001I will now call the meeting to order and we'll start with the approval of minutes from the meeting of March 19th. Uh there was only two of us. It was Sonia and me. So I guess Sonia We're good. We approved [laughter] the minutes. Um that was that was quite the meeting, too. So if anyone wants to just kind of briefly look over what we talked about, but it was all good. Okay, and we will now get to hear about um >> the youth mental health first aid >> working? >> Is it Oh, you know what? >> Okay, you're going to Okay. The youth mental health training. Thank you. >> I'm sorry, Carol. >> Go ahead. >> On the virtual academy, are we going to get more updates in this meeting or are we >> At
002the Yes, ma'am. The very uh last item. >> Okay. >> It is number 10 on our agenda. So yes, thank you for asking. So we'll start with an overview of the youth mental health first aid training. You guys had asked about that at the last board meeting, and so um activities are fully underway. Um as you're aware, this is a requirement from House Bill 3, and it's very far-reaching. Any um adult who has any interaction with students has to have uh this full training. We have multiple years in which to meet that standard. So Kim is going to walk us through what we've done and what we're going to do in that regard. >> All right. Thank you, Dr. Jordan. So what you see at the very top of this document is just the overview,
003which you know is about House Bill 3 and the required mandate for um people who regularly interact with students to be trained in an evidence-based mental health training. So, there's really only one that is approved, and that is Youth Mental Health First Aid. And [snorts] so, Youth Mental Health First Aid is a 6 and 1/2 hour training in person for all of the people you see listed. And so, we looked at a variety of methods about how to do this training efficiently to meet meet both the requirement and also make sure that people were well versed in in what the action steps are when you're working with a student who's experiencing a mental health crisis. And so, I'm going to walk you through what we've done and our implementation plan. The training is expensive if
004you go out to Youth Mental Health First Aid and it's provided by them. You have to buy a workbook, that's mandatory, and it's $12 per book. And then you have to pay to be part of the training. So, what we did in Northside is we looked at some retired educators, counselors, nurses, principals, and they became trainers of trainers. So, we are hosting all of our training in-house. I'll talk a little bit about how some folks are now trained coming out of their educator prep programs, but for the vast majority of our employees, they'll be trained by our cadre of trainers. And so, I'm going to walk a little bit through that. And so, as indicated by law, we have until the 2028-2029 school year to be in full compliance. And so, we began in and
005trained all of our current school counselors, nurses, and social workers. In phase two, which was the 2024-2025 school year, newly hired teachers had already received the training as part of their graduation requirements. So, all teachers coming in through it teacher prep a traditional teacher prep program have already been certified. And of course we then looked at at this at that juncture Region 20 was also hosting some trainings and then the Center for Healthcare Services is our local mental health authority and so they were also doing some trainings. And so as we onboarded new school counselors, nurses, and social workers they were all trained. Administrators some administrators were trained some administrators were trained librarians, learning tree staff, and then various teachers and I A's. And so we really wanted to protect the classroom time and so
006we did not pull teachers who required subs. And so I'm going to talk a little bit about that in the next phase. So, in 2026-2027 all new employees that do not require subs will be trained. Campus staff not requiring subs will be trained and then teachers will be trained on Saturdays and in the summer. I'm going to tell you about we have a robust training plan happening right now and I'll talk about that in just a second. Currently this training is not available in Spanish and the materials are not available in Spanish and so we are holding off to to look at our training our bus drivers and our child nutrition staff in the next school year in 2027-2028 because Youth Mental Health First Aid has told us that the materials will then be available
007in Spanish. I'll tell you that this is a very scripted training. You have to literally you can't ad-lib and as mental health professionals who know the content it's a little bit challenging for us but you have to go through the training exactly how it's scripted and so it is a tad bit dry. So, we're trying to figure out ways to meet the needs of an adult learner in a 6 and 1/2 hour training when it has to be highly scripted and so um we get mixed feedback about that as you can imagine. I'm looking at Susan. She just went through it. >> went through it. >> [laughter] [gasps] >> Um and then custodial stuff. Sorry, that was on the other page. Okay, [snorts] so I talked a little bit about uh we have a cadre
008of trainers um who are training our folks. Um and so here you see you begin to see the breakdown of the numbers of folks who are trained. So um again, you can see it broken down in April and May. 604 employees were trained in live sessions in Northside. 381 were trained in previous districts or came with some um came with the certification for a total of 985 trained employees. This summer, we have a robust training happening. We had a training happening today. The other thing I forgot to mention is there is a a participant cap. So every session cannot have more than 30 participants. And so in a district our our size, that is going to take some time to implement because when you when you have to cap it at 30 and we have
009to turn all of our rosters back into the Center for Health Care Services, we have to follow their guidelines exactly how it's laid out. Um so in our training sessions right now, uh we started June 3rd and we offer multiple sessions per week with the trainers that we have. Currently, we have 1,980 seats um in our summer sessions that are already full. And so you'll see we will scoop up a large chunk of our employees this summer. The statutory requirement is that we maintain the certificates of completion. It's a one-time training. It does not need to be renewed. And so we have um set up internally um a system where employees, once they're done with the training, they um put their information in a Google form and they upload their certificates and we hang on
010to those certificates. That's why we know the exact number of people who have um completed the training. Um teaching and learning hangs on to those for compliance reasons. So that is an overview of youth mental health first aid and the implementation plan for Northside. >> Well, and and despite the fact that the training is scripted and it is a little dry, the content is very rich. It focuses on substance abuse disorder, mental illness, um mental episodes. Um it focuses on students 12 through 18, um which we're seeing more and more evidence um of students needing that type of assistance. So we do feel a little constrained by having to, you know, follow it lockstep, uh but the content is very valuable. >> Thank you. Are there any questions from the board? Sonia? Dr. Price. >>
011Um my question's just so is does this still expire in 3 years? >> Uh which part expires? >> health um the mental health first aid. >> It you only have to take the training one time. It expires for the trainers. They have to renew their trainer of trainers every 3 years. They have to meet a certain amount of um presented sessions and then they have to re-up. But it's a one-time training for employees. >> Okay. I don't know why I thought when I did it with UTSA it was only good for like 3 years, but could be. >> I'll I'll look. We in our information for educators. Now, it could be different for other populations, but for educators it's a one-time training. >> And I do think there's some other required PD around uh reporting
012child abuse, around blood-borne pathogens that does expire. So I know we do have some of that, but this we were thinking it was only the trainers that had to re-up. Laura? >> Um, on the list of people that are starting off getting trained, so this is the phase one. So it's right now it's just current counselors, nurses, and social workers. >> We're actually in phase four now. >> Oh, I'm sorry. Phase four. >> Oh. Okay. And then like is there any um Is there any like follow-up training? Like I know, okay, I get trained. It's kind of like CPR, right? I get trained. Is there any kind of um kind of like enrich me? Like is there like a vector or something that also works with this? Maybe uh 10 minutes that just kind of
013just reminds me. Sometimes I'm like, man, is it 30 to two? Is it Do I You know, do I do chest compre- I forget. You know, so is there kind of something that just um helps maybe if they took it four years ago. >> Yes, so counselors, we have some other statutory requirements for staff development that counselors have to give to staff. So child abuse reporting, dating violence, and Jenna's Law. So what we're in the process of doing, that training happens at the beginning of every school year. Um, it's face-to-face given by the counselors in that first week back. And so what we're doing is we're aligning the language in that training to match the al- So this uh Health First Aid has the algae analogy, which is about listening and responding and getting help.
014So we're going to match the language in our face-to-face counselor delivered training to match this language in Youth Mental Health First Aid. So that will serve as a every year you'll you'll still be hearing the common language that was learned. >> And that's for the student, right? I guess I'm talking about like the the teachers, the administrators, the counselor Well, the counselors, if they're doing it every year, they'll be in the classrooms talking about it. But I'm talking about not so much the students. Is that what you're talking about? The counselors? >> is counselors deliver content this particular face-to-face to teach to all staff. >> Okay. >> Yeah. Um, any other questions? I had two real quick ones. Um, are the teachers given any kind of stipend for Saturdays or summer? >> Or count for
015their teacher exchange hours. >> Okay. >> During Thanksgiving. >> Okay. Um, the other was um, so Chief told us about the program that um, that our police officers are going through. Is it have you guys had the conversation? Is there alignment so that our officers are not saying one thing or doing one thing um, and teachers might be doing something different. >> So, some alignment and I'll tell you why. So, so I had the opportunity to sit with Chief through the STARS. So, that's the STARS matrix training that you're talking about. He started training his officers in June and that is that's about de-escalating an individual in crisis. And so, they have a they have a standard I wouldn't say protocol cuz it's not a protocol. They have a framework. It's a relational framework about
016how to how to approach a situation for someone who's in crisis. So, that's a little bit different than than what Youth Mental Health First Aid is because this is a layperson training, what they consider a layperson training. So, it's very common language. >> Got you. >> Whereas the STARS matrix and and what Chief is putting his officers through is more relational framework. And so, it's about de-escalating a crisis situation. And it is it is nice it's a great training. >> Yeah. And a lot of the brain science behind it he shared. So, that Yes. Um, so and I I like Laura's question only because the same way in the classroom even now when we did um, the active shooter training, To this day, I really don't know if it's hide, run, fight or fight, run,
017hide or you know, I kind of think we live in that moment and do what's best for our children. Um, so I I've never memorized it and it's three simple words, right? Which have big actions around it. Is there like a cheat sheet or something? Um, >> When yes, when you're in the training, you leave with the training materials. We have um, we have the ability to copy those because we're trainers on the trainers. And so there is um, some handouts, but I agree it's a lot like first aid and run, fight, hide and all of this. It's not something that we um, that we practice every day and so we lose some of that. And so the acronym that they have is is printed on the materials and so some of that common language
018we really feel like will help in a in a bigger conversation really will be around like what what are the materials that we put up? Like what's in the counseling office? If teachers want something for their classrooms, what does that look like? And so those are conversations that we're having as more people are trained and can speak the common language around this. >> Thanks. So it is run, hide, fight? >> It's run, hide, fight. >> Okay. It or it it could make sense another way. Depends. I got you. I got you. Okay. Anything else? >> Is it 30 to 2 or >> [laughter] >> Just in case, you never know. >> I'm telling you there's a mo Anyway, we can go [clears throat] on and on. Okay. So we will now move on to SHAC.
019Um, thank you Dr. Ridley, but I think this is yours too, right? >> Yes. Yes, so each year as you guys know, um, y'all appoint the School Health Advisory Council. So we're going to be bringing the um, list of names. I think we bring it in August um, and asking for your input. And uh, this team does a lot of heavy lifting. They meet four times a year. They advise the district on our health program, our physical education program, our SEL program. They even delve into social media and make recommendations there. So it is a requirement that each year a report be made as to the work of this committee. So at the actual board meeting under reports we'll have the president SHAC who's a parent volunteer who'll do the report. >> He's done it
020He's done it many years, right? >> He has and we were kind of sketchy because he's affiliated with the Spurs. So when we were looking at the 23rd we were ready to to pinch hit for him but he will be here after all on the in person on the 23rd. >> [laughter] >> So Kim will walk us through the the highlights of the great work they've done this year. >> So tonight I bring you the the parent chairs report to the board and like Dr. Jordan said John will be here the night of the board meeting to give the report himself. And so really this is a summary of what the SHAC has worked on this year. And so I'll just quickly walk through that. It's made up of 19 excuse [clears throat] me individuals,
021seven district staff, three parents, seven community members and two students. We always are so excited to have our students as part of this committee with us because you want to talk about the real the real health concerns in schools they'll give it to you straight so. We met four times and really the the tasks of the SHAC are both driven by legislative requirements and by what the what SHAC wants to study or look at and those kinds of things. And so we had three subcommittees. Two of those are mandatory, they're statutory requirements. And so one is the local wellness policy and the other one is physical activity and fitness. And then the SHAC decided that they wanted to look at the effects of social media on the brain. If you remember from last year's SHAC
022report, they looked at the cell phone policy and implementation of the cell phone policy and and so they wanted to continue that work and that's why they looked at the effects of social media. I'm going to talk about those activities in just a second. SHAC always has presentations from community members who are really anchored in the health focus of for students in Northside. And so we had a hands-on CPR. So talk about kind of the refresher to CPR for the adults in the room in SHAC. So we we had exactly the conversation we just had about how you forget. And so we had that presentation and then John is very passionate about SHAC. He serves on the TSHAC committee as well and so always encouraging parents to be part of SHAC and really hearing from
023them is important. And so he will talk a little bit about that in the last paragraph and tell you a little bit about himself. He has His children have served on SHAC with us for the last couple of years as well. So it's really fun to get to know them as a family. So on the second, I think you have it in your packet. The second page is the chart. Yes, thank you. Is the the activities that the different committees look at. And so the local wellness policy, because this is this policy is really tied to child nutrition. Because we accept federal funds, we have to have a local wellness policy that the USDA requires us to have. And so it looks at a variety of things. It's a triennial assessment. And so this year
024this committee was really just going back and refreshing what activities are still happening and not happening because next year is our renewal year, and so there'll be a lot of work in SHAC around looking at that entire assessment, and then that will come forward to you guys, but it's really important for our child nutrition department to have this completed so that we can still access those federal funds. The next committee again is is required by law, and it is physical activity and fitness planning. And so they look at the required minutes of PE or physical activity for children in elementary K-8, really the physical activity and then recess as well. They also did a review of healthy habits. David, who is our PE specialist, sits on this particular committee, and really looking to help implement
025some movement into the activities of healthy habits. And so he was able to leave with those recommendations to help in the healthy habits curriculum implementation. And then the last committee was the effects of social media, and this committee was driven. It was actually chaired by one of our students. The adults in that committee really wanted the student to chair, and she wanted to chair, and so that we co-sponsored with Council of PTAs the filming of Screenagers, which is a documentary on the effects of social media and the brain for parents, and so they attended that, and then they've talked about now expanding next year's SHAC to talk about distracted driving and social media, and so one of our one of the students on SHAC is from Clark, and so she has she wants to really
026look at how distracted driving also impacts the brain and and how what message they can they students can give to their peer groups around um the effects of social media and the effects of drunk driving. And not drunk driving, I'm sorry, distracted driving. Um so we talked a little bit about drunk driving, too. We reminded them that that they are uh not of drinking age, so. Um so their continued work is going to be around um they want to continue this committee next year. They want to create a social media campaign and partner with PTA, which I thought was really um really a nice way for them to continue their message and to work with adults from across other campuses. Um and then I like I said, they want to incorporate facts about distracted driving.
027So that is an overview of SHAC's work this uh particular year. Um happy to take questions and then John will give the actual report to the board. >> Well, and just a quick comment, I really want to uh compliment Kim's leadership. It was probably about 2 years ago when there were some uh new laws and new requirements of SHAC uh to audiotape your meeting, [snorts] to post your minutes, which is fine. But it was all under this, you know, kind of idea of parental rights. Well, there were several of our neighbors um that had, you know, some some difficult challenges within their committees. And um and Kim facilitates this group um along with John. The consistency of the members is very impressive, and these are people, you know, certainly some district people, but these are
028professionals and and doctors and nutritionists, you know, of course very busy people that want to come back to this committee. And um and y'all get into to hard conversations, but they're done respectfully and along with goals, and so it's been a very smooth process. Um so, we we feel fortunate. >> So, real quick, and and yes, that we did have neighbors districts that were um that in library services were um kind of knocking on our door a bit. Um things have been taken care of really well. Um I do wonder with the membership on SHAC, um cuz I know John is very persuasive in his area, right? I'm wondering how, cuz I know our board and Laura, I think you may know this. Um we're allowed to nominate and and have people on it, right?
029So, um if would he be willing if we wanted to nominate two or three people um to talk to them on the phone and see if they'd like to to be part of it from our different areas of Northside? >> Yes, and so we do that when when you sent like last year, when you send names, we call them either John or I call them and we talk about here's what we here's what SHAC is. It's an advisory council. Here's when we meet. We've already set the meeting dates for next year. Here's when we meet. Here's the general We talk a little bit about the committees and because two of them are are required by law. We tell them we'll feed them a nice box dinner and everything that um comes in the times of
030meeting. It's a Yes, it's one of the exceptions to the meeting, the 3-hour meeting rule for dinner. So, yes, we are happy to talk about SHAC with anybody you guys send forward. So, we just looked at the list today, um and we know who has expressed interest in remaining on SHAC, and then we'll be inquiring with you guys like we do for you to look at that and and anyone else that you would like to be considered and then as Kim said we follow up with the individual. We'll also be asking about any IC but that's not an agenda. Thanks. Are you okay? Bobby. >> Hey, just just one quick question, detail one. Healthy Habits, is that the Healthy Habits that K KRLD and either created decades ago or involved with? >> It's not. So
031I'll I'll I'll ask Diana to jump in as well. It is a health class health TEKS that are taught specifically in 6th grade. It's internally developed. It's not a program that we buy. >> Okay, thank you. >> I believe this was developed by Baylor Scott & White hospital system. >> Okay. >> Cool. >> Thank you. Um Hey, I'm just finishing looking. Okay. All right, and then now our next agenda item I believe is development waiver. >> Uh yes, ma'am. So there are >> PE waiver? >> Yes, sorry. >> Off campus PE. >> So um there will be sev- several waivers that we um bring to you typically in June. Uh this off campus PE waiver technically only needs to be re-upped every 3 years. Uh but we bring it to you annually so it gives
032an opportunity because we we've had a lot of agencies um reach out and say hey, we want to be considered by Northside and uh we didn't want to turn them away and say um you need to you need to wait. So what this waiver does is it allows students to participate in programs off campus um for their physical education experience. The programs have to meet rigorous standards Uh um that are standards aligned with attendance, numbers of hours that students participate as a minimum. Um it's individual activity. It's not team sports. Um it can't be something that we already offer and that they go to these agencies. So to be considered the agency submits an application and then it's vetted by district staff. So you'll see that most agencies provide opportunities for dance, gymnastics, martial arts,
033swimming, and horse riding. Those are the Those are the most typical. Just to give you an idea, this frankly very few students participate in this and a lot of that's because we have such robust offerings. But for the 2026-2027 school year, a total of 62 students participated. So it was 39 at middle school and 23 at high school. And this is This is actually fairly standard. Because yeah, we don't accept any agency something we already offer. So I think that limits some student participation. >> And Janet, just real quick, with the virtual how do they get their PE credit? Do I guess you can talk about it during virtual, but if you want to go >> can. Well, yeah, we can we can revisit that then. >> Okay, and >> sure if that's even ironed
034out completely yet. >> So I had a parent ask me about wrestling. If we don't offer something, whose onus is it to find out if it could be something that's on this list. I gave them your phone number, but like they go to wrestling and >> Are you talking about the off-campus PE agency? So, we >> Okay, so every I believe it's in March, we put out the application and and we do it annually. Uh-huh, it goes out in March. Um and so, I would suggest they can reach out to me, they can reach out to David Halbert, but have them reach out directly and we can send them >> Mhm. All right, thanks. >> Yeah. Any other questions? Okay, staff development >> So, yeah, so this is another This is kind of a real
035low-hanging fruit that makes sense to take advantage of. So, as you know in Northside, we basically have four district what we call PD days set aside. And so, those are days in the calendar that teachers and staff attend, but students do not. Um one is in November, the other's in February, and then we have the two days that are considered teacher exchange. And so, Kim gave a great example of we have PD year-round that if teachers take off contract time, they can count that towards their exchange days. So, what this waiver allows is it allows the district to count these minutes as instructional minutes. So, there are 420 minutes in a day. So, we would recoup 1,680 minutes. Now, here's the great news. And we do this because it's low-hanging fruit. Why not? Um the
036way our calendar is designed, we do have a little bit of padding in it. We were able to take advantage of that, I believe, last spring when we had an ice day and we didn't need to make it up. So, this is something that that TEA allows. They allow up to 2,100 minutes. Um, but we only apply for uh, 1,680. It's pretty straightforward. Any questions? Okay. >> Optional flexible school day. >> So, this is one that we're very proud of and we want to talk a little bit about, um, again, how we've partnered with Graduation Alliance, which you know that's our vendor for, uh, virtual school. That also has been our vendor to help us recoup, um, students who have dropped out and bring them back to Northside. So, we bring forward to you this
037application and waiver to implement the Irene Chavez Excel Academy, who has as its mission to prevent dropouts. So, it has students who have passed their EOC exams, um, but they're low on credits, they have, you know, a whole host perhaps of of other challenges, and they're behind in their core subjects. Uh, he's not here, but as you know, our Darren Calvert, who's an institution, has been at Northside, uh, for a very long time and, uh, really, you've seen it at the graduation, really has a heart for these students. So, there's a lot to celebrate during the 2025-2026 school year, um, the academy served 453 students. The attendance rate was high for these students, 82.7%. Um, given the population that, um, that continues, um, to increase, the graduation rate was 95.6%. So, what we know is
038students when they come, they complete and, uh, and they uh finish. So, these are our reasons for celebrations. Um as I mentioned uh for the 25-26 school year, we did begin partnering with uh Graduation uh Alliance, which the intent was to help us bring back more students. So, Jerry, I'll kick it to you. How did that partnership go this year? >> Uh it continues to go well. Um so, um again, these are students who are our leavers and have dropped out. And so, Graduation Alliance reaches out um to enroll these students and to educate them. Now, our goal is actually to educate them to a point where they can come back to Excel. Um and you see the criteria there. They got to be 17, have 17 credits, and have completed all their EOCs. So,
039um and so, the ultimate goal is to get them back to Well, the ultimate goal is to get them to graduate, but uh also, you know, it's a it's a nice perk that we can get them back to Excel and back to Northside as well. So, that program continues. And so, um yeah, it's it's been very successful to get uh we've had uh about a average about 90 uh enrolled. And so, um anyways, they continue to get their credits. Um >> Okay. >> But, it it's uh it's the same waiver. It's a combination waiver because of the flexible school day. So, that's a TA waiver that allows these kids to come part-time and get full ADA. So, it's a combination with uh Graduation Alliance. We just include them in our Excel waiver. >> Any questions?
040Did we see some of them graduate um this past [clears throat] year? >> From From Excel or Graduation Alliance? >> Or from the Graduation Alliance bringing back 90 bringing >> They haven't They haven't participated in a ceremony. Uh we acknowledge that they've met all the credits. We look at their transcript and they receive their diploma. >> So we did have some graduate. >> Yes, ma'am. Yeah, we've had them complete. >> Thank you. Thank you. Thanks, Jerry. >> Yes, [clears throat] ma'am. >> So this next is yet another waiver. And so this is one that we adopt every three or so. It the most it ran out this last school year. So Texas Education Code requires districts to enroll students who are foreign exchange who've been placed with a host family that reside in the district.
041We began three years ago. I think we went that was our first time with that waiver to limit the number of students per campus. We had seen the number swell. There would be 20, 25 foreign exchange students and we don't get ADA for those students and frankly it was taxing some resources. So the last three year waiver capped foreign exchange student enrollment at five per campus and it is our recommendation to continue that same cap and just to give you an idea in 2026-27 you'll see a list there. The the largest were at Brennan and Harland. They each had five. But not all campuses even had foreign exchange students. So the interest is also or the applications perhaps have have decreased. We did not experience even the last three years when we had it capped
042at five. We did not experience you know a huge well of oh gosh so many more want to come. So we think this is reasonable. It worked for us before and so um so we're recommending continuing that cap. >> Yeah, this is one I can't I've got this one I don't fully understand and I'll tell you why. Um and this way you make it help me out a little bit. Um for a child to enroll in our school, was that actually required? For them to count toward ADA and to be enrolled. >> I don't know the detail why the foreign exchange >> No, not the foreign exchange. No, just in general. Just in general. And then what I mean let me back Let me tell you why I'm asking. >> It's just the compulsory school
043education it's just through the education code, Bobby. They There's an age uh requirement. Um Yeah, so so basically >> Yeah, there's no versus The reason why I'm asking that is I I I couldn't differentiate between like [clears throat] Catholic Charities and the South Texas Academy. Um those kids we do get >> Yes. >> It it except so I I I don't understand the difference to be honest. >> Yeah. >> And what the state is actually doing there. >> Well, I think that with Catholic Charities and say other nonprofits and even to some degree uh orphanages >> Yeah. >> they are actually establishing permanent residency. Whereas foreign exchange students, it's a very limited time period. Um typically no longer than a year. >> That's right. >> And and and they're they're sponsored through usually a exchange
044international type uh entity. >> The reason [clears throat] Okay, cuz like South Texas Academy it's not necessarily a year cuz they can only stay till they're like 17, then they have to they have limitations too. They They're not established as permanent residency. You know what I'm talking about, right? Over So, that's why I got a little bit confused but um on what that difference was. But I guess the other question I had is it something that we should try to pursue to get it changed to? Say, "Hey, why can't we get ADA counted?" What What What would it require to get that changed? >> Yeah, I mean that's a that's a fair question. I mean legislation. >> Yeah. >> It's a state >> And we can look into it, Bobby. So we're going to find
045Yeah. >> Yeah, I don't know I don't know the origin of why ADA is not able to be um received. It's a fair question. >> Okay. >> No no hurry. Yeah, it's just >> I'm going to I'm going to assume that it has something to do with residency. But I want I mean you know what happens when we assume. So >> Yeah. Yeah, cuz I'm just cuz I used to I mean I'm cheating a little bit. I did a lot of work at South Texas Academy with those kids. Yeah, I know a whole lot of it. I know a lot of that detail in that regard and why that's to me very similar for the older ones. >> Let us let us >> Okay. >> There you go. I mean >> Yeah. >> [clears throat
046and cough] >> Potentially I we should receive in my opinion, we should receive ADA. Um >> I don't know. I don't know what the origin of it is. >> Thank you. >> Mhm. >> Yeah, we'll look into it. >> And I'm just going to talk tell just a little bit on Bobby's. So we set the limit of five, but there is no limit. Like we could So maybe part of it could maybe TEA was setting up something so we weren't gaming this in some shape or form. Like bringing in a hundred, you know, so we could get ADA or something like that. I don't know, but I I'm wondering. >> I don't know a lot about the foreign exchange student program outside of the school system. What I do know is that there was at
047times concerns about families taking on too many foreign exchange students and almost treated kind of as a uh host sponsor income lack of better terms. Um What I also sometimes what happens is there may be you know, a family or families in a certain neighborhood that you, you know, think about taking on five or 10, even, in the aggregate foreign exchange students. But they all happen to be in and around the same age. And you start thinking about English 1 and Algebra 1 classes we're not receiving ADA. >> They're not tested. The scheduling, I mean Those are additional students that were, in essence, asking our teachers to take on that >> That's true. >> It's it's a spot that >> No, I'm not questioning the the low numbers. I get it. I just was trying
048to figure out why we're not getting ADA as well. Like um so >> Let us research. I'm not sure what the history is. >> I'm looking at something and it it seems like there is a way to collect ADA, but they have to meet certain visa requirements. And so, I can do more research on that. I'm just pulling it right now, but um definitely I think there is a possibility for it. I just want to make sure that I'm clear before I spout it out. So >> It's kind of related to the residency piece of how >> like I said, residency and then of course the duration of the >> stay or visit or is also I think probably pertinent to the >> It has to do with how they enter and then how what
049type of visa they're on. >> Okay. >> So, they have to enter on a J-1 exchange visa visitor visa and then they have to, in order for us to collect, if they're we cannot collect if they're on a F-1 visa. So, yeah. So, let me let me do some more research and I'll get that to you in the Friday notes. >> Thank you. >> Great question, though. Okay. Professional learning plan? Yeah, you got us all stumped, Bobby. >> No. >> [laughter] >> I said that earlier. I just thought about it. You know, game over. >> Good question. So, this is also something that we bring to you guys each year. As you know, the NEIC, they are also an advisory committee, but the only thing that they actually approve is the district professional learning plan.
050So, we take that to them every March and they give us feedback. And so, what you see here is the result of that. So, this plan outlines required PD for teachers and staff. Much of it comes through legislation. And so, anytime there's a new legislative session, oftentimes some requirements come out. You'll see here that in Northside, that professional learning is delivered basically through four venues. The first is the week teachers return before students have begun. So, there's a whole host of of things that happen then. The other two are the designated PD days that we had talked about before that we got the waiver minutes for. And the last is the PD that teachers take off contract after hours that they then can exchange for those two days during Thanksgiving week. On the reverse side,
051you'll see the state and district required trainings, as well as who has to get those trainings. Many are provided online that teachers can access really frankly year-round if they want to get a get a leg up on it. And some are face-to-face. Many of these, especially the 15-minute, 30-minute things happen that first week when teachers return. So, we're happy to answer any questions. You'll see here also at the bottom Youth Mental Health First Aid. That was a That was a new addition that we talked about with the with the with the team. One piece, which I probably should have put in this packet cuz I think you would have been interested. We look We bring it to cabinet. We do full-fledged executive summaries after all of our district PD days. We ask the participants five
052questions. We ask, "Was the session effective and practical? Were outcomes clearly identified? Were the presenters knowledgeable and did they facilitate skillfully? Was it engaging and interactive? And what do you need to implement learning today?" So, we run the metrics on that and then we also get um open-ended responses. And so, we can compare from fall to spring. We can compare from fall one year to spring the next year. And then we use that feedback to see any tweaks that we need to make. And usually it's it's very positive and very helpful. So, next time I'll include a sample of the executive summary if that's something you would like to look at. >> Janice, real quick, what is TAC? >> TAC is Texas Administrative Code. >> Okay. And then TBSI? >> That's the behavior framework. Texas
053behavior um >> framework >> Mhm. Anything else, anybody? Any fees? Teachers are busy. You're welcome. And so, finally we will wrap up with the virtual academy update, just a couple comments. Um you don't see Kerri Squires here because she can't teleport. Um she's over at Taft High School tonight. Um tonight is the first in-person parent night for the virtual academy. We're having the uh we're doing it on two nights. Tomorrow night uh will be at Brandeis. And so there's a full-fledged I can't wait to hear of uh how many um attended. Um but Grad Alliance is there. They're going to be training parents, doing some demos, showing them exactly how do you log on, what do you see, um walking them through kind of the student experience. Um Dr. Harrell, some of your questions, there's
054going to be a a really we have a running Q&A that has been shared with them, but there's going to be an open-ended what are all the other questions and you know things that they're still wondering as we're continuing to architect this all the way probably till the first day of school. Um but we do have some numbers and some information that um you might find helpful. So I'll kick it to Jerry. >> Yeah, so uh to answer one question that was asked earlier, there is a PE class. Now, what exactly that looks like, more to come on that, but there is a PE class through the virtual high school. So uh >> I can speak to that. >> Yes, sir. >> [clears throat] >> So what it's going to entail is there's going to
055be activities that the student is essence going to engage with where they're going to have to video uh submit video uh footage. It may be learning to dribble basketball. I'm just kind of just anecdotally throwing something out there. You know, running a mile and they're going to have to track their their steps or their mileage. I mean, it's going to be that kind those kind of of activities. There may be a um uh Pilates class that they have to, you know, engage in. I mean, it it So, it's going to be there's going to be physical activity involved. It's not going to be >> Learning about >> Correct. Education through a textbook. >> Yeah, I know how to justify and provide evidence for it. Absolutely. >> Yay, great. Thanks. >> So, a a big decision
056that was recently made um was whether to go with a virtual high school program as opposed to a campus because we are still waiting on legislation to be passed. And according to them, it could be as late as August. But, we had to have we needed to make some big decisions because we needed to just find out how we're going to support our special ed students, our EB students. And so, the decision was made to go ahead and go with the program um for this coming school year. And then we'll move to a campus. We'll have legislation in place, and we'll be able to move to a virtual high school campus. Uh the main pieces about being a program mean the students uh so, a Harland student that was going to virtual high school will
057be linked to Harland for this coming school year. Students who are not currently attending Northside, but they are zoned in Northside will be linked to their home campus. So, uh in terms of accountability, um again, they don't attend unless they're one of the 15% that are involved in fine arts or athletics. Uh but, for this this coming school year, we'll be a program. So, the students who are zoned for specific campuses will be linked to those campuses. I'll stop there because I could see some possible questions. >> So, the those um students that are virtual, they be uh considered in their I guess enrollment numbers? Or is it aside from So, I could see where they're linked. So, someone's going to be linked with homes. >> Yes, ma'am. >> They Would that be under their
058I guess enrollment numbers? or >> Yes, ma'am. >> Okay. >> Yes, ma'am. Yeah, they're Yeah, it's it's just like a I don't mean to confuse it, but if they were taking a program that was offered at that campus, let's take welding that's offered at Clark and Holmes. So, that student attends Clark or Holmes same way except these students will be virtual. So, they'll be part of a program and included in the enrollment. Yes, ma'am. >> And I and I I don't know that I mean time will tell. I don't think there's going to be necessarily talking about active accountability a cause for real concern because as we're monitoring the students' progress, they're going to they'll have to demonstrate success which should be indicative that they're going to be able to be successful on a native
059course exam that's going to have to be proctored. Thank you at a testing site etc. So, it could actually help. >> Yes, sir. I We we think it's actually going to help because there's so many things that we're going to see, you know, and learn through this process. So, instead of all these students counting for one school and and and being a fairly small number of students compared to other schools, they'll be separated. So, you know, you've got five at Holmes, you've got four at Brandais. So, it'll have less less of a negative impact. The goal at this point is we're moving and it'll be direction from you guys, but we're looking to move to a standalone school especially if we expand, but as Jerry said, you know, we have the legislation, we don't have
060the commissioner's rules. And so, the commissioner's rules are what then give you, you know, some of the specific marching orders and they were supposed to come out, uh, last fall and they have not. And so, uh, so we had to make kind of a game time decision. And I think with the whole committee and even working with Grad Alliance, we actually all kind of exhaled. We think this is the right way to go with our inaugural step out into it, um, as we're learning all the pieces and then then certainly move and hopefully we'll be getting the rules soon. >> I believe UIL has established their eligibility rules, if I'm not mistaken, Jerry. >> Say that again, sir? >> I'm sorry. I think that UIL has established their eligibility rules with home campus. Um, so
061in essence, uh, and I had a conversation with the executive director of actually at the state basketball tournament, but it they're all they were aligning directly what we were working towards, which is uh, if the students are say uh, zoned for Marshall High School, they live in in the Marshall High School attendance zone, they'll have to participate at Marshall High School. They won't be able to participate at Harland, even though that's the associated school. Uh, so, um, out of district, uh, they will have to, uh, participate in first established >> Uh, their zone school. Yes, sir. >> So, um, so I [clears throat] think that's should be all clarified, which was I know was a >> Yes, sir. >> big question. >> Yes, and those are the kind of things, uh, when you know, that
062we've been able to once that decision was made, be able to meet with our special ed department, see what that looks like and works with Graduation Alliance campus personnel, see what if that supports so that we have all that aligned up, excuse me, aligned up uh, for our students. So, we're able to move forward and make a lot of key decisions about supporting students. Also, just to give Graduation Alliance, um, they're the work that, excuse me, the support that they have is also uh, they have academic coaches. So, it's not just the teacher and the student, they have academic coaches that are constantly communicating with the students and the parents. So, they have a lot of support systems in place as well. >> And I just got word from Elizabeth, our director of guidance and
063counseling. She's over at Taft. She says there are about 75 to 80 people over at Taft. So, that's an actually a really good turnout. And if we have that similar number number at Brandeis. >> Um Jerry >> Please. >> I know last time we spoke we were talking about starting off in-house. Are we are we opening it up to outside? And then how many are we looking at? >> This time we just kept it within Northside district. So, yes ma'am. I'll I'll go ahead and continue and we'll get to the number. So, they also hired an executive director. So, a the graduation alliance principal basically of the virtual high school is Don Kaiser. So, she's been a great go-to person working that helps link graduation alliance with our departments and so that she's involved in
064all those discussions about supporting our students. I've talked about support for the special ed and EB students. Just a note, if students do not have technology it is provided by graduation alliance. We have set aside a physical tutoring lab at NLC building F, a physical space where we'll house some graduation alliance personnel there at NLC. As I mentioned earlier, approximately 15% of the students are in athletics or fine arts. So, what that means is they will physically attend the campus for one or two periods during the school day. So, a heart of students that's a virtual high school student that is in basketball, he that student um male or female will come to the basketball period um during that that particular class period. And the students will have uh virtual high school badges, so. Uh
065Ms. Balder, back to your question about the enrollment. So, you can see there's a total about 312 students. Uh 60 ninth grade, 127 10th grade, 125 11th grade. I will tell you that at the time this was uh printed, that's what the numbers were. Uh they could have changed a little bit, but we have about 300, a little over 300 total, and a little over 50 that are non-Northside students. >> What were those numbers again? >> Uh they're on your they're in your packet, ma'am. >> Oh. >> On the next page. >> Oh, sorry. Um so, Jerry, I'm curious. I know I'm dying to go over to Brandeis to see the profile of a kiddo that would choose this. Um any any ideas? Are they kids that I know they're going to have to perform,
066right? Um I mean, I'm just curious about what kind of kiddo would choose this. >> This Oh, go ahead, sir. >> Well, no, go ahead, Jerry. I mean, >> I just say in working with the the temporary council that we hired to help us go through transcripts and make sure that we're getting the students in the right courses, it it's quite it's one end and you know, extreme to the other. So, yeah, you have students who want to compete and be able to travel for athletics. Um we had some students that needed to get some credits back that just wanted, you know, that did not uh that struggled in a traditional environment, and so are given a an attempt in a virtual environment. Um and I think with the support mechanisms in place, they'll they'll
067be successful. They're just for one reason or another, health reasons. Uh so, we saw a different, you know, uh quite a variety, to be honest with you. >> Yeah, And what I would suggest. I I it's going to be an array of uh different needs. Um I think that there will probably be uh some students that are accustomed to traveling uh with uh with parents uh to some degree. I think that um from just from an attendance standpoint, it's a little bit easier to engage. You know, they're going to miss obviously the class that they're tied to the campus with. It's a little bit easier to engage virtually if they're traveling. You know, I I've mentioned this, but Tate Taylor when this program was discussed with our um student advisory uh students, I mean, he
068he was the first to say, I would jump all over this to be able to travel the world and run track meets and set high school state records or high school national records, excuse me, um which is what he just did. >> Best under 18 in the world, not that we're counting yet. >> Yeah. Yeah. >> What a joy he was to have him run a person now. >> But I mean, he did. He was >> [laughter] >> He was really He was sincere. I mean, he this was He was really interested in learning more about what this was going to look like. So, I think it's going to be a an array of of students and um >> Yeah, super excited to launch this. Um again, becoming a campus the following year and eventually
069standing this up with our own staff uh down the line, uh which will be able to provide even more opportunities. So, So, to get to the point that we're having a parent meeting tonight and one again tomorrow night um is a huge landmark uh that we've been looking forward to. >> Um I have another question. How is this um So, like what kind of uh diploma are they looking at getting? Like is how is this uh Are they >> Yeah, they'll receive their high school diploma. >> Right. But like is a Will they have an opportunity >> Some of like distinguished? >> Like distinguished and then like how would it How does this like a How would they also be I guess implemented with the CCMR like requirements. I know what TS TSI you know
070Are those like going to be [clears throat] >> Yes ma'am, we're monitoring that to make sure that they can achieve CCMR. So whether it be through AP courses, whether it be through TSI, whether it be through CTE, make sure there's a pathway there. Obviously CTE pathway is going to be limited on you know what they can take, but that's that was all communicated to them early on to see this is what the offerings are. So yes ma'am. >> Coherent sequence classes is going to be a little bit more challenging. But Jerry to your point, I think they're going to probably be able to qualify more than likely through an AP uh testing. >> Right. We'll have a There is a Excuse me, a CTE coherent sequence, but it kind of goes to the point of
071one day when we can offer this on our own. We'll have multiple uh coherent sequences. Right now you're kind of looking at the computer science pathway uh would you know be the most prevalent. >> That's all you have, right? >> Yes ma'am. >> Our next board meeting can we have that our mean next committee meeting can we have an update on P-TECH? I think >> Yes. >> too late to add that to this. Um any other future items that you would like considered? I guess maybe we'll have scores back. >> Mhm. >> Well. That'd be nice. >> We should have three through eight state comparable. Um the I know they're rescoring today or yesterday today. >> Resulted in some campuses >> So >> increasing. >> We'll have a couple hot hot spots, but overall pretty
072strong. >> Yep. >> All right. Wow. We start We It's actually 1 hour. We started at 5:57 [clears throat] and it's 6:57. >> Woo. >> All right. >> Great. Good.