001All [Music] right. Stand with me. Word of prayer. Sure. Let's pray. Father, we thank you once again for uh the time that we have here to do the business of the district board. I pray that you will continue to be with our administrator administrators and our principles and our teachers as they go through each and every day. Lord, continue to keep us safe and watch over us and uh help us as a board here tonight and in the future to make the best decisions that would be good for our kids and for our faculty and staff and for our community. And we thank you for all that you do for us. And we just pray that you'll be with us tonight. In your name we pray. Amen. >> Amen. I pledge algiance to the flag
002of 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 Texas flag. I aliance to thee Texas. One state under God one and indivisible. Mr. Cliff, did anybody sign up for the form? Give me just a second. Uh, Miss Flower's mother passed away here recently and uh, there was a letter left here on my desk that I was asked to read. So, I'd like to read this for just a second if you don't mind. HSD board of trustees, thank you all so much for the beautiful plant and all the many prayers that have gone up for our family. Your thoughts mean so much to us. We appreciate you and are very thankful Sandy, David, and family. So, he
003wanted me to read that. So, them as they go through the loss of her mother. >> All right, I will move us to three educational spotlight. >> We had a recognition who was not able to attend today, but we are going to honor this uh state cross country runner in December. >> Yes, he had a work time. >> He had a work. Okay, >> Mr. Gab. So, we will um recognize him uh in December. And we have some awesome kiddos here for intermediate school. We are ready to hear it. Hello. So, we have some fourth grade students here. They are going to talk. They've been learning in blue bonnet about middle ages and they are going to talk to you about the feudal system. >> Dylan, you want to go ahead and tell them about
004that? >> So, the feudal system is where the lower people in the town. So like the uh farmers and stuff they the kings at the top exchange their protection to the lower people in exchange for the lower people's uh loyalty. >> Very good. >> And they had to write a paper. It was an opinion paper over um who they wanted to be in the feudal system. You want to tell them your choices? >> Um choices were if we wanted to be a surf, which is like a farmer, um a craftsman. >> Yeah. A craftsman, a monk, a nun, or a knight. >> So, do we get to hear what you want to be? >> I chose to be a knight. I chose to be a craft. I chose to be a monk. I chose to
005be a knight. >> I chose to be a knight. >> So those of you who are knights, why did you choose to be a knight? >> What about you? >> What about the monk? I'm curious. >> Why the monk? >> Because they're Christian. Why do you want to be a craftsman? >> I would love to be a craftsman because you can make like fancy cool stuff like furniture, giant windows or paper. >> And then I chose to because you can make a lot of money by living. >> You got to repeat that. That's not called making money. That's called stealing. >> But hey, kudos on the effort for [Laughter] >> hilarious politics. >> Hey guys, can I'm I'm sorry. I should have done this beforehand. Can you introduce yourselves? >> Uh, I'm Dylan. I'm Clara.
006I'm J. So I have a question about blue on it. Are you have you ever heard of the feudal system before you started reading about this in fourth grade? >> No. >> Never. >> That was literally foreign to you. So are you learning a lot of different topics that are interesting? >> What are y'all working on now? Next. >> The American Revolution. >> Yes. Started it today. >> Excellent. So, they're pretty they're pretty interesting >> um topics that you're learning about. So, you're learning about history, but you're learning about reading and writing at the same time. >> Wow. >> I know it's very difficult to get up here and talk in front of a bunch of people, but y'all did a fantastic job. Y'all did a great job. Sure. >> You want to say something
007else? >> Any other questions? >> Yeah. If you have any questions, they're good to go. >> I told them to be prepared for questions. So, What what has been your favorite unit thus far? >> Uh this >> Okay, everyone gets a chance. Okay, great. >> I think either the Middle Ages or like our first unit we learned about polio >> and I think that was really cool. >> Interesting. What was your >> exact middle? >> Middle ages. >> Polio. >> Interesting. >> Middle. >> Very good. Thank you for being here. >> Turn around. Turn around this way. >> Just by the stem. cheap. [Music] That's Thank you, Miss Ford. That was great to kind of introduce blue. >> Yeah, that was really fun. >> On that note of the education spotlight, there's um they do
008have a lot of unique and interesting topics that the kids are learning about um throughout this curriculum. So, we've been impressed with the high level of um of uh content. Even Dr. Thornton saw um just kind of on a side note, they were doing a tour with our region center and they came and it was first grade and they called it the what system. Mr. Staff would like this. >> How did she say it? >> Circulatoratory. >> It was the circle system. And they were learning in first grade all about the circle. And uh >> the circle. Yeah. And so, uh, they really have stretched them so they're not kidding when they're learning about some high level content. >> I say also um that day we went from first through third grade, first grade classes,
009second and third, and all those students were all doing the human body systems and at different levels. Um, and some were just wrapping up, some were in the middle of the reading process, some were doing different activities, but they were all studying the same thing. And it was really nice to hear circulatory, but um so that she could get up and point and and she knew the other body systems. So, it was great to hear and nice to see how all those grade levels were working on the same thing. >> We're pushing we're pushing kids for sure. >> They're learning. >> They were doing great. >> That's it. >> Okay. >> I will move us to consent agenda. >> Anything Mr. agenda? >> Unless y'all have specific questions about >> Anybody have any questions or
010any further discussion of consent agenda? I will entertain a motion for consent agenda. >> Make a motion to approve consent agenda. >> I have a motion. >> Second. >> Have a second by Mr. Robertson. All in favor? >> Motion carried us to five action discussion items. A consideration actionable targeted improvement plan. >> So I'm going to share with you a actually through E well no through D. A through D um are some different pieces of information that we wanted to share. Some need an action, some do not. And we I'm not even going to say we. Dr. Thornton put a lot of this on slides so we didn't have to copy. So somewhat when it warms up behind you, um you're going to see a little bit of information on each of these. Um the
011targeted improvement plan is in regard to the elementary school. So while it's warming up, it is Oh, here it is. It's behind you. So, it's information about the elementary school and the tip plan that we've had to create for the last few years. >> I'll let you go. >> Okay. So, um tonight this is our uh targeted improvement plan hearing, public hearing, and um we're going to talk a little bit about the elementary school's accountability and their improvement history, school improvement history. Um when you look back to There it goes. When you look all the way to 2019. You can see that the school was rated a C, a low C of a 71, all the way to a 79 and 22. 23 was down to an F and 24 was at a 70 at
012a C. But all of those years we were either in comprehensive support or targeted support um and improvement. So we have been for that. We've been in school improvement at the elementary campus since 2019. Even in the years 20 and 21 when we weren't rated because of COVID and the testing process, we were still having to go through the school improvement process because the school had left uh 19 being under school improvement uh process. So they continued that in 2025 even though we went from a C to a D we made remarkable improvements and so we came out of school improvements. So this year, Huntington Elementary is not in school improvement >> and and I want to interrupt really quickly. Remember 2025 is where they made some changes in accountability. So um you'll get to
013so that is why um even though we made improvement, that letter grade looks different because it's the way they calculate. But anyway, we >> during those years we were in school improvement because we were in the bottom 5% of our school comparability group which is a group a list of about 50 elementary schools that are similar to us in economically disadvantaged numbers um and size. >> Do you mind if I say that we talked about the biggest difference um in us in most of those schools is that we are a K through three. They're K through five. They have the advantage of using academic growth in their accountability numbers. Our elementary school doesn't have growth. They can't show growth because they're only tested at the third grade level. There is no growth year to look
014at. So, our accountability scores are dependent on only star performance passing rates. >> Period. That's it. Did you pass? Did you not? Did you make meets or masters? So, um a lot I'm gonna say many schools in the state depend on academic growth to their scores because either academic growth or star performance counts for 70% of your your accountability rating where most schools show more of the academic growth than they do on performance. But we don't have that luxury at our elementary. So just keep that in mind. So there's where we score a D because we have no growth to show that measure. Okay. So after saying that looking at domain three closing the gaps is where we start to look at sub populations and how they performed and the the subops that we noticed
015needed the most improvement were the subop doesn't sound like it's a sub population but all student groups and then separated out the white student group and the high focus group. Those are our three highest needs. High focus is your economically disadvantaged, emergent bilingual, special education, and highly mobile all combined into one group. Highly mobile or foster care children, uh homeless children, and migrant children, which we don't have any migrant. Okay, so those are the groups we're looking at. In 2425 when we were still in school improvement and working towards coming out the things that the district did to help improve that campus were appointed campus leadership and we asked Shannana Whitmore became our principal. We implemented blue bonnet learning math curriculum and we took advantage of the ESF grant which is a two-year grant and
016uh that comes with coaching on the materials and internalization process through region 7 leadership coaching and teacher support and teacher professional development. The results with all with the results were that although the campus was rated a D, we did make improvement. So the state removed the label of uh school improvement from our campus. So although the school is no longer in improvement or comprehensive improvement needed, we still have to write a tip plan because we're using the ESF grant. So that's a tonight is a requirement of the grant, not because we're in school improvement. Yes, sir. Are we no longer in that improvement support or support comprehensive support improvement either because we are no longer in the bottom 5% or have we actually shown >> we are still in the bottom 5% but we've shown
017improvement to the point that the state has removed that label from us. So it wasn't just a little bit of improvement it was enough improvement again even though this the scoring changed and we're now a D but it was still enough improvement that they took that Have it not changed? >> I don't understand how improvement we've lost four number points. >> Yeah, >> I get it. They may have changed the way that it's scored >> the way that it's >> but are they not still basing this comprehensive support improvement >> on your number and your letter grade? >> I don't understand how we go backwards and move forward and eliminate this deal. >> It's what you're saying. >> And I guess some of that stuff's going to be set by the state. not have an
018explanation for because >> it is set by the state and it is um um unfortunately >> this doesn't present well by the numbers to stay away from the other direction. >> Sure. Correct. U when you look at closing the gaps the domain three that's where you could see a lot of the improvement uh where we scored higher considerably higher in uh math and reading scores across the board but in some of our subops made great gains but just looking at the total score altogether again because we don't have a growth measure it made it lower and so we didn't we don't see that on the paper like you're saying but it did we did make improvement. >> So how do we how can we connect fourth and fifth grade to this. >> So, I've done
019some investigation. Um, and >> I'm sorry, >> move three. >> Uh, okay. >> Yep. So, we've talked about some physical whether the need to be a physical move or whether they on paper uh meaning so there's I've researched kind of all of this. I'm glad it's come up because um >> we can organize this however we want as a district. >> Correct. So, however, there are So, what I learned, um, number one, um, I got with, um, our small group and learned about the facilities and the way that they were instructed and things such as that. And I'm I'm recognizing that a physical move is probably not beneficial based on, you know, actually all is based on toilets. I'm just going to be honest with you. There's so much plumbing issues to try to move
020littles over to a fourth and fifth grade campus that is not situated that way and to have little potties and where big kids would be like it's all plumbing and it would be so much to fix that to make it accommodate. But what I did learn and there is steps to it, but there is an application process through um ask TED Texas education directory. Ask TED um and we can apply to change our grades configuration under a school number. Uh it uh the application process starts in March. Um the this is what's a little bit aggravating. This is why I thought um I just trying to process They said our decisions will be made by October and I thought well that doesn't help like we're into another school year and I don't have an answer
021for that. That was what I got from the state. However, um there are a few consequences. There are benefits and then there are a few consequences that I have to um clarify with. The budgeting aspect would look different and unique. And so we have got to figure out what how that budget would look like because we would still need administration on two physical sites, right? We still need because it is two physical sites. I thought we were going to lose safety money, but because it is two physical sites, they say you won't lose safety money. Okay? Even if it's under one number. So there's a few um areas that I'm still investigating in the how to do it. um learned again we have till March to consider um this but it would make a difference
022if we had K through5 campus what was going to be their rating we did the what if >> they would either have been as high C or B they would have been at high C or B as a campus as a K5 campus that's what their rating would have been we had u Chrissy Haney from region seven we had her take our data and try to calculate that and she said you know she couldn't give me a specific number she said this is where she landed at a low at a low B, but she said a few other factors in there that I don't have access to. It could have even been a high C, but regardless, it's it would have been wildly different in the county. >> Um, you mean they have a separate
023>> uh >> Well, I don't know about that. Our comparability groups aren't just in the county. It's a group of 40. I said 50 earlier, it's 40. But we have schools from Canyon ISD, Grassport ISD, course of Canada. So, it's all over the state. Schools that are just comparable to us, but it doesn't take into account that Oh, doesn't take into account that we're K3 and they're K5s. >> They're just comparable through enrollment. >> I got a question. >> Got a comment. That's all. I'm going to give it time. Let the wind blow. That's going to change anyway because it's a state. >> That stuff drives me crazy. >> I know. I know. question is are our kids at the point where they're reading and they're writing and they're learning their math and are they
024learning in the classroom? >> They are learning in the classroom. >> That's what matters to me the most. >> We have we've adopted Blue Bonnet. That's kind of what I was asking the kids about. It is extremely high level. So is there going to be a little bit of a implementation dip? There is because it's the expectations have increased greatly for the kids. They have no choice. Um it is um a high level curriculum. They're working hard. Um yes, if you would take a tour and read what's on the walls, it it would make you feel good because um what they're learning, what how they're able to speak about their topics um it's extremely high level. I I don't know if you have any other comments because you No, I agree with what you just
025said. Yeah. >> I mean, we're seeing some gaps >> um that maybe we didn't see prior in >> Yeah. And I guess My my point is uh and it's just me because I was here when we voted to do blue bonnet. I've heard the good, the bad, and the ugly and everything else. Listen to that. >> But it still gets back to I get aggravated and you all have to do that. So it's okay for me to get aggravated because I don't have to >> about all of those numbers when it gets down to can our kids do the work >> and our teachers have what they need to teach our kids to do the work. >> Let's turn it over to principles. like how do you feel like your teachers are supported instructionally, resources,
026all of that? >> Um resources, it comes with everything. Um it is so scripted that I think u especially at the younger age where I was a kindergarten teacher for 10 years. I taught second and I taught fourth. Um we want to do the fun things to bring our kids in and call them our own. And I think that does kind of take a little bit of that away from teachers. They're having to navigate around that to um keep I want to say like ownership of their classroom while being really um dedicated to the curriculum. And it's one of those trust the process like what we have to trust what we have adopted what is put in front of us. We have to use it with fidelity to see if it works. It is hard.
027It's a lot. The internalization process is it's intense. It is um it is a it's scripted, but it is a lot of work. They the teachers have to go through every lesson. They have to take every test before the kids take it to see what exactly the misconceptions are going to be and how to teach through those. They have to go through and annotate and decide. They're going to struggle with this. So, it says I need to give it five minutes, but I feel like I need to give it 10. So, I'm going to have to take a little bit back from over here. They have to dive into curriculum. Like, I don't ever remember diving into curriculum because I'm I'm I'm diving into um materials. It is. We are. We have the budget to
028get everything we need for ELA. They have some uh some stuff coming up, but they moved a unit back because there were a whole lot of projects and a whole lot of stuff to order. We have everything we need for math. Um, walking in and seeing these kids talk about the Middle Ages feudal system and and and in math and they are math is fun. Math is one of those things where they like it it's hard if you're if you're a reader and not a math kid. Math is hard and you're going to buck it. But this breaks it down in such a way that it's like, man, if I wasn't a math kid. I'm like, if I learned math like this, I might have been a math kid, you know? Um, >> so to
029answer your question, I believe that we're going to see great games just from >> I'm using it right now. Yeah, that's a good point. >> Um, and so from somebody that's used lots of different curriculums, um, like a lot of the work I feel like I did as an instructional coach at one point in my career, like the that stuff is built into the curriculum. So, it's nice to be able to have it all laid out there. Um, especially for new teachers who don't know like the best way to ask a question to get to something, it's there for you. All they have to figure out is where am I plugging this in at? Um, So I think some of like the the experience work that has to come into play um it's kind of
030built in for you. So where sometimes you would see veteran teachers being able to like how did they dig that deep? Well those questions are made for those teachers already and um I think the disparity between teachers from classroom to classroom has helped with that um because they they all have that information there for them. It's okay to be uncomfortable and change things. I like that. Yep. I do that in my business. >> Yep. They're uncomfortable a little bit. >> I just >> I want to make sure that our kids are learning. That's >> it. It it appears that way and and we again have to see the process through and it takes, you know, to make a change it takes a few years. So, um I do see great games from our >> script
031to the point where it takes the creativity away from a teacher that does have these ideas to reach these kids that maybe not understand it the way the script is written first time through to grab this child and and circle back with them so they can actually grasp it because y'all all know you've done this for a while. They don't all learn the same, >> right? And I don't think so. I think there's still some room in there for it. The lesson I taught today, we brought in a lot of stuff and we're able to talk about uh like the main problem we were talking about today. It had a was a scatter plot all about kids learning to um it took a a brickandmortar bookstore and talked about the linear regression of the data
032from kids buying um a hard copy book and how um the trend was going negative direction. So they talked about why is that happening? Well, they they they got to the depth of well number one 2020 hit 1920 and stores shut down. Uh people moved to more Kindle books and uh that kind of stuff. So they were even able to talk through the whole process of why did they even see it? Not to mention the math and data side of it. Um that part wasn't even scripted in. They just we went with the conversation so they can really think through this is real math. they use every day. These are real things that people look at. You know, another example is the we were talking about us region seven not being on campus uh when
033the students were working on the human body system unit. And when we went into third grade classrooms and we went into the all the reading classrooms, none of them were doing the same thing. They were on the same unit and I was hearing the same vocabulary, same wording, but nobody had the same thing going on in the classroom at the same time. So, but at this but on the other side of that, Mr. I would also say for a brand new teacher >> that really doesn't know how to put that creativity in yet, that script is great to have. >> And then they're going to learn the creativity and how to put their own voice and own personality into it as they grow. >> So, >> great conversation. Love it. Love it. Love it. Love
034it. Thank you guys. >> Um, so >> so that was the results of 24. >> Okay. Clicker stop. >> Do you um So moving forward for 25 oh so action steps for 2526 is we've implemented the reading portion of blue bonnet learning uh for K through three um actually K through five but K through three at elementary um and we're continuing into the second year of the effective schools framework grant so the same things they'll continue the coaching on materials and internalization and also include the feedback and observation All with region seven will have more leadership, coaching and teacher support. You have any further questions about this? >> Does it have to be approved? >> It's just a hearing. >> Okay. >> Not on the targeted improvement plan. >> Okay. >> What about the campus
035improvement plan? >> We're about to do that one. >> Okay. I'll move a speed in consideration action if any upon the 2025 2026 campus improvement plan. >> Does A require? >> Well, I just said it doesn't require it. Has to be a public hearing. >> It says consideration of action. So, we're not going to take action. >> Consider >> how about we approve it in in the >> Let's go back to if you don't mind. >> Make a motion to approve the target improvement plan as presented. I have a motion. I have a second by Mr. Watson. All in favor? >> Motion carried. I'll move to consideration on the 2025 2026 campus improvement plan. >> Okay. So, we provided a copies of all the campus improvement plans for you. I believe at the end of
036last week maybe um and I'm just going to hit kind of a by goal some performance objectives. So, looking at goal one for the district, which are these are the district board approved goals. Um, goal one talks about high quality curriculum for our students in a classroom. Go ahead to the next one. One more. Um, basically across the district, you're looking at campuses who are looking to working to increase the performance level of students by 5% across all grade levels, all subject areas that are tested, and all subopuls. In goal two, which deals with recruiting and retaining high quality instructional staff, all your campuses are looking at providing uh or working with teachers to develop personalized professional goals and then working with those teachers to provide support to reach those goals by the end of
037the school year. And they're also looking at teachers administrators will participate in high quality researchbased uh staff development throughout the school year. Okay. Goal three deals with ensuring fiscal accountability and all of the campuses all have strategies, performance objectives and strategies written about um monitoring their program budgets better, making sure that they're make they're ensuring that their campus budgets are staying within that budgeted area and not going over um and also that they're most of them have talked about PO approval process making sure that everything that they're funding is at the benefit of student achievement. Goal four is dealing with maintaining existing facilities and all the campuses have uh performance objectives about maintaining the interior or exterior of their of their facilities to the highest degree of safety, security and criminals. Goal five deals with
038promoting partnerships and all the campuses have strategies about building better communication between school and home and also increasing parental involvement. And then goal six deals with the police department. And the campuses to support th that goal have written performance objectives about collaborating with their SRO, participating in coordinated school health programs, and also implementing a comprehensive school uh counseling program. We do need an >> question entertain a motion motion approve 2025 2026 campus improvement plans as presented a motion by Mr. S second by Mr. All in favor? Motion carry. See discussion only. Lo for grants. >> Perfect. And um we'll go ahead and start this. Um real quickly too on those campus approved plans. Those will all be posted on our website for everybody to be able to see from district to all campus levels. You'll
039be able to to read those strategies. Um the last four grant um is uh a new instructional grant um that is being offered by the state. It's actually gone through lasso. Lasso one, two, and we're at three, and now we're in four. Um, and the purpose of this is this is how we're going to get funds to handle the instructional side. Um, lots of state money is now going through grants and this is the way that we're going to get those been encouraged by our region center to apply for these. We have identified, we just wanted to share these with you. Um we've identified um three main areas that we're going to apply for. I'm going to give you the overall and then Robin will flip it over to let's do the first one if
040you could flip the screen to the first one. It is called the lift. Um we're going to apply for leadership and instructional foundations lift. Uh the Okay, these are ours, right? These are all the ones. Sorry. These are the Um, and then we have school improvement PLC's and strategic or sorry, school improvement curriculum instruction support. Most of what we're doing already on our campuses fall under this. This provides the funding for materials and um all the other ways that we want to use it. Um, that's the list. And well, I'll have you kind of review it again, too. Um, we're talking about residencies. The residencies, the Texas strategic staffing residencies is the way you earn um your certification, but that's through the region centers. Am I saying that one right? That's the region centers. The
041prep grow your own, those are going to be through a university and we're looking to um get our pair professionals, anyone that wants to become a teacher, that's what this prep is for is to uh take a pair professional. We have one at the elementary definitely already starting the program um wanting to become a teacher and that's the support for that is the prep program. So, we'll go forward just a little bit. Next, that's the lift. Anything that you wanted to share, Robin, on the lift. >> Yeah, I was just going to say so the lift and the lift PLC since we'll no longer have the effective school frameworks grant that'll kind of be a continuation like she's saying it's already the work we're doing, but this will be where we fund that work from
042moving forward since we won't have ESO. That's the learning. Next one, the strategic um staffing for residencies. If we get this, we're replying, but that doesn't mean we'll see what funds we get. Implement and sustain high quality and paid teacher residencies to address teacher needs within the district. Everybody um is short on teachers and these are there's the state's trying to funnel money into ways to help um pay for residencies and or uh grow our own as well. Here's your uh grow your own pipeline. And then our provider would be SFA where um we would work through them. And then mentorship, we liked this one because um we already have a mentor program uh selfdeveloped um but this is more programmatic and it's uh then these funds help pay the mentor siphons as well. So
043much of this is uh just a formalized process of things we're already doing. Any any other comments for that? >> Um I did want to go back to the prep uh residencies both the strategic the Texas strategic staffing and the residency program through prep. Both of those are paying student teachers. So a lot of times when you're finishing your degree and several of you have wives education and you know that um they have to do their student teaching cycle uh semester and it's nonpaid and it's all day. you really don't have a job or else you're working all night. Um, this pays them to be a student teacher. So, it's kind of support for them while they're trying to finish up and it's support for us because we're going to grow those teachers on our
044campus and try to keep them here with us. So, they'll be placed by SFA or the ones being placed by region. So, depending on the grant or a lotment we get. So, what we're going to apply it's a literally check the boxes for all we're checking these boxes. There is a formula uh the state has for determining prioritization. Um I will giggle. I've been giggling um as I go to meetings internally. If you are on a 4-day calendar um just announcing anyone watching if anyone's on a 4-day calendar, they don't qualify for this. You have to be here at least 165 school days. Um if you're less than 165 school days, which is typically a 4-day calendar, they drop to the bottom. So, uh, it's the state is indirectly not, uh, approving those those calendars.
045So, they're having to make adjustments. Uh, anyway, we fit the bill for so much and I'm excited to see what uh what funds we get from from those programs. So, great job. >> Any questions about that? Okay. Okay. Um, library Oh, go on. I'm sorry. Go ahead. >> The consideration action upon approval of library material purchases. >> So, Senate Bill 13. Um, this is a practice that we've always done. We've just never had to put it in front of the board. In the summer, we decided, I think it was in August, we decided we would not have a library council composed of parents, uh, board members, all of the things that we could run our school as we have been. However, one of the caveats of Senate Bill 13 was to have the board rec
046um, approve our lists of material purchases. So we have um have that uploaded to board book. We will put well once they become part of our library system. Every title uh of every book that we have is in flet that's our library system which is accessible on the website. Um and um what else was I going to say about that to be honest with you? Um oh the lists the lists come from multiple sources. There's a blue bonnet reader program, I think. Yeah, if you forward. >> Oh, how weird. Oh, well, we timed it. But that's >> okay, sir. >> There it is. Anyway, uh, Blue Bonnet Awards, those are a particular books that kids read and then they vote on what they like the best. Anyway, those are on the list of we have
047hundreds of titles that we need to purchase. Um, sometimes teacher individually says, um, hey, we're working on this unit. we uh need we don't have enough books in the library for biographies for whatever we added and I'm just going to assume and make this connection. We added a second house science teacher at the high school and a lot of the high school titles were all about health um so they were um interested in that. There are some series graphic novel series that our kids love um and when they come out with new books they just want to order them. So um do you guys have any questions on how I probably will have this nearly every meeting from this point forward. >> So if we ended up with a book and we don't ever know
048because there so many happened to us before, >> right? >> It's really not probably what we need. We can take that book out. >> Um yes, there is a process. We actually have it's all lined out in uh I actually have a whole process of a challenge and how we can remove that. Yes, that is me actually developing um a committee to review that and uh That's what all that stuff said. I'm just making sure. >> Yeah, we have safeguards that are in place that if there is something that um slipped through or was unbeknownst to us for whatever reason, we have a challenge process. Absolutely. Yep. For sure. >> Any further questions or comments? >> It's a good question. >> And we do need a vote on this. >> I'll entertain a motion. Library
049material purchases. Make a motion to approve library material purchases 13. Library books too book. >> Second motion and a second. All in favor? Motion carried. I'll move us to e consideration action depend upon donations for the integral winter classic tournament. >> So we got more donations but can you share those are >> 500 from tall pines and honey dental and then we have the 3500 from Integra. >> Okay. Any further questions about the donations? I will entertain a motion. >> Make a motion to approve the donations for Integra Hunter Classic term. >> I have a motion. >> Second. >> I have a second by Mr. Roberts. All in favor? >> Motion carried. I'll move to F. Discussion only. Campuses, special services, and technology. >> I'm going to go backwards. Um I'm going to do technology,
050special services, and then campuses. Uh Miss Widmore. Um Dr. Thornton's going to speak on behalf of Miss Woodmore who's in a course a class uh that she's attending. This is her last class, I believe. I believe it's one of her last classes on Monday night. So, um that was that's why she speak on behalf of that. So, we'll go ahead and start with technology. Tim, did Jeff Oh, sorry. You're speaking on behalf of >> um technology is kind of in that time where it's really just fixing uh things that come up. Um no, no issues, nothing. There's a few things with the website we're continuing to work through, but otherwise they're taking tickets and fixing Chromebooks and all those good things. So, that's all he had to report. >> How's he doing back? >> He's
051back today. >> Yeah, he's um It was a long day for him, but he's >> That's why he's not here tonight. >> Yeah, he's making some improvements. So, >> so we're really happy for Mr. Bear who came through and >> for sure >> is doing all things right. >> Let him know we asked about him. >> Thank you. Special services. >> All right. In an effort to continue to refine uh the practice and implementation of policies and procedures throughout our department and the district, uh region 7 came to visit our department as a courtesy and u looked through uh some folders that we've had. They reviewed some folders during that morning that afternoon gave us some guidance on some difficult arts that we have experienced and just some suggestions of some way to implement these
052practices as we go forward. uh gave us a chance to ask questions which was very beneficial for our department as a whole. Uh the audit process that began close to a years ago is in final review, thank goodness. Uh waiting on a message from TEA to be officially complete with that process. Uh we will do it again in another six years. So, um, now that the audit process has came to an end, uh, it's my goal to be on campuses more at various times weekly, being able to observe students, be with staff, and, uh, just be a more visible support for teachers, students, and administrators. Uh right now our year-to- date total so far are 40 initial evaluations with six waiting on parental consent to be given, 45 re-evaluations and 45 reads which are reviews
053of existing educational data which happen on nonrevalu years. And as always, we're working towards our ultimate goal of doing what's best for our students and giving them what they need to be successful. Thanks. Thank you so much, Mr. Wasnack. There's lots of I've encouraged him to be in and around all of those. You solve lots of problems when you're on campus and you're seeing them firsthand. So, he's working it and solving them daily. So, we appreciate that work. Um, okay, campuses. Let's start high school, middle, intermediate, and then Dr. Thortton's going to speak on behalf of J High School. >> We're doing great. I know you say that all the time. >> Specificity a little bit, maybe a little bit. >> Just finished CBAs. We have our winner, our retest, EOCC retesting coming up the
054week we get back from Thanksgiving, basketball season, um, Grinch, Candy Cane Lane, >> all the things. And and I know he's not speaking about because it was somewhat of a district thing, but really it was mostly a high school thing. That veterans program was uh hands down the best program I think I've ever seen. And so uh thank you Shane for your staff. >> Mr. Sto, what what's your uh because I've asked so many kids. I ask some of the basketball the whole deal with cell phone policy. Tell me what you're hearing and what you're seeing. >> I think it's great. I'm not ignorant in the sense of that kids aren't using them on campus at some point. We're not going into the restroom stalls and seeing if kids have their phones out in the
055restroom stalls. But as far as hallways, classrooms really when it matters. >> They seem to be talking more in lunch, having conversations like they should do. >> Lunch room is the lunchroom and the commons area is loud. I think it would probably do him some benefit going to the restroom. So I was telling him to explain to him how they check out a class. I don't think then he saw that whenever we did our tours like on the computer. Yes, sir. So we're we have a a computer program where kids have to it's old school hall pass. You sign out and get, you know, get your teacher signed it. It's all digital now. the kid goes online and does a a pass going to the restroom or whatever. It does a countdown. It gives us
056a like I can pull up the log from today and tell you every kid checked out a couple of the restroom. So >> he knows if they were >> Yeah. They're on their phone. >> Yeah. >> Well, I'm glad to hear that because if you read about it, what schools have done and the research is showing kids are having conversations. They're starting to talk more. They don't feel like they have to have it. And so, and I know you do everything you can to enforce it. I would >> So, we're enforcing it. I'm not saying that. I mean, we've >> Yeah, >> we've had I wouldn't say a lot, but when we've had several I think we had the data the last meeting that we a couple >> Yeah. I just And and you won't
057because you do a good job of that. I just would never want us to get lax. We got it going. It's rolling. >> It's rolling great. And I got to tell you, the kids are really a proponent of it now, Ben. Mr. Watson, excuse me. Uh they are so excited. I had a a young lady tell me that, "Oh, it's so nice to not have to deal with all of that drama." And so, like, in their own way, they are so happy not to have it. If you walk into um the commons or into the library at any point, old school card castles, they're building them. I've got pictures of them at maker stations with the Legos. They were in high school. They have learned checkers. I'm not going to say they might have also
058learned a little poker. Maybe just a little. Um they're playing games and it's pretty cool. >> Thank y'all for that. >> It's really It's really fun to see them. Sorry to sabotage that because it's really cool. >> Okay, middle school. Uh it's going good. Uh CDAS, we've got more tomorrow and Wednesday and that'll kind of finish us up for this round. Basketball in full force. Um and this Friday, several of you, you are helping us out with our Angel Tree fundraiser. Um, I hope we can all walk next Monday. >> Hey, we got to go ahead and make this it's on it's on YouTube. >> We've got to make sure we get Mr. Wiz on the roster. Um, so let's get that done right now. >> We going to need help under the goal. That's
059our big >> I checked. They have two X jerseys. >> You're on Chris. You can't say no. I already told Hay Stover, he better wear both knee brakes. I'm breaking BOTH HIS LEGS. >> I'M ONLY going in one time. >> So now we got to explain what's happening just for the for our viewers online. There's been a lot of smack talk going on between >> So who's playing for our Lufkin newspaper? >> So we're doing an Angel Tree fundraiser. Um and we're doing a staff versus student game, >> basketball game. Staff versus students. and maybe board. >> Board. >> Yeah. And we've got some extra people that are helping us out. So, our board's coming to I guess Are y'all just playing or you also being a cheerleader? Anybody? >> Well, I'm supposed to play
060basketball. >> Last time I was on that floor playing basketball and I fell off a donkey. So, I don't I'm >> You want to be a cheerleader and get you some fun? >> I can cheer. I can do whatever I can. >> So, come on out. Come on out. If you're here listening to the staff versus student um fundraiser, that's great. Thank you. Intermediate. Um we did our reading and science CBAs last week. We are doing our math CBA tomorrow and then we have our Thanksgiving lunch with a loved one on Wednesday. So busy week. Uh hoping attendance stays up with all the things going on. Um but Perfect. Um I I'll sabotage just a little bit. I know Friday is Elementary's Thanksgiving uh lunch and then um Thursday, I'm sorry, Thursday is Elementary's Thanksgiving
061lunch and I've heard it's a really grand deal with hundreds that show. So I'm interested to visit first time. >> Anything else for elementary that um on your >> So they took CBAs last week. We have one more CBA this week, I believe on Wednesday. Um, looking at the data we've already gotten from last week, you can see our scores improving. Um, so we are seeing gains over last year's CBA one. Uh, starting out um after Thanksgiving break, they'll be doing TE's boot camps. So, based on the CBA data, they're going to be breaking up and doing some remediation. Um, not let me rephrase that. It's not just remediation. It's those students who just failed. We're looking at pushing our meets and master scores up. So, they're looking at those students as well. So, accelerating
062those and some remediation for students who weren't doing as well on grade level. Um, oh, and what did you know? She's in class. She's not just skipping. I'm not going to tell you what her current topic is because >> she's working towards a second masters, I believe. >> Um, she is in history. history tonight is on the mass and murders. She said, "I'm currently locking doors." >> So, yeah, she's got a really interesting violence history class. Crime in America. >> Crime in America. >> A Mr. Neil, last but not least, >> Pride is going well. Uh, we've had, I believe, 10 graduates this year, a couple of which are hoping for a successful star test next month so they can get their diploma. Appreciate our teachers, Miss Arnold, who was right here tonight with us
063for a little while, and Miss Dickerson are doing a great job, very patient. Uh, you know, every diploma is hard earned, but as you know, many of our pride kids have overcome some pretty tremendous obstacles. Um, I see them, you know, working sometimes until 10 or 12 at night and then dragging in in the mornings trying to get their diploma. So, it's a it's been for the last I'm in my fifth year there. It's been a pretty unique experience, you know, to see uh what they do to get their diploma. So, appreciate you guys supporting the program. >> Pretty much it. >> And while I could say they're changing lives, I think these lives um we're saving lives in this program, which is pretty >> awesome. >> Saving saving lives and Mr. Neil does an
064amazing job there. >> Thank you, Mr. I'll move six superintendent report. >> Okay. Um you there's monthly expenditures. If you have any questions or concerns, let us know about those. Attendance. Our average percentage of attendance has been 95%. I've been trying to advertise those. We were last week at 1 point um I think like it was 98 and anyway it was like an amazingly high. And so why is that important for anyone listening? Why is that important? It's important because that's how we get funded. That's one way we student attendance. We get paid every day that a child is in attendance. So, everything that we can do um to um encourage attendance, share the importance of attendance, and that's what I I continue to try to do with our community. >> It's a good job,
065>> letting people know that that's one way we taxes and attendance. Um am I right about that, Matt? I think that was our attendance is pretty good. Yeah, I mean obviously that's a big component of that, but more than that, they're here and we're >> and they're learning. >> They're learning when they're here. So, so I don't as the money guy, I want to make sure that I'm clear that we don't look at them just as dollars. They, you know, we're want them here when they're here for sure >> and we love them when they're here. >> They may not get it home. So, >> yeah, we love them and we need them here. And our enrollment um just is approximately it has fluctuated, but about 1,499 and and that number seems different because end
066of the year about 1560ish. And so >> the good news is our our ADA projections that we use in our summary of finance are I mean we're we're we're need to be in regard to that. So it as of right now assuming the attendant I mean enrollment doesn't decline I don't see that being a major problem. We'll just have to see you know how the attendance holds out and enrollment holds out for the second part of the year. So >> So that's that's attendance enrollment. The rest of um the agenda here are dates. Thanksgiving break that is all next week. I expect everybody to be with their families and do what they can do to rest and recoup. And December is going to be fast and furious. Um oh I'm sorry. Uh yeah, I'm sorry.
067This is correct. All the December dates, the Grinch, the Candy Cane Lane, the Integra Classic, our board meeting is on the 15th and then um we have a band concert the next day. But I bet um you can open up any athletic schedule and there'll be something for you to do every single day. So >> any other questions about um anything? >> Yes, that'd be great. >> All right. At this time, I'll move to seven executive session here in the course of meeting discussion on agenda and the board will conduct a closed meeting in the course of the open meeting act Texas government codes chapters 551 sub chapters and I'll now put us into executive session. back into session. Uh, I'll move us back up to E personnel report. >> Make a motion to approve
068personnel report. >> I have a motion by Mr. Sin. >> I second. >> I have a second by Mr. Sap. All in favor? Motion carried. I'll now move us to 10ers. >> I'll make a motion. >> SECOND, CHARLES. >> All in favor? Motion carried. >> Charles, >> I got tickled. Thank