001Everyone, how are y'all doing? Good evening. We are going to get started in just a few minutes. We're waiting on one board board member who's having an issue in our parking. Apparently, we are so full there aren't many spaces. Uh so bear with us just a few minutes and we'll get started. Good evening everyone. Let's try that again. Good evening everyone. We'll make this interactive. Thank you so much. Uh thank you for bearing with me um while we got situated today. Uh I now call this regular meeting of the Goose Creek CISD board of trustees to order. The time is now 609. I should have hit that before I started. Mrs. Guy, was the meeting properly posted? >> It was. >> And do we have a quorum? >> Yes, sir. >> Thank you so much.
002Uh, I'll turn it over to Miss Thomas for opening exercises. >> Good evening. President Campey, school board members, Dr. Rodriguez. This evening, the opening exercises will for the February 23rd board meeting will be presented by students from Goose Creek Memorial High School. We will begin the opening ceremonies with the prayer led by Tiffany Guy. Everyone, please rise. Heavenly Father, we thank you for the opportunity to serve our students, families, and community. Grant us wisdom, unity, and clarity as we make decisions that impact young lives. And may our discussions be guided by fairness, respect, and a shared vision for the future. Bless this meeting and all who are present. Amen. >> Right. This evening, the pledges will be led by Goose Creek Memorial High School student body president Kaden Johnson and senior president Manthon Moore. Algiance
003to 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. flag. I pledge algiance to the Texas one state under God one and indivisible. >> Thank you. You may be seated. >> The following students from the Goose Creek Memorial Varsity Mixed Choir are here to perform the songs Ain't That Good News arranged by William L. Dawson and We Are the Music Makers by Reginald Wright. Our students are Angel Andrade, Maxwell Bailey, Jose Baragan, Elena Baruka, Cameron Caldwell, Jillian Kal, Robert Kutshaw, Mariah Griffith, Lance Henry, Rimbo Hucho, Janiah Hutcherson, Amara Jennings, Larry Martin, Jaylen Mitchell, Lucio Rojos, Reese Rua, Kora St. John Annia Stevens, Bane Torres, uh Natalie Turnbull, Somervance, and Taylor Williams. And the students are under the direction
004of choir director Mr. Joshua John Louie and principal Kelly Stark. Great performance. Thank y'all so much. Joshua and Principal Start. Thank you'all for coming out tonight. Are there any parents of these students in the audience with us tonight? If you are, please stand. Apparently, we all have driver's licenses. But let's give them one more round of applause. They were great. >> And I think many will agree that that was the favorite part of a board meeting each and every night. >> Such beautiful voices. All right. This evening we have some special recognitions. First, please welcome Dr. Matt Bolinger and Brooke Bingham to recognize the Grow Your Own Clinical Intern Teachers. Okay. Good evening. The human resources department would like to recognize the following clinical student teachers for successful completion of their internship and employment as
005full-time teachers. >> Dr. Binger, >> let me pause just a moment. I did overlook uh citizens participation. I understand we do have one speaker. So, let me pause just a minute, go back, and we'll come right back to you. Thank you so much. My apologies for that. Citizens participation is the time that the board will hear public concerns or public comments from those who have properly signed up to address the board. At regular board meetings, the board shall permit public comment regardless of whether the topic is an item on the agenda posted with notice of the meeting. General public comment is limited to no more than 30 minutes per meeting. At all other board meetings, public comment shall be limited to open session items on the agenda posted with notice of the meeting. Each speaker
006is reminded that he or she is limited in his or her presentation to a maximum of 3 minutes which can be further limited or reduced by the presiding officer and that he or she should respect the confidentiality concerns and refrain from attacking the personal character of any individual student, staff member, or board member in addressing concerns or comments. Pursuant to state law and board policy be illegal, the board cannot consider or take action on concerns at this meeting unless they pertain to an item on the posted agenda for this meeting. Any deliberation or decision on an item that is not posted for consideration at this meeting shall be limited to a proposal to place a subject on the agenda of a future meeting. Miss Garcia, you have advised that we have one speaker, correct? All
007right. The speaker is Jesse Harden. Welcome to the podium, Miss Harden. You'll have three minutes. Mrs. Guy will keep time at one minute. She will chime in and say one minute remaining and you may begin. >> Thank you. I am Jesse Harden, the president of uh Citizens for Strong Education. I'm here to announce our next meeting is going to be March the 17th at 6 p.m. at Lubies on Gar Road. Um the other thing I wanted to address the board um many um citizens have communicated to us about um the bullying committee and how the community was taken off the district um panel and they would like to see y'all consider putting it putting the community back on the community panel. And that's all I have to say. >> Thank you, Miss Harton. That concludes
008citizens participation. Now, Miss Thomas, >> we'll try that again. Dr. >> Take two. >> All right. Once again, good evening. The human resources department would like to recognize the following clinical student teachers for successful completion of their internship and employment as full-time teachers in Goose Creek CISD. We are proud of their success and the fact that we are able to grow our own clinical teaching giants. We would like to thank our board of trustees, our superintendent, university partners, campus principles, and administrators throughout the district for supporting this initiative. This initiative is led by Brook Bingham in the HR department um who's our coordinator of HR. And so at this time, we'd like to read off the following uh individuals who participated in the grow your own clinical teachers program last semester and they're now full-time
009teachers throughout our district for the remainder of the 2526 school year. We have a total of 10 who qualified for this. We have four here tonight. So, we're going to introduce those four and then we'll introduce the other six uh by reading off their names. So, starting off with Daisy Medina, English teacher at Lee High School. Let's give her a hand. All right. Next, we have Jay Hobster. He's a science teacher at EF Green Junior School. Next we have Sata Wilson, first grade teacher at Victoria Walker Elementary. And last but not least, we have Alakica Snare, fifth grade teacher at Stephen F. Austin Elementary. I would like to go ahead and read off the the other individuals who cannot be here tonight. We'll I'll read through their names and then we can applaud at the
010end. Madison Strawn who's a science teacher at Horseman. Alyssa Hernandez who's a math teacher at Sterling High School. Olivia Patterson who's a deaf ed teacher at Desavala Elementary. Sabrina Okcon who's a social studies teacher at Green Junior School. Shayla Dominguez, who's a fourth grade teacher at Asheville Smith Elementary, and Anna Karen Romero, who's a second grade teacher at Highlands Elementary. Let's give them a hand as well. Right. Next, we have Dr. Precious Reminic, who will recognize the Houston Area Alliance of Black School Educator Teacher Awards. Good evening, President Campey, members of the board of trustees, superintendent Dr. Joe Rodriguez, and members of our community. Tonight is a joyful night in Goose Creek because we get to celebrate excellence in teaching and the powerful impact of our educators have on students every single day. I am
011honored to recognize 14 outstanding teachers who were selected as recipients of the HABsy teacher awards and recognition ceremony known as TARK. Habsy is a respected regional organization affiliated with the Texas and National Alliances of Black School Educators. Their mission is to uplift educators, strengthen educational opportunities for all students, and celebrate those who go above and beyond in service to our schools and communities. The TARK award is one of Habsy's most prestigious honors for teachers. Each of these honores were nominated by their campus principal for their outstanding commitment to students, their instructional leadership, their creativity in the classroom, and their positive influence on campus culture. These educators don't just teach, they inspire, they encourage, they build confidence, and they change lives. They were celebrated at the Habsy TARK ceremony on February 12th when we were off.
012They all showed up and tonight we are thrilled to spotlight them in front of our board in our community. As I call each name, I invite our honores to please come forward to receive their certificate and take a photo because this is a moment well worth celebrating. From Goose Creek Memorial High School, we have Miss Leslie Haymon. From Roberty Lee High School, we have Coach Antinet Carter Brown. From Sterling High School, we have Miss Melanie Nichols representing Impact Early College High School. We have Dr. Karita Curry representing Steuart Career Tech High School. We have Julie Huardo from Cedar Bayou. We have Tangela Apprentice. from Gentry Junior School. We have Dr. Lena Hunt representing Horseman Junior School. We have Dr. Jel Adams from Banwell's Elementary. We have Miss Annie Robinson. Representing Carver Elementary is Sherekica Mlan
013from Deavala. We have Desanna Hamilton from Travis. We have Kimberly Anderson. And lastly from Victoria Walker, we have Tangi Agnu. Thank you board members for your continued support of our teachers and students. These educators represent the heart and excellence of Goose Creek and we are proud to honor them tonight. Thank you. All right, this concludes the recognition and acknowledgements portion of our board meeting. At this time, I will turn the meeting back over to President Campey. >> Thank you, Mrs. Thomas. We'll move on to item number five on the agenda, which is approval of minutes. Before us, we have February 9th, 2026 regular board meeting minutes, which were provided to the board prior to this meeting. What is the pleasure of the board? >> I'll move to approve the minutes. >> Second. >> I have
014a motion by Mrs. Guy and a second by Mr. Samson to approve the minutes as presented. Any discussion? Hearing none. All in favor, please signify by a show of hands. Four. Any against? Any abstains? Seeing 44, zero against, and three abstensions. Motion passes. With that, we'll move on to discussion items. I'll turn it over to Dr. Rodriguez for superintendent report. We skip ready. Okay. Good evening, uh, board president, Mr. Campy, Dr. Rodriguez, superintendent, and board members. Tonight, we're here to give an update on the anti-bullying committee. And so, we'll go ahead and introduce ourselves just to make sure that everyone is familiar. So again, I'm Matt Bowlinger, assistant superintendent of human resources, and we'll just go down the line here. >> Good evening. Again, my name is Precious Reminac, and I'm the director of social
015emotional learning and student wellness. >> Sandy Conlin, area executive director. >> Carrie Smith, director of student services. >> Kendall David, executive director of community engagement. We'll begin with our purpose of the anti-bullying committee. And the purpose is to ensure a safe, secure environment for all of our students to thrive. We want to ensure that we foster community, workplace, and school collaboration. This is a brief history of our anti-bullying committee. Back in 2021, we used to meet we monthly as a district level anti-bullying committee. and that committee included parents, students, district administrators, campus leaders, and even board members. The intention of the meetings in 2021 was to strengthen transparency. We wanted to ensure that we were elevating student voice and also ensure that we had a family partnership in preventing in our prevention efforts for bullying.
016We moved beyond compliance to a shared culture and climate focus. Now, here we are in 2026. Now, we meet twice a semester, four times a year, and our focus is on conversation and dialogue to ensure that we are improving our campus culture and climate. We have parent representatives that rotate each year to broaden our community involvement. Our students also participate once a semester to ensure that we have their perspective and this and that it stays a part of our central work. Now we are at a point this semester again where we are looking at the two campus goals. Each campus has two goals and they talk about those goals. We want to ensure that the structure remains proactive, data informed and tailored to the campus needs which will assist with bullying prevention, our positive behavior
017supports and all culture building efforts. >> Okay. So, we also want to share uh just the difference between the district committee and then also the the campus committee. And so, I'll share the the district structure and then Dr. Conklin will share uh the campus structure for anti-bullying. Uh so like like Dr. Reminik said, the uh the district committee meets four times a year, twice a semester. Students are included in two out of those four meetings and then the other two meetings we have adults only discussing the the campus goals and the focus and the strategies. Uh the district committee makeup is here on the slide, but just for good measure, I'll read it. We have a we have a student representative per campus. And so for for each school we have one student that's on
018the district committee. Now that's different for the campus committee. Uh but for the district committee we have one student. So we have about 30 students on the committee. We have six parents on the committee. And so each year we ask principles to to recommend a student to recommend a parent. Um and then we have uh so we have six parents two per feeder pattern. Uh we have all the campus principles. We have district administrators on the committee for support and help answer questions. And so mostly it's it's the individuals here at the table. And then we also have two two board members. And so Mr. Campeesy and Miss Agai have been our board representatives for the last two years. Uh again, the goal for the district committee is to talk about best practice. And so
019we share ideas and strategies that are working on certain campuses so that we can reduplicate that or mimic that to make sure that it's it's effective for all schools. Also, we look at district data and trends. if there's any any concern or any issues uh throughout the district, we talk about that. At our last meeting, we talked about safety. Um so that was a topic of conversation. And then also when we have our students uh at at present at the at the meetings, we have roundts where they provide input and feedback to help uh help give us insight on what we need to do differently or how we can strengthen our our focus and our efforts. >> All right. Our campus committee is structured um very similar um but they do meet monthly um in
020conjunction with the PBIS committee and there's two students per grade level. We also have one parent representative per grade level that's selected by the campus principal. Sometimes it's uh through PTA, sometimes it's they send out a Google form. Um campuses do it many ways, but they select a parent representative for every grade level. We also have teacher representation and then there's a campus design. Uh typically the principal or the assistant principal is a leader of those meetings. The goal of those meetings as stated by um Dr. Bullinger and Dr. Remnick is to really um work alongside teachers and staff for prevention efforts to discuss how climate and culture is going on the campus. And then there's two specific focus areas that um they are working on at the beginning of the year. And then they
021monitor the progress of those focus areas throughout. And then those um those particular students are typically the ones who uh then move on to the district and serve as our student reps for the district level. So, taking a look back at our meetings from this last semester in September, we reviewed their two campus goals, their outcomes, and any expectations that they wanted to talk to the other campus leaders about. In November, we looked at bullying scenarios. Our students were there, and they got to give their input on what they believe should happen for those different scenarios. And then last February we had um great deal of time where we were talking about the discussion we were discussing integrating the anti-bullying committee along with uh the safety initiatives in our district. Okay. So to look back
022um at our data from the last three years and then the fall. So, um, we're looking at the school years for all of 22 23 23 24 and then 2425 and then the fall of 2025. So, as you can see, under an actual bullying incident, um, we're currently at 34 for this last fall semester. And in the entire 2425 school year, we had 65. 2324 was 153 and 234 um for 2223 for coding under bullying and hazing. Um right now we've had one in the fall. Um last year we had seven 23 24 we had eight and 22 23 we had five. Um this current fall we had two so far incidences for cyber bullying. We had four total last year, 14, 23, 24, and 19, 22,23. And for severe bullying, we currently have not
023had any at this time. Um, for the fall, we had one last school year. We had three in 2324 and four in 2223. So for total incidences in the 2223 school year, we had 262 across the district. In 2324, it was 178. Last year was 77 and we're currently at 37 incidents this school year. As always, um these are coded bullying. Obviously, we can do investigations, but they could be coded something different depending on the nature of the infraction. So that's always a situation we have to consider. >> So next steps, looking forward, we have our final spring meeting coming up. Um, currently all of our campuses 3 through 12th grade are participating in the student campus and culture climate survey. That survey we've given, this is our sixth year to give that survey. Um,
024and it focuses on the culture and climate of the campus. It focuses on the welcoming environment, on safety, but there's also a huge focus on bullying on campus. So, that gives us really uh great district data as well as drill down to campus data. And then from that activity in the spring, we have what we call student roundts where we bring our students and our campuses in and we do an activity focusing on district-wide results of that survey. But the purpose of that as well is to model for them to take that back to their campus so that they can create stronger campus goals going into next year based on that student feedback. Looking forward to next year, um there's been a lot of conversations with the anti-bullying committee, with principles, with the student safety
025advisory committee, and really um looking at combining both of these groups to create a more cohesive and effective approach to student safety in general. Um, so this will align prevention on safety, anti-bullying as a whole, reporting and response effort. Uh, really to focus on student safety at our campuses as a whole. >> Okay, so that's our presentation at this time. We'll be glad to answer any questions you may have. How do you know? Let me see how I put this. How do you know that you're getting an accurate account of bullying? Meaning that some people may not report it and how do you drill down and who's reporting these bullying incidents? Is it going through the administration and the kid comes in there saying, "Wow, somebody bullying me." Or do we have people actually on
026campuses looking at the possible bully incidents or do we have that many kids afraid to uh report bullying? And are we kind of dumbing down incidents that are possibly bullying incidents but not reporting them? So are we getting an accurate number? We saying we have 34 37 right now. Maybe it was 64 or 68, but no one ever reported that part of it. But how do we know if that 34 is accurate or are we just overlooking a little, you know, punk, I'mma beat your butt and that means that this kid is bullying me, but nobody ever reports. So >> who who's kind of keeping up with this data? >> We can only investigate what is reported. Um, the students have the QR codes so they can report it. They can put it in as
027a P3 Crimestoppers tip as well and you can code it as bullying. And those are all anonymous. So the students, there's no reason they should not be reporting it because it is anonymous. Um, obviously if a parent emails, calls the office, um, the campus administration obviously takes those calls and they will open a bullying investigation per the parent's request. um if a student comes to the office to report that as well, then that can be um initiated as well. But anytime a student's reporting it, it's anonymous. They don't have to give their name. All they have to give is this is what happened um during this class change and this is what so and so said to soand so and um and it's looked at and investigated from there. So basically we relying on him
028or her saying that I see bullying in in this particular situation but I don't want to report it because uh I may get bullied next. So we don't have no drill down process where we are doing some investigation ourselves for incidents that happen beyond the ones that are reporting. So it's sort of like our u campus initiative on uh security. So we don't have people going around and seeing people taking action against other people and then reported it. So we just relying on kids turning in reports. >> Not necessarily. I mean if teachers see things in the classroom or in the hallways, they report it. um anytime anything is seen it is reported and can be investigated. So I don't want to say that it's not but we rely heavily on our students to report
029that and like I said it's anonymous. So we get numerous tips every day, every week on um situations and as they're looked at and investigated then it's determined. So these numbers you presented tonight, these are actually substantiated numbers, correct? Not the number of reports, >> right? >> Okay. I think that's important to note. Y'all have investigated a lot more than what we're seeing. This is not the number of tips that came in or complaints. This is what was substantiated and found to be in one of these categories. >> Yes, sir. but may not include something that was coded in at a higher level. >> Right. Okay. >> Or that we we could not consider due to the nature of the fact that there was other factors involved and there was another side to it that
030maybe everyone involved had an issue and needed to be addressed. >> Right. Two years ago, um I asked a question very similar to Mr. Samson's and is how are these students reporting and how do they know that they're safe to report? And you mentioned the QR code. Can you touch a little more on that? Where are these QR codes available? How easy is it for them to report? Um and I guess we have to look at the cell phone component now that they don't have cell phones in their hands. Is this something that they could do on their uh district issued iPad? If you just kind of touch on those >> areas. Those are posted all around campus. Um, it's also, as I stated, it's the P3 app that's actually downloaded onto their iPad. So,
031they can actually click the app on their iPad. They can, we've gotten reports at 9:30 at night, 10:00 at night. Um, and we get them obviously immediately and they're investigated first thing in the morning. So, yes, sir. It's something they can do 24 hours a day, 7 days a week, as long as they've got at least their iPad. So even without cell phones, they do not need a cell phone to report bullying through the app or for the QR code, shall I say? Either one. >> Any more questions from the board? >> I saw that the numbers dropped substantially from 2022 to now. Um there's two things. one, uh, we're doing a good job, or two, they're afraid to report, uh, what's going on in the classroom or in the hallways or in the bathrooms.
032What do you credit the drop in numbers to? >> I think it's exactly going back to the slide that shows the progression that we've had um, over the last four years or actually since 2021 when we started. And I do believe that the kids are comfortable in reporting based on the reports that we get. Um, and they're open and honest. I mean, they're open and honest with what they're reporting. And I believe it has gone down because more kids do report. And when they do report, it's handled. Um, I also think as Dr. Rodriguez um alluded to is the definition. It is a clear definition. I think in the beginning um when it first started um there had there was some misconceptions um along with some clarifications on um what bullying was and how it
033was investigated. Um and I do believe that the district administrators at the campus level do an amazing job investigating those. They fill out the paperwork. Um they get the parents the information um and they understand and sometimes unfortunately it doesn't come back. Um, or it could be that there's more than one party involved and you we only saw one side and as I've stated before, we've had situations where a student will report to the parent that, you know, so and so's doing this. Well, they didn't share the text messages that they were sending. And so then all of a sudden there's another side and then it was actually going back and forth. Um, which is, you know, goes back to the monitoring um, and piece. But I do believe that it's just the as Dr.
034Reminik stated the the platforms that we've had since 2021. Um and the shift that it's had from um it just being more district to adding the students like Miss uh David said, we include those students in all in two of the meetings now, but they have such a voice. Last semester we were commenting um the activity that they did with we did the bullying scenarios and we did some that were bullying and some that were not and the kids even substantiated no that would not have been bullying. I would not have said that was bullying or yes I would have said that was bullying and they gave reasons why and so they they have a voice and I do believe that they share that voice. >> I'd like to add to just I think the
035work of the campus level committees has helped a lot. I mean, that's been a focus of those anti-bullying committees and them educating each other about what bullying looks like. Um, what their response would be as a bystander, how they can support the initiatives and with our character strong program. When you take all those things and put them together, you know, the campus is working really, really hard to create a positive climate and culture. They're developing house systems. They're developing other incentive based programs to encourage, you know, um, belonging and support for one another. So those things I think also help kind of bring down that level um of the bullying that's happening on campus. >> Um how do y'all handle when a teacher uh reports bullying? Because I remember a story maybe a couple years
036ago where a teacher reported bullying and then it wasn't um accepted as a bullying case, if you will. It's investigated like all others. So the campus administration investigates it. Um and again as I stated sometimes even in the classroom the teacher observes it just like we were stating it is reported but then it is investigated and sometimes what is seen on the outside there's obviously more when you I believe Mr. Samson said when you dig down to the root of it and you actually find the reason behind it, there's usually more information than on the surface level um that we can find out. >> So it doesn't carry more weight when a teacher reports it as bullying. >> We we investigate it the same way. Okay? >> We follow the same checklist. We follow the
037same uh bullying investigation paperwork. Everything is treated the same. It's it's open. No different if a parent requests a bullying investigation, a teacher, a staff member, anyone that sees it. An an assistant principal can see it. They can see something in the hallway, bring both the kids in, and come to find out there's something more there, and you have to get witnesses, and um it's a lengthy process, but it, as Dr. Conklin said, it it gets to the root of it. >> Okay. So along those lines, if a student goes to a teacher and says, "Hey, I feel like I'm being bullied." Does that teacher have the duty to report automatically? >> Yes. >> Thank you. >> Yes. >> Even even if that teacher may not think it's bullying, they have the duty to report.
038>> Yes, sir. >> Okay. I think that's important to note. >> Yes. >> Any more comments or questions from the board? Right. Thank you all so much. >> Thank you. Hallelujah. Dr. Jackson, what a ring. >> Yeah, >> you just leaving me out of here. >> I have three board members >> with Dr. Jackson to the front desk. >> Wow. >> Mute me. >> So, turn around and nobody's here. Should we call y'all the Jackson five? Oh, no. Maybe not. >> No, the next one. Yeah. >> Okay. How are you doing, Board President Campey and the rest of the board members and Dr. Rodriguez? We are here. You've got me for two backtoback. Now that my team has joined me and not left me alone, I will let them introduce theirel and then we'll move
039forward. >> Good evening. I am Scott Platt, principal at Travis Elementary. Mr. >> All right. Thank you. Good evening. I'm Scott Platt, principal at Travis Elementary. >> Sean apprentice, principal at Steuart Career Tech High School. >> Jonathan Kirsy, principal at Gentry Junior School. >> For the record, introduce yourself, please. For the record. >> Sandy Coner, executive director. >> Kevin Foxworth, AED. and our core team of 10 principles. Can I have them stand in the back and be recognized as well? So the first slide that we'll go over um any of the principles in the back that you have an individual question can come up and answer that question with us. So the the uh campus that you see are the ones that we have been following all along. You can see again I want to
040remind you that um this is only tier one domain one. This is not growth. This is not relative improvement. We're looking at just tier one instruction. So this is where they ended on the star and this is where they have worked now. And this includes now all the CUA datas, the fall benchmark and our MOI. So um Asheville Smith, I'm really excited. We're trending up there. We're getting really close to that C. Carver is trending that way. DZ is trending up a little bit, but we know we have a focus group there. Same with Harlem. Um, Highlands L is trending a C, but it is on the cusp, but that still makes us nervous. Pump free has done some really good um improvement. And I will tell you that uh looking at growth, I think
041that Pump Free is could be very easily a B. So, we're crossing our fingers on that. Carasco, you heard that right? Um, and then, uh, Baytown Jr. is also trending up, so we're excited about that. Uh, CBJ, we've got some concerns with, and so we have a team over there. We have a couple of teachers that are um out on FMLA, so we have our specialists going in and teaching classes right now at that campus. The same with Horse Man. We've um put all of our some specialists from our Eminem department and also our uh CNI with English and math and they are also teaching classes over there and their TLC is teaching classes as well and we have worked out a plan with the Eminem department to do some extra support. So um we
042know that that's those are our real focused campuses. Our virtual school is doing really good. um it is trending now at a 77. We've also seen an increase in students there. So um we're not looking at near the deficit that that's costing. The egeneuity price is sitting around uh $45,000. And then we are also bringing in revenue. We've got three teachers working with those kids, but we're bringing in the revenue that's about $620,000. So we're seeing that. We're hoping um to grow that and do some more advertising because as you are driving around you're noticing billboard signs for people advertising especially in Katie and Clear Lake for their virtual schools. Do you have any questions for me or the team or any one of the principles about the progress with these campuses? >> Of course,
043ma'am. >> Dr. Blandon. Another chair. If if I had to be concerned about most of these schools, Horseman would probably be the one that would give me the most concern because I don't see any progression. Not to say that any happened. I'm just curious as to why. So currently right now our focus is on math. Um we do have a plan in place to address some of the issues with math. Uh also with the Eminem department we do have individuals coming into our campus providing the instructional support to close some of those gaps that we have. So we do have a plan in place. We're working our plan that we have. We're monitoring. We're making adjustments when needed. Okay. How's it with your staffing there? Your teachers for these your core courses. Have you had
044those in place or that's lacking for you? Could you give me a little bit of insight on that? >> Yes. Yes. Yes. So, our staffing is really good. We do have staff in place. Uh the area of focus in math, we do have our teaching and learning coach teaching in that spot. So, our kids are not missing the instruction. Uh but like I said, you know, we do have a plan. We are monitoring the plan. and we're making those necessary adjustments. Uh but the most important thing is making sure that I support our teachers. They're working really, really hard. Uh but once again, like Dr. Jackson stated, it doesn't show the growth that we have. It doesn't show how we're compared to other campuses that look like us. And so, uh with that being said,
045I am very hopeful and I'm very excited about how we're moving forward academically and closing those gaps. on part of your plan, do you have like u before school after school tutorials for your students? >> So for the math department, we do have inschool tutorials. So what we're doing is we develop a schedule where we have our targeted students based on our accountability training last week and we're meeting with those students during school, lunchtime, uh after school, before school and we're very targeted and intentional with those students. And so we do know where we need to be. We have a list of students. We know how many points they wait from the start to getting that meets or masters level. And so we're just working our plan. It's all hands on deck. Um we're very
046intentional in our PC's. We talk about the targeted list. My TC's, my administrators, myself, we're very involved. We're very focused with making sure that we're closing those instructional gaps that we have. >> Thank you. Thank you. >> Yes, ma'am. So where do you see that at the closing the gaps? Am I missing something here? >> So when you look at data, okay, when we look at our CUA data, we look at our benchmark data, we have a view where we can look at how African-American students are doing, how SPE students are doing, how our two or more races students are doing, how they're progressing every CUA. And so that's one of the things that we look at and we celebrate that growth. So when we're looking at data, we're looking at the big picture, but
047then we're driving deep down to make sure our kids growing, how did they do on CUA1, CUA 2, CUA3 moving forward? >> Okay, sir. >> And if I were to ask you, how could we help you? What would your response be? >> Well, I'm receiving a lot of help right now. Okay. Um, I think the open lines of communication that I have with our AED, Dr. Jackson, uh, members of the Eminem department, the math department, we're receiving all the support and all the help. And so, one of the things I would just say is continue to provide us the support you guys have been giving us, right? But like I said, when we look at the data, I have to make sure that I'm looking at domains three, how we closing the gaps, how we
048compared against campuses that look exactly just like us. >> Okay? So if I said, "Hey, what if we got you some experienced substitute teachers in there?" >> I would take it. >> That could have been the response to the last question. I just reverse that for you. You know, >> well, let's rewind it, sir. Ask that question one more time, and I'll tell you. >> Right. Yeah. Yes, sir. >> Okay. No, I know we're laughing, but I'm being serious. I mean, this is >> So, we have we we do have personnel that do small groups, pull outs. Um, we are looking at tutors. Once again, we do have district personnel in our building to assist in math. Uh so once again, we welcome any support. >> Absolutely. >> Dr. Blson, do you want to share
049why we have our district staff teaching in some of your classes right now? >> Yes. Well, first and foremost in in math, we do have a vacancy and so we've have our teaching and learning coach teaching in there, but in seven grade math, uh we also had another vacancy, but we have two people coming in from the district to provide that instructional support. And so once again, we're getting a support. We just have to continue to work the plan, monitor the plan, and then make those adjustments. And this communication that I have with our AD, Dr. Jackson, members of the CNI department, hey, this is working. What do we need to do to continue this momentum? Hey, this is not working. We need to cut this out and maybe we need to add some other
050resources. >> Okay. >> And I'm not criticizing. I'm just trying to find out and understand the situation is here. I just want you to know that. >> No, sir. I understand. So when I present this to our staff, I have to present it in a way where they know the work that they're doing is, you know, they're they're making progress. And so I have to look at all the the data in totality when I present this to the staff. I have to be very intentional. I got to make sure they stay motivated. I have to make sure they stay supported and stay focused on the goal. Okay. I'm good with man if nobody else. Yeah, I'm I'm just looking at spring 2025 and and then in the middle, but I see all these on one
051and I see progress 25 26 but I'm me I'm I'm looking for more growth not a little, you You know, one grade is good, but I'm looking for more. You know, it's like I'm on this heel side and I'm trying to reach your hand, but I'm just a little bit short and I'm looking for a little bit more. and we made some progress in in some of the schools, but we need to know what do we need to be at the next level. You know, just like Mr. Reto said, what do we got to do to be at that next level? And that's my point is that you know we we made some strides but you know not trying to pressure anybody but I'm just looking at hate to say it some of them look
052like my grades when I was in high school. So >> well Mr. Samson we um we hear you. What we would like to see is a 10% growth. If you're at a 65, we're really pushing for a 75, >> but we also know that we need to be at a minimum of the state standard. So, we're all feeling that sense of urgency. We had a at a director's meeting today with CNI and that was the conversation through the whole meeting is what what do we need to do to give them every support we can to push them over the hump? So, you know, when I talked to Dr. Blandon, I guess about a month ago, it was like, what do you need? So, we're going to incorporate the math department, the English department, the Eminem
053department. We're going to give every resource we can to get him over the hump. He knows our goal is at least at that campus, we want to see a C. We want to see a C. But you are correct. I have high expectations for Pump free and for several of these campuses that when we see the comparison of how they compare relative improvement that we will see a bigger growth than what you're either you're seeing right now. Yeah, that is our goal. >> That's I'm just trying to see, you know, I want high expectations. In other words, from the top to the bottom, teachers, even from students, you know, I show my student, hey, you made a D. What are you going to do for me this next term? But that's all I'm asking for
054is, you know, I'm not a teacher. you there, you there every day. Do the kids want to? Are they motivated? And if I pull you off to the side and say, "How hard are you students working? Are they motivated?" And I may get the truth, they don't really care. But we got to continue to care because that's our job, you know, to motivate them, to push them, continue to push them. And that's all I'm looking at. I mean, we've made strides completely. I'm not, you know, like, you know, beating you to death, but we made strides, but you know, what's the next step? You know, what's the next level? And that's that's what I look at. What is our next goal? Are we looking at C's being B's, you know, and on and on and
055on. >> Yes, sir. >> You know, but that's that's all I'm looking for. >> Maybe we could hear from Carver and Ashbell Smith on how they managed to accomplish a over 10% jump in their grades. And while the principles are walking up, I also want to remind the board and everyone else in the audience, you are looking at a comparison of 2025 that is one academic year, >> right? >> You are comparing scores from half a year all the way to your right. So there is a you know we are comparing one one year's um one year assessment versus half a half a year's worth. >> Yeah. And that's I I see that. But in a half a year, if you can do that, well, you know, what's the next level? You know, that's all
056I'm saying. What's if this a whole year and this is a half, you know, wow. >> You know, what's what's happening at the end of the year? That's all I'm just trying to motivate you by saying I believe in you. I understand where you coming from, but also where is your confidence coming saying I can do this and within a year we can be in this position. That's all I'm saying. I'm not saying, you know, beat you down and say this and that. I'm just want to say let's stay motivated. Let's stay positive. Let's keep going. Let's keep improving and going in the right direction. >> Hi, good evening. I am Lacy Gordon, principal at Ashbow Smith Elementary. This is last year was my first year at Ashol Smith. So, that was the gain in
057that one year. I can say that we did a lot of work with region 4 in targeting our tier one instruction. And when we say tier one, that's the instruction that students are getting every day. And so one of the um one of the strategies that we used was strategic monitoring and really it's just shifting teachers mindset on how to assess students in the classroom, how to ask questions. And so really they do that every day, but it's more indepth and um geared towards exactly what the student need and how they are supposed to be successful. So that's one strategy I feel that worked really well for us. um we're continuing it to do it this year, but we also have a new curriculum. So, it's just really aligning the curriculum with the strategies that
058we were using along um last year. But one thing I continue to tell them is we trust the process. And so, even though um right now you see us at a 69, of course, we want to be at a C campus next year, but we are trusting the process, continuing trusting the plan, like Dr. Dr. Blandon said. Um, we definitely want >> You said want to be campus. >> We on the road 10. But um, we'll >> I heard you. I heard I heard you. >> Honestly, if we can make 10 growth, 10 points growth in one year, I am. >> I mean, why not, right? So, uh, we'll see by the end of this year, but I'm very confident that we can do it. Good afternoon, Erica Smith, proud principal of Carver Elementary School.
059Um, one of the things that my administrative team and instructional staff have have uh focused on this year is small groupoup interventions. So, our students have significant gaps. Tier one instruction doesn't always close those gaps. So, we've really focused on doing walkthroughs through um in our small group interventions. I've given my my teachers uh e extra time in planning to plan for small group time. Um and we what we do is we we test CFU on that Friday to determine if that those interventions worked or if they didn't. And if they didn't and we spiral that into the next week's um intervention time. So I believe that that is one of the areas that we've we've seen some growth in and why you you're looking at that data the 71 is because we are intervening
060uh on real time data and seeing an impact on that positive impact. one more you know uh do we and and I know you have some collaboration I don't know if if she goes to 71 and you still at this point do you as teach principal excuse me teachers principal do you ask the question what did you do to get to that point. Do you have that you know uh in in football language uh you don't have a ego where you can't uh share your information for us? How did we get there? >> Absolutely. I we speak all the time daily actually and then when we look at other campuses data we're also collaborating with other schools to see what are you doing but >> honestly our campuses look so different so if we say
061um if I call Victoria Walker her demographics and her needs for her campus looks very different than our needs so our needs more align to what we need so we collaborate daily on things that we're both doing on our campus is >> yeah and that I understand that because you have different demographics and everything but >> even though that's the case is still maybe what you're doing may help even though they may be doing the de the demographics may be different still may make a point to them I got a little bit out of that you know I got a little bit out but that's what I'm curious See? >> Oh, so Asheville and Carver need to communicate with horse man a little bit >> maybe. >> Yes, sir. We do communicate. >> Yes, we
062speak all the time at principal meetings. We have time allotted for us to collaborate and u share best strategies. Um but like uh Lacy stated, you know, our campuses are so different and so strategies and think >> right >> elementary to junior high, but we do collaborate. We do have that time. Absolutely. >> I think it's important to note that these two campuses, Ashbell and Carver did change uh with resoning this past year, too. And that was a pretty significant change on both campuses. Correct. >> And Dr. Blanson also um inherited I guess about 150 more kids on his campus. So all three of these campus changed >> significantly. >> So did you say we're at the state level or we we current with state averages? >> That is >> a little bit below. I
063thought you said something. >> No, that's our goal to meet the state at minimum. That is my goal totally. >> I understand. I was just question I just asked a question. Sorry. >> Any other question for this group? And I'll move to the next group. >> We're doing better. Like you said, we're doing great. >> But there's always room for improvement. And every time y'all come up here, we're going to continue to ask and continue to push and continue to hope that we do better for the children. So, a lot of D's. I see five D's at the summitive 2526 and five C's. I think it was reversed a little bit last time where we were kind of down, but we're getting there, I guess. >> Yeah. >> So, for the three uh principles that
064I um brought forward, I wanted to follow Miss Guy's idea a little bit about bringing you some that I'm concerned about and some that I think are doing really well. So, last year, but I'm seeing a dip. So, I asked um Mr. Platt, future Dr. flat to come forward and talk a little bit about, you know, coming in as a new principal and what his uh goals are and what his plan of action would be. >> So, my understanding is the 67 is a bit of an average between the uh beginning of year and then our December benchmark and then the um MOI that we had in January. So, it really was um a D, it was a C, a D, and then back up to a C. So right now we're actually in the
065midc range if you look at that. We started our interim last week. So we took our reading language arts and we're focused right now on writing. We had a data dig last week or the week before and we had we have a list of all the students who received zeros on their ECRs last year and we're cross referencing that with the students that we have this year and how they're performing on their ECR because we left a lot of points on the table. >> What is an ECR? >> The extended constructed response. So, we're looking at that to see how we can um cross reference to make sure that we're covering our bases on writing. In February, we have been focused on writing as a campus goal. >> What's in numbers? What was your goal
066for for >> we are looking at we definitely want to maintain the C, but we also our conversations are a B campus. We have the talent for sure. >> So, 70 it would be a C, >> right? So, we're looking at 80. >> Okay. Okay. I like that. >> Are the kids Are the kids writing on their devices to practice the typing portion? >> Yes, they are writing on their devices. >> How many of those is there any way for us to know who makes a zero because they type like me and Howard? >> Well, I don't know how you type. Um, okay. >> Wonder maybe. We just see we just see the end result. But what we can do um when we are looking at their extended constructive responses that we're looking at right
067now from the interim, the teachers might have some information. So when we look at the zeros, we can see how they're typing and we've planned two more extended constructive responses to um in March so that we can triangulate our data and see where they are and we can certainly take that into consideration. >> Good. >> Okay. So I will now move it to Gentry. another concern. We see a dip there and so I have asked Mr. Kery to come and speak um about his plan. >> All right. So uh yes, you do see uh we were 73 last year in domain one and pre MOI maps uh we were trending for a 74 and then MOI maps came in and dipped us down. So um two things I want to talk about. uh we do
068have a a glow um which isn't reflected in um in that when when we dig down our eighth grade social studies team um is really performing well. Uh we we had uh 10 points of growth at approaches and 12 at meets on the star test from 2023 uh 24 to 2425 last year. And then currently on our benchmark um we reflected even more growth uh to where we are actually beating the state uh if the benchmark was the star test. We're ahead of the state average by seven points and approaches one point in meets and two points in masters. So I do want to at first reflect on that because um there's their strong instructional alignment with my eighth grade team. Uh they're very effective and collaborative inside of their PLC. They plan really well.
069Uh there's one season veteran and two who are now moving into their second year, which helps reflect the even more growth that we have this year because those two teachers who were brand new teachers last year are now um starting to really put their feet on the bottom instead of uh you know searching for where is that bottom as they're going through. Um but our grow is is with math and and with ELA. Um we we are again um taking that same data that Dr. Blanson talked about from from our KT accountability that came in. Um we are we are we have what we're calling our high leverage students that we've identified that we are using for tier 2 instruction to work with small groups uh not only within class but also before school, after
070school, during lunch. Um we're also uh excited about that though because in that 1 to 10% range uh of that's what they miss their target area is from 1 to 10%. So basically one to three questions on their test. There are a lot of students there. Uh we have 68 students in sixth grade math. Um 69 students in seventh grade math. 34 students in eighth grade math. So and that kind of tracks with ELA and science as well. So we have a lot of students who are right there on the cusp that we're we're uh we're working towards pushing over into that next into that next range that we're we're hoping will uh help push us forward into the into the B range. questions for Gentry. >> Not for Gentry. For Stuart. >> Stuart. I
071really want to um I brought I brought um Stuart up here because um I'm very excited. I made a point if you could see that she was uh last year a 74 without CCMR. We all know that our college of career career readiness really boosts those high school scores. And so she was a 90 with the CCMR, but what's very important is you focus on that 74 because currently she's trending at an 85 without CCMR, which is an 11 point um increase. So, I wanted to highlight um Miss Prrenice and the work she's doing. >> So, our glow is our English department right now. They're doing a phenomenal job. They're exceeding our campus goals for STAR. Um but not only that, they're pushing the campus as well in regards to English. So, um I had
072an amazing principal who taught me that every student who walks on the campus is our student. So I have an amazing staff that has um adopted that as well. So when I say my CTE teachers are doing writing in their class, they're doing writing in their classes. So when we dug into the data at the beginning of the year, what we realized was with the short constructive responses, the SCRs that there were a lot of zeros on our campus. And so as a campus, we looked at that. Every content specialist took a second and looked at it and we said, "What can we do as a campus to eliminate zeros for our short constructive responses?" And we've had two writing initiatives on our campus where the teachers have to um actually submit student artifacts um
073so we know that they're doing it, but also tell us so we can drop in and do walkthroughs during that time. So when I say I go into automotive and they're doing short answers, they're doing short answers. when I go and do a 45 in um culinary at the end of whatever they're doing, they're doing a short answer. So, it's an initiative that the campus is doing. And I I think that's a huge um result of our success that we're having in the ELA and eliminating those zeros on the short constructive responses. Our grow, because we still have room to grow, is our algebra 1 meets the masters and our biology all around. um we've struggled in biology and so we've teamed up with Miss Emily and Miss Rachel. They're coming on campus. They're giving
074our teachers um enrichment activities for our students because that's a huge um issue with us. Our teachers, some of them are very new. So, they don't understand how to push the rigor. So, that's where I've challenged our CNI department for biologies to help my teachers push the rigor in the classroom. And so they've been doing that and we're very appreciative. And so that's our biggest area of growth is getting those meets to masters up in those two subject areas. >> Any questions for Miss Prrenis? >> I don't really have a question for Miss Prrenis, but I just have a question in general. So two of these campuses have made comments about zeros on written responses. So is that a common theme across the district that we're seeing? >> Yes. um we uh disagregated that data
075and realized that was a common theme. So um Sarah Flushi back there >> Sarah right here. So that has been the focus of our entire CNI department in the ELA, but she started this. >> Yeah, she kind of started this initiative. So I'll let her share and Dr. Lawrence share exactly where we're going with that as a district. >> And and also like if you can tell me why you think that happened. Yeah, thank you for that question. So, the extended constructed responses shifted. We had and and you've seen it pretty much four times in about seven years where the state has moved the goalpost around extended constructed responses and it's definitely for the better. Like the students were writing like these personal narratives that just didn't prepare them for academic life, for college, for
076anything that really would be true to what we do. I mean, when's the last time you, you know, had made a dire entry? It just wasn't real. And so then the state changed and they moved it toformational writing, but it was still informational writing from a place of schema. Like they were saying, "Write an essay explaining why fourth grade matters to you." Well, it was good, but it was schemadriven writing. And then the state changed again and they made it what is better now, what we call the ech, the extended constructive responses. and those are rooted in text evidence. And that's the real type of academic writing kids should be doing. But every time that goalpost moves, the everything else has to change. Your assessments have to change, your teaching, your curriculum, your interventions. And
077so it's not necessarily that Goose Creek was doing bad and getting a bunch of zeros. Statewide the state average was 50% of kids were getting zeros on this constructive response. That's worth 10 points. it's worth approximately 20 to 25% of the points on the RLA test depending on the grade level. And so we got back data a couple of years ago to just show wow statewide writing is a problem. And so now then that we know that they're doing good things and they're having us write about what we've read. That's great. But now then you've got a couple of complications with that. one being if the student didn't understand what they read, they're automatically going to fail the writing prompt because they can't answer from a place of schema um or background knowledge. And then
078two, if they understood what they read, but they don't know best practice for writing, they're going to do badly now. So, we're we're kind of just going to slowly addressing those different elements of the extended constructor response. Last year was a great year for us. I don't know if you remember us talking several times about the echer, but last year we outperformed the state in the number of zeros that weren't a zero, if that makes sense. So, we got less zeros than the state average last year, you know, because you want the echer to work in inverse. You want to have as few zeros as possible and that's how we were. We did better than the state in with regard to the number of students getting zeros. Um, this year it's a whole new ball
079game again because you got blue bonnet learning. And so, I'll kind of let Dr. Lawrence talk about blue bonnet learning because it's definitely added a complication into our prioritization and the way that we teach echars. >> All right. Um so a couple of things for me to address here. First, if we go back a few years, our writing was tested um as an actual written response primarily in fourth grade, 7th grade, and again in high school. Writing is now assessed third all the way up. So there has to be a shift and there has been a shift here in prioritizing writing across grade levels and across content areas. Now when it comes to blue bonnet learning we do have a new curriculum that we have put in place and embedded within that curriculum we have
080a knowledge building curriculum. So what that means is that we are building student knowledge bases around text and students are then responding often in the short constructed response format as we develop them in writers through other types of writing as well. For example, our fourth graders recently wrote an adventure story and we have a lot of opportunity to build writers through these other types of writing as well. Well, as we continue to build these writers through that type of writing, we then have to be able to apply this to the extended constructed response. So, we may learn how to um develop our voice through our adventure story and then have to apply that as we move forward with our extended constructed response. With all that said, our students are writing more than they ever have.
081With the curriculum in place, they are having to respond more deeply than they have to in the past. Now, our teachers have required additional layers of training to be able to be successful with this. So, we have this year had trainings on short constructed response, extended constructed response, but really diving into the rubrics that have been provided to us by the state for the teachers to understand how are they scored? Because when we look at the calibration or say if I handed each of you one of the ECRs our students wrote last week, you may each give it a different score. Rooting ourselves in that rubric helps us to make sure we have calibration across our scores. So what I can tell you is this. Last week all of our students wrote an extended constructed
082response. my team and I, these principles I imagine as well, um, our TLC's, our teachers, we are busily scoring echors this week and we hope to have some data to present to you showing the progress we have made in being able to reduce the number of zeros. Now, I'm going to be truthful with you here. It's unlikely we're ever going to completely eliminate them. All right? And I want to tell you why. because we can have a student who is a beautiful writer and if they didn't understand the story they read, transition words and perfect grammar. So these are things that we are working to eliminate with our students through helping them really analyze those prompts and understand where we're headed. So that might have been more than you wanted to know about the ECRS,
083but any other questions? >> All right. Well, thank you. >> Zero. And that was good because I know that um that has been a big transition for so many of our students in the writing portion of it. >> It has. >> I'll share a story. My grandson came in. I almost wanted to go and give his teacher peace of mind because he said he's writing too much. But I now I understand. >> Writing too much. >> Well, he's first grade. So, >> okay. >> But thank you for explaining that. that really uh brings home a lot of that information, especially since we're it's moving not only just those three grade levels before, but from third on through high school. >> Third all the way up. We need our kindergarteners writing. >> I know. I know.
084I've heard. But thank you again for that explanation. >> All right. Thank you. We will now move to my next group. Kirky, you get to stay. Okay, I'll first Um, we're going to start into our um, presentation over what a 5x5 proposal would be, but I want to let everybody introduce theirel first. >> Lee Martinez, >> Kelly Start, principal of Goose Creek Memorial High School. >> Dr. Ray Levan, director of fine arts. >> Jonathan Kirksy, principal at Gentry. >> Matt Bowlinger, assistant superintendent of HR. So, I am going to attempt to um make this as easy to understand as possible, but please stop me and ask questions along the way or any of the team. So, our goal tonight is to just provide you some information on what a 5x5 is and what the opportunities
085that could come from that are and give you the principles perspectives, some academic overview of some advantages of of this. Talk to you a little bit about CTE funding impacts, staffing impacts, academic next needs, fine arts next steps, and also athletics next steps. So, first and foremost, what is the 5x5 schedule? It's just a master schedule that models a college schedule. Students take five courses and complete the course each semester. The class meets longer than a typical class around 80 to 90 minutes, 5 days a week. Um, five classes 5 days a week, one semester long, they earn a credit. I take algebra 1. I start in August. I finish algebra 1 in December. I get the year-long credit. I'm in that class like a college schedule. At the end of the semester, I switch
086to new five new courses, allowing each student to complete 10 credits in a single school year, 40 credits overall in the four years. So, what what would we do this and what does it do? Well, it allows a student who needs 26 credits to graduate. Currently we offer 28 to have 40 opportunities. What does this mean? Increased participation in fine arts, athletics, and electives. Also increased um college readiness by providing preparation courses in their schedule for SAT and TSIA prep. It would also increase CTE opportunities that would lead to a coherent sequence. And I'm going to show you in a minute exactly what that means. that would equal a level one, a level two, or an associates degree from a higher ed institute like Lee College. This would also increase opportunities for STAR success rate.
087Two opportunities to pass the STAR test. Right now, our students have one, they take it in the spring. If they fail that test, they retake it in the summer, which is now the next accountability cycle. So, by going this way, each child gets two tests. It also provides face-to-face intervention. Right now, um, and we're going to share a little bit more about this in a minute, but most of our intervention is egenuity, which is a computer program for credit recovery, and is really not intervention. It decreases student transition time which has a potential to decrease student behavior issues when most of our transition time is where our behaviors happen. What about for staff? It decreases teacher prep time to four classes out of five periods instead of six periods out of seven. Students have less
088students. A typical high school teacher would be scheduled for 174 students. But with this one would have 116 and that's at the 29 to one. And so that would be about 58 students a day less students the teacher is grading and preparing for. Also, most importantly, it gives us opportunities to really ensure our students are taking the TSIA and passing it or if I'm that student that's really accelerated in doing better that we really put in some prep for SAT. >> Yes, we we are a testing site for TSIA. We are approved site for SAT and TSI. So the first thing I want to go over is this is the current accountability for college and career and military readiness. This is for this year. So what I want you to notice is that a lot
089of people misunderstand CCMR and outcome bonus. So I want you to think of them as two separate buckets. CCMR is your accountability. That's what we're looking for when we're looking for those A's and B's. So, if you look at the left side, the very bottom, you'll see a college prep English and a college prep math. What that is is the state approved these two courses to be taken their senior year in high school. And if a student has not been successful on TSA or SAT, then they can take this course and it basically gives them the ability to go on to Lee College without having passed the TSA. It's like a waiver. The thing about that college prep English and college prep math course that I'm going to talk to you about in a little
090bit is this is the last year that we can count that to CCMR. So when they remove the state removes something, you must get ahead of the game and say, well, what will that do to our accountability? So if you look at it, this is what it does. Um, and I very much have to see it by data. So if you look at 23, this is the students who earned their CCMR point only through college prep and college prep math. So you will see if you look at Goose Creek Memorial 56%, 24 48% 25 46%. So what was their CCMR with that? they would have had a 98 for their composite score for college and career readiness. But if you took the 46% of those kids out, it drops their college their CCMR to a
09160 um six. What does that do to their grade? Because we know that we have accumulation of so much in domain one. So that's usually our high schools get their accountability off of relative uh performance which means that 50% of their grade is this CCMR accountability. And so it actually would drop GCM's grade from an 86 to a 78 last year. That's significant. If you look though at Stuart and Impact, it doesn't affect their grade at all. Why? Because they're focused 100% on getting those kids an associates degree. They're focused on TSA. They're focused on level one, level two certificates. So, you'll see when I bring the new accountability up, it doesn't hurt them because they're not putting that in. That's not all their eggs in that basket. But the traditional schools, you can see
092it does significant changes on their CCMR. So, I'm going to give it to Kelly now because she has led both schedules. She's been at the schedule where basically this 5x5 was pretty much what they were doing at Stuart Career following that college schedule and now she's at a traditional school. So, Dr. Jackson spoke a little bit about um how we are testing now. So, we test in the spring and that's when those grades hit us in our accountability for this specific year. And then we retest again in the summer and in the fall and then that affects our next year's accountability. So, basically we're hitting two years of accountability with our retesters. So, um actually have intervention face toface. So, she talked a little bit about egeneuity and we'll talk a little bit more about
093that piece. Um, but what you're seeing is that students are just retesting without very much hands-on face-to-face um, intervention. So, one of the advantages with our 5x5 is that we would test in the fall. So, we would do an original test in the fall, which goes to this year's accountability, and then we would have time in our schedule because now we have 10 credit opportunities. So we have more time in the students schedule to actually add in face-to-face intervention. So we would be able to give those students that face-to-face intervention and they would be able to test again in the spring which is in the same accountability cycle. So the same year of accountability. So we're not having that student retest and it affect two different years of accountability. They have that two test opportunity
094in that one year. We also have opportunity to actually um do the intervention for our TSIA. So, right now it's built in to specific classes and different curriculum, but we aren't able to really focus on that test. And just like when we're talking about SATs, we can take an SAT test um and we kind of cross our fingers. I don't know if that's what I did the first time I took it, right? Um and then we go back in and we say, "Okay, wait. These are the areas that we need to focus on." So being able to be proactive instead of reactive to those things with TSIA and or SATs. Um the 5x5 gives us that opportunity. So you can see that the number of retesters that we had that failed in the spring was
0951778. So then we had our retest and we had about 20% of our students um that passed on that retest without true intervention. So again, we did not have the opportunity to have face-toface um intervention with them unless they came to a summer camp um which we had some but not a whole lot. So, what we're proposing um is that with intervention, and we're we're being very conservative, even with just 25% of our students of our retesters passing, we would bump that up to 445 students that would pass in that retest. But to be honest, y'all, with intervention for a whole semester, being able to fill in those gaps, being able to scaffold and really show what those students need that they missed in that first semester, we should be able to raise that to
09640%. Which was give us retesters that would be successful in the spring. So, in that one year, we would be able to push that many more students to be successful on their star. a third of the students that failed. That's what you're saying about >> about. >> Yeah. >> So, um when we're talking about TSIA, so Dr. Jackson just talked about CPE and CPM. So, college prep math and college prep English. Um we kind of found the niche, right? So, we were able to say if they take these two classes, then yay, they're college and career ready. Um, however, the state has now said, "Just kidding, we're taking that away, right? We're going to make it a little bit harder for you." Which, to be honest, it's better for our students. So, we want our
097students to be TSIA um successful on their TSIA or on their SAT. So, this allows us to be proactive like we talked about. So, we're actually putting in those classes to help prepare them to take the TSIA. So again, we're not just testing and crossing our fingers. We're actually preparing them for that test um and and being very intentional and about how we're scheduling that. So it gives us that f flexibility without actually removing them from core classes. So we're not having to tuck that TSIA curriculum into the core classes and saying we're going to do this for a week and try to um intermix it. we actually can keep our core classes and electives and then add in this actual preparation. um we have those longer class periods which coming from Stuart I can
098tell you are phenomenal when done correctly and that's the piece I think that CNI and we would really have to focus on is what does that look like for an 82 minute to 90minute class period and how do we structure that that's very different um when we're talking about all schools would have that structure so that's a neat opportunity I think for our our schools um it prevents overload um so we're seeing now when students have seven periods, it's a lot for our students to have to figure out. Plus, now I have to go study for TSIA on my own or SAT on my own. Um, so this would take it down to those five classes. Um, and not having to worry about pull outs. So, I want to give you an example. If I
099am an algebra one student and I have failed the star, so I was not successful on the star. I go into geometry my 10th grade year. I do not have intervention in geometry. That's a completely different world. Algebra and geometry. Make sure you tell my mom I remember these things, right? So, totally different world. But I'm getting pulled from my geometry class to try to help me prepare for my STAR test. So, I don't have that intervention class separate or I'm having to come after school, which to be honest, we have mostly bus riders. so they don't necessarily have that opportunity or they go to work so they don't have that opportunity. Um so this gives that option to be built in to the actual schedule. Um and then it to me supports that true
100college readiness. Um and then the on-time graduation. So Dr. Jackson spoke about egenuity. Um, it is a great tool to help our students graduate, but if our students aren't getting it face toface the first time, now we're asking them to go online and do it on their own. So, it's not necessarily the most effective tool when we're really wanting students to be college ready. So, um, this kind of builds in again that extra time for that face-to-face piece. So, when we're looking at high Oh. Uh oh. >> Jumped. Okay. >> Okay. So, this is the actual proposed CCMR um accountability that would go into effect next year 2627. So, if you notice there are three buckets, bucket one, bucket two, and bucket three. Think about kind of aligning this to approaches meets masters. one point
101if they fall in bucket one, two points for bucket two, three points for bucket three. Another thing I want you to notice that if you will look under the bucket one you'll see a completer plus IBC tier three you will see that the the completer means I went through a coherent sequence of courses in CTE that complete whether it's welding all the way through and then they take the welding test. The difference is now they have separated the actual industrybased certifications into three tiers. Tier three being the lowest tier, think floral design. Tier two being a middle of the road tier, think welding. Tier three, uh, excuse me, tier one is in bucket three. And so far we only offer one certification in Goose Creek and y'all know we have a lot that falls in
102tier one bucket and it is the comp ta compia in the digital academy at Steuart. So what you're thinking of your really robust IBC's are really sitting into bucket two. So if we look at bucket one that is the same way the same exact things that you saw on the last year CCMR minus college prep English and college prep math. The difference that you will see in bucket two and bucket three is that everything really lands on you need TSA plus something whether it's a TSA plus a level oneert TSIA and a completer TSIA and dual credit it's all increasing. You will also notice that the dual credit on tier bucket three is saying you need to have 3 hours in math and ELA in a total of 15 where before we were looking for
1039 hours only. That only gets you one point. Now the only way around the TSA is an associates degree, a level two, or a completer with IBC for bucket three. We can't even come up with what associates degree you could get without a TSA. So, that looks like it's a bonus, but so far we haven't figured out how that could be a bonus. What you will notice is that the red I use the red to um frame some things for you because the state says if you're doing what we we want you to do what's what's best for kids, they graduate with an associates degree, they've passed the TSA or the SAT and they're a completer with IBC or they're a level one certificate or a level two or they've gotten at least 15 hours
104of dual If you do that, we're going to reward you. So, what does that look like? So, that is where outcome bonus comes in. So, if you will look at the top in the blue, our economically develop uh disadvantaged students. Those are our students who are free or reduced lunch. They the state says we are going to give you a bonus. Anything past 11% of your base, we're going to pay you $5,000 for. We actually had 195 students that were in that demographic that met that. So, there were 66 of those kids that were over and above the 11% threshold. That equaled $330,000 of bonus money. Then for non-ECOIS graduates, they're they said those are easier to get, so we're you're going to have to get a bigger threshold. That one came up to 24%.
105So, of our students, 157 met and 46 were above that, but they're only going to reward us at a $3,000 bonus. That equals $138,000. And then our special ed students have always been $2,000, but they raised that for this year. So, we have four in 2024 because it runs two years behind that met that $4,000 bonus equaling $16,000. So, the district earned $484,000 in bonus. Now, that may not seem like a lot, but it is. And the nice thing is we are one of the few districts that's c that's getting any of this bonus money. That's where we excel is what we do with our CCMR. So that made me really do some thinking. If we could even raise that by 25% by really strategically focusing on having those coherent sequences in CTE that develop
106and end in the IBC's and we are preparing them with the TSA. If we could just increase our students by 25% our total net would be 2.2 2 million, an additional 1.7 million. So that's that's to me what not just what the money is about, but what's best for kids. That means we are graduating students who can pass the test to get into a college entrance test and have graduated with college courses under their belt or an associates degree or their career ready walking out of here with a high wage industrybased certification or a level one or level two certificate from our higher ed partners. So, moving into a little bit more money. This one's a lot quicker. So, we talked about IBC's being tier 1, tier 2, tier three. This is a different tier
107system. It's still CTE, but tier one is now not your hardest, but your easiest. So, those would be like general employability skills classes for our life skill students and things like that. Our tier 2 is like our level one entrance level courses for our CTE teachers like a principles of agg, principles of of you know floral whatever those level one and then tier three are going to be those classes that have a lab base with it. So you get paid more weighted funding for the classes that have automotive labs, welding labs because it costs more to operate those. So, a typical teacher makes a base salary for an average enrollment of about 144,000 and that was averaged at a 93% ADA. That's what a typical teacher with a typical class load of around 150 kids
108make. But with weighted funding, those CTE teachers that are teaching like those automotive labs are generating an additional $67.9,000. So some of those not only is what's best for teachers but when we complete that coherent sequence it allows more funding to help go and pay for the staff in itself. Another thing that I want to make the board aware of is we are actual PEK. PEK stands for pathways to early college. It's a blended learning of saying that we are going to focus on high school college courses and CTE courses that are workforce. And so all of ourmies except um GCM are already designated as PEK and we filed that paperwork this year so that next year GCM will also be PEK. They the state now has raised that funding up to $150 a student
109an addition. So that generates this last year a $29,000 additional revenue for thosemies. Any question on that part? So I just want to take a second to speak to you not just as a principal but also as a parent of two junior high students here in the district. Um, so one of the things that I have struggled with as a parent who knows education and knows what we offer here at Goose Creek is how do I get my kid involved in as much as possible, but as a parent also be able to make sure that um I'm getting as much as possible for him and her to be successful when they graduate. Um, so I really struggled when we went to seven periods a day as to how was my student going to play football
110because he probably hopefully will, right? But also, um, get core complete and save me a bunch of money. Um, but also be an avid because he may need that support to make sure that he is successful in those dual credit classes. and understand I believe that students have to make choices sometimes but I don't believe that they should have to make a choice between being a high school student or being able to benefit from a college opportunity. So as a parent um the 5x5 gives those students the opportunities to actually be able to enjoy everything that Goose Creek can provide. So it allows them to have that graduation requirement. It allows them to have the program um with themies or in CTE to be able to finish those pathways. It allows them to have the
111four years of athletics, the four years of fine arts, um the core completion, the associates degree. So, all of those opportunities that y'all have provided for our students and they don't have to make quite as many choices as they do with only those seven periods. Um, now we know with shared staff that we may have to look at some junior highs and I'm sure um, Mr. Kirsy's going to talk a little bit about that. We also have to do some considerations about our staffing. So, what is that going to look like? The scheduling um, what happens when a student transfers in that isn't on a 5x5 schedule. So, what does that look like? And to be honest, this is moving the cheese for everyone. So, it is a lot to take in. Um I'm sure
112just hearing this I hope that you have heard a little bit of this beforehand. If not you are like your world is changing. Um but to be honest if we continue to do the same things we will continue to get the same results. So as the state starts to change the game we have to change the way that we play. Um and this option by 5 by5 gives a lot of opportunity for our students. Um, and I don't want us to be um, challenged by the adult operational side and not be able to focus on the student success side. >> I'm going to let Mr. Kirsy talk about what this would look like if we decided to move forward at the junior high as well. So, one of the excuse me, one of the one
113of the things right now that that we have that's a challenge in the junior high is uh having our House Bill 1416 intervention with math and and ELA as well as science for our incoming sixth graders who who might not have uh met on uh on their fifth grade star test for science. And finding the time for that intervention within the day. Um, doing that also removes an elective from the students if they're in that course. And what going to 5x5 would do is it would allow us to have those students with their teachers um to have that extended time by having 83 minutes a day, the House Bill 1416 requirement would be met within that classroom. So, for example, what happens right now is if if little Jonathan Kirsy did not meet on his
114math test, he's placed in a math class, but he's also placed in a math intervention class, but that math intervention teacher is not always going to be his math teacher. So now, by having that wrapped into the same class period, I'm getting my tier one instruction and my tier 2 intervention from the same teacher. So, if Miss Stard is my math teacher, she knows where I struggle. She knows exactly how I operate as a student, and she's able to give me better intervention to help close those gaps. Um, which is the the next little bullet point on the gaps being easier to fix in grades seven through eight. We we have we have eight star tests uh at the junior high level and we have students who come to us with gaps that we're trying
115to trying to close. But with the additional time in a 5x5, it would make it so much uh more beneficial for the students and for the teachers to to close those gaps and to get those students more prepared when they move up to the high school to succeed in the high school to go after those CCMR points as well as those outcome bonuses. um which is where it comes in on strengthening. We also have uh support and rigor that are happening in the same day in the same class period. Right? Again, I'm giving you as a teacher now your tier one instruction and then when we rotate and we're doing small groups in class, some students are in a small group where they're focused on enrichment and some other groups are in a small group
116where they're focused on the intervention because based on the data that we have from our previous testing, we know exactly what you got on the test last week. We know exactly which teach you struggled on and now I as the teacher am closing those gaps with you in class instead of having to pass that information to another teacher to then close those gaps in another class with the way intervention is now. >> Mr. Kery, I want to um say that this junior high schedule is not accelerated. They're in five periods a day all year. It's not like the high school. They would take math every day in the you got a sample in your packet. ELA every day at about 80 minutes for both of those. They would have like a block science and social
117studies would alternate and then two elective periods. Um the the nice thing about all the schedules is that several of the districts to the west of us are doing this and so we have a little group that are kind of working through problems together and Dr. Martinez um has started a little FAQ document within us so we can kind of see what questions come up within the groups. But I did want to clarify it's not accelerated at the junior high. >> I didn't see the example in our packet. >> You didn't see the example for the junior high? >> I've got like six high school ones. >> If not, I'll make sure you get it ASAP. Um, so if the board decided that this is something that we're interested in doing on the CNI side,
118and I'm going to turn it over to the rest of the team in a minute, the first thing the CNI group would do is establish a 5x5 implementation team. That would consist of CNI, secondary ed, HR, finance, transportation, the whole gamut. And I would want to make sure that we had principles, counselors, and teachers represented on this. They would do timelines, look at course request, pacing guides, scope and sequence. And one of the things that is most important is we have to come up with a development a staff development plan that really focuses on teaching bellto bell with this class. We cannot waste any instructional minutes. And so with that, um, one of the things that a district that is doing very well, United ISD is one that is using has been doing this. They
119require half of their walkthroughs to be done in the last 30 minutes of class. So I thought that was a pretty easy thing, but I I get why and I think that would be important. United ISD. And um also I know there was a concern about our academic calendar that's coming up. So the calendar would be that we're asking y'all to go on tonight was started developed before we were even talking about this. So the only really change that we would need to bring back to you is that with there being 80 days in semester 1 and 90 days in semester 2, we need to even that out. So, getting some feedback from other districts. One of the things I would like to look at is you would go into second semester for 5 days.
120You'd have a two-day review and then 3 days for um final exams. And that actually gives us the opportunity to get our EOC retinal test in in December back. So, we would know exactly who would need to go into the TSIA class, maybe the SAT class, or into face-to-face remediation. That is not what we're doing. That is me and a few people, one sitting right here, just brainstorming things that would equal out the the um the actual semester to be 85 and 85. But th those final decisions would be with a team of people together. So I will move it to Dr. Bowlinger now. >> Okay. Good evening. So I wanted to talk a little bit about staffing and how staffing is impacted by the 5x5. So there's advantages and there's also challenges with this
121model. Um first of all, teachers uh teach fewer sections per semester than the traditional schedule. So you would need more teachers. For example, let's say you have a school that has a 100 teachers and each teacher teaches six periods uh six periods a day. So, they teach six out of seven. So, you have 600 sections per period. If you have a 100 teachers, they're teaching six periods a day. If you go to the the 5x5 model, now they're teaching four out of five. So, you still have 100 teachers, they they can only cover 400 sections a day instead of 600. So you would need more more teachers to make up that difference. And so that that's the obvious uh challenge that it that it costs more money to add more staff. Um however on on
122the teacher side you you have a reduction like it was said earlier in how many students you teach per day. So if I'm teaching six periods a day, let's say I have 25 students each class. I have 150 students that I'm responsible for. And so that's that's a case load that I'm required to manage. that that's papers I have to grade, assignments I have to enter. Um, so if I if I drop that to four out of five, I I go from 150 students to 100 students. And so that was that was mentioned earlier, but that that's a that's an advantage as far as less less work after school and as far as um being able to manage that load. And in Goose Creek for the last few years, we've used a a model that
123TASBY puts out. It's a staffing model, a comprehensive staffing model. It's been uh very beneficial for us. And so um as I give numbers on the next two slides, you're going to see that that that model shows us about what we would need. So I I'll talk about junior high first and then high school second. Uh so for junior high u as it was mentioned by Mr. Kirsy uh so well that uh that there's going to be an increased demand in core content areas. Dr. Jackson mentioned that uh that math and ELA classes, they would see those classes every day. So in essence, we're adding back the double block or or a type of double block. And so um so we may need additions depending on how many students go into elective classes. But uh
124but the good news is right now we have PLC periods for for our core teachers for our for our star tested teachers and we have intervention periods where they may have uh very few students in those classes. Um so if that's embedded in the 5x5 where where we we have PLC embedded. So if that's the compromise, we're embedding PLC, we're embedding our intervention classes, then then that that helps with with the padding and adjustment for staffing. And so at the at the junior high, um we're looking at about eight additional teachers to implement the 5x5 because we have so much padding with PLC, like it was mentioned, um that we have eight we have eight star tests at the at the junior high level. And so with that comes PLC periods, comes intervention periods, and
125so um so there's by going to the 5x5 there, it's not a huge adjustment at the junior high level. So it's it's eight additional teachers. At the high school, it's a little bit different. You can go to the next slide. Um again, it uh it it same thing, it allows for additional sections and course offerings. as it was mentioned uh it's a modified block schedule accelerated block schedule so students are able to take many more classes um but the but what will happen is uh one one positive is that students will have the opportunity to take more elective classes like CTE fine arts possibly athletics and so they have more opportunities to to have those experiences those classes will fill up um the high school master schedule is more complicated more complicated than the junior
126high schedule you have um you have various offerings under CTE career pathways. Um, you have many more electives offered at the high school that you don't have at the junior high. Uh, you have coaches who who may have two or three athletic periods right now. And I think Mr. Martinez is going to hit that here in a second. And so, um, so based on and you have less padding at the high school because we don't have as many PLC periods. We don't have as many intervention classes at the high school as we do at the junior high because there's fewer EOCC tests um, at the high school. So, so we do see an increase here of 20 to 24 teachers. And so in total to move to the 5x5 model, it would be adding about
12730 teachers. And so, so that's what we're looking at. So, and and when Bridget and I or Miss Clark and I present here in a minute on the budget, we'll we'll talk about how we have considered the 5x5 model and its impact on the budget. So, so I I'll wait for that presentation and we can share the numbers. Um, but we do know if we add 30 teachers and we're trying to reduce the budget, then we're going to have to find the savings somewhere else. And so that's the conversation that we've been having is if we're going to if this is our top priority, let's implement it. Um, however, we need to find the savings somewhere else. And so we're we're in the process of doing that. >> Good evening everybody. Um I would very
128honored to uh be here to talk about how this could be a potentially huge help for our department in fine arts. Um our next steps are going to be uh the first thing we're going to do is establish uh some focus groups uh to not only increase the ownership within our staff but also to lean on their collective experience so we can have a very methodical, intentional and deliberate approach to the implementation of this. Um, as a collective, we can definitely find ways to make this work for us and leverage the positive opportunities that this schedule could possibly provide. Um, and throughout that, we want to map those schedules throughout the 5x5 schedule and factor in the performance, competition, and rehearsal considerations, what groups are blocked across, what groups can be accelerated, as well as
129adjust any protocols, professional development, and curriculum concerns to adjust to the accelerated pacing where it is applicable. So, for example, in a band class that's blocked across, that's going to feel the same except for the elongated period. However, if for example, we decide art one and art 2 is accelerated. Now, those teachers are going to have to be developed and figure out if that's something that we want to accelerate or not accelerate. So, we want to make sure that we're doing everything that we can to make this work for our department and uh take advantage of all the potential uh great things that could happen and the increased enrollment that this could potentially provide for us. I thank you guys and good to see you guys today. Um, pleasure to be here as well. Um,
130if you look at on the athletic side, I can read this up to you. I will tell you that the most important thing for us is the opportunity. We have we have lost some kids in the past. If they if they were made a mistake and were held back because they weren't allowed to be in the athletic period. Once you lose a kid to an athletic period, it's very tough to keep them. That's very keep tough to keep them motivated. maybe playing time might go down. This just gives us more an opportunity to keep that young person in athletics as well as give them the opportunity to make up what they were missing. Um, you know, we have being able to the 5x5 will also give us uh our periods, our offseason and our competition.
131All that will definitely change for us especially our athletic periods. Um we understand that you know we we have to have uh coaches I would I would say that coaches have two athletic periods max. Um two athletic periods max and you know three classes that we have to have. Um so I want to make sure that we'll stay in compliance with that making sure that um we maintain all our eligibility safeguards. It's going to allow us to make sure that we it's going to give us more time to make sure we're doing things properly. Excuse my voice. Um, we also, uh, you communicate the changes early to the coaches and students and parents, uh, just to get them acclimated to what the expectations are going to be. Ultimately, I I heard somebody say it, bell-to-bell
132teaching. We expect bell-to- bell working as soon as they turn that corner coming into the athletic period. So adding some more time to that, I think we have to we have to by state law have to make sure that we have a a academic piece in that 82minute period, which we will definitely incorporate. Uh we can't we can't use that entire time just for athletics. So we'll definitely take advantage of that as well. But the the opportunity for this is amazing from the athletic side. And I think it does a lot on how we line up our day where who is an athletic period here at this time of day, middle of the day, and at the end of the school day. Uh right now, sometimes we're just jumbled up and you know, we have
133to we have to rotate going in and out weight rooms, rotate going in and out of gyms. This will give us an opportunity to look at um uh through the how we're going to operate daytoday uh with the 5x5 schedule. >> Okay. Okay. So, we are here to take questions. >> Go ahead, Miss Project. >> That was a lot. >> Want me to start? Okay. Dr. Jackson, you mentioned earlier that we're in a sense of urgency. When I look at the past report that we just had from the academic updates and looking at a program like this, you know, when you mention United ISD, I went looked them up. United is a 97 state rating. Kalina Park is moving to this and they are 87 state rating. I think as we continue and then I
134heard many of them speak about you know new curriculums and how that was a challenge to us as a district and and my next question are we at capacity at impact at this point? Are we at capac student capacity? >> Yes, we're at capacity. >> Where they have >> they have room for probably 25 more kids. >> Okay. They're totally at capacity for the their school where no more students can be added to that. >> They have about room for 25 more students. >> And what about Steuart? Are they at capacity? >> No, they're growing every year. >> Right. So, we're looking at our traditional high schools moving to a CTE program when we're not at capacity at the two schools that we created for this type of programming. So, to respond to that, those
135schools are very boutique high schools. One of them is focused on a student experience at the college. That's impact. I'm actually a collegegoing student taking those classes at Lee. I'm not necessarily a fine arts or an athletic kid, a traditional high school. They've got associates degrees as many as impact. They've got core complete degrees. We're only creating more opportunity for those kids to get those higher ed degrees that are your traditional high school students that want to be involved in fine arts and athletics. >> Okay. My next question is while periods are are going to are longer the total weekly you know what I'm saying what you're that y'all were presenting instructional minutes will decrease though limiting content mastery and we're looking at students who we have to look at our broad range of all
136the students that we serve in in in Goose Creek and that's what I'm concerned about is that I I just I just I'm I'm trying to it was a lot to to take in tonight so I was trying trying to take notes and listen and go back to where our number where our scores were and and what the challenges are to like Horseman where the challenges are to the schools that are still trying to bring those grades up and here we are looking at a whole new master schedule a whole new master this and we haven't mastered what we have. >> So actually it's going to provide more minutes. So for the junior high, instead of a 50minute class, they would go to an 82minute class. >> I said it was going to be longer,
137>> right? >> But limited on content mastery portion of it, though. >> Well, no. At at junior high, I don't think I understand your question because right now the problem that we have with Blue Bonnet is we don't have enough minutes to master our new curriculum. So the component that we're struggling with, especially in the area of mathematics in ELA, is that Blue Bonnet wants us to have more minutes and our current schedule doesn't all lot for more minutes. So that would solve the problem at junior high. For high school, if I'm a student on track, you're you are correct. It would decrease some of my minutes for semester 1 when I've completed that course. But if I did not master that by showing on that state assessment, I go right back in for the
138second semester. So now I've had math for 80 minutes all year versus 50 minutes, which was what she was trying to say, I'm having to pull a kid out of of geometry to try to remediate him for algebra where now I would say let's put them in algebra. will test in algebra, assess what they didn't what they didn't be what they weren't successful on and retach that face to face and give them another chance to test. >> That's going to give them four times of all that back to back, right? of of the same math that they're gonna >> No, we would we would work our our scope and sequence to combine it to a semester long course and then we would develop a class for TSIA with a focus and we would develop a
139class for EOCC retest. So it wouldn't just be a hodge podge, it would be a curriculum model we would use. >> All right. One other question I have missing one day of five by five classes is equivalent to what two days right of traditional classes. So that's significant learning gap when we already had a learning gap now and it's our high schools are carrying our district right now. So I'm concerned about that. >> Well that is our concern. I do have exactly what you said, a sense of urgency because I realize that our high schools are carrying us on CCMR and if we don't do something to address needing classes that focus on college readiness being TSIA, that's the kind of gatekeeper test and we don't accelerate the students learning so that they can graduate
140with those college classes, associates degrees, then we will get left behind because next year it's gone. So right now we have a big sense of urgency. You'll see it still says draft. We weren't even aware that this was going to happen for sure until probably November. >> Okay. Maybe my cohorts here may have more to it, but I'm still it's a lot to process tonight. But u thank you for that. And I may have some more questions, but >> just a thought. I've been through a lot of this with my colleagues here because I don't know I guess they trust me or something. But this may be something we need a workshop instead of just I mean I I've dug into this already and my head spinning for this presentation >> today >> and and
141I could spend an hour just with Mr. Kirsy and you saying let's talk about middle school. >> So it it is a lot. Keep that in mind. let me know when you need me. >> So, I have a couple of concerns. Um, first first thing I keep hearing about kids being pulled out of instruction time for intervention. I thought that the state said we can't do that. >> We al go ahead. >> Well, at at the junior high level, we're not pulling them out of instructional time for intervention. What they have is they have an additional course that is intervention. So, >> but if we went to this, they would be getting it during class time. If we go to this, they would be getting tier 2 intervention during the >> house bill hours during
142class time >> during the normal block. Yes. >> Mhm. So when I talked to United, we would designate the minutes that for tier one, this is the blue bonnet or this is whatever curriculum we're using and you would have like the last 20 minutes listed as tier 2 or enrichment. So that's the answer of how we we wouldn't be pulling them from their core instruction. Okay. Um, also another concern of mine is you've got kids without a math class for at least eight months. That's a lot. And and like Miss Barat Tims was, I kind of did the math. If we're comparing a 80m minute day to a 50 or 80 minute period to a 50-minute period, a 50inut period for the entire year gives you 8,500 minutes of instruction. A 80 minute period gives
143you 6,400. That's a big chunk of time that the kids are losing. So we have it set up where you would be in math all year regardless. So algebra 1 would be paired with either remediation or a TSIA or SAT enrichment. Uh geometry is also paired. So when you look at um and I've got some other samples from some other districts where they paired those math classes to ensure that math and ELA are there every day like you can't even take >> that's not what was on your examples. >> So we put our examples for core. So, if you had a kid who was truly accelerated and took the EOCC and wanted to go ahead and take the with not very many of those, but took the TSIA as well, then they may want to
144go ahead and try to take an advanced math in the spring. But we are going to we set it and even the districts I've talked to have it set where you can't even take English 4 until their senior year. Now, for those kids that are maybe not pursuing a 4-year degree in mathematics, something like an engineering degree, then there are other opportunities for like financial math and things like that that they could take. But we understand in both, my entire team is very committed to ensuring that they're in math and ELA all four years. >> I would like to see some examples of that, >> okay? >> Because that's not what's shown on here and that concerns me a lot. Also, when we're talking about athletics, those students can only earn four credits of a
145of a PE >> during high school. >> The only consider Oh, it's one credit. >> No, they can earn four in high school, but when you've got it every period for one credit, that's eight. So, how is how are those how's that going to work? >> I haven't really looked at that part yet. Uh, I just was asked to set up the how we would set up our schedules and uh, so I' I've kind of been looking at that, but I can definitely >> look for that answer for you. >> And there's only a football one, two, three, four. So, what happens >> after that? >> Yeah, >> there's after there's a football one, two, uh, one, two, three, four. >> I I just let me look into that and I'll >> get that answer.
146>> And then another question about athletics. Is there a does UIL limit the amount of time that you can have in a class? Um well it does limit that's why they they would recommend what we were talking about the uh study hall when they >> they recommend it or you have to do it. >> No we do it we have to do it. They don't recommend we we do it because you can't use the entire time for that. That's a given and all the coaches are aware of that. >> Can I make a re uh Mr. Martinez and Dr. Lane and Mr. Flood on the fine arts and the athletic side? You may do your research and look at this with some of the other districts where it failed for those reasons. >> Yeah. >>
147So look at that before you >> say that again. >> If you would look at it other districts that tried this and that didn't work for athletics and fine arts. >> So I've gotten students in with from schools like this typically out of state um and they don't have an athletics period. So that's how they get around it. They do all of their athletics after school. Yeah. >> So, I don't know. Um, another thing to think about is I know with a seven period day, I mean, there are conflicts like you've got your AP calculus plus your top band and all of those things that kids are already having to make choices with seven options of where to put those classes. And when you've got five options of where you can put those classes, you're
148going to run into more conflicts like that. And so, what are we going to do about that? How are we going to let those kids still be able to do everything they want to do with fewer options? Miss Guy, I can tell you uh after speaking with Sam Harris, the fine arts director in Galina Park, one thing that they do is they make sure that every single bit of advising is individualized and they offset some traditionally some traditional classes that are normally that may happen at the freshman year. So like for example, he told me they actually offset first year language to allow for more space later on because you have 40 opportunities instead of 26. So, those are some of the things that at least when I get to these focus groups or at
149least get my people in the room, we want to try and workshop and see how feasible that is or isn't and get some detailed listing from them to see exactly how they offset that scheduling. >> I don't think that's answering my question, but um and then what about uh I mean it really is a scheduling nightmare, y'all. When you've got kids moving in and out for with a schedule like this, it is a scheduling nightmare. I mean, if you've got a kid moving in from a district who's not in this and they're moving in in October, they've missed there's a huge gap in what they've been working on at their school to what they're going to be work where this curriculum would need to be. So, what are we going to do to bridge that
150gap and how are we going to schedule those kids? So, one of the main things is we know this is not going to be an easy thing to do. We talked about it with some counselors as well. And so, we would want the counselors to have a separate focus group to determine, hey, how do we go about doing this? What are our recommendations for people that move in midterm and what do we need to we may have to have one class where we double block something one semester somebody moves in in the middle so that they get part A and B at the same time. We know we're going to have to work through that. And I'm not saying this is going to be easy at any any means. I'm not saying that. Um, but
151we're saying we want to try something different. If it's supported, if it's not what we're doing, we're we're doing well. We're going to have to figure some things out if we stay with what we're doing with TSIA. But we think this could be an option because I do feel a sense of urgency to look like United and to look like Galina Park. And so we want to try some things that are a little out of the box and see if we can make headway. >> I also think just a few more things as a parent of a student who graduated from here with like 40some college hours which we thought was a great thing. Um it's it hasn't been beneficial to her in college because she didn't know exactly what she wanted to be. So
152she's on like change number three of what she wants to do with her life. Well, she was she already had too many hours and so she was at a point where she had to make a decision and so she's kind of stuck in a major and so it's not always better for students to have more college hours going into college. Um it's great for those kids who know exactly what they want to do for the rest of their lives, but that's not the majority of our kids, you know. So I think if we're thinking about what's best for kids, we've got to look at every kid, you know. And I also think that our high school students need to be high school students. I wouldn't let mine take more than four or five AP or
153dual credit classes because there's just no reason. And that's, you know, like there's just not she's not going to take that many classes in a day in in a semester at college. And so why was I going to push her to do that in high school? They need to be able to enjoy their high school career. Also, >> I think this isn't just about college courses, though. It could be that maybe I need to get a certification that will help me when I'm going to college. So maybe I'm going through the pharmacy tech and I'm one of the CTE that's a completer. So then that gives me something to fall back on while I'm in college. That's not necessarily college courses, but it's a completer through the CTE program. So I don't want to um
154to come off that this is just about a academic college student. This is about careers as well, >> right? But you only need four credits to be a CTE completer. Correct. So we don't need 40 credits, I guess, is my point. Because and I think that we can be creative and do some other things. Maybe push some principal classes down to the middle schools where kids can start start their pathways at that point instead of I mean we've we've cut positions recently because we're trying to balance a budget. Now we're going to add positions back. you know, we went from a eight period day to a seven period day because we were trying to cut back on positions and now we're going to add add some. It's just it's just not making sense to me.
155Okay. Yeah, I'm just looking at this area of you you have outcome bonus u based on funding award 3k per successful students but then you have 5k for economically disadvantaged students and then you got additional 2k per successful special ed students. So, are we putting a saddle on a horse and riding them off of special ed and disadvantaged students in order to do this program? >> No, that's what we're doing now. This is just part of our accountability. So, this slide here that you're looking at, that just shows how much money the district generated in bonus money, showing that we're doing great things for kids, but how much more you could generate if we could make sure that they pass that TSIA test. >> Okay. So, >> and it just develops just by what you
156are is what the state set that rate as. So, I mean, but it to me it sounds like we're going to go into a situation where we looking for more disadvantaged and more special ed students in order to be able to bring in more money. >> No, sir. We're at about 70 something about 76% economically disadvantaged. So we should be looking at the the majority of our kids are participating in those things but they don't I don't put dollar signs on our kids and I know we don't anywhere anybody up here. This is what the state has put. >> So the state put it but in in other words the state put it on them. we going to take advantage of it for us the money >> in order to be able to what generate
157the money to put in to this program or what >> we just want to do what's right by kids and if we do what's right by kids getting them college ready and getting them you know these this metrics that they say we have to meet then this is what we get in bonus money for that but we're doing what's right by kids not because of the money but just because this is what's good for kids. >> You know, I'm going to give you some history. A long time ago, before you were even here, I said, uh, not everybody's going to go to college. >> Correct. >> A lot of kids need a trade because taking care of family and everything. And then that's when we started a lot of the program cuz at first we
158had meat processing and welding and auto mechanics. And now we've gone to a whole different program and now we're trying to go to another program which myself I listen to everything you said. I understand where you're coming from but I'm not totally understanding everything the finance as well as the uh number hours the kids and how it affects our district overall. I understand what Miss Sky is saying about new students coming in and they come from another district. They got to readjust. I understand what Mr. Martinez talking about. He has to have a better understanding of it also because UIL have their uh measures especially you know with ban any extracurricular activity. So myself, I'm trying to get on this horse. I'm I'm definitely trying to get on this horse, but right now I'm just
159wondering, you know. >> So, Mr. Samson, this wouldn't be adding any new programs. It's doing what we're doing now. And the outcome bonus money is not just for college, it's for your CTE courses as well. I I understand that but from another standpoint is it's adding extra money, extra teachers, you know. So right now we trying to balance a budget and from someone who always talk about balance but Mr. Mr. Renter, he always talking about that, but I'm trying to look at it from the same point. I understand it may be a good program, may not be or whatever, but uh for us to say, yeah, I want to ride that horse. You know, it's not buck, you know, it's just riding smooth. But I'm I'm still looking at the base funding awards as successful
160economically disadvantaged students and special ed students. I'm just I just look at it as, you know, we trying to get more money. Well, it's sort of like we hadn't been getting what we need, but now here's a way where we can get more money. Well, it it is if you increase your CT courses and you increase what you're doing without comb bonus. Yes. The result would be additional funding >> for these particular uh pro 79%. >> No, it's for all students, right? >> All students. >> Okay. And I would I would add from the junior high perspective, what it really sings to me about is we have more minutes in class than the core classes because we have 83 minutes five times a day times all 170 days because we're not flipping it semester at
161the junior high level. So at the junior high level, what it what I really see is more minutes in the core in the core classes for our kids and for our teachers. And yes, when they miss one day, that is the equivalent to missing two days. But they're also getting twice as many days because of the minutes in class as well. >> So there's more opportunities to close those gaps with those students even if they do miss that day or if they do come in in October at the junior high level. >> So I have a question actually about that the time. Um, so I noticed that you were saying that we needed more time. Uh, that um, Blue Bonnet wanted more time, wanted more minutes, um, and that this would would be able to
162do that. But also, we're um, pulling kids out for a 20 minute period to um, to do tier 2. So, wouldn't that just take away from the time that we needed to do the blue bonnet? Wouldn't >> No, we really needed about 60 minutes in a class. And so that would give us our 60 minutes and give us a cushion of about 23 more minutes that if we needed to have it part of tier one on some days or if we need to do enrichment or pull out on some days. >> Okay. >> Um I'd like to address the attendance part too because when we look at Stuart Career who basically has a very similar um program to what we're looking at with 5x5 they're doing four classes every other day an AB schedule basically.
163um we're seeing success there even when a student does miss a class. So I get that there is a different world there. Um I know you talked about CTE classes um and having students be um trade ready, but that doesn't mean they can't be dual credit trade ready as well. So we're giving them a lot of opportunity. I know you talked about not every kid needs dual credit, but we should be able to offer them different types of dual credit. So that student who um is in our welding program, I can tell you at Stuart, having been there and seen it, it is generational change to see those students who start out in welding classes um dual credit and they realize, you know what, I can do dual credit and then they step into that
164associates piece. Um and those are kids who would never ever have that opportunity. Um, and so I I truly believe being able to offer some of that to our 79% low economic on the traditional campus. Um, now I'm not saying we would have dual credit CTE, but that doesn't mean that we couldn't possibly do that. If we could expand our programs, um, I'm right down the street from McNair, though I'm only having certain classes because I only have a certain amount of time with students to be able to send them to those classes. So, I do think that there are challenges here, but if we're looking at some of the models that are working like Stuart and Impact that are giving those students those opportunities, why can't we figure out how to do some of
165that on the traditional campuses? >> Let me ask the last question. This is it short one. Where did this idea and who did the side came up with this idea? Well, that is an easy answer. So, Mike Morath was on a superintendent conference call and said, "If you want to know what an A district looks like, go visit United." So, several of the neighboring districts around here took a trip to United ISD. And um you know, we took a team to uh to Galina Park, talked to them about, you know, what what did you find out? Pasadena was there, Leaport was there, Channel View was there, Crosby was there, a whole slew of districts and really we listened to the presentation for United and then at the midwinter conference we went and talked to United
166ISD and visited with them and their answer was it's not only tier one instruction, it's not only bell-to-bell instruction, but it's about the opportunities that you give kids and they bring in right at $6 million a year in additional revenue by targeting this which in essence pays for the salary of the teachers that they needed to e to to to have the extra teachers. So one of their biggest things or the takeaways that we got was the schedule in itself was half of the or more than half of the fix to their a and so that's where this district this idea came from. not from Susan. It came actually from TEA. >> So, how many schools and I can understand the college atmosphere, the five class, five classes and everything, but you know, how many
167schools have adopted this in the state of Texas? >> A lot of the schools down in the valley are doing it. um they've always been a little ahead of us in um in that whole Sherryland um Brownsville, Harlington area. I asked Dr. Rodriguez the other day how what are they doing differently? And so there's a lot of speculations over what they do, but their schedule aligns very much with their local community college schedules. I have nothing. I don't know. >> Mr. Clen brought up earlier um possibly doing a workshop. How does the board feel about this? Is there interest in us doing a workshop on this at this point? I'm seeing one headshake yes, one shake, no. Couple. I just want to know more about it, you know, but if whatever the board decides, I'll
168go along with it. But I like to know a little bit more, you know, instead of this, give me this. you know, I want to see, you know, what's all about it before I say, you know, it sounds like a great idea. It sounds like a great idea. Uh, but, you know, I don't know cuz it's just, you know, it's bombarded. >> So, and I guess another question I have is why do we have to rush into it? Why can't we get some of these answers and then ne like work on it for the next year and then let's if we decide that it's worth implementing then we would implement it once we've really researched it and really know what it's going to look like in our district once we've talked to the UIL to
169see what that looks like. I mean we don't have to because I know some of those other districts you named they're not starting it next year. They're thinking about it but they're they're waiting a year. They're going to look into it. They're going to do more research. They're going to plan I'm here to do the will of the board. So, we we brought you an option, but ultimately we're here to do what you want to do. So, this is not an action item. It's just a presentation to look at here's this idea. This is what came out. This is what TA's recommended that we look at. And but ultimately, we could move forward. We could plan a year. We could not move forward. Um, my job was to try to bring you the pros and
170I don't know all the cons because I haven't been through it yet. >> Yeah. >> Dr. Jackson, do we know which school districts or our neighboring school districts are moving to this for sure yet? >> Galena Park did it at the junior high this year and partially at the high school. They're moving totally to the high school next year. I was told that Crosby is moving to it. I'm a little confused. Is it Crosby that's four days a week or challenge? >> Yeah, they four days a week. >> So, >> I just talked to somebody from Crosby today and they're not doing it next year. >> So, I'd heard they were doing it and then Dr. Jackson at Leaport is looking at it as well. >> Crosby, >> I was wondering how they were going
171to do that anyway with four days a week. >> Yeah, let's go back to five days. Are there any more questions for the panel at this time? >> Okay. Well, it's a lot to digest obviously. Um, this is probably the third time I've been exposed to this and it's a lot for me. Um, I think it's a lot of food for thought. Obviously, there's a lot of questions, a lot of concerns. Um, I'm not sure where we go moving forward, but there were a lot of questions asked for the board and I would ask for y'all to look into those uh and uh through Dr. Rodriguez funnel those responses back to us so we can look at those as well. I think that would be fair. >> Okay. >> Right. Thank y'all so much. >>
172I like I like the fact that y'all are being proactive and trying to get ahead of the curve. You know, that's the main thing because we only got a year, right? The other thing I like is the fact that y'all said, "Hey, Mike Moore of you said said if you want to a this is what we need to, you know, this is the direction we need to go in." Um, I like all that. I like that. Like I said, that we're being proactive. Um, you know, we have concerns anyway where we're at. So, um, >> can't hurt us. I don't think >> I like that we're looking into different options. >> Yeah, >> just something to look into at the very least. So, >> yeah. >> All right. Thank you'all. >> Quick question for the
173board. We're coming up on three hours. Do we need to take five minute recess? >> We will stand in recess. The time is 8:49. The board is now back in session. The time is 8:58 p.m. Dr. Rodriguez, I'll turn it back to you for your continuation of superintendent reports. >> Yes. Thank you, Mr. President. Uh, next we have a monthly financial report. We have Price who's going to be speaking about the finances and then followed by uh Bridget Park. the budget update for the 26 27 square. >> Thank you. >> Good. Sorry, I don't have a voice. Um >> good evening, President Compzi, Superintendent Dr. Rodriguez, and board of trustees. This evening, I'll be presenting to you um the month ending January 31st, 2026 financial report. Um overall yearto date uh revenues and expenditures remain
174aligned with the amended budgets. The district continues to monitor financial activity closely to ensure fiscal stability um and compliance with board policy. The general fund remains financially stable. Revenues are at 85% of the amended budget and expenditures are at 56% which aligns with the fiscal timeline. We're projecting the year uh to end the year with approximately $17 million in fund balance. So a slight increase. our debt service fund um revenues exceed 100% due to the January bond refunding uh transaction that we completed. A budget amendment will be coming forth with our uh March amendments to uh adjust the budget for that. However, those uh proceeds were fully offset by the corresponding other uses under expenses resulting in no impact to the bottom line. um expenditures align with the scheduled debt payment um our debt schedule
175and we're projecting to end with a restricted balance of 43.4 million our food service fund um revenues are at 55% of the budget and expenditures are at 37%. The fund is operating within expectations and and is projected to end the year with 5.65 65 U million in fund balance. So this is uh a slide that we haven't presented in the past. It's our quarterly investment summary and this is the December 31st, 2025, which is the latest quarter that we have a um investment summary for. The district's investment portfolio remains fully compliant with board policy and the public funds investment act. Um we continue to diversify the funds and uh have a good liquidity for the quarter ending December 31st. Uh the district earned approximately 2.2 million in investment earnings. Uh we're going to continue to
176monitor the market conditions and adjust those investments uh the investment strategies as we need to. And that concludes the presentation. >> Questions or comments? >> Thank you. I will just add that on the um quarterly investment report there'll be a following action item. Uh we're going to start presenting that as an action item from here forward. We were presenting it in the board update but now it'll be an action item. So any other questions? >> No questions. Let's move on to budget. >> Okay. Thank you. Okay. So, uh this evening's report is the second uh budget report that we've done this budget season and uh we will get right into it. On the agenda, we have the budget committee, uh, budget overview and the next steps. And I will turn it over to Dr. Bolinger
177to discuss the budget committee. >> Okay. And this is very similar to our last board meeting, but we we do have a budget reduction committee. We've met twice. We have one more meeting this this coming Wednesday. And so the purpose of the uh committee is to have representation across uh campuses and departments throughout the district so that they have voice and input when it comes to budget reduction. Um on that second bullet you can see that we have teachers, principles and then uh various leaders in the departments listed here such as special education, maintenance, athletics, police and so on. Uh again, we meet three times total. Uh executive counsel's at those meetings to provide support, but the recommendations eventually go to executive counsel. And so we really want the uh committee members to to share
178their input and feedback. We look at personnel. We looked at a modified version of of the the TASBY study on staffing. We also look at program evaluation to see uh what are our top priorities and um what what direction we need to go as a district. And so again, our last meeting is on Wednesday. We will have an opportunity for each individual to provide feedback and then that data goes to executive count counsel and then ultimately uh to the board as we pursue the best way to balance the budget. Okay. And I think I think I actually hit those points. Um but um but as we as we meet, we do want to make sure that we're talking about strategies and we don't want to compromise on on the thing that's going to move our
179district forward. And so that's that's key. Um when we look at uh drivers for the budget again we um we talk about revenues and expenses and so we know that our primary revenue or source of revenue is our our students and our ADA. Um also our property values our expenses it's primarily we have various expenses but but the vast majority of our expenses 80 to 85% is staffing is personnel. So when we look at reducing the budget, um we always have to talk about positions and um and and how those factor into getting to the number we need to get at when it comes to our um ADA. This is a this is a good slide because what you can see just over the last six or seven years um you can see a bell
180curve where in 2019 we had you know almost 3,400 staff and that that number rose to its highest in 2023 at a little over 2,800 staff. And that's also the that that mimics the the student enrollment as aware as well where we went from 238 all the way up to uh almost 20 245. And so, um, after 2023, we started to see a a decline, not a rapid decline, but a but a slow decline. And so, um, right now where it stands, we have a little over 3,500 staff members. And enrollment sits at about 234 23,400 students. Um, and you can also see, you know, we're funded not on enrollment, but on ADA, um, average daily attendance. And so you can see that uh that that percentage has also dropped a little bit from 2019
181to where it stands currently. So if you in 2019, you know, if we had 23,800 students and our staff was at 3375 and then you go to 2026, we have we have fewer students and and more staff. Now we also have more facilities but but when we look at that we look at our programs and we look at okay if if there's some room or if there's some adjustments that we need to make then where are those adjustments going to be so that it doesn't impact accountability. And so that again that's the discussion that we've had as a budget reduction committee and as executive counsel. >> Thank you. And I would also add that um you can see from 2019 in that far percentage column that we've decreased almost a full percentage point of um
182ADA percentage. So that's also a factor. So we're decreasing enrollment, decreasing ADA, and also decreasing our ADA factor uh or percentage. So kind of a um a perfect storm there, but um we're managing our our budget well. We're managing our finances well now. And uh Oops. We are able to continue our work. All right. So, some of the financial statistics and just to let everyone know, some of this is going to be repetitious because we had a few that weren't able to join us at last uh last at two weeks ago at our board meeting. So, some of this is going to be repetitive for some of you, but I just want to make sure all the board is able to hear um everything that was presented last time. So, some of the financial stats,
183um, the basic aotment right now would need to be $7,500 just to keep up with inflation. Um, as you it's increased, uh, we have another slide, but it's increased like 25%. Over the last 5 years, they did give us a slight increase in basic aotment, but they also took away some of the calculation that's used on the golden pennies. So, it was a net wash of zero increase basically. Um, as a state, we're also about $4,000 under the national average of per student funding. And then, of course, we continue to receive audits and changes in um regulations and how TEA is handling revenue streams such as SHARS and the changes at the federal level also. And some of that money is being clawed back. So, we have to constantly keep an eye on that as
184well. uh some of our accomplishments over the last few years. We've done quite a bit of difficult and challenging work um with the budget committee and as a district as a whole. Um you can see we've reduced by $5 million last year, $13 million in 2025, and 12 million in 2024. And we also gave raises in all of those years. So we have we have continued our work and um the work continues now. uh our committee is working hard to provide recommendations and move forward with our budget reduction. So the goals of course we're looking at uh decreasing overall payroll whenever possible any operating costs any any programs that we can reduce. Um also we want to remain competitive with our compensation. Um the east side of Houston tends to be a very uh competitive
185area and we constantly have to um come up with with creative plans to reduce and reward our teachers. Also, we're seeing as we showed uh in that previous slide, we're we're trending down in average daily attendance. So, we have to account for that as well. So, budget variables still to be refined. We're still early in the game. It's only uh the middle of February and we still got additional funding requests and that'll be going out in the packets for departments and campuses to complete their budgets. Um we're still waiting for taxable values. We won't get preliminaries until April. Uh then we've got the TASBY study that's coming online here towards the end of this uh I think the end of March, beginning of April. And then we're closely monitoring those final ADA numbers, average daily
186attendance because that's our main budget revenue driver. Uh some additional challenges, we did get, you know, the school finance bill passed in the last legislative session, but of course those revenues are highly restricted and required to be spent in certain ways. And so we didn't get a lot of leeway with helping us with our overall budget deficit. Um there are no new revenue sources. This is not a legislative session year, so we won't be getting any additional increases to basic allotment or any other aotment for that matter. Inflation as I mentioned earlier is 25% uh almost 25% over the last five years and then of course teachers uh it comp continues to be competitive with attracting uh the best and the brightest teachers and then we have uh vouchers coming online also. So we don't
187know um at this point what it's going to look like. Uh, you know, we can speculate on, you know, some of the schools that are going to be open now for accepting those students with those voucher dollars and also any charter expansions in our area and then maybe even some homeschool increases. We, you know, we're just monitoring that to see what that decrease is going to look like. Excuse me. And the personnel slide, um, as Dr. Dr. Bowlinger said we had 3,421 full-time employees in 1920 and now we're down to or now we have uh 3535 for 2526 which is a 282 uh reduction in staff overall but you saw our ADA is decreasing even though we have more facilities we're still having to um do more with less basically and our 2627 budget estimates
188as it stands right Now, we've basically got a balanced budget, but it doesn't include any of those factors that we just discussed and any of those variables and refinements that we're still going to have to um work through as we progress in the budget year. Um we're an a 2% raise is estimated to be about $4 millionish. We're still waiting for that TASBY study to give us a definite number. Most surrounding districts or districts that we've talked to TASBY about are um they're going very conservatively this year with raises um because there are no new revenue streams and it's not a legislative session to give us more money. So um they're going very conservative on their raises. Um they are uh giving them uh but they are very conservative this year. And then of course
189the budget committee is the work will continue and their last meeting is next Wednesday. So next steps, further refine those estimates as new information is received as we move forward. Uh continue the budget planning and reduction measures of course and then we'll be assisting uh the campuses and departments with their budgets and then the committee will be completing their recommendations as well. Okay. Okay. So, the budget calendar uh we talked about last time uh the same uh legend here with um the yellow uh highlights being board meetings and in the activity column any red text is actual board action that we're requesting. Uh and the purple are the budget uh committee meetings. One thing I'll point out is uh March 30th was a reserved for um a potential special meeting if the board wanted to
190have a board uh budget workshop. That's to be determined. But now it's going to be a different day perhaps uh because now the top 10 is going to be scheduled on that date. So, um, if there's another date in mind when we get, um, closer or when when we meet again on the 23rd, um, you all can can let us know when you would like to do that if you would like a budget workshop. It may not be necessary. We are not in a legislative session, so the complexity of it is not like it was uh, last year, but nonetheless, if the board requests it, then we'll certainly accommodate a date. And now I'll open it up for questions. >> The money that's being called back. What is that? >> Yes. Uh they have changed
191some of the SHARS rules which SHARS uh stands the AC that acronym is >> health related. >> Yes. School health and related services. Um but that is something that they have um and it's not just us. It's across the state. They've they've been clawing back those. They went back to as far as 2011 on some of those. Um, and yeah, I mean that was like way back. So, we were not expecting that and and that was several hundred,000 on that issue. And then um >> how did we not know about that? >> Well, they just came up with it. I mean, they just looked at it and then recently in the last year or two and said that they were going to look all the way back at that 2011 school year. go every year
192from 2011 forward. >> They they can they haven't said they're going to, but we're we of course >> that was just the one particular year you >> right. But they're looking at other years, but we're hoping they don't go every single year from 2011 now, but but we know they're looking at the last few years as well. So, we're hopeful that they don't do that, but it's always a possibility. >> Wow. >> Yeah. It's difficult to plan when they do that. But we're in great shape. We're we're in great shape with our fund balance. Of course, we don't want to spend it on on matters such as this. We'd rather spend it on teachers and students, but um but nonetheless, that's that's the situation we're in, >> right? >> With no money coming in, >>
193right? No extra money. That's correct. >> Other than the properties we own, the multiple properties that we own, we need to sell those and put that in our budget. I mean, that's just me, but just saying, we're always looking for money or lacking money, but we got all that property just sitting out there. That that don't make no sense to me. But >> can I comment on that? Because we we do have for sale signs on some of our properties and we have individuals who reach out from time to time and um when when we when we sell a property, we do have to go through a process where we have to post it in the paper. then, you know, we have to wait a certain amount of time for it to uh to come
194back and then bids come to the board. And so, we've gone through that process several times. Um, right now there's not a lot of buyers for for large properties that we have for sale, but we we'll be happy to go back through and see what we can revertise if that's if that's of the interest of the board. So, that that is an option. Um, >> so let me let me So, what you're saying is that we're actively selling properties. We have it on the market. Yeah, we have we have a we have a we have signs up on some of our property and then we from time to time post in in the newspaper when we're looking at certain properties to sell. And so if we want to uh that that's good for a certain
195amount of time. So we can revisit that process if if the board's interested in that. We also have a portfolio that you can review um if there's uh if there's some properties that you want to have a conversation on. So we'll we'll be happy to provide that. >> Okay. I'm just bringing that up. And we got that 2 million over there. That's a possibility with that new program if we implement that. But I don't know. We have to wait and see how that goes cuz some people don't like it. But I won't mention no names. I think it's really important to note though that this is the first year since I've been on this board that we're actually starting as a balance at a balanced budget. We're not starting with a huge deficit and that
196didn't come easily. that came from work year over year over year. Uh but I think it's very important to note that we are starting with a balanced budget. We're in a better position than we have been in the last couple of years. Uh but there's still work to be done. Are there any questions for the budget? >> Well, we went through all that attrition, right? That >> helped us. >> Yeah. >> Right. was difficult work, but our fund balance is in great shape and we are starting off with a with a balanced budget knowing that that's going to change as as more information comes in >> and we trimmed up the superintendence pay by getting rid of Randy a little bit. So, >> hey, >> just saying. >> But but the next step is the
197budget committee will meet again and you'll provide additional details and recommendations moving forward. Correct. >> Yes. >> All right. >> That is correct. >> Right. Thank you all so much. >> Thank you. I didn't think we'd ever get here, but we're moving on to item number seven, action items. Dr. Rodriguez, 7A, please, sir. >> You know how I >> Yes, sir. Thank you, Mr. President. Well, Thank you. And I also have uh Monica Wararez here with me as well. We uh so we did a presentation at the last board meeting going over Senate Bill 11 and its requirements and considerations. I know a few board members weren't here and so I have that up. I won't I won't go through the presentation again unless it's requested, but it can help us uh answer questions. But
198uh like like Dr. Rodriguez said, "We're bringing this item to you because due to the newly, uh, enacted statute, uh, board boards are required to vote publicly on whether or not to adopt such a policy. And so, um, so at this time, the administration is not recommending to the board, uh, to adopt this policy for two main reasons, uh, a daily prayer period. One reason is the district and all districts in the state of Texas are are already required under law to make sure that we allow employees and students to exercise their religious freedom and that includes voluntary prayer. Um we heard about 7 hours ago when the GCM choir sang I was just kidding a few hours ago when they sang you know they even sang a religious song you know give me the
199good news of Jesus. We have um a daily moment of silence at all of our campuses. We have see you at the poll. we have prayer before and after games. Um so so that is in place. Uh so so that's one reason that that that it's already required and many districts believe it's already required. Uh the other reason is just the logistics of designating a a district sponsored prayer period is a we believe will become a burden on the campus leadership as far as monitoring um all that's required with the um with the consent forms and updating the consent forms and creating space for for those who are not coerced into being a part of the daily prayer period versus those who want to be a part of that and then um ongoing supervision of
200that daily prayer period. And so just it's the belief uh from administration that this is a this is the recommendation. However, we do have a resolution. It was shared in the board update that >> when you say excuse me when you say who's making the recommendation >> the administration >> and who's that? >> That's that's that's us and that's Dr. Rodriguez. >> So the whole administration is making that you were part of that with the rest of them. >> Yes, sir. >> Who else is involved in that? Then you >> how many who this committee you're talking about? Who's involved in that committee? >> That conversation was with executive counsel but that recommendation is coming from the administration. >> Okay. Dr. Bowlinger if you would for the pleasure of the entire board. Um speak a
201little more about the logistics. Uh you you spoke about there would be a burden on the district. speak more to that. >> Sure. >> Uh and then also >> let us be very clear that our students are allowed to pray currently >> and so are our employees. So if you could touch on both of those. I know you went >> we we talked about this in depth uh at the last meeting, but I kind of want you to hit the highlights a little more and explain it a little more. I had a lot of questions last time and kind of touch on some of that, please. >> Yeah. And I will and u Yeah. So, I'll go through some of the slides and I did want to share that um that that while the recommendation
202is not to adopt a daily prayer period, it the resolution that was shared in the board update um reaffirms the district's commitment to to uh religious expression and and the freedom of religious expression and the right for employees and and students to to pray. And so, when Miss Wars and I shared last time, we um we shared what would be required for the daily period. So this is under Senate Bill 11 and so the requirements are required consent and so the district must obtain and manage consent forms. Um they must ensure that only consenting participants hear their prayers or their readings and so there must be uh logistical space you know for for hearing and also for for seeing for visual and so that has to be separated which that's that's not too much of
203a burden. Um it cannot be scheduled during the instructional day. So, if there's a district- managed prayer period, it it have it most likely have to be before school or after school. Another thing that we shared just kind of jumping to um to some of our slides is uh would the district be banning prayer if the board does not adopt Senate Bill 11? So, this is a question that's been brought up. And so again, um, as shared at the last meeting, the district complies with with all laws related to protecting students and employees rights to pray, um, at school. And so this this this will continue. Um, they may pay pray individually. Um, in groups, we have several organizations that participate in prayer both on the employee side and the student side. Um, in this
204building, there's a Bible study that happens every Wednesday before work gets started. And so that would continue. Um the board vote is more about uh operating and managing a formal prayer period rather than allowing or denying prayer. Does that help answer? Yes. One of the other questions that came up um at the last meeting and when we went into it in depth was suppose we have uh we have multiple religious denominations and this would as I understand it from last time would open the door that if we provide for one religious denomination then someone could say we would have to provide it for another and another u requiring space for each individually and then also um adult supervision. Am I understanding that correctly? >> Yes, that's our understanding as well that that if multiple denominations
205or multiple religions that they can it's not just for one religion and so they can they can request to participate in the daily prayer period and then um we would have to come up again with adult supervision and timing and spacing and logistics. Now, right now, any student if they can find a sponsor can form a club as long as it's approved by the supervisor and by by the district. Um, but that is the district doesn't manage that per se. So, this prayer period would be where we would manage the logistics of each formal daily prayer period. >> Well, and I think another point to make is that these students who participate have to have signed parental permission. And so, it's someone having to check on that. like they every student who comes in, you've
206got to check and make sure they have permission to participate. >> That's no different than football or anything else. They have to have signed permission to play. >> I mean, >> so I mean, I'm just >> I just, you know, I'm sorry I missed last meeting, but I was working and I couldn't come. But, you know, if this is already in play, what is the problem with allowing it and recommending it to go forward? I as as the way I see it is this school district and every school district in the state of Texas needs more prayer, not less. And this can't hurt, especially in light of the last year that we had. I mean, I really think that, you know, this is very appropriate, but I mean, whatever. Are we going to vote on
207this? >> It's going to cost us money if we vote on it. >> Yeah, it's going to vote on it. >> It comes down to that. We have 29 plus campuses that we at minimum we're going to have to pay that many employees to oversee this at each campus. Is it am I understanding that correctly? >> Depending on the the demand and depending on on having to get coverage, it could come to where we're having to compensate individuals to >> so how much one hour >> one student opting in on a campus is demand. So automatically we have to fund staff to cover that >> for one hour prayer. I mean it can't last more than an hour. >> Yeah. It'd be it would be one hour a day. >> Yeah. Yeah. >> Yeah. Times
20830. >> And just a reminder to the board. This is not about whether we support prayer. Uh this is really more about whether the district is going to take the responsibility of managing and operating the period itself. >> That's understood. That's understood. >> Uh because I can tell you right now that the vast majority of the individuals that that I know here pray all the time. >> They do. >> I was praying about an hour ago. >> So this is >> Yeah, but you did it by yourself. You didn't invite nobody. There you go. >> To be simple about >> Yeah. Nobody paid nobody. you know we pay they have to have a form sign or anything like that. So this is truly there there is there is at times uh there's been a movement
209to try to put this on trustees on administration that that this is about prayer. This is not about prayer. Prayer can continue. Uh we started the board meeting with prayer. This is truly about does the district want to and manage the forms, the permission slips, the logistics as to what space can occur >> facing the students can occur. Uh that that's what this is about and the administration's recommendation is to not be in the business of operating and managing but to continue allowing prayer and supporting prayer as those that deem appropriate. >> That's understandable. I mean, it's very clear from the get-go. I know exactly what the issue is. >> So you got >> I You don't need to explain to them. Yeah, I get it. >> Dr. Bowlinger, would you also touch on it
210has to be completely out of sight and out of voice and that onus would be on this school district if we adopt this? >> Sure. So one of the one of the requirements is ensuring that only consenting participants uh hear the prayers or readings. And so there is a required you know finding of space for for different religions and denominations depending on how how individuals request it to make sure that that they don't hear the prayers or they don't see someone else praying or see someone reading text. And so they've made that very clear that that districts are required to keep uh keep up with that. And you gave an example last time that if we were to adopt this and students gathered in a common area to pray, we'd be in violation or >>
211it's part of the daily prayer period. Yes. What they say, >> right? >> I don't want >> I say ain't no different than going in executive session. We don't want nobody to hear us. We go in executive session. Don't we do that every meeting? I mean, same concept. >> Go to a room. Can we >> Okay, whatever. We still if they don't the point is if we don't want them to hear us then we go to the back. >> All right, Mr. President, I move to adopt a resolution declining the option to adopt a policy establishing a district-wide prayer period as presented by the administration. >> I second. >> I will accept that as the question was called. I have a motion by Mrs. Guy and a second by Mr. CLM um to repeat it
212one more time just to be clear >> to adopt a resolution declining the option to adopt a policy establishing a district-wide prayer period as presented by the administration >> at this time. I'll open it up for further discussion. Hearing no discussion. >> I got I want to say something. I I just I really I really I'm gonna vote against this because I think these are very poor excuses as why we shouldn't be praying in our school district. It and given the opportunity to these students that want to pray doesn't matter if it's for one hour there. I mean to me in my opinion and I disagree totally with the recommendation that administration has given us. I really do because I know how badly prayer is needed in our schools throughout the school district throughout the
213state of Texas. And there's no way that this could hurt us possibly in any way. We just talked about financially how stable we are this year as opposed to the years before. I mean, I think that they there's plenty of people that would be willing to volunteer to to run these organizations to for prayer, whether it's a group or whatever, they would volunteer. And u you know, I just disagree with it totally and I'll be voting against this. And if I'm the sole vote, oh well, let it go down on the record that I'll be the only vote against it. For for me, I want to point out that this has the the vote to me doesn't have to do whether or not we're allowed to pray or we're not allowed to pray. It's our
214role as a district and are we um accepting the burden of all these criteria to allow prayer under a structured guideline. >> Yeah, it's very clear. All of this has very been explained and it's very clear to jump on the fence right now is not the thing to do. We'll just vote on it. >> Well, I'll make it clear. I'm all for prayer in in school. Um >> we'll find out when we vote for it right now. >> But but that's my point, Mr. Winter, is th this vote isn't about >> I got you. Whether we approve prayer or not, it's how we go about that. >> I've heard many discussions like that where we ride the fence and not vote the way we should. But okay, let's do it. >> Any other discussion? All
215in favor, please signify by show of hands. against. Seeing 64 and one against the motion passes. Move on to consent agenda 7B. >> Yes, sir. Thank you, Mr. President. and number seven tax. >> Having before us action item 7B, consideration of consent agenda items B1 through 7. Are there any items that the board wishes to pull for separate consideration or questions? Hearing none. All in favor of consent agenda, please signify by a show of hands. Motion. >> Oh, you're right. Let's let's back up. What is the pleasure of the board? >> I move to approve the consent agenda 1 through 7 as presented. >> I'm second. >> I have a motion by Mr. Clim and a second by Mr. Martinez. And my excitement was based upon the fact that we finally got a consent agenda
216that was truly a consent agenda. >> We got a discussion. Uh that prayer thing threw you off a little bit, but we're back to Robert's. >> Yeah, we're we're we're good. Uh I think it haircut. >> So we have a motion and a second for consent agenda items 7B 1 through 7. All in favor, please signify by a show of hands. Seeing 7, four, and zero against. Motion passes. Move on to action item. Oh, let's see. Um 7 C future board agenda items board training board meetings. Are there any future board agenda items wished by the board? >> Fewer superintendent reports. In in all fairness, we asked for several of them. >> Um board training. I want to remind the board that governance camp is coming up March 4th through 7. If you requested that
217you be enrolled in that or registered, you should have received that by now. If there are any questions, please see Miss Garcia prior to leaving this meeting. Future board meetings are March 23rd, April 6th, and May 4th. Also, let it be noted that the uh top 10 has been separated from the board U meeting. Uh I don't think that was really >> Yes, ma'am. >> um liked by anyone in the room. It our our goal is to really highlight the top 10 students and separate out the board meeting from that. So this will be the first year we try that. Last call for future board agenda items. Find my prompt. All right. The board will now recess into close session pursuant to one or more of the following sections of Texas Government Code. Sections 551.071
218072 073 074 075 076 082 083 084 087 and 089. No action will be taken while the board is in close session. The time is now 9:37 p.m. The board will now reconvene in open session. The time is 11:43 p.m. No action was taken while the board was in close session. Resuming the agenda. Dr. Rodriguez, we're on item 7 F. board and audience. >> I move to approve. >> Second. >> I have a motion to approve by Miss Guy and a second by Mr. Renteria to approve teacher new hires and resignations as presented. Any discussion at this time hearing? None. All in favor, please signify by raising your hand. Seeing 74 and zero against motion passes. Having no further business before this board, we are adjourned. The time is 11:44 p.m. Thank you.