Aug 27, 2020 Regular Board Meeting

IN [INAUDIBLE] COMPLIANCE WITH PROVISIONS OF SECTION FIVE FIVE ONE POINT ZERO FOUR ONE AND

[1.0 Call to Order]

[00:00:07]

OF TEXAS GOVERNMENT CODE PURSUANT TO PUBLIC NOTICE OF THIS MEETING.

AND AS ALLOWED OF THE TEXAS ATTORNEY GENERAL ISSUING A TEMPORARY SUSPENSION, THE THIRD OPEN MEETING LAW DUE TO THE COVID-19 EPIDEMIC AND CLOSURE.

I REQUEST THE OFFICIAL ROLL CALL, PLEASE.

MR. [INAUDIBLE]. GOOD EVENING, EVERYONE THANK YOU. I THANK YOU ALL FOR JOINING OUR MEETING THIS EVENING, WHICH IS ALSO OPEN TO THE PUBLIC TO JOIN BY VIDEO CONFERENCE.

WE HAVE IMPORTANT BUSINESS TO ATTEND TO THIS MEETING.

I WOULD ASK THAT YOU BE PATIENT AS WE CONDUCT OUR MEETING IN THIS FORMAT.

[INAUDIBLE] PLEASE INSURE YOUR DEVICES ARE MUTED, IF YOU EXPERIENCE ANY TECHNICAL DIFFICULTIES, PLEASE SEND A TEXT MESSAGE OR EMAIL TO MR. KIRCHNER. AT THIS TIME, WOULD YOU PLEASE RISE AND JOIN US FOR THE PLEDGE OF ALLEGIANCE? THANK YOU. THANK YOU, YOU MAY BE SEATED.

[3.0 Board Celebrations]

YES, MS. DAVIS. AS WE'RE GETTING READY TO GET STARTED [INAUDIBLE].

I JUST WANT TO ACKNOWLEDGE DR.

MCFARLAND AND HIS TEAM FOR PROVIDING US WITH INFORMATION EARLY ON SO THAT WE CAN MAKE INFORMED DECISIONS. AND I KNOW IT HELPED ME A LOT WHEN WERE TALKING ABOUT THE CALENDAR.

AND, OF COURSE, ENSURING THE SAFETY OF OUR STUDENTS AND THE CONVERSATION THAT HAS BEEN TAKING PLACE SURROUNDING THAT.

I JUST WANT TO ACKNOWLEDGE, ACKNOWLEDGE HIS LEADERSHIP IN GUIDING US THROUGH THIS VERY, VERY UNUSUAL PROCESS.

THANK YOU. THANK YOU, MS. DAVIS. ARE THERE ANY OTHER CELEBRATIONS OR COMMENTS THAT THE BOARD WOULD LIKE TO SHARE AT THIS TIME? WELL, I WOULD LIKE TO ECHO TRUSTEE DAVIS'S SENTIMENT [INAUDIBLE] TODAY AND THE TEAM AND FOR THEIR PLANNING AND SO MUCH INNOVATION, I APPRECIATE THE FACT THAT WE ARE STEPPING UP OUR [INAUDIBLE] FOR HAVING A HYBRID MEETING TONIGHT. [INAUDIBLE] ALL OF THE TOWN HALLS.

I DO APPRECIATE MAKING SURE THAT WE [INAUDIBLE] WAY.

AND ALSO THAT WE TOOK OUR SERVICES TO OUR COMMUNITY TO MAKE IT CONVENIENT FOR THEM TO ACCESS THEM. SO THANK YOU FOR THAT ALSO DR.

MCFARLAND AND YOUR TEAM.

ALL RIGHT IF THERE WAS NO ONE THAT SIGNED UP TONIGHT FOR OUR OPEN FORUM.

[5.0 Consent Agenda]

IF THERE IS NO COMMENTS OR QUESTIONS, IS THERE A MOTION? I MOVE THAT WE APPROVE THE CONSENT AGENDA AS PRESENTED. WE HAVE A MOTION BY MR. RAY, IS THERE A SECOND? I'LL SECOND.

[00:05:01]

THANK YOU. TRUSTEE PLACE TWO DR.

MAYFIELD? YES.

DR. MAYFIELD, I'M SORRY, COULD YOU SAY THAT AGAIN? YES.

OK, I THINK THAT WAS A YES.

DR. MAYFIELD WE CAN'T HEAR YOU, BUT THANK YOU.

TRUSTEE PLACE THREE MIA HALL? YES.

THANK YOU. TRUSTEE PLACE FOUR JUNE W.

DAVIS? YES.

THANK YOU. TRUSTEE PLACE FIVE RYAN RAY? YES. THANK YOU. TRUSTEE PLACE SIX MR. GRASSIA? YES. THANK YOU, TRUSTEE PLACE SEVEN MS. BENTON? YES.

THANK YOU. THE MOTION PASSES UNANIMOUSLY.

WE'LL NOW MOVE TO OUR DISCUSSION OF POSSIBLE ACTION ITEMS.

[6.0 Discussion and / or Possible Action Item(s)]

ORDER AUTHORIZING THE ISSUANCE OF THE CROWLEY INDEPENDENT SCHOOL DISTRICT UNLIMITED TAX REFUNDING BONDS IN ONE OR MORE SERIES. DR.

MCFARLAND? PRESIDENT AND BOARD MEMBERS, [INAUDIBLE].

MADAM PRESIDENT, BOARD MEMBERS WE'RE DEFINITELY EXCITED TO BRING FORWARD THIS ITEM RELATIVE TO THE ISSUANCE OF AUTHORIZATION ISSUED FOR BOND REFUNDING, MS. STACY ADRIAN CFO WILL REPORT ON THIS DISCUSSION AND [INAUDIBLE].

MS. ADRIAN? YES, THANK YOU, DR.

MCFARLAND. GOOD EVENING.

PRESIDENT HALL AND BOARD MEMBERS.

WE PRESENTED THIS TO YOU AT THE JULY 24TH BOARD MEETING.

SAME POWERPOINT PRESENTATION.

BASICALLY WHAT THIS IS, IS WE HAVE AN OPPORTUNITY TO DO SOME REFUNDING ON OUR BONDS AND OVER THE NEXT TWENTY FIVE YEARS, WE CAN SAVE OUR TAXPAYERS OVER 18 MILLION DOLLARS.

SO ALL WE'RE DOING IS APPROVING THE PARAMETER INFORMATION THIS EVENING.

AND I HAVE JEFF ROBERT FROM HILLTOP SECURITIES ON THE LINE.

IF THERE ARE ANY QUESTIONS, I'LL BE HAPPY TO ANSWER THOSE OR REFER TO JEFF ROBERTS.

DO YOU HAVE ANY QUESTIONS? DOES THE BOARD HAVE ANY QUESTIONS AT THIS TIME? ALL RIGHT, WELL, IF THERE ARE NO QUESTIONS, THIS IS A POSSIBLE ACTION.

IS THERE A MOTION? [INAUDIBLE].

HERE WE GO. IT'S ON YOUR SCREEN.

I RECOMMEND THE ADOPTION OF THE ORDER AUTHORIZING THE ISSUANCE OF THE CROWLEY INDEPENDENT SCHOOL DISTRICT, UNLIMITED TAX REFUNDING BONDS IN ONE OR MORE SERIES AS PRESENTED.

THANK YOU, MR. GRASSIA.

IS THERE A SECOND? I WILL, I WILL SECOND THE MOTION.

I THINK WHEN WE CAN REFUND BONDS AND SAVE MONEY WE SHOULD.

[INAUDIBLE] YES. THANK YOU, WE HAVE A SECOND FROM MR. RAY. [INAUDIBLE] VOTE PLEASE.

YES, MS. ROBINSON. YES.

THANK YOU, DR. WOODSON-MAYFIELD.

YES. THANK YOU, MS. HALL. YES.

THANK YOU, MS. DAVIS.

YES. THANK YOU, MR. RAY. YES.

THANK YOU, MR. GRASSIA. YES.

THANK YOU, AND MS. BENTON. YES.

THANK YOU. THANK YOU.

MS. HALL? YES, SIR MR. RAY? I DON'T. LOOKING BACK AT THE CONSENT AGENDA, I NOTICED [INAUDIBLE].

THERE WAS AN ITEM IN THERE THAT I DID NOT.

SO PRETTY JAM PACKED CONSENT AGENDA.

DID WE? CAN WE DISCUSS THE [INAUDIBLE] OR THE IMPACT, THE ECONOMIC IMPACT OF THE NEW SALARY SCALE THAT WE JUST VOTED ON IN THE CONSENT AGENDA? WE CERTAINLY CAN.

DR. MCFARLAND? SO MADAM PRESIDENT, BOARD MEMBERS, THE SALARY SCALE THAT'S IN THE CONSENT AGENDA IS SIMPLY THE CURRENT SET SALARY SCALE MOVING FORWARD.

WE HAD QUESTIONS FROM CURRENT TEACHERS ABOUT WHAT THE SALARY WOULD BE AND WE AGREED.

AS WE GO UP TO THE BUDGET PROCESS, THEY WILL REVISIT THE SALARY AND COMPENSATION IN TOTAL

[00:10:04]

[INAUDIBLE] BE ABLE TO PROVE WHAT WE CURRENTLY HAVE WITH THE ACKNOWLEDGMENT THAT ONCE ENROLLMENT IS UP, ONCE ENROLLMENT IS, ONCE WE'RE SURE ABOUT ENROLLMENT, WHICH WE WILL BE SEPTEMBER 8TH.

AND OUR PLAN IS TO BRING THAT TO THE BOARD, A CONSIDERATION FOR TOTAL COMPENSATION.

[INAUDIBLE] QUESTION TEACHERS TO SEE WHAT THE SALARY SCHEDULE WAS.

AND SO WE JUST CREDIT AS IS.

DR. [INAUDIBLE] WHY DON'T YOU TALK A LITTLE BIT MORE ABOUT WHAT THAT ITEM IS, [INAUDIBLE] HOW WE PLAN TO MODIFY IT GOING FORWARD.

YES, SIR. THANK YOU, DR.

MCFARLAND. SO AS DR.

MCFARLAND SAID, AT THIS TIME, WE'RE NOT PROPOSING ANY PAY INCREASE FOR OUR EMPLOYEES UNTIL WE SEE WHAT OUR ENROLLMENT NUMBERS LOOK LIKE.

THIS SALARY SCHEDULE IS A PIECE OF THE TOTAL COMPENSATION PLAN.

AND SO AT THIS TIME AND THE WAY THAT REFLECTS, IF THERE IS NOT A SALARY INCREASE, IS THAT OUR ZERO YEAR TEACHERS AND OUR FIRST YEAR TEACHERS WOULD BE MAKING THE SAME SALARY IF WE ARE ABLE. AND YOU SEE THAT REFLECTED ON THE YEARS OF EXPERIENCE FOR ZERO.

AND NOW OUR ONE YEAR TEACHERS, THEIR SALARY BEING AT FIFTY SIX FIVE NINETY.

AS DR. MCFARLAND SAID, AS WE GET OUR ENROLLMENT NUMBERS AND WE AS WE COME IN TO THE START OF THE SCHOOL YEAR, WE'D LIKE THE OPPORTUNITY TO HAVE, YOU KNOW, THE POSSIBILITY TO REVISIT THIS.

BUT WE FELT LIKE WITH OUR TEACHERS WHO RETURNED BACK THIS WEEK, AT LEAST FOR THEIR ABILITY TO START PLANNING A BUDGET AND WORRIED THAT THEY MIGHT BE, YOU KNOW, LOSING MONEY THIS YEAR OR SALARY CUTS, WE DECIDED IT WAS BEST TO BRING THIS FORWARD AND GIVE THEM THE SECURITY TO AT LEAST KNOW THAT THEIR SALARY WILL NOT BE LOWERED THIS YEAR.

BUT AT THIS TIME, IT DOES NOT REFLECT AN INCREASE IN PAY.

IS THAT HELPFUL MR. RAY AND THE REST OF THE TRUSTEES? I JUST OH, OK.

I MEAN, MATHEMATICALLY, THAT DOESN'T I DON'T QUITE UNDERSTAND, BECAUSE IT WAS MY UNDERSTANDING THAT THAT WAS GOING TO BE THE CASE.

HOWEVER, THE SALARY SCALE THAT WE JUST APPROVED SEEMS TO INDICATE A FAIRLY SIGNIFICANT RAISE IN EVERY STEP. NO, WHAT IT INDICATES MR. RAY, WHAT IT INDICATES.

SO LAST YEAR, THE STARTING SALARY FOR A TEACHER IN OUR DISTRICT WAS FIFTY SIX FIVE NINETY, A ZERO YEAR TEACHER.

SO THOSE ZERO YEAR TEACHERS ARE NOW OUR ONE YEAR TEACHERS.

SO WITHOUT A RAISE, THEY'RE GOING TO BE MAKING THE SAME AMOUNT OF MONEY.

SO YOU'LL JUST SEE THAT WE JUST HAD TO, YOU KNOW, COLLAPSE THOSE TWO STEPS ON THE SAME.

THE SAME, I GUESS, RUNG OF THAT SALARY SCHEDULE, IF WE'RE ABLE TO CONSIDER A RAISE AFTER WE GET ENROLLMENT, WE WOULD LIKE TO BE ABLE TO, YOU KNOW, NOT HAVE THOSE TWO ON THE SAME STEP. OK, THANK YOU.

YOU'RE WELCOME. THANK YOU. ALSO, MADAM PRESIDENT, I LIKE FOR MS. ADRIAN TO GO BACK TO THE REFUNDING ITEM AND JUST GIVE US A LITTLE BIT MORE DETAIL, MS. ADRIAN EXPLAIN. I THINK YOU MENTIONED IT, BUT EXPLAIN EXACTLY THE SAVINGS, BASICALLY WE KNOW THIS IS A REFINANCING, JUST VERY SIMILAR TO WHAT YOU DO WITH A HOME [INAUDIBLE] REFUNDING. SO CAN YOU EXPLAIN VERY BRIEFLY WHAT IT WOULD TECHNICALLY DO SINCE WE DIDN'T HAVE THE PRESENTATION NIGHT.

[INAUDIBLE] EXPLAIN [INAUDIBLE] THAT ITEM.

SURE DR. MCFARLAND.

AS I MENTIONED, JEFF ROBERTS PRESENTED THIS TO US AT THE JULY 24TH BOARD MEETING, AND BASICALLY, AGAIN, WHAT WE'RE APPROVING TONIGHT IS JUST THE PARAMETERS.

AND SO WE IF THE MARKET IS RIGHT, THIS BASICALLY IS ALLOWING DR.

MCFARLAND OR MYSELF TO ACT UPON THE PARAMETERS SALE AND BASICALLY DO REFUNDING.

WHAT THAT AMOUNTS TO IS THAT SOME OF THE BONDS ARE CALLABLE.

AND SO BASICALLY WE CAN BRING THEM TO MATURITY A LOT FASTER AND THEN JUST REPLACE THEM WITH A NEW SERIES OF BONDS.

BUT AGAIN, WE'RE NOT WE'RE NOT EXTENDING THE LENGTH OF THE BONDS.

THEY WILL STILL BE DUE BEFORE TWO THOUSAND AND FORTY FIVE.

BUT OVER THOSE NEXT TWENTY FIVE YEARS, WE WOULD BE SAVING OUR TAXPAYERS EIGHTEEN MILLION DOLLARS, ROUGHLY A LITTLE OVER A MILLION DOLLARS A YEAR.

DOES THAT ANSWER YOUR QUESTION, DR.

MCFARLAND? YES, I JUST WANTED TO MAKE SURE, JUST WANT TO MAKE SURE WE WERE CLEAR ABOUT WHAT EXACTLY WHAT IT IS WE WERE DOING AND THE SAVINGS AMOUNT.

JUST TO MAKE SURE THAT WE SAY THIS IS 18 MILLION OVER THE LIFE OF THE BOND.

YES, SIR. THAT IS CORRECT.

[00:15:06]

THANK YOU MS. ADRIAN. THANK YOU.

THIS NOW BRING THE TO AGENDA ITEM 6.2 PURCHASE OF NWEA MEASURES OF ACADEMIC PROGRESS MAP UNIVERSAL SCREENER. DR.

MCFARLAND? MADAM PRESIDENT, BOARD MEMBERS, WE KNOW THAT WE ARE ENTERING IN A TIME WHEN WE HAVE A NEW DELIVERY, VIRTUAL LEARNING WE KNOW IS SOMETHING THAT WE ARE ALL EXPERIMENTING WITH ACROSS THE STATE AND SO THAT'S NEW FOR US.

BUT THERE ARE SOME THINGS THAT AS [INAUDIBLE], AS YOU'VE MENTIONED, WE WANT TO HOLD FAST SO WE DO NOT CHANGE. ONE OF THOSE IS REALLY MEASURING THE ACADEMIC PROGRESS OF OUR STUDENTS. WE HAVE BEEN EVALUATING SEVERAL DIFFERENT INSTRUMENTS THAT WE CAN USE EVEN IN THIS VIRTUAL ENVIRONMENT. THESE INSTRUMENTS ARE INSTRUMENTS THAT WE CAN USE TO ACTUALLY DETERMINE WHERE STUDENTS ARE AT THE VERY BEGINNING OF THE SCHOOL YEAR, MIDDLE OF THE SCHOOL YEAR, AND THE END OF THE SCHOOL YEAR.

SO THESE ARE UNIVERSAL SCREENERS.

THESE SCREENERS ALLOW US TO MAKE EDUCATION DECISIONS THAT ARE SPECIFICALLY [INAUDIBLE].

SO WE HAVE A NEW ITEM THAT WE WOULD LIKE Y'ALL TO CONSIDER.

AGAIN IT'S INITIAL ACADEMIC PROGRESS.

MR. KEITH AND MS. HURD WILL REPORT ON THIS DISCUSSION AND POSSIBLE ACTION.

MR. KEITH AND MS. HURD. THANK YOU, DR.

MCFARLAND. GOOD EVENING PRESIDENT HALL AND BOARD MEMBERS.

AND SO TONIGHT, I DO HAVE MS. COSHEDA HERD WITH ME.

SHE'S OUR DIRECTOR OF INSTRUCTIONAL SUPPORT.

AND SHE'LL BE WALKING YOU THROUGH WHAT NWEA MAP IS, HOW WE'LL BE USING IT AND HOW WE'LL TRAIN TEACHERS TO USE IT EFFECTIVELY.

MS. HURD? GOOD EVENING, MADAM PRESIDENT, BOARD TRUSTEES AND DR.

MCFARLAND. TONIGHT, I WANT TO SHARE WITH YOU A HIGH LEVEL VIEW OF WHAT OUR NEW SPRING UNIVERSAL SCREENER WILL BE, WHICH WILL BE NWEA MAP.

IF YOU COULD GO TO THE NEXT SLIDE FOR ME, ANTHONY.

NWEA MAP GROWTH IS THE UNIVERSAL SCREENER.

IT IS A NATIONALLY NORMED ASSESSMENT THAT ALLOWS US TO MEASURE OUR STUDENT PERFORMANCE AND THEIR ACHIEVEMENT GROWTH IN READING, MATH AND LANGUAGE USAGE.

AND SO THEY WILL BE MEASURING THEIR GROWTH AGAINST THEIR PEERS ACROSS THE NATION.

THAT IS AT THE SAME GRADE LEVEL AS THEY ARE.

WITH THE TEST. IT WILL ADJUST TO THEIR PERFORMANCE AND CREATE A PERSONALIZED ASSESSMENT EXPERIENCE. SO THEY WILL ONLY TEST AT THE ABILITY LEVEL THAT THEY'RE SHOWING DURING THAT ASSESSMENT PERIOD.

ALSO, WITH MAP GROWTH, WE'RE GOING TO IT NOT ONLY TELLS US WHAT OUR STUDENTS ALREADY KNOW, BUT IT ALSO GIVES US A GREAT IDEA ABOUT WHAT THEY'RE READY TO LEARN IN THAT MOMENT.

SO WE'RE GETTING WHERE THEY SIT, BUT WHAT THOSE STUDENTS ARE READY TO LEARN RIGHT NOW, SO IT'S MORE THAN ONE DIMENSIONAL.

AND WITH MAP GROWTH, IT ALSO GIVES US A RIT SCALE SCORE.

AND THAT SCALE SCORE IDENTIFIES FOR US THE LEVEL OF DIFFICULTY AND ACCURACY OF WHICH KIDS ARE ANSWERING THOSE QUESTIONS.

SO WE'LL KNOW EXACTLY HOW WELL THEY'RE PERFORMING AT THEIR PARTICULAR LEVEL OF DIFFICULTY. WHEN WE TALK ABOUT HOW MAP GROWTH WILL BE USED FOR TIER ONE SUPPORT SPECIFICALLY USING THAT RIT SCALE SCORE IT'S GOING TO MEASURE FOR US OUR TIER ONE INSTRUCTION EFFECTIVENESS FOR OUR TEACHERS AND IS GOING TO ALSO GIVE THEM GREAT DATA THAT THEY CAN USE TO DIFFERENTIATE INSTRUCTION.

AND AT THAT POINT, WE CAN COMPARE OUR STUDENTS TO NOT ONLY WITHIN OUR SCHOOL DISTRICT, BUT HOW THEY'RE PERFORMING WITH STUDENTS IN THE SAME GRADE LEVEL ACROSS THE NATION AS WELL.

SO IT GIVES US A LOT OF GREAT INFORMATION TO DETERMINE HOW WE'RE PERFORMING AS A SCHOOL DISTRICT. IT [INAUDIBLE] FOR TIER THREE AND TIER TWO SUPPORT IT ALLOWS US TO REALLY PINPOINT THOSE INDIVIDUAL STUDENT NEEDS SO WE CAN GIVE THEM TARGETED INSTRUCTION ON THEIR SPECIFIC SKILLS THAT THEY'RE HAVING ISSUES WITH AT THE TIME.

SO WHEREVER THEY'RE STRUGGLING, WE HAVE DEFINITE TARGETED INTERVENTION FOR THEM.

AND WITH THE LEARNING CONTINUUM, OUR LEARNING CONTINUUM REALLY SPEAKS TO US MORE ABOUT THE RIT SCALE SCORE.

IT TELLS US. GO AHEAD TO THE NEXT BULLET FOR ME, ANTHONY.

IT REALLY TELLS US CAMPUS ADMINISTRATORS AND CENTRAL OFFICE ADMINISTRATORS WHERE OUR STUDENTS NEED AS FAR AS REINFORCE, DEVELOPED AND INTRODUCED AND WHEN IT'S REINFORCED.

THOSE ARE SKILLS THAT OUR KIDS KIND OF KNOW, BUT THEY PROBABLY NEED SOME REVIEW IN.

DEVELOP TELL US WHAT THEY NEED TO BE LEARNING RIGHT NOW.

AND THOSE INTRODUCE SKILLS ARE REALLY WHERE THEY'RE READY TO BE CHALLENGED.

SO IT GIVES US A LOT OF DATA TO SAY THIS IS HOW THEY NEED TO LEARN RIGHT NOW.

THIS IS WHERE THEY NEED TO KIND OF HAVE A LITTLE BIT OF REVIEW.

WHERE RIGHT NOW, THESE ARE WHERE YOUR KIDS WHO ARE HIGH PERFORMING ARE READY TO BE CHALLENGED. MS. HURD. WHEN YOU SAY TIER ONE, TIER TWO AND TIER THREE, [INAUDIBLE] WHEN YOU SAY TIER ONE, WHAT DOES IT MEAN IN LEMANS TERMS FOR TIER ONE, TIER TWO AND TIER THREE? ABSOLUTELY. TIER ONE, INSTRUCTION IS WHAT EVERY STUDENT GETS, WHEREVER YOU ARE, WHATEVER GRADE LEVEL YOU IN, WHEN YOU SIT IN THE CLASSROOM WITH YOUR TEACHER, THAT'S YOUR STRONG TIER ONE INSTRUCTION IS WHAT EVERY STUDENT IS EXPOSED TO AT THEIR GRADE LEVEL.

TIER TWO ARE THOSE STUDENTS WHO MAY BE A GRADE LEVEL OR SO BEHIND, BUT THEY HAVE SOME

[00:20:05]

WHEN WE TALK ABOUT OUR TIER THREE STUDENTS, THOSE STUDENTS HAVE PROBABLY TWO YEARS OR MORE GAP. THEY'RE REALLY GETTING INTERVENTION INSTRUCTION AT THEIR PERFORMANCE LEVEL, NOT THEIR GRADE LEVEL. AND OUR GOAL FOR THIS YEAR IS TO MAKE SURE THAT INTERVENTION THAT THEY'RE RECEIVING IS ON SKILLS THAT REALLY SUPPORT WHAT THEY'RE LEARNING AT THEIR GRADE LEVEL. SO TEACHERS SHOULD REALLY START TO SEE THE GROWTH AT THE CURRENT GRADE LEVEL BECAUSE THEY'RE INTERVENING ON THOSE FOUNDATIONAL SKILLS OR THE PREREQUISITE SKILLS THAT STUDENTS WERE MISSING COMING INTO THEIR GETTING INTERVENTION ON THOSE SKILLS EVERY DAY.

AND LAST BUT NOT LEAST, WHEN WE TAKE THE MIDDLE OF THE YEAR MAP GROWTH ASSESSMENT, THAT ASSESSMENT AND WE'LL HAVE PROFESSIONAL DEVELOPMENT AT THAT TIME, THAT ASSESSMENT WILL GIVE US A GREAT JUMPING OFF POINT TO DETERMINE AND PREDICT WHERE OUR STUDENTS WILL PERFORM ON STAAR LATER IN THE SPRING THAT TEST THEY WE START PROVIDING STUDENTS WITH GO SHEETS AT THAT TIME, USING THE MAP DATA DOCUMENTS AND REALLY HONING IN ON THIS IS WHERE YOU ARE, THIS IS WHERE YOU WILL MOST LIKELY BE WHEN YOU TAKE A STAAR IN APRIL OR MAY.

FOR PROFESSIONAL DEVELOPMENT THROUGHOUT THE SCHOOL YEAR, WE WILL HAVE SIX DAYS OF PROFESSIONAL DEVELOPMENT, THE FIRST TWO DAYS WILL BE WITH OUR TRAINER OF TRAINER MODEL.

AT THE ELEMENTARY LEVEL, ABOUT FOUR OR FIVE STAFF MEMBERS AND AT THE MIDDLE SCHOOL MODEL, ABOUT 10 STAFF MEMBERS WILL BE TRAINED ON EXACTLY WHAT MAP IS AND HOW TO ADMINISTER THE UNIVERSAL SCREENER AND WHETHER THEY'RE ADMINISTERING IT FACE TO FACE OR VIRTUALLY THEIR TRAINING WILL BE A TWO HOUR SESSION SOLELY BASED ON BEST PRACTICES OF HOW TO ADMINISTER THAT. AND THEIR FIRST TRAINING DATE WILL BE SEPTEMBER 11.

IT WILL BE VIRTUAL WITH MEMBERS OF THE NWEA FAMILY GROUP.

TEACHER TRAINING WILL BE SEPTEMBER 18TH.

AND BASICALLY THOSE TRAINERS WHO WERE TRAINED ON SEPTEMBER 11TH WILL TAKE SMALL GROUPS AT THE CAMPUS LEVEL AND TRAIN THEM EXACTLY ON HOW TO ADMINISTER THAT ASSESSMENT AND LET THEM KNOW WHAT MODULES THEY CAN CONFER WITH DURING THAT TIME TO MAKE SURE THEY'RE TRAINING EFFECTIVELY OR ADMINISTERING THAT ASSESSMENT EFFECTIVELY.

AND THEN LOOKING AT OUR OVERALL CURRICULUM SYSTEM, OF COURSE, WE WANT TO IDENTIFY WHERE THIS WILL BE USED AND WE ALSO WANT TO MAKE SURE IT'S NOT OVERLAPPING WITH OTHER ASSESSMENTS THAT GIVE US THAT SAME DATA.

SO ON THE CHART THAT'S ON THE SCREEN, IF YOU'LL MOVE FORWARD, TWO CLICKS THERE.

YOU'LL SEE IN YELLOW ARE KINDERGARTEN THROUGH SECOND GRADERS WILL CONTINUE TO USE OUR BENCHMARK ASSESSMENT SYSTEM TO ASSESS WHERE THEY ARE IN READING.

NOW, THAT IS A FACE TO FACE ASSESSMENT BECAUSE WE BELIEVE THAT THE PRIMARY GRADE LEVELS, THE BEST DATA THAT WE CAN GET IS A TEACHER SITTING FACE TO FACE OR ZOOM TO ZOOM RIGHT NOW WITH A STUDENT AND HEARING THEM READ AND TRACKING THEIR PROGRESS.

FROM THIRD GRADE TO EIGHTH GRADE.

THOSE STUDENTS WILL USE MAP TO GET AN ASSESSMENT OF WHERE THEY ARE IN THEIR READING SKILLS ARE. SO AS WE MOVE ON TO THE NEXT SLIDE, YOU'LL SEE WITH MATH FROM KINDERGARTEN THROUGH EIGHTH GRADE, WE'LL USE MAP TO ASSESS THEIR CURRENT GRADE LEVEL AND THAT RIT SCALE SCORE FOR THEIR CURRENT MATH PERFORMANCE.

SO THAT'S AN OVERVIEW OF NWEA MAP, OUR PROPOSED PURCHASE FOR OUR NEW UNIVERSAL SCREENER.

AND WE WOULD BE HAPPY TO ANSWER ANY QUESTIONS THAT YOU MAY HAVE.

MS. HURD, MR. KEITH, I JUST WANTED TO MAKE SURE THAT I WAS UNDERSTANDING CORRECTLY THAT THIS IS AN ASSESSMENT THAT CAN BE DONE VIRTUALLY? YES. REGARDLESS OF THE GRADE LEVEL.

HAS THAT ALREADY BEEN THE CASE FOR A MAP OR IS THIS SOMETHING NEW DUE TO COVID? COMPLETELY NEW DUE TO COVID.

TYPICALLY, WHEN YOU HAVE A UNIVERSAL SCREENER, YOU CAN TAKE IT.

YOU ONLY TAKE IT AT SCHOOL IN HOUSE.

NONE OF THE PERMISSIONS HAD EVER BEEN OPENED UP PRIOR TO NOW.

BUT BECAUSE WE ARE DEALING WITH COVID RIGHT NOW, MOST OF THOSE SCREENERS ARE OPENING UP PERMISSIONS FOR THOSE TO BE ADMINISTERED AT HOME.

AND ONE OF THE SUGGESTIONS WHERE I'M GOING TO OFFER DURING THAT TRAINING PROCESS IS TO HAVE THE TEACHERS DOING YOUR SYNCHRONOUS TIME OF INSTRUCTION, SIT WITH YOUR STUDENTS, MAKE SURE THAT THEY'RE ALL ON THEM BECAUSE THEY'LL STILL BE ABLE TO MONITOR.

SO SIT WITH YOUR STUDENTS WHILE THEY'RE TESTING, DOING YOUR SYNCHRONOUS TIME SO YOU CAN KEEP AN EYE ON WHO'S DOING WHAT.

AND THE BEAUTIFUL THING IS WITH THE STUDENTS, IF THEY'RE TRYING TO RUSH THROUGH, MAP WILL KICK THEM OUT, PAUSE THEM, STOP THEM.

REPORT TO THE TEACHER THAT LITTLE JOHNNY DID NOT.

HE'S RUSHING THROUGH. HE'S NOT ANSWERING QUESTIONS.

SHE'LL BE ABLE TO GO IN, TALK TO HIM AND THEN RESET HIM TO START OVER.

THANK YOU. ARE THERE ANY OTHER ADDITIONAL QUESTIONS FROM THE BOARD? I JUST HAVE ONE QUESTION REGARDING THE [INAUDIBLE] AND JUST VERIFY [INAUDIBLE] THE ANNUAL PURCHASE THAT WE WILL BE MAKING TO [INAUDIBLE]? YES, MA'AM. THIS IS AN ANNUAL LICENSE FOR MACRO.

[00:25:01]

THAT IS AN OPTION TO RENEW [INAUDIBLE]? IT IS. IT'S AN ANNUAL CONTRACT WITH WITH AN OPTION FOR AN ANNUAL RENEWAL.

WE'RE ONLY OBLIGATED FOR ONE YEAR.

THANK YOU, MR. KEITH. ARE THERE ANY OTHER QUESTIONS OR COMMENTS REGARDING THIS ITEM? IF NOT, THIS IS AN ACTION ITEM, IS THERE A MOTION? I'LL RECOMMEND APPROVAL OF THE PURCHASE OF NWEA MAP GROWTH AS PRESENTED.

WE HAVE A MOTION FROM MS. BENTON, IS THERE A SECOND? I'LL SECOND.

I HAVE A SECOND FROM MS. ROBINSON AND A THIRD FROM [INAUDIBLE]. MS. ROBINSON. YES.

THANK YOU, DR.

WOODSON-MAYFIELD. YES.

THANK YOU, MS. HALL.

THANK YOU, MS. DAVIS.

YES. THANK YOU, MR. RAY. YES.

THANK YOU, MR. GRASSIA.

YES. THANK YOU.

AND MS. BENTON. YES.

THANK YOU. ALL RIGHT.

THE MOTION PASSES UNANIMOUSLY. THANK YOU VERY MUCH FOR YOUR PRESENTATION.

THIS MOVES US TO AGENDA ITEM 6.3. 2020 ENDORSEMENT OF REGION 11 TASB BOARD CANDIDATE.

DR. MCFARLAND? MR. KIRCHNER WILL REPORT ON THIS ITEM. THANK YOU, DR.

MCFARLAND, MS. HALL AND MEMBERS OF THE BOARD, AS YOU RECALL, TWO MONTHS AGO ON OUR JUNE TWENTY FIFTH BOARD MEETING, THE BOARD VOTED TO NOMINATE MR. RYAN RAY TO FOR CONSIDERATION FOR THE REGION 11 TASB BOARD OPEN POSITION.

AND HERE IN REGION ELEVEN, POSITION C IS A NEW POSITION.

AND SO WE DID THAT NOMINATION BACK IN JUNE.

TONIGHT WOULD BE THE OPPORTUNITY TO ENDORSE MR. RAY FOR THIS POSITION.

DURING YOUR BOARD EXHIBIT, YOU'LL SEE A LIST OF OTHER CANDIDATES IN OUR AREA WHO HAVE BEEN NOMINATED. BUT THIS WOULD BE THE OPPORTUNITY TO FORMALLY ENDORSE MR. RAY AS OUR BOARD. THIS ENDORSEMENT WILL BE DUE TO TASB BY AUGUST 31ST.

SO THAT'S MONDAY. SO ANY ACTION WOULD NEED TO BE TAKEN THIS EVENING FOR THE STEP OF THIS PROCESS. ARE THERE ANY QUESTIONS? THANK YOU MR. KIRCHNER, ANY QUESTIONS OR COMMENTS FROM THE BOARD? THIS IS A POSSIBLE ACTION ITEM, THAT WILL REQUIRE ACTION BEFORE THE 31ST.

IS THERE A MOTION? I WILL I MOVE THAT ON BEHALF OF THE CROWLEY ISD BOARD OF TRUSTEES, THAT WE ENDORSE THE CANDIDACY OF MR. RYAN RAY TO FILL A POSITION OF THE TASB BOARD OF DIRECTORS FOR REGION 11 AND THE POSITION OF C.

THANK YOU, WE HAVE A MOTION FROM DR. WOODSON-MAYFIELD. IS THERE A SECOND? I'LL SECOND.

[INAUDIBLE] WE HAVE A SECOND FROM MS. DAVIS, TRUSTEE DAVIS.

MOVE TO VOTE PLEASE. YES, MS. ROBINSON.

YES. THANK YOU, DR.

WOODSON-MAYFIELD. YES.

THANK YOU. MS. HALL.

YES. THANK YOU, MS. DAVIS. YES.

THANK YOU, MR. RAY.

I GUESS I'LL ABSTAIN.

MR. GARCIA. YES.

THANK YOU, MS. BENTON. YES.

THANK YOU.

THE MOTION PASSES. THANK YOU VERY MUCH.

[INAUDIBLE] ALL RIGHT.

THIS BRINGS US TO OUR REPORT ITEMS.

[7.0 Report Item(s)]

DR. MCFARLAND? MADAM PRESIDENT, BOARD MEMBERS, OF COURSE, YOU ARE [INAUDIBLE] TAX RATE, AND I BELIEVE THAT MS. ADRIAN WILL BE PRESENTING THIS ITEM.

I'M SORRY WE DID THIS IN CONSENT AGENDA.

SO I'M SORRY, WE HAVE A MS. HALL. I'M [INAUDIBLE]. NO, NO WORRIES.

SO I WAS ON THE WRONG [INAUDIBLE].

7.1, PROJECT ENROLLMENT UPDATE. [INAUDIBLE] MADAM PRESIDENT, BOARD MEMBERS, WE ARE ON MARCH THE 6TH IN 2020, WHEN WE ACTUALLY HAD SIXTEEN THOUSAND ONE HUNDRED FIFTY SIX STUDENTS ENROLLED.

AND SO, AS YOU KNOW, WE BUDGET EVERY YEAR FROM A VERY CONSERVATIVE STANDPOINT.

SO WE HAVE BUDGETED FOR SIXTEEN THOUSAND STUDENTS THE SCHOOL YEAR.

[00:30:01]

AND SO WHAT WE HAVE DONE IS WE KNOW THAT RIGHT NOW WE ARE VIRTUALLY LEANING IN ALL OF THE DISTRACTIONS AND THINGS THAT HAVE HAPPENED.

THE ENROLLMENT IS [INAUDIBLE], BUT IT'S NOT [INAUDIBLE].

AND SO WE HAVE AN OPERATION 16 K, A PROJECT 16 K, AND I'LL ASK DR.

KOHLER TO GIVE US JUST AN UPDATE ON WHERE WE ARE WITH PROJECT 16 K.

THIS IS A COLLABORATIVE COLLECTIVE EFFORT BY ALL ADMINISTRATORS, CENTRAL OFFICE, CAMPUS PERSONNEL TO REALLY GET THE WORD OUT TO PARENTS AND THE STUDENTS THAT IT'S IMPORTANT FOR EVERYONE TO REGISTER REGARDLESS OF HOW LONG STUDENTS AND PARENTS HAVE BEEN WITH US.

WE WANT EVERYONE TO REGISTER AND LET US KNOW DO YOU NEED A DEVICE? DO YOU HAVE CONNECTIVITY AND ARE YOU GOING TO STAY IN VIRTUAL LEARNING OR FACE TO FACE? IT IS SO IMPORTANT FOR US TO GET THAT INFORMATION.

AND SO WE CREATED A GOAL TO BE AT 16 THOUSAND BY NEXT MONDAY.

WE FEEL LIKE IF WE HIT THAT NUMBER THEN WE BEGIN TO EVALUATE COMPENSATION AND ALL THE OTHER EXPENSES RELATIVE TO RUNNING A SCHOOL.

HOWEVER, IF WE DON'T GET TO THE 16 THOUSAND.

THEN OF COURSE, IT IS LIKELY THAT WE'LL HAVE TO START TO REDUCE OUR BUDGET SO WE WANT TO MAKE SURE THAT EVERYBODY IS ON BOARD AND WE ARE WORKING DILIGENTLY TO ENROLL AND REGISTER STUDENTS SO THAT WE GET THE 16 THOUSAND ONE HUNDRED AND FIFTY SIX NUMBER AND THEN WE CAN MOVE FORWARD. DR.

KOHLER, PLEASE GIVE US AN UPDATE OF WHERE WE ARE AND [INAUDIBLE].

YES, THANK YOU, DR.

MCFARLAND. GOOD EVENING, MS. HALL, MEMBERS OF THE BOARD.

AS DR. MCFARLAND MENTIONED, THIS HAS BEEN AN UNCERTAIN TIME FOR THE DISTRICT AND OUR FAMILIES AS WE MAKE DECISIONS ABOUT HOW SCHOOL WILL LOOK THIS YEAR.

AND WHILE WE'VE BEEN COMMUNICATING OUR PLANS FOR OUR INSTRUCTIONAL PROGRAMING AND OUR SAFE RETURN TO SCHOOL, WE'VE BEEN CLOSELY MONITORING OUR ENROLLMENT COUNTS.

AND AS DR. MCFARLAND MENTIONED, IT'S VERY CRITICAL.

OUR STAFFING ALLOCATIONS WERE BASED ON A ROLL UP OF RIGHT AT SIXTEEN THOUSAND STUDENTS.

AND WE KNOW THE MAJORITY OF THE DISTRICT'S BUDGET, AS HE MENTIONED, IS COMMITTED TO THE SALARY AND BENEFITS OF OUR EMPLOYEES.

SO WE BEGAN WEEKLY REPORTING OF ENROLLMENT EARLY, AS YOU CAN SEE, BACK IN JULY, BUT THEN BEGINNING AUGUST THE 17TH, WE ROLLED OUT OUR PROJECT SIXTEEN THOUSAND ENROLLMENT CAMPAIGN. AND WE'VE SINCE MOVED TO DAILY REPORTING.

AND I'LL TALK ABOUT KIND OF WHAT THOSE CAMPAIGN EFFORTS LOOK LIKE.

BUT A BIG PIECE OF THAT HAS BEEN MONITORING OUR ENROLLMENT COUNTS.

AND YOU CAN SEE OUR PROGRESS OVER TIME ON THAT BAR CHART.

AND I'M HAPPY TO REPORT THAT TODAY'S NUMBER OUR REGISTRATION WAS AT THIRTEEN THOUSAND TWO HUNDRED AND FIFTY NINE.

AND SO I WANT TO JUST TAKE A SECOND TO KIND OF SHOW YOU ON THE NEXT SLIDE HOW THIS INFORMATION IS REPORTED TO US.

I KNOW THAT'S PROBABLY HARD TO READ, BUT JUST KIND OF WANT TO WALK YOU THROUGH WHAT WE'RE GETTING FROM CAMPUSES EVERY DAY SO YOU CAN SEE THAT WE HAVE ALL OF OUR CAMPUSES LISTED THERE ON THE FAR LEFT GOING ACROSS THE TOP.

WE HAVE THE GRADE LEVEL BREAKDOWN.

AND EVERY DAY THE PEIMS DEPARTMENT IS PROVIDING TO US THE NUMBER OF COMPLETED REGISTRATIONS THAT WE HAVE IN THE SYSTEM.

AND SO AS YOU GO ACROSS THAT CHART, WE'LL JUST TAKE [INAUDIBLE], FOR EXAMPLE, GOING ACROSS. WE GET TO THE COLUMN THAT SAYS TOTAL FOR 2020, 21.

AND THAT'S THE TOTAL RIGHT NOW OF COMPLETED REGISTRATIONS FOR THAT CAMPUS.

THE COLUMN NEXT TO IT, HR PROJECTED COUNTS, ARE THE COUNTS WE PROJECTED FOR THE CAMPUS.

SO WE ARE WORKING TO KIND OF CLOSE THAT GAP.

THAT'S OUR GOAL IS TO CLOSE THE GAP BETWEEN THE COMPLETED REGISTRATIONS AND THE HR PROJECTED COUNTS.

IN THAT LAST COLUMN, PEIMS ACTIVE STUDENTS.

THOSE ARE THE STUDENTS THAT WERE IN THE SYSTEM LAST YEAR.

THOSE ARE THE STUDENTS WE ARE WORKING TO BE SURE THEY HAVE A REGISTRATION COMPLETED IN THE SYSTEM THAT NUMBER CHANGES TOO.

AS WELL AS WE ENROLL NEW STUDENTS, THEY BECOME ACTIVE STUDENTS SO THAT THE PROCESS IS REALLY TO GET THOSE FINAL THREE COLUMNS THERE OVER TIME TO BE IN ALIGNMENT WITH EACH OTHER. THE TOTAL ENROLLED VERSUS WHAT WE PROJECTED, AS DR.

MCFARLAND MENTIONED, BUILDING THE BUDGET ON AND THEN WHAT WE HAVE ACTUALLY ACTIVE IN PEIMS. AND AS YOU AS I MENTIONED, OUR ENROLLMENT CAMPAIGN, I WANTED TO SHARE A LITTLE BIT ON THE NEXT SLIDE ABOUT KIND OF WHAT WE'VE BEEN DOING TO HELP ENSURE OUR FAMILIES COMPLETE THE PROCESS.

WE STARTED BY PROVIDING A BACK TO SCHOOL CHECKLIST FOR OUR FAMILIES AND WE STRATEGICALLY

[00:35:04]

BUT IT ALSO THEN INCLUDES THINGS LIKE MAKING THE COMMITMENT TO EITHER VIRTUAL OR IN-PERSON LEARNING, RESERVING A CHROMEBOOK OR A HOTSPOT, COMPLETING THE FREE AND REDUCED MEALS APPLICATION, AND PROVIDED THE DATES FOR ALL THE VIRTUAL CAMPUS ORIENTATIONS.

THAT WE PROMOTED THAT OUT THROUGH SOCIAL MEDIA AND WE ACTUALLY MAILED THAT CHECKLIST OUT TO ALL THE HOMES IN CROWLEY ISD.

AND THEN TODAY, WE ROLLED OUT OUR MOBILE BACK TO SCHOOL ASSISTANCE, AND THIS ASSISTANCE IS PROVIDED AT VARIOUS LOCATIONS THROUGHOUT THE DISTRICT, VARIOUS DATES, VARIOUS TIMES.

AND OUR GOAL IS TO ASSIST OUR FAMILIES ON SITE WITH COMPLETING THE ITEMS ON THAT CHECKLIST. SO WHAT I WOULD ECHO DR.

MCFARLAND'S COMMENTS, HE MENTIONED, YOU KNOW, JUST THE COLLABORATION ACROSS DEPARTMENTS, I THINK THOSE INCREASE IN NUMBERS REFLECT THE GROWING CONFIDENCE IN OUR COMMUNITY WITH OUR BACK TO SCHOOL PLANS.

AND WE OUR GOAL IS TO ENSURE OUR FAMILIES IN THE COMMUNITY KNOW WE'RE READY TO WELCOME STUDENTS BACK FOR THE 2020, 21 SCHOOL YEAR.

AND CROWLEY ISD IS THE PLACE TO BE.

SO I'D BE HAPPY TO ANSWER ANY QUESTIONS YOU MAY HAVE AT THIS TIME.

IF YOU GO BACK TO THE SPREADSHEET, I JUST LIKE TO TOUCH ON [INAUDIBLE] FINANCIAL IMPLICATIONS. YEAH LET'S STAY HERE.

SO BOARD, I KNOW WHEN WE TALK ABOUT OUR BUDGETING, THAT WE ACCOUNT FOR EVERY STUDENT WE ACCOUNT FOR SEVEN THOUSAND DOLLARS, WE USE THAT AS JUST KIND OF BALLPARK FIGURE ONCE TO GENERATE OVER TIME ABOUT SEVEN DOLLARS [INAUDIBLE].

AND SO AS WE BEGIN TO TALK ABOUT TEACHERS, ONE TEACHER, ALTHOUGH THE TEACHER'S SALARY IS THE FIFTY SEVEN THAT YOU HEARD EARLIER, WE ACTUALLY BUDGETED 65000 FOR TEACHERS BECAUSE WE INCLUDE BENEFITS.

AGAIN, OUR POLICY IS TO BE VERY CONSERVATIVE WITH OUR REVENUE ESTIMATES AND BE AGGRESSIVE WITH OUR WITH OUR EXPENSES.

SO THAT'S ALL WE HAVE SIXTY FIVE THOUSAND DOLLARS FOR TEACHERS, SEVEN THOUSAND FOR OUR STUDENTS. AND SO AS YOU BEGIN TO SEE THE DIFFERENCE BETWEEN THE STUDENTS THAT WE PREPARED FOR AND A STUDENT THAT WE REALLY HAVE, YOU CAN KIND OF BEGIN TO SEE THE IMPACT THAT THESE NUMBERS HAVE ON OVERALL BUDGET.

SO IF WE TAKE 22 STUDENTS, WE SAY 22 STUDENTS WILL ALLOW US TO HIRE AN ADDITIONAL TEACHER. AND IF YOU LOOK AT THIS [INAUDIBLE] RIGHT NOW AND YOU SEE THAT WE ACTUALLY THOUGHT WERE GOING TO HAVE [INAUDIBLE], SO IF YOU SUBTRACT THOSE TO [INAUDIBLE].

THERE IS A NUMBER THERE.

I CAN'T DO THE MATH QUICKLY RIGHT NOW, BUT VERY LOW NUMBER.

AND SO THAT NUMBER IS PROBABLY SOMEWHERE AROUND 73 OR SO.

SO WHAT IT WOULD MEAN IS THAT EITHER WE WOULD HAVE TO BEGIN TO REDUCE OUR BUDGET OR WE WOULD END UP RUNNING A DEFICIT IF WE DIDN'T AGGRESSIVELY TRY TO IDENTIFY [INAUDIBLE].

WITH EVERY STUDENT AGAIN, THE REVENUE GENERATED WOULD BE 7000 OF COURSE EVERY TEACHER IS 65000. AND SO WE KNOW THIS IS CRITICAL FOR US TO BE ABLE TO SERVE OUR STUDENTS AND MEET OUR BUDGET AND WE HAVE [INAUDIBLE].

AND SO THAT'S WHY WE HAVE REALLY, REALLY BEEN AGGRESSIVE OVER THE LAST WEEK, OVER THE LAST THREE WEEKS AND A HALF.

AND WE BELIEVE WE'LL GET THOSE NUMBERS ON HOLD ON MONDAY THE 16000.

AND THAT'S OUR GOAL OF MOVING GOING FORWARD.

WE KNOW THAT WE HAVE AN UNCERTAIN ENVIRONMENT.

WE KNOW THAT IN JANUARY WE'LL BE FACED WITH ANOTHER LEGISLATIVE SESSION, WHICH WILL ALSO INTRODUCE MORE UNCERTAINTY INTO SCHOOL FINANCE.

BUT WE ARE IN THE PROCESS OF RIGHTSIZING AND CARRY OUR BUDGET TO MAKE SURE THAT WE CAN WITHSTAND ANY KIND OF NEGATIVE CONSEQUENCES OF THE [INAUDIBLE].

I BELIEVE THAT WE'RE WITH THE STRONG ADMINISTRATION WILL PUT US IN A POSITION TO BE ABLE TO MEET THE NEEDS OF OUR STUDENTS.

[INAUDIBLE] SIGNIFICANT NEED TO GET STUDENTS ENROLLED.

NUMBER ONE, FOR THE PURPOSE FOR OUR BUDGET PURPOSE, NUMBER TWO WE HAVE TO DETERMINE WHO'S GOING TO BE TEACHING VIRTUAL, WHO'S GOING TO TEACHING LIVE.

AND IF STUDENTS ARE NOT ENROLLED THEN IT'S HARD FOR US TO KNOW THAT.

WE WANT TO HAVE A SMOOTH START OF SCHOOL.

WE WANT TO HAVE A SMOOTH FIRST DAY, BUT WE CAN'T HAVE A SMOOTH FIRST DAY IF WE DON'T HAVE THE INFORMATION. SO WE NEED PARENTS TO MAKE SURE TO REGISTER THEIR KIDS AS SOON AS POSSIBLE. ARE THERE ANY QUESTIONS FROM THE BOARD? YES, THANK YOU.

MS. HALL. AND THANK YOU, DR.

COLE AND DR. MCFARLAND, I DO HAVE A QUESTION REGARDING THE TRACKING.

SO FOR STUDENTS THAT HAVE ALREADY BEEN IDENTIFIED AS OR THEY'VE ANSWERED A QUESTIONNAIRE THAT SAYS THEY'RE NOT RETURNING, WHAT METHODS ARE IT? IF THAT'S THE CASE, WHAT METHODS ARE IN PLACE?

[00:40:03]

BUT IF WE'VE ALREADY IDENTIFIED STUDENTS WHO ARE NOT RETURNING HOW AND [INAUDIBLE] I DO KNOW THAT ONLINE SCHOOLS ARE INCREASING IN NUMBERS, OF COURSE, THE CHARTER SCHOOLS ARE INCREASING. SO WHAT ATTEMPTS ARE WE DOING WITH THOSE STUDENTS? AND I'M SURE THERE IS SOMETHING I'D JUST LIKE TO HEAR IT.

GREAT QUESTION DR. MAYFIELD. MR. KIRCHNER I BELIEVE CAN ADDRESS SOME OF THOSE ITEMS. WE DO KNOW [INAUDIBLE].

[INAUDIBLE] HAS CREATED A DEFINITE ANOTHER LEVEL OF COMPETITION.

WE DON'T HAVE [INAUDIBLE].

MR. KIRCHNER. THANK YOU, DR. MAYFIELD FOR THAT QUESTION.

DR. MCFARLAND. WE REALIZE THAT WE ALSO ANOTHER THING WE'RE SEEING AS PARENTS TO MAYBE DECIDE THEY WANT TO HOMESCHOOL THIS YEAR.

AND SO AS OUR CAMPUSES HEAR FROM THOSE FAMILIES THAT ARE ASKING FOR WITHDRAWAL PAPERWORK . MS. DIGGLES FROM OUR STRATEGIC COMMUNICATION MARKETING TEAM HERE HAS DEVELOPED KIND OF SOME QUESTIONS AND SCRIPTS FOR THE CAMPUSES TO RUN THROUGH, LETTING PARENTS KNOW WHAT VIRTUAL LEARNING WILL LOOK LIKE HERE THIS YEAR IN CROWLEY ISD.

HOW WILL BE DIFFERENT THAN VIRTUAL LEARNING WAS IN THE SPRING.

AND JUST SHOWING THEM WHAT CROWLEY ISD HAS TO OFFER THAT THEY CAN'T GET THROUGH OTHER EITHER CHARTER SCHOOLS OR HOME SCHOOLS OR ONLINE SCHOOLS.

AND SO BEING VERY STRATEGIC, IF WE IF WE GET THAT WITHDRAWAL REQUEST OR SOME QUESTIONS OR CONCERNS FROM A FAMILY, THEY'RE JUST NOT SURE ABOUT WHAT TO DO, PROVIDING THOSE SCRIPTS AND RESOURCES FOR THE CAMPUSES TO HAVE TO BE ABLE TO REALLY HELP PARENTS UNDERSTAND WHAT THEIR OFFERINGS ARE HERE IN CROWLEY ISD.

AND SO THAT'S A LOT OF ONE ON ONE PHONE CALLS.

AND WE'RE SEEING THAT THAT'S LUCK WITH THOSE WHEN WE HAVE THOSE CONVERSATIONS THAT YOU CAN'T HAVE OVER SOCIAL MEDIA OR EMAIL, BUT THOSE PHONE CALLS ARE REALLY HELPING A LOT.

AND SO WE THANK MS. DIGGLES FOR KIND OF PUTTING TOGETHER THIS TALKING POINTS.

ALL RIGHT. SOUNDS GOOD. THANK YOU.

THANK YOU. I DO.

MR. [INAUDIBLE], CAN YOU GO BACK THREE SLIDES OR TWO SLIDE? I NOTICED THAT [INAUDIBLE].

IT SEEMS TO BE DOING EXTREMELY WELL WITH 514 AND THEY PROJECTED THE 542, SO YOU'RE TALKING LESS THAN 10 PERCENT.

IS THERE SOMETHING THAT WE'VE SEEN THAT EITHER JUNE DAVIS OR MR. HUNT OR SOMEBODY IS DOING OVER THERE VERSUS.

ANY OTHER SCHOOL? WE HAVE THE TREND OR WHAT DO WE KNOW? SO IT IS REALLY STILL EARLY, YOU KNOW WHAT WE DO KNOW THOUGH WHEN A CAMPUS COLLECTIVELY USES EVERY ONE THAT'S AVAILABLE, YOU KNOW THE ASSISTANT PRINCIPAL, FRONT OFFICE, ALL STAFF AND [INAUDIBLE] ARE REACHING OUT [INAUDIBLE].

AND WE KNOW THAT STUFF HAS BEEN SOMETHING THAT CAN REALLY BE BENEFICIAL.

I BELIEVE IF YOU LOOK AT SH CROWLEY THAT YOU CAN SEE THAT SH CROWLEY ACTUALLY ABOVE [INAUDIBLE]. BUT SO WE THINK THAT THERE ARE SOME OF IT THAT WILL THE NATIONAL [INAUDIBLE] HAVE IF WE HAVE PASS OUT THE DEVICE [INAUDIBLE] AND THAT'S ANOTHER THING WE JUST STARTED IF WE ARE PASSING OUT DEVICES.

WE'LL STILL BE PASSING OUT MORE DEVICES TOMORROW. AND SO SOME PARENTS ARE WAITING FOR THE [INAUDIBLE] WE WILL HAVE A BETTER INDICATION OF [INAUDIBLE] RIGHT NOW IT'S ALL HANDS ON DECK. [INAUDIBLE] AND HOW MANY PEOPLE WAIT UNTIL THE VERY LAST MINUTE [INAUDIBLE] AND PAUL, I HAVE A QUESTION.

DISTRICT? DO WE HAVE THAT INFORMATION YOU WERE ASKING MS. DAVIS, IS THAT CORRECT? YES. YES, WE ARE ABLE TO GET THAT INFORMATION, I BELIEVE, LAST WEEK, AND I WILL GET AN UPDATE FOR YOU, BUT I BELIEVE SOMETIME LAST WEEK IT WAS BETWEEN TWO HUNDRED TWO HUNDRED FIFTY NEW ENROLLMENTS, LIKE FIRST TIME STUDENTS TO THE DISTRICT BUT I CAN GET THAT INFORMATION TO YOU. BUT WE DO CAPTURE THAT.

AND THAT'S FINE I JUST WONDERED ABOUT IT.

AND THAT NUMBER YOU GAVE WORKS FOR ME.

ALL RIGHT. THANK YOU.

DR. KOHLER I HAD A QUESTION WITH IN REGARDS TO THE ENROLLMENT TRENDS PERIOD WITH THE REGARDS TO THE TIME OF YEAR.

I KNOW THAT WERE KINDA OF RUNNING IN ARREARS [INAUDIBLE] AND I GUESS THAT PUSH THAT LAST PUSH ARE WE MUCH BEHIND WERE WE WERE IN THE AUDIT.

[INAUDIBLE] IS THERE A WAY TO TELL.

SO I DON'T THINK WE'RE VERY FAR BEHIND TYPICALLY WHERE WE ARE THIS TIME OF YEAR.

I DO THINK THAT PARENTS ARE KIND OF WAITING TO MAKE THAT DECISION BECAUSE THERE HAS BEEN SO MUCH UNCERTAINTY.

AND THEN BUT JUST HISTORICALLY, WE'RE ABOUT ON TRACK WITH WHERE WE NORMALLY ARE ABOUT

[00:45:04]

I THINK, LIKE I SAID, FAMILIES ARE KIND OF WAITING TO MAKE THAT DECISION.

BUT I THINK OVERALL WE'RE IN PRETTY GOOD SHAPE.

I THINK THE BIGGEST FACTOR FOR US THIS YEAR, IN ADDITION TO COVID, OUR BIG UNCERTAINTY IS THE OPENING OF THE TWO NEW CHARTER SCHOOLS IN OUR DISTRICT.

I DID JUST ANECDOTALLY HEAR FROM A PRINCIPAL TODAY THAT SHE HAD TWO STUDENTS WHO HAD ENROLLED IN ONE OF THOSE CAMPUSES.

THEY'VE ALREADY STARTED SCHOOL.

AND THE PARENTS CAME BACK AND SAID, WE'RE COMING BACK TO YOUR CAMPUS BECAUSE WE WEREN'T HAPPY WITH THE SERVICES WE WERE RECEIVING THERE.

SO WE ARE HOPING TO BE NOT JUST THE TOP IN TARRANT COUNTY, BUT THE BEST OPTION FOR OUR FAMILIES. AND I BELIEVE THE SERVICES WE CAN PROVIDE FOR OUR STUDENTS ARE SECOND TO NONE.

SO I BELIEVE EVEN AS WE CONTINUE THIS ENROLLMENT PROCESS AND OTHER SCHOOLS AROUND TO START, WE WILL SEE THE ABILITY TO RECAPTURE SOME STUDENTS.

THANK YOU DR.

KOHLER. I CERTAINLY DO [INAUDIBLE] EARLIER, APPRECIATE THAT EXTRA EFFORT TO [INAUDIBLE].

MR. [INAUDIBLE]. I WANTED TO ALSO MENTION THAT NOT TO GET ANY MORE TO OUR FABULOUS [INAUDIBLE], BUT IS THERE A WAY THAT WE CAN GET THESE FAMILIES THAT MAYBE HAVEN'T DECIDED WHETHER THEY GO TO CROWLEY ISD OR SOME OTHER NEIGHBORING DISTRICT, THAT WE COULD PUT OUT A FACEBOOK BLURB OR KIND OF WHAT [INAUDIBLE] IN THAT WAY? YOU KNOW, WE COULD [INAUDIBLE] PROBABLY TWO HUNDRED THOUSAND FAMILIES AND WITH FACEBOOK.

FACEBOOK, YOU CAN. I THINK YOU CAN TAILOR IT TO WHATEVER YOU WANT TO MAKE SURE THEY HAVE KIDS AND SO ON AND SO FORTH.

BUT I THINK THAT EVERYONE IS RIGHT, THAT THERE ARE A LOT OF PEOPLE THAT DON'T KNOW WHAT THEY'RE GOING TO DO. AND I THINK THAT HAVING A FACEBOOK WITH THE LINK MAYBE SOME MORE INFORMATION. THAT WOULD BE GREAT. ABSOLUTELY.

MR. GRASSIA AND BOARD MEMBERS, WE CONTINUE TO USE FACEBOOK TO SHARE OUR GOOD NEWS STORIES AND WITH THE PROGRAMS WE OFFER HERE IN CROWLEY ISD.

AND WE'RE ALSO USING THE STRATEGIC BOOST THAT MR. GRASSIA MENTIONED TO REACH FAMILIES THAT HAVE KIDS THAT ARE FIVE TO 18 YEARS OLD AND LIVE WITHIN FIVE MILES OF ALL OF CROWLEY ISDS BOUNDARIES.

AND SO WE ACTUALLY DID THAT JUST LAST WEEK WITH OUR BACK TO SCHOOL CHECKLIST TO TALK ABOUT THE CHROMEBOOKS AND THE FREE REDUCED LUNCH.

BUT LIKE DR. KOHLER SAID, THE FIRST ITEM ON THAT CHECKLIST WAS MAKE SURE YOUR REGISTERED AND ENROLLED. AND HERE'S THE EASY LINK TO DO IT.

SO WE BOOSTED THAT FOR WE PAID ONE HUNDRED BUCKS TO BOOST THAT.

WE WERE ABLE TO REACH AN ADDITIONAL EIGHT TO NINE THOUSAND PEOPLE THAT WE WOULDN'T HAVE REACHED OTHERWISE. AND SO THAT'S A GREAT WAY.

SOCIAL MEDIA AND THAT OTHER FAMILIES SHARE THAT AND THAT GETS TO REACH PEOPLE THAT AREN'T ALREADY IN A CROWLEY ISD FAMILY.

SO, YES, WE WILL CONTINUE TO DO THAT.

AND WE ASK OUR TRUSTEES, OUR STAFF, OUR FAMILIES, AS YOU SEE STORIES ON CROWLEY ISD SOCIAL MEDIA, TO SHARE THOSE ON YOUR ACCOUNTS, BECAUSE THAT HELPS REACH PEOPLE THAT WE CAN'T REACH HERE IN CROWLEY ISD.

SO THE BEST WAY TO REACH THOSE FAMILIES THAT AREN'T HERE IN CROWLEY ISD YET IS TO SHARE WITH YOUR FRIENDS AND FAMILY.

THANK YOU, SIR FOR THAT. SO IN ADDITION, I KNOW WE I WAS DRIVING IN THIS MORNING AND I HEARD THE RADIO. WE DO HAVE OUR RADIO AD NOW ON I BELIEVE K104 [INAUDIBLE] OTHER RADIOS PUBLICIZING OUR MONTESSORI [INAUDIBLE] ROLLOUT AND THIS YEAR.

AND WE KNOW THAT ALL THE OTHER THINGS THAT HAPPENED WERE NOT ABLE TO REALLY DO THE THINGS WE NEED TO DO. WE'RE GOING TO HAVE TO CONTINUE TO WORK ON IT.

SO WE'RE USING ALL AND WE ARE TAKING ALL ACTIONS AS WE CAN.

SO THAT'S A GREAT IDEA TO KEEP US GOING FORWARD.

WELL, I KNOW THAT A NEIGHBORING DISTRICT [INAUDIBLE] THIS WEEKEND AND ONGOING IN THE COMMUNITY [INAUDIBLE] REGISTRATION.

AND I'M [INAUDIBLE] SEE THEIR MOBILE DISTRIBUTION, FIND OUT IF THEIR TECHNOLOGY IS [INAUDIBLE] BECAUSE I KNOW THEY ARE UPDATED.

BUT MAYBE WE CAN GET OUT THERE AND JUST LET OUR FAMILIES KNOW AND ENCOURAGE THEM OUT [INAUDIBLE] FACEBOOK. OK, ARE THERE ANY OTHER QUESTIONS REGARDING PROJECT 16,000 ENROLLMENT UPDATE? WELL, THANK YOU DR.

KOHLER FOR YOUR [INAUDIBLE].

AND NEXT REPORT ITEM IS STUDENT MEAL SERVICE DURING VIRTUAL LEARNING, [INAUDIBLE] DR.

MCFARLAND. MADAM PRESIDENT AND BOARD MEMBERS MR. KIRCHNER IS PREPARED TO DISCUSS THIS ITEM.

MR. KIRCHNER THANK YOU, DR.

MCFARLAND MS. HALL MEMBERS OF THE BOARD, AS YOU ALL KNOW, CROWLEY ISD HAS BEEN COMMITTED TO PROVIDING FREE AND NUTRITIOUS MEALS FOR STUDENTS THROUGHOUT THE COVID-19 PANDEMIC.

WE'VE DONE THIS REALLY, REALLY WELL AND WE'VE GOT A LOT OF PRAISE AND APPRECIATION.

AND WHAT'S MOST IMPORTANT IS WE'VE BEEN TAKING CARE OF KIDS AND FAMILIES.

GET READY FOR THIS NUMBER SINCE OUR CURBSIDE MEAL SERVICE STARTED THE MONDAY AFTER SPRING BREAK. THAT WAS MARCH 16TH.

THE DISTRICT AND OUR PARTNERS, ARAMARK, HAVE SERVED MORE THAN EIGHT HUNDRED AND TWENTY

[00:50:04]

WE WILL CONTINUE TO OFFER GRAB AND GO MEALS WHEN VIRTUAL LEARNING BEGINS ON SEPTEMBER 8TH, BUT IT WILL LOOK DIFFERENT THAN IT DID IN THE SPRING, AN THE SUMMER.

AND WE WANTED YOU ALL TO KNOW ABOUT THAT.

AND OUR COMMUNITY WILL BEGIN PUBLICIZING THIS NEXT WEEK TO EVERYONE KIND OF READY FOR THIS. AND THIS IS ALL DUE TO RULES SET BY THE FEDERAL GOVERNMENT.

SO DURING THE UNANTICIPATED SCHOOL CLOSURE THAT HAPPENED IN THE SPRING AND IN THE SUMMER MONTHS, THE USDA REIMBURSED FREE MEALS FOR ALL CHILDREN.

BUT HOWEVER, BEGINNING SEPTEMBER 1ST, THE USDA SAYS IT WILL ONLY REIMBURSE MEALS FOR CHILDREN WHO QUALIFY FOR FREE REDUCED LUNCH PRICES.

FAMILIES MUST ALSO PICK UP A LUNCH AT THE SCHOOL SYSTEM THAT THEIR CHILD IS ENROLLED IN.

AND FAMILIES WILL NO LONGER BE PERMITTED TO COLLECT MEALS FOR CHILDREN WHO ARE NOT YET OLD ENOUGH TO ATTEND PUBLIC SCHOOL.

THOSE ARE ALL THINGS THAT WE GOT TO DO DURING THE UNANTICIPATED SCHOOL CLOSURE THAT WE WON'T GET TO DO STARTING SEPTEMBER ONE BASED ON THE USDA RULES.

AS YOU CAN IMAGINE, SOME SCHOOL LEADERS AND SOME POLITICIANS ACROSS THE COUNTRY ARE CALLING ON THE FEDERAL GOVERNMENT TO EXTEND THE FLEXIBILITY AND THE MEAL PROGRAM RULES.

BUT NO MATTER WHAT HAPPENS, CROWLEY ISD AND ARAMARK ARE WORKING TO CONTINUE MAKING THIS AS EASY AND AS AFFORDABLE AS POSSIBLE FOR FAMILIES.

AND THAT'S IN THE FLIER YOU'LL SEE THERE IN YOUR EXHIBIT.

ON THE SCREEN YOU'RE GOING TO SEE OUR FIRST PRIORITY IS HELPING FAMILIES APPLY FOR THOSE FREE AND REDUCED MEALS. THAT'S SOMETHING THEY HAVE TO DO EVERY YEAR.

AND IT'S REALLY EASY. THERE'S AN APP FOR IT.

THERE'S A WEBSITE AND PAPER FORMS WILL BE AVAILABLE TO CAMPUSES AND AS MOBILE REGISTRATION SITES.

BUT THE FIRST PRIORITY IS MAKING SURE WE CAN GET AS MANY FAMILIES AS POSSIBLE SIGNED UP FOR FREE OR REDUCED MEALS. THAT'S ANOTHER ITEM THAT'S ON THAT CHECKLIST WE'VE BEEN TALKING ABOUT ALL NIGHT. SO HERE'S WHAT WILL HAPPEN DURING VIRTUAL LEARNING.

WE WILL BUNDLE MEALS FOR PICK UP ON TUESDAYS AND THURSDAYS WITH TWO TIME SLOTS EACH DAY.

THE MEAL KITS WILL INCLUDE BREAKFAST, LUNCH, DINNER AND A SNACK.

AND SO THAT'S STILL GOING ABOVE AND BEYOND.

WE'RE REALLY WE'RE COMMITTED TO DOING THAT.

STUDENTS DO NOT NEED TO BE PRESENT TO PICK UP THE MEALS.

THE PARENTS MUST HAVE THE STUDENTS ID CARD OR KNOW THEIR NAME, GRADE LEVEL AND ID NUMBER, AND THEN YOU'RE GOING TO SEE THE PRICES ON THERE AND THEY'LL BE CHARGED BASED ON THEIR CURRENT FREE REDUCED STATUS.

SO IT'D BE EITHER FREE OR REDUCED PRICE.

THE PRE-K SIXTH PRICE OR THE SEVEN TWELVE PRICE YOU SEE ON THE FLIER.

AND FAMILIES CAN USE THE MY SCHOOLBOOKS APP, WHICH IF YOU HAVE KIDS IN SCHOOL, YOU KNOW ALL ABOUT MY SCHOOL BOOKS APP AND IT MAKES IT REALLY EASY TO PAY FOR MEALS IN SCHOOL.

THIS CURBSIDE PICKUP WILL HAPPEN AT NINE CAMPUSES AND FOUR APARTMENT COMPLEXES ARE LISTED ON THE FLIER. AND IN ADDITION TO ALL OF THIS, ARAMARK IS PROVIDING ALL STUDENTS AND CROWLEY ISD WITH FREE ACCESS TO AN EDUCATIONAL APP CALLED COMMON BITES THAT PROVIDES FAMILIES AND STUDENTS TOOLS FOR HEALTHY EATING AND HEALTHY COOKING.

AND SO THIS IS A LOT OF NEW INFORMATION THAT'S DIFFERENT THAN HOW IT'S BEEN IN THE SPRING AND SUMMER, IN CROWLEY ISD. WE WANTED YOU TO SEE IT FIRST BEFORE WE STARTED SHARING THIS NEWS WITH OUR COMMUNITY.

I'D BE HAPPY TO ANSWER ANY QUESTIONS.

I KNOW MR. REEVES IS ON THE LINE AND OUR PARTNERS AT ARAMARK.

DO YOU HAVE ANY QUESTIONS ABOUT THIS PROCESS OR THE CURBSIDE BUNDLES? I DON'T HAVE A QUESTION, BUT I HAVE A COMMENT.

I REALLY DO THINK IT IS SOMETHING TO CELEBRATE AND BE PROUD OF HOW CROWLEY ISD AND ARAMARK HAVE HANDLED GETTING FOOD TO OUR FAMILIES DURING THIS CRISIS.

AND I JUST LOOK FORWARD TO SEEING THAT SERVICE CONTINUE.

THANK YOU FOR EVERYTHING THAT EVERYBODY IS DOING TO MAKE THAT HAPPEN.

THANK YOU MS. BENTON.

ARE THERE ANY OTHER COMMENTS QUESTIONS? I WAS JUST WONDERING THE TIMING FOR [INAUDIBLE].

I PRESUME THIS IS ALL GOING TO BE THINGS THAT ARE [INAUDIBLE] IMMEDIATELY PERISHABLE BUT.

WHY ARE WE DOING LIKE IT FEELS FOR THE FIRST TWO DAYS, YOU KNOW I ASSUME LIKE MONDAY AND WEDNESDAY WOULD BE [INAUDIBLE] THURSDAY, WE'LL SAVE IT OVER THE WEEKEND FOR MONDAY, AS I'M SURE WITH THE [INAUDIBLE].

I KNOW THE TEAM AT ARAMARK WORKED REALLY CLOSELY WITH MR. REEVES TO DETERMINE THE BEST WAY. ONE THING WE DID KNOW FOR SURE IS WE DIDN'T WANT TO DO THE FIVE DAY PICK UP.

JUST BECAUSE OF THAT WAS VERY INCONVENIENT FOR FAMILIES HAVE TO GO TO SCHOOL FIVE DAYS AND FIVE DAYS A WEEK TO GET THE MEALS EVERY DAY.

BUT SO THE TWO DAYS PICK UP, IT'S HOPEFULLY MORE CONVENIENT.

BUT MS. KATNER, OR MR. REEVES, ANY OTHER INSIGHT ABOUT WHY TUESDAY AND THURSDAY WERE THE DAY SELECTED FOR THIS? YES, SIR.

THERE WERE REALLY TWO THINGS IT WAS TO TRY TO LIMIT THE AMOUNT OF TIMES THAT THE FAMILIES

[00:55:01]

MS. KATNER, DO YOU HAVE ANYTHING TO ADD TO THAT? NO, THAT'S EXACTLY RIGHT.

I THINK PRIMARILY THE EXPOSURE BOTH TO OUR FAMILIES AND OUR STAFF JUST IT'S ONE LESS TIME THEY HAVE TO SEE SOMEONE OUTSIDE OF THEIR FAMILY UNIT.

OKAY SO ANY OTHER ADDITIONAL COMMENTS.

I HAVE A QUESTION [INAUDIBLE] WHEN I LOOK AT THIS SCHOOL PAYMENTS MADE EASY IS THAT THE ONLY WAY PARENTS WILL BE ABLE TO PAY FOR THE MEAL.

MS. DAVIS NO, MA'AM.

IF THEY WOULD LIKE TO PAY WITH CASH, THEY CAN DO SO.

THERE'S INFORMATION ON OUR WEBSITE.

WE'LL SHARE THAT WITH FAMILIES.

BUT IT WOULD JUST INVOLVE GOING UP AND ADDING CASH TO THEIR ACCOUNTS BECAUSE THE GOAL IS AT THE CURBSIDE STOP SINCE IT'S OUTSIDE TO NOT BE EXCHANGING CASH THERE AT THE CURB.

BUT WE'RE GOING TO ALLOW FAMILIES TO ADD MONEY TO THEIR ACCOUNTS BY GOING TO THE CHILD NUTRITION OFFICE. DOES THAT.

[INAUDIBLE] FOR THOSE FAMILIES THAT MAY NOT BE ABLE TO DO IT THIS WAY THERE IS ANOTHER OPTION. ABSOLUTELY, YES, MA'AM.

THANK YOU. THANK YOU MS. DAVIS ARE THERE ANY OTHER COMMENTS OR QUESTIONS.

OKAY WE WILL NOW MOVE TO AGENDA ITEM 7.3 TARRANT COUNTY COLLEGE TUITION VALUE EXCHANGE AGREEMENT. MADAM PRESIDENT, BOARD MEMBERS WE'RE DEFINITELY EXCITED TO BRING FORWARD THIS NEXT ITEM.

MRS. DUVALL WILL PRESENT THIS NEXT ITEM AND I WANT TO SHARE IT BUT I'M GOING TO LET HER SHARE IT. SHE WORKED SO HARD TO PULL THIS DEAL TOGETHER.

IT IS AN OUTSTANDING OPPORTUNITY FOR OUR STUDENTS AND SO I JUST WANT TO THANK MS. DUVALL FOR LEADING THE EFFORT.

MS. DUVALL. GOOD EVENING, MS. HALL, DR. MCFARLAND, MEMBERS OF THE BOARD.

IT IS SUCH AN HONOR TO BRING THIS AGREEMENT TO YOU TONIGHT, THIS TUITION VALUE EXCHANGE AGREEMENT, THE WAY IT BENEFITS OUR STUDENTS AND FAMILIES IS THAT IT PROVIDES A TUITION WAIVER FOR ALL DUAL CREDIT COURSES THROUGH TARRANT COUNTY COLLEGE.

AND WHAT THAT MEANS IS THE VALUE OF THAT IS SIXTY FOUR DOLLARS PER CREDIT HOUR OR ONE HUNDRED AND NINETY TWO DOLLARS FOR THREE CREDIT OUR COURSE.

AND SO THAT'S GOING TO BE WAIVED FOR ALL OF OUR STUDENTS.

THE BILL R. JOHNSON CTE CENTER, WILL REMAIN A SACS ACCREDITED INSTITUTION.

DURING THE DAY DUAL CREDIT WILL BE OFFERED AND DURING THE EVENINGS AND WEEKENDS WE WILL HAVE COURSES FOR TARRANT COUNTY COLLEGE OFFERED FOR OUR COMMUNITY.

THIS WILL ALLOW US THE OPPORTUNITY TO BEGIN TO ALIGN ALL OF OUR CTE PROGRAMS WITH ASSOCIATES DEGREES WITH FREE TUITION.

AND TARRANT COUNTY COLLEGE STAFF WILL CONTINUE TO BE HOUSED AT THE BILL R.

JOHNSON CENTER TO PROVIDE SERVICES TO OUR FAMILIES, BOTH ACADEMIC ADVISEMENT, SUPPORT AND REGISTRATION AND SO FORTH.

SO THE RESPONSIBILITIES OF THE DISTRICT REMAIN THE SAME AS THEY WERE ON OUR PREVIOUS AGREEMENTS, WHERE WE PROVIDE DUAL CREDIT LEARNING MATERIALS, TEXTBOOKS, THE EQUIPMENT, FURNITURE, UTILITIES AND SO FORTH FOR DUAL CREDIT.

ONE ADDITION IS THAT WE HAVE AGREED THAT WE WILL HAVE ALL EMBEDDED FACULTY WITHIN TWO YEARS. AND WHAT THAT MEANS IS WE WILL WORK WITH TARRANT COUNTY COLLEGE TO CREDENTIAL OUR TEACHERS, OUR ISD TEACHERS, TO TEACH TARRANT COUNTY COURSES TO OUR STUDENTS.

WE CURRENTLY OUTSIDE OF CCA HAVE SIX EMBEDDED FACULTY MEMBERS AND WE'RE LOOKING FORWARD TO EXPANDING THAT.

AND WE WILL HAVE A DISTRICT CONTACT PERSON TO FACILITATE THE PARTNERSHIP.

THE TCC RESPONSIBILITIES IS THAT TUITION'S WAIVED FOR ALL STUDENTS.

THEY DO REIMBURSE US FOR CUSTODIAL SECURITY AFTER HOURS, WEEKENDS, ANY TIME AFTER SCHOOL HOURS THAT THEY ARE USING OUR FACILITIES.

AND AGAIN, DURING THE DAY, WE ARE SERVING OUR ISD STUDENTS.

BUT AFTER SCHOOL AND ON THE WEEKENDS, IT WILL BE OPEN TO THE COMMUNITY THAT WE ARE VERY EXCITED ABOUT THIS OPPORTUNITY AND WHAT IT BRINGS TO BOTH OUR COMMUNITY AND OUR STUDENTS.

SO I AM HERE FOR ANY COMMENTS OR QUESTIONS THAT YOU MAY HAVE.

I'D JUST LIKE TO ADD MADAM PRESIDENT, DR.

[01:00:01]

HE ACTUALLY BROUGHT THIS FORWARD AND TOOK IT TO HIS BOARD AND ADVOCATED FOR OUR STUDENTS [INAUDIBLE] RELATIONSHIP WITH CROWLEY.

WE TOLD HIM WE WANT IT AND HE GAVE IT TO US AND EVEN MORE.

SO WE THANK, DR. PETER JORDAN FOR HIS VISION AND LEADERSHIP AT TCC AND REALLY WE ARE EXCITED ABOUT THE OPPORTUNITY [INAUDIBLE] MORE OF OUR STUDENTS WILL HAVE FOR DUAL CREDIT.

THANK YOU, DR. MCFARLAND.

ARE THERE ANY QUESTIONS [INAUDIBLE] COMMENTS? I HAVE A COMMENT. MS. ROBINSON. I JUST WANT TO SAY I'M EXCITED ABOUT THIS OPPORTUNITY FOR OUR STUDENTS AND OUR COMMUNITY AND I WANTED TO KNOW HOW SOON WILL THIS BE ADVERTISED TO OUR COMMUNITY? SO WE PLAN TO IT WAS I THINK IT WAS JUST APPROVED AND CORRECT ME, MS. DUVALL BUT I BELIEVE IT WAS JUST APPROVED LAST WEEK BY TCC'S BOARD AND IF THE BOARD APPROVES IT TONIGHT, WE ACTUALLY DON'T NEED TO APPROVE.

WE JUST NEED TO AGREE TO IT SO WE AGREE TO THIS TONIGHT BEING WE WILL START TO PROMOTE IT IMMEDIATELY. WILL STUDENTS BE ABLE TO TAKE ADVANTAGE OF COURSES THIS YEAR THIS SEMESTER AT TCC [INAUDIBLE] WILL BE ABLE TO TAKE ADVANTAGE AS EARLY AS FALL SEMESTER.

YES. YES.

SO THIS GOES INTO EFFECT.

CURRENTLY, THE GOVERNING BOARD OF TARRANT COUNTY COLLEGE APPROVED IT LAST THURSDAY NIGHT AND STUDENTS STARTED WITH TARRANT COUNTY ON THE TWENTY FIFTH.

SO THOSE STUDENTS WHO ARE CURRENTLY ENROLLED BENEFIT FROM THIS AGREEMENT.

AND WE WILL CONTINUE TO ADVERTISE FOR NEXT SEMESTER AND FOR FALL 2021.

THANK YOU, MS. DUVALL.

ARE THERE ANY QUESTIONS AND COMMENTS. ALL RIGHT.

VERY EXCITING NEWS AND OUR [INAUDIBLE] OPPORTUNITY THAT THEY WILL HAVE WITH THIS NEW AGREEMENT AND ALSO WITH [INAUDIBLE] STUDENTS [INAUDIBLE] FAMILY.

ALL RIGHT WE'RE MOVING TO ITEM 7.4 2020-2021 THE BEGINNING OF THE YEAR EQUITY UPDATE.

DR. MCFARLAND. SO, MADAM PRESIDENT, BOARD MEMBERS OF THIS ITEM IS A LITTLE BIT UNIQUE TONIGHT. WE'RE GOING TO ASK THAT WE ARE ABLE TO PRESENT THIS ITEM IN A WORK STYLE WORKSHOP FORMAT.

SO IF YOU LIKE WE'LL BE ABLE TO STOP AND QUESTIONS ALSO ANTICIPATE.

WE INTENTIONALLY MOVED SEVERAL ITEMS OF THE AGENDA SO WE CAN HAVE SPACE TO HAVE A CONVERSATION AROUND [INAUDIBLE] THIS IS A CONVERSATION THAT WE KNOW IS DEFINITELY NEEDED TODAY, BUT IT'S ALSO ONE THAT WE KNOW THAT WE HAVE TO HAVE AT LEAST TO BE MORE EXPLICIT.

WE REALIZE ABOUT THE WORK THAT WE'RE DOING AS IT RELATES TO EQUITY.

AGAIN THIS ITEM BOARD WILL PROBABLY TAKE US ABOUT 30 TO 45 MINUTES.

WE ASK THAT WE ALL TAKE A DEEP BREATH AND KIND OF GO THROUGH THIS WORK, MAKE SURE WE ALL ARE UNDERSTANDING WHAT WE ARE SAYING.

WHAT WE'RE SHARING. WHAT I CAN JUST TELL YOU THAT WE ARE GOING TO SHARE INFORMATION THAT WILL NOT BE POSITIVE.

IT WILL NOT BE WHAT WE WANT IT TO BE. BUT WE BELIEVE THAT IN DEALING WITH THE [INAUDIBLE] FACTS, WE WILL GET THE ENERGY, THE CREATIVITY TO MOVE FORWARD AGAIN IT'S INFORMATION THAT'S HARD TO LOOK AT. THE INFORMATION WE NEED TO LOOK AT CONVERSATION THAT WE NEED TO HAVE WITH ALL THE HARD QUESTIONS.

WE WANT TO BE HELD ACCOUNTABLE BECAUSE WE KNOW THAT THESE NUMBERS CAN BE BETTER THAN WHAT THEY ARE TONIGHT.

WE ACCEPT THAT. AND WE ARE EXCITED ABOUT PRESENTING IT AND BE READY TO MOVE FORWARD.

MS. KUNSCHIK WILL LEAD US THROUGH THIS SECTION AND BE ABLE TO DO A WORKSHOP STYLE SO IF YOU WILL GIVE US A LITTLE TIME WE WILL WALK OURSELVES THROUGH IT STOP US ASK QUESTIONS.

THIS IS IMPORTANT WORK AND WE ARE [INAUDIBLE] MS. KUNSCHIK. THANK YOU, SIR. MADAM PRESIDENT HALL, DISTINGUISHED MEMBERS OF THE BOARD AND SUPERINTENDENT DR. MCFARLAND.

THIS EVENING I WILL BE PRESENTING TO YOU AN EQUITY UPDATE, PAST, PRESENT AND FUTURE FOR CROWLEY ISD.

THIS PRESENTATION IS A LINE TO GOAL THREE THAT OF THRIVING STUDENTS.

AND WHAT A PERFECT STATEMENT.

THRIVING STUDENTS AS WE SEGUE INTO OUR DISCUSSION TODAY ABOUT EQUITY.

AS AN ICE BREAKER I'M GOING TO ASK US TO LEAN IN AS WE START, BECAUSE WHEN WE'RE TALKING ABOUT A TOPIC ABOUT EQUITY, IT'S SO IMPORTANT TO DELVE DEEPLY INSIDE OF OUR HEARTS AND INSIDE OF OUR MINDS.

WE ALL COME WITH OUR OWN FRAMEWORKS.

WE ALL COME WITH OUR OWN THOUGHTS.

AND SO AS WE'RE STARTING TO ALIGN THIS PERSPECTIVE OF EQUITY AND TO THINK ABOUT WHAT DOES THAT MEAN, WHAT DOES EQUITY MEAN IN CROWLEY ISD? I THOUGHT THIS WAS A PERFECT ICEBREAKER TO GET US TALKING ABOUT OUR HEARTS AND OUR MIND.

SO YOU SEE HERE ON THE LEFT SIDE IS AN IMAGE.

IMAGE A AND THIS IMAGE HAS BEEN PRESENT FOR SOME TIME AND IT HAS BEEN USED TO COMMUNICATE EQUITY EFFORTS IN VARYING CIRCUMSTANCES.

[01:05:04]

SO IMAGE B SURFACED MORE RECENTLY.

AND WHEN YOU LOOK AT IMAGE B, NUMBER ONE IS THE OBVIOUS.

IT SAYS, WHAT IS THE DIFFERENCE? AND WE'LL TALK ABOUT THAT WHEN YOU SEE WHAT HAPPENED FROM IMAGE B WHAT IS THE DIFFERENCE BETWEEN THOSE TWO? BUT NUMBER 2 DELVES A LITTLE DEEPER INTO THE MIND BECAUSE IT ASKS, HOW DOES THAT DIFFERENCE RESONATE IN YOUR MIND WHEN YOU THINK OF EQUITABLE OPPORTUNITIES FOR STUDENTS? SO YOU SEE THERE'S A CHANGE.

WHAT DOES THAT MEAN TO YOU? AND THEN NUMBER THREE DELVES A LITTLE DEEPER INTO THE HEART.

SO IF THERE'S SOMEONE, ONE OF US THAT WOULD LIKE TO SHARE A PERSONAL STORY, A SMALL STORY THAT WOULD HELP US UNDERSTAND THAT WE'VE EXPERIENCED THIS CHANGE OR THAT WE CAN SEE OURSELVES IN ONE OF THESE IMAGES, THE BLUE SHIRT, THE RED SHIRT, THE PURPLE SHIRT.

I THINK IT WOULD HELP US TO DELVE DEEPLY AS AN ICEBREAKER INTO OUR HEARTS AND INTO OUR MINDS. SO WHAT I'M GOING TO DO IS ASK YOU JUST TO KIND OF START THINKING ABOUT THAT.

I'LL GIVE US A ONE MINUTE THINK TIME AND THEN I'LL BRING US BACK TOGETHER AND SEE IF ANYONE WOULD LIKE TO SHARE ONE, TWO, ONE, TWO AND THREE OR JUST MAYBE THREE.

OK, SO IF WE COULD COME BACK TOGETHER, I'D LIKE TO OPEN IT UP TO SEE IF SOMEONE HAS ANYTHING THEY WOULD LIKE TO SHARE WITH US, AND I'M ALWAYS GLAD TO MODEL THE THINKING TO HELP US BE MORE SUCCESSFUL.

SO IF WE NEED TO ASK ME TO MODEL THE THINKING, I'LL DO THAT FOR US.

MS. KUNSCHIK I'M HAPPY TO ANSWER THE QUESTION NUMBER 1 [INAUDIBLE] AND I DON'T HAVE A PERSONAL STORY, BUT I THINK IT CAN MAYBE BE MODELED.

MAYBE IF YOU HAVE A PERSONAL STORY THAT WILL START OUR THINKING A LITTLE BETTER.

OK. SO ARE YOU ASKING ME TO MODEL? I'M OFFERING THOSE SERVICES TO ANSWER NUMBER ONE, IF YOU LIKE, BUT I THINK NO ONE IS PRETTY STRAIGHTFORWARD FOR OUR ALL INTENTIONALLY PURPOSES.

BUT NUMBER 3 I WOULD LIKE TO KNOW AN EXAMPLE.

I WOULD LOVE TO HEAR A PERSONAL STORY THAT SPEAKS TO [INAUDIBLE].

OH, ABSOLUTELY.

YOU KNOW, I SHARED A STORY ONCE MYSELF WHERE, YOU KNOW, I WENT THROUGH HIGH SCHOOL AND WAS BLESSED TO BE A GOOD ATHLETE.

AND SO IT WAS MY AVENUE TO SUCCESS.

ACADEMICALLY I WAS AN AVERAGE STUDENT, BUT A GOOD STUDENT, A DEDICATED STUDENT.

I KNEW HOW TO WORK HARD, BUT I WAS NEVER REALLY PRAISED FOR THAT.

THE ATHLETIC SIDE TOOK PRECEDENCE, AND IT WAS ONLY UNTIL I GOT TO COLLEGE AND TO MY SECOND MASTERS WHEN ONE OF THE PROFESSORS CAME INTO THE ROOM WITH A PAPER THAT WE HAD WRITTEN. AND THERE WE ARE, ALL OF THESE COLLEGIATE STUDENTS.

AND HE WALKS INTO THE DOOR AND HE STARTS TO READ THIS LETTER, THE THESIS, AND HE SAID THIS PERSON NAILED IT AND HE STARTED TO READ MY PAPER.

I'M A GROWN WOMAN.

AND I CAN TELL YOU THAT I FOUND MYSELF OVER THERE ON THAT LAST BLOCK OF B FOR THE FIRST TIME BEING A COLLEGIATE STUDENT, I FELT LIKE, WOW, I'M THAT AWESOME AT ACADEMICS.

I WAS ALWAYS ABOVE, YOU KNOW, THREE POINT FOUR, THREE POINT FIVE.

BUT I WAS NEVER I NEVER HAD THAT FEELING AS THOUGH SOMEONE PUT A LOLLIPOP IN MY HAND.

AND I WAS SO EXCITED ABOUT THE WAY THIS PROFESSOR LIFTED ME UP.

I'M A VERY CONFIDENT WRITER TODAY AS A RESULT OF WHAT HE DID FOR ME.

I DON'T HAVE A STORY, BUT I HAVE A COMMENT I JUST LIKE TO MAKE, I'M FAMILIAR WITH THESE IMAGES AND I DO APPRECIATE THE UPDATE TO PICTURE B SHOWING THAT THE BARRIERS HAVE BEEN REMOVED, THAT WE'RE NOT JUST MAKING ACCOMMODATIONS FOR PEOPLE SO THAT THEY CAN, YOU KNOW, REACH THE SAME LEVEL, BUT THAT THE BARRIER HAS ACTUALLY BEEN TAKEN DOWN.

I THINK ONE OF THE CHALLENGES AND I THINK WE'RE SEEING IT MORE AND MORE LATELY IS THAT.

I THINK, UNFORTUNATELY, THERE ARE A LOT OF PEOPLE THAT DON'T NECESSARILY EVEN RECOGNIZE THAT THERE'S A BARRIER THERE AND THAT THAT'S AN IMPORTANT STEP IN THAT PROCESS BEFORE THEY CAN BE TAKEN DOWN.

SO. JUST EVERYONE HAS A ROLE IN THAT, OBVIOUSLY.

AND SO, ANYWAY, JUST A COMMENT THERE.

A VERY VALUABLE COMMENT.

I FELT LIKE YOU REALLY ADDRESSED NUMBER 2 TRUSTEE BENTON.

I HEARD THE WORD ACCOMMODATION YOU BROUGHT WITH YOU, YOUR FRAMEWORK.

YOU UNDERSTAND WHAT THAT MEANS TO YOU.

AND SO I APPRECIATE YOUR SHARING THAT.

THANK YOU. ANYONE ELSE HAVE A THOUGHT.

[INAUDIBLE] TO WHAT MRS.

[01:10:02]

BUT TO HER POINT, A LOT OF THE BARRIERS THAT YOU DON'T SEE AND SO, YOU KNOW, SOCIOECONOMIC, THOSE KINDS OF THINGS WILL SEE IT IN APPEARANCE OR SOMETHING LIKE THAT.

BUT THERE ARE A LOT OF BARRIERS TO OUR CHILDREN'S PROGRESS THAT WE DON'T SEE.

AND I THINK IT'S, YOU KNOW, SOMEWHAT OUR RESPONSIBILITY TO FIND OUT WHAT THOSE INVISIBLE BARRIERS ARE TO DIMINISH OR, YOU KNOW, GET RID OF THOSE TYPES OF BARRIERS AS WELL.

BEAUTIFULLY SAID. I LOVE THE WORDS THAT YOU USED.

IT IS OUR RESPONSIBILITY.

AND THROUGH DIALOG AND LAUNCHING THESE CONVERSATIONS, WE CAN GET THERE.

SO I APPRECIATE BOTH COMMENTS.

AND BEFORE I MOVE ON, I WOULD LIKE TO ASK FOR THE LAST TIME, IS THERE ANYONE ELSE THAT WOULD LIKE TO SHARE SOMETHING ABOUT WHAT THIS ICEBREAKER HAS MEANT TO YOU? I WOULD MS. KUNSCHIK. WHEN I LOOK AT THE PICTURE AND I LOOK AT NUMBER TWO, FOR ME, THE FIRST THING THAT COMES TO MY MIND IS EQUITABLE DOES NOT [INAUDIBLE] PEOPLE.

YES.

SO THAT YOU KNOW A LOT OF TIMES THEY'LL PROVIDE THE SAME OPPORTUNITIES FOR EVERYBODY AND SAY WE'RE DOING SOMETHING TO HELP, BUT EQUITABLE DOES NOT EQUAL PEOPLE.

[INAUDIBLE] THAT IS SUCH AN IMPORTANT CLARIFYING POINT FOR US TO UNDERSTAND AND TO DELVE EVEN DEEPER INTO THAT THOUGHT, THERE IS A MISCONCEPTION ABOUT THAT.

AND I THINK THAT WE APPRECIATE HEARING THAT FROM ONE OF OUR BOARD OF TRUSTEES.

I WILL ADD THAT IT'S SO IMPORTANT TO SHARE THIS THINKING, BECAUSE DR.

MCFARLAND, FOR EXAMPLE, TALKED ABOUT THE FENCE AT HIS GLOBAL LEVEL, BEING A SUPERINTENDENT. HE TALKED ABOUT THE FENCE AS BEING SYSTEMIC THINGS THAT WE NEED TO ADDRESS. SO YOU SEE THAT GLOBAL VIEW THAT HE TOOK WHEN HE TALKED ABOUT THAT.

THERE WAS ANOTHER BRIGHT AND BRILLIANT PRINCIPAL WHEN WE PUSHED THIS PRESENTATION THROUGH THAT TALKED ABOUT HOW THESE STUDENTS NEED TO GET INTO THE STANDS.

IS THAT NOT BRILLIANT? I HADN'T THOUGHT OF THAT.

BUT HOW CAN WE MOVE THE STUDENTS INTO THE STANDS WHERE THEY'RE OVER THERE CHEERING? DO YOU HEAR THAT? AND BEAUTIFULLY STATED.

SO MANY GREAT COMMENTS THAT HAVE REALLY STRETCHED OUR THINKING OR IN THE GAME.

OR IN THE GAME. SO THEY'RE NOT JUST SPECTATORS.

THEY'RE REALLY ACTIVELY STANDING THERE LEARNING.

SO, YEAH, THAT'S A FIRST.

SO WE'RE GOING TO ADD THAT ONE.

DR. MCFARLAND, WOULD YOU LIKE TO SAY ANYTHING ABOUT THIS BEFORE WE MOVE ON, SIR? YES I JUST WANT TO JUST REINFORCE KIND OF WHAT'S BEEN SAID.

[INAUDIBLE] THINK ABOUT FROM A SUPERINTENDENT'S PERSPECTIVE AND ALSO THE TEAM OF 8 PERSPECTIVE. WHEN WE LOOK AT THE PICTURE WE HAVE TO ASK OURSELVES AS A TEAM OF EIGHT WHAT ARE POLICY OR PROCEDURES OR SYSTEMS THAT ARE PREVENTING STUDENTS FROM SEEING THE GAME.

AND THEN REMOVING THOSE SO OFTEN TIMES, WHEN YOU ARE DOING EQUITY WORK PEOPLE GET CAUGHT UP IN THE PROGRAM OR THE PRACTICE OF THE SYSTEM WITHOUT CHANGE.

AND [INAUDIBLE] CHANGE AS THE TYPE OF RESULTS WE WANT [INAUDIBLE] TO LOOK AT OUR POLICY IN A VERY CRITICAL WAY TO [INAUDIBLE] ABOUT POLICY, HOW WE ADD TO [INAUDIBLE] OF EQUITY UNINTENTIONALLY AND WHAT SYSTEM CAN WE PUT IN PLACE TO MAKE SURE THAT WE NEVER NEED THE BOX, THAT FOR ME I WANT TO GET TO THE POINT WE DON'T NEED THE BOX.

WE DON'T NEED INTERVENTIONS WE DON'T NEED ALL THE EXTRA FOR KIDS TO GET WHAT THEY NEED.

[INAUDIBLE] THINKING OF SYSTEMS POLICIES.

AND AT THAT LEVEL THAT WE COULD ACTUALLY PUT IN PLACE [INAUDIBLE].

WONDERFUL. THANK YOU, SIR.

NICE SEGUE INTO OUR NEXT THOUGHT BECAUSE WE TALK ABOUT THRIVING STUDENTS.

WE MOVED IT INTO THIS PERSPECTIVE FROM THE HEART AND THE MIND.

AND SO THEN WE'RE GOING TO LOOK AT OUR OBJECTIVE STATEMENT.

AND WHAT I'M GOING TO DO KINDLY IS ASK PRESIDENT HALL IF SHE'LL READ THAT FOR US.

WE WILL REVIEW PAST AND PRESENT DISTRICT EQUITY INITIATIVES AND OPEN A FORUM FOR RICH, MEANINGFUL, COURAGEOUS DIALOG TO SHAPE OUR FUTURE FOR STUDENT ACHIEVEMENT OF THE UNDERSERVED STUDENT IN CROWLEY ISD.

BEAUTIFULLY STATED AND CLEARLY HEARD, I BELIEVE, LIKE WE ALL DO, BEING IN EDUCATION THAT A VERY CLEAR AND CONCISE PRESENTATION OF AN OBJECTIVE REALLY DRIVES THE MESSAGE.

AND SO WE HAVE TAILORED THIS BACK AND FORTH AS WE'VE MET WITH DIFFERENT GROUPS.

I WILL SHARE WITH YOU THAT FOR DR.

MCFARLAND, IT WAS VERY IMPORTANT THAT WE REMOVE THE WORD.

IT WAS WE ADDED UNDERSERVED AND REMOVED THE WORD UNDERPRIVILEGED.

IT WAS IMPORTANT TO HIM.

SO WE'VE HAD DIFFERENT INDIVIDUALS, SPRINKLE IN THEIR THOUGHTS INTO THIS STATEMENT.

[01:15:04]

AND I THINK DR. MCFARLAND STATED IT EARLIER ABOUT HOW, YOU KNOW, TOUGH OF A PILL IT IS TO SWALLOW AND TO SEE SOME OF WHAT WE MIGHT SEE ON THE FOLLOWING SLIDES.

BUT IT'S A START AT WHERE WE DO NEED TO GET TO.

SO HAVING THE COURAGEOUS CONVERSATIONS EVEN IN THIS FORUM IS REALLY, REALLY IMPORTANT.

IT'S ALMOST MAKING SURE THAT YOU IDENTIFY WHAT THE ISSUE IS IN ORDER TO MOVE TO THE NEXT STEP. SO I AM VERY THANKFUL FOR THIS PART OF IT, AT LEAST ACKNOWLEDGING THE FACT OF WHERE WE ARE. GOOD, BAD, UGLY OTHERWISE.

YES. WHAT AN IMPORTANT STEP FOR US.

I APPRECIATE THAT.

COURAGEOUS IS A WORD THAT RESONATES FOR ME, TOO.

IS THERE ANY OTHER THOUGHT BEFORE WE MOVE ON? I DO HAVE A THOUGHT AND THIS MAY BE COMING, BUT I REALLY APPRECIATE THIS STATEMENT AND I THINK IT SAYS A LOT.

I THINK IF THERE IS ANYTHING MISSING FROM IT, IT'S THE ACTION PIECE.

I THINK THERE'S A LOT OF VALUE TO COURAGEOUS DIALOG.

BUT THEN THERE'S AN ACTION THAT NEEDS TO TAKE PLACE FROM THAT, SO THAT WOULD BE THE ONLY SUGGESTION I WOULD HAVE IS MAYBE.

RICH, MEANINGFUL, COURAGEOUS DIALOG AND FUTURE ACTIONS THAT SHAPE OR SOMETHING, YOU KNOW, IN DESIGNING ACTIONS OR SOMETHING LIKE THAT.

THANK YOU. WE RECEIVED THAT.

I KNOW THAT DR. MCFARLAND IS NODDING HIS HEAD BECAUSE HE'S CONSISTENTLY TALKING ABOUT THAT . DR. MCFARLAND.

[INAUDIBLE] AGREE I THINK TO SHAPE OUR FUTURE ACTION FOR STUDENT ACHIEVEMENT.

AND ADDING THAT WORD [INAUDIBLE] TO KIND OF SIGNAL THAT [INAUDIBLE] EXPECTATION FOR ACTION. GOOD.

THANK YOU, SIR. SO SPEAKING OF ACTION, WE HAVE MADE SOME STRIDES THIS YEAR.

AND I'M SO PROUD OF US, HONESTLY, WITH ALL THAT WE'VE BEEN THROUGH FOR DR.

MCFARLAND, I'LL SAY THIS HUMBLY TO YOU, SIR, THAT HE STEPPED UP AND HE'S LEADING US IN THIS DIRECTION, EVEN IN THE MIDST OF WHAT WE'RE FACING.

SO TODAY, EARLY ON IN THE YEAR, HE DECIDED HE WANTED TO ESTABLISH WHAT'S CALLED A DISTRICT EQUITY ACHIEVEMENT TEAM.

AND HE BROUGHT IN THESE GROUP OF INDIVIDUALS AND MYSELF BEING ONE.

AND HE'S BEEN IN EVERY MEETING GUIDING US AND GIVING US PERSPECTIVE.

AND WHAT WE'VE DONE IS WE DELVED BACK INTO THE 2018 EQUITY AUDIT.

WE REVIEWED IT WITH THE PURPOSE OF ALIGNING OUR PURPOSE THIS YEAR INTO A THREE YEAR TREND. SO IF THEY SET IT IN 2018, THEN WHAT IS REALLY GOING ON? IF WE LOOK AT IT FROM A LENS OF A THREE YEAR PERSPECTIVE, FROM THERE, WE THEN ESTABLISHED QUALITATIVE AND QUANTITATIVE NEEDS.

HOW CAN WE THEN START TO TRIANGULATE DATA TO MAKE SENSE OF WHAT'S GOING ON? WE ALSO HAD TO HAVE ONCE AGAIN THE THREE YEAR DISTRICT TREND.

BUT AS WE HAVE COME TOGETHER TO BUILD THIS STRUCTURE, WE FELT IT WAS SO IMPORTANT TO KEEP THE DISTRICT ABREAST.

SO AS WE'VE MET, WE'VE BUILT OUR PRESENTATION.

WE'VE PRESENTED WHAT YOU'RE SEEING TODAY BOARD.

WE HAVE PRESENTED IT TO CABINET EXECUTIVE LEADERSHIP.

WE'VE ALSO HAD A SESSION WITH CAMPUS PRINCIPALS.

AND TODAY WE'RE BRINGING IT FORWARD TO YOU, THE BOARD OF TRUSTEES IN OUR GOVERNING BOARD OF THE DISTRICT.

SO IT'S VERY IMPORTANT THAT WE BRING IT TO YOU.

WE'VE ALSO THIS WAS VERY POWERFUL.

WE HAD A FOCUS GROUP DISCUSSION, SIX INTENSE HOURS OF QUALITATIVE REVIEW WITH GRADES THREE THROUGH 12 STUDENTS ASKING THEM QUESTIONS.

THESE STUDENTS WERE IN GT AND SOME WERE NOT IN GT WITH A 3.0 AND ABOVE.

WE ALSO MET WITH ADVANCED ACADEMIC STUDENTS AND THEN WE PULLED IN ANOTHER GROUP OF NON ADVANCED ACADEMICS WHO HAD A 3.0 AND ABOVE AND ALL I CAN TELL YOU IS HUMBLY IS THAT I HAD TISSUE NEXT TO ME BECAUSE WHEN YOU PUT VOICE NEXT TO DATA, IT SPEAKS VOLUMES.

AND SO WE ARE EXCITED TO SHARE THAT WITH YOU.

WE HAVE RECORDINGS OF IT AND I'M SURE THAT YOU WILL ENJOY TO HEAR IT.

UPCOMING, WE'RE LOOKING AT FOCUS GROUPS, WE WANT TO CONTINUE THE DIALOG, THE VOICE IS SO RICH AND WE FEEL LIKE WE'RE REALLY OPENING UP OUR HEARTS AND MINDS.

[01:20:03]

WE ALSO ARE WORKING IN COORDINATION WITH A LEADERSHIP TEAM.

THEY'VE WORKED DILIGENTLY FOR YEARS ESTABLISHING ALREADY SYSTEMS AND PUTTING TOGETHER STRUCTURES THAT ARE CONSISTENT FOR PRINCIPALS.

WE DON'T NEED TO PILE ANOTHER THING ON FOR THE PRINCIPALS.

WE JUST NEED TO EMBED. IF WE SAY THERE'S A DISPARITY, IF THERE'S A GAP, THEN WE GO TO LEADERSHIP AND SAY, HOW CAN WE COMMUNICATE THIS TO OUR PRINCIPALS.

WHILE THEY HAVE STRUCTURES, THEY HAVE RUBRICS FOR CAMPUS SUPPORT LEVELS.

THEY HAVE CAMPUS PERFORMANCE REVIEW MEETINGS.

THEY ALSO WORK WITHIN THE GOAL TREE THAT I KNOW THAT OUR BOARD IS VERY FAMILIAR WITH AND OF COURSE, THE CAMPUS IMPROVEMENT PLAN.

SO WE'RE MEETING WITH THEM TO FIGURE OUT HOW CAN WE SYNTHESIZE THIS INFORMATION THAT WE'RE BRINGING FORTH AS A TEAM.

THE SUBCOMMITTEE WORKSHOPS, WE'RE FINDING A NEED THAT ALONGSIDE TALKING ABOUT EQUITY IS JUST THIS CONTINUED GROWTH AND DEVELOPMENT, SORT OF THIS CONTINUED IMPROVEMENT OF DIALOG AND GT AP, ALL OF THE STRANDS THAT WE'RE LOOKING AT.

SO WE'RE LOOKING TO BUILD SUBCOMMITTEES AND WORKSHOPS SO THAT THE DIALOG CAN HAPPEN AND THAT WE CAN GROW TOGETHER AS A DISTRICT.

I WANT TO STOP AND ASK, ARE THERE ANY QUESTIONS BEFORE I CONTINUE? JUST ONE ADDITION I KNOW YOU MENTIONED MEETING WITH THE BOARD THE BOARD HAD AN AUDIT [INAUDIBLE] EQUITY COMMITTEE.

YES. I BELIEVE MS. ROBINSON DR.

MAYFIELD AND ALSO MR. RAY, THOSE WERE THE 3 BOARD MEMBERS THAT WERE PART OF THE COMMITTEE SO THEY HAD OPPORTUNITY TO REVIEW [INAUDIBLE] INFORMATION.

AND IT WAS REALLY THE BOARD'S RECOMMENDATION THAT WE MEET STUDENTS.

THAT WE MEET WITH STUDENTS WHO WERE A PART OF THE GROUPS THAT WERE EXPERIENCING THE DISPARITY SO THAT [INAUDIBLE] SO THANK YOU BOARD MEMBERS ROBINSON, MAYFIELD, RAY [INAUDIBLE] PROVIDES SOME GREAT INFORMATION.

ABSOLUTELY. THANK YOU, SIR.

AS WE MOVE FORWARD, YOU EACH WILL HAVE THIS POWER POINT AND IF YOU SELECT THIS AREA HERE, YOU'LL BE ABLE TO SEE THE EQUITY AUDIT.

I'M GOING TO GIVE YOU AN OVERARCHING STATEMENTS IN A BIT THAT WILL REMIND US OF WHAT THE EQUITY AUDIT IS. SO FOR PURPOSES OF TODAY, I WON'T GO INTO THE EQUITY AUDIT UNLESS THE BOARD ASKED ME TO.

IN PROGRAM REVIEW I WANTED US TO UNDERSTAND WHO IS WORKING ON THIS DEAT TEAM TO HELP US BUILD THE SYSTEMS OR THE THOUGHT THROUGH THE DATA DIVING THAT WE'RE DOING AND PUT IT TOGETHER SO THAT WE CAN DIALOG AS A DISTRICT.

WE HAVE MR. GILLIES, WHO'S THE CHAMPION, WORKING WITH GIFTED AND TALENTED ADVANCED ACADEMICS, DUAL CREDIT ON RAMP'S ACT AND SAT.

WE HAVE DR. WILLIAMS, WHO'S WORKING WITH PRE AP AND DR.

PORTER AND MS. ISABEL ARE WORKING CAREER AND TECHNOLOGY EDUCATION.

AND MYSELF AND MS. BATISETE ARE WORKING WITH IN SCHOOL SUSPENSION AND OUT OF SCHOOL SUSPENSION. AND SO WE HAVE HAD IT.

WE HAVE WORKED VERY DILIGENTLY, MANY HOURS WORKING.

AND I WANT TO ADD ALSO SOMEONE WHO'S HARDLY, NEVER MENTIONED.

HE'S IN PEIMS MARK HYATT HE IS A BRILLIANT MAN.

I JUST WANT THE BOARD TO KNOW HOW DILIGENTLY HE'S WORKED TO HELP US PUT TOGETHER THE INFORMATION THAT WE'VE NEEDED.

SO I WANT TO TALK WE MET AND WE TALKED ABOUT PERSPECTIVES IN LEADERSHIP, AND THERE ARE SO MANY PERSPECTIVES THAT WOULD HELP US TO TO MOVE THIS FORWARD.

BUT SOMEONE REALLY RESONATED FOR DR.

MCFARLAND AND FOR THE TEAM.

AND THAT WAS TALKING ABOUT COLLINS IN GOOD TO GREAT AND WHAT HE CALLS THE FLYWHEEL CONCEPT. AND I WANT TO SHARE THAT WITH YOU, BECAUSE WHEN WE'RE MOVING THIS CONCEPT, WE'RE ALSO TALKING ABOUT MOVING MANY DIFFERENT CONCEPTS INTO ONE SO THAT WE'RE SEEING WHAT WE DO DAILY, THE WAY WE BEHAVE IN EVERY COMPONENT OF WHAT WE DO.

DO WE SEE IT THROUGH THE LENS OF EQUITY.

JIM COLLINS MONOGRAPH GROWS OUT OF TWO DECADES OF WORK AND OF OBSERVATION OF ORGANIZATIONS THAT HAVE USED THIS FLYWHEEL CONCEPT TO MOVE AN ORGANIZATION TO GREATNESS.

SO IF YOU WOULD PLEASE LEND AN EAR AS WE LISTEN TO JIM COLLINS.

MS. KUNSCHIK CAN YOU HEAR ME? YES. IF YOU'LL STOP SHARING YOUR SCREEN AND RESHARE IT AGAIN, CHECK THAT BOX FOR THE AUDIO ON FOR THE VIDEO.

YES, SIR. HERE WE GO.

SO TALK ME THROUGH THE BOTTOM SIR PLEASE.

WHEN YOU HIT THAT SHARE BUTTON, YOU'RE GOING TO SEE SOME CHECKMARKS COME UP ON THE BOTTOM OF THE BOX BEFORE YOU SEE ALL YOUR SCREENS.

AND THERE IS GOING TO BE WHEN IN CHAT IT SAYS INCLUDE AUDIO WITH THE VIDEO.

OK, I'M SO SORRY.

I'M SELECTING SHARE SCREEN.

YES, MA'AM. AND BEFORE YOU CHOOSE WHICH SCREEN YOU WANT TO SHARE, THERE WILL BE A LITTLE CHECKBOX ON THE BOTTOM THAT YOU CHECK FOR THE VIDEO, OK, I DON'T.

I SEE ADVANCE SHARING OPTIONS.

MULTIPLE PARTICIPATION CAN SHARE SIMULTANEOUSLY.

[01:25:03]

AND THAT'S WHERE YOU'RE GOING TO CHECK THIS OUT.

SIR, YOU BROUGHT IT TO MY LEVEL THERE.

THANK YOU. DON'T WE LOVE ANTHONY KIRCHNER.

OK, SO ONCE AGAIN, LET'S TAKE A LISTEN TO THE POWERFUL WORDS THAT JIM COLLINS HAS TO OFFER. ONE OF THE KEY DISCIPLINES FOR BUILDING A GREAT ORGANIZATION IS TO RECOGNIZE THAT IT IS NEVER A SINGLE EVENT, IT IS A CUMULATIVE PROCESS.

THERE'S NO BIG BANG, NO BIG BREAKTHROUGH, NO BIG AH HA.

RATHER, IT'S LIKE PUSHING A GIANT HEAVY FLYWHEEL, A BIG METAL DISK.

YOU START PUSHING AND YOU PUSH AND YOU PUSH.

AND AFTER A LOT OF EFFORT, YOU GET ONE GIANT SLOW, CREAKY TURN BUT YOU DON'T STOP.

YOU KEEP PUSHING AND YOU PUSH AND YOU PUSH.

AND AFTER A LOT OF EFFORT, YOU GET TWO TURNS AND YOU KEEP PUSHING AND YOU GET FOUR AND EIGHT AND 16 AND 32 64 ONE HUNDRED A THOUSAND.

TEN THOUSAND AT SOME POINT THAT FLYWHEEL IS MAKING A BIG WHOOSH AS YOU HIT A POINT OF BREAK THROUGH. WHEN WE DID THE GOOD TO GREAT RESEARCH, WE HAD A WONDERFUL INTERVIEW WITH ONE OF THE EXECUTIVES AND HE HAD THIS PERFECT, GOOD TO GREAT CURVE, 40 YEARS OF OPPRESSIVE MEDIOCRITY, FOLLOWED BY A PUNCTUATION POINT AND THEN BANG THAT CURVE STARTED TO CLIMB AND CLIMB AND CLIMB AND CLIMB.

WE COULD PINPOINT THE MOMENT OF THE UPWARD INFLECTION TO THE PRECISE DAY, JUNE 30, 1975.

YOU SEE WHEN WE ASKED THE EXECUTIVE, WHEN WAS YOUR BREAKTHROUGH FROM GOOD TO GREAT, WHEN DID IT HAPPEN? WHEN WAS THE BIG AH HA? HE HAD A WONDERFUL RESPONSE.

WELL, I WOULD SAY OUR BREAKTHROUGH HAPPENED SOMETIME BETWEEN 1971 AND 1980.

WHAT'S GOING ON HERE, WE HAVE THE CHIEF EXECUTIVE WHO LED A COMPANY FROM GOOD TO GREAT, WE LOOKING IN FROM THE OUTSIDE, WE CAN SEE THE PRECISE MOMENT OF BREAKTHROUGH, JUNE 30, 1975. PRECISELY.

HE WAS CHIEF EXECUTIVE.

HE CAN'T SEE IT ANY TIGHTER THAN A NINE YEAR WINDOW.

CAN YOU HEAR ME, ANTHONY? YES, MA'AM. OH, THANK YOU KINDLY.

SO POWERFUL.

WHAT I LOVE THE MOST ABOUT WHAT JIM COLLINS SAYS IS ABOUT THE CEO, HOW HE SAW SUCH A SPAN, BUT THEY WERE ABLE TO SHOW FROM THEIR RESEARCH EXACTLY WHEN THEY SAW THAT THIS ORGANIZATION WENT TO GREATNESS.

WHEN YOU THINK ABOUT ORGANIZATIONS SUCH AS OURS WHERE CENTRALIZED AT THE ADMINISTRATIVE LEVEL. DR.

MCFARLAND'S VISION AND THE BOARD'S VISION RESONATES AND IT SPREADS OUT DECENTRALIZES INTO OUR BUILDINGS, SO THEY HAVE FLYWHEELS THAT ARE SPINNING THERE.

SO IT'S THIS NOTION THAT WE'RE ALL SPINNING AN EQUITY FLYWHEEL.

AND SO THAT'S THE DIALOG THAT WE'RE HAVING, IS WHAT IS THAT EQUITY FLYWHEEL? SO I WANT US TO STOP, PLEASE, AND TO THINK ABOUT BECAUSE WE HAVE MADE SO WE'RE IN THAT PERIOD OF CHANGE AND HAVE BEEN I CAN TALK ABOUT SOME CHANGES THAT WE EVEN DID LAST YEAR AND PART IN OUR EXPERIENCE THAT WE'RE ALIGNED TO EQUITY INITIATIVES.

SO I WANT US TO THINK ABOUT AND SHARE A THOUGHT OF A SMALL OR A LARGE EQUITY, WHAT HE CALLED WHOOSH, THAT IS MOVING US IN THAT DIRECTION OF EQUITY.

AND PLEASE SHARE, IF YOU LIKE.

I MENTIONED THE UNIVERSAL SCREENERS AT THE AIRPORT, INSTEAD OF SOLELY DEPENDING ON YOUR HEALTH CARE RECOMMENDATIONS, MAKING SURE THAT, OF COURSE, THAT'S A FINE EXAMPLE.

ABSOLUTELY. THAT'S A FLYWHEEL RIGHT THERE SPINNING.

THANK YOU FOR SHARING THAT, MS. ROBINSON. ANYONE ELSE? I'LL SHARE RIGHT NOW, EVEN WITH TRANSFERS, WHAT I'M WORKING WITH IS MAKING SURE THAT THERE ARE EQUITABLE OPPORTUNITIES AT OUR BUILDINGS AND MAKING SURE THAT WE'RE BRIDGING THE NEEDS OF OUR FAMILIES AND ALSO RECOGNIZING THAT OUR PRINCIPLES, TOO, ARE TRYING TO BUILD CAPACITY IN THEIR BUILDING.

THAT'S AN EQUITY COMPONENT.

AND WE HAVE TO BE INVOLVED GLOBALLY TO HELP THAT HAPPEN.

SO AS WE MOVE ON AND WE LOOK TO THE RIGHT, WE SEE SOME COMPONENTS HERE, THESE ARE THE THINGS THAT WE DO EVERY DAY AND WE CAN SEE EVERYTHING THAT WE DO THROUGH THE LENS OF EQUITY. AND THAT IS WHAT JIM COLLINS IS TALKING ABOUT.

[01:30:01]

THIS IS WHAT HE'S TALKING ABOUT.

HE'S TALKING ABOUT WE KNOW, FOR EXAMPLE, IN CROWLEY ISD, WE HAVE THE RIGHT PEOPLE AT OUR BUILDINGS. WE KNOW THAT THEY'RE DOING GREAT THINGS FOR OUR KIDS.

WE'RE DETERMINING THROUGH DISCIPLINED PEOPLE FIRST WHO, THEN WHAT? AND THROUGH THIS DIALOG THAT WE'RE EVEN HAVING TODAY AND EXTENDING INTO FUTURE INITIATIVES WILL CONFRONT THE BRUTAL FACTS AND THROUGH THIS DIALOG, APPROACHING MORE OF A BREAKTHROUGH. AND THIS IS A DIRECTION THAT WE'RE THAT WE'RE MOVING IS HAVING THAT DISCIPLINED PEOPLE TO HAVE DISCIPLINED THOUGHT TO MOVE IT INTO DISCIPLINED ACTION.

AND I APPRECIATE MS. BENTON SAYING THAT THAT NEEDS TO THAT THE ACTION COMPONENT NEEDS TO FIND ITS WAY INTO OUR OBJECTIVE STATEMENT.

SO WHEN WE THINK I SAID EARLIER THAT I WOULD BRING IN SOME OF THE SOME OF THE AUDIT TO HELP US THINK THROUGH SOME OF THE DECISIONS WE'VE MADE WHILE I PULL DOWN TWO VERY OVERARCHING STATEMENTS THAT WOULD REALLY GRAB OUR HEARTS.

AND SO IN THE AUDIT, WHAT IT SAID WAS THAT IT WAS EVIDENT, LOOK HERE WHERE IT SAYS PASSED HERE. IT WAS EVIDENT THROUGHOUT THE PROGRAMS REVIEWED IN THE AUDIT THAT THERE WAS A CLEAR OVERREPRESENTATION OF AFRICAN-AMERICAN STUDENTS IN DISCIPLINARY SITUATIONS.

AND NOW THIS WAS IN 2018.

AND IT ALSO ADDED THERE'S AN UNDERREPRESENTATION OF AFRICAN-AMERICAN IN ECONOMICALLY DISADVANTAGED STUDENTS IN ADVANCED ACADEMIC PROGRAMS. CAN SOMEONE. SORT OF SUM UP IN LAYMAN'S TERM, WHAT WHAT RESONATED FOR YOU WHEN I READ THAT TO YOU? ANTHONY, CAN YOU HEAR ME? YES, MA'AM. OK, I JUST WANT TO MAKE SURE BECAUSE I'VE LOST THE PICTURES OF EVERYONE.

SO [INAUDIBLE] UNDERSTAND WHAT YOU'RE SAYING IS PROPORTIONALLY REPRESENT, I WOULD SAY, IN THIS DISCIPLINE SCENARIO, [INAUDIBLE] MAJORITY OF [INAUDIBLE] PROPORTIONALITY WITH REGARD TO THE POPULATION.

YES. AND THE OTHER SIDE OF THAT BE WITH REGARDS TO THE ADVANCED ACADEMIC AND ECONOMICALLY DISADVANTAGED STUDENTS. THOUGH THEY MAY BE THE GREATER PROPORTION OF THE POPULATION.

THEY'RE NOT SHOWING UP [INAUDIBLE].

BEAUTIFULLY SAID.

ABSOLUTELY. I LOVE HOW YOU WERE ABLE TO INTERPRET THAT IN THAT MANNER.

AND I THINK IT WAS MORE CLEAR THAN EVEN READING THAT.

AND THIS IMAGE RIGHT HERE IN THE MIDDLE TALKS ABOUT WHEN YOU LOOK AT WHAT I'VE DONE HERE, I TOOK A FLYWHEEL AND I JUST SORT OF JOTTED DOWN GT, ISS, PRE-AP, AP, ALL OF THE COMPONENTS THAT WE'RE EVALUATING.

AND REALLY WHAT THIS IS, IS A PRE-K TO 12 EXPERIENCE FOR A CHILD.

AND WHERE DOES THE FLYWHEEL STOP FOR ALL FOR OUR STUDENTS, ESPECIALLY THOSE THAT ARE IN SITUATIONS WHERE THEY'RE UNDERPRIVILEGED OR UNDERSERVED, I SHOULD SAY? SO WE HAVE THIS FLYWHEEL HERE THAT WILL HELP US TO THINK ABOUT A PRE-K TO 12 PERSPECTIVE, AND THEREFORE IT TAKES US TO THE PRESENT.

WHERE DO THE IMBALANCES OCCUR? WHAT GRADE LEVELS? WHAT DISTRICT AND CAMPUS INITIATIVES DO WE NEED TO STRENGTHEN? WHAT PROGRAMS AND HOW CAN WE WORK TO STRENGTHEN THAT VERTICAL EXPERIENCE FOR THE LEARNER PRE-K TO 12? SO [INAUDIBLE] ONE THING I JUST THOUGHT [INAUDIBLE] POLICY AND WE HAVE IN PLACE THAT ARE ACTUALLY [INAUDIBLE] ADDED TO THE [INAUDIBLE], I THINK THOSE ARE ALL THE THINGS WE NEED TO THINK ABOUT. AND I BELIEVE THE INFORMATION THAT WE [INAUDIBLE] GIVE US SOME INSIGHT. WONDERFUL.

WE'LL ADD THAT, SIR. THAT'S A GOOD THOUGHT BECAUSE WE'RE ALWAYS TALKING ABOUT THAT IT NEEDS TO BE ON THERE. YES, SIR.

I HAVE A THOUGHT AS WELL.

AND I THINK IT'S KIND OF SIMILAR TO WHAT YOU WERE THINKING DR.

MCFARLAND THAT KIND OF TIME TOGETHER, THOSE COURAGEOUS DIALOGS.

PART OF THAT PART OF THAT DIALOG IS RECOGNIZING THAT THERE COULD BE SYSTEMIC ISSUES THAT ARE CONTRIBUTING TO THESE NUMBERS AND AND REALLY BEING OPEN TO THAT IDEA THAT THERE ARE THINGS THAT WE ARE DOING OR NOT DOING, SYSTEMS THAT WE HAVE IN PLACE OR DON'T HAVE IN PLACE THAT ARE CREATING THAT DATA OR AT LEAST CONTRIBUTING TO THAT DATA IN A MEANINGFUL WAY. SO.

ABSOLUTELY. AND, YOU KNOW, I THINK THAT'S A GREAT POINT FOR US TO HAVE REALLY AT THE BEGINNING OF THESE CONVERSATIONS. IT REALLY [INAUDIBLE] IS NOT ABOUT THE PEOPLE ARE BAD

[01:35:02]

YES. YES, THAT'S ABSOLUTELY TRUE.

THANK YOU, SIR. ANY OTHER THOUGHTS BEFORE WE MOVE ON, BECAUSE WE'RE ABOUT TO DIVE INTO SOME DATA. OK, SO AS I SAID, WE WENT BACK TO THE AUDIT, WHAT WE DID WAS WE LOOKED AT THE CALCULATION OF DATA AND WHAT WE DID WANT TO DO FOR THE AUDIENCE AND FOR ANYONE THAT WAS LOOKING AT THE DATA IS TO HAVE DIFFERENT WAYS OF VIEWING THE DATA.

SO WHAT WE DID WAS WE ESTABLISHED A PATTERN, A TEMPLATE FOR THE DATA REVIEW.

AND WE'RE REALLY PROUD OF THIS, OF THE DEAT TEAM.

I CAN TELL YOU, I CAN'T SIT HERE AND TELL YOU THAT I DID THIS ON ALL ON MY OWN.

EVERY SINGLE MEMBER WE'VE HAD MEETING AFTER MEETING, TRYING TO DRILL DOWN.

HOW CAN WE BETTER REPRESENT THIS TO OUR PRINCIPALS, MOST IMPORTANTLY, SO THAT THEY CAN UNDERSTAND IT? SO HOW DID WE CALCULATE THE DATA? AND THIS IS THE STANDARD TEMPLATE THAT YOU WILL SEE.

THIS IS THE SPREADSHEET WHERE WE GATHERED THE DATA.

AND I WANT TO TAKE SOME TIME JUST TO GO THROUGH IT, BECAUSE THIS WILL HELP US DIVE DEEPLY INTO EACH OF THE COMPONENTS.

AT THE TOP, YOU WILL ALWAYS SEE THE SCHOOL YEAR IDENTIFIER, AND WHY DO I SAY THAT TO YOU? BECAUSE REMEMBER THAT WE'RE GOING TO LOOK AT A THREE YEAR TREND.

SO EVERY TIME YOU SEE THE DATA, YOU'LL SEE IT IN THREE BOXES AND YOU'LL SEE THE 17 18, 18 19, 19 20 NEXT TO EACH OTHER.

THEN HERE ON IN THE YELLOW HERE, YOU WILL SEE THE DISTRICT CAMPUS IDENTIFIER.

WELL, I'LL SAY IT'S THE DISTRICT HERE BECAUSE YOU'RE LOOKING AT DISTRICT DATA.

BUT IF IT'S A CAMPUS, YOU WOULD SEE THE CAMPUS NAME HERE AND OR IF WE'VE DECIDED TO SHARE THE DATA IN IN A IN A PACKING IT INTO A GRADE LEVEL, YOU WOULD SEE THEN HIGH SCHOOL, MIDDLE OR AND THEN YOU WOULD SEE ELEMENTARY.

SO THIS RIGHT HERE IS THE IDENTIFIER TO TELL YOU WHAT DATA WE'RE LOOKING AT.

WHAT DOES IT BELONG TO? ON THE LEFT COLUMN, YOU'LL SEE THE SUB POP IDENTIFIER.

YOU'LL SEE WHAT LENS ARE WE LOOKING THROUGH AND YOU'LL SEE MALE, FEMALE, HISPANIC, ASIAN AA, NATIVE AMERICAN, WHITE, TWO OR MORE AND ECO.

HERE IN THE NEXT TWO COLUMNS, YOU'LL SEE OVERALL NUMBERS WITHIN THE SUB POPS.

SO YOU'LL SEE THE NUMBER OF STUDENTS, IT'S FIFTEEN THOUSAND NINE HUNDRED NINETY SIX, OF WHICH MALE WERE EIGHT THOUSAND TWO HUNDRED AND FORTY SIX.

THAT THEN TRANSLATES INTO FIFTY ONE POINT SIX PERCENT OF THAT POPULATION.

AND THEN YOU RUN THE NUMBERS ALL THE WAY DOWN TO SEE HOW THEY CALCULATE.

THE NEXT TWO COLUMNS ARE THE PROGRAM NUMBERS, SO WE TOOK THE OVERALL NUMBERS AND NOW WE HAVE THE PROGRAM NUMBERS.

THIS EXAMPLE IS THAT OF GATE.

SO YOU'LL SEE. SIX HUNDRED AND FIFTY THREE OF THE MALES WERE IN GATE, WHICH WILL THEN BE FIFTY POINT NINE PERCENT.

ONCE AGAIN, CALCULATED ALL THE WAY DOWN.

THIS IS THE VERY MOST IMPORTANT PART OF THE DATA THAT WILL HELP GUIDE OUR DISCUSSIONS AND DECISIONS ABOUT FACING THE BRUTAL FACTS.

SO IF YOU LOOK AT THIS, THIS PROGRAM DISPARITY, THE PERCENTAGES IN THIS PROGRAM DISPARITY IS SHOWN THROUGH THE PERCENTAGE IN ACTUAL NUMBERS OF STUDENTS.

SO HERE THEN YOU CAN SAY THERE IS A DISPARITY OF NEGATIVE POINT SEVEN FOUR, MEANING THAT WE NEED TO ADD 10 STUDENTS IN ORDER TO BRIDGE THE GAP, THE DISPARITY.

SO IF YOU LOOK AT THE REDS, YOU'LL SEE WHERE THE DISPARITIES EXIST AND YOU WILL KNOW THAT THEY ALIGN TO THE DEMOGRAPHIC, TO THE SUB POP.

SO THESE ARE THE TWO MOST IMPORTANT, THE TWO MOST IMPORTANT COLUMNS THAT HELP US TO NAVIGATE HERE, THE FAR RIGHT, THE NUMBERS THAT WE NEED, IT SUB POP TO SUB POP COMPARISON.

THE DISPARITY, ONCE AGAIN, IS LISTED HERE IN PERCENTAGES, AND IF YOU'RE INTERESTED IN HOW WE FORMULATE THAT, THERE'S THE FORMULA THAT WE USE.

AND HERE WE HAVE THE NUMBER OF STUDENTS, AS I STATED EARLIER.

SO BASICALLY, THIS IS THE TEMPLATE THAT ALL OF OUR PRINCIPALS ARE LOOKING AT, THEY'RE LOOKING AT THIS TEMPLATE FOR GATE, FOR ADVANCED ACADEMICS, FOR ISS OSS.

SO IT'S A CLEAR VISION OF THE NUMBER OF STUDENTS AND THE PERCENTAGE OF DISPARITY.

SO NOW WE'RE READY TO DIVE A LITTLE DEEPER, BUT I WANT TO STOP I SHOULD ASK, IS THERE ANY QUESTION REGARDING THE FORMULAS OR REGARDING THE PROCESS OF OUR THE PROCESS OF PUTTING

[01:40:04]

OH, SIR, WHAT A GOOD QUESTION, ABSOLUTELY.

WE DON'T WANT TO THANK YOU FOR SAYING THAT WE DON'T WANT TO REDUCE.

YES, WHAT WE WANT TO DO IS WE WANT TO CONTINUE GROWTH IN ALL OF THE SUB POPS.

REALLY, WHAT WE OUGHT TO DO BY YOUR MENTIONING THAT IS MAYBE CODE THOSE GREEN SO THAT WE KNOW THOSE ARE GOES WE'RE DOING A GOOD JOB IN THOSE AREAS.

THANK YOU. GOOD? JUST A DUMB QUESTION RIGHT QUICK.

WHAT'S [INAUDIBLE].

WHAT IS [INAUDIBLE] WHERE IS THAT? I THINK THAT'S A TYPO, MISTER OR NOT, ONE OF OUR TEAM MEMBERS, DR.

MCFARLAND, WITH YOUR PERMISSION, CAN I ASK PORTER? MR. PORTER. DR.

PORTER. YEAH, ABSOLUTELY, THAT'S AMERICAN INDIAN.

OK, THANK YOU, KIND SIR.

VERY GOOD. THANK YOU, MR. RAY, FOR THAT CLARIFYING POINT.

ANYONE ELSE? OK, ALL RIGHT, SO WE'RE GOING TO MOVE RIGHT ON AND WE'RE GOING TO START WITH GT, G.T THE SUMMARY AND THE FINDINGS IN EIGHT IN 2018.

LIKE I SAID, I WOULD OVERARCH THE STATEMENTS IN EACH CATEGORY.

SO IN GT IN 2018.

WHAT IT REVEALED WAS THAT THERE WERE RACIAL INEQUALITIES IN GT IDENTIFICATION AND ENROLLMENT. IT ALSO STATED AND REVEALED THERE WAS A DISPROPORTIONALITY BETWEEN CAMPUSES IN THE DISTRICT AND SUBPOPULATIONS REPRESENTED ON THE SAME CAMPUS.

THERE WAS ALSO A CLEAR PATTERN OF HIGHER CONCENTRATION OF GIFTED STUDENTS IN THE HIGHER INCOME GEOGRAPHICAL AREAS, AND THAT SUGGESTED THAT THIS IS A PERSISTENT DISPROPORTIONALITY TOPIC IN THE DISTRICT.

WHAT DID THE THREE YEAR TREND TELL US? THE THREE YEAR WHAT I ASKED OUR DEAT TEAM TO DO IS AFTER WE EVALUATED THE DATA IS TO GIVE US SOME OF THEIR SUMMARY AND FINDINGS.

AND SO WHAT WE FOUND CURRENTLY IN THE THREE YEAR TREND IS THAT MOST CAMPUSES ARE SHOWING GROWTH IN EACH YEAR, 60 PERCENT ARE AT 10 PERCENT OR HIGHER OF IDENTIFIED POPULATION, WHICH IS NINE OF THE 15 ELEMENTARIES.

THE AREA OF OPPORTUNITIES REMAIN TO BE AFRICAN-AMERICAN AND ECO ECONOMICALLY DISADVANTAGED. WE DO SEE THAT THE HISPANICS ARE SHOWING STRENGTH AND THAT THE DISPARITIES ARE LESSENING. BUT WE BUT WE ALSO REALIZE THAT WE NEED TO STAY FOCUSED ON THE HISPANIC POPULATION. THE SHORT TERM ACTIONS THAT WE'RE LOOKING AT IS TO ESTABLISH QUALITATIVE SURVEYS WITHIN THE STAFF, CAMPUS PERSONNEL JUST TO ENSURE THAT WE ALL ARE UNDERSTANDING THE NEEDS OF GIFTED CHILDREN AND HOW TO IDENTIFY PROPERLY GIFTED CHILDREN.

AND ALSO, WE'RE LOOKING TO ESTABLISH COMMITTEE, A COMMITTEE TO REVIEW THE CURRENT IDENTIFICATION PROCESS THAT WE FOLLOW IN THE DISTRICT.

SO THERE'S BEEN A LOT OF QUESTION ABOUT HOW DO WE IDENTIFY? AND SO WE'RE CURRENTLY WORKING ON A FLOWCHART THAT CLEARLY HELPS TO EXPLAIN THAT PROCESS TO OUR LEADERS AND OUR TEACHERS.

NOW, WHAT I WOULD LIKE US TO DO IS TO LAUNCH THE DATA, LET'S TAKE A PEEK.

DR. MCFARLAND, WHERE WOULD YOU LIKE US TO GO TO LOOK AT, SIR? LET'S LOOK AT THE GRADE THE GRADING LEVEL OF SCHOOL LEVEL OF ELEMENTARY SECONDARY AND HIGH. OK, THE ELEMENTARY, MIDDLE AND HIGH.

ELEMENTARY, MIDDLE AND HIGH. VERY GOOD.

SO HERE WE HAVE THE DISTRICT.

AND AS DR. MCFARLAND STATED, HE WOULD LIKE US TO LOOK.

HERE'S THE HIGH SCHOOL.

AND AS I STATED, YOU SEE.

A LITTLE LARGER. CAN YOU MAKE IT LARGER? I CAN. LET'S SEE.

WHERE IS MY LITTLE BAR TO MAKE IT LARGER FRIENDS? LOOK AT THE LEFT HAND CORNER WHERE [INAUDIBLE].

THANK YOU. THANK YOU KINDLY.

I WAS LOOKING FOR MY BAR.

HOW'S THAT? IS THAT BETTER OR DO WE GO A LITTLE LARGER? OK, LET ME KNOW IF I NEED TO MAKE IT LARGER AND I WILL.

[INAUDIBLE] IT'S EXTREMELY BLURRY, I'M NOT SURE.

[INAUDIBLE]

[01:45:05]

OK.

[INAUDIBLE] IS IT BETTER FOR YOU ALL? YES IT'S BETTER. IS IT? OK, SO WE'LL START ONCE AGAIN.

THERE'S THE 2017 18 DATA.

IT'S FOR THE HIGH SCHOOL AND WE WILL SEE THAT WE'RE ROLLING FROM EACH YEAR LEFT TO RIGHT.

AND SO WE SAW THAT THERE WAS A DISPARITY IN AFRICAN-AMERICAN IN 2017 18 IN THE SUB POP, AFRICAN-AMERICAN NEGATIVE 89 AND ECO.

DO YOU SEE? SO THAT WHEN WE MOVE TO 2018 19, YOU WILL SEE THAT THE DISPARITY LESSENED TO 77 PERCENT AND IT INCREASED IN ECO TO NEGATIVE 67 PERCENT.

NOW LET'S TAKE A LOOK AT WHERE WE WERE IN 2019 20.

SO ONCE AGAIN, WE LESSENED THE DISPARITY ON A NEGATIVE LEVEL FOR AFRICAN-AMERICAN, FOR THE AFRICAN-AMERICAN POPULATION AND THEN FOR THE ECONOMICALLY DISADVANTAGED.

ONCE AGAIN, WE LESSENED THE DISPARITY.

BUT WHAT I WOULD LIKE NOT, BUT BUT AND I WOULD LIKE TO ASK.

WHAT IS GLARING TO YOU ON THE 2019 20 FRAMEWORK THERE? AND THEN WHAT DO YOU KNOW THAT WE NEED TO DO? IN THIS POPULAR IN THIS CATEGORY.

SO WE TALKED ABOUT IN WHY HERE.

WERE THE NUMBER OF STUDENTS THAT WE NEEDED IN ORDER TO BRIDGE THE GAP.

DR. MCFARLAND, WHAT DOES WHAT DO YOU WANT TO SHARE ABOUT THIS ONE HERE ON 2019 AND 20? WELL, YOU KNOW GATE AT THE HIGH SCHOOL IS A LITTLE DIFFERENT.

SO LET'S GO DOWN TO THE ELEMENTARY AND THEN WE'LL GO OVER THE SAME ANALYSIS AND THEN COME BACK. OH, GOOD.

OK, THANK YOU, SIR. ALL RIGHTY, SO HERE WE GO, LET'S TAKE A LOOK AT ELEMENTARY AND SO AFRICAN-AMERICAN HERE WE WERE AT NEGATIVE 30.

IT INCREASED TO NEGATIVE 38.

AND NOW IT HAS INCREASED AT THE ELEMENTARY LEVEL TO NEGATIVE 116, SO WE ARE SEEING A DECLINE IN ELEMENTARY.

WITH THE AFRICAN-AMERICAN POPULATION.

WHEN WE LOOK AT ECONOMICALLY DISADVANTAGED, WE WERE AT NEGATIVE 48 PERCENT.

AND AS WE MOVE OVER, WE SEE A DECLINE AT NEGATIVE 66 PERCENT AND NOW WE ARE AT A NEGATIVE ONE HUNDRED AT THE ELEMENTARY LEVEL.

WHEN YOU WHEN YOU LOOK AT HIS CHART.

THAT THE NUMBERS [INAUDIBLE] NUMBER, [INAUDIBLE] WHICH WHICH INDICATES THAT THAT'S THE NUMBER OF STUDENTS THAT NEED TO HAVE ENROLLED OR IDENTIFIED THEN SHOULD HAVE ENROLLED OR IDENTIFIED AS GIFTED AT THAT LEVEL.

WHEN YOU LOOK AT THE ONE HUNDRED AND SIXTEEN AND IT SEEMS LIKE A LARGE NUMBER, BUT WHAT YOU GOT TO REALIZE IS THAT THIS IS THE ELEMENTARY, THIS IS ALL THE ELEMENTARY SCHOOLS TOGETHER. [INAUDIBLE] MS. BENTON MENTIONED EARLIER. HOW DO WE TAKE THIS INFORMATION AND TAKE ACTION? SO LET'S ASSUME FOR THIS CONVERSATION THAT THAT THE DISPARITIES WERE EVENLY DISTRIBUTED ACROSS THE 20 ACROSS THE FIFTEEN ELEMENTARY CAMPUSES.

AND SO WHAT WE WOULD DO IS YOU TAKE 116 [INAUDIBLE] YOU TAKE 115, EXCUSE ME 116 AND DIVIDE BY 15 WHAT NUMBER DO WE GET? 7.7.

[INAUDIBLE] 7.7 ALRIGHT SO THAT MEANS, WE REALLY ARE LOOKING AT A SITUATION WHERE IF THERE WERE ANY DISPARITIES ON EVENLY DIVIDED ACROSS 15 CAMPUSES, REALLY LOOKING AT 7 KIDS.

SO THE QUESTION WOULD BE, IF I'M THE PRINCIPAL AT DEER CREEK, ARE THERE SEVEN STUDENTS AT DEER CREEK.

YES. IN GRADES 2 THOUGH 5 COULD DO WELL IN GT ARE APPARENTLY NOT IDENTIFIED? AND SO NOW, AS A PRINCIPAL, IF YOU HAVE THIS INFORMATION, YOU KNOW THAT THERE ARE 7 STUDENTS OUT THERE BASED ON THE DEMOGRAPHIC THAT SHOULD BE IN GT IN [INAUDIBLE] THAT

[01:50:01]

SO AS A PART OF DEER CREEK'S SMART GOAL.

THERE'LL BE A STATEMENT THAT TALKS ABOUT HOW THEY ARE GOING TO ADDRESS AND IDENTIFY SEVEN ADDITIONAL AFRICAN-AMERICAN STUDENTS OR SEVEN ADDITIONAL [INAUDIBLE] AND WHATEVER.

WHATEVER THE [INAUDIBLE] IS, THEY WILL BE SPECIFICALLY TRYING TO ADDRESS THEIR AREA, MISSED AREA. THAT'S KIND OF HOW WE'LL TAKE IT FROM THIS DATA TO ACTUALLY MAKING IT [INAUDIBLE] OPERATION. AND SO IF YOU WANT TO GO THROUGH THE ENTIRE AUDIT, EACH CAMPUS, EACH CAMPUS THAT WE HAVE, IN ADDITION, WILL HAVE ONE OF THESE REPORTS.

THEY'LL BE LOOKING AT THEIR GRADE LEVEL AND THEN LOOK AT WHERE THE DISPARITIES ARE AND THEN CRAFT A PLAN [INAUDIBLE]. CAN I OH? SO MAYBE I'M LOST [INAUDIBLE], I DON'T KNOW THE.

I GET THE PRINCIPAL, IT'S JUST I LOOK AT THE NUMBERS THEY DON'T MAKE SENSE, AND I'M PRETTY GOOD WITH MATH GENERALLY.

YES. SO, AGAIN, MAYBE IT'S EVEN IF THE NUMBERS AREN'T RIGHT THERE.

IT JUST BUT WHAT CONFUSES ME IS LOOKING AT THAT ELEMENTARY GROUP, WHAT YOU'VE GOT HIGHLIGHTED THE AFRICAN-AMERICANS, SO BETWEEN 2018 AND 2019.

THE NUMBER OF AFRICAN-AMERICAN STUDENTS WENT UP A LITTLE BIT, THE PERCENTAGE OF AFRICAN-AMERICANS WENT DOWN A LITTLE BIT, BUT YOU GOT THE NUMBER OF AFRICAN-AMERICAN STUDENTS ENROLLED IN.

IN GT PERCENTAGE WISE, WENT UP TWENTY FOUR POINT SEVEN PERCENT TO TWENTY SIX, OR TWENTY SEVEN POINT SIX, SO IT WENT UP, THE DISPARITY WENT DOWN, BUT THE ACTUAL NUMBER THAT YOU GOT IN THERE, LIKE TRIPLED.

I DON'T UNDERSTAND HOW THAT NUMBER WENT UP SO DRAMATICALLY IF ACCORDING TO THE STATISTICS. WE ARE MAKING PROGRESS, MOVING FROM A DISPARITY OF NEGATIVE [INAUDIBLE] TO NEGATIVE [INAUDIBLE], AND I DON'T KNOW IF IT'S A MATHEMATICAL ERROR OR IF IT'S SOMETHING THAT I'M NOT SEEING AND THE SAME WITH THE ECONOMIC DISADVANTAGED, I JUST DID THE MATH.

THERE IS [INAUDILE].

RIGHT, AND DR.

MCFARLAND MAY I RESPOND? OK, SO THERE ARE FORMULAS EMBEDDED IN HERE.

AND I WOULD I CAN'T PULL IT TO LOOK AND SEE HOW THE FORMULA IS STATED.

I SEE WHAT YOU'RE SAYING.

SO MY WONDER IN THIS ONE IS IF THE FORMULA IS CORRECT, I SEE WHAT YOU'RE SAYING.

AND SO WITH YOUR PERMISSION, ALSO, DR.

MCFARLAND, SHOULD I HAVE DR.

PORTER TO EXPLAIN TO US HOW HE BUILT THE FORMULAS FOR THIS? I MEAN, I THINK MR. RYAN'S POINT, THOUGH, IS OBVIOUS THAT THE 116 IS ALL.

OK. EITHER THE 116 IS WRONG OR THE [INAUDIBLE] ONE OF THOSE NUMBERS ARE OFF.

RIGHT. THAT'S SO WE CAN [INAUDIBLE] AND VERIFY THAT.

BUT JUST THE UNDERSTANDING AT HOW WE GET TO ACTION, IF I'M LOOKING AT THE COLUMN [INAUDIBLE] SO REALLY WHATEVER, 14 PERCENT OF THREE THOUSAND 14 PERCENT IS A DISPARITY AS OPPOSED TO [INAUDIBLE] IT'S JUST THAT NUMBER THERE.

IT IS. [INAUDIBLE] THERE ARE 40 ABOUT 42 PERCENT OF AFRICAN AMERICAN STUDENTS ENROLLED IN THE DISTRICT, BUT THERE'S ABOUT 28 PERCENT IN GT.

SO SO CALCULATING THE FORTY TWO, FORTY TWO MINUS TWENTY EIGHT.

WILL GET YOU THAT 14 PERCENT.

THEN AT THE BOTTOM THERE ARE EIGHT HUNDRED TWENTY TWO STUDENTS IN GT.

SO WHEN YOU CALCULATE.

EIGHT HUNDRED TWENTY TWO STUDENTS BY THE 42 PERCENT THAT'S IN THE POPULATION, THEN YOU SHOULD HAVE 344 ABOUT SO YOU SUBTRACT THAT FROM [INAUDIBLE], THAT GETS YOU 116. THANK YOU MATH TEACHER.

ALRIGHT. AND THAT MAKES IT LOOK LIKE MAYBE THE NUMBER NEGATIVE 38 IS ON THE PREVIOUS YEAR.

BUT THAT MAKES SENSE [INAUDIBLE] THANK YOU.

OH, MY GOODNESS.

DR. MCFARLAND, WERE YOU SO BRIGHT WHEN YOU PUT BOTH MR.

[01:55:03]

THAT WAS I KNOW DR.

PORTER'S IN THERE NOW AND HE'S LISTENING.

SO HE'S CHECKING THE FORMULAS FOR US, BUT WE APPRECIATE THE FEEDBACK.

AND IS THERE ANY OTHER THOUGHT BEFORE WE MOVE ON? SO.

OH, I'M SORRY, JUST THOUGHT ON BASED ON WHAT DR.

MCFARLAND SAID ABOUT HOW THE PRINCIPALS CAN USE THIS DATA TO IDENTIFY THE STUDENTS THAT ARE NEEDED FOR CAMPUS.

AND I THINK THE OVERALL OVERARCHING IS GOING BACK TO YOUR ORIGINAL POINT ABOUT EQUITY AND INCLUSION AND ALL OF THOSE THINGS WHERE WE'RE REALLY ALSO AT THE SAME TIME TO REMOVE BARRIERS AND SYSTEMIC BARRIERS THAT ARE IN THE WAY.

SO WHILE WE CAN IDENTIFY THAT MAY BE GOOD TO DO OR IS DO AT THE SAME TIME.

REALLY INSURE THAT THERE IS A CONCERTED EFFORT, AN INTENTIONAL EFFORT TO HELP REMOVE BARRIERS THAT ARE THERE AND WHILE WE'RE IN THE PLACE WHERE WE ARE TODAY.

YES. MOVING FROM DATA TO VOICE AND THANK YOU, BECAUSE IT'S TRULY ABOUT THAT.

AND THAT'S A BEAUTIFUL SEGUE.

IF NO ONE ELSE HAS A THOUGHT, WE'LL MOVE ON.

AS WE GO AHEAD.

I'M GONNA TO ADD ONTO WHAT WE'RE SAYING, WHAT DR.

MAYFIELD IS SAYING. WHAT WE TALK ABOUT FIRST, IS ACCESS.

WE'RE REALLY JUST LOOKING AT EQUITY OF ACCESS.

WE DO KNOW THIS, THOUGH.

WE KNOW THAT WE CAN'T [INAUDIBLE] TYPE OF [INAUDIBLE] SCENARIO [INAUDIBLE].

WE CAN'T JUST GO TO OUR CAMPUS AND IDENTIFY 7 STUDENTS TO PLACE IN RIGHT GT [INAUDIBLE] WE HAVE TO FIRST GIVE THEM ACCESS SO THEN.

WE GOT TO MAKE SURE THEY HAVE SUPPORT IN ORDER TO BE SUCCESSFUL IN THOSE COURSES.

AND WE HAVE TO MAKE SURE THAT OUR TEACHERS HAVE PD AND [INAUDIBLE] NECESSARY TO BE SUCCESSFUL BECAUSE THE WHOLE GOAL IS PERFORMING NOT JUST THEIR GETTING IN THE COURSES, BUT THE FIRST STEP FOR US IS TO GET THEM IN THE COURSE.

YES, ABSOLUTELY.

FROM DATA TO VOICE.

ABSOLUTELY. OK, THAT'S GREAT DIALOG.

AND EVERY SINGLE TIME WE PRESENT THE DATA THAT PRINCIPALS HAD A LOT OF GREAT FEEDBACK ALSO AND QUESTIONS THAT STRENGTHENED THE PRESENTATION AND ALSO THE DATA MINING THAT WE'VE DONE. SO, DR.

MCFARLAND, I THINK WITH YOUR PERMISSION, I'LL GO BACK TO THE POWERPOINT AND JUST CONTINUE. WHAT DO YOU THINK, SIR, OR WHAT SHALL WE LOOK AT HERE? I'LL ASK THE BOARD IF YOU'D LIKE TO SEE ANYTHING ELSE RELATIVE TO DATA, LIKE TO SEE MIDDLE SCHOOL [INAUDIBLE].

HERE WE GO. SO HERE'S OUR MIDDLE SCHOOL, YES, AND SO WE.

WE HAD WITH AFRICAN-AMERICAN THE NEGATIVE NINE PERCENT.

THAT THEN MOVED TO A NEGATIVE 58 AND NOT PERCENT EXCUSE ME, STUDENTS, THANK YOU.

AND THEN TO NEGATIVE 43.

SO THERE WAS A LITTLE BIT OF GROWTH THERE.

AND WITH OUR ECONOMICALLY DISADVANTAGED, WE WENT FROM NEGATIVE FORTY SEVEN STUDENTS TO NEGATIVE 46.

AND AGAIN, IT WILL BE 46 STUDENTS OVER 4 CAMPUSES.

YES.

OVER THREE GRADES, SO THREE GRADES, SIX SEVEN AND EIGHT, 4 CAMPUSES.

WE HAVE TO FIND 46 STUDENTS AND IF WE HAVE FORTY SIX MORE STUDENTS THAT WERE ECONOMICALLY DISADVANTAGED AND AFRICAN-AMERICAN AND YOU KNOW, IDENTIFIED AS GT IN THOSE ADVANCED PROGRAMS THEN WE COULD SAY THAT WE HAVE AN EQUITABLE PROGRAM, EQUITABLE SYSTEM AS IT RELATES TO MIDDLE SCHOOLS.

SO WE'RE REALLY, REALLY CLOSE, WE'RE NOT THERE BUT WE'RE CLOSE.

I HAVE A QUESTION. YES? [INAUDIBLE] AND GT AND WE TALKING ABOUT PRE-AP.

SO OUR GT, THEY FOLLOW THE STUDENTS THROUGHOUT THEIR TENURE, THE CODING OF GT.

WE IDENTIFY AT ELEMENTARY AND THE CODING FOLLOWS, BUT THEN THEY DO ROLL IN TO PRE-AP.

THAT IS CORRECT. SO THEN IN MIDDLE SCHOOL, WE WOULDN'T BE ADDING MORE GATE STUDENTS? AT ANY POINT, YOU CAN IDENTIFY, YOU CAN SEEK TO BE TESTED, AS I UNDERSTAND, FOR GIFTED AND TALENTED, I KNOW THAT MR. GILLIES IS, WITH YOUR PERMISSION, DR.

MCFARLAND. HE CAN ANSWER THAT FOR US.

RIGHT. AND I KNOW THAT I THINK RIGHT NOW, I'M NOT SURE WE DO THAT OR NOT, BUT A STRATEGY COULD BE FOR US TO DO THAT.

IT'S OBVIOUS THAT WE NEED TO.

BUT I'M NOT SURE WE'RE DOING IT RIGHT NOW.

SO MR. GILLIES [INAUDIBLE] ARE WE TESTING AT THE MIDDLE SCHOOL?

[02:00:01]

AND WE DO TEST THEM.

AND JUST TO FOLLOW UP ON THE VERY EDUCATIONAL BENEFITS OF THE STUDENTS TO BE TESTED, BUT THERE'S ALSO ECONOMIC BENEFIT AS WELL, BECAUSE THERE ARE THERE IS WAYS OF FUNDING THAT CONNECTS TO GT SO GOOD TO KNOW THAT WE ARE TESTING AND BEING STRATEGIC WITH THAT TESTING COULD HELP US TO ADD MORE KIDS GET MORE [INAUDIBLE].

YES. AND THANK YOU, MS. ROBINSON, BECAUSE THOSE ARE QUESTIONS THAT WE, YOU KNOW, TO CLARIFY FOR ALL STAKEHOLDERS SO THAT WE'RE ALL VERY CLEAR AS TO WHAT HAPPENS AS STUDENTS PROGRESS IN THEIR TENURE.

IT'S GOOD, GOOD DIALOG, ANY OTHER THOUGHTS REGARDING MIDDLE SCHOOL? AND SO AS WE INCREASE THOSE ELEMENTARY LEVEL NUMBERS AND THE CODING FOLLOWS THE STUDENTS, IF WE DON'T FIRST IDENTIFY LATER ON, YOU'LL SEE THAT THE NUMBERS WILL INCREASE FOR BOTH MIDDLE SCHOOL AND FOR HIGH SCHOOL SO THAT WE CAN SEE AN INCREASE THROUGH A VERTICAL LENS.

OK, SO AT THIS TIME, WHAT WE WILL DO IS WE WILL GO BACK TO OUR PRESENTATION AND WE WILL NOW LOOK AT WHAT DID THE 2018 AUDIT SAY ABOUT ADVANCED ACADEMICS? WELL, INDEED, IT STATED THAT WE DID.

WE DO HAVE RIGOROUS ACADEMIC PROGRAMS. THEY WERE EVIDENT ON ALL OF THE CAMPUSES, OUR HIGH SCHOOLS.

THEY ALSO SHOWED IT ALSO SHOWS EXCUSE ME THAT THERE WAS AN OVERREPRESENTATION OF FEMALES.

ADDITIONALLY, THERE WAS A DISPROPORTIONALITY THAT EXISTED WITHIN THE RACE AND ECONOMICALLY DISADVANTAGED SUBPOPULATIONS.

SO YOU'LL SEE THAT THAT'S CONTINUING.

THE SECONDARY CAMPUSES DATA REFLECTED AN OVERREPRESENTATION OF WHITE AND ASIAN IN THE ADVANCED ACADEMIC PROGRAMS AND CONVERSELY, THAT THE OPPOSITE EXISTS WITH THE AFRICAN-AMERICAN AND ECONOMICALLY DISADVANTAGED SUBPOPULATION.

SO YOU START TO SEE RECURRING THEMES AND YOU SEE THAT NOW WHEN YOU'RE TALKING ADVANCED ACADEMICS, WE'RE TALKING ABOUT THE MIDDLE SCHOOL AND THE HIGH SCHOOL.

SO LET'S TAKE A LOOK AT ONRAMPS WHAT WERE SOME OF THE OVERARCHING STATEMENTS? THERE SHOWS TO BE AN INCREASE IN PARTICIPATION FROM 17 18 TO 18 19.

THERE'S BEEN A DROP MOVING FROM THE 18, 19 TO 19, 20 AT BOTH CAMPUSES.

THE AREAS OF OPPORTUNITY ARE THERE ALSO IN MALES, AFRICAN-AMERICAN AND ECO ONCE AGAIN.

AND THEN SOME OF THE SHORT TERM THOUGHTS OF WHAT WE COULD DO IS ONCE AGAIN ESTABLISH THESE ADVANCED ACADEMIC RESOURCE TEAMS TO NAVIGATE THIS THOUGHT OF SUPPORT AND RECRUITMENT OF STUDENTS.

AND SO THIS IS A SHORT TERM GOAL FOR COMMITTEES IN ACTION.

SO LET'S TAKE A LOOK AT SOME DATA.

SO IF WE SEE HERE, WE'RE GOING TO TAKE A LOOK AT THE DISTRICT LEVEL DATA MOVING US FROM THREE YEAR TREND, AND WE'RE GOING TO LOOK RIGHT AWAY, I'LL ASK, ACTUALLY.

LET'S SEE, DR.

MAYFIELD, COULD YOU TELL ME WHAT DO YOU WANT ME TO LOOK AT AND I'LL HIGHLIGHT FOR US AS WE'RE LOOKING AT ONRAMPS? I'M HAVING TO MAKE THE SCREEN BIGGER BECAUSE AND I'M WEARING MY GLASSES TOO.

OH, YOU'RE MY APOLOGY.

THAT'S OK. [INAUDIBLE] MIDDLE SCHOOL.

WE'RE LOOKING AT THE DISTRICT RIGHT NOW.

OH, OK. WHAT DEMOGRAPHIC WOULD YOU LIKE TO LOOK AT? AND I WOULD SAY AFRICAN-AMERICAN.

RIGHT. AND YOU WOULD BECAUSE YOU SAW.

RIGHT. THAT IS. YEAH, THAT'S A KEY.

SO THANK YOU FOR SAYING THAT IN 17, 18, WE WENT FROM NEGATIVE TWENTY THREE, WE MAINTAINED IT NEGATIVE TWENTY THREE STUDENTS TO THEN NEGATIVE TWENTY NINE.

SO THERE'S BEEN A SLIGHT DECREASE.

WHAT ELSE DO YOU WANT US TO LOOK AT? I WOULD SAY JUST ON A GOOD NOTE PROBABLY, OR MAYBE AN ODD NOTE, ECONOMICALLY DISADVANTAGED JUST BECAUSE IT LOOKS LIKE A BIG DIFFERENCE THERE.

THANK YOU. OK, YOU'RE NOTICING THAT THE COLORING.

SO THANK YOU. WE'RE GOING TO LOOK AT THIS.

IT'S NEGATIVE TWENTY IN 17, 18.

AND LET'S MOVE ON FORWARD AND LOOK THAT WE ALSO HAD A DECLINE.

NEGATIVE THIRTY SIX STUDENTS.

OK. OH BUT SOMETHING HAPPENED IN 2019 THAT WE CAN CELEBRATE ALTHOUGH ON A NEGATIVE TREND.

[02:05:02]

DO YOU SEE THIS? YES.

SO THOSE ARE THE KIND OF THINGS WE NEED TO LOOK AT AND SEE WHAT ARE WE DOING RIGHT.

ABOUT MEETING, ABOUT BRIDGING THAT GAP? THANK YOU. YOU'RE DOING A GOOD JOB GUIDING US, DR.

MAYFIELD. IT MAKES ME FEEL LIKE I'M COMMUNICATING IT TO WHERE IT'S UNDERSTOOD.

SO I APPRECIATE YOU. LET'S TAKE A LOOK AT ONE MORE.

WHAT OTHER ONE RESONATES FOR YOU, DR.

MAYFIELD? I WOULD SAY THE HISPANIC, JUST BECAUSE.

YOU KNOW, I KNOW YOU SAID THIS IN THE BEGINNING THAT THEY'RE IMPROVING, BUT STILL, LOOK, BE ON THE LOOKOUT. SO I THINK THAT'S ONE TO LOOK AT AS WELL.

VERY GOOD. LET'S TAKE A LOOK.

WE WENT FROM NEGATIVE ONE STUDENT TO NEGATIVE 12.

TO THEN, OH, MY LOOK WHAT WE DID HERE, DR.

MAYFIELD, WHAT HAPPENED? WE INCREASED.

SO THERE'S THAT THERE'S THAT LIGHT, RIGHT? YES.

SO WHAT ARE WE DOING CORRECTLY TO BRIDGE THAT GAP AND HOW CAN IT RESONATE IN OTHER AREAS? IS WHAT WE MIGHT LOOK AT.

ANY OTHER THOUGHTS THAT COME OUT AS WE LOOKED AT THAT? [INAUDIBLE] AS IT RELATES TO LOOK AT THESE STATIC NUMBERS AND WE SEE THAT WE HAVE SIGNIFICANT INCREASES WITH OUR HISPANIC STUDENTS KIND OF ACROSS THE BOARD, WHICH IS WHICH IS REALLY GOOD. YES, WE THINK ABOUT SYSTEMIC DECISIONS WE MADE WE MADE A SYSTEMIC DECISION AT THE LEVEL IF YOU ARE HIRED IN THE DISTRICT, YOU HAVE YOU MUST HAVE ESL CERTIFICATION. A BACKGROUND IN GOMEZ AND GOMEZ I MEAN, THERE ARE SOME VERY INTENTIONAL THINGS THAT WE HAVE DONE AND WE SEE RESULTS.

AND SO WHAT THAT TELLS ME IS THAT WHAT WE PRIORITIZE AT THE DISTRICT LEVEL, SYSTEM LEVEL AND PRIORITY, WE CAN SEE RESULTS SO THAT THE [INAUDIBLE] ARE OBVIOUSLY AN INDICATION THAT IT CAN HAPPEN. AND YOU KNOW NOW IT'S JUST A MATTER OF US IDENTIFYING WHAT KIND OF SYSTEM CHANGES DO WE NEED TO MAKE INTO IT TO ENSURE IT HAPPENS FOR ALL KIDS? BEAUTIFUL, BEAUTIFULLY SAID, SIR.

AND SO THIS IS JUST ONE OF THE AREAS OF ADVANCED ACADEMICS, AND SO WE'RE LOOKING AT TRENDS AND OF COURSE, AT ANY TIME YOU CAN GO IN AND LOOK AT ANY OF THE OF THE CAMPUSES.

ANY OF THE CAMPUSES OR DISTRICT LEVEL DATA, THREE YEAR TRENDS, BUT ONLY FOR SAKE OF TIME, I'LL MOVE US ON TO DUAL CREDIT THE THREE YEAR TREND.

SO WHEN WE LOOK AT DUAL CREDIT, WE SEE THAT THERE'S THE OVERARCHING STATEMENT SAYS THERE'S AN INCREASE IN PARTICIPATION OVER THE LAST THREE YEARS.

THERE'S ALSO THE SAME AREAS OF OPPORTUNITY THAT ARE RESONATING THAT OF MALES, AFRICAN-AMERICAN AND ECO DISADVANTAGED.

SOME OF THE SHORT TERM DISCUSSIONS AND ACTIONS THAT WE NEED TO LOOK AT IS THAT TSI PLAN AND TO CONTINUE TO RECRUIT AND PUT EFFORTS IN THAT AREA.

SO THE DUAL CREDIT WILL PEAK AT THE DISTRICT LEVEL.

DR. MCFARLAND, AND LET'S TAKE A LOOK.

AT WHAT'S HAPPENED AT THE DISTRICT LEVEL.

THIS IS OUR ISD HERE, AND SO LET'S TAKE A LOOK AT THE E-MALES.

SO, DR. MCFARLAND, YOU WANT TO WALK US THROUGH WHAT'S HAPPENED THERE WITH THE MALES? OH, WAIT, LET ME MAKE IT BIGGER, MY APOLOGY.

THERE WE GO. MS. [INAUDIBLE]? YES, WE CAN SEE YOUR NEW SCREEN WE'RE STILL ON THE [INAUDIBLE].

OK.

STOP YOUR SCREEN SHARE AND THEN JUST RE-SHARE YOUR SCREEN FOR THIS ONE THAT MAY HELP.

VERY GOOD. SO NOW IS IT SHARING? [INAUDIBLE] OK, HERE WE GO.

ARE WE ABLE TO SEE IT NOW? [INAUDIBLE] YES? YES. OK, IF WE CAN IF WE CAN GO JUST TO GIVE YOU A SUMMARY TO THE SUMMARY, FLY THROUGH THE PRESENTATION? OK. [INAUDIBLE] SEE IF THERE ARE ANY QUESTIONS AT THE END.

VERY GOOD. OK, SO ONCE AGAIN, THIS WAS THE DUAL CREDIT SUMMARY.

DO WE HAVE ANY THOUGHTS ABOUT DUAL CREDIT? OK, SO IN ADVANCED PLACEMENT, WE LOOKED AT A THREE YEAR TREND ALSO, AND WE SHOWED THE OVERARCHING STATEMENTS WERE THAT OF GAPS THAT EXIST IN MALES, AFRICAN-AMERICAN AND ECONOMICALLY DISADVANTAGED.

THE PERCENTAGE OF ECONOMICALLY DISADVANTAGED STUDENTS HAVE SKYROCKETED IN THE LAST THREE SCHOOL YEARS, AND IT'S SEEN AT BOTH CAMPUSES.

WE ARE ALSO SAYING THAT AP COURSES.

I'M SORRY, WE'RE STILL SEEING THE GOOGLE DOCUMENT WITH THE DATA, NOT THE SUMMARY SLIDE.

[02:10:03]

CAN YOU SEE IT NOW? NO, PERHAPS STOP YOUR SHARE AGAIN, AND TO JUST RE-SHARE THE POWERPOINT. OK, I'M SO SORRY.

STOP THE SHARE, OK, I'M HITTING STOP SHARE.

AND I WILL GRAB IT HERE, MY APOLOGY.

OK, CAN WE SEE IT? YES, MA'AM. OK, THANK YOU.

SO WHAT WE'RE SAYING IS THAT THERE'S A PERCENTAGE OF ECO POPULATION THAT HAS SKYROCKETED, SKYROCKETED IN THIS AREA.

THE AP HAS PROVEN TO BE MORE POPULAR, IS SHOWING AT IN CHS.

AND ALSO THERE'S SHORT TERM ACTIONS THAT WE'RE LOOKING AT FOR ESTABLISHING COMMITTEES AS A RESOURCE TEAM FOR SUPPORT RECRUITMENT IN THIS AREA ALSO.

ANY QUESTIONS ABOUT AP? OK, SO IN THE PRE-AP THREE YEAR TREND DATA, WHAT WE'RE LOOKING AT IS IT WITH A DISTRICT, THERE'S AN AREA OF OPPORTUNITY ONCE AGAIN WITH MALES, AFRICAN-AMERICAN AND ECO DISADVANTAGED IN HIGH SCHOOL.

THE AREA OF OPPORTUNITY ONCE AGAIN IS MALES IN AA AND IN MIDDLE SCHOOL.

THE AREA OF OPPORTUNITY ON THE THREE YEAR TREND, ONCE AGAIN, IS THAT OF MALES, AFRICAN-AMERICAN AND ECONOMICALLY DISADVANTAGED.

SO ONCE AGAIN, WE'RE SEEING A RECURRING TREND.

SO FOR THE CAREER AND TECHNOLOGY EDUCATION, WE'RE THE THREE YEAR TREND, OVERARCHING STATEMENTS SHOW US THAT THE HIGH POINTS ARE THAT OVER THE PAST THREE YEARS, OUR CTE NUMBERS HAVE INCREASED IN ALMOST ALL CATEGORIES, THAT HIGH SCHOOL HAS SHOWN THE MOST CONSISTENCY AND GROWTH IN ENROLLMENT, AND THAT HIGH SCHOOLS SHOW AN EVEN DISTRIBUTION OF MALES AND FEMALES.

AND WE'RE WORKING TO GET PATHWAY NUMBERS TO BE ABLE TO PROGRAM NUMBERS, TO BE ABLE TO SHOW WHERE OUR STUDENTS ARE FALLING IN EACH OF THE DIFFERENT PROGRAMS. THE AREAS OF OPPORTUNITY ARE THAT WE COULD FOCUS ON THE RECRUITMENT OF OUR LOW SOCIOECONOMIC STUDENTS.

IN MIDDLE SCHOOL. THE ENROLLMENT HAS DROPPED FROM 13 PERCENT FROM 18, 19 TO 19, 20.

AND IN MIDDLE SCHOOL, THE RATIO OF MALE TO FEMALE IS UNEVENLY DISTRIBUTED.

DO WE HAVE ANY QUESTIONS? WE'RE NOT ON YOUR UPDATE SLIDE.

SO [INAUDIBLE] SO I'M CLICKING AND I AM CLICKING ON THE SLIDE.

FORGIVE ME, ANTHONY, I'M JUST CLICKING DOWN AND IT'S NOT CARRYING IT OVER.

DO YOU KNOW WHY? TRY YOUR ENTER BUTTON.

AND IT'S ON THE BOTTOM OF YOUR CURSOR, DAWN, IF YOU VIEW YOUR CURSOR DOWN ON THE BOTTOM SCREEN, YOU SHOULD HAVE SOME ARROWS LEFT AND RIGHT YOU COULD USE WITH YOUR MOUSE.

IF YOU'RE IF YOU'RE IF YOU'RE [INAUDIBLE] ISN'T WORKING.

OK, CAN YOU SEE THAT NOW? ARE WE A CAREER IN TECHNOLOGY? WE'RE ON ADVANCED PLACEMENT THREE YEAR TREND STILL.

OK, LET ME STOP THE SHARE.

OK, [INAUDIBLE] WHAT WE WANT YOU TO REALLY KNOW IS THAT WE HAVE WE HAVE ACTUALLY LOOKED AT THE DATA, WE'VE UPDATED THE DATA FROM THE 2018 YEAR WE'VE UPDATED THE DATA, WE NOW HAVE THESE SHEET AND CHARTS THAT WILL ALLOW US TO USE IN OUR CAMPUS PLANNING WITH OUR PRINCIPALS. AND SO OUR GOAL WILL BE WITHIN THE NEXT MONTH OR SO TO BE ABLE TO COME BACK TO YOU AND TO REALLY SHARE WITH YOU JUST VERY SPECIFIC ACTIONS THAT WE'RE TAKING TO ADDRESS THESE ITEMS IN HERE.

WE RECOGNIZE THAT EVEN AFTER TWO YEARS THAT WE ARE WE ARE NOT ONLY [INAUDIBLE] AND IT'S NOT IT'S NOT ACCEPTABLE RIGHT NOW, BUT WE DO KNOW THAT COMES FROM THE CHANGE IN GOVERNMENT [INAUDIBLE].

AND SO WHAT WE DO NOW [INAUDIBLE] WE WILL WE WILL MAKE SURE THE BOARD HAS ACCESS TO THE CHARTS AND GRAPHS SO THEY CAN GO IN MORE DETAIL.

BUT LET'S LET'S CALL AROUND AN SEE IF ANY QUESTION THAT WE HAVE, ANY QUESTIONS THAT NEED TO WE HAVE OR AT [INAUDIBLE] OR IF THERE IS A DESIRE FOR ANY MORE INFORMATION ON PARTICULAR AREAS WE DEFINITELY LIKE TO KNOW THAT.

AND [INAUDIBLE] I DO APPRECIATE THE DATE YOU SHARED WITH US [INAUDIBLE] DOWN SE WE COULD ACTUALLY SEE WHAT THE NUMBER [INAUDIBLE] THREE YEAR TREND.

TO GO A WAYS A WAYS BACK TO THE BEGINNING OF OUR PRESENTATION TO TALK ABOUT OUR OBJECTIVES AND THE [INAUDIBLE] I'M TRYING TO REMEMBER [INAUDIBLE] WHEN WE TALK ABOUT

[02:15:01]

I CAN'T EVEN SAY WHAT THE NUMBERS WOULD BE REMEMBERED ARE NOT SO DIFFERENT THAN NATIONAL NUMBERS AND TRENDS AT DIFFERENT EDUCATIONAL ARENAS, BUT I WOULD BE CURIOUS TO KNOW ABOUT THE POLICIES OR PRACTICES AND INITIATIVES THAT WE'VE ATTENDED BEFORE AND THAT THE PRACTICES THAT WE'RE GOING TO ATTEND IN THE FUTURE.

[INAUDIBLE] AND SO NOT TO.

DISCREDIT WHAT WE'VE HEARD TONIGHT, [INAUDIBLE] THE IMPORTANCE OF WHAT WE THINK IS TRUE AND HELPS TO BRING LIFE TO ISSUES PEOPLE MAY NOT HAVE BEEN AWARE OF.

BUT I WOULD LIKE TO KNOW.

THE PRACTICES [INAUDIBLE].

SO THAT'S DEFINITELY SOMETHING WE'RE DIVING DEEPER INTO.

WE ACTUALLY STARTED WITH HAVING CONVERSATIONS WITH STUDENTS [INAUDIBLE] AND WITH THEIR EXPERIENCE IS. AND SO, YOU KNOW, QUITE FRANKLY, WE FOUND THAT WE HAVE SEVERAL STUDENTS WHO ARE THREE POINT FIVE OR HIGHER AT THE HIGH SCHOOL LEVEL AND BASICALLY SAY TO US THAT THEY'VE NEVER HAD A CONVERSATION WITH THEIR COUNSELOR ABOUT COLLEGE OR ABOUT ADVANCED PLACEMENT, AND SO THERE ARE A LOT OF DIFFERENT REASONS WHY THE NUMBERS LOOK LIKE THEY ARE NOT TO BLAME ANYONE. BUT ONE OF THE REALITIES WE HAVE TO BE AWARE OF, WE HAVE SOME PARENTS WHO SAY THAT THEY HAD NO IDEA THAT THEY COULD REQUEST THE KIDS TO BE TESTED.

WE ALSO HAVE A SITUATION WHERE WE HAVE KIDS, ESPECIALLY ON SOME CAMPUSES.

WE DON'T [INAUDIBLE] ON OTHER CAMPUSES.

SO WHAT YOU HAVE IS ON CAMPUS WHERE YOU HAVE A SPECIALIST YOU HAVE TO [INAUDIBLE].

WHAT HAPPENS WHERE YOU DON'T HAVE A DISTRICT SPECIALIST YOU DON'T HAVE GIFTED STUDENTS IDENTIFIED. TO ME, THAT IS THE DISTRICT LEVEL DECISION.

AND WE SAY, OK, [INAUDIBLE].

WHAT IF YOU TOOK THOSE SPECIALTIES AND ASSIGNED TO CAMPUSES WHERE [INAUDIBLE] PLACE IN THE PAST? WILL THAT MAKE A DIFFERENCE? AND SO THOSE ARE THE KIND OF SYSTEM LEVEL DECISIONS, CONVERSATIONS THAT WE'LL BE HAVING AS A RESULT OF THE DATA, QUITE FRANKLY, WE ARE BECAUSE OF YOUR, BECAUSE OF THE BOARD'S INSISTING. WE ARE WE'RE JUST NOT GETTING TO THE POINT WHERE WE'RE ACTUALLY LOOKING AT THIS AT THIS LEVEL. AND SO WE HAVE TO COME UP WITH ALL OF OUR SOLUTIONS THAT WE'RE SEEING RIGHT NOW WITH THIS IS THIS IS [INAUDIBLE].

YES. ARE THERE ANY [INAUDIBLE] . I WANT TO GET AN OPPORTUNITY OF BOARD MEMBERS TO GIVE A COMMENT OR HAVE ANY QUESTIONS ABOUT NOT ONLY THE AUDIT THIS PRESENTATION TONIGHT, BUT MAYBE EQUITY IN GENERAL, QUESTIONS THAT YOU MAY HAVE.

I HAVE ONE AND I DON'T WANT TO TRY TO [INAUDIBLE].

I JUST WANT TO LOOK AT THE ONRAMPS SO FOR 18 19 IT SHOWS DRAMATIC INCREASE IN ENROLLMENT AND AT THE SAME TIME A DROP IN DISPARITIES.

SO IT WAS LIKE A BIG INCREASE IN ENROLLMENT.

A LOT OF INCREASE IN ECONOMICALLY DISADVANTAGED, AFRICAN-AMERICAN IN 19 20, ENROLLMENT DROPPED. SIGNIFICANTLY AFTER THE 17 18 NUMBERS, AND SO DID THE DISPARITIES WENT BACK UP, SO I WAS JUST WONDERING, IT SEEMED LIKE WE WERE DOING SOMETHING RIGHT FOR A YEAR DID WE CHANGE WHAT HAPPENED? YES, THAT'S THE QUESTION WE'RE ASKING RIGHT NOW.

YES, IT WILL DOUBLE MY CAREER LIFE, QUITE FRANKLY, THE DECISIONS OF HOW TO [INAUDIBLE] RIGHT NOW WE ARE WORKING [INAUDIBLE].

WELL, I LOOK FORWARD TO SEEING WHERE THIS GOES AND GETTING FUTURE UPDATES [INAUDIBLE] AS WELL, IT IS DEFINITELY A PERSONAL INTEREST, PERSONAL AND PROFESSIONAL INTEREST OF MINE.

AND SO I DO HAVE [INAUDIBLE] BUT SOME OF THESE DATA AND PRACTICES [INAUDIBLE] PERSONALLY [INAUDIBLE], I AM VERY HAPPY TO.

THAT WE'RE LOOKING AT IT WITH SUCH CLOSE SCRUTINY ON THAT POINT.

AND [INAUDIBLE] PUTTING VOICE TO IT AGAIN.

SEEING NUMBERS THAT THEY SPEAK VOLUMES AND THEN ALSO LIKE [INAUDIBLE].

[02:20:05]

SO I THINK THAT GOING ALONG WITH THE NUMBERS MIGHT BE BENEFICIAL TO [INAUDIBLE] THEY CAN ALSO BECOME.

[INAUDIBLE] SO THANK YOU.

THANK YOU MS. [INAUDIBLE], GREAT PRESENTATION. AND WE HAVE MUCH WORK TO DO.

YES, WE DO. THANK YOU SO MUCH.

AND AND THEREFORE THAT CONCLUDES OUR PRESENTATION.

AND I JUST WANT TO THANK EVERYONE FOR PARTICIPATING AND FOR LEANING IN TO THE DISCUSSION, BECAUSE YOU MADE IT A VERY, VERY COURAGEOUS DIALOG.

AND I'M SURE THAT WE ALL WHO ARE LISTENING IN GREW.

THANK YOU SO MUCH [INAUDIBLE].

WE APPRECIATE YOUR TIME TONIGHT.

THANK YOU. THIS BRINGS US TO EXECUTIVE SESSION.

[8.0 Executive Session]

OTHER PARTICIPANTS MAY REMAIN ON THIS LINE AND THE BOARD WILL RETURN IMMEDIATELY FOLLOWING EXECUTIVE SESSION. WE ARE ADJOURNING TO EXECUTIVE SESSION AT 8:23 PM.

WE ARE BACK IN SESSION BACK IN OPEN SESSION I'M SORRY AT 9:12 P.M.

AND CONSIDERATION OF POSSIBLE ACTION ITEM, AGENDA ITEM NINE POINT ONE.

[9.0 Consideration and Possible Action Item(s)]

WE'RE DOING 9.2. THEN THAT'S THE WAY IT IS.

MY APOLOGIES AGENDA ITEM 9.2 EMPLOYMENT OF ADMINISTRATIVE PERSONNEL.

ON PROJECT COORDINATOR.

AND I MAKE A MOTION THAT STEVEN MOSLEY, MOVE THAT WE APPOINT [INAUDIBLE] STEVEN MOSLEY THE POSITION OF PROJECT COORDINATOR [INAUDIBLE].

[INAUDIBLE] SECOND.

OK, MR. ROBINSON.

YES. THANK YOU, DR.

WOODSON-MAYFIELD. YES.

THANK YOU, MS. HALL. YES.

THANK YOU, MR. RAY. YES.

THANK YOU, MR. GRASSIA.

YES. THANK YOU, MS. BENTON. YES, THANK YOU.

THE MOTION PASSES, CONGRATULATIONS TO OUR NEW [INAUDIBLE] PROJECT COORDINATOR.

[INAUDIBLE]

[10.0 Upcoming Dates and Announcements]

[INAUDIBLE] SO I THINK THAT GOES TO THE END OF OUR AGENDA AND I JUST WANTED TO SEND JUST I DON'T KNOW WISH OUR EDUCATORS ALL OF OUR ADMINISTRATORS, OUR TEACHERS, OUR ENTIRE [INAUDIBLE] STAFF AND TEACHERS, ESPECIALLY THE BEGINNING TO THE NEW SCHOOL YEAR, WE WILL NOT BE MEETING AGAIN BEFORE THE SCHOOL YEAR STARTS SO WE WANT YOU TO KNOW THAT OUR PRAYERS AND WISHES ARE WITH YOU.

AND WE ARE VERY APPRECIATIVE OF YOUR WILLINGNESS TO LITERALLY BLAZE TRAIL THIS YEAR I MEAN A LOT OF WORK, HAS GONE INTO PREPARING FOR THE DAY AND [INAUDIBLE] I'M SURE THAT IT WILL NOT BE WITHOUT SOME CHALLENGES AND OBSTACLES.

BUT WE ARE BEHIND YOU IN SPIRIT AND WE KNOW [INAUDIBLE] OUR FAMILIES AND OUR STUDENTS WILL BE [INAUDIBLE]. FOR ALL YOUR EFFORTS [INAUDIBLE].

SO HAVE A VERY HAPPY FIRST DAY OF SCHOOL ON SEPTEMBER 8TH AND WE WILL SEE YOU.

I THINK SO TIME THAT WEEK HERE IN THE BOARD ROOM AGAIN, IF THERE'S NO FURTHER BUSINESS TO BRING FOR THE BOARD, WE ARE ADJOURNED AT 9:14 PM.

GOOD NIGHT. GOODNIGHT EVERYONE.

* This transcript was compiled from uncorrected Closed Captioning.