2026-02-19 Arlington ISD Regular Meeting of the Board of Trustees

001All right, good evening. It is 6:44 and I will rec reconvene into open session this meeting of the Arlington ISD Board of Trustees. Thank you for joining us tonight. Our board meetings are open to the public and we welcome everyone uh for joining us tonight. We'll just jump on down to um our pledges. And tonight our pledges will be led by Bryant Elementary student Jonathan Gaffne. 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. >> Honor the Texas flag. I pledge allegiance to thee, Texas, one state under God, one and indivisible. >> Please be seated for a moment of silence. Thank you. So, you'll notice that we're down two trustees tonight and uh

002the reasons for that are Miss Fowler, as many of you know, is a longtime board member of Arlington Charities and tonight is their annual Gayla fundraiser at Texas Live and she is she and her husband, Larry Fowler, are the host of the event this year and so she is unable to join us. Miss Haynes is not with us because she was called away during close session. Uh, as some of you know, her son is a baseball player at Martin High School, and she was called by the trainer um to go collect her son and take him to get X-rays for potential injury related to the baseball game. And so, if she's able to come back and join us, she says that she will, and if not, um, please be uh have them in their her

003thoughts. It doesn't appear to be incredibly serious, but something that does need X-rays. So with that being said, uh we'll turn it over now to our executive director, Erin Palace, to give us more information about the student who led us in the pledges tonight. Mr. Palace. >> Thank you, President Chapa. And so leading in the pledges this evening was Jonathan Gaffne II from Bryant Elementary, a sixth grade student, and I'm looking at him and I just see his smile and I think of his parents smile. So his mother's here, Tamara Gaffne. his father, Jonathan Gaffffne, who happened to work I got to work alongside him for several years. And so I've had the opportunity to see this young man grow uh into the fine leader that he is. And so with him this evening though

004is his sister Jocelyn who is a junior at Sigin High School. And uh he just truly loves being in school. His favorite teachers are Miss Payne, Miss Athens, Miss Adams, and Miss Groden. And while he's in school, he really enjoys math. and he likes using his math skills to support his favorite hobbies of coding and creating games. And so he's not only a leader this evening, but he's a leader on campus as well. He's the student council president. He's also a member of the green team, A+ UIL academics, youth leadership institute, and is even a published poet in the Young American Poetry Digest. And I really had a good opportunity to speak with him before um the proceedings today because he shared what his favorite thing about Brian Elementary is. And he said, "I love

005my favorite thing about Bryant is the feeling of family." And it's not just because his mother is his gifted and talented teacher. It does play a little bit into it. But I said, you know, along with your mom, why does it feel like a family? He just said, "It just feels like everyone's together and everybody treats each other with such kindness." And so, thank you for sharing your kindness and your leadership this evening by leading us in the pledges. Thank you very much, Jonathan. You did a great job. >> All right, we'll go now to the recognition portion of our agenda. And after our recognitions tonight, uh, we will take a short recess to celebrate our honores in the boardroom and in the lobby. At this time, I'll also turn it back over to our

006director of family community engagement, Aaron Palles, to lead us through the recognition portion. Mr. Palace. >> Thank you again, President Chapa. At this time, um, we'd like to invite our trustees to please make your way down to the front of the deis. Um, as we go into our recognition and recognizing our honores this evening, as our trustees make their way down, just a quick reminder for all our honores. Um, you'll take a group photo with the board during your recognition. Then once all recognitions are complete, we'll invite you back during the recess for group photos with your teachers, principles, families, and teams. So, please make sure you stick around for that um recess time. So, as they take their places, I'm very excited for our first uh board honor recognition this evening. Um this evening

007we are proud to recognize a group of outstanding sixth grade gifted and talented students from Morton Elementary who earned first place in the middle school division of the SIFMA Securities Industry and Financial Markets Association Foundation stock market game. In this game, the students competed against teams from across Texas and they scored first place in their middle school division. And in fact, they rank 3,700 teams. And out of all those 3,700 teams, including high school students, they are 23rd in the state. Again, first place in the division. So, just a little bit more information about the stock market game. It's a curriculum based investing simulation that engages teams of students in an exciting competition reinforcing financial stability, um, financial capability. Participants invest in a virtual $100,000 and make real-time investment decisions, gaining a clear understanding of

008capital markets, asset allocation, and wealth creation. Wow. Inspired by their uh gifted and talented lead teacher, Miss Jennifer Riley, uh who once participated in this same competition as a student, this team took on the challenge and represented Arlington ISD with excellence through strategic thinking, teamwork, and real world financial decision-making. they achieved this impressive first place finish and showcase the strength of the GT program at Mourn Elementary. Please recognize u join us in recognizing the students that are with us this evening. We have Kimberly Bonia. We have Ernesto Terron and Carlos Washington. And as they gather for their group photo, we want to make sure that we recognize some of their teammates that were unable to be here this evening. We want to recognize Handy Luke, Eene Hernandez, and Adrien Rodriguez. We want to thank all

009of our Morton Elementary staff that supported them. I see that Dr. Adams principal is here as well this evening. Thank you for supporting your students. >> Students, we just want to say how proud we are of you and how thankful we are of you. I think there's going to be people in the audience here tonight and on this uh that are standing up here with you that are going to sign up for some financial advice from you. It sounds like um but the work that you're doing and the thank you Morton Elementary for the work that you do to make these opportunities for our students um we're about creating something exceptional here in Arlington ISD and tonight's another example of the amazing work our kids can do when we create the conditions for them to

010do that. So students, thank you for your work. Thank you for making Arlington ISD and Morton Elementary look great. We're extremely proud of you. Congratulations to our students. All right, we'll move on to um board honor number two this evening. And I don't think it's intentional, but there's a common theme. So, next we'd like to recognize our Arlington ISTD budget and finance department for receiving the meritorious budget award from the Association of School Business Officials um international. This prestigious honor reflects the district's commitment to sound fiscal management, strong budgetary practices, and clear, transparent financial reporting. The meritorious budget award recognizes school districts that meet rigorous national standards for budget development and presentation, ensuring that financial information is communicated in a way that it supports accountability and builds community trust. Arlington ISD's budget earned this distinction

011thanks to the dedication, accuracy, and attention to detail of our budget team. This recognition highlights the district's ongoing commitment to responsible stewardship of public funds and to supporting students, staff, and schools through uh financial planning. At this time, I'd like to call our budget and finance team that are here this evening to be recognized. Well, as we're moving around, I just want to say thank you to our budget and finance staff. If you are um a frequent attendee of our meetings, uh you know uh that we get frequent updates on just how well the district is doing financially. Um we have for a couple years in a row now had a perfect score on the state's financial integrity systems uh rating. Uh we get national this group has won national awards for budget and finance.

012We truly are blessed to have uh some of the best budget and finance people in public education here in Arlington ICD. So thank you for the work that you do. Again, congratulations to our budget and finance team. Thank you for all the work that you do. President Choa, this concludes honors and recognitions this evening. >> Okay. It's great to see the stock market game people here. I I didn't participate in it as a student, but at once upon a time, I taught 12th grade government economics, and my students in high school participated in the stock market game. And I had a group of students who uh not to date to date myself too much, but um they went all in on a little company called Apple around the time that they put out the iPod

013and the iPhone and they did very very well. Um so good to see you all here tonight. We're going to take a quick break uh to celebrate our honores tonight. It is 6:55. We'll take about a 10-minute recess. All right, it is 7:07 and we are back from recess. We're going to move on to the next portion of our agenda tonight, which is our open forum for agenda items. Uh, Miss Aosa, do we have speakers registered for agenda forum? >> President Chapa, yes, we do. We have one. >> Okay. >> All right. I'm going to go ahead and read the rules for uh open form for agenda. This is a routine part of the board's agenda for regularly scheduled meetings. This segment of the meeting provides citizens with an opportunity to share their views with

014the trustees on items that are on the agenda for action tonight. It is not intended to be a discussion or debate and trustees will not reply to speakers. Derogatory comments aimed at an individual will not be tolerated and personnel matters are not appropriate subjects for open forum. Speakers will have three minutes to speak and when Mrs. Aosta notifies you that your time is up, please end your presentation. If you have any documents that you would like to provide to the board for review, please hand them to Dr. Hill, our chief operations officer. We have one speaker registered tonight on the topic of Texas SB11. And that speaker is uh Howard Rosenthal. >> Mr. Rosenthal, welcome. You'll have three minutes. >> Thank you very much for having me here. Appreciate it very much. Mr. Superintendent, members

015of the board, my name is Howard Rosenthal and I'm I'm here this evening as associate director of the Jewish Federation of Fort Worth and Tarant County. I would like to urge you to vote against uh Senate Bill 11, the state organized prayer and school bill as it could apply to AISD. I understand this board is scheduled to make the decision required of it this evening. I know that you've likely given consideration or considerable thought to this since the law came into being uh back back in September. Uh it sounds the law sounds innocent enough quote provide students an opportunity to participate in a period of prayer and reading. But that's where it breaks down since this sentence goes on to say that this reading would be from quote the Bible or other religious text. I

016ask you what Bible or what religious text? Uh the Christian Bible, the Hebrew Bible, the Quran or or just what? Uh things get confusing right from the start. Uh additionally, what issue is this law trying to remedy? I would argue that there is no issue. Students have a voluntary right to pray and to read religious literature on their own. injecting the school into this mix can and surely will cause difficulties and confusion. Uh it is wrong to allow school staff to encourage students to pray or not to pray uh in a way that may contradict their famil family's beliefs and practices. The first amendment of our US Constitution and the and article one of the Texas Constitution protect the right to religious freedom for each of us uh without exception. What is to keep a

017school district from promoting prayers applicable to just one religion or religious tradition? Um, I would assume that many of you might find it troublesome if not only or possibly even unacceptable if I, as your child's teacher, used the Hebrew Bible as our text. The same holds true no matter which foot the the shoe is on. uh SB11 is a solution to a problem that simply does not actually exist. Probably the most important and final point I want to make is the very real risk of creating uh more division and the ostracizing of some of our students. Your schools serve families whose uh pra who practice a rich diversity of religious uh religions as well as those who do not practice any faith at all. Some students may feel pressured to participate in the prayer at

018prayer periods so that they don't face exclusion, rejection or bullying from their peers. Schools should be places of belonging uh and that welcome differences. Decisions about whether when or how to pray and read scripture should be left to parents, students themselves, and faith communities. Thank you for your time, your service to the district, uh to the students, and to the community. Thank you very much. >> Thank you, Mr. Resinthal. >> Thank you. >> We'll now move on to the next portion of our agenda for committee and staff reports. And our first item up tonight is item eight, a report on our finance and academics committee. And I'll turn it over to our vice president, Sarah McMo. >> Thank you, President Chappa. Our finance and academics committee recently met. I believe it was on February 9th.

019And um that committee is comprised of myself, trustee Mike, and trustee Fowler. Um we had a presentation from Mr. Noberto Rivas on the a followup from our budget workshop. And tonight he's going to bring us the budget assumptions and parameters that you guys see on your agenda. We also had an update from Dr. Wartz on materials adoption. And that is it. Thank you. All right. Thank you, Miss McMarrow. We'll now move on to our last item under reports tonight, and that is a midyear academic progress report. Turn it over to Dr. Smith. >> Trustees, thank you for your time this evening. I'd like to invite Dr. Champion and Dr. WZ up. Um, as you know, we um constantly work through um amazing teachers and principles in our district to create exceptional opportunities for our students.

020We're going to report out to you tonight on some progress academically for our students. And then they're joined by two of our wonderful principles in the district, Leslie Moroni and Stephanie Zavala, who are going to talk to you a little bit about what do we do when we actually get the data from these and how do we make sure that we use the data in meaningful ways for our kids. >> Thank you, Dr. Smith. Good evening, President Chapa and members of the board. It's my pleasure um with Steven's able assistance to present this data for you tonight on our midyear academic progress report. Um, our goal tonight is to share particularly focusing on reading and math results and most importantly, what are we doing about it? Data alone doesn't do much good. It's all about

021what do you do with it. So, we have completed our middle of your screeners for prek 4 through 2 grade. And I would say that um overall what you're going to see is is the same trend over and over, which is we're making progress. We're moving in the right direction. There are some areas where it's not quite as strong, but for example, right here in this prek4 screener performance um with circle reading, you can see again this this is great work to Natalie's team for getting all these colors the same on all the slides um that our 2526 data is that black line. You see we're at 70% with 79% goal for reading. 93 um% we've already met our goal um for math. Kindergarten screener um similar situation where we're moving moving forward. Um actually

022very close to our goal uh middle of year in math. First grade screener um same situation. We have some some ways to go to hit our end of year goal for reading um and have actually exceeded the goal for math. Um in second grade reading just a few points to hit our goal. And in this one, we actually do have a ways to to hit hit our goal in math for House Bill three. Um, we have a couple of quick updates from our CA1 performance. Um, and you can see that that y'all know that CA1 is very early in the year and they're tested on the the pieces that they've been taught so far. Um, these these results show that we have some growth to do and that we are continuing to move forward. Um,

023this one does compare our CA1 results to our STAR results. We've also looked at this, of course, looking at CA1 to CA1, um, where lots of our campuses are on pace or have exceeded where they were, um, this time last year. CCMR, I know y'all saw some data at the last meeting of where this has landed over the last few years. Excellent work by that team. Um, and this has us right on pace. Matter of fact, we're slightly ahead of pace to be able to hit our goal. um overall for CCMR. And then lastly, as you put all those things together into our district improvement plan for the goal that we have set for ourselves, um you can see that on CA1, our goal is um in reading to hit our star EOC from 47

024to 49% and we're currently at 46% overall uh in our CA1. And with math, we're trying to move from 36 to 38 and we're currently at 35. So again, early in the year, continuing to move forward. As a district, we're doing several things to to help move the data forward. Um, we are placing our bets in some particular areas. We're going to hear specifically at campus from campuses here in just a second, but we are targeting campus support. We're also doing some targeted lesson planning. One of the things that we have learned strongly this year is that um having high quality lesson plans, Sarah, board trustee McMurro knows uh that strong lesson plans matter a lot and we can do um a great job of helping develop those and so we're continuing to work with

025that. CNI has been an incredible help with that. Our belly education group um we are moving forward with that. A number of our campuses are getting direct coaching of our teachers. We're also able to use those coaches now to work directly with kids as we as the need arises. We've done some particular learning for our leaders on what the state calls the Arby's, the research-based instructional strategies. Um, and particularly around the implementation in addition to the implementation of our structured literacy. Um, we have some targeted interventions and tutoring to facilitate academic gap closure, which you'll actually hear from our principles. And then CBLI, the contentbased language instruction, um is has been put in place to support our emergent bilingual students. Um and then across the district, we've done these big three walks where we're looking

026to see we've talked about this with you before board about is the is our curriculum being used? Is it within the scope and sequence within five days? And then is there a productive struggle um that we're seeing from students as in in that regard? And so that's that's moving forward as well. And with that, I'm going to turn it over and let um our two principles share a little bit about how it's going um at Spear and Lamar. And first up, we have the remarkable Stephanie Safala here to talk about Spear. >> Good evening, President Chapa, members of the board, Dr. Smith. I just want to start out by first of all saying thank you so much for the opportunity to stand in front of you tonight and talk about just some of the great

027things that are happening at at Spear Elementary. So started all right so our instructional focus at Spear is ensuring that 100% of our students are meeting their individual growth goals and we're doing that by building strong systems for small groups uh data tracking and academic self-awareness. So this year um our staff has worked really hard on empowering students to understand their academic strengths um and their areas for growth and they do this through regular data reflection and and goal setting which we can see has already increased student ownership and and accountability for learning. And so uh growing leaders, growing teachers at Spear, um our our goal is to become a C-rated campus. And in order for us to do that, we have to be reflective and transparent on our current reality. So our current reality

028in order for us to become the C campus is that we know that we need 293 growth points from students. We also know that we need 460 past tests. So in the CA1 um data that Dr. Champion spoke about, we we have a lot to celebrate at Spear because we are already on track. For CA1, we had 294 uh.25 25 growth point. So that is really huge for us and that is something that we're very proud of. That being said, we also know that we have work to continue. Um and so we had uh 176 uh passed reading test, 175 pass math test, and 20 passed science tests for CA1. So that's still in the works. So I want to take you over to the to the next picture which talks about student data tracking.

029So what are we doing about it, right? Um so we have been um in discussions and this visual tracker is a great way for us to keep in mind that it's not just about numbers. Um it's not just about okay so how many students didn't meet their growth goal um how many students didn't pass the reading test. It's about which students didn't pass um and what are we doing about it? So how frequently are we meeting with them in small group? What are we doing in small group? And then also we're asking ourselves what do they need from us so that they can be successful um in their academic uh pursu pursuit for growth. So this data tracker really uh really quickly um every student has their growth goal and so this really just um

030kind of determines whether or not which students we're meeting with if they're meeting their their growth goal. Um and so what are we doing for students? So growing students, our teachers are very strategic um around using data to form small groups. Um the small groups are targeted for enrichment and intervention. This ensures that the instruction is responsive and individualized for the students. And so every child receiving instruction is designed to move them forward based on where they're at. And so this picture on the left is just a weekly uh small groups uh chart and tracker for for our teachers. The picture in the middle is actually the picture that I'm most proud of at Spear for the student data tracking and goal setting. So, at the end of each unit assessment, students are tracking their

031progress. They reflect on their performance. They're able to identify strengths and pinpoint areas for growth and teachers, our teachers are actually helping them and guiding them through these data conversations so that they understand and they can internalize what their score actually means. um they're able to understand what they need to do to take their learning to the next level. And so this really has been a gamecher for us. Students understand their goal. They're motivated by reaching their goal. Um and they can progress monitor it. So again, something that we're very proud of. Um and then lastly, uh the growth celebration. So growth celebrations are huge for us at Spear. Um they motivate students one and it also shows students that our staff is truly invested in their in their success and their growth. So students

032who meet their their reading, math and their science growth goals, they get recognized and celebrated at lunches at at pep rallies with these certificates. They also get uh book vending machine tokens and and other prizes. So this um itself has built the academic self-awareness and it's been encouraging for students to take ownership of their learning um because we are partners in in their learning and so um this has provided the motivation and the accountability um for us to sphere. >> Thank you so much. >> Thank you Stephanie. Next up we have Leslie to talk about what this looks like at the high school level. Good evening, President Chapa, members of the board, and Dr. Smith. I too want to thank you for this opportunity to highlight some of the great work happening at Lamar. When

033we talk about curriculum assessments at Lamar, we use them as a tool for growth. It's not about compliance. It's not about labels, but it's truly focused on growing uh leaders, growing teachers, and growing students. And when we talk about that work, that work really allows us to work on our priorities of academic growth and building a culture. And I think that's the most most important part of our work is that um I have a team of administrators that are truly trying to build that culture throughout our campus. And so what I want to share with you first is how do we use our CA data uh when it's and it's it's more than giving a test. It's about analyzing that data. And so one of the things we focus on is leadership growth. And so

034uh we have one dean at Lamar High School. So we have to depend on the entire leadership team to facilitate the growth on our campus. And so for leaders that means making sure they understand the data, how to use the data and how to present it and share it with teachers in a way that once again it's not about blaming, it's about growing and celebrating as well. Uh, one of the things that we worked hard on is to make sure we create that culture of safety because without that safe environment of PLC, sometimes it's hard for teachers to be uh collaborative. And so they have worked hard and been very intentional about making sure that teachers understand that this is a safe place in which we can analyze data and address our um challenges. One

035of the things that I get to do as leaders is sit in a PLC or one-on-one and ask some questions about their leadership moves. What have you done? Um, has it worked for you? What do you want to do next based on the CA data and knowing our campus goals? And so, um, again to see them in that work has been great. And they are actually, um, I tell people I call them the A team. uh they work from the time they get there to the to the end of the day and past um that time uh to make sure that they are growing and working with uh with teachers. The next part of this slide you see uh teacher growth and that's truly um at the heart of what we do in order to

036support kids. And so when we talk about collaborative reflection, you're going to see a group of teachers in a PLC along with our um um administrators and they're going to be looking at the student work. So when they take a CA, we have the actual student work because we do require students to show their work um um as they take a test. And so they they have the student work in their hands and they're talking about teacher practices. It's not about who did the best. It's about what practices brought about this um of this data. Um, as you see also, um, on this section, and I'm going to see if I can open it up, but um, there's an opportunity for us to, um, Absolutely. very good. There's an opportunity for us to highlight by

037SE because we talk about we have to get to the nitty-gritty of the skill, not just that overall who's doing well. And so, this happens to be algebra 1. We take a look at how we perform as a district uh compared to the district on level and those kids who are in advanced level courses as well because it's important that we have continuous growth for every kid on our campus. And so you see here uh when the teachers look at um um the data, they see how um those groups of students um perform, but they also get to celebrate here in green. you see how this the students performed on the current CA compared to last year's CA. So everything in green means we grew in teaching that and that's why the teacher practices is

038so important because that's where uh we can impact student achievement. And so then of course there's an opportunity to look at the data by teacher and that's where the safe environment has to come in place uh because it has to be safe for them to celebrate and ask such questions such as what did you do? How did you get this? And so as they look at this data, then they talk about what interventions do we need to do? How do we get better as a teacher group? You will see them modeling um those practices and strategies that they use, but they're having in-depth conversations um um about the work and then they're planning those interventions. They plan exactly what we're going to do to reach teach those skills, when we're going to do it, and

039when we're going to reassess. And that's again all about teacher growth. A component that we added this year is to include learning walks. And so those walks are done by administrators, department leads, level leads, and they're going in to say, we decided we were going to do this. How is it working? What support do teachers need? And so again, that CA data also develops our professional learning for our campus as well. >> Leslie, just so you know, that they were unable to project what you were showing on your screen. So when I if any of us were looking like, "Hey, we don't see the green stuff that you're talking about." Just know that that's what was going on. But you you keep going just like you were. >> Okay. Excellent. Sorry about that. Yes. Okay.

040So, next, uh, we go into student growth, and that's really, um, what we're all trying to work towards. When we take a look at the CA data, as you see here on your screen, this is our student tracker. The student tracker contains previous year data. It contains student goals and how they perform ones. And so teachers use this to determine student by student how are we growing by skill. We use that also to set some goals for the students. What we found out in many cases students uh take the EOCC um assessments or STAR assessments and they don't know what they made until the following year because it's it's usually late in the summer. And so they take time having one-on-one conferences with students to talk about where are you, what's your goal, and how

041do we get better um um as we take CAS and benchmarks. And so you will see here on the far bottom right to where it says English two progress. That's where they do their goal setting. That's where they use with the students to make sure they understand where they are and what they are trying to accomplish. Um in the top right you see um um data trackers that we use based on quadrants. And so teachers use these quadrants to really visualize when they're teaching whose goal is to be master level whose goal is to be meats and so on and so forth because again it has to be continuous improvement for all kids. We cannot leave any student behind. And so when we do this work with students, again, it's a collaborative effort and it's

042about making sure everybody is growing. And so truly we use the CAS as a tool for growth, not just something that we do. Um, but day in and out, it brings us clarity about our work, what kids know, what do we do to make sure they um get better and we address our challenges as a campus. Thank you, Leslie. With that, that ends our presentation. We're happy to take any questions. >> Okay, trustees with comments or questions. Miss McMurro. >> Thank you, President Chappa. Thank you all. I especially enjoyed the principal um lens on everything. And I I appreciate you you guys at Lamar and Spear for celebrating students growth and helping the students even as young as the elementary level have some voice and awareness in their growth because that keeps them motivated and

043that makes it more tangible and motivates them frankly because that MAP test is adaptive and it's going to get difficult for everybody and for for younger students that's really frustrating and I'm sure sometimes defeating. Can we go back, Dr. Champion, to the slides with our It was early on in the presentation, but it was the star. Yes, I think right there. I just want to reiterate for anyone watching that the percentages on the screen are reporting percent meets. So, percent approaches >> that is not shown, but approaches is passing and meets is going to be above that threshold. So, I just wanted to reiterate that. Um because meats exceeds passing. >> That's right. >> Um I I really only had one question. We talked about some of the next steps and some of the responses

044to our data and I know um at in this report and a few previous ones, we've talked about that Bailey education group and we know that they are only supporting a few campuses through their improvement plans. How are we supporting our coaches, our AISD instructional coaches to support teachers in improving their instructional practices? >> Yes, thank you, Miss McMurro. The and and and you may have some some thoughts as well, Dr. afterwards, but instructional coaches are key members of our instructional leadership team. And having just recently um been on a number of campuses and as we we go on walks, those those instructional coaches are key key members of working directly with teachers on the coaching practices that make um a big difference for for our students. And so, yes, that those are embedded in

045the in within the school. And so they're able to be leveraged across variety of wherever the wherever the need is, they're able to step in. And so sometimes that looks like one-on-one coaching. Sometimes that looks like modeling lessons. Sometimes that looks like um working uh side by side with teachers as the need as the need arises. The goal is to have flexibility and agility to adapt to whatever the need is at the campus for those specific teachers. Or were you interested in some specific any specific moves that they made? I was just curious if there's any if there are any like updates because I know for example we've been doing a lot of professional learning this year for everybody and I I'm curious like something like that. Are we doing something particular to support our

046coaches there? >> Yes. So we have a department in professional learning that focuses completely on the instructional coach group. So they meet with them on a monthly basis. They receive training and professional learning specifically on coaching practices and how to move the needle with the teacher including some of the things that Brett talked about. The other thing we're trying to do is strengthen the relationship between the instructional coach group and curriculum and instruction. So they almost serve as an extension of CNI. So like if you're a classroom teacher and you're in a primary grade and you're implementing structured literacy, the goal is that there's a wraparound services kind of idea. So that the teacher would go to training at professional learning day. They would come back and think about how they're going to apply the

047things they learn and the coach is able to be side by side with them. And the link between developing them and the coach is with this group and CNI. >> That's awesome. I'm so glad that we're investing in instructional coaching and I'm grateful for our partnership with the Bailey Education Group, but I'm also really interested in um the investment that we make in our in our staff who are instructional coaches. Thank you. >> You're welcome. Thank you, Miss McMurro. Mr. Will Banks. >> Thank you, President Chapa. And uh I do want to echo what Miss McMarrow said earlier on how important it is even at young ages to invol and to involve our students and owning their growth. And we know that's a highly motivational best practice and to see you guys do it so

048well. Um great stuff. Um, my have probably just one question for you, Dr. Champion. And, um, this is kind of along the same lines as Miss McMurro's question. Um, it sounds like we're getting a lot of good ROI from the, uh, Bailey um, >> education group. >> What are we doing to actually measure that ROI? >> Yeah, that's a that's a great question. And so we are we are working we work very closely with the team from from Bailey because it is it is literally individualized. Each one of these coaches works with four teachers and they're there once a week and again it can look like exactly the things that that Miss McMurro was just talking about. Um and so we the principal is staying in close contact with the project manager um that we

049that we use paying attention to what's actually happening in the classroom. So there's a lot of qualitative data that's being assessed. I was at um Ellis Elementary School today, for example, and there were there were some there were some some classrooms where it was going very well and you could see that the the principal was able to talk about what the the instruction looked like in October and what it looks like today and how the what the teacher moves were that were happening that was that was advancing uh student learning. So those are those are pieces of it. Then we're looking at things like the CA1 data and the benchmark scores that are coming out and looking at how those schools are performing and and taking a look at that. The ultimate the ultimate goal

050with Bailey Education Group is to move campuses that are our our most struggling campuses to move them up at least a letter grade. I mean the ultimate ROI. That's exactly what we're looking for. And so we're just like all of this data that we we shared today. It's exactly the same thing as we look at at CA1 data, we look at our benchmark scores, and then ultimately those those STAR scores. >> I'll add one other thing. I think don't we get uh specific reports back to the principal from the Bailey Education Group on uh the qualitative data about what they're doing with the teachers and how it's going. So, we also have that layer of it. It's not just um based on what we see in observations. we're getting their direct feedback to our administrative

051teams, being able to say, "Here's how we're seeing the support for the teacher improve practice in the classroom and then the principal is able to build off of that with the work that they're we're doing with our internal instructional coach as well." So, I think there's that that constant loop of qualitative data coupled with the data that we're getting from our from our district assessments that we're using for this. >> Thanks, Dr. Smith. And and if I could, one one piece that that is incredibly helpful with is we we now have a um calibration team at the district level, the the tips and taps that this board approved um for our our schools that need to write tips and taps. We now have a group of of CNI and and our professional learning team and

052office of school leadership um whole host of folks from academic services. We come together every two weeks and we look at some particular data. We look at the big three walks. I noticed you nodding your head when I was mentioning that earlier. We look at the data from that. We look at this data that Dr. Smith just mentioned from the Bailey Education Group. We can look at CA1 data and we start identifying trends that we then take back to principal meetings and work through. I mentioned that we're doing this this RB's training with principles that came directly out of the big three walks and the work that we heard from Bailey Education Group. >> Great. Great. Um, just one other question. I don't know. if this is for you or Dr. Wartz is just in

053general I notice in every year with the NWA MAP scores in math particularly where we start at the beginning of the year is always higher than where we are at the end of the year in general is there can you explain again why that is >> definitely Dr. words question >> if if that's >> yes it's uh typical because of the way that um the way Miss McMurro talked about it's adaptive but the things that measure at middle of year are a lot more challenging than what's actually at the beginning of the year. So you'll notice when you look at the trend lines for our goal it goes like this and in some places your EOI goal is actually less than your start of year it's because the rigor of that target is a lot

054higher than you expect at the beginning of the year. So it's not atypical for that to actually occur. >> Yeah. I remember that being the case. I just >> didn't, you know, it's been a while since you've last presented that. So, >> um, anyway, I appreciate it. >> You're welcome. >> Thank you, Mr. Wanks. Are there any trustees with further comments or questions? >> Mr. Mike, just a uh one comment, one question. Uh, we're on the right 14 number four. I'm I'm really pleased to see that the targeted intervention and tutoring for the academic gap closure. Yes, sir. >> Um I love the plan that you all have in place. I love the things that are that are going on. My question is, is there anything else that we can do as a board to

055help? Is there anything else that you all need to ensure that we reach these goals? >> Yeah, I appreciate that question, um Mr. Mike and And I can tell you that one of the things there was a lengthy conversation that that we had um a few meetings ago where we talked about this this change that we're talking about in Arlington ISD and the notion that there are now expectations to teach the curriculum and to be within five days of the scope and sequence and that a pretty clear definition of productive struggle for students. what does that look like? And and this board has been incredibly supportive as we've talked through what next steps look like. And again, we recognize that we want to do this well and make sure that people are invested and and

056have ownership of it as well. And I just from from my perspective, that is that is there's going to be some some struggle as we continue to to implement some pieces of that. And so your continued support in that regard is the first thing that pops into my mind. Dr. Wz, is there anything else that Yeah, >> I'll I'll add uh one other thing to that and I I appreciate this board because you also give us the space to do these things and one of the things that you do best is celebrate the great work happening across the district and I ask that to continue. Part of the reason we wanted Stephanie and Leslie to be here tonight, they presented in their academic conferences to us and one of the things in and they didn't

057get to show everything tonight that they went through, but the fact that they dive into as a leadership team and with their teachers individual tracking, knowing where each and every student is and what it's going to take for them to feel supported and able to grow in the classroom is extremely impressive. And so the only other ask that I would have, please keep doing what you do to celebrate our great teachers and leaders across the system because I can promise you these two are representative, but I I see Bianca out here too. We have principles all over the district that are doing great things with their teachers and our teachers are doing great work in the classroom, too. Sometimes it doesn't always show up on a star test and we want to continue to make

058sure their hard work is recognized and you all do a great job of that. to thank you for uh asking the question and also continuing to celebrate the good work happening. Okay. Thank you, Mr. Mike. Any other comments or questions from trustees tonight on this one? Okay. Dr. Champion, Dr. Wartz, Miss Miss Savala, thank you so much. >> Thank you, board. >> All right, that brings to a close our committee uh reports and our staff reports tonight. So that brings us to the action item portion of our agenda. We have a few items tonight. We'll start with item A. Consider approval of a notice of election for May 2026. Dr. Smith. >> Trustees, this evening we bring forward for your consideration the notice of election for the May 2nd, 2026 general election in English, Spanish,

059and Vietnamese for your consideration. >> Thank you, Dr. Smith. Any comments or questions from trustees on the notice of election? Do I have a motion to approve the notice of election as presented? I have a motion for Mr. Mike. Do I have a second? I have a second for Mr. Willbanks. Trustees will move to vote. All trustees present voting in the affirmative. The motion unanimously carries 5 to zero. Next up, we have item B. Consider approval of the adoption of budget development parameters and assumptions. Dr. Smith. Uh, as Trusty McMurro mentioned, we did a follow-up after the board workshop at our last meeting and our finance and academics committee heard from Mr. Rivas and he's coming up tonight to um finalize this for you for your consideration. Excuse me. As a reminder, we're just asking

060for the adoption of the parameters and assumptions as a starting point. things could and will change as we go through the development process, but as we um we wanted to make sure that we were all on the same page as we start the devel budget development process for the beginning of the year this year. >> Thank you, Dr. Smith. Good evening, board president Chaba and trustees. This list was shared out during the budget workshop and then based on the feedback, there was one that was added towards the bottom. So, some of these won't change like the basic aotment from the state, the M tax rate which is at the max. Some of some of them may change like the um the projection on enrollment because we will have two spring demographer reports forthcoming. So as

061Dr. Smith mentioned, this is just kind of the starting point and then there are some that still need further exploration. Every single item that kind of says that has the word consider. Does it mean yes? Does it mean no? It's just the starting point. depending on how these assumptions and parameters begin to play out and roll into the entire budget. Then we'll come back and have a another budget workshop with a draft um budget before the actual budget adoption. So this this is just the starting point for this process. With that said, is there any questions or comments that the board may have? >> Thank you, Mr. Rivas. Trustees, this follows up on a discussion we had at a prior workshop. Mr. Joshua Banks. >> Thank you, President Chapa. Um, I noticed you've got the

062basic aotment from the state, but the two the ABCot and the other aotments, are they included in the next the last row on the first page, the per pupil allotments? >> No, I do not have those listed out. I just included the total um basic allotment. >> Okay. >> But the ABC allotment won't change. And then the teacher the teacher retention aotment same thing that carries over for the second year. >> Okay. Shouldn't they be included? >> They can be but because they are set by the state I just included the basic allotment itself. >> Okay. And um you know and I guess you know where I stand on the very last one you added and I want to thank you for adding that one. Um I think from a board perspective that is one

063of those key uh KPIs that I think we should strive to and should be is certainly from a sitting up here on the balcony where we all sit as trustees and managing a budget as big and as complex with 80 what is it 88% tied up in salaries that is >> um that just seems like where we need to hone our attention in terms of where we have opportunities to save and be more efficient as a district. So, thanks for including that one. >> Thank you. >> That's it. Thank you, Mr. Wanks. Any other trustees with comments or questions the budget parameters? I just want to say thank you, Mr. Rivas, Dr. Smith, everyone for bringing this sort of um approach to entering our budget conversation. This is something new for us where we've I

064think maybe we've probably done this internally um as a district, but the board um has only really seen this starting to come in like May and June and then we tend to be the folks who throw wrenches at you and and and your budget development by um you know doing things that affect a lot of of the projections. So, it's good to have this done at the beginning. Um, I'm also glad that we do it because we know, um, and Mr. Rivas, you've been very good about reminding us of this, we have a lot of work to do over the next few years to reduce what is a structural issue for us. Um, especially given the fact that the state we really on the on the uh, basic aotment side needed what was it about

06513 or 1400 um, in the last legislative session to to get to the level that we were in 2019 funding and and we got a portion of that. um not even half of of really what we needed probably. And so that puts us with inflation. We have a lot of we have a lot of costs primarily in personnel and we have a lot of decisions to make coming down the road on how we address the fact that costs have gone up pretty substantially and our funding has not kept pace with that. And so um look forward to what you'll be bringing back and and going through the budget development cycle this year. >> Thank you. >> Okay. All right. So, let's uh trustees, you do have these on your screen. Um, if there are no

066further comments or questions, we'll take a motion to approve the budget development par parameters and assumptions. Mr. Will Banks, >> I move approval of the budget parameters as presented. >> All right, I have a motion for Mr. Wilbanks. Is there a second? Second for Miss McMurro. And trustees will move to vote. All trustees voting in the affirmative. The motion unanimously carries five to zero. >> Thank you. >> Okay, we'll now move on to item C. This is a boundary change proposal for Bergen Elementary, Crow Elementary, Goodman Elementary, and Swift Elementary as a result of the pending closure of Blandon Elementary. Turn it over to Dr. Smith. >> Trustees, uh, as Dr. Hill approaches the the um podium tonight, I I want to thank him publicly. Um, you know that we've been doing some work with

067the Blandon community since we had some discussions uh in this room over the past month and a half and uh I'm very grateful to you as trustees but also to Dr. Hill for his leadership after some of those meetings that we've had. Uh Dr. Hill himself has been over to Blandon meeting with parents uh explaining some of the boundary concerns and transportation concerns that parents have brought forward. And tonight he brings to you uh proposed boundary changes with um a personal knowledge of what the parents at Blandon Elementary are saying and concerned about and I thank you for your leadership that Michael. >> Thank you Dr. Smith and to President Chop and the board. We'll get right into the uh presentation. So the uh purpose here is again to provide you an opportunity to review

068the con and consider the proposed boundary changes as stated for the four schools that are impacted as a result of Blandon closure. As you all remember on January 20th this board adopted a resolution to basically close Bllandon at at the end of this current school year and that has been communicated publicly uh as well. Uh that decision again was based on uh the district's uh core values or beliefs of providing an exceptional learning experience, maximizing resources, and creating those learning environments that we feel are good for all of our students. We've you've seen this timeline before and it goes all the way through the summer, but it really starts with the first uh pin moving and that is the boundary change and that discussion has taken place uh starting uh here in February. On February

06910th, uh we conducted two meetings at Blandon Elementary, uh to basically give the community and the staff and the students and the parents an opportunity to look at proposed boundaries and ask questions or share thoughts or or provide other considerations. We had one meeting immediately after school for those parents that were there to pick up kids and then we had another meeting about 6:00 that evening for those parents who couldn't make it uh give them time to get off and work and then get there. And so they're very appreciative of that. uh some of the boundary uh development considerations and parameters. Uh TEA uh has some limitations on uh what we can do when we close a school that is uh actually uh not performing academically. And so that academic performance limitation is that you

070cannot zone those kids to another school that is a failing school. And so that kind of puts some uh kind of tight restrictions on on the boundary development process. TEA also limits your ability to uh what they call a plurality or or majority and so we cannot assign the majority of the students from Blandon to any other school without risking that school taking Bllandon's grade at the same time. And so those were uh kind of put out for us by TEA and we had to operate within that. We also looked at campus utilization of the impacted schools, building capacity, campus enrollment, enrollment trends, and just other considerations when we looked at uh what it would take to change a boundary. So this uh shows on the far the left column the campus, the next column,

071the number of students and that percentage of those Blandon students and where they were going. The enrollment column shows the the enrollment of those campuses after these projected uh Blandon students are reszoned to there. That utilization column shows the current utilization of those campuses to what the utilization would be after the Bllandon students uh have been uh reszoned to there. And then that last projection, as you can see, these show pretty uh I don't want to say tight. I mean, they're within margin of new utilizations, but the projection show that the enrollment in those campuses continue to decline. And so, while it may seem a little tight now, we do believe that there's going to be uh room for uh to operate within those schools because of the declining enrollment. And so this is the

072uh draft boundary that we've all seen, the boundary uh that we presented out uh and it's the one that we shared uh with the Blandon community. Uh Blandon students zone to Swift Elementary want to make sure that that those students, I'm sorry, Blandon students zone to Swift Elementary who are in the bilingual program will be served at Crow Elementary. So that's the only difference in what you see here uh versus what's uh what's been presented. So when we asked parents what they thought about the initial uh boundary uh parents did not share any concerns about the proposed map. They understood it. Uh they saw it. They did ask clarifying questions about uh if I'm zoned here uh what will be my opportunity to transfer to other campuses and things like that. But specifically about the

073boundaries there were no concerns or question about the boundaries. Parents did ask detailed questions and consistent questions about transportation issues uh or concerns, not issues, but concerns that they would have about transportation uh transfer assistance if they wanted to be able to transfer into other specialized programs or other campuses. Enrollment assistance, how can I, you know, navigate that enrollment process at the new campus? Keeping special ed programs and students and staff together. There was a lot of conversation about that because of that program and it's kind of thriving at Blandon under uh the current structure and they wanted to make sure that the kids didn't lose any traction there. Academic focus for the students. They wanted to talk about tours for new schools. More importantly, when was a final decision going to be made so

074that they could go ahead and and uh start their plan. They were really interested in not having a junior high attendance zone change, which none of this impacts, and then possibly taking care of the Bllandon staff. uh those were the things that were uh brought forth by the parents and and asked for consideration. So with all of that uh said uh we would admit administration would recommend that the board approved the draft boundaries for Bergen Crow Goodman and Swift as presented. And one other slide is that if and when this is approved then here's a timeline that basically addresses most of what those parents were uh concerned about in the in those two parent meetings. So that being said, uh definitely have time for discussion or question. >> Thank you Dr. Hill. Mr. Mike. >>

075Yes. So we can look at slide 11 please. So this I think the parent consideration trek with some of the thoughts that I have. Number one is transportation for me. Um and I know we have this timeline but I don't see transportation listed. So, when are we going to talk about that? >> The what we would do is if there are specific transportation concerns that our board has, we would bring that back to you after the attendance boundaries are approved because we're relying on the action taken for the change in the attendance boundaries to then talk about how we might uh route transportation and go from there. >> Okay. Well, then >> so we we could bring it as soon as when, Dr. Hill. >> As soon as whenever. Yeah, it's we have some preliminary

076uh so it would not take us long to bring back a recommendation or >> and and I just just want to just share that is a major concern of mine and I know we have a policy in the district that we have out um but I also know that we took an active step as a board to close this school down um and we have parents and students who picked that area or have lived at that area particularly for that school. So, um that that is my concern, but we're going to bring it back. Um but all of this as long as we take care of the family, the student, the staff, um then yeah, it's fine with me. >> Thank you, Mr. Mike, Miss McMarrow. >> Thank you, Dr. Hill. And I I also

077want to say thank you for I echo Dr. Smith's comments. you've continued to engage with the Blandon families and I appreciated this slide because um February 10th was that initial meeting, right? And it it just was that the first meeting? No, it was well before then. February 10th is your most recent meeting, but there there's been a lot of communication since then. So, thank you for keeping us updated on um the latest parent concerns and questions. So, um I also am concerned about transportation. I know these these I I truly believe from what we know and I know that staff worked closely with demographers on this. I do believe that the boundaries this is the best case scenario. Um, as far as transportation goes, it's not just the distance, but really the the um, a

078lot of parents voice to us through public comment and emails and just informal dialogue that a lot of our families, they don't have access to a family car and they don't have the ability to transport their child to or from school um, during those hours. And so the walkability, it's my concern is not just the distance, but it's also the dangerousness of some of these busy roads like Pioneer Parkway, Collins. And so, um, I would just ask for staff to pull out any of the stops to provide transportation. Like Mr. Mike mentioned, this is an extenduating circumstance and a board action with a closure that our families did not anticipate. Um, one question on transfers because I know that our families have the ability to request a transfer. Do we have a plan yet for

079what would happen if the number of transfers to a particular campus did exceed the um the max capacity? Do we have details on that yet? >> So, we would address the transfers where there's capacity and fill it there. But in as you all know in the transfer process, we do give an option one and an option two. And so if an option one is full, we would always give the parent a second option to consider. >> And I think I remember last report we talked about the Bllandon families would have um and I correct me if I'm wrong. Did we talk about how there would be a special transfer window prior to opening up everyone can can put in their transfers. Is that what I is that what we talked about? >> So if you

080look here, I think it's slide 13 in that the support timeline. we do call out for a special transfer wonder for Blandon program uh in April that we would uh we've already committed to that and the parents have this timeline and they're looking forward to it. >> Thank you. And then uh oh sorry Dr. Smith >> I was just going to add um just on your last question about do we monitor yes we do have to monitor the number of students going to each individual school on that. So there could be a situation where a campus ends up getting full. The other part that I want to bring up though is just remember that parents have the option to transfer to other schools beyond these four. We just can't assign them to a DURF campus.

081Right? >> So there could be a another campus that a parent wants to transfer to and that is entirely within their rights. We just can't assign them to that. And I do think that that will be the case for some of our students and families as well. >> Right. And and something too just I want to bring to this discussion is that we're going off of last year's A throughF ratings. And I I have full faith that many of those campuses that are close by will improve their ratings. So hopefully that will bring about more options for our um for our Blandon families. And last but not least, can uh Dr. Smith or Dr. Hill, can you can you recap how we plan on acclimating our Blandon students to their new zoned um elementary school?

082>> Yeah, I can jump in and we'll I'll have Michael fill in the details because he does probably know them better than I do. But there are a couple things that we want to do along the way. First, you see, and I see Dr. champion coming good because I he knows this better than all of us. But u we're going to start with campus tours in ensuring that we uh open up the opportunity for people to go and visit the schools, but we're also going to bring the schools to Blandon to make a connection with the families as well. One of the most important things that I think at an elementary level in particular that parents want to feel is a connection with staff and they have that at Blandon. So, our job over the

083course of the spring is to create a connection with them with the other campuses that they may be going to. And Brett can add a little bit more on top of that. >> Yeah, thank you. It's a great question. And actually, Erin has been helping us uh design some experiences that help us with this transition. And so at the end of this month, um coming up next week actually, we're having a night for the four schools that are we're waiting for the board to soon as the board took action, we're going to have a um a gathering at Blandon hosted by Blandon, but with the four schools that are receiving students from Blandon and the principal will be there. um if they've got a family engagement liaison will be there, an actual parent from the

084school um will be there to be able to speak to the parent experience. Um all the four principles are they're all going to have the same presentation. We all agreed there'd be no swag that was fancier at one of the schools than the other schools so that everybody's getting a similar experience but in a comfortable environment to learn about the new school. Then in April, um there will be the tours that Dr. Smith just mentioned where the schools will will be open a special night for Blandon uh students to be able to go into the school to see those those pieces that are that are moving. Part of our goal is to ensure that parents have somebody they can reach out to if they've got a question who's at that school beyond the principal is

085always available. But but that notion of we we know that that idea of establishing relationships parentto parent is really critical. And so I want to applaud Aaron and his team for helping us um work to to gather these these parents together to have those conversations. >> Thank you. That's great to hear. And I I mean y'all have seen it. Our our Blandon families have been so very engaged, respectful, and truly open to what is best. And that has taken a lot of, you know, give and take and a lot of dialogue from them to us and us to them. And I was just really humbled by once they did receive all the information and the information we didn't have yet, we were transparent. That is when I saw a lot of the barriers broken down.

086And I I know that that will only continue to be strengthened when we go above and beyond um in in efforts like that. So, thank you. Thank you all for and and Mr. Pales, thank you all for being so intentional to help acclimate our Bllandon families to their new school families. And I I also want to commend the principles and the staff of the other campuses because again, just informally, we've heard them say we want to welcome them with open arms. Um we're very much looking forward to joining joining up and um let us c please continue to let us know as a board how we can support all of this. Thank you. >> Thank you, Miss McMo. Uh Miss Richardson, >> I was at Swift Elementary. This is a comment. I was at Swift

087Elementary last week delivering new day food bags for the students and was able to casually have a conversation with Principal Lopez and AP Harry. And one of the things they talked about immediately when I said, "How are things in your world? What's going on?" Just casual conversation was, "We're so excited about Bllandon students." That is the one of the very first things they said. And that made me excited to know that they are already looking forward to that. They had a lot of great things they could say about their own campus, but but the first thing was Bllandon. I was able to share with them how involved those parents have been and what a great fit they're going to be for Swift Elementary. They talked about their teachers are already talking about ways that they

088could make sure these students feel welcomed. I can't think of anything better in a really hard situation than already having other schools thinking what can we do to make these kids and families feel better about coming. This was a hard decision and knowing that they are already there as you are also working through this timeline. That's exactly what we have to do. It's going to be a whole district process to make sure it goes smoothly. And I was just I was really thrilled to meet with Mr. Lopez and to hear him say that. And I want you to know that it's not just Blandon who's making preparations. It's those other campuses who are being thoughtful as well. And I appreciate that we are a district who does that. >> Thank you, Miss Richardson. Any other

089comments or questions? I just have two two quick things. Um if we can go to slide 11. Just to close the loop on the parent considerations and this came up during the discussion about taking care of the Bllandon staff. Um commend Dr. Smith and and all of our staff at the I was at the very first staff meeting where the decision was am announced and uh and Mr. Kale was there from HR and we have made very clear through as a district through this process that when this decision was made um this is not a decision made with an eye towards uh cutting staff. I mean we are going to take care of the staff. they're going to find new locations in the district. Uh we have an anticipated plenty of openings for them to

090go to the schools where the students they teach now are or elsewhere in the district if they would like. And so I do just want to highlight that that's not that that is I know that's a parent consideration and it's one that has been addressed even if it wasn't mentioned in the presentation tonight. Um the one question I had uh which Miss McMarero touched on and I just want to it it just made me think is what happens if um Morton and and Rankin are the schools that I think if you look at this map you're like why aren't some subset of the kids going to Morton or Rankin and it's because of the TEA accountability considerations that were mentioned. What happens if Morton and Rankin do improve to a point where they could be

091uh eligible to receive Blandon students? Is that something that we anticipate would coming back to revisit or this is where we're going to be? >> So, what I would say is we won't have those accountability rankings until August. That's when they're published by TEA. Um, we will have internal pres uh predictions based on our data that we get in STAR, but that that won't be in time for us to actually take action through this process. So, what we're proposing to you tonight would be the attendance boundaries that we're considering. Obviously, they have the option to transfer to the those schools anyway right now and I do think that both of those schools are making tremendous progress. So, I do think that we will see improvement in there, but I don't think that they would be

092included in this presentation right now because we are asking you to take action tonight and we won't have that data until August. >> All right, those are all the questions I have. Thank you. >> Thank you. >> Okay, that brings us to um action on this. This is an action item tonight. So, do I have a motion to approve the boundary change proposal for Bergen Crow, Goodman, and Swift elementaryaries as a result of the closure of Blandon Elementary? >> I motion that we go ahead and do the boundary changes for Bergen Crow, Goodman, and >> Okay. I have a motion from Miss Richardson. Do I have a second? >> I have a second from Mr. Mike. We'll move to vote. All trustees present voting in the affirmative. Motion unanimously carries 5 to zero. All right,

093that brings us to action item D. Tonight, we'll consider adopting an Arlington ISD vision. Dr. Smith, >> trustees, this is not Groundhog Day, although it occurred in um earlier this month. Um I can't click forward, so we're gonna just leave this. Um we are bringing to you tonight consideration um of your potential vision statement. As you know we've been talking about this for almost a year now. Um and it started with workshops with facilitators from Mo Casey as we began a strategic planning process and we've gone through a lot of vision work along the way. um a May 21st workshop where we did a brainstorming activity, a June 5th workshop where we did some refinement and then we took some of that refinement. We went to work with our administrative staff and we actually left

094one meeting out of this. There was actually a meeting in July on this with administrative team as well. Uh we talked to principles and key leaders, got their feedback. We used our superintendent's executive council to refine some things and had some additional cabinet conversations as well. And then we got some more feedback from you all on November the 20th saying, "Hey, this is good, but we want to continue to refine some things." And uh then that led to our January 8th workshop where you all weighed in and we made substantial progress that evening. So there's been a lot of work in many hours that have gone into this by in and I'm not exaggerating the uh this but hundreds of people to get to the point that we are at today. So, we wanted to

095bring for your consideration tonight um four options and they are all based on uh the words that you have used in the different formats that you've used in all of those activities along the way. You can see uh one that was in the workshop and we talked significantly about that. Arlington ISD will create learning experiences that inspire all students, empower their dreams and prepare them for the future. You asked us to also create some other drafts and do some word smithing along the way. So our teams have done that. Uh second one is a journey where every student is inspired to learn, empowered to dream and prepared for the future. The third one is every student inspired to learn, empowered to dream and prepared for the future. And the fourth one creating exceptional experiences that

096inspire students to learn, empower them to dream and prepare them for the future. So you can uh debate and decide between an active voice, a passive voice, a future uh state or whatever you'd like. But we bring this to you tonight for your consideration for a next step to take. >> All right. Thank you, Dr. Smith. Trustees, we'll open it up for comments and questions uh on the draft vision. Miss McMarrow. >> Thank you, President Chappa. It has taken hundreds of people, hours, all the things, and it is very important. So, I commend everybody who was part of it and I I'm so excited to finally be here where we are in the process. Um, we did have a very productive workshop um and great dialogue within that workshop recently facilitated by our deputy superintendent

097Dr. Collins. And I strongly strongly favor number one because this was closest to the vision that we walked away from the workshop with. And while we did appreciate our our comm's team for refining it and wording it, I really want to and I said this in the workshop, I want us to hold tightly to articulating where we want to go as a school district. And in order to do that authentically and genuinely, I think that vision number one articulates that. And I want us to focus on what we're trying to achieve first and foremost um over semantics or anything else. So I I I prefer number one. Thank you. >> Thank you, Miss McMar. Mr. Wilbanks. >> I strongly like number one the best out of all these. seeing them all on the same page.

098And would Miss McMarrow like to make a motion for adoption of one for further discussion? >> Um, we don't we don't need a motion to have discussion, but if someone would like to make a motion, um, we can we can do it that way. Um, okay. We will just continue having general discussion. Mr. Wilbanks, do you have further discussion? No. >> Uh, no. other say that um just uh the side of me that likes to stick it to pedantic grimarians um I would be tempted to vote for one in the passive voice but I like one the best. Okay. Uh we'll note that Mr. Will Banks is not a pedantic oran. >> Any other trustees with thoughts on the draft vision statements? Mr. Mike, >> I don't like one. I'm just gonna be honest. I

099there there's something to me about the passive and active language. I I feel like we are creating exceptional experiences right now. We've made moves to create exceptional experiences. I think the will create is saying something that we are going to do in the future that we are not there right now. But I feel like we have made several moves to actively do that. So um in a roundabout way, I like number four >> strongly. Thank you, Mr. Mike. Uh Mr. banks. >> The reason why I like one over four is because a vision statement is supposed to talk about that future state that you aspire to. And that is more clearly in my mind captured by option number one. All right, here's what I'm going to do. Um, because I think this is Well, let's

100have Miss Richardson uh speak and get and then we'll come back to a thought I had. Everyone shared what they felt strongly about. So I wanted to share what I feel strongly about and I feel strongly that I do not like number three. So I think number three should be completely removed. It reads wonky to me and I don't like number three. So I feel strongly that we should take that out of the running. I like one and four. And if we want to narrow that down kind of between those two, I I lean towards having more of a discussion around one and four, but not to consider three at all. Thank you, M. Richardson. At this point, I I'm going to open up um if anybody would like to just chime in and make

101this uh more free flowing for this particular discussion. I'm going to open up as many mics as I can so we can just talk. Okay, I've got four. Who am I? Oh, I didn't leave you out, Miss McMo. >> Okay, they're all open. Um, and I'll just open it up for y'all to to go back and forth on one and four. >> I concur with number three being the one I think we can all strike. >> Yeah. >> And pro probably number two. >> And Mr. I I concur with I do I do agree that we we are currently creating these types of learning experiences and it is why I choose to send my two sons to Arlington ISD schools. But we also need to respect that a vision statement is where we want to

102go and if we want to go where in for the large part we already are then that's just a promise that we're keeping as a school district. So I I do hear you. I just think that number one is closest to what we want to achieve even if it's true that we are already achieving this. >> Well, allow me to retort uh for number four to to go off of your words of where we want to go. Where we want to go is to prepare them for the future. That that's the way I read it. And so if we are already actively doing something to reach the end goal, then to me four screams the loudest. We're creating this exceptional experience to inspire students to learn, empower them to dream, and prepare them for the

103future. So >> just something about not starting like the will create. >> Okay. >> Like we're still in that planning process. we we haven't done anything but we have >> and I know that in the workshop there were some there was some dialogue about the the phrase exceptional experiences. I can't remember exactly who weighed in but um I think that that was originally part of what we were going to draft and then we ended up just saying learning experience that learning experiences that. So, if anyone spoke on exceptional experiences, I please help me remember what we talked about there. Maybe we forgot because it's been a while. >> I can add in on that one. There was some discussion on that. And the reason number four was added in there is >> it does create

104a tie back to your values. Your first value is exception about exceptional experiences. Yes. >> And so we use that word just as a point of dialogue. And obviously you can take that word out if you want, but um We did hear differing opinions that night too on active versus passive on all of this. So, we wanted to make sure that if we get to the end that you actually made a choice between which one you wanted to plant your flag with. So, that's why we did this. >> I could rally around number four. The only the only change that I would make I want to keep empower their dreams instead of empower them to dream. >> I I'm really trying to hold tightly to what we want to accomplish. >> Say that again. So

105number one, the language that we and I I noted what we walked away with in workshop as our almost vision statement and we we had uh that night empower their dreams. I like keeping that phrase and if we were talking about number four as an option, I would want to preserve empower their dreams rather than empower them to dream. >> I like that. Here's one other consideration, and this is a vision statement that not only appeals to potential parents who are making decisions on where to send their kids to, but also the employees and our future employees. And by being more active in saying that we Arlington ISD, we're going to be creating this awesome um district that you want to be a part of, future employee. And to me, I think this speaks to

106that crowd better than number four does when we're thinking about attracting the best and the brightest talent across the state. But but if we're already doing it, I I don't know. I look at it as if I'm trying to attract someone, they're going to look and see, are you going to do it or are you already doing it? And to me, that screams >> I >> So will create implies that we're not already doing it to you. >> That's that's what it screams to me. like >> each and every day now in the past and in the future we will be creating these exceptional experiences. I don't think even though it says will in future tense that I don't think that it's limiting to that. I don't think anyone's going to read this and doubt

107that we haven't been doing this because, you know, come on, they know we for all they know, we adopted this vision statement in 2012 and haven't updated it since then. And it's it's a promise that this is what we're we've been aiming for in the past, recent past, and well into the future. Dr. Smith, may we ask you to weigh in? >> I I respectfully would like to stay out of this conversation. I um here's it. I will give you my opinion. I think both are outstanding because at the heart of this, people are going to remember that we want to inspire students. We want to empower them. We want them to be prepared for something extraordinary in the future. And I think your vision statement, whether at one or four, uh helps get there.

108There is a lot of talk about active versus passive and I think that's one thing that we have to wrestle with and as a board I trust you. Whatever way you want to go with that is fine. um we want it to be active all the time and I I will say no matter which one we choose we haven't reached the spot yet where we empowering every student to dream and dream big >> and we so either one of them is future oriented for >> if I can um just chime in real quick I to me these are these are incredibly similar um one and four based on the discussion that we had at at the workshop. I do think one with more more comprehensively incorporates the feedback that was given there at the workshop

109because it includes the phrase all students. And I I to the extent I think that in my opinion to the extent there is worry about the word will we could eliminate the word will change create to create and that keeps the active. It keeps the all students and it doesn't require us to change the phrasing in four to where it's no longer parallel. But that's just my that's just my two cents. >> So how would that read? Arlington ISD creates learning experiences that and then just as it as it reads and if somebody there was discussion around the word exceptional at the workshop I think it'd be easy to move exceptional up to one if we wanted to >> um but just from from the jump I think one is most closely aligned with the

110whole discussion at the workshop >> perfect oh go ahead >> oh sorry okay if we did say if if we could make those changes Arlington ISD creates exceptional because I like the word exceptional. That was one I got hung up on. If we could do that, take out the word will because I am hung up on it sounding like that is something we will do in the present, not currently. Um it seems like it's a mix of where we can merge those two together. >> I lean towards that. >> I agree. >> Just a quick question. is uh in adding the word exceptional is it exceptional learning experiences or just exceptional experiences? >> Exceptional learning experiences. >> Great. >> I could get behind that. >> So the way I I hear that is Arlington ISD

111creates exceptional learning experiences that inspire all students, empower their dreams, and prepare them for the future. >> You heard correctly. >> Okay. If >> so, I think this is the point at which I would I would call for a motion. I I I hesitate to do this. I'm open to feedback on it. Um because it is a vision statement and I I we in noting that we do not have two trustees present tonight. Um I I personally would like this to be a um one that all trustees can stand behind. Um I am open to voting on this tonight or delaying it until the next meeting. So all seven can vote in starting the discussion there. But um that is just a thought that I have. I I based on the discussion at the workshop,

112I I have no reason to believe that um our colleagues would would dis disagree with this discussion. >> Thank you for raising that, President Choa. Um I I had that thought too, but since we're adopting a vision statement that is with the exception of excluding the word will >> um the vision statement that we crafted as a team of seven trustees together in the workshop, I personally would feel comfortable on on moving with this motion, this um action item tonight because it does it does align with what we created together as a whole team. I really want us to be um cautious on delaying this any further because we have other policies and our our the finalization of our strategic plan um that we we also will need to carry out. And so um I'm

113comfortable with moving forward given that it would be very close if not almost exactly the same of what we created in the workshop. >> Okay. I'm seeing >> if our president can put his parliament >> a parliamentarian hat on. >> I will I will do that banks. >> If we go ahead and vote on this tonight and our two trustees that aren't here, they would have the option to make a motion of reconsidering at the next meeting, would they not? I I I don't I'm not at the moment prepared to say precisely the mechanism by which that could happen, but it absolutely could happen. Okay. So, hearing seeing nodding heads and hearing Miss McMurro, do I have a motion to approve and adopt an Arlington ISD vision statement that reads, "Arlington ISD creates exceptional learning

114experiences that inspire all students, empower their dreams, and prepare them for the future." >> Motion. >> Okay, I have a motion from Mr. Mike. Do I have a second? Second. >> I have a second from Miss McMurrow. All right. Trustees will move to vote. >> All trustees present voting voting in the affirmative. The motion carries unanimously five to zero. >> It is not groundhog day anymore. How about that? seem sometimes that um words don't matter, but I think Sarah's done a really good job of saying they do. And so I thank you for the effort that you put into this because this is uh important work for us to build a brand, build strategy, and build a focus for the future around what you want to create. So thank you for that effort. >> All

115right. Thank you, Dr. Smith. We have one um action item left on the agenda tonight and that is consider the proposed termination of Cynthia Kennedy's probationary contract. Dr. Smith. >> Uh trustees, tonight we've discussed the proposed termination of probationary contract for Cynthia Kennedy um in closed session and uh are open to any questions, comments, or um potential action that you have. >> Uh are there comments or questions from trustees? All right. Seeing none, I will make the motion on this one. And um I believe this one has to be read in full. This is a motion to propose termination. I move to accept the superintendent's recommendation and to propose the termination of Cynthia Kennedy's probationary contract and further move that the record of this action reflect the following. That before voting on this motion, the

116board considered a draft of the letter to Cynthia Kennedy proposing the termination of employment. that the superintendent reviewed with the board the reasons or reasons for making his recommendation regarding the employee and that the board considered the reason or reasons and any other information provided by the superintendent and that by passage of this motion the board directs the superintendent to prepare for the board president's signature a final notice of proposed contract termination for Cynthia Kennedy and ensure that the notice is delivered to Cynthia Kennedy. directs that the notice of proposed contract termination include the time limitations and procedure for requesting a hearing before an independent hearing examiner. Directs the superintendent to notify general counsel of this action and request that office to contact and retain an attorney on behalf of the board as needed to

117advise the board concerning legal matters upon the receipt of a recommendation from an independent hearing examiner. authorizes general counsel to consult with the superintendent to approve the final notice of proposed contract termination and to take whatever actions are necessary and proper to present the case in support of the proposed termination and directs that a copy of this motion be attached to the minutes of this meeting and the final notice of proposed termination of employment sent to Cynthia Kennedy. That concludes the motion. Is there a second? >> Second. >> Have a second from I'll give that one to Mr. Mike. Trustees will now move to vote. All trustees present voting in the affirmative. The motion unanimously carries five to zero. That brings us to the consent portion of tonight's agenda. Is there any uh item that

118a trustee would like to withdraw for further consideration individually? Seeing none, is there a motion to approve consent? I have a motion from Miss McMurro. Do I have a second? >> Second. I have a second from Miss Richardson. We'll move now to vote on Consent agenda carries unanimously. 520. All right, that brings us to open forum for non-aggenda items. Miss Aosta, do we have anyone registered to speak on non-aggenda tonight? >> President Chapo, we do. We have one. Okay, I have one registered speaker and that is Samuel. Okay, is Samuel okay here? Okay, not seeing Mr. We'll now move on to the remainder of our agenda tonight uh which is uh first up would be superintendent's comments. >> Trustees, thank you for your uh time this evening and our work together. As you know, we

119start all of these out by honing in on one of our priorities as a school district. And that priority that we're honing in on this time is academic growth. That picture of success that you adopted underneath academic growth, ensure positive, engaging experiences for every student that promote academic growth and ignite a passion for learning are important things that I want to highlight this evening. First, about engaging experiences for our students. Our students are creative in how they provide engaging experiences that promote learning across our school districts school district. But one example of that is Stephanie Bocher at Sigin High School. In her principles of human service class, she challenges her students to write an illustrated children's book. This year, she raised the bar by adding a new incentive, the opportunity to have the best book

120published. She brought in judges from around the district to review the children's books, offer feedback, and select the best one. thus not only inspiring her students but inspiring them to give back to the younger students across our district. Great job, Stephanie. Also, we um focus on accelerating learning in our in Arlington ISD. Our read 180 and math 180 programs are making a significant academic impact on our students throughout the district. These programs help students who uh sometimes fall behind make rapid progress and ensure that they have a foundation in literacy and math. Julie Magcguire, our director of state and federal interventions, and her team have worked to make sure that our intervention programs ensure that students experience consistent highquality interventions no matter which school they attend. They've had tremendous su success and are receiving national

121attention for the results. Thank you for all those involved in our accelerating learning opportunities across the district. Finally, I wanted to highlight uh something called the Texas Promise. And uh for me, this is really about how we ignite a passion for learning within our students across the district. And I thought I had an example. Yes, I do. Right here. Um we I get to highlight somebody who's not even here tonight, and it's Dr. Collins. Uh Dr. Collins uh does great work around our state, and I'm holding up the the Texas Promise. She got to engage in uh an experience with TASSA, the Texas Association for School Administrators, to help revitalize a document that was called the visioning document for a number of years. That visioning document was about what we want schools to be, what

122we're excited about for public schools, and how we want them to create experiences where students feel valued, where they feel safe, where they use assessment for learning rather than punitive measures, where they're able to actually engage in an experience that motivates them to learn rather than uh punishes them for not learning. And Dr. Collins was able to participate in uh this group this last year to make some some needed recommendations and needed changes to that document and it was adopted by TASA and now is used across the state as a bold new vision or a Texas promise for public education moving forward. It's what some of our groups when we attend the future ready superintendent leadership network. This is what we focus on on what we want to become for the sake of our students.

123And it's the promise that our educators uh in Texas adhere to as we educate the amazing students in Arlington ISD and beyond. So, I want to celebrate Dr. Collins and her involvement in the Texas Promise and that vision for public education that she was involved in. I also want to note that our schools were featured in this document and that picture that you see there of Junior High School staff members uh are featured in the Texas Promise that is actually uh distributed across the state of Texas by that body. So, thank you to Dr. Collins for her work. Thank you to uh other great educators around our state that are boldly working to make a promise to our kids that we're going to create those environments no matter what for our students to thrive in.

124And that concludes my superintendent report for the month. >> Thank you, Dr. Smith. That takes us to trustee comments tonight. Are there any trustees with comments or reports? >> Mr. Will Banks. >> Thank you, President Chapa. And uh huge shout out to our swim coaches. We have a number of students that are on their way down to Austin to compete this weekend in the state uh finals. Um, shout out to coaches Alex um, Weedman, Weedman, uh, Amy uh, Subtles, Logan Austin. They all have We have students from Sigin Martin and Lamar High School competing. Uh, Jocelyn Garcia, Neil Bower, Carson Plundon, and Grant Hester. tonight. Word is um Vegas is betting pretty hard on our Martin swimmer who's probably going to win state um or has a good chance of winning state uh in diving.

125So, uh, tremendous effort by our swimmers and again I want to thank the future boards for bringing one of the best natitoriums in the state to um, Arlington IC which is really allowing our students to excel not only in the classroom but off uh, out in uh, athletics as well. So, thank you. Thank you, Mr. Wilbanks. Any other trustees with comments or reports tonight? Okay, so I do have I do have a report tonight and uh when Kesha Maya was board uh president, she had a tradition of reporting every February on Black History Month. And last year, I shared information about the first black administrator in Arlington ISD during its period where uh the district was segregated. And tonight, I'd like to share a little bit of information about our first black administrator after the

126SE after the district was desegregated. In n in the fall of 1992, the district named one of its elementary campuses after Tommy Williams. Miss Williams uh came to the district as a counselor, but she knew in first grade that she wanted to be a teacher. She pursued her goal of being a teacher first at Terrell High School and then at Prairie View A&M. She was a woman who experienced education before integration in Texas and participated in his realization at Booker T. Washington High School in Witchaw Falls. Before coming to Arlington ISD, she was a clinic aid, a teacher, a basketball coach, and a cheerleading sponsor. When she joined ISD, she was a counselor, but then she became a dean and ultimately became the first black administrator in the district. At Williams Elementary's dedication ceremony in

1271992, Miss Williams spoke and I'm going to read um an excerpt of her speech that's posted on our district website. You can find information about all of our district namesakes on our the history portion of our website. Um but and this is I'm reading straight from that. Miss Williams said that she hoped Williams Elementary would be more than a name, more than Cold Stone. It would be beauty and spirit and light, more than a name, a promise. She continued, "I never want to forget from once I came. I vividly recall as a student in public school that children of my descent were not allowed to attend other schools where there were other races. And now my name is a fixed to a public school where there is no limit to the number of different nationalities

128who are at liberty to attend. What a beautiful bouquet." She went on to say, "There are times that I've wondered, what could I do to leave a token to show future generations my love and hope for children? Within my heart, I simply believe that Williams Elementary is another true indication that Dr. Martin Luther King's dream is truly becoming reality and becomes w and because Williams echoes the best part of my life. And because it is a promise, it must continue to be a school that is second to none, a guiding light for the community for Arlington in the state and why not the world. Tommy B. Williams was an inspirational educator worthy of that namesake recognition. And today throughout Arlington ISD, we continue to work toward her ideals. And that concludes my report. Let's see.

129All right. Uh, seeing no other items on tonight's agenda, we've addressed all the business we came to address and no other matters to discuss in close session. And so I will adjourn this meeting at 8:40m.