001I call this meeting of this workshop to order let's go to mother quit doctor hi melodious mr. Patrick Kennedy and myself miss you yet don't know can you hear us in there I think if they should because they have it right there okay item number one public comments dr. Thomas okay and the number two it's a team building war training we have hospital for three challenges we're gonna have also obsess be policy manuals a 2014 section beam local government and a port also gifted at a teller of education well good evening everybody my name is Roberto vrl I'm the deputy director at region 1 and tonight's training its team-building training but we're also going to cover some required trainings those of you that attended the legislative update training there's some required trainings now that are
002required for board members so we're going to cover those tonight as well so we're gonna do two different presentations so the first one in your packet is the Lonestar governance framework if you've been through the ISO training which is the Senate bill 1566 training what that tells you is that as a board during your school board meetings you should you should spend 50% of your time discussing student outcomes discussing curriculum discussing those kinds of things so what we're going to look at in this presentation is what that looks like in the in your framework okay there works the board works collaboratively with the superintendent to develop the vision and student outcomes you don't meet focus if the board does not have a vision and the board does not have goals you do have master's focus
003if the goals are all student outcome goals and the student outcome goals are aligned to the vision where is the West look o is D board on this have you developed student outcome goals as a board or presented have they been presented to you when you develop in fact when you develop her goals those are the goals those are the student outcome goals if their student outcome based student outcome goals are aligned with the vision do you have a vision for the district and so are the goals aligned to that vision okay so then you're doing good under vision one under vision to the board has adopted gold progress measures aligned to each student outcome goal you don't meet focus if the board does not have any goal progress measures and you do meet the
004Masters focus if the goal progress measures are student outcomes in other words how often and how do you monitor that you're meeting those goals okay how do you ensure that that is happening in the in the district and a board with a sport a lot of types of presentations from the whether is English secondary or elementary department store in benchmark results and how we're improving I know the last one they had the Masters the meets and accomplish approaches from the different elementary secondary also okay so you get that and you hear that up at board meetings and you're looking at that weekly updates right okay or follow-up to anything that has been discussed or if questions are brought up and those that are addressed and presented to a little wiki and that's what this is
005about is that you're looking at that as a board and that you're asking questions and you're you know you're looking at that the board invests at least half of its time focusing on its vision and student outcome goals at board meetings does that happen think about your board meetings it's about half of your time and don't get guys it there's nothing wrong with if you're saying no because it's just something that you can work towards not necessarily a Larry everybody but if something for meetings we do we do let's spend a good amount of time looking at student outcomes and we have a bunch of contracts in just a time the criteria and I think other times and what they want to do we do more to have it because reality we're monitoring through our
006superintendent the scores of students I'm standing correct and it doesn't take a meeting person than that but that means better board meeting it's you know they were these the morning mists half of its time yes we do because and during the president and the president of the board and the superintendent right that that conversation and I've attended those I mean that is what discussed consequence as yeah and then he shows that one with the board and and I think I can speak for the board I said you know ultimately when you when you when you look at me the overall purpose for everything that we are good address whether it be transportation or buildings or anything that nature it's all related that a an environment conducive to learning and to provide every opportunity for children
007to get the best education possible do it from and during the time in the classroom so I believe that we do invest what I think you know going back to the meetings I think you know we always approve you know these different programs you know but I think maybe we could do a better job of getting more specific information as to how those programs are are helping and what that I mentioned on the under the superintendent report we can add whether whether it's benchmark whether it's a piece whatever you know we recognize the AP students whatever but on their on the report say okay this year we had so many AP scores that got forced whatever whatever but you know dealing with a student progress you know so we can add it to and one
008of the bullets to the superintendent recording benchmarks I mean your benchmarks to see how where we're at with our academic goals where we want our campuses to be and how many distinctions we want we can do like God an ideal meeting should be where a lot of those kinds of things when you're approving we're gonna buy new acs we're going to buy a new bus all those should be consent items ideally because you want to have the majority of your discussion dealing with student outcomes and dealing with those kinds of situations you know hearing reports from the staff yeah so ideally you know a lot of your your agenda items should be consent items if it's not dealing with student outcomes and that's just the layout of what the state is looking for in ideal
009boards it meets masters if not less than half of the total minutes of a board authorized meeting is invested in setting and or progressing monitoring board student outcome goals you see that's what they really want to see and in school boards accountability to the board measures and communicates was not just not interfering progress towards the vision and student outcome goals and based on what I'm hearing there's a lot of communication amongst board members but I guess the question is is there interference on how the district operates and and and and manages that throughout the day from the board and the hope is not that you don't interfere with what goes on on the day to day operations of a district when the superintendent and her staff is working with student outcome goals dealing with curriculum
010dealing with those kinds of things so that's really what they want to see you don't meet focus board members are unaware of local forming status you know where your weaknesses are in the district a venue okay so you as a board member you should know where we need to work on and but you also need to know where are we really achieving extremely high so you need to know all spectrums of where you are in the district and this was a support personnel presence that information at board meetings like they'll say that means we'd like you know me focus more on writing and reading and getting the scores up some of the data is presented the board is good job on the masters you know we're moving the needle now we need to focus on
011the right right there you go and so when you're looking at growth progress measures look at the writing you know are we showing improvement are we looking at how we're doing here so the board does not schedule progress monitoring at least four times a year they want to see it more than four times a year you need to look at these progress measures at least four times a year the board measures and communicates but does not interfere in progress towards the vision in the muffins dude napkin goals masters focused the superintendent is only evaluated on the board adopted student outcome goals you've already identified what those goals are for the superintendent and that's all you're going to evaluate the superintendent on nothing else the Board considers the superintendent performance as indistinguishable from the district's performance
012it needs to tie together right how she does nisi tied together with how the district is doing the board completes a board self evaluation yearly and I don't find a whole lot of boards that do this it's ideally you should evaluate yourselves yourselves at least once a year is there an instrument there is an instrument and I can share that with dr. Kanellis that I boards and it's a self assessment right and then you all just kind of say hey this is where we really need to work on as a board or whatever so that's something that you all should consider the board delegates to the superintendent operational authority to accomplish the vision and student outcome goals you don't meet focus if the board receives a board packet three days prior to the board meeting
013okay which is the common thing right 72 hours but and board meetings last more than six hours okay I mean I'm an expert in it I mean I I used to sit in board meetings till 1:00 in the morning [Laughter] then maybe in the two years maybe three sometimes hours maybe the most well we had that's only one time - well you know and you can see that when there's something critical you know and a big chunk about thirty minutes so it's like one sixth of our meeting and that's your words touch boards are loyal to anything but student outcomes that's not good okay when you want to you want to focus on okay who are we hiring for this position instead of what's important the student outcomes then that's not good okay you meet
014masters if no more than three discussions topics at any board meeting I thought I know that's kind of difficult but that's the reason why they want a lot of your agenda items putting consent okay because if it's something that you know if you get your packet ahead of time you've studied the packet and there's a question you've called the district and you've asked questions about that item when it comes to consent you should just approve it because by then hopefully your questions have been answered prior to the board meeting your discussion topics should be about student outcomes presentations about you know those important things in the district you know because at the end of the day the date the district gets its rating about student outcomes because I want some more information for the public
015because we're proving some program or some some something educational that I want the district it's not a bad thing but you what you might want to save you already know the information and you're gonna you know you're going to support the item you can say I did call about this item and I just want to say that whatever you want to say and you don't think you do when you whatever you said yeah I want to make sure that you know you know because at least you're telling the public but not pull anything so how do we say when you like you can always raise your hand and say I'd like to make a comment about this side of it without pull it up without pulling it see that's that's yeah because after you vote
016on that you didn't say you can say say I'd like to make a comment about the item that we approved I did call and I'd like to explain this I'm going to say I'd like to alter again that's ideal that's the ideal situation but I know it is different right and they typically do not take into account for those two hours all right it's just tough it's just one or the agenda items so then whenever I say not to vote consent agenda except for these two that we're gonna discuss you know yeah you'd only have to pull it if you're planning on like it was gonna be defeated or something right because they normally get approval yeah I mean I don't think we've ever not approved anything talk about it because we need more information
017right so we just instead of pulling it we just got a question on item L right the whole idea of getting your packet 72 hours in advance this is for that reason right because ideally you're supposed to go over the agenda as soon as you get it and there's something that you that's you want a question that's when you call in to the district and you yeah I have this question can you tell me more about it because it is a consent item and I just want to know whether I'm gonna support it or not and and and again to your point you want the public to know about it vote for it and then after you vote you can say I'd like to make a comment about certain item and just say what you
018want to say I would but I mean that's really up to you or if you're going to discuss it yes well you know every motion things in a discussion okay okay I'm gonna ask about everything okay no board meeting should last longer than two hours and I think you all said about three so I'm your your shape the steam reckoning Ward's takes a little if you were to subtract awards and proclamations no more than three discussion I do this because those three discussions should be ideally should be student outcomes discussions for example I think what takes up time like at their most previous meeting we had superintendents report and we had some discussion about Ruhlman and it's worth but then we have construction issues well you know and it depends on the construction situation I
019mean if it's a contentious one you know sometimes you want to bring legal that you know into this or whatever you gotta do you've got you have to address those and and from what I've seen from other boards is that I mean they deal with it I mean because that is a most construction issues are pretty contentious you know and so do what you normally would do I mean you're gonna ask questions you want to refer items to the attorney when you want to whatever you want to do but if it's a simple item as you know we're going to approve payment for this phase of construction well you're some for the most part you're going to approve that so every construction issue may be a little different so but if it's something that is
020hindering the district have those discussions you have to and like a lot of them are final completion right some of those journey weird things some of them we may want to consider in the future they're putting them in sensory but then again to their discussion in action because we made a commitment to our students and our staff in the community prioritize so I think that goes back to your point that sometimes we have them there so that we show that we're making progress towards what each other are gonna do the concern or the thing that could come up at a point is that if we start putting a lot of stuff just on consent agenda then we're gonna not transparent you know so I that's that's one of the feuds and I know that we
021all have that we want we can be with well folks if y'all are having two three-hour board meetings and you're still having those kinds of discussions that's not a bad thing okay what I'm saying is is that again again based on the framework from the state is that ideally you want to dedicate a good chunk of your meeting towards student outcomes okay but certainly you got to operate the way your community wants you to operate as well to you know you want to be transparent you want to have the discussions that you feel you need to have but just make sure that you dedicate a good chunk of your time to discussing student outcomes you know so that you're aware you know in that you're also monitoring what's going on in the district it shows
022the public that you're monitoring what's going on in the district as well for the district and you know addressing the superintendent's calls again I'll consent agenda that our eligible items are on the consent agenda okay and I think dr. Kanellis mentioned you know there's some things that I don't want to put on the consent because there's things that we need to discuss so yeah I mean certainly consent agenda items may be requested to be removed no later oh that's just ideally 72 hours before the board meeting the board promotes the vision so you know what your vision is for what stucco is D you know you know how do you as a board promote that you know how do you do that how do you promote the vision of the district one way is that
023we have some our superintendent who loves every single school in some of the board members a company I have on so located in Sears was called coffee I think appreciate such as conversations there you go and we invite the public for parents and and every I never mean she brings out the vision yep and it discusses it and explains it and talk sir but it all the parents that's perfect and I think that's that's a great way to and and I think that there's some posters also that that we we spread as we send out and on some litter heads also that shows our and on our website yeah and on our website also the board does not need focus that the board has not arranged for any community engagement which you said you do
024activities promoting the vision of the district and your masters focuses the board has hosted a community meeting it's exactly what you said yeah to discuss progress toward student outcome goals during the previous twelve month period and I think you mentioned that happens on a regular basis I got to to you yeah did I skip one this thing's I I'm sorry this thing okay unity the board works collaboratively with the superintendent delete the district towards the vision and student outcome goals you don't need focus in the board has not adopted board operating procedures and I know you have them because I've seen them so kudos to you guys for doing that but you do have board operating procedures board members voted on an item of conflict of interest okay so in other words there's something that
025pertains to you personally you shouldn't vote on it right because it's a conflict of interest and you shouldn't do that well that's tain or the board has not received progress reports okay so I think you all mentioned that you all get reports at every board meeting on how I'm weekly I'm also so you all do that you master focus of all board members have all met training requirements well tonight they're getting three hours so that's good more has received quarterly progress reports and you all get them on a weekly basis right no board member has given operational advice or instructional to staff in other words you're not micromanaging you're not telling people what to do in the district board members agree that they are responsible for student outcomes you are responsible because you are the
026ones that approve the goals and so ultimately you the board is responsible for that effective school boards they are committed to a vision of high expectations for student achievement and quality instruction and you find clear goals towards division they have strong shared beliefs and values about what is possible for students and in their ability to learn in the district's ability to teach all students at high levels are our students outcomes driven spending less time on operational issues and more time focused on policies to improve student outcomes goals effective school boards have a collaborative relationship with staff in the community in established strong communication structure to engage all stakeholders in setting district achieving goals how often do school boards come and you know pet staff on the back you know for doing a good job you
027recognize staff members or or if you're in the district or you're in one of our the buildings you know you go around and you can you know thank the staff for what they do and all that it's important that they see little gatherings during the seasonal events council you invite the all staff to come and join you know right festivities and those of us that could be here or I mean there you go the convocation yeah the beginning of the year the beginning of the year get everybody motivated you get the end of the year you all go and end up in the year you know effective school boards are data savvy they embrace monitor and use data to drive content continuous improvement so that you look at data I mean you're and obviously you're
028getting you hear percentages all the time you know we've gone up ten percent or whatever what does that really mean and so do you really understand what that data means what now it's easier because we asked personnel to color code it so anything that was a positive its graphs and all that it's all ingredi for say grade level good so it's easier for us to see it and say oh we did very well in good effective school boards align resources including professional development to meet district goals you approve a budget at the beginning of every year ok you got to understand that that budget is for everything that goes on in the district but professional development is a big piece of that because especially now that House bill three came in there's a lot any
029changes and so you need to make sure that you are allocate resources to allow staff to get professional development to meet the needs of the kids and and so it's important that you approve those things as a board effective school boards they need as a United team with the superintendent it's a team of eight right each from their perspective roles with strong collaboration and mutual trust that you respect each other that doesn't mean you have to vote everybody has to vote seven O&I every item but you as a board you should respect whatever the majority of the board votes on and and support that because that's this democracy and that you work together with the superintendent of schools in effect the school board takes part in team development and training which is what you're doing
030right now okay affect the school boards align all district programs to the board adopted vision and goals and that's where the team of eight comes in because you've developed the goals now it's up to the superintendent to go back and make sure that curriculum is in line with the vision that you all have set out that your career technology programs are all in line your special ed programs your migrant program every single program in the district is aligned with the vision of the district so ineffective superintendent upholds high expectations for all stakeholders including her own professional behavior ineffective superintendent exhibits expertise in the various instructional managerial legal financial and personnel issues he or she faces on a daily basis that's a big job right that's superintendent to oversee a district especially the size of Weslaco
031you know to know everything that goes on and to be able to deal with action items on a whim because I can tell you as an expert area you get that phone call you got to act quickly and everything falls on you and that she communicates with the board right that she keeps the board informed knows what's going on and what situations are occurring so the expertise I don't know that dr. Kanellis is an expert in every single one of them but I'm sure she knows who to call within the district to say hey I need assistance with this help me with this one because this situation has occurred so they have to know who to call when to call and how to respond and then how to communicate with you so it's not only
032does she have a prison board superintendent I mean school superintendent on her board but she also has a present high school principal on her board you know so you know I'm not an education might might my life this is not education so I'm not that person but these guys so retentive and the principle there if they're right there and and if there was anything that wasn't kosher Department they would immediately know hate with it something's not right and and there's no red flags being razors no you know so yes we have SX execute yes exactly catered coach another another educator right there an attorney yeah you know I mean but one of her best attributes is the ability to cultivate you know we've had some issues at some of the department to last two years
033and she's managed to arrange the I think it's good points and but that's you know you've got a good board that supports that it makes the job so much easier for the superintendent to do her job or his job whoever this opportunity is so it's very key for a superintendent to have a very strong supportive board that works together that's not afraid to question issues that's not afraid to give direction but also in whole the superintendent accountable but it gives that individual that much more at ease to be able to do their job so that's that's a good that's a good thing for this district and the results are showing ineffective superintendents must plan implement and evaluate the success of the district instructional and assessment program she has to evaluate when they get those star
034results she has to look at that those results and meet with her team and reevaluate it and then bring that information to the board and say okay this is how we did and this is our plan to moving forward right and so well so that's how you that's the cycle of things it constant affective superintendents they involve stakeholders and realizing the district's vision effective super-intense communicates timely relevant information with great clarity and frequency so that the mission vision of the district is understood and supported as you mentioned the head was coffee at the campuses that's the perfect opportunity to constantly communicate that vision and and do that with the staff with a community with the parents whoever is coming to those coffees ineffective superintendent aligns district systems operations and organizational performance to the district's mission
035and vision micromanagement micro management with excessive control getting involved in the work of others without consulting them that's the definition school board micromanagement occurs when a school board or an individual school board member tells the superintendent or the staff how to do their jobs does the job of the superintendent or that of the staff school board micromanagement occurs when a school board or individual school board member cannot differentiate between governance and management governance is when you come together and you make decisions and you approve what's being recommended right management is not what boards do that's what superintendents do that's what principles do that's what assistant superintendents do so just know that what your role is as a board member and what this district staff this role is now I'll show this video I hope this
036doesn't happen here muster go man look at this place this is awesome since we got on the board if we not no changes we got the football coach we want we got this field we've got this facility it is gonna be an awesome we got to support these kids they do we have to be there we have to be there every Friday night we got to do it let's get loud in the stands this keep the crowd rolling but the main thing is we gotta support this program this is our this is our field and our coach it sorry we missed our coach we made a difference since we got on this board baby yes we did we got this group together you got elected last year we got on this year this is John
037Hall is gonna be this bad I thought we had athletes in the seventh grade what is our coach Boone [Music] come on hey hey hey that's our guy remember that's our guy I know that still good I'm done I can't even believe it who is you said you checked his references I know it's the first seventh grade game I tell you what come Monday morning I'm in that office I'm in there Monday morning I'm going y'all going we get two more we're in micromanagement that doesn't happen here the undermining of authority of the superintendent it creates staff confusion when board members begin to micromanage it creates confusion dissension between the board and the superintendent you know there are some boards that have factions you know you've heard of that right that's what micromanagement can can
038do the undermining of trust between a board member and between the superintendent and board are the board members an investigation by the state and possible loss of the board's governance authority you don't want to get to that point there's a school district nearby that that has happened to okay we never want to get to that point micromanagement is as a symptom the board does not know how to appropriately carry out its legitimate governance and oversight Authority the board or the board member does not know the appropriate board vehicle or mechanism for addressing perceived problems or concern if you've got a new board member that's part of their initial training is you know what their role is as a board member those of you that when you first came on if you went through that training
039it tells you and so as you've got ten years of experience after ten years you should know you know what my role is you know who I should talk to who I can talk to and what my role is as a board member the board and the superintendent team has no shared understanding of how the team members define and implement the separate yet independent leadership roles of the board in the superintendent the superintendent should also tell the board member hey you're you're crossing the line right because the superintendent does that not for any other reason but to protect the board because the board as a whole can get into trouble when all this can start happening so don't be don't jump on the superintendent if a superintendent tells you you might want to back off
040from that issue because you don't want to get into that situation you know because the superintendent is only trying to protect you as a board member the board or the board numbers does not have the information from the superintendent needed to effectively perform the appropriate governance or oversight roles the superintendent is not performing her job to the satisfaction of the board the trust level between the board and the superintendent is low or non-existent some subsystems of the larger school system is not accomplishing the results expected by the board those kinds of situations can occur easy okay but just be careful that as a board you don't do that you don't jump into the superintendent's role and this last couple of slides here is just to give you an idea what the roles are the board
041authority you see that clock there the top part of it the board authority you adopt the vision and goals that's your role as a board you evaluate outcomes and your dock policies the bottom half is the superintendent's Authority they evaluate progress they implement plans and leadership and management and they develop plans and regulations and I think this is the last slide the board's role you adopt the vision and goals but you communicate with the community coffee you're at HEB on the Saturday you talk somebody comes up to you talk about the good things that are going on in the district talk about the student outcomes this is how we did you evaluate results compared to the goals your dot policies you approve performance objectives that's authority from the board site oversight you review progress reports
042according to policy you review and adopt the budget and you review and adopt district and campus plans that's what you do as a board you don't hire the coach the superintendent's role you collect data assess needs recommend goals you prepare and distribute look at all the things the superintendent does we prepare and distribute reports you collect analyze report evaluation results you prepare and analyze progress reports monitor implementation implement plans prepare a budget develop plans and regulations recommend performance objectives and research and develop policies any questions almost definitely and that's what you should hear you know you shouldn't tell them don't worry I'll take care of it you should say you know what let me let the superintendent know so that she can address it and that's it okay the next one is the required training
043unfortunately and I say unfortunately because we have to address this it's called sexual abuse of children you know it's sad and you know I think it's unfortunate but it is a part of our lives now you know and that I'm sure has been for many years but that we have to address this and how to identify that as a board and what so this training is just to give you an overview of what it is and what districts do to you know to try to assist with that so this came from House bill 403 the legislative update which all of you went through and it says that every two years a trustee must complete at least one hour of training on identifying and reporting potential victims of sexual abuse human trafficking and other maltreatment of
044children so what is child abuse child sexual DS it includes sexual activity with a minor a child cannot consent to any form of sexual activity I don't care the child says yeah I'm fine with it they cannot legally they cannot consent does not need to be include physical contact there are other forms except exhibit exhibitionism fondling masturbation in the presence of a minor or forcing the minor to masturbate obscene phone calls text messages digital interaction producing owning or sharing pornographic images of what or if movies of children the most common one I think in schools is what's what now called a sexting right and we catch there's a lot of kids that do that you know you see the young ladies taking pictures of themselves and then sharing it you know and so this is
045what goes on unfortunately now with social media child sexual abuse sex of any kind with a minor including vaginal oral or anal and includes sex trafficking it includes any other sexual conduct that is harmful to a child's mental emotional or physical welfare and when a perpetrator engages with a child this way they are committing a crime that can have lasting effects on the victim for years so what does the perpetrator look like a perpetrator usually someone the child knows they know the person you know it could be a neighbor it could be a family I know you can treat the yellow one it says 93% of the victims know their perpetrators it doesn't have to be an adult it can be a sibling it can be a friend a family member a school employee it
046can be anyone okay you don't know the perpetrator sometimes you don't know what is the perpetrator look like abusers committed manipulate victims to stay quiet about abusing using a number of tactics like in user position a power over the victim to coerce or intimidate the child they can tell the child that the activity is normal it's perfectly okay or in that they enjoyed it the abuser can threaten the child did the child refuses to participate or plans on telling another person and child abuse is not only physical violation it is a violation of trust and or authority so what are the warning signs child sexual abuse isn't always easy to spot the perpetrator could be someone you've known for a long time or Trust which makes it even harder to notice but there are some
047signs and these signs are usually something in a school district that maybe the nurse is the one that's going to spot these signs bleeding bruising and swelling bloody torn and stained under clothes difficulty walking or sitting frequent urinary and yeast infections pain itching and burning in the genital area the behavioral signs are changes in Hygiene such as refusing to bathe and bathing or bathing excessively they develop phobias they exhibit signs of depression and post-traumatic stress disorder they express suicidal thoughts especially in adolescence they have trouble in schools such as absences or drop in grades smart kid and then all of a sudden the drop the grades begin to drop there's a reason inappropriate knowledge of sexual behaviors you know it's amazing that sometimes you talk to these little sixth graders and they know they know
048about sex and it's like I mean how do they know this stuff you know or even elementary kids nightmares or bedwetting there are overly protective and surface siblings or assume that caretaker role because they don't want the same thing to happen to their siblings you know they've been abused they don't they want to take care of their siblings they return to regressive behaviors such as thumb-sucking or they run away from home or school or they self-harm themselves so you've seen the slashers where they cut their wrists or they shrink away and seems threatened by physical contact so you try to touch them and they kind of not away from you so what is human trafficking that was sexual abuse so what is human trafficking human trafficking is a modern-day slavery it is a scourge that
049exists across the entire globe it is a rific crime that hides in plain sight and unless you know what to look for and unless you understand what you are seeing you may miss it human trafficking is exploitation of another person for labor domestic servitude or commercial sexual activity by force fraud or coercion so what are the signs of human trafficking they're always on their phone why do you think they're always on their phone because they're always talking to the person that's controlling them they're getting directions from them they sleep with their phone they don't come home at night they coming home in different clothes and when they left they're wearing clothes that you did not buy them new tattoos possibly cherries roses dollar signs and crowns don't ask me why because I'm why those particular
050tattoos but I did this training in another district and one of the board members was a police officer and he says yes that's exactly right you know we've seen that we I mean as a police officer I'm sure they see a lot and he says we've seen that on some kids you know and that's what it means so it's that underground connection I guess using words that are indicative of the life commercial sex exchange for sex for things of value a place to sleep money food or a cell phone what are the science of human trafficking continued they have a sudden change in fashion they start becoming they start dressing more provocative they have a sudden negative change in grades always exhausted they're always tired they sleep in class all the time excessive crying or
051they're depressed expression feelings of self hate or worthlessness they begin to act secretive defensive to questions and they're unable to say where they were or have been and will not disclose any information about who their friends are because they've been threatened right they've been threatened don't say anything they will not look you in the eye they having significantly older boyfriend or girlfriend right a lot of adults you do know you do not know in their social media I don't know how many of you still have children but or half soldiers that have Facebook and all that stuff you wonder about that who are their friends on social media they have multiple STI s and STDs they have a sudden poor hygiene and odors that indicative of a urinary tract infection is being controlled by another
052person they are no longer going out with their friends they don't have any friends anymore because they're being controlled and it's sad for these kids to whom should these activities be reported in a school district all suspicious activities of this nature should be reported to the superintendent all school district personnel having have an obligation to report any possible misconduct to Child Protective Services and typically the first person that we see such information is the individual to report if the alleged perpetrator is someone from outside the school system Child Protective Services and possible local police will take over the investigation if the alleged perpetrator is a school employee shaft Protective Services and the local school district will take over the investigation at the discretion of the superintendent and that's part of the new bills Senate bill
0531476 but you all saw this as a legislative update I'm sorry it if it's school district well the super team will say okay let's get the school district police to investigate but it's a it's a super intern that makes that decision and and what I mean in the school district then she can report CPS will probably in then public report to the city police but that's the decision of the superintendent understand it bill 1476 okay maltreatment what is child maltreatment it is a behavior towards a child that is outside the norms of conduct and Intel substantial risk of causing physical or emotional harm there are four types of maltreatment neglect physical abuse sexual abuse and psychological and in some cases children may suffer from more than one of these types and believe me I've seen
054unfortunately I've seen children that have suffered from two or three of these the definition of each type of maltreatment neglect omission and care that may result in a significant harm or the risk of significant harm and is characterized by the failure of a parent or caregiver to provide the child's basic needs physical abuse non-accidental physical injury that is inflicted by a parent a caregiver or other person who has responsibility for the child psychological also known as the emotional B's is repeated pattern of parental or caregiver behavior that communicates to the child that he or she is worthless unloved unwanted or endangered any questions about any of those right okay the last part is gifted and talented programs this is not mandated by legislative law but it is in the gifted and talented state plan okay
055the Texas state plan for the education of gifted and talented students has an indicator professional learning all personnel involved in the planning creation delivery and administration of services to gifted and talented students possess the knowledge required to develop and provide differentiated programs and services low section 5.1 100 of this indicator it says locals schooled local district boards of trustees are trained to ensure accountability based on the texas state plan for the education of the gifted and talented student so what is your definition of gifted and talented let me ask anybody here what's your definition of gifted and talented what do you think of when somebody says we have a gifted program anybody else I consider good photographer got to be so more rigorous and my experience was students that were in programs like that was
056a they have an ability to be nice they take the initiative and and and and and they're very excellent mentors or you can use it to you know help other students teach a lesson or something right whatever because they like everybody said they do understand or have better understanding of what you're doing and the challenge is just to keep them engaged in activities because a lot of times you're you're at a certain level and you're not taking care of their requirements it can be very disruptive in a think of a teacher that has 30 students in the classroom and they've got maybe four or five GT students you know to work to keep the GT engaged and to work with the other groups of students can become very challenging as most requests mentioned so yes
057in the emails there's one thing we didn't hear and so what is your definition of gifted and talented there is not one definition of gifted and talented there are many when it comes to servicing the student in public schools gifted in leadership as mr. Crabb mentioned possessing the natural ability to influence others possessing the skills in interpersonal skills relationships demonstrated for example by outstanding abilities - in such activities as student government your student council president you know I'm thinking about high school or even a middle school in elementary that child that that oh you know you know they're just that natural leader it comes out on them then that there's a there's the creatively gifted possessing outstanding imagination and thinking ability innovative or creative reasons ability ability and problem-solving and high tainment and original and
058creative thinking then there's probably the one that I think that we got the most discussion here gifted a specific academic fields possessing superior ability or potential in a specific course of study such as English language arts reading math science or social States you can be gifted in math and that's it right or you can be gifted in science and nothing else you can be in special ed and gifted right so they're just individual students are gifted in different things and then the last one is artistically gifted we didn't think about that those in band you know those that are in choir they just have that beautiful voice I mean that's a gift of child artistically gifted possessing outstanding ability in the visual and/or performing arts you I'm sure you all have won that place I
059mean you've got that child that can act and man could probably win an Oscar right I mean just a great kid the state definition gifted and talented students means a child or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age experience or environment and who exhibits high performance capability and an intellectual creative and artistic areas they possess an unusual capacity for leadership in the excel and academic fields now this is the requirement of the district every district shall adopt a process for identifying and serving gifted and talented students in the district and shall establish a program for those students in each grade level a district may establish a shared service arrangement program with one or more other districts each
060school district shall adopt a policy regarding the use of funds to support the district's program for gifted and talented students now the sad thing about this is the state just took away that 24:4 from school districts right now but you should still a lots of money for it there's still a requirement each school district shall annually certify to the commissioner that the district has established a program for gifted and talented students as required by this subchapter and that the program is consistent with the state plan developed under Section twenty nine point one two three if the Commissioner determines that a school district has failed to comply with the subsection for a school year the commissioner shall reduce the total amount of funding within which the district is entitled under the chapter xlviii for that school
061year so they don't give you money for it but if you don't implement a plan they're gonna take away money from you so it's very critical that as a district that you do have a gifted and talented program and then it gives you that formula down in the bottom amount equal to the basic allotment and multiplied by the product of and you can see the formula down in the bottom so what should the program look like in it in a school district school districts shall develop written policies on student identification that are approved by the local Board of Trustees and disseminated to parents the policies should include the following a screening and selection process an assessment measure collected from multiple sources they should ensure that all students in the district had the opportunity to participate
062a committee with at least three educators who have been trained and gifted and talented involved in the selection process of students and provisions must include ferno's reassessment exiting from the program and transfer of students in appeals of district decisions professional development of school districts should ensure that teachers who provide gifted and talented instruction must have a minimum of 30 hours of staff development in the area of gifted and talented teachers must receive six hours of staff development in the area of gifted and talented every year in administrators and this is new this last one administrators and counselors who have authority for the program decisions must have a minimum of six hours of professional development student services school districts shall provide an array of learning opportunities for gifted and talented students in kindergarten through grade 12
063and shall inform parents are the opportunities options may include they don't they don't have to but they may include instructional patterns may include in enabling students to work together as a group to work with other students or to work independently a continuum of experiences that leads to the development of advanced level products and performances in school and when possible out of school options relevant to the students areas of strength that are available during this entire school year and opportunities to accelerate in the areas of their strengths parental engagement a meeting with parents and community to gain input on the program and assessment procedure should be held annually opportunity for parents to participate in an association of gather gifted and talented advocacy group is provided to parents and community members and parents are informed of all
064opportunities for gifted and talented students and products and achievements of gifted and talented students are shared with the community and this the video is networking so it is working it's kind of cheesy Between the States hello Mythbusters oh yes dr. Grasmick yes ma'am can hit some truths of GT education huh we'll get right on it we got blood hey hey what's he doing for decades if it's related to GTA shenanigans need in the classroom but also what they can offer the nation now and in the future the National Association for gifted children has compiled decades of research that the spells of these myths join us as we present the research at the truth supports [Music] the 10 myths and truths of gifted education [Music] mr. policymaker ready 5 4 3 2 these are tough economic
065times and we policymakers must set priorities everyone knows gifted students don't need help they'll do just fine on their own hey if I were your star athlete we do expect me to train for the Olympics without a coach I need the guidance and support of great teachers just like all kids do I'm not bragging but sometimes in a regular grade-level class I don't learn anything new until January I get bored and frustrated and I just hate school that's when I start to tune out and my grades drop and that's definitely not doing fine as a school principal I set the goal for the teachers to challenge every student so the gifted kids will be just fine in a regular classroom I know my teachers try to challenge me but sometimes they just don't understand what
066it is I need and even when they do understand it's hard for them to make changes to the regular curriculum I've even heard teachers say we just haven't had any training in teaching students like you we teachers need to keep gifted students in regular classes in order to provide role models and challenges for other students the truth is all kids get surface appears to challenge them I know I do but the best challenge for me is just within my grasp not far beyond it the other kids don't see me as a role model they just say it's easy for you you're smart as a parent I believe that all children are gifted it's not fair to label only some students that way Wow I sure don't work for anything away from other kids but in
067athletics everyone accepts there's some really talented kids who make varsity team I mean we wouldn't take away the Super Bowl would we we love to watch those athletes play why couldn't we think about academics in the same way as a school counselor I'm aware that gifted programs often employ accelerated placement options an acceleration can be socially harmful to gifted students when I was in third grade I remember feeling really out of place in school and began to act out my frustration my parents and teachers met and soon I was placed in an advanced fourth-grade class I felt really happy with the students that shared my interests my grades began to pick up and soon no one looked at me as younger or different we were all on the same level as a university professor I
068can tell you that history clearly demonstrates that gifted education programs are elitist it wasn't until I entered middle school that my district started gifted programs maybe we didn't have the money or maybe people didn't think that there were gifted kids in that school all I know is that I was never challenged in elementary school and there were kids there just like me too our gifted programs aren't about status it's about people finding their place I think it's elitist not to have a gifted program because you're making assumptions that some kids education is less important than others I'm the teacher of a student that can't be gifted she gets poor grades my parents and teachers are always telling me how smart I am so why is it that I can't achieve more I wish I knew
069why sometimes I'm afraid to stand out other times I'm afraid to fail so I just don't try anymore I wish I knew someone who could break me out of this cycle a special education chair our department has decided that this child can't be gifted he had disability in elementary school I was in this special pullout program for my reading and writing problems I didn't think anyone would have considered me for a gifted program but in the fourth grade my teacher noticed that while I struggled in reading I was her top student in mathematics so she recommended me for her gifted math class I'm thankful that I get to focus on my special abilities while still receiving help smothering disability as curriculum coordinator our office has given talented programs we have advanced placement courses in high
070school as a student I enjoy my college-level coursework in my advanced placement classes these courses are for everyone who wants to work hard and get into a great college I wish so that I didn't have to wait until high school to be so challenged as much as I enjoy AP I still long for opportunities to explore my own personal passion which happens to be Aeronautics that's why it is so important for our gifted Department to allow us to work with a mentor as well as provide opportunities to do our own research that's what's really going to help me develop my talent all of us on the school board know we should do more for our gifted students but these are tough economic times and gifted education requires abundant resources just begin we are your future
071world leaders and inventors artists teachers only that which meets our needs any questions what's what stay provided with me what state Texas keep you to you like the old drivers it's a program just names uh names of students that are in the program no that would be covered in the football right be just a criteria thing yeah I heard that you can end oh you can check to see what criteria your son or daughter can meet to be a different entity okay there's once you get into that program the point that of interest is that some excel in some areas more than others right now so where do you what do you accommodate that that strength versus where it would be a little weak in another we say that's a challenge for our district right
072you know to be you know you saw the special ed student that says say my math yeah I'm gonna math the gifted and talented class but everything else is regular depending how you setup your gifted and talented program and that can be accomplished because you know you departmentalized then you develop a GT math class and that's where those kids go into we have the quest program and we have the advanced academic a little school right now is that and and and the reason I bring this up because as a teacher this thing about the gifted and talented do you think that they're going to be good and something that you're teaching and when they don't meet those expectations you start to question what are you doing in this program so we have to be careful
073how we address this and my question is once they're in how are we going to identify their strengths and then they are verified by the assessments that are given to them and everything well I think I'm not sure what the assessments look like but I would think they test for everything and then the scores individual scores will show where they're gifted okay am I correct dr. Kanellis what instrument do we use for you to give us the presentation that you have so that way they got what criteria they use well for the different area my point is my authority to talk about my own gran grandkids once a year older than another she qualified for the other one didn't meet expectations right yeah I just got a report that she scored a 100 marks man
074so as I'm watching there something you know how can we honor this and be fair to the student and make them feel that they that there is something that you know because once you're in those programs right but I think you're smart you know you're smart and and it give me up now challenging that yeah extremes I think but that think that's a perfect opportunity for or your TT coordinator to come and do the presentation yeah so that you get the full the big picture of how it's done here years ago and we've had the presentation I'm gonna guess about a year and a half two years ago done that you that you were pulling some teachers from the elementary schools to go and schools and that's it right let's do it folks I hope
075you got some good information tonight hopefully it was helpful you know I think you guys are doing an outstanding job as a board as a district and he got leadership here so I think I'm gonna turn it over to dr. Ganados I think she's got another part of presentation these are the local governance section 14 so the first one to go which is on stage during sex we went ahead and I Maastricht on the item that I went to stuff and we went ahead and put the Senate bill our hostel that it relates to so in the very first one is public information on private device when you all join when we all went to raise it on that one Senate bill nine forty nine forty four it was just about the current or even
076a former board member or going of the district or maintains public information on a privately owned devised shout forward or transfer the public information to the district for a district server to be preserved as provided by government code number to preserve the public information in its original form and a backup our archive and on the privately owned device for the time described under the code the government code so that's a piece that that's part of epi lead legal now so what does that mean is it never broken scene [Music] he remembered former Port Melbourne and you use your phone even if it's privately owned right we have to you have to forward we have to ask me to build the system to get that information you should go aquaphor order we're gonna do it in
077the basis we have to develop that so those are things that will be on high rated yet some other districts I think mr. peniston's mentioned I went home and just bought homes for all the board members that way when you're not a farmer or anymore you're using that bubble just turn the top so we were network but that's new read on page 48 this one sorry it's on page 47 and it asks for the Gannicus I felt online for it we have an emergency situation like we did we have the flood of 2018 and we need to call them a meeting right away we only need to give a one hour notice so it's the Grilli narrow at that time maybe because of you know the natural disasters that if it occur in which day
078it used to be two hours and now it's just one hour so that's just to call your attention to that the next one is it's only when there's a disaster yeah here it is right when we can call the emergency so if you you look at that and I'll give you a chance to look at it we talked about it's an urgent public necessity we need to take action on the emergency or necessity right away and then it does talk about some of the things like an emergency route of public necessity exist only the immediate action is required because of eminent threat to the public reasonable unforeseeable situation fire flood earthquake hurricane tornado wind rain snow storm power dollar and transportation failure interruption of communications sunny and epidemic the riots that will disturbance an attack
079so words prohibited series of communications and it's talking about Board of Trustees now committing an offense if they knowingly engage and at least one communication among a series of communications that each occur outside of a meeting authorized by the Open Meetings Act and that concern an issue that concerns an issue with the jurisdiction of the forward in which the member is engaging in the individual communications constitute fewer than a quorum of members but the members engaging in the series of communications constitute a core the quorum of members I'm gonna have to read that several times very much walking for for board members outside of the warden you're talking about or taking business discarding business right okay so that's that one that simple 1640 on the next page another one this is VE local now and
080if you notice in the very bottom on page 54 notice two board members that goes back to Senate bill for nine four and that's at one hour it used to be two hours and this again is for emergency board meetings that we may require I think there's okay the last section is being illegal but I wanted to cover and it's public comment and then I want to cover local because we will need some feedback from you on the local so that we can inform Cask and how we want to cover it okay so the public comment unfortunate about each members of public we desire to address the board regarding an item on an agenda for an open meeting of the board to address the board regarding the item the meeting before during the board's consideration
081of the item we kind of revised the public comments so that we are okay with us so I want to draw our attention knowing that to the next page and you should have it you should see some blue would you see the blue flag on that decision points we need to make the public comment at regular board meetings the board shall permit a comment regardless of whether the topic is an item on the agenda posted with the notice of the meeting and that's been our standard we just have public comments and people comes in principally agenda sometimes it's not there so you turn you know that apparently how about something going on or something was to you know talk about a program or and even give kudos to staff that's happened before but for special
082meetings all of the coordinating public comments shall be limited to items on the agenda posted with a notice of the meeting so the decision point is do we continue that practice special meetings and workshops that the public comments are only limited to the agenda as opposed to the regular board meeting where we keep it open to anything you want to make the comment about what hasn't what have we done in this pass for a special for me don't know about the comments on the comments Sam in the past and I think we should just keep it on items on the agenda yeah the dungeon desktop to local policy evidence right according to this woman I'm gonna get out the explanatory notes so I can have a brainer according to this one the decision points where
083do you want to live it limit public comments to agenda items only you they even said it all me okay but I think our practice for a regular board meetings is then we leave it open right which I want to continue right let the regular boards so do we want to limit it just to agenda items special special board meetings and workshops there's not even a workshop oh yeah so y'all okay just limiting to the agenda for them do we need to act on it I guess well your ottoman you are giving us a feedback right now you want you to act on it under an importantly right so we were in taking notes you know notes okay that's a good decision points when we taste the that's gonna be a point okay no action
084on it right now you've got enough conscience question it's just feet right and nobody those changes will be in blue right right whenever you present the more takes action then we'll get macchesney for figure out ago when it comes up beside keeping the raping roses and you can limit the special qualities and okay so that's something if you think about it to think about it there's some places because now you have to allow everybody who wants to speak to speak you don't join them you can't join them and have a representative there's like this view the same topic can't say pick a representative you allow everybody to speak you can't have a time limit and a Tulsa Ford president what they can do and not do with that but then you you know you it's
085you can consider reducing the other some some some fine you know for each comment so that's just me to think about will live it's a growing it with the pencil what the size of the group is our party would recommend three minutes versus when it's just individual anyways you say majority to change it one thought we could do is if we can't go with like five minutes on topics on the agenda and three minutes on just majority used to keep the time for the how long did two people normally take not not more than five minutes something three or four I think you said if it's a big group that we need to specify it pretty much inner policy if it's not it's better more you know three minutes or it's gonna be in there
086gives you something like that when you get ten people that work five minutes because it starts definitely obsessive it's a big boo-boo were limited to just things you want to think I think whatever I think you can't change it right great once you set the time right - but there's under certain conditions when you can when I was reading it I'd have to pull up the law there are certain conditions when you can change this is there's this paragraph here that says that the board president can limit it to minimum one minute on the next yeah yeah it's just that no no individual shall be given less than one minute to make okay yeah so I guess my understanding of this is a hundred people walked in and they said we want each one to
087speak the mission it though can say okay then we're reducing it to one minute each threat that's my interpretation yeah this is one necessary for effective meeting man oh we don't we usually have what two or three people if you were me I think that most we've ever had is two wheeler mono Sonic's have two different sign-in sheets when they walk in right are you gonna sign them for an agenda item or you're just going to do it over comment when the district had proposed maybe the FDR closing down yes a lot that's right that's a mobile you wouldn't you you were the president minute so yeah we had several that's right mo kamo gave 30 minutes each we don't we gave we've been giving right now but if it's a group a big group
088will body goes up and I guess I guess the other thing we can check we probably can check I don't know if it has to be the same another time for all types of we observe a chain you know I think I'm five minutes very individual person will need is sufficient well is something that we need good Ursula give us all the information you need to know so that we can make our decision so and then you have the rest of them if you want to give this video reading for the holidays it's whatever you want [Music] is the workshop without right training on every sign in because we're gonna award some certificates right do we need a call for public comment or questions if it's a workshop we did a debate in at the
089beginning but now it's Berger anybody sign out right I did notice there was a doctor right there in front of the doctor Garcia what's it well was that official it's official doctor down well thank you so much for everything you do for our staff there buddy be able to happen it's a special for me in the 1905 3030 ristmas - you're sure you don't wanna check thank you I'll be in contact with you okay next you say