001We will mail one to this April I mean April November [clears throat] 3rd 2025 meeting of the [laughter] board of trustees. This is regular board meeting of all items that will be discussed and have been newly posted. While this is a meeting in public, it's not a meeting at not a meeting of the public. The board's role is to set goals, approve personal and budgets, make policy, and provide oversight. We're not here to manage or solve individual problems. Management responsibility of the superintendent. As a board, we believe that we must educate every child, provide every child the greatest opportunity to learn, maintain a safe and secure environment mentally, physically, emotionally, and academically. These are our core values. We appreciate your interest in CS student CSB. We have a quorum. Uh Kamar will be late and
002so we'll do the pledge of >> lead 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. Texas flag. I aliance to the Texas one state and indivisible. >> Please bow with me. Dear heavenly father, thank you for allowing us to be here today and to glorify your name. Thank you for these wonderful children that we get to be a part of, that we get to help and foster and nurture them and see them through kindergarten through 12th grade and make them citizens for this state, this town, and help us do the best job that we can. Please grant us the wisdom that we need to do the best job in this community and help us Lord make
003the right decisions each and every time. Please make sure that we do everything that's glorifying in your name. This we ask in Jesus name. Amen. >> Amen. >> Mayor, do we have audience for guests? >> Thank you. Uh first thing on the agenda is FA leadership presentation. We got to get as close as we can but don't break. The whole point of this is to promote MFA to you. [laughter] Paisley, truth or dare? >> Truth. >> How many cookies did you really have at movie night? >> Oh, like seven. >> Seven? That's okay. At least five. >> Five. >> Joanna, truth or dare? >> I'm feeling brave. Dare. >> I dare you to do the greedy right now. >> Ava, truth or dare? >> Uh, truth. Truthfully, it seems like these guys are watching us.
004Do you think it's our turn to talk about FFA? >> Oh, you're right. But that's okay because Miss How and our school board has made a dare for all of us. Remember, she wants us to dare to be different. >> That is a dare we could definitely take into our FFA chapter. Let's introduce ourselves and tell them all about our favorite organization at the high school, >> FFA. Good afternoon, Cory Kenna ISD trustees and Miss How. Thank you so much for allowing us to speak with you during this meeting of the board. My name is Joanna Martinez and joining me today are Ava Lavine, Paisley Reagan, and Laney Walker. We are so excited to tell you all about the FFA and what truly makes it different from other programs at the high school. In 2024,
005as a district, we had a serious rebrand and you challenged each of us as individuals to dare to be different. This program embrace This program teaches us to embrace individuality and innovation, creating an environment where each person feels valued for their unique strengths. That sounds like it goes right along with the FFA mission. The FFA mission is to make a positive difference in the lives of students by developing their potential for premier leadership, personal growth, and career success through agriculture education. I think we can make this pretty simple and break down the FFA motto and how it relates to the goals of our district and school as a whole. Paisley, can you tell us our motto? >> Absolutely. The FFA motto is learning to do, doing to learn, earning to live, living to serve. Before
006we get too far into this, let's talk about how FFA started and where it has gone since. In 1928 in Kansas City, Missouri, a group of young men decided that it was important to have an organization to promote the future of agriculture. Thus, the Future Farmers of America was born. Today, there is over a million FFA members nationwide with over 170,000 of those members from right here in Texas. But they never expected that. >> In 1965, after the end of segregation, FFA merged with the New Farmers of America, or NFA. This merge welcome Africanamean members into our organization. Only a few years later, in 1969, my personal favorite change happened. Girls were allowed into the organization. Now, female membership makes up almost half of total membership. Thank goodness because we all know as a phase
007four the chicks. Finally in 1988 members elected to change the name of the organization from future farmers of America to the national FFA organization to broaden the scope of agricultural education. Members decided that the FFA is much more than cows plows and sals and it was time to change the idea that you have to live on a farm to be in the FFA. Good thing because when I look at our FFA members, very few of them live on a farm. All right, now let's talk about learning to do. This obviously applies to our classroom experiences in FFA, but I also want to talk about science fair and public speaking. At Corsana High School, every freshman is required to choose a program of study when they reach high school. These programs of study help students to
008earn business certifications and prepare for their future careers. Students at CHS have the opportunity to assist at local vet clinics, earn college welding credit, and use skills learned in a floral shop. Through our agricultural classes, we can come up with ideas for two of my favorite contests, science fair and public speaking. Members can participate in science fair and public speaking across the state at major stock shows and end their season with competitions at the district area, state, and national level. We have had seven students in the last eight years advance to national level in science fair. National contest takes place in Indianapolis. Don't forget to mention that Sarah Beck and Molly Gomez both place in the top three at nationals. The next part of our motto is doing to learn. And I think it is
009the perfect time to tell the board all about the contests we have at FFA that prepare us for careers in the future. Lees or leadership development events are designed to teach students to ex excel in public speaking, decision making and communication. Just to name a few opportunities at CHS, FFA members can exhibit their broadcasting skills and radio, their shop building abilities of farm skills, or their knowledge of local issues and agriculture issues. CDE or career development events take what we learn in the classroom and apply it to our future career choices. Some of the opportunities at CHS are vet medchanics, livestock judging, and entomology. That's about bugs. Bugs. The third line motto is earning to live. FA teaches students to earn and manage money responsibly through SAEs and scholarships. SAES or supervised agriculture experiences are
010a huge part of not only our high school FFA chapter but our junior FFA program. SAEES teach our students time management, work skills, money management, and most importantly, responsibility. The most common project is showing, but you can also own your own business, conduct experiments, have an internship, or even build a shop. While we have a lot of students who show livestock, there are many other opportunities within our chapter. Metal fabrication, lawn businesses, science fair, and lane family even owns a deer ranch. The FFA is all about scholarships for its members. Texas FFA gives over a million dollars in scholarships each year. Stock shows award another million and even local organizations give specific scholarships to FFA members. Last year, Corsican FFA members alone earned over $120,000 in scholarships. This money prepares students for much more than
011their first year of college. Even our students have graduated and will be able to pay for their entire college career. The final line of the FFA model is living to serve. And I think no part of the FFA is more related to the DVD than this line. Cors is constantly striving to truly serve our community. We have lunch and breakfast programs, after school programs, and uniform closets for students. Our chapter participates in local food drives, food and fiber roundup, and FFA barnyard at Fort Worth. In 2021, our county added a new service project, a day in the room, where special needs students in our community get to show with the assistance of an FA. I absolutely love serving my community and can't wait to work with other organizations with our school and district to make
012course Canada better each day. You know what really comes to my mind when I think of DBD? >> What's that? >> The pride that we feel for all things Corsana. When Dare to be Different was introduced, it made me feel so proud to be a part of not only the school but Corsana. This is my home and I am proud to be from here. That is exactly how I feel when I put on this jacket. Like I'm home. The FFA jacket adopted in 1933 is the true symbol of our organization. The piece that ties all the other parts together. It is more than just a uniform that we wear. It represents how this organization is truly our family. The FFA is like a second family that teaches you teamwork, organization, responsibility, and to step out
013of my comfort zone, even when it feels impossible. My favorite thing about being an FFA is it doesn't mean you can't be a part of other organizations at the high school. Our adviserss are the best at working with other groups. You're right. We have students that play sports, act in theater, cheer, dance, and even play in the band. FFA truly has a place for everyone. Thank you again for having us to your meeting today to discuss the FFA, and we are so thankful for your support as we >> dare to be different. [applause] >> [applause] [applause] >> Y were excellent. I've needed y'all the last four months. [laughter] >> Y'all feel this family about course. I got you. If anybody wants to see all of our teams, we're having family night on Sunday at the
014middle school and it starts at 4:30 and we have about 40 [snorts] other kids that are doing things this semester. So, if you want to come check it out, we've got these guys all the way to people building a roof. So, everything in between [applause] can't be leaving our money all over the world. >> Thank you. Just a good one. Thank you. >> Great job. I forgot where I was at. >> The next thing is a course proposed by Dr. >> Yes. And that one is a hard. Um the first thing that we have, I'm not sure. Perfect. Um is the CISD innovative courses for the year. We just have two of those. We actually had about eight of those last year. This year we just have two. the fundamentals of real estate, business, marketing
015and finance. And that course is at the high school and then human body systems which is at the middle school. >> So those are our two innovative courses this year. >> Can you give us an overview of the human body systems like what is that? >> Yeah. So, that's one of the STEM courses that um we're using through CTE. And um that itself is kind of setting students up for uh whenever they get to um anatomy and physiology. And it's just kind of like building out the systems and kind of just really exploring like what system does what. It doesn't do do a deep dive like those like the high school science do, but um we're working on adding in more STEM courses. Last year we did add a STEM course as well at the
016middle school um and that uh was on um computers and um programming and things like that. And so uh one at a time we're adding courses that'll kind of build a STEM program. So, I have a question. Um, and I'm trying to find it and I don't see it, but are both of these at the high school or >> No, ma'am. The fun the real estate one is at the high school. Uh, and then the human body systems is at the middle school. >> Okay. And do we already have teachers who are going to teach these or >> there are teachers that are teaching these and I cannot off the top of my head remember those teachers and I'm sorry I can't get that to you tonight but I will get those to Miss Hal
017and she can get those to you. But yes, we are currently offering uh to get their real estate license um into high school. And then uh like I said to it's really [clears throat] important that we know that we need to build out a STEM program. And so that's just one along that path that we're working on. So >> okay, this is actually we can move it to consent next week if we want. It shows information but should be okay. just pass it. So I move that we approve the innovative course list for the CIS for the 2526 school year. >> Second. >> We have a motion and second to approve the 202520 interactive courses presented. All in favor say I. >> All oppose say no. Motion pass. Move approve the 202526 courses presented. Uh
018the next lane is a secretary target approve plan of submission 2526 Dr. >> Yes sir. Um I don't know. Okay. This is a 12-page document that you guys have in your board book. Uh I will not be reading the 12-page document to you tonight. Um let you guys do that at your own time. >> He only put the first page on. >> He only wrote the first page. Okay. >> Got it. Which is perfect. Uh so what uh the this is actually called the targeted school improvement plan and um also abbreviated to TIP. Uh so if you've heard that called that before, but it's specifically um is for our middle and high schools. And so we created one um TIP plan for both the middle and the high school. And this is because uh we've
019been identified as comprehensive support and improvement. Um and Texas law does require us to submit the tip plan. Um, but this serves as our strategic roadmap to be able to address any the root causes uh how we're going to increase student achievement and then exit the CSI status within the the two years that we're hoping to get. Um, I do have to say I did go back and look uh the high school in the closing the gap score we've gone up each year since 2023. Um, and so that's really important to note that we've gone from a 45 and then a 53 and then a 60. And so we are increasing every single year. Um and and that's that's not just by chance. That's a lot of people working together to do their part. And
020what uh constitutes the closing the gap score. And at the middle school um on the closing the gap score, we've gone up each year from 2023 to 2025 as well. Um in 2023 it was a 65. This past year it was a 72. And so that it gets us to that C that's required. So this is our first year of that two years that we need. Um and so like I said we while it's not making we the the progress that we want all in one year uh we are working towards that and showing that progress. Um and so this whole document itself kind of goes through several pieces. Uh the state came out this year and added a lot of different uh pieces for us to be able to go through and identify. One
021of those is a needs assessment. uh they we did have the region 12 center come out in 2023 for the high school uh and then also in the middle school was the 2024 year and then more recently we've kind of done a local campus needs assessment back in June uh where we looked at some things like uh test scores, teacher surveys, uh classroom results, um just several different pieces uh for us to be able to come up with a new needs assessment and kind of where that we're going to focus our efforts. Um and so then that leads into us into the required uh piece for us to solicit stakeholder engagement. Uh we did meet those requirements. We did have two stakeholder meetings where uh parents could come and give input. Um and that was
022in an afternoon and a morning meeting. Um and so all of that led up to us creating our goals. Uh and those aligned goals are ones that we need to be able to show that we are working towards that like I said that uh campus um that comprehensive support showing us that we can uh the two years out and like I said middle school didn't meet those targets this past year. Um and so for EL uh we've set ours with the state aligned with the state targets. Uh EL at the middle and the high school. Uh we're setting it at 44% will hit meets and above. And then math will hit 47% at the middle school and 38% at the high school. Um and again that's the minimum but that's meets and above. That's not
023just approaches. In other words, path what we call passing uh approaches includes in that but we're setting that bar a little higher. Uh so domain three we have component points that have been submitted that will achieve us help us achieve progress in the areas of and our focuses are in the academic achievement growth English learner progress and then student success which includes our CCMR score attendance um and then also to that that also includes graduation rate. So um our next piece that we focused on in our plan was the area of intensive curriculum and instruction and that focus was on increasing instructional materials to be used at the campus and provide adequate time and support for teachers uh to internalize those materials and then also reflect on student performance. Um, and so we took the
024time in our PLC's, which now this past year, we've created PLC's not only at the middle school, which adds an additional 45 minute time every single day that the core star teachers have to be able to uh internalize lessons, but it also adds time for them to be able to focus on how are they going to target the needs of those students. Um, and so during that time as well, we have guaranteed time to focus on our priority core areas. Um so like I said the PLC's and then um we also as well uh even today during our PLC's we're focusing on datadriven instruction and so that's making a plan based upon our data that we have in our unit test and our interims to be able to uh move forward with a plan um
025as we go in each at each checkpoint we have. Uh the next piece that we have is capacity building and that includes job embedded and differentiated. uh we look at summer and year-long PD and so we built in comprehensive workshops that were based on the RBs which is that researchbased instructional strategies unit plan internalization and implementation as well as scaffolding differentiation for diverse learners. Um and our targets for those were the teachers, the admins and the special uh populations, those teachers who also teach special populations. Um and specifically too for those students who are in their class that are part of the special populations. Um we do have uh and identify our teachers as um those that we target for support just like we would even with students. And so we provide onetoone coaching, mentorship
026and workshops to target this those teachers needs. Um and we also use an evaluation tool called get better faster. Um, and that's a book written by Paul Vanam, but we use that in alignment with the test evaluation, an observation rubric that teachers are evaluated with so that they can see the alignment with that. Um, and then, uh, finally, we have milestones and performance management. And so, at the end of every quarter, we have a review to see where are we at with our goals and how are we working towards that. Um so overall we're just working on uh yes compliance but also an intensive plan to be able to talk target the needs of the teachers and the students for us to be able to work our way as we already are out of school.
027Do you guys have any questions? >> Any questions? >> Anyone have a motion? You need your approved, right? >> Yes, ma'am. >> Both uh well, the one plan for both schools. Yes. >> Uh I make a motion to approve the targeted improvement plan TIP for 2025 to 2026 school year. >> Second. >> We have a motion and second to approve the secondary targeted improvement plan as presented. All those in favor say I. >> All those post say no. Motion passes to move the to approve the secondary target improvement plan. >> Thank you. >> The elementary turnaround plan. >> All right. Good evening, President Farmer, Miss Hal, members of the board. So, I'm presenting the turnaround plans for Neo Elementary and Fannon um elementary. So, you're going to hear a lot of the same things that
028Dr. are all talked about for the tip are um kind of echoed in the tap, but I'm going to explain to you the difference between the turnaround plan and the target improvement plan. So, Fannon and Nava were identified to um be turnaround planned campuses because they had two consecutive years of unacceptable ratings. Okay, so even though NEA went from an F to a D and they exited comprehensive school improvement, the D is still considered unacceptable in the eyes of TEA. Um, I asked about that because we made so much progress and then you, you know, you hit you hit us with this, but it's okay. Um, because all of the work that went into the turnaround plan is stuff that we're doing anyway. Um, so it's fine. So, basically, the turnaround plan looks just like
029the tip except for the milestones for the turnaround plan go through the end of 2028, whereas her milestones only go through the end of 2027. So, that's really the main difference. Um, but same thing, I'm not going to, you know, echo some of the same things she did. Uh, the needs assessment, stakeholder engagement. We're just assuring that we had a needs assessment. That was our ESF diagnostic. Um, we had public meetings on both of the campuses. They received a written notice in paper and online. And then, of course, we're having our board hearing now. So, all of those things were met. These are two different plans just because I have the student outcome goals just a little bit different for each campus. So, I wrote them exactly the same except for this one part. Um,
030and so that's because Neo actually scored a a pretty high um they got a C in domain three last year, but because they were a D in domains one and two, they maintained a D for their overall rating. So, I couldn't give them the same goals as Fannon because it wouldn't put them into a growth area. And I couldn't give Fannon the same goals as Neo because it it just wasn't a realistic goal for them at the time. But both of their goals are written so that they both can get a C if they meet their goals. Fannon would be a low C, NAO would be a very high C at that. And that's just because of where they fell at the end of last year. Um so just like in the tip for the
031secondary, our school improvement strategy is intensive curriculum instruction improvements. So we are doing that work right now through the two grants of ESF um ESF focus support grant which we received two years ago. It's a two-year grant, so it will end this year. And then also our strong foundations implementation, which was a one-year grant that will end this year as well. So, both of those grants are going to end this year. We've been getting a lot of our support from region 12. I also get a lot of support from TNTP because that's a pilot that we're a part of for those researchbased instructional strategies. So, lots of coaching um from both of those organizations. And then I've put on here that we'll apply for Lyft um and probably the Lyft PLC add-on because that is
032a new grant. They like to change the name of these grants every year. Um but that's basically putting the two grants that we have now together into one so you're not working out of two separate like lanes of people. It just kind of merges all of it together. Um so fingers crossed that we get that so that we can continue leveraging this um the region center for their support. The next section for for curriculum and instruction is just stating our intentions for using high quality instruction materials. We will continue to use our HQIM um that we're using this year for reading for next year for reading and then we will also look at adopting a um SBOE approved math. Then it's just um basically stating that we have the right instructional minutes and the right
033instructional time in our day in order to implement those things. The next part of the plan is over capacity building. So that is going to be a lot of professional development and things that we have put into place. Um there's like three pages of professional development on here. So just kind of hitting the highlights on all of the capacity building is things around implementing our HQIM. And um and I do want to note that the capacity building is not just with the teachers. We also work very closely with our campus admin and our instructional coaches to build capacity in them as well. Um so it's not just implementing the high-quality instructional materials but it's also how to lead effectively with those high-quality instructional materials. Um they all teachers engage in weekly professional learning communities. They
034are everybody admin instructional coaches teachers are involved in data driven instruction. We have a big training on that coming up in December. Everybody's getting school accountability even if I'm a teacher so that I know how my role in the classroom and how what my students are doing is going to impact the school. um moving into deeper in internalization of blue bonnet. So we're not just going through the curriculum, but we're actually getting a deeper understanding of the why test calibrations um and then observation and feedback. So Dr. Harl talked about get better faster. We're using that model with our teachers as well. Um especially for providing support to our newer teachers and our less effective teachers. But what I love that we're doing that's different is our administrators are also getting OB's feedback as well.
035So they're wa they're watching teachers and giving feedback and then they're also being coached on the feedback that they're giving and then I'm getting getting coached on the feedback that I'm giving to them. So it's just this neverending cycle of feedback. Um and it's been really super cool to kind of see it all work this year. Um I don't know. I get kind of nerdy about it because it's fun. Um anyway, so then the milestones, so many pages of milestones. They're broken down quarterly um from now until August 2028. And so basically in a nutshell, the the milestones are written so that we can sustain the work that we're doing now. So we've been working the last, you know, year and a half on building these systems, building capacity, and we don't want those things
036to go away just because the supports go away. So what is that going to look like from the district level to ensure that all of that stuff is maintained with or without a grant? If we get a grant, yes, thank you. If we don't, we have to continue that work and continue improving. Um, so that is basically the milestones. Everything that is stated from the milestones through October 31st has been completed. And then the last part is just how we're going to manage the work that's done on the plan. I know that was a lot. Are there any questions about the turnaround plan? >> Okay, I have a question. >> Yes. Um, first I just want to say tip and tap because that's >> tip and tap. We live in the tip tap world. Y.
037>> All right. So with that, I don't know if you said it or if I missed if I missed it. What is the difference? Like why do we did why did we do tip on Yes. >> the middle school and then tap on elementary school. >> Okay. So the tip is for newly identified school improvement campuses in the turnaround plan. TAP is for campuses that have two consecutive years of what TEA calls an unacceptable rating. So, anything below a C essentially and they have been identified with school improvement in the past. >> Thank you. >> Any more questions? >> Do I have a motion? >> I make the motion to approve the TEA required turnaround plan for elementary. Second. We have a motion and a second to approve the elementary turnaround plans as presented. All
038those in favor say I. All those post say no. The motion passes approve the elementary turnaround P plans presented. Thank you. Uh consent agenda. Motion. >> I make a motion that we approve the consent agenda as is. >> Second. >> We have a motion and a second to approve the consent agenda. All in favor say I. >> All say no. Motion passes and extension is approved. We will now adjourn to close session [clears throat] permitted by Texas government code section 5510. Thanks everyone.