July 14, 2025 – Board Meeting

001es for Goose Creek CISD. Mrs. Guy, was the meeting properly posted? >> Yes, it was. >> And do we have a quorum? >> We do. >> Thank you very much. And at this time, I will turn it over to Dr. Sandy Conley. >> All right. >> For opening exercises. >> Good afternoon, uh, Mr. Kimzy, board president, board members, and Dr. O'Brien. Uh, today our opening exercises will be done by Mrs. I the pledge and Mr. Samson will be offering the prayer music. And my heavenly father, thank you once again for opening our eyes and letting us come as one to this room. Father, we make decisions and we control lives and we are always thankful for the kids and teachers and administrators that we have. Father, thank you again for everything that you give us

002both personally and nonpersonally. Thank you again for all of this in uh Christ Jesus name I pray. Amen. Amen. I pledge allegiance >> to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible with liberty and justice for all. >> Honor the flag. I aliance to the Texas one state and indivisible. Thank you Dr. Conklin. I'll bring your attention to item number three has been withdrawn from administratively from the agenda and we'll move on to item number four which is citizens participation. Citizens participation is the time that the board will hear public concerns or comments public comments from those who have properly signed up to address the board. At regular board meetings, the board shall permit public comment regardless of whether the topic is

003an item on the agenda posted with notice of the meeting. General public comment is limited to no more than 30 minutes per meeting. At all other board meetings, public comment shall be limited to open session items on the agenda posted with notice of the meeting. Each speaker is reminded that he or she is limited in his presentation his or her presentation to a maximum of three minutes which can be further limited 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, board member or board member in addressing concerns or comments pursuant to state law and board policy be illegal. The board cannot consider or take action on concerns at this meeting unless they pertain to an item posted

004on the 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 the subject on the agenda of a future meeting. With that being said, we have one person signed up to speak, Mr. David Isaac. If you would please approach the podium, state your name, the topic you'll be speaking on. Miss Guy, our secretary, will begin time. She will let you know when you have one minute remaining. You'll have a total of three minutes. Excellent. I appreciate that. Just tell me when to begin. >> All right. Uh good evening, uh Goose Creek uh school board of trustees. Tonight, I know that you have uh pushed off the item agenda item to discuss uh the naming the personnel uh

005building, the professional development building. I'm here to speak uh in favor of uh an individual I believe that we should nominate. But before I get there, I want to ask you, when was the last time, let me quiz you, when was the last time we had a board meeting on a federal holiday, a national federal holiday? Anybody know the answer to that? It was the last time y'all had a meeting on June 19th, 2025. This school district doesn't have a good record of respecting traditions and local histories. in my opinions, in some regards, um especially when we look at how we decided to host a board meeting on June 19th, a federal holiday when we should be at home spending time with our family and reflecting on what that holiday means. What that holiday meant

006to me is that I came up here to nominate a woman of color. We don't have many buildings named after a woman of color, okay? But that woman I would like to nominate is Miss Susan Morano. number one. She did over 40 years of work of professional development work here starting in the 80s at Goose Creek. Many of our finest teachers was hired by her from her work as director of personnel for primary education. Secondly, her nonprofit work, the work that she chose to do on her own. She didn't have to do that work. She wasn't employed to that do that work. She did much nonprofit work. Endless list. I don't have to I don't have the time here tonight. I only got three minutes. I can't talk about Susan's nonprofit work. One of my

007favorite ones was the Bay Area Education and Recruitment and Retention Program. Taught many students to become teachers. That's professional development at its finest. And if any of you want to schedule a debate with me later on, you got somebody else you think that's better than Susan Morfonto as far as professional development, I'd be happy to hear it. >> One minute. >> Thank you. And finally, the power of the people. Over 900 people decided to vote for her in the last election cycle and they have been for six different election cycles since the 1980s to represent them on the Lee College school board at large all over this town. So I would like people so if we need to get a petition you know uh I don't think that would be a hard thing to do

008if that becomes a requirement if if that's what I'm saying. So, please take my speech into consideration. Please take the last speech into consideration. That includes uh uh you know the the the what this national holiday means. Perhaps we won't do that next year. And uh let's talk about what Susan Moronto means today, Susan Moronto means yesterday, and what Susan Morfont means tomorrow. I'm David Isaac. I approve this speech. Thank you very much. >> Thank you, Mr. Isaac. And that concludes citizens participation. We'll move on to item number five, approval of minutes. Beginning with item 5A, the June 2nd, 2025 minutes for the regular board meeting. What is the pleasure of the board? >> I'll move to approve. >> I have a motion by Mrs. Guy. >> Second, >> and a second by Miss Helen

009Barat Tims. Is there any discussion? All in favor by show of hands. It's >> 454 >> 64 zero against. The motion carries. Move on to item 5B. The item is the regular the minutes for the regular board meeting for June 19th, 2025. What is the pleasure of the board? >> I'll move to approve. Have a motion by Mrs. Guy, >> second >> and a second by Miss Helen Broat Tims. Is there any discussion? All those in favor by a show of hands to approve the minutes. >> The motion is unanimous and passes. Moving on to item six, discussion items, and I'll turn it over to Dr. O'Brien. >> Good evening. Uh this evening we will have three superintendent reports. The first one being preliminary results from the 2425 star test. Miss Jackson will bring her

010team up and they will have about a twohour presentation on >> Okay. Welcome. If I could just remind each of you to introduce yourself as you begin your portion of the presentation. Okay. Good evening, President Campey, Dr. O'Brien, and school board members. We are here um and I really am excited to share this. I think that you're going to be pleasantly happy with this information. And so I also have a new team that I want to make sure that we um we introduce. We all have uh Mr. Husband, he's been here. We know this face, but we have a new team member. Uh Amy Maddie, you want to introduce yourself? >> Hi, I'm Amy Maddie. I'm going to be the liazison for social studies. >> I'm Amy Henderson. I'm the new associate director of mathematics.

011>> Who's back? >> I'm back. I'm new and old. >> Hi, thank you for having faith in me. Sarah Flushi. I'm now the elementary director of curriculum and instruction and I'm excited to support you all. >> So, no pressure on the new faces means Mr. Clam, you have to be nice. Okay. So, I'm gonna turn it over to James to start and we're going to go through. So, we wanted to start the presentation tonight just by kind of reviewing uh some of the changes in the star test over the last five years since COVID. Um in 2021, um we did resume star testing, but there were no ratings applied uh because it it was uh it was rated uh declared a state of disaster. But in 2021, we we moved to pretty much all online

012testing. Pretty much the entire state of Texas did that. So, there was a transition there. Um, in 2122, uh, TA piloted the new item types and they began field testing the extended constructive responses. Uh, 2223 was our big year of change. Um, they went to a star 2.0, a full star redesign. Um, they integrated uh, extended constructive responses um, and shortruct constructive responses. So basically that just meant we had writing across all assessments. Um they updated the star blueprints. Uh the big thing um was that they increased the CCMR cut points um tremendously. Uh 23 24 they introduced AI generated scoring. We're going to talk about that a little bit for the constructive responses. Um they had the new science tees and then there was no official increase in the scale score cut points but

013those but they did not translate over very well. And I'm going to show I'm going to kind of explain that a little bit on the next slide. Um in 2425 though they did uh the scale scores thresholds were increased in math and ROA. Um and again we're going to see that in a second and they increased the use of machine scoring. So this is kind of the raw score uh changes I was talking about. So um what a raw score is it's not a percentage. All right. Um it is basically that each test they have so many so many questions so many item types. So like there may be like let for example third grade RLA there may be 44 questions. Well the raw score is how many does it take to get to the

014approaches or get to the passing. All right. And so in 20 uh you can see in 2021 uh what those raw scores were in 2122 what those raw scores were. And then when they implemented the new uh star 2.0 you'll see but that um for the first year in 2223 they decreased them tremendously. Um, and so you can look and see uh those like for example English one to English 2 went from 38 raw score to a 27 raw score. Um, even though TA said that the test was not harder, um, this kind of shows it was a little bit more rigorous. Um, and then you'll see that in 23 24 they increased it a little bit more, but in 2425 you can you can see that math and reading uh, in particular were increased

015um, pretty much at every grade level. If if y'all will remember back in 2223, that's when you saw a lot of campus grades sitting at a high B and they would have a D in domain one and part of two and part of three and yet they carried a B. If you can see that, I thought this was really a good picture for y'all to see why. And then they changed it, started moving them back up. So just wanted to bring that to your attention. Okay. So what are we doing? Um one of the things I hear most um is how are we compared to the state. So we took our tests and these are all tests for the district for 2425 and then also the state test for 2425. So for the district with

016the approaches we were at uh 62.4% and we maintain that at about 62.5. This what did the state do? They had a 75% and dipped to a 62%. So right now we're just a hair um better than the state, but the thing I want you to see is the drop the state had in Goose Creek did not see that drop. So that's really good as far as closing those gaps. As far as the meat standard, we were at um 34.5 and we went slightly up to a 34.8. What did the state do? They dropped from a 48 to a 42. By us maintaining that momentum, we closed that gap somewhat. Not like we did in approaches. And we know that meets is where we've got to focus on. In the masters, we were at 11.8.

017We stayed pretty much the same at 11.9, but the state went from 20 to 19. So um the exciting thing is we've closed that gap totally at the approaches level for this year and we have also maintained while the state was making drops across the board. So the celebrations that we have is that you know our star EOC English one and two we sent uh 51 of those tests. I think this is very important for y'all to understand because we have to pay to have those tests rescored and um uh Sarah and her team did a great job of finding scores that one AI said yes you did you passed and the other AI said no you didn't pretty much to put it simple and we said okay if this AI had scored it like

018this AI would we have passed so they took 51 of those tests had them rescored and we had a 23.5% increase, meaning those students now do not have to retest, and that's a graduation requirement. We only did English one and English two, and it was probably around $2,000 to get that done, but well worth the money for a kid to be able to walk across the stage and not have to retest. But what does that tell us? 23.5% is a big increase when you think about um what the state said you didn't pass. And when it was rescored by humans, they passed. So, um, all three elementary schools that y'all know that are comprehensively labeled, they're projected to have the label removed this school year. So, we're very excited about that. And what are our

019opportunities? Well, we know that we have Blue Bonnet curriculum coming in. If y'all are not aware, we have a star, Miss Lushi. She was on a commercial for Blue Bonnet just about the region four. She and I both participated, but she was the star. And um we're really rolling things out very effectively. One of the things that we asked for is that that material be uh provided to us by campus. So once they unloaded that pallet that was said this goes to Travis, then we reloaded it immediately and it all went to Travis. There was no group over there sorting materials and deciding how many campuses get each. So that was really an amazing and I have to give a shout out to Sharon Jason because it was really her behind the scenes. And then

020we want to make sure that we are really working on internalization. So we're changing what we're doing as far as our PD. We're really going to do a lot of intensive training with our APS this year to make sure that they know what to expect for this blue bonnet curriculum and how the lesson plans teachers are not producing lesson plans anymore. They're taking the lessons and internalizing them and making sure they understand what to do with them. Um we are revamping all of our leadership. So, we're having a focus on our APS, our teachers to grow them into APS and our APS that want to grow into being principles as well as doing a grow your own for our counselors because we have a shortage of counselors right now. And so, uh we uh met

021today actually we've had several meetings and we're excited about what we're going to be doing with um in the upcoming year with our leadership team. And really we provided revise all our professional development in meetings to focus more on pedagogy and lesson internalization because um we're seeing a lot of teachers coming in that have the content knowledge but they don't understand how to teach. So we're really going to really focus and hone in on pedigogy. Okay, I'm going to turn it over to Sarah. All righty. So, I'm going to present this evening on RLA because we have a new friend joining us. Miss Sarah Lawrence is in the audience. She will be the new associate director for English language arts and library services in K5 social studies, but I'm presenting tonight u because that was

022my role last year. And um so with regard to our overall performance for reading, our biggest gains were at elementary and we're really excited about that because elementary is where the foundation is laid. And so our biggest gains in particular were at third and fourth grade to be specific. But you can see for approaches we grew 1.3% for meats 4% 4.3 and then for masters 1.4 and I won't read through all of them but you can just see overall uh we are trending in a positive way overall with language arts except for EOC. EOC was sobering across the state and you're probably hearing a lot of people um talking about that data and what happened with the English two test. Some of it is excusem um just out of a a panic to be honest.

023Um people are talking about text levels and um text complexity. Um but the reality is that we did grow um in our gaps with the state as well. And so we'll talk a little bit more about opportunities for growth there with EOC. So for our celebrations, I know you heard us talk a lot last year about what everybody lovingly refers to as the echars, which is the extended constructed responses. We the previous year we had had a very poor showing on the ech. So it had to be a priority and we saw everyone from campus principles to teaching and learning coaches and teachers really stepping up and taking ownership of that item type. The eker is worth approximately 20 to 25% of every kid's star test. It's a lot. And we know that when a

024kid is good at an echer, they're also good at the other things like revising and like editing and identifying controlling idea. The echer sort of transcends reporting categories for us. And we are so proud of our staff and of our students because in seven out of the eight grade levels, we closed the gap on the echer with relationship to the zeros. The one grade we did not close was seventh. The gap didn't move at all. Okay? So it stagnated at seventh. Um but we are really proud of the students and the work they did with the echer. For grades three through five, like I was saying, that's where we saw the biggest gains, especially in third and fourth grade. really making tremendous leaps to close the gap with the state um in particular at the

025approaches level and so we did have increased performance um for 3 through 5 and then for 6 through 8 the I know what you're saying when you're looking at the 6 through8 data because you're probably thinking what I'm thinking we were consistent in our performance from last year to this year pretty much where we were last year is where we are so then why is that under a celebration well you probably remember I was sitting here like 10 months ago a little nervous about middle school. We had lost the literacy block and we had lost the numeracy block as well. So our instructional minutes had gone from like 90 minutes a day down to 50. As a result of that we had lost the number of staff members as well because when you reduce the

026minutes you increase the section which reduces the staff. So we went from teams of four and five teachers to teams to two and three. And when you have two teachers on a team and one is new, it can very much impact student outcomes. And then we also had a reduction in our um intervention courses as well. And so to be sitting here 10 months later knowing how anxious we all were about the obstacles that we were walking into, we're very proud that the scores didn't drop. We we we had we maintained and we think one of the biggest levers for the success there were what we call the lift lessons. Uh we partnered with Texas A&M. We did a lot of training for our teaching and learning coaches for our district specialist and we completely

027overhauled the middle school ELA curriculum and we really think that that is what helped to yield those results plus just general principal buyin, staff buyin. Everybody knew it was urgent um and really stepped up. So for the opportunities, you heard Miss Jackson talk about the meets and masters is where we were missing the mark overall. The same holds true for language arts. Our meets and master scores are not where we want them to be. And so we're really excited for our next steps. You know, when we onboarded, especially like those lift lessons, everybody's just learning new curriculum that they're not differentiating necessarily the way you want. And we think that that's going to come this year with our emphasis on GT and advanced academics. it's a huge priority for us. And then with EOCC, you

028know, those EOCC scores weren't at all where we wanted statewide. We saw a large regression. Um, and it wasn't like it was the echer. There's not one thing. We just across the board went down when it comes to EOCC. And I think it comes back to realizing that the EO C scores, those ninth and tth grade scores aren't just ninth and tth grade scores. They're also third, fourth, fifth, sixth, seventh. the more students who are not reading on grade level at high school, the more students are going to struggle. So, in addition to just um building capacity in our high school teachers and really making sure that everybody understands the expectations for STAR at high school, it's about addressing those reading gaps in elementary and in middle school, which is why we're moving to structured

029literacy. And we're also going to be doing a pilot next year um called uh the Amira pilot in six to eight, which is about closing gaps in middle school for those readers. So that's really ELA. Does anybody have any questions for me? [Laughter] >> All righty. Thank you. >> Okay. So, I get to uh talk about our math scores >> before we move forward. Mr. Samson, did you have something? >> No. And I'mma wait. >> Okay. >> You're waiting for me. You give me >> I'm I'mma wait till later. >> Okay, perfect. So, for math, we do have some growth that we need to that we need to happen. Uh we did did see a little bit of a grow regression across the board. Um but we also are seeing that in the state as

030well. So, we we do have work to do. I'm excited to come on board to work on that and to make a positive change in the math department. Um, as you can see, uh, we we really struggled in in the meets and masters, uh, but also approaches. On a good note though, algebra 1, we do have one positive. Algebra 1, I think, is trending above the state in approaches. So, that is a positive that we have to go on. Um, algebra 1 did, we did see a little bit of a drop. Um, but we are still uh at where the state is, they they did drop as well. So, uh, we are going to go to work and and we will bring much better results next year. As far as celebrations, uh, we did have

031growth at the M's level for third through fifth grade math. We went from 10.3% to 11.7 indicating that students are developing that mathematical understanding and that that's really big. Um, for algebra 1, although there was a slight dip, like I said, we are still trending above the state in approaches. Um, we're going to really work on those meets and masters levels. Um, and that's, you know, districtwide. We we've got to push for that. Um, opportunities, uh, for grades six through eight. Uh, we did see a drop across the board. We're going to be working on, uh, more, uh, targeted support, really working on that tier one instruction, and I think Blue Bonnet is going to help us with that as well. Um, and in algebra 1, we did see that decline in meets and masters.

032We're going to really work on that higher level performance, making sure that our honors courses are at that rigorous level so that we can get that critical thinking skills up so that those kids will uh perform better. Any questions? >> I am ready for it. or closing the gaps. Good evening. Um I'm here I'm going to talk about our social studies scores with y'all this evening. So looking at this year's 8th grade, um in 2024 we were at 41% approaches. Uh we did increase that to 44%. So we are closing that gap with the state. Uh our meats went from 13% up to 18% and our masters we uh bumped up by 2%. Now what we're not seeing there is actually where we were in the fall with benchmark data. In the fall when we

033gave our our kids their benchmarks, we were actually only trending to like 38% approaches, 36 36% approaches. And so, uh, Miss Martinez brought in a group of of us from across the district who were administrators that had taught social studies and, you know, we kept the teachers in the classroom and we came together and basically were like, what can we do? Let's look at those high value TEICSS. let's let's really look at the lessons that we have developed and we were able to not only really focus on what we know that the kids had to had to have but it also freed up some time for the teachers to have extra review then we were able to roll it out and PD the teachers um in in what we were looking at and so we

034went from 36% up to 44% also in that level the state dropped and so it looked like we were already, you know, closing a gap, but then it closed even more whenever the state dropped some. So, we're really happy. We had plenty of work to do at 8th grade always. Um, but this was this was a really a positive for us. We did not see as much uh positivity as we wanted to at the EOC level. We did see a drop there. Um 94 down to 91 drop at meetats 64.9 to 60.2 to and a drop in masters in terms of what went on there. That is a data that I'm looking forward to digging in. Um and and trying to see, you know, what what could have happened that caused that drop because we

035didn't see really that that big of a drop at the state. Terms of celebrations, our huge celebration is standing in or in the picture in the middle. We're celebrating our national uh history fair winner as a as a district and we're celebrating those eighth grade those eighth grade gains. We really are. Eighth grade is an incredibly difficult test. It's at a very high level. Kids really struggle at at at the reading comprehension of that test and the content. And so to see us gain in every single area, three percentage points, meets by five points, masters by two points, um it just shows that we're we're going in the right direction. Also in that that we don't talk about a lot, there was nine firstear teachers a year ago, just completing their second year, and it

036takes time to become a really good teacher. And so, you know, we're now moving into year three with these eighth grade teachers at those levels. So we're really excited about that. Our opportunity at US history again performance remains high but we did see a slight dec uh decline with approaches dropping from 94 to 91 meets from 64 to 60 masters from 34 to 31. Um again going to dive in to that data look at how we've been putting higher order thinking skills writing historical evidence scaffolding. What have we been doing? Um, I've also started conducting multiple PDs. I did my first of six over the next two weeks and we're really looking at vertically aligning. So, for example, today I met with sixth grade and as we were looking and letting sixth grade dive into

037their content, we were constantly looking at what can we vertically align that we know is going to hit them in eighth grade. And as I'm meeting with my ninth grade and my tth grade teachers over the next week, it's going to be what are we looking at that we know they're going to have to approach or or deal with their 11th grade year and let's help start really getting them prepped up for that across across all of social studies. So, thank you. >> All right, Norma Martinez, and I'm going to be reporting on science. Um, we do have our new member, Emily Olivier, if she wants to stand up. Wave. So, like Susan said, brand new team. We're excited. Um, so for fifth and eighth grade science, you'll see that we greatly improved. Um, we

038went from an approaches of a 55 to a 61 meets from 25 to 28 and then masters from 8 to 8 and a half. So, huge huge gains from the fifth and the eighth grade. Um, we also want to celebrate because this is the only content area that had an increase in all um, tests and so shout out to science. Um, but we did increase from an 87 to an 88 for approaches in biology, a 51 to a 56 and then a slight drop in the masters from the 14 to a 13, which you'll see on the next slide, is our opportunity. So, we're going to celebrate that we did improve across all levels in all content areas. So, that not content areas in all test. So, fifth, eighth, and biology. Um, and so that

039just shows and and keep in mind we had new ties. Okay? So, our teachers were not only learning their curricul curriculum, but they were also teaching it as as they were learning it. Um, and so we show that they they are doing really well in mastering that content at in in their classrooms. Um, but we do have an opportunity in biology to to pick up that master score. And something that Sarah mentioned was revamping our advanced academics and making sure that we are challenging our students in the ways that they need to be challenged. Just like with new curriculum, the challenge is to make sure that they understand it. And then the following year we are really working at at differentiating. So making sure that those honors classes and those accelerated classes are are meeting

040the needs of our higher um students. And I can't go for without saying I really want to give a shout out to Kevin Robleski because he's led that team and this work. And um I'm not blaming Dr. Bullinger at all for stealing him from us, but I do want to make sure I acknowledge him. So with that, um, CCMR, so >> he will get the mic at some point. At some point in the future, he'll have the mic. >> Yeah, we need we need to steal him back and anybody else that can help contribute to bring these scores. >> Well, I think Emily is going to do a great job because uh Kevin >> Anyway, we'll make those calls, you know. Okay, >> we're good. >> So, one of our celebrations that I think >>

041Please go ahead with the presentation. >> I'm trying, sir. trying. Um I don't want the trophy to keep staying in my office. >> Well, we're laughing, but it's a serious topic. >> It is. It is. But that's why I wanted to recognize >> and a lot of conversation about this topic. And you know, I we laugh a little bit, but we're serious and I'm glad to see we got all these good people here now or more changes, you know, to try to plus the blue bronnet curriculum, you know, I think all that's going to help. Well, we're seeing great great uh gains and so we're excited that momentum. We just got to keep it going. One of the celebrations that everybody in here knows is that we perform above the state and the national average

042when it comes to what we do on college and career readiness. So, I think it's something we should really celebrate. And so, um on our district CCMR, I have um we stayed the same at a 94, but the state's uh average is a 76. Our goal and it and it's in the strategic plan that will be presented to you next one is that I want 100% every one of our kids should walk out of here CCMR they have credentials or they have whatever it is between AP dual credit um industry certification whatever that is we have an obligation to make sure they enter the workforce ready to go. So I'm very excited and proud of 94% but I think that we can hit 100%. That's my goal. Um, so we are a way above the

043state. So that's we don't know how the state did this year because it's not available until August. So that's why you have that placeholder. The district graduation rate and all of what you see um is going to be in your domain three for sure. And then CCR is also in domain one. But your district graduation rate, we went from 94.9% to 96.1%. So we made good gains in our graduation rate. Very excited about that. We do not have the state's graduation rate yet, but we were above them last year from 92 and we were at 94. So, I'm hoping to see that we're way above them again. >> At least that we maintain 94. >> Yes. Well, we went we I'll take my my my little bump there from 94 to 96. >> But, um

044on Telpass, we um are waiting for those results and we know that is part of domain uh three and that should be released on July 24th. So, one of the things that Dr. Brian, executive counsel, thought that y'all might really want to know or see is where we are compared to the state and our special population students. And so, what we've done is laid out 2021 all the way to 23 24. That's all we have so far. And um the state was at 21% for bilingual and went to 24%. We are still under the state, but if you've noticed there, we're making a faster gain going from 17.9 to 23.9. So even though we are a little below them, we're growing at a much faster rate. District sped versus state sped, we started off um

045or the state started off at 11% and over the years they went to 13. We started off at 11% and went to almost 16%. So our um sped numbers have increased drastically at a much higher rate. Dyslexia has gone um from the state we were about the same. We were 4.9, they were at 4.5 and we are now still above them at 6.6 versus 6.0. The district 504 numbers you can see has dropped. But why would that have dropped? Because if you are identified as dyslexia, you now are not in 504. you are in our sped numbers. So you see the sped numbers going up faster. So if you are identified with the only disability you have is not really a disability, it's dyslexia, you were served under the 504 umbrella, but now we have

046to by law put them under special education. Does that make sense? And then um our gifted and talented is where I see a real concern because we dropped where the state made a small gain. So, we have a group working on that um as well because we know that's where our meats and our masters are. So, we've got to revamp what's going on in our GT program. And then um the district uncertified teachers and I know Dr. Bowlinger is behind me if you'all have any questions. They didn't require us to have that data to my understanding in um in the past years, but we do know where we are now. We're at 9.75. And this is a number where I believe it's important that we are behind the state at 11.8 because we want to

047be lower. Dr. Ber, anything you want to add on that? >> No, they just report out district. We're neck and neck with the state but a little bit below which is where we want to be more certified. >> And so as we kind of uh wrap up we wanted to kind of recap the star changes since uh 2223. Um again the whole test was redesigned. Um there was integration of the extended constructive responses and the short constructive responses which meant just means writing across all contents. Uh there was increased CCMR cut points. um they introduced the AI generated scoring um and then the new cut points um with the new scale scores and then also just the increase of increased use of the machine scoring. So our uh last slide and y'all have any questions

048is that one of the tasks that y'all gave the CNI team was that we needed to close those gaps to the state and we have really worked hard to do that and we will continue to work hard to do that and I agree with you um Mr. Andria we want to be better than the state. We want to be the best in the state. So that's our goal and I believe we're on the right road and I believe we have a great team to get us there. So, are there any questions from y'all? Um, go ahead, Miss Simpson, and I'll go u, I want to compliment you all on the things that you had, especially when you talked about targeted support and about positive learning environment. That's one of the things that that was constantly

049mentioned throughout this report. So, I want to say well done. And one of the things that Mrs. asked me earlier and I didn't have an answer and I'm but you had brought it up a little bit about analyzing data to identify areas of weaknesses. Who does that? Uh is it done you guys or the state does it or we do we do our own? >> We do our own and so we have a team. We'll come together. Um James does a good job of bringing us the data. we sit down as a team and we've already done that and said okay so um they have a meeting with me on July 31st to talk about okay now you've got your scores you take your team you analyze that data we come back and you present

050to the whole team so that we can also say what about this and why did you do this so everything's based on data and so that'll be the day on the 31st when they have to come back and present to the whole group um because give them time to look at their data And then we need to know exactly what you think. So what Amy talked to you about is exactly what we're talking about. One of the things that when you look at other districts and say, "How are y'all doing better on eighth grade?" >> Well, that's because we don't wait till 8th grade to teach eighth grade TESS. We have to push some of those TE's down to sixth grade, some down to seventh grade. Even though sixth grade's like cultures, world cultures, and

051seventh grade's Texas history, and then you got US. So in in isolation you say well I can't do this but there's a lot of things that you can that you can cross. So that's been her task that she's working with her team on to say how can we get that so that we're not waiting until the eighth grade to try to hit all of those taks. So that's I hope that answered your question. >> It did. It did. And thanks we just to know who did the analyzing of the data that comes about especially when second part of that is like extra support for students that uh who needs the most help. So how do how do you you know when we figuring this out and that's just you may have told us this but

052I'm not I haven't have it in my memory bank. So we know students are struggling and you look at do you look at that from their test scores or from what they have in classes. How do you come and and try to have a plan with them? Even they're not in a special program, not in 504 dyslex or anything, just a regular student. >> So, those would be our tier 2 supports. And one of the things that you heard Sarah talk about is trying to streamline and pilot a mirror, which is like a like a personal AI tutor. And then after a while, they'll have a I think you I think Mr. Claim you went and saw one of the programs that we were doing. So using those tutors and that was a real person

053that we used and we saw great gains. But what we do are we use our PLC and those PLC the teachers look at that and the there's an administrator in there and we also have our TLC's in there and they look at the data and they determine hey what's the TE that we scored the lowest on on this test? How did we do that? So we look at formative assessments. We look at common unit assessments and we um are doing common formative assessments. So if it's a third grade team, we're all teaching math. Everybody's going to give the same exit ticket. So it may be one question over that concept and then we all come together and say, "Well, I had 90% of my kids pass got it right and James may have 40% pass.

054So we got to figure out what happened in this classroom." And then how do we support that? So moving to a concept of my students, his students, it's our students. So maybe I did the best. So, we're gonna our intervention time. I'm gonna take the students that didn't do that well on this TE and then he's going to take the kids that did really better on a TE that maybe I didn't support as well. >> So, does that answer your question? >> I hope that that goes into practice because that makes a lot of sense. So, I hope we're implementing that and really practice. >> Well, we started using that across the district this year. Some grades and places campuses are better and embrace that and we saw the gains there. How do we get

055our teachers to um to show up if they're going to do like extra tutoring or things like that for students who as you have identified that may not be meeting those and needing to raise that letter level? How do we how do you make that happen for the teachers to show up for extra support of those kids? >> Well, the first thing we have to do is get the PD into the teachers because they may not know enough to help support those tier 2. So, what we did was I have to give a shout out to Exxon because they donated a ton um I want to say $10,000 worth of gift cards and things, incentives to get teachers here. And then also we were able to use some of our federal funds to pay for

056um after school training for Blue Bonnet. And so getting those teachers where they're equipped, that's the first thing. And then really knowing that we can't rely on parents being able to transport their students and having transportation with the cost that we're having now. It's we have to build in time into the day to hit those interventions. >> And so that's really what we're doing. So, we're using a lot of those TLC's to push in and do small groupoup interventions, pull outs, and then we do um if any extra funds are there, we use that to hire retired teachers that will come in and and help tutor our kids, especially in early literacy. >> Thanks. That's what I I just didn't know some of the things. So, thanks. You explained it all. Thanks. >> Some of

057the things she brought up was some of the things I was going to say, but you know, I'm old school. I look at stuff like football. Uh, you know, if we look look at what we're doing and we have to push a little bit further to get beyond 12% and we behind the state by 3%. Are we trying to push or we just accepting? Everything I've seen is that we did a little bit better than we did then or we did a little bit better than the state. You know, the mindset that I'm feeling is that it's not that we did a little bit better that we going to do better in order to be the best in the state. So that part are we preaching it? Don't coin the phrase. Are we pushing it

058towards our uh teachers and administrators and everything that we are going to be the best not that well we made 1% gain? That's not good enough. It's got to be better. And we have to, our mindset 99% of the time has to be that we need to push a little bit harder to be able to make sure that we are the best. You know, you can't say, "Well, we made it. You know, we, you know, it's like giving a flag out to somebody who's just competed." you know, we just got to be able to say, you know, we got to push a little bit harder here. We got to do better. You know, you know, as my two members to the right of me have said, we have to do better. And if we don't

059insist that and push that to our teachers, administrators, librarians, whatever, then we always going to be subpar. And I don't think we should look at our district as subpar. I don't want us measuring oursel towards other districts because well, we're a little bit ahead of them. No, we want to be ahead of everybody in the state. And if we can't do that, then we have the wrong people. >> I agree. Um, if we have already proven that we can be leaps and bounds ahead of everybody around us when it comes to getting our kids college ready and and getting them SAT ready, we've already proved that. Those are the same kids. So, they all have heard me say, "This is my coin. I'm go football." We've got to quit playing defense and we have to

060play offense. >> Right. >> So, I agree with you. In my 16 years, I went to a meeting that a kid stood up and I hope we don't have this anymore and said he went through the program and he said he could not read and he graduated not being able to read. That's unacceptable. So the things that we're doing now, we should be able to say how many of these kids are coming out of here that are able to number one, if you can read, you can learn. And so I'm just looking for a standard that we're not saying, well, we've done better than we do last year. No, we kicked the ball out the park. You know, we need to start thinking that mindset. >> I agree with you. and and that that's all

061I want to say. Miss Tim said a lot of questions I had to ask. >> Thank you, Mr. Samson. Um I just want to touch a little bit on math. We have a new fresh look in math now and you talked about the things that we're going to do u kind of high level where we're going to go. Kind of touch on that a little bit. You're coming into this position new. What are some new things we're going to do to move us in the right direction? And this applies to all the uh other uh subjects as well. But uh let's start with math. If we do the same thing over and over again and don't get different results, then we have to change it up. What are some ideas at the board level? Not

062too deep into detail, but kind of give us a direction that you're going to take math and then if y'all could touch on any other subjects as well. >> So there there's a big thing that we did. We uh had a group that met and we looked at the elementary instructional minutes and we looked at how we can revamp those to allow more intervention time particularly for math because we had one block that everybody had to share. Well, now we have ELA has their own intervention time built into their block and now math has an intervention time built into theirs. So the kids that may not get it the first time, we have a second chance to go back and spend time specifically in math. So I think that's a huge move this year that's

063going to make an impact in math specifically uh because we're not competing for for uh time. Okay. So I think that's a a big thing. I think the Blue Bonnet curriculum is also going to make a big impact in math. Um it's more consistent. uh it delivers pretty good instruction that we're going to all be on the same page. It's going to look the same in every classroom and I think that's going to also make a huge difference. Um so those are two real quick things that I can tell you that that we're looking at to make sure that there's consistent instruction going on across every campus in every classroom. >> Thank you. Do y'all want to touch on other subjects as well? So something I wanted to mention that we are rolling out that

064we piloted this last year that we saw great success was with the student trackers. And so that's something that we tried in a couple of campuses. Um Kevin Foxworth and I would visit different campuses and kind of grab ideas from from our principles. And something that we saw wonderfully implemented at Stuart was students tracking and Miss Barat Tims asked how are the teachers doing it? Well, we want it to be also important for teachers to know, but most importantly for those students to take on that ownership of their own learning. Um, and so we piloted some student trackers throughout the district. And this year we're rolling it out. So each of our content areas, our specialists are creating trackers for each of the COAs um that the students are going to take. And then they're

065actually the students are going to be reflecting on previous STAR data but then also on the current data that they're receiving and we want them to kind of own hey I didn't do well on this TE what could I do and we have um we're continuing our partnership with progress learning um and then also implementing AMRA for that tier 2 intervention. So making sure that not only do the teachers know what the students need but that the students need know as well. And you're thinking, well, what about elementary? Um, it was also piloted in elementary. Um, my daughter would come home, she's a fourth grader this year. She would come home and say, hey, we took the CUA and I need to work on this TE. And at home, she was logging into the system

066and practicing that TE so that she could improve her score for the next year. Because we piloted it and found great success in a couple of our campuses, we decided as a team that we were going to go ahead and implement that in full force throughout the district. all levels, elementary and secondary. So that's another big change that we're implementing this year. >> Thank you. >> In social studies, the big focus really is for so long there's two tests, right? So they have sixth grade, seventh grade, eighth grade, nth grade, 10th grade, 11th grade, but they only have two tests. And you know if you go back and you look at the DEOR PLC model, one of the things whenever I was in 11th grade and was teaching 11th grade, we had to get over

067the idea of our my kids, right? It's exactly what she was saying, you know, we had to get to this is our kids and and we share this. And so when we were in PLC and we were digging into the data, we were digging into the lessons and teaching, you know, or thinking how are we going to teach this concept to the best to our kids, we were able to break down that idea of it being, you know, my kids. Now, what I'm going to be working with is our levels vertically to break down that concept of like I'm not a tested teacher, but you are. Your kid just won't take it for two years. And so again by by working with the teachers to look at every single way they can support those two

068US histories because even if we are in Texas history you are learning things that are applicable to the larger country as a whole. And so even if uh today was working with sixth grade teachers it was you know the kids aren't going to take the test for two years but we need to get them writing. We need to get them looking at stimuli. We need uh more than we have in the past. And also as you're teaching concepts, the very first unit um deals with forms of government, let's go ahead and start hitting some of that US history content there. And so really the focus is just going to be more vertical alignment to really support those two grade levels at this point in social studies. And then for language arts, you heard Amy talking

069about um this idea that like just because you're not a tested contenerary or tested grade doesn't mean that your teaching doesn't matter, right? So what she's getting at there is a shift in culture, a shift in philosophy. Like what do we believe our purpose is here? And culture and purpose and philosophy are hard things to turn around. They're they're not like a jet ski. They don't move quickly. They're sort of like a cruise ship and it takes a bit for them to come around, but we've been working hard at that for all of last year and really kind of setting the stage for us to have a culture shift when it comes to literacy in Goose Creek. And now you're going to see that ship's coming around and balanced literacy is going away and we're

070moving to structured literacy. We're going to be progress monitoring intensely in collaboration with the TXRL foundation because we have that grant in um collaboration with region 4 because we also have the lasso grant. We're going to be looking for evidence of high quality instruction and the implementation of our highquality instructional materials. So I think that's going to be something that's really huge. And I think it's important too that we do pause and we talk about the why behind that because there's so many research studies out there and there's the House Bill 1605 is driven by teacher input but also by research and you have these largecale bodies of individuals pushing into classrooms and monitoring what is the teaching looking like in there and in approximately 70% of classrooms across the nation and yes also in

071Texas numbers were slightly higher you are seeing teachers engage students with curricular materials that are not on grade level and there are a lot of reasons for that but what you end up with is you end up with this philosophy of I am teaching uh the students where the students are struggling instead of this philosophy this culture of no I'm teaching where the expectation should be at grade level and when you think about students on like a string and you pull put every student on a string from the highest performing to the lowest performing student when you push from the bottom What happens? Well, only the bottom of that string moves. But when you pull from the top, we all move up. And that's the philosophy of HQIM. And I think that's the philosophy that

072we're trying to to kind of replicate here in Goose Creek. It's this idea of like, no, all kids can. We believe all kids can. And we're going to put PDs in place. We're going to put grant supported resources in place. We're going to put coaching staff in place. We're going to empower your principles to know how to support you so that we can move toward that philosophy. And it's not just like ideas, it's actual action like you were talking about. So, I hope that helps answer that question. >> It it did. All four responses were very helpful and I appreciate that. Uh it's going to be your high pressure and high expectations. Uh and we look forward to seeing what you can do. Any further questions from the board? >> No, they're doing a good

073job. I'm agree with I'm happy to answer. had a comment just I want to commend you as a group presenting us tonight. I asked that we not come up here and present with excuses. I appreciate James. You started off with the cut scores being changed and we've learned um that the commissioner does have autonomous control to change things as he wishes to and that does impact not just Goose Creek but all school districts in the state of Texas. So, I appreciate us not coming up here and presenting the excuses, but I think um the other thing that was helpful for the board tonight was that we're looking at longitudinal data. You're not just showing the snapshot of what happened last year, but what's happened over the last couple of years and uh it's not lost

074on them either, what's happened in Goose Creek over the last six years. Our funding was frozen and that's different presentations from Miss Clark and then our personnel shifts that have happened uh in Goose Creek, different presentation from Dr. Bowlinger, but we've gone and and the whole state's been dealing with that. So, there's no excuses built into any of this. But there are some things that CNI you could have said this and you could have said that. You know, we just before COVID hit, we had really focused on having more instructional time with children and specifically the junior high campuses all had block scheduling. So, they had twice as much ELA time, twice as much math time. And as a matter of the budget reductions over the last few years, we've limited that back. So we've

075actually cut instructional time half for those subject matters. And you could have said that, but I appreciate the fact that we're not talking about what's happened to us as victims, but we're talking about this is the plan. This is what we're going to do moving forward, regardless of cut scores or anything else. I know that everyone's paying attention the special session that's coming up where the STAR test could go away altogether and we won't have these examples to even give anymore. But the the truth of the matter is we're always going to have assessment. So we'll always have a way to measure to provide our parents is the main thing. Our parents an understanding of where we're at and how we're doing and what we're doing to improve upon what we do. Uh the other

076shift has been before COVID about 20% of our teachers were fell into the zero to fiveyear category. So and newbies if you will up to five years 20%. We're now sitting at almost half of our teachers fall into that category. And it's many things that have happened over the last five or six years. And I appreciate y'all keeping it streamlined to what are we going to do about where we're at today. But I also feel like it's fair to you for the audience and for our board members to recognize that we've been going through a very tumultuous time and you have navigated it at the best of your abilities. And I just wanted to commend you on the presentation tonight. >> Thank you, Dr. O'Brien. I echo what Dr. O'Brien has said. We've had quite

077a few conversations and the time of excuses has expired and now it's let's let's buckle down. We know what we have and let's grow giants. I really appreciate what you said about not pushing from the bottom. But you pull up to the top. Every every child is capable of meeting a higher standard and if we keep that standard low, they'll never meet a higher standard. So, uh I commend you on that. I hope we continue and I hope that just you knock it out of the park. Um, but this board is very supportive of what you do and for me, second to safety and security, all eyes are on y'all. Um, not only this board, but our entire community is counting on y'all to really bring us up to where we need to be. So,

078thank you for that. Any further questions from the >> Well, just a shout out to the teachers in that regard because we celebrate tonight sustaining and that's something to celebrate under the conditions they've been in. So, it's not ex it's not our goal. It's not our end result of what we're achieving, but in the midst of seeing the state scores go decline even more than what we have is is a testament to that our teachers are working hard to meet the conditions in which they live and there's been paradigm shift from virtual learning and everything else. But, um teachers hang in there. Uh our shout out to you is thank you for what you've done and what you're continuing to do. And yes, the bar has been set high and we're going to reach it.

079>> Thank you. Susan, he didn't mention you, but you did a good job here. >> I know. >> All right. Our next presentation, Mr. President, will be the legislative update. Thank goodness it is not the entire legislative update, but just a snippet thereof. Miss Smith, I think you have some things that are pertinent to our student code of conduct and things of that nature you want to present to the board tonight, right? >> Thank you. And can I add before you get started, if any other if any questions go out to the panel behind you, please come up and speak into a microphone if you reach out or if any questions go out there, we want to capture all that audio. >> All right. So, I believe uh Miss Garcia passed out a little stapled

080uh packet um at our law conference um that was held in the middle of June. Um that was sent. Um this was in the back of it. Um it's an overview of what TASBY uh will be updating. So, I figured it was a nice overview if you want some extra reading. Um it has everything obviously from the finance, which is not my world, um all the way to the students. So, um, page 156 is where I'm going to be on the bottom. It'll be the, uh, student issues, and we're going to focus on those. So, the first one is House Bill 6. That was the student discipline. Um, the first thing it did was prohibit DOI exemptions from chapter 37, which is what we do our discipline under. It requires the student code of conduct

081um to allow DAP as an option for firsttime use of possessions of vapes. However, if we do not send them to DAP, they're going to require us to send them to ISS for 10 days. So, um as you'll see at the end, I'll be uh sending the code of conduct to y'all at the end of the month for review for the um passing at the August 4th board meeting. And so we will be recommending um that we remain it to be a mandatory DAP. >> And the primary reason for that is because we've had a curve in violations. Is that right? >> Yes, it has gone down. Um and I think that message that it sends um is more relevant than just saying, "Oh, you can go to ISS." So I want to stick to

082what we've done for the last two years. How long do they go to DAP when they get a >> It depends. If it's a uh ecigarette, it's 15 days for the first offense. Second offense is 30 days and then the third offense is 45. If it's THC, it's going to be 30 45 and then high point. However, as it was alluded earlier, we are going to special session starting Monday and Senate Bill 3 is back on the table uh for THC. So depending on what he does could change. >> That's a big problem. >> Well, just to be clear though, I think that the edits looking for in that bill is simply to exempt 21 and over. So the impact on our students may not change at all. But there is some consideration being given

083to THC used for veterans and things of that nature. I think that's the motivation behind that being called back session. Although you're right, anytime they're in special session, anything could is up for grabs for change. But, uh, they did indicate that it's for 21 and up, edits to that bill. >> Hopefully, they'll stick to that. Um, it requires our commissioner to create a model return to class following teacher removal. So, the chapter uh 37 teacher removal. Um, so we will be waiting on the commissioner to create uh this model for the uh return to class. It also states that ISS is unlimited now. However, there will be a check in every 10 days. Um, we're going to be evaluating that a little closely. Um, I don't we're not going to be pushing for those unlimited

084days, >> right? >> So, they're not in class. It's a lot harder to learn. um permits OSS for students in preK, kinder first and second for certain conduct. So they can be sent to out of school suspension. However, the two reasons are conduct that threatens the immediate health and safety of other students in the classroom or andor documented conduct that results in repeated or significant disruption to the classroom. So there will there'll be some conversations um before we send the little ones home um depending on what the nature is. It also allows a parent to request ISS instead of OSS um if unable to supervise the student. However, that request must be done in writing and we will be requiring the documentation by the parent to support that reason. In other words, their job. Um,

085there has to be a reason. It also states that we will maintain that so that they have to produce that anytime they're going to request the ISS over not a school suspension. All right. The wonderful House Bill 1481 cell phone policy. Um, as it states, we have to as a board, uh, which will be coming at the August 4th board meeting to you, adopt, implement, and ensure that the district or school complies with a written policy that prohibits a student from using a personal communication device. That means telephones, cell phone, that includes smartphones and flip phones. Um, tablets, that would be personal tablets, iPads, their own laptops. um smartwatches, radio devices, paging devices, or any other electronic device capable of telecommunications or digital communications while on school property during the school day. Um it establishes

086that we must um have disciplinary measures to be imposed for violation of that and may provide for confiscation of the personal communication device. So the choices would be either you prohibit the student from bringing a per personal communication device on the property at all or we designate a method for the storage of a student's personal communication device while the student is on school property during the school day. So there will be recommendation um provided to you guys. Um we are not planning on recommending prohibiting it. Um the recommendation will be that they store it in their backpack. Um we're not looking at purchasing the pouches, which some districts have. Um if you've done a cost analysis, I know we're in a budget deficit and I don't believe you have half a million dollars uh to

087supply for the district, which is what it would cost. Um so, um the recommendation will be that they'll store them in their backpacks during the school day. You think that's going to be possible? Really? >> Yes, sir. >> I think >> Yes, sir. >> I think you're way I think you're not thinking straight here on my opinion. Kids, anybody, adults, they're not going to stay away from that phone if they got it right there. >> Well, there will be consequences as it states. >> Um the recommendation tenatively right now um is going to be uh the first offense would be it's going to be taken up. The parent has to come pick it up and we're going to look at one day of ISS. The second offense will double it, make it two. Parent still

088has to pick it up. Recommendation three, three days, parent pick it up. And the fourth offense and on will be a DAP placement of 15 days, which um comparing to other districts around um that's along the lines. Some have done worse as far as consequences. Some have done less. Some are charging money um when you take them up. Um so it it varies across the state depending on where you look on social media right now. Just about everybody's posted their own version. I believe I think the hard part's going to be the smart watches because I mean we can all recognize an Apple Watch, but there are other smart watches out there that are a little bit harder to >> to recognize. And I mean they can text and everything on their watches too. So

089I think I feel like that's going to be the hardest part. >> Some of the schools in our district, some some have kind of implemented some things their own. So I think we were moving toward that direction. So yeah, it's going to be tough. It's going to be hard, but I like we've had that policy before. Some of the things that you were saying before got just so open that you can bring in cell phones. So, I think moving back to that is going to be hard, but we can we can do it >> well. And no, >> I like what you said of keeping it um having the policy and what you what you stated. I think >> and no different than the vapes. Two years ago when that legislative passed that we knew

090it was going to be difficult. Two years later, the numbers have gone down. And so, I think at first it is going to be a challenge and we know that's going to be a challenge. I actually had a meeting with principles and assistant principles of a committee today and we discussed that. Um but there will be consistency across the board. Um this will be communicated out once the board approves it on um August the 4th. Um communication will go out and at that point um we will move forward and um there will be um slides created for class meetings and discussions at their on each campus but they will be consistent. All of those will come from my office so that there's make a projection, you'll be back to prohibit all students from bringing phones.

091I'm telling you, just like you said, it ain't just the phones, it's the watches. It's >> Well, the other thing is the earbuds and the ears that that'll no longer be permitted because they're connected to your phone and your phone can't be in your possession or in an on position. So, uh we won't be seeing ear air earbuds. Well, and I think um the other big part like you said, it's going to just be consistency. Just having all the administrator I mean if you see you've got to pick it up >> and teachers. >> Yes. >> They have to do the same. >> So So let me ask you a question. This one way out in left field. If if I'm a student at a football game and you saying I can't have communication. >>

092No, it's only school property. >> It's only during the instructional day. It's only during the instructional day. >> Ban practice on a school day. >> That's after school, >> but you're still on school property. >> But the law states on school property during the school day. Instructional day. So for our tier one schools, that's going to be 7 to 250. >> So let me ask you this other question. I'm Joe Blow and I got a phone, but I walk out on the sidewalk in front of the school. Now that's Harris County property, a rightaway that's not on the school property, but I'm talking on my phone. So how is that going to be handled? Yeah, at that point and at that point you're trueing. >> So, we're going to take a different different approach to

093discipline on that one. >> I'm just got a point or they're going to try it. They're going to try anything. >> That was my whole point. >> I actually read this bill and that's defined in there and this bill states that we have to adopt a policy uh during the school day instruction period on school grounds. Uh so it's up to us to create that or adopt that policy that's uh going to be presented to us. >> Uh it's going to be a culture change. >> Yeah. >> And it takes time to create a culture change. And >> so when schools out >> 5.5 million students across Texas are going to have the same issue, right? >> You're correct. >> So when school's out, >> good to go. >> You're good to go. >> Yes,

094sir. >> But you know it's going to be tested. I mean >> Oh, no. We know. you know they smarter than we are. >> We old they young so they gonna figure out something. >> some way >> to clarify that does not um the device is not one that we provide. So our schoolisssued iPads are not part of this bill. So anything as long as the student takes our iPad that that will not be. >> Let me ask you this old question. Uh, if I got an iPad like you have and I can get, you know, the visual part and listen to it and I'm on campus, does that violate the policy? But it's the school's issue iPad. >> If it's for instructional purposes, I know, correct me if I'm wrong, I believe some of

095the blue bonnet has some listening pieces, I've been told. So, as long as it's an instructional piece in the classroom, then that obviously will be allowed. >> Okay. But if once again, I go outside and I'm just standing around, but I got my iPad and it's a school issue, but can I still, you know, communicate with someone who calls me? >> Mr. Flood can answer that question if he'll come up. Yeah, there's ability to lock things down and I think he has pretty good uh guardrails on them. Now, >> we we've already had that discussion, too. We've had that discussion. >> So, the the district iPads that we issue are locked down where they can only load the apps that we control them to utilize. So, they can't load Messenger and stuff like that to

096communicate. So, some of the apps, now early on when we first did it, the kids did have the ability to load their own apps and we ran through those issues, but lately they cannot. They can't without trying to get around our systems. They should not be able to look. >> I'm just asking you one of them nerds that know how to do >> I understand. You know, I look I look to find them so I can hire them. So, you know, that's they're smarter than me. I I get that. >> Hey, look, they can do just about anything. >> So, for 99% of the students, they should not be able to get around the system. >> Yeah, I was just curious. I mean, they have ways of doing it, you know. I have another question

097if Mr. Samson's finished. Are you finished? >> You still going? Okay. Um, so I totally understand this law and and support it, but I'm not sure that they thought about all of it. But CNI, I don't know if you all have thought about it, but like I know for us, our kids had problems getting on to AP classroom when they couldn't get their cell phones because they don't aren't able to receive emails from outside of the district. And then also when schools when dual credit students were trying to take exams and having to get codes. So are have you worked through all of that? >> Yes. >> So we're working in us information about that. >> Yeah, we're we're working on that. We've already had communications with some of the colleges on to trying to

098figure out what we need to do to make that work. >> Duo where they have to send that duo code. >> Yes. And so we're working uh with our attorney because what we're trying to see is if he can set it up where they could send that duo to like an email address and it be their student email address >> or if it's uh could be sent to even a a number we assign to them like a phone number we assign to that iPad. >> But he's working on that I think. So yeah, there's there's some concerns that legislation did not think all the way through on some of this stuff that that we need to not work out, right? >> Because I know that like we had issues with kids like they would whitelist

099a email, but then College Board or whatever would send it from a different email address. So then >> we didn't know we were missing emails because that email address wasn't whitelisted. >> Right. We're we're definitely going to run through some issues where stuff we don't know and we're going to have to work through that to figure out. and college board and stuff. We'll have to work through those issues also. >> And that was brought up. In fact, when we got the email, I immediately called the attorney and I because I was going through some of this legislation to make sure I understood and Dr. Brian had had some questions. So, I was checking everything and I brought it up. I said, "Hey, we just got this email from Lamar." And she was like, "Well, you're

100the first district that's called us about that one." So, she goes, "Obviously, they didn't think about everything." Big surprise. And you also have to understand that we have multiple higher ed institutions working with them. And so, you know, Lamar Institute has the duo where San has something else, HCC has something else, Lee has something else. So, we've got to work through several issues. >> But they are aware because the the gentleman that emailed specifically said, you know, based on House Bill that passed, you know, how do y'all plan on handling it? So, I know they're aware and going to try their best to work with each district. So, uh there are uh a couple of reasons why uh why a student will be allowed to use that device. Um if it's necessary to implement their

101IEP for special education student or a plan created under 504 or a student that is documented uh need-based from a directive from a qualified physician. I used a diabetic student um with the Dexcom. Um so obviously they would need to um you know have their phone. Uh those list of students will be given to um the campus. The campus will communicate to those teachers specifically which they would anyway um that um these students would be allowed um to make sure that they're for their health or um other reasons. So um as I stated the student code of conduct is going to come to you on the August 4th board meeting. Uh my plan is to have it for you on the 28th though, so a week before, so that y'all can read through it. Um

102find any errors or if I need to make any corrections or concerns. I do have a webinar on Wednesday with TASBY. Um Miss Garcia had sent me that. Um so we have one for the student handbook, also one for the code of conduct. So I'll be uh on those two webinars Wednesday and Thursday to hopefully get guidance. they're usually pretty good about helping uh write how this should be worded um there. Um from what I understand, I don't believe policy is actually going to be out till around October. Um as far as actual >> I think denying them the phone is going to make our scores go up by itself. >> No distractions. You know, >> we're hoping some discipline maybe go down because of this as well. >> That's going to come too. But

103I'm just saying questions. Thank you, Matt. >> Thank you. >> Next, Mr. President, we have a presentation of we entered into an agreement for energy efficiency a few years ago and we have our annual update by ABM. We'll invite them to come up with Dr. Price. I think we have Tim and Mr. Russ Mueen and I'll let them introduce themselves or Dr. Price, I'll put you in charge, sir. >> All right. Thank you, sir. >> I'll stop talking. Good evening, President Kapzy, Superintendent O'Brien, and board members. Uh, tonight we have our ABM annual report. This is for year three with our um report. Uh, we're going to have GCCIC Goose Creek um, director of maintenance Michael Rasm going to uh, take over the presentation. He has ABM M&B manager Brian Walker and ABM Tim Davis,

104regional director with him tonight. Uh good evening and thank you. Uh yes, we're here to report on the ABM project. It was a $45 million ESCO project that kicked off in 2019. Uh it was it it was originally slated for a year and a half uh right in the middle of the pandemic and we had a few issues through that but we were able to complete it in 2022 and now we're here to report on the verification of the three-year prove out basically that we're saving the helping to save the district uh ultimately $30 million but uh $2 million a year and here's our report. >> Good evening. Um Brian Walker, measurement verification manager. I sat before you uh last year as well. And I'm here to present the year three results for the uh

105uh Goose Creek uh report. And so I'll just briefly explain the the measurement verification methodology that we use along with our activities and observations. So again, as was mentioned, we uh signed a contract back in 2019. We're currently in year three. Um we have a total savings projection of uh 2.1 million. 1.1 million of that is energy related. The other is nearly 1 million is related to other operational savings. Um and I'm happy to report that once again we have exceeded the guarantee. Um we uh just over 36,000 above that $1.1 million uh uh target and through year three including the installation period we're uh we've saved 1.6 6 million in energy savings to date. Um in terms of our ECMS once again uh nearly half is lighting. Um and then a number of other

106things from water conservation to put into fields. Um and a number of other ECMS that you can that you can see here. Um the the only uh observations here that that uh we've reserved we're we continue to work on the uh CHC uh system uh associated with the cooling towers. Um and we are uh endeavoring to do our best to get that uh to a point where it can maximize the savings associated with it. And then the uh power fracture power factor correction uh over at Lee Memorial and Sterling High School at least in year three uh those that power factor was below 0.95. Um I believe we are we have corrected that issue going into year four. So we'll see a modest uh increase in savings uh when I come back for the year

107four report. Um and and then finally regarding our uh sustainability slide that I always show you here um this is where we've saved uh converting all these uh all these savings into various uh metrics here. Um but uh going back to the MMV methodology really quickly. We did a lot of measurement before and after we did the install uh back before year one. So uh a great deal of that is locked in. We still measure the uh we still look at the utility bills just to make sure we are um maintaining on that end and problems are not cropping up there. So um that is my that is my report. Are there any questions? No questions. When you talk about greenhouse gas emissions from 1,464 gasoline powered passenger vehicles driven in one year. Is that

108a change over to more of a more energy efficient vehicle? I'm kind of confused on that one. No sir, it it's just uh as you can see with these various bullet points, if you wanted to uh put it in terms of how much uh emissions from the tailpipe you're saving by doing the project, uh that's all. And you can find all this information at the website at the very bottom and the small lettering. >> Okay. The same with the CO2 emission. >> Yes, sir. >> Okay. So, this is what we saved or what we used. Uh, >> yes, it is what we we've saved when relating to tons of CO2 that would have been emitted had we not done the project, etc. >> Oh, okay. Okay. That's >> illustration of what our savings. >> I

109was trying to get that point. You know, >> if we were to look at it from those different perspectives, it's an illustration of the savings. >> Okay. >> Gotcha. Hearing no further questions. Thank you'all. >> Thank you. >> Thanks. >> All right. We'll move on to action items. Dr. O'Brien, consideration of consent agenda. >> Yes, sir. Action items for this evening under consent is 7A. One, second option to extend the RFP student athletic insurance. Number two, pregnancy related services on campus compensatory education home instruction waiver. Number three, proposed modified schedule state assessment testing days waiver for 2526 26 27 2728 school years. Number four, proposed 2526 staff development minutes waiver for the 2526 school year. Number five, application for an optional flexible school day program for the Peter Highlands Center. Number six, TASBY board of

110directors candidates region four positions C, E, and F endorsements. Number seven, superintendent expenditures. And number eight, tax refunds. Administration recommends the approval of the consent agenda item as presented, but we're happy to entertain any questions you may have. And we'll bring up the person in charge of that question. >> Thank you, Dr. O'Brien. Are there any items that any board member would like to pull for discussion or separate consideration? >> Hearing none. What is the pleasure of the board on consent agenda? >> Move to approve. >> I have a motion by Miss Brat Tims. >> Second. >> And a second by Mr. Samson to approve the consent agenda as presented. Any further discussion? Hearing none. All in favor signify by a show of hands. We have 64 zero against. Motion carries. And that concludes action

111items. We'll move on to 7B, which is future board agenda items. Are there any items a board member would like to add onto the agenda? >> Just one thing that administration brings and that was the consideration. Um but we've had the last few board meetings of the naming of facilities and it sort of has uh escalated throughout the first consideration until the most recent board meeting to encompass more buildings. So the proposal uh of administration was to host a workshop where that is the only thing on the agenda and therefore decisions could be made at the workshop but uh or be recommended at the workshop and considered that gives everyone uh on the board a voice to do that. So uh the request of administration is just to identify a time frame in which the

112board would like to host a workshop um over the next month, two months. We do have uh Giant Con coming up back to school, but um administration's here to serve you at whatever your pleasure may be uh for hosting that workshop style format. >> Any comments or discussion on that? >> I missed it. I don't have any preference on >> is this about future board agenda items cuz I missed it. >> It it would be a workshop to go over the naming that has uh been prevalent in our board meetings the last several times. We've put it on hold a few times because we really want to take an in-depth look at it. >> Okay. >> Um so what Dr. O'Brien and administration have recommended we discussed is maybe doing it in a workshop format

113which would be open to the public and it' be the only thing on the agenda for us to discuss or do we want to pause for a little bit longer and let's look at it individually and come back to the table at a future date. I I really in my honest opinion, you know, we had moved with this and moved forward with it back last year and I know that we are looking at what the committee has said and and that was at a time when the committee had came forth of making a statement for renaming something else. But when we looking at this and moving forward, I I myself have had time to review everything. I know other members wanted more time, but we can look at it uh set it up for a

114future date as we move forward, but I think we need to move forward at some point because that was a decision a policy decision that and what do we the board does we do policy. So that's my my thoughts on it. I think we should just have a special meeting like he said and just finally come down to a decision on what we want to do because the next board meeting is August 4th. And if we keep putting it off, putting it off, putting it off, putting it off, you know, it'll be football season by then, you know. So, uh, you know, my vote is to be, you know, let's if they want to if we want to do this, let's go on and do it and not be waiting all this time >> in

115a workshop format. >> Yeah, if we want to do a workshop, that's fine. >> Am I here? Am I seeing nods for a workshop? And let's just Okay. Okay. Do we want to set that date today or do you want us to reach out and propose different dates? >> Yeah. >> Okay. We we do have a lot coming up. >> Miss Garcia will reach out to all the board. >> Yeah. >> For for a one item workshop. >> Yeah. Not next week. >> Thank you. Are there any other board agenda items that we'd like to see on the board uh agenda? Yeah, I'd like a report on the expenditures at Lamar Elementary that are taking place and or that have taken place. >> Along with that, Dr. O'Brien, if we could just get an update

116um on the construction and progress of Lamar. >> While we doing that, uh do we have any other projects that are under construction right now? No, sir. That's the major that's the final um project to start off the new year. We're hoping to finish that project summer. >> I'm just curious because while we doing that, you might as well just all bring the uh any project that we have that's under construction and give us a update on all of them. >> Yeah, that's the only one. We'll bring it. >> Okay. >> All right. U board training. Are there any board training items to discuss? >> TASPY Edcon 25 is what it's called. Uh it will be in Houston this year beginning on September 11th. Um if you're interested in going, please let Miss Noima Garcia

117know at your earliest convenience so she can start planning on that. >> Yeah. >> Right. September >> September 11th >> in Houston George R. Brown >> local >> is it 14th or 11th >> 11th through the 14th >> so both 14 >> uh MC I'm going to be out a pocket next week on the 13th through the 16th TAS benefits uh meeting. >> All right. Thank you. The next board meeting is scheduled. Regularly scheduled board meeting will be August 4th, 6 PM right here in this building. With that, we will move into close session. The board will now recess in close session pursuant to one or more of the following sections of the Texas Government Code. Sections 551.071, 071 072 073 074 075 076 082 083 084 087 and 089. No action will be taken

118while the board is in close session. The time is now 7:41 p.m. Give you warning that time. The board will now reconvene into open session. The time is now 9:03 p.m. No action was taken while the board was in close session. We will move on to consideration of personnel. Dr. O'Brien E1. >> Give me one minute. I have my page again. >> Yeah, you're good. Administration brings before the I went the other way. Administration brings before the board this evening uh approval of the 24 superintendent approved elections and the 36 resignations as presented. >> I'll move to approve. >> Second. >> Have a motion by Mrs. Guy and a second by Mrs. Barat Tims. Any discussion? All in favor by a show of hands. Unanimous. Motion carries. >> Administration brings to the board for approval

119principal at Jesse Lee Pumprey Elementary, Carlosio Smith. >> Move to approve. >> Second. >> I have a motion by Mr. Clem and a second by Miss Barat Tims to approve. Any discussion? All in favor, please signify by showing your hand. Motion is unanimous and it passes. Next is a series of assistant principles. First, Vanessa Aruti as assistant principal of EF Green Junior High. >> Move to approve. I'll second. >> I have a motion by Miss Barat Tims and a second by Mrs. Guy. Any discussion? All in favor? By show of hands. Motion carries unanimous. >> Next is assistant principal at Baytown Junior High, Shannon Siri. >> I'll move to approve. >> Second. I have a motion by Mrs. Guy and a second by Mrs. Bro Tims to approve this item. Do we have any discussion?

120There being no further discussion, all in favor, please signify by raising your hand. 640 against. Motion carries. >> Assistant principal for Lee High School, Dr. Jade Cox. >> Approve. Second. >> I have a motion by Mr. Clem and a second by Mr. Renia to approve this item. Do we have any discussion? Hearing none. All in favor, please signify by raising your hand. That's 640 against. Motion carries. >> Assistant principal at EF Green Junior High, Kenisha Joseph. Move to approve. >> Second. >> I have a motion by Mr. Renthia and a second by Miss Barat Tims to approve this item. Do we have any discussion? Hearing none. All in favor, please signify by raising your hand. The motion is unanimous and it carries. as counselor at Sterling High School and Monty Lee. >> Move to approve.

121>> Second. >> I have a motion by Miss Barat Tims and a second by Mr. Renaria. Is there any discussion on this item? >> Hearing none. All in favor, please signify by raising your hand. There's 640 against. The motion carries. >> As coordinator of deaf education, Shauna Phillips. >> Move to approve. Second. >> I have a motion by Mr. Clim and a second by Mr. Enteria. Is there any discussion on this item? Hearing none. All in favor, please signify by raising your hand. There's 64 zero against. The motion carries. >> As coordinator of human resources, Brooke Bingham. >> Move to approve. >> I'll second. >> I have a motion by Mr. Enteria and a second by Mrs. Guy. Is there any discussion on this item? Hearing none. All in favor? There's 6 against. The motion

122carries. as director associate director of ELA K through5 social studies and library programs Dr. Sarah Lawrence >> I'll move to approve second >> I have a motion by Mrs. Guy and a second by Mrs. Barat Tims. Is there any discussion on this matter? Hearing none, all in favor? Motion carries. 6. >> As associate director for science and health, Emily Oliver, >> I'll move to approve. Second. >> Have a motion by Miss Guy and a second by Mrs. Barat Tins. Is there any discussion on this item? Hearing none. All in favor, please signify by raising your hand. I see 640 against. The motion carries. And >> we have a few student support administrators. First of which as student support administrator at Walker and Crockett elementaryaries, Courtney Flores. >> Move to approve. >> Second. >> Have a

123motion by Mrs. Barat Tims and a second by Mr. Renteria to approve this item. Is there any further discussion? Hearing none, all in favor? Seeing six four and zero against the motion carries >> as student support administrator at Ashbell Smith Elementary Dale Baka. >> Move to approve. >> Second. >> I have a motion by Mrs. Bars and a second by Mrs. Guy. Is there any discussion on this item? Hearing none. All in favor? Seeing 64 and zero against. The motion passes. as student support administrator at Desavala and Buouie Elementary, Latavia Bell. >> Move to approve. >> I'll second. >> I have a motion by Mrs. Barat Tims and a second by Mrs. Guy on this item. Is there any discussion? Hearing none. All in favor, please signify by raising your hand. Seeing six, four, and

124zero against. The motion passes. >> We have a few student wellness interventionists to employ. The first of which as student student wellness intervention is at impact. Latoya Jordan >> move to approve. >> Second. I have a motion by Mrs. Barats and a second by Mr. Rentoia. Is there any discussion on this item? >> Hearing none. All in favor, please signify by raising your hand. I'm seeing six four and zero against. Motion passes. as a student wellness interventionist at Gentry Junior School. Sandra Rios >> move to approve. I'll second. Go ahead. >> I have a motion by Mrs. Bars and I heard Mr. Renia second it first. That sounded a little funny there. Do we have any discussion on this item? >> Hearing none. All in favor, please signify by raising your hand. Seeing 6, four,

125and zero against. The motion passes. as K through 12 ELA instructional specialist Amy Sasser. >> Move to approve. >> Second. >> I have a motion by Mr. Entre and a second by Mrs. Barat Tims. Correct. >> Correct. Second. >> Um, do we have any discussion on this item? Hearing none. All in favor, please signify by raising your hand. Seeing 64 and zero against, the motion passes. as dual ESL >> instructional specialist Leticia Chapa. >> I'll move to approve. Second. >> Mrs. Barims, you're sounding tired. >> Oh, I'm sorry. >> I I have a motion by Mrs. Guy and a very sluggish motion by Mrs. Baratim. It's still valid, legal, and acceptable. Is there any discussion? Hearing none, please signify for by raising your hand. Seeing six, four, and zero against. Motion passes. >> We're almost

126done, Miss Bratam. >> I'm good. >> As a little more peppy, >> as educational diagnostician Brooke Ber >> move to approve. >> I have a motion to approve. A very enthusiastic motion to improve to approve. Who is my second? I have a second by Mr. Samson. Any discussion on this item hearing? None. All in favor? >> Seeing 64 and zero against. The motion passes >> as educational diagnostician Denitra Sha. >> Move to approve. >> Say >> I'll second. >> I have a motion by Mrs. Broims and a second by Mrs. Guy. Do we have any discussion on this item? Hearing none. All in favor, please signify by raising your hand. >> You're really not talking tonight, huh? >> You got to vote. >> Sorry, >> Mr. Clim. You really >> second. >> No, we're voting

127now. >> Voting. >> Yeah, I was in that zone. Seconds. >> Seeing 64 and zero against. The motion passes. >> Yeah, I know. >> We're almost done. Sorry. [Music] >> I'm sorry. >> Godamn. >> He's on the top. >> I need to go home and go to sleep. >> S TXRL K through2 K through three literacy fellow Ernestine Jackson. >> Move to approve. >> I'll second. >> I have a motion by Miss Bars and a second by Mrs. Guy. Any discussion on this item hearing? None. All in favor, please signify by raising your hand. >> Okay, I was fixing to close the vote. Seeing 64 and zero against, the motion passes. >> Is that concluding? >> With no further uh items, no further business before this board, we are adjourned. 9:13 p.m.