Pearland ISD Board Meeting - Nov 10, 2020

001thumbs up from uh i called this meeting of the pearland independent school district board of trustees to order on november 10th 2020 at 5 00 p.m let the record show that a quorum of board members is present that this meeting has been duly called and that notice of this meeting has been posted in accordance with the texas open meetings act texas government code chapter 551 let the record show that trustees carbone decker gooden botkin and barry are present The Board of Trustees of the Pearland Independent School District will now. Murphy's here. Where is he? Okay. No, he's not here. He's not in his seat. Murphy's here. All right. The Board of Trustees will now convene into a closed meeting to discuss the following items posted on our agenda this evening as allowed by Title V,

002Chapter 551, Texas Government Code and or the Education Code. The superintendent will present for the board's consideration or discussion of the following matters. And those are sections 551.071, 072, 074, 076, and 082 as listed on the agenda. No voting will take place in the closed meeting. Any action the board wishes to take as a result of discussions in closed session will take place after the board reconvenes in open meeting. It is now 5.01 p.m. and the board will recess into executive session. Thank you. open session at 619 p.m. No action was taken during executive session. Is there any motion to be taken from the discussion. Yes sir. I move that we accept and approve the superintendent's recommendation for employment of personnel as presented motion carbon. Second second second. Any further discussion. Let's vote all in

003favor. Motion carries 6 0. Thank you very much. And Miss Patricia Robinson is here with us. She is the new assistant principal. There she is. How are you? Over. And if you like, the floor is yours. You can share a few words or not. You can just wave us off and we'll keep going. All right. Good deal. Yes, ma'am. Congratulations. Thank you very much. We're looking forward to your success. All right. The introductory remarks were listed to be done by Trustee Murphy. But Trustee Murphy has kindly allowed me to, he has yielded me his time to share just a brief moment with you. Let's go with the pledges first. Mr. Murphy, you as the leader in the pledges. I pledge allegiance to the flag of the United States of America, to the republic for which

004one nation, under God, indivisible, with liberty, and now the Texas flag. Honor the Texas flag. I pledge allegiance to thee, Texas, one state, under God, one and indivisible. All right, Trustee Murphy, do you yield your time, sir? Yes, sir. Thank you very much. The November elections were just last week and it was it's been a great six and a half years and I wanted to just let everybody know that it has been the honor to serve this district. Moved out here in 2002 never thought I'd think about running for office but had the opportunity and I just you didn't get cheated I gave you my all and to everybody out there all the members of cabinet staff. It's been a pleasure to work with you and learn from you. You guys are some of the

005most conscientious people in this community. And you don't always get your due. So thank you very much for what you do for our students, every day what you've done for my students. To the board, thank you guys for putting up with me and learning and working with you guys as well. And Dr. Kelly, I appreciate The time that we got to spend here working together as board president and superintendent, I think that time has been extremely productive. And I also appreciate your patience as well. Anyway, with that said, thank you guys very much. I appreciate it. Thank you very much. All right. All right. We'll go to public comment now. And that's what I was doing. I was bringing up my list of speakers. If my count is correct, we have nine speakers. and each

006one will have three minutes to speak. There's the clock up behind us. We'll bring the clock up. As soon as that's up, we'll get to that matter of fact. Let's just roll. Our first speaker is Donna Murphy. The floor is yours, ma'am. Thank you for giving me the opportunity here to speak today. I just wanted to convey... some concern that this public space for public testimony is not as accessible as it could be to parents and to students in this district. We are in the middle of a pandemic. There are reasons why you guys have a remote option for our students. We did have a remote option for public testimony prior to the last couple of months. It's not clear to me why that went away. And there was a lot of public participation from

007my recollection on those zoom calls. I think that this is, you know, an opportunity for us to kind of redefine how we engage with the public in our district. And so I would encourage you to reinstate the option to participate remotely. People can come here if they are comfortable. I myself was not particularly comfortable. I'm one of what they call the COVID long haulers as a physician who contracted this disease and has had it for eight months. I don't think that it's fair for you to impose upon the public in this way, this requirement that they show up in person. I don't speak just as a random physician who happens to have COVID, but I've actually been doing education and organizing an advocacy around this disease for the last nine months since February of this

008year. And I've done that advocacy at the national level as well as at the state level and locally. And, you know, I think this is a very serious concern that could be very easily addressed by this board. again that is my request to you is to very seriously consider that we've done things in the past that i think you know really seemed to me as somebody who is a parent in this district as deliberately obstructionist deliberately trying to decrease the amount of public participation and you know that's really problematic. This is the one opportunity that we have as parents, as students, as stakeholders in this district to show up in person, to be heard publicly in an official way, to be registered as a part of an official record. And I think that the people

009who are on this board, who are elected officials, who are people who represent us, right? You're there because of us. You should make this accessible to us. Thank you. Next speaker will be Miss Alice Murphy. Well, I'm Alice Murphy, a student at Dawson High School. I've spoken here before last time about racism in the district, and I intend to continue to address it until action is taken to make every student in Pearland ISD feel safe. As you probably know, there were students at Pearland High School this past week that wore Confederate flag clothing and hats to school. If it's not already blatantly obvious, this was completely inappropriate. Not only did this make students feel uncomfortable, but it apparently continued for the entire week. In the June statement addressing George Floyd's passing, the school board and

010the superintendent made a declaration against racism and discrimination. Using the language in this statement, students are supposed to feel valued regardless of their religion, ethnicity, socioeconomic status, sexual orientation, or gender. I know for a fact that I would not feel valued at Pearland High School surrounded by students wearing a symbol like that. Students of color have repeatedly received inappropriately severe discipline for offenses that weren't even that major. A teacher called the police on a six-year-old Muslim boy with Down syndrome for apparent terrorism at C.J. Harris Elementary School. A black student at Berry Miller Junior High had his head colored in for a minor dress code violation. A Dawson High School student was shaved by a nurse for having facial hair. Sadly, I could go on. As NISA's statements, like the one put out in summer,

011are, they're performative and they don't guarantee that plausible action will be taken to protect all students at our schools. I'm here with Paraland Youth Movement and BLM Paraland to say that we demand action. We don't want mere statements anymore. As it was introduced last time, the student-written anti-racist resolution outlines the many ways that Paraland ISD can create a safe environment for diversity of students that we have here. I can see that it's unlikely that this resolution will be passed in its entirety. However, Paraland Youth Movement and BLM Paraland's ask for today is that Paraland ISD simply outlines an effective and transparent response system for racist incidents. This would help to ensure that students are not only treated fairly, but with utmost respect. No student should ever have to be profiled or in some cases assaulted

012as a means of consequence to their actions, even if they were in violation of the rules. Thank you for your time. Thank you. Next speaker will be Vidya Mutipile. Good evening, members of this board. Also, thank you, Mr. Gooden, for your service. For those who may not know me, my name is Vidya. My pronouns are she and her, and I'm currently a senior at Dawson High School. I'm speaking today with regards to an anti-racism resolution that was introduced by students at the previous October 13th school board meeting in hopes to continue urging this board to take action on race. Dr. Kelly has kindly referred us, the student organizers, to the Culturally Responsive Council, whom we are happy to meet with. However, we cannot continue to let an unsafe learning environment perpetuated by racism be brushed

013off into closed-door discussions. As you are well aware, we have once again made the news with the student who wore a Confederate flag to school in the days following the general election. To me, what was alarming was the fact that I had no idea what disciplinary actions would or would not be taken. I did the work of digging around the student handbooks and the codes of conduct. Three pages dedicated to dress code, at least. Any guesses on how much was dedicated specifically to race-based discrimination? It is mentioned as one word in a laundry list of things that amounts to one bullet point on the student code of conduct and two paragraphs in the student handbook. Experiencing racism is deeply traumatic and bears hundreds of years of oppression and brutality behind it. It's not good enough

014to say that disciplinary measures will be left up to a disciplinary officer or principal of each school when there are three pages worth of specific consequences from the first offense to the second offense to the seventh offense for dress code. Furthermore, this district should be well aware of the implicit bias that our district employees have when deciding disciplinary consequences. Need I remind Pearland ISD of the time that we colored in a black student's head with a sharpie and the employees were laughing at him. Not to mention that that individual was later promoted. Combined with the lack of explicit consequences and the lack of effective diversity training in this district, race continues to be a cause of an unsafe learning environment in Pearland ISD. This board should prioritize outlining an effective response to racist incidents in

015the student handbook, including appropriate disciplinary procedures and consequences for discriminatory or racist acts perpetuated by students, teachers, or staff. We cannot continue letting damaging incidents of discrimination and outright racism define the narratives of Pearland ISD students. Far too much is brushed under the rug. I can assure you that even though we do have a reporting system, it's not effective. I personally have multiple teachers right now who have been reported multiple times in the past. Statements like how black students cannot be seen when you turn the lights off unless they smile. This is not acceptable. Just because racism was not intentional does not mean it does not exist. Surely you cannot all accept the fact that passing off racism as an issue to the CRC will solve the problem. You have been elected to make tough

016decisions to act on issues that impact our community. Condemning white supremacy and acting on racism is not a tough decision. It's an easy one. Thank you. Thank you. The next speaker will be Mrs. Arwen Jackson. Okay, so I have a really hard time sticking to three minutes, but I'm going to try. So my name is Arwen Jackson. I am serving right now, I have the privilege of serving, as the choir booster club at Pearland High School president. I just want to say... Real quick, because I know you guys can't reply to things. My kids go to Pearland High School, and that incident was taken care of. It wasn't allowed to go on for a week. Just had to get that out there. I'm not saying racism is not a problem, but it was dealt with

017because I have kids that go there, and I suggest everybody do their research and figure that out. Plus, you cannot tell people what you're doing to discipline people because that's against the rules. Sorry. Thank you for that. So we were. We've had a lot of things we haven't been able to do as participants in choir. Musicals have been canceled. Lots of other things have been canceled. The reason, we were told a week and a half ago by the committee that decided this, that we weren't going to be able to have any live performances even considered until January 21. Not that they'll happen then, but they won't even be considered until then. A lot of the reasons we were given is that it's not our UIL season. What I need everybody to understand is choir UIL

018season doesn't matter to kids or the parents. It's not where the heart of choir is. The heart of choir is our winter concert, which is the most highly attended event for choir, single night. Musical overall has more attendance that go to it, but it's two weekends and six performances. So the winter concert is huge. We've been told, you know, with them saying there's nothing to even be considered until January, that takes out Kenneride Christmas Tour and our winter concert. And I feel like we've already taken enough away from these kids. So as a kid, you're sitting here watching an entire football season be allowed. I'm all about football. Don't think I'm anti-football. But they're seeing the entire drill team perform. It's not their UIL season. They have a UIL season in spring. You see band

019perform. I know they have marching UIL very soon. But the whole concept that ours is not UIL doesn't really stand up for criticism. So there's a lot of hypocrisy that the kids see. And the answers they're being given don't hold a lot of water. There's been no in-class transmission during singing between choir students at all, and they do a lot of singing. So I feel that this is not something unsafe, and I would never propose that, and neither would my choir director. Also, I don't think you know that Kenneri has only had 16 people being able to perform at their anthem instead of all 24. No good reason for that when you have the entire band performing. We're asking for consideration for live performances. not in 2021, but right now. So thank you. Thank you,

020ma'am. The next speaker will be April Stowers. And was that Stowers or Stowers? Stowers. Stowers. That's fine. Thank you, ma'am. Hello, I'm April Stowers. I'm the president of the Pearland High School Theater Booster Board. I want to share the impact to the theater program as well as to the students of the district's decision to delay live performances until possibly January when it's theater's UIL season. While for athletics, a UIL season means many games in front of an audience, for theater, this means only a single one-act play, which is typically limited to a cast and crew of less than 20 students. and lasts about 30 minutes. The students involved are already invested in the program with the most advanced skills because they are competing to win. There's typically one pre-competition show for parents and then the

021competition itself, which may also be only one show unless they advance. So UAL does little for engaging students and building the theater program. So what does accomplish this? Two signature events. One is musical and the decision to cancel it has already been made, which frankly is inconsistent with other districts around us. The other signature event is Fall Show, which this year is a small virtual production performed primarily in isolation for a lone camera. Previously, Fall Show would have had either a large cast or been double cast to increase student participation and to bring additional interest from family and friends through multiple performances. Students from local junior highs have the opportunity to attend as a group and speak to the cast and crew after the show. Without that audience, the magic and opportunity to inspire young

022students to engage in performing arts is lost. What could have been a strong year for recruiting and building the program with a new director joining us from West is now languishing. This can be partially rectified if the committee will reconsider and allow the junior high students to come to PHS, watch the virtual social distance, and still have the Q&A session. This is key to motivate future students to be a part of PHS program rather than going exclusively to community theaters where performances are continuing. The theater program also needs a way to properly recognize the students who have earned the right to be inducted into National Honor Society. Ceremonies like this for students and parents with the edict of no live audiences, even masked and distanced, this in-person celebration continues to be delayed. In summary, it

023is truly imperative that live performances are not just a possibility. but are absolutely allowed to proceed. The production being considered for January will be crucial to build the sense of belonging for theater students and a last opportunity for many seniors. We recognize that audiences size may need to be limited. We recognize that performance and crews will need to be social distance. But the feedback I have received from students is they will take anything to get the experience, the joy of rehearsals with friends and performing live on stage once again. It these are unprecedented times and the community needs a place to go and escape reality and when we believe this can be safe at PHS theater is by nature a public performance event to disallow an audience is to fundamentally change the fine arts curriculum

024Thank you for your consideration. Thank you, ma'am. The next speaker will be doula of do Thank you. Good afternoon. I am here in support of the resolution the students are proposing. I just saw it. I have been retired for 20 years and I decided this subject is important to show up. And it is really criminal to create a hostile environment for students because they are our future. They are really an asset to our community, an asset to our nation, an asset to the world. we have to create a very conducive environment so they can drive and be the best they can be. So in 1984, I moved to Pearland. When I moved to Pearland, because I moved to Texas because Texas is supposed to be, and it is, one of the most friendly environment, south

025of hostility and what have you. When I moved to Pearland, I moved to subdivision, and what happened was... In the neighborhood that I was, I saw, I start seeing big flags when I moved in. And I had no flag. I'm originally from Africa. I'm from Ethiopia. We were not colonized because we fought back, you know, for integration, the British, the French, and what have you. So we have that independent spirit. So when I moved down there, I saw one flag in front of my garage. You know, this guy opens it, I see it all the time. Then another one popped up in the middle of the subdivision in front of my house. There's another one in there. corner. So I start asking, what is this one? And eventually my wife found out and she told

026me I was really scared for my family, for myself. And it is very intimidating. Sometimes if you get hit by a brick or a stick or a gun, you can heal. But these things leave a scar on you. And after that, when I see this flag, really my blood boils because I get scared and I just really get mad. Why these people hate you for no reason? African Americans in this country, they were slaves. Then they suffered 400 years of racism and discrimination. Think of yourself being a slave and left out without anything, or just a child left without anything. So one of the reasons you have this prejudice, to my belief, is because of economic disparity. You come to an environment that's not giving you all the opportunity. You come to an environment that's

027not sustaining or equalizing that opportunity. So you are really not getting a chance to level the playing field. And there is economic consequences also creating an environment for the school. Parents. They have a choice to take the students to charter school, private school, home school, or move out. When people ask in Houston where they move, they want to move to Sugar Land, they want to go to Pear Land. Now Pear Land has been, the name has been stained because there is an incident. I'm sorry. Yes, sir. Thank you very much. Marcus Turner. Good evening, board members. My name is Marcus Turner. I'm a concerned parent. And I am here today to express my concern for the dress code violation that took place in Pearland High School last week. To be clear, I'm specifically addressing the

028fact that Pearland High School students wore Confederate clothing to school. I asked my child how she would feel if she were to come face to face with this incident. She goes to Dawson High School, by the way. Her response was that she would hurry past and do her best to stand clear. Obviously, her reaction would be that of fear, and I find that unacceptable, especially given the fact that I've been a resident of Pearland for over 20 years. Heck, I was here when this was a Walmart. Though my child was not directly affected by this, but someone else's child was. So I'm speaking for them and for my child when she goes back to school. So with that said, I want you all to know that I'm disappointed. I'm disappointed in the fact that these

029young men chose to stir up chaos, controversy, and hate. And I'm more disappointed that our public school allowed them to slip past the front door. While it is possible that they changed their clothes at school, they were not immediately confronted. For that I'm disappointed in how the school handled the situation and I'm also disappointed in the rather tepid response by the Pearland ISD media contact. So given our current political climate in America, these days I want to be assured that Pearland ISD is not passive concerning this issue. I want to see a proactive response to this incident to let folks know that this will not be tolerated. The next speaker will be Eti Gulati. Good evening, board members. I'd like to speak on the most prevalent issue that has continuously been neglected by this administration,

030blatant racism. Instances of racial profiling and expression of hate are no stranger to Pearland ISD. In response to said cases, the district has time and time again released empty statements after much prompting and anger, and then took a seemingly concrete step, the creation of the Culturally Responsive Committee. However, with virtually no authority over policymaking, the members are merely figureheads positioned to present a facade of cultural sensitivity and keep intact the diminishing reputation of this district. Just earlier this month, students at Pearland High School were seen dressed in the attire of a group that has historically defended the oppression of an entire community based on the concentration of melanin in their skin. One male was seen wearing a shirt with a Confederate flag and another was seen with the same symbol on his hat. The district

031chose to more thoroughly respond to a news outlet, ABC 15, than it did to the very concerned parents and students on the disciplinary actions. that were taken and addressed to the two boys. They said that they faced quote unquote disciplinary action, but they failed to elaborate on what that entails to the very people whose livelihood is contradicted by the demeaning symbol. In seeing the lack of actions the district has taken, students of activist organizations, as previously mentioned, took matters upon themselves, drafting an anti-racism resolution asking the district to commit to efforts towards establishing a safe environment for students that are black, people of color, and of indigenous populations. The resolution further proposed the acknowledgement of past incidents of racism and the delivering of appropriate transparent responses given to address them. which were to be recorded

032in an online record keeping database. This resolution promoted an objective for decreased academic racial disparity, the updating of curriculum for historical accuracy and anti-racist features, and the outlining of suitable disciplinary measures for acts of racism in the student handbook. Instead of deeming a clause of this resolution as unreasonable or invalid, the entire proposal was dismissed at the board meeting on October 13th. With such jurisdiction against competent consideration and sensible decision making, our schools will not cease to see such incidents of racism and hatred directed towards staff and students from our very own community. Lastly, I would like to reiterate the poor accessibility of board meetings, the poor accessibility of board meetings, not only in terms of proximity from the very people they serve, but also the lack of opportunity for remote public statements. These regulations

033disproportionately impact those that are immunocompromised and those that have inadequate access to transportation. Thank you. Thank you. The next speaker, our final speaker, will be Sitiana Abdu. Hello, my name is Sityana Abdu and I'm a junior at Dawson High School and I'm here with Black Lives Matter Paralympic and Paralympic Youth Movement. It is apparent to anyone paying attention that Paralympic ISD's efforts to create the diverse and welcoming environment that they boast about are half-hearted and ineffective. The recent event at Paralympic High School is not the first time students have openly displayed racist behavior, making other students, including myself, feel unsafe. I would like to ask, were these students, this is a rhetorical question, were they dress coded for the short sleeve or for the Confederate flag that was on the shirt that they were wearing?

034These students were allowed to walk through the schools for a considerable amount of time without getting disciplined, but students of color are not allowed to walk through the doors of their school without getting dress coded for something as harmless as wearing ripped jeans or a dress that is too short. Keep in mind, these rules are not enforced equally among all students. My experience in Pearland ISD is similar to many other students of color. We all notice a lack of diversity in our advanced classes, which leads teachers into thinking that we are not as smart as other students. Through this and other incidents faced in the district, like teachers making derogatory comments, promoting racist teachers, and continually refusing to condemn white supremacy, it is evident that the district does not prioritize anti-racism among its staff or

035strive to diversify its AP and GT classes, even though diversity is supposedly a strong suit of this district. In addition, the administration's lackadaisical approach to disciplining racism influences teachers who feel no need to reprimand their students, especially if their superiors aren't. In the eyes of the district, being late to class or out of dress code is worse than being racist. Pearland Youth Movement and Black Lives Matter Pearland, along with the student body as a whole, are tied to Pearland ISD's performative statements and proposed R resolution. The Pearland ISD Board of Trustees should prioritize accountability and transparency by explicitly outlining an effective response to racist incidents in the student handbook, including disciplinary procedures, along with a transparent warning system and consequences for discriminatory acts perpetrated by students, teachers, or staff in all schools. Thank you. that

036was our final speaker thank you all very much for coming down we will move now to the board member committee report and do any of the members have anything to report from nothing what i'll note that dr kelly there was a safety and security committee meeting and we'll get you all some notes from that for your for your edification Right. The next item will be the consent agenda. Mr. Goodman, I just wanted to point out that there's also the Pearland Education Foundation. Yes. Fall fundraiser, I think is what they're calling it. And that's this Saturday night, the 14th. So for anyone who's interested, just check out Pearland Education Foundation. You can gain more information there. Right. Not just us, anybody else out there who wants to go too. Y'all can go. All right. The consent

037agenda is presented as items A1 through 4. Is there any item a trustee would like to pull? Hearing none, is there a motion for the consent agenda? So moved. All right. Motion, Carbone. Second? Second. Second, Decker. Any further discussion? Hearing none, let's vote. All in favor? Motion carries 5-0. Next item is the consider to approve the 2019-2020. audit financial statements. Wade Whitlow is here with us. Thank you, sir. Good evening. I'm Wade Whitlow, partner with KM&L. Starting off, we had another successful year for the financial statement audit. Georgianni and her staff worked very, very hard to get us all the information we needed to... perform our procedures and conduct our audit in an efficient and timely manner. They're a big reason as to why we're here at this meeting with with a annual financial report

038that is top notch. A part of the top notch CAFR. that's prepared by Georgiany and her staff has led the district to receive two financial reporting awards, one from the GFOA and then one from ASBO. And these are included in the introductory section of the audit for excellence in reporting. So that's a tremendous credit to Georgiany and her staff and the district as a whole. We're issuing three letters within this annual financial report. The first letter is our opinion on the financial statements themselves. We're issuing an unmodified opinion. That's a clean opinion. So what that tells the reader is after our opinion letter, what they're going to read is materially and factually correct. The second letter that we're issuing, and it's in the federal awards section in the back, is our report on internal control

039over financial reporting. So what we do as auditors is we come in and we utilize a risk-based approach. And within that approach, we test varying transactions depending on our risk assessment, and that leads us to develop our audit procedures to perform the audit. As we're doing that, if we run across any issues, any deficiencies in internal control, this is the letter where we would report those. We're not issuing an opinion on the on internal control, but if we find any deficiencies we report those in that letter Happy to report that there are no deficiencies In internal controls that we're reporting the third letter which is directly behind that letter in the federal award section is Our opinion on compliance with major federal programs We identified two programs, major federal programs this year that we tested

040compliance on. The first was the special education grant cluster, and the second was the ESSER grant, which came about from the CARES Act. Within that opinion letter on compliance, we're issuing an unmodified opinion on compliance. We did not find any... any issues with compliance as it relates to the controls over compliance and that's also included within that letter within the current year in years past it's been about three years now where there was a big accounting standard that came out that affected this report there were no new standards issued that directly affected the district as it relates to this report uh we provide limited assurance over the budget there's three budget versus actuals in here there's nothing negative that we're reporting from a budget standpoint everything looked good from that standpoint as well lastly there

041are some other letters that are included that aren't in this report that are included with the issuance of it that we're required to issue there was nothing in that letter that we need to draw anything specific to it's just there that it's required to be issued by the auditor so with that I'll take any questions if anyone has any thank you sir members any questions I'll say to Mrs. Carter that every year the the report that we get gets better and better with the information and presentations we really appreciate you guys pushing the bar thank you for your service on the on the audit this is gotten to be what we expect, the unmodified opinions and material correctness. So were there any questions? If there are none, I'll... I've got a question, Charles. Sorry. Yeah,

042go ahead. I don't know if this pertains to Georgianni or the auditor, but do we, on page 32, the statement of revenues, do we expect that, do we expect that the 116 day of operating revenue to change at all for this year? Yes, ma'am. Yes, definitely. Okay. We are, as you saw this last month, we brought a budget amendment. And so the budget deficit increased. And due to the failure of the TRE to pass, remember that budget amendment included those four cents that were part of the election, I'm sorry, of course is going to increase the deficit. So right now I'm projecting it out, just considering those issues. 96 days. 96 days? Ending next year. Ending this year, I'm sorry. Of course, right now we're still in the middle of a lot of guidance from

043TEA as far as what they're doing due to the lower enrollment, like any other district. They're holding us harmless one additional grading period for the first three grading periods. six weeks rather and we don't know how it's gonna look for this next semester it's likely going to be similar to that so a lot of our formulas are going to change based on the guidance that we keep receiving from TA so it's it's a moving budget it typically is about two three times a year you'll see a budget review as the months pass by but this year in specific it's a very challenging year Um, so there's a lot of unknowns because of Kobe. And are you referring to the one to one devices as the budget amendment that that's part of the budget amendment? Yes.

04416 to 96 days. Yes sir. Okay. That's that's part of it. And then of course we had a lot of expenditures for personal protective equipment and other items related to the pandemic. Thank you. Thank you sir. Any other questions? All right, hearing none, I'll entertain a motion for approval of the 2019-2020 Annual Financial Audit. So moved. Was that Mr. Murphy who got in there first? Yes, sir. All right, motion Murphy. Is there a second? Decker. Second Decker. Any further discussion? Hearing none, let's vote. All in favor? Motion carries 5-0. All right, thank you. Thank you all very much. All right, next item, Dr. Kelly. consideration to approve the request for state flexibility to meet minimum instructional minutes yes mr. president members of the board you may remember that last week it was asked of me

045by the board to draft something that we could address a central problem within the school district this year due to the pandemic and that is a basically universal belief among teachers and principals and so on that teachers do not have adequate time for planning. They really appreciated the first four weeks of school because under TEA's rules, we were allowed to have what's called a hybrid schedule allowing Friday to be used for those purposes. However, after that first four week period expired, that's no longer required. So, a pre-request, I don't know if you can show this on the screen, but I wrote the request, I see it. potentially going up to the commissioner at TEA and then also to the legislature when it meets in January. I don't know how fast they can act on this.

046I had a personal conversation with the commissioner last week about this, and he was receptive, but I'm not sure. I think legitimately in his favor, the issue he would deal with is people's abuse of it. Because basically our request is that on Fridays, some Fridays, all Fridays, that the school district get the required minutes by just providing asynchronous instruction or remote instruction for at least some Fridays. and I think his concern is that that might be abused in some districts where they turn to an excessive amount of asynchronous instruction rather than on campus. In our case, we certainly wouldn't do that. So I guess I'll stop there other than to say the final point in this. request is that the Pearland ISD trustees and administration request the Texas Education Agency and the Texas Legislature provide

047greater flexibility with regard to the 75,600 minute requirement such that a portion of remote only learning administered by the school district can be counted towards a portion of the minimum minutes requirement and still enable full district ADA funding. So I'll stop there and answer any questions or welcome any edits or however you'd like to approach it. Dr. Kelly, I know that you spoke with the commissioner, but have you had a chance to talk to any other superintendents? Yes. Everybody loves the idea. They have a certain amount of skepticism as to whether TEA will go for it. But, you know, maybe the outcome of tonight might be for me to then take this to other superintendents and say, would you sign on maybe with your boards? I guess it would be helpful if we reached out

048to fellow trustees across other districts that we're friends with or whatever that we would share this resolution as well from that side yes ma'am that would be very helpful it seems like if we stand with other districts in our presentation to the TEA that they may be more receptive to the idea yes I agree So are we seeing the same hardship across other districts? I know you may not have a lot of insight. Yes, everywhere. So you're seeing everybody having the same issues? Call it the same problem everywhere. Now, another thing that the commissioner mentioned to me is he kind of got hit with it cold when I brought it up with him, but he said he thinks at least part of that may be statute-related, meaning that he may have to wait on the

049legislature for guidance. Not necessarily until January if for example Senator Taylor and the others kind of showed we're for this then maybe he can move a little bit faster as has already happened with the whole harmless funding that we received this semester. That was Senator Taylor and Ed Thompson and others helping us. So you're saying that after passing this resolution tonight, if we passed it forward to our locally elected and maybe Dan Huberty as the chair on the representative side, that that might do us some good? I would think he in particular would be particularly receptive, Dan Huberty, and of course Senator Taylor maybe on the Senate side. When you had the discussion with them, did they talk about? the commissioner uh listening to about failure rates and things like that was that part of

050the discussion yes because a lot of the for what i'm gathering is a whole lot of online teaching but not a whole lot of online learning in fact when we get to the covert report i'm going to give you some statistics on that for us we're a lot better off than most districts but in some in some districts 50 to 60 percent of the remote learners are failing uh one or more subjects but the commissioner recognizes those recognizes it And he has helped, and again, I'll get into this in the COVID report, but he has helped with basically giving districts more teeth to be able to say to struggling students, we need you on campus. I'll wait for that. dr kelly last month when we started talking about this resolution one of the pieces that

051we were talking about was teacher stress obviously in this and you had a meeting following this i do believe with our principals or roundabout but i'm just wondering if you're getting a feeling or feedback as results from principals discussions with staff are they feeling a difference are you noticing or hearing anything different has any It seems to quiet down on the social media side, but I don't know how you're feeling about it from the... Well, I don't feel like I have a tremendous amount of new information there. That meeting was very, very helpful because all 23 principals spoke in depth about what they were seeing. And their basic message was this is extremely difficult, the particular model we're under, but we need to stick with it. And the teachers are getting better and better at

052it. they get a lot better at it if we could also have some flexibility for time for them to plan and not always have students right in front of them. Well, I think some of the decisions that you made, too, was that you lessened the teacher evaluation. Yes, yes. There were several things, and we're still going to be bringing to you another couple of ideas in December, which we think will be very meaningful. But essentially, with teacher evaluation, it's reduced to the bare bones for those who need it and not. an elaborate elaborate process which is what texas normally requires well i'm wholeheartedly in support of this resolution and look forward to voting on it this evening thank you dr kelly for bringing it forward all right any other comments if not i will entertain

053a motion i make a motion to pass the resolution as presented second motion carbon second decker any further discussion hearing none let's vote all in favor motion carries 5-0 next item is the report on safety audit results for the 2017-2020 cycle. Now, Dr. Kelly, was that in for just board information? Well, no, there's going to be some explanation, but could, Mr. President, could you entertain maybe a five-minute break for us to get our act together on that? Sure, sure, sure. You want to skip to something else or you want to just five-minute break? No, well, a break would be better because actually I'm also looking at the next report afterwards that also I need to check and make sure we're ready for. Okay. We'll do a five-minute recess at 7.06 p.m. at 7 13 p.m

054we will go right into our report on the safety audit results for the 2017 2020 cycle mr burger yes sir thank you sir texas education code 37.108 requires that school districts every three years do a safety audit which is really a self-assessment to identify our hazards threats and vulnerabilities and work to be proactive in our measures there was a report typed up a summary in the board notes. You had an opportunity to read that. If you have any questions or concerns about what was reported, I'm here to answer them for you. So along with these recommendations, some of them were, you know, like the intruder that our report on the bullet to that is a bullet to we're talking about the gender that will just the whole. The whole thing that they were able to

055be there unrecognized for such a period of time and that kind of stuff. To clear up that a little bit, only one school allowed us to enter the building without a key. Ninety-six percent of the campuses kept us out. Then we used a key just to see what would happen if somebody was able to gain entry and how quickly they would be stopped. The mail intruder was stopped every time. When I used a female intruder, they were stopped 25% of the time. So working with Mr. Hayes, who's our new director of school safety, safe and secure schools, we are going to work to be proactive that any body on the campus that does not have a visitor's badge or an employee badge needs to be stopped regardless of gender. I'm glad you clarified that because

056it looked like just random, you know, any time that this was happening. Yes, yeah, that was a very comprehensive report on what the recommendations were. Were there any other questions? Well, I'm saying like here on the bullet item four, it says Paralympic State has implemented layers of additional protection to harden schools in an effort to prevent accessibility. Can you elaborate on that or is that just too detailed to go into? Well, a lot of the things you're aware of what we put in the bond we have. Obviously, we're extending the bullet resistant glass in different areas. The security vestibules, which have been very helpful for protecting our schools, not only from intruders, but also the COVID virus for helping us with social distancing. Also, the lockdown buttons that we've installed, the extensive cameras that we

057are adding. communication systems that we're adding. And then of course, with Mr. Hayes coming on board, we're adding tabletop exercises, some programming and some drills, some training. And the main thing we want to focus on are what we call after action reports or after action debriefings. A lot of times something will happen in a school and we deal with it, but because school is so busy, we move on and don't have time to debrief. What do we do right? What do we do wrong? and that's where we learn the most in these emergency situations. So we're gonna make sure that we begin to practice those on a regular proactive basis. So is that gonna be something that's gonna these drills are gonna regularly occur? Yes, sir. Randomly. Mr Hayes is on top of it. And

058now that he is in place to be the person to watch this and to help the principles become more aware of what is happening, you will see more common information coming about the drills, the safety protocols and the things we're putting in place. I know that you were adding more security cameras. Are there specific classrooms that you have? targeted for a reason or is it just more interior? I mean the only classrooms we have security cameras in are life skills classrooms but hallways in different locations where we've installed these lockdown buttons we want to make sure that we have coverage of that lockdown button one to make sure if it's pressed accidentally or intentionally but no person was there like a false alarm we can monitor that and hold that person accountable and the other

059is to make sure we increase our coverage of any safety measures or issues or threats that may be coming on the campus. As you know, two years ago we brought the Genetec system on board, which has brought together our access controls and our cameras to help us monitor threats and alerts quicker. Mr. Berger, do you know how often you will actually perform the same type of... audit where you will try to enter the schools and see what the response is? We are working with Mr. Hayes and the SAFE department that we want to do it on a monthly basis. We want to do it on a rotation. We got in a habit of, you know, it's a three-year cycle. You get a little lazy and complacent. You wait until the last year of the three-year

060cycle to do these things. Now that we have this department in place, we want to make it a regular occurrence that happens regardless of the cycle because it's best practice. Thank you. Mr. Berger, with the... masks you know and entering schools and stuff like that i'm assuming that's opposed to a security issue how we it is difficult to recognize i mean even standing in here you know people but you look at them you're like do i really know you because of the mass so it is difficult with with students the lower levels they don't have ids at the higher levels with the high schools you just push the student ids but you'd be amazed at our teachers they know their kids way better than we do with the mask or without a mask they can

061look at how they walk in the hallway and tell you that's johnny It's impressive. Right. Anything further, members? Thank you very much. And it may be not the place, but Mr. Gooden, I want to personally thank you for what you did for us when I was the principal of Pearland High School and what you've done for me personally, professionally, and for the district. Appreciate your service. It's my pleasure. Thank you very much, Mr. Burger. The next item, the next report, is positive behavior intervention and supports in the restorative practices administration. Board members, we have both Dr. Nixon over special programs. We also have Bonnie Scheidt, Director of Secondary Curriculum and Instruction in the district. I want to give special kudos to Lisa, and those special kudos are this. This is the third month in a

062row that Dr. Nixon has given us a report while she's in the midst of treatment, including today. She has insisted on going through and doing this report and we all in the senior cabinet and administration we greatly admire Lisa for right in the middle of all this doing all this work. well great thanks we're done i've never said that before in a presentation okay um well we appreciate having the opportunity to kind of really touch base again it was about a year ago this month that we first presented our positive behavior intervention supports or pbis and restorative practices and i'm i'm really proud to say that i think we've made a lot of movement towards that. We had, you know, lots of great plans. People were on board, excited to start. We had some really

063great plans in January and February, and then COVID happened. And so, you know, I wish I could stand before you today and tell you that everything that was on our plans, our action plans, happened. But we had to change gears a little bit. You know, we have one-to-one laptops. We have remote learning. And so a lot of... those most pressing needs took priority, which they should have. So we're going to kind of share with you, review a little bit about the process and where we are and where we're moving on from here. Again, the purpose, there were really three things that we were looking at. First is the culture of responsive discipline, creating safe and conducive learning environments. And then looking at our exclusionary discipline. You know, ideally we want instruction to be the main

064focus. And so when discipline or behaviors start to interfere with that, we wanted to try to respond in a more proactive way to set really clear expectations for our students. And so that's where PBIS comes in. PBIS is a framework that provides for us that opportunity to clearly state our expectations, to practice those expectations in all areas of the building so that everybody is on the same page, we're using the same language. So as it states here, our elementary campuses are actually in year four of our PBIS implementation. So they've gone through and looked at what we call tier one. interventions which are for all students and tier two interventions with our students that maybe still struggle with behavior this is our first year for implementation for middle school junior high and high school the

065primary thing this year that we're all doing is looking at our school-wide behavior expectations of be safe be respectful and be responsible so throughout the building whether it's the cafeteria it's a classroom it's out in an athletic field all of our expectations are surrounded by between among sorry those three expectations so that the language is consistent from k-12 when we talk with students about behavior because it must be taught just like our academic skills it's always going to be around our be safe be respectful be responsible The second component for our group was restorative practices. You know, we need to look at building community and we need to be building positive relationships between students and with our teachers and staff and our students. And the restorative practices guide us to that. There's many strategies within

066restorative practices that would allow us to do that. One of the things that our group is focusing on is also using data as a tool. Part of PBIS is to look at your discipline data and be able to identify where are some areas of concern. Are there significant numbers of incidents in the cafeteria? So if so, we need to look at that. So just as an example for you, one of the things that we look at, this is a discipline action summary. It is something that is submitted through PEMS. But what it looks at is, in this case, what we call exclusionary discipline, which is ISS and OSS. So by looking at data like this, when we look at all students, which is that top row is all students, and we look at each of

067the student groups, and we look at race, ethnicity, male, female, special ed, economically disadvantaged, we want to look at those groups and see is there any differences or discrepancies between and among those. If there's some areas that is really going well, whether it's for the district or even particular campuses, what is that campus doing? What is something that we could replicate at the other campuses? So one of the focuses of PBIS and why we selected that is that it does have that very objective data piece that allows us to really look at how are we doing and where are some areas that we may need to focus on. And so we're working with both our district leadership team and our campus leadership team on learning how to do that. And with our elementaries, they've had

068an opportunity to have some coaching. And Don Lissy is here. We use Emergent Tree. And each campus has that opportunity for some individual coaching on how do I use our data to help our campus. Bonnie is going to share a little bit more as we move into our leadership team. So like Lisa said earlier, we had a lot of momentum going on the implementation. And I'm going to talk a little bit about what we kind of did before COVID. And then we were still able to implement quite a few things this summer in regards to professional development for our administrators. You know, we were going forward. We had a lot of plans. And now we want to kind of regroup and come back and see where we can make adjustments to continue this implementation. One

069of the things that we did is we put together a district leadership team. It was a group of administrators, principals, assistant principals, and a lot of them that were on this team were very passionate about implementation of PBIS and restorative practices. And we met and we basically came up with a 10-part framework of implementation. and we broke off into small subgroups, and in those subgroups, we developed an action plan for each one of these components of our framework. Each component had strategies, or each action plan had strategies, had people responsible, who the stakeholders are going to be, and then what we needed to make sure that happened. This is just an example. Professional development was a big part of our action plan. How are we going to provide PD to our administrators and our teachers?

070So the. What we have done, what we were able to accomplish in light of COVID is we were still able to bring Dr. Lang from TEA to our district via Zoom. She was able to hold two or three overview trainings for our administrators, some counselors, and some of our APs. It wasn't the same as in person, but it was still a very thorough training that we were able to provide. We did that over the summer. We also provided an administrator PBIS overview training this summer in June. It did focus on the school wide expectations for PBIS so we can have that consistent, be safe, be respectful, be responsible across K-12. And then Dr. Nixon, of course, she provided a great training to our elementary APs on respect agreements and circles, which are Tier 1 interventions

071that fall under restorative practices. and you have a book that we were able to provide you with. Each of our administrators that participated in our training received the Restorative Discipline for Schools, little book of Restorative Discipline for Schools, and we also were able to provide some other tools and resources for our campuses. So one of the other parts that we are in the works, I would have to say is in the works, is regrouping and coming back because one piece within our framework is developing a campus behavior leadership team. And that campus behavior leadership team should consist of a diverse group of members. They also need to start with what Lisa said, looking at the data, looking at the specific data at their campuses and where they can make improvements. So some campuses have been

072doing this for years. Some we need to come back and work with those administrators and develop those campus behavior leadership teams. A couple things that we have coming up hopefully when we do get that momentum back we want to come back to Dr. Lange from TEA and go forward with training the two-day training that comes after that administrative overview and provide that to specific leaders on our campuses. We have put in place remote learning school-wide behavior expectations. So some of those students that are participating in remote learning, they have received their be safe, be respectful, be responsible, basically their expectations of how they should conduct themselves at home while they are remote learning. And we have also had the opportunity or have been selected. Our district has been selected to participate in a region for

073equity collaborative. Mr. Berger, Dr. Watson, myself and Dr. Vaughn and Dr. Nixon. The five of us are getting to participate in that collaborative. We have had one session thus far, and we're really excited of what we can learn going forward and what we can take back and strategies we can bring back to the district. And then I think. you discussed year four collaboration with emergent tree that's been working well Don Lissy has been planning with elementary campuses and implementation of PBIS for quite some time so we're hoping to continue that momentum into grades 5 through 12 and that's all we have you all have questions so what's your hand I mean we talked about the last time y'all were here the end game and trying to be able to ISS situations and things of that

074sort. Is there any data to support whether or not this type of this is really working in that area or is it kind of too early to tell? I would say that at this point it's probably a little bit too early to tell just because as we were just beginning to get organized and to develop those campus teams where campuses were making plans to start this school year that got interrupted by COVID. I can tell you from the research, yes, this will definitely help with that exclusionary discipline. And that's really what we're looking at is trying to keep kids in class. you know you want to create positive learning environments but you also want to you know try to do whatever we can to help that behavior in such a way that we don't send

075them to ISS, you know, to keep them. And if there is a behavior, let's say a student does something and there has to be a consequence, intervening at that point to say, okay, you made a mistake. Do you understand? Why is it that you did that? You know, if we have a kid that has 38 tardies and has been to ISS for six days, right, why is that student tardy? Maybe it's really far and the student's not good at advocating for himself and, you know, doesn't say anything. feels like the teacher doesn't like him and so he doesn't want to go to that class where perhaps a conference or a conversation could remediate that situation so that data piece is really helpful because when you start to see a pattern you can intervene And so

076that's what both that PBIS piece to clearly state these are the expectations and to teach kids behavior, even middle school, junior high, and high school. How do I behave? How do I respond to adults? And then be able to form those relationships through restorative practices so that you can have those conversations when you start to see those patterns of behavior to say, hey, talk to me. What's happening here? We don't want this to keep. continuing because that a lot of our I assess is really repeated behaviors. So if we can intervene after the first or second time, then then we could greatly reduce the number of days kids are out of class. So you're talking about the the infractions that are, I guess, less severe or something like that. I mean, in years past, we've

077had instances of vaping, for example. I mean, you know, just to pick something out of the blue, that's kind of mid mid. level I guess. How would you guys intervene in that situation? There's a couple of things we would do. One is that we need to identify is it just once that it's happened? If a student that goes back that second time, then there's questions about what can we do to intervene? Is there student education? Is there parent education? You know, vaping is a difficult one because it's new for all of us. And so trying to identify, again, why students are doing it. What are they getting out of that? And helping them understand how dangerous it is for them. But how do I make a better choice as a student? How do we motivate

078that student to want to make a better choice? so you're finding the root cause and going and trying to correct that would dress code and fractions fall into that scenario i i would say looking at our data of isos especially at the secondary level there's a lot of tardies you know that just accumulate and so i think by looking at the data if we can step in and say wait I see that you've been tardy you know five times but only to six period then look are there a lot of you know do I have a 28 in that class you know what what may be happening am I intimidated by another student in that class you know having that conversation with that student and so we've got to be talking to students in order

079for them to feel comfortable really opening up when there's a problem and how many times might you want to have this conversation before you actually say okay Now this isn't working. How do we, what's the next step? I guess that would be ISS or whatever. So I mean, is there a number? It's hard to have a number. As an assistant principal, it would be easy. My job as an assistant principal would have been easy if you told me, here's your chart, just kind of find it and go. But every situation with every student is so different that really in order to correct the behavior, to really find out what's happening and come up together with a good solution, you're going to have to really investigate. You're going to have to talk to the teacher, talk

080to the parents. You know, check grades, check attendance. You know, observe the student. As an assistant principal at secondary, you can kind of watch. You know, if I know that Bonnie's late to sixth period every day, I might kind of hang around where that sixth grade classroom is and say, you know, what's happening there? If I see a bunch of kids that are standing there, once they go into class, Bonnie goes in, hey, I know there's a problem right there. So it's trying to do that. Now, it's hard. I mean, it sounds easy. As an assistant principal, you've got so much to do, but it's kind of like putting that time in on the front end would ideally save a little bit, you know, once you're able to intervene. I mean, it sounds easy, but

081it's tough. It doesn't sound easy to me, to be honest with you. I mean, it sounds very. I mean, it takes time, and that's what's really, I think, hard for our administrators is they have so many jobs every single day. And so it's trying for us, I think, with this to create a framework that makes them more efficient. If I can interrupt or offer one other idea. I think for me the way I think about it is that We're being charged with not just educating our children and reading, writing, math, and all of the subjects that they take, but we're also being charged with teaching them how to behave or teaching them how to respond correctly in an environment. And I think there's all kinds of things that are mitigating factors from the outside world

082or parenting and kind of the way parents are pulled that we're... We're charged with teaching kids discipline, and we're charged with teaching them how to fit in a greater world and a greater classroom and how to respond to their peers and what their impact or influence is on the way their behaviors impact others. And so it really is teaching it, you know, taking it on as another subject in which we're starting at the elementary level and building and teaching them responsible behaviors throughout their career. in our schools that that concept of a well-rounded student when they leave is not just about um all the the educational factors but it's about behavior and how to know how to exist in the world too and just to piggyback off of that A lot of what we are

083trying to put in place right now, and I go back to the tier one intervention, it's the building blocks. We're not just, you know, some of these kids that have been dealing with discipline over the years, if we would have been able to build that relationship from the beginning with that student, we could have. some of the things that they may be doing or teach those expectations ahead of time. So we're starting with that tier one with our administrators and hopefully going on to our teachers and so on. I'd say it's a different frame of mind for our teachers and administrators too. It's a really different way of thinking about how we do education. And so it kind of tilts everything they do where it's tended to be a lot very consequence driven, like conduct

084marks and those kinds of things. But this is kind of flipping it around and saying, what can I do to positively reinforce the good behavior so that we don't see as much of the negative behavior? So it really is just kind of a paradigm shift of how you think about discipline. And that's hard if you're... But in this case, it only comes up when the bad behavior occurs. Well, I don't... Intervention. No. What they're offering is a foundation of how to reinforce the good behaviors and then what to do in the place of severe consequences should the bad behavior happen. And then there's still going to be times where consequences are needed. It's just that you would hope to minimize the severe consequences for a big group of kids early on without having to use

085those. And those are kind of, when I worked in classrooms, I would tell parents to keep no's as diamonds in their pocket. Like you don't want to say no or stop so that when you do say it, it's meaningful and it means something. And I think the same way about teachers in the classroom. If you keep giving conduct marks. the kids become so desensitized to them that they aren't meaningful anymore when you start giving them. And so it kind of escalates because now D Hall doesn't work anymore and now we have to go to ISS. And for some kids, especially if they have learning issues that they didn't learn to read effectively in third grade and now they're struggling academically to sit in the classroom and learn. And now by the time we're in eighth

086grade and now I have to use my reading skills to really learn something, my behavior comes out instead. And how do we how do we be preventative for that kid ahead of time rather than being reactionary with consequences so so that that all works great for our kind of semi-controlled environment i guess what happens are there studies that show what the statistics are on behavior as it's learned through this process into the real world So when these kids go to college or they find a job and they're dealing with societal, you know, typical societal issues, is this something that they're going to carry along with them? I mean, I know the perfect answer is yes, but from a data perspective, are there truly those studies that say, yes, that works? I think part of the

087restorative practices piece, when you're forming relationships, like we talk about circles for the tier one intervention, where they all have to sit down and learn and talk with one another. I think that helps because then they would have an opportunity to talk with and interact with people maybe that they wouldn't have normally chosen to. They might have just sat in the classroom and only talked to that one other student that they knew. So I think there's a piece there. I think the other piece on the PBIS side, that's also about teaching behaviors. How do you behave when? And so it's getting even our secondary teachers, again, our junior high and high school teachers to think about, you know, At elementary, we teach them how we want them to walk down the halls and go to

088the cafeteria. I mean, kindergarten teachers are masters at that. They explicitly teach everything, and the kids follow. By high school, we think, well, they know it. but not necessarily. They may not. All our students may not have those skills to really understand what's expected of them. And so still teaching that is important. Now we need to do it in a way that's engaging for our high schoolers. We would teach it differently than we would at the younger grades. But I think having that opportunity to understand when I'm at school is kind of like when I'm in college or when I'm at work, there's different behavior expectations than perhaps when I'm with friends or at home, that kind of thing. So I think there's a little carry over there. I don't know how direct it would

089be. I mean, I'm happy to research that. No, no, I don't necessarily expect that. The messaging, I guess, that I'm getting is, you know, continued reiteration of the messaging from K through 12. You know, results in, you know, behaviors that would be contrary to where they would without it, right? You know, Jeff, when I did this in 2009 and 2010, I actually. went around the state and did all this, you know, CBISS, you know, trying to take collaborative ISS rooms and turn them into collaborative working environments and get the kids to graduate out of the ISS room, right? So they would get marks, right, within the ISS room. They would get, if you did this, you get a mark. If you did this, you did all these good things. And they had a four-day placement.

090They would graduate, and they would see accomplishment right there. And the big portion of that is how to argue appropriately. with the person you disagree with. And absolutely that carries on into the workforce. It's a big portion of this is how can you get your point across without screaming to the top of your lungs or get mad and leave the room. And so that carries on to, I mean, I wish my own son sometimes could learn a little bit of that, you know, especially going into the work environment. How do you tell your boss, you know, that you're dissatisfied with your job without just getting mad and quit? because that's a big portion of this is teaching these kids at a younger age and as the level goes up you know getting all those things

091and i learned you know behavior that's just level one but then you know i know a lot of people's concern is you know what if a kid acts this way is there a Does it go directly to an ISS room or you know, wherever the case may be? How are they gonna how is this play into that? Well, that's probably the level three and you know private level two or three, right? And so, you know one of the things I want to say about that is also I'll tell you what COVID has showed us, is showed us that kids need connections, right? And so I use a statement that one of the senior administrators told me, there's a lot of online teaching going on, but there's not a whole lot of online learning going on,

092right? And so kids need connections. Kids need the Maslow's hierarchy of needs. I always go back to that, right? They got the one and the two, but they need the three and the four. And so... This goes right along with that and it's frustrating for y'all that we're able to get that going but I know y'all continue to work forward with it and I'm happy this is in our program and in our school district. So but I'll tell you and the other one of things public school teaches you a lot about how to deal with difficult people and I'm very proud of that. Somebody made that statement to me a parent made that statement to me two weeks ago about you know the 31 year old parent and told me that I learned in public

093school how to deal with difficult people. I didn't blame the system. I blamed the person. And so I was able to get my point across without causing any controversy and things like that. So I learned how to bite my tongue. And so I always thought that was important that people understand that, you know, a lot of schools teach that. But, you know, I think public school teaches that to an extent for a lot of our students. Thank you all for this. I just have one other question. What is an equity collaborative? Rock, paper, scissors? That's right. Well, part of what we're looking at is equity in how we discipline, in equity how we interact with our students, the services and instruction we provide. And so it's, you know, we've only had our first one. We've

094got four more. to go and they've also offered some additional opportunities for our group to be able to participate in just extra learning on the PBIS restorative practices when you're looking at discipline, thinking about to the teacher's lens. And when we look at things like implicit bias, how can we teach that? What strategies can we bring that back so that as we implement this PBIS and restorative practice piece, how can we also make sure, like the Culturally Responsive Council presented last year, the month after us, and we talked about how we would be working together as we did that. So that equity collaborative, I think, is going to give us some... great strategies there's other school districts did you have to apply for it dr nixon or did they i mean how did how did

095uh region four decide who was going to be this club they made it um available and Dr. Watson and Mr. Berger were gracious enough. They required assistant superintendent participation. And so it was just a quick opportunity. And they said, if you're interested, let us know. And so I went down and begged and asked. And, you know, because five times in their three, four-hour sessions. So it's a significant time commitment. What other districts are involved? alvin's participating i think there were six districts selected i don't know that did you was there a representative representation of small districts large districts you know that kind of stuff or is it just i don't know how region four selected we just applied okay um and then we were selected to participate so it'd be interesting to See who's on

096that list. And I don't know that she shared that with us. Dr. Grafenried at Region 4 is the one sponsoring that. And so I don't know that she's actually shared. We know Alvin because we know the people in Alvin. And so when we saw them on the screen, we knew that was them. But I don't think we as a group really had an opportunity to introduce ourselves or share what district we were from. There is a special ed director from each district that's participating, the assistant superintendents, and then. C&I directors. Has there been any talk in those meetings? I know it's just the first one. We learned something about an equity audit in a TASB conference, but I've not been able to find another resource on that. Have they talked about those at all? Just

097curious. And then the emergent tree piece, it seemed like early on there was a lot of friction between teachers and the idea of even like emergent tree was a bad word sort of thing. It feels like like with any new learning curve, kind of what we're in with COVID as well, that there's always kind of resistance before we really grasp the new topic and moving forward with it. What's the temperature among our teachers of the word emergent tree right now? well i'd have to double check with dawn i can tell you in the very beginning i think part of it was emergent trees language and parallel and isd language and so noel gray and dawn lissy worked really hard those first two years with you know clarifying because they were like well we can't have

098a treasure box anymore well no that's not really what was said so i i think the beginning you know and with using um you know a contract company it takes a little bit for them to know us and so That, I think, caused most of the friction. I mean, Dawn may speak to that, but I think that was the beginning. I think we're in a better place now. I think they've seen some results. I think the mentoring and coaching the emergent treatment and the data, I think, has been really beneficial. Thank you. Thank you for your – this is great. Yeah, thank you very much. I look forward to the next presentation on it to see how well it's being implemented. I've read the book a third time. No. all right thanks to everybody who

099was involved with that thank you very much the next item is the report on covid yes sir mr president members of the board i'm going to go through a bunch of stuff and feel free to slow me down enrollment right now we're at 63 percent of the students have chosen or their parents have the on campus 63 that moves from a 50 50 split for the first nine weeks so we think that's a very positive development all teachers across Texas would say face-to-face is superior and how are we on social distancing measures okay well get to that now it depends on the school one of the one of the measurements that I've done is comparing the total number of students on a particular campus to the capacity the building capacity of that and right now

100to use one statistic for the whole district we're at about 53 percent of our capacity but we have schools ranging from the low at silvercrest of 41 percent of the capacity is being used by the number of students that are there now to 78 percent at magnolia so um fairly wide differences there between between folks Because everybody always asks about high schools, Pearland High School has 50% of its capacity at this time. And DHS has 40, DHS and Turner have 44%. PHS has on average, Mr. Palumbo was telling me, 18 to 19 students per class, but he has some, what he calls, hot spots of 23 to 25 students. In those classes, there is not possible to have a six-foot separation. So he says it's closer to three feet in those classes. So I think

101that's the concern is, you know, so in that case, our mitigation is masking and hygiene, right? That's it. And we got to stick to that. Yes, sir. Okay. Dr. Kelly, how many? How many positive cases have we had with a student transfer from student to student? Yes, sir. Yes. At Pearland High School. Three high schools, let me ask that. Until the issue that came up with the Pearland High School girls volleyball team, and I'll talk about that in a minute. Until then. every case appeared to be isolated in the sense that it was not a connection between students. It was something brought from elsewhere. It did not appear to result in spread or to be people that knew each other that were in the same classes. Like they transferred it? from student to student outside

102at like a social gathering or something, but not on campus. Yeah, parent to student or something. Yes. But now with the girls' volleyball team, it started with the varsity, a coach, and I think initially three or four, Mr. Moody would know more precisely, students had COVID, but because of their close – okay. Two initially? Okay. So then we began to think, is this because of volleyball and just the close proximity and all that? And right now, I think I heard the statistic of nine students between the varsity and the JV. At first, we weren't sure about the connection because varsity and JV don't interact that much. So out of an abundance of caution, I really admire Mr. Moody and the HR, Christine Beck and all the rest, for essentially taking this proactive step that the

103minute that there was multiple girls in the varsity, they instituted initially a one-week quarantining where the kids went home, even though they weren't necessarily connected or in close proximity and all those definitions. Well, that turned out to be wise because the number of cases increased. And so this last week, I think my timing is Monday, as we found out about more cases, we have essentially shut down PHS volleyball at the varsity level and the JV level for two weeks. And it's hoped that that will mitigate it. Yes, that means that means the whole program in fact it means that the last practice games or in one case a district game before the playoffs is eliminated or Or maybe eliminated Last game so, you know right now Go ahead David. Yeah, just real quick. It was

104Initially, it was two and one it ended up going to nine. It was two staff members two coaches And then seven athletes. And the compliment really is to also to Mr. Palumbo and Mr. Pardo, because they collectively, we got together real quick on that decision. We started out with one week and then made the decision as soon as we heard over the weekend that there was another JV case to shut down the entire program. So I think if I remember Mr. Pardo saying that as soon as they come back, they'll move right into a playoff game. I think originally Dawson versus Pearland was the very last district game. Both teams are guaranteed to go on in the playoffs, so we have some flexibility there. But if you read today's dashboard, you'll see that there are

105nine cases at PHS. And so we're talking about the combination of volleyball teams, the varsity and the JV. So to answer your question, Lance, that's the first case where we think that there's some connection that happened within the school environment, whether that happened on campus, whether it happened as those girls associating at homes, or of course we don't know that. My daughters are part of that program, so I thought the school district and the athletic department did a good job of the seven, then moving it to the 14. Communication with that has been very, very excellent. So I commend the school district and Mr. Palumbo and everybody else involved in that. It's been wonderful, actually. Changing gears, the TEA name for the particular teaching model that we're using is called the concurrent model. That's where

106you're teaching spontaneously both those who are in your classroom and those remotely. We were privileged and honored that the commissioner picked ourselves out and two other districts, one for each type of approach, our concurrent and two other approaches. There's a total of four approaches that people use, split staffing, I won't go into all that. But anyway, we're very privileged because basically we were asked to address all 1,200 superintendents in Texas. about what we were doing and how we were doing it. And I didn't paint too rosy a picture because we are struggling with it. It is a very difficult thing to do, but I think we're on the right track. And do you feel that way, Dr. Kelly, even after hearing the other strategies of the other three superintendents chosen and their models and what

107they discussed? Yes, primarily because they're facing a very high amount of frustration with their models. And one of the, I think, if I was to say the chief advantage of ours that is totally missing from the other models is the ability to stay with the same teacher regardless of the decisions made, both for health reasons, you know, keeping the cohort the same, but also for academic reasons. And so there's some real struggles out there as they're moving kids back and forth after each six-week or nine-week period and changing teachers or changing arrangements. i'm going to talk a little bit further about that in a minute on something related to that so anyway it was an honor to be to be looked at throughout the district now the biggest issue i don't mean to interrupt but

108just while you're there i just wanted to applaud you for your efforts and the reputation that you have across our state as a superintendent that you would be acknowledged by the commissioner of our state for a standing like that so it speaks highly of you and the things that you offer our district and so i just wanted to say thanks for your hard work thank you crystal but you know a lot of this started when the commissioner decided picked up the phone or picked up the research and saw that we were like the highest scoring district for our particular uh things and came down here and announced that to everybody That was a great moment and I'm glad he still feels that way. Okay, the biggest problem across Texas, maybe across the nation that everybody

109is dealing with right now in this pandemic is the failure rate, particularly among remote learners. That is the biggest issue by far. some districts around us have said or at least one that their failure rate particularly in in urban areas is 50 to 60 percent of the kids are failing and are very difficult in some cases to contact so i have some initial statistics for us But they've cautioned me today that there's kind of, I don't know if I want to call it a glitch, but the system isn't ready right now to absolutely define remote versus on campus. But anyway, here's the total failure rate, meaning kids who are failing one or more subjects is somewhere around 17 to 18 percent in our district. I don't have a good... feeling about which part of that

110is remote and which part is on campus but we all suspect that it will be the remote number that's far bigger. The biggest problems are at junior highs and high schools. English one through four is the highest area of failure. There's rates there as high as 19% per like let's say for English one at a particular high school. At junior highs, the failure rates are somewhere between 13 to 19 percent in the four core subjects. And so that's of course much too high. I don't yet, the folks really started putting together a comparison of last year to this year, but I'm not ready, I don't have that yet about how much that has increased, but it definitely has increased from their initial data that they gave me. Now, failure rates at the elementary schools are

111very low, very low. like about averaging I wrote down 1.5% now here's something that I don't know if it'll be controversial but it would be helpful and that is the Commissioner has listened to us and we have said essentially to him we need more teeth to be able to bring struggling students on campus because those are the kids either behaviorally or academically are way behind. Now, I don't mean to degrade the typical remote learner. There's many, many successful remote learners out there. But the biggest issue across Texas, like I say, is remote failure rates and, in some cases, behavioral problems. So the commissioner is going to allow. school districts now to essentially require struggling students who are failing one or more subjects to come to the campus for their instruction. So we have just learned

112this. This is a development that came out this last week. And you have to file with TEA an attestation that says, yes, you're going to do this, but do you have a district procedure allowing a meeting with parents? Do you have an appeal process? Do you have a... Do you have exceptions for health issues or other issues? Have you given a two-week grace period, et cetera, et cetera? So C&I is looking at this. The intern will also be looking at it with principals and so on. We don't necessarily have to be that rigid about one class failing. We might make it a different rule, two classes, three classes. I don't know what we would do there, but we're just starting to look. But it is an advantage. There are students that we can use on

113campus. We'll start making a lot better progress. Of course, the flip side of that is that social distancing is affected the more students that come on campus. And so there's some balance there that's gonna have to occur. I wanna say about that. So we're in the just learning it. We gotta run it through a lot of traps. If it is a big controversial decision, the board may choose to weigh in on it. If we are gonna do this, what we're saying is we might employ it in January. And of course, that also would depend on the course of the pandemic and other variables. After talking to superintendents and stuff, what's the commissioner pre-K through fourth? I know several of my master trustee colleagues we talk about in the group. There are a lot of them,

114and even in multi-high school districts, they're having all their K through four fifth grade students go back. to campus because of the lack of I guess the transfer so it's not as apparent and so they're seeing a lot of those people go back what's your thoughts on that that's another way to look at it is that for example since you know our own district is an example of where transmission at the elementary level is extremely light so do we say something like grades pre-k through four pre-k through six for example they have they have capacity in their schools and we could say we're going to do that for those grade levels but not necessarily for the higher grade levels because infection rates are low and the capacity is there so we haven't haven't reached that

115decision but we were just thinking about maybe that's one way to look at it but yeah because i mean the biggest my biggest concern with especially those levels is the the connection piece of kids that are at that age, right? They have to have that connection. I think that's a big portion of what's missing. Teachers would say that. Yeah, teachers would say that. Yeah, and they have to have the base for learning and everything. Now, one question I give is because you read these newspaper articles about districts can completely eliminate all remote learning if they choose and just say, we don't do that here. If you want remote learning, you can sign up with another district. But the only districts that really are doing that are either small, small districts or ones where you've got

11685% to 90% of the parents already choosing on campus. So you can justify. Here, with the statistics I've given you right now, I think we're a ways away from that. That's 63% of the parents on campus. How many kids in the elementary level, K-4, are going on campus? What's that percentage? I think I wrote it down at 69% so it's averaged across the district where the west side of schools are still very much 50-50 and the east side is almost like 90% at Shadycrest I think maybe in the 80s high 80s rustic oak is the winner with 78% i knew there was an eight in there somewhere yeah i've written all that down but i think that it's a challenge lance because i think there's very real concern and i've seen parents hearing the rumblings

117of coming out of that tea meeting not from our district but from others that they've basically said if Pearland pushes this, then I'm taking my kid out. And if we continue to see a drop in enrollment, and maybe that's just temporary until we find solutions for COVID, but if we're coming to an end of the financial situation where they're not going to give us a waiver for enrollment and for participation in school, then... we're going to need those kids enrolled in our district in order to continue collecting. I understand that. But if we if we as a district were to say, OK, our goal is to get every K through four pre-K through four kids back on campus, I would think that, you know, unless you have an extenuating circumstance, right, you could, you know,

118maybe the model has changed in the kindergarten. I mean, in the elementary level, where there is. One teacher that's teaching possibly remote and the rest are teaching on campus. Let's say, let me spitball here, let's say that 80% of the kids or 90% of the kids are back on campus, 10% are. By all means, if that's the parents' choices, then I am full on for that. But I am a little bit anxious about the idea of making a decision when for the second nine weeks now, a large majority of even elementary parents have told us that they don't feel safe sending their kids to school. in an in-person setting then at some point we have to listen depending on how this winter goes it might flip back yeah i mean i've heard all kinds of

119data projecting different outbreaks again towards the end of november and early december and i think it's if we don't have to make a decision on that now let's wait to see what covet does and then make some educated decisions from there i think so in november whole month in november we'll be looking at but as some of our people pointed out to me We need to give grace period and other time for people to adjust. So if we are going to do it, we need to make a decision, you know, as early as possible in December. But I hear you saying from the elementary level, those kids are not being expected as much on the academic side as some of our higher grade levels. So even if we brought the kindergarten and elementary back, it's

120not making accommodations for those errors that we're seeing in the high failure rates at those higher grades. True. I agree. I won't contest the point. I'll just say that back to Lance's earlier point, the elementary teachers will tell you they want those kids for the relationships. Understood. And they need more hands-on, tangible. They need the centers. They need the... they need the socialization they learn I mean they're without a doubt developmentally they have higher needs to be back in school than some of the other grades well if nothing else I'm hoping you appreciate the difficulty of some of those decisions well I guess it would be a little bit easier if we knew the status of the rapid testing yeah I'm fixing to get to that okay can I just go back to the failure

121rate piece again I just want to kind of corroborate that from the community side. There is a high level of discussion and posts in a lot of different ways social media wise and even parents reaching out saying my kids never failed before and they're struggling now. And so I think not only are we seeing it from that side but they're seeing it from their side as well. And so I think there is room for discussion and there's open opportunity there. And I don't know if TEA is still allowing the flip days at the high school. where it wouldn't be that choice the hybrid the hybrid the hybrid model at the high school setting under certain circumstances when there is a covet outbreak okay but not as a model okay i'm just thinking i mean they're

122blaming it parents are blaming it on inconsistent use of Canvas about how some teachers are inputting it and collecting data. I think any parent is like pulling at any opportunity to understand how they can better support their youth. But then the flip side of letting their kid have the independence of you should be able to navigate school and get through this. So I think it's a double-edged sword for the remote learner at those higher grade levels. Also, I do think that our teachers and our principals are getting better at how to. get better participation from remote learners and they've tied some attendance things to it and so on that you know because What they say is you know it's a lot better if those kids will sit there synchronously during the day and keep up

123than trying to asynchronously do the work I mean, I will say this, though, John, Dr. Kelly, is that, you know, we're two and a half months into this, and, you know, with Canvas and all these different tools, that's a lot to absorb, you know, to learn a, you know, a very complicated piece of software, to integrate that into a classroom. It's very complicated for these teachers to just jump right in and say, I'm going to be a master of this software. it's very difficult so you have to give them a lot of kudos for you know all the ones that i hear from that are putting in a lot of extra time to be as meticulous as they want to be or need to be to feel like their students need to succeed that's a

124big deal you know and on top of that integrating that software tool with others That's not easy sometimes. I've seen some ingenious things that some of our teachers are doing. But it takes time to figure all that out. And then a good example, when a teacher does something really well, then the other teacher down the hall wants to say, how did you do that? And so that doesn't happen overnight. Okay. The total enrollment hold harmless funding is now in place for the whole semester. I think I told you that before. I think it reasonable that the district, that the state will extend that for the rest of the year because it looks like they have money that can cover things for this biennium, though they do not have it for next biennium. Now, Georgiany tells

125me to be cautious there because even though we get this hold harmless funding, we have a greater percentage of kids that are... challenged than in the past. And so more money is needed not just to hold harmless but to keep up with the increase in special ed, economic disadvantaged students and so on. But anyway, I feel reasonable, reasonably assured that we'll see some hold harmless funding for the year. Star testing. The commissioner is maintaining we're going to be star testing how much of it is still on the table, whether it will be just in the areas that the Fed requires it for their own accountability system, whether it's waived, whether it's just for people that absolutely have to have it, like seniors who need to graduate. So he has already reduced the EOCs in December

126to basically, I think, those who absolutely have to have the test. I remember the rule for right now. I personally have been saying this all along. I think star testing will remain in some capacity and that that's actually useful to us for data and so on, but that the accountability system needs to be either for this year set completely aside or very much greatly reduced. We would do fine on it, but a lot of schools that are struggling, districts a lot more than us, it would be practically impossible for them to earn a grade A through F. So through the action of Dorothy Simpson and Mr. Berger and others, that grab-and-go ability for all kids or all their parents to pick up food remains now, I think I told you previously, through December, and now

127it's through May. It's through the end of the school year. So that's a good thing. How many do we have participating in that? 125 we're seeing pick up a day, remote students. But, you know, as Larry is pointing out there, you know, students on campus, getting free is also a big much bigger number probably okay school funding is depending on the legislature we expect some cuts as we go into the next biennium but if you listen to especially the Dan Huberty types that are very pro schools that they want to continue to fund HP 3 House Bill 3 and so they can't you know they're in a quandary if they if they decrease funding that would really cut into hb3 so i think there'll be some cuts but i don't think i don't think they'll

128be too drastic the other thing that they have warned us is protect your fund balances and we are doing that by committing and assigning our fund balance because some districts you know according to a few of the people that gripe about through the legislatures you know they've got a full year in fund balance and they don't need that and we should go to their for them first before we give them more money so I think as we saw in our recent audit not this audit but the what was that one called sorry my brain efficiency that our fund balance is significantly lower than area districts or districts of comparison so I think we're we're on target and doing well in that area or where you could look at it another way we don't have the

129reserves that other districts do in that area Okay, I have barely mentioned this to you, and it's an item for future discussion, but as George Annie has received updates on funding, new templates, there may be a different path to maximizing funding for us than the vote on the Golden Penny. This involves the disaster declaration by the governor that allows us to... do some things with the tax rate next year if we choose. As Crystal and others have been pointing out, we're going to probably lose 3.5 cents on our INS side, so there's some flexibility. I don't want to go into that tonight, but there's ways to enhance our funding in the wake of the evader not going through. With our new trustee, Dr. Scheffler and Ms. Carter, we'll be looking at those things over the

130next month or two. And then the final thing I think Jeff was asking about is COVID testing. Larry walks into me today and tells me he just received 4,000, no, 6,400 tests and PPE to go with it, the protective equipment. And so the funny thing about that is we're proceeding extremely cautiously because we're one of the few districts in our area that is going down this road. And so... We want to make sure a lot of things are in place, how we're doing it, centralizing it, who actually does it, who is eligible to be tested. We're thinking that we're going to begin on a small scale with symptomatic faculty and staff. And if that goes well, then we'll move to symptomatic students. And that's as far as we're willing to say right now that we're

131contemplating. This is not a bed of roses because even if it's implemented perfectly, imagine this situation. You are symptomatic and you go and you get tested and it comes out negative. But we are still saying to you, even though it's negative, you must continue in your quarantine period for two weeks. Well, why should I do that? I just tested negative. Well, this test. You may be negative on the particular day that that test is governed, but you may not be three days later. And we aren't Nick Saban who can have three tests in one week and be eligible for the Saturday Alabama game. Dr. Kelly, is that 6,400 tests it, or is it a replenishable? I don't know if Larry knows the formula, but I think it's you get. some percentage of your enrollment plus

132100% of your staff is the initial gift to all school districts who apply. Right now it's very hard to say that, Crystal, because only it seems like a relatively few number of districts have applied. Therefore, there's probably a lot of excess testing up there. So that's as much as I know now. On the good side, the test is said to be 97% accurate, although Dr. Nixon, one of our statistician types, has said that the entire sample size was only 105. So we'll see on those things. And what is the test actually Intel? Is it the nasal swab? It is a nasal swab, but here's the cool thing about it. And I've had two tests in the last couple of months where they stick that thing way up your nose. This new test just touches the

133front of your nose, and then you insert it in this credit card deal, and then within 15 minutes it gives the reading. What? The front of your nose right here? Really? Yes. Huh. And test it. Do you want the eyeball? Not the eyeball. It goes up here. so that's my report unless you've got other questions or that's good that's good to know that we have access to the testing you know if we have that discussion in the future about more capacity and whatnot at the campuses i just want to have one other question dr kelly when the emails go out to parents of a campus regarding a positive on that campus does that same email also go to all the teachers on that campus yes ma'am because I'm hearing some rumors that teachers are not

134getting those emails and that they're not aware when there's a positive on their campus is it a new development the beginning we have a process for our directors and principals and so it's kind of steps them through that process so they there's a letter that same letter that goes out to our families goes out to the faculty and staff okay on the same day on the same day i mean it's pretty much probably at the same time i think miss miss hocott and i both get copied on those so often we'll see the one from the principal to the staff and then the one through skyward to families okay awesome thank you for the insight much appreciated right any other questions all right dr kelly i show that we have the bond financial update in

135the interim financial statement that's for the board members consumption at your convenience and i'm showing that that is the entire agenda have i missed anything no sir charles i just have one question on that last report just real quick um and georgia you may be able to answer from there but on the difference um On the statement of revenues, the difference of the adopted and amended under instruction of the $3 million, is that the PP protective equipment and the one-to-one devices? You're looking at the general fund? Page 75, yeah. Under the revenues, it would include the... Line item 11 under instruction, there is a difference of $3.1 million between the adopted and the board amended. And yes, part of it. Let me see. Can I control this? I would just assume it would include that

136laptops, PPE, and any personnel. Is that correct? This one is up September 30th. And so remember, because we've got to close the month, so it's always like a month behind. Where are you looking that change is 5.1 million? Page 75 under line items of instruction. I guess my question is if that is the laptops, one-to-one devices, does that fall under, I would assume it fall under instruction? Yes. And that's where the 3.1 million difference is? Yes, that is correct. The variance between the adopted and board amended. Does instruction also include any new personnel as well? No. We actually, I think we budgeted for an additional district nurse. So that's function 33. And then we also budgeted for two technicians, and that's function 53. Thank you. That answers my question, Mr. President. all right um there

137was nothing else come before the board there's a group of people that i forgot to thank earlier for putting up with me and that's my family my wife and my two kids you guys have been incredible throughout this six and a half year journey it's been a huge blessing for us and we thank you all very much and so for my final trick at 8 25 i will adjourn this meeting thank y'all