Feb 25, 2025 School Board Regular Meeting

[1. CALL TO ORDER]

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>> [NOISE] THE TIME IS NOW 6:00 P.M.

I CALL THE FEBRUARY 25, 2025 MEETING OF THE EANES ISD BOARD OF TRUSTEES TO ORDER.

MADAM SECRETARY, DO WE HAVE A QUORUM?

[2. ESTABLISH A QUORUM]

>> YES, WE DO.

>> THANK YOU. WE WILL NOW MOVE INTO CLOSED SESSION,

[3. CLOSED SESSION]

WE WILL RECONVENE AN OPEN SESSION AT APPROXIMATELY 7:00 P.M.

THANK YOU FOR COMING AND SEE YOU IN A BIT.

[4. RECONVENE INTO OPEN SESSION]

GOOD EVENING. I'M JAMES BRADLEY, PRESIDENT OF THE EANES ISD BOARD OF TRUSTEES.

ON BEHALF OF THE BOARD AND ADMINISTRATION, WELCOME TO TONIGHT'S MEETING.

THE PURPOSE OF THIS MEETING IS FOR THE BOARD TO DELIBERATE AND VOTE ON MATTERS LISTED ON THE AGENDA.

AS ALWAYS, WE ARE COMMITTED TO ENSURING A RESPECTFUL AND CONSTRUCTIVE ENVIRONMENT AND WE ASK THE SAME COURTESY IN RETURN.

PLEASE REFRAIN FROM OUTBURSTS OR DISRUPTIVE BEHAVIOR.

APPLAUSE IS ALWAYS WELCOME FOR THOSE BEING RECOGNIZED DURING TONIGHT'S SUPERINTENDENT REPORT.

THERE WILL BE AN OPPORTUNITY FOR PUBLIC COMMENT LATER IN THE MEETING.

I WILL PROVIDE FURTHER INSTRUCTIONS WHEN WE REACH THAT PORTION OF THE AGENDA.

YOU ARE WELCOME TO STAY FOR THE ENTIRE OPEN MEETING TO LISTEN TO THE BUSINESS OF THE BOARD.

IF YOU DECIDE TO LEAVE EARLY, PLEASE DO SO QUIETLY AND TAKE CONVERSATIONS INTO THE HALL TO AVOID DISRUPTING DISCUSSIONS OR PRESENTATIONS.

AS ALWAYS, IF YOU HAVE QUESTIONS OR FEEDBACK ABOUT THE ITEMS DISCUSSED TONIGHT, FEEL FREE TO SEND AN EMAIL TO THE TRUSTEES AT TRUSTEES@EANESISD.NET OR CONSIDER REACHING OUT TO A TRUSTEE OR TRUSTEES TO MEET AND DISCUSS THINGS FURTHER.

THANK YOU FOR YOUR PRESENCE HERE TONIGHT AND FOR YOUR CONTINUED INTEREST IN SUPPORTING OUR COMMUNITY AND OUR SCHOOLS.

REAL QUICK ACKNOWLEDGMENT THAT ELLEN IS JOINING US VIA VIDEO AND SHE DOES HAVE AUDIO AND VIDEO TONIGHT AND WILL PARTICIPATE IN THE MEETING.

WE WILL NOW BEGIN OUR AGENDA WITH THE DISTRICT'S MISSION STATEMENT FOLLOWED BY THE PLEDGE OF ALLEGIANCE.

UNITE, EMPOWER, INSPIRE EVERY PERSON, EVERYDAY.

WE UNITE OUR COMMUNITY THROUGH RESPECTFUL RELATIONSHIPS, CREATING A SENSE OF BELONGING FOR ALL.

WE EMPOWER STUDENTS PROVIDING AN EXEMPLARY EDUCATION THAT DEVELOPS CURIOSITY, CREATIVITY, AND INDIVIDUAL TALENTS.

WE INSPIRE EACH OTHER TO LEAD PURPOSEFUL LIVES OF EMPATHY, GRATITUDE, AND COMPASSION.

TONIGHT, OUR PLEDGE OF ALLEGIANCE WILL BE LED BY SANA ARGUA.

SANA BEGAN HER EDUCATION AT BARTON CREEK ELEMENTARY AND IS NOW A SIXTH GRADER AT WEST RIDGE MIDDLE SCHOOL.

SANA IS A MEMBER OF TROOP 72 AND WAS A MEMBER OF PAC 29.

SHE IS A TENDERFOOT SCOUT.

WELCOME AND THANK YOU FOR COMING TONIGHT.

PLEASE JOIN HER IN THE PLEDGE OF ALLEGIANCE.

>> THE UNITED STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL..

>> THANK YOU. I HAVE A REAL QUICK.

THANK YOU FOR YOU.

WE WILL MOVE INTO OUR SUPERINTENDENT'S REPORT, DR. JEFF ARNETT.

[7. SUPERINTENDENT'S REPORT]

>> THANK YOU, MR. SPRADLEY SANA. THANK YOU VERY MUCH.

IT'S GREAT TO HAVE YOU HERE THIS EVENING FOR THOSE IN THE AUDIENCE, EITHER JOINING US IN PERSON OR ONLINE WELCOME AS WELL.

I THINK ONE OF THE HIGHLIGHTS OF MY WEEK IS ALWAYS THE OPPORTUNITY TO GET OUT AND VISIT CAMPUSES AND I APPRECIATE WHEN TRUSTEES ARE ABLE TO JOIN ME ON THOSE VISITS.

WE ALWAYS HAVE A LOT OF FUN INTERACTING WITH BOTH STUDENTS AND STAFF.

MY REPORT THIS EVENING CONSISTS OF VISITS THAT WE'VE MADE TO CAMPUSES JUST OVER THE PAST FEW DAYS WHICH SOME OF YOU HAVE BEEN ABLE TO JOIN ME ON.

WE BEGAN AT BRIDGEPOINT ELEMENTARY.

DIANE HERN AND KELLY MARWILL WERE THERE WITH ME AND WE TOURED CLASSROOMS THE PRINCIPAL SHERI BRYANT AND GOT TO MEET A LOT OF STAFF AND STUDENTS WHO WERE DOING GREAT THINGS.

THEN YESTERDAY, WE WERE AT CEDAR CREEK ELEMENTARY, AND THIS WAS ACTUALLY A ROTARY PRESENTATION.

MANY OF YOU PROBABLY KNOW THAT MISS HERN ALSO SERVES AS THE PRESIDENT OF THE AUSTIN WEST LAKE ROTARY CLUB.

EVERY MONTH, THEY SELECT AN EDUCATOR TO HONOR WITH A CHECK AND TO RECOGNIZE THEM FOR THEIR HARD WORK.

WE WENT TO CEDAR CREEK ELEMENTARY YESTERDAY AND SURPRISED THE FIFTH GRADE DURING THEIR LUNCH.

THEY WERE EATING OUTSIDE ON A SPECTACULAR DAY.

JANA PRICE, A FIFTH GRADE TEACHER, IS THE STAFF PERSON AT CEDAR CREEK WHO HAS HAD PERFECT ATTENDANCE THIS YEAR.

SHE WAS SELECTED BY THE CAMPUS AND WE HONORED JANA WITH THAT CHECK FROM ROTARY, SO THAT'S ALWAYS A REALLY FUN SURPRISE.

TODAY, MS. MARWILL AND I VISITED THE FALCONS AT

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WE MET THE NEW CHICKENS THAT WILL BE MOVING INTO THEIR COOP. THAT WAS FUN.

THEY WERE RECENTLY HATCHED, AND SO WE SAW THEM IN THE CLASSROOM AND THEY'LL SOON BE MOVING OUTDOORS TO THEIR PERMANENT HOME.

AS ALWAYS, ENJOYED A LOT OF FUN INTERACTION WITH THE STAFF AND STUDENTS AT THESE CAMPUSES AND WE LOOK FORWARD TO MORE OF THOSE TO COME IN THE NEXT FEW WEEKS.

THAT'S THE EXTENT OF MY REPORT. THANK YOU.

>> THANK YOU, DR. ARNETT. ANY QUESTIONS OR COMMENTS FROM THE BOARD? WE WILL NOW MOVE INTO OPEN FORUM.

WE HAVE ONE SPEAKER SIGNED UP TONIGHT.

HOWEVER, I DO NOT SEE HER IN THE AUDIENCE.

I DON'T THINK SHE'S HERE.

NO. WE WILL MOVE ON THEN TO OUR REPORT.

[9.1 Monthly financial report and budget amendment(s) for the period ending January 31]

>> [NOISE] JUST A COUPLE OF THINGS TO POINT OUT FOR THE MONTH.

DURING JANUARY, OUR DUE DATE FOR FOR TAXES PASSED.

THAT IS ESSENTIALLY THE BULK OF TAX COLLECTIONS THAT THIS IS WHEN WE EXPECTED TO COME IN.

PRETTY MUCH IN LINE WITH WHERE WE WERE AT THIS POINT LAST YEAR, I'D IMAGINE IT STILL THAT AT THE END OF THE YEAR USUALLY ALWAYS END UP PRETTY CLOSE TO WHERE WE ARE ALL PREVIOUS YEARS.

ON THE DEBT SERVICE SIDE, I WANTED TO JUST POINT OUT THAT DURING THE MONTH OF JANUARY, WE HAD OUR INTEREST PAYMENTS FOR OUR BONDS.

THAT WAS ABOUT 3.2 MILLION THAT WENT OUT IN JANUARY FOR THOSE INTEREST PAYMENTS.

THEN AS FAR AS BUDGET AMENDMENTS, THERE WAS NO BUDGET AMENDMENTS FOR THE DEBT SERVICE FUND OR THEIR CHILD NUTRITION FUND.

THE ONES THAT WE HAD TO COME IN FOR THE GENERAL FUND WERE FROM CAMPUSES AND DEPARTMENT.

THERE WERE VERY LITTLE MOVEMENT BETWEEN THOSE FUNCTION CODES.

THEN THE NET EFFECT, OF COURSE, ON THE FUND BALANCE AT THIS POINT WAS ZERO. YOU HAVE ANY QUESTIONS?

>> NO QUESTIONS FROM THE TRUSTEES.

THANK YOU, MARIA, VERY MUCH.

>> THANK YOU.

>> THANK YOU.

[9.2 Board Strategic Priority - Success for all Students Part 2]

>> OUR NEXT PRESENTATION WILL BE AROUND OUR BOARD STRATEGIC PRIORITY OF SUCCESS FOR ALL STUDENTS.

PART 3, IT'S LIKE A JAMES BOND SERIES OR SOMETHING ON PART 3 HERE.

MOLLY MAY AND CHAD BURNETT, THANK YOU FOR JOINING US.

>> THANK YOU. I THOUGHT THIS WAS PART 2.

I DON'T KNOW HOW IT BECAME PART 3.

>> I'VE GOT PART 3 ON MY SLIDE.

>> I THINK THAT'S WHAT THE SLIDE SAID. I WAS LIKE, OH.

>> CAN YOU GIVE US AN EXTRA PART REAL QUICK.

>> OH, WE WILL, WE CAN.

>> ANYWAY, GOOD EVENING. YES, CHAD AND I ARE HERE FOR PART 2 OR 3 OF THE STRATEGIC BOARD PRIORITY SUCCESS FOR ALL STUDENTS.

THERE WE ARE. CHAD IS GOING TO START US OFF.

>> YEAH, SO WE'RE GOING TO FIRST TALK ABOUT SOME PLC PRACTICES AND SOME IMPROVEMENTS THAT WE'VE HAD OVER THIS LAST SCHOOL YEAR.

I THINK IT'S ALWAYS IMPORTANT WHEN TALKING ABOUT THE, ESPECIALLY IN RECENT THINGS GOING ON.

WE'RE REFERRING TO THE PRACTICE OF COLLABORATION.

ONE OF THE REASONS THIS IS A HIGH PRIORITY FOR US AS A DISTRICT UNDER THE ACADEMIC GROWTH THROUGH HIGH QUALITY INSTRUCTIONS IS YOUR INSTRUCTION IMPROVES WITH THE COLLABORATION.

FROM YOUR PEERS, THEY MAKE YOU BETTER, YOU MAKE THEM BETTER.

IT WAS A FOCUS OF OURS THIS YEAR TO GET BETTER AT THOSE PROFESSIONAL LEARNING COLLABORATIVE STRUCTURES.

I LIKE TO REFER TO IT AS THE CULTURE OF COLLABORATE.

ABOUT TWO YEARS AGO, WE DEVELOPED WHAT'S CALLED A STRATEGIC IMPLEMENTATION GUIDE.

THIS IS A GUIDE THAT GUIDES THAT PRACTICE AND BUCKETS THOSE INTERACTIONS FROM EVERYTHING FROM LOOKING AT YOUR CURRICULUM TO DEVELOPING YOUR INSTRUCTION, LOOKING AT STUDENT DATA, TO THE INTERVENTIONS.

WHAT WE DECIDED THIS YEAR WITH ALL OF OUR TEAMS AT ALL OF OUR CAMPUSES, THEY WERE TO USE THAT STRATEGIC IMPLEMENTATION GUIDE TO CREATE A TEAM GOAL ON HOW THEY CAN BETTER COLLABORATE THIS YEAR, BASED ON WHERE THEY THOUGHT THEY WERE AT.

SOME CAMPUSES DECIDED WE'RE ALL GOING TO LOOK AT INTERVENTIONS.

MAYBE ALL TEAMS ON A CAMPUS PICKED INTERVENTION.

SOME CAMPUSES LET TEACHERS PICK WHERE THEY WERE AT, WHAT THEY FELT LIKE THEY NEEDED TO DO.

THAT GUIDE HELPS YOU MOVE FROM WHAT WE CALL PLC LIGHT TO PLCING TIGHT.

THAT'S JUST THE PRACTICES THAT GO ALONG WITH THAT.

WHAT I'M GOING TO DO NEXT IS GIVE YOU SOME CONCRETE EXAMPLES OF WHAT THOSE PRACTICES LOOK LIKE AND WALK THROUGH SOME OF THOSE THINGS THAT WE'VE ACCOMPLISHED THIS YEAR.

AT THE ELEMENTARY LEVEL, OUR ELEMENTARY CURRICULUM COORDINATOR AMY WILLIAMS RUNS WHAT'S CALLED OUR GRADE LEVEL REPRESENTATION MEETINGS.

EVERY CAMPUS DESIGNATES TWO TEACHERS PER GRADE, A HUMANITY TEACHER AND A STEEL TEACHER TO

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AMY WILL PULL THEM ONCE A QUARTER.

K-1, HUMANITIES GETS TOGETHER, 02, 3, 4, 5.

WE PAIR THEM BY TWO GRADES.

THERE'S A HUMANITIES MEETING AND THEN THERE IS A STEEL MEETING.

THERE'S TWO MEETINGS A DAY.

WHAT THEY'RE DOING IS THEIR PLCING.

THEY'RE COLLABORATING AND LEARNING BEST PRACTICE FROM EACH OTHER.

SOME OF THE THINGS THAT THESE GROUPS TACKLED THIS YEAR, WE'RE GETTING ALIGNED ON THEIR CONSTRUCTIVE RESPONSES AND BUILDING ASSESSMENTS TO RELIABLY PROJECT OR SEE WHERE STUDENTS ARE GROWING AND GETTING PROFICIENT AT THE CONSTRUCTIVE RESPONSES.

AS YOU'LL PROBABLY HEAR SAW FROM THE TAPER DATA AND I'VE HEARD, THERE'S A BIG THING IN TEXAS NOW WHERE THERE ARE THESE CONSTRUCTIVE RESPONSES AND ALL OF OUR STAR EXAMS. THERE ARE NO LONGER JUST MULTIPLE CHOICE.

THIS IS A BIG TRANSITION FOR US.

WE FELT LIKE KINDER THROUGH FIFTH OR KINDER THROUGH EIGHTH WAS EXTREMELY IMPORTANT TO DO THAT AND NOT JUST LEAVE IT UP TO THE THIRD AND FOURTH GRADE.

TEACH THIRD FOURTH AND FIFTH GRADE TEACHERS.

THEY DEVELOPED ASSESSMENTS.

WE WERE ABLE TO CREATE RUBRICS THAT HELPED US ALIGN IN ALL FOUR OF OUR CORE IN KINDER THROUGH FIFTH IN THIS GROUP.

THROUGH THIS GROUP, THEY ALSO WENT BACK.

THEY DID THE ASSESSMENTS. THEY BROUGHT STUDENT WORK BACK.

THEY NORMED AROUND THAT WORK, AND THEN IMPROVED INSTRUCTION BASED OFF OF THOSE STUDENT NEEDS.

THIS IS JUST AN EXAMPLE OF WHAT A PLC PRACTICE IS.

YOU IDENTIFY AN AREA, YOU WANT TO IMPROVE AS A GROUP.

YOU FOCUS, YOU LEARN, YOU DO A LITTLE BIT BETTER, YOU COME BACK, YOU LOOK AT STUDENT DATA, YOU MAKE ADJUSTMENTS AND MOVE YOUR PRACTICE FORWARD THROUGHOUT THE YEAR.

AT THE SECONDARY, IT'S A LITTLE DIFFERENT BECAUSE YOU DO HAVE CONTENT SPECIFIC AREAS.

WE WANTED TO GIVE YOU FOUR THINGS THAT WE'VE SEEN A LOT OF IMPROVEMENT ON OVER THIS YEAR.

IN ENGLISH, ESPECIALLY AT THE HIGH SCHOOL, LIZ EDMONTON, OUR DEAN OF ACADEMICS AT THE HIGH SCHOOL HAS FOCUSED WITH THE ENGLISH TEAM TO IMPROVE NOT ONLY HORIZONTAL BUT VERTICAL ALIGNMENT FROM ENGLISH 1 TO ENGLISH 2.

WE'VE SEEN A SLIP AND MASTERY LEVEL FROM ENGLISH 2 WHEN THEY GO FROM 1-2.

WE REALLY WANTED TO FOCUS ON MAKING SURE WE'RE ALIGNING THOSE STUDENT UNDERSTANDINGS AND THOSE STUDENT OUTCOMES, BUT ALSO ALIGNING NOT JUST UP AND DOWN, BUT IN WITH INTEGRATE ON LEVEL AND HONORS COURSES SO THAT WE'RE ALIGNED AT WHAT WE'RE TRYING TO GET OUR STUDENTS TO DO IN ALL FRESHMAN LEVEL CLASS.

WITH OUR BIOLOGY TEAM, WE HAD NEW ASSESSMENTS, WE HAVE NEW TEAKS.

WE HAD TO SPEND A LOT OF TIME THIS YEAR DEVELOPING NEW COMMON ASSESSMENTS TO MEASURE PROGRESS TO THOSE STUDENT OUTCOMES.

OUR US HISTORY TEAM WHICH IS ALSO ANOTHER EOC COURSE HAS EMBEDDED A LOT OF TECHNOLOGY TOOLS WITHIN THEIR COLLABORATIVE PLATFORM TO GATHER STUDENT DATA AS FAST AS POSSIBLE, BE ABLE TO ANALYZE IT AND TURN THAT INSTRUCTION AROUND RATHER QUICKLY.

THAT REALLY LEADS US TO THE FOURTH BIG ONE AT THE HIGH SCHOOL IS REALLY LOOKING AT THAT THOUGHTFUL USE OF INSTRUCTIONAL TECHNOLOGY AND HOW DOES IT HELP OUR TEACHERS BE MORE EFFICIENT AT THEIR INSTRUCTION? HOW DOES IT SPEED UP THEIR DATA DIVES? HOW DOES IT SPEED UP LOOKING AT THEIR PRACTICES? AND THAT WILL BE THE NEXT PART, I'LL LET MOLLY TALK ABOUT.

>> YES, THIS LEADS US TO OUR THOUGHTFUL USE OF TECHNOLOGY AND SHOUT OUT TO FRED BENITEZ, WHO'S OUR DIRECTOR OF EDUCATIONAL TECHNOLOGY.

A LOT OF THIS WORK IS HIM AND THEN WORKING VERY CLOSELY WITH OUR INSTRUCTIONAL COACHES TO HELP OUR STAFF.

WHEN YOU'RE LOOKING AT TECHNOLOGY AND HOW YOU'RE USING IT IN THE CLASSROOM, THERE'S A MODEL CALLED SAMR. WE'VE TALKED ABOUT THIS BEFORE. YOU SEE WHAT IT STANDS FOR.

IT'S ALL THE WAY FROM JUST MAKING A WORKSHEET.

YOU WOULD FILL OUT A WORKSHEET BY HAND AND THEN NOW YOU'RE FILLING IT OUT ON THE IPAD, AND THAT'S JUST A SUBSTITUTION, ALL THE WAY TO REDEFINITION WHERE YOU'RE LOOKING AT SOMETHING AND COMPLETELY REDESIGNING IT USING TECHNOLOGY.

EACH ONE OF THOSE HAS A ROLE WHEN YOU'RE LOOKING AT YOUR CLASSROOM ENVIRONMENT.

SOMETIMES JUST SUBSTITUTION IS WHAT YOU WANT TO DO AND SOMETIMES YOU WANT TO USE TECHNOLOGY IN A TOTALLY DIFFERENT WAY.

SOMETIMES YOU DON'T WANT TO USE TECHNOLOGY AT ALL.

BUT THERE'S THIS CONTINUUM IN HELPING TEACHERS SEE WHEN AND HOW TO INTEGRATE TECHNOLOGY.

SAMR HAS BEEN A PART OF OUR DISTRICT FOR A REALLY LONG TIME, BUT FRED'S REALLY FOCUSED AGAIN ON THAT THIS YEAR TO REINFORCE THOSE CONCEPTS.

LOOKING AT SOME LESSON REDESIGN WORKSHOPS TO CREATE THESE TRANSFORMATIVE LEARNING EXPERIENCES.

AGAIN, WORKING WITH TEACHERS WHO MAYBE SAY, HERE'S MY LESSON.

HOW CAN I DO THIS TOTALLY DIFFERENTLY? FRED AND SOME OF HIS TEAM WORKING WITH THOSE TEACHERS, YOU ALWAYS HAVE TEACHERS THAT ARE WILLING TO PUSH THE EDGE AND TRY THINGS AND SO WE TAKE ADVANTAGE OF ANYTIME A TEACHER WANTS TO TRY SOMETHING REALLY UNIQUE AND DIFFERENT.

ALSO THERE'S COACHING CYCLES, AGAIN, WORKING WITH INDIVIDUALS AND PLCS FOR PERSONALIZED SUPPORT, AGAIN, MORE MEANINGFUL STUDENT CENTERED TECHNOLOGY EXPERIENCES.

WORKING WITH TEACHERS AND SEEING EITHER MAYBE AN INDIVIDUAL TEACHER WANTS TO TRY SOMETHING, PERHAPS A GRADE LEVEL PLC SAYS WE'RE INTERESTED IN TAKING THIS LESSON,

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THEN ANOTHER THING THAT FRED AND HIS TEAM HAVE DONE LOOKING AT JUST MICRO LEARNING.

WE KNOW THAT OUR TEACHERS, THEY'RE BUSY.

WE DON'T HAVE A LOT OF PD DAYS BUILT INTO THE CALENDAR.

HOW DO YOU HAVE MICRO LEARNING SESSION AND SHORT VIDEOS, STEP SHEETS, HANDS ON PD ACTUALLY DURING A PLC, AND THEN TO MODEL AND HOW TO INFUSE TECHNOLOGY INTO THESE LESSONS.

>> THEN ANOTHER THING THAT I KNOW WE'VE TALKED ABOUT AND IT'S ON THE FOREFRONT OF EVERYONE'S MIND IS ARTIFICIAL INTELLIGENCE.

WHAT DOES THAT LOOK LIKE FOR US? AGAIN, FRED AND HIS TEAM DEVELOPED AI GUIDELINES FOR STAFF AND STUDENTS AND SO WE REALLY DUG DEEP THIS YEAR TO LOOK AT BEST PRACTICES THAT ARE OUT THERE, WHAT PEOPLE ARE DOING.

IT'S AGAIN, AN EVER EVOLVING AREA.

WE MADE SURE THAT WE LOOKED AT BEST PRACTICES AND DEVELOPED THESE GUIDELINES.

WE'VE DISSEMINATED THOSE OUT TO OUR STAFF SO THEY CAN SEE HOW TO USE ARTIFICIAL INTELLIGENCE.

WE THIS YEAR ARE CURRENTLY PILOTING AND WITH MAGICSCHOOL A.I, AND THAT'S AN EDUCATION PLATFORM TO ENHANCE PRODUCTIVITY AND SUPPORT RESPONSIBLE AI INTEGRATION.

OBVIOUSLY, OUR TEACHERS THEY HAVE ACCESS TO CHATGPT AND OTHER AI PLATFORMS. BUT THIS ONE IS SPECIFICALLY AN EDUCATION PLATFORM.

RIGHT NOW, OUR STUDENTS ARE NOT ON THE PROGRAM, OR ON ON THE PLATFORM, BUT THAT'S SOMETHING THAT WE CAN CONSIDER AND ARE CONSIDERING DOING IN THE FUTURE.

THE REASON YOU WANT TO USE SOMETHING LIKE THIS IS BECAUSE IT'S AI, BUT MORE IN A CLOSED ENVIRONMENT.

WE KNOW WHERE OUR STUDENTS ARE GOING AND WHAT OUR STUDENTS ARE DOING AND WHAT INTERACTIONS THEY CAN HAVE RATHER THAN JUST PUTTING THEM OUT AND NOT HAVING THOSE GUARD RAILS.

WE'VE GOTTEN A REALLY GREAT FEEDBACK THUS FAR ON MAGIC SCHOOL.

AS YOU CAN IMAGINE, THERE'S LOTS OF DIFFERENT PLATFORMS AND THEY'RE POPPING UP EVERY DAY.

BUT SO FAR THIS IS ONE THAT WE'VE ENJOYED, AND THE VENDORS BEEN REALLY GOOD TO WORK WITH.

IN TERMS OF WORKING ON THE ARTIFICIAL INTELLIGENCE, WE'VE PROVIDED VIDEO INSTRUCTION OF AI IN EDUCATION.

WE'VE DONE WALK THROUGHS OF MAGICSCHOOL, HANDS ON DEMONSTRATIONS.

YOU SEE TWO DIFFERENT AREAS WHEN YOU'RE LOOKING AT ARTIFICIAL INTELLIGENCE.

WHAT CAN WE HELP OUR TEACHERS DO OR ANY OF OUR STAFF MEMBERS DO ON AUTOMATING THOSE ADMINISTRATIVE TASKS? IT MIGHT BE COMMUNICATION OR DATA ANALYSIS, AND HELPING THEM SEE, WE'VE PUT IT IN AT THE HIGH SCHOOL.

THEY'VE PUT IN ALL OF THE STANDARDS, AND THEY'RE LIKE, HERE ARE THE STANDARDS FOR THIS SUBJECT.

HERE'S OUR STAR SCORES, OR HERE'S A BENCHMARK, AND LOOKING AT THAT AND COMPARING IT AND HAVING SOMETHING GENERATE AUTOMATICALLY, WE'RE LOOKING AT THIS, AND THIS IS WHERE THE AREA OF STRENGTH IS, AND THIS IS THE AREA YOU GUYS NEED TO WORK ON.

HAVING THINGS LIKE THAT DONE REALLY QUICKLY IS GREAT.

THEN ALSO TEACHER WORKFLOW.

BEING ABLE TO PROVIDE FEEDBACK, HAVING IT HELP WITH SOME LESSON PLANNING, DIFFERENTIATION.

SOME OF THE TOOLS INVOLVED IN MAGICSCHOOL ARE JUST REALLY GREAT FOR, LIKE, HERE'S MY LESSON.

I HAVE SOME LEARNERS, THEY HAVE A CERTAIN PROFILE.

HOW COULD I CHANGE THIS LESSON TO MAKE IT MORE ACCESSIBLE FOR THOSE STUDENTS? BEING ABLE TO HAVE SOMETHING CREATED FOR YOU QUICKLY HAS BEEN REALLY AMAZING.

I KNOW THAT SPECIAL EDUCATION IS USING IT IN A COUPLE OF DIFFERENT WAYS.

THEY ARE LOOKING AT GOAL WRITING AND LOOKING AT PRESENT LEVELS OF ACADEMIC AND FUNCTIONAL PERFORMANCE.

THEN WE ALSO HAVE A SEPARATE PROGRAMS WHERE OUR SCHOOL PSYCHOLOGISTS ARE USING IT TO HELP WITH THE FULL AND INDIVIDUAL EDUCATION EVALUATIONS.

THAT'S NOT THAT AI IS WRITING THOSE, BUT IF YOU TAKE A STUDENT AND YOU GIVE THEM THERE'S A WHOLE BUNCH OF ASSESSMENT DATA, YOU CAN PUT THAT INTO, ARTIFICIAL INTELLIGENCE AND AGAIN, THEY CAN BE LOOKING AT ALL THAT DATA TO SEE AREAS OF STRENGTH AND WEAKNESS, MAKE RECOMMENDATIONS, AND THINGS LIKE THAT.

SO AS WE TALK ABOUT THE LOSS OF THE PLC PERIOD, MAKING SURE THAT OUR TEACHERS HAVE SUPPORT, TRYING TO FIGURE OUT THE BEST WAYS TO INTEGRATE AI SO THAT THEY CAN BE MORE PRODUCTIVE IS IMPORTANT TO US AND DEFINITELY A PRIORITY.

THEN JUST REALLY QUICKLY, I'LL TALK OUR NEXT CATEGORY, CAREER DEVELOPMENT.

THIS IS SOMETHING THAT WE LOOK AT FROM ELEMENTARY TO HIGH SCHOOL.

THIS IS ONE OF OUR SPECIFIC GOALS IN THE DIP FOR OUR DEPARTMENT.

IF YOU LOOK AT THE STAGES OF CAREER DEVELOPMENT, IT'S AWARENESS, EXPLORATION, PREPARATION, AND THEN PLACEMENT,

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AT THE ELEMENTARY, IT'S USUALLY CAREER DAYS, AND THEN SOME GUIDANCE LESSONS AT THE MIDDLE SCHOOL IT'S REALLY EXPLORATION LINKED TO CAREER CLUSTERS, MAYBE DOING SOME RESEARCH AND CREATING A CAREER PROFILE.

THERE'S FUTURES PLANNING, GOAL SETTING, AND CAREER FAIRS AND THEN AT THE HIGH SCHOOL, OBVIOUSLY, THERE'S A LOT MORE AROUND PERSONALITY ASSESSMENTS, CAREER ASSESSMENTS, BUILDING RESUMES.

WE HAVE THE COLLEGE FAIR.

VISITS, MILITARY FAIRS, CAREER DAY, AND THEN OBVIOUSLY COLLEGE PREPARATION THROUGH MENTORSHIP, BUSINESS INCUBATOR, AND HEALTH SCIENCES.

MAKING SURE THAT WE ARE INTRODUCING OUR STUDENTS TO THE IDEA OF WHAT CAREER THEY MIGHT BE INTERESTED, GIVING THEM OPPORTUNITIES TO EXPLORE THAT AND ENJOY SOME OF THOSE OPPORTUNITIES TO JUST TAKE AN ELECTIVE OF SOMETHING THEY'RE INTERESTED IN, SEE WHERE THEY WANT TO HEAD IN THE FUTURE, TO JOBS THAT WE DON'T EVEN KNOW THAT EXIST AT THIS POINT.

>>THE NEXT SECONDARY OPTION THAT WE ARE GOING TO TALK ABOUT IS DUAL CREDIT.

ONE OF MY FAVORITE SUBJECTS.

SO ABOUT TWO YEARS NOW, WE'VE BEEN LOOKING AT AND ENGAGING WITH PARTNERS THROUGHOUT THE REGION IN DIFFERENT MODELS AND DIFFERENT METHODS OF PROVIDING DUAL CREDIT TO OUR HIGH SCHOOL.

THOSE RANGE FROM ACC, WHICH IS A TRADITIONAL ONE THAT WE ALREADY HAVE AN AGREEMENT WITH AND DO UTILIZE.

ON THAT IS POPULAR IN THE AREA, BUT WE HAVE YET TO WOULD BE UT ONRAMPS.

WE'VE TALKED TO ABILENE CHRISTIAN, WHO IS WORKING ON A PARTNERSHIP THROUGH REGION 13, THEN THE LAMAR INSTITUTE OF TECHNOLOGY, WHICH IS FOCUSED MORE ON YOUR HVAC, THOSE TYPE OF CAREER FIELDS, MORE OF THE TECHNOLOGY APPLICATION FIELDS.

THROUGH THIS PROCESS, WE FELT LIKE IT WAS FAIR TO BE TRANSPARENT AND IDENTIFY OUR BARRIERS THAT WE'RE RUNNING INTO, AND THEN THE WAYS WE'RE THINKING ABOUT GETTING AROUND SOME OF THOSE BARRIERS OR TRYING TO MITIGATE THEM.

AS ALWAYS, WITH EVERYTHING, IT'S GOING TO BE TIME.

TIME IS A BARRIER FOR OUR KIDS.

IT'S A BARRIER FOR OUR TEACHERS.

A LOT OF THESE PROGRAMS, MOST OF THEM, IN FACT, REQUIRE YOU TO LEAVE CAMPUS, TO GO SOMEWHERE.

FOR OUR KIDDOS, THAT WOULD BE LOSING MULTIPLE OPPORTUNITIES HERE FOR EITHER JUST ONE PERIOD OR MULTIPLE PERIODS, ESPECIALLY THEIR JUNIORS.

NOW, IF THAT IS THE PATH THEY WANT, THAT'S MAYBE NOT A BARRIER FOR THEM.

IT'S JUST SOMETHING WE NEED TO THINK.

TRAVEL, GOT TO GET BACK AND FORTH.

WE'LL TALK A LITTLE BIT ABOUT LIKE ACC AND DUAL CREDIT AT WEST LAKE VERSUS NOT.

BUT IF WE DON'T HOST SOMETHING AT OUR CAMPUS, THEY DO HAVE TO TRAVEL TO ANOTHER FACILITY OR TO ANOTHER CAMPUS TO ENROLL IN THAT DUAL CREDIT PROGRAM.

WITH EVERYTHING, CERTIFICATION, DEGREES, TRAINING, AND DISTRICT TEACHERS WE HAVE AVAILABLE, WE'LL LIMIT WHAT WE CAN HAVE AT THE HIGH SCHOOL.

JUST TO GIVE YOU SOME DATA POINTS, LIZ, AGAIN, DID A QUICK SURVEY IN THE FALL OF TEACHERS THAT WOULD POSSIBLY HAVE THE DEGREES AND/OR INTEREST TO TEACH DUAL CREDIT CLASSES.

I'M CURRENTLY AT THE HIGH SCHOOL WE HAVE TWO AND THEY'RE BOTH WITHIN THE ENGLISH DEPARTMENT.

TO TEACH A DUAL CREDIT ACC CLASS, YOU HAVE TO HAVE A MASTER'S DEGREE IN YOUR CORE CONTENT AREA, NOT JUST THE MASTERS IN GENERAL AND EDUCATE.

IF YOU WANT TO TEACH MATH, DUAL CREDIT, YOU HAVE TO HAVE MASTERS IN MATH.

A LOT OF THOSE GO FORWARD AND TEACH AT THE COLLEGE LEVEL ALREADY.

WE'RE LIMITED AT WHAT WE CAN DO IN HOUSE DUE TO THAT.

BUT THERE ARE SOME OTHER PROGRAMS THAT LISTED THERE.

WE'LL TALK ABOUT WHAT WE CAN DO TO GET AROUND THAT BARRIER AND TO WORK SOME DIFFERENT AVENUES.

WITH EVERYTHING, YOUR MASTER SCHEDULE, AND THEN FINANCIAL IMPLICATIONS COME INTO PLAY.

IF WE'RE PULLING KIDS OFF, THEN WE HAVE LESS KIDS IN AP COURSES, AND WE HAVE LESS COURSES MAKE.

JUST KEEPING THOSE RAMIFICATIONS IN THE FOREFRONT OF OUR MINDS, NOT JUST DOES IT IMPACT WHAT WE HAVE WITH OUR STUDENTS, BUT WHAT DOES IT IMPACT ON OUR CAMPUS? THE BIG THING THAT WE'RE REALLY WORRIED ABOUT WITH ANY PROGRAM THAT REQUIRES A KID TO LEAVE IS THE ACCOUNTABILITY AND STUDENT SUPPORT.

THE HIGH SCHOOL DOES A WONDERFUL JOB OF COMPLETELY WRAPPING AROUND AND EDUCATING THE WHOLE CHILD.

BUT WHEN THEY LEAVE, THEY LEAVE US FOR THAT SUPPORT STRUCTURE.

IF THEY GO OFF TO ACC, WE DON'T GET ATTENDANCE REPORTS.

WE DON'T GET THE NOTIFICATIONS FROM THE TEACHER SAYING, HEY, AD'S NOT COMING.

HE'S FALLING BEHIND WHAT'S GOING ON THERE? THEY LOSE THAT PERSONAL CONNECTION THAT WE GET IF THEY STAY THERE AND AT THE WEST LAKE.

OF COURSE, THERE'S ALWAYS THIS CULTURAL THING WE'RE DEALING WITH WITH AP VERSUS DUAL CREDIT, AND THE BENEFITS OF BOTH, AND WE FEEL THEY ARE.

LET'S TALK A LITTLE BIT ABOUT WHAT WE HAVE AND THEN WHAT WE'RE THINKING MOVING FORWARD.

CURRENTLY, WE DO HAVE AN MOU WITH ACC THAT ALLOWS US TO HAVE DUAL CREDIT OR ACCEPT CREDIT FROM ACC.

MAJORITY OF OUR STUDENTS ENROLL IN THESE PROGRAMS DURING THE SUMMER OR OUTSIDE OF THE SCHOOL DAY,

[00:25:01]

SINCE WE'RE NOT OFFERING IT AT WEST LAKE, TO DO THE IN PERSON VERSION, THEY WOULD HAVE TO GO TO AN ACC.

WHICH SIGNIFICANTLY LIMITS THEIR OTHER OPPORTUNITIES DURING THAT SCHOOL DAY HERE, WHETHER IT'S ELECTIVES OR ANY OTHER ENRICHMENT ACTIVITY THEY WANT TO GO TO.

BECAUSE OF THAT, WE'RE LOOKING AT, POSSIBLY IN THE FUTURE, WOULD BE THE 26 27TH SCHOOL YEAR, PARTNERING WITH UT ONRAMPS TO LOOK AT A COUPLE OF LOCAL CREDITS THAT WOULD BE DUAL CREDIT CLASSES.

THE FIRST ONE WOULD BE OFFERING STATISTICS A COLLEGE ALGEBRA, WHICH WOULD GIVE STUDENTS A COLLEGE LEVEL MATH CREDIT THROUGH THE UNIVERSITY OF TEXAS.

THEY'D ACTUALLY WOULD GET A TRANSCRIPT FROM UT SAYING, HERE'S YOUR COURSES.

HERE'S YOUR CREDITS, HERE'S YOUR GRADES.

THEY DO ALSO OFFER A COURSE CALLED RHETORIC THAT WE'RE LOOKING AT, COULD THAT REPLACE MAYBE AN ENGLISH FOUR LEVEL COURSE.

THE GOOD THING ABOUT THESE IS WE DO NOT HAVE TO HAVE TEACHERS THAT HAVE THE MASTER'S DEGREE IN THAT SUBJECT AREA TO HAVE THEM AT WESLEY.

WE JUST HAVE TO PARTNER WITH UT.

OUR TEACHERS WILL GO THROUGH TRAINING THROUGH THEM.

UT PROFESSORS DO THE GRADING FOR THEIR CREDIT, AND FOR THEIR SCORE, OUR TEACHERS DO THE GRADING FOR OUR CREDIT, THE HIGH SCHOOL CREDIT, AND OUR EPA IN THAT SCORE.

THAT'S HENCE THE DUAL CREDIT.

UT AWARDS THEIRS. WE AWARD OURS.

STUDENTS DO HAVE TO PAY.

THERE IS A FEE IF YOU GO AFTER THAT UT CREDIT, SO YOU COULD TAKE THE COURSE AND THEN DECIDE I'M NOT GOING TO GO AFTER THE CREDIT.

I'M GOOD WITH THE COURSE, LEAVE IT AS IS.

IT'S THE SAME MODEL, OUR CURRENT ENGINEERING COURSES AT THE HIGH SCHOOL.

OUR ENGINEERING COURSES, NOT THROUGH ONRAMPS, BUT IT'S THROUGH ANOTHER UT PROGRAM WHERE STUDENTS AT THE END OF THE YEAR CAN SUBMIT A PORTFOLIO TO UT TO TRY TO GET A INTRA LEVEL ENGINEERING CREDIT.

WE ACTUALLY DON'T HAVE VERY MANY.

I THINK IN THE LAST TWO YEARS, WE HAVE NONE WHO HAVE DONE IT, BUT WE DO HAVE THAT MODEL AT THE HIGH SCHOOL.

LOOKING AT DIFFERENT AVENUES FOR KIDS FOR DUAL CREDIT THAT WOULDN'T TAKE THEM OFF OF OUR CAMPUS.

SINCE WE DO HAVE ONE OR TWO, WE'RE ALSO LOOKING AT ADDING POSSIBLY A SECTION OF THE COURSE FOR MAYBE JUNIORS OR SENIORS.

THE DIFFERENCE BEING, AND THIS IS WHERE ANOTHER BARRIER, BUT WE GOT TO FIGURE OUT HOW TO WORK AROUND THIS.

COLLEGE STANDARDS DON'T NECESSARILY LINE UP BEAUTIFULLY WITH HIGH SCHOOL STANDARDS.

BY LAW, WE'RE REQUIRED TO SAY IF WE GIVE YOU AN ENGLISH THREE, YOU'VE COVERED THE ENGLISH THREE STANDARDS.

WE MAY HAVE TO DO SOME MIX AND MATCHING TO ENSURE THAT KIDS COMPLETE THE ENGLISH THREE FOR WE CAN AWARD IT, AND THEN ACC CAN AWARD IT.

YOU'LL NOTICE, LIKE, I THINK, DRIPPING SPRINGS, YOU HAVE TO TAKE THREE OR FOUR ENGLISH CLASSES, GET ONE HIGH SCHOOL CREDIT TO BE ABLE TO HIT ALL THE STANDARDS.

IT'S NOT A ONE FOR ONE MODEL.

IT'S A LITTLE DIFFER. MATH IS A LITTLE MORE ALIGNED, BUT ENGLISH IS COMPLETELY NOT ALIGNED TO OUR HIGH SCHOOL STANDARDS.

WE PUT UP SOME OTHER POTENTIAL BARRIERS.

NEXT, I WANT TO TALK ABOUT CAREER AND TECHNOLOGY EDUCATION OR CATE, AND WHAT WE'VE LOOKED AND IDENTIFIED AND SOME OPTIONS MOVING FORWARD.

AGAIN, WE REVIEWED OUR CURRENT PROGRAMS, WE ANALYZED SOME OF OUR STUDENT DATA, AND THEN BEGAN LOOKING AT OUR PROGRAMS, AND WHY ARE WE NOT HAVING AS MANY COMPLETERS AS WE WOULD LIKE? JUST TO REFERENCE, SO WE'RE ALL ON THE SAME PAGE, TO COMPLETE A PROGRAM OF STUDY, A STUDENT MUST COMPLETE THREE LEVELS WITHIN IN A SINGLE PROGRAM.

THERE'S LEVEL ONE, TWO, THREE, AND FOUR.

ONE OF THOSE THREE MUST BE A LEVEL THREE OR A LEVEL FOUR CLASS.

UNFORTUNATELY, A LOT OF YOUR LEVEL THREES AND FOURS ARE WHAT ARE CALLED DOUBLE BLOCK CLASSES. THEY'RE TWO CREDITS.

TO BE A COMPLETER, YOU ALMOST HAVE TO GIVE UP AN ELECT OF YOUR JUNIOR AND SENIOR TO BE A COMPETOR.

WE DO HAVE A LOT OF STUDENTS THAT'LL GO THROUGH.

INCUBATOR IS A WONDERFUL ONE, BUT INCUBATOR IS A LEVEL TWO COURSE.

THEY WOULD NEED TO THEN GO ON TO A PRACTICUM, WHICH IS A LEVEL TWO WITHIN BUSINESS TO BE A COMPETOR WITHIN THAT PROGRAM OF STUDY.

YOU'RE ALSO LIMITED WITH SPACE.

YOU'RE LISTENING TO EXPANSION WITH EQUIPMENT.

A LOT OF PROGRAMS REQUIRE VERY SPECIALIZED EQUIPMENT FOR THE CERTIFICATION.

WE ALSO LOOKING AT THE CULTURE THAT WE'RE DEALING WITH AT THE HIGH SCHOOL OF ACADEMIC PREFERENCE OVER CAREER EXPLORATION.

YOU'RE ALWAYS RUNNING INTO STAFFING.

THESE DO REQUIRE VERY PARTICULAR CERTIFICATIONS AND FIELDS A LOT OF THEM, AND THEY'RE STUDENT DRIVEN.

WHILE WE MAY BE ABLE TO EXPAND PROGRAMS, IF STUDENTS DON'T SIGN UP FOR THEM, IT'S HARD TO KEEP THEM GOING AND KEEP THEM OPERATING IN AN EFFICIENT WAY.

SOME OF THE THINGS WE'RE LOOKING AT, AND WHERE WE'RE AT NOW, AND THEN WE'RE THINKING FOR THE FUTURE.

WE CURRENTLY OFFER WHAT ARE 15 COMPLETE PROGRAMS OF STUDIES.

ON THE NEXT SLIDE, I'LL GIVE YOU A LIST.

I PROMISE I WILL NOT READ THAT ENTIRE LIST TO YOU, BUT WE'LL QUICKLY REFERENCE IT.

WE HAVE IDENTIFIED SEVEN, WHAT WE'RE CONSIDERING PARTIAL PROGRAMS. WE DON'T QUITE OFFER THE THIRD COURSE.

IT MAY NOT BE IT MAY BE A LEVEL TWO, IT MAY BE A LEVEL THREE.

WE'RE STILL WORKING THROUGH THAT, WHERE THOSE LEVELS AT.

BUT JUST GIVE YOU A COUPLE OF REFERENCES.

REAL ESTATE WOULD BE A PERFECT EXAMPLE.

REAL ESTATE IS ONE THAT WE'RE ACTUALLY VERY SERIOUSLY LOOKING ABOUT OFFERING.

WE HAVE LEVEL ONE AND LEVEL TWOS.

[00:30:01]

THE GOOD NEWS ABOUT THAT AND WHY WE WERE INTERESTED IN THAT IS, EVEN THOUGH IT'S DOUBLE BLOG, STUDENTS ONCE THEY TURN 18 CAN THEN SIT FOR THE REAL ESTATE LICENSE TEST.

THEY'VE DONE THEIR COURSEWORK, AND THEY CAN LEAVE HIGH SCHOOL IF THEY'RE 18 AT THE TIME WITH LICENSE TO BE A PRACTICING REAL ESTATE AGENT IN THE STATE OF TEXAS.

WE THINK THAT'S PRETTY APPLICABLE FOR MOST OF OUR KIDS.

WE FEEL LIKE THAT MIGHT BE A PROGRAM THEY MIGHT WANT TO LOOK AT GIVING UP A DOUBLE BLOCK.

HOSPITALITY PROGRAMS, THEY'RE A LITTLE DIFFERENT.

A LOT OF WORK CAN BE APPLIED TO THAT LEVEL THREE AND LEVEL FOUR.

MAYBE WE'RE THINKING FOR LIKE, TLC STUDENTS THAT MIGHT HAVE A JOB, HALF A DAY HERE, HALF A DAY WORKING SOMEWHERE IN A RESTAURANT OR IN A HOSPITALITY INDUSTRY, THAT THOSE WORK HOURS CAN ACTUALLY COUNT AS A COURSE.

THEY WOULD JUST HAVE TO LOG THOSE HOURS BACK.

DOUBLE DIPPING THERE, GETTING PAID FOR THEIR JOB, BUT ALSO GETTING COURSE CREDIT.

WE'RE ALSO LOOKING AT EXPANDING OUR BIOMEDICAL SCIENCES, AND THEN ACCOUNTING.

WE REALLY ONLY NEED TO OFFER ACCOUNTING TWO, WHICH IS NOT A DOUBLE BLOCK, AND THEN OUR KIDS CAN LEAVE HIGH SCHOOL WITH THE ACCOUNTING CERTIFICATION.

THEN LEGAL STUDIES, WHICH WE JUST NEED TO OFFER A LEVEL THREE COURSE TO GO.

WHICH LEADS ME TO THE SLIDE OF WHERE WE'RE AT.

THE LEFT HAND COLUMN, THESE ARE ALL PROGRAMS. WE HAVE ENOUGH COURSES THAT A STUDENT CAN BE A COMPETOR IN THE COURSE AND SIT FOR AN INDUSTRY BASED CERTIFICATION.

WHETHER THEY CHOOSE TO DO SO OR NOT, THAT IS THEIR CHOICE.

NOW, GIVE YOU A GOOD EXAMPLE LIKE BUSINESS MANAGEMENT.

THAT INDUSTRY BASED CERTIFICATION, ONE OF THE ONES THAT THEY OFFER IS MICROSOFT EXCEL CERTIFICATE.

I DON'T KNOW HOW MANY KIDS THINK THAT'S THE MOST APP THING FOR THEM IN THE FUTURE.

WHILE THEY MAY HAVE A CERTIFICATION, IT DOESN'T NECESSARILY THEY'RE NOT GOING TO BE THE NICE ONES THAT DRIVES KIDS TO BUT WE DO HAVE THE CAPABILITY AND ALL OF THOSE COMPLETE COURSES TO HAVE COMPLETERS AND INDUSTRY BASED CERTIFICATIONS AT THE END.

OUR PARTIAL PROGRAMS, WHAT WE JUST DISCUSSED, WE'RE JUST A COURSE OR TWO AWAY FROM BEING ABLE TO OFFER A COMPLETE PROGRAM, AND THEN THEREFORE, HAVING KIDS HAVE THE OPPORTUNITY TO DO SOME PROGRAM.

>> ALL GOOD. WE'RE GOING TO SWITCH GEARS A LITTLE BIT AND DISCUSS STUDENT SUPPORT.

>> LOOKING AT OUR ESSA EQUITY PLAN, WE'VE DISCUSSED THIS WITH THE BOARD BEFORE, AND WE ARE CURRENTLY UNDER AN ESSA EQUITY PLAN FOR CLOSING THE GAPS WITH OUR AFRICAN-AMERICAN POPULATION.

WE HAVE SUBMITTED A PLAN TO REGION 13 AND TO TEA, AND WE ARE IN THE PROCESS OF BEING MONITORED ON THAT PLAN.

WE HAD A MID WINTER CHECK IN WITH REGION 13.

WE'VE COMPLETED ALL OF OUR ACTION STEPS FOR THE FALL SEMESTER.

WE ARE SEEING GREAT PROGRESS WHEN WE'RE DOING A LOT OF PROGRESS MONITORING, LOOKING AT THAT BENCHMARK DATA THAT WE'VE TALKED ABOUT.

I'LL ALSO REMIND YOU THAT, ALONG WITH OUR AFRICAN-AMERICAN POPULATION, WE ALSO REALIZED WHEN LOOKING AT OUR DATA THAT WE WERE SEEING SOME GAPS WITH STUDENTS WHO CAME INTO EANES ISD, NOT STARTING HERE AS KINDERGARTNERS.

THE STUDENTS THAT CAME INTO US, SECOND, THIRD, FIFTH GRADE AND SEEING SOME OF THOSE GAPS.

OUR PLAN, ALSO, EVERYTHING THAT WE WERE DOING IN OUR PLAN, WE APPLIED TO THOSE STUDENTS.

A LOT OF THAT WAS AROUND MORE EARLY IDENTIFICATION.

WHEN WE OPEN A BENCHMARK WINDOW, WE ARE BENCHMARKING THOSE STUDENTS AT THE VERY BEGINNING OF THE WINDOW, SO WE CAN GET THAT DATA SOON AND MAKE ADJUSTMENTS EARLIER FOR THEM AND SEE WHAT AREAS THAT THEY ARE DEFICIENT IN BECAUSE WE HAVE NOTICED THAT STUDENTS COMING IN TO EANES FROM OTHER DISTRICTS ARE USUALLY HAVE SOME GAPS THAT WE'RE NEEDING TO FILL, AND WE NEED TO RECOGNIZE THOSE A LITTLE BIT SOONER.

RIGHT NOW, WE'RE PLEASED WITH THE DATA THAT WE'RE SEEING FROM OUR ESSA EQUITY PLAN.

THIS IS DRIVEN BY STAR SCORES, AND SO WE'LL HAVE INFORMATION IN THE SUMMER OF HOW THESE STUDENTS PERFORMED.

WE CONTINUE WITH OUR MULTI-TIERED SYSTEMS OF SUPPORT.

THIS YEAR, THERE'S BEEN CONTINUED WORK ALONG THE TRANSITION AND ALIGNMENT OF DYSLEXIA SERVICES.

WE'VE ALSO PROVIDED ADDITIONAL TRAINING FOR OUR CAMPUSES, LOOKING AT DATA WALLS, DOING A LOT MORE SUPPORT AND INTERVENTION PRACTICES AT THE MIDDLE SCHOOLS.

THAT'S REALLY WHERE THE FOCUS HAS BEEN ON THAT MULTI-TIERED SYSTEMS OF SUPPORT FOR THIS CURRENT YEAR.

ALSO LOOKING AT OUR EMERGENT BILINGUAL POPULATION, WE SECURED A NEW SCOPE AND SEQUENCE THAT WE'RE USING IN OUR ESL CLASSES AT THE MIDDLE SCHOOLS THAT'S BEEN RECEIVED REALLY WELL, AND WE'RE SEEING A LOT OF GREAT PROGRESS WITH THOSE STUDENTS.

[00:35:01]

THE EMERGENT BILINGUAL PROGRAM OR THE ESL PROGRAM WITH OUR EMERGENT BILINGUAL STUDENTS CONTINUES TO EVOLVE, AND THERE'S LOTS OF DIFFERENT STATE REQUIREMENTS, AND SO WE HAVE TO FOLLOW THOSE AND MAKE SURE THAT WE'RE TRAINING AND KEEPING EVERYBODY UP TO DATE WITH THAT.

THAT IS AN AREA JUST A CONSTANT MONITORING, BUT WE'RE SEEING, AGAIN, A LOT OF GOOD SUCCESS WITH OUR STUDENTS THERE.

IN TERMS OF OUR PARENT AND FAMILY ENGAGEMENT, SO THIS IS A PART OF OUR ESSA REQUIREMENTS, AND WE ARE JUST MAKING SURE THAT OUR PARENTS KNOW MORE ABOUT HOW THEY CAN BE INVOLVED IN THE SCHOOLS.

WE'RE MAKING SURE WE HAVE OPPORTUNITIES.

WE HAVE A DYSLEXIA NIGHT.

WE HOLD A SECOND LANGUAGE SUPPORT NIGHT.

WE HAVE TWO TARGETED ASSISTANCE TITLE 1 CAMPUSES, AND THERE ARE VERY SPECIFIC REQUIREMENTS THAT WE HAVE, AND WE'RE MAKING SURE THAT ALL THE FAMILIES ON THOSE CAMPUSES ARE AWARE OF JUST DIFFERENT OPPORTUNITIES, WAYS FOR THEM TO GET INVOLVED.

THEN MAKING SURE THAT WE'RE DISSEMINATING THE INFORMATION ON OUR STATE AND FEDERAL REPORTS.

LOTS OF INFORMATION OUT THERE FOR PARENTS AND WAYS THAT WE WANT THEM TO BE ABLE TO ACCESS INFORMATION, TO LOOK AT CURRICULUM, TO UNDERSTAND DIFFERENT PROGRAMS THAT THEIR STUDENTS ARE INVOLVED IN, AND WE CONTINUE TO FOCUS ON THAT.

THIS IS JUST A CHART, LOOKING AT SPECIAL EDUCATION.

AGAIN, A PRIORITY THAT THE BOARD HAS ALWAYS REALLY EMPHASIZED.

BUT JUST LOOKING AT THE GROWTH OF OUR POPULATION IN SPECIAL EDUCATION, AND IT HAS BEEN SIGNIFICANT OVER TIME.

THIS IS DUE IN PART TO DYSLEXIA BEING MOVED UNDER SPECIAL EDUCATION.

IT'S NOT ENTIRELY ALL OF THAT, BUT THAT IS SOME OF WHAT YOU ARE SEEING THERE.

WE CONTINUE TO BE A DESTINATION DISTRICT FOR PEOPLE SEEKING SPECIAL EDUCATION SERVICES.

WE CONTINUE TO HEAR THAT, EVEN WITH EVERYTHING GOING ON IN THE STATE, WE HEAR PEOPLE COMING TO EANES FOR SPECIAL EDUCATION SERVICES.

BUT YOU WILL SEE THAT THAT'S A PRETTY SIGNIFICANT INCREASE AND SOMETHING THAT WE'RE TRYING TO MANAGE.

MATT ZEMO AND EMILY DUNLAP, JUST AMAZING GUIDING THAT DISTRICT OR GUIDING THAT PROGRAM, BUT A LOT OF CHALLENGES WHEN YOU'RE LOOKING AT ADDING THAT MANY STUDENTS, AND ALSO TRYING TO BE LOOKING AT OUR STAFFING AND HOW TO BEST UTILIZE THE STAFF THAT WE HAVE.

IN TERMS OF SPECIAL EDUCATION, THEY'VE REALLY FOCUSED THIS YEAR ON THE TEACHER TRAINING ON, AGAIN, THE PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE AND GOAL WRITING.

THEY'RE HOLDING OFFICE HOURS THIS YEAR TO JUST ALLOW TEACHERS TO COME IN, POP IN AND OUT, PREPARE FOR ART MEETINGS AND HAVE A LITTLE BIT MORE ACCESS THIS YEAR.

THEY ARE LOOKING AT A PLANNING TOOL OR IF THEY'VE IMPLEMENTED A PLANNING TOOL AS YOU ADVANCE FROM GRADE TO GRADE, LOOKING AT WHAT SPECIFICALLY DO THOSE STUDENTS NEED? WE'VE TALKED A LOT ABOUT OUR COLLABORATIVE MODEL IN THE PAST.

SOMETIMES STUDENTS ONLY NEED COLLABORATIVE SUPPORT IN ONE CLASS, BUT MAYBE WE HAVE COLLABORATIVE SUPPORT IN TWO OR THREE CLASSES.

DO WE NEED TO LOOK AT THAT? DO WE NEED TO LOOK AT HOW WE CAN BACK OFF SOME OF THAT SUPPORT, OR DO WE NEED TO LOOK AT HOW WE NEED TO ADD SOME OF THAT SUPPORT? REALLY THAT WHOLE PIECE OF HOW MUCH SUPPORT A SPECIAL EDUCATION STUDENT GETS.

THAT'S THE CRUX OF MOST OF YOUR DISCUSSIONS, AND WE'RE TRYING TO MAKE SURE THAT WE'RE BEING REALLY THOUGHTFUL AND PLANNING REALLY WELL FOR EACH STUDENT SO THAT IT'S INDIVIDUALIZED.

BUT AGAIN, WE'RE USING THE RESOURCES THAT WE HAVE TO THE BEST OF OUR ABILITY AND AS EFFICIENTLY AND EFFECTIVELY AS POSSIBLE.

THEN AGAIN, I MENTIONED THIS EARLY THE TRANSITION OF DYSLEXIA, SERVICES INTO SPECIAL EDUCATION.

THERE'S A LOT IN THAT.

IT ENCOMPASSES QUITE A BIT WHEN YOU'RE LOOKING AT YOUR CAMPUS SUPPORT SPECIALISTS WHO HAVE SERVED STUDENTS WITH DYSLEXIA THIS WHOLE TIME THROUGH SECTION 504, AND NOW THOSE STUDENTS ARE ENDING UP IN SPECIAL EDUCATION.

WHAT DOES THAT LOOK LIKE? HOW DO WE NEED TO UTILIZE OUR STAFF? BECAUSE WE STILL NEED THOSE CAMPUS SUPPORT SPECIALISTS TRAINING OUR STUDENTS.

WE'RE WORKING WITH THAT STAFF, WE'RE WORKING WITH HUMAN RESOURCES.

HOW DO WE AGAIN UTILIZE THE STAFF WE HAVE TO MAKE SURE THAT WE ARE WORKING WITH THOSE STUDENTS AND GIVING THEM THE BEST SERVICES THAT THEY CAN GET? AS FAR AS INCLUSION, THIS IS ALWAYS THE HAPPY SLIDE HERE.

WE HAVE GROWN OUR BEST BUDDIES ON ALL OF OUR CAMPUSES.

THEY FORMALIZED THEIR ADVISOR REQUIREMENTS, AND IMPROVE COMMUNICATION THROUGH PARENTSQUARE ALL AROUND BEST BUDDIES.

WE CONTINUE TO HAVE AMAZING EVENTS.

[00:40:01]

JUST A LOT OF WORK WITH BEST BUDDIES, THAT REALLY BRINGS A LOT OF UNITY AND INCLUSION TO OUR DISTRICT.

YOU'LL SEE THAT WE HAD THREE OF OUR CAMPUSES WERE NOMINATED OR WERE NAMED FIVE STAR BEST BUDDIES CHAPTERS.

THAT FOREST TRAIL WON THE OUTSTANDING CHAPTER OF THE YEAR, WHICH WAS ACTUALLY A NATIONAL AWARD.

THAT'S VERY EXCITING.

WE CONTINUE OUR UNIFIED TEAMS, WE HAVE ROBOTICS AND SWIMMING.

WE HAVE CHEER.

I'M LEAVING SOFTBALL.

THANK YOU. I WAS LEAVING ONE OUT.

IN MARCH, SPREAD THE WORD CAMPAIGN.

WE'LL START AT WESTLAKE HIGH SCHOOL, AND THIS IS ALL JUST ABOUT INCLUSION AND ACCEPTANCE, AND SO WE'RE EXCITED TO SEE THAT.

THEN MARK YOUR CALENDARS FOR THE BEST BUDDIES WALK AT THE HIGH SCHOOL AGAIN ON APRIL 26TH.

THAT'S ALWAYS A FUN GOOD DAY, AND SO WE'RE EXCITED ABOUT THAT.

SPECIAL EDUCATION DEPARTMENT CONTINUING TO WORK HARD WITH LOTS OF KIDS AND LOTS OF CHALLENGES, BUT THEY'RE DOING A GREAT JOB.

THEN THE VERY LAST SLIDE, I JUST WANTED TO INCLUDE AT OUR SUMMIT THAT WE HAD LAST WEEK, THERE WAS SOME QUESTIONS ABOUT JUST FUTURE SUPPORT.

WE HAVE A LOT OF NEW TEACHERS, AND ONE OF THE BOARD MEMBERS BROUGHT UP, HOW ARE YOU CONTINUING TO MAKE SURE THAT WE RECRUIT AND RETAIN ALL OF THESE TEACHERS? ALL OF OUR NEW STAFF ARE ASSIGNED A MENTOR, THAT'S BEEN GOING ON FOR A REALLY LONG TIME.

WE'VE REALLY EXPANDED THAT, THOUGH.

HEIDI SOWER HAS TALKED ABOUT, LIKE, HER COUNSELORS, AND SHE SAID, WHEN I GET A NEW COUNSELOR, THEY NEED A MENTOR, TOO, AND WE'RE LIKE, YES, THEY DO.

TRYING TO LOOK AT JUST NOT TEACHERS ANYMORE, BUT ALL OF OUR STAFF, MAKING SURE THEY HAVE A MENTOR THAT CAN REALLY HELP THEM GROW IN THEIR PARTICULAR POSITION.

WE ALSO HAVE OUR INSTRUCTIONAL COACHES ARE ENGAGING IN A COACHING CYCLE.

ALL OF OUR NEW STAFF, IT WORKED WITH DIRECTLY WITH AN INSTRUCTIONAL COACH TO HELP THEM AND THEY ENGAGE THEM IN THAT COACHING CYCLE, WHICH I THINK JUST COMING INTO THE DISTRICT AND LEARNING THE EANES WAY AND THOSE STRUCTURES AND THOSE ROUTINES.

IT'S REALLY IMPORTANT, AND IT'S GREAT TO HAVE THOSE COACHES BE ABLE TO DO THAT.

THEN CASEY RYAN AT THE HIGH SCHOOL CONTINUES HIS NEW TEACHER PROGRAM, WHICH ALWAYS GETS REALLY GOOD REVIEWS FROM THE TEACHERS. LOTS OF WAYS.

THOSE ARE JUST A FEW. WE SUPPORT TEACHERS ALL DAY EVERY DAY, BUT THESE ARE SOME OF THE KEYS THAT I KNOW HAD BEEN ASKED ABOUT AT THE LAST MEETING.

THAT IS A LITTLE BIT OF WHAT OUR DEPARTMENT'S BEEN WORKING ON THIS YEAR, AND OPEN TO ANY QUESTIONS.

>> THANK YOU, MOLLY AND CHAD.

QUESTIONS FROM THE TRUSTEES. KELLY.

>> HI. I HAD A QUESTION ABOUT THE AP AND DUAL CREDIT.

I WAS JUST WONDERING, WHEN YOU TAKE A AP TEST, I KNOW THAT A LOT OF UNIVERSITIES ACCEPT IT THROUGHOUT THE COUNTRY, I GUESS.

WITH THE DUAL CREDIT FROM THE UT ONRAMPS, IS THAT ALSO SIMILAR TO THE AP TEST AND ITS ACCEPTANCE AT OTHER UNIVERSITIES?

>> WE HAVE CHECKED WITHIN THE STATE.

YES, WITHIN THE STATE, BECAUSE IT IS A STATE ORGANIZATION AWARDING.

WHAT WE'D HAVE TO LOOK AT IS DO OTHER OUTSIDE OF STATES STILL ACCEPT THEM? EVERY STATE'S A LITTLE BIT DIFFERENT AT WHAT THEY ACCEPT AND WHAT THEY DON'T ACCEPT.

EVEN SOME OF OUR AP CALC, NOT EVERY UNIVERSITY ACCEPTS THAT AS A CALCULUS CREDIT.

IT MAY BE A MATH CREDIT, IT MAY BE AN ELECTIVE CREDIT, BUT THEY'LL ACCEPT IT AS A CREDIT.

WE DO NEED TO EXPLORE OUTSIDE A LITTLE BIT OF WHAT UT ONRAMPS WOULD LOOK LIKE TO, LET'S SAY, ARKANSAS OR SOMEWHERE LIKE THAT.

BUT SO MANY SCHOOLS WITHIN THE STATE DO IT, IT IS A COMMON THING AMONGST THE TEXAS STATE SCHOOL SYSTEM AND THE SCHOOLS WITHIN THE STATE.

>> THEN I HAD ONE OTHER QUESTION ABOUT WHEN WE WERE ON THE SPECIAL EDUCATION SLIDE, WE WERE TALKING ABOUT DOING THE GRADE-TO-GRADE EVALUATIONS FOR STUDENTS.

I WAS WONDERING A LITTLE BIT OF, LIKE, WHAT DOES THAT GRADE-TO-GRADE, WHAT'S THAT EVALUATION LOOK LIKE? THEN WHO CONTRIBUTES TO THAT?

>> GREAT QUESTION. THEY'RE ACTUALLY IN THE MIDDLE OF DOING THAT RIGHT NOW.

THE SPECIAL EDUCATION TEAM.

THE COORDINATOR ON THE CAMPUS AND EITHER MATT OR EMILY, WILL GO MEET WITH THAT CAMPUS LEADERSHIP TEAM.

THE PRINCIPAL, THE ASSISTANT PRINCIPAL, AND THEY'LL SIT DOWN AND THEY LITERALLY TALK ABOUT EVERY SINGLE STUDENT.

THE CASE MANAGERS COME IN AND THEY LOOK AT, HOW ARE THEY DOING THIS YEAR? WHAT SUPPORTS DID THEY HAVE? DOES THAT SUPPORT LEVEL? DOES IT NEED TO BE RAISED? CAN IT BE LOWERED? THEY'RE REALLY LOOKING AT EVERY SINGLE STUDENT.

THEN THEY TAKE ALL OF THAT INFORMATION AND PUT IT IN A MATRIX TO THEN SEE HOW MUCH STAFFING IS NEEDED AT THAT CAMPUS NEXT YEAR.

[00:45:06]

THEY DON'T AT THE HIGH SCHOOL BECAUSE JUST OF THE VOLUME, THEY CAN'T MEET ON EVERY SINGLE STUDENT, BUT THEY DO LOOK AT MORE OF THE HIGH NEED STUDENTS TO SEE WHERE THEIR SERVICES NEED TO BE THAT NEXT YEAR.

BUT K8, THEY'RE TALKING ABOUT EVERY SINGLE STUDENT IN SPECIAL EDUCATION.

>> THANK YOU.

>> WE'LL CONTINUE AROUND THE CIRCLE HERE.

GO AHEAD. START, AT LEAST.

>> YES. I THINK EVERYONE KNOWS THAT I'M PRETTY PASSIONATE ABOUT THESE TOPICS.

FIRST, ON THE PLC STUFF, YOU GUYS BROUGHT UP THE CONSTRUCTED RESPONSE TRAINING, AND THAT SOUNDS GREAT, THAT'S SOMETHING THAT WE NEED TO WORK ON, OBVIOUSLY.

BUT IS THAT SOMETHING THAT WE ARE SIMPLY WORKING ON JUST BECAUSE OF STAR, OR ARE WE ALSO USING THAT IN OTHER WAYS TO HELP WITH OUR LEARNING?

>> DEFINITELY OTHER WAYS. I THINK THE CATALYST WOULD BE OUR KIDS HAVE TO TAKE A TEST AT THE END OF THE YEAR THAT NEED THAT.

WHAT WE'VE DONE IS STRATEGICALLY LOOK AT, WHAT ARE THOSE REQUIREMENTS? THAT'S WHY WE CAME UP WITH OUR OWN RUBRICS.

WHAT A VERSION THAT WE WANT TO GET OUR KIDS TO? THAT WOULD MEET THAT WHAT I LIKE TO SAY, OUR STAR IS YOUR BASELINE, YOUR FLOOR.

WHAT DO KIDS MINIMALLY NEED TO BE ABLE TO DO AT A GRADE LEVEL TO BE READY FOR THE NEXT ONE? WE TAKE THAT AND RAMP IT UP A LITTLE BIT OR TWEAK IT A LITTLE BIT FOR OUR SPECIFIC CONTEXT.

BUT THAT WAS ACTUALLY DRIVEN BY TEACHERS.

REALLY, WE'RE DOING THAT ACROSS ALL CONTENTS.

SCIENCE HAS WRITING PROMPTS, MATH HAS WRITING.

STAR IS PART OF IT, BUT IT'S NOT THE MAIN DRIVER OF IT.

>> ARE THEY TYPING THOSE?

>> THAT IS PART OF THAT VERTICAL ALIGNMENT PHASE IN.

AS THEIR LITTLES, NO.

THEIR HANDWRITING, AND THE CONVERSATION IS AROUND, DO WE WANT SENTENCES AT THIS POINT? HOW MANY SENTENCES? AS THEY GET INTO THIRD, THEN THERE IS A PHASE INTO TYPING OVER TIME SO THEY CAN DEVELOP THOSE MECHANICS TO BE ABLE TO DO THAT.

BUT THAT IS NOT THE PRIMARY PURPOSE OF IT.

>> BECAUSE I REMEMBER WHEN THAT FIRST STARTED WITH STAR, THAT WAS PART OF THE ISSUE THAT EVEN AT THE STATE BOARD OF EDUCATION, THEY WERE LIKE, IS IT THAT THEY AREN'T SURE HOW TO TYPE THIS OR THEY DON'T KNOW HOW TO DO THIS? THAT WAS A STATE THING, NOT JUST AN EANES THING.

I APPRECIATE THAT. YOU ALSO HAD MENTIONED END OF COURSE EXAMS AND THAT.

OBVIOUSLY, MY EARS ALWAYS PERK UP BECAUSE I THINK IF WE'RE TEACHING ALL THE TEAKS, THEN OUR KIDS ARE GETTING WHAT THEY NEED.

BUT I DON'T LOVE TO FOCUS ON THE END OF COURSE EXAMS OR THE STAR BECAUSE IT'S SO MUCH AUTOPSY DATA.

AGAIN, I HOPE THAT YOU GUYS WOULD BRING US MORE INFORMATION ON WHAT WE'RE USING FOR PLCS OUTSIDE OF AUTOPSY DATA, MORE REAL LIVE. IF YOU HAVE SOMETHING.

>> WELL, YEAH, SO THE DATA ACTUALLY USED IN IT IS THE REAL IN TIME FORMATIVE ASSESSMENTS USED ON A DAILY BASIS.

THE REASON WE BROUGHT UP THOSE GRADES IS TWO THINGS HAVE HAPPENED AT THE HIGH SCHOOL IN PARTICULAR AROUND YOUR ELC COURSES.

ONE, THAT IS WHERE A LOT OF OUR TURNOVER HAS BEEN AT.

ENGLISH ONE. BIOLOGY, ALMOST ENTIRELY BRAND NEW TEAM.

ALGEBRA ONE, AND US HISTORY.

WE DON'T, UNFORTUNATELY. OR FORTUNATELY, I GUESS, THE HIGHER AP HONORS LEVELS, WE DON'T TURN OVER AS MUCH.

A LOT OF THAT THIS YEAR, WHEN LIZ CAME IN IS LIKE, I'VE GOT TO GET THESE TEAMS ON TRACK.

I'VE GOT TO GET THEM GOING.

NOT JUST BECAUSE OF THE STAR, JUST BECAUSE OF THAT'S ALSO WHERE A LOT OF OUR CLUB SECTIONS LIVE.

THAT'S WHERE SOME OF OUR STUDENTS WITH THEIR HIGHER NEEDS LIVE.

THOSE BECAME PRIORITIES TO US IMMEDIATELY RIGHT OFF THE BAT, JUST BECAUSE OF THE NEEDS OF THE STUDENTS AND THE NEEDS OF THE FACULTY TO BE HONEST WITH YOU.

>> THAT'S A GREAT CLARIFICATION.

I APPRECIATE THAT. THAT MAKES ME FEEL A LOT BETTER.

IN TERMS OF MOVING ON TO THE CTE AND DUAL CREDIT, OBVIOUSLY, THIS IS SOMETHING THAT I'VE BEEN WANTING TO SEE US MOVE TOWARDS JUST PROVIDING MORE OPPORTUNITIES FOR MORE KIDS.

AP IS GREAT FOR SOME KIDS, BUT I FEEL STRONGLY THAT WE SHOULD HAVE OPPORTUNITIES FOR ALL KIDS.

I KNOW THE REAL ESTATE ONE IS SUPER EXCITING.

I KNOW A KID FOR SURE THAT WOULD HAVE DONE THAT BECAUSE THAT CHILD IS GOING TO DO THAT OVER THE SUMMER AND WOULD HAVE PREFERRED TO DO THAT IN HIGH SCHOOL.

THAT'S EXCITING THAT THAT WILL BE AN OPPORTUNITY FOR OTHER KIDS.

BUT I THINK, ONE OF THE THINGS I'M STILL TRYING TO FIGURE OUT WHY WE'RE HAVING SOME ISSUES WITH IT.

I KNOW OF A DISTRICT UP IN NORTH TEXAS THAT PARTNERS WITH ANOTHER COMMUNITY COLLEGE DO ASSOCIATES DEGREES WHILE THEIR KIDDOS ARE IN SCHOOL.

ANNA'S AT A REDUCED RATE.

I GUESS THEY HAVE SOME MOU.

I DON'T KNOW HOW THAT WORKS.

I'M SURE YOU GUYS HAVE LOOKED INTO IT.

BUT I JUST WOULD LOVE TO BE ABLE TO PROVIDE A SIMILAR OPPORTUNITY TO OUR STUDENTS. THERE'S THAT.

[00:50:02]

IF THEY HAVE TO GO TO ACC, IT IS A LITTLE BIT OF A BARRIER BECAUSE IT'S NOT SUPER CLOSE. I GET THAT.

>> JEFF, DID YOU WANT TO SAY SOMETHING ON THAT?

>> WELL, I WAS JUST GOING TO SAY, I THINK MOLLY AND CHAD AND MANY OTHERS HAVE SPENT MORE TIME THIS YEAR TRYING TO STUDY ALL OF OUR DUAL CREDIT OPTIONS AND ASKING THOSE VERY SAME QUESTIONS.

I BELIEVE THAT WE HAVE A BETTER UNDERSTANDING NOW OF WHAT THOSE PATHWAYS MAY BE, AS WELL AS WHAT SOME OF THE POTENTIAL CHALLENGES ARE.

>> I'D ECHO THAT AND SAY, WE WOULD LOVE TO OFFER MORE HERE.

IT'S REALLY WHEN IT COMES TO THAT DUAL CREDIT, OR EVEN WITH AN ACC OR COMMUNITY COLLEGE, THEY DO REQUIRE THOSE CERTIFICATE AND THOSE LEVEL OF EDUCATION.

WE JUST DON'T HAVE A STAFF TO DO THAT.

THEN THE DEFAULT IS, WELL, YOU CAN GO TO ACC.

WELL, THERE'S NOT A CAMPUS NEAR HERE.

THAT'S WHERE WE'RE REALLY HAMSTRING.

IF WE HAD ONE RIGHT DOWN THE ROAD, IT'D BE A LITTLE BIT DIFFERENT.

IF THEY OPENED ONE JUST RIGHT DOWN 71, WE COULD PROBABLY DO SOMETHING.

BUT WE'RE REALLY STUCK IN.

WE CAN'T OFFER ONE HERE.

BUT IF WE SEND THEM SOMEWHERE ELSE, THEN WE START RUNNING INTO THOSE LIKE, WELL, DO THEY GET HALF A DAY? WHO'S KEEPING ON TOP OF THESE KIDS? NOT THAT THEY SHOULD LIMIT US.

IT'S JUST WE'VE GOT TO THINK REALLY STRATEGIC ABOUT THAT WHOLE OPPORTUNITY THOSE KIDS.

>> I APPRECIATE ALL THAT. I KNOW THAT EVERYBODY'S BEEN WORKING REALLY HARD ON THAT, AND I APPRECIATE THAT YOU GUYS HAVE LOOKED INTO SOME OTHER OPTIONS THAT WE HAVEN'T IN THE PAST.

I DO THANK YOU FOR THAT HARD.

>> I WILL SAY TOO, I BELIEVE THAT WE HAVE EXPLORED THE POSSIBILITY OF HOSTING AN ACC SITE IN THE SCHOOL DISTRICT BECAUSE WE'RE GOING TO HAVE A CAMPUS AVAILABLE IN THE NEXT FEW MONTHS.

CHRIS, I KNOW THAT YOU AND OTHERS HAVE LOOKED AT THAT, AND THAT DOESN'T APPEAR TO BE A VIABLE OPTION FROM ACC'S STANDPOINT, IS THAT CORRECT?

>> THAT'S RIGHT. THEY'RE PROBABLY NOT INTERESTED IN RENTING OUR FACILITY BECAUSE THEY DON'T TYPICALLY RENT FACILITIES, BUT WE ARE CONTINUING TALKS WITH THEM IN CASE THEY WANT TO OFFER A FEW CLASSES WITHOUT TAKING THE WHOLE FACILITY.

>> THANK YOU. I APPRECIATE THAT.

DON'T TAKE ME BEING HARD ON YOU GUYS ABOUT IT'S AN INSULT LIKE I KNOW YOU'RE WORKING REALLY HARD AND EVERYONE IS, SO I APPRECIATE IT.

THEN MOVING ON TO THE STUDENT SUPPORT PIECE.

I REALLY APPRECIATE ALL THE EFFORTS THAT HAVE GONE INTO, MAKING OUR PROGRAM FOR DYSLEXIA THE BEST THAT IT POSSIBLY CAN BE.

I KNOW THAT THAT HAS BEEN A HUGE PUSH OVER THE LAST FEW YEARS.

THEN, ESPECIALLY WITH EVERYONE GOING INTO SPECIAL EDUCATION, THAT'S BEEN A BIG LIFT.

I APPRECIATE ALL THE WORK ON THAT.

I ALSO LOVE THAT WE HAVE A NEW PHONICS PROGRAM AT THE ELEMENTARY SCHOOL.

WOULD YOU TALK TO US A LITTLE BIT ABOUT THAT? HAVE A LITTLE BIT OF INFORMATION?

>> YEAH, I WILL TELL YOU THAT HEATHER AND ALLISON ARE DEFINITELY MORE VERSED IN THAT, BUT IT DOES SEEM TO BE GOING WELL.

I THINK THE TEACHERS ARE APPRECIATING THE STRUCTURE OF THE PROGRAM.

WE LOOKED AT A LOT OF DIFFERENT PROGRAMS, AND WHEN WE WENT WITH BENCHMARK, WE JUST FEEL LIKE IT'S A GOOD PROGRAM.

WHAT I KNOW THUS FAR IS JUST THE STRUCTURE AND THE SUPPORT OF IT HAS BEEN GOOD FOR THE TEACHERS AND THE TRAINING.

I WILL ACKNOWLEDGE, AND I THINK WE'LL SEE SOME INTERESTING DATA COME OUT.

THIS YEAR, ESPECIALLY WITH OUR SPANISH IMMERSION STUDENTS, WE HAVE NOTICED IN THE EARLY GRADES THAT THEY ARE BEHIND IN THAT PARTICULAR IN THOSE SKILLS.

WE ARE LOOKING AT SOME STUDENTS WHO ARE SCORING LOWER ON SOME OF THESE ASSESSMENTS.

I THINK WHEN YOU LOOK AT OVER TIME, THOSE STUDENTS TEND TO GAIN THAT BACK.

BUT RIGHT NOW, WHEN YOU LOOK AT OUR K1 DATA, IT'S TRENDING LOWER THAN IT HAS IN THE PAST.

WE'RE JUST ALSO, EVEN WITH OUR AND I KNOW WE DON'T HAVE THE PROGRAM NEXT YEAR, BUT EVEN WITH OUR 9010 RIGHT NOW, WE'RE TRYING TO ACTUALLY LOOK AT ADDING A LITTLE BIT MORE PHONICS IN ENGLISH, BECAUSE WE'RE NOTICING THOSE STUDENTS ARE STRUGGLING.

BUT I THINK BENCHMARK HAS REALLY ALLOWED US TO SEE THAT AND GIVEN US REALLY GOOD DATA THIS YEAR.

>> THANK YOU. THAT'S HELPFUL INFORMATION.

I KNOW THAT PHONICS CURRICULUM DOESN'T JUST HELP OUR KIDDOS WITH DYSLEXIA.

PHONICS PROGRAMS AND CURRICULUM HELP ALL OF OUR STUDENTS.

I AM HOPEFUL THAT THAT WILL ESPECIALLY ALLOW US TO FOCUS A LITTLE BIT MORE ON OUR STUDENTS THAT HAVE AUTISM AND DOWN SYNDROME, ALSO, BECAUSE I THINK THAT EVERYBODY DESERVES A GREAT READING CURRICULUM AND JUST MAKING SURE THAT WE'RE PUSHING IN ALL OF THE CAMPUS SUPPORT SPECIALISTS IN EVERY WAY WE POSSIBLY CAN TO HELP ALL OF OUR KIDDOS BECAUSE THEY ARE THE SPECIALISTS,

[00:55:03]

IT'S REALLY IMPORTANT TO GET THAT DONE EARLY.

THEN I KNOW WE DO HAVE STUDENTS THAT COME IN LATER BECAUSE PEOPLE MOVE.

ARE WE ABLE TO MAYBE THIS IS JUST SOMETHING I'VE BEEN THINKING ABOUT A LOT LATELY IS MAKING SURE THAT WE HAVE A READING CURRICULUM AND THOSE CAMPUS SUPPORT SPECIALISTS, WHICH I KNOW WE HAVE THAT ARE ABLE TO PUSH IN FOR THOSE STUDENTS AT LATER GRADES, AND EVEN INTO ATS, IF NEEDED.

BECAUSE I THINK THAT'S, WE'RE REALLY GETTING A LOT BETTER AT OUR EARLIER INTERVENTION AND EARLIER PHONICS FOR THE YOUNGER KIDDOS, BUT JUST MAKING SURE THAT WE'RE CARRYING THAT THROUGH IS SUPER IMPORTANT TO ME.

THEN I THINK THAT'S IT FOR NOW.

I MIGHT HAVE ANOTHER ONE LATER.

>> THANK YOU, HEATHER. WE'LL JUST CONTINUE AROUND THE CIRCLE.

WE'LL GO TO KIM AND THEN LAURA, THEN ELLEN AND THEN DIANE.

>> GREAT. THANK YOU VERY MUCH.

THIS WAS A LOT OF INFORMATION, AND I THINK WE COULD HAVE HAD PART 3, 04, 5, 6.

LOOKING AT IT EARLIER AND THEN LOOKING AT IT, LISTENING. THIS IS A LOT.

I KNOW THAT THERE'S A LOT GOING ON.

JUST A COUPLE OF QUESTIONS.

CHAD, WHEN YOU FIRST STARTED TALKING ABOUT PLC, DID YOU USE THE TERM LIGHT TO TIGHT?

>> YEAH. INSTEAD OF USING LIKE PROFICIENCY.

WE'VE ADOPTED FROM SOLUTION TREE, THE PLCING LIGHT, AND THEN PLCING TIGHT.

THEN THE MIDDLE WOULD BE LIKE PLCING RIGHT.

WHAT THAT ACKNOWLEDGES IS IT'S HARD. IT IS VERY HARD.

IT'S A VERY DIFFICULT PRACTICE.

HEATHER WILL TELL YOU IT'S LIKE YOGA.

IT'S A PRACTICE OVER TIME.

WE TRY TO GIVE IT SOME LANGUAGE THAT WASN'T LIKE, YOU'RE NOT DOING ANYTHING.

YOU'RE ACTUALLY TRYING. WE'RE JUST LIGHTLY TOUCHING IN THAT AREA.

NOW YOU'RE DOING SOME THINGS RIGHT, AND THEN YOU'RE REALLY TIGHT, YOU'RE REALLY GOOD.

YOU'RE A MODEL OR AN EXEMPLAR FOR PRACTICES THAT ALIGN.

THAT HELPS ME UNDERSTAND WHAT YOU MEANT BY THAT, BECAUSE I HEARD IT, AND I WASN'T QUITE SURE.

BUT THEN THE TIGHTNESS OF PLC, AT LEAST WHEN I HEARD IT, WENT TO THE EFFICIENCY.

THERE WERE A NUMBER OF COMMENTS ABOUT BEING EFFICIENT.

I KNOW THAT WE'RE MOVING AT LEAST ON THE SECONDARY LEVEL, WE'RE MOVING TO A DIFFERENT MODEL, AND THAT EFFICIENCY IS MAKING SURE THAT OUR TEACHERS CAN DO WHAT THEY NEED TO DO.

I GUESS I GO BACK TO WHEN WE STARTED THIS CONVERSATION ABOUT PLC AND A DIFFERENT MODEL.

DO WE FEEL THAT WITH THESE EFFICIENCIES THAT WE ARE BUILDING IN A TIGHT MODEL, THAT THE TEACHERS ARE STILL GOING TO GET WHAT THEY NEED IN ORDER TO DO WHAT THEY DO SO WELL, WHICH IS TEACH? IS THERE I ALWAYS WONDER, I ALWAYS WORRY THAT AS WE BUILD ON PROGRAMS, WE ALSO TAKE AWAY THE FLEXIBILITY.

I GUESS THAT I JUST WANT WE'LL NOT KNOW.

I'D LIKE TO REVISIT THIS, AND I WOULD LOVE TO HEAR SOME COMMENTS SIX MONTHS FROM NOW OR 12 MONTHS FROM NOW WHEN WE REVISIT THE PRIORITIES.

BUT HAS THERE BEEN THOUGHT INTO NOT BEING QUITE SO EFFICIENT, BUT GIVING SOME FLEXIBILITY SINCE WE'RE TAKING AWAY THE STRUCTURE OF HAVING CLASSES.

>> LET ME GIVE YOU A VERY CONCRETE EXAMPLES, SO I THINK MAYBE HELP EXPLAIN A LITTLE BIT MORE.

LIKE A PERFECT EXAMPLE WOULD BE CURRENTLY, BEFORE AI AND SOME OF THESE EFFICIENCY MODELS, A TEAM MAY LOOK AT STUDENT DATA AND SAY, WE NEED TO REWRITE A TEST.

THIS IS NOT MEETING NEEDS OF OUR KIDS.

IT'S NOT GETTING US DATA THAT WE NEED TO BE EFFICIENT OR EFFECTIVE IN OUR ROLE.

REWRITING TESTS, I LIKE TO TELL PEOPLE, I'VE GOT FRIENDS THAT THAT IS WHAT THEIR PHD IS IN.

LIKE THERE ARE PEOPLE WHO SPEND THEIR WHOLE CAREER WRITING ASSESSMENT ITEMS. TURNING THOSE OVER AND OVER AND OVER AGAIN TAKES A LOT OF TIME.

THE IDEA BEHIND, LIKE AN AI MODEL WOULD MAYBE WE CAN DO THAT PART A LITTLE MORE EFFICIENCY, SPEND MORE TIME TALKING ABOUT THE ITEM VERSUS HOW DO WE ASK THIS DIFFERENTLY? TO ANSWER YOUR QUESTION, I THINK WE'RE JUST GOING TO HAVE TO REALLY THINK CREATIVELY.

THAT'S WHERE THE AUTONOMY, I THINK YOUR POINT LIVES.

WE'RE GOING TO HAVE TO GET OUTSIDE OF OUR NORMS OF HOW WE TACKLED STUFF.

I'VE TOLD SEVERAL TEAMS, IN THE PAST, YOU MAY SIT DOWN ON A MEETING ON MONDAY AND SAY, WE NEED TO MAKE A DECISION AND YOU JUST CAN'T GET TO ONE? WELL, YOU MIGHT HAVE TO NOW BECAUSE YOU'RE NOT COMING BACK TOGETHER FOR ANOTHER EXTENDED PERIOD OF TIME.

YOU'RE JUST GOING TO HAVE TO BE REALLY EFFICIENT AND TIGHT,

[01:00:01]

I DO THINK THERE'S GOING TO BE SOME MANAGEMENT THERE.

THERE'S GOING TO BE LITTLE THINGS DONE DIFFERENTLY.

WE'LL HAVE TO TALK THROUGH THOSE AND HELP TEAMS, AND OUR COACHES ARE THERE TO HELP THEM MANAGE THAT OVER TIME.

THE TIGHT PART IS MORE THE PRACTICE.

DO YOU LOOK AT DATA? DO YOU MAKE DECISIONS BASED ON STUDENT NEEDS? THAT'S THE TIGHT PART.

HOW YOU DO THAT, HOW IS THE AUTONOMY.

HOW DO YOU TACKLE THAT? HOW MUCH TIME DO YOU HAVE TO DO THAT?

>> NO, I APPRECIATE BOTH OF YOUR ANSWERS IN TERMS OF HOW WE'RE GOING TO DO IT.

I APPRECIATE ALSO JUST THE COMMENT THAT TEACHERS ARE GOING TO GET OUTSIDE OF THEIR COMFORT ZONE, AND I HOPE WE GIVE THEM THE PERMISSION TO BE FLEXIBLE AND TO LEARN AND TO GROW, AND I LIKE THE COMMENT ABOUT COACHING BECAUSE THAT MEANS THAT YOU'RE THINKING ABOUT THAT.

I APPRECIATE THAT. MOVING TO DUAL CREDIT, AND I KNOW THAT WE'VE GOT PARTNERSHIPS, AND WE'RE LOOKING AT THE PARTNERSHIPS.

ARE THESE NEW PARTNERSHIPS THAT WE HAVE IDENTIFIED? ARE THERE COSTS TO THE DISTRICT?

>> YEAH, SO THERE'S TRAINING AND CURRICULUM AND ANNUAL COSTS.

IF WE TAKE STATISTICS, WE'D HAVE TO TRAIN THE TEACHER.

THERE'S AN INITIAL TRAINING FEE, AND THEN THERE'S AN ANNUAL IT REDUCES, BUT THERE'S AN ANNUAL KEEPING THEM UPDATED WITH CURRENT PRACTICES.

THEN WE WOULD HAVE TO PURCHASE THE UT CURRICULUM THAT GOES WITH THAT.

THE REASON FOR THAT IS WHEN THE UNIVERSITY GRADES IT, THEY'RE WANTING CERTAIN PRODUCTS.

WE HAVE TO USE THEIR PRODUCTS TO TURN BACK YOU, WHETHER IT'S A PROJECT OR AN ACTUAL TEST.

OUR TEACHERS HAVE TO BE TRAINED ON HOW TO TEACH TOWARDS THAT AND USE THAT SO THAT THEN THEY CAN BE AWARDED THE COLLEGE LEVEL CREDIT FROM THE UNIVERSITY.

>> THERE ARE BOTH ONE TIME COSTS OF TRAINING, AND THEN THERE'S ANNUAL COSTS.

ARE THE ANNUAL COSTS TYPICALLY PER STUDENT?

>> NO, IT'S PER TEACHER. THE STUDENT COSTS WOULD BE FOR THE GRADING AND THE AWARDING OF CREDIT.

FOR EVERY COURSE THAT THEY DO, THEY'D HAVE TO PAY THE UNIVERSITY FOR THAT.

>> GREAT. THANK YOU. ON STUDENT SUPPORT AND THE SLIDE THAT TALKED ABOUT PARENT FAMILY ENGAGEMENT.

I KNOW THAT PERIODICALLY THROUGH THE YEARS, TRUSTEES GET QUESTIONS ABOUT WHERE IS THIS INFORMATION? WE'VE GOT SO MUCH INFORMATION, AND WE TALK ABOUT INFORMATION.

ARE THERE THOUGHTS, IT'S SUBJECT SPECIFIC.

I WOULD THINK THAT WE HAVE THIS INFORMATION, BUT ARE THERE THOUGHTS ABOUT COLLECTING INFORMATION IN ONE STOP SHOPPING FOR PARENTS AND FOR OUR COMMUNITY THAT HAVE CHILDREN IN THE DISTRICT IN TERMS OF FINDING INFORMATION.

I KNOW AS A PARENT, IT'S DAUNTING SOMETIMES TO FIND THINGS.

>> I THINK, WE DO TRY AND HAVE BEEN TRYING TO DO A BETTER JOB ON THE WEBSITE, ESPECIALLY AROUND JUST MORE PROGRAMMATIC QUESTIONS AND HAVING PARENTS BE ABLE TO GO THERE AND LOOK AT THINGS.

I DO THINK KRISTI TALKED AT THE LAST MEETING THAT WE HAD AROUND THE LMS. I DO THINK THAT THAT'S GOING TO HELP IN TERMS OF THAT PORTAL WHERE PARENTS CAN GO.

THAT'S MORE CURRICULUM SPECIFIC RATHER THAN PROGRAMMATIC.

IF YOU HAVE A QUESTION ABOUT A STUDENT LIKE IN AN ESL PROGRAM, THAT YOU WOULDN'T REALLY FIND THAT INFORMATION AT LMS. BUT IF YOU'RE LOOKING MORE TOWARD LIKE, WHAT'S MY STUDENT, WHAT'S THE CURRICULUM? WHAT'S THE RESOURCE THEY'RE USING? WHAT DOES THAT LOOK LIKE? I THINK THE LMS WILL REALLY HELP PARENTS BE ABLE TO SEE THAT IN ONE PLACE.

THEN WITH HOUSE BILL 1605, THERE'S JUST SOME REQUIREMENTS NOW, THAT THERE'S PORTALS THAT THE VENDORS WERE USING, THE COMPANIES WERE USING HAVE MORE ACCESS FOR PARENTS.

I THINK IT'LL BE A LITTLE BIT EASIER DOWN THE ROAD FOR PARENTS TO SEE ALL OF THAT.

TO THE EXTENT THAT THEY WANT TO.

[LAUGHTER] SOME WANT TO MORE THAN OTHERS.

I APPRECIATE THAT AND I APPRECIATE THE THOUGHTFULNESS AND GOING INTO THE LMS AND ALSO EVERYTHING AROUND LMS. THEN MY LAST QUESTION IS AROUND TEACHER SUPPORT.

I KNOW WE HAVE THE ACADEMY, AND YOU HIGHLIGHTED THINGS THAT NEW TEACHERS COMING IN UTILIZE.

ARE THERE ANY TYPES OF PROGRAMS OUTSIDE OF THE ACADEMY OR MID CAREER GOALS AND MENTORING?

>> I WOULD SAY THAT THE ASPIRING LEADER ACADEMY IS PROBABLY THE MAIN THING THAT WE HAVE.

OBVIOUSLY, WE ALSO OUR COACHES DON'T JUST WORK WITH OUR NEW TEACHERS, AND THEY ACTUALLY REALLY ENJOY, TOO, WORKING WITH A MID CAREER TEACHER WHO MAYBE WANTS TO TRY THAT NEW THING, OR HAS BEEN DOING SOMETHING THE SAME WAY FOR A FEW YEARS.

WE MAKE SURE, TOO, THAT ANY TEACHER THAT'S INTERESTED AND WANTS TO REALLY BE COACHED,

[01:05:01]

I WOULD SAY THAT'S PROBABLY THERE'S NOT REALLY A PROGRAM, BUT I WOULD SAY THAT THAT'S THE WAY THAT THEY CAN REALLY CONTINUE TO DEVELOP THEIR SKILLS.

WE ALSO LIKE TO HIGHLIGHT THOSE TEACHERS TOO THAT, ARE DOING SOMETHING INNOVATIVE OR NEW ON THEIR CAMPUS AND BE ABLE TO, EITHER MAYBE GO TO ANOTHER CLASSROOM, EVEN GO TO ANOTHER CAMPUS, AND HELP GROW OUR OTHER TEACHERS.

>> GOOD. THANK YOU.

>> THANK YOU. WE'LL GO TO LAURA.

>> THANK YOU ALL. THIS WAS A LOT OF INFORMATION.

I APPRECIATE YOU BROUGHT A COUPLE OF THINGS BACK FROM OUR START STOP CONTINUE THING THAT WE DID A COUPLE OF WEEKS AGO.

THANK YOU BECAUSE THAT BROUGHT BACK SOME QUESTIONS THAT I HAD.

WE'VE TALKED A LOT ABOUT EFFICIENCIES, EFFICIENCIES EFFICIENCIES.

I LOVE AI. I'M CURIOUS HOW PEOPLE ARE STARTING TO FEEL ABOUT IT.

WE'VE HAD IT FOR A COUPLE OF YEARS NOW, AND IT'S BECOME MORE A PART OF OUR LIVES, AND I'M WONDERING IF HOW STAFF AND STUDENTS ARE FEELING ABOUT IT.

>> I WOULD SAY AT THE ESPECIALLY PARTICULAR SECONDARY LEVEL, THEY'RE QUITE ENJOYING IT FAR AS THEIR USAGE.

WE'RE STILL WRAPPING OUR BRAINS AROUND, AS MOLLY SAID, WE DOES THE STUDENT INTERACTION COME INTO PLAY? WE KNOW THAT THEY PROBABLY GO HOME AND ACCESS IT AND USE IT.

BUT NOW IT'S THE NEXT ITERATION FOR US IS THAT STUDENT LEVEL OF USE.

THE BEAUTIFUL THING ABOUT MAGIC SCHOOL IS, AND WE CAN SET UP CLASSROOMS IN THERE THAT THE TEACHER HAS TO ASSIGN TO KIDS.

THEY'RE ONLY ALLOWED TO USE THE TOOLS THAT THE TEACHER ASSIGNS TO THAT CLASSROOM.

WE'RE TRYING TO START TO FIGURE OUT HOW DO WE DIP OUR TOES WHEN IT'S AGE LEVEL APPROPRIATE INTO THAT REALM OF IT.

I BET MOST KIDS WOULD TELL YOU, THEY LOVE IT.

OUR TEACHERS, FOR THE MOST PART.

SURPRISINGLY, ONE OF THE REASONS WE WENT WITH LOOKING AT THIS, WE HAD QUITE A FEW ELEMENTARY TEAMS PURCHASE LIKE MEMBERSHIPS LIKE CHATGPT AND STUFF THEMSELVES, AND WE'RE USING THAT TO DO THEIR STUFF.

WE'RE LIKE, OKAY, WE'RE READY FOR THIS.

WE NEED TO LOOK AT SOMETHING WE CAN PROVIDE FOR THEM.

>> THAT'S FANTASTIC. I LOVE HEARING THAT BECAUSE IT REALLY DOES.

THERE'S SO MANY GREAT TOOLS AS A PART OF THAT, BUT WOULD FREE UP OUR TEACHERS' TIMES TO DO OTHER THINGS TO CONNECT AND ENGAGE DIRECTLY WITH THE STUDENTS.

I WANT TO TALK A LITTLE BIT ABOUT KATE, AND THEN THAT ALSO TIES IN TO THE DUAL CREDIT AS WELL.

ONE OF THE BIG BARRIERS FOR BOTH OF THESE WAS TIME, AND YOU NEED A DOUBLE BLOCK FOR A LOT OF THE CTE, FOR THE DUAL CREDIT, STUDENTS NEED TIME TO TRAVEL.

I WOULD JUST ENCOURAGE ALL TO CONTINUE TO LOOK AT DIFFERENT WAYS TO SOLVE THAT.

HOW DO WE BREAK DOWN THESE BARRIERS TO THESE THINGS? BECAUSE THEY'RE IMPORTANT TO OUR COMMUNITY.

THEY'RE IMPORTANT TO OUR STUDENTS.

IT'S A DIFFERENT WORLD THAN WE WERE EVEN FIVE YEARS AGO, AND EDUCATION HAS CHANGED SO MUCH.

>> TECHNOLOGY IS GOING CRAZY.

JUST BECAUSE WE DO SOMETHING A CERTAIN WAY OR WE DON'T DO THAT ANYMORE.

IT MIGHT WORK, OR WE MIGHT NEED TO LOOK AT SOME THINGS DIFFERENTLY.

SPEAKING OF LOOKING AT THINGS DIFFERENTLY THE CERTIFICATIONS.

NOW, I KNOW WE GET FUNDING BASED ON STUDENTS COMPLETING THAT CERTIFICATION BUT I THINK THE OPPORTUNITY FOR STUDENTS TO EXPLORE AND TRY DIFFERENT THINGS IS VERY VALUABLE.

I'M NOT A BIG FAN THE PROGRAM THAT THEY USE IN EUROPE WHERE THE KIDS START HIGH SCHOOL AND THEY'RE IN LIKE AN ENGINEERING HIGH SCHOOL I'M LIKE WHAT KID KNOWS THAT THAT'S WHAT THEY WANT TO DO? THEY MAY THINK IT, BUT THEY HAVEN'T HAD THAT EXPOSURE AND THAT EXPERIENCE.

WELL, I APPRECIATE THE FOCUS ON LOOKING AT HOW TO GET THOSE CERTIFICATIONS.

AGAIN, I WOULD LOVE TO SEE SOME BREAK DOWN THE BARRIERS, CREATIVE IDEAS OF HOW WE CAN PROVIDE DIFFERENT OPPORTUNITIES TO OUR STUDENTS.

IT MIGHT BE I DON'T EXCEL, DOING AN EXCEL CERTIFICATION.

I HOPE WE'RE NOT SPENDING A WHOLE LOT OF TIME ON THAT.

>> NO. I USE THAT AS AN EXAMPLE OF A LOT OF TIMES PEOPLE HEAR, INDUSTRY BASED CERTIFICATION, SOMETIMES IT IS SOMETHING LIKE THAT VERSUS A COSMETOLOGY CERTIFICATION IS A COMPLETELY DIFFERENT.

IT'S A COMPLETE APPLICABLE THING THERE SO, YES, WE CAN OFFER IT, BUT IT'S NOTHING WE REALLY PUSH.

[01:10:01]

BUT NOW YOU HAVE TO DO THIS CLASS SO THAT YOU CAN DO THIS THING THAT WE CAN GET MORE FUNDING.

I THINK ON TO YOUR POINT, OUR CURRENT MODEL IS CHOOSE YOUR OWN ADVENTURE.

WE REALLY DON'T PUSH COMPLETERS AT ALL.

BUT EVERY YEAR, WHEN IT COMES UP TO OUR CCMR, WE TAKE A DING ON THAT.

WE TAKE A BIG HIT ON THAT.

THAT IS ALSO FUNDING TIED TO THAT.

WE'RE TRYING TO BE CREATIVE, GET MORE COMPLETERS, BUT NOT AT AT GIVING KIDS LESS CHOICES OR LESS OPTIONS.

I STILL THINK FUNDAMENTALLY, WE WOULD AGREE KIDS SHOULD CHOOSE AND THAT'S THEIR RIGHT TO DO THAT.

BUT CAN WE ELIMINATE A COUPLE OF BARRIERS THAT MAYBE WE GET A COUPLE MORE COMPLETERS THEN WHEN YOU GET COMPLETERS, YOU CAN GO AND THERE'S THIS CERTIFICATION WITH THIS.

THAT'S WHY I LIKE REAL ESTATE REALLY AND THAT'S A BRAND NEW PROGRAM.

THE PROGRAMS ARE EVOLVING, TOO SO WE HAVE TO LOOK AT THEM EVERY YEAR THAT ONE MIGHT BE WORTH OUR KIDS TIME AND STUFF.

>> MOST OF THESE CERTIFICATIONS ARE PRETTY, HOW WOULD I DESCRIBE IT, SEAT AND A CHAIR CERTIFICATIONS.

IT WOULD BE INTERESTING.

WE DON'T OFFER A LOT OF THOSE SHOP OR WELDING OR ANY OF THOSE AND I KNOW THE DEMAND ISN'T THERE AND I UNDERSTAND THAT I REALLY APPRECIATE THAT.

THAT'S WHERE THAT CREATIVITY COMES INTO PLAY IS HOW CAN WE PROVIDE THOSE TYPES OF OPPORTUNITIES TO STUDENTS? I DON'T KNOW IF IT'S SOMETHING THAT COULD BE DONE THROUGH A MENTORSHIP PROGRAM, THROUGH A WORK PROGRAM, SOMETHING LIKE THAT.

THAT'S WHERE LIKE A DOUBLE BLOCK OR A ZERO PERIOD OR SOMETHING LIKE THAT MIGHT COME INTO PLAY AND MIGHT ALLOW US TO PROVIDE SOME OPPORTUNITIES THAT WE REALLY AREN'T PROVIDING TO OUR STUDENTS RIGHT NOW.

JUST A LITTLE BIT CHALLENGE BECAUSE ALL HAVE NOTHING ELSE GOING ON.

LET'S SEE IF I HAD.

MY LAST QUESTION, YOU TALKED ABOUT THE GAPS AND THIS WAS SOMETHING THAT YOU HAD DISCUSSED WITH US BEFORE IS THAT WHEN THE BENCHMARK PERIOD OPENS UP, THAT YOU OFTEN ASSESS THOSE NEW STUDENTS FIRST.. WE HAVE TYPICAL TIMES WHEN STUDENTS COME INTO OUR DISTRICT.

WE HAVEN'T COME IN AT SIXTH GRADE AND NINTH GRADE, ARE SORT OF THE BIG ONES, WHERE THEY COME INTO THE MIDDLE SCHOOL OR THE HIGH SCHOOL.

DO YOU SEE IT IN THOSE STUDENTS, OR IS IT MORE THE STUDENTS THAT ARE COMING IN THROUGHOUT, LIKE ELEMENTARY SCHOOL?

>> IT'S REALLY BOTH.

IT'S ANYTIME THEY'RE NEW TO OUR SYSTEM, WHATEVER THAT ENTRY POINT IS.

THAT'S VERY INTERESTING INFORMATION. THANK YOU ALL. THAT'S IT.

>> THANK YOU. WE'LL GO TO ALLEN.

>> THANK YOU FOR THIS PRESENTATION.

YOU'VE MADE GREAT PROGRESS ON THESE VERY, VERY IMPORTANT AREAS THIS YEAR, AND SO THANK YOU FOR THE INFORMATION ABOUT THAT, MOLLY, I JUST WANTED TO SAY THANK YOU SPECIFICALLY FOR ADDITIONAL INFORMATION ON TEACHER SUPPORT.

I REALLY APPRECIATE YOUR ATTENTION TO THAT.

THANK YOU. THAT'S IT.

>> THANK YOU, ALLEN. WE'LL GO TO DIANE.

>> TO BE REPETITIVE, THANK YOU VERY MUCH FOR ALL OF THIS INFORMATION AND FOR ALL THAT YOU'RE DOING FOR OUR STUDENTS AND TEACHERS.

I GUESS I'LL START WITH JUST THE ACKNOWLEDGMENT THAT I GOT REALLY EXCITED TO HEAR ABOUT HOW OUR TEACHERS WHEN THEY HAVE CREATIVE IDEAS AND USING TECHNOLOGY.

THEY'RE OFTEN THE ONES BRINGING IT TO YOU, AND YOU'RE ENABLING THAT SO YOU LOVE HEARING THAT.

THAT'S WHAT KEEPS THE TEACHERS ENGAGED AND EXCITED ABOUT THEIR JOBS.

MOVING ON TO AI, THANK YOU VERY MUCH.

I'M EXCITED WITH EVERYTHING THAT YOU'RE DOING.

A COUPLE OF QUESTIONS THERE.

HOW LONG HAS THAT PILOT BEEN GOING ON? IS IT JUST THIS YEAR?

>> YEAH, WE JUST I THINK STARTED IT IN JANUARY.

JUST THIS SEMESTER. IT'S VERY NEW.

>> YOU GOT TO START SOMEWHERE. I DON'T THINK I HEARD YOU MENTION THAT GRADING IS A PART OF THAT.

IS THAT GO TO POTENTIALLY COME INTO OUR PURVIEW FOR AI?

>> IT MIGHT BE. I THINK STUDENT FEEDBACK IS A BIG PIECE OF HOW THEY'RE USING IT.

SO IN ESSENCE, IT'S GRADING, BUT EVEN BEING ABLE TO HAVE IT LOOK AT AN ESSAY OR DO SOMETHING AND GIVE SOME FEEDBACK AROUND THAT.

I THINK THE TEACHERS ARE USING IT THAT WAY.

>> GREAT. I KNOW THAT READING THOSE ESSAYS CAN BE.

>> IT'S ONLY A TOOL, I DON'T WANT ANYONE TO THINK THAT OUR TEACHERS ARE NOT READING OUR STUDENT ESSAYS, BUT ESPECIALLY IF YOU'RE LOOKING FOR A CERTAIN SOMETHING YOU CAN SET UP

[01:15:05]

BUT OUR TEACHERS ARE STILL READING.

>> I'M SURE THAT OUR STUDENTS ARE QUESTIONING ANY GRADES THAT THEY GET STILL, TOO.

WE'VE, AS OTHERS HAVE ACKNOWLEDGED, HEAR THE WORD EFFICIENCY, AND IS PARTICULARLY WITH AI.

IT'S GOING TO HAVE A COST TO IT, I HEAR IT'S A PILOT AND IT'S FREE RIGHT NOW.

I DON'T THINK ANYONE'S ASKED YET.

DO WE KNOW WHAT THE PRICE TAG IS ON THIS TYPE OF THING FOR US? YOU DON'T HAVE TO ANSWER IT RIGHT NOW TONIGHT.

>> WE DID CONSIDER THAT WHEN WE WENT WITH THIS PROGRAM.

IT IS SOMETHING THAT WE CAN AFFORD TO DO THROUGH OUR DEPARTMENT, AND THAT IF THIS IS THE RIGHT PLATFORM THAT WE WOULD CONTINUE.

WE WERE CAREFUL ABOUT THAT BECAUSE WE DIDN'T WANT TO SAY, HERE WE'RE GOING TO GIVE YOU SOMETHING FOR FOUR MONTHS, AND THEN TAKE IT AWAY NOW YOU HAVE NOTHING.

WE REALIZE WE HAVE TO PROVIDE SOMETHING, AND WE WANT TO MAKE SURE WHAT WE'RE PROVIDING IS VETTED AND, AGAIN, MORE IN A CLOSED SYSTEM SO WE WILL MAKE SURE THAT OUR TEACHERS HAVE ACCESS TO SOME PLATFORM FOR USING AI.

>> IS THAT PER STUDENT, THEN HOW WE KNOW IT'S PER TEACHER.

>> WELL, RIGHT NOW, YEAH IT'S DISTRICT LICENSE.

>> DISTRICT LICENSE. THANK YOU.

MY NEXT QUESTION, I'VE MENTIONED BEFORE, I LOVE THIS MENTORSHIP PROGRAM AND ALL OF THE OPPORTUNITIES FOR CHILDREN TO LEARN ABOUT CAREERS THROUGHOUT THEIR EDUCATION HERE IN EANES.

BUT FOR ME I THINK ABOUT THIS PARTICULAR AREA AS ONE IN WHICH WE CAN ENGAGE OUR COMMUNITY, WHICH IS ANOTHER ONE OF OUR STRATEGIC PRIORITIES, OF COURSE.

WE HAVE SO MANY PARENTS WHO WANT TO BE ENGAGED AND WHO HAVE BEEN ENGAGED.

DO YOU SEE MORE OPPORTUNITIES TO ENGAGE OUR COMMUNITY THAT WAY? NOT NECESSARILY JUST PARENTS.

I GUESS I'LL JUST THROW OUT THERE, YOU DON'T HAVE TO ANSWER IT, BUT I HAVE JUST BEEN IN DIFFERENT GROUPS IN THE COMMUNITY, BUSINESSES AND SUCH GOING, THAT SOUNDS NEAT.

MAYBE THERE'S JUST MORE OPPORTUNITIES FOR CONNECTING OUR STUDENTS WITH PEOPLE.

IT GOES TO MAYBE LAURA'S POINT WITH THE CTE PROGRAMS, TOO.

IF WE CAN'T BRING IT ONTO OUR CAMPUS BECAUSE OF THE COST, MAYBE WE CAN CONTINUE TO DEVELOP THOSE COMMUNITY RELATIONSHIPS SO THAT WE CAN OFFER THOSE TYPES OF OPPORTUNITIES TO OUR STUDENTS.

WITH THE DUAL CREDIT, I HAVE A QUESTION THERE.

IS IT NOT POSSIBLE TO DO THIS IN A VIRTUAL MANNER? YOU HAVE TO ACTUALLY LEAVE THE CAMPUS TO DO DUAL CREDIT?

>> NO, NOT NECESSARILY, BUT A LOT OF WHAT ACC WILL DO, IT'S JUST ONLINE COURSES RIGHT NOW.

IT'S NOT YOU SIT IN THE CLASSROOM AND LIKE I GO TO AGE MYSELF A LITTLE BIT HERE IS WHEN I STARTED IN HIGH SCHOOL A LITTLE BIT OF DUAL CREDIT, WE WERE SO REMOTE.

WE HAD LIKE A VIRTUAL CLASSROOM THAT YOU SAT IN AT NINE IN THE MORNING, AND YOU WERE PROJECTED INTO A SCHOOL THAT WAS 30 MILES DOWN THE ROAD.

IT'S MORE ONLINE NOW SO THAT'S WHERE OUR KIDS ARE TAKING OUTSIDE OF THE DAY.

THEY'RE NOT NECESSARILY GETTING A BLOCK IN THE DAY OF SAYING HERE'S YOUR DUAL CREDIT HOUR, IT'S JUST IN ADDITION TO THEIR NORMAL DAY OR DURING THE SUMMER WHEN THEY HAVE A LITTLE MORE TIME.

BUT I GUESS WHAT I'M WONDERING IS, WOULD THERE BE ANY STUDENTS WHO WOULD WANT TO BE ABLE TO BE STILL SITTING ON CAMPUS AND DOING SOME TYPE OF DUAL CREDIT OPPORTUNITY, OR IS THAT JUST NOT SOMETHING THAT WOULD BE.

>> IT COULD, BUT YOU STILL HAVE TO HAVE AN ADULT WATCHING THOSE KIDS.

THAT GOES INTO THOSE WHO'S DOING WHAT? WHERE'S OUR DUTIES? WHERE PEOPLE LIE? I DON'T KNOW ACC WHEN WE TALKED TO THEM.

I DON'T THINK BROUGHT THAT UP AT ANY POINT.

IT WAS JUST MORE YOU CAN DO OUR ONLINE STUFF.

BUT EVEN IN THOSE SITUATIONS, WE'D HAVE TO HAVE A ROOM, WE'D HAVE TO HAVE A TEACHER, WE'D HAVE [INAUDIBLE]

>> DIDN'T USED TO ALSO DO DUAL CREDIT LIKE WITH TEXAS TECH AND OTHER INSTITUTIONS, DID THAT GO AWAY? I DIDN'T SEE THEM MENTIONED.

>> WELL, I THINK WITH TEXAS TECH, THAT WAS MAINLY TEXAS TECH ONLINE FOR OUR CORRESPONDENCE CLASSES AND SO A LOT OF THAT OUR STUDENTS WOULD DO, AGAIN, IN THE SUMMER OR OUTSIDE OF THE SCHOOL HOURS SO A LOT OF THEM STILL DO COURSES THROUGH TEXAS TECH.

IT WASN'T DUAL CREDIT, IT WAS MORE TAKING THOSE CLASSES THEN WE ALLOW A CERTAIN NUMBER OF CORRESPONDENCE CLASSES THAT YOU CAN APPLY TOWARD YOUR GRADUATION REQUIREMENTS SO WHEN YOU HEARD ABOUT TEXAS TECH, THAT WAS THROUGH THEM..

>> THANK YOU FOR CLARIFYING THAT FOR ME.

I HESITATE TO ASK THIS QUESTION, BUT DOES BLOCK SCHEDULING MAKE IT EASIER TO OFFER CTE PROGRAMS?

[01:20:04]

>> NO. IF YOU DID, A DOUBLE BLOCK WOULD HAVE TO MEET EVERY DAY IN A BLOCK SCHEDULE.

YOU'RE GIVING UP AN HOUR AND A HALF EVERY DAY.

A DOUBLE BLOCK IS TRULY DOUBLE BLOCKED.

OUR UNIT OF AWARDING A CREDIT IS A 50 MINUTE CLASS EVERY DAY WHATEVER YOUR UNIT OF MEASURING SEAT OR YOUR TIME IN A SEAT IS WHAT WE AWARD ONE CREDIT FOR ONE PERIOD EVERY DAY.

IF YOU'RE GOING TO AWARD TWO CREDITS, YOU HAVE TO BE DOUBLE BLOCKED.

YOU HAVE TO GIVE UP TWO PERIODS FOR US TO AWARD TWO CREDITS, THAT'S WHERE SOME OF THAT TRICKS IS.

SOME ASSUMPTION IS, WELL, YOU JUST TAKE A 50 MINUTE CLASS, AND WE'LL JUST AWARD YOU TWO CREDITS WE CAN'T DO THAT.

BECAUSE WE DON'T DO THAT ANYWHERE ELSE SO WE HAVE TO DOUBLE BLOCK YOU.

IN A BLOCK SCHEDULE, YOU'D HAVE TO TAKE THAT CLASS EVERY DAY SO YOU'D BE GIVING UP ONE OF YOUR FOUR CLASSES ON A DAILY BASIS.

>> LET'S SEE. FOR CTE, ONE OF THE REALLY NEAT THINGS WE SAW AT ACC AND LEADERSHIP WESTLAKE WAS THE USE OF VIRTUAL REALITY FOR CTE CLASSES.

IS THAT SOMETHING THAT GETS TALKED ABOUT?

>> THAT'S SOMETHING THAT WE'RE TALKING ABOUT.

BUT WHAT ALWAYS RUNS INTO THAT IS GOING TO BE SAFETY AND SECURITY OF OUR STUDENTS.

THE VR GLASSES THAT ARE WI-FI, THEY'RE NOT THROUGH OUR FILTER.

THEY'RE JUST WIDE OPEN SO WE'RE LOOKING AT HARD WIRING SO WE CAN HAVE THOSE PROTECTIVE THINGS IN PLACE THAT WE DO ON ALL OF OUR DEVICES.

IT'S JUST A MATTER OF THINKING THROUGH WHAT THAT LOOKS LIKE.

NOT CHEAP, BUT DEFINITELY IN OUR BIOMEDICAL FIELD SO HEALTH SCIENCES, THAT IS DEFINITELY SOMETHING.

ACTUALLY, WE'RE PRICING OUT RIGHT NOW LIKE AN ANATOMY AND PHYSIOLOGY IS A VIRTUAL GROSS ANATOMY CLASS, SO THEY CAN LOOK AT A CADAVER IN THROUGH BR GLASSES.

>> GREAT, GLAD TO HEAR YOU'RE TALKING ABOUT THAT.

THEN, AS FAR AS CERTIFICATION, THE LONG LIST THAT'S AVAILABLE OUT THERE, AND THE LONG LIST THAT WE ALREADY ARE LOOKING AT OURSELVES, IS THAT ALWAYS EVOLVING? I THOUGHT I REMEMBERED EVEN ALMOST TWO YEARS AGO, SOMEONE TALKING ABOUT THE LIST OF CERTIFICATIONS AND LAUGHING ABOUT EXCEL AND SAYING THIS WAS MAYBE EVEN GOING TO GO AWAY, BUT IT'S STILL AROUND AS A CERTIFICATION.

>> WHAT THE STATE DOES IS EVERY PROGRAM OF STUDY WHEN IT'S APPROVED, THEY'LL SAY, HERE'S YOUR QUADRI OF COURSES THAT YOU CAN PICK AND CHOOSE AND HOW YOU GET THERE THEN HERE ARE YOUR INDUSTRY BASED CERTIFICATIONS THAT ARE ALIGNED TO THAT.

A LOT OF THAT LIKE WITH YOUR REAL ESTATE WILL DEPEND ON HOURS AND THEN COMPLETING AN APPROVED COURSE AND ACCREDITED COURSE.

WHAT OUR FACILITATOR ACTUALLY WOULD DO WOULD BE DOING THE ACCREDITED REAL ESTATE COURSE THAT A LOT OF PEOPLE THAT YOU JUST MENTIONED HAVE TO GO OUTSIDE AND DO THEMSELVES.

BUT YES, IT'S ALWAYS EVOLVING.

IT'S ALWAYS UPDATING.

SOME OF THEM ARE STILL FEEL REALLY OUTDATED.

SOME OF THEM FEEL REALLY RELEVANT RIGHT NOW.

DON'T KNOW HOW FAST THEY EVOLVE.

>> WHAT IS THE PROCESS BY WHICH WE TAKE OUR LIMITED RESOURCES AND DECIDE WHICH CTES TO INVEST IN? DO WE PULL THE STUDENTS? ARE WE LOOKING FORWARD INTO WHAT'S GOING TO BE OUT THERE IN FIVE YEARS? WELL, HOW ARE YOU DOING?

>> IN THE PAST, IT'S BEEN STUDENT AND TEACHER DRIVEN THROUGH THE NEW COURSE PROCESS.

IN THE PAST, TEACHERS OR STUDENTS, EITHER ONE, I GUESS, EVEN A PARENT COULD RECOMMEND A NEW COURSE THEN WE EVALUATED THAT COURSE AND DETERMINED, WOULD IT BE SOMETHING THAT OUR STUDENTS ARE INTERESTED IN? DOES IT PLAY INTO THE OVERALL PROGRAM? WHAT WE'RE DOING NOW AND THE REASON IT TAKES SO LONG IS WE'VE ACTUALLY CHANGED THAT PROCESS A LITTLE BIT.

WE'RE DOING SOME EVALUATION AROUND, ARE WE ACTUALLY OFFERING THE COURSES WE SAY WE'RE OFFERING? ARE WE ACTUALLY TEACHING TO THE LEVEL WE SAY WE NEED TO TEACH TO? AS OUR STUDENT POPULATION STARTS TRENDING DOWN A LITTLE BIT WE GOT TO BE REALLY COGNIZANT ABOUT COMPETITION AND WHERE THE KIDS GO.

BECAUSE WHAT EVENTUALLY HAPPENS WITH NEW PROGRAMS, THEN OTHER ONES START TO DIE OFF THAT'S, BECAUSE WE NEED TO EVOLVE IT'S JUST REALIZING THAT.

WHAT YOU HAVE AT THE HIGH SCHOOL IS A LOT OF COMPETITION NOW.

LET ME GET MORE KIDS SO I CAN KEEP MY PROGRAM.

I DON'T WANT MY PROGRAM TO GO AWAY BECAUSE I LIKE MY JOB, AND SO WE GOT TO BE COGNIZANT OF THAT, TOO.

IF WE DID REAL ESTATE, WE GOT TO REALIZE WE'RE TAKING 20 KIDS FROM SOMEWHERE ELSE THAT'S PROBABLY GONNA TAKE NOT A JUNIOR SENIOR ELECTIVE COURSE THAT YEAR.

>> I'M GLAD TO HEAR YOU'RE THINKING ABOUT IT LIKE THAT.

I HAVE A BIG CIRCLE AROUND THE WORD DATA WALL. WHAT IS A DATA WALL?

>> THAT'S JUST WHEN YOU'RE PRESENTING ALL OF THE DATA, YOU MIGHT HAVE DONE A BENCHMARK OR YOU JUST HAVE DIFFERENT DATA AND REALLY LOOKING AT THAT AND DIVING INTO THAT DATA AND SEEING AGAIN.

TO THIS POINT, THE DATA WALLS ARE NOT STAR DATA.

THIS IS REALLY THAT STUDENT DRIVEN DATA SO IT'S A TEACHER BRINGING IN AN ASSESSMENT.

[01:25:04]

AGAIN, JUST MAKING SURE THAT WE'RE LOOKING AT THAT DATA TO DRIVE INSTRUCTION AND DIVING A LITTLE BIT DEEPER.

BUT IT'S A LOT MORE OF THAT GRANULAR DAY TO DAY TYPE OF DATA THAN IT WOULD BE STAR DATA.

>> I LOVE THAT ANSWER. THANK YOU.

THEN MY LAST QUESTION IS ABOUT THE SPECIAL EDUCATION POPULATIONS.

YOU ACKNOWLEDGE THAT SOME OF THAT GROWTH IS DUE TO DYSLEXIA.

WOULD IT BE POSSIBLE TO GET THOSE NUMBERS BROKEN OUT SO WE CAN SEE WHAT IT IS WITHOUT DYSLEXIA, JUST TO UNDERSTAND A LITTLE BIT MORE WHAT THAT GROWTH IS? I GUESS I DO HAVE ONE MORE, SORRY.

THIS HAS BEEN TOUCHED ON BY OTHER TRUSTEES.

THIS WHOLE IDEA OF BEING ABLE TO JUST AS EARLY AS POSSIBLE, IDENTIFY A CHILD'S LEARNING CHALLENGES.

I KNOW THAT WE HAVE THE DYSLEXIA SCREENING, AND I'M SURE YOU'RE DOING AS MUCH AS YOU CAN.

DO YOU SEE MORE ROOM FOR US TO CONTINUE TO TRY TO IDENTIFY, FOR EXAMPLE, A CHILD WHO MIGHT BE ON THE AUTISM SPECTRUM EARLIER? HONESTLY, TODAY, I WAS JUST HAVING A DISCUSSION WITH A PARENT FRIEND OF MINE WHOSE CHILD WAS DIAGNOSED ON THE SPECTRUM IN HIGH SCHOOL.

IT'S NOT EASY TO ALWAYS DO. I'M JUST CURIOUS.

IS THAT AN AREA WHERE YOU CAN SEE US CONTINUING TO FOCUS MORE RESOURCES JUST AS EARLY AS POSSIBLE?

>> I THINK EARLY INTERVENTION IS ALWAYS THE KEY.

I THINK, THE MORE AWARENESS THERE IS AND PARENTS EVEN BRINGING UP SOME OF THOSE CONCERNS EVEN BEFORE WE GET STUDENTS.

OBVIOUSLY, THAT'S WHERE WE'RE TRYING TO GET THOSE STUDENTS THAT EARLY.

NOW, IT COULD VERY WELL BE THAT STUDENT IN HIGH SCHOOL PRESENTED VERY DIFFERENTLY.

OBVIOUSLY WITH THE SPECTRUM OF AUTISM, CAN LOOK VERY DIFFERENT.

BUT THAT'S ALWAYS A FOCUS.

WE HAVE A LEGAL CHILD FIND OBLIGATION TO MAKE SURE THAT WE ARE LOOKING FOR STUDENTS AND IDENTIFYING THEM AS EARLY AS POSSIBLE.

>> HAS THERE BEEN ANY ADVANCEMENT MADE? I HAVE NO IDEA. WE HEAR ABOUT ONE PARTICULAR POPULATION. I'M SURE THERE'S OTHERS.

THE HIGH-ACHIEVING FEMALE STUDENT WHO'S ADHD.

ADHD IS SOMETHING THAT I THINK IS BECOMING MORE AND MORE PREVALENT FROM WHAT I CAN TELL, MAYBE YOU CAN DISAGREE WITH ME, BUT ARE WE DOING THINGS TO TRY TO ADDRESS THAT AS SOMETHING IN THE CLASSROOM THAT'S HINDERING KIDS FROM BEING ABLE TO PERFORM UP TO THEIR TRUE ABILITY?

>> I THINK MOVEMENT IS SUCH AN IMPORTANT PART OF THE EDUCATIONAL SETTING, AND WE FOCUSED A LOT MORE ON THAT.

JUST GOING INTO A CLASSROOM AND SEEING KIDS JUST SITTING NOW, THAT'S NOT WORKING FOR OUR STUDENTS.

IT PROBABLY HASN'T WORKED FOR STUDENTS IN A LONG TIME, BUT IT'S REALLY TRYING TO GET UP AND MORE MOVEMENT, JUST TRYING TO BE MORE ENGAGING, AGAIN, USING TECHNOLOGY AT TIMES, BUT NOT ALL OF THE TIME.

I THINK ENGAGEMENT IS A HUGE PIECE, WHEN WE'RE LOOKING AT OUR INSTRUCTIONAL COACHES AND THEY GO INTO THE CLASSROOM, THEY WANT TO SEE AN ENGAGING CLASSROOM.

AN ENGAGING CLASSROOM IS NOT 22-28 KIDS SITTING IN ROWS LISTENING.

THE WAY THAT YOU CAPTURE THOSE STUDENTS IS ALL ABOUT THE INSTRUCTION.

IT'S HANDS-ON.

IT'S MANIPULATING THINGS.

IT'S WORKING IN GROUPS.

IT'S COLLABORATION, ALL OF THOSE THINGS.

THAT'S WHAT HELPS STUDENTS LIKE THAT LEARN.

WHEN YOU LOOK AT UNIVERSAL DESIGN FOR LEARNING AND UDL PRINCIPLES, YES, MAYBE THE STUDENT WITH ADHD OR STUDENTS WITH OTHER LEARNING DIFFICULTIES NEED THAT.

ALL STUDENTS BENEFIT FROM THAT.

THAT'S SOMETHING THAT WHEN YOU'RE THINKING ABOUT HOW YOU NEED TO SET UP YOUR CLASSROOM WITH THAT UDL LENS IN MIND, THAT'S WHAT WE'RE TRYING TO DO A LOT MORE OF.

I THINK OUR TEACHERS ARE REALLY ENGAGED AND EMBRACED THAT.

>> BECAUSE WE RARELY TALK ABOUT IT JUST BECAUSE I'M PROUD OF OUR ELEMENTARIES AND OUR GT SPECIALISTS, WE'VE ACTUALLY ADDED A COGNITIVE SCREENER IN FIRST GRADE FOR ALL OF OUR KIDS TO LOOK FOR TWICE EXCEPTIONAL STUDENTS EARLY.

BECAUSE WE WERE FINDING SOMEONE OVER HERE WHO MAY NOT BE ABLE TO PAY ATTENTION, DOESN'T MEAN THAT THEY MIGHT HAVE AN EXCEPTIONAL INTELLECTUAL LEVEL AND COULD BE ENGAGED IN A DIFFERENT WAY.

ONE THING THAT STARTING LAST YEAR WE STARTED DOING IS SCREENING ALL OF OUR FIRST GRADERS.

[01:30:05]

I JUST WANT TO HUT OUT OUR ELEMENTARY.

THEY'VE PUT A LOT OF EFFORT INTO FIRST-GRADE TEACHERS IN PARTICULAR.

IT'S NOT EASY TO DO THAT SCREENER, SO IT TAKES TIME.

>> THANK YOU FOR THAT. YES, I THINK THE TWICE EXCEPTIONAL IS A VERY UNIQUE GROUP, AND THE CHILD I MENTIONED EARLIER, FALLS INTO THAT GROUP, SO VERY HAPPY TO HEAR THAT YOU'RE LOOKING AT THAT, AND YOU'VE HAD SEEN SUCCESS THERE.

THAT'S IT FOR ME. THANK YOU.

>> THANK YOU, DIANE. WE'LL GO TO HEATHER.

>> KUDOS TO OUR FIRST-GRADE TEACHERS BECAUSE THEY GET THAT COGNITIVE SCREENER AND THE DYSLEXIA SCREENER AND LIKE EVERY OTHER SCREENER KNOWN TO MAN.

SPECIAL SHOUT OUT TO FIRST-GRADE TEACHERS.

NOW, I JUST WANTED TO SAY TO DIANE'S POINT ABOUT KIDDOS THAT ARE MAYBE IN HIGH SCHOOL NOW.

UNFORTUNATELY, THEY WERE IN ELEMENTARY SCHOOL DURING THE CAP THAT THE STATE HAD, AND SOME PEOPLE CALL IT AN ARTIFICIAL CAP.

I KNOW EANES HAD ABOVE THE PERCENTAGE EVEN THEN FOR STUDENTS WHO WERE IDENTIFIED IN SPECIAL EDUCATION.

BUT THERE WAS ALSO A STIGMA ABOUT GETTING YOUR KIDDO IDENTIFIED BEFORE.

I'M THANKFUL THAT PARENTS HAVE SAID THAT'S RIDICULOUS.

LET'S JUST HELP OUR KIDS.

I THINK THAT THAT'S ANOTHER REASON WE'RE SEEING MORE PEOPLE GET IDENTIFIED EARLY BECAUSE PARENTS ARE OPEN TO THAT IDENTIFICATION, AND HAVING A LABEL IS A GOOD THING BECAUSE THAT MEANS YOUR KIDS GETTING THE INTERVENTION THAT THEY NEED.

I ALSO JUST WANT TO GIVE MOLLY A SHOUT OUT, BECAUSE I KNOW, SINCE I'VE BEEN ON THE BOARD, AND I'VE BEEN STANDING ON THE SHOULDERS OF THOSE WHO CAME BEFORE ME, YOUR TEAM HAS DONE AN AMAZING JOB AT MAKING SURE THAT OUR STUDENTS WITH ADHD AND EXECUTIVE FUNCTIONING ISSUES, AND EVERY OTHER THING UNDER THE SUN, FROM THE EARLY AGE, ARE GETTING WHAT THEY NEED.

I AM SAD THAT THERE ARE KIDS THAT ARE OLDER THAT DIDN'T GET ALL OF THAT.

BUT I AM THANKFUL THAT WE ARE LIGHT YEARS FROM WHERE WE HAVE BEEN IN THE PAST.

NOT TO SAY THAT THERE WASN'T ALWAYS AN EFFORT, BUT IT'S BEEN AN AMAZING EFFORT AND A HUGE LIFT TO JUST IMPROVE SERVICES.

I'M SUPER APPRECIATIVE FOR THAT.

I KNOW THAT YOU GUYS ARE GOING BACK AND FINDING THOSE KIDDOS LATER.

BUT YES, THE HIGH-FUNCTIONING FEMALES ARE A TOUGH ONE.

BUT KUDOS TO YOU GUYS FOR THAT WORK.

>> THANK YOU, HEATHER. THANK YOU BOTH VERY MUCH FOR YOUR TIME HERE TONIGHT.

I APPRECIATED HOW YOU TIED ALL OF YOUR SLIDES TO EACH OF OUR POINTS ON OUR PRIORITIES, AND IT MADE IT VERY CLEAR FOR US TO SEE THE AMAZING WORK YOU'RE DOING.

THANK YOU VERY MUCH FOR BEING HERE.

I THINK THAT'S IT FOR THE TRUSTEES. THANK YOU.

OUR NEXT REPORT WILL BE A BARTON CREEK VALLEY VIEW BLEND DATE,

[9.3 2025-26 Blend updates: Enrollment and Attendance Zones]

>> WE'RE GOING TO GIVE A QUICK UPDATE ON WHERE WE ARE WITH THE BLEND PROJECT MOVING FORWARD.

WE'LL GO QUICK.

WE'RE GOING TO START WITH THE BARTON CREEK PHYSICAL CAMPUS.

WE HAVE ORDERED THE TWO NEW PORTABLES.

THEY'RE SCHEDULED TO BE DELIVERED JUNE 1ST IN THE DISTRICT WITH THE TWO PORTABLES. CAN YOU HEAR ME?

>> YEAH.

>> I'M VERY LOUD.

SORRY. WE HAVE ORDERED THE TWO NEW PORTABLES.

THEY WILL BE DELIVERED TO THE DISTRICT, JUNE 1ST.

THEY SHOULD BE ON-SITE AT THAT TIME.

BOTH OF THOSE PORTABLES WILL HAVE TWO FULL-SIZE CLASSROOMS IN EACH PORTABLE, INCLUDING RESTROOMS THAT'S BEEN OF CONCERN.

THEY WILL BE PLACED AT THE END OF THE 100 AND THE 300 HALLWAY AS SHOWN IN THE PICTURE.

ORIGINALLY, WE SAID THAT THEY WOULD BE IN AN L SHAPED AT THE END OF THE 300 HALLWAY.

WE CAN'T DO THAT BECAUSE THE SPACE IN BETWEEN THE FINGERS OF THE BUILDING ARE FIRE LANES.

THE PERMIT WOULD NOT ALLOW US TO DO THAT.

THAT'S WHY THEY HAVE TO BE SEPARATED.

WITH THOSE TWO PORTABLES PLACED, THEY WILL HAVE 33 FULL-SIZE CLASSROOMS ON THAT CAMPUS.

[01:35:02]

THE ENGINEERS AND THE CONTRACTORS WHO ARE PARTNERING WITH US TO MAKE THIS HAPPEN FOUND THIS.

ACTUALLY, IT'S OBVIOUSLY AN AERIAL IMAGE OF BARTON CREEK IN ACTUALLY JANUARY 7TH OF 1995, THE EXACT PLACEMENT OF WHAT WE'RE PROPOSING MOVING FORWARD FOR THIS VERSION OF THE PROJECT, WHICH WE FOUND IRONIC, BUT THAT'S IT IS.

WE ACTUALLY TALKED TO A MOTHER OF A CHILD WHO ATTENDED BARTON CREEK AT THAT TIME, AND THOSE PORTABLES DID NOT HAVE RESTROOMS IN THEM.

THE ADULT TOLD US THAT THEY HAD TO GET A KEY TO GO INTO THE BATHROOM AT THE ACTUAL BUILDING.

WE'RE GOING TO IMPROVE UPON THAT EXPERIENCE FOR THE STUDENTS NEXT SCHOOL YEAR.

TRAFFIC STUDY DID COME BACK.

I BELIEVE YOU ALL HAVE HAD ACCESS TO THAT.

FROM THOSE RESULTS OF THE TRAFFIC STUDY, WE'RE GOING TO PARTNER WITH OUR EANES POLICE DEPARTMENT.

CHIEF GREER AND I AND DR. GARCIA AND OUR CREW MET WITH THE TRAFFIC STUDY TEAM, AND WE'RE GOING TO MAKE SOME CHANGES BASED ON THOSE RECOMMENDATIONS.

THE MAJORITY OF THOSE CHANGES WILL BE IN THE INTERNAL TRAFFIC FLOW INCLUDING ADDING SOME ADDITIONAL SIGNAGE.

WE'RE GOING TO CHANGE JUST ARRIVAL AND THE DISMISSAL.

WE'LL BE CONSISTENT FOR BOTH OF THOSE TIMES TO HELP THE FAMILIES UNDERSTAND WHAT'S HAPPENING, JUST TO BE CONSISTENT FOR AM AND PICK-UP.

WE'LL HAVE INSIDE TRAFFIC SIGNAGE AND DIRECTIONAL FLOW, SO THEY'LL KNOW EXACTLY WHAT'S HAPPENING WHEN.

WE'RE NOT GOING TO CHANGE ANYTHING TO THE BUS LANE, SO IT'LL BE CONSISTENT JUST WITH WHAT WE HAVE.

WE'LL WORK WITH MRS. MOLLEN TO MAKE SURE THAT COMMUNICATION GOES OUT WELL IN ADVANCE, SO EVERYBODY KNOWS WHAT'S HAPPENING.

CHIEF GREER BELIEVES THAT WE CAN MAKE THIS SEAMLESS, SO WE'RE NOT CONCERNED ABOUT THAT.

WE ARE GOING TO ALSO HAVE IDENTIFIED OVERFLOW AREA FOR PARKING.

WE HEARD THE CONCERNS OF THE COMMUNITY IN THE LARGE EVENTS THAT THEY NEEDED SOME ADDITIONAL SPACE, SO WE'RE WORKING THROUGH THAT.

WE ALSO WERE NOTIFIED THAT THE COMMUNITY ON PATTERSON ROAD HAD GONE THROUGH AND FOUND THAT THEY WERE ABLE TO GET PERMITS FOR SIDEWALK ALONG PATTERSON AVENUE.

AS SOON AS THEY WERE ABLE TO GET THAT PERMIT, WE ARE NOW QUALIFIED FOR A SCHOOL FLASHING ZONE SIGNAGE.

DIDN'T KNOW THAT THAT WAS THE REQUIREMENT.

I WOULD HAVE ASSUMED THAT A SCHOOL BEING ON PATTERSON ROAD WAS CRITERIA ENOUGH. IT WAS NOT.

NOW THAT THE SIDEWALK IS BEEN PERMITTED AND WE'LL START CONSTRUCTION, WE NOW WILL BE GETTING A SCHOOL CROSSING ZONE SIGN.

THAT WILL BE IN PLACE.

WE'VE MADE PROGRESS TOWARDS THAT.

THAT WILL HAPPEN SOON IN TIME FOR SCHOOL TO START.

THERE IS A CROSSWALK ON EMMA BETWEEN BARTON CREEK AND WEST RIDGE FOR THE WALKERS, BUT WE DON'T HAVE APPROPRIATE CROSSWALK SIGNAGE.

WE'RE GOING TO INSTALL THE APPROPRIATE CROSSWALK SIGNAGE THERE TO EMPHASIZE THAT, HEY, WE DO HAVE STUDENTS THAT WALK FROM BOTH CAMPUSES.

WE WANT TO MAKE SURE THAT THE SAFETY IS THERE AND THAT WE'VE EMPHASIZED THAT WE DO HAVE STUDENTS THAT WALK BACK AND FORTH FROM BOTH CAMPS.

AS PART OF THE BOND 2023, WE WERE GOING TO INSTALL BATHROOMS FOR THE ADULTS AT BARTON CREEK ANYWAY.

WE'RE GOING TO MAKE SURE THAT WE HAVE BOTH OF THOSE BATHROOMS ADDED AT THE END OF THE 100 AND 300 HALLWAY.

WE WILL HAVE ADULT RESTROOMS ON BOTH SIDES OF THE BARTON CREEK CAMPUS TO HELP WITH THE EASE FOR THE STAFF THERE AS WELL.

THEN WE HAVE MET AND WILL CONTINUE TO MEET WITH THE STAFF COMING FROM VALLEY VIEW TO BARTON CREEK AND THOSE STAFF MEMBERS WHO ARE REMAINING AT BARTON CREEK THAT ARE MOVING AROUND IN THE CAMPUS.

JUST WHAT DO THEY NEED? WHAT DOES THIS LOOK LIKE? HOW DOES THIS TRANSITION WORK FOR THEM? THEN WE'RE PARTNERING WITH MRS. MOLLEN AND THE LEADERSHIP TEAM AT THE BLEND CAMPUS FOR NEXT YEAR ON WHAT DO THEY NEED FOR THE FUTURE OF BARTON CREEK, AS FAR AS WHAT DOES THIS LOOK LIKE.

PLACEMENT OF CLASSROOMS. WHAT DO THE GRADE LEVELS LOOK LIKE?

[01:40:02]

>> GOOD EVENING, EVERYONE. AS FAR AS THE CHILD DEVELOPMENT CENTER, THREE NEW LEARNING STUDIOS WERE ORDERED.

AT THE SAME TIME, THE BARN CREEK EARNING STUDIOS WERE ORDERED.

WE HAVE A TOTAL OF FIVE LEARNING STUDIOS THAT ARE COMING.

THE TARGET DELIVERY DATE AGAIN IS JUNE 1ST OF 2025.

JUST LIKE THE OTHER TWO PORTABLES, THEY DO HAVE RESTROOMS IN EVERY CLASSROOM.

WE CONTINUE TO WORK WITH THE CONTRACTORS WHO ARE ACTIVELY ENGAGED WITH VARIOUS UTILITIES AND GOVERNING BODIES TO SUBMIT DIFFERENT PROPOSALS OF THE LOCATION OF THE CDC.

WE'RE STILL WORKING THROUGH THE PROCESS, SIMILAR TO THE PROCESS THAT WE WORK WITH TO GET THE TWO ECE PORTABLES SITUATED ON THAT.

WE'RE STILL GOING THROUGH THAT PROCESS.

ONCE WE GET A DEFINITIVE LOCATION OF WHERE THEY'RE GOING TO BE, WE'LL COME BACK AND REPORT THAT OUT.

>> GOOD EVENING. I'M GOING TO GIVE YOU A BRIEF STAFFING UPDATE JUST TO LET YOU KNOW THAT WE'VE BEEN WORKING WITH THE STAFF AT VALLEY VIEW AND BARTON CREEK.

WE'VE BEEN WORKING WITH PRINCIPALS, HAVING VERY OPEN CONVERSATIONS, AND COMMUNICATING AS EARLY AS WE COULD IN THE FALL.

WE ALSO, RIGHT BEFORE THE WINTER BREAK, DID A SURVEY OF OUR STAFF.

WE JUST WANTED TO KNOW WHAT THEIR EMPLOYMENT INTENTIONS WERE FOR NEXT YEAR.

DID THEY WANT TO STAY AT BARTON CREEK? WERE THEY LOOKING FOR A CHANGE TO GO TO ANOTHER CAMPUS? WHAT WAS THEIR GRADE LEVEL PREFERENCE? WE DID DO A QUICK SURVEY AND GOT A LOT OF INFORMATION BACK THAT'S BEEN GREAT.

WE'VE BEEN ALREADY LOOKING AT AND CONDUCTING A STAFFING NEEDS ASSESSMENT FOR BARTON CREEK IN THE BLEND. AS DR.

SAILORS MENTIONED, THERE ARE GOING TO BE 33 SECTIONS.

WE ARE LOOKING AT STAFF.

WHEN WE WERE THERE IN THE FALL COMMUNICATING AND EVEN JUST AS EARLY AS A COUPLE OF WEEKS AGO, WE PROVIDED THAT STAFF WITH CRITERIA FOR THE PLACEMENT AT BARTON CREEK.

FOR OUR TEACHERS AND OUR OTHER STAFF MEMBERS, WE ARE GOING TO GO BY A SENIORITY.

WE DO FEEL LIKE WE HAVE PLACEMENT FOR OUR TEACHERS.

WE DO HAVE SOME THAT ARE CURRENTLY IN SOME ALTERNATIVE CERTIFICATION PROGRAMS THAT WE ARE HOLDING AND WAITING TO SEE WHAT THEIR CERTIFICATION, ONCE THEY'VE GOT THAT COMPLETED.

WE ARE BUSY RIGHT NOW WITH PRINCIPALS, AND WE PLAN TO HAVE CONVERSATIONS BY SPRING BREAK.

WE'VE BEEN WORKING CLOSELY WITH CURRICULUM ON OUR SPECIALIZED PROGRAMS AND LOOKING AT, WHAT STAFFING NEEDS WE MAY NEED THERE NEXT YEAR.

WE REALLY WANT PEOPLE TO HAVE A FEELING BEFORE THEY GO AWAY FOR SPRING BREAK THAT THEY HAVE A PLACEMENT, AND THEY KNOW WHERE THEY'RE GOING TO BE.

YES, WE'VE BEEN BUSY, AND IT'S GOING TO BE HOPEFULLY A GREAT SPRING FOR THEM.

>> THANK YOU ALL, DR. ARNETT, DID YOU HAVE SOMETHING TO ADD?

>> TWO THINGS I'LL ADD THAT WERE DEVELOPMENTS SINCE WE PUBLISHED THE AGENDA LATE LAST WEEK.

ONE IS RANDA SMELON, WHO IS THE SELECTED PRINCIPAL AT BARTON CREEK.

HAS CONVENED A CULTURE COMMITTEE TO TALK ABOUT BLENDING THE TRADITIONS OF BOTH OF THESE CAMPUSES.

WE UNDERSTAND THAT THEIR FIRST MEETING WAS VERY PRODUCTIVE, AND THERE'S A LOT OF ENERGY.

THEY HAVE GREAT REPRESENTATION FROM BOTH SCHOOLS.

YOU'LL PROBABLY BE HEARING MORE ABOUT THAT IN DEPTH LIKELY WITH NEXT MONTH'S UPDATE.

THE OTHER COMMITTEE THAT MET THAT I THINK MOLLY MAE AND CLAUDIA MC WARDER HELPED CONVENE IS ONE THAT'S FOCUSED ON A LEGACY EVENT FOR EANESISD VIEW ELEMENTARY.

I THINK THAT EVENT IS SCHEDULED FOR SUNDAY, APRIL THE 27TH, IS THAT RIGHT? THEY ARE WORKING WITH THAT.

A NUMBER OF PARENTS, THE BOOSTER CLUB AT VALLEY VIEW, ARE WORKING CLOSELY WITH OUR STAFF TO MAKE SURE THAT WE APPROPRIATELY HONOR THE LEGACY OF VALEY VIEW ELEMENTARY BEFORE THE CONCLUSION OF THIS SCHOOL YEAR.

>> THANK YOU ALL FOR THE UPDATES.

QUESTIONS FROM TRUSTEES. DIANE.

>> HI, THANK YOU VERY MUCH.

MAYBE I'LL GO BACKWARDS, BECAUSE THE MENTION OF THE LEGACY EVENT REMINDED ME THAT I RECENTLY MET SOMEONE WHO I'M NOT GOING TO RECALL IT RIGHT NOW, BUT A TEACHER WHO HAD TAUGHT AT VALLEY VIEW, WAS A DAUGHTER OF A TEACHER WHO HAD TAUGHT AT VALLEY VIEW 30 YEARS AGO OR SOMETHING LIKE THAT.

IS THERE A PLAN FOR TRYING TO REACH OUT TO THE BEST OF OUR ABILITY TO FIND THOSE PEOPLE AND INVITE THEM BACK?

>> SURE. WE ACTUALLY HAVE A VERY EXTENSIVE LIST OF ALL FORMER STAFF, AND THAT ONE OF THE GREAT ADMIN ASSISTANTS KEPT.

WE ARE E MAILING ANYBODY AND EVERYBODY WHO'S ASSOCIATED WITH IT.

[01:45:04]

YES, THE REACH WILL BE WIDE AND BROAD.

>> SOUNDS LIKE QUITE AN EVENT, LOOKING FORWARD TO IT.

YOU SAID APRIL 27TH?

>> FROM 1:00 -4:00.

>> PERFECT. THE SIDEWALK, DID YOU SAY THAT'S GOING TO BE IN BY THE END OF THE SUMMER OR WAS IT JUST THE CROSSWALK?

>> WELL WE'RE HOPING THAT THE HOA COMMUNITY WHO'S RESPONSIBLE FOR THAT CAN GET IT IN.

WE WERE JUST EARLIER, A COUPLE OF WEEKS AGO, WE WERE NOTIFIED THAT THEIR PERMITTING HAD BEEN APPROVED, AND THAT WE WERE WAITING ON THEIR PLANS AND THE CONSTRUCTION TIMELINE.

WE DON'T KNOW WHEN THEY CAN GET ALL OF THAT TOGETHER, BUT WE'RE HOPING ONCE THAT PERMITTING GOT APPROVED, THEN WE COULD REQUEST THE SCHOOL ZONE SIGN.

WE DON'T KNOW THEIR CONSTRUCTION TIMELINE.

I HAVE ASKED THEM TO NOTIFY US WHEN THEY BEGIN THAT.

WE HAVE FIBER BURIED ON PATTERSON.

I ASKED, PLEASE LET US KNOW.

AS SOON AS I KNOW THEIR TIMELINE, I CAN UPDATE THE BOARD ON WHEN WE THINK IT'S GOING TO START AND WHEN WE KNOW WHEN THEY'RE GOING TO STOP.

BUT FOR SURE, BECAUSE THEY DID THEIR WORK, AND WE SO APPRECIATE THAT, WE CAN GET THE NEXT PHASE STARTED.

>> WHAT SIDE OF THE ROAD? IS IT JUST ONE SIDE OF THE ROAD? CAN YOU DESCRIBE A LITTLE BIT BETTER WHERE THE SIDEWALK WILL BE?

>> FROM THE PLANS THAT WE HAVE SEEN, IT WILL BE ALONGSIDE THE FRONT OF THE SCHOOL.

>> I BELIEVE THAT'S A TRAVIS COUNTY PROJECT THAT WAS APPROVED IN ONE OF THEIR RECENT BONDS.

>> WONDERFUL.

>> YES. WE APPRECIATE IT GREATLY.

>> I THINK THAT'S ALL I JOT IT DOWN. THANK YOU.

>> OTHER TRUSTEE QUESTIONS? I HAVE A COUPLE. JUST TO CONFIRM THESE NEW LEARNING STUDIOS.

THEY'RE BRAND NEW CONSTRUCTION LEARNING STUDIOS, PLEASE CLARIFY.

>> BRAND NEW.

>> CAN YOU IF YOU'RE NOT PREPARED TO TALK ABOUT IT NOW, MAYBE IN OUR NEXT UPDATE, COULD YOU COVER THE SECURITY PLANS FOR AROUND THE PORTABLES OR THE FENCING AND SUCH THAT WE'LL HAVE TO PROTECT THE STUDENTS?

>> YEAH, WE CAN DISCUSS THAT.

THERE WILL BE A PERIMETER FENCING AROUND BOTH AREAS, BOTH PORTABLES AND CDC.

IT'S NON SCALABLE FENCING.

THEY WILL HAVE PART ACCESS TO GET IN I THINK ESPECIALLY, I THINK WITH THE BCE, THE PORTABLES BEING AT THE END OF THE 100 HALLWAYS, THE GOAL.

THE IDEA IS THAT PARENTS VISITORS WOULD STILL CHECK IN THE FRONT OFFICE TO ACCESS THOSE PORTABLES.

NO ONE'S GOING TO PULL UP TO THE SIDE OF THE ROAD AND HAVE DIRECT ACCESS TO THE PORTABLES.

THEY HAVE TO GO THROUGH THE FRONT OFFICE.

BUT THERE'S DEFINITELY GOING TO BE, AGAIN, PERIMETER FENCING AROUND ALL PORTABLES, BADGE ACCESS, CAMERAS, RAMPS, FULLY ACCESSIBLE.

>> SOUNDS GREAT. THANK YOU VERY MUCH.

I KNOW YOU'RE NOT PREPARED TO TALK ABOUT WHERE THE CDC WILL BE LOCATED.

IS IT POSSIBLE AT THIS TIME TO SAY THAT IT WILL NOT TAKE AWAY ANY PLAYGROUND SPACE AT BARTON CREEK?

>> ABSOLUTELY. THAT'S SOMETHING THAT WE WORK THROUGH.

EVERY TIME WE HAVE A MEETING, WE COMMUNICATE THAT.

WE'RE NOT TAKING AWAY ANY PLAYGROUND AREAS FROM THE KIDS.

I THINK THE WHOLE IDEA RIGHT IN EDUCATION IS TO MAKE SURE THAT OUR STUDENTS HAVE, LIKE A CONSISTENT LEARNING ENVIRONMENT, AND WE DEFINITELY DON'T WANT TO DISRUPT THAT FOR THEM.

>> THANK YOU. THEN FINALLY, ON THE STAFF, LETTING THEM KNOW.

I KNOW THAT YOU'RE NOT DELAYING LETTING THEM KNOW, FOR ANY OTHER REASON, AND THERE ARE A LOT OF MOVING PARTS THAT REALLY HAVE TO GET WORKED OUT, UNDERSTANDING HOW MANY TEACHERS WILL NEED, WHAT WE'LL NEED THEM TO TEACH, WHERE THEY WANT TO BE, ETC.

I KNOW YOU'RE TRYING TO LET THEM KNOW AS SOON AS POSSIBLE.

I WAS AT THE MEETING AT VALLEY VIEW A COUPLE OF WEEKS AGO, AND I KNOW THEY'RE VERY ANXIOUS TO KNOW.

FINAL I KNOW HOW TOUGH IT IS TO LIVE IN THE UNKNOWN LIKE THAT.

I LOOK FORWARD TO HEARING WHEN THEY WILL HEAR THEIR FINAL OR THEIR PROPOSED ASSIGNMENTS.

>> WE ARE TOO. WE KNOW THAT WE WANT THEM TO FEEL COMFORTABLE AND WE WANT THEM TO KNOW AS SOON AS POSSIBLE.

BUT YES, LIKE YOU SAID, THERE ARE A LOT OF MOVING PARTS.

EVERY DAY, SOMETHING CHANGES.

WE ARE SEEING SOME FEW RESIGNATIONS, AND I THINK EVEN AS WE GET CLOSER TO SPRING BREAK, WE'LL SEE MORE.

WE WILL TRY TO PLACE EVERYBODY THAT WE CAN, AND THEN WE WILL JUST KEEP COMMUNICATING AS FREQUENTLY AS WE NEED TO TO ASSURE THOSE OTHERS THAT WE'RE WORKING ON THE PROJECT.

[01:50:03]

>> YOU'RE GOING TO BE LOCATED ON VALLEY VIEW CAMPUS HERE PRETTY SOON?

>> WE ARE GOING TO BE LOCATED ON VALLEY VIEW CAMPUS PRETTY SOON.

>> WE WILL KNOW WHERE TO FIND YOU.

>> ABSOLUTELY.

>> ANY OTHER TRUSTEE? YEAH, KELLY.

>> THANK YOU SO MUCH. I HAVE ONE REALLY QUICK QUESTION.

JUST FOR FUTURE PLANNING WITH COMMUNITY MEMBERS THAT ARE INTERESTED IN THE NEXT STEPS FOR BLEND DATE.

DO YOU KNOW WHEN THE NEXT TIME WE'LL BE LOOKING AT ENROLLMENT NUMBERS AGAIN, JUST FOR OUT OF CURIOSITY?

>> WE WILL PROBABLY HAVE A VERY DRAFTY DRAFT AROUND THE BEGINNING OF APRIL.

>> THANK YOU.

>> THE ENROLLMENT PROCESS OPENS MARCH 3RD, SO WE WOULD ENCOURAGE ALL FAMILIES AND PARENTS TO GET THEIR CHILDREN'S ENROLLMENT INFORMATION COMPLETED AS QUICKLY AS POSSIBLE BECAUSE THE SOONER WE HAVE THAT INFORMATION, IT ALLOWS US TO BEGIN MAKING DECISIONS FOR NEXT YEAR.

>> IF THERE'S NOTHING ELSE, THANK YOU VERY MUCH FOR THE UPDATE. APPRECIATE IT.

WE'RE LOOKING FORWARD TO GETTING THESE ON A REGULAR BASIS.

IT REALLY HELPS. I THINK HELPS THE COMMUNITY TOO. THANK YOU.

BY THE WAY, MAGGIE, HOLD ON, YOUR TIME'S COMING.

[10.1 Discussion and possible action to amend Superintendent contract]

THEY AREN'T LISTED HERE.

BEFORE WE DO CONSENT, WE HAVE TWO ITEMS. KELLY, DID YOU HAVE A MOTION? I'LL TAKE EITHER. NO, ON THE OTHER TWO MOTIONS.

DO THEM ONE AT A TIME.

>> YES. I MAKE A MOTION TO AMEND THE SUPERINTENDENT CONTRACT.

>> MOTION BY KIM, DO I HAVE A SECOND? SECOND BY LAURA? ANY DISCUSSION.

I'LL START REAL QUICK AND SAY, WE ARE AMENDING THE SUPERINTENDENT CONTRACT.

WE HAD AN ANNUAL REVIEW OF THE SUPERINTENDENT A FEW MONTHS AGO.

THERE WAS ONE ITEM THAT WE JUST FORGOT TO UPDATE IN THE CONTRACT AT THAT TIME, AND IT SLIPPED THROUGH.

THIS IS SIMPLY PROVIDING A COMPLETION OF AN ITEM IN HIS CONTRACT THAT WE NEEDED TO PROVIDE.

WE'RE NOT GIVING HIM ANY.

THIS IS NOT A COMPENSATION RAISE AT THIS TIME.

THIS IS A TRUE UP OF HIS CONTRACT THAT WE JUST HAD ONE ITEM WE NEEDED TO ADDRESS.

ANY OTHER DISCUSSION FROM THE BOARD? THANK YOU, DR. ARNETT, AND FOR BEING OUR SUPERINTENDENT.

WE'RE GRATEFUL FOR YOU. ALL THOSE IN FAVOR OF THE MOTION, SAY AYE.

>> AYE.

>> AYE.

>> ANY OPPOSED? THE MOTION CARRIES 70.

[10.2 Consider approval of negotiated settlement agreement for EISD v. Ricketson, EEOC Charge Number 451-2024-03953]

>> I MOVE THAT THE BOARD OF TRUSTEES APPROVE THE NEGOTIATED SETTLEMENT WITH THE ABILITY OF THE BOARD RESIDENT TO FINALIZE THAT SETTLEMENT.

>> MOTION BY KIM, SECOND BY LAURA.

ANY DISCUSSION? ALL THOSE IN FAVOR, SAY AYE.

>> AYE.

>> AYE.

>> ANY OPPOSED? THE MOTION CARRIES 70.

[11. ACTION - CONSENT AGENDA]

DO I HAVE A MOTION? HEATHER?

>> I MOVE THAT WE ACCEPT OUR CONSENT AGENDA AS PRESENTED.

>> LET'S SEE. WE HAVE A MOTION.

LET'S DO A SECOND, AND THEN WE'LL PULL AN ITEM.

>> SECOND.

>> SECOND BY KIM, KIM, DID YOU HAVE AN ITEM?

>> YES, I WANTED TO TABLE FROM THE CONSENT AGENDA, I WANTED TO TABLE ITEM NUMBER 11.7 FOR A FUTURE MEETING.

>> THE AMENDED MOTION WOULD BE ALL ITEMS EXCEPT 11.7.

HEATHER, CAN YOU JUST CLARIFY THAT?

>> YES, I MOVE THAT WE ACCEPT THE CONSENT AGENDA AS PRESENTED WITH THE EXCEPTION OF ITEM 11.7, WHICH WE ARE PULLING.

>> THANK YOU. MOTION BY HEATHER, SECOND BY KIM. ANY DISCUSSION? REAL QUICK, JUST ON THE 11.7, I GOT PULLED BECAUSE THERE'S A CONTRACT CLARIFICATION THAT NEEDS TO BE MADE, SO THAT ITEM WILL COME BACK LATER.

ALL THOSE IN FAVOR OF THE MOTION SAY AYE.

>> AYE.

>> ANY OPPOSED? MOTION CARRIES 70.

THE NEXT ITEM ON OUR AGENDA IS OPEN FORUM.

[12. OPEN FORUM FOR TOPICS NOT ON THE AGENDA]

WELCOME, MAGGIE SUTER. REAL QUICK.

LET ME JUST READ MY LEGAL MUMBO JUMBO REAL QUICK.

I KNOW YOU KNOW THE LEGAL MUMBO JUMBO.

WE HAVE ONE SPEAKER SIGNED UP.

THEY WILL HAVE THREE MINUTES TO ADDRESS THE BOARD.

MAGGIE JUST WATCH THE TIMER.

REAL QUICK, JUST TO MAKE SURE THAT YOU UNDERSTAND THAT TWO THINGS THIS IS PART OF THE PUBLIC RECORD, AND YOU ARE CONSENTING TO HAVE YOUR COMMENTS AS PART OF THE VIDEO AND AUDIO OF THIS MEETING.

YOU ARE TO DIRECT YOUR COMMENTS TO THE BOARD, AND TURNING ON THE MIC.

[01:55:06]

YOU'RE WELCOME TO SEND ANY OTHER E MAIL OR COMMENTS TO THE BOARD.

THEN FINALLY, I'M PARAPHRASING IN THE INTEREST OF TIME, AND I'M NOT SAVING TIME.

THAT'S IT, I THINK. THANK YOU, MAGGIE SUTER FOR JOINING US TONIGHT.

PLEASE PROCEED WITH YOUR COMMENT.

>> GOOD EVENING. I'M MAGGIE SUTER, AND I'M A PARENT HERE.

I HAVE FOUR SONS IN THE DISTRICT.

YESTERDAY, PONDER ISD BECAME THE HUNDRED AND 13TH SCHOOL DISTRICT IN TEXAS TO MOVE TO A FOUR DAY WEEK.

THIS IS ONE EXAMPLE OF THE EXTREME MEASURES THAT SCHOOL DISTRICTS ALL OVER TEXAS ARE TAKING TO TRY AND BALANCE BUDGETS AND RETAIN THEIR TEACHERS.

LAST WEEK, LIBERTY HILL, JUST NORTH OF US, ALSO VOTED TO GO TO A FOUR DAY WEEK BEGINNING THIS FALL.

THEY'RE ALSO CUTTING 50 TEACHER POSITIONS.

ELSEWHERE IN TEXAS, SIPA, THE THIRD LARGEST IN TEXAS CUT HALF OF ITS LIBRARIANS, 300 TEACHERS AND SUPPORT STAFF AND ELIMINATED BUSING FOR GUARANTEED BUSING FOR STUDENTS.

SPRING BRANCH ELIMINATED 215 JOBS, INCLUDING ALL LIBRARIAN AND ALL SCHOOL COUNSELOR POSITIONS, AND IS CLOSING FIVE SCHOOLS.

DALLAS ISD WILL CUT HUNDREDS, INCLUDING 55 ASSISTANT PRINCIPAL JOBS.

LEANDER JUST VOTED RECENTLY TO ELIMINATE 200 STAFF POSITIONS AND THE IB PROGRAM.

DID HOUSTON ISD AND ARLINGTON.

THEY'RE BOTH CLOSING IB PROGRAMS AT THEIR CAMPUSES.

LET'S TALK ABOUT CLOSURES.

I'M JUST GOING TO I CAN'T READ ALL OF THEM, BUT FORT WORTH ISD IS CLOSING 21 SCHOOLS.

SAN ANTONIO IS CLOSING 15, CAPEL AND RICHARDSON ARE CLOSING FOUR, EL PASO EIGHT AND PLANO GARLAND AND SPRING BRANCH ARE ALL CLOSING FIVE.

THESE ARE JUST A FEW OF THE DISTRICTS WITH DECLINING ENROLLMENT, INCREASED COSTS DUE TO INFLATION, BUDGET DEFICITS DUE TO THE STATE LEGISLATORS, SIX YEARS OF STAGNANT FUNDING, AND ALSO THE INCREASING NUMBER OF UNFUNDED MANDATES THAT ARE HANDED DOWN.

THERE ARE 1,207 SCHOOL DISTRICTS IN TEXAS AND 80% REPORT FACING DEFICIT BUDGETS AND HAVE INSUFFICIENT RESOURCES.

THE FAULT LIES WITH THE TEXAS LEGISLATURE AND GOVERNOR ABBOTT, NOT WITH INDIVIDUAL DISTRICTS, SUPERINTENDENTS, AND TRUSTEES.

I HOPE THAT KNOWING THIS INFORMATION WILL GIVE ALL OF US A BETTER PERSPECTIVE ABOUT WHAT IS HAPPENING HERE IN ES.

WHY AM I SHARING THIS? TWO REASONS. FIRST, I FEEL RELIEVED THAT OUR OWN DISTRICT HASN'T BEEN FORCED TO MAKE ANY SEVERE CUTS AS SEVERE CUTS AS TO PROGRAMMING AND STAFFING AND FACILITIES AS OTHER DISTRICTS.

CLOSING ONE SCHOOL AND ELIMINATING SI WAS PAINFUL ENOUGH.

OUR MIDDLE SCHOOL AND HIGH SCHOOL TEACHERS ALSO HAD TO GIVE UP THEIR PLANNING TIME.

THE SECOND REASON IS, THERE EXISTS A SMALL GROUP OF VOCAL PEOPLE HERE IN OUR DISTRICT WHO HAVE SET THE BLAME FOR OUR DISTRICT'S DEFICIT BUDGET SQUARELY ON THE SHOULDERS OF OUR BOARD OF TRUSTEES AND OUR SUPERINTENDENT DR. ARNETT, EVEN GOING SO FAR AS TO DEMAND HIS RESIGNATION, THE RESIGNATION OF TRUSTEES, AND SPREADING AND MISINFORMATION ABOUT ALL OF THEM AND MISCONCEIVED IDEAS ABOUT SCHOOL FINANCE IN GENERAL.

MANY OF THOSE VOICES DON'T EVEN HAVE STUDENTS IN ES ANY LONGER.

IT'S EASY TO PLAY THE BLAME GAME, BUT I INVITE YOU TO EXAMINE THE DATA. I DON'T GET TO FINISH BUT.

>> THANK YOU FOR COMING, MAGGIE.

THAT CONCLUDES OPEN FORUM, AND IT CONCLUDES OUR AGENDA.

[13. UPCOMING MEETINGS]

WE WILL HAVE A STUDY SESSION ON MARCH 11.

NOTE THIS.

THIS IS AN IMPORTANT PIECE RIGHT HERE.

WE ARE MOVING OUT OF THIS BUILDING.

OUR MEETINGS WILL BE HELD AT CEDAR CREEK ELEMENTARY STARTING ON MARCH 25TH.

WE WILL CONTINUE TO HAVE BROADCAST ABILITIES, AND WE WILL BE MEETING AT CEDAR CREEK AND PREDICTED UNTIL EARLY JUNE.

JUNE 10TH MEETING MAY BE OUR FIRST MEETING IN OUR NEW BOARD ROOM, WE HOPE.

THANKS FOR EVERYBODY WHO'S WORKING ON THAT.

THIS BUILDING WILL START CONSTRUCTION TO BECOME OUR NEW TLC, A MUCH NEEDED AND APPRECIATED NEW FACILITY FOR THAT GROUP FOR THAT CAMPUS.

WITH THAT, WE WILL STAND ADJOURNED AT 9:02. THANK YOU.

* This transcript was compiled from uncorrected Closed Captioning.