001meeting of the Goose Creek CISD Board of Trustees to order. The time is now 6:03 p.m. Mrs. Guy, was the meeting properly posted? >> Yes, it was. >> And do we have a quorum? >> We do. >> Thank you so much. At this time, I'll turn it over to Miss Kendall David for opening exercises. >> Good evening, President Campees, school board members, and Dr. O'Brien. We'll begin with pledges to the American and Texas flag. Miss Barat Ten will be presenting the pledges. We will begin the opening ceremonies with a prayer led by Mr. Clem. Everyone please rise for the prayer and remain standing for the pledges. Everybody please bow your head. Dear heavenly father, we thank you for this lovely day and thank you for this time when we can come together to work together.
002We ask your guiding hand as we make decisions that will impact our school district for years to come and that we make the right decisions along the way. Thank you for everyone who's here tonight. I ask for safe travel home for everyone when we are finished tonight we pray. Amen. Amen. United States of America and to the stands indivisible with liberty and justice for all the flaggis. >> Thank you. You may be seated. At this time, I want to invite Dr. Shannon Ramirez, our coordinator of advanced academics, up to honor our AP scholars. All right. Good evening, President Kimpzy, board members, and Dr. O'Brien. Based on the 2025 advanced placement exam administration, 65 of our Goose Creek CISD students were named AP Scholars. Earning the designation of AP Scholar is a huge accomplishment. Let's give
003all 65 of these students a big round of applause. The College Board recognizes several levels of achievement based on the number of AP exams taken and scores achieved. AP Scholar, AP Scholar with Honor, and AP Scholar with Distinction. The level of achievement we are recognizing tonight is AP Scholar with Distinction. If we have parents of these students in the audience, would you please stand to be recognized? [Applause] I would also like to recognize our campus principles, Miss Kelly Start from GCM, Mr. Nathan Chadic from Sterling, and Mr. Ernest Brooks from Roberty Lee. [Applause] We are only recognizing students who are able to be with us tonight. Students, when your name is called, please come forward to receive your award and then remain at the front for a group picture. Parents or guardians as well as
004family members, please stand when your students name is called. During the 24-25 school year, 12 students throughout the district qualified for the AP Scholar with distinction award by earning an average score of at least 3.5 on all AP exam taken and scores of three or higher on five or more of these exams. The AP scholars with distinction from Goose Creek Memorial who are present tonight are Riley Bloom [Applause] All right. Next, Aush Kora. [Applause] All right, Joseph Copeki. Joseph has actually graduated and will be attending UT Austin and majoring in computer science this next year. All right. And Harun Maul from GCM. [Applause] All right. Our AP scholar with distinction from Lee High School tonight is Kenya Pñena. She will be attending University of Southern California or USC and is a political science pre-law major.
005[Applause] Okay. AP teachers and counselors dedicate many hours of their lives toward the success of these students. Some of our AP teachers and counselors may be here tonight. If you were an AP teacher or counselor, please stand that you may be recognized. I know I saw Miss Shroll earlier. She may not be okay. All right. Thank you so much. Congratulations again to our AP scholars with distinction. Y'all have a good night. >> This concludes our recognitions and acknowledgements. Congratulations to everyone recognized this evening. President Campey, I turn the meeting back over to you. >> Thank you, Mrs. David. We'll move on to item number four on the agenda, citizens participation. Mrs. Garcia, is anyone signed up to speak? Citizens participation is the time that the board will hear public concerns or public comments from those
006who 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 long 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 is reminded that he or she is limited in his or her presentation to a maximum of three minutes, which can be further limited or reduced by the presiding officer, and that he or she should respect confidentiality concerns and refrain from attacking the personal character of any individual student, staff member, or be board member in addressing concerns or comments. Pursuant to state
007law 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. I've been advised we have one person signed up to speak and that is J. Warren Singleton. If you will approach the microphone, Mr. Singleton. Secretary Guy will time you. You will have three minutes to speak. When you have one minute remaining, she will alert you one minute and the time will begin once you start speaking. Please begin with your name and the subject you're speaking on. Thank you, sir. >> Good evening. My
008name is Jay Warren Singleton and I'm a local historian, columnist, society founder and president and one of the individuals that nominated Mr. Howard Simpsons. I am speaking again on behalf of the nomination of Mr. Samson to address the delay tactics pertaining to the naming of the new fieldhouse at Stalware Stadium. It's time to put this delay tactic to rest. It's time to put this back on the agenda and bring it to a vote. Now that everyone knows uh about the delay, they know that um this is being done for a particular reason. It's not because of them wanting to know u the existence names on the building. You can put count on one hand the number of u individuals blacks who have something named after them in the goose creek buildings. We know that the
009stall taxes gives a certain group of individuals more time whites to find someone that's more qualified than Mr. Sample and so far they haven't been able to do that. Uh yes, it has turned into a black and white issue and we know this particular group's willing to do whatever it takes to make sure that another building does not get named after blacks. Folks, it's 2025, well into the 21st century. And it's time for this type of racism to end in the city of Baytown and the School Creek Consolidated Independence School District. Baytown is better than this and if not there should be. We should not name uh this fieldhouse after a former doctor or physician. Being a former Carver High School two sport athlete and a 2012 PBIL Hall of Fame track and field u
010inductee. Would someone please tell me how a doctor or a physician can motivate a group of athletes? Perhaps if they were wanting to be a doctor or a nurse, they could be motivated by them, but not not not an athlete for God's sake. The Fieldhouse um should be named after a white coach, another white coach. Uh, in my opinion, and opinion of many others, uh, white coaches hadn't done anything other than be a coach. They definitely haven't win any state championships in football. Nobody's done that. But Carver High School coaches, I want to say, uh, let's put an end to this madness. Let's put this back on the agenda and let's bring it to a vote. I previously submitted 32 uh support letters from individuals and today I submitted five support letters from five churches.
011I urge the board members to read these letters. They're very important. Thank you. >> Thank you, Mr. Singleton. We'll move on to item number five, approval of minutes. the July 14th, 2025 regular board meeting. >> I'll move to approve the minutes. >> Second. >> I have a motion by Mrs. Guy and a second by Mr. Martinez. Right. >> I think that's right. >> Okay. Do you want to say your second? >> Okay. I have a motion by Mrs. Guy and a second by Mr. Martinez to approve the minutes for July 14th, 2025. Is there any discussion? All in favor? Any opposed? Any abstensions? Showing 64 zero opposed and one abstension. Motion carries. We'll move on to item number six. Discussion items. Dr. O'Brien, I'll turn it over to you. Yes, sir. President, we have superintendent
012reports this evening. We have four of them. In fact, uh the first one will be the strategic plan update. Miss Kendall David will be presenting along with a few of the team members. Good evening again, President Campey, board members, and Dr. O'Brien. We are here today, as we do um every year um around this time to present strategic plan updates. Um I have an incredible team with me here today. My name is Kendall David. I'm the executive director of community engagement. >> Hey, good evening everybody. I'm Kevin Foxworth, area executive director. >> Good evening. Anthony Price, assistant superintendent of operations services. Bridget Clark, chief financial officer, >> and Matt Bowlinger, assistant superintendent of human resources. >> So, the purpose of this evening's presentation first is to provide an update on the 2019 2025 strategic plan.
013Um, focus areas, celebrations of the plan from last year and years prior, as well as review the proposed 2025 2030 strategic plan. you do have a copy of that draft strategic plan um in front of you just to note. But just a little background on the strategic plan. Um ultimately the strategic plan identifies primary goals and focus areas for our district. It's a living document. It's monitored by the strategic plan action team. And by living document, I mean as things um change, landscape changes. I'll give you a great example. The 2019 strategic plan of course did not account for COVID. So we had to make a lot of changes. We consistently have legislative changes that impact our work. And so I say that to tell you that the strategic plan is a living document and
014we do have an action team that that meets quarterly to review um any actions or provide any input for district initiatives. The action team this year in June conducted an extensive review of the plan and developed a 2025 uh 2030 strategic plan. Um and that work was done that action team consists of teachers, administrators, district level administrators, board members as well as community members. So to begin the process um one of the first things we did is looked at an opportunity scan. There were many many things listed um as opportunities for our district as well as threats um that we need to address within the strategic plan for the next 5 years. Some of the most common um things listed by groups on the action team were first and opportunities highquality instructional materials which Kevin
015Foxworth is going to address here in a minute. Um AI and the changing landscape with artificial intelligence, leveraging grants, um the opportunity for um leveraging the vertical alignment due to reasoning as well as increased teacher pay. A few of the threats that were noted were funding for public schools, school choice, rising discipline concerns, um aging facilities, national teacher shortages, and cyber security. So, as you see, um once we completed this process, we ensured that that there were levels in the strategic plan that address each one of these opportunities as well as threats. So as the 2019 2025 strategic plan um had five overarching areas and strategic plan goals that has not changed. We looked at um is there a need to add a goal um maybe for technology or social emotional learning, but the decision
016was made um to keep the strategic plan goals the way that they are because many of those elements are ingrained within the work that the current goals address and are within the strategic plan. So the five uh primary overarching goals are academic performance, community engagement, organizational development, operational excellence, and financial stewardship, which each of us will go over um here in just a second. >> Okay. Uh let's go over the academic performance slide here. First, our celebrations we want to go over is our CCMR, our college and career and military readiness is something that our district does a uh tremendous tremendous job at. It's really uh one of the strengths of our district. Um so we really want to celebrate that. We're at uh 90% which is a great gain from our previous year uh
017previous percentage. Uh it was a 9-point increase. Just to let you know, the state is at 76%. So it's 14 point points above the state average. So we're double digit points above state average with our college and career military readiness getting our kids. So that is a tremendous celebration for our district. Along with that um goes our goes our dual credit and our students the number of students taking our dual credit here in Goose Creek that has grown from a,000 to500 to 2100. Last year we had 2577 students taking a dual credit course. That's one out of every three high school students. So that's a tremendous accomplishment. We're very proud of that. We want to we want to continue building that kind of culture uh because we know if we can hook that kid in
018to that college class and help them be successful, we can believe we can get them a degree if that's the route they want to go. Uh scholarships is another celebration. We were at almost $28 million that our seniors earned last year here in Goose Creek. That's up $8 million from the year before. And then um another and not our last celebration, but our last one we'll mention tonight is our our graduation rate. Just to get 1% higher than the state average when you're that high on graduation rate when you're already in the 90% to go up 1% is a big deal. We when you look at the fouryear, fiveyear, and sixyear graduation rates, we're three and a half to 4.6 6 percentage points better than the state. So, tremendous things that's happening here in Goose
019Creek, although we do have some focus areas. I want to talk about that. Uh last board meeting, uh Miss Jackson mentioned academic achievement. Talked to you guys about there. There were some celebrations in that. We are closing the gap in our approaches area, but just want to reinforce what she said. We were focusing on that meets and masters and trying to raise the raise the bar at that level and get every kid not just not just our intervention kids but get all kids to move up. Then we have attendance. We're about uh another focus area. We're about 93% for the last couple years, last several years, which is right at the state average. We're not below, we're not above it. We've been we've been right at that 93%. And we want to do some really
020try try to do some better communication with our parents. Really try to hit engagement, relevancy with our lessons, trying to make that learning meaningful so kids really want to come to school. Sure, we're going to do the truency letters and communication and the 90% rule, all those things, but we want to try to also do those other strategies. Uh moving on to the strategic plan updates. That first first one says strengthen instructional outcomes by supporting teachers in the effective use of highly qualified instructional materials. And those those are those TEICSS aligned rich in content type materials real real comprehensive uh that we want those we want our teachers to have where they're focused on internalization and really helping kids understand the concepts and it goes back to getting to that meets and masters level. Second
021one was to utili utilize universal screener data to evaluate success. So we want to help those students um want to use that data not just not just to show the data but what are we doing with that data. One of the things that we're really trying to do better job at is helping kids understand their data and helping kids able to assess their own learning so that the kid can say hey what concept or we could ask a kid what concept are you do you need help with what what specific teak are you working on? So we want to transfer some of that ownership to the students and not think it's impossible that every teacher can know every teak on every single student. So we want to try to help students learn how to assess
022their own learning. Uh the next one is implement a professional development plan. So that PD that we're focusing on is going to be again back to increasing that rig that level of rigor so that we hit that meets and masters level really tying in our PLC's helping our TLC's to understand what really good pedigogy is so that when uh a teacher or staff member needs support we can help provide that support to them. And then lastly on the this side is provide early and preventative SEAL supports for all students. I think we uh we provide a lot as a district for social emotional learning. We do our student support team meetings every week. We do our guidance lessons, our character strong wellness Wednesdays. We have communities in schools. We uh we put we do student
023wellness interventionists. We have Harris Health Depelchin That. We have a lot of things that we're trying to do so that we can intervene early and help our students and our staff feel emotionally strong and support so they can be successful. >> Okay. So for the community engagement uh metrics, our celebrations first are the completion of GC 2035 for this year. um developing that full comprehensive reszone plan um as well as the long range facility plan that was developed through that committee work. Um another celebration that we're proud of is social media engagement. We continue to increase and our engagement for social media and so we know that that's where a lot of our parents are getting their information and that's where they're sharing good news about their students and their school and so that continues
024to to increase year-over-year. We just finished year two of the implementation of parent square and it's been a great tool for our campuses, our principles, our teachers and communicating with uh families and we just continue to to train and make sure that our teachers and our administrators have the resources they need for parent square in communication in general. The education foundation dollars awarded and innovative teaching grants continues to increase. This year um we increased by $80,000. So that's additional funds that are put into classrooms to support um students and teachers. And then also Hispanic outreach, just that work of making sure that our Spanish-sp speakaking families um have resources and everything that they need to feel like part of our school community. Dia Delino, this is the uh third year that we've had that event
025and we had uh over 3,000 participants, which we're really proud of. And one of the focus areas that you'll see in the strategic plan updates is to continue to increase um different ways that we're interacting with uh families that do not speak the English language. For a a primary focus area is strengthen district trust and transparency. And so as we continue to have legislative changes or changes within our school system, we're working really hard to be proactive and making sure that our parents understand what's going on in our schools and communicating that effectively. As far as the 2530 strategic plan updates, we know we're going to have to do a lot of work leveraging marketing for school choice. That's going to be a landscape that public schools have not faced um at the level that
026we know we're going to face in the in the future. Um the education foundation developed a robust strategic plan. Um they did that work this summer and so we're really focused on integrating a lot of those initiatives into our district strategic plan. And like I mentioned earlier, just continuing to expand the multilingual communication strategies and tools that we have and offer to our families. >> Okay. Good evening board. So uh the next goal is on organizational development. So I want to share a few celebrations. Uh first of all last year our retention rate went up slightly compared to the previous year from 78 to 79%. And this is a celebration because we our retention rate has not gone up since COVID. So this is the first year last year's the first year where we saw
027an increase. Wasn't a large increase but we'll take that over a decrease. Um also uh our experienced teachers are teachers with years of experience. That number also went up slightly um a little little under a percentage point from like 9.5 to 10 10 years. So on average our teachers have 10 years of experience which is um something we we want veteran teachers uh working alongside our new teachers. Our compensation continues to be very competitive. It's a it's a challenge in the area that we're in. Um but we we constantly have come to the board and and the board has been very supportive in uh teacher compensation. Uh another area that we we celebrate and we focus on is our grow your own program. So, with our with our student interns, um we had 30 interns
028last year. We have 35 going into this year as far as student interns. And this is important because we know that when they do their student teaching with us, they they uh become a part of our culture, a part of our family, and uh they're more likely to stay with us. And so, last year we hired 23 student interns into teaching positions. And that's a that's a big celebration there. Um over 90% of our teachers are fully certified. However, this is an area of of challenge because the goal needs to be 100%. And we know that with legislation coming down the pipelines next year, um that there's there there's more restrictions on on on this item in a in a market of teacher shortages. Uh we're doing all we can to find certified teachers. And
029so that's a that's a challenge there. Our focus continues to be on teacher retention and also on leadership development. We have two uh administrator pipeline programs that the our AEDs run those programs. One is called lead and the other one is called pathways and that both of those programs have been restructured uh this year to make them more intentional to make sure that whenever we have vacancies with assistant principles or with principles that we have a pipeline of uh of next batter up, next person ready to to take that leadership position. And so we're that's an area of emphasis. Um, two years ago, we we won a grant where we we had teacher residencies where we had teachers who were able to get paid to to be an interim administrator, so to speak. And out
030of the eight uh teachers who completed that program, seven were hired as administrators the following year. And so that that was a program that was funded and that funding went away. But we know if we can find more ideas of that nature that that was proven to be successful. And so, um, as far as the updates for for the next five years, leadership development, uh, we had a retention task force last year, we had a committee that met several times last year to talk about what we're doing well as far as teacher retention and what we can do to improve and we share that information with the board last year and then also making sure that we get TIA approved uh, this coming year as well. >> Good evening. Going to talk about operational excellence.
031Some of our celebrations was the decrease in safety and security incidents. Now, that's a big celebration because anytime we can celebrate safety, that's a big celebration for our school district. We're also going to talk about energy efficient systems and programs as well as uh maintenance costs per student. All of those were celebrations. We did have a slight increase in maintenance costs per student, but due to all the things that were going on this past year, that's still a victory or a celebration that we want to have. Also, cy cyber cyber security uh defense. We added that to our arsenal for safety and that's turned out great as well. Focus areas, we want to work on work order completed within zero to 15 days. These are our routine work orders, but we want to get them.
032We're at 77% getting those completed within um 15 days. We want to get that that number down for better completion rates of our work orders that are turned in. That brings us up to our uh plan updates. Establish a preventative maintenance program. We want to work on uh a P a PM program across the district. Uh it's a little difficult now because right now we are still fighting the uh reduction in manpower and so we're still working on some of those things to get those numbers up so we can get that program up and running, leverage the long-term range uh facility plan uh for decision making and expand our police and security training opportunities. So those are uh long plan updates. >> Good evening. Now we'll talk about financial stewardship. So, some of the celebrations
033that we'd like to discuss are, of course, our AAA bond rating. We want to maintain that so we're able to keep our debt carrying costs low. Um, we've been waiting for the Fed to reduce um interest rates, but they have been sticky. So, we uh we continue to watch that, but we're hopeful that um at least by the end of the year, maybe early next year, we'll be seeing some decreases in um in the federal funds rate. Also, um the financial integrity rating system of Texas score, we've received a superior rating, which is the highest rating for 21 consecutive years. That's the state level um financial uh rating system. Also, we've received um the governor uh government finance officers association award for 26 years for excellence in financial reporting. Also from the association of school
034business officials, we've received it for 30 consecutive years for financial reporting. Um, also we've received unmodified audit opin opinions for our u financials for um many many years in a row and that's the top um audit uh reports. Obviously, some uh to-do list uh for school districts across the state is going to be budget deficit um address addressing that. Um we did not receive the increase in basic aotment like we were hoping. That would have helped us um you know fill the gap there, but we certainly were grateful that we did get the teacher raises and and some increases there. But again, it really doesn't address the budget deficit that most school districts are experiencing across the state. So, um, some next steps, we want to ensure transparent communication of legislative changes. We have a
035special session that's underway. Um, we've had some activity um today and in the last couple of days with that and um the governor's uh priority list is uh because of some folks leaving the state um he's not able to have a quorum. So, um, some of his bills and some of his priorities, you know, are not going to be able to be addressed. So, if those individuals stay out of the state, um, until because the special session lasts 30 days, if they were to stay out until the 30 days is up, he would have to call another session and so on and so forth. We saw in in sessions past where they did do consecutive sessions. So, we'll have to keep our eyes peeled on that. Um, also, there are multiple property tax relief bills
036um on his agenda as well. So, we're keeping an eye on that. Um, we'd also like to develop and maintain a long range or continue our long range capital improvement plan just because we don't have um, you know, our bonds are winding down. The capital needs continue. Um, you know, schools need things, roofs, you know, need things. Um, you know, we have equipment, you know, major equipment that that needs replacement um, and so forth. So, the needs continue whether or not we still um, have bond funds or not. So, we constantly are trying to manage that and and make the most of that. Um, we also want to align our campus improvement plan and our district improvement plan with financial stewardship goals. We want to make sure to get as many resources as possible allocated
037to the classroom. That's that's really the main goal there. And also, of course, we want to look for other alternative funding sources through grants and other uh other means. So, that is the financial stewardship in a nutshell. >> Thank you, Bridget. Okay, so what are next steps? So, first is uh board review and consideration of approval at the September board meeting of the 2025 2030 strategic plan. And like I said at the beginning, you do have a copy of the plan uh with you this evening. The biggest part of the strategic plan is really to communicate our goals to our stakeholders. um make sure that everyone in our district understands our district goals and priorities and the vision for the future. And that um goes along with, you know, talking to principles, leaders, uh having
038conversations and and relating all of our data back in executive counsel, um also talking with um district administrators to make sure that they know that that the goals that we have set forth in our district, um everyone's working as a collective towards those goals. And then last um of course continue the work of the strategic plan action team. And again this committee evaluates the progress and identifies areas of improvement, recommends updates um based on the data, feedback and changing circumstances. So continue that quarterly strategic plan action team work. All right, any questions? Anybody can question Mr. Foxworth on your presentation on dual credits, you know, and and our district have a big makeup of our, you know, the majority of Hispanic and then secondly, economically, socially disadvantaged. How are we helping our students who fall
039in those categories to be able to participate in our dual credit? Are we, you know, because it is a feed to that and just wanted to kind of know as because I've had parents that ask. So >> yeah, >> how do we how are we making sure? >> Yeah, that communication is absolutely key and and trying to really build that culture of the school, trying to help teachers really know what's being offered so that they can can communicate it to the students. Now, the college and career counselor and that team, that whole college team does a great job calling in kids whether they're at risk, whether they're economically disadvantaged. Th those are the kids. I mean, we want to hit all kids, >> right? >> And we definitely want to hit those kids and try
040to like like I said earlier, we want to hook them. We want to let them know that look, you can take a college class and you can do it. You can pass it. So So they can so they believe so they start to believe and they get excited and they go, you know what, I can I can walk out of this place core complete with 42 college hours or 12 college hours. It doesn't matter. But we're we're working to build that culture all throughout the school that the from the principal to everybody to help them so everybody can communicate to kids whether it's through messaging through parents through uh me meetings with parents at night in the auditorium inviting them out giving information so that we get those kids involved. >> Have we seen an
041increase with those efforts been in our numbers for our minority students to participate in? Yes, absolutely. We have especially we've we've we stand out. Miss Jackson has been uh we've been recognized by Columbia University. >> I'm actually going to get into your questions on the next presentation. >> Okay. >> Sorry. Okay. All right. >> But but yes, >> thank you, Mr. Fox. >> Goose Creek has been a standout for uh exactly what you're asking. And um Miss Jackson, we're gonna you're going to talk a little bit about like the cost for students in your presentation. Okay. Well, I'll save that question. Thank you. >> Thank you. >> All right. Mr. Foxworth, before you give that microphone up, let's talk CCMR one more time. Yes, sir. >> Because we we meet with our peers in the
042state uh throughout the state at conferences and this is something that our a lot of school districts challenge are challenged by. >> Throw that celebration out there one more time. What are our numbers? Our CC. we were at 90%. So, thank you, Mr. Campy. I I appreciate you saying we're doing outstanding things. Tremendously hard uh to help our kids be college ready and career ready. And Leah Miller and her team do a tremendous job. the counselors do a tremendous job really helping tracking those kids to make sure they're getting the industry based certifications or whether it's the Texas success initiative assessment whether it's SAT uh whether it's a dual credit that they get they get it where they're considered college ready or career ready so they don't go to college and have to take remedial
043courses and have to take all these courses before they can even start getting real credit they come in ready to go and they go into an industry certified and ready to go. So we do a great job double digits ahead of the state 14 points 14 points ahead of the state. So >> we we are leaps and bounds above in that area and I congratulate >> you and the whole team on that. That's something to be very proud of and and I just wanted to celebrate that one more time. >> Yeah. >> Are there any further questions for this panel? >> Yeah. uh talk to me about academic achievement and how you're going to raise the bar a little bit in specific. >> Sure. Sure. So, one of the things we're really we're really believing
044that the blue bonnet curriculum is going to make a difference. We have a mirror uh that we are utilizing. It's a AI program that's going to give immediate feedback to students. Um they're not going to have to wait on that feedback. It's going to be instantaneous. Um, another strategy that we're really trying to do with the principles, as I said earlier, is help students assess their own learning. So that so that so it's not you, Mr. Renteria, where you know every single kid and every teak and every concept that's impossible to ask of you. But if you can if we can teach our kids how to understand their own learning and what to do the next steps, we believe we can make great increases. research and evidence evidence-based strategies say we're going to make great
045grounds and great increases in doing so. So those are some of the things. >> Okay. Yeah, >> a great great question. I think our board as a whole is looking are are looking at that is our board is looking at that and that will be a focus of this board. Any further questions for this panel? >> Dr. Brent, you can excuse your excuse your panel and move. >> Thank you. Great presentations. Our next presentation will be led by Miss Carrie Smith. >> I was so excited. >> You're jumping. You're jumping the gun here. Miss Carrie Smith, the student code of conduct. >> I like your motivation. I like We'll go ahead and stick to the order. >> You're the boss. >> All right, let me get out of this. [Music] Miss Smith will be presenting
046to the board and our community this evening some of the changes brought on by this legislative session and uh she'll be covering some of those in detail for everyone's knowledge. >> Okay. Good evening uh Mr. Campzy School Board and Dr. O'Brien. So this evening I am presenting on the 202526 uh student code of conduct that must be board approved. Um, and school starts Monday thanks to the 89th legislative session. We had lots of changes as y'all know, some of which are still being dissected as we speak. So, um, you should have all received that, I believe, last Monday, uh, for review. um and changes basically. Um, and a quick overview was the campus behavior coordinators, um, parental rights and responsibilities, personal communication devices, updated the levels of behavior, um, formal teacher removal, ISS, out of
047school suspension, discipline of special education students, academic dishonesty, FURPA, network guidelines, data incident reporting, communication between employees, students, and parents, technology technology resources, GCC ISD student device guidelines with parent guardian guidelines, acceptable use for personal devices, and the glossery had a pretty big overhaul as well. So, of course, the big one that is on um everyone's mind is our House Bill 1481, personal communication devices. So, um, I used TASBY's guidance, um, based on their webinar that they had, and this was, uh, the wording that they chose since we were not purchasing pouches. Um, so they had two two ways you could word things. Um, so, possession of personal communication devices. Students shall not use personal communication devices including but not limited to telephones, cell phones, smartphone or flip phone, smartwatch, tablet, laptop, radio device, paging
048device, smart glasses, earbuds, headphones with the exception for instructional use, or any other personal electronic device on school property during the school day and shall store the device in accordance with the method of storage established by the district. The district may authorize the use of personal communication devices for the following reasons. To implement an individual individualized education program IEP or for a plan created under 504 or a similar program or plan with documented need based on a directive from a qualified physician or to comply with a health or safety requirement imposed by law or as part of our district safety protocol. the use of district-owned and or issued communication devices, including but not limited to tablets, laptops, computers, headphones, or any other district-owned and/or issued electronic device is approved for instructional purposes during the school
049day. Inappropriate use of personal communication device during the school day will result in disciplinary action in accordance with our student code of conduct. The disciplinary actions proposed would be for the first offense the parent or guardian must pick up the item and it would be one day of ISS. The second offense would be the parent or guardian would pick up the item and it would be two days ISS. The third offense would be the parent or guardian would pick up the item with three days ISS. And fourth, in subsequent uh offenses, the parent or guardian must pick up the device, and it would be a three-day suspension and a 15-day placement at DAP. Designating a method for the storage of a p student's personal communication device while the student is on school property during the
050school day would be limited to a backpack or purse. Um, we did designate the times um, during that school day. For our tier 1 campuses, it would be 6:50 to 250, which is 30 minutes before um, the first instructional bell along to end at 2:50. Um, for tier 2, it's 7:30 to 3:30 and tier 3 would be 8:10 to 4:10. Um, at this point, um, pending your approval this evening, I will be creating slides, uh, for the campuses to incorporate in their class meetings, and that same message will be sent to every campus, um, for consistency across the district. >> Oh, yes, sir. Yes, sir. Okay. Yes, sir. >> Why are we limited the storage for these things just to their backpacks and their purses? I thought that the legislation read that they're not to
051bring them to school at all. That's what I thought I read. >> You had to pick. Either we said absolutely no cell. >> We have to pick. You're saying >> either absolutely no cell phones are allowed on school campus. >> So why didn't you put that up there is just a question because you all you did was put purse in a backpack. So that limits us to person of person a backpack >> because we have to have a Wasn't the third one up there saying we don't let them bring them to school at all >> because you had to pick one or the other. If we chose if the decision tonight is to not allow cell phones at all, then the communication would be sent out that they will not be allowed to have them
052on their person at all. >> I get it. >> And so either it was either or. You either did not allow them on school property at all or you had to devise this situation where we would have to provide a storage >> again. So why wasn't it up there? We don't allow it on campus at all. >> So the intention I think of the legislation was that they would not be available to be used in any form or fashion during the instructional day. So what the option that she's proposing does is allows children to communicate with parents before the school day, before the instructional day, and then again after the instructional day. The answer though to those questions that students often talk to parents about during the day, do I have band practice today? Are
053we is it a rain out for the baseball game? Those types of things will still allow students to communicate via email uh with the districts iPad. So, there still will be a form of communication with parents during the school day uh appropriate use of the iPad that's been school district administered to them. But many parents express concern that they um want to have that access after the instructional day and that law only pertains to the instructional day. >> I'm not sure I agree with you, Random, but I hear you. >> Can I say I'm not a fan of them being able to email during the day either. I think that kind of negates the purpose of no cell phones. >> That's right. But if you one of the parents arguments is that if they're not
054allowed to have their cell phone on campus at all when they get out of practice in the evening, they have no way to call home or what if they don't have a ride show up. There's absolutely no way for a child to communicate with their parent. >> I agree with that. I agree with them being able to keep them on their in their backpacks or purse or whatever because a lot of kids stay after school for tutorials or extracurriculars or whatever. Um, but it's the the email in during the day. I'm not >> one of the things >> when I was in the office, they would allow us to go to the office and say, "Hey, can I use the phone?" >> What happened to that? They can't just go ask somebody to use the
055phone >> at 6:00 at night. There's not going to be anybody around. >> And during the day, it would be a disruption to their they only have four minutes to get from one class to the next. So, um, >> as the policy states, it would be in effect during the times listed for tier one, two, and three. anything outside those times would be uh they'd be available to use it. >> Yes, sir. >> What what I've heard from uh parents is that, you know, that's a way of parents keeping track of where their children are through location apps and especially for the the students that drive vehicles. U they know where they're at. They're at school. Well, the alternative was to provide, as she uh referenced, a storage facility that we would be responsible for.
056To us, instructionally speaking, we viewed it as time consuming for every classroom teacher to check the phone in to a shoe horn or whatever they some districts are allowing them to do uh and then to redistribute them at the end of the period and then it's on their body to the next period. We just did not see that being the intent of the law. The intent of the law is no phones period from bell one to bell last and that's our that's our effort with some uh consideration for parents who wish to talk to the kids before and after instruction. >> Okay. >> But we are here to hear the board's will this evening >> since we had that discussion in there. One of the things that um that since this is all this discussion
057was brought about I think that we're going to have to look at you know what with going forward is to have a um make sure it's consistency about implementing uh the new policy. So with us here and what we're saying too, I think consistency will matter. >> And um that's just a point that I wanted to make of that. And um secondly, my question would be since we have this discussion, would teachers and school administrators receive extra training to prepare them for potential student and and and parent backlash? So, have we did that as a district to look at those things and and as we're doing getting ready for the new year and any training that we've done because it's going to be some issues, you know, and and backlash for that. So, are we
058preparing our teachers and especially vice principles who all the disciplinary falls on them, you know, >> I've already met with all of our assistant principles and student support administrators. We met a week ago. Um, we've already discussed all the various situations. Um, and the message that was sent today to the teachers, um, I provided three slides minus the, um, consequences because, as I stated, that has to be board approved. So, um, this was the proposal that we were going with. Um, if a student has a cell phone in the classroom, they are to call the office and either a security officer or an administrator will come and retrieve the student andor the phone. Um, the teachers will not be um, having to deal with the phones. No, ma'am. >> Thank you. I'm glad. >> Yes.
059>> No. >> We wanted to not interrupt as Dr. O'Brien said the instructional process. It is simply call the office and they will be handling the situation. >> I'm glad we thought about that. >> Yes, sir. >> Thank you. >> Yes, ma'am. >> And you're presented. So, I had asked you the question. So, I wasn't you was just kind of how come my third option wasn't up there, but I will. >> Okay. >> I know if I was a student, I'd die without my phone. I'd be like, >> that's why we need to make sure >> Yes. Our our we are planning um like I said um is pending your approval this evening. Uh communication is set to go out to uh the community first thing in the morning. I've already worked with Miss David
060and Miss Bonds. So, we have it ready to go upon your approval. And um that will be conveyed. As I stated, the slides will be ready uh for class meetings next week. Um and that communication will go out. We obviously are going to work with students the first week of school as it is a transition for everyone. Um so we will be having constant reminders. Those class meetings that they have, we'll convey that information directly and the plan is on Monday the 18th. It is in full force, but we are going to give at least that first week as we have new students enrolling. >> You know, we we asked Foxworth about how we're going to get to this academic raising. This is one of the ways right here if you ask me all the
061distractions and you know besides all the learning >> our teachers will be excited not to see earbuds in their ears and things of that nature. But while we're at it, Mr. Renteria, do you want ISS when we take up your phone or do you want OSS? >> Anyway, >> at that point I it ain't gonna matter. >> If I'm in trouble, I'm in trouble. So, um this uh next slide is again um just a review of the um consequences for those offenses. On the right hand side, I did um I know it's blurry, but that is a letter that will be um done. Every time a student has the item picked up, the parent will come up and sign based on the number of the offense um and the date of their assignment. So the
062parent will receive a copy of that. We will also upload a copy and review 360. So therefore, we have a record when the parent maybe questions. They'll know this is the third offense. No, ma'am, it's the fourth offense. We here's the three others that you've signed. >> I want to make a suggestion right here on these things right here. I know that I think we're missing a big opportunity because I remember back in the day when I was an educator if you will, but we used to when we take up their phone and then they'd have to pay 15 bucks to get it back >> and then they >> un fortunately um senate or the house bill um does not allow for cost. Um I was explaining to Dr. Brian, >> some of the school
063districts started that action plan to make it $25, $50, and $100, >> I think, in the Dallas region. And uh they were um revoked with the clarification from the House. >> TASBY came back in fact that we were in the middle of the webinar and they had to come back and say, "We apologize. There was a typo. The law states you cannot charge." And so therefore, um they revoked that. And so all those that had already gone to their school boards had to go back and revise their revise their plans. They got a little too antsy. >> Hypothetically, I'm a teacher. I got a kid call uh comes up to me and I got a cell and they say, "Well, I need to make this call to my parents for blah blah this." And the
064teacher lets the kid make the call. What is But I'm saying what is the >> the teacher goes to ISS? No. >> Well, but that's what I'm concerned with. I'm just >> I don't asking a hypothetical question. >> The administrators will be addressing teachers on an individual basis >> um for discussion >> andor reprimand if needed. >> Are they required to you know cut off their phone, put their phone away? This is a student code of conduct. >> Okay. But I know that but I'm saying >> don't No, sir. >> There you go. >> I think what Mr. Samson is saying that if the rules apply to students, they apply to teachers as well. >> Um and by this policy that >> well that's flawed in a whole lot of different ways, but not not
065really time to address all of the ways in which that would be flawed, but um >> I understand the sentiment behind it. Yes, >> I think you said it right. student, >> right? And this bill addresses students. It's not teachers. >> So, I agree with that. I I I think equity and fairness of the administration of this rule is very important. >> I don't know if you're maybe it's on your next slide, but there is an exception. Have you gotten to the exception? >> Oh, that was on this slide right here. >> I'm sorry. the IEP um or under 504 and then our uh directives from a qualified physician. And I've worked with uh our nurse coordinator, nurse Pena, and we will be um addressing that with a significant um notation with our health service
066symbol on the ID badges of our students that would need their phones. That way if they are stopped in the hallway or their teachers would obviously be aware because the nurse sends that notification but maybe there's a sub we are creating a unique um sticker that will be placed on their ID badge. So, >> but the use of the phone would be just for that medical purpose only, not for >> We have several um obviously diabetics, more than several, but they have Dexcoms. Um I just met with the nurses last Friday as well, and we discussed those. Um we also have some heart related that we have students that wear the smart watches due to um heart conditions that monitor their EKGs. So, >> any more questions? Okay. >> Thank you, Miss Smith. >> All
067right. You're welcome. >> And this item is number three under the consent agenda. >> Who is number three on the superintendent reports would be advanced academics and CTE updates. You are welcome, ma'am. Bring your team and be sure everyone introduces themselves. >> I was excited. You're good. Okay. Good afternoon, uh, President Campey and school board members. Um, Dr. O'Brien's missing an action now, but um, I have a team with us again. We do have one new person that you didn't meet last week. We have Dr. RmIrez, Miss Miller, and Amy Henderson. And Ellie, you want to introduce yourself? Say something about yourself a little bit. It's your first time up here. Hi, I'm Emily Olivier. I'm the new associate director for secondary or I'm sorry for K12 science and health >> and Miss Felushi is
068also back with us today. So, we're going to go through our advanced academics update for you and I will handle the district overview. If you look here, um this is how we did in our AP data and this is how we did in our dual credit. I'll go into a little bit. I am going to tell you that I tried to model this uh PowerPoint presentation for y'all kind of like we did last week. So I would love to hear any feedback from you. Um we tried to keep it very simple and very straightforward with the subject. So um overall you can see um for your knowledge in 2023 we took a deep dive in our concern about our low AP scores. So we really took a deep dive. Some of you were part of
069those conversations and we really had a hard focus and so you can see we were running pretty stagnant um 21 22 and 23 and then we really overhauled and made some uh big adjustments which I think we're seeing some benefits. So we've gone up from um 28% passing which is a three or better on that AP exam to close to 50% passing. So we're excited about the growth in APs. Um, and our dual credit, we were uh really working postcoid in 21. We were still outperforming the state and the district and our students that were in dual credit and we were running at 90% pass rate for the students who were enrolled. And then you will see we put in some efforts in 22 to make sure um kind of to answer your question earlier,
070Miss Bratams, um we have tutors assigned to those kids. We're predominantly hiring our uh students that are currently at Lee College to be our AVID tutors predominantly and then we have uh dual credit facilitators and then y'all have also allowed us to have some dual shared advisors that we partner with Lee College and they actually have to um to advise every single student. So those measures that we've taken in place has gotten us up to a 95% pass rate for all of our dual credit. we outperform Lee College adult students in their passing rate. Um while uh I was not allowed to come up and cheat first, I did get you some numbers, MR Tims. And um our numbers that you're looking at, we have 81% of our students that are taking dual credit are
071of color, Hispanic and African-American. we primarily really target to match what our demographics are. Only 13 and a half% of our students are actually white. And so, um, they do mimic our district guidelines. And another thing is the fast law took effect. So our economically disadvantaged usually sits around 76% and we have about 67 to 70% of the students who are enrolled in dual credit that are uh qualified for free and reduced lunch within the last four years and they're absolutely free. All all tuition, uh books, everything is free for those students. If you do not qualify, then what we do as a district, we charge $50 a semester. So, it's very um uh lower cost than what you would if you just walked in because it's usually about 150 a semester or a class.
072Does that answer your question? >> Yes. >> Right. If you qualify. And so one of the things I really want to brag on um actually Jennifer Fiero did it at her campus and it was a major great uh producer. She actually sent out information to all of her junior high and said, "Hey, if you fill out this free reduced lunch form and you qualify, this is going to give you a free assistance to take SAT and free dual credit if you qualify because it goes for the last four years. So if I'm a sixth grader, it could give me ninth grade free classes for dual credit. So she had a great impact. So we're actually rolling that out to all the junior highs. It's a way to get our parents to actually some of them
073don't want to respond, but when you're saying this free and reduced lunch form isn't just for your lunch. It could mean free college tuition for you. You're welcome. So, our dual credit uh numbers of students, what I wanted you to see is um we focus on several areas. We believe that CTE uh dual credit is just as important as academic dual credit. And we have in this area, we have kids that are uh coming out with associates degrees in welding and and pot fitting that are making way more money than we'll ever make up here. So, um, looking at our level one and level two, and we are targeting HVAC as a big push that we're doing, and then we have all of our programs at Steuart Career and things that y'all know, but HVAC
074is our newest one in maritime. So, we've gone up from 89 to 150 level one or level two higher ed certifications. So, this could be through HCC, it could be through the MAR technical or college, but they are higher ed institute. And then uh we've gone from core complete which is 4 uh2 hours and those are a basket of core classes that are accepted at any university in the state of Texas that's a public. So it doesn't matter if you're going to Texas A&M, you're going to UT, you're going to Lamar UFH, they have to accept all of those as a core. Now the catch is you got to get the core. You got to do it all. and so they take it and then um so we've gone from 50 uh from 20 to
07555 and then associates degrees is a real target especially when we're talking about Stuart career and impact that has been a huge focus for Dr. Brian and I, we've uh lived through a lot of real uh trying to brainstorm and figure out how we we are going to get that to done. So, we have to have really tight pathways. Some of our students have to take some mini masters in order to make that happen. But those are about 62 hours of college. So, that's impressive that we have 122 kids this last year that graduated with that degree. So, celebrations, I think this is what I really want you to hear out of everything on the celebrations is that we actually took the six uh six universities that our kids attend the most through the national
076clearing house. And for your information, that would be uh Clear Lake, uh downtown, uh Sam Houston, SFA, Lamar. Um those are the main universities that we look at and yeah, Maine, sorry. all three of the uh actually were and so um what we did is we took the co the regular hours what's the average of their college hours per semester or per hour and we calculated that so the students that you saw with associates degrees equal $569,000740 saved for the families of this community by what we do that is huge in the core complete that's a savings of $22,000 this last year and on ramps courses is another $270,000 saved. So if you go down um we we did talk about AP and you'll notice that we have seen over the last couple years a
07721% growth in our AP scores. So that's a real uh you know because that also equates to money saved for our our families if they get that three or better. So opportunities back to what you said it is a constant reminder that we have to make sure that we're removing barriers for dual credit that we are really targeting not just the academic kid who intends to go to&m or to uh but we're targeting that kid that may be a Hback kid or somebody who wants to be in our community. And then we want to make sure that we are expanding our high school options into junior high. We know that junior high is where the key is. That's where they have to make those decisions. And if you're going to get a 42-hour or you're
078going to get an associates degree, you have to start that in the ninth grade. You have to come in ready to go in gear. And then strengthen our AP courses, our STEM ones. And so I'm I'm really excited to say today we were noticed uh I haven't even told Dr. O'Brien this. Um we received notice that we did get the Noah artist boat grant and that is going to be uh really focused. We'll have an EPA uh component to that that will focus on our AP environmental science classes that we're really excited about that will offer hands-on uh training for our students. And then we have one junior high which will be CBJ that's going to be that was selected to do some uh really strengthening some hands-on courses working with university and with Noah
079and with the artist boat out of Galveastston and they will work with their science classes. So very excited about that. And then uh universities have putting it have been really strategic about making sure that the kids that are going in now have cal if they're going into a STEM major. And so we really have to make sure that our kids are taking dual credit cal AP cal and they've got that before they leave. So, we had summer courses this summer for the kids that had already graduated, but we're recreating those pathways and that is an opportunity for us to ensure our students are getting calculus before they graduate for our STEM kids. And then um increasing administrator training and them understanding what's expected of the AP classes and knowing what to look for when they
080walk in those classrooms. Any question before I move it to uh Shannon? Okay. Um so our gifted and talented student population um we target the uh top the state targets the top two to 3% of students um as you can see and we we have increased our students that are identified as gifted and talented. Uh we went from 1741 last year to over 1,800 this year. We're at 1888. Um that's 147 additional students who we were able to successfully identify as gifted and talented. >> They're both they're identified and they are. So um some some of the things that we did for our gifted and talented program starting a couple years ago is we migrated our testing procedures from a fully paperbased test to online testing. um those give us instantaneous results in or 30
081minutes or so actually. So we're able to identify those students and move them forward in that testing process much more quickly than we did in the past. Uh which enabled us to go to my second bullet which is started kindergarten GT program earlier. So, traditionally, we've started that kindergarten GT students on the first day of the second semester in January when they returned from our winter break. So, that was a huge huge celebration for us this year, which means we got extra funding. So, um that was a huge huge goal for us and our students were so so excited about it. Um, that also leads me to our Texas performance standard showcase, which means that our kindergarten students were able to participate that in that this past year and they did their research project over
082the entire semester, as well as all of our first our kindred through fifth grade students with that showcase. Um, also we've had long-standing success with our summer camps for our gifted and talented population in coding and rocketry. And if you've never been to one of those, I'll make sure that I get you out to one next year so that you can watch them launch those rockets or do the coding because it's really neat to see. Um some opportunities that we do have though are um always constantly strategizing ways to increase our indidification of our GT students. We don't want to miss any of them. Um we are increasing planning opportunities for our gifted and talented teachers because they are singletons on their campuses. We have one first grade GT teacher, one second grade on each
083campus. Um, we want to expand our projectbased learning for enrichment and collaboration. And we are in the process of redesigning the spring showcase to include more student choice rather than have it prescripted. This is what project you will be doing. We would like for our students to have more of a say so in what they're doing. And that brings me to on-ramps. So this past year we had 243 students enrolled in 437 on-ramps courses. And if you're unfamiliar with on-ramps, on-ramps is the University of Texas's dual credit. It's a year-long course. The first semester of that course is for high school credit, and the second semester earns them college credit. What's unique about the University of Texas is the student has the opportunity to choose to take that credit and earn those hours or not
084earn the hours. so that they don't get transcripted if the student chooses for them not to be. Um, so one of the big wins that we have is our chemistry pass rate is at 99% and our physics one pass rate is at 94% and those are two courses that we migrated from AP to on-ramps because of the pass rate and students are very successful in those courses. So I wanted to make sure that I pointed that out to y'all. Do you have questions for me over at gifted and talented or on-ramps before I move forward? I have an on-ramps question. >> Sure. >> For the college algebra that's a little bit concerning. Are we do we have too many kids in there that really shouldn't be in there or would it make more sense to
085do the dual do a dual credit option? So, we had one course on one campus and we have looked at that and we have moved forward with with migrating those students into a dual credit option. >> Okay. Okay. It is. It is extremely different. You're absolutely right. >> We had one class on one campus. Um we had seven 17. Yeah. Right. >> Which the smaller sample size also skews the data. >> Exactly. I thought I was out of order because I didn't I spoke too fast. On our gifted intelligent students, I'm just wondering of those students that that started in our preK3 are now moving into those K uh first graders. So, do you have a percentage of those kids uh from that? >> Yes. Um Dr. Brian got tired of me blowing his phone
086up on a Saturday one day because that's when we got the data, but it's over 80% of the students who were identified with GT actually attended our prek program. So, it's a it's a huge correlation and that speaks volumes um for for what the work that that y'all have driven home in this district. And so we are we're really getting to the point where we need to shout that from the rooftops because a lot of people think oh well why early childhood? Well that's why and so those kids are reaping a lot of benefits from that program. >> Good. And thank you because I think that and also the teachers and they work really hard and and the staff from that program work really hard. >> I think 83 celebrate that. >> Yeah we should
087celebrate that >> because that they work really hard with the kids. How some of those people got >> So, we did see on the teachers who performed on the TIA that first year it came through, we had a whole lot of our early childhood teachers because of the growth those kids had that received that TIA designation. >> I have another question. Sorry. on the pre-cal. I know we've talked about you the AP pre-cal had great success this year. So, are we going to move those kids over to AP instead of on ramps? >> Yes, we were really excited. Well, you know, we're really excited about the pre-cal, but that was the first year that we did that. So, we see that this is one of those also adjustments we need to be strategic because everything
088that we do is cost to the district. So we need to get the biggest um return for our investment anymore. Okay, I'm going to move it to Sarah Flushi. >> Hello. So I'm going to present on English language arts and um we're going to then go into the different content areas. Some of the things that apply to English language arts apply to the other content areas as well. So I'll go into a deep dive on a couple of pieces on the next slide that will apply to the other contents. So first with regard to our advanced placement English courses, you can see that we are trending upward uh from last year with regard to the percentage of students that received threes, fours, and fives. So that's what this data is showing, the percentage of students
089that received threes, fours, and fives on the AP language and AP literature assessments. And so we're really excited about that. And we'll talk about some of the contributing factors to that on the next slide. With regard to dual credit, you can see that um the percentage of students receiving credit for dual credit um 1301 1302 is considerably higher than the AP courses. Um and so a lot of people would ask, well, why are we not prioritizing the dual credit um courses the way that we're talking about with pre-cal? Um and the truth is that because of limitations set forth by excess credit guidelines, we're not able to offer um dual credit both in the English 3 and English 4 year. And so the alternative is we can offer that dual credit 1301 1302 once, but
090then we have to also offer an AP alternative for that fourth English credit or third depending on the path that the student is on. And so that's why you see data in both places for us. And yet we are excited that we're seeing gains in AP and we have some goals moving forward as well. So with regard to celebrations, I know you heard um Mr. Foxworth talking about Blue Bonnet Learning. We are really excited about the way that it provides enrichments for all students. Those are embedded and that's a big training piece for us this year is making sure that the students or the teachers in grades K5 know how to push student thinking with that product with that um HQIM or high quality instructional material. And then another celebration for us, we introduced Albert
091IO which is an instructional online platform for AP last year. Um we introduced it. So that's a celebration because it was so wellreceived and used. that we're really excited to start the year with that program and have it all year long and really be able to measure um the impact that it's having on student outcomes. In addition, another celebration is AP classroom. Both of these tools provide more what we call atbats or um opportunities for students to practice with this advanced learning and AP classroom. you can show um very much that the students who are engaging more with that platform, the teachers that are accessing that information more have better scores. It's it's just very much just very clear. And so with that in mind, something that Miss Ramirez has done that's been wonderful is
092she's been uh transparent quarterly with our campus principles about teacher usage because it's not enough to just know that we have access to it. we have to know that we're using it, especially since we know that it works. And so she's sharing that data with district leaders and with campus principles um to help make sure that it's happening. And then another celebration for us was um an AP English language, which historically is one of the harder AP tests for English. Uh we had 31% growth at GCM. So much so that u there we are seeing them outperform the national average. So that kind of takes us to the opportunities. We know that in places some of our AP teachers are outperforming other AP teachers. We have to let them network. We have to let them
093PLC together so that they can build on each other's skill set, whether they're AP or a dual credit teacher. But another opportunity is really working on vertical alignment and building backwards from those AP classes. The skills, especially with AP language, are very challenging. They're about rhetoric and composition and things the kids never encounter by going through the normal standard of the TEACS. And so we need those AP teachers and dual credit teachers to sit down not just with each other to collaborate, but with the honors teachers in high school and in middle school, building backwards to help those honors teachers understand the skills and how to teach the skills that are going to be essential for success on that AP test. Um, also that means having PD ladders in place for your GT and your
094honors teachers. They need to know which skills they need to pre-teach, but they also need to know how to teach them. And so working on those professional development ladders is going to be really important for our work ahead. Um, we also want to collaborate with other districts on their GT and honors models. We see GT and honors being done really well in several other places and we see certain programs standing out with regard to language arts. And so Mr. Ramirez and I have already met once. We're meeting again this month because we want to network with those districts and we want to replicate and scale those good practices elsewhere here in Goose Creek. And then we also want to talk about our assessment practices that help to build um stamina, testing stamina for our students.
095we hear people talk about a lot there's this testing fatigue that happens with a lot of our our students, not just those AP students. I'm talking about GT and honor students as well. And there are some practices that we can do locally for our local assessments that might help build that testing stamina. So, for instance, they say that if the hardest test the student has to take has A through D on that assessment, we'll put A through E on all your local assessments for those students. And then when they sit down to that star test, which is a A through D, it's like this is easy. I've been doing stuff way harder all year long. And so looking for those ways to locally build testing stamina is something that we're hearing teachers have a call
096for as well. So those are the big um celebrations and opportunities for language arts. Does anybody have any specific questions for that content? We're really excited for what's coming down the line. So, thank you. >> Okay. Good evening, Amy Henderson with math. I'm going to give you some math data now. Um, for our advanced uh AP courses, uh we did have a great increase. Uh the students that scored threes, fours, and fives were at 62%. Up from 35% the year before. So that's pretty exciting. Um and our dual credit is sitting at about 97% pass rate. So that's that's great. Some of our celebrations are um this was our first year to have AP pre-cal. We had a 79% district pass rate, which was above the state pass rate of 73%. And actually at GCM
097their pass rate was 98%. So that was really exciting. Um for AP Statistics we had a 71% district pass rate which is above the state pass rate of 52%. And for AP Calculusab AB we did close the gap with the state. We were about 29 gap points away in 2024 and we were 12 gap points away in 2025. So, we closed that gap significantly. So, we're excited about that. And then our dual credit credit math opportunities and enrollment are steadily rising after we had a prior decline. So, we have a lot of celebrating to do uh in math for this area. Some opportunities that we have are to continue to expand support for students in the college level dual credit math. Uh we want to continue to enhance AP math support using that Albert IO.
098Uh we are going to be working on creating a new accelerated math pathway in middle school that will allow students to actually enroll in geometry in 8th grade so that they are meeting that major university requirement of being calculus ready. Uh we do have new middle school advanced math taks that are going into effect this year for grades six through eight. So, we're going to be working hard on that area. Um, we do have the automatic enrollment for sixth grade students who performed in the top 40% on the fifth grade math star. Uh, just to ensure that we're getting those kids into that advanced math path pathway. We're providing that opportunity for more students. And then, of course, it starts even in elementary. So, we've got to ensure that our GT classrooms in elementary are
099providing that rigorous instruction that's going to prepare those students to go into that advanced math pathway in junior high. Question on the geometry in eighth grade. Not a huge fan. Um because typically there's this many kids that really are are really at that level. And so, what's that going to look like? Are you going to have a teacher teach a whole section of geometry for one or two kids per campus? Are you going to bust them to the high schools to take geometry? Is that going to work? >> They would have to make a class. A class would have to make and there would have to meet a criteria. We've talked about some testing. So, we're hoping when we roll those TEICs back because, you know, the state came in with that new um advanced
100pathway that we roll those out and we start increasing the rigor that's going on in the fifth grade. Pull some of those seventh grade teaches down. They would take algebra as a seventh grader. Um, geometry as an eighth grader. I'm anticipating, we talked about it, most campuses would have one section and that would be the algebra teacher teaching maybe one section of geometry, but we don't know how it's going to work yet. >> A little bit. >> It's it's caused some indigestion here as well. We've we are leaning on several districts that are doing it all around us and they we let them kind of pilot it first and so we're kind of just looking to see how it's going to work right now. We bust them to the high school because we have like
101one to two a year that qualify. Not a bad idea actually. >> Uh on that AP calculus you you put GCM. What happened to Sterling and Roberty Lee? >> Oh, you're talking about the pre-cal, >> the 98%. >> They they did good. You have in your board packet everybody's individual scores. They just outperformed everybody. So, we just kind of wanted to celebrate them. But the other campuses did really well, right? As good. >> Well, if they did well, then we should celebrate them also. >> Well, when I say well, at or above the state, but not at 98%. So mostly I think it's 70 72 I think. >> So they're part of that 79% district pass rate. You know it took all of them to get. So the state was at 73. >> Oh see
102that's celebration. >> So we did you know they are above the state. So we're doing well there. >> But that is exceptional. I would just say, you know, whatever GCM is doing, we should be working with them with, you know, Robert Lee and Sterling to to get the same format or whatever they're doing there to bring those scores up so high. >> Hi, I'd like to present for science. U my name is Emily Olivier. Um, for our AP courses, we're seeing growth overall in the past five years. We were in 2021 at 19%, we're now at 35% in 2025. Um, and then for our dual credit courses, we're we're seeing a very steady high success rate at 97% passing and that's for dual credit bio. Um, that course is actually the biology not for um
103science students, for non-science majors. And so it provides those students with a great opportunity to get that kind of out of the way before they pursue the subjects that they want to in college. Our celebrations for science um our incred our enrollment for dual credit courses has increased over the past five years. We're seeing a steady increase there. And then we've also reintroduced AP environmental science and um that's led to a 50% score increase. That program has been very successful. our opportunities. Uh right now we're working to um implement the accelerated pathway to boost our AP and dual credit readiness scores. That's not something that's state statemandated, but we're going to be adding IPC at the eighth grade level. Uh we're working on um accelerating our sixth and seventh grade uh curriculum to accommodate that.
104And then uh we're also working to support our GT programs for elementary students to start when we need to be starting in elementary school and grow those accelerated pathways all the way from K through 12. Um that's going to help our um K5 students be prepared for our advanced courses in junior high. Um we're going to be working to increase our collaboration among our AP courses, our AP science teachers. uh we'll be working to implement district PLC's for AP courses so that those teachers have the opportunity to work together and to learn from each other. Um and then finally, we're working to ensure that our pacing, our labs, and our assessments are all consistent with College Board programs and resources or for the dual credit program consistent with where they need to be. Do you
105have any questions? >> Question, sorry. for the IPZ and eighth grade. Does that align with the eighth grade STAR test or is that how's that going to work with that? >> They actually are going to take the STAR at the seventh grade. You know, they changed it to now it's a junior high test and the Yeah, it's junior high science. It doesn't even label it eighth grade anymore. Um, but we are going to revamp that for eighth grade and make it a honors type course for IPC. So it won't look like the IPC you would traditionally see at the high school. >> Yeah. Well, they changed those TESS and they're quite a bit harder than the old IPC. Right. >> We're hoping that we can um um and I've worked with Kevin Robleski on this.
106I have to give him kudos, but making sure that we hit the biology component of that in the spring so that we're prepping them for the biology before they get to high school to try to get those meets and master scores up. >> I was going to give Olivia credit. You're giving Kevin credit. I have to give Kevin a shout out every once in a while. We love Olivia. >> Love you, Kevin. >> Okay, so move to social studies. All right, so for our AP social studies, um we were at a 38% pass rate this year and that is all AP social studies courses and there are quite a few. In fact, our AP social studies, our AP human geography is an introductory ninth grade students. That's their first AP course. and our dual credit
107courses have consistently increased over the years and we are at a 96% pass rate for our social studies courses in dual credit. Um so we do have some celebrations. Our GT and honors students excelled at National History Day. Um we had 41 regional winners, 13 state winners, and we had one national winner this year. So that's amazing. Some opportunities that we are addressing is aligning middle and early high school social studies curriculum for AP readiness. Um providing rigorous feeder courses for AP US history, AP world history, etc. to build those foundational skills and again opportunities for vertical alignment to support tested grades and pre-teach for spiral review. >> Any question before we move on to CTE? >> No, that's awesome though. We got that national winner that did so well. But it just seems that
10838% is kind of low to me. I mean, I know social studies is hard. I still have to lip sync the Texas pledge. I can't remember. I wait till Ellen started it. But I mean, I know it's kind of hard, but >> Well, Mr. That's one of the things that we're really working on because, you know, instead of taking, we got kids that take US um or AP US history and take AP dual or not AP dual credit US history. And so, we really work to align exactly what we're doing because the dual credit does not match this the TEICSS. So, we've embedded the 11th grade US history TESS into that dual credit course. So when they're not in class on Fridays that we can really hit those teaks and build those meets and masters
109there and that's why you're seeing an increase in the 96% because we have more kids that are taking us dual credit than AP now. >> Question why not we why are we not catching them early like the other TESS and bring them up to the ranks? >> We are that's why uh you see the specific alignment in middle school. So we're working >> I mean elementary. Well, right now we're trying to hit sixth and seventh grade to respiral in so that we can see a success rate higher on our eighth grade US history test and then we want to hit the ninth and the 10th grade to spiral in pre-teach as you would say for our 11th grade history. >> I was just questioning because I know we were capturing them earlier on the other
110>> right >> courses. So I figured why not do the same here but Okay. >> All right. Good evening. I'm going to talk about CTE. So the data that I have for you here is a breakdown of those workforce college certificates that Miss Jackson Miss Jackson showed on the first slide. So in 2022 we were uh 2023 we were at 89 and now we are up to 150 college certificates. And so we partner with four different colleges to offer 14 different workforce programs where our students can earn those level one, level two certificates and they can choose to go straight into the workforce or they can continue and get that associates degree or a bachelor's degree. So one example I'm going to break down for you the welding pathway. So the students take five dual
111credit courses for 16 college hours and earn a certificate of completion um in a welding helper. That's at the end of their sophomore year. So they graduate and walk with at Lee College at the in in the fall semester of their sophomore year. And then they take an additional seven courses to complete the certificate of completion in welding technology. That's for 42 college hours. So if a student decided, okay, I can go to work, graduate right there, they can go into welding, but they could also take five additional academic dual credit courses and get their associates degree. So it just stacks upon each other. Um so these are just some um numbers for you to show where we currently are. Some two of our programs that are new this year, um we had our HVAC
112program, they finished after the past two years and we have 14 students who got their level one certificate. And then also our film making that was new this year. Uh they graduated from HCC and 14 of those students achieved that. So very proud of that. One other thing I want to mention, we do have three more pathways that are academic dual credit. So we have a total of 17 out of 29 pathways in CTE that are dual credit. So our business, our health science and education, those are associate degrees also that we offer to our students. >> Question. >> Yep. Why is process technology not in there? >> That is a great question. So I just met with >> I mean that's one of the biggest fields. >> Yes. And we are trying to implement
113that again for next year. Um we're working on process tech and logistics >> especially with Lee College. They have that. >> So the problem was we had it before we couldn't find an instructor >> and so we they ended up having to they didn't have an instructor. We couldn't find an instructor >> because a process technician makes more money than a teacher. >> Right. >> That's right. >> So, that's what happened. We We've tried really hard. Um Dr. Brian even tried to pull some strings with some friends. It's just that they make so much money. It's you have to find somebody who's almost retired that wants to teach. >> Well, why can't we work in conjunction with Lee College? They have a pilot program right there. >> They're trying to do it now, but back
114that was two years ago when it phased out, they didn't have anybody that could teach for us. We tried, but >> they did say they have the staff right now. >> There are >> our kids can't go over there to to take the course. >> Yes, that's what we want to do. They just didn't have the staff, but they have assured they now have the staff. And so, we're going to >> We've had a ton of kids take it. So, they wouldn't let us send our kids over there because they didn't have room, they said. But now they're trying to work with us on that. And they have more staff that they were understaffed before. They said >> there are a lot of operators that would teach that course. I'm telling you, there's a lot.
115>> The issue that we run into is that salary. Um, so we have to look for those operators that are retired and a lot of them don't want to. >> I'll find you one. >> I would love like Yes. Any help? >> Yes. >> Okay. >> Yeah. >> All right. Um, a big celebration. If you look at the chart at the top in 2021, we were at 1788. That is take CT dual credit courses taken and passed. And this last year we were at 3419. So we've doubled over the past five years. So that's a very big celebration for us. Um we also had our first senior cohort of digital communication academy. Uh graduated 14 students with a level one film making from HCC. So they walked that stage in May. We also launched our
116maritime dual credit program with Sanjac College. And so now we officially have uh C uh four college partnerships. Um another big celebration the picture. We went to Ed's Beastro, that's an industry partner of ours, and we did a culinary cookoff. And so they had an appetizer, an entree, dessert round. Um, and McKenzie in the middle, she won. She also graduated with an associates degree, and she's going to continue on at UFH in their hospitality program. So, that was an amazing event. Thank you all. If uh you were able to join us, we appreciate that. some opportunities. Um like we just discussed, we are always looking to align more pathways and and we're going to focus on of course process tech. And then we're also developing that level one um certificate and logistics. And then another
117project we're working on, we're partnering with Lee College to expand level one certificate options at our new um Peter E. Highland Empower Academy because we also want to make sure those students have um opportunities. And then we're going to pursue pathways in technology, our PEK designation for the global business academy. So we already have PEK within our pocketmies at Lee and Sterling. And so we're going to add this addition at uh GCM. And so funding actually increased from $50 a student to $150 a student. Um so that's also going to be additional funding uh for us. So those are just some opportunities. And for for those of you that don't know, we are already model national career academy national careermies. And so the criteria for that that model status is actually more rigorous than the
118PEK. So it cost us zero to to file to be a PEK um at GCM, but it gets us another $100 per student in funding. I believe that's it. Any questions? Well, just something we glazed over. I wanted to give credit due credit because the board's very interested in what we're doing to support academics and I thought we kind of glazed over a little bit if someone give us 60 seconds of what is Albert IIO uh to be a little bit different from EIE EIO. >> Just a little bit different than EI EIO. So Albert is a um resource an online resource for students and teachers. um our G our AP students and teachers this year will have the full year of Albert IO. Um it is course specific so it is subject specific. Um
119it mimics the AP exam. So it gives them testing stamina. They are able to go in and do daily assignments, weekly assignments. Um it gives them that academic vocabulary. So it supplements AP classroom and goes above and beyond. Just gives them that little edge that we're hoping that we're able to give them this year that they didn't have before. Thank you. Any other questions? >> Great presentation. Thank y'all very much. >> All the green. >> We're missing a man from this group. Where's the men? >> There's one back there. Our next superintendent's report is labeled Lamar Repurpose and it may as well be labeled Empower Academy. We have a presentation this evening by Miss Brenda Garcia. Please welcome her back. >> Good evening, President Campees board and Dr. O'Brien. I am here upon uh your
120request and as a volunteer giant to present this evening. Um bear with me. My presentation is about 45 minutes long. >> I'm kidding. >> Let me pull this up. Okay. All right. And Dr. Brian is correct. It is the new Peter E. Highland Empower Academy. Um I I labeled it Lamar Repurpose. That's just what we had referred to it all summer long. Um to prevent some confusion there. All right. I want to talk to you, give you some information about the different phases of construction and what's been happening this summer. Um, phase one of the project, uh, all efforts were focused on the child care center. That was our number one priority. And the issue being that it needed to become licensed, um, which meant we had to have um, a food permit in place.
121We had to have the fire marshall inspect. And then uh most importantly, we had to have uh a state representative come out and verify um I learned a lot about childcare centers during this process. Verify that we had um the square footage that was available for each student. Um they also helped determine how many students um how many children um the the center would be um licensed for. They checked the exterior, the playgrounds, um a lot of a lot of things. And um I'm happy to say that we were able to do that in time before um last Thursday, which is the first time that they had students there at the campus because teachers came back last Thursday and um our first uh guests there were some of the students children that were accepted into
122into this new facility. And so I want to highlight that the capacity went from being licensed at the old campus uh from 70 students to 189 students. So that we met our goal there with um creating more space for for those children. Um and I also uh will venture to say that there is also uh still more growth uh capacity available for maybe next year or in the future. Just to be clear, this is aligns with a board goal to um to incentivize teachers. Uh teachers who have children will now be able to utilize this facility as well >> and you're able to accept more because there's the space provided for them. Um so some of the things that um we did as I mentioned uh moving playground equipment, providing fencing and gates. Um the
123majority of the play play equipment is in place already. Um and then uh some of the exterior building signage at the main entrance and wayfinding that's the driveway entrance for that uh childc care center academy just to kind of point direction because it has a separate entrance from the rest of the campus. Here's an example of the exterior signage that changed. It used to say Lamar Elementary here and so now it has our new Empower Academy right above the front doors. That's the example of on the left hand side of the driveway signage that points you in the right direction and then the Little Giants Academy that's right on the outside of the front entrance to the academy. On the left hand side you see some of the existing play equipment. Um and then you'll
124see the new uh tricycle uh little raceway there um that was installed for uh the tricycles there at this campus. And then on the right hand side, that's the um playground that was moved to this location. And in the background, you can kind of see some of the fencing as well that it's in place. We were able to expand the fencing out closer to the perimeter to give them a lot more space. And the space between what they used to have and now is incredible. So they're they're uh they have a lot more space to run around in. >> And they're divided by age level. Yes. Right. >> Yes. And they have they have three sections. And so they're able to be kept in each different section. but of course have access into um for
125case of emergencies. Wanted to show uh share with you some examples of uh your typical Lamar Elementary classroom and how those were being used prior to the conversion to the renovated classroom for the uh Little Giants Academy. Um on the right hand side, you'll see everything's set up and ready to go for them there with all of their uh furniture in place. So phase two was moving on to the remainder of the campus um including um every everything that needed to be done for the empower academy itself, the virtual academy. Also the truency department was moved to this location and then the administrative uh staff as well. furniture needs uh were addressed with uh the majority of existing furniture and I'll I'll share some photos with you here, but um that's been quite a feat
126in itself. Um obviously we wish we could have provided new furniture, but we wanted to um make do with what we had as much as possible. Uh the new marquee has been uh new campus marquee um is currently being installed. the brick work has been um placed and they're installing the the lighted portion of that marquee this week and uh some of the exterior signage. The campus is also awaiting two additional marquees um that can be seen from the street level. You saw the one under that canopy. There's one that's going to be on the building on the brick that you can see as you drive up or drive by that's more noticeable. That one was just right under the canopy. And then one above the gym area as well. So those are yet to
127come. And then uh pending for this phase is still the installation of the interior graphics and those are being reviewed right now by the principal. This is a little bit of what I was talking about. And so you can see here this was a our staging areas. On the left hand side you'll see the gymnasium that was holdover um area for all of the all of the classroom furniture. Everything got moved out of all of the classrooms, all of the offices, and into these both of these spaces. On the right hand side, you'll see the cafeteria, and as you can see, it was absolutely full. Um, that remained that way um except for some furniture that uh was requested by uh other campuses that was due to resoning uh increases or changes. And so, um,
128before the end of school, those principles were able to submit what they were needing. Um, we tried to as best as possible, uh, fulfill those requests and send th that furniture out to those campuses, but the majority stayed here because we wanted to make sure we had furniture to to refill those classrooms and the office furniture as well. On the left hand side you can see the original main entrance and obviously it has you know the Lamar mural and colors and on the right hand side is the renovated main entrance. Um so obviously uh quite a difference there and um the look and feel. We were also able to install some overhead lighting here, some can lighting. Uh the previous entrance you can see there was only up lighting on the lefthand side and it
129was felt kind of dark in there when you walked in and so now it's nice and bright. on the left hand side again this is the reception um the red color that was used for Lamar and then on the right hand side is our everyone's been loving saying this color because it's called splashy so splashy is everywhere at this campus but um is very bright and cheerful and then the uh main stairs there you can see the difference in the color there. So, I want to share with you um the original library area on the left hand side. You can see um it doesn't look off hand like a bunch of changes, but there there there was quite a lot of change. Um some of the bookcases, this is looking out towards the entrance of
130the library towards the front of the campus. And uh you'll notice all those bookcases that are on that left hand side towards that back wall, all of those were removed uh to make way for a computer. So technology played a big part of um the renovations and the expense for this campus as well. Um because as some of you may be aware, all of the classrooms for Peter Highland require eight computers per classroom on top of uh two computer labs that were installed in this campus. Unfortunately, we were not able to keep an original computer lab location because that was in the child care wing and so that had to be moved to a different location. Um on the right hand side um I took that picture last um Wednesday and they were already using
131that space uh for training and this is a child care uh group. These are the computers that I was talking about that were in the library. on the left hand side, you can kind of see on some of those columns some of the the murals that were more appropriate for um an elementary campus and now it's just uh has a a more mature feel to it. Um this picture is the renovated truency center. Um we were able to take a complete uh classroom and part of a large storage area to convert a suite uh entirely for the truency department. Okay. Um, yet to come is phase three and the final phase of this project and um hopefully you'll have someone else up here presenting to you when that is completed. Um, we are uh on
132our way to um having everything all of the work has been contracted and we'll begin as soon as possible. Um, and what I want to say is that that phase of work was a lot in that gym area. And as you can see, it was full for the entire time. They're still working on moving furniture all over the place. And not just out at previous Lamar, new Peter Highland Empower into those classrooms. We also had to move um the point into the old Peter High Peter Highland building and then trying to figure out where um where furniture is missing or where it needed to be moved from within the campus itself. And so that work is still ongoing and it's been quite a lot all of the boxes and all of the different furniture. We
133also identified some um minimal furniture that needed to be purchased as well. Um so the work um included will provide at this area will provide student and community spaces um to allow opportunities for the district uh future district food bank uh food bank program workforce readiness and then numerous other potential uh benefits for the community and the students themselves. So as far as the budget u we requested $2.8 $8 million total. Um that includes for all of these items and uh and the phase three as well. Um marquee replacement, exterior signage, demo and construction phases. Uh technology as I mentioned, furniture, fixtures and equipment. Um because the childcare center grew um quite a bit um there wasn't furniture that existed for the amount of classrooms. So we also had to outfit some of those extra
134classrooms with a lot of furniture. um the playground relocations and then again as I mentioned extensive moves throughout and fencing and gates and all of these funds have been encumbered for this project. >> That is my presentation this evening if you have any questions. >> Yes, sir. >> So, I hear rumor that we're going to have a free food giveaway over there. Is that true? And a meat storage locker over there. Is that true? Well, it >> wouldn't be us. It'd be the Houston Food Bank. So >> who we partner with. Yes. They already visit many of our campuses across the district to provide food to families. >> But we the taxpayer paid for them to for to store their food there. Is that what we're saying? >> The building's already there. >> No. No.
135But you can't put you have to refrigerate food. Do we have a refrigeration? >> So there'll be a dry commissary and there may be a refrigerated portion as well. There may be or there is because I hear >> Well, we scheduled it. Um >> Okay. So, there is going to be >> Yes, there is a plan for one. >> Um Dr. Price had been working with Houston Food Bank several years ago to have a frozen food locker set up in the parking lot of Lee High School. And um so it has been under consideration for the last several years, maybe five years or more. And >> I've been here for four. I never heard of it. >> Okay. I'm just saying >> I'm just ask I'm just saying >> it's part of the partnership with
136Houston Food Bank. They want to provide Dr. Price. I don't have the information on whether or not they were going to provide that standalone locker or was that part of our obligation? >> They were going to provide the standalone locker. >> So, they were so it may be that they have the resources to do that, but we also have heard as everyone has there is some cuts to federal programs. So, um, we're not hanging our saddle on it, but it is planned a part of our plan to be able to have, uh, food opportunities for children, uh, and family members in that zone. [Music] Okay. I didn't know we're in the food business like that, but I just I've been hearing rumors that that's what's going on and that's why I'm asking because, you know,
137and also with this child care, who's going to pay for this person to be is that going to be the taxpayer paying for this child care person taking care of all these children that are there? >> So, this has been a part of Peter Howland for the last 50 years. It's nothing new. >> So, they're over there. the expanded opportunity would be for those um families that do not qualify and they will pay a tuition for that. >> So in keeping with that, so the now that the teachers can use that facility for babysitting also that wasn't a part of the Peter Highland program, was it? >> No sir, that was part of our expansion to provide incentives to keep our teachers here in Goose Creek. >> Yeah. teachers have been using it >> and
138they pay for it. >> They pay for it though. >> Okay. >> Just like they do dayare. >> So it's designed for qualifiers, but we have Has it been piloted or has it been authorized like that since its inception? >> It's been teachers that it's just a hidden gem. So it wasn't available to most of our faculty know >> first and foremost because of capacity and I think she presented we're tripling or quadrupling the size uh accessibility. >> Are you saying capacity for students that we have or I I asked specifically about the teachers? So we have that many seats available, >> right? >> So right now every single teacher that's applied, we had a spot for >> Okay. But the question was, was that in the program before? And let me just say before
139you answer it, because I worked at Peter Highland, so I know exactly what was there. >> It has been It's aboutast up to the total number of seats about >> but we have discussed it at the administrative level but we also discussed it at the board level as that incentive to retain teachers as teacher retention program. We've talked about increasing their insurance. We've talked about their salary. We've talked about different methods and modalities to retain teachers. talked about the minimum amount of money we were going to spend and we ended up spending 3 million. >> No, we set a budget of 2.8 and that's what we have. >> No, we when we first started this discussion, we said there wouldn't be there'll be minimal expenses when we put this together. And in fact, I would
140like to know what the minimal expense for the furniture was. What was that? You mentioned a minimal expense for furniture. >> Um that's still uh ongoing just because we're still identifying um needs. For example, I'll I'll give you an example. There were science tables that were there. They were for elementary school students. Those were moved to a different campus. We have high school students. They expanded the science that they were um able to have there. So, they had a s one science classroom at the old Peter Highland. We moved all of those desks, but now they have an additional classroom. So, now we need additional high school students sized science tables. So, that's what I say by minimal. So, back to the original question when you said minimal expenditure for furniture. >> That's correct. >>
141What was it? >> I can't I don't remember the exact amount off the top of my head, but >> but we're not through spending either. So, you don't know that number. >> All the funds have been encumbered. We're just identifying. >> So, you don't know what it is? >> $2.8 million, sir. >> No, but I'm talking about just for the furniture. >> Not for all the renovations. >> No, we would have to look that up for you to tell you an exact amount. This is what I specifically asked for. >> We can say that we've reused as much furniture as possible and the furniture that could not be used on site went to other campuses that had voids. And furthermore, any any furniture on the campus that could not be used on site or at
142another campus has been sent to auction in order for the auction to generate funds to purchase >> furniture. So the the operation is I mean I know you're thinking it's a large amount of money but for the comprehensive nature of moving three programs under one roof and making it one umbrella uh it's very very minimal. I'll continue to use the word minimal, but >> to you it's minimal. But when we >> for a building that is $60 million to rebuild that building today, >> I'm sorry, Mr. Bini, you're going to have to come up. We can't hear you. >> There's a microphone right there. >> I'll reiterate one of the points that I made. Um, at the old Peter Highland campus, there were six classrooms for childc care center and those were outfitted already. They
143were licensed. They had the furniture that was required for that license. We expanded to 14 classrooms. And so those additional eight classrooms had no furniture. So that had to be purchased in order for us to be able to expand the seating capacity from 70 to >> and another example was when the building was did have prek down this hallway which we utilize the the most fitting portion of this building that had prek already in it to have the youngest children modeled at the the shelves were at that level and those types of things. Uh there was one modification required. Most every classroom had a sink and to pass the lensure for daycare it had to have two sinks. So that is an example of a minimal expense that had to be added to which the
144plumbing was already there for the one sink. So the the they had to schedule plumbers to come in and add an additional sink >> along the same wall where there was already plumbing to minimize the expense. >> Well, listen, the the story has really changed from the inception. And I just want to say this, Randy, I know I know you're leaving, but you know, every time you have to jump in, there's a reason why. And I'm just saying I was against this because first of all, I didn't want to lose Lamar. Now we have a food bank coming. We got food storage there. We're giving away food. That's to me I I get for the people that need to eat and we feed them on a the kids and all that. Now we're we're baby.
145We're child care, which we were before, but we're expanding, you know, and you know, our focus, in my opinion, again, we should have left that alone and focus on our academics instead of, you know, all this food. I get it. People need stuff and there are there are students. I get it. But I was there too and I I grew up that way, you know. And for for us to get in the business of having to feed almost Baytown, everybody, and have a pantry set up, that's kind of a >> it's generally uh done by our churches. You're correct. Our churches are one of the facilities that offers food, right? >> But um but a school system, it is a program with the Houston Food Bank in which they do partner with schools to do
146the very same thing they do at churches. So that's all it is. But the other thing you're you're missing something here. The job preparedness is a part of the program. The GED opportunity, the learning uh English as a second language andor Spanish as a second language. >> Those are things that will complement not just the students and that's the primary purpose for this campus is the students, but it is the families because they are part of who we serve. >> Let me correct you though. I'm not missing it. I just think it should be done a different way just like the reasonzoning. That's what I'm saying. Yeah, look at all the money we spent. I mean, that's a lot of money we spent. Can I add a $60 million potentially would would it be cost
147to rebuild that building? And we took it from having less than 50% capacity or about 50% capacity to now the entire building by adding the other programs to the campus, we'll be utilizing it at 90 to 95% efficiency. So, I think to our taxpayer who you you are legitimately concerned about wasting taxpayers dollars, I don't think that's the case here. We're making a building that was inefficient extremely efficient, providing more services than it ever did before. So, I mean, um, I don't want to close down buildings. Let me be clear. That's not something that we want to do. But because of budget, uh, reductions in funding, uh, we had to take measures as every school district across the state of Texas. >> The other thing is using the bond money that was left over. You
148know, this is some of the reasons why people are skeptical about >> well, that was all done 100% transparent. publicly. >> I was here. I voted against it. I know. >> Okay. >> I'm just saying. >> All right. Well, what would you have us do with the money? >> Well, actually, I would use it for something else. You know, we have all kinds of programs that we could build. Uh we could pay more teachers uh to to educate and focus. You can't use bond funds to pay. >> Okay. >> But I'm just saying the mismanagement of money. >> It's not mismanagement. I'm sorry. I have to object that. It's not mismanagement. But in the eyes, we're creating something that's better quality for our public. >> In the eyes of the public, it is. >> It's
149not if we're being completely transparent, telling them every step we're taking along the way, and you come see tour the building, see the end product. >> Okay, let's let's talk about the committee with this money. The committee didn't say to use that money for this at all. That's not what they they asked for us to use this money for. >> Okay, let me interject at this point because now we've ventured on to something that's not on the agenda. Let's keep it to the Lamar. >> But it is it's this money of of this project that we're talking about. >> I want to add the point that because of this renovation, we've also allowed the Point campus to move off of the old San campus which was a detriment to this uh district. Um they are
150no longer housed there and we can take that building offline when needed. um it was extremely expensive to maintain and we don't know what was coming next to be um you know catastrophic or whatever may be >> right we knew that the utilities alone not counting uh repairs to them uh was becoming um a financial obligation but to your point Mr. President I apologize for getting off Mr. I respect you immensely for your position that you've stated tonight. >> I'm just going to bring it out, you know, right? And I agree with you. >> People come to me and they tell me all these things that I already knew before I even asked y'all. >> I agree. >> You know, I just don't think I'm surprised didn't say more because they heard the same things
151I heard when we first started this project. >> So, I think the people that are listening will value the end project and the end product that we're providing to this community. I think uh that's what I'm charged to do is to to carry out the mission of the board and I think this campus will um be a nice capstone project that this board and uh the community can be extremely proud of. >> I and I hope so, Randy, but I'm going to tell you right now, it started off on the wrong foot when you when we did away with Lamar Elementary because right there you broke a community up that was so solid that that's something you can't gain. You can't grow that. You talk about growing giants. We were growing a family of giants
152right there and we broke it up. And so I hope this thing turns out good, but you know, I'm just telling you that, you know, when you when you try to, >> you know, look at the overall picture of where, you know, >> the last thing we want to do is close a campus. I I assure you that from an administrative standpoint. I know it's the same position with the board. No one wants to close campuses, but when you are operating at 50%, the cost exceeds our budget and our capabilities with the level that we're funded at right now, but I want to give Mr. Clim, did you have something to say to wrap up the project, but wrap up our presentation tonight? >> I I just wanted to add that in terms of how
153much additional furniture we had to buy, you know, making sure we're utilizing uh furniture from all three campuses, we only have to purchase 12 additional science tables. >> Okay. Thank you. Are there any other questions for this panel? >> No. >> Miss Garcia, >> before concluding the presentation, I got Miss Garcia here under the guise of a presentation, but I wanted to publicly not embarrass you or humiliate you, but to publicly thank you. I think our board knows this, but the general public might not know it, but Miss Garcia has led the charge along with her team. I see one member back there, Mr. Riggs. Um, Bruce, thank you for being here this evening to show support for Miss Garcia. Uh, Mr. Carl Berg, uh, Terry. Um, I I appreciate the team that she has,
154uh, been working with over the last 10 years. the 2013 bond um the 2019 bond and the capital expenditure programs that Miss Garcia has managed totaled $718,766,500 which is a lot for a small but fierce team of construction planning and facilities to manage and uh along with the help of Len we want to thank you but Miss Garcia we um brought you here to say thank you publicly to you for your hard work. I know you work long hours and um you've proven your worth and your value and we wish you well in your new endeavor and going on to another school district. And uh I just wanted to publicly say thank you. >> Thank you so much. I will continue to be a giant >> and we're going to get a photo op real
155quick for you. I I ordered you a big huge plaque. I did and it came in today as a little bitty plaque. So, we're going to take a picture with this, but I'm going to get you another plug. >> Perfect. >> It's travel size. >> How about a big check? That was cute. >> That was cute. cute with two guys that ain't cute. >> All right, that concludes superintendent reports. Board members, >> I'll have one more. No, >> we we will move on. Board members, I have a minor adjustment to the U agenda. It was an error on my part. 7C5, discussion of board operating procedure shows to be in closed session. I'm moving that to open session. It'll be 7B4. So 7C5 will be moved to 7B4 in open session. And with that, Dr.
156O'Brien, we'll move on to item number seven, action items. just because it's bugging me. Mr. Flood, would you help me? Our action item 7A, consideration of consent agenda. One, donation from Goose Creek CSD Education Foundation designated grant by Education Foundation of Harris County and the Harris County Department of Education. Number two, donation from Goose Creek Memorial Band booster. Number three, 2526 Student Code of Conduct. Number four, Senate Bill 401- UIL homeschool opt out. Number five, proposed 2526 junior school cheer guidelines. Number six, proposed 2526 high school cheer guidelines. Number seven, proposed 2526 drill team constitution. Number eight, proposed 2526 performing arts handbook. Number nine, proposed 2526 athletics handbook. Number 10, agreement for the purchase of attendance credits. Option three, agreement netting chapter 48 funding and to delegate contractual authority to the superintendent. Number 11, memorandum
157of understanding between Goose Creek CSD and Barbers Hill ISD partnership for our special Olympics program. Number 12, final option to extend competitive seal bid uh excuse me, competitive SK seal proposal CSP for plumbing contractor services on an IDIQ basis. Number 13, CSP as the delivery method for the Baytown Junior School roof and building repairs project. Number 14, final option to extend CSP for transportation equipment, supplies, and related services. Number 15, final option to extend CSP for solid waste management services. Number 16, second uh option to extend request for proposal RFP for the early learning childhood program and authorize the superintendent designate to vet and execute the 2526 contract for services and related products. Number 17, RFP for janitorial and maintenance services at the district central administration building. That concludes the consent agenda as recommended by
158administration for the board of trustees to consider and approve. Administration's recommending items 7A1 through 17 be approved under consent agenda. Are there any items that any board member would like to pull for discussion or separate consideration at this time? on uh I was looking at something that dealt with cheerleading on sponsors were that um >> what item number Mr. Samson >> uh >> junior high school level as well as I guess high school level who are the sponsor when they say sponsor is that >> the teacher >> okay it's a teacher not a parent >> sponsor okay then I had another question in the same dress code about uh conduct about how hair goes. It It has to be a ponytail that has to be pulled back. >> Was that in the student code of
159conduct or the athletics handbook? >> That was in the >> Is Miss Smith still here? >> The cheerleader. >> Cheerleader also. >> Yeah, cheer guidelines. >> That would be probably for safety purposes doing flips and >> tosses and jumps. What if everybody don't have enough hair for opponents? >> It's only in the fact that it would be in the way >> so just because Zoe was a cheerleader. If girls had short hair, they obviously couldn't put it up in a ponytail. But if they had hair long enough to put in a ponytail, they they like them to all have their hair the same way. >> Yeah. And I understood that part of it. I was just saying the general >> you know part like that saying what if I have cancer and I got bald
160head like mine >> then you don't have a ponytail. >> Are you going to >> I'm going to take one >> you get two demerits Mr. Samson >> do I need to buy >> two demerits for no ponytail you know >> no sir it would not apply to you obviously. >> Yeah I was just curious I was reading that I was going like okay >> Mr. Samson, are you okay with leaving those in the consent agenda or do you want them pulled for separate consideration? >> Well, that that was just a question. >> Okay. Were your questions answered? Okay. >> Yeah. >> Okay. I'm going to tag on him. With all these handbooks, um is it free completely free to be a cheerleader? >> Not at all. >> Then where where in the handbook does
161it discuss costs? It says >> it changes every year and it depends on if you're >> would be at the first parent meeting where where does it say it has costs >> it's in there but I they don't say how much >> Mr. Flood Mr. Levan if y'all would join us Dr. Leanne. >> Yeah. >> And before y'all start they're all very well written but it's like I get to be a cheerleader for free. I get to be in drill team for free. I get to be in performing fine arts for free. I get to be in athletics for free >> and uniform >> and I get to wear a uniform for free. >> Nope. >> Not not exactly. Well, the go first. You want me to go? Uh, first I'll just say that uh
162Mr. Samson, if they escalated that to me, I would absolutely overrule those two demerits. So, I just wanted you to know that. >> Okay. >> I got your back. It would be a problem. Uh, Mr. Clim, uh, the idea for the overarching handbooks and the guidelines that we have is just as a baseline. So all of that is actually articulated at those first parent meetings and when they distribute those guidelines and that and that information at each individual campus at each individual parent meeting, >> but before they can even try out or before they they have to go to the parent meeting and at that time they're explain to them this is that what it costs and this is what it's like to be in these programs. >> I'm thinking the board has heard from
163parents about how costly it is. Is there anything the district's doing on that behalf? I'm sorry, Mr. Go ahead. >> My turn. So there are more handbooks tacked on to these handbooks. >> Yes, sir. >> And we're not approving those. >> The only time that you have that would be in the performing arts, not the cheer and not the not cheer, not drill team. >> Okay. So there's no cost to be a cheerleader. >> No sir, that's not what we said. >> But that's not in the handbook. >> We can't articulate every single cost for every single campus. >> You can articulate that it's not free to be a cheerleader. >> We can definitely make that change. You can articulate that it's there's more than one overnight trip to pay for to be in drill
164team. You can articulate that there are fees involved in being in fine arts. >> Certainly, >> because if if I've signed my kid up for all of this and then we go the first day and they say, "Oh, by the way, it's going to cost $6,000." Then I have a disappointed kid when I say I can't pay for that. And that that's always a big problem. I'm dealing with it right now with this a former student. >> So, >> Mr. Clam, would you like those items pulled for separate consideration? >> I sure would. >> Okay. And what items are are we >> five, six, seven, eight, and nine. >> So, the question would be um >> we we'll look at those separately. >> At least say there's going to be more information regarding fees. >>
165Okay, >> there going to be fees involved. >> Okay, let me go ahead and interrupt here and let let's not put the cart before the horse. I'm going to pull five, six, seven, eight, and nine for separate consideration. >> Number 13. Are we square with the insurance on the Baytown Junior roof yet? >> Yes, sir. >> We are. Okay. Thank you. >> That's what we could have used that money for. >> Baytown Junior Roof. >> Set time for just a minute because we're going to come back to y'all in just a moment. So administration is now recommending and under consideration for consent agenda consent agenda items 7A 1 through4 and 10 through 17. What's the pleasure of the board? >> I'll move to approve. >> I second. >> I have a motion by Mrs. Guy
166and I heard it to my left first. Uh second by Mr. Martinez to approve 7A 1-4 and 10 through 17. Is there any further discussion on these items? Hearing none. All in favor, please signify by show of hands. Any opposed? Any abstensions? So I show 64, zero against, one abstension. The motion passes. We'll now move on to items five, six, seven, eight, and nine. and Mr. Clem, would you like to take those together or separately? >> Together. >> All right. So, at this time, I'm looking for a motion to approve 7 A567 8 and nine. And after we have those motions, we'll bring it up for discussion. >> So, move have a motion by Miss Barat Tims for 7A 567, eight, and nine. >> I'll second. >> And I have a second by Mrs. Guy.
167I'll go ahead and open that up for discussion now. Mr. Clim, go. >> I already said my piece. >> So, the question would be the modification would include an asterric that would notate that um joining these extracurricular programs uh are not free and that there is a cost associated with it that is borne by the parent. >> Just accept them, >> right? Yes. >> Yeah. >> But we're in discussions. >> We're we're in discussions. So now now is a good >> we could definitely go back and pull the I know there's a during the parent meeting and find that information and make sure that we go back and add this. >> Well, >> have we ever accepted anything with saying that it's not free or why have we not included it? Well, the before they
168even get to the point of the guidelines, they have a parent meeting with those children that are interested in the program and during that time they're told the cost of the program. So, I've never thought about adding it to this. Um, I mean, I've new to this to the fine arts. I guarantee I've been a parent and so I've read this and I've been through these and it was not free. Um, so, >> well, that's kind of understood. You know, that's not going to be >> I get it. So if we can definitely add some clarity to these programs to make sure that it's it's well aware that these programs are not free and costly to our students >> and the department thanks you for your financial contribution Mr. >> what what I'm hearing is
169that we want to be very transparent about this. Am I correct? >> So he wanted to have that that is not free at least annotated on this. >> What's the pleasure of the board on that? I'm okay with it. >> I have a motion >> or you can amend the motion. >> Amend. You can >> You may amend it or we can take a vote. >> The friendly amendment to add the verbiage on there that you want. >> So I move that we amend the motion. >> Wait, but we vote on it first, right? And then we have to vote on the motion that was made, >> I think. >> And then make an amend. and then make a new motion. Yeah. >> Okay. Thank you for Robert's rules update. >> I already thought you
170could do it in the process, but either way it works. >> Yeah, I believed it was you can do it in the process as well. We'll just go ahead and take a vote on it. >> Uh we're voting on item 7, A5, 66, 7, 8, and 9. Any other discussion? All in favor? Any opposed? >> Are we voting? >> What are we voting? >> We're voting for it. >> Voting it. We're voting. Okay, let me start again. All in favor >> of approving items five, six, seven, eight, and nine as presented, >> please signify by show of hands for this item. >> Approve it. >> To approve it as written, >> any opposed? >> I'm not following you. >> I'm in New York somewhere. Somewhere out there. >> Okay. So, we have a >> So,
171so we have a >> You're always in New York, by the way. >> Well, I got a train, right? >> There you go. >> Motion on the table to approve it as written with no changes. >> And we just voted it down. >> Okay. For the >> and there's discussion that that's not acceptable among several board members. So, >> I'm with you now. >> We need to take a vote on this item and if it passes, it passes. If it doesn't, we'll come back for another one. >> Is that clear now? Okay, >> clear for me. Thank you. >> So, all in favor as presented, please signify by a show of hands. >> Can [Laughter] athletics? >> He's still a new >> I have a question on that. >> It It's not a big question.
172Can I Would that be one of them? No, we're we're on five, six, seven, eight, and nine. >> Okay, we'll go with it. >> Okay, >> I ask that afterward. >> So, I've already asked for all four. Any opposed? Motion fails. 70. I'll entertain the pleasure of the board on 7 A567 89. >> All right, I think I got it. I move that we approve guidelines, constitutions, handbooks with the uh amendment that they say costs are involved and will be explained at a parent meeting. >> Second. >> I'm sorry. A second. >> Okay. I have a motion by Mr. Clem and a second by Miss Barat Tims to approve these items with the amendment that costs would be explained dot dot dot. Any discussion now? >> Yeah, I have a question about one that's that's
173not included. Is nine included in this? >> Yes. Mhm. >> Yes. >> Athletics handbook. Go. >> And and the question is, it's not really a question, it's request. >> Can we get a copy of the UIL rules that under nine? >> Sure. I can send it to you. >> Yes. Of course. >> That's that's all I want. >> We can move on. >> Thank you, Mr. Samson. Any further discussion on 7 A5678 and 9 to approve as amended? Hearing no further discussion. All in favor by a show of hands to approve. Motion carries 70. >> Thank you so much. >> All right. >> Now you know >> we will move on to 7B1 future board agenda items. And we have so far we have graduation update DIP and CIP. Are there any other future board
174agenda items? >> That's coming up. Noting my board operating timeline. I don't. Okay. And do you want that added to a future board meeting? >> Yeah. >> That'll be the timeline on the naming policy. >> Got it. Do any of my outstanding administrators have board policy memorized? Is it be local? That's the naming policy. Whatever the naming policy is, I want that BD. It's in the B series. Okay, I have that noted. Any other items for future board meetings? All right, we'll move on to board training item number two. We have any discussion on board training? We have a >> No, me probably has a report for September. >> TASBY Edcon will be in Houston September 11 through 14 13. >> Board members, if you plan to attend, please let Miss Garcia know at the
175close of this meeting. All right. Very good. Moving on to 7B4 which came out of close session in an open session. Discussion of board operating procedures. This is an item that we started uh several months of go months ago. Assigned to that committee are Mrs. Guy, Mr. Clem, and Miss Brought Tims. Let's talk about it a little bit. Where are we and where are we going with this? >> I thought we were going to do a board workshop. I thought that was the last thing we had talked about. >> Okay. There was kind of a changing of hands at at that point when I switched seats and had to step off of that committee. Um, do we want to move forward with a board workshop to go over board operating procedures? This is something that
176came up a few times because it's it's very outdated. Some of that stuff referenced back uh 101 15 years ago and it needs to be updated. What about >> team of eight? [Laughter] >> I'm not sure who she was eliminating. >> 68. >> She cutting me out. >> Would you would y'all like board can Can we do board operating procedures as a team of eight training? >> Yes. >> Am I hearing that the board would like to do that as our team of eight this year? >> Yes. >> Consider it done. Well, I don't think we ever got to it. >> Right. >> All right. Miss Garcia, would you pull the board uh via email to see when we get that workshop scheduled >> for team of eight training for board operating procedures? All right,
177we will move on to closed meeting. The board will now recess into close session pursuant to one or more of the following sections of the Texas Government Code. Sections 551.071, 071 072 073 074 075 076 084 087 and 089. No action will be taken while the board is in close session. The time is now 8:36. We convene into open session. The time is now 10:20 p.m. No action was taken while the board was in close session. All right, we will move on to item E, consideration of personnel. Dr. O'Brien, >> administration would recommend to the board to approve elections, except resignations and retirements as presented. >> So move. >> I'll second. I I heard a I heard a motion by Mr. Clim and a second by Mr. Enthia. >> Um >> that's gotta work. >>
178Any discussion on this item? All those in favor, please signify by show of hands. Any opposed? Motion carries 70. >> Administration brings before the board for consideration a few administrative positions. one being um the selection of an educational diagnostician. Excuse me, more than one. We have Edith Navaro and Lisa Spray for educational diagnostician. >> I'll move to approve. >> Second. I have a motion by Mrs. Guy and a second by Mr. Samson. Is there any discussion on this item? Hearing none. All in favor? Unanimous 70. The motion passes. >> Administration recommends instructional specialist for social studies, Stephanie Shu. >> Move to approve. Second. >> I have a motion by Mr. Martinez and a second by Mr. Clem. Is there any discussion on this item? Hearing none. All in favor? Seeing 74 and zero against, the
179motion motion passes. a specialist literacy coach, Stephanie Stoultz. >> So move. >> Second. Have a motion by Mr. Ria and a second by Mr. Clem. Is there any discussion on this item? >> Hearing none. All in favor? The motion's unanimous and passes. >> That concludes recommendations from administration regarding personnel. >> Thank you, Dr. O'Brien. We'll move on to item number eight. consider and take possible action concerning employee grievance appeal filed by Jennifer Pontton. What is the will of the board? >> I move that the board deny the appeal and uphold the decision at level two. >> Second. I have a motion by Mr. Clim and a second by Mr. Ria to deny the appeal. Is there any discussion on this item? Hearing none. All in favor, please signify by showing a raise of hand. The
180vote is 740 against. The motion passes unanimously. Item number nine, consider and take possible action to terminate the term contract of Demetrius Haynes for good cause. What is the will of the board? >> I move that the board take action to terminate the contract of Demetrius Haynes for good cause. >> Second. I have a motion by Mr. Clim and a second by Mr. Rentia to terminate the contract of Miss Haynes for good cause. Is there any discussion on this item? Hearing none. All in favor? The vote is 70. The motion passes. We'll move on to item 10 and that's to consider proposals regarding superintendent search and related action. We've been provided with several um packets uh and we could open the discussion or for public discussion on these packets today. And I can tell you
181um roughly we have a few options available to us today. We could take no action and choose to proceed with this in-house and not hire a third party. We can hire one of the ones that have been presented to us today as a professional service or we can request any of these or others to be proposed to come in and give us a presentation at a future board meeting or workshop. >> I can I can are we just discussing right now? >> Yes, we can discuss it. Okay. We >> I feel like we need to try to make a decision as soon as possible. Like one of the in one of the packets they said it could take up to 120 days which leads us right up to almost Christmas at least right around Thanksgiving
182break. >> Yeah. >> When is our next meeting, >> Mrs. Garcia? >> It won't be Labor Day, right? >> No, 8th. Okay. And that's Yeah, that's too long away. Mhm. >> Well, >> yeah, >> I would agree. Um, we started this process with six months roughly to go through this process. Um, my personal feeling is that we do we do need to get started on it. This for me, and I've said this publicly, I've said it privately, this is the most important decision that I believe this board is going to make this year. And I would like the time to really dig in and look at all applicants and really uh put the time in it we need to. So I would agree that I don't want to, you know, kick it down the road
183and, you know, get behind the eightball and have to rush through the process. Of course, uh if we did go that route, we have options available to us there. Um but I think the school year is starting uh in the next couple weeks. the presentations that I went to. This is the opportune time to really start searching for a superintendent because parents are back engaged, students are back in school, and this is the time when we'll get the best community feedback. Uh so I agree I agree now is the right time, but it's just the will of the board and what we would like to do and how we'd like to proceed. >> I agree with everything you both said. [Laughter] You took you took my speech. >> Yeah, Mr. Clam, I watched you for
184several years. I I I model good behavior sometimes. >> That is scary. >> Yeah. All right. And >> I agree with it because like you said this, I've been through the process. So, it's nothing you can do like tomorrow. You need to make sure >> that whoever the next superintendent comes in uh create the same values we are looking for in this community and unless we do that right then um we could have problems with this. So, uh, I think we need to either get a uh cons, excuse me, consultant to help us with it because us trying to do it ourselves and all of the time that take, I don't think we have the time. So, first off, we need to find the proper uh people to help us do this. And no, Amy
185has sent out some >> uh dates for a call meeting uh special meeting. >> I I don't think that we were all available at the same time until September. >> I think that's where the problem is. >> So, I can speak to that a little bit more. Um because I sat down with Dr. O'Brien and No Amy and we looked at the dates. the the next time that a significant amount of people or a quorum of this board would be able to come together would be at our next called meeting or our next regular board meeting which would be September 8th. Uh and that that puts it you know at minimum um I think every firm out there will say you can do it in 60 days if you're just really uh every all the
186stars align you can do it in 60 days. I don't believe uh that's the direction I want to go. I'd rather have a little time to really look candidates and go from there. Uh so if we pushed it out to September 8th, then you're talking October, November at the very earliest. And uh I think that cuts the timeline a little close. I think uh let's talk about first. Do we want to go with a consultant to help us through this process or do we want to uh take ownership of the process ourselves? >> Mr. Samson just said a mouthful when he said we don't have the time. Neither do we have the expertise nor the contacts. Right. >> Correct. >> Yeah. I think that, you know, that would be our best >> bet, you know,
187because we need to meet about it and see who are some of the uh people we need to look at for the contract we need to get them to look for a new superintendent >> for the district. >> Yeah, I think well, we got two of those packets in an email from Dr. O'Brien. this week. >> Okay. I'm either going to speed this process up or slow it down, but I make a motion we hire Thompson and Horton as our search firm. >> I second that motion. >> Yeah. >> Is there any discussion on this? >> Yeah. I don't think that that's the right way to go. We're not we're not looking at all the all the people that we should look at. >> Excuse me. Let me let me let me >> We only
188got two packets. Let me formalize it real quick. >> Uh we have a motion and a second. A motion by Mr. Clem and a second by Mr. Martinez to hire Thompson and Horton as our consultant to hire a superintendent. Now let's proceed with discussion. >> Yeah. Well, I don't think that's the right way. I don't want to I I agree with, you know, speeding up the process, but I don't want to go that fast where we, you know, you know, we don't look at everything that we need to look at. And I I I'm afraid that we're trying to speed it up too fast is what I'm thinking. Especially with picking somebody right off the bat like that. >> I felt like the packets were pretty >> thorough, >> very comprehensive. >> They were um
189and so I I like Thompson and Horton. The the thing that made TASBY to me stand out in front of Thompson and Horton though was that they do whole community sessions instead of just committee. >> But did you look at all four packets or you just looked at the two? >> I looked at the ones that were provided to us. >> Right. Okay. So >> by the deadline that they were given. >> Oh well Randy said he had some more. I don't know. >> Were those in given to you Randy by the deadline or >> the other ones you had? I had tasked Dr. O'Brien with doing some of the work behind the scenes to uh solicit uh or or accept um packets from firms that would like to be considered. Two of them actually
190came as emails to myself and Dr. O'Brien. The other two I believe you uh reached out to. Uh I would like to echo um Mrs. Guy, Mr. Clam, you and I don't often agree on much, but this one I have to disagree with you on. I would lean more towards TASBY for another reason and that is the fact that um they well I I don't want to put bad omens out there. They stand behind their work and if we were to um hire a superintendent that did not work out and we had to go out for whatever reason it could be no fault if we're without a superintendent within the next two years. TASBY's um program provides that they will create or conduct a modified search at no additional cost to the college other the
191college to the school district uh other than travel and a couple other expenses. I would also say that TASBY was I would say considerably cheaper by several thousand dollars and more inclusive in their packet. Um, I looked at the recent u placings of superintendent and I just saw more alignment with TASB's what I'm looking for individually as myself uh that I'd be leaning towards TASBY's process. >> I believe Thompson and Horton has the same guarantee. >> And do any of you guys know who Mike Moses is? >> I do. I mean, okay, if you know who he is, you would want him on your team. >> I wonder if they would do whole community. >> I'm sorry. Can you repeat that? >> I wonder if they would do the whole community input instead of just
192the committee. And when I looked at the prices, it felt like I think there was about a $3,000 difference or $2,500 difference, but it felt like um some of the things t I think in the end it washed it was kind of a wash because I think TASBY charged like the district paid for some things for TASBY that they didn't pay for for with Thompson and Horton. So, it kind of was kind of evened out a little bit. >> So, in and uh Thompson and Horton it calls for three different focus groups. I was I'm assuming and maybe I shouldn't that that was inviting the community in in three different groups to let their opinions be known. >> Maybe >> I thought I read somewhere it was >> little window built in here for about
193looks like two weeks worth of community input via the district website. Okay. >> I I just I'm I've read all of all of these. I have not read all of the third one that was thrown on our desk tonight at the meeting, even though I wanted to read it during public comment. But um and this is this just how I felt, so I threw it out there. >> Yeah. I mean, I really h that was just the one little piece that made me because I felt like otherwise they were both pretty >> I'm okay with either one. >> I I would say that either one would be would would do the job that this board hires them to do. They'll follow the will of this board either way. >> I do have another question. Sorry.
194>> Go ahead. >> Okay. because typically Thompson and Horton is the one that helps us with superintendent contract and all of that kind of stuff. So I guess is that that part I think is included with Thompson and Horton whereas I think if we went with TASBY we would still have to hire >> David to come in and help with contract and stuff. Any further discussion on this item? >> Well, I don't think we're going to be unanimous. That's not a good start. >> Are we ready to vote? >> All right. So, we have a motion by Mr. Clem and a second by >> Mr. Martinez. It's been a long night. uh to retain Thompson and Horton to assist us in conducting an exe superintendent search hearing. No further discussion. All in favor, please signify
195by show of hands. Any opposed? The motion passes 61. Mr. Rentry, we can only count one of those hands. All right, with no further business before this board, we are adjourned at 10:36 p.m. >> I expect to see everybody agreeing in 15 minutes.