KEEP IN MIND. SO SORT OF PULLING APART THE HOLE AND LOOKING AT EACH ELEMENT. AND I LOVE THE DISCUSSION YOU'VE HAD BECAUSE THERE'S BEEN SOME THINGS WE'RE LIKE, WAIT, WHAT ABOUT THIS? AND HOW DOES THAT PLAY INTO THIS? AND FOR ME, EVERYTHING WE DO HAS AN IMPACT, EACH ONE OF US SEPARATELY AND TOGETHER AS A WHOLE. AND THAT IMPACT CAN BE FANTASTIC, BUT IT'S STILL AN IMPACT. SO FOR EXAMPLE WE'VE DONE GREAT THINGS EVEN MOST RECENTLY, Y'ALL HAVE MADE GREAT DECISIONS. THIS IS FANTASTIC. SHOULD WE DO IT? ABSOLUTELY. DOES IT COST US? IT DOES. IT COSTS US MORE IN ELECTRICAL, BUT IT'S STILL SOMETHING WE SHOULD DO. THE BENQ BOARDS. IS THAT IS THAT THE RIGHT NAME? BEN. KEYBOARDS. ABSOLUTELY. BUT THEY'RE GOING TO USE MORE POWER. SO LOOKING AT THOSE EVERYTHING AND LOOKING AT THE IMPACT IT HAS ON THE BOTTOM LINE IS IMPORTANT. [03:15:02] SO YEAH. SO ONE OF THE THINGS THAT WE'VE DONE SPECIFICALLY WITH ELECTRICITY IS WE'VE LOCKED IN REALLY FOUR YEARS AGO WITH THE LONG TERM CONTRACT THAT JAY AND I WANT YOU TO TALK TO THEM ABOUT THIS. WE WERE AT FOR WHAT WAS IT, $0.04 A KILOWATT? YEAH. I MEAN, THE THE PRICE PER THAT YOU SEE IS $0.04. AFTER ALL THE PASS THROUGH CHARGES WHICH EVERYBODY SEES ON THEIR BILL. IT'S USUALLY ABOUT $0.10. AND WE'VE BUT THE AMAZING THING IS WE HAVE STAYED STEADY AT THAT SINCE REALLY 2015, WHICH IS AMAZING, UNHEARD OF, UNHEARD OF. AND OUR WE USE PARTNERS THAT HELP US SORT OF THEY GO OUT, IT'S ALMOST LIKE A THEY SHOP IT FOR US AND THEY BRING BACK THE BEST PACKAGES THAT WE COULD LOOK AT. AND THEY HELP US DETERMINE BASED ON WHAT THE MARKET'S GOING TO DO. THEY EVERY TIME WE, WE MEET WITH THEM, IT'S LIKE THE CROWLEY ISD IS LIKE THE WHALE STORY TO THEM. THEY STILL CANNOT BELIEVE AFTER I THINK IT'S BEEN TEN YEARS ACTUALLY, THAT WE GOT WHAT WE GOT FOR AS LONG AS WE GOT IT. AND THAT CURRENT CONTRACT GOES THROUGH JUNE 30TH OF 2028. AT THAT TIME, WE WILL NO LONGER GET THE PHENOMENAL RATE. THEY'RE SAYING THAT IT COULD BE SUBSTANTIALLY DIFFERENT FOR US. SO IT'S SOMETHING THAT WE NEED TO LOOK FOR AND PLAN FOR AND BE PROACTIVE IN. WHEN WE HAVE THESE DISCUSSIONS AND WHEN WE BUDGET FOR THINGS LIKE THAT. SO ELECTRICITY HAS STAYED PRETTY STEADY. BUT I THINK IT'S IMPORTANT TO NOTE THAT THERE ARE OTHER CHANGES THAT IMPACT AS WELL. MR. JACKSON, I HAVE A COUPLE OF QUESTIONS. THE FIRST ONE IS, IS CAN I GET ON THAT PLAN? RIGHT. THE SECOND THING FOR ME, THE THE SECOND QUESTION THAT I HAVE OR QUESTION THAT I HAVE IS, IS THAT WITH US DOING THE I CAN'T THINK OF THE, THE NAME, BUT THE, AT THE CTE CENTER THE THE FIELD THAT WE PUT IN. AND THEN AND THEN THE SOLAR PANELS AND SOME OF THE NEWER JUNE, DAVIS AND BAYLOR, WITH THOSE HAVING GREENER PLANS OR FOOTPRINTS, DO THEY ACTUALLY SAVE US MONEY BY, BY DOING EVERYTHING THAT WE HOPE IS THE RIGHT THING. THEY ARE CONSIDERABLY LESS FOR US TO RUN. AND SO THAT'S TO YOUR POINT, A GREAT POINT WHEN WE LOOK AT PLANNING FOR PROGRAMS. MR. JACKSON, WILL YOU SPEAK INTO THE MICROPHONE? I'M SORRY. THANK YOU. I THOUGHT I'D TALK PRETTY LOUD. SO HOW WE USE THE BUILDING WHEN WE USE THE BUILDING, THAT'S ALL A CONSIDERATION. BUT, YES, WE TRY TO FOCUS ON THOSE BUILDINGS THAT WE KNOW MECHANICALLY. ELECTRICALLY. NATURAL GAS. ALL OF THOSE ELEMENTS ARE GOING TO BE A LITTLE BIT CHEAPER FOR US IN THEORY. AND THE OTHER THING RELATED TO THAT, WE HAVE AN OPPORTUNITY. AND I WANT YOU TO SPEAK TO THAT ON THE TAX INCENTIVE. OKAY. ALL RIGHT. SO PART OF PRIOR FEDERAL ADMINISTRATION THEY, THEY PUT SOME GREEN INITIATIVES IN PLACE THAT INCENTIVIZE GREEN POWER OR MORE RENEWABLE SOURCES OF ENERGY. SOME OF THOSE THINGS HAVE CHANGED. BUT SHORT STORY IS WE HAVE AN OPPORTUNITY TO RECEIVE AND REBATE. IT'S JUST LIKE WHEN YOU FILE YOUR PERSONAL TAXES AND YOU'VE OVERPAID. SO NOW YOU GET A, YOU KNOW, A CHECK OR A LIKE THE CHILD CREDIT STIMULUS CHECKS THAT WE'VE HAD FROM TIME TO TIME WHERE IT'S, YOU KNOW YOU'VE, YOU, YOU QUALIFY FOR IT BECAUSE YOU'VE ALREADY DONE IT KIND OF A THING. SO WE HAVE AN OPPORTUNITY WITH THAT, WHICH WE'VE TALKED TO A COUPLE OF DIFFERENT OUTSIDE ORGANIZATIONS THAT WOULD HELP US THROUGH THAT PROCESS. AND THEY'RE CONSERVATIVE. YOU REALLY WANT THEY'RE CONSERVATIVE. NUMBER IS THAT WE COULD APPROXIMATELY UPWARDS OF UPWARDS OF $1 MILLION FOR BAYLOR ELEMENTARY SCHOOL BECAUSE WE DID USE [03:20:05] THOSE TECHNIQUES AND THAT SYSTEM THERE. SO WE DEFINITELY WON'T BE INVESTIGATING THAT OPPORTUNITY. TRUSTEE WATKINS, DID YOU HAVE A QUESTION? I DID WHY DON'T WE LEAVE THE LIGHTS ON AT THE STADIUM. I MEAN, ARE WE. WHY IS IT WE DON'T WE DON'T LEAVE THEM ALL ON. OH, YEAH. WHY ARE ANY OF THEM ON? I MEAN, I'M JUST I'VE ALWAYS WONDERED THAT. RIGHT. IT IT'S MORE OF A SAFETY AND SECURITY ITEM FOR US. YEAH. YEAH. WE DON'T WANT IT COMPLETELY DARK. JUST LIKE, YOU KNOW, YOU LEAVE THE PORCH LIGHT ON OR SOMETHING LIKE THAT. SO BUT THAT IS SOMETHING THAT THAT I SET SCHEDULES ON. SO NOT EVERYTHING IS ON ALL THE TIME. RIGHT. AND THEN ALSO PEOPLE DON'T THINK, LIKE SOMETIMES THERE ARE PEOPLE THAT ARE STILL WORKING. CUSTODIAL STAFF IS STILL ON CAMPUSES. THAT'S MAYBE WHY YOU SEE YOU KNOW, IT GIVES THE APPEARANCE WHEN REALLY THERE'S A REASON MULTIPLE REASONS. SO REALLY QUICK AND I YOU KNOW I DON'T LIKE TO JUST TALK. BUT BACK IN THE DAY WHEN MISS JACKSON FIRST ARRIVED WAS WITH A COMPANY AND CISD, MISS DAVIS AND I AND A COUPLE OTHERS BROUGHT THEM IN TO DO EXACTLY WHAT SHE DOES, AND SHE IS VERY GOOD AT WHAT SHE DOES. AND BACK IN THE DAY, I WOULD, I WOULD GET EMAILS AND LIKE, THIS LADY IS TELLING ME THAT I HAVE TO UNPLUG EVERYTHING AND I HAVE TO DO LIKE FOR THE CHRISTMAS BREAK. AND THE TEACHERS WERE TELLING ME LIKE, DUDE, SHE IS OK. I'M LIKE, JUST FOLLOW THE DIRECTIONS. SO I'M VERY HAPPY. AGAIN, THAT PLAYS TO EVERYTHING WE DO HAS AN IMPACT. AND SO YES, THAT'S STILL SOMETHING THAT WE DO. AND, AND ACTUALLY DURING THIS WINTER STORM, WE, WE KNEW THAT THERE WAS A POSSIBILITY THAT WE WERE GOING TO BE STUCK AT HOME FOR A COUPLE OF DAYS. AND SO THERE WAS COMMUNICATION SENT OUT TO STAFF ASKING THAT THEY UNPLUG AS MUCH AS THEY COULD FOR THE LONG, YOU KNOW, ANTICIPATING THE LONG WEEKEND. AND TO ME, THAT WASN'T JUST MAKING SENSE FOR US. IT'S ALSO OUR DUTY TO THE COMMUNITY THAT WE TRY TO CONSERVE, ESPECIALLY WHEN THERE'S THE POSSIBILITY OF ENERGY SHORTAGES. SO THE LESS WE USE, THE MORE FOR OUR NEIGHBORS. AND THOSE ARE OUR STUDENTS. THOSE ARE OUR TAXPAYERS. THOSE ARE OUR FRIENDS, OUR FAMILY. SO IT'S IT'S THINGS LIKE THAT THAT REALLY MAKE A DIFFERENCE IN WHAT WE DO. TRUSTEE STEVENS, I HAVE A QUICK QUESTION REGARDING THE NEW TRACK, INDOOR TRACK AND FIELD. HAVE WE THOUGHT ABOUT REACHING OUT OR MAYBE DOING A WHAT DO WE WHAT DO WE CALL IT? A WHAT IS RFP TO LIKE UTILITY COMPANIES LIKE TO SEE IF THEY WOULD, I GUESS, INVEST SO THAT WE COULD GET THAT REVENUE FOR UTILITY SERVICES AT THAT LOCATION. DO YOU UNDERSTAND WHAT I'M TALKING? YES, ABSOLUTELY. AND I, I DON'T KNOW WHAT I DON'T KNOW AND I DON'T CLAIM TO BE AN EXPERT. I THINK, YOU KNOW, THERE'S SO MUCH TO ANY ONE THING THAT ANY OF US DO THAT, THAT THERE'S ALWAYS MORE TO LEARN. AND SO I WILL LOOK INTO THAT. BUT I WILL TELL YOU THAT WE HAVE TAKEN ADVANTAGE OF THINGS LIKE THAT AT SOME OF THE OTHER CAMPUSES. WE'VE GOTTEN JUST IN THE LAST YEAR OR TWO REBATES FROM ENCORE FOR CHILLERS THAT WE'VE REPLACED BECAUSE OF, YOU KNOW, THE END OF THEIR LIFE CYCLE. AND SO I THINK IT'S BEEN ABOUT $65,000 THAT WE'VE GOTTEN BACK FROM ENCORE JUST FOR PARTICIPATING IN THINGS THAT WE'VE ALREADY DONE. SO THERE'S ALWAYS OPPORTUNITIES. WE CAN ALWAYS BE DOING MORE. AND SO THAT'S WHY IT'S EXCITING TO ME, ESPECIALLY TO START TALKING ABOUT BUDGET WHERE, YOU KNOW, HOW CAN WE GET CREATIVE. AND TO TO ME IT SHOULDN'T BE IMPACTING STUDENTS OR STAFF. WE WANT A SAFE, HEALTHY LEARNING ENVIRONMENT ALWAYS. THAT'S ALWAYS BEEN THE TOP PRIORITY. BUT GOOD ENERGY MANAGEMENT, GOOD CONSERVATION PRACTICES HAPPEN BEHIND THE SCENES, SO THERE'S PLENTY OF THINGS AND PLENTY OF OPPORTUNITIES THAT WE HAVE WHERE WE CAN IMPACT OUR BOTTOM LINE. AND NOBODY SHOULD EVEN FEEL IT. SEE IT, ANY OF THAT? HAVE I COVERED MOST OF OH, I JUST WANT TO KIND OF HIGHLIGHT. SO FOR THE LAST TEN YEARS WE STARTED AT HALF OF BASICALLY WHERE WE'RE AT. [03:25:03] AND IN THE MEANTIME THE PRICE OF NATURAL GAS HAS GONE UP, WATER HAS GONE UP TREMENDOUSLY. SO ON AVERAGE FROM ALL OF OUR UTILITIES MINUS ELECTRIC, BECAUSE, YOU KNOW, WE'VE GOT THAT PRETTY KEYED IN US DUE TO THINGS WE CANNOT CONTROL. THE AVERAGE HAS BEEN A 30% INCREASE JUST IN EVEN THE LAST FIVE YEARS, WHICH IS INCREDIBLE. SO IT KIND OF SHOWS YOU LIKE YES, THE BUDGET MOVES, BUT IT STILL WE'RE STILL DOING EVERYTHING WE CAN AS A DISTRICT TO KIND OF TRY TO CONSERVE WHERE WE CAN. OKAY. I HAD A QUESTION EARLIER, ONE OF OUR STUDENT TRUSTEES MENTIONED WI-FI AND GOING DOWN AND YOU MENTIONED THE BENQ BOARDS. SO WOULD THAT BE INCLUDED IN THIS? UTILITIES WITH STUDENTS HAVE ALL CLASSROOMS HAVING BEEN CU AND THEN HAVING THE CHROMEBOOK CARTS AND WHATEVER OTHER TECHNOLOGY THAT'S ALL PULLING FROM OUR MULTIPLE CAMPUSES. I'M SORRY, WHAT'S THE QUESTION? I'M SORRY. PAST MY BEDTIME. JUST SAYING. SO, WOULD THE WI-FI BE INCLUDED IN THIS UTILITY WHEN WE'RE TALKING ABOUT UTILITY? NO, NO, NO, THAT'S THAT'S A COMPLETELY SEPARATE BUDGET ITEM. BROADBAND? YEAH, YEAH. SO, SO SO IF THERE ARE NO MORE QUESTIONS, I'LL MOVE FORWARD. ARE THERE ANY MORE QUESTIONS? OKAY. OKAY. THANK YOU. THANK YOU MA'AM. THANK YOU. THANK YOU. ALL RIGHT. AND SO, JAMIE, IF YOU GO TO THE OPPORTUNITIES. SO BOARD JUST TO SEGUE AS WE AS WE TALK ABOUT OPPORTUNITIES FROM A FINANCIAL STANDPOINT, YOU'VE SEEN THE INCREASED CONCENTRATION DOCTOR POLK HAS DONE A FABULOUS JOB AT IT. SEEKING OUT GRANTS LOCAL, FEDERAL AND STATE. THAT WILL HELP THE DISTRICT WITH ITS REVENUE. WE SEE THE RESIDENTIAL GROWTH IN OUR CISD FOOTPRINT. WE WANT TO MAKE SURE THAT WE CONTINUE TO TO BE GOOD PARTNERS WITH THOSE PEOPLE IN THE THE THE BUILDERS IN THE COMMUNITY. WE WANT TO MAKE SURE THAT WE CONTINUE TO INVEST IN OUR CO-CURRICULAR PROGRAMS. WE'VE DONE THAT. WE'VE DONE A GREAT JOB. AND ULTIMATELY THAT IS ABOUT ATTRACTING STUDENTS. OUR INVESTMENT IN CMR COLLEGE AND CAREER AND MILITARY READINESS THAT IS GOING TO ATTRACT STUDENTS. WE'VE TALKED ABOUT BOARD, THE EXTERNAL PARTNER, SPONSORSHIP AGREEMENTS. WE'RE WORKING TO FINALIZE THE THE BIG AGREEMENT THAT YOU GUYS ARE AWARE OF. WE TALK ABOUT THE OPPORTUNITIES WITH ADDITIONAL 1882 PARTNERSHIPS. AND ULTIMATELY THE SALE OF THE REAL ESTATE IS 73, 7350 GRAND. SO. SO I JUST WANTED TO KIND OF JUST KIND OF PUT A STAR BY THE ADDITIONAL 1882 PARTNERSHIPS. BASICALLY FOR US RIGHT NOW, WE'RE LOOKING AT HOW WE COULD PARTNER WITH EARLY CHILDHOOD PROVIDERS POSSIBLY BEING ABLE TO EXTEND TO FULL, FULL DAY PRE-K FOR THREE YEAR OLDS, FOUR YEAR OLDS AND OTHERS. I KNOW MISS ROW AND OTHERS WILL BE MEETING TOMORROW TO KIND OF TALK THROUGH THAT. WE'VE REALIZED THAT WHEN WE LOOK AT OUR DEMOGRAPHIC STUDY AND LOOK AT OUR TRENDS, WE SEE THE EARLY CHILDHOOD SPACE AS A AS A AREA WHERE WE REALLY NEED TO LEAN INTO AND MAKE SURE THAT WE HAVE AS MUCH AS MANY SEATS AS POSSIBLE FOR OUR STUDENTS. SO WE'RE LOOKING AT REALLY POSSIBLY LOOKING AT 1882 PARTNERSHIP IN THAT SPACE. WE'RE NOT SURE YET, BUT WE'RE DEFINITELY INVESTIGATING THAT. SO BOY, THAT CONCLUDES MY PRESENTATION. IF YOU GUYS HAVE ANY QUESTIONS, I'LL ATTEMPT TO ANSWER THOSE. THANK YOU. MR. FISHER WAS EXCELLENT BOARD. ARE THERE ANY QUESTIONS OR COMMENTS? AWESOME. THANK YOU. THANK YOU SIR. ALL RIGHT. THE BOARD WE ARE GOING TO. TABLE THE AGENDA ITEM 10.1 TARGETED IMPROVEMENT PLANS. [10.0 Future Action Item(s)] MR. GRASSIA. YES, MA'AM. BEFORE YOU GO ON. YES, MA'AM. QUESTION FOR CLARIFICATION. THE REAL ESTATE DEAL THAT'S LISTED ON THERE, OR THE REAL ESTATE, IS THAT THE 8.4 THAT YOU MENTIONED EARLIER? OKAY. OKAY. THANK YOU. AND WITH THAT BEING SAID, THAT'S [12.0 Executive Session] [03:30:09] GOING TO BRING US TO AGENDA ITEM 12.0. ADJOURN TO EXECUTIVE SESSION. THE BOARD WILL NOW ADJOURN TO EXECUTIVE SESSION PURSUANT TO TEXAS GOVERNMENT CODE 551.071, PRIVATE CONSULTATION WITH THE BOARD'S ATTORNEY, AND 551.074 TO DISCUSS PERSONNEL AND BOARD DISTRICT GOALS. SUPERINTENDENT EVALUATION PROCESS AND INSTRUMENT. THE BOARD WILL RETURN IMMEDIATELY FOLLOWING EXECUTIVE SESSION, AND WE ARE ADJOURNING TO EXECUTIVE SESSION AT 943. WE ARE BACK IN OPEN SESSION AT 10:11 P.M.. THIS IS CONSIDERATION OF POSSIBLE ACTION ITEMS. [13.0 Consideration and Possible Action Item(s)] AGENDA ITEM 13.1. EMPLOYMENT OF ADMINISTRATIVE PERSONNEL. CHILD NUTRITION DIRECTOR. FINANCE AND PROGRAMING. IS THERE A MOTION? YES. I RECOMMEND KEITH ALEXANDER FOR THE POSITION OF CHILD NUTRITION. DIRECTOR OF FINANCE AND PROGRAMING AS RECOMMENDED. WE HAVE A MOTION BY DOCTOR ROBINSON. IS THERE A SECOND? I'LL SECOND. WE HAVE A SECOND BY DOCTOR MAYFIELD. MOVE TO VOTE BY A SHOW OF HANDS. OKAY. OKAY. AND THE MOTION PASSES. AND WITH NO FURTHER BUSINESS TO BRING FORTH THIS BOARD, WE ARE ADJOURNING AT 10:12 P.M.. ALSO BOARD. YOU ALL HAVE. * This transcript was compiled from uncorrected Closed Captioning.