001Trustees, it's called to order. The presence of a quorum have been established. The meeting has been duly called and the notice of the meeting has been posted in the time and manner required. Now we have public participation. We are now at the scheduled time and our agenda for public comment. The board wishes to hear your thoughts and concerns. As per board policy, all speakers must have submitted a speaker pres participation form at least 10 minutes prior to the start of our regular session. All registered speakers should have received a card with guidelines for your presentation. We also ask those in audience to refrain from responding to the speaker's comments, including cheering and applauding. This will enable the board members to focus their attention entirely on the speaker. Although the board may ask clarifying questions, please
002be reminded that the board members cannot respond to any comments. Tonight, we have one individual signed up to speak. Lesie Durham, did I pronounce that correctly? Come on down. Quick question. And is it just 3 minutes or do I get five? >> Three. >> Yes, ma'am. >> Can you pull it down so we can hear you? >> Good evening, board members. My name is Leslie Duran, and I am here tonight as a Tyler ISD parent. I want to speak to you tonight about the fear and uncertainty many Hispanic and Latino families in our community are experiencing. With ICE with ICE agents active in our neighborhoods, parents are afraid to leave their homes. Some are afraid to bring their children to school. And many students are worried they may not see their parents at the end
003of the day. Despite this, our PTA parents and community members are stepping up by providing rides, collecting food, and doing everything they can to support our families. But they should not have to do this alone. Families should feel the support of their school district. So, I ask you today, what is Tyler ISD doing to ensure the safety and well-being of our children during this time? Before you answer that, I want to remind you of who you serve. Tyler ISD is the largest school district in Northeast Texas, serving over 18,000 students. District demographics show that 48.3% of your students are Hispanic. That's nearly half of your school district. Across campuses, the Hispanic population is very significant. For example, Birdwell 89.8 of their students are Hispanic or Latino. Bonner 76.1, Douglas 84%. Griffin 68.4, Austin 58.3, Or
00461.2, Pete 51.6, 6 Remy 65% Bolter 60.9% More Middle School 72.8 Tyler High 67.2 Early College 63 63.5 These are not isolated pockets of students. This is a district-wide reality. These are your students, your families, and the community that place you in those seats to serve them. Tyler ISD's core beliefs state that schools and communities have an enormous impact on students lives and that the district has a responsibility to collaborate with the community to achieve excellence. Your core beliefs emphasize equity, safety, and supporting all students. I am asking you to act in alignment with those values. So I ask again, what resources and support is the district providing to ensure our students feel safe and supported? Thank you for your time. >> Thank you for listening. Okay, thank you so much. >> Thank you. >>
005Next we have in continuous improvement student outcomes. Chief Innovation Officer Dr. Bobby Markle uh will be making his way to the table. He's got a presentation here for our evergreen strategic initiatives to give youall an update on some of the next is now things that we've got going on and maybe what the future holds as we gain some momentum and even for preparation already for the 2627 school year. Dr. Markle. >> All right. Well, thank you President Atkins school board and Dr. Crawford for allowing me this opportunity to update you on something I think is really exciting. uh but like we just stated is maybe a little bit of a delayed gratitude because we are looking things like 2627 and some of these concepts. So to jump right into it, Evergreen ETX uh we used
006it as a code name early on just because we wanted to really put some beef behind it, but we've got some really great strategies that are going to be aligned to this initiative. Uh the first one is 1882 partnerships. Um these are uh our ability to utilize uh additional fundings from the state to either innovate or turn around in this case innovate school designs to hopefully support what we want to see kids experience in the future uh as we think about next is now currently I'm going to jump ahead to the third slide to come back to this slide. Uh we are underneath a call for quality schools which I'll address in a minute, but that's going to outline the partnership that we will be getting into an agreement with. As of today, um we
007do have a letter of intent from a higher education partner that we will vet through the process um to hopefully bring you something in January to vote on um as a partnership agreement for 2627. Another initiative is the grow your own. Um, as we've stated across the district in multiple talks, but also here at the DICE, that we want to really be ahead of teacher preparation, making sure that we're getting quality teachers in front of students. And the best way to do that is to promote the next generation of educators. And so, the goal of this grow your own has multiple inputs to get to one output, having the best teaching staff in this area for Tyler ISD students. So, that's going to start um as early as the K12 experience. Again, not a whole
008lot officially behind these things yet. It's things we're working on, but the goal would be that a student would have the opportunity to participate, whether it be through a dual credit pathway, a CTC pathway, uh joining a professional organization to really promote being a part of the education field. The goal then would be that they would go to school, they'd officially become enrolled in a college of education to then hopefully get their teaching certification and with some incentives and different um what I think are exciting ways to really harness these kids, bring them back to our district in order to serve the next generation of students. And last but not least is the Evergreen Systems of Excellence. And so as we think about schools that really need that other boost, we've tried a lot of
009things and we've got some momentum. How else can we put the accelerator on, but we are looking at models that might not look like what we do now, but are really intended to make sure that these students get every opportunity to be at the highest academic achievement school we can create. But sometimes you kind of have to take a step back and say, are is what we're doing getting us beat? I.e. tradition. And so these are very strategic schools. It is not a district-wide initiative necessarily, but it is a part of our overall concept of trying to get our district to be evergreen, which is basically here, legacy, sustainability. That's where the evergreen comes from. Some exciting things we've done so far this semester is we visited multiple uh school districts and school systems. Um
010you can see some of those highlighted here. Denton ISD. We went and visited their grow your own. It is a fantastic program that they've taken about six years to really develop and the cornerstone of that is the Taffy organization which is teachers uh Texas Association of Future Educators. They really have a lot of buyin. Starting as early as third grade, kids begin to see themselves as educators. They actually do readalouds. They actually do running records with kids. And so it's not just a this would be fun. This is real practice happening. in Houston Independent School District. We did go see um some of their quality schools underneath their um NES program and we're going back to Houston later this month. Say later this month, it'll be first of next month, which is December to again
011revisit some middle schools because we only got to see the the elementary version of that. In San Antonio, we saw another 1882 partnership through UTSA, a higher education partner with their dual language programs. And so we really learned a lot alongside some of our potential partners and how that might look. Third Futures, similar to NES, they run a model that is really instructionally focused. It strips down a lot of other things to make sure that instruction time is not lost and that kids have the opportunity for what they call at bats. Um, a little bit different model than we do theory of action, but I think something that could benefit our students. Um, we just had some visits uh to Leach ISD. I did not go on that visit, so I can't speak exactly to
012that, but it's very similar to our Houston visits underneath the school uh systems of great schools. This grant programming that we've started a couple years ago that we're going to continue to foster. And then if looking ahead, Witchah Falls is also utilizing Third Futures and so we'll be visiting them because this is their first year of implementation. The main thing we wanted to capture in all of these is our efforts to see who we can become through the lens of some other really successful programs and districts. Um and it's been a really really great experience and then some next steps. So currently we are working on lasso grants. Um one of my counterparts Dr. Cassandra Chapa is in the back. She is working diligently to make sure um that we apply for the grants that
013are going to align to these evergreen projects. We did call for our quality schools officially that will be uh over uh this Friday is when it's due. Um and then they those individuals that have to submit a local campus partner application in which we will interview them and go through a vetting process so that hopefully in January we will present a 1882 partner that we believe you uh will be proud of and then that way we can officially submit for a Texas partnership benefits application at the end of January. And with that said, any questions? >> Before you ask those questions, Lasso stands for learning acceleration support opportunities. Those are obviously TEA managed. A lot of the dollars that are considered each legislative section session instead of going to the basic aotment to individual school
014districts have all been going towards the Texas Education Agency for these uh grants and aotment opportunities for us to participate with. And so they they do fit what we're trying to do. We uh and so application for those things, even though we've been doing some of those for the last couple three years, um they're starting to ramp up even more. And so we're excited about uh investigating those and bringing those back to you. >> Questioning the grants. >> Yeah. >> Are those state or federal grants or independent? >> Uh they're state grants. Um there is some federal dollars that are allocated back towards the state that are state managed that come from DOE. U but a lot of this comes from legislative sessions to where they actually craft the the money send it towards tea
015for some of the uh reforms and initiatives that that Commissioner Morath has at the top of his list. But most of them I'd say probably 9010 are state and federal. I would say 11. >> Oh, they are. They're that many. >> Yeah. Okay. So, >> just under 30%. Okay. >> Okay. [snorts] >> Question. Oh, uh, grow your own. I know we have a similar program if it's are we looking at targeting. I think I grow your own now. look at our current teachers or something or are we looking at high school students? >> Yeah, so we've we've got some pair of professionals that we've reported here about how many have actually gone through and finished on to get their bachelors and then certification. That's one of the grow your own. [clears throat] >> This is
016more of a grassroots type of thing to where you're going to start talking about early years of make getting kids excited about teaching. Uh there's going to be that strategy. There's also going to be the strategy of um looking at maybe your early college high school students um that are actually already getting college credits that are already an associates of education or associates in education. We saw one today. >> I actually saw two today that ra raised their hand about the uh them wanting to be an educator. And again, these are we got to wait for our higher ed partner to come alongside what we want to do >> or what our vision is. The the thought on that is is that the typical uh go get your bachelor's in education, >> right? >> You
017pay for your own uh student teaching and spending all that time of doing observable hours and your student teaching like a lot of us. Well, I didn't have to, but some of y'all did. um that that could actually be intertwined with some of our needs as far as teacher shortages go. Classroom sizes go at some of our higher need schools and while they're doing that actually be a part of a fellowship of name and title to be determined um to where they actually get stipens >> to do such. And so, uh, obviously there's a recruitment piece to that, but then there's also the the finance piece of that that might make it attractive to for individuals to actually go forward to actually start that process. >> Um, so yeah, it's totally different strategies on this.
018>> Sound like it's an expansion of what we already had into other areas. >> That's correct. >> Okay, >> Mr. Laya. >> Thank you, Madam President. um on the grow your own initiative and mentoring, will it be structured like a teachers academy like what they had in Fort Worth ISD and in Denton where it not only the obviously the early grades you're you're trying to funnel them into education even in high school you're trying to get an associates of education but then the coming back and teaching with us as far as their teacher internship paid for teachers internships because I think the research shows us that if you have the paid for internship internship, if I can speak today, with the district, you're more likely to stay with that district. So, is that component of
019it going to be there? >> Yeah. So, similar to what we do with team one right now as far as trying to make sure that our administrator pool administrative pool is as diverse as we need it to be. Uh we've been doing that now for eight years or so, I believe. I think we're on team 1.8. Okay. So part of that structure is that if we agree to pay for your masters, then contractually speaking, you have to give us three years post your masters. Same thing here on this as well is is designing those contracts, designing those experiences to say that you once if we if we do provide some support financially for you to go get your teacher certification that you do stick with us. And then there's the natural uh effort in trying
020to make sure that they've got good rapport within your within your staff and they feel good about where they're working and that they want to stay here as well. Yes, sir. You're you're on that. And I and I'll say this, if you remember, well, you you you recall the the the Houston model to where they had the structure similar to to a third future, those of y'all that actually went to those two models to where you had what was an apprentice teacher inside of a classroom >> and then you had a novice teacher inside of the classroom, then you had an expert teacher inside of a classroom. And those are stratified and structured and compensated via hospital model, right? to where the expert teacher was compensated more like a surgeon, uh, etc., etc. Those are
021the types of things that we're talking about doing. I think certainly there'll be a capacity that we can we won't be able to do this districtwide, but we do think we'll be able to get some momentum using on some of the uh early college and even some of UT Tyler partnerships that we've got that are waiting to be announced and in the wings in regard to that >> on on the um teachers grow your own deal. We've seen examples in our district now of kids that have been in the school, that have graduated, that are even principles now in our schools, that are good principles and good teachers. Most of those happened because they were interested in education for some reason. We put an emphasis on certain things like with TJC, is there a way
022to look at their associates degree program? They have a balora degree program as well. they're allowed to issue up the five different balorate deals. Have we looked at that and said with one of those, do they have an associates of education? Do they have an interest in doing because and and then even more specifically in the bilingual areas because we struggle to get teachers period, but we really struggle to get bilingual teachers or math teachers or science teachers. Is there a way for us to get with whoever the partnership institution is? I know we already have one with TJC on Early College High School, but and see if there's a way for us to focus in those areas that we need. >> Yeah, I think those conversations have been have Dr. Markle and and your
023interactions with potential higher ed partners. Those are the high the high need focus areas are certainly that that's something at the top of the list. Correct. >> Absolutely. One of the interests we have and you can go look at the call for quality schools so I can speak to the models that we are asking our higher ed partner to support. one of them being a uh education lab school. So, a a school where clinical teachers um a part of grow your own hopefully kids who have gone up our system now are enrolled in that higher ed partner could then come to our clinical schools that it's a lot more concentrated and a and almost a family feel to it that you're a part of something not just hey we're going to we're going to let
024you go wherever you want to go your third and phase three phase four to answer that question TJC that is the associates pathway that currently Early College High School utilizes so they will get at least their two years of that and then there is a direct pathway into some other higher ed specifically UT Tyler um has that opportunity for them in part of the models that we're looking ahead on that would be teacher prep schools one of them would be a bilingual school similar to UTSA models which means whoever our higher ed partner they would clearly understand we have some expectations of what we would like to see to get certifications that we know we're limiting and one of them would be bilingual as as a lot of others when you start getting down that
025path you've got arts you've got secondary there there's a lot of need um but I do think the higher ed partner that agrees to this is going to be very open to the future of what we what we are going to work together to create >> on the just a little more and then I'll let you go on the evergreen system of excellence I know that the stuff that we've seen in Houston I I know which bucket that falls under I'm assuming it's that one, the 1882 projects would be the other things we've looked at. Um, and then the grow your own deal would be more like in line with the teachers academy. Tell me a little bit about the 1882 partnerships. I I've talked to the soup. We've we've talked about some kind of
026general things, but can you give me a little more detail on what you're looking at there? Not names of schools, not anything like that. Just >> Yes. So, there's three specific models in our call for school school 1882 partnership. One of them is a clinical lab school for a higher ed partner. So again, where that school would be utilized for the majority of clinical students that are going to come out and do that work in addition to residency students. So he did speak to that a minute ago. These are students that instead of just being um maybe one semester here, one semester here, their commitment would be that entire year and in that residency, they would be paid to do that. And so there's the incentive to be a part of our program because we
027will pay you during that time. The second one is a K2 literacy model lab school where we take that higher ed partners' resources and supports and really try to elevate um possibly a traditionally um a school that traditionally literacy is is behind the curve or we really just want to establish a space in our district that literacy is a high level focus. We look at some really dynamic, innovative ways to address students and maybe where they're coming from and what are those gaps that they need, including the potential for um a possible year-long experience um would be in that model as well. And then last but not least, I know that Dr. Crawford has spoken to this many times is a biomemed tech lab school. A school that is going to be a part of
028a higher education partnership that would give us a pipeline of students who not only see themselves in the medical field but are supported by the network of great higher ed but also medical institutions we have specifically UT Health and Christrist. So those are in the call for schools and what 1882 allows us to do is we will still operate the schools from certain vantage points like transportation, finance, curriculum, instruction. The higher ed runs the school, runs the system from an executive director point of view that is um they are responsible to a board that is in the higher education partnership and then they basically execute what we're asking that partnership to give to us. So technically when that happens, my job will transfer over to more of a conservator of that relationship to ensure a
029that partnership does what we asked them to do in the agreement that we made and then really evaluate the quality of that partnership. Um so that's really how 1882 is structured. >> So it's the stuff they're doing in Long View, but Long View is doing it almost over the whole district. We're doing it in a very specific >> school or area. Yes, sir. On the 1882 partnership, the board is responsible for oversight kind of like we are. Uh they have the executive director which would come from whoever our partnership institution was. I'm under the understanding that we appoint that board. Is that correct? Is that different? I know if we plug into a system, we don't. >> That would be it would be a collaborative uh work between whoever our higher ed partner would be
030and y'all. So, it'd be a >> and how we and how we design the charter uh that the specificities of how many people sit on that board, whether it be three, five, or seven, or nine, or 15 or however many y'all want. I'm just kidding. Uh so, I I I think obviously a a micro board would be something that that would certainly handle that. Yes, sir. >> Thank you, Dr. Merkel. Uh if y'all are interested on that uh underneath underneath menu on our website uh about us call for schools all of that or call for quality schools is is on there as well. One thing he did mention a little bit about was um adsy additionals day school year is part of uh an acronym that they've come up with at at tea for additional
031funding. Um, we actually are could potentially get some ADZ dollars for things like summer school and mentoring alliance. Is that correct, Mrs. Russell? >> Okay, good. But then obviously that if you were going to adopt a year round calendar, both shears would be an example or something else innovative to where we know we need more time with the curricula or less frequent breaks with the curriculum. um that those designs of those schools, these lab schools we're talking about or even some reform models, uh that will be something that we'll be bringing to y'all for consideration as well. So, um again, it takes a little time to get to these things and and also it's good for us because we get to do this and we don't have to do it unlike some districts that have
032had had to rush into this. I think Witchaw Falls, I think, had to actually choose to go to third future I think as late as June or July. Yep. >> of last year. >> And they put that together and Third Future, I think, even told some of y'all that they were able to hire three or four staff persons to bring in there just so that they could actually insert, you know, have some model teachers in there as well. Um, so yeah, ADS is a thing that's going to be coming down the pike as well. There's also a like a year one and a year two that if we were going to completely re redesign a school uh because we want to get that one where we want it to be. Then you're going to talk
033about us funding year one of that. Am I getting some headshakes there? >> Yes, sir. >> And getting all the things in place because they call that a re No, what are they what are they? >> Resource designation. >> A resource designation. You have to have year one on your own to show the commitment that you want to do it here which would make sense for us so that in year two you could apply for the resource allocate aotment from TEA. >> Am I am I saying that correctly? >> Yes sir. >> Okay. [clears throat] >> Just quickly and on the time frame kind of a timeline on this you guys think all three of these moving parts are feasible for start of next school year. The teachers academy the evergreen the 1882 projects. I
034will say that uh the resource school that I just mentioned is probably priority number one. Um but these other models may not be able to be fully implemented in year in year one, but I think that we'll be able to make some progress towards soft implementation year one. I mean that's that's it's really going to depend upon our higher ed partner and who what their capacity is and interest in your grow your own stuff as well. with. But as far as the uh early literacy model, lab school, that that could be a a thing right away. Correct. >> Yes, sir. >> Okay. >> There's going to be immediate things in all of this. It's just how we get to the end goal and those dates will really have a lot to do with the higher
035ed partner that we get in association with. >> Thanks. My charge, last comment, my my charge to Dr. remarkable was that if we had to do one thing, it was going to be to make sure that if we have any resource uh aotment, am I saying that right? >> Keep going. >> Yeah. Schools that that is priority one. That is year one. >> Okay. So, and and so the focus on any schools that might be suffering a little bit because of lower [snorts] performance on their accountability obviously those would be the ones that we target uh initially. Yep. Okay. >> Okay. Anyone else? >> I was just going to say it's just, you know, I I feel like we've been talking about this for a while and and it's exciting to kind of see it
036all start to come to fruition and everything. And Dr. Marggo, I think you're the perfect person to do all this. You're doing a great job. And so just excited to see how this all, you know, pans out and >> good stuff. One thing that is complicating, I don't know it's complicating, it's just we're trying to, you know, Dr. Philly's done a great job within their first year of being president at UT Tyler. Um, they are going through some change. They do have a an opening at the dean of school of education. They actually split school of education and psychology. Um, for other needs, psychology within for the mental health of of our area is a separate need. We didn't need those two things to coingle. Uh it also I think took up a lot of
037time as far as and capacity and energy of of maybe the dean of that that college over the school over there. So they just have a school of education dean that's open right now and um I think the timeline right there is a little bit uncertain. I don't think they'll do anything before Christmas but that person needs to be identified and on board for their end to really really grasp what we're trying to do. I think we've got a good compass and they're they're coming along. So, kudos to their partnership. Glad that glad that they're wanting to do this. >> Thank you so very much. We appreciate all that you do. >> What we've all been waiting for, preparing for the 2627 school year. The calendar first reading. >> Yes. This is always an exciting
038time of year because we start talking about the calendar for next year. It's one of Mr. Bergfield's favorite things to discuss. >> I lost control of it years ago. So, [laughter] >> well, we always begin with the end in mind. Your teachers prefer, your staff prefers to have uh school complete by Memorial Day and I think a lot of parents feel the same way um as well. And so, let's go through the year. Obviously the um we started talking about August of 2026. We've got a lot of teacher training that actually come back um um August the 3. The first day for um staff is actually go or for students is actually going to be on August 12th this this uh in 26. Man, that seems awfully early. It's only the second week of school.
039A lot of it has to do because of Memorial Day and when Christmas is. You go through September, there's your Labor Day weekend right there on the 7th. Labor Day is on the 7th. So, we'll have that day off. Get all the way to October, you actually have a somewhat of a of a fall break. You have one day off at designating the end of the um nine weeks right there on October the 9th. All staff and students will be off. The students will also be off on October the 12th. That'll be a work day for your teachers. in November of 2026. That 20th date is an actual early release date just like this coming Friday will be an early release day for our uh teachers and our staff. And then that the full week,
040the full nine days uh the 21st through the 29th will actually be Thanksgiving break. you get into December, you have an early release day on the 18th and then you have a full it looks like um man, it's a long time off right there from so from the the 19th which we include the weekends in Tyler ISD all the way to the 3 for the teacher teaching staff and administrative staff and auxiliary staff. Um but then they also have a work day on the 4th that is something that that the teachers do enjoy. I've never understood it myself, but that is something that they they request while all of y'all go back to work on the 4th. They need to actually get prepared again for the next semester, even though we have an early release
041day that I digress on that. And we actually negotiate and compromise that with our teaching staff. January, uh, you come back, you've got Martin Luther King Day on the 18th. You get into February, you have a professional development day in that very, very short month. You get into March. March. Somehow spring break fell into the second week of March. U we've been trying to stay away from that because that is awfully early. But there is a reason behind that. For one, I think TJC and UT Tyler um are are considering actually taking that that time off for their spring break. They used to match it up with us, but then they quit doing that. But because of our early college students along with our dual credit students at the comprehensive high schools, it creates a
042almost a two-eek break for those classes if we decide to not match up our uh time during that time. Miss Hines, do you remember why also so early? Why sec the second week of of spring of uh March for that spring break? >> Well, because we have Good Friday, so if we moved it down a week, we would come back offer three. >> That's correct. Okay. And maybe the colleges are are seeing the same thing. I think that is a probably a pretty good u um >> thing that we we need to go to school. We need nine days of instruction before we take another day off. Right. Okay. April all the way through April because Good Friday actually falls in March. And again, we take Good Friday off here in Tyler ISD. Uh, a
043dozen years ago, the superintendent was told, "You better not take Good Friday off, even though it's a bad weather day." Well, if we had a bad weather day and we needed to go to school that day, I was going to be a scoundrel. So, I said, "If if it if it's a man if it's mandated to take Good Friday off, then we need to take Good Friday off and not try to play around with the weather." Uh, so April is all the way through. Then we get to May. And then actually the 21st of May, incredibly, is the last day of school. It's it's a full 10 days prior to Memorial Day. So strange how these calendars fall. We've obviously also looked out into to uh to 2027. It's very similar as well. Um so
044you know as as we go along just like we will this next spring, we'll try to see what the bad weather days look like and we'll try to make the safest decision we possibly can for our students and staff to go to school or to not go to school and then we'll try to make up on the back end any type of bad weather days that we may have. That's pretty much your uh calendar to be considered for 2627. We'll bring it back to y'all after this first reading for adoption later on. I will I'll remind the board that policy allows the superintendent to adjust the calendar on the fly once it's adopted. Now, I won't do anything crazy on that, but that is given the flexibility in making sure that we have the bad
045weather days covered if we need to not go to school on one of those days. That's why that policy is in place. Any >> comments? You have something to Aaron. As long as you don't mess with January 4th, we're good for educators. So, [laughter] >> okay, there you go. Board [clears throat] President said that we shall take the fourth. It shall be a work day. Work day. Okay. >> Okay. We are now going into >> I have something to say. >> Okay. >> No, we're good. Sorry. >> Okay. We're now going into executive session and we'll see what we have when we come back. But I'm not That's still was previously called to order. The presence of a quorum was already established and so we are ready to begin the second half. We're coming at
046prayer and pledge of allegiance by Miss H. >> Let's stand, please. >> Please stand. >> Heavenly Father, as we gather here today as members of the Tyler Independent School District board, we come together with thankful hearts. We acknowledge the blessings of our community, our dedicated dedicated educators, and the bright futures of our students. Thank you for the opportunity to serve and lead and for the strength you provide us in our roles. As we pro approach this Thanksgiving break, we ask for your guidance to foster a spirit of gratitude and reflection within our schools and families. May we all take this time to appreciate the efforts and achievements of our students and staff and cherish our loved ones. Help us to work collaboratively for the betterment of our district and to inspire a love of learning
047in every child. Let our decisions today reflect our commitment to excellence and the well-being of all in our care. In your name we pray. Amen. >> Amen. Amen. >> I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Honor the Texas flag. I pledge allegiance to the Texas one state under God one and indivisible. >> Thank you, Mrs. Harrison, we don't have anything coming out of the executive session. So, now it's time for our favorite part of the board meeting, special recognition. Good evening, board members and Dr. Crawford. We want to begin the special recognition part of the meeting by announcing our November district students of the month. The elementary student of the
048month is Talia Steel, a fifth grade student at Clarkston Elementary School. The secondary student of the month is Shri Mandolim, a senior at Tyler Legacy High School and the Career and Technology Center. At this time, please join me in watching a brief video about these two outstanding students. The heart of our hometown beats strong in Tyler ISD, where [music] students are reaching goals, breaking barriers, and shaping the future. Their journeys [music] may look different, but together they are showing us that next is now. Let's celebrate their achievements as we continue [music] leading the way in Texas education. [music] Let's take a moment to meet our elementary student of the month for November. My name is Talia and I am the district student of the month for November. >> Talia is a dedicated fifth grader at
049Clarkston who plays an important leadership role on campus. As part of the morning announcement crew, she helps create and record [music] daily broadcasts that keep students informed and inspired. Always bringing creativity and teamwork to everything she does. It's on Canva and like [music] Miss Smith, she like types it in for me for for me to read and I have to put it on like my voice thing [music] and I just say it sometimes. Sometimes I have to redo it cuz just sounds horrible. Through her work on the student lighthouse team, Talia shares ideas, gives feedback, [music] and helps plan events that strengthen the school community. Her positivity and commitment to helping others make her a shining example of leadership at Clarkston Elementary. Every morning [music] she greets the kids via a team's meeting and lets
050them know about the events for the day. She sends them reminders for the week and is just on top of all the things happening here at Clarkston. She works really hard in class. She's one of our top readers every week and I Ready, our top top mathematicians and I Ready. She's just a great all-around kid and always wants to do what's best for herself and everyone at Clarkston. >> [music] >> Now, let's recognize our district secondary student of the month. >> Hello, I'm Sheree Medlin and I am the district secondary student of the month for November. [music] >> Shri is an outstanding leader whose dedication and initiatives set her apart. [music] As DECA chapter president at the CTC, she has worked tirelessly to strengthen the program, leading recruitment efforts and earning recognition as [music] a
0512024 2025 Texas DECA state qualifier. Shri also completed a summer internship with Kelly Community Credit Union, which she'll continue through her practicum class [music] next spring. >> Going to all the conferences and leadership opportunities [music] that DECA offer, it just helps you connect with people that are likeminded and have like same like goals as you. It [music] just like helps your overall, you know, development for your career. Her leadership extends beyond DECA as she [music] transforms the professional dress closet into a formal club to support her peers success. With a schedule full of AP and dual credit courses, Shri continues to excel academically while balancing her many commitments. She is a shining example of motivation, responsibility, and excellence. >> She is laser focused on what she wants to accomplish. There's not a [music] lot that
052can distract her from that at all. Um, it's just a matter of, [music] you know, she'll she's good at asking questions to help get to her goal, but really for the most part, she [music] figures it out and goes full steam ahead. >> Let's honor these remarkable students as we celebrate the outstanding [music] achievements happening across our district. Their success stories remind us of the strength, dedication, and spirit [music] that define Tyler ISD. This recognition is proudly brought to you by Christa's Trinity Mother Francis Health System, partners in supporting the [music] bright future of our students and community. And if the board could join us down front, first we would like to welcome Talia to the front to receive the elementary student of the month award. Talia, come on down. Congratulations, Talia. Up next, we
053would like to welcome Shri to the front to receive the secondary student of the month award. Come on down. [applause] [cheering] And let's give her one more round of applause. [applause] Now, we would like to recognize our elementary district teacher of the month, Misty Art Meyer from Jones Elementary School. And here are a few comments from her principal. Mrs. Artmier has shown outstanding dedication and consistency, achieving 100% perfect attendance during the first nine weeks. Mrs. Atmmyer embodies what it means to be a Tyler ISD educator, committed, passionate, and dependable. Her presence each day reflects her love for teaching, support for students, and contribution to our Jaguar vibe. She truly represents Jaguar pride and sets a shining example of excellence, teamwork, and dedication for our entire campus community. Come on down to receive your award. [applause]
054All right. Let's give her one more round of applause. Our secondary teacher of the month is Curtis Jenkins from the Career and Technology Center. And here are a few comments from his principal. Mr. Jenkins is an excellent teacher and great for students. He knows how to push each student to get the best out of them and is always encouraging them to take the next step. Mr. Jenkins is also helping a new teacher with the complicated NCCER certification for welding. He works daily with Raymond Williams to help students achieve this IBC. He has and is willing to try new and innovative ideas to lead students to success in the classroom and shop. Mr. Jenkins is a co-advisor of the Technology Student Association, CTSO, and has taken on this additional responsibility and is helping to coach students
055through regional and state state competitions. Let's give him a round of applause as you come on down. Congratulations, >> [laughter] >> Okay, congratulations. And that wraps up our special recognitions for this evening. Okay, we'll give them a few minutes to exit to exit. Okay, we're now up to continuous improvement student outcomes CLI engage update. Providing the presentation tonight is Miss Gina Dyman and Dr. James Kurton. Uh both of them serve as executive directors uh in supervision schools and with data and analysis. Um CLI engage is for prek head start the the younger kiddos. We measure them because in the a long time ago in what seems like a galaxy far far away, we didn't measure this type of stuff. We just kind of went and opened up our school door school doors and played school.
056Now we focus on instructional proficiency and how that leads to learning outcomes, improved learning outcomes. So, Miss Dykeman, Dr. Kuran. >> All right. Well, good evening, Miss Atkins, Dr. Crawford, and board of trustees. We're excited to go through the beginning of the year data tonight. Um, and we'll kind of give you an update on where things where things are looking. So, just as Dr. Crawford said, this is our preK, our Head Start assessment. [clears throat] All of our preK and Head Start students um get assessed on this by the teacher. We assess three times per year with a benchmark and then um we started last year, we're going to continue it this year with twice a year progress monitoring. So in between the beginning and middle of the year and our middle and end of
057the year benchmarks, we will give a subset of these assessments to try to make sure students are progressing in the right direction before we get to that that mid mid and end of the year benchmark. The teacher does this assessment uh one-on-one with the student. So it's not a computer-based program where the student jumps on and and completes the assessment. You can see where we were um last year. So the prior BOI is last year. the current b beginning year is you this year and you'll see we're about the same or improved in every area. So, just a reminder, these are not cohort. These are two different groups of students. And this year, we really, it says a writing rubric. We really are implementing a writing rubric and a social emotional rubric to try to
058get more consistency in those two skills because they are um within the program, they are a little bit more subjective than the rest of the four uh four skills. Here's a breakdown of those same six skills and how they look overall versus with our prek tuition, our prek non-tuition, and our Head Start students. You can see our prek non-tuition, our head start students start at about the same level in most most of our um skills that we assess. And then here's a breakdown by demographic. for all six of the same skills. And with that, we'll take any questions. >> Any questions, comments? Mr. Nuome. >> Well, first off, right off, of course, I noticed the social and emotional because we've been having problems with that. Uh so what did we do different than what we've
059been doing in the past to get better results because our results is significantly different than the previous years. >> Well, I think let me let me preface this since this is beginning of the year >> and it's a completely different set of subset of kids from last year. We haven't had a whole lot of influence as far as those numbers go. This is a baseline grab that was protoced win. This was proctored in se in >> First week of September. So I I think that's probably the most important thing is just it just the differences in the the between students and groups of students that we get from year to year >> that come into our uh in our Head Start and our pre-K programs at the beginning of the year. So we're not taking
060taking credit for any of this data. This this is this presentation is the beginning of the year for our very earliest youngest almost firsttime students. Is that correct? >> That's correct. >> Okay. >> But you know we were in single digits and and extremely low maybe 20s with this skill. And that's that's what I'm saying. We're in the 70s now. So there has to be something that was different other than just >> they talked about rubric. They talked about rubric. Okay. >> A little different. It's not as subjective. Is that one thing that's that could be different? >> It could be. I'm trying to recall. I would have to go back and look at our prior year. I think social emotional's been pretty flat. Um, yeah, >> but we'll we'll look at we'll take a
061look at it and make sure we're not not off base there, but it absolutely should be more objective >> this year moving forward. >> And that may be it. But like it has been that's go back and look at the data. So because there was a big difference in the improvement I noticed it right off because that was the really at this level that was the only one I had any concern about. So that that's why it was stood out to me in regards to it. >> It's good. It's good wondering. Um especially over the last five years as we're starting to see kind of society open back up a little bit more from >> you know these kiddos were probably born either during COVID or just right after COVID. you'd have had some of
062the other uh um maybe the some of these other co other cohorts that have come through were in their early stages during the COVID shutdowns and maybe a lot of the other issues. I mean there there's probably some some validity behind that. >> Yeah. >> With us um using the rubric to score them so early in the year. It's cooperation skills, you know, ability to relate to their peers and get along with respond to adult redirection. So, a lot of those soft skills. Um, so as we progress through the year and a little bit more demand is on them, sometimes those scores change a little bit, but it is going to be better with a more objective rubric. >> Well, I'm not complaining. I'm proud to see the numbers come up, but there was a
063significant increase. >> Yes, sir. [laughter] And and maybe that's maybe that's a sign that that we've got some things that are working externally. >> Uh that's going to give our kids a chance academically. uh you know that are working at home around the dinner table within our churches within our community. I mean that's we we can't put probably put a finger on that. >> There it is. >> Yeah. [laughter] >> Thank you, Madam President. If if I'm reading this right on your breakdown of students, the I think it's your third slide with the overall prek non-paid tuition and then the Head Start. It looks to me like your highest and this is new set of kids obviously a baseline type of assessment I would think because it's beginning of the year but it's almost level
064of affluence I mean that's their highest scoring I would if I'm wrong tell me the ones that can afford the paid for prek tuition cuz it's not super expensive but it's a little bit of a bite four or 500 bucks a month I think look at their scores that Am I reading that wrong that it's the parents probably come they probably come from an affluent household. >> I think I think that again I mean we've even debated about well I don't even show that prek tuition portion right there. We've had some internal discussions about that because there is a certainly an ad it is advantageous if you come from a different maybe a higher economically uh stable position in your household. You're exposed to different academic settings as you're coming through your preschool years. not
065your prek, but your preschool years. We know that. >> And so, yeah, I think you're you're identifying the data that's there and the uh it kind of projects on into the gap closures that we're trying to attack every year as we go all the way through their senior year in high school. So, yes, sir. This is where they're starting off. Probably has some economic influence. It does have some economic influence. >> Yeah. I I think it's a good thing that you have it there. I wouldn't hide from not having it there because it it lets us know that what's going on in those households when they first give them to us, they're already that far ahead. I don't want to make that sound in a bad way. They're getting a lot of supplement. The education
066is starting at home. >> That's right. >> Whether it be through a tutor program or mom and daddy reading to them or whatever. I I I thought that was neat and intuitively I thought to point out, but then the other one, your next slide on the breakdown by the demos, do you attribute any of this cuz Hispanic overall in our school district, we've had discussions about this, they're doing pretty well. I mean that that's your biggest sub population. They're moving the needle pretty well on it, but on one, two, three, four of these, they are being outscored by their white counterparts. uh and and even to a certain degree their African-American counterparts. Do you attribute any of that, whether it's rapid letter naming, rapid vocabulary, or the psychological awareness to either a language barrier or
067a cultural barrier? Have you picked up any of that? >> Yes, for sure. We noticed that as students are immersed in school and in language, their acquisition increases and the Hispanic scores jump the most the fastest. So you'll see this cohort next year where you'll see a great increase in that because now they've been immersed in the language and starting to offset some of that. >> That's correct. >> And and just to add to that, there is an English and a Spanish version. So they will they will some students will assess like at Burwell um they will usually assess in Spanish, right? And so it it will depend on the assessment, but it's not uncommon to see that population really um move the needle pretty significantly between beginning, middle, and end of the year. >>
068Just in general in in observing and you're talking about demographics, you know, I've noticed that the Hispanics tend to excel, the African-Americans, as they get higher in the grades. So, you know, they may start behind maybe due to a language barrier or something economically, but they do accelerate much faster than African-Americans. Uh, so I think that that's significant in the aspect of looking to see maybe what are some of the external factors that contribute to that because they're both in the same system. Yeah, the the word gap is real and I don't I used to have that off the top of my head about how it's it's in the millions of of kids that come from means versus kids that come from an economically disadvantaged situation and that the the word exposure that they get
069and the quality word exposure that they get as well. Um you know are they and again it it may not be any fault of the household. parents may be having to work two jobs just to make ends meet, right? And so what what is effectively developing these kids? Is it is it an iPad? Is it a tablet? Is it is it a TV? Is it other external influences that are not appropriate? Um there's certainly that is that is part of it and and I think that's it's attributed here whether it be a language barrier from their native language or what's being spoken in their house to maybe external factors of what's what's uh you know what what's raising our kids uh is is it is it a phone is it a tablet or is it
070actual other experiences like going to the zoo or things like that before they ever get to us. I know when when we uh sign up a kiddo to go to school prek or head start in that sign up paperwork you say you know Jose and then it asks you where did they go to school before here if they went to school and it actually says you can you can list like dayc carees like Trinity Lutheran or or any daycare XYZ daycare so we get that data have we ever compiled that and said you know a lot of the kids that we get that are fluent come from this type of background as far as education whether it be Christian non-Christian I know there's even a dual immersion daycare what's it called soup it it ton
071of kids over in South Ter >> what's it called what's it called me mills >> next step >> okay so I wonder I know we're getting that data but have we ever looked at it and said we got 500 kids from XYZ daycare and they're really doing well. >> So, we've talked a lot about the summer slide with you guys and trying to push back on that. And so, this summer we were pretty proactive, as you may recall. And we actually went to the daycarees, got the kids on a bus, brought them back to Tyler SD, and we did literacy and math instruction with them, and then got them back to their daycarees so they wouldn't miss their free lunch. And so we have some partnerships that we're working on that close the gaps however
072we can think of and just trying to think outside the box to increase learning for all the kids. >> We do uh grab that information and I'm I don't know what we use it for to be honest with you. I mean full disclosure and transparency Kevin you're ran man in the helm tonight. Uh you you run that registration process when we asked that question. Do you remember when you set that up what that what that was actually for? >> It was more of an analysis application by application principally for Head Start. I'm not sure what they were doing with it, but I've never had a request to try to compile that meaningful data. More of an examination of each application. >> Yeah. Just intuitively, it would lead me to believe that if you took a
073kid, a group of kids that say had been in a daycare, and I'm using Trinity Lutheran just cuz my kids went there, um, for four years before they even came to us, they've already started learning ABC's and one through 3es and Jesus stories and all kinds of other stuff. I think when you get those kids from any daycare, they're going to probably be at a higher level than the ones that have been at home with mom and dad or grandma. Uh, and we what do they last year you can get in what five, six years old? >> Yeah, >> I would think they'd already tly be. Have you seen that? principles uh do a good job of when they're drafting each grade level that they're not loading up on on one proficiency versus a deficiency
074in that inside those classrooms as far as like if you're building your your prek class or you're building your kindergarten then first grade second grade then I know they get their teachers get together and they kind of make sure that that for one the challenges are shared uh that you're putting your better teachers where they they're needed the most the or the maybe the ones that that perform a little bit better that are not not novice. So, I do think that I do know that our our teachers grab that data. I'm not sure about the prek classrooms about whether or not where they go where they go to uh preschool. >> Yeah. >> Um I don't know how if they're constructing them in that way, but I'm sure that our principles are smart enough to
075to figure that out. But that's something we can figure Dr. Dr. Grop, you can probably get that information to see uh amongst your elementary schools which ones actually use that how they use that data. They may not use it at all, but I do know as they progress through grade 1 to two to three to four to five, they are making sure that they're putting those classrooms together so they can be as successful as possible. So, might be another data piece and we may want to consider adding some more of the preschool options that are out there. It's a very limited list. I know what you're talking about. >> Yeah. >> Did your child go to any of these pre preschool experiences? Greenacres is on there. Is Trinity Lutheran open? >> I think so. >>
076Okay. And I think North Tyler might be on there as well. Um but I it's very limited. It's not very long. So we might need to go and do a little expansion on that and use that as see if there's some data that can be used there for us to be a little bit more uh prepared for these kiddos. >> Okay. Anyone else? Thank you so very much. We're now to a business, legal, finance, consent agenda. I know we have to pull C. Are there any other items that you guys would like for us to pull? >> H, please. >> Anybody else? >> You want me to go? >> That's it. So, could I get a motion on A, B, D, E, F, G? >> I approve. I move that we approve everything except C
077and H. >> Second. All in favor? >> I oppose. The motion carries. Let's pull C. Gifts and donations. >> Yeah. Um, page 17 of your agenda packet, Andy Woods PTA. We're so appreciative of of what they do for our kids there. We've got a lot of examples of this across of our across our school system amongst our PTAs. Um they raised $11,400 for the Andy Woods Elementary School physical education skating experience. If you haven't seen that, uh I know we've had a trustee or two actually go through that. We've seen some administrators go and help kids skate uh even this year. It's pretty cool from everything they do at Andy Woods. We love that experience over there. I'm sure you'll get another uh gifts and donations come across your way for their indoor golfing experience,
078putt putt experience that they normally do. So, here we are. $11,400 from Andywoods PTA. >> PTA. All right. Got to get a motion. >> I move we approve the wonderful $11,400 for the Andywoods Elementary Skating Program. >> Second that motion. >> All in favor? I. >> Anybody opposed? Motion carries. Let's talk about H. >> H is resolution casting votes to appoint candidates to serve as members of Smith County Appraisal District Board of Directors. In your background information in there, Senate Bill Two from uh the 88th legislative session, man. It was the 88th um actually transformed what your appraisal board of directors is uh made up of. In other words, in in in the in the past years, it was just taxing jurisdictions appointed members. Now, it's a blending of such to where you actually have
079the board consisting of nine members. Five members are appointed by taxing units. Three members are then elected in a general election and then one tax assessor collector as exeicio member. That's Mr. Barber, Gary Barber. So, up tonight you have these are not our appointees. These are actually uh the slots that are made up of uh I think the city and the county and yes city and county are appointees that were originally and that is uh Mark Watley former city councilman and James Sheridan who actually works for Southside Bank former preh president president of the ch Tyler area chamber of commerce and so we're pulling this today so that we can actually allocate uh the board can actually allocate and and uh figure out how you want to split your votes on this and that's on
080page >> 29 30 >> 30 uh the resolution's there for 30. >> We're just approving the resolution. >> So question I'm confused. Okay. [laughter] I don't know if anybody else is. You said split our votes. Are we voting for the individuals here or >> you're actually allocating your 293 votes? to >> to two candidates. >> Are we doing that right now or just approving >> right now? This is your baby. >> Annie Dwire um is another nominee, but she has actually decided she's moving so she can will not be able to serve. >> Okay, >> that's easy. >> So, can we split the 293 between James Sheridan and Markley? >> It's Well, it's whether or not you want to give all of your votes. You might want to just give one to James Sher. Are
081we the only ones voting for these people or the county and and and city? >> They are every taxing jurisdiction in Smith County is voting. >> Okay. For these three people, correct? Okay. >> How many spots? >> But we have 293 votes that we can utilize for these two. >> Yes, sir. >> Okay. >> Both of them. >> And there two spots. >> There are two spots. Yes, sir. Okay. And >> we get 293 votes that matter. As the largest taxing jurisdiction in Smith County, you get 293 votes to distribute as you see fit. If there was 10 people on there >> and divide by 10 or we can divide by two, give all >> half and half. >> Your your current representation on the appraisal uh district I think is up in two years
082and that right now is Reverendia Mason and uh Wolf. >> Jonathan Wolf. That's correct. Okay. >> Mark Laredo formerly was on there, but he's actually moved to the Metroplex and we only get two slots now. >> So, >> you ready? >> Administrative recommendation is that you split your votes. >> That's what I was going to say. >> I have any type of [laughter] uh propulsion to to to make a vote. >> I have I have a recommendation that we split our votes basically going 146, I guess, to James Sheran and 147 to That's right. to Mark Watley. >> We could give one >> 146 and 147. >> She's gone. >> Her name's on the ballot. >> We're not wasting >> Oh, you want to give our vote not wasting [laughter] >> every vote counts. >>
083My motion stands. [laughter] >> I'm sorry. >> Let's do the one extra to Mark Watley who is I mean he's a commercial real estate agent. I >> That's what I said. Yeah. Okay. Newsome's motion arena. [laughter] If if Mr. Sheridan wants y'all's extra vote the next time he's gonna have to prove it, right? >> Yeah. [laughter] >> So, what do we have? >> Got a motion by Mr. Nuome and a second by Mr. Levers. >> Oh, they still trying to figure out what they get. >> I'm sorry. Levers >> 145 on one. >> Right. >> 146 on one or 147 on the other. >> 147. >> Right. >> There you go. >> I can do a little math >> star math practice [laughter] right here. You do your >> motion, please. >> I I move
084that turn on. I move that we give 146 to James Sheran and 147 to Mark Watley as our votes from the district. >> All in favor? >> I. >> Anybody opposed? Okay, the motion carries. >> Good job. Good job, board. >> Of course, if they redesign all anything and everything in regard to adorum taxes, this may be a moot point, >> right? down the road after after the 90th legislative session. >> Okay. Now we on um consent agenda for a approval of the clinic affiliation. Anybody want to talk about that discussion? >> No, Cody, you should. >> Okay. Could I get a motion then? >> I move we approve the curriculum and consent agenda. >> Second. >> All in favor? >> I. >> Anybody opposed? Motion carries. Okay. Superintendent staff report. Safety and security update.
085>> Yep. This is one we uh typically provide in a public setting. I mean, we do provide in a public setting, but Agent Jeff Milsagel that runs our safety and security shop uh will provide you your uh your semester safety and security update. Uh agent Milsagel, the table is yours, sir. >> Hello. All right, >> President Atkins, board, Dr. Crawford, this is your update for safety and security. >> We're going to start out with my favorite subject, TEA, safety and security. Um, back in August, they required all behavioral threat assessment team members to be trained. At the time, it was eight hours, and we have hundreds at our campuses in our district. and it's one time, one time only, but it filled up. So, I got with the uh region 7 last week and they've
086agreed to come train us March the 3. In the meantime, they can still sign up through the school safety center and it's only six hours this time. So, by the time they come for the audit, the week after uh spring break, we'll be 100%. No ifs, ands, or buts about that. our intruder audits. We've been doing this for three years. We're still at 100%. We've had 10 done this year and we'll have three more coming up the first week in December. As far as the school safety center goes, uh had to redo the EOP plan as we do every year, and they added the active threat for schools, and last year it took them all the way until July of this year to approve it. they were so far behind, but I'm happy to report
087it was done in less than 30 days. So, they're they're really improving in that area. One of the things they also required us to do is do standard response protocol for all of our substitute teachers, auxiliary employees, and campuses. And kudos to Bill Melrose sitting in the back and Destry. We've trained every single substitute, which is a huge finding. Um, and all the campuses. So they get together and we have one upcoming um next the week after next. So also the first week in December. Now for the good news, we got it. >> Okay. On Thursday, Tax Dot approved the light at the loop and Tyler I to the tune of $88,000 with no participation because we received transportation credits. That saved the district $162,000. >> That is my presentation. >> All right, end it
088on a good note. >> And thank you to the board and everybody that wrote letters. I'll probably have to come back to you once this all gets approved. I had the minutes that came in at 4:00 today. So, I'll do a resolution accepting that. >> Okay. >> And then it's subject to whenever text do gets started. I can also tell you there $275 million was awarded over 1 billion was requested. Okay. >> So, uh we also got another one here in Tyler UT Tyler and Long View. Those are the only ones in the Tex region that received it this year. >> So, it's been a four-year project. >> Right. I was just going to say I want to thank you for your persistence and being in there and kept pushing for that particular >> project.
089Uh, I think it it was very well needed and I think it is appreciated. >> Thank you. >> Ribbon cutting for Mr. N. >> There you go. >> To name that that uh dad. That's right. >> Okay. >> Adopt a highway. [laughter] >> There you go. That's that is good. That's something that's been needed, >> right? Okay. >> Yeah. >> Good. >> Comments. Will that help us with the police officers having to be staggered, you know, out in front of the campus >> on the because it's in front of Tyler High, right? >> You know how they got two police officers now. Is that going to help us with that? Cuz I assume that's what they're there for, right? >> That is correct, sir. >> Okay. >> Yeah, we got those that portable signage, which
090those were good investments anyways. We can put them anywhere we need to. But yeah, we had to uh whenever no one would work with us, we kind of had to create our own school safety zone. So, >> good good job. Thanks. You can add that to create your own school. Teachers, create your own safety. >> There you go. >> Anybody else? We appreciate you so very much in all that you do. Thank you. >> Thank you and have a good evening. >> Okay. Discussion of task things and local policies. >> The post 89th legislative session policy update is upon us. Here we are with the first reading. Uh y'all take a look at those whenever you really want to get in there. We we've really scoured and redlinined and blued and changed some terminology within
091our local policies that fit Tyler. Uh always trying to make sure TASBY is not sliding in some things that we once eradicated out out of our AP out of our policies. But thanks to section 28.0043 0043 of the Texas Education Code, which I am extremely familiar with. Now, over the past week, um it looks like finally TASBY doesn't doesn't have any wiggle room to go in and change some of those policies that may be impacted by section 28.0043 of the Texas Education Code. So, uh y'all take a look at these. If you got any questions about this, be sure to contact myself, Dr. Dr. Gropel's shop along with Trina, his assistant, manages the the the actual policies for us, but Miss Ore and I also take a look at them as well. >> Okay. Any
092comments? Future business. Don't clap too loud. November 24th through 28th. That's Thanksgiving and we have a lot to be thankful for. And then our regular meeting will take place December the 15th. Can I get a motion? >> [laughter] >> All in favor? >> Anybody opposed? Meeting ajourn. Have a blessed week.