001Good evening. This meeting of the Tyler SD board of trustees was previously uh called to order. We have a a presence of a quorum. The meeting is duly called and the notice of the meeting has been posted in the time and manner required. Uh just as we do with every meeting, we will start it off with a prayer and a pledge of allegiance. Mr. Martinez, it is your month to do that. Let's pray. Heavenly Father, we come to you today in gratitude and appreciation for this day and for gathering us to serve this community and for your responsibility and for your the responsibility you have placed upon us. We acknowledge your presence and ask for your guidance as we conduct the business of Tyler ISD. We thank you for the precious gift of our students,
002each one created in your image. We ask that you bless them that they might find joy in learning, strengthen challenges, and kindness in their interactions with others. Lord, guide their hearts and minds and protect them from harm. We lift up our teachers and staff who dedicate their lives to shaping the future. Grant them wisdom, patience to finish the school year strong. Strengthen them and let them feel your love and support. May they be a source of encouragement and inspiration to every student. We ask that you create a safe and nurturing environment within our schools where every child feels valued and respected. And may our schools be places where knowledge is shared, talents are nurtured, and character is built. We thank you again for the opportunity to serve this community. And we ask for your continued
003guidance as we work to provide the best possible education for our children. In your name we pray. Amen. Amen. Amen. I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Horiance to thee Texas, one state under God, one and indivisible. Okay. Thank you, Mr. Martinez. Uh we do not have any action coming out of executive session. Uh so now we get to do what we enjoy doing most and that is special recognitions. Good evening board members and Dr. Crawford. We would like to begin the special recognition part of our board meeting by announcing our March district students of the month. The elementary student of the month is Alejandro Aoyo Asencio and he is a
004fifth grade student at Douglas Elementary School and the secondary student of the month is Steven Young, a senior at Tyler Legacy. At this time, please join me in watching a brief video about these two outstanding students. [Music] Student success can be achieved in a variety of ways and it's a journey that looks different for every learner. In Tyler ISD, we witness the remarkable transformation of young lives every day. Let's take this moment to applaud their successes, share their stories, and inspire one another. Together, let's celebrate the journey of student success in Tyler ISD. Join us as we meet our elementary student of the month for March. My name is Alejandro and I'm the elementary student of the month. As a fifth grader at Douglas Elementary School, Alejandro has demonstrated exceptional skills in programming, earning a
005certificate of completion in Python from Coder Z, a curriculum that's really designed for students in 8th grade to adulthood. Through this program, he has mastered coding digital robotics using Python, showcasing his ability to think critically and solve complex problems. This language told me about Python. So, I started doing it and in the end, I finished it and got a certificate for it. A part of Alejandro's passion for robotics stems from a story of tragedy that he heard about from one of his bilingual teachers at Douglas Elementary. In October, there were some floods in my city in Spain that destroyed um most of the city and people lost their homes and everything. Everything was destroyed and yeah, this is a machine to help with that and that's why he was inspired to do what he did
006and I think it's it's amazing. With his knowledge of coding, Alejandro designed, built, and programmed an EV3 Lego robot using Blockley to remove debris from flooded streets. He was invited to enter this innovative project in the Moore Middle School Science Fair where he earned sixth place among older middle school students. Remember, Alejandro is still in elementary school. Now, let's recognize our district secondary student of the month. Hey, my name is Steven Young and I'm the district secondary student of the month. As a lifelong student of Tyler ISD, Steven is a bright and motivated young man with an incredible future ahead of him. Known for his positive attitude and kindness, he constantly inspires those around him. His passion for storytelling and media production is evident in his current work with Junior Achievement where he's producing their
007annual laurate of the year video. Everything that I have worked hard for is finally paying off. Now, as a senior, it's kind of hard to say goodbye to all of the um all the wonderful directors that I've had and got to work with. and I'm excited to see what the future holds for my departments that I've been a part of, but I'm very very blessed uh to have said I got to work with all these wonderful and talented people. Steven's artistic achievements have earned him prestigious recognition. As a 2025 Young Arts winner with distinction in theater, the highest honor awarded by the National Young Arts Foundation. He is recognized among the top young visual, literary, and performing artists in the nation. This distinction also makes him eligible for nomination as a US presidential scholar in
008the arts, one of the most esteemed honors for high school seniors. Steven is truly a director's dream to work with. Not only is he incredibly talented, he brings a positive attitude and energy everywhere he goes. So, just seeing his infectious positivity on others, um being encouraging and supportive and really trying to bring everyone up around him, that is my favorite thing about Stephen. Let's honor these remarkable students as we acknowledge the outstanding achievements happening throughout our district. This recognition is brought to you by Christa's Trinity, Mother Francis Health [Music] System. And we'd like to invite the board to come forward. [Music] Okay, Alejandro, it's time for you to come on down and accept your award. [Applause] Congratulations. and parents, y'all feel free to come forward and take pictures and video. You you you are allowed
009up here. And now we would like to welcome Stephen to come on up to accept his secondary student of the month award. [Applause] [Music] [Applause] Next, we would like to recognize Maline Petty, a freshman at Tyler Legacy High School. Meline is a UIL 6A state champion for finishing first in the 500 freestyle. Her time in the 500 freestyle qualifies her as an NISCA automatic all-American. Come on [Applause] forward. Congratulations. We would also like to recognize Johnson Price, otherwise known as JP Rener, a senior at Tyler Legacy High School, for earning an allstate nod to the Blue Bell TSWA Class 6A team. JP's record is 33 receptions for 434 yards and four touchdowns. Come on forward, [Applause] JP. Congratulations. [Applause] And we would like to say congratulations to the following Caldwell Arts Academy students for having
010their artwork selected to be showcased at the Bulock Museum throughout March and on the museum website in recognition of National Youth Art Month. and Renee Morris who is in sixth grade. Come on forward. And also Quinn Squires, who is in eighth grade, but I do not believe she could be here with us tonight. And Quinn's artwork has been selected to hang in the governor's gallery for one [Applause] year. Awesome. Come on. [Applause] It's now time to recognize our elementary district teacher of the month, Maryanne Coats at Woods Elementary School. And here are a few comments from her principal. Miss Coats consistently goes above and beyond to create an engaging and supportive learning environment for our students. Her passion for teaching is evident in all her lessons. She leads her team well and serves as a
011mentor to new teachers in our building. She is always willing to help others and has a true ability to relate to our kids. She takes the time to get to know them and can be seen attending sporting events, dance competitions, and performances, and even birthday parties outside of the school. Her dedication to our community has made a positive difference in the lives of so many students and staff. Miss Coats, come on down. Congratulations. [Applause] [Music] You've got quite the fan [Applause] crowd. And our secondary district teacher of the month is Joanna Stamps at Three Lakes Middle School. And here are a few comments about her from her principal. Mrs. Stamps is the epitome of professionalism and dedication. She consistently demonstrates kindness, patience, and a strong work ethic, which makes her a standout educator in our
012school community. She is always polite, punctual, and approachable, setting a positive example for both her students and her colleagues. In addition to her classroom excellence, she plays a key role in mentoring her partner, a firstear teacher, offering invaluable guidance and support as they navigate the challenges of their first year in the classroom. Mrs. Stamps designs engaging and thought-provoking lessons that capture the students attention and promote active participation. She also excels in classroom management, creating a positive and productive environment where students can thrive. Come on forward, Mrs. Stamps. Congratulations. exciting. And that concludes our recognitions for this evening. Okay. Okay. Okay, as everybody clears out and a hush falls amongst the room eventually, uh we will have public comment and we do have one public speaker tonight, uh, Matthew Bailey. Uh, go ahead and come on
013up and give you a few minutes to say what you need to say. Good evening, members of the board. Good evening. Six weeks ago, I had stood before you all demanding the board to release a written statement declaring its intentions and how it may protect the undocumented students of Tyler ISD school grounds. These reasonable demands so far as I know it have gone unressed and blatantly dismissed. If not, please correct me now. My name is Matthew Bailey and on behalf of the Tyler based organization East Texas Monarchs, we will make these demands again. I had spoke at length of the potential detrimental effects of fear and ambiguity on children and the damage that will inevitably arise from continued inaction relative to this specific issue. On February 3rd in Gainesville, the negative consequences of an action
014that has been warned about had already manifested itself. Joselyn Rojo Karanza, age 11, had succumbed to the failing of her school's inactions and indecisiveness of promoting the health of their undocumented student. Days before, Karanza had spoke with her father about their immigration status and the worry that she along with thousands of other children caught within the limbo of non-citizen status worry about every day with increasing intensity. She was fearful of her father going to work and never returning. Worried of her parents being snatched to never be seen again. A week later, the school had found that Karanza was facing constant harassment from her fellow students about her immigration status, being told that her parents would be taken from her. Several times, Karanza had sought help by her school with counseling. However, the school had not
015contacted her parents of what had been going on. This was the school's clear failure of communication. a failure of communication to the parents, a failure of communication of to Kuranza of how they would have acted to prevent this bullying from continuing. This was a failure of communication to the public, of how undocumented students would be protected so that they may learn and play like every other child should. I asked the board this, "Do you want a dead child at Tyler ISD? Do we want this to happen again here? You're all public servants. I know this and I believe you do, too. And as the public has entrusted you to serve them, serve us and release a statement on how Tyler ISD intends to protect its undocumented students. Give the people that peace of mind. Dallas
016ISD and Long View have. Why not Tyler? Thank you. Okay. Thank you, Mr. Bailey. Moving on uh with the agenda, we have the approval of minutes from a board workshop February 6th through February 7, I'm sorry, board workshop February 6th and the regular meeting February 17th. Do I have a motion to approve those minutes? I move we approve the minutes. Thank you. Do I have a second? Second. All in favor say I. I. All opposed. Eyes have it. The motion carries. Uh we have a CLI engage update. Per your board monitoring calendar on academic outcomes. Miss Jeannie Dachman, one of our chief of schools who supervises a cluster of schools will provide the report on the uh CLI engage assessment that we provide uh to our youngans, our little guys. Yes. Good. Good evening, President
017Washman, board of trustees, Dr. Crawford. Even tonight, we have our middle of the year CLI data. This is our prek and head start students and it follows the same assessment calendar as our McLass and I ready that you guys are familiar with. Um this first slide shows uh really nice double-digit gains for the rapid letter naming, funological awareness, math and early writing. Um still an increase in rapid vocabulary in the social emotional is a dip, but 71% is still a strong score for middle of the year. And just a reminder that scores peer interaction, their ability to cooperate with others, curiosity for learning, response to teacher direction, and that authority figure. So an ongoing process for sure for our littles. Um, also a R writing rubric was implemented this year and it's provided a lot
018more consistency how we score the writing and the feedback has been really positive on just the support in place to make sure we're staying grounded on what we want those early writing skills to be as we progress. So our next slide is our breakdown for pre preK tuition, prek non-tuition and head start. uh we have some strong scores for um the non-tuition math and then um our Head Start students did well in the early writing and when we look at this data we did change our CLI cut scores so we've gone more rigorous we wanted to match the kindergarten readiness standards that the state puts out and then we also wanted to match MClass and um I Ready beginning of the year kindergarten scores. So this data may look a little bit lower. This is
019the first time that we've the beginning of the year it didn't matter as much because everybody was at the same starting point. But now we see some discrepancies and a lot of it is because we've made it more rigorous and that's by design because we want to promote that early reading and early skill set for our kindergartens. So we're working toward beginning of the year kindergarten at this point. Our the rapid letter naming and the rapid vocabulary that's a time test. So they have three seconds to say the correct answer and then the slide changes. So they may have a skill set here. They may have a pretty good skill set here, but if they don't have the automaticity and that rapid recall, they're not going to score great yet. And that's for the funological
020awareness. So that is definitely an ongoing skill that will see improvement as well. Also, our Head Start students, um just a reminder that they qualify based on a needs assessment. It is a point system and that is our most high-risk population and so there's 200 head start students scored here and then the rest of the group is a roughly 600 kids. So 800 total that we're talking about for this data. We've taken several proactive approaches to address the data. So, one of them is our CNI staff has taken the kindergarten reading horizons curriculum and they've fashioned it down to we now have reading horizon lessons for our prek and head start staff. And so, it's a big move. It's more than even TEA is requiring or the state of Texas is is asking us to
021do. So, we know that it's a challenge, but we do feel it's going to pay off um later on. We also have an instructional framework and a pacing calendar. And so just to increase the alignment as we prep students to be successful in kindergarten. After this data came out, we did conduct goal setting with every Head Start teacher. The Head Start instructional facilitator came and along with that goal setting, we're doing walkthroughs. So the RLA facilitator, the coordinators, and the Head Start instructional specialist, they've teamed together. They're conducting walkthroughs in this in these classrooms. They're giving feedback on lessons, feedback on the data, just feedback on the work occurring in the literacy block along with the reading horizon lessons. And so we want to be proactive and just really hit this the ground running this
022second semester. So the first semester we had a lot of behaviors that we had to work on for our Head Start classrooms and in the non-tuition as well. And so we feel like we've regulated a lot of those behaviors. We have stronger routines and procedures in place. And so now we can hit more of the academic component. And this data was the second week of January. So we've had several weeks of quality instruction even since then where we feel like um we're making some progress for the academics. We talked before about the PLC meetings that are occurring. So, we're bringing our preK and Head Start staff together. So, it's just a great collaboration opportunity, especially with the new curriculum. Like, they need that support to internalize the lessons and talk about what's going well and
023how they problem solve with with each other. And there's a lot of mentoring that's occurring amongst the district leaders, but also with the veteran staff. And so, that collaboration has been a positive experience. And um along with that, let's move to the next slide. So along with that is a really strong focus now on progress monitoring. Um Dr. Crawford says frequently that we have to inspect and we have to keep inspecting. So we make sure it's done with fidelity. And so there are some gaps in the data here, but with this strong focus on progress monitoring for this semester, we do feel like we're going to make some gains for end of the year data. And so there are practice slides that are occurring. So every teacher gets a slide deck of the lesson plan
024for the day. And so CNI staff is being very strategic to put certain lessons in place that address the progress man monitoring data or address individual student data or even class data. And so we're adding those lessons as we go to really hit some of the deficit areas so we can recover those gaps as quick as possible. Um and there is a strong collaboration I guess going on in communication for how many lessons reading horizon lessons teachers have completed in x amount of time and um just making sure that we're staying focused on the inspection of what we're doing and that we're focused on student learning and recovering gaps as fast as we can. Do you have any questions? Okay. Okay. Anybody on the board have any questions or comments? Mr. Newsome? Yes. No. Couple
025of things. Uh the social and emotional aspect of it. We've always had problems at least since I've been here. It's been one of the areas, you know, surprisingly that we have not made a lot of great gains in, but I know that uh couple of schools, I can't remember which ones it were, elementary schools got a grant through the foundation to look at this particular thing for the year. So, I was wondering if you were aware of that and and knew about any of the things they were doing in their study to see if it would improve the SI outcomes on their camp SE outcomes on their campus. Was the grant for it was it was for looking at social and emotional development of the kids on their campus. And I only heard about it
026at the foundation, so I'm not sure the details associated with it, but they did receive a grant. It was two of the schools in the district. I can't remember which ones. Okay. That was looking specifically at that and they gave them money to look at do a study kind of to look at social and emotional outcomes and that was this last year that they received the grant. Last year because I know every year we routinely have through the foundation there there's applications that do address this issue. I just don't know. I just don't know what year it's this most recent one. It's most recent one. We can track that. We can find that out. Okay. Yeah. Okay. We'll we'll figure out which one uh which which campuses actually received it this year. Kind of concerned
027with the 25% in phological awareness for African-Americans. Um could you explain um what's taking place in this? I know it's um crucial for reading and writing. So what kind of activities are we doing and what are we doing to help get that because that's needed for reading. It it is and it's a it's a big reading early reading component. So it's four components. It's alliteration. It's rhyming. It's syllabocation and onset rhyme. So it's pretty complex. The beginning of year cut score, middle of year, and end of the year surprisingly are not that far apart. So we feel like if we could just get some students over the threshold, we can meet the end of the year goal or at least get really close. and and the thought process we've raised the cut score so we've
028made it more rigorous but if we can even be in a proficiency level within that beginning of the year score um we've accomplished the goal. So to answer your question, activities um just lots of things you'd expect to expose them and more practice on certain skills that that's where the progress monitoring is so important because you really get to see the deficit areas and where where our gaps are. And so that's risen to the top as PA is a gap and it continues to be a gap, but we're bringing in more lessons, more activities, and just more practice that's very focused on improving those specific scores. H how scripted is the curriculum? Uh, in regard to that, Reading Horizons is very scripted and so with it being new to preK and Head Start students, I
029think they have a little bit of time to internalize the lessons. You have to find your rhythm for a scripted lesson like that. So, we do feel like we're making progress. Um, and again, this is probably the number one focus area for the spring. Okay. So, how's it monitored in those classes? you know, from the principal's office, from the assistant principles, the master teacher, from the school improvement folks, how often do you think we're able to get in those prek? Because that's that's the only way you're going to be able to to assure that that's occurring, right? Especially in those early level years to where forever, Yeah. it was just playing school. It wasn't it wasn't, you know, actually doing the meat and potatoes of again phonics, kind of getting back to the old ways.
030How how often do you think that that's monitored? I feel like master teachers are in classrooms a lot. Reading horizons is a very sharp focus for us and it matches the on 3x3 goal that we're chasing as a district. So reading horizons is our explicit phonic instruction. So there's a lot of time and attention put there. And then with the walkthroughs that are occurring and the goal setting that occurred with Head Start and PreK, the instructional um monitors are also focusing on that area and visiting classrooms and providing feedback on lessons they see or um you know there's there can be some partner teaching or co-eing just everything we can do to improve that instructional delivery. Um so we see the achievement scores go up. Let me go and ask this. Y'all y'all get me
031and I'll get it to them a uh breakdown per campus in regard to this. It's fine for y'all to give us the the district data, but we've got to get back to go ahead and and putting some sunshine on different campuses on who's doing it well and who's not and and they need that data. I mean, this this is good data for us as far as at the district level, but we need it broken down by campus. Okay. Yeah. And it can be under separate cover because I know that's probably what y'all are wondering, right? So yeah, we know this area of the data has to get better for sure. Y anybody else? So doing PLC is is there any um looking at the data, are there any activities taking place that can help a
032teacher? Um because that's this is the foundation. And so when they if they're behind in prek, um it's kind of them keep being behind and 25% compared to 41% and 56% it's like, oh man, I can do rapid letters. I can do vocabulary, but I just can't get those sounds. And yes, ma'am. So in the PLC meetings that we've started, so our um early childhood facilitator sets the agenda and Mandy Gillespie has come to the PLC meetings and they're taking staff through the slide deck and talking about here is an activity for this PA um skill set. This is a lesson or activity for this. And so they're really breaking it down and putting a lot of lot more practice into that slide deck. And so it is reviewed in PLC meetings. that's talked about
033for clarification and then that follow-up um visits and walkthroughs to the classroom just to make sure we're completing those lessons with fidelity. So, are there any tiered lessons for students? Like, you know, we do tiered lessons for um students that are doing well, they might be on tier three or is there some way that those students that are behind in that phological awareness that we can get them to do um some extra tiered learning or some something to help them? Yes, for sure. the students that are still lagging behind, they are getting more one-on-one instruction, more small groupoup instruction for that specific area that they're deficit in. Okay. So, pardon me though, you said one-on-one instruction or is it pull out groups instruction? It would for one-on-one, it's probably going to be in the classroom
034just a teacher table work. So, she can do one-on-one or small groupoup instruction depending on what the skill set is and the group of kids that need that. So we don't utilize master teachers or whatever we use to pull out groups at that level. We can most master teachers do more of a push-in model, but yeah, you know, whatever works for the campus and whatever the kids need is what we want to provide. So there are pullouts occurring right now especially and pushin groups as well for master teachers. Yeah, I you know I I'm just I'm I I'm trying to find ways and think of ways that we can actually intervene earlier to help these kids get on grade level by the time they get to third grade. And if pullouts in elementary or prek
035can help, I think we should be looking at that somehow to get these kids. That's 25% of them, you know, 75% of them doing okay. 20 Well, no, it's just outfit. Uh uh so yeah, so that we can get these kids up to where they should be by the time they finish the year. And when they go, like Miss Atkins says, when they go into the next grade level at a deficit, it's hard for them to catch up. So I think the earlier we intervene with any type of pullouts or anything we can do to get them a little higher level I think it'll be better uh from that perspective just you know giving them a boost I think we agree we're also looking at some ways to think outside the box for summer learning
036and so we have a lot of ideas we'll we're working out and one thought too just I mean these these are prek kids right these are two to four three three and four year olds probably and So, um, it is a blessing to to be engaged in learning before you go into kindergarten because if there's 800 total, I mean, you know, there's there's got to be a lot more that just aren't doing any sort of prek. So, they're at least they're ahead of the curve as far as like getting the opportunity to learn, learning how to go to school. By the time they're in kindergarten, they do it a little bit more. So, um, but but they still wind up being behind. That's the thing I'm concerned. But, but we're measuring it. We've I mean,
03710 years ago, we didn't even measure this stuff. So, we are measuring it. It's a new crop of kids every year that come in here. So, it's a new ball of clay to mold. And so, this is a truly a starting point. We do want to see some progress. And it may take two or three years for the progress to happen. And so CLI engage, you're talking about the youngest of the youngest and you're looking at the data that you've got. Go back to the prek tuition versus the head start. That's okay. And so obviously you're going to look at that data right there before you get to the rate the ethnicity breakdowns and you're going to wind up seeing there is a stark difference there because these students all come from a a a
038a diverse economic setting each every one of them. So they're g it's all going to get thrown into that gumbo and they're going to be stratified away from one group or the other because there's a hundred years of research talking about the difference in what you get at home and what you don't get at home and when you're walking into school. So I think the way to look at this, yeah, we could all be concerned and we need to be concerned and that's why we put it out here, but to also understand that we're dealing with a pretty diverse set of inputs that are coming in and that those outputs over the next 13 years need to be ready to go and it takes a little bit longer to get there. And if we're going
039to expect we're going to be able to do it overnight right away, that's putting a lot on our teaching staff, I think. So, uh, we want to make sure we get it done, but then again, at the same time, understand where we're starting from as well. Um it's pretty pretty tough. Yep. And but the outputs at the end of those 13 years, you expect them to be leveled off, but somehow they haven't. And that's the concern that we have in regards to this when it starts this early and you don't see it leveling off somewhere along the line that they get closer together. That's the major concern. And even though they come from economic backgrounds, I think that that, you know, I could talk about my personal life. I never had prek. I didn't go
040to kindergarten. I didn't have fun before I got in first grade. A lot of kids did. I didn't have that opportunity, but I still was able to catch up and stay on test and excel. So, I I think that there should be somewhere along the line they should be able to get closer together in regards to the academic level even though they don't start out at the same level. That's correct. Exposure has a lot. This is the startout data. Yeah. So yeah obviously and then when we get to you know talk about start talking about graduation rates in the 13th year right we are graduating at high clips you know whether or not I mean I've got three kids in my house my own house that that read at different levels came from the same
041mom and dad right and so you know when we start talking about the balls of clay that we do get even if they are from a from a middle class family ability and and and desire and and and and what you just described of yourself of putting that effort in there of your parents putting you into that situation. There's a lot of factors that go into that. I think over the 13 years and starting out with this data early on, being concerned about is something that we need to do, put it out there and and track this stuff as we go forward. And again, we're measuring this before they actually get to that first third grade year of of testing for the star. So, it gives us a good indication of where they're going to
042be. So, um I I'm more concerned about the instruction versus the data to be honest with you. Uh because I think the inputs are way more valuable right now than what you can get data out of a four-year-old and being able to do that because this is not a pencil to paper test that we're talking about. Correct. Correct. Okay. So, getting a four-year I've got a four-year-old grandson right now. getting him to sit down and give me the actual can he do X Y and Z. That's a tough pretty tough thing to do, right? Um and so our teachers have angel wings coming out of their backs. They do. But but in saying that, I do think that that uh putting some sunlight on this is extremely important. Obviously, the data is what it is.
043I'm more interested in making sure that that we're getting a lot of equity in our classrooms and a lot of supervision and then the fidelity to to what the actual curriculum says to do, right? Because I think that that will make an impact on this data here that to me that's what I think is is is my wondering is what does that look like from classroom to classroom and how are we monitoring it? Yes, sir. And I think that'll improve it. Mr. Newsome. Um the actual instructions certainly will, but are we are we ensuring that that we're following the curriculum that we have? Okay. Thank you. Thank you. Appreciate it. Business, legal, finance, consent agenda. Um we just have three items on here. Uh, unless anybody has a question about a specific one, I'll go
044ahead and entertain a motion on items A through C. So moved. Thank you. Do I have a second? All in favor say I. I. All oppose. The eyes have it. The motion carries. Uh, okay. Curriculum instruction consent agenda. We have two items there. I'll entertain a motion on those two items unless anybody has any questions or comments about either one. Mr. President, I move we pass the consent agenda. Thank you. Do I have a second? Second. All in favor say I. I. All oppose. Eyes have it. The motion carries. Okay. We have a few staff reports. We have a quarterly uh financial executive summary and a quarterly investment report. We'll just kind of lump those in in together. Yeah. Um we actually do not have anyone from finance here tonight. Uh the reports are in
045your packet. uh did get a report from both the CFO and now the interim CFO uh someone named Tasha Buork. Uh Miss Russell is now um out with a uh health celebration and looking forward to that. And um we are within budget, we're on time, we're within everything that we have that we normally have on there. obviously your uh your investments uh are kind of prisoner to the actual economy and to the to the uh to the market and no change in that as well. So if you have any questions, any further information that you like anything specific uh holler at me or Miss Bork and we can certainly get you that information. Okay. Thank you. And then finally a 89th legislative update. Yeah, we keep this on the actual agenda. um just in just
046so that we're in compliance with the agenda for so that we can talk about the 89th legislative session uh so that our attorneys don't slap us on the wrist for not for doing something that's not on the agenda. Um but from periodically y'all are sent emails from time to time or updates in regard to what's going on in the session right now. Um there has been some adjustments on a substitute bill on the House side of things. Uh it's interesting they talk about the basic aotment um as opposed to being a $220 increase. I think it's something somewhere upwards of a $400 increase to to possibly get it to to a flat $6,500. Um there's some some creative funding mechanisms in there in regard to uh inflation over the next bianium. Uh kind of baked
047in there as well. Of course, this is on the House side of things. That doesn't mean that the that the Senate will be for that. they'll have to go to conf conference committee uh to to see what they can negotiate and come out of there with as well. Uh on the accountability side, there is uh I don't know how much of a stomach, but there is a little bit of a push for uh a redesign of the actual STAR assessment and and instead of going from a from a one one time back into the year um assessment that they're talking about going to an actual throughout a through the year assessment to where you possibly have three or four little parcels of assessments, not quite as long as what you have at the back in,
048but uh something that's actually ongoing that can give you true feedback as you go along, similar to what we do here internally. Uh but that the state uh actually doing that as well. I don't know I don't know how you get by with the uh I'm for it, but being able to do the change management of that to instead of having one stressful period at the back end of the year, do you wind up having four stressful periods throughout the year? because uh I think our elementary folks can probably attest. Uh CLI is one of those. Um you start talking about your I Ready, we ready um uh assessment that we have. We're pretty comfortable that in our K through five and I think our students take that pretty seriously. Once you start getting into
049middle school, some of that data may be a little tainted on the actual effort that comes about. But when you start talking about whether or not you're going to be able to to pass the star, um I think that you're going to see a probably a change in in action, not only just at the middle school level, but the high school level as well. Um we're already working on some of those things right now outside of the star. Uh in regard to TIA, on some of that assessment at the high school level as well, expanding our current eligible TIA from what to what, Dr. Kieran? Five courses to over 100, I believe. five courses to over a hundred courses districtwide. Is that correct? Yeah. So, that's g that's that's gonna be a neat thing to
050make teachers have some eligibility for uh additional pay as well. Um so, those are kind of your big rocks that we're looking for. There's obviously some other um nuances inside of of some of the policym. We've talked about DOI about how that they're talking about um requiring the certifications of somebody on a DOI to have your certification by your third year or you're no longer eligible for that district of innovation certification. That's what we've been doing here in Tyler ISD. Anyways, the the only thing that I do have a concern about in regard to that DOI uh mandate of three years is just what if Cody Leverage is a TIA teacher and is not certified yet in year five? Are you really going to tell them that their outcomes are great, but you got to
051go because you didn't go get another teacher certification? I just I think that there's something that to be said about that and I'm hoping that there's going to be some ways for Mr. Jones's friend and my friend, Commissioner Morath, to maybe possibly look at some ways to exempt folks that if they do have the outcomes that we desire, that they actually stay with school systems and aren't told to go to the house because if you're if it's good for kids, it's good for kids. Um, and we do we do hear a lot of meritocracy talk these days about, you know, being judged on performance and this and that. So it makes sense if one is performing well and getting desired outcomes. Yeah. I tell you what, for a guy that lived on that teacher certification,
052it was hard for me to go to the DOI, but I also didn't like carrying 45 vacant positions every year and filling those with 45 substitute teachers every day. And bless our we love our subs, but finding 45 quality every day is tough for a campus. finding a degreed professional that wants to be working inside of a school and teaching. Maybe it was their second choice as a career. I mean, there's something to be It's deeper than just saying, "Oh my gosh, we don't have teacher certification." And so, um, that's coming. We typically don't like to have a relationship with someone longer than three years anyways on a probe contract if they're not getting the job done. So, I think, uh, it's part of our culture. So, we'll we'll kind of roll with the the
053tide on this. And they're they're also talking about just the foundation uh courses as well. So you're talking about your four core and maybe some of your CTE that that will require some of that to where you start talking about PE. Um you need a coach or something that that that might be exempted as well. So DOI is still going to be around. It's just not going to be quite as probably robust as it has has been um for a lot of the teachers in the state. I think in Tyler the way we've been managing it, it'll look very similar. Okay. Thank you. Does any anybody have any questions or comments for Dr. Crawford regarding the legislative update? Legislatively in regards to the teacher certification issue. Uh, so the state's saying they're going to put
054a three three-year mandate possibly on that in regards to if they're not certified, they have to be let go or whatever. Uh, you told to to Yes. If you're not finished with your teacher certification that you will no longer be eligible for a district of innovation certification. Okay. So, do we you you talked about that teacher that does not have that certification that is excelling and doing a good job with outcomes. Do we make any concessions for that or has the state indicated they might cons? We have nothing in policy that says you can't you you can only be on a DOI certification for three years. We typically that's where we usually because we do have a policy that says that we can only be on a probationary contract. If you're five out of seven,
055I think we give you two years to get married to us. So, we're in an engagement for two years. If you're a brand new to the profession, you don't have that five of seven. You can go to a third year of a probe. Am I am I looking at HR right now? Am I right in saying that? Okay. And Lance is shake Dr. Grop is shaking his head. So, we kind of already have that built in, but it doesn't say on DOI that thou shalt be done by your third year. We just know that by your third year, you're on a probe anyways, and if you're not getting it done, you've got to go. So, it does line up that way. The state is saying that if you're teaching one of those foundational courses and
056it's after year three and you haven't gotten your teacher certification yet, you might be a TIE TIA teacher without your certification. And right now, I've not seen any type of exemption. Maybe there will be an appeal to the commissioner and you can do that if you want to continue to work or maybe we we're responsible for that. Um we'll see what happens on that. You you mentioned u that they were possibly talking about changing the star to be let's just say quarterly or whatever. There you go. Um, you know, my kids have said this year in our progress measuring our map and I ready and all that like, oh, it's counting for a grade this year. Probably because we deter we we discovered there wasn't much maybe interest was waning in some uh like middle
057schools or high schools or something like that. And and so one is it true that now those are those four grade or do we know this or is this them just saying this? I'm going to comment on that. It irks me that it's not okay and it's not consistent and I I only have one kid in the school system now so we can understand what bracket of school that she's in. Correct. And you're telling me that you've got a a student that said it is for a grade this time. um fifth grade and ninth grade. So, was was the ninth grade for a grade? The ninth grade usually just says, "Buh." Okay. Yeah. Point on that is is when I find out that it wasn't for a grade, how do we get accurate data back
058to see what type of adjustments we need to make and I'm telegraphing that to the high school people in the room? That's an issue. And the reason I'm asking and it it might be one of these things that it seemingly even I don't know if y'all remember but we built a career in technology center and then the state mandated you have all these career in technology courses and some people around the state were scrambling and we had already kind of done it and it and it worked it out and if they do start counting as grades and the legislature is thinking about doing this we might be ahead of the curve is just counting them as grades and preparing these kids for that model is all I'm saying. And Dr. Kuridan's out there going bring
059it up, bring it up, bring it up. When you start talking about us going from five to 100 courses for TIA, now guess what will count towards your TIA and that is going to be your ongoing assessments. Um, so well, because you got to have a a beginning, a middle, and an end to show growth. Correct, M. Dr. Dr. Kuran, beginning and end or beginning and end. Excuse me. I I gave I put one one extra in there. So, yeah, it's part of the culture and and why would you not give kids grades for the work that they do? I mean, that that's something that always irks me whether you're most elementary teachers do, but middle or high school, I know that that goes on and that drives me crazy. If a kid gives the
060effort, they need the feedback on that effort and they need to be rewarded on that effort. And I'm not saying it has to be weighted to just to kill them or anything like that, but if a student goes in thinking, "Okay, I got to pay attention to this. I'm not I'm not just going to mess around and and get through this." Then maybe we will get a little better data. Yeah. Why Why are we doing benchmarks if we're if we're not going to get accurate data on that? Yeah. So, okay. Anybody else? Buzzing towers. Sorry. Negative. Ghost Rider pattern is full. Okay. Discussion. We have some uh TASBY local policy update 124 and local policy DH and EFB. First reading. As always, uh please uh go back and and review those policies or anything of
061interest, please contact uh myself or Dr. Gropel and we can get you in contact with the correct person that's responsible for that piece of policy. Um, I'm going encourage the board to review those and scan those and go through those and help us be another set of eyes because we do put these in front of you and make sure nothing is is uh sliding past the goalie. See anything? And y'all are goalie on that and um y'all are the ultimate goalie. But we try to do we try to play as much defense as we possibly can as the puck is winding through trying to get to the net. And um it's a lot of code in there, but appreciate y'all putting your eyes on this. If there's anything that you don't like about it underneath
062our community's uh standards of uh of what our local public school system should be doing, please let me know. Okay. Thank you. Questions, comments, future business. We have uh board workshop April 10th and April 21st. We have a regular meeting. I will hear a motion for adjournment. I move we adjourn. Second. All in favor say I. I. All opposed. The eyes have it. The motion carries. This meeting is adjourned.