001Declaration of a quorum. We have seven members present. Welcome to this meeting of College Station Independent School District Board of Trustees. We were elected at large to represent the interests of our community and our state in educating our students. Our mission for our students in this district is success each life, each day, each hour. We adhere to all pertinent laws, policies, and procedures in posting agendas and conducting our meetings. The detailed agenda information was made available to us at least three business days in advance, and we have all come to this meeting informed and prepared. We have just completed a workshop session where we heard reports and discussed much of the information needed to make decisions in either this meeting or in upcoming meetings. This is a meeting of the seven trustees in a public
002setting rather than a public meeting. As such, public comment is included on the agenda at a specific time and requires us to listen rather than take action so as to abide by the open meetings act. We are pleased that you have taken time this evening to join us. We are very proud of this school district and we thank you for your interest in and support of our students. And that is going to bring us to item C, recognitions. I believe we have some people who are going to do our pledges. Hi guys, welcome. My name is Britney Kane. I'm the proud principal of Pontan Trail Intermediate School and we have two of our most outgoing sixth grade students with us. If you ever get a chance to like personally interact with these two young men,
003highly recommend it. So, we have Walt Parkerson who is a sixth grade student as well as Reggie Hill who is another sixth grade student. I'm going to let you tell them a little bit about themselves. Um, hello. I'm Walt Parkerson and I I really like going to Pont Trail. Um, it's really nice. All the teachers are really nice and my favorite thing about it, I would say, is theater. I'm sure some of you may recognize me. I was in I was in Puffs last semester. So, yeah, it was a lot of fun. Okay. Um, good evening. My name is Reggie Hill. Um, some things that I like about um, PT is um, that we always do this hoot hoot hooray celebration at the end of the year, which is really fun. Um, we also um,
004what was it? Um, we als I also like the friends that you make along the way and the teachers that I've had a pleasure of having. Um, my favorite thing about the school is the theater. Um, me and Walt were in the one act play production of Puffs and um, we were both like main characters and um, our school got a superior rating. Oh yeah. And um and um if you want to, you can come see Annie >> at the at the theater company, Brian College Station Theater Company, >> man. This guy. Way to go, my man. Good evening, everyone. My name is Jeremy Stewart. I'm the very proud principal at Walber Middle School. I've got two remarkable Warhawks who are going to introduce themselves, uh lead us in the pledges, and then we'll pass
005it back to you guys for the moment of silence. Hi, my name is Eli Contreres. I'm a eighth grade student from Welburn Middle School. And what I like about Wellelburn is their athletic program. Um, the coaches instill leadership skills in us that I can use through high school and beyond. And um, I uh participate in office aid and also I run cross country and track. And with track season coming up, I invite all of you to see us compete and show our Warhawk pride. >> Hi, my name is Elena Hammet. I'm an eighth grader at Wilbur Middle School. Um, my favorite thing about Wilbur is the kind people I am surrounded by each and every day. The faculty and students at Wilbur Middle School are supportive and helpful in every way. My favorite my favorite
006subject is English and I have the only the one and only Mrs. Brewer. I am on the Wilbur Middle School dance team and a counselor aid. Thank you for having me here this evening. Will you please rise and join me in the reciting pledge of allegiance but I pledge allegiance 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. Please remain standing for the Texas pledge. Honor the Texas flag. I pledge allegiance to thee, Texas. One state under God, one and indivisible. >> Remain standing for a moment of silence. >> You may sit down. Thank you guys. Thanks. >> Got it. Okay. All right. So, now we are going to move into staff celebrations. So, I have
007eight wonderful teachers. If they would come up and join me, please. So, as they're coming up, um our admin staff got together and we were trying to decide who we are going to recognize tonight and we um landed on this entire group of teachers. So, these are all of our special education teachers and each of them go above and beyond each and every day for the students on our campus. They collaborate with our general education teachers and they truly make each student feel seen, heard, loved, and really supported. So, you know, I like to go in a specific order and you're not in that specific order. So, just kind of wave when I get to you. Perfect. So, the first person we have is Melissa Batty. So, she is our fundamentals of reading teacher. So,
008you exemplify what it means to go above and beyond. Your commitment to building strong relationships with students, families, and staff is unmatched, and your initiative in starting a community event reflects your dedication to making our school so wonderful. Thank you. So, next we have Alicia Novasad. So, she is our fundamentals of ELA teacher. So you are a deeply caring teacher who builds strong, meaningful relationships with students and supports the whole child academically, socially, and emotionally. Your students know they are seen, valued, and supported every day. So thank you. Next is Miss Riley Horn. So she is our life skills teacher. Um, thank you for spending each day pouring into your students, not just teaching academics, but modeling love, compassion, and everyday life skills. Your classroom is a place where students feel safe, supported, and truly
009cared for. Thank you. Next is Amy Borak. So, she teaches fundamentals of math for fifth grade as well as co-e math. So, thank you for being such a constant support for our students. Your willingness to move in and out of classrooms and ensure students have multiple ways to learn shows how deeply you care about their success. Because of you, students are able to access learning in ways they truly meet their needs and still feel connected to their peers. So, Miss McCloud could not be here, but she is an incredible support to both students and staff. So, she is um she teaches co-e as well as math. So, we we truly value her as well. Next is Cassandra Sarata. So, she came to us this year. She is um a co- teacher. So, thank you for
010jumping right in and supporting students from day one. Even as a new member of our campus, your dedication, flexibility, and willingness to help wherever needed have already made such a positive impact. Next is Miss Carrie Owen. So, she is our um fundamentals of literacy teacher word dyslexia. Um we are so incredibly grateful for our amazing dyslexia specialist. She truly loves her students and pours her heart into supporting them each and every day. Her dedication goes far above intervention time. She supports students across all areas of our school, advocating for their needs, building their confidence, and celebrating their growth. And last is Miss E or Miss Elmo. So, she has a special gift growing students who typically struggle with math, helping them build confidence and find success through targeted support and encouragement. She builds strong relationships,
011advocates for her students, and truly supports staff with professionalism and heart. So, thank you all. We are truly grateful for you guys. Oh, and it is our AP's big 40th birthday. SO THAT'S MISS HAWKINS. KANE, I THINK I'M GOING TO copy with eight uh because I also have eight folks that I want to invite and recognize tonight. Uh well, folks, y'all come up here. I want to uh recognize a very important PE group of people at our campus. Uh they are uh members of our English team and one of our instructional coaches, uh Dr. Arkriter. Uh Missy board, thank you for letting us recognize our teachers and faculty and staff at our campuses who make such a deep impact. Uh there's something really special about recognizing and celebrating people publicly for the work they do
012privately. Uh there's something really powerful about uh recognizing the achievements people make when uh they not only make an impact for a small group of people or an individual but an organization at large. and even more powerful when they impact a young person that's going to impact them for their life. These people behind me, like I said, when they were walking up are members of our language arts team and and instructional coach. They understand the burden of carrying the burden they carry as those teachers around language arts because we all know that if a student struggles with reading and writing, their life is going to be challenging on the outcome in adulthood. and they understand that if they're going to create this opportunity of betterment that that that burden falls on their shoulders and they
013they they do that they carry that burden every single day when they come together as a team to say how can I push this student's thinking even higher or how can I meet this student where they are as they are how can I provide them what they need so they can be more successful and not only be successful academically but just be a better human and so one of the things that I'm going to tell you that I'll introduce them individually but uh and but I want to tell you at the end like the real reason that they're being recognized is something that I find is absolutely remarkable. But I wanted to preface before I introduce them. This is the kind of people you're looking at. Like this is the dream team, the A team.
014So take notes if you needing a team member uh to recognize of like just really amazing people. But I'll start off here with Mrs. Aaron Longoria. So Mr. Aaron Longoria came uh to Welburn as a student teacher. Uh then he went south for a little bit to a little school district just south of us on Highway 6, but he got to come back to Warhog Nation this year. and the gentleman has done a remarkable job of just being a great pulse and a trends setter on the hallway where he's greeting kids every single day and making a difference for all of our students. Next up, we got Jordan Hall. Miss Hall has been at Welurn for several years. Uh she actually will soon be Miss Lambert, Mrs. Lambert. She's about to get married, folks. So,
015that's super exciting. Uh and then we've got Sarah Benderup, who I've known Miss Benderup for over a decade, which is crazy cuz she's only 22. Mr. Simk at Pebble Creek together. Uh but she's a child whisperer. It doesn't matter who's in her classroom. uh she creates remarkable outcomes for those kiddos whether they're hard to reach or students who need to be uh pushed to another level. She is the remarkable educator uh that makes a big difference in kids' lives. We've got Katherine Means. Katherine's was uh recommended to me by a friend of mine to say, "Hey, you got a person that's interested in being an English teacher at Wellelurn. You've got to give her a look. You got to bring her in." And within 30 seconds of getting to talk to her and walking her
016just to the interview room, I knew for without a shadow of a doubt, this is the kind of person that you're going to want on your team. Uh principal, she's starting her AP program soon. And I'm not saying that to lose an English teacher, but I'm telling you, she's the kind of person you're going to want in your campus. She'll make your school a remarkable place. And then Broo Brewer, another person, recommended me years ago to give her an opportunity to interview. And I and I knew right away that uh she's a remarkable human being, but there's something even more cool about Brooke that you probably didn't know. And I don't know if you know that you have this skill, but uh Brooke also does a great job of bringing in students who want to
017practice dance moves. And she's not a dance coach. Uh, but she has recently since October become a Hispanic Heritage Dance coach. Uh, I don't know if you know that. That was really amazing. And she's also now the uh, Welurn Middle School unofficial, but officially unofficial step team coach. And so she's getting kids ready for a step performance at our Black History Month program next Tuesday at 3:20. Yeah. And then Kelsey Bettin Court, our department chair for language arts. She is um, just an absolute steady person. uh it doesn't matter that what comes in for the day, she is able to respond with poise and leadership and she always handles herself with uh tact and always is uh able to provide that cander that is a communicate in a way that you hear it just right
018and but it doesn't feel like it hurts and she's the kind of person that leads well and leads from the middle and so thank you for what you do for our team. And then Candon McNut, the newest newcomer to Welver Middle School, uh you would never know that she is new to the education world, but she has done a remarkable job. I've been looking at her data. She's making an impact with kids every single day. And last but not least, uh Rhonda Gray. If you've worked in uh literacy at the 5 through8 level in the last 10 to 15 years in Brian College Station, uh her DNA is involved in that work. She's an astounding person. She's a remarkable coach. She's the kind of person that when you sit down with her, she's going to
019make you feel like the center of the universe, but also make you feel when you leave there, you've got something to do, which is what a great coach does. And so this is this English team. This is the dream team. But I brought here tonight not to just to brag about these great things, but here's the big part for me. We have a big goal at our campus and and and uh I'll tell the the campus improvement goal. They this one of our goals is to increase outcomes for historically underperforming kids. And this team right here has done something that W Middle School's never done. And we're a pretty high performing school in a lot of ways. I'm really proud of the work that we've done. Uh but right now uh if you take our
020last year star data for one of our sub populations which uh and you look at what our middle of the year map data shows we're projected to have 22% more of our students in this sub population approach meets or masters on their star test next year. And not that star is everything but dad gummit folks that's pretty remarkable. So can you please join me in giving the round of applause because these people do some really amazing things. And the last thing I'll leave with you with is if you compare if we wrapped up one we put a thousand schools in a row uh the 900th school uh when you compare them on growth uh you're going to see that Wellelver Middle School's there in reading and language arts and that's because of these teachers. Teachers
021are making the difference. We're in the people business. Let's support our teachers. Thank you for what you guys do. You're amazing. Yay! All right, President Eigy, members of the board, and our distinguished guests here tonight and viewing online. It's always an honor and a privilege for the district to bring forward a student group to recognize who has achieved great things at their school or in their program at the state or national level. And this evening we have our high school music students who earned all state honors through the Texas Music Educators Association or TMEA audition process. These students began that process of competing in the fall semester and advanced through a series of rigorous competition rounds to eventually earn this performance distinction. Earning all state honors is one of the highest distinctions a Texas music
022student can receive. Approximately 1,800 students were selected to receive the honor through the audition process that began with more than 60,000 students from across the state. Only the top 3% of musicians who initially audition become all state musicians. This past weekend, the students attended the TMEA clinic and convention in San Antonio where they rehearsed and performed with nationally recognized conductors on the statewide stage. So all of that to say, this is an incredible achievement by our young musicians and we are incredibly proud of them for their hard work and dedication. So students, I'm going to call your name and you're going to come and receive a certificate here from Dr. Hark Rider and then if you'll allow the board to shake your hand and congratulate you and then wait over here to the side and
023we'll take a group picture there at the end. To start us off, we have sophomore from College Station High School, Micah Field. Micah was named to the TMA All-State large school mixed choir as a soprano, too. Next, we have&M Consolidated senior Addison Jaspersonson. Addison was named to the TMA Allstate Large School Mixed Choir as an alto 2 and then was named as the only vocal percussionist statewide to perform at the TMEA convention. So very distinct and awesome honor for Addison. >> Next, College Station sophomore Allison Kim. ALLISON was named to the 5A symphonic band for playing obo. Next we have&m consolidated junior Cynthia Culo. Cynthia was a violin 2 player in the state symphonic orchestra. Next we have College Station junior Sawa Mayamoto. Saw was a violin 2 player for the Philarmonic Orchestra. Next we
024have Fabian SS. Fabian is a senior at&m Consolidated High School and was named to the large school mix choir as a tener two. Next we have&M Consolidated senior Matteline Schmidt. Matteline is a euphonium player and was named to the 5A symphonic band. Next we have Evelyn Schmeichel. Evelyn is a junior at&m Consolidated High School, plays the Bflat clarinet, and was named to the 5A Symphonic Band. Next, we have Console Jr. Michael Woo. Michael is a chist and was named to the Philarmonic Orchestra. Next, cause station senior Joshua Tao. Joshua is a percussionist as and was named to the 6A symphonic band. And last but not least, we have Grayson Zorn, who is participating in Mr. CSHS tonight. But on behalf of Grayson, his mother is here to accept the award on his behalf. Miss Katie
025Zorn. Grayson was named to the tenor bass choir as a tener, too. And I already introduced uh Miss Zorn from CSHS. She is the choir director. We also have our band director from CSHS, Mr. John Seal is here. Come on up, John. and our orchestra director from College Station High School, Jason Hooper. From&m Consolidated High School, choir director Emily Ramos, band director, Mr. Steve Fry and orchestra director Miss Mary McNeel. Everybody looking ready. All right. Thank you guys. Thanks. Just want to make sure. Okay. I just want before we move on to um be sure that you guys recognize the artwork in the back of our room. That artwork was done by our Piccantrail and Wilbborne uh middle school students. Um so take a minute to look at that before you leave tonight. Uh we're
026going to move into item D1, which is board reports. Who'd like to start for us? >> I'll start. um Shaq met and we had a wonderful presentation um by Miss Clink Skills on all the CTE programs that we currently offer and everything we're about to offer and it's just amazing all the opportunities these kids are going to have. Um so super excited about phase two opening. Um, Miss McAdams and I were also at bilingual um committee and um just some couple of facts, we have 1,700 emergent bilingual students um which means English is not their first language in our district. Um and they are doing an amazing job with those um students. Um their big focus is going to be work on communication with the families. Um, and they we really focused and talked a
027lot about possibly having a central landing page of resources for families to use to better support their students in learning. I guess I'll follow after that because um Miss Simmon and I were also on the at the SPED uh committee meeting, a really parent involvement meeting and they did a good discussion about some of the updates they've been doing on their website regularly. But what the biggest presentation really was about all the assessment work that they've been doing and that's such a big part of what their team has to do and I think they've had done just under a thousand assessments already which was uh more than the 850 something that they did total last year and then another piece of discussion information was that they're also have getting a lot more of assessment requests
028from many of our local private schools because that is a role that are that school districts have to play. But there's more of them than normal most likely related to the vouchers and the potential extra funding that could come come along with sped sped funding. But they're also they're really just focused on a lot of good data that they are collecting about those assessments and how what they're the kind of the results of those in all the different campuses. So and and always a great discussion with the parents involved there as well. And then really quickly and that Dr. Payne and I were on the DEIC meeting call last week. We did that one by Zoom and it is going to it was the Matt presentation basically what we will see here in just a
029little bit. >> Yeah. On that um just some highlights because we'll hear from it from Mr. Man, but it was worth noting uh math K through8 every grade level grew beyond their projected growth. I won't steal too much of his thunder. Algebra 1, every grade level is maintaining or increasing the level of achievement for entire grade level. Geometry, every grade level exceeding growth. Reading K through 12 uh grew beyond projected growth. K through one reading fluency um and science um exceed last year's growth level. So, just a lot of wonderful work that's being done. It was great to see that and we'll see more of it tonight. >> I was at Education Foundation uh today. We had our meeting. Um, if you missed it, 50 men went out, went off without a hitch. Uh, we
030had a lot of participation as we always do, but just want to send a big thank you to all the volunteers, the chefs, um, and the education board members for really putting on just a spectacular event again this year. Um, also March 1st um, is the deadline. We still have those scholarship applications um open. And don't forget to look into the A initi initiative. It's around the corner and it's a really great program to support some kids that are have some really big projects aka animals and other things. Did I wanted to add two quick things. One is just a reminder that the budget committee meeting is going to be this Thursday and really appreciate the community being involved in that process and coming to those those meetings. And then in the other thing I
031just wanted to quickly remind folks is that we are again it's time to vote again. This early voting for primary elections started today and it's going on for the next two weeks. And those are elections from um county officials, lots of lots of state races that we know impact our school district and even some federal races. So um so last week I had a chance to go to the teacher advisory council meeting um and we spent a little bit of time kind of getting to know each other. Um but that one of the main agenda items that was discussed was uh feedback on kind of our PLC process. And I was encouraged as a board member who isn't in the classroom to hear some of the teachers speak up um about how the work in
032PLC's is affecting their students in a positive way. Um that was encouraging to me. I think um we also decided that we could use more time for everything. Um and that is definitely a challenge that teachers face. Um but a lot more work's going to be done in that council. I know we have a Zoom meeting next week and an in-person meeting next month. So interested to see um how we're going to work together and I appreciate the teachers who are taking their time to come to that committee meeting. Anybody else? Good. All right. Dr. Hawk Rider. >> Yes, ma'am. I'm going to share some celebrations and district events uh since our last board meeting. Uh February is Black History Month and we've got campuses participating in multiple lessons and activities and several have programs
033scheduled for later this month. So, if you'd like to get out and about and check those out, we're looking forward to it. CTE month, so check our CSISD CTE on social media for highlights of our wonderful programs. Earlier this month was National Counselors Week. Uh, Sunday was National School Resource Officer Day and next week is Food Service and Warehouse Workers Appreciation Week. There is a lot of appreciation in the spring semester to recognize some great uh employees that sometimes don't get the notoriety that they deserve. Uh incoming student nights, comprehensive high schools, middle schools, and intermediate schools hosted welcome nights for incoming families. And April 30th will be our elementary new student night uh for all 10 campuses. So looking forward to welcoming some new parents and students to the district. Uh big thank you
034to South Null and Oakwood Intermediate for hosting our tours in January. the board and our team enjoyed that. Uh towards the end, middle and end of uh January, we had our UIL state uh championships for Spirit. College Station High School girls finished 12th in the following week. We had a virtual national championship. You remember the ice storm. Uh we were supposed to be up in Fort Worth. Thankfully, they gave us a virtual option. Otherwise, we would have been there until the following Thursday, I think, and probably would have went broke trying to stay up there. But, uh both teams did very well. Kansas girls finished seventh and College Station High School girls finished eighth. Our elementary UIL competition was January 30th. We had 273 students from all 10 schools participate and all 10 schools had
035a student place in the top three. So, big shout out to Advanced Academics with Jeremy Day and our GT specialist. You guys did a great job uh celebrating some academic excellence amongst our our little guys and girls. Uh dance showoffs was February the 4th. If you hadn't had opportunity to be there, please put that on the calendar for next year. It's a wonderful opportunity to see our high school and middle school dance teams as well as the audition of our River Ben Steppers to that showoff. So, shout out to the Bears. So, uh, couple other things. State wrestling tournament was this last week. We had eight wrestlers compete at the state tournament in Cypress last weekend. Uh, two student athletes earned podium finishes, which was exciting. And then we had our Special Olympics Texas Winter
036Games the same two days. We had student athletes on College Station A team compete. Uh they had 14 new personal records, seven gold, six silver, and two bronze medals. So very proud of those young men and women. And then tonight, girls basketball is starting. We got our College Station High School girls finished second in district. They have a by district game tonight in Cypress against Crosby. And the Console girls finish third. They have a game tonight in Cypress against Porter. And then our baseball and softball teams are getting to show off their new fields. Last weekend we hosted tournaments at our two softball fields. This weekend we've got our two baseball. So a lot of people throughout uh Texas are getting a chance. And then our soccer programs are on their second round of district
037play and playoffs will be starting soon. Just a little bit going on. >> Yeah, it's that time of the year, right? Um okay, that's going to bring us to item E, hearing of citizens. We do not have anyone signed up to speak uh at the meeting tonight. So that is going to bring us to item F, which is our consent agenda. And I have items G, I3, and J1 to J16 on the consent agenda. >> Motion to approve as presented. >> Second. I have a motion by Dr. Payne and a second by Miss Simmon. Any further discussion? All in favor, please say I. >> Any opposed? All right, that motion is going to pass seven to zero. And that's going to bring us to item H. Um, one receive a report on our middle of
038your map data. Mr. Man. >> All right. Good evening, President Eigy, Dr. Hark Rider, ladies and gentlemen of the board, and those tuning in at home and in the audience. It is my pleasure to come to you this evening to get to really brag on the hard work that our staff has been doing this year, the hard work that our students are putting in in their academic growth. Um, it's just really tremendous to see what we what we get to see. Went the wrong way. There we go. >> You're right. I know, right? Um, so before we get to the data, I do want to put this out there. Um, because I know it's going to generate questions whenever you start to see the amount of growth that we have. Um, it is a significant
039amount of growth. David, that wasn't me, brother. It went blank. Um, while David's getting work out, I can kind of talk through this. Um, so I contacted our MAP consultant whenever we started getting the results in. Um and I talked with her and I said, "Hey, just talk me through this because this is really great, but I want to make sure I understand, right?" And so she told me that there are three contributions to um what we are seeing. Okay, so the first contribution is that MAP um changed their norms and we'll talk about that. Um I sent uh some information out about that, but um they changed their norms. Um they changed how the MAP assessment asked questions to the students, and I'll talk about that. and then she brought up the work that
040we're doing in uh College Station around PLC's and the focus on standards. Uh so with the norm process um NWA has um built into their structure um that they redo their norms every 3 to 5 years. Um and what this does is allow us to continue to um rely on the data that they have because they compare it to a very large diverse national data set and that's exactly what we see. Um, whenever we look at these norms, we know that our kids are not only compared to other students in the state of Texas, but across the nation and within their different grade levels. Um, and this is a very valid and reliable assessment process that they have established. Um, the norms at a glance. So, you can see the numbers here across the bottom.
041I'm not going to read them all to you, but this shows you the process that they go through in their reorming. It's a two-year process and literally millions of scores from thousands of schools and millions of students um is within their database. And so whenever our students in College Station um complete assessments um it is definitely part of a big data set. And so the first contribution with this has to do with the reorming and this is um been seen across any academic data since COVID. Um and so it was very well reflected with what NWA found whenever they went through the reorming process is that they began to see the academic performance of students across America. I kind of like how she put it. The curve got squished a little bit at the top.
042Right? So the overall achievement dropped a little bit because of the impacts of COVID. And what they found in their database is on the left side where that tail is on the students that um are not achieving at the higher rates is a little bit wider gap. And on the right side where the tail is, it's actually a little bit tighter gap. And so this is reflective at our data all the way through whenever we look at it. And so whenever they talked with us as well as the literature that you can find from the the the website from MAPS website, you'll see this graph if you look at their norm data of the shifts. And so you can see on the left side where it talks about achievement um that the kids that are
043on the left side of the curve. So if we're looking back to this left side of the curve here, those are the red arrows that we're seeing on the achievement side. And so this aligns with what they're seeing within their data sets. Um and we'll look at that um here in College Station. And then you can see on the growth where we're seeing growth um within the norms as well. Uh contribution number two to the change is that MAP actually changed how the program asks the questions to the students. And so just as a really brief reminder um for those of us that are not familiar with MAP or if you heard it once but you need the reminder, MAP is not a test designed for you to get 100% of the questions correct. Okay?
044It is designed to ask you questions until it gets to about the 50% correct and about the 50% incorrect. In fact, on the assessment reports, it has a measure that tells us the percentage correct for a child. Um, and whenever it's around that 50 range, that tells us it right where it needs to be. Um, and what this process does is it allows the program to then establish what they call the RIT band. Um, and the program is designed within the RIT band to ask questions previous to this change. It would ask a child a question that might have been a fifth grade question. The next one could have been an eighth grade question. The next one could have been a third grade question and then a sixth grade question. It would iterate back and
045forth between grade levels within the RIP band. Okay? So, say Dr. Hark Rider is a fifth grader and he has a 210 RIT band score in science and it would ask 210 to 220 RIT band scores for him up and down the grade levels. Well, with this change now it's going to exhaust the fifth grade level and then go to sixth grade or go down to fourth grade. And Matt talks about with this change, what they're seeing is actually a greater focus on the standards and more accuracy with the results because it's driven more by the grade level and it's not as random between the grade levels. And so it's a stronger connection to what we're seeing. They believe it increases the validity of the assessment and the kids get less frustrated because they feel
046like they can do more on the test. So um and what changes have been observed by NWA in their data set. And so you can see here reading language arts and science um did not show a significant difference between the two versions of MAP growth meaning before the change after the change students are scoring higher in winter and spring in math and then higher scores are being seen in winter and spring um on the reports that are higher in typical and so this is something they told us because of the COVID impact schools that are achieving well are going to see higher schools compared to the normative data set and so that's something to be expected. And then third, like I said, our rep brought this up to me and she said, "Jeff, you guys
047have been doing a lot of work around standards." And so whenever you talk about standards, you assess on standards and you give students what they need versus just continuing through the curriculum, you're going to see a tremendous impact in your data. And so she was very supportive of the work that we're doing based upon our assessment. So all three of these have contributed to what we are seeing in our data. And then the last thing I want to do is just to make sure everybody's talking the same language because it gets a little wonky whenever you talk these things. Um, and the biggest one is this one, the percentage versus the percentile. And so just like it says, a percentage is a number expressed in a fraction of 100. So four out of five on
048a quiz is an 80% or yeah, 80 percentage. And then a percentile um is used in ranking and ordering. So a position or a rank. And so, for example, the top two students in the class of 20 were in the 90th percentile is also the top 10% of the class, which is why there can be some confusion. And so, here's an example of the achievement percentile. Okay. Um, so the percentage of students in the NWA normed group for a test and a grade um that a student's writ score is equal or excelled or exceeded, right? And so the student with a percentile rate of 72 scored as well or better than 72% of comparable students within the group just so that we're all on the same page of what we're talking about. We see this
049all the time. What is a writ? I get this question frequently. And a writ is the abbreviation of rash. That's the researcher in unit. It's how they came up with it. It's their thing. But really what I want you to think about this is it's an equal interval scale. Think of a ruler and a child standing in a doorway and you're measuring their height every year. Okay? It doesn't matter what grade they're in as to how many inches they grow. They grow when they grow. And that's kind of the stance that MAP has in their assessment as well. And then observed growth. This is the actual change that we see between assessment windows. And so for us, we are currently looking at the fall to winter growth and achievement data. So August, September to January.
050And then we do compare winter to winter in this um because that's as a system we want to see how we're progressing over time by grade level as well as by cohort. So and this is this slide indicates the the projected growth and I'll show you on the candlestick report that little diamond or the rhombus as Jennifer Smith likes to remind me right is something that we keep a close eye on. So, we're going to dive into this. This first slide that you see here, you're going to see this graph in a couple of different ways because I chop it up whenever we work through the reports. On top, you're seeing last winter. On bottom, you're seeing this winter. And so, this is for math specifically. And we call this the candlestick report in College
051Station ISD because I want you to think of the rhombus as a wick. And what we actually want to see that flame going further and further down. We want that wick to be deeper and deeper in the candle because what this means is the the projected grade level norm is here. So the national norm is here in the actual growth of our kids is at the top of the blue bar. So the deeper it is into the blue bar, the more our kids grew against the national norm set. That's why we want to see it in there deeper. And so we're going to look at how we did compared to last year. And so on the left is this year, on the right is last year. And I want to point out that not only
052did we improve, the little numbers on top talk about our difference from last year to this year. Not only did we improve, that's compared to what we did last year. I also want you to recognize how many RIT points we are above the national level. So we have had tremendous amounts of growth against the normed data set as well as against what we did last year which is a great thing for us to see. And so this is math 5 through 8. And so the same thing you can see the the percentage points that we have against oursel and you can see where the normed um projected growth is as well. And on this slide here and we'll have these uh versions of these slides as we go through the different content areas. So what
053you're looking at here, the titles have it, math K to8, percentage of students meeting or exceeding the growth projections. And so part of the assessment whenever you look at it as a parent is it's going to tell you a projection for your child. And so we track that projection to see how are we doing from winter to winter, year to year. And what is very exciting to me about this is this is that customized piece for the the student to be able to see am I doing as well as I think I am or am I doing better than I should be, right? And so this means by the entire grade level that 70% of the grade level in kindergarten met or exceeded their growth projections. That's down 1% from last year for kindergarten, but
054you can see this K through8. And the great thing is is we've seen jumps all the way through. Okay? And then I put a little arrow under this eighth grade mark here at the end. Um because if you've had a child go through College Station ISD, you're probably familiar that come middle school math, kids begin to separate out. So we'll talk about that here in just a second. And this second slide, this is the achievement slide because growth is fantastic, but we want our kids to achieve. That's passing. Okay? And so this is projected passing. And so part of the the MAP report will project um star assessment and approaches meets and masters. And so it gives us that information. So we take what we see here and we're measuring that. And again, the light
055blue on the left of of each grade level is how we were projected last year at the winter. And the dark blue on the right is how we're projected as the grade level to be doing for all of our kids. And so even though we see with 8th grade, and this is where our advanced maths come out, the great thing is for our onle math kids, and I like to remind folks that little Jeffrey whenever he was growing up, I was an onle math kid. I was in that eighth grade math category right there. Everywhere that orange arrow is is where I would have sat going through the system, right? And so we want to see those kids achieving at the highest levels as everybody else. This table here is to just demonstrate for folks
056that are not familiar with just what happens in middle school math. Right? So our students in College Station will take um the same math test in sixth grade from K through 7th um unless they've already branched off into one of these higher maths. But once they get into here, if they're wherever they're taking their math course, that's the assessment that they take. And so that's a reason why we see the drop that we see here is because we're losing a subset of those kids that are taking algebra, geometry, algebra 2 assessments instead of with their eighth grade peers. Not making excuses for where we are with the eighth grade math. That's just explaining why this happens. But we know we've got work we've got to do. the numbers in green that's last year just to
057give you that scale to see this is this is an every year thing um but this happens in middle school with eighth grade so um and then this is as a cohort um because I also believe in the school improvement world not only do we have to measure the effectiveness of grade levels from year to year but we have a responsibility to make sure kids are growing as they grow through our system and so we talk about this whenever we look at our data as well so you can see same process the 2020 25 is last year. That's the the gray bar on the left. The blue bar on the right is how we're doing this year. And so this the percentage of students meeting or exceeding growth projections this year compared to last year.
058And so we're seeing good trends in that direction. And then the same thing holds true for the achievement percentile of the grade level. And I believe I neglected to mention this um I have the orange bar on the 50 um because everything with MAP is the 50th percentile or higher. If students are growing at the 50th percentile or higher, whether it's growth or achievement, then they are saying that we are on the right track for at least a year's worth of growth, which is average growth or better. And so the great thing is we have all of our kids at the 50th percentile or well above. So, and then just to point back out, this this illustrates what we're seeing in our data is what math is seeing in their data with our eighth grade
059math kids. Our struggling kids in math, they're seeing it in there. And so, it's it's laying out the work for us that we know that we need to be doing as a system. So, algebra 1, same thing. last year at the top, this year at the bottom. And so you can see there's a a slight dip last year um with our seventh or this year to last year with our seventh grade kids. Um we actually did have some sixth grade students taking it this year. We didn't have those last year. And so that just shows you the level of students that we have in our district. You do not see the diamond on these classes. And the reason for that is because it's a oneanddone test. You don't have K8 assessment to look at growth
060projections. And so map doesn't provide that rhombus for us to look at that measurement. So all we have to go by off is where we were from last year to this year and then on the data sets that we see how does this compare to the national norms which is very strong with what we're looking at. So I have highlighted here again here's here's little Jeff cohort. Now I'm a freshman I'm in algebra one and we're doing better this year than we did last year. Right? And that's a great thing. So this is the proceed the percentage of our students meeting or exceeding the growth projections and then this is the percentage of our students or our achievement percentile of the grade level. So we're maintaining where we were last year, right? And so an
061indication that we're growing but we're still not achieving where we want to be achieving with the on level students in math and then geometry. So we see the same things here. We have eighth grade students and up. Small celebration is this year we didn't have any seniors take the geometry assessment. That's a good thing um because that means that we didn't get them into that level and that's how we like it to be. Um but you can see the growth there. Um we either held steady or we improved in every one of the grade levels. And then you can see here we are slight increase in the percentage of students that met or exceeded our growth projections this year for geometry. and we're holding steady on our achievement for our on level kids and our
062other students are doing the same. And then with algebra 2, this is where we had our largest decreases whenever it comes to our high school math courses. Um, and this is because whenever we look at our data with our kids, 11th grade is whenever the on level kids are taking the math and the algebra 2 math. And so on the growth piece, you see there's minus5 and minus3. But I want you to keep in mind, you see the drop in the dip, but you can see the achievement percentiles are up there. Now, MAP will tell you just because a kid is a high achieving kid doesn't mean they can't grow. They absolutely can grow. And so, this is another one of the indicators for us with algebra 2 that we've got some work to do
063to continue to grow the kids where they are. Um, but it's still very strong data that we're seeing with our students. Um, but we did see a drop in the achievement percentile of our on level courses. Okay. Uh, shifting on to reading. And so comparing winter last year to winter this year. Same format. And so I'm going to dive into by grade level. And so you can see here this year's on the left, last year's on the right. And it's the same look that we saw throughout math. We have very strong growth both against the normative data as well as against ourselves. And you can see here grades five through eight. we held steady or we grew a couple of points in seventh grade um but well above what we are projected to have from
064the national level. And then the same thing with our winter data. We're either growing or we're holding steady. And so our growth change year-over-year. So we're back to the slide where we're looking at the percentage of students meeting or exceeding the growth projections. And so you can see this year we've had increases um just about across the board. And then our 50th percentile is very strong performance of where our students are performing on achievement. And then you can see high school 9 through 12. And so this is our percentage of students meeting or exceeding growth projections. And so we're steadier, we're increasing in most areas. And then you can see the achievement percentile of the grade level is definitely made improvements. It's good. and our K through eight. This is our cohort. So again, we're
065tracking students as they come through our system. And so we can see where we are. And we got a couple of grade level of cohorts that we've got some work to do. And we've got some couple of grade levels that have been doing fantastic jobs. And then this is our achievement percentile as cohorts. And so again, you can see the achievement percentile exceeds where they were last year. And that's why we're seeing some of that dip in growth. But again, we have some work to do in growth because high achieving kids can continue to grow just the same as everybody else. And then we have our cohort, our growth change data with high school 9 through and our achievement percentile levels. So very strong uh performance. This is our youngest of learners with uh reading
066data. And so what you're looking at here is phonics and word recognition. Um, and so you can see last year is on top, 92%, this year is 93%. And what this means is by the middle of the first grade year that 93% of our first grade students are performing at very high levels of their phonics and word recognition. And the same is true for their funological awareness. And we actually had a nice increase from last year at this time from 89% to 92%. And so fantastic work that's happening by our kinder and first grade teachers to get them to this point this quickly. And shifting finally to science. So again beginning with the same uh views last year on top, this year on the bottom. Um the rhombuses is really where we want it to
067be because we have lots of growth above it. And so you can see here on the left um every one of those grade levels improved over last year and definitely strong performance against the national norms and same 5 through eight. And so we saw great improvements over last year and last year we saw tremendous improvements uh compared to the previous year with science. And so you can see here our students our percentage of students that are meeting or exceeding growth projections in science. It's very strong across all of our grade levels and our achievement is tremendously strong across all of our grade levels. To see grade levels achieving at the 90th percentile or higher across is a very rare thing. So it's a great thing for us to see that. And then of course we
068have our 2 through8 percentage of uh students meeting or exceeding growth projections. Again very strong and again with our cohort with the achievement is very very strong. And in biology, eighth uh high school. Um and so we held steady and in 10th grade we had a couple of rip point drop. And so you can see it here reflected in the data. 8th grade and 9th grade um did well and we had a drop there this year with our 10th grade. That's our on level students. And so we know we've got some work to address there. And then you can see the achievement dropped as well. So the growth wasn't where we needed it to be and the achievement percentile wasn't where we wanted it to be either. And then finally, the last couple of slides
069are to address the um academically um the historically academically underperforming student groups, goal two of our strategic plan. And so what I want you to really take away here, right, we've been looking at this year-over-year. This is why we built it into our strategic plan. But one of the things that began to stand out is we had a larger spread and it's starting to tighten with our fourth grade and down. And that's a very encouraging thing to see. So this is with math grades 1 through eight. And so I was very encouraged and excited to see the tightening of it. We've still got a lot of work to do. What you're looking at here is what the mean RIT is by the grade level by the category that we're monitoring. And so every year that
070level is going up and it's getting closer, right? And so it's encouraging and we're going to keep progressing forward. This is what it looks like for reading. And then this what it looks like for science. So we went through about 75 slides and how long, Mr. Dunson? Not too bad. Not too bad. He'll give me credit for it. Not 8:00. What questions or comments you got for me? >> That's a lot of data. Um again, uh we didn't get into that much depth in DIC, but thank you. Um, one just uh seeing how well we're doing, that kids are achieving, the teachers are doing what we've asked of them and seen a lot of growth and a lot of success, which I think is great, but also acknowledging that we've got areas to improve in
071as well um that you're highlighting as well. So, thank you very much for the data and it's a testament to our teachers uh and the students and their achievement and growth. >> Absolutely. >> Yeah, I think there's a lot of good news in there. I mean, the being able to look at the growth even just this year, I think the one I mean it is very positive for this year. You can see that in there. I think the one thing that I kind of have in the back of my mind though is that those kind of first caveats you put on there that and I went and looked at one of those videos you sent that they completely changed the norms that they're using to compare against now and they're, you know, basing them on
072the postcoavid data which was the norms really have been lowered. So I just I um the video didn't give a complete understanding one on how can can we still compare 26 to 25? I mean is that apples to apples or not? And also um >> how is that going to change us looking at >> that that national norm if we know it's lower than it used to be? Right. How is that how is that going to help us know that we're still doing where we what we need to >> Yeah. Absolutely. >> So to answer the first question, yes. So that was part of the conversation I had with our map rep and they the their engineers with NWA actually changed the platform and they changed last year's results to put them to this year's
073norms, but they did say do not compare it to prior years. It's not an apple to apple prior to last year. And so I like to look at three to five years worth of data. And so what they told me, if you really want to look at that scope of data, then all you can really look at is how did you compare to the normed projection and yourself within that? Did you grow one or two points? Did you beat the norm by two or three or four points? Um, and that was a lot of nitpicky detail. Um, and so that part of it, you know, they feel very confident about that. And >> so they did adjust the 2025 with the new norms. Appreciate that. >> Yes, they certainly. Yep. And then the other question
074is is it gets into really that's why I like to look at cohort. I like to look and see, you know, I I I don't always look like it, but I'm a runner and I I subscribe to the theory of Garmin beat yesterday. And so we need to keep doing better than what we did previously. And if we're as long as we're beating our previous benchmarks, we're headed in the right direction. And whenever it comes to STAR and um we start looking at how we're going to do, we can't worry about the other districts and how we compare to them and in the 2A component or 2B component. We focus on 2A. We beat ourselves and if we do that then we're going to be just fine. >> I saw so many positive things in
075that and I appreciate that and appreciate that we have a system that we actually can look at and nationally normed test. Um, I appreciate just the significance of that so that we have good data to look at and and not something that's kind of this always moving target. Um, so I I'm encouraged to see what you presented to us. >> Yeah, >> I think it's nice to see the initiative that's been taken at each campus by like our admins to really kind of tackle this and get it done. you know, PLC's were this kind of thing we don't talk about and now it's really great to see that they're kind of settling in to CSISD and having success and we can see it. Proof is in the pudding here. So, >> absolutely. >> It's nice
076to see. >> I guess I'll ask one more quick question. One slide up on those last three slides. Can you explain how how am I supposed to see that um like over the last few years we've really made an improvement in in say the yellow? >> Absolutely. Well, cuz these eighth grade kids here, that's the seventh grade p like it's tracking backwards on the average pieces. And so every year if you saw the numbers behind it, you would see the year over year over year over year. I don't have that labeled out here, right, to then be able to track and see. So you're trying to may like me I'm supposed to see that well I could say from sixth to seventh they got a little farther in the part but then from seventh to
0778th they got >> a little bit but that's why I'm drawing yeah if you look here like obviously we still have a large gap here with science between our multi students our white students our Hispanic and our African-American students. there's a significant gap that we've got to work on, but we can see based upon specifically our African-American students that we're starting to make some gain with getting them up to where all of our students should be. And that's what we're tracking and looking at with all >> and I could see that. I guess I just can't without comparing that to previous years. It's hard for me to know if what I mean was that a smaller gap or close I don't know, right? I guess looking at it from the from this one graph. >>
078Okay. Yep. But I like that we're trying to show that >> for sure. >> Okay. Well, we appreciate your time and putting this together for us. Thank you, Mr. >> You're welcome. >> All right. We're going to move to item I1, which is consideration, discussion, and possible approval of board operating procedures. So, we don't have a presentation from anyone on this um board because this is kind of what we began talking about in December. So um unless there is any discussion um you guys had received the draft of that and we could ask for a motion to approve those. >> Motion to approve as presented. >> Second. >> I have a motion by Dr. Payne and a second by Miss Wilson. Any further discussion? >> I do have a clarifying question. Okay. like MSE uh
079on the new attachment the draft that we're considering page 15 maybe it's page 16 it's actually 13 it's numbered 13 in the board operating procedures but page 15 in the PDF >> has to do with consent items >> and I know we had some conversation around this at least 24 hours in advance any board member can request rest of the consent agenda item be brought to the board for discussion, questions, or considerations. So, I just I want your interpretation as are are we saying that if you're going to pull a consent item, it has to occur 24 hours in advance or does a board member still have the discretion to pull an item if they so choose? So I think the way this is worded is that we are asking >> um >> we are
080we are asking that you would request it 24 hours in advance. If if you request it in 24 hours in advance, of course we can pull it. I don't think we have put in here that that's just an absolute line. If there is some situation that that arises after 24 hours, then I think we still leave open room for that. But it is in our procedures to say it would be helpful as we work together as a board for you guys to present that 24 hours in advance. Is that >> got it? Can we can we write some clarifying language with that then? So it's not interpreted otherwise because and may if I'm the only one then I I'll get by when I read it. It it doesn't it doesn't say to me what you
081just said to me. And so if it could simply be something along the lines of it is encouraged, it is requested um >> say if possible 24 hours. >> Yeah, it is it is asked for request >> if possible at least 24 hours in advance anymore board member. Would that would that be appropriate? >> That that's fine. I I don't want us to to add restrictions to ourself >> and I and I don't want I don't want us reacting to one meeting in a particular occasions and restrict what we can do with consent items. So I think if we can make sure that wording is more clear then then that would would be my my question. >> I don't want to word smith it too much. So, if we're okay with saying that we are
082going to add the words if possible um to that part of the um item, that would be helpful. I think I do think the intent here isn't to take away the right of a board member to take something off of consent. The intent is to say that communicating with each other in a timely manner and allowing the district to be able to be prepared if there's something that you want to discuss that's on consent agenda. So, that that is my intent. uh when that item was brought up for discussion in December was just to be able to help us all be prepared for the meeting better. Um but I think that that would be appropriate to add those two words. >> Thank you. >> Is there anything else? >> Yes, I had something. So, it
083may just be my confusion, but on the board member visits to campuses number three, >> I went back >> just so I can >> What's that? Uh, it's page 10 on the PDF. Okay. >> So, I went back and watched the 31 minute workshop discussion because I thought I must have just missed this, but the board never discussed changing that language, which seems like a governance issue. I'm curious how did that end up getting changed? >> Um, this is under board member visit to school campus activity. Um, >> so it changed from board members must notify the principal of visits to campuses to board members must notify the superintendent and the superintendent shall schedule the visit with the campus and attend the visit with the board member. I'm curious. >> Yeah, I talked to the
084executive committee and requested that be put in there. >> That's not what the memo said. The memo said the changes in these procedures came out of the workshop in December. It's not the executive committee's job to add board operating procedures without a full discussion. And we were about to just pass it without even discussing it. >> We did talk about this as an executive committee. It was brought up in that meeting. So, one of the I I mean I understand you're saying we were just about to pass this, but that's not completely true because you were given the draft with this item in it before last month's meeting. Okay. So, you've had some time to look at it and bring up a concern if there was a concern in an item. So, I'm not asking
085you to uh pass this tonight without any discussion, but we did give out the draft. I guys I sent all of you guys a note and said, "Hey, because someone uh was concerned that this wasn't on the January agenda for discussion and my response to the board was, we're giving you the draft so that you can look at it because we're going to come back in February and approve it." So, I guess I would have just expected that if someone had a serious concern about one of these items that they would have come to Dr. Harkider or myself. Well, the serious concern is that this is something that should be discussed publicly and we can't do that except in a meeting when it's on the agenda, which is what we're doing tonight. >> Okay. Well,
086then we can discuss publicly what you're concerned about this item. I don't have any problem with that. >> Well, I I'm very concerned with the governance around the executive committee adding this with no discussion with the rest of the board and not even mentioning that in the memo. So, it makes the memo read false because it says you you want me to read I'll read the memo. I'm not trying to be uh difficult without actually having some I actually closed mine. Can somebody read the memo from Mrs. Stoval that specifically says this came out of the December workshop. >> I think it's a generalization that the changes to board operating pro procedure came out of that workshop. I don't think she's meaning every I mean >> well that's what it says. >> I think that
087um my bigger thing here is that there was there has been some request by at least some board members to clear up the language around um visiting school campuses. Um I know when I came on as a board member, you know, it was explained to me that hey, we know you're a parent. We know you're going to want to be at activities. If there are, you know, events at a school, you are welcome to be there, but we as board members should not um just be at a school campus for a kind of ambiguous reason, right? Um with because it makes those campuses um you know, they're kind of caught off guard when we do that and we don't want to put ourselves in a situation where we're making somebody uncomfortable. And I mean, look,
088like we know lots of people in the that work in the district. And so if I see them and they say hello to me as as Kim Eigy, like that's great, but if I come up to their school and I don't have a purpose to be there and I'm a board member, that puts them in a little bit of an awkward situation because they weren't prepared for my visit. So I think all of this is saying is if you're not going because you're there for your own kid or for a specific um event, you're going to take the step to talk to Dr. Dr. Harker and say I'm trying to visit this campus for this purpose and he's going to arrange for that visit to be to be met. >> So the executive committee brought
089that to Dr. Hark Rider as something they were concerned about. >> No, that's not what he said. Um Dr. Hark Rider said that that was something that's come up in um his group and they brought it to us and we felt I mean I don't want to speak for Miss Simmon and Miss Wilson. they can speak up if they want, but I felt like personally that was a reasonable request. >> I have to really agree with Mr. Field on the procedural side of it though that if if it was discussed and the exec team thought that it was something that would was worth us um doing something about, then it really should have been brought to the board in in the workshop to discuss. We own the board operating procedures and it is, you know,
090and so I was also taken aback to see that it was put into some completely new wording that we had not even discussed that topic at all was put into this board operating procedure. And yes, we had the opportunity to um contact you about it, but I also believe that again, we sat and talked about it in December. We could have we had an opportunity if we wanted to have it could have been brought to us at workshop in January as well, but to kind of just put it in there without um really bringing it for us to discuss I I thought was really should not be the way that that we operate as as a board in an open session. So I I do want to make that statement. Now we can talk about
091this specific item as well because I have some issues with it also. >> I do as well. How the executive committee, did you guys study other board operating procedures around the state of Texas to see what precedent was there for this? >> No, I did not do that. I know that I feel like this isn't I guess I feel like the only change that we're really making in this is that instead of you going to a principal, I need to look back at the wording now because I I don't have it right in front of me, but is instead of you going to a principal to set up a visit, you're going to the superintendent. No, the superintendent will attend the visit with the board member. >> Is that the part that is is concerning
092to you? I'm I'm trying to understand because this is the first I'm hearing about the concerns. So, you're concerned not that you are going to the superintendent to ask, but that the superintendent is going to attend with you. >> I'm just curious how many documented complaints we have from principles that the policy that's been in place for a decade was no longer sufficient. What led to the change? There had to be some documented problem. >> No documented anything. Principles work for me. They don't work for the school board. So, your role as a school board member is not to supervise principles. If you have a question or concern, it's my job to take you there to get that question answered. If I can't answer it, they don't work from you. And so for you to
093schedule a meeting with a principal for whatever reason you want to schedule a meeting is not under your purview as a schoolboard member. >> You have one employee that's me not principles. >> I don't think it's scheduling a meeting with the principal. It's going onto a campus. You notify the principal about a campus visit. >> Correct. But as a school board member, if you're not going to supervise or see your child or whatever is going on an event, Wellelburn's Black History Month, whatever that is, what place would you have on that campus >> to see that the decisions we're making in board meetings? >> That's my point. That's not your job as a board member. That's my job and that's my committee's job, my cabinet's job. >> First of all, >> I think isn't that
094the point kind of of the trustee chores? I mean, I know when I go to campus, I'm trying to go as a parent, right? Like I'm not going as a board member. And I think it's kind of nice to keep those things separate. And I agree like you probably should be like, "Hey, I have some questions for this campus or this has come up." But back to what Kim said, this has been given. And if there was some concerns, which it seems like you and Kimberly have some concerns that maybe have been discussed prior to this meeting already because it sounds that way, then you should have maybe come to the president and discuss it so that we could have had some discussion before the vote. >> That's you reached out to each of us.
095I I brought up some things that I didn't agree with and she followed up and we had a conversation about it and um there were things that she said were my ideas that she said, "I don't think those are great ideas." I'm like, "Yeah, I get it. That's fair." Um, I just wanted to make my piece and we had a perfectly reasonable conversation beforehand because we had all the information and because she reached out individually and we can also communicate via email at any point. We don't have to have a meeting. We're allowed to communicate openly and that could have happened before this and remind everybody that there is a motion on the floor. >> And also, these are not buried in here. We weren't trying to hide anything. These are in red in a
096document. So, they're very, very visible. And we've had this document now well over a month. But we couldn't discuss it publicly unless we were sitting in a meeting. Unless I misunderstand the open meetings act. >> That's true. But you do have the opportunity right to right now to talk about it, which is what we're doing. So I do think that um I mean I'm I'm going to be honest with you. It's it's really tricky because the way this wording says is when they are not attending a scheduled activity. So no one is saying that a board member cannot show up at Black History Month or cannot show up at the console musical. I mean I do these kind of things. uh even some that my kids aren't involved in because I want to go to
097those district events. So, it's not saying that you cannot be a part of everything in the district, everything that your child does. It's saying that um when we as a board member are going for something that is not scheduled, we do not want to put a principal or a teacher or anybody into an awkward situation where we've shown up and they don't have any prior knowledge of that. I will be honest with you, I do know of one situation recently where a principal was uncomfortable with a board member um that had come up to school for something. And so it does happen. Um and I think we have to recognize the difference between um just the personal relationships we have and even the relationship I might have with a principal because I've got a kid
098there or I'm on the PTO or something versus like the relationship when I come as a board member. it's different and I think we need to honor that. And um I think all that we are asking in this particular item is a clarification of we're not going to show up at you know campuses for non activities um without having the superintendent be a part of that. >> So has that been an issue? >> No, we already said it's not been an issue, >> but I don't think it needs to become an issue to have a policy. We've cleaned up a lot of policies that have never been an issue. We're just cleaning up things. >> Okay. Well, let me say this. I reviewed 50 different districts board operating procedures, and this is by far the
099most restrictive of any of those single ones. So, it seems very surprising to me this is not normal. >> It's not entirely true. It's not entirely true. >> What's not entirely true? Well, nothing is entirely true though, is it, Darren? >> Right. But when I first came on the board and I asked Mike when you were superintendent, uh, there was a principal meeting and I asked if I could attend. I was told no. And Mike just explained why for the same reason that Tim explained. >> Principal's meeting is not the same as not being able to go onto a campus after you talk to a principal and they say, "Sure, come anytime." I just I don't understand why we This is literally unprecedented and we were about to It is unpre Show me. It's also
100possible that you could ask a principal for permission to come on their campus and they would feel pressure to say yes to you because you're a board member. That does happen. I know of a situation um where a principal did not feel comfortable telling a board member no on something. >> And I don't see why if you reached out and said to Dr. Hawkriter and said, "Hey, Britney said I can come to my campus to talk about this thing." That he could say, "Yeah, go for it." >> Because just like he said, "Principles don't answer to us. I don't answer to him. It's the other way around. >> What are you wanting to do on campus? >> Like, what are you wanting to do on campus? >> To have the most restrictive. >> This isn't
101the most restrictive. >> I am. Can you show me other districts? Can the executive committee that approved this show me the other districts that have this rule? >> I didn't. >> What are you wanting to do on campus? >> It doesn't even have a um clause, I guess, that would allow parents. I mean that talks about well parents of course could should be able to go if um on campus if they want to if they have a meeting with a teach with their kids teacher. Of course a parent should be able to go on campus if they want to go have lunch with um their student. Of course this parent could go on if they want to take pictures or they're helping out, you know, with the the musical. It doesn't even say that. >>
102It doesn't need to. This is the board operating procedure. It's not a parent operating procedure. We've got to divorce ourselves from being a board member and a parent. >> What? Okay. And I then how about just a community member? Can I go on to what's the difference there of me going for a community member reason then versus you know so I am I'm >> a community member to me when we step on campus sometimes I feel like we disrupt learning because teachers feel like they're being watched. Oh there's a board member here. Um a community member could come on campus if they're vetted and they are they were vetted through our visitor policy. I I think I I just don't understand either what the point in going to a campus just to walk around. I
103I don't >> No. So, how about my example where I have for four years have volunteered on a campus. Um am I going to I mean, I have to get permission. I mean, I've certainly had permission from a principal, but get permission and then and then Dr. Hark writer has to go with me. I think it's volunteering. if you're volunteering for something. I mean, >> again, but that's not what this says. So, that's why I guess it just this makes it sound like anything. >> So, the words I think >> I'm fine to wrap this up. I'm 100% voting no because of that. I I've been told multiple times in this conversation that this is not the most restrictive and nobody has given me a single piece of data to say that. So, I've looked
104at more border operating procedures about this specific topic. clearly than anybody else here. >> Then why didn't you send that to us? Why didn't you do that? >> Because we can't do that in Isn't Aren't there open? >> You can send an email that says, "Hey, we no we can send those emails." >> And what would be the purpose of that if we can't discuss it? >> So we can't we can email about it. You can ask about those are available for open record >> that definitely would be allowed is when we sent this out over a month ago and you had a concern about that item and a question about it. It certainly would have been allowed for you to reach out to either Dr. or Hark Rider or myself and say, "Hey, where
105did this come from that would be allowed? You can ask a question to the superintendent or the board president really about any anything. And if we say, hey, that's something we need to discuss an open meeting, then we can, you know, put that on the agenda and make sure it happens. But if I we don't know that there's any concern about any of it then that we don't know to >> I wanted to discuss that discuss >> in an open meeting because I think it matters and I think the way it was handled from a governance standpoint was not appropriate and I think the fact that and I am I'll be delighted to be proven wrong and I will eat crow if I am at the next meeting. I'll lead off with that, but I
106could not find another campus. In fact, I'll say this last thing, and I'm happy for us to vote. Brian's operating procedures for their board says to please let the principal know and please let the office, the superintendent's office know so that they can send someone to record that you're on campus and promote it in the media. So, it could not be more opposite. And I'm I'm very surprised that that we don't see a problem. And there's nothing so unique about our districts that we would need to have the most restrictive rule around who can visit campuses. And I'm very surprised that we don't see that. I don't think that's our job. We were elected and entrusted to be trustees. And if part of that is us contacting a principal, a policy that's been in place
107for decades with zero documented cases of it being a problem, I don't know why we would change that and go to this incredibly restrictive language. But that's all I'll say about it. I do appreciate that one of the things that we've also put in place is our board um visits to schools because that's a way that we can um have the principal set up time for us to see things and we can promote them. Um we always do. Um I feel like that's done in a more structured way where it's not as disruptive. You know, we're all going at once. It's not as disruptive as if I just say, "Hey, I've decided I'd like to go see these elementary schools." And then they have to set things up for me. So, you know, I don't
108I don't I don't see this as something that's being done so that we as board members like don't have access to information or to our schools. I think it's um >> then why is it in there? I >> I think it's a safeguard so that we are careful so that we don't as board members um cross the line um and show up at schools and put principles and teachers and other people um in a tough situation. >> Okay. Well, we are, as far as I can tell, the only district that is choosing to go this far and restrict board member access to campuses without the superintendent. And I that does not seem like a prudent idea and it certainly doesn't seem well researched and thought out. >> I I do have a comment. >> Okay.
109So it seems like we're we're frame putting much more restrictions around something than is in the prior board operating procedures. Uh I'm not sure why. I I don't know that this has been a problem. Not that I'm aware of. So, we're going to get more restrictive to a problem I don't know that actually exists and that many many boards prior to us could function w without this particular wording. Uh I think what is more concerning to me is this was a discussion an executive setting the agenda and the board operating procedures with the superintendent and yes we've had it for a few months. I agree with Mr. feel that I just feel like there are things that need to be discussed in public period. But when this was distributed, knowing that this had not been
110discussed with the collective seven and this was something that the four of you discussed, it would have been appropriate to at least have denoted that to the other four of us that weren't a part of that conversation. For example, we we we had a conversation as executive and we added this particular piece and wanted to mention it to you so you would know where it came from. I think the way it was handled is completely disrespectful of the other board members. U and this is exactly why we needed to have the conversation here. I think it I mean it's whether we send emails or not we need to have some conversations in front of everyone as opposed to just settling everything through a particular email. Uh I don't know what would have been settled through
111email because you couldn't imply a decision of any sort because then you're leaning toward a walking quorum on this particular item. So, um, it would have been nice to have been included in the conversation or at least made aware of. Obviously, it occurred because it just showed up in our draft. And I think we are looking at a more restrictive approach to a problem that to my knowledge doesn't exist. Um, so with with that's that's where I stand on this. I I don't if board members were just showing up to campuses uh and causing issues with teachers or principles or whatever the case may be, those board members should be addressed by the board president. Um, and I honestly me I don't have a problem with calling Dr. Hark Rider and saying, "Hey, I'd like
112to visit principal so and so at this campus and letting him know, even allowing his office to schedule it on my behalf." uh where I start to go where it begins to feel like we need our handheld is where it says he's going to attend with us. So that is concerning not concerning. That is that is where I begin to feel like this is the superintendent's operating procedures as opposed to the board's operating procedures. If I heard you correctly, he's the one that recommended this wording to the executive. >> When you were superintendent, Mike, you had a standing principal meeting, right? There was a principal meeting regularly. >> You're absolutely right. With the executive team and the leaders of the school district, >> right? And I asked, "Am I >> You're absolutely right. We're talking
113about visiting a campus. We're not talking about sitting in a principal's meeting, >> right?" I asked, "Am I able to attend?" I was new and you said no. And one of the reasons you gave me was you will make the principles uncomfortable. >> Okay, that I don't expect you to agree with me, Dr. Payne, but it doesn't remove my opinion on this. >> That's fine. I'm just bringing up why that this would be valid where we what you were asking for at the time was a simple heads up so that it could be orchestrated so that we it could make sense as to why that >> and it wasn't a problem. So, we didn't put it in the board operating procedures. But I was told I couldn't have contact with him, right, without your approval.
114That's what that's what you had told me. >> I I I I'm going to disagree with that. You tend to remember things that benefit your perspective. So, I'm going to disagree with that conversation was I don't remember that conversation. >> Here's how here's how this was from my perspective. And if um anyone in the room feels that I've you know done them wrong um then you know I I'm I apologize for that. But here's how it went from my perspective. We're in the process of looking at board operating procedures. We're trying to kind of clean up some stuff. We're trying to clarify a few things. Um so that's when you look at board operating procedures and go, hey, is there something that we want to be more specific about? Um and yes, this item was
115brought up by Dr. Hark Rider and his team and the rest of us in the executive group felt that it seemed reasonable to us. I did when we came out of executive session send you guys like the information that here's we've got the draft and take a look at the red items. So I wasn't trying to hide anything that was in that draft. I mean, it's kind of hard because we had a conversation in the December meeting and it was a pretty lengthy conversation like this one and then we give this to like the team and say, "Hey, will you kind of write up everything we talked about?" So, there's a number of things that might not be the way, you know, like wanting to add if possible to this line item. So, I don't
116have any problem with people discussing things or bringing concerns. Um, I don't believe that I was trying to hide anything um, in this draft of board operating procedures because I did communicate to you guys, hey, this is what it is. Take a look at it. And I invited everyone to reach out to me if they had any concerns. Um, and it's okay to discuss it now, too. But everybody could also, if they had a concern, have come to me sooner and said, "Hey, this is my concern. I'd like to go ahead and talk about it at such and such meeting." and I would have said, "Okay." Um, just like it's okay right now to talk about it. Um, but in the end, I don't think that this is coming out of um an ill intent.
117Um, I I think that if we're saying that there's not been a problem, but we're having an issue with us putting in some language just to clarify that particular topic. Um, I mean, I guess my question back too was like I forget who who asked it like, well, what are we wanting to do on a campus that can't fit within this particular item? So, >> or can't be under a trustee tour and and that's my big issue is I feel and I I hear everyone and I hear y'all wanted to discuss it, but the fact that everyone was radio silent when Kim sent it out, you could have at least said, "Hey, I have an issue with this and I'd like to discuss it." but instead it was you wait to bring it up here
118and clearly have done a ton of research. So I feel like I could argue the same thing that y'all think it's that's a little deceptive I guess if we're being accused of that as well. >> It's the same courtesy you showed to the rest of us and not and making us aware of your conversation and it's no different. How many other changes on the board operating procedures were not discussed in the workshop in December? >> I don't think anything else on here >> did not come from the board. And you're right. I could have specifically said in that email and you know I I wish now that I had but I did >> communicate to you guys that board operating procedures draft had been you know given in exec and I gave you that draft.
119It was not hidden and if you had a question about any of the items, you could have reached out and asked me about them. That's that >> we have had one principal put in a situation. >> I have had a a situation recently where a principal has felt uncomfortable um and like they couldn't tell um a board member no on something. So, do I think it's a widespread like it happens all the time? Not to my knowledge, but I can point to one situation where it has been an issue. So, um, anyway, I know we have a motion by Dr. Payne and a second by Miss Wilson. If there's no further discussion, I'm going to ask for all in favor to say I. >> I. All opposed. Okay, that motion is going to pass 43.
120That is going to bring us to item I2 which is consideration, discussion and possible action on Senate Bill 11. I think we have Miss Hester. >> Good evening members of the board. Um, I want to introduce and you've gotten a memo about this and I'm going to It's a little confusing so I'm going to just read it or I'll get it messed up, but Senate Bill 11 from the 89th legislature session requires the school Thank you, Les. um requires that the school boards um consider whether to adopt a policy requiring every campus of the district to provide students and employees with an opportunity to participate in the period of prayer and reading of the Bible or other religious texts on each school day. What we have to think about is in order to avoid violations
121of the United States Constitution, such a policy, even though the Senate bill recommends it, would be would have specific constraints on the practice set forth by Senate Bill 11. For example, a policy adopted under this law would require all student participants to provide to provide written parent consent and all participants, both employees and students, to expressly wave their constitutional rights under their first amendment in order to participate. The policy would also require a period of prayer and reading of religious texts to be held outside of class time. Senate Bill 11 does not require the CSIS board, CSISD board of trustees to adopt a policy. What it requires is that the board take a record vote on whether to adopt the resolution stating that they will adopt the policy. The legislaturator or esteemed legislature in fact
122provided the language of the leg of the resolution which is listed right there below and that's what they put in Senate Bill 11. So, our recommendation I won't I can y'all can read that. The co I'll read it. The College Station ISD shall adopt a policy requiring every campus of the College Station ISD to pro provide a period of prayer and reading of the Bible or other religious texts as provided by section 25.08 of the education code. It is our recommendation that the College Station School District independent College Station Independent School Board um decline to adopt this resolution to adopt this a policy of requiring every campus in the College Station School District to provide a period of prayer and reading of the Bible specifically as it is recommended that the board make the following
123motion. And that's the following motion. I move that the College Station ISD board of trustees decline to adopt a resolution to adopt a policy requiring every campus of College Station ISD to provide a period of prayer and reading of the Bible or other religious texts. >> Second. >> Okay. I have a motion by Dr. Payne and a second by Miss Simmon. Do we have any discussion? >> Dr. Harker, Senate Bill 11 is actually more restrictive than current practice. Correct. >> Yes, sir. Yeah, that's what I was going to say. Just so it's clear if anyone's only tuning into this meeting and missed the last one, we do a moment of silence. If a student wants to read their Bible and pray and it doesn't disrupt class time, they're able to do that. This doesn't this
124doesn't pro I don't want somebody only tuning in tonight to think we're saying we don't want students to have the right to be able to pray and to read their Bibles. We don't want it to be as restrictive that it actually becomes an impediment to the learning we're trying to do in classrooms and causes issues with who's going to watch which kids and teachers all that. Right. >> Correct. They currently have the right. >> Great. Okay. All in favor please say I. >> I. Any opposed? That motion is going to pass pass 70. And I believe that actually brings us to um adjourn.