October 6th, 2025 - Special Board Meeting 5:30pm

001before the meeting starts. Yeah, we can't put it any participation. Can I go to participation? policy recognition. What do you want me to do? I think we can just do it >> because this is so I call the meeting or what? Okay. >> Yeah, because we didn't put it on the agenda because you won. >> Go up front so everybody can see it. >> And you can let us know. >> Okay. I had the pleasure of going to the Moscow conference this last weekend and we were awarded the district was awarded the teachers and the administrators for the STEM program. They talked in extensive about how I guess we started a new STEM program. They went to state and nationals um and they said that they were very impressed with the presentation that they did

002say >> who did the >> this is what we got. >> Y'all want to >> who did the prize? >> Well, it was an application. There's an application. >> So y'all supplied that the application. >> Yeah, they supplied all the information and Bill Churchwell from chapter 3. >> He was there presented it. Well, he he read it. He they had filled it. So he knew we had gotten it. >> And we uh the channel news church. >> Yeah. And I asked when I got there, I asked if we had one so that the superintendent could go and they said, "Oh, no. We're not gonna know until we announce." >> No, we only had one representative, >> but at least we had very happy for the team. >> I really want to discuss getting away from

003>> Did you want to take a picture with us? >> Oh, yes. Yes, we're going to take a picture with the holder of this. No, let her hold it. So we can all take a picture. >> They want you for the picture. >> We all won. >> How you doing? >> I'm here. Get in the middle. >> Hello, Mr. >> I can't see Mr. >> Mr. Between the two of us. You should be good. >> No, no, no. Get in the window right there. Perfect. You ready? >> Okay. And I never reacted. But when they said west also I practically jumped up five feet in the air. I was like wow. Glad you were there. Okay, the time is 5:39 and I call this meeting to order. We will have roll call. >> Liz McVis.

004>> Hi. Or here >> Oh, she's here. Yeah. She's >> She's here. >> Here. Gonzalez, >> here Rodriguez >> here. Let the record show that there is a quorum of board members present and that the meeting was duly called and posted in accordance with the Texas Open Meetings Act, Texas Government Code 551. We'll go ahead and stand for the pledges of allegiance. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God indivisible with liberty and justice for all. Honoriance to the Texas one state and indivisible. [Music] participation. Okay, there's no public participation. So, we're going to move on to agenda item 4A, the strategic roundt presentation and discussion on the review of the district processes and systems. Our presenters are Miss

005Moore, Miss Alvaraldo, Miss Gomez, Miss Dr. Via, and Miss Garcia. So um uh we've kind of shared with you an August home that we've been putting down in writing. A lot of one pages some of them are more than one page but just processes and protocols so that things that were kind of understood are now written down and oh we did this way we did this way and this is how we're doing it and trying to put more and more things in writing. And so we're going to share a bunch of them with you tonight. Um we just in terms of timing um with the strategic roundts that you people can ask well you know ask clarifying questions or and also any kind of question. Have you thought about doing it this way? Have you

006thought about adding this? Um we're not necessarily going to go into um what we did in the past and things like that. here's what we're doing now and if if y'all see a way that we can improve what we're doing now that would be great. Um making a suggestion that's kind of the whole idea that is the strategic team and the tactical team coming together to talk about you know what what can we do to improve on our district uh really it's a way of communicating but it's also a way of making sure that everyone is on the same page different areas. So um to begin with um and just to know we've kind of allocated like an hour and a half to this roughly to this session stop. Yeah. But that's sort of how

007we're going to try to pace it. Um to start with Dr. Rivera is going to share about >> is that is that in here? >> Uh that's it. >> Yeah. So the first link that you have is we just wanted to show you again where to get to it on the district website. Okay. So, and this has been here for this is like the fourth year maybe, third year, I don't remember. But right next to contact us, it says one-stop shop. And so, this is available um to any employee. Well, anyone can click on it. Certain of the documents um are a lot of several of them are available to anyone, but then some of them would be available only to people with West email. So, if you guys can look at any of these

008documents. So, uh, where's the >> including the public? >> Correct. Um, uh, I can't get to the side. >> If you if you scroll wheel, it should, you know, it's really small, right? M. >> Okay. So, what on in your packet you we just did a little snippet of it, right? But I wanted to show you that it kind of, you know, starts with these topics. Um any of these again are available and we all I mean I use it all the time so that you don't have to go searching for a lot of information. It's here um and then it goes down into everything from pay dates to um the ed hero link field trip request form. So, we just did a snippet of that top just to show you, but um y'all can

009see sometimes like uh like when we do training like for example in special education um they have a new program. So, here's like the information from the train. So, you don't have to look up all that stuff. Then why talk? >> So what we did to further extend it and so that administrators and leadership team would be able to readily access information is we do meet twice a month every month with the leadership team to review any information that needs to come out or practices or protocols. So we had been doing is keeping everything within a Google drive. Well, sometimes trying to quickly access the information will become difficult or we'd have to keep asking people where is this located. So, in order to align with the district, I asked Miss Moore, can I just

010create a one-stop shop for leadership that'll quickly help us find the items that we're reviewing within our leadership academy and expectations that we should be following. So, basically, I did follow the format. However, I broke it up specifically into items and topics that we discussed within our leadership academy so that if ever there's a time administrator has information, has questions or needs information that was previously reviewed, we could just quickly go and access it just as the general population outside can find that on the district one-stop shop. So it has everything from our balance scorecards, any agendas, information in regards to the business office that they're implementing, our pings, registration, construction, special programs, TIA. So it's an extension of what is not currently on the one-stop shops. It's specifically for our leaders. And who can

011access that? >> All the administration and the leadership team, >> which includes who? So it would be our principles, our assistant principles, our teams coordinator, business office, academy people that >> um can you give us a list of those when we get >> Wait, should I under the board? >> Oh, I'm under the board one. You're under the board. Got it. So, we're just really trying to follow the practices that we're implementing for the district. That way, it helps limit any confusion or time so that staff are able to readily find items that are needed and they've been trained in this. >> Yes, ma'am. And we try and use that common knowledge of where can I locate this or go to your one-stop shop for DM and find it under this section. So as we

012continuously practice that and we don't have any times where staff may feel like I don't have the information, I don't know where to go to, we try to keep it all in one. >> That's good. That's good organization because I know well in the past when I was working it was like where do I go for this? Where do I go for this? But y'all have it all right there. >> And it's you know it's a continuous document because we'll be like oh do we have that information there? Oh let's get it. Um, that's that. >> So, if we wanted to, I could go in and open any of these like say grading guidelines. >> We could open up a view. >> Can the board view the leadership academy? So currently they don't have access

013to it. >> No, >> they're not gonna be able to access it off of this because this is a picture. >> Oh, the one on the website. Yes, ma'am. >> Then you can maintain myself. So, as we go in and have leadership meetings, if there's items that are newly being discussed that is not there, then we go in and add it. And for the district one-stop shop, it is Miss Lindy. She goes and updates that. Okay. Okay. So now um again we've divided things into kind of four big topics that we're going to share about um some protocols and those are uh discipline uh was first. So um Miss Alvarado this one. >> Yes. This is the behavior threat assessment flow flowche sheet. What happens here is prior to um newaldi behavior threat assessments were

014a thing but not really a thing as far as the state was concerned. Many districts did not take it seriously. Was so did. We actually had a manual and trained people prior to the UVADI situation. Now it is required by state law and the Texas School Safety Center. We currently have 37 members on teams that are trained fully in behavior threat assessment. And the training is not easy. It's an eight-hour situation by which they must test out given by the Texas School Safety Center. We have behavior threat assessment teams on each campus that can be pulled basically at a moment's notice. So as you look through this, anyone can report a threat. Concerning behaviors could include it could include verbal written threats, fascination with weapons, social withdrawal, suicide ideiation, terroristic threats, um anything that we

015believe is a threat to one of our campuses. Of course, if it is an imminent danger, that's an automatic 911 call and team response to the campus. But as we look, sometimes we have behaviors that we need to investigate. So here are the steps and the process. We begin with an initial screening. Those forms are now on the program sentinel. So now all behavior threat assessments go through the same forms throughout the state. We had our own manual. We convert it to Sentinel as required. So we actually have folders prepped and ready should we have a behavior and threat assessment. We can pull a team together in less than 24 hours. We have actually done one this year. The incident happened in the morning of one day. We had the behavior threat assessment team review

016all data by 8:00 a.m. the next morning. Those forms give everything from demographic data on the student, anything of history prior. We also inform the parents that we're running that behavior threat assessment. They have input as well. And we have teams look specifically is that threat low, is it medium, is it high? Based on the criteria of the forms in which we fill out, it's pretty detailed situation. So at that point when we have that done we then know what type of threat we have. Is this a threat I need to inform law enforcement? Is this a threat the child needs counseling? Is this something that the student just inadvertently said, didn't mean, didn't have weapons, didn't have intent, those types of things. But all of that is ascertained through the BTA process. Once that

017BTA process is done, we then move forward on a plan of action that's developed at the same time as we run the BTA. If it's a low-level threat, we may provide counseling, a monitoring plan, whatever that child needs to come out. If kid just said it, you know, just a random situation. However, if it is an upper level threat, let's say they threaten to bring a weapon, shoot up the school, we need to know if they have weapons. So, while we have the students secured at school, a CCPD unit will actually go to that home to find out if there are weapons there and take those weapons out of there. So it is a situation by which CCPD is trained, security is trained, we're trained to look for certain things in a hope to prevent

018any type of situation coming to us that could possibly be a threat. And what you see here is the stepby-step initials that we do. We then must go back once we have completed that, done what we need to do with it, I must go back and load it to the Sentinel program. And there's a reason for that. Being new into the we've known the Sentinel program, but this is actually a new upload starting this year. We have done our first one. It took me an hour and a half to upload the system for the Sentinel. But the advantage to that is, let's say that student was to move to another school district. With a push of a button, that receiving school district can ascertain if we ran a behavior threat assessment and if there's a

019possible threat going into their district. This is what this program is designed to do. >> So all the information that you have input on that student will automatically be transferred to the receiving school. >> Yes, ma'am. Whenever they go in, if they are high enough level security, a principal, assistant principal, it must be an administrator. Then they go in on their account, they push what they're looking for, and it gets transferred automatically. Whereas before, if we had this, I would call another district and say, "Have you run a BTA on this kid?" And they'd say, "Yeah." And they ship it to me if they act. So, they don't run a BTA unless they have information that this might be a student that you have to check up on. >> Okay. I have a case I'm

020working right now on a student from another school district. >> What we would have run the BTA on automatically, they did not. So, when I went into >> based on the information I have, okay, and this is the difference in trained personnel. Okay. So the threat that the child perpetrated in another school district, we would have automatically had teens everywhere. That district chose not to do so. And as a result, now they're having to go back and redig some information because that case is now in law enforcement jurisdiction. So when I went into my sentinel, I pushed the button saying, "Ship it to me." There was nothing there. That's when I have to go back talk to people in another school district say why was this not run? I actually met with the parent today.

021What was interesting about this case was that the parent thanked us for telling her certain things because her comment was that the previous district didn't tell her the whole story. >> So these these BTAs are critical and everything that we're doing. And one of the questions that got asked of me when all of this came up with juvenile probation law enforcement is, "Okay, R.J., tell me how quickly you can pull that team." I said, "If it happens in the morning, we can pull it by 4:00 that afternoon or 8:00 a.m. the next morning." So, we have that information to make that decision very quickly. >> But, yeah, to be clear, the central system just started this year. So, no one would have been able to enter anything prior >> prior to this. It was done

022in threat assessments, but they would have just been storing that information locally. There was no >> So, the team already knows that they're on staff for anything that happened, >> anything. In fact, I can send an email. The teams are so trained. I can send an email saying, "I need a BTA this afternoon at 4:15 on this campus. I will have a team there." >> So, until we have a track record with Centell, you're going to have to be calling, right? Because it's fairly >> That's correct. It's very >> gonna continue. Well, I will tell you we were kind of one of the first ones to start this because when Signal uploads something, actually, they know me by first name now because I I try it out immediately to see if there's issues and there

023have been some upload issues in various things, not just this other areas. >> These are two teams, >> I'm sorry, >> that you have organized. >> You have 14. >> One of these campus. Yes. Okay. Yes, ma'am. And central office personnel as well. >> Yes, ma'am. When I say 37, we have it covered everywhere. And so that was kind of one of the things that probation asked me, "Okay, R.J., how quickly can you do this? I do it very quickly." And they're like, "So why didn't a previous district do it? They did not deem it necessary." >> So what I like about that is that you have them different because you don't know one school to the other. So you have all your teams, right? >> We can even let's say we want to be

024more objective than that. people to say are we're seeing something. We're seeing sibling issue. Whatever the case may be, we can pull from various teams >> to pull it as well. So, it's not just limited to you're going to only do it on this campus. No, we can pull those teams. >> Investigation with this child, is he in >> is this child in school or do we have to wait till the results of what comes back? >> What it is now? If it's imminent, law enforcement is involved immediately. >> Okay. For most of them, they're not state class. >> They're not in class. Secured, >> but do we have to accept them? >> I'm sorry. >> If we >> No, ma'am. >> So, which part is first accepting or running the DTA? >> Okay. This

025is why and I'm going to go back and answer your question by telling you something else. Our registars are trained to look for certain things as well. So when a child starts to enroll and we hear, "Oh, the child had a discipline placement somewhere else, I'm getting a phone call because I can then call that previous district or email that previous district and say, tell me what they were in there for. This is how this case came to me and register call me said, "Okay, they're coming off a placement." I contacted my people. Then they shipped me information. Then I dug more because I didn't believe that was the whole story. So by the time we put it all together then we had information in which to work on. >> So which is first? Do

026we say we're not even accepting this student? >> We didn't even >> they're in district, right? But in this case even though the parent has moved into >> criminal charges or anything like that. I'm just saying if it if it came to that case >> if it came to that case then what we attempt to do at that point which what I did today is I met with this mother personally and we talked about what is in this student's best interest and what was in this student's best interest was probably a much smaller environment that was more contained with some pretty intensive supervision and the parent once she heard the whole story agreed with me >> and I guess because you And if if you're telling me if you're telling me that um he's coming

027in from another district. Okay. I didn't know. But he he our this was his district. >> So he evidently went to another school. >> He moved in after >> he moved in here. >> Yes. >> But he he was from another district. See, that's what that's the part I got. So, I'm like, well, why would you accept? You wouldn't. That that's why I asked. >> But this is why it's critical that everything is checked out upfront and everybody's on the same page as to what we're doing. And it also is helpful that we have built partnerships with other school districts, with other uh areas, law enforcement, juvenile probation, because we exchange information because we're dealing with the same students. So if this student was coming in from another district, he didn't belong to our district.

028You already know of something. >> That is correct. >> Would you accept him? >> Okay. That that's >> we don't accept kids in with the DAP placement unless they are in our district. Yeah. We're not going to be not say no to anybody that wanted to come to school. I thought, you know, we have to accept whoever wanted to go to school. >> Okay, that sounds good. >> Yeah. Well, that's why I got the clarification to our district. >> We'll get there in a little bit. We'll talk about transfer requirements for a few minutes, but yeah, definitely. >> Okay. Protection of our district and our students. >> Yeah. >> Yes, ma'am. >> Miss, you want to go through our DAP stuff? >> Okay. So, this year we decided this summer we decided we were going

029to put a little bit more emphasis on our DAP placements. We knew we had two new secondary principles. So, we wanted to make it very, very clear as to how students were going to be allowed into the DAP. So the only people that can make the recommendation for DAP is either the campus principal or the assistant principal. >> And I realize this example I gave you, I deleted most of it, but that was Mr. Flowers had done one. So >> he had done it. I saw his initials. Sorry. >> If it's if it's an immediate threat response, if it's an some sort of a threat that R.J. is immediately call the executive director of safety and security so that they can again do the threat assessment, make sure that they've covered all of their bases

030as far as a terroristic threat or any other type of threat that may have occurred. Campus investigation, the campus administrator is the only one that can conduct the investigation unless of course one of the assistant principal is out or the principal and one of us is covering then of course we're going to be responsible for conducting that investigation. Um during this time we need to make sure that when we suspend a student even prior to suspending we need to make sure that the student is not either a 504 or special education because of course there is different things that we need to follow and we automatically make contact with our director of special education Dr. Rivera. Um at this time the student of course is given the opportunity to respond and give us his type

031of to respond to the allegation and give us his side of the his or her side of the story. uh with for students with special education there should there has to be a manifestation determination art before the child can even be uh instruct directed to DAP students who receive 504 services consequences cannot be finalized also without a manifestation determination or being held so we make sure that we are covering our basis make sure that the child is given every opportunity that we're not denying them of any services that they may currently you receive. >> So like right now that we just started the school year and all these have all the students that required to have a manif manifestation determination have those been done or are they still on board but they're still in the

032school? >> That's requirement. >> So we kind of put this in a neat little form but these things always existed. These aren't new guidelines. So >> yes, >> if a student any student that is going to be recommended to DAP, they cannot leave the campus without having the manifestation determination because we need to provide them all their equal their rights. >> Okay. So then moving on to parent notifications. The parents are notified immediately. The allegation is discussed with the parent. The intended disciplinary action, the parent is notified. Okay, Johnny got into a fight today. It was mutual combat. there will be a manifestation art will be held. Uh the date is given to them for the art and then they make the DAP recommendation. Um of course the parents have the right to appeal at

033any time. Part of the DAP hearing procedures. All parents must be provided with written information regarding their rights to request a special education evaluation. So this is kind this is fairly new. If a student is, even if it's a general ed student, the parent suspects that their child may have some sort of problem, then they have the right to request a some sort of evaluation for special education. So that is with the assistant principles have that in their office and they are they pass that out to the parents as they're meeting with them. Uh hearing officer assignment, the executive director, safety, security, and student services serves as the primary hearing officer. So if a family wants to appeal their appeal process will go to R.J. However, if R.J. was any involved in the removal, then

034the appear the hearing comes through me as a DAP administrator. um um post-hering requirements all once once a student has been placed in DAP that information must be must be placed into the ascender so that we can have all the proper documentation all the hearing documentations should be sent to myself and then of course to the DAP teachers in the packet that information that they have the student schedule uh whatever classes he or she may be taking if they are 504 or of their special education. All that information is immediately transferred to the DAP teachers to ensure that they're getting all of their rights and services provided to them. Uh later placements. Last year we had a little there's some problems because students continue to get into trouble at DAP and it may be the

035last day of school or the week before school. So this for this coming year, no students will be accepted into DAP during the final two weeks of school, which will be May the 18th through the 28th. Students recommended for DAP during this window will remain in ISS and then they'll begin their placement the following school year. And that way it's straight and they don't get, oh well, I I already did a week, you know, and then parents were like, you know, Pesito, he did really well and he had a good summer, so we're going to just do consistent with it. And then early release decisions, decisions regarding early release from DAP are made by the DAP administrator. A lot of the times this the principal or they'll say, "Okay, we're giving them a 30-day placement

036with a review in 15 days." So if in the 15 days this child has done every single every single thing, they've completed all their work. They've come and dressed cut every single day, then we review that. If they've done their whatever they need to do, then they're released within that 15 day because it was a review. And those requirements were already set like the the student knew. Yes. If you meet these requirements, you can be released in. >> Yes. They discuss that in their hearing. So the parent and the student you're aware of it. So if the student decides, you know, on the third day 13 that he or she wants to, you know, be combative and not then that's it. You lost your opportunity. You were given the opportunity. You failed to do so.

037>> And they were aware >> they were well aware of it. They signed off on. Um, how does it work? If you have two Johnny and and Louise got into a fight or whatever, you put them in the same room. >> Yes, >> They do. They put them in the same room. Well, that all depends. If we have three teachers at DAP, then we can separate them. But what we have is one big room. We have high school on one side and junior high on the other. When we when our numbers are so high that we have to have a sub in the back, then we're able to separate them as far as different buildings are concerned. But our teachers, it's it's a very strict environment and so they don't have that opportunity to >>

038we've not ever had issues really. >> They don't have that opportunity to, you know, they do go to PE, but when the PE coaches come from the high school to take the kids to PE, but coach Moreno and Miss Annie go with them. Miss Trimble go with them most of the like Moreno goes with them all the time. So it's and the police officer that's there goes with them to PE as well. So they just walk around the track throughout the day. It's just some sort of an exercise program, right? >> They all go with them. So, they don't have that opportunity to Okay. >> What's going to happen? >> Police. >> It's a police officer. >> Yeah. We have the police officer. >> So, DAP never has a security guard. >> We changed it

039this year and I think it was a good decision. >> That's the base. >> So, that way if we need the police for something, they can kind of go between the junior high and high school or having that police stable. So who's your DAP teachers? >> Reggie Moreno and Annie Trimble. >> Annie Trimble >> and Reggie. >> And they were in a very touch. >> We really there literally and I tell you there wasn't a single incident all last year about kids getting into it at all. Not even verbally. >> But we have had a couple times where a kid went to the bathroom. But you know, but that's the kind of stuff that we haven't had. >> So and we have vape sensors in both in all the restrooms at the AAP. And so

040some of the students that come in for vaping, they're immediately if they decide they want to vape in the restroom, which is really it's between as far as between you and I are. So that our vape sensors immediately go off. I get it, Reggie gets it, Annie gets it. And so that's it's put a stop to it immediately. Uh even as far as them, they're not allowed to socialize in the classroom. As a matter of fact, I implemented something new this year. Before they leave every day, the teachers, they have assigned seats. And so they're no longer they can't write graffiti on the wall because it's checked every day. And so automatically if it is there's any graffiti you were sitting there. So there's no way that anybody else could have done it. So that's

041an automatic adding days to the a consequence. >> Oh >> because that's we had you know the we had a lot of graffiti in the restroom uh and it's just really difficult. So unless you check it every single day >> if an assistant principal has a recommendation. >> Yes sir. Can it be overridden by the principal? >> It 99.9% of the time, sir, they always discuss it before. Like the assistant principal will say, "Okay, this is what I'm doing. I'm going to recommend this person. This and this happened at lunch. There was a fight. It was an altercation. Uh this person was the aggressor or whatever the case is, it's always discussed." >> And the hours are the same uh DA EP as the school hours. >> No, sir. Our DAP center starts at 8

042and they're released at 3. Okay. That's why I saw them at 3:05. And I was thinking maybe they were seniors that don't have a >> a last class. >> They leave at 3. >> Yeah. They were wearing their khakis. >> Yeah. You'll always be able to to identify them because they wear khaki pants and a white shirt. >> Okay. >> They're staggered if you don't want them. >> And so they're not allowed to go into the other campuses. >> Two of them stuck out. There was 305 and I said, "Uh, are they seniors maybe letting out one?" >> Rhonda called me on Friday. friend. You call her. >> I said, "Um, there's some DAP students out here. Um, I don't know. I don't think they're supposed to be out here." And she's like, "It's already

043305." >> I literally just >> Yeah, it just happened world. >> So, they're not allowed to. >> They're not allowed. They signed that when they signed their contract, it says very clearly that while they're in the VA, they cannot attend any school event. >> Then they get they get additional days. >> It's it's hard being hard. >> Yeah. Are they are they recognized or when they come in to the game like >> Well, because most often like the teachers know like there's teachers there or if I'm at the game or >> Right. Right. That's you know because if they buy the ticket online um they could just you know go in but the only thing is that I always work the visitor side so they know >> but they're going to see the principles are

044there. >> Yeah. The principles are there. they'll be like they stand up >> on your the ones uh so both your if both your assistant and your principal sign off that a sped student needs to go to DAP you're the first one contacted >> yes so we're contacted and then we're able they're making the recommendation so we'll have the manifestation to identify if it's due to the child's disability or not. So the only time that there would be an area of considering possibly in the course is that that administration discretion is if a child it is linked to their disability. So what plans and supports should be put in place or is there >> at the a well would be dependent on the severity of the case and then does the child pose a severe

045threat remaining in the current placement. So it would be looked at in various different realms. >> So if a child and there was one student last year um intellectually disabled student that you know repeat said something but it was and on the one hand it was a threat but it was more it was very fantastical like it wasn't anything that was really based in they were probably mimicking something that they saw >> like a tick. >> What? >> Like a tick? >> No, not that. No, >> like a video game or something you see on TV, similar things of that that nature. So, >> yeah. >> So, we worked on those social skills and understanding that what we see on TV or in a game isn't what you can do as a real. So, applying

046that to the child's program as well because you think about in a video game, right? You can bomb something or bomb someone and then they pop up again. They're alive. >> And so, if you're intellectually disabled, you might not not know the difference, right? So was it did the child with something came out of their mouth? What was their intention or did they >> So it all depends on the disability whether you're going to keep them at ISS or you're going to move to date. >> Well, we don't determine the the art committee doesn't determine the disability. They just I mean determine the placement or the discipline consequences. Well, they're specifically doing this. It is it linked and then if it is linked, okay, how that's a recommendation that should typically should be taken and

047review what processes or things support need to put in place. >> I know, but could the support still be in place if your principal and your assistant are saying? >> Yeah. So like say say there is link to a disability and the student poses a threat to others or imminent threat continuing to remain in the current placement on the school campus then of course you can proceed with moving the DAP continuing but your job is just to make sure that >> they're in the least restrictive with the the modifications accommodations that you are recommending. Yes. And then at that time too if the student needs an additional functional behavior assessment done or more evaluations also if the child has a behavior plan they'll update the behavior plan there. So it's just all dependent on what

048the causes and how what additional supports the student needs. So let's say you have a student that's behavior t has difficulty during the move from fifth to sixth grade during passing periods because there's you know a lot more going on right there. they can put in place. He's gonna have a escort. He's gonna be let out five minutes, you know, so he's not involved with everybody else. >> So they're aware of also what support they need. So a lot of times if they're not issues, >> we had that last year. Uh we had two BI students that were recommended for GAP. >> So at that point, we had to hire a long-term sub because they are diff they have a difficult time. They can't be in the general population with all the rest of the

049students. And by the spring last year, we had 30 students there between both campuses. And so we did have to hire a long-term sub that really worked out worked very well with them. Uh but they were having to receive instruction in the back and that so it could be structured because their disabilities do not allow them to >> function according students in DAP. >> Yes. >> From they were from the junior >> all. Oh no the ones that are in the high school behavior intervention class. We kind of have different we mimic that. So then that's where that long-term sub would come in and really work with our students and teach do extremely well >> and the good thing about it is that this transition that is now their gen their BI teacher and the

050students have made 100% improvement. >> So it's good to hear I mean it's been it was a positive a win-win. So this was the big one, >> right? >> Persistent misbehavior. >> Okay. So we're going to move on to persistent misbehavior. One of the things that we saw happening and it was a concern is that a student was that had four, five, 10, six referrals and so they're wanting to automatically send them to DAP. Well, with persistent misbehavior, they weren't giving that the child wasn't given that opportunity to to have the some support system. So, we have implemented a parent conferences. We held counseling services, a multi-tered system of support, meeting with the committee. There's a committee that meets with them and says, "Okay, you're going to be on a contract. This is what you're

051going to do in order for you not to have to go to DAP. We're going to give you this. you know, you'll do this, meet this requirements, and then implement a positive behavior intervention plan. So, not until this year, not until those students have been have gone through all of these steps will that student be allowed to be sent to DAP for persistent misbehavior. >> And again, that doesn't mean if there's one crazy thing that happens, that's persistent. >> Right. Right. like a persistent misbehavior is, oh, yesterday I was caught throwing spitballs at someone and tomorrow, you know, I was misbehaving in the cafeteria. But if it's a a situation where, you know, this child comes and cusses out, you know, or punches someone, that's not considered. That's an automatic. So, we're just being we're

052these are the minute referrals that you know teachers are just don't have had it with the student and so then the student just and the student knows how to push their buttons and so we're being more productive with that as far as making sure that the student has every opportunity to correct these behaviors. >> And it goes back to the mental health things we were talking about. If they're acting out, if we're just punishing them, are we ever figuring out what's behind this acting out behavior? >> Yep. that placed on y'all's uh administration because the teacher is the one that's handling it every day and when is she teaching because it's hard. I mean that was one of the complaints about teaching is the fact that those students like you said oh they were just

053throwing spitballs. Yeah. But then again the other oh they were just stepping on the desk. Oh, there they were. And it just goes on consecutively because you're saying that's considered persistent misbehavior. >> But we So they can be placed, but we want to sure that a parent conference is held that we're offering counseling. >> Well, isn't it always when they're placed? >> Is it always done? >> Well, because you could also put them in ISS for something like that, >> right? The other one is bigger placement and you would have to meet, >> right? But at least for the teacher's sake, the student is removed. So the teacher send them to DA. >> How long? Yeah, but I'm just saying. So they would be moved to ISS and then the next step is suspension. >>

054So they have to go through each one of those steps. >> Right. Right. >> Before they go back, >> they could have the detention, the ISS placement, and then a suspension in the before they get placed. There has to be a pattern of behavior. >> I know. But they're placed somewhere. If they go to ISS place, they go >> somewhere. If they go to suspension, >> but when >> if you're saying go through each one of these, where are they at when you have the parent conference? Where are they at when you do counseling services? Where are they at when you do the multi-tered system of >> So, it may be not that the student is necessarily going to ISS each time. It could be specifically that we're seeing those increase in behaviors or patterns.

055So collecting that baseline evidence. So what supports can we give the child? As we know students are here sometimes long they're here longer with us and sometimes they're at home before they go to bed. So teaching them those coping skills and those strategies on how to work on those positive behaviors. So through that NTSS we would look at what supports are needed. What is it that's triggering the student or causing the behaviors that then we can implement? So, a type of behavior contract. We also have teachers that sometimes mentor students just building that positive. >> Does the teacher get that support of somebody coming in to assist >> and the the teachers as well? So, specifically that we had implemented just speaking on the special education side like Mr. Moroni, our school psychologist, he goes

056and will work with the teachers and then work with the the NTSS team to build a support plan for the student so they can start collecting that evidence because sometimes this is how we find students that may have an emotional disability or some underlining disability that needs to be identified through like a psychological evaluation. So instead of just throwing them into DAP over and over again, what's the root cause of how can we support them? >> Yeah, I get that part, but I I would also would hope that our teachers are supported in the same way because they are having to go through that every >> day. >> And that also links back to like with especially in the C our CNI team, we're doing walkthroughs with the students, which I'm sure they'll talk about

057here with the teachers. And if there is a teacher that says, "Hey, I'm having difficulty with this." Then we're collaborating to see what supports or how can we help the teacher and continue to coach with whether it be the student behaviors or classroom management or just strategies. I mean, observing a teacher sometimes has been in the district for quite some time, has those good systems in place can definitely help with that as well. And it just all depends on what the teacher needs and the supports within the classroom for the students. >> All right. If how long does it if the teacher is constantly having issues with a student and the student is just, you know, doesn't want to listen, doesn't want to do and just, you know, but how long does it take for

058you all to get involved to remove that student from that teacher so that the teacher can be able to teach? I mean, you can't teach them. You have to be watching. Right? There's going to be interventions every step of the way, but if we just we research shows if we're just punitive, then that's not going to help the student. >> And when the administrators notice a pattern of misbehavior with, you know, with a student, let's just say one week they sent that student out three times, and that's definitely a call for intervention immediately. So they involve the counselors, call the parents in for a parent conference because if you or a student is getting a referral three times in one week or two even two times from the same teacher, that's definitely a red flag.

059>> Well, if the student brings the the teacher a Dr. Pepper and so the teacher lets you okay, well, you know, he's fine. Okay. And like at JFK, if you send somebody, they give them candy and back to the classroom. You know, that those kind of things. How are those issues being >> Okay. So right now we're looking at trying to have that consistency and that's why we're doing it is have this consistency. >> But y'all do look like if they get a referral baby and use it and then they getting one of the teaching to see there's a pattern. >> There's a pattern. >> I run discipline reports every Friday. >> So I will see very quickly case you got kid a all of a sudden the kid went from three discipline referrals previously

060and they've had three more just this week. I'm letting those assistant principles know, hey, here's your pattern that you're looking at. What's going on with this child? Or is it in the same teacher's classroom? Where's the issue? What do we need? >> Right. Is it teacher issue? >> Because it could also be that the student might look going to class, but the other teacher, they bump heads, it's hard. So, it's kind of like, do you kind of look at everything? >> And that's what the point of this protocol is to say, let's look at the big picture. >> That's kind of the idea. those reports help every Friday because then they can see the breakdown this child is this child and it's based on data situ >> because you're also seeing teachers that are just

061writing. >> Yes, that is so we're addressing two things at once situation. >> Well, you know, Miss Rodriguez um you got actually sharpened your pencil. That's great. Get out of here. Right. or you know or Miss Miss Rodriguez and Miss Mendes are talking and um >> I like Miss Mendes, right? But Miss Rodriguez, you have that reputation for being a problem. Because that's an issue, too. Sometimes the kids get that reputation and even if they're being quiet, you know, and you're Miss Mendes, and you're like, "Miss Mendes didn't do anything. She's fine." You know, and we see that a lot with subs, too, sometimes, you know. Well, they know how to push your buttons and like you said, you also have to teach the teacher strategies on >> Yeah, let them push your button. You're

062the adult here. >> So, we didn't want to say like >> what having that rational detect >> even though you do. >> Yeah, I I get that because we we would get called on if you have written five referrals this week. >> Uh but I never did. And I'm just saying >> and how do we need to support teachers, >> right? You know, or if we realize, wow, that configuration of that because you know, you try to think of all the things, but oh my gosh, >> uh, you know, Miss Peter and Miss Garcia saying, oh, you know what I mean? Like separate those two, right? Yeah. >> So, it's just it's not one there's multiple. >> Yeah. And that's that I like that y'all are looking at holistically because sometimes teachers do need help,

063>> right? And again, we got to look after our students >> and communicate with parents each step of the way. And that's sometimes, you know, we want to make sure >> what happens if you can't find the parent or the parent never returns your call >> and they don't open the door. They don't want to talk to you. >> Most of the time we get rarely. >> We've actually been to their jobs. >> Yeah. Yeah, >> the time we can >> or sometimes we call dad instead of mom, >> you know, it just kind of depends on the kid situation. >> But yeah, we've had a couple of those cases that we've actually had to really dig up for the varian. >> Well, yeah, you can eventually get close. >> All right, so transfer protocol.

064You never got to my >> it never got to my desk. >> So what we did um for transfers is the districts is allowed to set a policy. We're not required to accept every single transfer. Um, so these are the main reasons here that where we would not accept a transfer and there's a history of persistent misbehavior is one of them. Um, so you can kind of see those and this number two is definitely a thing mostly involve special pretty much only involves special education. So we have a high need special education student that would require hiring additional staff which um that So do we have VA for the elementary? >> Yes. Well, they have one at the elementary. We don't have an official DAP, but in this there's occasions when there's students who maybe

065got into a five or had a fake. So, at those that point, we pull one of their teachers or or we pull a long-term sub and so they have like little DAPs in because 10 year olds >> within within the campus >> 10 year olds cannot be in the same class. >> I thought the law changed on that. >> The law changed. The only thing that changed on was you're allowed to suspend elementary but >> um >> they're in a separate classroom is what you're saying. >> Yes. Yes. >> One on one. Sometimes if some days there may be two or three students at DAP at the elementary. So long period of time. Not >> not a long period of time. Maybe two two weeks or three weeks. If there's only one then you know

066they kind of contain them there within the counselor's office until we can get a >> we hire us for that. Now is there special coding when we >> Yes, we have a DAP placement. >> It's a 999. >> Yes. Um, so what we did this year is in years past anyone that was a transfer student, everyone had to reapply and we had to reconsider them and it was just a lot of paperwork. So what we said this year is if you or last year that we would kind of monitor you, you know, if Mr. you're a transfer student, you've never gone to the office, you've done good, nothing's hit our radar, then you will automatically be allowed to, you know, continue. So then we're just we're just down to many like a lot fewer students,

067right? So, um, what we did last year is early spring or, yeah, early spring, we created, um, here's all of our transfer students and if the principles could just say automatic, we did that. If there were students, then the PR the principles also had two more choices. One was bring to the committee or kind of re reconsider at the end of May. like they weren't doing very well. Maybe in the fall they started doing a lot better, but I kind of want to wait till the end of the year to kind of see that they end the year strong. >> Okay. Does it also include the parents that work here too? Do you go get that too as well? >> Yeah, absolutely. There's ones we've denied in the past. I think there's >> Yeah, I

068can think of actually multiple. >> Yeah. For sure. So then the committee me meets and at that point the committee can decide um a denial right and um or can decide you know what we want to wait and see till the end of May see how um how the students do. I was not on the committee because they were if there was going to be an appeal they were going to appeal to me. So, um, we did that. I want to say that beginning part of the process, I think I of the people that appeal, I I think alto together with the whole process, I overturned three. I like allowed three kids that originally did. Um what we didn't do in that what we didn't really consider for the that we were going to change

069for this next year is people's students whose status changed over the summer and there was quite a few students whose status changed over the summer. So they were in district last year but now they moved out of the district >> during the summer. during the summer. And so what we're going to have to do this year is have a process where we do another committee that's caused some issues where the principles were now making decisions and you know it just kind of it it wasn't consistent. So um it caused some issues. So I think we need to do that you know because having one the end of March and then another one for those kids. There was probably a dozen or so that changed status over the course >> because you kind of try to

070keep the kids if you can. >> Correct. >> Yes. So I would say altogether I can't remember the exact number maybe 13 kids got denied transfer there wasn't a lot you know um maybe a few more over the summer transfer ones because you know and what's a little bit we were noticing about like uh residency is we have a lot of kids who have um joint custody situations and so um you'll see like so in other words both parent you know One parent resides in West Coast and one parent doesn't. By law, if they have joint custody, the child can go to either one of those. >> So, they'll just use as a secondary address. >> And that's assuming that they have right to enroll. >> Yeah. >> And that's that's some of the things

071that we have to check on those court orders. They may have joint custody and it says joint custody, but then sometimes the judge will say, "But only this parent has the right exact of that situation." So >> yeah, >> the decisions she made are the ones that stand. He doesn't have Yeah. >> You know, anything to say about where they live or what they do. >> So if they say I have a court order, please provide it. >> Provide the order. Yes. >> So an important piece was definitely including um Cheryl Fillmore in it because of course she needs to know and that Yeah, that would get again somewhat. >> Why would she need to know? I mean, she's the athletic director. >> Correct. Because the kids are starting to like they'll work out and

072so they can't if they're working out in June and we have we denied a transfer for example, then you have another problem. >> There needs to be a communication. Yeah. Yeah. >> And so also the other thing that like again students applying we all of that we just need to there just needs to be communication, right? Or let's just say it was denied. Yeah. And then that's Cheryl. That's not good. >> Get in trouble if you So >> yeah. Well, and also Cheryl tends to know a lot about her student athletes. She she just tends to know them, but she has a lot of information about the athletes that campus principles might not have. And so we want her included in that process um as well. >> Well, when the athletes are involved, you want

073them included. >> Correct. Right. So, um, >> no, just because they're athletes, they don't get away with it, right? >> No, ma'am. >> No, no, no. That's not what we're saying. We're just saying that we all need to be communicating because we're all trying to support students to succeed. Um so then again it's the final decision is so then this year okay before I go there we just sent out a letter last week because um we are telling the parents hey the first nine weeks is oh coming to a close we sent this out last week we're going to remind you of >> to all your transfer students that so this was the report um this report we have for 23 24 25 we're not going to have this 25 26 report till after snapshot

074so I don't know exactly when it's populated but this was the one that um showed you so 2324 we had 364 transfers from >> well yeah the NA I don't know what the number is it's probably less less than 10. It says NA because it's not. >> No, I was going to ask about that. >> Yeah, I think at the bottom it says that like if the number is too like it doesn't tell you the exact number. Oh, I cut it off. I'm sorry. Make it bigger. But that's what it means. Um I think it's like less than 10. Um and I'm just saying that because that 13 numbers assuming it's less than 10. Um so then >> well go back to so transfers out. Those are how many students we had that went to

075the other district. >> So if it says NA, it means less. That there's at least a student but less than. >> No, but where's the total? >> Social. So 118. So most of them came from >> Okay. They're coming to us. >> So 364 students that are not in our district came in and 18. >> I know, but it doesn't add up. So you're saying that it's less than 10, it's not going to give you the number. >> So, some of those do have I mean, >> all of these have at least one child, but if it's less than 10, it's not going to tell us the exact number. >> But that can totals up to one. Yeah, because I could see the numbers and I was like, that was not total. >> Yeah. So,

076I can show you something a little bit different. Um, okay. So, then the next year, um, is slightly, you know, these flights didn't really change too much. is 358 transferring in a few more transferring out but not significant so total um collegate is that here corpus Christie >> I wonder if it's an online thing so then um okay so then this is this year's report so I don't have the transferring I don't report yet because that's I mean trans yeah transfer but we have 1375 students that are in district currently and then in this report it's showing you um the exact numbers these are these are currently our transfers so we have one transfer you can read it but Rockport Kell Allen CCID um we have this year we have 39 90 students from CC

077um London >> those are transfer out >> no so this year we have a total of right now um >> 432 so almost 24% of our students are not >> and do you know if that's more toward the elementary level or >> it tells you >> it kind of shows you so 001 is high school, 104 is elementary, 041 is junior high, and then 104 is 1024. >> 104 is Westchester Elementary. >> Let's see. I got so 112 into the high school. Okay. >> 85 into junior high. 76 JFK 117. Um, so again, I don't I'm not sure when that report this I got from our Ascender, but then the TA is where I got those. So I don't know when that. Okay. So then R.J. if you want to talk about I this is

078not the snippet of course I re I redacted >> right >> okay so what we do in the first 10 days of school is if we have students that do not show up they're called no-shows but we need to know where those no-shows are over the summer so our people start immediately tracking where they are so what we do is we go of course by their And what you're not seeing here of course are names or ID numbers, but each child would be coded that way when they withdrew and where they entered where they are. So we can track them. That way we know exactly where they went to. Did they go to another district? Did their family physically move to another district? Um where exactly they are. So we we know that we haven't

079just lost them out on the streets situation. And I know CCISD does a keys walk, does all of that stuff. Those are for kids that just never showed up anywhere. We start immediately and track where each kid we lost is so that they're not lost. They're accounting for. And I will tell you there's very few we can't find. But we do it within the first 10 days of school. That way we know exactly where our kids are. So you will notice that there's notations marked in the last column. You know, you can see CCISD, you can see Promesa, you can see uh we had some move, we had group moved from Loredo, Bishop, Matthysse. So those are the ones that physically move out of our district to somewhere else. But we want to make sure

080and if you look at the dates we have started accounting from the very day that we entered for this school year as to where all they are. This way we know exactly student. >> So I have a question. So, like right here, you said that the state went with mom in Houston. >> You follow up to see if they're enrolled over there. >> Yes. >> Yeah. You get the T >> the T-Rex records. Yes. Request. >> So, we document all of that. >> Right. Because anybody can say they're >> right. That is correct. No, we we wait for those T-Rex requests to go in there. Okay. Um we even we had a child that we were working with in Mile that's coming in out of uh Baytown Child's transfer did not move the district moved

081to CCIC wanted to transfer in. We reviewed approved the transfer even when this child as a transfer didn't show up for the first two or three days. I found where the parents were and then I actually called Baytown and said, "Has this child reenrolled with you?" Because that's where he came from. That's what mom said. No, he hasn't. Okay. So, now I've got two districts that are in question about where the kid was. Well, he finally did go back to to Baytown, but then we're questioning. I'm calling the parents saying, "So, why haven't you enrolled this child?" So, that was just on a transfer that never even appeared here. So we do pretty due diligence to find all these kids that we're expecting. >> Unfortunately, I mean in West because everyone, you know, >> I

082asked a question because a lot of families say we lost the news and district are saying where are the kids going? >> Yeah. >> Well, that's why we've done >> and and enrollment keeps going down at all the districts throughout the United States and where are the kids going? >> Yeah. And that's why we have >> that's why we're interested to see >> what I told what is going to do as a next step is I want to know I think how many of these kids especially local how many of them I'm impatient I want to wait till that report comes out I want to know how many of them moved right like physically moved or how many of them like how many of these kids this year >> how many still live in this

083district and went somewhere versus how many simply moved in. >> So, we're working on that report right now. >> Remember when we were talking about it? That's what I was asking you about. They chose not to come to Westoso. So, but you were saying, but it's not like you're losing a hundred students every year, >> right? It's basically >> the same hit. That's why I took that data. So, >> right. But I'm saying this report for this year, >> it doesn't come out until like late. So, >> but what we have done and it's on our campuses now is we actually created a withdrawal form. So, it's asking those questions of why are you leaving? You know, okay, it's it's really easy when they say, "Oh, we bought a house somewhere else." That's an easy

084one, right? But it's not so easy when you're moving here and you're going somewhere. So, I want to know why you're leaving. what program are you going to what you know so we created that form that's in our register's office drawing >> that's what they fill out >> and we talked about I think one thing we could do and this is what I'd sort of like to do but that's why you know it's a little bit hard because of course the kids that have never been with us I don't know that we know who those I know there's a way to get it probably by kid there's not >> you know if we were going to do something it would probably be any of the kids we knew that were with us at some point,

085you know, that live in district because remember of those 132, there's probably a chunk of them that actually never attended school with us, you know, >> and it could be too that they live here and then they go teach somewhere else and they take kids with them, you know, >> right? Just like that's where we're getting a lot of our time students. So some of it is probably teachers teachers kids going out um or staff or any kind of employee. Yeah. >> The majority of the time what do they put on that form that you just created? >> Have you used any of them? >> We have a lot I have. Okay. A lot of them do put we're moving so and so maybe they couldn't afford the rent where they're at and they're having

086are moving in with somebody. I hear a lot of that. I hear a lot of custody issues. A tremendous amount of custody issues. And sometimes they'll flip-flop. >> Yeah. >> I'm gonna go live with him. Live with dad. Oh, life's not better with dad. >> And then two months later come back. >> Yeah. >> Say one puts a situation going on like bullying, you know, like bullying, you know, they're tired of the bullying, they want to leave, you know. I've not usually if there's there's something of that nature because we do have that online situation. all anonymous reports come to me. >> So, we handled that up front. >> Um, so I haven't I have not seen a listing that said we're moving because the child is being >> I just saw something on why

087I'm telling us I saw something on Facebook. >> Right. I was meant to send it to this morning and I forgot. Because that's why we designed those anonymous reports that come to me at a principal on a campus that way because I'm the objective situ I'm not dealing with the child every day. So I look at it at a fact-based situation and then we investigate and figure out. Yeah. Because I saw that in my exper >> right and so a lot >> that's when the parent takes it into their own hands. Well, and the the situation normally to be honest with you, what I find a lot of is okay, if it's going on, nobody will say anything, >> right? >> You know, and so I'll ask why didn't you come to somebody, principal, assistant,

088principal, me, anonymous for something and I guess I just didn't, you know, I get a lot of that wait and see kind of thing. And >> you better do something about it, you know, and that's what I say. If you don't talk, I mean, they're not they can't help you say something. >> Yes. Exactly. That's That's what I Your teachers know. >> I'm sorry. Your teachers know. >> Oh, yeah. >> You can see it happening in the classroom. It's whether they say something about it. of course we'll deal with it >> because I'm like >> you I mean you teachers they choose not to say something or >> I mean it's not I don't think it's you know rampid >> but that's teachers do not want to fill out that paperwork >> and even if

089they say something hey I see this or whatever we go off >> when you see a kid coming in with the red eyes and you're like mommy put hot sauce on my eyes. I mean, >> right. I mean, it's against the law now. >> You can't you can't not. >> Well, and this is the thing. We are now and and glad you brought that up because it's something this morning I've been working on. Since the 89th legislature changed the child malreatment situation, we are now complete with three campuses being trained. By the end of this week, I'll have all campuses and coaches trained in child malreatment with the 89th legislature. Right. We did it ourselves. We didn't wait for the state to come out. >> So, who did the training? >> I did. >> Oh,

090I took the train. >> I can teach I took training online and it was nine module components. I did not want my teachers to have to sit there for two hours. I recreated the training and I've gone to every campus and trained and signed off. Yes, that is good. Um, your documentation um, your truency officers are are doing the documentation. I mean like CCID went to TG. >> Yes. >> So, they're following up. >> All of my attendance clerks, my AP. >> So, it's not just TR. >> No, everybody's dead on target attendance. Yeah, we're working diligently because I will be meeting with attendance people. >> Yes. >> Um, okay. because we all pretty much know that we follow um the each campus I look up each campus has one that's broken down by prek

091kinder first etc and then we have I look at trends I look at once a week at least I look at where were we last year you know with attendance and um this is just a screenshot if you want to know last year this time we were at total of 17 80 students and this year we're at 1776. Um, so >> we lost some students too. >> We lost a net of four students. >> And Miss Moore did listen >> when I said that we lose a lot of kids every day. She did put this out on parents square attendance matter. >> So I put a little reminder myself there one out every Sunday. >> Yeah. Keep it out. >> Well, I mean we asked for it last year. >> Yeah. And I was doing

092I think I I did it pretty faithfully at the beginning and then we're just going to do >> every single your only campus that was doing it was I mean they had it plastered on every wall and it's like okay plaster it on everybody's campus wall >> but anyway you you guys know that we're constantly following the >> looking at the data all the time. Okay, Rhonda. >> Um, so >> she's playing a game now. >> I'm looking at this. I was like, I really am not. Um so the first progress monitoring we want um all our teachers to you know have some type of progress monitoring sheet to where we can go in at any time and see um you know our students progressing or regressing um if they are then we need more

093supports if they're regressing right um so this is just a progress monitoring sheet for um JFK Okay. And there's >> so you compare a six weeks to a six. >> Yeah. They'll start with BO. So they'll do BO Y and then their STAR but then they'll also follow like if you look at um the first one. So they're monitoring the absences if they have an RTI date um their site word. So this one's JFK the first one. Okay. Which is >> um >> this one's JFK. >> Okay. But they didn't they didn't mon we're still >> Yes. >> What is the special the the one that you can after entry date? What is that? >> Special circumstances. >> Okay. >> What is special circumstance? What is that? >> What is that? >> Bilingual special programs.

094I think that's what they do in there, right? >> For special programs, that's if the child is on an MTSS, they have special education, bilingual, if they have are in foster care before medical conditions. So that's just a teacher. Okay. >> Okay. >> Um and once the nine weeks is complete, so it's complete Friday and teachers have um time on Friday because it's a professional development morning and then a staff devel uh staff work day in the afternoon. That's when they'll update this. So, we'll see how many know side words, how many know >> tier two. Okay. >> And we will get that. >> We'll wait for another meeting. >> Well, I mean, I can't give it to you Friday, but I can wait. >> Friday, man. Okay. >> Well, I can't do that because

095But yes, we can get it to you. >> Well, I should say we're going to do that on the 27th >> like that. reading what >> okay like on that also say um John F. Kennedy, >> does it tell you like how many readers you have and how many non-reers you have? Would you know that at John Kennedy? >> After the first >> I mean >> so depending on the grade level they do implement the ST reading. So that's where they'll see the different levels along they'll do like fluency or basic site words or their alphabet. So just depending on what grade level the students at, they'll progress to monitor that. >> You don't talk about being on grade level the first nine weeks of kindergarten. >> Sorry, >> Mr. Oh my. Yes, sir. Do

096you teach uh the students at the the materials of the grade level that are in like fourth graders who getting all fourth grade books or do they get instructional materials, reading books and math books at their uh their grade level >> for specifically for special education? >> No. >> Or just in general? Yes. All students are afforded the TEICSS at at grade level. So if the child is doing this assignment, they're learning the grade level TE's. Now when the students go to the library, it'll be based on their actual reading level so that we can check out books. And then JFK, they do a really good job about doing those guided readings. So the students will sit in the group. The teacher will be going over the different books and what level the child is

097on with that group. So they may say green, green group, blue group. So, it'll have them based off of ability. So, when she's working with the students or he's working with the students, they can continue to work on and grow those skills. >> You said that they uh they find out the grade level that the student is in so they can check out books. >> But what I'm interested in when do the teachers teach at the child's grade level >> like their reading level? >> They do their general curriculum instruction. They're doing it. But I guess his question is if a child is reading at a second grade level >> last last board meeting you talked about a high school student is reading second grade level. Uh so what books is he using? >> So

098I think what what they really want to know is how are we supporting the students that that are not reading at their level and what are we doing for those students? Um, >> yeah, because if we and I've heard that, you know, there's some kids at the high school and junior high, even at at West Elementary that are not at their reading level. Say they're in in the high school, he's already in 10th grade and it's only on a first grade level. Okay, what do we do? How how is he getting through school? So dependent on the child's disability as we had previously discussed. >> But what if there's a little disability? Let's let's not use disability. So if if there is a child that's reading on a first grade level that's not in special

099education, hasn't been identified. One thing that I can say about the high school teachers are they're very high advocates of their students. They will say, "Hey, we have a concern about this." So it will be identified. But if there is a student in that, that's where we'd be identifying, okay, what is hindering memory? Do they have some type of disability? Do they have dyslexia? Where's the issues that we can then support the child? So that specific instance we have not seen yet because our teachers advocate. We across the district, they do a great job in doing that. Specifically for those junior high students, for instance, the ones that may be struggling at reading, we still also implement that really great reading that's also at JFK and WOE. So, it's a program, a reading intervention program

100that helps the students learn how to read. We have seen where students are continuing to grow in those reading skills whether it be in their phonological or for me is just learning the basic skills that they hadn't learned at some point that then they're closing the gaps along with if the child has any type of modifications. They'll be taught the general education curriculum but there may be say assignments that we're looking specifically at comprehension. So, are we going to be using that oral administration? Because we're not right now assessing if the child can read it. We want to know, do they understand it? And then just working on those skills. So, if those children are in special education, they have IEP goals that are specifically to learning on working with those. Even in the high

101school levels, we do have the online program for really great reading. So, we have students that continue to provide that. We've even done in the summers students that we know need that continued support. We have one that goes to JFK. It's like he's the teacher's helper, but really at the same time he's learning how to read and work with the kids. So, we're building that confidence while they're also learning the skills. >> So, how long have you been doing that? >> So, this is our third year now implementing that because previously we didn't have that program. So it was identified there was a need along with the heard of really great reading. We have seen improvement on reading scores just in general with the students and we've seen an improvement with the students that have

102been using that as well and it does extend to the junior high and then the high school with those specific students. But there's that program at the high school and sorry that um RLA uses that um they're reading at their level, but the teachers can ask the questions. Um >> what I know that I went to a conference where they were talking about that like say we're all in sixth grade, right? >> But I'm reading at a third grade level and they're reading, you know, sixth grade, sixth grade. So so that the others don't know they would give that student would give me something that I could read and do my work. >> They do guided reading according to their levels. >> Let's all talk about the elephant in the room. You said what you

103said >> but we have an F rating. >> Well that's the next one. >> Okay. Let's discuss it. >> Okay. then um well >> because I think >> we do have the that's where his questions are coming from. >> Well, we still have the we have the tutor tutors also that that also provide that support >> and so um how many more kids you have on grade level uh because of the the program you've had for three years. So that specific data we can pull to see how our students have gone from one year. I we don't specifically have that on hand, but that is something that we can definitely >> part well part of that before on the 27th when we're looking at that amplified data. I know. But I think the the the

104questions that need to be answered are the fact that we do have a great tax and how did we get there and what are we doing so that it does not happen again next year because it is a concern this more it is a grave concern that we have an F rate we're not doing those students justice if we have an F-rated campus and what was it last year Yeah. So, >> I think Brian is ready to answer that question. >> Okay. >> So, um we have put in some um junior high campus support. Okay. And since uh the junior >> So, did we start when we learned that we had a decampus last year? >> Well, we started when we got notified, which was late spring 2025. But with all the data we have

105internationally, we already known >> what direction we were going because we're here right all this data and I keep thinking why do we have this at the end of the year when we knew all along that the data was telling this >> that we were going that direction >> the data is there >> but >> and we talked about this last year that I've talked to you miss more that the fact that okay, oh no, no, no, JFK and oh no, no, no, WWE. Oh, oh, no, we're doing and then we learn, you made a C. But your reports were saying, "Oh, WOE is on point, you know, and and we're seeing this at the middle of the year, but then we go to take the star and at the end of the year we

106failed or, you know, but I'm just saying what is it that we're not getting that we I don't those junior high students and yes, it's probably the most difficult years for our students, but what is it that you showed us reports last year of WOE was on target, JFK was on target. Uh >> I don't think we junior high was on target. >> Well, I think we were saying we have this intervention and we have that intervention. So what is the breakdown? Because I'm going to tell y'all, I don't think we as board members should accept another F rated from junior high or even and I know we talked about uh high school, but >> hey, they performed, they got a B. So, you know, >> do do we know the teachers that are extremely

107successful with students and the the teachers that struggle? Yes. >> And what are you doing for those teachers that are struggling? So se the teachers I can tell you this I mean the two teachers that struggle with us >> but I didn't hear you >> they're not with us anymore. >> Okay. >> Yeah. Could could have a chance to kind of share that. >> So um Okay. So um I'll start with the this right now fall of 2025 since we are a comprehensive school right for junior high. Um, >> excuse me. >> Oh, excuse me. I'm sorry. Um, so I am the >> Thank you, sir. >> DCSI, which is a district coordinator for school improvement. Okay. So, I've been assigned that. Um, we are act also part of the Texas Instructional Leadership, the leadership

108team at the junior high. Uh, that is through the education service center 2. And with that is schoolwide culture and routines because I think that that's the main problem. There are no routines for those students. You know >> what do you mean by routine? >> What I mean is um it sounds crazy but what it is. You know it's like we created a routine for drop off. Okay, students, as you come in the building, you are to report to the cafeteria, you eat your breakfast, you're going to be released at this time to this time. So, it's norms, you know what what is expect, >> right? But now they're at a new campus and fifth graders coming into sixth grade, remember, they've never changed classes. So, now they're able to go all around the campus.

109I have free will here, right? So, you have to teach them norms. Okay? You cannot just be roaming the hallways all day long. I mean, sounds kind of crazy, but you have to teach it just like you have to tell teachers what's negotiable and non-negotiable. Well, that's what's being done at >> When I hear a bill, I know to go to class, period. No matter what grade level on it, I hear that bill. So it has to be in the classroom where the change >> exactly. >> So what are the norms that you want to change in the classroom not in the hallway? >> So well I mean question >> if we had a problem with not getting the class we would have a lot of we would address that issue right then and then

110>> but do we have that issue? >> We do we have issues with tardies we have issues with again and that campus is difficult. So we haven't last year we weren't able to nip that all year round. >> Sure. We had someone teaching voodoo and we didn't ask that. >> I can't. Okay. So can we talk about what I mean I guess your question is what are we doing this year? >> So this year what we're doing is we're implementing those schoolwide routines. Okay. We implemented this one. We're about to implement the first five. What is expected in the first five minutes? When you go into a classroom, the students should know and well, not should know, they will know when they come in, you grab your journal, you grab your workbook, if they're in

111math, you grab your blue bonnet book, you grab your Chromebook, you go sit down. It shouldn't be they come in and then, okay, five minutes is into class, 10 minutes is into class, okay, go get your journal, go get your book. Okay, you've already got >> So, shouldn't your teachers know that? That's what I'm saying. Your teachers are not How many teachers did you have this last year that were just first year teachers? >> Your teachers should already have implemented that when they come in in sixth grade. That's why when I talked about that, Miss Moore, I said because you told me it was one stabbing with a pencil. No, no, no. Couple of weeks later, no, no, no, there were two. Your teachers need to implement that at the beginning of the year. So

112where what happened to 2425? That's the point today because we talked about 2425 last. >> You're throwing in the seventh and eighth graders in >> because it's history, Miss Moore. It's history that's following us. >> But the point is for us to talk about what we're going to do differently. >> No, I have to go back to okay is is this because she's telling me 10 minutes have passed by. So I have to say where are your teachers implementing this the beginning of 2425 where were they to where cuz I don't want to see again oh man JFK is on target is on target oh we got an F rating for the junior high because if there is no consistency going from one campus >> what we're telling you what we're trying >> Miss Moore

113I'm speaking because that's the opinion that I have because I don't want to see another F rated. I think we're doing our students a big disservice to come all the way for one whole year and they they scored an F. >> Right. We agree with you and you're you tasked us in telling you what we're going to do differently this year and we're trying to tell you. >> No, I'm not. I'm just saying this is what evidently we're learning what happened last year. If you're telling me 10 minutes have already passed by, I have to ask you Rhonda, >> what were the teachers doing? So, I'm going to tell you, I personally do not know because I can't be at those classes >> every single day to make sure that Olga Mendes are your students

114starting, you know, do they have a norm? I I can't. I'm not here. Exactly. I am >> I can see that happening the first week with the with the sixth graders, but then you're saying it's happening with seventh and eighth graders that have been there. >> So, what we're saying, >> I guess what we're trying to say, I really appreciate we kind of give you the big picture, then y'all can ask questions, okay, is that what was identified first of all was that we needed a need for intensive support. And so, we're trying to provide intensive support. what intensive support looks like is all of us are on that campus a lot more all last year and again I I wanted to that's why I want to talk to you this year I mean we

115have a stronger admin team okay it takes especially at that campus it takes two strong people being there we did we had absences last year okay for a long period of time we had absences we worked with limitations of >> you're talking back in middle school. >> Yes. Yes. We had administrative absences, right? You know, for a longer period of time. So, when we went into hiring for this year, we intentionally hired, you know, thought it would be helpful to have two strong administrators. Okay. And to have a lot of consistency and communication regarding that. We had we did have and again, Mr. I will say this that you know for example in math there's three for each of our content areas we have three teachers. So if six if we have one me teacher

116that's a third of the math course that's literally a third. So you have one week teacher that's a third of your math scores in the building, right? You know, there's only three math teachers, there's only three social studies, there's only three science, there's only three B teachers on that camp, >> but your your principal should be doing evaluations should be okay. Does this teach me >> and about the office? I think it all starts >> I think it all starts with what what she was saying is uh efficiency. Uh I I think that if you the teachers you have uh direction from the principal, the administrators that uh they should have established routines that are automatic. They they they should teach that the first week of school. First two week of school. >> Well, that's

117teach that's teacher 101. I mean, every teacher gets that. Uh you're not going to be able to teach anything if you don't set up your routines. >> Exactly. >> Because they're not going to they need routines like she they they do >> and they need to go back into doing that because they've lost it somewhere. Right. And so that is what we're going in there to do. Right. And you have Okay. So I'm a teacher. >> Miss Alvarado is a teacher, right? I have the same exact student. I have a lot of trouble. Miss Alvarado doesn't because she already has those norms. Right. So for the entire campus, we're putting those in there and Miss Alvarado is assisting you who's a new teacher or second year teacher. That's what we're doing. We're implementing all of

118those routines. It sounds like late, but you know what? We've got staff you are seasoned teachers. >> Oh, no. I mean, >> mostly they're your new ones. >> Your new ones? Yes. >> But I also have to say that your administration team, your central office administration needs to get in those because if you're telling me we had a lot of, we all know who you're talking about, we had a lot of absences, a lot, somebody's got to pick up the slackness more because if if that principal is dealing with a constant absence of her sidekick, >> I would expect and I don't know if I mean how y'all all did it. But this administration team needs to go focus at the junior high because they are drowning. >> They are drowning. But we shouldn't have

119to wait till the end of the year when they get an F rating. >> And what are they going to do? >> We're there. We're there at lunch duty. We're there before school. >> You're there after school. But I'm just saying we're down >> and we can't really go back anymore and change the path. We got to go forward. >> We have to go forward. Yeah, but for history to not repeat itself, we do have to analyze what happened and the board would like uh Miss Guett was hey did we even discuss the F-rated campus and I was like no but we're going to go through it. So yeah, there are questions. We had the same conversation in August, but that's okay. >> There's more. We're going to discuss it again. We don't have to,

120right? >> We just found out you had So I don't know how we discussed this. >> We discussed Well, we discussed August. >> Well, we discussed in August that we knew that the junior high was in in improvement status and we did discuss this. You're right. I guess we didn't know the exact app, but we knew that >> are the seasoned, you know, like the teachers that have been there for a while. And I think that a lot of them are a problem because they're so used to getting away with going and coming when they please really, you know, well, >> that that's something that's happened. Are they now like, okay, you're here, >> can't go out to 30 minute lunch and then Well, that's I guess that is their lunch 30 minutes, >> right?

121everything that ain't right that's going to stay focused yet. >> So, um we've also received the strong foundation implementation grant. So, um our math is using blue bonnet learning and they're coming in to assist that implementation. Mo Casey >> remember that we had that >> the ones from elementary. >> Uh we use daily during advisory. So, um, is for all subjects, but they have a day for math, a day for each subject, and the teachers can go in and give certain topics that need extra support. Um, we did attend a solution tree professional learning conference this summer. admin and I and uh one of our teachers that was amazing. Um we started the Renaissance accelerated reader there. Um ACE high impact tutoring is going on at junior high. We make sure they have data driven

122instructional plans. And what I mean by that is I mean they're constantly looking at their data and and what changes do we need to make and what supports do we need to put into that uh so the students are are learning. So at the beginning of the year, what what assessment do you give so that you know where to put your students as far as for the reading renaissance, you know where to put them for? >> Well, um, everybody takes a diagnostic test, >> so they have their own. >> So each teacher knows where >> Oh, and reading Renaissance, that's the star. >> Yeah. Yes. Reading. In the last two weeks, you just did your beginning of the year assessment uh testing. >> When did you've already done that as a junior high? >> We

123did the BOI at the third week. >> So, have you gotten any of that data back already >> for BI? Yes, sir. >> So, because y'all have you have all the data on specifically what teacher, what student is struggling and exactly what >> right >> you have done to the team. >> Right. That's what I when I say that y'all have the data. That's what I mean. You have the teacher, you have the student, and you know exactly uh they're having problems with their vows or whatever. You know, specifically so >> because we shouldn't have to be waiting till the end of the but we let those two go. But if they weren't performing before the midyear, what are you doing with those kids that you're still allowing them to be there? So I just

124>> one thing I did not put on here that we did start this year is um we had really strong teacher teaching well everyone's teaching two grades right so it's not just you teaching all six grade you it's two teachers >> teaching sixth grade two teachers teaching a and it makes it much easier because you have somebody to bounce ideas off of what worked for you what didn't work how can we work together. So, and that has made a tremendous difference. >> Plan together, >> right? Yes. Plan together. >> You scored 100% on teeth number 10. I scored a 50. >> How did you make it work? >> And then, um, you know, for special ed, MTSS, um, 504, I look at data in our CNI meetings. I get what Dr. VA okay is making

125sure their support is there. >> Does junior high have their own facilitator >> instructional my thing is true. What about the kids that left the junior high that went to the I mean they went to the ninth grade? What do you do with those kids that already were part of that the year before that? What happens that because they're struggling? So if they didn't pass STAR in WOE or junior high, I mean it's state, it's Senate uh House Bill 1416, they have to receive 15 or 30 hours of tutoring. That's just mandated. So you know, the students are getting it during advisory at junior high, during ACE hit. They're getting it during power hour at high school. it's like mandatory tutoring that's they're having to receive because we have to document that. >> So the

126kids that were already hurting us and then they retest it again kind of hurt us a little bit too as well right because >> every year they take it in high school like if I take it three times the high school can take it three times. So that's why to them it's really important to them they like focus in because they don't want that. Yeah. But maybe we maybe we need to be looking at junior high having their own facilitator because they need that. >> There's a series of grants called >> lasso one, lasso 2, lasso three, lasso 4 has just opened, learning acceleration supports and we're going to apply for everything we can. It's due in December. Um I mean not everything we can, everything that's going to support >> apply for everything we

127can. >> Yeah. I mean essentially and one of the grants would allow for that. So most hopefully >> where you would bring a facilitator into the junior solely for the junior high. >> Correct. That's one of the >> And are we also looking at okay it didn't work in the junior high but man this worked at the high school because evidently they are doing which means they are doing something that is right if they're scoring a B. >> Well and what's interesting that I just looked at you know the data of like the preliminary data from the that took the summit, they're doing okay. So, I I still think it's partially skill level and partially motivation for that test because there's no consequence to their life with how they see in high school they have

128to pass it. >> Well, I'm just saying I mean it wasn't a routine that we were getting FS previous year. >> Yeah. So whatever it is, it needs to be solved because I I would be greatly disappointed if it happened again because I'm thinking of those students. I don't know how they're going to recover like she said when they go to the high school and something something needs to be done. This this >> I I don't understand how they can even pass a test when they're not reading at grade level. How did they pass the test is my question. >> There's not again there's we'll show you reading levels. The reading levels are not >> doesn't have any. Okay. If they don't if they're the reading level >> the reading the high school test has

129got to have some words that they don't have in the other >> reading isn't too bad. It's really the writing is >> why they don't know how to do it. there. If I'm in the 10th grade >> and I'm at a third grade reading level, >> how am I going to know how to use this this dictionary? >> That's not most of our words. >> I was going to say >> that's not special education. I'm saying you don't have any high school there can students that may be in special education services but there are accommodations that are in place with that like how you're saying the high vocabulary it's identified as a need as far as start they still have to take >> yes they do but that accommodations on start video rollovers is AJ

130never learn how to read. >> Okay. So, um >> we all we have um >> starting last year we had Texas lesson study >> and Texas lesson study is um kind of like mo what Mo Casey did. They came in and helped our math department. Um and then we have the connected >> where where did Mo Casey uh where were they mainly? What did they focus on? What >> last year? They weren't with us last year. This is a >> Oh, they were in elementary, but they they weren't. >> Okay. Well, they were with us. >> Okay. >> But are they going to focus on the junior high this year? >> It's their only junior high. And last year it's because the grant right specifically said okay >> and then we we started this year

131um with CNI I wanted to um individualize each teacher so I have a group has like everyone in CNI has a group so we're going to visit that description profile on them or something >> I'm sorry for individual >> individuals so we go in and visit fit with them and um what supports do they need or if we see a lesson and oh well let's try this. So, we're we're all >> That's for junior high. >> We each have a >> that's for the entire district, but we do have everyone at junior high. >> I think that's great that you have you placed, you know, the administrators into the different schools because I see a difference, >> you know, since you >> we're we're emphasizing it. >> Moving around. >> Well, I basically we kind

132of said we're not going away. But but I I think uh I see you all but I think the principles need to be hands on too. I don't think they need to be sitting in the office all day. >> And from what I can understand, especially at that junior high, this is coming to me >> that we don't see, >> you know, and uh it stays in office and and >> I think the principles need to be involved with the teachers also, you know, to set some rules and regulation. It's no way that starting school that they don't have an agenda in place as to say the teachers should have been the principal should have said hey this is what we need to do to make sure especially the junior high kids they those sixth

133graders don't have a clue >> well and I think >> they really don't >> and this is the thing with the the junior high kids I mean I taught junior high for 14 my my 21 years in the classroom was between fifth and eighth grade. I promise you some of them you have to you have to re rest re restate those expectations every single day. I mean those of you that have kids right have grandchildren that are in junior high just because you said them yesterday their brains are about today. So it's just a constant process of >> their brains are on when can they get this woman in their hand. >> Yeah. It's just a constant process. to make like >> the teachers that know their curriculum and know those protocols know that has

134to be done every day on a daily basis. >> Well, I've seen Dr. Rivera be a little sweet Dr. Rivera and I have a little group of boys that I'm dealing with >> and I and I and I they don't have a clue and and I try to coun them and put them on the right path path but they're lost children mostly >> and it takes it really takes all hands on debt because even you know to say we need to have the conversation with that it's It's almost like there's so many kids that need an individual, Miss Jordan, just for them. And it's even counseling just mentor some of these kids. I really believe and I was going to talk to you about >> and that's what I'm doing. I told them you go

135to school every day to improve your test scores. I have a reward for you. >> Thank you, M. >> You know, and uh and from what I can understand, a couple of them were troubled children, >> right? So one of them I have to really you know and I but I told him if you do better in school and I see some improvements in you I've got a great reward in you at and and they're respectful for children you know but they just need someone there to >> keep them I'll tell you what kind of uh um priorities or efficiencies do the parents has put on education >> and a lot of times >> I'm just going to send them to school and let them deal with it. But I'll tell you the most successful

136kids are the ones where the parents are involved. >> Yes. >> And that's where it all starts. >> And if you say that my child is in 10th grade or whatever and they're reading in four, where were the parents? >> What I would have been on that teacher I would have been on that super I would have made phone calls. >> They need to get involved. I can I can tell that with this group of children that I'm associating with. I can tell that there's no discipline, you know, pretty much within. >> But we still have to teach. >> When I taught in prek one year, >> I mean, I didn't teach one year, several years. I knew that year I was not going to get parental support. That doesn't mean I'm going to drop

137the ball. That just means that I'm just going to have to step it up. to be all hands on deck, >> but that's what it is, Miss Moore. It is all hands on deck, including your admin central office administration team, including your facilitators, including your principles, including your teachers, all hands on deck. Even that custodian and even that cafeteria worker, they make a difference in some of these students lives. Yes, they do. It takes a village. Yes, I have seen where the custodians really did. >> So, um you know, we're really uh >> No, no, go ahead. >> So, I said we wanted this is the progress monitoring for junior high. We want to keep track of their writing scores. So, this is a example. This is just the admin one, but for each teacher,

138I made one per per class. I put their entire roster for period and it has a bo and then it has their summitive and then I want to know the difference, right? Hopefully they're moving up. The ones that aren't moving up, well, we need interventions for them or what different what strategy do we need to work with on them? They're not understanding this. Okay, let's think outside the box. What's going to help? Um, so we have that for junior high and we also have one for high school. The same one because we are monitoring um writing or >> because writing is what hurt us the most, right? Even writing. >> Yeah. If we looked at Yeah. We are now reading writing. I think we let go of writing so early like we weren't seeing it

139a lot in the beginning and now they put it threw it back at us and it's kind of >> so when you talk about writing are you saying because what when I ask questions with you you say well it's the way that the the question was worded and did they answer >> what the question was asking is that part of the >> that's all the right that's all the writing is >> so there's never going to be a question more the comprehension of what they're asking. >> Well, it's combination. >> Combination, but they're not going to ever ask you again. They're not going to ask you anymore. Tell us about, you know, uh something you did that you were proud. It's not going to be a >> where is something that that you experienced, >>

140right? >> It's going to be what is the question asking me specifically and I need to specifically answer what is asking >> harder because it's like >> well it is harder because you You're used to looking at like yourself and say, "Well, >> this is how it >> what happened to me." >> I mean, if you're not interested in that, >> you're not going to do this. >> And and that selection, you're gonna just Yeah. Whatever. >> And it's not like summarize. It's not like, "Okay, read the tell me about the story. Tell me about your favorite part of the story." It's nothing. It's nothing like that. It's read this. It's very I don't know. I happen to think I think the most >> Yeah. So, we're really really working on that. And today, uh

141we met um the instructional facilitator met with the high school this morning to collaborate on the summitive uh scores. And then we met with junior high this afternoon. And as the teachers are reading them, they're like, "Oh my god, what were they thinking?" So, they're going to print them out, hand them back to them. What do you see? You know, and that's what we want. We want the students to see, oh, I didn't even answer the question or one of them talked about >> and that's automatic feedback, not feedback two weeks ago or for >> right and that's what we wanted and that's why we gave >> half a day in the morning for high school, half a day in the afternoon for your ELA teachers and that way they >> can the teachers know

142the right. >> Yes. Yes. We we looking for >> this is our second calibration with them >> or do a critical analysis with we did we put one up on the board and everybody could chime in. You wouldn't know the name. That way nobody's going to be hurt by it. But they you do that critical analysis. Well, they didn't even stick to the prompt. They didn't even answer the question. And >> that person is hearing it, the one that's writing it. Uh >> and and you can always It's not that we're picking on you. We're just trying to find >> Right. But you don't say the name or anything. >> I saw that when I did some of the reading of the essays from here. I saw that where it asked a simple question like

143what is your name and let's just say it was Andy. Well, they call me uh whatever. No, but that's not what they ask you. They ask you what your name is and that kind of takes points off your your essays because you can't even answer a simple question. And it was only not only west it was >> no writing is all across the nation it's >> well let's talk okay now couple more topics um switching to person now >> okay >> um >> so early August I sent out the employee hand to all the staff here with SIC and then to be consistent and to make sure everyone was receiving the same information. We went campus by campus the district administration and we did some like a one pager on those topics that were really

144hot off the press like the telephones, social media. So we went campus to campus. So in an effort to have that same consistency so that all the staff heard every single thing and all the principles were gre were were recognizing or bringing to their attention. We decided to come up with some forms and pass and so that the high all the principles can use and so if they're going to be if they're on the cell phone just disciplinary action we want all the everyone to be using the same type of format. So, we have cell phone, late arrival, dress code, whatever the violation was, and then will, you know, will it be a note to file, a letter of concern, but we wanted to make sure that the documentation was there because sometimes at the

145end of the year, they're like, "Oh, yeah. Well, that was, you know, that teacher was never following the rules." Well, do we have any write items? Did we have any documentation? >> Yes. And so, we decided to put this together. We passed it out to all the principles. they all have access to it so that we can have consistency and at the same time we're making sure that we are on making sure that we're on you know everyone is being documented if they need to be. And then the second page is if of course if this gets to where it's a written reprimand we have a template of format so that all the principles can follow so that we know that everything is been being there's a consistency when they're writing out the document the

146reprimand for whatever reason that may be. We wanted it to be specific and detailed as to what it particular thing was. But and that way we'll have the documentation. We'll have the paper trail if we need to revisit this in the spring and not you know renewal or whatever the case is. We have the documentation. >> So at each campus how do the employees clock in? Because at one time, weren't they doing it by their cell phone or >> Well, certified teachers are no longer clocking in. >> Only the hourly. >> So, the so the hourly, how will they clock in? >> I want to say they use their they can use their telephone or they can use the the kiosk at this campus. >> But if they use the telephone, they can be in

147the parking lot and clock in. >> No, they don't have access to it. It's we're >> what do you say? >> Geo fancy. They have geofency. It restricts you the perimeters that you can actually >> Okay. So they actually have to be inside the building the clock. >> So some of the coaches even like even some of the coaches will call and say, "Miss thus I wasn't able to cross out from the field today because they're not in the perimeter of their school setting." So it's very we're we're keeping a very tight watch on that. >> So and the phone use they can use their phone whenever they want. they can use their phone during their lunch hour. We went over that with them and um >> because when we were making the policy, that's

148not what we talked about. >> You can't >> we're not students. >> No, no, the the >> adults can use a phone during their lunch hour. We can't stop an adult from privately using their phone. >> Well, okay. If they're using the phone, shouldn't they be using it in a private room or in a lounge or in a office? Because >> so we agree >> the kids are going to be like, "Okay, well, you can use it. Why can't I? It's lunch time. I I this is my free time." >> So we we that situation has been addressed. Again, as you write things down, things you think, "Oh, that's obvious. That's understood to other people. Maybe it's not so obvious. It needs to be more explicit." And so as we get and that's just what

149we do, right? We do >> a working policy because it just came into effect, >> right? So they were told they were told that they could have access. So >> anyway, you know, we we clarified that, you know, the other piece of it was that point in time is planning time. It's not on your phone time. So, we've told them I mean obviously there's some times where you have you call that the doctor or you know something like that, right? But that's not okay. >> But it's not to be on it for 45 minutes. >> Absolutely. >> I just don't think they should be videoing students either. Okay, >> that's what it says. >> 24 hours answer. >> Just go to the west. If we go to the west also site for that's for teachers.

150Okay, >> we can't get in that. We hope they have an email. [Music] >> There it is. Okay. So this is the actual policy that we set up that was shared as part of that handbook highlights tour. So allowed is allowed during lunch breaks. Earbuds may be used only during lunch during break time. Personal business needs to be conducted during the workday should be limited to conference period or lunch break. >> So if they get a call for their child being sick asking them to call the school and then they message to them, >> right? So we're saying um you know there's an ex Yes. So but what we what we even told them though is try to get charged and step out of the room rather than we specifically said that don't be making

151the phone calls >> in front of the kids. >> Yeah. That was part of what we told >> um >> how do you know who they're getting called? you don't have to >> well and if you see someone's always on the phone someone should have emergencies all the time right um so you know we told them I mean I said get a specific example I'm like okay so you know ordering your Amazon well goes back to social media but you know doing an Amazon order is not an emergency that could happen at 4:30 versus you know >> so um so we And I mean you know obviously essent sometimes you do need to do essential personal business like doctor's appointments fraudulent credit card activity urges sleeping your you know whatever I mean urgent car or

152home that we had further clarified it as you can right what's the further clarification with that employee that it has to be in a private space and not involved >> yes >> and we We every single staff member in the district was privy to this information. We went campus to campus and the teachers or the staff members that weren't there, we held another one here at central office. So we were very consistent with that. didn't know nothing. >> So, as far as monitoring, as far as going in and out of the classrooms, your administrators here, >> y'all don't see that that phone >> use addressing things that you know. >> Well, I I just figure it just like, you know, when you're doing STAR, I mean, you're not on that phone because you're going to

153get written up. I mean, you're going to get written up right then and there. You're going to get written up. So, I would see it as that like I'm not on the phone during instructional time just like I'm not on the phone and we're administering the star. >> All right. Any questions about I know we gave back a lot of information. >> So is this going to be okay? The we did the beginning of the year when we're doing the middle of the year for all campuses especially the one that we were talking about. >> Should you know by then? Hey, they're they're going like that. would be absolutely that would be >> so what are we >> what are we gonna do >> I think that teachers that are struggling you know um what

154we told principles of course is any new teacher should be needs to be observed before Christmas right um and we're already asking other people struggle the teacher struggles we're already asking those questions >> that's why I'm saying I don't we're not going to wait till December or January >> right No, >> I mean evaluations are being I mean or walkthroughs. Evaluations are already being done. >> Yes, absolutely. But I guess we can again provide coaching support and professional development if they need to then like we have it we have tutors maybe focusing the tutors more on you know those those classes. So are we getting is the service center providing us any anything >> that >> what do you mean >> any kind of >> well all of this yeah most of the support that

155we're getting so like the there's a instructional leadership the service center is actually meeting with how often like twice a month with Dr. SEO and then they come in and they do observations like they did one last month, they're doing one coming up soon where they're going to come in and they do this and then they have >> your administrators >> ESC. I was asking about the service. How do they support? >> I know, but do do you all like as a team go in? >> Yes. >> And you know, hey, I saw this. >> Well, she says she has her own group of teachers and everybody know. >> No, but I would like to know as a group who all go into those >> classrooms that you know that >> are they're struggling. I

156don't think that we we can wait. Well, and the other piece that we've been doing is um Wednesdays we started where the ad the two principles, the counselor um instructional facilitator, Miss Garcia and myself um are meeting every Wednesday right now. >> Focus on that campus meeting for just >> all hands on deck. I mean, I would have >> from the beginning of the year to the end of the year >> because we cannot have it happen again. >> We're doing a big disservice to those students. I don't know how they're going to recover. >> There's no way that you can recover once you pass. To me, once you pass >> No, there is. I mean, if they have focused instruction and focused, you know, the recovery paths, I mean, we've seen it happen. >>

157I promise you right now, I told everyone at that junior high school, >> we're going to give you a test. You get $1,000 or you get $ 250 if you get to approaches, $500 if you get needs, and $1,000. >> No. If we did, >> if we were to get a test like that, I promise you those same students that performed poorly last year, >> I can I can tell you for sure it would be I promise you. And I'm not saying that money. >> I'm just saying that doesn't tell you everything about their ability. >> No, Miss Moore, but that is the state of Texas. >> Oh, I know that that I mean, yeah, we've argued that teachers have >> talking about recovery. I don't think it's only skill recovery. I think part of

158it is having to recover that motivation. >> I think that a lot of and I saw this when I was at the high school and if we're supposed to have clear backpacks, why is the high school allowed not to have clear backpacks? and and they were I mean the teachers the you know they were there actually handing them to one to one and I just kind of like okay well why why is it that the high school does not have to have >> clear backpack they have or the mesh >> they have the mesh it was a black these kids had black >> but see that that's just an example of you're talking about the protocols that needed to be at the beginning of the year. >> When were you at the high school? >>

159Well, I can say um my granddaughter has two, >> one for her, >> one for athletics, and they saw a couple of students and it was all black. >> There's an area that they have to drop them off. Like I know the junior high has one area, the high school has another area. I know that's accurate. >> We always make >> All right. Are we done with this? >> Oh, okay. No further questions on these agenda items. >> So, the next one, Miss Moore, is going to be in three months >> on balance. Okay. All right. Uh, we're going into close session. Our time is 7:49. is 8:45 and we're going into open session. And uh so on act agenda item 5A, there will be no action taken. >> 68. >> Oh, I'm sorry. 6A.

160>> There will be no action taken. So the time is still 8:45 8:44 and we're gone. This meeting is >> whatever you doing that Okay.