001District Court of Trustes order show a board members that this meeting has been dying in accordance. Please be advised that this meeting is being recorded and will be available for public access. Lord, we thank you for today. Thank you for your blessings on us. Lord, we ask that you remind us daily as we head into Christmas season what the real meaning behind it is and focus on your gift to the world. Lord, we ask that tonight you give us wisdom and guidance as we make decisions and help us always leave this district and reflect your will. Any public comment? Yes, sir. All right. Information items a fundraiser NHS NHS freshies 119. You are on my ma fundraiser principles of construction Christmas tree >> sale. Yeah, it's just a Um so young shop classes are making
002Christmas trees selling them. There's few examples sitting out there. Um I think they also start on a little bit different type but I don't think they're selling it. That's still a testing phase learning that skill. >> U so anyway they're they're trying to uh raise some money there. Uh most of that they raise just turns around and becomes more material to do other stuff with spring. It's not for trips or anything like that. It's a it's fund raise to get more materials and put put money back in that class. >> How are they selling them? I didn't know they were selling them. >> What? >> I made a Google form and shared it on Facebook. Um I know >> what the space >> um so he they pre-made a few of them. So as of
003Friday night they had I think we sold at least 10. >> So which is a good start. >> How much are they selling for? 40 stained and 35 for the unfinished. >> Are they setting them up like the basket game basketball games or anything? >> No, he's made them for a couple years. Construction. >> I didn't realize we that that we sold them, though. >> This is the first year. >> Okay. >> For him. >> So, this is the first year he's even stained them red and green. I think they've always been like a a wood rustic or unfinished color. >> I need to put names on them. See, like if you had my grandson make me another one, I would have bought I probably would have bought one of his. >> Yeah. or any
004of these other knuckleheads around here. I'll probably buy one anyway. >> It doesn't matter. >> Yeah. All right. Cool. Good. Any questions to the goals? >> Okay. See if we can get this to work. Right. >> Man, y'all y'all must have read my mind. I was going to ask um when we was going to get into the 21st century >> and have something either behind us or in front of us. It would really even be nice if we had our agenda posted on a big wall where I can see it. All right. So, um district and campus improvement plans. Um I'm just going to start by saying um principles busted their tails over the last week to get theirs in. So, uh we are done with um district and campus plans. Um and we'll get
005those posted once we're done with this. Jeremy's expecting that to come. Uh I'm not going through point by point. this um I don't like to insult people's intelligence by rating but the the full district improvement plan is in board book if you want to see anything um this is just kind of hitting the highlights um so um trying to provide a high level overview of the district plan and the goals that we're trying to achieve the alignment structure and implementation of systems to support our students and teachers um that's the whole goal behind what we're doing with our plans um of things that came out of really me coming in and then working with this group was that nobody here knew our mission statement. It was very long. It was about the same length as
006our vision statement. And so as part of our district improvement plan, we did work on that and u mission statement that we came up with is in partnership with our families and communities. ISD is committed to excellence for staff and students as we prepare pirates. And um when we talk to our teachers and all and we move forward, the key part there is prepare pirates. Um it's it's short, it's memorable, and everybody ought to know what they're doing. It fits any grade level, any any job up here. Those our jobs here period into discussion is to prepare those kids for whatever's coming next. Whether that's second grader going to third grade or a 12th grader going to work. Um that's our job. and we need everybody to focus in on that. And so, um, you
007know, as a district, we have to have a mission statement, but I'm of the mindset that if the mission statement is so long, we can't use it, then it's not helping us much. Um, this one's short enough, we can learn all of it, but even if you can't memorize the sentence, you can get the last few words and know what your job is. Um, vision statement, um, very similar, uh, to what it was. Um, there were just a few key things the mission statement that we put in there. Um, focusing on the character and collaboration with the community and the well-roundedness of our kids. Um, so what what we have here with the district improvement plan, campus improvement plan, so frequently referred to as DIP and SIP. Um, the district improvement plan is to establish
008clear district level systems that support both of our campuses, align campus plans with the district goals, uh, consistency and expectations of communication, strengthen compliance, safety, and organizational structures. And it's about systems, structures, and processes, not campus task. The campus plans establish the student performance targets. That's where you get into your math goal is this, our reading goals are this, our science, our attendance, etc. They align to the district goals. They support the classroom teachers. They create consistency in daily campus practices, strengthen the campus structures, and they are about campus systems and task. And that was one of the big things that I tried to clean up as we were writing the district plan. We had a lot of overlap between the district and campus plans and really tried to make that to where campuses focus
009on campus, district focuses on the district and then how do we support those campuses. Uh there are six overarching goals each with their own objectives and strategies of how to reach them. Goal one is student achievement. Two is safety and security. three, recruitment and attention. Four, campus staff and support, five, budget and finance, and six facilities. U they are in the same order for the campus and the district. So, if you pull up um the campus plan, uh you you'll see them very much reflective of the district plan and how they're approached and um what's in them just taken down to a campus level. um strategic message behind this and what we're really trying to get is that the district improvement plan is designed to reach board goals while supporting campuses needs. Campuses are designed
010to reach district goals while supporting teacher needs. When we get into writing teacher goals for TTS next year, the teacher goals will be designed to support the campus um goals and support the students reach sorry reach campus goals and go down and support the students. Um, it's one of those deals where everybody supports, everybody has a goal that helps reach a common end. Um, so hopefully that streamlines, makes a little better. Um, for our folks, that's it y'all. Um, I can get into the weeds of and the questions if you have any specific questions about targets or goals, but that is the overview of our plan and what we're doing. We will get them posted. Jeremy will get them posted quickly. Are we doing anything with the [clears throat] going back to kind of our
011mission statement on the front end? Are we doing anything with the the base mission statement? The I mean the premises here, right? The primary thing we're emphasizing, right? Is this something are we thinking about church for teachers or anything like that or >> as we move into next year? Oh yeah, >> I'd like it everywhere. Um as we move into next year um one of those things that hopefully sticks with people. >> Um something that people are proud to wear and you know advertise out there that they're part of it, want to be part of it, proud of doing that as a career. Um, you know, so yes, for sure. >> Okay, any [clears throat] more questions? >> I like the connectedness. >> I really do. It's >> up and down and supports each other.
012Biggest thing is the the district supporting the campuses and supporting these two people. That's the that me. I do have a question. >> Yes, sir. >> So, just kind of looking through some of the Some of the goals. >> Yes. >> One of the goals is restructure instructional coaching expectations to emphasize content area coaching for stronger alignment. >> Yes. >> The instructional coaching expectations I'm sure for teachers. >> Is that I can't remember her name. >> Penny. Yes. Okay. So, what's Penny going to be doing differently than what? >> So, um, one of the things that was going on when I got here is that she was pulling people by their conference period. And so, you may have a science teacher and an English teacher that she was pulling at the same time and she
013was talking to them both and working with them, but they don't there's no ability to really help each other. Their content is not related. And so, we've shifted to where now she's meeting with them principles half is six weeks, correct? Is what we were shooting for. >> She did that >> October, November, right? >> November going into the third and six week. >> Yes. Uh and so she met with all math at one time, all science at one time where those teachers are in there and can help plan. They're all together. They can make sure that one grade is preparing for the next grade, that we're not leaving gaps in our scope and sequence, etc. And so um that was also something that as I met with the teachers um there was a lot of
014negativity towards the frequency of the of the meetings um in relation to what the teachers felt like they were getting out of it. So um we we've increased Miss Colton's time with the kids a lot. Um she actually picked up some math classes for us. She is a math teacher. Um and so that ought to be helping us and decrease your teachers for their experience to give them more time to work. >> Yes. >> With kids and themselves. >> So, so that when she first came in, if I remember, and you guys help me remember, right, is her focus was on either uncertified teachers or teachers that were that were newer that really needed the help or experienced teachers that weren't performing. Their grades weren't performance, >> but that wasn't how she was used initially
015from what we understand. It was Okay. So, is this correcting that where we're really or when you say you're bringing she's bringing in the the entire math department? >> Is she looking at it in terms of teachers who are doing really well helping to support newer teachers? She's so I'll just give you an example of a conversation. Um Luke, if you don't mind me picking on Monica. Um >> Monica is a successful math teacher and part of what the conversation Penny had with her was about uh with several other grade level teachers was about the manipulatives and the ancillary stuff that she brings in. Well, some of those people were younger and did not have several years. I'm not call but they did not have the several years of collected materials to use with kids.
016And so we used our instructional material a lotment of money to go buy those teachers some of those manipulatives that were missing from their classroom. That's that's a conversation that came out of what Penny was facilitating. >> So it sounds like a better use of our time, a better use of our >> [clears throat] >> really good experience. >> Yes, >> I think it will help us. U Well, I can tell you it's helping us. Um >> sorry, uh Parkers, but I I looked at uh some data. one of one of those younger teachers has made some huge gains >> in what they're what they're bringing out of >> I know >> some of the experienced teachers that were doing really well in the in the past with how we were using it wasn't working
017>> right so it wasn't the right way in my opinion >> okay what this is doing >> the only comment and it just based off something You said it kind of got my attention. So you said that she's coming in and helping the teacher that she kind of identify gaps from from them getting stuff done our curriculum and shouldn't all of that drive >> and I mean if we're following the curriculum wouldn't that drive at their level or whatever? I feel like that's one of the things that she helped us with between last year and this year is speaking vertically from K through 12 teachers and discovering that like not everybody in the math department likes. So she was able to take that information from Miss Parkers to go to the high school talk to
018all teachers like I said vertically and we changed math curriculum because of that. Um, you know, I I think that's so you're right about curriculum. That was part of it is that our teachers are working hard, but we didn't exactly have high quality materials. >> I would say >> I would think as a teacher and okay, as a non-certified teacher, I can take classes on how to use that curriculum. So that's where that person really needs to come in and help them use whatever curriculum we use. Uh ICB is what uh the u well flare uh >> CT program and so just to learn I know Miss Moore has asked me how to use that and but I would think that's one of the purposes we need her there for too. So all the math
019teachers talking and saying, >> "Oh, well, I don't do that." >> Well, I need you to start that >> because you know, I taught science and I know like me and Johnny Vines and Patty Taylor got together as a team and Patty started it at 8th grade and said, "Kids are not showing up with this And then Johnny said, "Well, okay, but my kids are not showing up with this came to me." You know, so we have to have all the curriculum aligned that way. And one of the best ways is to let those teachers talk to and that was my take on curriculum and my my thoughts are if if they're talking, whether it's reading, whether it's math, whether it's any of them, if I'm sitting in a room with a group and I
020say, kid you sent me doesn't know X >> we're missing something here not to throw stones at that person that person probably a teacher knew >> there's something missing right so how do we get better where we do better is it is it our advisor that role that's out there supposed to help that teacher figure out how to get that kids that group of kids to learn or or whatever that was my thought where that role was doing was going to step in and align us that way >> with input from the actual teachers. >> We're getting there now. >> It is very hard to look at a coworker and say, >> "Hey, you send me a group of kids, you know, this probably that's missing X or whatever." Some will. >> [laughter] >> just
021happens that you know >> there's groups that struggle >> it's a conversation and I mean sometimes the conversation that I didn't get to that this year we spent more time on this and we really didn't get to touch on that very much >> but you know that next year because of the texting you got to touch >> that a little bit harder >> well I think we're moving in the right direction like >> especially at high school when Mr. about since he's been here instead of conference periods where there's a mixture of teachers start going into the third six weeks and like we already have four six weeks planned for the Wednesday Thursday we get back in January. But um I may we may have had two science teachers, two math teachers, a CTE teacher
022with the same second grade conference. So you can't really have those conversations if you're missing the other math teachers. >> So what Mr. W allowed us to do at the high school and junior high um is we got subs. We got subs. And so on one day at first through fourth period we did our ELA teachers together for a couple of hours and then those subs switched and we did the math teachers for fourth periods. The next day we did science and social studies. >> And so that's what we have planned in January. >> And Penny's facilitating those conversations and leading up getting >> you know with elementary their conference period do we're able to line up together because they all our gospel help us. >> So do you feel like our curriculum all of
023our core subjects are from K through 12 >> sounds like that's what we're trying >> this year elementary uses for L32 math which is very similar to math and it's all when you look at the scope and sequence for the year you can see where they >> numbers but then you start teaching the difference >> you know as you get older you don't just learn one to 100 >> I'll say K through tested we're very very aligned and we have spent most of our EMAT money except for those manipulatives for the younger grades on plugging the gaps for those 11th and 12th grade students where we're missing some stuff, >> particularly science and upper math. >> Um because a lot of companies just quit writing stuff after the algebra test and the biology test. They
024just don't care anymore. >> Um that gets you through testing and they just it just falls off. >> Not making the money. >> Exactly. And so, uh, Miss Copen again working with those teachers helped us find stuff for environmental science, financial literacy and yeah, financial math >> and one other >> physics or IBC >> class. >> There you go. >> Another thing that changed with getting teachers to call P science. Um something that I saw a need and the science teachers have seen a need is to switch when we docology. And so um with Penny having those science teachers having those conversations and then um as a principal, one of the very first things I did in the master schedule was switch that. And that that came from conversations that Patty Taylor had been having
025with Bragg and and gray and all of that and it just hadn't been done yet. So this year you'll notice a difference in that we're not going to have any biology scores. Um I move biology to sophomore year and so both our freshman and sophomores are taking IPC with BRA. So, it's a a transition and so next year the freshman will take IPC and the sophomores will take and that came from studying curriculum and realizing that they needed a little bit more physical science and you know in that IC before going into biology more mature their sophomore year. So I do think those are the things that we're doing. >> That's excellent. So to me logically when I think about it I think first you have to have that connected right all the way through
026then you have to do exactly what y'all are doing is all of the teachers need to know what their part of that is and understand at least at a minimum what's coming before them and what's what are they where are they sending them to right >> so if you don't have that if everybody's doing their own thing then you're going to have a mess and I think we probably had a little bit of a mess for a few years, but it sounds like we're getting it each of those cores in that direction. So, we're directionally aligned and so I think we're some good stuff. So, just stay. Any more questions? Let's drop down to 2CE local. The district may issue non-certified employment options to noncertified profession or non-certified administrative employees as determined by the superintendent
027and approve. So we have a legal policy for this. We don't have a local policy for this. And in order to be able to put um three people that need to be on a contract not at will employees on it, we have to have a DCE local adopted. So this is just a first reading. We're not voting or anything tonight. Um this is just first reading, a chance to look over it and then come back with any questions or concerns. Um but this will start moving towards fixing um three of the contracts for folks that are doing administrative positions for which there is no particular certification to go have um >> can you give me an example when you say that >> uh there's no certification for a technology director G um that doesn't exist
028u that there TA doesn't recognize one but right now he's working as an Adwell employee and for both his protection and our protection should not be um it puts us in a really awkward position um to keep doing that. So u there there is a TASBY contract that's specifically written for that uh for those types of positions um business managers um assistant soups not that we have one but I'm just giving you examples business managers assistant soups um CT orordinators, uh, technology people are what typically fall under this, which we do have some of those people. And so, um, in order to be able to do that and fix that in time in a timely manner, um, we need to get first reading here. >> So, do we have them currently on? >> Yes, ma'am.
029>> Yes. And it's uh >> it's really scary given some of their job duties. If they ever wanted to come back about the lack of overtime pay, they have a great case. So we want to we want to do it right by them. The people that this affects, I've talked to each of them individually and as a group and they understand why they are on the board. Um they get what we're going and how. So next steps are going to >> around the next. >> Yeah. So next step is we'll put this into policy and at the same meeting I'll have the sample contracts to show you >> with the with the positions on there and we'll know what so once we it'll be this first then that one right under and so once we
030adopt this then we can go through and adopt those positions and then when it's recommend contracts for those specific contracts Okay. >> Do we have in our uh local dealing with Atwell? >> Yes. >> I'm just wondering that I'm not a fan of that. At least what what I want is would that person be brought in and told why they're being let go? I guess is what I'm >> an out. >> Yes. >> Go ahead. >> Okay. >> Yes. I know. >> Yeah. >> Within school, um the employees typically get a reasonable letter of assurance and it happens the month after um teaching contracts and short of breaking one of the rules that would require immediate termination. They work their cont. It's not a contract, but at employees work very much the same way as
031a contracted teacher in the school district and that they're year from year. Um and they can in the reassurance are in >> I just worded as strong but >> one thing I would >> I don't I don't need to understand it today later but caution is if we have folks that are going concerned around them coming in then performing dies that are outside of what we agreed to pay them for the time frame and maybe we need to figure out how to you know funny but if we have them coming in doing XYZ or they're coming in work >> I guess the other thing I got is don't text them tell them that you know request them to come to a meeting and you know again I'm doing it on what happened >> in the
032I'm always like kind of see a little bit more as much as we can couple things much we can clean up any of our stuff that's been lagging out there like that and and there's I agree there positions here that are non certain positions that are very important and it's very important that we do whatever to keep some folks here and do the right thing. >> All right, let's roll into action items. Any more questions about it? >> 3A discuss and take possible action to approve monthly bills, board reports, and utilities. I move to discuss and take possible action to approve monthly uh bills, board reports, and utilities. >> I'll second. >> All right. Do we have any questions? Any concerns? All in favor? >> Motion carries. 3B. Discuss and take possible action to approve
033monthly board meeting minutes. I'll make a motion to discuss and take possible action to approve the monthly board meeting. >> Any questions or concerns? All in favor? 3C. Discuss and take possible action to approve donations to do ISD if applicable. We have 3.1 donation of $5,000 from Athletic Booster Club to purchase batting cages and 3C2 $400 donation to freshman class. Make a motion to discuss possible action to approve donations receive one donation of $5,000 club. >> Any question? Well, I want to know tell me a little bit. Okay, we know about so the booster club was able to come through. I wish they would had somebody here who the uh the folks running. It would have been great to thank them. >> Ashley BS the president. >> Yeah. Well, see, thank you. I'm sure we'll
034bump into her at the um and then the $400 donation that's from the Stanley, right? >> Correct. >> Very good. I wish they would have came here. I'll tell Ashley to thank you again when I see it. >> All right. Any questions, concerns? All in favor? Carries. 3 D. Discuss and take possible action to approve purchases over $10,000. Nothing. >> No, sir. 3 E discuss to take possible action to adopt a stipen a stipened definition for the employee in make a motion discuss possible action to adopt a stipen definition for the employee second. >> Okay. So the definition that we're looking at is that a stipen is a flat amount of compensation paid for the full scope of duties assigned through a supplemental duty agreement or dual contract in addition to the employee employees primary
035contract or regular 187day teaching contracts. Stipens compensate for all responsibilities associated with that assignment, including preparation, supervision, practice, competitions, meetings, communications, travel obligations, and any additional duties defined by the district. Stipens are not tied to hours or additional days and represent full compensation for the entire assignment. And that is something will be going in the employee handbook. And u also put it on the compensation page. Uh at the beginning of the section so people are aware what it is that you are getting into if you are getting a um again this is working on trying to clean up what everybody knows or thinks or guesses assignments for did we get this verbage from somewhere we just >> um stolen from multiple districts and put together um and then um run by region. >> No, not
036a lot of works. >> Yeah, I was apparently assuming somebody uh called a lawyer. >> Yeah, that's kind of what I was But we had we we had no definition that >> it existed. It is very possibly the old. So how [clears throat] it kind of feels like I know we didn't have the definition first discuss but so this is the definition. Will each have its own verification? >> Okay. >> Yes. So, um, like our coaches signed dual contracts. The second part of their contract. So, the first the first part of their contract is the regular this is what you do as a teacher. The second part of their contract will now include already does, but it will lay out the exact we're going to make sure it's right. and we'll lay out the exact
037expectations that you received for a coaching statement. U same thing for UIL, same thing for band and each of those will be laid out. Um so that it's very clear and also so that if the job is not being done, there's something to go back to and say, but you knew, you were informed, you signed and now this is not. I hate to I hate that to sound negative, but that's that's really part of this. You can't just hand somebody money and say it's for the job at this and we have two different ideas what that job >> and that's that's I'm not necessarily concerned about beside the point I'm concerned more about all these other is there any kind of an expectation say is there anything is there anything that says this is what
038this is for >> it looks like they combined all of those things into that assignment. This says everything that goes with that assignment. This is one including preparations and all of that. >> Y all that would need to be broken out for each specific. >> Correct. >> Yeah. There's a there's a lot of leg work coming um once we adopt this to then start from the top of our signing sheet and just work our way through every single one that's giving given um some of them will be going away. Um >> some of those are part of the assignment. >> Yes, some some of those will be going away. Um a couple of them are part of that previous information item where there's some siphons been given to Atwell that So what if we do
039this and again I'm vote on this I'm okay with standard definition my challenge whatever we want here at the end of the day I can make whatever I want but what I I'd like to know maybe this is more proposed but [clears throat] I'd like to understand a flat list that says these jobs equals type. You do this flat, this equals a type. >> Anything outside of that, I think I'd like to review. I don't know if that's I know within reason you have a certain amount of dollars you can do. And I also don't want to I don't want every me so we know I know if somebody's coaching they're getting Correct. >> I know that, right? That's all I know though. We don't know about anybody else. Do I think you should have
040some leeway as well to have xyz because we don't know what we don't know. >> You may have something pop up do something. I don't I don't know or whatever. But help us understand how when those things happen, how we know or if we don't need to know, explain to us why. >> And then anything outside of this So what I would like to have when this is done is once we got the definition so we know what we're telling people they're doing right I'm going to bring y'all a master list of these are the siphons that are available in dod just period into discussion this is what's out there and available and y'all will know my plan is before I add one that y'all are if it's coming from a grant or something notified
041because our concern and so it'll be an information item and if it's coming from local funds it'll be voted on because it's an amendment to budget to then add a so but there will be a clear and we will when I bring that and say hey we have x y or z pop up we need to create a stipen and it will have a duty sheet just like the others that explains what that stipen is for and why we need >> transparency but I'm good with the with the definition kind of word and legalized but that's okay with me I'm fine with that I do think we need to kind of speak a little bit more close maybe >> any questions concerns all in favor [clears throat] so Sorry. >> Uh three. F1 [clears throat]
042matters related to personnel and accordance discussed. Step two, discuss matters related to securing in accordance. Three, nothing. Okay. Should stop going. All right. Discuss and take take possible action on matters discussing close meeting. Discuss and three I discuss and take possible action to approve new hires and resignation. We have a new hire recommendation for Miss Carol Wor. >> Any questions, concerns? All in favor? [cough] >> Amen. >> That's yours. >> All right. Item number four. >> Can you close this thing out? secondary. [laughter] >> Thank you. Hey.