001cup. I have bought it for those other. [clears throat] I'm going to get off my phone. Okay. I'm good. Ready? The time is 6:7 PM. I now call to order the the special board meeting of Prim Independent School Board, District Board Trustees, Trusty Pñena, [snorts] Trusty, Trusty Baron Vazu, Trusty Johnson, Trusty Morales, Trusty Valera. Let the record show that a quorum of board members is present, that this meeting has been duly called, and that notice of this meeting has been posted in accordance with Texas Open Meeting Act, Texas Government Code Chapter 551. This meeting will be recorded and the minutes will be taken to document the proceedings. Audience members are required to follow the standard rules of order for conduct of a meeting, which allows audience comments during the open forum portion of the agenda.
002Please refrain from comments during the course of the meeting. Also, please silence all electronic devices. Uh, now we move on to 1C pledges. Please stand for the pledges and the prayer. >> I aliance to the flag of the United States of America and to the republic for it stands one nation indivisible with liy and justice for all. Justice for all. >> The Texas flag. I aliance to the Texas. One state under God, one and indivisible. >> Heavenly Father, once again we thank you for bringing us together for this meeting. [snorts] May we act with integrity as we conduct our business discussions. continue to grant us the necessary skills to be an effective school board and guide all of us in our quest for improving student outcomes. In [snorts] Jesus name we pray. Amen. [snorts] >>
003No one has signed up. So moving on to two business and support to a presentation of the Fremont [clears throat] Ernest H Singleton Early College Academy and Fremont Monastery Academy turnaround plan. This is the plan that needs to be submitted uh because our elementary because of the status of our elementary F status. So this is a required document from TD. >> Good afternoon board, members of the community staff. Um like Miss Johnson said, this is a requirement. Um it's a state monitor um strategy for campuses that have been rated unacceptable. So at the elementary campus, we've been rated an F for two or more years. Therefore, this is a required U monitoring plan. Um, it's to outline how we'll rapidly move student achievement from unacceptable into acceptable. It's a road map from improvement, but also
004like Miss Johnson stated, a compliance uh requirement. TA outlines certain success criteria for us to follow when uh when we are when we were creating the turnaround plan and they are listed here which is stakeholder engagement, school improvement strategy, curriculum and instruction, support and capacity building, milestones, performance management and resources. Just to preface um the way uh TA outlined what we need for the plan and like I mentioned those success criteria were there. They sent us a Excel workbook to um follow through. So everything that we put in our workbook was then transfer transferred into this plan. So some of the um wording things the slides are very detailed and long. Usually, traditionally, we don't put so much wording into our slides, but it was recommended by our service center that everything we're going to
005submit to TEA be put in these slides. So, I apologize if it's too lengthy, but I will try to summarize um rather than read through every single slide. Um there are this is also on our website [clears throat and cough] um in the district page and in the campus page as well. So stakeholder engagement uh we did have a stakeholder engagement uh meeting on September 16th. Uh there we invited stakeholders to come. We gave a a a survey. We asked for their input which the information was gathered and it is board members. It is attached to the back plan. So next step was this public hearing and then if there are any comments from here we would also add these comments from today into the plan when we submit to T. Um the summary for
006uh the information that we had on September 16th. There were key themes. Some of them were student attendance and engagement, support for special populations, teacher recruitment and retention, campus and culture, discipline, family and community engagement. So these were the recurring themes for the the results that we got for our survey we put out on the 16th. We had to choose a school improvement strategy. There were several that uh several options that TEA recommended. The one that we selected was intensive curriculum and instructional program improvements. So that's our turnaround improvement strategy. Um we were already on the track before we got notification that we needed to do this plan. We were already on track by having applied for the stronger foundations implementation grant which then provides us resources to utilize to implement this plan. One of
007them is uh technical assistance provider engaged children in year one and you'll see it's going to be talking about year one and year two. We are also required as part of the plan to put what's going on this year and what's going to happen next year and before. I I'm not going to dive too deep into year two. Year two is supposed to be deepening the practices and aligning it. However, we we're going to regroup for sure after year one and see what what's working what may what we may need to change as a result of year one which is this year. So [clears throat] year one the focus will be on establishing lesson establishing fidelity and lesson internalization assessment use of instruction to ensure measurable student growth and close gaps across grade levels and
008subgroups. Year two, we're going to deepen those practices and continue with work [clears throat] curriculum and instruction. So the adopted curriculum is our blue bonnet rla and blue bonnet math for K through 5. We have to follow required minutes as per the implementation grant and as per TEA and it is listed there. K through 3 RL is 120 minutes, 4 through 5 90 minutes and K through five math is 60 minutes and we have to make sure it's in the master schedule as such. [clears throat] Our assessment plan there are uh five parts to the assessment plan which is the vision, protected time and frequency, assessment integrity, integration and student work analysis and data. So the vision, I'll go ahead and read the vision just so you know. It it encompasses all of those components.
009Says, "Premon ISD leaders and teachers share a vision that curriculum embedded assessments are central to improving instruction and student learning. Leaders use these assessments to inform instructional decisions, identify supports for students, and customize future lessons. Teachers implement the blue bonnet learning scope and sequence with fidelity, use embedded assessments consistently and will analyze student work through structured protocols and adjust instruction. So um actually our team our implementation team created this vision um prior to uh this assessment plan and then from there protect the time and frequency. We uh protect the time and frequency for the assessments through a casing calendar. So that's something that uh teachers are also required to do. Have a pace calendar. We're able to see when assessments are administered. Next is assessment integrity. We're making sure we're giving the assessment as is
010with little to no modifications unless it's required through a student's IEP. Integration of other assessments. We're not using random assessments uh that are curriculum based. ones that we may use are obviously benchmark star assessments. Aside from star benchmark assessments, we're sticking to assessments that are from the curriculum analysis of student work data. Um this year we're going to implement um DMAP for lower grades where prior they were assessments weren't implemented in DMAC. Now even the state has imported blue bonded assessments into DMAT where students are able to take or teachers are able to input the results of assessments for lower grades into DMAT to make it easier for student data analysis. Once again year one it's consistent use of embedded assessments. Year two, we're just in deep deepening the practices. [clears throat] Another component of
011curriculum and instruction aside from the assessment plan is professional learning communities. The first component is structure and frequency. So year one, which we are currently underway and we've kicked off couple [snorts] of PLC sessions already, we have grades two through five. They're organized by content area and prek kinder and first are organized through uh department or through grade levels because they are self-contained. Each PLC includes teachers and instructional coaches, campus administrators and instructional aids joining as needed because they are in the classrooms more consistently on a rotation. Same thing, same structure for year two. Facilitation and attendance are instructional coaches facilitate the PLC's and attendance is required for all teachers including special education teachers as needed and instructional aid as I just mentioned. I know Dr. Brazil myself coaches can't be there we will send
012out PLC's as well there are certain protocols that we have to follow um in PLC's it's a map of what is going on what is conducted your PLC's excuse me they are it's a four-step process one for unit internalization and then another for lesson internalization. So these protocols that we're conducting in PLC's, they're prescribed through tea through the implementation grant. So it's nothing that I'm making up, nothing that engaged to learn is making up, nothing that the cap is making up. TEA put these protocols out so we can follow for PLC's. Um, so that's what we're utilizing. In addition to if any if you see campus trends through walkthroughs, if we see that teachers are needing a PLC on DMAC, we will also have a PLC in DMAC. If we see teachers need a PLC
013in classroom management, we will have a PLC in classroom management. But the majority of the time, there's going to be some unit and lesson internalization on PLC. Year two, it's the same protocols, just deeper implementation of the process. Support and capacity, another success criteria. This [clears throat] is an overview of the the campus. If the administrator has nine years of principal experience, 79% of teachers have more than two years of classroom experience. 64% of teachers hold a valid teaching certificate. 25% of teachers are designated under the teacher incentive a lotment. To build on this capacity, we're going to provide targeted coaching to in to strengthen instructional practices, continue to use PLC's to foster internalization, collaboration, and data-driven planning, interprofessional growth opportunities that benefit all staff and support sustained improvement. [clears throat] Year one once again
014the the planned training for the to build capacity amongst the staff which like I mentioned whether it be teachers, coaches or uh administrators. The professional learning panel will focus on building strong foundations in curriculum and [snorts] instructional leadership. Engage to learn will be the driving force behind these these sessions. They will provide training for coaches and teachers alike and leaders. Year two, it'll be establishing fidelity from the previous years and refining the practices that were learned from year one. Differentiate training because we do have teachers that are uh have 20 plus years and then we have teachers that are have one to two years with little to no experience. So teachers with fewer than two years or those that are that may be not as effective, they'll have an additional observation with a feedback cycle.
015So when I say observation, it's not their normal uh end ofear teacher evaluation. It's an observation of the implementation of the curriculum. So what we've been doing is observing teachers on how they're implementing the curriculum. So for purposes of this plan that is what observation and the feedback is in reference to. Of course we also do like our um normal teacher evaluation that's at the end of the year we implement those indicators. Um, but the majority of the observations that I'm talking about for purposes of the plan is the implementation of the curriculum. Just [clears throat] so we don't get the two too confused because I know teachers have one yearly observation that's their formal observation that get submitted and documented. These are different types of observations that we do walk through and they're specific
016for um they're specific for implementation of the curriculum. So that's that's what we're doing year one. Year two, we're going to continue the same um just refining and sustaining the practices and making adjustments as needed. Walkthrough tool that we use like I mentioned this specific observation we're using tea as a walk through tool and it was like I mentioned earlier it's nothing that we created. It's nothing that engaged to learn created. It's something that tea created. It's called the foundation implementation learning walk tool for blue audit and there's one specific for math and there's one specific for reading. We do use also um the NIT tab rubric evidence. We try to align them best we can because they're two separate rubrics. Um and we capture all the data in growab which growlab is a a
017component of engage alert observation frequency. Um like I mentioned this is separate from the teacher normal formal observation. We have at least one per month with written feedback in a coaching conversation within 48 hours. Most teachers also have daily um weekly short dropins just to monitor making sure uh the curriculum is being implemented. [snorts] Year one um we review data for special populations. Teachers and leaders will receive training for inclusion models. So this is for year one. We already know that our stud population is very high. So we're trying to do the best we can within the curriculum. There's embedded support. So that's another process during PLC's. There's certain protocols that teachers are learning to follow um to use the curriculum for to make sure those supports that are embedded are implemented for those certain
018populations of students. Year two, similarly um deepen the practices through a beginning of your data review analyzing the results. [clears throat] Next is performance management plan monitoring of the turnaround plan. So the campus intervention team which consists of principal DCSI instructional coaches early child early childhood coordinator um we we are the ones in charge of monitoring the plan and it's um going to be monitored quarterly um and and monthly as well. In year one, the monitor will occur quarterly. We we will meet and gather all our data. We have a checklist um which I'll just talk about a little bit later which was also included in your package. Um so there'll be four quarters that we monitor it officially and then report the data back to you all. Um year two similar uh process just
019deeper implementation and calibration frequency of milestone review like I mentioned on a quarterly basis. However, there's more form informal reviews for um the campus the campus based uh campus based I say checklist and checking checking on with [snorts] the monitor. Um, year two will continue the same cycle. Um, collection of the data is going to be on the checklist that was included in your packet. Year two, similar checklist. We're just going to refine it to match the deeper implementation milestone progress reporting and communication. This is where we will share with district leadership through monthly principal meetings led by the superintendent of DCSI. Um for stakeholders other than the campus [clears throat] progress will be communicated through semester presentations at board meetings and staff will receive progress measure updates through staff meetings. Year two the frequency
020will increase just uh for transparency as it gets closer to the end of year two. Um the the stakeholders will get quarterly updates rather than semester updates. milestones. The milestone checklist, what's included in them are PLC implementation, assessment, administration, data analysis, observation and feedback, capacity building, leadership monitoring, special population support, and stakeholder communication. So if you looked through your stakeholder or through the packet at the end where all all of these were milestones that were in the Excel sheets by one um I mentioned there the detailed action steps it's has detailed action steps responsible parties the evidence of artifacts and the status which is uh in progress complete not in progress resources. So for this school year, we are using um the word that we got from the stronger foundation implementation grant. We received 200,000
021for MAP and 200,000 for ROA for a total of 400,000. Year two, we plan to look at additional grant options, which one is the last four. And we also pursue um are looking to see if there are any other school improvement grants out there or use title one funding or title funding in general. Um we plan if we're going to follow the same um process and just go deeper dive into the implementation or deeper alignment we foresee the amount costing the same. Lastly, additional information. Um because this is both Monasuri um a plan for Monasuri and um the early college academy. Um just wanted to share that we had already um requested TA approval to consolidate campus 103 into 101. And that would be the bulk of the that is the plan for campus 103
022is to consolidate into campus 10. open to any any questions that you may have questions, comments from >> I did. >> Yes, ma'am. >> Okay. There's a lot of information that's been covered here. Apparently, I did review it online which um I also review the plan in the survey. As I break it down, we really have to take into consideration all aspects. And I'm looking at the educators, I'm looking at the parents, parentals, I'm looking at the students. And from my experience, I'm not in this educational system full-time. I do sub and I did it to get an inside of the district and how it's working going from elementary to high school. Here's the feedback. Ma'am, can you say your name so that we'll know? >> Oh, England. Pleasure. Sorry. But anyway, and this is
023my observation and I'm coming in from an outsider. So, it's an excellent observation because you're getting input from an outsider. I know that a lot of professionals within this district are going to be hesitant in coming forward. They do fear retaliation and they do fear favoritism because around and we are a small community. is who you know, who you're related to and etc. Uh we have lost a lot of excellent educators and some that have also made the transition of relocation and that's okay because they were playing on the sports. Well, this is not something we can turn around like in one week or two weeks. I know that. But what I do want to share is when going to elementary, I'm g start with the elementary. Um going with the elementary and I'm talking
024the first, second, third, etc. And it goes all the way to high school and but going there, they do have a um I don't understand now why you have students at different levels of performance all in one classroom. that really I think and if it's a TA issue I'll bring it up with TA but that is very difficult to teach these students in one high level and and try to go to a lower level. There are so many students from the elementary the high school here that are illiterate, they can barely read and write and that's sad and um so I want to know and then when the aids pull these students aside right I notice there are different levels now there's some that are very and I don't know if it's borderline intellectioning I
025don't know what if it's disability I don't know what their diagnosis is but pretty much working with populations in the rehabilitation field you can kind and more or less try to figure things out. But what I want to say, I noticed that the Chromebooks, a lot of the education is also on Chromebooks. So if the teachers don't have the time or the aid to assist those students and we go back to what we used to years behind, a student gets behind. Unfortunately, there's several students getting behind. So that is a concern that you guys might want to bring up. Um, and that's coming in the educators. I have a concern because there is so much pressure [snorts] on the educators. So, where does the school board come in play? How is the school board assisting
026our educators? Are you involved? Are you available on weekends? Do you take information and take it back to TA? Because they also need our support. We don't want to lose all our educators. Um, because, you know, I love the schools. you're doing great, but this is a good example where we stand and this is not this first year or second year. So, going to high school level, I know I have a lot, but you covered a lot here a lot. So, and I wanted to cover most subjects and I can't because I don't know if anybody else has to do that. But anyway, going to the high school level, we're really dealing with major behavioral [clears throat] problems. And there's a lot of favoritism here, too. Who does this young lady belong to or this
027young man? Is it are they from an educator? Are they from the school board member? And I do see that. But what I do see also you have different levels of performance in one class. And I feel that we need more creativity in the educational system. I sub today and I'm going to tell you it is very difficult when you sub. You've got some educators um they expect you to do their work because they're going to be out and they want to make sure because they're pressured that this work has to be done this week or this day. You've got educators that say, "Okay, this is what they got to do. You're going to have the students tell you today." Well, we already done it. Okay. Do you think I want to just stick with
028that? No. So, I told all the students, and I'm not saying I'm better than anybody. They're just creativity. ideas, suggestions, take it how you may, but this is what you need is the input. So, um, going back to the high school, >> uh, I need to I need to make sure you understand that any questions or comments are specifically on this >> at this for elementary. >> I can break it down just how she did. It's all in here. I just broke it down and simplified it. So if you want me to I can go step by step the plan the engagement the turnar around >> um the blue bonnet >> the thing is the plan is for the elementary campus. >> Okay but I think it's good to know this. It's still good. I'm
029almost done with that. So let's go back to the elementary the high school. You want graduates and we want them to succeed. So we need true leaders. [snorts] I'll end it there. Going back to elementary. have two at the school, not my granddaughters. They are straight A's [snorts] and they're good, but we we take them home and they study. Now, now we learn the parents. Okay. Are the parents educated enough? Do the parents know what this is? Cuz I'm educated. I understand this. But do they? They do not. So, who's educating the parents? Who's doing the home visit? Do we have grants for the home visit? Are they going? We're a very rural underprivileged area. It goes all the way to reals. Correct me if I'm wrong and I don't know where it all. So,
030I just want to share this. It's not negative. It's constructive criticism, positive feedback, ideals because I have suggested assessments long time ago. What assessments are you going to utilize? That's the question. And how are they going to do the improvements? Because the pressure cannot only be on the parents and educators. [clears throat] So we really need to think, okay, these children are a different level. Maybe a child teaching a child. I don't know. I don't know what to suggest. You got a lot of suggestions, a lot of good planning, strategic planning, but this is very intense. And I'm going to end it with this. the students. I got a granddaughter and I'll tell you now, [clears throat] she was doing great. Do you know how hard it was for us to work on her self-esteem
031and self-confidence? And she's pretty intelligent. The people who know her here know they are. She comes crying and she's grandma and grandma, I can't do this. I go, why? My brain can't think anymore. My brain can't think and she's breaking down. So, we also need to understand that the pressure is also on the students. But I don't want to take up the whole time. I end it with this and thank you very much for your time. >> Thank you. You're welcome. >> Anybody else? >> That's it. There being no further business on the agenda, this meeting is adjourned at 6:32 p.m.