2025-09-15 School Board Meeting

001This meeting of the Tyler ISD Board of Trustees called to order. The presence of a quorum has been established. The meeting has been duly called and the notice of the meeting has been posted in the time and manner required. We do not have any public participation. Okay. Superintendent staff reports. >> Yes, ma'am. board. Uh per our monitoring calendar, we do have some some things to go over with y'all. Uh the first one we're going to actually present to you. We did this actually in August at our first of school update. Uh but here is an actual um updated enrollment counts with program information in front of you. I don't have too much to go over. You guys are educated folks. Y'all can see the numbers before you. Um we are up from last year. We're

002at 18,930 um over 18,772 coming out of COVID. Uh our demographer I think had us at what did you say Dr. Gropel? >> Uh it was 17 six and some change. >> 176 and some change. This almost 19,000. this kissing 19,000 was the high end, the more aggressive end of enrollment growth in that 2021 demographic study. Um, so there there's some some uh uh numbers for you. We we ran a little study last year on where these kids are coming from. Everybody likes to guess. Is it immigration? Is it the private schools coming back? is it people from California moving to Texas like Jeff Milgel did years ago. Um 85% this was last year's data. We'll run it again and just try to get some some feel on it to see what trends there may

003be starting to devel to develop. But 85% of our growth last year uh I may have shared this with you maybe individually came from Texas public school students outside of region seven and region eight. So outside of East Texas. So if anything, you can probably infer that that's Texans migrating uh this way as well. Our demographics have held sim similar. 49% Hispanic, 28% African-American, um 22% Anglo, 5% Asian. Just kind of play with those numbers a little bit uh here and there, maybe a percentage point or two, but nothing out of the ordinary that that we can't handle. Uh it isn't atypical. Usually when we grow it's 50 to 100 kids in one year which is manageable. This thing where we're starting to see 250 kids or 300 kids a year is something different. We

004do have headroom in our campuses of about 4,000 uh seats. So we're we're may have to do some moving around eventually with some uh boundary line changes, but that's nothing that's that's imminent that we can't handle yet in the next couple of years. Maybe the next three to five years is something we do need to consider preparing for. >> Any questions, comments? >> Okay, Mr. Johnson, District Alternative Education Program known as D AE update. >> He just walked in. >> I know. Catch your breath and come on down. >> So, coming to the presentation table for the board is the director of the superintendent's office of constituent services. he does win for the longest title of an administrator in the school system and we're going to provide the date update to y'all. Um something we've

005been doing here for the last couple of three years per Mr. Nome's request, we thought we'd stick it on here in permanency so that you're not having to request that all the time. So, here we go. Mr. Johnson. >> Yes, sir. Well, greetings to our board president and superintendent and the entire board. Seems like I was just here with student code of conduct, but glad to be back. Uh in discussing our district alternative education program, it is good to note that once again we are not warehousing students but uh still trying to instruct as well as intervene with behaviors uh as we have them as they have committed infractions that brought about their stay at the DAP. Uh like my boss, Mr. Jones always says, DAP is a choice campus. The choices you make can

006land you there. Uh so that uh we hope to encourage you to make better choices that you don't come back. Uh however, length of stay is determined by the offense. Uh sometimes that is affected by what our local protocols and policies are as well as what the state deems appropriate per legislative changes. uh as well. We do have a uh active parent uh appeal process. We're able to allow parents to voice their concerns. Uh it does give us the oversight piece that sometimes as administrators, it's kind of no gray areas. It's black or white because they've got to make a decision on the fly. And so with those situations, we're able to take a closer look. sometimes if there's additional information or some other circumstances such as when we're dealing with our students with disabilities

007504 uh special education and things of that nature uh that allow us to take a closer look and sometimes the parents are successful uh with their appeals and then but for the majority of time it uh shows the good work that's being done by our campuses the due diligence that's being put in by administrators and I will say that Our appeals process has been greatly aided uh with the intervention approaches from our APS of knowing the students uh in a manner that you know lets them be a breast of things and you know cut a lot of situations off at the past uh uh social emotional learning supports uh under our director of guidance and counseling. There are new programs being implemented uh this year as we speak to address those extreme behaviors so that

008uh while the student is there in DAP, they will be given the tools necessary that will help cut the recidivism of them returning as well as give them coping skills and abilities to act and make better choices uh moving forward. Uh we can go to the next one. Okay. When you look at placements by grade level, of course, you know, according to the law, we do not place uh second grade and below, but we started third grade. That is just right there indicative of 24 25 school year. Uh around amongst the elementary kids as they get a little bit older, you see a minor bump for fifth graders. Uh you see it really picks up uh at the junior high uh stage with the 100 you see there at grade six goes up uh grade

0097 172 kind of starts to drop again and then our heaviest uh grade level is the ninth grade at 213 that we had uh last year and you kind of see it descend as those kids are kind of finding their way and getting uh ready for graduation. And so we hope to continue through uh like I said interventionbased strategies as well as uh campus management to keep reducing that number so that hopefully all of our seniors will be focused on their futures and not uh have those types of offenses. Okay. elementary totals over the five years. Uh you see if you look at the 2021 school year, we were at 35 moving on gradually peaking at around 83 for 22 23 and now we uh see a slight uh decline uh coming off of 24

010and 25 where we were currently sitting at 74. middle school uh over five years. We saw where we kind of started off at 142 and then I think what you will see there not think but factually uh we had a lot of legislative changes as well as the fact that we changed uh to mandatory for fights on the first offense as well as uh the vapes in our policies that we actually enacted a year before the state went to that model. And so you saw that uh astronomical rise at 548 at that time. So it started to back down a little bit but uh not much. And then you see a fractional uh a fractional uh breakdown to 419 uh for 2425 last year. Uh high school totals over five years. Um, we start off

0112021 158 and then just like I said for the middle school populations and as well as the uh high schools, you see that huge jump there when we hit 22 23 and that's uh which are mandatory additions and and almost guaranteed placements for several offenses with that student code of conduct. So you saw a little drop and now we seem to have climbed a little bit more uh to 594 uh for 2425. Then you look at the mandatory uh versus discretionary versus expulsions. You see that expulsions make up only 1.3%. Uh which last year we had uh fewer expulsions than in previous years. uh very appreciative of that and uh you know less felony conduct when you look at the numbers. Um out of those other placements 547 are mandatory such as the non-negotiables which

012uh the way vapes were done the way THC um assault you know on staff or assault uh on students as well. Those are your mandatories. And then if you go back one more time and then you see the 526, your discretionary uh where there's a little more discretion that is available to the administrator. However, sometimes those uh persistent misbehaviors such as just con consistent violations of the student code of conduct that will kind of get you there. And so that made up approximately 484.4%. Okay. All right. Number of incidents per offense code. And this is where I know sometimes we have a couple of questions and feel free if you have any uh to uh express whatever you would like. But when you look at the uh you have a count of 21 when you

013look at the conduct punishable as a felony. Uh that number right there, uh it can fluctuate greatly because that also shows you felony conduct that sometimes occurs out in the community, not necessarily at school or during school hours, but yet still can be addressed because it is felony uh behavior. And so instead of addressing it as a uh expulsion, it's addressed as a mandatory uh DAP placement. um alcohol possession with use or selling. Uh we had five of them. Uh public loot there, you know, you could kind of go on and see as it goes for itself. Uh with 16 and then we had one uh farm uh situation uh three knife uh cases, one weapon prohibited, and then you see violation of student code of conduct which make up the majority of 467. Um

014when you look at terroristic threats, you see those numbers kind of just kind of mirror uh what they have kind of in our past uh years. We had 11 assault on school employees uh 12 with non-school employees. Uh and then we only had one aggravated assault. Uh and so most of those are kind of handled via uh the expulsion process uh on those types that hand that happen throughout our schools. And then we have sexual assault of course. Uh in the previous year we had had approximately six of them and with last year we had one uh that had occurred. And so then you see the false alarm, false report, which is can can range from those that are grabbing, pulling fire alarms, uh doing other things that require responses from administrators and from uh

015first responders as well. And then fighting always we look at 157 uh there. And then you move on down uh you see the sex offenders on the court supervision. We still are sitting at around six uh with that. And then possession of marijuana uh 13 that's the THC 122 possession of THC vapes and then 201 none THC vapes. And so you see that then as you see other drugs and other substances uh with a code 64 there were 22 of those for a total of 1,087 uh discipline incidents for the year >> just just just a little before he goes on that that E I know y'all always have a question what that means and even I've even said I don't know what that means. Uh >> it it means employee. >> Yeah. >> Okay.

016So, for some reason, the E and the E somehow they've coded it as employee. So, just wanted to let y'all know, not that the employees are making the offense, but like on number 28, assault on a non-school employee or assault on a school employee on number 27. So, Mr. Bogue, Mr. Johnson, thank you all for clarifying that in the glossery of terms. >> Yes, sir. >> Quick question on that. Where is cigarettes or tobacco? >> Cigarettes or tobacco? That would be under ones where you saw the uh other drugs. Now, if it's a regular cigarette, which we don't hardly get anymore, but if it's a nicotine vape, it just falls in the regular regular vape. You know, we've uh become so sophisticated, we don't hardly do the packs anymore. So, it's all in a cartridge.

017>> See, Everick Coupe, he had he that's who was remember he was a surgeon general. He was the one that was always after smoking >> and was able to successfully curtail that and then here we are now. >> Yes. Yes. >> Chemicals. >> Yes. >> So, >> that's good. All right. Back to the next. Okay. And so we see uh vapes as a >> Mr. Johnson just a second. Mr. L say no I'll let him finish up because I got to go back. He can finish and then I'll get to it. Thank you. >> Okay. All right. And so when you look at vapes as a percentage of total placements and we look at those pieces, uh you look at how it really breaks down. THC vapes 122 which account for 11.2% 2% and then

018majority you know is u 2012 uh 201 with the nonthc vapes at 18.55% and then your other placements which falls into your fights uh the outright assaults violations due to code of conduct uh campus disruptions uh they make up the the majority which is the 764 like I said and that's how we get to that >> 30% of our discipline placements are around vapes. >> Yes, >> what we're saying. Okay, >> just so y'all know real quick, we don't have to get into the logistics of that, but whenever we do find a student with a with a vape pin, uh our police for our administrators do a good job. They do contact one of our police officers and they do a field test. >> Yes, sir. >> On that, uh that field test has proven

019to be pretty accurate. Uh once we do actually get the other stuff back. Uh Chief Wsworth, do we arrest them immediately upon the field test? >> If it is a juvenile, we do. If it's an adult, we wait to be tested and we get the results back. >> Okay. >> There you go. Okay. Thank you, sir. >> Okay. And then our final uh step we look at is our three-year vape placement comparison. And like I said, uh we've had a lot of fluctuation uh with we saw the legislature kind of change up a little bit of what we do with the vapes. However, as a district with our current protocols, we have kept the emphasis and uh one of the key things that we know and even with discussing with our director of health services

020uh Miss Rachel Fox is that with the cartridges uh and people starting to experiment with them, it provides a whole new level of risk. And so that's another reason why our district did keep a priority on uh placements with vapes regardless of his THC uh or not. But if you look at that just you can see kind of self-explanatory for 22 23 uh where we were and it has decreased and by all projections it would appear that this uh the decrease will continue and that's exactly what we're uh hoping for uh with non TTHC vapes as well. So, with that having been said, uh, we're open for any questions or anything that you might have about D. >> Thank you. Um, thank you, Madame President. On your second slide, John, and thank you for presenting

021this to us. You're doing a great job over there for us. I I love your department. I think you guys did a good job. Um, the that one right there, just from a layman's point of view, so you've got DAP placements. So, somebody could be placed in DAP twice. So this is not not 6% of our population, which would be over a thousand kids that are committing these offenses. Somebody could theoretically go to DIAP twice, right? >> Yes, sir. We've had we have we've had some go up to four times. >> Okay. >> Last year. >> And then the the other thing is, if I'm looking at this correctly, it seems like your offenses go up when the grade changes. So you go from elementary to middle school, you see quite a big bump there

022in the sixth and seventh grade. Then it comes back down again in the eighth grade. I guess you've gotten used to being in middle school. You're probably the big kid on campus, so you mellow out. Same thing on the ninth grade. You go to ninth grade, you start having a lot of DAP placements, and then it kind of feathers down again. Is there any logic to the grade configuration there, Soup? Have y'all seen that at all where you're you see the trend or the kind of math that I'm doing there? No, just from I can just provide maybe perception or anecdotal that behaviors change when expectations at home change a little bit maybe. And so when you jump from an elementary to secondary, it's a little different. Maybe home life's a little bit different. Maybe

023the expectations are a little bit same thing going from, well, you finally went to high school, so you've got more freedom. uh you start maybe experimenting more with friend groups and maybe run into stuff that you don't normally run into. So I don't have anything concrete to say this is the reason why other than the normal jumps from elementary school uh maybe a little bit more rigid in elementary school walking down the I mean just think about walking down the hallways with their tail feathers and their bubbles in their mouths until they're fifth graders. Then they go into to middle schools and it's not as rigid. it's a little bit more secondary feeling uh depending upon the campus and then the same thing when you go from middle school into high school and the things

024that you said the you start figuring out the expectations you start conforming a little bit more and making better decisions um as you go along I will say that we've always said this is one reason I think more has done so so good and our other middle schools are starting to to uh fall in line finally is that I think a a I had a wise man tell me guy used to be a former superended in Texas say that a good middle school looks like an elementary school rather than a high school as opposed to trying to grow kids up in a hurry just because they've entered the secondary grades. And so I we've tried to to uh convey that as much as we possibly can to our middle schools. And I think that's one

025reason you might see by the eighth grade that you have a little bit of that uh high school. I don't know if that same theory applies that a that a high school would look better as a middle school than a high school, but um certainly that we have some challenges that had over my years of experience that are creeping up on us that um certainly are are hard to to chase when 30% of your discipline referrals are with the vape. That is something I did not have to deal with contend with when I was a high school principal. Certainly had some other drugreated offenses and we still have those. Uh and then the violent, anything violent like fighting or anything, but that is a something something that does make our uh uh our data spike

026a little bit. I was really interested in this last special session of whether or not we were going to get the THC legislation across the line because I do think that we have some issues within not just our community, within the state, within uh that industry that is pedalling this stuff to kids and it's and the schools are the ones who have to pay the brunt of the price of it. at least the first line of def of defense. >> Okay, thank you. And two more questions just quickly. I won't take up much more. We always get a lot of data, but we get it with the demos. How many the demographics laid over it of these DFA policemen? So, in the future, if possible, can we get those? Because everything we get, whether it's

027students test scores or funding or whatever, we get it with the demos, black, white, Hispanic, other social, economic, can we get this data in that same format for any future reporting? That's one thing. And then the only other thing I had on the It looks like the majority of these 467 are violations of student code of conduct. Would most of those uh Mr. Johnson, would most of those be in the um uh not mandatory, but the discrepancy part of the report? In other words, what type of offenses would you see there understood in code of conduct? Because that's that's a lot. There's a lot of things you could violate there. And are those are not mandatory placements, right? Those are the ones that we're saying are >> discretionary such as your fights. Uh the extreme

028cases of disrespect to administrators where like for instance if administrators being cursed out to the point where they cannot instruct to the point where we've got to get law enforcement to report to the classroom. We've got administrators having to come. And so those things kind of crawl into that. Uh for instance, we've had kids that get sent to ISS where the campus is trying to use the lowest possible intervention to get them back to class quicker, but they keep accelerating. They go to ISS cause a disruption in ISS to the point and so it grows into a placement. >> Okay. >> Uh with those types of things like that. >> And uh just one more thing on the fighting ones. Mhm. >> How does self-defense play into that on a first offense? >> Well, chapter

02937 gives the administrator the discretion to use and to look that's one one reason why when you do the suspension pending possible placement is so that you can go and cure that investigation, carry it out. Uh and once you carry out the investigation, if your results such as we go back and look at video, we get witness statements and if it shows that a person has no other recourse but to defend themselves, then we have we have trained our administrators use that discretion. It's not just a blank check to say, hey, both of you fault, you go. If you just backed into a corner or we've had point where maybe the uh student has reported uh to someone, we've put stairway agreements in place, we've done other measures that we have and then this other

030person was just determined that they were going to fight and that person has no choice. Then we look at how we implement and use the student code of conduct. So it doesn't mean that they just blanketly all go. >> Thank you, Mr. Johnson. Thank you, Madam President. that. >> Yeah, I was going to say it makes me giggle uh in memory of Dr. Dunn at Hog. Hog led the district in fights one year and they had like 100 kids now 300 kids in school total, right? Once we finally built all the other schools, >> uh they he he was so embarrassed by that he taught his kids, his students that whenever so there wasn't the the mutual combat going on that he turn it into assault was put your hands up and take two steps

031back and say one, two, I don't want to fight. >> Yeah. >> And then the following year, I think you only had like two fights the entire time. So that's right. uh there, you know, you can get again there being a little elementary at stuff at middle school uh can certainly go a long way and put some things in place as well. >> Uh Mr. N. >> Yeah, a couple of things in regard to uh the campus reports. If you could provide the information that you're giving according to campus, I think we did that one time before. That would be appreciative along with the demographics that Mr. Lucino mentioned. Uh one thing you know one of the things that I heard before and you still hear occasionally >> would you explain the appeal process because

032a lot of people have the impression that you make that decision yourself. So when a parent file an appeal who how's that appeal done and who makes the decision? Well, and and it's unfortunate if anybody has that perception because we're very clear in our student code of conduct uh about the composition of that panel. That panel is brought in by administration uh members as well as uh guidance and counseling uh so that we can kind of have a a a crosscultural effect of people to look at it unbiasedly that are going. And if you look at um how we implement it uh with that process uh it is a very solid process because we have literally written it according to scripts developed by Walsh Anderson. And so we do that and that process is carried

033out from the very beginning with the administrator at the campus until it flows to us and then the parent is allowed to come in express and receive the information about the placement and then from there the panel members which is made up of administrators from the district. Those panel members make that decision collectively. >> But it comes from other schools different schools. >> Yeah. Yeah. has come from. >> So give give you an example. Let's say a kid from Legacy has appealed. What is the panel? What's the makeup of the panel? >> What could it look like? >> Well, the the it would be a principal from another campus. Uh oftentimes it's two principles or two uh APS that come in and you would certainly and you break it out of the um you know

034kind of the feeder pattern if you would. We're very careful to do that. Also, we're mindful of if there is a spouse uh that is involved in that situation or a spouse uh is over that campus, we make sure to make sure that that panel is is constructed in a way that it doesn't it passes the smell test for even the the lay person that's looking on. >> Okay. >> But we put a lot of thought into it. >> And and the determination based on vote of the panel or general consensus of the panel? Well, the determination is based on the the evidence that's provided. >> Okay? >> Uh the evidence drives the decision. Uh if you come in and and to be very honest with you, because we have such a transparent process, uh

035a lot of parents come in because they appeal vape placements. Okay? Well, you got a kid standing there with a vape and they still appeal it. Well, we give them their their time to appeal and they present their information and then part of that process is we share uh what our student code of conduct says. >> Mr. N. Go ahead. >> And and I'm getting to the fact that uh once everything's given to the panel, who makes the decision in the panel? How is that decision made within the panel as to whether they go back to the campus or whether they stay in DEA? >> Well, I'm I'm well what I'm I'm trying to understand. >> In other words, is the democratic process to where it's two to one on a vote on the panel

036or do you all come to an agreeance on that or is it you doing it? >> Okay. >> Yeah. So, when we when we look at it, we follow the democratic process. if there are two people that uh feel strongly about it and there's one on the outside that that happens. Now the thing like and I'm sure what you are getting is kind of like if you remember a couple years ago uh I think you were sitting right over here and you made the comment you said I got people at schools that say that you can't get anybody in DAP. You remember that? Well, unfortunately, we don't have a filter that lets people that go to board members, you know, decide if they're going to be fair and just about it. And so, what you

037get sometimes is my grumpy feelings, you know, but the factually, I'm proud of the process we have because it's been tested uh when it comes to everything from attendance to how we invoke our discipline process. It's been im emulated been copied by other districts. >> I'll say this, I >> able to do it. >> I very rarely if ever have gotten involved in one of these. Now, Mr. Jones does at times sometimes he's got to referee this stuff. Uh recently we had one and this is where we really get people frustrated as is from our campus administration >> when we do overturn a placement because it's not only about the evidence that's involved, it's also about the mechanics. >> Yes. And if the mechanics and the technical part of it has not been followed appropriately,

038then we will actually go back and reverse course on that. Now, obviously, if it's a mandatory type deal, it's a felonious behavior, you're going to go. >> Yeah. >> But in a discretionary thing or maybe in a vape instance, if we had an administrator make a mistake and nobody bats a thousand. Y'all know I say that a lot. Nobody nobody is 100% on what they do. That is one thing that can get then can that can kick it back also is that we didn't follow our own administrator procedures. Right. Sir and you know doc under Dr. Crawford's instruction we look at those processes. For instance the 504 special education if and with my background being sped it gives me the ability to look at it and we have found situations where if we do have

039a discrepancy we clean it up ourselves. And the way I explain it to principles is that it's better for me to have that tough conversation with you than a third party come in or state agency come in uh to address it. And so uh it's part of the checks and balances, but we uh like I said, we do share that information and that decision is not made. It's not a John Johnson decision. You know, as a director, your name gets put on a lot. And so when it gets to the community, people say, "Well, John Johnson said, John Johnson did." And that's not the case. love that I think >> members as well. >> That that's kind of where I'm coming from. That's why I asked about the process because so many people do point

040their finger directly at you because you're over it. And I you know, you probably heard it. I know I've heard I hear it all the time. John Johnson sent him back. You know, it's like >> Don Johnson, >> John Johnson send them back, you know. >> So that that's that's the process I want to make sure people understand. It's not a oneman decision. It is a process that has been vented and uh and it works. So that that's >> Anybody else? >> Thank you. I'm good. >> All right. >> Comments. >> Thank you, sir. >> Yes, sir. Thank you. >> Next, we have our Head Start annual leadership governance and training. Come on down, Mrs. Holland. Director of Head Start Brandy Holland will come to the presentation table and actually provide the board its annual

041leadership and governance training. Miss Holland. >> Thank you. Good evening, Madame President. Dr. Crawford, board members assembled. I am Brandy Holland, director of Head Start for Tyler ISD, and this is your annual Head Start leadership and governance training. So, within Head Start, we have three leadership entities. We have the governing body which is you, the school board. We do provide you monthly the prior activities and budget documents every month. In addition to that, if we have anything that does have to be approved, we do submit that to you. We also have the policy council which is made up of two parents from every Head Start classroom. We meet with them before school and they are able to nominate a representative and an alternate from every Head Start classroom and then they get together once a

042month at Pete Elementary again to go over the prior month's activities and budgets and if something has to be approved we also present it to them at that time. So the policy council approves it first then the board approves it and then we submit it to the national office of head start. And last but not least we have our management team. There are 10 that serve on that team in addition to myself and basically we oversee the program um in addition to any financial decisions that need to be made in order to prepare those documents for you all for the policy council and then the governing body. Um Head Start is governed by what are called the Head Start performance standards. If I had to compare them to something I would compare them to the

043TIES, so the pre-K guidelines and basically they tell us what we can do, what we must do, and what we may do. and we do follow those to a te and you can find those under headstart.gov. Oh, so in order to be eligible to be in Head Start, a child must be four, before or by September the 1st. We do accept three-year-olds into Head Start, but they have to have a Tyler ISD diagnosed disability. We have to have the IEP, and we're able to get those from the special education department. You're also eligible for Head Start if your family's income is equal to or below the poverty guidelines, if a child is homeless, or if they are in foster care. Um, here is a copy a copy of the poverty guidelines, which we do have

044on the Tyler ISD website. Um, under Head Start, when a family comes in to enroll, we do refer to these. And then the steps to enroll. So, there are two steps to enroll in Head Start. The first one is the parent completes the Tyler ISD enrollment application. It is the exact same application that every kindergartener through 12th grade completes. If a family is having difficulty completing that application, we do invite them to come into our offices and we help them at that time. And then step two is to schedule a parent meeting through Calendarly. So on our website, parents can click schedule parent meeting and based on their availability, they are able to come in and have the parent meeting at that time. And so our staff does conduct the parent meeting in person. We

045also offer those virtually for those parents that have to work not get off of work. We also conduct a needs assessment at that time with every family. We also verify their age. Sometimes parents come in and they'll bring their birth certificate and the child is actually five, so they should be in kindergarten. And so we are able to help them through that process at that time as well. And then last but not least, we take all of that information and put it into um our child plus system that we do share with the National Office of Head Start and it does quantify the needs of that student. And those students with the most needs are placed first into the 200 seats that we have in Head Start. Um there are some additional allowances. So a

046child can actually be over income and be in Head Start, but we only have 20 seats of the 200 that we have for that. However, we have to ensure that we are placing those students that actually qualify based on income in those seats first. And we do do that. Um, a lot of times those seats are saved for our three-year-olds. Um, they can have a tailorized diagnosed disability and be over income, but also for our foster children as well. Um, we are currently, when this report was submitted, we were at 200 seats. However, as of today, we are at 197. Those numbers do fluctuate because we do have students move away, but we are required to fill the seats. So, if a student moves away, we have 30 days to fill that seat. And that's

047why we do keep a wait list. And there are 16 students currently on the wait list for Head Start. And that completes my presentation. >> Any questions, comments? >> I feel like this is going to be a dumb question. >> No question is dumb. >> I feel like it might be. >> You want to ask me first? Byebye. Um, who determines that we get 200 seats? >> So, that's actually in our grant application, the application that we write for between the um, Head Start and Tyler ISD, it seats 200 seats. And so, that's what it is. We cannot increase it. Um, if we do want to have more students in Head Start, we actually have to apply for another grant that Smith County already has, but we have to take it the way that it

048is. So, for example, um Get CAP is here in Smith County, but they have Head Start and Early Head Start. And early Head Start takes infants all the way to um five. So, we would have to take that grant if we wanted to do that and then start doing early >> get get cap >> get cap. So sometimes we do refer some of our families um if they are coming to Head Start and we are full and prek prek can't accommodate or if they have younger children then we will say hey get CAT might be an option for you if you have an infant because Tyler ISD head start does not take those >> county yeah >> it's in Smith County it's not run by Smith County >> probably a 501c3 uh when for those

049of y'all that have been on the board for a while at least the last dozen years, we had a little fun uh with the feds in regard to Head Start at one time because of some mandatory curriculum requirements that did not match with our wanting to be more rigorous curriculum. Um about that time, Head Start changed the way that they do things and Tyler ISD was not an automatic recipient of the Head Start grant, but instead they opened up the grant process up to be competitive and that's when you started seeing some places like Promise Delasoria, uh North Tyler Day Nursery, this other group that you're talking about along with some other defunct Fly by the Night Mom and Pop. We're just going to do some subprime 501c3ing if that makes any sense. decided to

050get in on this game and when they got in they figured out they couldn't do it. So there is this other one this get cap that is a county not a county run but it's its own 501c3 I believe >> nonprofit and then there's Tyler ISD >> and the county funds it >> or they get federal funds that's federal through the county >> yeah it's federal they may go get some other >> I don't know how much interaction we have with get cap all I care about is this one >> but the but federally we're capped at 200 because of >> the grant >> because of >> the grant because of our >> their requirements the grant restrictions >> but because of our district size because of our city size because of our >> you

051know what I'm saying like what who determines the 200 >> we are currently granted for 200 seats and so if we want to request additional seats the only other application available in Smith County is through get caps and we would have to apply for the exact grant that they have and they have early head start and head start. >> So then Tyler ISD would have to say that we'll start taking >> start doing babies. >> Yeah. Let's >> zero months. >> What? >> Strike that from the record. >> Madam President, you don't want to take the baby. Come on. Thought you >> and expecting mothers. >> Let's do it right. >> Madam President, >> any more questions or comments? >> Couple questions just quickly. Um, one question is on the, and this may be out

052of the not affected at all, but with the Department of Education being dismantled and the funding being kind of thinned up, you guys get the money straight from them or do you get it from the county? Your funding? >> No, we actually get the funds from the National Office of Head Start. >> Okay. So, it comes straight from them. You don't anticipate that that will be changed with them shrinking that educational department? >> I have no information about that. >> You've got some perceptions of perspective of this. >> Um this one we don't have any um knowledge that they are going to cut it. What we've seen is that they've gotten rid of some of the administrative you know pieces in between but we haven't gotten any word that it's going away. There's currently not

053a fear for 2627. So that's all we know. >> And then the other question to piggyback on what uh trustee um Lindsay was saying, have you looked at other districts that are bigger than us like um I don't know 40,000 kids where we're at around 19 and to see what size their Head Start programs are. Uh, I guess it's about 1% of our student population if we go by the 189 we have now. So, we got 200 kids. Have you seen or looked at other districts that are say considerably big bigger, 40,000 kids or 50,000 kids and say, "Okay, well, they've got still that 1% of Head Start." Do you guys look at that at all? >> No, because when I reached out to the Office of Head Start to see if we could potentially

054increase, that was not a determining factor. Like, it's it's legit. we would have to apply for the get cap grant to be able to increase our numbers in Tyler ISD. That's the only way >> in Smith County. >> Thank you. So, the other districts that do have more than 200 students in their Head Start are they're under a different type of grant than what we are. >> Not a different type of grant. They were granted that enrollment number for that grant application. >> Okay. So I think that the question is who determines the number Lindsay and Lino who determines the number of that grant because why is it we could Dallas office 300 >> I can answer that the Dallas the Dallas office of head start. >> Okay they determine the number >> office is

055based in Dallas Texas. >> Okay. So they determined the number that they that they put within the grant >> for us for Ferris for Inennis for >> for Corsacana for Yeah. They they just allocate here, there, and everywhere. >> Okay. So, yeah. Okay. I understand that. >> Is there a time when I guess we have to reapply for the grant? >> Yes, we do every year. So, with the grant, there's every five years we have to reapply and we were actually up for a recompetition. Um, however, the cohort before us got delayed. So, we were supposed to begin applying for the five-year grant last year. And so, I'm waiting for that notice. They're telling me maybe January, February to reapply for the five-year. However, we still have to apply annually for the Head Start grant.

056And we do that in the spring every year. Usually about May, it goes before the board. >> So there's potential when that comes around. >> No, there's a potential to not have the grant. Either you get it or you don't. >> We're always at 200. >> We'll always be I'm sorry. >> We'll always be at 200. >> Yes. As long as we have the grant. Yes. unless we apply for get cap. >> Not to make any other comments about competing for the grant process every year and whether or not it's going to be available from year to year. We're very appreciative of the amount of Head Start that we are allocated from the Dallas office of Head Start. >> Thank you. >> We would like some more, but but thank you for what we got.

057It's better than the zero that they could provide. >> Head start at how many campuses do you have Head Start at? >> Nine. >> There are 10 classrooms, but there are nine campuses because Douglas has two. >> Okay. Thank you. >> Thank you so very much. >> Thank you. >> All right. Internal Audit Services annual audit plan update. Mrs. Coker. We have Miss Coker, chief internal audit officer that's going to provide you u a couple of items right here. Uh D, she actually has a pres presentation, three to five slides, three to five bullet points and then then after that she can stay there just to briefly talk about the audit committee charter in the first reading. >> Okay, >> Miss Coker. >> Good evening. So okay annually I need to confirm internal audit services

058independence of the organization in accordance with professional standards I confirm that internal audit services remains organizationally independent as your chief audit executive I report functionally to the board through the audit committee over the past year internal audit has not experienced interference in scope access or reporting and independence has been fully maintained. Okay. Um y'all should have under separate cover the annual audit plan proposed for this year. Management has reviewed the audit plan and so has the audit committee. And the audit commi I mean the audit plan offers a balanced coverage. It has operational audits include maintenance, police department and prek. Campus audits are 610 hours are planned and that will be nine audits this year. And then we have follow-ups and special requests as a separate area. There's flexibility built into the audit plan when

059new risks arise in the campus audit area and also in the follow-up special request sections. Um so the audit plan in the audit is plan it doesn't have a lot of room for flexibility but it is built into those two areas if something comes up. Let's see. And do y'all have any questions about the audit plan for this year? >> Any question? No. Okay, let's see. Going forward, I want to talk about how internal audit supports successful student outcomes. By ensuring compliance with laws and policies, it protects the district from legal and financial risk, ensuring resources remain focused on serving the community and students. Optimizing resource allocation promotes efficiency so funds and resources are used effectively allowing more support for priority needs in within the district. Risk management is identifying risk early through audits. Helps

060address financial operational or safety risks before they escalate maintaining a stable environment for students. Um program evaluation um reviews operational and support programs to confirm they are effective which indirectly strengthens the environment students depend on. Also maintaining data integrity ensures financial operational information is accurate and reliable supporting sound decisions that guide resources for district and its students. Fostering continue improvement strengthens systems and processes building efficiency and accountability that ultimately support student success. And in closing, while internal audit focuses on operations, compliance, and risk, the stronger and more efficient we make the district, the better positioned it is to support students and services. Okay. Do y'all have any questions for me? Nope. >> I guess not. >> Okay. >> Says stay there for >> general comment. Uh I I I'm very supportive of the internal audit

061process and some of the things that we discovered has been like she said earlier has been very beneficial to the district and operational process. So I think it's very essential that we continue that process and I think we will. I don't think it's any doubt that it's important and it has served a very good purpose within our district and keeping us on track. So, I compliment Miss Coker on her job because it's not a glorious job, but she does a very good job in in maintaining it and and adhering to the guidelines, I think. So, >> okay. Okay. Anybody else? >> Okay. >> So, he said stay for the audit committee charter first reading. Okay. Every year we review the audit committee charter and this year um the Institute of Internal Auditors imple um created

062some new standards and so there's some minor areas within the audit committee charter that we updated it and mostly it's to change the title from the institute of international internal audit international practices to global internal audit standards. and then add some internal in internal control section add that the district's cyber security and data protection posture and ensure internal controls addressing evolving IT risks in there. So it's just a mostly updating it for the title for global internal audit standards. So that's the first reading. Do you have any questions on that? Any questions can be directed to Miss Coker or the audit committee. You've got two members on it with Mr. Martinez and Mr. Newsome. Mr. Newsome is the chair. >> Yeah. >> Okay. Mr. Lass, >> just a quick question. Um, I know when you

063first came over, probably about 12 years ago, um, you did the framework on all of this. And as you're running into new stuff that you're auditing 12 years later, you run into situations where you may not have audited that before, like like the police department, for example, because it's it's fairly new because it was done after the legislation that came out. Do you go to other districts and try to get samples of what they're auditing or do you is there an association you belong to that helps you through that to make sure we're looking at what we're supposed to be looking at? There are a number of districts that have internal audit departments and we do share audit programs that we use. >> Okay. >> And I also work with the departments and find out

064what their policies and procedures are and I sit down with them and we talk about the risks and what areas they may um want me to look at. And I also do research on the internet as far as other districts and their like with the police department. I would go to other districts and look at their web pages and see if they have policies and procedures. And so there there are a number of tools I use to create an audit program. But you're right, almost in every department, I'm inventing the wheel, >> right? >> Or using someone else's audit program and then making it work for Tyler ISD >> on um and just two more questions on your work program that you do. I know you used to do PTAs or affiliated um people, not

065necessarily departments in the district, but we went through a cycle there where we were helping out with the PTAs, cash controls, just auditing them, helping them, getting them in shape. Are there other affiliated agencies uh with Tyler ISD that you think we should probably have the potential or or maybe want to look at them uh that don't have an audit or that may have their own audit, but they're partners of ours. >> If they're a separate entity, we would we would um it would be difficult to do an audit for them because we would be using public funds by doing that. But if there are areas that they need help with, we could provide information. >> Are the PTAs not separate entities? >> They are separate entities >> and we use public funds to audit

066them, right? >> I don't I do not audit PTAs. >> You don't audit them anymore? >> Don't audit PTAs. >> Okay. But we did in the past. We have done it when there has been a special request from them and and there has been an incident that's egregious that we need to go in. >> Cuz when somebody has a complaint, whether it's a cash control complaint, whether it's a something on a financial statement, they're not going to say the XYZ school PTA. It's a Tyler ISD school and they're assuming it's under our preview whether it is or not. And so I'm just thinking of other entities. We haven't had this problem because I think you did a great job when you came in uh to get a hold of that. And some of those PTAs

067asked for that help. It's not like we were going in and it's a gotcha game. That's what it felt like to some departments, but they asked for help. And I'm thinking of other entities that maybe are affiliated with us that may need the same help. So that's that's where the question comes from. Well, one of the things that I just want to add is that financial services on their website, they do have a booster club manual that provides s uh great um procedures that they can follow. And I also um back about 2017, 2016, 2017, I taught booster clubs how and PTA if they wanted to come and how to do self audits as well. And in my um campus audits, I asked to look at their finan annual self audits and financial statements. They're

068supposed to turn them into the campus and that's one of the areas I look at because if you have open financial data that is they're regularly showing on their at their meetings, there's less red flags. So that's one thing that I do to check to see if they're having regular meetings. they're being fiscally responsible and um given their members and the principles their financial data. >> Thank you, Mrs. Coker. >> She I will say before you step away, she has assisted us in re is sometimes you forget she has assisted us in reviewing when there has been some suspected malfeasants with a booster club or two. >> That's true. Um, same thing with PTAs circling the drain and getting close to losing their charter. She's she's been deployed some to be able to do that,

069but there's not an official schedule of such until we suspect something and we have a communication, hey, can you take a look at this for us? So, that I think that is appropriate in deploying those public funds. >> I agree there >> to there. So, thank you. She has done a little bit of that um over time. You just got to be reminded of it sometimes. >> Thank you. Thank you so very much. >> Okay. >> Oh, sorry. >> Or the district alone. So, there's really not a lot of flexibility in her being able to help those other entities, but there is a little time built in there that gives her that ability to do. But considering the number of schools and the number of departments within the district, it keeps her pretty tight on

070the schedule. So, yeah. But we like Dr. Prophet said, I think that we have been beneficial to those other entities associated with us and and trying to keep them help them with their audit process as well. >> Okay. All right. Thank you. >> Thank you so very much. We will now go into executive session >> 658. was previously called to order. The presence of a quorum has been established. The meeting has been duly called and the notice of the meeting has been posted in the time and manner required. We do have >> Missing people. Yeah. But we have a quorum. We do have some um items coming out of executive session. >> You want to back up? >> Oh, that would be me. I lost my prayer. Okay, we're all back. Okay, we're going to

071have prayer if I can find it. Let us stand. Miss lost, but anyway. Dear God of heaven, we thank you for this opportunity to meet once again. We're asking you to watch over us, watch over the school district and all those that are a part of Tyler RSD. We thank you for all that you've already done for us. We're asking you to be with us as we make decisions that affect Tyler ISD and the Tyler ISD community. We're asking these blessings in Jesus's name I pray. Amen. >> I pledge algiance to the flag of the United States of America and to the republic for it stands one nation under God indivisible with liberty and justice for all. >> Honor the flag. I aliance to the Texas. One state under God one and indivisible. Okay. We're

072going to consider the action item discussed in executive session. Do I have a motion? >> Madame President, I make a motion that we approve item C, the level three grievance pursuant to our policy DGA. >> Second. >> All in favor? >> Madam President. >> Oh, I'm sorry. >> Can >> we have just a brief discussion? >> Yes, we sure can. >> Yeah. All I want to say is while I don't believe that the policy in question grants relief in this case, I do want to thank um the grievance for her service to the district. >> Any other comments? Okay. All in favor? >> I >> Any o any any opposition? >> I So motion carries. So um she will get >> Oh, you sustain. >> We do a roll call. >> Yeah. Could we show

073of hands or something to make sure that we get >> All in favor? >> I >> that's enough. >> All oppose. >> Okay. Okay. Motion carries. >> Okay. Now we are ready for special recognitions. Good evening board members and Dr. Crawford. We would like to begin our special recognition portion of tonight's meeting by announcing our September district students of the month. The elementary student of the month is Jimea Espinosa, a fifth grade student at Bell Elementary School. And the secondary student of the month is Griffin Bigby, a senior at Tyler Legacy High School. At this time, please join me in watching a brief video about these two outstanding students. Hometown beats strong in Tyler ISD, where students are reaching goals, breaking barriers, and shaping the future. Their journeys may look different, but together they are

074showing us that next is now. Let's celebrate their achievements as we continue leading the way in Texas education. Let's kick off our new school year as we meet our elementary student of the month for September. I'm Jimenez Spinosa. I'm a fifth grader at Bell Elementary. >> As a fifth grader at Bell Elementary, Jimea is a remarkable student who shines as both a leader and a role model. She serves as a peer tutor offering encouragement and support to her classmates. She also extends her leadership into the community through the Bella Girls Leadership Club where she works to empower and uplift young women. Her dedication to service and her compassionate nature inspire everyone around her. Bella Girls. Well, it hasn't started yet, but I've I've done it last year. We do a lot of fun stuff and

075we help out like how I say we went to the Hamptons and and we wish um a merry Christmas to to all the elderlys and then we gave them the cupcake socks and we also sung there and and I played piano there. >> Alongside her leadership, Jimea demonstrates creativity and discipline through her many talents. She plays the piano with artistry and practices karate with focus and determination, showing both strength and perseverance. Through her actions, she exemplifies what it means to lead with purpose, uplifting others, and leaving a lasting impact wherever she goes. I feel like I'm always learning from her. She always has interesting things to say. and she gives me the best time teaching her because I can see how she's growing, how she always gives her best. I just think she's a great

076student. >> Now, let's recognize our district secondary student of the month. >> I'm Griffin Bigby and I'm a senior at Tyler Legacy High School. >> Griffin is a dedicated leader who balances academic excellence with service to others. As a member of multiple honor societies, student organizations, and clubs, she exemplifies discipline, integrity, and commitment. With more than 530 hours of volunteer work, including service with the National Charity League, the East Texas Food Bank, and Operation Gratitude, she has made a meaningful impact on both her school and her community. We've been doing community service ever since I was little from like going to children's village and just hanging out with kids and giving them gifts and stuff and then we've really been doing it every year. And so I feel like she's helped me drive to help

077others and give back to the community. Beyond her service, Griffin has competed in volleyball and golf while also giving her time to babysitting, church events, and local festivals. Her compassion and love for children reflect her future goal of becoming a pediatric nurse. Griffin truly leads by example, uplifting others with kindness, humility, and a heart for service. >> She is a Tyler product, and she embodies what we want in Tyler. She works hard. She's kind. Um, she's never met someone that's a stranger. Uh, she does all the things that we ask of her and more. And there couldn't be a better representation of our community and our schools than Griffin Big. >> Let's honor these remarkable students as we celebrate the outstanding achievements happening across our district. Their success stories remind us of the strength, dedication,

078and spirit that define Tyler ISD. This recognition is proudly brought to you by Christa's Trinity Mother Francis Health System. And now we would like to ask the board to come forward. [Applause] And at this time we would like to invite Jimea to come up to the front. Let's give her another round of applause. [Applause] And now we would like to welcome Griffin to the front to receive her secondary student of the month award. And now we would like to recognize our elementary district teacher of the month, Maria Antha at OR Elementary. And here are a few comments from her principal. She is an outstanding educator from Spain who has made a big impact at ORE. In just her second year, she's earned the TIA Masters designation, showing her ability to drive real student growth. What

079stands out just as much is the way that she builds strong, trusting relationships with students and families. She cares deeply about their success both in and out of the classroom. Miss Anza is very coachable and always looking for ways to grow by implementing feedback right away. That coachable spirit and her tenacious work ethic have led to a huge student impact. Over the two years that she has been here, third grade reading on our bilingual side has increased from 63% to 87% passing on the star. And at this time we would like to invite you to come to the front, Miss Andrea. Congratulations. [Applause] Let's give her another round of applause. And our secondary district teacher of the month is David Howard at Tyler Legacy High School. And here are a few comments from his principal.

080Mr. Mr. Howard has been a pillar of excellence at Tyler Legacy High School, serving not only as an exemplary teacher, but also as a mentor, leader, and advocate for student success. Mr. Howard's students consistently outperform district, state, and global averages on AP Biology exams, achieving 82.5 pass rate in 2024, compared to the state average of 53.8%. He creates a learning environment that values curiosity, collaboration, and critical thinking. He serves as the student council and national honor society sponsor, guiding students in service, leadership, and schoolwide initiatives that strengthen campus culture. His membership in these roles reflects his deep commitment to developing well-rounded, responsible citizens. Mr. Mr. Howard's leadership extends across the campus and beyond. As science department chair, a campus instructional leadership team member, and a mentor for new teachers, he consistently supports instructional growth. His

081contributions to campus district and national professional development, including serving as a College Board AP exam reader and table leader, reflect a passion for advancing science education and good teaching at all levels. At this time, let's invite Mr. Howard to the front to receive his award. [Music] [Applause] Next, we would like to recognize Early College High School for being named once again one of the best schools in the country and the top ranked high school in East Texas according to US News and World Report. So at this time, come forward. Mrs. Hortman, principal at ECHS. Congratulations. [Applause] And lastly, we would like to congratulate the financial services department for earning the certificate of excellence in financial reporting from the Association of School Business Officials International for the 22nd year in a row. So, let's wish them

082a congratulations. [Applause] Get on over there. And this concludes our recognitions for this evening. First time I ever heard. >> Pretty cool that early college high school got that. >> Stay tuned for something later. >> That big of a press out, too. They got another >> such. What are you talking about? >> Okay. >> As they are heading towards the door. public comments. >> Okay. Next, we'll have the delinquent tax collection update. >> Miss Atkins, Dr. Crawford, we appreciate you having us. Uh my name is Patrick Woods and I'm joined by my partner, >> Patrick MacArthur. And uh we of course have the pleasure of serving Tyler as your delinquent tax attorneys. We've given you some information executive session. We wanted to give you the opportunity to ask Patrick and I any questions that you

083may have about the material or anything else. >> Any questions, comments? >> Just thank y'all always every year. It's >> our pleasure. Great. >> Thank you. Keep up the good work. >> Thank you. Thank you guys. >> Thank you so much. See you soon. >> Okay. Continuous improvement student outcomes accountability update. >> We've got everything in. And so we have Dr. James Kurton, uh, executive director of assessment and accountability. Is that his title this year? >> Sure. >> Smart data guy. That's what we usually refer to him as. And Dr. Lance Gropel, deputy superintendent of administration to provide our annual report of accountability as, uh, required by the Texas Education Agency. So here we are. Dr. Gropel, Dr. Curton. Uh, thank you, President Atkins, uh, board of trustees, and Dr. Crawford. Uh, as Dr. Crawford

084stated, uh, I have to my right, uh, we usually call him SDG, uh, the snazzy data guy based off of his jacket tonight. But we have some great, uh, information, I believe, to share, uh, information that we've we've shared with you a while back as we got the data trickling in about just a great, uh, 2425 school year, uh, for the students of Tyler ISD. and I'm going to let Dr. Kurton take over. >> All right. Well, good evening board. Dr. Crawford. Um, we will jump right in just with a quick reminder about accountability and how that system is structured. Um, as you may recall a few years ago, there was some changes to the accountability system, but the collective structure stayed the same. So, we are evaluated on student achievement and school progress. So,

085school progress is measured as academic growth or what we call relative performance where we basically account for the the uh percent of students that receive free and reduced lunch in our district. Um, and then closing the gaps. So, for every district in the state of Texas that gets evaluated, we're evaluated on these three domains and those first two, student achievement, school progress, uh, whatever score is the highest of those two or what TA would say is three, u accounts for 70% of our overall score. So the collective score comes 70% of that comes from those two domains. Every single district is evaluated on closing the gaps. So we'll give you scores for all of these. But just as a reminder, that's kind of the the structure. If we look at our district ratings the last

086four years, um you can see how we have progressed. So we were an 88 back in 2022. Um you can see then we dropped to a 78, a 77, and this year we're going to come out at an 81. Uh so of the just as a reminder the the time when we reset or the state reset the star test and accountability structure was that 2023 year and so you can see that the drop from an 88 to a 78 was based on a new test and a new set of accountability rule. Uh the state of Texas actually gave us a report for 2022 that said if we had applied those same standards where we would be and that year they had us at a 77. So if you look at the rules that we're under

087now and applied it to 2022, we would have been at a 77, then a 78 and 23, 77 and 24, and then we just saw a big jump to an 81 last year. So um collectively some pretty good improvement across the board. And you can see if you look at all the domains, the different colors, we improved everywhere. So we improved in student achievement growth and closing the gaps. Of course, uh we didn't we we're not going to talk much about the post-secondary readiness distinction, but we were we are getting better, getting closer to earning that district distinction. Um we need to hit about 55% of our our cortile one indicators to earn that. Um I really just wanted you to know we're closer than we were the year before. We're kind of getting better

088better in in terms of getting that. >> Yeah. I just wanted to draw your attention as you look at this chart at the the eight point gain you see in closing the gaps from 24 to 25. um that's really identifying our our lowest performing subpopuls of students uh and and holding us accountable to ensure those students are are growing at a higher rate uh than than our higher performing demographics. So I think just a a a great thing for us to be able to highlight uh within some really good data, but I really wanted to draw your attention to that. Um there's a lot that goes into making that 82 as far as the gumbo as as far as tea creates that number. Um, but it's it's identifying our highest need students and making sure

089that we're closing their performance gap to our higher achieving students. So, I wanted to draw your attention to that. Okay. So, if we continue on and we start disagregating that by campuses, you can see our elementary ratings. We've got them colorcoded to kind of help see the picture. Um, as a whole, we had a great year. There were four A's, which was the most we've ever had at the elementary level. Three B's, nine C's, and one D. If we just look at the the comparison of this year to last year, 13 of the 17 elementaryaries improved, two maintained, and we saw only two of them um decline. There were no Fs. Um so that the last two years we'd had one F campus each. This year we had zero at the elementary level. I know

090we've we've celebrated a lot of campuses at at convocation and throughout this year, but I I think it's important to draw your attention to the the jump you see at Austin Elementary uh as a pretty significant jump as well as Ore. We heard from one of the teachers from Ore earlier. Uh Pete, uh another significant jump uh as well as uh the Bonner B's becoming the Bonner A's there uh right there off of Front Street. So, um, just some really great things to highlight. Obviously, the areas where we maintained were happy but not pleased. Um, want to make sure that th those campuses, those areas are continuing to progress. Uh, and any ones that that had a regression um are are getting their foot back on the gas and making sure that we we get

091that number back where uh we want it all to be. So, >> and I would just point out with Bonner, too, the nice thing with Bonner is you see every year they've improved. So, the new system, the new test didn't slow them down. They've continued to get better and better until they got that A this year. Uh, if we shift gears to secondary, we had three A's all um this year at at our secondary campuses. Again, that was the most we've ever had in one year. Three B's, one C, and then one D. Um, collectively, seven campuses improved. We had one maintain, and then we had um no campuses decline at our secondary level. So, again, a great year overall. You say that one maintained. They went from a 99 to a 99. So I

092don't think there's any room for improvement there in the accountability system. >> Y >> one point. >> Can you get a 100? >> I challenged them when I went to their campus. I said, "Let's be the first campus to get a 100." >> Okay. >> So, you know, I'm not saying it's easy. I'm just saying >> we have one point of improvement opportunity. >> That's all I'm saying. >> Uh, no. Great job overall, though, in all seriousness. and three years in a row they've maintained that. If we start looking at distinctions, um overall there we saw some some pretty good uh improvement. We saw in our in the ELAR category we saw 10 of our campuses earn a distinction which is up from last year. U we also saw improvement in academic growth, closing the

093gaps and post-secary readiness. Uh we maintained the number of distinctions in social studies and math. Um so although we saw an improvement in math scores this year um we maintained the number of distinctions and then we saw a slight dip in science this year compared to to the year uh year before. So again collectively pretty good improvement um and we'll continue to chase those math science and social studies distinctions this year >> saw increase in science. >> Yes. So science performance went up, math performance went up and social studies performance tends to be very good relative to to a lot of our peers. So even though we didn't earn more distinctions, we maintained um as a whole we improved in those areas. If you want to know how the distinctions broke down, here's here's where

094they're at. So this year we got about 52 total distinctions across 11 of our campuses. And on the right hand side, you can see um the campuses that earned them. Early College grabbed seven. Birdwell grabbed seven. Bonner with that A grabbed five. Um so the elementarymentaries could grab six distinctions total. Bonner and uh Bonner grabbed five. Cowell grabbed five and then you can see the others Jones and Owens and Woods grabbing a couple more as well. >> This is some of the nuances in the accountability system. Remember when they released the 2223 ratings, we celebrated the most distinctions ever at 64. Then you remember you still didn't have the 23 24 year released because that was again tied up in some latigious world that we were not a part of. I want to make sure

095we're on public record and saying that we were not part of that. And then this this year you got 52 which was a increase over the 23 24 year but you were 12 shorter than what you had 22 23 but we were a 77. Mhm. >> And then this year we actually bumped back up into a B. So, >> right, >> distinctions don't mean everything all the time. They are something to be celebrated, but it it is not the thing that you can really put your finger on saying we need to get more distinctions because we wind up having better science performance this year, >> but we didn't get as many distinctions. Correct. >> Is what we're typically usually getting in science. That's correct. Okay. >> Yep. >> Absolutely. >> Yeah. That's it. Do you

096have any more >> questions, comments? >> I have a quick question, but um I might be spoilering the next um agenda item, but I'm just curious as to whether there's correlation between TIA and the jumps we're seeing particularly with um closing closing the gaps. >> We can spool it for you if you want. Um but when we see improvement performance or growth, we do see an improvement or an increase in the number of uh top designations. Absolutely. That's correct. Closing the gaps specifically, I would expect that to be true because the way you improve closing the gaps is everybody improves and as Dr. Gropel said, those are your two lowest groups you're evaluated on. So if that group comes up, we would expect everybody to improve. >> Mr. Laya, >> thank you, Madam President. Um,

097if you go back to your slide number two, I think where it's got the 22 through 25 district ratings. There you go. explain to me a little bit more about the change up in the evaluation because when I look at a chart I don't necessarily look at year-over-year because things can change just in that one. So I like to look at four and five year spans. And if I look at this on a four or five year span, we went down seven percentage points from 2022. We went down nine percentage points from 2022. And so every one of those we went down, but that's attributed to going back up from the prior year and to the to a change in the way they calculated. Tell me about that. What did they change? >> Yes, sir.

098So from the way the accountability system is structured is every 5 years the state can reset the calculations, the cut scores, any indicators that that um they deem appropriate. And so from 20 I think it was 18 through 2022. We knew the rules. We knew the STAR test. None of that had changed in 2023. So beginning the 2223 school year, uh they changed the rules and they changed pretty significantly. So, just as an example, we've talked about it before, but college and career military readiness. Um, to get an A before, you had to be at about 60%. The students graduated, we thought the cohort that had just left, which would go into that 2023 rating, they were an A. I think we're at 63 64% college career military readiness. After that stu after that cohort

099had graduated, the rule got changed and it was now an 88. It's an A. So, we thought we had an A there. We dropped I want to say it was a C just on that one indicator. And for our high schools, that's basically half the rating. >> And so they can do that adjustment every five years. >> And that's the whole lawsuit that the commissioner did it and they said, "We don't really think you have or it was done capriciously." And so they sued. We obviously weren't involved in that lawsuit. We still abide though, right? Because we didn't release our stuff, >> right? So they could come back in and change it every five days. So in 2028 they're going to we suspect they'll change it again. >> We do we know that we know

100the framework um of what they're going to do. So we generally know what that's going to look like. What we don't know yet are all the cut scores. Um obviously with HBA passing we don't know what that's going to look like. But generally we know what to expect. Um and I believe the state is now required to give us two years to say hey if we're going to change these indicators what would that look like you know in 27. So now we know they're going to give you a little lead time and tell you this is what we're going to change and we're hope we're expecting a change in 2028. >> Correct. Absolutely. >> In the past they would give you a gap year. There would be no ratings. That is no longer the case

101anymore. They just give you these whatifs. >> And a lot of rhetoric of districts being told that B is the new C is the new B and B is the new A. In other words, prediction of a 10-point dip from one year to the next, which was stated from agency officials many times. And if you look from 22 to 23 was a 10-point dip in Tyler, Texas. So, that's what you can expect out of this. The theory of action on this is that they're going to they're going to drive improvement through the accountability, through the assessment >> that's used to gather that. So, I get it. uh that that you're supposed to provide more improved and more rigorous instruction to get to that ultimate endgame. So I I get I get the theory of action

102on it on it and it doesn't make a whole lot of sense to the purists out there that love just teaching, but there is some science behind that about what rigorous uh instruction is to do and usually that lags and catches up. So I think we're kind of in that phase right now. Hopefully the next these last two years we'll see what we saw in 22 which you did go back two or three years before that you would have seen a I think the year before 2022 was an 85 >> that sounds right >> and I think uh which was 21 and I think 2020 we were not rated >> because of co correct >> 2021 we were not rated so 2019 would have been the >> the 85 year >> okay >> yeah and

103then 2018 would have been >> I want to say we were 79 >> 78. >> Yeah, >> I believe. So, it's kind of cyclical that you see this >> ramping up of assessment and the again going back to the cut scores and the different types of and we didn't talk about that in the assessment. We we're going to have revisionist history here going to start having PTSD. But they also changed the structure of the test. They went from a multiplechoice >> short answer type situation in 2022. When they went to 2023, we started seeing pull down options. What else did we see? >> So, there were there were the full writing. So, we have a ECR and extended constructed response. We have the short constructed responses. We have drag and drop. Um, we have the

104multiple select. So, it's your it's your multiple choice but with multiple options. >> Multiple multiple choice. >> Yeah. Graphing multiple multiple choice. So, we're graphing. There was around eight or nine new item types that were added that year. >> Yeah. I mean, it makes sense because kids are pretty techsavvy on this and that's what we're we're trying to That's one reason we went to one to one Chromebooks on that and we do a lot of instruction via that and then now you've got some antagonists that are saying, "Oh, we got to get rid of the Chromebooks now because that's all we're doing." Well, the dang test, the assessment that we're provided is techbased. It's our these are native users that we have that are our kids. So, we're picking up some momentum here, but there's

105a lot of reasoning behind some of these uh uh these numbers that are coming out as far as accountability go. So, those are good questions. Mr. Laya, >> thank you. S question, >> in regards to the most recent legislative change regarding the STAR test, how how different is things going to look in the future? Are we going to have more tests or fewer tests or what what's going to look like in general? Well, you can refer to the new star as the star revised or you can call it the superstar or you can call it the death star if you're a Star Wars fan. Um, you are going to see more assessment. That just makes sense. I think they eliminated one exam and that was the English two exam. >> Right. What's been told to

106superintendents that are interested by designers are that we should not be seeing more test questions. Does that make sense? In other words, you're not going to take >> you're not going to take a 50 question. Let's just let's just use a nice round let's use a nice round number, but 100 questions that you may take in algebra one. I don't know if that's how many questions there are. I don't think that this it's not. I know that. But let's just use that. You should see the amount of those questions in my opinion from what they've said, the volume spread out over three assessments. Now, how you do a 30 question test and figure out whether or not you're growing or not, whether or not you're in that that uh the normative versus the criterion reference

107stuff, the psychometricians are going to have to to to figure all that out. So, I'm sorry, Madam President, because talk to me about the beginning and mid and end of the year exam. I get it. What are you going to test at the beginning of the year? A baseline, I guess, >> because if it's beginning of the year means you get it in the first couple weeks. So, you've already regressed over the summer, but I guess that'll give them a baseline >> where they're at. It's what we do now with I Ready. We've been doing this model for 10 years now. Okay. >> Um, >> so it's part of our culture. So, you've already got that going. You'll get a baseline and then you'll do your mid >> mid year. >> And then it's my

108understanding that you can also opt into some of their already pre-ordained tests. You don't have to design your own or do it >> or a vendor created test that they have approved. >> Um, I mean, I've had conversations with the architect of this uh and I get it. I mean, there is some there is some uh good reasoning behind bundling everything and and education. We're we're always oppositional because of who's in charge of making these decisions. I don't care what side it is, left to right, right to left. We try to stay away from politics, but that's really the reason why we that's we're oppositional towards that because how dare they group tells us what we should be doing. But as a pragmatist, someone who looks at systems and sees that we've got people that

109are not choosing education as their first profession and that we're having to teach our own teachers how to teach the theory of action. I can get behind this bundling of curriculum and interim assessments to the ultimate assessment if we're going to have a high stakes accountability thing. So I think that's how we need to embrace this which is very similar to the culture that we already have here. And I'm here to tell you there are the reason this came about was there are a lot of school systems I say a lot I can't put a number but there were many school systems that were not already doing this. Lance knows one in particular that we were just waiting until the star test to the very end because we can just our kids can just walk

110in there and do it. That's not been the case here. we needed to have real time information and that's what they're looking for with the state. It's I think it's good practice. >> But yeah, I'm hoping the volume of of questions are not going to be the same every time that we assess our kids. >> The volume will change, but the number will stay the same >> for us as a district because we've been doing most of this test. >> That's a theory. Yes, sir. Our teachers are and our principles and our parents are used to this. I hope it's not much different than what we're already doing. >> Okay. Should be. >> Anyone else? >> I've got one thing that and I know the answer to this already because I've already asked Dr. Kurton,

111>> but you talked about the what if rating that was provided to us using the 88 data >> in 2022 and what that would have looked like >> in 23. Correct. >> With the 2023 rules. Okay. So in adverse with the performance that we just had this last year in 2025 >> using the 2022 rules, >> can you provide an indication of your best estimate with all the theuh resources that you have of what that would have ballparked us? >> I I would ballpark us probably around a 91 90 91 92 if I had to guess. Okay. >> Taking those rules and applying them forward to this new test. So we love getting in and he loves it like like he lives it but I always like to look at it from a different so

112if they're going to do that to us then what would that have looked like? So, you know, love to have had a 91 here in 2025 if we use 2022 as the standard, which when you can start talking about accountability, you need to be proud of that 81, I think, and you have concerns when you don't get the score that you want. But this is it's a fluid thing. It's an amoeba. It is something that is not going to stay standard to where we're going to have the same things in 20 years. I mean, you're not Mr. Bergfield probably took the tabs test back in the day. Uh I did too. >> Just aged you. >> Uh but tabs teams toss tax >> star. Is this all right? Was that one? >> So I'm just

113saying that I think it's it's it's interesting that the board has interest in this and and and understands it enough to be dangerous and and kind of how this the game is played on this. We need to stay ahead of the change on this. There's no doubt about it. and not be surprised uh because we're starting to kind of figure this out. So >> I um off of what you said, I was kind of doing the same thing when you were looking at that. I was like, well, what if we would have done this on this year and those rules apply because it is almost like we go up and then we go down and then we go up and then we go down and so but you look at it and you can see

114that we we obviously are doing some great things because we are, you know, we are improving and that's that's the main goal. And so even though it shows, you know, 81, 78, 74, we are still improving. And that's >> Yeah. One thing this board found out this summer from Dr. Howard when you're doing lowar governance training was the coupon that you get, the higher your eco is. >> So when you start talking about certain East Texas school systems and trying to catch them and beat them, Yeah. 10% more ecodis kids as applied to what we have. We've kind of played around with those numbers a little bit and kind of ballparked where we would kind of land. Um, but at the same time, we're not going to spend too much time on that because if

115we weren't 78% and we were at 68% or 58% ecois, it would be that even that more difficult. So, I do appreciate the commissioner, the guy that has designed all of this in his time of service in Dallas ISD, understanding the degree of difficulty that some factors do add in a school systems rating. And I'm hoping that that continues. Now, that is something that is in House Bill 8 that may or may not have gotten in, and I'm hoping we can work on it in the 90th session to continue to keep that degree of difficulty in there as well. >> Anyone else? Okay, on to TIA. >> Thank you. All right, Dr. Kieran's gonna stay, but executive director of human resources Sherry Taylor will come up here. These are our two resident TIA Tyler Optimal

116Performance Programs, teacher programs, uh, experts, and so we're going to turn it over to them to give you all a T a TIA update. >> Well, good evening. >> Good evening. >> So, thank you for having us. It is our privilege to be here. We always love talking about top teacher program and giving you the update. And we have some good news, Mr. Martinez, we have some news for you here in a second. Just a reminder that the top teacher program, this was created by the state in hopes to get our teachers to a closer to six figure salary and Tyler has been a participant for we're going our fifth year and we have been approved to continue for another five years. >> Yes. >> Okay. you're doing. >> Okay. So, just to kind of

117provide some indication of what the top program is, if you if you need some recalling, the whole idea is that we want to be able to evaluate the relationship between teacher evaluations and student growth. So, if teachers are growing students at a high high rate, we would expect they have a high evaluation scores. Um, so if you look at that plot, generally that correlation is what we would expect to see. And uh this last year when we evaluated our data or this year when we evaluated the data for last year, we actually saw it's the strongest we've ever had. So we are as good now at evaluating growth with our teachers um as we've been at least in the last five years. So the box just kind of indicates we can apply cut scores using

118this top program and then designate teachers based on where they fall in that square. So if you were a purple u a teacher near that purple arrow, you know, you could be the recognized teacher and get some stipen. If your evaluation, your growth scores were slightly higher near that blue area arrow, you could be exemplary. And if they were near the top, you could earn that master uh designation and get the largest aotment that's that's out there. Because it is a state program, it does go on a teacher aspect for five years. So when they get it, if they continue to teach, they keep it for five years. They continue to receive a five years. >> So these are the a lotment mounts that were used past this past spring. And this comes from our

119ecodis numbers that are turned in in the fall snapshot of 2024. 85% of this aotment went to the designated teacher and 5% went back to the campus for our non-desated teachers. Okay. So to earn a designation we have um a few criteria. Two of which are state required. That would be evaluations and student growth. And then two that we apply locally. one of which is attendance and the other is student surveys. So for evaluations we evaluate the teachers formal observation scores. Um we calculate uh the average of domains two and three essentially or all the dimensions of domains two and three. Uh and what we're looking for is that they have a score of 3.7. So they're kind of at that second highest proficiency in terms of of an evaluation score. We also look at

120growth. Um so we look to see our students growing, what percent is growing. All of the assessments that we report to y'all on, we include in TIA. So, we try to do our best to quality control them. We've got CLI, which is our pre-Kad Start, MCLASS for our reading, early reading students, and then I Ready and STAR. And there we look for at least half of our students or 55% of our students to uh to grow or make a year's worth of progress. Ideally, much more than that, but that's the minimum. Um, we also include attendance with a maximum allowed to miss 10 days. And then we include student surveys. um that uh are given from our third graders through our 12th graders as the final final component. We mentioned this a minute ago, but

121uh TA Texas Tech, they look for a very strong and a very tight correlation between student growth and evaluation scores. If we don't see that trend, if we're not giving our uh teachers with the highest growth the highest evaluation scores, then uh we can actually have our system deemed as invalid. And when it comes to CEST, we're just looking at classroom instruction and classroom management. That's what domains two and three are. So for our teachers who met the criteria directly, we had 295 nominations right now. We did meet as an appeal committee because teachers can appeal if they want a higher designation or like, you know what, there's this one area that I'm so close. Can you look at my appeal? We right now have approved 26 appeals. So we're sitting at 321 nominations for

122this year. And as you can tell that has continues to grow each and every year. Not only are we adding new nominations, but we keep adding eligible teaching assignments, which is going to give us more and more and more as we go. I will tell you that of that 321, we did have a few that have accepted promotions within the district and they're actually administrators on the campus. So they're going to help. We can't send their name in for a nomination, but they're there to help teachers earn nominations on that campus. >> So, we we will submit the 2425 nominations that she just mentioned, those over 300. Um, we'll submit those this fall, but we did just want to give you a quick breakdown of the recognized, the exemplary, and the master teacher numbers at

123each of our our campuses from the 23 24 school year. So, these are all confirmed. um they are are designated as on their SPEC and this group um collectively generated almost $3 million from TA which was about triple what we had from the year before. So um a lot of great teachers doing great things and we expect that to to keep going this year. >> And when we started we started bringing in $96,000. So it has been really good for our teachers and we're proud of what they're bringing in. All right. Any questions? >> Any comments or questions? >> Go ahead. >> Um, >> are we planning on adding any more teaching assignments this next year coming up or what does that look like? >> Any more teaching statements? >> Any more not stipens, but

124like uh >> eligible teaching assessments? Yes, sir. So, we've added 86. >> We've added Yes. about 80 85 eligible positions. So, in terms of teachers, it'll be a lot more than that. We added a high school this last year. So, we've got basically the four cores covered, math, reading, science, social studies for the most part. And then we added a a good handful of CTE positions. And then we'll kind of keep looking and see what we can add uh every year. >> And when is the window again when we when we add in? >> So, the the 2425 cohort that just finished, we're submitting their data. We'll hear back from them in the spring. We're currently in the 2526 cohort. And that group um they are currently eligible. So the four cores at the high

125schools, the CT, they're eligible through the end of this school year. So May of 26, we'll collect that last bit of data. See how it shakes out for next August. >> This time next year, this report will and have that group put in there about who how many were successful in those additional courses that we've added. >> That's right. Got it. Thank you. >> And that's a big deal. Just a little background on that because y'all heard me talk about this. K through8's been living this for five years, but they've been living the whether it be NWA MAP, whether it be I Ready, the beginning, the middle, and the end ex assessments that we've been giving given K through eight. >> Why have we not been doing doing it for high school? Mr. Jones in

126here tonight so we can kind of throw them under the bus a little bit. Good good practice is good practice. I don't care if you're in third grade or if you're in 12th grade. And so we but at the same time we wanted to get teachers rewarded for the work that they've been doing. And so we actually have instilled implemented the data the the assessment at the beginning and then we're waiting for the star result at the end. Dr. Gropel has promised that we will be looking at a one that actually has a beginning, middle, and end for these other subject areas as well. Right. Okay. We were supposed to be doing that anyways, but I understand we were uh derailed. Uh I'm looking back there at the at the uh chiefs and the school

127supervisors and everything and so we will we will be looking at that again. Okay, good. Uh go ahead. Mr. New >> just a clarification make sure I'm I'm remembering correctly on the designated teachers page where you have the going from 2022 to 2370 up to 23 24 277 was that the year that we expanded it to all the campuses within the district and that's why the numbers jumped up so significantly >> correct yes >> that's what I thought I just want to make sure it would have been great if we yeah you know >> yeah we had just uh these lower numbers were just on uh just a handful of campuses. Your JPro campuses I believe is kind of some >> wasn't working for us and we kind of saw on the horizon that the

128state probably wasn't going to start giving us the financial flexibility that we all deserved that they were putting more money into TIA and less money into basic aotment, less money into actual teacher raises. >> So, this was a strategy that y'all approved to go districtwide, >> right? uh funding for this project. Uh Texas Tech is administering I guess I should say. Where does the funding come from? >> Every every two years your legislature meets and puts more and more money into the Texas the teacher incentive aotment and we'll continue to do that. They love this program. >> There are some percentages that are taken out of of of what these awards are for for the district to be able to to manage this and then Texas Tech does charge us as well. >> $500 per

129nomination. >> Yeah. But it's all out of that TIA aotment. >> Okay. >> It's it's well funded. >> Uh so, you know, just thinking about it, although the teachers didn't get a raise, the TIA was kind of benefiting those teachers that are excelling within the classroom. >> No doubt. >> Yeah. >> No doubt. I thought >> Yeah. the outcomes are being rewarded. There's a lot of merit there. Finally, we've been saying that. >> Okay. >> One last thing I will say about uh teacher attendance and the survey. >> Those things are not looked at by Texas Tech, >> right? >> That's kind of a local crafted thing. >> Correct. >> Because we want our teachers here. We we I mean as educational experts, as the governors, we believe that the teacher that we're paying the

130salary to, the expert in the classroom should be there. And if you would if you went to the teacher of the year banquet last year, educator of the year banquet last year and our sec secondary teacher of the year when she talked about when they had two sick kids at home, she coordinated with her husband to stay home uh some days to to watch those kids because they could. Uh so that she made sure that she was at school because it was important but also because of TIA. That was a heartwarming deal. I wish all of our educators had that uh and most of them do. And then the survey, uh, it's student survey. And some people may be thinking, well, I don't want a third grader, you know, putting giving us giving me feedback

131about how they feel or a 10th grader because they're always grouchy when they come to school anyways. But we believe in that, too, that this that the the classroom experience, the school experience matters as well. And those both of those areas are weighted. uh they can tip you over >> and they can help you but it's not something it is about outcomes uh and student growth. >> We actually uh we changed the number of surveys, didn't we? This last for high school >> we recalibrated uh used some nationally normed statistics to be able to go ahead >> reduce the amount the how rigorous it was. It was coming back to us was a little bit too stringent. >> Yep. just for the middle and the high schools, just our secondary campuses. Elementary was fine, but

132the we got data back that the benchmarks were a little different for secondary, so we made the adjustments to fit that. >> Mr. Lo, >> thank you, Madam President. Uh, do you know a total amount of money that we spent on TIA last year? >> We can tell you the total that we've earned >> that. And then do you have any idea how many teachers total got that money? >> Yes. If you look at slide six, >> that is number of teachers we have per campus. >> Okay. >> And then they brought in almost $3 million last year. >> Three million bucks on it. >> Well, the slide you just had up too, right? >> Mhm. >> 277 last year that was approved. >> That's in teachers. And then 3 million was the total amount.

133>> Right under 285 29. And then 295 is what's been submitted for this year. We don't know what the the amount will be until spring. >> Correct. >> S I know that this is not directly in this report, but it may be related. I'm new. Back again to to the board. Do we have anything on the administrator side of this where principal stipens or principles that have these teachers on their campus that show us? Does the principal have any incentive? >> Oh, yeah. >> We have programs like that. >> Been there since you've been on the board, >> right? >> Yeah. >> Right. But it's still around. >> It's around. Yes, sir. And it's calculated in a similar fashion. Does it come from teacher aotment money or is it a separate bucket? >> No. Uh

134it's in the budget that y'all adopt every year. How much Casey? >> No, I don't need the number. I just want to make sure. Is it coming out of >> We got it. Yep. >> Thank you. That's all I got here. >> Anyone else? >> I'm just curious about one quick thing. Um, if I is there any teachers that are turning down other opportunities or promotions to stay in the classroom? >> Yes, sir. They're they're doing a good job. They're collecting. They're earning that TIA and they are >> and and there are some that don't care. They're like, get out. I will say this year um they did whenever they talked about the raises and they they talked about TI some reccalibration on TIA they did put in there for instructional coaches to be eligible

135for this. Correct. >> Master teachers what we call master teachers to where if they go work a certain amount of time. >> Yes. Yes. Yes. Yes. >> Explain that better than what I'm trying to fumble through. So, for example, where our master teachers could qualify as coaching 50% of the time, >> they have to be teaching four hours a day. >> Teaching. Yeah. Teaching for four hours. >> We have a handful of campuses that areing that. >> Yeah. Like three. >> Two or three. >> Yeah. >> Um and we had more until they found out that >> and it has to be >> four hours a day. >> Correct. And it's not >> two hours in a conference period. It's four hours in front of kids. >> Coaching just going there and going at a

136boy. it is you are responsible for the outcomes of those kids because that's the only way you can get TIA when and someone say you know what I'll just stay in master teacher world or whatever we call them this year um but there are two or three that have taken it on and very proud of them to to try to be creative and innovative to and help drive outcomes >> personally I like to design because from what I understand those mast's teachers the one or two that I know that have gone back they they have those same kids >> you know it's four hours though but they have those same kids they're working with those four hours. So they are happy about that because they can possibly make a bigger difference with those kids with

137the amount of time that they actually have being a master teacher. >> And not TIA related, but down here you got consideration for local policy ELA first reading. Uh when you start talking about some 1882 type of creativity and innovation, you may be starting to see some different types of uh staffing models that could provide impacts where we need it the most. So, I'm I'm talking pretty broad there, but when you start talking about master teachers or a lead teacher being a part of a of a cohort or a bundle of other teachers and what they could potentially earn out out of this, you're looking at some pretty cool stuff for PE qualified quality people to stay in the classroom as opposed to becoming superintendent of schools. Thank you. Okay, we have our business, legal,

138finance, consent agenda. Does anybody need to pull anything >> from A through E? >> I move we approve items A through E. >> I second. >> All in favor? >> I. >> Any opposition? Motions carry. Curriculum instruction consent agenda A through F. Do we need to pull anything? >> Madame President, I'd like to pull item E. >> Item E. >> Okay. Can we get a motion from >> Madam President? I I move that we approve on the consent agenda for curriculum instructions item A, B, C, D, and F. >> Second. Oh. >> All in favor? I >> opposition motion carries. Let's discuss E. Consider approval of agreement with Beyond Therapy Education Solutions for Supplemental Staffing. >> Yes, thank you. Uh spoke with Dr. Gropel a little bit about this earlier today. So just still want

139to clarify a little bit. Um this is this is for services um specifically for speak speech language um pathologist and I know we're short staffed and so that money I guess you know my my thing is how much do we think we know it's going to cost more than 100,000 because it's on this agenda but but how much do we think it's going to be >> I I think it's very difficult to accurately per project what it what it will specifically speifically end up as we do feel like it's going to be pretty significant based off of the short staffing that we have in the speech arena uh for those for those contracted services. Um I I don't know the number of positions we had allocated for these for this need. Um I I would

140say we have five or six openings in this arena. So, you already have those dollars allocated for those positions that would supplement th this costs and I I don't see it exceeding those costs uh significantly. But I I for me to give you an accurate 100% number to be held to. I I just can't do that um based off of student needs and and the the minutes that are needed uh to to meet the IEP goals based off of the individual students. >> Okay. Miss Russell, five or five or six employees. Do you have a ballpark of of what that costs with benefits and everything? >> I mean, it's going to be at least 400,000 um that you I mean, right. Yeah. >> Yeah. It's going to be it's going to be >> by the

141time you all in half a million, >> right? >> Half million. >> Yeah. And and we actually have a tracking mechanism this year to see the costs associated with vacancies because we really do want to evaluate that when we get to the end of the year and see what what it is costing the district. And um it's hard to say unless you set it up up front. So we will have some more information later. >> So So I'm okay with half a million, but if if if we start approaching that on spending this, >> would it be okay if y'all bring it back back to our attention later? Say, "Hey, >> because there's no amount on this." That's the >> No, we'll keep a good eye on it. Um >> yeah, >> I don't want

142us having to make budget amendments or whatever. So, with the uptick in enrollment again, it just kind of exacerbates because if you're going to be gosh 15%, what are we 16% special ed now? >> I I think 15 is a more accurate number. >> 15%. The additional kids that are coming in, 15% of those are special ed. So, you get a finite amount on here. But I tell you what, we'll just make an agreement here at the board level that once we approach that number that we just talked about, half a million dollars. If there's something that we need to put in front of you all for an update or something, we'll do that. >> I'd appreciate that. >> Is that okay with you all? >> That's fine. I I I think that you're right

143because knowing the salaries and depending on the tenure of that physical of the speech therapist, it's going to run around that if you're talking five to seven. For sure. >> That's one of the problems that we're having is people are choosing to go private as opposed to working for your local public school system. >> It's a little bit more lucrative, a little bit more flexible. >> So, we gonna get be competitive and get experienced people. Yes, it's going to be close to that for sure. >> Yeah. And and on a side note, I don't know if we put this in our contracts or not about not no hiring um between entities. So, uh sometimes I run across that where if I'm working with say Brookshire Grocery Company, they have in their contract that I can't

144go to work for them and we can't try to hire >> somebody from them while we're >> while we're doing business because I'd hate for them to to scalp one of our teachers and then they're coming back >> serving us >> with this company. Does that make sense? like >> they don't do it during the year, >> right? During the year, but what's you know if job pops open in the summer and they want to go then >> we do see some of that. We see some of that with the educational service center as well out out of industry for this what we're talking about. But you're you're right. Yeah, >> Dr. Crawford, I would just chime in on that that these these companies are not local. So a lot of the contract services we're

145getting through them are done done virtually. So, we don't have a whole lot of of compete uh as it pertains to this because a lot of the services they're they're providing are done virtually with campus staff uh facilitating that virtual environment. >> Oh, okay. So, so so nobody's showing up to do the speech therapy with these. They're doing it virtually. >> Uh very rarely. Uh majority of them are done virtually um just for a convenience purpose for them and for us. We do have some that are coming in person, but it's not uh it's I wouldn't say it's the norm. >> Okay. >> Madam President, I move to approve out of me unless >> something just just some questions. I'm I'm kind of piggybacking on what Cody said with the price tag being a half

146half a million bucks. Anything after that like it to come back to us. But so if I'm getting this right is we're we're struggling to get speed pathologist. a lot of them like Soup explained it's more profitable uh more relaxed or less uh or more flexible to go out and do this in the private sector and so this is basically we're going to contract to try to do this over the internet is talk to me about that because we did um some of this for family members how does that work is it effective have you seen that over the internet because speech delays can be numerous on a spectrum. >> Yeah. >> Are these for real bad speech delays or the easier ones or >> that's a case by case basis. It's going to be

147based off the individual need. Um I will say that you we have seen uh effectiveness. We did do some of this last year uh with with some of our speech vacancies that we had. This is not the only contracted service that we utilize in special education um to to fill some of our vacancies. But yes, we have seen some effectiveness uh in the virtual setting with with with our speech uh our students with speech needs. >> Soup, on a long-term basis for long goals, what what are your thoughts on u addressing this issue? Are we going to keep signing people? >> But I mean, it's it's you're going to run over here and chase this mole and there's going to be another one pop up on you. I'm just saying I think this is a

148micro example of two things. One is the funding for public education period. Two, it is the the lifting of the the cap that used to be in place. Three, probably that now speech is included in special education. It which used to be a separate thing. So there there's there's multiple layers of this about how you attack it. Absolutely. We're going to spend this year looking to see what we can do to compete. But we've had some examples of some of these rural school systems that only need one service provider offering them a chance to maybe work from home two days of the week in district three days of the week and maybe a little bit more money. So, it's kind of your culture about what you can come up with, how creative you can be.

149We've talked about some of that. I don't think we really want to go there yet because we need people on boots on the ground providing the authent authentic services to our kids. So, it's it's layered for me to be able to give you an answer today. >> No, I'm just saying over the Yeah, it's not it's not the answer for the rest of our lives. There's no doubt about that. >> Yeah, because it seems like we're just basically fixing a problem by hiring an outside consultant that's doing it over a TV for a half a million bucks >> right now. right now that is yes sir you just called it I mean you said what it is but if we didn't have that we would not be meeting the right IEP non-negotiable >> for the

150for the kids and um again there it's it's it's multi-layered on >> the issues with with what we're talking about you and I in agreements on that >> you know and and being in the therapy profession for at least 35 years uh I know that tele medicine is a vital part of it now now people like me dinosaurs that's been around in therapy for years and years and years. We're not exactly happy, but due to the changes and everything, that's why I said the quality of the individual therapist makes a difference because a good therapist is going to do what they need to do to make sure that the person gets what they need. So if you got a person that's actually doing tele medicine and they feel like there's a need for them to

151come in and see that individual, that student, they will do that. Okay? And that's just part of it should be part of that ethical process of of making decisions. And so that's why I say if you get individuals that's that's good in their profession, they're going to do what they need to do to make sure that the kid gets what they need. So, you can't go out there and buy or hire somebody that's don't have any experience. And that's why I say it's going to cost more. Uh because you can hire people that don't have experience and you can put them in there, but are you getting what you really want? So, you have to really evaluate the effectiveness of that therapist. >> Yeah. We we'll we'll come back to you if we start getting

152to that magic number, getting close to it. And then once we get to budget for 26 27 fiscal, we'll make sure we have because we're studying it right now. We we'll make sure that we bring something back to y'all to see what our strategy is because I don't want to keep doing this either. I mean, it's what we have. >> Yeah. >> Get a motion. >> Second. >> All in favor? I I >> Any opposed? Motion carries. Superintendent staff report. >> Quarterly investment reports in your packet on page 42. Uh Miss Russell, would you like to brief the board on the investment? >> They look good. I did talk to our um consultants this week and they assured me that everything is looking good right now and that they would let us know if if

153and when we had some extra cash that you know for short term could be invested when that would be advantageous. So they were happy with our level investments right now. Okay. >> Interest rates >> they're pretty consistent. I think they're down just a little bit but pretty pretty consistent. Okay. Any discussion? Okay. Local policy ELA first reading. >> ELA first reading. Uh if you have any questions about that, certainly feel free to call me. But this is kind of a an exciting time for this board to consider uh at least policy uh for the future uh for innovation, transformation or reformation uh where we need it within our school system. either doing cool stuff or maybe getting some of our campuses going in the right direction that we need to. We don't have too many

154of those left, but um as far as being able to uh consider that this policy is in front of y'all, if you would like an in-depth conversation more, please call me. Uh please call Dr. Markle. He's kind of our resident uh expert on on this at least the the uh context and content of what this policy will cover for us down the road as y'all consider some pretty cool stuff. Okay, future business. October 20th, 2025 will be our regular meeting. We will now adjoin back into executive session. look like a raise to the media man. That's what it looks like. And I always look at it through that lens. We have some items out of executive session that we came out of executive 9. Sorry. Thank you. Of considerable possible access to section 3.26 contract.

155I'm sorry. Did you hear me? Consideration and possible action pursuit to section 3.2 of superintendent 202526 contract. Do we have >> I move we approve the superintendence contract consideration of item 3.2 and 4.2 to the superintendent contract. >> Second. >> Okay. >> All in favor? >> I. >> Anybody oppose? Motion carries. The second one is the possible action and agreed resolution with um TEA. >> I I move we approve the resolution between the TEA and Tyler Independent School District. >> Second that. >> All in favor? >> I. >> The opposing. Motion carries. I move we adjourn. >> Second. >> All in favor? >> I. >> Anybody opposed? >> Meeting adjourned. It was lovely being good to see you. Take care. See you next.